Exercises for the development of phonemic hearing in preschoolers. Card file for the development of speech on the topic: Card file of games for the development of phonemic processes in preschoolers with speech disorders
Card file of didactic games for the development of phonemic processes.
Recognition of non-speech sounds.
Target: development of auditory perception skills on the material of non-speech sounds.Tasks: learn to recognize the sound of toys, musical instruments, the voices of animals and birds, the sounds of the surrounding reality.
"What did it sound like?"
An adult behind a screen plays a musical instrument. The child guesses it and names it.
"Whose voice?"
The child listens to an audio recording of animal voices and determines who the voices belong to.
"Find a Pair"
To play, you need the same boxes with different contents: cereals, grains, pasta, small metal and plastic objects. The child looks for the same sounding boxes without opening them; by sound.
"Magic wand"
An adult taps with a "magic wand" on various objects: wood, glass, plastic, metal. The child memorizes the sound, and then guesses without visual support what the stick was hitting.
"Magic box"
Determine by ear what is hidden in the chest.
"Learn by sound"
The child turns away, the adult drops some objects. We need to find out what went down. Target: to learn to distinguish by ear the direction of sound, longitude, continuity, tempo, loudness, pitch and rhythm on a variety of speech material.
Tasks: to teach to reproduce and differentiate rhythms based on visual, auditory and motor analyzers; develop auditory and visual attention, memory, a sense of rhythm, the ability to change the voice in height, strength, duration.
"Rain Song"
An adult behind a screen plays a “rain song” on a metallophone. The child determines what kind of rain sang a song - starting or pouring and chooses the appropriate scheme. As a complication, you can invite the child to play the “rain song” according to the schemes.
"Wind"
An adult behind the screen hums in a low or high voice: “Whoo!” The child guesses whether the wind is strong or weak and shows the corresponding picture.
"Repeat the Rhythm"
An adult behind a screen claps some kind of rhythm, the child repeats it. A more complicated option - the child slams the rhythm recorded with symbols. For example: !! !!! !! , where! - clap, space - pause.
"Three Bears"
An adult behind a screen pronounces any phrase from the fairy tale "Three Bears" in a low or high voice. The child must guess which character's voice he heard.
"Sounding Sun"
To play, you will need a piece of paper and a yellow pencil. In the middle of the leaf you need to draw a circle - the sun. The teacher behind the screen pronounces some sound or plays a musical instrument. If the sound was long, the child draws a long sunbeam, if short, a short one.
"Steamboat whistle"
An adult behind the screen hums in a low or high voice: “Whoo!” The child guesses which steamboat is buzzing big or small.
"Bear"
The child - the driver stands with his back to the rest. Children say the phrase: "Bear, Bear, we came to you, brought honey." Then they say in turn: "Bear, I'm here!" The driver must guess the speaker without turning around.
Distinguishing words that are similar in sound composition.
Target: development of phonemic perception.Tasks: to form the ability to distinguish between words similar in sound.
"Race"
An adult offers to arrange a race. Children stand in a line at a distance from the speech therapist, on command they begin to move forward. Hearing the word "stop", everyone should freeze. The words are pronounced: elephant, groan, stop, drain, stop, camp, knock, hearing, elephant, stop, chair, stop, stop. The child who was the most attentive wins.
"Find yourself a mate"
There are several pictures in front of the child, he must pick up a pair so that the words sound like: bear - bowl. As a complication of the task - pick up a rhyme yourself.
"How are the words different?"
The child determines how the words differ. For example, kit-cat, beetle-bough, Masha-porridge, ball-scarf.
"Superfluous word"
The child determines the extra word in the row and explains his choice. For example: ditch, ditch, cocoa, ditch. Poppy, tank, so, banana.
"Find a Letter"
Children look for the “lost” letter and replace it with the right one. The game is based on pictures.
Puddles - skis
crown cow
Stick folder
Squirrel-bun
whale cat
crusty cat
Differentiation of syllables.
Target: the formation of the ability to differentiate syllables.Tasks: to teach to differentiate syllables that differ in several or one sound on the material of syllables of various structures.
"Deaf Phones"
Children sit in a row one after another. An adult calls a syllable or a series of syllables in the ear of the first child. He whispers to the next, and so on, the last child says aloud what he heard. If a mistake was made, all participants in the game repeat their options and it is determined who made the mistake.
"Which one is different?"
An adult pronounces a series of syllables (for example: well-well-no, swa-ska-swa, sa-sha-sa, etc.) and invites the children to determine which syllable differs from the others and in what way.
"Living syllables"
Three children memorize one syllable each and go behind the screen, and coming out from there, pronounce them; the rest of the guys determine which syllable was the first, second and third. Later, the syllables that make up the word are introduced into the games, for example, MASHI-NA, after naming the syllabic series, the children answer what happened, or find such a picture among others.
Phoneme differentiation.
Target: development of phonemic awareness.Tasks: learn to distinguish a sound from a number of other sounds, syllables, words.
"Who listens better?"
Two children stand with their backs to each other. The adult makes a series of sounds. The first raises his hand if he hears a sound, for example, [g], the second - [w].
"Sound Mosaic"
A grid is drawn on a sheet of paper. If the child hears the sound [a] (like “the baby is crying”), paints the cell in red, if there is no given sound, yellow (any other). You can use chips of the specified color.
"Catch the Sound"
The adult calls the words, the child claps his hands if he hears a word with a given sound.
"Tangles"
Help grandma collect the balls. Put balls with drawings in the name of which there is a given sound in a separate basket.
"Speech therapy chamomile"
The child must make a chamomile of petals, choosing only petals with pictures that have a given sound in their names.
"Dress up the Christmas tree"
To decorate the Christmas tree, the Child must choose to determine whether there is a given sound in the name of the picture drawn on the Christmas tree ball.
"Sound Birthday"
Sound friends will come to the birthday - those words that have this sound. The game can be played with or without images.
"Labyrinth"
Guide the hero through the labyrinth so that on the way he meets only objects with the given sound in their names.
"Seat on the wagons"
The adult says that animals with the sound “Ж” (“bug song”) will go in the carriage on the left, and animals with the sound “Ш” (“wind song”) in the carriage on the right will go . The child determines the presence of given sounds in the words and places the animals in their places.
