Games and exercises for the development of phonemic awareness. Exercises for the development of phonemic awareness Phonemic exercises for children

The use of gaming technologies in the work on the formation of phonemic processes in children of senior preschool age in a speech center.

To overcome phonetic-phonemic disorders, the development of phonemic perception and hearing is necessary.

Phonemic hearing– ability for auditory perception of speech, phonemes. Phonemic hearing is of utmost importance for mastering the sound side of a language; phonemic perception is formed on its basis.

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

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

The immaturity 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 incomplete mastery of the sound side of the language, negatively affects the formation of children's readiness for sound analysis of words, and causes difficulties in mastering reading and writing.

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

Sound pronunciation is closely related to speech hearing. To do this, it is necessary to develop good diction in children, that is, mobility of the articulatory apparatus, ensuring clear and precise pronunciation of each sound individually, as well as correct and unified pronunciation.

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

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

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

The use of gaming technologies in the work of a speech therapist makes it possible to increase the success of learning for children with speech disorders.

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

An analysis of the state of phonemic perception in children from school No. 69 of JSC AVISMA, enrolled in a speech center at the beginning of the school year, showed that out of 26 children, 16 had underdevelopment, which amounted to 61% of the total number of children.

Children had difficulty repeating rows of their 3 syllables with consonant sounds that were in oppositional voiced-voiceless sounds. Errors included substitutions and mixtures of sounds, changes in the structure of a row, and transfer of syllables and words from the previous row to the one being pronounced.

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

From all of the above we can conclude:

1. Children were found to have a low level of development of phonemic awareness. They are characterized by disturbances in the perception of not only sounds that are disturbed in pronunciation, but also correctly pronounced ones. Differentiating consonants that are oppositional in terms of voicedness and voicelessness is more difficult for children than distinguishing consonants in terms of hardness and softness, or by place and method of formation.

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

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

She outlined correctional work to overcome developmental disorders of phonemic perception in children of senior preschool age with phonetic-phonemic underdevelopment of speech in a preschool speech therapy center in three stages. At each stage, she determined the use of games and gaming techniques to increase the effectiveness of corrective action.

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

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

Games used in correctional work at stage 1.

- discrimination of non-speech sounds.

Game "Silence"

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

Game "Guess what I'm playing on"

Goal: 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, and makes sounds. Then he invites the children to close their eyes (“night has fallen,” listen carefully, find out what sounds they heard.

Game “Find out by sound”

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

Game "Noise Jars".

Purpose: to practice identifying the type of cereal by ear.

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

Game “Where did they clap? ", Game "Where they called"

Goal: development of the focus 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 quietly call (rattle, rustle). The child should turn to the place from which 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 it ringing? – left, front, top, right, bottom. A more complex and fun option is “blind man’s buff”.

- differentiation by tempo (fast - slow)

"Who is faster? "

- differentiation by rhythm (rhythmic patterns)

Game "Polyanka".

Goal: recognize 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. Guess who came to the clearing by the knock.

- differentiation by sound strength (loud - quiet)

Game "High - Low"

Children walk in a circle. The musician plays low and high sounds (on the button accordion). When children hear high sounds, they rise on their tiptoes; when they hear low sounds, they squat.

Game "Quiet and Loud"

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

Stage 2 - development of speech hearing.

Games used in correctional work at stage 2.

- distinguishing identical words, phrases, sound complexes and sounds by pitch, strength and timbre of voice

Game "Blizzard"

Goal: to teach children to change the strength of their voice from quiet to loud and from loud to quiet with one exhalation.

The snowstorms swept away and began to sing their songs: sometimes quiet, sometimes loud.

Game "The Wind Blows".

A light summer breeze is blowing: ooh-ooh (quietly-quietly)

A strong wind blew: U-U-U (loud) Pictures can be used.

Game "Loud and Quiet".

Paired toys: large and small. Big ones pronounce words loudly, small ones - quietly.

Game "Three Bears".

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

Game "Close - Far".

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

- differentiation of words that are similar in sound composition:

Game "Right and Wrong".

Option 1. The speech therapist shows the child a picture and loudly and clearly names what is drawn on it, for example: “Wagon.” Then he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. If I’m wrong, clap your hands.

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

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

Vitanin, mitavin, fitamin, vitanim, vitamin, mitanin, fitavin.

Game "Listen and choose".

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

cancer, varnish, poppy, tank

house, lump, scrap, catfish

goat, braid

puddles, skis

bear, mouse, bowl

The speech therapist names 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 is different from the rest.

Com-com-cat-com

Ditch-ditch-cocoa-ditch

Duckling-duckling-duckling-kitten

Booth-letter-booth-booth

Screw-screw-bandage-screw

Minute-coin-minute-minute

Buffet-bouquet-buffet-buffet

Ticket-ballet-ballet-ballet

Dudka-booth-booth-booth

- differentiation of syllables

Game "Same or Different".

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

Game "Let's Clap"

The adult explains to the child that there are short and long words. He pronounces them, separating the syllables intonationally. Together with the child, he pronounces the words (pa-pa, lo-pa-ta, ba-le-ri-na, clapping the syllables. A more difficult option: invite the child to clap the number of syllables in the word on his own.

Game “What's extra? "

The speech therapist pronounces a series of syllables “pa-pa-pa-ba-pa”, “fa-fa-wa-fa-fa”... The child should clap when he hears an extra (different) syllable.

Game "Alien"

Goal: differentiation of syllables.

Equipment: alien cap.

Hod: Guys, a sleepwalker has come to us from another planet. He doesn't know how to 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 the alien is played by an adult, then by a child.

-differentiation of phonemes.

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

Isolating vowels from a number of sounds.

Recognition of vowels against the background of syllables and monosyllabic words.

Recognition of vowels against the background of polysyllabic words.

Isolating 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 is vowel

Those who agree would be glad to sing,

But there are only obstacles in the mouth:

Whisper, whistle, buzz, roar

Language gives us.

Game “What the Mouse Asks”

Goal: learn to identify words with a given sound. Develop phonemic analysis and synthesis.

Equipment: “bi-ba-bo” toy – hare, food models.

Procedure: Show the children the toy and say, pretending to be him: “I’m very hungry, but I’m afraid of the cat, please bring me foods that have the sound A in their names.” Same with other sounds.

Game “Say the Word.”

