Phonemic games for children 5-6 years old. Exercises for the development of phonemic hearing in preschoolers. Exercises to distinguish phonemes and develop analysis and synthesis skills

Development of phonemic hearing in older preschoolers

My own speech therapist
Games for older preschoolers “Developing phonemic awareness»

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 educators preschool institutions 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 game form, we arouse interest in educational activities and achieve positive dynamics in the development of phonemic hearing, 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. Proper development phonemic hearing and phonemic awareness lies at the basis of the error-free mastery 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.
Exemplary 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. Adult says Difficult words or tongue twisters, and the child must repeat it 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), ko..(t), care...(r), etc.

"The syllable has escaped"

Target. Form auditory attention, the ability to navigate the phoneme, 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.

Phonemic hearing(phonemics) - discrimination (analysis and synthesis) of sounds (phonemes) of parts of speech, which is a necessary basis for understanding the meaning of what is said. When speech sound discrimination is not formed, a person (child) perceives (remembers, repeats, writes) not what he was told, but what he heard.

The development of phonemic awareness in children is necessary for their successful learning to read and write. Children often confuse phonemes that sound similar, which in some cases hinders the development of coherent speech. In the future, the development of phonemic awareness is necessary for successful learning foreign languages.

To develop phonemic hearing, special exercises are used in speech therapy and neuropsychology. We bring to your attention exercises developed by Tumakova G.A. — by the author methodological manuals"Introducing a preschooler to sounding word" and "Learn by playing. Games and exercises with sounding words." In the magazine article, the author tells how to conduct classes on the development of phonemic awareness in preschoolers.

What does the word sound like?

Mother and child educational activities. One of the indispensable conditions for a child’s success in the future school activities– developed phonemic hearing, that is, the ability to distinguish sounds in a stream of speech.

In games and exercises, a child of four to six years old must be shown that a word sounds, that it consists of sounds.

You can conduct these classes in this way.

1. Adult says:

You already know what the words sound like. Listen to how they sound DIFFERENTLY in Agnia Barto’s poem:

Say the word "thunder" louder -

The word roars like thunder.

Say more quietly: “six little mice”

And immediately the mice will rustle.

Say: "cuckoo on the bitch"

You will hear “cuckoo”.

Then the adult continues:

Words sound because they are made of sounds. There are different sounds, listen: grroomm, zzaashshuurshshaat. Repeat with me so that we can hear different sounds… Fine. Now pronounce the word naughty yourself so that the different sounds can be clearly heard: shshaalluunniishshkaa. Now remember a word yourself and pronounce it just as clearly.

2. -What kind of animal is this? (Show a picture of a mouse or a toy mouse).

Mouse. A small animal that lives under the floor.

And who is this? (there is a bear in the picture).

This is a bear, a big animal, he lives in the forest and in the North.

You're right, these are different animals and they have different names, although these names sound similar. Listen carefully: myyishka - myishka. Do you hear how they differ? Now say it yourself. It's working out well...

3. - Here are two more words, they are different, but similar in sound: mmmak - rrrak. Say them the same way. Now you name one word, and I’ll choose another one that sounds similar to it. Begin.

- Car.

- Bath…

Anna. And now I will name the words, and you will select those that sound similar. Jackdaw...

- Candle...

- Blacksmith...

- Well done.

4. - Now we play differently. We look for two words that sound different. Here are the ones I know: the house is a cannon. What about your words?

Book - catfish.

Okay, but mine are like this: hot - soup...

— Beetle is bread.

5. Listen to what name I name, and you remember another one that sounds similar: Irina - Marina. Listen also: Maya – Raya – Taya. Attention: Kolya...

6. activities with pictures - Look at the pictures. Here in this picture there is a bird drawn. Think about what word you can add to make it sound similar. Don't remember? I'll help you: titmouse. Listen to what happened: a tit bird. You can say: a small bird. Who is in this picture?

Running bunny.

Sounds good: a running bunny.

Other pictures are also considered, the names of which the child must choose a rhyme for: starling-singer, little fox-sister, white-sided magpie...

7. “I’ll throw the ball and say, for example, the word rubber, and you remember a word that sounds similar, for example, basket, and throw the ball to me.” Started to play! Cricket!

- Spider!

- Needles!

- Parsley!

- Animal! Beanbag! Firecracker!

8. And now we will throw the ball to each other only after we remember the word ending with the sounds ok. Let's begin... hammer!

- Wet!

9. And now we will name words that are dissimilar and have different sounds. I'll say: goal, what about you?

Okay, let's continue: poppy...

Your child has learned to listen to words and pronounce them so that their constituent sounds can be clearly heard. The next stage is the ability to distinguish words by the number of sounds (short - few sounds in a word, long - many sounds).

You can conduct such activities with your child.

1 . – There are short words: already, home, tea. Listen again: he is a ball. If you walk under these words, then you only have time to take one step before the short word sounds. Let's do it together: ball, he, ball, already. And if you take a long word, then it will take longer to pronounce and more steps will be required. Listen and watch: a lazy girl, a needlewoman, a teacher. These words are pronounced like this: llee-nnii-vvii-tsaa, rruukoo-deell-nnii-tsaa, vvoosspii-taaa-teell-nnii-tsaa. Have you heard how many sounds there are in these words?

2. - Let's see what objects are in this room...

You can arrange them in advance so that objects with both short and long lengths are visible. long names. The child must find two objects at once: the name of one must be long, the name of the other must be short. For example, a ball is a truck. Then you do the same, then the baby again, etc.

3 . - Now we need to remember the familiar short words... Now remember and name only the long words.

4. – I will name different words - long and short. The rules of the game are as follows: when I say a short word, you clap your hands, and when I say a long word, don’t clap. Listen: cheese, teacher, carousel, juice, house. Ivanushka, whale, black-eyed, sunshine, cat. I understood the task correctly, you are paying attention...

Then the adult changes roles with the child.

