Irina Rumyantseva
Card file “Speech games and exercises for children 5–6 years old”

1. “Can you name it?”

Target: select words based on a given vowel sound, which is located at the beginning of the word.

Progress of the game.

The teacher sets any vowel sound from four ([a], [o], [u], [i], children select words. The game is accompanied by words from a poem by L. Kuklin.

That's how many words we can say in [a]!

(Children list words with the given sound.)

Oh, that's enough! And the sound can get tired too!

But what on [o] can we name?

(Children list words with another given sound, etc.).

2. “Guess the word”

Target:

Progress of the game.

Howling, blowing, buzzing. Who is this?

3. "The leaves are falling, falling"(using leaves - pillows)

Target: train children in the use of spatial prepositions on, under, in, for.

Progress of the exercise.

1st option. The teacher (without children) places the pillows in different places in the group room. Draws the children's attention to the fact that while they were away, autumn leaves scattered throughout the group. Offers to name where each leaf is located. The child who correctly names the location of the leaf takes it and hangs it on the tree.

Examples of children's statements:

- “One (yellow, orange) leaf flew (fell) onto (under) the table (chair, sofa, pillow, shelf, book, etc.)”,

- “One (yellow, orange) leaf flew behind the curtain (toy, shelf, etc.).”

2nd option. Children with pieces of paper in their hands run calmly and circle around the group to the words of the teacher:

Quietly the leaves flew

The leaves are very tired.

They want to rest.

4. “On the contrary”

Target: activate the vocabulary of antonyms in children's speech.

Progress of the game.

Inside the volumetric screen are stacked pictures that depict the opposite characteristics of objects and objects.

Children take turns lowering the magnet (attached to a stick with a thread). They take out a picture and say what is shown in the picture (preferably in the form of a complex sentence with the conjunction a). For example: “The balloon is light, but the weight is heavy. Grandfather is old and the boy is young.” And so on.

5. “What is this? Who is this?"

Target: to consolidate children’s ideas about ancestral relationships.

Progress of the game.

The teacher takes turns throwing the ball to the children, while he pronounces one of the generic concepts. The child, having caught the ball, must select the specific concept. Generic concepts may be repeated. For example:

Fish - crucian carp

Bird - jackdaw

Beast - fox

Flower – carnation

Raspberries

Tree - maple

Clothes – jacket

Furniture – bed

Dishes - saucepan

Vegetables – cabbage

Fruits - pear, etc.

6. "Wonderful bag"

Target: practice using words denoting the material from which objects are made (wood, glass, plastic, metal); develop tactile sensations.

Progress of the game.

Children examine and pick up selected objects made from different materials (5-7 objects). Children pay special attention to their own tactile sensations. Next, all the items are put into a bag, and the children complete the teacher’s tasks:

Take out an object made of wood. How else can you say about this subject? What is he like? (Wood). Etc.

7. “Finish the sentence.”

Target: Exercise children in composing complex sentences.

Progress of the game.

The teacher begins the sentence, and the child finishes.

I love candy because...

I'm worried about my grandmother because...

I want to be friends with because...

We love to listen because...

8. “Draw a rhythmic pattern” (preparing your hand for writing)

Target: develop a sense of rhythm in children; show how rhythm can be depicted.

Progress of the game.

The teacher invites the children to clap a familiar rhythm according to the pattern, for example: clap - pause - two clap - pause, etc.

Next, the teacher tells the children that the rhythm can be sketched, for example, in the form of sticks. Asks one of the children (the one who can clearly clap the rhythm) to clap a simple rhythm. The child claps, the teacher (at the same time) draws a rhythmic pattern on the blackboard with chalk.

In conclusion, the children are invited (one at a time) to clap, at their request, a certain rhythm; the teacher sketches it on the board.

9. “Graphic drawings”

Target: develop children’s ability to analyze an image, repeat the outline of a drawing using colored thread or string.

Progress of the game.

The teacher offers the children sheets of white cardboard with various graphic images of items and objects: a Christmas tree, a man, a tumbler, a house, etc. Children analyze the images (what elements and how many there are, then recreate the image drawn on the sheets - using a thread, rope.

10. “Drops are falling, falling”

Target: develop spatial orientation in children.

Progress of the game. It is carried out by analogy with “Leaves are falling, falling” (now using drops - airbags)

11. "Bouquet"

Target: develop phonemic hearing in children; practice the correct conjugation of the verb to want.

Progress of the game.

The teacher invites the children to make a bouquet of flowers whose names begin with the sounds [k], [g], [x].

Suggested flower names: lily of the valley, bell, gladiolus, rose, chrysanthemum, tulip.

Complete the sentences with the word want:

I (want) to give this bouquet... (name is called).

He (wants) to give this bouquet….

She (wants) to give this bouquet... .

They (want) to give this bouquet... .

You (want) to give this bouquet….

We (want) to give this bouquet….

12. "In the Forest"

Target: Exercise children in the ability to divide words into syllables.

Progress of the game.

The teacher invites the children to imagine that they are walking in the forest (the children walk in a group). Everyone scattered in different directions, and then began calling each other, calling to each other. The children stop and take turns calling each other. At the same time, they pronounce the name syllable by syllable: Ma - sha, Ni - ki - ta,

Li - for, etc. In the future, children can name the number of syllables in the named name: Yes - sha (two syllables).

13. “Snowflakes are falling, falling”

Target: develop spatial orientation in children, practice using spatial prepositions (include the prepositions from - because, from - under).

Progress of the game.

It is carried out by analogy with the game “Leaves are Falling, Falling”

14. “The Word Got Lost”

Target: exercise children in working with polysemantic words (leg); clarify children's ideas about objects and their parts.

Progress of the game.

The teacher says:

Once upon a time there was a word, leg, in the world. One day the word got lost and began to look for its owner. Help the word leg find those to whom it refers.

Children select items and objects that have legs (table, chair, chair, etc.; mushroom, person, animal).

For example: table - one, two, three or four legs, tabletop; chair – four legs, seat, back; person - two legs (legs, arms, head, torso; mushroom - leg, cap).

15. “Soft - hard”

Target: to train children in the ability to isolate the first sound in a word and distinguish consonant sounds by hardness and softness.

Progress of the game.

There are various toys (or pictures) on a separate table. The teacher invites the children to choose (optional) any toy (picture). Then the teacher explains the task:

Today we will explore words in the game “Soft - Hard”. You name your toy (picture). Determine the first sound in a word. If this sound is soft, then you place your toy (picture) on this soft pad. If the first sound in your word is hard, then you refer your toy (picture) to this hard cube.

