Development of phonemic hearing: exercises

Know the Sound

This exercise teaches you to determine the presence or absence of a given sound in a word by ear. Invite your child to perform a certain action (raise hand, clap, stomp) when he hears words with a given sound. If the child has problems distinguishing a particular sound - do the exercise for this sound, if there are no problems - select the most likely "problem" sounds.

What common?

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

One, two, three - quickly figure it out!

In this exercise, the child needs to come up with a word that will meet certain criteria, for example:

Name a word that begins with the same sound as the word "fur coat".

Think of a word that begins with the last sound of the word "watermelon".

Remember the name of the fish, which has the last sound of the word "castle" (pike, crucian carp, carp...).

Choose a word in which the first sound is s and the last sound is k.

You can ask the child to choose a picture that shows an object with a given sound, or simply find such an object in the room.

Someone messed something up

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

I love my horse
I will comb her hair smoothly,
I stroke the ponytail with a scallop
And I'll ride tobones .

Let's build the plane ourselves
Let's fly overscales .
Let's fly overscales ,
And then back to mom.

Bunny gray sits
And wiggles his ears.
It's cold for a bunny to sit
Necessarylight bulbs warm.

hear - clap
An adult pronounces a series of sounds (syllables, words); and the child with his eyes closed, having heard the given sound, claps his hands.

attentive listener
The adult pronounces the words, and the children determine the place of the given sound in each of them (beginning, middle or end of the word).

right word
On the instructions of an adult, children pronounce words with a certain sound at the beginning, middle, end of a word.

keen eye
Children are invited to find in the environment objects in the name of which there is a given sound, and determine its place in the word.

lay down the sound
An adult pronounces a series of sounds, and children pronounce the syllables and words made up of them, for example: [m] [a] - ma; [n] [o] [s] - nose.

say the opposite
The adult pronounces two or three sounds, and the children must pronounce them in reverse order.

• AUDIO ATTENTION

  PHONEMATIC HEARING

  INTRODUCING SOUND AND LETTER

• The ability to focus on sound - auditory attention - very important feature a person without which it is impossible to listen and understand speech.

  It is also important to distinguish and analyze sounds. This skill is called phonemic awareness. Small child does not know how to compare sounds, but it can be taught this. The purpose of exercises for the development of phonemic hearing is to teach the child to listen and hear.

  DEVELOPMENT OF PHONEMATIC HEARING

LEARNING SOUNDS AND LETTERS

One of the meanings of the word "phonetics" is the sound composition of the language. The child's mastery of the sound composition of the language underlies the development of speech. In other words, the peculiarity of the formation of a child's speech directly depends on his ability to hear, recognize and distinguish between speech sounds.

Classes for mastering the sound composition of a language by a child include three stages: acquaintance with sound, differentiation of sounds, acquaintance with a letter.

Sound workflow:

Acquaintance with sound (selecting it by ear).

Definition of sound characteristics (vowel or consonant), (voiced or voiced).

Isolation at the auditory level from a number of other sounds, syllables, words.

Determining the place of sound in a word (based on pictures).

Determination of hardness - softness (consonant sounds) based on pictures.

Compilation of syllables, words from given sounds.

Sound differentiation work:

Clarification of articulations and characteristics of sounds, finding their similarities and differences.

Isolation of a given sound from a number of other sounds, syllables, words (with the performance of specific tasks).

Determining the presence of a particular sound and its place in a word based on pictures.

Recording syllables, words for the studied sounds.

Drafting sound schemes, syllables, words.

The sequence of work on the letter:

Acquaintance with the letter: examination, comparison with objects of the surrounding reality (what the letter looks like).

Selection of its elements.

Listening to a poem about a letter.

Drawing a letter with your finger in the air.

Drawing a letter on a piece of paper according to the model.

Reading syllables with the studied letter ().

Our speech consists of sentences.

A proposal is a complete thought.

Sentences are made up of words.

Words are made up of sounds.

Sound is what we hear and pronounce.

The letter is what we see and write.

The sound in the letter is indicated by the letter.

Sounds are vowels and consonants.

Vowel sounds are sounds that can be sung with a voice (higher-lower), while the air coming out of the mouth does not encounter obstacles.

There are six vowels in Russian: [a] [u] [o] [i] [e] [s].

In the diagrams, vowel sounds are indicated in red.

