Word games for older children. Didactic (verbal) games for the development of speech

All players sit or stand in a circle, and the driver starts the game.

I go camping and I take a tent with me,” he says.

His neighbor should continue the list.

I go camping, and I take a tent and a sleeping bag with me, - says the second.

I go camping and I take a tent, a sleeping bag and a backpack with me, - says the third.

This continues until someone fails.

You can prompt someone who remembers, but not with words, but with gestures showing who takes what.

The lady sent 100 rubles

Driver says:

The lady sent a hundred rubles,

And she said, "Don't take black and white,

"Yes" and "no" do not say!

Are you going to the ball?

Players must answer, subject to conditions - without saying the words "white", "black", "yes" and "no".

Have you seen snow?

Many times!

Do you know what color it is?

I know.

And what?

Like milk or salt.

I take with me on the road

One player drives. He conceives a rule according to which objects are divided into two groups - what he "takes with him on the road", and everything else. After that, the driver starts the game, giving the correct example:
- I take with me on the road ... WATERMELON!
Players try to guess the conceived rule by asking if the driver will take this or that with him on the road, for example:
- Will you take with you ... BANANA?
- No!
- And the orange?
- Yes!
- A cucumber?
- No!
- And the car?
- No…

Ball?

Yes.
When someone thinks he has guessed a rule, he talks about it and names the rule. If the rule is named incorrectly, then he is out of the game (However, kids can be given several attempts.)
The rules can be very different, from very simple - like “I take all spherical objects”, to very tricky ones, like “edible, starting with a consonant”.

Chain of words (cities)

All players in their turn come up with words that begin with the last letter of the previous word. It turns out a chain of words:

Watermelon - zebra - artist - theater - robot - telephone - nose - elephant - sky - window - ocean

The fourth extra

Players guess each other a few three words from one group of objects, and the fourth from another. The rest have to guess which is odd. In this game, it is important not only to guess too much, but also to explain your decision (and if the explanation is good, then it is quite possible to recognize another solution as correct, not the one the author wanted)

For example,

Cucumber, banana, carrot, cherry. (an extra cherry, it is small and not long, but round)

Pear, potato, apple, peach (extra potato, it is a vegetable, not a fruit)

Cucumber, tomato, kiwi, peas (tomato can be superfluous - it is of a different color, and peas - it grows in pods, and kiwi - it is fluffy, and cucumber - it is long)

Definitions

Players agree on what letter they will come up with words, and then they start to come up with words and give them funny definitions.

For example, everyone comes up with words that start with K

That's a lot of branches, less than a tree

This is a very thorny plant from the desert.

It is a very sour red berry.

This is part of the shoe, it can be very tall and thin

It is a drink similar to coffee with milk in color.

1. What are you doing? (folk game)

Target. Activate the use of verbs and verb forms denoting professional actions. The game is played outside. The host assigns a job to each player sitting in a circle: cook dinner, bake bread, reap oats, repair a car, sew, knit, etc. Each participant digs a hole for himself, sits down near it, takes a stick and twirls it in a hole. The leader in the middle of the circle also twirls the stick in the hole, gives everyone some common work, for example, says: “Bake bread” or “Sing a song,” and everyone starts twirling the chopsticks in the hole and loudly repeating the task: “I’m baking bread, I bake bread, etc.

At this time, the host suddenly turns to someone with a question: “What are you doing?” The person asked should immediately name the work assigned to him, for example: "I reap the oats." If he makes a mistake and calls the general work (baking bread) or hesitates, then he changes places with the leader.

1. King (Folk Game)

Target. Correlate expressive movement and a derivative word denoting a profession. Organization. One of the players at will becomes the King. The rest are considered employees. The king sits down in a certain place, and the workers step aside and agree on what kind of work they will be hired from him. Having agreed, they come up and say:
- Hello, King!
- Hello! he answers.
- Do you need workers?
- Needed.
- Which?

Children begin to depict people of different professions with expressive movements (sawyer, lumberjack, plowman, digger, seamstress, cook, laundress, etc.). The king must name the work of everyone, and if he immediately names everything correctly, then the workers run away to the appointed place. The king catches them, and whoever he catches becomes the King, while the rest go to negotiate again about the work. But if the King names the depicted work incorrectly, then he names it a second, third time, etc., until he finally guesses. The King can catch workers only when they have not yet reached the appointed place, and if he does not catch anyone, then he again remains the King for the next game. The great interest of the game is to choose a job that would be difficult to guess, and through this to make the King play his role longer.

1. Kite (Folk game)

Target. Activate the use of verbs.
Leading - Korshun (elected by lot). Children surround him with a flock, and a dialogue begins.
- I walk around the kite, I look at the kite.
- Kite, what are you doing?
- Dig a hole.
- Why dimple?
- I'm looking for money.
- Why do you need money?
- Buy a needle.
- Why do you need a needle?
- Sew a bag.
- Why a bag?
- Place stones.
- Why stones?
- Throw at your children.
- For what?
- They climb into my garden.
- You would make the fence higher, and if you don’t know how, catch them!
The children run all over the place. The kite is catching up. The game ends when everyone has been caught.

1. What is your name? (folk game)

Target. Activate derived names and their forms; correlate the derivative verb and the movement.
The participants of the game sit in a circle on chairs (on the grass). The driver gives everyone some kind of funny name (or the children choose the name themselves): Bubble, Broom, Comb, Fountain Pen, Dump Truck, etc. After that, the driver asks questions. Answering them, you need to repeat only “your word” (a vial, a broom, etc.). Answer quickly, without hesitation. Under no circumstances should you laugh. Let others laugh, and the one with whom the driver speaks must answer seriously. You can't even smile.
The driver approaches the one whom he called the Broom, and importantly warns:
Who's wrong
He will fall!
Who will laugh
That will be bad!
After that he asks:
- Who are you?
- Broom.
The leader points to the hair of the player and asks:
- What do you have?
- Broom.
The leader points to his hands:
- What do you have?
- Brooms!
The leader points to his feet:
- And this?
- Brooms.
- What did you eat this morning?
- Broom!
- And what do you drive around the city?

1. What is the dog like?

You can ask the child to imagine a dog and tell as much as possible about it: what kind of coat it has, what it likes to eat, what shape its tail and ears have, what character it has, etc. Children call sentences in turn.
Other topics: "What is spring like?", "What is a cow like?" and so on.

1. Guess who my friend is.

For this game, you will need cards with images of animals. Each activity game has a separate topic - pets, wild animals, birds, fish, etc.
Each child must choose a card with an animal so that the other children do not see it, and come up with a name for the animal. Now you need to give time to compose a story about his life.
For example, a child chose a picture with an elephant. I named him Phil. Then he tells about him: My Filya lives in Africa, he is very big and kind, he loves to eat fruits and vegetables. Filya even performs in the circus and so on. The rest of the children try to guess what animal it is. You can depict the gait of an animal.

1. name the word

You can play with a group or two. It is better to use a small ball for the game.

Pronouns . One throws the ball, calls the pronoun. The task of catching the ball is to name the word corresponding to the named pronoun. Example: she is a painting; he is a champion; it is the sun.

Complicated version: him - an elephant; to her - to the doll, to them - to the dogs; from us (from them) - from girls.

Noun suffixes. Task: to give the word a diminutive meaning (option: increasing or intimidating meaning). Example: house-house (house).
a) carpet, book, knot, shadow, cat, bag, ball, leg, man, stump, nose, umbrella…,
b) door, button, power, ant, friend, tree, sparrow...,
c) weather, piano, date, factory….

Prefixes. Task: find the right word? Beginning? (prefix). Example: tear-pick.
a) sit down, see, sewn, move, take, settle, drive, do, fall,
b) rash, who, pathetic, grandson, given ...

1. Answer quickly!

You can play together and with a group. One of the players names three adjectives denoting various characteristic properties of an object - color, taste, size, etc. The second player must quickly name an object that matches these features:
Voiced, fast, cheerful ... (ball)
tall, durable, brick ... (house)
red, fluffy, cunning ... (fox)
green, prickly, elegant ... (tree)

1. Who is bigger?

An object is placed in front of the children that has as many features as possible - for example, a ball is round, shiny, hard, smooth, or vice versa - soft, rough.
Typewriter - large, small, shiny, sparkling, light, dark, one-color (multi-color)

Task for children

1. Who will name the properties of the object more.
2. Who will name more possible actions with the subject.

1. Say it differently.

A simple sentence is taken, but with adjectives and adverbs, for example: "The car was driving fast along the highway." And now, imagine that these words suddenly disappeared from the language, but the thought still needs to be expressed somehow. It is necessary to come up with a variant of the same phrase in other words. In this case, none of the words of the initial sentence should be repeated. (The car was speeding down the road)

1. What is the reason?

Some unusual situation comes up. For example: "When you came to the park in the morning, you saw that all the benches had disappeared there." We need to come up with an explanation for this event as quickly as possible. The reasons can be ordinary, everyday ("They took it for repairs"), and unusual, fantastic (the benches were offended that they were being spoiled and went to another park). The winner is the one who offers more reasons, and the more varied they are, the better. The game develops the ability to analyze and think logically.

Guess who called (for children 3-4 years old)

Children stand in a circle. An adult invites one of the players to his place, who becomes his back to the children. At this time, the driver (he is chosen by a counting rhyme earlier) approaches one of the participants in the game and touches him. He calls his name out loud.

Who called you? - the adult asks. The one who was called says the name of a comrade. The game continues until all the children are in the role of a guesser.

Rules. Do not look at the children, guess only by the voice of the one who called, correctly name his name. Call the name loudly, the voice cannot be changed.

We won’t say where we were, but we’ll show what we did (for children 4-5 years old)

The driver is selected, he leaves the room. The players agree on what action they will show: wash, dance, draw, chop wood, play the piano, etc. They invite the driver. He is asking:

Where have you been? What they were doing?

We won’t say where we were, but we’ll show what we did, - the children answer in chorus and depict the planned action.

Rules. All children correctly depict the action, so that you can guess, name it.

Radio (for children 5-6 years old)

A rhyme is chosen leading to the role of an announcer. He describes in detail the appearance, the characteristic features of one of the players. An adult can give a sample of such a description:

Attention! Attention! The girl is lost. She is wearing a red sweater, a black skirt, red shoes, she sings well, she is friends with Vera.

If the announcer gave such a description that the children could not recognize their comrade, everyone answers in unison: "We don't have such a girl (boy)!"

Rules. Tell in detail about the most characteristic features in the behavior and clothing of the players.

Who will name more actions (for children 6-7 years old)

An adult names professions familiar to children: doctor, salesman, cook, driver, throws the ball to the child. The child must remember and name the action of a person of this profession.

What is the chef doing?

Bakes!

Rules. Name only one action of a person of this profession. If the child cannot remember, he hits the ball on the floor, catches it and then throws it back to the leader.

Find a mate (for children 5-6 years old)

To find a mate, the child says a word, and one of their children responds with a similar word:

Joke!

Bear!

Rules. Those who made up a couple step aside. The game continues until all the children have matched.

Stop! Stop the wand! (for children 5-6 l)

Children stand in a circle, an adult in the center. The game consists in the fact that the children name the words and at the same time pass the wand to the person standing next to them - a kind of relay race. About what these words will be, the participants of the game agree in advance.

What animal are we talking about?

We will talk about the kitten everything we know.

Let's pick up words about what kind of kitten (selection of adjectives).

Children pick up and name the words: striped, mischievous, fluffy, mustachioed, cheerful ... When the wand reaches the middle of the circle, the task changes:

We will select words about what the kitten can do (selection of verbs).

Rules . If someone repeats an already named word or searches for it for too long, the adult gives a signal: "Stop! Wand, stop!" The child must leave the circle. Similarly, words are selected to characterize other animals, birds, insects, fish.

Guess who am I?

Children sit or stand in a circle. Everyone thinks of an image for himself, but does not name it. One of the participants goes to the center and says: "I can ..." (the action is depicted with the help of plasticity.)

Children must guess and name the action depicted. "And I also know how ..." - the child-leader says and shows the next movement. After the image of 3-4 functions, the children guess the object.