Children are offered a set of toys or other objects (pictures): a doll, a whale, a tank, a telephone, an alarm clock, a squirrel, a pipe, a sofa, a newspaper, a weight.

16. “I know five names”

Target: continue to work on the generalized meaning of words.

Progress of the game.

Children stand in a circle and begin passing handkerchiefs to each other. At the teacher’s signal (clap), the child who has the scarf in his hands answers the teacher’s question: “Who knows the five names of items of clothing (trees, berries, fruits, vegetables, birds, pets, wild animals, dishes, furniture, etc. . ?

17. “Rhythmic pattern”

Target: Exercise children in sound design (claps, tapping) of rhythmic patterns.

Progress of the game.

Our animals came to visit Dunno and sat down to drink tea, but behind the doors some of them left traces. (Show cards). Whose tracks are these? (Hare).

Jumping across the page here

Birds were walking on a clear day,

Leaving a trail with a cross.

(S. Marshak)

Whose tracks are these? (Birds: sparrow, parrot)

The tracks are similar to rhythmic patterns. If we read them, we will find out how merrily the bunny, parrot, and sparrow jumped.

Children tap (tap on the table) rhythmic patterns.

18. "Search"

Target: continue to teach children to find in their immediate environment and correctly name objects whose names contain the named sounds.

Progress of the game.

The teacher invites the children to travel around the group and look for objects whose names contain the sounds [c], [z], [ts].

You can complicate the task: divide the children into subgroups, each of which is looking for objects in the name of which a certain sound is heard (or the sound [s], or the sound [z], or the sound [ts]).

The children, having found the object, politely invite Dunno to their place: “Dunno, please come to me. I found an object with the sound [ts] - a flower.

Dunno may ask some children where the sound is in a word (at the beginning, middle or end of the word).

19. “Say the opposite”

Target: exercise children in selecting antonyms represented by different parts of speech (nouns, adjectives, verbs, adverbs).

Progress of the game.

The teacher pronounces a phrase with one meaning, and the child with the opposite. The teacher can give an example: I am standing by a tall tree. “And I’m standing near a low tree.”

I dug a hole. - And I dug a hole.

The soil in my garden is wet. – The soil in my garden is dry.

Plants are useful. - And there are harmful plants.

I love sweet apples. – And I love sour apples.

I drink hot tea. – I drink iced tea.

I left the park. - I came to the park.

I like winter. - And I love summer.

I sleep at night. - I sleep during the day. And so on.

20. “Such different houses”

Target: continue to work on the lexical meaning of words.

Progress of the game.

The teacher shows the children slides with reproductions of illustrations by Yu. Vasnetsov: “On the Street,” for the book “Ladushki”; “Three Bears” to L. N. Tolstoy’s fairy tale “Hare Tears”; illustrations from other books depicting various houses.

Children are asked to look at the pictures that appear and give the appropriate names (hut, hut, tower, teremok, castle, palace). Through short descriptions, children demonstrate why they assigned specific pictures of houses to a specific word.

21. “Words are actions”

Target: Exercise children in the ability to form verbs from nouns.

Progress of the game.

The teacher names a noun (object, the child - a verb (action with an object). The first phrase is given by the teacher as a sample: Riddles are made.

An approximate set of words: bookmark ...lay; hairpin...pinned; orders...order; task...asked; casserole...baked; preparations...are prepared; tea leaves...brewed, etc.

22. “What’s extra?”

Target: to train children in the ability to identify an extra object from a group of homogeneous objects (objects generalized by generic connections.

Progress of the game.

The exercise is used by ear. Pictures are used as needed.

The teacher names a chain of words consisting of four words. There is one extra word in the chain. At first, the extra word is placed at the end of the chain. Gradually, as children master the exercise, the place of the extra word in the chain may change. The child defines this word and explains why he considers it unnecessary.

For example: maple - birch - oak - table. (Maple - birch - oak are trees. A table is furniture. So, the extra word is table.)

23. “Let’s play and count”

Target: practice children in coordinating numerals with nouns; practice spatial orientation; learn to coordinate movements with words.

Progress of the game.

The teacher invites the children to perform different movements. Children count out loud the number (up to 10) of movements performed (steps, jumps, squats, arm swings).

For example: “One step, two steps... five steps” and so on until 10.

The task can be complicated by adding spatial references. For example: one step to the right, two steps to the right, etc.; one jump to the window, two jumps to the window, etc.

24. “Who moves how?”

Target: activate children's vocabulary.

Progress of the game.

The exercise can be done either orally or with the help of pictures.

Name those who crawl. Who's jumping? Who's swimming? Who's jumping? Who's flying?

25. “Find similar words”

Target: exercise children in selecting synonyms.

Progress of the game.

The ground is wet (moist, damp).

The collar is fresh (clean).

Stale bread (hard, old, dried out).

The water is cloudy (dirty). Etc.

26. "Syllables"

Target: to train children in the ability to carry out syllabic analysis of words.

Progress of the game.

Children take one picture from those laid out on the table and stand in a circle. The teacher tells the rules: “The one who has one syllable in a word jumps; the one with two syllables goes to the center; the one with three syllables crouches.

The task is being checked.

27. “What happens?”

Target: Exercise children in agreeing adjectives with nouns.

Progress of the game.

The teacher invites the children to answer the questions: what is hard? What is soft? What's sweet? What is spicy? What happens when it's cold? What is white? What happens when it's cold?

28. “Find out by the contour”

Target: develop analytical activities (in preparation for writing).

Progress of the game.

Children are offered a picture with an outline of a rocket. The boxes contain geometric shapes (rectangles - 1 piece, isosceles large triangles - 1 piece, small right triangles - 2 pieces, for each child). Children analyze the image: guess what shapes such a rocket can be made from and how many shapes will be needed. The teacher invites each child to select the necessary figures in the required quantity and fold the rocket.

Subsequently, children glue the parts onto a sheet of paper, cut out the resulting rocket, attach it to a thread and use it to develop speech breathing (like an airbag) and spatial orientation.

29. "Colorful Rhythms"

Target: develop a sense of rhythm in children, exercise their ability to correlate a rhythmic pattern with an image.

Progress of the game.

The teacher shows the children conditional grids with one and two rows of cells. Circles and squares (of the same color) are glued (drawn, inserted) into them.

