Speech therapy rhymes and tongue twisters speech therapy trainer (senior group) on the topic

Progress of the game

The presenter shows how to make snowflakes from sheets of paper by cutting them. After the children have made a lot of carved snowflakes, he says that the snowflakes turned out, although different, but of the same color. Then the felt-tip pen friends came and gave the snowflakes colorful dresses. The presenter asks the children to color the snowflakes.

Since the snowflakes turn out to be openwork, it is necessary that the paper be stronger. Painting movements affect the development of fine motor skills of the hands.

FOX-PATRIKEEVNA

Goal: formation of correct articulation of the jaws and perioral muscles at rest.

Material: board ( "bridge"

) or wide ribbon, small dryers or cookies.

Progress of the game

In the middle of the site, draw a large circle or place a thick cord in the shape of a circle. Inside the circle is a “swamp”

. A group of children sits along the edge of the circle, the rest sit on chairs placed on one side of the area. Together with the children sitting on chairs, the presenter recites:

Along the path, along the path

Frogs are jumping and jumping.

Kva-kva-kva,

Frogs are jumping and jumping.

Kva-kva-kva.

Children sitting in a circle jump up and down pretending to be frogs. At the end of the poem, children sitting on chairs clap their hands (scare the “frogs”

).
“Frogs”
jump into
the “swamp”
: they jump over the line and squat down, pronouncing
“kva-kva”
with a deep exhalation.

At the end of the game, the leader asks the children to stretch, raise their hands up, and look at them (inhale)

.

SOUNDS AROUND A CIRCLE

Goal: development of phonemic awareness, recognition of sounds in the context of a word and determination of their place in the name of an object.

Material: a box with small objects or cards with objects depicted on them, arranged so that when they are named, a practiced sound can be heard in them; mat, 6 boxes: 3 - green, 3 - blue.

“The use of tongue twisters in speech therapy classes.”

USING TONSE TWISTS

in speech therapy classes.

Target:

—

inform the speech therapist about the importance of tongue twisters in the development of speech of children with speech disorders.

Tasks:

1) talk about the importance of tongue twisters in the development of speech of children with speech disorders;

2) replenish the speech therapy piggy bank with text material from tongue twisters.

Plan:

1. The importance of tongue twisters in the development of children's speech.
2. Tongue twisters as a type of articulation exercise.
3. tasks of speech development for children with speech disorders, solved with the help of tongue twisters.

In preschool age, a very important process of mastering the native language, unique for the development of a child, occurs. The progress in a child’s language development in this relatively short period of life is amazing. The child learns his native language, first of all, by imitating the lively spoken speech of those around him. The treasury of the richest Russian language opens up before them in brilliant works of oral folk art. His perfect images are proverbs, riddles, fairy tales, nursery rhymes. tongue twisters - he not only hears, but repeats and assimilates.

Learning and pronouncing tongue twisters as one of the forms of Russian amusing folklore is perhaps the most interesting activity for a child.

Pronouncing and learning tongue twisters causes significant difficulties for children who are speech pathologists. This is primarily due to the imperfect functioning of their articulatory apparatus, poverty of vocabulary, lack of understanding of the meaning of words in spoken phrases (especially at an accelerated pace), and a violation of phonemic processes (mainly analysis and synthesis).

Thanks to the use of tongue twisters, important correctional, educational and educational tasks are more successfully solved, namely:

*formation of general speech skills and abilities by improving articulatory motor skills and articulatory praxis;

*improving the phonetic side of speech by correcting sound pronunciation at the stages of automation and differentiation of sounds, correcting defects in sound content and syllabic structure of words, forming the prosodic side of speech;

*enrichment and updating of the dictionary;

*development of memory, auditory attention;

*development of phonemic processes;

*

prevention of reading and writing disorders in preschool age;

*

introducing the child to the origins of Russian folk culture.
*** A bison was walking down the street, Boom and plopped down on the lawn!
- Well, tell me, what is the reason for crushing my flowering lawn? The bison asked himself, leaving that lawn. *** Sparrow - Sparrow Hovering right at the door! Floats and sings merrily. The news is probably coming! Well, sorcerer! Well, sparrow! There's a letter at the door. *** Dog ran up the stairs. The wooden house was shaking! The dog was pulling the door with his teeth. The door said: “Dog, you’re a beast!” *** The hedgehog was walking, lying under the spruce tree, the hedgehog was eating blackberries, and the hedgehog was singing to his wife about raspberries. *** The beetle buzzes: “Zhu-zhu -!” Ju-ju! Am I lying on my back buzzing? I'm supposed to buzz! But why lie there, buzzing?” *** Bunny, bunny! I got on the tram. And he sang: “I am a bunny, bunny! Since the cabbage is small, I am a stowaway stowaway!” *** Indya, Indya! Red nose! How much do oats cost in the city? The turkey was turkey-cocking, cocking like a turkey-cock, answering sparingly: - But teasing is stupid! *** Who's croaking on the roof? On the pipe? And even higher? - Kar-kar-kar! - the crow screams. - Where? Kar-kar! My crown? *** If a horse doesn’t chew, it means it’s sleeping, or maybe it’s neighing? *** Fly - buzz-zhu-ha! Fly - vo-ryu-ha! Don't spin! Don't buzz near your ear! *** Legs will wake up. Feet - put on shoes. Then they ran, and then they lay down, they were very tired, so they slept. *** Donkey, donkey, look around! Turn your face towards us! You're certainly not a goat, but you're as stubborn as a donkey! *** Down flies from the poplars, overtaking harmful flies. The wind is rushing at full speed! That's why there's fluff everywhere! *** The frame turns pink early! Rama is glad the sun is warming. On a red rowan tree, a crayfish pulled a hammock for the fish.

