Textbooks speech exercises for primary schoolchildren. Game exercises in speech development lessons

Organization: MBOU "Kuzedeevskaya Secondary School"

Locality: Kemerovo region, Kuzedeevo village

Introduction.

Pleasant to the ear

speech is a kind of music.

Aristotle

One of the most important indicators of the level of a cultured person, his

intelligence is his speech. Appearing for the first time in early childhood in the form

individual words that do not yet have a clear grammatical design, speech is gradually enriched and complicated. And depending on how the child’s speech develops, his success in studying secondary school subjects will depend.

By the time a child enters school, the child’s vocabulary has increased so much that he can freely express himself with another person on any subject, demonstrates the ability to listen and understand spoken speech, maintain a dialogue, answer questions and ask them independently. But here we should include many “ifs”: if the child developed in a cultural language environment, if the adults around him demanded an intelligible statement, an understanding of what he is saying to others, if the child already understands that he must control his speech in order to be understood. Throughout his childhood, he intensively mastered speech. A child with developed oral speech exhibits speech means that he appropriated from adults and used in his own contextual speech. It is she who is primarily interested in the teacher as an indicator of a person’s culture, as an indicator of the child’s level of development. But even the very well-developed oral speech of a six- or seven-year-old is childish speech. The teacher will be responsible for the further development of contextual speech. Arriving at school, the child is forced to move from his “own program” for teaching speech to the program offered by the school.

The child must be taught the language - the general norms that the people have established in the course of their life and history. By mastering these norms, the child

Such speech is successfully copied by children and they use it everywhere, including within the walls of school, without thinking about why, what and how they say it. The problem of speech development, including oral speech, at the present stage is completely assigned to the school, and is characterized by increased attention to students, especially to those who did not attend kindergarten.

You need to know that at the initial stage of education, children’s oral speech is stronger and richer than their written one, and it plays a major role in the learning process. Oral speech is the beginning and end point of the process of students acquiring new knowledge: first, the teacher explains orally new facts and phenomena, and then students verbally express their knowledge about these facts and phenomena. Hence,

development of oral speech in younger schoolchildren – a very important aspect of language work, because on this basis the ability to express one’s thoughts in writing develops. The teacher needs to work on developing dialogical speech – formation culture of speech communication . Dialogical speech is extremely important because it contributes to the development of social relationships in children. Arriving at school, the formation of culture continues his speech communication and formation monologue speech. This task for a teacher is difficult, especially in relation to children from asocial families where there is a lack of a cultural language environment.

So, how should learning proceed, in what direction should it go?

Oral speech development of a child today in the context of modernization of the educational process? The development of oral speech among primary schoolchildren today is formation And formation of linguistic personality , which is armed with terms, has mastered the norms of the language and has the ability to communicate everywhere. This became the goal of my pedagogical activity in working on the development of children's oral speech.

My work is built in three directions:

1. I teach language norms, cultivate a culture of speech;
2. I enrich my vocabulary;
3. I teach oral speech skills:

• ability to navigate a communication situation: to whom , For what And What I'll speak;
• the ability to consistently express one’s thoughts: How I'll speak;
• ability to speak strictly on the topic;
• the ability to control your speech;
• the ability to make adjustments to your speech.

Requirements for the level of speech development of primary schoolchildren.

When working on the development of children's speech, I follow the principle that children's oral speech must meet known requirements. Firstly, oral speech must be meaningful. Children should not be allowed to talk

without knowing well the object, phenomenon or event they are talking about. Behind the words that children use in speech there must be specific objects and phenomena. The most negative signs of oral speech are: 1) vacuity, emptiness of thought; 2) verbalism, i.e. the use of words whose objective meaning the speaker does not know.

Secondly, oral speech must be different logic , which

manifests itself in sequential presentation of thoughts. To present thoughts consistently means, first of all, to present them coherently according to a plan. Separate sentences must be sequentially arranged and coherently connected to each other. It is important that in students’ oral responses there are no omissions of essential facts, repetitions, or contradictions.

Thirdly, oral speech must be clear , i.e. such that she could

be understood equally by everyone and without much difficulty. Clarity depends on

Fourthly, oral speech must be accurate , i.e. if possible

truthfully depict the reality surrounding the child, correctly

convey facts, skillfully choosing the best language for this purpose

means - words and sentences that convey all the characteristics inherent in the image.

Fifthly, oral speech should be expressive . A person's speech is not

dispassionate, it always carries within itself expression - expressiveness that reflects the emotional state. The emotional culture of speech is of great importance in a person’s life. The development of oral speech in younger schoolchildren also includes work on How the child turns to another person, How the message is pronounced, i.e. what are intonation,

volume, tempo - expressiveness speech. I'm on these sides of speech

I treat the child with close attention, because his speech can

be careless, excessively fast or slow, words can be pronounced gloomily, sluggishly, quietly. By the way the child speaks, how he

the expressive function of speech is developed, I can judge the speech environment that shapes his speech. At the same time, we must not forget about the amazing imitation of children. Special studies of the interaction of the first

and second signaling systems in higher nervous activity showed:

The first alarm system is ahead of the second in response time. This means that psychologically the child reacts more acutely to the emotional tone of speech and accompanying expression than to the semantic content of the word. This means that if the teacher speaks, clearly pronouncing the words, if the intonations are intelligent (deep, varied), if he has a good speech rate, then the children will undoubtedly, by imitating, learn the peculiarities of the teacher’s speech expression. Later, rationality will dominate over this property, and the teacher in high school will be deprived of the opportunity for direct figurative influence.

At sixth, expressiveness oral speech is one of the important conditions for its correct perception by the addressee. Especially widely used in oral speech are such means of expression as promotion And lowering the voice, logical stress, pauses, facial expressions, gestures .

The expressiveness of oral speech makes it a powerful means of persuasion and motivation. Therefore, starting from primary school, I try to teach children to speak expressively. At the same time, I teach children to be more economical in gestures, not to get carried away with them, because the gesture should be restrained

complement oral information, drawing attention to it. If you can do without gestures, don’t gesticulate.

These requirements are closely related to each other and appear as a whole in the school system. From the first grade, I gradually introduce students to these requirements.

Criteria for the levels of development of oral speech of primary schoolchildren and diagnostic tools.

A child’s oral speech at primary school age undergoes various changes and develops comprehensively under the influence of the educational process. And how noticeable these changes are, how in the future the teacher should plan his work on the development of children’s oral speech, it is necessary at the very beginning of training, then at the end of the year

research on the levels of development of children's oral speech , focusing on

basic criteria accepted in science:

1) pronunciation level (clarity, expressiveness,

means of expressive speech):

high - good diction, distinct pronunciation of sounds, adherence to the rules of orthoepy, the ability to speak expressively, sufficiently competent control of intonation and logical stress;

average - good diction, distinct pronunciation of sounds, speech is inexpressive, lacks intonation and logical stress;

short – poor pronunciation of individual sounds, speech is inexpressive, lacks intonation and logical stress;

2) lexical level (content, clarity of speech):

3) syntactic level (logic, consistency, accuracy of speech):

high – use of phrases and sentences of different types in speech, speech is logical and consistent;

average - use of different phrases and sentences in speech

types, admits inaccuracies, speech is not always logical and consistent;

short – the same type of phrases and sentences (nominal and uncommon) predominates, speech is inconsistent;

4)text level (logic, consistency, means

expressiveness):

high – accurately conveys the content of the text, composes a story based on the picture logically, without speech errors;

average – for an accurate retelling, one or two leading questions from the teacher are required, retells without errors, composes a story from a picture with little help from the teacher;

short – can compose a story from a picture and retell it only with the help of a teacher, makes speech errors;

5) morphological level :

high – correctly uses parts of speech, can form forms from variable parts of speech, correctly uses forms of declension and conjugation, has word-formation skills;

average – uses parts of speech quite competently, admits inaccuracies in the formation of forms from variable parts of speech, generally has word-formation skills, but admits inaccuracies;

short – admits inaccuracies in the use of individual parts of speech (pronouns, verbs), errors are observed in the formation of forms from variable parts of speech, and difficulty in word formation.

To conduct a study of the levels of development of oral speech of primary schoolchildren, I used the following tasks.

1. What am I?

Instructions: “You have several sets of words in front of you. Imagine that you met

with a person who doesn't know the meaning of any of these words. You gotta try

Explain to the person what each word means, for example “bicycle.” How would you explain this? Any of the five proposed sets is selected at random.

The following sets of words are offered.

1. Bicycle, nail, newspaper, umbrella, fur, hero, swing, connect, bite, sharp.

2. Airplane, button, book, cloak, feathers, friend, move, unite,

beat, stupid.

3. Car, screw, magazine, boots, scales, coward, run, tie, pinch, prickly.

4. Bus, paper clip, letter, hat, fluff, sneak, spin, fold, push, cutting.

5. Motorcycle, clothespin, poster, boots, skin, enemy, stumble, collect, hit, rough.

2. How I spent the summer.

Instructions: “Imagine that you have met a friend whom you have not seen for a long time. Tell him about how you spent your summer so that your friend would be interested in listening to you.”

3. Tell me about me.

Children are offered story pictures. First, the child is asked to tell in more detail what is shown and what is happening in the picture. Then try to write a short story based on it (with the help of a teacher).

Types of work on the development of oral speech of primary schoolchildren.

The development of children’s oral speech, in my understanding, is not separate lessons in special separate lessons, but everyday work on speech in all lessons, when not a single lesson in elementary school is exempt from speech exercises. I also consider each lesson from the point of view of the extent to which it contains elements of speech development.

To achieve this goal, I organize targeted, systematic development work in speaking lessons. The work includes the following types:

• work on diction;
• the actual hearing;
• games and practical exercises;
• creative writing.

Working on diction.

Diction is clarity and distinctness in the pronunciation of words and is an important quality of oral speech. Some children have speech defects: either it is slurred, or the speech apparatus is sluggish, or diction is impaired. This is largely the reason for the low speech activity of the children. Such children are less willing to engage in communication, are constrained in the process of speech, and speak as if embarrassed. Therefore, I pay special attention to the pronunciation side of speech, that is, I work on diction, since distinct and clear pronunciation requires energetic, clear work of the speech apparatus and can occupy any place in the lesson. From the very first day of teaching children at school, in every literacy lesson, as well as in other lessons, I taught speech exercises , developing the necessary muscles, breathing, so that speech is understandable and clear. Types of exercises used:

• teach children to open their mouths well (this is achieved, in particular,

correct articulation of sound A) and close your lips tightly (this

promotes clear pronunciation of sounds m, P, b);

• clarification of the pronunciation of sounds: oooh- the locomotive honks, f-f-f- the hedgehog snorts, uh-uh– the bear roars, etc.;
• sound modulations: little mice – pee-pee-pee, bells - ding dong, a hen guarding the chickens - cluck cluck, anxious chicken - cluck cluck cluck etc.;7

• the teacher pronounces a word or sentence loudly, and the children speak quietly and vice versa;
• the teacher pronounces a word or sentence slowly, and the children quickly and vice versa;
• pronouncing a sentence at different rates: accelerating towards the end, then slowing down;
• pronouncing words, sentences with different volumes: very loud, loud, quiet, very quiet, whispering and vice versa;
• intelligible and distinct pronunciation of words and phrases (first in chorus, then independently, listening to your speech);
• exercise in voice modulation (voice strength, pitch, speech rate, timbre) when expressing various feelings: joy, annoyance, approval, affection, surprise, etc.;
• inhale – exhale (deflate a balloon or blow out a candle);
• inhale – exhale (count to 10);
• portioned inhalation - exhalation (smelling flowers);
• For example mom mom while inhaling, sa-sa-sa-sa on exhalation or 1, 2, 3, 4, 5 while inhaling, 6, 7, 8, 9, 10 on exhalation;
• “Pulling the thread”: the hand is in front at the level of the mouth, the thumb and index finger are closed; when pronouncing a vowel sound, the child moves his hand forward, as if “pulling out a thread”;
• exercises for the tongue: “Needle”, “Swing”, “Reach your nose”, “Reach for your chin”, “Horse”, “Lick the jam”, etc.;

• lip exercises: “Ring”, “Blow on a snowflake”, “Blow on your forehead”, “Refresh your cheeks”, as well as circular movements left and right, up and down;
• exercise “Once upon a time there was a tongue”: once upon a time there was a tongue - stick out your tongue, decided to put the house in order: washed the floor - running your tongue along the bottom of your mouth, washed the ceiling - running your tongue across the roof of your mouth, washed the walls - running your tongue across your cheeks, went out and waited guests - stick out your tongue and place it on your lower lip.

When performing these exercises, I give children the following recommendations: breathing freely, the throat is not compressed, for this, the head should not be lowered to the chest, raise it higher, sit straight.

The children performed these exercises lively and with great interest also because I used mirrors for this (for each child). Among other things, the children observed their own articulation of the sounds they were studying.

The actual hearing.

One of the components in the development of oral speech of primary schoolchildren is the teacher’s frequent and interesting stories about various phenomena and events in general or from his own life. Any such vivid story is a child’s “immersion” in the adult’s speech, borrowing speech patterns from it. Children “sculpt” themselves by observing the teacher’s manner of speaking and copying his gestures. The teacher’s story is also educational. Experience shows that children listen to my stories with interest, ask questions, willingly give their advice, and always ask to tell me something else.

This type of work also includes listening to audio recordings.

Games and practical speech exercises and tasks.

It is at the word game that the child

learns the intricacies of his native language,

assimilates his music and what

philologists call it the “spirit of language.”