The teacher explains that children will depict these rhythmic patterns as follows: circle - clap hands, stamp feet.

a) for grids in one row:

red circles and squares: circle - square - circle - square, etc.

blue circles and squares: circle – circle – square – circle – circle – square – etc.

b) for a two-row grid:

green circles and squares: circle - square - circle, circle - square - circle, etc.

red circles and squares: square - square - square, circle - circle - circle, etc.

30. “Guess the word”

Target: develop a vocabulary of nouns and verbs.

Progress of the game.

The teacher invites the children to guess who they are talking about based on the set of words. An example set of words:

Meows, jumps, sneaks. Who is this?

Jumps, flies, pecks, chirps. Who is this?

Howling, blowing, buzzing. Who is this?

Barks, bites, gnaws. Who is this?

Moos, chews, grazes. Who is this?

Jumps, swims, croaks. Who is this? Etc.

Speech is a means of communication, an opportunity for communication, without which a person cannot exist. The ability to speak beautifully and clearly, to convey your thought briefly and accurately, to formulate a question or the conditions of a task are skills so useful for any of us that it is not even discussed. It is not for nothing that in Ancient Greece oratory was considered an important skill for every educated citizen.

Like any skill, speech can and should be developed in children from a very early age. Exercises and games for speech development give excellent results for preschoolers, preparing them for later life, and allow parents to solve many problems without resorting to the services of specialists.

The best games for developing speech are, of course, live board games. And we have selected the most wonderful board games that you can buy in our store for you in this article.

Games for speech development for children 3 - 4 years old

Fiction defects

Number of players: from 1 to 9
A rare case of a training game, and even developed by a professional speech therapist, which will perfectly entertain even the most mischievous child. Jewelly thought-out tasks on cards, an adventure with chips and the opportunity to jump and gallop as part of the game, while simultaneously training your speech and getting rid of the notorious defects - you have never seen anything like this before.

Prostokvashino ABC

Number of players: from 2 to 4
Let's learn letters together with our favorite childhood heroes. In the game, you need to throw a dice, move along the board to the picture of the letter you rolled (“B” means Valenki!), receive a card as a reward, and look for the next letters and pictures. For older kids there are more complex variations, so you won't get bored.

Number of players: from 1
Another wonderful chest, this time with the alphabet and, of course, cute pictures. Yeti and yogurt - on Y, chiZHIK and EZHI - on the syllable ZHI, group and aPParat - well, you understand. It is not necessary to be able to read here: the child can always discuss what he saw in the picture with his parents.

Number of players: from 4 to 7
A stunningly beautiful game of association - now in a children's version, excluding pictures that are strange or scary for children. Delicate and unexpected illustrations are a reason for constant admiration and exquisite food for the mind.

Answer in 5 seconds Children's

Number of players: from 3 to 6
Name two flowers? Two seasons? Three types of wind? 354 cards with 708 questions - half easier, half more difficult - will provide you with enjoyable leisure time for more than one evening even with the most sociable child. The game also has a funny gurgling timer.

Crocodile Children'sLight

Number of players: from 3 to 16
Children's edition of the game Crocodile in a travel box. Show, draw, explain - 81 cards with tasks await little experts, as well as 12 cards of buns-traps to complicate or simplify, so that you can make the game easier for your team or complicate it for your opponents.

Scrabble magnetic

Number of players: from 2 to 4
From childhood, everyone knows the game in a new, beautiful design and, most importantly, on magnets - so now you don’t have to look for squares with letters all over the floor. The goal, as before, is to form the longest possible words from letters horizontally and vertically.

Games for speech development from 8 years old

Puzzler Native speech

Number of players: from 1
A variation of Erudite, only on cards and in a stylish travel box, so you can take the game to school or the office. 150 cards with three-letter words - sleep, var, cat - become the basis for more complex words, like SONAR, KVAZAR or KrOkeT. The wider the letters are scattered across the second word, the more points. A difficult but wonderful game for developing speech and vocabulary.

Tonguebreaker

Number of players: from 1 to 8
Peter Piper picd e pack ov picld peppers! Four types of cards - Geography, Names, Russian and Foreign - and many opportunities to break your tongue on them. The game is an excellent linguistic trainer, but let’s be honest: that’s not why children love it. The grizzly bear's claws were gnawing menacingly! Well, and Eyjafjallajökull, of course.

Elias for the whole family

Number of players: from 3 to 8
The board is truly for the whole family: simpler cards are made for children, and adults can add additional conditions, such as the need to explain words in a whisper. Otherwise, this is classic Elias, a favorite of ours for many years, with his variety of words and ability to entertain almost any company.

Are you choosing which game to buy for your child? Call us and a consultant will tell you what is best to take!

“What is a sound, a word, a sentence?”

Target: to clarify children’s ideas about the sound and semantic side of a word.

IN

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

"Tell me more precisely"

Target: develop accuracy of word use in coherent narrative stories.

- Listen to what I have to say. Where I stay, you will help me: select words and compose sentences.

Once upon a time there were three brothers: the wind, the breeze and the wind. The wind says: “I am the most important!” What kind of wind could it be? (Strong, sharp, impetuous, cold...) Vetrishche did not agree with his brother: “No, I’m the most important, my name is Vetrishche!” What kind of wind? (Powerful, angry, harsh, icy.) Little Breeze listened to them and thought: “What am I?” (Light, gentle, pleasant, affectionate...) The brothers argued for a long time, but they never found out anything. They decided to measure their strength. Wind started to blow. What happened? (The trees swayed, the grass bent to the ground.) What did the wind do? (Blowed, rushed, hummed, grumbled.) The wind blew. What was he doing? (Blowed strongly, howled, howled, rushed rapidly.) What happened after that? (The branches of the trees broke, the grass died, clouds rolled in, birds and animals hid.) And then the breeze blew. What was he doing (blowing gently and tenderly, rustling leaves, playing mischief, swaying branches). What happened in nature? (The leaves rustled, the birds began to sing, it became cool and pleasant.)

-Come up with a fairy tale about the wind, a breeze or a breeze. You can talk about all of them at once. Who could they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Make friends, measure strength, argue, talk.)

"Find the Sound"

Target: find words with one and two syllables.

