Natalia Mikhailovna Shlyapnikova
Abstract of the lesson on the development of children's speech "Sound and letter O"

Abstract of a lesson on the development of children's speech on the topic:

« Sound and letter O» .

Subject: sound and letter"ABOUT".

Target:

Contribute development sound-letter analysis.

Contribute development phonemic hearing.

Get to know the vowel sound"ABOUT" and his symbol- red square.

Learn to locate sounds About in words and denoted on the diagram with a red square.

Learn to listen carefully to the text of the poem, to name the words with sound Oh that are in this poem.

Introduce letter About as a written designation sound Oh.

Learn to typewrite letter O using the sample.

Learn to correlate the scheme of the word with the name of the depicted object.

Learn to understand learning task and do it yourself.

Develop the skills of self-control and self-esteem.

Lesson progress:

1. Organizational part:1. Greetings.

2. Landing.

2. Communication of the topic and goals classes.

Guys, today lesson we will get to know you sound Oh, and find out which it is denoted by a letter.

3. Game: "Find and circle".

Open your notebooks here on this page (teacher shows the right page).

Let's look carefully and name the animals drawn in the picture.

Answers children: cat, elephant, hare, wolf.

And now let's try to pronounce these words, highlighting intonation sound Oh. Fine. Well done! Guys, prepare your magic pencils. Let's do a little gymnastics for your fingers so that they are not lazy with you.

Tea was poured into my glass

And they said stir

They took the spoon together

The sugar was quickly stirred.

The donkey shook its tail,

Almost lost him

You swing, swing, swing.

Just don't lose your tail.

- All together:

We take a pencil correctly

Put on the middle finger.

Then we press it with a big one,

And we lead with the index,

For him to swing.

Circle only the animals whose names you heard in sound Oh.

What words did you circle?

Answers children: Sloan, wolf, cat.

What word is left?

Answers children: Hare.

Guys, sound O - vowel, it is pronounced smoothly, drawlingly. The air coming out of the mouth meets no barriers. Sounds we speak and hear.

4. "Guess a riddle".

Now listen and try to guess the riddles. In every clue, there is sound - Oh. Do you have to say where it stands, at the beginning of a word, in the middle or at the end?

1. Not motors, but noise,

Not pilots, but fly,

Not snakes, but sting.

(Wasps.)

2. Wooden frames,

And the walls are glass.

(Window.)

3. I am on the other side

And on this shore

Cross the river

I will help you.

(Bridge.)

4. If well sharpened,

He cuts everything very easily -

Bread, potatoes, beets, meat,

Fish, apples and butter.

(Knife.)

5. Without wings, but flying.

Without legs, but running

Without a sail, but floating.

(Cloud.)

6. What is?

Kashi will scoop up

And put it in your mouth.

(Spoon.)

7. Who in the days of sickness,

more useful than all

And heals us

From all diseases?

(Doctor.)

8. I am at any time of the year

And in any bad weather

Very fast at any hour

I'll take you underground.

(Metro.)

5. Game: "Find a place sound in a word» .

Guys, the words in the picture are indicated in the form of a rectangle. Sound O will be denoted by a red square. Sound O can be in words at the beginning, in the middle and at the end.

Take a red pencil and draw a square in the rectangle where you hear sound Oh in the name of these items.

Let's name the words in which sound o is heard in the middle of a word.

Answers children: umbrella, barrel.

Name the word that sound O is heard at the end of a word.

Answers children: coat.

6. Game: "Who is attentive?"

Guys, now I will read you a poem by Z. Alexandrova, listen carefully and remember the words that contain sound Oh.

The wolves went hunting.

They roam in swamps.

Incidentally, they say

Wolves eat berries.

Tell me what words you heard in this poem with sound Oh, emphasizing intonation sound Oh.

Answers children: wolves, hunt, roam, swamp.

7. Physical education - a game "Listen, do".

And now let's rest a little. Quietly we all stand in a circle.

Hands to the sides, forward.

Everyone looked out the window.

The sky, we saw the birds,

And then sit down, stand up

And they ran on the spot.

(Children perform movements according to the text of the poem.)

8. Drawing balls, writing letter O.

Guys, at sound Oh there is a written sign, this letter O. Look carefully, it is written in the left corner, and in the right - its comic image. Please listen to a poem by I. Blyumkina about letter O.

Mom's ring on her hand

The gymnast's hoop too,

Bagels, bagels - that's all

On the letter O looks like.

In this the letter has no angle,

That's why she's round.

So far she's round

I could roll.

(E. Tarlapan.)