*** Pigs walk like pictures! All in piggy back stickers! *** So a thick pumpkin has mud. Tim touched the pumpkin quietly. The mud pumpkin crackled. Tim was very scared. *** U-ti! U-ti! Ooty! Ooty! Ooty - ooti, ​​balamuti! That’s why they’re so upset that these little ones are UTI! *** The grapes are full of grapes! There are two weeks left! The van has arranged transportation, so the grapes can be eaten fresh! *** In the hut, the pigs wash their ears AND Nyusha's pigs LAUGH! Have your ears been washed well? Have you forgotten about the heads? But because of the laughter of those pigs, the shower stopped working. *** Tsap-tsa-ra-pych-king of cats He is ready to catch mice. Only mice to Tsapsarapu are in no hurry to get on the paw. *** Chushka-Chushka-Chushka-Chushka Not an old lady among the pigs! Chushka loves chebureki, but chushka doesn’t like chebureki!

Progress of the game

Several children take part in the game. Children sit in a circle. In the center of the circle on the mat there is a box with objects and 6 boxes (green for soft sounds, blue for hard sounds)

.The letters are pasted on the boxes: n - the beginning of the word, s - the middle of the word, k - the end of the word.

Children take turns entering the circle and choosing one of the toys (cards)

.
Then, at the request of the leader, each of the children stands up, clearly pronounces the name of his toy (card with an image of an object)
and determines where he hears the sound that the leader named: at the end, in the middle, at the beginning of the word.
Then he determines its softness or hardness and places the toy (card)
in the appropriate box.

Children approve or correct the version they hear.

BEGINNING, MIDDLE, END

Goal: development of phonemic hearing - to teach children to recognize sounds and isolate them, determine the place of the sound in the name of an object.

Material: a box with various small objects whose names contain one of the sounds (for example, “m”

- and then in the box there is a castle, a gnome, a stamp, etc.).
The box is divided into three parts (n - beginning of the word, s - middle, k - end)
. As you master the game, objects are replaced with pictures.

Speech therapy exercises for preschoolers

Content

• To the sound "Zh"
• For the sound "L"
• To the sound "R"
• To the sound "CH"
• To the sounds “Кь, Къ”
• I-Y differentiation
• Tongue Twisters
• For the sounds "b, p, v, f, g, k, d, t, x"
• To the sounds "r, l, m, n"
• For the sounds "s, z, sh, zh, h, sch, ts"

To the sound "Zh"

Hedgehog with a hedgehog and a hedgehog Picking blackberries.
The red-sided fox also wants to profit. The godfather thought: Hedgehogs have a lot of needles! * * *
Rain, rain, don’t rain, Rain, rain, wait.
Let the gray-haired Grandfather reach his house. * * *
The lazy red cat lay on his stomach.
I want to eat, but I’m too lazy to toss and turn. Here he lies and waits - maybe the bowl will crawl?.. * * *

For the sound "L"

Lu-la-la we scored goals Lu-lu-lu near the windows on the floor La-la-la didn’t notice the glass Lu-lu-lu we didn’t hit the glass La-la-la only there is no glass in the window.
* * *
The mouse lived happily, Sleeping on fluff in the corner, The mouse ate bread and lard, But everything was not enough for the mouse.
* * *
Broom was sweeping the floor, Broom was very tired, He sneezed, he yawned, And quietly lay down under the chair.
* * *

To the sound "R"

One day a centipede was invited to dinner.
Bugs, insects, midges are waiting, But she is still not there. Finally the centipede appeared at the table. - I was a little late, I barely crawled. After all, such bad luck, How can I not be late? There is a notice at the entrance: “Please wipe your feet!” * * *
— Kra!
- the crow screams. - Theft! The thief sneaked in early in the morning! He stole the brooch from his pocket! Pencil! Cardboard! Traffic jam! And a beautiful box! - Stop, crow, don’t scream! Don't shout, be quiet! You can't live without deception! You don't have a pocket! - How! - The crow jumped and blinked in surprise. - Why didn’t you tell me before?! Carraul! Karrrman was stolen! * * *

To the sound "CH"

The little siskin sat in the cage, The little siskin in the cage sang loudly: Chu-chu-chu, chu-chu-chu, I'll fly away to freedom.
* * *

I-Y differentiation

I was on a hike, I beat the drum. The wolf howled in the valley. I pitchforked the ropes. The baby was very cute. He washed his hands with soap.
* * *

Sounds Кь, Къ

Kirochki, Kirushki, Girls and boys! Take care of your noses and fingers in the cold!

