Victoria Klishova
Card index of didactic games for middle group children
Card index of didactic games for middle group children.
1. Didactic game “Find the mistake”
Goals: to learn to clearly pronounce polysyllabic words loudly, to develop auditory attention.
Progress of the game: The teacher shows the toy and names the obviously incorrect action that this animal allegedly performs. Children must answer whether this is correct or not, and then list the actions that this animal can actually perform. For example: “The dog reads. Can a dog read?
The children answer:
“ No.” What can a dog do? Children list. Then other animals are named.
2. Didactic game “It happens or not”
Goals: to teach to notice inconsistency in judgments, to develop logical thinking.
Progress of the game: The teacher asks questions, the children answer them.
What can you do in the forest? (Walk; pick berries, mushrooms; hunt; listen to birdsong; relax)
.
What can you do on the river? What are they doing in the hospital?
6. Didactic game “Which, which, which?”
Objectives: to teach how to select definitions that correspond to a given example or phenomenon; activate previously learned words.
Progress of the game: The teacher names a word, and the players take turns naming as many signs as possible that correspond to this subject. Squirrel - red, nimble, big, small, beautiful.
Coat - warm, winter, new, old...
Mom is kind, affectionate, gentle, beloved, dear...
House - wooden, stone, new, panel...
7. Didactic game “Finish the sentence”
Goals: learn to complement sentences with a word of the opposite meaning, develop attention.
Progress of the game: The teacher begins the sentence, and the children finish it, only they say words with the opposite meaning.
Sugar is sweet. and pepper -... (bitter)
.
In summer the leaves are green, and in autumn... (yellow)
.
The road is wide and there is a path. (narrow)
.
8. Didactic game “Find out whose sheet it is”
Goals: to teach to recognize a plant by its leaf (name a plant by its leaf and find it in nature, develop attention.
How to play: While walking, collect fallen leaves from trees and bushes. Show the children, ask them to find out which tree it is from and find similarities with the unfallen leaves.
9. Didactic game “Guess what kind of plant”
Goals: learn to describe an object and recognize it by description, develop memory and attention.
Progress of the game: The teacher invites one child to describe the plant or make a riddle about it. The other children must guess what kind of plant it is.
10. Didactic game “Who am I?”
Goals: learn to name a plant, develop memory, attention.
Progress of the game: The teacher quickly points to the plant. The one who is the first to name the plant and its shape (tree, shrub, herbaceous plant) gets a chip.
11. Didactic game “Who has who”
Goals: consolidate knowledge about animals, develop attention and memory.
Progress of the game: The teacher names the animal, and the children name the cub in the singular and plural. The child who correctly names the cub gets a chip.
12. Didactic game “Who (what)
flies?
Goals: consolidate knowledge about animals, insects, birds, develop attention and memory.
How to play: Children stand in a circle. The selected child names an object or animal, raises both hands up and says: “Flying”
.
When an object that flies is named, all children raise both hands up and say “Flying”
If not, they don’t raise their hands.
If one of the children makes a mistake , he leaves the game.
13. Didactic game “What kind of insect?”
Goals: to clarify and expand ideas about the life of insects in the fall, to learn to describe insects by characteristic features, to cultivate a caring attitude towards all living things, to develop attention.
Progress of the game: Children are divided into 2 subgroups . One subgroup describes the insect , and the other must guess who it is. You can use riddles. subgroup asks their questions .
14. Didactic game “Hide and Seek”
Goals: to learn to find a tree by description, to consolidate the ability to use prepositions in speech: for, about, before, next to, because of, between, on; develop auditory attention.
Progress of the game: According to the teacher’s instructions, some of the children hide behind trees and bushes. The presenter, according to the teacher’s instructions, searches (find who is hiding behind a tall tree, low, thick, thin)
.
15. Didactic game “Who can name the most actions?”
Goals: learn to select verbs denoting actions, develop memory and attention.
Progress of the game: The teacher asks questions, the children answer with verbs. For each correct answer, children receive a chip.
• What can you do with flowers? (pluck, smell, look, water, give, plant)
• What does a janitor do? (sweeps, cleans, waters, clears snow from paths)
•
16. Didactic game “What happens?”
Objectives: learn to classify objects by color, shape, quality, material, compare, contrast, select as many items as possible that fit this definition; develop attention.
Card index "Didactic games" for the middle group
Elena Gaeva
Card index "Didactic games" for the middle group
“Who talks like that?”
Goal: expanding vocabulary, developing reaction speed.
Progress: the teacher throws the ball to the children one by one, naming the animals. Children, returning the ball, must answer how this or that animal gives a voice: A cow moos A tiger growls A snake hisses A mosquito squeaks A dog barks A wolf howls A duck quacks A pig grunts Option 2. The speech therapist throws the ball and asks: “Who is growling?”
