Games for the development of speech in children of middle preschool age
The game "What is he?".
Target: learn to actively describe the features of objects.
Description: invite the child to bring everything square that he finds in the room. For example: a book, a box, a cube, etc. Ask him to describe all objects that are united by one feature - square. Let the child find and explain the similarities and differences of objects, as well as their purpose.
Game "What do you hear?".
Target: develop hearing, the ability to recognize speech and non-speech sounds.
: musical instruments(pipes, drum, rattles, tambourine), foil, paper, book.
Description: the teacher puts the child on a chair with his back to himself: he should not see, only hear, and then determine what was played or what produced a goth or other sound. It is advisable to start with a simple one - with musical instruments, and then move on to something else: paper, foil, turning pages in a book. You can complicate the task by moving around the room and making a sound to the right or left of the child. Then switch roles. When answering, you can intentionally make a mistake and see if the child corrects the mistake. Ask him to repeat the sound.
The game "Who is talking."
Target: train phonetic memory (perceive, pronounce, distinguish sounds).
Description: invite the child to show how a cow talks, how her cub talks, how their voices differ. The child not only learns to distinguish voices according to several features, but also tries to analyze the difference between sounds.
Game "Pictures-riddles".
Target: learn to highlight the main and secondary; to consolidate the skills of describing objects.
Game material and visual aids: cards with images of various objects.
Description: leader is selected. He takes one of the cards out of the bag and begins to describe what is shown on it. Players offer their answers. The next driver is the one who first answered correctly.
Steps game.
Target: contribute to the expansion vocabulary, the development of speech.
Description: Two teams line up opposite each other. There should be a separate line between them.
The theme of the game is set. You can use the topics given in the previous game, as well as name words, syllables, a specific letter or sound. A step can be done by naming the desired word. The first team to reach the dividing line wins.
Game "Prepositions".
Target: reinforce preposition skills.
Game material and visual aids: disposable cardboard plate, cube.
Description: draw a plate into sectors. In each sector, write the prepositions “on”, “in”, “under”, “above”, “with”, “for”, “before”, “to”, etc. The child throws a cube on a plate. The sector in which the cube hit becomes a playable one. With the preposition of the game sector, the child must come up with a proposal. Let it be simple at first.
Game "Similar words".
Goals: help to study synonyms, different meanings of the same word; learn to choose the most accurate words to describe a particular subject, avoid repetition.
Description: explain to the child that the same thing can be said in different words:
Our kitten is funny. (Funny, funny, amusing, comical.)
The weather outside today is sad. (Sad, unhappy.)
The hare is cowardly, but what else can you call it? (Fearful, timid, shy.)
The hare runs away from the fox. How else can you say? (He flees, rushes, flees, flies at full speed, blows his legs.)
Word game.
Target: Expand words knowledge.
Description: invite the child to name as many words as possible for toys, vegetables, trees, flowers, wild pets, birds, tools, furniture, professions.
The game "The meaning of the word."
Target: to learn to clearly express an idea, indicating the main type of use of an object, describing its features.
Description: invite the child to explain how he understands the meaning of the words "bicycle", "knife", "hat", "ball", "letter", "umbrella", "pillow", "nail", "donkey", "fur", “diamond”, “connect”, “shovel”, “sword”, “trouble”, “brave”, “hero”, “poem”, etc.
PREPARATORY GAMES
It involves the preparation of the child's speech and hearing organs for the perception of the correct sound and for the correct articulation pattern necessary for its reproduction. Therefore, games for the development of hearing are in the first place. The selection of games goes in strict sequence:
- first for the development of auditory attention, i.e. the ability to distinguish non-speech sounds according to their sound-frequency properties;
- then for the development of speech hearing, that is, the child's ability to distinguish people's voices, to understand the meaning of the speaker's phrase;
- and only after that should one proceed to the development of phonemic hearing, that is, the ability to hear the constituent parts of a word.
Development of auditory attention
Games #1 - 18
Where did you call?
Target. Determining the direction of sound.
Equipment. A bell (or a bell, or a pipe, or a tambourine, etc.).
Description of the game. Children sit in groups in different places in the room, in each group there is a sounding instrument. The leader is chosen. He is offered to close his eyes and guess where they called, and show the direction with his hand. If the child correctly indicates the direction, the teacher says: "It's time" - and the leader opens his eyes. The one who called, gets up and shows a bell or a pipe. If the driver indicates the direction incorrectly, he leads again until he guesses correctly.
Say what you hear
Description of the game. The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard (the chirping of birds, the signal of a car, the rustle of a falling leaf, the conversation of passers-by, etc.). Children must answer with a whole sentence. The game is good to play on a walk.
Quiet - loud!
Target. Development of coordination of movements and sense of rhythm.
Equipment. Tambourine, tambourine.
Description of the game. The teacher knocks the tambourine quietly, then loudly and very loudly. According to the sound of the tambourine, the children perform movements: to a quiet sound they walk on their toes, to a loud one - at full step, to a louder one - they run. Who made a mistake, he becomes at the end of the column. The most attentive will be ahead.
Mother hen and chickens.
Target. Reinforcing the concept of quantity.
Equipment. A chicken hat made of paper, small cards with a different number of painted chickens.
Description of the game. Two tables are put together. A hen (child) sits at the table. Chickens sit around the table. The chickens have cards on which is drawn different number chickens.
Each child knows how many chickens are on his card. The mother hen knocks on the table, and the chickens listen. If, for example, she knocks 3 times, the child who has three chickens on the card should squeak 3 times (wee-wee-wee).
Who will hear what?
Target. Accumulation of vocabulary and development of phrasal speech.
Equipment. A screen, various sounding objects: a bell, a hammer, a rattle with pebbles or peas, a pipe, etc.
Description of the game. The teacher behind the screen knocks with a hammer, rings a bell, etc., and the children must guess what object produced the sound. Sounds should be clear and contrasting.
Seller and Buyer
Target. Development of vocabulary and phrasal speech.
Equipment. Boxes with peas and various cereals.
Description of the game. One child is a salesperson. In front of him are two boxes (then the number can be increased to four or five), in each different kind products, such as peas, millet, flour, etc. The buyer enters the store, greets him and asks for cereals to be released to him. The seller offers to find her. The buyer must determine by ear in which box the cereal he needs or other required product is in. The teacher, having previously introduced the children to the products, puts the products in a box, shakes them and gives the children the opportunity to listen. To the sound emitted by each product.
Find a toy.
Equipment. A small bright toy or doll.
Description of the game.
Option 1. Children stand in a semicircle. The teacher shows a toy that they will hide. The leading child either leaves the room, or steps aside and turns away, and at this time the teacher hides a toy behind one of the children. At the signal "It's time", the driver goes to the children, who quietly clap their hands. As the driver approaches the child who has the toy hidden, the children clap louder; if they move away, the clapping subsides. By the strength of the sound, the child guesses who he should approach. After the toy is found, another child is assigned as the driver.
Option 2. Children sit on chairs in a semicircle. One child drives (he goes into another room or turns away). The teacher hides the doll. At a signal, the driver enters, and the children say to him:
Doll Tanya ran away
Vova, Vova, look,
When you find her, then boldly
Dance with our Tanya.
If the driver is in the place where the doll is hidden, the children clap loudly, if he moves away, the clapping subsides.
The child finds the doll and dances with it, all the children clap their hands.
Hourly.
Equipment. Bandages.
Description of the game. A circle is drawn in the middle of the site. In the middle of the circle is a blindfolded child (sentry). All children from one end of the playground must sneak quietly through the circle to the other end. The sentry listens. If he hears a rustle, he shouts: “Stop!” Everyone stops. The sentry goes to the sound and tries to find who was making noise. The found one is out of the game. The game continues on. After four to six children have been caught, a new sentinel is chosen and the game starts over.
Where does it ring?
Target. Development of orientation in space.
Equipment. Bell or rattle.
Description of the game. The teacher gives one child a bell or a rattle, and invites the rest of the children to turn away and not look where their friend is hiding. The recipient of the bell hides somewhere in the room or goes out the door and rings. Children in the direction of the sound are looking for a friend.
Where did they knock?
Target. Development of orientation in space.
Equipment. Wand, chairs, bandages.
Description of the game. All children sit on chairs. One (leader) goes to the middle of the circle, he is blindfolded. The teacher goes around the whole circle behind the children and gives one of them a stick, the child knocks it on a chair and hides it behind his back. All the children shout: "It's time." The driver must look for a wand. If he finds it, he sits in the place of the one who had the wand, and he goes to drive; if it doesn't find it, it keeps driving.
Blinders with a bell.
Target. Development of orientation in space.
Equipment. Bell, bandages.
Description of the game. Option 1. The players sit on benches or chairs in one line or in a semicircle. At some distance from the players, facing them, stands a child with a bell.
One of the children is blindfolded and must find the child with the bell and touch it; the same one tries to get away (but not run away!) from the driver and at the same time calls.
Option 2. Several blindfolded children stand in a circle. One of the children is given a bell in his hands, he runs in a circle and rings. Blindfolded children must catch him.
Equipment. Bandages.
Description of the game. The driver is blindfolded, and he must catch one of the running children. Children quietly move or run from one place to another (they bark, crow, cuckoo, call the driver by name). If the driver catches someone, the person caught must give a voice, and the driver guesses who he caught.
Say what it sounds
Equipment. Bell, drum, pipe, etc.
Description of the game. Children sit on chairs in a semicircle. The teacher first introduces them to the sound of each toy, and then invites everyone to turn away in turn and guess the sounding object. To complicate the game, you can introduce additional musical instruments, for example, a triangle, a metallophone, a tambourine, a rattle, etc.
Meet the guests!
Target. The development of auditory attention.
Equipment. A cap with bells for parsley, hats with ears for a bunny and a bear, various voiced toys (rattle, pipe, etc.)
Description of the game. The teacher announces to the children that guests will come to them now: parsley, a bunny and a bear. He singles out three guys who go behind the screen and change clothes there. Parsley gets a cap with bells, a hare - a hat with long ears, and a bear - a bear's hat. The teacher warns the kids that the bear will come with a rattle, parsley with a drum, and a bunny with a balalaika. The kids must guess by the sound which guest is coming. Before going out to the children, the animals make sounds behind the screen, each on his own instrument. Children have to guess who is coming. When all the guests are assembled, the kids stand in a circle, and the parsley, bear and bunny dance as best they can. Then new guests are selected and the game is repeated. When repeating the game, you can give guests other sounding toys.
wind and birds
Target. Development of coordination of movements.
Equipment. Any musical toy (rattle, metallophone, etc.) and chairs (nests).
Description of the game. The teacher divides the children into groups: one group - birds, the other - the wind; and explains to the children that with the loud sound of a musical toy, “wind” will blow. That group of children, which depicts the wind, should run freely, but not noisily around the room, and the other (birds) hides in soy nests. But now the wind subsides (the music sounds quiet), the children, imitating the wind, quietly sit down in their places, and the birds should fly out of their nests and flutter.
Whoever notices the change in the sound of the toy first and moves to a step receives a reward: a flag or a branch with flowers, etc. With a flag (or with a branch), the child will run when the game is repeated, but if he is not attentive, the flag is transferred to a new one. winner.
sun and rain
Target. Development of coordination and pace of movements.
Equipment. Tambourine or tambourine.
Description of the game. The teacher says to the children: “Now we will go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring a tambourine, it will be fun for you to walk to its sounds. If it starts to rain, I'll start banging my tambourine. And you, having heard, should quickly go to the house. Listen carefully as I play."
The teacher conducts the game, changing the sound of the tambourine 3-4 times.
Guess what to do
Target. Development of coordination of movements.
Equipment. Two flags for each child, tambourine or tambourine.
Description of the game. Children sit or stand in a semicircle. Each has two flags. The teacher loudly strikes the tambourine, the children raise the flags up and wave them. The tambourine sounds quiet, the children lower the flags. Need to follow up correct fit children and correct execution movements. Change the intensity of the sound no more than 4 times so that children can easily perform movements.
Learn by sound
Target. The development of phrasal speech.
Equipment. Various toys and objects (book, paper, spoon, pipes, drum, etc.).
Description of the game. The players sit with their backs to the leader. It produces noises and sounds with various objects. Anyone who guesses what the leader is making noise with raises his hand and, without turning around, tells him about it.
You can make different noises: throw a spoon, an eraser, a piece of cardboard, a pin, a ball, etc. on the floor; hitting an object against an object, leafing through a book, crumpling paper, tearing it, tearing material, washing hands, sweeping, planing, cutting, etc.
The one who guesses the most various noises is considered the most attentive and receives chips or small stars as a reward.
Development of speech hearing
Games #19 - 32
Who is this?
Target. Consolidation of concepts on the topic "Animals and birds." Formation of the correct sound pronunciation.
Equipment. Pictures depicting animals and birds.
Description of the game. The teacher holds in his hand several pictures of animals and birds. The child pulls out one picture so that the other children do not see it. He imitates the cry of the animal and its movements, and the rest of the children have to guess what animal it is.
snail
Description of the game. The driver (snail) becomes in the middle of the circle, he is blindfolded. Each of the players, changing their voice, asks:
Snail, snail,
Stick out the horns
I'll give you sugar
Piece of pie,
Description of the game.
Option 1. The players are sitting. One of them becomes (as directed by the teacher) in the center of the circle and closes his eyes. The teacher, without naming a name, points with his hand at one of the players. He pronounces the name of the person in the center. The latter has to guess who named him. If the one in the center has guessed correctly, he opens his eyes and changes places with the one who called him by name. If he made a mistake, the teacher invites him to close his eyes again, and the game continues. The teacher invites the children to scatter around the playground. At the signal “Run into the circle”, the children take their places in the circle. One child remains in the center of the circle.
Children walk in a circle and say:
We frolic a little
All were placed in their places.
You solve the riddle
Who called you, find out!
The game is repeated several times.
Option 2. Equipment. Bear (doll).
