Puzzles
Many games that develop verbal or auditory thinking are oral. You can wish for a certain object, but answer the question only “yes” or “no”. Let's say I wished for something that was on my table. And the child begins to ask: - Is it big? I say: - No. - Is it bigger than a glass? - No. - Is it square? - Almost. - Is it iron? - No. - Is it wooden? - No. - Is it rubber? - Yes .− Is it black?− No.− Is it white?− Yes.− Is it an eraser?− Yes, it is an eraser. You guessed right, well done. Now you tell me a riddle, and I will ask. You can riddle some simple things and suddenly it turns out that they are not so easy to guess even for an adult, although the riddled object is completely simple, everyday. You can make verbal riddles. But not the classic, folk ones, which everyone knows and which are published in collections: the girl is sitting in prison, and the braid is on the street. Modern children have not seen how a carrot grows, so they cannot guess what kind of braid it is on the street, why the girl is sitting in prison and why this has to do with carrots. That is, they are ready to learn both this text and this answer. But they can’t relate, they didn’t see it, it’s a difficult metaphor. By riddles I mean something completely different. You can describe an object by naming several of its characteristics and giving a definition. For example, an animal that meows. − I wished for a striped animal that eats grass. The child says: − Tiger? − Not a tiger. A tiger doesn't eat grass. And this beast also has hooves and a mane.− Ahhhh, horse!− Striped! Or I can say:− Yes, only the name of the beast begins with the letter “z.”− Striped horse with “z”... A- ah, zebra! Or I can say: − Sour, yellow and oval. Child: − Oh, I know, it's a fruit. − Yes, fruit. Which one then? They also put it in tea. - Yeah, yellow, lemon! Or: - Red, round, they put it in salad. I could mean a tomato, but the child says: “Radish.” Great, that's good too. It is useful to come up with such riddles. No less useful than guessing.
Tongue twisters and poems
It’s not so easy for an adult to say them. Therefore, if you are playing tongue twisters with your child, start with yourself. Try to pronounce it quickly and quickly and show your child how you practice, how you train, how you learn it. You can play with some poems: you start, and the child remembers the appropriate word at the end. − Where did the sparrow have lunch? At the zoo there are...− ...animals. While the child remembers the right word, you can offer funny options. From the threshold. - No, not from the threshold. - What? - A little!
Word games for little ones
Experts say that at the age of two, a child’s vocabulary includes about 50 words. However, many babies at this age say much fewer words. With the help of speech games, adults can help kids speak.
Accompany the actions that the baby observes or that he himself performs with your comments. Clearly and legibly name the objects that the child is looking at or pointing at. This way the baby will pronounce the first words and phrases faster.
"Tell me what it is"
There are books on sale with large, clear pictures and a minimum of text for young children, as well as cards on various topics. When looking at such illustrations, clearly say what is drawn on them, and, if possible, ask the child to repeat the onomatopoeia that relates to this word: “This is a dog. She says: "Woof-woof." Say: “Woof-woof!”
There shouldn't be many pictures. For the first time, select 5–6. After some time of such activities, lay out the pictures on the table or on the floor so that your child can see them all, and ask him to find some image: “Where is the cat? Who says: “Meow-meow?” The child must fix his gaze on the desired image or point his finger at it. Gradually replace the cards with which the baby is already familiar with others that are still unfamiliar.
Young children do not yet know how to organize a game themselves, so the participation of an adult is important for them
"Wonderful box"
Take a bright box (basket, beautiful bag), put various small objects (toys) in it. Take these items out of the box one at a time, name what they are, and give them to the baby. Let him take a good look at them. Then offer to put everything back in place. And again, when you take an object in your hands, loudly, in one word, say what it is.