M. Gorky

This is a natural, exciting activity that requires speech actions, develops students' oral speech and attracts them to the desire to speak. Possible types of games and exercises:

• “Talking on the phone”: staging a dialogue on a certain topic (calling an ambulance, the police, a teacher, a friend, etc.);
• “Let's be polite”: drawing up formulas of verbal politeness (ask for forgiveness, apologize, thank you, give a compliment, etc.);
• “Finish the word”: kar..., mor..., ra..., ta... etc.;
• “Start the word”: ...lina, ...chik, ...na, etc.;
• “Many - one”: foals -..., elephant calves -..., chicks -... etc.;
• “One is many”: table -..., house -..., chair -..., feather -... etc.;
• “Say kindly”: son - son, son, son, son, etc.;
• “Complex words”: a gardener plants a garden, flies himself - ..., snow falls - ... etc.;
• “Who has whom”: the elephant has ..., the tigress - ...., the cow - ... etc.;
• “Magic bag”: take any item out of the bag and tell everything about it;
• “Name the middle name of your son or daughter”;
• “What to whom?”: for a dressmaker -..., for a teacher -..., for a painter -... etc.;
• “Who is doing what?”: children are shown one object picture each (hammer, umbrella, watch, etc.), children explain what can be done with them;
• “Where is my soulmate”: selection of synonyms for this word;

• “Choose words”: the children are asked to name objects that perform certain actions, for example, who and what floats, who and what flies, who and what heats, etc.;
• “Make a sentence”: make sentences using categories: right - left, higher - lower, deeper - smaller, narrower - wider, thicker - thinner, ahead - behind, shorter - longer, before - after, then - now, etc. .;
• “Missing word”: say any phrase or sentence, omitting one word, but replacing it with the syllables ta-ta-ta or la-la-la, for example, and here it is..., ...mangy dog etc.;
• “Who (what) was?”: for this word, choose a pair that reflects its past, for example, sunflower - ...,man - … etc. (the opposite task “Who (what) will it be?”);
• “Echo”: play a spoken phrase (word) as an echo, e.g. car -...tire, laughter - ...fur etc.;
• “Travel”: announce to the children that they are going, for example, to India, ask what they will take with them and why;
• “Make a word”: form words from selected letters or from a given word, for example, cinema, make up all kinds of words;
• “Guess the word”: during vocabulary work, through the description of a word, children guess it;
• “Steps”: children stand in one line, the task is given to name as many words as possible, naming all round objects, all sweet objects, all soft objects, etc., whoever named it takes a step forward;
• “Gorka”: arrange synonyms in ascending or descending order according to the degree of any attribute, for example, huge, gigantic, big, small, tiny etc.;
• “Words are enemies”: selection of an antonym for a given word;

• “Match a pair”: from a list of words, for example, cold, white, sweet, hot, young, bitter, sharp, black, old, dull, form antonymous pairs;
• “What does the expression mean”: explain the phraseological unit;
• “How can I say it differently?”: for example, It is snowing(falls, flies, spins);
• “Who can name the most words starting with the letter...” (children choose the letter);
• “Necessary prepositions”: give children object pictures, using words that name the depicted objects and given prepositions, make different combinations;
• exercises with tongue twisters and tongue twisters, which have their own game of sounds and syllables and are especially popular among children;
• disclosure of the meanings of new words by the children themselves, assumptions are supplemented by the teacher;
• vocabulary work: enrichment, clarification, activation of children's vocabulary and elimination of non-literary words;
• naming words that make you smile, sad, surprised, etc.;
• exercises for combining words: selecting adjectives for a noun, nouns for an adjective, nouns for a verb, etc.;
• clarifying the ambiguity of words;
• explanation of the etymology of words, e.g. navigator, missile carrier, refrigerator etc.;
• formation of cognate words;
• naming signs of the seasons, bad and good weather;
• retelling texts in a chain;
• retelling based on illustration;

• exchange of opinions when working in pairs, mutual posing of questions and mutual answers;
• exercises with the dictionary “Mood of the work”: synonymous rows of words with a dominant synonym are given, the “main” synonym is selected, characterizing the work and supplemented with other synonyms chosen by the children in their opinion (Appendix 1.);
• generalization of groups of subjects (Appendix 2.);
• revealing the meaning of proverbs and sayings.

It is impossible to know the secrets of a language without understanding the meanings of proverbs and sayings. Their peculiarity is that they are used in a constant, as if “forever frozen” form, that is, there is an unchanging word order.

Creative writing.

Types of tasks used:

• “It happens - it doesn’t happen”: talk about something that doesn’t happen in the world, for example, the tail washes the cat;
• “What words are there?”: name the words, for example: house, thunderstorm, rainbow, and children give their definitions of what they can be;
• “Interview”: dramatization of questions (reporter) and answers (respondent) on various topics (a trip to the circus, discussion of a holiday

or exhibitions of drawings, etc.); possible options: 1) the student interviews the teacher; 2) the teacher interviews the student; 3) the student interviews the student;

• distribution of the proposal given by the teacher;
• independently inventing riddles;
• anticipation (in a reading lesson) - anticipation of the content of the text by title, illustration, etc.;
• “Animal alphabet”: for each letter of the alphabet, if possible, choose the name of an animal;
• verbal drawing of pictures for a given text;
• “Sound the picture”;
• “Talking Drawings”: voicing your own drawings;
• “Journey”: imagine to children that they suddenly found themselves in a picture, illustration, tell what they heard, felt, who they met, etc.;
• “Compliments”: children say different compliments to each other;
• “Rationales”: invite children to speculate on a wide variety of topics (“If I became a wizard?”, “If I became invisible?”, “How to ransom an elephant?”, “Why is a tomato red?”, etc.);
• “I want to be”: children are offered various properties, characteristics, qualities, for example: strong, beautiful, fast, invisible, fat, tall, lucky, etc., children choose and explain why they would like to become like that;
• “Our friends”: talk about your pets;
• “Revival”: invite children to imagine that this or that object suddenly came to life and spoke;
• “Continue the story or tale”: after reading the text, suggest

children to think about what its continuation could be, what development

can receive the events that ended the text;

• oral history based on the picture;
• selection of rhyming words, for example: bitch-cricket, daisy-bug etc.;
• drawing up sentences based on 1 or 2-3 key words, or based on a given figure of speech;
• “Who is more interesting”: children are shown a picture of an object, they compose sentences so that it contains the name of the object depicted.

Conclusion.

Developed oral speech is the ability, in accordance with the requirements for speech, to determine which word, which phrase, which intonation, which manner of speech is appropriate and which is undesirable in each specific case. The development of oral speech is also an effective condition for the development of thinking. Speech is a channel for the development of thinking, and thinking stimulates speech. Taking all this into account, in my practice I define the work on developing the oral speech of younger schoolchildren as one of the most important and recommend starting it from the very first days of the child’s stay at school. As V. A. Sukhomlinsky wrote, teaching how to convey thoughts in words is the main task of elementary school. Experience shows that for this it is effective to use speech exercises and other types of work described above. They attract the attention of children, are appropriate to their age and should be organized systematically, systematically throughout all years of primary school. This kind of work helps children understand the meaning of language as a tool of communication, understanding the world around them, and master the rich resources of their native language. During the lesson, I create an atmosphere of verbal communication, interview, exchange of opinions, so that there is a “teacher-student” or “student-student” dialogue, where the student’s personal position is expressed, where the student does not feel constrained, is not pressed, and is not afraid of his own mistakes. In my work, I always give children the opportunity to speak out, I do not criticize children’s speech, I encourage their statements in the form of any praise. Such training contributes to the development of the child’s desire to speak, helps children in the classroom to become our assistants and friends. Experience has shown that over time, even my weak students and those whom we call silent ones begin to work more actively in lessons.

It is important that my students understand that the ability to convey information, maintain a conversation, establish contact, and find the ability to get away from a quarrel during an argument is necessary in everyone’s life. Children must understand that eloquence and the ability to speak are not

idle talk, not eloquence. I teach them to feel the difference between chatter and conversation, between wit and a set of cliches, I teach them to use the gift of speech. To speak without thinking is to shoot without aiming. TO word must be handled responsibly!

Literature.

1. Belobrykina O.A. Speech and communication. – Yaroslavl: “Academy of Development”, 1998.

2. Gerbova V.V. Speech development in kindergarten. – M.: Mosaika-Sintez, 2007.

3. Methods of the Russian language for school pedagogical colleges. – M.: Education, 1976.

4. Mukhina V.S. Six-year-old child at school: A book for the teacher. – M.: Education, 1990.

5. Pekelis V.D. How to find yourself. – M.: Det. lit., 1988.

6. Politova N.I. Development of speech of primary school students in Russian language lessons: A manual for teachers. – M.: Education, 1984.

7. Shevchenko N.D. Development of cognitive interest, thinking and speech in reading, Russian language, and rhetoric lessons. // Elementary School. - No. 4, 1998.

Annex 1.

DICTIONARY

GHOST MOOD

FUN CALM EXCITED

joyful kind alarmed

playful friendly fast

perky leisurely blizzard

ringing lulling blizzard

naughty lullaby stormy

playful soft disturbing

brisk smooth hasty

funny sing-song

funny drawl SERIOUS

frisky round dance restrained

sunny

smiling

SAD SOLEMN MYSTERIOUS

sad festive fabulous

plaintive cheerful magical

sad important prickly

mournful clear cautious

gloomy proud fearful

offended powerful cautious

crying victorious alert

asking mysterious

touching spicy

suggestive

GENTLE COURAGEOUS SCARY

affectionate fearless evil

soulful combat rough

dreamy bold heavy

light brave angry

bright decisive dissatisfied

clear strong dark

confident

brave

heroic

Appendix 2.

GENERALIZATION OF GROUPS OF SUBJECTS

1. Educational things. 29. Days of the week.

2. Toys. 30. Seasons.

3. Furniture. 31. Months.

4. Dishes. 32. Names.

5. Prepared meals. 33. Surnames.

6. Drinks. 34. Middle names.

7. Clothes. 35. Professions.

8. Hats. 36. Educational institutions.

9. Shoes. 37. Genres of texts, etc.

10. Buildings.

11. Transport.

15. Insects.

18.Trees.

20. Fruits.

22. Shrubs.

23. Metals.

24.Precious stones.

25. Plants.

27. Family relationships.

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GAMES AND EXERCISES FOR SPEECH DEVELOPMENT OF JUNIOR PRESCHOOL CHILDREN

Nurturing the sound culture of speech includes work on teaching correct sound pronunciation, which has always stood out as the leading line of speech development for children 3-4 years old.

To develop the articulatory apparatus, onomatopoeic words and animal voices are widely used. For example, children are given musical instruments - a pipe and a bell; the pipe plays “doo-doo”, the bell rings “ding-ding”, thereby strengthening the pronunciation of hard and soft sounds.

Diction (distinct and clear pronunciation of words, syllables and sounds) is practiced using special speech material; these are jokes, pure sayings (“If-if-if-there’s smoke coming out of the chimney”), as well as nursery rhymes, sayings, phrases containing a certain group of sounds (“Sanya’s sleigh rides on its own”), exercises for finishing syllables, naming words that sound similar (mouse - bear).

Games and exercises for the pronunciation of hissing sounds can be combined thematically. So, after looking at the picture “Hedgehog and Hedgehogs,” an adult offers to complete a number of tasks: clearly pronounce phrases with the sounds “Sh” and “F” (“Sha-sha-sha - we are giving the baby a bath; shu-shu-shu - I’ll give you a mushroom baby; shi-shi-shi - where do the kids walk? or: zha-zha-zha - we saw a hedgehog; zhu-zhu-zhu - we will give the fungus to the hedgehog; zhi-zhi-zhi - where do hedgehogs get mushrooms? "). Such exercises help children master the intonation of a question and develop their sense of rhythm.

By isolating the sound while clearly pronouncing a word or phrase, the child is led to an understanding of the terms “sound” and “word”.

It is necessary to pay closer attention to the development of intonation sense, rate of speech, diction, and voice strength, since these skills contain the most important conditions for the further development of all aspects of speech. For this purpose, for example, the following game is played.

Figures for the text are at the end of the Appendix.

Purpose of the game: To distinguish between adult animals and young animals by onomatopoeia, to correlate the names of an adult animal and its young.

For this game you will need figures: a mouse and a little mouse, a duck and a duckling, a frog and a frog, a cow and a calf, a cat and a kitten.

If selecting figures causes difficulties, you can select pictures or fashion toys from plasticine, involving the child in joint activities.

Animals come to visit the child (by car, by train), they want to play. The child must guess whose voice he heard.

Meow meow. Who is that meowing? (Cat.) And who meows in a thin voice? (Kitten.) The mother cat has a baby. How does he meow? (Meow meow.)

Moo-oo - who moos like that? (Cow.) And who is her baby? (Calf.) What voice does he moo in? (Thin.) Now listen again and guess who is mooing - a cow or a calf.

The rest of the toys are played in the same way. You can invite the child to call the toy correctly, then he can play. (“Frog, come to me”, “Duckling, play with me.”)

In such games, children learn to distinguish between adult animals and their young by onomatopoeia (a cow moos in a loud voice, and a calf in a quiet, thin voice; a frog croaks loudly, and a little frog croaks subtly).

Similar games can be played with different animals. For example, an adult shows a picture to a child. There is a bird drawn on it.

This is a bird. She lives in the forest and sings her song: peek-a-boo, peek-a-boo. Who is this? (Ku... - the adult invites the child to pronounce the word independently.)

And who is this? (Rooster.) And we affectionately call him... (Cockerel). Petya the Cockerel screams... (cuckoo).

Listen to the words “cuckoo”, “petuuuh”, “uuutka” (the sound “u” is emphasized in the voice). These words have the "u" sound.