Description of the game. Children sit in a semicircle. In front of them, at some distance, a child with a bear sits with his back to the children.
The teacher invites one of the guys to call the bear.
The driver must guess who called him. He stops in front of the caller and growls. The one who was recognized gets a bear, sits on a chair with him and leads.
Guess who
Target. Ear training.
Description of the game. Children stand in a circle. The driver goes to the middle of the circle, closes his eyes and then goes in any direction until he comes across one of the children, who must give a voice in a prearranged way: “crow”, “av-av-av” or “meow-meow”, etc. e. The driver must guess which of the children was shouting. If he guesses correctly, he becomes in a circle; the one you recognize will be the leader. If he does not guess correctly, then it remains to drive 3 more times, and then another one changes it.
Frog
Description of the game. Children stand in a circle, and one blindfolded stands inside the circle and says:
Here is a frog on the path
Jumping with outstretched legs
I saw a mosquito
Screamed...
The one he pointed to at this moment says: "Kwa-kva-kva."
Catch a whisper
Target. Develop hearing acuity.
Description of the game. Option 1. The players are divided into two equal groups and lined up in one line. The leader moves away a certain distance, becomes opposite and in a clear, intelligible whisper (perceptible only if, if everyone is actively listening) gives commands (“Hands up, to the sides, around” and others, more complex). Gradually moving further away, the leader makes his whisper less perceptible and complicates the exercises.
Option 2. All children sit in a circle. The leader, in a voice of normal volume, asks to perform some movement, and then, in a barely perceptible whisper, pronounces the name (surname) of the one who must perform. If the child did not hear his name, the host calls another child. At the end of the game, the teacher announces who was the most attentive.
pot
Target. Consolidation of representations "hot - cold". Development of coordination of hand movements.
Equipment. Ball.
Description of the game. Children sit in a circle on the floor and roll the ball. If a child rolls a ball to another and says: "Cold", the second child can touch the ball. But if they say to him: "Hot", then he should not touch the ball.
Anyone who makes a mistake and touches the ball receives a penalty point and must catch the ball while standing on one or both knees (at the discretion of the driver).
Who is attentive?
Target. The development of phrasal speech.
Equipment. Various toys: cars, dolls, cubes, etc.
Description of the game. The teacher calls one child and gives him a task, for example, take a bear and put him in a car. The teacher makes sure that the children sit quietly, do not prompt each other. Assignments are short and simple. The child completes the task and then says what he did. Gradually, the distance from the children to the teacher's table increases from 3 - 4 to 5 - 6 m. The winners are revealed.
Bring toys
Target. Development of orientation in space and quantitative representations.
Equipment. Small toys.
Description of the game. The teacher sits down at the table with the children and asks each one in turn to bring a few toys from those laid out on the other table: “Marina, bring two mushrooms.” The girl goes and asks for two mushrooms and says what she did. If the child did a good job with the task, the children applaud him as a sign of encouragement, if he completed the task inaccurately, the children point out the mistake and count the toys brought along with him. When the children have transferred all the toys, they can play with them.
Listen and do
Target. Development of understanding of verbal instructions and phrasal speech.
Equipment. Various small objects or toys (forfeits).
Description of the game.
Option 1. The teacher calls 1 - 2 times several different movements (one - five), without showing them. The child needs to do the movements in the order in which they were named. And then list the sequence of the exercises done yourself. For the correct, accurate performance of the task, the child is encouraged: for each correctly performed action - a point (fantas). Dialer large quantity points - the winner.
Option 2. The teacher gives tasks to two or three children at the same time: “Petya, run”, “Vanya, go to the hall, open the window there”, “Kolya, go to the buffet, take a cup and bring Tanya water”, etc. The rest of the children follow correct execution. Wrongly completed the task pays forfeit.
Clap
Target. Development of quantitative representations.
Description of the game. Children sit in a circle at a small distance from each other. The teacher agrees with them that he will count to five, and as soon as he pronounces the number 5, everyone should clap. When pronouncing other numbers, you do not need to clap. Children, together with the teacher, count loudly in order, at the same time bringing their palms together, but not clapping them. The teacher conducts the game correctly 2-3 times. Then he begins to "mistake": when pronouncing the number 3 or some other (but not 5), he quickly spreads and joins his hands, as if he wants to make a clap. Children who repeated the movements of the teacher and clapped their hands take a step out of the circle and continue to play, standing outside the circle.
Lotto
Target. To learn how to correctly correlate the word with the image of the subject.
Equipment. Any children's lotto ("We play and work", "Picture Lotto", "Lotto for the little ones").
Description of the game. The children are given large cards, and the teacher takes the small ones and names each of them in sequence. Speaks clearly, repeats 2-3 times. The child who has the named object raises his hand and says: “I have ...” - and names the object.
In a more simplified form, this game is played on "Pictures for Kids". Children receive five or six cards of this loto and lay them out on their cards (you need to take two lotos). The teacher asks: "Who has a dog?" Whoever has a picture with a dog picks it up and names it.
For the first two or three games, the teacher sits in front of the children so that they can see his articulation, but then he sits behind them, and the game continues with auditory attention. The cards skipped by the guys, the teacher puts aside. In the future, the leader can choose a child.
Who flies (runs, walks, jumps)?
Target. Accumulation and clarification of words denoting an object and actions of objects.
Description of the game. At the beginning of the game, the teacher should be the driver, later, when the children get used to the game, the child can be the driver. It is necessary that the child who will drive has a sufficient vocabulary.
All children sit or stand in a semicircle, the driver stands facing them. He warns the children: “I will say: the bird is flying, the plane is flying, the butterfly is flying, the crow is flying, etc., and you raise your hand every time. But listen carefully to what I say: I can say wrong, for example, a cat is flying, then you can’t raise your hands. At the end of the game, the teacher calls the more attentive ones.
At the beginning of the game, the teacher speaks slowly, stopping after each phrase, allowing the children to think whether the object is correctly correlated with its action. In the future, you can speak quickly and in the end introduce another complication - the driver himself raises his hand every time, regardless of whether it should be done or not.
memorize the words
Target. Dictionary accumulation. Memory development.
Description of the game. The host calls five or six words, the players must repeat them in the same order. Skipping a word or rearranging it is considered a loss (you need to pay a fant). Depending on the speech abilities of children, words are selected of varying complexity. The winner is the one who lost the least forfeits.
Development of phonemic hearing
Games #33 - 45
Red White
Target. Finding sound in words perceived by ear.
Equipment. Two mugs for each child (red and white).
Description of the game. The teacher invites the children to listen carefully and determine which word has a given sound. If there is a given sound in the word, the children should raise the red circle, if not, raise the white circle.
Where is the sound?
Target. Finding the place of a sound in a word.
Equipment. A strip of colored cardboard, divided into three parts by bright lines, a chip (flag or circle).
Description of the game. The teacher says the word. Children determine the place of a given sound in a word. Depending on whether the sound is heard at the beginning of the word, at the end of the word or in the middle, the chip is placed on the first, last or middle part of the strip. You can limit yourself to only one large format strip on the teacher’s table or distribute strips and chips to each child. In the latter case, the children must sit at the tables.
First, children determine the place of the sound only at the beginning, then at the end of the word. And only when they learn all this, you can take the words in which the given sound is in the middle of the word. If the given sound is a vowel, then words are selected with an additional condition: The vowel must be stressed (stork, river, poppy).
Who is bigger?
Target. Finding sound in the names of objects in the picture.
Equipment. A plot picture that depicts objects with a certain sound.
Description of the game. The teacher shows the children a picture, for example "Garden". After examining the picture, the teacher offers to tell what the pioneers collect in the garden. Then the children are tasked with saying in the name of which objects there is a sound p (sound c). For each word, a cardboard circle is given. The one with the most circles wins.
Catch a fish
Target. Vocabulary activation, automation of individual sounds.
Equipment. Metal paper clips, small subject pictures (the depicted object is cut out along the contour), a box and a fishing rod with a magnet from the Catch a Fish game. Paper clips are attached to subject pictures.
Description of the game. Children take turns catching various objects with a fishing rod. They are called. They determine the presence or absence of the necessary sound in the name (for example, p), its place in the word (at the beginning, end, middle of the word). For a correct answer, the child receives a point. The one who scores more points wins.
Who is more attentive?
Equipment. Pictures for a certain sound.
Description of the game. The children are sitting at the tables. The teacher says: “Now I will show the pictures and name them, and you listen and guess what sound is found in all the words I have spoken. Whoever guesses will raise their hand." Then the teacher shows and names pictures that begin, for example, with a sound from: sled, glass, bag, elephant, bench. Children say: Teacher: “That's right, all these words begin with the sound s. Name them for me." Children remember and name them. And then they themselves must remember other words with this sound.
The game can be made more difficult.
Who can come up with more words?
Target. Vocabulary activation, automation of different sounds.
Equipment. Ball, fans.
Description of the game. The teacher names a sound and asks the children to come up with words in which this sound occurs. Then the children form a circle. One of the players throws the ball to someone. The one who catches the ball must say the word with the agreed sound. He gets a fan. Anyone who has not come up with a word or repeats what someone has already said does not receive a fanta. The winner is determined by the number of forfeits collected.
Find a place for your picture.
Target. Vocabulary activation, differentiation of different sounds.
Equipment. Pictures, in the name of which, for example, there are sounds w and w.
Description of the game. The children are sitting at the tables. The teacher shows them pictures of a ball. The teacher says: “When the air comes out of the ball, you can hear: shhhh ... I put this picture on the left side of the table.” Then he shows them a picture of a beetle, and reminds them how the beetle buzzes: w-w-w ... “I put this picture on the right side of the table. Now I will show and name the pictures, and you listen to which of them will have the sound w or w in the name. If you hear the sound sh, then the picture should be placed on the left, and if you hear the sound w, then it should be placed on the right. The teacher shows how to complete the task, then calls the children in turn, who name the pictures shown.
Pictures must be selected so that the spoken sounds correspond to their spelling. You can not take such words where the sound w is at the end of the word or before a deaf consonant.
Be careful.
Target. Vocabulary activation, automation of different sounds.
Equipment. Various toys and objects: elephant, doll, bear, fox, tambourine, chicken, bus, etc.
Description of the game. Turning to the children, the teacher says: “I will name the toys. As soon as you hear the first word that contains, for example, the sound with, you should raise your hand. Then he calls the child and calls him objects, and the other children monitor whether he is doing the task correctly, and if not, then correct him. For the game, objects are taken in the name of which the sound c occurs at the beginning, middle and end of the word. If the child is mistaken, then he himself must come up with a word with the sound s. During the game, the teacher changes the order of naming objects so that children do not use mechanical memorization of words (a similar game can be played with other sounds).
Ringing - buzzing
Target. Differentiation of sounds h - f.
Description of the game. The leader is chosen. He leaves the team. The remaining children each come up with one word, in the name of which there is a sound z or zh. The driver, returning, approaches each child, and he says a word to him. If the driver hears the sound z in the word, then he says: “Ringing”, if he hears the sound w, then he says: “Buzzing”. Both the answers of the driver and the words invented by the children are evaluated.
Tapping out syllables
Equipment. Drum, tambourine.
Description of the game. Children sit in a row. The teacher explains that each child will be given a word that he must tap or clap. Pronounces a word clearly and loudly, such as a wheel. The called child must tap out as many times as there are syllables in given word. The facilitator gives the children different words in the number of syllables. The winners will be those who have not made a single mistake.
Telegraph
Target. Teaching syllabic analysis of words.
Description of the game. The teacher says: “Children, now we will play telegraph. I will name the words, and you will take turns transmitting them by telegraph to another city. The teacher pronounces the first words in syllables himself and accompanies them with clapping. First, children are given two-syllable words, selecting them according to the degree of difficulty (dad, mom, window, bed). Then three-syllable words are gradually introduced (machine, table, door). Only after such preliminary work can the children be allowed to independently come up with words that must be transmitted by telegraph.
guess the word
Target. Composing words with a certain number of syllables.
Description of the game. The children are sitting at the tables. The teacher says: “Now we will guess the words with you. I won’t name them for you, but I’ll just telegraph them - I’ll knock, and you should think and say what these words could be. If the children find it difficult to name the word, the teacher taps the word again and pronounces its first syllable. The game is repeated, but now the teacher calls one child. The called person must guess the word that will be tapped out, name it and tap out. When the children learn the game, one of the children can be chosen as the leader.
Word-shifters
Target. Activation of the dictionary, training in syllabic analysis of the word.
Description of the game. One child leaves the room, and the rest of the children make up a short word, call the driver and tell him, for example, lok (kol), mod (house), zako (goat), sako (spit), etc. The driver must guess the hidden word. The teacher makes sure that the words available to the player are guessed and no mistakes are made when turning over.
You can offer children other options: guess one, and guess the whole group; whoever guesses first, he starts guessing.
Development of physiological respiration
Games #64 - 73
watchful birds
Target. Consolidation of the presentation on the theme "Birds".
Equipment. Musical wind toys: pipes, saxophones, etc.
Description of the game. The teacher tells the children about wild geese very careful. They have a leader. If a flock during the flight descends to some meadow to eat or rest, the leader is on the alert all the time. He monitors whether the birds are in danger. In case of danger, the leader screams piercingly, and the whole flock rapidly rises into the air. “Let's play in such cautious birds,” the teacher suggests to the children. Children choose a leader. The rest of the children are given musical toys and allowed to blow softly into them. So, quietly playing on their pipes, the children depict geese, which calmly nibbling grass. The leader does not nibble the grass: he carefully watches for danger. Suddenly, the leader gives an alarm signal (blows strongly into the pipe). All children run with their places (chairs).
When the game is repeated, the leader is changed. It must be reminded that all children should blow into their pipes calmly, without straining, evenly, without drowning out each other. Only the leader is allowed to blow 2-3 times into his pipe very strongly. In summer, the game is best played outdoors.
Recognize the flower
Target. Consolidation of ideas on the theme "Flowers". Development of sense of smell and deep breath.