The speech therapist reads the poem, and the child finishes the last word, which matches the meaning and rhyme:

There's not a bird on the branch -

Small animal

The fur is warm, like a hot water bottle.

His name is. (squirrel) .

Game "Sound Lost"

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

On the road along the village.

Game "Catch the Sound". "Catch the Song"

Clap your hands if the sound “m” is heard in the word.

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

Game "Find the Sound"

1 Select subject pictures whose names contain the given sound. Previously, the pictures are called adults.

2 Based on the plot picture, name the words in which the given sound is heard.

Ball game.

The speech therapist pronounces various syllables and 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 skills in elementary sound analysis and synthesis.

This stage has a certain sequence:

Determining the number of syllables in words of varying complexity

Highlighting the first and last sound in a word

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

offers.

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 come next to each other -

The resulting words are:

You- and –qua-, and together “pumpkin”.

So- and -va- so, “owl”.

Stressed syllable, stressed syllable

- It’s not called that for nothing...

Hey, invisible hammer,

Tag him with a blow!

And the hammer knocks, knocks,

And my speech sounds clear.

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 that he must tap or clap. Pronounces a word clearly loudly, for example wheel. The called child must tap out as many times as there are syllables in a given word. The presenter gives the children words of different numbers of syllables. The winners will be those who have not made a single mistake.

Game "Guess the word"

Goal: compose words with a certain number of syllables

Description of the game: children are sitting at the table. The teacher says: “Now you and I will guess the words. I won’t tell you what they are, I’ll just tell you by telegraph, I’ll knock them out, and you have to think and say what these words might 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 person called must guess the word that will be tapped out to him, name it and knock out. When the children have mastered the game, you can choose one of the children as the leader.

Game "Syllable Train".

Steam locomotive with three carriages. On the 1st, the pattern is 1 syllable, on the 2nd - from 2 syllables, on the 3rd - from 3 syllables. Children need to “place the pictures in the correct carriage.

Game "Pyramid".

Goal: to train children in determining the number of syllables in words.

Equipment: 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. There are pockets under the squares. Subject pictures.

Procedure: put the pictures in the correct pocket depending on the number of words.

Game “Find a pattern for the word”

Purpose: to train children in dividing into syllables.

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

Match the word with the diagram.

Game "Chain of words".

in words.

Equipment. Cards with subject pictures.

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

Train game

Goal: to develop the skills of identifying the first and last sound in a word.

Progress of the game: children are asked to make a train from carriages-cards. Just as the cars on a train are connected to each other, so the cards must be connected only with the help of sounds. The last sound must coincide with 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 unoccupied space - the right half is empty. Several people can play. All cards are distributed equally to the players. Each person, on his turn, places a suitable one on the outermost picture, that is, one whose first sound in the name is the same as the last sound in the given outermost card. Thus, in the names of the left pictures the first sound is always highlighted, and in the names of the left pictures the last sound is always highlighted. This must be taken into account and not place pictures on the right that have voiced consonants at the end of the word in their names.

Game "Wonderful fishing rod"

Purpose: To train children in identifying the first and last sound

in words.

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

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

Equipment. Cards with diagrams of the location of sounds in words.

Progress of the game: Each child receives a card. The speech therapist shows pictures and names words. If a given sound is heard at the beginning of a word, you need to place a chip in the first cell. If a sound is heard in the middle of a word, the chip must be placed in the second cell. If the sound is at the end of a 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."

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

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

Game "Be careful".

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

Point-daughter, sense-duty, reel-reel, water-cotton wool, longing-board, rafts-fruit.

Game "Help me pack my things"

Purpose: distinguishing sounds [z] – [zh]

A mosquito and a beetle are going on a journey. Help them pack their things for the trip. The mosquito needs things with the sound [z]. and to a beetle with the sound [zh].

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

Game "Suitcase and Briefcase".

Purpose: distinguishing sounds [w].– [zh]

Hide objects that contain the sound [zh] in your suitcase. and in the briefcase with the sound [w].

Game "Gifts"

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

Zvukovichok 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.

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

Game “What the boy collected in the garden with the sounds [r] - [r]

[p] tomato, dill, carrots, peas, potatoes.

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

Game “Find in which words the song of the big mosquito sounds, and in which of the small one.

Purpose: distinguishing sounds [z].– [z*]

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

Game “Which picture to whom”

Purpose: distinguishing sounds [g] - [k]

Dove - pictures with sound [g];

Leopold the cat - pictures with sound[k].

Phonetic lotto “Voiced – Deaf.”

Goal: To learn to pronounce sounds correctly and differentiate phonemes by voicedness and deafness.

On a card with a yellow rectangle, pictures are laid out in which words begin with a voiced consonant, and on a card with a lilac rectangle, pictures are laid out in which words begin with a voiceless consonant.

Phonetic lotto “Hard - soft”.

Goal: To learn to pronounce sounds correctly and differentiate phonemes by hardness and softness.

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

Game "Zvukoedik"

Goal: determining the place of a sound in a word.

Game material: doll.

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

Game "Catch the Sound"

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

How to play: Children stand in a circle, the leader has the ball. He pronounces a word out loud, throws the ball to anyone playing and says what sound he should name, for example, “cheese, second sound.” The child catches the ball and answers: “Y” - and returns the ball to the presenter, who asks the next task related to the same word. All sounds in a word must be analyzed.

Game "Traffic Light".

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

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

Game "Houses".

Goal: Developing the ability to differentiate similar sounds and find the place of a 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).

Progress of the game. The child takes a picture, names it, determines the presence of a sound (for example, Ш or Ш, its place in a word, inserts the picture into the corresponding pocket. Points are awarded for a correctly completed task.

Game “Every sound has its own room”

Goal: to teach how to conduct a complete sound analysis of a word based on the sound diagram and chips.

How to play: Players receive houses with the same number of windows. Residents - “words” - must move into 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 there should be in a word. Then the presenter pronounces the word, and the players name each sound separately and place the chips on the windows of the house - “populate the sounds.” At the beginning of training, the leader says only words suitable for settling in, that is, those that will contain as many sounds as there are windows in the house. At subsequent stages, you can say a word that cannot be “settled” in a given house, and the children, through analysis, are convinced of the mistake. 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? »

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

How to play: Word houses are used for the game, 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 presenter has object pictures. He shows a picture, the children place window chips in the house according to the number of sounds, and then put the corresponding number. Then the chips are removed from the house, the presenter shows the next picture, and the children again analyze the word. At the end of the game, relying on the numbers, you need to try to remember which pictures were offered for analysis. You can ask them to choose their own words with the same number of sounds.

