Saved words in speech therapy. Violation of the syllabic structure of the word: correction, preparation for correction

The system of gaming exercises aimed at developing

syllable structure of the word

Speech therapy work to eliminate violations of the syllabic structure of the word in preschoolers involves the impact on all components of the speech system.

The complex system of speech therapy influence includes:

development of general, fine and articulatory motor skills;
development of speech breathing and voice;
correction of sound pronunciation (staging, automation, differentiation of sounds);
development of phonemic hearing, the formation of phonemic perception skills;
work on the syllabic structure of the word;
expansion and enrichment of the dictionary (active and passive);
development of the grammatical structure of speech;
formation of the intonation-expressive side of speech;
formation of coherent speech;
education of self-control over speech;
the formation of practical skills and abilities to use correct speech.

The development of the syllabic structure of the word in preschool children with dysarthria was carried out through a system of game exercises. Their goal is to promote the formation of cognitive activity of the child. Corrective work was carried out in individual and subgroup speech therapy classes.

Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. Two stages can be distinguished:

preparatory; the purpose of this stage is to prepare the child for the assimilation of the rhythmic structure of the words of the native language;
proper correctional work; the goal is to correct defects in the syllabic structure of words in a child.

Preparatory stage.

At this stage, game exercises are offered, first on non-verbal material, and then on verbal.

Work on non-verbal material.

Game exercises for the development of concentration of auditory attention, auditory gnosis and auditory memory on the material of non-speech sounds (Where did you call? Recognize a musical instrument by sound. How many times did you hit the drum?)
Work on the rhythm (first on the simple, and then on the complex). Children are offered various ways to reproduce the rhythm: clapping their hands, tapping the ball on the floor, using musical instruments - a drum, a tambourine, a metallophone.

Task types:

Clap your hands as many times as there are dots on the dice;

Rhythm comparison: !-!!, !!-!!-;

Recognition of rhythms and their correlation with a certain rhythmic pattern recorded in symbols;

Reproduction of a certain rhythm according to the model of a speech therapist, according to a given pattern;

Arbitrary reproduction of the rhythm by the child, followed by recording the rhythmic pattern with symbols;

Playing long sounds (pipe, harmonica - symbol "-" and short "+" - drum, tambourine). The rhythmic pattern can be as follows: --++, ++-+-- etc.

Formation of general coordination of movements to rhythmic music:

marching, easy running.

Exercises for the development of dynamic praxis of the hands: performing movements (left, right hand, two hands) according to the model, according to verbal instructions or counting: fist-rib, fist-rib-palm.
Exercises for the development of hand coordination: performing movements simultaneously with both hands (fist of the left hand - edge of the right hand, etc.)
Graphic switching exercises (continue line): 0-0-0…;+=+=…

Work on verbal material.

Game exercises aimed at the formation of space-time representations, as the beginning, middle, end; before, behind, after; first, last. These concepts are important when a child masters the sequence of a sound-syllabic series, the sound-filling of words of a simple and complex syllabic structure.

Exercises for the development of optical-spatial orientation.

Exercise 1.

The child sits on a chair, eyes are closed. An adult rings the bell, holding it in front of the child, behind him, above and below the chair, to the right and left. It is necessary to say correctly where the bell rings.

Exercise 2.

An adult calls the action of an object or an object. The child answers whether it is far or close.

(The pencil is lying, palm trees are growing, the aquarium is standing, the doll is lying, mom is working, etc.)

Exercise 3

The child moves in space according to the instructions of an adult.

The robot goes forward ... stop. Right ... stop. Down ... (under the table) ... stop. Left ... stop, etc.

Exercises for the development of somato-spatial orientation.

Exercise 1.

After being shown to adults, the child repeats the movements, answering questions.

Adult. Where is the heart?

Child. Left.

Adult. Where is your head?

Child. From above.

Adult. Where is your back?

Child. Behind.

Adult. Where is the belly?

Child. Front.

Exercise 2.

The child independently shows: left little finger, right elbow, right toe, left wrist, left thigh, etc.

Exercise 3.

The child performs “cross” movements, showing: with the right hand the left cheek, the left side with the right hand, the right temple with the left hand, the left eye with the little finger of the right hand, etc.

Exercise 3.

The adult silently performs the movements, the child must repeat with the same hand or foot, avoiding mirroring: the right hand up, the left foot to the side, etc.

Exercise 4

An adult asks to perform called movements without showing a sample.

Exercises for the development of orientation in two-dimensional space.

Exercise 1.

Put a dot at the top of the sheet, a stick at the bottom, draw a cross on the right, a bird on the left, draw a wave in the lower left corner, etc.

Exercise 2.

From the point put on the sheet, the child, without tearing off his hand, the child must draw a line under the commands of an adult.

We go right, stop, up, stop, right, etc.

Exercise 3

The child must continue the row: xx \ xx \ xx \; …

Exercise 4

Copying by a child of various shapes from simple to more complex.

Exercise5.

An adult and a child draw a plan of the room, indicating the position of windows, furniture doors.

Exercises for the development of temporal-spatial orientation.

Exercise 1.

Graphic dictation. (Draw a house first, then a person, a flower at the end, etc.)

Exercise 2.

Tasks: jump first, then sit down, clap your hands at the end, etc.

Exercise 3

The adult interrupts the child and asks questions.

What have you done before? What are you doing now? What will you do next

Exercise 4

Arrangement of pictures on the topics "Seasons", "Parts of the day".

Exercise 5

An adult and a child talk on the topic “Yesterday-today-tomorrow”.

Exercise 6

Transition to work with speech material. The adult gives the child a task.

Listen to the words: poppy, soup, smoke. Count. Name the second word, the first, the third.
Listen to the sentences: The fire is burning. The bird is flying. It is snowing. Count. Name the third sentence, the second, the first.

Exercises for the development of dynamic and rhythmic organization of movements.

Retention of dynamic programs. The exercise consists in repeated self-repetition of the action by the child after the instructions are presented to adults.

articulation exercises.

Open your mouth, bare your teeth, puff out your cheeks;

Tongue behind the right cheek, lips with a tube, tongue on the lower lip;

click your tongue twice, blow once;

Draw in your cheeks, click your tongue, blow once;

Silently articulate vowels (u-u-a);

Hand exercises.