Superfluous word
You can also play - name some groups of words and guess who is the odd one out. What is significant is that there can be several correct answers in this game. You can play it on the go; encourage your child to come up with such riddles. But it is important that he explains his decision. For example, I can say: “bus, tractor, trolleybus, tram.” Which of these words is redundant? Some might say bus because it starts with "A" and all the others start with the letter "T." Someone will say that it is a tram, because it is the only one that runs on rails, and everyone else does not. Someone will say that it is a tractor, because it is not public transport, and all the others carry people. Do you understand, right? Any explanation is good. It is important that it is also useful for the child to come up with such problems. After all, only adults are always the bearers of the ultimate truth: first you make a wish, then the child. And this is not only a game, but also a communication process. If you like to make things up, that's great.
Pros of using word games
Games with words have a number of advantages over other gaming techniques:
- do not require special training or attributes;
- You can play in any environment (at home, while walking, in transport, in line);
- You can work with one child or with several children.
At any preschool age, verbal games allow you to develop both the cognitive processes of a small person (thinking, attention, imagination, all types of memory) and the ability to navigate in space.
In addition, thanks to word games, preschoolers can:
- learn to correctly pronounce all the sounds of the Russian language (especially if adults focus the child’s attention on his sound pronunciation);
- replenish active vocabulary;
- consolidate new words in memory;
- retrieve learned concepts from memory at the right time.
There are exercises that should be performed with preschoolers at 2-3 years old, at 4-5 years old and at 6-7 years old.
Snowball
There is such a wonderful game “Snowball”. It is both verbal and memory developing. One says: - Cat. Second: - Cat, dog. Third: - Cat, dog, hare. Fourth: - Cat, dog, hare, tiger. You can pronounce any words. There is also another version of this game. Let's say the first one says: - I'm going on a hike and take a spoon with me. The second: - I'm going on a hike and take a spoon and a bowl with me. And so on. Everyone adds their own. But at the end, not at the beginning. That is, initially he must remember all the words that were said before him, then add his own. When we play with a group of children, I suggest not only naming the words, but also, if someone has forgotten, you can give hints, but only with gestures. You can name the first letter in each word, and this is also not so easy for some children. But when you have already done it, then some riddles are all with the same letter. For example, we think of all words starting with the letter “M”. I say: “It’s so big, with wheels, you can drive it.” “A car.” “Okay, then I’ll think of something else starting with the letter “M.” It’s so tasty, cold and comes in a waffle cone.− Oh, it’s ice cream!− And it’s also so sweet and it’s made by bees.− Honey. It’s much more difficult: coming up with a word that starts with this letter, and then describing it - this is serious work for a child.
Speech games for children 6-7 years old
Municipal budgetary preschool educational institution
“Combined kindergarten No. 12 “Krepysh”
Mendeleevsky municipal district of the Republic of Tatarstan
(MBDOU "Kindergarten No. 12")
Speech games for children 6-7 years old
Prepared by: Gumerova Ange Saetzyanovna
Mendeleevsk, 2021
Games for the development of sound-letter analysis skills, the formation of phonemic hearing
1) Game “Live Letters”
Objective: to consolidate the skills of sound-letter analysis.
Equipment: cards with letters, pictures.
Description. The game is best played with a group of children. An adult shows a picture and names the word from it that they will make up. The role of each letter will be played by children who have cards with letters attached to the front. Children must line up so that they can read the given word. The words are chosen simple, without spelling. For example, poppy, cat, house, mouse, table, etc.
2) Game “Chain of words”
Objective: to teach children to identify initial and final sounds in words, expand their vocabulary, develop auditory attention and intelligence.
Description. You can play alone or with a group of children and adults. One of the players names any word - a noun in the singular and nominative case, the second - comes up with a word based on its last sound, the third - on the last sound of this word, etc., as if building a chain of words. For example: Anya - apple - autumn - threads - turkey - cat - cable - dog, etc.
3) Game “Stomp - Slam”
Task: to teach the child to distinguish sounds that are similar to each other.
Equipment: words in which the consonant sound is pronounced clearly, with effort, and the vowel sound must be stressed.