Game "Telegraphers"

Goal: developing skills of sequential sound analysis based on presentation; training in sound synthesis of words.

Progress of the game: Two children are playing; they are telegraph operators, transmitting and receiving telegrams. The content of the telegram is set by the presenter, who, secretly from the second player, shows the first player a picture. He must “convey the contents of the telegram”: pronounce the word - the name of the picture by sound. The second player “receives the telegram” - calls the word together, that is, carries out the operation of sound synthesis. Then the players change roles and the game continues.

Game “Match the picture to the diagram”

Goal: to teach how to determine the place of a sound in a word (beginning, middle, end) by representation.

Progress of the game. Children have diagrams of words (rectangles divided crosswise 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 suggested by the presenter. The presenter 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 diagram. The first one to collect three pictures for each scheme will win. Then the children change letters and the game continues.

Game “Living sounds, syllables”

GOAL: Learn to synthesize individual sounds (syllables) into a word.

PROGRESS OF THE GAME: Call the children and tell them who will turn into what sound. For example:

Misha, you are turning into the first sound, the word “donut”.

Katya, you are becoming the last sound of the word “mol”.

Olya, you are the main sound “and”.

Vera, you are the second sound of the word “bottom”

Children line up. They hold circles in their hands that match their sound (blue, red or green). Children have a “living” model of the word in front of them. Children-sounds name each sound. The rest can guess what word it turned out to be.

Game "Funny Balls"

Goal: to develop sound analysis skills.

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

My cheerful ringing ball,

Where did you run off to?

Red, blue, light blue-

Can't keep up with 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."

Goal: to teach children to lay out words based on the first sounds in small pictures.

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

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

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

Game “Read the word by first letters”

Goal: to practice identifying the first sound in a word, consolidate the ability to compose words from highlighted sounds, and read words.

Procedure: The speech therapist displays pictures and asks them to name the first sound in each word and make a word from these sounds.

Game “Come up with words with given sounds”

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

2 Based on the plot picture, select words that begin with the given sound.

Game "Change the first sound"

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

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

Equipment: cards with pictures of animals and birds and printed words that these animals or birds say.

Map– ta Sh-arf mu-ka z-avod kva-drat zh-aba me-shok ga=zeta pi-la

Skin pi-la cu-bik r-fish blouse.

Literature:

1. Vakulenko L. S. Correction of sound pronunciation disorders in children: a reference book for a beginning speech therapist: [Text] Educational manual. / L. S. Vakulenko - St. Petersburg. : PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2012.

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

3. Kolesnikova E. V. Development of phonemic hearing in preschool children. [Text] / E. V. Kolesnikova - M.: Gnom i D, 2000.

4. Maksakov A. I., Tumanova G. A. Teach while playing. LLC PUBLISHING HOUSE "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. Lesson notes on the development of the phonetic-phonemic aspect of speech in preschoolers. [Text] / I. N. Shevchenko - St. Petersburg. : PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2011.

www.maam.ru

Goal: Development of the ability to determine the presence of sound in a word.

Equipment: A house with windows and a pocket for putting pictures; a set of subject pictures.

Progress of the game. The teacher explains that only animals (birds, pets) live in the house, the names of which contain, for example, a sound. We need to put these animals in a house. Children name all the animals shown in the pictures and choose among them those whose names contain the sound or. Each correctly chosen picture is scored with a game chip.

"Slam-stomp"

Goal: Development of the ability to differentiate similar sounds.

Equipment. A set of subject pictures whose names begin with oppositional sounds

Progress of the game: Children should clap when they hear one of the positional sounds in the name of the picture and stomp when they hear another

"Parrot"

Target. To form auditory attention, the ability to focus on a phoneme and distinguish consonant phonemes.

Equipment.Parrot toy

Progress of the game. A game situation is created, according to which it is necessary to teach the parrot to repeat a syllable series without errors. One of the children takes on the role of the parrot. The teacher pronounces a series of syllables, the child repeats.

Sample speech material. Pa-ba, ta-da, ta-ta-da, ka-ga, ka-ka-ta, etc.

"Clap like me"

Target. Form auditory attention, develop phonetic hearing, sense of rhythm.

Progress of the game: The teacher claps a certain rhythm, for example: \ \\ \ \\ or \ \\\ \, etc., the child repeats.

"Merry tambourine"

Equipment. Tambourine

Progress of the game: The teacher claps a certain rhythm on the tambourine, the child repeats.

Complication. The rhythmic pattern and tempo become more complex.

"Drawing rhythms"

Target. Form auditory attention and sense of rhythm.

Equipment. Pencil, sheet of paper, cards with ready-made rhythmic patterns.

Progress of the game: The teacher invites the children to reproduce the rhythm according to the ready-made rhythmic pattern, and then independently sketch their own rhythmic pattern and clap it.

Target. To form auditory attention, the ability to focus on a phoneme, to distinguish phonemes that are similar in sound.

Progress of the game: The teacher creates a game situation in which he walks in the mountains or in the forest, and the children pretend to be an echo. The teacher pronounces complex words or tongue twisters, and the children must repeat them correctly.

"The Sound Ran Away"

Target. Form auditory attention, the ability to focus on the phoneme.

Progress of the game: The teacher pronounces the word without finishing the last sound. Children must correctly pronounce the word and name the sound that “ran away.”

Sample speech material. Ma...(k), mo...(x), ro...(g), co..(t), care...(r), etc.

"The syllable ran away"

Target. Form auditory attention, the ability to focus on phonemes, develop phonetic hearing.

Progress of the game. The game is played after children have become familiar with the concept of “syllable”. The teacher pronounces the word without finishing the last syllable. Children must correctly finish the word and name the syllable that “ran away.”

Target. Form auditory attention, the ability to focus on phonemes, develop the skill of syllabic analysis of words.

Progress of the game. The game is played after children have become familiar with the concept of “syllable”. The teacher pronounces the word, and the children must pretend to echo, pronouncing only the last syllable.

"Funny Squares"

Target. Formation of auditory attention, consolidation of the concepts of “sound”, “vowel”, “consonant”, “hard consonant”, “soft consonant”.

Equipment. The red square is for vowel sounds, blue is for hard consonants, and green is for soft consonants.

