The development of phonemic hearing in older preschoolers

Your own speech therapist
Games for older preschoolers "We develop phonemic hearing"

Golikova Elena Vladimirovna,
teacher-speech therapist of the 1st qualification category, MBDOU "Kindergarten of compensating type No. 49", Bratsk, Irkutsk region
Material Description: Exercises will be useful to all caring parents of children who want to prepare their children for school. Also, the material will be of interest to educators. preschool institutions and specialists.
Target: Enriching parents' knowledge of preparing children for school

Awareness of the sound structure of the word and work on sound analysis and synthesis are a necessary precondition for literacy. Conducting activities with children game form, we are interested in learning activities and achieve positive dynamics in the development of phonemic hearing, thereby helping children prepare for further education at school.
Phonemic perception -
this is the ability to distinguish phonemes and determine the sound composition of a word. The correct development of phonemic hearing and phonemic perception underlies the unmistakable assimilation of writing and reading in the process of schooling.

"Where is the right sound?

Target. Formation of the ability to find a given sound in words
Equipment. subject pictures
Game progress. An adult demonstrates and names pictures to a child, one of which has a given sound. The child must point to the picture and repeat the word in which there is a given sound.

"Bloods - Hanks"

Target. To form the ability to select words for a given sound
Equipment. glomerulus
Game progress. The players pass each other a ball in a circle, saying the text: "On the path (name) walked / walked, Found / found a ball of threads, you say the words to (given sound), Do not break our thread." The one who has a glomerulus must name a word for a given sound and pass the glomerulus further

"Catch the Sound"

Target. The development of phonemic hearing, the ability to distinguish a given sound from a number of sounds
Game progress. An adult names a series of sounds, a child, when he hears a predetermined sound (claps, stomps, etc.)

"Catch the Word"

Target. The development of phonemic hearing, the ability to hear the sound in a word.
Equipment. A set of subject pictures.
Game progress. The adult shows the picture and names it. The child claps his hands if he hears the sound being studied in the name. At later stages, the adult silently shows the picture, and the child pronounces the name of the picture to himself and reacts in the same way.

What sound do you hear most often?

Target. The development of phonemic hearing, the ability to isolate a frequently repeated sound from a stream of speech.
Equipment. A collection of short poems in which the same sound is often repeated.
Game progress. The teacher pronounces a poem, and the children name the sound that they most often heard.
Sample material.
Senya and Sanya have catfish with a mustache in their nets.

White snow, white chalk,
The white hare is also white.

The cat saved up a penny
Bought a goat for a cat.

"Who-who lives in the teremochka?"

Target. Development of the ability to determine the presence of sound in a word.
Equipment. House with windows and a pocket for inserting pictures; set of subject pictures.
Game progress. The adult explains that only animals (birds, domestic animals) live in the house, in the names of which there is, for example, the sound [v]. We need to put these animals in the house. Children name all the animals depicted in the pictures and choose among them those whose names contain the sound [in] or [in '].

"Two slams - three stomps"

Target. Developing the ability to differentiate similar sounds.
Equipment. A set of subject pictures whose names begin with oppositional sounds
Game progress. The child should clap when he hears one of the oppositional sounds in the name of the picture and stomp when he hears another.

"Parrots"

Target. To form auditory attention, the ability to focus on the phoneme and distinguish consonant phonemes.
Equipment. Parrot toy
Game progress. A game situation is created, in accordance with which it is necessary to teach the parrot to repeat the syllable series without errors. The child takes on the role of the parrot. The adult pronounces a series of syllables, the child repeats.
Exemplary speech material. Pa-ba, ta-da, ta-ta-da, ka-ha, ka-ka-ta, etc.

"Naughty Bells"

Target. To form auditory attention, a sense of rhythm.
Equipment.Tambourine
Game progress. An adult slams a certain rhythm on a tambourine, the child repeats.

Target. To form auditory attention, the ability to focus on a phoneme, to distinguish phonemes that are similar in sound.
Game progress. An adult creates a game situation, in accordance with which he walks in the mountains or in the forest, and the child depicts an echo. An adult pronounces complex words or tongue twisters, and the child must accurately repeat.

"Find the Sound"

Target. To form auditory attention, the ability to focus on the phoneme.
Game progress. An adult pronounces a word without finishing the last sound. The child must correctly pronounce the word and name the sound that "ran away".
Sample speech material. Ma ... (k), mo ... (x), ro ... (g), ko .. (t), care ... (p), etc.

"The syllable escaped"

Target. To form auditory attention, the ability to focus on the phoneme, to develop phonetic hearing.
Game progress. The game is played after the child is familiar with the concept of "syllable". An adult pronounces a word without finishing the last syllable. The child must correctly pronounce the word and name the syllable that "ran away".

"Color Chips"

Target. Formation of auditory attention, consolidation of the concepts of "sound", "vowel", "consonant", "hard consonant", "soft consonant".
Equipment. Red box for vowels, blue for hard consonants, green for soft consonants.
Game progress. The adult calls the sound, and the child must correctly show the corresponding box.

"Pillow and Brick"

Target. Formation of auditory attention, the ability to differentiate sounds by hardness-softness, consolidation of the concepts of "sound", "consonant", "hard consonant", "soft consonant".
Equipment. Pillow, brick, subject pictures with soft and hard consonant sounds in the title.
Game progress. An adult shows pictures to a child. If at the beginning of his word the child hears a hard consonant, then he says "brick", if soft - "cushion".

"What word came out"

Target. Develop the skill of sound synthesis.
Equipment. For children 5-6 years old, it is allowed to use picture hints.
Game progress. An adult pronounces words, naming each sound separately: [g], [y], [s '] [and]. The child collects sounds into a word.

"Chains-chains-forged"

Target. Developing the ability to distinguish the first and last sound in a word.
Game progress. The child (or adult) calls the word, the person sitting next to him selects his word, where the last sound of the previous word will be the initial sound. The winner will be the one who "pulled" the chain the longest.

"How many sounds"

Target. Development of the ability to determine the number of sounds in a word.
Equipment. Buttons or corks
Game progress. The adult calls the word, the child counts the number of sounds and puts the appropriate number of buttons or bottle caps on the table.

Development of phonemic perception and representations

A child is surrounded by many sounds: music, birds chirping, grass rustling, wind noise, water murmur... But words - speech sounds- from the very birth of the most significant. Sounding speech provides the child with the necessary communication with adults, obtaining information, getting involved in activities, mastering the norms of behavior.

Listening to the words, comparing their sound and trying to repeat them, the child begins not only to hear, but also to distinguish sounds. mother tongue.

Already in the third - fourth year of life, he notices the incorrect pronunciation of words by his peers, tries to correct them, although sometimes he himself does not possess such skills.