5. – The new task will be more difficult. We will turn short words into long ones, we will change them. For example. Let's turn the short word cat into a long one. Think about how to do this? Now tell me.

- Kitty.

Very good, but I suggest another long word: kitten. Kootenochcheek, that's how long this word sounds, is it longer than the short word cat? Let's change the short word fox and turn it into a long one. I wonder what words these will be?

Fox, little fox, little fox, little fox...

6. – Now we will remember short words that sound similar. What words are similar to the word poppy?

Cancer, varnish, poppy, tank, just like...

Fine. And they sound similar and are all short. You can offer your own words, even those that don’t exist, but they should sound similar and be just as short. We begin to select words for the word nose.

Pos, mos, ros, kos, tros, gos, fos...

Everything is correct. What about the table?

Paul, count, goal, tol, bol, they say, lol, dol...

Is the word football a good word or not? You explain correctly: it sounds similar, but the word is not short.

7. - And for the long word hare, what long words would be suitable in sound?

Chicken, foal, kid...

The most different exercises can be carried out “based on the drawing.” The following areas of study are possible:

1. classes with drawings. Awareness of the sound side of a word:

Name the objects drawn in the picture so clearly and clearly that you can hear how the words sound.

Mmiishshkkaa, mmaashshiinnaa.

Name words that sound similar.

Jackdaw-stick, tire-car.

What other words sound the same as mouse-bear?

- Pumpkin-bump.

You can also pick up invented words for these words that do not exist - just let them sound similar (dvishka, velmishka).

What words sound the same as the word jackdaw?

Stick, jump rope.

Look closely at the picture and find two objects whose names do not sound similar.

Tire, stick.

What sounds are heard in these words? Remember other words with the same sounds. Are these words short or long?

2. Awareness of the syllabic side of a word:

Say the word jackdaw in parts.

How many parts are there in this word? What's the first part? What's the second one? Now say the word stick in parts. Name the first part.

Name the second one.

Think about what part of the words jackdaw and stick are the same?

Say the word car in parts and name each part separately... Remember the words with the first part ma. What words can you name with the second part shi? What about the part on? Look at all the pictures and name the words that have only two parts in their names. And now - only three parts... You said that the word stick has two parts. How can you change this word so that it has three parts?

Wand.

Say the word stick again in parts and draw on a piece of paper as many cells as there are parts in this word. Now the task will be more difficult: answer my question in one word out of two parts: “Who is Jackdaw?”

Birdie, birdie.

And now your answer should consist of a word in which there will be three parts: What kind of jackdaw?”

Damn it, it's a big deal.

What tire?

Kru-gla-ya.

Finally literary game: - Come up with a story about “how one day a car got angry at a tire.”

Natalia Glotova
Didactic games for the formation of phonemic processes.

The use of gaming technologies in the work on the formation of phonemic processes in children of senior preschool age in a speech center.

To overcome phonetic-phonemic disorders, the development of phonemic perception and hearing is necessary.

Phonemic hearing– ability for auditory perception of speech, phonemes. Phonemic awareness is critical to learning sound side language, on its basis phonemic perception is formed.

Phonemic awareness 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 development of the speech system as a whole.

The immaturity 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 incomplete mastery of the sound side of the language, negatively affects the formation of children's readiness for sound analysis of words, and causes difficulties in mastering reading and writing.

Formed phonemic perception is the key to clear pronunciation of sounds, construction of the correct syllabic structure of words, the basis for mastering grammatical structure language, successful development of writing and reading skills, therefore it is the basis of the entire complex speech system.

Sound pronunciation is closely related to speech hearing. To do this, it is necessary to develop good diction in children, that is, mobility of the articulatory apparatus, ensuring clear and precise pronunciation of each sound individually, as well as correct and unified pronunciation.

The child must understand the sound structure of the language - this is the ability to hear individual sounds in a word, understand that they are located 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 gaming means, a gaming situation is created, children’s knowledge is updated, rules are explained, additional stimulation of gaming 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 use of gaming technologies in the work of a speech therapist makes it possible to increase the success of learning for children with speech disorders.

To determine the direction of correctional work, a thorough examination of the phonemic processes of children enrolled in a speech center is necessary. Without a thorough examination of phonemic hearing, effective correctional work is impossible.

Analysis of the state of phonemic perception in children D/s No. 69 of JSC "AVISMA", enrolled in the speech center at the beginning school year showed that out of 26 children, 16 had underdevelopment, which amounted to 61% of the total number of children.

The children had difficulty repeating rows of their 3 syllables with consonant sounds that were opposed in terms of voicedness and voicelessness. Errors included substitutions and mixtures of sounds, changes in the structure of a row, and the transfer of syllables and words from the previous row to the one being pronounced.

When recognizing a given sound in a series of other sounds, the pupils coped with the task; difficulties were noted when recognizing a given sound in a series of syllables. Recognizing sounds in a series of words proved too difficult for children.

From all of the above we can conclude:

1. Children were found to have a low level of development of phonemic awareness. They are characterized by disturbances in the perception of not only sounds that are disturbed in pronunciation, but also correctly pronounced ones. Differentiating consonants that are oppositional in terms of voicedness and voicelessness is more difficult for children than distinguishing consonants in terms of hardness and softness, or by place and method of formation.

2. The greatest difficulties were caused by tasks on recognizing a given sound in syllables and words, as well as tasks on distinguishing the correct and incorrect sounds of words and phrases.

3. The formation of phonemic perception in pupils is secondarily influenced by deficiencies in sound pronunciation, as well as a low level of development of speech attention.

Outlined corrective work to overcome developmental disorders of phonemic perception in older children preschool age with phonetic-phonemic underdevelopment of speech in a preschool speech therapy center in three stages. At each stage, she determined the use of games and gaming techniques to increase the effectiveness of corrective action.

Stage 1(preparatory) – development of non-speech hearing.