"Sound Lotto"
Equipment: playing fields by the number of people, picture cards. Four people play. Everyone has to collect only words with a certain sound. For example: [P], [Pb], [L], [L]. The winner is the one who quickly closes his entire playing field.
"Collect the beads"
Laura and Lily scattered the beads. If a picture is drawn on the bead in the name of which is soft [L], the child gives the bead to Leela, if it is hard [L] - to Laura.
"Collect the letter"
For the game, you need to make cardboard letters and cut them into several parts. Glue a picture on each particle, the name of which begins with the sound that this letter stands for. The child must determine the first sound in the word, assemble the letter from the parts.
"Help Masha and Mishka"
Masha and Mishka want to decorate the house with flags for the holiday. Help them select only the checkboxes with the pictures that have the given sound in their titles.
"Pack your suitcase"
The adult says: " We are going on a trip. We will take with us only those items whose names begin with a certain letter". The game can be played with or without images.
Development of basic sound analysis skills.
Target: develop sound analysis and synthesis skills.Tasks: formation of the ability to determine the place of a sound in a word, select words with a given sound, compose words from individual sounds, differentiate sounds by hardness - softness, sonority - deafness, perform phonemic analysis of words; determine the sequence and number of sounds in a word; the location of a sound in a word in relation to other sounds.
"Who is bigger?"
An adult and a child take turns coming up with words with a given sound. The one who calls the last word wins.
"Chain of words"(similar to the game "cities")
An adult and a child take turns calling any words, while each next word should begin with the last sound of the previous word.
"Collect the Word"
An adult pronounces a word by sounds, for example, K, O, T, the child must guess what word it is.
"Guess the Name"
To play, you need to pick up pictures or toys in such a way that the first letters of their names make up the name. Instructions: Here is the doll. To guess what her name is, you need to name the first sounds in words and make a name out of them. For example: car (M), bus (A), Shrek (W), Watermelon (A) - MASHA. You can complicate the conditions - to compose a word, for example, according to the second or last sounds of words.
"The words fell apart"
The game is designed for children familiar with letters. From individual letters you need to make a “crumbled” word.
"The Fourth Extra"
An adult names four words, three of which begin with the same sound, and the fourth with a different one. The child identifies the first sounds in words and says which word is superfluous. Similarly, the fourth extra is determined by the last sound - then the names of three objects must end with the same specific sound.
"Beginning, middle, end"
The adult pronounces words with a certain sound, and the child, depending on the position of the sound in the word, says: “beginning” (if the given sound is at the beginning of the word), “middle” (if the given sound is in the middle of the word), “end” (if the given sound is in end of word).
“What sound (syllable) did the Letterhead eat?”
The letter-eater ate the first sound (syllable) in the words. You need to guess which sound (syllable) is missing and name the original word.
"Find all items that start with a sound..."
The adult invites the child to name all the surrounding objects whose names begin with a certain sound (for example, K).
"Russell in houses"
Toys or pictures need to be settled in three houses. In the first house we settle those toys, in the name of which the given sound is at the beginning, in the second - those toys, in the name of which the given sound is in the middle, in the third - at the end.
"General Sound"
You need to guess what sound is in all given words. For example: a vase, a tooth, a dragonfly, a jellyfish, a hare - a common sound [z].
"Tell Petrushka the sound"
Parsley names objects (pictures), but does not finish the last sound. The child must prompt the sound not pronounced by Petrushka.
"Dunno Riddles"
Dunno sent a letter: “I am sending a leaflet with words. Guess what words I had in mind." The letter contains words with missing letters. You need to guess which letters Dunno missed and what words he thought of.
"Sea battle"
In each cell of the playing field, one syllable is written. The adult names the coordinates, the child writes down the syllables, and then reads the resulting words.
"Gas station"
To play, you need a toy car and three dice. The cubes will serve as columns at the gas station. The adult says the words. If the given sound is heard at the beginning of the word, the child places the car near the first gas station, in the middle - near the second, at the end - near the third.
In the second option, an adult places the car near the middle gas station (first or last), and the child comes up with a word in which the given sound will be in the middle of the word (beginning or end).
"Enchanted Word"
The evil wizard bewitched the words so that only the first and last letters remained. Disenchant them. As a hint, you can offer subject pictures.
"Tie the Balls"
For the game you need an image of balls with drawings. The child determines the hardness / softness of the given sound in the names of the pictures. If the sound in the word is hard - you need to draw a blue thread to the ball, if soft - green.
"Bug"
The beetle got sick and all the spots from its wings disappeared. Remember the words with the sound [g], and then dots will appear on its back again.
"Cryptists"
The child becomes a cryptographer, he must encrypt words - replace all the sounds in them with symbols, i.e. perform phonemic analysis.
"Collect the balls"
For the game, you need cards, on one side of which balls are drawn, and on the other different objects. The child needs to put the balls into boxes. If the name of the picture begins with a vowel sound, it must be put in a red box, if it starts with a hard consonant sound - in blue, if it starts with a soft consonant - in green. In the second option, circles of three colors can be used instead of balls. The child takes out one “ball” from the box and comes up with words. If the ball is red, you need to come up with a word for a vowel sound, blue for a hard consonant, green for a soft consonant.
"Mosaic"
Purpose: differentiation of vowels-consonants, hard - soft sounds.
The adult pronounces a series of sounds, and the child builds a mosaic, laying out a square of the desired color (if the sound is a vowel - red, if the sound is a hard consonant - blue, if the sound is soft consonant - green). The second option: the child receives a finished mosaic. It is necessary to unravel what sounds "built" this mosaic.
Phonemic perception is the ability to hear, distinguish and analyze phonemes by ear. The formed phonemic perception is the key to a clear pronunciation of sounds, the correct syllabic structure of words, the basis for the ease of mastering the grammatical structure of the language, the successful development of writing and reading. With a violation of phonemic hearing, the child perceives not what he was told, but what he heard. Hence not understanding, mistakes, stresses. Phonemic awareness can and should be developed. Consider a number of games for the development of phonemic hearing.
When planning, you need to consider a number of requirements:
Start simple, work harder,
Work in the system
Consider age and individual characteristics.
The purpose of play exercises is to teach the child to listen and hear.
Games for recognition of non-speech sounds.
"Where is the sound?"
Purpose: development of the direction of auditory attention, the ability to determine the direction of sound.
For this game you need any object that makes a sound. 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 is the sound? - left, front, top, right, bottom.
