Formation of phonemic awareness in preschool children through games and play exercises. Exercises to develop phonemic hearing in preschoolers
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teacher-speech therapist, MAOU “Gymnasium No. 6”, Gubkin, Belgorod region.
"Typewriter"
Goals of the game: development of active attention and phonemic analysis.
Each player is assigned a letter of the alphabet. Then you come up with one word or a phrase of two or three words. At a signal, the children begin to print: the first “letter” of the word stands up and claps their hands, then the second, etc. When the word is printed, all the children clap their hands.
“Be careful!”
Goals of the game: stimulate auditory attention, teach to quickly and accurately respond to sound signals, develop phonemic hearing.
Children walk to “March” by S. Prokofiev. Then, for a word that begins with one of the differentiated sounds (for example, when working on the topic “Differentiation - [F]”, with the word “Bunnies”) pronounced by the leader, the children should start jumping, for the word Zhuki - freeze in place, “Zina ” - jumping, “Giraffe” - frozen in place, etc.
“Count the letters and make a sentence”
Play from 3 to 6 participants.
Goals of the game: development of skills in phonemic analysis, memory, attention distribution, ability to work with deformed text.
Children line up and count out in order, loudly repeating their serial number. The speech therapist names a sound; a word that has this sound.
Children must determine the place of the sound in this word, and the player moves one step forward from the row, whose serial number coincides with the serial number of the sound in the word. He must break his word.
The remaining children in the row are counted out again in order, and this is repeated again until only one player remains.
All children repeat their words loudly, and the last one must make a sentence from these words and arrange the players accordingly.
“Listen to the claps and choose the syllables”
2 people or 2 small teams play.
Goals of the game: development of attention distribution, phonemic hearing.
Letters representing vowel sounds are placed on the typesetting canvas.
Instructions:
“If I clap my hands once LOUDLY (like this), I must quickly compose and say a syllable starting with 3, for example: FOR, ZU, ZI, etc.
If I clap once QUIETLY (like this), I need to make up and say a syllable ending in 3, for example A3, UZ, IZ, etc.
If I clap my hands twice LOUDLY (like this), I need to quickly compose and say a syllable starting with Zh, for example: ZHA, ZHU, ZHI, etc.
And if I clap QUIETLY twice (like this), I need to make up and say a syllable ending in Zh, for example AZH, UZH, IZH, etc.”
The player or team that makes the fewest mistakes and selects the most syllables wins.
“Repeat after me”
Purpose of the game: development of motor-auditory memory.
Children stand near the leader's table. The presenter invites one child to clap everything that the presenter taps for him with a pencil. The rest of the children listen carefully and evaluate the performance with their movements: they raise their thumb up if the claps are correct, and lower it down if they are incorrect.
Rhythmic phrases should be short and clear in structure.
“Listen and repeat!”
Goals of the game: development of phonemic hearing, ability to regulate and control speech activity.
The speech therapist writes on the board 2 syllables with differentiated sounds, for example: ZA- and ZHA-.
One player must invite the other to repeat an arbitrary sequence of 3-6 repeated syllables, for example: ZA-ZA-ZHA-ZA.
His “opponent” must repeat this sequence exactly, and the asker must evaluate the correctness. The judge is a speech therapist.
As the game becomes more complex, both syllables with differentiated consonants and their sequence are set by the players themselves.
“If you hear it, stop!”
Goals of the game: development of auditory attention, phonemic hearing, phonemic perception.
A forbidden sound is assigned (for example, [C]). Children stand in a line facing the speech therapist at a distance of 7-9 steps. The speech therapist calls the words out loud. For each word, the players must take a step forward, except for the case when the word contains the sound C in any position. In this case, you must skip this step.
The first students to reach the speech therapist lose.
Below is a collection of educational games that have proven to be most effective in the joint work of a speech therapist and an educational psychologist.
“What do you hear?”
Purpose of the game: to develop the ability to quickly concentrate. 1st option. The presenter invites the children to listen and remember what is happening outside the door. He then asks to tell what they heard.
2nd option. At the leader’s signal, the children’s attention turns from the door to the window, from the window to the door. Then each child must tell what happened where.
"Canon"
Purpose of the game: development of volitional attention.
Children stand behind each other. Hands lie on the shoulders of the person in front. Having heard the first command, the first child raises his right hand up, the second - the second, etc. When all the children raise their right hands, at the next command they begin to raise their left hand in the same order. Having raised their left hand, the children also take turns lowering their hands down to the command.
Formation of phonemic awareness in preschool children through games and play exercises.
Play for children is an accessible form of activity and a means of understanding the world around them. Curiosity and the need to be active encourage the child to play. The game enriches him with knowledge, develops skills, awakens imagination, and stimulates the development of thinking. It is in play that a child first experiences the need to achieve success and understands that success largely depends on effort.
The game provides an opportunity to learn how to learn; it is a preparatory stage in a child’s development, a transitional moment for his inclusion in studies.
Currently, the relevance of the game is increasing due to the oversaturation of the modern child with information. Television, video, radio, and the Internet have increased and diversified the flow of information received. But these sources mainly provide material for passive perception. An important task in teaching preschoolers is to develop the skills of independent assessment and selection of information received. Play, which serves as a kind of practice for using the knowledge acquired by children in educational activities and in free activities, helps to develop such a skill.
Games or play exercises used by the teacher ensure children's interested perception of the material being studied and attract them to mastering new knowledge, helping to concentrate children's attention on the learning task. The game makes it possible to make complex learning tasks more accessible and contributes to the development of conscious cognitive motivation in preschoolers.
It is impossible to overestimate the role of didactic games in the development of children's speech.
A didactic game is one of the forms of educational influence of an adult on a child. At the same time, play is the main activity of children. Thus, a didactic game has two goals: one is educational, which is pursued by an adult, and the other is playful, for which the child acts. It is important that these goals complement each other and ensure the assimilation of program material.
Didactic games help children develop a sense of their native language and the ability to pronounce words correctly, easily learn grammatical norms, and prepare them for successful mastery of the Russian language at school.
Games aimed at developing phonemic awareness help children develop a focus on the sound side of speech, develop the ability to listen attentively to the sound of a word, recognize and isolate individual sounds, and distinguish sounds that are similar in sound and pronunciation. There is an improvement in sensory experience in the field of the Russian language: the development of the child’s ability, based on his own experience, to highlight the essential features of the sounds of the Russian language. Children get acquainted with materialized models of words (schemes). They learn to identify all the sounds in a word in order and model words.
