Fun word games for kids and teens. Speech games with preschoolers Exercises for the development of speech 6 7 years

"What is a sound, a word, a sentence?"

Target: clarify children's ideas about the sound and semantic side of the word.

The adult asks: “What sounds do you know? (Vowels - consonants, hard - soft, voiced - deaf.) What is the name of the part of the word? (Syllable.) What does the word ... table mean? (A piece of furniture.)".
Everything that surrounds us has its own name and means something. That's why we say: "What does (or means) the word mean?" The word sounds and names all objects around, names, animals, plants.
- What is the name? How do we distinguish each other? By names. Name your parents, relatives and friends. We have a cat and a dog in our house. What are their names? People have names, and animals have ... (nicknames).
Each thing has its own name, name. Let's look around and say: what can move? what can sound? what can you sit on? sleep? ride?
- Think about why they call it that: “vacuum cleaner”, “jump rope”, “airplane”, “scooter”, “meat grinder”? From these words it is clear what they are for.
- Each letter also has its own name. What letters do you know? How is a letter different from a sound? (The letter is written and read, the sound is pronounced.) From letters we add syllables and words.
- What are the names of children that begin with the vowel sound “a” (Anya, Andrey, Anton, Alyosha). And with what sound do the names Ira, Igor, Inna begin? Pick up the names that start with a hard consonant (Roma, Natasha, Raya, Stas, Volodya), with a soft consonant (Liza, Kirill, Lenya, Lena, Mitya, Lyuba).
- We will play with words and find out what they mean, how they sound, what sound they begin with.

"Tell me more"

Target: to develop the accuracy of word usage in coherent narrative stories.

Listen to what I'll tell. Where I stop, you will help me: choose words and make sentences.

Once upon a time there were three brothers: the wind, the breeze and the wind. The wind says: “I am the most important!” What could be the wind? (Strong, sharp, impetuous, cold ...) The windmill did not agree with his brother: “No, I am the most important, my name is the windfall!” What kind of wind? (Mighty, evil, harsh, icy.) The breeze listened to them and thought: “What am I?” (Light, gentle, pleasant, affectionate ...) The brothers argued for a long time, but they did not find out anything. They decided to measure their strength. Wind started to blow. What happened? (The trees swayed, the grass bent down to the ground.) What was the wind doing? (He blew, rushed, buzzed, grumbled.) The wind blew. What did he do? (He blew strongly, howled, howled, rushed swiftly.) What happened after that? (The branches near the trees broke, the grass died, the clouds came running, the birds and animals hid.) And then a breeze blew. What did he do (blew gently and gently, rustled leaves, played pranks, swayed twigs). What happened in nature? (The leaves rustled, the birds sang, it became cool and pleasant.)

Come up with a fairy tale about the wind, breeze or wind. It is possible about all at once. Who can they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Be friends, measure strength, argue, talk.)

"Find the Sound"

Target: find words with one and two syllables.

Find words with one and two syllables. How many syllables are in the word chicken? (The word "beetle" consists of one syllable, "fur coat", "hat", "toad", "fence", "heron" - from two, "chicken" - from three.)
What words start with the same sound? Name these sounds.
(The words "hat" and "fur coat" begin with the sound "Sh", the words "beetle" and "toad" - with the sound "F", the words "fence", "castle" - with the sound "Z", the words "chicken" , "heron" - from the sound "C".)
- Name vegetables, fruits and berries with the sounds "P" (carrots, grapes, pear, peach, pomegranate, currant), "Pb" (pepper, turnip, radish, tangerine, cherry, apricot), "L" (eggplant, apple , dogwood), "L" (raspberry, lemon, orange, plum).

"Picture - basket"

Target: find words with three syllables, select words that sound similar.

Together with the child, an adult examines the drawing, which depicts: a picture, a rocket, a frog.
- How many syllables are in the words "picture", "frog", "rocket"? (Three.)
- Choose words similar in sound to these words: “picture” (basket, car), “frog” (pillow, tub), “rocket” (candy, cutlet), “helicopter” (airplane), “birch” (mimosa) ).
- What does a frog do (jumps, swims), a rocket (flies, rushes), a picture (hangs)?
The child pronounces all the words and says that each of these words has three syllables.

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"What do you see around?"

Target: clarify children's ideas about the name of objects.

Name the things you see around you. How do we distinguish one item from another? (They sit at the table, study, eat, sit on a chair.)
- If two girls stand in front of you, both in red dresses, with white bows. How do we distinguish them? (By name.)
- What do the words ... "ball", "doll", "pen" mean?
- I have in my hand ... a pen. What are they doing to her? (They write.) The door also has a handle. Why are these objects called by the same word? (They are held by hands.) What does the word "pen" mean for this object? (They write with it.) And what does the word “handle” mean (we point to the doorknob)? (“They open and close the door.”)
- Can you name words that do not mean anything? Listen to Irina Tokmakova's poem "Plym":

A spoon is a spoon. And I came up with a word.
They eat soup with a spoon. Funny word - plim.
A cat is a cat. I repeat again -
The cat has seven kittens. Plym, plym, plym.
A rag is a rag. Here he jumps and jumps -
Wipe the table with a rag. Plym, plym, plym.
A hat is a hat. And don't mean a thing
I got dressed and went. Plym, plym, plym.

Come up with words that don't mean anything (tram-tatam, tuturu).

"Tell me what"

Target: name the signs of the object and action; enrich speech with adjectives and verbs; choose words that are close in meaning.