Equipment. Two or three fresh flowers, the most familiar to children, for example: lily of the valley, violet, lilac.
Description of the game. The teacher brings a bouquet of flowers into the room. Children remember their names and take turns smelling the flowers, trying to remember the smell. After that, the teacher hides the bouquet behind his back, approaches one of the children, offers to close his eyes and gives him one flower from the entire bouquet to smell.
If a child identifies a flower by smell, then it becomes a leader, if not, it remains in place. It is necessary that when smelling a flower, the children take a deep breath without raising their shoulders, then a slow, smooth exhalation.
Flowers can be replaced with leaves with a certain smell (currant, poplar, bird cherry).
Get to know the berry.
Target. Consolidation of ideas on the topic "Berries". Development of sense of smell and deep breath.
Equipment. The most common berries in the area, with a fairly strong smell, for example: blackcurrant, strawberry, raspberry.
Description of the game. There is a bowl of berries on the table. The teacher offers to smell the berries and remember their smell. Then one child is called to the table. The teacher invites him to close his eyes, brings one of the plates to his face and asks what berries are on the plate. To do this, the child, without opening his eyes, takes a deep breath through his nose. Berries can be replaced with fruits, which are better cut so that the smell is stronger.
Whose ship hums better?
Equipment. Each child is given a clean vial (bubble height 7 cm, neck diameter 1 - 1.5 cm).
Description of the game. The teacher says: “Children, look how my bubble buzzes if I blow into it (buzzes). Buzzed like a steamboat. And how will Misha's steamer hum? The teacher calls all the children in turn, and then invites everyone to hum together.
It should be remembered: for the bubble to buzz, the lower lip should lightly touch the edge of its neck. The air jet must be strong. Each child can only blow for a few seconds.
Target. The development of a long smooth exhalation. Activation of the muscles of the lips.
Equipment. Bird figurines cut out of thin paper and brightly colored.
Description of the game. The birds are placed on the table at the very edge. The teacher calls the children in pairs. Each child sits in front of a bird. The teacher warns that it is possible to advance the bird only on one exhalation, it is impossible to blow several times in a row. At the signal "Flew", the children blow on the figures. The rest of the children are watching whose bird will fly further (slide on the table).
Dandelions.
Target. The development of a long smooth exhalation. Activation of the muscles of the lips.
Description of the game. The game is played in the country, in the air. When the children are in the clearing, the teacher asks each child to pick a dandelion and take turns blowing on them. It is necessary to blow on a dandelion so that all the fluffs fly off. You need to blow off all the fluff from the dandelion 1-3 times.
Inflate a toy.
Target. The development of a strong smooth exhalation. Activation of the muscles of the lips.
Equipment. Inflatable toys of small sizes: horses, swans, giraffes, etc.
Description of the game. Children are given well-washed rubber inflatable toys. They must inflate them by taking in air through their nose and slowly exhaling it through their mouth into the opening of the toy. The one who completes the task correctly can play with the inflated toy.
Captains
Target. Alternating long smooth and strong exhalation. Activation of the muscles of the lips.
Equipment. Basin with water and paper boats.
Description of the game. Children sit in a large semicircle. In the center, on a small table, is a basin of water. The teacher invites the children to ride a boat from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it, slowly, folding your lips, as for the sound f. The ship is moving smoothly. But here comes the gusty wind. “P-p-p ...” - lips fold, as for the sound p. Or blow, stretching your lips with a pipe-barrel, but without puffing out your cheeks.
The summoned child blows while sitting on a chair pulled up to the table. When repeating the game, you need to drive the boat to a certain place (city).
Bubble.
Target. The development of a long smooth exhalation. Activation of the muscles of the lips. Automation and differentiation of sounds from - sh.
Description of the game. Children stand in a tight circle with their heads tilted down, imitating a bubble. Then, repeating after the teacher “Inflate, bubble, inflate big, stay like that, but don’t burst”, the children raise their heads and gradually move back, forming a large circle. At the teacher’s signal “Air is coming out” or “The bubble has burst”, the children go to the center of the circle, pronouncing s (or w), imitating the outgoing air. After the “Bust” signal, you need to make sure that the children do not run, but walk (the air slowly comes out: sss or shshsh).
What we did - we will not say, but what we did - we will show
Target. Development of breathing, ingenuity and observation of children.
Equipment. Balls.
Description of the game. The driver is chosen, he goes out the door. The remaining children agree on what movement they will perform. Then the driver is invited. He says:
Hello children!
Where have you been,
What did you saw?
The children respond in chorus:
Where we were - we will not say
And we will show you what we did.
If the driver has guessed the movement performed by the children, then a new driver is selected. If he couldn't guess, he drives again.
The game is played several times. The teacher monitors the correctness of breathing pauses in the text and simulation exercises. The following options may be used.
Children can:
- do morning exercises. Rise on toes, hands up - inhale, lowering - exhale. Raise your arms above your head - inhale, lowering - exhale. Spread your arms to the sides - inhale, lowering - exhale. Stretch your arms forward in front of you - inhale, lower them to the sides - exhale. Hands on the belt. Circle your elbows back - inhale, put your hands in the starting position - exhale;
- make a snowman. And then warm your cold hands: breathe into your hands;
- fan the dying fire. To do this, the children squat around the "bonfire" and blow (take in air through the nose and slowly exhale through the mouth, puffing out the cheeks);
- preparing for the holiday. Inflate balloons;
- saw wood. To do this, children become pairs, cross their arms and imitate sawing firewood: hands on themselves - inhale, hands away from you - exhale;
- chopping wood. Children raise and clasp their hands above their heads - inhale, leaning forward - exhale.
The development of speech breathing
Games #74 - 86
Nice smell.
Target. The development of phrasal speech on a smooth exhalation.
Equipment. One fragrant flower (lily of the valley, lilac, jasmine, etc.), or a scented handkerchief or fruit (tangerine, apple, lemon).
Description of the game. Children take turns approaching a vase with a flower and smelling it. On exhalation, a word or phrase is pronounced with an expression of pleasure: “Good; Very good; Very pleasant smell; Very fragrant flower fragrant apple)" etc.
Initially, children are offered suggestions. In the future, depending on their speech capabilities, they themselves come up with sentences.
Neighbours
Target. Correct sentence structure. Improvement of orientation in space.
Equipment. Baby chairs, tambourine.
Description of the game. The children are given the task to name their neighbor on the right. Children take turns saying, for example: "I'm sitting with Vova." When all the children name their neighbor, the teacher gives a signal with a tambourine. The children run around the room. They can take toys and play for a while. On a new signal, the children should sit down exactly with the neighbor they named. Whoever makes a mistake loses.
When the game is repeated, the children's answers become more complicated: I am sitting with Vova and Zhenya; I am sitting next to Vova and Zhenya; On the right is Vova, my neighbor on the left is Zhenya.
Come up with a phrase
Target. The development of phrasal speech. Correct sentence structure.
Equipment. Narrative pictures from the loto "What we do".
Description of the game. One story image is shown. The teacher comes up with a short phrase based on it (of two or three words), then invites the children to complete his phrase with one new word. Each called child lengthens the phrase by one more word.
For example, the teacher says: Tanya is playing. The child repeats the sentence: Tanya plays and adds on the street. Next repeats Tanya plays outside and adds to the sandbox.
The winner is the one who comes up with the last word to the sentence and pronounces the whole phrase correctly. Short phrases (three or four words) are pronounced on one exhalation, and long ones are pronounced with a pause after three or four words. When children master the rules of the game, you can invite them to invent and lengthen phrases without pictures.
overtake
Target. Development of rhythmic and expressive speech. Education of coordinated movements.
Equipment. Children's chairs (stump, log or bench on the site, in the forest).
Description of the game.
Option 1. Children stand or sit on a log, grass or chairs. On the contrary, in 10 - 15 steps there is one chair (stump). Two drivers are selected with the help of a counter. They stand in front of the chair (hemp). The teacher, together with all the children, recites a rhyme:
Girl on the handle
Butterfly sat down.
Butterfly girl
Didn't have time to catch it.
After the words “I didn’t have time to catch,” the drivers run to the stump. Whoever gets on it first wins.
Option 2. This game can be accompanied by another poem:
Grandma planted peas
He was born not bad,
He was born thick ...
You stay.
In this case, the rhyme says leading. During the game, the teacher makes sure that the children make the correct breathing pauses. These games can also be used to automate different sounds.
magic mirror
Description of the game. Children stand in a circle or sit on chairs. The driver approaches one of the guys and says:
Well, mirror, look!
Tell us everything right!
I will stand in front of you
Repeat everything after me!
The driver pronounces any phrase, accompanying it with any movements. The one to whom he addressed must accurately repeat both the phrase and the movement. If the child makes a mistake, he is out of the game. The new driver becomes the one who does everything without errors. The teacher monitors the correctness of the respiratory pauses and phrasal speech of children.
Rain, rain
Equipment. Children's chairs.
Description of the game. The chairs are arranged in a circle, one less than the children playing. Children walk in the middle of the circle and say in chorus (or one):
Rain, rain, what are you pouring?
Will you let us take a walk?
After the words “you won’t let us take a walk,” the children run to the chairs. Whoever did not have enough chairs, he lost. The game is repeated several times.
Lifesaver.
Target. The development of rhythmic and expressive speech, coordination of movements and orientation in space.
Equipment. Stick (thickness 3-4 cm, length 30-40 cm).
Description of the game. The game is played on the site, in the clearing. Children stand in a tight group. The driver and leader are selected. The host takes a stick and, together with all the children, says the words:
lifesaver,
In broad daylight
Help me out!
For a birch, for a mountain ash -
I'll take you far.
Who is chasing a stick
From that they are buried.
After the words “they are buried from that,” the leader throws a stick. The driver runs after her. The rest of the children run and hide. Raising the stick, the driver goes to look for the children. Whomever he finds first, he becomes the leader, whomever he finds last, that leader.
Dragonfly song.
Target. The development of rhythmic, expressive speech and coordination of movements.
Description of the game. Children become in a circle, recite a poem in chorus, accompanying the words with movements:
I flew, I flew
Tired didn't know.
Sat down, sat down
She flew again.
I found my friends
We had fun.
I led a round dance,
The sun was shining. (Children wave gently)
Get down on one knee.
They are making aircraft again.
hand movements.
They join hands and dance.
The game can be used to differentiate the sounds r - l. in this case, the children pronounce the rhyme not in chorus, but one at a time.
Cook
Target. The development of rhythmic, expressive speech and coordination of movements.
Equipment. Toque.
Description of the game. All children stand in a circle. The driver walks around the circle. He has a chef's hat in his hands. The children recite the poem in unison:
Let's play chef
Nobody can yawn.
If you are the cook
Then go around quickly.
After the words “quickly go around,” the driver stops and puts a cap on a nearby child. The one who received the cap and the driver stand with their backs to each other and, at the signal of the teacher, go in a circle. Whoever goes around (do not run!) The circle first wins.
Determine the place of the toy
Target. The development of speech breathing. Strengthening the ability to build a detailed phrase.
Equipment. Toys: car, pyramid, ball, bear, doll, etc.
Description of the game. The teacher lays out various children's toys on the table in one row. Calling the child, he asks him: “Between which toys is the pyramid?” the child must give a complete answer: "The pyramid stands between the car and the ball." After two or three answers, the teacher swaps the toys. Gradually, as the game is repeated, toys can be replaced one by one with others.
Methodical instructions. Before the game, the teacher reminds the children that they need to speak slowly, expressively, without separating one word from another with pauses, and speak the whole phrase as one long word. You must answer the question with a full answer, for example: "The ball lies between the doll and the bear." The correct answer gets a fan. Then the winner is determined.
Traffic light
Target. Consolidation of ideas about the rules of the street.
Equipment. Three cardboard mugs with a diameter of 15 cm: green, red yellow. Chalk or stick.
Description of the game. Before the start of the game, the teacher talks about the purpose of the traffic light and the rules of the street. Then the children learn the poem "Traffic Light":
Red - clear
The path is dangerous.
Yellow too
And green ahead -
Then the teacher draws the road and the transition with chalk on the floor or with a stick on the ground. Near the transition becomes a driver with circles. Children, standing in a line one at a time, cross the road back and forth several times if the driver shows a green circle. Then the driver raises the red circle. The children stop and say the first two lines of the rhyme in unison. The red circle changes to yellow. In this case, they say the next two lines of the poem. And finally, the green light turns on. Children say the last two lines.
If one of the children does not have time to cross during the last lines of the poem, the leader asks: “Where have you been until now?” The latecomer replies: "The traffic light was delayed."
flock
Target. Development of rhythmic and expressive speech. Activation of the dictionary on the topic "Birds". Education of sports skill.
Description of the game. Children choose a leader. The teacher together with the children says a rhyme:
Sing along, sing along
Ten birds - a flock:
This bird is a nightingale
This bird is a sparrow
This bird is an owl
Sleepy head.
This bird is a waxwing
This bird is a corncrake
This bird is a bird
Gray feather.
This one is a finch
This one is a swift
This one is a merry siskin.
Well, this one is an evil eagle.
Birds, birds - go home!
After these words, the children scatter, and the driver (“evil eagle”) tries to catch someone.
Stork
Target. The development of expressiveness of speech, the combination of speech with movements. Consolidation of the concept of "right - left".
Equipment. Stork cap, basket.
Description of the game. One child portrays a stork. He is put on a stork hat. A few steps away from him is another child with a basket. He got lost in the forest. Seeing a stork, the child turns to him:
Stork, long-legged stork,
Show me the way home.
Aist answers:
Stomp with your right foot
Stomp with your left foot
Again with the right foot
Again with the left foot
After - with the right foot,
After - with the left foot,
That's when you come home!
A child with a basket performs all the movements that the stork tells him about, and then sits down.