,
“Who’s mooing?”
,
"Who's barking?"
,
"Who's crowing?"
etc.
"Who lives where?"
Goal: to consolidate children’s knowledge about the homes of animals and insects. Consolidating the use of the grammatical form of the prepositional case with the preposition “in”
.
Progress: Throwing the ball to each child in turn, the teacher asks a question, and the child, returning the ball, answers. Option 1. teacher: -Children: Who lives in a hollow? -Squirrel. Who lives in a birdhouse? - Starlings. Who lives in the nest? - Birds. Who lives in the booth? - The dog. Who lives in the hive? - Bees. Who lives in the hole? - Fox. Who lives in the lair? -Wolf. Who lives in the den? - A bear. Option 2. teacher: - Children: Where does the bear live? - In a den. Where does the wolf live? - In the lair. Option 3. Work on the correct construction of the sentence. Children are asked to give a complete answer: “The bear lives in a den”
.
"Give me a word"
Goal: development of thinking, speed of reaction.
Move: the teacher, throwing the ball to each child in turn, asks: “The crow is croaking, and what about the magpie?” The child, returning the ball, must answer: - The magpie is chirping. Examples of questions: - The owl flies, but what about the rabbit? - The cow eats hay, and the fox? - The mole digs holes, and the magpie? - The rooster crows, and the chicken? - The frog croaks, and the horse? - The cow has a calf, and the sheep? – The bear cub has a mother bear, and the baby squirrel?
“Who moves how?”
Goal: enrichment of children’s verbal vocabulary, development of thinking, attention, imagination, dexterity.
Move: the teacher, throwing the ball to each child, names an animal, and the child, returning the ball, pronounces a verb that can be attributed to the named animal. Teacher: - Children: Dog - stands, sits, lies, walks, sleeps, barks, serves (cat, mouse)
"Hot Cold"
Goal: to consolidate in the child’s mind and vocabulary the opposite characteristics of objects or antonym words.
Move: the teacher, throwing the ball to the child, pronounces one adjective, and the child, returning the ball, names another - with the opposite meaning. Teacher: - Children: Hot-cold Good-bad Smart-stupid Cheerful-sad Sharp-dumb Smooth-rough
“What happens in nature?”
Goal: to consolidate the use of verbs in speech, agreement of words in a sentence.
Move: the teacher, throwing the ball to the child, asks a question, and the child, returning the ball, must answer the question asked. It is advisable to play the game according to themes. Example: Theme “Spring”
teacher: -Children: The sun - what is it doing? - It shines, it warms. Streams - what are they doing? -They are running and murmuring. Snow - what does it do? — It’s getting dark, melting. Birds - what are they doing? - They fly in, build nests, sing songs. Drops - what does it do? - It rings and drips. The bear - what does it do - wakes up, crawls out of the den.
“Who can perform these actions?”
Goal: activation of children's verbal dictionary, development of imagination, memory, dexterity. Progress: the teacher, throwing the ball to the child, names the verb, and the child, returning the ball, names the noun that matches the named verb. Teacher: - Children: Walking - person, animal, train, steamboat, rain... A stream runs, time, an animal, a person, a road... A bird, a butterfly, a dragonfly, a fly, a beetle, an airplane flies... A fish, a whale, a dolphin, a boat, a ship, a man floats...
“What is it made of?”
Goal: to consolidate the use of relative adjectives and methods of their formation in children’s speech.
Move: the teacher, throwing the ball to the child, says: “Boots made of leather”
, and the child, returning the ball, answers:
“Leather.”
Teacher: - Children: Fur mittens Copper basin Copper vase Crystal crystal Mittens wool
"Put it into pieces"
Goal: orientation in space.
Progress: the character Fyodor asks the guys to help her: put pots and pans on the bottom shelf, plates, spoons, knives and forks on a higher shelf, and saucers and jugs on the top shelf.
“Who was who?”
Goal: development of thinking, expansion of vocabulary, consolidation of case endings.
Move: the teacher, throwing the ball to one of the children, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what)
there was a previously named object: Chicken - egg Bread - flour Horse - foal Wardrobe - board Cow - calf Bicycle - iron Dud - acorn Shirt - fabric Fish - egg Boots - leather Apple tree - seed House - brick Frog - tadpole Strong - weak Butterfly - caterpillar Adult - child
“Which vegetable?”
Goal: development of tactile, visual and olfactory analyzers.
Procedure: the teacher cuts the vegetables, the children smell and taste them. The teacher gives an example: “The tomato is sweet, but the garlic is spicy.”
“What does it sound like?”
Goal: development of auditory attention and observation.
Progress: the teacher behind the screen plays various musical instruments (tambourine, bell, wooden spoons)
. Children must guess what it sounds like.
