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. A complex of didactic games for the development of phonemic processes for use in the classroom and in regime moments

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Teacher-speech therapist of the first quarter. categories

Makeeva Marina Olegovna

GBOU School №1571

Methodological development "Card file of games for development phonemic processes in preschoolers with speech disorders»

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

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

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

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

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

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

Fourth stage - differentiation of syllables.

Fifth stage - phoneme differentiation.

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

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

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

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

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

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

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

Games and exercises for the formation of phonemic processes.

Games and exercises of the first and second stages.

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

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

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

Quiet-loud game.

1 option: an adult says a word or a short phrase with different strength

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

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

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

phrase (word).

Games and exercises of the third and fourth stages.

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

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

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

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

Games and exercises of the fifth and sixth stages.

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

Card file of games for development phonemic hearing and perception

Block 1. Non-verbal sound discrimination.

common goal block games: the development of phonemic hearing through non-speech sounds.

1. "Wonder Sounds". Listen with your child to audio recordings of the sounds of nature (the sound of rain, the surf, the murmur of a stream, drops, the voices of animals and birds, etc.). Analyze and discuss the sounds heard (their similarities and differences, where they can be heard, etc.). First, well-distinguished sounds are heard, then - similar in sound.

2. "Listen to how it sounds." Explore the sound nature of any objects and materials at hand (knock, throw, scratch, pull, etc.) by varying the volume and tempo, the rise and fall of the sound.

3. "Guess whose sound." Ask your child to listen to the sounds around. Analyze household noises: door creaking, phone call, traffic noise, whistle, boiling water noise, etc.

4. "Noisy boxes." Play with your child with boxes filled with various materials (sand, grains, paper clips, paper balls, etc.), which, when shaken, make different noises. You must have two identical sets: for yourself and the child. An adult takes a box from his set, shakes it, the child listens attentively to the noise, closing his eyes. Then he takes one box from his set and, shaking, listening, finds a similarly noisy one. The game continues until a pair is found for each box from the adult's set.

Another version of the game: an adult shakes several boxes one after another, the child must remember the sounds and repeat them in the same order.

5. "Guess who it is?". Children stand in a circle, blindfolded driver - in the center. In chorus: "Here is a frog jumping along the path, stretching out its legs, saw a mosquito, screamed ...". The child, whom the driver will point to, says “Kwa-kva-kva”, the driver determines who the “frog” is.

6. "Guess what's making the noise." For this game, you need to prepare boxes from Kinders by filling them with various cereals and sticking them on sticks. An adult offers to listen to the sound of each "kinder", then, hiding them behind a screen, shakes one of them. Children guess which of the "kinders" has now sounded.

7. "Pick up a picture." The exercise consists in recognizing and naming various sounds by the child and selecting pictures suitable for them.

8. "Where did you call?" . For this game you need a bell or pipe. One child is blindfolded, while the other, moving silently, calls different places. The child must show the direction of the sound with his hand. Then it is advisable to change places.

9. "Zhmurki with a voice." The driver is blindfolded. He must catch one of the running children. Children bark, crow, cuckoo. The driver, who caught someone, will recognize by his voice who exactly he caught.

10. "Bells". The goal is to differentiate non-speech sounds that are close in sound (bell with low and high sound); name adjectives denoting the nature of the sound of the bell: "low", "high".

Game progress. Show the child two identical bells, but sharply different in sound. Ring the low-pitched bell first, then the high-pitched bell. Ask your child if they sound the same.

Bluebells love to… play hide-and-seek. The bell will now hide, and you must listen carefully and say which bell is now singing. You can use picture hints (a bell with a large "mouth" sings a song in a low voice, and a bell with a small "mouth" sings a song in a high voice).

11. “Listen to what the street is talking about”, “What is the house talking about? »

Determine by ear the direction of the sound, the source of which is located on the right-left - behind - in front.

12. "Put in order." The goal is to memorize the sequence of sounding non-speech sounds, to recognize, distinguish, name sounding musical toys.

Game progress. Show the child musical instruments that during the game he will have to recognize by sound. Play each one in front of your child. Say, "The pipe is buzzing. The drum is beating. The bell is ringing."

Invite your child to play with toy musical instruments. Tell him about the rules of the game: “I will play, and you listen carefully to which musical toy sounded. Which toy sounded first, whichlast".

13. "Guess what musical instrument sounded." An adult shows how each of the musical instruments sounds. Then he asks the children to turn away and plays on one of the instruments, the children guess. Then the child who guessed the sounding instrument becomes the leader.