- alternately touch the index, little, middle fingers with the thumb;

Put the hand on the table with a fist, edge, palm;

Show a ring of fingers, the palm is vertical, "bunny ears";

From i. n. "fist on the table" alternately show the thumb, little finger, index finger;

3. Body Exercises:

Lean to the right, squat down, stand up, clap your hands;

Wave your arms above your head, put your hands behind your back, jump in place;

Stomp your foot, hands to your shoulders, down, raise your head, lower.

Exercise 7

Repetition of rhythmic patterns after an adult - tapping, slapping, trampling.

Corrective stage

Work on vowels

Accurate perception and clear articulation of vowels ensure the correct transmission of the syllabic outline of the word, and also prevent vowel substitution and rearrangement of syllables.

Exercise 1.

The child repeats pairs, triples and a large number of sounds from more contrasting to less contrasting. Suggested syllables:

A - I A - I - O U - A - I - O

A - U U - A - I E - U - A - I

I - O I - O - S A - I - O - S

S - A E - U - A I - E - U - A

U - E A - S - O U - A - S - O

A - O I - S - E O - I - S - E

O - U O - U - A E - O - U - A

Exercise 2.

Practice pitch, volume, voice strength and pronunciation tempo. The child pronounces a series of vowels:

on one exhalation, while smoothly;
loud (quieter, very quiet);
alternating volume within one row;
with a change in voice height (on behalf of different family members);
fast slow).

Exercise 3

Additional tasks. To consolidate work on vowels, the child is offered:

count the number of sounds;
show the same number of fingers as sounds;
tap sounds silently;
stand up when a series of three sounds sounds;
name independently two (three, five) vowel sounds;
come up with as many sounds as there are stars drawn;
recognition of a series of sounds by soundless articulation and pronouncing them with a voice;
repeat sounds in reverse order.

Work on syllables

Exercise 1.

The exercise consists in repeating rows, starting with two or three syllables. Take syllables:

with common consonants:

MA - MO - MU - WE - ME;

with common vowels:

BU - KU - VU - NU - DU;

reverse:

AN - EUN - OH - EN - UN

OF - OP - OX - FROM - OM;

closed syllables, their rows and pairs:

MAC - IOC - MUK - MYK - IEC

KAP - PAP PYH - TYKH

TUK - MUK BOK - WOK;

direct and reverse syllables with hard and soft consonants:

BA - BYA AP - EL

WU - VU UV - UV

MO - MYO EN - NY

Exercise 2.

To consolidate work on syllables, the child is offered:

count the number of syllables;
lay out the sticks according to the number of syllables;
take as many steps, jumps as there were syllables;
determine the same sound in a row;
come up with syllables with the same vowels (consonants);
invent and (“guess”) syllables with a given consonant;
repeat a series of syllables in reverse order;
repeat only the first and last syllable of the series;
pronounce the syllables smoothly (briefly), loudly (quietly), different in height, quickly (slowly);
highlight the stressed syllable (reflected);
name the first (second, third) sound of the syllable;
make a syllable from the given sounds (K), (P), (A), so that there is a vowel in the middle;
compare two syllables: MA - AM, UT - KUT, KOP - POK, VYN - PYN.
building up syllables;
reduction in the number of syllables;
tapping out syllable chains.

Work on syllables with consonant clusters.

Exercise 1.

Suggested syllables:

open and closed:

kna-akn gna-agn

dmo-odm tmo-otm

ptu-upt bmu-ubm

With oppositional consonants:

fta-fta fta-vada

tko-tke tko-dgo

kmu-kmu kmu-gmu

Chains of syllables:

me-me-me-me-me

gwa-gwo-gwu-gwe-gwe

hwa-hwee-hwee-hwee

Syllables with a change in the position of the consonant:

me - nma

sko - xo

htu - thu

zby - bzy

Exercise 2.

To consolidate work on syllables with consonant clusters, the child is invited to:

analyze the syllable (name the first, third, second sounds);
make a syllable from these sounds so that consonants (or vowels) go at the beginning;
come up with a syllable of two consonants and one vowel;
compare syllables:

NA - KPA

AS - AKS

INT - INT

UBR - UPR.

Types of syllable structure of words.

Two-syllable words consisting of open syllables: melon, water, fly, cotton wool, etc.
Three-syllable words consisting of open syllables: spade, dog, cubes, panama, etc.
Monosyllabic words consisting of a closed syllable: poppy, onion, juice, whale, etc.
Two-syllable words consisting of one open and one closed syllable: lemon, banana, sofa, bouquet, etc.
Two-syllable words with a confluence of consonants in the middle of the word: jar, skirt, duck, thread, etc.
Two-syllable words with a closed syllable and a confluence of consonants in the middle of a word: cactus, bear, soldier, peacock, etc.
Three-syllable words with a closed syllable: tomato, suitcase, parrot, shop, etc.
Three-syllable words with a confluence of consonants: apple, sausage, cuckoo, girl, etc.
Three-syllable words with a confluence of consonants and a closed syllable: bus, gardener, orange, grapes, etc.
Three-syllable words with two consonant clusters: toys, light bulb, skipping rope, strawberry, etc.
Monosyllabic words with a confluence of consonants at the beginning or end of a word: leaf, bush, tank, umbrella, etc.
Two-syllable words with two consonant clusters: star, nest, nails, beets, etc.
Four compound words consisting of open syllables: piano, corn, button, caterpillar, etc.
Four-syllable words with a confluence of consonants: refrigerator, motorcycle, caregiver, towel, etc.

14 types of syllabic structure of the word are proposed according to the increasing degree of complexity (classification by S.E. Bolshakova).

Word work.

Stage 1.

Exercises to distinguish between long and short words.

Exercise 1. There are long and short strips of paper on the table. The speech therapist pronounces long and short words. Having heard the word, the child puts the chip, respectively, under the long or short strip.

Words: bitch, bicycle, soup, beetle, fly agaric, etc.

Exercise 2.

In front of the child are pictures with monosyllabic polysyllabic words. We need to divide them into two groups.

Exercise 3

Two children are selected from the group. One child is looking for objects with short names in the room, the other with long ones. Having found an object, the player2 names it.

Exercises to explain the meanings of unfamiliar words.

Since knowledge of the lexical meaning is necessary for mastering the correct pronunciation, the meaning of the word should be clarified (for example, by including it in sentences).

Exercises for reflected scanned repetition of words of the studied type.

Exercise 1. Training the ability to pause between words. The speech therapist says the word. The child must repeat and tap it on the table. At the same time, if an adult raises his hand, you need to pause until the hand drops.

