Didactic games to reinforce the correct pronunciation of sounds. Didactic games on sound pronunciation for children Didactic game on sound pronunciation

The main task of a speech therapist is to produce sounds.

In order for children to visit with interest speech therapy classes, I offer games aimed at developing correct sound pronunciation.

In such games, the child does not simply repeat the word given to him, but performs certain game actions, which leads to the best result and forms positive attitude to classes.

Games aimed at developing correct sound pronunciation:

Game "Sun"

Material: sun, sun rays.

Progress of the game: The child repeats the given words, phrases, sentences and attaches one beam at a time.

Game "Gifts of the Forest"

Goal: differentiation of the sounds “L”, “R” in words, phrases, sentences and coherent speech.

Material: forest clearing, mushrooms, acorns.

Progress of the game: The child repeats the given word, determines what sound in this word is “L”, “R”, if the sound “R” takes a mushroom, and if the sound “L” takes an acorn.

Game "Gifts of Autumn"

Goal: differentiation of the sounds “L”, “R” in words, classification into groups, automation of the sound “R” in phrases and sentences.

Material: vegetables, fruits, letters L and R, picture of a doll.

Progress of the game:

Option 1. The child takes a picture, names it, determines what sound is found in the name of the picture and puts the picture in the appropriate column.

Option 2. Come up with a name for the doll. For example, Lera picks tomatoes in the garden.

Game "Flower - seven flowers"

Goal: automation of sounds in words, phrases, sentences and coherent speech.

Material: flower petals, core.

Progress of the game: The child repeats the given word, takes a petal and begins to collect a flower. The game continues until everyone has a flower.

Game "Autumn leaf fall"

Goal: automation of sounds in words, phrases, differentiation of the sounds “L”, “R” in phrases.

Material: leaves of different colors.

Progress of the game:

Option 1. The child repeats the given word and takes any sheet.

Option 2. The child takes a leaf and names its color, for example, I took a yellow leaf.

I took a red sheet. Determine what sound is in the word “L”, “R”.

Game "Shop"

Goal: automation of the sound “R” in words, classification of pictures into groups.

Material: pictures, rack with shelves.

Progress of the game: The child is asked to name the pictures and arrange them into groups and name each group.

Game "Magic Chains"

Goal: automation of the sound “L” in words, classification of pictures into groups.

Material: pictures.

Progress of the game: The child names the pictures and puts them in one chain, and after the child has laid out all the pictures, the speech therapist asks to combine the pictures into several groups.

Game “What sound is hidden in the words?”

Goal: differentiation of sounds “L”, “R” in words.

Material: pictures, letters L and R.

Progress of the game: The child takes the name of the picture and determines what sound is found in this word “L” or “R” and puts the picture in the corresponding column for the letter L or R.

Zhuravleva Lyudmila Mikhailovna,
teacher-speech therapist, MBDOU No. 4 “Snegurochka”
combined type,
Yamalo-Nenets Autonomous Okrug,
Salekhard

USE OF DIDACTIC GAMES IN THE CORRECTION OF SOUND PRONUNCIATION DISORDERS.

“One of the most pressing problems facing modern society is the increase in children with various speech disorders. Therefore, the search for new forms of organizing correctional individual and subgroup educational activities for preschool children is becoming a priority today.”
The need for play is inherent in a child by nature itself. Author's games involve preschool children in practical activities, the goals of which are the development of the phonemic side of speech, as well as awakening the need for constant communication with sound and the desire to constantly improve correct sound pronunciation. Children enjoy the game process. And although speech games often require effort, concentration, endurance, and speed of reaction dictated by instructions, children believe that playing them is not at all difficult. That is why children enter the game without fear or fear, captivated by the colorfulness of the object pictures, and play without paying attention to time and possible fatigue.
Games I use correctional work, form in children the ability to achieve maximum clarity in pronouncing words and phrases with a given sound and the ability to evaluate their quality.
Using games, you need to thoughtfully prepare for individual and subgroup GCD:
- carefully select material with and without sound being practiced,
- check the material and equipment of the games, which helps to activate not only the process of pronouncing sounds, but also various mental processes necessary in further school education.
During the game, the teacher-speech therapist only controls the process, giving children maximum freedom in selecting pictures and fulfilling the conditions of the game. The intonation when explaining instructions should be emotional, but not intrusive, laconic, but not harsh.
The work of automating sounds is very difficult and somewhat monotonous for preschoolers. Children have to repeat the same syllables, phrases and sentences over and over again. To prevent these exercises from causing children to become bored and unwilling to work, we use a variety of games and play tasks in our work.
The following types of educational games are distinguished by their focus:
- for automation and differentiation of delivered sounds;
- for the development of phonemic awareness;
- for the development of fine motor skills;
- literacy training;
- to improve the grammatical structure of speech;
- to enrich the vocabulary;
- for the development of coherent speech.
Over the years of my work, I have made many different games. I observed some games from my colleagues and when making them for myself, I necessarily reworked them, modified them, and invented some myself. But when making games, I tried to ensure that they developed as many speech functions as possible.
I have developed a collection of games used in individual and subgroup lessons with descriptions and photo applications.
The games that I want to present to your attention are multifunctional
onal. These games serve to automate and differentiate sounds, are aimed at developing phonemic hearing and perception, fine and articulatory motor skills, and contribute to the formation of lexicogrammatical
ical categories.
They are designed to work with children of senior preschool age, both individually and in subgroups.