At this stage, exercises are conducted to distinguish non-speech sounds. Such exercises contribute to the development of auditory memory and auditory attention, without which it is impossible to teach a child to listen to the speech of others and differentiate phonemes. At this time, physical hearing works.

Games used in correctional work at stage 1.

- discrimination of non-speech sounds.

Game "Silence"

Children, closing their eyes, “listen to the silence.” After 1-2 minutes, children are asked to open their eyes and tell what they heard.

Game "Guess what I'm playing on"

Goal: development of stability of auditory attention, the ability to distinguish an instrument by ear by its sound.

The speech therapist puts musical toys on the table, names them, and makes sounds. Then he invites the children to close their eyes (“night has fallen,” listen carefully, find out what sounds they heard.

Game “Find out by sound”

Various objects and toys that can produce characteristic sounds: (wooden spoon, metal spoon, pencil, hammer, rubber ball, glass, scissors, alarm clock)

Game "Noise Jars".

Purpose: to practice identifying the type of cereal by ear.

- differentiation according to the method of reproduction (claps, stomps)

Game “Where did they clap?”, Game “Where did they call”

Goal: development of the focus of auditory attention, the ability to determine the direction of sound.

This game requires a bell or other sounding object. The child closes his eyes, you stand away from him and quietly call (rattle, rustle). The child should turn to the place from which the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself. You can answer the question: where is it ringing? – left, front, top, right, bottom. A more complex and fun option is “blind man’s buff”.

- differentiation by tempo (fast - slow)

"Who is faster?"

- differentiation by rhythm (rhythmic patterns)

Game "Polyanka".

Goal: recognize the rhythmic pattern.

Wild animals gathered in the clearing. Each of them will knock differently: a hare - 1 time, a bear cub - 2 times, a squirrel - 3 times, and a hedgehog - 4 times. Guess who came to the clearing by the knock.

- differentiation by sound strength (loud - quiet)

Game "High - Low"

Children walk in a circle. The musician plays low and high sounds (on the button accordion). Hearing high sounds, children rise on their toes; hearing low sounds, they squat.

Game "Quiet and Loud"

It is carried out similarly to the previous one, only the sounds are produced either loudly or quietly. Children also correlate the nature of sounds with differentiated movements.

Stage 2 - development of speech hearing.

Games used in correctional work at stage 2.

- discrimination identical words, phrases, sound complexes and sounds according to the height, strength and timbre of the voice

Game "Blizzard"

Goal: to teach children to change the strength of their voice from quiet to loud and from loud to quiet with one exhalation.

The snowstorms swept away and began to sing their songs: sometimes quiet, sometimes loud.

Game "The Wind Blows".

A light summer breeze is blowing: ooh-ooh (quietly-quietly)

A strong wind blew: U-U-U (loud) Pictures can be used.

Game "Loud and Quiet".

Paired toys: large and small. Big ones pronounce words loudly, small ones - quietly.

Game "Three Bears".

Say one of the phrases for the bear, she-bear and cub in a voice that varies in pitch.

Game "Near - Far".

The speech therapist makes various sounds. The child learns to distinguish where the steamboat is humming (oooh) - far away (quietly) or close (loudly). What kind of pipe plays: big ( oooo low voice) or small ( oooh high voice).

- differentiation of words that are similar in sound composition:

Game "Right and Wrong".

Option 1. The speech therapist shows the child a picture and loudly and clearly names what is drawn on it, for example: “Wagon.” Then he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. If I’m wrong, clap your hands.

Option 2. If the child hears the correct pronunciation of the object shown in the picture, he should raise a green circle; if incorrect, he should raise a red circle.

Baman, paman, bana, banam, wavan, davan, bavan.

Vitanin, mitavin, fitamin, vitanim, vitamin, mitanin, fitavin.

Game "Listen and choose".

In front of the child are pictures with objects whose names are similar in sound:

cancer, varnish, poppy, tank

house, lump, scrap, catfish

goat, braid

puddles, skis

bear, mouse, bowl

The speech therapist names 3-4 words 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 is different from the rest.

Com-com-cat-com

Ditch-ditch-cocoa-ditch

Duckling-duckling-duckling-kitten

Booth-letter-booth-booth

Screw-screw-bandage-screw

Minute-coin-minute-minute

Buffet-bouquet-buffet-buffet

Ticket-ballet-ballet-ballet

Dudka-booth-booth-booth

- differentiation of syllables

Game "Same or Different".

A syllable is spoken into the child's ear, which he repeats out loud, after which the adult either repeats the same thing or says the opposite. The child's task is to guess whether the syllables were the same or different. Syllables must be selected that the child is already able to repeat correctly. This method helps develop the ability to distinguish sounds spoken in a whisper, which perfectly trains the auditory analyzer.

Game "Let's Clap"

The adult explains to the child that there are short and long words. He pronounces them, separating the syllables intonationally. Together with the child, he pronounces the words (pa-pa, lo-pa-ta, ba-le-ri-na, clapping the syllables. A more difficult option: invite the child to clap the number of syllables in the word on his own.

Game "What's extra?"

The speech therapist pronounces a series of syllables “pa-pa-pa-ba-pa”, “fa-fa-wa-fa-fa”... The child should clap when he hears an extra (different) syllable.

Game "Alien"

Goal: differentiation of syllables.

Equipment: alien cap.

Hod: Guys, a sleepwalker has come to us from another planet. He doesn't know how to speak Russian, but he wants to make friends and play with you. He speaks, and you repeat after him. PA-PA-PO... MA-MO-MU... SA-SHA-SA... LA-LA-RA... First, the role of the alien is played by an adult, then by a child.

-differentiation of phonemes.

Recognition of a sound against the background of other sounds, against the background of a word.

Isolating vowels from a number of sounds.

Recognition of vowels against the background of a syllable and monosyllabic words.

Recognition of vowels against the background of polysyllabic words.

Isolating consonants from a number of other sounds.

Recognition of consonants against the background of polysyllabic words.