Its emotionality and expressiveness depend on the sound design of a statement, so it is important to teach children the ability to clearly pronounce simple phrases using the intonation of a whole sentence, question or answer.

For example, the Russian folk song “Rabushechka Hen” is read to children. The adult first reads the entire song to the child, and then the dialogue begins. You can make your child a chicken hat and invite him to answer the following questions:

Little hen, where are you going?

To the river.

Little hen, why are you coming?

For water.

Little hen, why do you need water?

Give the chickens water. They are thirsty.

They're squealing all over the street - pee-pee-pee!

Children are also offered pure sayings, phrases from poems, they pronounce them with different voice strengths (quietly - loudly - whispering) or at different tempos (fast - slowly). At the same time, you can change the intonation (ask, answer, convey joy, sadness, surprise).

The main focus in vocabulary work is on the accumulation and enrichment of vocabulary based on knowledge and ideas from the life around the child; activation of different parts of speech, not only nouns, but also verbs, adjectives, adverbs.

It is necessary to show children that every object, its properties and actions have names. To do this, we need to teach them to distinguish objects by essential features, name them correctly, answering the questions “what is this?”, “Who is this?”, see the features of objects, highlight characteristic features and qualities (“which one?”), as well as actions, associated with the movement of toys, animals, their condition, possible human actions (“what does it do?”, “what can be done with it?”). Such training is carried out in the games “What is this object?”, “Tell me which one”, “Who can do what?”.

"Guess the toy"

Goal: to develop the ability to find an object, focusing on its signs and actions.

The adult shows the child 3-4 toys, he names them. You must immediately teach how to correctly name an object: “This is... (hare, fox, duckling).” An adult talks about each toy, naming external signs: “This is a soft toy. She's gray. The tail is short and the ears are long. He loves carrots and jumps smartly.” Other toys are described in a similar way, the child names them.

"Who am I talking about"

Goal: to develop observation skills, the ability to focus on the main features of the described object.

The adult describes the child sitting in front of him, naming the details of his clothing and appearance, for example: “This is a girl, she is wearing a skirt and blouse, her hair is blond, her bow is red. She loves to play with the Tanya doll.”

"Tell me which one"

Goal: learn to identify and name the characteristics of an object.

The adult takes objects out of the box, names them (“This is a pear”), and the child names the signs (“It’s yellow, soft, tasty.” “This is a tomato.” - “It’s red, round, ripe, juicy.” “This is a cucumber.” " - “It is... oblong, green, crunchy").

"Correct the mistake"

Goal: to teach to see the discrepancy between the signs of familiar objects shown in the picture and to name them.

An adult draws himself or shows a picture and invites the child to find inaccuracies: a red chicken pecks at a carrot; bear cub with hare ears; blue fox without a tail, etc. The child corrects: the chicken is yellow, pecking at grains; the bear cub has round small ears; The fox has a long tail and a red coat.

“Who will see and name more”

Purpose: to highlight and denote with words the external characteristics of an object.

An adult and a child examine the doll, name items of clothing and appearance (eyes, hair). Then the bunny comes. They say that he has a gray (soft, fluffy) coat, long ears, in one word we can say: the hare is long... ukhy (long-eared). And the hare's tail... (short), which means it is short-tailed. The cat is smooth, fluffy, her paws are white, which means she is... white-footed. For correct answers, the doll gives the child flags (ribbons, pyramid rings).

“What did Pinocchio mess up?”

Goal: find errors in the description and correct them.

Pinocchio comes to visit the child with his friend the duckling. When talking about his friend, Pinocchio makes mistakes and admits inaccuracies in the description, for example: “The duckling has a blue beak and small paws, he shouts “meow!” “The hare has small ears and is green.” “The cat has a prickly coat.” The child corrects inaccuracies.

"What a doll"

Goal: to learn to name various signs of the appearance of a toy or object.

The adult says that the doll was called ugly, and she was upset. We need to help her and tell her everything about her, how beautiful she is.
-- Who is this? (Doll.) What is she like? (Elegant, beautiful.) What can Tanya do? (Play, draw, sing, dance.) Let's talk about Tanya together. The adult begins: “Our Tanya... (the most beautiful). She has... (an elegant red dress, a white bow, brown shoes, white socks).”

From naming visible and vivid features (color, shape, size), you need to move on to listing the properties, internal qualities of an object, its characteristics, comparisons (for example, in the game “Who will say more words about an apple, what kind of apple it is, and what kind of orange it is?”; “ Compare an orange and an apple. How are they similar and how are they different?”).

"Compare the dolls"

Goal: to teach children to correlate objects with different characteristics.

An adult offers to look at two dolls and say how they differ. The child gives the dolls names (Katya and Tanya) and says: Tanya has light and short hair, Katya has dark and long hair, Tanya has blue eyes, Katya has black eyes, Tanya is in a dress, and Katya is in trousers, the dolls have different cloth.

The dolls wanted to play, they took... (balls). This ball... (round, rubber, blue, small). And the other ball... (big, red). What can you do with balls... (throw, throw, catch, toss, toss)?

Look at this ball. It is larger than blue, but smaller than red. What is he like? (Average.)

"Compare the bears"

Goal: to teach to distinguish objects (toys) by characteristic features.

An adult offers to look at two bear cubs of different colors: one is black and large, the other is brown and small.

Tell me who they are and how they differ. One bear is big, he is black.

What can you call him so that you can see that he is black? (Blackie.) What can he do? (Growl, eat raspberries, honey, run.)

What should you call another bear to make it clear that he is small? (Baby.)

“Compare different animals”

Goal: learn to compare different animals, highlighting opposing characteristics.

The teacher suggests looking at a bear and a mouse.

The bear is big, and the mouse... (small). What kind of bear... (fat, thick-footed, club-footed)? And what kind of mouse... (small, gray, fast, dexterous)? What Mishka loves... (honey, raspberries), and the mouse loves... (cheese, crackers).

Mishka's paws are thick, and the mouse's... (thin). The bear screams in a loud, rough voice, and the mouse... (in a thin voice). Who has the longest tail? The mouse has a long tail, and Mishka... (short).

Similarly, you can compare other animals - the fox and the hare, the wolf and the bear.

Based on visualization, children learn to name words with opposite meanings: the Katya doll is big, and Tanya... (small); the red pencil is long and the blue... (short), the green ribbon is narrow and the white... (wide); one tree is tall and the other... (low); Katya's doll's hair is light, and Tanya's... (dark).

Children develop an understanding and use of general concepts (a dress, a shirt are... clothes; a doll, a ball are toys; a cup, a plate are dishes), develop the ability to compare objects (toys, pictures), relate the whole and its parts (locomotive, pipes, windows, carriages, wheels - train).

Children are taught to understand the semantic relationships of words of different parts of speech in a single thematic space: a bird flies, a fish... (swims); they are building a house, soup... (cooking); the ball is made of rubber, the pencil... (of wood). They can continue the series of words they started: plates, cups... (spoons, forks); jacket, dress... (shirt, skirt, trousers).

On the basis of clarity, work is carried out and familiarization with polysemantic words (chair leg - table leg - mushroom leg; handle on a bag - handle on an umbrella - handle on a cup; sewing needle - needle on a hedgehog on its back - needle at the Christmas tree).

"Who better to praise"

Goal: be able to name the characteristics of animals based on the adult model. The adult takes one toy for himself (a bear), and gives the child a hare. And he begins: “I have a bear.”

Child: And I have a hare.

The bear has a brown coat.

And the hare's is white.

The bear has small round ears.

And the hare has long ears.

"Dolls draw and walk"

Goal: to pay attention to words that are similar and opposite in meaning, as well as intermediate signs.

Two dolls come to visit the child again: a large one and a small one. The teacher says that the dolls wanted to draw. The big doll will take a long pencil, and the little one... (short). The big doll drew a big house, and the little one... (small). What is another name for a small house? (House, little house.)

The dolls went for a walk, but didn’t take an umbrella with them. Then it began to rain heavily, they hid under the Christmas tree. The big doll hid under a tall tree, and the little one... (under a low one). The rain stopped, the dolls went home. The big doll went along the wide road, and the little one... (along the narrow one). They came home and began to wash their hands. First, the dolls turned on the tap with hot water, and then... (with cold water). If you mix cold water with hot water, what kind of water will you get? (Warm, cool.) Let the dolls go to bed. They had different beds. Which? (High and low, big and small, wide and narrow.)

"Dolls: happy and sad"

Goal: to introduce children to opposite states: cheerful - sad.

The girl Masha began to play with her dolls Katya and Tanya and noticed that Katya was cheerful all the time, and Tanya was sad. How do you think why? (Katya was offended, she felt hurt, she became sad.) What other words can you say that Katya is sad, what is she like? (Sad, upset.) What is Katya doing? (Sad, sad, upset.) What needs to be done to cheer Katya up? (Tell a funny fairy tale, play with her, watch a cartoon.) What are Katya and Tanya like? (Cheerful, joyful.)

“Call it in one word”

Goal: to consolidate children’s ideas about generalizing words.

Remember what our dolls slept on? (On the bed.) Where do they put their things? (Into the closet, into the wardrobe.) What are they sitting on? (On chairs.) I’ll start talking, and you continue: bed, closet... (table, chair, sofa, armchair). How to call all these objects in one word? (Furniture.) What kind of furniture do you have in your room?

What do dolls put in the closet? What lies and hangs there? Continue: dress, trousers... (skirts, sweaters, shirts). All these things are called... (clothes). What clothes are you wearing?

The dolls sat down at the table. And there they stand... (plates, cups, saucers, spoons, forks). This is... (dishes). What kind of dishes do you use to eat soup and porridge? (From plates, deep and shallow.)

Our dolls love to play. What do they need for this? (Toys.) Name what toys you know and love?

In general, vocabulary work is aimed at leading the child to understand the meaning of a word, enriching his speech with semantic content, i.e. for the qualitative development of vocabulary.

In working with children of primary preschool age, a large share is occupied by work on the development of understanding and use of grammatical means in speech, the child’s active search for the correct form of a word, i.e. formation of the grammatical structure of speech. This task is closely related to the enrichment and activation of the child’s vocabulary.

Training in changing words by case and agreeing nouns in gender and number is carried out in special games and exercises. (Small horse, long tail, long ears.)

“What’s missing?”

Purpose: an exercise in the formation of genitive plural forms of nouns.

An adult selects pairs of objects: a nesting doll with inserts, a large and small pyramid, ribbons (of different colors and different sizes - long and short), horses (or ducklings, chickens).

First, the adult invites the child to look at the toys:

What is this? (Matryoshka.) Let's see what's inside the nesting doll. (Another nesting doll.) Is it smaller or larger than the first one? (Less.) Now look at the pyramids: what are they? One is big, the other... (smaller, small).

Other toys are treated similarly.

Remember what items are on the table. Here are nesting dolls, pyramids, ribbons, ducklings. Now you close your eyes, and I will hide the toys, then you will tell me which toys are missing. (Matryoshka dolls, pyramids, ribbons.) “Who’s missing?” (Horses, ducklings, chickens.) At the end, all the toys are removed, the child is asked: “What’s missing?” (Toys.) “Which toys are missing?”

So, in games with objects (“What’s missing?”, “What’s missing from the doll?”), children learn the singular and plural forms of the genitive case (“there are no ducklings, no toys,” “no slippers, no dress, no shirt”).

"Hide and Seek"

Goal: to practice understanding and using spatial prepositions: in, on, for, under, about.

Doll furniture is placed on the table: table, chair, sofa, wardrobe, bed.

A girl lives in this room. Her name is... (the child gives a name, for example, Sveta). This is her room. Name all the objects. How to call them in one word? (Furniture.) Friends came to visit Sveta. These are... kittens, bunnies, frogs. They began to play hide and seek. The kittens crawled under... (the bed), the little frogs jumped onto... (the sofa), the little bunnies hid behind... (the closet).

Sveta began to look for the animals. No on the chair, no under the table, no near the sofa. Help Sveta find the kids. Where are the kittens? Where are the frogs? Where did the bunnies hide?

The game is repeated several times. The kids hide in different places, which the child himself names. You can hide the kittens... The little frog decided to hide... And in the end the kittens hid so far that Sveta searched for them for a long time, then asked: “Listen up!” The kittens began... (meow). How did they meow? (Meow-meow.) The baby frogs began... (croak). How did they croak? (Kwa-kwa.)

Let's tell you together how Sveta played hide and seek with her friends. One day Sveta... (friends came). They began... (play hide and seek). The kittens climbed... (under the bed), the little frogs jumped... (on the sofa), and the bunnies hid... (behind the closet). And Sveta... (found everyone).

Activation of spatial prepositions (in, on, behind, under, about) leads the child to the use of case forms, and the game of hide and seek helps to master these grammatical forms (toys are hidden in different places, the child, finding them, correctly names words with prepositions: in the closet , on a chair, behind the sofa, under the table, near the bed).

A special place is occupied by working with verbal vocabulary. It is necessary to teach children to correctly use the imperative form of singular and plural verbs (run, catch, dance, spin), conjugate the verb according to persons and numbers (run, run, run, run), form aspectual pairs of verbs (one child has already stood up, and the other just gets up; washed - washes, gets dressed - gets dressed). For this purpose, various games are played (“Flying - not flying”, “Who is doing what?”).

"Errands"

Purpose: to practice the formation of imperative forms of verbs.

Toys come to visit the child by car: Mouse and Bear.

Do you want Bear to give Mouse a ride? You need to ask him: “Bear, go!” And now you ask Mishka to sing and dance, and tell the mouse to hide, lie on its side, on its back. (Mouse, lie on your side! Bear, sing!)

You can give Mouse and Bear different tasks: jump, gallop, run, play, etc.

