Slow Pronunciation of Names. Children are interested in their own names; if they pronounce these slowly they will begin to distinguish sounds. The teacher first pronounces her own name as the children watch, making prominent the initial sound. She then calls upon different children to pronounce their names. Ex.: A child named Mary says: "My name is M-ary," emphasizing the sound "M." Another says, "My name is R-obert," emphasizing the sound "R," etc.
III.
Singing Games. The old-fashioned singing games, such as "Here We Go Round the Mulberry Bush," "London Bridge," "Looby Loo," etc., will delight the children and are excellent exercises for ear training. (See Folk Songs and Games by Marie Ruef Hofer.)
IV.
Phonic Game. What is it? A child acts as leader and stands in the front of the room. The children in their seats question him until the supply of rhymes is exhausted. Ex.:
Leader: I'm thinking of something that rhymes with top.
Child: Is it chop?
Leader: It is not chop.
Child: Is it hop?
Leader: It is hop.
Object. Grouping of words with like phonograms and final consonants.
V.
Phonic Game. Guess. Ask a child to leave the room. Children in their seats choose a word. When the child returns he either acts out the word he has in mind or describes it. Ex.:
Action.