Exercises for the development of figurative speech in younger schoolchildren. Exercises for the development of speech of primary schoolchildren

Organization: MBOU "Kuzedeevskaya Secondary School"

Locality: Kemerovo region, Kuzedeevo village

Introduction.

Pleasant to the ear

speech is a kind of music.

Aristotle

One of the most important indicators level of a cultured person, his

intelligence is his speech. Appearing for the first time in early childhood in the form

individual words that do not yet have a clear grammatical design, speech is gradually enriched and complicated. And depending on how the child’s speech develops, his success in studying secondary school subjects will depend.

By the time a child enters school, the child’s vocabulary has increased so much that he can freely express himself with another person on any subject, demonstrates the ability to listen and understand spoken speech, maintain a dialogue, answer questions and ask them independently. But here we should include many “ifs”: if the child developed in a cultural language environment, if the adults around him demanded an intelligible statement, an understanding of what he is saying to others, if the child already understands that he must control his speech in order to be understood. Throughout his childhood, he intensively mastered speech. A child with developed oral speech exhibits speech means that he appropriated from adults and used in his own contextual speech. It is she who is primarily interested in the teacher as an indicator of a person’s culture, as an indicator of the child’s level of development. But even the very well-developed oral speech of a six- or seven-year-old is childish speech. The teacher will be responsible for the further development of contextual speech. Arriving at school, the child is forced to move from his “own program” for teaching speech to the program offered by the school.

The child must be taught the language - the general norms that the people have established in the course of their life and history. By mastering these norms, the child

Such speech is successfully copied by children and they use it everywhere, including within the walls of school, without thinking about why, what and how they say it. The problem of speech development, including oral, in modern stage fully assigned to the school, characterized by increased attention to students, especially to those who did not attend kindergarten.

You need to know that at the initial stage of education, children’s oral speech is stronger and richer than their written one, and it plays a major role in the learning process. Oral speech is the beginning and end point of the process of students acquiring new knowledge: first, the teacher explains orally new facts and phenomena, and then students verbally express their knowledge about these facts and phenomena. Hence,

development of oral speech junior schoolchildren – a very important aspect of language work, because on this basis the ability to express one’s thoughts in writing develops. The teacher needs to work on developing dialogical speech – formation culture of speech communication . Dialogical speech is extremely great importance, because it contributes to the development social relations in children. Arriving at school, the formation of culture continues his speech communication and formation monologue speech. This task for a teacher is difficult, especially in relation to children from asocial families where there is a lack of a cultural language environment.

So, how should learning proceed, in what direction should it go?

Oral speech development of a child today in the context of modernization of the educational process? The development of oral speech among primary schoolchildren today is formation And formation of linguistic personality , which is armed with terms, has mastered the norms of the language and has the ability to communicate everywhere. This became the goal of my pedagogical activity in working on the development of children’s oral speech.

My work is built in three directions:

I teach language norms, cultivate a culture of speech;
I enrich my vocabulary;
I teach oral speech skills:

ability to navigate a communication situation: to whom , For what And What I'll speak;
the ability to consistently express one’s thoughts: How I'll speak;
ability to speak strictly on the topic;
the ability to control your speech;
the ability to make adjustments to your speech.

Requirements for the level of speech development of primary schoolchildren.

When working on the development of children's speech, I follow the principle that children's oral speech must meet known requirements. Firstly, oral speech must be meaningful. Children should not be allowed to talk

without knowing well the object, phenomenon or event they are talking about. Behind the words that children use in speech there must be specific objects and phenomena. The most negative signs of oral speech are: 1) vacuity, emptiness of thought; 2) verbalism, i.e. the use of words whose objective meaning the speaker does not know.

Secondly, oral speech must be different logic , which

manifests itself in sequential presentation of thoughts. To present thoughts consistently means, first of all, to present them coherently according to a plan. Separate sentences must be sequentially arranged and coherently connected to each other. It is important that there are no significant omissions in students’ oral responses. important facts, repetitions, contradictions.

Thirdly, oral speech must be clear , i.e. such that she could

be understood equally by everyone and without much difficulty. Clarity depends on

Fourthly, oral speech must be accurate , i.e. if possible

truthfully depict the reality surrounding the child, correctly

convey facts, skillfully choosing the best language for this purpose

means - words and sentences that convey all the characteristics inherent in the image.

Fifthly, oral speech should be expressive . A person's speech is not

dispassionate, she always carries within herself expression - expressiveness, reflecting emotional condition. The emotional culture of speech is of great importance in a person’s life. The development of oral speech in younger schoolchildren also includes work on How the child turns to another person, How the message is pronounced, i.e. what are intonation,

volume, tempo - expressiveness speech. I'm on these sides of speech

I treat the child with close attention, because his speech can

be careless, excessively fast or slow, words can be pronounced gloomily, sluggishly, quietly. By the way the child speaks, how he

the expressive function of speech is developed, I can judge the speech environment that shapes his speech. At the same time, we must not forget about the amazing imitation of children. Special studies of the interaction of the first

and second signaling systems in higher nervous activity showed:

The first alarm system is ahead of the second in response time. This means that psychologically the child reacts more acutely to the emotional tone of speech and accompanying expression than to the semantic content of the word. This means that if the teacher speaks, clearly pronouncing the words, if the intonations are intelligent (deep, varied), if he has a good speech rate, then the children will undoubtedly, by imitating, learn the peculiarities of the teacher’s speech expression. Later, rationality will dominate over this property, and the teacher in high school will be deprived of the opportunity for direct figurative influence.

At sixth, expressiveness oral speech is one of the important conditions for its correct perception by the addressee. Especially widely used in oral speech are such means of expression as promotion And lowering the voice, logical stress, pauses, facial expressions, gestures .

The expressiveness of oral speech makes it a powerful means of persuasion and motivation. Therefore, starting from primary classes, I try to teach children to speak expressively. At the same time, I teach children to be more economical in gestures, not to get carried away with them, because the gesture should be restrained

complement oral information, drawing attention to it. If you can do without gestures, don’t gesticulate.

These requirements are closely related to each other and school system perform as a whole. From the first grade, I gradually introduce students to these requirements.

Criteria for the levels of development of oral speech of primary schoolchildren and diagnostic tools.

Oral speech of a child in younger years school age undergoes various changes and develops comprehensively under the influence educational process. And how noticeable these changes are, how in the future the teacher should plan his work on the development of children’s oral speech, it is necessary at the very beginning of training, then at the end of the year

research on the levels of development of children's oral speech , focusing on

basic criteria accepted in science:

1) pronunciation level (clarity, expressiveness,

means of expressive speech):

high - good diction, distinct pronunciation of sounds, adherence to the rules of orthoepy, the ability to speak expressively, sufficiently competent control of intonation and logical stress;

average - good diction, distinct pronunciation of sounds, speech is inexpressive, lacks intonation and logical stress;

short – poor pronunciation of individual sounds, speech is inexpressive, lacks intonation and logical stress;

2) lexical level (content, clarity of speech):

3) syntactic level (logic, consistency, accuracy of speech):

high – use of phrases and sentences of different types in speech, speech is logical and consistent;

average - use of different phrases and sentences in speech

types, admits inaccuracies, speech is not always logical and consistent;

short – the same type of phrases and sentences (nominal and uncommon) predominates, speech is inconsistent;

4)text level (logic, consistency, means

expressiveness):

high – accurately conveys the content of the text, composes a story based on the picture logically, without speech errors;

average – for an accurate retelling, one or two leading questions from the teacher are required, retells without errors, composes a story from a picture with little help from the teacher;

short – can compose a story from a picture and retell it only with the help of a teacher, makes speech errors;

5) morphological level :

high – correctly uses parts of speech, can form forms from variable parts of speech, correctly uses forms of declension and conjugation, has word-formation skills;

average – uses parts of speech quite competently, admits inaccuracies in the formation of forms from variable parts of speech, generally has word-formation skills, but admits inaccuracies;

short – admits inaccuracies in the use of individual parts of speech (pronouns, verbs), errors are observed in the formation of forms from variable parts of speech, and difficulty in word formation.

To conduct a study of the levels of development of oral speech of primary schoolchildren, I used the following tasks.

1. What am I?

Instructions: “You have several sets of words in front of you. Imagine that you met

with a person who doesn't know the meaning of any of these words. You gotta try

Explain to the person what each word means, for example “bicycle.” How would you explain this? Any of the five proposed sets is selected at random.

The following sets of words are offered.

1. Bicycle, nail, newspaper, umbrella, fur, hero, swing, connect, bite, sharp.

2. Airplane, button, book, cloak, feathers, friend, move, unite,

beat, stupid.

3. Car, screw, magazine, boots, scales, coward, run, tie, pinch, prickly.

4. Bus, paper clip, letter, hat, fluff, sneak, spin, fold, push, cutting.

5. Motorcycle, clothespin, poster, boots, skin, enemy, stumble, collect, hit, rough.

2. How I spent the summer.

Instructions: “Imagine that you have met a friend whom you have not seen for a long time. Tell him about how you spent your summer so that your friend would be interested in listening to you.”

3. Tell me about me.

Children are offered story pictures. First, the child is asked to tell in more detail what is shown and what is happening in the picture. Then try to write a short story based on it (with the help of a teacher).

Types of work on the development of oral speech of primary schoolchildren.

The development of children’s oral speech, in my understanding, is not separate lessons in special separate lessons, but everyday work on speech in all lessons, when not a single lesson in elementary school is exempt from speech exercises. I also consider each lesson from the point of view of the extent to which it contains elements of speech development.

To achieve this goal, I organize targeted, systematic development work in speaking lessons. The work includes the following types:

work on diction;
the actual hearing;
games and practical exercises;
creative writing.

Working on diction.

Diction is the clarity and distinctness in the pronunciation of words, is important quality oral speech. Some children have speech defects: either it is slurred, or the speech apparatus is sluggish, or diction is impaired. This is largely the reason for the low speech activity of the children. Such children are less willing to engage in communication, are constrained in the process of speech, and speak as if embarrassed. Therefore, I pay special attention to the pronunciation side of speech, that is, I work on diction, since distinct and clear pronunciation requires energetic, clear work of the speech apparatus and can occupy any place in the lesson. From the very first day of teaching children at school, in every literacy lesson, as well as in other lessons, I taught speech exercises , developing the right muscles, breathing, so that speech is understandable and clear. Types of exercises used:

teach children to open their mouths well (this is achieved, in particular,

correct articulation of sound A) and close your lips tightly (this

promotes clear pronunciation of sounds m, P, b);

clarification of the pronunciation of sounds: oooh- the locomotive honks, f-f-f- the hedgehog snorts, uh-uh– the bear roars, etc.;
sound modulations: little mice – pee-pee-pee, bells - ding dong, a hen guarding the chickens - cluck cluck, alarmed chicken - cluck cluck cluck etc.;7

the teacher pronounces a word or sentence loudly, and the children speak quietly and vice versa;
the teacher pronounces a word or sentence slowly, and the children quickly and vice versa;
pronouncing a sentence at different rates: accelerating towards the end, then slowing down;
pronouncing a word, sentence with different volumes: very loud, loud, quiet, very quiet, whispering and vice versa;
intelligible and distinct pronunciation of words and phrases (first in chorus, then independently, listening to your speech);
exercise in voice modulation (voice strength, pitch, speech rate, timbre) when expressing various feelings: joy, annoyance, approval, affection, surprise, etc.;
inhale – exhale (deflate a balloon or blow out a candle);
inhale – exhale (count to 10);
portioned inhalation - exhalation (smelling flowers);
For example mom mom while inhaling, sa-sa-sa-sa on exhalation or 1, 2, 3, 4, 5 while inhaling, 6, 7, 8, 9, 10 on exhalation;
“Pulling the thread”: the hand is in front at the level of the mouth, large and forefinger closed; when pronouncing a vowel sound, the child moves his hand forward, as if “pulling out a thread”;
exercises for the tongue: “Needle”, “Swing”, “Reach your nose”, “Reach for your chin”, “Horse”, “Lick the jam”, etc.;

lip exercises: “Ring”, “Blow on a snowflake”, “Blow on your forehead”, “Refresh your cheeks”, as well as circular movements left and right, up and down;
exercise “Once upon a time there was a tongue”: once upon a time there was a tongue - stick out your tongue, decided to put the house in order: washed the floor - running your tongue along the bottom of your mouth, washed the ceiling - running your tongue across the roof of your mouth, washed the walls - running your tongue across your cheeks, went out and waited guests - stick out your tongue and place it on your lower lip.