“What happens in the fall?”
Purpose: to teach the seasons, their sequence and main features.
Progress: on the table are mixed pictures depicting various seasonal phenomena (it is snowing, a flowering meadow, an autumn forest, people in raincoats and with umbrellas, etc.). The child chooses pictures that depict only autumn phenomena and names them.
“What’s missing?”
Goal: development of attention and observation.
Progress: the teacher lays out 4 vegetables on the table: “Children, look carefully at what is on the table. These are onions, cucumbers, tomatoes, peppers. Look carefully and remember. Now close your eyes.” Children close their eyes, and the teacher removes one vegetable. “What’s missing?”
Children remember and name the vegetable.
“Catch and throw – name the colors”
Goal: selection of nouns for the adjective denoting color. Reinforcing the names of primary colors, developing children's imagination.
Move: the teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective. Teacher: - Children: Red - poppy, fire, flag Orange - orange, carrot, dawn Yellow - chicken , sun, turnip Green - cucumber, grass, forest Blue - sky, ice, forget-me-nots Blue - bell, sea, sky Violet - plum, lilac, dusk
"Whose head?"
Goal: expanding children's vocabulary through the use of possessive adjectives. Procedure: the teacher, throwing the ball to the child, says: “The crow has the head...”
, and the child, throwing the ball back, finishes:
“...crow.”
For example: A lynx has a lynx’s head. Fish - fishy Cat - feline In a magpie - magpie In a horse - equine In an eagle - eagle In a camel - camel
"The Fourth Wheel"
Goal: to consolidate children’s ability to identify common features in words and develop the ability to generalize.
Move: the teacher, throwing the ball to the child, names four words and asks to determine which word is superfluous. For example: blue, red, green, ripe. Zucchini, cucumber, pumpkin, lemon. Cloudy, stormy, gloomy, clear.
"One is many"
Goal: to consolidate various types of endings of nouns in children’s speech.
Progress: the teacher throws the ball to the children, calling singular nouns. Children throw the ball back, naming the nouns in the plural. Example: Table - tables chair - chairs Mountain - mountains leaf - leaves House - houses sock - socks Eye - eyes piece - pieces Day - days jump - jumping Sleep - dreams gosling - goslings Forehead – foreheads tiger cubs
"Pick up the signs"
Goal: activation of the verb dictionary.
Progress: the teacher asks the question “What can squirrels do?”
Children answer the question and find
a picture for the question asked . Sample answers: Squirrels can jump from branch to branch.
Squirrels know how to make warm nests. "Animals and their young"
Goal: to consolidate the names of baby animals in children’s speech, consolidate word formation skills, develop dexterity, attention, and memory.
Move: throwing the ball to the child, the teacher names an animal, and the child, returning the ball, names the baby of this animal. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs. Group 1 . The tiger has a tiger cub, the lion has a lion cub, the elephant has a cub, the deer has a fawn, the elk has a calf, the fox has a fox calf. Group 2 . A bear has a baby bear, a camel has a baby camel, a hare has a baby hare, a rabbit has a baby rabbit, a squirrel has a baby squirrel. Group 3 . A cow has a calf, a horse has a foal, a pig has a piglet, a sheep has a lamb, a hen has a chick, a dog has a puppy.
“What is round?”
Goal: expanding children's vocabulary through adjectives, developing imagination, memory, and dexterity.
Move: the teacher, throwing the ball to the children, asks a question; the child who caught the ball must answer it and return the ball. -What is round? (ball, globe, wheel, sun, moon, cherry, apple)
– what is long?
(road, river, rope, tape, cord, thread)
- what is tall?
(mountain, tree, rock, person, pillar, house, closet)
- what is prickly?
(hedgehog, rose, cactus, needles, Christmas tree, wire)
“Pick up a word”
Goal: development of word formation skills, selection of related words. For example, bee - bee, little bee, beekeeper, beekeeper, bees, etc.
"Generalizing concepts"
Goal: expansion of vocabulary through the use of generalizing words, development of attention and memory, ability to correlate generic and specific concepts.
Option 1. Move: the teacher names a generalizing concept and throws the ball to each child in turn. The child, returning the ball, must name the objects related to that general concept. Teacher: - Children: Vegetables - potatoes , cabbage, tomato, cucumber, radish
. Option 2. The teacher names specific concepts, and the children name generalizing words. Teacher: Children: Cucumber, tomato - Vegetables.
"Good bad"
Goal: introducing children to the contradictions of the world around them, developing coherent speech and imagination.
Progress: the teacher sets the topic of discussion. Children, passing the ball in a circle, tell what, in their opinion, is good or bad in weather phenomena. Teacher: Rain. Children: Rain is good: it washes away dust from houses and trees, it is good for the earth and the future harvest, but bad - it gets wet us, it can be cold.Teacher: City.Children: It’s good that I live in the city: you can go on the subway, by bus, there are a lot of good shops, the bad thing is that you won’t see a live cow or rooster, it’s stuffy, dusty.