In the work on the formation of phonemic perception, the following stages can be distinguished:
Stage I - recognition of non-speech sounds;
Stage II - distinguishing the height, strength, timbre of the voice on the material of identical sounds, words, phrases;
Stage III - distinguishing words that are similar in their sound composition;
Stage IV - differentiation of syllables;
Stage V - differentiation of phonemes;
Stage VI - development of skills in elementary sound analysis.
Work on the formation of phonemic perception begins with the development of auditory attention and auditory memory. The inability to listen to the speech of others is one of the reasons for incorrect sound pronunciation. The child must acquire the ability to compare his own speech with the speech of others and control his pronunciation.
Work on the development of phonemic perception is carried out first on the material of non-speech sounds and gradually covers all speech sounds included in the sound system of a given language.
Games can be played both during organized work with preschoolers and in free time, individually or with a subgroup of children.
A set of games and gaming exercises aimed at developing phonemic awareness.
- Games aimed at developing auditory attention.
Find out by the sound.
Target. Development of auditory attention, phrasal speech.
Equipment: screen, various toys and objects (paper, spoon, shelf, etc.)
Description of the game. The leader behind the screen makes noises and sounds with different objects. The one who guesses how the presenter makes the noise raises his hand and tells him about it.
You can make different noises: throwing a spoon, an eraser, a piece of cardboard on the table, hitting an object against an object, crumpling paper, tearing it, cutting material, etc.
The one who guesses the noise gets a chip as a reward.
Hourly.
Target. Determining the direction of sound. Development of orientation in space.
Equipment: blindfold.
Description of the game. A circle is drawn in the middle of the site. In the middle of the circle is a blindfolded child (sentinel). All children from one end of the playground must quietly make their way through the circle to the other end. The sentry is listening. If he hears a rustle, he shouts: “Stop!” Everyone stops. The sentry follows the sound and tries to find who made the noise. Found, exits the game. The game continues. After four to six children are caught, a new sentry is chosen and the game starts over.
2. Games for the development of speech hearing.
Equipment. Teddy bear (toy).
Description of the game. Children sit in a semicircle. In front of them, at some distance, a child with a teddy bear sits with his back to the children.
The teacher invites one of the children to call the bear. The driver must guess who called him. He stops in front of the caller and growls. The one who is recognized receives a bear, sits on a chair with it and leads it around.
Guess who it is
Target. Education of auditory attention.
Description of the game. Children stand in a circle. The driver goes into the middle of the circle, closes his eyes and then walks in any direction until he comes across one of the children, who must give a voice in a pre-agreed manner: “ku-ka-re-ku”, “av-av-av” or “ meow-meow”, etc. The driver must guess which of the children shouted. If he guesses correctly, he stands in a circle. The one who is recognized will be the driver. If you don’t guess correctly, then you just have to drive again.
Take a toy
Target. To develop auditory attention in children, teach them to clearly pronounce polysyllabic words.
Equipment. Toys: crocodile, Pinocchio, Cheburashka, Thumbelina... Description of the game. Children sit in a semicircle in front of a table on which toys are laid out. The teacher in a whisper names one of the objects lying on the table to the child sitting next to him, who should also name it in a whisper to his neighbor. The word is transmitted along the chain. The child who heard the word last gets up, goes to the table, looks for the given object and calls it out loud.
- Games aimed at distinguishing between correctly and incorrectly pronounced sounds.
Dissatisfied Sasha
Target. Develop the skill of sound control over the quality of pronunciation of sounds in someone else’s speech, the ability to determine the correct and distorted pronunciation of sounds.
Equipment. Pictures of a dissatisfied boy by the number of children.
Description of the game. Children are asked to listen to a series of syllables (words or phrases). If they hear incorrect pronunciation of sounds, they raise a picture with the image of a dissatisfied Sasha.
How to say it correctly?
Target. Learn to identify poorly pronounced words and correct them.
Description of the game. The speech therapist imitates a distorted and normal pronunciation of a sound in a word and invites the children to compare the two types of pronunciation and reproduce the correct one.
Be careful
Target. Learn to determine the correct pronunciation of words. Equipment. Pictures: banana, album, cage.
Description of the game. Pictures are laid out in front of the child and they are asked to listen carefully to the speech therapist: if the speech therapist names the picture correctly, the child raises a green flag, if incorrectly, the child raises a red flag. Pronounced words: baman, paman, banana, banam, vanan, come on, bavan, vanan; anbom, aibom, almom, album, abbom, alpom, alny, ablem; cell, cella, cella, tletka, kvetka, tlekta, kvetka.
- Games aimed at distinguishing words with similar sound compositions
Dunno got confused
Target. Learn to select words that sound similar.
Equipment. Pictures: onion, beetle, bough, crayfish, varnish, poppy, juice, house, crowbar, catfish, spoon, midge, matryoshka, potato, etc.
Description of the game. The speech therapist pronounces the words and invites the child to name a word that is not similar to the others:
Poppy, tank, so, banana; - catfish, com, turkey, house;
Lemon, carriage, cat, bud; - poppy, tank, broom, cancer;
Scoop, gnome, wreath, skating rink; - heel, cotton wool, lemon, tub;
Branch, sofa, cage, mesh; - skating rink, skein, house, stream, etc.
Poet
Target. Learn to choose the right word in meaning and sound.
Description of the game. The speech therapist reads the couplet, highlighting the last word in the first line with his voice, and offers to choose one word from those proposed for the rhyme:
| Whispers in my ear at night Different tales... (feather bed, pillow, shirt) | Without a key, believe me, (feather bed, pillow, shirt) (bedside table, door, book) |
| Even the table was dirty Late evening... (ran away, left, galloped away) | Two sisters, two foxes Found it somewhere... (matches, brush, spoon) |
| A doll for you, a ball for me. The mouse said to the mouse: (toy, bear, boy) | The mouse said to the mouse: (cheese, meat, books) |
| Gray wolf in a dense forest | The pavement is empty, And they left... (buses, trams, taxis) |
Put it in its place
Target. Learn to select words to rhyme using pictures. Equipment. Pictures: house, room, gnome, catfish, skating rink, wreath, skein. Description of the game. The speech therapist reads a poem and asks the child to choose the right word from words that are similar in sound composition, denoting the objects depicted in the picture, and answer the question. Previously, the objects in the pictures are called a child, complex concepts are clarified.