For example: jump, roll, lie ... (ball).

If the children named the object according to the hidden functions, but not the one that was originally thought of, it is proposed to remember for whom these functions are in character.

The number of participants is up to 10 people.

Whose job is this?

Each child chooses his own image. It can be marked with a medallion. The leader with the ball in his hands becomes the center of the circle. Throwing up the ball, the presenter calls some function of this or that image: "Who knows how to transport goods?" etc.

The one of the children whose image is characterized by this function catches the ball and becomes the leader.

No more than 5-6 children participate in the game, it is desirable that images with mismatched functions be selected.

repeater

Children choose images for themselves or receive them from the leader. Then the host calls his image and its characteristic function, and the rest of the children "try on" this function for themselves:

I am a frog. I can jump.
I am a machine. I also jump when I go over bumps.
I am a Pencil, I also jump when I draw dots. Etc

The main difficulty of this training is that it is necessary to find the conditions for the manifestation of this unusual function.

Blizzard.

Children spin around the room, depicting snowfall, with the words:

The blizzard swirled like a miracle carousel,
All paths covered. She gave us a gift...

And the teacher calls any object. Everyone freezes in place at the last word. The one whom the teacher points to should depict this object in action.

Overtaking.

Each child comes up with an image for himself. Children stand in a circle and take turns calling themselves. Then they also call their functions in turn, but not with a verb, but with a noun formed from the verb with the help of diminutive suffixes: "horse", "sprinkler", etc. Whoever cannot quickly give his nickname is out of the game for one round.

The number of participants should be at least 6 people, then each child will have the opportunity to think until his turn comes.

The game takes place in 5-6 circles, so each of the children will have to find at least 5 different functions of their image.

Who is doing this? (a kind of game "Yes - No")

One of the participants guesses the subject. The rest take turns asking him questions that can be answered in the affirmative or in the negative.

All questions should relate to the functional purpose of the subject: "Does it fly? Can it be cut? Do you need it for writing?" etc.

For the correct guess, you can offer a chip or transfer the right of the presenter.

Neumeyka

The facilitator starts the game by naming the object and its unusual function. The next child names the object that performs this function, and then names a new function that is already unusual for the second object.

For example: "I'm a sparrow, I can't dance." "And I'm a ballerina, I can dance, but I can't carry loads." Etc.

I'm going to the village

For the game you will need a set of subject pictures, which are stacked face down.

The child announces: "I'm going to the village and I'm taking with me ..." and pulls out any picture from the pile. Then he must explain why he needs this object in the village. 3-4 children participate in the game.

The final destination of the journey periodically changes: to the village, to visit the monkeys, to the North Pole, to relax at the sea, etc.

tell me a story

Children in roles retell a well-known fairy tale, but the characters are called not by names and titles, but by derivatives of functions.

For example, the fairy tale "Teremok":

Squeaker is running...
In the Swamp the Nurse came up to the tower...

The purpose of this block of games:

Exercise children in the ability to notice the dependence of the manifestation of different properties of the same object on the stage (stage) of development, to notice changes in objects over time.

How it was?

Children are offered sets of pictures that depict objects of the natural and man-made world at different stages of their development or creation, and are asked to put them in the correct sequence. If the condition is met, the pictures are folded into a continuous single line.

seed - sprout - flower with bud - opened flower

turnip

The object is set. The teacher offers to "pull the turnip" Children become a train and take turns calling the stages of development of this object. For example: an egg for a turnip, a tadpole for an egg, a frog for a tadpole, a frog for a frog, we pull, we pull ... they pulled out a turnip.

If everything is named correctly, then the adult announces that the turnip is stretched out, and if the children make a mistake, then the turnip "remains" in the garden.

Was. Eat. Will.

The teacher names the object. Children list its properties in the past, present, future. For example, an apple:

Now - sweet, juicy, red...
was - green, sour, tart...
will - dry, shriveled, wormy.

Similarly, you can play with the functions of this object.

Chamomile

The game uses a spinning top. Subject pictures are laid out around it. The wolf spins. When the arrow points to one of the objects, one of the children (or in a collective process) must tell about the stages of development of this object, what it will become in the near and far future. The game is addressed to older preschoolers.

What happened? What will happen?

For the game you will need pictures for well-known fairy tales. You can use not only illustrations, but also schematic "frames" for the plot, drawn together with the children.

Everyone receives one picture and, on a signal, must quickly take their place in the general line. Then there is a discussion: each child names what is shown in the picture, whether it was in the plot or still will be (in relation to the previous performance).

For example: Kolobok met a hare and sings a song to him. It is now. The gingerbread man runs away from home. It was. The gingerbread man sits on the nose of the fox. It will be.

The purpose of this block of games:

Analysis of the structural units of objects of the surrounding world, an exercise in highlighting properties.

magic pouch

A bag of opaque material contains a number of objects or toys. The called child puts his hand into the bag, feels the object and aloud lists the properties that tactile sensations suggest to him.

The rest of the children guess this object by the listed properties.

It is advisable to take no more than 5-6 items at the same time, made from different materials and not having pronounced parts, because. instead of properties, the child names parts, and the answer becomes obvious.

You are my piece

Children sit in a circle. One of them names the image, and the rest - its parts: I am the lake, and you are my piece. I am your shore, bottom, water, etc.

As a complication, it is proposed to build a whole subsystem chain: "I am a lake, and you are my piece. I am your shore, and you are my piece. I am the sand on the shore, and you are my piece ..."

Guess-ka (a kind of game "Yes-No").

The child thinks of an image for himself and describes it without naming it. The rest, according to the description, must guess who the child guessed. You can enter a condition: instead of describing the properties, the child can name several supersystems of the object (I visit the forest, the cage, the zoo, etc.) Then, when guessing, the children can ask several clarifying questions, which can only be answered "yes" and " No".

Snake

The game involves 4-6 children. For each of them, the educator calls a word from a single supra-systemic chain: street, quarter, district, city ... Or: carrot, garden, garden, village ... The words are called out of order.

Then the children scatter in different directions, and at the signal: "Snake, line up!" must line up in a column, observing the supra-systemic order: from the smallest to the broadest concept.

Choose what you need

This game practices the skill of classification. Subject pictures are interspersed on the table. The teacher names any property on any basis, and the children must choose the maximum of objects in which this property is observed.

magic track

The game begins with training in sorting objects by class. It is advisable to take no more than 4 classes for one game: for example, 5-6 pictures from the classes of dishes, furniture, clothes, plants. Then 4-5 randomly selected pictures are laid out in one row, one from each class. Children must find a common sign for the laid out items.

Dominoes

At the signal, the children stand in pairs facing each other. Then, in turn, each couple should name their common feature: color or details of clothing, gender, place, etc.

Scouts

For the game you will need a large plot or landscape painting and a set of subject pictures.

On command: "Scouts, forward!" children must choose from a variety of subject images those that are characteristic of the place depicted in the big picture: what can be found in the meadow, in the forest, in the room, etc.

If the child is wrong, then together with the rest of the participants in the game, you need to come up with a situation that justifies the wrong choice. For example, a child cannot explain why he chose a bus for a picture of a farm: “Milkmaids could come on the bus, bring feed for livestock,” etc.

Chain

The first child names the object.
The second is its property.
The third is an object with a named property.
The fourth is another property of the new object, and so on.

For example:

Carrot.

Carrots are sweet.

Sugar is sweet.

White sugar.

White is snow, etc.

Merchant (modification of the folk game "Paints")

A merchant and a seller are chosen. The rest of the participants in the game are goods. Each "goods" the seller calls his image, but so that the merchant heard. Then the merchant turns to the seller: "Seller, seller, sell me the goods." "And what do you want to sell?" The merchant describes the properties of the goods: "Sell me round, fluffy, warm ..."

The child whose image corresponds to these properties runs away, and the merchant catches up with him. If he caught up, he takes him to the agreed place and chooses the next product. If not, then the commodity becomes the merchant, the merchant becomes the seller, and the seller takes the place of the commodity. (Variations are possible in the mobile part of the game.)

The purpose of this block of games:

Exercise children in classifying objects of the world around them according to a specially given or arbitrarily chosen feature, in generalizing objects by belonging to a certain class in biological classification; in the selection of signs and properties of objects, in the analysis of the "usefulness" and "harmfulness" of various objects of animate and inanimate nature. Lead to an understanding of natural relationships on the basis of dialectical laws, human responsibility for the conservation of nature.

The world around us

Material : globe, graphic "model of the world" - a circle divided into two colored parts (white and blue), subject pictures (up to 20 pcs.).

Game progress : a globe is presented to the children, it turns out that the planet is round in shape, multi-colored in color, in components - a lot of things, in size - huge. Next, the teacher places a "model of the world" and subject pictures on the table, explains to the children that the blue part is the natural world, the white part is man-made.

Children have to distribute the pictures in a circle. For example: a flower - in the blue part, this is nature. The car is in white, this is a man-made world. If the children easily cope with the task, then the game "Everything in the world is messed up" is played: the children close their eyes, the teacher mixes the pictures in sectors (p) and (p). Children open their eyes and correct mistakes, giving justification.

The natural world is different

Material : pictures depicting natural objects.

Game progress : children are invited to compare several pictures of natural objects with each other. Ask to separate pictures depicting animate and inanimate nature, to make a justification.

Name it in one word

Game progress : the teacher names several objects of the same class, the children call them with one word (birch, oak, pine - trees, etc.).

I know

Material: ball.

Game progress : toss the ball and say "I know five names of birds, animals, etc. Pronounce 5 names of birds, animals, plants or other objects of nature.

The second option: the teacher throws the ball to the child and calls the class of objects of nature - "Beasts". The child catches the ball and names five animals, etc.

Chain

Material : ball, pictures of objects.

Game progress : the teacher first shows a picture of the object, then passes the ball. Whoever has the ball in his hands, he calls one of the signs of the object and passes the ball to another. It is necessary to name as many features of the object as possible and not repeat.

Such a leaf, fly to me

Material : fallen leaves of various trees (in autumn) or their silhouettes cut out of colored paper.

Game progress : children are given silhouettes of leaves (one at a time). The teacher stands in the opposite corner of the room or playground, shows the children a sheet and commands: "Maple (aspen, birch, etc.) leaf, fly to me." The children who ran up should make sure that they have a leaf from the named tree in their hands, then talk about its signs.

Complication - command: "Such a leaf fly to me." The sign of belonging to some plant is not called. If among those who run up there is a child with a leaf of another tree, he must find a common feature between his own and the leaf shown.

Teremok

Material : a set of subject pictures.

Game progress : a situation is being played out - in an open field of a teremok, in which objects of the surrounding world settle. An object (picture) can be settled only when the child finds at least five similar signs between his picture and the picture of the "owner" of the house. For example: an umbrella settled first in the tower. The child has a picture with a cherry. Common features are rounded shapes, a stone in a cherry and a bone handle near an umbrella, general color, etc.

Complication - you need to name similar signs not only with the "owner" of the tower, but also with each of its inhabitants who have already settled there.

Good bad

Game progress : the teacher names a natural phenomenon or object, and the children first list its useful properties, and then the harmful ones. For example: frost is good because it is easy to breathe; the snow does not melt, you can go sledding; the river freezes, the skating rink does not need to be flooded, etc. But the cold is bad, because the hands get cold, you can’t walk for a long time, etc.

Complication - ask the children a "point of view", from the position of which they will justify their arguments. For example, when rain is good or bad for a tree, a cat, etc.

Who lives where

Material : pictures with animals from the teacher, pictures with images of different habitats - from children (tree, river, hole, etc.)

Game progress : the teacher shows a picture of an animal, and the child must determine where he lives and "settle" on his desired card.

Edible - inedible

Target: exercise in the classification according to the selected attribute.

Material: ball.

Game progress: the driver throws the ball and names the object. If the object is edible, then the catcher holds the ball, if not, then discards it.

Flying, swimming, running

Material: ball.

Game progress : the driver takes turns throwing the ball to the children, naming the wildlife object. The child catches the ball and throws it to the driver, naming the method of movement of this object.

For example: a bunny - runs, a crow - flies, a crucian - swims.

