Educational and methodological material on speech therapy (group) on the topic: Games for the development of phonemic perception. Games and exercises to develop phonemic awareness
The use of gaming technologies in the work on the formation of phonemic processes in children of senior preschool age in a speech center.
To overcome phonetic-phonemic disorders it is necessary to develop phonemic awareness and hearing.
Phonemic hearing– ability to auditory perception speech, phonemes. Phonemic hearing has vital importance To master the sound side of the language, phonemic perception is formed on its basis.
Phonemic awareness is the ability to distinguish speech sounds and determine the sound composition of a word.
Developed phonemic processes – important factor successful development speech system generally.
Immaturity phonemic hearing negatively affects the formation of sound pronunciation; the child not only poorly differentiates some sounds by ear, but also does not master their correct pronunciation.
Violation of phonemic perception leads to specific deficiencies in pronunciation, which indicates incomplete mastery of the sound side of the language, negatively affects the formation of children's readiness for sound analysis of words, and causes difficulties in mastering reading and writing.
Formed phonemic perception is the key to clear pronunciation of sounds, construction of the correct syllabic structure of words, the basis for mastering grammatical structure language, successful development of writing and reading skills, therefore it is the basis of the entire complex speech system.
Sound pronunciation is closely related to speech hearing. To do this, it is necessary to develop good diction in children, that is, mobility of the articulatory apparatus, ensuring clear and precise pronunciation of each sound individually, as well as correct and unified pronunciation.
The child must understand the sound structure of the language - this is the ability to hear in a word individual sounds, understand that they are located in a certain sequence. A child with a lack of pronunciation does not have this readiness.
Game - presenter in preschool age type of activity.
By using gaming facilities a game situation is created, children’s knowledge is updated, the rules are explained, additional stimulation of play and speech activity is formed, conditions are created for the emergence and strengthening of cognitive motives, the development of interests, and a positive attitude towards learning is formed.
Application gaming technologies in the work of a speech therapist allows you to increase the success of learning for children with speech disorders.
To determine the direction of correctional work, a thorough examination of the phonemic processes of children enrolled in a speech center is necessary. Without a thorough examination of phonemic hearing, effective correctional work is impossible.
Analysis of the state of phonemic perception in children D/s No. 69 of JSC AVISMA, enrolled in the speech center at the beginning academic year showed that out of 26 children, 16 had underdevelopment, which amounted to 61% of total number children.
Children had difficulty repeating rows of their 3 syllables with consonant sounds that were in oppositional voiced-voiceless sounds. Errors included substitutions and mixtures of sounds, changes in the structure of a row, and transfer of syllables and words from the previous row to the one being pronounced.
When recognizing a given sound in a series of other sounds, the pupils coped with the task; difficulties were noted when recognizing a given sound in a series of syllables. Recognizing sounds in a series of words proved too difficult for children.
From all of the above we can conclude:
1. Identified in children low level development of phonemic awareness. They are characterized by disturbances in the perception of not only sounds that are disturbed in pronunciation, but also correctly pronounced ones. Differentiation of consonants that are opposed by voicedness or voicelessness is more difficult for children than the distinction of consonants by hardness or softness, or by place and method of formation.
2. The greatest difficulties were caused by tasks on recognizing a given sound in syllables and in words, as well as tasks on distinguishing the correct and incorrect sounds of words and phrases.
3. The formation of phonemic perception in pupils is secondarily influenced by deficiencies in sound pronunciation, as well as a low level of development of speech attention.
She outlined correctional work to overcome developmental disorders of phonemic perception in children of senior preschool age with phonetic-phonemic underdevelopment of speech in a preschool speech therapy center in three stages. At each stage, she determined the use of games and gaming techniques to increase the effectiveness of corrective action.
Stage 1 (preparatory) – development is not speech hearing.
At this stage, exercises are conducted to distinguish non-speech sounds. Such exercises contribute to the development of auditory memory and auditory attention, without which it is impossible to teach a child to listen to the speech of others and differentiate phonemes. At this time, physical hearing works.
Games used in correctional work at stage 1.
- discrimination of non-speech sounds.
Game "Silence"
Children, closing their eyes, “listen to the silence.” After 1-2 minutes, children are asked to open their eyes and tell what they heard.
Game "Guess what I'm playing on"
Goal: development of stability of auditory attention, the ability to distinguish an instrument by ear by its sound.
The speech therapist puts musical toys on the table, names them, and makes sounds. Then he invites the children to close their eyes (“night has fallen,” listen carefully, find out what sounds they heard.
Game “Find out by sound”
Various objects and toys that can produce characteristic sounds: (wooden spoon, metal spoon, pencil, hammer, rubber ball, glass, scissors, alarm clock)
Game "Noise Jars".
Purpose: to practice identifying the type of cereal by ear.
- differentiation according to the method of reproduction (claps, stomps)
Game “Where did they clap? ", Game "Where they called"
Goal: development of the focus of auditory attention, the ability to determine the direction of sound.
This game requires a bell or other sounding object. The child closes his eyes, you stand away from him and quietly call (rattle, rustle). The child should turn to the place from which the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself. You can answer the question: where is it ringing? – left, front, top, right, bottom. A more complex and fun option is “blind man’s buff”.
- differentiation by tempo (fast - slow)
"Who's faster?"
- differentiation by rhythm (rhythmic patterns)
Game "Polyanka".
Goal: recognize the rhythmic pattern.
Wild animals gathered in the clearing. Each of them will knock differently: the hare 1 time, the bear cub 2 times, the squirrel 3 times, and the hedgehog 4 times. Guess who came to the clearing by the knock.
- differentiation by sound strength (loud - quiet)
Game "High - Low"
Children walk in a circle. The musician plays low and high sounds (on the button accordion). Hearing high sounds, children rise on their toes; hearing low sounds, they squat.
Game "Quiet and Loud"
It is carried out similarly to the previous one, only the sounds are produced either loudly or quietly. Children also correlate the nature of sounds with differentiated movements.
Stage 2 - development of speech hearing.
Games used in correctional work at stage 2.
- distinguishing identical words, phrases, sound complexes and sounds by pitch, strength and timbre of voice
Game "Blizzard"
Goal: to teach children to change the strength of their voice from quiet to loud and from loud to quiet with one exhalation.
The snowstorms swept away and began to sing their songs: sometimes quiet, sometimes loud.
Game "The Wind Blows".
A light summer breeze is blowing: ooh-ooh (quietly-quietly)
A strong wind blew: U-U-U (loud) Pictures can be used.
Game "Loud and Quiet".
Paired toys: large and small. Big ones pronounce words loudly, small ones - quietly.
Game "Three Bears".
Say one of the phrases for the bear, she-bear and cub in a voice that varies in pitch.
Game "Close - Far".
The speech therapist makes various sounds. The child learns to distinguish where the steamboat is humming (oooh) - far away (quietly) or close (loudly). What kind of pipe plays: big ( oooo low voice) or small ( oooh high voice).
- differentiation of words that are similar in sound composition:
Game "Right and Wrong".
Option 1. The speech therapist shows the child a picture and loudly and clearly names what is drawn on it, for example: “Wagon.” Then he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. If I’m wrong, clap your hands.
Option 2. If the child hears the correct pronunciation of the object shown in the picture, he should raise a green circle; if incorrect, he should raise a red circle.
Baman, paman, bana, banam, wavan, davan, bavan.
Vitanin, mitavin, fitamin, vitanim, vitamin, mitanin, fitavin.
Game "Listen and choose".
In front of the child are pictures with objects whose names are similar in sound:
cancer, varnish, poppy, tank
house, lump, scrap, catfish
goat, braid
puddles, skis
bear, mouse, bowl
The speech therapist names 3-4 words per a certain sequence, the child selects the corresponding pictures and arranges them in the named order.
Game" "Which word is different? "
Of the four words spoken by an adult, the child must choose and name the word that is different from the rest.
Com-com-cat-com
Ditch-ditch-cocoa-ditch
Duckling-duckling-duckling-kitten
Booth-letter-booth-booth
Screw-screw-bandage-screw
Minute-coin-minute-minute
Buffet-bouquet-buffet-buffet
Ticket-ballet-ballet-ballet
Dudka-booth-booth-booth
- differentiation of syllables
Game "Same or Different".
A syllable is spoken into the child's ear, which he repeats out loud, after which the adult either repeats the same thing or says the opposite. The child's task is to guess whether the syllables were the same or different. Syllables must be selected that the child is already able to repeat correctly. This method helps develop the ability to distinguish sounds spoken in a whisper, which perfectly trains the auditory analyzer.
Game "Let's Clap"
The adult explains to the child that there are short and long words. He pronounces them, separating the syllables intonationally. Together with the child, he pronounces the words (pa-pa, lo-pa-ta, ba-le-ri-na, clapping the syllables. A more difficult option: invite the child to clap the number of syllables in the word independently.
Game “What's extra? "
The speech therapist pronounces a series of syllables “pa-pa-pa-ba-pa”, “fa-fa-wa-fa-fa”... The child should clap when he hears an extra (different) syllable.
Game "Alien"
Goal: differentiation of syllables.
Equipment: alien cap.
Hod: Guys, a sleepwalker has come to us from another planet. He doesn't know how to speak Russian, but he wants to make friends and play with you. He speaks, and you repeat after him. PA-PA-PO... MA-MO-MU... SA-SHA-SA... LA-LA-RA... First, the role of the alien is played by an adult, then by a child.
-differentiation of phonemes.
Recognition of a sound against the background of other sounds, against the background of a word.
Isolating vowels from a number of sounds.
Recognition of vowels against the background of syllables and monosyllabic words.
Recognition of vowels against the background of polysyllabic words.
Isolating consonants from a number of other sounds.
