Pure sayings for children 4-5 years old.
Sound B
1. I wish there were mushrooms growing in the forest.
2. All monkeys love bananas.
3. White snow, white chalk, a white hare is also white.
Ba-ba-ba, ba-ba-ba - Mom, mom, there's a pipe!
Boo-boo-boo, boo-boo-boo - You buy me a trumpet too!
Be-be-be, be-be-be, I blew the trumpet.
Ba-ba-ba, ba-ba-ba, the pipe is no longer needed!
Grandmother had a ram, he beat the drum smartly,
And butterflies danced under my grandmother’s window.
The hippopotamus opened its mouth, the hippopotamus asks for rolls.
Sound B
1. Wee-wee-wee, wee-wee- Just don’t tear too many of them!
2. Valya, Varya and Valerka have dumplings on their plate.
3. Woo-woo-woo - an owl was seen in the forest.
The girl, Varyushka, lost her mittens.
Two Valyushkas helped Varya look for mittens.
Va-va-va - the grass has grown.
Woo-woo-woo - I'll collect the grass.
Woo-woo-woo - I'll take a picture of the owl.
You-you-you - there is no grass.
Wee-wee-wee - Call Verochka,
Ve-ve-ve - Faith on the grass.
Wah-wah-wah, wah-wah-wah there you go high grass.
You-you-you, you-you-you are even in over your head.
We-ve-ve, ve-ve-ve cornflowers are visible in the grass.
Woo-woo-woo, woo-woo-woo - Vasilkov bouquet to Narva.
Sound G
1. Ga-ga-ga the goat has horns.
2. Geese are cackling on the mountain.
3. The gnome has a sore throat.
4. Gu-gu-gu - I'm walking in the meadow.
5. Ga-ga-ga - green meadows.
Ha-ga-ga - my leg hurts.
Ge-ge-ge - my toe hurts.
Gi-gi-gi - help me take off my shoe.
Ga-ha-ha, ha-ha-ha Do you want some pie, Galya?
Goo-goo-goo, goo-goo-goo, I can’t eat them anymore.
Gi-gi-gi, gi-gi-gi, I don’t need pies.
Goo-goo-goo, goo-goo-goo, and I can’t do it either.
Ha-ha-ha, ha-ha-ha, where are both pies?
Sound D
1. Doo-doo-doo, doo-doo-doo - children are running around in the garden.
2. Daria gives Dina melons.
3. Yes, yes, yes - I have water.
4. Yes, yes, yes - I will build cities.
5. Yes, yes, yes - hot water.
6. Dy-dy-dy - there is no water.
7. Doo-o-o-o- there are footprints in the snow.
8. Doo-doo-doo - I’ll go get some water.
9. Doo-doo-doo - I'm fishing on the pond.
10. Doo-doo-doo - I'm going for the berries.
11. Doo-doo-doo - I'm walking through the meadow.
12. Doo-doo-doo - I’m going to the zoo.
13. Do-do-do - there’s a nest in the tree.
Yes, yes, yes, yes, yes, yes - don’t go there, Vadim!
Doo-doo-doo, doo-doo-doo - I'll go there anyway.
Di-di-di, di-di-di - You're dressed, don't go!
Yes-yes-yes, yes-yes-yes - Oh! Cold water!
De-de-de, de-de-de - What a disaster! Vadim, where are you?
Dy-dy-dy, dy-dy-dy - You can only hear it from the water.
Sound Zh
1. Zha-zha-zha - two hedgehogs ran away.
2. Zhu-zhu-zhu - I’m knitting a blouse.
3. The pie is good, there is curd inside.
4. Zhi-zhi-zhi - hedgehogs live under the bush.
5. Zhi-zhi-zhi – hedgehogs are running.
6. Zhu-zhu-zhu - let's give milk to the hedgehog.
7. Zhu-zhu-zhu - I’ll help the hedgehog.
8. Jo-jo-jo - I'm driving a Peugeot.
9. Zhenya helped Zhanna: he lent her chewing gum twice.
Zhi-zhi-zhi, zhi-zhi-zhi there are floors in our house.
Zha-zha-zha, zha-zha-zha there are two floors below me.
Zha-zha-zha, zha-zha-zha there are two floors above me.
Same, same, same, same, what floor am I on?
Sound Z
1. Zu-zu-zu - we wash the bunny in a basin.
2. Zina has a goat in her basket.
3. Lisa bought Zina a basket in the store.
4. Zoya and Zina are drinking juice at the store.
5. Zina’s bell rings loudly.
6. Little Zina’s bunny sleeps in a basket.
7. For-for-for - here comes the goat.
8. For-for-for - here a dragonfly flies.
For-for-for, for-for-for - there is a goat tied here.
Zy-zy-zy, zy-zy-zy - the goat doesn't have enough grass.
Zu-zu-zu, zu-zu-zu - we untied the goat.
For-for-for, for-for-for - a goat climbs into the garden.
Zu-zu-zu, zu-zu-zu - we tied the goat.
Zi-zi-zi, zi-zi-zi - bring the monkey!
Zya-zya-zya, zya-zya-zya - monkeys are not allowed here.
Zi-zi-zi, zi-zi-zi - if you can’t, don’t take it.
Sound K
1. Ko-ko-ko- the cat loves milk.
2. Ka-ka-ka - the river runs.
3. Ko-ko-ko - I see far away.
4, Ku-ku-ku - cuckoo on a bitch.
5. Peek-a-boo - the children each took a scoop.
6. Ak-ak-ak - there is a fisherman by the river.
7. Uk-uk-uk - and there is a spider sitting in the grass.
8. Ok-ok-ok - it’s snowing outside.
9. Ki-ki-ki are cubes.
10. Ki-ki-ki - we walked by the river.
Ki-ki-ki, ki-ki-ki, the spiders were hiding.
Ka-ka-ka, ka-ka-ka fly in the spider's net.
