Games for the tongue (training of the articulatory apparatus). " Swing". Mouth open, lips in a smile

"Happy tongue"

Development of articulatory motor skills

The correct pronunciation of sounds is ensured due to the good mobility of the organs of articulation, which include the tongue, lips, lower jaw, and soft palate. Accuracy, strength and differentiation of the movements of these organs develop in the child gradually, in the process of speech activity. In a child with a general underdevelopment of speech due to underdevelopment or brain damage, the mobility of the organs of the articulatory apparatus is impaired.

Work on the development of the mobility of the organs of the articulatory apparatus takes place in the following areas:

· carrying out a differentiated massage of the facial and articulatory muscles;

· carrying out work to combat salinity;

· performing articulatory gymnastics.

Articulation gymnastics

Work on the development of the main movements of the organs of the articulation apparatus is carried out in the form of articulation gymnastics. The goal of articulatory gymnastics is to develop full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.

It is necessary to carry out articulation gymnastics daily so that the skills developed in children are consolidated.

When selecting exercises for articulation gymnastics, one must follow a certain sequence, go from simple exercises to more complex ones. It is better to spend them emotionally, in a playful way.

Of the two or three exercises performed, only one can be new, the second and third are given for repetition and consolidation. If the child performs some exercise not well enough, new exercises should not be introduced, it is better to work out the old material. To consolidate it, you can come up with new game techniques.

The articulatory gymnast is performed while sitting, since in this position the child has a straight back, the body is not tense, the arms and legs are in a calm position.

The child must see the adult's face well, as well as his own face, in order to independently control the correctness of the exercises. Therefore, a child and an adult should be in front of a wall mirror during articulation gymnastics. Also, the child can use a small hand mirror (approximately 9x12 cm), but then the adult should be in front of the child facing him.

The work is organized as follows:

1. An adult talks about the upcoming exercise using game techniques.

2. Shows its implementation.

3. The child does the exercise, and the adult controls the execution.

An adult conducting articulatory gymnastics should monitor the quality of the movements performed by the child: accuracy of movement, smoothness, pace of execution, stability, transition from one movement to another. It is also important to ensure that the movements of each organ of articulation are performed symmetrically in relation to the right and left sides of the face. Otherwise, articulatory gymnastics does not achieve its goal.

In the process of doing gymnastics, it is important to remember to create a positive emotional state in the child. You can not tell him that he is doing the exercise incorrectly - this can lead to a refusal to perform the movement. Better show the child his achievements (“You see, the tongue has already learned to be wide”), cheer (“Nothing, your tongue will definitely learn to rise upwards”). If the child has salivation during the exercises, then the following exercises are recommended before articulation gymnastics:

1. The child is explained the need to swallow saliva.

2. Carrying out a massage of the masticatory muscles that interfere with the swallowing of saliva.

3. Calling passively and actively chewing movements, ask the child to tilt his head back, so there is an involuntary desire to swallow saliva; can be supported by a request.

4. The child is invited to chew solid food in front of the mirror (cookies are possible), this stimulates the movements of the masticatory muscles and leads to the need to make swallowing movements, it can be reinforced with a request (thus, involuntary movements turn into arbitrary ones).

5. Arbitrary closing of the mouth due to passive-active movements of the lower jaws. At first passively: one hand of the speech therapist is under the child's chin, the other is on his head, by pressing and bringing the child's jaws closer together - the "flattening" movement. Then this movement is done with the help of the hands of the child himself, then actively without the help of hands, with the help of a count, a command.

Articulation gymnastics for the development of lip mobility

Work on the development of lip mobility begins with preparatory exercises:

· make the child laugh (involuntary stretching of the lips);

· smear lips with sweet (“licking” - raising the tip of the tongue up or down);

· bring a long lollipop to your mouth (pulling the child's lips forward).

After evoking involuntary movements, they are fixed in an arbitrary plan, in active gymnastics. At first, the movements will not be performed in full, not in the exact volume, then they are fixed in special exercises for the lips (“smile, “proboscis”, alternating them).

The following exercises are introduced:

1."Naughty lips."Biting and scratching first the upper and then the lower lip with the teeth.

2. "Smile- tubule.Pull your lips forward with a tube, then stretch your lips into a smile.

3.«Proboscis".Move the lips stretched out with a tube to the right and left, rotate in a circle.

4."Rybka »:

· clap your lips against each other (a dull sound is pronounced);

· squeeze the upper lip by the nasolabial fold with the thumb and forefinger of one hand and the lower lip with two fingers of the other hand and stretch them up and down;

· pull the cheeks inward strongly, and then sharply open the mouth. It is necessary to ensure that when performing this exercise, the characteristic sound of a “kiss” is heard.

