Games for the development of speech breathing in the middle and senior groups. Exercises for developing proper speech breathing Exercises for developing speech breathing

Elena Volkova

Consultation for educators.

Subject.

Goals: introduce the types breathing, options exercises for speech development breathing, demonstrate clearly - gaming aids made by hand.

There are two types breathing: physiological (vital) and speech.

Physiological breath happens unconsciously, reflexively. Thanks to physiological breathing gas exchange takes place. Inhale and exhale through the nose. The time spent on inhalation and exhalation is approximately the same.

And speech breath happens consciously manageable, inhale and exhale through the mouth, exhalation is much longer than inhalation, because as we exhale we pronounce sounds, words, phrases, etc.

Therefore, children need to be taught to coordinate their mouth and nose. breath.

Work on speech development breathing held in the next sequences:

1. Without speech.

A game "Blow out the candle".

Make a mock-up light from thin red paper.

Take a breath. On signal: "quiet breeze" slowly exhale onto the candle flame so that it deviates but does not go out. By signal: "strong wind" extinguish the candle with a sharp exhalation.

2. Based on vowel sounds.

A game "Snowstorm".

On signal: "The blizzard has begun", children be quiet they're buzzing: “u-u-u-...” By signal: "strong blizzard" children loud pronounce: "Uh-uh...", By signal: "The blizzard is over" fall silent. Speech signals can be accompanied by hand movements.

3. Based on consonant sounds.

As you exhale, pronounce consonants in onomatopoeia subjects:

Water flows from the tap: “ssss...”, the mosquito rang “z-z-z...”, the snake hisses “sh-sh-sh...”, the beetle is buzzing “w-w-w...”, the tiger growls “rrrr...”.

4. Based on the material of syllables.

A game "Watch".

Standing, legs slightly apart. Swinging straight arms back and forth, pronounce: Tick-tock...

5. Based on words.

A game "Days of the week" (months, seasons).

Say each line on one exhalation.

Monday;

Monday Tuesday;

Monday Tuesday Wednesday;

Monday Tuesday Wednesday Thursday;

Monday, Tuesday, Wednesday, Thursday, Friday.

6. Based on sentences and phrases.

A game "Sasha loves".

Inhale and repeat as you exhale, and add the name of the toy and say the phrase on one exhale. ( "Sasha loves the pipe", I show you another toy, and you complete the phrase with this word, etc.

Breathing exercises in a playful way.

Speech development breathing plays a big role in the development of correct speech. Breathing exercises develop long, uniform exhalation in children, form a strong air stream through the mouth. Evoking positive emotions such exercises increase the child's interest in breathing exercises, which also contribute to the development of creative imagination and fantasy.

Consistency must be followed exercises(we keep count to ourselves): inhale (nose) 1-3, pause-1, exhale (mouth)- 1- 6. Shoulders should not rise when inhaling, exhalation should be purposeful (do not puff out your cheeks). To avoid dizziness, duration exercises 3-4 times. Repeat four times a day.

It can also be used visually - gaming means for developing long, uniform exhalation in children, formation a strong air stream through the mouth, which is easy to do with your own hands.

"Feed the gluttonous fruit", "Feed the dog a bone" used to develop a targeted exhalation (i.e., we inhale and on one exhalation we try to blow foil balls, foam bones, etc. into the hole)

"Insects", "Seasons"- used to regulate the strength and duration of exhalation, i.e. we inhale and on a short exhalation we inflate snowflakes, droplets, butterflies, etc. Then on the second inhalation we lengthen the exhalation, on the third exhalation it is even longer.

Sample poetic texts for the manual "Seasons".

"Snowfall"

I collected a lot of snowflakes

It became a light breeze.

If you try really hard,

Snowflakes will scatter together.

"Leaf Fall"

I collected a lot of leaves,

It became a light breeze.

If you try really hard,

The leaves will scatter together.

"Good weather"

The sky is frowning in the morning

We need to help the sun,

I will become a breeze

Go clouds away

Take the rain with you."

You can use containers with water.

Benefit "Ships"- we blow through a straw or without it. Used to develop targeted exhalation.

Sample poetic texts.

"Boats"

Bank - left,

Bank - right,

The boat is a crossing.

We will transport any cargo,

We'll put everything where we need it.

(we transport cargo by boat from one shore to another)

"Ice drift"

My ship is strong.

He has the character of a lion.

The ice floes boldly pushes apart

And he swims everywhere.

(The ship must sail from one shore to another and not collide with "iceberg" from foam plastic.)

"Shells"

We have wonderful shells,

Let's play now.

Let's blow them away together

Decorate the bottom of the sea.

(Lay out shells in front of a container of water. The child’s task is to blow them into the water and decorate the seabed.)

"Ducklings"

Ducklings learn to swim

With mother duck on the pond.

I'll help them guys -

I'll push you with the breeze.

(children help the ducklings swim to the mother duck).

For breathing exercises, to develop a targeted exhalation, cereals can also be useful (semolina, peas, etc.)

"Millet"

There's something hidden at the bottom

But I can't see it yet.

I'll blow on the millet

And I’ll say what’s there, friends.

(Glue a picture to the bottom of a shallow container, pour in cereal. The child’s task is to inflate the millet from the middle and see the picture and name it. Select pictures taking into account the automation of sounds).

A person needs physiological breathing for gas exchange; it occurs involuntarily. Inhalation and exhalation occur sequentially, at equal intervals.

Normal breathing is not enough for speech. To read aloud or monologue, you need a large volume of air, a respiratory reserve and economical expenditure. These processes are controlled in the respiratory center of the brain. At first, consciousness and will are necessary for the development of speech breathing. Then speech breathing becomes organized and involuntary.

• Nasal breathing

Nasal breathing

Correct breathing is breathing through the nose. Breathing through the mouth is harmful and can lead to diseases of the tonsils, respiratory system, and thyroid gland.

Nasal breathing ventilates the lungs, has a beneficial effect on the blood vessels of the brain, and protects the lungs and throat from dust and cold air.

Breathing exercises are used in the treatment of runny nose, pharyngitis, laryngitis, bronchitis, neuroses, and bronchial asthma. Breathing training helps correct speech defects. Proper nasal breathing is a good prevention of many diseases, the main condition for the proper development of speech and voice.

The main thing in doing exercises to develop breathing

In speech breathing, the sequence is as follows: short inhalation, pause, long exhalation. The sound is produced when you exhale. Therefore, to develop voice and speech, it is important to improve long exhalation and use air correctly. Correct speech breathing needs to be trained.

Breathing exercises for children are carried out in three stages:

• Strengthening the intercostal, abdominal muscles and diaphragm to form mouth breathing.
• Separation of nasal and oral exhalation in children.
• Improving speech breathing.

Basic rules when performing exercises to develop speech breathing:

• Classes should be carried out in a ventilated room.
• Duration of classes is 5-10 minutes.
• The pace of training and the amount of exercise should be measured. It is important that the child does not get tired. It is better to add one new exercise per day.
• You need to make sure that the child does not take a big breath and does not strain his neck and shoulders.
• It is necessary to teach the child to feel the movements of the abdominal muscles, intercostal muscles, and movements of the diaphragm.
• Proceed to the next stage of exercises only if the child completes this stage correctly.
• You can monitor your oral exhalation using a piece of paper held to your lips or cotton wool placed on your hand.

Exercises to strengthen muscles and create a long exhalation

Lower costal breathing. If the child has physiological thoracic breathing (superior clavicular breathing), then using the imitation method, you need to connect the lower costal breathing. To do this, place your palm on the child’s tummy, just above the waist. And place the child's hand on your stomach. The child will imitate and breathe like you.

"Full belly." In this exercise, you learn to inhale a lot of air so that your tummy becomes round, like a ball. You need to exhale slowly and smoothly. Do the exercise 3 times a day, 10-15 times.