I’ll give you the task of putting everything in its place:
What did we roll in winter...? Got hooked in the river...?
What did they build with you...? Maybe everything, even if you are small...?
I’ll give you the task again - to put everything in its place:
What did the playful cat steal...? It comes down from the mountains, flows...?
Mommy weaves for the children...? What kind of slippery, smooth ice...?
5. Games aimed at differentiating syllables
Repeat correctly
Target.
Equipment: ball.
Description of the game. Children sit in a circle. The teacher invites the children to take turns catching the ball and listening carefully to the chain of syllables, then the child must repeat correctly and throw the ball back. Syllable series can be different: mi-ma-mu-me, pa-pya-pa, sa-sa-za, sha-sa...
Telephone
Target. Develop phonemic awareness and the ability to clearly reproduce syllable chains.
Description of the game. Children sit in a row one after another. The speech therapist calls syllables or a series of syllables (for example: sa, su-su-so, pa-pa-sa, etc., consisting of sounds that are not impaired in the children’s pronunciation) in the ear of the first child. A series of syllables is passed along the chain and the last child pronounces it out loud. The sequence of the chain changes.
Which one is different?
Target. Learn to highlight a syllable that is different from the rest.
Description of the game. The speech therapist pronounces a series of syllables (for example: well-well-no, sva-ska-sva, sa-sha-sa, etc.) and invites the children to determine which syllable differs from the others and in what way.
6. Games aimed at differentiating sounds
Find a place for your picture
Target. Activation of the dictionary, differentiation of different sounds.
Equipment. Pictures whose names contain the sounds [w] and [z].
Description of the game. Children are sitting at tables. The teacher shows them pictures of a ball. The teacher says: “When the air comes out of the ball, you can hear: shhhhh... I place this picture on the left side of the table.” Then he shows them a picture of a beetle and reminds them how the beetle buzzes: w-w-w-w...“I place this picture on the right side of the table. Now I will show and name the pictures, and you listen to which one has the sound [w] or [z] in the name. If you hear the sound [w], then the picture should be placed on the left, and if you hear the sound [z], then it should be placed on the right.” The teacher shows how to complete the task, then calls the children one by one, who name the pictures shown.
Pictures must be selected so that the spoken sounds correspond to their spelling. You cannot take words where the sound [zh] is at the end of the word or before a voiceless consonant.
Make no mistake
Target. Differentiation of sounds [s] - [z].
Equipment. Pictures “Whistle” and “Bell”.
Description of the game. Children are given two pictures. On one there is a whistle, on the other there is a bell. Children take the picture with the whistle in their left hand, and the picture with the bell in their right. The teacher shows them and names pictures whose names contain the sounds [s] or [z], emphasizing these sounds a little with his voice. If the word has a sound [s], then the children hold up a picture with a whistle and say: ssss..., A if the sound is [z], then with a bell and they say: s-z-z... Repeating the game, you can enter pictures whose names do not have either sound. In this case, children should not pick up their pictures.
Find your picture
Target. Differentiation of sounds [l] - [r] in words.
Equipment. Pictures whose names contain the sound [l] or [r]. For each sound, the same number of pictures are selected.
Description of the game. The teacher lays out the pictures with the pattern facing up, then distributes the children into two groups and tells them that one group will select pictures for the sound [l], and the other for the sound [r]. Approaching your group,
the child slaps the palm of the person in front and stands at the end of the group, and the one who is first goes for the next picture, etc. When all the children have taken the pictures, both groups turn to face each other and name their pictures. When repeated, the game can be slightly modified: the group that selects its pictures faster wins.
7. Games aimed at developing phonemic analysis and synthesis
Catch the sound
Target. Learn to distinguish a sound from a number of other sounds.
Description of the game. Children sit in a circle. The teacher invites the children to clap their hands when they hear the sound [a]. Next, different sounds are offered: A, P, U, A, K, A, etc. To make it more difficult, you can offer only vowel sounds. A similar game is played to identify other sounds, both vowels and consonants.
7.2 Games for identifying the first and last sound in a word, determining the location of the sound (beginning, middle, end)
Fun Train
Target. Learn to determine the location of sounds in a word.
Equipment: toy train, pictures, the names of which have a certain sound that occupies different positions in the word.
Description of the game. In front of the children there is a train with a steam locomotive and three carriages in which toy passengers will travel, each in its own carriage: in the first - those whose names have the given sound at the beginning of the word, in the second - in the middle of the word, in the third - at the end.
7.3 Games to determine the sequence of sounds in a word
Lay out the word with chips
Target. Practice determining the sequence of sounds in a word. Equipment: pictures, chips, cards with cells according to the number of sounds in a word.
Description of the game. Children are presented with a picture, the word-name of which will be analyzed, and a graphic diagram of the word. The number of cells in this diagram corresponds to the number of sounds of a given word. Children are given chips and asked to lay them out in a graphic diagram. (Initially, monosyllabic words like cat, poppy, house, bow. As children highlight sounds in a word using chips
fill out the word diagram.
7.3 Games aimed at developing word synthesis skills
Guess what
Target. Develop the ability to form words from the proposed sounds.
Equipment: subject pictures.
Description of the game. The speech therapist asks the children to guess which word will come from the first sounds that appear in the names of subject pictures (for example: juice, wasps, sock - dream, key, hoop, ax - cat).
8. Games aimed at determining the characteristics of sounds
Colorful balls
Target. Strengthening the differentiation of vowels and consonants, developing attention and quick thinking. Equipment: balls are red and blue. Description of the game. Red is a vowel. Blue - no.
What's that sound? Give me the answer!
The teacher throws the ball to the children. The catcher calls a vowel sound if the ball is red, a consonant sound if the ball is blue, and throws the ball back to the teacher.
Show the circle of the desired color
Target. Strengthening the differentiation of vowels and consonants, Equipment: red and blue circles according to the number of children.
Description of the game. Each child is given a red and a blue circle. The teacher invites the children to listen to different sounds, and a blue circle is raised if they hear a consonant sound and a red circle if they hear a vowel.
description of the game. First option.
In a similar way, you can play games to differentiate consonants by softness - hardness, sonority - loudness.