Mittens for the hands, felt boots for the feet! Sleds and skates are rushing along the ice path!

Cheeks are like apples, There are snowflakes on the nose, Girls and boys Jump like springs!
* * *
The cream in the pussy’s bowl has turned sour.
* * *
Near the rock, near the saklya, weasels play tag.
* * *
Fishing lines in snares, snares in fishing lines, Weasels in snares, weasels in fishing lines.
* * *
Kapka has a sticky stick, On the stick there is sticky tow.
Drops dripped from the stick, drops dripped from the tow, drops from the paw stained Kapka. * * *
The mouse has crumbs and crusts in its hole.
There are pieces of gingerbread in the mouse's pantry. The little mouse has cracklings in his mug. The mouse has mushrooms in the tub. In the mouse’s bowl there are leftovers of sourdough, and in the cellar there are cheeses and sausages. In a saucepan - dumplings, in the oven - cheesecakes. Kissel is in a bottle, coins are in a piggy bank. On the table there are bowls, forks and spoons. On the bookcase there are books about cats. In the mouse cabinet there are shirts and pants. There are hats on the hanger, and slippers on the rug. The mouse has threads and needles on the shelf, and near the stove there are matches and candles. There are hooks, chains, locks on the door... The mouse has a large surplus of supplies! * * *

Tongue Twisters

A quail and a quail have five quails.

Get up, Arkhip, the rooster is hoarse.

From the clatter of hooves, dust flies across the field.

The bull was stupid, the bull was stupid, the bull had a white lip and was stupid.

The cap is not sewn according to the Kolpakov style; the cap needs to be re-packed.

Prokop came - the dill was boiling, Prokop left - the dill was boiling, just as with Prokop the dill was boiling, so without Prokop the dill was boiling.

The parrot said to the parrot, I will parrot you, the parrot answered him - “Parrot, parrot, parrot!”

Pike have scales, pigs have bristles.

The ship was carrying caramel, the ship ran aground, the sailors spent two weeks eating caramel aground.
* * *
The wind rustles the fir trees, Our hedgehog is in a hurry to go home.
And when a wolf meets him, a click hits the hedgehog with its teeth. The hedgehog showed his needles, the Wolf ran away in fear. * * *
The hedgehog washed his ears, neck, and skin on his abdomen in the bathhouse.
And the hedgehog said to the raccoon: “Will you rub my back?” * * *
Shishiga walked along the highway, walking rustling with his pants.
The step will take a step, whisper: “Mistake”, Wiggle its ears. * * *
The cuckoo cuckoo bought a hood, put the cuckoo’s hood on, As if the cuckoo was funny in a hood.
* * *
White snow, white chalk, The white hare is also white... But the squirrel is not white - It wasn’t even white.
* * *
On a black night, a black cat jumped into a black chimney
* * *
Four little black little imps drew a drawing in black ink.
* * *
The Greek was driving across the river, he saw the Greek in the river - cancer.
He put the Greek's hand in the river, and grabbed the Greek's hand - claw! * * *

For the sounds b, p, v, f, g, k, d, t, x

1. Got a bunch of beans. 2. Vakul baba shod, and Vakul baba shod. 3. From the clatter of hooves, dust flies across the field. 4. The bull was blunt-lipped, the bull was blunt-lipped. 5. The butt is standing on the head, the cap is on the butt. A shock under the butt, a pop under the cap. 6. Cap on cap, cap under cap. 7. The big guy Vavila merrily moved his pitchfork. 8. There are bells near the stake, and a whirlpool near the gate. 9. The jackal walked, the jackal galloped. 10. Buy a pile of spades. 11. Buy a pile of fluff. 12. Fedka eats radish with vodka, Fedka eats radish with vodka. 13. A weaver weaves fabrics for Tanya scarves. 14. The water carrier was carrying water from under the water supply. 15. Our head over-headed your head, out-headed. 16. In one, Klim, stab the wedge. 17. There is a shock with a little underfoot. 18. Millet flies into Frosya’s field, Frosya takes out the weeds. 19. The crab made a rake for the crab. He gave the rake to the crab: hay, rake the crab 20. The tree has pinned needles. 21. The cuckoo bought a hood. I put on the cuckoo hood. How funny he is in the hood. 22. All beavers are kind to their own. 23. Pankrat Kondratyev forgot his jack, and Pankrat cannot lift the tractor on the road without a jack. 24. There’s a honey cake for honey, but I don’t have time for a honey cake. 25. Prokop came, the dill was boiling, Prokop left, the dill was boiling; Just as with Prokop the dill was boiling, so without Prokop the dill was boiling. 26. A sorcerer practiced magic in a stable with the wise men. 27. The bombardier bombarded the young ladies with bonbornieres. 28. Feofan Mitrofanich has three sons Feofanich. 29. The bomber bombed Brandenburg. 30. Our guest took away our cane. 31. The pharaoh's favorite was replaced by sapphire and jade. 32. Rhododendrons from the arboretum. 33. To the Habsburgs from Strasbourg. 34. The tar man was walking, but I had no time for the tar man, no time for the tar man’s wife. 35. A black grouse sat on a tree, and a black grouse with black grouse sat on a branch. 36. Brit Klim brother, Brit Ignat brother, brother Ignat bearded. 37. I praise halva.
* * *

