What is this I already wrote. And today I want to offer a few exercises to development of phonemic hearing. I would like to note right away that these exercises should be started at the age of 5-6 years. At younger ages, other types of exercises are used.

"Catch the Sound"

We suggest to the child: “Let you and I catch the sounds. If the word has the sound “C”, then clap your hands once. If not, then be silent and don’t clap.” We very clearly name words in which this sound is in a strong position and is clearly audible, and words in which this sound is not present at all.

For example: With up, oak, With ol, mole, pi With Um, I’m writing, no With ik, but With, cart

At the beginning of the game, you need to pronounce the desired sound longer and very clearly, placing emphasis on it. As our hearing develops, we place less and less emphasis on the desired sound. But this happens closer to 7 years. Even first-graders need to emphasize the sound.

Please note that the sound should always only be in a strong position and not be replaced by a pair. At the end of a word, only voiceless consonants or sonorants can be named, those that are not deafened during pronunciation. We can call the word “soup” if we “catch” the sound P, but we cannot call the word “tooth” if we “catch” the sound B.

You cannot “catch” the sounds I, E, E, Yu! These letters can represent 2 sounds and when pronounced we hear other sounds. In general, try not to touch these letters before school.

For this game we need pictures. These can be pictures from the alphabet, from lotto, or any subject pictures. We select several pictures, among which there are those that begin with the same letter. And we ask the child to find words that begin with the same letter.

If the child finds it difficult. then offer to name all the pictures out loud and listen to the “names” of the pictures. If it’s difficult anyway, then, of course, you need to help. But do not prompt, but simply name these objects, placing a strong emphasis (pronounce longer and louder) on the same letters.

Literate people, of course, may notice an error in my recommendations. That's right, we pronounce a sound, not a letter. But I specifically write this way because it is still difficult for a small child to grasp this difference between a sound and a letter.

The child thinks in visual images. He can see and write a letter, but not a sound. Therefore, preschoolers should not focus on letter-sound differences. Let him name the letter and pronounce the sound. The time will come, he will go to school and understand the difference between a letter and a sound. In addition, each letter can represent different sounds. It is not necessary to emphasize this at the initial stage.

We need the child to learn to separate sounds and hear words in the aggregate. In the words “bow” and “luk” the letter L denotes different sounds - hard and soft. But there is only one letter! Let the child hear first. that this is the sound L, and only then we will pay attention to softness and hardness. But then, when he learns to hear and separate individual sounds.

"Chain of Words"

We name the words-objects in turn according to a certain rule: each word begins with the last letter of the previous word. This is a more difficult task and should be done closer to school. True, some children cope with this task perfectly even at 5 years old. It all depends on the capabilities of the child himself. So try, teach, and it will be much easier for your child at school. By the way, good phonemic awareness is the basis for successful learning of any language.

Nina Smykova

SOFTWARE TASKS:

Educational: Clarify and consolidate the clear pronunciation of the sound “A”. Learn to clearly articulate the sound “A”, pronounce it long, smoothly, on one exhalation and with different voice strengths. Strengthen the ability to highlight the sound “A” in words with your voice, learn to distinguish it from a number of other sounds, from the beginning of a word. Reinforce the designation of sounds and words with symbols.

Reinforce the rule: We hear and pronounce sounds.

Developmental: Develop phonemic awareness, the ability to coordinate speech with movements, fine motor skills of the fingers.

Educational: To develop children's speech and auditory attention.

EQUIPMENT: Pictures: watermelon, orange, pineapple, antenna, shark, bus, Anya, Alyosha, Andrey, individual mirrors, symbols (circles, fish) for each child.

PROGRESS OF THE CLASS:

Organizing time:

The speech therapist reads the riddle:

He's big, like a football

If it’s ripe, everyone is happy.

It tastes so good

And his name is (watermelon)

What is the first sound heard in the word A-WATERmelon? (Sound "A")

Characteristics of sound “A”, voice power control:

Guys, when we pronounce the sound “A”, then:

Sponges in a calm state;

The mouth is open wide;

The tongue lies quietly in the mouth;

The neck “works” (the child’s hand lies on the neck)

The sound “A” is a vowel, it can be sung because neither lips nor teeth interfere with the free passage of air.

We will denote the sound “A” with a large red circle and it will “live” in the red castle along with the sound “U”.