So, in games, a child masters the ability to form words in a suffix-prefix way (go out - go in - go away; get in - get out; quack, crow, snort; jump, bend over, jump over, sit down).

When naming the actions of an object (object) or actions with this object, children are taught to see the beginning, middle and end of the action - for this, a game is played with pictures (“What’s first, what’s next?”). In one picture the girl is washing the doll’s underwear, in the other she is hanging it up. The child not only names the actions (washing, hanging), but can also tell about the girl, how she played with the doll. The actions in the pictures can be very different (sleeping - doing exercises, having lunch - washing the dishes).

"Lay out the pictures"

Purpose: to highlight the beginning and end of an action and name them correctly.

Children are given two pictures depicting two sequential actions (Fig. 1) (a boy sleeps and does exercises; a girl has lunch and washes dishes; mother washes and hangs clothes, etc.). The child must name the actions of the characters and write a short story in which the beginning and end of the action should be clearly visible.

"Who knows how to do what"

Goal: select verbs that denote the characteristic actions of animals.

The child is shown pictures of animals, and he says what they like to do, how they scream (Fig. 2). For example, a cat meows, purrs, scratches, laps milk, catches mice, plays with a ball; the dog barks, guards the house, gnaws bones, growls, wags its tail, runs.
This game can be played on different topics. For example, animals and birds: a sparrow chirps, a rooster crows, a pig grunts, a duck quacks, a frog croaks.

"Who can name more actions"

Goal: select verbs denoting actions.

What can you do with flowers? (Tear, plant, water, look, admire, give, smell, put in a vase.) What does the janitor do? (Sweeps, cleans, waters flowers, clears snow from paths, sprinkles them with sand.) What does the plane do? (Flies, hums, rises, takes off, lands.) What can you do with the doll? (Play, walk, feed, treat, bathe, dress up.)

For each correct answer, the child is given a colored ribbon. The winner is the one who collects ribbons of all colors.

“Where you can do what”

Goal: activation of verbs used in a certain situation.

What can you do in the forest? (Walk, pick mushrooms, berries, listen to birds, relax.) What can you do on the river? (Swimming, diving, sunbathing, riding a boat (boat, motor ship), fishing.)

"Finish the sentence"

Goal: select verbs that indicate the end of actions.

The adult begins the sentence, and the child finishes: Olya woke up and... (went to wash, brush her teeth, do exercises). Kolya got dressed and... (went for a walk, played football, went outside). The bunny got scared and... (hid in the bushes, trembled, rushed away). Ira was offended and... (she cried and did not talk to the children). The adult suggests incompleteness of sentences by intonation.

Much work is being done to teach different ways of word formation. Thus, the names of animals and their young, utensils are formed using different suffixes (hare - hare - hares; sugar bowl - bread bin). It is necessary to use verbs more widely to teach children different ways of verbal prefix word formation (entered - left, came - left)

Children are also introduced to the methods of forming verbs based on imitation material (a sparrow “chick-chirp” - chirps, a duck “quack-quack” - quacks, a frog “kva-kva” - croaks).

Based on the material of the name of playing musical instruments, children are shown how to form verbs using suffixes (they drum on a drum, blow on a pipe, blow on a trumpet, and play a guitar and harmonica). Questions such as: “What will the bunny do if he picks up a drum? pipe? trumpet?" - lead children to understand that playing musical instruments is an action, and it has its own name.

"Orchestra"

Goal: to form verbs from the names of musical instruments.

For this game you will need toy musical instruments - drum, balalaika, accordion, pipe, bells.

A hare comes to visit a child and asks riddles from Emma Moshkovskaya’s book “What Gifts Are There”:

Oh, it's ringing, it's ringing,

The game makes everyone happy,

And only three strings

She needs it for music.

Who is she? Guess it!

This is our... (balalaika).

What do the bells do? (Ringing.) Rattles? (They rattle.) Drum? (Drumming.) Pipes? (They blow.)

"Professions"

Goal: match nouns with verbs.

For this game you need to select pictures (photos) depicting people of different professions (Fig. 3) (farmer, baker, pharmacist, tailor, salesman, postman, soldier).

The adult asks questions, the child answers.

Who plows, sows, harvests grain? (Grain grower)

Who bakes the bread? (Baker.)

Who dispenses the medications? (Pharmacist.)

Who sews clothes for us in the cold and heat? (Tailor.)

Who is selling it, finally? (Salesman.)

He comes to us with a letter

Straight to the house. Who is he? (Postman.)

Serves the dear fatherland

Older brother.

Protects our lives.

He... (soldier).

sound culture speech exercise

Various ways of forming verbs are reinforced in the games “Add a word”, “Who does what”, “Who can name the most actions”, “What do they do with musical instruments?”, “What professions do you know? What does the teacher do? builder?". In the game “What? Where? When?" questions are asked in three versions: “What do you do at home, on the street?”, “Where do you play, sleep, wash?”, “When do you say hello, say goodbye, undress?” Such tasks can be carried out on the street, asking about the seasons, about the surroundings familiar to the child.

When working on the syntax of children's speech, it is necessary to develop the ability to construct different types of sentences - simple and complex. Using play stories helps children complete sentences. For example, in the game “What can Gena do?” the adult begins: “Gena knows how... the floor (sweep), flowers (water), dishes (wash, wipe).” Children are offered pictures and they name the actions of the characters, visible and imaginary, i.e. list homogeneous members of a sentence, compose sentences based on the picture, build common and complex constructions, connecting them in meaning and using different means of communication.

The development of coherent speech occurs in classes on retelling literary works, while talking about a toy and a picture, when all speech tasks are solved in a complex. However, the main task is to teach storytelling.

Children are introduced to retelling a literary work, learning the ability to reproduce the text of a familiar fairy tale or short story, first according to questions from the teacher, then together with him (the adult names one word or phrase, and the child finishes the sentence) and, finally, independently.

When looking at pictures, children also learn to first answer questions about the content of the picture, their attention is drawn to the characters in the picture, their actions, and then they are led to compose a short story, first together with an adult, then independently.

It is necessary to form in children an idea of ​​the elementary structure of statements (descriptive and narrative types). First, when examining an object (toy), an adult draws the children’s attention to the features and characteristic features of the object. To do this, games are played: “Find out by description”, “Guess who it is?”, “What kind of toy is this?” Children find the described objects first by two or three visible signs, and then by signs that are not visible, but relate to the toy in question (the games are presented above).

When examining toys and objects, children answer questions about the description of the toy (its properties, qualities and actions), the purpose of well-known objects, and are led to compose stories about the toy. First, the adult draws the children's attention to the features and characteristic features of the object. When describing an object, it is first called (This is... a bunny), then its qualities, properties, purpose, color, shape are revealed, and then the features and characteristic features of the object, as well as its actions (objects for description can be toys, vegetables, fruits , clothes, children, pictures, household items). Shared storytelling is widely used for description. The adult begins the sentence, the child finishes it: “This is... (fox). She... (red, fluffy, soft, golden). A fox has a long tail and shiny fur. The fox loves... (run, hunt, cover his tracks). I like... (playing with this toy).”

Children of primary preschool age can write narrative stories. It is necessary to develop their ability to see the structure of a story (beginning, middle, end), to activate verbal vocabulary in a certain specific situation (for example, a plot with verbs of communication or movement: asked - answered, asked - did, ran - caught up), so as a verb it is the main means of developing the plot.

“Let’s talk about Olya and the bunny”

Goal: to compose a joint narrative text, to teach how to complete the sentences of a story with intonation according to a diagram that the children will fill out.

The teacher offers to tell about Olya: “Once Olya... (woke up, did exercises and decided to go into the forest). She... (invited brother Kolya for a walk). The children took with them... (balls, jumping ropes). In the clearing... (they saw a bunny) who... (was so scared that he could not move). And suddenly... (the hare ran away from the guys). And Ole and Kolya... (it became very fun).”

"Staging games with toys"

Goal: to teach children to perform dramatizations based on the content of well-known works.

First, the fairy tale is read, then there is a joint retelling, then a dramatization. For example, in the fairy tales “Zayushkina’s Hut” and “Teremok”, you can change the plot or its ending, or include new characters. In the fairy tale “The Goat with the Kids,” it is not a wolf that comes to the hut, but a hare. In the new plot, children are involved in the dialogue between the heroes of the fairy tale.

The formation of the ability to see the beginning and end of actions is facilitated by tasks for arranging pictures, depicting the actions of characters in their sequence (a boy builds - collects toys; children go to the forest - pick mushrooms - go home with full baskets). Exercises for naming subsequent actions help to learn the logical sequence of actions of the characters in the story: “Tell what... (girl, boy, doll) does and what he will do next.”

"Add a word"

Goal: select verbs that indicate the end of an action.

The adult names the beginning of the action, and the child names its continuation and ending:

Olya woke up and... (began to wash herself).

Kolya got dressed and... (ran for a walk).

He froze and... (went home).

They began to play... (with the bunny).

The bunny got scared... and (ran and hid)

The girl was offended and... (she left and cried).

In such games, you need to pay attention to the intonation of the completeness of the sentence.

It is necessary to provide children with a variety of narrative schemes. First, you need to teach children to construct a statement consisting of three sentences (“The bunny went... There he met... They began to..."), and then increase their number. When composing such stories, it is necessary to let children feel the intonation of the first, central and final sentence - this is important when developing the ability to construct even a text of three sentences.

In a joint story telling between the teacher and the child, the teacher takes on the planning function. He sets a scheme for the utterance, and the child fills this scheme with various contents. You can also include dialogues between characters in the narratives, and it is very important to correctly convey the intonation of a question, answer, exclamation, or statement. After compiling a joint story, the adult clarifies the characteristics and actions of the characters and invites the child to tell it again, but on his own. It is best to introduce children to independent storytelling in a dramatization game based on the plot of familiar fairy tales (“The Wolf and the Little Goats,” “Masha and the Bear,” “Zayushkina’s Hut”); by suggesting a certain sequence of narration or description, you can include elements of description in the text of the narration, suggest the necessary means of communication between phrases, as well as intonation.

"Kids and Bunny"

Goal: to teach children to come up with a new ending to a familiar fairy tale.

First we need to remember the fairy tale “The Little Goats and the Wolf”. The fairy tale is over, but the adult offers to listen to what happened next: “The goat went into the forest again. The kids were left at home alone. Suddenly there was a knock on the door again. The kids got scared and hid. And this was a small... (toy is shown) bunny. The bunny says:... (“Don’t be afraid of me; it’s me, little bunny”). Little goats... (let the bunny in). They treated him... (cabbage, carrots). The kids ate and began... (play, have fun, frolic). The bunny played... (on the drum). And the kids... (jumped merrily).”

Note. In the future, you can act out any simple plots invented together with the children in a specially created situation. For example, a doll comes with balloons, and the story is written “How Gali’s balloons flew away,” or Mishutka comes with skis and a bandaged paw, and the story is called “How Mishka learned to ski.” The main plot line is outlined for adults: “Gala was given... (balloons). They were... (red, yellow, blue, multi-colored). Galya went... (for a walk with her balls). Suddenly it blew... (strong wind). Galya couldn’t hold back... (the balls and they flew away). The girl began to cry. Ran past... (her friend). He asked: “Why are you crying?” Galya replied: “Trouble happened, the balls flew away.” The boy calmed Galya down and said: “Don’t worry, I have balloons at home, I’ll bring them to you now.”

To maintain interest in dramatization games, you can specially select a set of toys: a Christmas tree, a girl with a basket, a hedgehog with hedgehogs, mushrooms of different colors and sizes; squirrel, pine tree, cones, mushrooms, bunny, bear cub. After looking at the toys, the adult invites the child to tell a fairy tale about a girl and a hedgehog, about a squirrel and her friends.

The development of each child’s speech abilities occurs under the guidance of an adult and is carried out in an environment of natural communication between play partners.

You can offer the child short, but rather complex in content schemes (“It’s come... Guys... They began... And suddenly... Then..."; “One day the children... See... They tell him ... And then...").

If adults constantly compose stories with the child from personal experience (about favorite toys, about family members, about weekend vacations, about interesting events in the life of the child and his loved ones), this leads to the development of interest in the word, which the child needs for further development. richness of the native language.

Such exercises prepare children to independently compose stories such as description and narration; they also include individual elements of reasoning; Thus, children develop creative skills, they understand tasks: compose a story, come up with a continuation (ending) of a fairy tale, compose, describe, tell together with an adult.

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Features of the formation of sound culture of speech of primary schoolchildren through the study of literature on the topic and testing of articulation exercises. Creation of a collection of games and articulation exercises to develop the sound culture of speech of primary schoolchildren.

thesis, added 03/18/2012


Speech development of primary schoolchildren as a psychological and pedagogical problem. Peculiarities of understanding small folklore forms by first-graders. Contents and analysis of experimental work on the development of speech of primary schoolchildren in literary reading lessons.

thesis, added 06/25/2013


Psychological characteristics and speech development of 3-year-old children in crisis. How educators cope with children's negativism and denial in speech development classes. Didactic games and lexical exercises as a means of educating preschoolers.

course work, added 11/12/2014


Game exercises for speech development. Development of cultural and hygienic skills in preschool children. Classes for the formation of figurative speech in children. Basic exercises to develop fine motor skills of the hands. Emotional, moral and patriotic education.

practical work, added 05/30/2010


Phonetic age-related features of children's speech; problems in mastering correct sound pronunciation; stages and teaching methods. Exercises to develop mobility of the lips, cheeks, tongue, lower jaw; training the muscles of the pharynx and soft palate; breathing exercises.

Speech development games for primary schoolchildren.