Progress of the game: The teacher names the sound, and the child must correctly show the corresponding square.

"Catch the vowel/consonant"

Target. Formation of auditory attention, consolidation of the concepts of “sound”, “vowel”, “consonant”.

Progress of the game: The teacher names the sound, and the child should clap his hands only if he hears a vowel/consonant (by agreement) sound.

Equipment. Two houses: blue and green to indicate hard and soft consonants, a ball.

Progress of the game: The teacher and the child distribute the roles of “adult” and “child”. The “adult” throws the ball to the child and names a hard consonant, the “kid” softens the proposed sound and returns the ball to the “adult.”

"Hard and Soft"

Target. Formation of auditory attention, the ability to differentiate sounds by hardness and softness, consolidation of the concepts of “sound”, “consonant”, “hard consonant”, “soft consonant”.

Equipment. Pillow, brick, object pictures with soft and hard consonant sounds in the name.

Progress of the game: The teacher distributes pictures to the children. If at the beginning of his word the child hears a hard consonant, then he goes to the brick, if it is soft, he goes to the pad.

"Confusion" ("Find the Error")

Target. Teach children to differentiate similar sounding sounds

Progress of the game: The teacher incorrectly pronounces words or humorous clauses in poetic lines, and the children guess how to correct them.

For example: The Russian beauty is famous for her goat.

A mouse is dragging a huge pile of bread into a hole.

The poet finished the line and put his daughter at the end.

"Guess the word" ("Collect the word")

Target. Develop sound synthesis skills.

Equipment. For children 5-6 years old it is allowed to use picture prompts

Progress of the game: The teacher pronounces the words, naming each sound separately: , . Children synthesize sounds into words. As you master the exercise, the words become longer and the rate of pronunciation changes. Children make their own words from sounds.

"Words" (see "Chain")

Target. Development of the ability to identify the first and last sounds in a word.

Equipment.Ball

The teacher says the first word and passes the ball to the child after reading the following poem:

We will knit a chain of words,

The ball won't let you put a point.

Pass the ball

"Chain"

Goal: Development of the ability to identify the first and last sounds in a word.

Progress of the game: One of the children (or teacher) names a word, the person sitting next to him chooses his word, where the initial sound will be the last sound of the previous word. The next child in the row continues, and so on. The task of the series is not to break the chain. The game can be played as a competition.

The winner will be the row that “pulled” the chain the longest.

"First and last"

Target. To develop the skill of sound analysis, the ability to isolate the first and last sound in a word.

Equipment.Ball, pictures

Progress of the game: The teacher distributes pictures to the children and throws the ball to each child in turn. The child names the first and last sound, returning the ball. The number of correct answers/errors is recorded with chips.

“Name it in order” (ball)

Target. To develop the skill of sound analysis, the ability to determine the sequence of sounds in a word.

Equipment. "Magic wand", pictures.

Progress of the game: The teacher distributes pictures to the children and begins to pass the “magic wand”. The one who has a stick in his hands names in order the sounds that make up the word in his picture.

"Snail paths"

Target. To develop the ability to determine the place of a given sound in a word.

Equipment. Diagrams of “Snail tracks”, pictures, small ball.

Progress of the game: The teacher distributes pictures to the children and begins to pass the ball. The one who has the ball in his hands names the place of the given sound in the word, focusing on the “snail path” patterns.

"Live Sounds"

Target. Learn to find the place of a given sound in a word.

Progress of the game. The game is played after the children have conducted a sound analysis of a word. The role of sound is played by children, who, at the command of the teacher, must take their place on the diagram of the word drawn on the asphalt.

"Sound in Place"

Goal: Development of the ability to establish the place of sound in a word.

Equipment. The teacher has a set of subject pictures. Each child has a card divided into three squares and a colored chip (red - if the work is with a vowel sound, blue - with a consonant).

Progress of the game: The teacher shows the picture and names the object depicted on it. Children repeat the word and indicate the location of the sound being studied in the word, covering one of three squares with a chip depending on where the sound is located: at the beginning, middle or end of the word. Those who correctly place the chip on the card win.

"Where is our home?"

Goal: Development of phonetic hearing, the ability to determine the number of sounds in a word.

Equipment. A set of subject pictures, three houses with pockets and a number on each (3,4 or 5).

Progress of the game: The child takes a picture, names the object depicted on it, counts the number of sounds in the spoken word and inserts the picture into a pocket with a number corresponding to the number of sounds in the word. Representatives of the row come out one by one.

If they make a mistake, the children of the other row correct them. For each correct answer a point is counted. The row that scores the most points is considered the winner.

The same game can be individual. In this case, the correctness of everyone’s answer is scored with a chip.

"Counting sounds"

Goal: Development of the ability to determine the number of sounds in a word.

Equipment.Buttons or chips

Progress of the game. The teacher calls the word, the child counts the number of sounds and places the corresponding number of chips on the table.

"Sound Tracks"

Goal: Development of the ability to establish the sequence of sounds in a word; implementation of sound analysis.

Equipment: Rectangles divided into cells. Red, blue and green chips or squares. Images

Progress of the game: Each child receives a rectangle (“sound track”) and colored squares to indicate vowels, consonants, hard and soft sounds. Each child is given a picture. The child must analyze the sound composition of the word and lay out a diagram of the word using squares.

"Come up with a word"

Target. Strengthening the skills of sound analysis and word synthesis.

Progress of the game. It is carried out in a preparatory group for school, when children have already mastered the sound analysis of words and hear the place of sounds in words.

Children are invited to come up with their own words based on the already drawn word pattern.

"Houses for words"

Goal: Development of the ability to establish the sequence of sounds in a word; implementation of sound analysis and synthesis.

Equipment. Sheets of paper in a large square, colored pencils or chips (blue, green, red)

Progress of the game: Each child receives a picture and the task of sketching a diagram of the word (“put each sound in your own apartment”). Children use a red pencil to indicate vowel sounds, a blue pencil to indicate hard consonants, and a green pencil to indicate soft consonants, and sketch out a diagram of the word, having previously independently carried out a sound analysis of the word.

"How many syllables?"

Goal: Strengthening the skills of syllabic analysis of words, developing phonetic hearing.

Equipment. A set of numbers for each child, pictures.

Progress of the game: Each child receives a picture and the task of counting the number of syllables in a word in any way known to him (by clapping, counting vowels, etc.) and showing the number corresponding to the number of syllables in the word.