Description. The game is played by ear. The adult tells the child: “Today we will learn to hear sounds and distinguish them from each other. For the task, sounds are selected that are somehow similar to each other: for example, O-U, Y-I, M-N, K-T, P-T, etc. - for children 5 years old, pairs of consonants due to deafness -voice (V-P, D-T, G-K, V-F) and hardness-softness (M-M', T-T', K-K', etc.) - for children 6-7 years old .
First, the game is played on individual sounds, then on syllables and words. The adult selects speech material and pronounces it clearly, and the child, according to the adult’s instructions, claps on one of the sounds and stomps on the other.
For example, the sounds [O-U] are different.
Sounds: O, U, N, U, O, Y, O, U, A, M, U, T, O, etc.
Syllables: ON, UK, PO, UT, KO, NU, MO, UP, MU, etc.
Words: Olya, duck, autumn, window, fishing rod, walking, cow, morning, lake, Ulya, etc.
4) Game “Choose Pictures”
Objective: to teach children to choose a picture with a word that begins with a given sound, to expand their vocabulary, and to develop visual attention.
Equipment: subject pictures with words starting with a given sound, several pictures starting with other sounds.
Description. An adult lays out pictures on the table and gives instructions to the child that he must choose those pictures that depict words with a certain sound, for example the sound [k]. Then the adult clearly names all the pictures, and the child chooses the appropriate ones from them (cat, pony, fly, horse, jacket, tank, cube, candy, nose, spider, poppy, doll, etc.)
5) Game “Put into piles”
Task: to teach children to identify the initial sound in a word.
Equipment: subject pictures with words starting with different sounds, several pictures for each of them.
Description. The adult lays out the pictures on the table, names them, then gives instructions to the child that he must combine the pictures into several piles according to the initial sound.
For example:
[L] - forest, moon, fox, horse, lamp, etc. [A] - bus, pineapple, watermelon, album, etc. [U] - duck, fishing rod, beehive, snail, iron, etc. etc. [M] - poppy, fly, raspberry, car, bridge, etc. [K] - cat, horse, cube, jacket, doll, etc. [N] - nose, leg, knife, scissors, rhinoceros, etc. [And] - willow, turkey, needle, toys, oriole, etc. d.
6) Game “Repeat the words after me”
Task: to train children in sound analysis, teach them to identify given sounds in words.
Equipment: series of words prepared by an adult, most of which contain a given sound, and the rest do not. The game uses words with vowels (A, O, U, I, Y) and consonant sounds that the child can pronounce correctly ([M-N], [D-T], [G-K], [B-P] , [V-F], [X]). For voiced consonant sounds [D], [B], [G], [V], the use of words in which these sounds come at the end and are deafened is not allowed. Hard and soft pairs of sounds are distinguished separately from each other. The vowel sound [O] can only stand out in those words in which it is stressed, since in other cases it turns into the sound [A]. The vowel sound [ы] is emphasized only in the middle and end of the word.
Description. The adult pronounces a series of first 5^6, then 8-10 words and gives the child the task to remember and repeat only those words that contain a certain sound, for example, the sound [M]. The following series of words is given: mother, cat, soap, house, spider, bridge, bow, fly, leg, lemon. Of these, the child must repeat the following words: mother, soap, house, bridge, fly, lemon.
7) Game “Find the sound”
Objective: to teach children to hear the initial and final sounds in words, to develop their auditory attention, to consolidate correct, clear pronunciation and distinction of sounds.
Equipment: rows of pictures with a specific sound.
Description. The game can be played with one child or with a group of children.
The adult says: “Now I will show the pictures and name the objects depicted on them, and you listen carefully and guess what sound is in all these words.” Then the adult shows and names a series of pictures that begin, for example, with the sound [K]: cat, horse, jacket, wheel, doll, candy, and the children must answer with a complete answer: “All these words have the sound [K].” Next, they must remember the words named by the adult with the sound [K], and come up with a few of their own words with this sound.
Game “One word - many words”
Objective: to teach children to form new words using the letters contained in a long word, to develop sound-letter analysis skills.