Phonetic exercises (in front of mirrors):

Show how a girl rocks a doll: aaaaaa (on a smooth, long exhale)

Sing the sound “A” quietly a – a – a...

Sing the sound “A” loudly A – A – A...

Say the sound “A” as many times as an adult claps his hands.

Isolating the sound “A” from a number of other sounds.

Didactic exercise “Catch the sound “A”.

What sound did you catch? (Sound "A")

Look at your palms, do you see the sound “A” there? (No)

It's not there because the sound can't be caught.

The sound can be heard and pronounced.

Physical education minute:

Exercise for developing coordination of speech with movements (poem by I. Tokmakova):

Stork, long-legged stork,

show me the way home!

Stomp your right foot

Stomp your left foot

Again with the right foot,

Again with the left foot,

After the right foot,

Then with your left foot,

Then you'll come home!

(Children perform movements in accordance with the text)

Emphasize the sound “A” at the beginning of a word.

On the board there are pictures: watermelon, apricot, antenna, shark, Alyosha, Andrey, Anya, bus, orange. The speech therapist names what is depicted on them, emphasizing the sound “A” with his voice.

Then, one by one, names the words and asks the children to identify and mark the location of the sound “A” using a red circle and a card.

Exercise for fingers:

We shared an orange;

There are many of us, but he is alone.

This slice is for the hedgehog,

This slice is for the swift,

This slice is for ducklings

This slice is for kittens,

This slice is for beavers,

And for the wolf - the peel.

(For each word, clench your fingers into fists. With your left hand, bend the fingers of your right hand one by one.)

Lesson summary:

What sound were we introduced to?

What sound is this?

Why is it called a vowel?

Name words with the sound “A” (named from memory).

1st grade for students with moderate mental retardation.

Topic: “Sound and letter A”

Correctional educational tasks:

develop the ability to correctly pronounce the sound “a”;

develop the ability to keep the tongue calm;

consolidate knowledge about the articulatory features of the sound “A”;

automate the sound “A” in isolation, in syllables and in words;

learn to correlate the sound “A” with the letter “A”.

Correction and development tasks:

develop phonemic processes(games “Who hears better?”, “Catch the sound”);

develop attention and memoryby memorizing a clean tongue;

develop fine motor skills of hands, performing shading;

develop speech breathingwhile performing breathing exercises.

Correctional and educational tasks:

develop skills of initiative and independence;

cultivate activity and attentiveness in class.

Equipment: doll, mirror, ribbon, big red circle, flower, cocktail straw, picture with the letter A,letter box,Pictures (watermelon, Aibolit, pineapple).

Progress of the lesson

1. Organizing time.

- The doll Anya came to visit us today. She wants to see how you do and has prepared several tasks for you.

What is the first sound in our guest's name? ("A"). Today you and I will continue to learn how to pronounce the sound “A” beautifully and correctly.

2. Massage.

To relieve tension in the articulatory apparatus and increase its tone, hygienic massage is used. Stroking is done with your fingertips:

a) from the middle of the forehead to the temples and around the eyes to the bridge of the nose,

b) from the bridge of the nose to the parotid cavity,

c) from the tip of the nose along its back and back,

d) helical movements around the tip of the nose with transition to the upper and lower lips.

Vibration massage involves tapping the wings of the nose while simultaneously pronouncing a sound.m .

3. Mimic gymnastics.

- Our guest is sad, let's smile and wink at her.

4. Articulation gymnastics.

- Now let's tell Anya an interesting fairy tale. Take a mirror, look at yourself, smile, let's begin our fairy tale about the Cheerful Tongue.

Once upon a time there lived a Merry Tongue. He lived in his house, he opened the door like this (demonstration) - open and close his mouth. Then he went out into the street, looked down, looked up - pull his tongue to his nose, to his chin (exercise “Swing”). He decided to build a “fence” near the house (teeth exposed, lips stretched) and make a pipe (exercise “Tube”). Then I wanted to relax a little and ride on a swing (exercise “Swing”). The sun disappeared behind the mountain, Tongue went home. He yawned sweetly (mouth wide open) and fell asleep.

5. Automation of sound in isolated form.

- Cheerful Tongue had a sore throat, so he went to the doctor. The doctor asked to open his mouth wide and say: “A–A–A!”

- Remember the simple saying for the sound “A”:

A–A–A is a high mountain,

A-A-A - there is a game on the mountain.

