Games for the development of hearing and speech in children of the younger group
Card index of games for the development of hearing and speech in children of the younger group
Author: Nadezhda Valerievna Chistyakova, teacher, branch of the MADOU "Kindergarten No. 49", Pervouralsk Brief description of the work: I offer a card index for the development of hearing and speech for children 3-4 years old.
I hope my card index will be useful to teachers of primary and secondary groups. DEVELOPMENT OF AUDITORY ATTENTION.
Game "Sun or Rain?" Target
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Teach children to perform actions according to the different sounds of the tambourine. Developing children's ability to switch auditory attention. Brief description:
An adult says to the children: “Now you and I will go for a walk.
We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.” Methodical instructions.
The teacher plays the game, changing the sound of the tambourine 3 - 4 times.
DEVELOPING THE POWER OF THE VOICE.
Game “Come Play with Us” Goal.
Teach children to speak loudly.
Developing the ability to use a loud voice. Preparatory work.
Pick up toys: bear, bunny, fox.
Brief description:
Children sit in a semicircle.
An adult places toys at a distance of 2-3 m from the children and says: “It’s boring for the bear, the bunny and the fox to sit alone. Let's invite them to play with us. For them to hear us, we need to call loudly, like this: “Misha, go!” Children, together with the teacher, call a bear, a fox, a bunny, and then play with them. Guidelines
. Make sure that when children call for toys, they speak loudly and do not shout.
DEVELOPMENT OF AUDITORY ATTENTION.
Game "Guess who's screaming" Goal
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Developing children's ability to focus auditory attention. Teach children to identify a toy by onomatopoeia. Preparatory work.
Prepare voiced toys depicting domestic animals familiar to children: cow, dog, goat, cat, etc.
Brief description:
An adult takes out the prepared toys (one at a time), plays with them, imitating the cry of the corresponding animals, then asks the children to listen and guess by their voice who will come to visit them.
The child chosen by the adult goes out the door and, opening it slightly, makes a voice, imitating one of the animals, and the children guess who it is. Guidelines
. The game can be repeated 5-6 times. Make sure children listen carefully. Encourage all children to ask questions.
DEVELOPMENT OF CORRECT SOUND PRONUNCIATION.
Fairy tale “We hurried and made us laugh” Purpose.
To develop speech hearing and speech activity in children, to encourage them to pronounce sounds by imitation.
Developing in children the ability to correctly pronounce sounds by imitation. Development of speech hearing. Preparatory work. Prepare a house for display on a flannelgraph, with a bear looking out the window; frog, mouse, chicken, goose, cow. Think through questions based on the text of the fairy tale. Brief description:
The frog jumped to the bear's house.
She croaked under the window: “Kva-kva-kva - I’ve come to visit you!” A mouse came running. She squeaked: “Peep-pee-pee—your pies are delicious, they say!” The chicken has arrived. She cackled: “Ko-ko-ko—the crusts, they say, are crumbly!” The goose hobbled. Cackling: “Ho-ho-ho—I wish I could peck some peas!” The cow has arrived. Moos: “Moo-moo-moo - I wish I could drink some flour water!” Then a bear leaned out of the window. He growled: “R-r-r-r-r-r-r-r!” Everyone ran away. It was in vain that the cowards rushed. They should have listened to what the bear wanted to say. Here's what: “R-r-r-r-r-g-glad to have guests. Come in, please!" Guidelines
. The telling of a fairy tale should be accompanied by showing its characters on a flannelgraph. Onomatopoeia must be pronounced clearly, emphasizing the vowel sounds.
DEVELOPMENT OF SPEECH BREATHING.
Game "Butterfly, fly!" Target.
Achieve long, continuous oral exhalation.
Preparatory work
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Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at the level of the standing child’s face. Brief description:
Children sit on chairs.
The adult says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they flew. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies. Guidelines
. The game is repeated several times, each time with a new group of children. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You should only blow on one exhalation, without drawing in air. Do not puff out your cheeks, move your lips slightly forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.
DEVELOPMENT OF AUDITORY ATTENTION.
Game "Where did they call?" Target.
Teach children to determine the direction of sound.
Development of the direction of auditory attention. Preparatory work
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An adult prepares a bell. Brief description:
Children sit in a circle.
The adult chooses a driver who stands in the center of the circle. At the signal, the driver closes his eyes. Then the teacher gives one of the children a bell and invites them to call. The driver, without opening his eyes, must indicate with his hand the direction from which the sound is coming. If he points correctly, the adult says: “It’s time,” and the driver opens his eyes, and the one who called raises and shows the bell. If the driver makes a mistake, he guesses again, then another driver is appointed. Methodical instructions.
The game is repeated 4-5 times. You need to make sure that the driver does not open his eyes during the game. Indicating the direction of the sound, the driver turns to face the place from which the sound is heard. The call should not be very loud.
DEVELOPING THE POWER OF THE VOICE.
Game “Don't Wake Katya” Goal.
Teach children to speak quietly.
Developing the ability to use a quiet voice. Preparatory work.
An adult prepares a doll with closing eyes, a crib with bedding;
small toys, such as a cube, a car, a turret, etc., as well as a toy box. Brief description:
The teacher puts a crib with a sleeping doll on his table and says: “Katya walked a lot, she’s tired.
I had lunch and fell asleep. And we need to put away the toys, but only quietly, so as not to wake Katya. Come to me, Olya and Petya. Olya, quietly tell Petya which toy needs to be put in the box.” So the teacher calls all the children in twos, and they remove the toys placed on the table. Guidelines
. Make sure that children speak quietly, but not in a whisper.
DEVELOPMENT OF SPEECH BREATHING.
