The development of speech in children of preschool and primary school age. Games for the development of speech. Games that develop speech.

1. Game for the development of speech "Interview".

First, introduce the children to the new words.

Interview - a conversation intended to be broadcast on radio, television or in a newspaper.
A reporter is someone who asks questions.
The respondent is the one who answers the questions.

We need to teach children to speak boldly into the microphone. To do this, ask the children to take turns saying something into the microphone, at least count to 10 forward and backward. Then the roles are distributed among the children. Possible topics are discussed. The tape recorder is set up.

Reporters start asking questions. Then the conversation is collectively listened to and discussed.

Possible topics: discussion of going to the theater and watching a play; discussion of a holiday, an exhibition of drawings, an interesting book, the most interesting event of the week.

Game options: 1) the teacher interviews the children, 2) the children interview the teacher, 3) the parents interview the child, 4) the child interviews the parents.

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2. Developing speech game "Pictures-riddles".

One leader is selected from a group of children, the rest sit on chairs, they must guess. The teacher has big box, which contains small pictures with the image various items(you can use pictures from the children's lotto).

The driver approaches the teacher and takes one of the pictures. Without showing it to the other children, he describes the object drawn on it. Children offer their versions.

The next driver is the one who first guessed the correct answer.

Speech therapy classes for kids online (2-4 years). The problem of speech development in young children today is more relevant than ever. More and more delayed children speech development with various speech developmental disorders. Now you will not surprise anyone with the fact that at 3 years old the child almost does not speak. Or he says, but only his mother can understand him, and even then with difficulty. Usually, speech therapists recommend waiting until the age of 4-5 with speech therapy classes, neuropathologists prescribe medications, and it is very difficult to find a good defectologist who can work with babies. At the same time, it is better to start engaging in the development of speech in a child as early as possible. It is common knowledge that poor oral communication skills can lead to poor school performance. What should parents do? It remains to do it yourself, at home, every day, little by little, at least 10 minutes a day, but regularly. An online course will help you organize speech development classes speech therapy classes from Games-for-Kids.ru website:

3. The game "Define a toy." The development of speech.

Each child brings a toy. One leader is selected from the group. For 3-5 minutes he goes out the door. In his absence, the teacher and the children come up with some kind of story in which the main character is one of the brought toys.

All toys, including the selected game character, are placed on tables or chairs. Leading child is welcome. The guys from the group take turns telling him an invented story, not naming the main character, but replacing his name with the pronoun "he" or "she". The story is told within 3-5 minutes. The driver must show the toy, which is the main character of the story told.

If the guess is correct, another driver is chosen and the game is repeated. If the answer is wrong, the guys supplement the story told in such a way as to help the driver with new details, without naming the intended toy.

4. The game "Compose a sentence."

The teacher offers the group 2 cards from the children's loto, which depict objects. The group sits in a semicircle, and in turn, each child comes up with a sentence that contains the names of two conceived objects. Then two other objects are shown, and again in a circle the children come up with new sentences.

Notes:

1. Stimulate in children the desire to compose non-standard, original sentences.

2. If the children can easily come up with sentences for two given words, next time give them three words to make up sentences.

Note: Parents can also use this game for individual lessons with their child, competing to come up with the most sentences. Naturally, the child must win.

5. Game "Opposite".

The facilitator shows a group of children one picture. The task is to name a word denoting the opposite object. For example, the host shows the item "cup". Children can name the following items: "board" (the cup is convex, and the board is straight), "sun" (the cup is made by a person, and the sun is part of nature), "water" (water is the filler, and the cup is the shape) etc.

Each child in turn offers his answer and be sure to explain why he chose such a subject.

Note: the game is also suitable for individual lessons with a child.

6. Game "Bridge".

The facilitator shows one card on which the subject is drawn, then another. The task of the game is to come up with a word that is between two conceived objects and serves as a "transitional bridge" between them. Each participant answers in turn. The answer must be justified.

For example, two words are given: "goose" and "tree". "Crossbridges" can be the following words: "fly" (a goose flew up a tree), "cut" (a goose was cut out of a tree), "hide" (a goose hid behind a tree), etc. Note: the game is also suitable for individual activities with a child.

7. "What does the expression mean?" or "Proverbs".

It is impossible to know the secrets of the language, its richness and expressiveness without understanding the meanings of stable phrases: phraseological units, proverbs, sayings.

The sources of phraseological units are different. Some arose as a result of human observation of social and natural phenomena, others are associated with real historical events, others came from mythology, fairy tales, and literary works.

The peculiarity of these expressions is that in our speech they are used in a constant, as if forever frozen form. As a rule, they have an invariable word order; a new component cannot be introduced into them.

Phraseologisms are used in a figurative sense. However, children often perceive such expressions in their own way, replacing words with synonyms. The meaning of expressions does not change with such replacements, but its so-called internal form is lost.

For instance:

The child said: - Adults say:

go on the mend - go on the mend
where the eyes see - where the eyes look
the soul has gone to the soles - the soul has gone to the heels
free bird - free bird
discover Africa - discover America
count in the head count in the mind
eye fell on a book - eyes fell on something
to a fresh mind - to a fresh head
nerves scandal - nerves naughty
not good for heels - not good for soles

Understanding phraseological units in the literal sense leads to funny incidents. For example, the boy was very excited when he heard that his cat was sleeping without hind legs. He woke up the cat, counted his paws, and, reassured, returned. The mother, who declared that she had a lot of worries in her mouth, was advised to spit them out quickly. Three-year-old Irochka does not want to wear new suit, crying, because she heard one of the adults remark: "She will drown in it."

Completion of the task "What does the expression mean?" will help the child to use phraseological units correctly in his own speech.

Proverbs:

1. "The work of the master is afraid."
2. "Every master in his own way."
3. "Jack of all trades".
4. "The tailor will spoil - the iron will make amends."
5. "The potato is ripe - get down to business."
6. "Without labor, there is no fruit in the garden."
7. "What is the care, such is the fruit."
8. "More action - less words."
9. "Every person is known by the work."
10. "There is grief - grieve, there is work - work."
11. "To live without discipline is not good."
12. "Earned bread is sweet."
13. "He who has skill, he acts cleverly."
14. "Without a beginning there is no end."
15. "Without order, there is no sense."
16. "You can't buy gingerbread without work."
17. "The eyes are afraid - the hands are doing."
18. "In order not to make a mistake, do not rush."
19. "Without labor there is no good."
20. "Work is the best medicine."
21. "Patience and work will grind everything."
22. "If you read books, you will know everything."
23. "A house without a book, that without windows."
24. "Bread nourishes the body, but the book nourishes the mind."
25. "Where there is learning, there is skill."
26. "Learning and work live together."
27. "Learning is light, and ignorance is darkness."
28. "Respect the teacher as a parent."

8. Game "Steps. (Who will get to ...)"

With the help of this simple game with elements of competition, you can work with your child to expand his vocabulary and develop speech in general.

Players get close, agree on where the finish will be (at a distance of 8-10 steps). And they discuss the theme of the steps. For example "Polite words". Each child can take a step only by naming some polite word. We give a minute to think and "Start!"

Other topics: "Everything is round", "everything is hot", "everything is wet". " Sweet words for mom". "Words of consolation", etc.

Option: Children stand in pairs opposite each other and take steps towards. The conditions of the game are the same: a step can be made only by saying the right word.

9. Attention! Wanted! (We develop coherent speech, attention and observation)

This game is played by at least 5 people. Otherwise it's not interesting. The host says: I'm looking for a girlfriend (friend). She has Blue eyes, dark long hair She loves cats and hates milk.

The one who first guesses which of the children in question becomes the leader. In a game with young children, it is allowed to describe clothes.

10. Game "Two circles".

Children are built in two circles - external (large) and internal (3-4 people). Children from a large circle stand, and from a small one they go along with the leading adult and say: "We go in a circle and take with us ... sweets."

The big circle players should quickly name something sweet, like sugar. The child who first named the object stands in the inner circle. The game continues ("... we take with us soft, liquid, sour, hard", etc.). The last child left in the large circle must complete some task as a punishment for sluggishness.

11. Coming up with a story.

An adult reads sentences, children insert the subject, predicate, explanatory words, etc. The stories of Suteev, Bianchi can be taken as a basis.

For instance:

"She sat on the threshold and meowed plaintively ... (who?). The cat sat in front of a cup of milk and greedily ... (what did she do?). The cat caught in the garden ... (whom?). The cat's wool ... (what?), claws...(what?) The cat was lying with the kittens... (where?) The kittens were playing with a ball... (how?).

12. Distribution of offers.

The adult says: “The gardener is watering ... (what? where? when? why?). Children go ... (where? why?), etc. We must pay attention to the correct construction of sentences.

13. Complete the offer.

Ask the child to complete the sentences: "Children water the flowers in the flower beds, because ...". "Not a single leaf was left on the trees, because..." "In winter, the bear sleeps because..." etc.

14. "I was in the circus..."

To play, you will need cards with letters and syllables. You can play both together and with a group. The participants in the game are given cards with letters, or all the cards are stacked on the table and the players take them in turn.

The first player takes a card with a letter or a syllable and says: "I was in the circus and saw..." He must name something that starts with the letter on his card. You can name more than just nouns. For example, the letter "K" can be used to name a clown, a tumbling gymnast, and a red curtain.

If you use cards with syllables, then it is not necessary that this syllable be at the beginning of the word. Options: "I was at the sea ...", "I was in the forest ...", "I was in the theater ...", etc.

15. Prepositions.

Take a disposable cardboard plate, draw it into sectors. In each sector, write prepositions - "on", "in", "under", "above", "with", etc.

You can play like roulette - throwing a ball on a plate. And you can make an arrow in the center of the plate and rotate it. The meaning remains the same - on which pretext the ball or arrow falls, with that pretext you need to make a proposal.

16. Homemade alphabet.

Take a thick album or office folder. On each sheet, draw the letters of the alphabet. Although you will need more sheets for each letter later. Cut out pictures from old magazines, pictures from different boxes are also suitable - in general, any pictures, stickers. Together with your child, stick pictures on the page with the letter on which the word begins. Under each picture, make a caption in block letters.

Later, when the child has mastered the letters, complicate the task - cut out words from magazines. With a certain letter, with a certain syllable.

17. Chain.

Game with words for any number of participants. Choose a few consonants and write them down on a piece of paper. Think of words that would include all these letters. Letters can be interchanged, other consonants can be added to them. For example, let's take the letters "s", "l", "m". We make words with them: plane, oil, salami, thought.

Whoever comes up with the most words wins.

18. Add a letter.

At least two players. Think of singular nouns. The first player names any letter from the Russian alphabet. The next in turn must add his letter at the beginning or at the end, having in mind any word with such a combination of letters. Players continue to lengthen the letter combination in this way in turn. The one who names the whole word wins.

Another option is for older children. The one who names the whole word or the one who cannot add a letter, meaning some word, loses. The player can "bluff", i.e. add a letter for which he does not know the words. In this case, two options are possible: the player following him can either ask the previous player to say the word, and if the previous one cannot do this, he loses, or the next player himself continues to bluff further until one of the following players finally asks for the word.

This option is difficult, often the player cannot add a letter to a letter combination from a well-known word.

19. Travel. Family game.

One says: "Our ship is going to ... for example, to India. What will we take with us?" Someone asks: "What letter?". "On the letter" K "! ". The first one starts and says: "We take a cat!" Another: "Cacti!". "Pots!" If a lot of words have already been said for this letter, you can continue like this: "The first deck is already occupied. Let's fill in the next one, with the letter "P".

Another option is Travel.

Prepare sets of cards with letters. One identical for each. We draw a steam locomotive with wagons. On each trailer we write a large letter of the alphabet. (You can draw other transport).

We set a task. For example, today we are going to the sea. We take our places. Who will go with us? What will we take with us? One says: "A giraffe will go with us" and puts a card with the letter "Ж" on the trailer with the corresponding letter.

The next one says: "And I'll take the TV with me" and puts a card with the letter "T" on the trailer with the letter "T".

