Dobrenkaya Galina Vasilievna, educator, MADOU, d / s No. 17, Alekseevka, Belgorod Region

What is round and what is oval?

Game progress: The teacher asks the child to name as many round and oval objects as possible. The child starts the game.

If he cannot name, the teacher begins: “I remembered, the apple is round, and the testicle is oval. Now you go on. Remember what shape is a plum, and what is a gooseberry? That's right, the plum is oval, and the gooseberry is round. (Helps the child name objects and compare them in shape: ring-fish, hedgehog-ball, cherry-cherry leaf, watermelon-melon, acorn-raspberry, tomato-eggplant, sunflower-seed, zucchini-apple).

In case of difficulty, the teacher shows the child a set of pictures and together they arrange them into two groups.

"Flies - does not fly"

Game progress: The teacher invites the children to quickly name objects when he says the word “flies”, and then name other objects when he says the word “does not fly”.

The teacher says:"Flies".

Children call:“Crow, plane, butterfly, mosquito, fly, rocket, dove,” etc. Then the teacher says: “Does not fly.” Children call: “Bicycle, chamomile, cup, dog, pencil, kitten”, etc. The game continues: the words “flies”, “does not fly” are called by one of the children, and the teacher names the objects together with the children. The game can be played while walking.

"Edible - inedible"

The game is played by analogy with the previous one.

"Living-non-living"

Game progress: First, we explain that we call all living objects "WHO", and inanimate objects "WHAT". Here are some examples.

Then we play questions and answers. You can use picture books.

What is growing? Who is growing?

Who is flying? What flies?

Who is swimming? What is floating?

Who is the biggest? What is the biggest?

“What happens below and what happens above?”

Game progress: The teacher invites the children to think and name what happens only at the top.

If the children find it difficult, he prompts: “Let's look up, above us is the sky. Does it happen below? No, it always happens only at the top. And what else happens only at the top? Where are the clouds? (stars, moon). Now think about what happens only below? Look at the ground. Where does the grass grow? Where does she go?” (plants, ponds, earth, sand, stones, etc.).

After that, the children independently list the objects of nature that are only above, and those that are only below.

"What's sweet?"

Game progress:

The teacher offers the children: Listen carefully, I will call something that is sweet. And if I make a mistake, then I must be stopped, I must say: “Stop!”

The teacher says: "Sugar, marshmallows, raspberries, strawberries, lemon."

The children listen carefully and stop him on the word where he "wrong". Then the children themselves name what is sweet.

"Answer Quickly"

Game progress: The teacher, holding the ball in his hands, becomes a circle with the children and explains the rules of the game: “Now I will name some color and throw a ball to one of you. The one who catches the ball must name an object of the same color. Then he himself calls any other color and throws the ball to the next one. He also catches the ball, names the object, then his color, etc.”

For example, “Green,” says the teacher (makes a short pause, giving the children the opportunity to remember the objects in green) and throws the ball to Vite.

“Grass,” Vitya answers and, saying: “Yellow”, throws the ball to the next one.

The same color can be repeated several times, as there are many objects of the same color.

The main feature for classification can be not only color, but also the quality of the object.

The beginner says, for example: "Wooden", and throws the ball.

“Table,” the child who caught the ball answers, and offers his word: “Stone”.

“House” - the next player answers and says: “Iron”, etc.

The next time, the form is taken as the main feature. The teacher says the word "round" and throws the ball to any player.

“The sun,” he replies and names another shape, such as “square”, throwing the ball to the next player.

He calls a square-shaped object (window, handkerchief, book) and offers some form. The same shape can be repeated several times, since many objects have the same shape. When repeating, the game can be made more difficult by offering to name not one, but two or more objects.

"How similar?"

Game progress: The teacher invites the children to look around and find two objects that are somewhat similar to each other.

He says: “I will call: the sun-chicken. How do you think they are similar to each other? Yes, that's right, they are similar in color to each other. And here are two more items: a glass and a window. How are they similar to each other? And now each of you will name your two similar objects.

Games to eliminate the fourth "extra" word

"Be careful!"

Game progress: The teacher says to the children: I will name four words, one word does not fit here. You must listen carefully and name the "extra" word. For example: matryoshka, tumbler, cup, doll; table, sofa, flower, chair; chamomile, hare, dandelion, cornflower; horse, bus, tram, trolleybus; wolf, crow, dog, fox; sparrow, crow, dove, chicken; apple, tree, carrot, cucumber.

After each highlighted "extra" word, the teacher asks the child to explain why this word does not fit into this group of words, that is, to explain the principle of grouping.

"Listen carefully!"

Game progress: The teacher says to the child: “I will name the words, and you will say which word does not fit: cat, fox, horse, cow; tractor, car, rocket, bus; pear, turnip, beet, carrot; book, pencil case, ball, notebook; water, thermometer, medicine, cotton wool.

In case of difficulty, he slowly repeats a certain set of words and helps the child to highlight the inappropriate for any reason.

"Find out!"

Game progress: What kind of berries do you know? Now I will name the words, if among them you hear the word for a berry, then clap your hands.

Presentation words - cabbage, strawberry, apple, pear, currant, raspberry, carrot, strawberry, potato, dill, blueberry, lingonberry, plum, cranberry, apricot, zucchini, orange.

"Now I will name the words, if you hear a word related to berries, clap once, if to fruits - twice."

(Words can be used the same, you can come up with others.)

As a basis for systematization, there may be a topic - tools, furniture, clothes, flowers, etc.

Tell me how they taste? color? size?

Lemon and pear

Raspberry and strawberry

apple and plum

Currant and gooseberry

How are they different in taste? color? size?

"Divide into groups"

Game progress:"What groups do you think these words can be divided into? Sasha, Kolya, Lena, Olya, Igor, Natasha.

What groups can be made up of these words: dove, sparrow, carp, tit, pike, bullfinch, pike-perch.

"Choose the words"

Game progress:

1. Choose as many words as possible that can be attributed to the group wild animals (pets, fish, flowers, weather, seasons, tools, etc.).
2. Another version of the same task.

Connect with arrows the words that make sense:

ball | furniture

poplar | flower

closet | insects

plate | tree

coat | cloth

ant | dishes

pike | toy

rose | fish

"Similarities and Differences"

Game progress: Ask your child to point out the similarities and differences between the following pairs of words:

Book - notebook | Day Night

Horse - cow | Tree - bush

Phone - radio | Tomato - cucumber

Airplane - rocket | Table chair

"Find the opposite object"

Game progress: Naming something (like sugar), it is necessary to name as many others as possible that are opposite to the given one. It is necessary to find opposite objects according to the function "edible - inedible", "useful - harmful", etc., on the basis of (size, shape, condition) and etc.

"Searching for an analogy"

Game progress: Some word is called, for example, a portfolio. It is necessary to come up with as many "analogues" as possible, i.e. other items similar to it in various essential features (bag, bag, backpack, etc.)

"Say one word"

Game progress: Invite the child to name a group of objects in one word. We call many specific objects with one word. For example, birch, pine, oak, etc. we call trees.

Invite the child to say in one word:

Table, chair, wardrobe...

Dog, cat, cow...

Cup, saucer, plate...

Cornflower, chamomile, tulip - this.

"Find a common word"

Game progress: This task contains words that are united by a common meaning. It is necessary to try to convey this general meaning in one word.

How common word the following words can be mentioned:

1. Faith, Hope, Love, Elena
2. a, b, c, c, n
3. table, sofa, armchair, chair
4. Monday, Sunday, Wednesday, Thursday
5. January, March, July, September.

Generalizing can be the word " spring months", or maybe "months of the year", etc.

A more complex version of the exercise contains only two words for which you need to find a common concept.