When performing these exercises, I give children the following recommendations: breathing freely, the throat is not compressed, for this, the head should not be lowered to the chest, raise it higher, sit straight.

The children performed these exercises lively and with great interest also because I used mirrors for this (for each child). Among other things, the children observed their own articulation of the sounds they were studying.

The actual hearing.

One of the components in the development of oral speech of primary schoolchildren is the teacher’s frequent and interesting stories about various phenomena and events in general or from his own life. Any such vivid story is a child’s “immersion” in the adult’s speech, borrowing speech patterns from it. Children “sculpt” themselves by observing the teacher’s manner of speaking and copying his gestures. The teacher’s story is also educational. Experience shows that children listen to my stories with interest, ask questions, willingly give their advice, and always ask to tell me something else.

This type of work also includes listening to audio recordings.

Games and practical speech exercises and tasks.

It is at the word game that the child

learns the intricacies of his native language,

assimilates his music and what

philologists call it the “spirit of language.”

M. Gorky

It's natural exciting activity, which requires speech actions, develops students’ oral speech and attracts them to the desire to speak out. Possible types games and exercises:

“Talking on the phone”: staging a dialogue on a certain topic (calling an ambulance, the police, a teacher, a friend, etc.);
“Let's be polite”: drawing up formulas of verbal politeness (ask for forgiveness, apologize, thank you, give a compliment, etc.);
“Finish the word”: kar..., mor..., ra..., ta... etc.;
“Start the word”: ...lina, ...chik, ...na, etc.;
“Many - one”: foals -..., elephant calves -..., chicks -... etc.;
“One is many”: table -..., house -..., chair -..., feather -... etc.;
“Say kindly”: son - son, son, son, son, etc.;
« Difficult words": a gardener plants a garden, flies himself - ..., snow falls - ... etc.;
“Who has whom”: the elephant has ..., the tigress - ...., the cow - ... etc.;
“Magic bag”: take any item out of the bag and tell everything about it;
“Name the middle name of your son or daughter”;
“What to whom?”: for a dressmaker -..., for a teacher -..., for a painter -... etc.;
“Who is doing what?”: children are shown one object picture each (hammer, umbrella, watch, etc.), children explain what can be done with them;
“Where is my soulmate”: selection of synonyms for this word;

“Choose words”: the children are asked to name objects that perform certain actions, for example, who and what floats, who and what flies, who and what heats, etc.;
“Make a sentence”: make sentences using categories: right - left, higher - lower, deeper - smaller, narrower - wider, thicker - thinner, ahead - behind, shorter - longer, before - after, then - now, etc. .;
“Missing word”: say any phrase or sentence, omitting one word, but replacing it with the syllables ta-ta-ta or la-la-la, for example, and here it is..., ...mangy dog etc.;
“Who (what) was?”: for this word, choose a pair that reflects its past, for example, sunflower - ...,man - … etc. (the opposite task “Who (what) will it be?”);
“Echo”: play a spoken phrase (word) as an echo, e.g. car -...tire, laughter - ...fur etc.;
“Travel”: announce to the children that they are going, for example, to India, ask what they will take with them and why;
“Make a word”: form words from selected letters or from a given word, for example, cinema, make up all kinds of words;
“Guess the word”: during vocabulary work, through the description of a word, children guess it;
“Steps”: children stand in one line, the task is given to name as many words as possible, naming all round objects, all sweet objects, all soft objects, etc., whoever named it takes a step forward;
“Gorka”: arrange synonyms in ascending or descending order according to the degree of any attribute, for example, huge, gigantic, big, small, tiny etc.;
“Words are enemies”: selection of an antonym for a given word;

“Match a pair”: from a list of words, for example, cold, white, sweet, hot, young, bitter, sharp, black, old, dull, form antonymous pairs;
“What does the expression mean”: explain the phraseological unit;
“How can I say it differently?”: for example, It is snowing(falls, flies, spins);
“Who can name the most words starting with the letter...” (children choose the letter);
“Necessary prepositions”: give children object pictures, using words that name the depicted objects and given prepositions, make different combinations;
exercises with tongue twisters and tongue twisters, which have their own game of sounds and syllables and are especially popular among children;
disclosure of the meanings of new words by the children themselves, assumptions are supplemented by the teacher;
vocabulary work: enrichment, clarification, activation of children's vocabulary and elimination of non-literary words;
naming words that make you smile, sad, surprised, etc.;
exercises for combining words: selecting adjectives for a noun, nouns for an adjective, nouns for a verb, etc.;
clarifying the ambiguity of words;
explanation of the etymology of words, e.g. navigator, missile carrier, refrigerator etc.;
formation of cognate words;
naming signs of the seasons, bad and good weather;
retelling texts in a chain;
retelling based on illustration;

exchange of opinions when working in pairs, mutual posing of questions and mutual answers;
exercises with the dictionary “Mood of the work”: synonymous rows of words with a dominant synonym are given, the “main” synonym is selected, characterizing the work and supplemented with other synonyms chosen by the children in their opinion (Appendix 1.);
generalization of groups of subjects (Appendix 2.);
revealing the meaning of proverbs and sayings.

It is impossible to know the secrets of a language without understanding the meanings of proverbs and sayings. Their peculiarity is that they are used in a constant, as if “forever frozen” form, that is, there is an unchanging word order.

Creative writing.

Types of tasks used:

“It happens - it doesn’t happen”: talk about something that doesn’t happen in the world, for example, the tail washes the cat;
“What words are there?”: name the words, for example: house, thunderstorm, rainbow, and children give their definitions of what they can be;
“Interview”: dramatization of questions (reporter) and answers (respondent) on various topics (a trip to the circus, discussion of a holiday

or exhibitions of drawings, etc.); possible options: 1) the student interviews the teacher; 2) the teacher interviews the student; 3) the student interviews the student;

distribution of the proposal given by the teacher;
independently inventing riddles;
anticipation (in a reading lesson) - anticipation of the content of the text by title, illustration, etc.;
“Animal alphabet”: for each letter of the alphabet, if possible, choose the name of an animal;
verbal drawing of pictures for a given text;
“Sound the picture”;
“Talking Drawings”: voicing your own drawings;
“Journey”: imagine to children that they suddenly found themselves in a picture, illustration, tell what they heard, felt, who they met, etc.;
“Compliments”: children say different compliments to each other;
“Rationales”: invite children to speculate on a wide variety of topics (“If I became a wizard?”, “If I became invisible?”, “How to ransom an elephant?”, “Why is a tomato red?”, etc.);
“I want to be”: children are offered various properties, characteristics, qualities, for example: strong, beautiful, fast, invisible, fat, tall, lucky, etc., children choose and explain why they would like to become like that;
“Our friends”: talk about your pets;
“Revival”: invite children to imagine that this or that object suddenly came to life and spoke;
“Continue the story or tale”: after reading the text, suggest

children to think about what its continuation could be, what development

can receive the events that ended the text;

oral history based on the picture;
selection of rhyming words, for example: bitch-cricket, daisy-bug etc.;
drawing up sentences based on 1 or 2-3 key words, or based on a given figure of speech;
“Who is more interesting”: children are shown a picture of an object, they compose sentences so that it contains the name of the object depicted.

Conclusion.

Developed oral speech is the ability, in accordance with the requirements for speech, to determine which word, which phrase, which intonation, which manner of speech is appropriate and which is undesirable in each specific case. The development of oral speech is also effective condition development of thinking. Speech is a channel for the development of thinking, and thinking stimulates speech. Taking all this into account, in my practice I define the work on developing the oral speech of younger schoolchildren as one of the most important and recommend starting it from the very first days of the child’s stay at school. As V. A. Sukhomlinsky wrote, teaching how to convey thoughts in words is the main task of elementary school. Experience shows that for this it is effective to use speech exercises and other types of work described above. They attract the attention of children, are appropriate to their age and should be organized systematically, systematically throughout all years of primary school. This kind of work helps children understand the meaning of language as a tool of communication, understanding the world around them, and master the rich resources of their native language. During the lesson, I create an atmosphere of verbal communication, interview, exchange of opinions, so that there is a “teacher-student” or “student-student” dialogue, where the student’s personal position is expressed, where the student does not feel constrained, is not pressed, and is not afraid of his own mistakes. In my work, I always give children the opportunity to speak out, I do not criticize children’s speech, I encourage their statements in the form of any praise. Such training contributes to the development of the child’s desire to speak, helps children in the classroom to become our assistants and friends. Experience has shown that over time, even my weak students and those whom we call silent ones begin to work more actively in lessons.

It is important that my students understand that the ability to convey information, maintain a conversation, establish contact, and find the ability to get away from a quarrel during an argument is necessary in everyone’s life. Children must understand that eloquence and the ability to speak are not

idle talk, not eloquence. I teach them to feel the difference between chatter and conversation, between wit and a set of cliches, I teach them to use the gift of speech. To speak without thinking is to shoot without aiming. TO word must be handled responsibly!

Literature.

1. Belobrykina O.A. Speech and communication. – Yaroslavl: “Academy of Development”, 1998.

2. Gerbova V.V. Speech development in kindergarten. – M.: Mosaika-Sintez, 2007.

3. Methods of the Russian language for school pedagogical colleges. – M.: Education, 1976.

4. Mukhina V.S. Six-year-old child at school: A book for the teacher. – M.: Education, 1990.

5. Pekelis V.D. How to find yourself. – M.: Det. lit., 1988.

6. Politova N.I. Development of speech of primary school students in Russian language lessons: A manual for teachers. – M.: Education, 1984.

7. Shevchenko N.D. Development of cognitive interest, thinking and speech in reading, Russian language, and rhetoric lessons. // Elementary School. - No. 4, 1998.

Annex 1.

DICTIONARY

GHOST MOOD

FUN CALM EXCITED

joyful kind alarmed

playful friendly fast

perky leisurely blizzard

ringing lulling blizzard

naughty lullaby stormy

playful soft disturbing

brisk smooth hasty

funny sing-song

funny drawl SERIOUS

frisky round dance restrained

sunny

smiling

SAD SOLEMN MYSTERIOUS

sad festive fabulous

plaintive cheerful magical

sad important prickly

mournful clear cautious

gloomy proud fearful

offended powerful cautious

crying victorious alert

asking mysterious

touching spicy

suggestive

GENTLE COURAGEOUS SCARY

affectionate fearless evil

soulful combat rough

dreamy bold heavy

light brave angry

bright decisive dissatisfied

clear strong dark

confident

brave

heroic

Appendix 2.