Game “Whose bird will fly farthest?” Target
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To achieve from each child the ability to make a long, continuous, directed exhalation. Education of long-term directed oral exhalation. Preparatory work
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The teacher cuts out birds from thin paper and colors them brightly. Brief description:
Birds are placed on two tables (at the very edge of the table) at a distance of at least 30 cm from each other.
Four children are called, each sits opposite the bird. At the signal “the birds have flown,” the children blow on the figures, and the rest watch whose bird will fly farther. Guidelines
. Make sure that children do not puff out their cheeks when they blow on the paper birds. You can move the figure only with one exhalation. First, the teacher shows this, warning that it is impossible to blow on the bird several times in a row.
DEVELOPMENT OF AUDITORY ATTENTION.
Game “Guess what I’m playing on” Goal
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Teach children to identify an object by ear by its sound. Cultivating stability of auditory attention. Preparatory work
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The teacher selects musical toys: drum, accordion, tambourine, organ, etc. Brief description:
An adult introduces children to musical toys: accordion, drum, organ, tambourine.
Then he puts the toys behind the screen. Having played one of the instruments, he asks the children to guess what he played. The one who guessed correctly takes out the instrument from behind the screen and plays it. Guidelines
. Make sure that the children sit quietly and listen carefully. There should be no more than four different instruments in one lesson. The game should be repeated 5-7 times.
DEVELOPING THE POWER OF THE VOICE.
Game “Loud - Quiet” Purpose
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Teach children to change the strength of their voice: speak loudly, then quietly. Developing the ability to change the strength of your voice. Preparatory work
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The teacher selects paired toys of different sizes: large and small cars, large and small drums, large and small pipes. Brief description:
An adult shows 2 cars and says: “When a big car drives, it makes a loud signal: “beep.”
How does a big car signal? Children say loudly: “Bee-Bee.” The teacher continues: “And the small car beeps quietly: “beep.” How does a small car honk? Children quietly say: “Bee-Bee.” The teacher removes both cars and says: “Now be careful. As soon as the car starts moving, you must give a signal, make no mistake, a big car honks loudly, and a small car honks quietly.” The rest of the toys are played in the same way. Guidelines
. Depending on the number of children in the group, you can use one pair of toys or 2-3. Make sure that when pronouncing onomatopoeia quietly, children do not whisper.
DEVELOPMENT OF CORRECT SOUND PRONUNCIATION
Poem by A. Barto “Who screams?” Target.
Ensure that children correctly reproduce various onomatopoeias.
Development of the ability to onomatopoeia, as well as speech hearing. Preparatory work.
Prepare toys: rooster, chicken, cat, dog, duck, cow.
Think through questions for the text of the poem so that children actively use onomatopoeia in their answers. Ku-ka-re-ku! I look after the chickens. Where, whack, whack! She got carried away in the bushes. Mur-murrr! I scare the chickens. Am-am! Who's there? Quack-quack-quack! It will rain tomorrow morning! Moo-moo! Milk for anyone? Guidelines
. You need to read the poem expressively, and while reading, show the children the appropriate toys.
DEVELOPMENT OF AUDITORY ATTENTION.
Game “Guess What They Are Doing” Goal.
Teach children to identify actions by sound.
Cultivating stability of auditory attention. Preparatory work.
The teacher selects the following items: a glass of water, a bell, a wooden hammer.
Brief description:
The teacher shows the children the prepared objects and performs various actions with them: hits the table with a wooden hammer, rings the bell, pours water from glass to glass.
Children watch and listen. Then the teacher removes everything behind the screen and repeats these actions there, and the children guess by the sound what he is doing. Guidelines
. If children find it difficult to determine the action, you need to clearly demonstrate it again. If they easily cope with the task, you can increase the number of objects or take objects that are similar in sound.
DEVELOPMENT OF SPEECH BREATHING.
Game “Sending the Boats” Goal.
Achieve from each child the ability to pronounce the sound f for a long time on one exhalation or repeatedly pronounce the sound p (p-p-p) on one exhalation.
Developing the ability to combine the pronunciation of a sound with the beginning of exhalation. Preparatory work.
An adult prepares a bowl of water and paper boats.
Brief description:
Children sit in a large semicircle.
There is a bowl of water on a small table in the center. The summoned children, sitting on chairs, blow on the boats, pronouncing the sound f or p. The teacher invites the children to ride on a boat from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as if you were pronouncing the sound f. You can blow by simply stretching your lips with a tube, but without puffing out your cheeks. The ship moves smoothly. But then a gusty wind comes. “P-p-p...” the child blows. (When repeating the game, you need to drive the boat to a certain place.) Methodical instructions
. Make sure that when pronouncing the sound f, children do not puff out their cheeks; so that children pronounce the sound p on one exhalation 2-3 times and do not puff out their cheeks.
DEVELOPMENT OF VOICE PITCH.
The story “Who is screaming?” Target.
Teach children to speak in a “thin” voice and in a low voice.
Developing the ability to raise and lower the tone of your voice. Preparatory work.
The teacher prepares pictures for work on a flannelgraph with images of a tree, a fence, a bird, a chick, a cat, a kitten, as well as a toy cat, a kitten, a bird, a chick.
