Didactic games for the development of speech in preschoolers. Speech games for children Speech games for preschoolers

Speech development in preschool and younger children school age. Games for speech development. Speech developing games.

1. Game for speech development "Interview".

First introduce children to new words.

An interview is a conversation intended to be broadcast on radio, television or in a newspaper.
The reporter is the one who asks questions.
The respondent is the one who answers the questions.

We need to teach children to speak boldly into a microphone. To do this, ask the children to take turns saying something into the microphone, at least counting to 10 up and down. Then roles are distributed among the children. Possible topics are discussed. The tape recorder is being set up.

Reporters start asking questions. Then the conversation is collectively listened to and discussed.

Possible topics: discussion of going to the theater and watching a play; discussion of the holiday, exhibition of drawings, interesting book, the most interesting event of the week.

Game options: 1) the teacher interviews the children, 2) the children interview the teacher, 3) the parents interview the child, 4) the child interviews the parents.

2. Speech development game “Pictures-Riddles”.

One driver is selected from a group of children, the rest sit on chairs, and they must guess. The teacher has a large box containing small pictures depicting various objects (you can use pictures from children's lotto).

The driver approaches the teacher and takes one of the pictures. Without showing it to the other children, he describes the object drawn on it. Children offer their versions.

The next driver is the one who first guessed the correct answer.

3. Game "Identify the toy." Speech development.

Each child brings some kind of toy. One driver is selected from the group. For 3-5 minutes he goes out the door. In his absence, the teacher and the children come up with some kind of story in which the main character is one of the toys they brought.

All toys, including the selected game character, are placed on tables or chairs. A child driver is welcome. The guys from the group take turns telling him an invented story, without naming the main character, but replacing his name with the pronoun “he” or “she”. The story is told within 3-5 minutes. The driver must show the toy, which is the main character of the story being told.

If the guess is correct, another driver is chosen and the game is repeated. If the answer is incorrect, the children complement the story told in such a way as to help the driver with new details, without naming the planned toy.

4. Game "Write a sentence."

The teacher offers the group 2 cards from children's lotto, which depict objects. The group sits in a semicircle, and in turn, each child comes up with a sentence that contains the names of two planned objects. Then two other objects are shown, and again in a circle the children come up with new sentences.

Notes:

1. Stimulate in children the desire to compose non-standard, original proposals.

2. If children can easily come up with sentences based on two given words, next time offer them three words to make sentences.

Note: Parents can also use this game for individual lessons with their child, competing to see who can come up with the most sentences. Naturally, the child must win.

5. Game "Opposite".

The presenter shows a group of children one picture. The task is to name the word that denotes the opposite object. For example, the presenter shows the object “cup”. Children can name the following objects: “board” (the cup is convex and the board is straight), “sun” (the cup is made by a person, and the sun is part of nature), “water” (water is the filler, and the cup is the shape) etc.

Each child takes turns offering his answer and making sure to explain why he chose that particular item.

Note: the game is also suitable for individual lessons with a child.

6. Game "Bridge".

The presenter shows one card on which an object is drawn, then another. The task of the game is to come up with a word that is located between two intended objects and serves as a kind of “transition bridge” between them. Each participant answers in turn. The answer must be justified.

For example, two words are given: “goose” and “tree”. “Transition bridges” can be the following words: “fly” (the goose flew up a tree), “cut” (a goose was cut out of a tree), “hide” (the goose hid behind a tree), etc. Note: the game is also suitable for individuals activities with the child.

7. "What does the expression mean?" or "Proverbs".

It is impossible to know the secrets of a language, its richness and expressiveness without understanding the meanings of set phrases: phraseological units, proverbs, sayings.

The sources of phraseological units are different. Some arose as a result of human observation of social and natural phenomena, others are associated with real historical events, others came from mythology, fairy tales, and literary works.

The peculiarity of these expressions is that in our speech they are used in a constant, as if forever frozen form. As a rule, they have an invariable word order; a new component cannot be introduced into them.

Phraseologisms are used in a figurative sense. However, children often perceive such expressions in their own way, replacing words with synonyms. The meaning of expressions does not change with such replacements, but its so-called internal form is lost.

For example:

The child said: - Adults say:

go to the mend - go to the mend
where the eyes see - where the eyes look
the soul has gone into the dust - the soul has gone to the heels
free bird - free bird
discover Africa - discover America
count in your head - count in your head
the eye fell on the book - the gaze fell on something
with a fresh mind - with a fresh head
nerves are in turmoil - nerves are in turmoil
not suitable for heels - not suitable for soles

Understanding phraseological units in the literal sense leads to funny incidents. For example, a boy was very worried when he heard that his cat was sleeping without its hind legs. He woke up the cat, counted his paws, and, reassured, returned. The mother, who said she had a mouth full of worries, was advised to spit them out quickly. Three-year-old Irochka does not want to put on a new suit, she cries because she heard one of the adults remark: “She will drown in it.”