GENERALIZATION OF GROUPS OF SUBJECTS

1. Educational things. 29. Days of the week.

2. Toys. 30. Seasons.

3. Furniture. 31. Months.

4. Dishes. 32. Names.

5. Prepared meals. 33. Surnames.

6. Drinks. 34. Middle names.

7. Clothes. 35. Professions.

8. Hats. 36. Educational institutions.

9. Shoes. 37. Genres of texts, etc.

10. Buildings.

11. Transport.

15. Insects.

18.Trees.

20. Fruits.

22. Shrubs.

23. Metals.

24.Precious stones.

25. Plants.

27. Family relationships.

Nurturing the sound culture of speech includes work on teaching correct sound pronunciation, which has always stood out as the leading line of speech development for children 3-4 years old.

To develop the articulatory apparatus, onomatopoeic words and animal voices are widely used. For example, children are given musical instruments - a pipe and a bell; the pipe plays “doo-doo”, the bell rings “ding-ding”, thereby reinforcing the pronunciation of hard and soft sounds.

Diction (distinct and clear pronunciation of words, syllables and sounds) is practiced using special speech material; these are jokes, pure sayings (“If only there was smoke coming out of the chimney”), as well as nursery rhymes, sayings, phrases containing a certain group of sounds (“Sanya’s sleigh rides on its own”), exercises for finishing syllables, naming words that sound similar (mouse - bear).

Games and exercises for the pronunciation of hissing sounds can be combined thematically. So, after looking at the picture “Hedgehog and Hedgehogs,” an adult offers to complete a number of tasks: clearly pronounce phrases with the sounds “Sh” and “F” (“Sha-sha-sha - we are giving the baby a bath; shu-shu-shu - I’ll give you a mushroom baby; shi-shi-shi - where do the kids walk? or: zha-zha-zha - we saw a hedgehog; zhu-zhu-zhu - we will give the fungus to the hedgehog; zhi-zhi-zhi - where do hedgehogs get mushrooms? "). Such exercises help children master question intonation and develop their sense of rhythm.

By isolating the sound while clearly pronouncing a word or phrase, the child is led to an understanding of the terms “sound” and “word”.

It is necessary to pay closer attention to the development of intonation sense, rate of speech, diction, and voice strength, since these skills contain the most important conditions for the further development of all aspects of speech. For this purpose, for example, the following game is played.

Figures for the text are at the end of the Appendix.

Purpose of the game: To distinguish between adult animals and young animals by onomatopoeia, to correlate the names of an adult animal and its young.

For this game you will need figures: a mouse and a little mouse, a duck and a duckling, a frog and a frog, a cow and a calf, a cat and a kitten.

If selecting figures causes difficulties, you can select pictures or fashion toys from plasticine, involving the child in joint activities.

Animals come to visit the child (by car, by train), they want to play. The child must guess whose voice he heard.

-- Meow meow. Who is that meowing? (Cat.) And who meows in a thin voice? (Kitten.) The mother cat has a baby. How does he meow? (Meow meow.)
- Moo-oo - who moos like that? (Cow.) And who is her baby? (Calf.) What voice does he moo in? (Thin.) Now listen again and guess who is mooing - a cow or a calf.
- Kwa-kwa - whose rude voice is this? (Frogs.) And who croaks thinly? (Little frog.) The frog is large and croaks in a rough voice, and its baby croaks thinly. Who is the baby frog?

The rest of the toys are played in the same way. You can invite the child to call the toy correctly, then he can play. (“Frog, come to me”, “Duckling, play with me.”)

In such games, children learn to distinguish between adult animals and their young by onomatopoeia (a cow moos in a loud voice, and a calf in a quiet, thin voice; a frog croaks loudly, and a little frog croaks subtly).

Similar games can be played with different animals. For example, an adult shows a picture to a child. There is a bird drawn on it.

- It's a bird. She lives in the forest and sings her song: peek-a-boo, peek-a-boo. Who is this? (Ku... - the adult invites the child to pronounce the word independently.)
-- And who is this? (Rooster.) And we affectionately call him... (Cockerel). Petya the Cockerel screams... (cuckoo).
- Listen to the words “cuckoo”, “petuuuh”, “uuuck” (the sound “u” is emphasized in the voice). These words have the "u" sound.

Its emotionality and expressiveness depend on the sound design of a statement, so it is important to teach children the ability to clearly pronounce simple phrases using the intonation of a whole sentence, question or answer.

For example, the Russian folk song “Rabushechka Hen” is read to children. The adult first reads the entire song to the child, and then the dialogue begins. You can make your child a chicken hat and invite him to answer the following questions:

- Little hen, where are you going?
-- To the river.
- Little hen, why are you coming?
- For water.
- Little hen, why do you need water?
- Water the chickens. They are thirsty.

They're squealing all over the street - pee-pee-pee!

Children are also offered pure sayings, phrases from poems, they pronounce them with different voice strengths (quietly - loudly - whispering) or at different tempos (fast - slowly). At the same time, you can change the intonation (ask, answer, convey joy, sadness, surprise).

The main focus in vocabulary work is on the accumulation and enrichment of vocabulary based on knowledge and ideas from the life around the child; activation of different parts of speech, not only nouns, but also verbs, adjectives, adverbs.

It is necessary to show children that every object, its properties and actions have names. To do this, you need to teach them to distinguish objects according to their essential characteristics, name them correctly, answering the questions “what is this?”, “Who is this?”, see the features of objects, highlight characteristic features and qualities (“which one?”), as well as actions related to the movement of toys, animals, their condition, possible human actions (“what does it do?”, “what can be done with it?”). Such training is carried out in the games “What is this object?”, “Tell me which one”, “Who can do what?”.

"Guess the toy"

Goal: to develop the ability to find an object, focusing on its signs and actions.

The adult shows the child 3-4 toys, he names them. You must immediately teach how to correctly name an object: “This is... (hare, fox, duckling).” An adult talks about each toy, calling external signs: "This soft toy. She's gray. The tail is short and the ears are long. He loves carrots and jumps smartly.” Other toys are described in a similar way, the child names them.

"Who am I talking about"

Goal: to develop observation skills, the ability to focus on the main features of the described object.

The adult describes the child sitting in front of him, naming the details of his clothing and appearance, for example: “This is a girl, she is wearing a skirt and blouse, her hair is blond, her bow is red. She loves to play with the Tanya doll.”

"Tell me which one"

Goal: learn to identify and name the characteristics of an object.

The adult takes objects out of the box, names them (“This is a pear”), and the child names the signs (“It’s yellow, soft, tasty.” “This is a tomato.” - “It’s red, round, ripe, juicy.” “This is a cucumber.” " - “It is... oblong, green, crunchy").

"Correct the mistake"

Goal: to teach to see the discrepancy between the signs of familiar objects depicted in the picture and to name them.

An adult draws himself or shows a picture and invites the child to find inaccuracies: a red chicken pecks at a carrot; bear cub with hare ears; blue fox without a tail, etc. The child corrects: the chicken is yellow, pecking at grains; the bear cub has round small ears; The fox has a long tail and a red coat.

“Who will see and name more”

Purpose: to highlight and denote with words the external characteristics of an object.

An adult and a child examine the doll, name items of clothing and appearance (eyes, hair). Then the bunny comes. They say he has a gray (soft, fluffy) coat, long ears, in one word we can say: the hare is long... eared (long-eared). And the hare's tail... (short), which means it is short-tailed. The cat is smooth, fluffy, her paws are white, which means she is... white-footed. For correct answers, the doll gives the child flags (ribbons, pyramid rings).

“What did Pinocchio mess up?”

Goal: find errors in the description and correct them.

Pinocchio comes to visit the child with his friend the duckling. When talking about his friend, Pinocchio makes mistakes and admits inaccuracies in the description, for example: “The duckling has a blue beak and small paws, he shouts “meow!” “The hare has small ears and is green.” “The cat has a prickly coat.” The child corrects inaccuracies.

"What a doll"

Goal: to learn to name various signs of the appearance of a toy or object.

The adult says that the doll was called ugly, and she was upset. We need to help her and tell her everything about her, how beautiful she is. - Who is this? (Doll.) What is she like? (Elegant, beautiful.) What can Tanya do? (Play, draw, sing, dance.) Let's talk about Tanya together. The adult begins: “Our Tanya... (the most beautiful). She has... (an elegant red dress, a white bow, brown shoes, white socks).”

From naming visible and bright features (color, shape, size) you need to move on to listing the properties internal qualities an object, its characteristics, comparison (for example, in the game “Who will say more words about an apple, what is it like and what is an orange?”; “Compare an orange and an apple. How are they similar and how are they different?”).

"Compare the dolls"

Goal: to teach children to correlate objects with different characteristics.

An adult offers to look at two dolls and say how they differ. The child gives the dolls names (Katya and Tanya) and says: Tanya has light and short hair, Katya’s are dark and long, Tanya’s Blue eyes, Katya's are black, Tanya is in a dress, and Katya is in trousers, the dolls have different clothes.

- The dolls wanted to play, they took... (balls). This ball... (round, rubber, blue, small). And the other ball... (big, red). What can you do with balls... (throw, throw, catch, toss, toss)?
- Look at this ball. It is larger than blue, but smaller than red. What is he like? (Average.)

"Compare the bears"

Goal: to teach to distinguish objects (toys) by characteristic features.

An adult offers to look at two bear cubs of different colors: one is black and large, the other is brown and small.

- Tell me who they are and how they differ. One bear is big, he is black.
- What can you call him so that you can see that he is black? (Blackie.) What can he do? (Growl, eat raspberries, honey, run.)
- What should you call another bear so that it is clear that he is small? (Baby.)

“Compare different animals”

Goal: learn to compare different animals, highlighting opposing characteristics.

The teacher suggests looking at a bear and a mouse.

- The bear is big, and the mouse... (small). What kind of bear... (fat, thick-footed, club-footed)? And what kind of mouse... (small, gray, fast, dexterous)? What Mishka loves... (honey, raspberries), and the mouse loves... (cheese, crackers).
- Mishka’s paws are thick, and the mouse’s... (thin). The bear screams in a loud, rough voice, and the mouse... (in a thin voice). Who has the longest tail? The mouse has a long tail, and Mishka... (short).

Similarly, you can compare other animals - the fox and the hare, the wolf and the bear.

Based on visualization, children learn to name words with opposite meanings: the Katya doll is big, and Tanya... (small); the red pencil is long and the blue... (short), the green ribbon is narrow and the white... (wide); one tree is tall and the other... (low); Katya's doll's hair is light, and Tanya's... (dark).

Children develop an understanding and use of general concepts (a dress, a shirt are... clothes; a doll, a ball are toys; a cup, a plate are dishes), develop the ability to compare objects (toys, pictures), relate the whole and its parts (locomotive, pipes, windows, carriages, wheels - train).

Children are taught to understand the semantic relationships of words of different parts of speech in a single thematic space: a bird flies, a fish... (swims); they are building a house, soup... (cooking); the ball is made of rubber, the pencil... (of wood). They can continue the series of words they started: plates, cups... (spoons, forks); jacket, dress... (shirt, skirt, trousers).

On the basis of clarity, work is carried out and familiarization with polysemantic words (chair leg - table leg - mushroom leg; handle on a bag - handle on an umbrella - handle on a cup; sewing needle - needle on a hedgehog on its back - needle at the Christmas tree).

"Who better to praise"

Goal: be able to name the characteristics of animals based on the adult model. The adult takes one toy for himself (a bear), and gives the child a hare. And he begins: “I have a bear.”

Child: And I have a hare.

- The bear has a brown coat.
- And the hare’s is white.
- The bear has small round ears.
- And the hare has long ears.