Tell me what it looks like letter O?

Answers children: (on a ring, on a hoop, on bagels, on bagels).

What is the shape letter O?

Answers children: (round).

Let's try to turn letter O, using colored pencils in the sun, ball and watermelon.

(The teacher gives the children leaflets with letter O and children do it

transformation.)

Guys, take the pencils and draw the ball as shown in the picture, first point by point, and then independently.

Now let's try to write letter O, first by points, and then independently.

9. Game "Scheme, word".

Look in notebooks and name objects with intonation highlighting sound Oh.

Answers children: Ooslik, doom, bucket.

Fine. Connect the scheme of the word with the subject to which it fits.

(Children connect the word - donkey with a rectangle, where letter O at the beginning; house - with a rectangle, where letter O in the middle;

Bucket - with a rectangle, where letter O at the end.)

10. Self-control and self-assessment of the work performed.

Children check if everything is class they did it right.

Colors were judged traffic light: Green - everything is correct (you can go to the next page, yellow - 1.2 - mistakes (correct the mistakes and you can also go further, red - all tasks are not completed correctly (the child needs to work out extra). Checking, the guys paint over the balloon located in the lower right corner in green, yellow, or red.

11 Total classes.

Guys, with what new sound we met today class?

Which it is denoted by a letter?

What did you like?

What didn't you like?

On this our class is over. Goodbye.

Teacher of additional education

Umbrella

hOnT This script allows you to divide words into syllables. Remember that the rules for separating words into syllables and the rules for hyphenation are different rules.

How to break a word into syllables

1. In Russian, there are sounds that are different in audibility: vowels are more sonorous compared to consonants. It is vowels that form syllables, are syllable-forming. A syllable is one sound or several sounds pronounced with one expiratory push of air: vo-yes, na-y-ka.
There are as many syllables in a word as there are vowels.
Consonants are non-syllabic. When pronouncing a word, consonants "stretch" to vowels, forming a syllable together with vowels.

2. The syllable may consist of one sound (and then it is necessarily a vowel) or several sounds (in this case, in addition to the vowel, there is a consonant or a group of consonants in the syllable): rim - o-bo-doc; country - country; night light - night light; miniature - mi-ni-a-tu-ra. If a syllable consists of two or more sounds, then it must begin with a consonant.

3. Syllables are open and closed.
An open syllable ends in a vowel sound: water, country.
A closed syllable ends in a consonant: sleep, liner.
There are more open syllables in Russian. Closed syllables are usually observed at the end of a word: no-chnik (the first syllable is open, the second is closed), o-bo-dok (the first two syllables are open, the third is closed).
In the middle of a word, a syllable, as a rule, ends in a vowel sound, and a consonant or a group of consonants after a vowel usually goes to the next syllable: no-chnik, announcer.
In the middle of a word, closed syllables can form only unpaired voiced consonants [th], [p], [p'], [l], [l'], [m], [m'], [n], [n'] (sonorous): may-ka, Sonya-ka, so-scrap-ka.

4. Sometimes two consonants can be written in a word, and one sound, for example: get rid of [izh: yt ']. Therefore, in this case, two syllables are distinguished: and-live. The division into parts from-live corresponds to the rules of word hyphenation, and not to division into syllables.
The same can be traced on the example of the verb to leave, in which the combination of consonants zzh sounds like one sound [zh:]; so the division into syllables will be - leave, and the division of the word to carry - leave.
Especially often errors are observed when syllables are distinguished from forms of verbs ending in -tsya, -tsya.
The division curl-sya, presses-sya is a division into parts for transfer, and not a division into syllables, since in such forms the combination of letters ts, ts sounds like one sound [ts].
When dividing into syllables, the combinations of the letters ts, ts go entirely to the next syllable: vi-tsya, zhmo-tsya.

5. When combining several consonants in the middle of a word: two identical consonants necessarily go to the next syllable: o-leak, yes; two or more consonants usually go to the next syllable: sha-pka, equal. The exception is consonant combinations in which the first is an unpaired voiced (sonorant): the letters p, p, l, l, m, m, n, n, y: mark-ka, dawn-ka, bul-ka, stel-ka, lady-ka, ban-ka, ban-ka, lay-ka.

1 ) Transcription of the word "umbrella": [umbrella].

4 letters, 4 sound

Setting

RULES OF PRONUNCIATION 1

§ 20

§ 20. The letter o denotes a stressed vowel [o] in the following positions: a) at the beginning of a word: he, axis, o sharp, oh hat; b) after vowels: zaohat, otochnik, away, prototype; c) after solid consonants (except for hissing; for the position after hissing, see § 22): house, catfish, floor, side, behold, thunder, crowbar, current, com, guest, move, clatter.