Description. The players must make up as many other words as possible from the letters included in any one long word. Compiled words Must be nouns in the nominative case. Letters can be used in any order, but in invented words the letter should not be repeated more often than in the original word.
9) Game “Sound Lotto”
Objective: to train children in determining the location of a given sound in a word: at the beginning, middle or end.
Equipment; stripes divided into 3 parts, indicating the beginning, middle and end of the word; subject pictures with words for certain sounds: vowels and voiceless consonants - beginning, middle, end; sound [s] - middle, end of a word; voiced consonants are the beginning and middle of a word.
Description. The child examines and names the picture with the given sound, then places it on the first, second or third square in the strip, depending on its location in this word. The beginning of a word - when all other sounds come after the given sound, the middle of the word - other sounds come before and after the given sound, the end of the word - the remaining sounds come before the given sound. For example, a child is given pictures with the sound [m]. On the strip they are arranged in squares in the following sequence: poppy - bag - house.
10) Game “Who has more words?”
Task: teach children to find words in a picture or come up with words with a given sound. Equipment:
Option 1 - a picture that contains many objects with a given sound.
Option 2 - object pictures with words that contain a given sound; chips.
Description. You can play with one child or with a group of children.
Option 1. An adult shows a plot picture (for example, “Forest”) and invites the child to find as many words with a given sound in it as possible.
For each word the child receives a chip. The one who collects the most chips wins.
Option 2. The adult names the sound to the children and shows pictures with words that contain this sound.
Then the pictures are removed, and the children must name as many words as possible from memory. For each word, the child also receives a chip. As you practice, you can play without pictures, throwing the ball between the players and calling words with the agreed sound.
11) Game “Replace the sound”
Task: to teach children to mentally rearrange, replace sounds with given ones, and name the resulting new words.
Equipment: rows of words for transformation, object pictures with words that should be obtained.
Description. The adult sets the sound with which the first or last sound in the word will need to be replaced.
Then he lays out the pictures and pronounces the words, and with their help the child mentally replaces the sound in the original word with the given one and says the resulting word out loud.
For example, you need to replace the first (porridge - cup, nut - seagull, suit - part) or the front sound (enemy - doctor, beak - key, chalk - sword) with [h].
As you practice, the game can be played by ear, without using pictures.
12) Game “Name the vowels”
Task: to train children in isolating vowel sounds from words.
Description. An adult pronounces words syllable by syllable, highlighting and extending vowels. Then he pronounces only the vowels in the order in which they appeared in the word.
For example, fish - y-a; ba-ra-ban - a-a-a; cat-o-a; ball - ya-and, etc. Next, the child tries to independently pronounce the vowels in the syllables and name them in order.
If necessary, an adult helps him in correctly dividing words into syllables. First, two-syllable words with straight syllables are selected for the game, in which the vowel sounds do not change depending on stress or spelling rules, i.e. the words are written and pronounced the same (words like wasp, road, tire, summer are excluded), then one- and three-syllable words and containing a consonant cluster.
Games to develop the syllable structure of words
1) Game “Rearrange the syllables or sounds”
Objective: to train children’s intelligence, the ability to rearrange letters or syllables in one word to form another, to expand their vocabulary.
Description. Option 1. The adult calls the child words and offers to swap letters or syllables in them, and then repeat the new word.
As you practice, you can play with a group of children, when a word with rearranged sounds or syllables is asked to the driver, and he must guess it: lok - stake, mod - house, zako - goat, bars - fish.
Option 2. An adult first shows with simple examples that some words can turn into others if you rearrange the letters in them (ros - sleep, body - summer, meadow - hum, forest - village) or syllables (bed - sting, bast - cola, pump - pine). Gradually, as you practice, the words can be complicated and the number of letters in them can be increased.
Bank - boar. The mouse is a reed.
Hair is a word. Bayan - bathhouse.
Brand - frame. Kapal is a stick.
The pump is pine. Kolos is a falcon.