Find what the following words have in common:

a) bread and butter (food)

b) nose and eyes (parts of the face, sense organs)

c) apple and strawberry (fruit)

d) clock and thermometer (measuring instruments)

e) whale and lion (animals)

f) echo and mirror (reflection)

"Twin Words"

Game progress: This exercise is connected with such a phenomenon of the Russian language as homonymy, i.e. when words have different meaning but are spelled the same.

Which word means the same as the words:

1) a spring and what opens the door;

2) the girl's hair and a grass cutter;

3) a branch of grapes and a tool for drawing.

Think of words that are the same in sound but different in meaning.

Additional tasks for the exercise:

4) a vegetable that makes you cry and a weapon for shooting arrows (burning vegetable and small arms);

5) part of a gun and part of a tree;

6) what they draw on, and greenery on the branches;

7) a lifting mechanism for a construction site and a mechanism that needs to be opened so that water flows.

"What is needed"

Game progress: The car runs on gasoline or other fuel; tram, trolleybus or electric train are powered by electricity. All this together can be attributed to the group "transport".

Seeing an unfamiliar car (e.g. truck crane) they ask: what is it? Why?

Similar exercises are performed with other concepts: tools, utensils, plants, animals, furniture, etc.

"Why?"

Game progress: Now I will say words to you, and you will answer me, which is more, which is less, which is longer, which is shorter.

Pencil or crayon? Which one is shorter? Why?

Cat or whale? Which one is more? Why?

Boa constrictor or worm? Which one is longer? Why?

Tail or ponytail? Which one is shorter? Why?"

The teacher can come up with their own questions, focusing on the above.

"Choose what's important"

Game progress: An adult says to the children: Now I will read a series of words. Of these words, you will have to choose only two, denoting the main features of the main word, that is, that without which this subject cannot exist.

Other words are also related to the main word, but they are not the main ones. You need to find the most important words.

For example, a garden ... What do you think, which of these words are the main ones: plants, gardener, dog, fence, earth, that is, without which there can be no garden? Can there be a garden without plants? Why?... Without a gardener... a dog... a fence... land?.. Why?

Each of the proposed words is analyzed in detail. The main thing is that children understand why this or that word is the main, essential feature of this concept.

Sample tasks:

a) Boots (laces, sole, heel, zipper, shaft)

b) River (shore, fish, angler, mud, water)

in town (car, building, crowd, street, bicycle)

d) Shed (hayloft, horses, roof, livestock, walls)

e) Cube (corners, drawing, side, stone, wood)

f) Division (class, dividend, pencil, divider, paper)

g) Game (cards, players, penalties, penalties, rules)

h) Reading (eyes, book, picture, seal, word)

i) War (airplane, guns, battles, guns, soldiers)

"Danetka"

Game progress: The host thinks of a word or tells the conditions of some completely unusual situation, and the players (children or adults) must guess the word or explain the situation by asking questions that can be answered with one of five answers: "yes"; "No"; "Yes and no"; "there is no information about it"; "it's not significant."

For example: "I thought of a plant in the middle band. In ten questions, determine the plant that I thought of."

Topics for "danetok" and possible continuation of the game.

What vegetable am I thinking?

Is it a root crop? (Carrot, beetroot, radish)

Is it a leafy vegetable? (cabbage, lettuce)

Is it a fruit vegetable? (Tomatoes cucumbers)

What name did I make?

Is it a male name?

Does the name start with a vowel?

Is there such a name in our group?

What piece of clothing did I have in mind?

Is it outerwear?

Is it men's clothing?

What story am I thinking?

Is this a Russian fairy tale?

What historical figure did I think?

This is a man?

What do I do in the morning for sure?

What color am I thinking?

What property of ice cream, light bulb, watermelon, pencil did I guess?

What country am I thinking?

What kind of writer, storyteller, poet, scientist did I have in mind?

What famous battle did I have in mind?

"Black box"

Game progress: Children are shown a "black box" or just a bag, a briefcase and are asked to guess in 10 questions - what is there? Etc.

There man-made object? Is there something soft? Is there something metallic? Etc.

"List the items"

Game progress: One leader is selected from a group of children. He leaves the room for 2 minutes. At this time, 7 objects are placed on the table in the room and the situation is thought about. For example, children think of the situation "I'm going for a walk", then 7 items of clothing should lie on the table.

The driver is invited, the situation is told to him and he is allowed to inspect the table for 1-2 minutes. Then he turns his back to the table and faces the group of children and starts listing the things on the table. After each correct answer, the group says "Correct!", after the wrong - "Wrong!". If the driver has not listed all the items, the group says which items he forgot.

"Opposite"

Game progress: The facilitator calls the group of children the word. The task is to name a word denoting the opposite object.

For example, the host says the word "cup". Children can name the following items: "board" (the cup is convex and the board is straight), "Sun" (a 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.

"Come up with a riddle"

Game progress: A leader is selected from a group of children. His task is to come up with a riddle. The group must solve this riddle. Then another child comes up with a riddle, and so on. Children of 6 years old love to come up with riddles, the game is lively.

"Who is whom (how) will?"

Game progress: The game is good because you can play with the company and together with the child anywhere. Ask each other questions, make sure that the baby answers the question correctly.

Who will be the egg? (may be a chick, a crocodile, a turtle, a snake.)

Chicken - a rooster;

The boy is a man;

A calf - a cow or a bull - paper - a book;

Snow - water;

Water - ice;

Seed - a flower;

Flour - pancakes;

The opposite game"Who was who?"

Horse - foal

Flower - seed

"Third wheel"

Game progress: An adult says three words - an owl, a crow, a fox. The child should quickly analyze these three words in his mind and determine that all three words refer to wildlife, however, an owl and a crow are birds, and a fox is not. Therefore, the fox is superfluous here.

More examples for younger preschoolers:

Milk, juice, bread - all three words mean edible. But they drink milk and juice, but eat bread;

Car, horse, tram;

Hat, scarf, boots;

Rose, birch, tree.

For children 5-7 years old, tasks become more difficult:

Rain, snow, river;

Doctor, tourist, driver;

Shadow, sun, planet;

Frost, blizzard, January;

Stone, clay, glass;

Door, carpet, window;

Sea, river, swimming pool.

"What happens?"

Game progress: First, the adult asks questions, and the child answers. Then you need to give the child the opportunity to express themselves.

Examples:

What is high? (tree, pole, person, house). Here it is appropriate to ask which is higher - a tree or a house; person or pole.

What is long? (short)

What is wide (narrow) ?

What is round (square) ?

A variety of concepts can be included in the game: what is fluffy, soft, hard, sharp, cold, white, black, etc.

"What's outside, what's inside?"

Game progress: The adult names a couple of objects, and the child says what can be outside and what can be inside. House - closet; book - cabinet; purse; wallet-money; pan - porridge; aquarium - fish; booth - dog; nora - fox.

Then switch roles - let the child think of pairs of words.

"Who is this?"

Game progress:

1 option: We ask questions: who treats the sick? Who teaches children at school? Who is preparing dinner? Who is working on the tractor? Who delivers letters and newspapers? Who sews the dress?

Option 2: Questions: what does a janitor do? What does the doctor do? What does an electrician do? What does the teacher do? What does the driver do? What does a painter do? What does a hairdresser do?

3 option: Thinking up riddles. For example: this person works on the street, he has a broom, a shovel.

4 option:"Who needs what?" What does the postman need? What does a hairdresser need? And vice versa: who needs scissors? Who needs a needle?

"Guess the object by its parts"

Game progress: Name the parts of an object for children. The first person to guess what it is about gets one point. This option is good because you can play together with your child anywhere. For example, on the way to kindergarten, sitting in line to the doctor, etc.