Brief description: The teacher begins to talk, accompanying his speech by showing the corresponding figures on the flannelgraph: “Early in the morning, we went out for a walk at the dacha. We hear someone squeaking thinly: “pee-pee” (pronounces onomatopoeia in a “thin” voice). We look, this chick is sitting on a tree and squeaking; waiting for his mother to bring him a worm. How thinly does the chick squeak? (“Pee-pi-pi.”) At this time, the bird flew in, gave the chick a worm and squealed: “pi-pi-pi” (pronounces onomatopoeia in a lower voice). How did the mother bird squeak? (“Peep-pee-pee.”) The bird flew away, and we moved on. We hear someone at the fence shouting thinly: “meow-meow-meow” (pronounces onomatopoeia in a “thin” voice). And the kitten jumped out onto the path. How did he meow? (Children reproduce the teacher’s example.) It was he who called the cat mother. She heard it, runs along the path and meows: “meow-meow-meow” (says “meow-meow” in a lower voice). How did the cat meow? (“Meow-meow-meow.”) And now, children, I’ll show you who came to visit us.” The teacher takes out the cat, shows how it walks along the table, then sits down. “How does a cat meow?” Children, lowering their voices, say: “meow-meow-meow.” Then the teacher takes out a kitten, a bird, a chick, and the children imitate their voices. Guidelines
. Make sure that children do not shout, but speak calmly, raising and lowering their voice within the limits accessible to them.
DEVELOPMENT OF AUDITORY ATTENTION
Game “Guess what to do” Purpose
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Teach children to correlate the nature of their actions with the sound of the tambourine. Developing children's ability to switch auditory attention. Preparatory work.
Prepare 2 flags for each child.
Brief description:
Children sit in a semicircle.
Each person has 2 flags in their hands. If the teacher rings the tambourine loudly, the children raise the flags up and wave them; if quietly, they keep their hands on their knees. Methodical instructions.
An adult needs to monitor the correct posture of children and the correct execution of movements; It is necessary to alternate the loud and quiet sound of the tambourine no more than four times so that children can easily perform the movements.
DEVELOPMENT OF CORRECT SOUND PRONUNCIATION
Story “Song-Song” Purpose
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Develop speech hearing and speech activity, encourage children to pronounce sounds and sound combinations by imitation. Clarification of sound pronunciation in children. Development of speech hearing. Preparatory work
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Pick up the following toys: a large doll, a rooster, a cat, a duck, a bear, a frog. Think through questions about the story so that the children’s answers include the onomatopoeia that is given in it. The girl sang a song.
She sang and sang and finished singing. - Now you, cockerel, sing!
- Ku-ka-re-ku! - the cockerel crowed. - Sing, Murka! “Meow, meow,” the cat sang. - Your turn, duck! “Quack-quack-quack,” said the duck. - And you. Bear! - Roar-roar-r-ya-yav! - the bear growled. - You, frog, sing! - Kwak-kwak-kwak-kk! - croaked the frog. - And you, doll, what will you sing? - Ma-a-ma-a-ma! Mother! Folding song! Guidelines
. The teacher should accompany his story by showing character toys; Pronounce onomatopoeia clearly, and seek the same from children when answering questions about the story.
DEVELOPMENT OF SPEECH BREATHING.
Game "Poultry Farm" Goal
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Development of speech breathing. Teach children on one exhale: pronounce 3-4 syllables. Preparatory work
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Choose sounding toys: chicken, rooster, duck, goose, chicken. Brief description:
An adult shows toys to children and plays their sounds 3-4 times in a row.
The toys are put away. The teacher says: “Let’s go to the poultry farm. Let's go, and towards us... (shows a chicken) chicken. How will she greet us? Children: “ko-ko-ko.” “We moved on. A goose is coming towards us. How will he greet us? Children: "ha-ha-ha." Next, the teacher sequentially shows the remaining toys, and the children pronounce the corresponding onomatopoeia. Methodical instructions.
First, all the participants in the game speak, then you can ask three or four children one at a time. Make sure that children pronounce onomatopoeias (ko-ko-ko, ha-ha-ga, pi-pi-pi, ku-ka-re-ku, quack-quack-quack) in one exhalation. Some children can pronounce 2-3 onomatopoeias, others - 3-4.
DEVELOPMENT OF AUDITORY ATTENTION.
Game "Guess who's coming" Goal.
Teach children to perform actions according to the tempo of the tambourine.
Developing the ability to determine the tempo of a tambourine. Preparatory work.
The teacher prepares 2 pictures depicting a walking heron and a jumping sparrow.
Brief description:
The teacher shows the children a picture of a heron and says that her legs are long, she walks importantly, slowly, as slowly as a tambourine will sound. The teacher slowly knocks on the tambourine, and the children walk like herons. Then the adult shows a picture of a sparrow and says that the sparrow is jumping as fast as a tambourine will sound. He quickly knocks on the tambourine, and the children jump like sparrows. Then the teacher changes the tempo of the tambourine, and the children, accordingly, either walk like herons or jump like sparrows. Methodical instructions. It is necessary to change the tempo of the tambourine no more than 4 - 5 times.
DEVELOPING THE POWER OF THE VOICE.
Game “The Wind Blows” Goal.
Teach children to use a loud or quiet voice depending on the situation.
Changing the strength of the voice. Preparatory work.
The teacher prepares 2 pictures.
One depicts a light breeze shaking the grass and flowers. On the other there is a strong wind shaking the branches of the trees. Brief description:
Children sit in a semicircle on chairs.
The teacher says: “We went for a walk in the forest in the summer. We are walking through a field, the sun is shining, a light breeze is blowing and the grass and flowers are swaying (shows a picture). He blows quietly, like this: “oo-oo-oo” (pronounces the sound u quietly and for a long time). We came to the forest and picked a lot of flowers and berries. We got ready to go back. Suddenly a strong wind blew (shows a picture). He hummed loudly: “oo-oo-oo...” (pronounces this sound loudly and for a long time). Children repeat after the teacher how a light breeze blows and how a strong wind hums. Then the teacher shows the pictures without uttering the sound, and the children imitate the corresponding wind. Guidelines
. The teacher makes sure that the children, repeating after him, maintain the same strength of voice.
DEVELOPMENT OF SPEECH HEARING.
Game "Who is attentive?" Target.