2) Game “Clap the word”
Task: to strengthen in children the ability to divide a word into syllables depending on the number of vowel sounds, to train them in dividing words into syllables using claps.
Description. The adult pronounces the word, and the child must clap each syllable. After clapping, the child must say how many syllables he counted.
In this game, children can be offered words with a combination of consonants, and it is necessary to explain to the child that with a combination of consonants, the division of the syllable takes place between them: that is, one consonant goes into the first, and the other into the second syllable. For example, cat, open, honey, etc.
3) Game “Come up with a word with a certain number of syllables”
Task: to train children in composing words with a certain number of syllables.
Description. The adult claps or taps out a certain number of syllables, and the child must come up with words that match them from the pictures. If he finds it difficult to name the word, the adult repeats the rhythm and pronounces the first syllable. As you practice, you can invite children to come up with words themselves without using pictures, or choose one of the children to drive.
4) Game “Name the given syllable in a word”
Task: to teach children to highlight and name a certain syllable in a word.
Description. An adult pronounces a word of two straight syllables syllable by syllable and asks the child to name the first, then the second syllable, for example, ra-ma, vo-da; then he is offered the next word, etc.
As training progresses, the adult offers the child two-syllable words with reversed or closed syllables, three-four-syllable words (ma-shi-na) and words with a combination of consonants, for example, honey.
5) Game “On the contrary”
Task: to train children in transforming syllables by replacing a hard sound in a syllable with a soft one or, conversely, a soft one with a hard one.
Equipment: rows of syllables for conversion.
Description. An adult shows a child how to turn a hard syllable into a soft one (or, conversely, soft into a hard one) by replacing the vowel sound in it. For example, py - pi, mo - me, be - be, la - la, well - nu, se - so, ke - ke, du - du, vya - va.
Then the child tries to transform the syllables on his own, and the adult selects them so that they contain sounds that the child pronounces correctly.
6) Game “Put out the syllable you hear”
Objective: to develop phonemic analysis and reading skills, fine motor skills of children.
Equipment: counting sticks, matches or beans.
Description. The adult clearly and slowly pronounces syllables containing sounds that the child can pronounce correctly, and invites him to lay out the letters corresponding to the sounds made from sticks, matches or beans.
7) Game “Repeat the syllables after me, emphasizing the emphasis”
Task: to teach children to repeat after an adult syllables with a given stress.
Description. The adult pronounces a series of syllables, emphasizing the stress, and the child listens and try to repeat, observing the location of the stressed syllable. At the initial stage, a series of two and then three syllables is proposed: sa' - sa; sa – sa'; la' - la - la'; la - la - la'
Games to expand vocabulary, improve grammatical structure of speech
– Nouns
1) Game “Say the right word”
Task: to consolidate general concepts in children, to expand their vocabulary.
Equipment: ball.
Description. The adult invites the child, by throwing the ball, to name words of a certain group, for example: flowers, animals, names, cities. The loser is the one who cannot come up with a word when he has the ball. The words called by the players should not be repeated.
2) Game “He - She - It”
Task: to consolidate in children the concept of the type of objects.
Equipment: a set of pictures familiar to the child, with masculine, feminine and neuter objects.
Description. The adult lays out pictures on the table and begins to form piles of them, explaining to the children that objects that can be called the word “he” are placed in the first, “she” in the second, and “it” in the third. Then the child continues to arrange the pictures independently. An adult, if necessary, helps him by asking guiding questions: Is he or she the table? Apple - she or it?
3) Game “Choose related words”
Task: to give children an idea of related words, i.e. words formed from one original word.
Description. An adult explains to a child that some words are similar to each other in some way, like relatives, dear people, that’s why they are called related. Then he gives examples of such words and shows the corresponding pictures, highlighting the part that is similar in all these words.