Note: The game is played with children 6-7 years old, provided they have sufficient skills in sound-syllable analysis.

Complication. Children must line up in the order that corresponds to the number of syllables in their words (the teacher selects the appropriate material)

“What sound is hidden in the letter?”

Goal: Develop auditory attention, phonetic hearing, consolidate the concepts of “sound,” “vowel,” “consonant,” “hard consonant,” “soft consonant.”

Equipment. Letters, toys.

Progress of the game. A game situation is created where the toys are students in a forest school, and the child is a teacher. (In a group, the role of the teacher can be played by each child in turn) The child receives a letter and the task of naming the sounds that are hidden in this letter. He must also name what type of sound the given sound is: vowels/consonants, hard/soft, and explain why.

Note: The game is played with children 6-7 years old, provided they have sufficient skills in sound-syllable analysis.

This is how it is accepted in human society - communication between people occurs through spoken language, and in order to be understood, you need to have good diction, that is, clear and clear pronunciation.

The speech of a small child is very different from the speech of an adult, since the baby still has a lot to learn. In order for a child to develop and enrich his vocabulary, it is necessary to work with him using special exercises and play special games. Then it will be much easier for the child to express his desires and thoughts, and it will be easier for him to communicate with peers and with adults.

Academic success also directly depends on how well the child hears and pronounces sounds and words - the better, the more competently he will write. Problems with writing can be avoided if you contact a speech therapist in a timely manner, who will select the necessary tasks for classes with your child.

Therefore, the sooner parents pay attention to emerging problems with phonemic perception in their child, the better it will be for everyone, first of all, for the child himself, who will not feel like an outcast among his peers, but will easily join the team.

Learning by playing

To develop children's speech, special methods for developing phonemic perception are used, developed by speech therapists together with child psychologists.

Work with the child on the formation of sound pronunciation is carried out in a playful way. For this purpose, teachers and practicing speech therapists have developed special games and exercises.

At the initial stages of this work on the development of phonemic awareness, materials containing non-speech sounds are used, then all speech sounds related to the native language are covered, moving from those already mastered by children to those that have not yet been introduced and not introduced into the child’s independent speech.

This work is very important, since children need to learn to listen to the speech of the adults around them and learn the correct pronunciation from them.

Simultaneously with this work, classes are conducted with the child on the development of hearing, attention and memory, this will allow for the effective development of phonemic perception.

Development of children's speech. Stages

For the full formation of phonemic perception, work is carried out on it. It is divided into 6 stages of development of phonemic perception:

Stage 1: begins with recognition of so-called non-speech sounds. You need to learn to recognize and distinguish them, while auditory memory and auditory attention develop.

Stage 2: the teacher teaches the child to distinguish between the pitch, strength, and timbre of the voice with the help of games and exercises containing the same sounds, combinations of phrases, and individual words.

Stage 3: a speech therapist will help you learn to distinguish words with similar sound compositions.

Stage 4: the teacher explains how to correctly differentiate syllables.

Stage 5: the teacher teaches children to distinguish phonemes (sounds), explains that sounds are divided into vowels and consonants. First, vowel sounds are studied, then they move on to consonants.

Stage 6: the time comes to develop the skills of the simplest sound analysis, which involves dividing words into syllables. The speech therapist shows the children how to count syllables using palm clapping and highlight the stressed syllable.

The stage continues with the analysis of vowel sounds, then consonants, thus developing phonemic perception and

In the preschool period, the foundation is laid for the development of the child’s psyche, speech, and cognitive development. Therefore, the development of phonemic awareness must occur sequentially.

Special developmental exercises

Exercise 1. You need to highlight a certain sound in a word.

The speech therapist tells the children what sound they will need to hear in the word and inform the teacher about it with a conditioned signal (the signal is also agreed upon in advance).

Exercise 2. You need to find out where in the word the desired sound is located.

The teacher names the word, the children determine the location of the sound: at the beginning, at the end or in the middle of the word. The task is complicated by the fact that the desired sound occurs more than once in one word.

Exercise 3. You need to determine which sounds are next to the named letter: before it or after it.

Children must tell what sounds and in what order are in the word named by the teacher.

Options:

• the teacher names the sound, and the child names what kind of sound this sound is in the word: second, fourth or first, and so on;
• The teacher sounds the word, and the child must name, for example, the third sound.

Exercise 4. You need to determine how many sounds are in a given word. This exercise promotes faster development of phonemic awareness in children.

Exercise 5. You need to make a word from the given letters.

The teacher pronounces the sounds in the required sequence, and the child must make up a word. The longer the pause between spoken sounds, the more difficult the task.

Thus, by going through each stage of development of phonemic perception sequentially, the child improves his speech.

Training methods and systems

There are special developmental methods, and all of them are aimed at solving the main task of speech therapy work to correct violations

Any developmental methodology includes the following stages:

1. Perception of oral speech, assistance in the formation of phonemic awareness.
2. Education of correct pronunciation (articulation) of sounds, brought to automatism in various pronunciation conditions.

Speech therapists develop training systems and methods for speech development that:

• develop auditory attention;
• develop speech hearing;
• develop phonemic awareness, making the work on developing phonemic awareness more systematized and convenient.

Before the teacher begins classes with children, he must explain to them that all the words that people pronounce are made up of sounds. Simultaneously with the development of phonemic hearing and perception, the child’s vocabulary is intensively developing and he/she is mastering correct pronunciation; for these purposes, scientists have developed special educational games and exercises.

In writing, a sound is called a letter. Letters can only be read or written; they cannot be heard. Each sound has its own letter. But some sounds have several images, that is, letters.

To understand everything, children need to learn to listen and hear sounds.

Application of techniques in working with children

How to learn to hear sounds?

The world around us is full of various amazing sounds: everything that is perceived by the ear and pronounced by humans or animals, birds - these are sounds. How many sounds can you distinguish by listening?

Children are asked to sit very quietly for a while to find out who will hear what sounds.

Need to know the sound

Children sit with their backs to the teacher; they cannot turn around or peek.

The speech therapist creates various sounds and noises using various objects.

Children must guess what is happening: paper tears, water makes noise, a pen falls on the floor, cereal rattles in a bowl, or the phone rings.

Sounds in a recording: how to distinguish them?

a) In the house:

• water gurgles in the kitchen;
• the clock is ticking;
• the refrigerator is working;
• the vacuum cleaner is humming;
• the sound of footsteps is heard;
• someone rings the doorbell;
• someone closed the door.

b) Sounds of weather:

• the sound of raindrops;
• thunder during a thunderstorm;
• howling wind, etc.