"Near and Far"
Goal: development of auditory attention, hearing acuity.
Progress: the teacher behind the screen produces sound with a large or small toy. Children determine the size of the toy (large or small)
"Call me kindly"
Goal: strengthening the ability to form nouns using diminutive suffixes, developing dexterity and speed of reaction.
Move: the teacher, throwing the ball to the child, calls the first word (for example, ball), and the child, returning the ball, calls the second word (ball)
.
Words can be grouped by similar endings. Table-table, key-key. Beanie hat, squirrel squirrel. Book-book, spoon-spoon. Head-head, picture-picture .
Soap-soap, mirror-mirror. Doll-doll, beet-beet. Braid-braid, water-water. Beetle-beetle, oak-oak. Cherry-cherry, tower-tower. Dress-dress, chair-chair. "Fun account"
Goal: to consolidate the agreement of nouns with numerals in children’s speech.
Move: the teacher throws the ball to the child and pronounces a combination of a noun and the numeral “one”
, and the child, returning the ball, responds with the same noun, but in combination with the numeral
“five”
,
“six”
,
“seven”
,
“eight”
. Example: One table - five tables One elephant - five elephants One crane - five cranes One swan - five swans One nut - five nuts One cone - five cones One goose - five goslings One chicken - five chickens One hare - five hares One hat - five hats One can - five cans.
“Guess who called?”
Goal: distinguishing the most abbreviated sound complexes by timbre.
Move: the driver turns his back to the children and uses the sound complex “pee-pee”
determines who called him. The child the teacher points to calls the driver.
Progress of the game: Tell us what happens:
green - cucumber, crocodile, leaf, apple, dress, Christmas tree....
wide - river, road, ribbon, street...
The one who can name the most words wins.
17. Didactic game “What kind of bird is this?”
Objectives: to clarify and expand ideas about the life of birds in autumn, to learn to describe birds by their characteristic features; develop memory; cultivate a caring attitude towards birds.
Progress of the game: Children are divided into 2 subgroups . Children of one subgroup describe the bird , and the other have to guess what kind of bird it is. You can use riddles. subgroup asks their questions .
18. Didactic game “Riddle, we will guess”
Objectives: consolidate knowledge about garden plants; the ability to name their signs, describe and find them by description, and develop attention.
Progress of the game: Children describe any plant in the following order6 shape, color, taste. The driver should recognize the plant from the description.
19. Didactic game “It happens - it doesn’t happen”
(with a ball)
Goals: to develop memory, attention, thinking, reaction speed.
Progress of the game: The teacher says phrases and throws the ball, and the children must answer quickly.
Snow in winter... (happens)
Frost in summer...
(doesn't happen)
Frost in summer... (doesn't happen)
drops in the summer...
(doesn’t happen)
20. Didactic game “The Third Wheel”
(plants)
children’s knowledge about the diversity of plants, to develop memory and speed of reaction.
Progress of the game: The teacher names 3 plants (trees and shrubs, one of which is “superfluous”
.
For example, maple, linden, lilac. Children must determine which one is the “extra” one
and clap their hands.
(Maple, linden - trees, lilac - bush)
21. Didactic game “Game of riddles”
Goals: expand the stock of nouns in the active dictionary.
How to play: Children sit on a bench. The teacher asks riddles. The child who guessed it comes out and asks the riddle himself. For solving a riddle, he receives one chip. The one who collects the most chips wins.
22. Didactic game “Did you know.”
Goals: enrich children's vocabulary with animal names , consolidate knowledge of models, develop memory and attention.
How to play: You need to prepare the chips in advance. The teacher places images of animals in the first row, birds in the second, fish in the third, and insects in the fourth. The players take turns calling first the animals, then the birds, etc. And if the answer is correct, they place the chip in a row. The one who places the most chips wins.
23. Didactic game “When does this happen?”
Goals: consolidate children's knowledge about the parts of the day , develop speech and memory.
Progress of the game: The teacher lays out pictures depicting the life of children in kindergarten : morning exercises, breakfast, classes, etc. Children choose any picture and look at it. For the word "morning"
all children pick up
a picture associated with the morning and explain their choice.
Then day, evening, night. For each correct answer, children receive a chip. 24. Didactic game “And then what?”
Objectives: to consolidate children’s knowledge about parts of the day , about children’s at different times of the day; develop speech and memory.
Progress of the game: Children sit in a semicircle. The teacher explains the rules of the game:
• Remember when we talked about what we do in kindergarten throughout the day? Now let’s play and find out if you remember everything. We will talk about this in order. What do we do in kindergarten in the morning? Whoever makes a mistake will sit on the last chair, and everyone else will move.