Example: boo…..sy, not…..bo, lu…..di, ko…..le-but (ko-le…..but), oh-le…..neither (oh…..le -no), si ... ..nee-tsa (si-no ... ..tsa).

Exercise 5

Sound analysis and synthesis.

Counting syllables, naming one, two, etc. syllables in a row, or in discord at the request of a speech therapist.

Laying out strips according to the number of syllables.
Choosing the right word scheme.
Analysis of each syllable (counting and listing sounds). This type of work is important when studying words with consonant clusters. Offered:

1-disyllabic words with confluences in the middle of the word, starting with a vowel sound: needle, sheep, glasses, etc.

Then - words that begin with a consonant sound: heel, nails, bag, etc.

Words with two sets of consonants: swallow, sun, leaves, etc.

2-confluence at the end of a word (bone, bridge, bandage, etc.)

3- confluence at the beginning of a word (chair, kvass, key, etc.)

4- monosyllabic words with two confluences (tail, nail, pillar, etc.)

5-polysyllabic words with confluences (pan, medicine, library, etc.)

Exercise 6

Isolated pronunciation of the words "Let's go up the ladder." The child must, repeating the word by syllable after the speech therapist, climb the steps of the toy ladder with his fingers.

Exercise 7

Repetition of words similar in sound composition:

Differing in vowel sounds: bough-juice, ball-sword, whale-cat, forest-fox, sam-catfish;

house-smoke-dam, fur-max-moss; bull-buck-side-beech;

ski-puddles, hands-rivers, crayfish-hands, etc.

Differing in consonant sounds: souk-soup, nose-knife, fur-chalk; oak-cube-soup, horse-com-kot-kol; balls-gifts, notes-honeycombs, teeth-fur coats, etc.

Differing in consonant sound and place of stress:

water-soda, goat-rose, hands-beetles, skin-goat, etc.

Exercises for repetition with emphasis on the stressed syllable.

Exercise 1.

The child repeats after the speech therapist at first the whole word syllable by syllable, and then calls only the stressed syllable: ko-fe ... .. ko-fe, ko; li-sa…..li-sa, sa.

Exercise 2.

Using a graphic representation of the stress on the word scheme, the child is offered:

Guess the word that another student clapped;

Come up with a word for the scheme;

Put stress on the diagrams (in the form of a dictation).

Exercise 2.

Naming words according to their sound composition, but differing in the place of the stressed syllable (horns-ROZH-ki, ZA-mok-za-MOK, mu-KA-MU-ka, etc.

Exercises with permutation of syllables.

Exercise 1.

Swap syllables, name the resulting word:

Words: Zhi-ly - ly-zhi (la-yu, ly-ko, on-weight, ki-pyat, on-sos;)

Syllables: ka-mu, ma-do, pa-li, ka-sum, va-tyk, zha-lu, duk-sun, dysh-lan, tuk-far, etc.

Exercise 2.

Three syllables are pronounced. Children make up a word from them: ku-ki-bi, sa-gi-po, ma-na-li, ko-so-le, vo-sy-lo, etc.

Exercises for assessing normativity.

Exercise 1.

The speech therapist reads the words. Children raise a green flag if the word sounds correct. If incorrect, red.

Words: spider, spider; wutka, duck; window, window; ise, scales; devereaux, tree; moko, milk; mimon, lemon; manina, raspberry; nonbel, furniture; hunter, hunter; dwarf, snake; tol, table; melon, in the afternoon; pinino, piano; motorcyclist, motorcyclist, etc.

Exercises for the transition to continuous pronunciation.

Exercise 1 "Guess, say the word."

Syllables: ved-, set-, kuh-, dos-, bel-, met-, waf-, color-.

Exercise 2. The child adds the first syllable and calls the word: -jama, -shina,

Goda, -keta, -midor, -cut, -tata, etc.

Exercise 3 The speech therapist says the word, making a clap instead of the second syllable. The child adds a syllable and calls the whole word.

Syllables: sa!

Exercise 2

The child says his name. At the signal of the teacher, each player must stand next to the one whose name has the same number of syllables.

Exercise 3

Syllabic analysis and synthesis. From the proposed pictures, name in which there is a given syllable (for example, ma): raspberry, popsicle, macaque, ant, lipstick.

Put the pictures so that the last syllable of the previous word and the first syllable of the next word are the same (owl, cotton wool).

Beetles-kino-legs, neck-pit-maki, pin-swing-lemon, popsicle-milk-bun, etc.

Phrase formation exercises.

Exercise 1.

Pronunciation of phrases:

Small light bulb, small swallow, small ribbon, etc.

Words: jacket, blouse, tassel, little book, bench, etc.;

Delicious pumpkin, delicious egg, delicious waffles, delicious watermelon, etc.

Words: bun, carrot, apple, chicken, cheesecake, apricots, etc.;

Exercise 2.

Formation of the genitive plural using the word "many": melon ... many melons, owl ... many owls, goat ... many goats, etc.

Exercise3.

The speech therapist calls the object, and the child answers with a phrase using the words round - oval: the moon ... the moon is round, the cloud ... oval;

words: beads, ball, head, cucumber, frying pan, drum, leaf, checkers, etc.

Exercise 4

The speech therapist names the object. The child answers with a phrase using the words triangular, square, rectangular:

newspaper .... rectangular newspaper, screen ... .. square screen, cap .... triangular cap;

words: cubes, Christmas tree, window, book, door, soap dish, towel, refrigerator, etc.

Exercises to compose short sentences with learned words.

Exercise 1. It is proposed to choose a suitable action for the name of the object (standing, sleeping) and make sentences:

Kettle ...... The kettle is standing. Dolphin……Dolphin is sleeping. The bear….. The bear is sleeping.

Exercise 2. Put the words in the correct order and name the sentence.

In, tomatoes, greenhouse…….Tomatoes in the greenhouse.

Apple tree, under, apples…….. Under the apple tree, apples.

Popsicle, table, on…….. Popsicle on the table.

Words. Above, icicle, window. Tree, on, cuckoo. U, chess, boy. Home, above, clouds. Candy, girls, u.

Exercises to differentiate words of the studied type with words of greater or lesser contrast in syllabic structure.

Exercise 1.

“Animals were brought to our zoo. We have to house them in cages. In the first place, we will settle animals whose names have one syllable. In the second, with names of two syllables, etc. ”

Pictures: lion, hedgehog, elk, elephant, fox, hare, squirrel, zebra, giraffe, camel, hippopotamus, monkey, etc.

Exercise 2.