A collection of didactic games for correcting sound pronunciation.
The collection includes twenty games. Three games are presented to your attention.

1. Didactic game"FLOWER GLADE".
Game for children 5-7 years old. Conducted individually or in a subgroup of 2-3 people.
OBJECTIVES: Automation and differentiation of all groups of sounds.

Improve grammatically correct speech.
Develop fine motor skills.
Correction of phonemic hearing.
MATERIALS: A box with holes all over the area and painted grass; flowers made of thick colored cardboard (blue, yellow, green and red) with a small hole in the center; Chupa Chups sticks; bases for candles for the cake; circles with drawn objects for all groups of sounds with a small hole in the center.
ASSEMBLY of a flower: pin a flower onto the sharp part of the candle base, and pin a picture on top. Insert a lollipop stick into the wide part of the candle base.
PROGRESS OF THE GAME:
Circles with pictures with and without automated sounds are laid out on the table. Each child is given flowers, sticks and candle bases.

OPTION 1: Find a picture with a given sound, collect a flower and place it in a clearing.
OPTION 2: On a flower blue place pictures with sound S, on green with sound Z (on yellow flower– sound Zh, on green – Z, etc.)
OPTION 3: If the automated sound is at the beginning of the word, put it on a red flower, if in the middle - on a yellow one, at the end - on a green one.
OPTION 4: Collect a flower with an automated sound and form it from the given words plural. Make a sentence with each of the pictures.
OPTION 5: Group the flowers according to some characteristic (clothing, dishes, animals, products...).
2. Didactic game “SAVE THE FLY”.
The game is intended for children 4-7 years old. Used individually or in subgroups of 4 people.
OBJECTIVES: Automation and differentiation different groups sounds in syllables and words. Development of phonemic hearing. Formation of grammatically correct speech.
Equipment: A sheet of whatman paper 50x50 with a web drawn on it. At the corners of the web there are circles of red, yellow, blue and green with transparent pockets sewn to them. In the center of the web there is a black circle for the spider. 4 corks from plastic bottles of the same colors with images of a fly glued to them, and 4 corks of the same color with the image of a spider. Circles with images of objects for all groups of sounds. Circles are symbols of vowel sounds (A - large circle, O - oval, U - small circle, I - rectangle, Y - half a circle).

Progress of the game.
Children choose a fly from a bag without looking. The color of the fly determines the color of the playing field.
The flies flew all day (imitation of the flight of a fly)
And we didn’t know any worries at all,
They picked up bread crumbs (they squat and show how a fly eats)
And they caught up with each other (they were catching up with each other).
They played out in earnest (the flies are put in the center of the web),
Everyone is caught in the web.
OPTION 1.
Pictures with automated or differentiated sounds are inserted into transparent pockets
Save your flies from the spider. The fly chooses a path of its own color. To find out which fly walks first, take out the spider that went hunting from the bag.
The fly (child) finds its row and “flies” along it, naming the pictures. Spider (speech therapist) moves behind her. If a fly mispronounces a sound in an automated word, the spider eats it.
Complication: “Flying” from word to word, the child fly comes up with a sentence with words for the given sounds.
Complication: Match these words with the numerals: one, two, three, five, seven.
OPTION 2.
To consolidate automated or differentiated sounds in syllables.
Symbols of vowel sounds are inserted into the pockets.
The fly, “flying” from circle to circle, names the resulting syllables with automated or differentiated sounds: SA-SO-SU-SY;
SA-SHA, SO-SHO, SU-SHU... If the child makes a mistake, the spider “eats” the fly.