Ki-ki-ki, ki-ki-ki, spiders are useful to us
Ka-ka-ka, ka-ka-ka, don't be afraid of the spider.
Sound L
1. Lu-lu-lu- sharpened Tolya’s saw
2. Li-li-li soup is salty, don’t add salt!
3. Grandfather Danil divided the melon.
4. Lara washed the floor, Lilya Lara helped.
5. La-la-la - do you see the top spinning?
6. Ly-ly-ly - new boilers.
7. Lu-lu-lu - we bought a saw.
8. Ol-ol-ol - football begins.
9. La-la-la - green fields.
10. Lu-lu-lu - I love raspberries.
La-la-la, la-la-la, we all love poplars.
La-la-la, la-la-la, but they make the earth go down.
Lu-lu-lu, lu-lu-lu, I love poplars too.
Sound M
1. Om-om-om-om-we will build new house.
2. Om-om-oh - let's build a snow house.
4. Mom washed Mila in the bath.
5. Ma-ma-ma - it’s winter outside.
6. Ma-ma-ma - I caught a catfish.
7. Mu-mu-mu - milk for anyone?
8. We-we-we-read the book we.
9. We-we-we - waited for winter.
10. Mi-mi-mi - sing the note E.
Sound N
1. But-but-but, but-but-but- it’s dark in our room.
2. The nanny is babysitting Nadya and Nina.
3. Na-na-na - lamp by the window.
4. Well, well, well, I’m pulling the sled.
5. He-he-he is a telephone.
6. An-an-an - they bought me a drum.
7. An-an-an - mom sewed a sundress.
8. In-in-in – store.
9. No, no, no – call, call.
10. En-en-en - warm day.
Sound P
1. Whoop-whoop-whoop-whoop - I'm making soup for dad.
2. Petya was sawing a stump with a saw.
3. The baker baked rolls in the oven.
4. Op-op-op - a digger digs the ground
5. Op-op-op - the syrup was very tasty
6. Philip was sawing a log of linden trees; Philip dulled the saw.
7. Up-up-up - snoring is heard.
8. Yip-ip-ip - a creaking sound is heard somewhere.
Sound R
1. Ra-ra-ra - there is a mountain in the yard.
2. Ra-ra-ra - it's time to go to the forest.
3. Ry-ry-ry - mosquitoes are flying.
4. Ry-ry-ry - I'll ride down the mountain.
5. Ru-ru-ru - we start the game.
6. Ru-ru-ru - the children each took a bucket.
7. Ro-ro-ro – the crow’s feather fell out.
8. Ar-ar-ar - the red ball flies away.
9. Ur-ur-ur – don’t chase the chickens.
10. Ryu-ryu-ryu - I look at the daisy.
Ra-ra-ra, ra-ra-ra there is a mountain in our yard.
Ru-ru-ru, ru-ru-ru, gather the kids.
Ry-ry-ry, ry-ry-ry - let's ride down the mountain.
Ra-ra-ra, ra-ra-ra, the kids are very happy.
Sound C
1. Sonya’s sleigh goes down the hill on its own.
2. Senya met a fox in the forest.
3. Sa-sa-sa - there is dew on the grass.
4. Sa-sa-sa - I have a braid.
5. Su-su-su - I'll braid my hair.
6. Su-su-su - quiet in the forest in autumn.
7. Sy-sy-sy - the fox has cubs.
8. Sy-sy-sy - I have two braids.
9. So-so-so - Sonya has a wheel.
The old elephant sleeps peacefully
He can sleep standing up.
Sound T
1. Ta-ta-ta, ta-ta-ta - the cat has a fluffy tail.
2. Tu-tu-tu - help the cat.
3. You-you-you - the cats ate all the sour cream.
4. You-you-you - the doll has white bows.
5. That's it - I'm wearing a coat.
6. From-from-from - an airplane is flying in the sky.
7. From-from-from - the gray cat was scared.
8. At-at-at - I'm going for a walk.
9. Yes, yes, yes, I will sing.
10. That's it - we started playing lotto.
Sound F
1. Af-af-af- we will put a closet in the corner.
2. Fanya has a sweatshirt, and Fedya has shoes.
3. Philip stuck to the stove.
4. In the photograph of Fyodor - Fyodor, in the photograph of Fedora - Fyodor.
5. Fa-fa-fa - there is a sofa in the corner.
6. Af-af-af - a count lives in the castle.
7. Fe-fe-fe - he lives in Ufa.
8. Fe-fe-fe - we'll go to a cafe.
Sound X
1. Ha-ha-ha - a bushy tail on a rooster.
2.Hoo-hoo-hoo - we ate fish soup.
3. Woo-hoo-hoo - a rooster is walking around the yard.
4. Wow-wow-wow - the tower collapsed - bang!
5. Their-their-them - the breeze died down.
6. Oh-oh-oh – green moss.
7. Hee-hee-hee - the roosters were crowing in the field.
8. Eh-eh-eh - there is a nut in the shell.
Ha-ha-ha, ha-ha-ha - we have fish soup for lunch.
Hee-hee-hee, hee-hee-hee - let me try the fish soup.
He-he-he, he-he-he - there is only salt in your ear.
Hee-hee-hee, hee-hee-hee - I don’t want that kind of fish soup!
Sound Ts
1. Tsuk-tsik-tsik - the chicks want to eat.
2. Water is pouring from the well.
3. The tit bird is not great, but smart.
4. Tsu-tsu-tsu - they gave us a cucumber.
5. Tsk-tsk-tsk - we washed the cucumbers.
6. Ets-ets-ets - there is a palace there.
Tso-tso-tso, tso-tso-tso, the chicken laid an egg.
Tsu-tsu-tsu, tsu-tsu-tsu, the pussy reaches for the egg.
Tsa-tsa-tsa, tsa-tsa-tsa, scat, kitten, away from the egg!
Tsu-tsu-tsu, tsu-tsu-tsu, don’t let him near the egg!