"Dolls draw and walk"

Goal: to pay attention to words that are similar and opposite in meaning, as well as intermediate signs.

Two dolls come to visit the child again: a large one and a small one. The teacher says that the dolls wanted to draw. The big doll will take a long pencil, and the little one... (short). The big doll drew a big house, and the little one... (small). What is another name for a small house? (House, little house.)

The dolls went for a walk, but didn’t take an umbrella with them. Then it began to rain heavily, they hid under the Christmas tree. The big doll hid under a tall tree, and the little one... (under a low one). The rain stopped, the dolls went home. The big doll went along the wide road, and the little one... (along the narrow one). They came home and began to wash their hands. First the dolls turned the faucet hot water, and then... (with a cold one). And if you mix cold water with hot water, what kind of water will you get? (Warm, cool.) Let the dolls go to bed. They had different beds. Which? (High and low, big and small, wide and narrow.)

"Dolls: happy and sad"

Goal: to introduce children to opposite states: cheerful - sad.

The girl Masha began to play with her dolls Katya and Tanya and noticed that Katya was cheerful all the time, and Tanya was sad. How do you think why? (Katya was offended, she felt hurt, she became sad.) What other words can you say that Katya is sad, what is she like? (Sad, upset.) What is Katya doing? (Sad, sad, upset.) What needs to be done to cheer Katya up? (Tell a funny fairy tale, play with her, watch a cartoon.) What are Katya and Tanya like? (Cheerful, joyful.)

“Call it in one word”

Goal: to consolidate children’s ideas about generalizing words.

- Remember what our dolls slept on? (On the bed.) Where do they put their things? (Into the closet, into the wardrobe.) What are they sitting on? (On chairs.) I’ll start talking, and you continue: bed, closet... (table, chair, sofa, armchair). How to call all these objects in one word? (Furniture.) What kind of furniture do you have in your room?
-What do dolls put in the closet? What lies and hangs there? Continue: dress, trousers... (skirts, sweaters, shirts). All these things are called... (clothes). What clothes are you wearing?
— The dolls sat down at the table. And there they stand... (plates, cups, saucers, spoons, forks). This is... (dishes). What kind of dishes do you use to eat soup and porridge? (From plates, deep and shallow.)
-- Our dolls love to play. What do they need for this? (Toys.) Name what toys you know and love?

In general, vocabulary work is aimed at leading the child to understand the meaning of a word, enriching his speech with semantic content, i.e. for the qualitative development of vocabulary.

Working with younger children preschool age Work on the development of understanding and use of grammatical means in speech, the child’s active search for the correct form of the word, i.e. formation of the grammatical structure of speech. This task is closely related to the enrichment and activation of the child’s vocabulary.

Training in changing words by case and agreeing nouns in gender and number is carried out in special games and exercises. (Small horse, long tail, long ears.)

“What’s missing?”

Purpose: exercise in form formation genitive case plural nouns.

An adult selects pairs of objects: a nesting doll with inserts, a large and small pyramid, ribbons (of different colors and different sizes- long and short), horses (or ducklings, chickens).

First, the adult invites the child to look at the toys:

What is this? (Matryoshka.) Let's see what's inside the nesting doll. (Another nesting doll.) Is it smaller or larger than the first one? (Less.) Now look at the pyramids: what are they? One is big, the other... (smaller, small).

Other toys are treated similarly.

Remember what items are on the table. Here are nesting dolls, pyramids, ribbons, ducklings. Now you close your eyes, and I will hide the toys, then you will tell me which toys are missing. (Matryoshka dolls, pyramids, ribbons.) “Who’s missing?” (Horses, ducklings, chickens.) At the end, all the toys are removed, the child is asked: “What’s missing?” (Toys.) “Which toys are missing?”

So, in games with objects (“What’s missing?”, “What’s missing from the doll?”), children learn the singular and plural forms of the genitive case (“there are no ducklings, no toys,” “no slippers, no dress, no shirt”).

"Hide and Seek"

Goal: to practice understanding and using spatial prepositions: in, on, for, under, about.

Doll furniture is placed on the table: table, chair, sofa, wardrobe, bed.

- A girl lives in this room. Her name is... (the child gives a name, for example, Sveta). This is her room. Name all the objects. How to call them in one word? (Furniture.) Friends came to visit Sveta. These are... kittens, bunnies, frogs. They began to play hide and seek. The kittens crawled under... (the bed), the little frogs jumped onto... (the sofa), the little bunnies hid behind... (the closet).
- Sveta began to look for the animals. No on the chair, no under the table, no near the sofa. Help Sveta find the babies. Where are the kittens? Where are the frogs? Where did the bunnies hide?

The game is repeated several times. The kids hide in different places, which the child himself names. You can hide the kittens... The little frog decided to hide... And in the end the kittens hid so far that Sveta searched for them for a long time, then asked: “Listen up!” The kittens began... (meow). How did they meow? (Meow-meow.) The baby frogs began... (croak). How did they croak? (Kwa-kwa.)

Let's tell you together how Sveta played hide and seek with her friends. One day Sveta... (friends came). They began... (play hide and seek). The kittens climbed... (under the bed), the little frogs jumped... (on the sofa), and the bunnies hid... (behind the closet). And Sveta... (found everyone).

Activation of spatial prepositions (in, on, behind, under, about) leads the child to the use of case forms, and playing hide and seek helps to master these grammatical forms (toys are hidden in different places, the child, finding them, correctly names words with prepositions: in the closet, on the chair, behind the sofa, under the table, near the bed).

A special place is occupied by working with verbal vocabulary. It is necessary to teach children to use the form correctly imperative mood singular and plural verbs (run, catch, dance, spin), conjugate the verb according to persons and numbers (run, run, runs, run), form aspectual pairs of verbs (one child has already gotten up, and the other is just getting up; washed - washed , dressed - getting dressed). For this purpose, various games are played (“Flying - not flying”, “Who is doing what?”).

"Errands"

Purpose: to practice the formation of imperative forms of verbs.

Toys come to visit the child by car: Mouse and Bear.

Do you want Bear to give Mouse a ride? You need to ask him: “Bear, go!” And now you ask Mishka to sing and dance, and tell the mouse to hide, lie on its side, on its back. (Mouse, lie on your side! Bear, sing!)

You can give Mouse and Bear different tasks: jump, gallop, run, play, etc.

So, in games, a child masters the ability to form words in a suffix-prefix way (go out - go in - go away; get in - get out; quack, crow, snort; jump, bend over, jump over, sit down).

When naming the actions of an object (object) or actions with this object, children are taught to see the beginning, middle and end of the action - for this, a game is played with pictures (“What’s first, what’s next?”). In one picture the girl is washing the doll’s underwear, in the other she is hanging it up. The child not only names the actions (washing, hanging), but can also tell about the girl, how she played with the doll. The actions in the pictures can be very different (sleeping - doing exercises, having lunch - washing the dishes).

"Lay out the pictures"

Purpose: to highlight the beginning and end of an action and name them correctly.

Children are given two pictures depicting two sequential actions (Fig. 1) (a boy sleeps and does exercises; a girl has lunch and washes dishes; mother washes and hangs clothes, etc.). The child must name the actions of the characters and write a short story in which the beginning and end of the action should be clearly visible.

"Who knows how to do what"

Goal: select verbs that denote the characteristic actions of animals.

The child is shown pictures of animals, and he says what they like to do, how they scream (Fig. 2). For example, a cat meows, purrs, scratches, laps milk, catches mice, plays with a ball; the dog barks, guards the house, gnaws bones, growls, wags its tail, runs. This game can be played on different topics. For example, animals and birds: a sparrow chirps, a rooster crows, a pig grunts, a duck quacks, a frog croaks.

"Who can name more actions"

Goal: select verbs denoting actions.

What can you do with flowers? (Tear, plant, water, look, admire, give, smell, put in a vase.) What does the janitor do? (Sweeps, cleans, waters flowers, clears snow from paths, sprinkles them with sand.) What does the plane do? (Flies, hums, rises, takes off, lands.) What can you do with the doll? (Play, walk, feed, treat, bathe, dress up.)

For each correct answer, the child is given a colored ribbon. The winner is the one who collects ribbons of all colors.

“Where you can do what”

Goal: activation of verbs used in a certain situation.

What can you do in the forest? (Walk, pick mushrooms, berries, listen to birds, relax.) What can you do on the river? (Swimming, diving, sunbathing, riding a boat (boat, motor ship), fishing.)

"Finish the sentence"

Goal: select verbs that indicate the end of actions.

The adult begins the sentence, and the child finishes: Olya woke up and... (went to wash, brush her teeth, do exercises). Kolya got dressed and... (went for a walk, played football, went outside). The bunny got scared and... (hid in the bushes, trembled, rushed away). Ira was offended and... (she cried and did not talk to the children). The adult suggests incompleteness of sentences by intonation.

A lot of work is being done on training in different ways word formation. Thus, the names of animals and their young, utensils are formed using different suffixes (hare - hare - hares; sugar bowl - bread bin). It is necessary to use verbs more widely to teach children different ways of verbal prefix word formation (entered - left, came - left)

Children are also introduced to the methods of forming verbs based on imitation material (a sparrow “chick-chirp” - chirps, a duck “quack-quack” - quacks, a frog “kva-kva” - croaks).

Based on the name of the game on musical instruments children are shown how to form verbs using suffixes (they drum on a drum, blow on a pipe, blow on a trumpet, and play the guitar and harmonica). Questions such as: “What will the bunny do if he picks up a drum? pipe? trumpet?" - lead children to understand that playing musical instruments is an action, and it has its own name.

"Orchestra"

Goal: to form verbs from the names of musical instruments.

For this game you will need toy musical instruments - drum, balalaika, accordion, pipe, bells.

A hare comes to visit a child and asks riddles from Emma Moshkovskaya’s book “What Gifts Are There”:

Oh, it's ringing, it's ringing,

The game makes everyone happy,

And only three strings

She needs it for music.

Who is she? Guess it!

This is our... (balalaika).

What do the bells do? (Ringing.) Rattles? (They rattle.) Drum? (Drumming.) Pipes? (They blow.)

"Professions"

Goal: match nouns with verbs.

For this game you need to select pictures (photos) depicting people of different professions (Fig. 3) (farmer, baker, pharmacist, tailor, salesman, postman, soldier).

The adult asks questions, the child answers.

- Who plows, sows, harvests grain? (Grain grower)
-Who bakes the bread? (Baker.)
-Who dispenses the medicine? (Pharmacist.)
-Who sews clothes for us in the cold and heat? (Tailor.)
- Who is selling it, finally? (Salesman.)
- He comes to us with a letter

Straight to the house. Who is he? (Postman.)

Serves the dear fatherland

Older brother.

Protects our lives.

He... (soldier).

sound culture speech exercise

Various ways of forming verbs are reinforced in the games “Add a word”, “Who does what”, “Who can name the most actions”, “What do they do with musical instruments?”, “What professions do you know? What does the teacher do? builder?". In the game “What? Where? When?" questions are asked in three versions: “What do you do at home, on the street?”, “Where do you play, sleep, wash?”, “When do you say hello, say goodbye, undress?” Such tasks can be carried out on the street, asking about the seasons, about the surroundings familiar to the child.

When working on the syntax of children's speech, it is necessary to develop the ability to construct different types sentences - simple and complex. Using play stories helps children complete sentences. For example, in the game “What can Gena do?” the adult begins: “Gena knows how... the floor (sweep), flowers (water), dishes (wash, wipe).” Children are offered pictures and they name the actions of the characters, visible and imaginary, i.e. list homogeneous members of a sentence, composing sentences based on the picture, build common and complex constructions, connecting them in meaning and using different means communications.