Irina Ivanovskaya
Abstract open class in preparation for teaching literacy "Sound analysis of the word "umbrella"

Abstract of an open lesson for speech development (preparation for literacy) V senior group.

Subject: word sound analysis« umbrella» .

Target: training in sound analysis of words.

Tasks:

educational:

Learn to distinguish between vowels, hard and soft consonants sounds.

Strengthen the ability to find words for a given sound.

Teaching children to identify word stress, determine its place in word.

Strengthen children's ability to share words into syllables.

Learn to make sentences of two and three words.

Educational:

Develop speech, attention, memory.

Develop visual perception, phonemic awareness.

Educational:

Cultivate a friendly attitude towards each other, the desire to speak beautifully, correctly.

Demo Material: picture-scheme words umbrella, red, green and blue chips, pointer.

Handout: stripes with four cells, pencil cases with red, green and blue and black chips, subject pictures on different sounds.

Lesson progress:

1. Organizational moment.

Target: creating a positive emotional mood.

Children enter the group and line up in front of the teacher.

Guys, we have guests today, say hello to them. (hello)

Are you happy to see them? (Yes)

2. Motivation.

Target: creating an interesting motivation for activity.

Your parents have come to see your progress in literacy and support you. Let's show how great you are, how much you already know and know. Sit down on the carpet.

(children sit on the carpet).

3. Actualization of knowledge.

Let's remember what two groups are divided into sounds of the Russian language?

(sounds divided into vowels and consonants)

Which sounds do we call vowels?

(sounds that you can stretch and sing)

Why can they be sung?

(Air in its path meets no obstacles)

How many vowels sounds in Russian?

name them

(ah, oh, y, u, s, uh).

Guess the vowel sound on the lips.

Di "Guess the vowel sound on the lips» .

sound?

(red).

Let's play a game "Catch the vowel sound» .

Di "Catch the vowel sound» .

(The teacher lists sounds, children should clap when they hear a vowel sound).

What is the difference between consonants sounds from vowels?

(they cannot be sung and stretched).

(tongue, teeth, lips interfere with us).

What are the consonants sounds?

(hard and soft).

What chip on the diagram denotes a hard consonant? (blue)

Soft? (green)

Name me a soft couple sounds...

Di "Name the soft couple".

4. The main part.

Well done, everyone remembered and now we can proceed to the analysis words. And what word we will parse you will know by guessing mine riddle:

He reveals himself

He closes you.

Only the rain will pass

Will do the opposite.

That's right, this umbrella. Take a seat at the tables open pencil cases and prepare chips.

Attention, I speak first sound. ZZZumbrella.

Which the sound you heard? (h)

What is he?

.

(hard consonant)

(blue)

Attention, I pronounce the second sound. Zooont.

Which the sound you heard? (O)

What is he?

(The teacher asks several people).

(vowel)

Prove it, sing it.

What chip on the diagram denotes a vowel sound?

(red).

Attention, I pronounce the third sound. Sonnnnt.

Which the sound you heard(n)

What is he?

(The teacher asks several people).

(hard consonant)

What chip on the diagram denotes a solid consonant.

(blue).

Attention, I pronounce the last the sound of an umbrella.

Which the sound you heard(T)

What is he?

(The teacher asks several people).

(hard consonant)

What chip on the diagram denotes a solid consonant.

(blue).

Let's put the emphasis on the word umbrella. Get your fists ready, we'll hit like a hammer.

Umbrella.

Which sound falls accent?

(on sound about) .

We denote the stressed vowel with a black chip.

Now let's take a break and play a game. "Find a Pair".

Come to me, take each picture and carefully consider what is drawn in the picture and think about how sound the given word begins.

While the music is playing, you are walking with pictures, but as soon as the music is over, you should find yourself a couple whose picture starts with the same sound, which is what you have.

D/game "Find a Pair".

Here we rested. Take a seat at the tables.

5. consolidation of the material covered.

Which word sounds did we live in houses?

(words umbrella)

How many sounds in this word(4)

How many vowels sounds we met in this word?

How many consonants sounds met in this word?

name them

(s, n, t)

Are they the same in hardness/softness?

(yes, all solid)

That's right, please look at this word two solid consonants stand side by side (nt)

Put it away, please, in a pencil case sound about.

Put it away, please, in a pencil case sound n.

Put it away, please, in a pencil case sound h.