5."Duck.Pull out the lips, squeeze them so that the thumbs are under the lower lip, and all the rest on the upper lip, and pull the lips forward as much as possible, massaging them and trying to portray the beak of a duck.

6 ."Disgruntled horse."The flow of exhaled air is easily and actively sent to the lips until they begin to vibrate. The sound is similar to the snorting of a horse.

7. "The lion cub is angry."Raise the upper lip so that the upper teeth are visible. Lower the lower lip, exposing the lower teeth.

8."Sponges are hidden.The mouth is wide open, the lips are retracted into the mouth, tightly pressed against the teeth.

9."Balloon"(if the lips are very weak). Strongly inflate your cheeks, holding the air in your mouth with all your might.

10. "Strong Sponges":

· hold a pencil, a plastic tube with your lips. Draw a circle (square) with a pencil;

· hold a gauze napkin with your lips - an adult tries to pull it out.

Articulation gymnastics for lips and cheeks

1."Cheeks are cold."Biting, patting and rubbing the cheeks.

2.«Fatty."Inflate both cheeks, then inflate the cheeks alternately.

3. "Skinny". Pull in your cheeks.

4."Fists.The mouth is closed. To beat with a fist on inflated cheeks, as a result of which the air comes out with force and noise.

Articulation gymnastics for tongue muscles

Work on the development of the mobility of the tongue begins with general movements, with a gradual transition to more subtle, differentiated movements. In case of severe dysarthria, the following exercises are recommended for articulatory gymnastics:

· placing the tip of the tongue against the inner surface of the lower incisors;

· stretching the tongue forward and retracting it back;

· stimulation of the muscles of the root of the tongue. First, arbitrarily, by reflex contractions, as a result of irritation of the root of the tongue with a spatula. Then the movements are fixed in unconditioned reflexes, and then in arbitrary "cough" movements.

Next, subtle, differentiated movements of the tongue are performed. For this purpose, movements are purposefully selected, aimed at developing the desired articulation mode, taking into account the normal articulation of the sound and the nature of the defect. Articulation gymnastics is best done in the form of games that are selected taking into account the age of the child, the nature and degree of organic damage. The following exercises are recommended:

1."Pancake.The mouth is open, lips are in a smile, a wide tongue is kept in the oral cavity in a relaxed, calm state, counting up to 5-10. Make sure that the tongue does not narrow, and the tip touches the lower teeth.

2. "Spatula".The mouth is open, the lips are in a smile, put the tip of the tongue on the lower lip with a “shovel”, the lateral edges of the tongue touch the corners of the mouth. In a calm, relaxed state, hold the tongue counting up to 5-10. Make sure that the lower lip does not tuck, the wide tip of the tongue lies on the lip, without going beyond it. If the tongue cannot be made wide, you can slap it with your lips, pronouncing pya-pya-pya, or sing the sound [and].

3. "We will punish the tongue."Lips in a smile, biting lightly, massage the entire surface of the tongue with your teeth, slowly protruding and pulling it into your mouth. Then scratch your tongue with your teeth.

4. "Needle".The mouth is open, the lips are in a smile, stick out the tongue outward with a “needle”, reach for the finger, pencil, candy that is moved away from the tongue. Make sure that the lips and jaws are motionless.

5. "Swing".The mouth is open, the lips are in a smile, move the tongue to the corners of the mouth to the right and left. Make sure that the jaw and lips are motionless, the tongue does not slide along the lower lip.

6. "Delicious jam"Mouth open, lips in a smile. Lick the tip of the tongue on the upper lip from one corner of the mouth to the other. Make sure that the tongue reaches the corners of the mouth, the movement is smooth, without jumps, the jaw does not move. Also lick your bottom lip. Then lick your lips in a circle.

7.«Let's brush our teeth-1.The mouth is closed. Lick your teeth under the lower, then under the upper lip. Make sure that the jaw and lips do not move.

8."Let's brush our teeth-2.The mouth is closed. Lick the teeth under the lips in a circular motion of the tongue. Do the same with your mouth open.

9. The mouth is open, the lips are in a smile. Smoothly run your tongue along the upper teeth, touching each tooth, counting them. Make sure that the jaw does not move. The same movement - on the lower teeth.

10. The mouth is closed. The tense tip of the tongue rests on one or the other cheek. The same, but the mouth is open.

eleven."Let's brush our teeth-3.The mouth is closed. The tip of the tongue rests on the cheek and makes the tongue move up and down. Make sure that the jaw does not move.

12."Beans".With a paretic, sluggish tongue, move beans, peas, etc. in the mouth.

13."Swing".Mouth open, lips in a smile. Raise a wide tongue to the nose and lower to the chin. Make sure that the lips do not stretch over the teeth, the jaw does not move, the tongue does not narrow.