Exercise to separate nasal and oral exhalations

If the child breathes correctly and calmly through his nose with his mouth closed, you can proceed to the following exercises.

The purpose of these classes: to teach the child to feel the difference in the direction of the air stream.

Alternate smooth exhalations through the mouth, then through the nose.

• First try breathing through your nose with your mouth wide open.
• Close your right nostril with your finger, inhale and exhale. Change nostril.
• Inhale through your mouth, exhale through your nose. Then inhale through your nose, exhale through your mouth

Jerky exhalations through the nose or mouth.

• You need to inhale through your nose and exhale intermittently, in bursts through your mouth.
• Inhale and exhale intermittently with your mouth wide open.
• Inhale through your nose, exhale forcefully through the corner of your mouth.
• You can alternate jerky and smooth exhalations.

Exercises to develop speech breathing

At this stage, you need to learn how to distribute your exhalation during a conversation, and then draw in air. The exercises consist of dividing the exhalation into several parts of equal volume of air.

Exercise using syllables. Syllables of consonants and vowels must be pronounced in one breath, evenly, loudly, abruptly. The number of syllables in the exercise can be gradually increased.

Exercise with pronouncing phrases. Take a deep breath. As you exhale, count out loud, counting forward or backward. You can name the seasons, names of months, days of the week.

Exercises for developing breathing for children with additional air. These exercises are needed in order to learn how to replenish your air supply during pauses without your interlocutor noticing. Use counting rhymes, tongue twisters, and poems for the exercise. The child must first learn the text. Then tell it, taking in air after each line. Place the child's palm on the chest to control breathing.

Exercises to develop breathing and voice

These exercises are needed to develop a strong, ringing voice and smooth pronunciation. They develop the child’s auditory control and voice skills. Ear training is needed to distinguish the sound of musical instruments. Vocal strength training is needed to be able to use your voice loudly, moderately or quietly.

Game exercises:

"We're walking up the stairs." Syllable combinations must be pronounced by lowering and then raising the voice. The hand, together with the voice, rises up and down.

“What kind of animal is this?” Onomatopoeia for dog and puppy, duck and ducklings, sheep and lamb, cow and calf, hen and chickens, goat and kid.

Phonetic exercise. Sounds, words, syllables, phrases must be pronounced, changing the pitch and strength of the voice, intonation.

1. Choose a comfortable position (lying, sitting, standing), place one hand on your stomach, the other on the side of your lower chest. Take a deep breath through your nose (this pushes your stomach forward and expands your lower chest, which is controlled by both hands). After inhaling, immediately exhale freely and smoothly (the abdomen and lower chest return to their previous position).
2. Take a short, calm breath in through your nose, hold the air in your lungs for 2-3 seconds, then exhale long, smoothly through your mouth.
3. Take a short breath with your mouth open and, with a smooth, drawn-out exhalation, pronounce one of the vowel sounds (a, o, u, i, e, s).
4. Smoothly pronounce several sounds on one exhalation:

Aaaaa
aaaaaaoooooooo
ahhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh

5. Count on one exhalation up to 3-5 (one, two, three...), trying to gradually increase the count to 10-15. Make sure you exhale smoothly. Count down (ten, nine, eight...).

6. Read proverbs, sayings, tongue twisters in one breath. Be sure to follow the instructions given in the first exercise.

The drop and the stone are chiseling.
They build with their right hand and break with their left.
Whoever lied yesterday will not be believed tomorrow.
Toma cried all day on a bench near the house.
Don't spit in the well - you'll need to drink the water.
There is grass in the yard, there is firewood on the grass: one firewood, two firewood - do not cut wood on the grass of the yard.
Like thirty-three Egorkas lived on a hillock: one Egorka, two Egorkas, three Egorkas...
I wonder how many Egorkas you can get on one exhale?

7. Read the Russian folk tale “Turnip” with correct inhalation during pauses.
Turnip.
Grandfather planted a turnip. The turnip grew very, very big.
Grandfather went to pick turnips. He pulls and pulls, but he can’t pull it out.
Grandfather called grandma. Grandma for grandpa, grandpa for the turnip, they pull and pull, but they can’t pull it out!
The grandmother called her granddaughter. Granddaughter for grandma, grandma for grandfather, grandfather for turnip, they pull and pull, they can’t pull it out!
The granddaughter called Zhuchka. The bug for the granddaughter, the granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip, they pull and pull, they can’t pull it out!
Bug called the cat. Cat for Bug, Bug for granddaughter, granddaughter for grandmother, grandmother for grandfather, grandfather for turnip, they pull and pull, they can’t pull it out!

The cat called the mouse. Mouse for the cat, cat for the Bug, Bug for the granddaughter, granddaughter for the grandmother, grandmother for the grandfather, grandfather for the turnip, pull and pull - they pulled out the turnip!

All subsequent exercises given in this article are designed to be performed taking into account the described speech breathing technique.

Psychological exercises for voice development.

You can develop your voice with these exercises, just as you can develop your muscles through exercise. As a result, the timbre of your voice will change, your voice will develop and become lower and more euphonious, its range will expand, pronunciation will become clearer, modulations will be more expressive, and expressiveness will be more convincing. The additional effect of exercise will be expressed in the activation of your strength. It is best to perform these exercises regularly, and in the morning, because this will charge you with energy for the whole day. Not only will you develop a more pleasant voice, but your overall well-being will greatly improve. As your voice develops, your personality will also improve.

1. Stand in front of a mirror. Exhale, then inhale and say each sound until you have enough breath. So, take a breath and begin:

Iiiiiiiiiiight
uhhhhhhhh
aaaaaaaaaa
ohhhhhhhhhhhhhhhhhhhhh
uuuuuuuuuuu

This sequence is not random; you start with the highest frequency sound - “i”. If you place your palm on your head, you will feel a slight vibration of the skin. This is evidence of more intense blood circulation. Pronouncing the sound "e" activates the neck and throat area, you can feel this by placing your hands on your neck. Pronouncing the sound “a” has a beneficial effect on the chest area. When pronouncing the sound “o”, the blood supply to the heart increases, and exercise with the sound “u” has a positive effect on the lower abdomen. Say all the sounds slowly one after the other three times. If you want the timbre of your voice to be lower, and your voice to be deeper and more expressive, then pronounce the sound “u” repeatedly throughout the day.

2. Now you need to activate the chest and abdomen area, and to do this you need to pronounce the sound “m” with your mouth closed. Do exercises on the sound “m” three times. Once very quietly, the second time - louder and the third time - as loud as possible so that the vocal cords tense. When you place your palm on your stomach, you will feel a strong vibration.
Particular attention should be paid to the sound "r", as it helps improve pronunciation and gives strength and energy to the voice. In order to relax your tongue, carry out preliminary preparations: raise the tip of your tongue to n*censored* behind your front upper teeth and “growl” like a tractor. So, exhale, then inhale and start “growling”: “rrrr”. After this, say the following words expressively and emotionally with an emphatically rolling “r”:

Role steering wheel ring ruble rhythm rice carpet cook fence cheese product grass wing lilac frost, etc.

3. “Tarzan Exercise,” in addition to being a way to develop the voice, is a preventive measure against colds and myocardial infarction. Stand up straight, exhale, then take a deep breath. Make fists with your hands. Make loud “eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeees” sounds and simultaneously pound your chest with your fists, just like Tarzan did in the famous movie.

Now do the same exercise with sounds:
uhhhhhhhh
aaaaaaaaaa
ohhhhhhhhhhhhhhhhhhhhh
uuuuuuuuuuu

At the end of the exercise, you will notice how your bronchi are cleared of mucus, how your breathing becomes free, how you are charged with energy. Clear your throat thoroughly and get rid of everything unnecessary! This exercise should be performed only in the morning, as it has a stimulating and activating effect.

