Word games for kindergarten children. Card file of word games for speech development

We bring to your attention word games for older preschoolers with general speech underdevelopment on the topic of winter, winter phenomena, winter entertainment, winter clothes that speech therapists and other preschool teachers can use in their classes. Parents can also use this material when organizing independent work on the development of speech in children. All games are supplied with the necessary illustrative didactic material.

Subject: Winter and its signs. Winter clothes and footwear.

The game "What? Which? Which?"

To develop attention, imagination, perception, logical thinking, memory, speech in preschoolers.

Raise cognitive interest in the state of natural phenomena in winter.

Practice matching adjectives to nouns.

PROGRESS OF THE GAME.

The teacher invites the children to consider illustrations that depict winter landscapes. We ask the children to choose as many words as possible that answer the question “What? Which? Which?". For a correctly chosen word, the child receives a phantom. We determine the winner by the number of forfeits.

For example: the sun (what?) ...; sky (what?) ...; snow (what?) ...; weather (what?) ...; air (what?) ...; wind (what?) ...; day (what?) ...; ice rink (what?) ...; patterns (what?) ...

Game "What to do? What are they doing?

Develop observation, attention, imagination, memory, logical thinking, speech.

Cultivate cognitive interest, endurance, diligence.

Exercise in the selection of verbs to nouns, coordinate them in gender, number and case.

Activate the vocabulary of verbs.

MATERIAL: forfeits-snowflakes, illustrations depicting winter landscapes.

PROGRESS OF THE GAME.

Children look at illustrations depicting winter landscapes. The teacher suggests choosing action words for the proposed nouns that answer the question “What to do? What are they doing?" For a correctly chosen word, the child receives a phantom. The winner is determined by the number of forfeits. For example: snow (what does it do?) ...; snowflakes (what are they doing?) ...; frost (what does it do?) ...; birds (what are they doing?) ...; people do?) ...; children (do?) ...; wind (what is it doing?) ...

Game "Who? What? »

Develop imagination, observation, imagination, memory, logical thinking, speech.

Cultivate endurance, diligence, desire to communicate.

Exercise in the selection of nouns, coordinate them in gender, number and case.

MATERIAL: forfeits-snowflakes, illustrations depicting winter landscapes.

PROGRESS OF THE GAME.

Children look at illustrations depicting winter landscapes. The teacher offers to name “who? What?" can perform the named action. For a correctly chosen word, the child receives a phantom. The winner is determined by the number of forfeits.

For example: what time of the year is coming (what?) ...; freezes (what?) ...; whistles, blows (what?) ...; rages (what?) ...; circling (what?) ...; sparkles (what?) ...; lies (what?) ...; sculpt (what?) ...; ride (who?) ...; falling (what?) ...

Game "Name the parts of the clothes."

Raise cognitive interest in winter clothing.

Exercise in highlighting and naming parts of the subject on the topic " Winter clothes».

MATERIAL: items of winter clothing or pictures of winter clothing, a bag.

PROGRESS OF THE GAME.

The teacher shows the children a bag of winter clothes. We invite the child to take out a piece of clothing from the bag and name its parts. If the child could not name the parts of the object, then the object is placed in a bag. For example: jacket - sleeves, back, hood, two pockets, zipper, buttons; fur coat - back, two sleeves, hood, buttons, two pockets; sweater - ….; sweater - …….; trousers - two legs, belt, two pockets...

Game "What of what?"

Develop attention, imagination, logical thinking, observation, memory, speech.

Raise cognitive interest in winter clothing and footwear.

Exercise in the name of the material from which the object is made.

Activate the vocabulary of nouns.

MATERIAL: pictures with depicted items of winter clothing and footwear.

PROGRESS OF THE GAME.

The teacher tells the children that clothing and footwear are made from different materials. Depending on what material the object is made of, you can call it “What is it?”. Each child receives a picture of clothes and shoes. The teacher names the object, and the child, having found such an object, names what it is made of. If the child has correctly found a picture in himself and named the material from which the object is made, then he turns the picture upside down. For example: a fur coat - from fur; woolen trousers - from wool; wool sweater - wool; leather boots - leather; fur hat - from fur; woolen hat - made of wool...

The grammatical structure of speech.

The game "What of what? Which? Which?"

To cultivate a cognitive interest in clothing and footwear, a careful and careful attitude towards them.

Exercise in the word formation of adjectives from nouns.

MATERIAL: items of winter clothing and footwear or pictures with their image, forfeits-snowflakes.

PROGRESS OF THE GAME.

Each child receives items of winter clothing and footwear. The teacher names the object and the material from which it is made. The child is looking for a named object. Whoever found the named object in himself should name the phrases of the adjective with the noun, that is, answer the question “What?”, “What?”, “What?”. For the correct answer, the child receives a phantom. For example: a fur coat - a fur coat; down jacket - down jacket; wool trousers - woolen trousers, wool gloves - woolen gloves; leather boots - leather boots; fur hat - fur hat.

The game "What without what?"

Develop imagination, attention, observation, logical thinking, memory, speech.

To cultivate a careful and careful attitude to winter clothing and footwear.