For the sounds r, l, m, n

1. Shot for quails and black grouse. 2. In our courtyard the weather has become wet. 3. Two woodcutters, two woodcutters, talked about Larka, about Varka, about Larina’s wife. 4. Clara - the thief sneaked towards Lara. 5. The commander spoke about the colonel and about the colonel, about the lieutenant colonel and about the lieutenant colonel, about the lieutenant and about the lieutenant, about the second lieutenant and about the second lieutenant, about the ensign and about the ensign, about the ensign, but said nothing about the ensign. 6. There is grass on the grass in the yard; do not cut wood on the grass in the yard. 7. There is grass in the yard, there is firewood on the grass: One firewood, two firewood, three firewood. 8. There is firewood in the yard, firewood behind the yard, firewood under the yard, firewood above the yard, firewood along the yard, firewood across the width of the yard, the yard will not accommodate firewood. Drive the yard back to the wood yard. 9. The Elector compromised Landsknecht. 10. I reported, but didn’t finish my report, I completed my report, but didn’t finish my report. 11. The snout pig was white-nosed, blunt-nosed; I dug up half the yard with my snout, dug, dug. 12. The fellow ate thirty-three pie pies, all with cottage cheese. 13. Thirty-three ships tacked, tacked, but did not tack. 14. Karl stole coral from Clara, Clara stole a clarinet from Karl. 15. Queen Clara severely punished Charles for stealing coral. 16. Karl put the onion on the chest. Clara was stealing onions from the chest. 17. You can’t talk through all the tongue twisters, you can’t talk through all the tongue twisters quickly. 18. Mother gave Romasha whey from the yogurt. 19. Tell us about your purchases. About what about purchases. About shopping, about shopping, about your purchases. 20. We talked about Prokopovich. What about Prokopovich? About Prokopovich, about Prokopovich, about Prokopovich, about yours. 20. The cap is not sewn in the Kolpakov style, the bell is not poured in the Kolokolov style, the cap needs to be re-packed, re-capped, re-forged, re-capped. 21. The protocol about the protocol was recorded as a protocol. 22. Three priests walked, three Prokopiy priests, three Prokopievichs. They talked about the priest, about Procopius the priest, about Prokopievich. 23. I was at Frol’s, I lied to Frol about Lavra, I’ll go to Lavra, I lie to Lavra about Frol. 24. King¦eagle. 25. The courier overtakes the courier into the quarry. 26. Malanya the chatterbox chattered the milk, blurted it out, didn’t blurt it out. 27. A Ligurian traffic controller regulated in Liguria. 28. Have you watered the lily? Have you seen Lydia? Watered the lily. We saw Lydia. 29. The messenger from the galleys burned to death. 30. Thaler plate is standing. 31. Go to the army, then take the berdysh. 32. The interviewer of the interventionist interviewed. 33. Libretto by Rigoletto. 34. Our Polkan from Baikal lapped. Polkan lapped, Baikal did not shallow. 35. We ate, ate ruffs by the spruce tree. They were barely finished at the spruce. 36. Mom didn’t spare soap. Mom washed Mila with soap. Mila didn't like soap, Mila dropped the soap. 37. In the darkness, crayfish make noise in a fight. 38. Eat in the rye, but don’t rye. 39. Eagle on the mountain, feather on the eagle. A mountain under an eagle, an eagle under a feather. 40. The city of Nerl on the Nerl River. 41. On Mount Ararat, Varvara was picking grapes. 42. Your sexton will not over-sex our sexton: our sexton will over-sex your sexton, over-sex. 43. Four men walked from near Kostroma, from under Kostroma. They talked about trading, and about purchases, about cereals, and about reinforcements. 44. The sergeant with the sergeant, the captain with the captain. 45. The Turk smokes a pipe, the trigger pecks at the grain. Don't smoke a Turkish pipe, don't peck the trigger on a grain. 46. ​​But I don’t feel sick.
* * *