When we want to talk about an object, what is it, what words do we call it?
- Listen to M. Shchelovanova's poem "Morning":

What is this morning? Today there will be no sun
Today is a bad morning, today there will be no sun,
Today is a boring morning, today will be gloomy,
And it looks like it's going to rain. Grey, cloudy day.
- Why bad morning? Why won't there be sun?
Today is a good morning, there will probably be sunshine,
Today is a fun morning, there will definitely be sun
And the clouds go away. And a cool blue shadow.

What is this poem talking about? (About a sunny and cloudy morning.) As it is said about the first day in the poem, what is it like? (Gloomy, gray.) How to say in other words about this day? Choose words that are close in meaning (rainy, sad, boring, unfriendly). And if the morning is sunny, how else can you say what it is? Choose words that are close in meaning (cheerful, joyful, blue,
cloudless). What else can be gloomy? (Mood, weather, sky, person.) What can be sunny?
- There are also words that call what a person does, what can be done with this or that object. If a person frowns, how to say it differently? (Sad, sad, upset, offended.)
- And there are such words and expressions that express the meaning not quite accurately. I heard other children say: “Dad, go in a whisper”, “I woke up my sister”, “I put on my shoes inside out”. Is it possible to say so? How to say it right?

"Find the exact word"

Target: teach children to accurately name the object, its qualities and actions.

Find out what subject I'm talking about: "Round, sweet, ruddy - what is it?" Items can differ from each other not only in taste, but also in size, color, shape.
- Supplement in other words what I will start: the snow is white, cold ... (what else?). Sugar is sweet, and lemon ... (sour). In spring, the weather is warm, and in winter ... (cold).
- Name what things in the room are round, high, low.
- Remember which of the animals moves. Crow ... (flies), fish ... (swims), grasshopper ... (jumps), already ... (crawls). Which animal gives a voice? A rooster... (crowing), a tiger... (roaring), a mouse... (squeaking), a cow... (mooing).
- Help me find words that are opposite in meaning in D. Ciardi's poem "The Farewell Game":

I will say the word high, I will tell you the word coward,
And you will answer ... (low). You will answer ... (brave).
I will say a word far, Now I will say the beginning -
And you will answer ... (close). Well, answer ... (end).

Now you can think of words that are opposite in meaning.

"High Low"

Target: learn to compare objects and find words that are opposite in meaning.

For this game, you need to pick up pictures: a tall Christmas tree, a long pencil, a wide ribbon, a deep bowl of soup, a cheerful face of a girl (laughs or smiles), a boy in soiled clothes, as well as: a small Christmas tree, a short pencil, a narrow ribbon, a sad face of a girl , a boy in clean clothes, a small plate (Fig. 5).
- Look at the pictures. Name words that are opposite in meaning. Say the difference between similar faces and objects.
High - low (Christmas tree - Christmas tree), long - short (pencil), wide - narrow (ribbon), sad - cheerful (girl's face), deep - shallow (plate), clean - dirty (boy).
In the next picture: a big house and a small house, a river - a stream, strawberries - strawberries.
- What do you see in these pictures? Make sentences with words that are opposite in meaning. (“I drew a big house and a small house.” “The river is deep, but the stream is shallow.” “The berries of strawberries are large, and those of strawberries are small.”)
- Listen to an excerpt from Silva Kaputikyan's poem "Masha is having lunch":

... There is no refusal to anyone,
Dinner served to everyone:
Doggy - in a bowl,
In a saucer - pussy,
Laying hen -
Millet in a skull
And Masha - in a plate,
Deep, not shallow.

What is deep and shallow? How do you understand the expression: a deep river (has great depth); deep secret (hidden); deep feeling (strong).

"Is this true or not?"

Target: find inaccuracies in the text.

Listen to L. Stanchev's poem "Is it true or not?". You need to listen carefully, then you can notice what does not happen in the world.

Warm spring now
Our grapes are ripe.
Horned horse in the meadow
Jumping in the snow in summer.
Late autumn bear
Likes to sit in the river.
And in winter among the branches
"Ha-ha-ha!" - sang the nightingale.

Quickly give me an answer: is it true or not?
- Listen to what other children said, think about whether it is possible to say so, and tell me how to say it correctly:
“Aunt, look: the horse has two tails - one on the head, the other on the back”; “Daddy, it’s the horse’s soles that are knocked out”; “Dad, they sawed firewood here recently: there are sawmills lying around in the snow”; “I opened my eyes a little and looked in a whisper”; "Mommy, I love you loudly, loudly."
- Can you come up with fables or confusions for other children or adults to unravel.

"Find another word"

Target: describe the situation accurately; choose synonyms and antonyms.

Dad decided to make a swing for the children, Misha brought him a rope. "No, this rope is no good, it will break." Misha brought him another one. “But this one won’t break for anything.” What rope did Misha bring first? (Thin, dilapidated.) And then? (Strong, strong.)
- Dad did the swing in the summer. But then came ... winter. Misha grew up as a strong boy (healthy, strong). He went out to skate and felt hard ice under his feet. How to say differently? (Strong, not fragile.) The frost grew stronger (became stronger).
- How do you understand the expression "hard nut"? (It is difficult to break it, to break it.) They say this not only about nuts, but also about people who cannot be broken by any adversity. They say about them: “strong in spirit” (meaning a strong, persistent person).
- Explain what the words mean: “strong fabric” (strong), “strong sleep” (deep), “strong tea” (very strong, not diluted with boiling water). What expressions with the word "strong" did you meet in fairy tales and in which ones? (In the fairy tale “Kids and the Wolf”, the goat tightly (very strictly) ordered the children to firmly (very tightly) lock the door.)
- Think of sentences with the word "strong".
- I will call you words, and you will tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, laugh, fall, laugh, run.
Think of a story that contains words that are opposite in meaning. You can take the words that we just called.

"Say one word"

Target: find words that accurately assess the situation.