Exercise in the use of genitive noun forms on the topic "Winter clothes and shoes."

MATERIAL: pictures of items of clothing that need to be repaired, a bag.

PROGRESS OF THE GAME.

The teacher reports that clothes and shoes may sometimes need to be repaired. People take them to the studio, where the master skillfully repairs the item. We invite the child to take out a card from the bag and answer the question “What without what?”.

For example: a jacket without a button, a jacket without a sleeve, a hat without a tie, trousers without a belt, a mitten without a finger, a jacket without a hood, boots without a sole...

Game "What's in the store?"

Develop imagination, attention, memory, logical thinking of speech.

Practice distinguishing between singular and plural forms of nouns.

Cultivate cognitive interest, respect.

Use noun forms in the genitive case.

MATERIAL: pictures depicting items of winter clothing and footwear.

PROGRESS OF THE GAME.

On the table are pictures depicting winter clothes and shoes. We inform you that the store sells not one item of clothing, but several. We invite the child to name the object, if it is one, and if there are several.

Option number 1.

For example: I have a scarf, and there are scarves in the store. I have a jacket, and in the store jackets. I have pants and pants in the store. I have a sweater, and there are sweaters in the store. I have boots and boots in the store. I have a handkerchief, and there are handkerchiefs in the store...

Option number 2.

For example: I have a scarf and there are many scarves in the store. I have a jacket, and there are many jackets in the store. I have a pair of boots, and there are many pairs of boots in the store. I have a sweater, and there are many sweaters in the store...

The game "Call it affectionately."

Develop imagination, attention, logical thinking, memory, observation, speech.

Cultivate frugality, caring.

Exercise in the use of diminutive forms of nouns and adjectives, coordinate them in gender, number and case.

MATERIAL: pictures depicting items of clothing and footwear, forfeits-snowflakes.

PROGRESS OF THE GAME.

The teacher shows a picture of a piece of clothing and invites the children to affectionately name both words, as they name the items of clothing of a puppet, reduced size. For the correct answer, the child receives a phantom. We determine the winner by the number of forfeits. For example: a red hat - a red cap, a green jacket - a green jacket, black trousers - black trousers, a warm fur coat - a warm fur coat ...

Connected speech.

Game Tell me about me.

Develop imagination, attention, memory, logical thinking, speech.

Develop performance and communication skills.

Drawing up a descriptive story about winter clothing according to a scheme or plan.

Exercise in the preparation of simple sentences, coordinating words in gender, number and case.

Build your statement logically.

MATERIAL: items of winter clothing or pictures with their image, a bag, a diagram-pictogram for describing items of clothing.

PROGRESS OF THE GAME.

The teacher invites the children to talk about the items of clothing that are in the bag. The child takes an object out of the bag and describes it, adhering to such a scheme. For example: a) color; b) the material from which the object is made; c) what parts it consists of; d) seasonality of clothing (what time of the year it can be worn) e) for whom it is intended (male, female, children's) f) what actions can be performed with it.

"A Descriptive Story of Winter".

Develop attention, imagination, logical thinking, memory, observation, speech.

Cultivate cognitive interest, desire to communicate.

Write a descriptive story using pictograms.

Exercise in the logical presentation of your thoughts.

It is grammatically correct to build simple sentences, agreeing words in gender, number and case.

MATERIAL: pictures depicting winter landscapes, a diagram - a pictogram for describing the seasons.

The teacher invites the child to compose a descriptive story based on the proposed picture depicting winter, based on the pictogram diagram. For example: a) the sun (a story about the sun) b) the sky (what the sky is like) c) the earth (what the earth looks like) d) trees; e) people (clothes worn by people); e) animals (changes in the life of animals with the change of season); g) birds (seasonal changes in the life of birds); h) entertainment for children.

Winter entertainment.

Game "Find an extra item"

Develop attention, perception, memory, logical thinking, speech.

Cultivate cognitive activity for objects for winter entertainment.

Exercise in the classification of objects and the selection of an extra object that does not belong to a certain group of objects.

Be able to explain your choice.

MATERIAL: subject pictures depicting items for winter entertainment and other seasons.

PROGRESS OF THE GAME.

The teacher invites the children to consider several pictures, among which one picture depicts an object that does not belong to the group of objects shown in the pictures. Children show an extra picture and explain why it is “extra”. For example: sled, skates, net, bucket; skis, helmet, club, ball; club, club, shuttlecock, bicycle...

The game "Name the extra word"

Develop perception, attention, imagination, memory, speech.

Cultivate endurance, interest.

Be able to explain your choice.

PROGRESS OF THE GAME.

The teacher names the words and invites the children to identify the “extra” word by ear, and then explain why this word is “extra”. For example: skis, sleds, sticks, ball; net, bucket, skates, stick; sled, hockey stick, bike, skis; jump rope, sticks, skates, sleds...

The grammatical structure of speech.

Cross-country skiing game.

Develop imagination, attention, observation, memory, logical thinking.

Cultivate interest, positive emotions.

Exercise in agreeing numerals with nouns in gender, number and case.

MATERIAL: silhouette images of boys, girls, red and blue skis, poles.

PROGRESS OF THE GAME.