Recognition of consonants against the background of polysyllabic words.
Air flows freely through the mouth,
There are no different obstacles.
The sound is vowel
Those who agree would be glad to sing,
But there are only obstacles in the mouth:
Whisper, whistle, buzz, roar
Language gives us.
Game “What the Mouse Asks”
Goal: learn to identify words with a given sound. Develop phonemic analysis and synthesis.
Equipment: “bi-ba-bo” toy – hare, food models.
Procedure: Show the children the toy and say, pretending to be him: “I am very hungry, but I’m afraid of the cat, please bring me foods that have the sound A in their names.” Same with other sounds.
Game “Say the Word.”
The speech therapist reads the poem, and the child finishes it last word, which is suitable in meaning and rhyme:
There's not a bird on the branch -
Small animal
The fur is warm, like a hot water bottle.
His name is. (squirrel) .
Game "Sound Lost"
The child must find a word that does not have a suitable meaning and choose the right one: Mom went with the barrels (daughters)
On the road along the village.
Game "Catch the Sound". "Catch the Song"
Clap your hands if the sound “m” is heard in the word.
Poppy, onion, mouse, cat, cheese, soap, lamp.
Game "Find the Sound"
1 Select subject pictures whose names contain the given sound. Previously, the pictures are called adults.
2 Based on the plot picture, name the words in which the given sound is heard.
Ball game.
The speech therapist pronounces various syllables and words. The child must catch the ball at the given sound; if he does not hear the sound, then hit the ball.
Stage 3 Development of skills in elementary sound analysis and synthesis.
This stage has a certain sequence:
Determining the number of syllables in words of varying complexity
Highlighting the first and last sound in a word
Selecting a word with a suggested sound from a group of words or from
offers.
Distinguishing sounds by their quality characteristics(vowel-
consonant, deaf - voiced, hard - soft);
Determining the place, quantity, sequence of sounds in a word
Creative tasks (for example, come up with words with given sounds)
Building models
The word is divided into syllables,
Like slices of an orange.
If the syllables come next to each other -
The resulting words are:
You- and –qua-, and together “pumpkin”.
So- and -va- so, “owl”.
Stressed syllable, stressed syllable
- It’s not called that for nothing...
Hey, invisible hammer,
Tag him with a blow!
And the hammer knocks, knocks,
And my speech sounds clear.
Game "Tapping Syllables"
Goal: teaching syllabic analysis of words
Equipment: drum, tambourine.
Game description: Children sit in a row. The speech therapist explains that each child will be given a word that he must tap or clap. Pronounces a word clearly loudly, for example wheel. The called child must tap out as many times as there are syllables in a given word. The presenter gives the children words of different numbers of syllables. The winners will be those who have not made a single mistake.
Game "Guess the word"
Goal: composing words with a certain amount syllables
Description of the game: children are sitting at the table. The teacher says: “Now you and I will guess the words. I won’t tell you what they are, I’ll just tell you by telegraph, I’ll knock them out, and you have to think and say what these words might be.” If the children find it difficult to name the word, the teacher taps the word again and pronounces its first syllable. The game is repeated, but now the teacher names one child. The person called must guess the word that will be tapped out to him, name it and knock out. When the children have mastered the game, you can choose one of the children as the leader.
Game "Syllable Train".
Steam locomotive with three carriages. On the 1st, the pattern is 1 syllable, on the 2nd - from 2 syllables, on the 3rd - from 3 syllables. Children need to “place the pictures in the correct carriage.
Game "Pyramid".
Goal: to train children in determining the number of syllables in words.
Equipment: image of a pyramid of squares in three rows: at the bottom there are 3 squares for three-syllable words, above - 2 squares for two-syllable words and at the top - one square for one-syllable words. There are pockets under the squares. Subject pictures.
Procedure: put the pictures in the correct pocket depending on the number of words.
Game “Find a pattern for the word”
Purpose: to train children in dividing into syllables.
Subject pictures, diagrams for one-syllable, two-syllable, three-syllable words.
Match the word with the diagram.
Game "Chain of words".
in words.
Equipment. Cards with subject pictures.
Progress of the game. 4-6 children play. Each child has 6 cards. The speech therapist begins to lay out the chain. The next picture is placed by a child whose name of the depicted object begins with the sound that ends with the word - the name of the first object. The winner is the one who lays out all his cards first.
Train game
Goal: to develop the skills of identifying the first and last sound in a word.
Progress of the game: children are asked to make a train from carriages-cards. Just as the cars on a train are connected to each other, so the cards must be connected only with the help of sounds. The last sound must coincide with the first sound of the next name, then the cars of our train will be firmly connected. The first card is an electric locomotive, its left half is empty. The last trailer also has unoccupied space - the right half is empty. Several people can play. All cards are distributed equally to the players. Each person, on his turn, places a suitable one on the outermost picture, that is, one whose first sound in the name is the same as the last sound in the given outermost card. Thus, in the names of the left pictures the first sound is always highlighted, and in the names of the left pictures the last sound is always highlighted. This must be taken into account and not place pictures on the right that have voiced consonants at the end of the word in their names.
Game "Wonderful fishing rod"
Purpose: To train children in identifying the first and last sound
in words.
A magnet is attached to the end of the thread of a small homemade fishing rod. Lowering the fishing rod behind the screen, where there are several pictures with metal clips attached, the child takes out the picture and names the first and last sound.
Game "Find the place of the sound in the word."
Equipment. Cards with diagrams of the location of sounds in words.
Progress of the game: Each child receives a card. The speech therapist shows pictures and names words. If a given sound is heard at the beginning of a word, you need to put a chip in the first cell. If a sound is heard in the middle of a word, the chip must be placed in the second cell. If the sound is at the end of a word, the chip is placed in the third cell. The winner is the one who made no mistakes.
Game "Find a place for your picture."
Goal: learn to differentiate sounds in words. (sh-f, b-p, r-l, sh-s, g-k, g-z, z-s).
2 houses for each sound. (pictures with sound [w] live in 1 house, with sound [s] in another)
Game "Be careful".
Goal: distinguishing sounds [d] - [t] in paronyms.
Point-daughter, sense-duty, reel-reel, water-cotton wool, melancholy-board, rafts-fruit.
Game "Help me pack my things"
Purpose: distinguishing sounds [z] – [zh]
A mosquito and a beetle are going on a journey. Help them pack their things for the trip. The mosquito needs things with the sound [z]. and to a beetle with the sound [zh].
Umbrella, castle, pajamas, skis, knives, backpack, alphabet, vest, pie, blouse, star, acorn, badge.
Game "Suitcase and Briefcase".
Purpose: distinguishing sounds [w].– [zh]
Hide objects that contain the sound [zh] in your suitcase. and in the briefcase with the sound [w].
Game "Gifts"
Purpose: distinguishing sounds [l] – [l*]; [r] – [r*]
Zvukovichok decided to give Lana and Lena gifts. But I thought about it, because Lana loves objects with the sound [l], Lena with the sound [l*]. Help me choose gifts.
Tiger - objects with the sound [r], and tiger cub with the sound [r*].
Game “What the boy collected in the garden with the sounds [r] - [r]
[p] tomato, dill, carrots, peas, potatoes.
[p*] cucumber, radish, turnip, radish.
Game “Find in which words the song of the big mosquito sounds, and in which of the small one.
Purpose: distinguishing sounds [z].– [z*]
Umbrella, fence, basket, zebra, dragonfly, birch, castle, raisin.
Game “Which picture to whom”
Purpose: distinguishing sounds [g] – [k]
Dove - pictures with sound [g];
Leopold the cat - pictures with sound[k].
Phonetic lotto “Voiced – Deaf.”
Goal: To learn to pronounce sounds correctly and differentiate phonemes by voicedness and deafness.
On a card with a yellow rectangle, pictures are laid out in which words begin with a voiced consonant, and on a card with a lilac rectangle, pictures are laid out in which words begin with a voiceless consonant.
Phonetic lotto “Hard - soft”.
Goal: To learn to pronounce sounds correctly and differentiate phonemes by hardness and softness.
On a card with a blue rectangle, pictures are laid out in which words begin with a hard consonant, and on a card with a green rectangle, pictures are laid out in which words begin with a soft consonant.
Game "Zvukoedik"
Goal: determining the place of a sound in a word.
Game material: doll.
Rules of the game: Sounds have a terrible enemy - the Sound Eater. It feeds on the initial sounds (last sounds) in all words. The teacher walks around the group with a doll in his hands and says: ... Ivan, ... tul, ... forehead,. kno (sto, stu, albo, okn), etc. What did the doll want to say?
Game "Catch the Sound"
Goal: to teach how to name the sound in a word according to its spatial characteristics (first, second, after a certain sound, before a certain sound)
How to play: Children stand in a circle, the leader has the ball. He pronounces a word out loud, throws the ball to anyone playing and says what sound he should name, for example, “cheese, second sound.” The child catches the ball and answers: “Y” - and returns the ball to the presenter, who asks the next task related to the same word. All sounds in a word must be analyzed.
Game "Traffic Light".
Purpose: To train children in finding the place of sound in a word.
The adult names the words. The child places a chip on the left red, middle yellow or green right side stripes (“traffic lights”) depending on where a given sound is heard.
Game "Houses".
Goal: Developing the ability to differentiate similar sounds and find the place of a sound in a word. Equipment. A set of subject pictures, the names of which begin with oppositional sounds, 2 houses, each house has 3 pockets (beginning, middle, end of the word).
Progress of the game. The child takes a picture, names it, determines the presence of a sound (for example, Ш or Ш, its place in a word, inserts the picture into the corresponding pocket. Points are awarded for a correctly completed task.