Games #87 - 97
Calm the doll
Description of the game. Children sit on chairs in a semicircle. They have dolls in their hands. The teacher says: “The dolls are crying, you need to calm them down. Look how I put my doll to sleep (rocks the doll, singing softly at the sound a the motive of a familiar lullaby). Now you rock." Children take turns, and then rock the dolls together, pronouncing the sound a.
rushes
Equipment. Chalk, chairs.
Description of the game. Children disperse to their homes (outlined circles, corners of the room, chairs). At the signal of the teacher, one of the children calls the other of his choice: "Ay, ay, Petya." Petya, in turn, answers him: “Ay, ay, Vova,” and they quickly change places. Then Petya chooses another friend and thus changes places with him.
Description of the game. Children stand in two rows facing each other. One group of children now quietly, then loudly says: a, the other quietly responds: a.
You can play using vowel sounds, as well as combinations of ay, wah, ia, io, etc.
Snowstorm
Equipment. The plot picture "Blizzard".
Description of the game. The teacher shows a picture on which a blizzard is drawn. Children sitting in a row depict a blizzard howling on a rainy evening. At the signal of the educator, “The blizzard begins,” they say quietly: woo ...; at the signal "Strong blizzard" they say loudly: woo ...; at the signal “The blizzard ends”, they speak quieter; at the signal "The blizzard is over" they fall silent.
It is desirable that children change the strength of their voice in one exhalation at least 2-3 times. In this case, it is more convenient to replace the verbal instructions of the teacher with conducting: a smooth movement of the hand up - the children speak louder, a smooth movement of the hand down - the children speak quieter.
Horn
Description of the game. Children stand in a row facing the teacher and raise their hands through the sides up, touch with their palms, but do not produce cotton. Then slowly lower through the sides down. Simultaneously with the lowering of the hands, the children make the sound at first loudly, and then gradually quieter. Lowering their hands, they fall silent.
At first, the teacher himself shows the actions, then calls two children who, together with him, perform actions and make a sound, the rest of the children make only hand movements. Then the whole group plays.
Who will win
Description of the game. The teacher calls two children and puts them facing each other. At the signal of the teacher, the children simultaneously begin to pronounce, first quietly, then loudly, the vowels a, o, u, i, e. whoever pulls the sound longer wins. First, the winner is determined by the teacher. You can then have the children determine who won. The teacher should only ensure that the children do not lower the strength of the voice until the end of memorization and do not overstrain the muscles of the neck.
The wind blows
Description of the game. The children and the teacher stand in a circle. The teacher says: "We went for a walk in the forest in the summer." Everyone joins hands and leads a round dance, and the teacher continues: “We are going through the field, the sun is shining, a light breeze is blowing and the grass and flowers are swaying.” The teacher and children stop. “The breeze blows softly, like this: v-v-v” (pronounces the sound v quietly and for a long time). Children repeat after him. Then the movement of the round dance continues to the unhurried speech of the teacher: “We came to the forest. We got a lot of flowers and berries. They were about to go back. Suddenly a strong wind blew: v-v-v ... ”- the teacher pronounces this sound loudly and for a long time. Children stop and repeat the sound after the teacher.
Methodical instruction. The teacher makes sure that all the children, repeating after him, observe the same power of voice.
Learn by intonation
Target. Education of expressiveness of speech and facial expressions.
Description of the game. Each child, in turn, is either sick, or angry, or surprised, or merry man. In this case, you need to pronounce short words with a certain intonation:
Oh! Oh! Oh!
Oh! Oh! Oh!
The rest of the children must guess by the expression on the face, the whole posture of the speaker and intonation, who the leader is portraying. You can invite the children to explain in more detail the behavior of the presenter: why is he sad or what is he surprised, etc. Children are encouraged for expressiveness of speech and for a detailed story.
Bear and Christmas tree
Target. Education of expressiveness of speech and the ability to change the timbre of the voice.
Equipment. The mask of a bear and any other animal (wolf, fox, rooster, bunny, etc.).
Description of the game. The teacher chooses two children: one will be a bear, the other, for example, a wolf. From different parts of the room, they should go towards each other. When they meet, a dialogue occurs:
Wolf. Where are you going, bear?
Bear. In the city, look at the Christmas tree.
Wolf. What is she to you?
Bear. New Year time to meet.
Wolf. Where will you put it?
Bear. I'll take it to the forest, to my home.
Wolf. Why didn't you cut it in the forest?
Bear. It's a pity. I better bring it.
When pronouncing this dialogue, children must imitate the voices of animals, that is, change the timbre of the voice. Whoever does it the most successfully is encouraged. The game is repeated, but the bear may meet another animal.
The wolf and the seven Young goats
Equipment. Animal masks.
Description of the game. Children must first be familiar with the fairy tale, know the words of the goat and the wolf well, the answers of the kids. Between the children, the teacher distributes roles and distributes masks. The play begins. The teacher draws the attention of children to the nature of the voices. The goat and kids should speak in thin, high voices, and the wolf - first in a rough, low voice, and then in a higher one.
Game based on the fairy tale "Three Bears"
Equipment. Bear masks, a table with three cups and three spoons, three chairs.
Description of the game. The teacher tells the tale "Three Bears". Then he invites the children to stage it. Three bears are chosen: Mikhail Ivanovich, Nastasya Petrovna and Mishutka. Arrange furniture and utensils. The teacher offers to remember what the bears said. He draws the children's attention to what voices they spoke.
Encourage those children who successfully imitated the voices of bears.
Similar dramatization games can be used in work on other topics known to children: “Gingerbread Man”, “Terem-Teremok”, etc.
Native speech enters the life of a child even before birth: he learns to recognize his mother's voice and distinguish between its intonations. Increased susceptibility to sounding speech persists in the child throughout the entire preschool age. At the age of up to a year, a child already knows how to connect the sound and meaning of a word. By two he distinguishes all the sounds of his native language and actively masters articulation. In the future, throughout the entire preschool period, he develops his ideas about the word and enriches his vocabulary. Speech acquisition in early age occurs in a live, direct communication with people. A huge role in the development of the baby's speech is played by parents and those people with whom he spends a lot of time. It is in the family that the child acquires the basic language experience. The more words your child hears, understands and uses correctly, the more actively his speech and thinking develops. But it is not enough for a child to hear. He needs to participate in the dialogue. Words that are not addressed to him personally and do not imply his response do not affect the will of the child and do not contribute to the development of his speech skills. Therefore, it is extremely important to talk a lot with the baby, encouraging him to express his thoughts coherently and most accurately, ask leading questions, and read to him. It is necessary to talk with the child coherently and clearly, to build sentences correctly so that he has the opportunity to model his speech according to the proposed model. You can, for example, keep up the conversation with the baby, turning his phrases and remarks into detailed sentences. For example:
Child: I want to go out!
Mother: Do you want to go for a walk in the yard alone or with me in the park?
Child: Mom, give me candy!
Mother: Would you like chocolate with filling or caramel?
Child: The cat is sleeping!
Mother: The cat played enough and decided to rest a bit.
It is important to direct the dialogue without taking the initiative from the child and leaving him time to think and formulate his thoughts. Leading questions will help you with this: “Why do you think so?”, “And what happened?”, “And then?”, “And what did you say?”, “Why did he do it?”, “What can it be compared to ?”, “What was it for?”, “What does it mean?”, “How do you know this?”.
Remember the famous poem by R. Kipling:
I have six servants,
Agile, remote.
And all that I see around -
I know everything from them.
They are at my behest
Are in need.
They are called: How and Why,
Who, What, When and Where?
Use these thought-provoking questions with your child more often.
In addition, it is necessary to develop in the child the ability to listen and correctly perceive all the information heard, as well as attention. The following games will help you with this.
Learning to listen and hear sounds. Development of attention
"Big Ear"
This game can be played anywhere and anytime. We all remember the cartoon about the alien Big Ear, who loved to listen to the surrounding sounds. Encourage your child to stop, close their eyes, and listen. What sounds does he hear? The voices of birds, the noise of cars, the footsteps of people, dripping water? Which sounds are farther and which are closer? Can he hear his own breathing? If it is a quiet place, offer to listen to the silence. What breaks it? Is there complete silence?
"What's the sound?"
For the game, prepare several items: paper, a book, a pencil, cups with and without water, a few small items that can be dropped on the floor: a ball, a ball, beads. Ask your child to close their eyes and listen. Make various sounds using prepared objects: pour water from a cup into a cup, tap on the table with a pencil, stir the water in the glass with a spoon, rustle paper, turn the pages of a book, drop a ball or beads on the floor, etc. The child must guess what you do and with what items. You can also use items in the room: open the closet door, rearrange the chair, etc. Then switch roles with your child.
"Gin"
This game develops memory and attention, helps to learn to "grasp" the entire amount of this information. The meaning of the game is to listen to several instructions, remember them and follow them in the right order. The player giving the instructions is Aladdin, and the one who follows them is the Genie. For example: “Jin, listen to me carefully. Go to the hallway, bring slippers from there, go to the kitchen on the way, eat a candy, and on the way back close the door to the bedroom. If the kid did everything right, switch roles. children younger age you can give simple tasks, in two or three stages, the older ones are more complex, in seven or eight.
polite word
Game for the development of attention. Invite your child to complete your tasks - simple physical exercise, but only if the polite word "please" is used when addressing him. For example: “Lena, throw me a ball, please!”, “Lena, stand on a chair!”. Tasks should follow one after another, a request without a polite word should sound unexpected.
"Who is flying?"
Game for the development of attention. You name phrases with different objects that may or may not fly. For example: an airplane flies, a bird flies, a butterfly flies. When naming an object, you raise your hand. The child must repeat your gesture if the named object is actually capable of flying. Suddenly, you name something that cannot fly, nevertheless, raising your hand. In this case, the child should not raise his hand. If the kid made a mistake and by inertia raised his hand, he loses. If you listened carefully, you switch roles.
"Sound Recorder"
Record different sounds for the baby on an audio cassette - the horn of a car, the sound of water from a tap, the front doorbell, the voices of friends and family or a cartoon character, the creak of a cabinet door, the rustle of a curtain pulled back, etc. Invite him to recognize the sounds when listening to the cassette. Ask him what sounds he likes and dislikes, if he has a favorite sound, what other sound he would like to record on a cassette. Record your baby's voice on tape and let him listen.
"Echo"
Tell your child about such an interesting acoustic phenomenon as echo. If possible, in relation to age, explain to him where the echo comes from (when we speak, we produce air vibrations that, reflected from objects, return to us, repeating the sound). Demonstrate echo in a room with good acoustics. And then offer to play echo. Let the baby move to the opposite end of the room and stand with his back to you. It will echo. You will pronounce the words, sometimes softly, sometimes loudly and distinctly. And let the child repeat them after you, respectively, quietly or loudly. Then switch roles.
echo(2). You play the same way as in Echo(1), but now the child repeats only the last sound.
"Broken phone"
This game can be played with a group of children. Children sit in a circle. Whisper a phrase quietly into the first child's ear, so that only he hears. The kid should also whisper this phrase into the neighbor's ear, repeating it word for word. He passes it in the same way to the next neighbor. You cannot ask the phrase again and repeat it twice. The last one in the circle must say the phrase out loud. How has she changed? Who was the first to pronounce it like this? In a more complex version of the game for older children, you can offer a short fairy tale or story for retelling.
"Add a word"
This game can be played alone with a child, or with a group of children. One of the players (you or a child) begins a phrase, for example: "Different toys hung on the Christmas tree: balls, ...". You must repeat the name of the last item and complete the phrase with one more word. The next participant adds another one, and so on.
"Making up a story"
This game can be varied for any age. One of the participants starts the story, then stops at an arbitrary place, offering to continue the story to the other. The story can be composed in the process, developing the imagination, or you can simply retell a well-known fairy tale or story. For older children, the story will be more complex; for kids, you can limit yourself to a simple construction of phrases and a small volume.
Vocabulary Games
It is necessary to constantly expand the vocabulary of the child. To do this, choose names and epithets with him for everything that surrounds you. You can do this at home, looking at objects in the environment, toys or object pictures, or on a walk, drawing the child's attention to trees, flower beds, houses, etc.
Flowers
Stay with your child near a flower bed in the park, look at the flowers planted on it and ask him to describe them: what flowers are different, beautiful, white, yellow, red, fragrant. Let him describe the surrounding trees, if it is autumn, the leaves on the trees, painted in different colors. In the future, let your baby choose the subject for description and select words that are characteristic of it.
Favorite toy
Take your child's favorite toy (bear, bunny). Prepare also a set of pictures with drawings depicting the actions of your "main character": a bear eats honey, climbs a tree, runs away from bees, dances or rides a bicycle in a circus. Ask the kid to tell about what kind of bear he is
- cheerful, kind, what kind of eyes, ears, what color is he
- brown (brown, white), soft, fluffy, plush. What can a bear do? Look at the pictures with your child, and then have the child show them to the bear and comment using different words.
words about bunny
Take a toy or a picture of a bunny (it can be any other animal). Let the kid answer the questions: who is this? (bunny), what else can you call it? (bunny, hare, hare). What is he doing? (eats a carrot, jumps, hides from the fox). What bunny? (white, fluffy, small, timid, fast). Repeat to the baby all the words used, making up a short story about the bunny with him.
Let's pick the words for the puppy!
Together with your child, choose a topic on which you will select words. For example, "puppy pets". First, choose words about what your puppy is like. Shaggy, lop-eared, restless, spotted, friendly. You can call the words in turn, throwing the ball. Then you give the signal "Stop!". Now pick up words about what the puppy is doing: playing, barking, running, whining. Choose a nickname for your puppy and decide what breed it is. What commands will you teach him: sit, lie down, in place, you can’t, guard. You can choose words on any topic, expanding the horizons of the child and replenishing his vocabulary.
Short and long words
Take turns throwing the ball with the child, each time calling a new word. Agree in advance that each long word should be followed by a short one: dream-plane-horse-excavator-smoke-information. Do not be afraid to name new long words, explain to the child their meaning. You can complicate tasks by naming words on a specific topic.