Complication - are called not only natural, but also man-made objects. Then the child must name the origin: pike - the natural world, swims; airplane - man-made world, flies.

Note : You should name objects, not the whole class. For example, you should say "sparrow", "jay", "swift", and not "bird".

Fish - birds - animals

Material: ball.

Game progress : the teacher throws the ball to the child and says the word "bird". The child, having caught the ball, must pick up a specific concept, for example, "sparrow".

Snowball

The first calls one word, say, "HOUSE".
The second adds his word to it: "HIGH HOUSE"
The third adds more details: "BEAUTIFUL HIGH HOUSE"
Prepositions can, for simplicity, not be considered as separate words.
"BEAUTIFUL HIGH HOUSE WITH A PIPE"
"BEAUTIFUL HIGH HOUSE WITH RED PIPE"

Guess!

didactic task. To teach children to describe an object without looking at it, to highlight essential features; recognize an item from a description.

Game rules. It is necessary to talk about the subject in such a way that the children do not immediately guess about it, so you can not look at the subject. In this game, you only need to talk about those items that are in the room.

Game actions. Transfer of the stone. Guessing what the participant of the game said.

Game progress. The teacher reminds the children how they talked about familiar objects in class, made and guessed riddles about them, and suggests:

- Let's play. Let the objects of our room tell about themselves, and we will guess from the description which object speaks. Choose for yourself every object and speak for it. You just need to follow the rules of the game: when you talk about an object, do not look at it so that we do not immediately guess, and only talk about those objects that are in the room.

After a short pause (children must choose an object for description, prepare for an answer), the teacher puts a pebble in the hands of any player (instead of a pebble, you can use a ribbon, a toy, etc.). The child stands up and gives a description of the object, and then passes the pebble to the one who will guess. Having guessed, the child describes his object and passes the pebble to the next player to guess.

The game continues until everyone has come up with their own puzzle. If the game takes place during the lesson and, therefore, all the children of the group take part in it, its duration will be 20-25 minutes.

During the game, the teacher makes sure that the children, when describing objects, name their essential features that would help to recognize the object. He can ask a question to the guesser: “Where is this item located?” or: “What is this item for?” But one should not rush to leading questions. It is necessary to give the child the opportunity to remember the object, its main features and talk about them.

Children give the following descriptions of objects: “Wooden, polished, glass in front, it can be interesting to tell” (TV), “Iron, made of twigs, stands on the windowsill, from there you can hear the singing of a bird” (cage), “Brilliant, with a spout, boiled in it water" (kettle).

A toy shop

didactic task. To teach children to describe an object, to find its essential features; recognize an object by its description.

Game rule. The seller sells the toy if the buyer spoke well about it.

Game actions. The seller is chosen by counting. Playing with purchased toys.

Game progress. Children sit in a semicircle in front of a table and a shelf with various toys. The teacher, turning to them, says:

We have opened a new store. Look how many beautiful toys it has! You can buy them. But in order to buy a toy, one condition must be met: do not name it, but describe it, while you cannot look at the toy. According to your description, the seller will recognize it and sell it to you.

A seller is chosen with a short rhyme. The teacher is the first to buy a toy, showing how to follow the rules of the game:

- Comrade seller, I want to buy a toy. She is round, rubber, can jump, all children love to play with her.

The seller hands the ball to the buyer.

Thank you, what a beautiful ball! - the teacher says and sits on a chair with the ball.

The seller calls the name of any of the players. He comes up and describes the toy he has chosen to buy:

- And please sell me such a toy: it is fluffy, orange, it has a long beautiful tail, a narrow muzzle and sly eyes.

The seller gives the toy to the fox. The buyer thanks and sits down.

The game continues until all the children have bought toys.

The role of the seller can be performed by several guys in turn.

Children who "bought" toys then play with them in the room or on a walk.

The game in the store is best done after sleep before independent games.

The teacher brings to the store such toys that the children have not played with for a long time in order to arouse interest in them, to remind them how interesting and beautiful they are.

Note. By the same principle, the game "Flower Shop" is played, where children describe indoor plants, their leaves, stem, flower.

Radio

Didactic task. Cultivate the ability to be observant, activate the speech of children.

Game rules. Talk about the most characteristic features in the behavior, clothing of the children of your group. Which of the announcers described so incompletely that the children did not know who they were talking about, the forfeit pays, which is redeemed at the end of the game.

Game actions. For the role of the announcer, a child is chosen by a counting rhyme. Playing phantoms. Guessing according to the description of comrades.

Game progress. The teacher, turning to the children, says:

- Today we will play a new game, it is called "Radio". Do you know the name of the person who speaks on the radio? That's right, they call him a speaker. Today, the radio announcer will be looking for the children of our group. He will describe someone, and we will find out from his story who is lost. I'll be the announcer first, listen. Attention! Attention! The girl is lost. She wears a red sweater, a checkered apron, and white ribbons in pigtails. She sings songs well, is friends with Vera. Who knows this girl?

So the teacher starts the game, showing the children an example of a description. Children name a girl from their group. “And now one of you will be the announcer,” says the teacher. A new speaker is chosen with the help of a counting rhyme.

The teacher makes sure that the children name the most characteristic features of their comrades: how they are dressed, what they like to do, how they treat friends.

If the announcer gave such a description that the children could not recognize their comrade, everyone answers in unison: “We don’t have such a girl (boy)!” And then the announcer pays a forfeit, which is redeemed at the end of the game.

Where was Petya?

Didactic task. Activate the processes of thinking, recollection, attention, speech of children; cultivate respect for working people.

Game rule. You can only talk about what is in the building, on the site of the kindergarten or outside it, that is, what is provided for by the rule of the game.

Game actions. Guessing. Sketches based on the plots of stories, drawing-guess.

Game progress. Option 1. The teacher tells the children that they will play a game that will make them remember everything they saw in their kindergarten: what rooms are there, who is in them, what is in each room, what they do in it.

The teacher says:

- Let's imagine that a new boy, Petya, has come to our kindergarten. Together with the teacher, he went to inspect the kindergarten. But where he went and what he saw there, Petya will tell. On behalf of Petya, you will tell everything in turn. Don't name the room by a word. We must recognize it ourselves from your description.

If the children are already familiar with the games “Guess”, “Shop”, “Radio”, they must independently, without the help of a teacher, give a description of the individual rooms and the work of adults in the kindergarten.

We give approximate descriptions given by the children: “Petya went into the room, where there were a lot of clean linen on the shelves. Maria Petrovna stroked him, the washing machine hummed. (Laundry.) “Petya looked into the room where the children were singing, dancing, someone was playing the piano. The room was large and bright. (Hall.)

The teacher warns the children that they should only describe what Petya could see in the kindergarten building. If the child told about what is not in kindergarten, he is considered a loser.

Option 2. You can make this game more difficult. The teacher, when repeating it, suggests remembering what Petya could see when he went to the kindergarten site. Children describe the site, buildings, trees, shrubs, identify features that distinguish the site of one group from the site of another.

The teacher needs to activate the children's vocabulary, offering to name the same thing with different words. For example, a child described a vegetable store: “Petya went down the stairs and saw on the shelves jars with various fruits, juices, compotes; there were carrots in the sacks, and potatoes in a large box. Gum was cool." The children answer: "Petya got into the basement." The teacher offers to think and say in other words. Children's answers may be: “To the grocery store”, “To the pantry”, “To the vegetable store”.

The teacher confirms the correctness of the children's answers: "Yes, the room where Petya looked can be called differently."

Option 3. You can offer a more complex version. The teacher says to the children:

- We know our city (or district) well, we went on a tour, we saw what institutions, buildings, streets are in the city. But Petya has only recently arrived in our city. Tell us where he has been and what he has seen. And we will guess.

Children talk about the library, school, cinema, main street, etc.

The educator helps children to highlight the most significant distinguishing features of the described object, clarifies the knowledge of children. For example, Ira gave the following description: “Petya went into the house. There were a lot of shelves with books, people were standing and looking at them.” From this description, it is difficult to guess where Petya was: in a bookstore or in a library? The teacher clarifies the child’s story: “Did they sell or give out books there?” - "Given out." - "Where did Petya get to?" The children answer: “To the library” - “What was the main thing in the description of Ira?” - the teacher asks. - "The fact that books were given out there." - "Who gave out books?" - "Librarian." - "And who sells books?" ". So the teacher clarifies and deepens the knowledge of children about the environment.

Option 4. The teacher tells that Petya went to rest with his parents. The children should tell where Petya could go and what he could see there.

For example, the following description was given: “Petya came to his grandmother. I went for a walk with her and saw a long, long barn, there were a lot of pigs in it. There they were fed, they ate and grunted. The children answer: "Petya visited the collective farm."

The educator, activating the children's thinking, their vocabulary, suggests thinking about whether it is possible to answer in a different way. Children give such answers: "Petya visited a pig farm, in the village."

“All answers are correct,” the teacher sums up.

Option 5. The next time the teacher invites the children to think and say what Petya could see if he were a traveler. Children talk about Africa, the Arctic, etc., using the knowledge they have gained in kindergarten and at home. The teacher clarifies and deepens the knowledge of children, seeks to enrich their vocabulary.

Option 6. The teacher tells the children that Petya loves to read books, and suggests:

- Let him tell about any hero of the book, and we will find out which book Petya read.

He warns that you can only talk about those heroes that everyone read about in kindergarten.

Here are some of the children's stories:

“The little girl loved her grandmother very much, she went to visit her through the forest, brought her pies and milk, and picked flowers along the way.”

“Old people lived near the blue sea. The old man was fishing, and the old woman scolded him all the time, she was angry, fastidious.

“Grandpa was very kind. Spring came, the ice melted, the river overflowed, and the hares did not know where to hide. He swam up to them in a boat and rescued them.”

Children can also come up with games about Petya. “Let Petya find out what this song is called,” Tanya suggests. One of the guys or all together sing the words of the song, and the driver must remember its name and author. The teacher encourages creative independence. At the end of the game, he can invite the children to draw what they talked about in the game “Where was Petya?”.

What kind of bird?

folk game

Didactic task. To teach children to describe birds by characteristic features and recognize them by description.

Game rules. It is necessary to describe the arrived bird not only with a word, but also with an imitation of its movements. Whoever correctly named the bird becomes the leader.

Game actions. Imitation of the movements of different birds, guessing which bird is being told. The choice of a leading counting rhyme.

Game progress. This game requires a lot of advance preparation. Children watch birds, pay attention to their special signs (for example, the size and length of the beak, legs, color of feathers, where this bird lives, what it eats, how it screams or sings), by which you can find out what it is for a bird.

The game begins with the appointment of a driver who guesses what kind of bird has arrived. He pronounces his riddles in a singsong voice, and everyone else repeats certain words in unison. For example, the driver describes the crane like this:

I have a bird

Like this, like this! —

shows with his hands how big his bird is.

All players say:

Flying, flying bird

It flies to us!

The wings of a bird

Here they are, here they are! —

and shows, spreading his arms wide, what big wings the bird has.

All players:

Flying, flying bird

It flies to us!

The beak of this bird

Here it is, here it is!

But the driver is not yet sure that the players recognized the bird. He says where the bird lives, what it eats, etc., and ends with the question: “What kind of bird has flown to us?” Not all children answer the question, only one (whom the driver will point to). If the child answered correctly, the children say: "That's what a bird flew to us!" The one who guessed becomes the leader and gives a description of the bird that he thought of. If the child’s answer is wrong, the driver says to him: “Not such a bird flew to us.” Then he turns to another player and repeats the question. The one called the driver can guess only once.

The new driver describes another bird that has special features, such as an eagle, a parrot, a woodpecker, a crow, a rooster, a goose.

Another version of this game is also possible. Children give a description of various animals: a tiger, a hare, a fox, an elephant, a deer, etc., you just need to change the words: “I have an animal, like this!” Everyone says: “The beast is running, running, running to us!” Etc.

name three things

Didactic task. Exercise children in the classification of objects.

Game rules. Name three things with one common word. Whoever makes a mistake pays a fant.

Game actions. Playing phantoms. Throwing and catching the ball.