For the sounds s, z, sh, zh, h, shch, ts

1. Senya and Sanya have a catfish with a mustache in the entryway. 2. The wasp does not have whiskers, not whiskers, but antennae. 3. Senka is carrying Sanka and Sonya on a sled. Sledge jump, Senka off his feet, Sonya in the forehead, all in a snowdrift. 4. Osip hoarse, Arkhip hoarse. 5. He doesn’t want to mow with a scythe, he says, scythe is a scythe. 6. The net caught on a twig. 7. Seven of us sat in the sleigh ourselves. 8. Watermelons were being reloaded from body to body. During a thunderstorm, the body fell apart in the mud from a load of watermelons. 9. The waxwing plays a pipe. 10. Two rivers: Vazuza with Gzhat, Vazuza with Gzhat. 11. Sasha walked along the highway and sucked on a dryer. 12. Sasha walked along the highway, Sasha found a sachet on the highway. 13. The heron wasted away, the heron was dry, the heron was dead. 14. Scales on a pike, bristles on a pig. 15. Sixteen mice walked and six found pennies, and the smaller mice noisily fumbled for pennies. 16. Forty mice walked and six found pennies, and the smaller mice found two pennies each. 17. A quarter of a quadruple pea, without a wormhole. 18. Incident with the quartermaster. 19. Precedent with the applicant. 20. Konstantin stated. 21. The emotional Lukerya felt the unfeeling Nikolka. 22. Appreciates the flail of the mower. 23. Mower The mower mows the mower with an oblique. The mower will not mow the mower. 24. The hedgehog has a hedgehog, the snake has a snake. 25. It’s terrible for a beetle to live on a bitch. 26. Two puppies are nipping cheek to cheek at a brush in the corner. 27. The river flows, the stove bakes. 28. Tongs and pliers - these are our things. 29. The pike tries in vain to pinch the bream. 30. The train rushes by grinding: w, h, w, shch, w, ch, w, shch 31. The heron's chick clung tenaciously to the flail. 32. You even stained your neck, even your ears with black mascara. Get in the shower quickly. Rinse the mascara off your ears in the shower. Rinse off the mascara from your neck in the shower. After your shower, dry yourself off. Dry your neck, dry your ears, and don’t dirty your ears anymore. 33. There is no ring near the well. 34. The ground beetle is buzzing, buzzing, but don’t spin around. 35. The nervous constitutionalist (Proprokolokropenko) was found acclimatized in Constantinople. 36. Jasper in suede has become mossy. 37. Zyamka chewed suede, Zyamka chewed suede in the castle. 38. In the hut, a yellow dervish from Algeria rustles with silks and, juggling with knives, eats a piece of fig. 39. (Riddle) The baldness goes up the mountain, the baldness goes downhill, the baldness meets the baldness, the baldness of the baldness says: you are bald, I am bald, you will drop on the baldness, you will pick up the baldness, you will get another one. 40. Boxwood, boxwood, how tightly you are sewn.

Tags: speech therapy games rhymes poems rhymes tongue twisters for children speech development pronounce sounds pronunciation correctly child

Progress of the game

The presenter pronounces syllable rows, tapping or clapping each syllable. The child is told: “You are a cheerful parrot, and parrots repeat every word. Can you repeat after me and tap out each word with the edge of your palm? Be careful".

The child and the presenter sit opposite each other at the table. On command, the child begins to tap and repeat the syllables:

a) identical - ra-ra-ra;

b) with a change of tempo (slow - fast)

- ra-ra-ra-ra - ra-ra-ra-ra - ra-ra-ra - ra-ra-ra; ra-ra-ra-ra;

c) with increasing rows - pa - pa-pa - pa-pa-pa - pa-pa-pa-pa - pa-pa-pa-pa. It is necessary to monitor the achievement of coordination of voice and movements.

WATER

Goal: development of speech breathing (pronouncing a sound on one exhalation, drawn out, forming the correct pronunciation of the sound C.

Material: water tap, picture of children washing themselves.

Progress of the game

An adult opens the water tap and draws the child’s attention to how he “sings”

water flowing from the tap
(s-s-s)
. Then he shows a picture of children washing themselves and reads a nursery rhyme: Water, water, Wash my face, So that my eyes shine, So that my cheeks blush, So that my mouth laughs, So that my teeth bite!

The adult, together with the child, repeats the nursery rhyme 3-4 times and at the end of the game invites him to “sing”

water song
The child sings a “long song
,” that is, pronounces the sound C in a drawn-out manner.

CAPTAINS

Goal: developing the ability to combine the pronunciation of a sound with the beginning of exhalation, alternating long, smooth and strong exhalation; development of the ability to pronounce the sound F for a long time on one exhalation and repeatedly pronounce the sound P (p-p-p)

on one exhalation; activation of the lip muscles.

Material: basin with water and paper boats.

Using support diagrams when working with tongue twisters in speech therapy classes

Abstract: The essence of the experiment is to create supporting patterns when working with tongue twisters. During the analysis of a tongue twister, all words are replaced with certain symbols. These are symbols that replace words and are able to instantly restore in memory a tongue twister previously known to children (information). And most importantly, children themselves can come up with symbols and make diagrams for tongue twisters. Such tasks activate the student’s mental activity, contribute to the formation of correct sound pronunciation, enhance positive motivation and open the way to creativity.

The use of support schemes when working with tongue twisters in speech therapy classes is one of the means of developing communicative norms for communication among younger schoolchildren.

Requirements for students’ speech naturally increase in the conditions of developmental education. Everyone knows that the most important condition for the full and comprehensive development of children is good speech. If a child has correct speech and a rich vocabulary, it is easy for him to formulate and express his thoughts, his opportunities for understanding the world around him are very wide. We must not forget that good speech affects the quality and content of the child’s relationships with adults and peers.