Which the sound remains? (T)

That's right folks. Let's determine how many syllables are in this word.

Prepare your hand and count. Zooont.

How many syllables did you count? (1)

How else can we determine how many syllables are in word?

(how many vowels, so many syllables).

Right. We have one vowel, which means one syllable.

Right. Let's make a sentence of two words with the word umbrella.

(Umbrella got wet. Umbrella stolen. Beautiful umbrella.)

Draw a diagram of this sentence on the board.

(First word with capital letter . A period is placed at the end of the sentence.)

6. Summing up.

What tasks did you enjoy?

Which ones seemed difficult? Why?

Today on I liked the lesson how they worked ...., you are great. I hope the rest of the guys will also be actively working on the next classes.

Lesson is over. Thank you for your attention.

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Image Library:

Parents can help their child take the first steps in understanding the sound structure of words.

When starting games on the formation of sound analysis, you need to clearly understand the sequence of work

And don't skip the steps.

General rules of work on the formation of sound analysis skills:
- follow a strict sequence in the presentation of the forms of sound analysis: extracting a sound from a word, determining the first sound, the last sound, establishing the place of the sound (beginning, middle, end of the word), complete sound analysis;
- observe the order of formation of mental actions: based on material means, in the speech plan, according to the presentation;
- follow the sequence of presentation of words intended for analysis.

The whole process of mastering the skills of sound analysis can be divided into two big periods :
- formation of elementary analysis skills;
- training in sequential analysis with the establishment of the exact place of sounds in a word in relation to each other.

First period, in turn, consists of parts:
- isolating a sound from a word, that is, determining the presence given sound in the word (there is such a sound in the word or not);
- definition of the first sound in a word; definition of the last sound in a word;
- finding the place of sound in a word, based on three positions (beginning, middle, end of a word).

In terms of the number of operations, the first period is more detailed, but the exercises proposed below are necessary, since with their help you can lead the child to the ability to conduct a complete sound analysis of a word of any structure. The sequence of formation of mental actions in teaching sound analysis is as follows:
- first, the words are spoken to the child and the desired sound is distinguished by the voice, and the child listens to the word and raises the conditioned signal when he hears the word with the desired sound;
- further, he must single out this exaggeratedly pronounced sound and name it in isolation, outside the word;
- then the mental action passes into the speech plan - the child himself pronounces the word and singles out the given sound from it;
- and, finally, an action takes place according to the idea, in the mental plane, when the word is not pronounced, and the child puts away pictures with a given sound or invents words.

This order of mental actions is used at the stages of formation of elementary forms of sound analysis.

When a child masters the sequential analysis of a word, at first he will have to rely on additional aids: the sound scheme of the word and chips. The scheme consists of squares equal in number of sounds in a word.

The child listens to the word, selects the sounds in sequence and at the same time puts the chips in the squares of the diagram.

Then the sequential selection of sounds occurs without a ready-made scheme: the child pronounces a word, highlights each sound and puts chips, and then draws a scheme according to the number of chips.

When the child can easily cope with laying out the chips, you can invite him to replace the chips with vowels and put them on Right place in a word. Consonants are still marked with chips. And only after that the child is offered to conduct a sound analysis of the word without support, only on the basis of loud pronunciation.

At the very end of the work on the formation of sound analysis, the child will be able to name the number of sounds and pronounce them sequentially, without prior loud pronunciation. The most difficult task is the request to pick up a word consisting of a certain number of sounds.

What words can be offered to children to analyze their sound composition? Not all words can be given immediately for this type of work. There is a clear sequence of presentation of sounds in the first stage and the order of presentation of words in the second. The absolutely strong position for vowels is the position of the beginning of the word under stress, so every form of analysis should begin with stressed vowels. Sonorant consonants L, R, M, N are heard well in the word, so these sounds are also used on early stages. When highlighting the last sound, you can take deaf consonants, since the end of the word for such sounds is a strong position, and they sound distinct, and voiced consonants are not used, they are deafened at the end of the word.

The plosives K, G are difficult to distinguish at the beginning of a word, they are difficult to pronounce with intonation, they merge with the subsequent vowel sound, so they should not be given to highlight the first sound, at least at the beginning of learning. Thus, such a sequence of positions of the analyzed sounds is recommended for use at the stage of teaching elementary sound analysis.

To recognize the sound in a word:
- stressed vowels (they are stressed at the beginning of a word, then stressed in the middle of a word);
- consonant sounds (at the beginning they give only sonorant consonant sounds P, L, M, N or deaf consonants K, T, P, X, C, H, S, standing at the end of the word);
- any sounds in any position in a word (except for iotated vowels, which can contain two sounds and therefore are not analyzed yet).