Completing the task "What does the expression mean?" will help the child correctly use phraseological units in his own speech.

Proverbs:

1. “The master’s work is afraid.”
2. "Every master in his own way."
3. "Jack of all trades."
4. “If the tailor ruins it, the iron will iron it out.”
5. “The potatoes are ripe - get down to business.”
6. “Without labor there is no fruit in the garden.”
7. “As is the care, so is the fruit.”
8. "More action - less words."
9. “Every person is learned in action.”
10. “If there is grief, grieve, if there is business, work.”
11. “Without discipline, living is not good.”
12. “Bread earned is sweet.”
13. “He who has dexterity acts dexterously.”
14. “Without beginning there is no end.”
15. “Without order there is no point.”
16. “You can’t buy gingerbread without work.”
17. "The eyes are afraid - the hands are doing."
18. “In order not to make mistakes, there is no need to rush.”
19. “Without labor there is no good.”
20. “Work is the best medicine.”
21. “Patience and work will grind everything down.”
22. “If you read books, you will know everything.”
23. “A house without a book is like without windows.”
24. “Bread nourishes the body, but a book nourishes the mind.”
25. “Where there is learning, there is skill.”
26. “Learning and work live together.”
27. “Learning is light, and ignorance is darkness.”
28. “Honor your teacher as you would a parent.”

8. Game "Steps. (Who gets to... faster)"

With the help of this simple game with elements of competition, you can work with your child to expand his vocabulary and develop speech in general.

The players stand next to each other and agree on where the finish will be (at a distance of 8-10 steps). And they discuss the topic of steps. For example, "Polite words." Each child can take a step just by naming something polite word. We give a minute to think and “Start!”

Other themes: “Everything is round”, “everything is hot”, “everything is wet”. "Kind words for mom." "Words of comfort", etc.

Option: Children stand in pairs opposite each other and take steps towards each other. The conditions of the game are the same: a step can be taken only by saying the right word.

9. Attention! Wanted! (Developing coherent speech, attention and observation)

This game is played by at least 5 people. Otherwise it's not interesting. The presenter says: I'm looking for a friend (friend). She has blue eyes, dark long hair, loves cats and hates milk.

The one who first guesses which child we are talking about becomes the leader. When playing with young children, it is allowed to describe clothes.

10. Game "Two circles".

Children are lined up in two circles - outer (large) and inner (3-4 people). Children from the large circle stand, and from the small circle they walk along with the leading adult and say: “We walk in a circle and take with us... sweets.”

Large circle players must quickly name something sweet, such as sugar. The child who names the object first stands in the inner circle. The game continues (“...we take with us something soft, liquid, sour, hard,” etc.). The last child remaining in the large circle must complete some task as punishment for being slow.

11. We come up with a story.

The adult reads the sentences, the children insert the subject, predicate, explanatory words, etc. The stories of Suteev and Bianki can be taken as a basis.

For example:

"She sat on the threshold and meowed pitifully... (who?). The cat sat in front of a cup of milk and greedily... (what did she do?). The cat caught in the garden... (who?). The cat's fur... (which?), claws... (which?).The cat was lying with the kittens... (where?).The kittens were playing with a ball... (how?).

12. Distribution of proposals.

An adult says: “The gardener is watering... (what? where? when? why?). The children are going... (where? why?), etc. We must pay attention to the correct construction of sentences.

13. Complete the sentence.

Ask the child to complete the sentences: “The children water the flowers in the flower beds because...”. “There is not a single leaf left on the trees, because...” “In winter, the bear sleeps because...”, etc.

14. "I was at the circus..."

To play you will need cards with letters and syllables. You can play together or with a group. The participants in the game are given cards with letters, or all the cards are placed in a pile on the table and the players take turns taking them.

The first player takes a card with a letter or syllable and says: “I was at the circus and saw...” He must name something that starts with the letter on his card. You can name not only nouns. For example, the letter “K” can be used to name a clown, a tumbling gymnast, and a red curtain.

If you use cards with syllables, it is not necessary that the syllable be at the beginning of the word. Options: “I was at the sea...”, “I was in the forest...”, “I was at the theater...”, etc.

15. Prepositions.

Take a disposable cardboard plate and draw it into sectors. In each sector, write prepositions - “on”, “in”, “under”, “above”, “with”, etc.

You can play like roulette - throwing a ball onto a plate. Or you can make an arrow in the center of the plate and rotate it. The meaning remains the same - whichever preposition the ball or arrow lands on, you need to make a sentence with that preposition.