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

"Painting - basket"

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

Together with the child, the adult examines the drawing, which depicts: a picture, a rocket, a frog.
- How many syllables are in the words “picture”, “frog”, “rocket”? (Three.)
- Choose words that sound similar to these words: “picture” (basket, car), “frog” (pillow, tub), “rocket” (candy, cutlet), “helicopter” (plane), “birch” (mimosa ).
- What is the frog doing (jumping, swimming), the rocket (flying, rushing), the picture (hanging)?
The child pronounces all the words and says that each of these words has three syllables.

"We're going, we're flying, we're sailing"

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

The figure shows six pictures depicting transport: helicopter, plane, bus, trolleybus, motor ship, tram (Fig. 4).
- Name all the objects in one word. (Transport.)
- Tell me, how many syllables are in these words? (All words except the word “tram” have three syllables.) What sound occurs in all these words (at the beginning, middle, end of the word)? (The sound “T” occurs at the beginning of the words “trolleybus”, “motor ship”, “tram”, in the middle of the words “helicopter”, “bus”, at the end of the words “helicopter”, “plane”.)
- Make up a sentence with any word (“The plane flies fast”).
- Tell me, what flies? (Plane, helicopter.) What's coming? (Bus, trolleybus, tram.) What floats? (Motor ship.)
- Guess by the first and last sound what type of transport I have in mind: T-S (trolleybus), A-S (bus), S-T (airplane), V-T (helicopter), M-O (metro), T -And (taxi).

"What do you see around you?"

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

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

L ozhka is a spoon. And I came up with a word.
The soup is eaten with a spoon. Funny word - plim.
A cat is a cat. I repeat again -
The cat has seven kittens. Plim, plim, plim.
A rag is a rag. Here he jumps and jumps -
I'll wipe the table with a rag. Plim, plim, plim.
A hat is a hat. And it doesn't mean anything
I got dressed and went. Plim, plim, plim.

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

"Tell me which one"

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

- When we want to talk about a subject, what is it, what words do we use?
- Listen to M. Shchelovanova’s poem “Morning”:

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

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

"Find the exact word"

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

- Find out what object I’m talking about: “Round, sweet, ruddy - what is it?” Items may differ from each other not only in taste, but also in size, color, and shape.
- Complete with other words what I start: snow is white, cold... (what else?). Sugar is sweet, and lemon... (sour). In spring the weather is warm, and in winter... (cold).
- Name what things in the room are round, tall, low.
- Remember which of the animals moves how. A crow... (flies), a fish... (swims), a grasshopper... (jumps), a snake... (crawls). Which animal makes its voice? Rooster... (crows), tiger... (roars), mouse... (squeaks), cow... (moos).
- Help me find words that are opposite in meaning in D. Ciardi’s poem “The Farewell Game”:

WITH I say the word highly, I say the word coward to you,
And you will answer... (low). You will answer... (brave man).
I’ll say the word far away, Now I’ll say the beginning -
And you will answer... (close). Well, answer... (end).

- Now you can come up with words that have opposite meanings.

"High Low"

Target: learn to compare objects and find words that have opposite meanings.

TO In this game you need to select pictures: a tall Christmas tree, a long pencil, a wide ribbon, a deep plate of soup, a cheerful face of a girl (laughing or smiling), a boy in dirty clothes, and also: a small Christmas tree, a short pencil, a narrow ribbon, a sad face of a girl, boy in clean clothes, small plate (Fig. 5).
- Look at the pictures. Name words that have opposite meanings. Tell me how similar faces and objects differ.
High - low (Christmas tree - Christmas tree), long - short (pencil), wide - narrow (ribbon), sad - cheerful (girl's face), deep - shallow (plate), clean - dirty (boy).
In the following picture: a big house and a small house, a river - a stream, a strawberry - a strawberry.
- Tell me what you see in these drawings? Make up sentences with words that have opposite meanings. (“I drew a big house and a small house.” “The river is deep, but the stream is shallow.” “Strawberries are large, but wild strawberries are small.”)
- Listen to an excerpt from Silva Kaputikyan’s poem “Masha is having lunch”:

...There is no refusal for anyone,
Lunch served for everyone:
For the dog - in a bowl,
In a saucer - pussy,
Laying hen -
Millet in a shell,
And Mashenka - in a plate,
In the deep, not in the shallow.

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

“Is this true or not?”

Target: find inaccuracies in the poetic text.

- Listen to L. Stanchev’s poem “Is this true or not?” You have to listen carefully, then you can notice what doesn’t happen in the world.

Warm spring now
The grapes are ripe here.
Horned horse in the meadow
In summer he jumps in the snow.
Late autumn bear
Loves to sit in the river.
And in winter among the branches
"Ga-ha-ha!" - the nightingale sang.

-Quickly give me the answer: is it true or not?
- Listen to how the other children spoke, think about whether it is possible to say this, and tell me how to say it correctly:
“Auntie, look: the horse has two tails - one on its head, the other on its back”; “Daddy, this is the horse’s soles being beaten”; “Dad, they recently sawed wood here: there are sawmills lying around in the snow”; “I opened my eyes a little and looked in a whisper”; “Mommy, I love you loudly and loudly.”
- Can you come up with tall tales or confusions so that other children or adults can unravel them?

"Find another word"

Target: accurately identify the situation; select synonyms and antonyms.

-Dad decided to make a swing for the children, Misha brought him a rope. “No, this rope is no good, it will break.” Misha brought him another one. “But this one will never break.” What rope did Misha bring first? (Thin, shabby.) And then? (Strong, durable.)
- Dad made the swing in the summer. But then... winter came. Misha grew up as a strong boy (healthy, strong). He went out to skate and felt strong ice under his feet. How can I say it differently? (Durable, non-fragile.) The frost grew stronger (became stronger).
- How do you understand the expression “a tough nut to crack”? (It is difficult to break, to break.) This is what they say not only about nuts, but also about people whom no adversity can break. They say about them: “strong in spirit” (meaning a strong, persistent person).
- Explain what the words mean: “strong fabric” (durable), “sound sleep” (deep), “strong tea” (very strong, not diluted with boiling water). What expressions with the word “strong” have you come across in fairy tales and which ones? (In the fairy tale “The Little Goats and the Wolf,” the goat firmly (very strictly) ordered the children to lock the door tightly (very tightly).
- Come up with sentences with the word “strong”.
- I will tell you words, and you tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, make laugh, fall, laugh, run.
- Come up with a story so that it contains words that have opposite meanings. You can take the words that we just mentioned.

“Call it in one word”

Target: find words that accurately assess the situation.