14. "Tell me what you hear?". Purpose: development of auditory perception, differentiation of non-speech sounds.

Equipment: glasses (with water and empty, jars of cereals, foil, wooden and metal spoons, a screen. Description of the game: a speech therapist shows and names objects, demonstrates their sound. The speech therapist behind the screen performs various activities with objects (pours water, pours cereal.). The child must determine what he hears (rustling of paper, the sound of pouring water, etc.)

15. "Learn by the 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.

16. "Find a toy." The child turns away, the adult hides the toy. The kid must find it, focusing on the volume of the adult's claps: the closer to the toy, the stronger the claps. Accordingly, the farther from the toy, the quieter the pops of an adult. Are we changing? Fine!

Block 2. Development of a sense of rhythm.

1. "Musical dialogue". Start a "dialogue" with the child on the instruments - alternate "statements" each on your instrument, carefully listening to each other's remarks. When the child plays something structured enough, repeat. Continue the game - one copies the rhythm formulas of the other, then switch roles. Continue until the child has worked out the spontaneous find.

Next, use the whole variety of means: clapping your hands, vary the pace of execution, then speeding it up, then slowing it down. You can use the alternation of sounds of different volume and tone within the rhythmic pattern. This contributes to the development of attention and greater adaptability of the child to changing conditions.

2. "Repeat after me". "Knock like me." The adult sets the rhythm by tapping it with one hand, for example, “2 - 2 - 3” (at the beginning of mastering, visual reinforcement is given - the child sees the hands of an adult). Then there is a gradual transition to only auditory perception (with eyes closed): the child repeats the rhythmic pattern right hand, left hand, two hands at the same time (clapping or hitting the table), combined (for example, "2" - with the right hand, "2" - with the left hand, "3" - with both hands simultaneously); the child first "conducts" with the whole hand, then only with the brush; the child is invited to reproduce the same rhythmic pattern with his feet: first, the movement is made with the whole leg, then only with the foot; jumping on one or two legs.

Possible ways to complicate the task: lengthening and complicating the rhythm, tapping the rhythm with both hands in turn by each player, etc. Children can also be offered to reproduce sounds of different volumes within a rhythmic pattern, for example: quiet (weak beat - a short vertical line) and loud ( swipe- long vertical bar).

3. "Rhythm". Reproduction of a rhythmic pattern with arms and legs (for example, "2" - with the left foot, "2" - with the right foot, "3" - hand claps). Here you can offer the child "conducting" various parts body (for example, lying on your back or standing against the wall "2" - with two elbows at the same time, "2" - raising and lowering left hand, "3" - with two legs at the same time or "2" - with the right hand and left foot at the same time, "2" - with the left hand and right foot at the same time, "3" strikes simultaneously with the right hand on the right thigh and with the left hand on the left thigh).

As an additional exercise, or if the child has difficulty in reproducing the rhythm, an extended reliance on speech is offered. In the example under consideration, this support can be the words: so-kol (“2”), flies (“2”), you-so-ko (“3”).

4. Loud-quiet. Ask the child to pronounce the vowel sound, the word first loudly, then quietly, abruptly - drawlingly, in a low voice - high. Then also combinations of different sounds.

5. "Quiet - loud!" Target. Development of coordination of movements and sense of rhythm. Equipment: tambourine, tambourine. Game description: The teacher knocks the tambourine quietly, then loudly and very loudly. According to the sound of the tambourine, the children perform movements: to a quiet sound they walk on their toes, to a loud one - at full step, to a louder one - they run. Who made a mistake, he becomes at the end of the column. The most attentive will be ahead.

6. "Tuning fork". Invite the child to pronounce any rhyme in syllables and at the same time tap out its rhythm according to the following rules: syllables are tapped out (each syllable is one beat); on every word, including prepositions, the hand changes.

Complicating the task: a stressed syllable is beaten off with a fist, an unstressed syllable is beaten with a palm; a preposition with a vowel - a palm, a preposition without a vowel - the edge of a palm. A task can only be truly beneficial if you exercise regularly over a long period of time.

7. "Knock like me." Invite the child to tap the same rhythm as you. For example, 2 knocks - pause - 1 knock. Gradually complicating the task (2 knocks - pause - 3 knocks - pause - 1 knock).

Block 3. Speech sound discrimination. phonemic hearing.