To determine the first sound in a word:
- stressed vowels;
- sonorous consonants;
- slotted consonants C, 3, W, W, H, W;
- other consonants.

To determine the last sound:
- stressed vowels;
- sonorous consonants;
- fricative consonants.

To determine the place (beginning, middle, end of a word), the sequence is the same as when determining the first and last sounds.

Let us now give the sequence of words presented for a complete sound analysis. General rule when choosing words is not to use words in which there is no complete correspondence between sounds and letters. Therefore, words with iotized letters I, E, E, Yu, with b and b, with voiced consonants B, C, D, D, F, 3 at the end of the word and in the middle before consonants (like a spoon, a garden bed) are not suitable . As for words with unstressed vowels, they are not taken at the early stages, but after preliminary work with monosyllabic words, and at the beginning, disyllabic words have unstressed vowels Y and Y, as the least susceptible to reduction. It’s not worth it to completely abandon words with unstressed vowels, you can just pronounce them orthographically - [goat], and not [kaza], as we pronounce according to the norms of orthoepy. Children will memorize these words and it will be a propaedeutic spelling of unstressed vowels.

So, the order of the analyzed words is as follows.
- words of two vowels (such as ay);
- words of two sounds (such as mind);
- words of three sounds (such as cancer);
- two words open syllables(like mother);
- words from one syllable with a confluence of consonants (such as a wolf);
- words from one syllable with a confluence of consonants (such as a table);
- words of two syllables (such as a bag);
- words of three open syllables (such as cow).

In order for parents not to make a mistake in choosing the right words for analysis, we will give an approximate list of words that meets the named rules. Of course, parents can use their own words, as long as they meet the listed requirements.

Forms of Sound Analysis for Preschoolers

Words with stressed vowels at the beginning of a word (used to recognize vowels in a word).
A: address, Alla, Anna, Ada, August, author, alphabet, stork, scarlet, angel, arch, harp, aster, atom;
A: Olya, hoop, cloud, general, vegetables, sheep, lake, perch, order, autumn, donkey, island, rest, vacation;
U: Hive, corner, coal, fishing rod, supper, knot, narrow, beehive, street, smart, oral, duck, morning;
And: Ira, Igor, willow, name, iris, frost, spark;
E: Elya, echo, this, this, this.

Words with stressed vowels in the middle of a word (used to recognize vowels in a word).
A: hall, poppy, cancer, park, march, hour, tap;
A: pillar, night, umbrella, house, crowbar, catfish, elephant, sheaf, port;
U: friend, bison, goose, beam, shower, bow, knock, steering wheel, sound, beetle, grandson;
And: mushroom, tiger, leaf, shield, whale, rice;
Y: smoke, son.

Words with sonorant consonants at the beginning of a word (used to emphasize the first sound in a word).
L, L": lamp, lily of the valley, swallow, lemon, moon, fox, leaf, boat, meadow, bow, ski;
M, M": poppy, mother, March, mask, oil, peace, bowl, sea, bridge, fly, soap;
N, N": knife, socks, nose, notes, number, thread, low;
R, R": radio, rainbow, cancer, rocket, frame, dew, rice, rail, rails.

Words with sonorant consonants at the end of a word (used to emphasize the last sound in a word).
L, L ": table, chair, dust, floated, wore, mowed, station, pencil case, knot, chalk, eagle, football, corner, floor, true story, shallow, distance;
M, M ": tower, cream, hill, scrap, catfish, atom, noise, smoke, raisins;
N, N": drum, sofa, ocean, glass, pocket, banana, tulip, crane, chestnut, order, maple, penguin, dinner, shop, peacock, decanter, horn, belt, stone, stump;
R, R": samovar, bazaar, sugar, ball, tiger, cedar, clover, carpet, fan, number, coach, boat, evening, world, kefir, calendar, primer, dictionary.

Words with voiceless consonants at the end of a word (used to emphasize the last sound in a word).
K: broom, bell, puppy, goblet, horn, stocking, castle, lesson, ice rink, hammer, beetle, bow, spider, tie, bull;
P: syrup, dill, carp, sickle, soup;
C: kvass, hour, forest, dog, rice, boxing, nose, pump;
G: bow, bandage, salad, dressing gown, brother, package, ticket, whale, shield;
F: wardrobe, scarf;
X: moss, peas, rooster;
C: pepper, knapsack, palace, cucumber, arctic fox, father;
H: doctor, sword, brick, beam, ball;
Ш: hut, shower, lily of the valley, baby, reeds;
SC: raincoat, bream.