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

The verse flowed smoothly, smoothly, I say to my brother: “Oh!
Suddenly he stumbled and fell silent. Peas are falling from the sky!”
He waits and sighs: “What an eccentric,” the brother laughs, “
Words are not enough. Your peas are... (hail).”
To be on a good journey again From whom, my friends,
The verse flowed like a river, Is there no way to escape?
Help him a little, persistently on a clear day
Give me a word. Walking next to us... (shadow).

-Come up with a story so that it contains the following words: “big”, “huge”, “huge”; “small”, “tiny”, “tiny”; “runs”, “rushes”, “rushes”; “walks”, “travels”, “drags”.
By developing children’s understanding of the meanings of polysemantic words of different parts of speech (“lightning”, “faucet”, “leaf”; “pour”, “swim”; “full”, “sharp”, “heavy”), we teach them to combine words according to their meaning according to the context.

"Who has whom"

Target: correlate the names of animals and their young, select actions to match the names of animals.

R The child looks at the drawings - animals with babies: a hen and chick peck grains (or drink water), a cat and kitten lap milk (option - play with a ball), a dog and puppy gnaw a bone (option - bark), a cow and calf nibble grass (option - play) moo), a horse and a foal chew hay (an option is to gallop), a duck and a duckling swim (quack).
- Name the animals and their young.
- Choose definitions for the names of baby animals: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

"One is many"

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

-This is a ball, and these are... (balls). There are a lot of... (balls). What balls? (Red, blue, green.) How can you say in one word that all the balls are different colors? (Multi-colored.)
- This is a poppy, and this is... (poppies). There are a lot of... (poppies) in the bouquet. What are they? (Red.) What else is red? How do you understand the expression “red maiden”? Where does this expression occur? In what fairy tales?
- Guess the riddle: “Grandfather is sitting, wearing a hundred fur coats. Whoever undresses him sheds tears.” This is... (bow). What is he like? (Yellow, juicy, bitter, healthy.) Is there a lot of stuff in the basket? (Luke.)
- What is this? What is there a lot here?
- And if all the objects disappear, how will we say what is missing? (Needles, saws, bears, mice, cones, spoons, legs, cats.)

“Make a description”

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

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

"Make up a story"

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

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

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

3. The porridge is cooked thick, and the soup... (thin).
The forest is dense, and sometimes... (sparse).

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

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

-Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams are running; the song flows.
- How to say it differently: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (they can do everything beautifully); golden hair (beautiful, shiny)?
- Where have you come across the expression “evil winter”? (In fairy tales.) Who does the word “evil” refer to? (Evil stepmother, evil witch, evil Baba Yaga.)
- Come up with a coherent ending to the phrases: “Teddy bear, where were you walking? (I was looking for honey on the tree.) Little bears, where have you been? (We walked through the raspberries into the forest, we wandered in the clearing.) The little bear was looking for honey (and lost his little brother).”
- Come up with a story about two bear cubs, and I’ll write it down, then we’ll read it to dad (grandmother, sister).

The main task of working with children of senior preschool age to master the phonetic side of speech and correctly pronounce all the sounds of their native language is to further improve their speech hearing and consolidate the skills of clear, correct, expressive speech. Children can already clearly differentiate what a sound, a word, a sentence is. To practice diction, voice strength, and tempo of speech, tongue twisters, pure twisters, riddles, nursery rhymes, and poems are used.

“What is a sound, a word, a sentence?”

Target: to clarify children’s ideas about the sound and semantic side of a word.

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

"Find the Sound"

Target: find words with one and two syllables.

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

“The picture is a basket”

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

Together with the child, the adult examines the drawing, which depicts: a picture, a rocket, a frog. — How many syllables are in the words “picture”, “frog”, “rocket”? (Three.) - Choose words that sound similar to these words: “picture” (basket, car), “frog” (pillow, tub), “rocket” (candy, cutlet), “helicopter” (plane), “ birch" (mimosa). - What is the frog doing (jumping, swimming), the rocket (flying, rushing), the picture (hanging)? The child pronounces all the words and says that each of these words has three syllables.

"We're going, we're flying, we're sailing"

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

The figure shows six pictures depicting transport: helicopter, plane, bus, trolleybus, motor ship, tram (Fig. 4). - Name all the objects in one word. (Transport.) - Tell me, how many syllables are in these words? (All words except the word “tram” have three syllables.) What sound occurs in all these words (at the beginning, middle, end of the word)? (The sound “T” occurs at the beginning of the words “trolleybus”, “motor ship”, “tram”, in the middle of the words “helicopter”, “bus”, at the end of the words “helicopter”, “plane”.) - Make up a sentence with any word (“The plane is flying fast”). - Tell me, what flies? (Plane, helicopter.) What's coming? (Bus, trolleybus, tram.) What floats? (Motor ship.) - Guess by the first and last sound what type of transport I have in mind: T-S (trolleybus), A-C (bus), S-T (airplane), V-T (helicopter), M-O ( metro), T-I (taxi).

Older preschoolers learn to select not only words that sound similar, but also entire phrases that rhythmically and intonationally continue a given sentence: “Bunny, bunny, where were you walking?” (Danced in the clearing.) “Where have you been jumping, squirrel?” (I was collecting nuts.) “Hey, little animals, where have you been?” (We brought mushrooms to hedgehogs.) They learn to change the volume of their voice, the pace of speech, depending on the conditions of communication, on the content of the statement. Children are asked to pronounce tongue twisters or couplets invented by themselves, not only clearly and distinctly, but also with varying degrees of volume (whisper, sotto voce, loud) and speed (slow, moderate, fast). These tasks can be performed in parallel and varied (for example, say a phrase loudly and slowly, whisper and quickly). Special tasks encourage children to use interrogative, exclamatory and narrative intonation, and this skill is necessary for them when constructing a coherent statement. Work continues with older preschoolers to enrich, clarify and activate the vocabulary. Much attention is paid to the development of children’s skills to generalize, compare, and contrast. Words denoting the material from which an object is made (“wood”, “metal”, “plastic”, “glass”) are introduced into the dictionary; riddles and descriptions of objects, their properties, qualities and actions are widely used. Particular attention is paid to working on the semantic side of a word, expanding the stock of synonyms and antonyms, ambiguous words, and developing the ability to use words that most accurately suit the situation.

"What do you see around you?"

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

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

A spoon is a spoon. And I came up with a word. The soup is eaten with a spoon. A funny word is plim. A cat is a cat. I repeat again - The cat has seven kittens. Plim, plim, plim. A rag is a rag. Here he jumps and jumps - I’ll wipe the table with a rag. Plim, plim, plim. A hat is a hat. And it doesn’t mean anything. I got dressed and went. Plim, plim, plim.