The development of coherent speech occurs in classes on retelling literary works, while talking about a toy and a picture, when all speech tasks are solved in a complex. However, the main task is to teach storytelling.

Children are introduced to retelling a literary work, learning the ability to reproduce the text of a familiar fairy tale or short story, first according to questions from the teacher, then together with him (the adult names one word or phrase, and the child finishes the sentence) and, finally, independently.

When looking at pictures, children also learn to first answer questions about the content of the picture, their attention is drawn to the characters in the picture, their actions, and then they are led to compose a short story, first together with an adult, then independently.

It is necessary to form in children an idea of the elementary structure of statements (descriptive and narrative types). First, when examining an object (toy), an adult draws the children’s attention to the features and characteristic features of the object. To do this, games are played: “Find out by description”, “Guess who it is?”, “What kind of toy is this?” Children find the described objects first by two or three visible signs, and then by signs that are not visible, but relate to the toy in question (the games are presented above).

When examining toys and objects, children answer questions about the description of the toy (its properties, qualities and actions), the purpose of well-known objects, and are led to compose stories about the toy. First, the adult draws the children's attention to the features and characteristic features of the object. When describing an object, it is first called (This is... a bunny), then its qualities, properties, purpose, color, shape are revealed, and then the features and characteristic features of the object, as well as its actions (objects for description can be toys, vegetables, fruits , clothes, children, pictures, household items). Shared storytelling is widely used for description. The adult begins the sentence, the child finishes it: “This is... (fox). She... (red, fluffy, soft, golden). A fox has a long tail and shiny fur. The fox loves... (run, hunt, cover his tracks). I like... (playing with this toy).”

Children of primary preschool age can write narrative stories. It is necessary to develop their ability to see the structure of a story (beginning, middle, end), to activate verbal vocabulary in a certain specific situation(for example, a plot with verbs of communication or movement: asked - answered, asked - did, ran - caught up), since the verb is the main means of developing the plot.

“Let’s talk about Olya and the bunny”

Goal: to compose a joint narrative text, to teach how to complete the sentences of a story with intonation according to a diagram that the children will fill out.

The teacher offers to tell about Olya: “Once Olya... (woke up, did exercises and decided to go into the forest). She... (invited brother Kolya for a walk). The children took with them... (balls, jumping ropes). In the clearing... (they saw a bunny) who... (was so scared that he could not move). And suddenly... (the hare ran away from the guys). And Ole and Kolya... (it became very fun).”

"Staging games with toys"

Goal: to teach children to perform dramatizations based on the content of well-known works.

First, the fairy tale is read, then there is a joint retelling, then a dramatization. For example, in the fairy tales “Zayushkina’s Hut” and “Teremok”, you can change the plot or its ending, or include new characters. In the fairy tale “The Goat with the Kids,” it is not a wolf that comes to the hut, but a hare. In the new plot, children are involved in the dialogue between the heroes of the fairy tale.

The formation of the ability to see the beginning and end of actions is facilitated by tasks for arranging pictures, depicting the actions of characters in their sequence (a boy builds - collects toys; children go to the forest - pick mushrooms - go home with full baskets). Exercises for naming subsequent actions help to learn the logical sequence of actions of the characters in the story: “Tell what... (girl, boy, doll) does and what he will do next.”

"Add a word"

Goal: select verbs that indicate the end of an action.

The adult names the beginning of the action, and the child names its continuation and ending:

- Olya woke up and... (began to wash herself).
- Kolya got dressed and... (ran for a walk).
- He froze and... (went home).
- They began to play... (with the bunny).
- The bunny got scared... and (ran and hid)
- The girl was offended and... (she left and cried).

In such games, you need to pay attention to the intonation of the completeness of the sentence.

It is necessary to provide children with a variety of narrative schemes. First, you need to teach children to construct a statement consisting of three sentences (“The bunny went... There he met... They began to..."), and then increase their number. When composing such stories, it is necessary to let children feel the intonation of the first, central and final sentence - this is important when developing the ability to construct even a text of three sentences.

In a joint story telling between the teacher and the child, the teacher takes on the planning function. He sets a scheme for the utterance, and the child fills this scheme with various contents. You can also include dialogue in your stories. characters, it is very important to correctly convey the intonation of a question, answer, exclamation, statement. After compiling a joint story, the adult clarifies the characteristics and actions of the characters and invites the child to tell it again, but on his own. It is best to introduce children to independent storytelling in a dramatization game based on the plot of familiar fairy tales (“The Wolf and the Little Goats,” “Masha and the Bear,” “Zayushkina’s Hut”); by suggesting a certain sequence of narration or description, you can include elements of description in the text of the narration, suggest the necessary means of communication between phrases, as well as intonation.

"Kids and Bunny"

Goal: to teach children to come up with a new ending to a familiar fairy tale.

First we need to remember the fairy tale “The Little Goats and the Wolf”. The fairy tale is over, but the adult offers to listen to what happened next: “The goat went into the forest again. The kids were left at home alone. Suddenly there was a knock on the door again. The kids got scared and hid. And this was a small... (toy is shown) bunny. The bunny says:... (“Don’t be afraid of me; it’s me, little bunny”). Little goats... (let the bunny in). They treated him... (cabbage, carrots). The kids ate and began... (play, have fun, frolic). The bunny played... (on the drum). And the kids... (jumped merrily).”

Note. In the future, you can act out any simple plots invented together with the children in a specially created situation. For example, a doll comes with balloons, and the story is written “How Gali’s balloons flew away,” or Mishutka comes with skis and a bandaged paw, and the story is called “How Mishka learned to ski.” The main plot line is outlined for adults: “Gala was given... (balloons). They were... (red, yellow, blue, multi-colored). Galya went... (for a walk with her balls). Suddenly it blew... (strong wind). Galya couldn’t hold back... (the balls and they flew away). The girl began to cry. Ran past... (her friend). He asked: “Why are you crying?” Galya replied: “Trouble happened, the balls flew away.” The boy calmed Galya down and said: “Don’t worry, I have balloons at home, I’ll bring them to you now.”

To maintain interest in dramatization games, you can specially select a set of toys: a Christmas tree, a girl with a basket, a hedgehog with hedgehogs, mushrooms of different colors and sizes; squirrel, pine tree, cones, mushrooms, bunny, bear cub. After looking at the toys, the adult invites the child to tell a fairy tale about a girl and a hedgehog, about a squirrel and her friends.

The development of each child’s speech abilities occurs under the guidance of an adult and is carried out in an environment of natural communication between play partners.

You can offer the child short, but rather complex in content schemes (“It’s come... Guys... They began... And suddenly... Then..."; “One day the children... See... They tell him ... And then...").

If adults constantly make up stories with a child from personal experience(about favorite toys, about family members, about weekend getaways, about interesting events in the life of the child and his loved ones), this leads to the development of interest in the word, which the child needs for further mastering the richness of his native language.

Such exercises prepare children to independently compose stories such as description and narration; they also include individual elements of reasoning; Thus, children develop creative skills, they understand tasks: compose a story, come up with a continuation (ending) of a fairy tale, compose, describe, tell together with an adult.

At primary school age, many children experience difficulties associated with speech activity. Some children talk a lot, but their logic is difficult to follow and it is difficult for them to build it. Others know how to say it correctly, but they often remain silent because they do not have an active vocabulary.

For any child before school or at junior school Games for speech development will be useful. These games will be useful to all kids who are starting or already know how to read well.

Word games
A word is written on a piece of paper or on the board, if games are played in class. Each child must come up with a word for each letter, raise their hand or write it down on a piece of paper. Once the game is mastered, you can make it a little more difficult. Now you need to not only come up with words based on letters from the word, but only thematic ones. For example, the word “CAT” is written. We come up with animals: horse, deer, seal.

Drop one letter to make a new word. You can throw away the first and last letter. For example, laughter is fur, darkness is cancer, fishing rod is daughter, deer is laziness, stranded spruce, wolf is ox, pillar is table, bison is tooth.

Add one sound and get a new word. You can use the same words as in the game “Throwing Out a Letter”. For example, treasure - warehouse, spruce - gap, frame - drama, wasp - braid.

Replace the sound, get a new word. For example, grot - mole, daughter - dot, bone - guest, jackal - shagal.

A very exciting game - making anagrams. Today, anagrams are the jumble of letters that make up the original word. You need to practice playing this game; not all adults can even quickly form a word. For example: boar - jar, cities - road, flask - glass. These games help children understand the structure of word formation and show their erudition.

You should also remember the game: “ Don't say yes and no, don't wear black and white"(we had the link), it helps activate the child’s vocabulary.

We make up words. You need to make as many different words as possible from a long word. The winner can be the one who made up the most words or who gets the longest word from the letters presented.

Field of Dreams. I think everyone has seen such a program. And the meaning of playing with children is the same as in the program.

Abbreviation game(acronyms) are great for expanding vocabulary. Several people play the game, the leader makes a wish for objects that are in the room. For example: “Give me the BMK.” Participants in the game must guess that this is a “big soft bed.” Whoever guesses right guesses his acronym.

Complete the sentence. The presenter takes any book, opens it to any page and reads half the sentence. Participants must continue the proposal. Those who guessed correctly or are closest to the correct option answer, get points. You can read not only the beginning, but also the end of the sentence. This game is very useful, it teaches you to understand the context. She is also very funny and exciting.

Have fun with your games and have your child speak correctly and beautifully!

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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GAMES AND EXERCISES FOR SPEECH DEVELOPMENT OF JUNIOR PRESCHOOL CHILDREN

Nurturing the sound culture of speech includes work on teaching correct sound pronunciation, which has always stood out as the leading line of speech development for children 3-4 years old.

By isolating the sound while clearly pronouncing a word or phrase, the child is led to an understanding of the terms “sound” and “word”.

Figures for the text are at the end of the Appendix.

Purpose of the game: To distinguish between adult animals and young animals by onomatopoeia, to correlate the names of an adult animal and its young.

For this game you will need figures: a mouse and a little mouse, a duck and a duckling, a frog and a frog, a cow and a calf, a cat and a kitten.

If selecting figures causes difficulties, you can select pictures or fashion toys from plasticine, involving the child in joint activities.

Animals come to visit the child (by car, by train), they want to play. The child must guess whose voice he heard.

Meow meow. Who is that meowing? (Cat.) And who meows in a thin voice? (Kitten.) The mother cat has a baby. How does he meow? (Meow meow.)

Moo-oo - who moos like that? (Cow.) And who is her baby? (Calf.) What voice does he moo in? (Thin.) Now listen again and guess who is mooing - a cow or a calf.

The rest of the toys are played in the same way. You can invite the child to call the toy correctly, then he can play. (“Frog, come to me”, “Duckling, play with me.”)

Similar games can be played with different animals. For example, an adult shows a picture to a child. There is a bird drawn on it.

This is a bird. She lives in the forest and sings her song: peek-a-boo, peek-a-boo. Who is this? (Ku... - the adult invites the child to pronounce the word independently.)

And who is this? (Rooster.) And we affectionately call him... (Cockerel). Petya the Cockerel screams... (cuckoo).

Listen to the words “cuckoo”, “petuuuh”, “uuutka” (the sound “u” is emphasized in the voice). These words have the "u" sound.

Little hen, where are you going?

To the river.

Little hen, why are you coming?

For water.

Little hen, why do you need water?

Give the chickens water. They are thirsty.

They're squealing all over the street - pee-pee-pee!

