Card file of didactic games for the development of phonemic hearing and perception. Didactic games for the formation of phonemic processes

Natalia Glotova
Didactic games for the formation of phonemic processes.

The use of game technologies in the work on the formation of phonemic processes in children of senior preschool age in the conditions of a logopoint.

To overcome phonetic-phonemic disorders, it is necessary to develop phonemic perception and hearing.

phonemic hearing- the ability to auditory perception of speech, phonemes. Phonemic hearing is essential for mastering the sound side of the language; phonemic perception is formed on its basis.

Phonemic perception is the ability to distinguish speech sounds and determine the sound composition of a word.

Developed phonemic processes are an important factor in the successful formation of the speech system as a whole.

The lack of formation of phonemic hearing negatively affects the formation of sound pronunciation, the child not only poorly differentiates some sounds by ear, but also does not master their correct pronunciation.

Violation of phonemic perception leads to specific deficiencies in pronunciation, which indicates the incompleteness of mastering the sound side of the language, negatively affects the formation of children's readiness for the sound analysis of words, and causes difficulties in mastering reading and writing.

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

Sound pronunciation is closely related to speech hearing. To do this, it is necessary to form good diction in children, that is, the mobility of the articulatory apparatus, which ensures a clear and clear pronunciation of each sound separately, as well as the correctness and continuity of pronunciation.

The child must be aware of the sound structure of the language - this is the ability to hear individual sounds in a word, to understand that they are arranged in a certain sequence. A child with a lack of pronunciation does not have this readiness.

A game - the leading type of activity in preschool age.

With the help of game means, a game situation is created, the knowledge of children is updated, the rules are explained, additional stimulation of game and speech activity is formed, conditions are created for the emergence and strengthening of cognitive motives, the development of interests, and a positive attitude towards learning is formed.

The use of gaming technologies in the work of a speech therapist can improve the success of teaching children with speech disorders.

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

An analysis of the state of phonemic perception in children of Nursery School No. 69 of AOA "AVISMA", enrolled in a speech center at the beginning of the school year, showed that out of 26 children, 16 had underdevelopment, which accounted for 61% of the total number of children.

The children experienced difficulty in repeating the rows of their 3 syllables with consonant sounds that were oppositional in voiced-deafness. Among the mistakes, there were substitutions and mixing of sounds, a change in the structure of the series, the transfer of syllables and words from the previous series to the spoken one.

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

From all of the above, we can conclude:

1. Children have a low level of development of phonemic perception. They are characterized by impaired perception not only of sounds that are disturbed in pronunciation, but also of correctly pronounced ones. Differentiation of consonants, oppositional in voicedness-deafness, is more difficult for children than distinguishing consonants in hardness - softness, in place and method of formation.

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

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

She outlined corrective work to overcome violations of the development of phonemic perception in children of older preschool age with phonetic and phonemic underdevelopment of speech in a preschool speech therapy center in three stages. At each stage, she determined the use of games and game techniques to increase the effectiveness of corrective action.

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

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

Games used in correctional work at stage 1.

- Distinguishing non-speech sounds.

Game "Silence"

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

Game "Guess what I play"

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

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

Game "Recognize by sound"

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

The game "Noise cans".

Purpose: to exercise in determining the type of cereal by ear.

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

The game "Where did you slam?", The game "Where did you call"

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

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

- differentiation by tempo (fast - slow)

"Who quickly?"

- differentiation by rhythm (rhythmic patterns)

The game "Polyanka".

Purpose: to learn the rhythmic pattern.

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

- Differentiation by the strength of the sound (loud - quiet)

High-low game

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

Quiet-loud game

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

Stage 2 - development of speech hearing.

Games used in correctional work at stage 2.

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

The game "Snowstorm"

Purpose: to teach children on one exhalation to change the strength of the voice from quiet to loud and from loud to quiet.

The blizzards swept over and sang their songs: sometimes quiet, sometimes loud.

The game "The wind blows".

A light summer breeze is blowing: woo (quietly)

A strong wind blew: U-U-U (loudly) You can use pictures.

Loud-quiet game.

Paired toys: big and small. Big ones say words loudly, small ones - quietly.

Game "Three Bears".

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

Game "Close - far."

The speech therapist makes various sounds. The child learns to distinguish where the steamer is buzzing (oooh) - far (quietly) or close (loudly). What kind of pipe is playing: a big one (ooh in a low voice) or a small one (ooh in a high voice).

- differentiation of words similar in sound composition:

Game "Right or Wrong".