6. Articulation analysis and sound characterization

- Look, the lips are in a calm state, the mouth is wide open, the tongue is calmly lying in the mouth, the neck is “working” (the hand is on the neck). The sound “A” is a vowel, it can be sung because neither lips nor teeth interfere with the free passage of air. We will represent the sound "A" with a large red circle.

7. Breathing exercises.

- And Anya also brought you a straw, show how you can use it to make a storm in a glass of water (exercise “Storm in a glass”).

- Let's give a gift to the doll, look at what a beautiful flower it is. Smell how it smells (exercise: “Smell the flowers”)

8. Working on your voice.

- Anya brought you a magic ribbon, who loves to sing. Wrap the ribbon around your finger and sing the sound “A”

- Donethtake a short breath with your mouth open and, with a smooth, drawn-out exhalation, pronounce one of the vowel sounds (a, o, u, i, e, s).

9. Development of phonemic hearing.

- Let's play the game "Who can hear better?"II will name the sounds. When you hear the sound "A"clap your hands:

A, U, O, A, S, I, A, E, E, O, A.

11. Development of phonemic awareness . Game "Catch the Sound" .

- I will name the words, and you listen carefully, if you hear the sound “A” in them, then raise the red circle:

Pineapple, cat, Anya, duck, house, table, pencil, bus.

12. Physical education minute.

- Now let's take a little break.

A is the beginning of the alphabet,

That's why she's famous.

And it's easy to recognize:

He puts his legs wide.

( Child owe en stand with your feet wide apart. For each count, hands alternately: on the belt, on the shoulders, up, two claps, on the shoulders, on the belt, down, two claps. The pace is constantly accelerating.)

13. Introducing the letter A.

Look atWhat does the letter A look like?

Here are two pillars diagonally,

And between them is a belt!

Do you know this letter? A?

In front of you is the letter A. (show picture)

We can write the letter A, put it out of sticks, touch it, see it.

And the sound “A” can be heard and pronounced.

Find the letter “A” among the letters.

14. Development of fine motor skills.

Trace and shade the letter A.

15. Automating the "A" sound in words

- Our guest wants to tell you riddles. Let's try to guess them.

He's big, like a football

If it’s ripe, everyone is happy

It tastes so good

And his name is... (Watermelon).

He is kinder than everyone else in the world,

He heals sick animals,

And one day a hippopotamus

He pulled him out of the swamp.

He's famous, famous

This is doctor... (Aibolit).

Far in the south somewhere

It grows in winter and summer.

Will surprise us

Thick-skinned. (A pineapple)

16. Summary of the lesson.

- Now we will always recognize you

Our new friend, the sound “A”!

- You did very well, our guest really enjoyed visiting you.

Target:

• reinforce the correct pronunciation of the sound A;
• teach to hear and identify the sound A at the beginning, middle, end of a word;
• introduce the concept of “vowel” sound;
• introduce a new designation for the vowel sound (red);
• introduce the letter A;
• learn to read the letter A;
• teach the skills of sound-letter analysis and synthesis of syllables and words;
• consolidate the correct agreement of the pronouns MY, MY, MY, MY with nouns;
• consolidate the correct use of nouns in R. p., units. and many more number;
• enrich subject vocabulary with the sound A;
• develop fine motor skills of the fingers;
• develop spatial orientation on a plane;
• develop memory, attention, thinking;

Equipment:

Doll Alla, pictures with sound A (at the discretion of the teacher - in a strong, weak position; at the beginning, middle of a word) - stork, shark, antelope, aster, asters, alphabet, alphabet, quince, antenna, antennas, watermelon, watermelons, pharmacy , orange, oranges, apricot, apricots, banana, bananas, pineapple, pineapples, fox, mosquito; individual speech therapy mirrors; picture of the articulation of sound A; picture of a girl rocking a doll; magnetic board; marker black, red; card letter A; card - picture “What the letter A looks like” - “A is a hut, and look; there is a bench inside” (V. Savichev); wall ABC; letters - blanks, for writing with a finger, with a tactile surface (velvet or sandpaper); red cardboard mugs; “Traffic lights” cards with chips to determine the place of a sound in a word; notebooks (halves of an ordinary thin squared notebook); pencils (plain, red);