Air flows freely through the mouth,

The sound is vowel

Those who agree would be glad to sing,

But there are only obstacles in the mouth:

Whisper, whistle, buzz, roar

Language gives us.

Game “What the Mouse Asks”

Goal: learn to identify words with a given sound. Develop phonemic analysis and synthesis.

Equipment: “bi-ba-bo” toy – hare, food models.

Procedure: Show the children the toy and say, pretending to be him: “I am very hungry, but I’m afraid of the cat, please bring me foods that have the sound A in their names.” Same with other sounds.

Game “Say the Word.”

The speech therapist reads the poem, and the child finishes it the last word, which is suitable in meaning and rhyme:

There's not a bird on the branch -

Small animal

The fur is warm, like a hot water bottle.

His name is. (squirrel).

Game "Sound Lost".

The child must find a word that does not have a suitable meaning and choose the right one: Mom went with the barrels (daughters)

On the road along the village.

Game "Catch the Sound". "Catch the Song"

Clap your hands if the sound “m” is heard in the word.

Poppy, onion, mouse, cat, cheese, soap, lamp.

Game "Find the Sound"

1 Select subject pictures whose names contain the given sound. Previously, the pictures are called adults.

2 Based on the plot picture, name the words in which the given sound is heard.

Ball game.

The speech therapist pronounces various syllables and words. The child must catch the ball at the given sound; if he does not hear the sound, then hit the ball.

Stage 3 Development of skills in elementary sound analysis and synthesis.

This stage has a certain sequence:

Determining the number of syllables in words of varying complexity

Highlighting the first and last sound in a word

Selecting a word with a suggested sound from a group of words or from

offers.

Distinguishing sounds 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 come next to each other -

The resulting words are:

You- and –qua-, and together “pumpkin”.

So- and -va- so, “owl”.

Stressed syllable, stressed syllable

It’s not called that for nothing...

Hey, invisible hammer,

Tag him with a punch!

And the hammer knocks, knocks,

And my speech sounds clear.

Game "Tapping Syllables"

Goal: teaching syllabic analysis of words

Equipment: drum, tambourine.

Game description: Children sit in a row. The speech therapist explains that each child will be given a word that he must tap or clap. Pronounces a word clearly loudly, for example wheel. The called child must tap as many times as there are syllables in this word. The presenter gives the children words of different numbers of syllables. The winners will be those who have not made a single mistake.

Game "Guess the word"

Goal: compose words with a certain number of syllables

Description of the game: children are sitting at the table. The teacher says: “Now you and I will guess the words. I won’t tell you what they are, I’ll just tell you by telegraph, I’ll knock them out, and you have to think and say what these words might be.” If the children find it difficult to name the word, the teacher taps the word again and pronounces its first syllable. The game is repeated, but now the teacher names one child. The person called must guess the word that will be tapped out to him, name it and knock out. When the children have mastered the game, you can choose one of the children as the leader.

Game "Syllable Train".

Steam locomotive with three carriages. On the 1st, the pattern is 1 syllable, on the 2nd - from 2 syllables, on the 3rd - from 3 syllables. Children need to “place the pictures in the correct carriage.

Game "Pyramid".

Goal: to train children in determining the number of syllables in words.

Equipment: image of a pyramid of squares in three rows: at the bottom there are 3 squares for three-syllable words, above - 2 squares for two-syllable words and at the top - one square for one-syllable words. There are pockets under the squares. Subject pictures.

Procedure: put the pictures in the right pocket depending on the number of words.

Game “Find a pattern for the word”

Purpose: to train children in dividing into syllables.

Subject pictures, diagrams for one-syllable, two-syllable, three-syllable words.

Match the word with the diagram.

Game "Chain of words".

in words.

Equipment. Cards with subject pictures.

Progress of the game. 4-6 children play. Each child has 6 cards. The speech therapist begins to lay out the chain. The next picture is placed by a child whose name of the depicted object begins with the sound that ends with the word - the name of the first object. The winner is the one who lays out all his cards first.

Train game

Goal: to practice the skills of identifying the first and last sound in a word.

Progress of the game: children are asked to make a train from carriages-cards. Just as the cars on a train are connected to each other, so the cards must be connected only with the help of sounds. The last sound must coincide with the first sound of the next name, then the cars of our train will be firmly connected. The first card is an electric locomotive, its left half is empty. The last trailer also has unoccupied space - the right half is empty. Several people can play. All cards are distributed equally to the players. Each person, on his turn, adds a suitable one to the last picture, that is, one whose first sound in the name is the same as the last sound in the given last card. Thus, in the names of the left pictures the first sound is always highlighted, and in the names of the left pictures the last sound is always highlighted. This must be taken into account and not place pictures on the right that have voiced consonants at the end of the word in their names.

Game "Wonderful fishing rod"

Purpose: To train children in identifying the first and last sound

in words.

A magnet is attached to the end of the thread of a small homemade fishing rod. Lowering the fishing rod behind the screen, where there are several pictures to which metal clips are attached, the child takes out the picture and names the first and last sound.

Game "Find the place of the sound in the word."

Equipment. Cards with diagrams of the location of sounds in words.

Progress of the game: Each child receives a card. The speech therapist shows pictures and names words. If a given sound is heard at the beginning of a word, you need to put a chip in the first cell. If a sound is heard in the middle of a word, the chip must be placed in the second cell. If the sound is at the end of a word, the chip is placed in the third cell. The winner is the one who made no mistakes.

Game "Find a place for your picture."

Goal: learn to differentiate sounds in words. (sh-zh, b-p, r-l, sh-s, g-k, g-z, z-s).

2 houses for each sound. (pictures with sound [w] live in 1 house, with sound [s] in another)

Game "Be careful".

Goal: distinguishing sounds [d] - [t] in paronyms.

Point-daughter, sense-duty, reel-reel, water-cotton wool, longing-board, rafts-fruit.

Game "Help me pack my things"

Purpose: distinguishing sounds [z] – [zh]

A mosquito and a beetle are going on a journey. Help them pack their things for the trip. The mosquito needs things with the sound [z]. and to a beetle with the sound [zh].