1 option. The speech therapist shows the child a picture and loudly, clearly calls what is drawn on it, for example: "Vagon". Then he explains: “I will call this picture either right or wrong, and you listen carefully. If I make a mistake, clap your hands.

Option 2. If the child hears the correct pronunciation of the object shown in the picture, he must raise the green circle, if incorrectly - red.

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

Vitanin, mitavin, fitamin, withanim, vitamin, mitanin, phytavin.

The game "Listen and choose".

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

cancer, varnish, poppy, tank

house, lump, scrap, catfish

goat, braid

puddles, skis

bear, mouse, bowl

The speech therapist calls 3-4 words in a certain sequence, the child selects the corresponding pictures and arranges them in the named order.

Game" "Which word is different?".

Of the four words spoken by an adult, the child must choose and name the word that differs from the others.

Com-com-cat-com

Ditch-ditch-cocoa-ditch

Duckling-duckling-duckling-kitten

Booth-letter-booth-booth

Screw-screw-bandage-screw

Minute-coin-minute-minute

Buffet-bouquet-buffet-buffet

Ticket-ballet-ballet-ballet

Dudka-booth-booth-booth

- differentiation of syllables

The game "Identical or different."

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

The game "Clap".

An adult explains to a child that there are short and long words. He pronounces them, intonation separating syllables. Together with the child, he pronounces the words (pa-pa, lo-pa-ta, ba-le-ri-na, slapping syllables. A more difficult option: invite the child to independently clap the number of syllables in the word.

Game "What's wrong?".

The speech therapist pronounces the rows of syllables "pa-pa-pa-ba-pa", "fa-fa-va-fa-fa" ... The child should clap when he hears an extra (other) syllable.

Game "Alien"

Purpose: differentiation of syllables.

Equipment: alien hat.

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

-differentiation of phonemes.

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

Isolation of vowels from a number of sounds.

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

Recognition of vowels against the background of polysyllabic words.

Isolation of consonants from a number of other sounds.

Recognition of consonants against the background of polysyllabic words.

Air flows freely through the mouth

The sound becomes a vowel

Consonants would be happy to sing

But there are only obstacles in the mouth:

Whisper, whistle, buzz, growl

Gives us language.

The game "What the mouse asks for"

Purpose: to learn to highlight words with a given sound. Develop phonemic analysis and synthesis.

Equipment: toy "bee-ba-bo" - a hare, dummies of products.

Move: Show the children a toy, and say, depicting it: “I am very hungry, but I am afraid of a cat, please bring me products that have the sound A in the name.” Likewise with other sounds.

The game "Tell me a word."

The speech therapist reads a poem, and the child finishes the last word that fits in meaning and rhyme:

Not a bird on the branch -

small animal,

The fur is warm, like a heating pad.

They call him. (squirrel).

The game "The sound got lost."

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

On the road along the village.

Game "Catch the sound". "Catch the Song"

Clap your hands if you hear the sound "m" in the word.

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

Game "Find the Sound"

1 Select subject pictures in the name of which the given sound is heard. The pre-pictures are called adult.

2 According to the plot picture, name the words in which the given sound is heard.

Ball game.

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

Stage 3 Development of the skill of elementary sound analysis and synthesis.

This stage has a certain sequence:

Determining the number of syllables in words of varying complexity

Isolation of the first and last sound in a word

Selection of a word with a proposed sound from a group of words or from

suggestions.

Distinguishing sounds according to their qualitative characteristics (vowel-

consonant, deaf - voiced, hard - soft);

Determining the place, quantity, sequence of sounds in a word

Creative tasks (for example, come up with words with given sounds)

Building Models

The word is divided into syllables

Like slices of an orange.

If the syllables stand side by side -

The words come out:

You- and -kva-, and together "pumpkin".

So- and -wa- so, "owl."

Stressed syllable, stressed syllable

It's named so for a reason...

Hey, invisible - hammer,

Mark him with a blow!

And the hammer knocks, knocks,

And my speech is clear.

The game "Tapping syllables"

Goal: teaching syllabic analysis of words

Equipment: drum, tambourine.

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

Game "Guess the word"

Purpose: to compose words with a certain number of syllables

Description of the game: children sit at the table. The teacher says: “Now we will guess the words. I won’t name them for you, but I’ll just telegraph them - I’ll knock, and you should think and say what words these could be. If the children find it difficult to name the word, the teacher taps the word again and pronounces its first syllable. The game is repeated, but now the teacher names one child. The called person must guess the word that will be tapped out, name it and tap out. When the children learn the game, one of the children can be chosen as the leader.