Game progress

“Children,” the teacher says, “we have already played different games where it was necessary to quickly find the right word. Now we will play a similar game, but we will only select not one word, but three at once. I will name one word, for example, furniture, and the one to whom I throw the ball will name three words that can be called one word furniture. What items can be called in one word furniture?

- Table, chair, bed, sofa.

- That's right, - the teacher says, - but in the game you need to name only three words.

"Flowers!" - says the teacher and after a short pause, throws the ball to the child. He answers: "Chamomile, rose, cornflower."

In this game, children learn to attribute three specific concepts to one generic one. In another version of the game, children, on the contrary, learn to find generic concepts using several specific concepts. For example, the teacher calls: "Raspberries, strawberries, currants." The child who caught the ball answers: "Berries."

A more complicated version of the game will be when the teacher changes the task during one game: either he calls the species concepts, and the children find generic ones, then he names the generic concepts, and the children indicate the species ones. This option is offered if the children often played various games to classify objects.

Birds (animals, fish)

folk game

didactic task. To consolidate the ability of children to classify and name animals, birds, fish.

Game rules. You can name a bird (animal, fish) only after you get a pebble, you must answer quickly, you cannot repeat what has been said.

Game actions. Transfer of a pebble, winning back forfeits.

Game progress. All children sit on chairs placed in a row or around the table, or stand in a circle.

One of the players picks up some object and passes it to his neighbor on the right, saying: “Here is a bird. What kind of bird? The neighbor accepts the item and quickly replies, "Eagle." Then he passes the thing to his neighbor and says himself: “Here is a bird. What kind of bird? “Sparrow,” he replies and quickly passes the item to the next.

The item can be passed around the circle several times until the stock of knowledge of the participants in the game is exhausted. You must answer without delay. If the child is slow, it means that he does not know birds well. Then the other participants in the game begin to help him by naming the birds. The same bird cannot be named twice, each time you need to name a new one. If someone repeats the name twice, they take a phantom from him, and at the end of the game they are forced to redeem him.

They also play, naming fish, animals, insects.

Who needs what?

didactic task. To exercise children in the classification of objects, the ability to name objects necessary for people of a certain profession.

Game rules and game actions. The same as in the previous game.

Game progress. The teacher says:

- And today we will remember what people of different professions need to work. I will call a person by profession, and you will say what he needs for work. "Shoemaker!" - says the educator.

“Nails, a hammer, leather, boots, shoes, a car, a paw,” the children answer.

The teacher names the professions familiar to the children of this group: doctor, nurse, educator, nanny, janitor, driver, pilot, cook, etc.

If children's interest in the game does not disappear, you can offer the opposite option. The teacher names the objects for the work of people of a certain profession, and the children name the profession.

“Reads, tells, teaches to draw, sculpt, dance and sing, play,” the teacher says and throws the ball to one of the players.

- The teacher, - he answers and throws the ball to her.

In this game, as in other games where the rules provide for the ability to quickly respond, it is necessary to remember the individual characteristics of children. There are slow children. They need to be taught to think faster, but this should be done carefully. It is better to call such a child to answer first, since at the beginning of the game there is a large selection of words. The teacher encourages the child with the words: “Vitya quickly found the right word. Well done!" It emphasizes the speed of response.

Tops-roots

Didactic task. Exercise children in the classification of vegetables (according to the principle: what is edible for them - a root or fruits on a stem).

Game rules. You can answer with only two words: tops and roots. Whoever made a mistake pays a fant.

Game action. Playing phantoms.

Game progress. The teacher clarifies with the children what they will call tops and what - roots: "We will call the edible root of the vegetable roots, and the edible fruit on the stem - tops." The teacher names some vegetable, and the children quickly answer what is edible in it: tops or roots. The teacher warns the children to be careful, since in some vegetables both are edible (see fig.).

The teacher calls: "Carrot!" Children answer: “Roots”, “Tomato!” - "Tops". "Onion!" - Tops and Roots. The one who makes a mistake pays a forfeit, which is redeemed at the end of the game.

The teacher may suggest another option; he says: “Tops”, and the children remember vegetables that have edible tops. This game is good to play after a conversation about vegetables, a garden.

Who will name more items?

Didactic task. Teach children to classify objects according to their place of production.

Game rules. You can answer only after you have caught the ball. The one who named the object throws the ball to another participant.

Game actions. Throwing and catching the ball. Whoever cannot remember, skips his turn, hits the ball on the floor, catches it, and then throws it to the driver.

Game progress. After a preliminary conversation about the fact that the objects around us are made by people in factories, plants or grown on state farms and collective farms, the teacher offers the game “Who will name the objects more?”.

“What is done at the factory (at the factory)?” - the teacher asks and throws the ball to one of the players. “Cars,” he replies and throws the ball to the next one. Children monitor the correctness of the answers, so that what was said is not repeated.

“What is grown on the collective farm (state farm)?” the teacher asks. Children name: flax, potatoes, rye, wheat.

In this game, the knowledge of children is clarified. For example, children learn that collective farmers grow grain, and bread is baked by workers in bakeries and bakeries.

Reminding children that human labor has been invested in the creation of almost every object instills in them a careful attitude to all things.

nature and man

Didactic task. To consolidate, systematize the knowledge of children about what is created by man and what nature gives to man.

The game rules and game actions are the same as in the previous game.

Game progress. The teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by people's hands, or exist in nature, and people use them; for example, wood, coal, oil, gas exist in nature, but houses, factories, transport are created by man.

"What is man made?" - the teacher asks and passes an object to one of the players (or throws the ball). After a few responses from the children, he asks a new question: "What is created by nature?"

During the game, the teacher conducts a short conversation with the children about the fact that a person uses nature in order to make life better for people, and at the same time people take care of nature: they protect forests from fires, clean ponds, lakes and rivers, protect animals and birds.

And if you...

didactic task. Cultivate intelligence, resourcefulness, the ability to apply knowledge in accordance with the circumstances.

Game rules. After receiving a pebble, you can name only one type of transport. It is impossible to repeat what has been said.

Game actions. Whoever made a mistake will perform various actions at the end of the game on the instructions of the players.

Game progress. The teacher starts the game with this introduction:

- Somehow the guys from the kindergarten decided to go on a trip around their native country. Everyone wanted to travel, but nothing came of them, it turned out that they all wanted to travel in different ways. What do you think the children of that kindergarten offered? Where and how did they want to go? Everyone can offer only one route and one suitable mode of transport, it is impossible to repeat.

Children sit in a circle. The teacher gives one of the players an object (pebble, acorn, cube). The one who received it says where he would go and on what, and passes the item to the participant sitting next to him. So the subject passes from hand to hand until all means of transportation are named. Children remember everything: boats, rafts, reindeer teams, rockets, etc.

Broken phone

Didactic task. Develop listening skills in children.

Game rules. It is necessary to convey the word so that the children sitting next to them do not hear. Whoever mistransmitted the word, that is, ruined the phone, is transplanted to the last chair.

game action. Whisper the word into the ear of the player sitting next to you.

Game progress. Children choose a leader with the help of a counting rhyme. Everyone sits on chairs lined up in a row. The leader quietly (in the ear) says a word to the person sitting next to him, he passes it on to the next, etc. The word must reach the last child. The host asks the latter: “What word did you hear?” If he says the word proposed by the presenter, then the phone is working. If the word is not right, the driver asks everyone in turn (starting from the last one) what word they heard. So they will find out who messed up, "spoiled the phone." The offender takes the place of the last in the row.

The game is played during free time. She calms the children after outdoor games.

Flying - not flying

folk game

Didactic task. To develop auditory attention in children, to cultivate endurance.

game rule. Raise your hand only if a flying object is named.

Game actions. Patting on the knees, raising a hand, acting out forfeits.

Game progress. Children sit in a semicircle, put their hands on their knees. The teacher explains the rules of the game:

- I will name objects and ask: “Does it fly?”, For example: “Dove flies? Is the plane flying? etc. If I name an object that actually flies, you will raise your hands. If I name a non-flying object, do not raise your hands. You need to be careful, because I will raise my hands both when the object is flying and when it is not flying. Whoever makes a mistake will pay a fant.

Patting their knees, the teacher and the children say: “Let's go, let's go”, then the teacher starts the game: “Does the jackdaw fly?” and raises his hands. The children answer: “Flies,” and also raise their hands. "Does the house fly?" the teacher asks and raises his hands. The children are silent.

At the beginning of the game, many guys involuntarily, by virtue of imitation, raise their hands every time. But that is the meaning of the game, in order to hold back in time and not raise your hands when a non-flying object is named. Who could not resist, pays a forfeit, which is redeemed at the end of the game.

Paints

folk game

Didactic task. To develop in children auditory attention, speed of thinking.

Game rules. The colors are chosen by the participants themselves. For those who find it difficult to choose a paint for themselves, the owner helps to do this. You can not choose the same colors. All colors must be different. If the driver names such a paint that is among the players, he takes her to his home.

Game actions. Dialogue of the host with the presenter; jumping “on one leg along the track”, if there is no such paint.

Game progress. For this game, you need to choose the owner of the colors and the guesser Senka Popov. All the rest will be paints.

Senka Popov steps aside, and the owner and the paints quietly agree on who will paint what. The name of the paints is given by the owner, or they choose their own name. You cannot have two identical colors. The owner must remember well which of the players is which paint. When the colors are distributed, the colors and the owner squat down and pretend to fall asleep. Here comes Senka Popov. He approaches, knocks several times on the door and says:

- Knock Knock!

The owner wakes up, gets up and asks:

- Who's there?

- Senka Popov!

- What did you come for?

- For paint!

— For what?

- For blue!

If there is no such color among the colors, the owner says:

- We don't have one!

And all the colors clap their hands and say:

Walk the blue path

Find blue boots

Wear it, wear it

And bring us!

Senka goes aside, then returns again and carries on the same conversation with the owner.

If the paint that Senka asks for is available, he takes her into the house, and then returns to the owner again for another paint. When Senka takes away all the colors from the owner, the game ends.

Who are you?

Didactic task. To develop the auditory attention of children, the speed of reaction to the word.

Game rule. You need to get up only after the role is named.

Game actions. The players stand up, nod their heads as soon as his role is named.

Game progress. The teacher makes up a story. Each player gets a role in this story. If, for example, a family trip is told, then the roles can be as follows: mother, father, boy, grandfather, grandmother, train, suitcase, ticket, etc.

As soon as the role in the story is named, the child gets up, nods his head and sits down. If he forgets to get up on time, he should stand behind a chair and listen carefully when his role is called again. Hearing, the child should nod, then he can sit down.

At first, you need to talk slowly, in certain places make small pauses. The game can be made more difficult if you tell faster and call the same role more often. In this case, the child should be especially attentive.

Note. By the type of this game, other games can also be played, for example: children are given the names of various flowers, fruits. The teacher includes their names in his story, and the children who play the roles of flowers, fruits, get up as soon as their role is named, they can spin around, etc.

And I

folk game

Didactic task. To develop in children intelligence, endurance, a sense of humor.

Game rule. You can add sentences in the teacher's story with only two words: "and me." (Be careful.)

Game action. Playing phantoms.

Game progress. The teacher explains the rules of the game to the children:

“I will tell you a story. When I stop during the story, you will say the words "and I" if these words fit the meaning. If they do not fit in meaning, you do not need to pronounce them (whoever pronounces will pay a forfeit).

The teacher begins: “One day I go to the river. .."

Children: "Me too."

- I pick flowers, berries. ..

- On the way I come across a hen with chickens.

(Children are silent.)

- They peck at grains. . .

(Children are silent.)

- They walk on a green meadow.

Suddenly a kite flew in.

(Children are silent.)

The chickens and the mother hen got scared. . .

(Children are silent.)

And they ran away.

If someone utters the words “and I” at the wrong time, this will cause laughter in the children, and the child who hastened to answer will pay a forfeit.

When the guys understand the rules of the game, they themselves will invent short stories and act as a leader.

Where we were we won't say

folk game

Didactic task. To develop in children resourcefulness, ingenuity, the ability to transform.

game rule. Imitate the actions of people of different professions so that children recognize and name the profession.

Game actions. Imitation of labor actions, guessing, drawing of lots.