Games to determine the sound composition of the word
The word is the main tool of human thinking, which has a semantic content - each word denotes a certain object, and a sound expression - the word consists of sounds. The development of the speech of preschool children is based on the enrichment of the children's vocabulary and the formation of sound perception. This is the first stage in preparing a child for reading and later writing. When a child learns to read, he is interested in what the word means. But since the word consists of sounds, and the printed language consists of letters, in order to learn to read, the child must learn which letter stands for which sound. In fact, reading is the translation of letters-signs into sounds-speech. Games with letters, sounds and words are the first step towards fast and fluent reading. To begin with, it is worth mastering games that draw attention to the sound composition of the word.
Wizard
Give your child a colorful pointer. Let it be a magic wand. Your child is a wizard who is surrounded by many enchanted objects that have forgotten their name. You can disenchant them by touching each with a magic wand and clearly pronouncing the word that calls them. First, name the objects together with the child, pronouncing the words clearly and listening to their sound. Then let the baby himself name different furnishings, clearly pronouncing the sounds.
think of words
Slowly and clearly pronounce the words, highlighting the different sounds in them: “Mm-s-shsh-o-nok, k-o-ll-o-k-o-ll-s-h-ik, shh-a-rr.” Have your child think up and pronounce the words so that their sound is clearly heard. Repeat them, giving a sample of the correct sound.
Onomatopoeic games
Onomatopoeic games will help the baby to highlight the sounds in the word. To begin with, you can read to him poems by different authors, emphasizing the sound coloring and highlighting the sounds intonation.
The mouse whispers to the mouse: “You are all rustling, you are not sleeping!”
The mouse whispers to the mouse: “I will rustle more quietly.” (V. Kapralova.)
The drummer is very busy, the drummer is drumming:
Tara-ra, tara-ra, it's time for us to go for a walk. (E. Blagina.)
A beetle buzzes over the honeysuckle, a heavy casing on the beetle. (E. Blagina.)
Sasha made the guys laugh, boldly got on the scooter, rode a little - and the scooter broke down.
Practice saying tongue twisters with your child:
Sasha walked along the highway and sucked dry.
From the clatter of hooves, dust flies across the field.
Cuckoo cuckoo bought a hood.
Mow the scythe until the dew, down with the dew and we are home.
beetles
Act out a dialogue between two beetles with your child. When talking in their bug language, bugs should use as many words as possible with the sound of zh, because bugs buzz. For example: “Hello buddy! Where do you live? And here is my housing. Come to visit me! Let's chew pies and cakes.
Cars
In the same way as in the “beetles”, you act out the dialogue of two cars, highlighting with your voice and stretching the sound into: “I am the Volga car, and you? Let's get acquainted! What are you importing? I can turn right and left, can you?” You can use toy cars.
Similarly, you can play any onomatopoeic scenes.
Once your baby has mastered the selection of sounds in such games, it will be easier for him to learn how to select sounds in individual words.
Playing with sounds
Choose a sound, and looking around, compete with your child who can name the most objects whose names begin with this sound.
word game
You call the words in turn, with each new word starting with the last sound of the previous word. To make the game more fun, you can throw the ball to each other, naming a new word. You can also play this game using the cubes with the image of the named objects, or subject pictures, laying them out in the appropriate sequence.
Listen carefully!
You pronounce different words clearly and distinctly. The task of the child is to listen carefully to them and complete the following tasks:
Find the same sound that is in all these words: fish, frost, crab, cake (r).
Determine what sound the following words begin with: smoke, road, Danil, grandfather? (e).
Clap your hands if you hear the sound I in the following words: hedgehog, Alena, spinning top, apple, street, police, Australia.
think of words
Invite the child to come up with words in which the corresponding sound would be: a) at the beginning, b) in the middle, c) at the end of the word. For example, a sound about:
a) cloud, wasp, island, b) capital, work, baby, c) business, hay, summer.
color schemes
In terms of meaning, the game resembles the previous one, but here you use visual material: color schemes and subject picture cards. You can glue color schemes together with your child from colored paper. The scheme is a monochromatic strip, a third of which is painted in a different color. For one strip, this third will be the beginning, for another - the middle, and for the third - the end. Pick up picture cards with the image of objects in the name of which is the desired sound. Suppose, let it be the sounds s and sh. Accordingly, pictures will be needed to illustrate words in which these sounds are in the middle, at the beginning and at the end:
Elephant, clock, apricot Shar, cat, shower
Owl, braid, forest Scarf, cherries, pencil
Table, fox, belt Wardrobe, roof, lily of the valley
Explain to the child that a piece of a different color in the diagram indicates the desired sound and its position in the word. Take pictures and name objects, highlighting the desired sound with your voice, and then transfer the picture to the baby. Its task is to determine the sound at the beginning, in the middle or at the end of the word and put the picture under the corresponding scheme.
Lost sound
Keep using subject pictures. Alternately show the baby pictures with images of objects and animals: books, chairs, dogs, daisies, etc. When showing the child pictures, name the objects incorrectly, losing the initial sound: “This ... niga, this .. obaka, this .. daisy ". Let the child correct you by pronouncing the words correctly and naming the missing sound.
rhymes
Pick up a toy. For example, a bunny. Clearly name it: "Bunny". Let the kid pick up a word similar in sound - like, T-shirt. Pick up words similar in sound to the word bear-mouse, bump. Pick up similar rhyming words for the names of other toys, objects of the environment. Rhymes can be played anywhere at any time.
transformations
Pick up pairs of subject pictures depicting objects whose names are similar in sound and differ in one sound: poppy cancer, whale cat, bear mouse. Show the child a picture of a poppy. Speak the word clearly with him. Now show a paired picture - cancer. How did the poppy turn into cancer? Say both of these words several times, singing the initial sounds. Let the kid determine which sounds are different in these words. Do the same exercise with other pairs of words.
Phrases
Invite the child to make phrases and sentences in which all words begin with one sound: Mom washed Misha with soap. The second version of this game is to choose a word and make up a sentence in which all words begin with the corresponding letters of this word, for example: Misha mice frightened Alena with a rustle.
Confusion
Mix up the words of a famous poem or song and invite the child to arrange them in the correct order. For example: We rode - a bicycle - on - a bear. Say these words slowly, in the desired sequence, marking each word with a line on a piece of paper: “The bears (line) rode (line) on (line) a bicycle” to visually show the child a linear sequence of words in a sentence. Ask him to also draw graphically on paper any other well-known phrase (a line of a song or a proverb), pronouncing each word.
We make a bouquet
In order to prepare for this game, you will need a set of colored paper, scissors and glue. You can prepare visual material with your baby. Glue applications on sheets of cardboard - vases with 3-5 stems of flowers. Glue an image of a flower on each vase: rose, lily of the valley, lilac, cornflower, bluebell.
Make heads of flowers of different colors from colored paper - several of each. The game is to glue the flower heads to the stems (collect bouquets). In each vase, you need to put flowers of the color in the name of which there is a sound that begins the name of the flower depicted on the vase. In a vase on which a rose is depicted, there should be flowers of that color, in the name of which there is a sound p: red, orange, pink, etc. Picking up flowers in a vase, the child should name the color, highlighting the desired sound with his voice.
Pick a couple
In this game, the child will need to pick up pairs of words that differ from each other in one sound. You will need a cardboard colorful disc clock with double hands - you can make it yourself with your child. The disk is divided into two halves: stick pictures-circles with images of objects and animals along the edges of the top, empty circles along the edges of the top. On them, your child will lay out the rest of the pictures, the names of which sound similar to the name of the one pointed to by the arrow on the opposite side of the disk. The pictures should contain paired words: goat-scythe, grass-firewood, coil-tub, bear-mouse, roof-rat, helmet-mask, whale-cat, mustache-waps, cancer, poppy, etc.
small house
Have your child draw a house. You will draw the house in the following sequence: first, draw the parts of the house, the name of which contains the sound from: walls, shutters. Then containing the sound p: roof, chimney, porch, door, attic. Then the parts in which there is a sound about: the floor, the threshold, the window. When drawing, the child must clearly pronounce the words and name the desired sound.
Pyramid
For this game, on a piece of paper, draw a colorful image of a pyramid consisting of empty squares. At the base of the pyramid there are five squares, in each subsequent floor there is one less square, at the very top of the pyramid there are two squares. You will also need subject pictures according to the size of the squares, the name of which contains from two to five sounds: hedgehog, snake - 2 sounds, poppy, cancer, beetle - 3 sounds, rose, fox, fish, vase - 4 sounds, cat, mouse, bear, cup, t-shirt - 5 sounds. Invite the child to fill in the pyramid with pictures. At the top of the pyramid there should be pictures with names of two sounds, in each subsequent row - pictures, in the names of which there is one more sound. At the base, respectively, there will be pictures with names of five sounds. The kid must pronounce the names of the pictures, determine the number of sounds and place them in the bottom row.
Having overcome the 3-year milestone, children continue to develop rapidly. This progress is especially noticeable in their speech: vocabulary grows, pronunciation, intonation, expressiveness improve, verbal constructions become more complicated, monologues become more coherent and consistent. At this stage, it is necessary to properly help the kids in their progress. To do this, it is important to know the main characteristics of the speech development of your children at the age of 4-5 years and understand what is important to work on now.
age traits
After 4 years, children are able to freely handle adverbs, adjectives, prepositions, although the purity of pronunciation may still suffer due to difficulties with sonorous or hissing (however, by the end of the fifth year, all sounds normally fall into place). A huge role in this belongs to parents, their ability to create a correct, active speech environment around the child and a favorable environment in the family.
The speech of preschool children is characterized by the following features:
- children can name names, patronymics, surnames of all members of their family, address of residence;
- own 3000-4000 words, actively use them;
- know how to navigate the time of day, the space around them;
- know the names and sequence of the seasons;
- know all the basic geometric shapes, count to five;
- use polite words
- can identify their state of health, mood;
- are able to fully answer questions, ask them to the interlocutor;
- make a fairly detailed retelling, compose stories on a given topic, come up with an end to the designated story;
- can describe objects, determine the object only by description;
- build phrases of 6–8 words;
- use imperative mood, plural;
- use synonyms and antonyms
- use adjectives, adverbs, prepositions correctly;
- agree on words in a sentence by gender, number, case;
- define features items;
- know different professions and their essence;
- can easily retell what they heard, saw;
- know by heart poems, tongue twisters, funny nursery rhymes.
At this age, do not put pressure on the baby, forcing him to speak correctly and clearly - you will achieve the opposite effect. It is better to make comments in a soft form, affectionately, friendly. Then the child will surely correct his mistakes very quickly.
What will we develop?
For children 4-5 years old, several aspects of speech development are important, which directly depend on the level of their general development and condition, as well as the speech skills they have achieved.
- Active dictionary.
Now, in addition to nouns and verbs, the speech of preschoolers is distinguished by the presence of adverbs with signs of time and space (soon, now, about, around). The concept of stages of generalization appears (mouse - rodent - animal). Children know animals, their cubs, parts of objects (car wheel, cabinet shelf, chair leg).
The expansion of vocabulary at this age is the main rule for mastering coherent speech.
- The grammatical structure of speech.
Children of this age are actively engaged in word formation. They begin to use suffixes denoting a person by his profession. Now the child forms word forms in a similar pattern, using the same grammatical features. Sometimes it can turn out wrong: it hurts - more painful, loud - “louder”. In the speech of babies, there are fewer and fewer errors associated with the inflection of nouns and verbs. But if a mistake is made, after a prompt from an adult, the child quickly learns correct option: floor - floors, lake - "lakes" - lakes.
Mastering the grammatical construction of sentences will help children speak correctly, avoiding speech errors.
- Connected speech.
After 4 years, in addition to situational, contextual speech develops in children. An inconsistent presentation of events and retelling with the help of questions or prompts from adults are also possible. By the age of 5, without additional help, a child can compose a coherent retelling of several dozen sentences, and among them there are already complex and complex structures. At this age, the internal, planning function of speech is formed - it becomes a means of planning and regulating the internal behavior of the child.
From this time on, the speech gradually turns into a full-fledged story. In addition, the child is increasingly using the communicative function of speech - using it for a variety of communication with others. He can ask again, object, clarify, reasonably answer questions.
The development of coherent speech is an important success factor in the further education of the child.
- Speech (phonemic) hearing.
Children of this age group distinguish between sounds of different articulation (for example, [a] and [p]), note pronunciation errors not only among others, but also among themselves. They change the intonation, the timbre of the voice during expressive retelling. They can distinguish vowels from consonants, hard from soft, hissing from whistling. They are able not only to determine whether there is a specific sound in a word, but also where exactly it is located (at the beginning, middle, end of a word).
The development of phonemic hearing allows you to pronounce words correctly, and then just as correctly reproduce them in writing.
- Pronunciation.
Normally, by the end of the 5th year, all inaccuracies and difficulties in sound production should disappear from a preschooler. Perhaps the child will pronounce the middle sounds between [s] and [w], [h] and [g], if he has mastered them recently. Sometimes children at this age do not pronounce [r]. At the age of 5, this problem already requires correction by a speech therapist.
So, a five-year-old child should speak expressively, coherently, using a rich vocabulary and a variety of syntactic constructions, with virtually no speech errors, pronouncing all sounds clearly. It is important to work on this by involving the child in various linguistic games.
With the help of family
Growing up in a family, the child, first of all, adopts the experience of communicating with relatives: their vocabulary, ways of constructing sentences and expressing thoughts, intonation. That's why speech development children always depends on the environment in which it is located. From how active and correct she is in terms of speech, she is psychologically comfortable.
The following tips will help you avoid mistakes.
- Do not imitate your baby's speech if it is incorrect: do not lisp, do not distort words or sounds.
- Always speak clearly and correctly yourself, use the right emotions and intonations, the right pace and power of voice.
- When communicating with a child, try to exclude difficult-to-pronounce words, complex or incomprehensible turns and expressions from your speech. Unfamiliar words found in the work, it is important to explain to the preschooler at a level accessible to him, to consolidate with examples, to try in practice.