3. Didactic game “THE JOURNEY OF THE WHY.”
The game is intended for children 5-7 years old. You can play individually or in a subgroup of up to 4 people.
Goal: Automation of all groups of sounds in words and sentences.
Develop phonemic awareness.
Develop sound-syllable analysis.
Improve grammatically correct coherent speech.
Develop thinking (prove your choice).
Materials: Playing field (4 rows of pictures are placed on the field, 4 pictures in each row. A magnet is attached to one square in each row below: in the 1st row on the 3rd square, in the 2nd row - on the 4th square, in the 3rd row - on the 2nd square , and in the 4th row - on the 4th square), a Kinder Surprise toy with a magnet glued to the base, 4 chips each different colors(red, yellow, blue, green). Game tables with pictures for automated sounds: S, Z, Ts, Sh, Zh, Ch, Shch, R, L (9 pieces)
Table No. 10 articulation. In the squares are drawn the position of the lips, tongue, a whole and crossed out bell, the nature of the air (cold jet, warm jet, explosion).
Table No. 11. Fairy tales. 1st row: invisible hat, Vasilisa, Karabas Barabas, grandmother; 2nd row: pirate, magic wand, Baba Yaga, Pierrot; 3rd row: Malvina, Thumbelina, flying carpet, Koschey; 4th row: old man, Pinocchio, Cinderella, running boots.

Rules of the game: 1-4 children participate. Children choose chips of a certain color. The child leads the hippopotamus through the pictures with a “snake”. In those pictures where the hippopotamus is magnetized, he places chips. The card is then rotated 90 degrees. The second child “walks” through the pictures and places his chips, etc.
OPTION 1. The child names the objects on which the toy “stuck”, answering the question: “Why did the toy stop at these pictures?” (They have the same sound at the beginning of the word (in the middle, at the end) or the hard (soft) sound being studied).

OPTION 2. The child names the objects on which the toy is magnetized and forms the plural and genitive plural from these words.
Complication: Make up sentences with these words.

OPTION 3. (game without a toy). Name only pictures with the given sound. Name pictures that do not have this sound.

OPTION 4. (table with sound articulation).
Come up with 3 words with an automated sound. Find the articulation of this sound on the table (place the chips in the appropriate notations).

OPTION 5: Name the fairy tale characters on whom the toy was magnetized. Name what fairy tale they came from. Which hero is the odd one out? Compose a fairy tale with selected characters and magical objects.

Anya, I have only such games for my card index so far, I’ll look more and then add

“Games for developing correct sound pronunciation in children with dyslalia”

Selection methodological material for working with children with dyslalia:

GAMES FOR FORMING CORRECT SOUND PRONUNCIATION

1) FORMATION OF HISSING SOUNDS Ш, Ж, Х, Ш

a) "Silence"

Target. Automation of sound w.

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

b) "Train"

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

Description of the game. Children stand one after another, pretending to be a train. There is a steam locomotive (one of the children) in front of the train. The train departs on the command “Go-go, go-go, go-go.” The pace gradually accelerates. They drive up to the station (an appointed place or a building made of cubes) and say: “I came, I came, I came” (slowly: sh, sh, sh - let off steam). Then the bell is given, the whistle is blown, and the movement resumes.

Note. You can introduce semaphore and ticket sales into the game. You can complicate the game - children will depict different trains, for example, fast and freight. The ambulance moves to the sounds of shu-shu-shu - (fast), the freight one - shsshu-shshu (slowly).

c) “Bees and Cubs”

Target. Automation of sound g.

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

When repeating the game, children change roles.

d) "Greedy cat"

Target. Differentiation of sounds sh-zh.

Description of the game. They choose a driver. He's a cat. The cat sits in the corner and says: “I’m a terribly greedy cat, I catch all the mice - and in my mouth.” The rest of the children are mice. They pass by the cat and whisper in fear: “Hush, hush, the cat is getting closer, closer.” Children say these words twice. With the last words, the cat jumps out and catches the mice. Anyone caught in the cat’s paws must say the words “quieter” and “closer” 5-10 times. Then the role of the cat is transferred to another child, and the game continues.

d) “Sparrows”

Target. Automation of the sound h in onomatopoeia.

Description of the game. Children (sparrows) sit on chairs (in nests) and sleep. In response to the teacher’s words, “Sparrows live in a nest and everyone gets up early in the morning,” the children open their eyes and sing loudly:

Tweet-chik-chik, chirp-chik-chik!

They sing so joyfully, The teacher finishes.

After these words, the children scatter around the room. In response to the words of the teacher, “They flew to the nest!” return to their places.

e) “Chizhik”

Target. Automation of the sound h and differentiation of sounds h-zh.