The game "Syllabic train".

Steam locomotive with three wagons. On 1m there is a scheme of 1 syllable, on 2m - from 2 syllables, on 3m - from 3 syllables. Children need to “settle the pictures in the right car.

Pyramid game.

Purpose: to exercise children in determining the number of syllables in words.

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

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

Game "Find the word scheme"

Purpose: to exercise children in dividing into syllables.

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

Choose the word scheme.

Game "Chain of words".

in words.

Equipment. Cards with subject pictures.

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

Game "Train"

Purpose: to develop the skills of highlighting the first and last sound in a word.

Game progress: children are offered to make a train out of trailers-cards. Just as the train cars are connected to each other, so the cards must be connected only with the help of sounds. The last sound must match the first sound of the next name, then the cars of our train will be firmly connected. The first card is an electric locomotive, its left half is empty. The last trailer also has unloaded space - the right half is empty. Multiple people can play. All cards are distributed equally to the players. Each in his turn puts a suitable one to the extreme picture, that is, having the first sound in the name the same as the last sound in this extreme card. Thus, in the names of the left pictures, the first sound is always distinguished, and in the names of the left ones, the last sound. This must be taken into account and not placed on the right pictures that have voiced consonants at the end of the word in their names.

Game "Wonderful fishing rod"

Purpose: To exercise children in determining the first and last sound

in words.

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

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

Equipment. Cards with diagrams of the location of the place of sound in words.

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

Game "Find a place for your picture."

Purpose: to learn to differentiate sounds in words. (w-w, b-p, r-l, w-s, g-k, f-s, s-s).

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

Game "Be Careful"

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

Point-daughter, sense-duty, coil-tub, water-cotton, melancholy-board, rafts-fruits.

Game "Help to collect things"

Purpose: distinguishing sounds [s] - [g]

A mosquito and a beetle gathered on a journey. Help them pack their things for the journey. Mosquito needs things with sound [z]. and a beetle with a sound [g].

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

The game "Suitcase and briefcase".

Purpose: distinguishing sounds [w]. - [g]

Hide in the suitcase items that have the sound [g]. and in a briefcase with the sound [w].

Game "Gifts"

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

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

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

The game "What the boy gathered in the garden with the sounds [p] - [p]

[r] tomato, dill, carrot, pea, potato.

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

The game “Find in which words the song of a large mosquito sounds, and in which of a small one.

Goal: distinguishing sounds [h]. - [h *]

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

The game "To whom, what picture"

Purpose: distinguishing sounds [g] - [k]

Dove - pictures with sound [g];

Kotu Leopold - pictures with sound [k].

Phonetic lotto "Voiced - deaf".

Purpose: To learn how to pronounce sounds correctly and differentiate phonemes according to voiced-deafness.

On a card with a yellow rectangle - lay out pictures in which words begin with a voiced consonant, and on a card with a lilac rectangle - lay out pictures in which words begin with a deaf consonant.

Phonetic lotto "Hard - soft".

Purpose: To learn how to pronounce sounds correctly and differentiate phonemes by hardness-softness.

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

The sound game

Purpose: to determine the place of sound in a word.

Game material: doll.

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

Game "Catch the sound"

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

Game progress: Children stand in a circle, at the leader of the ball. He says a word aloud, throws the ball to any player and says what sound he should call, for example, "cheese, the second sound." The child catches the ball and answers: "Y" - and returns the ball to the leader, who sets the next task related to the same word. All sounds in a word must be analyzed.

Traffic light game.

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

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

The game "Houses".

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

Game progress. The child takes a picture, names it, determines the presence of a sound (for example; Ch or Щ, its place in a word, inserts a picture into the corresponding pocket. Points are scored for a correctly completed task.

The game "Every sound has its own room"

Purpose: to teach to carry out a complete sound analysis of a word based on a sound scheme and chips.

Game progress: Players receive houses with the same number of windows. Tenants - “words” should settle in the houses, and each sound wants to live in a separate room. Children count the number of windows in the house and conclude how many sounds should be in the word. Then the leader pronounces the word, and the players name each sound separately and lay out the chips on the windows of the house - “populate the sounds”. At the beginning of the training, the leader speaks only words suitable for settling in, that is, those in which there will be as many sounds as there are windows in the house. At subsequent stages, you can say a word that is not subject to “settlement” in this house, and the children are convinced of the mistake by analysis. Such a tenant is sent to live on another street, where words with a different number of sounds live.

"How many rooms are there in the apartment?"