16. Homemade alphabet.

Take a thick album or office folder. On each sheet, draw the letters of the alphabet. Although you will need more sheets for each letter later. Cut out pictures from old magazines; pictures from different boxes are also suitable - in general, any pictures, stickers. Together with your child, stick pictures on the page with the letter that the word begins with. Under each picture, write a signature in block letters.

Later, when the child masters the letters, complicate the task - cut out words from magazines. With a certain letter, with a certain syllable.

17. Chain.

A game with words for any number of participants. Choose a few consonants and write them down on a piece of paper. Think of words that include all these letters. Letters can be swapped and other consonants added. For example, take the letters “s”, “l”, “m”. We make up words with them: airplane, butter, salami, thought.

The one who comes up with more words wins.

18. Add a letter.

At least two players. Riddle nouns singular. The first player names any letter from the Russian alphabet. The next person in turn must add his letter at the beginning or end, having in mind any word with such a letter combination. Players continue to lengthen the letter combination in this manner. The one who names the whole word wins.

Another option for older children. The one who names the whole word or the one who cannot add a letter, implying a word, loses. The player can "bluff", i.e. add a letter for which he does not know the words. In this case, two options are possible: the player following him can either ask the previous one to name the word, and if the previous one cannot do this, he loses, or the next player himself continues the bluff further until one of the following players finally asks to name the word.

This option is difficult; often the player cannot add a letter to a letter combination from a well-known word.

19. Travel. Family game.

One says: “Our ship is leaving for... for example, India. What will we take with us?” Someone asks: “What letter?” "The letter "K"!" The first one starts and says: “Let's take the cat!” Another: "Cacti!" "Pots!" If a lot of words starting with this letter have already been said, you can continue like this: “The first deck is already occupied. Let’s fill in the next one, starting with the letter “R.”

Another version of "Travel".

Prepare sets of cards with letters. One identical for each. We draw a steam locomotive with carriages. On each trailer we write a large letter of the alphabet. (You can also draw other vehicles).

Let's set a task. For example, today we are going to the sea. We take our places. Who will go with us? What will we take with us? One says: “The giraffe will go with us” and puts a card with the letter “F” on the trailer with the corresponding letter.

The next one says: “And I’ll take the TV with me,” and puts the card with the letter “T” on the trailer with the letter “T.”

20. Who is friends with which letters.

The game is not only about memorizing letters and developing speech, but also very educational. Each player must have a picture of an animal. Can be different. For example, mom has an elephant, dad has a crocodile, and the child has a hedgehog. Mom says: “My elephant is friends with the letter “X” because he has a trunk.” Dad says: “And my crocodile is friends with the letter “R” because he lives in the river.” The child says: “My hedgehog is friends with the letter “I” because he has needles.

21. Let's invent (from 3 years old).

We develop abstract thinking and speech.

To play the game you will need a set of objects of different shapes (sticks, ball, ring, boxes, cylinder) and cards with images of different objects of a certain shape - a mirror, a pencil, an egg, an apple.

IMPORTANT! the images in the pictures should be similar to the objects.

For example:

pencil, fishing rod, needle, knife - shaped like a stick;
vase, glass, thimble - a hollow cylinder.

The game is played something like this: children (or a child) sit in front of the table, each with a set of objects. An adult sits opposite him, he has cards with pictures. An adult shows the cards one at a time and asks: “Who has an object similar to such a pencil?” The child who has the stick replies: “I have it!” and receives a card with a picture of a pencil.

Reverse option: Children have cards with pictures, and adults have different objects.

Children from 5 years old can play this game independently and without pictures, imagining what this or that object might look like.

22. Continue the row.

To construct sentences in accordance with norms native language, the child does not need to invent suffixes and prefixes, or learn the rules of grammar - he learns them in the process of communication.

This exercise is aimed at developing the ability to change words by analogy, that is, to detect certain grammatical patterns. By changing words according to a pattern, by analogy, the child discovers both language rules and exceptions to them.

For example: fox, bear, but hedgehog; sugar bowl, bread bowl, but salt shaker, butter dish.

Another outstanding German scientist, Wilhelm von Humboldt, the founder of linguistics, wrote: “When mastering a language, every child vaguely relies on analogies, which is more noticeable in creatively developed children. It is only important to find the spirit of these analogies, and this in any language learning is the critical point from which real mastery of the language and real enjoyment of it begins."

The ability to use analogies will also serve as a support for your child when learning foreign languages.

Parents and educators can easily come up with tasks for the “continue the row” exercise themselves. Here are examples of tasks:

People - people, children -...
Son - daughter, grandson - ..., nephew - ...
A team of horses - horse-drawn, a team of dogs - ..., a team of deer - ...
Tundra - deer, jungle - ..., desert - ...
Sleepers are wooden, rails are...
The passenger has entered the carriage, the passenger is traveling to ..., the passenger is getting out of ..., the passenger is standing next to ...
Boat - boat, boat - ..., ship - ..., steamer - ...
Pilot - airplane, helicopter pilot - ..., astronaut - ...
Sugar - in a sugar bowl, butter - in..., bread - in..., salt - in...
Spoon - spoons - many spoons, fork - ... - many ..., knife - ... -
a lot of …

23. Snowball.

Players take turns adding words to the suggested beginning of a phrase.