20. Who is friends with what letters.

The game is not only for memorizing letters and developing speech, but also very informative. Each player must have a picture of an animal. Can be different. For example, mom has an elephant, dad has a crocodile, and a child has a hedgehog. Mom says: "My elephant is friends with the letter "X" because he has a trunk." Dad says: "And my crocodile is friends with the letter" R "because he lives in the river." The child says: “My hedgehog is friends with the letter “I”, because he has needles.

21. Let's invent (from 3 years old).

We develop abstract thinking, speech.

You will need a set of items to play. different shapes(sticks, ball, ring, boxes, cylinder) and cards with the image of various objects of a certain shape - a mirror, a pencil, an egg, an apple.

IMPORTANT! the images in the pictures should be similar to the items.

For instance:

pencil, fishing rod, needle, knife - similar in shape to a stick;
vase, glass, thimble - a hollow cylinder.

The game is played something like this - children (or a child) sit in front of the table, each with a set of objects. An adult sits opposite, he has cards with pictures. The adult shows the cards one at a time and asks: "Who has an object similar to such a pencil?" The child who has the stick replies: "I have!" and receives a card with a picture of a pencil.

The opposite option: Children have cards with pictures, and an adult has different objects.

Children from 5 years old can play this game on their own and without pictures, inventing what this or that object might look like.

22. Continue the row.

To build sentences in accordance with the norms of the native language, the child does not need to invent suffixes and prefixes, learn grammar rules - he learns them in the process of communication.

This exercise is aimed at developing the ability to change words by analogy, that is, to detect certain grammatical patterns. Changing words according to the model, by analogy, the child discovers both language rules and exceptions to them.

For example: a fox, a bear, but a hedgehog; sugar bowl, bread box, but salt shaker, butter dish.

Another outstanding German scientist Wilhelm von Humboldt, the founder of linguistics, wrote: “When mastering a language, each child vaguely relies on analogies, which is more noticeable in creatively developed children. It is only important to find the spirit of these analogies, and this is a critical point in any language teaching real mastery of the language and real enjoyment of it begins.

The ability to use analogies will serve as a support for your child when learning foreign languages.

Tasks for the exercise "continue the row" parents and educators can easily come up with themselves. Here are some examples of tasks:

People - people, children - ...
Son - daughter, grandson - ..., nephew - ...
A team of horses - equestrian, a team of dogs - ..., a team of deer - ...
Tundra - deer, jungle - ..., desert - ...
Sleepers - wooden, rails - ...
The passenger entered the car, the passenger goes to ..., the passenger leaves ..., the passenger stands next to ...
Boat - boat, boat - ..., ship - ..., steamer - ...
A pilot is an airplane, a helicopter pilot is ..., an astronaut is ...
Sugar - in a sugar bowl, butter - in ..., bread - in ..., salt - in ...
Spoon - spoons - many spoons, fork - ... - many ..., knife - ... -
lot …

23. Snowball.

Players take turns adding words to the suggested beginning of a phrase.

Game options:

1. "We're going on the road"

Host: "I'm going on a trip and put in a suitcase ...".
Child: "I'm going on a trip and I'm putting soap in my suitcase."

Other situations are played out in the same way, for example:

2. "Cooking breakfast, lunch, afternoon tea, dinner"

Presenter: "We are preparing breakfast, let's make a menu."
Child: "I usually have a sandwich for breakfast."
Next player: "I don't have a sandwich for breakfast, I prefer...". Next" "I do not like, neither a sandwich nor ... I prefer ...", etc.

3. "Set the table"

Leading: "Let's set the table for dinner. I'll put a bread box on the table."
Child: "Let's set the table for dinner. I'll put a bread box, a napkin holder on the table."
The next player repeats the phrase and adds what else he considers necessary, etc.

4. "Going for a walk"

Leading: "We are going to the forest. I will put on rubber boots".
Child: "We are going to the forest. I will put on rubber boots, I will take a basket."
The next player repeats the phrase and adds what he still considers necessary, etc.

5. "Waiting for guests"

Host: "Guests will come to us today. Let's make an entertainment program. We can arrange attractions."
Child: "Guests will come to us today. Let's make an entertainment program. You can arrange attractions, show tricks."
The next player repeats the phrase and adds what he still considers necessary, etc.

24. History with continuation.

Have the children complete the story. The first player says the first sentence, the second repeats what the first said and adds his sentence, etc.

25. What are the words.

Read to the child a poem by M. Plyatskovsky "What are the words."

There is a sweet word - candy.
There is a quick word - rocket.
There is a sour word - lemon.
There is a word with a window - wagon.
There is a prickly word - a hedgehog.
There is a word wet - rain.
There is a stubborn word - goal.
There is a word green - spruce.
There is a book word - page.
There is a forest word - a titmouse.
There is a fluffy word - snow.
There is a funny word - laughter.

Then you name a word (for example, house, thunderstorm, joy) and ask what it could be. Each player comes up with their own definition.

The selection of synonyms helps to learn various meanings the same word, teaches you to choose the most accurate words, to avoid repeating the same words.

The adult explains that the same thing can be said in different words. Such words are called close in meaning.

Adult: "I'll start, and you continue. Winnie the Pooh is funny (funny, funny, funny, comical ...).
Donkey Eeyore is sad (sad, joyless, distressed...)".
Adult: The hare is cowardly. How else can you say? (Fearful, timid, shy ..)
Adult: "The hare is running away from the fox. How else can you say?" (Escapes, blinks, flees, flies at full speed, blows his legs).

27. Polysemantic words.

Adult: "Sometimes we call different objects with the same word. For example, onion is a vegetable plant, onion is a weapon.

What is the meaning of the word needle? (Sewing needles, conifer needles, hedgehog needles).
Discuss what meanings the words can have: pen, spout, tongue; strokes, runs, flies, rushes; ruddy, expensive, strong, fresh.

Read and discuss the poems with your child.

B. Zakhoder (from the songs of Winnie the Pooh)

going forward
(Tirlim-bom-bom),
And it's snowing
(Tirlim-bom-bom),
Although we are completely
Not on the road at all!
But only here
(Tirlim-bom-bom),
Say from-
(Tirlim-bom-bom),
Say from-
Why are your feet so cold?

The pin has a head. (V. Lunin)

The pin has a head, but without hair, alas!
The teapot has a spout, but no head.
The needle has an eye, but it does not hear,
The shoes have a tongue, but the shoes are silent all the same.
There are holes in the road, but no chin and cheeks,
There is a mountain foot, but something is not visible feet.
The mountain ash has hands, but the poor thing has no hands,
With a white eye, the potato, not seeing, looks around.
The key is silver in the thicket, to which there is no lock,
Across the field, having no legs, the river runs lazily.
The comb has teeth, but it cannot eat,
After the month, the month passes, and not the moon after the moon.
The stream has sleeves, although the stream is not dressed,
The folder is worn under the arm, but not under the cat

Noses. (A. Usachev)

Cranes have noses
Ships have noses
The kettle has a spout
Only very small.
An unusual beast - Nosuha,
Nosuha has nose to ear.
A huge rhinoceros
He wears a horn instead of a nose.
The goblin's nose is a knot,
And the pig has a piglet.
But the pig and the sailor
Wipe your nose!

Who is carrying what. (M. Yasnov)

Semyon carries a briefcase in his hand,
Pavlusha - deuce in the diary.
Serezha boarded the ship -
He is on naval duty.
Andryusha walks in strong men -
He carries a backpack on his shoulders.
Peter beat the bully Misha -
Michael is losing.
Stepan does not close his mouth:
He's been talking nonsense all day!

Clock. (V. Orlov)

They say: the clock is standing,
They say the clock is running fast
They say the clock is ticking
But they are a little behind.
Mishka and I watched together
And the clock is in place.

28. On the contrary (antonyms).

Many words have opposite meanings. An adult begins a phrase, and a child finishes it, for example:

sweet sugar, and pepper ...,
the road is wide, and the path ...,
plasticine is soft, and the stone ...,
tea is hot and ice cream...,
jelly is thick, and fruit drink ...,
a sheet of emery is rough, and a sheet of paper ...
The hare runs fast and the tortoise crawls...
It's bright during the day, but at night...

Another variant:

Porridge is boiled thick and ... (liquid). Animals are brave and ... (cowardly). Carrots can be eaten raw and ... (boiled). Apples can be small and ... (large).

Read to your child D. Ciardi's poem "The Farewell Game".

Here's the farewell game...
us a book
It's time to close;
We all hope
What with her
You became
A little smarter

you learned a lot
funny words
And more
All sorts of things
And if you
memorized them,
Not in vain
Your day is wasted!

And you and me
The turn has come
play the game
"Vice versa".
I will say a word
HIGH,
And you answer:...
I will say the word CEILING,
And you answer:...
I will say the word LOST,
And you will say: ...!
I will tell you a word
COWARD,
You will answer:
BRAVE.
Now
START
I will tell, -
Well, answer: ...!

29. Game of rhymes - tell me the word.

Realizing the rhythm and rhyme of a given line, children begin to understand poetic speech better.

The adult offers: "I will read you a poem, but I will not specifically say some words, and you try to tell me them." An adult reads a poem and does not finish one word in a line. The child suggests a rhyme. In case of difficulty, the words in the line are finished by an adult. The poem should be read until the child learns to independently pronounce the words correctly.

A very scary story. (Daniel Kharms)

Eating a bun with butter,
The brothers walked down the alley.
Suddenly on them from a nook
The big dog barked loudly.

Said the younger: - Here's the attack,
He wants to attack us..
So that we do not get into trouble,
We will throw the bun into the dog's ... mouth.

Everything ended up great.
The brothers immediately became .. clear
What's on every walk
You must take with you ... a roll.

Mouse cones (A. Kondratiev)

Once upon a time there were two serious cones on a pine tree.
Lived under a pine tree two cheerful mice.
And the mice screamed:
- Hey, get down bumps!
You know about us only by hearsay.

The cones answered:
- Stupid mice
Why is it bad for us to hang
Here on our tower.

Better we invite you:
Get in, let's hang out.

But what kind of game of rhymes does the poet Vadim Levin offer. It's called: "Add two lines."

The host comes up with the first two lines of the poem, and the rest of the participants in the game finish it, for example:

Hippo at the zoo
I swallowed a hedgehog and now

Ending options:

He has a stomach ache.
The poor hippopotamus is crying.

He raised a terrible cry -
I'm not used to spicy food.

Drinking castor oil all day
And roars ... like a hippopotamus.

Behemoth laughs with might and main:
Hedgehog inside tickles him!

Suggest your ending.

Try adding these couplets:

The game is the leading activity of a preschooler. It is in the process of play that kids develop comprehensively. A special role in the development of the child belongs to vocabulary didactic games. The main feature is that in didactic games all tasks are offered in a game form. While playing, children acquire knowledge, learn the culture of communication.

The role of didactic games for the development of speech:

Significantly increase vocabulary;
Contribute to the development of coherent speech;
Learn to write a story
Allows you to form the correct pronunciation of sounds;
Learn to pick up the right words depending on the situation.

This type of game allows the child to expand knowledge about the world around them. They do not require special expensive materials. They can be played anywhere. The main thing in such games is the possession of speech. If parents with a child are traveling in transport or standing in line, then at this time they can play word games. Then the time will be spent with great benefit.

Didactic speech games are entertaining and educational at the same time. Such games do not require deep knowledge in the field of pedagogy, therefore, they can be used by parents with great success. Thanks to such games, kids develop a craving for word creation, they successfully master their native speech.

Types of speech didactic games:

Playing with objects;
Board game;
Word game without the use of visual material.

We organize the didactic game correctly:

A didactic game must meet certain requirements in order to bring maximum benefit to the development of the baby:

Promote mental development;
Should be exciting, aimed at overcoming difficulties;
Should use humour, joke and entertainment.

Groups of speech didactic games:

1. Games, during which the phonemic side of speech is formed;
2. Games for the development of vocabulary;
3. Games for the development of the grammatical side of speech;
4. Games for the development of coherent speech.