There are ten vowels: "a" "y" "o" "i" "e" "s" "I" "yu" "e" "e".

Six vowels - "a" "y" "o" "and" "e" "s" - correspond to sounds.

Four vowels - “I” “yu” “e” “e” - iotized, that is, they denote two sounds: (“I” - [ya], “yu” - [yu], “e” - [ye], "yo" - [yo]) in the following cases: at the beginning of a word (pit, spinning top); after a vowel (lighthouse, hare); after soft and hard signs (family, rise). In other cases (after consonants), iotated vowels indicate the softness of the consonant in front and the vowel sound: “i” - [a], “yu” - [y], “e” - [e], “e” - [O] (birch, ball).

Consonant sounds are sounds that cannot be sung, since the air coming out of the mouth when they are pronounced meets an obstacle.

The deafness and sonority of consonant sounds are determined by the work of the vocal cords and are checked with a hand placed on the throat.

The hardness and softness of consonants are determined by ear.

Consonants [b] [c] [g] [d] [h] [k] [l] [m] [n] [p] [p] [s] [t] [f] [x] can be hard (if they are followed by vowels "a" "y" "o" "e" "s") and soft (if they are followed by vowels "and" "e" "e" "yu" "I").

Always hard consonants: [g] [w] [c].

Always soft consonants: [th] [h] [u].

Solid consonants on the diagrams are indicated in blue.

Soft consonants on the diagrams are indicated in green.

When choosing words for games with sounds, it should be remembered that voiced consonants are deafened at the end of words (mushroom) and before voiceless consonants (mug).

K.o.z.: to develop the ability to listen to a fairy tale together with a group of peers, encouraging them to emotionally respond to the perceived content of the fairy tale and take part in it.

K.r.z.: activation speech activity. Development of phonemic hearing, fine and general motor skills, auditory attention, visual attention, creative imagination, imitation.

K.v.z.: the formation of a positive attitude to participate in the lesson, friendly relations. Cultivate the desire to speak correctly and beautifully.

Material for the lesson: Christmas trees of different heights, cotton balls, paper snowflakes.

Toys: bun, hare, wolf, bear, fox.

multimedia device – showing silhouettes of animals on it: a hare, a wolf, a bear, a fox and a horse. Show pictures: forest, wind, snow, owl, titmouse, sparrow, crow, wolf.

Items: umbrella, ribbon, mittens, crayons.

Relaxation mats, toy rubber hedgehogs for hand massage.

Record player, cassette with recording of sounds of nature.

Lesson progress:

Organizing time.

Children, I am very glad to see you.

Greetings.

We will stand in a circle together,

We need to say hello.

I say "Hi!" to you.

Smile back at me.

hello right hand

Hello left hand.

Hello friend, hello friend

Hello to all our friendly circle!

(Children sit on chairs in a row.)

Teacher: - Children, do you like to travel? (Yes, we love.)

Do you like fairy tales? (Yes.)

Then let's take a trip to the fabulous winter forest, a hero very familiar to you is waiting for us there. He invites us into his fairy tale. We need something to travel. How about we ride the magic train? Do you agree? (Yes.)

Prepare your hands, make them proboscis. Veronica, you will be the driver, announce:

Machinist: - Watch out, the doors are closing.

Teacher: - And the wheels spun (Hands bent at the elbows, circular movements of the hands in time with the words.).

The train rushes and hisses

And the wheels are rattling.

Children:- Choo-choo, choo-choo.

I'm flying, I'm flying, I'm flying.

I roll, roll, roll.

Teacher: Well, here we come to the forest. (Children sit on chairs.)

What a beautiful winter forest. Everything is covered with snow, the snow sparkles in the sun. Green Christmas trees are in the snow. And who is under the Christmas tree? (Kolobok.)

Children, say hello to the bun (hello bun).

Teacher:- Children, the gingerbread man is very cheerful, loves to ask questions and answer them, but he can make mistakes, so you, be careful and if the gingerbread man makes a mistake, you need to help him correct his mistakes. Fine? (Yes.)

And so, the grandmother baked a bun and put it on the window to cool. The bun lay down, lay down, jumped out the window and rolled along the snowy path. And the gingerbread man rolled into the forest, into a snowy clearing. Stop and listen. Let's help the kolobok, tell you what sounds you can hear in the forest.

How noisy is the forest? (shhh...)