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

Working with synonyms helps children understand the ability to select different words with similar meanings and develop the ability to use them in their speech. By selecting words that are close in meaning to the phrase (cheerful boy - joyful; the train is coming - moving; Masha and Sasha - children, friends), to a certain situation (at a birthday party they are having fun, rejoicing), to an isolated word (smart - sensible; old - dilapidated), children learn the accuracy of word usage, depending on the context. By composing sentences with words of a synonymous series, denoting an increase in actions (whispers, speaks, screams), children become aware of the nuances of the meanings of verbs.

"Tell me which one"

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

— When we want to talk about a subject, what is it like, what words do we use? — Listen to M. Shchelovanova’s poem “Morning”:

What is it like this morning? Today there will be no sun, Today is a bad morning, Today there will be no sun, Today is a boring morning Today it will be gloomy, And it seems there will be rain. Gray, cloudy day. - Why is it a bad morning? - Why won’t there be sun? Today is a good morning, There will probably be sun, Today is a cheerful morning There will definitely be sun And the clouds are moving away. And a cool blue shadow.

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

"Find the exact word"

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

- Find out what object I’m talking about: “Round, sweet, ruddy - what is it?” Items may differ from each other not only in taste, but also in size, color, and shape. - Complete with other words what I start: snow is white, cold... (what else?). Sugar is sweet, and lemon... (sour). In spring the weather is warm, and in winter... (cold). - Name what things in the room are round, tall, low. - Remember which of the animals moves how. A crow... (flies), a fish... (swims), a grasshopper... (jumps), a snake... (crawls). Which animal makes its voice? Rooster... (crows), tiger... (roars), mouse... (squeaks), cow... (moos). — Help me find words that are opposite in meaning in D. Ciardi’s poem “The Farewell Game”:

I will say the word high, I will say the word coward to you, And you will answer... (low). You will answer... (brave man). I’ll say the word far away, Now I’ll say the beginning - And you’ll answer... (close). Well, answer... (end).

- Now you can come up with words that have opposite meanings.

Older preschoolers can distinguish words that reflect the nature of the movement (run - rush; came - trudged) or the meaning of adjectives of an evaluative nature (smart - judicious; old - decrepit; timid - cowardly). An important place in the development of vocabulary is occupied by work on antonyms, as a result of which children learn to compare objects and phenomena according to temporal and spatial relationships (by size, color, weight, quality). They select words that are opposite in meaning to phrases (old house - new, old man - young), to isolated words (light - heavy), or finish the sentence started by the teacher: “One loses, the other ... (finds).”

"High Low"

Target: learn to compare objects and find words that have opposite meanings.

For this game you need to select pictures: a tall Christmas tree, a long pencil, a wide ribbon, a deep plate of soup, a cheerful face of a girl (laughing or smiling), a boy in dirty clothes, and also: a small Christmas tree, a short pencil, a narrow ribbon, a sad face of a girl , boy in clean clothes, small plate (Fig. 5). - Look at the pictures. Name words that have opposite meanings. Tell me how similar faces and objects differ. High - low (Christmas tree - Christmas tree), long - short (pencil), wide - narrow (ribbon), sad - cheerful (girl's face), deep - shallow (plate), clean - dirty (boy). In the following picture: a big house and a small house, a river - a stream, a strawberry - a strawberry. - Tell me what you see in these drawings? Make up sentences with words that have opposite meanings. (“I drew a big house and a small house.” “The river is deep, but the stream is shallow.” “Strawberries are large, but strawberries are small.”) - Listen to an excerpt from Silva Kaputikyan’s poem “Masha is having lunch”:

...No one is denied, Lunch is served to everyone: The dog - in a bowl, In a saucer - pussy, The laying hen - Millet in a skull, And Mashenka - in a plate, In a deep one, not in a shallow one.

- What is deep and shallow? How do you understand the expression: deep river (has great depth); deep secret (hidden); deep feeling (strong); shallow river (has a small depth); light rain (not heavy); fine sand (medium-sized).

“Is this true or not?”

Target: find inaccuracies in the poetic text.

— Listen to L. Stanchev’s poem “Is this true or not?” You have to listen carefully, then you can notice what doesn’t happen in the world.

It's a warm spring now, the grapes are ripe here. A horned horse jumps in the snow in the summer meadow. In late autumn the bear likes to sit in the river. And in winter, among the branches, “Ha-ha-ha!” - the nightingale sang.

- Quickly give me an answer: is this true or not? - Listen to what the other children said, think if it’s possible to say this, and tell me how to say it correctly: “Auntie, look: the horse has two tails - one on its head, the other on its back”; “Daddy, this is the horse’s soles being beaten”; “Dad, they recently sawed wood here: there are sawmills lying around in the snow”; “I opened my eyes a little and looked in a whisper”; “Mommy, I love you loudly and loudly.” - Can you come up with tall tales or confusions so that other children or adults can unravel them?

"Find another word"

Target: accurately identify the situation; select synonyms and antonyms.

— Dad decided to make a swing for the children, Misha brought him a rope. “No, this rope is no good, it will break.” Misha brought him another one. “But this one will never break.” What rope did Misha bring first? (Thin, shabby.) And then? (Strong, durable.) - Dad made the swing in the summer. But then... winter came. Misha grew up as a strong boy (healthy, strong). He went out to skate and felt strong ice under his feet. How can I say it differently? (Durable, non-fragile.) The frost grew stronger (became stronger). — How do you understand the expression “a tough nut to crack”? (It is difficult to break, to break.) This is what they say not only about nuts, but also about people whom no adversity can break. They say about them: “strong in spirit” (meaning a strong, persistent person). — Explain what the words mean: “strong fabric” (durable), “sound sleep” (deep), “strong tea” (very strong, not diluted with boiling water). What expressions with the word “strong” have you come across in fairy tales and which ones? (In the fairy tale “The Little Goats and the Wolf,” the goat firmly (very strictly) ordered the children to lock the door tightly (very tightly).) - Come up with sentences with the word “strong.” “I will tell you words, and you tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, make laugh, fall, laugh, run. - Come up with a story so that it contains words that have opposite meanings. You can take the words that we just mentioned.

“Call it in one word”

Target: find words that accurately assess the situation.