Teach children to correctly perceive verbal instructions, regardless of the strength of the voice with which they are pronounced.
Development of physical hearing acuity. Preparatory work
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Choose toys that are easy to perform various actions with. Brief description:
Children sit in 3 rows opposite the teacher’s table. (First row at a distance of 2-3 m). There are various toys on the table. The adult says: “Children, now I will give tasks to those who are sitting in the front row. I will speak in a whisper, so I need to sit quietly so that everyone can hear. I will call everyone by name and give them a task, and you check whether it is being completed correctly. Be careful. Vova, take the bear and put it in the car.” All children sitting in the first row complete the tasks in turn. Then they change places: the second row takes the place of the first, the third - the second, the first - the third. Methodical instructions. The teacher needs to make sure that the children sit quietly and do not prompt each other. Assignments should be short and simple.
DEVELOPMENT OF SPEECH BREATHING.
The game “Whose steamer hums better?” Target.
Achieve the ability to direct the air stream in the middle of the tongue.
Development of long-term targeted oral exhalation. Preparatory work.
The teacher prepares glass vials (according to the number of children) approximately 7 cm high, with a neck diameter of 1-1.5 cm, and puts stickers on them with the children’s names.
Brief description:
Each child is given a clean bottle. The teacher says: “Children, listen to how my bubble buzzes if I blow into it. (It hums.) It hummed like a steamship. How will Misha’s steamer hum?” The teacher addresses each child in turn, and then invites everyone to hum together. Methodical instructions. To buzz into a bottle, you need to slightly stick out the tip of your tongue so that it touches the edge of the neck. The bubble touches the chin. The stream of air should be long and go in the middle of the tongue. If the beep does not sound, it means that the child does not comply with one of these requirements. Each child can only blow for a few seconds to avoid dizziness.
DEVELOPMENT OF VOICE POWER
Game “Cat and Mice” Goal
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Teach children to speak poetry quietly. Developing the ability to use a quiet voice. Preparatory work.
Prepare hats with a picture of a cat.
Learn the text of the poem with the children. Brief description:
Children walk in a circle, in the center of which a child squatting, pretending to be a cat.
The children say in a quiet voice: “Hush, mice. Hush, mice. The cat is sitting on our roof. Mouse, mouse, watch out! And don’t get caught by the cat!” A child pretending to be a cat meows loudly and runs after the children. Those caught become cats. Guidelines
. Make sure that children do not increase their voice, but do not speak in a whisper.
DEVELOPMENT OF VOICE POWER
Exercise “Beep” Purpose
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Teach children to change the strength of their voice from loud to quiet. Developing the ability to regulate voice strength. Preparatory work. Prepare a picture of a steam locomotive. Brief description:
Children stand in one row facing the teacher and raise their arms through their sides until their palms meet.
Then slowly lower it down through the sides. Simultaneously with lowering their hands, children pronounce the sound u, first loudly, and then gradually quieter (the locomotive moves away). They lower their hands and fall silent. Guidelines
. First, the teacher himself demonstrates the exercise, then he calls two children who pretend to be a beep with him. The rest of the children only make movements with their hands. Then the whole group takes part in the game.
DEVELOPMENT OF SPEECH BREATHING.
Game “Match by color” Goal.
Teach children to pronounce a phrase of two or three words together.
Development of smooth speech exhalation. Preparatory work.
Select object pictures of primary colors and make cubes of the same colors from cardboard without one edge.
Brief description:
Children are given pictures on which objects of different colors are drawn. Showing the cube, the teacher says: “Whoever has pictures of the same color as the cube, come here.” Children go out, show their pictures, name them (“Red Car”, “Red Ball”, etc.) and put them in this cube. The game continues until all the children have put their pictures into cubes. Methodical instructions. Make sure that the children say the words together, in one breath.
DEVELOPMENT OF SPEECH HEARING.
Game “Guess whether the train is near or far” Goal
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Teach children to correctly determine the strength of their voice. Development of the ability to distinguish the intensity of sound by ear. Preparatory work.
Pick up 3 pictures that show a train.
In the first picture the train is standing at the station. On the second, she moves away from her, the mourners waving after her. The third shows a station; in the distance, behind the forest, the last train car is visible. Brief description:
The teacher puts 3 pictures of a train on the board.
He says: “The train is buzzing before it leaves the station - oooh. The train is close and we hear a loud whistle. (Pronounces the sound u in a loud voice.) When the train left the station and began to whistle, we heard a not so loud whistle. (Pronounces onomatopoeia in an ordinary voice of medium volume.) And when the train went far away and began to whistle, it was barely audible.” (Pronounces onomatopoeia in a quiet voice.) Next, the teacher pronounces the sound y with different voice strengths, and the children indicate the corresponding picture. Methodical instructions.
If the children answer correctly, then they themselves can take turns leading (giving a signal with a voice of varying strength).
DEVELOPMENT OF SPEECH BREATHING
Game “When does this happen?” Target.
Achieve the ability to pronounce a four-word phrase in one breath.
Development of smooth speech exhalation. Preparatory work.
Select story pictures (according to the number of children) depicting various signs of the seasons.
(Handouts can be taken from the “Seasons” lotto or selected from various books and magazines.) Brief description:
The teacher hangs pictures depicting the four seasons on the board.
At the bottom of each picture there is a paper pocket in which you can put small pictures reflecting various signs of a particular time of year (“Children make a snow woman”, “Boys hang birdhouses”, “Girls collect bouquets of flowers”, “Yellow leaves are falling from trees” " etc.). The teacher calls the children one by one and gives them one picture each. The child comes to the table, shows everyone his picture and answers the question posed by the teacher, for example: “When do children swim in the river?” (“Children bathe in the river in summer.”) Having given a complete answer, he puts the picture in the pocket of a large painting that depicts the corresponding season. Guidelines
. Before the game starts, the teacher explains to the children that they should not speak abruptly, making stops after each word. If the child cannot give a complete answer to the teacher’s question or his speech is abrupt, the teacher offers a sample of correct speech and then repeats the answer with the child.