Umbrella, castle, pajamas, skis, knives, backpack, alphabet, vest, pie, blouse, star, acorn, badge.

Game "Suitcase and Briefcase".

Purpose: distinguishing sounds [w].– [zh]

Hide objects that contain the sound [zh] in your suitcase. and in the briefcase with the sound [w].

Game "Gifts"

Purpose: distinguishing sounds [l] – [l*]; [r] – [r*]

Zvukovichok decided to give Lana and Lena gifts. But I thought about it, because Lana loves objects with the sound [l], Lena with the sound [l*]. Help me choose gifts.

Tiger - objects with the sound [r], and tiger cub with the sound [r*].

Game “What the boy collected in the garden with the sounds [r] - [r]

[r] tomato, dill, carrots, peas, potatoes.

[p*] cucumber, radish, turnip, radish.

Game “Find in which words the song of the big mosquito sounds, and in which of the small one.

Purpose: distinguishing sounds [z].– [z*]

Umbrella, fence, basket, zebra, dragonfly, birch, castle, raisin.

Game "Which picture to whom"

Purpose: distinguishing sounds [g] – [k]

Dove - pictures with sound[g];

Leopold the cat - pictures with sound[k].

Phonetic lotto “Voiced – Deaf.”

Goal: To learn to pronounce sounds correctly and differentiate phonemes by voicedness and deafness.

On a card with a yellow rectangle, pictures are laid out in which words begin with a voiced consonant, and on a card with a lilac rectangle, pictures are laid out in which words begin with a voiceless consonant.

Phonetic lotto “Hard - soft”.

Goal: To learn to pronounce sounds correctly and differentiate phonemes by hardness and softness.

On a card with a blue rectangle, pictures are laid out in which words begin with a hard consonant, and on a card with a green rectangle, pictures are laid out in which words begin with a soft consonant.

Game "Zvukoedik"

Goal: determining the place of a sound in a word.

Game material: doll.

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

Game "Catch the Sound"

Goal: to teach how to name the sound in a word according to its spatial characteristics (first, second, after a certain sound, before a certain sound)

How to play: Children stand in a circle, the leader has the ball. He says a word out loud, throws the ball to anyone playing and says what sound he should name, for example, “cheese, second sound.” The child catches the ball and answers: “Y” - and returns the ball to the presenter, who asks the next task related to the same word. All sounds in a word must be analyzed.

Game "Traffic Light".

Purpose: To train children in finding the place of sound in a word.

The adult names the words. The child places a chip on the left red, middle yellow or green right side of the strip (“traffic light”), depending on where the given sound is heard.

Game "Houses".

Goal: Developing the ability to differentiate similar sounds and find the place of a sound in a word. Equipment. A set of object pictures, the names of which begin with oppositional sounds, 2 houses, each house has 3 pockets (beginning, middle, end of the word).

Progress of the game. The child takes a picture, names it, determines the presence of a sound (for example, Ш or Ш, its place in a word, inserts the picture into the corresponding pocket. Points are awarded for a correctly completed task.

Game “Every sound has its own room”

Goal: to teach how to conduct a complete sound analysis of a word based on sound scheme and chips.

How to play: Players receive houses with the same number of windows. Residents - “words” - must move into the houses, and each sound wants to live in a separate room. Children count the number of windows in the house and conclude how many sounds there should be in a word. Then the presenter pronounces the word, and the players name each sound separately and place the chips on the windows of the house - “populate the sounds.” At the beginning of training, the leader says only words suitable for settling in, that is, those that will contain as many sounds as there are windows in the house. At subsequent stages, you can say a word that cannot be “settled” in a given house, and the children, through analysis, are convinced of the mistake. Such a tenant is sent to live on another street, where words with a different number of sounds live.

“How many rooms are there in the apartment?”

Goal: to teach how to determine the number of sounds in words without relying on a ready-made diagram using chips.

How to play: Word houses are used for the game, but without diagram windows. Each player has one such house, as well as several chips and a set of numbers: 3, 4, 5, 6. The leader has object pictures. He shows a picture, the children place window chips in the house according to the number of sounds, and then display the corresponding figure. Then the chips are removed from the house, the presenter shows the next picture, and the children again analyze the word. At the end of the game, relying on the numbers, you need to try to remember which pictures were offered for analysis. You can ask them to choose their own words with the same number of sounds.

Game "Telegraphers"

Goal: developing skills of sequential sound analysis based on presentation; training in sound synthesis of words.

Progress of the game: Two children are playing; they are telegraph operators, transmitting and receiving telegrams. The content of the telegram is set by the presenter, who, secretly from the second player, shows the first player a picture. He must “convey the contents of the telegram”: pronounce the word - the name of the picture by sound. The second player “receives the telegram” - calls the word together, that is, carries out the operation of sound synthesis. Then the players change roles and the game continues.

Game “Match the picture to the diagram”

Goal: to teach how to determine the place of a sound in a word (beginning, middle, end) by representation.

Progress of the game. Children have diagrams of words (rectangles divided crosswise into three parts, with the first part colored - the beginning of the word, the second part colored - the middle of the word, the third part colored - the end of the word). Before the game, each participant chooses a letter from those suggested by the presenter. The presenter shows the pictures (a letter is placed in the upper right corner of each picture, and the children must ask for those that contain the sound they have chosen, and put these pictures to the desired diagram. The first one to collect three pictures for each scheme will win. Then the children change letters and the game continues.

Game “Living sounds, syllables”

GOAL: Learn to synthesize individual sounds (syllables) into a word.

PROGRESS OF THE GAME: Call the children and tell them who will turn into what sound. For example:

Misha, you are turning into the first sound, the word “donut”.

Katya, you are becoming the last sound of the word “mol”.

Olya, you are the main sound “and”.