Examples:

Four legs, back, seat.

Numbers, arrows.

Letters, pictures, sheets.

Trunk, branches, leaves.

Root, stem, leaves, petals.

Screen, buttons, electric cord, remote control.

Spout, handle, lid, electric cord.

Paws, tail, collar.

Paws, tail, trunk.

At first glance, everything seems too simple? But in fact, not all children can describe objects. Try it!

"Guess the item from the description"

Game progress: The conditions of the game are the same as in the previous one. But the task here is more difficult. It is necessary not only to find the correct definitions of objects, but also to correctly coordinate adjectives and nouns by gender, as well as to know such concepts as furniture, vegetables, fruits, insects, domestic and wild animals, etc.

Wild animal, lives in the forest, big, shaggy, loves honey.

A wild animal, cunning, red, with a fluffy tail.

An insect, with multi-colored wings, looks like a flower.

Transport, large, heavy, with wings and a tail.

A vegetable, red, round, it is put in a salad and in borscht.

Sweet, small, in a beautiful piece of paper.

"Think and choose!"

Game progress: Now I will read you a proverb, and you try to find a suitable phrase for it that reflects the general meaning of the proverb, for example:

Measure seven times, cut once

a) If he himself cut off incorrectly, then do not blame the scissors

b) Before doing, you need to think carefully

c) The seller measured seven meters of fabric and cut

The correct choice here is "Before you do, you need to think carefully", and the scissors or the seller are just details and do not reflect the main meaning.

Sample tasks:

1. Less is better.

a) one good book read more useful than seven bad ones.

b) One delicious cake is worth ten bad ones.

c) It is not the quantity that matters, but the quality.

2. Hurry - make people laugh.

a) The clown makes people laugh.

b) To do a job better, you need to think about it well.

c) Haste can lead to ridiculous results.

3. Strike while the iron is hot.

a) A blacksmith forges hot iron.

b) If there are favorable opportunities for business, you should immediately use them.

c) A blacksmith who works slowly often gets more done than one who is in a hurry.

4. There is nothing to blame on the mirror if the face is crooked.

a) You should not blame the cause of failures on circumstances, if the matter is in yourself.

b) Good quality mirrors do not depend on the frame, but on the glass itself.

c) The mirror hangs crooked.

5. The hut is not red with corners, but with pies.

a) You can’t eat only pies, you have to eat rye bread.

6) The case is judged by the results.

c) One delicious cake is worth ten bad ones.

6. Did the job - walk boldly.

a) If you did a good job, you can rest.

b) The boy went for a walk.

7. Skillful hands do not know boredom.

a) Petr Ivanovich never gets bored.

b) A master of his craft loves and knows how to work.

8. Do not sit in your sleigh.

a) If you don't know something, don't take it.

b) In winter they ride on a sleigh, and in summer on a cart.

c) Ride only on your sleigh.

9. Not all that glitters is gold.

a) The copper bracelet shone like gold.

b) External brilliance is not always combined with good quality.

c) What seems good to us is not always good.

word games built on the words and actions of the players. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them, since in these games it is required to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental tasks; describe objects, highlighting their characteristic features; guess by description; find signs of similarities and differences; group objects according to various properties, characteristics; find alogisms in judgments, etc.

In the younger and middle groups, games with the word are mainly aimed at developing speech, educating the correct sound pronunciation, clarifying, consolidating and activating the vocabulary, and developing the correct orientation in space. (4.1983.19)

At the older preschool age, when logical thinking begins to actively form in children, word games are more often used to form mental activity, independence in solving problems. These didactic games are held in all age groups, but they are especially important in the upbringing and education of older children. preschool age, as they contribute to the preparation of children for schooling: they develop the ability to listen carefully to the teacher, quickly find the right answer to the question posed, accurately and clearly formulate piles of thoughts, apply knowledge in accordance with the task.

With the help of word games, children are brought up with a desire to engage in mental work. In the game, the process of thinking proceeds more actively, difficulties mental work the child overcomes easily, not noticing that he is being taught.

According to other sources, it is customary to distinguish two main types of games: games with fixed, open rules and games with hidden rules. An example of games of the first type is the majority of didactic, cognitive and outdoor games, this also includes developing intellectual, musical, fun games, attractions.

The second type includes role-playing games. Rules in them exist implicitly. They are in the norms of behavior of reproduced heroes: the doctor does not put a thermometer on himself, the passenger does not fly in the cockpit.

Didactic games differ in educational content, cognitive activity children, game actions and rules, organization and relationships of children, according to the role of the teacher. The listed signs are inherent in all games, but in some, some are more distinct, in others - others.

More than 500 are listed in various collections. didactic games, but there is no clear classification of games by type. Often games are correlated with the content of education and upbringing. In this classification, the following types of games can be represented:

sensory education games,

word games,

nature exploration games,

on the formation of mathematical representations

Conventionally, several types of didactic games can be distinguished, grouped according to the type of activity of students.

Travel games.

Order games.

Assumption games.

Puzzle games.

Games-conversations (games-dialogs).

Travel Games have similarities with a fairy tale, its development, miracles. The game-journey reflects real facts or events, but reveals the ordinary through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. All this happens in the game, in game actions, becomes close to the child, pleases him. The purpose of the game-travel is to enhance the impression, to give the cognitive content a slightly fabulous unusualness, to draw the attention of children to what is nearby, but not noticed by them. Traveling games sharpen attention, observation, comprehension of game tasks, facilitate overcoming difficulties and achieving success. (28.1987.45)

Travel games are always somewhat romantic. This is what causes interest and active participation in the development of the plot of the game, the enrichment of game actions, the desire to master the rules of the game and get a result: solve a problem, learn something, learn something.

The role of the teacher in the game is complex, it requires knowledge, readiness to answer the questions of children, playing with them, to lead the learning process unnoticed.

Game-journey - a game of action, thoughts, feelings of the child, a form of satisfaction of his needs for knowledge.

In the name of the game, in the formulation of the game task, there should be "calling words" that arouse the interest of children, active game activity. The game-journey uses many ways of revealing cognitive content in combination with gaming activities: setting tasks, explaining how to solve them, sometimes developing travel routes, step-by-step problem solving, the joy of solving it, meaningful rest. The composition of the game-travel sometimes includes a song, riddles, gifts, and more.

Travel games are sometimes incorrectly identified with excursions. The essential difference between them lies in the fact that the excursion is a form of direct teaching and a variety of classes. The purpose of the excursion is most often to get acquainted with something that requires direct observation, comparison with what is already known.

Sometimes the game-journey is identified with a walk. But the walk most often has recreational purposes. Cognitive content may be on the walk, but it is not the main, but accompanying.

Mission games have the same structural elements as travel games, but are simpler in content and shorter in duration. They are based on actions with objects, toys, verbal instructions. The game task and game actions in them are based on a proposal to do something: "Help Pinocchio to punctuate", "Check homework at the Dunno."

Guessing Games "What would be..?" or "What would I do...", "Who would I like to be and why?", "Whom would I choose as a friend?" etc. Sometimes a picture can serve as the beginning of such a game.

The didactic content of the game is that the children are given a task and a situation is created that requires an understanding of the subsequent action. The game task is inherent in the very name "What would it be ..?" or "What would I do...". Game actions are determined by the task and require children to make an expedient intended action in accordance with the set conditions or created circumstances.

Children make assumptions, ascertaining or generalized evidence. These games require the ability to correlate knowledge with circumstances, to establish causal relationships. They also contain a competitive element: "Who will figure it out faster?".

Puzzle games. The emergence of mysteries goes back to the distant past. Riddles were created by the people themselves, they were included in ceremonies, rituals, and were included in holidays. They were used to test knowledge, resourcefulness. This is the obvious pedagogical focus and popularity of riddles as smart entertainment.