4. Indian yogis are known for their deep, beautiful voice, which is achieved with the help of this simple exercise.
Stand up straight and place your feet shoulder-width apart, take several calm breaths in and out, then draw air into your stomach and make one sharp exhalation, accompanied by the sound “Ha-a.” The exhalation should be complete, and the sound should be as loud as possible (echo in neighboring houses). In this case, you can slightly bend your body forward.

After several weeks of training using the proposed method, compare your current voice with the previous one, which you recorded on a voice recorder, and you will be convinced that the timbre of your voice has changed, and your voice as a whole has improved significantly, because now it has acquired greater suggestive power, which means that the outgoing your charismatic radiation became more intense, you began to speak more convincingly and have a stronger impact on the world around you.

As a result of such training and performing the described exercises, not only your voice, but also your thoughts become calmer and deeper. The deeper and lower the voice, the deeper it settles in the consciousness, the more impression the spoken words make, and thanks to this you begin to speak not just differently, but much better. Due to this, everything that worries and worries you recedes and then disappears altogether. So never stop working on your voice and then you will never stop working on your personality.

Working on diction.

Diction means a clear, clear and distinct pronunciation of all sounds of the native language with their correct articulation with a clear and intelligible pronunciation of words and phrases. Clear and clear pronunciation of words is ensured through the correct articulation of each sound, and, above all, the ability to open the mouth freely and wide enough during speech, because with a poorly opened mouth, sounds are pronounced as if through teeth.
Articulation is also controlled at a subconscious level, like voice formation, so it is advisable to first of all understand the reasons why you have poor diction and reprogram them using techniques already known to you. The situation for reprogramming can be formulated something like this: “I have poor diction”, “I speak slurred”, “I burr”, “I incorrectly pronounce (can’t pronounce) the sound “L” (sounds “R”, “Z”, "S", "F" or others in accordance with your feelings.)". The reasons for poor diction are most often self-deprecating thoughts like “It’s my job to keep quiet” or “There are no Ciceros in my family,” which are reprogrammed quite simply.
After reprogramming the subconscious, diction, as a rule, improves significantly, and special exercises are used to further develop the mobility of the lower jaw muscles and the ability to open the mouth wide enough during speech.

Exercises to develop mobility of the lower jaw.

1. Freely lower your lower jaw until there is a two-finger gap between your teeth.

2. Silently, protractedly (with one exhalation) pronounce the vowel sounds:

Aaaaaaaaaaaaaa
Yayyyyyyyyyyyyyyyyyyy (the distance between the teeth is two fingers);
ohhhhhhhhhhhhhhhhhhhhhhhhhhhh
eeeeeeeeeeeee (the distance between the teeth is one finger);
iiiiiiiiiiii (mouth slightly open).

Aaaaaaaaaaaaa
Yayyyyyyyyyy
o
yeeeeeeeeeeeeeeeeeeee
iiiiiiiiiiii

4. Pronounce several vowel sounds together and drawn out on one exhalation:

Aaaaaaaaaaaaaaaaaaaaaaaaaaaaand
ahhhhhhhhhhhhhhhhhhhhhhhhhhhhhh
aaaaaaaaand
iiiiiiiiiight
ohhhhhhhhhhhhhhhhhhhhhhh
ahhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh!
i
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa

Make sure that when pronouncing sounds, the mouth opening is sufficiently full.

5. Say proverbs, sayings, tongue twisters that are rich in vowel sounds that censor the wide opening of the mouth. For example:

Small, but smart.
Two of a Kind.
I found a scythe on a stone.
Know the edge, don't fall.
Like the fisherman, like the fish.
A rolling stone gathers no moss.
The snake has a bite, the hedgehog has a hedgehog.

6. Read the poem, clearly pronouncing the sounds a, z:

The sky was already breathing in autumn,
The sun shone less often,
The day was getting shorter
Mysterious forest canopy
With a sad noise she stripped herself,
Fog lay over the fields,
Noisy caravan of geese
Stretched to the south: approaching
Quite a boring time;
It was already November outside...
A. Pushkin
While performing the exercises, make sure that the lower jaw drops freely downwards; at first, pronounce vowel sounds with a little emphasis.

Exercises to develop lip mobility.

With sluggishness and insufficient mobility of the lips, the clarity and clarity of the pronunciation of many vowels and consonants suffers. So, to pronounce the sounds u, yu, the censorship is to stretch your lips forward in a tube, for the sounds o, e, round your lips, and for the sounds s, z, stretch your lips in a smile. To develop lips, it is useful to use the following exercises:

1. Stretch your lips into a smile without exposing your teeth.
2. Stretch your lips in a smile with your teeth exposed and your mouth closed.
3. Pull your lips tightly closed forward (as when whistling).
4. Pull your lips forward in a tube shape.
5. Alternate between pulling your lips into a tube and stretching them into a smile.
6. Lift your upper lip, exposing your upper teeth, then lower your lower lip, exposing your lower teeth.
7. Pronounce vowel sounds in a drawn-out manner (first without a voice, but with emphasized articulation, then with a voice):

Aaaaand (lips stretched into a smile);
oooooh (oval lips);
uuuuu (lips like a tube).

8. Say consonant sounds (first silently, then with voice):

Ssssss, zzzzzz (lips stretched in a smile);
shhhhhhh, zhzhzhzhzh (lips extended forward in an oval shape).

9. Pronounce several sounds in a continuous and drawn-out manner on one exhalation:

Eeeeeeeee (the lips are first stretched, then take the shape of a tube);
uuuuiiiiii (lips change from a tube shape to a smile shape);
ooooooooooo (rounded, tube, smile);
ahhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh;
ssssssshshshsh (when pronouncing a sound the lips are stretched, when pronouncing w they are extended forward);
zzzzzzzhzhzhzh (when pronouncing z, stretch your lips, when pronouncing w, stretch your lips forward).

10. With lips tightly closed, form an explosion when pronouncing the sounds p, b (dad, baba, bagel, cereal, drum, stick).

11. Strengthen the precision and clarity of the pronunciation of sounds in the words willow, game, iron, lesson, scrap, perch, donkey, spinning top, lawyer, south, hedgehog, tree, Irina, institute, incubator, emerald, shelter, snail, fishing rod, sensation, ophthalmologist, equipment, juice, castle, wheel, hat, school, beetle, belly, drying, sun, iron, folder, drum, broom, bicycle, apron, sweatshirt, jacket.

When pronouncing words, watch the position of your lips in front of the mirror.

12. Read proverbs, sayings, tongue twisters. Make sure that your lips are positioned correctly and that your words and phrases are pronounced clearly.

Stand for each other and you will win the fight.
You will learn from the smart, and you will unlearn from the stupid.
Cabbage loves water and good weather.
The wasp does not have whiskers, not whiskers, but antennae.
Wolves prowl, looking for food.
The Christmas tree has pins and needles.

13. Read the story aloud and make sure that your lips take an active part in pronouncing sounds and words.
Bells.
I really love these simple flowers - cheerful bells. You will come out of the forest into an unmown meadow overgrown with tall grass and gasp with joy - so many different flowers flaunt, similar to a festive round dance. All over the green meadow, daisies are turning white, dandelions are turning yellow, and peas are blooming. And above all, and most cheerfully, are the purple bells. From the light breath of the warm summer wind, the bells sway, bow, and silently ring, joyfully welcoming the guest. All summer long, the familiar and lovely flowers of our meadows and forests bloom, bells ring silently.

Exercises to develop the muscles of the tongue.