• car horns;
• the slamming of car doors closing;
• screams and laughter of children;
• sparrows chirping.

Is it a pleasant sound or not?

• classical music;
• pop music;
• car horns;
• alarm clock rattling;
• the creaking of iron on glass;
• children's laughter;
• hacking cough.

Magic box

The teacher first puts various objects in any combinations into a small box. Shaking the box, the teacher asks the children to determine what is there: a small ball, a glass ball, coins, buttons and beads, or something else.

Exercise “Lay out combinations based on hearing”

It is necessary to teach children sound-letter analysis and reading of vowel sound fusions.

Each child is given plastic letters: A, I, E.

The speech therapist offers the following combinations: [AI], [IA], [AE], [EA], [IE], [EI].

Exercise “Divide words into syllables”

The skill of syllabic analysis of words is developed.

Description. Various pictures depicting household items are laid out on a magnetic board: a knife, a mug, a table, a chair, a chest of drawers.

Children must look at the pictures, say their names, then clap to show how many syllables are in each word.

Exercises to develop phonemic awareness in preschoolers help them recognize sounds, distinguish one word from another, and understand what sounds a given word is made of.

Additional tasks

You need to find and name the right word

Pairs of sounds are used: “s-z”, “t-d” and so on.

The speech therapist reads excerpts from children's poems or sentences with given pairs of sounds. Children should name only those words that contain the named sounds.

Find the sound present in all words

The teacher names words that contain a certain sound:

• rustle, rustle, porridge, crumb (w);
• gesture, lark, rattle, guard (w);
• seagull, barbel, lapwing, hummock (h);
• pinch, pike, horsetail;
• dew, tail, mowing (s);
• middle, string bag (s);
• rose, hare, goiter (h);
• pre-winter, potion (z);

Children must name the sound that is repeated in all words, and indicate the location of the sound in the word. Children should be very careful when pronouncing soft and hard sounds.

You need to name the first sound in the word

The following game is offered:

Each child says his name and determines which letter (sound) his name begins with.

Then the children name the names of children and adults they know and say which letter comes first in these names, focusing on the hardness and softness of the sounds.

Now you need to name the last sound in the word

Children are offered images of various objects:

• automobile;
• tit;
• sofa;
• swan;
• moose and so on.

The teacher shows the child a picture, the child must name what he sees in it and determine the last sound in the name of this object. The child should also pay attention to the clarity of pronunciation, as well as the hardness and softness of consonant sounds.

Games to develop phonemic awareness

Phonemic and lexico-grammatical representations are interconnected, since when working on the development of phonemic hearing in children, they are much better able to master the endings of words, prefixes, and cognates and fewer problems subsequently arise in writing. You need to choose a word that starts with the last sound of the word “elephant” (nose, knife, hole).

1. You need to choose a word in which the first sound is “r” and the last is “k” (cancer, rock).
2. You need to add a sound to make the word: “so” (juice, sleep).
3. You need to make a sentence in which all the words begin with the same letter, for example, “m” (Mila prevents Masha from washing the bowl).
4. It is necessary to find objects in the room whose names contain a certain sound, for example “a” (paper, mug, lampshade).

If you propose to find objects in the name of which this sound is located in a certain place (second, third or first), then the task will become more complicated.

Game to develop attention

The speech therapist arranges the children in such a way that everyone can see each other, and gives certain commands, naming various animals and birds, for example: bunny, frog, bird, crayfish, horse, and so on.

Children must designate an animal or bird with a certain sound or movement by prior agreement with the teacher.

Formation and development of phonemic awareness

Phonemic awareness is a child’s ability to perceive and understand the sound composition of a word. This ability develops naturally, forming gradually, and making it possible to understand the meaning of individual words, that is, phonemic hearing is semantic hearing.

Children begin to understand the basic sounds of their native language quite early, but due to age-related characteristics of the structure of the speech apparatus, they cannot correctly pronounce some sounds, although they know exactly how to pronounce them.

Clear speech is formed in children with good phonemic awareness, because they clearly perceive all the sounds of their native speech.

Children whose phonemic perception is not sufficiently developed for some reason, sound pronunciation is lame, it is more difficult for them to understand speech, because it is difficult for them to distinguish sounds that are similar in sound, this negatively affects the development of children's sound pronunciation and complicates the formation of sound analysis skills. Without these skills, full learning to read and write is impossible. Therefore, the development of phonemic awareness in preschoolers acquires particular relevance and significance.

Preparation for school

Thus, for successful learning at school, a child must have developed phonetic perception, that is, recognize and correctly differentiate all the sounds of his native language.

But a child will learn to operate with a complete phonemic analysis of words later, while learning to read and write at school, because in colloquial speech no one uses the division of words into sounds.

There is a special period in the school curriculum, before the start of teaching direct reading and writing, in which children are taught sound analysis.

This period is short-lived and it will be very difficult for an unprepared child to master the sound analysis of words, and without this skill, problems in writing are inevitable.

Therefore, there is a need to systematically prepare children for developed phonemic awareness from preschool age to improve literacy levels in the future.

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 the articulatory apparatus of children, he teaches them to distinguish sounds by ear and pronounce them correctly (s - z, s - ts, sh - zh, ch - sch, 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 clearly pronounce sounds 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...) Make up 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 pulls 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 words correctly and pronounce them clearly, clearly, and loudly.

CORRECT MISTAKES

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 its 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 a word 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 fits 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.

Exercises to develop phonemic awareness.

The formation of grammatically correct, lexically rich and phonetically clear speech in children is one of the most important tasks in the general system of teaching a child their native language in a preschool educational institution, in the family. It is possible to prepare a child well for school and create the basis for learning to read and write only through serious work on the development of phonemic awareness.

Professor R.E. Levina, within the framework of the psychological and pedagogical classification of speech disorders, identified a group of children with phonetic-phonemic underdevelopment of speech (FFN). These include children with normal physical hearing and intelligence, who have impaired pronunciation and special phonemic hearing.

What is phonemic awareness and phonemic awareness?

Phonemic hearing is a subtle, systematized hearing that allows you to distinguish and recognize phonemes of your native language. Being part of physiological hearing, it is aimed at correlating and comparing audible sounds with their standards.