"Sun or Rain"
The adult tells the child that they will now go for a walk. The weather is good and the Sun is shining (while the adult rings a tambourine). Then the adult says that it started to rain (at the same time he hits the tambourine and asks the child to run up to him - to hide from the rain). The adult explains to the baby that he should listen carefully to the tambourine and, in accordance with its sounds, “walk” or “hide”.
"Learn by Sound"
The players stand with their backs to the leader, who makes various noises: leafing through a book, tearing or crumpling a sheet of paper, hitting an object with an object, sweeping, cutting. Those who play by ear determine the nature of the sound.
"Who said "Meow?"
Purpose: to improve the ability to distinguish the voices of pets by ear.
The teacher turns on an audio recording with the sounds of the voices of pets. Children must hear and name which of the pets the voice belongs to.
"What musical instrument sounds"
Purpose of the game: to develop auditory attention.
Children sit on chairs in a semicircle. The teacher first introduces them to the sound of each toy, and then invites everyone to turn away in turn and guess the sounding object. To complicate the game, you can introduce additional musical instruments, such as a triangle, a metallophone, a tambourine, a rattle, etc.
Games for distinguishing speech sounds by timbre, strength and pitch.
"Quiet-loud"
The teacher offers to tell any poem by Agnia Barto loudly and quietly.
"Learn by sound"
Purpose: to consolidate the ability to differentiate sounds, develop auditory attention.
The teacher shows wooden, metal spoons, crystal glasses. Children name these objects. The teacher offers to listen to how these objects sound. Determine which ones sound loud, and which ones are deaf, quiet and loud. Having installed the screen, reproduces the sound of these objects in turn. Children recognize sounds and name the objects that make them.
Games for mastering the skills of analysis and synthesis.
"How many sounds"
Purpose: development of auditory perception
The teacher offers to determine the number of sounds
AU -2 AAAA - 1 lingering
Children lay out the required number of red chips.
"Find a picture"
Purpose: to exercise in isolating the first drawl vowel in a word
The teacher shows a subject picture (watermelon - aaaaaaaarmelon), children highlight the first sound, designate it with articulation (card - mouth),
Option 2
The teacher shows with what sound the word begins (picture-mouth). Children select a suitable subject picture and name the word, highlighting the first sound.
"Name the Word"
Purpose: to exercise in the ability to select words for a given sound.
From a variety of subject pictures, it is necessary to choose words starting with the sound [a], [o], ...
Purpose: to teach children to correctly correlate the name and image of an object.
The children are given large cards, and the teacher takes the small ones and names each of them in sequence. Speaks clearly, repeats 2-3 times. The child who has the named object raises his hand, says: “I have ...” and names the object.
Bibliography:
1.A. I. Maksakov, G.A. Tumakov. "Learn by playing." Moscow: Education, 1983.
2. G.A. Tumakov "Familiarization of a preschooler with a sounding word" Handbook for teachers of preschool institutions. Moscow: Education, 2006.
3. G. S. Shvaiko "Games and game exercises for the development of speech" Moscow: Education, 1983.
4. Varentsova N.S., Kolesnikova E.V. "The Development of Phonemic Hearing in Preschoolers". _- M: Akalis, 1995
Games for the formation of phonemic hearing in preschoolers
ECHO
The game serves to exercise phonemic awareness and auditory accuracy. perception
You can play alone or in a large group. Before the game, an adult addresses the children; "Have you ever heard an echo? When you travel in the mountains or through the forest, pass through an archway or are in a large empty hall, you can meet an echo. That is, of course, you will not be able to see it, but you can hear it." If you say: "Echo, hello!", Then it will answer you: "Echo, hello!", Because it always repeats exactly what you say to it. Now let's play echo. "
Then they appoint a driver - "Echo", who must repeat what he is told.
It is better to start with simple words, then move on to difficult and long ones (for example, "ay", "rather", "windbreak"). You can use foreign words in the game, while not forgetting to explain their meaning (for example, "Na11o, topkeu!" - "Hello, monkey!"), In addition, you can try to offer poetic and prose phrases for repetition ("I came to you with hello to tell that the sun has risen!").
LIVING ABC
Cards from pairs of letters: 3-Zh, Ch-Ts, L-R, S-Ts, Ch-S, Shch-S, S-3, Sh-Zh are laid out in front of the children on the table with the image up. Two cards with the image of letters are also used. On command, the children should choose objects whose names include this letter and lay out their piles. The one who picks up the most cards wins. The game continues until they are all taken apart.
ENCHANTED WORD
The game contributes to the development of phonemic hearing and sound analysis of words
The adult facilitator tells the children a story about an evil wizard who bewitches the words so they can't escape the wizard's castle. Words do not know what sounds they consist of, and it is necessary to explain this to them. As soon as the sounds of a word are correctly called in the right order, the word is considered saved, free. The game is played as a regular role-playing game, with the adult as the only literate person always remaining the leader, the children playing the role of saviors, and one of the participants represents an evil wizard who leaves the castle from time to time; it is then that the letters can be saved.
An adult calls the word - the victim of imprisonment, and the rescuers must clearly repeat the sounds of which it consists. It is necessary to ensure that they are pronounced carefully, with the pronunciation of all vowels. They start with simple three-four-letter words, then complicating the "enchanted" words. For example, we “disenchant” the word “apple” - “I, b, l, o, k, o”.
CONFUSION
Game for the development of sound discrimination
It is necessary to draw the attention of the child to how important it is not to confuse sounds with each other. To confirm this thought, you should ask him to read (or read to him if he still does not know how) the following comic sentences.
The Russian beauty is famous for her goat.
The mouse drags a huge grain hill into the mink.
The poet finished the line, put his daughter at the end.
You need to ask the child a question, what did the poet mix up? What words should be used instead of these?
REPAIR A DAMAGED PHONE
Game for the development of phonemic hearing
It is best to play with three or even more. The exercise is a modification of the famous game "Broken Phone". The first participant quietly and not very clearly pronounces a certain word in his neighbor's ear. He repeats what he heard in the ear of the next participant. The game continues until everyone has passed the word "on the phone".
The last participant must say it out loud. Everyone is surprised, because, as a rule, the word is noticeably different from those transmitted by the rest of the participants. But the game doesn't end there. It is necessary to restore the first word, naming in turn all the differences that have "accumulated" as a result of a phone breakdown. An adult should carefully monitor that the differences, distortions are reproduced by the child correctly.