The tongue takes an active part in the formation of most speech sounds. The clarity of speech largely depends on its work. Particular difficulties arise when pronouncing words with a combination of consonants, when it is necessary to quickly switch the movement of the tongue from one position to another. To strengthen the muscles of the tongue, improve its mobility and switchability, before using exercises in pronouncing sounds, words and phrases with a combination of consonants, clearly practice the following movements.

1. Stick your tongue out and move it left, right, up, down.
2. Stick your tongue out and make circular movements from left to right, then vice versa - from right to left.
3. With your mouth open and your tongue slightly protruding, make it wide, narrow, and cup (the tip and sides are slightly raised).
4. Using a slightly raised, tense tip of the tongue, “brush” the upper teeth from the outside and inside, in the direction from the inside of the teeth to the outside and vice versa.

Monitor the correct execution of movements using a mirror. Make sure that all tongue movements are performed easily and freely, without much tension.

Exercises in clearly pronouncing consonant sounds in syllables.

Read the syllables:

1. pa, po, pu, py, pe, pya, pyo, pyu, pi, pe, ta, then, tu, you, te, cha, te, tyu, ti, te, sa, so, su, sy, se, xia, seo, siu, si, se, zha, zho, zhu, zhi, zhe;
2. ap, op, up, ip, ep, at, from, ut, yt, et, as, os, us, ys, es, ash, osh, ush, ish, esh

Exercises in clearly pronouncing words with a combination of consonant sounds.

Read aloud words with a combination of two, three and four consonant sounds: entrance, invest, luggage, tourist, map, flowerbed, service, tail, brush away, snatch, collect, roach, stamp, pimple, swaggering, platoon, swim, weave, set , move, spark, feed, canvas, look, grotesque, breast, cover, moment, smooth, tetanus, smooth out, tetanus, trunk, hawk, fires, sprats, emerge, open, health resort, fight, meet, overseer, uniform, warning , metro builder, colander, wandering, transcription.

Exercises in the clarity and clarity of pronunciation of sounds and words in phrasal speech.

To practice the precision and clarity of pronunciation of consonant sounds and words, it is useful to use tongue twisters, which are built on a combination of consonant sounds that are difficult to pronounce. Reading tongue twisters should begin at a slow pace, while clearly pronouncing each word and each sound. Gradually increase the pace, but make sure that the clarity of pronunciation does not decrease.

Prokhor and Pakhom were riding on horseback.
The jackdaw sat on a stick, the stick hit the jackdaw.
From the clatter of hooves, dust flies across the field.
The bull's white lip was blunt.
The water truck was carrying water from the water supply system.
Fenya has a sweatshirt, Faya has shoes.
On seven sleighs, seven people sat in the sleigh themselves.
The chick's chick clung tenaciously to the chain.
Prokop arrived - the dill was boiling. Prokop left - the dill was boiling. Just as dill was boiling under Prokop, dill was boiling without Prokop.
Mother gave Romasha whey from the yogurt.
The bee buzzed and the spider buzzed.
Scales on a pike, bristles on a pig.
The cap is not sewn in the Kolpakov style, the cap should be re-packed, but the cap should be re-packed.
There is grass in the yard, there is firewood on the grass: one firewood, two firewood - do not cut wood on the grass of the yard.
The ships tacked and tacked, but did not tack.
You can’t talk through all the tongue twisters, you can’t talk through all the tongue twisters quickly.

Say small tongue twisters in one exhalation. Maintain the smoothness and consistency of their pronunciation.
Further consolidation of good diction is carried out by reading poetic and prose texts aloud. At the same time, at first it is necessary to continue to monitor the work of the lips, tongue, lower jaw, the clear pronunciation of vowel sounds (stressed and unstressed), the clear pronunciation of consonants, but do not allow their pronunciation to be amplified or emphasized.
Each exercise is practiced until it can be performed easily and freely, without much tension.
When working on diction, it is necessary to take into account the correct use of speech breathing and voice. So, when pronouncing tongue twisters, it is necessary to correctly convey their content, pause appropriately, and get air in a timely manner.
Classes to practice good diction are held daily for 10-15 minutes. The transition to the next exercise is carried out only after the previous one has been worked out quite clearly.

Development of speech breathing

I. DEVELOPMENT OF PHYSIOLOGICAL BREATHING

Target: goal: coordination of oral and nasal breathing, development of the lower costal type of breathing with the active participation of the diaphragm.

1.Inhale and exhale through the nose

Inhale - deep, exhale - long, smooth.

Options. Inhale normally - exhale with an imitation of a groan. Inhale through one nostril and exhale through the other. Inhale in jerks - exhale normally. Inhale normally - exhale in bursts. Inhale with pushes - exhale with pushes. Inhale normally - exhale with intensification at the end.

2.Inhale through the nose, exhale through the mouth

If you cannot exhale through your mouth, pinch your nose with your fingers.

Options. Inhale normally - exhale with an imitation of a groan. Inhale through one nostril and exhale normally. Inhale in jerks - exhale normally. Inhale normally - exhale in jerks. Inhale in bursts - exhale in bursts. Inhale normally - exhale with intensification at the end.

3.Inhale through the mouth, exhale through the nose

To control, you can hold a mirror, cotton wool, or a strip of paper to your nose or mouth.

Options. Inhale normally - exhale with an imitation of a groan. Inhale normally - exhale through one nostril. Inhale normally - exhale in jerks. Inhale in jerks - exhale normally. Inhale in bursts - exhale in bursts. Inhale quickly - exhale slowly.

4.Inhale and exhale through the mouth

If the exercise fails, pinch your nose with your fingers.

Options. Inhale normally - exhale with an imitation of a groan. Inhale in jerks - exhale normally. Inhale normally - exhale in jerks. Inhale in bursts - exhale in bursts. Inhale normally - exhale with intensification at the end.

5.Combined breath

Hold your breath, exhale through your nose.
Hold your breath, exhale through your mouth (slightly open).

II. DEVELOPMENT OF SPEECH BREATHING

Stage 1.

Games and exercises for the development of speech breathing without speech

Target. Development of a long, smooth exhalation, activation of the lip muscles.

1. "Flower".

Inhale and hold your breath, smell the flower (inhale the aroma).

2. “Dandelion” - (carried out in the fresh air).

Pick a dandelion, blow on it so that all the fluff flies off the first or third time.

3. “Know by smell”.

Find out apple, juice, cologne, etc. by smell, first with open eyes, then with closed ones.

4. “Candle” (“Blow out the candle”).

Take a breath. At the “Quiet Breeze” signal, slowly exhale onto the candle flame so that it deviates but does not go out. At the signal “Strong wind”, blow out the candle with a sharp exhalation (instead of a real candle, you can offer a model of a candle with a “light” made of thin red paper, a flashlight, a table lamp (children blow, a speech therapist turns off the lamp), a model of a house with “lights on in the windows” ( children blow - “the light goes out”).

5. "Bonfire".

The speech therapist places in front of the children a picture (or model) of a fire made from strips of thin paper. Children are encouraged to “fan the dying fire” by inhaling through their nose and exhaling slowly through their mouth.

6. “Whose ship (steam locomotive) hums longer?”

Give each child a clean bottle (a cap from a felt-tip pen, syringe, etc.) To make it buzz, lightly touch the edge of the bottle with your lower lip. The stream must be strong. Blow for a few seconds.

7. “Don’t wake the toy.”

Children move at a calm pace to music in four-beat time. On the first and second beats - two short steps and inhale through the nose, on the third and fourth beats - stop; long exhale.

8. “Warm your hands.”

Children inhale through their nose and blow on their “chilled” hands, exhaling smoothly through their mouth.

9. "Sultan".

You invite children to blow for a long time on a plume made of strips of paper or colored feathers on a stick, on colored brooms, on the tails of birds or horses, on the fins of fish, on the “tails” of girls, etc.