Call your brother
Target. Consolidating ideas about hard and soft consonants. Equipment: ball. Description of the game. First option.
The speech therapist names a hard consonant sound and throws the ball to one of the children. The child catches the ball, calls its soft pair “little brother” and throws the ball to the speech therapist. All children take part in the game. It is carried out at a fairly fast pace. If the child makes a mistake and gives the wrong answer, the speech therapist himself names the desired sound, and the child repeats it.
Second option.
The speech therapist names a soft consonant sound, and children name its hard pair. The speech therapist involves the children themselves in checking their answers. To do this, the game conditions stipulate that if children notice a mistake, they must clap. This forces all children to be active and attentive throughout the game, and not just when the speech therapist throws the ball to them.
Third option.
The speech therapist first names the hard consonant sound, and the children name its soft pair. Then, when half of the children take part in the game, the teacher names a soft consonant, and the children name its hard pair.
Whistles - hisses
Target. Differentiation of sounds [s] - [w].
Description of the game. The teacher puts pictures in front of him and says: “I will show you the pictures and name them. You pronounce the sound that corresponds to the object shown in the picture.” For example, the teacher shows the children a whistle. Children must say ssss. Pump: ssss... Ball: shhh... etc.
You can draw children's attention to the fact that when pronouncing the sound [s], the tongue is at the bottom, and when pronouncing [sh], it is at the top.
That. Games for the development of phonemic perception contribute to children’s successful mastery of the prerequisites for further mastering the norms of their native language, since the development of phonemic hearing and perception is of great importance for mastering reading and writing skills, has a positive effect on the development of the entire speech system of a preschooler, and also lays the foundations for successful learning in school. The teacher’s task is to arouse students’ interest in the game, to competently organize the game, ensuring that children are interested in the material being studied and attracting them to master new knowledge, skills and abilities.
Margarita Milk
Practical games and exercises to develop phonemic awareness
Practical games and exercises to develop phonemic awareness
1. “If you hear it, clap”. Goals: develop auditory attention, phonemic awareness.
Move games. An adult pronounces a series of sounds (syllables, words; a child with his eyes closed, hearing a certain sound, claps his hands.
2. "Who's bigger?" Goals: , auditory attention.
Move competitive games. Children select words that begin with a given sound. (Repetitions are not allowed.)
3. "Attentive Listener"(or “Where is the sound?”). Goals: develop phonemic awareness, attention.
Move games. The adult pronounces the words, and the children determine the place of the given sound in each of them.
4. "The Right Word". Goals: , phonemic representations, phonemic analysis.
Move games. On instructions from an adult, children pronounce words with a certain sound at the beginning, middle, and end of the word.
5. "Sharp Eye". Goals: develop phonemic awareness, phonemic analysis, attention.
Move games. Children are asked to find objects in the environment that have a given sound in their names and determine its place in the word.
6. "Wonderful artist". Goals: develop phonemic awareness, phonemic analysis, attention, fine motor skills.
Move games. Draw pictures for the indicated sound at the beginning, middle, and end of the word. Under the pictures, based on the level of knowledge of the children, it is proposed to draw a diagram of the word in the form of a line or a diagram of the syllables of a given word, in which each syllable is indicated by an arc, and indicate the location of the sound being studied*.
7. "Memory". Goals: develop auditory attention, memory.
Move games. The adult pronounces a series of words, and the children remember and repeat. The first task consists of two words, then their number gradually increases (three, four, five, etc., For example:
garden-sleigh juice-shock
bag-soup-boots hat-son-fur coat When selecting appropriate speech material during games it is possible to carry out work on automation and differentiation of sounds, development of phonemic awareness, phonemic representations.
8. "Beads". Goals: develop phonemic awareness, analysis, auditory attention, memory. Move games. After the words presenter:
Beads scattered.
We will collect them, string them on a thread
And we will find the word. -
participants games along the chain they pronounce with lova- "beads" to a specific sound (no repetitions, For example:
to the sound [R] - rainbow-rocket-loaf-par-hand -. to the sounds [R]-[L] - crayfish-lamp-nora-onion-fish-soap -.
9. “Repeat and add”. Delhi: develop auditory attention, memory.
Move games. The first player pronounces a word, the second, repeating it, adds his own, etc. Each participant increases the row by one word. The game stops and starts again after one of the players changes the sequence of words, For example: to the sound [Zh] -
beetle, toad
beetle, toad, snakes
beetle, toad, snakes, hedgehogs, etc.
10. "Add the sounds". Goals: develop phonemic synthesis, auditory attention, memory.
Move games. The adult pronounces a series of sounds, and the children pronounce the syllables or words made up of them, For example:
[DAD; [N], [O], [S] - NOSE.
11. "Say it the other way around". Goals: develop phonemic awareness, phonemic representations, analysis and synthesis, auditory attention and memory.
Move games. The adult pronounces two or three sounds, and the children must pronounce them in reverse order.
Option 1 - with vowel sounds A, U - U, A I, O -. (Oh, I) U, O, A - A, O, U E, Y, I-. (I, Y, E)
Option 2 - with hard consonants
PA - AP AP - PA
BY -. (OP) OP-. (BY)
PU -. (UP) YP -. (PY)
PE-. (EP) UP -. (PU)
PY -. (YP) EP -. (PE)
Option 3 - with hard and soft
consonant sounds
PA - PIA PIA - PA
PU -. (PU) PI -. (PY)
PE-. (PE) PY -. (PU)
BY-. (PYo) PYO-. (BY)
PY -. (PI) PE -. (PE)
The game is for phonemic exercises hearing and hearing accuracy perception
You can play together or in a large group. Before the game, the adult turns to children: “Have you ever heard an echo? When you travel in the mountains or through a forest, pass through an arch or are in a large empty hall, you can encounter it. That is, you, of course, will not be able to see it, but you can hear it - you can. you say: “Echo, hello!”, then it’s for you will answer: “Echo, hello!”, because he always repeats exactly what you tell him. Now let's play echo."
Then they appoint a driver - “Echo”, who must repeat what he is told. Start with simple words, then move on to difficult and long ones (for example, "ay", "rather", "windfall"). Use foreign words in the game, without forgetting to explain their meaning (for example, “Hallo, monkey!” - “Hello, monkey”). Try offering poetic and prose phrases for repetition. (I came to you with greetings, to tell you that the sun has risen!). If “Echo” answered correctly 5 times, appoint the next participant as the driver in the circle. games.