Game “Every sound has its own room”
Goal: to teach how to conduct a complete sound analysis of a word based on the sound diagram and chips.
How to play: Players receive houses with the same number of windows. Residents - “words” - must move into the houses, and each sound wants to live in a separate room. Children count the number of windows in the house and conclude how many sounds there should be in a word. Then the presenter pronounces the word, and the players name each sound separately and place the chips on the windows of the house - “populate the sounds.” At the beginning of training, the leader says only words suitable for settling in, that is, those that will contain as many sounds as there are windows in the house. At subsequent stages, you can say a word that cannot be “settled” in a given house, and the children, through analysis, are convinced of the mistake. Such a tenant is sent to live on another street, where words with a different number of sounds live.
“How many rooms are there in the apartment? »
Goal: to teach how to determine the number of sounds in words without relying on a ready-made diagram using chips.
How to play: Word houses are used for the game, but without diagram windows. Each player has one such house, as well as several chips and a set of numbers: 3, 4, 5, 6. The presenter has object pictures. He shows a picture, the children place window chips in the house according to the number of sounds, and then put the corresponding number. Then the chips are removed from the house, the presenter shows the next picture, and the children again analyze the word. At the end of the game, relying on the numbers, you need to try to remember which pictures were offered for analysis. You can ask them to choose their own words with the same number of sounds.
Game "Telegraphers"
Goal: developing skills of sequential sound analysis based on presentation; training in sound synthesis of words.
Progress of the game: Two children are playing; they are telegraph operators, transmitting and receiving telegrams. The content of the telegram is set by the presenter, who, secretly from the second player, shows the first player a picture. He must “convey the contents of the telegram”: pronounce the word - the name of the picture by sound. The second player “receives the telegram” - calls the word together, that is, carries out the operation of sound synthesis. Then the players change roles and the game continues.
Game “Match the picture to the diagram”
Goal: to teach how to determine the place of a sound in a word (beginning, middle, end) by representation.
Progress of the game. Children have diagrams of words (rectangles divided crosswise into three parts, with the first part colored - the beginning of the word, the second part colored - the middle of the word, the third part colored - the end of the word). Before the game, each participant chooses a letter from those suggested by the presenter. The presenter shows the pictures (a letter is placed in the upper right corner of each picture, and the children must ask for those that contain the sound they have chosen, and put these pictures to the desired diagram. The first one to collect three pictures for each scheme will win. Then the children change letters and the game continues.
Game "Live sounds, syllables"
GOAL: Learn to synthesize individual sounds (syllables) into a word.
PROGRESS OF THE GAME: Call the children and tell them who will turn into what sound. For example:
Misha, you are turning into the first sound, the word “donut”.
Katya, you are becoming the last sound of the word “mol”.
Olya, you are the main sound “and”.
Vera, you are the second sound of the word “bottom”
Children line up. They hold circles in their hands that match their sound (blue, red or green). Children have a “living” model of the word in front of them. Children-sounds name each sound. The rest can guess what word it turned out to be.
Game "Funny Balls"
Goal: to develop sound analysis skills.
Equipment: cards with syllables, multi-colored balls with transparent pockets.
My cheerful ringing ball,
Where did you run off to?
Red, blue, light blue-
Can't keep up with you.
Funny balls want to play words with you, but you need to put them together from syllables and arrange the balls so that you get a word.
Game "Collect the word."
Goal: to teach children to lay out words based on the first sounds in small pictures.
Progress: children are given one large card and several small ones.
Lay out the word car, highlighting the first sounds from the pictures on small cards.
MASHANA: poppy, watermelon, hat, willow, socks, stork.
Game “Read the word by first letters”
Goal: to practice identifying the first sound in a word, consolidate the ability to compose words from highlighted sounds, and read words.
Procedure: The speech therapist displays pictures and asks them to name the first sound in each word and make a word from these sounds.
Game “Come up with words with given sounds”
1 Name dishes, flowers, animals, toys that begin with the given sound.
2 Based on the plot picture, select words that begin with the given sound.
Game "Change the first sound"
The speech therapist calls the word. Children determine the first sound in it. Next, they are asked to change the first sound in the word to another. Com-house.
Goal: to consolidate the reading of words united by a common beginning. Develop phonemic awareness.
Equipment: cards with pictures of animals and birds and printed words that these animals or birds say.
Map– ta Sh-arf mu-ka z-avod kva-drat zh-aba me-shok ga=zeta pi-la
Skin pi-la cu-bik r-fish blouse.
Literature:
1. Vakulenko L. S. Correction of sound pronunciation disorders in children: a reference book for a beginning speech therapist: [Text] Educational and methodological manual. / L. S. Vakulenko - St. Petersburg. : PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2012.
2. Volina V.V. Learning by playing. [Text] / V.V. Volina – M.: New school, 1994.
3. Kolesnikova E. V. Development of phonemic hearing in preschool children. [Text] / E. V. Kolesnikova - M.: Gnom i D, 2000.
4. Maksakov A. I., Tumanova G. A. Teach while playing. LLC PUBLISHING HOUSE "CHILDHOOD-PRESS", 2011. A. I., Maksakov G. A. Tumanova - M., 1983.
5. Tumanova G. A. Familiarization of a preschooler with sounding word. [Text] / - G. A Tumanova - M. 1991.
6. Shevchenko I. N. Lesson notes on the development of the phonetic-phonemic aspect of speech in preschoolers. [Text] / I. N. Shevchenko - St. Petersburg. : PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2011.
www.maam.ru
Goal: Development of the ability to determine the presence of sound in a word.
Equipment: A house with windows and a pocket for putting pictures; a set of subject pictures.
Progress of the game. The teacher explains that only animals (birds, pets) live in the house, the names of which contain, for example, a sound. We need to put these animals in a house. Children name all the animals shown in the pictures and choose among them those whose names contain the sound or. Each correctly chosen picture is scored with a game chip.
"Slam-stomp"
Goal: Development of the ability to differentiate similar sounds.
Equipment. A set of subject pictures whose names begin with oppositional sounds
Progress of the game: Children should clap when they hear one of the positional sounds in the name of the picture and stomp when they hear another
"Parrot"
Target. Shape auditory attention, the ability to navigate by phoneme and distinguish consonant phonemes.
Equipment.Parrot toy
Progress of the game. A game situation is created, according to which it is necessary to teach the parrot to repeat a syllable series without errors. One of the children takes on the role of the parrot. The teacher pronounces a series of syllables, the child repeats.
Sample speech material. Pa-ba, ta-da, ta-ta-da, ka-ga, ka-ka-ta, etc.
"Clap like me"
Target. Form auditory attention, develop phonetic hearing, sense of rhythm.
Progress of the game: The teacher claps a certain rhythm, for example: \ \\ \ \\ or \ \\\ \, etc., the child repeats.
"Merry tambourine"
Equipment. Tambourine
Progress of the game: The teacher claps a certain rhythm on the tambourine, the child repeats.
Complication. The rhythmic pattern and tempo become more complex.
"Drawing rhythms"
Target. Form auditory attention and sense of rhythm.
Equipment. Pencil, sheet of paper, cards with ready-made rhythmic patterns.
Progress of the game: The teacher invites the children to reproduce the rhythm according to the ready-made rhythmic pattern, and then independently sketch their own rhythmic pattern and clap it.
Target. To form auditory attention, the ability to focus on a phoneme, to distinguish phonemes that sound similar.
Progress of the game: The teacher creates a game situation in which he walks in the mountains or in the forest, and the children pretend to be an echo. The teacher pronounces complex words or tongue twisters, and the children must repeat them correctly.
"The Sound Ran Away"
Target. Form auditory attention, the ability to focus on the phoneme.
Progress of the game: The teacher pronounces the word without finishing the last sound. Children must correctly pronounce the word and name the sound that “ran away.”
Sample speech material. Ma...(k), mo...(x), ro...(g), co..(t), care...(r), etc.
"The syllable ran away"
Target. Form auditory attention, the ability to focus on phonemes, develop phonetic hearing.
Progress of the game. The game is played after children have become familiar with the concept of “syllable”. The teacher pronounces the word without finishing the last syllable. Children must correctly finish the word and name the syllable that “ran away.”
Target. Form auditory attention, the ability to focus on phonemes, develop the skill of syllabic analysis of words.
Progress of the game. The game is played after children have become familiar with the concept of “syllable”. The teacher pronounces the word, and the children must pretend to echo, pronouncing only the last syllable.
"Funny Squares"
Target. Formation of auditory attention, consolidation of the concepts of “sound”, “vowel”, “consonant”, “hard consonant”, “soft consonant”.
Equipment. The red square is for vowel sounds, blue is for hard consonants, and green is for soft consonants.
Progress of the game: The teacher names the sound, and the child must correctly show the corresponding square.
"Catch the vowel/consonant"
Target. Formation of auditory attention, consolidation of the concepts of “sound”, “vowel”, “consonant”.
Progress of the game: The teacher names the sound, and the child should clap his hands only if he hears a vowel/consonant (by agreement) sound.
Equipment. Two houses: blue and green to indicate hard and soft consonants, a ball.
Progress of the game: The teacher and the child distribute the roles of “adult” and “child”. The “adult” throws the ball to the child and names a hard consonant, the “kid” softens the proposed sound and returns the ball to the “adult.”
"Hard and Soft"
Target. Formation of auditory attention, the ability to differentiate sounds by hardness and softness, consolidation of the concepts of “sound”, “consonant”, “hard consonant”, “soft consonant”.
Equipment. Pillow, brick, object pictures with soft and hard consonant sounds in the name.
Progress of the game: The teacher distributes pictures to the children. If at the beginning of his word the child hears a hard consonant, then he goes to the brick, if it is soft, he goes to the pad.