The concept of “phonemic hearing” should be distinguished from the concept of “phonemic perception”.

A normally developing child hears the sounds of the surrounding world, sees the articulatory movements of adults and tries to imitate them. At the same time, the child is faced with different sounds of phonemes of his native language: the same sounds are pronounced differently by adults and children, men and women. But these sound shades do not serve to distinguish the sound shells of linguistic units.

According to N.I. Zhinkin, the signs of sound also include the encoding processes themselves, which occur during the transition of a signal from the periphery of the nervous system to the center.

It has been established that already at the early stages of speech development, the child picks up some differential features of phonemes. A three-year-old child may not yet pronounce the sounds of his native language correctly, but he is able to determine whether they sound correctly in the speech of others. This phenomenon is possible due to the presence of phonemic hearing and phonemic perception.

Phonemic awareness is the ability to distinguish phonemes and determine the sound composition of a word. How many syllables are in a word? How many sounds are there in a word? What consonant sound comes at the end of a word? What is the vowel sound in the middle of a word? It is phonemic awareness that helps answer these questions.

Work on the formation of phonemic perception involves the following sequence:

1. At the first stage of teaching sound analysis, the vowel sounds a, u, and are used. Children determine the first vowel sound at the beginning of a word, the sequence of vowel sounds (for example, ay - 1st a; 2nd - y).
2. Next, the analysis and synthesis of the reverse syllable type an, ut is carried out. Children learn to isolate a consonant from the end of a word (cat, poppy). They then proceed to isolate the initial consonants and stressed vowels from the position after the consonants (home, there).
3. Next, children master the analysis and synthesis of a direct syllable like sa. Children learn to divide a word into syllables and make diagrams.
4. Then children master a complete sound-syllable analysis of monosyllabic three-sound (poppy) and two-syllable (goat) words and draw up corresponding diagrams.
5. Further complication of the material involves the analysis of words with a combination of consonants (table), trisyllabic (ditch). Terms are learned: syllable, consonant sounds, voiceless, hard, soft sounds.
6. At the same time, children become familiar with letters, which then merge into syllables. It is important that from the very first reading exercises, you should strive to ensure that the child reads syllables. It is necessary to ensure that children understand the words and sentences read.

Examples of practical tasks and games for the development of phonemic hearing, perception, auditory attention and memory.

« If you hear it, clap."

Goals : develop auditory attention, phonemic perception.

Progress of the game . An adult pronounces a series of sounds (syllables, words); a child, with his eyes closed, hears a certain sound and claps his hands.

"Who is bigger?"

Goals : develop phonemic awareness, auditory attention.

Progress of the competition game. Children select words that begin with a given sound. (Repetitions are not allowed.)

“Attentive listener” (or “Where is the sound?”).

Goals : develop phonemic awareness, attention.

Progress of the game . The adult pronounces the words, and the children determine the place of the given sound in each of them.

"The right word."

Goals : develop phonemic perception, phonemic representation, phonemic analysis.

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

"Sharp Eye"

Goals : develop phonemic awareness, phonemic analysis, attention.

Progress of the game . Children are asked to find objects in the environment that have a given sound in their names and determine its place in the word..

"Wonderful artist"

Goals : develop phonemic awareness, phonemic analysis, attention, fine motor skills.

Progress of the game. 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.

"Memory"

Goals

Progress of the game . 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 the game, work can be done to automate and differentiate sounds, develop phonemic perception, and phonemic concepts.

"Beads"

Goals : develop phonemic awareness, analysis, auditory attention, memory.

Progress of the game. After the leader's words:

The beads have scattered... We will collect them, string them on a thread and find the word. - participants in the game pronounce “bead” words in a chain to a certain sound (without repetitions), for example:

to the sound [R] - rainbow-rocket-loaf-steam-hand - ... to the sounds [R]-[L] - crayfish-lamp-nora-onion-fish-soap - ...

“Repeat and add”

Goals : develop auditory attention, memory.

Progress of the game. 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] -

bug

beetle, toad

beetle, toad, snakes

beetle, toad, snakes, hedgehogs, etc.

“Add sounds.”

Goals : develop phonemic synthesis, auditory attention, memory.

Progress of the game . An adult pronounces a series of sounds, and children pronounce syllables or words made up of them, for example: [P], [A] - PA; [N], [O], [S] - NOSE.

“Say the opposite.”

Goals : develop phonemic perception, phonemic representations, analysis and synthesis, auditory attention and memory.

Progress of the game . The adult pronounces two or three sounds, and the children must pronounce them in reverse order.

Option 1 - with vowelsA, U - U, A I, O -... (O, I) U, O, A - A, O, U E, Y, I-... (I, Y, E)

Option 2 - with hard consonants

PA - AP

AP - PA

PO - (OP)

OP- (PO)

PU - ... (PU)

PI - ... (PY)

PE-...(PE)

PU-...(PU)

PO-...(PYO)

PV-...(PO)

PY - ... (PI)

PE - ... (PE)

Sound charging

Goals : develop auditory attention, coordination of movements; practice differentiating vowel sounds.

Progress of the game.

Option 1: the adult (leader) pronounces the sound, performing the appropriate movement, and the children repeat.

Option 2: the adult (leader) pronounces the sound, and the children perform the movements from memory.

Option 3: “Confusion” - the adult (leader) pronounces a sound and performs a movement that does not correspond to it, and the children make a corresponding movement.

Sound A - raise your arms to the sides to shoulder level.

Sound U - extend your arms forward.

Sound O - put your hands on your belt.

Sound I - raise your hands up.

Sound E - move your lowered arms slightly to the sides.

Sound Y - move your arms back (or behind your back).

LEARNING TO HEAR SOUNDS

We are surrounded by a world full of different amazing sounds. All we hear and all we say are sounds. How many sounds can we distinguish?

Let's sit very quietly for a minute: who will hear what sounds?

GUESS BY SOUND

Sit with your back to me and don't turn around. Guess what I will use to create sounds and noises. (You can throw various objects on the floor: a spoon, an eraser, a piece of cardboard, a pin, a ball, etc.; you can crush paper with your hands, tear it, leaf through a book, tear material, rub your hands, hit an object with an object, comb your hair, wash hands, sweeping, cutting, etc.)

LET'S SIT IN SILENCE

Collect objects that ring when they touch each other: spoons, plates, metal lids. Place them one on top of the other, then move them 2-3 times, trying to make as little noise as possible.