The teacher invites the children to lay out red skis with sticks to the silhouettes of girls, and blue skis for boys. The child names how many boys and how many girls ski down the hill. For example: three girls, five boys, six girls, four boys...

Game "Merry Descent"

PURPOSE: To develop observation, attention, imagination, memory, logical thinking, speech. Cultivate positive emotions. Exercise children in coordinating collective nouns with nouns in gender, number and case.

MATERIAL: silhouette images of girls, boys, sleds.

PROGRESS OF THE GAME.

The teacher offers the children to place a different number of silhouettes of children on the sled. We inform you that the children lined up with sledges one after another on the hill. We invite you to answer the questions.

For example: How many children are on the second sleigh? (Two girls sit on the second sleigh.)

How many children ride the fourth sleigh? (four guys ride on the fourth sleigh.)

How many children sit on the first sleigh? (Two girls and one boy are sitting on the first sleigh.) ...

Game "Finish the sentences"

Develop imagination, attention, logical thinking, perception, memory, speech.

Raise interest in winter activities.

Fix the use of complex sentences with the union "to".

MATERIAL: illustrations on the topic "Winter entertainment".

PROGRESS OF THE GAME.

The teacher invites the children to consider illustrations with children's winter activities. Children answer the questions posed with a complex sentence using the union “to”. For example:

Why did the boy take the sled? (The boy took the sled to ride down the mountain.)

Why do children pour water over the slide? (Children water the hill so that it is slippery.)

Why did the boy take the stick and the puck? (The boy took a stick and a puck to play hockey.)

Why is the girl wearing a fur coat? (The girl put on a fur coat to keep her warm.) ...

In our modern, high-speed world, there is less and less space left for live communication. Everyone is constantly in a hurry somewhere, including parents of babies, girls and boys who so need simple communication with their busy parents all the time. But sometimes, in order to play with him, for the benefit of his upbringing and development, not so much time is needed.

For example, on the way to kindergarten or home, you can not only ask the child about the past day, the activities that he liked, his successes and failures, discuss what the child is interested in, but also play with him.

A very big plus of such word games is that they do not require any game attributes, and the developmental effect of them is great. And what a lively, emotional, interesting and useful communication can turn out!

Our youngest daughter (her name is Margarita) enjoys playing such word games when we go to kindergarten, home or anywhere. She gladly offers a game, makes her own creative adjustments. And we are happy to see how each time the set of favorite games expands, and the rules become more complicated.

What word games can you play on the road?

In my opinion, the list of such games is huge, if not endless. For example, we constantly invent new ones, and change and complicate the old ones.

Here are some examples of word games. Perhaps you, dear reader, will find it useful. Or maybe you will share your word games options, tell us about your favorite word games in your comments.

word games

Game "Think of a rhyme"

Players take turns asking each other one word to which they need to come up with a rhyme. You can come up with several such words at once and then combine them into simple ones. It ends up being a lot of fun.

For example, the given word "flower". We come up with: a leaf, a scarf, a wreath.

Rhymes:

I will pick a fragrant flower.

I'll add a sheet to it.

I will weave a beautiful wreath.

And I'll put it on a scarf. 🙂

Or more options: I'll hang it on a hook. I'll put it on a stump. I'll put him in a bag.

You, dear readers, can see for yourself that the possibilities for complication and family creativity are endless.

Word game "Guess the number"

One player thinks of a number from 1 to 10 (20, 100), which depends on the level of preparation of the child, and the second one guesses it. When the wrong version of the number is called, you need to say “no - more” or “no - less”. The faster the conceived number is guessed, the “cooler” the result. The numbers are guessed by the players one by one.

Game "Count the cars"

If your way home or somewhere is along or close to the road, you can count the cars you see. If there are not very many cars, you can count them by naming their brands and colors. If there are a lot of cars, you can count according to the given parameters. For example, “today we will count how many black cars we will see” or “how many trucks will pass towards us”.

The next word logic game "Find out what (whom) I have in mind"

One player thinks of a word (noun): an object, a living being, a phenomenon, etc. The other or other players must guess the thought word. You can ask any questions that will receive one-word answers: “yes”, “no” or “yes and no”. The fewer questions needed to guess the right word, the more “advanced” the player is. If several players guess at once, the one who asks the final question wins. Then the winner and the host change places.

This game contributes to the development of the ability to classify, navigate in various concepts, objects and their features, develops.

I will give an example 1.

The word "water" is conceived.

Questions: Is this an item? (No)

Is it alive? (Yes and no)

Is it at home? (Yes)

Is it in the kitchen? (Yes)

Is it for cooking? (Yes)

Is it liquid? (Yes)

This is water? (Yes! I guessed it!)

The word "doll" is conceived.

Questions: Is it alive? (No)

Is it an item? (Yes)

Do I have it at home? (Yes)

Is it furniture? (No)

It is a toy? (Yes)

Is this a girl's toy? (Yes)

Is it a doll? (Yes! I guessed it!)

Such chains of answers-questions can be very different both in size and content.

This game is suitable for people of almost any age, starting from the average preschool (although there are advanced kids ...).