COMPLETE SOUND ANALYSIS
Words from two sounds: mind, mustache, ah, oh.
Words of three sounds: cancer, poppy, onion, peace, hour, house, catfish, cheese, rice, feast, boron, cat.
Two-syllable words: stork, duck, sheep, willow, ears.
Words from two open syllables: mother, frame, vase, geese, fur coat, skis, soap, knives, watches.
Words from one syllable with a confluence of consonants: table, elephant, crane, chair, rook, closet, plan, raft, raincoat, doctor.
Words from one syllable with a confluence of consonants: wolf, cake, scarf, beaver, march, umbrella, bush, bridge, leaf, elevator.
Words of two syllables with a confluence of consonants: bag, cat, mask, desk, stick, lamp, brush, mouse, bear.
Words of three open syllables: cow, shovel, straw, crow, magpie, road, Marina, dog.

L. M. Kozyreva “Development of speech. Children 5-7 years old»

DEVELOPMENT OF PHONEMATIC HEARING AND SOUND ANALYSIS.

EXERCISE #1

An adult gives the child two circles - red and green - and offers a game: if the child hears the correct name of what is shown in the picture, he must raise the green circle, if the wrong one is red. Then he shows the picture and loudly, slowly, clearly pronounces the sound combinations:

BAMANVAVANALBOMALPOM

PAMANDAVAYAYBOMALMOM

BANANBAVANANBOMALYNOM

BANAMWANANAVBOMABLEM

VITAMINVITANIICELL AS OBJECT

MITANINMITAVINKJETKAKVEKTA

FITAM IIFITAVINKLETTATLEKTA

VITALIMVITANIMTLETKAKVETKA

The child each time raises the corresponding circle.

EXERCISE #2

The child is asked to repeat similar words first 2, then 3 in that order:

mak-bak-takmotok-rink-flow
tok-tuk-takbaton-bud-concrete
bull-buck-bockbox-pipe-duck
lady-house-smoke-fleece-branch
com-house-gnomecell-whip-film

pumpkin-letter-booth

Note. When reproducing words, knowledge of concepts is not necessary. The peculiarity of this and subsequent selections of words is that they are accessible by sound composition, do not contain difficult-to-pronounce sounds.

EXERCISE #3

Of the four words clearly pronounced by an adult, the child must name the one that differs from the rest:

ditch-ditch-cocoa-ditch

com-com-cat-com

duckling-duckling-duckling-kitten

booth-letter-booth-booth

screw-screw-bandage-screw

minute-coin-minute-minute

buffet-bouquet-buffet-buffet

ticket-ballet-ballet-ballet

pipe-booth-booth-booth

EXERCISE #4

From every four words named by an adult, the child must choose a word that is not similar in sound composition to the other 3:

poppy-buck-so-banana, catfish-turkey-house, lemon-wagon-cat-bud, poppy-buck-broom-crayfish, scoop-gnome-wreath-skating rink, heel-fleece-lemon-tub, branch -sofa-cage-grid, skating rink-house-skein-stream.

And so on.

EXERCISE #5

Reproduction of a syllable series with a change in the stressed syllable.

ta-ta-tapa-pa-pa ka-ka-ka
ta-ta-ta pa-pa-pa ka-ka-ka
ta-ta-ta pa-pa-pa ka-ka-ka

fa-fa-fana-na-na

wa-wa-waba-ba-ba

ma-ma-maga-ha-ha

EXERCISE #6

Reproduction of syllabic combinations with one consonant and different vowel sounds.

ta-to-tunu-ny-nabo-ba-by
you-ta-tono-na-nubu-bo-ba
mu-we-mada-dy-dopa-pu-po
mo-ma-mydu-dy-daku-ko-ka
wa-woo-woEtc.

EXERCISE #7

Reproduction of syllabic combinations with a common vowel and different consonants.

ta-ka-dad-ka-ta
ka-na-paga-ba-da
fa-ha-kaka-fa-ha
ba-da-gawa-ma-na
ma-na-wai etc. The same with the vowels O, U, Y.