Game options:

1. "Getting ready for the road"

Presenter: “I’m going on a trip and putting it in my suitcase...”.
Child: “I’m going on a trip and putting soap in my suitcase.”

Other situations are played out using the same principle, for example:

2. "We prepare breakfast, lunch, afternoon snack, dinner"

Presenter: “We are preparing breakfast, let’s make a menu.”
Child: “I usually eat a sandwich for breakfast.”
Next player: “I don’t eat a sandwich for breakfast, I prefer...”. Next” “I don’t like either a sandwich or..., I prefer...”, etc.

3. "Let's set the table"

Host: “Let’s set the table for dinner. I’ll put a bread basket on the table.”
Child: “Let’s set the table for dinner. I’ll put a bread basket and napkin stand on the table.”
The next player repeats the phrase and adds what else he considers necessary, etc.

4. "Let's go for a walk"

Presenter: “We are going to the forest. I will put on rubber boots.”
Child: “We’re going to the forest. I’ll put on rubber boots and take a basket.”
The next player repeats the phrase and adds what he still considers necessary, etc.

5. "Waiting for guests"

Presenter: “We have guests coming to us today. Let’s put together an entertainment program. We can arrange attractions.”
Child: “We have guests coming to us today. Let’s put together an entertainment program. We can arrange attractions and show tricks.”
The next player repeats the phrase and adds what he still considers necessary, etc.

24. Continued story.

Invite the children to put together a story. The first player says the first sentence, the second repeats what the first said and adds his own sentence, etc.

25. What words are there?

Read M. Plyatskovsky’s poem “What Words Are There” to your child.

There is a sweet word - candy.
There's a quick word - rocket.
There is a sour word - lemon.
There is a word with a window - a carriage.
There is a prickly word - hedgehog.
There is a word for wet - rain.
There is a word stubborn - goal.
There is a green word - spruce.
There is a book word - page.
There is a forest word - tit.
There is a fluffy word - snow.
There is a cheerful word - laughter.

Then you name a word (for example, house, thunderstorm, joy) and ask what it could be. Each player comes up with his own definition.

The selection of synonyms helps to learn different meanings of the same word, teaches you to choose the most accurate words, and avoid repeating the same words.

The adult explains that the same thing can be said in different words. Such words are called close in meaning.

Adult: “I’ll start, and you continue. Winnie the Pooh is funny (cheerful, funny, amusing, comical...).
Eeyore is sad (sad, joyless, upset...)."
Adult: The hare is cowardly. How else can you say it? (Tearful, timid, fearful..)
Adult: “The hare is running away from the fox. How else can you say it?” (He runs away, blinks, flees, flies at full speed, takes off his feet).

27. Polysemantic words.

Adult: “Sometimes we call different objects with the same word. For example, onion is a vegetable plant, onion is a weapon.

What meaning does the word needle have? (Sewing needles, needles from conifers, needles from a hedgehog).
Discuss what meanings the words may have: handle, spout, tongue; strokes, runs, flies, rushes; rosy, expensive, strong, fresh.

Read and discuss the poems with your child.

B. Zakhoder (from Winnie the Pooh songs)

I'm moving forward
(Tirlim-bom-bom),
And it's snowing
(Tirlim-bom-bom),
Although we are completely
Not at all on the road!
But only here
(Tirlim-bom-bom),
Tell me from-
(Tirlim-bom-bom),
Tell me from-
Why are your feet so cold?

The pin has a head. (V. Lunin)

The pin has a head, but no hair, alas!
The teapot has a spout, but no head.
The needle has an eye, but it does not hear,
The shoes have a tongue, but the shoes are still silent.
The road has holes, but no chin and cheeks,
There is a foot of the mountain, but somehow you can’t see your feet.
The rowan tree has brushes, but the poor thing has no arms,
With its white eye, the potato looks around without seeing.
The key is silvered in a thicket to which there is no lock,
A river lazily runs across the field, having no legs.
The comb has teeth, but it can't eat,
The month passes after the month, and not after the moon the moon passes.
The stream has sleeves, although the stream is not dressed,
The folder is carried under the arm, but not under the cat

Noses. (A. Usachev)

Cranes have noses
Ships have bows
The teapot has a spout,
Only very small.
Unusual beast - Nosuha,
Nosukha has a nose up to her ear.
And the huge Rhinoceros
He wears a horn instead of a nose.
The devil's nose is knotted,
And the pig has a snout.
But both the pig and the sailor
You must wipe your nose!