1. Game "Interview". First introduce children to new words.

An interview is a conversation intended to be broadcast on radio, television or in a newspaper.
The reporter is the one who asks questions.
The respondent is the one who answers the questions. We need to teach children to speak boldly into a microphone. To do this, ask the children to take turns saying something into the microphone, at least counting to 10 up and down. Then roles are distributed among the children. Possible topics are discussed. The tape recorder is being set up. Reporters start asking questions. Then the conversation is collectively listened to and discussed.

Possible topics: discussion of going to the theater and watching a play; discussion of a holiday, an exhibition of drawings, an interesting book, the most interesting event of the week.

Game options: 1) the teacher interviews the children, 2) the children interview the teacher, 3) the parents interview the child, 4) the child interviews the parents.

2. Game "Pictures-riddles".

One driver is selected from a group of children, the rest sit on chairs, and they must guess. The teacher has a large box containing small pictures depicting various objects (you can use pictures from children's lotto).

The driver approaches the teacher and takes one of the pictures. Without showing it to the other children, he describes the object drawn on it. Children offer their versions.

The next driver is the one who first guessed the correct answer.

3. Game "Identify the toy".

Each child brings some kind of toy. One driver is selected from the group. For 3-5 minutes he goes out the door. In his absence, the teacher and the children come up with some kind of story in which the main character is one of the toys they brought.

All toys, including the selected game character, are placed on tables or chairs. A child driver is welcome. The guys from the group take turns telling him an invented story, without naming the main character, but replacing his name with the pronoun “he” or “she”. The story is told within 3-5 minutes. The driver must show the toy, which is the main character of the story being told.

If the guess is correct, another driver is chosen and the game is repeated. If the answer is incorrect, the children complement the story told in such a way as to help the driver with new details, without naming the intended toy.

4. Game "Write a sentence."

The teacher offers the group 2 cards from children's lotto, which depict objects. The group sits in a semicircle, and in turn, each child comes up with a sentence that contains the names of two planned objects. Then two other objects are shown, and again in a circle the children come up with new sentences.

Notes:

1. Stimulate in children the desire to compose non-standard, original proposals.
2. If children can easily come up with sentences based on two given words, next time offer them three words to make sentences.

Note: Parents can also use this game for individual lessons with their child, competing to see who can come up with the most sentences. Naturally, the child must win.

5. Game "Opposite".

The presenter shows a group of children one picture. The task is to name the word that denotes the opposite object. For example, the presenter shows the object “cup”. Children can name the following objects: “board” (the cup is convex and the board is straight), “sun” (the cup is made by a person, and the sun is part of nature), “water” (water is the filler, and the cup is the shape) etc.

Each child takes turns offering his answer and making sure to explain why he chose that particular item.

6. Game "Bridge".

The presenter shows one card on which an object is drawn, then another. The task of the game is to come up with a word that is located between two intended objects and serves as a kind of “transition bridge” between them. Each participant answers in turn. The answer must be justified.

For example, two words are given: “goose” and “tree”. The following words can be “transition bridges”: “fly” (the goose flew up a tree), “cut” (a goose was cut out of a tree), “hide” (the goose hid behind a tree), etc.

Note: the game is also suitable for individual lessons with a child.

7. "What does the expression mean?" or "Proverbs".

It is impossible to know the secrets of a language, its richness and expressiveness without understanding the meanings of set phrases: phraseological units, proverbs, sayings.

The sources of phraseological units are different. Some arose as a result of human observation of social and natural phenomena, others are associated with real historical events, and others came from mythology, fairy tales, and literary works.

The peculiarity of these expressions is that in our speech they are used in a constant, as if forever frozen form. As a rule, they have an invariable word order; a new component cannot be introduced into them.

Phraseologisms are used in a figurative sense. However, children often perceive such expressions in their own way, replacing words with synonyms. The meaning of expressions does not change with such replacements, but its so-called internal form is lost.
For example: The child said: Adults say:

go to the mend go to the mend
where the eyes see where the eyes look
the soul is in the dust the soul is in the heels
free bird free bird
discover Africa discover America
count in your head count in your mind
the eye fell on the book the eye fell on something
for a fresh mind for a fresh head
nerves are in turmoil nerves are in turmoil
can't hold a candle to one's heels can't hold a candle to funny incidents when understanding phraseological units in the literal sense. For example, a boy was very worried when he heard that his cat was sleeping without its hind legs. He woke up the cat, counted his paws, and, reassured, returned. The mother, who said she had a mouth full of worries, was advised to spit them out quickly. Three-year-old Irochka does not want to put on a new suit, she cries because she heard one of the adults remark: “She will drown in it.” Completing the task "What does the expression mean?" will help the child correctly use phraseological units in his own speech. Proverbs:

1. “The master’s work is afraid.”
2. "Every master in his own way."
3. "Jack of all trades."
4. “If the tailor ruins it, the iron will iron it out.”
5. “The potatoes are ripe - get down to business.”
6. “Without labor there is no fruit in the garden.”
7. “As is the care, so is the fruit.”
8. "More action - less words."
9. “Every person is learned in action.”
10. “If there is grief, grieve, if there is business, work.”
11. “Without discipline, living is not good.”
12. “Bread earned is sweet.”
13. “He who has dexterity acts dexterously.”
14. “Without beginning there is no end.”
15. “Without order there is no point.”
16. “You can’t buy gingerbread without work.”
17. "The eyes are afraid - the hands are doing."
18. “In order not to make mistakes, there is no need to rush.”
19. “Without labor there is no good.”
20. “Work is the best medicine.”
21. “Patience and work will grind everything down.”
22. “If you read books, you will know everything.”
23. “A house without a book is like without windows.”
24. “Bread nourishes the body, but a book nourishes the mind.”
25. “Where there is learning, there is skill.”
26. “Learning and work live together.”
27. “Learning is light, and ignorance is darkness.”
28. “Honor your teacher as you would a parent.”

8. Game "Steps. (Who gets to... faster)"

With the help of this simple game with elements of competition, you can work with your child to expand his vocabulary and develop speech in general.

The players stand next to each other and agree on where the finish will be (at a distance of 8-10 steps). And they discuss the topic of steps. For example, "Polite words." Each child can take a step just by saying some polite word. We give a minute to think and “Start!”

Other themes: “Everything is round”, “everything is hot”, “everything is wet”. "Kind words for mom." "Words of comfort", etc.

Option: Children stand in pairs opposite each other and take steps towards each other. The conditions of the game are the same: a step can be taken only by saying the right word.
9. Attention! Wanted!

We develop coherent speech, attention and observation) This game is played by at least 5 people. Otherwise it's not interesting. The presenter says: I'm looking for a friend (friend). She has blue eyes, dark long hair, loves cats and hates milk.
The one who first guesses which child we are talking about becomes the leader.
When playing with young children, it is allowed to describe clothes.

10. Game "Two circles".

Children are lined up in two circles - outer (large) and inner (3-4 people).
Children from the large circle stand, and from the small circle they walk along with the leading adult and say: “We walk in a circle and take with us... sweets.”

Large circle players must quickly name something sweet, such as sugar. The child who names the object first stands in the inner circle. The game continues (“...we take with us something soft, liquid, sour, hard,” etc.). The last child remaining in the large circle must complete some task as punishment for being slow.

11. We come up with a story.

The adult reads the sentences, the children insert the subject, predicate, explanatory words, etc. The stories of Suteev and Bianki can be taken as a basis.

For example:

"She sat on the threshold and meowed pitifully... (who?). The cat sat in front of a cup of milk and greedily... (what did she do?). The cat caught in the garden... (who?). The cat's fur... (which?), claws... (which?).The cat was lying with the kittens... (where?).The kittens were playing with a ball... (how?).

12. Distribution of proposals.

An adult says: “The gardener is watering... (what? where? when? why?). The children are going... (where? why?), etc. We must pay attention to the correct construction of sentences.

13. Complete the sentence.

Ask the child to complete the sentences: “The children water the flowers in the flower beds because...”. “There is not a single leaf left on the trees, because...” “In winter, the bear sleeps because...”, etc.

14. "I was at the circus..."

To play you will need cards with letters and syllables. You can play together or with a group. The participants in the game are given cards with letters, or all the cards are placed in a pile on the table and the players take turns taking them.

The first player takes a card with a letter or syllable and says: “I was at the circus and saw...” He must name something that starts with the letter on his card. You can name not only nouns. For example, the letter “K” can be used to name a clown, a tumbling gymnast, and a red curtain.

If you use cards with syllables, it is not necessary that the syllable be at the beginning of the word.
Options: “I was at the sea...”, “I was in the forest...”, “I was at the theater...”, etc.

15. Prepositions.

Take a disposable cardboard plate and draw it into sectors. In each sector, write prepositions - “on”, “in”, “under”, “above”, “with”, etc.

You can play like roulette - throwing a ball onto a plate. Or you can make an arrow in the center of the plate and rotate it. The meaning remains the same - whichever preposition the ball or arrow lands on, you need to make a sentence with that preposition.

16. Homemade alphabet.

Take a thick album or office folder. On each sheet, draw the letters of the alphabet. Although you will need more sheets for each letter later. Cut out pictures from old magazines; pictures from different boxes are also suitable - in general, any pictures, stickers. Together with your child, stick pictures on the page with the letter that the word begins with. Under each picture, write a signature in block letters.

Later, when the child masters the letters, complicate the task - cut out words from magazines. With a certain letter, with a certain syllable.

17. Chain.

A game with words for any number of participants. Choose a few consonants and write them down on a piece of paper. Think of words that include all these letters. Letters can be swapped and other consonants added. For example, take the letters “s”, “l”, “m”. We make up words with them: airplane, butter, salami, thought.

The one who comes up with more words wins.
18. Add a letter.

At least two players. Make up singular nouns. The first player names any letter from the Russian alphabet. The next person in turn must add his letter at the beginning or end, having in mind any word with such a letter combination. Players continue to lengthen the letter combination in this manner. The one who names the whole word wins.

Another option for older children. The one who names the whole word or the one who cannot add a letter, implying a word, loses. The player can "bluff", i.e. add a letter for which he does not know the words. In this case, two options are possible: the player following him can either ask the previous one to name the word, and if the previous one cannot do this, he loses, or the next player himself continues the bluff further until one of the following players finally asks to name the word.

This option is difficult; often the player cannot add a letter to a letter combination from a well-known word.

19. Travel.

Family game. One says: “Our ship is leaving for... for example, India. What will we take with us?” Someone asks: “What letter?” "The letter "K"!" The first one starts and says: “Let's take the cat!” Another: "Cacti!" "Pots!" If a lot of words starting with this letter have already been said, you can continue like this: “The first deck is already occupied. Let’s fill in the next one, starting with the letter “R.” Another version of “Travel.”

Prepare sets of cards with letters. One identical for each. We draw a steam locomotive with carriages. On each trailer we write a large letter of the alphabet. (You can also draw other vehicles).
Let's set a task. For example, today we are going to the sea. We take our places. Who will go with us? What will we take with us? One says: “The giraffe will go with us” and puts a card with the letter “F” on the trailer with the corresponding letter.

The next one says: “And I’ll take the TV with me,” and puts the card with the letter “T” on the trailer with the letter “T.”

20. Who is friends with which letters.

The game is not only about memorizing letters and developing speech, but also very educational. Each player must have a picture of an animal. Can be different. For example, mom has an elephant, dad has a crocodile, and the child has a hedgehog. Mom says: “My elephant is friends with the letter “X” because he has a trunk.” Dad says: “And my crocodile is friends with the letter “R” because he lives in the river.” The child says: “My hedgehog is friends with the letter “I” because he has needles.21. Let's invent (from 3 years old).

We develop abstract thinking and speech.

To play the game you will need a set of objects of different shapes (sticks, ball, ring, boxes, cylinder) and cards with images of different objects of a certain shape - a mirror, a pencil, an egg, an apple.

IMPORTANT! the images in the pictures should be similar to the objects.

For example:

pencil, fishing rod, needle, knife - shaped like a stick;
vase, glass, thimble - a hollow cylinder.

The game is played something like this: children (or a child) sit in front of the table, each with a set of objects. An adult sits opposite him, he has cards with pictures. An adult shows the cards one at a time and asks: “Who has an object similar to such a pencil?” The child who has the stick replies: “I have it!” and receives a card with a picture of a pencil.

Reverse option: Children have cards with pictures, and adults have different objects.

Children from 5 years old can play this game independently and without pictures, imagining what this or that object might look like.

22. Continue the row.

In order to construct sentences in accordance with the norms of their native language, the child does not need to invent suffixes and prefixes or learn the rules of grammar - he learns them in the process of communication.
This exercise is aimed at developing the ability to change words by analogy, that is, to detect certain grammatical patterns. By changing words according to a pattern, by analogy, the child discovers both language rules and exceptions to them.

For example: fox, bear, but hedgehog; sugar bowl, bread bowl, but salt shaker, butter dish.

Another outstanding German scientist, Wilhelm von Humboldt, the founder of linguistics, wrote: “When mastering a language, every child vaguely relies on analogies, which is more noticeable in creatively developed children. It is only important to find the spirit of these analogies, and this in any language learning is the critical point from which real mastery of the language and real enjoyment of it begins."

The ability to use analogies will also serve as a support for your child when learning foreign languages.

Parents and educators can easily come up with tasks for the “continue the row” exercise themselves. Here are examples of tasks:

People - people, children -...
Son - daughter, grandson - ..., nephew - ...
A team of horses - horse-drawn, a team of dogs - ..., a team of deer - ...
Tundra - deer, jungle - ..., desert - ...
Sleepers are wooden, rails are...
The passenger has entered the carriage, the passenger is traveling to ..., the passenger is getting out of ..., the passenger is standing next to ...
Boat - boat, boat - ..., ship - ..., steamer - ...
Pilot - airplane, helicopter pilot - ..., astronaut - ...
Sugar - in a sugar bowl, butter - in..., bread - in..., salt - in...
Spoon - spoons - many spoons, fork - ... - many ..., knife - ... -
a lot of …

23. Snowball.

Players take turns adding words to the suggested beginning of a phrase.

