Didactic games to automate sounds. Games for automating sounds in words card file for the development of speech on the topic

Sound automation games

Talking hands.

Suppose that we are talking about the automation of sound Sh. Speech therapist gives instructions: You and I will play “talking hands”. Let's teach the left hand to say Sh., and the right hand A. Let's try! The teacher takes the child’s left hand with his hand and shows how to combine the pronunciation of Ш with a light blow of the hand on the table, in the same way the right hand “learns to say A. alternately, lightly striking the table with his hands, the child in slow pace pronounces: Sh - A, Sh - A. Gradually, the pause between sounds is reduced, and the child moves on to continuous pronunciation.

Steps.

Before the child "steps". You need to walk your fingers up and down the steps, pronouncing the syllables correctly. Another option, the steps are laid out from the sticks by the child himself. The task remains the same.

Chamomile.

In the child's notebook, the teacher draws a large chamomile, in the center of which he writes the necessary consonant letter (p, l, s, s, g, c, etc.). Vowels are written on the petals of chamomile. The child, moving from one petal to another, reads straight lines and reverse syllables. The exercise is carried out with children 5-7 years old who know the letters.

One is a step, two is a step.

The child stands with his hands on his belt. The teacher invites him to walk the whole room, at each step, repeating a given syllable or a series of syllables.

Telegram.

Children, holding hands, form a circle. The teacher, turning to the child, calls a sound, a syllable or a couple of syllables. The child must repeat this syllable, turning to a friend. The telegram passes in a circle, returning to the teacher. If one of the children does not repeat the sound sequence correctly, it means that the telegram did not reach the address, and the game starts again. The exercise is used not only to automate sounds in syllables, but also to develop phonemic perception. For example, the syllables sha - sa, ko - go, zhu - zu, etc. are transmitted in a circle.

Add a syllable.

The children stand in front of the teacher, the speech therapist, throwing the ball, calls the beginning of the word, and the children finish with the necessary syllable: whether - SA, flask - SA, ko - sy, but - sy.

Buttons.

In front of the child "piano", the child, pressing the keys, calls the given syllable. A penalty point is awarded for an incorrectly pronounced syllable.

Winter and spring.

Pictures are laid out in front of the children: winter and spring. The speech therapist asks the child to help complete the sentences by adding the last syllable.

Winter has come to us ... la,

Snow and blizzard brought ... la.

All that Al ... la scattered ... la,

The blizzard covered with snow ... la!

Spring came,

Al ... la at once everything is ours ... la.

Al ... la came out onto the lawn,

He sees there lies yu ... la.

Using the following game techniques will help to effectively carry out the stage of automating sounds in words.

Build a house.

Automation of sound in words, development of phonemic perception, motor skills of hands. There are cubes in front of the children, pictures with automated sound and several pictures with other sounds are pasted on them. The child selects the cubes, naming the picture, and builds a house., For an incorrectly chosen cube, a penalty point is awarded.

Sun.

Fix the correct pronunciation of the sound in words, exercise in determining the position of the sound in the word.

The sun lies before the children. And pictures with automated sound. Children decorate the sun, calling it a picture. Then they close their eyes, and the teacher removes the picture. Children determine which picture is gone, and determine the position of the sound in the word.

By the same principle, games are held: “Decorate the Christmas tree”, “Collect beads”, “Knots”, “Collect flowers”, “Collect apples”, “Let's drink tea to the doll”. Games are very effective to carry out during a walk.

Words around us

Children select words with a certain sound, only those words that the child pronounced correctly are accepted.

The fourth is redundant.

The child is offered the words: lynx, crow, giraffe, rocket. Child removes one of the words, explaining why. A rocket is not alive, a crow is a bird, a cow is a pet. It remains a giraffe and a lynx, find common features and distinction.

The pile is small.