DEVELOPMENT OF VOICE PITCH.
Target.
To develop in children the ability to change the pitch of their voice.
Changing the pitch of the voice. Brief description:
An adult tells the fairy tale “The Three Bears,” accompanying his speech with illustrations. Then he asks the children questions, for example: “What did Mikhail Ivanovich say when he saw that his chair had been moved?” Children, when answering questions, change the pitch of their voices accordingly. Methodical instructions. The adult makes sure that, imitating Mishutka, Anastasia Petrovna and Mikhail Ivanovich, the children do not speak very high (to the point of squeaking) and very low (to the point of hoarseness in their voice), that is, that they raise and lower their voices within the limits accessible to them.
DEVELOPMENT OF SPEECH HEARING
Game “Guess who said” Purpose.
Teach children to distinguish between low, medium and high voices by ear.
Development of the ability to distinguish the pitch of the voice. Preparatory work
.
Select pictures depicting characters from the fairy tale “The Three Bears” (Mikhail Ivanovich, Anastasia Petrovna and Mishutka). For each character - 8-9 pictures. Short description:
Each child receives a picture depicting one of the bears.
The teacher pronounces phrases from the text of the fairy tale, changing the pitch of his voice, and the children pick up the corresponding pictures. Guidelines
. In order to activate the attention of children, the teacher breaks the sequence of statements of the characters adopted in the fairy tale.
DEVELOPMENT OF VOICE POWER
Game “Echo” Goal.
Developing the ability to use a quiet and loud voice.
Teach children to speak loudly and quietly. Preparatory work.
The teacher selects the picture “The children got lost in the forest.”
Brief description: Children are divided into 2 groups. One depicts children who are lost in the forest, the other is an echo. Each group is located in different corners of the room. Children who are lost in the forest loudly call the children of another subgroup by name; “Ay, Olya! Hey, Petya! Children pretending to be an “echo” repeat the same words quietly. Then the participants in the game change roles. Methodical instructions.
Make sure that the children pause after calling the name, giving the “echo” the opportunity to repeat their words.
DEVELOPMENT OF SPEECH BREATHING
Game “Locate the place of the toy” Purpose.
Achieve the ability to pronounce a phrase of five to six words together, on one exhalation.
Development of prolonged speech exhalation. Preparatory work
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The adult selects various toys that are well known to the children. Brief description:
The teacher lays out various children's toys (car, pyramid, ball, bear, doll, etc.) on the table in one row. Calling the child, he asks: “Between which toys is the pyramid standing?” The child must give a complete answer: “The pyramid stands between the car and the ball.” After two or three answers, the adult changes places of the toys. Gradually, as you repeat the game, you can replace the toys with others one by one. Methodical instructions. When conducting the game, the teacher makes sure that the children speak slowly, without separating one word from another with long pauses. You must answer the question with a complete answer, for example: “The ball lies between the doll and the bear.”
DEVELOPMENT OF SPEECH BREATHING
Exercise “Divers” Purpose.
Teach children to inhale through their mouth and exhale through their nose.
Development of differentiated breathing. Preparatory work
.
The teacher selects pictures that depict children diving and jumping from a tower. Brief description:
Children, spreading their arms to the sides, inhale through their mouths.
Wrapping your arms around yourself and squatting (“sinking under the water”), exhale through your nose. Methodical instructions.
Each child repeats the exercise no more than two or three times.
DEVELOPMENT OF SPEECH HEARING
Game “Guess what to do” Purpose
.
Teach children to determine the tempo of speech by ear and perform movements at the appropriate pace. Development of the ability to detect by ear changes in the tempo of speech. Preparatory work
.
Choose phrases that indicate actions that can be performed at different paces. Brief description:
The teacher pronounces the phrase: “The mill grinds grain” several times at different tempos. Children, imitating the operation of a mill, make circular movements with their hands at the same pace at which the teacher speaks. The following phrases are also played out: “Our feet walked along the road”, “The children swam in the river”, etc. Methodological instructions. An adult should pronounce the phrase smoothly, continuously, repeating it 2-3 times in a row at any pace, so that it is easier for children to perform the movements.
DEVELOPING THE POWER OF THE VOICE.
Game "Blizzard". Goal
To teach children to change the strength of their voice from quiet to loud and from loud to quiet in one exhalation.
Changing the strength of the voice. Preparatory work
.
Choose a picture that shows a blizzard. Brief description:
The teacher shows a picture of a blizzard.
Children sitting in a row depict a blizzard howling on a winter evening. At the teacher’s signal “the blizzard is starting”, the children quietly say: “uuu...”; at the signal “strong blizzard” they say loudly: “uuu...”; at the signal “the blizzard ends” they speak more quietly; at the signal “the blizzard is over” they fall silent. Guidelines
. It is advisable that children pronounce the sound quietly on one exhalation, then loudly and quietly again, so the adult quickly replaces one signal with another.
DEVELOPMENT OF SPEECH BREATHING
Game “Who can inflate the toy better?” Target.
Teach children to inhale through their nose and exhale through their mouth.
Development of differentiated breathing. Preparatory work. An adult prepares small inflatable children's toys for each child, such that they can be inflated in 3-4 exhalations. Brief description:
The teacher shows the children how to inflate the toy: he takes in air through his nose and slowly exhales it through his mouth into the hole of the toy.
Anyone who completes the task correctly can play with an inflatable toy. Guidelines
. The game is best played with subgroups of children of five to six people.