Game options: 1. "Getting ready for the road"

Presenter: “I’m going on a trip and putting it in my suitcase...”.
Child: “I’m going on a trip and putting soap in my suitcase.”
Other situations are played out using the same principle, for example:

2. "We prepare breakfast, lunch, afternoon snack, dinner"

Presenter: “We are preparing breakfast, let’s make a menu.”
Child: “I usually eat a sandwich for breakfast.”
Next player: “I don’t eat a sandwich for breakfast, I prefer...”. Next” “I don’t like either a sandwich or..., I prefer...”, etc.

3. "Let's set the table"

Host: “Let’s set the table for dinner. I’ll put a bread basket on the table.”
Child: “Let’s set the table for dinner. I’ll put a bread basket and napkin stand on the table.”
The next player repeats the phrase and adds what else he considers necessary, etc.

4. "Let's go for a walk"

Presenter: “We are going to the forest. I will put on rubber boots.”
Child: “We’re going to the forest. I’ll put on rubber boots and take a basket.”
The next player repeats the phrase and adds what he still considers necessary, etc.

5. "Waiting for guests"

Presenter: “We have guests coming to us today. Let’s put together an entertainment program. We can arrange attractions.”
Child: “We have guests coming to us today. Let’s put together an entertainment program. We can arrange attractions and show tricks.”
The next player repeats the phrase and adds what he still considers necessary, etc.
24. Continued story.

Invite the children to put together a story. The first player says the first sentence, the second repeats what the first said and adds his own sentence, etc.
25. What words are there?

Read M. Plyatskovsky’s poem “What Words Are There” to your child.

There is a sweet word - candy.
There's a quick word - rocket.
There is a sour word - lemon.
There is a word with a window - a carriage.
There is a prickly word - hedgehog.
There is a word for wet - rain.
There is a word stubborn - goal.
There is a green word - spruce.
There is a book word - page.
There is a forest word - tit.
There is a fluffy word - snow.
There is a cheerful word - laughter. Then you name a word (for example, house, thunderstorm, joy) and ask what it could be. Each player comes up with his own definition.

26. “Similar words” are synonyms.

The selection of synonyms helps to learn different meanings of the same word, teaches you to choose the most accurate words, and avoid repeating the same words.

The adult explains that the same thing can be said in different words. Such words are called close in meaning.

Adult: “I’ll start, and you continue. Winnie the Pooh is funny (cheerful, funny, amusing, comical...).
Eeyore is sad (sad, joyless, upset...)."
Adult: The hare is cowardly. How else can you say it? (Tearful, timid, fearful..)
Adult: “The hare is running away from the fox. How else can you say it?” (He runs away, blinks, flees, flies at full speed, takes off his feet).

27. Polysemantic words.

Adult: “Sometimes we call different objects with the same word. For example, onion is a vegetable plant, onion is a weapon.

What meaning does the word needle have? (Sewing needles, needles from conifers, needles from a hedgehog).
Discuss what meanings the words may have: handle, spout, tongue; strokes, runs, flies, rushes; rosy, expensive, strong, fresh. Read and discuss the poems with your child.

B. Zakhoder
(from Winnie the Pooh songs) I'm moving forward
(Tirlim-bom-bom),
And it's snowing
(Tirlim-bom-bom),
Although we are completely
Not at all on the road!
But only here
(Tirlim-bom-bom),
Tell me from-
(Tirlim-bom-bom),
Tell me from-
Why are your feet so cold?

The pin has a head.
(V. Lunin)

The pin has a head, but no hair, alas!
The teapot has a spout, but no head.
The needle has an eye, but it does not hear,
The shoes have a tongue, but the shoes are still silent.
The road has holes, but no chin and cheeks,
There is a foot of the mountain, but somehow you can’t see your feet.
The rowan tree has brushes, but the poor thing has no arms,
With its white eye, the potato looks around without seeing.
The key is silvered in a thicket to which there is no lock,
A river lazily runs across the field, having no legs.
The comb has teeth, but it can't eat,
The month passes after the month, and not after the moon the moon passes.
The stream has sleeves, although the stream is not dressed,
The folder is carried under the arm, but not under the cat.

Noses.
(A. Usachev)

Cranes have noses
Ships have bows
The teapot has a spout, only a very small one.
Unusual beast - Nosuha,
Nosukha has a nose up to her ear.
And the huge Rhinoceros
He wears a horn instead of a nose.
The devil's nose is knotted,
And the pig has a snout.
But both the pig and the sailor
You must wipe your nose! Who is carrying what?
(M. Yasnov)

Semyon carries the briefcase in his hand,
Pavlusha gets a bad mark in the diary.
Seryozha boarded the ship -
He is on sea watch.
Andryusha walks around as a strongman -
He carries the backpack on his shoulders.
Peter beat the bully Misha -
Mikhail is suffering losses.
Stepan does not close his mouth:
He talks nonsense all day! Watch.
(V. Orlov)

They say: the clock is standing,
They say: the clock is rushing,
They say: the clock is ticking,
But they are a little behind.
Mishka and I watched together,
And the clock stands still.

28. On the contrary (antonyms).

Many words can be matched with words with opposite meanings.
The adult begins the phrase, and the child finishes it, for example:

sugar is sweet and pepper...
the road is wide, and the path...,
plasticine is soft, and stone...,
the tea is hot, and the ice cream...,
The jelly is thick, and the fruit drink...
a sheet of emery is rough, but a sheet of paper...
The hare runs fast, and the tortoise crawls...
It's light during the day, but at night... Another option:

The porridge is cooked thick and...(liquid). Animals can be brave and...(cowardly). Carrots can be eaten raw and...(boiled). Apples can be small and...(large). Read D. Ciardi's poem "The Farewell Game" to your child. Here's the farewell game...
Give us a book
It's time to close;
We all hope
What with her
You became
A little smarter

You learned a lot
Funny words
And more
All sorts of things
And if you
I remembered them
Not in vain
Your day is wasted!

And you and I
The turn has come
Play the game
"Vice versa".
I'll say the word
HIGH,
And you will answer:...
I'll say the word CEILING,
And you will answer:...
I'll say the word LOST,
And you will say:...!
I'll tell you a word
COWARD,
You will answer:
BRAVE.
Now
START
I will say, -
Well, answer:
…!

29. Rhyming game - tell me the word.

By realizing the rhythm and rhyme of a given line, children begin to better understand poetic speech.

The adult suggests: “I’ll read you a poem, but I won’t specifically say some words, and you try to suggest them to me.” An adult reads a poem and does not finish one word in the line. The child suggests a rhyme. In case of difficulties, an adult finishes the words in a line. The poem should be read until the child learns to pronounce the words correctly on his own.

A very scary story.
(Daniil Kharms) Finishing a bun with butter,
The brothers walked along the alley.
Suddenly at them from a back street
The big dog barked loudly. The younger one said: - Here's a misfortune,
He wants to... attack us.
So that we don't get into trouble,
We'll throw a bun into the dog's mouth.

Everything ended well.
It immediately became clear to the brothers...
What for every walk
You need to take with you... a bun. Mice cones
(A. Kondratyev)

Once upon a time there lived two serious cones on a pine tree.
Once upon a time there lived two funny mice under a pine tree.
And the mice shouted:
- Hey, get down, big guys!
You know about us only by hearsay.

The bigwigs answered:
- Stupid mice,
Why is it bad for us to hang
Here on our tower. We'd rather invite you:
Climb in, let's hang.

And here is the kind of rhyming game the poet Vadim Levin suggests. It's called: "Add two lines."

The presenter comes up with the first two lines of the poem, and the rest of the game participants finish it, for example:

Hippopotamus at the zoo
Swallowed a hedgehog and here are the ending options:

He has a stomach ache.
The poor hippopotamus is crying. - He raised a terrible cry -
I'm not used to spicy food. - He drinks castor oil all day
And roars...like a hippopotamus. - The hippopotamus laughs with might and main:
The hedgehog tickles his insides! Suggest your ending.
Try to complete these couplets:

Akim ran along the river
Akim was completely dry. Author's ending:
He ran across -
I was completely wet.
(Oleg Grigoriev) There is a dog standing by a pole
And wipes the sweat from his forehead. Author's ending:
And there's a neighbor's cat on the pole
He wipes the sweat from his forehead.
(Renata Mukha)

Games for speech development

1. Game "Interview". First introduce children to new words.

An interview is a conversation intended to be broadcast on radio, television or in a newspaper.
The reporter is the one who asks questions.
The respondent is the one who answers the questions. We need to teach children to speak boldly into a microphone. To do this, ask the children to take turns saying something into the microphone, at least counting to 10 up and down. Then roles are distributed among the children. Possible topics are discussed. The tape recorder is being set up. Reporters start asking questions. Then the conversation is collectively listened to and discussed.

Possible topics: discussion of going to the theater and watching a play; discussion of a holiday, an exhibition of drawings, an interesting book, the most interesting event of the week.

Game options: 1) the teacher interviews the children, 2) the children interview the teacher, 3) the parents interview the child, 4) the child interviews the parents.

2. Game "Pictures-riddles".

One driver is selected from a group of children, the rest sit on chairs, and they must guess. The teacher has a large box containing small pictures depicting various objects (you can use pictures from children's lotto).

The driver approaches the teacher and takes one of the pictures. Without showing it to the other children, he describes the object drawn on it. Children offer their versions.

The next driver is the one who first guessed the correct answer.

3. Game "Identify the toy".

Each child brings some kind of toy. One driver is selected from the group. For 3-5 minutes he goes out the door. In his absence, the teacher and the children come up with some kind of story in which the main character is one of the toys they brought.

All toys, including the selected game character, are placed on tables or chairs. A child driver is welcome. The guys from the group take turns telling him an invented story, without naming the main character, but replacing his name with the pronoun “he” or “she”. The story is told within 3-5 minutes. The driver must show the toy, which is the main character of the story being told.

If the guess is correct, another driver is chosen and the game is repeated. If the answer is incorrect, the children complement the story told in such a way as to help the driver with new details, without naming the intended toy.

4. Game "Write a sentence."

The teacher offers the group 2 cards from children's lotto, which depict objects. The group sits in a semicircle, and in turn, each child comes up with a sentence that contains the names of two planned objects. Then two other objects are shown, and again in a circle the children come up with new sentences.

Notes:

1. Stimulate in children the desire to compose non-standard, original proposals.
2. If children can easily come up with sentences based on two given words, next time offer them three words to make sentences.

Note: Parents can also use this game for individual lessons with their child, competing to see who can come up with the most sentences. Naturally, the child must win.

5. Game "Opposite".

The presenter shows a group of children one picture. The task is to name the word that denotes the opposite object. For example, the presenter shows the object “cup”. Children can name the following objects: “board” (the cup is convex and the board is straight), “sun” (the cup is made by a person, and the sun is part of nature), “water” (water is the filler, and the cup is the shape) etc.

Each child takes turns offering his answer and making sure to explain why he chose that particular item.

6. Game "Bridge".

The presenter shows one card on which an object is drawn, then another. The task of the game is to come up with a word that is located between two intended objects and serves as a kind of “transition bridge” between them. Each participant answers in turn. The answer must be justified.

For example, two words are given: “goose” and “tree”. The following words can be “transition bridges”: “fly” (the goose flew up a tree), “cut” (a goose was cut out of a tree), “hide” (the goose hid behind a tree), etc.

Note: the game is also suitable for individual lessons with a child.

7. "What does the expression mean?" or "Proverbs".

It is impossible to know the secrets of a language, its richness and expressiveness without understanding the meanings of set phrases: phraseological units, proverbs, sayings.

The sources of phraseological units are different. Some arose as a result of human observation of social and natural phenomena, others are associated with real historical events, and others came from mythology, fairy tales, and literary works.

The peculiarity of these expressions is that in our speech they are used in a constant, as if forever frozen form. As a rule, they have an invariable word order; a new component cannot be introduced into them.

Phraseologisms are used in a figurative sense. However, children often perceive such expressions in their own way, replacing words with synonyms. The meaning of expressions does not change with such replacements, but its so-called internal form is lost.
For example: The child said: Adults say:

go to the mend go to the mend
where the eyes see where the eyes look
the soul is in the dust the soul is in the heels
free bird free bird
discover Africa discover America
count in your head count in your mind
the eye fell on the book the eye fell on something
for a fresh mind for a fresh head
nerves are in turmoil nerves are in turmoil
can't hold a candle to one's heels can't hold a candle to funny incidents when understanding phraseological units in the literal sense. For example, a boy was very worried when he heard that his cat was sleeping without its hind legs. He woke up the cat, counted his paws, and, reassured, returned. The mother, who said she had a mouth full of worries, was advised to spit them out quickly. Three-year-old Irochka does not want to put on a new suit, she cries because she heard one of the adults remark: “She will drown in it.” Completing the task "What does the expression mean?" will help the child correctly use phraseological units in his own speech. Proverbs:

1. “The master’s work is afraid.”
2. "Every master in his own way."
3. "Jack of all trades."
4. “If the tailor ruins it, the iron will iron it out.”
5. “The potatoes are ripe - get down to business.”
6. “Without labor there is no fruit in the garden.”
7. “As is the care, so is the fruit.”
8. "More action - less words."
9. “Every person is learned in action.”
10. “If there is grief, grieve, if there is business, work.”
11. “Without discipline, living is not good.”
12. “Bread earned is sweet.”
13. “He who has dexterity acts dexterously.”
14. “Without beginning there is no end.”
15. “Without order there is no point.”
16. “You can’t buy gingerbread without work.”
17. "The eyes are afraid - the hands are doing."
18. “In order not to make mistakes, there is no need to rush.”
19. “Without labor there is no good.”
20. “Work is the best medicine.”
21. “Patience and work will grind everything down.”
22. “If you read books, you will know everything.”
23. “A house without a book is like without windows.”
24. “Bread nourishes the body, but a book nourishes the mind.”
25. “Where there is learning, there is skill.”
26. “Learning and work live together.”
27. “Learning is light, and ignorance is darkness.”
28. “Honor your teacher as you would a parent.”