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

The little siskin was sitting in the cage, The little siskin in the cage sang loudly: “Chu-chu-chu, chu-chu-chu, I’ll fly away to freedom.”

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

Chu-chu-chu, chu-chu-chu, I'll fly away to freedom.

The cat appears, and the siskins fly back into their cage. The cat catches siskins.

g) "Scouts"

Target. Automation of the sound in words and phrases.

Equipment. Brush, toy puppy, wood chip, box, raincoat, pliers.

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

2) FORMATION OF WHISTLING SOUNDS S, S’, Z, Z’, C

a) "Pump"

Target. Sound automation p.

Description of the game. Children sit on chairs. The teacher tells them: “We are going to ride bicycles. You need to check if the tires are well inflated. While the bikes were standing, the tires were a little flat, we need to pump them up. Let’s take a pump and inflate the tire: “s-s-s...” Children stand up and take turns, and then all together inflate the tires, pronouncing the sound s and imitating the action of the pump. If a child fails to make a sound, it means that he is not performing the movements accurately. The pump is being repaired.

b) “Flowers and bees”

Target. Sound automation

Description of the game. Before the game starts, it is agreed who will be the bees and who will be the flowers (for example, boys are flowers and girls are bees). Then everyone scatters around the room or area. As soon as the teacher’s signal is heard (strumming a tambourine or clapping your hands), children pretending to be flowers take a knee. The bees flap their wings and fly from flower to flower, while they imitate the buzzing of bees: z-z-z-z. When the tambourine hits again, the children change roles, scatter around the playground, and the other bees practice pronouncing the sound z.

c) “Hares and Fox”

Target. Automation of sounds s—z in text.

Description of the game. According to the number of players, holes are drawn along the edges of the court or chairs are placed. Children (bunnies) stand at their holes. One of the players is a fox. The bunnies pronounce the text: The gray bunny is jumping near the wet pines, It’s scary to fall into the paws of a little fox, It’s scary to fall into the little fox’s hands...

Bunnies run out of their holes and jump on both legs. Then they form a round dance and jump in a circle. The words of the teacher are heard:

Bunnies, prick up your ears, look left and right, is anyone coming?

The hares look around, seeing a fox that is slowly making its way towards them, shout: “Fox!” - and scatter into the minks. The fox catches hares. The game repeats itself.

D) “Vaska the Cat”

Target. Differentiation of sounds s, s', з, з", ц in the text.

Description of the game. Children (mice) sit on chairs or a carpet, one child is a cat. He walks on his toes, looks first to the right, then to the left, meows.

Teacher and children: Vaska walks white, Vaska has a gray tail, But he flies like an arrow, And he flies like an arrow.

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

Children: Eyes close - Are you sleeping or pretending? The cat's teeth are a sharp needle.

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

As soon as the mice scratch, Gray Vaska is right there. He will catch everyone!

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

3) DIFFERENTIATION OF HISSING AND WHISTLING SOUNDS

a) “Bike ride”

Target. Differentiation of sounds s-sh.

Description of the game. The teacher says; “Now we will go for a bike ride. Let's check if the tires are well inflated. Weakly inflated, let's inflate them with a pump: s-s-s... (Children, imitating the pump, say: s-s-s...) The tires are well inflated, we only hear: the air hisses. It turned out that there was a small hole in the tire, and that’s where the air came out. How does air escape from a tire? (Children shhh...) Let's seal the hole and inflate the tire again. (Children: ssss...)

Now you can ride bicycles. Who remembers how the air came out of the tire?” (Children: shhh...)!

You can draw the children's attention to the fact that when they inflated the tire and pronounced the sound s, the air was cold, the tongue was at the bottom. When the air came out of the tire (shhh...), it was warm, the tongue was at the top.

b) “Cat and Mice”

Equipment. Rope, two chairs, bench.

Description of the game. One of the players is a cat, and the rest of the children are mice. The mice are placed underground (behind a rope stretched between two chairs). The cat sits on a chair with his back to the mice. The presenter says:

On the bench by the window the cat lay down and dozed. Now the mice have plenty of freedom, They quickly came out of hiding, They all scattered into the corners, dragging crumbs here and there.

In response to the presenter’s words “quickly came out of hiding,” the mice crawl under the taut rope and run around the yard. The presenter says:

The cat opens its eyes, the cat arches its back. Spreads its claws. Jump - ran, scattered the mice!

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

c) “Little houses”

Target. Differentiation of whistling and hissing sounds.

Equipment. Animal masks.