Game "Name 3 (5) items"

This game also helps develop. It expands the vocabulary and horizons of the child.

Players take turns asking each other tasks: "Name 3 (5) types of fruits, names of fairy tales, types of air transport, hats, pieces of furniture, etc." The list of tasks is practically endless, and their number and complexity depend on the age and horizons of the players.

Word game "Will you go to the ball?"

This game from childhood (or its variations) many adults will be able to remember. The basic rule of the game - do not say "yes" and "no", do not wear black and white. The facilitator begins with the question: “Are you going to the ball?”. And then you can ask a variety of questions: By car? On a carriage? On what? What color is the dress? And the shoes are black? Etc. The player who breaks the rule is out of the game or changes places with the leader.

"Tell me what"

A word (noun) is proposed, to which you need to come up with as many features as possible. Whoever names more adjectives wins. You can do this in sequence. Then the winner will be the one who comes up with and names the sign last.

For example, a “flower” (garden, field, fragrant, early, spring, beloved, yellow, motley, large, terry, long-awaited, capricious, indoor, etc. There are countless color shades).

Game "Stringing".

Target: develop fine motor skills.

pasta of various shapes, painted by children, fishing line, berries, buttons, paper rings.

Description: the teacher invites the child to participate in the fair. To do this, you need to make beads, bracelets, photo frames using game material.

Game "Color it right".

Goals: develop fine motor skills; learn to hatch objects with an inclination to the right, left, straight, lines parallel to each other.

: pencils, contour images of various objects.

Description: children are invited to participate in the competition for the best hatcher. The teacher distributes contour images of objects, explaining the principle of shading (lines parallel to each other, tilted to the right (left, straight).

Paper craft game.

Goals: develop fine motor skills, form the ability to fold a sheet in various directions.

Game material and visual aids: paper.

Description: suggest the game "Paper Toy Store". Then show samples of paper figures that children can make (cap, jackdaw, boat, dove).

Shadow theater game.

Target: develop fine motor skills.

Game material and visual aids: screen (light wall), table lamp, lantern.

Description: before the game, it is necessary to darken the room, the light source should illuminate the screen at a distance of 4-5 m. Hand movements are made between the screen and the light source, from which a shadow falls on the illuminated screen. The placement of the hands between the wall and the light source depends on the strength of the latter, on average it is 1-2 m from the screen. Children are invited to use their hands to create shadow figures (bird, dog, lion, eagle, fish, snake, goose, hare, cat). The "actors" of the shadow theater can accompany their actions with short dialogues, acting out scenes.

The game "Why not Cinderella?".

Target: develop fine motor skills.

Game material and visual aids: cereals (rice, buckwheat).

Description: the teacher complains to the child that a little trouble has happened to him, two types of cereals (rice and buckwheat) have mixed up, and there is not enough time to sort it out. Therefore, his help is needed: to decompose the cereal into different banks.

The game "The letter grows."

Target: develop fine motor skills.

Game material and visual aids: sheet of paper, pencil.

Description: the child receives a piece of paper, at the opposite ends of which letters are drawn - one very small, the other very large. Invite the child to depict the process of increasing or decreasing letters, that is, next to the small one, draw a larger letter, the next even larger, etc. Draw the child’s attention to the fact that the letter should grow little by little, thus bringing the letter to the size indicated on the opposite end of the sheet .

Games aimed at developing fine motor skills in preschoolers of the older group

City Travel game.

Target: develop attention, observation.

Game material and visual aids: pictures with images of city residents (mothers with children, schoolchildren, grandmother with a basket, students), people of different professions (drivers, postmen, builders, painters), modes of transport (bus, trolleybus, tram, bicycle), buildings, decorations of the city ( post office, shop (dishes, books), fountain, square, sculpture).

Description: pictures are laid out in different places in the room. With the help of a counter, children are divided into 4 groups of 2-3 people. They are "travelers". Each group is given a task: one - to see who lives in the city, to collect pictures of people; the other - what people drive, collect pictures of vehicles; the third - pictures on which the various labor of people is reproduced; fourth - to consider and select pictures with drawings of beautiful buildings of the city, its decorations. At the signal of the driver, the “travelers” walk around the room and select the pictures they need, the rest are waiting for their return, watching them. Returning to their places, the "travelers" put pictures on stands. Participants of each group tell why they took these pictures. The winner is the group whose players did not make a mistake and put their pictures correctly.

Game "What has changed?".

Target: develop attention.

Game material and visual aids: from 3 to 7 toys.

Description: the teacher puts toys in front of the children, gives a signal to close their eyes, and removes one toy. Opening their eyes, the children must guess which toy is hidden.

The game "Be careful!".

Target: develop active attention.

Description: children walk in a circle. Then the leader pronounces a word, and the children must begin to perform a certain action: on the word "bunny" - jump, on the word "horses" - hit the "hoof" (foot) on the floor, "crayfish" - back away, "birds" - run with arms spread out to the sides, "stork" - stand on one leg.

The game "Listen to the clap!"

Target: develop active attention.

Description: children walk in a circle. For one clap, they should stop and take the “stork” pose (stand on one leg, the second is tucked in, arms to the sides), for two claps - the “frog” pose (squat down), for three claps - resume walking.