8. Game "Steps. (Who gets to... faster)"

With the help of this simple game with elements of competition, you can work with your child to expand his vocabulary and develop speech in general.

The players stand next to each other and agree on where the finish will be (at a distance of 8-10 steps). And they discuss the topic of steps. For example, "Polite words." Each child can take a step just by saying some polite word. We give a minute to think and “Start!”

Other themes: “Everything is round”, “everything is hot”, “everything is wet”. "Kind words for mom." "Words of comfort", etc.

Option: Children stand in pairs opposite each other and take steps towards each other. The conditions of the game are the same: a step can be taken only by saying the right word.
9. Attention! Wanted!

We develop coherent speech, attention and observation) This game is played by at least 5 people. Otherwise it's not interesting. The presenter says: I'm looking for a friend (friend). She has blue eyes, dark long hair, loves cats and hates milk.
The one who first guesses which child we are talking about becomes the leader.
When playing with young children, it is allowed to describe clothes.

10. Game "Two circles".

Children are lined up in two circles - outer (large) and inner (3-4 people).
Children from the large circle stand, and from the small circle they walk along with the leading adult and say: “We walk in a circle and take with us... sweets.”

Large circle players must quickly name something sweet, such as sugar. The child who names the object first stands in the inner circle. The game continues (“...we take with us something soft, liquid, sour, hard,” etc.). The last child remaining in the large circle must complete some task as punishment for being slow.

11. We come up with a story.

The adult reads the sentences, the children insert the subject, predicate, explanatory words, etc. The stories of Suteev and Bianki can be taken as a basis.

For example:

"She sat on the threshold and meowed pitifully... (who?). The cat sat in front of a cup of milk and greedily... (what did she do?). The cat caught in the garden... (who?). The cat's fur... (which?), claws... (which?).The cat was lying with the kittens... (where?).The kittens were playing with a ball... (how?).

12. Distribution of proposals.

An adult says: “The gardener is watering... (what? where? when? why?). The children are going... (where? why?), etc. We must pay attention to the correct construction of sentences.

13. Complete the sentence.

Ask the child to complete the sentences: “The children water the flowers in the flower beds because...”. “There is not a single leaf left on the trees, because...” “In winter, the bear sleeps because...”, etc.

14. "I was at the circus..."

To play you will need cards with letters and syllables. You can play together or with a group. The participants in the game are given cards with letters, or all the cards are placed in a pile on the table and the players take turns taking them.

The first player takes a card with a letter or syllable and says: “I was at the circus and saw...” He must name something that starts with the letter on his card. You can name not only nouns. For example, the letter “K” can be used to name a clown, a tumbling gymnast, and a red curtain.

If you use cards with syllables, it is not necessary that the syllable be at the beginning of the word.
Options: “I was at the sea...”, “I was in the forest...”, “I was at the theater...”, etc.

15. Prepositions.

Take a disposable cardboard plate and draw it into sectors. In each sector, write prepositions - “on”, “in”, “under”, “above”, “with”, etc.

You can play like roulette - throwing a ball onto a plate. Or you can make an arrow in the center of the plate and rotate it. The meaning remains the same - whichever preposition the ball or arrow lands on, you need to make a sentence with that preposition.

16. Homemade alphabet.

Take a thick album or office folder. On each sheet, draw the letters of the alphabet. Although you will need more sheets for each letter later. Cut out pictures from old magazines; pictures from different boxes are also suitable - in general, any pictures, stickers. Together with your child, stick pictures on the page with the letter that the word begins with. Under each picture, write a signature in block letters.

Later, when the child masters the letters, complicate the task - cut out words from magazines. With a certain letter, with a certain syllable.

17. Chain.

A game with words for any number of participants. Choose a few consonants and write them down on a piece of paper. Think of words that include all these letters. Letters can be swapped and other consonants added. For example, take the letters “s”, “l”, “m”. We make up words with them: airplane, butter, salami, thought.

The one who comes up with more words wins.
18. Add a letter.

At least two players. Make up singular nouns. The first player names any letter from the Russian alphabet. The next person in turn must add his letter at the beginning or end, having in mind any word with such a letter combination. Players continue to lengthen the letter combination in this manner. The one who names the whole word wins.

Another option for older children. The one who names the whole word or the one who cannot add a letter, implying a word, loses. The player can "bluff", i.e. add a letter for which he does not know the words. In this case, two options are possible: the player following him can either ask the previous one to name the word, and if the previous one cannot do this, he loses, or the next player himself continues the bluff further until one of the following players finally asks to name the word.

This option is difficult; often the player cannot add a letter to a letter combination from a well-known word.

19. Travel.

Family game. One says: “Our ship is leaving for... for example, India. What will we take with us?” Someone asks: “What letter?” "The letter "K"!" The first one starts and says: “Let's take the cat!” Another: "Cacti!" "Pots!" If a lot of words starting with this letter have already been said, you can continue like this: “The first deck is already occupied. Let’s fill in the next one, starting with the letter “R.” Another version of “Travel.”

Prepare sets of cards with letters. One identical for each. We draw a steam locomotive with carriages. On each trailer we write a large letter of the alphabet. (You can also draw other vehicles).
Let's set a task. For example, today we are going to the sea. We take our places. Who will go with us? What will we take with us? One says: “The giraffe will go with us” and puts a card with the letter “F” on the trailer with the corresponding letter.

The next one says: “And I’ll take the TV with me,” and puts the card with the letter “T” on the trailer with the letter “T.”

20. Who is friends with which letters.

The game is not only about memorizing letters and developing speech, but also very educational. Each player must have a picture of an animal. Can be different. For example, mom has an elephant, dad has a crocodile, and the child has a hedgehog. Mom says: “My elephant is friends with the letter “X” because he has a trunk.” Dad says: “And my crocodile is friends with the letter “R” because he lives in the river.” The child says: “My hedgehog is friends with the letter “I” because he has needles. 21. Let's invent (from 3 years old).

We develop abstract thinking and speech.

To play the game you will need a set of objects of different shapes (sticks, ball, ring, boxes, cylinder) and cards with images of different objects of a certain shape - a mirror, a pencil, an egg, an apple.

IMPORTANT! the images in the pictures should be similar to the objects.

For example:

pencil, fishing rod, needle, knife - shaped like a stick;
vase, glass, thimble - a hollow cylinder.

The game is played something like this: children (or a child) sit in front of the table, each with a set of objects. An adult sits opposite him, he has cards with pictures. An adult shows the cards one at a time and asks: “Who has an object similar to such a pencil?” The child who has the stick replies: “I have it!” and receives a card with a picture of a pencil.

Reverse option: Children have cards with pictures, and adults have different objects.

Children from 5 years old can play this game independently and without pictures, imagining what this or that object might look like.

22. Continue the row.

In order to construct sentences in accordance with the norms of their native language, the child does not need to invent suffixes and prefixes or learn the rules of grammar - he learns them in the process of communication.
This exercise is aimed at developing the ability to change words by analogy, that is, to detect certain grammatical patterns. By changing words according to a pattern, by analogy, the child discovers both language rules and exceptions to them.

For example: fox, bear, but hedgehog; sugar bowl, bread bowl, but salt shaker, butter dish.

Another outstanding German scientist, Wilhelm von Humboldt, the founder of linguistics, wrote: “When mastering a language, every child vaguely relies on analogies, which is more noticeable in creatively developed children. It is only important to find the spirit of these analogies, and this in any language learning is the critical point from which real mastery of the language and real enjoyment of it begins."

The ability to use analogies will also serve as a support for your child when learning foreign languages.

Parents and educators can easily come up with tasks for the “continue the row” exercise themselves. Here are examples of tasks:

People - people, children -...
Son - daughter, grandson - ..., nephew - ...
A team of horses - horse-drawn, a team of dogs - ..., a team of deer - ...
Tundra - deer, jungle - ..., desert - ...
Sleepers are wooden, rails are...
The passenger has entered the carriage, the passenger is traveling to ..., the passenger is getting out of ..., the passenger is standing next to ...
Boat - boat, boat - ..., ship - ..., steamer - ...
Pilot - airplane, helicopter pilot - ..., astronaut - ...
Sugar - in a sugar bowl, butter - in..., bread - in..., salt - in...
Spoon - spoons - many spoons, fork - ... - many ..., knife - ... -
a lot of …

23. Snowball.

Players take turns adding words to the suggested beginning of a phrase.

Game options: 1. "Getting ready for the road"

Presenter: “I’m going on a trip and putting it in my suitcase...”.
Child: “I’m going on a trip and putting soap in my suitcase.”
Other situations are played out using the same principle, for example:

2. "We prepare breakfast, lunch, afternoon snack, dinner"

Presenter: “We are preparing breakfast, let’s make a menu.”
Child: “I usually eat a sandwich for breakfast.”
Next player: “I don’t eat a sandwich for breakfast, I prefer...”. Next” “I don’t like either a sandwich or..., I prefer...”, etc.

3. "Let's set the table"

Host: “Let’s set the table for dinner. I’ll put a bread basket on the table.”
Child: “Let’s set the table for dinner. I’ll put a bread basket and napkin stand on the table.”
The next player repeats the phrase and adds what else he considers necessary, etc.

4. "Let's go for a walk"

Presenter: “We are going to the forest. I will put on rubber boots.”
Child: “We’re going to the forest. I’ll put on rubber boots and take a basket.”
The next player repeats the phrase and adds what he still considers necessary, etc.

5. "Waiting for guests"

Presenter: “We have guests coming to us today. Let’s put together an entertainment program. We can arrange attractions.”
Child: “We have guests coming to us today. Let’s put together an entertainment program. We can arrange attractions and show tricks.”
The next player repeats the phrase and adds what he still considers necessary, etc.
24. Continued story.

Invite the children to put together a story. The first player says the first sentence, the second repeats what the first said and adds his own sentence, etc.
25. What words are there?

Read M. Plyatskovsky’s poem “What Words Are There” to your child.

There is a sweet word - candy.
There's a quick word - rocket.
There is a sour word - lemon.
There is a word with a window - a carriage.
There is a prickly word - hedgehog.
There is a word for wet - rain.
There is a word stubborn - goal.
There is a green word - spruce.
There is a book word - page.
There is a forest word - tit.
There is a fluffy word - snow.
There is a cheerful word - laughter. Then you name a word (for example, house, thunderstorm, joy) and ask what it could be. Each player comes up with his own definition.

26. “Similar words” are synonyms.

The selection of synonyms helps to learn different meanings of the same word, teaches you to choose the most accurate words, and avoid repeating the same words.

The adult explains that the same thing can be said in different words. Such words are called close in meaning.

Adult: “I’ll start, and you continue. Winnie the Pooh is funny (cheerful, funny, amusing, comical...).
Eeyore is sad (sad, joyless, upset...)."
Adult: The hare is cowardly. How else can you say it? (Tearful, timid, fearful..)
Adult: “The hare is running away from the fox. How else can you say it?” (He runs away, blinks, flees, flies at full speed, takes off his feet).

27. Polysemantic words.

Adult: “Sometimes we call different objects with the same word. For example, onion is a vegetable plant, onion is a weapon.

What meaning does the word needle have? (Sewing needles, needles from conifers, needles from a hedgehog).
Discuss what meanings the words may have: handle, spout, tongue; strokes, runs, flies, rushes; rosy, expensive, strong, fresh. Read and discuss the poems with your child.

B. Zakhoder
(from Winnie the Pooh songs) I'm moving forward
(Tirlim-bom-bom),
And it's snowing
(Tirlim-bom-bom),
Although we are completely
Not at all on the road!
But only here
(Tirlim-bom-bom),
Tell me from-
(Tirlim-bom-bom),
Tell me from-
Why are your feet so cold?

The pin has a head.
(V. Lunin)

The pin has a head, but no hair, alas!
The teapot has a spout, but no head.
The needle has an eye, but it does not hear,
The shoes have a tongue, but the shoes are still silent.
The road has holes, but no chin and cheeks,
There is a foot of the mountain, but somehow you can’t see your feet.
The rowan tree has brushes, but the poor thing has no arms,
With its white eye, the potato looks around without seeing.
The key is silvered in a thicket to which there is no lock,
A river lazily runs across the field, having no legs.
The comb has teeth, but it can't eat,
The month passes after the month, and not after the moon the moon passes.
The stream has sleeves, although the stream is not dressed,
The folder is carried under the arm, but not under the cat.

Noses.
(A. Usachev)

Cranes have noses
Ships have bows
The teapot has a spout, only a very small one.
Unusual beast - Nosuha,
Nosukha has a nose up to her ear.
And the huge Rhinoceros
He wears a horn instead of a nose.
The devil's nose is knotted,
And the pig has a snout.
But both the pig and the sailor
You must wipe your nose! Who is carrying what?
(M. Yasnov)

Semyon carries the briefcase in his hand,
Pavlusha gets a bad mark in the diary.
Seryozha boarded the ship -
He is on sea watch.
Andryusha walks around as a strongman -
He carries the backpack on his shoulders.
Peter beat the bully Misha -
Mikhail is suffering losses.
Stepan does not close his mouth:
He talks nonsense all day! Watch.
(V. Orlov)

They say: the clock is standing,
They say: the clock is rushing,
They say: the clock is ticking,
But they are a little behind.
Mishka and I watched together,
And the clock stands still.