The overall goal of the block games is to develop phonemic hearing by means of speech sounds.

1. The game "Birds". Speech therapist (distributing yellow squares to one half of the group, red squares to the other). You are birds. Whoever has a red square will sing: “Yu-yu-yu-yu-yuuuu”, who has a yellow one - “I-I-I-yaaaa”. See which square I will raise, and sing songs of different birds. The speech therapist randomly raises the squares, and the children sing the corresponding songs (3 times each). Then the children switch roles and the game is repeated.

2. The game "Catch the sound." The child must clap on a certain sound - "catch the sound" (for example [s]). The speech therapist pronounces a series of sounds, and the child clap only when he hears a given sound.

3. The game "Pump" (in a circle). Speech therapist: A big pump inflates a big ball: "Ssss"; a small pump inflates a small ball: "Shhhhh." Let's inflate a big ball (the children imitate the operation of the pump, say: “S-s-s” and make a big circle), a small ball (say: “S-s-s-s” and reduce the circle).

4. The game "Boat and steamer". An adult divides the children into two groups: one group is boats, the other is steamboats. Adult: "When a boat floats on the river, you hear: "Shuh, shush, shush"; when the ship, you hear "Tshukh, tshuh, tshuh" (children repeat the sound combination) ". At the signal “Boats are floating”, the first group of children walks around the group and pronounces sound combinations: “Shuh, shuh, shuh”; at the signal “Steamboats are sailing”, the exercises are performed by the second group. Then the children switch roles and the game is repeated.

5. The game "Tell me how I am" (in a circle with a ball). The speech therapist throws the ball in a circle, calls words with the emphasis on any hard and soft consonant sounds. The child must repeat the word in the same way and throw the ball to the teacher. All children take part in the game. If the child needs help, you need to repeat the word 2-3 times with the release of sound.

6. The game "Be careful" (in a circle with the ball). Adult: I told you that people, animals, birds are alive, and all other objects are inanimate. I will throw the ball to you and name the object. If I name a living object, you will hit the ball on the floor and pass it to your neighbor; if inanimate - throw the ball up and pass it to a neighbor. All children must take part in the game.

7. Game "Define an extra syllable (word)". The speech therapist names a number of syllables (words), one of which is different (for example: ta-da-ta-ta or house-house-tom-house). The child names an extra syllable (word).

8. Games for distinguishing between soft and hard sounds: Mosquitoes, Whistles, Bug and Bug, etc. For example, the game "Mosquitoes". The speech therapist says that dad mosquito rings like this [z-z-z], and mom mosquito rings like this [z-z-z]. Guess how I say: like dad mosquito or mom mosquito - [z-z-z]. The child guesses. The game can be complicated by adding the dialogue of mosquitoes. Speech therapist: "I'll be a mosquito mom, and you'll be a dad." Then they change places.

Block 4. Development of skills in elementary sound analysis and synthesis. phonemic perception.

1. "Highlight the word", "Catch the word." Invite the children to clap their hands (stomp their feet, hit their knees, raise their hands up ...) when they hear the words, with a given sound.

2. "Who is more?", "Come up with a word." Name words with a given sound.

3. " What is the sound in all words? An adult pronounces three or four words, each of which has the same sound: fur coat, cat, mouse - and asks the child what sound is in all these words.

4. "Red - white ». Target. Finding sound in words perceived by ear. Equipment. Two mugs for each child (red and white). Description of the game. The teacher invites the children to listen carefully and determine which word has a given sound. If there is a given sound in the word, the children should raise the red circle, if not, raise the white circle.

5. “Where is the sound? ». Purpose: finding the place of sound in a word. Equipment: A strip of colored cardboard, divided into three parts by bright lines, a chip (flag or circle).

Game description: The teacher calls the word. Children determine the place of a given sound in a word. Depending on whether the sound is heard at the beginning of the word, at the end of the word or in the middle, the chip is placed on the first, last or middle part of the strip. You can limit yourself to only one large format strip on the teacher’s table or distribute strips and chips to each child. In the latter case, the children must sit at the tables.

First, children determine the place of the sound only at the beginning, then at the end of the word. And only when they learn all this, you can take the words in which the given sound is in the middle of the word. If the given sound is a vowel, then words are selected with an additional condition: The vowel must be stressed (stork, river, poppy).

6. "Where did the sound hide?" (determining the place of sound in a word: beginning, middle, end of a word). Line up a row of children from 3 people. The adult shows the picture, the child takes “his own” accordingly.

