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Practical games and exercises to develop phonemic awareness
Practical games and exercises to develop phonemic awareness
1. “If you hear it, clap”. Goals: develop auditory attention, phonemic awareness.
Move games. An adult pronounces a series of sounds (syllables, words; a child with his eyes closed, hearing a certain sound, claps his hands.
2. "Who is bigger?" Goals: , auditory attention.
Move competitive games. Children select words that begin with a given sound. (Repetitions are not allowed.)
3. "Attentive Listener"(or "Where is the sound?"). Goals: develop phonemic awareness, attention.
Move games. The adult pronounces the words, and the children determine the place of the given sound in each of them.
4. "The Right Word". Goals: , phonemic representations, phonemic analysis.
Move games. On instructions from an adult, children pronounce words with a certain sound at the beginning, middle, and end of the word.
5. "Sharp Eye". Goals: develop phonemic awareness, phonemic analysis, attention.
Move games. Children are asked to find objects in the environment that have a given sound in their names and determine its place in the word.
6. "Wonderful artist". Goals: develop phonemic awareness, phonemic analysis, attention, fine motor skills.
Move games. Draw pictures for the indicated sound at the beginning, middle, and end of the word. Under the pictures, based on the level of knowledge of the children, it is proposed to draw a diagram of the word in the form of a line or a diagram of the syllables of a given word, in which each syllable is indicated by an arc, and indicate the location of the sound being studied*.
7. "Memory". Goals: develop auditory attention, memory.
Move games. The adult pronounces a series of words, and the children remember and repeat. The first task consists of two words, then their number gradually increases (three, four, five, etc., For example:
garden-sleigh juice-shock
bag-soup-boots hat-son-fur coat When selecting appropriate speech material during games it is possible to carry out work on automation and differentiation of sounds, development of phonemic awareness, phonemic representations.
8. "Beads". Goals: develop phonemic awareness, analysis, auditory attention, memory. Move games. After the words presenter:
Beads scattered.
We will collect them, string them on a thread
And we will find the word. -
participants games along the chain they pronounce with lova- "beads" to a specific sound (no repetitions, For example:
to the sound [R] - rainbow-rocket-loaf-par-hand -. to the sounds [R]-[L] - crayfish-lamp-nora-onion-fish-soap -.
9. “Repeat and add”. Delhi: develop auditory attention, memory.
Move games. The first player pronounces a word, the second, repeating it, adds his own, etc. Each participant increases the row by one word. The game stops and starts again after one of the players changes the sequence of words, For example: to the sound [Zh] -
beetle, toad
beetle, toad, snakes
beetle, toad, snakes, hedgehogs, etc.
10. "Add the sounds". Goals: develop phonemic synthesis, auditory attention, memory.
Move games. The adult pronounces a series of sounds, and the children pronounce the syllables or words made up of them, For example:
[DAD; [N], [O], [S] - NOSE.
11. "Say it the other way around". Goals: develop phonemic awareness, phonemic representations, analysis and synthesis, auditory attention and memory.
Move games. The adult pronounces two or three sounds, and the children must pronounce them in reverse order.
Option 1 - with vowel sounds A, U - U, A I, O -. (Oh, I) U, O, A - A, O, U E, Y, I-. (I, Y, E)
Option 2 - with hard consonants
PA - AP AP - PA
BY -. (OP) OP-. (BY)
PU -. (UP) YP -. (PY)
PE-. (EP) UP -. (PU)
PY -. (YP) EP -. (PE)
Option 3 - with hard and soft
consonant sounds
PA - PIA PIA - PA
PU -. (PU) PI -. (PY)
PE-. (PE) PY -. (PU)
BY-. (PYo) PYO-. (BY)
PY -. (PI) PE -. (PE)
The game is for phonemic exercises hearing and hearing accuracy perception
You can play together or in a large group. Before the game, the adult turns to children: “Have you ever heard an echo? When you travel in the mountains or through a forest, pass through an arch or are in a large empty hall, you can encounter it. That is, you, of course, will not be able to see it, but you can hear it - you can, if you you say: “Echo, hello!”, then it’s for you will answer: “Echo, hello!”, because he always repeats exactly what you tell him. Now let's play echo."