You can introduce a game moment: the teacher sings the song “I have a pebble. Who should I give it to? Who should I give it to? He will answer"
.
The teacher begins: “We came to kindergarten. We played in the area. And what happened then?
He passes the pebble to one of the players. He replies:
“We did gymnastics”
-
“And then?”
Passes the pebble to another child.
The game continues until the children say the last thing - going home.
Note. It is advisable to use a pebble or other object, since it is not the one who wants it that answers, but the one who gets it. This forces all children to be attentive and ready to respond.
25. Didactic game “When do you do this?”
Goal: to consolidate cultural and hygienic skills and knowledge of the parts of the day, to develop attention, memory, and speech.
Progress of the game: The teacher names one child. Then he depicts some action, for example, washing his hands, brushing his teeth, cleaning his shoes, combing his hair, etc., and asks: “When do you do this?”
If a child answers that he brushes his teeth in the morning, the children correct him:
“Morning and evening
.
the children can act as the leader .
26. Didactic game “Tree, bush, flower”
Goals: consolidate knowledge of plants, expand children's , develop speech and memory.
Progress of the game: The presenter says the words “Tree, bush, flower.”
and goes around
the children .
Stopping, he points to the child and counts to three; the child must quickly name what the leader stopped at. If the child does not have time or names incorrectly, he is eliminated from the game. The game continues until one player remains. 27. Didactic game “Where does it grow?”
Objectives: to teach to understand the processes occurring in nature; give an idea of the purpose of plants; show the dependence of all life on earth on the state of the vegetation cover; develop speech.
Progress of the game: The teacher names different plants and shrubs, and the children choose only those that grow with us. If children grow up, they clap their hands or jump in one place (you can choose any movement; if not, they remain silent.
Apple, pear, raspberry, mimosa, spruce, saxaul, sea buckthorn, birch, cherry, sweet cherry, lemon, orange, linden, maple, baobab, tangerine.
If the children did it successfully, they can list the trees faster:
plum, aspen, chestnut, coffee, rowan, plane tree, oak, cypress, cherry plum, poplar, pine.
At the end of the game, the results are summed up as to who knows the most trees.
28. Didactic game “Who is who (with what)
will?"
Goal: to develop speech activity and thinking.
Progress of the game: Children answer the adult’s question: “Who will it be (or what will it be)
... egg, chicken, boy, acorn, seed, egg, caterpillar, flour, iron, brick, cloth, etc.? If the children come up with several options, for example, from an egg - a chicken, a duckling, a chick, a crocodile. Then they get extra chips.
Or the teacher asks: “Who was the chick before (an egg, bread (flour, a car (metal))
.
29. Didactic game “Summer or Autumn”
Goal: consolidate knowledge of the signs of autumn, differentiating them from the signs of summer; develop memory, speech; nurturing dexterity.
Didactic games with children of middle preschool age
Anna Pavlutskaya
Didactic games with children of middle preschool age
“Who talks like that?”
Goal: expanding vocabulary, developing reaction speed.
Progress: the teacher throws the ball to the children one by one, naming the animals. Children, returning the ball, must answer how this or that animal gives a voice: A cow moos A tiger growls A snake hisses A mosquito squeaks A dog barks A wolf howls A duck quacks A pig grunts Option 2. The speech therapist throws the ball and asks: “Who is growling?”
,
“Who’s mooing?”
,
"Who's barking?"
,
"Who's crowing?"
etc.
"Who lives where?"
Goal: to consolidate children’s knowledge about the homes of animals and insects. Consolidating the use of the grammatical form of the prepositional case with the preposition “in”
.
Progress: Throwing the ball to each child in turn, the teacher asks a question, and the child, returning the ball, answers. Option 1. teacher: -Children: Who lives in a hollow? -Squirrel. Who lives in a birdhouse? - Starlings. Who lives in the nest? - Birds. Who lives in the booth? - The dog. Who lives in the hive? - Bees. Who lives in the hole? - Fox. Who lives in the lair? -Wolf. Who lives in the den? - A bear. Option 2. teacher: - Children: Where does the bear live? - In a den. Where does the wolf live? - In the lair. Option 3. Work on the correct construction of the sentence. Children are asked to give a complete answer: “The bear lives in a den”
.
"Give me a word"
Goal: development of thinking, speed of reaction.
Move: the teacher, throwing the ball to each child in turn, asks: “The crow is croaking, and what about the magpie?” The child, returning the ball, must answer: - The magpie is chirping. Examples of questions: - The owl flies, but what about the rabbit? - The cow eats hay, and the fox? - The mole digs holes, and the magpie? - The rooster crows, and the chicken? - The frog croaks, and the horse? - The cow has a calf, and the sheep? – The bear cub has a mother bear, and the baby squirrel?