Vera, you are the second sound of the word “bottom”

Children line up. They hold circles in their hands that match their sound (blue, red or green). Children have a “living” model of the word in front of them. Children-sounds name each sound. The rest can guess what word it turned out to be.

Game "Funny Balls"

Goal: to develop sound analysis skills.

Equipment: cards with syllables, multi-colored balls with transparent pockets.

My cheerful ringing ball,

Where did you run off to?

Red, blue, light blue-

Can't keep up with you.

Funny balls want to play words with you, but you need to put them together from syllables and arrange the balls so that you get a word.

Game "Collect the word."

Goal: to teach children to lay out words based on the first sounds in small pictures.

Progress: children are given one at a time big card and several small ones.

Lay out the word car, highlighting the first sounds from the pictures on small cards.

MASHANA: poppy, watermelon, hat, willow, socks, stork.

Game “Read the word by first letters”

Goal: to practice identifying the first sound in a word, consolidate the ability to compose words from highlighted sounds, and read words.

Procedure: The speech therapist displays pictures and asks them to name the first sound in each word and make a word from these sounds.

Game “Come up with words with given sounds”

1 Name dishes, flowers, animals, toys that begin with the given sound.

2 Based on the plot picture, select words that begin with the given sound.

Game "Change the first sound"

The speech therapist calls the word. Children determine the first sound in it. Next, they are asked to change the first sound in the word to another. Com-house.

Goal: to consolidate the reading of words united by a common beginning. Develop phonemic awareness.

Equipment: cards with pictures of animals and birds and printed words that these animals or birds say.

Map– ta Sh-arf mu-ka z-avod kva-drat zh-aba me-shok ga=zeta pi-la

Skin pi-la cu-bik r-fish blouse.

Literature:

1. Vakulenko L. S. Correction of sound pronunciation disorders in children: a reference book for a beginning speech therapist: [Text] Educational and methodological manual. / L. S. Vakulenko - St. Petersburg. : PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2012.

2. Volina V.V. Learning by playing. [Text] / V.V. Volina – M.: New school, 1994.

3. Kolesnikova E. V. Development of phonemic hearing in preschool children. [Text] / E. V. Kolesnikova - M.: Gnom i D, 2000.

4. Maksakov A.I., Tumanova G.A. Teach while playing. LLC PUBLISHING HOUSE "CHILDHOOD-PRESS", 2011. A. I., Maksakov G. A. Tumanova - M., 1983.

5. Tumanova G. A. Familiarization of a preschooler with a sounding word. [Text] / - G. A Tumanova - M. 1991.

6. Shevchenko I. N. Lesson notes on the development of the phonetic-phonemic aspect of speech in preschoolers. [Text] / I. N. Shevchenko - St. Petersburg. : PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2011.

The basic prerequisite for mastering writing is developed phonemic awareness. Phonemic hearing, the main component of speech perception, refers to a person’s ability to hear and distinguish individual phonemes, or sounds in a word, to determine the presence of a sound in a word, their number and sequence. So, a child entering school must be able to distinguish individual sounds in a word. For example, if you ask him whether there is an “m” sound in the word “lamp,” he should answer in the affirmative.

Why does a child need good phonemic awareness? This is due to the method of teaching reading existing in schools today, based on the sound analysis of words. It helps us distinguish between words and word forms that sound similar and correctly understand the meaning of what is said. The development of phonemic awareness in children is the key to successful learning to read and write, and in the future, 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, and can independently select words for given sounds, if, of course, preliminary work has been done with them.

How to develop phonemic hearing in a child? The best thing do this in the game. Many games for the development of phonemic processes are of a combined nature, which is expressed not only in enriching the vocabulary, but also in activating 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.

Game “Catch the right sound with a clap.”

Instructions: If you hear the sound [k] in a word, clap your hands. Words: [K]ran, sea[K]ov, hut, boot[K]. . .

The same with any other sounds:

Sh - cat, hat, mask, pillow...; S - dog, paints, horse, socks, nose...

R - hands, paws, Motherland, shelf, mug...; L - shovel, bark, words, pilaf...

Game “Come up with words for a given sound.”

To begin with, it is better to give only vowel sounds (a, o, u, i) - watermelon, hoop, snail, needle, etc.

Then the consonants (r, s, sh, l, p, b, etc.)

Game “Determine the place of sound in a 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; S - sun, pasta, nose; H - kettle, hummock, night; Shch - brush, puppy, help; L - moon, shelf, chair; R - locomotive, steam, rose; P - floor, paw, stop; K - falcon, varnish, roof, etc.

Repeating chains of syllables.

Syllables are set with different voice strength and intonation. (sa-SHA-sa), (for-for-SA). Syllables can be specified with any oppositional sounds, for example s-sh, sh-zh, l-r, p-b, t-d, k-g, v-f (i.e., voiceless-voiced, hard-soft, whistling- sizzling). Make sure that the child does not change the sequence in the chains. If he finds it difficult 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-za-za, za-za-za, za-za-za, za-za-za (Similarly with other pairs of sounds)

Clap syllables with sound “B” in the hands, 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-sch, etc.

Name the word with sound “B”: duck - bow - whale; “P”: can - stick - squirrel. Those. Three words are given, among which only one has a given sound.

Game "Who is more attentive."

An adult shows pictures and names them (without pictures possible). The child listens carefully 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 common sound is “Z”. Do not forget that you need to pronounce this sound in words for a long time, emphasizing it with your voice as much as possible.

Game "Guess the word."

The adult pronounces the word with pauses between sounds; the child must name the whole word.

First, words of 3 or 4 sounds are given, if the child can cope, then it can be more difficult - of 2-3 syllables, with a combination 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- u-k, s-y-r, s-o-k, s-o-m, w-u-k, h-a-s

r-o-z-a, k-a-sh-a, D-a-sh-a, l-u-z-a, sh-u-b-a, m-a-m-a, r- 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 " Fourth wheel"

To play the game you will need four pictures depicting 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 asks them to determine which picture is extra and why. The set can be varied, for example: cup, glasses, cloud, bridge; bear, bowl, dog, chalk; road, board, oak, shoes. If the child does not understand the task, then ask him leading questions and ask him to listen carefully to the sounds in the words. An adult can produce a specific sound with his voice. As a variant of the game, you can select words with different syllable structure(3 words are three-syllable, and one is two-syllable), different stressed syllables. The task helps develop not only phonemic awareness, but also attention and logical thinking.