7. "The picture has its place." Determination of the place of sound in a word. Lay out the pictures to your scheme, depending on the place of the sound in the word.

8. "Sounds in a circle." The development of phonemic hearing, recognition of sounds in the context of a word and determining their place in the name of an object.

Material: a box with small objects or cards with objects depicted on them, arranged so that when they are named, a practiced sound is heard in them; rug, 6 boxes: 3 - green, 3 - blue. Several children take part in the game. Children sit in a circle. In the center of the circle on the rug is a box with items and 6 boxes (green - for soft sounds, blue - for solid sounds). Letters are glued on the boxes: "n" - the beginning of the word, "s" - the middle of the word, "k" - the end of the word.
Children take turns entering the circle and choosing one of the toys (cards) in the box. Then, at the request of the leader, each of the children stands up, clearly pronounces the name of his toy (cards with the image of an object) and determines where he hears the sound that the leader called: at the end, in the middle, at the beginning of the word. Then he determines its softness or hardness and puts the toy (card) in the appropriate box.
Children approve or correct the heard version.

9. "Beginning, middle, end." Development of phonemic hearing: teach children to recognize sounds and highlight them, determine the place of sound in the name of an object. Material: a box with various small items, in the name of which one of the sounds is heard (for example, "m" - and then the box contains a lock, a gnome, a stamp, etc.). The box is divided into three parts ("n" - the beginning of the word, "s" - the middle, "k" - the end). As the game is mastered, objects are replaced by pictures. The child takes one of the objects from the box, calls it out loud and determines where he hears the sound "m": at the beginning, middle or end of the word. Then he puts this item in the appropriate compartment of the box. In this case, the child may not know the letters that symbolize the sounds.

10. "Speech therapy domino". Purpose: to develop phonemic hearing, visual perception, the ability to hear the sound at the end of a word.

Game progress: you need to lay out a chain of objects. Teams receive 10 pictures of objects. The first picture is marked *. The next link in the chain will be a word that begins with the same sound as the previous one ends. Whoever has the longest chain is the winner.

11. "Say the name." Purpose: to exercise children in determining the first sound in a word and composing a word from letters, to educate attention, concentration. Game progress: teams are given cash registers of letters and cards with the image of a boy or girl. At the top of the card are pockets with pictures. In each picture, you need to highlight the first sound, and put the name in the box office of letters.

12. "Secret Word". Purpose: to exercise children in isolating a sound in a word: at the beginning, middle, end; consolidate knowledge about geometric shapes Oh; cultivate attention. Game progress: the teams are given a ruler with the image of cut through colored geometric shapes, where the “secret word” will be written.

Sample tasks:

In the word HOUSE, highlight the first sound and write the letter in the red circle.

In the word KOMAR, highlight the sound at the end of the word and write the letter in the blue square.

In the word snail, highlight the first sound and write the letter in the green triangle.

In the word FIRE, highlight the consonant in the middle of the word and write it in a yellow oval.

In the word BANT, highlight the first sound and write the letter in the red triangle.

In the word MAK, highlight the sound in the middle of the word and write the letter in the blue triangle. The word FRIENDSHIP should turn out.

13. "Mysteries of Pinocchio". Game progress: The speech therapist tells the children that Pinocchio made a word. In order to solve it, you need to look at the pictures in the bottom row and name the first sounds of words, shown in the pictures.

14. "Charm the word." Game progress: 1 option - Today we are magicians, we will bewitch words! How? Let's make them from the first sounds of other words. "To-to-to-from" What is the first sound in this word? Find a picture that will have a word with the sound "K" at the beginning.Option 2 - I made a word for you. Guess it by the first sounds of these words ...

15. "Speech therapy garland". Purpose: strengthening the ability to make a phonemic analysis of a word, developing phonemic hearing and perception, developing the ability to select a word with a given sound and determine the place of a sound in a word. Equipment: pictures on double cardboard, such that they can be strung on a cord. Game: the child must find and string those pictures in which there is a certain sound, determine the place of the sound in these words.

16. Magic Clock. Purpose of the game: To teach children to hear words that differ in one sound, the development of phonemic hearing Description of the game: Two children play. On the table is a "magic" clock in the form of a large circle, in the center of the circle are arrows. Instead of numbers, paired pictures are attached to the circle (pictures may change). The host calls any word - the name of the picture. Children take turns finding the right picture and show it with an arrow, find a picture similar in sound, name what sound it differs by pointing at it with an arrow. For the correct answer, the child receives a token. The winner is the one who finds more and shows paired pictures on the clock, the name of which differs only in one sound.