At present, riddles, guessing and guessing, are considered as a kind of educational game.

The main sign of the riddle is an intricate description that needs to be deciphered (guessed and proved). The description is concise and often takes the form of a question or ends with it. The main feature of riddles is a logical task. Construction methods logical tasks are different, but they all activate the mental activity of the child. Children love puzzle games. The need to compare, to remember, to think, to guess - gives the joy of mental labor. Solving riddles develops the ability to analyze, generalize, forms the ability to reason, draw conclusions, conclusions. (9.1983.38)

Conversation games (dialogues). The game-conversation is based on the communication of the teacher with the children, children with the teacher and children with each other. This communication has a special character of game learning and gaming activity children. In a game-conversation, the educator often comes not from himself, but from a character close to the children, and thereby not only preserves the game communication, but also enhances his joy, the desire to repeat the game. However, the game-conversation is fraught with the danger of strengthening the techniques of direct teaching.

The educational and educational value lies in the content of the plot - the theme of the game, in the arousal of interest in certain aspects of the object of study reflected in the game. The cognitive content of the game does not lie "on the surface": you need to find it, get it - make a discovery and, as a result, learn something.

The value of the game-conversation lies in the fact that it makes demands on the activation of emotional and thought processes: the unity of the word, action, thought and imagination of children. The game-conversation brings up the ability to listen and hear the questions of the teacher, the questions and answers of children, the ability to focus on the content of the conversation, to supplement what has been said, to express judgment. All this characterizes active search solving the task set by the game. Of considerable importance is the ability to participate in a conversation, which characterizes the level of education.

The main means of a game-conversation is a word, a verbal image, an introductory story about something. The result of the game is the pleasure received by the children.

The listed types of games do not exhaust, of course, the whole range of possible game methods. However, in practice, these games are most often used, either in a "pure" form, or in combination with other types of games: mobile, role-playing, etc.

Not really

Didactic task. To teach children to think, logically raise questions, make the right conclusions.

Game rule. The driver’s questions can only be answered with the words “yes” or “no”.

Game action. Guessing the subject through questions given in a logical sequence.

Game progress.

Option 1. The teacher tells the children the rules of the game and explains the name:

Why is this game called that? Because you and I can only answer the questions of the driver with the words “yes” or “no”. The driver will go out the door, and we will agree on what object in our room we will guess for him. He will come and ask us where the object is, what it is, what it is for. We will answer him with only two words. I will be the driver first. When I leave the room, Vova will tell you what object he proposes to make. Then you will call me.

The teacher leaves, then enters the room and asks: “Is this object on the floor?” - "No." - "On the wall?" - "No." - "On the ceiling?" - "Yes." - "Glass? Does it look like a pear? - "Yes." - "Light bulb?" - "Yes."

Taking on the role of the first leader, the teacher teaches children to logically raise questions. He explains:

- Children, did you notice how I asked? First I found out where the object is, and then I found out what it is. Try to guess the same.

This game teaches children to think logically: if an object is not on the floor, then it can be on the wall or on the ceiling. Children do not immediately draw the right conclusions. It happens like this: having learned that this object is not on the floor, the child continues to ask: “Table?”, “Chair?” The teacher in such cases helps the child to come to the correct conclusion: “Ira, we answered you that the object is not on the floor. Where is the chair, table? - "On the floor." - "Should they have been named?" - "No." - "You found out that the object is on the wall. Look at what objects are on the wall and guess what we have guessed, ”the teacher offers. "Is it square?" - "Yes", - "In a frame?" - "Yes." - "Does it have flowers painted on it?" - "Yes." - "Picture?" - "Yes".

Option 2. You can offer a more complex version. The teacher thinks of an object that is outside the room:

- There are a lot of objects, children, and it will be difficult to guess if you do not know whether it is on earth or in the sky, in a house or on the street, whether it is an animal or a plant.

If children have played this game several times, they quickly begin to pick up questions and guess the intended object. For example, the children thought of the sun. Misha the guesser asks the following questions: “In the house? On the street? In the garden? In the forest? On the ground? In the sky?" Having learned that the object is in the sky, he asks the following questions: “Air? Clouds? Snow? Sparrows? Rocket? Airplane? Sun?"

From his questions, one can trace the course of logical thinking: having learned that an object is in the sky, he already names only those objects that can be there.

didactic task. To teach children to compare objects, find signs of differences, similarities in them, recognize objects by description.

Game rules. To compare objects by presentation, take only two objects; highlight both similarities and differences.

Game actions. Guessing, passing a pebble to one of the players who must name two objects, guessing them according to the description of a friend.

Game progress. The teacher, having put the children in a circle or at tables, invites them to play new game, which is called "Looks like - does not look like."

Addressing the children, he says:

- Remember, we learned to describe two objects, tell how they are similar and how they differ? Today we will play like this: everyone will think of two objects, remember how they differ from each other and how they are similar, and tell us, and we will guess. Remember. (Pause.) I have a pebble in my hands, to whom I put it, he will guess.

The one who received the pebble makes a riddle, for example: “Two flowers, one with white petals and a yellow center, the other pink, with beautiful fragrant petals, with thorns. One field, the other grows in a flower bed. The guesser, after a short pause, passes the pebble to any of the players. He must quickly answer and guess his riddle. If the guesser is wrong, he pays a phantom, which is redeemed at the end of the game.

Examples of riddles invented by children.

Galya. Two beetles crawled. One is small, red, with black dots, and the other is large, Brown. One does not buzz at all, and the other buzzes a lot. (Ladybug and Maybug.)

Ira. Animals, both agile. One is grey, the other is red. They live in the forest, one in a hole, and the other just runs like that. One loves cockerels, and the other attacks the flock. (Fox and wolf.)

Seryozha. Two cars. One plows the land, the other carries goods. One crackles loudly, and the other goes quietly. (Tractor and truck.)

Answer fast

Didactic task. To consolidate the ability of children to classify objects (by color, shape, quality); teach them to think and respond quickly.

Game rules. Select only those words that can be called one generalizing word; you can only throw the ball back after you have said the right word.

Game actions. Throwing and catching the ball.

Game progress. The teacher, holding the ball in his hands, becomes with the children in a circle and explains the rules of the game:

- Now I will name a color and throw a ball to one of you. The one who catches the ball must name an object of this color, then he himself names any color and throws the ball to the next one. He also catches the ball, names the object, his color, etc.

"Green" - the teacher says (makes a short pause, giving the children the opportunity to remember green objects) and throws the ball to Valya. “List,” Valya answers, and, saying “blue”, throws the ball to Vitya. “Heaven,” Vitya answers and says “yellow”, throwing the ball to the next one. The same color can be repeated several times, as there are many objects of the same color.

The main feature for classification may not be the color, but the quality of the object. For example, a beginner says, "Wooden," and throws the ball. "Table," the child who caught the ball answers, and offers his word: "Stone." - "House," the next player answers and says: "Steel." - "Spoon." Etc.

The next time, the form is taken as the main feature. The teacher says the word "round" and throws the ball to any player. “Sun,” he replies and names another shape, such as “square”, throwing the ball to the next player. He names a square-shaped object (window, book, handkerchief) and suggests some form. The same shape can be repeated several times, since many objects have the same shape.

When repeating, the game can be made more difficult by offering to name not one, but two or more objects.

Come up with a proposal

didactic task. To develop in children speech activity, speed of thinking.

Game rule. It is possible to transfer a pebble to another player only after he has come up with a sentence with the named leading word.

game action. Transfer of the stone.