Game with throwing a ball “One hundred questions - one hundred answers starting with the letter A (I, B...) - and only this one.

Throw the ball to the child and ask him a question. Returning the ball to the adult, the child must answer the question so that all words of the answer begin with a given sound, for example, with the sound [I].

Example:

-What is your name?

-Ira.

-And the last name?

-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 based on the last sound of the word given by the previous player. A chain of words is formed: stork - plate - watermelon. Do you remember?

Game "Fix a Broken Phone"

It is best to play with three people or an even larger group. The exercise is a modification of the well-known 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.

Game "Don't make a mistake."

The adult shows the child a picture and loudly and clearly names the image: “Wagon.” Then he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. When I make a mistake, clap your hands.” Then he says: “Wagon - wagon - wagon - wagon.” Then the adult shows the following picture or a blank sheet of paper and calls: “Paper - pumaga - tumaga - pumaka - paper.” Children really like the game and it is fun.

It must be emphasized that you need to start with words that are simple in sound composition, and gradually move on to complex ones.

Game "Be careful" The adult lays out pictures in front of the child, the names of which sound very similar, for example: crayfish, varnish, poppy, tank, juice, bough, house, lump, crowbar, catfish, goat, spit, puddle, ski. Then he names 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).

Game “Match by sound” » An adult puts the following pictures in one line: lump, tank, branch, 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 bitch branch skating rink slide
house cancer bow cage scarf crust
catfish poppy beetle heel leaf mink
scrap varnish beech lash skein brand
Game "SHOP"

Games for identifying sounds against the background of a word.

Exercise: Dunno went to the store to buy fruit, came to the store, and forgot the name of the fruit. Help Dunno buy fruits whose names contain the sound [l’]. Subject pictures are displayed on the typesetting canvas: apples, oranges, pears, tangerines, plums, lemons, grapes. Children select pictures whose names contain the sound [l’].

Show your child the products you bought at the store and have him list those that have the sound [P] or another sound in their names.

Game "Live ABC"

Game for developing sound discrimination

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 (pictures) whose names include this letter and arrange them into piles. The one who picks up the most cards wins. The game continues until they are all taken apart.

Why does a child need good phonemic awareness? This is due to the method of teaching reading existing in schools today, based on the sound analysis of words. It helps us distinguish between words and word forms that sound similar and 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, foreign languages.

How to develop phonemic hearing in a child? The best way to do this is in the game. Many games for the development of phonemic processes are of a combined nature, which is expressed not only in enriching the vocabulary, but also in activating higher mental functions (memory, attention, thinking, motor skills). We bring to your attention games that allow you to teach your child to listen to the sounds of speech in an interesting way.

Games for the development of auditory perception, speech hearing

"Guess what it sounds like"

You need to show your child what sounds various objects make (how paper rustles, how a tambourine rings, what sound a drum makes, what a rattle sounds like). Then you need to reproduce the sounds so that the child does not see the object itself. And the child must 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 is ringing 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 child that he must listen carefully to the tambourine and, in accordance with its sounds, “walk” or “hide.”

"Whisper Conversation"

The point 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 images of animals for the lesson and show your child which of them “speaks the same way.” Then portray the “voice” of one of the animals without pointing to the picture. Let the child guess which animal “talks” like that.

“We hear the ringing and know where it is”

Ask your child to close his eyes and ring the bell. The child should turn to face the place from which the sound is heard and, without opening his eyes, show the direction with his hand.

"Noisy bags."

Together with your baby, pour cereal, buttons, paper clips, etc. into bags or boxes. The child must guess by the sound of the shaking bag what is inside.

"Find a Pair"

Prepare in advance several pairs of boxes or jars filled with different fillings, for example, 2 boxes of cereal, 2 boxes of paper clips, 2 boxes of small pebbles, 2 boxes of buttons, etc. One set of boxes is for the speech therapist, the other for the child. The speech therapist shakes the box so that the child can hear how it sounds. Then he looks in his kit for a box with the same sound.

"Let's clap."

The child repeats the rhythmic clapping pattern. For example, two claps, pause, one clap, pause, two claps. In a more complicated version, the baby repeats the rhythm with his eyes closed.

"Loud quiet".

Agree that your child will do certain things when you say words loudly and when you say them quietly. There is a similar version of the game “Far and Close”. You say the word loudly, the child answers - close. Say the word quietly, the child answers - far away.

"Three Bears".

The child guesses which character in the fairy tale the adult speaks for. A more complex option: the child himself speaks for the three bears, changing the pitch of his voice.

“Who is standing at the traffic light?”

Material: tape recorder and audio recording with street noise.

The speech therapist plays an audio recording with street sounds. Children listen to sounds and name vehicles stopped at a traffic light (car, truck, tractor, motorcycle, cart, tram).

Games for the development of phonemic hearing.

"Listen and choose."

In front of the child are pictures with similar-sounding words (com, catfish, crowbar, house). The adult names the object, and the child picks up the corresponding picture.

"True False".

The adult shows the child a picture and names the object, replacing the first letter (forota, korota, morota, gate, porota, horota). The child's task is to clap his hands when he hears the correct pronunciation.

"Elephant Races"

Description of the game: the speech therapist invites children to “turn their hands into elephants” (the index and ring fingers are the front legs of the elephant, the thumb and little finger are the hind legs, the middle finger extended forward is the trunk; the elephant walks by rearranging its “legs”; the trunk cannot touch the ground) . The speech therapist offers the elephants a walk, but warns the children that they should freeze when they hear the word “stop.” The speech therapist pronounces the words: elephant, moan, stop, drain, stop, stand, knock, hear, elephant, stop, chair, stop, stop. The child whose elephant was the most attentive wins.