In recent years, the number of children entering school with speech impairments, including impaired pronunciation of sounds, has been steadily increasing. But younger schoolchildren write mostly the way they speak. That is why there is a direct relationship between the quality of a child’s sound pronunciation and his orthographic literacy.

In addition, children with speech impediments tend to have low self-esteem. They are embarrassed by their speech deficiencies, react painfully to comments, withdraw into themselves, and it is quite possible that they will develop a feeling of negativism towards learning at school.

That is why the formation of correct, clear pronunciation is one of the important tasks of classes with a speech therapist.

Clear sound pronunciation is not immediately apparent to many children. Classes with a speech therapist are a long process during which the child learns many things: control the position of his organs of articulation, his pronunciation, fully perceive the speech addressed to him, analyze and compare his speech and the speech of others. Unfortunately, pronunciation defects do not disappear on their own, but in some cases self-correction of speech is possible under favorable learning conditions.

Lessons using tongue twisters

Lessons using tongue twisters will help solve the problem of students' speech purity.

What is a tongue twister? This is a specially selected phrase with a selection of sounds that is difficult to pronounce, a quickly pronounced comic saying or joke.

Tongue twisters are an excellent material for improving diction and training the pronunciation of sounds that a child already knows how to speak correctly, but still finds it difficult to pronounce complex words and phrases with these sounds.

When children practice speaking tongue twisters out loud, their speech becomes more flexible and perfect, phonemic awareness improves, their vocabulary is enriched, and attention and memory develop.

Working with a tongue twister promotes the development of proper breathing, which is of great importance for the proper development of the pronunciation side of speech: sound formation and voice formation.

Stages of working on tongue twisters

M.G. Ferman identifies seven stages of working on tongue twisters:

1. You should rewrite the tongue twister (for example, “the bull is blunt-lipped, the blunt-lipped bull, the bull’s white lip was stupid”), place emphasis in it and make its orthoepic notation: bull - tupagup, tupagub'n'kyy bull'ok, at the bull b' ate lip was stupid.
2. Slowly, clearly pronounce each word.
3. Then group the words (Bull is blunt-lipped; blunt-lipped bull; the bull has a white lip; was stupid) and pronounce each group of words very slowly, clearly and distinctly.
4. After groups of words are pronounced easily, try to speak the entire phrase in one breath.
5. Now you can repeat the tongue twister, varying its parts.
6. After you have achieved complete freedom, clarity, and ease of pronunciation, you need to speed up the tempo to as fast as possible. At the same time, carefully monitor the pronunciation of all sounds, avoiding their “blurring” and unclearness.
7. Tongue twisters should not be pronounced mechanically, but by setting yourself a specific task.

System of speech therapy work on tongue twisters

We offer you our system for working on tongue twisters.

When working with tongue twisters, we use diagrams. In creating reference diagrams, some principles formulated by V.F. are taken as a basis. Shatalov.

Among these principles we highlight:

• Conciseness,
• Variety of reference signals,
• Memorability
• Variability of speech formations.

You can work with reference diagrams in different ways.

The teacher can offer a ready-made version of the reference note, reciting after the teacher, memorizing, reproducing in writing and giving oral answers at the board. In this case, each student works with the diagram repeatedly, each time in a different form. Thus, the implementation of the Shatalov principle of multiple variable repetition is ensured.

Children themselves can also create schemes, together with the teacher, coming up with reference signals for encoding speech samples.

For example:

Grass in the yard, firewood on the grass. Don't cut wood on the grass of the yard.

Each word in the diagram is shown with a sign:

• prepositions, conjunctions, particles – V;
• Verbs - ;
• nouns - with a picture. (Appendix 1, 2,3).

Speech therapy lesson scheme

1.​ We begin the lesson by practicing proper breathing (the “raised hand” technique: hand up - inhale, hand down - exhale).

2. Slowly read the tongue twister based on the diagram.

3. Find out the meaning of the tongue twister.

4.​ We sort out incomprehensible words for children. We find an explanation of the words in the explanatory dictionary.

5.​ Please note that there are two sentences in the tongue twister.

6.​ We count how many words there are in each sentence.

7.​ We clearly pronounce in each word the sound that is repeated more often than others in the tongue twister.

8.​ We read the tongue twister in a whisper, while trying to actively work with the lips and tongue, and then loudly, with the same activity of the organs of articulation. You can pronounce the text first with closed teeth, activating the work of the lips, and then repeat phrases with open teeth, quietly, then increase the pitch of the voice.

9.​ Working with a tongue twister is aimed at practicing intonation, so we ask children to read the tongue twister in order to surprise, please, outrage, inform, warn.

10.​ We invite children to write down the tongue twister from memory in a notebook, with the obligatory check of the correctness of the recording and the placement of stress in the words.

11.​ After this, we begin to pronounce the tongue twister at a fast pace, relying on the diagram, clearly pronouncing the sounds, and then without relying on the diagram.

12.​ We give children the opportunity to practice pronouncing tongue twisters at home.

13.​ In the next lesson, we check the pronunciation of the memory tongue twister using a diagram or without it. The tongue twister is pronounced while exhaling at a fast pace 2-3 times, without hesitation.