Game progress. Children and teacher sit in a circle. The teacher explains the rules of the game:

“Today we are going to come up with proposals. I will say a word, and you will quickly come up with a sentence with this word. For example, I will say the word "close" and give Misha a pebble. He will take a pebble and quickly answer: "I live close to the kindergarten." Then he will say his word and pass the pebble to the person sitting next to him.

The word in the sentence should be used in the form in which it is proposed by the guesser. So in turn (in a circle) the pebble passes from one player to another. If the children find it difficult to answer, the teacher helps them.

This game is played after the children have become familiar with the word and sentence.

Hunter

folk game

Didactic task. Exercise children in the ability to classify and name animals, fish, birds, etc.

Game rules. You can step over to the next cell only after you name the beast. The winner, a good hunter, will be the one who reaches the forest, naming as many animals as there are cells on the way to the forest.

Game actions. Step over the line, name, without repeating, wild animals. Who can not remember, returns.

Game progress. Somewhere on free space at one end of the yard or playground is a group of players. This is a house. At a distance of a few steps from the house - the farther the better - some mark is put and a line drawn. This is a forest where different animals are found. The hunter, one of the players, goes to this forest. Standing still, he utters these words: “I am going to the forest to hunt, I will hunt for. . ." Here he steps forward and says: . .hare"; takes the second step. . .bear”; takes the third step. . .wolf"; fourth step: . .fox"; fifth: ". . .badger. . .". At each step, the hunter names some animal. You cannot name the same animal twice. You can’t name birds either, but if you play bird hunting, you need to name only birds.

The winner is the one who reached the forest, naming a new beast at each step. The one who could not do this returns home, and the next one goes hunting. An unsuccessful hunter can be allowed to go hunting again. Perhaps this time the hunt will be successful.

Note. According to the principle of this game, you can play the game "Fisherman". The fisherman says: “I'll go fishing and catch it. . . pike, crucian, perch. Etc.

Who will name more actions?

Didactic task. To teach children to correlate the actions of people with their profession; activate dictionary; cultivate the ability to think quickly.

Game rules. Name only one action of a person of this profession. If the child cannot remember, he hits the ball on the floor, catches it and then throws it back to the leader.

Game actions. Throwing and catching the ball.

Game progress. The teacher conducts a short conversation before the game, clarifying the children's understanding of the words profession, action. Then he says:

“Children, I work as a kindergarten teacher. This is my profession. Tolin's mother treats the sick. She is a doctor. This is her profession. What do you think is the profession of Antonina Vasilievna, who prepares dinner for us? (Children answer: "Cook".) What professions do you know. (Children call: “Driver, teacher, shoemaker, pilot, etc.”) Each person, having a profession, works, performs some actions. What does the chef do? (Children answer: “Cooks, bakes, fries, grinds meat with a meat grinder, cleans vegetables, etc.”) Now we will play the game “Who will name more actions?” I will name the profession, and you will remember all the actions of a person of this profession.

The teacher says the word "doctor" and throws the ball to one of the players. Children answer: "Examines patients, listens, heals, gives medicine, makes injections, operations." "Tailor". - "Bastes, cuts, smacks, irons, tries on, sews." Etc.

The teacher names the professions familiar to the children: nanny, laundress, driver, etc. The children remember what people in these professions do.

Whoever names the most actions is considered the winner.

Say it differently

didactic task. Teach children to choose a synonym - a word that is close in meaning.

The game rules and game actions are the same as in the previous game.

Game progress. The teacher says that in this game, children will have to remember words that are similar in meaning to the word that he will name.

“Big,” the teacher suggests. Children name the words: "Huge, large, huge, giant."

"Beautiful". - "Pretty, good, beautiful, lovely, wonderful."

"Wet". - "Raw, wet." Etc.

In preparation for the game, the teacher selects in advance words that have a number of synonyms. It is better to write down these words so as not to remember for a long time, since the game takes place at a fast pace.

The teacher can, by analogy with this game, develop other games, for example: he calls a noun, and the children select suitable epithets for it. So, for the word sea, children pick up the epithets "calm, stormy, quiet, azure, formidable, stormy, beautiful, southern." A child who remembers more words should be praised.

All games can be played in class. mother tongue(as part of the lesson).

Pick a word

Didactic task. To develop children's ingenuity, the ability to select the words they need in meaning.

Game rules and game actions are the same as in previous games.

Game progress. The teacher, addressing the children, offers them questions, for example: "Remember what you can sew." Children's answers: "Dress, coat, sundress, shirt, boots, fur coat, etc." "Darn?" - "Socks, stockings, mittens, scarf." - "Tie up?" “Wear?” - “Coat, dress, stockings, fur coat, raincoat, skirt, sundress, tights.”

The teacher calls the words he has previously planned. Children give answers by choosing words that make sense.

Make no mistake!

Didactic task. To develop the speed of thinking, to consolidate the knowledge of children about what they do at different times of the day.

Game rules. Having received a cube in your hands, you need to name one activity, an action that is done at a certain time of the day, then, having named any time of the day, pass the cube to another player.

Game action. Cube transfer.

Game progress. The teacher conducts a conversation with the children, consolidating their knowledge of different parts days. Children remember what they do in the morning, afternoon, evening, night. Then the teacher offers a game:

- Children, let's play with you like this. I will name one word, part of the day, and you remember what you are doing at this time. For example, I will say the word "morning". What will you name?

Children remember:

- Wake up, say hello, wash your face, brush your teeth, comb your hair.

“That's right,” the teacher says. “But during the game, only the one to whom I put the cube will answer, and only one action can be called (“I go to kindergarten”, or “do gymnastics”, or “do it”); The caller passes the cube to another player. If someone does not remember and does not say anything, he must hit the cube on the table and pass it on. Then he is considered a loser. Be careful, make no mistake!

The teacher calls different parts of the day, the children answer.

The same game can be played differently. The teacher calls the various actions of the children, and they must answer with only one word: day, morning, night, evening. For example, the teacher says: “I’m having breakfast,” and puts the cube to the player. He quickly replies: "In the morning." Teacher: I watch TV. Children can name two words: “Day”, “Evening”.

Bodywork

Didactic task. Develop auditory attention; activate vocabulary, thinking; develop ingenuity.

Game rules. Only those words that end in -ok can be “put” in the box; who called the word, passes the box to another child.

Game actions. Imitation of movement, as if an object is lowered into the container; whoever makes a mistake naming an object with a different ending pays a phantom, which is then won back.

Game progress. The players sit at the table. The teacher puts a basket (box, box) on the table, then asks:

Do you see, children, this box? Do you know what you can put in a container?

— We don't know.

- In this container you will put everything that can be called a word ending in -ok. (At the beginning of the game, the teacher explains that it is not necessary to put the object, just name it and make the appropriate movement at the same time.) For example: a lock, a scarf, a stocking, a sock, a lace, a leaf, a collar, a lump, a bun, a hook. Everyone will put in the box what he wants, according to the rule, and pass it on to his neighbor, who will also put something from the things whose name ends in -ok, and pass the box on. Remember the condition? Let's start playing!

The first took the box and said:

- I put a flower in the container.

The second one said:

- I'm a fungus.

The third one said:

- And I'm a hammer.

The fourth said:

- And I - matches boxes.

“The box was walking, walking, and suddenly they put an apple in it,” the teacher continues the game.

Hearing this, the children say:

Don't put an apple in our box.

- Why?

“Yes, because the apple does not end in -ok,” the children answer.

Who said nothing, gives a phantom. The body is again passed from hand to hand. The game ends with the playing of forfeits.

Continuing the game, you can call words with a different ending (for example, -ka, -ek), but the condition remains the same: do not make mistakes and do not “put” objects in the box with other endings in the names.