Games for the formation of the phonemic side of speech:

Game "Different sound"

An adult calls four words, the child needs to name a word that sounds different:
Shock - talk - juice - song
Som - com - house - bed
Lemon - concrete - lawn - dog
poppy - pak - cancer - raspberry
Branch - baby - mesh - coat

Game "Recognize the sound"

The adult names the sound. The child should highlight it with cotton. For example, the sound A. First, the adult repeats this sound, and then begins to pronounce the sound sequence. The child needs to clap his hands when it sounds exactly the sound A.
The soundtrack might look like this:
U - O - I - A - E - A - M - Yu - Z - A

Game "Name the objects"

The child is shown a plot picture depicting various objects. The sound is called (for example, K). The child must name all the objects in the picture, in the names of which there is a specified sound.

Games for the development of vocabulary:

Game "Gathering things"

An adult offers the child paired pictures, which depict objects similar in purpose, as well as similar in appearance. For example, gloves - mittens, a cup - a glass, a plate - a saucer, a jar - a decanter, socks - knee-highs, boots - boots, shoes - sandals. Then he invites the child to put in the box the picture that he calls.

Game "Harvest"

An adult lays out dummies or real fruits and vegetables on the table. He puts two baskets next to him - one for vegetables and the other for fruits. The child needs to take one item at a time and put it in a basket with the words: “Plum is a fruit because it grows on a tree” and so on.

Game "Put things right"

An adult shows a child a painted wardrobe with shelves - at the top for clothes, and at the bottom - for shoes. Pictures of different clothes and shoes are laid out in front of the child. It is necessary to correctly place the pictures with the comment: “Shoes are shoes, because they put them on their feet” and so on with all the pictures.

Game "Catch the ball"

An adult holds a ball in his hands and says a word. For example, "black". Throws the ball to the baby at the same time. The baby catches the ball and says a word with the opposite meaning. In this version, the word is "white". You can use different parts of speech.

Game "What to do with him?"

An adult prepares various items for the game. One by one, he shows them to the child. The kid should name as many options for using this item as possible. For example, a cup - drink juice, put pencils in it, measure the amount of bulk substances, water plants.

Games for the development of the grammatical side of speech:

Game "Finish the sentence"

An adult holds a ball in his hands. Saying the beginning of the sentence, throws it to the child. The kid catches the ball and finishes the sentence with one word. For example, "Grow in the forest ..." (mushrooms, trees, shrubs, berries, etc.).

Game "Offer"

The adult says one word. The child must come up with a sentence containing this word. For example, an adult pronounces the word "ball", and the child comes up with a sentence with him (for example, they bought me a ball).

Game "Correct the sentence"

An adult pronounces a sentence with a semantic error to the child. The child needs to find the mistake and correct the sentence.
Suggestion examples:

1. Apples grow on a birch.
2. The girl was eating a cup.
3. It was very cold in Africa.
4. The boy put on a coat on his feet.
5. Chicks feed the bird.

Games for the development of coherent speech:

Make up a story game

An adult offers a child 4 - 6 pictures connected by one plot. The child needs to arrange them in a row in the correct order and make up a story.

Game "Find a place"

An adult lays out a series of pictures connected by one plot in a row. He does not post one picture, but invites the child to find a place for it to make a connected story. After restoring a row, the child needs to voice the story.

Game "It doesn't happen"

The child is shown an absurd picture and asked to tell what exactly is absurd in the picture.
Didactic games for the development of speech must be in Everyday life baby to stimulate his cognitive activity. The more often the child will play word games at home, the better his speech will be developed.

Spend more time playing with your child.

Speech is a means of exchanging information with the outside world. Therefore, in school and preschool institutions Much attention is paid to the development of coherent speech. Didactic games for the development of speech are a way to form correct speech, pronunciation, develop motor skills and expand vocabulary.

Didactic games are useful in that they develop speech functions in a playful way, without straining children. A card file of games for preschoolers includes methods used to develop speech, thinking and even memory.

For kids, the game is the main means of learning, which is systematically used by educators in preschool institutions and parents. The desire of preschoolers to play is constantly manifested, an experienced teacher will direct him in the right direction so that the baby develops in a playful way. And the correct and full-fledged development is possible only in the case of the right approach to setting up exercises.

The didactics rule developed by the scientist and psychologist Ya.A. Comenius, speaks of the most important principle of visibility, without which learning will cease to be effective. The principle of visibility states that learning is expedient if the use of the senses is connected to it.

• The rule says that it is important to approach the formation of the cognitive processes of children, with practical point vision. The guys will do experiments, observe, make mistakes, draw their own conclusions. Only through such methods the process of obtaining knowledge will become effective.

Games for the younger group

It is not difficult to come up with exercises and create props for them with your own hands, the material can be found in every room. Babies are just starting to understand the world, help them understand speech better, learn how to formulate thoughts and answer questions. Play these games:

• Print out a picture of the room. Make your own or print and cut out pictures of animals: cats, dogs, parrots, fish. Say that animals don't remember where they belong. Have your child place the cat ON the sofa, the dog UNDER the table, the parrot ABOVE the sofa, and the fish IN the aquarium. The game is designed for learning prepositions. In its course, highlight the prepositions with your voice.
• Give the child a word. For example, "cup". Ask to name the same item, only a small one. If you do not guess, say that it is a "cup". Practice with multiple items in one game.
• Tell the child: “What is green around us?”. Have him list the green items. Change the question. Variations: Which items would I say are red? Do you know which items are yellow?

Games are suitable for the first and second junior group. Remember that children are not yet able to concentrate on one activity for a long time, so do not engage with them for more than 20 minutes a day, unless the baby asks for more.

Games for the middle group

Guys middle group Preschoolers already know how to formulate some thoughts and have a small vocabulary. To influence the development of coherent speech, vocabulary and thinking of preschoolers, play didactic games with them:

• Ask your child: "What rides." List items: train, plane, carousel, car, wagon. Ask your child to raise their hand when you name the vehicle that is moving. Also play with him, asking what flies, crawls, walks.
• Ask the child: "Which mother?". He will name the characteristics of the mother (kind, sensitive, affectionate). Play the same way, talking about dad, grandmother. Later, ask to describe the objects (table - hard, large, brown, etc.).
• Teach your child to say opposite words. For example: big - small, light - heavy, cheerful - sad. Tell him 2 words for an example, after which he will express a desire to play further.

It's easy for preschoolers to get interested, but don't overdo it so that toddlers don't lose interest as they play.

Didactic games for senior and preparatory groups of preschool educational institutions

Children of the senior and preparatory groups have formed thinking and are able to highlight the signs of objects. To develop thinking, memory and coherent speech, play the following games with them:

• Buy or sew your own bag in which you put 5 items. Let the children take turns pulling the object out of the bag without looking into it. When he pulls out an object, ask him to name 3 signs of this object (pen - plastic, writing, white).
• Line up the children. Ask each child to name one object that is in the room. Ask the children to take turns naming the item without repeating themselves. The kid who says more words will be rewarded with a prize.
• Name the sentence: I bought a bun. Ask the children to say it in the plural: I bought rolls. Practice with at least 5 sentences in one game.

For children, play is important because they won't force themselves to do something because "it's the right thing to do." Don't force them to play if they don't want to.

Games for the development of sensory abilities

In everyday life, the baby constantly encounters colors, sounds, smells and other phenomena. Didactic material for games - this is a kind of props. Familiarization of a child with an ordinary nesting doll contributes to the development of coherent speech, perception, learning colors and shapes, building material in games helps to study the shape of objects.

To develop children's sensory perception, play games with them:

• Have the children sit in a row and place a basket of colorful balloons in front of them. Arrange colorful containers for balloons nearby. Call each child, asking him to pull out a ball of a certain color and put it in a container of the same color.
• You will need air balloons and colorful threads. Call the child and invite him to tie a red thread on a red ball, a blue thread on a blue one, and a green thread on a green one. If your child is struggling, set an example for him.
• Stock up on fishing line and beads: small and large. Show how you string beads onto a string. Do this by alternating between a small and a large bead. Ask the kids to repeat, make sure they string the beads in the correct order.

Sensory exercises are effective in preschool and younger school age for the development of speech and attention.

Communicative development: the development of social and cognitive processes

Socio-emotional development is important for a child, because he is just getting used to society. A large percentage of preschoolers go to kindergarten in a depressed state, do not relax in a peer group. Games for communicative development help children develop socially, recognize the emotions and feelings of the people around them. Play with the children in educational games:

• Print several photos of people with different emotions. Invite the children to guess which emotions are depicted in each picture.
• Have the children draw sadness, joy, surprise, and fear.
• Ask the children to repeat the emotions that are shown in the photographs. To do this, provide them with mirrors.

Such games have a positive effect on self-contained children, as they help to overcome fears of the public.

Game: call me affectionately

The game "Name it affectionately" shows the level of grammatical development of children, contributes to the expansion of one's own vocabulary and the artistic and aesthetic development of the child, which is why it is so popular. The essence of the game is that the teacher, under the control of a speech therapist, pronounces the phrases:

• The flower is yellow, and the flower ... The child answers: “yellow”;
• The pear is tasty, and the pear ... Delicious;
• The cat is fluffy, and the kitten ... Fluffy;
• The cake is sweet, and the cake is… Sweet.

Come up with more of these phrases to work with children longer. Under the supervision of a speech therapist, the game is carried out more efficiently in order to control the correctness of speech.

Formation of the grammatical structure of speech

The role of the formation of the grammatical structure of speech cannot be overestimated, since speech is the main means of communication, which is considered the basis for the development of thinking, pronunciation and intelligence.

The formation of the grammatical structure of speech occurs at preschool age, and didactic games are the best remedy for this purpose. They not only contribute to artistic and aesthetic development, but also through games attract children to classes. The classification of didactic games allows each group to present material suitable for the age of the children.

Often exercise early development requires the help of a speech therapist, but didactic games are also used in this art.

Remember that the family plays the most important role in human development. The family for children under 10 is an authority. So play games with your child. If you do not know any exercises, various manuals have been developed that are suitable specifically for the development of coherent speech, artistic and aesthetic thinking, intelligence, vocabulary. You will appreciate the role of classes when the baby goes to school, and easily adapt to the new environment.

Game: name what has changed

The game develops memory, attention and logical thinking. You will need at least 6 different toys. Lay them out in front of the children. Ask them to remember the sequence of toys.

When the kids have seen enough, ask them to close their eyes, then swap a few toys in places or remove one. Have the children guess what has changed. The most attentive of the children receives a prize.

Game: find out by description

The game is universal. It develops logic, memory, thinking of children, teaches to distinguish the signs of objects.

To play the game, you will need several sets of pictures that are different in some ways. For example, a set with a blue, white snowman with a long or short carrot, with or without a broom. That is, all the pictures in the set are snowmen, but they are different. Ask the children to choose the snowman you describe.

As practice shows, the guys like this game.

Games for the sound culture of speech

The development of sound culture is an important component child development. It helps the baby to distinguish sounds and words, pronounce sentences correctly and formulate thoughts. Sound culture games:

• Imitate animal voices. Have the children guess the animal by the sounds it makes. Switch roles with your child.
• Whisper in the ear of the child, who is sitting first in line, the name of any object in the room. He passes this word along the chain, and the last kid in the line gets up and points to the object.
• Ask the guys what you can ride. They will list: car, bus, tram, etc. Also ask what you can fly, what you can eat, where you can walk, etc.

Didactic games are a universal method for the development of children preschool age. Spend them regularly, and the kid will not experience difficulties at school.

The game for young children is the main method of knowing the real world. In order to teach the baby the necessary skills in a comfortable and easy way for him, teachers and speech therapists have developed special didactic games for the development of speech. They can be focused on improving various speech skills - it all depends on the age of the child and the specific learning goals.

In total, pedagogy distinguishes 3 types of didactic games for preschool children (they have one goal - the development of speech):

1. didactic word games with objects, toys;
2. board games with printed materials;
3. word games.