At the first stages, short tongue twisters are taken, and then more complex ones.

When working with tongue twisters in subsequent speech therapy classes, we give the children the opportunity to come up with a diagram themselves (Appendix 4). The most important thing is that all the words of the tongue twister are depicted on the diagram. The child must see whether he pronounces all the words correctly and in the right order.

We try to give the classes a playful character. We compete to see who can say the tongue twister faster and more clearly, or who can guess the tongue twister from their lips, while the speaker will only show articulation, like in a silent movie. We suggest singing a tongue twister (lullaby, ditty, rap, pop song), pronouncing it in the voice of an animal (fox, bear, mouse), etc.

The main thing is that our joint activities bring joy to the child. Students love these activities and enjoy competing in pronouncing complex words and phrases and drawing up diagrams.

When working with tongue twisters, children develop an interest in small folklore forms.

As a result of such work in speech therapy classes, communicative norms of communication are formed:

• Correct pronunciation,
• Phonemic awareness develops
• The vocabulary is enriched,
• Speech breathing improves,
• Diction improves
• Students' thinking, attention and memory develop.

The results of the diagnostics performed at the beginning and end of the first grade:

The developed system of tasks develops the creative abilities of younger schoolchildren and allows them to become active participants in the lesson.

Applications:

Bibliography:

1. Anikin V.P. Russian folk proverbs, sayings, riddles, children's folklore. -M.: Uchpedgiz, 1957. - 240 p. 2. Anikin V.P. A step to wisdom.- M.: Children's literature, 1988.- P.175.. 3.​ Bondarenko A.A. Work on diction in primary grades // Primary school. – 1987. – N 1 4. Dal V.I. Explanatory dictionary of the living Great Russian language. T.1-4.- M., 1955. 5. Maksakov A.I. , Tumakova G.A. Learn by playing. – M., 1983. 6. Ozhegov S.I. Issues of speech culture. 7.​ Russian folk poetry / Ed. A.M. Novikova. -M.: Higher School, 1986. -135 p. 8. Savkova Z.V. How to make a stage voice. M., “Art”, 1968. 9. Ferman M.G. Diction and spelling. M.: 1964. 10.​ Folklore as a means of spiritual self-preservation of the Russian people // Integration of general and additional education / Materials of a scientific-practical conference / Compiled by: L.V. Volobueva. Barnaul: Graphics, 1998. -84 p. 11. Shatalov V.F. Pedagogical prose. - M.: Pedagogy, 1980.

Permyakova Inna Vladimirovna, teacher-speech therapist, MBOU "Lyceum of the city of Kirovo-Chepetsk, Kirov region", city of Kirovo-Chepetsk

1. Presentation: Using the salt test in speech therapy classes for primary schoolchildren
2. The use of speech therapy game aids and didactic material in individual and subgroup lessons
3. Using health-saving technologies in speech therapy classes
4. How scrapbooking helps me in speech therapy classes
5. Working on vocabulary words in speech therapy classes with children suffering from written speech disorders

( 4 liked, average score: 5.00 out of 5)

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Progress of the game

On a small table there is a bowl of water with a paper boat floating on it. The child sits on a chair and blows on the boat, pronouncing the sound F or P.

An adult invites the child to take a boat ride from one city to another, marking the cities with icons on the edges of the pelvis.

The adult explains to the child that in order for the boat to move, you need to blow on it slowly, with your lips pressed together as if to pronounce the sound F. You can blow simply - stretching out your lips with a tube, but without puffing out your cheeks. A boat in a steady wind

moves smoothly and confidently swims towards the goal.

“But then a gusty wind comes,” says the adult, “it blows unevenly: p-p-p. The child repeats and strives to drive the boat to a certain place.

The adult makes sure that when pronouncing the sound F the child does not puff out his cheeks; I pronounced the sound P 2-3 times on one exhalation and also did not puff out my cheeks. Finishing the game, the child and adult sing together:

Wind, breeze, pull on the sail! Drive the ship to the Volga River!

MAKE A FACE

Goal: formation of correct articulation of the jaws, tongue and perioral muscles at rest and during speech, coordination of movements on command.

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Monday, August 16, 2010 22:56 + to quote book