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

Game progress: For the game, houses for words are used, but without diagram windows. Each player has one such house, as well as several chips and a set of numbers: 3, 4, 5, 6. The leader has subject pictures. He shows a picture, the children lay out the windows-chips in the house according to the number of sounds, and then set the corresponding number. Then the chips are removed from the house, the presenter shows the next picture, the children again analyze the word. At the end of the game, based on the numbers, you need to try to remember which pictures were offered for analysis. You can ask to pick up your words with the same number of sounds.

Game "Telegraphers"

Purpose: to develop the skills of consistent sound analysis by presentation; learning the sound synthesis of words.

Game progress: Two children are playing, they are telegraph operators, transmitting and receiving telegrams. The content of the telegram is set by the host, who, secretly from the second player, shows the picture to the first player. He must "transmit the contents of the telegram": pronounce the word - the name of the picture by the sounds. The second player "receives the telegram" - calls the word together, that is, performs the operation of sound synthesis. Then the players switch roles and the game continues.

The game "Pick the picture to the scheme"

Purpose: to teach to determine the place of sound in a word (beginning, middle, end) by presentation.

Game progress. Children have word schemes (rectangles divided across into three parts, with the first part colored - the beginning of the word, the second part colored - the middle of the word, the third part colored - the end of the word). Before the game, each participant chooses a letter from those proposed by the host. The facilitator shows the pictures (a letter is placed in the upper right corner of each picture, and the children must ask for those that contain the sound they have chosen and put these pictures to the desired scheme. The one who first collects three pictures for each scheme will win. Then the children change letters, and the game continues.

Game "Live sounds, syllables"

PURPOSE: To learn to synthesize individual sounds (syllables) into a word.

PROCEDURE OF THE GAME: We call the children and tell them who will turn into what sound. For example:

Misha, you turn into the first sound, the word "bagel".

Katya, you become the last sound of the word "mol".

Olya, you are the main sound "and".

Faith, you are the second sound of the word "bottom"

Children line up. In their hands they have circles corresponding to their sound (blue, red or green). Before the children is a “live” model of the word. Sound children name each sound. The rest - guess what word happened.

Game "Funny balls"

Purpose: to form the skills of sound analysis.

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

My cheerful ringing ball

Where did you run off to.

Red, blue, blue-

Don't chase after you.

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

Game "Collect the word."

Purpose: to teach children to lay out a word by the first sounds in small pictures.

Progress: children are dealt one large card and several small ones.

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

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

Game "Read the word by first letters"

Purpose: to exercise in determining the first sound in a word, to consolidate the ability to compose words from the selected sounds, to read words.

Progress: The speech therapist exposes pictures and asks to name the first sound in each word and make a word out of these sounds.

The game "Come up with words with given sounds"

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

2 According to the plot picture, pick up words that begin with a given sound.

Game "Change the first sound"

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

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

Equipment: cards with the image of animals and birds and printed words that these animals or birds pronounce.

Kar– ta Sh-arf mu-ka z-avod square j-aba me-shok ha = zeta pi-la

Ko-zha pi-la ku-bik r-yba y-tka blouse.

Literature:

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

2. Volina VV Learning by playing. [Text] / V. V. Volina - M .: New School, 1994.

3. Kolesnikova E. V. The development of phonemic hearing in preschoolers. [Text] / E. V. Kolesnikova - M .: Gnom i D, 2000.

4. Maksakov A. I., Tumanova G. A. Learn by playing. LLC "PUBLISHING" CHILDHOOD-PRESS", 2011. A. I., Maksakov G. A. Tumanova - M., 1983.

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

6. Shevchenko I. N. Notes on the development of the phonetic and phonemic side of speech in preschoolers. [Text] / I. N. Shevchenko - St. Petersburg. : LLC "PUBLISHING HOUSE" CHILDHOOD-PRESS ", 2011.

Card file of didactic games

for the development of phonemic hearing and perception

Magic bag game.

Target: to train children in distinguishing between the sounds С and Ш at the verbal level.

Equipment: " magic bag, small toys whose names include the corresponding sounds.

Game progress. The speech therapist invites the children to take turns taking out the toys from the "magic" bag, name them and determine the presence of the sound C or W in its name. The winners are those children who correctly completed the task.

Note. A more complicated version of the game may be due to the fact that children identify the toy by touch (in the "magic" bag), then check themselves by taking it out and showing it to other children. Then the task continues.

Game "Find the mistake".

Target: Exercise children in determining the number of syllables in a word.