13) Enchanted word
The game promotes development of phonemic hearing and sound analysis of language
The adult presenter tells the children a story about an evil wizard who enchants words, and therefore they cannot escape from the wizard's castle. Words do not know what sounds they are made of, and this must be explained to them. As soon as the sounds of a word are correctly named in the right order, the word is considered saved, free. The game is played as an ordinary role-playing game, with the adult, as the only literate one, always remaining the leader, the children playing the role of saviors, and one of the participants representing the evil wizard, who is absent from the castle from time to time; it is then that the letters can be saved.
The adult names the word - the victim of imprisonment, and the saviors must clearly repeat the sounds that make up it. It is necessary to ensure that they are pronounced carefully, with all vowels pronounced. They start with simple three or four letter words, then complicate the “enchanted” words. For example, we “disenchant” the word “apple” - “I, b, l, o, k,
13)Sounding pictures
Game for development of phonemic hearing and language
For games cards are used with images of objects mentioned in the sentences below. You can play with regular lotto, but in this case you need to modify the offers. The adult names the sentence, and the child finds cards with the items that were mentioned in this sentence. If the child cannot do this, you need to help him, but in this case he cannot pick up the cards. The game continues until the cards run out or the child gets tired.
Example sentences
At the sound of C, the Wasps flew into the bag.
The beads were brought on the plane.
To sound 3 The goat is grazing near the fence.
The hare keeps his mouth shut.
At the sound of T, the chicken hatched from the egg.
Heron and chicken are birds.
For the sounds C, 3, C, the cucumbers were weighed on the scales.
Wasps bite chickens.
An owl is sitting on a nest.
At the sound of Sh, the mouse hid in the closet.
The cones are stored in a bag.
To the sound J The gun and skis are stored in the barn.
The beetle and the toad are animals.
To the sounds Ш and Ж The gun hangs in the closet.
The knives are placed in a bag.
For the sound Ch A teapot and a cup are needed for tea.
The suitcase opens with a key.
To the sound Ш Pliers and tongs are tools.
Pike and bream are different fish.
To the sound L, they dug up a bed for onions with a shovel.
A saw and a shovel are needed in the village.
They bought a pen for the sound R.
Fish and crayfish live in water.
To the sounds R and L, Pisces swim under the boat.
The squirrel is hiding in a hollow.
Confusion
Game for development sound discrimination
Draw your child's attention to how important it is not to confuse sounds with each other. To confirm this idea, ask him to read (or read it to him yourself if he doesn’t know how yet) the following comic sentences.
The Russian beauty is famous for her goat. A mouse drags a huge mound of bread into a hole. The poet finished the line, At the end he put his daughter.
Ask your child, what did the poet mix up? What words should be used instead of these?
14) Living alphabet
Game for development sound discrimination
The same cards are laid out face up in front of the children on the table. Two cards with letters are also used. On command, children must select objects whose names include this letter and arrange them into piles. The one wins who will pick up more cards. The game continues until they are all taken apart. Couples letters: 3-F, Ch-C, L-R, S-C, Ch-S, Shch-S, S-3, Sh-Zh.
We'll fix your broken phone
Game for development of phonemic hearing
It is best to play with three people or an even larger group. Exercise is a modification of the well-known games"Damaged phone." The first participant quietly and not very clearly pronounces a word in his neighbor’s ear. He repeats what he heard in the ear of the next participant. The game continues until everyone passes the word "on the phone." The last participant must say it out loud. Everyone is surprised because, as a rule, the word is noticeably different from those transmitted by the other participants. But the game doesn't end there. It is necessary to restore the first word, naming in turn all the differences that “accumulated” as a result of the phone breakdown. An adult should be careful to ensure that differences, distortions reproduced correctly by the child.
From early childhood, a person develops all his personal qualities: tastes, habits, character. And speech plays a huge role in the development of personality.
Speech is a complex function, and its development depends on many factors. The influence of others plays a significant role - the child learns to speak from the example of the speech of parents, teachers, and friends. It is very important that from an early age the child hears correct, clearly sounding speech, from which his own speech is formed.
In preschool children, speech develops very quickly: vocabulary increases, the sound design of words improves, phrases become detailed. After all, from birth, a child is surrounded by a wide variety of sounds. The child hears speech and non-speech sounds. Speech sounds are words; they are the most significant for a child. With the help of words, a child communicates with adults, receives the information he needs, gets involved in activities, and masters norms of behavior.
When a child listens attentively to the words spoken by adults, compares their sounds and tries to repeat them, he learns not only to hear, but also to distinguish the sounds of his native language.
Not all children have a good level of speech development by the age of three: some children, at this age, already pronounce words clearly and correctly, others still do not speak clearly enough and pronounce individual sounds incorrectly, and there are a lot of such children. Most often, errors such as omission and replacement of sounds, rearrangement of sounds and syllables, violation of the syllabic structure of the word (abbreviation of the words “piakhodil” instead of “crocodile”), incorrect stress in words, etc. are encountered. But already at 3-4 years old, children begin to notice their friends’ incorrect speech, they try to correct them, although they themselves still pronounce the words incorrectly. By the age of five, a child can already be critical of his speech. He may understand that he is speaking incorrectly and is embarrassed by it. This can cause a child to refuse to communicate with peers; the child withdraws into himself. He tries to talk less, answers questions in monosyllables and does not take part in speech games. Practice shows that criticizing children about incorrect pronunciation can also cause an aggressive reaction in them. Children attack their offenders with fists. Therefore, I work with students not only on the formation of correct sound pronunciation, but also pay attention to the formation of friendly relationships between children, explaining that comments must be made kindly and correctly. If you do not correct sound pronunciation in preschool age, then later, at school, this can also affect the mastery of written speech - reading and writing.
The correctness and purity of speech depends on various factors: on the development of speech hearing, speech attention, speech breathing, voice and speech apparatus. At the initial stage, children need to be taught to hear and distinguish between speech and non-speech sounds. Since preschoolers’ voice is still unstable, they speak either very quietly, barely audible, or loudly. Therefore, you need to draw children’s attention to the fact that words can be spoken at different volumes (whisper, quietly, moderately, loudly). Teach children to distinguish by ear when others and themselves speak loudly. Learn to control the power of your voice. All this suggests that you need to interest the child so that he himself wants to participate in speech correction. Specially selected games allow you to solve pedagogical and correctional problems in natural conditions for the child - in the game.