The student solved the problem and could not solve it in any way. He thought for a long time, but still decided it! What task did he get? (Difficult, difficult, difficult.) Which of these words is the most accurate? (Difficult.) What are we talking about heavy, heavy, heavy? Replace the expressions: heavy load (having a lot of weight), heavy sleep (restless), heavy air (unpleasant), severe wound (dangerous, serious), heavy feeling (painful, sorrowful), heavy on the rise (hard to decide on something ), severe punishment (severe).
- How do you understand the expressions “hard work” (it requires a lot of work), “hard day” (not easy), “difficult child” (hard to educate). What other expressions with this word have you heard?
- Listen to E. Serova's poem "Tell me a word." You will tell me the right words.

The verse flowed smoothly, smoothly, I say to my brother: “Oh!
Suddenly he stumbled and fell silent. Peas are falling from the sky!”
He waits and sighs: “Here’s an eccentric,” the brother laughs,
Words are missing. Your peas - after all, this is ... (hail) ".
To go on a good journey again From whom, my friends,
The verse flowed like a river, Can't you run away?
Help him just a little, Persistent on a clear day
Suggest a word. Wandering next to us ... (shadow).

Think up a story so that it contains such words: “big”, “huge”, “huge”; "small", "tiny", "tiny"; "runs", "rushes", "rushes"; "goes", "weaves", "drags".
Developing children's understanding of the meanings of polysemantic words of different parts of speech ("lightning", "faucet", "leaf"; "pour", "swim"; "full", "sharp", "heavy"), we teach them to combine words by meaning according to the context.

"Who's Who"

Target: correlate the name of animals and their cubs, select actions for the name of animals.

https://pandia.ru/text/80/414/images/image007_6.jpg" width="200" height="130">Child looks at drawings - animals with cubs: chicken and chicken peck grains (or drink water), a cat and a kitten lap milk (option - play with a ball), a dog and a puppy gnaw a bone (option - bark), a cow and a calf nibble grass (option - lowing), a horse and a foal chew hay (option - jump), duck and duckling swim ( quack).
- Name the animals and their babies.
- Pick up definitions for the names of baby animals: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

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"One is Many"

Target: exercise in the formation of the plural and the correct use of words in the genitive case; select definitions and actions for words; find the first sound in words, determine the number of syllables, select words that are similar in sound.

This is a ball, and this is ... (balls). There are many ... (balls). What balls? (Red, blue, green.) How can one say in one word that all the balls are of different colors? (Multicolored.)
- This is a poppy, and this is ... (poppies). There are a lot of ... (poppies) in the bouquet. What are they? (Red.) What else is red? How do you understand the expression "red girl"? Where is this expression found? What fairy tales?
- Guess the riddle: “Grandfather is sitting, dressed in a hundred fur coats. Whoever undresses him sheds tears.” This is ... (bow). What is he? (Yellow, juicy, bitter, healthy.) Is there a lot in the basket? (Luke.)
- What is this? What is there a lot?
- And if all the objects disappear, how do we say what is gone? (Eagle, saws, bears, mice, cones, spoons, legs, cats.)

"Make a Description"

Target: to teach children to describe an object, naming its signs, qualities, actions.

Describe the berry or fruit that you love the most, and we will guess. ("It's round, red, juicy, delicious - it's my favorite ... tomato"; "It's maroon in color, and inside it has many, many different grains, sweet and ripe, this is my favorite fruit ... pomegranate" .)
Let us give an example of classes where all speech tasks are closely intertwined: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.

"Make up a story"

Target: to teach children to understand the figurative meaning of words and expressions, which, depending on the phrases, change their meaning, and to transfer them into a coherent statement.- Finish the sentence:

1. The pillow is soft, and the bench ... (hard).
Plasticine is soft, and the stone ... (hard).

2. The stream is shallow, and the river ... (deep).
Currant berries are small, and strawberries ... (large).

3. Porridge is boiled thick, and soup ... (liquid).
The forest is dense, and sometimes ... (rare).

4. After the rain, the earth is damp, and in sunny weather ... (dry).
We buy raw potatoes, and eat ... (boiled).

5. We bought fresh bread, and the next day it became ... (stale).
In the summer we ate fresh cucumbers, and in the winter ... (salted).
Now the collar is fresh, and tomorrow it will be ... (dirty).

Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams run; the song flows.
- How to say in another way: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (everyone knows how to do beautifully); golden hair (beautiful, shiny)?
- Where did you meet the expression "evil winter"? (In fairy tales.) To whom does the word "evil" refer? (Evil stepmother, evil witch, evil Baba Yaga.)
- Come up with a folding ending to the phrases: “Teddy bear, where did you walk? (I was looking for honey on a tree.) Bear cubs, where have you been? (We went to the forest for raspberries, we wandered in the clearing.) The teddy bear was looking for honey (and lost his brother).
- Come up with a story about two cubs, and I will write it down, then we will read it to dad (grandmother, sister).

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 a new game called “Looks like - not 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 in a free place 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 the native language class (as part of the class).

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 about different parts of the day. 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 they can put chips 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 wins. 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.

Games for the development of speech in preschool children of the preparatory group

The game "Make an offer."

Target: develop the ability to make sentences from these words and use nouns in the plural.

Description: Invite the child to make a sentence from words. In the first lessons, the number of words should not be more than three, for example: "shore, house, white." Sentences can be: “There is a house with a white roof on the river bank” or “In winter, the roofs of houses and rivers become white from snow”, etc. Explain to the child that the form of words can be changed, that is, use them in the plural, change ending.

Game of Opposites.

Target: to consolidate the ability to select words that are opposite in meaning.

: chips.