Young children often have difficulty pronouncing certain sounds. This grief ))) can be helped with the help of tongue twisters (pure twisters), as well as with the help of special exercises for the tongue. After frequent repetitions of such tongue twisters, the child’s speech will improve quite quickly. *** The hen is nimble, colorful, the duck is flat from the toe. *** The crab made a rake for the crab. The crab handed the rake to the crab: -Rake the hay with the rake, crab. *** In the meadow under the hill there lay a piece of cheese with a beautiful red crust. Forty forty in a short time. They ate the cheese. *** Tara-tara, tara-ra! Grass grows by the porch. Ay, tari-tari-tari, I’ll buy Rae litari. *** Terenty salted mushrooms - Thirty-three barrels at once, Terenty ate mushrooms - Thirty-three barrels at once. *** On the mountain near the river, buckwheat was born. *** Cook Daria has had an accident all day. *** The loafer is standing at the gate, his mouth wide open. And no one will figure out where the gate is and where the mouth is. *** A rook walks with a black rook in a vegetable garden on a ridge. *** Three woodcutters, Three woodcutters, Three woodcutters They talked about Larya, They talked about Larka, They talked about Larka’s wife. *** Polkan pushed the stick with his paw. Polkan pushed the stick with his paw. *** The cat rolled the ball of thread into the corner. The cat rolled a ball of thread into the corner. *** Mom washed Mila with soap. Mila didn't like soap. *** The Christmas tree has pins and needles. Splitting needles near the Christmas tree. *** In the winter cold, everyone is young. Everyone is young in the winter cold. *** Our regiment fell into a trap. *** The pig dug and dug, dug half a snout. *** The Turk smoked a pipe, the trigger pecked the grain: don’t smoke, Turk, the pipe, don’t peck the trigger, the grain! *** Pankrat Kondratyev forgot his jack, and Pankrat cannot lift the tractor on the road without a jack. *** Open the gate, Varvara, and chop wood on the grass in the yard. The cat lapped milk, and Vitya dipped a bun in milk. *** On Mount Ararat, Varvara was picking grapes. *** The woodpecker was pecking at the oak tree, but didn’t finish it. *** Have you washed the raspberries? They washed, but did not soap. *** The ship was carrying caramel, The ship ran aground, The sailors ate caramel aground for two weeks. *** They stomped and stomped, they stomped until they reached the poplar, they stomped until they reached the poplar, but they stomped their feet. *** Kolya stabs the stakes. Fields field flight. *** The field is not weeded, the field is not watered. The field needs to be watered, the field needs to be watered. *** Prokhor and Pakhom are riding on horseback. Prokhor and Pakhom are riding on horseback. *** Like thirty-three Yegorkas standing on a hillock. *** Larisa painted daffodils in watercolors. Natasha painted dahlias in gouache. *** Roma was afraid of the thunder. He roared louder than thunder. From such a roar the thunder hid behind a hillock. *** The beavers are going into the pine forests. Beavers are kind, beavers are cheerful. *** Greek rode across the river. He sees a Greek - there is a cancer in the river. He stuck the Greek's hand into the river. Cancer for the hand of a Greek - DAC! *** Tell me about the purchases About what purchases About purchases, about purchases, about my purchases *** Yegor walked through the yard Carrying an ax to repair the fence *** The jackdaw sat on the fence The rook started a conversation with her *** There is grass in the yard, there is firewood on the grass. Don't cut wood on the grass in your yard. *** Osip is yelling, Arkhip is not far behind - Who will out-shout who? Osip is hoarse, Arkhip is hoarse. *** There is firewood in the yard, firewood behind the yard, firewood under the yard, firewood above the yard, firewood along the yard, firewood across the width of the yard, the yard will not accommodate firewood. Eject the firewood back to the wood yard. *** Agrafena and Arina have dahlias growing. *** It’s a hassle to catch a cunning magpie, And forty forty is forty hassle. *** Large grapes grow on Mount Ararat. *** Three magpies chattered on the hill. *** Valerik ate dumplings, and Valyushka ate cheesecake. *** Karl stole corals from Clara, and Clara stole a clarinet from Karl. *** Klim arrived from Klin to Crimea. *** The radish rarely grew in the garden bed, the garden bed was rarely in order. You can’t talk through all the tongue twisters, you can’t talk through all the tongue twisters quickly. Shot for quails and black grouse. *** Ivan the blockhead chattered milk, but didn’t blurt it out. SOURCE this will also be interesting Tongue twisters for children starting with the letter B Speech therapy exercises - tongue twisters and poems for children starting with the letter Z Speech therapy classes with children - tongue twisters starting with the letter R and L (l) Pure twisters for children for the development of speech - starting with the letter C Tongue twisters for the development of correct diction starting with the letter F Tongue twisters for improving diction and speech development in children and adults starting with the letter H Tongue twisters for developing diction starting with the letter W The most complex tongue twisters Speech therapy exercises for the language for children, in pictures Speech therapy exercises. By the age of 4-5, a child should pronounce all sounds correctly. Funny physical exercises in verses and pictures POSTERS FOR CHILDREN (alphabet, etiquette, numbers, DD rules, etc.) in high resolution

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children diction speech development speech tongue twisters pure twisters

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Progress of the game

The presenter says: “The clock has hands that go in a circle all the time. At the same time, the hour hand moves very slowly, the minute hand moves faster, and the second hand moves very quickly.

So our tongue must learn to move in a circle, like the hands of a clock. To do this, you need to open your mouth and make circular movements with your tongue along the inner walls of the upper and lower lips from left to right and vice versa.”

Children do exercises on command: “Like a clock hand - slower; like a minute - faster; like a second - even faster."

The presenter needs to ensure that the mouth is constantly open and the lower jaw remains motionless.

CAREFUL RADIO OPERATOR

Goal: development of a sense of rhythm, formation of speech breathing