Who is carrying what? (M. Yasnov)

Semyon carries the briefcase in his hand,
Pavlusha gets a bad mark in her diary.
Seryozha boarded the ship -
He is on sea watch.
Andryusha walks around as a strongman -
He carries the backpack on his shoulders.
Peter beat the bully Misha -
Mikhail is suffering losses.
Stepan does not close his mouth:
He talks nonsense all day!

Watch. (V. Orlov)

They say: the clock is standing,
They say: the clock is rushing,
They say: the clock is ticking,
But they are a little behind.
Mishka and I watched together,
And the clock stands still.

28. On the contrary (antonyms).

Many words can be matched with words with opposite meanings. The adult begins the phrase, and the child finishes it, for example:

sugar is sweet and pepper...
the road is wide, and the path...,
plasticine is soft, and stone...,
the tea is hot, and the ice cream...,
The jelly is thick, and the fruit drink...
a sheet of emery is rough, but a sheet of paper...
The hare runs fast, and the tortoise crawls...
It's light during the day, but at night...

Another variant:

The porridge is cooked thick and...(liquid). Animals can be brave and...(cowardly). Carrots can be eaten raw and...(boiled). Apples can be small and...(large).

Read D. Ciardi's poem "The Farewell Game" to your child.

Here's the farewell game...
Give us a book
It's time to close;
We all hope
What with her
You became
A little smarter

You learned a lot
Funny words
And more
All sorts of things
And if you
I remembered them
Not in vain
Your day is wasted!

And you and I
The turn has come
Play the game
"Vice versa".
I'll say the word
HIGH,
And you will answer:...
I'll say the word CEILING,
And you will answer:...
I'll say the word LOST,
And you will say:...!
I'll tell you a word
COWARD,
You will answer:
BRAVE.
Now
START
I will say, -
Well, answer:...!

29. Rhyming game - tell me the word.

By realizing the rhythm and rhyme of a given line, children begin to better understand poetic speech.

The adult suggests: “I’ll read you a poem, but I won’t specifically say some words, and you try to suggest them to me.” An adult reads a poem and does not finish one word in the line. The child suggests a rhyme. In case of difficulties, an adult finishes the words in a line. The poem should be read until the child learns to pronounce the words correctly on his own.

A very scary story. (Daniil Kharms)

Finishing a bun with butter,
The brothers walked along the alley.
Suddenly at them from a back street
The big dog barked loudly.

The younger one said: - Here's a misfortune,
He wants to... attack us.
So that we don't get into trouble,
We'll throw a bun into the dog's mouth.

Everything ended well.
It immediately became clear to the brothers...
What for every walk
You need to take with you... a bun.

Mice cones (A. Kondratiev)

Once upon a time there lived two serious cones on a pine tree.
Once upon a time there lived two funny mice under a pine tree.
And the mice shouted:
- Hey, get down, big guys!
You know about us only by hearsay.

The bigwigs answered:
- Stupid mice,
Why is it bad for us to hang
Here on our tower.

We'd rather invite you:
Climb in, let's hang.

And here is the kind of rhyming game the poet Vadim Levin suggests. It's called: "Add two lines."

The presenter comes up with the first two lines of the poem, and the rest of the game participants finish it, for example:

Hippopotamus at the zoo
Swallowed a hedgehog and now

Ending options:

He has a stomach ache.
The poor hippopotamus is crying.

He raised a terrible cry -
I'm not used to spicy food.

Drinks castor oil all day
And roars...like a hippopotamus.

The hippopotamus laughs with all his might:
The hedgehog tickles his insides!

Suggest your ending.

Try to complete these couplets:

Game "Guess who's screaming"

Procedure: The adult takes out the prepared toys (one at a time), plays with them, imitating the cry of the corresponding animals, then asks the children to listen and guess by their voice who will come to visit them. The child chosen by the adult goes out the door and, opening it slightly, makes a voice, imitating one of the animals, and the children guess who it is.

Game "Sun or Rain?"

Progress: The adult says to the children: “Now you and I will go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.”

“Who talks like that?”

Goal: expanding vocabulary, developing reaction speed.
Progress: the teacher throws the ball to the children one by one, naming the animals. Children, returning the ball, must respond as one or another animal gives a voice:
The cow moos
Tiger roars
The snake hisses
Mosquito squeaks
The dog barks
The wolf howls
Duck quacks
Pig grunts
Option 2. The speech therapist throws the ball and asks: “Who is growling?”, “Who is mooing?”, “Who is barking?”, “Who is crowing?” etc.