How does the wind whistle? (ssss)

How does the snow creak underfoot? (ssss)

How does an owl hoot? (uuuuu)

How does the titmouse sing? (zin - zin - tang - 2 times)

How does a sparrow chirp? (chik - chirp)

How a crow croaks (kar - kar)

How does a wolf howl? (woo)

Children, let's play a game: "Bake a bun."

Finger gymnastics.

1. Let's show how grandmother collected flour for a bun (spread fingers wide, then clench them into a fist).

2. We knead the dough - the children drive the fingers of one hand along the palm of the other in a clockwise direction.

3. Roll out the dough - rub your palm on your palm.

4. We sculpt a gingerbread man - put a palm on a palm and squeeze them, while changing the position of the hands, laying on top, then the right, then the left hand.

Well done guys, the kolobok liked the game.

And now, the gingerbread man asks you to guess which animals he will show you. Silhouettes: wolf, fox, hare, bear, horse - screen display.

Teacher:- Kolobok says that he met all these animals in a fairy tale. Right? (No.)

Who's extra? (Horse.)

Children, remember who the gingerbread man met first? (Bunny.)

That's right, bunny. Here comes the bunny, let's say hello to the bunny. (Hello, bunny.)

Guys, some kind of sad bunny, apparently something happened, let's ask?

Children:- What's wrong with you bunny?

Teacher:- Oh, children, it turns out he caught a cold, ate snow. Let's dress the bunny to keep him warm. (The teacher puts on a fur coat for the bunny.)

Children in chorus: - Fur coat - fur coat, warm the bunny - ka.

teacher: - Well, the bunny got warm and says thank you. And we, let's tell the bunny not to catch a cold.

Child: - A bunny is a runaway, don’t run through the snowdrifts anymore, don’t eat snow. Children in chorus: - Goodbye, bunny.

Clever, right.

Hand massage(self-massage with a rubber hedgehog)

Children, let's touch the thorns of the hedgehog. Take it first with one hand, then with the second, like this - the teacher shows (the children alternately, then with their right, then with their left hands squeeze a rubber hedgehog).

A bun rolls and sees someone: big, clumsy, sitting in a lair. Kolobok says it's a hare. Did he describe the rabbit correctly? (No, it's a bear.)

Teacher:- You can't fool our guys, they know it's a bear. Let's say hello to the bear (hello bear).

The bear says that he is very hungry and would love to eat a kolobok. Let's ask the bear:

Children:- Don't eat the kolobok bear, better let us help you with something.

And while the bear comes up with a task for us, we will have a little rest.

Fizkultminutka.

Game exercise "Repeat"

Children, let's make a gingerbread man, he is cheerful with us, he loves to roll along the path. Join hands and let's roll along the path.

1. Gingerbread man met a bunny, he is soft and loves to jump (jump).

2. Kolobok met a wolf, and the wolf is angry and loves to run (children run after each other).

3. And now there is a bear, it is big and clumsy (they walk - arms to the sides).

4. And the fox is cunning, red, walks on toes (they walk on toes).

Teacher: - Well, the bear came up with a task for us? Are you so confused? Guys, it turns out that sounds are mixed up in his verses, let's help him. I will read poetry, and you will suggest what sound should be put in order to make it right.

1.Oh! They shout around the hostess, gangs climbed into the garden (there is no bunny).

2. Here is a good place, a stove flows nearby (there is no river).

3. Tears are shed at Oksanka, her jars are gone (there is no sled).

4. The bear hid under the hill and quietly gnaws at the mink (no crust).

5. A kitten sewed slippers for himself so that hats would not freeze in winter (there is no paw).

Children, the bear thanks you for your help, now he will sleep peacefully.

Children:- Goodbye, bear.

That's right, fox. What is the character of the fox? (Cunning, evil, insidious.)

The fox wants to eat the bun.

Children:- Do not eat, fox, kolobok.

Teacher: - Children, a fox will not eat a kolobok if you say what sound her name begins with. (From the sound-l.)

Right.

Teacher: - Children, in Russian folk tale the fox ate the bun, and we have a fairy tale with a happy ending, because you helped the bun. Let's give the little animals goodbye, gifts. Look what I have (shows).

Bunny - (umbrella).

Bear - (crayons).

Fox - (ribbon).

Wolf - (mittens).

Children choose objects whose name begins with the same sound as the name of the hero.