The purity of speech depends on many factors: on the development of speech hearing, speech attention, speech breathing, voice and speech apparatus. All these components without their special "training" often do not reach the desired level of development.

It is necessary to work on the pronunciation side of a child’s speech from an early age. preschool age, because often transferring it to an older age does not bring the desired results.

Games and exercises for the development of phonemic hearing are recommended for children after 3 years. The concept of phonemic awareness includes phonemic perception, phonemic representations and sound analysis and synthesis, which children master not only in the preschool period, but also in preparation for learning to read and write. Sufficient development of phonemic hearing is necessary for the child to master the sound system of the language, for competent oral and written speech.

Game "Train" No. 1

Target :

Material. Bell, big and small hare.

Game progress:

The bell is ringing. The teacher invites the children to play the game "Train": "We will go to the hares, they want to play with us." Children imitate the movement of the train, pronouncing sounds and sound combinations: “Chu-choo-choo” - the departure of the train; "Uuuu" - the train is buzzing; "Choo-choo-choo" - the train stops near a chair on which a big bunny is sitting.

The teacher and children greet the hare, ask him to go with them to kindergarten. The hare joins the children. The train is moving on.

At the other stop, a little hare is waiting for the children. The children also greet him and invite him to go with them.

When the train stops, the hares invite the children to dance, jump, and clap. Then the teacher says: “The hares are tired and want to sleep. Let's sing a song to them: “Aaa-aaa ...” (children imitate that they rock the rabbits). The hares fell asleep, and you sit on the chairs.

Game "Cubs eat honey" No. 2

Game progress:

The teacher tells the children that they will be cubs, and cubs are very fond of honey. Offers to bring the palm closer to the mouth (with fingers away from you) and “lick off” the honey - the children stick out their tongue and, without touching the palm, imitate that they eat honey. Then, raising the tip of the tongue, remove it. (Mandatory display of all actions by the educator.) 3-4 times.

Then the teacher says: “The cubs have eaten.

They lick upper lip (show), lower lip (show).

Stroking the tummies, saying: "Uuu" (2-3 times).

Game "Clock" No. 3

Target :

To develop the speech apparatus and speech attention of children.

Material . Picture of big and small clocks.

Game progress:

Educator. Listen to the clock ticking: "Tick-tock, tick-tock", how the clock strikes: "Bom-bom ...". In order for them to walk, you need to start them: "Trick-track ...".

- Let's start a big clock (children repeat the corresponding sound combination 3 times); our clock goes and first it ticks, then it beats (sound combinations are repeated by children 5-6 times).

- Now let's start a small clock, the clock goes and sings softly, the clock strikes very quietly (each time the children imitate the movement and ringing of the clock with their voices).

The game "Who lives in the house?" No. 4

Target.

To develop speech attention and speech breathing of children.

Material. Pictures with the image of a cat, a kitten, a dog, a puppy; 4 dice.

Game progress:

Educator (showing a picture of a cat).

-Who is this? (Children's answers.)

The cat meows loudly: "Meow-meow" (children repeat the sound combination 3-4 times). Educator (shows a picture of a kitten.)

- And who is this? (Children's answers.)

The kitten meows quietly (children repeat the sound combination 3-4 times).

Educator (shows a picture of a dog.)

-Who is this? (Children's answers.)

The dog barks loudly: “Av-av” (children repeat the sound combination 3-4 times). Educator (shows a picture of a puppy.)

-And who is this? (Children's answers.)

The puppy barks quietly (children repeat the sound combination 3-4 times).

- Send the animals home (pictures are removed by the cubes).

- Guess who lives in this house:

"Av-av" (pronounced loudly)? (Children's answers.)

-That's right, a dog (shows a picture).

- How did she bark? (Children's answers.)

- Guess who lives in this house:

"Meow meow" (pronounced quietly)?

How did the kitten meow? (Children's answers.)

Similarly, children guess who lives in other houses, and repeat sound combinations several times.

Game "Bells" No. 5

Target.

To develop speech attention and speech breathing of children.

Material . Big and small bell (you can use Christmas decorations)

Game progress

Educator. Look, this is a big bell and this is a small bell. The girls will be little bells. They call: "Ding, ding, ding." The boys will be big bells. They ring: "Melons-melons-melons."

The teacher offers to “ring” and sing songs first to the girls, then to the boys. The exercise is performed 2 times, then the children change roles, and the game is repeated.

The game "The bells are ringing" No. 6

Target.

Material. Large and small mugs of any color.

Game progress

Educator. A large bell (shows a large circle) rings: "Ding, ding, ding." A small one (shows a small circle) rings: “Ding, ding, ding” (children repeat sound combinations).

When I show a big circle, big bells will ring; when I show a small circle, small bells will ring.

The teacher shows either large (3 times) or small (3 times) circles (haphazardly).

The game "Who is screaming?" No. 7

Target.

To develop speech attention and speech breathing of children.

Material. Flannelgraph, pictures to him depicting a pig and a piglet.

Game progress

Educator.

- The mother pig (reinforces the corresponding picture on the flannelograph) had a small piglet (the picture is displayed).

- Mom taught him to grunt.

- The pig grunted loudly: “Oink-oink-oink” (children repeat the sound combination).

- And the pig answered quietly: “Oink-oink-oink” (children repeat the sound combination).

-The piglet played and ran away from his mother (rearranges the picture with the image of the piglet away).

- The pig is calling his son.

-What does she call him? (Children, together with the teacher, repeat the sound combination.)

- The piglet heard that his mother was calling him, and grunted.

-How does he snort? (Children say the sound combination quietly.)

-The piglet ran to his mother (rearranges the picture).

The pig grunted loudly. How? (Children's answers.)

- So she praised the little piggy son.

And the pig answered her. How? (Children's answers.)

Game "Drums" No. 8

Target.

To develop speech attention, phonemic hearing and articulatory apparatus of children.

Material . Picture of a big and a small drum.

Game progress

The teacher divides the children into two teams - large and small drums. The teams are facing each other.

Educator. "You will be musicians playing drums."

- Big drums beat: “Tram-tam-tam” (children repeat sound combinations). - Small drums beat: “Trim-tim-tim (children repeat sound combinations).

The teacher randomly gives tasks to teams 6-8 times.

Then the children switch roles and the game is repeated.

Game "Horses and Train" No. 9

(in a circle)

Target.

To develop phonemic hearing, speech attention and articulatory apparatus of children.

Game progress

Educator. When the horses are galloping, you can hear: “Tsok, tsok, tsok” (children repeat the sound combination); when the train rides, the wheels knock: "Chok, chok, chok" (children repeat).

The horses galloped ... The horses are resting.

The train went, the wheels rumbled.

The train stopped.

Game "Big and small cars" No. 10

Target.

Game progress

The teacher divides the children into two teams - large and small cars.