Game progress. Children are divided into two groups. The groups disperse in different directions and agree on what activity they will portray. One group shows the movements, and the second group must guess what the children are doing by the movements. They depict activities that are familiar to them and often observed, such as washing clothes, shining shoes, reading a book, etc.

It is more interesting if the children do not perform the same movements, but different ones, for example, some “wash”, others “hang up clothes”, others “stroke”.

With the help of a lottery, it is determined which group will guess. This group of children comes up to the second and says: “Where we were, we will not say, but what we did, we will show,” and they show actions. The second group guesses. When the children guess, those who guessed run away, and those who guessed catch up with them.

The game is repeated: those who guessed now guess.

This game goes well on a walk, outside of class. The game is played with children of different ages; the older the children, the more complex the actions they come up with.

Fanta

folk game

didactic task. Exercise children in the correct selection of words, in the ability to logically raise questions, quickly and correctly answer, avoiding the use of forbidden words.

Game rule. Do not use forbidden words.

Game action. Redemption of fans.

Game progress. All participants sit on chairs placed in a circle or in a row against the wall.

By lot or by counting, one of the players is chosen as the leader.

The host goes around all the players, stops in front of one of them and says:

Grandmother sent a hundred rubles:

Buy whatever you want

Don't take black and white

"Yes" and "no" do not say!

After that, he begins to conduct a conversation with the player, asking him questions. You need to answer quickly, otherwise the game will not be interesting. You can answer questions anything, just do not call the words black, white, yes, no. Whoever makes a mistake gives the presenter a phantom. The facilitator tries to ensure that the child who is asked questions utters at least one of the forbidden words. The conversation goes something like this:

- What shirt are you wearing?

What is she blue? She is white!

The responder wants to say no, but no can be said.

- She's green!

- What green? She is black!

— Blue.

- That's so blue! She's white!

And here the player makes a reservation. "No, not white!" he objects. For this, he is given a double punishment, since he said no, and white. The offender gives two fantas.

So the leader bypasses all the players. Some do not make mistakes for a long time, while others immediately make mistakes and pay a fant. After the game, the redemption of forfeits begins. This is already a new, but also very fun game.

Vice versa

didactic task. Develop in children quick wit, quick thinking.

game rule. Name words that are opposite in meaning.

Game actions. Throwing and catching the ball.

Game progress. Children and teacher sit on chairs in a circle. The teacher says a word and throws a ball to one of the children; the child must catch the ball, say a word that is opposite in meaning, and again throw the ball to the teacher. The teacher says: "Forward." The child answers: “Back” (right - left, up - down, far - close, high - low, above - below, inside - outside, further - closer). You can pronounce not only adverbs, but also adjectives, verbs: far - close, upper - lower, right - left, tie - untie, wet - dry, etc. If the one to whom the ball was thrown finds it difficult to answer, the children, at the suggestion of the teacher, say the right word.

Complete the offer

Didactic task. To develop in children speech activity, speed of thinking.

Game rules. You need to find and say such a word to get a complete sentence. You only need to add one word.

Game actions are the same as in the previous game.

Game progress. The teacher says a few words of the sentence, and the children must complete it with new words to make a complete sentence, for example: “Mom bought. . ." - ". . .books, notebooks, briefcase,” the children continue.

Say the word with the right sound

didactic task. To develop in children phonemic hearing, speed of thinking.

Game rule. Anyone who cannot quickly and correctly name a word for a given sound and throw the ball pays a forfeit.

Game action. The player who answered correctly throws the ball accurately to any player.

Game progress. The teacher says:

- Think of a word with the sound a (throws the ball to any of the players).

The child answers:

- Hat, - and throws the ball to the next player. And so on. The teacher calls a different sound, and the children remember words with this sound. Anyone who cannot quickly name a word or has named a word in which there is no desired sound pays a forfeit.

These games are held as part of a lesson on the development of a sound culture of speech.

Who knows, let him keep counting

didactic task. To consolidate in children the ability to correctly name the numbers of the natural series within 10 in forward and reverse order, starting from any number; develop speed of thinking, auditory attention.

Game actions. Throwing and catching the ball.

Game progress. Children become in a circle. The teacher has a ball in his hands. He says:

- Six seven eight nine ten.

“That's right,” the teacher says and, throwing the ball to another player, calls any other number.

The complication can be this: the teacher warns the children.

- Children, be careful! I can throw the ball to the next player before you count to 10 and tell him, "Count on." You must remember what number your friend stopped at and continue counting. For example, I say: “Four,” and I throw the ball to Vova. He counts to eight, I take the ball from him and throw it to Vitya with the words: “Count further.” Vitya continues: "Nine, ten."

Another variation of this game could be the Before and After game. The teacher, throwing the ball to the child, says: "Up to five." The child must name the numbers that go up to five, i.e. one, two, three, four. If the teacher says: “After five,” the children should name the numbers: six, seven, eight, nine, ten.

The game must be played at a fast pace.

Was - will be

didactic task. Clarify children's ideas about the past, present and future time.

game rule. You can answer the words of the poem only with the words: “is”, “was”, “will be”.

Game actions. Throwing and catching the ball.

Game progress. The teacher offers to listen to a short poem and say whether it was or will be what it says: Poems by A. Barto "Toys" serve this purpose well. For example:

There is a goby, swinging,

Sighs on the go:

- Oh, the board is over,

Now I will fall!

Children say: "Swinging" - this is now, and "falling" - it will be.

Dropped Mishka on the floor

Mishka's paw was torn off.

I won't throw it away anyway

Because he's good.

Children say: “Dropped” - it was, “I won’t leave it” - it will be.

Then the teacher explains the rules of the game:

- Children, I will pronounce the words, and you answer me with only one word out of three: “is”, “was” or “will be” - the one that fits the meaning. The teacher pronounces verbs in the present, past and future tenses, the children answer.

This game can be complicated, and then the teacher will say “is”, “was” or “will be”, and the children will come up with other words that are suitable in meaning to make a sentence.

- “It will be,” says the teacher. “What can you think of for this word?

- I will learn.

I will be a pioneer.

“We’ll go to grandma’s,” the children answer.

- Right. This will be with you in the future. Now

let's play. When I say the word, you all get ready to answer, but only the one to whom I throw the ball will answer.

“Yes,” the teacher begins and, after a short pause, throws the ball to one of the players.

- I am sitting.

- I am reading.

- We are drawing.

- We're doing it. Etc.

Such a game, consolidating children's knowledge of tense forms of verbs, will contribute to the development of quick thinking, quick wits.

Finish the sentence

didactic task. To teach children to understand the causal relationships between phenomena; exercise them in the correct choice of words.

Game rule. The sentence ends with the one pointed by the arrow.

game action. Arrow rotation.

Game progress. The teacher starts the sentence: “I put on a warm coat to ...” - and invites the children to finish it. Children say: "... to be warm ... to go for a walk ... so as not to freeze." The person pointed to by the arrow answers.

The teacher must prepare a series of sentences in advance, for example: “We turned on the light because ...”, “The children put on panama hats because ...”, “We watered the seedlings so that ...”, etc.

Next time, you can invite the children to come up with unfinished sentences themselves.

Who knows more?

Didactic task. Develop children's memory; enrich their knowledge of subjects; to cultivate such personality traits as resourcefulness, quick wit.

game rule. Recall and name how the same item can be used.

Game action. Competition - who will name more how the item can be used.

Game progress. Children, together with the teacher, sit on chairs in a circle. The teacher says:

— I have a glass in my hand. Who will say how and for what it can be used?

Children answer:

- Drink tea, water flowers, measure cereals, cover seedlings, put pencils.

- That's right, - the teacher confirms and, if necessary, supplements the guys' answers. - Now let's play. I will name various objects, and you will remember and name what you can do with them. Try to say as much as possible.

The teacher selects in advance the words that he will offer the Children during the game.

find a rhyme

didactic task. Teach children to choose rhyming words.

Game rules. Choose rhyming words, answer as you wish.

Game actions. Repetition of rhyming words; word game.

Game progress. The teacher invites the children to listen to the poem and notice which words sound similar in it:

There is a mustachioed cat

Wandering around the garden.

A horned goat

Follows the cat.

The words "whiskered", "horned", "walks", "wanders" are distinguished by intonation.

Children name the words: “whiskered” and “horned”, “wanders” and “walks”.

“That's right, children, these words sound similar, they rhyme,” the teacher says. “Now let's play a game called Find the Rhyme.” I will pronounce a word, and you will choose a rhyme for it, that is, a rhyming word.

The teacher pre-selects words that rhyme easily. If the child names a word that does not rhyme, the teacher offers to listen to how both words sound, and asks to choose another.

Children love to pick up rhyming words. After such a game, they have a desire to compose poetry.

Does it happen or not?

didactic task. Develop logical thinking, the ability to notice inconsistency in judgments.

game rule. Anyone who notices a fable must prove why this does not happen.

Game action. Guessing lies.

Game progress. Turning to the children, the teacher explains the rules of the game: “Now I will tell you about something. In my story, you should notice something that does not happen. Whoever notices, let him, after I finish, say why this cannot be.

Sample teacher stories.“In the evening, when I was in a hurry to kindergarten, two girls met me. One led a fluffy dog ​​on a leash, and the other led a crow by the hand. The crow escaped all the time, and then how it screamed: “Ku-ka-re-ku!”

“In the summer we went boating with my brother. The brother leaned sharply and the boat capsized. We were in the water. We swim - and towards us a camel. We grabbed him by the trunk and sailed with him to hot countries.

“Once I came to the New Year's holiday in a kindergarten. In the middle of the hall stood a beautiful, elegant birch. Around her, children dressed in tracksuits were doing gymnastics.”

oral games

Associations

Game for a big company. The host briefly leaves the room, during which time the rest decide which of those present they will guess (this may be the host himself). Upon returning, the player asks the others questions - what flower do you associate this person with, what vehicle, what part of the body, what kitchen utensils, etc. - in order to understand who is hidden. Questions can be very different - it is not limited by anything but the imagination of the players. Since associations are an individual matter and an exact match may not happen here, it is customary to give the guesser two or three attempts. If the company is small, you can expand the circle of mutual acquaintances who are not present at that moment in the room, although the classic version of “associations” is still a hermetic game.

P game

A game for a company of four people, an interesting variation on the "hat" theme (see below), but does not require any special accessories. One player guesses a word to another, which he must explain to the others, but he can only use words starting with the letter “p” (any, except for the same root). That is, the word "house" will have to be explained, for example, as follows: "built - I live." If it was not possible to guess right away, you can throw up additional associations: “building, premises, space, the simplest concept ...” And at the end add, for example, “Perignon” - by association with Dom Perignon champagne. If the guessers are close to winning, then the facilitator will need comments like “about”, “approximately”, “almost right” - or, in the opposite situation: “bad, wait!”. Usually, after the word is guessed, the explainer comes up with a new word and whispers it into the ear of the guesser - he becomes the next leader.

Say the Same Thing

A vigorous and fast game for two, which got its name from video of inventive rock band OK Go, from which many learned about it (musicians even developed a mobile application that helps to play it from a distance, although it is currently not available). The meaning of the game is that at the expense of one-two-three each of the players pronounces a word arbitrarily chosen by him. Further, the goal of the players is, with the help of successive associations, to come to a common denominator: for the next one-two-three, both pronounce a word that is somehow related to the previous two, and so on until the desired match occurs. Suppose that the first player said the word "house", and the second - the word "sausage"; in theory, they can coincide very soon, if on the second move after one-two-three both say “store”. But if one says “shop”, and the other says “refrigerator” (why not a sausage house?), then the game can drag on, especially since you can’t repeat it - neither the store nor the refrigerator will fit, and you will have to think, say, until "refrigerator" or "IKEI". If the initial words are far from each other (for example, "border" and "weightlessness"), then the gameplay becomes completely unpredictable.