Tso-tso-tso, tso-tso-tso, we’ll eat the egg ourselves.
Tsk-tsk-tsy, tsk-tsk-tsy, did you drive away? Well done!
Tse-tse-tse, tse-tse-tse, here's a fairy tale about an egg.
Sound Ch
1. Cha-cha-cha - the bunny is sitting at the doctor.
2. Chu-chu-chu - the doctor goes to the rook.
3. Chu-chu-chu - I want to go for a walk.
4. Chu-chu-chu - I’m jumping rope.
5. Chi-chi-chi - red bricks.
6. Cho-cho-cho – oh, how hot!
7. Ooch-och-och - I want to help.
8. A sheep’s fur coat warms better than a stove.
9. Four turtles each have four baby turtles.
Cha-cha-cha-cha, - a candle is burning on the table.
Cho-cho-cho-cho, - oh, it’s hot as a candle.
Chu-chu-chu-chu, - I'll blow on the candle.
Chi-chi-chi-chi, - I’ll blow out the flame from the candle.
Sound Sh
1. Our Masha was given little porridge.
Sha-sha-sha-sha, our Tanya is good.
Sho-sho-sho-sho, he sings well.
Shu-shu-shu-shu, - sings a song to the baby.
Shi-shi-shi-shi, - kids love songs.
Sho-sho-sho, sho-sho-sho, I write really well.
Shu-shu-shu, shu-shu-shu, whatever you want, I’ll write.
Shi-shi-shi, shi-shi-shi “Eat porridge,” write.
Shu-shu-shu, shu-shu-shu, I’ll write it down.
Sound Shch
1. Shcha-shcha-shcha - Kolya walks around without a raincoat.
2. Shchi-schi-schi - we are looking for sorrel for cabbage soup.
3. For fish soup you need bream, and sorrel for cabbage soup.
4. The pike swallowed the brush, the brush tickled its throat.
5. I'm looking for you - I'm looking for you.
6. Shh-sche-sche - I’m in a raincoat.
Oh-oh-oh-oh, oh-oh-oh-oh - we'll cook borscht.
Shcha-shcha-shcha, shcha-shcha-shcha - there are no beets for the borscht.
Cabbage soup, cabbage soup, cabbage soup, cabbage soup - let's prepare better cabbage soup.
I feel, I feel, I feel, I feel, I will look for cabbage.
Oh-oh-oh-oh, oh-oh-oh-oh - don’t put horsetail in the pan!
I'm looking for a carrot, I'm looking for a carrot.
Shcha-shcha-shcha, shcha-shcha-shcha - my brother brought home bream.
Cabbage soup, cabbage soup, cabbage soup, cabbage soup - let's eat cabbage soup first.
How to work with them?
1. At the very beginning, you can recite your favorite tongue twisters two to five times a day and do this in the form of comic breaks for 10 minutes.
2. In the future, for the novelty of sensations and regularity of training, you can add new tongue twisters for diction. It is better to print them in bright, large letters on a sheet of paper.
3. If you are not studying with a child, but want to improve your diction yourself, then it would be good to place sheets of text in places that attract your attention - next to the phone, computer, mirror, window, etc.
4. Tongue twisters should be periodically replaced with new ones (approximately every 10 days). This way you will not allow your articulatory system to get used to the same pronunciation.
5. For yourself and your baby, select tongue twisters with those problematic letters that you need to master.
Well, now the fun part! Choose which tongue twisters you like and practice!
Feofan Mitrofanych has three sons Feofanych.
The sergeant with the sergeant, the captain with the captain.
The net caught on a twig.
Watermelons were being reloaded from truck to truck. During a thunderstorm, the body fell apart in the mud from a load of watermelons.
It's terrible for a beetle to live on a bitch.
In the hut, a yellow dervish from Algeria rustles his silks and, juggling with knives, eats a piece of fig.
The gypsy tiptoed up to the chicken and tsked: “Chick!”
The cap is sewn, but not in the Kolpakov style;
The bell is poured out, but not in a bell-like manner.
It is necessary to re-cap, re-cap;
The bell must be re-belled, re-belled,
We need to talk through all the tongue twisters, re-speak
And then you talk like that,
It's like a little river babbling.
A lilac eye picker with half-broken legs rides on a lilac armored personnel carrier with a front guard.
The tongue twister quickly said that you can’t quickly pronounce all the tongue twisters, you can’t quickly say them, later he became convinced that you can pronounce all the tongue twisters, but you can repeat them.
And the tongue twisters jump like crucian carp in a frying pan!
He spoke, he spoke, he spoke,
Yes, I didn’t reprimand
I read the tongue twisters, I read them, I read them,
But he didn’t speak any faster.
Maybe I just didn't speak well
Unpronounceable tongue twisters.
Eyjafjallajokull eyjafjallajokull, eyjafjallajokull, but not eyjafjallajokull.
It is necessary to eyjafjallajokull reeyjafjallajokudl and reveyjafjallajokudl.
To practice individual speech sounds and their combinations, specially composed phrases are used - pure phrases. They repeatedly repeat the trained sound or combination of sounds.
How to work with them?
1. You need to work on pure phrasing slowly, carefully checking the installation of each sound, carefully working out its correct sound.
2. Before you start working on pure tongues, carefully study the pronunciation norms. You need to know how individual sounds and their combinations are pronounced according to the laws oral speech so as not to develop the wrong skill. For example, the words “rarely” (radish rarely grew in the garden bed) and “bed” sound like “reTko”, “gridka”; “sewed” (sewed a hood) as in “ShShyla”, etc.
3. Record exercises with pure speech on a voice recorder, this will allow you to hear yourself from the outside, notice and quickly correct speech deficiencies, and also make adjustments during the work process.
And a few examples:
The bull was blunt-lipped, the bull's blunt-lipped bull had a dull white lip.
From the clatter of hooves, dust flies across the field.