Working with younger children preschool age
The development of speech in children of younger preschool age is especially fast: like no other age, the vocabulary is quickly replenished, the sound design of words improves, and phrases become more detailed. However, not all babies have the same level of speech development: by the age of three, some children pronounce words clearly and correctly, others still do not speak clearly enough, they pronounce individual sounds incorrectly. Most of these children. Their most typical mistakes are the omission and replacement of sounds, the rearrangement of not only sounds, but also syllables, violation of the syllabic structure (abbreviation of words: "apied" instead of "bicycle"), incorrect stress, etc.
At this age stage, it is necessary, first of all, to teach kids to pronounce clearly and correctly, as well as to hear and distinguish sounds in words. The voice of younger preschoolers is also unstable: some of them speak very quietly, barely audibly (especially if they are not sure of the correct pronunciation), others - loudly. The teacher draws the attention of children to the fact that words can be pronounced at different volumes (whisper, softly, moderately, loudly), teaches children to distinguish by ear how others speak loudly and themselves.
The games offered below can be used to develop children's auditory attention, correct speech perception, teach kids to correlate a sounding word with a picture or object, clearly pronounce one-, two-, and also three-, four-syllable words, answer questions; loudly and quietly reproduce onomatopoeia.
Guess what it sounds
Visual material: drum, hammer, bell, screen.
The teacher shows the children a toy drum, a bell, a hammer, calls them and asks them to repeat. When the kids remember the names of the objects, the teacher offers to listen to how they sound: plays the drum, rings a bell, knocks on the table with a hammer; names the toys again. Then he sets up a screen and behind it reproduces the sound of the indicated objects. "What does it sound like?" he asks the children. The children answer, and the teacher again rings the bell, knocks with a hammer, etc. At the same time, he makes sure that the children recognize the sounding object, clearly pronounce its name.
Miraculous Pouch
Visual material: a bag, small toys depicting baby animals (duckling, gosling, chicken, tiger cub, piglet, elephant, frog, kitten, etc.).
All of the toys listed above are in a bag. The teacher, holding the bag, approaches the children and, saying that there are many interesting toys in the bag, offers to take one out of there, show it to everyone and call it out loud. The teacher ensures that the children correctly and clearly name the toy. If someone finds it difficult to answer, the teacher prompts him.
The following games and exercises help teach children the correct pronunciation of certain sounds in words, help them pronounce words with these sounds clearly, clearly.
Score
Visual material: toys, in the names of which there are sounds m - m, p - p, b - b (matryoshka dolls, car, bear, train, cannon, Parsley, drum, balalaika, Pinocchio, dog, squirrel, doll, etc.).
The teacher places toys on the table and invites the children to play. "I will be a salesman," he says, and asks again: "Who will I be?" The children answer. "And you will be the buyers. Who will you be?" - "Buyers" - the children answer. "What does the seller do?" - "Sells" - "What does the buyer do?" - Buys. The teacher shows the toys that he is going to sell. The children name them. Then the teacher invites one child to the table and asks what toy he would like to buy. The child calls, for example, a bear. The teacher agrees to sell, but offers to ask politely, while the word "please" emphasizes the voice. The teacher gives a toy and at the same time can ask the child why he needs this toy. The child answers and sits down. The next one is invited to the store. And so on until all the items are sold out.
The teacher makes sure that the children correctly pronounce the sounds m - m, p - p, b - b in words, clearly pronounce words with these sounds.
Visual material: a box and pictures depicting vehicles, as well as other items that have a sound with (s) in the name: sled, plane, bicycle, scooter, trolleybus, bus, chair, table, boot, etc.
Children take turns taking pictures out of the box; each shows his group, names the object depicted on it and says whether you can ride or not. The teacher makes sure that the children correctly pronounce sounds with (s) in words, clearly pronounce words with this sound.
For a walk in the forest
Visual material: toys (dog, elephant, fox, hare, goat, goose, chicken, chicken, basket, saucer, glass, bus, etc., in the names of which there are sounds with (s), z (z), c).
The teacher puts the toys on the table and asks the children to name them. Then he invites the children to go for a walk in the woods and take some toy animals with them. Kids choose the right toys, name them, put them in a car and take them to a predetermined place. The teacher makes sure that the children correctly select objects, clearly and loudly call them, correctly pronounce the sounds s (s), z (z), ts.
Tell me how I
Purpose: to teach children to speak loudly, quietly, in a whisper, and also to develop auditory perception (to distinguish between the degree of loudness of spoken words).
The teacher invites the children to listen carefully as he pronounces the words, and pronounce (repeat) them in the same way. The teacher makes sure that the children pronounce the words clearly, with the appropriate degree of volume.
"Bells Are Ringing"
. To develop phonemic hearing, speech attention and articulatory apparatus of children.
Educator. A large bell (shows a large circle) rings: "Ding, ding, ding." A small one (shows a small circle) rings “Ding, ding, ding” (children repeat sound combinations). When I show a big circle, big bells will ring; when I show a small circle, small bells will ring.
The teacher shows either large or small circles.
The game is repeated 3 times, then the children change roles and the game is repeated again.
Working with children of middle preschool age
In middle preschool age, pronunciation improves significantly in children. They are less likely to allow omissions and replacement of sounds, are able to maintain a syllabic structure even in polysyllabic words; their articulatory apparatus became stronger and more mobile, auditory perception, phonemic hearing became more developed.
The task of the teacher at this stage is to teach children to listen carefully to the speech of others, to select words that are similar in sound (a spoon is a cat, a midge, etc.), to isolate from a number of words only those that have a given sound, to recognize a familiar sound in names toys, objects or pick up toys and objects that have this sound, etc. At the same time, the teacher is working to clarify and consolidate the correct pronunciation of individual sounds. Particular attention is paid to the correct pronunciation in the words of the whistling group (s, s, s, s, ts), hissing (w, w, h, u), sonorous (l, l, p, p).
By the end of their stay in the middle group, many children learn and correctly pronounce all the sounds of their native language. But if the child has difficulty completing the listed tasks, the teacher can use the games and exercises proposed below. Their goal is to develop auditory attention in children, to teach them to clearly pronounce polysyllabic words loudly and in a whisper, to distinguish words similar in sound, and to correctly stress.