Game "Give me a word"

Goal: development of thinking, speed of reaction.
Move: the teacher, throwing the ball to each child in turn, asks:
- The crow is croaking, and the magpie?
The child, returning the ball, must answer:
- The magpie is chirping.
Examples of questions:
- The owl flies, and the rabbit?
- The cow eats hay, and the fox?
- The mole digs minks, and the magpie?
- The rooster crows, and the chicken?
- The frog croaks, and the horse?
- The cow has a calf, and the sheep?
- The bear cub has a mother bear, and the baby squirrel?

“What happens in nature?”

Example: Theme "Spring"
teacher: -Children:

"Hot Cold"

Goal: to consolidate in the child’s mind and vocabulary the opposite characteristics of objects or antonym words.
Move: the teacher, throwing the ball to the child, pronounces one adjective, and the child, returning the ball, calls another - with the opposite meaning.
teacher: -Children:
Hot Cold
Good bad
Smart-stupid
Cheerful-sad
Sharp-dull
Smooth-rough

“What happens in nature?”

Goal: to consolidate the use of verbs in speech, agreement of words in a sentence.
Move: the teacher, throwing the ball to the child, asks a question, and the child, returning the ball, must answer the question asked.
It is advisable to play the game by topic.
Example: Theme "Spring"
teacher: -Children:
The sun - what does it do? - It shines, it warms.
Streams - what are they doing? - Running, babbling.
Snow - what does it do? - It gets dark, melts.
Birds - what are they doing? - They fly in, build nests, sing songs.
Drops - what does it do? - Rings, drips.
The bear - what is it doing? - Wakes up, crawls out of the den.

“Who can perform these actions?”

Goal: activation of children’s verbal dictionary, development of imagination, memory, dexterity.
Move: the teacher, throwing the ball to the child, names the verb, and the child, returning the ball, names the noun that matches the named verb.
teacher: - Children:
There is a person, an animal, a train, a ship, rain...
A stream, time, an animal, a person, a road is running...
A bird, a butterfly, a dragonfly, a fly, a beetle, an airplane is flying...
A fish, a whale, a dolphin, a boat, a ship, a man swims...

“Who was who?”

Goal: development of thinking, expansion of vocabulary, consolidation of case endings.
Progress of the game: the teacher, throwing the ball to one of the children, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was:
Chicken – egg Bread – flour
Horse - foal Cabinet-board
Cow - calf Bicycle - iron
Dud - acorn Shirt - cloth
Fish - caviar Boots - leather
Apple tree - seed
The house is made of bricks
Frog - tadpole Strong - weak
Butterfly - caterpillar Adult - child

“Which vegetable?”

Goal: development of tactile, visual and olfactory analyzers.
Procedure: the teacher cuts the vegetables, the children smell and taste them. The teacher gives an example: “The tomato is sweet, but the garlic is spicy.”

“What does it sound like?”

Goal: development of auditory attention and observation.
Progress of the game: the teacher behind the screen plays various musical instruments (tambourine, bell, wooden spoons). Children must guess what it sounds like.

“What happens in the fall?”

Purpose: to teach the seasons, their sequence and main features.
Progress: on the table are mixed pictures depicting various seasonal phenomena (it is snowing, a flowering meadow, an autumn forest, people in raincoats and with umbrellas, etc.). The child chooses pictures that depict only autumn phenomena and names them.

“What’s missing?”

Goal: development of attention and observation.
Procedure: the teacher places 4 vegetables on the table: “Children, look carefully at what is on the table. These are onions, cucumbers, tomatoes, peppers. Look carefully and remember. Now close your eyes.” Children close their eyes, and the teacher removes one vegetable. “What’s missing?” Children remember and name the vegetable.

“Catch and throw – name the colors”

Goal: selection of nouns for the adjective denoting color. Reinforcing the names of primary colors, developing children's imagination.
Move: the teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective.
teacher:

Children:
Red poppy, fire, flag
Orange - orange, carrot, dawn
Yellow - chicken, sun, turnip
Green-cucumber, grass, forest
Blue - sky, ice, forget-me-nots
Blue - bell, sea, sky
Purple - plum, lilac, twilight

"The fourth wheel"

Goal: to consolidate children’s ability to identify common features in words and develop the ability to generalize.
Procedure: the teacher, throwing the ball to the child, names four words and asks them to determine which word is the odd one out.
For example: blue, red, green, ripe.
Zucchini, cucumber, pumpkin, lemon.
Cloudy, stormy, gloomy, clear.

"Pick up the signs"

Goal: activation of the verb dictionary.
Progress of the game: the teacher asks the question “What can squirrels do?” Children answer the question and find a picture for the question asked. Sample answers: Squirrels can jump from branch to branch. Squirrels know how to make warm nests.