Description: invite the child to alternately come up with pairs of words-opposites. For each coined pair, a chip is issued. Whoever has the most chips at the end of the game wins. In the first part of the game, pairs are made - nouns; then - adjectives, verbs and adverbs (fire - water, smart - stupid, close - open, high - low).

Good and bad game.

Target: develop monologue speech.

Description: invite the child to identify the bad and good features of the heroes of fairy tales. For example: the fairy tale "Cat, rooster and fox." The rooster woke up the cat for work, cleaned the house, cooked dinner - that's good. But he did not obey the cat and looked out the window when the fox called him - this is bad. Or the fairy tale "Puss in Boots": helping your master is good, but for this he deceived everyone - this is bad.

Game "Contradictions".

Target: develop the ability to select words that are opposite in meaning.

Description: invite the child to find signs of one object that contradict each other. For example: a book is dark and white at the same time (cover and sheets), an iron is hot and cold, etc. Read the poem:

In front of passers-by

An apple hung in the garden.

Well, who cares?

Just an apple hanging.

Only the horse said that it was low,

And the mouse is high.

Sparrow said close

And the snail is far away.

And the calf is preoccupied

The fact that the apple is not enough.

And the chicken is that very

Big and hard.

And the kitten doesn't care

Sour, why is it?

"What do you! - the worm whispers. -

He has a sweet barrel."

G. Sapgir

Discuss the poem. Draw the child's attention to the fact that the same object, the same phenomenon can be characterized in different ways, depending on the point of view, both literally and figuratively.

Game "Who left?".

Target: teach to use proper nouns in the nominative singular.

Game material and visual aids: chairs.

Description: children-spectators sit on chairs. In front of them, on the side, 4 chairs are placed for the participants in the game. The teacher tells the children that now they will guess who left. Summons four children. Three sit in a row, the fourth, opposite. The teacher invites him to carefully look at who is sitting opposite, say their names, and go to another room. One of the three is hiding. The guesser returns and takes his seat. The teacher says: “(Name of the child), look carefully and tell me who left?” If the child guesses correctly, the one hiding runs out. The children sit in their places, and the teacher calls the next four children, and the game resumes.

The game "How do we dress?".

Target: teach the correct use of common nouns in the accusative case of the singular and plural.

items of children's clothing.

Description: each child thinks of a piece of clothing, for example: a scarf, a skirt, a dress, gloves, panties, a T-shirt, etc. Then he quietly calls him to the teacher so that the rest of the children do not hear (the teacher makes sure that the children do not choose the same ). The teacher begins to talk about something, for example: "Vasya was going to sled and put on ..."

Interrupting the story, he points to one of the participants in the game. He names the piece of clothing he has in mind. The rest of the children must judge whether the boy dressed correctly. This game is very fun, because sometimes you get funny combinations.

The game "Who will carry the objects faster?".

Target: to fix in the speech of children the correct use of common nouns in the singular of the accusative case.

Game material and visual aids: children's dishes and furniture.

Description: playing children sit on chairs, opposite them are two chairs, on which they put 5-6 items of different categories, for example: children's dishes (cup, saucer, kettle), children's furniture (crib, chair, table). Two empty chairs are placed at a distance. Two children from different teams stand near the chairs and on command: “One, two, three - take the dishes!” - begin to transfer the necessary items to the empty chairs opposite. The winner is the one who is more correct and earlier than others will transfer all the items related to the category named by the teacher and name them. Then the next pairs of children compete.

Speech sample:"I moved the kettle (cup, saucer)."

One-one-one game.

Target: learn to distinguish the gender of nouns.

Game material and visual aids: small items (pictures) are mixed in the box:

masculine

pencil

Neuter gender

towel

Feminine

pot

Description: children take turns taking out objects from the box, calling them: "This is a pencil." The teacher asks the question: “How much?” The child answers: "One pencil." For the correct answer, the child receives a picture, at the end of the game counts the number of pictures for each child and determines the winner.

Game "Guess what it is?".

Target: learn to use adjectives in speech, correctly coordinate them with pronouns.

Game material and visual aids: natural fruits (models).

Description: the teacher shows the children fruits, then calls the children one at a time. The summoned person is blindfolded and offered to choose a fruit. The child must guess by touch what kind of fruit it is and what shape it is, or determine its hardness.

Children's speech pattern:"This Apple. It is round (solid)."

Game "What do you like?".

Target: learn to conjugate verbs.

Game material and visual aids: subject pictures on any topic.

Description: one child chooses a picture (for example, with a picture of cherries), shows it and, turning to another child, says: “I love cherries. What do you like?" In turn, the second child takes a picture (for example, depicting plums) and, turning to the third child, says: “I love plums. What do you like?"

When you play the game again, you can change the theme of the pictures.

"What is a sound, a word, a sentence?"

Target: clarify children's ideas about the sound and semantic side of the word.

IN

the adult asks: “What sounds do you know? (Vowels - consonants, hard - soft, voiced - deaf.) What is the name of the part of the word? (Syllable.) What does the word ... table mean? (A piece of furniture.)".
Everything that surrounds us has its own name and means something. That's why we say: "What does (or means) the word mean?" The word sounds and names all objects around, names, animals, plants.
- What is the name? How do we distinguish each other? By names. Name your parents, relatives and friends. We have a cat and a dog in our house. What are their names? People have names, and animals have ... (nicknames).
Each thing has its own name, name. Let's look around and say: what can move? what can sound? what can you sit on? sleep? ride?
- Think about why they call it that: “vacuum cleaner”, “jump rope”, “airplane”, “scooter”, “meat grinder”? From these words it is clear what they are for.
- Each letter also has its own name. What letters do you know? How is a letter different from a sound? (The letter is written and read, the sound is pronounced.) From letters we add syllables and words.
- What are the names of children that begin with the vowel sound “a” (Anya, Andrey, Anton, Alyosha). And with what sound do the names Ira, Igor, Inna begin? Pick up the names that start with a hard consonant (Roma, Natasha, Raya, Stas, Volodya), with a soft consonant (Liza, Kirill, Lenya, Lena, Mitya, Lyuba).
- We will play with words and find out what they mean, how they sound, what sound they begin with.