Organizing time: Guessing riddles: A steeplejack stands on the roof and catches news for us (Antenna) A. Maslennikov; The scarlet sugar itself, the caftan is green, velvet (Watermelon); Bright, sweet, poured, All covered in gold! Not from a candy factory - But from distant Africa (Orange); What sound did we hear in the answers - sound A; If children hear well and distinguish the sound A, the teacher can offer children answers with the sound A in a strong position, in the middle and end of the word: A pear is hanging - you can’t eat it (Lamp); Not an animal, not a bird, but a nose like a knitting needle (Mosquito); Redhead with a fluffy tail, lives in a forest under a bush (Fox);

Phonetic gymnastics “Doll sleep”

The doll Alla came to visit us today. We will show Alla how we can hear and distinguish the sound A. The girl shakes her doll: A a A a A a A a A a; We say it either quietly or loudly. Consideration of articulation. Clarification of articulation. A picture of the articulation of sound A. For boys, another picture is “Toothache.” The sound A is pronounced first loudly, then quietly. Children pronounce the sound all together, then one at a time. Well done.

Game “Name the picture”

Children name pictures with sound A (at the teacher’s discretion), emphasizing the sound with their voice. The game uses “Traffic Light” cards with chips to determine the place of the sound A in a word.

Game “Greedy”

The speech therapist lays out pictures in front of the children. He asks them to name them correctly. Then the participants in the game take turns covering any picture with their palm and saying: “My lamp.” My pineapple. My watermelons, etc. The speech therapist monitors the correctness of the task.

Game “What is not there”

The speech therapist lays out pictures in front of the children. He asks them to name them and at the same time check whether the sound A is hidden in the word. Then the teacher asks the children to name all the pictures in a row, remember them - take pictures with their eyes. And now the children close their eyes - the speech therapist removes one picture, asking: - What’s missing? We remove any one picture three times. We hide two pictures twice. Three pictures at once. Practicing the correct use of singular nouns. and many more numbers in the R. case.

.Game “Catch the Sound”

The speech therapist offers children to train their ears. As soon as you hear the sound A, catch the sound and clap your hands. In the game you can give words using the sounds U or I for comparison. Thus, preparing children to differentiate the sounds A - U or A - I. Approximate lexical material: angel, aster, Astrakhan, iron (do not clap), stork, pineapple, garden, rooster, sheep, fox, mustache, etc.

Phys. just a minute;

Game “Orange”:

We shared an orange.
There are many of us, but he is alone.
This slice is for the hedgehog,
This slice is for the swift.
This slice is for ducklings
This slice is for kittens,
This slice is for the beaver.
And for the wolf...the peel.
He is angry with us - trouble!
Run away in all directions.

The speech therapist tells each child what kind of animal he will be. The child comes up for his share when his animal is named. At the end, a wolf is unexpectedly discovered, who takes shares from those who did not have time to escape from him. At the end of the game, everyone breaks off a piece of their share for the wolf, and he becomes kind. The children pat him on the head.

Ball games “Come on, repeat”

The children stand in a circle, the speech therapist throws the ball to the child and asks him to repeat the phrases:

Ta - ta - ta - the cat has a fluffy tail;
- ga – ga – ga – the deer has antlers;
- ha - ha - ha - we can’t catch the rooster;
- cha – cha – cha – the bunny is sitting at the doctor’s;
- lady - lady - lady - two hedgehogs ran away; etc.

Game “Echo”

The speech therapist asks the children to repeat series of syllables - first loudly, then quietly:

Ta-ta-yes
Yes - yes - that
Pa-pa-ba
Ba - ba - pa, etc.

Say the proverb: A lot of snow, a lot of bread (explain the meaning).

Game “Riddles - Additions”

Children add words to poems according to their meaning.

I'm early this morning
I washed myself from under... (the tap).

For chicks and animals,
We also need a kindergarten.....(kindergarten).

Bunny didn't listen to dad
They crushed Bunny... (paw).

Sleep, little mouse, until the morning,
I'll give you... (mosquito).

The sun is shining too bright
The hippopotamus felt...(hot).

Oksanka's tears are flowing,
Her sled broke... (sled).

It's dark for us, we ask dad
We should turn on brighter...(lamp).

The kitten sewed himself some slippers,
So that they don’t freeze in winter....(paws).

There lived one eccentric with us,
He planted...(poppy) in the garden.

What sound did you hear in the add-ons? (Sound A).

The letter a

Showing the letter - card A. Finding and showing the letter A on the wall ABC. Showing the card “What does the letter A look like” - A is a hut, and look, there is a bench inside (V. Savichev). Writing the letter A in the air, writing the letter with your fingers on tactile cards - letters.

