Games for the formation of phonemic perception. Didactic games for the formation of phonemic processes. Exercises for the development of phonemic perception
The development of phonemic hearing in older preschoolers
Your own speech therapist
Games for older preschoolers "We develop phonemic hearing"
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 preschool teachers and specialists.
Target: Enriching parents' knowledge of preparing children for school
Awareness of the sound structure of a word and work on sound analysis and synthesis are a necessary prerequisite for learning to read and write. Conducting classes with children in a playful way, we arouse interest 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 wordsEquipment. 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 soundsGame 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.
Sample 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.
The basic prerequisite for mastering writing is a developed phonemic ear. Phonemic hearing, the main component of speech perception, is understood as the ability of a person to hear and distinguish between individual phonemes, or sounds in a word, to determine the presence of a sound in a word, their number and sequence. Thus, a child entering school must be able to distinguish individual sounds in a word. For example, if you ask him if there is a sound “m” in the word “lamp”, then he should answer in the affirmative.
Why does a child need good phonemic hearing? This is due to the method of teaching reading that exists today at school, based on the sound analysis of the word. 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.
By the age of five, children are able to determine by ear the presence or absence of a particular sound in a word, they can independently select words for given sounds, unless, of course, preliminary work was carried out with them.
How to develop phonemic hearing in a child? The best thing do it in the game. Many games for the development of phonemic processes are of a combined nature, which is expressed not only in the enrichment of the dictionary, but also in the activation of higher mental functions (memory, attention, thinking, motor skills). I bring to your attention games that allow you to teach your child to listen to the sounds of speech in an interesting way.
- The game "Catch the right sound with a clap."
Instruction: If you hear the sound [k] in a word, clap your hands. Words: [K] wounds, pestilence [K] ov, hut, boots [K]. . .
The same with any other sounds:
Sh - cat, hat, mask, pillow ...; C - dog, paints, horse, socks, nose ...
P - hands, paws, Motherland, shelf, mug ...; L - shovel, bark, words, pilaf ...
- The game "Come up with words for a given sound."
To begin with, it is better to give only vowel sounds (a, o, y, and) - watermelon, hoop, snail, needle, etc.
Then consonants (p, s, w, l, p, b, etc.)
- The game "Determine the place of sound in the word."
Determine where: at the beginning, in the middle, at the end of the word we hear the sound [K] in the words: mole, carrot, fist, sock. . .
Ш - hat, cat, shower; C - sun, paste, nose; H - kettle, bump, night; U - brush, puppy, help; L - moon, shelf, chair; P - locomotive, steam, rose; P - floor, foot, stop; K - falcon, varnish, roof, etc.
- Repetition of chains of syllables.
Syllables are given with different voice power, intonation. (sa-SHA-sa), (for-for-SA). Syllables can be set with any oppositional sounds, for example, s-sh, sh-zh, l-r, p-b, t-d, k-g, v-f (i.e. deaf-voiced, hard soft, whistling- hissing). Make sure that the child does not change the sequence in the chains. If it is difficult for him to repeat three syllables, give two syllables first: sa-sha, sha-sa,
sa-za, za-sa, la-ra, ra-la, sha-sha, sha-sha, etc.
Examples of syllable chains:
Sa-za-za, za-za-sa, sa-za-sa, za-sa-za
Sa-sha-sha, sha-sha-sa, sa-sha-sa, sha-sa-sha
La-ra-ra, ra-la-la, ra-la-ra, la-ra-la
Sha-sha-sha, sha-sha-sha, sha-sha-sha, sha-sha-sha
Za-zha-zha, zha-za-za, za-zha-za, zha-za-zha (Similarly with other pairs of sounds)
- Clap syllables with sound "B" in the palms, and with the sound "P" on the knees (ba-pu-bo-po). The same with sounds, for example, s-sh, sh-zh, k-g, t-d, r-l, ch-sh, etc.
- Say a word with sound "B": duck - bow - whale; "P": bank - stick - squirrel. Those. three words are given, among which only one with a given sound.
- The game "Who is more attentive."
An adult shows pictures and names them (it is possible without pictures). The child listens attentively and guesses what common sound is found in all the named words.
For example, in the words goat, jellyfish, rose, forget-me-not, dragonfly, the general sound is “Z”. Do not forget that you need to pronounce this sound in words for a long time, highlighting it with your voice as much as possible.
- Game "Guess the word".
An adult pronounces a word with pauses between sounds, the child must name the whole word.
First, words are given from 3, 4 sounds, if the child copes, then it can be more difficult - from 2-3 syllables, with a confluence of consonants.
For example:
s-u-p, k-o-t, r-o-t, n-o-s, p-a-r, d-a-r, l-a-k, t-o-k, l- w-k, s-s-r, s-o-k, s-o-m, f-u-k, h-a-s
r-o-s-a, k-a-sh-a, D-a-sh-a, l-u-zh-a, sh-u-b-a, m-a-m-a, p- a-m-a, v-a-t-a, l-a-p-a, n-o-t-s, sh-a-r-s
p-a-s-t-a, l-a-p-sh-a, l-a-s-t-s, k-o-s-t, m-o-s-t, t-o- r-t, k-r-o-t, l-a-s-k-a, p-a-r-k, i-g-r-a, etc.
- Say all the sounds in the word in order. We start with short words, for example: HOUSE - d, o, m
- A game " The fourth extra "
For the game, you will need four pictures with the image of objects, three of which contain the given sound in the name, and one does not. The adult lays them out in front of the child and offers to determine which picture is superfluous and why. The set can be varied, for example: a cup, glasses, a cloud, a bridge; bear, bowl, dog, chalk; road, board, oak, shoes. If the child does not understand the task, then ask him leading questions, ask him to carefully listen to the sounds in the words. An adult can highlight the identified sound with his voice. As a variant of the game, you can select words with different syllabic structures (3 three-syllable words, and one two-syllable), different stressed syllables. The task helps to develop not only phonemic perception, but also attention, logical thinking.
- Ball tossing game “One hundred questions - one hundred answers with the letter A (I, B ...) - and only with this one.
Throw the ball to the child and ask him a question. Returning the ball to an adult, the child must answer the question so that all the words of the answer begin with a given sound, for example, with the sound [I].
Example:
-What is your name?
-Ira.
-And the surname?
-Ivanova.
-Where are you from?
-From Irkutsk
-What grows there?
- Figs.
- Game "Chains of words"
This game is an analogue of the well-known "cities". It consists in the fact that the next player comes up with his own word to the last sound of the word given by the previous player. A chain of words is formed: stork - plate - watermelon. Remembered?
- Game "Fix broken phone"
It is best to play with three or even more. The exercise is a modification of the famous game "Broken Phone". The first participant quietly and not very clearly pronounces a certain word in his neighbor's ear. He repeats what he heard in the ear of the next participant. The game continues until everyone has passed 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 rest of the 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 a phone breakdown. An adult should carefully monitor that the differences, distortions are reproduced by the child correctly.
- Make no mistake game.
An adult shows the child a picture and loudly, clearly calls the image: "Car". Then he explains: "I will call this picture either right or wrong, and you listen carefully. When I make a mistake, clap your hands." Then he says: "Wagon - wakon - fagon - wagon." Then the adult shows the next picture or a blank sheet of paper and calls: "Paper - pumaga - mumaga - pumaka - bumaka." The game is very popular with children and is fun.
It must be emphasized that it is necessary to start with words that are simple in sound composition, and gradually move on to complex ones.
- Game "Be careful" An adult lays out pictures in front of the child, the names of which sound very similar, for example: cancer, varnish, poppy, tank, juice, bough, house, lump, scrap, catfish, goat, scythe, puddle, ski. Then he calls 3-4 words, and the child selects the corresponding pictures and arranges them in the named order (in one line or in a column - according to your instructions).
- The game "Pick by sound
»
An adult puts the following pictures in one line: lump, tank, bough, branch, skating rink, slide. Then, giving the child one picture at a time, he asks to put it under the one whose name sounds similar. The result should be approximately the following rows of pictures:
com tank bough branch ice rink slide
house cancer bow cell handkerchief crust
catfish poppy beetle heel leaf mink
scrap lacquer beech lash skein mark - Game "SHOP"
Games to highlight the sound on the background of the word.
Exercise: Dunno went to the store for fruit, came to the store, but forgot the name of the fruit. Help Dunno buy fruits that have the sound [l'] in their names. Subject pictures are exhibited on the typesetting canvas: apples, oranges, pears, tangerines, plums, lemons, grapes. Children select pictures that have the sound [l '] in the name.
Show your child the products you bought at the store and let him list those that have the sound [R] or another sound in their names.
- Game "Live ABC"
Game for the development of sound discrimination
Cards from pairs of letters: 3-Zh, Ch-Ts, L-R, S-Ts, Ch-S, Shch-S, S-3, Sh-Zh are laid out in front of the children on the table with the image up. Two cards with the image of letters are also used. On command, the children must choose objects (pictures) whose names include this letter and arrange them in piles. The one who picks up the most cards wins. The game continues until they are all taken apart.
GUESS WHAT IT SOUNDS.
Visual material: drum, hammer, bell, screen.
An adult shows the child a toy drum, a bell, a hammer, calls them and asks to repeat. When the kids remember the names of objects, the adult offers to listen to how they sound: plays the drum, rings a bell, knocks on the table with a hammer; names the toys again. Then he sets up a screen and behind it reproduces the sound of the indicated objects. "What does it 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, clearly pronounce its name.
WONDERFUL POUCH .
Visual material: a bag, small toys depicting baby animals: a duckling, a gosling, a chicken, a tiger cub, a pig, an elephant, a frog, a kitten, etc. All the toys listed above are folded into 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 of there, show it to everyone and call it out loud. The adult makes sure that the children correctly and clearly name the toy. 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, clearly.
SHOP.
Visual material: toys, in the names of which there are sounds m - m, p - p, b - b (nesting 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 salesman,” 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?” - Buys. The adult shows the toys he is going to sell. The children name them. Then the adult invites one child to the table and asks what toy he would like to buy. The child calls, for example, a bear. The adult agrees to sell, but offers to ask politely, while the word "please" emphasizes the 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 the items are sold out. An adult makes sure that the children correctly pronounce the sounds m-m, p-p, b-b in words, clearly pronounce words with these sounds.
YOU CAN RIDE OR NOT.
Visual material: a box and pictures depicting vehicles, as well as other items that have a sound with (s) in the name: sled, plane, bicycle, scooter, trolleybus, bus, chair, table, boot, etc. Children take turns taking out of the box Pictures; each shows his group, names the object depicted on it and says whether you can ride or not. The teacher makes sure that the children correctly pronounce sounds with (s) in words, clearly pronounce words with this sound.
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 with (s), s (s), ts. Educator puts 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.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 right they selected objects, clearly and loudly called them, while correctly pronouncing the sounds s (s), z (z), ts.
TAKE 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 calls one of the objects lying on the table next to the sitting child, then in the same way, in a whisper, he should call it to his neighbor. The word is passed along the chain. The child who heard the word last gets up, goes to the table, looks for the given object and calls it out loud. The teacher makes sure that all the children, pronouncing the words in a whisper, pronounce them clearly enough.
CHOOSE SIMILAR WORDS.
The teacher pronounces words that are similar in sound: a cat is a spoon, ears are guns. Then he pronounces the word and invites the children to choose other words that are close in sound to him. The teacher makes sure that the children choose the right words, pronounce them clearly, cleanly, loudly.
GUESS WHERE MUGS AND WHERE MUGS.
Visual material: two circles and two circles. The teacher shows the children mugs and mugs, calls them and asks them to repeat. When they have learned these words, the teacher holds the circles over the circles and asks what is on top and what is on the bottom. 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 the object is, and clearly pronounce the words. By the time they move to the older 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 f, c-h, s-sh, l-r). For this purpose, articulation gymnastics is carried out daily, as well as work to eliminate pronunciation shortcomings. Five-year-old children are able to determine by ear the presence or absence of a particular sound in a word, they can independently select words for given sounds, unless, of course, preliminary work was carried out 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, the sounds s and c, s and sh, sh and w, and others are not differentiated by ear. To develop phonemic perception, the ability to listen to the sound of words, to establish the presence or absence of a particular sound in a word, to differentiate certain pairs of sounds, children of this age are offered games aimed at selecting words with given sounds, or exercises in which you 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 - s, s - ts, sh - f, h - u, s - sh , h - f, c - h, s - u, l - r), it is correct to highlight the necessary words in phrases.
FIND AND SAY THE RIGHT WORD.
The teacher suggests highlighting and naming only those words that have the given sounds. sound "C" Dad bought Lena a sled. A bus is moving along the road. Nature comes alive in spring. A house above the river, A bright stripe In the windows a light, It lay down on the water. (A. Pleshcheev. “On the shore”) sound "Z" A lock hangs on the door. Thunderclouds appeared in the sky. Why does a dog bark at someone he doesn't know? That's why she barks - Wants to meet. (A. Vlasov. “Why?”) Further, 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 worked out: a fur coat, a cat, a mouse - and asks the children what sound is in all these words. Children call the sound "sh". Then he proposes to determine what sound is in all the words below: beetle, toad, skis - "zh"; kettle, key, glasses - "h"; brush, box, sorrel - "u"; braid, mustache, nose - s; herring, Sima, elk - "shy"; goat, castle, tooth - "h"; winter, mirror, vaseline - "z"; flower, egg, chicken - "c"; boat, chair, lamp - "l"; linden, forest, salt - "l"; fish, carpet, wing - "p"; rice, fortress, primer - "r". The teacher makes sure that the children clearly pronounce sounds, correctly name hard and soft consonants.
NAME THE FIRST SOUND IN THE WORD.
The child is shown a toy, for example, Pinocchio, and they are asked to determine with what sound his name begins. After the answers, the teacher gives the task to the children to determine with what sound the names of their neighbors begin, the name of certain animals, objects. 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 a picture, asks to name what is shown on it, and then say which word is the last sound. At the same time, attention is drawn to the clear pronunciation of isolated sounds, the differentiation of hard and soft consonants (in the word door, the last sound is “r”, and not “r”). When all the pictures have been considered, the teacher suggests putting pictures in which the names of objects end in a hard consonant in one direction, and in the other - in a soft one. Children who do not clearly pronounce sounds are encouraged to clearly pronounce the consonants at the end of the word.
THINK, DON'T HURRY.
The teacher offers the children several tasks for ingenuity and at the same time checks how they have learned to hear and highlight 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 ...) Pick a word so that the first sound would be k, and the last - "sh". (Pencil, reeds ...) What word will you get if you add one sound to "but"? (Knife, nose ...) Make 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 "y" in their names. (Paper, pipe, Pinocchio ...)
BE CAREFUL
Purpose: to develop auditory attention, to teach how to quickly and accurately respond to sound signals.
Task: Children walk in a circle. The host at different intervals alternately gives commands: “Horses”, “Hares”, “Herons”, “Crayfish”, “Frogs”, “Cows”, “Birds”. Children must perform movements in accordance with the command. The execution of signals must be taught before the game.
ALPHABET
Purpose: to develop attention. Task: if a group of children is playing, then each is assigned a letter of the alphabet, in the same way a game is organized with one child. The facilitator lists the letters mixed up. Hearing his letter of the alphabet, the child should stand up and stamp his foot. With a group of children, you can play a knockout game.
CORRECT MISTAKES
Purpose: to develop auditory attention. Task: the facilitator reads a poem, intentionally making mistakes in words. Name the correct words.
Dropped the doll from my hands
Masha rushes to her mother:
There creeps green onions
With a long mustache (beetle).
The hunter shouted: “Oh!
The doors are chasing me!” (animals).
Hey, don't get 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).
Uncle rode without a vest,
He paid a fine for this (ticket).
Sit in a spoon and let's go!
We drove along the pond (boat). Mom went with barrels
On the road along the village (daughters).
In the meadow in spring
A young tooth (oak) has grown.
On the yellowed grass
The lion drops its foliage (forest).
In front of the children
Rat paint painters (roof).
I sewed a shirt for a bump,
I will sew pants for him (bear).
The sun has risen, gone away
Dark long daughter (night).
Fruits in the basket can not be counted:
There are apples, pears, rams (bananas).
A poppy lives in the river
I won’t catch him in any way (cancer). To dine, took Alyoshka
In the right hand, the left leg (spoon).
On the ship, the cook is a dock
Prepared delicious juice (kok). Was very affectionate
He licked the hostess on the forehead (cat).
Horned Vale
Walking along the road (ox).
The student finished the line
And put a barrel (point).
Dragged a mouse into a mink
Huge bread hill (crust).
I'm sitting by the stove with a fishing rod
I don’t take my eyes off the fish (rivers).
Russian beauty
He is famous for his goat (oblique).
The baleen whale sits on the stove,
Choosing a warm place (cat).
On the forest glade
A young tooth (oak) has grown.
Under the birches, where is the shade
The old day hid (stump).
WHAT DO WE HEAR?
Purpose: to develop auditory attention.
Task: guess the riddle, name the sound that made it possible to find the answer.
How did the godfather get down to business,
She screamed and sang.
Ate - ate oak, oak.
Broken tooth, tooth.
Answer: it's a saw. The sound is repeated.
Daily,
At six in the morning
"Get up porrra!!"
Answer: This is an alarm clock. The sound r is repeated.
WHO WILL NOTICE MORE FABRICATIONS?
Purpose: to develop attention, the ability to notice illogical situations.
Task: mark all the fables.
Kissel is boiled there from rubber,
Tires are made from clay.
The brick is burnt there from milk,
Curd is made from sand.
Glass is melted from concrete,
Dams are built from cardboard.
The covers are made of cast iron,
They make steel out of linen.
There they cut plastic shirts,
Dishes are made from yarn
There are threads of cloth spinning there,
Costumes are sewn from oatmeal.
They eat compote with forks,
There they drink a sandwich from a cup,
From bread and cheese there cutlets,
From the meat of fresh candy.
Filled with sweet bean soup,
Everything is boiled in bowls with salt… V. Chanturia.
Is it true or not
What, like soot, black snow?
Sugar is bitter
Coal - white,
Well, a coward, like a hare, dared?
That the harvester does not reap wheat?
What do birds walk in a harness?
That cancer can fly
And the bear - to dance the master?
What do pears grow on willow?
That whales live on land?
What from dawn to dawn
Pines felled mowers?
Well, squirrels love cones,
Lazy people love work...
And the girls and boys
Do not take cakes in your mouth? (L. Stanchev).
Assignment: the teacher approaches any child in the class and he says something, and the leader, with his eyes closed, guesses whose voice it is.
YES AND NO DO NOT SAY
Purpose: to develop attention.
Task: Answer the questions. It is forbidden to say "yes" and "no".
1) Do you like summer?
2) Do you like the greenery of the parks?
3) Do you like the sun?
4) Do you like to swim in the sea or the river?
5) Do you like fishing?
6) Do you like winter?
7) Do you like sledding?
8) Do you like to play snowballs?
9) Do you like when it's cold?
10) Do you like to sculpt a snowman?
WHERE DID YOU KNOCK?
Purpose: development of auditory attention.
Task: the children sit with their eyes closed, and the teacher or leader knocks something anywhere. Children should show the place where the sound was heard.
WHAT DID YOU SOUND?
Purpose: development of auditory attention.
Task: we show the children the sound of a tambourine, harmonica, pipes, etc. Children listen and remember how each musical instrument sounds, then close their eyes and determine by ear what sounded. If there are no tools, then you can use a cup, toys, etc.
LISTEN AND DO
Purpose: development of auditory attention.
Task: 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
Purpose: development of auditory attention.
Task: the teacher whispers behind the screen the words on the topic of the lesson, and the children repeat them aloud.
BROKEN PHONE
Purpose: 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. 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
Purpose: development of auditory attention.
Task: the teacher taps different rhythms at a fast pace
(… … .; … .. … etc.), and the children repeat after him.
LOOK AT THE SHORTEST WORD
Builder, bricklayer, house, glazier.
(Words are selected in accordance with the topic of the lesson, you can also give the task of determining the longest word).
CHAIN OF WORD
Purpose: development of auditory attention.
Task: the teacher calls the word, and the children in order come up with words that begin with the last sound of the previous word.
NAME THE SOUND
Purpose: development of auditory attention.
Task: the teacher pronounces 3-4 words, each of which has one of the sounds being worked out and asks the children: “What sound is there in all these words?”
WHO LISTENS BETTER?
Purpose: development of auditory attention.
Task: the teacher calls the words, and the children raise their hand only when they hear the given sound in the word, for example, Sh: hat, house, beetle, fox, hedgehog, cat, plate, hanger, skis, pencil, barrel, scissors, castle, puddle, roof.
FIND THE PICTURE
Purpose: development of auditory attention and perception.
Task: a speech therapist lays out a series of pictures depicting animals (bee, beetle, cat, dog, rooster, wolf, etc.) in front of the child or in front of the children and reproduces the corresponding onomatopoeia. Next, the children are given the task to identify the animal by onomatopoeia and show a picture with its image.
The speech therapist's lips close.
Purpose: development of auditory attention.
Task: the speech therapist tells the children that he will name different words. As soon as he names the animal, the children should clap. When pronouncing other words, you can not clap. The one who makes a mistake is out of the game.
GUESS THE SOUND
A game to highlight the sound on the background of the syllable.
Task 1: What same sound do you hear in the syllables sa, so, su, sy? (Children call the sound [c]). Task 2: If you hear the sound [p], raise the blue circle, if [p '] is green. (The syllables are pronounced ra, ri, ru, ro, ryu, re, etc.).
SHOP
Assignment: Dunno went to the fruit store, came to the store, but forgot the name of the fruit. Help Dunno buy fruits that have the sound [l'] in their names. Subject pictures are exhibited on the typesetting canvas: apples, oranges, pears, tangerines, plums, lemons, grapes. Children select pictures that have the sound [l '] in the name.
CATCH THE SOUND
Games to highlight the sound on the background of the word.
Task: children should clap their hands if the sound [c] is heard in the named word. The speech therapist calls the words “owl”, “umbrella”, “fox”, “forest”, “goat”, “elephant”, “beetle”, “spit”, “hedgehog”, “nose”, “glass”.
TRAFFIC LIGHT
A game to determine the place of sound in a word (position).
At the beginning of training, red, yellow and green circles are used. If the children hear the given sound at the beginning of the word, they raise a red circle, in the middle - yellow, at the end of the word - green. Further schemes are used = - -, - = -, - - =, chips, or the place of the sound, the children simply indicate the number using the 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 YOU MISS?
(- tka, - head, - rbuz, - kameika, avtobu -, - aduga, - araban). Clearly, keeping the stress, pronounce combinations of sounds. Children raise the corresponding symbols (red or blue) and pronounce each word in its entirety, naming 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, peace, hall, soup, wolf, etc.). The words are clearly read, the children show the symbols. Game "Which word is hidden?" (- bot, whether -, for - or, ve - s, - una, s - va, sa - ki, - bra, goats -, - block, cucumber -).
MAGIC HOUSE.
Purpose: Development of the ability to determine the sequence of letters in a word. Equipment: Flat cardboard house with cut out windows, letters. Game progress: The teacher attaches a house to the board and enters sets of letters on the board in random order into the empty windows. Pupils should expect what words live in this house. For each word correctly composed and written under the house, the student receives a game token Sample material: Beads: b, y, s, s, p. (mustache, beads, cheese): k, t, o, i, l (Kolya, Tolya, who, cat): m, a, w, k, a, (porridge, poppy, Masha): p, s, b , a, k, (fisherman, bull, fisherman, cancer, tank)
ADD A LETTER.
Game progress: The teacher invites students to complete the letters, including this element. The student who wrote down more letters with this element wins. The one who was able to write down all possible letters without leaving a single free element on a piece of paper is especially encouraged.
GUESS WHO I AM.
Purpose: Fixing the outline of handwritten letters, correlating them with sounds.
Equipment: Elements of letters for each student.
Game progress: The teacher names the elements of the letters, for example: an oval and a stick with a rounded bottom, two ovals and a long stick in the middle; three sticks with a rounded bottom, etc. Students find them and add the letter, pronounce the corresponding sound.
BE CAREFUL.
Purpose: Fixing the style of capital letters.
Game progress: The teacher reads a poem, and as the students read, they write down the capital letters that the poem refers to.
ABC.
What's happened? What's happened?
The alphabet fell off the stove!
Painfully sprained leg
capital letter M.
G hit a little
And completely fell apart!
The letter U has lost its crossbar!
Finding herself on the floor, she broke Wu's tail!
F, the poor thing is so puffed up -
Don't read it!
The letter R turned upside down -
Turned into a soft sign!
The letter C is completely closed -
Turned into an O.
Letter A when I woke up
Didn't recognize anyone. (S. Mikhalkov)
HALF A MINUTE FOR JOKES.
Purpose: The ability to select words according to their meaning, to highlight the first sounds in words.
Game progress: The teacher reads a poem. Students find a mistake in a poem and correct it.
The hunter shouted: "Oh,
The doors are chasing me!”
Look, guys
Crayfish grew in the garden.
Dropped the doll from my hands
Masha rushes to her mother:
There are green onions
With long mustaches.
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 hearing and the accuracy of auditory perception.
You can play alone or in a large group.
Before the game, an adult addresses the children: “Have you ever heard an echo? When you travel in the mountains or through the forest, pass through an archway, or are in a large empty hall, you may encounter an echo. That is, you, of course, will not 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 is better to start with simple words, then move on to difficult and long ones (for example, “ay”, “rather”, “windbreak”). You can use foreign words in the game, while not forgetting to explain their meaning (for example, “Na11o, monkey!” - “Hi, monkey!”), In addition, you can try to offer poetic and prose phrases for repetition (“I came to you with hello to tell that the sun has risen!”).
LIVING ABC
Cards from pairs of letters: 3-Zh, Ch-Ts, L-R, S-Ts, Ch-S, Shch-S, S-3, Sh-Zh are laid out in front of the children on the table with the image up. Two cards with the image of letters are also used. On command, children should choose objects whose names include this letter and arrange them in piles. The one who picks up the most cards wins. The game continues until they are all taken apart.
ENCHANTED WORD
The game contributes to the development of phonemic hearing
and sound analysis of words
The adult facilitator tells the children a story about an evil wizard who bewitches the words so they can't escape the wizard's castle. Words do not know what sounds they consist of, and it is necessary to explain this to them. As soon as the sounds of a word are correctly called in the right order, the word is considered saved, free. The game is played as a regular role-playing game, with the adult as the only literate person always remaining the leader, the children playing the role of saviors, and one of the participants represents an evil wizard who leaves the castle from time to time; it is then that the letters can be saved.
An adult calls the word - the victim of imprisonment, and the rescuers must clearly repeat the sounds of which it consists. It is necessary to ensure that they are pronounced carefully, with the pronunciation of all vowels. They start with simple three-four-letter words, then complicate the “enchanted” words. For example, we “disenchant” the word “apple” - “I, b, l, o, k, o”.
CONFUSION
Game for the development of sound discrimination
It is necessary to draw the attention of the child to how important it is not to confuse sounds with each other. To confirm this thought, you should ask him to read (or read to him if he still does not know how) the following comic sentences.
The Russian beauty is famous for her goat.
The mouse drags a huge grain hill into the mink.
The poet finished the line, put his daughter at the end.
You need to ask the child a question, what did the poet mix up? What words should be used instead of these?
Natalia Glotova
Didactic games for the formation of phonemic processes.
The use of game technologies in the work on the formation of phonemic processes in children of senior preschool age in the conditions of a logopoint.
To overcome phonetic-phonemic disorders, it is necessary to develop phonemic perception and hearing.
phonemic hearing- the ability to auditory perception of speech, phonemes. Phonemic hearing is essential for mastering the sound side of the language; phonemic perception is formed on its basis.
Phonemic perception is the ability to distinguish speech sounds and determine the sound composition of a word.
Developed phonemic processes are an important factor in the successful formation of the speech system as a whole.
The lack of formation of 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 the incompleteness of mastering the sound side of the language, negatively affects the formation of children's readiness for the sound analysis of words, and causes difficulties in mastering reading and writing.
The formed phonemic perception is the key to a clear pronunciation of sounds, building the correct syllabic structure of words, the basis for mastering the grammatical structure of the language, the successful mastering 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 form good diction in children, that is, the mobility of the articulatory apparatus, which ensures a clear and distinct pronunciation of each sound separately, as well as the correctness and continuity of pronunciation.
The child must be aware of the sound structure of the language - this is the ability to hear individual sounds in a word, to understand that they are arranged in a certain sequence. A child with a lack of pronunciation does not have this readiness.
A game - the leading type of activity in preschool age.
With the help of game means, a game situation is created, the knowledge of children is updated, the rules are explained, additional stimulation of game and speech activity is formed, conditions are created for the emergence and strengthening of cognitive motives, the development of interests, and a positive attitude to learning is formed.
The use of gaming technologies in the work of a speech therapist can improve the success of teaching children with speech disorders.
To determine the direction of correctional work, a thorough examination of the phonemic processes of children enrolled in the logopoint is necessary. Without a thorough examination of phonemic hearing, effective corrective work is impossible.
An analysis of the state of phonemic perception in children of Nursery school No. 69 of AOA "AVISMA", enrolled in a speech center at the beginning of the school year, showed that out of 26 children, 16 had underdevelopment, which accounted for 61% of the total number of children.
The children experienced difficulty in repeating the rows of their 3 syllables with consonant sounds that were oppositional in voiced-deafness. Among the mistakes, there were substitutions and mixing of sounds, a change in the structure of the series, the transfer of syllables and words from the previous series to the spoken one.
When recognizing a given sound in a number of other sounds, the pupils coped with the task, difficulties were noted in recognizing a given sound in a number of syllables. Recognizing the sound in a series of words was too difficult for children.
From all of the above, we can conclude:
1. Children have a low level of development of phonemic perception. They are characterized by impaired perception not only of sounds that are disturbed in pronunciation, but also of correctly pronounced ones. Differentiation of consonants, oppositional in voicedness-deafness, is more difficult for children than distinguishing consonants in hardness - softness, in place and method of formation.
2. The greatest difficulties were caused by tasks for recognizing a given sound in syllables and words, as well as tasks for distinguishing between the correct and incorrect sounding of words and phrases.
3. The formation of phonemic perception in pupils is secondarily influenced by the shortcomings of sound pronunciation, as well as the low level of development of speech attention.
She outlined corrective work to overcome violations of the development of phonemic perception in children of older preschool age with phonetic and phonemic underdevelopment of speech in a preschool speech therapy center in three stages. At each stage, she determined the use of games and game techniques to increase the effectiveness of corrective action.
Stage 1(preparatory) - the development of non-speech hearing.
At this stage, exercises are carried out to distinguish between 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.
- Distinguishing non-speech sounds.
Game "Silence"
Children, closing their eyes, "listen to the silence." After 1-2 minutes, the children are invited to open their eyes and tell what they heard.
Game "Guess what I play"
Purpose: 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, extracts sounds. Then he invites the children to close their eyes (“night has come”, listen carefully, find out what sounds they heard.
Game "Recognize by sound"
Various objects and toys that can produce characteristic sounds: (wooden spoon, metal spoon, pencil, hammer, rubber ball, glass, scissors, alarm clock)
The game "Noise cans".
Purpose: to exercise in determining the type of cereal by ear.
- differentiation according to the method of reproduction (claps, stomps)
The game "Where did you slam?", The game "Where did you call"
Purpose: development of the direction 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 call softly (rattle, rustle). The child should turn to the place where 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 does it ring? - left, front, top, right, bottom. A more complex and fun option - "blind man's buff".
- differentiation by tempo (fast - slow)
"Who is faster?"
- differentiation by rhythm (rhythmic patterns)
The game "Polyanka".
Purpose: to learn 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. By knocking, guess who came to the clearing.
- differentiation by the strength of the sound (loud - soft)
High-low game
Children go in a circle. The musician reproduces low and high sounds (on the button accordion). Hearing high sounds, the children rise on their toes, hearing low sounds, they squat.
Quiet-loud game
It is carried out similarly to the previous one, only sounds are made 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 the same words, phrases, sound complexes and sounds according to the height, strength and timbre of the voice
The game "Snowstorm"
Purpose: to teach children on one exhalation to change the strength of the voice from quiet to loud and from loud to quiet.
The blizzards swept over and sang their songs: sometimes quiet, sometimes loud.
The game "The wind blows".
A light summer breeze is blowing: woo (quietly)
A strong wind blew: U-U-U (loudly) You can use pictures.
Loud-quiet game.
Paired toys: big and small. Big ones say words loudly, small ones - quietly.
Game "Three Bears".
Say one of the phrases for a bear, a bear and a bear cub in a voice that changes in pitch.
Game "Close - far."
The speech therapist makes various sounds. The child learns to distinguish where the steamer is buzzing (oooh) - far (quietly) or close (loudly). What kind of pipe is playing: a big one (ooh in a low voice) or a small one (ooh in a high voice).
- differentiation of words similar in sound composition:
Game "Right or Wrong".
1 option. The speech therapist shows the child a picture and loudly, clearly calls what is drawn on it, for example: "Vagon". Then he explains: “I will call this picture either right or wrong, and you listen carefully. If I make a mistake, clap your hands.
Option 2. If the child hears the correct pronunciation of the object shown in the picture, he must raise the green circle, if incorrectly - red.
Baman, paman, bana, banam, vavan, davan, bavan.
Vitanin, mitavin, fitamin, withanim, vitamin, mitanin, phytavin.
The 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 calls 3-4 words in 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 differs from the others.
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
The game "Identical or different."
A syllable is said in the child's ear, which he repeats aloud, after which the adult either repeats the same or says the opposite. The task of the child is to guess whether the same or different syllables were pronounced. Syllables must be selected those that the child is already able to repeat correctly. This method helps to develop the ability to distinguish sounds uttered in a whisper, which perfectly trains the auditory analyzer.
The game "Clap".
An adult explains to a child that there are short and long words. He pronounces them, intonation separating syllables. Together with the child, he pronounces the words (pa-pa, lo-pa-ta, ba-le-ri-na, slapping syllables. A more difficult option: invite the child to independently clap the number of syllables in the word.
Game "What's wrong?".
The speech therapist pronounces the rows of syllables "pa-pa-pa-ba-pa", "fa-fa-va-fa-fa" ... The child should clap when he hears an extra (other) syllable.
Game "Alien"
Purpose: differentiation of syllables.
Equipment: alien hat.
Hod: Guys, a lunatic came to us from another planet. He can't 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 an 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.
Isolation of vowels from a number of sounds.
Recognition of vowels against the background of a syllable and monosyllabic words.
Recognition of vowels against the background of polysyllabic words.
Isolation of consonants from a number of other sounds.
Recognition of consonants against the background of polysyllabic words.
Air flows freely through the mouth
The sound becomes a vowel
Consonants would be happy to sing
But there are only obstacles in the mouth:
Whisper, whistle, buzz, growl
Gives us language.
The game "What the mouse asks for"
Purpose: to learn to highlight words with a given sound. Develop phonemic analysis and synthesis.
Equipment: toy "bee-ba-bo" - a hare, dummies of products.
Move: Show the children a toy, and say, depicting it: “I am very hungry, but I am afraid of a cat, please bring me products that have the sound A in the name.” Likewise with other sounds.
The game "Tell me a word."
The speech therapist reads a poem, and the child finishes the last word that fits in meaning and rhyme:
Not a bird on the branch -
small animal,
The fur is warm, like a heating pad.
They call him. (squirrel).
The game "The sound got lost."
The child must find a word that is not suitable in meaning and choose the right one: Mom went with barrels (daughters)
On the road along the village.
Game "Catch the sound". "Catch the Song"
Clap your hands if you hear the sound "m" in the word.
Poppy, onion, mouse, cat, cheese, soap, lamp.
Game "Find the Sound"
1 Select subject pictures in the name of which the given sound is heard. The pre-pictures are called adult.
2 According to the plot picture, name the words in which the given sound is heard.
Ball game.
The speech therapist pronounces various syllables, 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 the skill of elementary sound analysis and synthesis.
This stage has a certain sequence:
Determining the number of syllables in words of varying complexity
Isolation of the first and last sound in a word
Selection of a word with a proposed sound from a group of words or from
offers.
Distinguishing sounds according to their qualitative 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 stand side by side -
The words come out:
You- and -kva-, and together "pumpkin".
So- and -wa- so, "owl."
Stressed syllable, stressed syllable
It's named so for a reason...
Hey, invisible - hammer,
Mark him with a blow!
And the hammer knocks, knocks,
And my speech is clear.
The 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 to tap or slap. Pronounces a word clearly loudly, such as a wheel. The called child must tap as many times as there are syllables in the given word. The facilitator gives the children different words in the number of syllables. The winners will be those who have not made a single mistake.
Game "Guess the word"
Purpose: to compose words with a certain number of syllables
Description of the game: children sit at the table. The teacher says: “Now we will guess the words. I won’t name them for you, but I’ll just telegraph them - I’ll knock, and you should think and say what words these could 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 called person must guess the word that will be tapped out, name it and tap out. When the children learn the game, one of the children can be chosen as the leader.
The game "Syllabic train".
Steam locomotive with three wagons. On 1m there is a scheme of 1 syllable, on 2m - from 2 syllables, on 3m - from 3 syllables. Children need to “settle the pictures in the right car.
Pyramid game.
Purpose: to exercise children in determining the number of syllables in words.
Equipment: an 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. Under the squares are pockets. subject pictures.
Move: put the pictures in the right pocket depending on the number of words.
Game "Find the word scheme"
Purpose: to exercise children in dividing into syllables.
Subject pictures, schemes for one-syllable, two-syllable, three-syllable words.
Choose the word scheme.
Game "Chain of words".
in words.
Equipment. Cards with subject pictures.
Game progress. 4-6 children play. Each child has 6 cards. The speech therapist begins to lay out the chain. The next picture is put by a child whose name of the depicted object begins with the sound that the word ends with - the name of the first object. The winner is the one who first lays out all his cards.
Game "Train"
Purpose: to develop the skills of highlighting the first and last sound in a word.
Game progress: children are offered to make a train out of trailers-cards. Just as the train cars are connected to each other, so the cards must be connected only with the help of sounds. The last sound must match 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 unloaded space - the right half is empty. Multiple people can play. All cards are distributed equally to the players. Each in his turn puts a suitable one to the extreme picture, that is, the one with the first sound in the name is the same as the last sound in this extreme card. Thus, in the names of the left pictures, the first sound is always distinguished, and in the names of the left ones, the last sound. This must be taken into account and not placed on the right pictures that have voiced consonants at the end of the word in their names.
Game "Wonderful fishing rod"
Purpose: To exercise children in determining the first and last sound
in words.
At the end of the thread, a small homemade fishing rod has a magnet attached. Lowering the fishing rod behind the screen, where there are several pictures, to which metal clips are attached, the child takes out the picture and calls the first, last sound.
Game "Find the place of the sound in the word."
Equipment. Cards with diagrams of the location of the place of sound in words.
Game progress: Each child receives a card. The speech therapist shows pictures and names words. If the given sound is heard at the beginning of the word, you need to put a chip in the first cell. If the sound is heard in the middle of the word, the chip must be placed in the second cell. If the sound is at the end of the word of the 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."
Purpose: to learn to differentiate sounds in words. (w-w, b-p, r-l, w-s, g-k, f-s, s-s).
2 houses for each sound. (pictures with sound [w] live in 1 house, with sound [s] in another)
Game "Be Careful"
Purpose: distinguishing sounds [d] - [t] in paronyms.
Point-daughter, sense-duty, coil-tub, water-cotton, melancholy-board, rafts-fruits.
Game "Help to collect things"
Purpose: distinguishing sounds [s] - [g]
A mosquito and a beetle gathered on a journey. Help them pack their things for the journey. Mosquito needs things with sound [z]. and a beetle with a sound [g].
Umbrella, castle, pajamas, skis, knives, backpack, alphabet, vest, pie, blouse, star, acorn, badge.
The game "Suitcase and briefcase".
Purpose: distinguishing sounds [w]. - [w]
Hide in the suitcase items that have the sound [g]. and in a briefcase with the sound [w].
Game "Gifts"
Purpose: distinguishing sounds [l] - [l *]; [r] - [r *]
The sound guy 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.
The tiger - objects with the sound [r], and the tiger cub with the sound [r *].
The game "What the boy gathered in the garden with the sounds [p] - [p]
[r] tomato, dill, carrot, pea, potato.
[p *] cucumber, radish, turnip, radish.
The game “Find in which words the song of a large mosquito sounds, and in which of a small one.
Goal: distinguishing sounds [h]. - [h *]
Umbrella, fence, basket, zebra, dragonfly, birch, castle, raisins.
The game "To whom, what picture"
Purpose: distinguishing sounds [g] - [k]
Pigeon - pictures with sound [g];
Kotu Leopold - pictures with sound [k].
Phonetic lotto "Voiced - deaf".
Purpose: To learn how to pronounce sounds correctly and differentiate phonemes according to voiced-deafness.
On a card with a yellow rectangle - lay out pictures in which words begin with a voiced consonant, and on a card with a lilac rectangle - lay out pictures in which words begin with a deaf consonant.
Phonetic lotto "Hard - soft".
Purpose: To learn how to pronounce sounds correctly and differentiate phonemes by hardness-softness.
On a card with a blue rectangle - lay out pictures in which words begin with a hard consonant, and on a card with a green rectangle - lay out pictures in which words begin with a soft consonant.
The sound game
Purpose: to determine the place of 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 with a doll in his hands around the group and says: ... Ivan, ... Tul, ... album,. kno (one hundred, stu, albo, windows), etc. What did the doll want to say?
Game "Catch the sound"
Purpose: to teach to name a sound in a word according to its spatial characteristics (first, second, after a certain sound, before a certain sound)
Game progress: Children stand in a circle, at the leader of the ball. He pronounces a word aloud, throws the ball to any player and says what sound he should call, for example, "cheese, the second sound." The child catches the ball and answers: "Y" - and returns the ball to the leader, who sets the next task related to the same word. All sounds in a word must be analyzed.
Traffic light game.
Purpose: To exercise children in finding the place of sound in a word.
The adult says the words. The child puts a chip on the left red, middle yellow or green right part of the strip (“traffic light”), depending on where the given sound is heard.
The game "Houses".
Purpose: Development of the ability to differentiate similar sounds, find the place of 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).
Game progress. The child takes a picture, names it, determines the presence of a sound (for example; Ch or Щ, its place in a word, inserts a picture into the corresponding pocket. Points are scored for a correctly completed task.
The game "Every sound has its own room"
Purpose: to teach to carry out a complete sound analysis of a word based on a sound scheme and chips.
Game progress: Players receive houses with the same number of windows. Tenants - “words” should settle in 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 should be in the word. Then the leader pronounces the word, and the players name each sound separately and lay out the chips on the windows of the house - “populate the sounds”. At the beginning of the training, the leader speaks only words suitable for settling in, that is, those in which there will be as many sounds as there are windows in the house. At subsequent stages, you can say a word that is not subject to “settlement” in this house, and the children are convinced of the mistake by analysis. 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?"
Purpose: to teach how to determine the number of sounds in words without relying on a ready-made scheme using chips.
Game progress: For the game, houses for words are used, 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 leader has subject pictures. He shows a picture, the children lay out the windows-chips in the house according to the number of sounds, and then set the corresponding number. Then the chips are removed from the house, the presenter shows the next picture, the children again analyze the word. At the end of the game, based on the numbers, you need to try to remember which pictures were offered for analysis. You can ask to pick up your words with the same number of sounds.
Game "Telegraphers"
Purpose: to develop the skills of consistent sound analysis by presentation; learning the sound synthesis of words.
Game progress: Two children are playing, they are telegraph operators, transmitting and receiving telegrams. The content of the telegram is set by the host, who, secretly from the second player, shows the picture to the first player. He must "transmit the contents of the telegram": pronounce the word - the name of the picture by the sounds. The second player "receives the telegram" - calls the word together, that is, performs the operation of sound synthesis. Then the players switch roles and the game continues.
The game "Pick the picture to the scheme"
Purpose: to teach to determine the place of sound in a word (beginning, middle, end) by presentation.
Game progress. Children have word schemes (rectangles divided across 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 proposed by the leader. The facilitator 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 scheme. The one who first collects three pictures for each scheme will win. Then the children change letters, and the game continues.
Game "Live sounds, syllables"
PURPOSE: To learn to synthesize individual sounds (syllables) into a word.
PROCEDURE OF THE GAME: We call the children and tell them who will turn into what sound. For example:
Misha, you turn into the first sound, the word "bagel".
Katya, you become the last sound of the word "mol".
Olya, you are the main sound "and".
Faith, you are the second sound of the word "bottom"
Children line up. In their hands they have circles corresponding to their sound (blue, red or green). Before the children is a “live” model of the word. Sound children name each sound. The rest - guess what word happened.
Game "Funny balls"
Purpose: to form the skills of sound analysis.
Equipment: cards with syllables, multi-colored balls with transparent pockets.
My cheerful ringing ball
Where did you run off to.
Red, blue, blue-
Don't chase after 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."
Purpose: to teach children to lay out a word by the first sounds in small pictures.
Progress: children are dealt one large card and several small ones.
Lay out the word machine, highlighting the first sounds from the pictures on small cards.
MASHANA: poppy, watermelon, hat, willow, socks, stork.
Game "Read the word by first letters"
Purpose: to exercise in determining the first sound in a word, to consolidate the ability to compose words from the selected sounds, to read words.
Progress: The speech therapist exposes pictures and asks to name the first sound in each word and make a word out of these sounds.
The game "Come up with words with given sounds"
1 Name dishes, flowers, animals, toys that begin with a given sound.
2 According to the plot picture, pick up words that begin with a given sound.
Game "Change the first sound"
The speech therapist says the word. Children identify the first sound in it. Next, they are asked to change the first sound in the word to another. Com house.
Purpose: to consolidate the reading of words united by a common beginning. Develop phonemic awareness.
Equipment: cards with the image of animals and birds and printed words that these animals or birds pronounce.
Kar– ta Sh-arf mu-ka z-avod square j-aba me-shok ha = zeta pi-la
Ko-zha pi-la ku-bik r-yba y-tka blouse.
Literature:
1. Vakulenko L. S. Correction of sound pronunciation disorders in children: a guide for a beginner speech therapist: [Text] Educational and methodological guide. / L. S. Vakulenko - St. Petersburg. : LLC "PUBLISHING HOUSE" CHILDHOOD-PRESS ", 2012.
2. Volina VV Learning by playing. [Text] / V. V. Volina - M .: New school, 1994.
3. Kolesnikova E. V. The development of phonemic hearing in preschoolers. [Text] / E. V. Kolesnikova - M .: Gnom i D, 2000.
4. Maksakov A. I., Tumanova G. A. Learn by playing. LLC "PUBLISHING" CHILDHOOD-PRESS", 2011. A. I., Maksakov G. A. Tumanova - M., 1983.
5. Tumanova G. A. Familiarization of a preschooler with a sounding word. [Text] / - G. A Tumanova - M. 1991.
6. Shevchenko I. N. Notes on the development of the phonetic and phonemic side of speech in preschoolers. [Text] / I. N. Shevchenko - St. Petersburg. : LLC "PUBLISHING HOUSE" CHILDHOOD-PRESS ", 2011.
phonemic hearing is the ability of a person to recognize speech sounds presentedphonemes of this language.
Phoneme (Greek “sound”)- the minimum unit of the sound structure of the language; phonemes serve to build and distinguish between meaningful units of the language: morphemes, words, sentences.
From birth, the baby's hearing is not adapted to the subtle distinction of speech sounds. This ability develops in communication with adults during the first year of life, and especially intensively at the age of one and a half years. The child's hearing quickly adapts to the sounds of their native language.
The beginning of the second year is the beginning of active manipulation of speech sounds: babble acquires a completely understandable human intonation and expressiveness. Almost everyone at this age has their favorite “words” that they constantly sing, repeat and modify.
Each language (Russian, English, German, etc.) is characterized by its own set of phonemic features that create the sound structure of the language. Phonemes denote sets of sound distinguishing features of a language, sets of certain features of speech sounds that make it possible to distinguish words of a given language, distinctive units of the sound system of a language. In each language, some sound features act as semantic, while others - as unimportant for a given language.
In Russian, phonemes are all vowel sounds (a, u, i, e, o), their stress; the duration or pitch of the vowel sounds are immaterial. For consonants, the distinguishing features are sonority-deafness, hardness-softness. Thus, the change of vowels or their stress (drink-sing, meka-mukb) and the change of consonants according to their deafness - sonority (stick-beam) or hardness-softness (dust-dust) change the meaning of the Russian word. The ability to distinguish between these sound features is called speech or phonemic hearing (in relation to the Russian language).
Phonemic hearing loss in children.
If the child has not formed acoustic images of individual sounds, phonemes do not differ in their sound, which leads to the replacement of sounds. The articulatory base is not complete, since not all the sounds necessary for speech have been formed.
In other cases, the child turns out to have formed all articulatory positions, but does not have the ability to distinguish between some positions, i.e. choose the right sounds. As a result, phonemes are mixed, the same word takes on a different sound appearance. This phenomenon is called mixing or interchange of sounds (phonemes).
phonemic hearing is the ability of a person to recognize speech sounds represented by the phonemes of a given language.
Explore the sonic nature of any objects and materials at hand. Change the volume, the tempo of the sound. You can knock, stomp, throw, pour, tear, clap.Development of phonemic hearing. Where to start?
Non-verbal hearing
Distinguishing speech sounds - phonemic hearing - is the basis for understanding the meaning of what was said.
With the unformed speech sound discrimination, the child perceives (remembers, repeats, writes) not what he was told, but what he heard - something exactly, but something very approximately.
The insufficiency of phonemic hearing manifests itself especially clearly at school when teaching writing and reading, which are further responsible for the optimal flow of the process of any learning in general.
Therefore, it is no coincidence that both specialists and parents devote a lot of time to the development of phonemic hearing. But this work is not always easy and successful. Sometimes parents conscientiously try to follow all the recommendations of the teacher, but do not get a tangible result.
Most likely, this means that the previous stage, the development of non-speech hearing, has not been worked out in sufficient detail.
Speech is engaged in a relatively late origin structure of the nervous system. Non-speech hearing - the perception of the sound of water, wind, household noises, the sounds of music - is much more ancient in its origin. Being formed, complex mental processes are based on and depend on more elementary functions that underlie them and constitute, as it were, a “base” for their development. A child can learn to speak and think only by perceiving.
The formation of speech perception begins with the recognition of natural, domestic and musical noises, the voices of animals and people. At the same time, the distinction of non-speech sounds must necessarily be accompanied by the development of a sense of rhythm. In order for the image of the object that makes the sound to be more complete and the child to be able to guess about it from the situation, this object must be considered, if possible, touched, picked up. On the other hand, it is also useful to perform exercises with closed eyes, to analyze sounds only by ear, without relying on vision. Usually the work begins with the most elementary types of distinction - “quiet-loud”, “fast-slow”, musical fragments are selected that are contrasting in rhythmic and emotional structure. It is good if children, listening to music, begin to sing along, conduct, dance.
It is important to take these exercises seriously, give them as much time and attention as necessary, and at the same time do not forget that your activities should be attractive and interesting for the child.
The proposed games do not require punctual execution; rather, this is a topic for free game improvisation.
1. Miracle sounds. Listen with your child to audio recordings of natural sounds - the sound of rain, the murmur of a stream, the surf, spring drops, the sound of a forest on a windy day, the singing of birds, the voices of animals. Discuss the sounds you hear - what sounds are similar, how the sounds differ, where they can be heard, which ones seem familiar. You need to start by listening and recognizing sounds that are well distinguished from each other, then - similar in sound. Listen to the same sounds on a walk - in winter - the crunch of snow under your feet, the ringing of icicles, the silence of a frosty morning. In spring - drops, the murmur of a stream, the chirping of birds, the sound of the wind. In autumn, you can hear the rustle of leaves, the sound of rain. In summer, grasshoppers chirp, beetles and bees buzz, mosquitoes ring annoyingly. The city has a constant noise background: cars, trains, trams, people's voices. And also smells. Don't forget about them too - these are the supports of your baby in life.
2. Listen, try how it sounds.
3. Guess what it sounded like.
Analyze everyday noises with your child - the creak of a door, the sound of footsteps, a telephone call, a whistle, a ticking clock, the noise of pouring and boiling water, the sound of a spoon against a glass, the rustling of pages, etc. The child must learn to recognize their sound with open and closed eyes, gradually it is necessary to teach him to keep in memory the "voices" of all objects, bringing their number from 1-2 to 7-10.4. Noisy boxes.
You need to take two sets of small boxes - for yourself and the child, fill them with various materials, which, if the box is shaken, make different sounds. You can fill the boxes with sand, cereals, peas, put buttons, paper clips, paper balls, buttons, etc. You take a box from your set, shake it, the child, closing his eyes, carefully listens to the sound. Then he takes his boxes and searches among them for the one that sounds the same. The game continues until all pairs have been found. This game has many options: an adult shakes several boxes one after another, a child memorizes and repeats a given sequence of different sounds. Don't forget to changeroles and be sure to make mistakes sometimes.
5. What does it sound like.
Make a magic wand with your child, tap with a wand on any items in the house. Let all the objects in your house sound. Listen to these sounds, let the child remember what it sounds like and find the objects that sounded, at your request: “tell, show, check what sounded”, “what sounded first and what then”. Give the wand to the child, let him "voice" everything that comes to his hand, now it's your turn to guess and make mistakes. Do not forget to take your magic wand with you for a walk.More difficult option
- recognition of sounds without relying on sight.The child answers the questions: “What object did I knock on? And now? What does it sound like? Where have we heard similar sounds?
6. Where they called - determine the direction of the sound. This game requires a bell or other sounding object. The child closes his eyes, you stand away from him and call softly (rattle, rustle). The child should turn to the place where 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 does it ring? - left, front, top, right, bottom. A more complex and fun option - "blind man's buff". Child as leader.
7. Pick up a picture or a toy
. You knock (rustle, rattle, trumpet, ring, play the piano), and the child guesses what you did, what it sounded - and selects the appropriate picture, toy.8. When the sound signal, the tempo or volume of its sound changes, the child changes the nature of his movements.
About the rulesGames must be pre-arranged.
9. Create a melody.Enter into a dialogue with the child on the instruments - alternate "statements", listening carefully to each other. When the child plays something structured enough, repeat his "cue". Continue the game until the child has worked out his sudden find.
10. Practice rhythmic structures.You set the rhythm by tapping it with your hand, for example this - 2 beats-pause-3 beats.
The child repeats it. First, the child sees your hands, then performs this exercise with his eyes closed.
Game options:
The child repeats the rhythmic pattern with his right hand, left hand, two hands at the same time, alternately (clapping or hitting the table);
The child reproduces the same rhythmic pattern with his feet;
The child comes up with his own rhythmic patterns and controls their implementation.
Possible ways to complicate the task: lengthening and complication of the rhythm, reproduction of sounds of different volumes within the rhythmic pattern. Rhythmic structures can be written down: a weak beat - a short vertical line, a strong one - a long vertical line.
11. Loud-quiet . Ask the child to pronounce the vowel sound, syllable or word loudly, then quietly, drawlingly, then abruptly, in a high voice - low. Game option: invent or remember some fairy-tale characters, agree which of them speaks how, and then act out small dialogues, recognize your characters by voice, change roles.
12. Tuning fork . Invite the child to pronounce any poetic text in syllables and at the same time tap out its rhythm according to the rules: syllables are tapped out (each syllable is one beat), on each word, including prepositions, the arm or leg changes.
13. Know your voice. You need to record the voices of friends, relatives, your own voice and the voice of a child on a tape recorder. Listen to the tape together, it is important that the child recognizes his voice and the voices of loved ones. Maybe the child does not immediately recognize his voice on the cassette, you need to get used to its sound.
Games for the formation of phonemic hearing in preschoolers
ECHO
The game serves to exercise phonemic hearing and the accuracy of auditory perception.
You can play alone or in a large group.
Before the game, an adult addresses the children: “Have you ever heard an echo? When you travel in the mountains or through the forest, pass through an archway, or are in a large empty hall, you may encounter an echo. That is, you, of course, will not 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 they tell him.
It is better to start with simple words, then move on to difficult and long ones (for example, “ay”, “rather”, “windbreak”). You can use foreign words in the game, while not forgetting to explain their meaning (for example, “Na11o, monkey!” - “Hi, monkey!”), In addition, you can try to offer poetic and prose phrases for repetition (“I came to you with hello to tell that the sun has risen!”).
LIVING ABC
Cards from pairs of letters: 3-Zh, Ch-Ts, L-R, S-Ts, Ch-S, Shch-S, S-3, Sh-Zh are laid out in front of the children on the table with the image up. Two cards with the image of letters are also used. On command, children should choose objects whose names include this letter and arrange them in piles. The one who picks up the most cards wins. The game continues until they are all taken apart.
ENCHANTED WORD
The game contributes to the development of phonemic hearing
and sound analysis of words
The adult facilitator tells the children a story about an evil wizard who bewitches the words so they can't escape the wizard's castle. Words do not know what sounds they consist of, and it is necessary to explain this to them. As soon as the sounds of a word are correctly called in the right order, the word is considered saved, free. The game is played as a regular role-playing game, with the adult as the only literate person always remaining the leader, the children playing the role of saviors, and one of the participants represents an evil wizard who leaves the castle from time to time; it is then that the letters can be saved.
An adult calls the word - the victim of imprisonment, and the rescuers must clearly repeat the sounds of which it consists. It is necessary to ensure that they are pronounced carefully, with the pronunciation of all vowels. They start with simple three-four-letter words, then complicate the “enchanted” words. For example, we “disenchant” the word “apple” - “I, b, l, o, k, o”.
CONFUSION
Game for the development of sound discrimination
It is necessary to draw the attention of the child to how important it is not to confuse sounds with each other. To confirm this thought, you should ask him to read (or read to him if he still does not know how) the following comic sentences.
The Russian beauty is famous for her goat.
The mouse drags a huge grain hill into the mink.
The poet finished the line, put his daughter at the end.
You need to ask the child a question, what did the poet mix up? What words should be used instead of these?
REPAIR A DAMAGED PHONE
Game for the development of phonemic hearing
It is best to play with three or even more. The exercise is a modification of the famous game "Broken Phone". The first participant quietly and not very clearly pronounces a certain word in his neighbor's ear. He repeats what he heard in the ear of the next participant. The game continues until everyone has passed 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 rest of the 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 a phone breakdown. An adult should carefully monitor that the differences, distortions are reproduced by the child correctly.
Development of auditory attention
Guess what sounds
It is necessary to show the baby what sounds various objects make (how paper rustles, how a tambourine rings, what sound a drum makes, how a rattle sounds). Then you need to play sounds so that the child does not see the object itself. And the child should try to guess what object makes such a sound.
sun or rain
The adult tells the child that they will now go for a walk. The weather is good and the Sun is shining (while the adult rings a tambourine). Then the adult says that it started to rain (at the same time he hits the tambourine and asks the child to run up to him - to hide from the rain). The adult explains to the baby that he should listen carefully to the tambourine and, in accordance with its sounds, “walk” or “hide”.
Whispering conversation
The bottom line is that the child, being at a distance of 2-3 meters from you, hears and understands what you say in a whisper (for example, you can ask the baby to bring a toy). It is important to ensure that the words are pronounced clearly.
Let's see who's talking
Prepare pictures of animals for the lesson and show the child which of them "as they say." Then draw the "voice" of one of the animals without pointing to the picture. Let the child guess which animal “speaks” like that.
We hear the ringing and know where it is
Ask the child to close their eyes and ring the bell. The child should turn to face the place where the sound is heard and, without opening his eyes, show the direction with his hand.
Development of phonemic hearing
Tell me a word
Read to the child a poem well known to him (for example: "It's time to sleep, the bull fell asleep ...", "They dropped the bear on the floor ...", "Our Tanya is crying loudly ..."). At the same time, do not pronounce the last words in the lines. Invite the child to say the missing words.
little teacher
Tell your child that his favorite toy wants to learn how to speak correctly. Ask the child to “explain” to the toy what this or that object is called. At the same time, make sure that the baby correctly and clearly pronounces the words.
Games with sound symbols
It is necessary to depict sound symbols on cardboard cards about 10 x 10 cm in size. The symbols are drawn in red, since the child is first introduced to vowel sounds (the sound “a” is a large hollow circle; the sound “u” is a small hollow circle; the sound “o "- a hollow oval; the sound "and" is a narrow red rectangle).
Lesson progress:
show the child the symbol and name the sound, articulating clearly: the child should see your lips well;
correlate the symbol with the actions of people or animals (the girl cries “aaaa”, the locomotive hums “ooo”, the girl groans “ooo”, the horse screams “i-i-i”)
say the sound together with the child in front of the mirror and draw the child’s attention to the movement of the lips (when we pronounce the sound “a” - the mouth is wide open; when we pronounce “o” - the lips look like an oval; when pronouncing “y” - the lips are folded; when pronouncing "and" - lips stretched into a smile)
After the child learns these sounds, you can proceed to the tasks:
catch the sound
An adult pronounces vowel sounds, and the child must clap his hands when he hears a given sound.
Attentive kid
The adult calls the sound, and the child must show the corresponding symbol.
Conductor
Draw the given letter in the air with the child's hand. Then let the child try to do it on their own.
Architect
Fold the given letter from sticks or matches. Then have the child try to do it on their own. Help him if necessary.
chorister
We sing the given sound with different intonations.
Broken TV
You need to make a TV screen with a cut-out window out of a cardboard box. Explain to the child that the sound on the TV is broken, and therefore it is impossible to hear what the announcer is saying (an adult silently articulates vowel sounds in the TV window). The child must guess what sound is being pronounced. Then you can switch roles.
sound songs
Invite the child to compose sound songs like “a-u” (children scream in the forest), “u-a” (a child cries), “u-a” (a donkey screams), “oh-oh” (we are surprised). First, the child determines the first sound in the song, singing it slowly, then the second. Then the kid, with the help of an adult, lays out this song from sound symbols and reads the chart.
Who is first
Show your child a picture of an object that begins with the vowel "a", "y", "o" or "and". The child must clearly name what is drawn in the picture, emphasizing the first sound with his voice (for example, “u-u-u-duck”). Then the child must choose the appropriate symbol.