Then they appoint a driver - “Echo”, who must repeat what he is told. Start with simple words, then move on to difficult and long ones (for example, "ay", "rather", "windfall"). Use foreign words in the game, without forgetting to explain their meaning (for example, “Hallo, monkey!” - “Hello, monkey”). Try offering poetic and prose phrases for repetition. (I came to you with greetings, to tell you that the sun has risen!). If “Echo” answered correctly 5 times, appoint the next participant as the driver in the circle. games.
13) Enchanted word
The game promotes development of phonemic hearing and sound analysis of language
The adult presenter tells the children a story about an evil wizard who enchants words, and therefore they cannot escape from the wizard's castle. Words do not know what sounds they are made of, and this must be explained to them. As soon as the sounds of a word are correctly named in the right order, the word is considered saved, free. The game is played as an ordinary role-playing game, and the adult, as the only literate one, always remains the leader, children play the role of saviors, and one of the participants represents the evil wizard, who is absent from the castle from time to time; it is then that the letters can be saved.
The adult names the word - the victim of imprisonment, and the saviors must clearly repeat the sounds that make up it. It is necessary to ensure that they are pronounced carefully, with all vowels pronounced. They start with simple three or four letter words, then complicate the “enchanted” words. For example, we “disenchant” the word “apple” - “I, b, l, o, k,
13)Sounding pictures
Game for development of phonemic hearing and language
For games cards are used with images of objects mentioned in the sentences below. You can play with regular lotto, but in this case you need to modify the offers. The adult names the sentence, and the child finds cards with the items that were mentioned in this sentence. If the child cannot do this, you need to help him, but in this case he cannot pick up the cards. The game continues until the cards run out or the child gets tired.
Example sentences
At the sound of C, the Wasps flew into the bag.
The beads were brought on the plane.
To sound 3 The goat is grazing near the fence.
The hare keeps his mouth shut.
At the sound of T, the chicken hatched from the egg.
Heron and chicken are birds.
For the sounds C, 3, C, the cucumbers were weighed on the scales.
Wasps bite chickens.
An owl is sitting on a nest.
At the sound of Sh, the mouse hid in the closet.
The cones are stored in a bag.
To the sound J The gun and skis are stored in the barn.
The beetle and the toad are animals.
To the sounds Ш and Ж The gun hangs in the closet.
The knives are placed in a bag.
For the sound Ch A teapot and a cup are needed for tea.
The suitcase opens with a key.
To the sound Ш Pliers and tongs are tools.
Pike and bream are different fish.
To the sound L, they dug up a bed for onions with a shovel.
A saw and a shovel are needed in the village.
They bought a pen for the sound R.
Fish and crayfish live in water.
To the sounds R and L, Pisces swim under the boat.
The squirrel is hiding in a hollow.
Confusion
Game for development sound discrimination
Draw your child's attention to how important it is not to confuse sounds with each other. To confirm this idea, ask him to read (or read it to him yourself if he doesn’t know how yet) the following comic sentences.
The Russian beauty is famous for her goat. A mouse drags a huge mound of bread into a hole. The poet finished the line, At the end he put his daughter.
Ask your child, what did the poet mix up? What words should be used instead of these?
14) Living alphabet
Game for development sound discrimination
The same cards are laid out face up in front of the children on the table. Two cards with letters are also used. On command, children must select objects whose names include this letter and arrange them into piles. The one wins who will pick up more cards. The game continues until they are all taken apart. Couples letters: 3-F, Ch-C, L-R, S-C, Ch-S, Shch-S, S-3, Sh-Zh.