DEVELOPMENT OF SPEECH HEARING
Game “To whom did the wolf come, from whom did it leave?” Target
.
Teach children to identify a character by changing the tone of their voice. Developing the ability to detect by ear a change in voice tone. Preparatory work.
Pick up plot pictures: the wolf came to the hut to the kids;
the wolf came to his cubs; the wolf came to the hunter; the wolf leaves the piglets' hut; the wolf leaves the wolf cubs; the wolf runs away from the hunter. Brief description:
The teacher puts 3 pictures on the board, which depict a wolf coming to the kids, to the wolf cubs, to the hunter.
He pronounces the phrase The wolf came with different intonations: with fear, with joy, with surprise. Children must determine who said this - goats, wolves or a hunter. Similar work is carried out on three other pictures (the phrase The wolf left is said with joy, with regret, with annoyance). Guidelines
. Children must listen carefully to the teacher; they must be activated with questions like “Why did you guess that the kids said that?”
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Speech games in the 2nd junior group
Card index “Didactic games in the 2nd junior group
“Introduction to sound reality and the development of voluntary hand movements”
"Guess what it sounds like"
Goal : To introduce children to the sounds of the world around them, to isolate and recognize them.
Progress: The teacher shows the objects one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different objects, and the children recognize which objects the different sounds belong to. Explains that there are many sounds in the world and they all sound differently.
"Watch"
Goal: To develop children's speech attention.
Progress: V-l: Listen to how the clock ticks: “Tick-tock, tick-tock,” how the clock strikes: “Bom-bom...”. In order for them to walk, you need to start them: “tri-truck...”! .
- Let's wind up a big clock (children repeat the corresponding sound combination 3 times); Our clock goes and first ticks, then strikes (sound combinations are repeated by the children 5-6 times).
- Now let’s wind up the small clock, the clock goes and sings quietly, the clock strikes very quietly (the children imitate the movement and ringing of the clock with their voices each time).
"Bear cubs eat honey"
Goal : To develop the articulatory apparatus of children.
Progress: The teacher tells the children that they will be bear cubs, and bear cubs really love honey. He suggests bringing your palm closer to your mouth (with your fingers) and “licking” the honey - the children stick out their tongues and, without touching their palm, imitate that they are eating honey. Then, lifting the tip of the tongue, remove it. (Mandatory demonstration of all actions by the teacher.)
The game is repeated 3-4 times.
Then the teacher says: “The bear cubs are full. They lick the upper lip (show), lower lip (show). They stroke their tummies, saying: “Oooh” (2-3 times).
"The Frog and the Little Frogs"
Goal: To develop children's speech attention.
Progress: The teacher divides the children into two groups: large and small frogs. He says: “Big frogs jump into the pond, swim in the water and croak loudly: “Kva-kva” (children imitate that they are swimming and croak loudly)
Little frogs also jump into the pond, swim, and croak quietly (children imitate the actions and croak quietly). All the frogs got tired and sat down on the sand on the shore.” Then the children change roles and the game is repeated.
"Let's feed the chicks"
Goal: To develop the speech apparatus of children.
Progress: (I am the mother bird, and you are my little chicks. The chicks are cheerful, they squeak: “pee-pee,” and flap their wings. The mother bird flew for tasty crumbs for her children, and the chicks fly merrily and squeak The mother flew in and started feeding her babies (the children squat down, raise their heads up, the chicks open their beaks wide, they want tasty crumbs.
(The teacher tries to get the children to open their mouths wider.) The game is repeated 2-3 times.
"At the doctor"
Goal: To develop the articulatory apparatus of children.
Progress: The doll is a doctor. She wants to see if the children's teeth hurt.
Q: Show the doctor your teeth (the teacher with the doll quickly walks around the children and says that everyone has good teeth. Now the doctor will check if you have a sore throat. Whoever she approaches will open his mouth wide (the children open their mouths wide).
The doctor is happy: no one has a sore throat.
"Guess what it sounds like"
Goal : Continue to isolate and recognize the sounds of individual musical instruments.
Progress : The teacher shows musical instruments one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different instruments, and the children recognize what different sounds belong to.
"Recognize by voice"
Goal: To clarify and reinforce the correct pronunciation of sounds.
Progress: The teacher shows the toys and asks who it is, asks to say how it screams. The screen is closed and one subgroup of children takes the toys and takes turns speaking for their animals. Another group guesses who shouted.
“Who lives in the house? »
Goal: To reinforce the correct pronunciation of sounds. Develop children's speech breathing.
Progress: (The teacher shows a picture of a dog). Who is this? The dog barks loudly: “aw-aw.” And who is this? (children's answers) The puppy barks quietly (children repeat the sound combination 3-4 times). (The teacher shows a picture of a cat). Who is this? The cat meows loudly: “Meow-meow.” And who is this? (children's answers) The kitten meows quietly.
Let the little animals go home (the pictures are put away behind the cubes). Guess who lives in this house: “av-av” (pronounced loudly? (children’s answers) That’s right, a dog (shows a picture). How did she bark? (children’s answers).
Guess who lives in this house: “meow-meow” (pronounced quietly? How did the kitten meow?
Similarly, children guess who lives in other houses and repeat sound combinations several times.
“Who is screaming? »
Goal: To develop children's speech attention.
Progress: The mother bird had a little chick (puts out pictures). His mother taught him to sing. The bird sang loudly: “chirp - chirp” (children repeat the sound combination). And the chick answered quietly: “chirp-chirp” (children repeat the sound combination 3-4 times). The chick flew and flew far away from its mother (moves the picture of the chick further away). The bird is calling its son. What does she call him? (Children, together with the teacher, repeat the sound combination). The chick heard its mother calling him and chirped. How does he tweet? (Children say quietly). He flew to his mother. The bird sang loudly. How?