The Turk is smoking a pipe, the trigger is pecking at a grain. Don't smoke, Turk, pipe, don't peck, smoke, crack.
Prokop came - the dill was boiling, Prokop left - the dill was boiling. Just as dill was boiling under Prokop, dill was boiling without Prokop.
Radishes rarely grew in the garden bed, and the garden bed was rarely in order.
The blunt-nosed white-nosed pig dug, dug up half the yard with its snout, dug and dug up.
She was at Frol’s, she lied to Frol about Lavra, she’ll go to Lavra, she’ll lie to Lavra about Frol.
Senka is carrying Sanka and Sonya on a sled. Sledge - jump, Sonya off her feet, Sanka - to the side, Senka - to the forehead, everyone - into the snowdrift!
The cuckoo sewed a hood for the cuckoo. The cuckoo put on a hood: he looks funny in a hood.
The heron was wet, the heron was dry, the heron wasted away, the heron was dead.
Bristles on a pig, scales on a pike.
Chitinka flows in Chita.
He is not stupid who is stingy with words, but he is stupid who is stupid in deeds.
Cook Peter, cook Pavel. Peter swam, Pavel swam.
1. Massage with your tongue oral cavity from the inside. Do it with your tongue rotational movements. Run it over your teeth as if you were brushing your teeth, try to reach the roof of your mouth with your tongue.
2. Massage your lips, cheeks, nose, and skin under the chin with your fingers. Puff out your cheeks as if your skin is a stretched drum. Tap all these places with your fingertips, like drumsticks.
3. Say tongue twisters to improve diction and articulation every day, at least for 5-10 minutes.
4. The exercise for pronouncing tongue twisters can be complicated. For example, before pronouncing tongue twisters, you can put several small pebbles or nuts in your mouth. It is clear that in this case, in order to pronounce the phrase beautifully and clearly, effort should be made. This trains the muscles of the mouth, improving articulation.
5. Another popular exercise in conversation practice is also talking with your mouth closed. Since the lips are closed, it becomes more difficult to pronounce sounds. In this case, you also need to show additional skill and will in order to say at least somewhat understandable words. After such training, diction and articulation of the usual colloquial speech are improving significantly.
It will be very useful if before each public speech or the opportunity to speak in front of people, you will complete the first three exercises within 5-7 minutes.
As a rule, children aged 6 already have a large vocabulary, but some children may still have difficulty pronouncing certain sounds. Usually the problem is caused by sounds such as r, dull and hissing sounds. To ensure that speech skills are gradually but surely formed, and its clear development can be traced, it is worth using tongue twisters. For 6-year-old children, they sound more like jokes, but for the development of speech, pronouncing one or another simple phrase is simply necessary.
Pure sayings for different sounds continued. Read and learn sounds together
As we all know, any version of a tongue twister can and should be read quickly. But if a child has a problem, he is in a hurry and swallows some sounds, then the same tongue twister will teach him to pronounce this or that sound clearly and clearly. This will be the main step in the formation of the baby’s speech. He will learn to pronounce words completely, will not swallow the ending, and those around him will understand him.
Boletus grows in the forest, I take boletus from the forest.
Beaver brothers, please
Cut down and hollow out
From oak - a booth, from beech - a pipe!
Malanya the chatterbox chatted, chatted, blurted out, blurted out the milk, but didn’t blurt it out.
Some tongue twisters for children look like poems. This is very important for a 6-year-old child, since such exercises make sense, it is easier for children to trace the connections between words and feel the connection between phrases. Children have the opportunity to understand the meaning and meaning of words, which means they can approach what they say more meaningfully. This section presents options for the sound “B”.
Repeat cat Tom. Pure sayings with sounds V and F
By teaching children to pronounce simple phrases, you can not only contribute to the development of the child’s speech, but also teach your child to listen carefully. This necessary and useful skill will later be useful to the child at school.
The child will develop the skill of concentrating at the right moment and on the right word. The baby will learn to understand the meaning of the words he pronounces, will think about them, draw associations and parallels. This section presents poems and variants of tongue twisters with the sound “G”.
When teaching 6-year-old children to pronounce tongue twisters, including those presented as poems, remember that this is just fun and play. Speech development is a necessary and important skill, but you should not insist if the child has Bad mood or there is no desire to repeat words after you. It is better to postpone the workout for another day. 
When teaching poems with children for clear and understandable speech, try to make it interesting for the children. Choose interesting poems, imagine the situation in pictures. In the garden, children can draw their own pictures in patter, they can sculpt characters from plasticine or cut them out of paper.
Pure sayings with the sound Zh, poems with the sound Zh, nursery rhymes
Typically, poems for clear speech for children 6 years old are based on fairy tales or fairy-tale heroes. It’s not difficult to use ready-made tongue twisters, but it’s even more interesting to come up with your own, albeit very short ones. You can also imagine the situation in pictures while learning this or that sound. 
All variants of tongue twisters, including poetry, sound like harmless, but funny and interesting jokes. It is quite normal for children to come up with their own variations on this or that sound. Try to encourage children to be creative in this way.
For 6-year-old children, when training a particular sound, it is very important to know that they are doing everything correctly. Therefore, do not forget to praise the kids for training and making their first successes.
Pure saying for automation of sound L
Let the lesson on the purity of pronunciation of sounds turn into a competition. Whoever says the sound more beautifully and clearly will receive a prize. The competitive moment is very important for 6-year-old children.
Try to involve your child in training in the form of a game, rather than a mandatory activity. It will be better for everyone if the training is easy and relaxed, then the baby will want to train again and again.
Learning tongue twisters can be good entertainment while waiting at the station or in a traffic jam. The kids will have something to do and the waiting time will pass very quickly.
A hat and a fur coat - that’s all Mishutka is.
Sixteen mice walked
And six carried pennies;
And mice are worse
The pennies are noisily fumbled.