Sometimes they also distinguish didactic games for the development of speech by age - some tasks are designed for kids 3-5 years old (younger preschool age), they allow you to correctly quickly. And others - for children 6-7 years old (senior preschool age), allow you to correct and improve existing speech skills.

Each type should be considered in more detail.

Didactic games with surrounding things

First of all, these games are aimed at developing the child's tactile sensations, his ability to properly use toys and other household items. Object games also develop the imagination of the baby - he learns to think creatively.

What is the subject?

The simplest didactic game in this set teaches children to name the objects they see.

The baby takes a toy or other object out of the bag, and then simply names it (for example, a phone, a cup, or a soft toy).

chest with pictures

There are similar to the previous didactic games for the visual perception of children. The teacher or parent should take a small chest, put pictures or photographs of various objects in it, and then invite the children to get the images and name what is shown on them.

Sasha's helpers

This didactic game helps to understand the difference between singular and plural in verbs, and also introduces the child to the structure of the human body.

The teacher tells the children that now the Sasha doll with assistants will come to them, and the task of the children is to guess what they are called. The teacher “leads” the doll, and then points to her legs, asking the children what this part of the body is called and what she can do (legs - run, walk, dance). When the guys answer, the teacher begins to point to other parts of the body and ask the same thing (eyes - look, blink, mouth - speaks, chews food, yawns, etc.).

cube

This speech development game preparatory group improves the diction of babies, allows them to develop or improve onomatopoeia.

To complete the exercise, you will need a cube, on each side of which an animal or an object is depicted that can make recognizable sounds (for example, an airplane - “uuu”). The kid throws a cube (you can also say “twist and turn, lie down on your side”), and the teacher asks him to say that the dropped edge shows what sounds this object makes (for example, a cow - “muuu”, a donkey - “ia”) .

What item is suitable?

Didactic games based on comparison teach children to compare the sizes of objects, as well as to find analogies between these sizes. For example, you can take several teddy bears and plates of different sizes, and then invite the child to match which bear which plate is suitable in size (large - large, small - small).

word games

Didactic games for the development of speech of this type develop the attention of children, teach them to remember, develop speech and the ability to express their own thoughts. In these tasks, the words of the children are connected with their actions.

Locomotive

The teacher takes a toy train, offering the baby to call him. The child begins to say “Uuuu” (the exercise works out exactly this sound), and the teacher at this time brings the train to the baby, as if the toy had arrived at this sound.

Echo

This didactic game for the development of speech is used in the preparatory group. The exercise is aimed at practicing the correct pronunciation of vowels. The teacher should loudly pronounce the practiced sound, and the child should quietly repeat after him. For example, the teacher says “OOO” and the kid echoes back “Oooh.” You can work out vowel combinations in the same way.

horse

The exercise works out the correct pronunciation of the sound "I".

Like the “Steam Train” exercise, the teacher needs to take a horse figure and invite the baby to call her. The child begins to say "Eee", and the horse "jumps". When the baby stops making a sound, the toy should “stop”. Then her name is the next children in turn.

Board didactic games

Didactic games based on pictures develop visual memory, increase attentiveness, allow you to visually assimilate the material.

There are three main didactic exercises of this type used in practice.

For the first, you need to take a picture cut into pieces or puzzles, and then invite the children to assemble the image with their own hands and name what is shown on it.

Sometimes teachers use other didactic visualization games - finding pairs for images. For this, a lot of various small color pictures are taken. Important condition– each image must have a pair. Kids look for the same pictures and match them. You can change the game a little - take two similar pictures and invite the child to find a few differences.

You can also prepare and select pictures that logically match each other (house - roof, car - wheel, tree - leaf, etc.).

In practice, another task is used. To complete it, they take several toys and their corresponding pictures (if the toy is a kitten, then the picture should also show a kitten). Children are invited to correlate real and drawn objects with each other. This teaches the right balance between real and unreal things.

Games for children 3-5 years old

In children of primary preschool age, the main goal of education is the production of sounds and the correct pronunciation of words, since it is during this period that such skills are formed and laid down. For this, there are didactic games for sounds and words.

Vowel sounds

Helps children learn to identify vowel sounds in words and identify them. It is better to repeat this exercise with children daily.

The teacher gives the children a word of one, two or three syllables (it is better to start the game with one-syllable words for simplicity, and then gradually increase their length). At the same time, the children must pronounce the word and name all the vowel sounds that they found in it (for example, for the word steam locomotive, the baby must name A and O).

Three words

Didactic games on semantic analogies allow you to make the baby's vocabulary more active.

To complete the task, a group of children must be lined up. Each teacher asks a simple question. The kid should take three steps forward. Taking each step, he pronounces the answer to the question (that is, there should be three answers in total). For example, to the question of the educator “how can I draw”, the baby can answer “with paints, pencils, felt-tip pens”.

Finish the sentence

The exercise helps children learn to use additional connected words in sentences.

The teacher gives the children a sentence that is missing one word. Children must complete it on their own. Offers may vary:

• sugar is poured into ... (sugar bowl);
• sweets are put in ... (candy bowl);
• bread is stored in ... (bread box).

You can do similar didactic games on syntax and add complex structures:

• we will go for a walk ... (if it doesn’t rain);
• Sasha did not go to kindergarten ... (because he caught a cold);
• I don't go to bed... (because it's not time).

Superfluous word

A preschooler, performing didactic games for an exception, learns to find extra words by ear and perceive oral speech.

The teacher pronounces a series of words to the child, in which the child must find the superfluous and explain his choice.

1. cat - fox - hare - umbrella - horse (umbrella - not an animal);
2. locomotive - train - ship - plane - bed (bed - not a mode of transport);
3. porridge - cube - tea - soup - candy (the cube is not edible).

5 titles

Didactic grouping games help a preschooler to generalize words according to their meaning.

To perform the exercise, you need to prepare the ball. The teacher says a general word (for example, “dishes” or “fruits”), and the child must name a specific word (“cup”, “apple”, etc.) and throw the ball to another so that he does the same. You get a chain of words (optimally, there are five names - for example, apple - pear - plum - orange - kiwi).

Change of words

More complex didactic grammar games - changing the form of the same word for the subsequent understanding of numbers and cases.

The teacher gives the preschooler a simple sentence, and he must put the character in the plural:

• I took candy - I took candy;
• bought toys in the store - bought toys in the store;
• I cut out a snowflake - I cut out snowflakes.

All the above exercises can be modified and changed, making them more interesting or difficult - it all depends on the level of preparation of children.

Didactic exercises for children 6 or 7 years old

Games for the development of speech in senior group a little more difficult, because by this age the guys already master the basic skills of speech, and they need to improve it.

"Heat - cold"

Didactic games for the development of the speech of preschoolers of this kind are aimed at finding antonyms for words.

Before doing it, you need to make sure that the child understands the meaning of the words “different”, “opposite”, “similar”, “same”.

The teacher gives a word and a phrase to the child so that he says the expression opposite in meaning (the ball is large - the ball is small, the ribbon is long - the ribbon is short, the figure is white - the figure is black, the cube is light - the cube is heavy, the pond is deep - the pond is small, the boy is cheerful - the boy is sad , the weather is clear - the weather is cloudy).

Didactic games on antonyms can be complicated - add not only an adjective, but also a noun to replace (clear day - rainy night, warm summer - cold winter).

Relatives

The exercise helps the preschooler to understand family relationships and establish the degree of relationship between people.

The teacher, as part of an exercise to develop an understanding of kinship, asks questions about family ties, and the child must answer them:

• who are you for mom and grandmother (son / daughter, grandson / granddaughter);
• who is your father's brother (uncle);
• who is your father's brother's daughter (cousin).

To make a sentence

Didactic games for sentences helps to increase the attention of a preschooler and teach him to correctly coordinate words. The speech therapist gives 2 words that are inconsistent with each other, and the child makes a phrase or sentence out of them.

For example, the teacher says “jump the ball”, and the preschooler says “the ball jumps”, “the girl swims” - “the girl swims”.

Professions

Speech development games for preschoolers related to professions improve the child's knowledge in professional areas, and also teach him to form another part of speech from one part.

The teacher, offering such didactic word games, gives the name of the profession, and the preschooler says what such a person does. For instance:

• builder - builds;
• doctor heals.

Diminutive words

Didactic games on the forms of words teach to form diminutive forms of words known to children. The teacher imposes the word in its usual form, and the student - in a diminutive:

• doll - doll;
• bag - handbag;
• scarf - scarf.

Didactic games to improve speech is one of the simplest and most effective ways improve children's communication skills and teach them to distinguish word forms as well as their meanings.

For different groups For children, the complexity of the exercises is different - speech development games in the older group are much more difficult than in the younger group. Parents can come up with tasks on their own using examples, or you can turn to speech therapists for help.

The presented speech development games are aimed at solving the following main tasks:

forming a dictionary, working on the meanings of words and expressions, activating the dictionary in different forms speech activity;

Formation of different forms of verbal speech: oral, written, dactyl;

The development of coherent speech of children, primarily colloquial, as well as descriptive and narrative.

The proposed games are not divided into types or groups, because each of them solves a number of tasks. So, when conducting the same game, the teacher can set the task of expanding and activating the children's vocabulary, teaching global reading, forming the ability to understand questions and answer them. To a greater extent, games are presented for working with children of the first years of study, since at this stage it is especially important to create a game motivation for mastering speech material.

When playing these games, some general requirements and recommendations should be taken into account:

When choosing games, it is necessary to be guided by the requirements of programs for the development of speech for deaf or hard of hearing preschoolers of a certain age, in particular, take into account the tasks of work on the development of speech, the subject and content of classes;

· when playing games, the choice of forms of speech (oral, written, dactyl) is determined by the requirements of programs for the development of speech (FOOTNOTE: Program "Education and education of hearing-impaired children of preschool age". M .: Education, 1991; "Education and education of deaf children of preschool age" . M., 1991);

· when conducting all games with the aim of developing colloquial speech, the specified vocabulary material should be included in the composition of phrases, the structure of which depends on the level of speech development of children. Depending on the situation about communication with children, this speech material must be used in the form of instructions, questions, messages;

In the process of conducting games, frontal work should be combined with individual work, especially in relation to children who have difficulty in mastering speech.

in the process of conducting games in individual lessons in kindergarten or in the family it is necessary to focus on the level of speech development of the child and his individual characteristics;

· The proposed topics of games, equipment, speech material are given as exemplary. Adults, at their discretion, can change the subject, equipment, increase or decrease the amount of speech material, depending on the level of mental and speech development of children. In relation to each game, only the speech material necessary for mastering the content of the game is indicated. Words and phrases that are constantly used to organize games, evaluate children's activities (we will play, right, right, yes, no, well done, etc.) are not repeated in the description of each game. They are used by adults at their own discretion, depending on the game situation.

These games can be used by deaf teachers in speech development classes, by educators in classes in various sections of the program, as well as by parents at home.

A train

Objectives: to teach children global reading; learn to answer questions.

Equipment: a toy train with five or six cars, toys (wolf, fox, hare, dog, cat, etc.), nameplates of toys attached to the train cars.

Speech material: we will play; the train is running. A dog, a cat, a hare, a fox, a wolf go to visit the doll. Show the dog (cat...). Where is the fox (wolf, hare...) going? True False.

Children stand or sit in a semicircle in front of the teacher. The teacher takes out toys from a beautiful box, names them together with the children, and gives a toy to each child. An adult shows the children a train, to each trailer of which is attached a sign with the name of an animal (DOG, CAT, WOLF, FOX ...). The teacher says to the children: “Let's play. A fox, a hare, a wolf... go to visit the doll. Where is the fox (wolf, hare, etc.) going?” The child who has this toy comes up to the train, finds a car with a sign FOX, “seats” the toy in it, and together with the teacher reads the sign in conjugated-reflected form. The game continues until all the children have placed their animals on the wagons. After that, the train leaves.

Carousel

Goals: same.

Equipment: carousel image on cardboard, photographs of children, nameplates for children.

Speech material: children's names. This is a carousel. Let's play. Who is this? This is Olya .... Where is Olya (Katya ....)? Olya (Katya...) is skating.