Before the child are pictures with a certain sound. The teacher asks to add up from the pictures, and then make out a bunch - small. There is a flag on a dove, a horse on a flag, a shovel on a horse, a palm on a shovel.If a player makes a mistake while saying the text, another player enters the game. In the second round of the game, the children put together a pile - small without pictures.

Lotto.

All cards are divided among the children. One of the children starts, laying out a card, says what is drawn on it: “I have a kettle and seagulls.” Another child selects a suitable card: "And I have a seagull and a turtle." The child who runs out of cards wins.

Fishermen.

Pictures with a certain sound are laid out in front of the child, and additional pictures with other sounds. The child holds a fishing rod in his hands and, on a signal, must catch all the pictures with a given sound.

When the child reaches the level of sound automation in phrasal speech. The following games are available.

Compilation of proposals using a flannelgraph.

Children select characters for themselves (mom, dad, grandfather, grandmother) and subject pictures with a certain sound. The child takes his character, leads him to the picture and makes a sentence, including the character and the picture. A child can turn on several heroes at once. Whoever makes the longest sentence wins.

Glue and saw.

There are 12 pictures on the table, 6 of which are half-covered with leaves so that the most recognizable parts of the objects are visible. Two teams of 2 players each. Take turns throwing dice. Saw - divides the pictures in half, saying “There was a lamp, but it turned out to be a half lamp. And glue, on the contrary, repairs objects - the player removes the white stripes from the pictures: There was a semi-boat, but it turned out to be a boat. If all the pictures are closed, the saw wins and vice versa.

Well, donkey.

Pictures are laid out on the table depicting various objects whose names contain the sound l: a shovel, a fork, a tie, flippers, a doll is a trading shop. The first player steps with his index and middle fingers, saying the rhyme: Stupid donkey went to the shop for soap. Participants close their eyes. And the player representing the donkey, at this time, takes any picture from the table, except for soap, and continues: I went to the store, I forgot the soap. What did the donkey buy? Children open their eyes and guess what was missing in the shop. The first player to discover becomes a donkey.

Neighbours.

Before the children, 3 cards are laid out in several rows with a certain sound. The child must name all the neighbors without errors. A toad between a giraffe and a beetle, a lark between a jasmine and puddles. When all the pictures are named, the first column moves and the game is repeated. If the sound l is automated, the word “about” is taken and the pictures are laid out in a row.

Confusion.

Subject pictures are laid out in front of the children, and an adult shows episodes from this series, accompanies them with a story. Then the children are selected to the appropriate seriessuitable subject pictures, make sentences on their picture and prove why it is suitable. If the level speech development lets kids make up a story.

Artists.

Children are given one initial picture from each series. The rest are shuffled on the table. Opening one picture at a time, the children ask: “What is shown here?”. The teacher describes or shows a picture. Each child determines whether it suits him or not, if he does, he makes an offer and takes it. Having received all the pictures, the child composes a story, goes on stage, and retells. Pictures are selected taking into account the automated sound.

Mystery.

In front of the children are upside down pictures, in the name of which there is an automated sound. Children take turns taking a picture and describing it, the rest guess what it is about.

The above games can be supplemented with any speech material, depending on the goal of the teacher. Automation or differentiation of delivered sound. You can also hold a competition of tongue twisters, tongue twisters, poems.

Conducting such games, including them in all regime moments, we will help children to automate the sound faster.

We will teach you how to play, but when playing, the child does not aim to learn how to pronounce correctly, it is important for him to win, for this he will make every effort. The automation process will become interesting, entertaining and less painful for the vulnerable psyche of our children.

What is audio automation?

Sound automation is a stage in correcting incorrect sound pronunciation, following after setting up a new sound; aimed at the formation of the correct pronunciation of sound in connected speech; consists in the gradual, consistent introduction of the delivered sound into syllables, words, sentences and into independent speech. (Handbook of a speech therapist / M.A. Povalyaeva. - Rostov n / D: Phoenix, 2008.-445 p.) In other words, the delivered sound is still very fragile and without reinforcement, the child can quickly “lose” it.