Description of the game. A leader hare or a wolf is chosen for the game. The rest of the children are bunnies. They sit on chairs in a circle. The leader hare walks in a circle, knocking on the bunnies’ houses:

Small houses stand in the dense forest,

Little white bunnies are sitting in houses.

One bunny ran out, he ran through the forest,

He knocked on everyone’s little window with his little paw.

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

If the wolf appears, we will hide again. Then, being in the center of the circle, he beckons the children with his hands. The bunnies run out, jump, and gallop until a wolf appears. When a wolf appears, the bunnies hide in their houses. The wolf catches hares. The one caught becomes a wolf and the game continues.

FORMATION OF THE SOUNDS R, R’, L, L’

a) "Orchestra"

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

Description of the game. Children sit in a semicircle. One group of children are trumpeters, another are violinists, and the third are drummers. The teacher is the conductor. He shows each group how to imitate the movements of trumpeters, violinists and percussionists. Then he offers to sing some familiar tune. Trumpeters sing the syllable ru-ru-ru, violinists - ri-ri-ri, and drummers - ra-ra-ra. After the rehearsal, the teacher begins to conduct. Only the group to which the teacher points with a stick sings. When the teacher raises both hands, everyone plays at the same time. Then the teacher calls three or four children and invites them to perform some song on any instrument. The rest of the children are asked to guess what song was performed.

b) "Steamboat"

Target. Setting and automation of interdental sound l..

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

The teacher addresses the children: “We are going to go on a boat ride. Do you know how the steamboat hums? Listen: y-y-y... Let's repeat it all together, like the steamboat humming.

Now put the wide tip of your tongue between your teeth, bite it lightly and hum like a steamboat: y-y-y...” The children hum. The teacher continues: “The steamer can sound several whistles.” Then he invites the children to take turns riding a bunny, a nesting doll, etc. on a steamboat. Children's attention is fixed on the fact that they made the sound llll when they bit the tip of their tongue.

c)) “Find your picture”

Target. Differentiation of sounds l-r in words.

Equipment. Pictures whose names contain the sound l or r. For each sound, the same number of pictures are selected.

Description of the game. The teacher lays out the pictures with the pattern facing up, then divides the children into two groups and tells them that one group will match the pictures with the sound l, and the other with the sound r. At the teacher’s signal, one child from each group approaches the table. One takes the picture for the sound l, the other for the sound p. Approaching his group, the child slaps the palm of the person in front and stands at the end of the group, and the one who is first goes for the next picture, etc. When all the children have taken the pictures, both groups turn to face each other and name their pictures. When repeated, the game can be slightly modified: the group that selects its pictures faster wins.

d) “Catch a mosquito”

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

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

Description of the game. Children stand in a circle, with a teacher in the middle who circles (circles) a rod in the air slightly above the children’s heads. Children jump up and try to catch the mosquito. The children sing a song to the one who caught the mosquito:

Ay, Kolya (Olya) is great! The mosquito is finished! Tra-la-la, tra-la-la, Komaru is finished!

AUTOMATION AND DIFFERENTIATION OF DIFFERENT SOUNDS

a) "Trouble"

Equipment. Masks may be used.

Description of the game. One group of children are chickens, another are cockerels, the third are geese, and the fourth are kittens. One of the guys portrays a dog, the teacher (or presenter) portrays the owner.

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

The housewife comes out to feed the birds. “Chick-chick-chick!” - she calls the hens and cockerels. “Tega-tega-tega!” - calls the geese and scatters food for them.

The birds come running to her (get off their perches) and begin to peck the grains (imitate movement).

“Kitty-kitty-kitty!” - the owner calls the kittens and gives them milk, and she leaves. A dog appears barking. A commotion begins.

As soon as there is a commotion (chickens clucking, roosters crowing, geese cackling, kittens meowing, climbing up trees and ladders), the owner comes running and kicks out the dog. The game is repeated 2-3 times.

b) “Street traffic”

Equipment. Two disks (green and red).

Description of the game. Children are divided into several groups, each of which represents a certain type of transport (tram, car, bicycle, etc.). A traffic controller stands in the middle, holding two discs in his hands. When he lifts the green disc, the tram moves along the marked rails, the cars move freely and make appropriate sounds. Truck: tu-tu-tu, car: beep-beep, bus: vrrrr-vrrr, tram: tsin-tsyn, bicycle: ding-ding-ding.

c) "Carousel"

Description of the game. Children dance in a circle and say:

Carousels, carousels, You and I got on the boat and went and went.

Imitate the movements of the oars and say The sound of shhhhh in time with the movements of the hands. Then the children join hands again and say:

Carousels, carousels, You and I got on the horse and rode and rode.