Equipment: a train with three trailers, each of which has a syllabic word scheme (one-, two- and three-syllable words); subject pictures.

Game progress. A speech therapist introduces children to a small unusual train. The train has three wagons with corresponding emblems (syllabic word patterns). In each of the wagons there are pictures. However, the train goes to the next station only if the names of the pictures match the emblems (syllabic word patterns). The speech therapist reports that the train is not moving, so you need to look for mistakes. Children under the guidance of a speech therapist find mistakes and correct them (move pictures).

Game "Collect toys".

Target: train children in determining the place of sound C in a word.

Equipment: a set of toys, three boxes with diagrams of the sound composition of words attached to them.

Game progress. Children are invited to carefully consider and name a set of toys. Then the speech therapist asks the children to arrange the toys in three boxes in accordance with the schemes of the sound composition of words pasted on the boxes.

Note. It is possible to conduct a game in the form of a competition between two teams of children.

Game "Beads".

Target: exercise children in the selection of words of different syllabic composition.

Equipment: fragments of beads strung on cords (according to the number of children in the group).

Game progress. The speech therapist shows the children parts of beads strung on cords (fragments consist of one, two and three beads, respectively). The speech therapist invites children to pick up words in which there would be as many parts (syllables) as there are beads on the cord. If the child gives the correct answer, his part of the beads is connected to others. The speech therapist encourages children who answer correctly, emphasizes that the beads turned out to be long.

Game "Build houses".

Target: to train children in the formation of words from syllables.

Equipment: images of houses (cut out along the contour, cut vertically into two parts with a figured cutout - according to the type puzzle- with syllables written on them.)

Game progress. The speech therapist shows the children parts of the houses. Draws their attention to the syllables written on each of the parts. Then he proposes to build houses, connecting every two parts so that a word is made from syllables. Those who folded the houses correctly receive the title of "best builders".

Cube game.

Target: exercise children in determining the number of sounds in a word.

Equipment: a cube with a different number of circles on the faces.

Game progress. The speech therapist invites children to play a game with a cube. Each of the children rolls a die and determines how many circles are on the top face. Then, among the pictures on the board, he must choose one whose name has as many sounds as there were on the edge of the cube. Those children who complete the task correctly win.

Game "Help the bunny cross the river."

Target: to exercise children in auditory discrimination of an isolated sound 3 in a number of other sounds.

Equipment: toy bunny, cubes.

Game progress. The speech therapist asks the children to help the bunny cross the swamp. To do this, they are invited to clap their hands when they hear sound 3. Next, the speech therapist makes isolated sounds, with correctly made claps, the toy bunny "jumps" from one "pebble" (cube) to another. If the children make mistakes, the bunny returns to the previous block. The game continues until the bunny crosses the "river".

Game "Correct Dunno's Mistakes".

Target: train children in the correct use of prepositions in sentences.

Equipment: a list of proposals (flowers stand on / in / a vase; children play above / under / a tree; etc.).

Game progress. The speech therapist invites children to evaluate the sentences written by Dunno. Children identify Dunno's mistakes, replace the incorrectly used preposition with the correct one.

Game "Feed the Giant".

Target: to exercise children in the formation of plural nouns.

Game progress. The speech therapist asks the children to help Puss in Boots feed the Giant. To this end, children form plural nouns from the singular nouns proposed by the speech therapist, denoting food, vegetables and fruits (candy-candy, cutlet-cutlets, sausage-sausages, cucumber-cucumbers, apple-apples, etc.).

Game "Guess the letter".

Target : to fix the visual images of letters in children; develop their spatial imagination.

Equipment : sheets of paper with unfinished images of letters.

Game progress. The speech therapist shows the children what the artist Tubik wrote. It turns out that the artist Tubik did not finish the work: he did not finish the letters. Children are invited to guess what letters he wanted to write.

Game "Insert the correct letter."

Target: train children in performing operations on the sound-letter analysis of words.

Equipment: cards with words written on them; Toy Grandfather Bookvoed.

Game progress. The speech therapist shows the children cards with words written on them, in which letters are missing. He explains to the children that some of the letters in the words were eaten by Grandfather Bukvoed. Children guess which letters Grandfather Bukvoed "ate" in each of the words.

Game "Think of a word"

Target: train children in choosing words with a given sound.

Equipment: robot (toy).

Game progress. Speech therapist introduces children to the Robot. He reports that he likes to listen and pronounce words with the R sound. Children pick up words with the indicated sound. If the word is chosen correctly, a light bulb lights up on the Robot's head.

Cross the road game.