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

The verse flowed smoothly, smoothly, I say to my brother: “Oh! Suddenly he stumbled and fell silent. Peas are falling from the sky!” He waits and sighs: “What an eccentric,” the brother laughs, “Words are not enough.” Your peas are... (hail).” So that we can be on our way again, from whom, my friends, does the verse flow like a river, and is there no way to escape? Help him a little, persistently on a clear day, say a word. Walking next to us... (shadow).

- Come up with a story so that it contains the following words: “big”, “huge”, “huge”; “small”, “tiny”, “tiny”; “runs”, “rushes”, “rushes”; “walks”, “travels”, “drags”. By developing children’s understanding of the meanings of polysemantic words of different parts of speech (“lightning”, “faucet”, “leaf”; “pour”, “swim”; “full”, “sharp”, “heavy”), we teach them to combine words according to their meaning according to the context.

Older preschoolers continue to be taught those grammatical forms that they find difficult to master: agreement of adjectives and nouns (especially in the neuter gender), the formation of difficult verb forms (in the imperative and subjunctive mood). It is necessary to give the child complete orientation in the typical ways of inflection and word formation, to cultivate a sense of language, an attentive attitude to the language, its grammatical structure, a critical attitude towards one’s own and others’ speech, and the desire to speak correctly. Children develop the ability to select a word-forming pair from a number of words (those words that have a common part - “teaches”, “book”, “pen”, “teacher”; “story”, “interesting”, “tell”) or form model word: cheerful - fun; quickly... (fast), loud... (loud). Children find related words in context. For example, with the word “yellow”: “There are (yellow) flowers growing in the garden. The grass begins to... (turn yellow) in the fall. The leaves on the trees... (turn yellow).” Children develop the ability to form nouns with augmentative, diminutive, affectionate suffixes and understand the difference in the semantic shades of the word: birch - birch - birch; book - little book - little book. Distinguishing the semantic shades of verbs (ran - ran - ran up) and adjectives (smart - smartest, bad - inferior, complete - plump) develops the ability to accurately and appropriately use these words in different types of statements.

"Who has whom"

Target: correlate the names of animals and their young, select actions to match the names of animals.

The child looks at the drawings (Fig. 6) - animals with babies: a hen and chick pecking grains (or drinking water), a cat and kitten lapping milk (option - playing with a ball), a dog and puppy gnawing a bone (option - barking), cow and calf they nibble grass (option: moo), the horse and foal chew hay (option: gallop), the duck and duckling swim (quack). - Name the animals and their young. - Choose definitions for the names of baby animals: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

"One is many"

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

- This is a ball, and these are... (balls). There are a lot of... (balls). What balls? (Red, blue, green.) How can you say in one word that all the balls are different colors? (Multi-colored.) - This is a poppy, and this is... (poppies). There are a lot of... (poppies) in the bouquet. What are they? (Red.) What else is red? How do you understand the expression “red maiden”? Where does this expression occur? In what fairy tales? - Guess the riddle: “Grandfather is sitting, wearing a hundred fur coats. Whoever undresses him sheds tears.” This is... (bow). What is he like? (Yellow, juicy, bitter, healthy.) Is there a lot of stuff in the basket? (Luke.) - What is this? What is there a lot here? - And if all the objects disappear, how will we say what is missing? (Needles, saws, bears, mice, cones, spoons, legs, cats.)

Particular attention is paid to the syntactic side of speech - the ability to construct not only simple common, but also complex sentences of various types. To do this, exercises are carried out to distribute and supplement the sentences started by the teacher (“The children went into the forest so that... They ended up where...”). The formation of the syntactic side of children's speech and various syntactic structures is necessary for the development of coherent speech. In retelling literary works (fairy tales or short stories), children learn to coherently, consistently and expressively convey the finished text without the help of an adult, intonationally conveying the dialogue of the characters and the characteristics of the characters. In telling a story based on a picture, the ability to independently compose a descriptive or narrative story based on its content involves indicating the place and time of action, inventing events preceding and following what is depicted. Storytelling through a series of plot pictures develops in children the ability to develop a plot line, come up with a title for the story in accordance with the content, and connect individual sentences and parts of statements into a narrative text. When talking about toys (or a set of toys), children are taught to compose stories and fairy tales, observing the composition and expressive presentation of the text. When choosing appropriate characters to tell, children give their descriptions and characteristics. With children of senior preschool age, learning to tell stories from personal experience continues, and these can be statements of different types - descriptions, narratives, reasoning.

“Make a description”

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

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

"Make up a story"

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

- Finish the sentence:

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

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

3. The porridge is cooked thick, and the soup... (thin). The forest is thick, and sometimes... (sparse).

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

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

- Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams are running; the song flows. — How to say it differently: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (they can do everything beautifully); golden hair (beautiful, shiny)? — Where have you come across the expression “evil winter”? (In fairy tales.) Who does the word “evil” refer to? (Evil stepmother, evil witch, evil Baba Yaga.) - Come up with a coherent ending to the phrases: “Little bear, where did you walk? (I was looking for honey on the tree.) Little bears, where have you been? (We walked through the raspberries into the forest, we wandered in the clearing.) The little bear was looking for honey (and lost his little brother).” - Come up with a story about two bear cubs, and I’ll write it down, then we’ll read it to dad (grandmother, sister).

"Tell me more precisely"

Target: develop accuracy of word use in coherent narrative stories.

- Listen to what I tell you. Where I stay, you will help me: select words and compose sentences.

Once upon a time there were three brothers: the wind, the breeze and the wind. The wind says: “I am the most important!” What kind of wind could it be? (Strong, sharp, impetuous, cold...) Vetrishche did not agree with his brother: “No, I’m the most important, my name is Vetrishche!” What kind of wind? (Powerful, angry, harsh, icy.) Little Breeze listened to them and thought: “What am I?” (Light, gentle, pleasant, affectionate...) The brothers argued for a long time, but they never found out anything. They decided to measure their strength. Wind started to blow. What happened? (The trees swayed, the grass bent to the ground.) What did the wind do? (Blowed, rushed, hummed, grumbled.) The wind blew. What was he doing? (Blowed strongly, howled, howled, rushed rapidly.) What happened after that? (The branches of the trees broke, the grass died, clouds rolled in, birds and animals hid.) And then the breeze blew. What was he doing (blowing gently and tenderly, rustling leaves, playing mischief, swaying branches). What happened in nature? (The leaves rustled, the birds began to sing, it became cool and pleasant.)