Our Masha was given little porridge.
Pure sayings with the sound Ш
Try to exercise with your kids regularly. Then good result and pure speech without flaws will not take long to arrive.
The dapper bathhouse attendant sported a cloak.
Not the same, comrades, comrade comrade,
Who is a comrade with comrades,
And he, comrades, comrade to a comrade,
Whoever is without comrades is a comrade.
For fish soup you need bream, and sorrel for cabbage soup.
1. Theoretical part and relevance
Research has established that correct pronunciation of sounds is very important for the formation of a full-fledged personality. A child with good, intelligible speech comes into contact with peers and adults more easily and can clearly express his thoughts and desires. Defects in sound pronunciation make contact difficult. Often children with problems in sound pronunciation experience a delay in mental development.
The development of correct sound pronunciation is also very important when a child enters school. One of the reasons for poor performance in the Russian language in elementary school is insufficiently clear pronunciation of sounds. It is difficult for such children to determine the number of sounds in a word, their sequence, or choose a word with a given sound. Children with poorly or underdeveloped phonemic awareness have difficulty mastering writing skills at school.
Research by scientists shows that 20% of children entering school have defects in sound pronunciation, which proves the need to work on teaching children correct sound pronunciation. Various help with this training exercises, such as:
Articulation gymnastics and exercises.
Pure talk.
Tongue Twisters.
2. From work experience.
1. Articulation gymnastics and exercises.
In order for a child to learn to pronounce complex sounds, his lips and tongue must be strong and flexible, hold the required position for a long time, and easily make multiple transitions from one movement to another. Articulation gymnastics and exercises will help you learn all this.
Reasons why you need to do articulatory gymnastics.
1. Thanks to timely articulation gymnastics and exercises to develop the speech apparatus, children themselves can learn to speak clearly and correctly, without the help of a specialist.
2. Articulatory gymnastics is also very useful for children with correct but sluggish sound pronunciation, about whom they say that they have “porridge in their mouth.”
We must remember that clear pronunciation of sounds is the basis for learning to write at the initial stage.
3. Articulation gymnastics classes will allow children to learn to speak correctly, clearly and beautifully.
How to do articulation gymnastics correctly:
First, we introduce the child to the basic positions of the lips and tongue with the help of funny stories about the Tongue. At this stage he should repeat the exercises 2-3 times. Then repeat all the exercises with him at least 5-6 times.
Don’t forget to complete tasks aimed at developing your voice, breathing and speech hearing. This is very important for correct sound pronunciation.
All exercises for the development of the articulatory apparatus are aimed at solving three tasks and, accordingly, are divided into three groups.
Development of tongue mobility (the ability to make the tongue wide and narrow, hold the wide tongue behind the lower incisors, lift it by the upper teeth, move it back and deeper into the mouth).
Development of sufficient lip mobility (the ability to pull them forward, round them, stretch them into a smile, form a gap with the lower lip with the upper front teeth).
Development of the ability to hold the lower jaw in a certain position, which is important for pronouncing sounds. When carrying out exercises and gymnastics with a child to develop his speech apparatus and prevent speech problems, you need to remember the following: you need to start classes with static exercises (where the tongue does not perform constant movements, but only occupies one position or another) and move on to dynamic ones only when The baby will master the first stage. Lip exercises can be done in any case.
* Fairy tales from the life of Yazychka.
Story No. 1 “House for the Tongue.”
Once upon a time there was a tongue, a very sad tongue. And where would the fun come from if he didn’t have his own house? Tongue had no choice but to live on the street, and there it was: in the fall - rain, in winter - snow. Tongue felt bad. He often caught colds and was sick. But one day, Tongue found a house for himself - (what?) - his mouth and was very happy. The house should be a fortress, so Tongue installed two doors - (which ones?) - the first door is the lips, the second is the teeth. There were no windows in Tongue's house, but there were built walls: they could inflate like balloons.
What are their names? That's right, these are the cheeks. And the ceiling was hard and was called the palate. It was warm in Tongue’s house and there were no drafts.
Story No. 2 “The tongue makes repairs.”
Due to constant dampness, the tongue often had to be repaired. First of all, he ventilated his house, for which he first opened the first door - his lips, and then the second - his teeth. After that, he carefully wiped them, first from the outside, and then from the outside. inside(children, under the guidance of the teacher, make appropriate movements, that is, run their tongue along the inside and outside of their lips and teeth). Then Tongue took a large brush and painted the ceiling - the sky. He had to paint well, and for this he pressed the brush tightly (with his mouth wide open, the child moves his tongue 5-10 times forward and backward - exercise “Painter”). Having completed this work, Yazychok proceeded to wallpaper the walls - the cheeks. He did this very carefully (children move the tongue from top to bottom along the inside of both cheeks).
After the repair, the tongue washed the floor (children move the tip of the tongue from side to side under the tongue and near the front teeth, while opening the mouth).
* Articulatory gymnastics and exercises based on sound pronunciation.
Thick bell (la-la-la), thin bell (la-la-la).
Ball (sssss).
Steamboat (ch-ch-ch).
Soldier (ta-ta-ta), soldiers (yes-yes-yes).
Wind (v-v-v, f-f-f).
Kettle (puff-puff).
Blow off the feather (phff).
Car (wee-wee-wee).
The steamer hums (s-s-s - loud - big, s-s-s - quiet - small).
Big hammer (d-d-d), small hammer (m-m-m-m).
The sound of the wheels of a big train (t-t-t), the sound of the wheels of a small train (t-t-t).
The sound of the clock (tick-tock, tick-tock).-
Song big motor(r-r-r), the song of a small motor (r-r-r-r).
Song of a big mosquito (z-z-z), song of a small mosquito (z-z-z).
Song of the big pump (s-s-s), song of the little pump (s-s-s-s).
Wind song (sh-sh-sh).
Song of a beetle (w-w-w).
We are shaking from the cold (v-v-v).