We'll fix your broken phone
Game for development of phonemic hearing
It is best to play with three people or an even larger group. Exercise is a modification of the well-known games"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 be careful to ensure that differences, distortions reproduced correctly by the child.
Abstract: 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 hearing in children is the key to successful learning to read and write, and in the future, foreign languages.
Games to develop phonemic awareness
"Typewriter"
Goals of the game: development of active attention and phonemic analysis.
Each player is assigned a letter of the alphabet. Then you come up with one word or a phrase of two or three words. At a signal, the children begin to print: the first “letter” of the word stands up and claps their hands, then the second, etc. When the word is printed, all the children clap their hands.
"Be careful!"
Goals of the game: stimulate auditory attention, teach 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, children should start jumping, for the word Zhuki - freeze in place, “Zina ” - jumping, “Giraffe” - frozen in place, etc.
“Count the letters and make a sentence”
Play from 3 to 6 participants.
Goals of the game: development of skills in phonemic analysis, memory, attention distribution, ability to work with deformed text.
Children line up and count out in order, loudly repeating their serial number. The speech therapist names a sound; a word that has this sound.
Children must determine the place of the sound in this word, and the player moves one step forward from the row, whose serial number coincides with the serial number of the sound in the word. He must break his word.
The remaining children in the row are counted out in order again, and this is repeated again until only one player remains.
All children repeat their words loudly, and the last one must make a sentence from these words and arrange the players accordingly.
“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.”
The player or team that makes the fewest mistakes and selects the most syllables wins.
"Repeat after me"
Purpose of the game: development of motor-auditory memory.
Children stand near the leader's table. The presenter invites one child to clap everything that the presenter taps for him with a pencil. The rest of the children listen carefully and evaluate the performance with their movements: they raise their thumb up if the claps are correct, and lower it down if they are incorrect.
Rhythmic phrases should be short and clear in structure.
“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.
“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.
The first students to reach the speech therapist lose.
Below is a collection of educational games that have proven to be most effective in the joint work of a speech therapist and an educational psychologist.
“What do you hear?”
Purpose of the game: to develop the ability to quickly concentrate. 1st option. The presenter invites the children to listen and remember what is happening outside the door. He then asks to tell what they heard.
2nd option. At the leader’s signal, the children’s attention turns from the door to the window, from the window to the door. Then each child must tell what happened where.
"Canon"
Purpose of the game: development of volitional attention.
Children stand behind each other. Hands lie on the shoulders of the person in front. Having heard the first command, the first child raises his right hand up, the second - the second, etc. When all the children raise their right hands, at the next command they begin to raise their left hand in the same order. Having raised their left hand, the children also take turns lowering their hands down to the command.
Krasnova Nina Andreevna,
teacher speech therapist
Dina Fomina
Card index of games for the development of processes of phonemic perception, analysis, ideas
Card index of games for the development of processes of phonemic perception, analysis, ideas
Games - tasks for the development of phonemic awareness
Game "Find the picture"
Procedure: pictures are laid out in front of the child, the names of which are similar in sound. The speech therapist names the pictures in random order, and the child is asked to select and arrange the pictures in the order they are named.
Instructions: “Look carefully at the pictures. I will name the pictures, and you find them and put them in a row one by one.”
Linguistic material: words - cancer, varnish, poppy, tank.
Equipment: subject pictures depicting cancer, poppy, tank, varnish.
Methodological recommendations: pictures can be laid out on a desk, on a blackboard (magnets, flannelograph, inserted into speech therapy aids with pockets, etc. You can complicate the task by calling several pictures at once, the child must remember the sequence and arrange them in the correct order.
Game "Who is more"
Goal: to develop phonemic awareness.
Procedure: the child is asked to look at the plot picture, find and name as many objects as possible with a given sound.
Instructions: “Look at the picture and name all the objects with the sound [s].”