"Confusion" ("Find the Error")
Target. Teach children to differentiate similar sounding sounds
Progress of the game: The teacher incorrectly pronounces words or humorous clauses in lines of poetry, and the children guess how to correct them.
For example: The Russian beauty is famous for her goat.
A mouse is dragging a huge pile of bread into a hole.
The poet finished the line and put his daughter at the end.
"Guess the word" ("Collect the word")
Target. Develop sound synthesis skills.
Equipment. For children 5-6 years old it is allowed to use picture prompts
Progress of the game: The teacher pronounces the words, naming each sound separately: , . Children synthesize sounds into words. As you master the exercise, the words become longer and the rate of pronunciation changes. Children make their own words from sounds.
"Words" (see "Chain")
Target. Development of the ability to identify the first and last sounds in a word.
Equipment.Ball
The teacher says the first word and passes the ball to the child after reading the following poem:
We will knit a chain of words,
The ball won't let you put a point.
Pass the ball
"Chain"
Goal: Development of the ability to identify the first and last sound in a word.
Progress of the game: One of the children (or teacher) names a word, the person sitting next to him chooses his word, where initial sound will be the last sound of the previous word. Continues next child row, etc. The task of the series is not to break the chain. The game can be played as a competition.
The winner will be the row that “pulled” the chain the longest.
"First and Last"
Target. To develop the skill of sound analysis, the ability to isolate the first and last sound in a word.
Equipment.Ball, pictures
Progress of the game: The teacher distributes pictures to the children and throws the ball to each child in turn. The child names the first and last sound, returning the ball. The number of correct answers/errors is recorded with chips.
“Name it in order” (ball)
Target. To develop the skill of sound analysis, the ability to determine the sequence of sounds in a word.
Equipment. "Magic wand", pictures.
Progress of the game. The teacher distributes pictures to the children and begins to pass " magic wand". The one who has a stick in his hands names in order the sounds that make up the word in his picture.
"Snail paths"
Target. To develop the ability to determine the place of a given sound in a word.
Equipment. Diagrams of “Snail tracks”, pictures, small ball.
Progress of the game: The teacher distributes pictures to the children and begins to pass the ball. The one who has the ball in his hands names the place of the given sound in the word, focusing on the “snail path” patterns.
"Live Sounds"
Target. Learn to find the place of a given sound in a word.
Progress of the game. The game is played after the children have conducted a sound analysis of a word. The role of sound is played by children, who, at the command of the teacher, must take their place on the diagram of the word drawn on the asphalt.
"Sound in Place"
Goal: Development of the ability to establish the place of sound in a word.
Equipment. The teacher has a set of subject pictures. Each child has a card divided into three squares and a colored chip (red - if the work is with a vowel sound, blue - with a consonant).
Progress of the game: The teacher shows the picture and names the object depicted on it. Children repeat the word and indicate the location of the sound being studied in the word, covering one of three squares with a chip depending on where the sound is located: at the beginning, middle or end of the word. Those who correctly place the chip on the card win.
"Where is our home?"
Goal: Development of phonetic hearing, the ability to determine the number of sounds in a word.
Equipment. A set of subject pictures, three houses with pockets and a number on each (3,4 or 5).
Progress of the game: The child takes a picture, names the object depicted on it, counts the number of sounds in the spoken word and inserts the picture into a pocket with a number corresponding to the number of sounds in the word. Representatives of the row come out one by one.
If they make a mistake, the children of the other row correct them. For each correct answer a point is counted. The winning row is the one that gets more points.
The same game can be individual. In this case, the correctness of everyone’s answer is scored with a chip.
"Counting sounds"
Goal: Development of the ability to determine the number of sounds in a word.
Equipment.Buttons or chips
Progress of the game. The teacher calls the word, the child counts the number of sounds and places the corresponding number of chips on the table.
"Sound Tracks"
Goal: Development of the ability to establish the sequence of sounds in a word; implementation of sound analysis.
Equipment: Rectangles divided into cells. Red, blue and green chips or squares. Pictures
Progress of the game: Each child receives a rectangle (“sound track”) and colored squares to indicate vowels, consonants, hard and soft sounds. Each child is offered a picture. The child must analyze the sound composition of the word and lay out a diagram of the word using squares.
"Come up with a word"
Target. Strengthening the skills of sound analysis and word synthesis.
Progress of the game. It is carried out in a preparatory group for school, when children have already mastered the sound analysis of words and hear the place of sounds in words.
Children are invited to come up with their own words based on the already drawn word pattern.
"Houses for words"
Goal: Development of the ability to establish the sequence of sounds in a word; implementation of sound analysis and synthesis.
Equipment. Sheets of paper in a large square, colored pencils or chips (blue, green, red)
Progress of the game: Each child receives a picture and the task of sketching a diagram of the word (“put each sound in your own apartment”). Children use a red pencil to indicate vowel sounds, a blue pencil to indicate hard consonants, and a green pencil to indicate soft consonants, and sketch out a diagram of the word, having previously independently carried out a sound analysis of the word.
"How many syllables?"
Goal: Consolidation of skills in syllabic analysis of words, development of phonetic hearing.
Equipment. A set of numbers for each child, pictures.
Progress of the game: Each child receives a picture and the task of counting the number of syllables in a word in any way known to him (by clapping, counting vowels, etc.) and showing the number corresponding to the number of syllables in the word.
Note: The game is played with children 6-7 years old, provided they have sufficient skills in sound-syllable analysis.
Complication. Children must line up in the order that corresponds to the number of syllables in their words (the teacher selects the appropriate material)
“What sound is hidden in the letter?”
Goal: Develop auditory attention, phonetic hearing, consolidate the concepts of “sound,” “vowel,” “consonant,” “hard consonant,” “soft consonant.”
Equipment. Letters, toys.
Progress of the game. A game situation is created where the toys are students in a forest school, and the child is a teacher. (In a group, the role of the teacher can be played by each child in turn) The child receives a letter and the task of naming the sounds that are hidden in this letter. He must also name what type of sound the given sound is: vowels/consonants, hard/soft, and explain why.
Note: The game is played with children 6-7 years old, provided they have sufficient skills in sound-syllable analysis.
In man, from the very early childhood, everything is pawned personal qualities: tastes, habits, character. And speech plays a huge role in the development of personality.
Speech is a complex function, and its development depends on many factors. The influence of others plays a significant role - the child learns to speak from the example of the speech of parents, teachers, and friends. It is very important that the child already early age heard correct, clearly sounding speech, on the example of which his own speech is formed.
In preschool children, speech develops very quickly: it increases vocabulary, the sound design of words improves, phrases become expanded. After all, from birth, a child is surrounded by a wide variety of sounds. The child hears speech and non-speech sounds. Speech sounds are words; they are the most significant for a child. With the help of words, a child communicates with adults, receives the information he needs, gets involved in activities, and masters norms of behavior.
When a child listens to the words spoken by adults, compares their sounds and tries to repeat them, he learns not only to hear, but also to distinguish the sounds of his native language.
Not all children develop good level speech development: some children, at this age, already pronounce words clearly and correctly, others still do not speak clearly enough, pronounce individual sounds incorrectly, and there are a lot of such children. Most often, errors such as omission and replacement of sounds, rearrangement of sounds and syllables, violation of the syllabic structure of the word (abbreviation of the words “piakhodil” instead of “crocodile”), incorrect stress in words, etc. are encountered. But already at 3-4 years old, children begin to notice their friends’ incorrect speech, they try to correct them, although they themselves still pronounce the words incorrectly. By the age of five, a child can already be critical of his speech. He may understand that he is speaking incorrectly and is embarrassed by it. This can cause a child to refuse to communicate with peers; the child withdraws into himself. He tries to talk less, answers questions in monosyllables and does not take part in speech games. Practice shows that criticizing children about incorrect pronunciation can also cause an aggressive reaction in them. Children attack their offenders with fists. Therefore, I work with students not only on the formation of correct sound pronunciation, but also pay attention to the formation of friendly relationships between children, explaining that comments must be made kindly and correctly. If you do not correct sound pronunciation in preschool age, then later, at school, this may also affect mastery of in writing- reading and writing.
Correctness and purity of speech depends on various factors: from the development of speech hearing, speech attention, speech breathing, voice and speech apparatus. At the initial stage, it is necessary to teach children to hear and distinguish between speech and non-speech sounds. Since preschoolers’ voice is still unstable, they speak either very quietly, barely audible, or loudly. Therefore, you need to draw children’s attention to the fact that words can be spoken at different volumes (whisper, quietly, moderately, loudly). Teach children to distinguish by ear when others and themselves speak loudly. Learn to control the power of your voice. All this suggests that you need to interest the child so that he himself wants to participate in speech correction. Specially selected games allow you to solve pedagogical and correctional problems in natural conditions for the child - in the game.
In targeted correctional pedagogical work, I successfully use both traditional and my own original games. I use the games suggested below to develop auditory attention, correct perception speech in children 5-6 years old. At this age, children can already pronounce almost all sounds, because their articulation apparatus is already ready to pronounce even the most difficult sounds. But the problem of developing phonemic hearing remains relevant. Games introduce and teach children to listen to sounds surrounding nature, to the sounds of “house”, “street”, listen to the sound of words, establish the presence or absence of a particular sound in a word, differentiate sounds, pronounce one-, two-, three- and four-syllable words, answer questions. The purpose of these games and exercises is to develop auditory attention and phonemic awareness.
1. “Ears - rumors”
Target: consolidate the ability to differentiate sounds, develop auditory attention.
The speech therapist shows wooden and metal spoons and crystal glasses. Children name these objects. The teacher offers to listen to how these objects sound. Having installed the screen, he reproduces the sound of these objects in turn. Children recognize sounds and name the objects that make them.