It is necessary to show children that every object, its properties and actions have names. To do this, we need to teach them to distinguish objects by essential features, name them correctly, answering the questions “what is this?”, “Who is this?”, see the features of objects, highlight characteristic features and qualities (“which one?”), as well as actions, associated with the movement of toys, animals, their condition, possible human actions (“what does it do?”, “what can be done with it?”). Such training is carried out in the games “What is this object?”, “Tell me which one”, “Who can do what?”.

"Guess the toy"

Goal: to develop the ability to find an object, focusing on its signs and actions.

The adult shows the child 3-4 toys, he names them. You must immediately teach how to correctly name an object: “This is... (hare, fox, duckling).” An adult talks about each toy, naming external signs: “This is a soft toy. She's gray. The tail is short and the ears are long. He loves carrots and jumps smartly.” Other toys are described in a similar way, the child names them.

"Who am I talking about"

Goal: to develop observation skills, the ability to focus on the main features of the described object.

"Tell me which one"

Goal: learn to identify and name the characteristics of an object.

"Correct the mistake"

Goal: to teach to see the discrepancy between the signs of familiar objects depicted in the picture and to name them.

“Who will see and name more”

Purpose: to highlight and denote with words the external characteristics of an object.

An adult and a child examine the doll, name items of clothing and appearance (eyes, hair). Then the bunny comes. They say that he has a gray (soft, fluffy) coat, long ears, in one word we can say: the hare is long... ukhy (long-eared). And the hare's tail... (short), which means it is short-tailed. The cat is smooth, fluffy, her paws are white, which means she is... white-footed. For correct answers, the doll gives the child flags (ribbons, pyramid rings).

“What did Pinocchio mess up?”

Goal: find errors in the description and correct them.

"What a doll"

Goal: to learn to name various signs of the appearance of a toy or object.

The adult says that the doll was called ugly, and she was upset. We need to help her and tell her everything about her, how beautiful she is.
-- Who is this? (Doll.) What is she like? (Elegant, beautiful.) What can Tanya do? (Play, draw, sing, dance.) Let's talk about Tanya together. The adult begins: “Our Tanya... (the most beautiful). She has... (an elegant red dress, a white bow, brown shoes, white socks).”

From naming visible and vivid features (color, shape, size), you need to move on to listing the properties, internal qualities of an object, its characteristics, comparisons (for example, in the game “Who will say more words about an apple, what kind of apple it is, and what kind of orange it is?”; “ Compare an orange and an apple. How are they similar and how are they different?”).

"Compare the dolls"

Goal: to teach children to correlate objects with different characteristics.

An adult offers to look at two dolls and say how they differ. The child gives the dolls names (Katya and Tanya) and says: Tanya has light and short hair, Katya has dark and long hair, Tanya has blue eyes, Katya has black eyes, Tanya is in a dress, and Katya is in trousers, the dolls have different cloth.

The dolls wanted to play, they took... (balls). This ball... (round, rubber, blue, small). And the other ball... (big, red). What can you do with balls... (throw, throw, catch, toss, toss)?

Look at this ball. It is larger than blue, but smaller than red. What is he like? (Average.)

"Compare the bears"

Goal: to teach to distinguish objects (toys) by characteristic features.

An adult offers to look at two bear cubs of different colors: one is black and large, the other is brown and small.

Tell me who they are and how they differ. One bear is big, he is black.

What can you call him so that you can see that he is black? (Blackie.) What can he do? (Growl, eat raspberries, honey, run.)

What should you call another bear to make it clear that he is small? (Baby.)

“Compare different animals”

Goal: learn to compare different animals, highlighting opposing characteristics.

The teacher suggests looking at a bear and a mouse.

The bear is big, and the mouse... (small). What kind of bear... (fat, thick-footed, club-footed)? And what kind of mouse... (small, gray, fast, dexterous)? What Mishka loves... (honey, raspberries), and the mouse loves... (cheese, crackers).

Mishka's paws are thick, and the mouse's... (thin). The bear screams in a loud, rough voice, and the mouse... (in a thin voice). Who has the longest tail? The mouse has a long tail, and Mishka... (short).

Similarly, you can compare other animals - the fox and the hare, the wolf and the bear.

"Who better to praise"

Goal: be able to name the characteristics of animals based on the adult model. The adult takes one toy for himself (a bear), and gives the child a hare. And he begins: “I have a bear.”

Child: And I have a hare.

The bear has a brown coat.

And the hare's is white.

The bear has small round ears.

And the hare has long ears.

"Dolls draw and walk"

Goal: to pay attention to words that are similar and opposite in meaning, as well as intermediate signs.

The dolls went for a walk, but didn’t take an umbrella with them. Then it began to rain heavily, they hid under the Christmas tree. The big doll hid under a tall tree, and the little one... (under a low one). The rain stopped, the dolls went home. The big doll went along the wide road, and the little one... (along the narrow one). They came home and began to wash their hands. First, the dolls turned on the tap with hot water, and then... (with cold water). If you mix cold water with hot water, what kind of water will you get? (Warm, cool.) Let the dolls go to bed. They had different beds. Which? (High and low, big and small, wide and narrow.)

"Dolls: happy and sad"

Goal: to introduce children to opposite states: cheerful - sad.

“Call it in one word”

Goal: to consolidate children’s ideas about generalizing words.

Remember what our dolls slept on? (On the bed.) Where do they put their things? (Into the closet, into the wardrobe.) What are they sitting on? (On chairs.) I’ll start talking, and you continue: bed, closet... (table, chair, sofa, armchair). How to call all these objects in one word? (Furniture.) What kind of furniture do you have in your room?

What do dolls put in the closet? What lies and hangs there? Continue: dress, trousers... (skirts, sweaters, shirts). All these things are called... (clothes). What clothes are you wearing?

The dolls sat down at the table. And there they stand... (plates, cups, saucers, spoons, forks). This is... (dishes). What kind of dishes do you use to eat soup and porridge? (From plates, deep and shallow.)

Our dolls love to play. What do they need for this? (Toys.) Name what toys you know and love?

In general, vocabulary work is aimed at leading the child to understand the meaning of a word, enriching his speech with semantic content, i.e. for the qualitative development of vocabulary.

In working with children of primary preschool age, a large share is occupied by work on the development of understanding and use of grammatical means in speech, the child’s active search for the correct form of a word, i.e. formation of the grammatical structure of speech. This task is closely related to the enrichment and activation of the child’s vocabulary.

Training in changing words by case and agreeing nouns in gender and number is carried out in special games and exercises. (Small horse, long tail, long ears.)

“What’s missing?”

Purpose: an exercise in the formation of genitive plural forms of nouns.

An adult selects pairs of objects: a nesting doll with inserts, a large and small pyramid, ribbons (of different colors and different sizes - long and short), horses (or ducklings, chickens).

First, the adult invites the child to look at the toys:

Other toys are treated similarly.

"Hide and Seek"

Goal: to practice understanding and using spatial prepositions: in, on, for, under, about.

Doll furniture is placed on the table: table, chair, sofa, wardrobe, bed.

A girl lives in this room. Her name is... (the child gives a name, for example, Sveta). This is her room. Name all the objects. How to call them in one word? (Furniture.) Friends came to visit Sveta. These are... kittens, bunnies, frogs. They began to play hide and seek. The kittens crawled under... (the bed), the little frogs jumped onto... (the sofa), the little bunnies hid behind... (the closet).

Sveta began to look for the animals. No on the chair, no under the table, no near the sofa. Help Sveta find the babies. Where are the kittens? Where are the frogs? Where did the bunnies hide?

Activation of spatial prepositions (in, on, behind, under, about) leads the child to the use of case forms, and the game of hide and seek helps to master these grammatical forms (toys are hidden in different places, the child, finding them, correctly names words with prepositions: in the closet , on a chair, behind the sofa, under the table, near the bed).

A special place is occupied by working with verbal vocabulary. It is necessary to teach children to correctly use the imperative form of singular and plural verbs (run, catch, dance, spin), conjugate the verb according to persons and numbers (run, run, run, run), form aspectual pairs of verbs (one child has already stood up, and the other just gets up; washed - washes, gets dressed - gets dressed). For this purpose, various games are played (“Flying - not flying”, “Who is doing what?”).

"Errands"

Purpose: to practice the formation of imperative forms of verbs.

Toys come to visit the child by car: Mouse and Bear.

You can give Mouse and Bear different tasks: jump, gallop, run, play, etc.

So, in games, a child masters the ability to form words in a suffix-prefix way (go out - go in - go away; get in - get out; quack, crow, snort; jump, bend over, jump over, sit down).

"Lay out the pictures"

Purpose: to highlight the beginning and end of an action and name them correctly.

"Who knows how to do what"

Goal: select verbs that denote the characteristic actions of animals.

The child is shown pictures of animals, and he says what they like to do, how they scream (Fig. 2). For example, a cat meows, purrs, scratches, laps milk, catches mice, plays with a ball; the dog barks, guards the house, gnaws bones, growls, wags its tail, runs.
This game can be played on different topics. For example, animals and birds: a sparrow chirps, a rooster crows, a pig grunts, a duck quacks, a frog croaks.

"Who can name more actions"

Goal: select verbs denoting actions.

For each correct answer, the child is given a colored ribbon. The winner is the one who collects ribbons of all colors.

“Where you can do what”

Goal: activation of verbs used in a certain situation.

What can you do in the forest? (Walk, pick mushrooms, berries, listen to birds, relax.) What can you do on the river? (Swimming, diving, sunbathing, riding a boat (boat, motor ship), fishing.)

"Finish the sentence"

Goal: select verbs that indicate the end of actions.

Much work is being done to teach different ways of word formation. Thus, the names of animals and their young, utensils are formed using different suffixes (hare - hare - hares; sugar bowl - bread bin). It is necessary to use verbs more widely to teach children different ways of verbal prefix word formation (entered - left, came - left)

Children are also introduced to the methods of forming verbs based on imitation material (a sparrow “chick-chirp” - chirps, a duck “quack-quack” - quacks, a frog “kva-kva” - croaks).

Based on the material of the name of playing musical instruments, children are shown how to form verbs using suffixes (they drum on a drum, blow on a pipe, blow on a trumpet, and play a guitar and harmonica). Questions such as: “What will the bunny do if he picks up a drum? pipe? trumpet?" - lead children to understand that playing musical instruments is an action, and it has its own name.

"Orchestra"

Goal: to form verbs from the names of musical instruments.

For this game you will need toy musical instruments - drum, balalaika, accordion, pipe, bells.

A hare comes to visit a child and asks riddles from Emma Moshkovskaya’s book “What Gifts Are There”:

Oh, it's ringing, it's ringing,

The game makes everyone happy,

And only three strings

She needs it for music.

Who is she? Guess it!

This is our... (balalaika).

What do the bells do? (Ringing.) Rattles? (They rattle.) Drum? (Drumming.) Pipes? (They blow.)

"Professions"

Goal: match nouns with verbs.

For this game you need to select pictures (photos) depicting people of different professions (Fig. 3) (farmer, baker, pharmacist, tailor, salesman, postman, soldier).

The adult asks questions, the child answers.

Who plows, sows, harvests grain? (Grain grower)

Who bakes the bread? (Baker.)

Who dispenses the medications? (Pharmacist.)

Who sews clothes for us in the cold and heat? (Tailor.)

Who is selling it, finally? (Salesman.)

He comes to us with a letter

Straight to the house. Who is he? (Postman.)

Serves the dear fatherland

Older brother.

Protects our lives.