The game "Four Elements".

Target: develop attention associated with the coordination of auditory and motor analyzers.

Description: Players sit in a circle. If the host says the word "earth", everyone should put their hands down, if the word "water" - stretch their hands forward, the word "air" - raise their hands up, the word "fire" - rotate their hands in the wrist and radial joints. Whoever makes a mistake is considered a loser.

Game "Draw a figure".

Target: develop memory.

Game material and visual aids: paper, colored pencils, 5-6 geometric shapes.

Description: children are shown 5-6 geometric shapes, then they are asked to draw on paper those that they remember. A more difficult option is to ask to draw figures, given their size and color. The winner is the one who reproduces all the figures faster and more accurately.

Game "Forest, sea".

Target: develop attention.

Game material and visual aids: ball.

Description: throw the ball to the child, naming any animal habitat (forest, desert, sea, etc.). Returning the ball, the child must name the animal of the area.

Game "Color it right".

Target: develop attention.

Game material and visual aids: paper, red, blue and green pencils.

Description: write letters and numbers in large print, alternating them with each other. Invite the child to circle all the letters in red pencil, and all the numbers in blue. Complicating the task, offer to circle all vowels in red pencil, all consonants in blue, numbers in green.

The game "I'll show, and you guess."

Target: develop attention.

Game material and visual aids: toys.

Description: invite the child to alternately depict any actions by which one of these toys can be recognized. For example, they thought of a teddy bear. You need to walk around the room, imitating the clumsy gait of a bear, show how the beast sleeps and “sucks” its paw.

Games aimed at developing logic in preschoolers of the older group

Game "Find options".

Target: develop logical thinking, ingenuity.

Game material and visual aids: cards with the image of 6 circles.

Description: give the child a card with the image of 6 circles, offer to paint them in such a way that the filled and unfilled figures are equally divided. Then view and calculate all the options for painting. You can also hold a competition: who will find the largest number of solutions.

Game Wizards.

Target: develop thinking, imagination. Game material and visual aids: sheets depicting geometric shapes.

Description: children are given sheets with the image of geometric shapes. Based on them, you need to create a more complex drawing. For example: rectangle - window, aquarium, house; circle - ball, snowman, wheel, apple. The game can be played in the form of a competition: who will come up with and draw more pictures using one geometric figure. The winner is awarded a symbolic prize.

Game "Collect a flower".

Target: to develop thinking, the ability to analyze, synthesize.

Game material and visual aids: cards with the image of objects related to the same concept (clothes, animals, insects, etc.).

Description: each child is given a round card - the middle of the future flower (one - a dress, the second - an elephant, the third - a bee, etc.). Then the game is played in the same way as in the lotto: the leader distributes cards with the image of various objects. Each participant must collect a flower from cards, on the petals of which objects related to one concept are depicted (clothing, insect, etc.).

Game "Logic endings".

Target: develop logical thinking, imagination, ability to analyze.

Description: children are invited to complete the sentences:

Lemon is sour, and sugar ... (sweet).

You walk with your feet, but you throw ... (with your hands).

If the table is higher than the chair, then the chair ... (below the table).

If two is greater than one, then one... (less than two).

If Sasha left the house before Serezha, then Serezha ... (left later Sasha).

If the river is deeper than the brook, then the brook ... (smaller than the river).

If the sister is older than the brother, then the brother ... (younger than the sister).

If the right hand is on the right, then the left ... (on the left).

Boys grow up and become men, and girls ... (women).

Ornament game.

Target: develop logical thinking, the ability to analyze.

Game material and visual aids: 4-5 groups of geometric shapes (triangles, squares, rectangles, etc.) cut out of colored cardboard (the figures of one group are divided into subgroups that differ in color and size).

Description: invite the child to consider how on the playing field (sheet of cardboard) you can create ornaments from geometric shapes. Then lay out the ornament (according to the model, according to one’s own plan, under dictation), using such concepts as “right”, “left”, “above”, “below”.

The game "Useful - harmful."

Target: develop thinking, imagination, ability to analyze.

Description: to consider an object or phenomenon, noting its positive and negative sides, for example: if it rains, it's good, because plants drink water and grow better, but if it rains for too long, it's bad, because the roots of plants can rot from excess moisture.

The game "What did I think?".

Target: develop thinking.

Game material and visual aids: 10 circles of different colors and sizes.

Description: lay out 10 circles of different colors and sizes in front of the child, invite the child to show the circle that the teacher thought of. Explain the rules of the game: guessing, you can ask questions, only with words more or less. For example:

Is this circle bigger than red? (Yes.)

Is it more blue? (Yes.)

More yellow? (No.)

Is it a green circle? (Yes.)

Game "Plant flowers"

Target: develop thinking.

Game material and visual aids: 40 cards with pictures of flowers with different shapes of petals, size, color of the core.

Description: invite the child to “plant flowers in flower beds”: on a round flower bed all flowers with round petals, on a square - flowers with a yellow core, on a rectangular - all large flowers.

Questions: what flowers were left without a flower bed? What can grow in two or three flower beds?

The game "Group by features."