28. On the contrary (antonyms).

Many words can be matched with words with opposite meanings.
The adult begins the phrase, and the child finishes it, for example:

sugar is sweet and pepper...
the road is wide, and the path...,
plasticine is soft, and stone...,
the tea is hot, and the ice cream...,
The jelly is thick, and the fruit drink...
a sheet of emery is rough, but a sheet of paper...
The hare runs fast, and the tortoise crawls...
It's light during the day, but at night... Another option:

The porridge is cooked thick and...(liquid). Animals can be brave and...(cowardly). Carrots can be eaten raw and...(boiled). Apples can be small and...(large). Read D. Ciardi's poem "The Farewell Game" to your child. Here's the farewell game...
Give us a book
It's time to close;
We all hope
What with her
You became
A little smarter

You learned a lot
Funny words
And more
All sorts of things
And if you
I remembered them
Not in vain
Your day is wasted!

And you and I
The turn has come
Play the game
"Vice versa".
I'll say the word
HIGH,
And you will answer:...
I'll say the word CEILING,
And you will answer:...
I'll say the word LOST,
And you will say:...!
I'll tell you a word
COWARD,
You will answer:
BRAVE.
Now
START
I will say, -
Well, answer:
…!

29. Rhyming game - tell me the word.

By realizing the rhythm and rhyme of a given line, children begin to better understand poetic speech.

The adult suggests: “I’ll read you a poem, but I won’t specifically say some words, and you try to suggest them to me.” An adult reads a poem and does not finish one word in the line. The child suggests a rhyme. In case of difficulties, an adult finishes the words in a line. The poem should be read until the child learns to pronounce the words correctly on his own.

A very scary story.
(Daniil Kharms) Finishing a bun with butter,
The brothers walked along the alley.
Suddenly at them from a back street
The big dog barked loudly. The younger one said: - Here's a misfortune,
He wants to... attack us.
So that we don't get into trouble,
We'll throw a bun into the dog's mouth.

Everything ended well.
It immediately became clear to the brothers...
What for every walk
You need to take with you... a bun. Mice cones
(A. Kondratyev)

Once upon a time there lived two serious cones on a pine tree.
Once upon a time there lived two funny mice under a pine tree.
And the mice shouted:
- Hey, get down, big guys!
You know about us only by hearsay.

The bigwigs answered:
- Stupid mice,
Why is it bad for us to hang
Here on our tower. We'd rather invite you:
Climb in, let's hang.

And here is the kind of rhyming game the poet Vadim Levin suggests. It's called: "Add two lines."

The presenter comes up with the first two lines of the poem, and the rest of the game participants finish it, for example:

Hippopotamus at the zoo
Swallowed a hedgehog and here are the ending options:

He has a stomach ache.
The poor hippopotamus is crying. - He raised a terrible cry -
I'm not used to spicy food. - He drinks castor oil all day
And roars...like a hippopotamus. - The hippopotamus laughs with might and main:
The hedgehog tickles his insides! Suggest your ending.
Try to complete these couplets:

Akim ran along the river
Akim was completely dry. Author's ending:
He ran across -
I was completely wet.
(Oleg Grigoriev) There is a dog standing by a pole
And wipes the sweat from his forehead. Author's ending:
And there's a neighbor's cat on the pole
He wipes the sweat from his forehead.
(Renata Mukha)

Development of speech of primary schoolchildren in games and game exercises

Working in an elementary school, I realized that student literacy can be achieved through daily hard work, starting in the 1st grade. And games help with this. Despite the fact that for younger schoolchildren the role of learning and work increases, play retains its importance and helps children learn. The game forms children's communication, reinforces the norms and rules of behavior not only in the game itself, but also outside of it, and fosters interest in the life around them.

Watching children play, she noted that many of them have underdeveloped speech, a small vocabulary, and do not even clearly pronounce individual sounds. Therefore, I have outlined work on speech development that I want to talk about. Indeed, among the many tasks of education and training, the development of speech and verbal communication is one of the main ones. And I started... with fairy tales. Their wonderful world contributes to the development of children's imagination and imagination. Imitating fairy-tale characters, children imitate their speech, voices, repeat dialogues and thereby develop memory, thinking, and speech.

A person spends his whole life improving his speech, mastering the riches of the language. Each age stage brings something new to his speech development. The most important stages in children’s speech acquisition occur during childhood—the preschool and school periods. For younger schoolchildren, games that develop speech occupy an extremely important place. Taking into account the peculiarities of my children’s speech, I constantly include didactic games to develop the sound culture of speech. Nurturing the sound culture of speech is an integral part of the system of work on speech development. said that the native word is the basis of all mental development and the treasury of all knowledge. Therefore, it is so important to take care of the timely development of children’s speech and pay attention to its purity and correctness. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding reality, the more meaningful and fulfilling his relationships with children and adults, the more active his mental development occurs. Children who speak poorly, beginning to realize their shortcomings, become silent, shy, and indecisive. The child’s clear pronunciation of sounds and words during the period of learning to read and write is especially important, since written speech is formed on the basis of oral speech; Speech deficiencies can lead to academic failure. That is why, when working in the alignment class, I use many different games and techniques that contribute to the development of children’s speech. I use educational games that are accessible to children and that correspond to their capabilities. (Many games are now published in the Elementary School magazine.) I offer some games. Most often, children do not clearly pronounce hissing, whistling and sonorant sounds.

Games, nursery rhymes, proverbs for differentiating sounds [c]- [w]

Fox.

I'll bend over

Quiet, quiet!

I’ll run and lie in wait for the Cockerel in the meadow. I'll sneak up on the sly

I'll catch the cockerel.

Cockerel, cockerel,

Get into my bag.

Tongue up - sha, sha, sha, Our Masha is good.

Tongue down - sa, sa, sa, The nose was bitten by a wasp.

Tongue up - shi, sch, shi, Our ears are good.

Tongue down - sy, sy, sy, The wasp has a mustache, a mustache.

A goat walked with a scythe, a goat walked with a barefoot goat. A goat walked with a sideways goat, a goat walked with a barefoot goat.

Distinguishing the sounds [w] and [zh]

sha - zha shu - zhu she - zhe sho - zho zhu - shu zhi - shi

Lusha - puddle play naughty - fry

ball - heat sew - live

shawl - sorry ears - snakes

joke - creepy pole - gesture

Poems for differentiating sounds [z] - [z]

Trembling.

“Trembled” looks like a hare, “Trembled” is afraid of everything: Darkness, heights.

Whether it's an animal or a bird, it's afraid of everyone. Well, what about you?

Bear cubs. The bear cubs did not know that hedgehogs were injected. And let's play with the hedgehogs like with bear cubs. Suddenly the cubs burst into tears:

Hedgehogs are pains!
The hedgehogs got scared
Carrying tongs and knives
And let's do a little thing
Remove the thorns.

Beach pebbles. Beach pebbles are offended:

Oh, things are not good for us:
We sunbathe all year round

And the tan doesn't stick.

Sound differentiation [l]- [R]

lac-rak ditch-lov to bring down - to cook

lama - rama city - hunger melt - edit

Yulia-Yura hand-Luka needle-game

spoons - horns ball - sorry shaft - var

raspberry - Marina it's a pity - it's hot - it's hot - it's hot

Tongue Twisters

Valya's Clara is playing the piano.

A drowsiness fell upon Yerema, and from the drowsiness Yerema fell asleep.

A fisherman catches fish. The entire catch floated into the river.

Pockets are made of film

Children enjoy playing this game. Here you can see the error yourself and correct it by replacing cards with letters. Children clearly understand that we see letters and hear sounds. You can come up with different game options using this pyramid. For example, what different sounds do you hear in words: smoke, debt, Mishka, bowl. Try and imagine yourself... The same pyramid can be used to determine the number of syllables in words,

for example, in monosyllabic ones: lion, lynx, ball, goose, bow, ball; in two syllables: goat,cat, squirrel, sheep.

In the magazine “Primary School” No. 6, 1994, there is an article on “TV shows.” I have been using “TV” at work for a very long time. And I made it from polystyrene foam, which is used to package real TVs. This material is very light and can be processed well. And in order for such a TV to be stable, you need to clamp it at the bottom on both sides with wooden blocks. Such a TV can always be put in the right place and put away.

So, using didactic, role-playing, outdoor games, I noted that my children are becoming (not all of them and not at once, of course) friendlier to each other, more responsive, many have become interested in educational activities. And that means a lot. The development of a child’s speech is not a spontaneous process. It requires constant pedagogical guidance. I will be glad if my experience is useful to someone.

Many good and necessary games can be found in the following books:

1. Fomichev in children with correct pronunciation. - M.,
1981.

2. Shdaiko and exercises for speech development. - M., 1983.

3. , Uspensky speak correctly. - M., 1973.

4. I'm growing. - M, 1994.

Hello, autumn golden!

Autumn Ball

Purpose of the event:

· development of cognitive activity and activation of cultural leisure of younger schoolchildren;

nurturing a caring attitude towards nature

Student 1: Autumn! Glorious time!

Children love autumn.

Everything is ripe for the guys.

And seeing the important watermelon,

The kids will come to life -

And everyone will cordially say: Student 2: Hello, it's time for autumn!

The cranes are flying south.

Hello, hello, autumn!

Come to our holiday,

We really, really ask.

(A waltz melody sounds, children perform a leaf dance.)

Autumn: Are you talking about me? Here I am!

Hello autumn to you, friends!

Are you excited to meet me?

Do you like the forest outfit -

Autumn garden and parks?

I came to your party

Sing and have fun.

I want to be with everyone here

Make strong friends.

And I came to you for a holiday with three brothers - in the autumn months. Do you recognize them?

September: Our school garden is empty,

Cobwebs fly into the distance,

And to the southern edge of the earth

The cranes arrived.

School doors opened

What month has it come to you? (September.)October: The face of nature is becoming increasingly gloomy -

The gardens have turned black,

The bear fell into hibernation,

What month can you tell me? (October.)November: The field became black and white

It rains, it snows,

And it got colder,

The waters of the rivers were frozen with ice.

The winter rye is freezing in the field,

What month can you tell me? (November.)

Autumn: Well done boys! Correctly recognized the brothers of the month. Now please us with your knowledge and guess my riddles about vegetables.

1. I spent the whole summer trying: getting dressed, getting dressed,
And when autumn approached, I gave away all my clothes -
We put a hundred clothes in a barrel.

(Cabbage)

2. They threw off the golden feathers from Yegorushka,
Made Yegorushka cry without grief.

(Onion)

3. Red mouse with a white tail,

She was sitting in a hole under a green leaf.

(Radish)

4. Above the ground there is grass,

Under the ground there is a scarlet head.

(Beet)

5. What they dug from the ground,
Fried, boiled?

What have we baked in the ground, eaten and praised?

(Potato)

(Children come out wearing hats representing vegetables. Re-enactment of “Dispute”vegetables")

Vegetables: Which of us, among the vegetables, is both tastier and more necessary? Who will be the most useful in all diseases?

Polka dots (fun): I'm so pretty

Little green boy! If I just want, I’ll treat everyone to peas!

Beets (important): Let me say a word, Listen first:

You need beets for borscht

Eat and treat yourself -

There is no better beet!

Cabbage (interrupting): You beetroot, shut up!

Cabbage soup is made from cabbage.

And what delicious cabbage pies!

Trickster bunnies

They love stalks.

I'll treat the kids to a sweet stump.

Cucumber (perky): You will be very pleased

Having eaten a lightly salted cucumber,

And a fresh cucumber

You will like it, of course!

Radish (modestly): I am a ruddy radish

I bow to you very low.
Why praise yourself?

I'm already known to everyone!

Carrots (flirtatiously): A short story about me:

Always drink carrot juice

And nibble on a carrot.

Then you will be, my friend,

Tough, strong, dexterous.

Tomato (offended): Don't talk, carrot, nonsense,

Shut up a little.

The most delicious and enjoyable

Of course, tomato juice.

Autumn: Place a box by the window.

Just water more often.

And then, like a true friend

Green will come to you... (onion).

Onion: I am the seasoning in every dish

And always useful to people.

Did you guess it? I am your friend,

I am a simple green onion!

Potatoes (modestly): I, potato, am so modest -

Didn't say a word...

But potatoes are so necessary

Both big and small!

Eggplant (timidly): Eggplant caviar

So tasty, healthy...

Autumn: It's time to end the dispute!

Vegetables (in unison): There is no point in arguing! (Knock on the door)

Vegetables: Someone seems to be knocking...

(A student enters dressed as Doctor Aibolit)

Vegetables: This is Doctor Aibolit! Aibolit: Well, of course, it’s me!

What are you arguing about, friends? Vegetables: Which of us vegetables

Everyone is tastier and more important?

Who with all the diseases

Will it be better for everyone?

Aibolit: To be healthy, strong,

Gotta love vegetables

To everyone, without exception,

There is no doubt about it!

Each has its own benefit and taste,

And I don’t dare decide:

Which one of you tastes better?

Which of you is more useful?

Autumn: And in parting, I want to know:

Which one of you is the most observant? Who can guess?

1. Who picks apples with their backs?

2. Which forest dweller dries mushrooms on trees? (Squirrel)

3. Which trees have red leaves? (Aspens)

4. Which animal gives birth to babies during leaf fall in the fall? (At the hare)

Autumn: Well done boys! It's time for me to say goodbye to you! See you next year!