When pronouncing different words, you can take a different number of steps (for example, cheese-airplane). Then the children walk through the words called by the speech therapist.

Strengthening exercises.

Repetition of complex sentences.

A long-legged stork flies over the house.

Aunt Dina is sitting on the couch.

Nikita bought sneakers and a cap.

There are eggplants and apricots in the fridge.

The breadbasket is on the fridge.

There is a purple sugar bowl in the sideboard.

Maxim loves to be photographed.

The librarian lends books.

The plumber is fixing the plumbing.

The policeman directs the traffic.

The postman delivers letters, newspapers, magazines.

The guide conducts excursions.

The border guard guards the border.

Development of the syllabic structure of words on the material of tongue twisters.

(B) Bee-beep-beep, there is smoke from the chimney.

Beavers wander into the cheeses of the forests. The hippopotamus opened his mouth, the hippopotamus asks for rolls.

Bananas were thrown to a funny monkey.

They threw bananas to a funny monkey.

BBC. The car is running out of gas.

(P) Whoop, whoop, mom is making soup.

The parrot says to the parrot:

I'll scare you, parrot, parrot.

The cockerel jumped on the threshold:

Give me a pie, baker.

(P-B) Our grandmother's beads were lost.

Babkin bean grows in the rain.

The baker baked a bagel, a bagel, a loaf and a loaf of dough early in the morning.

Two bulls fought foreheads at the fence.

They pierced all sides in a noisy dispute.

(B) Wah-wah-wah, an owl sits on a bough.

Three crows on the gate.

The water carrier was carrying water from the tap.

Delicious halva - praise the master.

The fidgeting wind tore the gates like a turntable.

(F) Af-af-af, there's a cupboard in the corner.

Fani has a jersey, and Fedya has shoes.

The fleet sails to their native land, the flag on each ship.

Fedya reached for a candy in the buffet, the fact that there will be no sweets in the buffet.

(V-F) Our Filat is never to blame.

Wolves are afraid not to go into the forest.

Mikhail played football and scored a goal.

Owl, even with a lantern, does not see anything during the day.

(D) Gu-gu-gu, geese are grazing in the meadow.

They cackle on the mountain, under the mountain the fire burns.

The road to the city is uphill, from the city - from the mountain.

On the willow there is a jackdaw, on the shore there is a pebble.

(K) Ko-ko-ko, don't go far.

Knock knock, I nail the heel.

Our river is as wide as the Oka.

The fly has bitten the pussy and the ear of the kitty hurts.

A cat with a kitten, a hen with a chicken.

(K-G) They go in single file gander after gander.

The breast in the sun warms the side. Go to the box fungus.

(X) Haha, you can't catch a rooster.

Prokhor and Pahom rode on horseback.

The fly-pity sat on the ear.

(D) Doo-doo-doo, apple trees grow in the garden.

Daria gives Dina melons.

The woodpecker was hollowing out the tree, woke up the grandfather with a knock.

Grandfather Danil shared a melon.

(T) Ta-ta-ta, the cat has a fluffy tail.

Our guest bought a cane.

Again the guys found five mushrooms.

(D-T) Dog Tom guards the house.

The woodpecker treated an ancient oak tree.

I am shaggy, I am shaggy, I am above every hut in winter.

(M) Mu-mu-mu, milk to whom?

Milu's mom was in the bath soap.

Where there is honey, there are flies.

Toma sat on the bench outside the house all day.

(N) An-an-an, dad is fixing the faucet.

The nanny nurses Nadya and Nina.

Nina plays the piano.

Feet dressed up in new boots.

As-as-as, our gas went out.

Os-os-os, there are many wasps in the clearing.

Mow ecos while dew.

Little Sanya's sleigh drives by itself.

Senya carries hay in the canopy.

Sonya and Sanya have catfish with a mustache in their nets.

(Z) Za-za, go home goat.

Zu-zu-zu, we wash Katya in the basin.

Bunny Buba has a toothache.

(S-Z) Sa-za, sa-za, the dragonfly flew away.

For-sa, for-sa, a wasp flew to us.

Sonya Zina brought elderberries in a basket.

The net caught on a knot.

The ring has no end.

Two chickens are running right on the street.

The heron, standing on the porch, wrote the letter C.

(S-Ts) So-tso, so-tso, the chicken laid an egg.

Tits are funny birds.

The hen laid an egg under the porch.

Water is drunk from a nearby well all day long.

There is a cart of oats, a sheep near the cart.

The sun shines brightly through the window.

(Sh) Sha-sha-sha, mother washes the baby.

Shu-shu, I'm writing a letter.

Ash-ash, Pasha has a pencil.

Hush, mice, the cat is on the roof. Make some noise, he will hear.

Our Masha was given semolina porridge.

I can't find the ears of this frog.

Masha, finish your porridge, don't bother your mother anymore.

(S-Sh) Su-shu, I'm writing a letter home.

Shu-su, I met a bear in the forest.

Sasha loves drying, and Sonya cheesecakes.

Pine cones, checkers on the table.

I bought Sasha drying.

(F) Ms. Ms., the hedgehog has needles.

Zhu-zhu, let's give milk to a hedgehog.

The hedgehog has a hedgehog, the snake has a snake.

Snakes do not live where hedgehogs live.

Dinner is needed for the beetle and the snake.

(Sh-Zh) Sha-zha, sha-zha, we saw a hedgehog.

Zha-sha, Zhenya is feeding the baby.

Mouse has acorns, monkey has bumps.

The cat has spoons in a basket.

Good pie, inside the curd.

On the roof of Shura lived the crane Zhura.

Midges flew around the lamp, warm thin legs.

Be careful, midges, burn your legs.

(Sch) Shcha-shcha, we're bringing home the bream.

Ah-ah, I put on a raincoat.

Wolves roam, looking for food.

The puppy squeaks plaintively.

(H) Cha-cha-cha, a candle is burning in the room.

Choo-choo, I knock with a hammer.

Oops, the night has come.

A sheep's coat is warmer than any stove.

The student taught lessons, his cheeks are ink.

This is for Lenochka ice cream on a plate.

(Ts-Ch) Tsu-chu, I'm flying on a rocket.

Chu-tsu, they gave the seeds to the chick.

Very often Tanechka's saucers beat.

The mischievous student received a unit.

(L) La-la-la, I have a spinning top.

Lo-lo-lo, it's warm outside.

On the shallows we caught burbot.

Milu's mother washed soap with soap.

Julia was small and twirled

like a yule.