14."Swing-1".Mouth open, lips in a smile. Raise a wide tongue to the upper and lower to the lower teeth. Make sure that the lips do not stretch over the teeth, the jaw does not move, the tongue does not narrow.

15."Swing-2".Mouth open, lips in a smile. Put the wide tip of the tongue on the alveoli behind the lower teeth from the inside, then lift it onto the tubercles behind the upper teeth, also from the inside. Make sure that only the tongue works, and the lower jaw and lips remain motionless.

16."Focus".Mouth open, lips in a smile. Stick out the tongue with a "cup", "ladle". Blow off the cotton wool from the tip of the nose, the air comes out in the middle of the tongue, the cotton wool flies straight up. Make sure that the lower jaw is motionless, and the lower lip does not stretch over the lower teeth.

17. "Drummer".Mouth open, lips in a smile. The lateral edges of the tongue rest against the lateral upper teeth. Repeatedly drum with a tense wide tip of the tongue on the upper gum:d-d-d,gradually picking up the pace. Make sure that the lower jaw does not move, the lips remain in a smile, the sound has the character of a clear blow, so that the exhaled stream of air is clearly felt.

18. "Rain".The same, but pronounce dy-dy-dy. As in exercise 17, only the tongue works. For control, you can bring a strip of paper to your mouth. If done correctly, it will deviate.

19."Turkey".Mouth open, lips in a smile. Put a wide tongue on the upper lip and move it back and forth, trying not to tear the tongue from the lip, as if stroking it. The tempo accelerates gradually, the sound of the voice is added until sounds similar tobl-bl(turkey talking). Make sure that the tongue is wide, it should lick the upper lip. The lower jaw does not move.

20. "Horse-1".Mouth open, lips in a smile. Press the wide tip of the tongue against the palate behind the upper teeth and tear off with a click (click the tip of the tongue). The pace is gradually picking up. Make sure that the lips smile, the lower jaw does not move.

21 ."Horse-2".The same, but silently.

22. "Coil".Mouth open, lips in a smile. The wide tip of the tongue rests against the lower gum, the back of the tongue arches. Make sure that the tongue does not narrow, the tip of the tongue remains at the lower teeth and is not pulled back, the jaw and lips are motionless.

23.Glue candy-1.Suction of the back of the tongue to the palate, first with closed jaws, and then with open ones. If suction fails, then sticky candy can be put on the back of the tongue - the child tries, pressing the back of the tongue against the palate, to suck the candy.

24.Glue candy-2.Mouth open, lips in a smile. Suck a wide tongue to the hard palate, hold it counting up to 10, then tear it off with a click. Make sure that the lips and lower jaw do not move, the lateral edges of the tongue are equally tightly pressed (not a single half should sag). When repeating the exercise, open your mouth wider.

25.Harmonic".Suction the back of the tongue with the entire plane to the hard palate. Without releasing the tongue, close and open the mouth, stretching the hyoid frenulum. When repeating the exercise, you should try to open your mouth wider and longer and keep your tongue in the upper position. Make sure that when opening the mouth, the lips are motionless, one of the sides of the tongue does not sag.

26 .Teaser.The tip of the tongue protrudes outward and moves between the lips, first vertically and then horizontally, while tension is felt in the frenulum of the tongue. When the voice is turned on, a sound similar to a child's "teasing" is obtained.

27. "Breeze".Mouth open, lips in a smile. Put the wide front edge of the tongue on the lower lip and, as if pronouncing the sound [f] for a long time, blow off the cotton wool to the opposite edge of the table

Articulation gymnastics for the lower jaw

A necessary condition for clear speech is the ability to open the mouth correctly. This is due to the work of the lower jaw.

A set of exercises for the development of the muscles of the lower jaw:

1. "Cowardly chick."Open and close your mouth wide so that the corners of your lips stretch. The jaw drops to about two finger widths. The "chick" tongue sits in the nest and does not protrude. The exercise is performed rhythmically.

2. "Sharks". On the count of "one" the jaw drops, on "two" - the jaw moves to the right (mouth is open), on the count of "three" - the jaw is lowered into place, on "four" - the jaw moves to the left, on "five" - ​​the jaw is lowered, on "six" - the jaw moves forward, "seven" - the chin is in the usual comfortable position, the lips are closed. You need to do the exercise slowly and carefully, avoiding sudden movements.

3. "Camel". Imitation of chewing with closed and open mouth.

4. "Monkey". The jaw goes down with the maximum extension of the tongue to the chin.

5. "Angry Lion" The jaw goes down with the maximum extension of the tongue to the chin and the mental pronunciation of the sounds [a] or [e] on a solid attack, more difficult - with a whisper pronunciation of these sounds.