Characters

A game for the company (the ideal number of players is from four to ten), requiring from the participants not only a good imagination, but also, preferably, a little bit of acting skills. As usual, one of the players briefly leaves the room, and while he is gone, the rest come up with a word, the number of letters in which matches the number of participants remaining in the room. Next, the letters are distributed among the players, and a character is invented for each of them (therefore, words that contain “b”, “s” or “b” are not suitable). Until the word is guessed, the players behave in accordance with the chosen character - the leader's task is to understand exactly what characters his partners portray and restore the hidden word. Imagine, for example, that the company consists of seven people. One leaves, the rest come up with a six-letter word "old man" and distribute roles among themselves: the first, say, will With covered, the second - T laborious, third - A secondary, fourth - R heartless, fifth - And maned and sixth - To savory. The returning player is met with a cacophony of voices - the company "lives" their roles until they are unraveled, and the host asks the players questions that help reveal their image. The only condition is that as soon as the presenter pronounces the correct character - for example, guesses the insidious one - he must admit that his incognito has been revealed and announce the number of his letter (in the word "old man" - the sixth).

Know the song

A game for a company of four or five people. The host leaves, and the remaining players choose a well-known song and distribute its words among themselves - each with a word. For example, the song “Let there always be sun” is guessed: one player gets the word “let”, the second - “always”, the third - “will be”, the fourth - “sun”. The presenter returns and begins to ask questions - very different and unexpected: “What is your favorite city?”, “Where does the Volga flow?”, “What to do and who is to blame?”. The task of the respondents is to use their own word in the answer and try to do it so that it does not stand out too much; You need to answer quickly and not very extensively, but not necessarily truthfully. Answers to questions in this case can be, for example, “It’s hard for me to choose one city, but let today it will be Rio de Janeiro" or "Volga - to the Caspian, but this is not happening Always, every third year it flows into the Black. The presenter must catch which word is superfluous in the answer and guess the song. They often play with lines from poetry rather than from songs.

tip

A game for four people, divided into pairs (in principle, there can be three or four pairs). The mechanics is extremely simple: the first player from the first pair whispers a word (common noun in the singular) into the ear of the first player from the second pair, then they must take turns calling their associations with this word (in the same form - common nouns; single-root words cannot be used). After each association, the teammate of the player who voiced it calls out his word, trying to guess if it was originally guessed, and so on, until the problem is solved by someone; at the same time, all associations already sounded in the game can be used in the future, adding one new one at each move. For example, let's say that players A and B are on one team, and C and D are on the other. Player A whispers the word "old man" into player C's ear. Player C says aloud to his partner D: "age". If D immediately answers "old man", then the pair C and D has earned a point, but if he says, for example, "youth", then the move goes to player A, who, using the word "age" proposed by C (but discarding the irrelevant "youth" from D) says to his partner B: "age, male". Now B will probably guess the old man - and his team with A will already earn a point. But if he says "teenager" (thinking that it is about the age when boys turn into men), then C, to which he suddenly returned move, say “age, man, eightieth”, and here, probably, “old man” will be guessed. In one version of the game, it is also allowed to “shout”: this means that, having suddenly guessed what was meant, the player can shout out a variant not on his turn. If he guessed right, his team will get a point, but if he rushed to conclusions, the team will lose a point. They usually play up to five points.

MPS

Game for a big company. Here we are forced to warn readers that, having seen this text in full, you will never be able to drive again - the game is one-time.

Spoiler →

First, the player who happened to drive leaves the room. Upon returning, he must find out what MPS means - all that is known in advance is that the bearer of this mysterious abbreviation is present in the room right now. To find out the correct answer, the driver can ask other players questions, the answers to which should be formulated as “yes” or “no”: “Does he have blond hair?”, “Does he have blue eyes?”, “Is this a man?”, “He in jeans?", "Does he have a beard?"; moreover, each question is asked to a specific player, and not to all at once. Most likely, it will quickly become clear that there is simply no person in the room who meets all the criteria; Accordingly, the question arises on what basis the players give answers. "Opening" this principle will help answer the main question - what is MPS. The Ministry of Railways is not the Ministry of Railways at all, but m Ouch P right With settled (that is, each player always describes the person sitting to his right). Another option is COP, To That O yelled P last (that is, everyone talks about who answered the previous question).

Contact

A simple game that can be played by a group of three or more people. One thinks of a word (noun, common noun, singular) and calls its first letter aloud, the task of the others is to guess the word, remembering other words for this letter, asking questions about them and checking whether the presenter guessed. The task of the presenter is not to reveal the following letters in the word to the players for as long as possible. For example, a word with the letter "d" is made up. One of the players asks the question: “Is this by any chance not the place where we live?” This is where the fun begins: the facilitator must figure out what the player means as quickly as possible and say “No, this is not“ house ”” (well, or, if it was “house”, honestly admit it). But in parallel, other players also think the same thing, and if they understand before the leader what “house” means, then they say: “contact” or “there is a contact”, and they begin to count up to ten in unison (while the count is going on, the host still has a chance to escape and guess what it is about!), and then call the word. If at least two matched, that is, at the expense of ten, they said “house” in chorus, the leader must reveal the next letter, and the new version of the guessers will already begin with the now known letters “d” + the next one. If it was not possible to beat the host on this question, then the guessers offer a new option. Of course, it makes sense to complicate the definitions, rather than asking everything directly - so the question about "home" would be better sounded like "Is this not where the sun rises?" (referring to the famous song "House of the Rising Sun" by The Animals). Usually, the one who eventually gets to the word being searched for (names it or asks a question leading to victory) becomes the next leader.

Writing games

Encyclopedia

Not the fastest, but extremely exciting game for a company of four people - you will need pens, paper and some kind of encyclopedic dictionary (preferably not limited thematically - that is, TSB is better than a conditional "biological encyclopedia"). The host finds a word in the encyclopedia that is unknown to anyone present (here it remains to rely on their honesty - but cheating in this game is uninteresting and unproductive). The task of each of the players is to write an encyclopedic definition of this word, inventing its meaning from the head and, if possible, disguising the text as a real small encyclopedic article. The facilitator, meanwhile, carefully rewrites the real definition from the encyclopedia. After that, the “articles” are shuffled and read out by the host in random order, including the real one, and the players vote for which option seems most convincing to them. In the end, the votes are counted and the points are distributed. Any player receives a point for correctly guessing the real definition and one more point for each vote given by other participants to his own version. After that, the sheets are distributed back and a new word is played out - there should be about 6-10 of them in total. You can also play this game in teams: come up with imaginary definitions collectively. The game “poems” is arranged in a similar way - but instead of a compound word, the host selects two lines from some little-known poem in advance and invites the participants to add quatrains.

Game from Inglourious Basterds

A game for a company of any size, which many knew before the Quentin Tarantino movie, but it does not have a single name. Each player comes up with a role for his neighbor (usually it is some famous person), writes it on a piece of paper and sticks the piece of paper on his neighbor's forehead: accordingly, everyone sees what role someone has, but they do not know who they are. The task of the participants is to find out who exactly they are with the help of leading questions, the answers to which are formulated as “yes” or “no” (“Am I a historical figure?”, “Am I a cultural figure?”, “Am I a famous athlete?”). are. In this form, however, the game exhausts itself rather quickly, so you can come up with completely different topics and instead of famous people play, for example, in professions (including exotic ones - “carousel”, “taxidermist”), in film and literary heroes ( you can mix them with real celebrities, but it's better to agree on this in advance), in food (one player will be risotto, and the other, say, green cabbage soup) and even just in objects.

Bulls and cows

A game for two: one participant thinks of a word, and it is agreed in advance how many letters should be in it (usually 4-5). The task of the second is to guess this word by naming other four- or five-letter words; if some letters of the named word are in the hidden one, they are called cows, and if they have the same place inside the word, then these are bulls. Let's imagine that the word "eccentric" is conceived. If the guesser says “dot”, then he receives an answer from the second player: “three cows” (that is, the letters “h”, “k” and “a”, which are in both “chu-duck” and “dot”, but in different places). If he then says "head of head", he will no longer get three cows, but two cows and one bull - since the letter "a" in both "eccentric" and "head" is in the fourth position. As a result, sooner or later it is possible to guess the word, and the players can switch places: now the first one will guess the word and count the bulls and cows, and the second one will name their options and track the extent to which they coincide with the guessed one. You can also complicate the process by simultaneously guessing your own word and guessing the opponent's word.

Intelligence

A writing game for the company (but you can also play together), consisting of three rounds, each for five minutes. In the first, players randomly type thirteen letters (for example, blindly poking a book page with their finger) and then form words from them, and only long ones - from five letters. In the second round, you need to choose a syllable and remember as many words as possible that begin with it, you can use single-root ones (for example, if the syllable “house” is chosen, then the words “house”, “domra”, “domain”, “domain”, "brownie", "housewife", etc.). Finally, in the third round, the syllable is taken again, but now it is necessary to remember not ordinary words, but the names of famous people of the past and present in which it appears, and not necessarily at the beginning - that is, Karamzin will also fit the syllable "kar", and McCartney, and, for example, Hamilcar. An important detail: since this round provokes the most disputes and scams, the participants in the game can ask each other to prove that this person is really a celebrity, and here you need to remember at least the profession and country. Typical dialogue: “What, you don't know Hamil-Kar? But this is a Carthaginian commander!” After each round, points are calculated: if a particular word is the same for all the players, it is simply crossed out, in other cases, the players are awarded as many points for it as the opponents could not remember it. In the first round, you can still add points for especially long words. Based on the results of the rounds, it is necessary to determine who took the first, second, third and other places, and add up these places in the final game. The goal is to get the smallest number at the output (for example, if you were the winner of all three rounds, then you will get the number 3 - 1 + 1 + 1, and you are the champion; it cannot be less than purely mathematical).

frame

A game for any number of people, which was invented by one of the creators of the Kaissa chess program and the author of the anagram search program Alexander Bitman. First, the players choose several consonants - this will be the frame, the skeleton of the word. Then the time is recorded (two or three minutes), and the players begin to “stretch” vowels (as well as “y”, “ь”, “ъ”) onto the frame to make existing words. Consonants can be used in any order, but only once, and vowels can be added in any number. For example, players choose the letters "t", "m", "n" - then the words "fog", "cloak", "mantle", "coin", "darkness", "ataman", "dumbness" and other. The winner is the one who can come up with more words (as usual, these should be common nouns in the singular). The game can be played even with one letter - for example, "l". The words “silt”, “lay”, “yula”, “aloe”, “spruce” are formed around it, and if we agree that the letter can be doubled, “alley” and “lily”. If the standard "framework" is mastered, then the task may be to compose a whole phrase with one consonant: a textbook example from the book by Evgeny Gik - "Bobby, kill the boy and beat the woman at the baobab."

chain of words

Game for any number of players. Many people know it under the name "How to make an elephant out of a fly", and it was invented by the writer and mathematician Lewis Carroll, the author of "Alice". The "chain" is based on metagram words, that is, words that differ in only one letter. The task of the players is to turn one word into another with the least number of intermediate links. For example, let's make a "goat" out of a "fox": FOX - LINDE - PAWS - KAPA - KARA - KORA - GOAT. It is interesting to give tasks with a plot: so that “day” turns into “night”, “river” becomes “sea”. The well-known chain, where the “elephant” grows out of the “fly”, is obtained in 16 moves: FLY - MURA - TURA - CONTAINER - KARA - KARE - CAFE - KAFR - MURDER - KAYUK - HOOK - URIK - LESSON - TERM - DRAIN - STON - ELEPHANT (example of Evgeny Gik). For training, you can compete in the search for metagrams for a word. For example, the word "tone" gives "sleep", "background", "current", "tom", "tan" and so on - whoever scores more options wins.

Hat

A game for a company of four people, requiring simple equipment: pens, paper and a “hat” (an ordinary plastic bag will do). Sheets of paper need to be torn into small pieces and distributed to the players, the number of pieces depends on how many people are playing: the larger the company, the less for each. Players write words on pieces of paper (one for each piece of paper) and throw them into the "hat". Here, too, there are options - you can play just with words (noun, common noun, singular), or you can play with famous people or literary characters. Then the participants are divided into teams - two or more people in each; the task of each - in 20 seconds (or 30, or a minute - the timing can be set at your own choice) to explain to your teammates the largest number of words arbitrarily pulled out of the "hat", without using the same root. If the driver could not explain a word, it is returned to the hat and will be played by another team. At the end of the game, the words guessed by different representatives of the same team are summed up, their number is counted, and the team that has more pieces of paper is awarded the victory. A popular version of the game: everything is the same, but in the first round the players explain the words (or describe the characters) orally, in the second they show them with mime, in the third they explain the same words in one word. And recently a board game has appeared, where you need not only to explain and show, but also to draw.