"Listen, look."

Equipment: subject pictures of a teddy bear, a bear, a girl.

Description of the game: the speech therapist puts pictures on the board and gives the task: “I will name two words. Repeat only the word that has a picture.” The speech therapist names pairs of words: bear - fly, Mashenka - cherry, Mishutka - lattice.

"Funny Ball"

Equipment: ball.

Description of the game: children stand in a semicircle, the speech therapist takes turns throwing the ball to the children, pronouncing the syllables one at a time (pa, ba, po, bo, ta, yes...). Children return the ball by repeating the named syllables.

“Catch the right sound with a clap.”

Instructions: If you hear the sound [K] of the word, clap your hands. Words: [K]ran, sea[K]ov, hut, boot[K]. . .

The same with any other sounds:

Ш – cat, hat, mask, pillow...; S – dog, paints, horse, socks, nose...

R - hands, paws, Motherland, shelf, mug...; L – shovel, bark, words, pilaf...

"Red White".

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, they should raise a blue one.

"Hunters".

Description of the game: a speech therapist invites children to learn to catch sounds. He asks the children to pretend that they are sleeping (so as not to be startled by the sound): put their heads in their hands, close their eyes. “Wake up” (sit up straight) when you hear the desired sound among other sounds.

“Come up with words for the given sound.”

To begin with, it is better to give only vowel sounds (a, o, u, and) - watermelon, hoop, snail, needle, etc.

Then the consonants (r, s, sh, l, p, b, etc.)

“Name the same sound in words.”

The speech therapist pronounces three or four words with a given sound: sled, bone, nose - the children must name the same sound (s) that is in these words.

“Answer – slowly.”

Offer several tasks for intelligence, check how children have learned to hear and highlight certain sounds in words.

Think of a word that begins with the last sound of the word palas.

Remember the name of domestic animals, which would have the last sound of the word nose (dog, pig...)

Choose a word so that the first sound is m and the last sound is a (Masha, car, fly...)

What word will you get if you add one sound to the syllable rho? (Mouth, rum, horn...)

Make up a sentence in which all words begin with the sound p (Petya gave Pavlik a pyramid.)

Find in the group objects whose names contain the sound k (pencils, book, pen, cubes...)

“Correct Dunno’s mistakes.”

Dunno was visiting his grandmother in the village and this is what he saw there. Listen carefully and correct mistakes.

The scythe jumped over the fence.

Kola produces delicious milk.

The rosh is chewing juicy grass.

The hummock catches the mouse.

The dog is guarding the house.

“Identify the shortest word by ear.”

Words are selected in accordance with the topic of the lesson, and you can also give a task to determine the longest word. Builder, mason, house, glazier.

“Say the opposite.”

The speech therapist pronounces two or three sounds, and the children must pronounce them in reverse order.

"Catch a fish."

Equipment: metal clips, small object pictures (the depicted object is cut out in outline), a box and a fishing rod with a magnet from the game “Catch a Fish”. Paper clips are attached to subject pictures.

Description of the game: children take turns catching various objects with a fishing rod. They call them. Determine whether the absence of a required sound in the name (for example, p), its place in the word (at the beginning, in the middle or at the end of the word). For the correct answer, the child receives a point. The one who scores more points wins.

"Chains of words."

"Be careful!"

Goals of the game: stimulate auditory attention, teach you to quickly and accurately respond to sound signals, develop phonemic hearing.

Children walk to “March” by S. Prokofiev. Then, for a word that begins with one of the differentiated sounds (for example, when working on the topic “Differentiation - [F]”, with the word “Bunnies”) pronounced by the leader, the children should start jumping, for the word Zhuki - freeze in place, “Zina ” - jumping, “Giraffe” - frozen in place, etc.

“Listen to the claps and choose the syllables”

2 people or 2 small teams play.

Goals of the game: development of attention distribution, phonemic hearing.

Letters representing vowel sounds are placed on the typesetting canvas.

Instructions:

“If I clap my hands once LOUDLY (like this), I must quickly compose and say a syllable starting with 3, for example: FOR, ZU, ZI, etc.

If I clap once QUIETLY (like this), I need to make up and say a syllable ending in 3, for example A3, UZ, IZ, etc.

If I clap my hands twice LOUDLY (like this), I need to quickly compose and say a syllable starting with Zh, for example: ZHA, ZHU, ZHI, etc.

And if I clap QUIETLY twice (like this), I need to make up and say a syllable ending in Zh, for example AZH, UZH, IZH, etc.”

“Listen and repeat!”

Goals of the game: development of phonemic hearing, ability to regulate and control speech activity.

The speech therapist writes on the board 2 syllables with differentiated sounds, for example: ZA- and ZHA-.

One player must invite the other to repeat an arbitrary sequence of 3-6 repeated syllables, for example: ZA-ZA-ZHA-ZA.

His “opponent” must repeat this sequence exactly, and the asker must evaluate the correctness. The judge is a speech therapist.

As the game becomes more complex, both the syllables with differentiated consonants and their sequence are set by the players themselves.

The player or team that makes the fewest mistakes and selects the most syllables wins.

“If you hear it, stop!”

Goals of the game: development of auditory attention, phonemic hearing, phonemic perception.

A forbidden sound is assigned (for example, [C]). Children stand in a line facing the speech therapist at a distance of 7-9 steps. The speech therapist calls the words out loud. For each word, the players must take a step forward, except for the case when the word contains the sound C in any position. In this case, you must skip this step.

MDOBU Kindergarten "Fairy Tale" p. Ermekeyevo - branch of MDOBU kindergarten"Sun" s. Ermekeyevo municipal district

Ermekeevsky district of the Republic of Belarus

Card index of games and exercises for the development of phonemic hearing and perception.

Educator: Kozlova O.M.