Target : development of auditory attention, phonemic perception.

Game progress. Children are invited to stand in a line. The speech therapist pronounces words that are similar in sound (frog, pillow, cuckoo, cracker, cheesecake; daughter, bump, dot, barrel, night, etc.). When a speech therapist pronounces a certain word (for example, the word pillow; dot), children must run across the "road" (carpet). The game is repeated several times. In this case, a speech therapist can use different sets of words.

Game "Find your house".

Equipment : three chairs - "house", on each of them an image of one of the three letters - A, O, U; subject pictures.

Target: train children in correlating the first sound in the name of a word with the image of one of the vowels (A, O, U); development of hand-eye coordination in children.

Game progress. Chairs are placed at some distance from each other. Each of them has an image of one of the vowels (a, o, y) attached. The speech therapist hands out pictures to children, the names of which begin with the sounds a, o, u. Children move freely on the carpet. At the signal of the speech therapist, they should gather at their "house".

The game "Cross the swamp".

Target: to exercise children in determining the given sound in the composition of the word - the name of the subject; development of motor activity in children.

Equipment: large green circles ("hummocks"); objects, toys (steering wheel, rocket, fish, ball).

Game progress. Images of "bumps" (green circles) are laid out on the floor. Items are placed near each of the "bumps" (they can be replaced during the game with others). The speech therapist invites children to cross the "swamp", stepping only on those "hummocks" near which there are objects whose names contain the sound R.

Game "Collect a bouquet".

Target: train children in the formation of words from given letters.

Equipment: stylized pictures depicting flowers of various shapes and colors, in the center of each flower is a letter.

Game progress. The speech therapist arranges flowers of various shapes and colors on the carpet. Then each of the children is given a sample (includes three or four stylized images of flowers), according to which he chooses a "bouquet". Children move freely on the carpet, choosing flowers. After the children have collected a bouquet (of 3-4 flowers), they must make a word from the letters depicted in the center of each flower.

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Teacher-speech therapist of the first quarter. categories

Makeeva Marina Olegovna

GBOU School №1571

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

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

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

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

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

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

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

Fourth stage - differentiation of syllables.

Fifth stage - phoneme differentiation.

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

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

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

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

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

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

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

Games and exercises for the formation of phonemic processes.

Games and exercises of the first and second stages.

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

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

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

1. Quiet-loud game.

1 option: an adult says a word or a short phrase with varying force

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

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

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

phrase (word).

Games and exercises of the third and fourth stages.

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

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

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

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

Games and exercises of the fifth and sixth stages.

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

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

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

What is phonemic hearing and phonemic perception?

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

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

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

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

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

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

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

1. recognition of non-speech sounds;
2. distinguishing the height, strength, timbre of the voice on the material of the same sounds, sound complexes, words, phrases;
3. distinguishing words that are close in sound composition;
4. syllable distinction;
5. distinction between phonemes.

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

I. Recognition of non-speech sounds.

1. The game "What sounded?"

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

2. The game "Guess what I'm doing?"

In front of the baby are objects well known to him, for example, a pencil, scissors, paper, a glass of water, etc. Next, the objects are removed behind the screen, the adult performs certain actions with them: cuts the paper, crumples the paper with his hand, pours water from one glass to another, etc. After each action performed by an adult, the child talks about it, by virtue of his speech capabilities. In this game, you can switch roles: first, an adult performs an action, then a child, etc.

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

1. The game "Recognize by voice."

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

2. The game "Echo".

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

3. The game "Tell me how I am."

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

III. Distinguishing similar sounds in words.

1. The game "Traffic light".

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

2. The game "Clap - stomp."

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

house - com tank - cube t-shirt - cod bush - banana cloud - pen

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

3. The game "Fix the mistake."

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

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

Dog Barbos is not stupid at all,
He doesn't want fish OAK (SOUP).

Lots of snow in the yard
TANKS (SLANKS) are going up the mountain.

4. Exercise "Which word does not fit?"

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

Ball - heat - broom - steam
Skating rink - skein - stream - smoke
Kasha - dwarf - Masha - Dasha

5. The game "Tell me a word."

The adult invites the child to "turn into a poet" by choosing the appropriate rhyming word in each couplet.

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

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

Bee - bi - bi - the car is buzzing
- I will not go without ... (GASOLINE)!

IV. Distinguishing syllables.

1. The game "Repeat".

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

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

2. The game "Signalman".

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

3. Exercise "Tap the word."

An adult explains to the child that words consist of parts - syllables, that a word can be slammed, tapped and found out how many parts it has: lo-pa-ta, cap-ka, mo-lo-tok, etc.