It is possible to proceed to the automation of the set sound only when the child pronounces it clearly in isolation with repeated repetition. You should not introduce into syllables and words a sound that is not yet pronounced clearly enough, as this will only lead to the consolidation of incorrect skills.
Automation of the delivered sound should be carried out in a strict sequence:

Syllable - word - sentence - connected speech

Children often lose interest in individual lessons, on which the sound delivered to them is automated. One of the reasons for the loss of interest is the rather long stage of audio automation. In my classes, I offer children various games that not only help to consolidate the set sound, but also develop attention and memory.

I bring to your attention several games for automating the sounds W, H, W, L, R.

The game "Seeds for a cockerel"

Game progress: The cockerel will get a grain if the child correctly names the picture, in the name of which there is a sound Sh.

Game "Treat the mouse with cheese"

Purpose: to consolidate the correct pronunciation of the sound Sh in words.

Game progress: The child is invited to treat a hungry mouse with cheese. If the child names the pictures and clearly pronounces the sound Sh-mouse will receive a treat, if not, then he will remain

hungry.

Game "Kolobok"

Purpose: to consolidate the correct pronunciation of the sound L in words.

Game progress: If the child calls the picture and vaguely pronounces the sound of the L-kolobok, the fox will eat it. If he correctly names the picture and clearly pronounces the sound L-kolobok will “run away” from the fox.

Game "Treat the bear with honey"

Purpose: to consolidate the correct pronunciation of the sound Ch in words.

Game progress: The child is offered a bear with a barrel of honey. If the child calls the pictures and clearly pronounces the sound Ch, the bear will receive a treat, if not, then he will remain hungry.

The game "Treats for the squirrel"

Purpose: to consolidate the correct pronunciation of the sound Sh in words.

Game progress: The child needs to clearly name the pictures with the sound Ш, thereby treating the squirrel with cones and mushrooms.

Gift Truck Game

Purpose: to consolidate the correct pronunciation of the sound R in words.

Game progress: The child is explained that he will now be a loader. And he will ship gifts. To load all the gifts, you must clearly name all the pictures with the sound R.

In my piggy bank there are similar games for automating whistling sounds. All of these games will help the child make the long stage of automating sounds fun. The child will perform tasks with interest and, consequently, work efficiency will increase.

sent

Natalia Ivshina

teacher speech therapist

Sections: speech therapy

Classes: d/s, 1

Correction of the sound culture of speech in children is one of the important tasks of a speech therapist both in preschool institutions and in schools. The purpose of the sound automation stage is to teach the child to pronounce the already delivered sound correctly. As you know, pronunciation is first fixed in isolation, then in syllables, words, phrases. In parallel, work continues to develop skills sound analysis and synthesis, the ability to determine the position of a sound in a word, to select words with a given sound. To automate sound, the techniques of reflected repetition and independent naming of language units from pictures, diagrams, and symbols are used. The work proceeds sequentially and gradually, from simple to complex.

The use of didactic games for the purpose of correcting sound disorders in children makes it possible to comprehensively develop children, but is not always a condition for the activity and high performance of children throughout the lesson. Unfortunately, the majority of pupils have somatic weakness, there are disorders of the autonomic and central nervous system, emotional instability. In addition, articulatory motility disorders are usually combined with insufficient development of general and fine motor skills of the fingers: movements are inaccurate, awkward, poorly coordinated.

In my classes, I try to combine speech therapy tasks and didactic games with movements, which leads to an increase in the activity of children, the development of the motor sphere. Why is this happening? Motor activity enhances capillary blood circulation, which contributes to the flow of nutrients to all human organs and systems. The brain is no exception here, active blood circulation enhances brain activity. The child's brain receives nerve signals from receptors located throughout the body. Physical exercise increases the flow of nerve impulses to various parts of the brain, which helps it develop harmoniously. The combination of speech therapy tasks and didactic games with a motor load allows a speech therapist to increase the tone and performance of children, normalize the emotional and motivational sphere of speech pathologists, relieve stress, which increases the effectiveness of the corrective work generally.