Only for this letter

didactic task. To consolidate children's knowledge of the letter and sound; cultivate auditory attention, speed of reaction to the word.

Game rules. Name words only with the letter that the child has chosen. Whoever makes a mistake and says a word not with the intended letter pays a fant, then wins it back at the end of the game.

Game actions. If the answer is correct, clap one hand, if the answer is wrong, raise the phantom.

Game progress. The teacher explains the rules of the game to the children, drawing their attention to the fact that one must be very careful in the game. Everyone must choose a letter for themselves, to the question of the presenter, find and name a word that begins with the chosen letter. For example, Vasya chose the letter A. The driver asks him:

- What is your name? What should Vasya answer? He must say any name that begins. . . What letter?

- A! - the children answer in chorus: Alyosha, Andrey!

Making sure that the rules of the game are learned by the children and everyone

chose a letter for himself, the teacher continues the game, asks the child:

What is your letter?

For all of the following questions, this child must answer with words with the letter A, quickly, without hesitation.

The teacher asks:

- What is your name?

- Andrey.

- What is your last name?

— Azbukin.

- Where did you come from?

— From Astrakhan.

- Where are you driving?

— To Astrakhan.

- What will you ride?

- By bus.

- What grows there?

- Watermelons.

- And what else?

— Apricots.

- What kind of birds are there?

- What kind of animals?

- Argali.

Who will meet you at home?

What gift will you bring him?

— Album.

Then the teacher turns to another child (letter) and asks him similar questions.

It happens that one of the participants in the game to the question “What is your name?” he will say his name or make a mistake in the name of the city where he should go, a tree, a flower, a bird, all the players raise forfeits. If the same participant in the game makes a mistake a second time, he is asked to do something: jump on one leg around the table, crawl under the table and shout “crow” three times, etc.

The game continues until all the children have answered the leader's questions.

Who will notice the untruths more?

didactic task. To teach children to notice fables, illogical situations, to explain them; develop the ability to distinguish between real and imagined.

Game rules. Whoever notices a fable in a story, a poem, must put a chip in front of him, and at the end of the game name all the fables noticed.

Game action. Using chips. (Whoever noticed and explained the fables more, he won.)

Game progress. Children sit down so that chips can be put aside on the table. The teacher explains the rules of the game:

- Now I will read you an excerpt from Korney Chukovsky's poem "Confusion". It will contain many lies. Try to notice and remember them. Whoever notices a fable, puts a chip, notices another fable, puts a second chip next to it, etc. Whoever notices more stories will win. You can put a chip only when you yourself noticed the fable.

First, a small part of this poem is read, slowly, expressively, places with fables are accentuated.

CONFUSION

Kittens meowed:

“We are tired of meowing!

We want, like pigs,

Grunt!"

And behind them and ducklings:

“We don’t want to quack anymore!

We want, like frogs,

Croak!"

The pigs meowed:

"Meow meow!"

The cats grunted:

"Oink oink oink!"

The ducks croaked:

"Qua, qua, qua!"

The hens quacked:

"Quack, quack, quack!"

Sparrow galloped

And mooed like a cow:

A bear came running

And let's roar:

"Ku-ka-re-ku!"

Only hare

There was a good boy:

Didn't meow

And did not grunt -

Lying under the cabbage

babbled like a hare

And foolish little animals

Persuaded:

"Who is ordered to chirp -

Don't purr!

Who is commanded to purr -

Don't tweet!

Do not be a crow cow

Do not fly frogs under the cloud!

K. Chukovsky.

After reading, the teacher asks the children why the poem is called "Confusion". Then the one who put aside fewer chips is asked to name the noticed fables. Children who have more chips name those fables that the first responder did not notice. You cannot repeat what has been said. If the child has put more chips than the tales in the poem, the teacher tells him that he did not follow the rules of the game, and suggests that he be more careful another time.

Then the next part of the poem is read. It is necessary to ensure that children do not get tired, as the game requires a lot of mental stress. Noticing by the behavior of the children that they are tired, the teacher must stop the game. At the end of the game, praise should be given to those who spotted more tales and explained them correctly.

Note. Other tales can be used in the game, for example:

Happy, happy, happy

bright birches,

And on them with joy

Roses are growing.

Happy, happy, happy

dark aspens,

And on them with joy

Growing oranges.

Then it didn't rain out

And not hail

That fell from the cloud

Grape.

And the crows over the fields

Suddenly the nightingales began to sing.

And streams from underground

Sweet honey flowed.

Chickens have become peahens

Bald - curly.

Even the mill - and that

Danced on the bridge.

So run after me

To green meadows

Where there are clouds above the blue river

A rainbow has risen.

We are jumping on the rainbow,

Let's play in the clouds

And from there down the rainbow

On sledges, on skates!

K. Chukovsky.

We have a house with miracles in the alley, -

Come take a look and see for yourself:

Under the white curtain on the first window

Cats lie and bask in the sun.

In the next window, to the delight of the guys,

Five silver fish swim side by side.

And in this window - canaries sing.

And in this - bindweeds turn green on the rail.

And in this window there is a big dog

Lies quietly, without disturbing anyone.

Here is a girl with a doll sitting on the window,

And an old man is playing the harmonica.

Here the boy reads funny books.

Here the grandmother knits socks for the boy.

But Volodya knows some word,

He will say it in a whisper - and you're done!

The dog sits down to play the harmonica

Red cats dive into the aquarium

Socks begin to knit canaries,

Kids' flowers are watered from a watering can,

The old man lies on the window, sunbathing,

And the granddaughter's grandmother plays with dolls,

And fish read funny books,

Slowly taking them away from the boy.

Now in the yard we do not know peace.

What is the word? Which? Which?. .

3. Alexandrova.

Pan and storyteller

Belarusian folk tale

(Excerpt)

Yanka squatted down in front of the plate and began to tell:

- And what, punk, does not happen in the world! This is what happened to me once.

It was at a time when my father had not yet been born. I lived with my grandfather. There is nothing to do at home, so my grandfather gave me to one owner of bees to graze. And that owner had as many as fifty decks (hives) of bees. We must count them every day in the morning and drive them to the pasture. And in the evening to drive, count again, milk and drive into the hives. And the owner told me firmly: "If you lose even one bee, I won't pay you for the whole year."

... Once I drove the bees from the pasture, counted: there is no one bee. . . I ran back to look for the bee. And it's already evening. I go there, I go here - there is no bee. Suddenly I hear a bee roaring somewhere. I look - across the river, seven wolves attacked my bee. And she, poor thing, fights them off with all her might, does not give up. I rushed to the aid of the bee. I ran to the river - there is no crossing. What to do? And here the wolves are about to tear apart the bee. I, without thinking for a long time, grabbed myself by the forelock, shook it - and the goplya across the river! But he did not reach the other bank - he fell in the middle of the river and, like a stone, went to the bottom. Somehow he came to his senses and began to look for a way to get upstairs. And then, as luck would have it, at the bottom of the river someone lit a fire and let out such smoke that it eats right in the eyes, even the fish sniffs with its nose and the road cannot be seen because of the smoke. I'm going to feel it, looking - the bear is standing. ... I got to the tail and grabbed it.

The bear was frightened, and how it would rush up - well, he pulled me out. He himself rushed out of fright into the forest, but I remained on the shore, but not on what was needed.

Then I grabbed myself by the forelock, shook it even harder than the first time - jumped to the other side!

... I jumped to the other side, but with a run I crashed to the ground so that I got stuck up to my waist. I'm here and there - I can't get out. Without a shovel, I think you can't do anything. He ran home, grabbed a shovel - and back. I dug myself out and ran to help the bee.