He... (soldier).

sound culture speech exercise

When working on the syntax of children's speech, it is necessary to develop the ability to construct different types of sentences - simple and complex. Using play stories helps children complete sentences. For example, in the game “What can Gena do?” the adult begins: “Gena knows how... the floor (sweep), flowers (water), dishes (wash, wipe).” Children are offered pictures and they name the actions of the characters, visible and imaginary, i.e. list homogeneous members of a sentence, compose sentences based on the picture, build common and complex constructions, connecting them in meaning and using different means of communication.

Children of primary preschool age can write narrative stories. It is necessary to develop their ability to see the structure of a story (beginning, middle, end), to activate verbal vocabulary in a certain specific situation (for example, a plot with verbs of communication or movement: asked - answered, asked - did, ran - caught up), so as a verb it is the main means of developing the plot.

“Let’s talk about Olya and the bunny”

Goal: to compose a joint narrative text, to teach how to complete the sentences of a story with intonation according to a diagram that the children will fill out.

"Staging games with toys"

Goal: to teach children to perform dramatizations based on the content of well-known works.

"Add a word"

Goal: select verbs that indicate the end of an action.

The adult names the beginning of the action, and the child names its continuation and ending:

Olya woke up and... (began to wash herself).

Kolya got dressed and... (ran for a walk).

He froze and... (went home).

They began to play... (with the bunny).

The bunny got scared... and (ran and hid)

The girl was offended and... (she left and cried).

In such games, you need to pay attention to the intonation of the completeness of the sentence.

In a joint story telling between the teacher and the child, the teacher takes on the planning function. He sets a scheme for the utterance, and the child fills this scheme with various contents. You can also include dialogues between characters in the narratives, and it is very important to correctly convey the intonation of a question, answer, exclamation, or statement. After compiling a joint story, the adult clarifies the characteristics and actions of the characters and invites the child to tell it again, but on his own. It is best to introduce children to independent storytelling in a dramatization game based on the plot of familiar fairy tales (“The Wolf and the Little Goats,” “Masha and the Bear,” “Zayushkina’s Hut”); by suggesting a certain sequence of narration or description, you can include elements of description in the text of the narration, suggest the necessary means of communication between phrases, as well as intonation.

"Kids and Bunny"

Goal: to teach children to come up with a new ending to a familiar fairy tale.

The development of each child’s speech abilities occurs under the guidance of an adult and is carried out in an environment of natural communication between play partners.

If adults constantly compose stories with the child from personal experience (about favorite toys, about family members, about weekend vacations, about interesting events in the life of the child and his loved ones), this leads to the development of interest in the word, which the child needs for further development. richness of the native language.

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Collection
"Didactic games and exercises in Russian language lessons"
Primary School

Compiled by: Kuznetsova Elena Vladimirovna,
primary school teacher
MBOU "Gymnasium No. 26"