Linguistic material: sand, sandbox, sundress, dump truck, bus, wheel, stroller, beads, scarf, bag, pump, pistol, saber, soldier, scoop, bench, pole, wasps, plane, bushes, pacifier, socks.
Equipment: a plot picture with a large number of objects whose names contain a given sound.
You can offer a picture in a file so that the child can cross out already found items with a marker.
You can increase the task by offering a similar picture with several items missing. The child will need to find what is missing (develops visual attention).
Game "Gluttonous Frog"
1. develop phonemic awareness.
2. form a phonemic representation based on phonemic perception.
Equipment: frog made from green plastic bottles, white caps with a mosquito image glued on.
Progress:
1. An adult pronounces syllables, words containing a given sound. A child treats a frog with a mosquito if he hears a syllable or word with the sound Z.
2. An adult offers the child to feed the frog. To do this, you need to come up with or repeat a syllable (word, sentence) with a given sound. After which the frog can be treated to one mosquito. The game continues until all the mosquitoes are eaten.
Instructions:
1. “Feed the frog a mosquito if you hear the sound [. ] in a series of words/syllables.”
2. “Come up with a word with the sound [. ] and feed the frog a mosquito.”
Games - tasks for the development of phonemic analysis processes
Game "Hidden Sound"
Goal: to develop phonemic analysis, the ability to determine the location of a sound.
Procedure: the child is asked to determine where a given sound is located in a series of sounds and move the button on the sound line to the beginning, middle or end.
Instructions: determine where the sound [a] is located in the rad: i - y - a. Move the button to the beginning, middle or end of the ruler.
Equipment: sound line.
Linguistic material: sounds [i], [u], [a].
Methodological recommendations: sound lines can be varied in design. For example, with images of animals: the head in the first cell, the body in the second, the tail in the third. The body parts here symbolize the beginning, middle and end of the ruler.
Game "Before and After"
Goal: to develop phonemic analysis, the ability to determine the place of a sound in relation to other sounds of a word.
Procedure: the child is asked to determine and name which sound is after or before a given sound in a word.
Instructions: "Name the sound that comes after the sound [l] in the word stick. Name the sound that comes before the sound [l] in the word stick"
Game "One after another"
Goal: to develop phonemic analysis, the ability to determine the sequence of sounds in a word.
Procedure: the child is asked to sequentially name all the sounds in a given word. If the child is familiar with letters, you can offer to lay out the letters in the same sequence in which the sounds in the word are pronounced.
Instructions: “Name all the sounds in the word in sequence.” / “Place the letters in the same sequence in which I pronounce the sounds in the word.”
Equipment: set of letters.
Games - tasks for the development of phonemic representation processes
Game "Where is the sound hidden?"
Procedure: Children sit on the floor in a circle. In the center on the carpet there are cards with the pictures facing up. The speech therapist asks the children to take turns finding a picture in the name of which the given sound is at the beginning of the word, then in the middle and at the end. For each correct answer you can give out a token.
Instructions: “Take turns, find a picture in which the sound [. ] is at the beginning of the word.”
Equipment: subject pictures in the name of which there is a given sound at the beginning, at the end and in the middle of the word.
Game "Funny Tables"
Goal: to form a phonemic representation based on phonemic analysis (determining the place of a sound in a word).
Procedure: the child is asked to determine where the given sound is in the name of the proposed card and draw a corresponding diagram under it.
Instructions: determine where the sound is [. ] in the names of the pictures. Draw a diagram under the picture in the empty cell.
Equipment: tables with pictures, in the name of which the given sound is at the beginning, middle and end of the word.
Game "Houses"
Goal: to form a phonemic representation based on phonemic analysis.
Procedure: the child is asked to arrange the pictures into 3 houses (triangles made of cardboard with the numbers 3, 4, 5.) according to the number of sounds in the names of these pictures.
Instructions: “Arrange the pictures into houses. Place pictures in this house whose names have 3 sounds, this one has 4 sounds, this one has 5 sounds.”