"Tell me more"

Target: to develop the accuracy of word usage in coherent narrative stories.

- Listen to what I'll tell. Where I stop, you will help me: choose words and make sentences.

-Come up with a fairy tale about the wind, breeze or wind. It is possible about all at once. Who can they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Be friends, measure strength, argue, talk.)

"Find the Sound"

Target: find words with one and two syllables.

- Find words with one and two syllables. How many syllables are in the word chicken? (The word "beetle" consists of one syllable, "fur coat", "hat", "toad", "fence", "heron" - from two, "chicken" - from three.)
What words start with the same sound? Name these sounds.
(The words "hat" and "fur coat" begin with the sound "Sh", the words "beetle" and "toad" - with the sound "F", the words "fence", "castle" - with the sound "Z", the words "chicken" , "heron" - from the sound "C".)
- Name vegetables, fruits and berries with the sounds "P" (carrots, grapes, pear, peach, pomegranate, currant), "Pb" (pepper, turnip, radish, tangerine, cherry, apricot), "L" (eggplant, apple , dogwood), "L" (raspberry, lemon, orange, plum).

"Picture - basket"

Target: find words with three syllables, select words that sound similar.

"Let's go, fly, swim"

Target: teach children to find a given sound at the beginning, middle and end of a word.

There are six pictures in the figure depicting transport: a helicopter, an airplane, a bus, a trolleybus, a motor ship, a tram (Fig. 4).
- Name all the objects in one word. (Transport.)
- How many syllables are in these words? (All words, except for the word "tram", have three syllables.) What sound is found in all these words (at the beginning, middle, end of the word)? (The sound "T" is found at the beginning of the words "trolleybus", "motor ship", "tram", in the middle of the words "helicopter", "bus", at the end of the words "helicopter", "airplane".)
- Make a sentence with any word ("The plane flies fast").
- Tell me, what flies? (Airplane, helicopter.) What is going? (Bus, trolleybus, tram.) What floats? (Motor ship.)
- Guess by the first and last sound what type of transport I have in mind: T-C (trolleybus), A-C (bus), C-T (airplane), B-T (helicopter), M-O (metro), T -I (taxi).

"What do you see around?"

Target: clarify children's ideas about the name of objects.

- Name the things you see around you. How do we distinguish one item from another? (They sit at the table, study, eat, sit on a chair.)
- If two girls stand in front of you, both in red dresses, with white bows. How do we distinguish them? (By name.)
- What do the words ... "ball", "doll", "pen" mean?
- I have in my hand ... a pen. What are they doing to her? (They write.) The door also has a handle. Why are these objects called by the same word? (They are held by hands.) What does the word "pen" mean for this object? (They write with it.) And what does the word “handle” mean (we point to the doorknob)? (“They open and close the door.”)
- Can you name words that do not mean anything? Listen to Irina Tokmakova's poem "Plym":

L a spoon is a spoon. And I came up with a word.
They eat soup with a spoon. Funny word - plim.
A cat is a cat. I repeat again -
The cat has seven kittens. Plym, plym, plym.
A rag is a rag. Here he jumps and jumps -
Wipe the table with a rag. Plym, plym, plym.
A hat is a hat. And don't mean a thing
I got dressed and went. Plym, plym, plym.

- Come up with words that don't mean anything (tram-tatam, tuturu).

"Tell me what"

Target: name the signs of the object and action; enrich speech with adjectives and verbs; choose words that are close in meaning.

- When we want to talk about an object, what is it, what words do we call it?
- Listen to M. Shchelovanova's poem "Morning":

-What is this poem talking about? (About a sunny and cloudy morning.) As it is said about the first day in the poem, what is it like? (Gloomy, gray.) How to say in other words about this day? Choose words that are close in meaning (rainy, sad, boring, unfriendly). And if the morning is sunny, how else can you say what it is? Choose words that are close in meaning (cheerful, joyful, blue,
cloudless). What else can be gloomy? (Mood, weather, sky, person.) What can be sunny?
- There are also words that call what a person does, what can be done with this or that object. If a person frowns, how to say it differently? (Sad, sad, upset, offended.)
- And there are such words and expressions that express the meaning not quite accurately. I heard other children say: “Dad, go in a whisper”, “I woke up my sister”, “I put on my shoes inside out”. Is it possible to say so? How to say it right?

"Find the exact word"

Target: teach children to accurately name the object, its qualities and actions.

- Find out what subject I'm talking about: "Round, sweet, ruddy - what is it?" Items can differ from each other not only in taste, but also in size, color, shape.
- Supplement in other words what I will start: the snow is white, cold ... (what else?). Sugar is sweet, and lemon ... (sour). In spring, the weather is warm, and in winter ... (cold).
- Name what things in the room are round, high, low.
- Remember which of the animals moves. Crow ... (flies), fish ... (swims), grasshopper ... (jumps), already ... (crawls). Which animal gives a voice? A rooster... (crowing), a tiger... (roaring), a mouse... (squeaking), a cow... (mooing).
- Help me find words that are opposite in meaning in D. Ciardi's poem "The Farewell Game":

WITH I say the word high, I'll tell you the word coward,
And you will answer ... (low). You will answer ... (brave).
I will say a word far, Now I will say the beginning -
And you will answer ... (close). Well, answer ... (end).