Put the coal in the corner.

The sea wave is strong and free.

(P) Ra-ra-ra, it's hot outside.

Ro-ro-ro, there's a bucket outside.

Ar-ar-ar, a lantern hangs on the wall.

Three trumpeters blew trumpets.

The raven raven crowed.

Oaks grow on the mountain, grids grow under the mountain.

Yegorka quickly speaks a tongue twister.

(R-L) La-ra, la-ra, the game is on.

Lara washed the floor, Lilya helped Lara.

Lara played the piano at Valya's.

The fisherman caught the fish, the whole catch floated into the river.

Kandrat drew a square in his notebook.

The ship was carrying caramel, the ship ran aground.

And the sailors ate caramel aground for three weeks.

Thus, the types of exercises were selected depending on the level of speech and intellectual development of children, their age and the type of speech pathology. The work on correcting the syllabic structure of words was carried out for a long time, systematically, according to the principle from simple to complex, taking into account the leading type of activity of children and using visualization. Thanks to this, significant results were achieved in the formation of the syllabic structure of the word in children.

I. Two-syllable words consisting of open syllables:
MELON, WATER, OWL, COAT,

COFFEE, FLY, SOAP, CHILDREN, LEGS, MOON, PERFUME, SCALES, VASE, NOTES, GOAT, TEETH.

II. Three-syllable words consisting of open syllables:
SHOVEL, DOG, DICE, BOOTS,
CABIN, PANAMA, DUCKS, HEAD,
RASPBERRY, NEWSPAPER, MIMOSA, BERRIES,
CAR, COIN, WHEEL, MILK.

III. One-syllable words consisting of a closed syllable:
MAC, BOW, BALL, KIT,

FOREST, BEETLE, CATFISH, JUICE, OAK, LION, HONEY, HOUSE, CAT, GOOSE, SMOKE, NOSE.

IV. Two-syllable words consisting of one open
go and one closed syllable:

LEMON, BROOM, BOUQUET, BANANA, FIRE, PACKAGE, CAN, HAMMOCK, WAGON, BATON, IRON, COCK, RINGER, SOFA, SCOOP, ROPE.

V. Two-syllable words with a confluence of consonants in sulfur
line of the word:

JAR, SKIRT, LETTER, BRANCH, LETTERS, DUCK, BATH, THREADS, FORK, CAP, PUMPKIN, SLIPPERS, WINDOW, SKATES, T-shirt, TAXI.

VI. Two-syllable words with a closed syllable and confluences
I eat consonants in the middle of a word:

KETTLE, TRAY, ALBUM, RAIN, CACTUS, FOUNTAIN, BEAR, BOUBLET, MAGNET, TULIP, TURKEY, DOLPHIN, COSTUME, COMPASS, SOLDIER, PEACOCK.

VII. Three-syllable words with a closed syllable:
KOLOBOK, PLANE, TOMATO, SUITCASE,
HIPPO, COCK, PINEAPPLE, VASILEK,
PHONE, DRUM, DIVER, PARROT,
HAMMER, CAPTAIN, CALF, SHOP.

VIII. Three-syllable words with a confluence of consonants:
APPLE, CHESS, SAUSAGE, CANDIES,
CUCKOO, DUMBELLS, ROOM, GATE,
BOOTS, SNAIL, CABBAGE, ROD,
A NEEDLE, A SHOWER, VALENKI, A GIRL.

IX. Three-syllable words with a confluence of consonants and beyond
covered syllable:

BUS, GRASSICKER, OCTOPUS, ARTIST, AUTOMATIC, LAMB, ROSE, GARDENER, MONUMENT, SLADLE, ALARM CLOCK, ORANGE, GRAPES, HUNTER, PENDULUM, COFFEE POT.

X. Three-syllable words with two consonant clusters:
MATRYOSHKA, HUT, TOYS, DON'T KNOW,
RIFLE, BULB, ANTENNA, PILLS,
CARROT, ROPE, STRAWBERRY, CLOVE,
BENCH, TURKEY, FOOTBALL PLAYER, ACCORDION.

XI. Monosyllabic words with a confluence of consonants at the beginning or end of the word:

LEAF, BOLT, BUSH, TANK, CAKE, UMBRELLA, ELEVATOR, SCREW, BOW, SIGN, BOTTOM, GLUE, FLAG, BREAD, GNOME, CABINET.

XII. Two-syllable words with two consonant clusters:
STAR, ROD, NEST, MATCHES,
CHICKS, FLAGS, STICKS, NAILS,
LASH, CAGE, CRANBERRY, ROLLING PLATE,
BUTTON, BEET, BOOKS, WEED.

XIII. Four-syllable words consisting of open
syllables:

PIANO, BLACKBERRY, CORN, BURATINO, SHELL, BUTTON, CATERPILLAR, TOMATOES, BLANKET, TURTLE, LIZARD, Amanita, VITAMINS, PASTA, WEB, SUITCASES.

XIV. Four-syllable words with a confluence of consonants:
STRAWBERRIES, EGGLANTS, EDUCATOR,
BEAR,

CAR, STOP, CHIN,

RECORD PLAYER,

AQUARIUM, MONKEY, DANDELION,

FERN,

TOWELS, REFRIGERATOR, EXCAVATOR,

Formation of the syllabic structure of the word: speech therapy tasks

Kurdvanovskaya N.V.,

Vanyukova L.S.

annotation

The manual highlights the features of correctional work on the formation of the syllabic structure of the word in children with severe speech disorders. Systematization and selection of speech and didactic material, lexical saturation of classes will help speech therapists solve these problems, taking into account the main stages in the development of speech skills in preschool children.

The manual is intended for speech therapists, educators and parents working with children with speech pathology.

Introduction

Every year the number of children suffering from severe speech disorders is increasing. Most of them, to one degree or another, have a violation of the syllabic structure of the word. If this violation is not corrected in time, in the future it will lead to negative changes in the development of the child's personality, such as the formation of isolation and complexes, which will interfere with him not only in learning, but also in communicating with peers and adults.

Since this topic has not been sufficiently studied and covered in educational and methodological literature, speech therapists experience difficulties in organizing work on the formation of the syllabic structure of a word: in systematizing and selecting speech didactic material, providing classes with lexical richness.

A.K. Markova identifies the following types of violations of the syllabic structure of a word.

♦ Truncation of the syllabic contour of a word due to the loss of a whole syllable or several syllables, or a syllable-forming vowel (for example, “vesiped” or “siped” instead of “bike”, “prasonik” instead of “pig”).