Equipment: a set of subject pictures, the names of which have 3, 4 and 5 sounds, cardboard triangles with the numbers 3, 4, 5.
Games and tasks for the development of phonemic synthesis.
Game "What happened?"
Progress of work: The speech therapist pronounces sounds in an undisturbed sequence and invites the child to make one word from them.
Instructions: “Listen to the sounds, think and make a word out of them.”
Linguistic material of the word: poppy, com, house, current, cat, cancer, hand, puddle, book, mail, etc.
Game "Sounds quarreled"
Progress of work: The speech therapist pronounces sounds in a broken sequence and asks the child to compose one word from them.
Instructions: “The sounds quarreled, put them next to each other to make a word.”
Linguistic material of the word: house, juice, paw, rose, shelf, cat, etc.
Game "Confusion"
Goal: to form phonemic synthesis.
Progress of work: The speech therapist invites children to compose words from syllables given in disorder.
Instructions: “The syllables are mixed up! Think and make a word from these syllables.”
Linguistic material:
Ko-lo-mo - milk
Sha-ka - porridge
Ba-shu - fur coat
La-ko - Kolya, etc.
Publications on the topic:
Formation of phonemic analysis and synthesis in children of senior preschool age with ODD in a speech center The main contingent of children enrolled in the speech center has a speech therapy conclusion: OHP level III. The main feature of which is.
Games and exercises to develop phonemic awareness and sound analysis skills 1 slide. Good afternoon, dear colleagues. My name is Nosova Anastasia Aleksandrovna. The topic of my speech is Games and exercises for development.
Consultation for parents “Games and exercises for the development of phonemic awareness” It is possible to prepare a child well for school and create the basis for learning to read and write only through serious work on the development of phonemic awareness.
Speech is the main form of human interaction with the outside world. Therefore, in a preschool institution the main attention is paid to it.
Games to develop phonemic awareness
The most effective methods for developing phonemic awareness are games. Therefore, you should use the following types of games and exercises in your classes.
“When you hear it, clap.”
Progress of the game: the adult pronounces a series of sounds (syllables, words), the child, with his eyes closed, hears a certain sound and claps his hands.
"Who is bigger?"
Goals: To develop phonemic awareness, auditory attention.
Progress of the game - competition: Children select words that begin with a given sound. (Repetitions are not allowed.)
"Attentive Listener" (or "Where is the Sound?")
Goals: develop phonemic awareness, attention.
Progress of the game: the adult pronounces the words, and the children determine the place of the given sound in each of them.
"The right word."
Goals: to develop auditory attention, phonemic perception.
Progress of the game: On instructions from an adult, children pronounce words with a certain sound at the beginning, middle, and end of the word.
"Keen Eye"
Goals: Develop phonemic awareness, attention.
Progress of the game: Children are asked to find objects in the environment whose names contain a given sound, and determine its place in the word.
"Wonderful artist."
Progress of the game: draw pictures for the indicated sound at the beginning, middle, end of the word. Under the pictures, based on the level of knowledge of the children, it is proposed to draw a diagram of the word in the form of a line or a diagram of the syllables of a given word, in which each syllable is indicated by an arc and indicate the location of the sound being studied.
"Memory"
Goals: develop auditory attention, memory.
Progress of the game: The adult pronounces a series of words, and the children remember and repeat. The first task consists of 2 words, then their number gradually increases (3,4, 5, etc.), for example:
Garden - sleigh
Juice - shock
Bag – soup – boots
Hat - son - fur coat
When selecting appropriate speech material during the game, work can be done to automate and differentiate sounds, develop phonemic perception, and phonemic concepts.
Goals: to develop auditory attention, memory, phonemic awareness.
Progress of the game: after the words of the presenter:
The beads have scattered... we will collect them, string them on a thread, and find the word - the participants in the game pronounce words in a chain - beads for a certain sound (without repetitions), for example:
For the sound R - rainbow - rocket - loaf - steam - hand - .....np sounds
R - L - crayfish - lamp - hole - onion - fish - soap.....