Take a toy
Visual material: toys or objects whose names consist of three to four syllables (crocodile, Pinocchio, Cheburashka, Thumbelina, etc.).
Children sit in a semicircle in front of a table on which toys are laid out. The teacher whispers one of the objects lying on the table to the child sitting next to him, who, in a whisper, should call it to his neighbor. The word is passed along the chain. The child who heard the word last gets up, goes to the table, looks for the given object and calls it out loud. The teacher makes sure that all the children, pronouncing the words in a whisper, pronounce them clearly enough.
Highlight the word
The teacher pronounces the words and invites the children to clap their hands when they hear words that have a sound z (a mosquito song) and a sound s (a water song). Answers can be group and individual. For individual answers, it is recommended to call those children whose phonemic hearing is not sufficiently formed, as well as those who pronounce these sounds incorrectly.
Pick similar words
The teacher pronounces words that are similar in sound: a cat is a spoon, ears are guns. Then he pronounces the word and invites the children to choose other words that are close in sound to him. The teacher makes sure that the children choose the right words, pronounce them clearly, cleanly, loudly.
Guess where are the mugs and where are the mugs
Visual material: two circles and two circles.
The teacher shows the children mugs and mugs, calls them and asks them to repeat. When they have learned these words, the teacher holds the circles above the circles and asks what is on top and what is on the bottom. The children answer. Then the teacher swaps the objects and again asks where the circles are and where the circles are. Children give a complete answer.
The teacher makes sure that the children correctly indicate where the object is, and clearly pronounce the words.
Working with older preschool children
By the time they move to the older group, children can pronounce almost all sounds (their articulatory apparatus is already ready to pronounce even the most difficult sounds). But the teacher still pays serious attention to the development of phonemic hearing and the articulatory apparatus of children, he teaches them to distinguish sounds by ear and pronounce them correctly (s - s, s - ts, w - w, h - u, s- w, h - w, c - h, s - w, l - p). For this purpose, articulation gymnastics is carried out daily, as well as work to eliminate pronunciation shortcomings.
Five-year-old children are able to determine by ear the presence or absence of a particular sound in a word, they can independently select words for given sounds, unless, of course, preliminary work was carried out with them.
But not all children clearly distinguish certain groups of sounds by ear, they often mix them up. This applies mainly to certain sounds, for example, the sounds of sits, sish, shizhi others do not differentiate by ear.
To develop phonemic perception, the ability to listen to the sound of words, to establish the presence or absence of a particular sound in a word, to differentiate certain pairs of sounds, children of this age are offered games aimed at selecting words with given sounds, or exercises in which you need to highlight words with given sounds. sounds from phrases, small poems.
The purpose of the games and exercises below is to develop auditory attention and phonemic perception: to teach children to hear sounds in words, to differentiate by ear and in pronunciation some pairs of sounds (s - s, s - ts, sh - f, h - u, s - sh , s - f, c -h, s - u, l - r), it is correct to highlight the necessary words in phrases.
Find and say the right word
The teacher suggests highlighting and naming only those words that have the given sounds.
C - Papa bought Lena a sled. A bus is moving along the road. Nature comes alive in spring.
A house above the river, A bright stripe, A light in the windows, He lay down on the water. (A. Pleshcheev "On the Shore")
3 - There is a lock on the door. Thunderclouds appeared in the sky. Why is the dog barking. For someone you don't know? Because she barks - Wants to meet. (A. Vlasov "Why?").
Who listens better?
Option 1
The teacher calls two children to him. He puts them back to back, 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 the sound sh. What sound? And Larisa will raise her hand only when she hears words that have the sound j. Once again, the children are invited to repeat who and when should raise their hand. Children count the number of correct answers, mark the incorrect answers. The teacher names the words with a short interval (15 words in total; 5 - with the sound sh, 5 - with the sound zh, 5 - where these sounds are absent). Approximately the following set of words is proposed: "hat", "house", "beetle", "fox", "hedgehog", "cat", "plate", "hanger", "skis", "pencil", "barrel", "scissors", "castle", "puddle", "roof".
Everyone monitors whether the guys are doing the task correctly, correcting mistakes by pointing to the given sound in the word or its absence. At the end, the children name the child who was the most attentive, correctly identified all the words and never made a mistake.
Option 2
The teacher calls two children: one of them should raise his hand to the words with the sound w, the other with the sound w. Invites the rest of the children to name words in which these sounds occur. At the end of the game, the children name the winner. Option 3
The teacher invites two children to choose words: one with the sound ha, the other with the sound f. The winner is the one who names the most words without making a single mistake in pronunciation.
The same can be done with other pairs of sounds. Words can be loud and soft
Children memorize the tongue-twister (taking into account the sound being worked out). For example, when differentiating sounds l - l, you can use such a phrase; "Alenka sat in a corner, Alenka has a lot to do."
The teacher offers to pronounce the tongue twister, first in a whisper, then in a low voice, and then louder than usual.
As exercises for the development of the vocal apparatus when pronouncing phrases with different volumes, in addition to tongue twisters, you can use excerpts from poems, nursery rhymes, rhymes, tongue twisters.
Similarly, the game "Words can sound fast and slow" is played.
Working with children of preschool age
In the seventh year of life, the sound pronunciation of children is not much different from the pronunciation of adults, although some children have shortcomings. Low mobility of the articulatory apparatus or deviations in its structure (for example, malocclusion) are the most common cause of pronunciation defects.
Such children, as a rule, need additional speech therapy exercises. The teacher pays special attention to developing in children a clear and intelligible pronunciation of words, phrases, the ability to differentiate by ear and in pronunciation sounds that are similar in sound or pronunciation: voiced and deaf consonants, hard and soft, whistling and hissing. At the same time, the teacher ensures that the children clearly and correctly pronounce isolated sounds.
The purpose of the games and exercises given below is to develop phonemic perception, elements of sound analysis: to determine the presence of a given sound in words, to highlight the first and last sound in words. What sound is in all words?
The teacher says three- four words, each of which has one of the sounds being worked out: "fur coat", "cat", "mouse" - and asks the children what sound is in all these words. Children call the sound sh.
Then he proposes to determine what sound is in all the words below:
* beetle, toad, skis - f;
* kettle, key, glasses - h;
* brush, box, sorrel - u;
* braid, mustache, nose - s;
* herring, Sima, elk - s;
* goat, castle, tooth - h;
* winter, mirror, vaseline - z;
* flower, egg, chicken - c;
* boat, chair, lamp - l;
* linden, forest, salt - l;
* fish, carpet, wing - r;
*rice, fortress, primer - p.