- When asking a child about something, ask clear, specific questions, give them time to comprehend, do not push with an answer.
- Do not mimic and do not get annoyed if the baby makes a mistake: correct it calmly, gently.
- Read more poetry - this helps to master the rhythm of speech;
- Try to avoid frequent quarrels, scandals, cruel punishments, threats, blackmail. All this not only hinders the development of speech, but can lead to more serious consequences: stuttering, isolation, anger of the child, the appearance of complexes and phobias.
Learning in the game
After analyzing the above norms, parents can understand which areas of their baby’s speech need to be developed in the first place: those with which there are problems. To correct each individual area, you can choose the appropriate games for the development of speech. First things first - to expand the vocabulary. Here are some examples of such games.
- The adult names the object, and the kid must put this word in the plural (wall - walls). In the course of such a game, ambiguity can also be touched upon (for example, a child can have a back, and a chair or seat, and a mug in the plural, only with a different accent, these are both geometric shapes and sections for creative activities). At the same time, the child’s attention is timely focused on the fact that not all words “multiply” in the same way (lion - lions, mouth - mouths). This is how the skill of using the plural develops and the vocabulary expands.
- You can introduce the baby to antonyms by offering to select opposite meanings for words (soft - hard, clean - dirty). At the same time, let him select words for new meanings (white snow - black night), and then replace them with pronouns (he is white, she is black). So the preschooler will practice in coordinating words, using pronouns.
- After reading a story or a poem, you can invite the baby to come up with his own ending. It also develops thinking, imagination and coherent speech.
- Playing with the ball allows you to develop various skills: enrich vocabulary, master synonyms, antonyms, recognize objects by description, form new forms of words. For example, a baby is thrown a ball, naming an object, and he returns the ball, naming the object affectionately. Or, in response to a word, selects the opposite in meaning. Or names an object, having heard its signs, names the color of the indicated object. The fantasy of parents can suggest other options for such games.
- Animate and inanimate objects. The concept of them can be easily consolidated by playing with cards: the child should put animate objects into one group, inanimate objects into another, helping himself with questions: “This is a pear. She is alive? No. This is a cow. She is alive? Yes".
- With the help of a similar exercise, you can introduce your baby to relative adjectives. In one group of cards there will be objects, in the other - the materials from which they are made. The task of the child is to correlate two pictures, saying: the ball is made of rubber. He is rubber. The pencil is made of wood. He is wooden.
In order for the speech of a preschooler to become more expressive, offer him such a game (several children or a family should play). The child, on the instructions of an adult, must demonstrate to the other players different shades of a person’s mood (fun, surprise, chagrin, anger, fatigue, despondency). In this case, the baby can use the appropriate intonation, facial expressions, interjections (oh-oh, wow, wow, oh, ah, ah-ah). The rest of the players guess what exactly was shown.
Her Majesty Grammar
Mastering the grammatical structure is very important for children of this age, since it allows you to avoid the misuse of word forms. To develop this skill, there are many game tasks that children perform with interest.
- Where is the mistake? The kid is shown a card and describes the object depicted on it, making logical errors. The kid must detect them (large elephant - yes, winged - no, heavy - yes, blue - no).
- It doesn't happen. The child is read sentences in which he must find a discrepancy with reality (winter has come, and from the south they returned migratory birds). Then the baby must correct this mistake (the birds arrive in the spring).
- Which? An adult names an object, a preschooler must pick up several characteristic adjectives for it (the sun is round, hot, yellow, the grass is green, tall, thick).
- What is this? The adult describes the object, and the child must guess it. The second option - the baby is given a card with an image of an object, and he must describe the image so that others can guess what it is about.
- What happens? The adult calls the attribute of the object, the task of the child is to pick up as many nouns with this attribute as possible. For example, high - a house, a closet, a fence, a giraffe, a construction crane; blue can be the sky, the sea, cornflowers, mother's eyes, a parrot, etc.
- Confused. An adult reads a sentence with a clear usage error. The child must find it and correct it (the picture draws Masha, the hare catches the fox, the children went for a walk, Kolya loves to play, Dasha got dressed and went into the yard, etc.).
Don't miss anything
Noting the child's mistakes, parents can pick up other games, for example, helping to master the forms of singular and plural verbs, imperative mood, present and past tenses, practicing the use of adverbs, prepositions, the ability to agree nouns with adjectives, verbs, etc.
If a child has problems with pronunciation of sounds, tongue twisters, articulation exercises (we talked about them here), and the development of fine motor skills (described in this article) will help. If a child cannot differentiate sounds or syllables in speech, games for the development of phonemic hearing will help (given here - “Speech Development in Preschool Children”).
The main thing at the same time is to remember: we develop the child’s speech not in order to brag to neighbors or “surpass” someone, but to help the child in further socialization, in learning, and communicating with peers. Therefore, you should not chase someone or prove something to someone. The task of parents is to help the child become successful in life, and not to break someone else's records.
Game "Guess what sounds"
An adult behind a screen rings a tambourine, rustles paper, rings a bell and invites the child to guess what object produced the sound. The sounds should be clear and contrast so that the baby can guess them, sitting with his back to the adult (if there is no screen.)
Game "Guess what to do?"
Give the child two flags. If an adult rings a tambourine loudly, the child raises the flags up and waves them, if it is quiet, he keeps his hands on his knees. It is recommended to alternate loud and quiet sounding of the tambourine no more than 4 times.
Game "Where did you call?"
The child closes his eyes, and the adult quietly stands to the left, to the right, behind the baby and rings the bell. The child should turn to face the place where the sound is heard and, without opening his eyes, show the direction with his hand. After the correct answer, he opens his eyes, and the adult raises and shows the bell. If the child is wrong, then guess again. The game is repeated 4-5 times.
Game "Guess who said"
The child is first introduced to the fairy tale "Three Bears". Then the adult pronounces phrases from the text, changing the pitch of his voice, imitating either Mishutka, or Nastasya Petrovna, or Mikhailo Ivanovich. The child picks up the corresponding picture. It is recommended to break the sequence of characters' statements in the fairy tale.
Game "Does it sound like that?"
The adult offers the child to arrange the pictures in two rows: in each row there should be images whose names sound similar. If the child does not cope with the task, the adult helps him by offering to pronounce each word clearly and distinctly (as far as possible). When the pictures are laid out, the adult and the child together name the words. Note the variety of words, their different and similar sound.
Examples: no onion-meadow, dew - rose, fruits - rafts, firewood - grass.
The game "Who is attentive?"
An adult names a number of vowel sounds. The child must raise the corresponding symbol. On initial stage the game can be played with one symbol, then with two or more, as the child masters the skills of sound analysis and synthesis. Symbols are pictures with images of the position of the lips when pronouncing a vowel sound.
Game "Sound songs"
An adult invites the child to compose sound songs like: “AU” - children scream in the forest. Or "IA" - how the donkey screams. Or "UA" - this is how a child cries. How are we surprised? "OO!" And so on. first, the child determines the first sound in the song, singing it drawlingly, then the second. Then, with the help of an adult, he lays out a diagram of symbols, keeping the sequence, as in a song. After that, he “reads” the diagram he has drawn up by symbols.
The game "Who is the first?"
The adult shows a picture representing a word that begins with a stressed vowel "a", "o", "y", or "and". The child clearly names what is drawn in the picture, emphasizing the first sound with his voice, for example: “U-u-rod”. Then selects from the sound symbols the one that corresponds to the initial vowel in the given word.
Game "Disenchant the word"
An adult tells the children a fairy tale about an evil sorceress who bewitches words, and therefore they cannot get out of her castle. Words do not know what sounds they consist of. Children must identify each sound in a given word in order, only then the word is released from the castle of the sorceress. For example, we disenchant the word "fox": le, and, s, a.
Game "Magicians"
An adult invites the child to imagine that he is a magician and turn one word into another. “I will give you a word, and you change one sound in it so that you get a new word.” For example: house-smoke, cat-whale, dream-som-juice, daughter-dot-barrel.
Game "In the forest"- the child determines who called him, a sound was heard close or far.
Game "Three Bears"- determine who owns the replicas from the fairy tale. The same remark is pronounced alternately in a voice of different pitch, in three versions:
Who was sitting in my chair?
Who ate from my cup?
Who slept in my bed?
Who was in our house? And so on.
The game "Alyonushka-revushka"
Show the children the doll and read the couplet:
Alyonushka lives with us,
Crybaby and roar.
Our doll knows how to cry in different ways: if she wants a lemon, she cries like this: "Ah ...", if she wants an apple, she cries: "A-Ah ...", if a pear - "A-A-A ...", if banana, then cries: "A-A-A-A ...". Tell me, how can you call a lemon, an apple, a pear, a banana in one word? (fruits). Now listen carefully to what Alyonushka wants.
Play the sound "A" one, two, three or four times and ask the child to show as many dots in the picture as Alyonushka cried, and say what she wants.
Game "Znaiki"
Show the child a car and ask: "What is this?" - "This is a truck."
- "Why is he called that?" - "Because he carries goods." - "What is the name of the person who drives the truck?" - "The driver." - "Do you think the driver should know the parts of his car?" - "Yes." - "For what? "
"To fix it if it breaks." - "Let's see if you can fix the car, if you know its parts well. I will whisper the parts of this truck, and you repeat after me loudly and show them on the truck."
The game "Who moaned?"
Show the child the picture and ask him to look at it carefully. Ask a question according to its content: "Why do you think the boy's cheek is tied with a handkerchief?" - "The boy has a toothache. It hurts a lot and he groans: "Oh-oh-oh" (imitate the boy's moan in a high voice).
Draw the attention of the child to the image of a man sitting near the boy.
Ask the child, pointing to the picture, "Why do you think this man is sitting next to the boy?"
Listen to the answer and say: “The man also has a toothache, and he is groaning: “Oh-oh-oh” (produce a groan in a low voice).
Ask your child what needs to be done so that the teeth do not hurt?
Offer to play, say: "I will close my mouth with a screen and I will pronounce the sound "O" in a high and low voice, and you have to guess who is moaning - a boy or a man."
Game "Choose the right word"
An adult reads a poem. The child must choose from words that are similar in sound composition, necessary in accordance with this definition of the concept.
I will give the task again - to put everything in its place:
What did we roll in the winter?
What did they build with you?
Got hooked in the river?
Maybe everything, at least small in stature? ...
(Words for substitution: HOUSE, COM, GNOME, COM).
The game “Who is knocking? »
Illustration for the fairy tale "Three Little Pigs" An adult tells the children that the piglet is waiting for guests - his brothers. One piglet knocks on the door like this: /- /- / (tapping the rhythm, the second like this: /-//, and the wolf knocks like this: //- /. The adult offers to carefully listen to the rhythm and determine who is knocking.
Game "Droplets"
The adult explains to the child that the droplets sing their songs according to these pictures. Shows a picture and slaps the appropriate rhythm. Then he asks the child to listen to the rhythm and show a picture that fits this rhythm: /-/, //, /-/-/, /-//.
The game "Ears - hearings"
The teacher shows wooden, metal spoons, crystal glasses. Children name these objects. The teacher offers to listen to how these objects sound. Having installed the screen, reproduces the sound of these objects in turn. Children recognize sounds and name the objects that make them.
The game "Who said "Meow?"
The game "Who is standing at the traffic light?"
The teacher turns on an audio recording with the sounds of the street. Children listen to the sounds and name the transport that has stopped at the traffic light (car, truck, tractor, motorcycle, cart, tram).
The game "Where is it ringing?"
Children stand with their eyes closed. A speech therapist with a bell moves silently around the group and rings. Children, without opening their eyes, point with their hand in the direction of the sound source.
Game "Thunderstorm"
The teacher reads the words of the game, and the children perform movements according to the text.
dripped drops (tap on the table with two index fingers).
It's raining (quietly knock with four fingers of both hands).
It pours like a bucket (tap loudly with four fingers).
The hail has gone (knocking with the bones of their fingers, knocking out a fraction).
Thunder (drumming fists on the table).
Lightning flashes (draw a lightning bolt in the air with your fingers, make a sh sound).
Everyone quickly runs home (clap hands, hands are hidden behind the back).
The sun shines bright in the morning (describe a large circle with both hands).
The game "Listen and say the right word."
The teacher reads a poem or a story filled with a certain sound, the children must name the words in which there is a given sound.
A beetle buzzes in an iron can -
The beetle doesn't want to live in a tin can.
The life of a beetle in captivity is bitter.
Pity the poor beetle.
"Z"
Hare, hare, what are you doing?
- I'll chew the stump.
- And why are you happy, hare?
- I'm glad my teeth don't hurt.
Game "Joke-minutes".
The teacher reads lines from poetry to the children, replacing the letters in the words. Children find a mistake and correct it.
Tail with patterns
Boots with curtains.
The cat swims in the ocean
A whale eats sour cream from a saucer.
God's box, fly to the sky
Bring us some bread.
The game "Quiet - speak loudly."
Children memorize the tongue-twister (taking into account the practiced sound).
For example, when practicing the sound “L”, you can use the following phrase: “Mila was sailing in a boat, drinking Coca-Cola.”
Offer to pronounce the tongue twister, first in a whisper, then in a low voice, and then loudly.
Games for children 5-6 years old
For older preschoolers, games and exercises for developing phonemic hearing are more complicated, but games for younger preschoolers are also used.
Find the sound game.
Invite the child to consider some plot picture and find words that have the sound you need, for example, “s”. This game can be played with two children or with a small group of children. For each sound found, give the child a chip, at the end of the game count who has more chips, come up with a reward for the winner.
Game "Think of a word"
Children stand in a circle. The host calls the sound with which you need to come up with words. The child must name the word with the desired sound and pass the ball next player. If the child cannot come up with a word, he is out of the game. The one who remains last wins.
Game "Catch the sound".
At the beginning of the game, the leader calls the sound that the child must catch if he hears in a word. Next, the host calls the words, focusing on the given sound. The child, having heard the desired sound, must clap his hands or perform another prearranged action.