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

V. Distinguishing phonemes.

It is necessary to explain to the child that words consist of sounds and you can play with them.

1. The game "Catch the sound."

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

2. The game "Guess who it is?"

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

3. Exercise "Repeat".

The adult offers to repeat after him combinations of vowels, first two, then three: AO, UA, AI, YI; AUI, IAO, OII, etc.

phonemic hearing - this is the correct perception of the sounds of the native language. In other words, these are the sounds that we hear from birth, these are vowels and consonants that the speaker pronounces, their sound combinations, syllables, words. Phonemic hearing initially determines how quickly the child begins to speak correctly, i.e. development of the sound side of speech. Then, in preparation for school, phonemic awareness is very important in learning to read, because. Initially, it is necessary to introduce the child to the sounds, and then to the letters and, in general, to the composition of the word. And if the child hears these sounds incorrectly ?! So he pronounces them wrong! So, he will highlight them incorrectly in words! And that means that he will continue to write these words incorrectly and will be illiterate! That's the important role played by phonemic hearing!!! In order to develop phonemic hearing, you can use special didactic games. These didactic games for the development of phonemic hearing built on the ability to correctly hear the sounds of the native language. In almost all games, the task indicates that it is necessary to highlight certain sounds at the beginning, in the middle or at the end of a word, and for this they need to be heard. Here are some didactic games for the development of phonemic hearing that you can play with your child. Behind these games you can not only pass the time in a fun and interesting way, but also spend this time with benefit!

Didactic game "Sound hide and seek"

The game is intended for children from 6 years old, can play from two people. If children play on their own, then it is necessary to supervise the progress of the game by adults.

Purpose of the game: development of phonemic hearing; development of attention

Material: ball.

Game progress: The host thinks of a sound that the players will look for in words, for example, the sound “o”. And then, throwing the ball to the players, he says different words, for example, “cat”, “chair”, “mail”, “juice”, “pencil”, etc. The player to whom the ball is thrown must carefully listen to the word and, if this word has the right sound, then he catches the ball, if not, he hits it. The one who makes the fewest mistakes wins.

Didactic game "Echo"

The game is intended for children from five years old, can play from two people.

Purpose of the game: develop phonemic awareness

Material: this game is verbal, so individual sounds, sound combinations, words and whole phrases are used as material.

Game progress: before the game, you need to tell the children (child) what an echo is. Have you ever heard of an echo? Most often it lives in the forest and in the mountains, but no one has ever seen it, it can only be heard. Echo likes to imitate the voice of people, birds, animals. If you get into a mountain gorge and say: “Hello, echo!”, Then it will answer you in the same way: “Hello, echo!”, Because the echo always repeats exactly what it hears. After that, you can offer a game in which the children (child) will play the role of an echo, i.e. they will have to repeat exactly any sound they hear.

Didactic game "Words"

This game is familiar to everyone since childhood. Its varieties are “Cities”, “Names”, etc. Children from 6 years of age can play with at least two people.

Purpose of the game: development of phonemic awareness. To consolidate the ability of children to hear the first and last sounds in a word; expand the child's vocabulary.

Material: this is purely a word game.

Game progress: children must take turns naming any nouns with the condition that the next child names a word that begins with the last sound of the previous word. For example, the first child called "lamp", then the second must come up with a word that begins with "a", for example, "watermelon"; the next one calls the word with “z”, for example, “castle”, then - with “k” - “com”, etc. The one who cannot find the next word loses.

Didactic game "Disenchant the word"

The game is intended for children aged 6-9 who are already familiar with the concept of sound and know how sounds differ from letters. At least two people can play. The game is played as a role-playing game.

Purpose of the game: facilitate learning the sound analysis of the word; development of phonemic hearing; dictionary activation.

Material: a cap for the "evil wizard", a painted castle.

Game progress: the host tells a fairy tale about an evil wizard who bewitched all the words in his castle. Enchanted words cannot leave the castle until someone disenchants them, and in order to disenchant a word, it is necessary to guess from no more than three attempts what sounds it consists of and name in order all the sounds that make up the word, and do this only possible when the wizard is not in the castle. If the magician finds the “savior of words” in his castle, then he will bewitch him too. Further, the roles of the "evil wizard" and "saviors of words" (of which there may be several) are distributed between the players, and the game begins (during the game, the participants change roles).