EXERCISE #8

Reproduction of syllabic combinations with consonant sounds that differ in sonority / deafness, first 2 syllables each:

pa-bata-yes
side by side
poo-bufa-wa
py-bysa-for

sha-zha

(The same with the vowels O, U, Y), then 3 syllables each:

pa-ba-pata-da-tawa-fa-wa
po-bo-poda-ta-dafa-wa-fa
pu-bu-puka-ga-kasa-za-sa
py-would-pyga-ka-ha

EXERCISE #9

Reproduction of syllabic combinations with consonants, differing in softness / hardness,
pa-papo-pepu-poop-pee
ma-myamo-myomu-myumi-mi
wa-vyavo-vyu-vyu-vi

ta-tato-tetu-tuty-ti

ba-byabo-byobu-byuby-bi

yes-uncle-dedu-dyudy-dee

f-f-f-f-f-f-f

EXERCISE #10

Isolation in the sound stream of a vowel sound (A, O, U, I, S, E). The adult names and repeatedly repeats the vowel sound, which the child must distinguish among other sounds (clap his hands when he hears, sit down, make an agreed gesture, raise a visual symbol, etc.). Then the adult slowly, clearly, with pauses pronounces the sound sequence, for example:

A-U-M-I-S-S-O-E-R-Sh-F-L-V-Z-F-X-S-A, etc.

The exercise is repeated until each vowel sound is distinguished by the child accurately and confidently.

Note for parents. I, Yo, E, Yu - vowel LETTERS, each of them means 2 sounds: I \u003d Y + A; Yo \u003d Y + O, etc.

EXERCISE #11

Isolation of one of the consonants in the sound stream. The adult calls and, repeating many times, achieves the child to memorize one of the consonants. Then he pronounces a sound sequence in which the child must highlight one given consonant sound - with a clap, with another specified movement, or with a gesture symbol.

Note. The proposed gesture symbols were developed by the author of the manual. By connecting visual and motor analyzers, as well as in the presence of an emotional factor, they make it easier for children to differentiate consonant sounds. The symbols are given in the order of the sequence of mastering the corresponding sounds in the classroom.

M - the cow mooes (with the index finger we represent the horns)

H - the TV buzzes when the programs are over (finger to nose)

B - the blizzard howls, the trees shake (we wave our hands over our heads)

Ф - air comes out of a small ball (we straighten the rounded palms and press them against each other)

K - toy gun shoots (index finger up, thumb at right angles to the index)

T - a typewriter is working (depict with index fingers)

P - the cracker burst (squeeze and unclench the fingers of the right hand)

X - warm hands (breathe on the back of the hand)

C - pump the pump (clasped palms move up and down)

3 - the mosquito flies (thumb and forefinger are compressed, circular hand movements)

C - hush, hush, silence (finger to lips)

Sound range: A-K-T-R-S-P-I-O-U-Y-A-Zh-Sh-S-Ts-

V-O-E, etc.

Note. Consonant sounds in a row should be pronounced briefly, approximately as each consonant sound is heard at the end of a word: koT, banaN, dill, etc. Do not confuse sounds with letters: PE, TE, ER are the names of letters, pronounce need sounds.

EXERCISE #12

Name the first sound in a word.

Duck, ear, textbook, smart, street, ears, mind, mustache, iron, corner, fishing rod, already, narrow, dill, urn, morning, teacher, matinee, textbook, scientist, respect, leave, run away, fly away, take away, ride away, boa constrictor, bite, vinegar, sailed away, harvest, snail, washbasin, convenient, pointer, lesson, pattern, fall.

Explain the underlined words. EXERCISE #33

Name the last sound in words (A, O, I, U, S).

Head, game, wall, leg, hat, thread, bench, handle, watering can, window, coat, cinema, long time ago, wing, step back, name, wear, lights, streams, books, pies, poppies, shovels, bouquets, lemons, ribbons, sweets, I’m going, I’ll call, I’ll hug, cockatoo, I’ll throw, I’ll shout, I’ll leave, I’ll spin, I’ll come.

EXERCISE #13

Name the first and last sounds in words.

Hut, needle, zest, street, snail, student, poster, tonsillitis, pointer, bloodhound, vegetables, hoops, perches, ok-ricks, opera, windows, wasps, donkeys.

Recall 5 objects whose names begin with the sound U.

Recall 4-5 actions, the names of which begin with the sound U.

EXERCISE #14

Name sounds in combinations.

AUUAI
UA AIU
AI AUI
IA IUA
IU UIA
UI IMU

Example. AUI: 1st - A, 2nd - U, 3rd - I.

EXERCISE #15

Determine the first sound in words.

Bath, cotton wool, waffles, waves, wax, wolf, volcano, hair, algae, vase, tower, petroleum jelly, wagon, water, gate, crow, sparrow, felt boots.

Explain the underlined words.

Determine which of the two words has the B sound.

Hair - stripes, a crow - a crown, a tower - a donut, a wagon - a corral, cotton wool - a hut, a wolf - a regiment, a cow - a crown, waves - full, an owl - herself.

Mane , owl, head, cow, sofa, give, nod, right, left, new, new, plum, bath, cotton wool, waffles, left, right, fun.

Explain the underlined words.

EXERCISE #16

"Click" on the sound F, highlight it in words.

Surname, candy wrapper, uniform, football, factory, apron, bottle, focus, magician, cap, beans, jacket, fruit, elevator, caftan, plywood, headlights, stuffing, scarf, fountain, for-point, flag, snort.

Determine if the word contains the sound F or not.

Sea, torch, shape, coins, house, fountain, window, toad, loaf.

Determine which of the two words has the sound F.

EXERCISE #27

Determine the first sound, the second sound in sound combinations.

AK, OK, UK, IR, AT, OT, UT, IT, AM, IM, UM, OM, OH, OK, OT, OP, AN, IN, AP, IP, AR, OR, IR, UR, AF, IF, UV, AH, OH, THEM, UX, ASh, OSH, ISH, USH, AL, OL.

EXERCISE #18

Determine what sound we pull in the middle of a word (A, U, O).

Tank, cancer, juice, soup, steam, var, gas, nose, husband, ball, tooth, goal, heat, house, ox, shower, hall, lump, cat, scrap, elk, onion, poppy, moss, mouth, steering wheel, salt, sleep, bough.

EXERCISE #19

Determine which sound (S or I) is at the end of the word.

Gardens - gardens, umbrellas - umbrellas, bushes - bushes, bridges - bridges, noses - spouts, bows - bows, moves - walkers, rafts - rafts, mustaches - antennae, fish - fish, mountains - slides, lindens - sticky, paws - paws, burrows - minks.

EXERCISE #20

Name all the sounds in order.

Buck, hall, var, your, howl, din, goal, rumble, gift, smoke, home, shower, beetle, heat, lump, cat, whale, crowbar, varnish, bow, poppy, soap, small, moss, nose, ours, steam, dust, floor, cancer, mouth, snout, rum, himself, juice, bitch, son, sleep, soup, litter, current, so, knock, chorus, jester, ball.

Games that help determine the place of sound in a word

The sound game:

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, ... album, ..kno (one hundred ..., stu ..., albo ..., window ...), etc. What did the doll want to say?

Game "Gifts to friends":

Rules of the game: Crocodile Gena spent his vacation in Africa. And from there he brought many different gifts to his friends. Each was given such an object, the name of which begins with the same sound as the name of a friend, for example:

Aibolitu - apricot, album, aster;
Bunny - an umbrella, a lock, a bell.

Game "Chain of words":

Players sit in a circle and take turns saying one word at a time, which is connected in a chain. Each next word begins with the last sound of the previous one. For example: winter - stork - tank - mole - slippers - game, etc.

Games that help you hear soft and hard consonants:

Game "Find your house":

Rules of the game: two houses are attached at different ends of the group room: blue and green. The guys have cards with images of objects. All children imitate sounds, i.e. "fly" around the room and pronounce their sound. Each child becomes the first sound in the name of the item depicted on his card. For example: poppy (M), bear (M *).

The weather was good, the sounds went for a walk. Suddenly the sky darkened, it began to rain, the sounds ran to hide in the house, but only solid consonant sounds are allowed into the blue, and into the green - soft sounds. Those who incorrectly identified their sound were not allowed into the house. This sound is soaked in the rain.

If children easily determine the first consonant sound by hardness-softness, then we introduce “trap words”, i.e. those that begin with a vowel sound. There is no "house" for such sounds.
Games that help you perform sound analysis of words

Game "Guess the riddle":

Rules of the game: we make a riddle, and the children write the answer with chips in the form of a sound model.

For example:

cunning cheat,
Red head. - FOX

The child writes the answer:

green | red | blue | red

The game "Name the word according to the model":

Rules of the game: Draw with colored crayons on the word scheme board or lay out word schemes in circles of different colors. For example:

blue | red | blue

Who will pick up more words that fit this scheme: nose, mouth, poppy, cat, etc.

We take different models. We play to the winner.

Improving phonemic perception and educating correct phonemic representations with the help of game and didactic exercises teach children to distinguish and differentiate sounds similar in terms of auditory and pronunciation features in isolation and against the background of a word, to distinguish it grammatical forms, form phonemic analysis and synthesis; contribute to the development of speech skills and functions necessary for literacy. And this, in turn, will correct, develop and improve written language generally.