At the doctor's (ah-ah).
The girl feeds the chickens (chick-chick).
Chicks (ti-ti-tiss).
The goose is angry (sh-sh-sh).
Snake (sch-sch-sch).
Chicken (ko-ko-ko).
Murka (kitty-kitty).
The horse gallops (clopping).
Chicken (pee-pee-pee).
Goose (ha-ha-ha).
Cuckoo (cuckoo, cuckoo).
Cat (meow-meow-meow),
Horse (i-go-go).
The frog croaks (kva-kva-kva)
The kid calls his mother (me-e-e - quietly), the mother goat answers the kid (me-e-e - loud).
The calf moos (moo-oo - quietly).
The lamb calls his mother (ba-e-e - quietly), the ewe - mother calls the lamb (ba-e-e - loud).
Rooster on the fence (ka-ka-re-ku).
The wolf howls (woo-hoo).
The dog barks (af-af-af).
*Articulation games and exercises based on imagination and representation.
- “Football” (We play football - we score goals first into the left goal, then into the right. You need to hit the tongue in turn first on the left cheek, then on the right).
- “Mushroom” (We imagine the tongue in the form of a mushroom. To do this, the tongue is sucked to the palate and held in this position. In this case, you need to open your mouth as wide as possible, without lifting the tongue from the palate).
- “Sweet jam” (Lick your tongue first the lower lip, and then the upper. And so on several times).
- “Needle” (Turn the tongue into a needle. Pull it forward as far as possible).
- “Watch” (The tongue is an arrow. We pull it forward and move it left and right).
- “Thick - thin” (we become thick and thin. To do this, we first pout our lips as much as possible, then pull them inward as much as possible).
- “Fence - pipe” (First, we stretch our lips to the sides, show our teeth. This is a fence.
Then we stretch out our lips with a tube and hum: “oo-oo-oo”).
* Articulation games and exercises based on role-playing games.
- "Snowflake". Each child has a snowflake cut out of paper on his palm. The hand is freezing, so the snowflake needs to be blown away. And since it is very small and light, you need to deflate it very carefully. Therefore, we will blow on it like this: close your lips, pronounce the sound n once. They didn't blow it away. Then we pronounce the sound p several times in a row until the snowflake flies off: p-p-p.
- “We warm our hands.” You can use this game as a continuation of the previous one. Or you can come up with a new plot. For example, this: we were making a snowman and our hands were very cold. We need to warm them up. We bring our hands to our mouth and blow on them like this: x-x-x. - “Blow on the ball.” Let's imagine that we have a balloon on our palms. A competition is announced to see who can blow it away the fastest. But you need to deflate carefully and slowly.
- “Horses”. Children, pretending to be horses, stand in the “stable”. The teacher says: “Morning has come. All the horses are going for a walk.” Children walk around the room one after another, raising their legs high, like horses. At the signal: “The horses are going home!” - the children say “i-go-go” and quickly run to the “stable.”
- “Cars”. Children are divided into two groups and stand behind each other at opposite walls. To the command: “Let's go!” Children, using their hands to imitate the movements of the steering wheel, follow each other towards each other. When they meet, they give “Beep, beep, beep” signals to prevent cars from colliding.
2. Pure statements.
Pure sayings are poetic exercises aimed at developing the organs of the articulatory apparatus and helping to practice the pronunciation of a certain sound with regular repetition.
It is advisable to pronounce them slowly at first, clearly articulating each sound, as if you were speaking to a deaf person who can read lips. And then the pace should be increased, but without reducing the quality of pronunciation. You can pronounce pure phrases first in a whisper, while trying to actively work with your lips and tongue, and then loudly, with the same activity of the organs of articulation. Or you can pronounce the text first with clenched teeth, activating the work of the lips, and then repeat the phrases with unclenched teeth.
* Pure sayings, based only on the repetition of practiced sounds and not carrying a semantic load.
| - Ba-bo-ba - there are pillars in the yard. | - Doo-do-da - the wires are humming. |
| - Boo-ba-ba - a pipe sticks out of the window. | |
| - Zhi-zhi-zhi – hedgehogs live here. | - For-for-for - go home, you goat. |
| - Zha-zha-zha – the hedgehog has needles. | - Zu-zu-zu – we wash Katya in a basin. |
| - Zhu-zhu-zhu - let's give milk to the hedgehog. | |
| - Well, well, it’s already raining. | |
| - Lo-lo-lo – it’s warm outside. | - Ma-ma-ma – I’m at home myself. |
| - Lu-lu-lu - the table is in the corner. | - Mu-mu-mu - milk for anyone. |
| - Ul-ul-ul – our chair broke. | - We-we-we – we read. |
| - Ol-ol-ol - we bought salt. | - Mi-mi-mi - we sing the note mi-i-i. |
| - Ra-ra-ra - It's time for Katya to sleep. | - Sa-sa-sa - a fox is running in the forest. |
| - Ry-ry-ry - mosquitoes are flying. | - Os-os-os – there are a lot of wasps in the clearing. |
| - Ro-ro-ro – there is a bucket on the floor. | - Su-su-su – it was cold in the forest. |
| - Or-or-or – we swept the yard. | - Us-us-us - a goose is grazing in the meadow. |
| - Ri-ri-ri - there are bullfinches on the branch. | |
| - Ar-ar-ar – there is a lantern hanging on the wall. | |
| - Chu-chu-chu – I’ll light a candle now. | |
| - Chu-chu-chu – it’s time to put out the candle. | - Cha-cha-cha – a candle is burning in the room. |
| - Oh-oh-oh – night has come. | - Chi-chi-chi - we sat around the candle. |
| - Uch-uch-uch - a ray of sun will wake us up. | |
| - Now, now - I'm bringing home the bream. | - Li-li-li – poplars are visible in the distance. |
| - As-as-as-asch – I put on a raincoat. | - Le-le-le – we have a lot of them in our village. |
| - La-la-la - but they make the earth go down. | |
| - Sa-sa-sa – oh-oh-oh! The wasp is flying! | - La-la-la - we all love poplars. |
| - Sy-sy-sy - we are not afraid of wasps. | |
| - Su-su-su - did any of you see the wasp? | - Ta-ta-ta – our house is clean. |
| - Sy-sy-sy – we didn’t see the wasp. | - You-you-you – the cats ate all the sour cream. |
| - That's it - we sat down to play lotto. | |
| - Si-si-si - there are crucian carp in the pond. | - Ti-ti-ti – we ate almost all the porridge. |
| - Xia-xia-xia - I’d like to catch a crucian carp. | - Bye-bye-bye - we put off sewing. |
| - Se-se-se – everyone caught crucian carp. | - Whoops, we're going for a walk. |
| - Xia-xia-xia - we didn’t catch the crucian carp. | |
| - Shu-shu-shu - I’m writing a letter. | |
| - Ash-ash-ash – Marina has a pencil. | |
| - Sha-sha-sha - the mother washes the baby. |
* Pure sayings, which have the appearance of an ordinary children's poem, in which the sound being practiced is often repeated, carrying an obligatory semantic load.