♦ Inert stuck on any syllable (for example, "vvvo-dichka" or "va-va-vodichka"). Perseveration of the first syllable is especially dangerous, as it can develop into stuttering.

♦ Likening one syllable to another (for example, "mimidor" instead of "tomato").

♦ Adding an extra syllabic vowel at the junction of consonants, thereby increasing the number of syllables (for example, "hollow" instead of "hollow").

♦ Violation of the sequence of syllables in a word (for example, “chimkhistka” instead of “dry cleaning”).

♦ Merging parts of words or words into one (for example, “persin” - a peach and an orange, “devolat” - a girl is walking).

This manual offers a carefully selected speech material, taking into account the classification of productive classes, developed by A.K. Markova, with some changes:

Onomatopoeia;

Two-syllable words from open syllables;

Trisyllabic words from open syllables;

Monosyllabic words from closed syllables;

Two-syllable words from closed syllables;

Two-syllable words with consonants in the middle of the word and an open syllable;

Two-syllable words with a confluence of consonants at the beginning of a word and an open syllable;

Two-syllable words with a confluence of consonants in the middle of a word and a closed syllable;

Two-syllable words with a confluence of consonants at the beginning of a word and a closed syllable;

Three-syllable words with a closed syllable;

Three-syllable words with a confluence of consonants (in different positions) and an open syllable;

Three-syllable words with a confluence of consonants (in different positions) and a closed syllable;

Monosyllabic words with a confluence of consonants at the beginning and end of the word;

Two-syllable words with two confluences;

Trisyllabic words with two confluences;

Four-syllable words from open syllables;

Five-syllable words from open syllables;

Four-syllable words with a closed syllable and (or) confluences;

Five-syllable words with a closed syllable and (or) confluences;

Words with a complex confluence (more than three consonants side by side).

Work on the formation of the syllabic structure of a word in a non-speaking child should begin with the development of onomatopoeia.

If all groups of sounds are disturbed in a child and the formation of the phonetic side of speech was not carried out, then we recommend using the material of the first paragraphs from each section when working on the syllabic structure of speech. The sections are arranged in such a way that their consistent use implies compliance with the structure of classes on the formation of a syllabic structure in children with severe speech disorders. The manual is supplemented with an appendix and illustrative material for the section "Onomatopoeia".

If, in parallel with working on the syllabic structure of a word, you automate any sound, we recommend using the appropriate speech material. It is chosen in such a way that it excludes the presence in the words of other sounds that are difficult for children. For example: the material for the sound [w] does not contain sounds such as [g], [s], [s "], [h], [h"], [c], [l], [l "], [ p], [p"]. The material for the sound [l] does not contain sounds such as [w], [g], [s], [s "], [h], [h"], [p], [p "], but start working still follows from the first paragraphs.Clean tongues contain only simple prepositions, such as on And y.

Each vocabulary block also follows the systematization: singular and plural nouns, common nouns, adjectives, adverbs, verbs.

The material containing four-syllable and five-syllable words, like the last sentences, is the final stage of work on the formation of the syllabic structure of the word, but it will not be superfluous in the work on the development of speech skills in children who do not have severe impairments. It should be noted that in each specific case there should always be an opportunity to vary the sequence of work, taking into account the individual characteristics of each child.

The work of a speech therapist cannot and should not be standardized. The activation of various analyzers during classes using this lexical material (when the child must observe, listen to the name of an object or action, make a sign or purpose with a gesture, name himself) contributes to a more solid consolidation of the material. We recommend using a predominantly game form of classes, only in this way can arouse the need for communication, interest in exercises, which, in turn, will provide emotional impact and contribute to the development of speech imitation.

The lack of formation of the syllabic structure of a word in children with general underdevelopment of speech has a different characteristic at different levels of speech development.

At the first level, the sound design of speech is very fuzzy and unstable. Children own the articulation of the simplest sounds, which replace those that are absent from them. Characteristic of their speech is the absence of words. Children are not able to reproduce their syllabic structure. As a rule, these are non-speaking children. Their active speech consists of separate amorphous root words. (ma instead of mom pa instead of dad av- dog, BBC- car, etc.). In non-speaking children, as a rule, there is no need to imitate the word of an adult, and in the presence of imitative activity, it is realized in syllabic complexes consisting of two or three poorly articulated sounds: “consonant + vowel” or, conversely, “vowel + consonant”. In the active vocabulary of non-speaking children, there are from 5-10 to 25-27 words.

At the second level of speech development, difficulties in reproducing syllabic structures are clearly revealed. Children can reproduce monosyllabic and only in some cases - two-syllable words consisting of direct syllables. The greatest difficulty is the pronunciation of one- and two-syllable words with a confluence of consonants in a syllable, as well as three-syllable ones. Polysyllabic structures are often reduced. All these distortions of the syllabic structure are most clearly manifested in independent phrasal speech. The quantitative stock of words and the volume of amorphous sentences may be different, but a characteristic feature of this level is the complete or partial lack of the ability to inflection. In other words, in their speech, children use words only in the form that they have learned from others. For example, the nominative singular form is used in place of all other case forms. In more developed children, two forms of the same word can be identified.

At the third level of speech development, there is often a mixture of sounds that are similar in articulatory and acoustic features. Developing the ability to use words. complex syllabic structure, but this process is difficult, as evidenced by the tendency of children to rearrange sounds and syllables.

Methods of work on the formation of the syllabic structure of the word in children with severe speech disorders

Throughout the entire period of work, it should be borne in mind that the formation of the syllabic structure of the word is carried out in two directions:

The development of imitation ability, i.e. the formation of skills for the reflected reproduction of the syllabic contour;

Constant control over the sound-syllabic content of the word.

It should also be remembered that it is recommended to move on to a more complex syllabic class after practicing the words of the studied productive syllabic class in phrasal speech.

Directly, the methodology of work in this section includes propaedeutic and basic stages.