In targeted correctional pedagogical work, I successfully use both traditional and my own original games. I use the games proposed below to develop auditory attention and correct speech perception in children 5-6 years old. At this age, children can already pronounce almost all sounds, because their articulation apparatus is already ready to pronounce even the most difficult sounds. But the problem of developing phonemic hearing remains relevant. Games introduce and teach children to listen to the sounds of the surrounding nature, to the sounds of “house”, “street”, listen to the sound of words, establish the presence or absence of a particular sound in a word, differentiate sounds, pronounce one-, two-, three- and four-syllable words, answer questions. The purpose of these games and exercises is to develop auditory attention and phonemic awareness.
1. “Ears - rumors”
Target: consolidate the ability to differentiate sounds, develop auditory attention.
The speech therapist shows wooden and metal spoons and crystal glasses. Children name these objects. The teacher offers to listen to how these objects sound. Having installed the screen, he reproduces the sound of these objects in turn. Children recognize sounds and name the objects that make them.
2. “Who said “Meow?”
Target: improve the ability to distinguish the voices of domestic animals by ear.
Material: tape recorder, audio recording with the sounds of pets.
3. “Who is standing at the traffic light?”
Target: develop auditory attention, recognize and name types of transport.
Material: tape recorder and audio recording with street noise.
The speech therapist plays an audio recording with street sounds. Children listen to sounds and name vehicles stopped at a traffic light (car, truck, tractor, motorcycle, cart, tram).
4. “Where is it ringing?”
Target: develop auditory attention, the ability to navigate in space with eyes closed.
Children stand with their eyes closed. A speech therapist with a bell moves silently around the group and rings. Children, without opening their eyes, point their hand in the direction of the sound source.
5. Finger game “Thunderstorm”
Target: coordinate the movement with the text, taking into account changes in dynamics and tempo of sound.
The speech therapist reads the words of the game, and the children perform movements according to the text.
Drops dripped (knock on the table with two index fingers).
It's raining (quietly knock with four fingers of both hands).
It pours like a bucket (tapping loudly with four fingers).
It started hailing (knock their finger bones, knocking out a fraction).
Thunder rolls (drum your fists on the table).
Lightning flashes (draw lightning in the air with your fingers, make the sound sh).
Everyone quickly runs home (clap your hands, hide your hands behind your back).
The sun is shining brightly in the morning (describe a large circle with both hands).
6. Listen and say the right word.
Target: improve phonemic awareness, learn to name words with a certain sound in the text.
The speech therapist reads a poem or story filled with a certain sound, the children must name words that contain a given sound.
AND A beetle is buzzing in an iron can -
The beetle doesn't want to live in a tin.
The life of a beetle in captivity is bitter.
I feel sorry for the poor beetle.Z- Hare, hare,
What are you doing?
– Kocheryzhku
I'm gnawing it.
- Why are you, hare?
Happy?
– Glad the teeth
They don't hurt.
7. Jokes for a minute
Target: Improve the ability to distinguish by ear words that sound incorrect. Develop phonemic awareness. Develop a sense of humor
The speech therapist reads lines from poems to children, replacing letters in words. Children find a mistake and correct it.
Tail with patterns,
Boots with sh T orami.
TO O t floats on the ocean,
TO And He eats sour cream from a saucer.
God's Koro b ka, fly to the sky,
Bring us some bread.
8. Quiet - speak loudly.
Children learn pure speech (taking into account the sound being practiced).
For example, when practicing the sound l, you can use the following phrase: “Mila was sailing in a boat, drinking Coca-Cola.”
Offer to pronounce the speech first in a whisper, then in a quiet voice, and then loudly.
By the age of seven, children in the speech therapy group should already have almost normal speech development. But some children may still experience underdevelopment of phonemic hearing and sound pronunciation. Therefore, I make sure that children clearly and correctly pronounce words in isolation, then in phrases and sentences.
Here are several games and exercises that help develop phonemic perception, teach children to do sound analysis: determine the presence of a given sound in words, highlight the first and last sound in words.
1. Name the same sound in words.
Target: develop phonemic awareness, hear and name words with the same sound.
The speech therapist pronounces three or four words with a given sound: sled, bone, nose - the children must name the same sound (s) that is in these words.
2. Name the first sound in the word.
Target: develop phonemic awareness, learn to determine the place of sound in a word.
The speech therapist shows a toy, for example, a dog, and offers to determine what sound this word begins with. Then he shows the toys of other pets and asks: “Name the first sound in the word.” Draw children's attention to the fact that sounds must be pronounced clearly.
(The game “Name the last sound in the word” is played in a similar way.)
3. Answer – slowly.
Target: improve phonemic awareness, name words with a certain sound, determine the place of sound in a word, select words in a sentence with the same sound.
Offer several tasks for intelligence, check how children have learned to hear and highlight certain sounds in words.
- Think of a word that starts with the last sound of the word palace
- Remember the name of pets, which would have the last sound of the word nose(dog, pig...)
- Choose a word so that the first sound is m, and the last sound is A(Masha, car, fly...)
- What word will be obtained if to the syllable ro add one sound? (Mouth, rum, horn...)
- Make up a sentence in which all words begin with a sound r (Petya gave Pavlik a pyramid.)
- Find objects in the group that have a sound in their names To(pencils, book, pen, cubes...)
4. Correct Dunno's mistakes.
Target: develop phonemic awareness, distinguish by ear words pronounced incorrectly, determine the place of sound in a word, divide words into syllables, come up with simple and complex sentences.
Dunno was visiting his grandmother in the village and this is what he saw there. Listen carefully and correct mistakes.
Co. With and jumped over the fence.
Co. l ova produces delicious milk.
R The horse is chewing juicy grass.
Co. h ka catches the mouse.
Soba X and guards the house.
Now we will find out if you are ready to go to school? We answer the questions:
- What is the first (last) sound in the word dog?
- Name a pet that has a sound in its name Sh where is this sound located?
- How many syllables are in a word cat (cow)?
- Come up with a 2, 3, 4 word sentence about pets.
5. Spider.
Target: consolidate the ability to divide words into syllables, develop phonemic awareness.
The speech therapist reads a poem, and the children answer questions.