6. "Strongman-1". The mouth is open. Imagine that a weight is hung on the chin, which must be lifted up, while raising the chin and tensing the muscles under it. Gradually close your mouth. Relax.

7. "Strongman-2". Put your hands on the table, put your palms on top of each other, rest your chin on your palms. Opening your mouth, press your chin on the resisting palms. Relax.

8. "Strongman-3". Lower the jaw down overcoming resistance (an adult holds a hand under the child's jaw).

9. "Strongman-4". Open the mouth with the head tilted back overcoming the resistance of the adult's hand lying on the back of the child's head.

10. "Teasers". Widely, often open your mouth and pronounce pa-pa-pa.

Articulation exercises for the muscles of the pharynx and soft palate

1."I want to sleep":

· yawn with open and closed mouth;

· yawn with a wide opening of the mouth, noisy inhalation of air.

2 ."Gorlyshkobolit":

· arbitrarily cough;

· cough well with your mouth wide open, clenching your fists with force;

· cough with tongue hanging out;

· imitate gargling with head thrown back;

· gargle with a heavy liquid (jelly, juice with pulp, kefir);

· swallow water in small portions(20-30 sips);

· swallow drops of water, juice.

3. "Ball". Inflate cheeks with pinched nose.

4. Slowly pronounce the sounds [k], [g], [t], [d].

5.Imitate:

moan;

mooing;

whistling.

6. "Strongman":

· tilt your head back to overcome resistance. An adult holds a hand on the back of the child's head;

· lower your head to overcome resistance. The adult holds his hand on the forehead of the child;

· throw back and lower the head with a strong pressure on the fists of both hands with the chin;

GAMES FOR THE DEVELOPMENT OF ARTICULATION APPARATUS

Pipe and bell

The teacher shows the children the instruments - a pipe and a bell - and says: “The pipe blows like this: “Doo-doo-doo!”, The bell rings like this: “Ding-ding-ding!”.

Then the teacher shows the children one or another instrument, and the children depict how the instrument sounds.

Through the repetition of combinations of “doo-doo” and “ding-ding”, the pronunciation of hard and soft sounds is fixed.

"Guess What Sounds"

"Tell me who screams how"

These games can be played with toys. The teacher shows a toy-animal, the children depict how they "shout":

How does a frog (goose, duck, cockerel) scream?

It is also possible vice versa: the teacher depicts the “cry” of the animal, and the children find this animal in a row of toys:

Who shouts ku-ka-re-ku (qua-qua, quack-quack)?

"Who's stomping?"

In this game, children first consider big teddy bear and a little bear cub Mishutka. Then the teacher invites the children to say loudly: “TOP-TOP-TOP!”. This is how an adult bear stomps. And if you say quietly: “top-top-top”, then Mishutka is stomping.

First, the teacher pronounces the words at different volumes and pitches of voice, and the children guess "who is coming." Then you can invite the children (in turn) to “guess” a Mishka or Mishutka.

By this principle, you can come up with many similar games. For example, a teacher hides toys in a screen, pronounces different words for them, and the children guess who is talking to them.

"On the drum - they drum, on the pipe - they blow"

The teacher examines musical instruments with the children and says: “On the drum they drum, on the pipe they blow.”

Then the children close their eyes, and the teacher hits the drum with drumsticks:

What does the drum do?

Drumming.

How does he drum?

Loud.

How is he drumming now?

Quiet.

Then the teacher takes a pipe and blows.

What is the flute doing?

Dudit.

How does she blow?

Quiet.

And now how is it blowing?

Loud.

The game is repeated several times. Then you can invite two children: one is given a drum and sticks, the other is given a pipe. The rest of the children close their eyes. At the signal of the teacher, the drummer drums.

What does it sound like?

Drum.

What is the drum doing?

Drumming.

How does the drum drum - loud or soft?

Etc.

Then the sound of the flute is discussed in exactly the same way.

For this game you will need toys: a mouse and a mouse, a duck and a duckling, a frog and a frog, a cow and a calf, a cat and a kitten. If the selection of toys causes difficulties, you can pick up pictures or sculpt toys from plasticine, involving children in joint activities.

Animals come to visit children (they come by car, by train), they want to play. Children must guess whose voice they will hear.

Meow meow. Who is meowing? (Cat)

The mother cat has a baby. How does he meow? (Meow meow)

Moo-o-o - who is mooing like that? (cow)

Who doesn't have a baby? (Calf)

Now listen again and guess who is mooing, a cow or a calf.

And who croaks thinly? (Frog)

The frog is large and croaks in a rough voice, while its baby croaks thinly. Who is the frog's baby?

Other toys are played in the same way.