"Animals and their young"

Goal: to consolidate the names of baby animals in children’s speech, consolidate word formation skills, develop dexterity, attention, and memory.
Progress of the game: throwing the ball to the child, the teacher names an animal, and the child, returning the ball, names the baby of this animal.
The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs.
Group 1. The tiger has a tiger cub, the lion has a lion cub, the elephant has a cub, the deer has a fawn, the elk has a calf, the fox has a fox calf.
Group 2. The bear has a baby bear, the camel has a baby camel, the hare has a baby hare, the rabbit has a baby rabbit, the squirrel has a baby squirrel.
Group 3. The cow has a calf, the horse has a foal, the pig has a piglet, the sheep has a lamb, the hen has a chick, the dog has a puppy.

“What is round?”

Goal: expanding children's vocabulary through adjectives, developing imagination, memory, and dexterity.
Move: the teacher, throwing the ball to the children, asks a question; the child who caught the ball must answer it and return the ball.
- What is round? (ball, ball, wheel, sun, moon, cherry, apple...)
- what is long? (road, river, rope, tape, cord, thread...)
- what is high? (mountain, tree, rock, person, pillar, house, closet...)
- what is prickly? (hedgehog, rose, cactus, needles, Christmas tree, wire...)

"Pick up a word"

Goal: development of word formation skills, selection of related words.
For example, bee - bee, bee, bee, beekeeper, bees, etc.

Game "Guess Who's Coming"

Target. Teach children to perform actions according to the tempo of the tambourine. Developing the ability to determine the tempo of a tambourine.

Preparatory work. The teacher prepares 2 pictures depicting a walking heron and a jumping sparrow.

Progress: The teacher shows the children a picture of a heron and says that her legs are long, she walks importantly, slowly, as slowly as a tambourine will sound. The teacher slowly knocks on the tambourine, and the children walk like herons.

Then the adult shows a picture of a sparrow and says that the sparrow is jumping as fast as a tambourine will sound. He quickly knocks on the tambourine, and the children jump like sparrows. Then the teacher changes the tempo of the tambourine, and the children, accordingly, either walk like herons or jump like sparrows.

Methodical instructions. It is necessary to change the tempo of the tambourine no more than 4 - 5 times.

Game "Guess what to do"

Target. Teach children to correlate the nature of their actions with the sound of the tambourine. Developing children's ability to switch auditory attention.

Preparatory work. Prepare 2 flags for each child.

Progress: Children sit in a semicircle. Each person has 2 flags in their hands. If the teacher rings the tambourine loudly, the children raise the flags up and wave them; if quietly, they keep their hands on their knees.

Methodical instructions. An adult needs to monitor the correct posture of children and the correct execution of movements; It is necessary to alternate the loud and quiet sound of the tambourine no more than four times so that children can easily perform the movements.

Game "Guess What They're Doing"

Target. Teach children to identify actions by sound. Cultivating stability of auditory attention.

Preparatory work. The teacher selects the following items: a glass of water, a bell, a wooden hammer.

Progress: The teacher shows the children the prepared objects and makes with them various actions: hits the table with a wooden hammer, rings the bell, pours water from glass to glass. Children watch and listen. Then the teacher removes everything behind the screen and repeats these actions there, and the children guess by the sound what he is doing.

Methodical instructions. If children find it difficult to determine the action, you need to clearly demonstrate it again. If they easily cope with the task, you can increase the number of objects or take objects that are similar in sound.

Game "Where did they call?"

Target. Teach children to determine the direction of sound. Development of the direction of auditory attention.

Preparatory work. An adult prepares a bell.

Progress: Children sit in a circle. The adult chooses a driver who stands in the center of the circle. At the signal, the driver closes his eyes. Then the teacher gives one of the children a bell and invites them to call. The driver, without opening his eyes, must indicate with his hand the direction from which the sound is coming. If he points correctly, the adult says: “It’s time” - and the driver opens his eyes, and the one who called raises and shows the bell. If the driver makes a mistake, he guesses again, then another driver is appointed.

Methodical instructions. The game is repeated 4-5 times. You need to make sure that the driver does not open his eyes during the game. Indicating the direction of the sound, the driver turns to face the place from which the sound is heard. The call should not be very loud.

Game "Sun or Rain?"

Target. Teach children to perform actions according to the different sounds of the tambourine. Developing children's ability to switch auditory attention.

Description: An adult says to the children: “Now you and I will go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.”

Methodical instructions. The teacher plays the game, changing the sound of the tambourine 3 - 4 times.

Game "Guess who's screaming"

Target. Developing children's ability to focus auditory attention. Teach children to identify a toy by onomatopoeia.

Preparatory work. Prepare voiced toys depicting domestic animals familiar to children: cow, dog, goat, cat, etc.

Brief description: An adult takes out the prepared toys (one at a time), plays with them, imitating the cry of the corresponding animals, then asks the children to listen and guess by their voice who will come to visit them. The child chosen by the adult goes out the door and, opening it slightly, makes a voice, imitating one of the animals, and the children guess who it is.