- Now you can think of words that are opposite in meaning.

"High Low"

Target: learn to compare objects and find words that are opposite in meaning.

TO In this game, you need to pick up pictures: a tall Christmas tree, a long pencil, a wide ribbon, a deep bowl of soup, a cheerful face of a girl (laughs or smiles), a boy in soiled clothes, as well as: a small Christmas tree, a short pencil, a narrow ribbon, a sad face of a girl, a boy in clean clothes, a small plate (Fig. 5).
- Look at the pictures. Name words that are opposite in meaning. Say the difference between similar faces and objects.
High - low (Christmas tree - Christmas tree), long - short (pencil), wide - narrow (ribbon), sad - cheerful (girl's face), deep - shallow (plate), clean - dirty (boy).
In the next picture: a big house and a small house, a river - a stream, strawberries - strawberries.
- What do you see in these pictures? Make sentences with words that are opposite in meaning. (“I drew a big house and a small house.” “The river is deep, but the stream is shallow.” “The berries of strawberries are large, and those of strawberries are small.”)
- Listen to an excerpt from Silva Kaputikyan's poem "Masha is having lunch":

... There is no refusal to anyone,
Dinner served to everyone:
Doggy - in a bowl,
In a saucer - pussy,
Laying hen -
Millet in a skull
And Masha - in a plate,
Deep, not shallow.

- What is deep and shallow? How do you understand the expression: a deep river (has great depth); deep secret (hidden); deep feeling (strong).

"Is this true or not?"

Target: find inaccuracies in the text.

- Listen to L. Stanchev's poem "Is it true or not?". You need to listen carefully, then you can notice what does not happen in the world.

-Quickly give me an answer: is it true or not?
- Listen to what other children said, think about whether it is possible to say so, and tell me how to say it correctly:
“Aunt, look: the horse has two tails - one on the head, the other on the back”; “Daddy, it’s the horse’s soles that are knocked out”; “Dad, they sawed firewood here recently: there are sawmills lying around in the snow”; “I opened my eyes a little and looked in a whisper”; "Mommy, I love you loudly, loudly."
- Can you come up with fables or confusions for other children or adults to unravel.

"Find another word"

Target: describe the situation accurately; choose synonyms and antonyms.

-Dad decided to make a swing for the children, Misha brought him a rope. "No, this rope is no good, it will break." Misha brought him another one. “But this one won’t break for anything.” What rope did Misha bring first? (Thin, dilapidated.) And then? (Strong, strong.)
- Dad did the swing in the summer. But then came ... winter. Misha grew up as a strong boy (healthy, strong). He went out to skate and felt hard ice under his feet. How to say differently? (Strong, not fragile.) The frost grew stronger (became stronger).
- How do you understand the expression "hard nut"? (It is difficult to break it, to break it.) They say this not only about nuts, but also about people who cannot be broken by any adversity. They say about them: “strong in spirit” (meaning a strong, persistent person).
- Explain what the words mean: “strong fabric” (strong), “strong sleep” (deep), “strong tea” (very strong, not diluted with boiling water). What expressions with the word "strong" did you meet in fairy tales and in which ones? (In the fairy tale “Kids and the Wolf”, the goat tightly (very strictly) ordered the children to firmly (very tightly) lock the door.)
- Think of sentences with the word "strong".
- I will call you words, and you will tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, laugh, fall, laugh, run.
Think of a story that contains words that are opposite in meaning. You can take the words that we just called.

"Say one word"

Target: find words that accurately assess the situation.

- The student solved the problem and could not solve it in any way. He thought for a long time, but still decided it! What task did he get? (Difficult, difficult, difficult.) Which of these words is the most accurate? (Difficult.) What are we talking about heavy, heavy, heavy? Replace the expressions: heavy load (having a lot of weight), heavy sleep (restless), heavy air (unpleasant), severe wound (dangerous, serious), heavy feeling (painful, sorrowful), heavy on the rise (hard to decide on something ), severe punishment (severe).
- How do you understand the expressions “hard work” (it requires a lot of work), “hard day” (not easy), “difficult child” (hard to educate). What other expressions with this word have you heard?
- Listen to E. Serova's poem "Tell me a word." You will tell me the right words.

-Think up a story so that it contains such words: “big”, “huge”, “huge”; "small", "tiny", "tiny"; "runs", "rushes", "rushes"; "goes", "weaves", "drags".
Developing children's understanding of the meanings of polysemantic words of different parts of speech ("lightning", "faucet", "leaf"; "pour", "swim"; "full", "sharp", "heavy"), we teach them to combine words by meaning according to the context.

"Who's Who"

Target: correlate the name of animals and their cubs, select actions for the name of animals.

R the child examines the drawings - animals with cubs: a chicken and a chicken peck grains (or drink water), a cat and a kitten lap milk (option - play with a ball), a dog and a puppy gnaw a bone (option - bark), a cow and a calf nibble grass (option - lowing), a horse and a foal chew hay (option - they jump), a duck and a duckling swim (quack).
- Name the animals and their babies.
- Pick up definitions for the names of baby animals: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

"One is Many"

-This is a ball, and this is ... (balls). There are many ... (balls). What balls? (Red, blue, green.) How can one say in one word that all the balls are of different colors? (Multicolored.)
- This is a poppy, and this is ... (poppies). There are a lot of ... (poppies) in the bouquet. What are they? (Red.) What else is red? How do you understand the expression "red girl"? Where is this expression found? What fairy tales?
- Guess the riddle: “Grandfather is sitting, dressed in a hundred fur coats. Whoever undresses him sheds tears.” This is ... (bow). What is he? (Yellow, juicy, bitter, healthy.) Is there a lot in the basket? (Luke.)
- What is this? What is there a lot?
- And if all the objects disappear, how do we say what is gone? (Eagle, saws, bears, mice, cones, spoons, legs, cats.)