Children stand in a semicircle around the teacher. The teacher fixes on the table or on the board an image of a carousel made of cardboard. It is desirable to fix the carousel in such a way that it can be rotated. A sign with the name of the child is inserted into each “seat” of the carousel, and photographs of children are laid out on the teacher’s table. The teacher says: “This is a carousel. Let's play." Then he asks one child to take a tablet with his name, read it, match the photo to the tablet and put it on the “seat” of the carousel. In the same way, children place all the photos in their places in the carousel. After that, the carousel can be started.

After the carousel stops, the game can be continued, only this time the teacher distributes tablets with each other's names to the children, helps each child to read the name. Then the child points to the person whose name is written on the tablet, and puts the tablet next to the photo. When labels are matched to all photos, the carousel starts again.

draw a path

Objectives: to improve the skill of global reading, to teach to understand and follow instructions, to develop fine motor skills.

Equipment: a sheet of white cardboard with slots on both sides for houses and signs. On the one hand, houses with opening windows are inserted into the slots (in each window there is an image of a toy: a doll, a cat, a fish, a bear, etc.), and on the other side, plates with the names of these toys are inserted in a random sequence into the slots.

speech material. Here is the house. What's there? Open. There is a doll (fish, cat, bear...). Draw a path. Show the doll (cat, fish, etc.).

Children stand near the blackboard. A sheet of cardboard is fixed on the board, on which, on one side, there are houses with opening windows, and on the other, in a random sequence, plates with the names of toys. The teacher says: “Let's play. Here is the house (points to one of the houses). What's there? “The teacher asks the child to go to the house and open the window. The child independently (or reflected-conjugated) names who “lives” in the house (for example, “There is a doll”). Next, the teacher asks the child to find the appropriate plate, while he points to the column where the names of the toys are written. After the child has correctly shown the sign, the teacher asks him to draw a path: "Draw a path." The child draws a path with a felt-tip pen from the house to the corresponding sign. The teacher reads the name of this toy with all the children. Then the children open other windows and pick up signs with the names of the inhabitants of the house, draw paths.

Family

Objectives: to expand the vocabulary, improve the global reading of children, learn to answer the questions of the teacher.

Equipment: flannelograph, cardboard house with windows, slots are made under each window into which you can insert signs, pictures of family members.

Speech material: This is a house. Mom lives here (dad, girl, boy, grandmother, grandfather). Who is this? Where does mom (dad, etc.) live?

A cardboard house with windows is attached to the flannelograph. Under each window there is a sign with the name of a family member. The teacher distributes pictures of family members to the children, asking: “Who is this?” The pictures show grandma, grandpa, mom, dad, girl, boy. Then the teacher points to the house and says: “We will play. This is a house. Mom, dad, grandmother, grandfather, boy, girl live here. Where does mom live? The child who has a picture of his mother comes up to the flannelograph and attaches this picture to the window under which the corresponding sign is attached. Then the teacher reads this tablet together with the children. The game continues until all family members have taken their places in the house.

Mishkin house

Goals: same.

Equipment: teddy bear, toy furniture (table, chair, wardrobe, sofa, bed, sideboard), cardboard or plastic house with windows, door, removable roof or sliding walls, handkerchief.

speech material. This is a house. A bear lives here. What is there? What's this? Table, chair, wardrobe, sofa, bed, sideboard. Set up a table (chair...).

Children sit in a semicircle around the teacher's table. There is a cardboard house on the table and a teddy bear next to it. The teacher points to the house and says: “This is the house. A bear lives here. Children repeat the phrases after the teacher.

The teacher points to toy furniture covered with a scarf: “What is there?” He takes off his handkerchief and names each piece of furniture, the children reproduce the words conjugated-reflected. The teacher brings the bear into the house through the door, points to the window: “Look. What is there? The teacher removes the roof of the house or pushes the walls apart: "Look." Each child takes turns approaching the house and looking inside. Inside the room are signs with the names of the furniture. The teacher offers the child to take one of the plates and pick up the appropriate piece of furniture. When the child picks up a piece of furniture, the name is repeated with all the children. Then the adult, pointing inside the house, says: "Put a chair (table, wardrobe, etc.) here."

The game continues until the children put all the furniture in their places in the room. The teacher says: “The house is beautiful. The bear will live here.

Field of Dreams

Goals: same.

Equipment: a top with an arrow, subject pictures according to the number of children (for example, a jacket, pants, a fur coat, a coat, a hat, a scarf), a set of plates with the names of objects.

speech material. This is Yula. I will spin the top. What do you have? Jacket, pants, fur coat... Find the picture. Show the jacket (pants ...).

Each child has a set of subject pictures on the table. The teacher has a top on the table, to which an arrow is attached. Around the top are 5-6 tablets with the names of objects. The teacher says to the children: “Let's play. I will spin the top." After the top stops, the teacher shows the sign pointed to by the arrow and reads the sign together with the children. The teacher asks: “Where is this picture? Show". Children must choose the appropriate picture from the set and raise it so that the teacher can evaluate the correctness of the choice. Then the teacher fixes the picture in the typesetting canvas and a sign under it. Next, the teacher calls one child to spin the top. The game continues until all the cards have been read.

This game can also be played on other thematic material, the number of tablets can be increased at the discretion of the teacher.

Lotto

Goals: same

Equipment: five subject pictures with the image of domestic animals (for example, a horse, a cow, a goat, a pig, a dog), a large lotto card on which the names of subject pictures are written.

speech material. Who is this? Horse, goat, pig, dog, cow. There is no dog.

The child is sitting at the table. In front of him is a large lotto card with the names of pets written on it. The teacher says: “We will play”, shows the picture and asks: “Who is this?” The child names the picture independently or conjugated-reflected. The teacher asks to find the name of the picture on the loto card: “Where is the horse?” The child must find the appropriate tablet and read it. The teacher gives him a picture that the child puts on the plate.

In the middle of the game, the teacher shows a picture, the name of which is not on the big lotto card. The child must identify and say that this picture is superfluous: "There is no dog." Then the game continues.

doll book

Objectives: to improve the skill of global reading; learn to follow instructions, answer the questions of the teacher.

Equipment: a doll with a bag, a set of tablets, a home-made book with a picture of a boy (girl) who performs various actions. A strip of thick paper is glued under the drawings so that you can insert a plate.

speech material. The doll has arrived. The doll will play with the children. This is a book. What's there? What is the boy doing? The boy runs (walks, stands, fell). Walk, run, jump, crawl.

Children stand in a semicircle around the teacher. The teacher shows the doll and says: “The doll came to visit. The doll will play with the guys. Then the teacher points to the bag that the doll “holds” and asks: “What is there?” Children repeat this question after the teacher. The doll "takes out" signs with the names of actions from the bag (go, run ...), gives instructions to the children. The teacher, together with the children, reads each tablet, fixes it in a typesetting canvas. Children do the right thing. Then the teacher looks into the bag again, takes out a book from it and asks: “What is this?” Children alone or together with the teacher say "This is a book."

The teacher opens the book, shows the children the picture on the first page and asks the children: “What is the boy doing?” The child must answer (for example: “The boy is running”), take the appropriate plate from the typesetting canvas and fix it in the book. Similarly, work is carried out with subsequent images.

Wardrobe with things

Goals: same.

Equipment: a wardrobe from a set of toy furniture with shelves and opening doors, a set of clothes for a doll, plates with the names of clothing items.

speech material. The doll is inaccurate. There is a dress, pants, jacket, T-shirt, hat. Put down your shirt... Hang up your dress...

There is a wardrobe on the teacher’s table, and doll clothes are scattered around it. The teacher tells the children: “The doll is sloppy. The clothes are scattered. Clothes should be put in the closet. The teacher opens the cabinet doors and shows the children that there are signs with the names of clothes on the shelves and on the hangers. Then he asks one of the children to take, for example, a dress and hang it in the closet (“Nikita, take the dress. Hang it in the closet”). The child finds a hanger to which the sign "DRESS" is attached, and hangs the doll's dress on this hanger. In case of difficulty, you can take a hanger with a sign from the closet and pick up the appropriate item for it. Then other children hang or put the doll's things in the closet in the same place in the same way. During the game, you can clarify the meanings of the words “put-hang” (“Put down the T-shirt. Hang up the dress”).

A similar game can be played on the topic "Utensils",

spread fruit

Objectives: to expand the vocabulary, develop the skill of global reading.

Equipment: pictures of fruits (grapes, lemon, apple, plum, pear) or small models, tray, flannelgraph, toy baskets or cut out of cardboard. Each basket is attached to a plate with the name of a particular fruit.

Speech material: apple, plum, pear, lemon, grapes. What's this? Whats up? Put it right. Take a pear... There is a pear (apple...).

Children sit at their tables. The teacher shows a tray with models or pictures of fruits on it. The adult shows the children all the fruits in turn and asks about each of them: “What is it?” Children name fruits.

Next, the teacher puts the baskets on the table (or attaches images of the baskets to the flannelgraph). He distributes dummies or pictures of fruits to children: "Masha, take a pear." After the child has chosen the picture correctly, the teacher offers to put it in a basket with the appropriate inscription. The child reads the inscriptions on the baskets and puts the picture of the fruit in the right basket. The teacher, together with the children, reads the word attached to the basket and clarifies: “There is a pear (apple) here.” In the same way, other pictures depicting fruits are laid out in baskets.

A similar game can be played on the topic "Vegetables".

do as we do

Objectives: to improve the skill of global reading, to teach how to carry out assignments, to activate the vocabulary of children.

Equipment: small toys (bunny, bear, wolf, dog, hedgehog), signs with the name of actions.

Speech material: hare, bear, wolf, dog, hedgehog, jump, run, stand, walk, dance, right, wrong. We have guests. Who is this?

Children sit at their tables. The teacher informs the children: “Guests have come to us. Who is this?" The adult shows each toy, the children name it. Then the teacher puts the toy on the table in front of the children. Next to each toy, the teacher puts a sign on which some action is written. Then the adult says: “Let's play. Guys, get up. Come to me". After the children have stood in a semicircle near the teacher, an adult takes a toy (for example, a bunny) and shows the children his sign. Children perform the appropriate action.

draw a picture

Objectives: to develop the skill of global reading, to teach children to answer the questions of the teacher, to develop coherent speech of children.

Equipment: flannelgraph, images of objects (house, tree, grass, sun, girl, boy, ball) cut out of cardboard and pasted on flannel, plates with the names of these objects.

Speech material: house, flowers, grass, ball, sun, girl, boy playing. Let's make a picture. Where are the flowers?... Take the flowers... A boy and a girl are playing ball.

Children stand in a semicircle near the flannelograph. Tablets with the names of the drawings are attached to the flannelgraph, and the drawings themselves lie on the table not far from the flannelgraph. The teacher tells the children: “Let's make a picture. What is written? For example, the teacher points to the "FLOWERS" sign attached to the flannelgraph. After the tablet is read, the teacher removes it from the flannelograph and attaches the corresponding drawing to the place of this tablet, i.e. flowers. Next, the child reads any of the remaining tablets, finds the desired image and replaces the tablet with a picture. This is how the picture gradually emerges. After the picture is fully assembled, the teacher, together with the children, once again clarifies the names of various objects, includes words in sentences, demonstrates them on tablets or writes them down on the board. The sentences are read by all children. Depending on the level of speech development, the text may be larger or smaller. For instance. "Spring has come. The sun shines. Grass and flowers grow. A boy and a girl are playing ball. Then the text is read by the teacher together with the children.

In the next lesson, you can invite the children to pick up sentences from the text to the picture on the flannelgraph (The sun is shining ...).

fox birthday

Goals; improve the skill of global reading, activate children's vocabulary, learn to understand questions and answer them.

Equipment: toys (fox, cat, wolf, bear, hare, dog), animal nameplates, toy table and chairs.

Speech material: fox, bear, cat, wolf, hare, dog. Fox has a birthday. The guests came to the fox. Fox can't read. Help the fox. Who is this?