On an invisible path
Oh, look, cobwebs.
This is a cunning spider
I hung my hammock.
And our spider called
All friends to the hammock
We came to the spider
Moths, grasshoppers,
Bees and bumblebees,
Beautiful butterflies,
Flies and beetles.
We played, we laughed,
And then everyone ran away.
1, 2, 3, 4, 5 – I invite everyone again.
Let's check how you can divide words into syllables.
- Butterfly, how many syllables, which is the first, which is the last?..
- Bug, how many syllables (one), which syllable is the first, which is the last?
- What is the same syllable in words bees and bumblebees(CI)?
- Name insects whose names have 1, 2, 3 syllables.
Target:
Speech therapist: all the words crumbled into sounds. I will name the sounds, and you make a word from them: K-O-M-A-R - mosquito, ZH-U-K - beetle, O-S-A - wasp, M-U-H-A - fly, B -A-B-O-C-K-A – butterfly...
7. Scatter the word.
Target: develop skills in sound analysis and synthesis.
The speech therapist invites the children to divide the words into sounds themselves: porridge - K-A-SH-A, house - D-O-M, paper - B-U-M-A-G-A...
8. Tic Tac Toe
Target: develop auditory attention and memory, spatial orientation.
Progress of the game: The children have a square drawn on a piece of paper, as for playing “Tic Tac Toe”. The players agree in advance what sound they will play with. If the speech therapist pronounces a word with a given sound, then the children put X, if the word does not have the specified sound – ABOUT. Explain that the cells are filled horizontally. The winners of the game are those children whose playing field matches the speech therapist’s example. The sample is displayed after filling all the cells.
| X | ABOUT | X |
| X | X | X |
| ABOUT | X | ABOUT |
These games, which I use, in combination with traditional teaching methods and techniques, increase the effectiveness of work on the formation of phonemic awareness. They contribute to the comprehensive solution of correctional problems: they develop communication skills, auditory attention and memory, coordination of movements, general and fine motor skills, allow them to freely navigate in space, independently change the strength of their voice, pronounce words quietly - loudly, form a sense of rhythm and timbre hearing, and cause positive emotions.
Games on the formation of phonemic awareness were presented at the workshop and received a positive assessment from speech therapists.
The device is already ready to pronounce even the most difficult sounds). But the teacher still pays serious attention to the development of phonemic hearing and articulatory apparatus of children, he teaches them to distinguish sounds by ear and pronounce them correctly (s - z, s - ts, w - zh, ch - shch, s - sh, z - g, c - h, s - sch, l - r).
What is phonemic awareness and phonemic awareness?
Phonemic hearing is the ability to isolate, reproduce, and distinguish speech sounds. Phonemic hearing is the basis for understanding the meaning of what is said. After all, by replacing even one sound in a word, we can get a completely different word: “goat-braid”, “house-tom”, “barrel-kidney”. If a child distorts sounds, replaces them with other sounds, or skips sounds, this means that his phonemic hearing is not fully formed.
Phonemic awareness is the ability to distinguish speech sounds and determine the sound composition of a word. For example: “How many syllables are in the word MAC? How many sounds does it have? What consonant sound comes at the end of a word? What is the vowel sound in the middle of the word?
Older preschoolers are able to determine by ear the presence or absence of a particular sound in a word, and can independently select words for given sounds, if, of course, preliminary work has been done with them. But not all children clearly distinguish certain groups of sounds by ear; they often mix them up. This applies mainly to certain sounds, for example, the sounds S and Ts, S and Sh, Sh and Zh and others are not heard by ear. To develop phonemic perception, the ability to listen to the sound of words, establish the presence or absence of a particular sound in a word, and differentiate certain pairs of sounds, children of this age are offered games aimed at selecting words with given sounds, or exercises in which they need to highlight words with given sounds. sounds from phrases, small poems.
The purpose of the games and exercises below is to develop auditory attention and phonemic perception: to teach children to hear sounds in words, to differentiate by ear and in pronunciation some pairs of sounds (s - z, s - ts, sh - zh, ch - shch, s - sh , z - zh, ts - h, s - shch, l - r), correctly highlight the necessary words in phrases.
Work on the formation of phonemic awareness must also be carried out with young children. In games such as “Quiet-Loud” and “Theater of Moods” they form the intonation side of speech.
Games for children 2-4 years old are based on onomatopoeia. “How does a child cry? AAA. How does a wolf howl? Woohoo. How does the water flow? SSS." You can play this game with younger children: you show a picture with a sound symbol (snake, mosquito, beetle), and the children reproduce the required sound (snake - W, mosquito - Z, beetle - F).
Another game for the little ones: “Song” - we show cards symbolizing vowel sounds - A, O, U, And in different orders, the children sing a song.
CATCH THE SOUND
A game to identify a sound against the background of a word.
Assignment: children should jump up and clap their hands if a given sound is heard in the named word (for example [c] - “owl”, “umbrella”, “fox”, “forest”, “goat”, “elephant”, “beetle”, “braid”, “hedgehog”, “nose”, “glass”).
HUNTERS
Goal: development of phonemic awareness.
Description of the game: an adult invites children to learn to catch sounds. He asks the children to pretend that they are sleeping (so as not to be startled by the sound): put their heads in their hands, close their eyes. “Wake up” (sit up straight) when you hear the desired sound among other sounds.
WHAT SOUND IS IN ALL WORDS?
An adult pronounces three or four words, each of which contains one of the sounds being practiced: fur coat, cat, mouse - and asks the children what sound is in all these words. Children call the sound "sh". Then he offers to determine what sound is in all the words below: beetle, toad, skis - “zh”; kettle, key, glasses - “h”; brush, box, sorrel – “sch”; braid, mustache, nose - with; herring, Sima, elk – “s”; goat, castle, tooth – “z”; winter, mirror, – “z”; flower, egg, chicken – “ts”; boat, chair, lamp - “l”; linden, forest, salt – “l”; fish, carpet, wing – “p”; rice, strength, - “ry”. The adult makes sure that the children pronounce sounds clearly and correctly name hard and soft consonants.
Assignment: a group of children plays, each is assigned a letter. The presenter lists the letters randomly. Having heard his letter of the alphabet, the child must stand up. The game can be played by highlighting the first or last sound in a word.
GAMES WITH SOUND.