I will give examples game tasks with sound automation movements [L], which I use in my work with preschoolers and children of primary school age.

1. "Soundtracks". For automation isolated sound or in syllables.

How can a squirrel get into a hollow, a wolf into a lair, and a frog into a swamp? How to help a moose cow find her calf, and how to help an elephant find a baby elephant? How can Cinderella get to the ball? We use visual material. And also we make "bumps". It can be colored geometric figures, circled baby's footprint; you can lay out conditional tussocks from ropes of arbitrary shape. The child moves along the bumps laid out on the floor and says “L-L-L-L” or “LA - LA - LA”, “LO - LO - LO”, “LA - LY - LE - LU”, etc.

2. Games - “walkers”. To automate the sound [L] in words and phrases. Spread pictures (toys) on the floor. Task options:

1. The child steps next to the picture and names it correctly. You can move in different ways, at different paces, through the picture, choosing only the given pictures (only living or inanimate, only food or clothes, etc.), but you need to pronounce the words clearly.
2. The child, stepping on the picture, names the word in the phrase: “I got on the boat”, “I got on the skis”, etc.
3. Name and count. Pictures are repeated (up to five or six). The child approaches identical images and counts them: “One donkey, two donkeys, three donkeys.”
4. Come and call. The speech therapist says about the location of the picture: “This picture is to the left of the swallow (to the right of the moon, under the shovel, between the table and chair, etc.).”
5. Guess from the description and go to the picture (toy): edible, bitter (onion); metal, dining room, tea (spoon); electrical appliance (lamp); water transport (boat); thin, sharp, metal (needle, pin); wooden, deep, with water (well); horned wild animal (elk); pet (horse); happens in the sky only at night (moon); put on the back of a horse (saddle), etc.
   Name the subject correctly. Call him affectionately.
6. Games "Yellow - blue", "Scarlet - white". The blanks-hummocks corresponding to the colors of the game (can be cut out of cardboard) are arranged in a chaotic manner on the floor. The speech therapist calls the word, the child approaches (jumps, jumps on one leg, approaches with a side step, runs up, etc.) to the colored “bump” and coordinates the noun with the adjective: “Yellow sun, blue bell”.

Lexical material: bathrobe, blouse, dress, tights, cloak, tie, cap, T-shirt, lamp, onion, apple, marshmallow, marmalade, lily of the valley, phlox, violet, pencil case, shelf, hairpin, jump rope, blanket, bookmark, plasticine, flag .

3. The game "Do as I do." The speech therapist performs (or imitates) a certain action (for example, stomping), after the performance he reports: “I stomped”, the child repeats the action and says “And I stomped (a)”.

Lexical material: (I) stood, walked, sat, clapped, stomped, searched, waved, nodded, saw, ate, chewed, drank, slept, thought, dug, fell, stroked, lifted, salted, read, swam, sculpted, listened, sat down.

4. Game "About". The speech therapist lays out the pictures on the floor in a row, where there are 6–8 pictures horizontally and 6–8 pictures vertically. A child and a speech therapist (or two or three children) randomly choose two pictures in turn, about which you can say this: “Near the boat - an oar” and turn one of the named pictures over. The inverted picture is no longer involved in the game. The game ends when the phrase "About ..." cannot be used. The one who made the last move wins.

Children like to name the heroes of fairy tales and cartoons: Aladdin, Baloo, Snow White, Wolf, Kolobok, Kolyvan, Luntik, Losyash, Kid, Nightingale the Robber, Carlson, Hulk, Turtle Tortila, Humpty Dumpty, Cinderella, Little Mermaid. Similar pictures can be found on the Internet resources.