After these words, the children pretend to be horsemen and click their tongues in time with their movements.

Carousels, carousels, You and I got into the car and drove off and drove off.

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

Carousels, carousels, You and I got on the train and went and went.

Children, imitating the movement of the train, hum: oo-oo-oo, chu-chu-chu.

Carousels, carousels, You and I got on the plane And we went, and we went.

Children pronounce the sound r-r-r and, using their hands to imitate the wings of an airplane, run in a circle.

d) "Shop"

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

Description of the game. The teacher puts on the table a number of objects whose names contain the sound s. Children sit on chairs. The teacher calls the children one by one. They come to the store and, choosing an item they want to buy, show it to all the children, call it loudly and go to their place.

d) “Who wakes you up in the morning?”

Description of the game. Children sit in a semicircle. They choose a driver. He comes forward, and the children ask him: “Who wakes you up in the morning?” The driver answers, for example: “Crow!” And the children determine who we are talking about. The teacher can first advise who to imitate, so that the children practice pronouncing different sounds (wrrrr, kwa-kwa, chirp-tweet, kud-kuda, woof-woof, moo-u, bee-bee, quack-quack, ha-ga and etc.).

e) “Wonderful bag”

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

Description of the game. Toys are placed in the bag, the name of which will use the required sound (s, sh, r...) or a pair of sounds (s-sh). The teacher, shaking the bag, draws the children's attention to the fact that there is something in the bag, and thereby arouses interest in the game. First, the children take turns trying to determine by touch what got into their hands. Then they take the toys out of the bag, show them and name them. Whoever got the cockerel shows how the cockerel sings, whoever got the dog shows how it barks, etc.

g) “Different sounds”

Equipment. Subject pictures.

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

The presenter names the object or animal shown in the picture. The child who has the corresponding picture repeats the name of the object and imitates the sound of this object, the cry of an animal or bird. The rest of the children determine whether their friend completed the task correctly.

Irina Vit
Didactic games to work on sound pronunciation and the development of phonemic hearing

Name and guess

Target: reinforce correct pronunciation sound [З] in words, determine its presence in a word

Material: pictures with images of objects whose names contain sound [Z], paired pictures without sound

Move: The teacher displays paired pictures and asks the children to name them. Then he suggests naming only those whose names have sound [Z].

For example: lock - key, goat - cow.

The teacher corrects errors in the children’s speech, highlighting sound by voice.

Help the artist

Target: exercise the ability to select words that sound similar

Material: pictures of objects

Move games: V – l shows a picture and asks to name it. Then he shows a blank piece of paper and asks the children to name what an artist could draw that sounds similar. words are pronounced in chorus, individually, paying attention to the similarities and differences of words.

For example: whale - cat, crayfish - poppy, bear - donut, beetle - onion.

Continue the word

Target: reinforce the correct pronunciation of some sounds in words.

Move games: The teacher pronounces a phrase, but without finishing it, the children must finish it

For example: Ra-ra-ra the game begins.

The boy has ry-ry-ry...

Ro-ro-ro we have a new...

Ru-ru-ru we continue to play...

Then he invites the children to come up with a phrase themselves.

Target: consolidate the ability to determine the presence of a certain sound in words

Material: train with 3 carriages, 9 subject pictures for sounds.

Move games: V. shows a train and pictures of animals and says that each animal can only ride in its own carriage. Animals whose name contains sound a certain sound, For example: "m", in the 2nd carriage with sound"l", in car 3 "To". In order to seat the animals, three handlers and a controller are selected. Then the children and pictures change.

Who is more

Target: exercise children in selecting words with a certain sound.

Material: story picture, for example "street",chips.

Move games: the teacher suggests looking at the picture and naming objects whose names contain a certain sound. For the correct answer, the child receives a chip. The one with the most chips wins

Highlight the word.

Target: Learn to isolate words from the speech stream - words with a certain sound.

Move games: v – l slowly pronounces words emphasizing sound voice and invites the children to clap their hands if they hear sound in a word.

What's in the bag

Target: Reinforce correct pronunciation sound[ts], highlight words from sound from a group of other words.

Material: a bag with toys that have a name in them sound[ts],For example: chicken, button, scissors, and others toys: ball, cube

Move games: The teacher shows a bag of toys and offers to take turns taking out the toys and naming them. When all the toys are on the table, the teacher suggests choosing those toys whose names include sound[ts] and name them.