10. “The leaves are rustling”.

Children are offered strips of thin green paper, cut into leaves and attached to a “branch.” At the signal “A breeze has blown,” children gently blow on the leaves so that they deviate and rustle.

11. "Checkbox".

Children are invited to blow on a flag, first made of thin colored paper, and then of thicker paper.

Bird figures made of thin paper are placed at the very edge of the table. Two children sit down - each opposite their own bird - and, at a signal, blow on it. You need to move the birds along with one exhalation. The rest of the children are watching: whose bird will fly away further (slide across the table)?

13. “Roll the pencil.”

Children are asked to inhale through their nose and, exhaling through their mouth, roll a round pencil (a cotton ball or foil ball, a syringe cap, a spool of thread, etc.) over a smooth surface.

14. “Tube”.

Children are asked to blow through a short tube onto finely chopped pieces of paper, cotton wool or foil balls, etc., roll a spool of thread, a syringe cap and other objects by blowing on them through the tube. The task is made more difficult by increasing the distance from the tube to the object.

15. "Rolling water."

Children are asked to blow into a water bottle through a straw. The exhalation should be smooth and long - then the water will bubble for a long time and evenly.

16. “Blowing soap bubbles.”

Whose bubble will fly longer?

17. “Snowflakes are flying.”

Snowflakes cut out of thin paper (butterflies, birds, feathers, beads, pieces of cotton wool, small toys, acrobat figures, etc.) are attached to strings. At the signal “Snowflakes are flying,” children are asked to blow on them for a long time. Under the influence of a strong exhalation, the snowflakes “catch up” with each other.

18. “Butterflies.”

“Green meadows” with multi-colored butterflies cut out of thin paper are laid out in front of the children. Butterflies are attached to the “clearing” with thin threads. You can only blow on a butterfly with one exhalation. At the signal “The red butterfly has flown,” children blow on red butterflies, etc.

19. “Who hid behind the curtain?”

Children are invited to blow for a long time on a “curtain” made of thin paper attached to a stand - open the curtain and see who is hiding behind it.

20. “Who will score more goals?”

Children blow balls - balls of cotton wool (foil) - into the football goal.

21. “Pull the car into the garage”.

Children use a short straw to blow paper cars into their garages.

22. "Sea racing".

Children use a short straw to blow on paper boats, competing to see whose boat will win the race or land on shore first. You can blow on plastic toys floating in water, or on “boats” - halves of a walnut with a sail.

23. “Turntables.”

Children are invited to blow on a pinwheel made of paper, cardboard or plastic. The size of the turntable, shape and number of blades may vary.

24. “Inflate the toy.”

Children are encouraged to inflate rubber inflatable toys, balloons, taking in air through their nose and slowly exhaling it through their mouth into the hole of the toy.

25. “Physical education whistles.”

Whose whistle will blow longer?

26. “Harmonica.”

Stage 2.

Target. Practicing extended exhalation through the mouth while simultaneously pronouncing vowel sounds.

Instructions for implementation.Inhale through the mouth - quickly, pause, exhale slowly while pronouncing vowels, first in a whisper, then loudly.

1 . Pronunciation of a vowel sound while exhaling(2-4 times): a, o, y, s, e(whisper, voice).

2. Pronunciation of two vowels in one exhalation(2-4 times): a -e, o -u, and –s, e- and(whisper, voice).

3. Pronunciation of three vowels in one exhalation(2-4 times): a-e-o, o-u-i, o-u-a, o-e-s, a-u-o(whisper, voice).

4. Pronunciation of four vowels in one exhalation(2-4 times): a-e-o - u, a-o-u-e, o-u-a-i, a-o-u-e(in a whisper, in a voice).

5. Pronunciation of a vowel series in one exhalation in a whisper, in a voice.

6. Pronunciation of a vowel series on one exhalation with a change of tempo in a whisper, voice.

7. Pronunciation of vowels in onomatopoeiasmusical instruments - the trumpet is buzzing: oo-oo-oo-oo;

subjects – Lala doll is crying: wa-wa-wa; the steamer hums: ooo-oo-oo-oo;

to animals - the bear roars: a-a-a; hungry wolf: ooh;

natural phenomena -the wind (blizzard) howls: oooh;

people - the girl cries: ah-ah.

8. "Echo". Children are divided into two groups. The first group, together with the speech therapist, loudly pronounces vowel sounds(ah, oh, uh) or vowel combinations(ay, wa, oa, ui). The second group (“Echo”) quietly repeats them. Then the groups change roles.

9. "Blizzard". In front of the children is the plot picture “Blizzard”. At the signal “The blizzard has begun,” the children hum quietly: uh-uh. At the signal “Severe Blizzard,” children say loudly: U-U-U. At the signal “The blizzard is subsiding,” children gradually reduce the strength of their voices. At the signal “The blizzard is over,” they fall silent. Speech signals can be accompanied by hand movements: horizontal movement - children speak quietly, hands up - strengthening the voice, hands down - decreasing the strength of the voice.

10. "In the forest." Children are offered pictures “Children in the forest”, “A boy got lost”, “Train”, which the speech therapist uses in the storytelling process. The children went into the forest. The boy Petya found a big mushroom and said: “Oh-oh-oh!” What does Petya say?(Children repeat for a long time.)Petya was walking through the forest, looking for mushrooms, and got lost. Petya began to shout: “Ay ay ay!” Let's help Petya.(Children repeat.)The guys heard Petya and ran to him. The guys picked a lot of mushrooms. And then they took the train home. The train was buzzing: “Oooh!”(Children repeat.)

11. "Aukanye." The speech therapist tells the children: “Imagine that you came to the forest to pick flowers. Some have gone far. We need to call them, talk to them(forms his hands into a mouthpiece and pronounces the word “ay”).”The speech therapist divides the children into two groups. The first group says aw quietly, and the second, located far away, is loud, drawn-out.

Stage 3.

Target. Practicing extended exhalation through the mouth while simultaneously pronouncing consonant sounds.

Instructions for implementation.The pronunciation of consonants occurs in one exhalation, first with silent articulation, then loudly. The speech therapist should ensure that the child correctly imitates the desired sound and encourage the length of the exhalation. (Mark time by counting.)

1. Pronunciation of voiceless consonants in one exhalation: f, s, w, x.

2. Pronunciation of two consonants in one exhalation: f - s, s - w, w - s, x - f, etc.

3. Pronunciation of three consonants in one exhalation: f - s - sh, etc.

4. Pronunciation of four consonants in one exhalation: f-s-sh-h, etc.

5. Pronunciation of consonants in onomatopoeias subjects (the phone rang: z-z-z-z-z; the tractor roars: r-r-r-r-r; the pump pumps: sh-sh-sh-sh-sh-sh; the balloon deflates: s-s-s-s-s; The locomotive releases steam: sh-sh-sh-sh-sh; water flows from the tap: s-s-s-s); animals (the mouse rustles: sh-sh-sh-sh-sh; the tiger growls: r-r-r-r-r; mosquito (wasp) flies: z-z-z-z-z; the beetle buzzes: w-w-w-w-w; the snake hisses: sh-sh-sh-sh-sh; the angry dog ​​growls: r-r-r-r); natural phenomena(the forest is noisy: sh-sh-sh-sh-sh; The blizzard (wind) howls: v-v-v-v-v); people (“don’t make noise” - shhhhh).

6. "Trumpeter".

Sitting, exhaling slowly, say loudly: pf-f-f. Repeat 4-5 times.

7. “The porridge is boiling.”

Sitting, one hand lies on the stomach, the other on the chest. Drawing in your stomach - inhale, sticking out your stomach - exhale. Exhaling, say loudly:f-f-f-f-f (3-4 times).

8. “On the horizontal bar.”