The school of properly guided play opens a child's window into a world wider and more reliable than reading.
Fabre J.
How to make a Russian language lesson interesting, entertaining, loved and understandable for a child? One of the ways to maintain and gain joy while studying is through play. It's no secret that play is part of the learning process.
Using games in studies develops activity, logic, thinking, observation, attentiveness, creative imagination. As a result, children develop an interest in the Russian language.
The purpose of the game is to help make serious, hard work fun and interesting for students. To increase interest in Russian language lessons, create psychological readiness children to verbal communication, didactic games are used.
Games and exercises
1. Mini-essay on key words that we will come up with ourselves, except for one - frost: (you can use a ball, we throw the ball to the student, and the student responds with a word):
z and mao stiffen the trees
the snow is ringing
weights in a dream
ts become penetrating2. To repeat the rules, the game “Auction” is used to sell a noun, adjective, verb. Children defend these parts of speech in an unusual form - they come up with fairy tales, for example: “Once upon a time there was a king of the verb, he loved to ask “what to do?”, “What is he doing?”, “What to do?” etc., most often the king of the verb was friends with the noun, together they were either singular or plural. The verb was the main thing in the family,” etc.
3. Burime
In the Russian language lesson, instead of physical education minutes for the purpose of speech development, logical thinking, activation mental activity you can write poetry - played in burim:
White snow is falling and falling.
And covers the green meadow.
The guys made a snowball,
They cheerfully stood in a wide circle.
The boys started playing in the snow,
The dog Druzhok plays with them.
Everyone is having fun, everyone is happy about winter,
I will never forget these winter days.
4. Game "Postman":
Goal: to consolidate students’ knowledge of selecting a test word, expand their vocabulary, and develop phonemic awareness.
Procedure: The postman distributes invitations to a group of children (4-5 people each).
Children determine where they have been invited.
vegetable garden park sea school dining room zoo
grya-kidoro-kipl-tsikni-kihle-tsikle-ka
kali-ka bere-kifla-kioblo-kipiro-kimarty-ka
redi-ka du-kilo-kitetra-ka sli-kitra-kamorko-ka li-kiostro-kipromoka-ka golu-tsyreshe-ka
Tasks:
Explain spellings by choosing test words.
Make up sentences using these words.
5. Game "Cryptographers"
Goal: automation of sounds, development of phonetic-phonemic perception, processes of analysis and synthesis, understanding of the semantic-distinctive function of sounds and letters, enrichment of students’ vocabulary, development of logical thinking.
Progress: Play in pairs: one as a coder, the other as a guesser. The cryptographer conceives a word and encrypts it. Players can try their hand at deciphering phrases and sentences. You not only have to guess the words, but also choose the extra word from each group.
For example:
1. Aaltrek, lazhok, raukzhk, zoonkv (plate, spoon, mug, bell)
2. Oarz, straa, enkl, roamksha (rose, aster, maple, chamomile)
3. Plnaeat, zdzeav, otrbia, sgen (planet, star, orbit, snow)
6. Didactic game “Hard - Soft”
Goal: repetition of spelling of hard and soft characters.
Students are divided into two teams. One team is called “Stone”, the other is “Vata”. The “Stone” team stands up if I read a word with a hard sign, if I read a word with soft sign, the “Vata” team stands up.
Words: congress, drive in, blizzard, pouring, entrance, pouring, announcement, stakes, runners, detour, ears of corn, drink, shooting, etc. 7. Didactic game “Be careful.”
Goal: to activate memory, attention, vocabulary, based on knowledge of the rules.
From the proposed poems, write down words with combinations zhi, shi:
1. They lived in a siskin hut,
Mice, hedgehogs, swifts,
Walruses come to visit them
And giraffes and snakes.
2. Vest, animal, belly,
Giraffes, painting, lives,
Rose hips, tires, reeds,
Cars and pencils
Circle, serve, make friends and live,
Hurry up, make you laugh,
Sizzling and sewing.
All combinations of ZHI and SHI
Write only with the letter I!
8. Game "Boomerang"
develops children's attention and speed of reaction: the student needs to remember the right word and “return” it to the teacher.
Find a synonym.
A simple man (guileless), a simple task (easy), a simple truth (capital); a restless person (restless), a restless look (anxious); strong friendship (reliable), a strong sole (durable).
Find an antonym.
Near shore (distant) close person(stranger); funny comedy (boring), cheerful mood (sad); deep well (shallow), deep knowledge (superficial); small fish(large), shallow river (deep). 9. “Phraseological menagerie.”
Goal: expanding students' vocabulary.
Add the missing word - the name of the animal. Hungry like... (a wolf). Cunning like... (fox). Cowardly as... (hare). Dumb like... (fish). Prickly like... (hedgehog). Healthy as...(bull).
10. “How many dots - so many sounds”
Equipment: a cube with different number dots: two, three, four, five, six; one side is empty. Children take turns throwing the cube and calling out words in which the number of sounds is equal to the number of dots on the top side of the cube. If a zero is rolled, the player skips his turn and passes the die to the next player.
11. Didactic game: “In one word.”
Goal: to activate children’s vocabulary, develop the ability to generalize.
Students are asked to replace combinations of words and sentences with one word with the syllables cha, shcha, chu.schu.
1. Tree stump - ... (block).
2. Sixty minutes-…(hour).
3. Dense frequent forest - ... (thicket).
4. Predatory fish with sharp teeth- …(pike).
5. What are heavy frying pans made of -... (cast iron).
6. Cover your eyes from the sun - ... (squint).
7. A vessel with a handle and spout for boiling water or brewing tea - ... (teapot) and
12. Didactic game: “Everything is the other way around.”
Goal: to consolidate the spelling of words with the combination –chn-
The teacher invites the children to replace the proposed phrases like noun + noun with another so that one of the words includes the combination -chn-.
Christmas tree toy-…(Christmas tree toy)
Fairy tale hero - ... (fairy tale hero)
Apple juice-… (apple juice)
Milk soup -…(milk soup)
Strawberry jam-… (strawberry jam)
Buckwheat porridge-… (buckwheat porridge)
Water from the river-... (river water)
Hole in the castle -…(keyhole)
Wheat flour -… ( Wheat flour) and so on.
13. Didactic game: “Replace the letter.”
Goal: to activate the mental activity of students, to develop spelling and phonetic vigilance, attentiveness, and logical thinking.
Children are offered the original word with a spelling, they change either one or two sounds in it, while maintaining the combination -chk-, and get new words. The one who composes the most words wins.
daughter pen
barrel river
night candle
hummock stove
point kidney
cloud daughter
car night
14. Didactic game “Find the mistake.”
Goal: to develop the ability to identify words in speech that denote an object.
The teacher names a number of words denoting the names of objects and makes one “mistake.” Students must determine which word is the odd one out and why.
1. Doll, house, sea, came out, student.
2.Map, sun, iron, door, sailor.
3.Girl, chalk, more, pencil, toad.
4.Castle, hard, rooster, plate, cherry.
5. Runs, book, window, gate, elephant, etc.
15. Didactic game “Find a pair.”
Goal: to develop the ability to correctly correlate the name of an object and an action.
Equipment: each student has a card on his desk on which the words are written in one column: blizzard, thunder, sun, lightning, wind, rain, snow, clouds, fog, frost, and in the other column the action words: dripping, floating, falling , spreads, floats, sweeps, thunders, bakes, sparkles, blows, crackles.
For each word denoting the name of a phenomenon, students select a word denoting the action of the object, marking it with an arrow.
16. Didactic tasks and exercises.
Goal: to consolidate children’s knowledge on the topic “Dividing soft sign”, to develop memory and thinking.
1. First name the words in which you need to write the letter b at the end, and then in the middle.
2. Find words with a soft separator. Emphasize them: drink, sew, beat, family, ring, spear, pony, dress, coat, sparrow, sew, etc. 3. Write down the words with the separator b:
The seal lies all day long,
And he is not too lazy to lie down.
It's a pity, seal diligence
Not a role model.
(B. Zakhoder)
If only you had some fox teeth, hare!
If only you were gray and had wolf legs!
Here's to you, scythe, and lynx claws!
-Uh, what do I need fangs and claws?
My soul is still like a hare.
4. Charades.
I am with a softened L - underground With a hard L I am on the wall
I can be stone or brown. (books, for example, on me),
And with a hard one - anyone in the room, But as soon as you soften the L,
In a geometric figure. Turn it into a dance right away.
(Coal-corner) (Polka-shelf).
Without M - I should show off in the forest;
S M - the courts are afraid of me.
(Spruce-melt).
17. Game “Typist” – write down one word for each letter;
Book: k-cat; n- nose; i-needle; g-goose; a- watermelon;
18. Game “Find the letter”, for example: t..kv. (pumpkin), b.n.n. (banana), sh.o.l. (school). it.d19. Game "Confusion" - rabuz-watermelon, onkfets-sweets, kalei-watering can, beirovo-sparrow; feltrop (briefcase), malbo (album), migaziyan (gymnasium), dinaro (Motherland), tsoyay (egg).
20. Game “Snake”, for example: aster-stork-shoes-needle-orange-nose-sleigh-toy, etc. Who gives their voice? Sparrow (chirps), crow (croaks), dog (barks), etc.
Who is whose child? Indicate with arrows:
Cow foal,
Chicken calf;
horse chick
21. Compose words from syllables: mo, ko, lo; (milk); a, sin, pel (orange); re, for, be (birch); ko,lo,yab(apple); after all, honey (bear), etc.22. Correct mistakes:
camel (d), kaza (o), achki (o), zvanok (o), agarot (o, o, d), zagatka (d), daska (o), so\ntse (l), garokh (o) , granddaughter (h), ana (o), krushka (f).
23. Missing syllables: .... strulya; ..chick; ...for the sake of; ...sa; ... after all; ...nan; .... la; In this game, children give many possible answers to one word, for example (chick) - boy, bunny, tip, finger, etc., that is, again, interest in the subject, vocabulary is replenished, activity and logic develop, pronunciation is honed words
24. Complicated types of tasks: “Anagram” to form new words by rearranging letters. Here children learn new words
Forest - sat down; spoon is a pity; pump-pine; boar jar; mole court; lama-mala, Kazan-order;
"Who lives where?" match with arrows:
bear hole
Squirrel den fox hollow
25. Game “What word is hidden?” inside - three, basement - two, agave - a hundred, years old; fishing rod; mustache beads; a sharp wind drove the pug into the gateway - a thermos;
26. Game “Replace the numbers with words” os3yo (point), 100l (table), pi100let-gun, o5- again, ose3na (sturgeon), vi3na (showcase), z1aka (hairpin),
before the whole family sits down to eat 100l, carefully clean all 100l sets (before the whole family sits down at the table again, first wipe all the table sets)
27. Game “What’s extra?” tinasplin, lake, malbo, teerv, kaline (plasticine, glue, album, ruler, excess wind)
28. Guess the words: ВLGEUCRNA- SPRING; SDUFVTRKLA-DUCK: GWUPZUSHFA-PEAR; Such games develop observation and attentiveness, teach you to distinguish and find “extra” letters;
One of the favorite tasks for children is solving puzzles in the form of encrypted numbers; from A to Z - numbers correspond; 33 letters - 33 numbers.
A, B, C, D, E, E, E, F, Z, I, J, K, L, M, N, O, P, R, S, T, U, F, X, C, H, Sh, Shch, b, s, b,
1 2 3 4 5 6 7 8 9 10 1 12 13 14 1516 17 1819 20 22 23 24 25 26 27 28 2930
E, Yu, I
31 32 33
Assignment: make up words and phrases. 1416? 1213 1 1919; 1416? 14 1 14 1 ; 4 10 14 15 19 10 33
12 16 18 10 5 16 18(corridor), 13 6 19 20 15 10 24 1 ; 23 16 13 13; 21 25 10 20 6 13 30 15 10 24 1.
29. Choose a word
The goal is to teach phonetic analysis and expand vocabulary.
The teacher shows a graphic diagram of the word, and the children select words for it. The one who finds the most words wins.
For example:
(table, fish window, throne).
You can complicate the condition: mark - vowel sound [one, two (at your discretion) squares]. The most difficult option is to give a complete sound diagram of the word.
30. Do you know Russian?
The goal is to teach how to use unit forms. h. and pl. h. noun, forms of gender noun.
a) - I will name the words in the singular, and you in chorus in the plural.
Cat-cats arc-arc bucket-buckets
Raft-rafts arm-arms hip-hips
Mole-moles flour-...feather-feathers
Grotto-grottoes trouble-woes metro -...
Flower-flowers day-days calf-calves
Man-people stump-stump chicken-chickens
Ship-ship laziness-... kid-goat
Carrots-...food-...barrel-barrels
b) - I will name masculine nouns, and you will name the corresponding ones female.
Cook-cook weaver-weaver
Tailor-dressmaker merchant-merchant's wife
Hare-bunny is brave...
Elephant-elephant doctor-...Rooster-....teacher-teacher
Perch-... student-student
c) -And now it’s the other way around: I will call the nouns feminine, and you, accordingly, will call them masculine.
Turkey-turkey dragonfly-....Fox-fox lioness-lion
Goat-goat cat-cat
Wasp-... squirrel-...
31. Writing with pictures
The goal is to teach how to compose sentences, words based on a picture, sound-letter analysis of a word, and the semantic unity of words in a sentence.
Pictures are given. Two teams play. The guys from the first team must “write a letter” by drawing up pictures in a certain sequence. Children from the second team must “read” this letter and add the first letters of the names of objects.
For example: mushroom, fish, watermelon, tea, game, moving, crayfish, game, ice, unit, tribune, unit, ice, game (rooks have arrived)32. Come up with a proposal
The goal is to teach how to use indeclinable nouns in sentences.
The teacher names unchangeable words: coat, subway, coffee, cocoa, etc.
Children come up with sentences using these words. Then the teacher constructs the questions so that the unchangeable words in the students’ answers are used in indirect cases.
33. What is tall (long, wide, low, narrow)?
The goal is to teach how to coordinate nouns. and adj.
The presenter names an adjective and throws the ball to one of the players, who must name an object characterized by this attribute.
For example: tall (house, tree). The student who names the object throws the ball to another player.
34. How much will it be?
The goal is to teach how to distinguish semantic stress in a sentence depending on the order of words in the sentence.
From the words written on the board, compose several sentences that differ in the order of the words used.
For example, yesterday, I came home in the evening. How many different proposals will there be?
35. Questions in a chain
The goal is to teach how to reveal the unity of the text.
Children sit in a circle. The leader asks a question to one of the players, he answers it and, based on his answer, builds his question for the next student, etc.
For example:
- What time of year is it now?
- Winter. What trees are there in winter?
- Everyone is white, as if dressed in fur coats and hats. What do white snowdrifts look like? etc.
36. Playing with pictures
The goal is to learn to compose sentences based on plot pictures, to practice the intonation of sentences.
Schoolchildren are given pictures that depict the actions of people or animals. For example: a girl draws, children play, a cat plays with kittens. Students must make sentences based on the picture, and then, changing the purpose of the statement, make these sentences interrogative.
For example:
Mother cat plays with kittens. (Mother cat playing with kittens?).
37. Which word would be appropriate?
The goal is to teach how to select stable phrases.
For each animal drawn in the pictures (donkey, dog, ant, fox, wolf), choose a word that correctly characterizes it (loyal, stubborn, cunning, toothy, hardworking).
38. Lowercase or uppercase?
The goal is to learn to distinguish between words in their common and proper meanings.
The teacher writes words on the board (fluff, faith, etc.);
The players are divided into two teams. The first one comes up with a sentence with one of the given words so that it is written with a lowercase letter, and the second one with a capital letter.
39.Say a word
The goal is to teach how to distribute proposals.
The teacher starts a sentence, the students finish it. The teacher can start a sentence with homogeneous members of the sentence, so that the children can continue to pick up other homogeneous members. (The train rushed past forests, fields, ...).40. Make a combination
The goal is to learn how to form verb phrases with a preposition.
The players are given cards with prepositions: from, because, from-under, from, with, to, at, without, on, under, above (2-3 cards for each). Children, using prepositions, make combinations of verbs with nouns . For example: he drove away from the house and climbed down from the tree.
The teacher names the verbs:
contribute
flash
sparkle
drive off
jump
run
stand
leave
drink
stand up
go out
get it
run away
cry
walk
laugh
study
get treatment
get treatment
read
come back
The one who came up with the combination correctly receives a card with a verb word, and the one who collects ten of these cards the fastest wins.
41. Who's last?
The goal is to teach how to select adjectives as descriptions.
For the word named by the teacher, come up with a definition.
For example, a grandmother (old, kind, gray-haired, affectionate), a bus (small, new, blue, roomy), a carriage (empty, for children, covered), etc. The winner is the one who can name the most definitions or who can say it last.
42.Four answers - one sentence
The goal is to learn to compose sentences, to consider the relationship of words in a sentence.
Children are divided into 4 teams. The teacher names an object, for example, a steamer.
Team 1 answers the question: What is he like?
Team 2: What is he doing?
Team 3: How does the action take place?
Team 4: Where does the action take place?
A sentence is made from answer words. The first suggestion can be done by everyone together. For example: A large steamer is sailing quickly along the river.
Changed version of the game:
Each team is asked a question and given the word to which the answer is selected. When all the answers are ready, a whole story is compiled. Keywords selected by the teacher according to a pre-thought-out plan.
43. Curious
The goal is to consolidate the ability to perform sound-letter analysis of words, to isolate the first sound in a word.
Children sit in a circle with the leader in the center; he is called "curious" in this game.
Having named a letter loudly and waited a little so that the players could prepare, the “curious” one bombards them with questions: “Who?”, “With whom?”, “Where?”, “Why?”. You need to answer them quickly with words starting with the letter that the presenter named. Anyone who does not immediately answer the question or gives the wrong answer (from a different letter) pays a forfeit.
44.We will answer questions
The goal is to learn to select words from different parts of speech in verb phrases.
a) The teacher shows a picture and asks the question: What’s wrong with it?
made? The answer should be clear.
For example:
Christmas tree - cut down
Potatoes - dug up
Porridge - eaten
Lamp - lit
Flag - raised
Apple - picked
b) Who can come up with more answers to the question “How?” in relation to these verbs.
Speak-
Go-
Read-
Look-
45. Vegetables, fruits, berries
The goal is to reinforce the spelling of words with a capital letter.
Write in a notebook the names of vegetables, fruits, and berries that you know.
How are these words written?
Can they be capitalized?
46. Two sentences
The goal is to reinforce the spelling of words with a capital letter.
Make up sentences with the words Morozov-morozov, Starling-starlings, etc. Write it down.
47. How to turn...
The goal is to consolidate the use of b in words as an indicator of the softness of a consonant.
Turn: Chalk into a shallow spot.
angle into fuel.
pole in number.
48. How do you spell it?
The goal is to consolidate the fused and separate writing prefixes and prepositions.
How to write a sentence correctly using parentheses?
The sun hid (behind) the forest.
Kotofey Ivanovich climbs onto (behind) the forest -
Take a walk at night.
Ya. Kozlovsky.
49. Questions - riddles
The goal is to consolidate knowledge that a pretext service part speech.
Answer the tricky questions:
a) What two prepositions can be used to form the name of a pet? (cat)
b) The name of which tree consists of four prepositions? (pine)
c) When does the personal pronoun we consist of two prepositions in the indirect case? (us)
50. You can’t bear it
The goal is to practice the rules of word hyphenation.
Write 5 words that have two syllables, but these words cannot be transferred (iron, deer, family, food, neck). The value of such games lies in the fact that using their material you can also practice reading speed, syllabic composition of the word, develop spelling vigilance and much more. These kinds of puzzles, games, and puzzles in Russian language lessons help enrich vocabulary and broaden their horizons. They carry a huge emotional charge and cultivate qualities such as initiative, perseverance, and determination. The atmosphere in the class is friendly. If they don’t make it before the bell rings, they regret that they didn’t have time. In games, especially collective ones, moral qualities are formed. During the game, children learn to help their comrades, a sense of responsibility and collectivism appears, character, will, and the desire to win are developed, a different worldview on the subject opens up - it has become accessible, understandable for him, and most importantly, interest and love for the Russian language.
"Grammar" coloring pages