Target: practice correct pronunciation of words with a given sound

Material: toys that have a given name in their name sound

Move games: Toys are placed on the table, children sit on chairs. The teacher invites the children to come to the store and buy only those toys whose names contain the given sound. The name of the toy is pronounced loudly, highlighting sound by voice

Guess who's screaming.

Target: development auditory attention to achieve clear pronunciation sounds in words.

Material: toys are animals.

Move games: The teacher shows the toys, naming them and imitating their cry, then puts them behind the screen. The leader - the child stands behind the screen and, having chosen a toy, imitates the cry of an animal, the guessed toy is placed on the table.

The first one to guess is the leader.

Target: reinforce the correct confession sound [w] in words.

Material: doll - boy and doll - girl, toys: car, bear, mouse, and other toys whose names include sound[w].

Move games: The teacher shows the dolls (Misha and Masha) and invites them to choose gifts for their birthday. The teacher draws attention to the presence sound in words, and monitors the clear pronunciation of words.

Let's pick up a toy

Target: reinforce pronunciation sound"and" in words. Find objects whose names include sound.

Material: doll, toys: beetle, giraffe, hedgehog, flag, etc.

Move games: The teacher arranges the toys in the group, then shows the doll and offers to come up with a name for the doll with sound"and", and give the doll toys, but only those whose names include sound"and". Children and the teacher walk through the group looking for toys for the doll, calling them out loud.

Similar words

Target: learn to find words that sound similar.

Material: toys whose names sound similar.

Move games: the teacher shows and names toy: "miishshkaa". Children repeat the word. The teacher suggests choosing a similar word, For example: teddy bear, mouse, cone, donut... Well done, they came up with a lot of words. with other toys according to analogy.

Target: definition of first and last sound in a word

Move games: the teacher asks a riddle, when the children guess it, he offers to determine the first (last) sound in a word

Guess what

Target: highlight first sound in a word.

Move games: the teacher offers the children a number of tasks:

1 Name first sound in children's names

2 Name the first (last) sound in the words mentioned by the teacher

3 Find words starting with the given one sound.

A child’s communication with adults and peers is most successful when the speaker pronounces words clearly and clearly. Unclear or incorrect pronunciation of words may cause misunderstanding.

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

Consolidation of the correct pronunciation of sounds is carried out by repeatedly pronouncing words rich in these sounds.

To reinforce correct sound pronunciation, it is good to use special songs, poems, nursery rhymes that imitate the voices of animals, birds, and the sounds of objects known to the child (hammer, watch, etc.).

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

IN THE YARD

Target: Develop speech hearing and onomatopoeia ability.

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

Progress: The teacher expressively reads the poem and shows the corresponding toys.

Ku-ka-re-ku!

I look after the chickens.

Where, whack, whack!

She got carried away in the bushes.

Mur-mur-mur,

I'm scaring the chickens!

Am-am! Who is there?

Quack-quack-quack!

It will rain tomorrow morning!

Milk for anyone?

(A. Barto)

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

SONG - SONG

Target: Reinforce correct sound pronunciation. Develop speech hearing and speech activity, the ability to pronounce sounds and sound combinations by imitation.

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

Progress: The teacher accompanies his story by showing character toys; clearly pronounces onomatopoeia and gets this from the child when answering questions about the story.

The girl sang a song,

She sang and sang and finished singing.

Now you, cockerel, sing!

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

Sing, Murka!

Meow-meow, - the cat sang.

Your turn, duck!

Quack-quack-quack, - the duck began to sing!

And you, Mishka?

Roar-roar-roar, - the bear growled.

You frog, sing

Kwak-kwak-kwak, - croaked the frog.

Will you, doll, sing?

Ma-ma, ma-ma!

Sweet song!

(G. Gerbova)

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

HEN AND CHICKENS

Target: Develop onomatopoeia and spatial orientation.

Equipment: Hen and chick caps (according to the number of children)

Progress: The teacher portrays a chicken, and the children pretend to be chickens. The “hen” and the “chicks” walk across the lawn and “peck the grains” (tapping their fingers on the floor).

The chicken went out for a walk,

Pinch some fresh grass,

And behind her are the boys,

Yellow chickens.

Ko-ko-ko yes ko-ko-ko,

Don't go far

Row with your paws,

Look for the grains!

(T. Volgina)

Important Ensure that children coax the teacher and clearly pronounce the sound combinations “ko-ko-ko”. (Fig.7)

WOOF-WOOF

Target: Reinforce the pronunciation of sounds by imitation.

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

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

“Woof! Woof! - at dawn,

“Woof! Woof! - in the yard.