Standing, feet together, hold a gymnastic stick in both hands in front of you. Raise the stick up, rise on your toes - inhale, lower the stick back onto your shoulder blades - long exhale. Exhaling, say:f-f-f-f-f (3-4 times).

9. "Hedgehog".

Sitting on the mat, legs together, emphasis on the hands behind, bend your knees and pull them to your chest - slowly exhale at the sound f-f-f-f-f. Straighten your legs - inhale(4-5 times).

10. “The geese are hissing.”

Feet shoulder-width apart, arms down. Lean forward while simultaneously moving your arms to the sides - back (bend your back, look forward) - slowly exhale at the sound sh-sh-sh-sh-sh, straighten up - inhale(5-6 times).

11. “The ball burst.”

Spread your legs slightly, lower your arms down. Raising your arms to the sides - inhale. Clap in front of you - exhale slowly at the sound sh-sh-sh-sh-sh (5-6 times).

12. "Pump".

Stand straight, legs together, arms along your body. Inhale (while straightening) and exhale while simultaneously tilting the torso to the side and pronouncing a sound s-s-s-s-s (arms slide along the body)(6-8 times).

13. “The wind is blowing.”

Children dance in a circle. The speech therapist accompanies the movement with a story: “In the morning, the children go to kindergarten. The sun is shining. A quiet breeze is blowing: v-v-v-v-v(pronounced quietly).How does the quiet breeze blow?(Children stop and repeat quietly: v-v-v-v-v.)In the evening the children go home. Came to a house. And suddenly a strong wind blew: V-V-V-V-V(pronounced loudly).How does the strong wind blow?(Children repeat loudly.)

Stage 4.

Target . Training in extended exhalation through the mouth while simultaneously pronouncing syllables.

Instructions for implementation. Pronouncing the syllables first in a whisper, then loudly in one exhalation. Exercises can be accompanied by hand movements. The technique of building up syllables is used, i.e. first one syllable is given, then two, three, etc.

1. Repeating syllables with the same vowels and the same consonants:pa, pa-pa, pa-pa-pa, pa-pa-pa-pa;

Pap, pap-pap, pap-pap-pap, pap-pap-pap-pap;

Ana, ana-ana, ana-na-na, ana-ana-ana-ana.

2. Repeating syllables with the same vowels and different consonants:ta-pa, ti-pi, to-po;

Ta-pa-va, ti-pi-wee, to-po-vo;

Ta-pa-va-ka, ti-pi-vi-ki, to-po-vo-ko.

3. Repeating syllables with different vowels and the same consonants:pa-pu, pa-pa-pu-pu, pa-pa-pa-pu-pu-pu;

Pa-no, pa-po-pu, pa-po-pu-py;

Pa-no, pa-po-pa-pu, pa-po-pa-pu-pa-pi;

Pa-po-po, pa-po-pi, pa-po-pa, pa-po-po;

Pa-po-po-po, pu-pi-pi-pi, po-pu-pu-pu, pe-pe-pe-pe.

4. Repeating syllables with different vowels and different consonants:pa-pa-ta, pa-pa-to, pa-pa-tu, pa-pa-boo;

Pa-to-tu-pi, pa-to-tu-ti, ta-po-pu-ti, ta-to-pu-pi;

Pa-to, pa-to-too, pa-to-too-poo.

5. Pronouncing syllables in onomatopoeia:

musical instruments(drum: tam-tam-tam, bell: ding-ding-ding, pipe: doo-doo-doo);

objects (hammer knocks: knock-knock-knock, car honks: beep, beep, beep, the clock goes: tick-tock, tick-tock, the scythe mows: whack-whack-whack, takes a photo with the camera: chick-chick-chick);

animals (cat: meow-meow-meow, chicken: co-co-co, goose: ha-gaga);

natural phenomena(water drips: drip-drip-drip, water gurgles: glug-glug-glug);

people (bitten by a wasp: oh-oh-oh).

6. "Watch".

Standing, legs slightly apart, arms lowered. Swinging your straight arms back and forth, say: tick tock.

7. "Rooster".

Stand up straight, arms down. Raise your arms to the sides, then pat them on your thighs. Exhaling, say: ku-ka-re-ku.

8. "Locomotive".

Walk around the room, alternately performing movements with your hands and saying: Chug-chug-chug.

9. "Partisans".

Standing, stick (gun) in hands. Walk with your knees high. On 1-2 - inhale, at 6-8 - exhale while pronouncing the word hush-sh-sh-she.

10. "Lumberjack."

Feet shoulder-width apart, arms along the body. Raise your clasped hands up - inhale, lower down - slowly exhale while pronouncing the word uhhhhhhh.

11. “Catch the ball.”

Standing, hands with the ball raised up. Throw the ball forward from your chest. Say, exhaling, long uhhhhhh (5-6 times).

12. "Grow big."

Stand straight, legs together, raise your arms up, stretch well, rise on your toes - inhale, lower your arms down, lower your entire foot - exhale. Exhaling, say: uhhhh (4-5 times).

Standing with your feet shoulder-width apart, hold the stick behind your back at the level of the lower corners of your shoulder blades. Tilt your torso to the sides, while bending, exhale, say: tuuuuuuuuuuu (3-4 tilts in each direction).

14. “The geese are flying.”

Walk slowly for 1-2 minutes. Raise your arms to the sides - inhale, arms down - exhale, say: goo-oo-o-o.

15. “At the Zoo”.

The speech therapist asks them to remember who the children saw at the zoo, shows pictures of animals and birds, asks them to name them and say how they scream - the tiger growls: rr-r, the crow croaks: kar-rr, kar-rr, the hedgehog snorts: fr-, fr-r, the magpie chatters: tr-tr-tr, etc.

16. "Ladder".

On the board in front of the children is a picture or a model of a ladder. As the game progresses, the speech therapist places a figurine of a specific animal on each crossbar. Children reproduce onomatopoeia by changing the pitch and strength of their voice. “There is a ladder in the yard. There are five steps on it. A large dog jumped onto the bottom step and barked.(children say in a low and loud voice: aw-aw-aw).The cat jumped onto the second step and meowed.(children say in a quieter and higher voice: meow-meow-meow).A rooster jumped up onto the third step and crowed loudly(children say in a loud and high-pitched voice: ku-ka-re-ku).A beetle flew to the fourth step, sat down and buzzed(children say in a low and quiet voice: w-w-w).A mosquito sat on the fifth step and sang its song(children say in a quiet and high voice: z-z-z).”

17. “Who is this?”

The speech therapist holds in his hand several pictures of animals. The child draws out one picture so that the other children do not see it. He imitates the animal's cry and its movements, and the other children guess what animal it is.

Stage 5.

Target. Training in extended exhalation through the mouth while simultaneously pronouncing words while changing the strength and pitch of the voice.

Instructions for implementation.The words are pronounced in one breath. The extended exhalation increases gradually.

The pronunciation of words can be accompanied by conducting, i.e. movements of the hand in time with the pronunciation.

1. Pronouncing a series of words on one exhalation:dad, dad, bye; dad, bye, bale; pack, bye, pile, peak etc.

2 . Listing the days of the week (speak each line in one breath):Monday; Monday Tuesday; Monday Tuesday Wednesday etc.

3. List of month names:January; January February; January February March etc.

4. List of seasons:winter; winter spring; winter, spring, summer; winter spring Summer Autumn.

5. "Floors".

Children are asked to imagine that they are walking up the floors, saying: “1st floor, and 2nd floor, and 3rd floor,” etc. Who will rise higher?

6 . "Let's call the animals."

The speech therapist shows pictures of animals and offers to call them. Children call animals, pronounce interjections or animal names. For example, a cat: Kitty Kitty Kitty; cow: Mike, Mike, Mike; puppy: Ball, Ball, Balletc. They call the animals affectionately, kindly, invitingly, repeating the words many times.