Telegrams

Game for any number of players. The players choose a word, for each letter of which they will need to come up with a part of the telegram - the first letter will become the beginning of the first word, the second - the second, and so on. For example, the word "fork" is chosen. Then the following message can become a telegram: “The camel is healed. I'm flying a crocodile. Aibolit". Another round of the game is the addition of genres. Each player gets the task to write not one, but several telegrams from the same word - business, congratulatory, romantic (the types of messages are agreed in advance). Telegrams are read aloud, the next word is chosen.

"Finish the word"

Children sit in a circle. The leader throws a ball to someone and says the first syllable of a word, for example: "Sa ...". The child to whom the ball is thrown catches it and adds to the syllable such an ending that in the aggregate would make up a whole word. For example: the leader says: “Sa ...”, the catcher answers: “... sha” (Sasha) - and throws the ball to the leader. Words must be selected short and familiar to children; at the beginning of the game, the host can say that these will be the names of those who are standing in a circle. Gradually, over and over again, the game can be made more difficult by introducing words of three syllables. For example: the host says: “Sa ...” - and throws the ball to the child, the one who catches it answers: “mo” - and throws the ball to another player. He finishes the word: “let” (Sa-mo-let) - and throws the ball to the leader, etc.

"Say kindly"

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

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

Examples: chair - high chair

"Who's doing what?"

A game to consolidate knowledge about the diversity of professions. The adult calls the action and throws the ball to the child, and the kid, returning the ball, must name the profession corresponding to this action:

Examples: cooks - cook (cook, confectioner);

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

"Guess it"

The purpose of the game. To teach children to describe an object without looking at it, to highlight essential features in it; recognize an item from a description.Children must choose an object for description, prepare for an answer, the teacher puts a pebble on the lap of any player (instead of a pebble, you can use a ribbon, a toy, etc.). The child stands up and gives a description of the object, and then passes the pebble to the one who will guess. Having guessed, the child describes his object and passes the pebble to the next player to guess.
The game continues until everyone has come up with their own puzzle.

"Connect"

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

Examples:

tall, tree - tall tree;

girl, run - the girl is running (running, running);

forest, mushrooms, grow - mushrooms grow in the forest;

"Hug words"

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

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

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

Example:

• Cat;
• The cat is running;
• The ginger cat is running;
• Red cat with white paws runs.

"Tell a Picture"

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

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

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

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

"Similar - not similar"

The purpose of the game. To teach children to compare objects, find signs of differences, similarities in them, recognize objects by description.Everyone will think of two objects, remember how they differ from each other and how they are similar, and tell us, and we will guess.

"I know…"

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

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

• I know 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.)

items and their count:

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

"Words"

Children must name a word that begins with the sound that was the last in the word named by another player. For example, the first player calls the word "watermelon", the second player - "umbrella", the third - "theater", etc. Such a game develops not only speech and vocabulary, but also auditory attention.

"Say the opposite"

One word is called, and the children are invited to think about how it can be said differently. "For example: smart - stupid, hardworking - lazy, strong - weak, white - black, etc. You can choose synonyms for words, i.e. words, which mean the same thing, for example, hard - hard, sad - sad - unhappy ...

"Earth, water, air"

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

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

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

"Word-association"

Name the word, say, "honey", and ask the child what he imagines when he hears this word? For example, the child will name the word "bee", then the next player must name his association, but to a new word - for example, "flower". This childish verbal a game contributes to the development of associative thinking and the expansion of vocabulary.

"Word Volleyball"

In this game, participants stand in a circle and throw a ball or a balloon to each other. At the same time, the player who throws calls any noun, and the one who catches the ball needs to name a verb that is suitable in meaning, for example: the sun is shining, the dog is barking, etc. If the player calls an inappropriate verb, he is eliminated from the game.

"Backwards"

Fun outdoor game for kids. The host calls the participants words denoting the names of objects, and the players need to quickly find this item and hand it to the host. The difficulty lies in the fact that the presenter calls all objects “back to front”, for example: chyam, akzhol, agink, alquq (ball, spoon, book, doll). Fun for kids guaranteed!

"In a word"

Ask the child how to call in one word:

Plates, cups, pans, pots? (Dishes)

Sofa, bed, table, chair, closet? (Furniture), etc.

You can complicate the game by naming one extra word in a group of words: apples, pears, plums, cucumbers. The child must guess the extra word and explain why it is superfluous.

"Similar Words"

Purpose: expansion of the dictionary of synonyms, development of the ability to identify words similar in meaning.

We call the child a series of words, and ask them to determine which two of them are similar in meaning and why. We explain to the child that similar words are friend words. And they are called so because they are similar in meaning.

Friend - friend - enemy;

Sadness - joy - sadness;

Food - cleaning - food;

Labor - plant - work;

Dance - dance - song;

Run - race - go;

Think - want - think;

Walk - sit - step;

Listen - look - look;

Cowardly - quiet - shy;

Old - wise - smart;

Clueless - small - stupid;

Funny - big - huge.

"Unknown Mistakes"

Purpose: development of auditory attention, the ability to coordinate words in a sentence in the accusative case.

Tell the child a story about how Dunno went to the autumn forest. He liked it there so much that he shared his impressions with his friends, but made mistakes in the story. We need to help Dunno correct his mistakes.

In the autumn forest.

I went to the autumn forest. There I saw a gray hare, a red squirrel, a prickly hedgehog. The hare ate a carrot. A squirrel was peeling a fir cone. The hedgehog ran along the forest path. Good for the autumn forest!

"One-Many"

The adult calls the word denoting one object, the child calls the plural of the word.

A child - children, a bear cub - cubs, a man-people.

"Tell me whose?"

Rules of the game: An adult calls the word, the child must change the word, forming a possessive adjective from it. For example: fox - fox.

"Two brothers"

Purpose: development of word formation with the help of suffixes -ISCH-, -IK-.

For this game, we need pictures of two different people.

We invite the child to listen to the story of two brothers.

There were two brothers. One was called Ik, he was short and thin. And the other was called Isch, he was fat and tall. Each of the brothers had his own dwelling. Ik had a small house, and Ish had a big house. Ik had a nose, and Ishch had a nose. Ik had fingers, and Ish had fingers.

We invite the child to think about what each of the brothers could have in their appearance, home. If the child finds it difficult, you can continue further, naming the subject of only one of the brothers.

Eye - eye; mouth - mouth; tooth - tooth; cat - cat; bush - bush; scarf - scarf; knife - knife; carpet - carpet; elephant - elephant.

"Choose a word"

Goal: vocabulary expansion, development of the ability to coordinate an adjective with a noun.

This game can be played with the ball, throwing it to each other.

What can be said about "fresh" ... (air, cucumber, bread, wind); "old" ... (house, stump, man, shoe); "fresh" ... (bun, news, newspaper, tablecloth); "old" ... (furniture, fairy tale, book, grandmother); "fresh" ... (milk, meat, jam); "old" ... (armchair, seat, window).

"Find a place for the chip"

Purpose of the game: to teach to determine the place of a given sound in a word (beginning, middle, end), based on loud pronunciation.

Description of the game. For the game you will need cards, each contains a subject picture and a diagram: a rectangle divided into three parts. In the upper right corner is given a letter denoting a given sound. In addition to subject pictures, chips are prepared according to the number of cards.

"Relay race"

Purpose: activation of the verb dictionary.

Game progress. The players stand in a circle. The leader has a relay race. He utters a word and passes the baton to a nearby child. He must choose the right word-action and quickly pass the wand on. When the baton returns to the leader, he sets a new word, but passes the stick in the other direction. If someone finds it difficult to name a word or chooses the wrong word, he is given a penalty point. After a player has scored three penalty points, he is out of the game. The one with the fewest penalty points at the end of the game wins.

The course of the game: the dog - barks, bites, runs, guards, whines, howls; cat - purrs, hunts, plays, dozes, meows, scratches.

"Who will be invited to visit"

Purpose: to teach to determine the number of sounds in words spoken aloud by the child himself.

Game progress. Four players play, each player has a house of some kind. On the table are subject pictures with images of various animals (according to the number of players), as well as a stack of cards with images down. Children choose the necessary pictures for themselves from those that lie with the images up - "find the owner of the house." Then each in turn takes one picture card from the stack, calls the word aloud and determines whether it is necessary to “invite this picture to visit your house or not.” If in the word - the name of the picture opened by the child, there are as many sounds as in the salt - “the owner”, then you need to call for a visit, and then the player gets the right to additional moves until an inappropriate picture is encountered. If the number of sounds is different, the picture is placed at the end of the stack. The winner is the one who called his guests first. One set includes four pictures with each number of sounds. Picture material for the game: pictures - “owners”: cat, wolf, wild boar, dog; pictures - "guests": three sounds - wasp, catfish, beetle, cancer; four sounds - goat, owl, beaver, mole; five sounds - jackdaw, giraffe, marmot, bear; six sounds - cow, chicken, rabbit, crow.

"Solve the puzzle"

Purpose: to teach to distinguish the first syllable from a word, to compose words from syllables.

Game progress. Children are given cards with two pictures on them. The word was "hidden" on the card. It must be compiled by highlighting the first syllables from each word - the name, and then adding a word from them, for example: chamomile, plane - dew. The one with the most words wins.

Cards with subject pictures for the game:

Pigeons, crayfish - mountain

Bottle, rowan - borax

Balls, basins - mint

Ship, lark - leather

Crackers, balls - land

Chamomile, basins - a company

Phone, raspberries - theme

Stocking, home is a miracle

Wagon, mountain ash - Varya

Pencil, jar - boar

Banana, butterfly - woman

Kolobok, brand - mosquito

Girl, shovel - business

Chanterelles, plane - fox

Fur coat, rocket - Shura

"Hide and Seek"

Purpose: to teach to understand and correctly use prepositions with spatial meaning in speech (in, on, about, in front of, under).

Material. Truck, bear, mouse.

Game progress. Visiting children Bear and Mouse. The animals began to play hide and seek. The bear leads, and the mouse hides. Children close their eyes. The mouse hid. Children open their eyes. The bear is looking for: “Where is the mouse? It's probably under the car. No. Where is he guys? (In the cockpit) Etc.

"Explain why..."

Purpose: to teach correctly, to build sentences with a cause-and-effect relationship, the development of logical thinking.

Game progress. The facilitator explains that the children will have to complete the sentences that the facilitator starts by using the word "because". You can choose several options for the same beginning of the sentence, the main thing is that they all correctly reflect the cause of the event described in the first part. For each correct continuation, players receive a token. The one who collects the most chips wins.

"Untangle the Words"

Purpose: to learn how to make sentences using these words.

Game progress. The words in the sentence are mixed up. Try to put them in their places. What will happen?

Suggestions for the game:

1. Smoke, goes, pipes, out.

2. Loves, teddy bear, honey.

3. Stand, vase, flowers, c.

4. Nuts, in, squirrel, hollow, hides.

"Find the mistake"

Purpose: to teach to find a semantic error in a sentence.

Game progress. “Listen to the sentences and say if everything in them is true. How should the proposal be corrected?

1. In winter, apples bloomed in the garden.

2. Below them was an icy desert.

3. In response, I nod to him.

4. The plane is here to help people.

5. Soon succeeded me by car.

6. The boy broke the ball with glass.

7. After the mushrooms there will be rain.

8. In the spring, the meadows flooded the river.

9. Snow was covered with a lush forest

"Draw a fairy tale"

Purpose: to teach how to draw up a drawing plan for the test, use it when telling.

Game progress. The text of the fairy tale is read to the child and offered to write it down with the help of drawings. Thus, the child himself makes a series of consecutive pictures, according to which he then tells a fairy tale. The story should be short.