“Who moves how?”
Goal: enrichment of children’s verbal vocabulary, development of thinking, attention, imagination, dexterity.
Move: the teacher, throwing the ball to each child, names an animal, and the child, returning the ball, pronounces a verb that can be attributed to the named animal. Teacher: - Children: Dog - stands, sits, lies, walks, sleeps, barks, serves (cat, mouse)
"Hot Cold"
Goal: to consolidate in the child’s mind and vocabulary the opposite characteristics of objects or antonym words.
Move: the teacher, throwing the ball to the child, pronounces one adjective, and the child, returning the ball, names another - with the opposite meaning. Teacher: - Children: Hot-cold Good-bad Smart-stupid Cheerful-sad Sharp-dumb Smooth-rough
“What happens in nature?”
Goal: to consolidate the use of verbs in speech, agreement of words in a sentence.
Move: the teacher, throwing the ball to the child, asks a question, and the child, returning the ball, must answer the question asked. It is advisable to play the game according to themes. Example: Theme “Spring”
teacher: - Children: The sun - what is it doing? - It shines, it warms. Streams - what are they doing? - Running, babbling. Snow - what does it do? - It gets dark, melts. Birds - what are they doing? - They fly in, build nests, sing songs. Drops - what does it do? - Rings, drips. The bear - what does it do - wakes up, crawls out of the den.
“Who can perform these actions?”
Goal: activation of children's verbal dictionary, development of imagination, memory, dexterity. Progress: the teacher, throwing the ball to the child, names the verb, and the child, returning the ball, names the noun that matches the named verb. Teacher: - Children: Walking - person, animal, train, steamboat, rain... A stream runs, time, an animal, a person, a road... A bird, a butterfly, a dragonfly, a fly, a beetle, an airplane flies... A fish, a whale, a dolphin, a boat, a ship, a man floats...
“What is it made of?”
Goal: to consolidate the use of relative adjectives and methods of their formation in children’s speech.
Move: the teacher, throwing the ball to the child, says: “Boots made of leather”
, and the child, returning the ball, answers:
“Leather.”
Teacher: - Children: Fur mittens Copper basin Copper vase Crystal crystal Mittens wool
"Put it into pieces"
Goal: orientation in space.
Progress: the character Fyodor asks the guys to help her: put pots and pans on the bottom shelf, plates, spoons, knives and forks on a higher shelf, and saucers and jugs on the top shelf.
“Who was who?”
Goal: development of thinking, expansion of vocabulary, consolidation of case endings.
Move: the teacher, throwing the ball to one of the children, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what)
there was a previously named object: Chicken - egg Bread - flour Horse - foal Wardrobe - board Cow - calf Bicycle - iron Dud - acorn Shirt - fabric Fish - egg Boots - leather Apple tree - seed House - brick Frog - tadpole Strong - weak Butterfly - caterpillar Adult - child
“Which vegetable?”
Goal: development of tactile, visual and olfactory analyzers.
Procedure: the teacher cuts the vegetables, the children smell and taste them. The teacher gives an example: “The tomato is sweet, but the garlic is spicy.”
“What does it sound like?”
Goal: development of auditory attention and observation.
Progress: the teacher behind the screen plays various musical instruments (tambourine, bell, wooden spoons)
. Children must guess what it sounds like.
“What happens in the fall?”
Purpose: to teach the seasons, their sequence and main features.
Progress: on the table are mixed pictures depicting various seasonal phenomena (it is snowing, a flowering meadow, an autumn forest, people in raincoats and with umbrellas, etc.). The child chooses pictures that depict only autumn phenomena and names them.
“What’s missing?”
Goal: development of attention and observation.
Progress: the teacher lays out 4 vegetables on the table: “Children, look carefully at what is on the table. These are onions, cucumbers, tomatoes, peppers. Look carefully and remember. Now close your eyes.” Children close their eyes, and the teacher removes one vegetable. “What’s missing?”
Children remember and name the vegetable.
“Catch and throw – name the colors”
Goal: selection of nouns for the adjective denoting color. Reinforcing the names of primary colors, developing children's imagination.
Move: the teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective. Teacher: - Children: Red - poppy, fire, flag Orange - orange, carrot, dawn Yellow - chicken , sun, turnip Green - cucumber, grass, forest Blue - sky, ice, forget-me-nots Blue - bell, sea, sky Violet - plum, lilac, dusk
"Whose head?"
Goal: expanding children's vocabulary through the use of possessive adjectives. Procedure: the teacher, throwing the ball to the child, says: “The crow has the head...”
, and the child, throwing the ball back, finishes:
“...crow.”