You can invite the children to call the toy correctly, then you can play with it: "Frog, come to us." "Duckling, play with me"

Game "Find the Sound"

This game requires a car and different toys, but among them the obligatory are the elephant and the dog. An adult invites the child to name all the toys and ride in the car those animals whose name begins with a sound with (elephant, dog). If a child calls a word that does not have a sound with, then an adult pronounces this word, highlighting each sound, for example, kooshkaa.

The cat cannot ride in the car. In the word "cat" there is no sound with.

The child chooses a goose. An adult puts a goose in the car, the car does not go.

The car will not go, because in the word goose the sound is heard, not with.

The game "Loudly - in a whisper", "Fast - slowly"

The adult says that a wasp flew to visit the kitten. First, you can say the phrase with the children:

"Sa-sa-sa - a wasp flew to us."

Then this rhyme is repeated with different sound strengths: loudly - quietly - in a whisper (together with an adult and without his help, in chorus and individually).

"Su-su-su - the cat drove the wasp away." (The text is spoken quickly and slowly.)

You can invite children to complete the phrase on their own:

“Sa-sa-sa - ...” (“a wasp flies there”).

“Su-su-su - ...” (“how to drive the wasp away?”, “I'm afraid of the wasp”).

How does a kitten meow?

The adult takes the doll and begins to tell: “This is Tanya. She is walking home from a walk and hears: someone meows plaintively. Like this: “Meow meow!” (mournfully intonation). How did the kitten meow?

Children (or one of the children) repeat the words “Meow-meow!” After the teacher.

Tanya took the kitten in her arms, brought it home, poured him milk in a saucer. The kitten meowed happily. Like this: “Meow meow!” (joyful tone).

Then the dog came running and began to bark loudly at the kitten. The kitten got angry and began to meow angrily. Like this: “Meow meow!” (angry tone). But Tanya quickly reconciled them. The kitten and the puppy began to meow and bark cheerfully.

Then one of the children tells the story on their own, conveying the intonations required by the content of the text. An adult, if necessary, helps with a single word or sentence.

A set of exercise games for preparing the vocal apparatus

and attitude to performance.

The set of exercises consists of:

Brain gymnastics exercises;

"Head Shaking" - relax your shoulders, drop your head forward. Allowing the head to slowly rock from side to side as the breath releases tension, the chin draws a slightly curved line across the chest as the muscles relax. (exercise improves mental activity).

"Lazy Eights" - draw in the air in the horizontal plane "eight" three times with each hand, and then repeat this movement simultaneously with both hands. (the exercise activates the structures that provide memorization, increases the stability of attention).

Self-massage of hands, head, auricles, voice apparatus

Self-massage of the auricle

Rub your ears with warm palms

Massage millimeter by millimeter with your fingertips;

Light tingling from the bottom up (like dumplings);

Brush away imaginary water with your hands.

Speech motor skills and speech breathing

Performing exercises will help to properly expend air during pronunciation, breathe easily, naturally.

The basis for exercises is the correct alternation of inhalation and exhalation:

Inhale through the nose - exhale through the mouth;

Short deep breath - slow exhalation;

Slow deep breath - short sharp exhalation;

When taking a deep breath:

Slow exhalation so that the air comes out in a narrow stream;

Exhale in several equal portions (9 pushes).

Exercise "Trumpeter".
Children bring clenched fists to their faces, placing them in front of each other. As you exhale, slowly blow into the “pipe”. The speech therapist praises those who managed to blow into the "pipe" the longest.

Exercise "Axe".
The children are standing. Feet shoulder-width apart, arms lowered, and fingers interlocked. Raise your hands quickly - inhale, lean forward, slowly lowering the “heavy ax”, say - wow! - on a long exhalation.

Crow Exercise.
Children are sitting. The arms are lowered along the body. Quickly raise your arms through the sides up - inhale, slowly lower your arms - exhale. Say: Kar!

Exercise "NEEDLE"

Open your mouth.
Stick your tongue out far ahead.
Tighten the muscles of the tongue and make it narrow.
Hold the needle while counting from one to five.

I turn my tongue into a needle

I tighten and tighten.

I'll pull the sharp tip

One two three four five !

I can hold a needle

Exercise "DRUMMER"

The drummer is very busy

The drummer is drumming.

D-d, d-d-d!

Help with your hands.

Beat the rhythm with your feet

D-d, d-d-d!

Language. Get up 6

Just don't lose the rhythm

D-d, d-d-d!

Here come the hippos (wave hands, fly)

Above the babbling brook (brushes andportray stream movement)

I'm running, dressed in boots (running in place).

With purple net (sweep net).

How do I catch a hippo (wrap hands around themselves)

I'll put you in a cage right away (sit down):

"Sing me a song, dear friend."