5. The game "Cars". Fairy-tale characters with the sound [L] want to go on a journey. The train is already waiting for passengers. But it is necessary to correctly place them in the cars: in one of them, where there is one window, passengers will ride, in the name of which there is one syllable. Similarly: two windows - two syllables, three windows - three syllables, four windows - four syllables.

6. The game “Which picture is superfluous?” The child names all the pictures in a row, determines the “extra”, justifies his choice. You can move by jumping, and near the “extra” picture, do not stop, jump over it. You can also offer to collect “extra” pictures and come up with words for them that make sense with the sound [L]. For example, a washcloth is soap, a magnifying glass is a hammer, a bug is a bee, a shelf is a chair.

Lexical material: 1) raincoat, dress, dressing gown, galoshes; 2) ladle, magnifying glass, spoon, fork; 3) squirrel, wolf, elk, llama; 4) bug, shark, salmon, roach; 5) bell, lotus, apple, lily of the valley; 6) shovel, shelf, saw, hammer; 7) marmalade, chalk, chocolate, marshmallow; 8) boat, shelf, table, chair; 9) napkin holder, salad bowl, salt shaker, salad; 10) T-shirt, cap, blouse, tights; 11) bicycle, ship, dump truck, boat.

7. Game "Gifts". Losyash and Belka are happy with the gifts. Losyash likes objects that begin with the sound of his name [L], and Belka - where the sound [L] is in the middle of a word. Give gifts to our heroes. Be careful! First, clearly and correctly name the picture, and then think about who you will give it to. What do you think our heroes will do with their gifts? Tell.

An approximate list of pictures: eggplant, chocolate, bun, sausage, bell, acorn, shop, lamp, lily of the valley, boat, bow, skis, basket, milk, soap, flag.

8. “What is friends with what?” Lay out pictures that can be combined with a generalizing word or otherwise in meaning. The student can be offered cards with words. The child looks for a couple, names the words, explains his choice: “Shilo is friends with the saw, these are tools.”

Lexical material: awl and saw, doll and pinwheel, lettuce and sausage, spoon and fork, horse and saddle, boat and bicycle, dress and cloak, table and chair, bow and beetroot, lily of the valley and lotus, dove and woodpecker, swallow and nightingale , lamp and light bulb, marshmallow and chocolate, wolf and squirrel, shark and salmon, fins and diver, notepad and felt-tip pen, soap and washcloth.

9. The game "Repeat, do not make a mistake." The text of a tongue-twister or counting rhyme is accompanied by movements of the head, arms, legs, torso. The child repeats the words and movements of the speech therapist. Movement changes every time. It is performed at a different pace depending on the pronunciation capabilities of the child. Sample:

10. Task “Tell a poem and show movements”.

11. Game "Tell a story". Based on the Russian folk tale“Turnip”, only the heroes are different. For example: Losyash planted onions. And he was helped by an elephant, an antelope, a llama, a horse, a goat, a wolf, a squirrel. We not only fix the pronunciation of the sound [L], but also develop the lexical and grammatical structure of speech, coherent speech, and memory.

12. Games with throwing or rolling the ball.

Game options:

BUT) "Answer me." The child catches the ball and, throwing it to the speech therapist, answers the question with a full answer.

The lexical material is saturated with the sound [L]: What did Mila cook from strawberries? What did Slava stain with tar? What was the clown doing under the dome? Who listened to the singing of the nightingale? Where did Alla buy halva and marshmallow? Who was afraid of a hungry wolf? Who hollowed the trunk of a pine tree? Who has a warm hollow? Why did the chair fall to the floor? Who washed the doll with soap? Is the diver diving shallow or deep? Where is the wolf hiding? Where are milk and butter stored? Who cleverly threaded the needle? Who has a trunk? What does a cow give a person? How does Klava wash his hands?

B) Correct the mistake of Dunno (or "Fables").