2. “Who said “Meow?”
Target: improve the ability to distinguish the voices of domestic animals by ear.
Material: tape recorder, audio recording with the sounds of pets' voices.
3. “Who is standing at the traffic light?”
Target: develop auditory attention, recognize and name types of transport.
Material: tape recorder and audio recording with street noise.
The speech therapist plays an audio recording with street sounds. Children listen to sounds and name vehicles stopped at a traffic light ( passenger car, truck, tractor, motorcycle, cart, tram).
4. “Where is it ringing?”
Target: develop auditory attention, the ability to navigate in space with eyes closed.
Children stand with their eyes closed. A speech therapist with a bell moves silently around the group and rings. Children, without opening their eyes, point their hand in the direction of the sound source.
5. Finger game"Storm"
Target: coordinate the movement with the text, taking into account changes in dynamics and tempo of sound.
The speech therapist reads the words of the game, and the children perform movements according to the text.
Drops dripped (knock on the table with two index fingers).
It's raining (quietly knock with four fingers of both hands).
It pours like a bucket (tapping loudly with four fingers).
It started hailing (knock their finger bones, knocking out a fraction).
Thunder rolls (drum your fists on the table).
Lightning flashes (draw lightning in the air with your fingers, make the sound sh).
Everyone quickly runs home (clap your hands, hide your hands behind your back).
The sun is shining brightly in the morning (describe a large circle with both hands).
6. Listen and say the right word.
Target: improve phonemic awareness, learn to name words with a certain sound in the text.
The speech therapist reads a poem or story filled with a certain sound, the children must name words that contain a given sound.
AND A beetle is buzzing in an iron can -
The beetle doesn't want to live in a tin.
The life of a beetle in captivity is bitter.
I feel sorry for the poor beetle.Z- Hare, hare,
What are you doing?
– Kocheryzhku
I'm gnawing it.
- Why are you, hare?
Happy?
– Glad the teeth
They don't hurt.
7. Jokes for a minute
Target: Improve the ability to distinguish by ear words that sound incorrect. Develop phonemic awareness. Develop a sense of humor
The speech therapist reads lines from poems to children, replacing letters in words. Children find a mistake and correct it.
Tail with patterns,
Boots with sh T orami.
TO O t floats on the ocean,
TO And He eats sour cream from a saucer.
God's Koro b ka, fly to the sky,
Bring us some bread.
8. Quiet - speak loudly.
Children learn pure speech (taking into account the sound being practiced).
For example, when practicing the sound l, you can use the following phrase: “Mila was sailing in a boat, drinking Coca-Cola.”
Offer to pronounce the speech first in a whisper, then in a quiet voice, and then loudly.
By the age of seven in children speech therapy group should be almost normal by now speech development. But some children may still experience underdevelopment of phonemic hearing and sound pronunciation. Therefore, I make sure that children clearly and correctly pronounce words in isolation, then in phrases and sentences.
Here are several games and exercises that help develop phonemic perception, teach children to do sound analysis: determine the presence of a given sound in words, highlight the first and last sound in words.
1. Name the same sound in words.
Target: develop phonemic awareness, hear and name words with the same sound.
The speech therapist pronounces three or four words with a given sound: sled, bone, nose - the children must name the same sound (s) that is in these words.
2. Name the first sound in the word.
Target: develop phonemic awareness, learn to determine the place of sound in a word.
The speech therapist shows a toy, for example, a dog, and offers to determine what sound this word begins with. Then he shows the toys of other pets and asks: “Name the first sound in the word.” Draw children's attention to the fact that sounds must be pronounced clearly.
(The game “Name the last sound in the word” is played in a similar way.)
3. Answer – slowly.
Target: improve phonemic awareness, name words with a certain sound, determine the place of sound in a word, select words in a sentence with the same sound.
Offer several tasks for intelligence, check how children have learned to hear and highlight certain sounds in words.
- Think of a word that starts with the last sound of the word palace
- Remember the name of pets, which would have the last sound of the word nose(dog, pig...)
- Choose a word so that the first sound is m, and the last sound is A(Masha, car, fly...)
- What word will be obtained if to the syllable ro add one sound? (Mouth, rum, horn...)
- Make up a sentence in which all words begin with a sound r (Petya gave Pavlik a pyramid.)
- Find objects in the group that have a sound in their names To(pencils, book, pen, cubes...)
4. Correct Dunno's mistakes.
Target: develop phonemic awareness, distinguish by ear words pronounced incorrectly, determine the place of sound in a word, divide words into syllables, come up with simple and complex sentences.
Dunno was visiting his grandmother in the village and this is what he saw there. Listen carefully and correct mistakes.
Co. With and jumped over the fence.
Co. l ova produces delicious milk.
R The horse is chewing juicy grass.
Co. h ka catches the mouse.
Soba X and guards the house.
Now we will find out if you are ready to go to school? We answer the questions:
- What is the first (last) sound in the word dog?
- Name a pet that has a sound in its name Sh where is this sound located?
- How many syllables are in a word cat (cow)?
- Come up with a 2, 3, 4 word sentence about pets.
5. Spider.
Target: consolidate the ability to divide words into syllables, develop phonemic awareness.
The speech therapist reads a poem, and the children answer questions.
On an invisible path
Oh, look, cobwebs.
This is a cunning spider
I hung my hammock.
And our spider called
All friends to the hammock
We came to the spider
Moths, grasshoppers,
Bees and bumblebees,
Beautiful butterflies,
Flies and beetles.
We played, we laughed,
And then everyone ran away.
1, 2, 3, 4, 5 – I invite everyone again.
Let's check how you can divide words into syllables.
- Butterfly, how many syllables, which is the first, which is the last?..
- Bug, how many syllables (one), which syllable is the first, which is the last?
- What is the same syllable in words bees and bumblebees(CI)?
- Name insects whose names have 1, 2, 3 syllables.
Target:
Speech therapist: all the words crumbled into sounds. I will name the sounds, and you make a word from them: K-O-M-A-R - mosquito, ZH-U-K - beetle, O-S-A - wasp, M-U-H-A - fly, B -A-B-O-C-K-A – butterfly...
7. Scatter the word.
Target: develop skills in sound analysis and synthesis.
The speech therapist invites the children to divide the words into sounds themselves: porridge - K-A-SH-A, house - D-O-M, paper - B-U-M-A-G-A...
8. Tic Tac Toe
Target: develop auditory attention and memory, spatial orientation.
Progress of the game: The children have a square drawn on a piece of paper, as for playing “Tic Tac Toe”. The players agree in advance what sound they will play with. If the speech therapist pronounces a word with a given sound, then the children put X, if the word does not have the specified sound – ABOUT. Explain that the cells are filled horizontally. The winners of the game are those children whose playing field matches the speech therapist’s example. The sample is displayed after filling all the cells.
| X | ABOUT | X |
| X | X | X |
| ABOUT | X | ABOUT |
These games that I use, in combination with traditional methods and teaching methods, increase the efficiency of work on the formation of phonemic hearing. They contribute comprehensive solution correctional tasks: develop communication skills, auditory attention and memory, coordination of movements, general and fine motor skills, allow you to freely navigate in space, independently change the strength of your voice, pronounce words quietly - loudly, form a sense of rhythm and timbre hearing, and evoke positive emotions.
Games on the formation of phonemic hearing were presented at the workshop and received positive assessment speech therapist teachers.
GUESS WHAT SOUNDS.
Visual material: drum, hammer, bell, screen.
The adult shows the child a toy drum, bell, and hammer, names them and asks them to repeat. When the kids remember the names of the objects, the adult suggests listening to how they sound: playing a drum, ringing a bell, knocking on the table with a hammer; names the toys again. Then he sets up a screen and behind it reproduces the sound of the specified objects. “What does that sound like?” - he asks the children (child). The children answer, and the adult again rings the bell, knocks with the hammer, etc. At the same time, he makes sure that the children recognize the sounding object and clearly pronounce its name.
WONDERFUL BAG .
Visual material: bag, small toys, depicting baby animals: duckling, gosling, chicken, tiger cub, piglet, baby elephant, frog, kitten, etc. All the toys listed above are put in a bag.
An adult, holding a bag, approaches the children and, saying that there are many interesting toys in the bag, offers to take one out, show it to everyone and name it loudly. The adult ensures that the children name the toy correctly and clearly. If someone finds it difficult to answer, an adult prompts him. The following games and exercises help teach children the correct pronunciation of certain sounds in words, help them pronounce words with these sounds clearly and clearly.
SHOP.
Visual material: toys whose names contain the sounds m - m, p - p, b - b (matryoshka dolls, car, bear, train, cannon, Parsley, drum, balalaika, Pinocchio, dog, squirrel, doll, etc.)
An adult places toys on the table and invites the children (child) to play. “I will be a seller,” he says and asks again: “Who will I be?” The children answer. “And you will be the buyers. Who will you be? “Buyers,” the children answer. “What does the seller do?” - “Sells.” - “What does the buyer do?” - “Buying.” An adult shows toys that he is going to sell. The children call them. Then the adult invites one child to the table and asks what toy he would like to buy. The child names, for example, bear. The adult agrees to sell, but offers to ask politely, emphasizing the word “please” in his voice. An adult gives a toy and at the same time can ask the child why he needs this toy. The child answers and sits down. The next one is invited to the store. And so on until all items are sold out. The adult makes sure that the children correctly pronounce the sounds m - m, p - p, b - b in words, and clearly pronounce words with these sounds.
YOU CAN DRIVE OR NOT.