The game "General sound".
The host calls several words in which the same sound is present, for example: scythe, sled, crybaby, light, ear. The child must identify the general sound.
Game "Guess what sounds?"(paper rustles, water pours, a pencil knocks, a tambourine rings, etc.)
First, the adult shows the objects, then reproduces the sounds behind the screen. Sounds should be clear and contrasting.
The game "What is the street talking about?"(listen to the sounds outside the window and tell who and what makes them).
Whisper game Follow the instructions given at a distance of 2-3 meters from the child.
The game "Listen, repeat"
The child should clap as many times as the adult knocks.
Game "Where did you call?"
A child with closed eyes shows the direction with his hand.
Game "Woodpecker" Tapping a certain rhythm.
Game "Guess who it is?"
Children stand in a circle, blindfolded driver - in the center.
Here is a frog on the path
Jumping with outstretched legs
I saw a mosquito, screamed ...
The child, whom the driver points to, says “Kwa-kva-kva”, the driver determines who the “frog” is.
The game "Attentive ears"
A blindfolded child claps at a certain sound, syllable, word.
Raise the flag game
The flags are red, blue and green flowers.
The game "Where is the sound hidden?"(determining the place of sound in a word: beginning, middle, end of a word).
Use for clarity a train with trailers, build children. Line up a row of children from 3 people. The adult shows the picture, the child takes “his own” accordingly.
The game "Who is more?"
Name pictures with the given sound.
The game "Run sound"
Name words, without the first, last sound (.pelsin, .nanas; hundred., stu.).
Game "Build a pyramid"
We need a drawing of a pyramid, consisting of squares. In the lower part of each there are pockets for inserting pictures, at the bottom there are 5-6 squares, upwards the number of squares decreases. The pyramid can be used to determine a long word and a short one to determine the number of syllables.
Game "Magic Train"
It is used to determine the place of a sound in a word - to differentiate sounds by the hardness-softness of consonants or vowels (carriages of red, blue, green colors), to fix the image of letters.
Game "Cube"
A cube with dots is thrown - how many dots fell out, from so many sounds the child comes up with a word or finds a picture.
A game« Clap like me»
Repeat after the teacher: one clap, two clap, three clap.
Game "Far - close"(determine the quiet - loud sound of the bell).
A game« Airplane high - low(change in pitch).
The game "Who is flying?"
A game for the differentiation of sounds, for example "Ж - З" ( bugs buzz “F - F - F”, mosquitoes ring: “З - З-З-З”). Differentiation of the sounds "Sh-S" (the breeze whistles "S-S-S-S"; the snake hisses "Sh-Sh-Sh").
Game "Name the same sound in words"
The teacher pronounces three or four words, with a given sound: sled, bone, nose - the children must name the same sound "C" that is in these words.
Game "Name the first sound in the word"
The teacher shows a toy, for example, a dog, and offers to determine what sound this word begins with. Then he shows the toys of other pets and asks: "Name the first sound in the word." To draw the attention of children to the fact that sounds must be pronounced clearly, briefly.
(The game “Name the last sound in the word” is played similarly.)
Game "Answer Slowly"
Offer several tasks for quick wits, check how the children learned to hear and highlight certain sounds in words.
1. Think of a word that starts with the last sound of the word carpet.
2. Remember the name of pets, which would have the last sound of the word nose(dog, pig...)
3. Pick a word so that the first sound is m, and the last sound - A(Masha, car, fly...)
4. What word will turn out if the syllable ro add one sound? (Mouth, rum, horn...)
5. Make up a sentence in which all words begin with a sound n (Petya gave Pavlik a pyramid.)
6. Find objects in the group that have a sound in their name To(pencils, book, pen, cubes...)
The game “Where is the right sound?»
An adult demonstrates and names pictures to a child, one of which has a given sound in its name. The child must point to the picture and repeat the word in which there is a given sound.
A game " Balls - hanks "
The players pass each other a ball in a circle, saying the text:
“On the path (name) walked / walked,
Found a ball of threads / found,
You words on (given sound) say,
Don't break our thread."
The one who has a glomerulus must name a word for a given sound and pass the glomerulus further
Game "Catch the sound"
An adult names a series of sounds, a child, when he hears a predetermined sound (claps, stomps, etc.)
Game "Catch the word"
The adult shows the picture and names it. The child claps his hands if he hears the sound being studied in the name. At later stages, the adult silently shows the picture, and the child pronounces the name of the picture to himself and reacts in the same way.
The game "What sound do we hear more often?"
A collection of short poems in which the same sound is often repeated. The teacher pronounces a poem, and the children name the sound that they most often heard.
Sample material:
Senya and Sanya have catfish with a mustache in their nets.
White snow, white chalk,
The white hare is also white.
The cat saved up a penny
Bought a goat for a cat.
The game "Who-who lives in the little house?"(A house with windows and a pocket for inserting pictures; a set of subject pictures).
The adult explains that only animals (birds, domestic animals) live in the house, in the names of which there is, for example, the sound [v]. We need to put these animals in the house. Children name all the animals depicted in the pictures and choose among them those whose names contain the sound [in] or [in '].
The game "Two slams, three stomp"
A set of subject pictures whose names begin with oppositional sounds. The child should clap when he hears one of the oppositional sounds in the name of the picture and stomp when he hears another.
Game "Parrots"(Toy Parrot).
A game situation is created, in accordance with which it is necessary to teach the parrot to repeat the syllable series without errors. The child takes on the role of the parrot. The adult pronounces a series of syllables, the child repeats.
Sample speech material:
Pa-ba, ta-da, ta-ta-da, ka-ha, ka-ka-ta, etc.
The game "Spider".
The teacher reads the poem, and then the children answer questions.
On an invisible path
Oh, look, cobwebs.
This is a sly bastard
He hung up his hammock.
And called our spider
All friends on a hammock
Came to the spider
Moths, grasshoppers,
bees and bumblebees,
beauty butterflies,
Flies and beetles.
Played, laughed
And then everyone fled.
1, 2, 3, 4, 5 - I invite everyone again.
Let's check how you can divide words into syllables.
· Butterfly, how many syllables, which one is first, which one is last?
· Bug, how many syllables (one), which sound is the first, which is the last?
What is the same syllable in words bees and beetles(KI)?
Name insects whose names have 1, 2, 3 syllables.
The game "The word crumbled."
Teacher: all the words crumbled into sounds. I will name the sounds, and you will make a word out of them: K-O-M-A-R - mosquito, J-U-K - beetle, O-S-A - wasp, M-U-X-A - fly, B -A-B-O-Ch-K-A - butterfly ...
Remember: the word is pronounced by sounds, not by letters: [m], not um!
Scatter the word game.
The teacher invites the children to divide the words into sounds themselves: porridge - K-A-Sh-A, house - D-O-M, paper - B-U-M-A-G-A ...
Tic-tac-toe game.
Children have a square drawn on a piece of paper, as for playing Tic-Tac-Toe. The players agree in advance with what sound they will play. If the speech therapist pronounces a word with a given sound, then the children put X if there is no given sound in the word - ABOUT. Explain that the cells are filled horizontally. The game is won by those children whose playing field matches the sample of a speech therapist. The sample is exhibited after filling all the cells.
The game "The syllable escaped."
The game is played after the child has become familiar with the concept of "syllable". An adult pronounces a word without finishing the last syllable. The child must correctly pronounce the word and name the syllable that “ran away”.
The game "Colored chips"( Red box for vowels, blue for hard consonants, green for soft consonants).
The adult calls the sound, and the child must correctly show the corresponding box.
The game "Pillow and brick" ( The image of a pillow, a brick, subject pictures with soft and hard consonant sounds in the title).
An adult shows pictures to a child. If at the beginning of his word the child hears a hard consonant, then he says "brick", if soft - "cushion" and shows the corresponding picture.
The game "Chain"
The child (or adult) calls the word, the person sitting next to him selects his word, where the last sound of the previous word will be the initial sound. The winner will be the one who "pulled" the chain the longest. For example: forest - juice - cat - slippers ...
Game "How many sounds"(Equipment: buttons or corks).
The adult calls the word, the child counts the number of sounds and puts the corresponding number of buttons or colored bottle caps on the table.
Game "Choose the pictures"
The adult lays out the pictures in front of the child, offers to name them, and then select only those in the name of which there is a given sound, for example, the sound [m].
Game "Be careful"
An adult says a few words, for example: sledge, nose, cancer, mask. The child must remember and name only those words in the name of which there is a sound [s].
Game "Wonderful bag"
The child takes an object from the bag, names it, identifies and names the first sound in the word.
Game "Fisherman"
The child uses a magnetic fishing rod to catch subject pictures from the aquarium, names them and determines the first (last) sound in the word.
A game "Guess a riddle"
The adult invites the child to guess the riddle, and then name the last (first) sound in the guess word.
For example:
Soft Paws,
And in the paws there are scratches (cat.
Under the roof are four legs,
And on the roof there is soup and spoons (table).
Sound apartment game
For the game, word schemes are used in the form of rectangles divided into three parts: beginning, middle, end. The child is invited to determine where the sound lives in the word: the beginning, middle or end of the word and put the chip in the appropriate place.
The game "Attentive eyes"
An adult offers the child to find objects in the environment (plot picture) that have a given sound in their name, to determine its place in the word.
Game "Guess and name the sounds"
An adult names fusions of sounds, syllables, words. For example: iua, ap, ma, cat etc. The child determines the sequence and number of sounds in a syllable (word).
Game "Draw rhythms"(Equipment: to pencil, sheet of paper, cards with ready-made rhythmic patterns).
The teacher invites the children to reproduce the rhythm according to the finished rhythmic pattern, and then draw their own rhythmic pattern on their own and slap it.
Game "Confusion"
The teacher incorrectly pronounces words or comic slips in poetic lines, and the children guess how to correct them.
For example:
The Russian beauty is famous for her goat.
The mouse drags a huge grain hill into the mink.
The poet finished the line, put his daughter at the end.
Game "Words" (see "Chain")(Equipment: m cell).
The teacher calls the first word and passes the ball to the child after reading the following poem:
We will tie a chain of words,
The ball will not give a point.
Pass the ball
Game "Name it in order"(Equipment: "in magic wand, pictures).
The teacher distributes the pictures to the children and begins to pass the "magic wand". The one who has a wand in his hands names in order the sounds that make up the word in his picture.
The game "Snail tracks"(Equipment: with hema "Snail paths", pictures, a small ball).
The teacher distributes the pictures to the children and begins to pass the ball. The one who has the ball in his hands names the place of the given sound in the word, focusing on the schemes - “snail tracks”.
Game "Live Sounds"
The game is played after the children have spent sound analysis any word. The role of sound is played by children who, at the command of the teacher, must take their place on the word scheme drawn on the pavement.
The game "Sound in place"(Equipment: at the teacher - a set of subject pictures, each child has a card divided into three squares, and a colored chip: red - if the work is with a vowel sound, blue or green - with a consonant).
The teacher shows the picture, names the object depicted on it. Children repeat the word and indicate the place of the sound being studied in the word, covering one of the three squares with a chip, depending on where the sound is: at the beginning, middle or end of the word. Those who correctly position the chip on the card win.
Game "Where is our home?"(Equipment: n a set of subject pictures, three houses with pockets and a number on each: 3,4 or 5).
The child takes a picture, names the object depicted on it, counts the number of sounds in the spoken word and inserts the picture into the pocket with a number corresponding to the number of sounds in the word. Representatives of the row come out in turn. If they are wrong, they are corrected by the children of another row. A point is scored for each correct answer. The row with the most points is considered the winner. The same game can be individual. In this case, the correctness of each answer is evaluated by a chip.
Game "Soundtracks"(Equipment: rectangles divided into cells, red, blue and green chips or squares, pictures).
Each child receives a rectangle ("sound track") and colored squares to indicate vowels, consonants, hard and soft sounds. Each child is given a picture. The child must analyze the sound composition of the word and lay out the scheme of the word using squares.
Games for children 6-7 years old
Game "Live Letters"(Equipment: cards with letters, pictures).
The game is best played with a group of children. An adult shows a picture and calls a word from it that they will compose. The role of each of the letters will be played by children who have cards with letters attached to the front. Children should line up in a row so that the given word can be read. Words are selected simple, without spelling.
For example: poppy, cat, house, mouse, table, etc.
The game "Stomp - clap"(Equipment: words in which the consonant is pronounced clearly, with effort, and the vowel should be stressed).
The game is played by ear. The adult informs the child: "Today we will learn to hear sounds and distinguish them from each other." For the task, sounds are selected that are somehow similar to each other, for example: O-U, Y-I, M-N, K-T, P-T, etc. Pairs of consonants for deafness-voicedness (V-P , D-T, G-K, V-F) - for children 5 years old, and in terms of hardness-softness (M-M", T-T", K-K "etc.) - for children 6-7 years old .
First, the game is played on individual sounds, then on syllables and words. The adult selects the speech material and pronounces it clearly, and the child, following the instructions of the adult, clap on one of the sounds, and stomp on the other.
For example, the sounds [О-У] differ.
Sounds: O, U, N, U, O, S, O, U, A, M, U, T, O, etc.
Syllables: OH, UK, PO, UT, KO, NU, MO, UP, MU, etc.
Words: Olya, duck, autumn, window, fishing rod, going, cow, morning, lake, Ulya, etc.
Game "Choose pictures"(Equipment: subject pictures with words starting with a given sound, several pictures starting with other sounds).
An adult lays out the pictures on the table, instructs the child that he should choose those pictures that show words with a certain sound, for example, the sound [k]. Then the adult clearly names all the pictures, and the child chooses the appropriate ones from them (cat, pony, fly, horse, jacket, tank, cube, candy, nose, spider, poppy, doll, etc.)
The game "Split into piles"(Equipment: subject pictures with words beginning with different sounds, several pictures for each of them).
The adult lays out the pictures on the table, names them, then instructs the child that he must combine the pictures into several piles according to the initial sound.