Lexical material: Mom put on a bathrobe. A tree sat on a squirrel. The elk barks at the dog. The puddle had a house. The table was placed on a lamp. The ball deftly catches Mila. At blue dress there is a doll. They eat soup with a fork. The ocean swam over the sperm whale. Mila taught the alphabet. A flower bed appeared on the gladioli. The Christmas tree walked around the elk. Fritters ate Mila. The white sky floated on a blue cloud. The salad was sticking out of the spoon. The pigeons flew into the dovecote. Violet sat on a bee. The well came to Paul. There was a full table on the basket. There was a puddle near the pigeons. The village lit up the young moon. The horse rode on the rider. The owner barked at Polkan. The sunflower watered Klava. Elephant painted by the artist. The Christmas tree grew under the lily of the valley.

Literature.

1. Speech therapy for teachers, psychologists, parents / L.A. Barsukova, N.A. Rumega, N.E. Zemskaya. - Rostov-on-Don: Phoenix, 2010.
2. Speech therapist at your home / T.A. Tkachenko. – M.: Eksmo, 2011.
3. Speech therapy tongue twisters and counting rhymes. Speech material for the automation of sounds in children.: A guide for teachers and parents / T.A. Kulikovskaya. – M.: GNOM, 2014.
4. Individual-subgroup work on the correction of sound pronunciation / V.V. Konovalenko, S.V. Konovalenko, M.I. Kremenetskaya. – M. : GNOM, 2011.
5. Collection speech therapy exercises/ Ya.L. Yudina, I.S. Zakharov. - M. : VAKO, 2011.
6. Motor abilities of a person / Romanenko V.A. - Donetsk: UK Center, 1999.

Didactic games for the development of phonemic perception and automation of sounds in words

main goal speech therapy work is the correction of sound pronunciation (staging, automation, differentiation of sounds). Sound Automation - this is the consolidation of the correct pronunciation of sound in speech.
To master the correct pronunciation and for further successful learning children at school great importance has work on the development of phonemic perception. Phonemic perception - this is the ability to distinguish the sounds of speech and determine the sound composition of the word. The development of phonemic perception and automation of sounds are carried out in game form using visual material.
The proposed didactic games are made of colored cardboard, subject pictures and laminated with adhesive tape. On the contour images of objects, subject pictures are pasted, in the name of which there is an automated sound. To develop phonemic perception, the child is offered several pictures with other sounds.
Each didactic game is placed in the A4 file, contour images of objects - in the A5 file. The files are put on the steel rods of the registrar folder (segregator folder). The folder with games takes up little space on the shelf, is compact and easy to use.

"Beautiful fish in the sea"

"Fill the aquarium with fish"

"Help the hare collect the carrot"

"Give Balloons»

"Collect the Pyramid"

"Collect Strawberries"

"Plant Christmas Trees"

"Help hide the fish"

"Help the dolphin find friends"

"Merry Frog"

"Ships at Sea"

Option 2.
Purpose of the game: differentiation of sounds [l] - [r], [l ‘] - [r ‘] in words, the development of phonemic perception.
Equipment: picture with the image of the sea, contour images of ships with pictures, in the name of which there are differentiable sounds.
Game progress: the teacher invites the child to correctly name the pictures depicted on the ships. Place ships with differentiable sounds on the top and bottom stripes.

"Multicolored butterflies in the meadow"

"Help the sun come out from behind the clouds"

"Plant flowers for Thumbelina"

"Cloud with rain"

"Sonya and Shura on a walk"

Teaching children the correct pronunciation of sounds speech therapy classes is a complex and time-consuming process that takes from several weeks to several months. Automation (fixing sound in speech) requires perseverance, concentration, concentration of the child's attention in the classroom, and from the speech therapist and parents - perseverance, ingenuity in terms of presentation speech material to maintain the child's steady interest in the work he does.