The teacher makes sure that the children clearly pronounce sounds, correctly name hard and soft consonants.
Name the first sound in the word
The teacher shows a toy, for example, Pinocchio, and offers to determine what sound his name begins with. After the answers, the teacher gives the task to the children to determine with what sound the names of their neighbors begin, the name of certain animals, objects. Draws attention to the fact that sounds must be pronounced clearly (you cannot pronounce the syllables ze in the word "Zoya", ve - in the word "Vadik").
What is the last sound in the word
Visual material: pictures (bus, goose, chick, raincoat, house, key, table, door, samovar, bed, hippopotamus, etc.).
The teacher shows a picture, asks to name what is shown on it, and then say what is the last sound in the word. At the same time, attention is drawn to the clear pronunciation of isolated sounds, the differentiation of hard and soft consonants (in the word "door" the last sound is p, not p).
When all the pictures have been considered, the teacher suggests putting pictures in which the names of objects end in a solid consonant in one direction, in the other
To soft. Children who do not clearly pronounce sounds are encouraged to clearly pronounce the consonants at the end of the word.
Think, don't rush
The teacher offers the children several tasks for ingenuity and at the same time checks how they learned to hear and highlight certain sounds in words:
Choose a word that begins with the last sound of the word "table". Remember the name of the bird, which would have the last sound of the word "cheese" ("sparrow", "rook", etc.). Choose a word so that the first sound would be k, and the last - sh ("pencil", "reed", etc.).
d.).
What word will you get if you add one sound to but? ("knife", "nose" ...).
Make up a sentence in which all words would begin with the sound m (mother washes Masha with a washcloth).
Find objects in the room with the second sound (y) in the name (paper, pipe, Pinocchio ...).
"Find a mate"
Software content.
Pictures are displayed on the flannelgraph. First row: drum, flag, chicken, pipe, dog, bump; second row: parrot, wolf, goose, tram, umbrella, beetle.
Educator. Above and below the picture. Let's arrange them in pairs so that the first sounds are comrades (voiced-deaf sounds).
Children come out, name the object and the first sounds of words. They put the lower pictures under the upper ones so that the first sounds make up a pair of “voiced-voiced consonant).
"Name the percussive sound."
Software content.Develop speech attention, phonemic hearing and speech breathing.
The teacher throws the ball, calls the word with emphasis on the stressed syllable; the child catches the ball, calls the shock sound and throws the ball to the teacher
Development of phonemic perception and representations
A child is surrounded by many sounds: music, birds chirping, grass rustling, wind noise, murmuring water... But words - speech sounds - are most significant from his very birth. Sounding speech provides the child with the necessary communication with adults, obtaining information, getting involved in activities, mastering the norms of behavior.
Listening to the words, comparing their sound and trying to repeat them, the child begins not only to hear, but also to distinguish the sounds of his native language.
Already in the third - fourth year of life, he notices the incorrect pronunciation of words by his peers, tries to correct them, although sometimes he himself does not possess such skills.
The purity of speech depends on many factors: on the development of speech hearing, speech attention, speech breathing, voice and speech apparatus. All these components without their special "training" often do not reach the desired level of development.
It is necessary to work on the pronunciation side of a child's speech from an early preschool age, since often transferring it to an older age does not bring the desired results.
Games and exercises for the development of phonemic hearing are recommended for children after 3 years. The concept of phonemic hearing includes phonemic perception, phonemic representations and sound analysis and synthesis, which children master not only in the preschool period, but also in the course of preparing for literacy. Sufficient development of phonemic hearing is necessary for the child to master the sound system of the language, for competent oral and written speech.
Game "Train" No. 1
Target :
Material. Bell, big and small hare.
Game progress:
The bell is ringing. The teacher invites the children to play the game "Train": "We will go to the hares, they want to play with us." Children imitate the movement of the train, pronouncing sounds and sound combinations: “Chu-choo-choo” - the departure of the train; "Uuuu" - the train is buzzing; "Choo-choo-choo" - the train stops near a chair on which a big bunny is sitting.
The teacher and the children greet the hare, ask him to go with them to kindergarten. The hare joins the children. The train is moving on.
At the other stop, a little hare is waiting for the children. The children also greet him and invite him to go with them.
When the train stops, the hares invite the children to dance, jump, and clap. Then the teacher says: “The hares are tired and want to sleep. Let's sing a song to them: “Aaa-aaa ...” (children imitate that they rock the rabbits). The hares fell asleep, and you sit on the chairs.
Game "Cubs eat honey" No. 2
Game progress:
The teacher tells the children that they will be cubs, and cubs are very fond of honey. Offers to bring the palm closer to the mouth (with fingers away from you) and “lick off” the honey - the children stick out their tongue and, without touching the palm, imitate that they eat honey. Then, raising the tip of the tongue, remove it. (Mandatory display of all actions by the educator.) 3-4 times.
Then the teacher says: “The cubs have eaten.
They lick upper lip (show), lower lip (show).
Stroking the tummies, saying: "Uuu" (2-3 times).
Game "Clock" No. 3
Target :
To develop the speech apparatus and speech attention of children.
Material . Picture of big and small clocks.
Game progress:
Educator. Listen to the clock ticking: "Tick-tock, tick-tock", how the clock strikes: "Bom-bom ...". In order for them to walk, you need to start them: "Trick-track ...".
- Let's start a big clock (children repeat the corresponding sound combination 3 times); our clock goes and first it ticks, then it beats (sound combinations are repeated by children 5-6 times).
- Now let's start a small clock, the clock goes and sings softly, the clock strikes very quietly (each time the children imitate the movement and ringing of the clock with their voices).
The game "Who lives in the house?" No. 4
Target.
To develop speech attention and speech breathing of children.
Material. Pictures with the image of a cat, a kitten, a dog, a puppy; 4 dice.
Game progress:
Educator (showing a picture of a cat).
-Who is it? (Children's answers.)
The cat meows loudly: "Meow-meow" (children repeat the sound combination 3-4 times). Educator (shows a picture of a kitten.)
- And who is this? (Children's answers.)
The kitten meows quietly (children repeat the sound combination 3-4 times).
Educator (shows a picture of a dog.)