| - Why does the little mistress have- Did the bunnies take the green umbrella? Then, to hide from the wolf Under this silk umbrella. |
- The turkey is coming from the city, He's bringing a new toy. The toy is not simple - Painted turkey. |
| - Hedgehogs are lying by the tree, They are eating needles. And below, they look like little ones, Last year's cones lie on the grass. |
- The cricket made a jump - He jumped onto a branch. “I don’t want to get caught in a net, I’m not a butterfly – a cricket!” |
| - The goldfinch chirped and clicked, He inflated his cheeks like a balloon. A pike looked out from the pond, I was surprised what this thing was. |
- Striped mattresses Vlas's daughter rinsed. Rinsed, rinsed, The river became striped. |
| - Thunder rumbles loudly in the sky - The thunderstorm threatens us loudly. Don't rattle, don't threaten, Water the beds with rain. |
- The bear growled in the den, The groundhog was silent in the hole, They growled, remained silent - And we woke up at dawn. |
3. Tongue twisters.
What is a tongue twister? At first glance, it seems that tongue twister is a fun and harmless game of quickly repeating difficult-to-pronounce verses and phrases. But try to immediately pronounce any tongue twister correctly and quickly. For example:
The water carrier was carrying water from the water supply.
Happened? Not so. The beauty of a tongue twister is that you will never be able to pronounce it the first time. After all, according to the rules of the game, the tongue twister is not read, but repeated by ear, which is much more difficult. This makes tongue twisters useful exercises that help improve the child’s sound pronunciation and diction, teach them to quickly change the position of the organs of articulation when pronouncing difficult combinations of sounds, help eliminate unclear pronunciation, as if with porridge in the mouth, and also turns them into an exciting game, into word creation.
To learn how to pronounce a tongue twister quickly and correctly, you need to do it gradually and follow several rules.
Learn to pronounce tongue twisters slowly, but clearly, distinctly and without hesitation.
Learn the tongue twister by heart, and when memorizing, pronounce it at a normal pace.
Learn to pronounce the tongue twister quickly, gradually increasing the tempo.
For an interesting introduction to tongue twisters in class, you can use various fairy-tale characters, for example, Marusya the magpie, a champion in pronunciation of tongue twisters. There are also special poems that children really like:
Let's sit on a hill and tell tongue twisters.
He who wants to talk must speak out
Everything is correct and clear, so that everyone can understand it. We will talk and we will reprimand
So correct and clear, so that everyone can understand it.
These are funny poems with which you can start getting acquainted with tongue twisters.
The water carrier was carrying water from the water supply.
Rake - row, broom - revenge.
Oars - to carry, runners - to crawl.
Cuckoo bought a hood.
The cuckoo put on a hood, he looks funny in a hood.
Grass in the yard, firewood on the grass.
Don't cut wood on the grass in your yard.
The quail hid the quails from the boys.
The crow missed the crow.
Kondrat's jacket is a little short.
The wasp has no whiskers, no whiskers. And the mustache.
The crested little girls laughed and laughed.
White sheep beat drums.
Bagel, bagel, loaf and loaf
The baker baked the dough early in the morning.
The road to the city is uphill, from the city - down the mountain.
Roma was afraid of thunder,
He roared louder than thunder.
From such a roar there is thunder
Hid behind a hillock.
The hedgehog has a hedgehog, the snake has a squeeze.
Centipedes have too many legs.
Buba the bunny has a toothache.
Ivashka has a shirt,
The shirt has pockets.
Frost lay on the spruce branches,
The needles turned white overnight.
The cat rolled a ball of thread into a corner.
The cat rolled a ball of thread into the corner.
The ship was carrying caramel and the ship ran aground.
And the sailors ate caramel aground for three weeks.
Say parrot to parrot: “I’ll parrot you parrot12
The parrot answers him: “Parrot, parrot, parrot!”
Sawdust is falling out from under the saw.
Marusya bought beads for her grandmother.
The chickens and chicken were drinking tea on the street.
The watchmaker, squinting his eye,
He fixes the watch for us.
Two puppies are nipping cheek to cheek at a brush in the corner.
From the clatter of hooves, dust flies across the field.
You can add a visual image of the plot to each tongue twister to simplify its memorization and subsequent playback, especially at the initial stage.
3. Conclusion.
Thus, the material contained in this work can greatly facilitate preparation for classes on speech development for teachers working with preschoolers.
Many kids have difficulty pronouncing some sounds. Clear sayings for speech development will help teach your child to pronounce words correctly. At two or three years old, not all children have a large vocabulary.
But some are already constructing logically connected arguments and smartly reciting poetry. If the child’s speech is completely unintelligible, he cannot speak at all, he may be referred to a speech therapist or speech therapy group kindergarten. But the main role Correcting the child’s speech is assigned to the parents.