Teacher: - A forest animals and a bun, they also give you something. Look, these are delicious hazelnuts.

Children:- Thank you! Goodbye!

Teacher:- It's time for us to go home.

And the wheels spun (arms bent at the elbows, circular movements of the hands in time with the words).

The train rushes and hisses

And the wheels are knocking

Choo-choo, choo-choo.

I'm flying, I'm flying, I'm flying.

I roll, roll, roll

Here we are at home. Children, did you enjoy our trip? (Yes.)

What did we do? (We thought, we talked, we played.)

Children, you are great.

Relaxation.

Children sit cross-legged on rugs with their eyes closed and listen to the sounds of nature.

Children, go and sit on the mats, close your eyes and listen to the sounds of nature.

Open your eyes. Get up slowly. Take a deep breath and exhale.

The teacher says the words, and the children perform actions according to the text.

Clap your hands together (clap)

They stamped their feet together. (stomp)

Everything we played here (listen)

We remember with you. (listening)

They said goodbye to everyone (they say: "Goodbye")

And they went home (go to the group).

The duration of the lesson is 20 - 22 minutes.

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

One of the important components successful learning at school is the acquisition of literacy, i.e. fluent conscious reading and error-free writing. In order to acquire literacy, one must have well-developed phonemic awareness 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 structure.

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 between close sound composition words;
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 a 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 correct name the item shown in the picture, and a red circle if the name of the item 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 a poem, find in it wrong word and replace it with another, 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 of 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.

Games and exercises for the development of phonemic hearing and perception

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

Why does a child need good phonemic hearing? This is due to the method of teaching reading that exists today in the school, based on sound analysis words. It helps us to distinguish between words and forms of words that are similar in sound, and to correctly understand the meaning of what is said. The development of phonemic hearing in children is the key to successful learning to read and write, and in the future - to foreign languages.

By the age of five, children are able to determine by ear the presence or absence of a particular sound in a word, they can independently select words for given sounds, unless, of course, preliminary work was carried out with them.

How to develop phonemic hearing in a child? The best thingdo it in the game. Many development games phonemic processes have a combined character, which is expressed not only in the enrichment of the dictionary, but also in the activation of higher mental functions (memory, attention, thinking, motor skills). I bring to your attention games that allow you to interesting form teach the child to listen to the sounds of speech.

1. The game "Catch the right sound with a clap."

Instruction: If you hear the sound [k] in a word, clap your hands. Words: [K] wounds, pestilence [K] ov, hut, boots [K]. . .

The same with any other sounds:

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

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

1. The game "Come up with words for a given sound."

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

Then consonants (p, s, w, l, p, b, etc.)

1. The game "Determine the place of sound in the word."

Determine where: at the beginning, in the middle, at the end of the word we hear the sound [K] in the words: mole, carrot, fist, sock. . .

Ш - hat, cat, shower; C - sun, paste, nose; H - teapot, bump, night; U - brush, puppy, help; L - moon, shelf, chair; P - locomotive, steam, rose; P - floor, foot, stop; K - falcon, varnish, roof, etc.

1. Repetition of chains of syllables.

Syllables are given with different strength voice, intonation. (sa-SHA-sa), (for-for-SA). Syllables can be set with any oppositional sounds, for example, s-sh, sh-zh, l-r, p-b, t-d, k-g, v-f (i.e. deaf-voiced, hard soft, whistling- hissing). Make sure that the child does not change the sequence in the chains. If it is difficult for him to repeat three syllables, give two syllables first: sa-sha, sha-sa,

sa-za, za-sa, la-ra, ra-la, sha-sha, sha-sha, etc.

Examples of syllable chains:

Sa-za-za, za-za-sa, sa-za-sa, za-sa-za

Sa-sha-sha, sha-sha-sa, sa-sha-sa, sha-sa-sha

La-ra-ra, ra-la-la, ra-la-ra, la-ra-la

Sha-sha-sha, sha-sha-sha, sha-sha-sha, sha-sha-sha

Za-zha-zha, zha-za-za, za-zha-za, zha-za-zha (Similarly with other pairs of sounds)

1. Clap syllables with sound"B" in the palms, and with the sound "P" on the knees (ba-pu-bo-po). The same with sounds, for example, s-sh, sh-zh, k-g, t-d, r-l, ch-sh, etc.

1. Say a word with sound"B": duck - bow - whale; "P": bank - stick - squirrel. Those. three words are given, among which only one with a given sound.