For example: A lynx has a lynx’s head. Fish - fishy Cat - feline In a magpie - magpie In a horse - equine In an eagle - eagle In a camel - camel
"The Fourth Wheel"
Goal: to consolidate children’s ability to identify common features in words and develop the ability to generalize.
Move: the teacher, throwing the ball to the child, names four words and asks to determine which word is superfluous. For example: blue, red, green, ripe. Zucchini, cucumber, pumpkin, lemon. Cloudy, stormy, gloomy, clear.
"One is many"
Goal: to consolidate various types of endings of nouns in children’s speech.
Progress: the teacher throws the ball to the children, calling singular nouns. Children throw the ball back, naming the nouns in the plural. Example: Table - tables chair - chairs Mountain - mountains leaf - leaves House - houses sock - socks Eye - eyes piece - pieces Day - days jump - jumping Sleep - dreams gosling - goslings Forehead – foreheads tiger cubs
"Pick up the signs"
Goal: activation of the verb dictionary.
Progress: the teacher asks the question “What can squirrels do?”
Children answer the question and find a picture for the question asked. Sample answers: Squirrels can jump from branch to branch. Squirrels know how to make warm nests.
"Animals and their young"
Goal: to consolidate the names of baby animals in children’s speech, consolidate word formation skills, develop dexterity, attention, and memory.
Move: throwing the ball to the child, the teacher names an animal, and the child, returning the ball, names the baby of this animal. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs. Group 1. The tiger has a tiger cub, the lion has a lion cub, the elephant has a cub, the deer has a fawn, the elk has a calf, the fox has a fox calf. Group 2. The bear has a baby bear, the camel has a baby camel, the hare has a baby hare, the rabbit has a baby rabbit, the squirrel has a baby squirrel. Group 3. The cow has a calf, the horse has a foal, the pig has a piglet, the sheep has a lamb, the hen has a chick, the dog has a puppy.
“What is round?”
Goal: expanding children's vocabulary through adjectives, developing imagination, memory, and dexterity.
Move: the teacher, throwing the ball to the children, asks a question; the child who caught the ball must answer it and return the ball. -What is round? (ball, globe, wheel, sun, moon, cherry, apple)
– what is long?
(road, river, rope, tape, cord, thread)
- what is tall?
(mountain, tree, rock, person, pillar, house, closet)
- what is prickly?
(hedgehog, rose, cactus, needles, Christmas tree, wire)
“Pick up a word”
Goal: development of word formation skills, selection of related words. For example, bee - bee, little bee, beekeeper, beekeeper, bees, etc.
"Generalizing concepts"
Goal: expansion of vocabulary through the use of generalizing words, development of attention and memory, ability to correlate generic and specific concepts.
Option 1. Move: the teacher names a generalizing concept and throws the ball to each child in turn. The child, returning the ball, must name the objects related to that general concept. Teacher: - Children: Vegetables - potatoes, cabbage, tomato, cucumber, radish
. Option 2. The teacher names specific concepts, and the children name generalizing words. Teacher: Children: Cucumber, tomato - Vegetables.
"Good bad"
Goal: introducing children to the contradictions of the world around them, developing coherent speech and imagination.
Progress: the teacher sets the topic of discussion. Children, passing the ball in a circle, tell what, in their opinion, is good or bad in weather phenomena. Teacher: Rain. Children: Rain is good: it washes away dust from houses and trees, it is good for the earth and the future harvest, but bad - it wets us, it can be cold. Teacher: City. Children: It’s good that I live in the city: you can go on the subway, by bus, there are a lot of good shops, the bad thing is that you won’t see a live cow or rooster, it’s stuffy, dusty.
"Near and Far"
Goal: development of auditory attention, hearing acuity.
Progress: the teacher behind the screen produces sound with a large or small toy. Children determine the size of the toy (large or small)
"Call me kindly"
Goal: strengthening the ability to form nouns using diminutive suffixes, developing dexterity and speed of reaction.
Move: the teacher, throwing the ball to the child, calls the first word (for example, ball), and the child, returning the ball, calls the second word (ball)
. Words can be grouped by similar endings. Table-table, key-key. Beanie hat, squirrel squirrel. Book-book, spoon-spoon. Head-head, picture-picture. Soap-soap, mirror-mirror. Doll-doll, beet-beet. Braid-braid, water-water. Beetle-beetle, oak-oak. Cherry-cherry, tower-tower. Dress-dress, chair-chair.
"Fun account"
Goal: to consolidate the agreement of nouns with numerals in children’s speech.
Move: the teacher throws the ball to the child and pronounces a combination of a noun and the numeral “one”
, and the child, returning the ball, responds with the same noun, but in combination with the numeral
“five”
,
“six”
,
“seven”
,
“eight”
. Example: One table - five tables One elephant - five elephants One crane - five cranes One swan - five swans One nut - five nuts One cone - five cones One goose - five goslings One chicken - five chickens One hare - five hares One hat - five hats One can - five cans.