7. “Who follows whom or what?”

The speech therapist selects objects and toys (three or four), places them on the table, offers to look at them and say what is behind what. Children name objects, listing them in one breath. Then the order of items changes, some are added or removed. Children pronounce the names of objects in groups or one at a time (with one exhalation).

Game option.

Pronouncing objects from memory, what was behind what, in one breath.

8.Counting exercise.

I.p. - stand up, turn your shoulders, keep your head straight, put one hand on the diaphragm, the other on the ribs (for control). Take a deep breath while counting 1-2 (to yourself), holding your breath for a count 1 (to yourself), exhale smoothly on a count 1-10 (aloud). Then take in air and continue counting until 15, pick up again and count to 20, 25, 30. (You must count calmly, evenly, without lowering your voice, so that there is always a supply of air in your lungs.)

Stage 6.

Target. Training in extended exhalation while simultaneously pronouncing a phrase.

Instructions for implementation.Each sentence is spoken together, in one breath. Pronunciation may be accompanied by hand movements. To complicate the task, each time you need to offer longer phrases.

1. Pronouncing a phrase with gradual complication.

The speech therapist conducts a conversation based on the plot picture and pronounces a short phrase. The first child repeats the phrase, adding one word to it, the second - another, etc. The phrase should be pronounced in one breath.

The speech therapist says a short phrase: “Sasha loves” and offers a toy. The child repeats the phrase, adding the name of the toy: “Sasha loves the pipe.” The speech therapist offers another toy. The child repeats the phrase, adding one more word: “Sasha loves the pipe and the ball,” etc.

"Flowers" . The speech therapist puts a bouquet of flowers familiar to the children in a vase. The children call them. Then they take turns smelling a flower and, with one exhalation, pronounce the given
phrase. The phrases gradually become more complex. For example: “The rose smells. Rose smells very good. Red rose smells very good.”

1. Answers to questions.

(Full answers are pronounced in one exhalation.)

What day of the week is it today? (Today...)

What day of the week is tomorrow? (Tomorrow...)

What day of the week was yesterday? (Yesterday...)

How many days are there in a week? (There are seven days in a week: Monday...)

What is the first month of winter? (The first month of winter is December.)

What is the second month of winter? (Second...)

What is the third month of winter? (Third...)

How many winter months are there in total? (Only three winter months: December...)

(Work is carried out similarly on speech material about other seasons.)

Elena Oreshonkova
Exercises for the development of speech breathing, speech hearing and articulatory apparatus in children

Exercises for developing speech breathing in children, speech hearing and articulatory apparatus

1. Exercises for developing speech breathing

The source of the formation of speech sounds is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose to the outside. Correct speech breathing ensures normal sound production, creates conditions for maintaining normal speech volume, strictly observing pauses, maintaining fluency of speech and intonation expressiveness.

1) "Blow the Balloon"

Target: – prolonged pronunciation of the consonant sound F on one exhalation.

Invite the kids to play this game: standing on the carpet, spread your arms wide to the sides - you get a ball, then pronounce the sound F for a long time, at the same time bringing your hands in front of you - the ball deflates. At the end, hug yourself by the shoulders - the balloon has deflated.

- Let's play marbles! Divorce arms to the sides - like this! These are how big the balls turned out. Suddenly a small hole appeared in the balloon and it began to deflate. Air comes out ball: F-F-F! The balloon is deflated!

Remind children to breathe in more air while the balloon is inflated, and then gradually breathe it out, pronouncing the sound F. You cannot get air.

2) "Snake"

Target: development of correct speech breathing– prolonged pronunciation of the consonant sound Ш on one exhalation.

Invite the kids to play with snakes. The game is played on the carpet.

- Let's play snakes! The snakes have come out of their holes and are basking in the sun. Snakes hiss: “SH-SH-SH!”

Remind children to take a deep breath and hiss for a long time. During prolonged pronunciation of the sound Ш, you cannot take in air.

3) "Pump"

Target: development of correct speech breathing- prolonged pronunciation of the consonant sound S on one exhalation.

Invite the kids to play with pumps. The game is played on the floor and is accompanied by movements that simulate inflating a wheel using a pump.

How many of you like to ride a bike? What about by car? Everyone loves it. But sometimes the wheels of cars and bicycles get punctured and deflate. Let's take the pumps and pump up the wheels - like this! "S-S-S" - the pumps are working!

An adult shows the movements of the pump and explains that you should inhale more air while the pump is working, and then gradually smoothly breathe it out, pronouncing the sound S. You cannot take in air while pronouncing the sound. The pump can continue to operate after a pause when the child takes another breath. It is necessary to ensure that children do not overexert themselves while playing.

4) "Funny song"

Target: development of correct speech breathing- pronouncing several identical syllables on one exhalation - LA-LA.

The teacher brings a doll or matryoshka doll and invites the children to sing a funny song with it.

– Today the doll Katya came to visit us. The doll dances and sings song: “LA-LA-LA! LA-LA-LA!” Let's sing together with Katya!

While singing, make sure that children pronounce three syllables in a row on one exhalation. Gradually, you can learn to sing longer songs on one exhalation - 6-9 syllables in a row. Make sure children are not overtired.

5) "Happy Journey"

Target: development of correct speech breathing- pronouncing several identical syllables on one exhalation - BI-BI, TU-TU.

Offer the kids an active game.

– Which of you likes to travel? Raise your hands who rode in the car. Now raise your hands who rode the train. Let's play cars - the car is driving and honking “BEE-BEE!” Now let's turn into trains - "TU-TU!"

Show how the car drives - walk around the room, turning the imaginary steering wheel. Imagining a train, rotate your arms bent at the elbows forward and backward.

Make sure that children pronounce two syllables in a row on one exhalation. Gradually, you can learn to pronounce more words in one exhalation. syllables: BI-BI-BI! TU-TU-TU-TU! Make sure children are not overtired.

6) "Sounds Around Us"

Target: development of correct speech breathing- singing the vowel sounds A, O, U, Y in one exhalation.

An adult invites children to play such a game.

In the world around us we hear a variety of sounds. How does a baby cry? "A-A-A!" But as the little bear sighs when does his tooth hurt? "OOO!" Airplane in the sky buzzing: "UHHH!" And the steamboat on the river buzzing: "Y-Y-Y"! Repeat after me.

Adult pays attention children for that that each sound should be pronounced for a long time, on one exhalation.

2. Exercises to develop speech hearing

Speech(phonemic) hearing is the ability to perceive and distinguish hearing sounds(phonemes) native language, as well as understand the meaning of various combinations of sounds - words, phrases, texts. Speech hearing helps differentiate human speech by volume, speed, timbre, intonation.

1) Exercise"Zainka"

Target: Teach recognize children to whom the spoken phrase belongs. To carry out this exercises Children choose a driver and blindfold him with a thin handkerchief. Next, each child in turn, changing his voice, says poem: “Bunny, bunny, bunny bunny, come to me for tea, I’ll get a samovar. But first, guess who called you, find out!” Those children whose voice is recognized by the presenter become presenters themselves.

2) Exercise"Bear"

Target: learn children identify a friend by their voice.

For this exercises choose a driver who is given a teddy bear (you can take any other toy). Next, the children sit in a small semicircle, and the leader sits a little away from them and turns his back to them. Next, one of children by secret command the teacher calls teddy bear: “Mishenka, come.” The driver must guess who called the bear, turn around and approach that child, growl at him like a bear.

Exercise“Memorize and repeat the words”

Target: Promote the accumulation of vocabulary and, as a result, memory development.