For example, the main word is SNOW: snowy, snowflake, snowfall, snowball, snowman, bullfinch, Snow Maiden. Or the main word is HOUSE: house, house, house, home, housewife, housewife. Next, the adult invites the child to select or come up with related words to several given ones, using picture clues. For example, you can suggest the words: HARE - bunny, hare, hare, hare; WINTER - winter, wintering, wintering, wintering, wintering; SUN - sun, sunny, sunflower; ROD - native, homeland, spring, parents, etc.
4) Game “One object - many objects”
Objective: to improve the grammatical structure of speech, to teach children to correctly use singular and plural nouns in speech.
Equipment: pairs of object pictures with one and many objects, a ball.
Description. The adult lays out pairs of pictures in front of the child; he names the object from the picture in the singular, and the child names it in the plural. If necessary, the adult corrects the child’s mistakes in the endings of words in the plural. As you practice, the game can be played without pictures, throwing the ball.
5) Game “Name it kindly”
Objective: to teach children to form and use nouns with a diminutive meaning in speech.
Equipment: object pictures depicting large and small objects, a ball.
Description. An adult shows an object picture and names a large and a small object from it.
Then he begins to name a large object, and the child must form a word for a small object with a diminutive meaning.
For example, table - table, chair - chair, ring - ring, hat - cap, etc. As you practice, the game can be played without pictures, throwing the ball.
6) Game “Who has who?”
Task: to consolidate the names of baby animals and birds in children’s active speech.
Equipment: paintings depicting animals and birds, cut-out pictures depicting their young, a ball.
Description. The adult invites the child to select suitable babies for animals and birds, overlaying cut-out pictures on large pictures.
When all the small pictures have been selected, the child must correctly name and count the babies, answering the question with a complete answer: “Who has who?”
For example. The dog has three puppies. The cat has five kittens. A hen has nine chicks, etc. As you practice, the game can be played without pictures, throwing the ball.
7) Game “One - One - One”
Task: to teach children to distinguish objects by gender and correctly use them with the numerals one, two.
Equipment: pictures depicting masculine, feminine, neuter objects.
Description. An adult randomly lays out pictures on the table, and then begins to form three piles depending on the gender of the noun and the corresponding numeral. For example: This is a pencil. He is alone. This is a book. She is one. This Apple. It is one. Then the child arranges the remaining pictures independently, matching the noun with the numeral in gender.
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– Adjectives
1) Game “Replace the word”
Task: to consolidate in children the concept of words with opposite meanings.
Equipment: subject and subject pictures depicting antonyms, ball.
Description. The adult shows the child pairs of pictures and names one word, and the child must pronounce the word with the opposite meaning.
At the initial stage, it is better to name words - action verbs (open - close, stand up - sit down), and then move on to nouns, adjectives and adverbs (high - low, day - night, cheerful - sad, hot - cold, etc. )
As you practice, the game can be played in the form of throwing a ball, while naming words that have opposite meanings.
2) Game “Whose - Whose - Whose - Whose”
Task: to train children in the formation of possessive adjectives from the names of animals and birds.
Equipment: subject pictures depicting animals and their individual parts.
Description. An adult shows a picture of an animal, names it, then asks a question about any part of the animal’s body. For example: whose head? - cow; whose tail? - cow, whose tracks? ' cow's, etc.
– Numerals, adverbs, pronouns
1) Game “Count the objects”
Task: to train children in quantitative counting of objects, correctly using endings in words.
Equipment: numbers from 1 to 5, object pictures depicting one, two, three, four, five objects; ball.
Description. The adult names a number and shows a picture with the corresponding number of objects, and the child must correctly name this object in combination with this number. For example, one cucumber - two cucumbers - three cucumbers - five cucumbers; one apple - two apples - five apples, etc.
As you practice, the game can be played by ear, throwing the ball and calling the number of objects. For example: one watermelon - five (watermelons).
2) Game "More"
Task: to train children in the formation of comparative degrees of adjectives. Equipment: ball.