There is a toy table and chairs on the table in front of the children. On each chair is a sign with the name of a particular animal. The fox appears. The teacher tells the children: “The fox has a birthday. The guests came to the fox.

Further, the teacher points to chairs with signs, says: “The fox cannot read. Help the fox. Look who's here." Children look at and read the signs. Behind the screen on another table are the animals that came to the fox for his birthday. Children together with the teacher name animals.

Then the teacher offers the children: "Let's put the animals in their places." He suggests that one of the children take a sign, find the appropriate toy and place it on a chair. The game continues until the children have put all the animals at the table. Then it is clarified once again who came to visit the fox, what the guests did at the birthday party.

Score

Goals: same.

Equipment: three shelves, natural or drawn on paper, toys or pictures depicting toys (there may be pictures depicting dishes, clothes, etc.), plates with the names of toys.

Speech material: matryoshka, shovel, car, doll, fish, pyramid. This is a store. I will be a seller. What toy do you want? I bought a bunny...

There are shelves with toys on the table. If they are not available, you can attach a sheet of paper to the board, on which three shelves are drawn, to which pictures of toys are attached. Next to the shelves on the table are tablets with the names of toys. An adult points to the shelves and says: “We will play. This is a store. I will be a seller. Sasha, what toy do you want? The child goes to the shelves, takes one of the plates with the name of the toy he wants to buy. Depending on the speech capabilities, some children may be limited only to the name of the toy, others may use the phrase "I want (buy) a doll." The child gives the tablet to the adult. The seller takes a toy from the shelf, asks the child to say what he bought. The game continues until all the toys are "sold out".

colorful flags

Objectives: to develop the skill of global reading, to teach to understand and follow instructions, to develop color perception.

Equipment: five flags different color(red, blue, green, yellow, black), color nameplates.

Speech material: green, blue, red, yellow, black. Who has this flag? Show checkbox. I have a blue (green...) flag. Walk around.

Children sit at their tables. Each child has two flags of different colors on the table. The teacher shows a sign with the name of one color or another, reads it with all the children and then asks: “Who has such a flag? Show". If the children memorized the color designations in writing well, only tablets can be offered, and then, after selecting the appropriate flag, read them with the children. Children should raise the flag and say what color it is (“I have a blue flag”). At the end of the game, the teacher offers to take flags of a certain color and go around in a circle with them.

Garden

Goals: development of global reading skills, expansion of ideas about the environment, development of attention.

Equipment: a large map depicting a garden (an empty circle is drawn on each “bed”, and the name of a vegetable is written under it), small pictures depicting potatoes, carrots, beets, cabbage, onions, cucumbers, tomatoes.

Speech material: potatoes, cabbage, carrots, beets, onions, cucumbers, tomatoes. This is a vegetable garden. Cabbage, onions grow here ... What is there? What's this? Where does... grow?

On the teacher's table is a large picture of a vegetable garden. In the envelope, the teacher has small pictures depicting vegetables. He says: “This is a garden (points to a large picture). Cabbage, beets grow here ... ”Then the teacher takes out a small picture from the envelope with an image of, for example, a cucumber and asks the children:“ What is this? Where does cucumber grow? One of the children comes to a large picture, finds an empty circle, under which is written CUCUMBER and puts the image of a cucumber on the empty circle. Then the teacher invites one of the children to get a picture of another vegetable from the envelope, name it, and then find the garden bed on which it grows. Children are asked questions: “What is this? Where does it grow? The game continues until all the empty circles in the picture of the vegetable garden are closed.

Find the animal mask

Objectives: to improve the skills of global reading, to teach to follow the instructions of the teacher, to answer questions.

Equipment: animal masks (cats, dogs, squirrels, foxes, wolves), signs with the names of animals, a basket.

speech material. Here is the basket. This is a cat, dog, squirrel, wolf. Take this mask. Who are you? I AM- fox (wolf...). Put on your masks. Let's dance.

There are masks on the table. The teacher shows the children a basket with signs, which he holds in his hands and says: “We will play. Here is the basket. Here are the signs. Anya, take the sign. The child takes the tablet and reads it together with the teacher. Then the adult offers: "Take such a mask." The child takes the mask, calls it ("It's a wolf") and sits on his chair. At the end of the game, an adult asks each child a question: “Who are you? “The child, on his own or with the help of a teacher, says: “I am a fox ...”, puts on an animal mask. Then the children lead a round dance.

Postman

Goals: same.

Equipment: envelopes according to the number of children, a postman's suit, toys (ball, fish, doll, car, boat), signs with instructions.

Speech material: fish. doll, car, boat, go, give, take, take away, show, names of children. What's there?

Children sit at their tables. The “postman” enters with a bag (a teacher or teacher dressed as a postman) and says: “Hi! The bag is heavy. What is there? The “postman” takes out one toy from the bag, asking the children: “What is this?” Then the "postman" takes the envelopes out of the bag and shows them to the children. Children, having read the name on the envelope, point to the child to whom the letter is addressed. The “postman” gives the envelope to this child, he opens the envelope and takes out a sign with an instruction from it, for example: “Take the boat". The tablet is read, then the child completes the task. The game continues until the "postman" distributes all the "letters" to the children.

Find a picture

Goals: activate vocabulary, improve global reading skills, develop attention.

Equipment: pictures of dishes (five pictures for each child), plates with the name of dishes.

Speech material: cup, spoon, plate, saucer, teapot, saucepan. Show a picture. Who has this picture? Walk straight.

Children stand in a line; Each child has five pictures of dishes in their hands. The teacher stands at a distance of 1.5-2 m from the children. An adult says: “We will play,” shows the children a sign with the name of the dishes: “Read.” Children read the tablet together with the teacher, then the adult asks: “Who has such a picture? Show the picture." If the child correctly showed the picture, he takes one step forward. The one who showed incorrectly remains in place. The first person to reach the teacher wins.

guess

Goals: develop fine motor skills, teach global reading, learn to understand questions and answer them.

Equipment: schematic (black and white) pictures with images of animals or pictograms, which show the features of the appearance of animals (beak of a goose, mouth of a wolf, horse ears), plates with the names of animals.

speech material. Watch carefully. Do so. Who does it look like? Who is this? This is a hare, wolf, horse, goose, bird.

The game is based on the correlation of the position of the fingers with the features of the appearance of some animals (FOOTNOTE: Tsvyntary V.V. We play with fingers and develop speech. St. Petersburg, 20). Pictures or pictograms (which is preferable) with images of animals are displayed on the typesetting canvas. The children's tables are labeled with their names. First, the teacher clarifies the names of the animals: pointing to a particular picture, he asks the question: “Who is this?” Children find the necessary plate on the table and read it together with the teacher. Then the teacher reproduces the position of the fingers of both hands, conveying certain features of the animal, for example, he folds his fingers, depicting the beak of a goose, or makes movements with two fingers, demonstrating the ears of a bunny. Children are invited to reproduce the movements of the fingers: “Do this”, and then point to the plate with the name of the animal: “Who is this?”

Children by imitation reproduce finger movements, point to the appropriate plate and read it.

Lotto

Objectives: to teach oral-dactyl reading, to consolidate the thematic dictionary.

Equipment: bingo cards featuring four images of familiar items with captions; pictures with images of the same items.

Speech material: read, say with your hand, speak orally, the names of the objects depicted in the pictures, well done, made a mistake, repeat.

The teacher distributes lotto cards to the children, clarifies what is drawn in the pictures. Then he shows the children a picture and asks them to read its name verbally-dactyly. Children find this image on the loto card and read the caption to it. The child who first correctly reads the word orally-dactyly is given a small picture, with which he closes the corresponding image on the loto card. When all the captions for the pictures are read, the children count who has more pictures closed on the loto card.

show me

Equipment: toys familiar to the child or objects of another thematic group.

Speech material: read, names of objects, instructions like: "give the ball, show the doll, take the fish." What did I say?

There are toys on the table. The teacher gives the child an instruction in the oral-dactyl form: "Give me the doll." In order to exclude lip-reading, the instruction can first be presented dactily, and then, if difficulties arise, be repeated orally-dactyl. When assignments with toys are completed, you can offer assignments using words denoting parts of the body: "Show your nose (arms, legs, eyes, mouth, ears ..." Children who completed the assignment correctly receive chips or small toys. At the end of the lesson the number of chips or toys for each child is counted.

What do you have?

Goals: same.

Equipment: a “wonderful bag”, toys or items of another thematic group (vegetables, fruits, dishes, furniture).

Speech material: names of toys or objects. Hide. What do you have? I guess. Do you have a ball? Guessed. I was mistaken.

The teacher shows the child four or five familiar toys and puts them in a smart bag. The teacher explains to the child that he must take one toy from the bag and hide it. The adult closes his eyes, and then, opening his eyes, he must guess which toy the child has hidden. The teacher calls the toy orally-dactyly or, in order to exclude lip reading, the first time he reproduces the name of the toy only dactyly, and the second - orally-dactyly. The child answers yes or no. The teacher calls different toys, cannot “guess” the hidden toy for a long time in order to exercise children in reading from their hands. The child gives the guessed toy to the teacher. The game continues until all the toys are guessed by the teacher.

In the future, the game can be complicated by increasing the number of toys to eight or ten.

Then the toys can be seen in the pictures: first subject, and then with a simple plot (the girl is playing, the boy has fallen, the mother is reading, etc.).

Let's take the doll for a walk

Goals: same.

Equipment: doll, doll clothes and shoes.

speech material. The doll will go for a walk. Let's dress up the doll. Bring (give) a coat (hat), put on a dress (shoes) ...

The teacher tells the children: “Let's go for a walk with the doll. Let's dress the doll." He gives instructions to the children in a verbal-dactyl form: “Bring a dress (coat, scarf, hat, shoes). Put on a dress (shoes, coat...).” In the game, children strengthen the ability to understand and carry out instructions. In the process of gathering for a walk, children are also presented with this speech material in an oral-dactyl form.

Other games of this type can be held: “Feed the doll”, “Let's put the doll to bed”, “We will bathe the doll”.

Ladder

Objectives: to teach syllable reading, to develop attention.

Equipment: cards with the image of a ladder, small toys, pictures (dog, goat, cat, squirrel, cow), plates with the names of these animals.

Speech material: ladder, dog, cow, goat, cat, squirrel. Let's read.

In front of the child are cards with the image of a ladder. On each step of the stairs are written syllables of one word. The teacher says: "Let's read." He places a small toy on the top step and asks the child to read the syllable. Gradually, the child descends the stairs, reading the word. After the child has read the word, he selects the desired picture with the tablet and reads the word in compliance with orthoepic norms (the pronunciation of unstressed vowels is marked on the tablet). If by this time the children have mastered the folding of words from the split alphabet or writing (writing off words from tablets), you can invite them to add up the word or write it off from the tablet, and then read it again.

"What's in there?" ("Who's that? Who's there?")

(FOOTNOTE: This and two subsequent games are based on the recommendations of L.Yu. Nikolskaya from the book "The Way to the Word". Irkutsk, 1999)

Objectives: to teach children to ask questions to adults and children, to develop dialogical speech.

Equipment: toys or pictures depicting familiar objects, cut pictures with a simple cut configuration, photographs of family members of children and teachers.

Speech material: names of familiar toys, for example: car, plane, doll. What's there? Is there a ball...? Guessed, not guessed. I do not know what is this. Ask. At the discretion of the teacher, speech material can be selected on any topic covered.

1st option. The teacher shows the children familiar toys and asks them to name them. For example, a doll, a ball, a pyramid ... Then he points to a screen, says: “There are toys there too”, invites the children: “Ask what is there?” The teacher shows how to ask, draws attention to the interrogative facial expressions. Then each child, using the sign “What is there?” and reproducing the question orally, refers to the teacher. The teacher answers the question: “There is a nesting doll” and shows or gives the child a toy.

The next time the teacher hides familiar toys behind the screen, invites the children to ask the question: “What is there?” or "Is there a ball?" If the child correctly named the object, the teacher gives him the toy. If none of the children can guess, the teacher removes the screen, and the children name the toys.