1. The game "Who is more attentive."

An adult shows pictures and names them (it is possible without pictures). The child listens attentively and guesses what common sound is found in all the named words.

For example, in the words goat, jellyfish, rose, forget-me-not, dragonfly, the general sound is “Z”. Do not forget that you need to pronounce this sound in words for a long time, highlighting it with your voice as much as possible.

1. Game "Guess the word".

An adult pronounces a word with pauses between sounds, the child must name the whole word.

First, words are given from 3, 4 sounds, if the child copes, then it can be more difficult - from 2-3 syllables, with a confluence of consonants.

For example:

s-u-p, k-o-t, r-o-t, n-o-s, p-a-r, d-a-r, l-a-k, t-o-k, l- w-k, s-s-r, s-o-k, s-o-m, f-u-k, h-a-s

r-o-s-a, k-a-sh-a, D-a-sh-a, l-u-zh-a, sh-u-b-a, m-a-m-a, p- a-m-a, v-a-t-a, l-a-p-a, n-o-t-s, sh-a-r-s

p-a-s-t-a, l-a-p-sh-a, l-a-s-t-s, k-o-s-t, m-o-s-t, t-o- r-t, k-r-o-t, l-a-s-k-a, p-a-r-k, i-g-r-a, etc.

1. Say all the sounds in the word in order.We start with short words, for example: HOUSE - d, o, m

1. The game "The Fourth Extra"

For the game, you will need four pictures with the image of objects, three of which contain the given sound in the name, and one does not. The adult lays them out in front of the child and offers to determine which picture is superfluous and why. The set can be varied, for example: a cup, glasses, a cloud, a bridge; bear, bowl, dog, chalk; road, board, oak, shoes. If the child does not understand the task, then ask him leading questions, ask him to carefully listen to the sounds in the words. An adult can highlight the identified sound with his voice. As a variant of the game, you can select words with different syllabic structure(3 words are three-syllable, and one is two-syllable), with different stressed syllables. The task helps to develop not only phonemic perception, but also attention,logical thinking.

1. Ball tossing game “One hundred questions - one hundred answers with the letter A (I, B ...) - and only with this one.

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

Example:

What is your name?

Ira.

And the surname?

Ivanova.

Where are you from?

From Irkutsk

What grows there?

Figs.

1. Game "Chains of words"

This game is an analogue of the well-known "cities". It consists in the fact that the next player comes up with his own word to the last sound of the word given by the previous player. A chain of words is formed: stork - plate - watermelon. Remembered?

1. Game "Fix broken phone"

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 “accumulated” as a result of a phone breakdown. An adult should carefully monitor that the differences, distortions are reproduced by the child correctly.

1. Make no mistake game.

An adult shows the child a picture and loudly, clearly calls the image: "Car". Then he explains: "I will call this picture either right or wrong, and you listen carefully. When I make a mistake, clap your hands." Then he says: "Wagon - wakon - fagon - wagon." Then the adult shows the next picture or Blank sheet paper and calls: "Paper - pumaga - tumaga - pumaka - bumaka". The game is very popular with children and is fun.

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

1. Game "Be careful"An adult lays out pictures in front of the child, the names of which sound very similar, for example: cancer, varnish, poppy, tank, juice, bough, house, lump, scrap, catfish, goat, scythe, puddle, ski. Then he calls 3-4 words, and the child selects the corresponding pictures and arranges them in the named order (in one line or in a column - according to your instructions).

1. The game "Pick by sound» An adult puts the following pictures in one line: lump, tank, bough, branch, skating rink, slide. Then, giving the child one picture at a time, he asks to put it under the one whose name sounds similar. The result should be approximately the following rows of pictures:
   com tank bough branch ice rink slide
   house cancer bow cell handkerchief crust
   catfish poppy beetle heel leaf mink
   scrap lacquer beech lash skein mark
   
2. Game "SHOP"

Games to highlight the sound on the background of the word.

Exercise: Dunno went to the store for fruit, came to the store, but forgot the name of the fruit. Help Dunno buy fruits that have the sound [l'] in their names. Subject pictures are exhibited on the typesetting canvas: apples, oranges, pears, tangerines, plums, lemons, grapes. Children select pictures that have the sound [l '] in the name.

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

1. Game "Live ABC"

Game for the development of sound discrimination

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