- Come up with a fairy tale about the wind, a little breeze or a breeze. You can talk about all of them at once. Who could they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Make friends, measure strength, argue, talk.)

All these exercises, games, activities can be repeated so that children learn that words have meaning and can change. They sound different. If the child completes all the tasks correctly, it means that he has a high level of speech development and is well prepared for school.

Entering school requires a first-grader to concentrate on educational activities. Of course, in the first year or two, teachers still try to include playful moments in the educational process, but still, studying is not toys, but a serious activity that requires effort of will, composure and perseverance.

But still, the main activity of a child in the first years of life is play. Through play, kids get to know the world around them:

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

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

Benefits of word games

Verbal games include all games in which the main element is the word. These are various kinds of associations, and chains, and leapfrogs, and even all kinds of crosswords: scanwords, chainwords, fillwords, diwords, etc. Some of them involve organizing leisure time for a large cheerful company, others allow you to spend interesting time alone with yourself. But all word games are united by a common characteristic - they do not require any (well, almost any) additional attributes. Maximum - a pen and a piece of paper, a ball, cards with pictures, words or letters.

You can play word games with children anywhere:

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

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

• attention;
• memory;
• thinking;
• imagination;
• speech.

We believe that we have convinced you that playing is not a hindrance to studying. This means it’s time to move from words to deeds. More precisely, to the game. Word game.

Word games with ball

"I know…"

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

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

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

• chamomile - once;
• buttercup - two;
• lilac - three...

If the player hesitates and cannot quickly name the flower, he passes the ball further around the circle, and at the end of the game (when all the participants in this category have been named by the joint efforts of all participants), he will have to complete some task (tell a rhyme, sing a song, answer a question). question, jump on one leg, etc.)

"Edible - inedible"

At a time when all the courtyards were filled with groups of children of different ages, residents of nearby houses through open windows could hear for days on end how excitedly children were playing this incredibly popular game at that time. If your childhood passed without it, we will tell you surprisingly simple rules.

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

• cucumber;
• bench;
• blazer;
• bun...

If the object called water can be eaten, the player catches the ball with his hands and then returns it to the leader. If the word is “inedible”, the ball must be hit. The player who reacted incorrectly to the word changes places with the leader.

Instead of classification by “edibility”, any other characteristic can be used. For example, catch the ball if the named word denotes transport (flower, wildlife objects...), otherwise, hit it.

"Tender ball"

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

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

Examples:

• chair - stool;
• eye - little eye;
• sun - sunshine;
• doll - doll.

"Who's cooking?"

A game to consolidate knowledge about the variety of professions.

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

Examples:

• cooks - cook (cook, pastry chef);
• draws - artist;
• writes - writer (journalist, poet);
• builds - builder;
• treats - doctor.

You can change roles: the presenter names the profession, and the players catch the ball and name the appropriate action.

"Earth, water, air"

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

You can use category names (birds, fish...) and specific names (perch, pike, swallow). The main condition: words should not be repeated. If it is impossible to name the word or there is a repetition, the loser must complete the task of the presenter.

Example:

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

General for word games with a ball

All the games described are suitable for organizing activities with a 6-7 year old child on the street and at home. You can use a small soft ball or skip the ball altogether, simply saying the words of the game one by one. In these educational games, the ball serves several purposes:

• requires successfully distributing attention between several actions (catching a ball and thinking about the correct answer);
• regulates the time for thinking over an answer (the ball should not linger in the player’s hands for more than 3 seconds - by agreement, this time can be extended or reduced);
• adds dynamism and excitement to the game.

Word games to develop logical thinking

"Who's the odd one out"

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

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

Example:

• Bed, wardrobe, table, chair, sheet.

In this group, the word “sheet” is redundant because, unlike the others, it does not mean furniture.

• Pillow, blanket, sheet, bed, wardrobe.

In this group, like in the previous one, there are the words “bed”, “sheet” and “wardrobe”. The extra word this time is “cabinet”, since it does not denote an object that can be used for sleeping and relaxing.

"Danetki"

Danets are a special type of riddles that perfectly develop logical thinking, teach you to think outside the box and creatively. The player is given a task that requires a solution. To find this solution, the player (several guessers are allowed to participate, then they must ask questions to the presenter in turn) asks the presenter leading questions, to which there can be only three possible answers:

• doesn't matter

The goal is to find the right solution in a minimum number of questions. You can add a competitive element by declaring the winner the player who first guesses how to solve the puzzle. Examples of ready-made ones are on our website. Having trained on ready-made riddles, you will be able to come up with similar problems yourself.

Puzzles

Riddles are a variant of word games known since ancient times that perfectly develop logic. But we suggest not using ready-made author’s or folk riddles, but composing them, as they say, on the go. Moreover, the players must alternately change the roles of guesser and riddle: first you guess, and the child guesses, then vice versa.

This game task develops the ability to identify the characteristics of an object, recognize objects by description, and compose a verbal description by which one can recognize the object.

Example:

This vegetable is green even when ripe. There is no need to boil or fry it. It can be salted, pickled and fermented.

As you probably guessed, this is a cucumber. If the child cannot guess the riddle, add new conditions. Say that you like to add this vegetable to salad, that it is in your grandmother’s garden beds at the dacha... In general, develop not only your child’s thinking, but also your own. It will come in handy :)

Word games for speech development at 6-7 years old

"Connect"

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

Examples:

• tall, tree - tall tree;
• girl, run - girl runs (runs, ran);
• forest, mushrooms, grow - mushrooms grow in the forest;

"Hug with words"

There is a lonely word. He is bored and sad. You need to embrace him with words so that you get a sentence.

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

*Please note: a 6-7 year old child is not required to know the classification and components of sentences, but it is already possible to give a general idea in such a playful form.

Example:

• Cat;
• The cat is running;
• The ginger cat is running;
• A red cat with white paws runs;
• A red cat with white paws runs down the street;
• A red cat with white paws runs along a snowy street.

"Tell the picture"

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

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

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

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

1. We have given only a small part of possible games with words. You will find more options in other materials on our blog.
2. Play word games with the whole family. This perfectly strengthens family ties and forever leaves in the child’s memory bright memories of a happy childhood.
3. Adapt play conditions to suit your child's needs. It is important that the tasks are within the capabilities of a preschooler, but at the same time not overly simple.
4. When choosing the topic of the game, focus on the issues that you are currently studying in developmental classes, so the game will serve as a reinforcement and repetition of what has been covered.

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