“Guess who called?”
Goal: distinguishing the most abbreviated sound complexes by timbre.
Move: the driver turns his back to the children and uses the sound complex “pee-pee”
determines who called him. The child the teacher points to calls the driver.
Progress of the game:
The teacher and children stand in a circle.
Educator. If the leaves turn yellow, this is... (and throws the ball to one of the children . The child catches the ball and says, throwing it back to the teacher: “Autumn”
).
Educator. If the birds fly away, this is... Etc.
30. Didactic game “Be careful”
Goal: differentiation of winter and summer clothing; develop auditory attention, speech hearing; increasing vocabulary.
Listen carefully to poems about clothing, so that you can then list all the names that appear in the poems. Name summer first, then winter.
31. Didactic game “Take - don’t take”
Purpose: differentiation of forest and garden berries; increasing vocabulary on the topic “Berries”
; develop auditory attention.
How to play: Children stand in a circle. The teacher explains that he will pronounce the names of forest and garden berries. If children hear the name of a wild berry, they should sit down, and if they hear the name of a garden berry, they should stretch, raising their arms up.
Strawberries, blackberries, gooseberries, cranberries, red currants, strawberries, black currants, lingonberries, raspberries.
32. Didactic game “What do they plant in the garden?”
Goal: to learn to classify objects according to certain characteristics (by their place of growth, by their use)
; develop quick thinking,
auditory attention.
Progress of the game: Children, do you know what is planted in the garden? Let's play this game: I will name different objects, and you listen carefully. If I name what is planted in the garden, you will answer “Yes”
, if what doesn’t grow in the garden, you say
“No”
. Whoever makes a mistake leaves the game.
• Carrots (yes, cucumber (yes), plum (no, beets (yes)
etc.
33. Didactic game “Who will collect it most quickly?”
Purpose: to teach children to group vegetables and fruits ; cultivate quick reaction to the teacher’s words, endurance and discipline.
Progress of the game: Children are divided into two teams: “Gardeners”
and
"Gardeners"
. On the ground there are models of vegetables and fruits and two baskets. At the command of the teacher, the teams begin to collect vegetables and fruits, each in their own basket. Whoever collects first raises the basket up and is considered the winner.
34. Didactic game “Who needs what?”
Purpose: to exercise in the classification of objects, the ability to name things necessary for people of a certain profession; develop attention.
Educator: - Let's remember what people of different professions need to work. I will name his profession, and you will tell him what he needs for work.
The teacher names a profession, the children say what is needed for work. And then in the second part of the game, the teacher names the object, and the children say for what profession it might be useful.
35. Didactic game “Make no mistake”
children’s knowledge about different sports, to develop resourcefulness, intelligence, and attention; cultivate a desire to play sports.
Progress of the game: The teacher lays out cut pictures depicting various sports: football, hockey, volleyball, gymnastics, rowing. In the middle of the picture is an athlete , you need to pick up everything he needs for the game.
Using this principle, you can make a game in which children will select tools for various professions. For example, a builder: he needs tools - a shovel, trowel, paint brush, bucket; machines that make the work of a builder easier - a crane, an excavator, a dump truck, etc. In the pictures there are people of those professions that children are introduced to throughout the year : a cook, a janitor, a postman, a salesman, a doctor, a teacher, a tractor driver, a mechanic, etc. They select images of the objects of their labor. The correctness of execution is controlled by the picture : from small pictures it should turn out to be a large, whole one.
36. Didactic game “Guess it!”
Goal: to learn to describe an object without looking at it, to identify essential features in it, to recognize an object by description; develop memory, speech.
Progress of the game: At the teacher’s signal, the child who received the chip stands up and makes a description of any object from memory, and then passes the chip to the person who will guess. Having guessed, the child describes his item, passes the chip to the next one, etc.
37. Didactic game “Where is what?”
Goal: to learn to identify with a given sound a group of words consolidate the correct pronunciation of certain sounds in words; develop attention.
Progress of the game: The teacher names the object and invites the children to answer where they can put it. For example:
- “Mom brought bread and put it in ... (breadbox)
.
• Masha poured sugar... Where? (Into the sugar bowl)
• Vova washed his hands and put down the soap. Where? (On a soapbox)
38. Didactic game “Who has what color?”
Goal: teach children to recognize colors , consolidate the ability to identify objects by color, develop speech and attention.
Progress of the game: The teacher shows, for example, a green square of paper. Children name not a color, but an object of the same color: grass, sweater, hat, etc.
39. Didactic game “What subject”
Goal: to teach how to classify objects according to a certain criterion (size, color, shape; to consolidate children’s about the size of objects; to develop quick thinking.