The difficulty of the proposed words for "disenchantment" should increase gradually. In the beginning, very simple words like: “floor”, “cat”, “whale”, “porridge”, etc. should be offered. All sounds of the word must be pronounced carefully by the leader, with the "singing" of all vowels.

Didactic game "KuzovOK"

The game is intended for children aged 6-9 who are familiar with sounds.

Purpose of the game : develop phonemic awareness; learn to pick up words that end in "ok".

Material: beautiful box or basket, chips.

Game progress: The presenter shows the “box” and says: “This is a magic box, we will put there all the words that end in “-OK”, I put an apple bag in the box, and what do you put in the box?”. Further, the “body” is passed around in a circle and each player calls a word ending in -ok, if the word is called correctly, the player takes a chip. The one who collects the most chips wins.

Didactic game "Shop"

The game can be played by children from five years old who have become familiar with the sounds.

Purpose of the game: develop phonemic awareness; learn to hear and highlight the first sound in a word.

Material: various items: small toys, books, pencils, erasers, buttons, apples, cookies, sweets, etc., soft toys, dolls, etc.

Game progress: A variety of items are laid out on the “counter”: small toys, books, pencils, erasers, buttons, apples, cookies, sweets, etc.

"Seller" is an adult. The child brings "customers" to the store - these are dolls and toy animals. Each buyer chooses a product to his taste. The seller releases the goods only if the buyer correctly names the first sound in the word that denotes the desired item. For example:

SALESMAN: Bear, what did you choose for yourself?

BEAR: I want to buy this spoon.

SALESMAN: You have to pay for the spoon with the first sound of this word. Sing it.

BEAR: LLL.

SELLER: That's right, well done, you can take the spoon.

If the bear or doll finds it difficult to answer the question, other toys can help them - in this case, the adult, acting for the toy, tells the child the correct answer. Next time, you can switch roles: the child will become the seller, and the adult will be in charge of the buyers (while sometimes deliberately making mistakes). Here it is important that the child is able to independently notice the mistake of an adult.

Didactic game "sound lotto"

The game is intended for children from 6 years old, at least two people can play.

Purpose of the game: to develop the ability to find a word with the desired sound from a given series of words.

Material: lotto cards with pictures and small blank cards

. Game progress: According to the rules of this game, children are given lotto cards with

pictures and small blank cards. The facilitator calls the sound, for example, BBB and asks the players: “Who has a word with the BBB sound? It is not necessary that this sound be at the beginning of a word, it can be both at the end and in the middle. Children, looking at the cards, answer: “I have VVVorobey”, “And I have a cow VVVVa”. The child closes the picture with the correctly found sound with a card. The winner is the one who closes all the pictures the fastest. To do this, the child must first of all focus on the sound form of the word, without missing a single word with the named sound.

An adult leading the game should take into account that consonants are hard and soft. So, for example, in the words BALL and MASK, Aunt and CAKE, MOON and CHANDELIER, the first sounds are different, although they are indicated by the same letters. The child does not yet suspect the purpose of the letters, and, as a rule, he is sensitive to the difference between soft and hard sounds. But there are also mistakes. So, if a child announces that he has a word for the sound 333 - ZEBRA, an adult should gently correct him: “How do you say - ZZZE-bra or ZZZE-bra? Z'Z'Z' is pronounced softly, with a smile. Look, my lips are stretched, as if I'm smiling. 333 I speak firmly, without a smile. Come on, find the word on the card for solid 333. Of course, ZZZZAYATS. Cover the hare with a card!

The game is taken from the book by E.A. Bugrimenko and G.A. Zuckerman "Reading without compulsion"

Didactic game "Forbidden sounds"

This game is built according to the rules of the game known to children "YES, NO do not say". Only instead of the forbidden "yes" and "no" here you need to substitute various sounds.

Purpose of the game: development of attention and phonemic hearing.

Materials: This game belongs to the category of word games.

Game progress: The conditions of the game are as follows: an adult-leader asks the child a variety of questions, and the child, answering, must follow the rule - do not pronounce a certain sound. For example, sounds are prohibited X and Ch.

ADULTS: What do they sell at the bakery?

CHILD: Rolls and ... leb.

ADULTS: What object in our apartment tells the time?

CHILD: ...aces, etc.

The game is taken from the book by E.A. Bugrimenko and G.A. Zuckerman "Reading without compulsion"

Of course, all the proposed games develop not only phonemic hearing, but also develop speech, in particular, activate vocabulary, develop memory, attention, thinking, and they are simply indispensable when preparing a child for school, especially when teaching a child to read. After all, it is much more interesting to play didactic games than to learn letters.