For this game, forfeits are prepared; these can be either stars cut out of paper, flags, etc. Before you start exercises Children are given several pieces of forfeits. Then the teacher explains to the children the course of the game. The game begins. The teacher pronounces several words in a row (5-6 words, and the children must repeat them in the same sequence as the teacher called them. If the child makes a mistake when repeating, that is, swaps them or forgets them completely, then this is already considered a loss and The child, in order to continue to stay in the game, gives away one of his forfeits.The child who has the most forfeits left wins.

3) Exercise"Be careful"

Target: Expand words knowledge children and learn to correctly identify an object with its action.

The teacher explains to the children the course of this exercises: when he says incorrectly, then there is no need to raise your hands, otherwise it will be considered a mistake. Children sit on chairs, calm down and begin to listen carefully to the teacher. The teacher sits opposite children like that so that it can be seen by everyone. And he begins slowly at first, clearly pronouncing each phrase, pronounce: "Car rides" (children raise their hands). Further: “The crow flies, the dog barks, etc.” Then the teacher begins to “get confused” For example: “The cow barks, the horse flies, etc.”, here the children who listened carefully should not raise their hands, since the phrase is not correct. When children learn how to carry out this exercises, it can be complicated, i.e. be the leader and offer it to the guys.

4) Exercise"Hot Cold"

Target: Teach children use concepts more accurately "hot" And "cold".

To carry it out children they sit in a semicircle on the floor (on the carpet, and give them a ball. Children must roll the ball on the floor to each other. In this case, the child who sends the ball speaks: “Cold”, this means that the child to whom the ball was sent can calmly take it with his hands. And if a child says the word “hot,” then you cannot touch the ball with your hands.

3. Exercises for the development of the articulatory apparatus.

1) "Spatula"

The mouth is open, a wide, relaxed tongue rests on the lower lip.

One two three four five,

We're going, let's go for a walk,

Let's take all the spatulas and go to the sandbox.

I have a shoulder blade -

Wide and smooth.

2) "Cup"

The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.

Do you like to drink tea?

Then don't yawn!

Open your mouth

Put the cup down.

3) "Strelochka"

The mouth is open. The narrow, tense tongue is pushed forward.

Open your mouth wider

And push your tongue forward.

One two three four five -

We will follow the arrow.

4) "Tube"

The mouth is open. The lateral edges of the tongue are curved upward.

Pull the tongue forward

Yes, bend its edges.

How good is it?

Our tube is a tube!

5) "Fungus"

The mouth is open. Suck your tongue to the roof of your mouth.

Like a real wild mushroom, the tongue rose and stuck.

And mushrooms grow in the forest,

They are very tasty.

We put the tongue like a fungus and got it out.

We went for a walk in the forest

And collect mushrooms.

Dynamic tongue exercises

1) "Watch"

The mouth is slightly open. The lips are stretched into a smile. With the tip of the narrow tongue, alternately reach at the teacher’s count to the corners of the mouth.

We open our mouth wider,

Come on tongue forward

Left, right,

Tick ​​tock

The time is right on the clock.

We open our mouths wider,

We direct the tongue to the right.

We open even wider,

We direct the tongue to the left.

Left - right, left - right,

Tip of the tongue, keep up with us.

Tongue and this way and that,

This is the clock hanging.

We walk: tick-tock, tick-tock.”

We take every step.

Very definitely we are going,

We never fall behind.

2) "Snake"

The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.

What's on the bench?

This is our snake.

Thin, lingering

And so important.

3) "Swing"

The mouth is open. With a tense tongue, stretch alternately to the nose and chin, or to the upper and lower incisors.

We sang songs today

And swung on the swing

The tongue swayed too.

Show me how? It seems.

Up - down, up - down,

Tongue, don't be lazy!

Get your chin out

And don't forget about your nose!

Above the house

On the swing

We took off.

4) "Hide the candy"

Mouth closed. With a tense tongue, rest on one or the other cheek.

One - I see candy behind my right cheek,

Two - I see candy behind my left cheek,

Three - I don’t see any candy!

We reach out to the buffet; we need to hide some candy.

5) "Coil"

The mouth is open, the tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper lateral teeth. Wide tongue "rolls out" forward and retracts into the depths of the mouth.

My name is reel

But I'm not your toy.

Threads are dangling at me

sew up all of your pants.

6) "Horse".

Suck your tongue to the roof of your mouth and flick your tongue. Click slowly and firmly, pulling the hyoid ligament.

Clack - clack - clack!

We all said

how the horses galloped.

Here the horses galloped,

Tongue, cluck with us.

Hey, where's the smile?

Teeth and "sticky".

7) "Harmonic"

The mouth is open. Using the wide tip of the tongue, like a brush, we move from the upper incisors to the soft palate.

Antoshka has an accordion.

Play for us a little.

Exercises on the pronunciation of individual sounds С – Сь

When pronouncing the sound correctly "With" the lips take the position of the next vowel, the teeth are brought together, the tip of the tongue rests on the lower incisors, the back of the tongue is curved, a groove is formed in the middle of it, along which exhaled a stream of air is directed to the incisors. When pronouncing a soft sound "With" the back of the tongue is more curved towards the hard palate and the entire tongue is tense; the tip of the tongue rests more firmly on the incisors.

They gave Sanya a pacifier,

He sits quietly with us.

3 – з When pronouncing sounds "z", "z"" articulatory structure is the same that when pronouncing sounds "With", "With"", only the vocal folds are closed and vibrate, the voice.

Near the forest behind the ravines.

The snake crawled in zigzags.

Ts Sound "ts" formed as a result of the rapid fusion of sounds "T" And "With" ("ts").

Our Vasily is a great guy,

Ate a pickled cucumber.

When pronouncing a sound "sh" parts articulatory apparatus occupy the following position:

-lips slightly pushed forward;

– the tip of the tongue is raised to the palate, but does not touch it, forming a gap;

– the lateral edges of the tongue are pressed against the upper molars, without letting the stream pass along the edges exhaled air.

Grandma Natasha whispers:

“Don’t be naughty, grandson Pasha!”

There is a car on the highway -

Her tire got punctured.

G When pronouncing a sound "and" position speech organs the same that when pronouncing a sound "sch", only the vocal folds are closed and vibrate, the voice sounds.

A beetle circles over the grass

And it buzzes, buzzes, buzzes.

3 – F Under the green under the bush

The hedgehog is building a house for himself.

H Sound "h" formed as a result of the rapid connection of a stop sound "th" followed by slit "sch".

Piglet and Winnie the Pooh

Draw a clear circle.

Sound "sch" sounds like a long sound "sh", while the lips are pushed forward, the tip of the tongue is raised, as when pronouncing a sound "sh", and forms a gap, the root part of the tongue is raised.

The frost stings our cheeks,

It stings the forehead and stings the nose.

When pronouncing a sound "l" The position of the lips depends on the subsequent vowel pronounced. The upper and lower incisors are located at a slight distance from each other. The tip of the tongue rests on the upper incisors or gums. The lateral edges of the tongue do not meet the molars, as a result of which passages remain on the sides for exhaled air. The root part of the tongue is raised, due to which the tongue takes the shape of a saddle.

Soft sound "l" differs in articulation from solid themes that it is not the root part of the tongue that rises, but the middle part of its back.

The cat laps milk

His belly became round.

When pronouncing a sound "R" The position of the lips depends on subsequent sounds. There is some distance between the upper and lower teeth. The tongue takes the shape of a spoon. Its lateral edges are adjacent to the upper molars, and the anterior edge (Tip of the tongue) raised to the alveoli, comes into contact with them and vibrates under pressure exhaled air.

Soft sound "R" differs in articulation from the hard one by additionally lifting the back of the tongue towards the palate and moving it slightly forward.

Roma was happy today -

He went with his dad to the parade.

Lara was walking in the meadow

And I lost my Panama hat.