Target: to consolidate the ability to use generalizing concepts, expressing them in words.

Game material and visual aids: cards with the image of objects (orange, carrot, tomato, apple, chicken, sun).

Description: lay out cards with the image of different objects in front of the child, which can be combined into several groups according to any sign. For example: orange, carrot, tomato, apple - food; orange, apple - fruits; carrots, tomatoes - vegetables; orange, tomato, apple, ball, sun - round; orange, carrot - orange; sun, chicken - yellow.

The game "Remember quickly."

Target

Description: invite the child to quickly remember and name three round objects, three wooden objects, four pets, etc.

Game "Everything that flies".

Target: develop logical thinking.

Game material and visual aids: several pictures with various objects.

Description: Invite the child to select the proposed pictures according to the named feature. For example: everything is round or everything is warm, or everything is animate that can fly, etc.

The game "What is made of."

Goals: develop logical thinking; to consolidate the ability to determine what material an object is made of.

Description: the teacher names some material, and the child must list everything that can be made from it. For example: tree. (You can make paper, boards, furniture, toys, dishes, pencils from it.)

The game "What happens ...".

Target: develop logical thinking.

Description: Invite the child to take turns asking each other the following questions:

What gets big? (House, car, joy, fear, etc.)

What is narrow? (Trail, mite, face, street, etc.)

What happens low (high)?

What is red (white, yellow)?

What is long (short)?

Games aimed at the development of speech in preschoolers of the older group

Game "Finish the sentence."

Target: develop the ability to use complex sentences in speech.

Description: Ask the children to complete the sentences:

Mom put the bread... where? (To the breadbasket.)

Brother poured sugar ... where? (To the sugar bowl.)

Grandma made a delicious salad and put it... where? (To the salad bowl.)

Dad brought sweets and put them... where? (To the candy bar.)

Marina didn't go to school today because... (she got sick).

We turned on the heaters because... (it got cold).

I don't want to sleep because... (it's still early).

We will go to the forest tomorrow if... (weather is good).

Mom went to the market to ... (buy groceries).

The cat climbed a tree to ... (to escape from the dog).

Game "Mode of the day".

Goals: activate the speech of children; enrich vocabulary.

Game material and visual aids: 8-10 plot (schematic) pictures depicting regime moments.

Description: offer to consider the pictures, and then arrange them in a certain sequence and explain.

The game "Who treats?".

Target: to develop the ability to use difficult forms of nouns in speech.

Game material and visual aids: pictures of bear, birds, horse, fox, lynx, giraffe, elephant.

Description: the teacher says that there are gifts for animals in the basket, but he is afraid to confuse who what. Asks for help. Offer pictures depicting a bear, birds (geese, chickens, swans), horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants.

Questions: Who needs honey? Who is the grain for? Who needs meat? Who wants fruit?

Game "Name three words."

Target: Activate the dictionary.

Description: the children line up. Each participant is asked a question in turn. It is necessary, taking three steps forward, to give three words-answers with each step, without slowing down the pace of walking.

What can be bought? (Dress, suit, trousers.)

The game "Who wants to be who?".

Target: to develop the ability to use difficult forms of the verb in speech.

Game material and visual aids: plot pictures depicting labor actions.

Description: children are offered plot pictures depicting labor actions. What are the boys doing? (The boys want to make a mock-up of an airplane.) What do they want to be? (They want to become pilots.) Children are invited to come up with a sentence with the word “want” or “want”.

Zoo game.

Target: develop coherent speech.

Game material and visual aids: pictures with animals, game clock.

Description: children sit in a circle, receiving a picture without showing them to each other. Everyone should describe their animal, without naming it, according to this plan:

1. Appearance.

2. What does it eat.

The "game clock" is used for the game. Turn the arrow first. Whom she points to, he begins the story. Then, by rotating the arrows, it is determined who should guess the described animal.

Match items game.

Goals: develop observation; expand the dictionary by the names of parts and parts of objects, their qualities.

Game material and visual aids: things (toys) that are identical in name but differ in some features or details, for example: two buckets, two aprons, two shirts, two spoons, etc.

Description: the teacher reports that a parcel was brought to the kindergarten: “What is this?” He takes out things: “Now we will carefully consider them. I will talk about one thing, and one of you - about another. Let's take turns talking."

For example:

I have a smart apron.

I have a work apron.

It is white with red polka dots.

Mine is dark blue.

Mine is adorned with lace frills.

Mine is red ribbon.

This apron has two side pockets.

And this one has a big one on his chest.

On these pockets there is a pattern of flowers.

And this is where the tools are.

In this apron they set the table.

And this one is worn for work in the workshop.

The game "Who was who or what was what."

Goals: activate dictionary; expand knowledge about the environment.

Description: Who or what was the chicken before? (Egg.) A horse (foal), frog (tadpole), butterfly (caterpillar), shoes (leather), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?

The game "Name as many objects as possible."

Goals: activate dictionary; develop attention.

Description: children stand in a row, they are invited to take turns naming the objects that surround them. The name of the word takes a step forward. The winner is the one who correctly and clearly pronounces the words and named more objects without repeating themselves.