Didactic games (word) for older preschoolers

Author: Pashkova Larisa Aleksandrovna, teacher speech therapy group, MBDOU "Shegarsky kindergarten No. 1 of the combined type"
Games can be used in the learning process, in educational work. This material is recommended for teachers. different types institutions, including additional education, educator, teachers. The games are intended for older children. Games were used in the form of separate lessons, games and exercises.

Game "Carpenter"

Target. We develop the imagination and speech creativity of children; we learn what tools the carpenter uses at work.
Description of the game. The facilitator asks the children riddles on a given topic. For quick and correct answers, players are given chips. And at the end of the game, when counting, the most savvy receives a prize.

Bowing, bowing
When he comes home, he stretches out.
(Axe)

toothy animal
Gnawing with a whistle oak.
(Saw)

The fat one will beat the thin one,
Thin something will beat.
(Hammer and nail)

wooden river,
wooden boat,
And over the boat flows
Wood smoke.
(Plane)

Game "Merry Olympiad"

Target. We teach children to guess riddles, strengthen speech-evidence skills, develop speech-description skills.
Description of the game. Children are divided into two teams. Each team comes up with a name. Teams compete in guessing riddles about sports. Players must correctly guess the riddle, prove the riddle if possible to beat. For each correct answer, the team receives an Olympic ring (hoop). The first team to score 5 rings is declared the winner.

Small in stature, but daring,
Jumped away from me.
(Ball)

Swimming white goose
Wooden belly,
Linen wing.
(Yacht)

The river flows - we lie,
Ice on the river - we run.
(Skates)

Wooden horses gallop through the snow
And they don't fall into the snow.
(Skis)

When spring takes over
And the brooks run ringing,
I jump over it
And she - through me.
(Rope)

Feet go down the road
And two wheels are running.
The riddle has an answer:
This is my …
(Bike)

Game "Sounds messed up"

Target. Preparing children for sound analysis; develop auditory and visual memory.
Description of the game. The host reads funny poems, intentionally making mistakes in words. The child names the word correctly and says what sounds the pairs of words differ in.

I found a plum ... blouse,
Fenya put on ... a bone.

Ripened on a tree ... caftan,
In winter, I put on ... a chestnut.

A count sat on a tree,
Lives in beautiful house... rook.

Green in the park ... kids,
And for a walk ... branches.

In the forest fly in the summer ... cats,
They hunt mice ... midges.

Clawed at the pussy ... slippers,
Vika has brand new ... paws.

Far to go to me ... stump,
I'd rather sit on ... laziness.

Add-ons game

Target. Develops children's speech creativity.
Description of the game. The host reads poetry without the last word. Children must quickly pick up the right word. For each correct answer, the child receives a chip. The winner will be the one with the most chips.

Fluffs are all sliding from the sky -
Silvery ... (snowflakes)

Architects - creators
They build wonderful ... (palaces)

Once upon a time there was a cheerful dwarf.
He built in the forest ... (house)

In this house, you believe me
Locked securely ... (door)

Hardened crust of snow
Ours will be slippery ... (slide)

Baby has a rattle
Very noisy ... (toy)

Our kids know
Hide and seek is the best ... (game)!

"What is the subject?"

Purpose: to learn to name an object and describe it.

Move. The child takes out wonderful bag an object, a toy, calls it (this is a ball). At first, the teacher describes the toy: “It is round, blue, with a yellow stripe, etc.”

"Guess the toy"

Purpose: to form in children the ability to find an object, focusing on its main features, description.

Move. 3-4 familiar toys are put on display. The teacher reports: he will outline the toy, and the task of the players is to listen and name this object.

Note: 1-2 signs are indicated first. If children find it difficult 3-4.

"Who will see and name more"

Purpose: to teach to designate by word and action parts and signs appearance toys.

Move. Educator: Olya doll is our guest. Olya loves to be praised, pay attention to her clothes. We will give the doll pleasure, describe her dress, shoes, socks.

"Magpie"

Purpose: to correlate the verb with the action that it denotes and with the subject who performed this action.

Material: needles, glasses, soap, bell, brush, iron. Brush, broom, toy - bird Magpie.

Move. Educator: While you were at home, a magpie flew into the kindergarten and collected various things in her bag. Let's see what she got

(The teacher lays out the objects)

Children:

magpie, magpie
Give us soap

Magpie:

I won't give, I won't give
I'll take your soap
I'll give my shirt to wash.

Children:

magpie, magpie
Give us a needle!

Magpie:

I won't give, I won't give.
I'll take a needle
I will sew a shirt for my shirt.

Children:

magpie, magpie,
Give us glasses

Magpie:

I won't give, I won't give.
I'm without glasses
I can't read a shirt of poems.

Children:

Forty, forty.
Give us a call.

Magpie:

I won't give, I won't give.
I'll take the call.
I'll give you a shirt - call me, my son.

Educator:

You, forty, do not rush
You ask the kids.
They will all understand you.
Everything that needs to be served.

Educator:

What do you want to do, magpie? (Clean, iron, paint...)

Educator:

Children, what does a magpie need for this?

(Children call and bring all the items) Magpie thanks and flies away.

Purpose: to train children in a clear pronunciation of words.

Move. The teacher invites the children to look around themselves and name as many objects that surround them as possible (name only those that are in their field of vision). The teacher makes sure that the children pronounce the words correctly and clearly, do not repeat. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What is hanging on the wall?” etc.

Olya's helpers

Purpose: to form a plural form. Numbers of verbs.

Material: Olya doll.

Move. - Olya doll came to us with her assistants. I'll show them to you, and you can guess who these assistants are and what they help Olya to do.

The doll is walking on the table. The teacher points to her feet.

- What is this? (These are legs)

- They are Olya's helpers. What are they doing? (Walk, jump, dance, etc.)

"Multicolored box"

Purpose: to teach children, when agreeing on nouns of the middle (feminine) gender with a pronoun, to focus on the end of the word.

Material: box, subject pictures according to the number of children.

Move. Educator:

I put pictures

In a multi-colored box.

Come on, Ira, take a look,

Take out the picture, name it.

Children take out a picture and name what is shown on it.

"Tell me which one?"

Purpose: To teach children to highlight the signs of an object.

Move. The teacher (or child) takes out objects from the box, names them, and the children point to any sign of this object.

If the children find it difficult, the teacher helps: “This is a cube. What is he?

"Magic Cube"

Game material: cubes with pictures on each side.

Rules of the game. The child rolls the dice. Then he must depict what is drawn on the upper face and pronounce the corresponding sound.

Move. The child, together with the teacher, says: “Twist, spin, lie down on your side,” and rolls the dice. On the top face - for example, an airplane. The teacher asks: "What is it?" and asks to imitate the rumble of an airplane. Other faces of the cube are played similarly.

"Unusual Song"

Rules of the game. The child sings vowel sounds to the motive of any melody familiar to him.

Move. Educator. One day, beetles, butterflies and grasshoppers argued who would sing a song best of all. Big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody to the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but to the sound A). Grasshopper musicians were the last to come out, they played violins - E-I-I. (Children sing the same melody to the sound I). Then everyone came out into the clearing and began to chant with words. And immediately all the beetles, butterflies, grasshoppers realized that our girls and boys sing best of all.

"Echo"

Rules of the game. The teacher loudly pronounces any vowel sound, and the child repeats it, but quietly.

Move. The teacher says loudly: A-A-A. the echo child quietly answers: ahhh. And so on. You can also use a combination of vowel sounds: ay, wah, ea, etc.

"Gardener and Flowers"

Purpose: to consolidate children's knowledge about flowers (wild berries, fruits, etc.)