"Repeat and add"
Goals: To develop auditory attention and memory.
Progress of the game: the first player pronounces a word, the second, repeating it, adds his own, etc. Each participant increases the row by 1 word. The game stops and starts over after one of the players changes the sequence of words, for example: to the sound Ж-
Beetle, toad
Beetle, toad, snakes
Beetle, toad, snakes, hedgehogs, etc.
“Add sounds.”
Goals: to develop phonemic awareness, attention, fine motor skills.
Progress of the game: The adult pronounces a series of sounds, and the children pronounce the syllables or words made up of them, for example: P, A-PA; N,O,S-NOS
"Say it the other way around"
Goals: to develop phonemic perception, ideas, auditory attention, memory.
Progress of the game: An adult pronounces 2-3 sounds, and children must pronounce them in reverse order.
Option 1 - with vowel sounds A, U-U, A, A, I, O-….(O,I)U, O,A_A, O,U,E,Y,I-…(I,Y,E )
Option 2 – with hard consonants
Option 3 - with hard and soft consonants
PYO -….(PO)
PE -….(PE)
Games and exercises that develop
phonemic skills perception.
The formation of grammatically correct, lexically rich and phonetically clear speech in children is one of the most important tasks in the system of teaching a child their native language in a preschool educational institution, in the family. It is possible to prepare a child well for school and create the basis for learning to read and write only through serious work on the development of phonemic awareness. The theory and practice of pedagogical work convincingly prove that the development of phonemic processes has a positive effect on the development of the entire speech system as a whole. With systematic work on the development of phonemic hearing and perception, preschoolers perceive word endings, prefixes, common suffixes much better, identify prepositions in a sentence, etc., which is so important when developing reading and writing skills.
Phonemic awareness – This is the ability to distinguish phonemes and determine the sound composition of a word. How many syllables are in the word MAC? How many sounds does it have? What consonant comes at the end of the word? What is the vowel in the middle of the word? It is phonemic perception that helps to accurately answer these questions.
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. But not all children clearly distinguish certain groups of sounds by ear; they often mix them up. This applies mainly to certain sounds, for example, the sounds s-ts, s-sh, sh-zh and others are not differentiated by ear.
The development of phonemic processes is divided into several sections.
1. Perception and discrimination of non-speech sounds.
2. Perception and differentiation of speech sounds:
*Exercises to identify shortcomings of sound-letter analysis.
a) Come up with words or select pictures whose names begin with a certain sound, for example, the sound “s”.
* Comparison of words (identifying orientation to the form of a word in a situation where the comparative length of words is opposite to the comparative length of objects denoted by these words).
Let's compare words with you. I will tell you two words, and you must answer me, which of these words is longer, which is shorter?
Compare the words “pencil” and “pencil”. Which of these words is shorter? Why?
Which of the two words is longer: the word “boa constrictor” or the word “worm”?
Which word is longer: the word “minute” or the word “hour”? Why?
Which word is shorter: the word “tail” or the word “tail”? Why?
* Soft sounds.
3. Development of skills in elementary sound analysis and synthesis:
How can I help my child with this?
Playfully, of course!
Speech is a complex function, and its development depends on many factors. The influence of others plays a big role here - the child learns to speak from the example of the speech of parents, teachers, and friends. Those around you should help the child develop correct, clear speech. It is very important that from an early age a child hears correct, clearly sounding speech, from which his own speech is formed.
Target games and exercises given below - develop phonemic perception, elements of sound analysis.
Exercise “Clap your hands.”
Target: develop phonemic hearing skills, the ability to isolate [a] from a number of vowels, syllables, words (initial stressed position).
Speech material: o, a, y, and, o, a, and, o, s, e;
al, mind, in, ap, ut, he; arch, ears, stork, angel, Alya.