17. "Compose and read the word." To consolidate the ability to perform phonemic analysis and synthesis of a word, to compose and read a word according to the first sounds of words denoting objects in pictures.

18. "Who is more attentive?".

Goal: vocabulary activation, automation of different sounds. Equipment: pictures for a certain sound. Game description: Children sit at tables. The teacher says: “Now I will show the pictures and name them, and you listen and guess what sound is found in all the words I have spoken. Whoever guesses will raise their hand." Then the teacher shows and names the pictures that begin, for example, with a sound from: sled, glass, bag, elephant, bench. Children say: Teacher: “That's right, all these words begin with the sound s. Name them for me." Children remember and name them. And then they themselves must remember other words with this sound. The game can be made more difficult.

Didactic games for the formation of phonemic processes.

Usage gaming technologies in work on the formation of phonemic processes in children of older preschool age.

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

Phonemic hearing is the ability to hear speech and phonemes. Phonemic awareness has essential to master sound side language, on its basis phonemic perception is formed.

Phonemic perception is the ability to distinguish speech sounds and determine sound composition words.

Developed phonemic processes are an important factor successful development speech system as a whole.

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

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

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

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

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

Game - leading in preschool age Kind of activity.

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

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

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

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

1 stage .

Distinguishing non-speech sounds.

Game "Silence"

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

Game "Guess what I play"

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

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

Game "Recognize by sound"

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

The game "Noise cans".

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

Differentiation according to the method of reproduction (claps, stomps)

The game "Where did you slam? ”, The game “Where they called”

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

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

- tempo differentiation (fast - slow)

"Who is faster? "

- rhythm differentiation (rhythmic patterns)

The game "Polyanka".

Purpose: to learn the rhythmic pattern.

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

- differentiation according to the strength of the sound (loud - soft)

High-low game

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

Quiet-loud game

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

Stage 2 - development of speech hearing.

Games used in corrective work on Stage 2.

- distinguishing identical words, phrases, sound complexes and sounds in terms of pitch, strength and timbre of the voice

The game "Snowstorm"

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

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

The game "The wind blows".

A light summer breeze is blowing: woo (quietly)

blew strong wind: Ooo (loudly) Pictures can be used.

Loud-quiet game.

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

Game "Three Bears".

Purpose: development of the ability to change the pitch of the voice

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

Game "Close - far."

The speech therapist makes various sounds. The child learns to distinguish where the steamer is buzzing (oooh) - far (quietly) or close (loudly). Which pipe is playing: big ( o-o-o low voice) or small ( woo high voice).

- differentiation of words similar in sound composition:

Game "Right or Wrong".

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

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

Baman, paman, banana, banam, wawan, davan, bawan.

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

The game "Listen and choose".

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

cancer, varnish, poppy, tank

juice, bough

house, lump, scrap, catfish

goat, braid

puddles, skis

bear, mouse, bowl

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

Game" "Which word is different? ".

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

Com-com-cat-com

Ditch-ditch-cocoa-ditch

Duckling-duckling-duckling-kitten

Booth-letter-booth-booth

Screw-screw-bandage-screw

Minute-coin-minute-minute

Buffet-bouquet-buffet-buffet

Ticket-ballet-ballet-ballet

Dudka-booth-booth-booth

- syllable differentiation

The game "Identical or different."

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

The game "Clap".

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

The game "What's wrong? ".

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

Game "Alien"

Purpose: differentiation of syllables.

Equipment: alien hat.

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

- phoneme differentiation.

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

Isolation of vowels from a number of sounds.

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

Recognition of vowels against the background of polysyllabic words.

Isolation of consonants from a number of other sounds.

Recognition of consonants against the background of polysyllabic words.

Air flows freely through the mouth

There are no different obstacles.

The sound becomes a vowel

Consonants would be happy to sing

But there are only obstacles in the mouth:

Whisper, whistle, buzz, growl

Gives us language.

The game "What the mouse asks for"

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

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

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

The game "Tell me a word."

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

Not a bird on the branch -

small animal,

The fur is warm, like a heating pad.

They call him. (squirrel) .

The game "The sound got lost."

The child must find the word that does not fit the meaning and choose the right one:

Mom with barrels (daughters) went

On the road along the village.