Visual material: a box and pictures depicting vehicles, as well as other objects with the sound s (s) in the name: sled, airplane, bicycle, scooter, trolleybus, bus, chair, table, boot, etc. Children take turns taking them out of the box pictures; everyone shows theirs to the group, names the object depicted on it and says whether they can ride or not. The teacher makes sure that children correctly pronounce sounds with (s) in words and clearly pronounce words with this sound.
FOR A WALK IN THE FOREST.
Visual material: toys (dog, elephant, fox, hare, goat, goose, chick, hen, basket, saucer, glass, bus, etc., the names of which contain the sounds s (сь), з (зь), ц. Educator puts the toys on the table and asks the children to name them. Then he invites the children to go for a walk in the forest and take toy animals with them. The kids choose the right toys, name them, put them in the car and take them to a predetermined place. The teacher makes sure that the children are correct. they selected objects, named them clearly and loudly, and correctly pronounced the sounds s (сь), з (зь), ц.
TAKE THE TOY.
Visual material: toys or objects whose names consist of three or four syllables (crocodile, Pinocchio, Cheburashka, Thumbelina, etc.). Children sit in a semicircle in front of a table on which toys are laid out. The teacher in a whisper names one of the objects lying on the table next to the child sitting next to him, then in the same way, in a whisper, he should name it to his neighbor. The word is transmitted along the chain. The child who heard the word last gets up, goes to the table, looks for this item and calls him loudly. The teacher makes sure that all children, pronouncing words in a whisper, pronounce them clearly enough.
SELECT SIMILAR WORDS.
The teacher pronounces words that sound similar: cat is a spoon, ears are guns. Then he pronounces the word and invites the children to choose other words that sound similar to it. The teacher makes sure that the children choose the words correctly and pronounce them clearly, cleanly, and loudly.
GUESS WHERE THE MUGS ARE AND WHERE THE MUGS ARE.
Visual material: two mugs and two circles. The teacher shows the children mugs and mugs, names them and asks them to repeat. When they have mastered these words, the teacher holds the circles above the circles and asks what is on top and what is below. The children answer. Then the teacher swaps the objects and again asks where the circles are and where the circles are. Children give a complete answer. The teacher makes sure that the children correctly indicate where each object is located and pronounce the words clearly. By the time of transition to senior group children can pronounce almost all sounds (their articulatory apparatus is already ready to pronounce even the most difficult sounds). But the teacher still pays serious attention to the development of phonemic hearing and the articulatory apparatus of children, he teaches them to distinguish sounds by ear and pronounce them correctly (s-z, s-ts, sh-zh, ch-shch, s-sh, z- g, c-ch, s-sch, l-r). For this purpose, it is carried out daily articulatory gymnastics, as well as work to eliminate pronunciation deficiencies. Five-year-old children are able to determine by ear the presence or absence of a particular sound in a word, and can independently select words for given sounds, if, of course, preliminary work has been done with them. But not all children clearly distinguish certain groups of sounds by ear; they often mix them up. This applies mainly to certain sounds, for example, they do not differentiate by ear the sounds s and ts, s and sh, sh and zh and others. To develop phonemic perception, the ability to listen to the sound of words, establish the presence or absence of a particular sound in a word, and differentiate certain pairs of sounds, children of this age are offered games aimed at selecting words with given sounds, or exercises in which they need to highlight words with given sounds. sounds from phrases, small poems.
The purpose of the games and exercises below is to develop auditory attention and phonemic perception: to teach children to hear sounds in words, to differentiate by ear and in pronunciation some pairs of sounds (s - z, s - ts, sh - zh, ch - sch, s - sh , z - zh, ts - h, s - shch, l - r), correctly highlight the necessary words in phrases.
FIND AND NAME THE RIGHT WORD.
The teacher suggests highlighting and naming only those words that contain the given sounds. sound "C" Dad bought Lena a sled. A bus is moving along the road. In spring nature comes to life. A house above the river, a strip of light in the windows, it lay down on the water. (A. Pleshcheev. “On the Shore”) sound “Z” There is a lock on the door. Storm clouds appeared in the sky. Why does a dog bark at someone he doesn't know? That's why she barks - she wants to meet you. (A. Vlasov. “Why?”) Next, excerpts from poems and sentences with all the above pairs of sounds are used.
WHAT SOUND IS IN ALL WORDS?
The speech therapist pronounces three or four words, each of which has one of the sounds being practiced: fur coat, cat, mouse - and asks the children what sound is in all these words. Children call the sound "sh". Then he offers to determine what sound is in all the words below: beetle, toad, skis - “zh”; kettle, key, glasses - “h”; brush, box, sorrel - “sch”; braid, mustache, nose-s; herring, Sima, elk - “s”; goat, castle, tooth - “z”; winter, mirror, Vaseline - “z”; flower, egg, chicken - “c”; boat, chair, lamp - “l”; linden, forest, salt - “l”; fish, carpet, wing - “r”; rice, strength, primer - "ry". The teacher makes sure that children pronounce sounds clearly and correctly name hard and soft consonants.
NAME THE FIRST SOUND IN THE WORD.
The child is shown a toy, for example, Pinocchio, and asked to determine what sound his name begins with. After the answers, the teacher gives the children a task to determine with what sound the names of their neighbors, the names of certain animals and objects begin. Draws attention to the fact that sounds must be pronounced clearly (you cannot pronounce the syllables “ze” in the word Zoya, “ve” in the word Vadik).
NAME THE LAST SOUND IN THE WORD.
Visual material: pictures (bus, goose, chick, raincoat, house, key, table, door, samovar, bed, hippopotamus, etc.) The teacher shows the picture, asks to name what is depicted on it, and then say what is the last one in the word sound. At the same time, attention is paid to the clear pronunciation of isolated sounds, differentiation of hard and soft consonants (in the word door the last sound is “r”, not “r”). When all the pictures have been examined, the teacher offers to put pictures in which the names of objects end in a hard consonant on one side, and on the other side - on a soft consonant. Children who do not clearly pronounce sounds are asked to clearly pronounce the consonant sounds at the end of the word.
THINK, TAKE YOUR TIME.
The teacher offers the children several tasks for intelligence and at the same time checks how they have learned to hear and isolate certain sounds in words: Choose a word that begins with the last sound of the word table. Remember the name of the bird, which would have the last sound of the word cheese. (Sparrow, rook...) Choose a word so that the first sound is k, and the last sound is “sh”. (Pencil, reed...) What word will you get if you add one sound to “but”? (Knife, nose...) Compose a sentence in which all words begin with the sound “m”. (Mom washes Masha with a washcloth.) Find objects in the room that have the second sound “u” in their names. (Paper, pipe, Pinocchio...)
BE CAREFUL
Goal: to develop auditory attention, to teach how to quickly and accurately respond to sound signals.
Assignment: children walk in a circle. The presenter alternately gives commands at different intervals: “Horses”, “Bunnies”, “Herons”, “Crayfish”, “Frogs”, “Cows”, “Birds”. Children must perform movements in accordance with the command. Execution of signals must be taught before the game.
ALPHABET
Goal: develop attention. Assignment: if a group of children is playing, then each is assigned a letter of the alphabet, and a game with one child is organized in the same way. The presenter lists the letters randomly. When the child hears his letter of the alphabet, he should stand up and stamp his foot. You can play a knockout game with a group of children.
CORRECT ERRORS
Goal: to develop auditory attention. Assignment: the presenter reads a poem, deliberately making mistakes in words. Name the words correctly.
Having dropped the doll from my hands,
Masha rushes to her mother:
Green onions are crawling there
With long mustache (beetle).
The hunter shouted: “Oh!
The doors are chasing me!” (animals).
Hey, don't stand too close.
I'm a tiger cub, not a bowl (pussy).
The snow is melting, the stream is flowing,
The branches are full of doctors (rooks).
My uncle was driving without a vest,
He paid a fine for this (ticket).
Sit in the spoon and let's go!
We took a boat along the pond. Mom went with the barrels
On the road along the village (daughters).
In a clearing in spring
A young tooth (oak) has grown.
On the yellowed grass
The lion drops its leaves (forest).
In front of the children
The painters are painting the rat (the roof).
I sewed a shirt for a cone
I'll sew some pants for him (the bear).
The sun has risen and is leaving
Dark long daughter (night).
There are countless fruits in the basket:
There are apples, pears, and sheep (bananas).
A poppy lives in the river,
I can’t catch him in any way (cancer). To have lunch, Alyoshka took
IN right hand left leg(spoon).
On the ship the cook is a doc
I prepared delicious juice (kok). He was very affectionate
He licked the owner's forehead (cat).
Horned Valley
An ox was walking along the road.
The schoolboy finished the line
And he put the barrel (dot).
The mouse was dragging into the hole
A huge mound of bread (crust).
I'm sitting by the stove with a fishing rod
I can’t take my eyes off the fish (river).
Russian beauty
He is famous for his goat (scythe).
A baleen whale sits on the stove,
Choosing a warm place (cat).
In a forest clearing
A young tooth (oak) has grown.
Under the birches, where there is shade
The old day (stump) is lurking.
WHAT DO WE HEAR?
Goal: to develop auditory attention.
Assignment: guess the riddle, name the sound that allowed you to find the answer.
How the godfather got down to business,
She squealed and sang.
Ate - ate oak, oak.
Broke a tooth, tooth.
Answer: it's a saw. The sound z is repeated.
Daily,
At six in the morning
“Get up porrra!!”
Answer: it's an alarm clock. The sound r is repeated.
WHO WILL NOTICE MORE FALSE?
Goal: to develop attention and the ability to notice illogical situations.
Assignment: mark all the fables.
Kissel is made from rubber there,
There tires are made from clay.
They burn bricks from milk there,
Cottage cheese is made from sand.
Glass is melted from concrete there,
Dams are built from cardboard.
The covers are made of cast iron,
They make steel from canvas there.