A puppy was running in the yard,

And in the stable the horse neighed.

He got angry: “What are you doing?

Are you disturbing your sleep? E-go-go!

And the calf said: “Moo!”

It prevents him from sleeping.

And the calf said: “Pi!

You, puppy, sleep some more!”

And the kid: “Meh!” yes "Meh!"

“They didn’t let me take a nap.”

And the puppy is all “Woof!” yes "Woof!"

He has a cheerful disposition!

And this cheerful disposition

It's called "Woof - Woof!"

(according to T. Volgina)

Important Ensure that children clearly pronounce sound combinations by imitating the voices of animals. (Fig.8)

IN THE POULTRY YARD

Target: Same

Equipment: Pictures of ducks, geese, turkey, pigeons, hens, cockerel.

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

Our ducks in the morning:

Quack-quack-quack!

Quack-quack-quack!

Our geese by the pond:

Ha-ha-ha!

Ha-ha-ha!

And the turkey in the middle of the yard:

Ball-ball-ball!

Ball-ball-ball!

Our buns above:

Grru-grru-grru!

Grru-grru-grru!

Our chickens through the window:

Ko-ko-ko!

Ko-ko-ko!

What about Petya the Cockerel?

Early in the morning

He will sing to us “Ku-ka-re-ku!”

(Russian folk song)

“What does a duck call?” - asks the teacher. The kid answers this and other questions about all birds. This way he clarifies and consolidates the pronunciation of sounds.

THE CLOCK IS TICKING

Target: Develop sound pronunciation and vocal apparatus. Reinforce the correct pronunciation of the sounds “k”, “t”, “t”. Develop a moderate rate of speech, the ability to pronounce words quickly and slowly, loudly and quietly.

Equipment: Large and small watches.

Progress: The teacher shows the child a watch and says: “This is a watch. When they walk, they tick "tick-tock, tick-tock." How does the clock tick? (children answer). Watches come in big and small. The big clock ticks loudly (says loudly) “tick-tock”, and the small clock ticks quietly “tick-tock”. How does the big clock tick? What about the little ones? (children answer). The big clock, when it runs, ticks slowly (says in slow motion) “tick-tock.” And the little ones quickly (pronounces at an accelerated pace) “tick-tock.” How does the big clock tick? What about the little ones? (children answer). Important monitor the correct and clear pronunciation of the sounds “k” and “t” (t). (Fig.9)

HORSE

Target: Learning to clearly pronounce the “i” sound.

Equipment: Toy horse.

Progress: The teacher shows the child the horse, explains that it screams “and-and-and” and asks the child to repeat (2-3) times. Then the teacher invites the child to play wind-up horses, “winds up” the “horse” child with a key, and he runs around the group and says “and-and-and.”

AUTOMOBILE

Target: Form a correct and distinct pronunciation of the sound “b” (by), develop the ability to pronounce individual onomatopoeia loudly and quietly; navigate in space.

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

Progress: The teacher shows the cars and asks how they buzz (“beep, beep”). Then he shows a big car and says: “The big car hums loudly, listen to how (pronounces onomatopoeia a little louder than usual) “beep, beep,” and the little one hums quietly (says in an undertone) “beep, bee.” . The child is asked to repeat the sound combinations, sometimes loudly, sometimes quietly. Then the teacher invites the children to drive the cars themselves. Children, pretending to be drivers, run around the group with the steering wheel in their hands scatteredly, saying: “bi-i, bi-i.” (Fig.10)

DRUM

Target: Continue to form the correct and distinct pronunciation of the sound “b” (by), teach how to regulate the strength of the voice.

Equipment: Drum.

Progress: The teacher shows the drum, knocks on it, accompanying his actions with the words: “Bam-bam-bam! This is how the drum sings." Then he asks the child how the drum sings. The baby responds first with an arbitrary volume, then, according to the adult’s instructions, loudly or quietly. Important ensure that the child correctly and clearly pronounces the sound “b” (by), and onomatopoeia - loudly and quietly.

KAP - KAP - KAP

Equipment: Picture of rain.

Progress: The teacher shows the picture and says: “It started raining. At first he dripped quietly: “drip-drip-drip” (the child repeats quietly), then he knocked harder: “drip-drip-drip” (the child repeats louder) “drip-drip-drip.” The rain is falling quietly again and has stopped!” At the end of the game, the teacher reads a nursery rhyme:

Rain, rain,

Drip-drip-drip!

Wet paths.

We can't go for a walk -

We'll get our feet wet.

(Russian folk song)

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

KNOCK KNOCK

Equipment: Toy hammer.

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

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