Game "Choose a rhyme".

Target: develop phonemic awareness.

Description: the teacher explains that all the words sound different, but there are among them that sound similar. Offers help to find a word.

There was a bug on the way,

He sang a song in the grass ... (cricket).

You can use any verses or individual rhymes.

Game "Name the parts of the object."

Goals: enrich vocabulary; develop the ability to correlate the object and its parts.

Game material and visual aids: pictures of a house, a truck, a tree, a bird.

Description: the teacher shows the pictures:

Option 1: Children take turns calling parts of objects.

2nd option: each child receives a drawing and names all the parts himself.

Games for teaching literacy to preschoolers of the senior group

The game "Find out who makes what sounds?"

Target: develop auditory perception.

Game material and visual aids: a set of subject pictures (beetle, snake, saw, pump, wind, mosquito, dog, locomotive).

Description: the teacher shows the picture, the children name the object depicted on it. To the question “How does a saw ring, a beetle buzzes, etc.” the child answers, and all the children reproduce this sound.

Target: develop auditory perception.

Description: the driver becomes his back to the children, and they all read a poem in chorus, the last line of which is uttered by one of the children at the direction of the teacher. If the driver guesses it, the specified child becomes the driver.

Sample material:

We'll play a little, as you listen, we'll find out.

Try to guess who called you, find out. (Name of the driver.)

A cuckoo flew into our garden and sings.

And you, (name of the driver), do not yawn, who is cuckooing, guess!

The rooster sat on the fence, shouted to the whole yard.

Listen, (name of the driver), do not yawn, who is our rooster, find out!

Ku-ka-river!

Game "Guess the Sound"

Target: practice clarity of articulation.

Description: the leader pronounces the sound to himself, clearly articulating. Children guess the sound by the movement of the leader's lips and pronounce it aloud. The one who guesses first becomes the leader.

The game "Who has a good ear?".

Target: develop phonemic hearing, the ability to hear the sound in a word.

Game material and visual aids: a set of subject pictures.

Description: the teacher shows the picture, calls it. Children clap their hands if they hear the sound being studied in the name. At later stages, the teacher can silently show the picture, and the child pronounces the name of the picture to himself and reacts in the same way. The teacher notes those who correctly identified the sound and those who could not find it and complete the task.

The game "Who lives in the house?".

Target: to develop the ability to determine the presence of a sound in a word.

Game material and visual aids: a house with windows and a pocket for posting pictures, a set of subject pictures.

Description: the teacher explains that only animals (birds, domestic animals) live in the house, in the names of which there is, for example, the sound [l]. We need to put these animals in the house. Children name all the animals depicted in the pictures and choose among them those whose names contain the sound [l] or [l "]. Each correctly chosen picture is evaluated by a game chip.

Sample material: hedgehog, wolf, bear, fox, hare, elk, elephant, rhinoceros, zebra, camel, lynx.

The game "Who is more?".

Target: develop the ability to hear the sound in the word and correlate it with the letter.

Game material and visual aids: a set of letters already known to children, subject pictures.

Description: Each child is given a card with one of the letters known to the children. The teacher shows a picture, the children name the pictured object. Chips are received by the one who hears the sound corresponding to his letter. The one with the most chips wins.

Vertolina game.

Target: develop the ability to select words that begin with a given sound.

Game material and visual aids: two plywood disks superimposed on each other (the lower disk is fixed, letters are written on it; the upper disk rotates, a narrow, letter-wide sector is cut out in it); chips.

Description: The children take turns spinning the disc. The child must name the word with the letter on which the sector-slot stops. The one who completes the task correctly receives a token. At the end of the game, the number of chips is counted and the winner is determined.

Logo game.

Target: develop the ability to highlight the first sound in a syllable, correlate it with a letter.

Game material and visual aids: a large lotto card, divided into four squares (three of them have images of objects, one square is empty) and tire cards with learned letters for each child; for the leader, a set of separate small cards with images of the same items.

Description: The facilitator takes the top picture from the set and asks who has this item. A child who has a given picture on a loto card names the object and the first sound in the word, after which he closes the picture with a card of the corresponding letter. The winner is the one who first closed all the pictures on the loto card.

Sample material: stork, duck, donkey, tail, catfish. rose, lamp, etc.

Chain game.

Target: develop the ability to distinguish the first and last sound in a word.

Description: one of the children calls the word, the one sitting next to it picks up a new word, where the initial sound will be the last sound of the previous word. The next child of the row continues, and so on. The task of the row is not to break the chain. The game can be played like a competition. The winner will be the row that “pulled” the chain the longest.

The game "Where is the sound hidden?".

Target: to develop the ability to establish the place of sound in a word.

Game material and visual aids: the teacher has a set of subject pictures; each child has a card divided into three squares and a colored chip (red with a vowel, blue with a consonant).

Description: the teacher shows a picture, names the object depicted on it. Children repeat the word and indicate the place of the sound being studied in the word, covering one of the three squares on the card with a chip, depending on where the sound is: at the beginning, middle or end of the word. Those who correctly position the chip on the card win.

Game "Where is our home?".

Target: develop the ability to determine the number of sounds in a word.