They cut shirts out of plastic there,
Dishes are made from yarn,
They spin cloth threads there,
The suits are made from oatmeal.
They eat compote there with forks,
There they drink a sandwich from a cup,
There are cutlets made from bread and cheese,
Candy made from fresh meat.
With filling sweet soup with beans,
Everything is boiled in plates with salt... V. Chanturia.
Is it true or not
Why is the snow as black as soot?
Sugar is bitter
Coal - white,
Well, is a coward as brave as a hare?
Why doesn't the combine harvester reap any wheat?
Why do birds walk in harness?
That cancer can fly
Is a bear a master at dancing?
What do pears grow on willow trees?
That whales live on land?
What from dawn to dawn
Are pine trees felled by mowers?
Well, squirrels love pine cones,
And lazy people love work...
And the girls and boys
Don't you put cakes in your mouth? (L. Stanchev).
Assignment: the teacher approaches any child in the class and he says something, and the presenter, with his eyes closed, guesses whose voice it is.
YES AND NO DO NOT SAY
Goal: develop attention.
Assignment: answer the questions. It is forbidden to say “yes” and “no”.
1) Do you like summer?
2) Do you like the greenery of parks?
3) Do you love the sun?
4) Do you like swimming in the sea or river?
5) Do you like fishing?
6) Do you like winter?
7) Do you like sledding?
8) Do you like playing snowballs?
9) Do you like it when it’s cold?
10) Do you like sculpting a snow woman?
WHERE DID YOU KNOCK?
Goal: development of auditory attention.
Assignment: children sit with their eyes closed, and the teacher or presenter knocks with something anywhere. Children must show the place where the sound was heard.
WHAT DID IT SOUND?
Goal: development of auditory attention.
Assignment: demonstrate to children the sound of a tambourine, harmonica, pipe, etc. Children listen and remember how each musical instrument sounds, then close their eyes and determine by ear what it sounded. If there are no tools, then you can use a cup, toys, etc.
LISTEN AND DO
Goal: development of auditory attention.
Assignment: the teacher gives the child the following, for example, commands: “Come to the window and raise your hand”, “Take a ruler in your right hand and a notebook in your left”, etc.
LISTEN AND REPEAT
Goal: development of auditory attention.
Assignment: the teacher whispers words behind the screen on the topic of the lesson, and the children repeat them out loud.
DAMAGED PHONE
Goal: development of auditory attention.
Assignment: the teacher whispers three words on the topic to one student, and he passes them along the chain to other children. The words must reach the last player. The teacher asks him: “What words did you hear?” If he says correctly, then the phone is working.
WOODPECKER
Goal: development of auditory attention.
Assignment: the teacher taps out different rhythms at a fast pace
(… … .; … .. … etc.), and the children repeat after him.
IDENTIFY THE SHORTEST WORD BY HEARING
Builder, mason, house, glazier.
(Words are selected in accordance with the topic of the lesson, you can also give a task to determine the longest word).
CHAIN OF WORDS
Goal: development of auditory attention.
Assignment: the teacher names the word, and the children come up with words in order that begin with the last sound of the previous word.
NAME THE SOUND
Goal: development of auditory attention.
Assignment: the teacher pronounces 3 - 4 words, each of which contains one of the sounds being practiced, and asks the children: “What sound is in all these words?”
WHO LISTENS BETTER?
Goal: development of auditory attention.
Assignment: the teacher names the words, and the children raise their hands only when they hear a given sound in the word, for example, Ш: hat, house, beetle, fox, hedgehog, cat, plate, hanger, skis, pencil, barrel, scissors, castle, puddle, roof.
FIND A PICTURE
Goal: development of auditory attention and perception.
Task: the speech therapist lays out in front of the child or children a series of pictures depicting animals (bee, beetle, cat, dog, rooster, wolf, etc.) and reproduces the corresponding onomatopoeia. Next, the children are given the task of identifying the animal by onomatopoeia and showing a picture with its image.
The speech therapist's lips close.
Goal: development of auditory attention.
Task: the speech therapist informs the children that he will name various words. As soon as he names the animal, the children should clap. You cannot clap when pronouncing other words. The one who makes a mistake is eliminated from the game.
GUESS THE SOUND
A game to distinguish a sound from the background of a syllable.
Task 1: What identical sound do you hear in the syllables sa, so, su, sy? (Children call the sound [c]). Task 2: If you hear the sound [р], raise the blue circle, if [р’] - green. (The syllables are pronounced ra, ri, ru, ro, ryu, re, etc.).
SHOP
Assignment: Dunno went to the store to buy fruit, came to the store, and forgot the name of the fruit. Help Dunno buy fruits whose names contain the sound [l’]. Subject pictures are displayed on the typesetting canvas: apples, oranges, pears, tangerines, plums, lemons, grapes. Children select pictures whose names contain the sound [l’].
CATCH THE SOUND
Games for identifying sounds against the background of a word.
Assignment: children must clap their hands if the sound [c] is heard in the named word. The speech therapist names the words “owl”, “umbrella”, “fox”, “forest”, “goat”, “elephant”, “beetle”, “braid”, “hedgehog”, “nose”, “glass”.
TRAFFIC LIGHT
A game to determine the place of a sound in a word (position).
At the beginning of training, circles of red, yellow and green are used. If children hear a given sound at the beginning of a word, they raise a red circle, a yellow one in the middle, and a green one at the end of the word. In the future, schemes = - -, - = -, - - = are used, chips, or children simply indicate the location of the sound with a number, using sound rulers; subject pictures and chips, for example, in the word fox the sound [l’] is heard at the beginning of the word, children under the card
WHAT SOUND DID UNKNAY MISS?
(- weave, - golka, - rbuz, - kameika, avtobu -, - aduga, - araban). Pronounce combinations of sounds clearly, maintaining the emphasis. Children hold up the corresponding symbol (red or blue) and say each word in its entirety, saying the first sound and the corresponding letter.
WHAT SOUND IS HIDDEN IN THE WORD?
Find a vowel sound, designate it with a symbol or letter (sleep, world, hall, soup, wolf, etc.). The words are clearly read, children show symbols. Game “Which word is hidden?” (- both, li -, for - or, ve - s, - una, s - va, sa - ki, - sconce, goats - , - block, ogure -).
MAGIC HOUSE.
Goal: Development of the ability to determine the sequence of letters in a word. Hardware: Flat cardboard house with cut out windows, letters. Progress of the game: The teacher attaches a house to the board and writes sets of letters on the board in random order in the empty windows. Students should expect to see what words live in this house. For each word correctly composed and written under the house, the student receives a game token. Example material: Beads: b, y, s, s, r. (mustache, beads, cheese): k, t, o, i, l (Kolya, Tolya, who, cat): m, a, w, k, a, (porridge, poppy, Masha): r, s, b , a, k, (fisherman, bull, fisherman, crayfish, tank)
ADD THE LETTER.
Progress of the game: The teacher invites students to complete the letters, including this element. The student who writes down wins. more letters with this element. Particularly rewarded is the one who was able to write down all possible letters without leaving a single free element on a piece of paper.
GUESS WHO I AM.
Goal: Consolidate the outline of handwritten letters, correlating them with sounds.
Equipment: Letter elements for each student.
Progress of the game: The teacher names the elements of the letters, for example: an oval and a stick with a curve at the bottom, two ovals and a long stick in the middle; three sticks with a curve at the bottom, etc. Students find them and add the letter, pronounce the corresponding sound.
BE CAREFUL.
Goal: To consolidate the style of capital letters.
Progress of the game: The teacher reads the poem, and the students, as they read, write down the capital letters mentioned in the poem.
ABC.
What's happened? What's happened?
The alphabet fell off the stove!
Painfully sprained my leg
Capital letter M.
G hit a little
And it completely fell apart!
The letter U has lost its crossbar!
Finding herself on the floor, she broke U's tail!
F, the poor thing is so swollen -
No way to read it!
The letter P is turned upside down -
Turned into a soft sign!
The letter C has completely closed -
Turned into the letter O.
Letter A, when I woke up,
I didn't recognize anyone. (S. Mikhalkov)
HALF A MINUTE FOR JOKES.
Goal: The ability to select words according to their meaning, highlight the first sounds in words.
Progress of the game: The teacher reads a poem. Students find a mistake in the poem and correct it.
The hunter shouted: “Oh,
The doors are chasing me!”
Look, guys,
Crayfish grew in the garden bed.
Having dropped the doll from my hands,
Masha rushes to her mother:
There are green onions crawling there
With a long mustache.
They say one fisherman
I caught a shoe in the river,
But then he
The house was hooked.
We collected cornflowers
We have puppies on our heads
ECHO
The game serves to exercise phonemic awareness and accuracy of auditory perception
You can play together or large group.
Before the game, the adult asks the children: “Have you ever heard an echo? When you travel in the mountains or through a forest, pass through an arch or are in a large empty hall, you may encounter an echo. That is, of course, you won’t be able to see it, but you can hear it. If you say: “Echo, hello!”, then it will answer you: “Echo, hello!”, because it always repeats exactly what you tell it. Now let’s play echo.”
Then they appoint a driver - “Echo”, who must repeat what he is told.
It's better to start with simple words, then move on to difficult and long ones (for example, “ay”, “more quickly”, “windfall”). You can use foreign words in the game, not forgetting to explain their meaning (for example, “Na11o, monkey!” - “Hello, monkey!”), In addition, you can try to offer poetic and prosaic phrases for repetition (“I came to you with Hello, tell me that the sun has risen!”).
LIVING ABC
Cards of pairs of letters: 3-ZH, CH-C, L-R, S-C, CH-S, Shch-S, S-3, Sh-Zh are laid out face up in front of the children on the table. Two cards with letters are also used. On command, children must select objects whose names include this letter and arrange them into piles. The one who picks up the most cards wins. The game continues until they are all taken apart.