Educator. When big cars drive, their wheels rustle loudly: "Shhh." They beep: “Beep-beep-beep” (children repeat the sound combination 2-3 times). Small cars drive quietly, and their wheels rustle quietly: "Shhh."

They beep: "Beep-beep-beep" (children repeat the sound combination 2-3 times).

At the signal " Let's go big cars» children of the first team imitate how cars drive - they turn the steering wheel and beep.

Then at the signal Let's go little cars» the task is performed by the second team.

The game is repeated 2 times, then the children change roles, and the game is played again.

Game "Fish" No. 11

Target.

To develop speech attention and speech breathing of children.

Game progress

Educator. "You will be fish."

-The fish swim in the river and splash their tail: "Flu-flu-flu."

-They dive deep for food.

-When big fish dive, you hear: “Splash” (says loudly).

-When small fish dive, you hear: “Splash” (says quieter).

Children repeat both sound combinations 2-3 times.

Educator. "The fish swam, waving their tail."

(Children say: "Flu-flu-flu".)

- Big fish dive... small fish. (Children pronounce "Splash" now loudly, then quietly.)

Game "Elephants and Donkeys" No. 12

Target.

Develop speech attention and articulation apparatus of children.

Material. Pictures with the image of a donkey and an elephant.

Game progress

The teacher divides the children into two groups: donkeys and elephants.

They stand up against each other.

Educator. The donkey (showing the picture) shouts: “Eee-ee-iii”, and the elephant (showing the picture) shouts “Yyyy-yyy” (children repeat both sound combinations).

On command " Donkeys are coming» The first group of children move around the room and make the appropriate sounds.

On command " Elephants are coming» the above actions are performed by the second group.

The game is repeated 3 times, then the children change roles, and the game is played again.

Game "Complete the task" No. 13 (in a circle)

Target.

To develop speech attention and speech breathing of children.

Game progress

We stomp our feet

We clap our hands

We nod our heads.

We raise our hands

We lower our hands

We give hands (children hold hands)

And we run around (3 times).

The game is repeated 3 times.

Game "Phone" No. 14

Target.

To develop speech attention and speech breathing of children.

Material . 3-4 story pictures like: a girl jumps, a boy washes, children sing.

Game progress

The teacher invites three children to stand in a row. The last one says a phrase in the ear corresponding to the content of one of the pictures. The child quietly repeats it to his neighbor, who - to the first child in the row, who pronounces the phrase loudly, comes to the table and takes the desired picture.

Game "Be attentive" No. 15

Target.

To develop phonemic hearing, speech attention and speech breathing of children.

Material . Pictures depicting adult animals and birds on the flannel - goats, sheep, rooster; their cubs (each child has one picture of a cub); flannelgraph.

Game progress

Educator. This is a goat (show picture).

- She shouts loudly: “Me-me ..” (children repeat the sound combination).

- And this is a goat - her cub. He screams softly (children repeat the sound combination

-This is a sheep (showing the picture). She bleats - screams loudly: “Be-be ...” (children repeat the sound combination).

- And her cub - a lamb screams softly (children repeat 5-6 times).

- And who is this? (Showing a picture of a rooster.)

-How does he scream? (Answers of children).

-He shouts loudly: “Ku-ka-re-ku!”, wakes everyone up (children repeat the sound combination)

- A rooster and a hen have babies.

-What are their names? (Children's answers.)

-How do chickens squeal? (Children's answers.)

Pictures are exposed on a flannelgraph.

Educator. (distributes to children pictures depicting the cubs of these animals and birds).

Cubs walk (children leave the tables),

they pinch grass, they look for crumbs.

Whose mother or whose father calls the cub, he must shout - answer them - and run - put a picture next to them.

The teacher reproduces the cry of an animal or bird.

Children who have their cubs in the pictures say, for example: “I am a lamb: “Be-be-be””, and put the picture on the flannelgraph.

After all the pictures are placed, the children name an adult animal and its cub, a bird and its cub.

The game "Hammer a carnation with a hammer" No. 16

Target.

Develop phonemic hearing, speech attention of children.

Game progress

Educator. When a big hammer knocks, you hear: “Knock-knock-knock” (children repeat the sound combination 5-6 times).

When a small hammer knocks, you hear: “Tuk-tuk-tuk” (children repeat the sound combination 5-6 times).

Let's hit the nail with a big hammer.

Now let's hammer a small carnation with a small hammer.

Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).

The game "Let's teach the bunny to speak correctly" No. 17

Target.

To develop speech attention and speech breathing of children.

Material. Toy hare; pictures of bears, squirrels, elephants, monkeys, birds, dogs on flannel; flannelgraph.

Game progress

Educator. I have pictures on the flannelgraph. Bunny will say what is drawn on them. If he speaks incorrectly, you will teach him to speak correctly.

Ishka - children correct "Bear".

Herringbone - squirrel.

Onik is an elephant.

Zyanka is a monkey.

Ichka is a bird.

Baka is a dog.

After "learning" the bunny begins to name all the objects correctly.

Educator. Well done guys, taught the bunny to speak correctly.

Game "Frog and Frogs" No. 18

Target.

To develop speech attention, articulatory apparatus and speech breathing of children.

Game progress

Educator. You will be little frogs, and I will be a mother frog.

The frog jumps along the path, stretching out its legs: “Kwa-kva-kva”, come out, kids: “Kwa-kva-kva”. (Children imitate how frogs jump and croak.)

Sit down, frogs, rest (children squat down).

I caught a lot of tasty midges.

Open your mouths wider - I will feed you.

The frogs ate, croaked loudly.

They lay down to sleep on the leaves.

Woke up and screamed.

The children do the following.

Game "Call Your Mom" ​​No. 19

Target.

To develop speech attention, articulatory apparatus and speech breathing of children.

Material. For each child, one picture depicting cubs of animals and birds: a chicken, a puppy, a kitten, a piglet, a frog, a foal, a calf, a duckling, a bear cub, a caterpillar, a chick.

The teacher has an appropriate set of adult animals and birds.

Game progress

Educator. Who do you have drawn, Kolya? (Chick.)

Who is the mother of the chicken? (Chicken.)

Call, chicken, your mother. ("Pee-pee-pee.")

(The teacher imitates the clucking of a chicken and shows a picture.)

The same work is done with all children.

The game "The animals are coming" No. 20

Target.

Game progress

The teacher divides the children into four groups - elephants, bears, pigs and hedgehogs.

Educator. Elephants are walking, they are stomping very loudly (children pronounce the sound combination “Top-top-top” loudly, repeat it 3-4 times).

- Bears are coming, they are stomping quieter (children repeat the sound combination 3-4 times a little quieter).

- Piglets are coming, they stomp even quieter.

- There are hedgehogs, they stomp very quietly.

- Let's go elephants (children walk in a group, stomp and pronounce a sound combination loudly).

The same work is done with other animals. The children then switch roles of their choice and the game is repeated.

Game "Be attentive" №21

Target.

Material . Pictures with the image of a doll, a ball, a pyramid, a car, a hare, a bear, a cow, a horse, a hedgehog; for each child, a blue and a red mug.

Game progress

Educator. I have different pictures. If I show you a picture of an animal, you have to yell the way it yells and raise the blue circle. If I show a toy, you will raise a red circle and name the toy.

The teacher shows pictures (randomly), and the children perform actions.

Game "Guess the word" No. 22

Target.

Material. Pictures on the flannel depicting all the animals and their cubs familiar to children; flannelgraph.

Game progress

Educator (puts pictures of animals on the flannelgraph by the number of children in the group).

I will begin to name the animal, and the one I ask will name it correctly.

I will say: "Horse ...", and you must say: "Horse" or "horse".

The teacher pronounces the word without the last syllable or sound, the children call the whole word.

Game "Cuckoo and pipe" №23

Target.

Material . A picture depicting a cuckoo, a pipe.

Game progress

Educator. A bird lives in the forest - a cuckoo (picture display).

- She cuckoos: "Ku-ku, ku-ku" (children repeat the sound combination 3-4 times).

- One day the children came to the forest to pick mushrooms.

- We got a lot of mushrooms.

- Tired, sat down in the clearing to rest and played pipes: “Doo-doo-doo-doo” (children repeat the sound combination 3-4 times).

The teacher divides the children into two groups - cuckoos and pipes.

Without a system, he gives different commands 6-7 times (either to cuckoos or pipes). Then the children switch roles and the game is repeated.

Game "Do as I do" No. 24

Target.

To develop phonemic hearing, speech attention and articulation and voice apparatus of children.

Material . Toy: bear

Game progress

Educator. The bear wants to play with you - give you tasks.

Bear. I am clubfoot, I walk like this (show). And you are like that (children perform).

I can growl: "Hr-hr-hr." And you growl...

I love to eat honey. I eat it like this (holds out paw and pretends to lick honey off it). Eat honey...

Honey is very tasty. You gotta lick your lips like this...

You have to lick your teeth like this. Stroke the tummy and say: "Fu-u-u." Roar louder.

Educator. Well done!

The development of phonemic hearing in children

Phonemic hearing is responsible for distinguishing phonemes (sounds) of speech. It helps us to distinguish between words and forms of words that are similar in sound, and to correctly understand the meaning of what is said. The development of phonemic hearing in children is the key to successful learning to read and write, and in the future - to foreign languages.

If a child has poorly developed phonemic hearing, he may confuse phonemes that are similar in sound. This can hinder the development of coherent speech, learning to read and write, because if a child is not good at distinguishing sounds, he will perceive (remember, pronounce, write) what he heard, and not what he was actually told. Hence the errors in speech and writing.

The development of phonemic hearing in preschoolers can be “spurred on” with the help of special exercises. These exercises will help children recognize a given sound in words, determine the place of a sound in a word, distinguish between words and word forms that differ in only one phoneme.

The game "Noisy bags".

Together with the child, pour cereals, buttons, pebbles into the bags. He must guess by the sound what is inside.

Game "Magic Wand"

Taking a pencil or any stick, tap it on the table, vase, cup. The wand can bring any object to life. Have the child close their eyes and guess which object sounded.

The game "Zhmurki"

The child is blindfolded, and he moves to the sound of a bell, a tambourine, a whistle.

The game "Clap"

The child repeats the rhythmic pattern of clapping. In a more complicated version, the child repeats the rhythm with his eyes closed.

Distinguishing speech sounds by timbre, strength and pitch.

Loud and quiet game

Agree that the children will perform certain actions - when you speak loudly and quietly.

Game "Three Bears"

The child guesses for which of the characters you pronounce certain words. A more complicated option - the child himself speaks with the voices of bears, changing the strength of the voice.

Who will hear what?

A screen, various sounding objects: a bell, a hammer, a rattle with pebbles or peas, a trumpet.

Description of the game.

An adult behind a screen knocks with a hammer, rings a bell, etc., and the child must guess what object made the sound. Sounds should be clear and contrasting.

Distinguishing similar-sounding words.

Play "Listen and choose"

Pictures with words similar in sound (com, house, catfish) are placed in front of the child. The adult calls the object, and the child must raise the corresponding picture.

Game "True or False"

An adult shows the child a picture and names the object, replacing the first sound (forota, gate, short, borota ...).

The child should clap their hands when they hear the correct pronunciation.

Someone messed something up

This exercise helps to learn to distinguish between words that differ in one phoneme. To do this, you need to read nursery rhymes to the child, replacing one letter in a word (or removing it, or adding an extra one). The child must find a mistake in the poem and correct it. Poems can be very different, for example:

I love my horse

I will comb her hair smoothly,

I stroke the ponytail with a scallop

And I'll ride into the bones.

Let's build the plane ourselves

Let's go over the scales.

Let's go over the scales

And then back to mom.

Bunny gray sits

And wiggles his ears.

It's cold for a bunny to sit

We need to warm up the lights.

Jokes are minutes.

You read lines from poetry, deliberately replacing letters in words. Children find a mistake in a poem and correct it.

Examples:

Tail with patterns

boots with curtains

Tili-bom! Tili-bom!

The cat's volume caught fire.

Outside the window is a winter garden,

There the leaves are sleeping in barrels.

Boys joyful people

Skates cut honey loudly.

The cat swims in the ocean

A whale eats sour cream from a saucer.

The doll, dropped from the hands,

Masha rushes to her mother:

There are green onions

With long mustaches.

god box,

fly to the sky

Bring me some bread.

Find the mistake and say the correct word.

Target:

Description of the game.

In other verses Dunno confused the sounds in words. What sound should be set to make it right?

Oh! - they shout around the hostess - T-shirts climbed into the garden.

We are taking the board to the mountain, we will build a new lump.

A stormy cheek flows from afar between the mountains.

The bear cries and roars, asks the bees to give ice.

We did not write letters - we were looking for a cloud all day.

Curious monkeys collect chips from the Christmas trees.

Here is a good place - the stove flows past.

Tears flow from Oksanka: her jars are broken.

Cold. Snow. Blizzards are blowing. Doors roam in the dark at night.

An onion flew in from the forest and climbed under the old bough.

The mouse hid under the hill and quietly gnaws at the mink.

In the morning the bones came to us, they brought gifts to everyone.

The kitten sewed slippers for himself so that hats would not freeze in winter.

Cancer lives under water, red varnish grows in the field.

Mom gave the night multi-colored handkerchiefs.

I am very pleased with the barrel of small handkerchiefs.

What sound is missing from the word?

Target.

Development of phonemic and speech hearing.

Description of the game.

Dunno wrote a letter to the bunny in verse, but in some words he missed the sounds.

Guess what words he wanted to write? What sound is missing? Where is this sound located (beginning, middle, end of a word)?

1. I wrote a letter to a bunny, but I forgot to glue ... the arches.
2. Mom braids her youngest daughter Tosya ... wasps.
3. They gave us toys: they fired ... ears all day.
4. The earth is digging by the old k... from, he lives underground.
5. He lives in the zoo with ... he is like a huge house.
6. Mom knitted a ball for a doll, Natasha helped her.
7. A gray wolf... hungry, angry, walks through the woods in winter.
8. We are dark. We ask dad to turn on brighter la ... pu.
9. The chick jumped along the path and pecked at big cats.
10. On the arena ... the games came out, we all fell silent from fear.

Distinguishing syllables.

The game "Clap"

The adult explains that there are short and long words, pronounces them together with the child, intonation dividing them into syllables. Then, having heard the word, the child picks up a long, short strip.

The game "Hear too much - clap"

An adult pronounces a series of syllables “pa-pa-ba”, “ku-ku-gu”, etc. The child should clap if he hears another syllable.

Distinguishing sounds. The child needs to be explained that words are made up of sounds.

Game "Who is it?"

The mosquito squeaks “zzzz”, the wind blows “ssss”, the beetle buzzes “zhzhzhzh”, the tiger growls “rrrr”. The adult makes a sound, and the child guesses who makes it or shows the corresponding picture.

Game "Catch the Sound"

The adult utters a series of sounds, and the child, having heard the given one, clap. (A-u-i...)

Mastering by the child the skill of analysis and synthesis.

Game "How many sounds"

An adult calls 1,2,3 sounds, the child determines their number by ear and calls 1,2,3, etc. sound.

Game "Hear the Word"

The adult pronounces a series of words, the child should clap if he hears a word that begins with a given sound.

Exercise "Echo"

You throw the ball and say, for example: “Ah-ah ...” The kid catches the ball and, returning it, repeats the sound he heard. Sort through all the vowel sounds. Has the baby already mastered their sound well? Then let's continue.

What common?

Say three or four words, each of which has a certain sound, and ask the child what sound is common to all these words. It is desirable that the given sound be in words in different positions - at the beginning, in the middle and at the end. For example: heron, narcissus, well done.

Who can come up with more words?

Description of the game.

The teacher names a sound and asks to come up with words in which this sound occurs.

Then the children form a circle. One of the players throws the ball to someone. The one who catches the ball must say the word with the agreed sound. The one who did not come up with a word, or repeats what has already been said, is out of the game.

"Echo"

Remember, you and I were in the forest and heard the echo? Let's play echo. I will say something, and you repeat everything after me exactly like an echo. Ready? Repeat after me!

What sound does the word start with?

You throw a ball to a child and say a word that starts with any vowel. For example, stork, wasps, duck, echo, frost, better - with an emphasis on the first vowel. Then it is easier for the child to identify it, and for the mother to single it out with a voice. Hearing the word and catching the ball, the child will think for a while, what is the first sound? Let him repeat the word several times and, imitating you, highlight the initial vowel. Then he will clearly pronounce it and return the ball to you.

“What is the sound hidden in the middle of the word?”

The game is similar to the previous one, but the vowel is already in the middle of the word: hall, beetle, house, sir, cheese, world, etc. Attention! Take words with only one syllable. Do not include words such as forest, ice, hatch in the game. One vowel sound is heard in them, but the vowel is written quite differently. The difference in the concepts of sound-letter is still unknown to the child.

What is the sound at the end of a word?

The rules are the same, only the vowel sound must be looked for at the end of words: bucket, leg, tables, take, karate, etc. The stress again falls on the desired sound. And it is no coincidence: in an unstressed position, some vowels, such as “o”, “e”, change their sound. Consonant sounds can be distinguished in the same way. To work with them, we take only the first and third of the games mentioned above ("What sound does the word begin?" and "What is the sound at the end of the word?"). The conditions for choosing words are the same: the sound should sound clear, not deafen and not disappear when it is pronounced. Words can be: poppy, chair, baby, mole, tank, wolf, house, goal, etc.

“Choose a syllable with the sound “y”

You say, for example: ta-tu-ti, and throw the ball to the child. Having repeated a number of syllables to himself or aloud, the child must find the syllable with the desired sound “y”, say it out loud and return the ball. Does the kid find it difficult to make a choice from three syllables? Cut the row to two. Well, if the situation is the opposite and three syllables is too easy, let him look among four to six syllables. You can go for such a trick: say a series of syllables, among which there will be no syllable with the desired sound. I wonder if the little smart guy will guess that he was tricked?

"Choose a word with the sound "y"

Offer the baby the following, for example, rows of words: duck-Ira-stork, wasps-dinner-echo, etc. Difficult to choose from three? Let's leave two words. If it's easy - let's increase it to four or five: frost-snail-cloud-Emma, ​​elf-donkey-ear-army-Ira. Let's not forget the provocative series of words, where there will be no word for the sound "y".

Lost sound game

The child must find the word that does not fit the meaning and choose the right one:

Mom with barrels (daughters) went

On the road along the village.

They sat in a spoon (boat) and - oh yes!

Back and forth along the river.

Bear cries and roars:

Asks bees to give ice (honey).

We carry boards to the mountain,

We will build a new room (house).

“Stringing rings (beads, etc.)”

“We call in turn the words with the sound c and string one ring at a time. I say the word "dog" and string the ring. You repeat my word (there is one ring - a dog) and name a new one, put on your ring (soup) at this time. Now again I (or dad, or sister, etc.): dog, soup, sun (put on a ring). We collect a garland (beads).” Words must be called in the order of the dressed rings. Every time you play, try to increase the number of memorized words. (We use any other sounds)

Remember and repeat the syllable rows:

Ac - os - us - ys, os - us - ys - ac, us - ys - ac - os, ys - ac - os - us

For a walk in the forest

Visual material: toys (dog, elephant, fox, hare, goat, goose, chicken, chicken, basket, saucer, glass, bus, etc., in the names of which there are sounds c (s), z (z), c. Similarly, you can pick up toys or pictures for other sounds.

The adult puts toys on the table and asks the child to name them. Then he invites the child to go for a walk in the woods and take toy animals with him. The child chooses the right toys, names them, puts them in the car, and takes them to a predetermined place.

CARD FILE OF DIDACTIC GAMES FOR THE DEVELOPMENT OF PHONEMATIC HEARING AND PERCEPTION

(for children middle group)

RECOGNIZATION AND DIFFERENCE OF NON-SPEECH SOUNDS

1. "What does it sound like?"

Target: to form the ability to call a sounding object by ear

Material: bell, tambourine.

Game progress:

The child sits on a chair, the teacher stands behind him so that he does not see the object in his hands (bell, tambourine). The child must guess what the object sounds like.

2. "Slap, stomp"

Goal: Development of auditory attention, development of observation, attentiveness, coordination of movements.

Game progress:

There are several sounding toys on the table. in response to a certain sound, the child must perform certain actions, for example, when the accordion plays, clap your hands, stomp with the sounds of a tambourine, clap the bell, stomp the drum.

3. "Whistle loudly, softly"

Material: big and small elephant.

Target: the formation of hearing, the development of the timbre of the voice.

Game progress:

Two elephants came to visit: one small, the other large. The teacher says that the big elephant whistles loudly, and the small elephant whistles quietly, because he has less strength. Shows and the child guesses which of the elephants makes sounds. Then he offers to do it to the child.

4. "Sounding dishes"

Target: determine the sound of dishes, develop a hearing aid.

Game progress:

The teacher demonstrates various sounds: knock of a teaspoon on a glass, a stick on a porcelain mug, on a plastic mug, on a wooden bowl. Then he repeats the same sounds, but in a different sequence (the child should not see the action). Then the child determines which subject the teacher hits.

5. "Repeat"

Target: formation of auditory attention.

Game progress:

The teacher offers to first clap your hands once, then two, then three.

6. "Listen and say"

Target: to form the ability to hear and name the sounds of the world around.

Game progress.

Material: audio recording with the sounds of the surrounding world.

Game progress:

Children sit in a semicircle. Sounds like an audio recording. The teacher asks a question.

What is ringing? (call).

What rumbles (thunder)

What's buzzing? (siren).

What's rustling? (leaves).

What's creaking? (door).

Who is chirping? (grasshopper).

Who croaks (crow).

Who is screaming? (girl)

RECOGNIZATION AND DIFFERENCE OF SPEECH SOUNDS

1. "I'm lost"

Target: listening to the duration of the sound, loudness and pitch of the voice.

Game progress:

The teacher gets up with a subgroup of children in different angles groups, away from each other and asks to imagine that they are lost in the forest. You have to go around so that others can hear. then gradually approaching, echoing ever quieter.

2. "Little Chicken"

Target: to develop the ability to use the volume and pitch of the voice.

Material: chicken, cat, mother-chicken, chicken masks.

Game progress:

A chicken walks in the meadow. Invite the children to demonstrate how he squeaks when he walks with other chickens. (children pretend to be chickens). The cat runs out, the chicken squeaks in fright. It turns out mom-chicken-joyfully.

3. "We are kittens, piglets, chickens and frogs .."

Target: to form the ability to imitate the voices of various animals and birds.

Game progress: The teacher reads an excerpt from K. Chukovsky's poem "Confusion". Children repeat the sounds of animals and birds.

Kittens meowed:

We are tired of meowing! Children repeat sounds: (meow, meow).

We want like piglets

Grunt! (oink, oink).

And behind them and ducklings:

"We don't want to quack anymore! (quack, quack)

We want, like frogs, to croak (qua, qua).

The pigs meowed: (meow, meow).

Kittens grunted: (oink, oink).

The ducks croaked: (qua, wa).

The hens quacked: (quack, quack).

Target: to form the ability to distinguish and imitate the voices of animals, to develop attention and memory.

Material: cards with the image of animals and birds.

Game progress:

Show children pictures of animals and birds (wolf, cow, goat, donkey, rooster, frog, rooster, etc.) Invite children to imitate their voices. Then the teacher himself imitates the voices of animals and birds, and the child shows the desired picture and calls the owner of the voice.

5. "Guess who called me?"

Target: development of auditory memory, communicative qualities.

Game progress: The driver stands in a circle blindfolded. children move in a circle and sing. "Here we built a circle, we will suddenly turn around, but how do we say:" lope "," lope "! Guess whose voice"?

The words "Jump", Skok" are pronounced by one of the players appointed as the leader. The driver must guess who said the words. If he guesses, he becomes in a general circle, and in the center of the circle becomes the one whose voice was guessed, if not, continues to drive.

RECOGNIZATION AND DIFFERENCE OF WORDS CLOSE IN SOUND COMPOSITION

1. "Choose a picture"

Target: develop the ability to distinguish sound.

Material:pictures depicting objects.

Game progress

The teacher calls the words, and the children raise a card with the image of the object that the teacher named and pronounce the word.

Catfish, tom, house.

Soup, bitch, beetle

Teeth, lips, coats.

2. "Come up with your own word"

Target: to form the ability of children to come up with words similar in sound and name the reason for changing the word.

Game progress:

The teacher offers to come up with his own word, similar in sound.

Helmet .. mask, weasel ..

Cat .. midge, spoon ..

Fly.. drying..

Laika..nut, bunny..

3. "Find the mistake"

Target: to form the ability to recognize right sound in a word.

Game progress"

The teacher consciously calls the word with a change in one sound, and the child must correct the teacher.

Mamolet-aircraft

Shumka bag

Nishka-bear.

The teacher also invites the children to name their word, while others call correct word, while calling the reason for the change in the word. (Change in sound at the beginning of the word).

RECOGNIZING AND DIFFERENTIATION OF SOUNDS

1. "Consider and tell."

Target: develop the ability to pronounce vowel sounds.

Material: Media board with pictures.

The teacher asks what is on the blackboard.

The boy is crying. How does he cry? (ah-ah-ah).

The wolf howls. How does he howl? (u-u-u).

The patient is screaming. how he screams (oh-oh-oh).

2. "Very necessary words - for you and for me!"

Target: to form the ability to name words on the first vowel sound.

Game progress: The teacher suggests naming words with a vowel sound.

A- watermelon, bus, car ..

Oh donkey, window...

U street. ear...

3. "Find a picture"

Target: develop the ability to recognize vowel sounds in a word.

Material: item cards.

Game progress

The teacher calls the words and if the child hears a word that begins with the sound (and), (a), (y), (o) raises the card.

4. "Hello, Petrushka"

Target: To form the ability to repeat sentences, highlighting repetitive sounds.

Material: Petrushka costume.

Educator dressed as Petrushka.

I am a naughty parsley

I will play with you!

You, my friend, do not yawn!

And repeat after me.

"Beat, drum! Drum, drum!"

"Hush, hush, hush

Mice are rustling on the roof!

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

Sha-sha-sha - the mother of the baby washes.

Zha-zha-zha - the hedgehog has needles.

For-for-for - go home goat.

EXERCISE FOR THE DEVELOPMENT OF SPEECH BREATHING

Target: the formation of speech breathing.

(each exercise is performed no more than 2-3 times).

Puff out your cheeks and hold the inhaled air.

Pull in your cheeks and relax them.

Inflate your cheeks and sharply press on them with your fingers (pass the air through your teeth).

It is easy to blow on a pen lying on a table.

Blow on a cotton pad lying on a smooth surface.

Blow on light plastic or paper toys floating on the water.

Blow bubbles.

Blow off a piece of paper, a piece of bandage or cotton wool from the tip of the tongue.

As you exhale, pronounce the vowels slowly.

Download:

Preview:

Teacher-speech therapist of the first quarter. categories

Makeeva Marina Olegovna

GBOU School №1571

Methodical development "Card file of games for the development of phonemic processes in preschoolers with speech disorders"

One of critical tasks teaching a child their native language in the system preschool education is the formation of grammatically correct, lexically rich and phonetically clear speech. For the formation of the correct sound pronunciation, the syllabic structure of the word, the lexical and grammatical structure of speech, for mastering the skills of writing and reading, for the successful education of the child at school, it is necessary a certain level development of phonemic processes. Phonemic processes include: phonemic hearing, phonemic perception, phonemic analysis, phonemic synthesis.

The main tasks of the development of phonemic processes are: teaching the ability to distinguish a given sound in someone else's and one's own speech; development of skills of control and self-control over the pronunciation of sounds; development of sound analysis and synthesis skills.

Work to overcome violations of phonemic processes is carried out in stages.

First stage - recognition and discrimination of non-speech sounds.

Second phase - Distinguishing the height, strength, timbre of the voice on the material of identical onomatopoeia, words, phrases.

Third stage - Distinguishing words that are close in their sound composition.

Fourth stage - differentiation of syllables.

Fifth stage - phoneme differentiation.

Sixth stage - development of skills in elementary sound analysis and synthesis.

At the first stage, the child is offered games and exercises, during which the ability to recognize and distinguish non-speech sounds. For example: the sound of rain, the rustle of leaves, the sound of passing cars, the rumble of an airplane, etc. Performing such exercises also contributes to the development of auditory attention and auditory memory, which is extremely important for further development phonemic processes.

In the second stage, the child is taught to distinguishheight, strength, timbre of the voice, focusing on the same sounds, sound combinations, words, phrases.

The third stage includes games,which will teach the child to distinguish words that are close in sound composition.

At the fourth stage, children learn to distinguish syllables that include sounds that are close in sound: pa-ba, ku-gu, mana, etc.

At the fifth stage, children learn to distinguish the phonemes of their native language. You should start with the differentiation of vowel sounds.

The sixth stage involves games and exercises aimed at developing the skills of sound analysis and synthesis. At this stage, it is important to follow a certain sequence. First, it is necessary to form the skill of determining the presence of a given sound in a word. Then the child should be taught to determine the first and last sound in a word, and also to determine the place of a given sound in a word (beginning, middle, end of a word). And only after that it is possible to proceed to the formation of more complex forms of phonemic analysis and synthesis, such as: determining the sequence and number of sounds in a word, as well as determining the place of a given sound in relation to other sounds in a word.

Games and exercises for the formation of phonemic processes.

Games and exercises of the first and second stages.

1. Game "Guess what sounds". The child is invited to listen to the sound (the sound of rain, the rustle of leaves, the sound of crumpled paper, the sound of overflowing water, etc.) and guess what it sounds like. In the early stages, the child can be given picture hints. First, the child looks at several pictures (rain, car, singing birds), then listens to the sound and selects the appropriate picture.
2. The game "Guess the musical instrument."The child is invited to listen to an excerpt from the recording of the game on a musical instrument. The child must guess what musical instrument sounded. Just like in the previous game, you can use hint pictures.
3. Transport game.The child is invited to listen to the sounds that make different types transport (the horn of a locomotive, the signal of a car, the sound of train wheels, the operation of a motorcycle engine, etc.), and guess which type of transport makes such a sound.
4. Game "Rattles".To play, you will need several rattles that make different sounds and differ in color. An adult, after the child gets acquainted with the sound of each rattle, hides them behind a screen (or the child closes his eyes), makes the sound of one of them, and the child must guess which rattle made this sound (for example, blue, red or green).
5. The game "Guess the sounding toy."To play, you will need several sounding toys that make different sounds (whistle, pipe, rattle, music box, etc.). The game is played in the same way as the previous one.
6. Game "Jars". In small multi-colored jars (or small plastic containers from Kinder Surprises) you need to pour different fillers (pasta, rice, lentils, etc.). An adult makes the sound of one of the jars, the child guesses which jar makes such a sound.
7. The game "What kind of animal is this?".The child is invited to listen to a recording of animal voices (dog barking, cow mooing, etc.), singing and bird voices, and then guessing which animal (bird) gives a voice like that.
8. Game "Who called you?".To play, you will need two or three toys, for example, a teddy bear and a mouse. An adult depicts their “voices”: the bear cub has a low voice, and the mouse has a high one. The child closes his eyes, at this time the adult calls the child by name, imitating the voice of one of the animals, the child must guess who called him.
9. The game "Ladder". For the game you will need a picture of a ladder and a small toy (any character, for example, a bunny). The bunny “walks” along the ladder - an adult moves the bunny from bottom to top and then back (then the child himself can do this) - and sings the song “a-a-a-a” (or “la-la-la”) then quietly then loud. If the bunny is at the bottom of the ladder, then you need to sing quietly, gradually the bunny climbs up the ladder, the song becomes louder and louder.

1 option: after being shown to adults, the child himself sings a song with different voice strengths (quiet-louder-loud and vice versa) in accordance with the movement of the bunny along the stairs.

Option 2: the child closes his eyes, the adult sings a song either quietly or loudly, the child must guess where the bunny is - at the top or bottom of the stairs.

1. Quiet-loud game.

1 option: an adult says a word or a short phrase with different strength

Option 2: for the game you will need two toys, for example, a dog and a cat. Adult

determines which of them speaks loudly and which speaks quietly, and demonstrates by the example of the phrase

or one word. Then the child must guess who - a dog or a cat - said

phrase (word).

Games and exercises of the third and fourth stages.

1. Show game. The child is invited to consider pictures depicting objects with similar-sounding names: a scythe - a goat. The adult calls the object, and the child must show this object in the picture. For example: show where the braid is and where the goat is; where is the grass, and where is the firewood; where is the kidney, and where is the barrel.
2. Game "Finish the sentence."On the table are several pictures depicting objects whose names are similar in sound. An adult says a sentence, but does not finish the last word in him. The child must choose the right word from the given pictures. For example: “Sonya has a long ... (braid)”, “Grazes in the meadow ... (goat)”.
3. Name game. The child is invited to name the objects shown in the pictures: porridge - helmet, barrel - kidney, dot - daughter, etc.
4. Find the mistake game.

1 option: an adult calls the objects shown in the pictures, deliberately making mistakes in some words. For example, pointing to a helmet, an adult says: "This is porridge." The child must clap his hands (raise the flag, or give another conditional signal given at the beginning of the game), having heard an error in the word, if possible (if the child pronounces all the sounds that make up this word), the child names the correct option.

Option 2: similarly, you can play this game with suggestions.An adult makes a mistake in a sentence, for example: “Sony has a long for a "(instead of" to with A"); “Mom cooked a delicious ka with ku" (instead of "ka sh ku").

1. Step forward game.An adult names words that are close in sound composition, the child must take a step forward when he hears the given word. For example, you need to take a step forward when you hear the word "goat", an adult calls the words: braid, porridge, goat.
2. Game "Right - Wrong". An adult demonstrates a picture, names what is shown on it, while giving several incorrect options and one correct one, the child should clap his hands (raise his hand or wave a flag) when he hears the correct option. For example: “masyna”, “masina”, “mafyna”, “makhyna”, “machine”.
3. Game "Gnomes". This game is played similarly to the previous one, only the adult gives the child two cards: one with the image of a cheerful gnome, the other with the image of a sad gnome. If the child hears the wrong answer, he raises a card with the image of a sad gnome, if the child hears the correct answer, then he raises a card with the image of a cheerful gnome.
4. The game "Clap, don't yawn". The adult calls the syllables, the child must clap his hands when he hears the given syllable.
5. Game "Parrots". An adult offers the child to repeat syllables, and then syllable rows of two, and then of three syllables, which include oppositional sounds. For example : pa-ba, sy-shi, ka-ga-ka, sa-za-sa, mo-myo-mo.
6. Game "Be Careful"An adult gives the child two cards: one shows a typewriter, the second shows a mouse. The adult explains that the signal of the machine sounds like this: “beep” (or “bee”), and the mouse squeaks like this: “wee-wee” (or “pee”). Then the adult calls the syllables, and the child must raise the corresponding card - with the image of a mouse or a typewriter.

Games and exercises of the fifth and sixth stages.

1. Game "Catch the sound".It should be remembered that at the first stages the game is played on the material of vowels, and only later - on the material of consonants. The adult names the sounds, and the child must “catch” the sound with his palms, i.e. clap your hands when you hear the given sound.
2. Flag game. This game is played similarly to the previous one, only the child is asked to raise the flag after hearing the given sound. If the game is played on the material of vowel sounds, then it is advisable to use a red flag. If the child is asked to select a solid consonant sound from the sound range - a blue flag. Accordingly, highlighting the soft consonant sound from the sound range, you can play with the green flag.
3. The game "In which word (syllable) is the sound hidden?".An adult calls words (syllables), the child must clap his hands (or raise his hand, wave a flag) when he hears the given sound in the word.
4. The game "What vowel sound is hidden in the word?".An adult calls a word with one vowel sound (poppy, bow, bridge, leaf) and throws the ball to the child. The child calls only the vowel sound that is in this word and throws the ball back: poppy - [a], bow - [y], house - [o], etc. At the first stages, an adult must pronounce a vowel sound in a word exaggeratedly so that the child “learns to hear” this sound.
5. The game "Name the words with a given sound."An adult calls three or four words (then you can increase the number of words), the child, after listening to these words, should name only those that have a given sound.
6. The game "Choose the right pictures."The adult puts some pictures on the table. The child is asked to choose pictures depicting objects whose names contain a given sound.
7. The game "Spread the pictures."The game is played on the material of words, which include appositional sounds (s - w, s - z, k - g, l - l", p "- b", etc.). The adult offers the child to arrange the pictures into two piles : in one pile you need to put pictures with the image of objects in the names of which there is, for example, the sound [s], in the other - pictures with the image of objects in the names of which there is a sound [z].
8. Game "Name the first (last) sound in the word."The adult says the word and throws the ball to the child. The child calls the first (last) sound in the word and throws the ball back. In the early stages, the child should be taught to identify vowel sound at the beginning (end) of a word.
9. Steam locomotive game.The child is invited to determine the place of the given sound in the word: the beginning, middle, end of the word. As a visual support at the first stages of learning, a picture depicting a train with three cars is used: the first car - the sound is at the beginning of the word, the second - in the middle of the word, the third car - at the end of the word. First, the child should be taught to determine the place of a vowel in a word, then a consonant that can be extended (for example, [m], [s]), later - other consonants.
10. The game "Where is the sound hidden?".An adult throws a ball to a child, calls a word with a given sound. The child must determine where the given sound is in the word (at the beginning, middle or end of the word) and throws the ball back. This version of the game should be offered to the child at the stage of consolidating the skill of determining the place of sound in a word, when visual support is not required.
11. Game "Find the word".There are several pictures on the table. The child needs to determine the word that meets the given conditions. For example, find words in which the sound [s] is at the beginning (middle or end) of the word.
12. Exercise "Make a diagram of a syllable (word)" (sound analysis of a syllable (word)).The child is invited to make a sound scheme of a syllable (word), characterize each sound, determine the total number of sounds, the number of consonants (hard, soft) and vowels, name all the sounds in the word in order. You should start teaching a child sound analysis with reverse syllables (ap), then analysis of direct syllables (pa), then words of three sounds (poppy, juice), four sounds with two direct syllables (mama), and only later proceed to analysis more compound words(with a confluence of consonants - a table, three-syllable ones - a ditch, etc.).
13. The game "Name the sounds."An adult throws a ball to a child, calls a word. The child calls in order all the sounds in the word and throws the ball back.
14. Game "Choose the word".The child is invited to pick up (invent or choose from among those offered) a word in accordance with the instructions. For example: come up with a word of three sounds; come up with a word corresponding to a given sound scheme; find from among the proposed words those that begin with a soft consonant sound.
15. The game "Clap". The child is asked to divide the words into syllables, slapping each syllable, then name the number of syllables in the word.
16. Game "Look around".The child is invited to find objects in the environment, in the name of which there is a given sound, to determine its place in the word.
17. Game "I know three words". Children stand in a circle, an adult takes turns throwing a ball to each child, naming different tasks (for example: words with the sound [l] at the beginning; words with two vowels, etc.), the child names three words corresponding to the task and throws the ball back.
18. Game "Beads" . The child is invited to collect the scattered beads, placing “bead words” in order (pre-selected pictures are used for the game): each subsequent word begins with the sound that ends the previous one (rainbow - stork - shoes - needle, etc.).
19. The game "Chain" . The child is invited to name the word that will turn out if something is changed in it: replace one sound with another, remove or add a given sound, change the given sounds in places. For example, a chain of words can be like this: poppy - poppies - crayfish - cancer - tank - bull - side - current - cat - com - house. You can play this game with pictures (put them in order, forming a new word), or verbally with a group of children (the child who has the ball in his hands calls the resulting word and passes the ball to the next player).
20. Exercise "Collect a word from syllables". The game can be played orally, or with cards on which syllables are written, if the child can read. The child is invited to assemble a word from these syllables: ka, ru - hand, bu, ha, ma - paper.