1) Name as many words as possible that begin with the sound A (E, O, L, V, etc.). Name words that end with the sound A (K, N, G). Name the words in which the sound A (D, V, I) is in the middle of the word.
2) Choose a word that begins with the last sound of the word table. Remember the name of the bird, which would have the last sound of the word cheese. (Sparrow, rook...) Choose a word so that the first sound is k and the last sound is sh. (Pencil, reed...) What word will you get if you add one sound to “but”? (Knife, nose...) Compose a sentence in which all words begin with the sound “m”. (Mom washes Masha with a washcloth.) Find objects in the room that have the second sound “u” in their names. (Paper, pipe, Pinocchio...)
FIND PICTURES
1) The child selects pictures from a set for a given sound or several sounds. The sound can be at the beginning of a word, at the end, or in the middle.
2) Finding the sound in the names of objects based on the plot picture. The one who finds the most items wins. Subject pictures can be selected in accordance with the lexical topic.
3) The game is played in the form of a relay race. Children are divided into 2 teams. One team collects pictures, for example, with the sound L, the other with the sound R. One player can take one picture. When all the children have taken a picture, they turn to each other and name the pictures, emphasizing their sound with their voices. The team that collects the pictures correctly and quickly wins.
WIZARDS
Assignment: “Now we will turn one word into another. I will tell you a word, and you try to change the second sound in it so that you get a new word. For example: whale - cat.
Words to change: house, sleep, juice, drank, chalk.
Words to change the first sound: dot, bow, varnish, day, pedal, layout.
Words to change the last sound: cheese, sleep, bough, poppy, stop.
IDENTIFY THE SHORTEST WORD BY HEARING
Words are selected in accordance with the topic of the lesson, and you can also give a task to determine the longest word. Builder, mason, house, glazier.
CATERPILLAR
The child makes a caterpillar out of parts. The number of details is equal to the number of sounds in a given word. Then he takes out one of two cards (one shows the head of a caterpillar, the other the tail) and names the first sound in the word or the last, depending on the picture.
SELECT SIMILAR WORDS.
An adult pronounces words that sound similar: cat - spoon, ears - guns. Then he pronounces the word and invites the children to choose other words that sound similar to it. It is necessary to ensure that children choose the right words and pronounce them clearly, clearly, and loudly.
CORRECT ERRORS
Assignment: the presenter reads a poem, deliberately making mistakes in words. Name the words correctly.
Having dropped the doll from my hands,
Masha rushes to her mother:
Green onions are crawling there
With long mustache (beetle).
The hunter shouted: “Oh!
The doors are chasing me!” (animals).
Hey, don't stand too close.
I'm a tiger cub, not a bowl (pussy).
The snow is melting, the stream is flowing,
The branches are full of doctors (rooks).
My uncle was driving without a vest,
He paid a fine for this (ticket).
Sit in the spoon and let's go!
We took a boat along the pond.
Mom went with the barrels
On the road along the village (daughters).
In a clearing in spring
A young tooth (oak) has grown.
On the yellowed grass
The lion drops his leaves (forest).
In front of the children
The painters are painting the rat (the roof).
I sewed a shirt for a cone
I'll sew some pants for him (the bear).
The sun has risen and is leaving
Dark long daughter (night).
There are countless fruits in the basket:
There are apples, pears, and sheep (bananas).
A poppy lives in the river,
I can’t catch him in any way (cancer).
To have lunch, Alyoshka took
In the right hand, the left leg (spoon).
On the ship the cook is the doc
I prepared delicious juice (kok).
He was very affectionate
He licked the owner's forehead (cat).
Horned Valley
An ox was walking along the road.
The schoolboy finished the line
And he put the barrel (dot).
The mouse was dragging into the hole
A huge mound of bread (crust).
I'm sitting by the stove with a fishing rod
I can’t take my eyes off the fish (river).
Russian beauty
He is famous for his goat (scythe).
A baleen whale sits on the stove,
Choosing a warm place (cat).
In a forest clearing
A young tooth (oak) has grown.
Under the birches, where there is shade
The old day (stump) is lurking.
THE RIGHT WORD
Description of the game: an adult asks the children to raise their hand if he pronounces a word incorrectly, and if he pronounces it correctly, clap his hands.
For example, an object picture with the image of a carriage is displayed. An adult says: wagon, bottle, corral, wagon, wagon...
SMART CARDS
Children use a card with object pictures to find images whose names contain a given sound, and cover them with tokens.
REGULATORS
Children work with signal cards. Determine what sound they hear: vowel (red) or consonant, hard (blue) or soft (green), voiceless (without a bell) or voiced (with a bell).
BASKETS
Games for identifying sounds against the background of a word.
On the typesetting canvas, subject pictures of fruits or vegetables, berries, mushrooms, flowers, products, etc. are displayed (in accordance with the lexical topic). Children put the pictures in baskets: blue if the given sound sounds hard, green if the sound is soft, red if the given sound is not in the word. You can distribute the pictures according to the first or last sound in a word - hard, soft, vowel.
LIVE SOUNDS
A group of children is called out based on the number of sounds in a word. They are given sound symbols in accordance with the sound pattern of a given word. “We had the word porridge (feast), but the sounds are alive, they all ran away, let’s put them back together into a word.” Children line up in the right order so that the diagram matches the word. Then the children can be asked to come up with new words that would fit this diagram.
TELEGRAPH
Goal: teaching syllabic analysis of words. “Now we’ll play telegraph. I will name the words, and you will transmit them by telegraph to another city.” Words are pronounced syllable by syllable and accompanied by clapping. Then the children themselves come up with words that need to be transmitted by telegraph. “And now I will convey the words to you by telegraph - I will tap out without naming them. And you have to figure out what these words could be.” Children come up with words with a given number of syllables.
BOARD GAMES
In the world of sounds - differentiation of similar-sounding words, selection of the first and last sound.
Speech therapy lotto - determining the position of sounds.
We read ourselves - selecting pictures for sounds, selecting sound schemes.
Are you ready for school - a collection of test tasks.
Voiced – voiceless – determination of the characteristics of sounds.
Speech therapy chamomile - differentiation of sounds.
Ten vowel girlfriends - working with vowel sounds.
My first letters highlight the first sound in a word.
Read by first letter - highlighting the first sound in a word.
A journey from A to Z - highlighting the first sound in a word.
And many other games.