-Who is it? (Children's answers.)
The dog barks loudly: “Av-av” (children repeat the sound combination 3-4 times). Educator (shows a picture of a puppy.)
-And who is this? (Children's answers.)
The puppy barks quietly (children repeat the sound combination 3-4 times).
- Send the animals home (pictures are removed by the cubes).
- Guess who lives in this house:
"Av-av" (pronounced loudly)? (Children's answers.)
-That's right, a dog (shows a picture).
- How did she bark? (Children's answers.)
- Guess who lives in this house:
"Meow meow" (pronounced quietly)?
How did the kitten meow? (Children's answers.)
Similarly, children guess who lives in other houses, and repeat sound combinations several times.
Game "Bells" No. 5
Target.
To develop speech attention and speech breathing of children.
Material . Big and small bell (you can use Christmas decorations)
Game progress
Educator. Look, this is a big bell and this is a small bell. The girls will be little bells. They call: "Ding, ding, ding." The boys will be big bells. They ring: "Melons-melons-melons."
The teacher offers to “ring” and sing songs first to the girls, then to the boys. The exercise is performed 2 times, then the children change roles, and the game is repeated.
The game "The bells are ringing" No. 6
Target.
Material. Large and small mugs of any color.
Game progress
Educator. A large bell (shows a large circle) rings: "Ding, ding, ding." A small one (shows a small circle) rings: “Ding, ding, ding” (children repeat sound combinations).
When I show a big circle, big bells will ring; when I show a small circle, small bells will ring.
The teacher shows either large (3 times) or small (3 times) circles (haphazardly).
The game "Who is screaming?" No. 7
Target.
To develop speech attention and speech breathing of children.
Material. Flannelgraph, pictures to him depicting a pig and a piglet.
Game progress
Educator.
- The mother pig (reinforces the corresponding picture on the flannelograph) had a small piglet (the picture is displayed).
- Mom taught him to grunt.
- The pig grunted loudly: “Oink-oink-oink” (children repeat the sound combination).
- And the pig answered quietly: “Oink-oink-oink” (children repeat the sound combination).
-The piglet played and ran away from his mother (rearranges the picture with the image of the piglet away).
- The pig is calling his son.
-What does she call him? (Children, together with the teacher, repeat the sound combination.)
- The piglet heard that his mother was calling him, and grunted.
-How does he snort? (Children say the sound combination quietly.)
-The piglet ran to his mother (rearranges the picture).
The pig grunted loudly. How? (Children's answers.)
- So she praised the little piggy son.
And the pig answered her. How? (Children's answers.)
Game "Drums" No. 8
Target.
To develop speech attention, phonemic hearing and articulatory apparatus of children.
Material . Picture of a big and a small drum.
Game progress
The teacher divides the children into two teams - large and small drums. The teams are facing each other.
Educator. "You will be musicians playing drums."
- Big drums beat: “Tram-tam-tam” (children repeat sound combinations). - Small drums beat: “Trim-tim-tim (children repeat sound combinations).
The teacher randomly gives tasks to teams 6-8 times.
Then the children switch roles and the game is repeated.
Game "Horses and Train" No. 9
(in a circle)
Target.
To develop phonemic hearing, speech attention and articulatory apparatus of children.
Game progress
Educator. When the horses are galloping, you can hear: “Tsok, tsok, tsok” (children repeat the sound combination); when the train rides, the wheels knock: "Chok, chok, chok" (children repeat).
The horses galloped ... The horses are resting.
The train went, the wheels rumbled.
The train stopped.
Game "Big and small cars" No. 10
Target.
Game progress
The teacher divides the children into two teams - large and small cars.
Educator. When big cars drive, their wheels rustle loudly: "Shhh." They beep: “Beep-beep-beep” (children repeat the sound combination 2-3 times). Small cars drive quietly, and their wheels rustle quietly: "Shhh."
They beep: "Beep-beep-beep" (children repeat the sound combination 2-3 times).
At the signal " Let's go big cars» children of the first team imitate how cars drive - they turn the steering wheel and beep.
Then at the signal Let's go little cars» the task is performed by the second team.
The game is repeated 2 times, then the children change roles, and the game is played again.
Game "Fish" No. 11
Target.
To develop speech attention and speech breathing of children.
Game progress
Educator. "You will be fish."
-The fish swim in the river and splash their tail: "Flu-flu-flu."
-They dive deep for food.
-When big fish dive, you hear: “Splash” (says loudly).
-When small fish dive, you hear: “Splash” (says quieter).
Children repeat both sound combinations 2-3 times.
Educator. "The fish swam, waving their tail."
(Children say: "Flu-flu-flu".)
- Big fish dive... small fish. (Children pronounce "Splash" now loudly, then quietly.)
Game "Elephants and Donkeys" No. 12
Target.
Develop speech attention and articulation apparatus of children.
Material. Pictures with the image of a donkey and an elephant.
Game progress
The teacher divides the children into two groups: donkeys and elephants.
They stand up against each other.
Educator. The donkey (showing the picture) shouts: “Eee-ee-iii”, and the elephant (showing the picture) shouts “Yyyy-yyy” (children repeat both sound combinations).
On command " Donkeys are coming» The first group of children move around the room and make the appropriate sounds.
On command " Elephants are coming» the above actions are performed by the second group.
The game is repeated 3 times, then the children change roles, and the game is played again.
Game "Complete the task" No. 13 (in a circle)
Target.
To develop speech attention and speech breathing of children.
Game progress
We stomp our feet
We clap our hands
We nod our heads.
We raise our hands
We lower our hands
We give hands (children hold hands)
And we run around (3 times).
The game is repeated 3 times.
Game "Phone" No. 14
Target.
To develop speech attention and speech breathing of children.
Material . 3-4 story pictures like: a girl jumps, a boy washes, children sing.
Game progress
The teacher invites three children to stand in a row. The last one says a phrase in the ear corresponding to the content of one of the pictures. The child quietly repeats it to his neighbor, who - to the first child in the row, who pronounces the phrase loudly, comes to the table and takes the desired picture.
Game "Be attentive" No. 15
Target.
To develop phonemic hearing, speech attention and speech breathing of children.
Material . Pictures depicting adult animals and birds on the flannel - goats, sheep, rooster; their cubs (each child has one picture of a cub); flannelgraph.
Game progress
Educator. This is a goat (show picture).