By studying with your child for 10 minutes every day, you can improve his speech by the time he enters school without the help of speech therapists. To do this, use the following techniques:
Experts advise starting classes to develop the articulatory apparatus at the age of 2, making them more difficult as the child grows.
From this article you will learn
Pure twisters and tongue twisters are classified as small folk art as well as riddles, counting rhymes, proverbs and sayings, lullabies. By combining individual sounds into correct words, human speech acquires meaning. Clear pronunciation is important for the correct understanding of individual words and entire sentences. The development of correct speech must be done from an early age.
Sometimes children don't realize that their speech sounds wrong. They have not yet learned to hear themselves. By developing your child's phonemic hearing, you can achieve a significant improvement in the pronunciation of individual sounds.
By explaining to the child that a word consists of individual sounds, parents can play with the child in pronunciation of various words. The games are designed to help your baby learn to listen and distinguish speech sounds.
These could be games in which you need to describe a picture, come up with words with similar endings, come up with words that sound similar but have different meanings, etc. Pure twisters in pictures and tongue twisters also contribute to the development of phonemic awareness. With their help, the child learns to pronounce difficult sounds clearly.
Speech problems may be associated with poor development of the speech apparatus. Children's speech apparatus needs daily articulation exercises. Exercises can be static, when the tongue takes a certain position, or dynamic with the participation of the entire speech apparatus.
Examples of exercises for speech warm-up:
Having done articulation gymnastics, they move on to more complex exercises. The child is asked to repeat pure tongue twisters and tongue twisters.
First, the child begins to master pure sayings for children 2 years old with simple sounds that are easiest to repeat, for example, “k, s, m, n, l.”
Cuckoo-coo, coo-coo-coo - The cat sat down on the flour.
Na-na-na, na-na-na - She became white.
Ka-ka-ka, ka-ka-ka - The cat wants milk.
Su-su-su, su-su-su - The wolf is not afraid of the fox.
Sa-sa-sa, sa-sa-sa - A very cunning fox.
La-la-la, la-la-la - Our Masha is cheerful.
Lu-lu-lu, lu-lu-lu - Masha was given marshmallow.
Ma-ma-ma, ma-ma-ma - Winter brought a snowball
No-no-no, no-no-no - The snow is whitening on the window.
You can repeat pure sayings for children 3-4 years old at home, on the way to kindergarten or to the store. A three-year-old child can repeat them independently. Don't demand clear pronunciation right away. Let the child pronounce the first syllables clearly. Good pronunciation will appear over time.
Pure sayings with complex sounds can be mastered when a 3-year-old child learns to repeat easy ones and understands how to do it. Hissing sounds and “r” are especially difficult for children. Try repeating phrases starting with “ch, c, w, r” with your baby.
Tsa-tsa-tsa, tsa-tsa-tsa - Our Katya is smart.
Tsu-tsu-tsu, tsu-tsu-tsu - Katya walks along the porch.
Cha-cha-cha, cha-cha-cha - Tanya called the doctor.
Chu-chu-chu, chu-chu-chu - I don’t want to go to the doctor.
Sha-sha-sha, sha-sha-sha - Where are the baby’s toys.
Shi-shi-shi, shi-shi-shi - The kids are playing here.
Ra-ra-ra, ra-ra-ra - Three beavers spoke.
Ru-ru-ru, ru-ru-ru - They built a house for a beaver.
You can pronounce pure sayings in all letters by finding them on the Internet and learning or coming up with funny lines yourself based on the situation. You can play rhymes with a 2-year-old child, offering to continue the started line in a way that rhymes and makes sense.
It is difficult to pronounce tongue twisters, because it must be done not only correctly, but also quickly. Funny rhyming lines are well remembered, and often persistent 2-year-old children independently repeat the memorized tongue twister with a problematic sound until they achieve success. The main thing is not to disturb them.
Greek rode across the river,
The cancer sees the Greek in the river,
The Greek put his hand in the river,
Cancer by the hand of the Greek DAC.
Sashka walked along the highway and sucked a dryer,
The dryer is overdried, Sashka is snacked.
Grass in the yard, firewood on the grass
Chop the wood and cut the grass.
Mom washed the frame with soap, mom had a clean frame.
Pay more attention to tongue twisters when learning them with children 2 years old. Thanks to this exercise, your memory and imagination will be trained, and your vocabulary will expand.
To develop phonemic awareness and expand the vocabulary of 2-year-old children, it is useful to play interesting games with them.
Take turns calling words that sound similar, for example, midge - cat, bow - bough, etc. At the same time, you can throw the ball to each other. They roll only after they say the word. The one who can't think of anything loses. The conditions of the game can be changed. The words are not similar in sound, but different: a book is a barrel; poppy - gum, etc. The one who makes a mistake and names the word in rhyme loses.
Game with pictures. The child is shown a picture of a bear and a mouse. They ask him to describe in words the animals he sees. Draw the child's attention to which animals are different, although their names sound similar: mouse - bear.
Based on the pictures, the child is asked to come up with a diminutive name for the animal: bull - goby, ram - ram, rooster - cockerel. Now they show the same pictures, only you need to say what the correct names of the young animals are: bull - calf, ram - lamb.
You can play words with your child. This is the most simple game. You say a word, the baby must come up with another word with the same letter that your word ended with. For the first time, the child will be faced with the fact that words are written differently from how they are pronounced, and after the word “garage”, you need to say not “hut”, but “beetle”.
Some parents are too persistent in demanding that their children complete tasks correctly, which leaves them in shock. Do not force your child to study without his desire. It's better to go to school a year later.
If you have not worked with your child, and suddenly discover that the child does not speak very well, it is better to entrust the lessons to an experienced speech therapist. Of course, your role in the development of a child’s speech is also very important. Praise every small success and don't be too harsh.