The game can be diversified by introducing toys or objects unfamiliar to children. In this case, in response to the child’s question: “What is there?” the teacher shows a new toy and introduces a new phrase into the child’s speech: “I don’t know what it is”, suggests: “Ask. What is it?". The teacher calls the toy: “This is a tower”, the children read the word.

2nd option. Children can be asked to fold a three- or four-part cut-out picture and cover it with a sheet of paper so that other children cannot see. The teacher approaches each child, asks: “What is there?” The child shows the picture and names the pictured object. If the picture is folded correctly, the child receives a chip, if incorrectly, the teacher gives a sample picture. In the next lesson, the children add other cut pictures, one of the children asks the question: “What is there?” or “What do you have?”

3rd option. Toys familiar to children are placed in a thin bag or under a napkin. The child is invited to touch the toy and answer the question: “Who is this? " (if they are animal toys) or "What is this?" The next time the question is asked by one of the children. If the answer is correct, the child receives a toy.

Questions such as “Who is this? Who's there?" when looking at photographs of children and their families. Considering them together with the children, the teacher asks the children the question: “Who is this?” Then you can consider the photographs brought by the teacher or educator. Children ask them the question: “Who is this?”

What is he doing...?

Objectives: to learn to understand questions and answer them, to ask the question on their own: “What is the boy (mother) doing?”; develop dialogue.

Equipment: pictures depicting various actions performed by one character and different ones (people, animals), plot toys, photographs of the children of the group and their families, in which they perform various actions.

speech material. What does the bear (bunny) do? What does Olya (Vanya...) do? What is the boy doing? What does mom (dad, grandmother, grandfather ...) do. The boy walks, runs, sleeps, eats, plays, draws, sculpts, etc. Show me how...

1st option. The teacher invites the children to consider pictures that show a boy performing various actions (walking, running, falling, drawing, reading ..). He uses the question “What is he doing?”, invites one of the children to reproduce the action (“Show me what the boy is doing“). During the demonstration of the action, he asks the children: “What is Sasha doing?”, The answer is fixed on the plate and read: “Sasha is running.” In the same way, other actions are demonstrated and specified.

Option 2. The teacher invites the children to play “family”, assigns roles, asks the participants in the game about their actions: “You will be a grandmother. What is grandma doing? Grandma is preparing dinner. You will be a mother. What is mom doing? Mom is cleaning the floor.

3 option. On the desk reverse side pictures are attached that depict the actions of one animal: for example, a dog sleeps, sits, eats, barks, jumps. The adult says: “There is a dog. Ask what the dog is doing. Children ask the question: “What is the dog doing?” or "Does the dog sleep?" If the child correctly asked the question, the adult calls the action, shoots and gives him the picture. When all the pictures are given to the children, you can look at them again, ask each child the question: “What is the dog doing?” In case of difficulty, an adult helps the child read the answer to the question.

4th option. The teacher invites the children to guess what he will do: "I'll show, you guess." He reproduces different movements (runs, jumps, eats, washes his hands, etc.). Children call actions: "Aunt Lena runs, jumps ..."

5th option. You can organize a game "What we did we will not say, but what we saw - we will show." Children depict different actions, the teacher guesses them and names or writes them down. If he did not guess the action to be performed, the children must name it themselves

Crosswords

Objectives: to teach children the sound-letter analysis of familiar words, to learn to read, to clarify the names of objects on various topics.

Equipment: pictures, crossword diagrams

Speech material: what is this word? What's this? Fill in the cells. Write a word. Names of objects on the topic reflected in the compilation of the crossword puzzle.

The teacher points the children to a crossword puzzle and says: “We will fill in the cells. There are different words here. First, he invites the children to consider and name the pictures. Then he explains how to fit the word into the crossword diagram. If the children are not familiar with this game, the teacher can use the example of one word to show how to write the word in a crossword puzzle. Then the children name the following pictures and enter the words in the corresponding parts of the crossword puzzle. If this game is rarely used, as an aid, the teacher can enter the first letters of words into the crossword puzzle.

Complication. If this game is used frequently, you can invite older preschoolers to remember words on a topic (for example, flowers) and enter them into a crossword puzzle. If children cannot remember the names of objects, they are offered pictures that the children name, and then enter the words in the appropriate parts of the crossword puzzle. If children do not accurately reproduce the structure of words, you can first offer to read the words or write them, and then complete the crossword puzzle.

The doll is going to rest

Objectives: to expand the thematic vocabulary of children, to learn to understand species-generic relations, to use generalizing words correctly; teach analytical reading.

Equipment: doll, two toy suitcases or bags, doll clothes, toy food sets.

Speech material: The doll is tired. The doll is going to rest. Help the doll get ready (pack things). This bag contains clothes. This bag contains groceries. Put your clothes in a bag. Put groceries in a bag. What did you put in? I put on the jacket. A jacket is a piece of clothing....

The teacher brings a doll to the class and tells the children: “The doll is tired. The doll is going to rest. Help the doll collect things. The doll has two bags. There are clothes in this bag (The sign "clothes" is attached to the bag). In this bag there are products (the sign “products”)”. On the table of the teacher in a random order are items of doll clothes, products. "What shall we put in this bag?" The teacher invites the children to take the products (without specifying the specific names) and put them in the appropriate bag. He asks the children the question: “What did you put in?”, helps to give an answer: “I put the cookies in.” If necessary, the answer is recorded and read by all children. Then the second bag is filled in the same way. When both bags are full, the teacher clarifies: “What is in this bag? Products. Name the products. In the same way, the contents of the second bag are specified.

The doll "thanks" the children, puts her bags in the car, says goodbye to the children and leaves.

The game can be made more difficult by offering several groups of items. For example, in one bag there are clothes and shoes, in the other - food and fruits.

Help animals find their home

Objectives: to expand children's ideas about animals, to activate the dictionary, to clarify species-generic relationships, to teach how to use words with varying degrees of generalization in speech, to teach analytical reading.

Equipment: a toy house (barn), a model of a forest, animal toys: a cow, a pig, a goat, a horse, a fox, a wolf, a hare, a squirrel.

Speech material: animal names; wild, domestic animals. The animals got lost (lost). Help find the way. Where does the cow (hare...) live?

The teacher has different animals on the table (wild and domestic). The teacher invites the children to consider and name the animals, imitate their actions (the fox and the hare are jumping, the wolf is running, the cow is eating grass), then he says: “It's already late, it's dark. Animals need to go home. Help them find their way." It points to the layout of the shed and the forest (better if the layouts are at different ends of the table or on two desks). The teacher invites the children to take different animals and help them find a home: “Where does the fox live?” The child places the fox in the forest, says or reads the sentence: "The fox lives in the forest." Children place all the animals in a barn or in the forest, specifying where they live.

After all the animals have found their home, the teacher clarifies: “Who lives in the forest? What are these animals called? The concept of "wild animals" is being clarified. In the same way, the meaning of the phrase "pets" is specified.

Who runs, flies, jumps, crawls, swims?

Objectives: to clarify children's understanding of the generalizing meaning of verbs, to teach how to make sentences with present tense verbs, to teach analytical reading.

Equipment: pictures with images of birds, fish, frogs, butterflies, wasps, beetles, squirrels, snakes, mice, etc.

Speech material: Who flies, crawls, swims, runs, jumps? A bird flies, a squirrel jumps...etc.

The game is held in the lesson on the topic "Animals", when the children got acquainted with the ways of movement of various animals. The teacher gives the children several pictures of animals, they answer the question "Who do you have?" and name the animals. On the board are signs with the words: "flies, crawls, swims, runs, jumps", which are being read. The teacher calls the child and invites him to place the pictures under the appropriate signs. The child attaches a picture under the corresponding word and says: "The fish swims." Children evaluate the correctness of the task, the child receives chips according to the number of correctly placed pictures. This way all pictures are placed. Then the teacher invites the children to answer the question: “Who flies?” Children answer: "A bird, a butterfly, a wasp flies." In the same way, work is carried out with the rest of the verbs. You can also ask provocative questions: “Does the fish fly?”, learn to answer using constructions with denial or opposition: “No, the fish swims. (The fish does not fly, but swims).

fourth extra

Objectives: to develop logical thinking, to learn to establish cause-and-effect relationships, to use complex sentences with the union “because”.

Equipment: four sets of pictures with items from different thematic groups (vegetables, fruits, dishes, furniture).

Speech material: what is superfluous? (What doesn't fit?), constructions like: "the plate is superfluous, because it is not furniture." What are these items for?

The teacher places sets of pictures in a typesetting canvas or on a flannelgraph, in which three pictures belong to one thematic group, and one to another. For example, in one set there are pictures depicting a table, a chair, a cabinet and a plate, in the other - a tomato, plum, carrot, onion. Other sets of pictures are selected according to the same principle. The teacher invites the children to carefully consider the pictures and say what is superfluous (what is not suitable). When the child named the object, the teacher asks the child to explain why he thinks so. An adult helps the child to correctly build a complex sentence. You can write the sentence on the board as a model. If children find it difficult to establish causal relationships, the teacher, using the example of one set of pictures, clarifies which group each object belongs to. The same goes for working with other sets of pictures. The teacher should not rush to help the children, first you need to listen to all the explanations of the children, and if they are not accurate, help the children establish the correct cause-and-effect relationships.

When children learn to correctly identify the fourth extra object related to another thematic group, you can offer pictures with objects that are closer in functional terms, for example, domestic and wild animals, tableware and tea utensils, summer and winter clothes, outerwear and linen, etc.

Describe the subject

Objectives: to learn to use interrogative and symbolic plans when describing objects, to compose a description in a certain sequence.

Equipment: real objects or dummies (the selection of objects is determined by the topic of the lesson), symbol cards or a diagram on which symbols are sequentially presented that convey the size, shape, color of the object. Depending on the thematic affiliation of the objects, additional symbols are selected (where it grows, where it lives, where it was bought).

Speech material: names of objects, describe the object. What's this? What is the size? What color? What is the form? Where does he live? Where does it grow? What is it needed for? Where did you buy?

Children are asked to describe a familiar object, such as a vegetable. In the first lessons, the description of the subject is built in the form of answers to the questions: “What is it? What is the form? What is the size? What color? What's the taste? Where does it grow? What is it needed for? Where did you buy it? The written description is read by the children. When they have gained experience in describing objects according to the question plan, the teacher can use both the question plan and the symbolic plan at the same time. To do this, a symbol card is placed next to the question, the meaning of the symbols is specified (the object can be large or small, round, square, of different colors, etc.).

With children of older preschool age, a symbolic plan can be used. The teacher offers to describe the subject, specifying the sequence of description according to the scheme of symbol cards (what needs to be said first, what later). If necessary, new symbols are introduced, the meaning of which is specified. For example, when describing clothes, a card with symbols of different shops is introduced; when describing animals, a card with symbols of a house, a forest, a nest is introduced.

Package

Purpose: to teach to describe objects and recognize them by description, to consolidate reading skills.

Equipment: a box in which vegetables and fruits are in paper bags (one per bag). Items of other groups (toys, clothes, etc.) can be used.

Speech material: The postman brought a parcel: vegetables, fruits, describe, name, guess, as well as words denoting the properties of fruits and vegetables (shape, size, color, taste).

The teacher shows the children the box and says that the postman brought the package early in the morning. There are vegetables and fruits. The teacher gives two children a package, offers to look into them, and then, without naming what is there, tell the children about the item that they received in the package. In case of difficulty, the teacher helps the child with leading questions: “What color is the fruit? Is he big or small? etc. The child's responses are written on the board. When the child tells everything about the fruit or vegetable in the parcel, the children read the description and name it. The guessed items are placed on the table.

At the end of the game, the children who received the parcels treat other children with fruits or vegetables.

Who needs what?

Objectives: to clarify children's ideas about professions, about the occupations and labor actions of people, to learn to name the functions and properties of objects.

Equipment: a doctor's hat (with a red cross), a chef's hat, elements of costumes for representatives of other professions (at the discretion of the teacher); a box with toy things - attributes of various professions (syringe, medicine, thermometer, ladle, spoon, etc.).