"Make a Description"

Target: to teach children to describe an object, naming its signs, qualities, actions.

- Describe the berry or fruit that you love the most, and we will guess. ("It's round, red, juicy, delicious - it's my favorite ... tomato"; "It's maroon in color, and inside it has many, many different grains, sweet and ripe, this is my favorite fruit ... pomegranate" .)
Let us give an example of classes where all speech tasks are closely intertwined: the education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.

"Make up a story"

1. The pillow is soft, and the bench ... (hard).
Plasticine is soft, and the stone ... (hard).

2. The stream is shallow, and the river ... (deep).
Currant berries are small, and strawberries ... (large).

3. Porridge is boiled thick, and soup ... (liquid).
The forest is dense, and sometimes ... (rare).

4. After the rain, the earth is damp, and in sunny weather ... (dry).
We buy raw potatoes, and eat ... (boiled).

5. We bought fresh bread, and the next day it became ... (stale).
In the summer we ate fresh cucumbers, and in the winter ... (salted).
Now the collar is fresh, and tomorrow it will be ... (dirty).

-Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams run; the song flows.
- How to say in another way: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (everyone knows how to do beautifully); golden hair (beautiful, shiny)?
- Where did you meet the expression "evil winter"? (In fairy tales.) To whom does the word "evil" refer? (Evil stepmother, evil witch, evil Baba Yaga.)
- Come up with a folding ending to the phrases: “Teddy bear, where did you walk? (I was looking for honey on a tree.) Bear cubs, where have you been? (We went to the forest for raspberries, we wandered in the clearing.) The teddy bear was looking for honey (and lost his brother).
- Come up with a story about two cubs, and I will write it down, then we will read it to dad (grandmother, sister).

Admission to school requires a first-grader to focus on learning activities. Of course, teachers in the first year or two still try to include game moments in the educational process, but still, study is not a toy, but a serious occupation that requires willpower, composure and perseverance.

But still, the main activity of the child in the first years of life is the game. Through the game, kids get acquainted with the world around them:

learn letters and numbers;
train memory and attention;
develop logical and non-standard thinking;
learn colors and shapes, seasons and days of the week;
stimulate creative and emotional intelligence;
learn the principles of healthy communication with other people.

When a child reaches the age of 6-7 years, when active preparation for school begins, parents often push games into the background, urging their beloved child to get used to the upcoming realities as a student. Yes, you can partially replace educational games with activities that are more reminiscent of a traditional school lesson in structure, but you still need to play during this period and, let's say more, in any other - up to a very old age. Moreover, you can successfully combine learning with entertainment. To help all moms and dads, anxiously awaiting entry into the ranks of first-grader parents, there are word games for older preschool children.

Benefits of word games

Word games include all games in which the main element is the word. These are various kinds of associations, and chains, and leapfrog, and even all kinds of crossword puzzles: crosswords, chainwords, fieldwords, diwords, etc. Some of them involve organizing leisure activities for a big fun company, others allow you to have an interesting time alone with yourself. But all word games are united by a common characteristic - they do not require any (well, almost none) additional attributes. Maximum - a pen and a piece of paper, a ball, cards with pictures, words or letters.

You can play word games with children anywhere:

Houses;
on a walk;
on the road;
queue.

It is well known that at any age word games actively stimulate the development of cognitive mental processes:

attention;
memory;
thinking;
imagination;
speech.

We believe we have convinced you that the game is not a hindrance to learning. So, it's time to move from words to deeds. Or rather, to the game. Word game.

Word games with a ball

"I know…"

An arbitrary number of participants can play the game. You can play alone, then the ball is not thrown from player to player, but bounces off the ground. An excellent lesson for training dexterity and coordination of movements, developing memory and attentiveness (after all, the words in the game cannot be repeated).

Sitting in a circle, the players clockwise throw the ball to each other, saying the counting rhyme:

ten (if it is still difficult to name 10 items of the same category, the number can be reduced to 5 or even 3)
flowers (categories can be very different - female and male names, months, days of the week, colors, geometric shapes, birds, vegetables, etc.)

chamomile - times;
buttercup - two;
lilac - three ...

If the player hesitated and could not quickly name the flower, he passes the ball further in a circle, and at the end of the con (when all the objects of this category are named by the joint efforts of all participants), he will have to complete some task (tell a poem, sing a song, answer question, jump on one leg, etc.)

"Edible - inedible"

At a time when all the yards were filled with groups of children of different ages, the residents of nearby houses through the open windows for days on end heard the excitement of the children playing this incredibly popular then game. If your childhood passed without her, we will tell you surprisingly simple rules.

From the players (there can be as many as you like, but not less than two), water (leader) is selected. He stands opposite the rest of the guys and, in turn, throws the ball to each of them, naming any word:

cucumber;
bench;
blazer;
bun…

If the object named water can be eaten, the player catches the ball with his hands, and then returns it to the leader. If the word is "inedible", the ball must be beaten off. The player who reacted incorrectly to the word changes places with the leader.

Instead of classification by "edibility", you can use any other sign. For example, to catch the ball, if the named word means transport (a flower, objects of wildlife ...), otherwise - to beat.

"Affectionate ball"

The game develops dexterity and speed of reaction. Useful at the stage of studying diminutive suffixes. Great for parent-child play. You can play with several children at once, throwing the ball to each of them in turn.

The rules are simple: throwing the ball to the baby, you name the main word. The child must catch the ball, and then throw it to you, calling this word in a diminutive form.

Examples:

chair - high chair;
eye - eye;
the sun is the sun;
doll - doll.