I'll tell the hippo. (Shake hands)

Read the texts, changing the strength of the voice depending on the content:

There was silence, silence, silence.
Suddenly, it was replaced by a roar of thunder!
And now it's raining softly - do you hear? -
Draped, dripped, dripped on the roof.
He's probably going to drum now.
Already drumming! Already drumming!

Say louder the word "thunder" -
The word rumbles like thunder!

I sit and listen without breathing
The rustle of rustling reeds.
The reeds whisper:
- Shea, shea, shea!
- What are you whispering softly, reeds?
Is it good to whisper like that?
And in response, rustling:
- Shaw, sho, sho!
- I don't want to talk to you!
I will sing over the river and dance
I won't even ask permission!
I will sleep at the very reeds!
The reeds whisper:
- Sha, sha, sha...
As if asking in a whisper:
- Don't dance!
What shy reeds!

Thunder rumbles - boom! Fuck!
Like destroying mountains.
Silence in fright - ah! -
Plugs ears.

Flow, flow, rain, rain! I want to grow, grow!
I am not sugar! I'm not a shortbread! I'm not afraid of damp!

I go forward (tirlim-bom-bom) -
And it's snowing (tirlim-bom-bom)
Even though we are completely, not at all on the road!
But only here (tirlim-bom-bom)
Say, from - (tirlim-bom-bom),
Tell me, why are your feet so cold?

Pick up chants, noise makers, counting rhymes (folklore or literary), other poetic works that, in your opinion, can be used to train the power of the voice.

Name the floors on which you mentally rise, raising the tone of your voice each time, and then “go down” down.

Say the phrase with a rise in voice towards its end: "Anger, O goddess, sing to Achilles, son of Peleus!"

Read the poem in such a way that the rise and fall of the pitch of the voice corresponds to the content of the statement:

I become a scuba diver.
I'm going down, down, down!
And the bottom of the sea is closer, closer!..
And now I'm in the underwater kingdom!
Though I've sunk deep
But in a chesty, free voice
I manage easily.
To master the chest register,
It is useful to become a scuba diver.

“Draw” with your voice the line of movement of the high jump:

PERFORMANCE VOICE TRAINING

Achieve sonority, concentration of sound, pronouncing the sound M smoothly and lingeringly.

Pronounce lingeringly and smoothly (as when singing) the syllables: mi, me, ma, mo, mu, we.

VOICE FLIGHT TRAINING

This exercise must be done together. There should be a fairly large distance between two speakers (at least 6-10 meters), you should speak quietly, almost in a whisper, but clearly. The topic of the conversation is not discussed in advance. Before doing the exercise, you must develop a speech situation (for example, imagine that there is a third person nearby who, for some reason, should not know the content of your conversation.

Think of a speech situation where a conversation between two people should take place at a considerable distance and quietly. Show this conversation.

VOICE MOBILITY

Say the words slowly at first, then gradually speed up the pace to very fast, followed by slowing down: "We drove fast, we drove fast, we drove fast ... we drove fast ... we drove fast."

Read the sentence with gradual acceleration:

ladybug,
Fly on the cloud
Bring us from the sky
To be summer:
Beans in the garden
In the forest berries, mushrooms,
There is water in the spring,
Wheat in the field.

Read the poem at the given pace:

Barely, barely - - - (slow pace)
The carousels started spinning. - - - (slow pace)
And then, then, then - - - (medium pace)
Everyone run, run, run! - - -(fast pace)
Everything faster, faster, run, - - - (very fast pace)
Carousel around, around! - - - (very fast paced)
Hush, hush, don't rush - - - (medium pace)
Stop the carousel. - - - (average pace)
One, two, one, two - - - (slow pace)
Here the game is over. - - - (slow pace)

Indicate at what pace the lines of the poem should be read:

We're going in circles
Look.
And we walk together: one, two, three.
We ride down the road
Change legs often.
They jumped, they jumped:
Hop-hop-hop!
And then, like a stork, they got up -
and silence!

Read the poem. Choose the rate of speech corresponding to the content of the text:

The milk ran
The milk is gone!
Rolled down the stairs,
Along the street started,
Flowed across the square
Bypassed the guard
slipped under the bench,
Three old women got wet
Treated three kittens
Warmed up - and back:
Flying down the street
Up the stairs puffed
And crawled into the pan,
Breathing heavily.
Here the hostess arrived in time:
- Boiled?
- Boiled!

Choose a piece of poetry in which the change in the tempo of speech plays an important role in understanding the content.

Articulation games

To speak correctly, a child needs to be able to control his organs of articulation: the lower jaw, soft palate, lips, cheeks and tongue.

Self-massage is the performance by the child of certain articulatory movements that cause an effect similar to massage, that is, they contribute to the activation of blood circulation in the area of ​​the lips and tongue. You need to do it from the age of 2, sitting in front of a mirror, so that the baby sees his face and the face of an adult and can compare the movements that are shown to him and his own.