- She shouts loudly: “Me-me ..” (children repeat the sound combination).
- And this is a goat - her cub. He screams softly (children repeat the sound combination
-This is a sheep (showing the picture). She bleats - screams loudly: “Be-be ...” (children repeat the sound combination).
- And her cub - a lamb screams softly (children repeat 5-6 times).
- And who is this? (Showing a picture of a rooster.)
-How does he scream? (Answers of children).
-He shouts loudly: “Ku-ka-re-ku!”, wakes everyone up (children repeat the sound combination)
- A rooster and a hen have babies.
-What are their names? (Children's answers.)
-How do chickens squeal? (Children's answers.)
Pictures are exposed on a flannelgraph.
Educator. (distributes to children pictures depicting the cubs of these animals and birds).
Cubs walk (children leave the tables),
they pinch grass, they look for crumbs.
Whose mother or whose father calls the cub, he must shout - answer them - and run - put a picture next to them.
The teacher reproduces the cry of an animal or bird.
Children who have their cubs in the pictures say, for example: “I am a lamb: “Be-be-be””, and put the picture on the flannelgraph.
After all the pictures are placed, the children name an adult animal and its cub, a bird and its cub.
The game "Hammer a carnation with a hammer" No. 16
Target.
Develop phonemic hearing, speech attention of children.
Game progress
Educator. When a big hammer knocks, you hear: “Knock-knock-knock” (children repeat the sound combination 5-6 times).
When a small hammer knocks, you hear: “Tuk-tuk-tuk” (children repeat the sound combination 5-6 times).
Let's hit the nail with a big hammer.
Now let's hammer a small carnation with a small hammer.
Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).
The game "Let's teach the bunny to speak correctly" No. 17
Target.
To develop speech attention and speech breathing of children.
Material. Toy hare; pictures of bears, squirrels, elephants, monkeys, birds, dogs on flannel; flannelgraph.
Game progress
Educator. I have pictures on the flannelgraph. Bunny will say what is drawn on them. If he speaks incorrectly, you will teach him to speak correctly.
Ishka - children correct "Bear".
Herringbone - squirrel.
Onik is an elephant.
Zyanka is a monkey.
Ichka is a bird.
Baka is a dog.
After "learning" the bunny begins to name all the objects correctly.
Educator. Well done guys, taught the bunny to speak correctly.
Game "Frog and Frogs" No. 18
Target.
To develop speech attention, articulatory apparatus and speech breathing of children.
Game progress
Educator. You will be little frogs, and I will be a mother frog.
The frog jumps along the path, stretching out its legs: “Kwa-kva-kva”, come out, kids: “Kwa-kva-kva”. (Children imitate how frogs jump and croak.)
Sit down, frogs, rest (children squat down).
I caught a lot of tasty midges.
Open your mouths wider - I will feed you.
The frogs ate, croaked loudly.
They lay down to sleep on the leaves.
Woke up and screamed.
The children do the following.
Game "Call Your Mom" No. 19
Target.
To develop speech attention, articulatory apparatus and speech breathing of children.
Material. For each child, one picture depicting cubs of animals and birds: a chicken, a puppy, a kitten, a piglet, a frog, a foal, a calf, a duckling, a bear cub, a caterpillar, a chick.
The teacher has an appropriate set of adult animals and birds.
Game progress
Educator. Who do you have drawn, Kolya? (Chick.)
Who is the mother of the chicken? (Chicken.)
Call, chicken, your mother. ("Pee-pee-pee.")
(The teacher imitates the clucking of a chicken and shows a picture.)
The same work is done with all children.
The game "The animals are coming" No. 20
Target.
Game progress
The teacher divides the children into four groups - elephants, bears, pigs and hedgehogs.
Educator. Elephants are walking, they are stomping very loudly (children pronounce the sound combination “Top-top-top” loudly, repeat it 3-4 times).
- Bears are coming, they are stomping quieter (children repeat the sound combination 3-4 times a little quieter).
- Piglets are coming, they stomp even quieter.
- There are hedgehogs, they stomp very quietly.
- Let's go elephants (children walk in a group, stomp and pronounce a sound combination loudly).
The same work is done with other animals. The children then switch roles of their choice and the game is repeated.
Game "Be attentive" №21
Target.
Material . Pictures with the image of a doll, a ball, a pyramid, a car, a hare, a bear, a cow, a horse, a hedgehog; for each child, a blue and a red mug.
Game progress
Educator. I have different pictures. If I show you a picture of an animal, you have to yell the way it yells and raise the blue circle. If I show a toy, you will raise a red circle and name the toy.
The teacher shows pictures (randomly), and the children perform actions.
Game "Guess the word" No. 22
Target.
Material. Pictures on the flannel depicting all the animals and their cubs familiar to children; flannelgraph.
Game progress
Educator (puts pictures of animals on the flannelgraph by the number of children in the group).
I will begin to name the animal, and the one I ask will name it correctly.
I will say: "Horse ...", and you must say: "Horse" or "horse".
The teacher pronounces the word without the last syllable or sound, the children call the whole word.
Game "Cuckoo and pipe" №23
Target.
Material . A picture depicting a cuckoo, a pipe.
Game progress
Educator. A bird lives in the forest - a cuckoo (picture display).
- She cuckoos: "Ku-ku, ku-ku" (children repeat the sound combination 3-4 times).
- One day the children came to the forest to pick mushrooms.
- We got a lot of mushrooms.
- Tired, sat down in the clearing to rest and played pipes: “Doo-doo-doo-doo” (children repeat the sound combination 3-4 times).
The teacher divides the children into two groups - cuckoos and pipes.
Without a system, he gives different commands 6-7 times (either to cuckoos or pipes). Then the children switch roles and the game is repeated.
Game "Do as I do" No. 24
Target.
To develop phonemic hearing, speech attention and articulation and voice apparatus of children.
Material . Toy: bear
Game progress
Educator. The bear wants to play with you - give you tasks.
Bear. I am clubfoot, I walk like this (show). And you are like that (children perform).
I can growl: "Hr-hr-hr." And you growl...
I love to eat honey. I eat it like this (holds out paw and pretends to lick honey off it). Eat honey...
Honey is very tasty. You gotta lick your lips like this...
You have to lick your teeth like this. Stroke the tummy and say: "Fu-u-u." Roar louder.
Educator. Well done!