"Who cooks?"

A game to consolidate knowledge about the diversity of professions.

The adult calls the action and throws the ball to the child, and the kid, returning the ball, must name the profession corresponding to this action:

Examples:

cooks - cook (cook, confectioner);
draws - artist;
writes - writer (journalist, poet);
builds - builder;
heals - doctor.

You can switch roles: the leader calls the profession, and the players catch the ball and name the appropriate action.

"Earth, water, air"

The host calls the element (earth, water or air) and throws the ball into the hands of the player. The player must catch the ball and in a split second name the creature that lives in this element.

You can use category names (birds, fish…) and specific names (perch, pike, swallow). The main condition: words should not be repeated. If you can’t name the word or there was a repetition, the loser must complete the leader’s task.

Example:

water - crucian carp;
earth - boar;
air is a sparrow.

Common to word ball games

All the described games are suitable for organizing classes with a child of 6-7 years old on the street and at home. You can use a small soft ball or refuse the ball altogether, just pronouncing the words of the game in turn. In these educational games, the ball serves several purposes:

requires successful distribution of attention between several actions (catching the ball and thinking about the correct answer);
regulates the time for thinking about the answer (the ball should not stay in the player's hands for longer than 3 seconds - by agreement this time can be extended or reduced);
adds dynamism and excitement to the game.

Word games for the development of logical thinking

"Who is superfluous"

At younger preschool age, tasks for the development of thought processes of generalization were carried out using pictures. The child was asked to single out several groups from a series of drawings, combining the depicted objects according to different characteristics (by size, color, quantity, purpose, etc.), or, on the contrary, to remove an extra picture. For a child of 6-7 years old, this game can be played in verbal form. Thus, among other things, figurative thinking, imagination and phonemic hearing are involved.

Name a series of words in which all but one are united by common features. At the same time, the task can be complicated by demonstrating that the same objects have a number of features, and you can select group mates for each of the qualities.

Example:

Bed, wardrobe, table, chair, sheet.

In this group, the word "sheet" is superfluous, because, unlike the others, it does not refer to furniture.

Pillow, blanket, sheet, bed, closet.

In this group, as in the previous one, there are the words "bed", "sheet" and "wardrobe". The extra word this time is "closet", as it does not mean an item that can be used for sleeping and relaxing.

"Danetki"

Danetki are a special kind of riddles that perfectly develop logical thinking, teach you to think outside the box and creatively. The player is given a task to solve. In order to find this solution, the player (several guessers are allowed to participate, then they should ask the host questions in turn) asks the host leading questions, to which there can be only three answers:

doesn't matter

The goal is to find the right solution for the minimum number of questions. You can add a competitive element by declaring the winner of the player who first guesses how to solve the puzzle. Examples are available on our website. Having trained on ready-made riddles, you can come up with similar puzzles on your own.

Puzzles

Riddles are a version of a word game known since ancient times, which perfectly develops logic. But we propose not to use ready-made author's or folk riddles, but to compose them, as they say, on the go. Moreover, the players must alternately change the roles of the guesser and the guesser: first you guess, and the child guesses, then vice versa.

This game task develops the ability to highlight the features of an object, recognize objects by description, and compose a verbal description by which you can recognize an object.

Example:

This vegetable is green even when ripe. You don't need to boil or fry it. It can be salted, pickled and sour.

As you probably guessed, this is a cucumber. If the child cannot guess the riddle in any way, add new conditions. Say that you like to add this vegetable to the salad, that it is in the beds of your grandmother in the country ... In general, develop not only children's thinking, but also your own. Useful 🙂

Word games for the development of speech at 6-7 years old

"Connect"

The host calls the child several inconsistent words that must be combined into a grammatically correct phrase or sentence.

Examples:

tall, tree - tall tree;
girl, run - the girl is running (running, running);
forest, mushrooms, grow - mushrooms grow in the forest;

"Hug words"

There is a single word. He is bored and sad. It is necessary to embrace him with words so that a sentence is obtained.

After such an introduction, name any word with which you need to come up with sentences. If a child with such a task copes with ease that delights you, you can complicate the rules. Now, one word at a time must be added to the original “lonely” word so as to first get a simple non-common sentence (there is only a grammatical basis: predicate and subject), and then a common sentence with secondary members *.

* Please note: a child of 6-7 years old is not required to know the classification and components of sentences, but a general idea in such a playful form can already be given.

Example:

Cat;
The cat is running;
The ginger cat is running;
A red cat with white paws is running;
A red cat with white paws runs down the street;
A red cat with white paws runs along a snow-covered street.

"Tell a Picture"

This word game implies the presence of a pre-prepared drawing. The best option is landscapes or still lifes by famous artists. But instead of a picture, you can use environmental objects:

a person present nearby;
part of the street visible from the window;
playground during the walk.

As you know, pictures are painted. And we will tell it. Simply put, we will compose a short text for 5-6 sentences describing a given object (a picture, a person, a street, etc.).

This task is quite difficult for beginners, so help your preschooler with leading questions first. Gradually, he will learn to describe the pictures on his own, which will help him in the near future to write brilliant school essays in the lower grades.

We have given only a small part of the possible games with words. You will find more options in other materials of our blog.
Play word games with the whole family. This perfectly strengthens family ties and forever leaves bright memories of a happy childhood in the child’s memory.
Tailor the playing environment to your child's needs. It is important that the tasks are within the power of the preschooler, but at the same time not overly simple.
When choosing the topic of the game, be guided by the questions that you are currently studying in developmental classes, so the game will serve as a consolidation and repetition of the past.

Enjoy the happy moments spent with your children, because the crumbs grow unimaginably fast. May parenthood bring you joy and satisfaction.