Description. The adult explains to the child that some characteristics of objects can be compared with each other and this comparison can be expressed in words. He throws the ball to the child and names the attribute and the comparative word “yet,” and the child must return the ball and correctly form the comparative degree. For example, loud - even louder, long - even longer, high - even higher, easy - even lighter, etc. If you come across a word whose comparative degree is formed by another word, the adult should explain to the child how to pronounce such a word correctly: good - even better, bad - even worse, a lot - even more, little - even less.
3) Game “Mine - Mine - Mine”
Objective: to teach children to distinguish objects by gender and correctly use them with possessive pronouns.
Equipment: personal belongings (toys, clothes, shoes) of children, a bag.
Description. The game can be played with one child or with a group of children. The adult quietly puts several items from each child into a bag. Then, taking them out of the bag one at a time, he asks: “Whose T-shirt (doll, car)? Whose shoe (scarf, teddy bear)? Whose dress? etc.
– Connected speech
1) Game “Professions”
Task: to teach children to make sentences about people in professions familiar to the child.
Equipment: subject pictures depicting people of certain professions: salesman, cook, teacher, driver, policeman, builder, hairdresser, artist, fireman, doctor.
Description. The child must make a proposal based on the picture about the responsibilities of a person in this profession. For example, “The driver drives the car”; “The builder is building a house”; "A teacher teaches children at school."
2) Game “Finish the sentence”
Task: teach children to make simple sentences based on pictures.
Equipment: subject pictures.
Description. The adult places pictures in front of the child and begins to say a sentence, and the child must complete it with a suitable word, based on the pictures.
For example, “The cat catches (the mouse)”; “The girl throws (the ball)”; “The dog is chewing (a bone)”; “Mom baked (a cake).”
3) Game “Fix the sentence”
Objective: to train children in transforming a deformed phrase, to develop a sense of language.
Equipment: deformed phrases prepared in advance by adults, in which the words are nouns in the nominative case, verbs are in the initial form.
Description. The adult reads the words, and the child must rearrange and change them so that a normal sentence is obtained.
For example, “Mom, vase, put sweets,” in “Mom puts sweets in a vase”; “Fly, on, glass, sit” - “Fly sits on glass”; “I, book, read, interesting” - “I am reading an interesting book.”
4) Game “My Family”
Task: teach children to make sentences about family members using pictures.
Equipment: plot pictures depicting family members in various situations.
Description. The adult shows the picture and asks the child: “Who is this? What is he doing?" The child must answer in a complete sentence.
For example, “Mom washes clothes (cooks food, sews a skirt, irons a shirt, etc.). Dad cleans the carpet (fixes the faucet, plays chess, watches TV, reads the newspaper, etc.).”
– Verbs
1) Game “Say the word”
Objective: to improve children's word formation skills, train them in memorizing and repeating new words - verbs formed by changing the prefix.
Description. The adult pronounces the beginning of the word - the prefix, and the child finishes the missing, pre-agreed part of the word - the root - and repeats the whole word. The game offers verbs that form many new words with the help of a prefix: carry, go, drive, fly, swim, wear, walk, etc.
For example, bring, take away, bring in, bring in, take out, move; go, leave, arrive, leave, drive in, drive in, go around, drive off, leave, move, get there, etc.
2) Game “Swims, runs, flies”
Task: to train children in inventing objects suitable for a given action. Equipment: ball.
Description. The players stand in a circle. An adult (and as training progresses, a driver chosen from among the children) throws the ball to one of the children, calling the action. The one who catches the ball returns it back, adding a suitable object.
For example, it flies - a bird, an airplane, a rocket, a swan, a butterfly, a helicopter.
3) Game “Think of an action”
Task: to teach children to correctly correlate actions with a specific object and call them with the corresponding verb.
Equipment: ball.
Description. You can play with one child or with a group of children. The players stand in a circle. An adult (and as training progresses, a driver chosen from among the children) throws a ball to one of them, while naming an object (an animal, a person of a certain profession, the name of a boy or girl). The person who catches the ball must return it to the driver, calling the appropriate action for this object. For example, a cow moos; cat - meows, purrs, scratches; doctor - treats; fireman - extinguishes; Vanya - jumping; Olya - plays; Katya - dances; Dima - draws, etc.