Description. The child is asked to clap his hands when he hears [a].
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 syllablesze in a word Zoya, ve - in a word Vadik ).
Name the last sound in the word.
Visual material: pictures (bus, goose, chick, cloak, 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 soundry, but not R). When all the pictures have been examined, the teacher suggests putting pictures in which the names of objects end with a hard consonant on one side, and on the other side – with a soft consonant. Children who do not clearly pronounce sounds are asked to clearly pronounce the consonant sounds at the end of the word.
Game "Colorful Baskets".
Target: develop phonemic awareness skills, differentiation of sounds [a], [y] in words.
Material: pictures of a stork, aster, arch, duck, beehive, ears (hare), pike, clouds, potatoes, eyes, spoons
Description. On the typesetting canvas there are red and yellow baskets. The letter A is depicted on the handle of the red basket, and the letter U is depicted on the yellow one. Subject pictures stand separately. The teacher invites the children to look at the pictures, think about whether their names contain sounds [a], [у]. Children are asked to silently place the corresponding pictures into baskets. The teacher interrupts the game only if the child makes a mistake. Once it is corrected, the game continues.
Exercise “Raise the Signal.”
Target: teach children to isolate the sound [b] from a number of sounds, syllables, words (beginning and middle).
Speech material: b, t, k, b, m, n, b, p, t, b;
pa, bu, but, mu, ba, bo, pu, bu;
bun, stick, barrel, current, flour, fish, bun, puma.
Description. Children are asked to pick up the letter B or a chip when they hear the corresponding sound.
Exercise “The duckling is walking.”
Target: develop the skill of positional analysis in words.
Speech material: words: tail, moss, robe, bay, ottoman, withered, bread, brushwood, fir, illness.
Description. In front of each child there is a strip divided into three parts. Children receive a small plastic duckling. The teacher explains that he will pronounce the words, and the children will place the duckling at the beginning, middle or end of the strip, depending on where the sound [x] is located in the spoken word (at the beginning, in the middle, at the end).
Exercise "Magic Clock".
Target: develop skills in differentiating consonants [v], [f] in words.
Description. On the large magnetic clock there are pictures, the names of which contain the sounds [v], [f]: carriage, flag, apron, wolf, pheasant, uniform, gate, football player, water, crow. The speech therapist invites the children to look at the images, go to the clock and show with one arrow the picture with the sound [v] in the title, and the other with the sound [f].
Exercise “Colorful circles”.
Target: improve the skill of sound analysis of words, the ability to differentiate vowel and consonant sounds, teach children to work with handouts (plastic circles in red and blue colors).
Speech material: words: mouth, juice, smoke, varnish, cancer.
Description. The speech therapist shows the children pictures, asks them to name the image and offers to perform a sound analysis of these words. Children perform analysis and lay out word patterns.
Exercise “Name the vowels.”
Target: improve the skill of phonemic perception, the ability to differentiate vowels and consonants.
Speech material: words: thread, scissors, spool, needle, thimble, machine, knitting needles, chalk.
Description. The teacher invites the children to listen to the words and name the vowels.
Game "Balloons".
Target: develop auditory-pronunciation differentiation in words.
Material: glass, castle, rose, cactus, star, vase, beads.
Description. The picture shows girls (Zoya and Sonya) holding balloons in their hands. Children are invited to decorate balloons by choosing the appropriate pictures from the handout: Zoe - with the sound [z], Sonya - with the sound [s].
Game "Let's build a pyramid."
Target: develop the ability to determine the number of sounds in words.
Material: 1) Drawing of a pyramid made of squares. At the bottom of each square there are pockets for inserting pictures. There are 5 squares at the base of the pyramid, and two squares at the top. 2) Subject pictures, the names of which include from two to five sounds: hedgehog, mustache, poppy, cancer, beetle, cheese, ear, lump, catfish; fish, vase, rose, fox, duck, toad; bag, hat, branch, cup, shoes, jacket, bowl, cat, mouse.