SCOUT

Move all loud objects from one corner of the room to another very quietly. Even the floor or shoes should not creak.

WHAT KIND OF CAR?

Guess what kind of car drove down the street: a car, a bus or a truck? Which way?

HEAR THE WHISPER

Take 5 steps away from me. I will give commands in a whisper, and you follow them. Step back 10, 15, 20 steps. Can you hear me?

TEAM PLAY

MORSE

Listen carefully to the rhythm that I will rap to you. Repeat. (Each time an increasingly difficult rhythmic pattern is proposed).

I will try to depict some object with sounds: a steam locomotive, a car, an airplane, a whistling kettle, a dog, a cat, a chicken, etc. And you guess. If you guess right, you get to drive.

GUESS WHO'S SPEAKING

Guess who says it:

Moscow time 5 hours 10 minutes.

Shall I pour you some more tea?

Open your mouth and say “Ahh.”

One, two, three, you drive!

Partly cloudy tonight and tomorrow afternoon, no precipitation.

Be careful, the doors are closing. Next stop - "Children's World".

WHAT IS THIS?

Sounds are recorded on the disc. Guess what exactly.

a) In the house: the murmur of water in the bathroom, the ticking of a clock, the hissing and crinkling of food frying in a frying pan, the rumbling of a refrigerator, the telephone ringing, the hum of a vacuum cleaner, the barking of a dog, the stomping of a baby, the doorbell ringing, the clinking of plates (when they are placed on the table, to the sink), the creaking of a chair, the sound of a closing door, the clinking of a spoon in a glass, a knock on the door, the click of a switch.

b) Listen to the weather: the sound of drops on glass, the rumble of thunder, the howl of the wind, the rustling of rain, etc.

c) Street: the horn of a car, the slam of a car door closing, the rattling of a truck, the grinding and squealing of brakes, children's laughter, the sound of a moving tram, the sound of a flying airplane, birds singing.

d) Store: the cash register is working, containers are rolling, cups are clinking in the cafeteria.

IS IT GOOD TO HEAR THIS SOUND?

Pleasant sounds or not: classical, popular music, car horns, alarm clock ringing, iron grinding on glass, children's laughter, coughing.

MAGIC CHEST

Listen and guess: what's in the box? (Can be one or more items in any combination: tennis ball, wooden ball, coins, buttons, matchbox, etc.)

SOUND CLOTHING OF WORDS

Our speech, the words that each of us pronounces, also consist of sounds. A word begins with a sound and ends with a sound. There are also sounds in the middle of words. The picture of a sound, its portrait, is called a letter. The letters are impossible to hear. Letters can be written and read. Each sound has its own letter. Some sounds are very rich: they have several letter portraits. There are riddle letters: the portrait is one, but the sound is completely different. To understand everything, first learn to listen and hear sounds.

References:

1. Chirkina G.V. Basics of speech therapy work with children.

2. Khvattsev M.E. Fundamentals of speech therapy.

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

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

By the age of five, children are able to determine by ear the presence or absence of a particular sound in a word, and can independently select words for given sounds, if, of course, preliminary work has been done with them.

How to develop phonemic hearing in a child? The best thing do this in the game. Many games for the development of phonemic processes are of a combined nature, which is expressed not only in enriching the vocabulary, but also in activating higher mental functions (memory, attention, thinking, motor skills). I bring to your attention games that allow you to teach your child to listen to the sounds of speech in an interesting way.

1. Game “Catch the right sound with a clap.”

Instructions: If you hear the sound [k] in a word, clap your hands. Words: [K]ran, sea[K]ov, hut, boot[K]. . .

The same with any other sounds:

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

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

1. Game “Come up with words for a given sound.”

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

Then the consonants (r, s, sh, l, p, b, etc.)

1. Game “Determine the place of sound in a word.”

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

Ш - hat, cat, shower; S - sun, pasta, nose; H - kettle, hummock, night; Shch - brush, puppy, help; L - moon, shelf, chair; R - locomotive, steam, rose; P - floor, paw, stop; K - falcon, varnish, roof, etc.

1. Repeating chains of syllables.

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

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

Examples of syllable chains:

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

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

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

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

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

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

1. Name the word with sound “B”: duck - bow - whale; “P”: can - stick - squirrel. Those. three words are given, among which only one with the given sound.

1. Game "Who is more attentive."

An adult shows pictures and names them (you can do without pictures). The child listens carefully and guesses what common sound is found in all the named words.

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

1. Game "Guess the word."

The adult pronounces the word with pauses between sounds; the child must name the whole word.

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

For example:

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

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

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

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

1. A game " Fourth wheel"

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

1. Game with throwing a ball “One hundred questions - one hundred answers starting with the letter A (I, B...) - and only this one.

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

Example:

-What is your name?

-Ira.

-And the last name?

-Ivanova.

-Where are you from?

-From Irkutsk

-What grows there?

-Figs.

1. Game "Chains of words"

This game is an analogue of the well-known “cities”. It consists in the fact that the next player comes up with his own word based on the last sound of the word given by the previous player. A chain of words is formed: stork - plate - watermelon. Do you remember?

1. Game "Fix a Broken Phone"

It is best to play with three people or an even larger group. The exercise is a modification of the well-known game “Broken 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 carefully ensure that differences and distortions are reproduced by the child correctly.

1. Game "Don't make a mistake."

The adult shows the child a picture and loudly and clearly names the image: “Wagon.” Then he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. When I make a mistake, clap your hands.” Then he says: “Wagon - wagon - wagon - wagon.” Then the adult shows the following picture or a blank sheet of paper and calls: “Paper - pumaga - tumaga - pumaka - paper.” Children really like the game and it is fun.

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

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

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

Games for identifying sounds against the background of a word.

Exercise: Dunno went to the store to buy fruit, came to the store, and forgot the name of the fruit. Help Dunno buy fruits whose names contain the sound [l’]. Subject pictures are displayed on the typesetting canvas: apples, oranges, pears, tangerines, plums, lemons, grapes. Children select pictures whose names contain the sound [l’].

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

1. Game "Live ABC"

Game for developing sound discrimination

Cards of pairs of letters: 3-ZH, CH-C, L-R, S-C, CH-S, Shch-S, S-3, Sh-Zh 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 (pictures) whose names include this letter and arrange them into piles. The one who picks up the most cards wins. The game continues until they are all taken apart.