Speech material: cook, doctor, who are you? who needs what? What is needed? Tell the doctor (cook). The doctor needs a thermometer. What does a doctor (cook) need?

The teacher calls two children, puts on a doctor's cap on one, and a chef's cap on the other. Clarifies the names of professions, occupations of a doctor, a cook. Children are seated at the table facing other children. Then the teacher invites one child, invites him to get a thing out of the box, name it, tell what it is for, and transfer it to its intended purpose. For example: “This is medicine. The doctor gives medicine to the children” or “This is a knife. Knife cut vegetables, meat. The chef needs a knife. The composition of the participants in the game is changing. You can enter other professions: hairdresser, builder, teacher, etc.

Score

Purpose: to teach children to use incentive constructions, describe objects, agree on words in gender, number, case; use words with a generalizing meaning "clothes", "shoes", "toys".

Equipment: "shop" with departments "Clothes", "Shoes", "Toys". Each department "sells" five or six toy things. It is desirable to have in each department several identical things that differ in color, size, for example, dresses or shoes of different colors. The machine in which the bought things are put.

Speech material: What do you want to see? What to show you? Show me, please, the red dress (blue shirt, black shoes..., green ball...). Clothes, shoes, toys. I bought black boots... Boots are shoes.

The teacher-seller informs the children that a new store has opened, and that they can buy clothes, shoes, toys for dolls in the store. He, together with the children, examines the items in each department, clarifies why this item is sold in this department, together with the children names the color, size of the items.

Then the teacher invites the children to buy something, asks: “What can I show you?” The buyer replies: "Please show me the red striped dress." Questions and answers can be written on the tablets or on the blackboard. After examining the item, the seller asks: “Do you want to buy a dress?”

The seller puts the purchased items in separate paper bags, on which he writes the name and surname of the buyer. All packages with purchased items are put into the car. At the end of the game, a car with purchases arrives at the children. The teacher invites the children to read the name, surname of the buyer, asks what he bought. You can ask in which department the item was bought or to which group of items the item belongs (“a dress is clothing”). The purchases are then distributed to the customers.

magic basket

Objectives: to learn to draw up a description of animals according to a plan, to expand the vocabulary on the topic "Animals".

Equipment: pictures of wild and domestic animals, animal masks, envelopes according to the number of children, a basket, a napkin, written in big sheet paper question plan.

Speech material: questions of the plan, descriptions of animals. Who is this? Tell me about the wolf (dog...). I was talking about the wolf...

The teacher shows the children a large basket covered with a napkin and offers to see what is there. The basket contains envelopes according to the number of children, animal masks, a sheet of paper rolled into a tube and tied with a ribbon. The teacher takes out envelopes and distributes them to the children. Each child takes out of his envelope a picture of a domestic or wild animal. The teacher takes a sheet of paper out of the basket, unfolds it and pins it on the board. Questions are written on a piece of paper. The teacher tells the children: “For these questions, you need to talk about your animal.”

1. Who is this?

2. Domestic or wild animal?

3. Where does he live? What is the name of his house?

4. What body parts does he have?

5. What does it eat? (What does he eat?)

6. What are the names of children (cubs)?

One child describes the animal in his picture according to this plan. The teacher can write the description on the board. After compiling the description, the child fixes his picture in the typesetting canvas, the description is read.

After all or several children have described their animals according to the plan, the teacher takes out masks from the basket. He shows one mask and asks: “Who is this? Who told about the wolf? If the answer is correct, the child who described the wolf receives a mask. When all the children answer the question and receive masks, the teacher will organize a round dance game with them.

In the next lesson, you can use the descriptions of animals compiled by the children and written on the board or on the tablets for the game "Guess who it is." The teacher randomly distributes to the children pictures of animals that the children described in the previous lesson. Then he invites the children to read the description of the animal and guess who it is. The teacher closes the name of the animal in the text of the description in advance. Children read the description, name the animal and enclose a picture with its image.

As one of the options for the game in the next lesson, you can use the drawing of an animal according to the description. Children read the description, name the animal and draw according to the idea.

Analogies

Objectives: to learn to build sentences by analogy, using a model; use conjunctions when building complex sentences.

Equipment: Pictures depicting animals and their cubs. For example, in the sample picture, a cow is shown at the top, and a calf below it (or next to it). Appropriate pairs of pictures are selected (horse and foal, pig and pig, mouse and mouse, goat and kid, etc.). You can use the ready-made "Analogues" manual, which contains cards with pictures.

Speech material: names of animals, their cubs sentences like: “A cow has a calf. The horse has a foal”, “The cow has a calf, and the horse…”

1st option. The teacher distributes cards to the children, in the upper part of which there is an image of an animal (goats, pigs, cats, etc.). Pictures with images of cubs are displayed in typesetting canvas or lie on the table. The teacher shows the first picture, which shows a cow, and puts a picture of a calf next to it. Based on this pair of pictures, the teacher makes a sample sentence, for example: "A cow has a calf." Then he presents a card with the image of a horse, asks to select the appropriate picture with the image of a foal, asks the question: “Who is with the horse?”. By analogy, the sentence "The horse has a foal" is made.

2nd option. For children with a higher level of speech development, the game can be complicated. The teacher presents two pairs of pictures at once and asks the question: “A cow has a calf, and who has a horse?” Together, a sample sentence is drawn up: “The cow has a calf, and the horse has a foal.” Then the children are given two cards with pictures, on one of which there is an image of an animal and a cub, and on the second only an image of an animal. The child needs to select the appropriate image of the cub and make a sentence according to the model.

3rd option. Children are invited to complete the sentences written on the board: “The butterfly flies, but the beetle ...”, “The frog jumps, and the wolf ...” “The snake crawls, but the squirrel ...”

Pick a couple

Objectives: to teach children to understand the functions of objects, to use words in the correct grammatical form.

Equipment: pictures of objects that can be used in one situation (pencil and notebook, hammer and nail, needle and button, knife and food, spoon and soup, etc.).

Speech material: what is this? Pick a couple. What is needed for? Item names. Sample sentences: “Draw with a pencil in a notebook”, “Eat soup with a spoon” ...

Each child is given a picture of one object. The teacher shows one of the pictures (for example, with the image of a pencil), asks the children what it is, and offers to choose another picture (“What is suitable?”). Pictures depicting paired objects are on the teacher's desk or in a set on a canvas. Children match the picture with the picture of the album to the picture of the pencil. A sentence is drawn up: “They draw with a pencil in an album.” Then each child must pick up a picture with an image of a. the corresponding paired object and say what it is for. The teacher helps the children to make sentences: “They cut sausage with a knife”, “Sew a button with a needle”, etc.

Help the doll get dressed for a walk

Objectives: to teach children to determine the season in the picture, to justify their opinion. Learn to establish cause-and-effect relationships, build complex sentences with conjunctions "because...", "not..., but..".

Equipment: a cardboard window in which pictures change with the seasons; paper doll with a set of clothes.

Speech material: what season? How is the doll dressed? Words and phrases describing signs of different seasons. Suggestions like: “Now it’s winter, because .... A fur coat is worn in winter, not in summer ...”

There is a "window" on the teacher's desk. The doll looks out the window and gets dressed. The teacher asks if the doll is dressed correctly. The children answer: “It is winter outside, because there is a lot of snow. The doll put on a dress (summer clothes). The dress is not worn in winter, but in summer. Next, the teacher changes the picture in the window and shows the doll in a different outfit. Children make other sentences.

What did you see on TV?

Objectives: to teach children to compose a story based on a series of pictures, to build sentences grammatically correctly. Learn analytical reading.

Equipment: "TV" cut out of a cardboard box, a series of pictures.

Speech material: words and phrases necessary to compose a story based on a series of paintings.

There is a "TV" on the teacher's desk. The teacher invites the children to watch a "movie". Children look at the first picture, answer the questions of the teacher. The teacher writes the correct answers on the board or signs are placed on the typesetting canvas. Then the next picture is shown, and so on. A story is obtained on a board or typesetting canvas. Children read it and retell it according to the key words or according to the question plan. At the next lesson, the game can be continued: once again look at the pictures “on TV” and compose a story orally.

Winter

Objectives: to teach to compose a story based on a plot picture, to develop attention, thinking.

Equipment: "Winter Fun" plot painting, which lacks some item details.

Speech material: Questions on the content of the picture. Text describing the painting. What did the artist forget to draw? What is missing? Draw (draw). Tell.

The teacher shows the children a plot picture on the topic “Winter”, which depicts various actions of children: a girl is skiing; the boy is carrying a sled; the girl is skating; children make a snowman. Some details of objects are missing from the picture: the sled has no rope; ski poles are not drawn; one skate is not drawn; there is no image of a snowball rolled by children.

The teacher invites the children to carefully consider the picture, say what season the artist depicted. He asks the children to clarify why they think so. Children name signs of winter. The teacher writes words and expressions on the board. He then asks the children to say what the children in the picture are doing. Children examine fragments of the picture, name the actions of children. The teacher asks the children to carefully consider them and say what is not in the picture. They point out missing parts, name them. The teacher can invite the children to finish drawing them: “Draw (finish) the sled (com, skates, etc.)”

Then the children answer the questions of the teacher. The children's answers are built in the form of a story, which is written on the board. Children read the text, correlate its content with the picture. In the next lesson, the children describe the content of the picture on their own.

It happens - it doesn't happen

Objectives: to develop cause-and-effect thinking in children, to teach how to compose complex sentences with the union “because”.

Equipment: a picture depicting various animal actions, both real and unreal.

Speech material: the artist made a mistake, it (doesn't) happen, a dog doesn't fly because it doesn't have wings, a cat doesn't eat sweets because it loves milk...

The teacher shows the children a picture that depicts different animals both in situations inherent in them and not typical. For example, a dog is shown flying through the air; a cow jumping rope; fish tied to a rope near a kennel, etc. The picture can be drawn by a teacher or you can use a finished one from children's magazines.

The teacher offers to consider the picture and asks if the artist painted correctly. Helps children answer the question: “The artist made a mistake. (The artist joked). Then the teacher asks questions about specific animals: “Did the artist draw the cow (dog, fish, cat, hedgehog, etc.) correctly?” Helps children make sentences with the conjunction "because": "The artist drew the fish wrong, because the fish swims in the sea." In the process of looking at the picture, you can teach children to use sentences with elements of opposition: "The fish swims in the sea, and does not live in a kennel."

girl and hedgehog

Objectives: to learn to determine the sequence of events in a series of plot pictures, to compose a story based on a series of pictures, using answers to questions.

Equipment: a toy hedgehog, a truck, a TV made from a cardboard box, a series of four plot pictures.

Speech material: questions on a series of plot pictures, the text of the story. Game progress

The teacher invites the children to guess the riddle: "Small, lives in the forest, prickly." After the children have guessed the riddle, a hedgehog appears, driven by a truck. The TV is on the car. The hedgehog greets the children and offers to watch what happened to him on TV. The teacher sets the "TV" on the table, places the first picture on the screen. The picture shows a girl with a basket who came to the forest for mushrooms. The teacher asks questions about the picture and writes the children's answers on the board. After the questions for this picture have been exhausted, the teacher puts it in a typesetting canvas, and the following picture appears on the “TV” screen, which shows the girl’s meeting with the inhabitants of the forest: her mother-hedgehog and hedgehogs, a squirrel. The teacher asks questions and writes down the children's answers in such a way that they represent fragments of the text. According to the same scheme, work is carried out with the third picture, which shows how hedgehogs and a squirrel gave the girl a lot of mushrooms.

The teacher does not immediately show the fourth picture to the children, but places it on the “TV” screen with the reverse side and invites the children to come up with a continuation of the story. If the children find it difficult, he asks them additional questions, and then shows the picture.

As a result of working with a series of pictures, a text is compiled, which the children read and correlate its fragments with the pictures displayed in the typesetting canvas.

In the next lesson, the teacher invites the children to arrange the pictures on their own in correct sequence and write a story.