"Call Your Mom"
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: All children have object pictures with baby animals. Educator: “Who is your picture, Kolya? (chicken) Who is the chicken's mother? (chicken) Call your mother, chicken. (Peep-pee-pee) The teacher imitates the clucking of a chicken and shows a picture.
The same work is carried out with all children.
"Answer me"
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: Educator: This is a goat (showing a picture). How is she screaming? Who is her cub? How does he scream? This is a sheep (show picture). How does she bleat? And how does her baby lamb scream? etc. Pictures are displayed on flannelgraph.
The teacher hands out pictures of animals and birds to the children. The cubs are walking (children leave the tables, nibble grass, nibble crumbs. Whose mother or whose father will call the cub. He must shout - answer them - and run - put the picture next to them.
The teacher pronounces the cry of an animal or bird. The child with the cub depicted makes sounds and places the picture on the flannelgraph.
on speech development
"WONDERFUL BAG"
Goal: focus on the gender of a noun when defining an object by its characteristics.
Materials: hare, carrot, cucumber, apple, tomato, bag.
Let’s tell the children something like this: “A hare came to our kindergarten. Running bunny, what's in your bag? Can I have a look? What is this? (Carrot.) What carrot? (Long, red.) Put the carrots on the table. And what's that? (Cucumber.) What cucumber? (In the same way we take out a tomato, apple, etc.)
Now the hare wants to play with you. He hid all the vegetables and fruits in a bag. The bunny will put his paw into the bag, take a vegetable or fruit and tell you about it, and you must guess what the bunny has in his paw. Listen carefully. It is long and red. What is this? (Carrot.) It is green and long. What is this? (Cucumber.) It is round and red. What is this? (Apple.) It is round and red. What is this? (Tomato.)"
If the children answer the last two questions incorrectly, we repeat, emphasizing the pronoun in our voice: “Listen again. It is round and red. It's round and red.
Now find and put vegetables in the bag. What's left? (Apple.) Apples are fruits. Thank you, hare, for coming to us. Goodbye".
"MULTI-COLORED CHEST"
Goal: learn to focus on endings when agreeing words in gender.
Materials: chest, object pictures: egg, cookies, jam, apple, towel and other objects designated by neuter and feminine nouns, according to the number of children.
Let's put a chest with pictures on the table. We will invite the children to take out the pictures one at a time, while asking questions: “Which egg? Which
matryoshka? Etc. The interrogative pronoun agrees with the noun and helps the child correctly determine the gender of the latter.
If the pictures show 2-3 objects, the game will take on a new meaning: the child will be able to practice forming the nominative plural forms of nouns.
"TEREMOK"
Goal: focus on the ending of a verb in the past tense when agreeing it with a noun.
Materials: wooden house, toy animals: mouse, frog, bunny, fox, wolf, bear.
Let's put a tower on the carpet. We will place the animals near the tower. We will tell a fairy tale, encouraging children to take part in the telling.
— There is a tower in the field. She ran to the tower... who? That's right, mouse. (Children give hints based on the meaning of the verb and its ending.) “Who lives in the little house?” Nobody here. The mouse began to live in the little house.
A frog galloped up to the tower. Etc. In conclusion, let's summarize:
- Listen to how we say: the frog galloped, and the bunny galloped; The fox came running, and the wolf came running.
“WHAT’S MISSING?”
Purpose: to practice the formation of genitive plural forms of nouns.
Materials: pairs of objects: nesting dolls, pyramids (large and small), ribbons (of different colors and different sizes - long and short), horses, ducklings, Pinocchio, bag.
Pinocchio appears in front of the children with a bag. He says that he brought toys for the guys. Children look at toys. They call them. They put it on the table.
We comment:
- What is this? Matryoshka. Let's see what's inside the nesting doll. Another matryoshka. Place them next to each other. Vova, now take out the toy. What is this? (Pyramid.) Is there another pyramid? Etc.
- Remember what items are on the table. There are pyramids, nesting dolls, and ducklings. Pinocchio will play with you. He will hide toys, and you will have to say which toys are gone: nesting dolls, pyramids, ducklings or something else.
Three pairs of objects remain on the table: nesting dolls, pyramids, horses. Children close their eyes. We hide the nesting dolls and put ribbons in their place. (“Who’s missing?”) Then we hide the ribbons and put pyramids in their place. (“What’s missing?”) Etc. Finally, we remove all the toys and ask: “Which toys are missing?”
“WHERE ARE OUR HANDS?”
Purpose: to practice the formation of genitive plural forms of nouns.
Children sit on chairs. Let's address them, inviting them to a joke or a game with intonation:
Where are our pens? Our pens are gone! (We hide our hands behind our backs. Children do the same.) Here are our hands! (We show our hands and play with our fingers.)
- Where are our legs? Our legs are gone! (Children hide their legs under the chair.) Here are our legs! (They stomp their feet.)
- Where are our pens? What's missing? (Pens.) Here are our pens! - Where are our legs? What's missing? (Legs.) Here are our legs!
The game is repeated 2-3 times.
"LOTTO"
Purpose: to practice the formation of plural forms of nouns (in the nominative and genitive cases).
Materials: pictures depicting objects in the singular and plural (matryoshka - nesting dolls, bucket - buckets, wheel - wheels, ring - rings, etc.).
We distribute pictures to the children, keeping the paired ones. We explain the conditions of the game:
- This is a game of attention. I will show pictures. Each picture shows a toy. Anyone who has a picture with the same toys should quickly say so. For example, I have a wheel. And Vera has wheels. Faith must quickly say, “I have wheels,” or “I have many wheels.” Toys must be named.