For example:
[L] - moon, bow, horse, lamp, etc. [A] - bus, pineapple, watermelon, album, etc. [U] - duck, fishing rod, beehive, snail, iron, etc. [M] - poppy, fly, raspberry, car, bridge, etc. [K] - cat, horse, cube, jacket, doll, etc. [N] - nose, leg, knife, scissors, rhinoceros, etc. etc. [I] - willow, turkey, needle, toys, oriole, etc. d.
Game "Repeat after me words"(Equipment: rows of words prepared by an adult, most of which contain a given sound in their composition, and the rest do not). The game uses words with vowels (A, O, U, I, S) and consonants that the child can pronounce correctly ([M-N], [D-T], [G-K], [B-P] , [V-F], [X]). For voiced consonants [D], [B], [G], [C] it is not allowed to use words in which these sounds end and are deafened. Hard and soft pairs of sounds are analyzed separately from each other. The vowel sound [O] can be distinguished only in those words in which it is under stress, since in other cases it turns into the sound [A]. The vowel sound [Ы] stands out only in the middle and at the end of the word.
An adult pronounces a series of first 5-6, then 6-8 words and gives the child the task of remembering and repeating only those words that have a certain sound, for example, the sound [M]. Such a series of words is given: mother, cat, soap, house, spider, bridge, bow, fly, leg, lemon. Of these, the child must repeat the following words: mom, soap, house, bridge, fly, lemon.
Game "Find the sound"(Equipment: rows of pictures for a certain sound).
The game can be played with one child or with a group of children.
The adult says: “Now I will show the pictures and name the objects depicted on them, and you listen carefully and guess what sound is in all these words.” Then the adult shows and names a series of pictures that begin, for example, with the sound [K]: cat, horse, jacket, wheel, doll, candy, and the children must answer with a full answer: “All these words have a sound [K].” Next, they must remember the words named by adults with the sound [K], come up with a few of their own words with this sound.
The game "From one word - many words"
The players must make up as many other words as possible from the letters included in any one long word. Compounded words must be nouns in the nominative case. Letters can be used in any order, but in invented words, the letter should not be repeated more often than in the original word.
The game "Sound Lotto"(Equipment: strips divided into 3 parts, indicating the beginning, middle and end of a word, subject pictures with words for certain sounds: vowels and deaf consonants - beginning, middle, end, sound [s] - middle, end of a word, voiced consonants - beginning and middle of a word).
The child examines and names a picture with a given sound, then puts it on the first, second or third square in the strip, depending on its location in this word. The beginning of the word - when all the other sounds come after the given sound, the middle of the word - other sounds come before and after the given sound, the end of the word - the rest of the sounds come before the given sound. For example, a child is given pictures with sound [m]. On the strip, they are arranged in squares in the following sequence: poppy - bag - house.
The game "Who has more words?"(Equipment:
Option 1 - a picture that contains a lot of objects with a given sound;
Option 2 - subject pictures with words in which there is a given sound, chips).
You can play with one child or with a group of children.
1 option. An adult shows a plot picture (for example, "Forest") and invites the child to find as many words with a given sound on it as possible.
For each word, the child receives a token. The one with the most chips wins.
Option 2. An adult calls the sound to the children and shows pictures with words that contain this sound.
Then the pictures are removed, and the children must name as many words as possible from memory. For each word, the child also receives a chip. As you practice, you can play without pictures, throwing the ball between the players and naming words with the agreed sound.
Game "Replace the sound"(Equipment: rows of words to transform, subject pictures with words that should turn out).
The adult sets the sound with which the first or last sound in the word will need to be replaced.
Then he lays out the pictures and pronounces the words, and with their help the child mentally replaces the sound in the original word with the given one and calls the resulting word aloud.
For example, you need to replace the first sound with [h]: porridge - cup, nut - seagull, suit - part, or the last sound: enemy - doctor, beak - key, chalk - sword.
As you practice, the game can be played by ear, without the use of pictures.
Game "Name the vowels"
An adult pronounces words syllable by syllable, highlighting and holding out vowels. Then he pronounces only the vowels in the order they were in the word.
For example: fish-ba - s-a; ba-ra-ban - a-a-a; kosh-ka-o-a; ball - i-i, etc. Next, the child tries to independently stretch the vowels in syllables and name them in order.
If necessary, an adult helps him in the correct division of words into syllables. First, two-syllable words with direct syllables are selected for the game, in which vowel sounds do not change depending on the stress or spelling rule, i.e. words are written and pronounced the same way (words like wasp, road, tire, summer are excluded), then one and three-syllable words and words containing consonants.
Game "What happened?"(Equipment: pictures of the words that should come out).
1 option. An adult lays out pictures in front of the child and begins to name words in which he omits the first sound. The child must find this word from the pictures and name it. For example, (z) amok, (k) oshka, (m) bus, (p) dress, (c) agon, etc.
Option 2. An adult selects words so that they all begin with the same sound. He gives the child the task of pronouncing a certain sound each time, and after that he finishes the whole word.
Then the child must again completely repeat the word. For example, to the sound [x] - (x) east, (x) leb, (x) omyak, (x) alat.
To the sound [w] - (w) peony, (w) cola, (w) pagat, (w) uba.
To the sound [k] - (k) splint, (k) key, (k) paint, (k) apusta.
14. Game "Speak the word"
Equipment: subject pictures depicting words that should turn out.
1 option. The adult lays out pictures in front of the child and begins to pronounce the first syllable of the word, and the child must find a suitable picture and complete the missing syllable in this word. For example, pitchfork (ka), ar (buz), snake (I), li (sa), etc.
Option 2. The child pronounces the initial syllable, agreed in advance, and then the adult finishes the remaining 1-2 syllables, and together they repeat the resulting word in its entirety. For example, ka (sha), ka (reta), ka (mouse), ka (men), ka (ban), ka (cheli).
3 option. Now the adult pronounces the beginning of the word, and the child finishes the missing prearranged last syllable and repeats the whole word. Depending on the pronunciation capabilities of the child, an adult can choose words, excluding sounds that the child pronounces incorrectly, or, conversely, words with a certain sound in order to reinforce the correct pronunciation of the sound in the child.
For example: love (ka), re (ka), shish (ka), horse (ka), hare (ka), gal (ka), book (ka); snake (ya), seven (ya), stan-qi (ya), fe (ya), seam (ya); ig (ra), but (ra), y (ra), horse (ra), zha (ra), child (ra); shko (la), ska (la), mirror (yes), marshmallow), etc.
The game "Insert the second sound in the word"(Equipment: subject pictures with words that should turn out).
The adult selects the words and invites the child to insert some specific sound into them second to get a new word. For example, you need to insert a sound [l]: pan - plan, side - block, gas - eye, sleep - elephant, sweat - raft or sound [r]: cat - mole, tone - throne, cat - baby, heels - hide and seek, battle - razor, chopper - rag, etc.
The game "What sound is missing?"(Equipment: subject pictures for each word).
An adult selects pictures with words, lays them out on the table and calls them, replacing the desired sound with a pause.
The child must guess what the word is with the help of the corresponding picture and identify the missing sound in it.
For example, piama - sound [g] disappeared, vocal - sound [h], tarela - sound [k], confea - sound [t], martyka - [w], macaoni - [r], etc. An adult can pick up pictures with words for a certain sound, the pronunciation of which needs to be fixed in the child.
Pick a sound game(Equipment: rows of words with the same missing sound at the end, subject pictures showing the resulting words).
The adult offers the child to complete the word with a sound, choosing the appropriate one from two or three proposed.
For example, you need to finish the word with the sounds [p] - [t] - [k]: kato (k), tulu (p), bile (t), kuso (k), compo (t), Ukro (p), veni ( k), ma (k), ko (t), su (p), one hundred (p), zamo (k), etc. Or with sounds [h] - [u]: vra (h), comrades (u ), gra (h), ovo (u), god (h), me (h), pla (u), le (u), etc. Or with sounds [c] - [h]: cucumber (c) , key (h), zaya (c), in (h) b, obru (h), deck (c), feces (h), etc.
Words are selected depending on the pronunciation capabilities of the child: words with sounds that he cannot pronounce correctly are excluded.
The game "Guess the word by vowels"
An adult lays out pictures in front of the child and offers to find among them a word in which the vowels are arranged in the sequence given to them. He pronounces only vowels, emphasizing the stress, for example, a - y "(spider), a - a" (eyes), y-a (fish), etc.
First, the child is offered words of two direct, reverse or closed syllables, and as the training progresses, three-four-five-syllable words: a - s- a (mar-tysh "-ka), a - s- a (ma-shi "-na), uh-a - A- about (ex-ka-va "-tor), etc.
The game "Rearrange the syllables or sounds"
1 option. An adult calls the child words and offers to swap letters or syllables in them, and then repeat a new word.
As you train, you can play with a group of children when a word with rearranged sounds or syllables is suggested to the driver, and he must guess it: lok - count, mod - house, zako - goat, bars - fish.
Option 2. An adult first shows with simple examples that some words can turn into others if you rearrange the letters in them (nose - sleep, body - summer, meadow - hum, forest - sat down) or syllables (bed - sting, bast - cola, pump - pine). Gradually, as you practice, you can complicate the words and increase the number of letters in them.
Bank - boar.
The mouse is a reed.
Hair is the word.
Bayan - bath.
Brand - frame.
Kapal - stick.
The pump is pine.
Kolos - falcon.
Vobla - collapse.
Fork - roller.
Mike - border.
The game "Slap the word" »
The adult pronounces the word, and the child must slap each syllable. After clapping, the child must say how many syllables he has counted.
In this game, children can be offered words with a confluence of consonants, while it is necessary to explain to the child that when consonants converge, the division of a syllable passes between them: that is, one consonant goes into the first, and the other into the second syllable. For example, cat, open, honey, etc.
Game "Come up with a word with a certain number of syllables"
An adult slaps or taps a certain number of syllables, and the child must come up with words suitable for them from the pictures. If he finds it difficult to name a word, an adult repeats the rhythm and pronounces the first syllable. As you practice, you can invite the children to invent words themselves without using pictures, or choose one of the children to lead.
The game "Name the given syllable in the word »
An adult pronounces a word of two direct syllables in syllables and asks the child to name the first, then the second syllable in it, for example, ra-ma, water; then he is offered the next word, etc.
As the training progresses, the adult offers the child two-syllable words with reversed or closed syllables, three- or four-syllable words (ma-shi-na) and words with consonants, for example, honey-because.
The opposite game(Equipment: rows of syllables to transform).
An adult shows a child how to turn a hard syllable into a soft one (or vice versa, a soft one into a hard one) if the vowel sound is replaced in it. For example, py - pi, mo - me, bae - be, la - la, well - nu, sho - so, ke - ke, du - du, vya - wa.
Then the child tries to transform the syllables on his own, and the adult selects them so that they contain sounds that the child pronounces correctly.
The game "Lay out the syllable that you hear"(Equipment: counting sticks, matches or beans).
The adult clearly and slowly pronounces syllables containing sounds that the child can pronounce correctly, and invites him to lay out the letters corresponding to the sounds from sticks, matches or beans.
The game "Repeat after me the syllables, highlighting the stress"
An adult pronounces a number of syllables, emphasizing the stress, and the child listens and tries to repeat, observing the location of the stressed syllable. At the initial stage, a series of two, and then three syllables is proposed: sa' - sa; sa - sa'; la' - la - la'; la-la-la'.
The game "Find the stressed syllable in the word"
The adult pronounces the word syllable by syllable, emphasizing the stressed syllable, and the child must hear and repeat it. At the initial stage, words of two, then three or more syllables are offered.
For example, a spider is a stressed syllable -uk; hedgehog - yo-; bunny - zai-; phone - background; autumn - oh-; raspberries -li- etc.
Game "Untangle the words"(Equipment: subject pictures for each of the words).
An adult lays out pictures in front of the child and names words in which syllables are rearranged, and the child must find the corresponding picture and name the word correctly. For example, ba-so-ka is a dog, po-sa-gi is boots, fet-sal-ka is a napkin, mo-sa-let is an airplane, son-ko-ka is a scarf, be-re-nok is a child, ra-ba-ban - drum, ka-rel-ta - plate, etc.
The game "What new syllable appeared in the word?"
An adult names pairs of words that differ from each other by some syllable: the child must determine which syllable appeared or changed in the second word.
For example: hand - ru-bash-ka; crust - cor-zin-ka; roses - mo-roses; fly - feed fly; a child is a child.
A game« Come up with a word"
It is carried out in a group preparatory to school, when children have already mastered the sound analysis of words well, they hear the place of sounds in words.
Children are invited to come up with their own words according to the already drawn word scheme.
Game "Houses for words"(Equipment: sheets of paper in a large cage, colored pencils or chips in blue, green, red).
Each child receives a picture and the task to draw a word scheme ("settle each sound in his apartment"). Children use a red pencil to designate vowel sounds, blue to designate hard consonants, and green to designate soft consonants and draw a word scheme, having previously performed a sound analysis of the word on their own.
Note.
Game "How many syllables?"(Equipment: a set of numbers for each child, pictures).
Each child receives a picture and a task to count the number of syllables in a word in any way known to him (by clapping, counting vowels, etc.) and show the number corresponding to the number of syllables in the word.
Note. The game is played with children 6-7 years old, subject to sufficient knowledge of the skills of sound-syllabic analysis.
Complication. Children should line up in the order that corresponds to the number of syllables in their words (the teacher selects the appropriate material).
The game "What sound is hidden in the letter?"(Equipment: letters, toys).
A game situation is created where the toys are students in the forest school, and the child is the teacher (in the group, the role of the teacher can be played in turn by each child). The child receives a letter and the task is to name the sounds that are hidden in this letter. He must also name what / what these sounds are: vowels / consonants, hard / soft and explain why.
Note. The game is played with children 6-7 years old, subject to sufficient knowledge of the skills of sound-syllabic analysis.