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

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

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

Game "Find the sound"

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

2 By plot picture name the words that contain the given sound.

Ball game.

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

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

This stage has a certain sequence:

Determining the number of syllables in words of varying complexity

Isolation of the first and last sound in a word

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

Distinguishing sounds according to their qualitative characteristics (vowel-consonant, deaf - voiced, hard - soft);

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

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

Building Models

The word is divided into syllables

Like slices of an orange.

If the syllables stand side by side -

The words come out:

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

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

Stressed syllable, stressed syllable

It's named so for a reason...

Hey, invisible - hammer,

Mark him with a blow!

And the hammer knocks, knocks,

And my speech is clear.

The game "Tapping syllables"

Goal: teaching syllabic analysis of words

Equipment: drum, tambourine.

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

Game "Guess the word"

Purpose: to compose words with a certain number of syllables

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

The game "Syllabic train".

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

Pyramid game.

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

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

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

Game "Find the word scheme"

Purpose: to exercise children in dividing into syllables.

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

Choose the word scheme.

Game "Chain of words".

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

Equipment. Cards with subject pictures.

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

Game "Train"

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

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

Game "Wonderful fishing rod"

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

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

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

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

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

Game "Find a place for your picture."

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

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

Game "Be Careful"

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

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

Game "Help to collect things"

Purpose: distinguishing sounds [s] - [g]

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

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

The game "Suitcase and briefcase".

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

Hide items in the suitcase that have the sound [w]. And in the briefcase with the sound [w].

Game "Gifts"

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

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

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

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

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

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

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

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

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

The game "To whom, what picture"

Purpose: distinguishing sounds [g] - [k]

Pigeon - pictures with sound [g];

Kotu Leopold - pictures with sound [k].

Phonetic lotto "Voiced - deaf".

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

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

Phonetic lotto "Hard - soft".

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

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

The sound game

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

Game material: doll.

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

Game "Catch the Sound"

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

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

Traffic light game.

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

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

The game "Houses".

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

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

The game "Every sound has its own room"

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

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

“How many rooms are there in the apartment? »

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

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

Game "Telegraphers"

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

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

The game "Pick the picture to the scheme"

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

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

Game "Live sounds, syllables"

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

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

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

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

Olya, you are the main sound "and".

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

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

Game "Funny balls"

Purpose: to form the skills of sound analysis.

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

Stroke:

My cheerful ringing ball

Where did you run off to.

Red, blue, blue-

Don't chase after you.

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

Game "Collect the word."

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

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

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

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

Game "Read the word by first letters"

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

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

The game "Come up with words with given sounds"

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

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

Game "Change the first sound"

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

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

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

Kar– ta Sh-arf mu-ka z-avodkva-drat j-abame-shock ga = zeta pi-la

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

Literature:

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

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

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

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

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

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

Related posts: Didactic game for the development of sound analysis and synthesis "Parachutes"

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

Didactic game "Sound hide and seek"

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

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

Material: ball.

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

Didactic game "Echo"

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

Purpose of the game: develop phonemic awareness

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

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

Didactic game "Words"

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

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

Material: this is purely a word game.

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

Didactic game "Disenchant the word"

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

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

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

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

The difficulty of the proposed words for "disenchantment" should increase gradually. Must be offered at first simple words type: "floor", "cat", "whale", "porridge", etc. All sounds of the word must be pronounced carefully by the leader, with the "singing" of all vowels.

Didactic game "KuzovOK"

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

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

Material: beautiful box or basket, chips.

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

Didactic game "Shop"

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

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

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

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

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

SALESMAN: Bear, what did you choose for yourself?

BEAR: I want to buy this spoon.

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

BEAR: LLL.

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

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

Didactic game "sound lotto"

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

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

Material: lotto cards with pictures and small blank cards

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

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

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

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

Didactic game "Forbidden sounds"

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

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

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

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

ADULTS: What do they sell at the bakery?

CHILD: Rolls and ... leb.

ADULTS: What object in our apartment tells the time?

CHILD: ...aces, etc.

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

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

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 big cards, and the educator takes the little ones and calls each of them sequentially. 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. Tumakova "Familiarization of a preschooler with a sounding word" Manual for teachers preschool institutions. Moscow: Education, 2006.

3. G. S. Shvaiko “Games and game exercises on the development of speech "Moscow: Education, 1983.

4. Varentsova N.S., Kolesnikova E.V. "The Development of Phonemic Hearing in Preschoolers". _- M: Akalis, 1995