Move. Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (you can have the players choose a flower picture; you can’t show it to the host). The leading gardener says: “I haven’t seen a wonderful white flower with a yellow eye that looks like a small sun for so long, I haven’t seen a chamomile.” Chamomile stands up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I'm glad you wanted to take a look at me." Chamomile sits on another chair. The game continues until the gardener has listed all the flowers.

"Who more action will call"

Purpose: to actively use verbs in speech, forming various verb forms.

Material. Pictures: clothes, plane, doll, dog, sun, rain, snow.

Move. Neumeyka comes and brings pictures. The task of children is to pick up words that denote actions related to objects or phenomena depicted in the pictures.

For example:

— What can you say about the plane? (flies, buzzes, rises)

What can you do with clothes? (wash, iron, sew)

What can you say about the rain? (goes, drips, pours, drizzles, knocks on the roof)

Etc.

"Kids and the Wolf"

Target. End the story at its beginning.

Material. Flannelgraph and attributes for the fairy tale "Goat with kids", bunny

Move. The teacher tells the beginning of the tale, showing the figures of the characters.

Educator: the bunny says ....

Children: do not be afraid of me, it's me - a little bunny.

Educator: The goats treated him ....

Children: carrots, cabbage ...

Educator: Then they became ...

Etc.

"Wake up the cat"

Target. Activate the name of animal cubs in the speech of children.

Material. Animal costume elements (hat)

Move. One of the children gets the role of a cat. He sits down, closing his eyes (as if sleeping), on a chair in the center of the circle, and the rest, choosing the role of any animal cub at will, form a circle. The one whom the teacher points out with a gesture gives a voice (makes an onomatopoeia corresponding to the character).

The task of the cat: to name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers switch places and the game continues.

"Breeze"

Target. Development of phonemic hearing.

Move. Children stand in a circle. The teacher makes different sounds. If you hear a sound such as y, raise your arms and circle slowly.

Sounds are pronounced y, and, a, o, y, and, y, a. Children, having heard the sound y, make the appropriate movements.

"Pinocchio Traveler"

Target. Focus on the meaning of verbs.

Material. Pinocchio doll.

Move. Pinocchio is a traveler. He travels to many kindergartens. He will tell about his travels, and you will guess which rooms of the kindergarten or on the street he visited.

- I went into the room where the children roll up their sleeves, soap their hands, dry themselves.

- They yawn, rest, sleep ...

- They dance, they sing, they spin ...

Pinocchio was in kindergarten when the children:

- they come, say hello ... (When does this happen?)

- have lunch, thank you ...

- dress up, say goodbye ...

- sculpt a snowman, go sledding

"Hide and Seek"

Target. Formation of the morphological aspect of speech. Bring children to the understanding of prepositions and adverbs that have a spatial meaning (in, on, behind, under, near, between, next to, left, right)

Material. Small toys.

Move. The teacher hides the toys made in advance in different places of the group room, and then, having gathered children around him. He informs them: “I was informed that uninvited guests settled in our group. The tracker who was watching them writes that someone hid in the upper right drawer of the desk. Who will go looking? Fine. Found? Well done! And someone hid in the corner of the toys, behind the closet (Search). Someone under the doll's bed; someone on the table; that stands to my right"

THAT. the children look for all the uninvited guests, hide them in a box and agree that they will play hide and seek again with their help.

The postman brought a postcard

Target. To teach children to form verb forms in the present tense (draws, dances, runs, jumps, laps, waters, meows, barks, strokes, drums, etc.)

Material. Postcards depicting people and animals performing various activities.

Move. The game is played with a small subgroup.

Someone knocks on the door.

Educator: Guys, the postman brought us postcards. Now we will consider them together. Who is on this postcard? That's right, Mishka. What is he doing? Yes, drumming. This postcard is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is pictured here? What does he do? And, you, Petya, remember your postcard.

THAT. 4-5 pieces are considered. And those to whom they are addressed must correctly name the actions of the character and remember the image.

Educator: Now I will check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.

"Finish the sentence"(use of complex sentences)

- Mom put the bread ... where? (to the breadbasket)

- Brother poured sugar ... where? (to the sugar bowl)

- Grandma made delicious salad and put it... where? (in a salad bowl)

- Dad brought sweets and put them ... where? (in candy box)

- Marina did not go to school today because ... (fell ill)

- We turned on the heaters because ... (it got cold)

- I don't want to sleep because... (it's still early)

- We will go to the forest tomorrow, if ... (will good weather)

- Mom went to the market to ... (buy groceries)

- The cat climbed a tree to ... (to escape from the dog)

"Daily regime"

8-10 plot or schematic pictures about the daily routine. Offer to consider, and then arrange in a certain sequence and explain.

"Who's a treat?"(use of difficult forms of nouns)

The teacher says that there are gifts for animals in the basket, but he is afraid to confuse someone with what. Asks for help. Pictures depicting a bear, birds - geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants are offered. Who wants honey? Who is the grain for? Who needs meat? Who wants fruit?

"Say three words"(activation of the dictionary)

The children line up. Each participant is asked a question in turn. It is necessary, taking three steps forward, to give three words-answers with each step, without slowing down the pace of walking.

— What can you buy? (dress, suit, trousers)

"Who wants to be who?"

(use of difficult forms of the verb)

Children are offered plot pictures depicting labor actions. What are the boys doing? (The boys want to make a mock-up airplane) What do they want to be? (They want to become pilots). Children are invited to come up with a sentence with the word want or want.

"Zoo"(development of coherent speech).

Children sit in a circle, receiving a picture without showing them to each other. Everyone should describe their animal, without naming it, according to this plan:

1. Appearance;
2. What does it eat.

The "game clock" is used for the game. Turn the arrow first. Whom she points to, he begins the story. Then, by rotating the arrows, it is determined who should guess the described animal.

"Compare Items"(for the development of observation, clarification of the dictionary due to the names of parts and parts of objects, their qualities).

In the game, you can use both things and toys that are the same in name, but differ in some features or details, as well as paired subject pictures. For example, two buckets, two aprons, two shirts, two spoons, etc.

An adult reports that a package has been sent to the kindergarten. What is this? Gets things. “Now we will take a closer look at them. I will talk about one thing, and one of you about another. Let's take turns talking."

For example: Adult: "I have a smart apron."

Child: "I have a work apron."

Adult: He white color in red polka dots.

Child: "And mine is dark blue."

Adult: "Mine is adorned with lace frills."

Child: "And mine - with a red ribbon."

Adult: "This apron has two pockets on the sides."

Child: "And this one has one big one on his chest."

Adult: "These pockets have a pattern of flowers."

Child: “And this has tools on it.”

Adult: "They set the table in this apron."

Child: "And this one is dressed for work in the workshop."

"Who was who or what was what"

(activation of the dictionary and expansion of knowledge about the environment).

Who or what before was a chicken (an egg), a horse (a foal), a frog (a tadpole), a butterfly (a caterpillar), boots (leather), a shirt (cloth), a fish (egg), a cupboard (board), bread (flour), bicycle (iron), sweater (wool), etc.?

"Name as many items as you can"

(activation of the dictionary, development of attention).

Children stand in a row, they are invited to take turns naming the objects that surround them. Named the word - takes a step forward. The winner is the one who correctly and clearly pronounces the words and named more objects without repeating, and thus was ahead of everyone.

"Choose a rhyme"(develops phonemic awareness).

The teacher explains that all words sound different, but among them there are those that sound a little similar. Offers help to find a word.

There was a bug on the way
He sang the song in the grass ... (cricket).

You can use any verses or individual rhymes.

"Name the parts of the object"

(enrichment of the dictionary, development of the ability to correlate the subject and its parts).

The teacher shows pictures of a house, a truck, a tree, a bird, etc.

Option I: children take turns calling parts of objects.

Option II: each child receives a drawing and names all the parts himself.