Of course, you can help the child, show how to schematically draw a person, a house, a road; to determine together with him which episodes of the fairy tale must be depicted, i.e. highlight the main plot twists.

"How do you know?"

Purpose: to teach to select evidence when compiling stories, choosing essential features.

Game progress. Before the children are objects or pictures that they have to describe. The child chooses any object and names it. The host asks, “How did you know it was a TV?” The player must describe the object, choosing only the essential features that distinguish this object from the rest. For each correctly named sign receives a chip. Whoever collects the most chips wins.

"What Doesn't Happen"

Purpose: to teach to find and discuss errors when looking at absurd pictures.

Game progress. After examining the absurd pictures, ask the child not only to list the wrong places, but also to prove why this image is erroneous. Then you get a complete description of the picture, and even with elements of reasoning.

"Pick up the number"

Purpose: to teach to determine the number of words in a sentence by ear.

Game progress. The facilitator says the sentence aloud, and the children count the number of words and raise the corresponding figure. Initially, sentences without prepositions and conjunctions are used for analysis.

Suggestions for the game:

1. Alyosha is sleeping.

2. Petya feeds the chickens.

3. The doctor treats a sick child.

4. Mom bought Natasha a beautiful doll.

5. A strong athlete easily lifted a heavy barbell.

"Guess"

The child must guess the object by the name of its parts: cabin, body, steering wheel, wheels, headlights - a car; head, horns, body, tail, udder - cow.

"Change the Word"

Purpose: development of speech, auditory attention.

Calf - calves, many calves;

piglet - piglets, many piglets;

foal - foals, many foals;

puppy - puppies, many puppies;
bunny - bunnies, a lot of bunnies.

"one letter"

A word game in which you have to come up with funny, ridiculous sentences, all words in which begin with the same letter. Examples: The hare rang the golden bell. The cat bought a kilo of candy.

Burime

In this popular word game, you have to compose verses with preset rhymes. For example, try to compose a rhyme with a crown-crow rhyme with your child. We got this verse: An important crow bird, A crown would suit her face. Before offering a child to play Burim, it is necessary to explain to him what rhyme is and teach him to find pairs of rhyming words.

Didactic games (word) for older preschoolers

Author. Pashkova Larisa Alexandrovna, teacher of the speech therapy group, MBDOU "Shegarsky kindergarten No. 1 of the combined type"
Games can be used in the learning process, in educational work. This material is recommended for teachers of various types of institutions, including additional education, educator, and teachers. The games are intended for older children. Games were used in the form of separate lessons, games and exercises.

Target. We develop the imagination and speech creativity of children; we learn what tools the carpenter uses at work.
Description of the game. The facilitator asks the children riddles on a given topic. For quick and correct answers, players are given chips. And at the end of the game, when counting, the most savvy receives a prize.

Bowing, bowing
When he comes home, he stretches out.
(Axe)

toothy animal
Gnawing with a whistle oak.
(Saw)

The fat one will beat the thin one,
Thin something will beat.
(Hammer and nail)

wooden river,
wooden boat,
And over the boat flows
Wood smoke.
(Plane)

Game "Merry Olympiad"

Target. We teach children to guess riddles, strengthen speech-evidence skills, develop speech-description skills.
Description of the game. Children are divided into two teams. Each team comes up with a name. Teams compete in guessing riddles about sports. Players must correctly guess the riddle, prove the riddle if possible to beat. For each correct answer, the team receives an Olympic ring (hoop). The first team to score 5 rings is declared the winner.

Small in stature, but daring,
Jumped away from me.
(Ball)

Swimming white goose
Wooden belly,
Linen wing.
(Yacht)

The river flows - we lie,
Ice on the river - we run.
(Skates)

Wooden horses gallop through the snow
And they don't fall into the snow.
(Skis)

When spring takes over
And the brooks run ringing,
I jump over it
And she - through me.
(Rope)

Feet go down the road
And two wheels are running.
The riddle has an answer:
This is my …
(Bike)

Game "Sounds messed up"

Target. Preparing children for sound analysis; develop auditory and visual memory.
Description of the game. The host reads funny poems, intentionally making mistakes in words. The child names the word correctly and says what sounds the pairs of words differ in.

I found a plum ... blouse,
Fenya put on ... a bone.

Ripened on a tree ... caftan,
In winter, I put on ... a chestnut.

A count sat on a tree,
Lives in a beautiful house ... rook.

Green in the park ... kids,
And for a walk ... branches.

In the forest fly in the summer ... cats,
They hunt mice ... midges.

Clawed at the pussy ... slippers,
Vika has brand new ... paws.

Far to go to me ... stump,
I'd rather sit on ... laziness.

Target. Develops children's speech creativity.
Description of the game. The host reads poetry without the last word. Children must quickly find the right words. For each correct answer, the child receives a chip. The winner will be the one with the most chips.

Fluffs are all sliding from the sky -
Silvery ... (snowflakes)

Architects - creators
They build wonderful ... (palaces)

Once upon a time there was a cheerful dwarf.
He built in the forest ... (house)

In this house, you believe me
Locked securely ... (door)

Hardened crust of snow
Ours will be slippery ... (slide)

Baby has a rattle
Very noisy ... (toy)

Our kids know
Hide and seek is the best ... (game)!

The development of coherent speech of older preschoolers through word games

Task 2:Drawing up a proposal for three pictures (for example: grandmother, threads, knitting needles).

Target: identify the ability of children to make a sentence on three pictures.

Tasks: develop the ability of children to establish logical and semantic relationships between objects and convey them in the form of a complete phrase-statement.

Instruction. The child is invited to name the pictures, and then make up a sentence so that it talks about all three objects.

The criteria for assessing the level of task completion are given in Table 1.2.

Criteria for assessing the level of completion of the task for compiling proposals for three pictures

Job progress level

Score in points

The phrase is composed taking into account the subject content of all the proposed pictures, it is an adequate in meaning, grammatically correct, sufficiently informative statement.

Task 3: Retelling the text (familiar fairy tale or short story).

Target: to identify the ability of children with OHP to reproduce a literary text that is small in volume and simple in structure.

Tasks: to develop the ability of children to convey the content of the story completely without the presence of semantic omissions, repetitions.

To do this, we used the fairy tale "Teremok" familiar to children. The text of the work was read twice, before re-reading it was set to compose a retelling. When analyzing the compiled retellings, special attention was paid to the completeness of the transfer of the content of the text, the presence of semantic omissions, repetitions, compliance with the logical sequence of presentation, as well as the presence of a semantic and syntactic connection between sentences, parts of the story.

Criteria for assessing the level of performance of the task of retelling the text

Job progress level

Score in points

If the retelling is composed independently, the content of the text is fully transmitted

The retelling is compiled with some help (motivations, stimulating questions), but the content of the text is fully conveyed.

There are omissions of individual moments of the action or the whole fragment

The retelling is based on leading questions, the coherence of the presentation is broken 1 point.

Task performed inadequately

Job not completed

Diagnostic task card No. 3

Diagnostic result (in points)

Task 4: Compiling a story according toSeries of plot pictures.

Target: identifying children's ability to compose a coherent plot story based on the visual content of successive fragments-episodes.

Tasks: to consolidate the ability of children to develop phrasal speech, when compiling a story based on a picture.

Instruction . This task was used to identify the children's ability to compose a coherent plot story based on the visual content of successive episode fragments. According to three plot pictures, the children made up the story "Feeding Trough". The pictures in the right sequence are laid out in front of the child, who carefully examines them and makes up a story from the pictures.

Criteria for assessing the level of performance of the task for compiling a story from a picture

Job progress level

Score in points

Self-composed coherent story

The story was compiled with some help (stimulating questions, pointing to the picture), the content of the pictures is fully reflected

The story is composed using leading questions and indications of the corresponding picture or its specific detail.

The story is composed with the help of leading questions, its coherence is sharply broken, significant moments of action and entire fragments are omitted, which violates the semantic correspondence of the story to the depicted plot.

Task 5: Write a story based on personal experience.

Target: to reveal the individual level and peculiarities of possession of coherent phrasal and monologue speech when conveying one's life impressions.

Tasks: develop phrasal speech when composing a message without visual and textual support. Instruction. The children were asked to tell what was on the site; what children do on the site, what games they play; name your favorite games and activities; remember about winter games and entertainment.

Criteria for assessing the level of performance of a task for writing a story based on personal experience

Job progress level

Score in points

The story contains quite informative answers to all questions.

A job that will definitely be accepted

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Word didactic games for the development of the vocabulary of children with OHP [Experience in the implementation of the project]

Experience in project implementation
Word didactic games and exercises in the daily routine for the development of the vocabulary of children of senior preschool age with OHP level III

Recently, an increasing percentage is occupied by children with general speech underdevelopment (OHP). In this contingent of children, the level of vocabulary development does not correspond to age indicators, and its mastery is an important condition for mental development.

Regardless of the features of the structure of the speech defect, children with ONR cannot spontaneously take the ontogenetic path of speech development that is characteristic of normal children. To overcome, special corrective measures are needed.

Since speech develops most fully in activity, and at preschool age the leading activity is the game, the greatest effect of corrective work on the development of the vocabulary should be obtained if it is carried out using a variety of games. One of the types is a verbal didactic game, and as an option - an exercise. The use of these forms encourages the child to free speech communication and the use of words known to him in phrases and sentences, activates his existing vocabulary.

As part of the project, a set of specially selected word games and exercises was compiled.

During the implementation, we encountered some difficulties. Despite the importance of games and exercises in the development of a child, many practitioners do not have a clear idea of ​​the variety of children's games and their use in the correctional and pedagogical process. As a result, the use of games and exercises is limited. Therefore, additional work was carried out with educators in the form of workshops to expand knowledge about didactic games and their organization, consultations on the topic “Use of verbal didactic games and exercises in the correctional pedagogical process”, a master class on manufacturing.

There are great opportunities for the use of verbal didactic games and exercises for both the educator and the speech therapist.

The speech therapist, basically, spent with the whole group of children in the classroom. Didactic games were given to children with certain content and rules. They were mainly aimed at expanding ideas about objects and their qualities. In these games and exercises, children not only enriched their vocabulary, but also developed attention, memory, and logical thinking. Didactic play thus became an indispensable means of overcoming various difficulties in children with OHP.

The educator, together with the speech therapist, participates in the correction of speech disorders in children and must master the methods of corrective action to correct some of them. In the daily routine of a child, about 7 hours are occupied by household processes. The conditions for direct communication between children and educators, which are created at the same time, become the basis for the sensory base of speech. In the process of implementing the project, the educators, having thought through the organization of work in advance, used all situations related to the implementation of the daily routine as a basis for getting to know the word, enriching and concretizing its meaning.

And one more thing: working with children throughout the day (unlike a speech therapist), the teacher had the opportunity to repeatedly activate, reinforce new words, without which it is impossible to introduce them into independent speech.

Didactic games and exercises, being entertaining, emotional, at the same time require mental stress from children, therefore it was important to determine at what time of the day it is advisable to conduct them. In resolving this issue, educators, first of all, established the degree of mental stress that classes and other routine activities would require from children during the day before and after the game. The most favorable period is after the daytime rest of the children. At this time, the children are vigorous, active. They can concentrate and more fully comprehend the structure of the new game and exercises, as well as it is interesting to play already familiar ones.

We emphasize that not all vocabulary work was carried out by the teacher; it, as a rule, is limited only to everyday vocabulary. Vocabulary work was carried out on the basis of taking into account the age and individual characteristics of the dictionary, mental development in general, as well as current educational tasks.

Diagnostic work was carried out to assess the effectiveness of the project. It was revealed that the children with whom the project was implemented have a higher indicator of vocabulary development than the group with which didactic games and exercises were not conducted.

Thus, the use of verbal didactic games and exercises contributes to the development of children's vocabulary and increase the effectiveness of correctional work, provided that they are included in regime moments, systematic, integrated work and the competence of teachers. The development of the speech of preschoolers in the course of play activity is an attempt to teach children lightly, joyfully, without coercion.

This direction of work is also relevant for children with normal speech development, since they also have difficulties in mastering the dictionary.

Poryadina Anna Ivanovna,
teacher speech therapist