Game material and visual aids: a set of subject pictures, three houses with pockets and a number on each (3, 4, or 5).

Description: Children are divided into two teams. The child takes a picture, names the object depicted on it, counts the number of sounds in the spoken word and inserts the picture into the pocket with a number corresponding to the number of sounds in the word. Representatives of each team come out in turn. If they are wrong, they are corrected by the children of the other team. A point is scored for each correct answer, and the row whose players score the most points is considered the winner. The same game can be played individually.

Sample material: lump, ball, catfish, duck, fly, crane, doll, mouse, bag.

The game "Wonderful bag".

Target

Game material and visual aids: a pouch made of colorful fabric with various objects, in the names of which there are two or three syllables.

Description: children in order come to the table, take out an object from the bag, name it. The word is repeated syllable by syllable. The child names the number of syllables in the word.

Telegraph game.

Target: to develop the ability to divide words into syllables.

Description: the teacher says: “Guys, now we will play telegraph. I will name the words, and you will telegraph them one by one to another city. The teacher pronounces the first word in syllables and accompanies each syllable with claps. Then he calls the word, and the called child independently pronounces it in syllables, accompanied by clapping. If the child did the task incorrectly, the telegraph breaks: all the children begin to slowly clap their hands, the damaged telegraph can be repaired, that is, pronounce the word correctly in syllables and clap.

Math games for older children

Game "Be Careful"

Target: to consolidate the ability to distinguish objects by color.

Game material and visual aids: flat images of objects in different colors: red tomato, orange carrot, green Christmas tree, blue ball, purple dress.

Description: children stand in a semicircle in front of a board on which flat objects are placed. The teacher, naming the object and its color, raises his hands up. Children do the same. If the color is named incorrectly by the teacher, the children should not raise their hands up. The one who raised his hands loses the phantom. When playing forfeits, children can be offered tasks: name a few red objects, say what color the objects are on the top shelf of the cabinet, etc.

Game "Compare and fill".

Goals: develop the ability to carry out visual-cogitative analysis; reinforce ideas about geometric shapes.

Game material and visual aids: a set of geometric shapes.

Description: two play. Each of the players must carefully examine their tablet with images of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with a question mark by putting the desired figure in them. The winner is the one who correctly and quickly completes the task. The game can be repeated by arranging the figures and question marks in a different way.

The game "Fill the empty cells."

Goals: to consolidate the idea of ​​\u200b\u200bgeometric shapes; develop the ability to compare and compare two groups of figures, to find distinctive features.

Game material and visual aids: geometric shapes (circles, squares, triangles) in three colors.

Description: two play. Each player must study the arrangement of the figures in the table, paying attention not only to their shape, but also to the color, find a pattern in their arrangement and fill in the empty cells with question marks. The winner is the one who correctly and quickly completes the task. Players can then exchange signs. You can repeat the game by placing figures and question marks in a different way in the table.

The game "Wonderful glass".

Target: learn to determine the place of a given object in a number series.

Game material and visual aids: 10 cups of yoghurt, a small toy that fits in a cup.

Description: stick a number on each cup, choose a driver, he should turn away. During this time, hide a toy under one of the cups. The driver turns and guesses under which cup the toy is hidden. He asks: “Under the first glass? Under six? And so on, until he guesses. You can answer with prompts: “No, more”, “No, less”.

Game "Holiday at the Zoo"

Target: learn to compare the number and quantity of objects.

Game material and visual aids: soft toys, counting sticks (buttons).

Description: put animal toys in front of the child. Offer to feed them. The teacher calls the number, and the child lays out the required number of sticks (buttons) in front of each toy.

The game "Length".

Target: to fix the concepts of "length", "width", "height".

Game material and visual aids: strips of paper.

Description: the teacher thinks of some object (for example, a closet) and makes a narrow paper strip equal to its width. To find a clue, the child will need to compare the width of various objects in the room with the length of the strip. Then you can guess another object by measuring its height, and the next one by measuring its length.

The game "Go through the gate."

Game material and visual aids: cards, "gate" with the image of numbers.

Description: Children are given cards with a different number of circles. In order to get through the "gate", everyone needs to find a pair, that is, a child whose number of circles, in total with the circles on his own card, will give the number shown on the "gate".

The game "Conversation of numbers".

Target: fix forward and backward counting.

Game material and visual aids: cards with numbers.

Description: children-"numbers" receive cards and stand one after another in order. "Number 4" says to "number 5": "I am one less than you." What did “number 5” answer to “number 4”? And what did "number 6" say?

The game "Do not yawn!".

Goals: to consolidate knowledge of counting from 1 to 10, the ability to read and write numbers.

Game material and visual aids: number cards, forfeits.

Description: children are given cards with numbers from 0 to 10. The teacher tells a fairy tale in which there are different numbers. At the mention of a number that corresponds to the number on the card, the child must pick it up. Who did not have time to quickly perform this action, he loses (he must give a phantom). At the end of the game, a “ransom” of forfeits is carried out (to solve a problem, a joke problem, guess a riddle, etc.).

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. - 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 randomly chosen word. 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.

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 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 mistranslated 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 choice 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.”