The leader at the propaedeutic stage is training:

Perception and reproduction of various non-speech rhythmic circuits (slapping, tapping, jumping, etc.);

Distinguish between long and short words;

Distinguishing by ear syllabic contours in length. The main task of the main stage is the formation of the skill of correctly pronouncing the words of productive classes.

propaedeutic stage

At first, the speech therapist does not require the child to have a conscious attitude to the syllable as part of the word. Children learn to divide words into syllables unconsciously, and this work is based on a clear syllable-by-syllable pronunciation of the word by adults. N.S. Zhukova proposes to associate this pronunciation with the rhythmic movements of the right hand, which, in time, slaps the number of syllables pronounced in the word on the table. Thus, the number of syllables is rhythmically combined with simultaneous up and down movements of the right hand. In addition, the child is given a visual support of the syllable in the form of any objects (chips, circles, cards) laid out one after another on the table. The speech therapist explains to the child that the word can be “tapped on the cards”, that the words are long (shows three cards laid out one after another) and short (removes two cards, leaving one lying on the left). Pronouncing the word in syllables, the speech therapist simultaneously slaps the spread out pieces of paper or chips so that the syllable falls on a separate card. Then the speech therapist asks the child to determine whether the word is long or short. For comparison, one- and three-, four-syllable words are given.

1. Two-syllable words from open syllables.

2. Three-syllable words from open syllables.

3. Monosyllabic words.

4. Two-syllable words with a closed syllable.

5. Two-syllable words with a confluence of consonants in the middle of the word.

6. Two-syllable words from closed syllables.

7. Three-syllable words with a closed syllable.

8. Three-syllable words with a confluence of consonants.

9. Three-syllable words with a confluence of consonants and a closed syllable.

10. Three-syllable words with two consonant clusters.

11. Monosyllabic words with a confluence of consonants at the beginning or middle of a word.

12. Two-syllable words with two consonant clusters.

13. Three-syllable words with a confluence of consonants at the beginning and middle of a word.

14. Polysyllabic words from open syllables.

Two-syllable words from open syllables

(1st type of syllabic structure.)

1. 1. Exercise "find out who it is?" Target:

Learn to clearly pronounce two-syllable words with repeated syllables.

To teach one-word answers to the questions posed based on plot pictures.

Develop auditory attention and memory.

Equipment: plot pictures.

The course of the game exercise.

The speech therapist lays out 5 plot pictures in front of the child, while pronouncing sentences to them:

Mom bathes Vova.

Dad is playing with his son.

Uncle goes home.

In the yard there is a woman made of snow.

The nanny walks with the children.

And then he asks the child to answer the questions:

Speech therapist: Child:

Who bathes Vova? Mother.

Who is playing with your son? Dad.

Who is standing in the yard? Woman.

Who walks with children? Nanny.

Who is going home? Uncle.

1.2. Exercise "the end of the word is yours." Target:

Learn to pronounce words of the syllabic structure of the 1st type.

Exercise in the simplest syllabic synthesis.

Activate and expand vocabulary.

Equipment: ball.

The course of the game exercise.

The speech therapist, throwing the ball to the child, pronounces the first syllable. The child, returning the ball, says the second syllable, then calls the word in full.

Speech therapist: Child: Speech therapist: Child:

But note ba bath

wah wat nya babysitter

Yes date dy melon

Ha TA hut To NYA Tonya

My mint And Anya

Bi bita Wa Vanya

Fa Fata Ta Tanya

Ka Katya and go

Pe tya Petya boo DE wake up

Ve Vitya ve lead

Mi Mitya ho go

(The lexical material of this exercise can be divided into two lessons. The meaning of words unfamiliar to the child needs to be clarified).

« What is the "syllabic structure of the word", causes and types of disorders in preschool children aged 3-7 years"

What it is? If there are permutations, omissions or extensions of sounds and syllables in the speech of a preschooler, then the structure of the words is reproduced incorrectly. Up to 3 years, this phenomenon is physiologically determined, normal. We often hear from kids who have just begun to speak something like the following words: matsitsikl (motorcycle), mitsanel (policeman), kasanavt (cosmonaut), and we justifiably do not worry about the state of their speech. However, if a child aged 4-5 years says: (tovotik - tummy, saf - wardrobe, khakist - hockey player, voyapotik - plumber, astobus - bus, visiped - cyclist, staped-bike, limoit - lemon, alpelsin-orange, atgurets -cucumber aquay, vapasilek-cornflower, children made a snowman - children blued Novik). etc., then this is a signal of a persistent violation of the syllabic structure of the word, and in this case, the baby needs the help of a speech therapist.

In cases of speech pathology, these age-related disorders do not disappear from children's speech by the age of three, but, on the contrary, acquire a pronounced, persistent character.

So, if you began to notice such examples of words of abnormal children's speech in a child's spontaneous speech, then this is cause for concern.

How to understand, to recognize whether the syllabic structure of a word is broken? It is very simple to offer the child a reflected and independent naming of pictures (subject and plot).

To examine the syllabic structure of words, words with certain sounds and with a different number and types of syllables are selected.

There are 14 types of syllabic structure of the word according to the increasing degree of complexity. The complication lies in increasing the number and using different types of syllables:

1. Two-syllable words from open syllables (willow, children).

2. Three-syllable words from open syllables (hunting, raspberries).

3. Monosyllabic words (house, poppy).

4. Two-syllable words with a closed syllable (sofa, furniture).

5. Two-syllable words with a confluence of consonants in the middle of a word (bank, branch).

6. Two-syllable words from closed syllables (compote, tulip).

7. Three-syllable words with a closed syllable (behemoth, telephone).

8. Three-syllable words with a confluence of consonants (room, shoes).

9. Three-syllable words with a confluence of consonants and a closed syllable (lamb, ladle).

10. Three-syllable words with two sets of consonants (tablet, matryoshka).

11. Monosyllabic words with a confluence of consonants at the beginning of a word (table, cabinet).

12. Monosyllabic words with a confluence of consonants at the end of the word (elevator, umbrella).

13. Two-syllable words with two sets of consonants (lash, button).

14. Four-syllable words from open syllables (turtle, piano).

Methods of examination of children 3-4 years old. Children are invited to reproduce, following an adult, words consisting of 2 syllables, for example, (cotton wool, willow, owl, etc.), from 3 syllables (cab, car, ducklings, etc.) 1 syllable, for example, (poppy, juice, smoke, etc.). In this case, the total number of correctly reproduced syllables is noted.

Methods of examination of children 4-5 years old. Children are offered various types of words: simple - from open syllables without a confluence of consonants; more complex ones - from 4-5 syllables with a confluence of consonants at the beginning, middle, end of the word. Speech material can be as follows: snow, cabbage, roof, cat, bridge, button, birdhouse, curdled milk, medicine, tomatoes, draft, TV, frying pan, whistle, policeman, aquarium, hairdresser, construction.

Types of work should vary:

Name subject pictures;

Repeat words after an adult;

Answer the questions (Where is the hair cut?).