Passive gymnastics, as a rule, is recommended for young children who are not able to perform active articulation exercises themselves due to a decrease in the mobility of the lips and tongue. Movements should be performed slowly and rhythmically, repeating 3-4 times, preferably 2-3 times a day.

Articulation exercises are performed at a slow pace, in front of a mirror. Static exercises involve holding the organs of articulation in a certain position for 3-10 seconds (3-5 seconds are enough for a two-year-old baby). Dynamic exercises require repeated repetition of the same movement. Thanks to them, the baby will develop the ability to quickly switch from one articulation position to another.

Remember: a child may refuse to complete the exercise, not because he does not want to, but because he cannot. So be patient!

Face and lips massage

Direction of movement- from the middle of the forehead to the auricles.

Type of movement - in order of their execution: stroking, rubbing, stroking, kneading, stroking, vibration, stroking.

Direction of movement- from the eyebrows to the scalp.

Types of movements

Direction of movement- from the nose to the temples (on the cheeks).

Types of movements- in the order of their execution: stroking, rubbing, stroking, kneading, stroking, vibration, stroking.

Direction of movement- from the middle of the upper lip to the auricles (on the cheeks).

Types of movements- in the order of their execution: stroking, rubbing, stroking, kneading, stroking, vibration, stroking.

Direction of movement- from the middle of the upper lip, around the mouth, to the chin.

Types of movements- in the order of their execution: stroking, rubbing, stroking, kneading, stroking, vibration, stroking.

Direction of movement- from the wings of the nose to the corners of the lips (nasolabial folds).

Type of movement - stroking.

Direction of movement- from the middle of the chin to the ears.

Types of movements- in the order of their execution: stroking, rubbing, stroking, kneading, stroking, vibration, stroking.

Direction of movement- By upper lip from the corners of the mouth to the middle of the lips.

Types of movements- in the order of their execution: stroking, kneading, stroking, vibration, stroking.

Direction of movement- on the lower lip from the corners of the mouth to the middle of the lip.

Types of movements - stroking, kneading, stroking, vibration, stroking.

author Olga Novikovskaya

From the book 1000 games, tasks and exercises for the development of speech author Olga Novikovskaya

From the book 1000 games, tasks and exercises for the development of speech author Olga Novikovskaya

From the book 1000 games, tasks and exercises for the development of speech author Olga Novikovskaya

From the book 1000 games, tasks and exercises for the development of speech author Olga Novikovskaya

From the book Propaedeutics of childhood diseases: lecture notes author O. V. Osipova

From the book Games with an autistic child author Elena Yanushko

author Elena Yanushko

From the book Help the baby to speak! Speech development of children 1.5-3 years old author Elena Yanushko

From the book Help the baby to speak! Speech development of children 1.5-3 years old author Elena Yanushko

From the book Help the baby to speak! Speech development of children 1.5-3 years old author Elena Yanushko

From the book My baby will be born happy author Anastasia Takki

speech games

The formation of the child's verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. Since there is a close relationship and interdependence of speech and motor activity, in the presence of a speech defect in a child, special attention must be paid to training his fingers.

The results of L.V. Antakova-Fomina show that the level of development of speech in children is always directly dependent on the degree of development of fine movements of the fingers, but it does not always coincide with the level of development of general motor skills. Imperfection of fine motor coordination of the hands and fingers makes it difficult to master writing and a number of other educational and work skills.

Currently, the number ofchildren with minimal brain dysfunctions (30% of the total), which are are violations of speech, thinking, changes in the qualities of the psyche. a certain role in their occurrence.play violations of the functional asymmetry of the cortex painhigher hemispheres of the brainand interhemispheric interaction.

Kinesiology exercises improve attention and memory, form spatial representations. Classes are aimed at overcoming pathological synkinesis, eliminating disadaptation in the learning process, and harmonizing the work of the brain. Perform all exercises, gradually increasing time and complexity.

COMPLEX № 1

1. Tap on the table with a relaxed right hand, and then with your left hand.

2. Turn your right hand on the edge, bend your fingers into a fist, straighten, put your hand on the palm. Do the same with your left hand.

3. Call. Leaning on the table with your palms, half-bend your arms at the elbows. Shake the brushes in turn.

4. House. Connect the end phalanges of the straightened fingers. fingers right hand press firmly on the fingers of the left, then vice versa. Practice these movements for each pair of fingers separately.

5. Tap with each finger of your right hand on the table counting "1, 1-2, 1-2-3, etc."

6. Fix the forearm of the right hand on the table. With your index and middle fingers, take the pencil from the table, raise and lower it. Do the same with your left hand.

7. Roll out a small lump of plasticine on the board in turn with the fingers of your right hand, then your left.

8. Rotate the pencil first between the fingers of the right hand, then the left (between the thumb and index; index and middle; middle and ring; ring and little finger; then in the opposite direction).

9. Fix your forearm on the table. Take the matches from the box on the table with the fingers of your right hand and put them side by side without moving your hand. Then put them back in the box. Do the same with your left hand.

COMPLEX № 2

1. Sit on the floor "in Turkish", put your hands on the diaphragm. Raising your hands up, inhale, lowering your hands - exhale.

2. Snowman. standing. Imagine that you are a newly built snowman. The body should be tense like frozen snow. Spring came, the sun warmed up and the snowman began to melt. First, the head “melts” and hangs, then the shoulders drop, the arms relax, etc. At the end of the exercise, gently fall to the floor and lie like a puddle of water.

3. Sitting, bend your elbows, squeeze and unclench your hands, gradually speeding up the pace. Perform until the maximum fatigue of the hands. Then relax your hands and shake.

4. Free eye movements from side to side, rotation.

5. Faces. Perform various facial movements: puff out your cheeks, stick out your tongue, stretch your lips with a tube, open your mouth wide.

6. Stroking the face: put your palms on your forehead, as you exhale, slide them with a slight pressure down to the chin. As you inhale, move your hands from the forehead through the crown to the back of the head, from the back of the head to the neck.

7. Stretch your arms in front of you, bend your hands up and down. Then rotate both hands clockwise and counterclockwise (first in the same direction, then in different directions), bring and spread the fingers of both hands. Try to open and close your mouth at the same time with hand movements.

8. Make slow tilts of the head to the shoulders and “nodding” movements back and forth. Then do circular motions head to one side, then to the other.

9. Make circular movements with your shoulders back and forth and shrug them.

10. Pick up a ball or toy. At the leader's command, lift it up, right, left, down.

COMPLEX № 3

1. Holding your breath. Take a deep breath and hold your breath for as long as possible. You can enter an element of competition in the group.

2. Tree. Squatting down. Hide your head in your knees, clasp your knees with your hands. This is a seed that gradually sprouts and turns into a tree. Slowly rise to your feet, then straighten your torso, stretch your arms up. Tighten your body and stretch it up. The wind blew: swing the body, imitating a tree.

3. Inside-outside. Lying on your back. Close your eyes, listen to the sounds around you (the noise of traffic outside the window, the breathing of others, etc.). Bring your attention to your body and listen to it (your own breathing, heartbeat, feeling the posture of the body, etc.). Switch your attention to external noises and internal sensations several times.

4. Follow your eyes along the contour of an imaginary figure (circle, triangle, square) or number.

5. Move your jaw in different directions.

6. Self-massage of the auricles: pinch the earlobe with your thumb and forefinger, knead the shell from the bottom up and back. Pull your ears down, to the side, and up.

7. Try rolling nuts or balls first in. each palm, and then between the fingers

8. Exercise in pairs: stand opposite each other, touch your partner's palms with your palms. Make movements similar to a bicycle.

9. Standing on all fours, imitate the sipping of a cat: while inhaling, bend your back, raising your head up; as you exhale, arch your back, lowering your head.

10. Jump at the leader's command forward, backward, right, left a certain number of times.

COMPLEX № 4

1. Standing, lower your arms, take a quick breath, pulling your hands to your armpits, palms up. Then, exhaling slowly, lower your arms along the body with your palms down.

2. Flight. standing. Make several strong swings with your hands, spreading them to the sides. Close your eyes, imagine that you are flying, flapping your wings.

3. As you run around the room, wave your arms and shout loudly. On command, stop and relax. Can be done sitting or lying on the floor, waving your arms and legs.

4. Lying on your back. At arm's length in front of your eyes, randomly move some bright object Follow the object with your eyes without moving your head.

5. Practice tongue movements such as clicking, clattering, whistling. Then follow the sequence: two clicks, two claps, two whistles, and so on.

6. Massage with your right hand left hand from elbow to wrist and back. Then from shoulder to elbow and back. Do the same movement with the other hand.

7. Place your palm on the table surface. First in order, and then randomly raise your fingers one at a time and name them.

8. Get on all fours and crawl without touching the placed objects on the floor. Put your hands crosswise. Combine the movements of the tongue with the movements of the hands: first, the tongue moves behind the hand, then in the opposite direction.

9. Sitting on the floor, stretch your legs out in front of you. Make movements with the toes of both feet, slowly bending and straightening them, first together, then alternately. Add synchronized hand movements.

10. Treasure. IN the room hides a toy or candy. Find it, focusing on the leader's commands, for example: "Take two steps forward, one to the right, etc."