The one who hesitates gives his picture to an adult. If the child quickly and correctly names the toy, we give our picture to him.
At the end of the game, the losers (who do not have pictures on their hands) are offered comic tasks: jump on one leg, jump high, sit down three times, etc. We come up with tasks together with the children.
"ORDERS"
Purpose: to practice the formation of imperative forms of the verbs to jump, to go.
Materials: truck, mouse, bear.
We bring a truck and a mouse and a bear into the room. We address the children:
— Do you want the mouse and the bear to ride in a truck? If you want, ask them. You have to say: “Bear, go!” You can also ask the mouse and the bear to jump: “Mouse, jump!” (Requests are accompanied by actions with toys.)
- Oleg, who do you want to ask, a mouse or a bear? What will you ask for?
The game continues until the children's interest in it runs out.
“BEAR, LEAN!”
Purpose: to practice the formation of imperative forms of the verbs lie, sing.
Materials: teddy bear (voiced toy).
A bear cub comes to visit the children. We tell you that he knows how to carry out orders. You can ask the bear: “Bear, lie down on your side... lie down on your back... lie down on your tummy.” He can also sing, you just need to ask: “Bear, sing!” (The story is accompanied by actions with the toy.)
At the request of the children, the bear cub performs various tasks. If the child finds it difficult to formulate the task, we ask leading questions: “Do you want the bear to lie down? On the tummy or on the back? Let’s say together: bear, lie down on your tummy.”
You can give the bear cub other tasks: go (down the hill), jump, dance, write a letter, etc.
"HIDE AND HIDE"
Goal: correctly use prepositions with spatial meaning in speech (in, on, about, under, before).
Materials: truck, bear, mouse.
The bear and the mouse are visiting the children again. The guests began to play hide and seek. The bear leads, and the mouse hides. We invite children to close their eyes. We say:
— The mouse hid. Open your eyes. The bear is looking: “Where is the mouse? He’s probably under the car?” No. Where is he, guys? (In the cockpit.) Look where he got into!
Close your eyes again, the mouse will hide again. (We put the mouse on the cabin.) Where is the mouse? Guys, tell the bear!
In the same way, children, together with the teddy bear, look for a mouse that is hiding under the car, near the car, in front of the car.
Games and exercises with grammatical content can be included in group lesson scenarios, or can be carried out at the request of children with small subgroups during leisure hours. You can organize games with children, with the help of which they would learn to correlate the producing and derivative words. This is done on the basis of nouns denoting animals and their young. The formation of methods of verbal word formation is closely related to form formation. It is carried out in outdoor games, dramatization games, and special didactic games.
"LOST"
Goal: match the name of the animal with the name of the baby.
Materials: toy house, animals (toys): duck and duckling, hen and chick, goat and kid, cow and calf, horse and foal.
Let's place adult animals around the room. Their cubs are on the carpet in the house. Let's invite the children to find out who lives in the house.
- Let's get a look. Quack-quack-quack - who is it? Duck? We take out the toy from the house. Is the duck big or small? Small? This, guys, is a duckling. Little duckling. And the duck is his mother. Help the duckling find his mother duck. Vasya, take the duckling. Look for the duck.
- Whose voice is this - pi-pi-pi? Who is this? (We take out the chicken.) Who is the chicken's mother? How does a chicken cackle? How does the chicken respond? Look, Olya, for the chicken, the chicken’s mother.
The rest of the characters are played out in a similar way. When all the babies have mothers, the adults and cubs are placed together. Let the children look at them, say the words: duck - duckling, hen - chicken, etc. Then the animals leave by car to visit other children.
"WHOSE'S VOICE?"
Goal: to distinguish between adult animals and young animals by onomatopoeia, to correlate the names of an adult animal and its young.
Materials: toys: mouse and little mouse, duck and duckling, frog and baby frog, cow and calf.
Animals come and visit children. The animals want to play. Children must guess whose voice they heard.
- Moo-oo - who moos like that? (Cow.) Who moos lowly? (Calf.)
Kwa-kwa—whose rude voice is this? And who croaks thinly? The frog is large and croaks in a rough voice. And her cub croaks thinly. Who is the baby frog?
The rest of the toys are played in the same way. After the game, children can play with toys. To receive a toy, the child must call it correctly (“Frog, come to me!”, “Duckling, come to me!”).
"HOUSES"
Goal: use the names of baby animals.
Materials: tray with toys: squirrels, hares, ducklings, mice, etc. - according to the number of children, building material.
We bring a tray of toys into the room. We say that children should build houses for the kids. Everyone must first decide for whom he will build a house, and correctly ask an adult: “Please give me a duckling (little squirrel).”
If necessary, you need to suggest the whole word or just the beginning and ask the child to repeat the name.
We lay out building material on the carpet. Children build houses for their animals and play.
"FRIENDLY GUYS"
Goal: to correlate the names of adult animals with the names of their babies, to activate the names of baby animals in speech.
Materials: squirrel and fox.
Let's explain to the children the content of the game:
— Now we’ll play the game “Friendly Guys.” Get into pairs. Now line up in two columns. The first column is squirrels, the second is fox cubs. Here are your houses (we place chairs at different ends of the room, on which we sit the squirrel and the fox). If you hear dance music, dance and run - frolic on the lawn. At the command “Danger!” run home to your mothers. The one who gets it together the fastest wins.
The game is repeated 3-4 times.
Plastic sketches and exercises also contribute to the activation of the names of baby animals and their correlation with the names of adult animals. For example, an adult takes on the role of a mother hen, and children take on the role of chickens. A hen with chicks walks through a clearing. Everyone is raking the grass, looking for worms, drinking water, and cleaning their feathers. At the command “Danger!” The chickens run under the wing of their mother hen.