After 5 years children are given the task to repeat sentences with a large concentration of compound words after adults, for example:

The plumber was fixing the plumbing.

The policeman directs the traffic.

Colorful fish swim in the aquarium.

Builders are working on the construction of a high-rise building.

Hair is cut at the barbershop.

In addition, children are encouraged to make their own sentences on plot pictures.

The importance of this problem is evidenced by the fact that the timely mastery of correct speech is of great importance for the development of a full-fledged personality of the child, and the assimilation of the syllabic structure of the word is one of the prerequisites for mastering literacy and further successful education of the child at school.

FOR FORMING THE SYLICAL STRUCTURE OF A WORD

After the child learns to clap his hands 1,2,3 times on a task, teach him to combine the number of claps with the number of syllables in words: ma - ma, cha-sy, ma-shi-na, li-mon-ny, etc. . P.

· Teach your child to select words with a given number of syllables.

It is easiest to pronounce words consisting of syllables of the “consonant - vowel” type (ma-ma, mu-ka, etc.), then words are selected where one syllable ends in a consonant (ka-tok, mask-ka, bank, pass - that, etc.) further - words in which both syllables end in a consonant ( eraser, bow-tick, etc.).

· Exercise in the distribution of consonants between two adjacent syllables.

The greatest difficulties arise when pronouncing a confluence of consonants: glass - kan, Moscow - va, degree - dus - nickname, cast - ryu - la, pros - you - nya.

Write down in the "Glossary" the words in which the child rearranges or skips syllables. Teach him to count the number of syllables in a word, starting with simpler two-syllable ones.

After the child learns to pronounce the word correctly, it is imperative to follow how this word is pronounced by him in phrases, in the speech stream.

· Write a word (preferably on sticky notes), cut it into syllables, mix them up. Invite the child to collect (glue) syllables to make a word again. First, the task can be performed based on the sample, and then from memory.

Complete practical tasks:

Exercise "LISTEN AND CALL"

An adult calls a general concept and a series of words. The child chooses the correct word and repeats it.

Adult: Child:

berries: melon, raspberry, poppy; raspberries

furniture: house, room, sofas; sofas

vegetables: tomatoes, linden, flour; tomatoes

Fruits: cocoa, lilies, lemons; lemons

flowers: linden, peonies, raspberries. peonies

Exercise "CALL THE WORD CORRECTLY"

An adult shows a picture, and then slowly and clearly pronounces sound combinations. The child, having heard the correct name of the object shown in the picture, should clap his hands and repeat the word.

tonema coin pokyto hoof

nometa topyko

coin hoof

belady swans nomido dominoes

midano swans

debeli dominoes

dumbass roosters gabuma paper

khetupi magabu

cocks paper

Exercise "NAME ONE SUBJECT"

An adult, throwing a ball to a child, calls a plural noun. The child, returning the ball, pronounces this word in the singular.

cats - cat

whales - whale

bulls - bull

oaks - oak

horses - horse

Exercise "WHAT DID YOU REMEMBER?"

An adult lays out in front of a child

5-6 pictures and says:

“Look at the objects, memorize them, and then name what you remember.”

Exercise "CHOOSE A PICTURE"

An adult lays out pictures in front of the child, clarifies the names of the objects depicted on them. Then he invites the child to select objects about which you can say “mine”.

my snowman, my kettle, my ball, my tiger, my mushroom, my ostrich, my dinosaur.

Exercise "SAY THE BACK"

An adult, throwing a ball to a child, says a word. The child, returning the ball, calls a word with the opposite meaning.

Exercise "WHO MOVES HOW?"

The adult lays out pictures in front of the child, specifying the names of the objects depicted on them, and says: “I will ask questions, and you will answer.”

https://pandia.ru/text/78/374/images/image007_64.jpg" align="left" width="236" height="254">Speech therapist, naming verbs, imitates movements. Then he addresses the child: " Show and tell what you gonna do?"

Adult: Child:

I'm digging. I'm going to dig.

I'm drinking. I'll be sawing.

I stomp. I will stomp.

I ride. I will ride.

I'm flying. I'll be flying.

I'm catching. I'll be catching.

I sculpt. I will sculpt.

I lather. I will lather.

Exercise "LEARN THE WORD"

An adult lays out 5-6 pictures in front of the child and says: “I will pronounce part of the word. Guess what the word is, choose a suitable picture and name the object that I thought of.

hawk - hockey fin - dolphin

foot - football tyum - costume

in - turkey con - balcony

com - compass bow - heel

magician - a magnet - bear

pav - peacock - shepherd

Exercise "PICK A PICTURE"

An adult lays out 5 pictures in front of the child, while pronouncing the phrases: fluffy cat, big whale, smart dolphin, soft bagel, strong bear.

Then he invites the child to listen to adjectives, remember the objects to which they belonged, select the appropriate pictures and name phrases.

Law of the sentence" href="/text/category/zakon_predlozheniya/" rel="bookmark">end the sentence with a word that makes sense.

The coat from the floor needs to (raise, take away, take) ... raise
The boy a chair from the room (brought it, brought it, carried it) ... carried it
Anton mom a bouquet (gave, gave, passed) ... gave

Pavlik hands from dirt (washed, washed, washed) ... washed

Dad in the summer the whole family to the dacha (brought, drove, brought) ... drove

The goalkeeper from the gate ball (scored, beat off, beat) ... beat off

Exercise "KNOW THE SUBJECT"

The adult lays out pictures in front of the child, specifying the names of the objects depicted on them. Then he invites the child to guess and say what subject is being discussed.

window sill, frame, glass, window leaf.. . window

wings, beak, tail, paws ... duck

sleeves, cuffs, collar, closure ... sweater

lid, door, legs, walls... cabinet

neck, bottom, walls ... bank

Exercise "CALL ONE WORD"

An adult, showing a picture to a child, draws attention to the action that the object depicted on it performs. Then he turns to the child with the question: “What is the name of this object?”

He flies himself. What is the name of this item? Airplane.

Dust sucks. Vacuum cleaner.

He cooks himself. Samovar.

Walks on the moon. Lunokhod.

It rolls itself. The scooter.

Walks with the help of steam.Steamboat.

Carries with the help of steam. Steam locomotive.

Bullets mosque. Machine gun.

Floor tert. Floor polisher.

Exercise "PROFESSIONS"

An adult, showing the child pictures, names the occupations of people and asks the child to name their professions.

Adult: Child: