Didactic games for differentiating sounds. Card index of games for the formation of phonemic processes in preschoolers

Games for developing phonemic awareness in preschoolers

ECHO

The game serves to exercise phonemic awareness and auditory accuracy. perception

You can play together or in a large group. Before the game, the adult addresses the children; “Have you ever heard an echo? When you travel in the mountains or through a forest, pass through an arch or are in a large empty hall, you can meet 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’s better to start with simple words, then move on to difficult and long ones (for example, “ay”, “more likely”, “windfall”). You can use foreign words in the game, not forgetting to explain their meaning (for example, “Na11o, topkeu!” - “Hello, monkey!”), In addition, you can try to offer poetic and prosaic phrases for repetition (“I came to you with Hello, tell me that the sun has risen!").

LIVING ABC

Cards of pairs of letters: 3-ZH, CH-C, L-R, S-C, CH-S, Shch-S, S-3, Sh-Zh are laid out face up in front of the children on the table. Two cards with letters are also used. On command, children must select objects whose names include this letter and arrange them in piles. The one who picks up the most cards wins. The game continues until they are all taken apart.

ENCHANTED WORD

The game promotes the development of phonemic hearing and sound analysis of words

The adult presenter tells the children a story about an evil wizard who enchants words, and therefore they cannot escape from the wizard's castle. Words do not know what sounds they are made of, and this must be explained to them. As soon as the sounds of a word are correctly named in the right order, the word is considered saved, free. The game is played as an ordinary role-playing game, with the adult, as the only literate one, always remaining the leader, the children playing the role of saviors, and one of the participants representing the evil wizard who is absent from the castle from time to time; it is then that the letters can be saved.

The adult names the word - the victim of imprisonment, and the saviors must clearly repeat the sounds that make up it. It is necessary to ensure that they are pronounced carefully, with all vowels pronounced. They start with simple three or four letter words, then complicate the “enchanted” words. For example, we “disenchant” the word “apple” - “I, b, l, o, k, o.”

CONFUSION

Game for developing sound discrimination

It is necessary to draw the child's attention to how important it is not to confuse sounds with each other. To confirm this idea, you should ask him to read (or read to him himself, if he doesn’t know how yet) the following comic sentences.

The Russian beauty is famous for her goat.

A mouse is dragging a huge pile of bread into a hole.

The poet finished the line and put his daughter at the end.

You need to ask the child, what did the poet mix up? What words should be used instead of these?

WE WILL FIX YOUR DAMAGED PHONE

Game for developing phonemic awareness

It is best to play with three people or an even larger group. The exercise is a modification of the famous game "Broken Phone". The first participant quietly and not very clearly pronounces a word in his neighbor’s ear. He repeats what he heard in the ear of the next participant. The game continues until everyone passes the word "on the phone."

The last participant must say it out loud. Everyone is surprised because, as a rule, the word is noticeably different from those transmitted by the other participants. But the game doesn't end there. It is necessary to restore the first word, naming in turn all the differences that “accumulated” as a result of the phone breakdown. An adult should carefully monitor that differences and distortions are reproduced by the child correctly.

Working with children of primary preschool age

The development of speech in children of primary preschool age occurs especially quickly: like at no other age, the vocabulary is quickly replenished, the sound design of words improves, and phrases become more developed. However, not all children have the same level of speech development: some already pronounce words clearly and correctly by the age of three, others still speak insufficiently clearly and pronounce individual sounds incorrectly. The majority of children are like this. Their most typical mistakes are omission and replacement of sounds, rearrangement of not only sounds, but also syllables, violation of the syllabic structure (abbreviation of words: “apied” instead of “bicycle”), incorrect stress, etc.

At this age stage, it is necessary, first of all, to teach children to pronounce clearly and correctly, as well as to hear and distinguish sounds in words. The voice of younger preschoolers is also unstable: some of them speak very quietly, barely audible (especially if they are not sure of the correct pronunciation), others speak loudly. The teacher draws children's attention to the fact that words can be pronounced at different volumes (whisper, quietly, moderately, loudly), teaches children to distinguish by ear how loudly others and themselves speak.

The games proposed below can be used to develop children's auditory attention, correct speech perception, teach kids to correlate a sounding word with a picture or object, clearly pronounce one-, two-, and three- and four-syllable words, answer questions; play onomatopoeia loudly and quietly.

Guess what it sounds like

Visual material: drum, hammer, bell, screen.

The teacher shows the children a toy drum, bell, and hammer, names them and asks them to repeat. When the kids remember the names of the objects, the teacher suggests listening to how they sound: playing a drum, ringing a bell, knocking on the table with a hammer; names the toys again. Then he sets up a screen and behind it reproduces the sound of the specified objects. "What does it sound like?" - he asks the children. The children answer, and the teacher again rings the bell, knocks with the hammer, etc. At the same time, he makes sure that the children recognize the sounding object and clearly pronounce its name.

Wonderful pouch

Visual material: a bag, small toys depicting baby animals (duckling, gosling, chicken, tiger cub, piglet, baby elephant, frog, kitten, etc.).

All the toys listed above are placed in a bag. The teacher, holding a bag, approaches the children and, saying that there are many interesting toys in the bag, offers to take one out, show it to everyone and name it loudly. The teacher ensures that the children name the toy correctly and clearly. If anyone finds it difficult to answer, the teacher prompts him.

The following games and exercises help teach children the correct pronunciation of certain sounds in words, help them pronounce words with these sounds clearly and clearly.

Shop

Visual material: toys whose names contain the sounds m - m, p - p, b - b (matryoshka dolls, car, bear, train, cannon, Parsley, drum, balalaika, Pinocchio, dog, squirrel, doll, etc.).

The teacher places toys on the table and invites the children to play. “I will be a seller,” he says and asks again: “Who will I be?” The children answer. "And you will be the customers. Who will you be?" “Buyers,” the children answer. "What does the seller do?" - “Sells” - “What does the buyer do?” - “Buying.” The teacher shows the toys that he is going to sell. The children call them. Then the teacher invites one child to the table and asks what toy he would like to buy. The child names, for example, bear. The teacher agrees to sell, but suggests asking politely, emphasizing the word “please” in his voice. The teacher gives a toy and at the same time can ask the child why he needs this toy. The child answers and sits down. The next one is invited to the store. And so on until all items are sold out.

The teacher makes sure that children correctly pronounce the sounds m - m, p - p, b - b in words, and clearly pronounce words with these sounds.

Visual material: a box and pictures depicting vehicles, as well as other objects with the sound s (s) in the name: sled, airplane, bicycle, scooter, trolleybus, bus, chair, table, boot, etc.

Children take turns taking pictures out of the box; everyone shows theirs to the group, names the object depicted on it and says whether they can ride or not. The teacher makes sure that children correctly pronounce sounds with (s) in words and clearly pronounce words with this sound.

For a walk in the forest

Visual material: toys (dog, elephant, fox, hare, goat, goose, chicken, hen, basket, saucer, glass, bus, etc., the names of which contain the sounds s (сь), з (зь), ц).

The teacher puts toys on the table and asks the children to name them. He then invites the children to go for a walk in the forest and take their toy animals with them. Kids choose the toys they need, name them, put them in the car and take them to a predetermined place. The teacher makes sure that the children select the objects correctly, name them clearly and loudly, and correctly pronounce the sounds s (сь), з (зь), ц.

Tell me how I am

Goal: to teach children to speak loudly, quietly, in a whisper, and also to develop auditory perception (to distinguish the degree of loudness of spoken words).

The teacher invites the children to listen carefully to how he pronounces the words and pronounce (repeat) them the same way. The teacher ensures that children pronounce words clearly, with an appropriate level of volume.

"The bells are ringing"

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

Educator. The big bell (shows a big circle) rings: “Ding, ding, ding.” The small one (shows a small circle) rings “Ding, ding, ding” (children repeat the sound combinations). When I show a big circle, big bells will ring, when I show a small circle, small bells will ring.

The teacher shows either large or small circles.

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

Working with children of middle preschool age

In middle preschool age, children's pronunciation improves significantly. They are less likely to omit and replace sounds and are able to maintain the syllabic structure even in polysyllabic words; their articulatory apparatus became stronger and more mobile, auditory perception and phonemic hearing became more developed.

The teacher’s task at this stage is to teach children to listen carefully to the speech of others, to select words that sound similar (spoon - cat, midge, etc.), to isolate from a number of words only those that have a given sound, to recognize a familiar sound in names toys, objects or select toys and objects that contain this sound, etc. At the same time, the teacher works to clarify and consolidate the correct pronunciation of individual sounds. Particular attention is paid to the correct pronunciation in words of the group of sibilants (s, сь, з, зь, ц), hissing (ж, Ш, ч, ь), sonorant (л, л, р, рь).

By the end of their stay in the middle group, many children learn and correctly pronounce all the sounds of their native language. But if a child has difficulty completing the tasks listed, the teacher can use the games and exercises suggested below. Their goal is to develop children's auditory attention, to teach them to clearly pronounce polysyllabic words loudly and in a whisper, to distinguish words that sound similar, and to place stress correctly.

Take a toy

Visual material: toys or objects whose names consist of three to four syllables (crocodile, Pinocchio, Cheburashka, Thumbelina, etc.).

Children sit in a semicircle in front of a table on which toys are laid out. The teacher in a whisper names one of the objects lying on the table to the child sitting next to him, who then, in a whisper, must name it to his neighbor. The word is transmitted along the chain. The child who heard the word last gets up, goes to the table, looks for the given object and calls it out loud. The teacher makes sure that all children, pronouncing words in a whisper, pronounce them clearly enough.

Highlight a word

The teacher pronounces the words and invites the children to clap their hands when they hear words that contain the sound z (mosquito song) and the sound s (water song). Answers can be group or individual. For individual answers, it is recommended to call those children whose phonemic hearing is not sufficiently developed, as well as those who pronounce these sounds incorrectly.

Find similar words

The teacher pronounces words that sound similar: cat is a spoon, ears are guns. Then he pronounces the word and invites the children to choose other words that sound similar to it. The teacher makes sure that the children choose the words correctly and pronounce them clearly, cleanly, and loudly.

Guess where the mugs are and where the mugs are

Visual material: two mugs and two circles.

The teacher shows the children mugs and mugs, names them and asks them to repeat. When they have mastered these words, the teacher holds the circles above the circles and asks what is on top and what is below. The children answer. Then the teacher swaps the objects and again asks where the circles are and where the circles are. Children give a complete answer.

The teacher makes sure that the children correctly indicate where each object is located and pronounce the words clearly.

Working with older preschool children

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 (s - z, s - ts, sh - zh, ch - sch, s- w, z - f, c - h, s - sch, l - r). For this purpose, articulation gymnastics is carried out daily, as well as work to eliminate pronunciation deficiencies.

Five-year-old children are able to determine by ear the presence or absence of a particular sound in a word, and can independently select words for given sounds, if, of course, preliminary work has been done with them.

But not all children clearly distinguish certain groups of sounds by ear; they often mix them up. This applies mainly to certain sounds, for example, the sounds of sits, sish, shizhi and others are not differentiated by ear.

To develop phonemic perception, the ability to listen attentively to the sound of words, establish the presence or absence of a particular sound in a word, and differentiate certain pairs of sounds, children of this age are offered games aimed at selecting words with given sounds, or exercises in which they need to highlight words with given sounds. sounds from phrases, small poems.

The purpose of the games and exercises below is to develop auditory attention and phonemic perception: to teach children to hear sounds in words, to differentiate by ear and in pronunciation some pairs of sounds (s - z, s - ts, sh - zh, ch - shch, s - sh , z - zh, ts - ch, s - shch, l - r), correctly highlight the necessary words in phrases.

Find and say the right word

The teacher suggests highlighting and naming only those words that contain the given sounds.

S - Dad bought Lena a sled. A bus is moving along the road. In spring nature comes to life.

A house above the river, a strip of light, there was a light in the windows, it lay down on the water. (A. Pleshcheev “On the Shore”)

3 - There is a lock on the door. Storm clouds appeared in the sky. Why does the dog bark? For someone he doesn't know? That's why she barks - she wants to meet you. (A. Vlasov “Why?”).

Who is the best listener?

Option 1

The teacher calls two children to him. He puts them with their backs to each other, sideways to the whole group, and gives the task: “I will name the words, and Sasha will raise his hand only when he hears words with the sound w. What sound? And Larisa will raise her hand only when she hears words that contain the sound "w". Once again, children are asked to repeat who should raise their hand and when. Children count the number of correct answers and mark the incorrect answers. The teacher names words at short intervals (15 words in total; 5 - with the sound w, 5 - with the sound w, 5 - without these sounds). The following set of words is suggested: “hat”, “house”, “beetle”, “fox”, “hedgehog”, “cat”, “plate”, “hanger”, “skis”, “pencil”, “barrel”, "scissors", "castle", "puddle", "roof".

Everyone monitors whether the children are completing the task correctly, correcting mistakes by pointing out the given sound in the word or its absence. At the end, the children name the child who was the most attentive, correctly identified all the words and never made a mistake.

Option 2

The teacher calls two children: one of them must raise his hand to words with the sound w, the other - with the sound z. Invites the other children to name words in which these sounds occur. At the end of the game, the children name the winner. Option 3

The teacher asks two children to select words: one with the sound ga, the other with the sound zh. The one who can name the most words without making a single mistake in pronunciation wins.

The same can be done with other pairs of sounds. Words can sound loud or quiet

Children memorize pure speech (taking into account the sound being practiced). For example, when differentiating the sounds l - l, you can use the following phrase; “Alenka sat in the corner, Alenka has a lot to do.”

The teacher suggests saying a pure speech first in a whisper, then in a quiet voice, and then louder than usual.

As exercises for developing the vocal apparatus when pronouncing phrases with different volumes, in addition to pure tongue twisters, you can use excerpts from poems, nursery rhymes, counting rhymes, and tongue twisters.

The game “Words can sound fast and slow” is played in a similar way.

Working with children of preparatory age for school

In the seventh year of life, the sound pronunciation of children is not much different from the pronunciation of adults, although some children have deficiencies. Low mobility of the articulatory apparatus or deviations in its structure (for example, malocclusion) are the most common cause of pronunciation defects.

Such children, as a rule, need additional speech therapy exercises. The teacher pays special attention to developing in children a clear and intelligible pronunciation of words and phrases, the ability to differentiate by ear and in pronunciation sounds that are similar in sound or pronunciation: voiced and voiceless consonants, hard and soft, whistling and hissing. At the same time, the teacher ensures that children pronounce isolated sounds clearly and correctly.

The purpose of the games and exercises below is to develop phonemic perception, elements of sound analysis: determine the presence of a given sound in words, highlight the first and last sound in words. What sound is there in all the words?

The teacher says three- four words, each of which has one of the sounds being practiced: “fur coat”, “cat”, “mouse” - and asks the children what sound is in all these words. Children call the sound sh.

Then he asks to determine what sound is in all the words below:

* beetle, toad, skis - w;

* kettle, key, glasses - h;

* brush, box, sorrel - sch;

* braid, mustache, nose-s;

* herring, Sima, elk;

* goat, castle, tooth - h;

* winter, mirror, Vaseline - g;

* flower, egg, chicken - c;

* boat, chair, lamp - l;

* linden, forest, salt;

* fish, carpet, wing - p;

*rice, strength, primer - ry.

The teacher makes sure that children pronounce sounds clearly and correctly name hard and soft consonants.

Name the first sound in the word

The teacher shows a toy, for example, Buratino, and asks him to determine what sound his name begins with. After the answers, the teacher gives the children a task to determine with what sound the names of their neighbors, the names of certain animals and objects begin. Draws attention to the fact that sounds must be pronounced clearly (you cannot pronounce the syllables ze in the word “Zoe”, ve in the word “Vadik”).

Name the last sound in the word

Visual material: pictures (bus, goose, chick, raincoat, house, key, table, door, samovar, bed, hippopotamus, etc.).

The teacher shows the picture, asks to name what is shown on it, and then say what the last sound is in the word. At the same time, attention is paid to the clear pronunciation of isolated sounds, differentiation of hard and soft consonants (in the word “door” the last sound is r, not r).

When all the pictures have been examined, the teacher suggests putting pictures with names of objects ending in a hard consonant on one side and putting them on the other side.

To soft. Children who do not pronounce sounds clearly are asked to clearly pronounce the consonant sounds at the end of the word.

Think, don't rush

The teacher offers children several tasks for intelligence and at the same time checks how they have learned to hear and isolate certain sounds in words:

Choose a word that begins with the last sound of the word "table". Remember the name of the bird, which would have the last sound of the word “cheese” (“sparrow”, “rook”, etc.). Choose a word so that the first sound is k and the last sound is sh (“pencil”, “reed”, etc.)

d.).

What word will you get if you add one sound to but? (“knife”, “nose”...).

Make up a sentence in which all words begin with the sound m (mom washes Masha with a washcloth).

Find objects in the room whose names have the second sound (u) (paper, pipe, Pinocchio...).

"Find a friend"

Program content.

Pictures are displayed on the flannelgraph. First row: drum, flag, chicken, pipe, dog, cone; second row: parrot, wolf, goose, tram, umbrella, beetle.

Educator. Above and below the pictures. Let's arrange them in pairs so that the first sounds are comrades (voiced - unvoiced sounds).

Children go out, name the object and the first sounds of words. Place the lower pictures under the upper ones so that the first sounds form a pair of “voiced-voiceless consonant”).

“Name the impact sound.”

Program content.Develop speech attention, phonemic hearing and speech breathing.

The teacher throws the ball, calls the word with emphasis on the stressed syllable; the child catches the ball, names the impact sound and throws the ball to the teacher

Development of phonemic hearing in older preschoolers

My own speech therapist
Games for older preschoolers “Developing phonemic hearing”

Golikova Elena Vladimirovna,
teacher-speech therapist of the 1st qualification category, MBDOU "Kindergarten of compensatory type No. 49", Bratsk, Irkutsk region
Description of material: The exercises will be useful to all concerned parents of children who want to prepare their children for school. The material will also 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. By conducting classes with children in a playful way, we arouse interest in learning activities and achieve positive dynamics in the development of phonemic awareness, thereby helping children prepare for further education at school.
Phonemic awareness -
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 error-free acquisition of writing and reading in the process of schooling.

"Where is the right sound?

Target. Formation of the ability to find a given sound in words
Equipment. Subject pictures
Progress of the game. The adult demonstrates and names pictures to the child, one of which contains a given sound. The child must point to the picture and repeat the word that contains the given sound

"Balls - skeins"

Target. Develop the ability to select words for a given sound
Equipment. Glomerulus
Progress of the game. The players pass the ball to each other in a circle, saying the text: “(name) walked/walked along the path, I found/found a ball of strings, You say the words to (given sound), Don’t break our thread.” The one who has the ball must name the word for the given sound and pass the ball on

"Catch the Sound"

Target. Development of phonemic hearing, the ability to isolate a given sound from a number of sounds
Progress of the game. An adult names a series of sounds, a child, when he hears the agreed sound (claps, stomps, etc.)

"Catch the word"

Target. Development of phonemic awareness, the ability to hear sounds in words.
Equipment. A set of subject pictures.
Progress of the game. An adult shows a 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 we hear most often?”

Target. Development of phonemic hearing, the ability to isolate frequently repeated sounds from a stream of speech.
Equipment. A set of short poems that repeat the same sound frequently.
Progress of the game. The teacher recites a poem, and the children name the sound that they heard most often.
Sample material.
Senya and Sanya have a catfish with a mustache in their nets.

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

The cat has saved up a few pennies
I bought a goat for the cat.

"Who-who lives in the little house?"

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

"Two slams, three slams"

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

"Parrots"

Target. To form auditory attention, the ability to focus on a phoneme and distinguish consonant phonemes.
Equipment. Parrot toy
Progress of the game. A game situation is created, according to which it is necessary to teach the parrot to repeat a syllable series without errors. 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-ga, ka-ka-ta, etc.

"Naughty Bells"

Target. Form auditory attention and sense of rhythm.
Equipment.Tambourine
Progress of the game. The adult claps a certain rhythm on the tambourine, the child repeats.

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

"Find the Sound"

Target. Form auditory attention, the ability to focus on the phoneme.
Progress of the game. An adult pronounces a word without finishing the last sound. The child must correctly finish the word and name the sound that “ran away.”
Sample speech material. Ma...(k), mo...(x), ro...(g), co..(t), care...(r), etc.

"The syllable has escaped"

Target. Form auditory attention, the ability to focus on phonemes, develop phonetic hearing.
Progress of the game. The game is played after the child has become familiar with the concept of “syllable”. An adult pronounces a word without finishing the last syllable. The child must correctly finish the word and name the syllable that “ran away.”

"Colored Chips"

Target. Formation of auditory attention, consolidation of the concepts of “sound”, “vowel”, “consonant”, “hard consonant”, “soft consonant”.
Equipment. The red square is for vowel sounds, blue is for hard consonants, and green is for soft consonants.
Progress of the game. The adult names the sound, and the child must correctly show the corresponding square.

"Pillow and Brick"

Target. Formation of auditory attention, the ability to differentiate sounds by hardness and softness, consolidation of the concepts of “sound”, “consonant”, “hard consonant”, “soft consonant”.
Equipment. Pillow, brick, object pictures with soft and hard consonant sounds in the name.
Progress of the game. 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 a soft one, he says “pad.”

"What word came out"

Target. Develop sound synthesis skills.
Equipment. For children 5-6 years old, it is allowed to use picture prompts.
Progress of the game. An adult pronounces words, naming each sound separately: [g], [u], [s’] [i]. The child collects sounds into words.

"Chains-chains-forged"

Target. Development of the ability to identify the first and last sounds in a word.
Progress of the game. A child (or adult) names a word, the person sitting next to him chooses his word, where the initial sound will be the last sound of the previous word. 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
Progress of the game. The adult calls the word, the child counts the number of sounds and places the corresponding number of buttons or bottle caps on the table.

Forming

Phonemic

hearing

Game "Catch the syllable". The teacher pronounces syllable chains, and the child claps his hands, stomps, raises his hand, etc. when he hears a syllable with a given sound.

Game "Same or Different". A syllable is spoken into the child’s ear, then the teacher pronounces the same syllable or a completely opposite combination of sounds. The preschooler's task is to guess whether the syllables were the same or different. This method helps develop the ability to distinguish sounds spoken in a whisper, which perfectly trains the auditory analyzer.

Game "Highlight the word." The speech therapist invites children to clap their hands (stomp their feet, hit their knees, raise their hands up...) when they hear words with a given sound.

Game "Listen and choose". Pictures with similar-sounding words (lump, catfish, crowbar, house) are laid out in front of the child. The adult names the object, and the child picks up the corresponding picture.

Game "Jokes - minutes."

The teacher reads lines from poetry to the children, deliberately replacing the letters in the words. Children find a mistake in the poem and correct it.
Example:

Tail with patterns,
boots with curtains.
Tili-bom! Tili-bom!
The cat volume caught fire.

Exercise “Sound House” (“Sound Line”, “Beginning, Middle, End”). The speech therapist pronounces words with given sounds, and preschoolers use multi-colored symbols to determine the place of the sound in the words (beginning, middle, end).

Exercise “Pure Words”. The adult begins, and the child finishes the last syllable.
Ba-bo-ba - there are two tables by the road... (ba).
Za-zu-za - go home, ko... (for).
Ti-di-ti - let's go to the moon... (ti).
De-de-te - let's sit in the dark... (those).
Lu-lu-lu - I like green onions... (I love).
Fe-ve-fe - I’ll sit on the so... (fe).

Exercise “Find the word, find the sound”: the child must insert the correct word into the poem and determine which sound is missing.
An old cat (mole) is digging the ground,
He lives underground.

Red White

Target. Finding sound in words perceived by ear.

Equipment. Two mugs for each child (red and white).

Description of the game. The teacher invites the children to listen carefully and determine which word contains the given sound. If the word has a given sound, children should raise a red circle; if not, raise a white circle.

Who is bigger?

Target. Finding the sound in the names of objects from the picture.

Equipment. A plot picture that depicts objects with a certain sound.

Description of the game. The teacher shows the children a picture, for example, “Vegetable garden.” After looking at the picture, the teacher offers to tell them what the pioneers collect in the garden. Then the children are given the task of saying which objects have the sound p (sound) in their names. For each word, a cardboard circle is given. The one with the most circles wins.

Who is more attentive?

Equipment. Pictures for a specific sound.

Description of the game. Children are sitting at tables. The teacher says: “Now I will show the pictures and name them, and you listen and guess what sound is found in all the words I speak. Whoever guesses right will raise his hand.” Then the teacher shows and names pictures that begin, for example, with the sound: sled, glass, bag, elephant, bench. Children say: s. Teacher: “That’s right, all these words begin with the sound s. Tell me them." Children remember and name them. And then they themselves must remember other words with this sound. The game can be made more difficult.

Who can come up with more words?

Target. Activation of the dictionary, automation of different sounds.

Equipment. Ball, forfeits.

Description of the game. The teacher names a sound and asks the children to come up with words in which this sound occurs. Then the children form a circle. One of the players throws the ball to someone. The person who catches the ball must say the word with the agreed sound. He gets a forfeit. Anyone who does not come up with a word or repeats something already said by someone does not receive a forfeit. The winner is determined by the number of forfeits collected.

Ringing - buzzing

Target. Differentiation of sounds z - zh.

Description of the game. The driver is selected. He leaves the team. The remaining children each come up with one word, the name of which contains the sound z or z. The driver, having returned, approaches each child, and he says a word to him. If the driver hears the sound z in a word, then he says: “Rings,” if he hears the sound z, then he says: “Buzzes.” Both the driver’s answers and the words invented by the children are evaluated.

Tapping syllables

Equipment. Drum, tambourine.

Description of the game. Children sit in a row. The teacher explains that each child will be given a word that he must tap or clap. Pronounces a word clearly and loudly, such as wheel. The called child must tap out as many times as there are syllables in a given word. The presenter gives the children words of different numbers of syllables. The winners will be those who have not made a single mistake.

Telegraph

Target. Teaching syllabic analysis of words.

Description of the game. The teacher says: “Children, now we are going to play telegraph. I will name the words, and you will take turns transmitting them by telegraph to another city.” The teacher pronounces the first words syllable by syllable and accompanies them with clapping. First, children are given two-syllable words, selecting them according to the degree of difficulty (dad, mom, window, bed). Then three-syllable words (ma-shi-na, table, door) are gradually introduced. Only after such preliminary work can children be allowed to independently come up with words that need to be transmitted by telegraph.

Who will hear what?

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

Description of the game.

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

Distinguishing words that sound similar to each other.

Game "Listen and choose"

Pictures with similar sounding words (com, house, catfish) are placed in front of the child. The adult names the object, and the child must pick up the corresponding picture.

Game "True - False"

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

The child should clap his hands when he hears the correct pronunciation.

Someone got something mixed up

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

I love my horse

I'll comb her fur smoothly,

I'll comb my tail

And I’ll ride into the bones on horseback.

We'll build the plane ourselves

Let's fly over the scales.

Let's fly over the scales,

And then we'll go back to mom.

Gray bunny sitting

And he wiggles his ears.

It's cold for the bunny to sit

We need to warm up the light bulbs.

PHONEMATIC PROCESSES

Game "Noisy bags".

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

Game "Magic Wand"

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

Game "Blind Man's Bluff"

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

Game "Let's Clap"

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

Distinguishing speech sounds by timbre, strength and pitch.

Game "Loud and Quiet"

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

Game "Three Bears"

The child guesses which character you say certain words for. A more complex option is for the child to speak in the voices of the bears, changing the strength of the voice.

sound discrimination. The child must be explained that words are made up of sounds.

Game "Who is it?"

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

Game "Catch the Sound"

The adult pronounces a series of sounds, and the child, having heard the given one, claps. (A-u-I...)

Find the mistake and say the word correctly.

Description of the game. In other poems, Dunno confused the sounds in the words. What kind of sound should I use to make it right?

Oh! - the housewives are shouting around - T-shirts have climbed into the garden.

We'll take the board up the mountain and build a new building.

A stormy cheek flows between the mountains from afar.

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

We didn’t write any letters - we spent the whole day looking for the cloud.

Curious monkeys collect chips from Christmas trees.

This is a good place - the stove flows past.

Oksanka’s tears are flowing: her jars are broken.

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

A bow flew from the forest and climbed under an old branch.

The mouse hid under the hill and was quietly gnawing on the mink.

In the morning the bones came to us and brought gifts for everyone.

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

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

Mom gave the night multi-colored handkerchiefs.

The barrel is very happy with the little handkerchiefs.

PHONEMATIC PROCESSES

Jokes are just a minute.

You read lines from poetry, deliberately replacing letters in words. The child finds a mistake in the poem and corrects it.

Examples:

Tail with patterns,

boots with curtains.

Tili-bom! Tili-bom!

The cat volume caught fire.

Outside the window is a winter garden,

There the leaves sleep in the barrels.

Boys are a joyful people

Skates cut honey noisily.

The cat is swimming on the ocean

A whale eats sour cream from a saucer.

Dropping the doll from my hands,

Masha rushes to her mother:

There are green onions crawling there

With a long mustache.

God box

fly to the sky

Bring me some bread.

What sound is missing in the word?

Development of phonemic and speech hearing.

Description of the game.

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

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

I wrote a letter to the bunny, but forgot to glue...the arches.
Her mother braids her youngest daughter Tosya... with wasps.
They gave us toys: they burned... ears all day.
An old cat digs the ground, he lives underground.
He lives in the zoo with... he’s like the house is huge.
Mom was knitting a ball for the doll, Natasha helped her.
A gray ox... hungry, angry, walks through the forest in winter.
It's dark for us. We ask dad to turn on our paws brighter.
The chick jumped along the path and pecked at the big cats.
The games entered the arena, we all became silent out of fear.

Distinguishing syllables.

Game "Let's Clap"

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

Game “If you hear too much, clap”

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

Game "How many sounds"

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

Game "Hear the Word"

The adult pronounces a series of words, the child must clap if he hears a word beginning with a given sound.

Exercise "Echo"

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

PHONEMATIC PROCESSES

What common?

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

Who can come up with more words?

Description of the game.

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

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

"Echo"

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

The child masters the skills of analysis and synthesis.

“What sound begins the word?”

You throw a ball to the child and say a word that begins with any vowel. For example, stork, wasps, duck, echo, frost, better - with emphasis on the first vowel. Then it is easier for the child to identify it, and for the mother to highlight it with her voice. Having heard the word and caught the ball, the child will think for some time, what sound is the first? Let him repeat the word several times and, imitating you, highlight the initial vowel. Then he will pronounce it clearly and return the ball to you.

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

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

“What is that sound at the end of a word?”

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

“Choose a syllable with the sound “u”

You say, for example: ta-tu-ti, and throw the ball to the child. After repeating a series of syllables silently or out loud, the child must find the syllable with the desired “u” sound, pronounce it out loud and return the ball. Is it difficult for your child to choose between three syllables? Reduce the row to two. Well, if the situation is the opposite and three syllables are too easy, let him look among four to six syllables. You can also use this trick: pronounce a series of syllables, among which there will not be a syllable with the desired sound. I wonder if the little smart guy will guess that he was tricked?

“Choose a word that starts with the sound “u”

Offer your child the following, for example, series of words: duck-Ira-stork, wasps-dinner-echo, etc. Having trouble choosing from three? Let's leave two words. If it’s easy, let’s increase it to four or five: frost-snail-cloud-Emma, elf-donkey-ear-army-Ira. Let’s not forget the provocative series of words, where there will be no words starting with the sound “u”.

Game "Sound Lost"

The child must find a word that does not have a suitable meaning and choose the right one:

Mom with barrels (daughters) went

On the road along the village.

We sat in the spoon (boat) and - ah-yes!

Along the river back and forth.

The bear cries and roars:

He asks the bees to give him ice (honey).

We carry boards up the mountain,

We will build a new room (house).

PHONEMATIC PROCESSES

The child masters the skills of analysis and synthesis.

For a walk in the forest

Visual material: toys (dog, elephant, fox, hare, goat, goose, chick, hen, basket, saucer, glass, bus, etc., in the names of which there are sounds s (сь), з (зь), ц. In a similar way, you can select toys or pictures for other sounds.

An adult puts toys on the table and asks the child to name them. Then he invites the child to go for a walk in the forest and take toy animals with him. The child selects the necessary toys, names them, puts them in the car, and is taken to a predetermined place.

The child masters the skills of analysis and synthesis.

“ We string rings (beads, etc.)”

“ We name words with the sound s one by one and string one ring at a time. I say the word “dog” and string the ring. You repeat my word (there is one ring - dog) and name a new one, put on your ring (soup) at this time. Now it’s me again (or dad, or sister, etc.): dog, soup, sun (put on the ring). We collect a garland (beads).” The words must be named in the order of the rings worn. Each time you play, try to increase the number of words you remember. (We use any other sounds)

Remember and repeat the syllable rows:

Ac – os – us – ys, os – us – ys – ac, us – ys – ac – os, ys – ac – os – us

Game "Find the extra word."

Goal: development of phonemic awareness, learning to play according to the rules.

I'll tell you about one of the scenario options for this game. For example, if you are studying with a boy, then invite him to play police officers who need to catch a thief. Only a correctly spoken word will be a thief. And everyone else is innocent. If the child hears the correct word, then he picks up a picture with a picture of a prison; if it is incorrect, then a picture with a picture of a door (for example, fetka, betka, branch).

Another version of the same game, with modified goals.

Traditional play can be combined with the development of motor skills and auditory-verbal memory. You tell your child a series of words in which one is different from the others: for example, poppy, cancer, poppy, banana. At the same time, you agree that when you say similar words, you lay out red beans, and when a different word, you lay out white beans. The child must reproduce the combination of words he heard in the form of laid out beans. After the game, you can explain to the child the meaning of the phraseological unit “white crow” (using the example of white beans).

Young children can be invited to play the following games: you lay out different objects: a hammer, scissors, etc. And then there are two options: either you reproduce the sound with an object or simply ask them to say “whose voice is this - knock-knock.” Modification of this game: show who is talking (pictures of a bee, a mosquito on the table): “ZZZ”, and now “ZZZ”, etc.

Traditional clapping of hands when distinguishing a sound can be replaced with game elements

Game "Echo".

Variations of this game: “repeaters”, “parrots”, “spies”.

Goal: development of auditory attention, phonemic perception.

The point of the game is that the usual instructions “Repeat after me: Sasha walked along the highway and sucked on a dryer” can be replaced with a game of “echo”, “repeat”, “parrots”, etc.

are discussed in advance.

Game "Cities".

We all remember very well a game from childhood in which we had to come up with a city starting with the same letter as the city the other player came up with ended with.

This game is good for developing phonemic analysis skills. The theme of the game can be anything.

PHONEMATIC PROCESSES

Game "Settled in houses."

Goal: development of phonemic perception, development of the 4th degree of generalization (word: thing).

Assignment: The sounds O and U are in the same house and they confuse their things all the time. Please name their things and arrange them: things with the sound U in this pile, and with the sound O in this one (you can complicate the instructions: arrange them to the right and left). You can designate the slides in the form of letters.

Material: bouquet, tambourine, cactus, cabbage, cube, beads, shoes

Material: barrel, wreath, umbrella, bone, boot, lemon.

You can house the house by combining this game with any theme: you can house domestic and wild animals, fruits and vegetables, etc.

In this case, the dispersed sounds can also be of any kind.

One of the important points of these games is that pictures with a child

Game "Arrange flowers in vases."

When repeating colors and shades, you can play the game “Arrange the flowers in the vases.” For example, a lesson on differentiating the sounds “r” and “l”. You have 2 vases: blue and red. The child should put pink, gray, black, orange, etc. flowers in a red vase. And in a blue vase: white, scarlet, yellow, gold, etc. flowers.

« Let's say hello ». Children stand in pairs. If they hear such and such a sound, then they greet (lightly hit) with their shoulders, if such and such a sound, then they greet with their backs.

Target: development of gaming memory, communication skills.

Equipment. Blindfold.

The driver stands in a circle blindfolded. Children move in a circle and sing:

“So we’ll build a circle, Let’s turn around suddenly, And when we say “Spock, Spock, Spock.” Guess whose voice it is!”

The words “Spock, Spock, Spock” are pronounced by one of the players, appointed as the Leader. The driver must guess who said the words. If he guesses correctly, he stands in the general circle, and the one whose voice was guessed becomes the center of the circle. If not, he continues to drive.

Visual-game tools represent, on the one hand, a visual aid, on the other, a didactic game with its own content, organization and methodology. What they have in common with visual aids is their similarity to figuratively or schematically mediated illustrations. The difference is that in visual gaming tools such illustrations have not a primary, but an additional function. With their help, a game situation is created, children's knowledge is activated, the rules are explained, additional stimulation of play and speech activity is formed, conditions are created for the emergence and strengthening of cognitive motives, the development of interests, and a positive attitude towards learning is formed. The learning process itself becomes emotional, effective, allowing the child to assimilate his own experience, activating cognitive activity.

"Buttons"

Equipment: visual aid for the development of fine motor skills “Faspels”.

Task: fasten as many buttons as you hear the given sound.

« Horses."

Goal: to teach children to isolate a given sound from a word, to develop articulatory motor skills.

Task: click the tongue as many times as you hear the given sound.

« Blow on the turntable."

Goal: to teach children to isolate a given sound from a word, to develop a long, smooth exhalation.

Equipment: spinner for breathing development.

Assignment: blow on the turntable as many times as you hear the given sound.

PHONEMATIC PROCESSES

"We're building a house."

You can build a house for different heroes. For example, for Dina and Tina, for Dima and Dina, etc.

You have two samples of a house and bricks for them, on the back of which there are pictures with oppositional sounds.

The child needs to build a sound for Dima from bricks with the sound “m”, and for Dina - with the sound “n”.

"Truck."

Goal: to teach children to isolate a given sound from a word, to develop fine motor skills.

Equipment: toy truck, small toys.

Task: load as many toys into the back of the car as many times you hear the given sound.

"Bell."

Goal: to teach children to come up with words for a given sound.

Progress of the game: children stand in a circle.

Assignment: think of a word for a given sound, ring the bell, pass the bell around.

"Knots."

Goal: to teach children to isolate a given sound from a word, to develop fine motor skills.

Equipment: cord.

Task: tie as many knots as you hear the given sound.

"Garages."

Goal: to teach children to differentiate the sounds [r] - [l].

Equipment: silhouettes of cars made of cardboard with pictures pasted on them: crayfish, giraffe, rainbow, rose, cow, saw, lamp, lily of the valley, boat, skis. Counting sticks for making garages”, on one “garage” there is the letter P, on the other - L.

Assignment: take the typewriter, name the picture, tell me what sound is in the name of this picture: [p] or [l]. Place the car in the “garage” with the corresponding letter.

« Birds on the tree."

Goal: to teach children to differentiate the sounds [w] - [s].

Equipment: two cardboard trees with the letters W and S, cardboard birds with pictures glued to them: a fur coat, a mouse, a cat, a shower, a roof, a dog, a braid, boots, a nose, cheese.

Progress of the game: the child takes one bird, names the picture that is glued to it and says what sound is in the name of this picture [w] or [s]. If the name of the picture has the sound [ш], then he places it on the tree with the letter Ш, if the name of the picture has the sound S, then he places it on the tree with the letter S.

"Three Bears."

Goal: to teach children to determine the position of sound in a word, to work on prosody.

Equipment: figures of three bears made of cardboard or toy, object pictures with sound [k] in different positions: cat, mole, fishing rod, crayfish, chicken, frog, shelf, poppy, clover, brush, juice, dog.

Progress of the game: the child takes a picture and names it. If the sound [k] is at the beginning of the word, then this picture should be given to Mikhailo Potapovich; if the sound [k] is in the middle of a word, then this picture should be given to Nastasya Petrovna; If the sound [k] is at the end of the word, then we give this picture to Mishutka. The bears say: “Thank you!” in their appropriate voices.

"Dress up the Christmas tree" (1 option).

Goal: to teach children to determine the position of sound in a word.

Equipment: three-tiered cardboard Christmas tree, colored cardboard balls with pictures glued to them for a given sound. The sound must be in different positions.

Progress of the game: the child takes a ball; if the given sound is at the beginning of the word, then the ball with the picture is placed in the lower tier of the tree; if the sound is in the middle of the word, then the ball is placed in the middle tier of the tree; if the sound is at the end of a word, then the ball is placed in the top tier of the tree.

« Decorate the Christmas tree" (Option 2).

Goal: to teach children to differentiate the sounds [w] - [s], to develop visual perception.

Equipment: green cardboard Christmas tree, “Christmas tree decorations”: airplane, cat, elephant, stick, dog, ball, bag, pine cone, etc. Along the field of the Christmas tree are the silhouettes of these objects in black.

Progress of the game: the child takes a “Christmas tree decoration”, names the picture and what sound it contains:

[w] or [s], finds the silhouette corresponding to the picture on the tree and places it in this place.

PHONEMATIC PROCESSES

“Lay out the house.”

Goal: to teach children to select words based on a given sound.

Equipment: object pictures for a given sound, several pictures for other sounds.

Assignment: build a house from object pictures: three floors and a roof, selecting only pictures for a given sound.

"Cars"

An adult invites children to play “cars.”

The children line up one after another, the adult in front. The adult hums loudly and clearly: “Beep-beep-beep,” or “Doo-doo,” and invites the children to hum too.

The entire column moves around the room several times, accompanied by clear, loud beeps.

The game is repeated several times; during the third or fourth repetition, you can ask the children to hum quietly and loudly. During the game, the adult monitors the children’s buzzing and hums himself all the time

“What did that sound like?”

The teacher demonstrates to the children the sound of a tambourine, harmonica, pipe, etc. Children listen and remember how each musical instrument sounds, then close their eyes and determine by ear what it sounded. If there are no tools, then you can use a cup, toys, etc.

PHONEMATIC PROCESSES

"Silhouettes."

Goal: to teach children to determine the position of sound in a word, to develop visual perception.

Equipment: subject pictures: cat, dog, poppy. Silhouettes for them.

Assignment: match each picture with a silhouette that matches it. Name the word and determine the position of the sound [k] in this word.

"Cube."

Equipment: the playing field is divided into 9 squares, in each square there is a picture: hat, aster, fur coat, mask, elephant, cat, wardrobe, cheese, mouse; cube; red, blue, green chips for sound analysis.

Progress of the game: the child throws a cube onto the playing field, names the picture it lands on and makes a sound analysis of this word.

“Guess what it sounds like?”

Visual material: drum, hammer, bell, screen. The teacher shows the children a toy drum, bell, and hammer, names them and asks them to repeat.

The teacher suggests listening to how they sound: playing a drum, ringing a bell, knocking on the table with a hammer; names the toys again.

Then he sets up a screen and behind it reproduces the sound of the specified objects. “What does that sound like?” - he asks the children. The children answer, and the teacher again rings the bell, knocks with the hammer, etc. At the same time, he makes sure that the children recognize the sounding object and clearly pronounce its name.

Goal: development of auditory attention.

The teacher approaches any child in the class and he says something, and the teacher, with his eyes closed, guesses whose voice it is.

PHONEMATIC PROCESSES

"Find your house":

Rules of the game: two houses are attached at different ends of the group room: blue and green. The guys have cards with images of objects. All children imitate sounds, i.e. “fly” around the room and make their own sound. Each child becomes the first sound in the name of the object shown on his card. For example: poppy (M), bear (M*).

The weather was good, the sounds went for a walk. Suddenly the sky darkened, it started to rain, sounds ran to hide in the house, but only hard consonant sounds were allowed into blue, and soft sounds into green. Those who incorrectly identified their sound were not allowed into the house. This sound was soaked in the rain.

If children easily identify the first consonant sound by hardness and softness, then we introduce “trap words”, i.e. those that begin with a vowel sound. There is no “house” for such sounds.

Games to help you perform sound analysis of words

Games that help determine the place of sounds in a word

"Zvukodeik":

Game material: doll.

Rules of the game: Sounds have a terrible enemy - the Sound Eater. It feeds on the initial sounds (last sounds) in all words. The teacher walks around the group with a doll in his hands and says: ...Ivan, ...tul, ...lbom, ..kno (one hundred..., stu..., albo..., window...), etc. What did the doll want to say?

"Gifts for Friends":

Rules of the game: Crocodile Gena spent his vacation in Africa. And from there I brought many different gifts to my friends. Everyone was given an object whose name begins with the same sound as the friend’s name, for example:

Aibolit – apricot, album, aster; For the bunny - an umbrella, a lock, a bell.

"Guess a riddle":

Rules of the game: we make a riddle, and the children write the answer with chips in the form of a sound model.

For example:

Cunning cheat, Red head. - FOX

The child writes the answer:

green | red | blue | red

“Name the word according to the model”:

Rules of the game: Draw word patterns on the board with colored chalk or lay out word patterns in circles of different colors. For example:

blue | red | blue

Who can choose the most words that fit this scheme: nose, mouth, poppy, cat, etc.

We take different models. Let's play until the winner.

"Chain of words":

Players sit in a circle and take turns saying one word at a time, which they link into a chain. Each next word begins with the last sound of the previous one. For example: winter - stork - tank - mole - slippers - game, etc.

Annotation. This article is addressed to parents, speech therapists, and educators. It talks about the importance of developing phonemic hearing and phonemic perception in children of senior preschool age with any level of speech development, defines these terms in a form accessible to a wide range of readers, and also provides a system of step-by-step work on the formation of phonemic skills in children with the help of special games and exercises.

One of the important components of successful schooling is mastering literacy, i.e. fluent conscious reading and error-free writing. In order to master literacy, it is necessary to have well-developed phonemic awareness and phonemic awareness. Moreover, they need to be developed long before entering school, starting from early childhood.

What is phonemic hearing and phonemic awareness?

Phoneme is a sound that gives a word a certain meaning. Let's take, for example, a couple of words: catfish - house. They sound similar, they differ in just one phoneme, but it is precisely because of this difference that similar-sounding words have completely different meanings: catfish - fish, house - building.

Thus, phonemic hearing is understood as an innate ability that allows:

recognize the presence of a given sound in a word;
distinguish between words consisting of the same phonemes, for example, bank - boar, cat - current;
distinguish words that differ in one phoneme (as discussed above): bowl-bear, wheelbarrow-dacha, etc.

Phonemic perception refers to the mental actions of isolating phonemes from a word, distinguishing them, determining their position in a word (beginning, middle, end), as well as establishing the sequence of sounds in a word.

The highest stage of development of phonemic perception is sound analysis and synthesis, i.e. the ability to determine the sound composition of a word (“parse a word into sounds”, “assemble a word from sounds”). Only by mastering sound analysis can one master reading and writing, since reading is nothing more than synthesis, and writing is analysis.

When reading, the child merges letters into syllables, syllables into words; when he writes, he performs another operation: first he analyzes what sounds the word consists of, in what sequence they are pronounced in the word, then he correlates them with letters and writes them down. From all of the above, it becomes clear how important it is for children to develop phonemic hearing and phonemic perception even in preschool childhood.

The initial, and therefore the most important, link in this work is the development of phonemic hearing. It is customary to distinguish five main stages of this work:

recognition of non-speech sounds;
distinguishing the height, strength, timbre of the voice on the material of identical sounds, sound complexes, words, phrases;
distinguishing words with similar sound composition;
syllable discrimination;
phoneme discrimination.

Each stage has its own games and exercises. The main thing is to be able to interest the child and unobtrusively involve him in the game. Here are examples of some games and exercises at each stage.

I. Recognition of non-speech sounds.

1. Game “What did it sound like?”

On the table there are several sounding toys: a tambourine, a rattle, a bell, a whistle, etc. The adult asks the child to listen and remember the sound of each object. Next, the objects are covered with a screen and the child is asked to determine what sounds only by ear, without visual support. The number of toys can be gradually increased (from three to five).

2. Game "Guess what I'm doing?"

In front of the baby are objects that are familiar to him, for example, a pencil, scissors, paper, a glass of water, etc. Next, the objects are put away behind the screen, the adult performs certain actions with them: cutting the paper, crumpling the paper with his hand, pouring water from one glass to another, etc. After each action performed by an adult, the child talks about it, due to his speech capabilities. In this game you can change roles: first the adult performs the action, then the child, etc.

II. Distinguishing the pitch, strength, timbre of the voice on the material of identical sounds, sound complexes, words, phrases.

1. Game “Recognize by voice.”

The whole family can play this game. The child is asked to turn away and guess which family member called him. First, the child is called by name, then short sound complexes are pronounced, for example, AU. The same adult, in order to complicate the game, can change the strength of his voice: speak in a low, then high, then medium voice.

2. Game "Echo".

A group of children or adults pronounce some kind of onomatopoeia (a dog barks: aw - aw!, a cow moos: mouu!, a cat meows: meow!, etc.). The child determines by ear whether the onomatopoeia was pronounced loudly or quietly and repeats it with the same force.

3. Game “Tell me how I am.”

An adult pronounces the same sound with different timbre and emotional coloring, and then asks the child to repeat after him.

III. Distinguishing words with similar sound composition.

1. Game "Traffic Light".

The child has red and green circles. An adult shows a child a picture, for example, and asks him to raise a green circle if he hears the correct name of the object depicted in the picture, and a red circle if the name of the object sounds incorrect: baman - paman - banana - banam - bavan - davan - vanam. Next, the adult loudly and slowly pronounces the word - the name of the picture.

2. Game “Slam - Stomp”.

The adult invites the child to clap if the words from the pair sound similar, to stomp if they don’t sound similar:

house - com tank - cube Mike - cod bush - banana cloud - pen

Tanya - Vanya carriage - heat note - steam card - book stick - jackdaw

3. Game "Correct the mistake."

The adult invites the child to listen to the poem, find the wrong word in it and replace it with another that is suitable in meaning and sound composition.

Mom with BARRELS (DAUGHTERS) went
On the road along the village.

Barbos the dog is not stupid at all,
He doesn't want fish oak (SOUP).

Lots of snow in the yard -
TANKS (SLEDGES) are driving along the mountain.

4. Exercise “Which word does not fit?”

The adult invites the child to listen to a series of words and name the one that is different from the rest:

Ball - heat - broom - steam
Roller - skein - flow - smoke
Porridge - gnome - Masha - Dasha

5. Game “Say the Word.”

The adult invites the child to “turn into a poet” by choosing a suitable rhyming word in each couplet.

Gray wolf in a dense forest
I met a redhead... (FOX).

The yard is covered in snow, the houses are white.
Came to visit us... (WINTER).

Bee - beep - beep - the car hums
- I won’t go without... (GASOLINE)!

IV. Distinguishing syllables.

1. Game “Repetition”.

The adult invites the child to repeat the syllable sequences after him:

with a change in stressed syllable: ta-ta-ta, ta-ta-ta, ta-ta-ta;
with a common consonant and different vowels: yes-dy-do, you-va-wu, etc.;
with a common vowel and different consonants: ta-ka-pa, ma-na-va, etc.;
with paired voiced - voiceless consonants, first two, then three syllables: pa-ba, ta-da, ka-ga; pa-ba-pa, ta-da-ta, ka-ga-ka, etc.;
with paired hard - soft ones: pa-pya, po-pyo, pu-pyu, py-pi, etc.;
with the addition of one consonant: ma-kma, na-fna, ta-kta, etc.

2. Game "Signalman".

The adult asks the child to give a pre-agreed signal (clap, hit the table with his hand, etc.) when he hears a syllable that is different from the others: pa-pa-ba-pa, fa-wa-fa-fa, etc.

3. Exercise “Tap the word.”

The adult explains to the child that words consist of parts - syllables, that a word can be clapping, tapping and finding out how many parts it has: lo-pa-ta, hat-ka, mo-lo-tok, etc.

The adult first pronounces the word together with the child, dividing it into syllables, then the child divides the word independently.

V. Discrimination of phonemes.

You need to explain to your child that words are made up of sounds and you can play with them.

1. Game “Catch the Sound”.

The adult pronounces a sound several times, which the child must remember and “catch” (clap, hit, stomp, etc.), then slowly and clearly pronounces the sound sequence: A-L-S-D-J-I-A-F -X-U-A, etc. Consonant sounds must be pronounced abruptly, without adding the sound “e” (not “se”, but “s”).

2. Game “Guess who it is?”

An adult says to a child: a mosquito calls like this: “zzzz”, the wind howls like this: “oooh”, a beetle buzzes like this: “zhzhzh”, water flows from the tap like this: “ssss”, etc. Next, the adult pronounces a sound, and the child guesses who makes the sound.

3. Exercise “Repetitions”.

The adult offers to repeat after him combinations of vowel sounds, first in twos, then in threes: AO, UA, AI, YI; AUI, IAO, OIY, etc.