The concept of “vowel” sound

Children pronounce the sound A while looking at the articulation in the mirror. Sound A - the mouth is open, there is no barrier. The sound is sung by voice. The sound A has no obstruction - it is a vowel sound. We will denote vowel sounds in red. The speech therapist draws a red circle under the letter A with a marker.

Work in notebooks

Children print the letter A in their exercise books. A red circle is drawn under the letter A, while saying that the letter A stands for the sound A. The sound A has no barrier - it is a vowel sound. And the vowel sound is indicated in red.

Game “Come up with a word”

The speech therapist asks the children to come up with words, first with the sound A (at the beginning of the word), then with the sound A (in the middle and end of the word). Then the speech therapist suggests coming up with names for boys and girls with the sound or sound A. The children say the names: Anya, Alla, Alisa, Alsou, Andrey, Alik, Artem, etc.

Lesson summary

The speech therapist asks the children: - What sound did we play with today? The sound A has no barrier - what is the name of such a sound (vowel). How do we denote a vowel sound? What letter represents the sound A? (Letter A). What does the letter A look like? (house roof, hut). How do we write it? Well done. Our lesson is over.

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

One of the important components of successful schooling is mastering literacy, i.e. fluent conscious reading and error-free writing. In order to master literacy, it is necessary to have well-developed phonemic awareness and phonemic awareness. Moreover, they need to be developed long before entering school, starting from early childhood.

What is phonemic hearing and phonemic awareness?

Phoneme is a sound that gives a word a certain meaning. Let's take, for example, a couple of words: catfish - house. They sound similar, they differ in just one phoneme, but it is precisely because of this difference that similar-sounding words have completely different meanings: catfish - fish, house - building.

Thus, phonemic hearing is understood as an innate ability that allows:

• recognize the presence of a given sound in a word;
• distinguish between words consisting of the same phonemes, for example, bank - boar, cat - current;
• distinguish words that differ in one phoneme (as discussed above): bowl-bear, wheelbarrow-dacha, etc.

Phonemic perception refers to the mental actions of isolating phonemes from a word, distinguishing them, determining their position in a word (beginning, middle, end), as well as establishing the sequence of sounds in a word.

The highest stage of development of phonemic perception is sound analysis and synthesis, i.e. the ability to determine the sound composition of a word (“parse a word into sounds”, “assemble a word from sounds”). Only by mastering sound analysis can you master reading and writing, since reading is nothing more than synthesis, and writing is analysis.

When reading, the child merges letters into syllables, syllables into words; when he writes, he performs another operation: first he analyzes what sounds the word consists of, in what sequence they are pronounced in the word, then he correlates them with letters and writes them down. From all of the above, it becomes clear how important it is for children to develop phonemic hearing and phonemic perception even in preschool childhood.

The initial, and therefore the most important, link in this work is the development of phonemic hearing. It is customary to distinguish five main stages of this work:

1. recognition of non-speech sounds;
2. distinguishing the height, strength, timbre of the voice on the material of identical sounds, sound complexes, words, phrases;
3. distinguishing words with similar sound composition;
4. syllable discrimination;
5. phoneme discrimination.

Each stage has its own games and exercises. The main thing is to be able to interest the child and unobtrusively involve him in the game. Here are examples of some games and exercises at each stage.

I. Recognition of non-speech sounds.

1. Game “What did it sound like?”

On the table there are several sounding toys: a tambourine, a rattle, a bell, a whistle, etc. The adult asks the child to listen and remember the sound of each object. Next, the objects are covered with a screen and the child is asked to determine what sounds only by ear, without visual support. The number of toys can be gradually increased (from three to five).

2. Game "Guess what I'm doing?"

In front of the baby are objects that are well known to him, for example, a pencil, scissors, paper, a glass of water, etc. Next, the objects are put away behind the screen, the adult performs certain actions with them: cutting the paper, crumpling the paper with his hand, pouring water from one glass to another, etc. After each action performed by an adult, the child talks about it, due to his speech capabilities. In this game you can change roles: first the adult performs the action, then the child, etc.

II. Distinguishing the height, strength, timbre of the voice on the material of identical sounds, sound complexes, words, phrases.

1. Game “Recognize by voice.”

The whole family can play this game. The child is asked to turn away and guess which family member called him. First, the child is called by name, then short sound complexes are pronounced, for example, AU. The same adult, in order to complicate the game, can change the strength of his voice: speak in a low, high, or medium voice.