Description. The teacher demonstrates the pyramid and explains: “We will “build” this pyramid from pictures. At the top there should be pictures whose names consist of one syllable, below - two, and even lower - three. How many pockets are there at the base of the pyramid? How many syllables are there in such words?
Exercise “Listen and add.”
Target: develop the skill of sound-letter analysis and reading vowel mergers.
Description. Each child has plastic letters on the table: A, U, O. The teacher pronounces a combination of vowels: [AU], [UA], [AO], [OA], [UO], [OU], and the children lay out these combinations from letters and read. They name which sound they pronounced first and which sound they pronounced second.
Exercise “The vowel is lost.”
Target: develop visual attention and sound-letter analysis skills.
Description. On the magnetic board there are pictures depicting a poppy flower, a cat, a whale and cards:
A 
) with vowels a, i, o:
b) with the words: m.k, k.t, k.t.
The speech therapist invites children to think about which vowel letters should be inserted into words. When children fill in the letters, the cards are placed under the corresponding pictures.
Exercise "Living Letters".
Target: consolidate the skills of sound-letter analysis of words: poppy, cat, whale, kok, com.
Description. The teacher attaches cards with letters to the children’s chests. Children call them. Then the teacher shows the picture, the children name it and line up so that it gets its name.
Exercise "Divide and Take".
Target: develop the skill of syllabic analysis of words.
Description. A set of pictures depicting a table, chair, wardrobe, sofa, bed, armchair, sideboard, cabinet, chest of drawers is displayed on the typesetting canvas. The teacher invites the children to look at the pictures, pronounce the words, clapping the number of syllables in the names of the furniture. The person who correctly divides the word into syllables gets the picture.
Game with ball "Catch and count."
Target: develop skills in dividing words into syllables.
Speech and didactic material: words: willow, poplar, ash, pine, spruce, maple, oak, aspen, birch; ball of small diameter.
Description. Children stand in a circle. The teacher throws the ball to one of the children, saying the name of the tree. The child catches the ball and, throwing it to the teacher, pronounces the word syllable by syllable and names the number of syllables in it.
Find and say the right word.
The teacher suggests highlighting and naming only those words that contain the given sounds.
WITH Dad bought Lena a sled.
A bus is moving along the road.
In spring nature comes to life.
A house above the river, the bright strip
There was a light in the windows, He lay down on the water.
( A. Pleshcheev. " On the shore")
Z 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 -
Wants to meet.
(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 the words with soundw . Which sound? And Larisa will raise her hand only when she hears words that contain soundand . 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 soundw, 5 – with sound and , 5 – where these sounds are not present). 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 invites two children to select words: one with soundw, to another - with soundand. 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.
What sound is there in all the words?
The teacher pronounces three or four words, each of which has one of the sounds being practiced:fur coat, cat, mouse - and asks the children what sound is in all these words. Children name the soundw . Then he asks to determine what sound is in all the words below:beetle, toad, skis - and; kettle, key, glasses – h; brush, box, sorrel - sch; braid, mustache, nose- With; herring, Sima, elk - sya; goat, castle, tooth – h; winter, mirror, Vaseline – з; flower, egg, chicken - c; boat, chair, lamp – l; linden, forest, salt – l; fish, carpet, wing – R; rice, strength, primer - ry.
The teacher makes sure that children pronounce sounds clearly and correctly name hard and soft consonants.
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 starts with the last sound of the wordtable.
Remember the name of the bird, which would have the last sound of the wordcheese. (Sparrow, rook...)
Choose a word so that the first sound isTo, and the last one - w. (Pencil, reed...)
What word will you get ifBut - add one sound?(Knife, nose...)
Make up a sentence in which all words begin with a soundm. ( Mom washes Masha with a washcloth.)
Find objects in the room that have a second sound in their names.u. (Paper, pipe, Pinocchio...)