Below, for parents and speech therapists, using the sound [L] as an example, we offer 10 GAME OPTIONS to automate [L] in words in the initial position, contributing not only to the consolidation of the sound itself, but also to the development of the grammatical structure of speech and phonemic hearing. Similar games can be used to automate any other sounds in different positions.

1. "CALL AWESOME"

The child is asked to repeat the word - the name of a large object and form its diminutive form.

Spoon - spoon, onion - onion, paw - paw, puddle - puddle, etc.

1. "CHANGE THE NUMBER"

An adult pronounces a word denoting one object (a word in singular), and the baby calls a word denoting a set of such objects (the word is plural).

Forehead - foreheads, elbow - elbows, spade - shovels, etc. BUT: onions - lots of onions, the words skiing, moon do not change.

1. "ASSOCIATIONS"

In the game, you need to replace the named word with a synonymous or close in meaning word with the sound [L] at the beginning. Explain the difference in the meaning of the paired words.

Hand - palm, vermicelli - noodles, scoop - shovel, horse - horse, basket - basket, month - moon, bench - shop, entrance - manhole, crush - break, bark - bark.

1. "COUNT THE OBJECTS"

Adult: Count puddles (bast baskets, beams, etc.) up to five.

Student: - One puddle, two puddles, three puddles, four puddles, five puddles. One basket, two baskets, three baskets, four baskets, five baskets. One beam, two beams, three beams, four beams, five beams.

1. "DEFINE THE CATEGORY"

The child must repeat the proposed word and name the group to which the object belongs.

Bench - furniture, boat - water transport, swallow - bird, Lada - girl's name, etc.

1. "WHO HAS MORE?"

Adult: - I have one moose, and you have many ...

Baby: - And I have a lot of moose.

One lamp - many lamps, one ski - many skis, one basket - many baskets. BUT: moon always alone.

1. "WHAT ARE WE DOING?

Game for words-verbs. It is necessary to change the proposed verbs according to the persons.

Break, catch, climb, bark.

I I break you you break he breaks, we break, you break, they break.

I I'm catching you catch, he catches we catch, you catch, they catch.

1. "WHO (WHAT) HAPPENS LIKE THIS?"

Game for adjectives. It is necessary to select objects that have the named feature (preferably nouns of various kinds).

Who (what) is smart? dexterity uy man, dexterous ie hands, dexterity oh body, skill and I gymnast.

Who (what) is the best? Best uy friend, best ie grades, best and I mom, best her time.

Who (what) is skiing? – Track, sticks, sports.

Who (what) is lunar? - Light, radiance, path.

Brittle (hair, twig), affectionate (look, animal, touch), bald (man, people, head), radiant (sun, smile), meadow (flowers, clover, grass), onion (taste, head, grief), moose (head, horns), boat (pier, station, oars), horse (stomp, mane, hooves, saddle).

1. "ADD SYLLOGUE"

Game for children over 5 years old. The child is given one of the four syllables LA (LY, LO, LU), which will be the beginning of the word. To it, one by one, you need to add the final syllables proposed by adults and name the resulting words.

LA - ma, -pa, -vka, -ska, -yka, -mpa, -psha, -zit, -yat.

LO - dka, -zhka, -kon, -si, -kot, -shad, -mic, -mother.

LU - chi, -zha, -pa, -na, -sha, -ga, -drink, -chshe.

LY - live, -sy, -ko, -zhnik.

1. "REPLACE THE SOUND"

Game for children over 5 years old. Replace the first sound in a word with

sound [L]. Name the new word that came out.

Poppy - varnish, bough - onion, clod - scrap, nougat - meadows, papa paw, Pavka - bench, leg - spoon, mask - weasel, cocoon - curl, tub - boat, melt - bark.

Children's interest in the above games will be much greater if an adult, in order to consolidate the material on sound pronunciation, offers the child not just words, but pictures depicting the named words-objects.