2. Game "Echo".

A group of children or adults pronounce some kind of onomatopoeia (a dog barks: aw - aw!, a cow moos: mouu!, a cat meows: meow!, etc.). The child determines by ear whether the onomatopoeia was pronounced loudly or quietly and repeats it with the same force.

3. Game "Tell me how I am."

An adult pronounces the same sound with different timbre and emotional coloring, and then asks the child to repeat after him.

III. Distinguishing words with similar sound composition.

1. Game "Traffic Light".

The child has red and green circles. An adult shows a child a picture, for example, and asks him to raise a green circle if he hears the correct name of the object depicted in the picture, and a red circle if the name of the object sounds incorrect: baman - paman - banana - banam - bavan - davan - vanam. Next, the adult loudly and slowly pronounces the word - the name of the picture.

2. Game “Slam - Stomp”.

The adult invites the child to clap if the words from the pair sound similar, to stomp if they don’t sound similar:

house - com tank - cube Mike - cod bush - banana cloud - pen

Tanya - Vanya carriage - heat note - steam card - book stick - jackdaw

3. Game "Correct the mistake."

The adult invites the child to listen to the poem, find the wrong word in it and replace it with another that is suitable in meaning and sound composition.

Mom with BARRELS (DAUGHTERS) went
On the road along the village.

Barbos the dog is not at all stupid,
He doesn't want fish oak (SOUP).

Lots of snow in the yard -
TANKS (SLEDGES) are driving along the mountain.

4. Exercise “Which word is not suitable?”

The adult invites the child to listen to a series of words and name the one that is different from the rest:

Ball - heat - broom - steam
Roller - skein - flow - smoke
Porridge - gnome - Masha - Dasha

5. Game “Say the Word.”

The adult invites the child to “turn into a poet” by choosing a suitable rhyming word in each couplet.

Gray wolf in a dense forest
I met a redhead... (FOX).

The yard is covered in snow, the houses are white.
Came to visit us... (WINTER).

Bee - beep - beep - the car hums
- I won’t go without... (GASOLINE)!

IV. Distinguishing syllables.

1. Game “Repetition”.

The adult invites the child to repeat the syllable sequences after him:

• with a change in stressed syllable: ta-ta-ta, ta-ta-ta, ta-ta-ta;
• with a common consonant and different vowels: yes-dy-do, you-va-wu, etc.;
• with a common vowel and different consonants: ta-ka-pa, ma-na-va, etc.;
• with paired voiced - voiceless consonants, first two, then three syllables: pa-ba, ta-da, ka-ga; pa-ba-pa, ta-da-ta, ka-ga-ka, etc.;
• with paired hard - soft ones: pa-pya, po-pyo, pu-pyu, py-pi, etc.;
• with the addition of one consonant: ma-kma, na-fna, ta-kta, etc.

2. Game "Signalman".

The adult asks the child to give a pre-agreed signal (clap, hit the table with his hand, etc.) when he hears a syllable that is different from the others: pa-pa-ba-pa, fa-wa-fa-fa, etc.

3. Exercise “Tap the word.”

The adult explains to the child that words consist of parts - syllables, that a word can be clapping, tapping and finding out how many parts it has: lo-pa-ta, hat-ka, mo-lo-tok, etc.

The adult first pronounces the word together with the child, dividing it into syllables, then the child divides the word independently.

V. Discrimination of phonemes.

You need to explain to your child that words are made up of sounds and you can play with them.

1. Game “Catch the Sound”.

The adult pronounces a sound several times, which the child must remember and “catch” (clap, hit, stomp, etc.), then slowly and clearly pronounces the sound sequence: A-L-S-D-J-I-A-F -X-U-A, etc. Consonant sounds must be pronounced abruptly, without adding the sound “e” (not “se”, but “s”).

2. Game “Guess who it is?”

An adult says to a child: a mosquito calls like this: “zzzz”, the wind howls like this: “oooh”, a beetle buzzes like this: “zhzhzh”, water flows from the tap like this: “ssss”, etc. Next, the adult pronounces a sound, and the child guesses who makes the sound.

3. Exercise “Repetitions”.

The adult offers to repeat after him combinations of vowel sounds, first in twos, then in threes: AO, UA, AI, YI; AUI, IAO, OIY, etc.