ENCHANTED WORD
The game promotes the development of phonemic hearing
and sound analysis of words
The adult presenter tells the children a story about an evil wizard who enchants words, and therefore they cannot escape from the wizard's castle. Words do not know what sounds they are made of, and this must be explained to them. As soon as the sounds of a word are correctly named in in the right order, the word is considered saved, free. The game is played as an ordinary role-playing game, with the adult, as the only literate one, always remaining the leader, the children playing the role of saviors, and one of the participants representing the evil wizard who is absent from the castle from time to time; it is then that the letters can be saved.
The adult names the word - the victim of imprisonment, and the saviors must clearly repeat the sounds that make up it. It is necessary to ensure that they are pronounced carefully, with all vowels pronounced. They start with simple three to four letter words, then complicate the “enchanted” words. For example, we “disenchant” the word “apple” - “I, b, l, o, k, o.”
CONFUSION
Game for developing sound discrimination
It is necessary to draw the child's attention to how important it is not to confuse sounds with each other. To confirm this idea, you should ask him to read (or read to him himself, if he doesn’t know how yet) the following comic sentences.
The Russian beauty is famous for her goat.
A mouse is dragging a huge pile of bread into a hole.
The poet finished the line and put his daughter at the end.
You need to ask the child, what did the poet mix up? What words should be used instead of these?
Margarita Milk
Practical games and exercises to develop phonemic awareness
Practical games and exercises to develop phonemic awareness
1. “If you hear it, clap”. Goals: develop auditory attention, phonemic awareness.
Move games. An adult pronounces a series of sounds (syllables, words; a child with his eyes closed, hearing a certain sound, claps his hands.
2. "Who's bigger?" Goals: , auditory attention.
Move competitive games. Children select words that begin with a given sound. (Repetitions are not allowed.)
3. "Attentive Listener"(or “Where is the sound?”). Goals: develop phonemic awareness, attention.
Move games. The adult pronounces the words, and the children determine the place of the given sound in each of them.
4. « The right word» . Goals: , phonemic representations, phonemic analysis.
Move games. On instructions from an adult, children pronounce words with a certain sound at the beginning, middle, and end of the word.
5. « Keen Eye» . Goals: develop phonemic awareness, phonemic analysis, attention.
Move games. Children are asked to find in environment objects whose names contain a given sound, determine its place in the word.
6. "Wonderful artist". Goals: develop phonemic awareness, phonemic analysis, attention, fine motor skills.
Move games. Draw pictures for the indicated sound at the beginning, middle, and end of the word. Under the pictures, based on the level of knowledge of the children, it is proposed to draw a diagram of the word in the form of a line or a diagram of syllables of this word, in which each syllable is indicated by an arc, and indicate the location of the sound being studied*.
7. "Memory". Goals: develop auditory attention, memory.
Move games. The adult pronounces a series of words, and the children remember and repeat. The first task consists of two words, then their number gradually increases (three, four, five, etc., For example:
garden-sleigh juice-shock
bag-soup-boots hat-son-fur coat When selecting the appropriate speech material during games it is possible to carry out work on automation and differentiation of sounds, development of phonemic awareness, phonemic representations.
8. "Beads". Goals: develop phonemic awareness, analysis, auditory attention, memory. Move games. After the words presenter:
Beads scattered.
We will collect them, string them on a thread
And we will find the word. -
participants games along the chain they pronounce with lova- "beads" to a specific sound (no repetitions, For example:
to the sound [R] - rainbow-rocket-loaf-par-hand -. to the sounds [R]-[L] - crayfish-lamp-nora-onion-fish-soap -.
9. “Repeat and add”. Delhi: develop auditory attention, memory.
Move games. The first player pronounces a word, the second, repeating it, adds his own, etc. Each participant increases the row by one word. The game stops and starts again after one of the players changes the sequence of words, For example: to the sound [Zh] -
beetle, toad
beetle, toad, snakes
beetle, toad, snakes, hedgehogs, etc.
10. "Add the sounds". Goals: develop phonemic synthesis, auditory attention, memory.
Move games. The adult pronounces a series of sounds, and the children pronounce the syllables or words made up of them, For example:
[DAD; [N], [O], [S] - NOSE.
11. "Say it the other way around". Goals: develop phonemic awareness, phonemic representations, analysis and synthesis, auditory attention and memory.
Move games. The adult pronounces two or three sounds, and the children must pronounce them in reverse order.
Option 1 - with vowel sounds A, U - U, A I, O -. (Oh, I) U, O, A - A, O, U E, Y, I-. (I, Y, E)
Option 2 - with hard consonants
PA - AP AP - PA
BY -. (OP) OP-. (BY)
PU -. (UP) YP -. (PY)
PE-. (EP) UP -. (PU)
PY -. (YP) EP -. (PE)
Option 3 - with hard and soft
consonant sounds
PA - PIA PIA - PA
PU -. (PU) PI -. (PY)
PE-. (PE) PY -. (PU)
BY-. (PYo) PYO-. (BY)
PY -. (PI) PE -. (PE)
The game is for phonemic exercises hearing and hearing accuracy perception
You can play together or in a large group. Before the game, the adult turns to children: “Have you ever heard an echo? When you travel in the mountains or through a forest, pass through an arch or are in a large empty hall, you can encounter it. That is, you, of course, will not be able to see it, but you can hear it - you can. you say: “Echo, hello!”, then it’s for you will answer: “Echo, hello!”, because he always repeats exactly what you tell him. Now let's play echo."
Then they appoint a driver - “Echo”, who must repeat what he is told. Start with simple words, then move on to difficult and long ones (for example, "ay", "rather", "windfall"). Use foreign words in the game, without forgetting to explain their meaning (for example, “Hallo, monkey!” - “Hello, monkey”). Try offering poetic and prose phrases for repetition. (I came to you with greetings, to tell you that the sun has risen!). If “Echo” answered correctly 5 times, appoint the next participant as the driver in the circle. games.
13) Enchanted word
The game promotes development of phonemic hearing and sound analysis of language
The adult presenter tells the children a story about an evil wizard who enchants words, and therefore they cannot escape from the wizard's castle. Words do not know what sounds they are made of, and this must be explained to them. As soon as the sounds of a word are correctly named in the right order, the word is considered saved, free. The game is played as an ordinary role-playing game, and the adult, as the only literate one, always remains the leader, children play the role of saviors, and one of the participants represents the evil wizard, who is absent from the castle from time to time; it is then that the letters can be saved.
The adult names the word - the victim of imprisonment, and the saviors must clearly repeat the sounds that make up it. It is necessary to ensure that they are pronounced carefully, with all vowels pronounced. They start with simple three or four letter words, then complicate the “enchanted” words. For example, we “disenchant” the word “apple” - “I, b, l, o, k,
13)Sounding pictures
Game for development of phonemic hearing and language
For games cards are used with images of objects mentioned in the sentences below. You can play with regular lotto, but in this case you need to modify the offers. The adult names the sentence, and the child finds cards with the items that were mentioned in this sentence. If the child cannot do this, you need to help him, but in this case he cannot pick up the cards. The game continues until the cards run out or the child gets tired.
Example sentences
At the sound of C, the Wasps flew into the bag.
The beads were brought on the plane.
To sound 3 The goat is grazing near the fence.
The hare keeps his mouth shut.
At the sound of T, the chicken hatched from the egg.
Heron and chicken are birds.
For the sounds C, 3, C, the cucumbers were weighed on the scales.
Wasps bite chickens.
An owl is sitting on a nest.
At the sound of Sh, the mouse hid in the closet.
The cones are stored in a bag.
To the sound J The gun and skis are stored in the barn.
The beetle and the toad are animals.
To the sounds Ш and Ж The gun hangs in the closet.
The knives are placed in a bag.
For the sound Ch A teapot and a cup are needed for tea.
The suitcase opens with a key.
To the sound Ш Pliers and tongs are tools.
Pike and bream are different fish.
To the sound L, they dug up a bed for onions with a shovel.
A saw and a shovel are needed in the village.
They bought a pen for the sound R.
Fish and crayfish live in water.
To the sounds R and L, Pisces swim under the boat.
The squirrel is hiding in a hollow.
Confusion
Game for development sound discrimination
Draw your child's attention to how important it is not to confuse sounds with each other. To confirm this idea, ask him to read (or read it to him yourself if he doesn’t know how yet) the following comic sentences.
The Russian beauty is famous for her goat. The mouse is dragging a huge mound of bread into the hole. The poet finished the line, At the end he put his daughter.
Ask your child, what did the poet mix up? What words should be used instead of these?
14) Living alphabet
Game for development sound discrimination
The same cards are laid out face up in front of the children on the table. Two cards with letters are also used. On command, children must select objects whose names include this letter and arrange them into piles. The one wins who will pick up more cards. The game continues until they are all taken apart. Couples letters: 3-F, Ch-C, L-R, S-C, Ch-S, Shch-S, S-3, Sh-Zh.
We'll fix your broken phone
Game for development of phonemic hearing
It's best to play with three people or more larger company. Exercise is a modification of the well-known games"Damaged phone." The first participant quietly and not very clearly pronounces a word in his neighbor’s ear. He repeats what he heard in the ear of the next participant. The game continues until everyone passes the word "on the phone." The last participant must say it out loud. Everyone is surprised because, as a rule, the word is noticeably different from those transmitted by the other participants. But the game doesn't end there. It is necessary to restore the first word, naming in turn all the differences that “accumulated” as a result of the phone breakdown. An adult should be careful to ensure that differences, distortions reproduced correctly by the child.