Contact
This game is suitable if the child already knows what the first letter is and understands the definition: “this is an animal that meows.” If he does not name the word itself, but says a description, then after that you can already play. I think many people know the rules, but I’ll tell you again just in case. Contact is a game for several people, you need at least 3-4 participants. The presenter thinks of a word and tells all the other players the first letter, for example “K”. The rest of the players begin to come up with their own words that begin with “K”, for example, one says: “Isn’t this the kind of animal that meows?” The presenter says: “No, this is not a cat (if he really didn’t wish for a cat). The other says: - Isn’t this the same, Cheburashka’s friend? Presenter: - Gena. No, wait, “K.” This is not a crocodile. And so all the players are trying to come up with a definition so that they understand, but the presenter does not understand. And if suddenly they succeed, for example, one of the players says: “It’s sweet and they eat it boiled.” The presenter says: “Porridge.” “No, it grows in the field, it’s tall and has hairs inside it.” The presenter says: “Oh, I don’t know. Then the rest of the players start counting: to 3, to 5 or to 10, it’s up to you. And they say “Contact!”, and then pronounce the guessed word in unison. If the one who gave the definition and the one who said “corn” agree, then the driver must tell them the next letter. “Okay, then I’ll tell you the second letter.” The second letter is “O”. And then all the players who guessed come up with “Ko”. And then, let’s say, they came up with some other definition that the driver didn’t guess, then they already have three letters. And so little by little they guess the word. And whoever finally guesses right becomes the next driver. This game is not as simple as it might seem - it can be difficult for adults to play. But if you are not in a hurry, you are not trying to beat the child, then the game process will bring pleasure to everyone. If you do not try to measure who won and who lost, then it works quite well. For example, it allows you to find out how words are written. It can be very funny to play with children; they come up with non-trivial spelling and do not always understand which letter is next in the hidden word.
8. "Poker"
This fun word game is especially popular with kids. Ask the children to make a wish for any piece of furniture (chair, armchair, etc.) or kitchen utensil (fork, poker, rolling pin, etc.).
Then the driver asks the players various questions, which must be answered only with the hidden word.
Example: What is your name? - Poker.
What did you have for breakfast today? - Poker.
What gift did you receive for your birthday? - Poker.
Another version of the game: players think of words for each other, which they will then use to answer the driver.
Complication: You can't laugh.
Chain of words
Many people play cities when they come up with a city with the last letter, but cities are too difficult for young children, they don’t know so many names. Therefore, you can play ordinary words. And I say, for example: − Cat. What is its last letter? "T". So, now you need to come up with a “T”. Well, come on. - TraktoR. - Yeah, then I’ll come up with an “R”. I say “rukaV”, come on, think about it, what is its last letter? And here an interesting thing arises. The child says: “F”? I say: “You know, this can be checked.” Let's think about it: the jacket has one sleeve, but what if there are many? Two hands. We say “two rukaVa”, not “two rukaVa.” The child agrees: “Well, of course, rukaVa.” “Great, now you know.” The sleeve is the last letter “B”. You see, you and I have checked this. It is absolutely not necessary to say that later you will learn this at school. And this is a great way to understand and check which letter to write.
Hidden letters
I think of a letter, and then the children offer words, and I say whether this letter is there, and if so, how many times it appears. For example, they say: - Cat. I answer: - There is no such letter, not a single one. The children continue: - Mountain. I confirm. - One. They say: - Pineapple. Me: - Not a single one. They say: - Fish. I :− One. And then they can already guess what letter it could be. For example, now I wished for “R”. Or you can ask the child to wish for a letter, and then it will be his turn to try to understand which letters are there and which are not. And this is a pretty serious analysis.
Author: Zhenya Kats, teacher, author of the method of game-based teaching for children. Series of online lectures “Game and Children”