Methodical instructions. The game can be repeated 5-6 times. Make sure children listen carefully. Encourage all children to ask questions.

Game "Come Play with Us"

Short description:

Game "The Wind Blows"

Target. Teach children to use a loud or quiet voice depending on the situation. Changing the strength of the voice.

Preparatory work. The teacher prepares 2 pictures. One depicts a light breeze shaking the grass and flowers. On the other there is a strong wind shaking the branches of the trees.

Short description:

Children sit in a semicircle on chairs. The teacher says: “We went for a walk in the forest in the summer. We are walking through a field, the sun is shining, a light breeze is blowing and the grass and flowers are swaying (shows a picture). He blows quietly, like this: “oo-oo-oo” (pronounces the sound u quietly and for a long time). We came to the forest and picked a lot of flowers and berries. We got ready to go back. Suddenly a strong wind blew (shows a picture). He hummed loudly: “oo-oo-oo...” (pronounces this sound loudly and for a long time). Children repeat after the teacher how a light breeze blows and how a strong wind hums.

Game "Cat and Mice"

Target. Teach children to speak poetry quietly. Developing the ability to use a quiet voice.

Preparatory work. Prepare hats with a picture of a cat. Learn the text of the poem with the children.

Brief description: Children walk in a circle, in the center of which a child squatting, pretending to be a cat. Children say in a quiet voice:

“Hush, mice. Hush, mice.

The cat is sitting on our roof.

Mouse, mouse, watch out!

And don’t get caught by the cat!”

A child pretending to be a cat meows loudly and runs after the children. Those caught become cats.

Methodical instructions. Make sure that children do not increase their voice, but do not speak in a whisper.

Exercise "Beep"

Preparatory work. Prepare a picture of a steam locomotive.

Short description:

Children stand in one row facing the teacher and raise their arms up from their sides until their palms meet. Then slowly lower it down through the sides. Simultaneously with lowering their hands, children pronounce the sound u, first loudly, and then gradually quieter (the locomotive moves away). They lower their hands and fall silent.

Methodical instructions. First, the teacher himself demonstrates the exercise, then he calls two children who pretend to be a beep with him. The rest of the children only make movements with their hands. Then the whole group takes part in the game.

Game "Loud - Quiet"

Preparatory work. The teacher selects paired toys of different sizes: large and small cars, large and small drums, large and small pipes.

Short description:

An adult shows 2 cars and says: “When a big car drives, it beeps loudly: “beep.” How does a big car signal? Children say loudly: “Bee-Bee.” The teacher continues: “And the small car beeps quietly: “beep.” How does a small car honk? Children quietly say: “Bee-Bee.” The teacher removes both cars and says: “Now be careful. As soon as the car starts moving, you must give a signal, make no mistake, a large car honks loudly, and a small one - quietly.” The rest of the toys are played in the same way.

Methodical instructions. Depending on the number of children in the group, you can use one pair of toys or 2-3. Make sure that when pronouncing onomatopoeia quietly, children do not whisper.

Game "Guess what I'm playing on"

Target. Teach children to identify an object by ear by its sound. Cultivating stability of auditory attention.

Preparatory work. The teacher selects musical toys: drum, accordion, tambourine, organ, etc.

Short description:

An adult introduces children to musical toys: accordion, drum, organ, tambourine. Then he puts the toys behind the screen. Having played one of the instruments, he asks the children to guess what he played. The one who guessed correctly takes out the instrument from behind the screen and plays it.

Methodical instructions. Make sure that children sit quietly and listen carefully. There should be no more than four different instruments in one lesson. The game should be repeated 5-7 times.

Game "Come Play with Us"

Target. Teach children to speak loudly. Developing the ability to use a loud voice.

Preparatory work. Pick up toys: bear, bunny, fox.

Description:

Children sit in a semicircle. An adult places toys at a distance of 2-3 m from the children and says: “It’s boring for the bear, the bunny and the fox to sit alone. Let's invite them to play with us. For them to hear us, we need to call loudly, like this: “Misha, go!” Children, together with the teacher, call the bear, fox, bunny, and then play with them.

Methodical instructions. Make sure that when children call for toys, they speak loudly and do not shout.

Game "Don't Wake Katya"

Target. Teach children to speak quietly. Developing the ability to use a quiet voice.

Preparatory work. An adult prepares a doll with closing eyes, a crib with bedding; small toys, such as a cube, a car, a turret, etc., as well as a toy box.

Short description:

The teacher puts a crib with a sleeping doll on his table and says: “Katya walked a lot, she’s tired. I had lunch and fell asleep. And we need to put away the toys, but only quietly, so as not to wake Katya. Come to me, Olya and Petya. Olya, quietly tell Petya which toy needs to be put in the box.” So the teacher calls all the children in twos, and they remove the toys placed on the table.

Methodical instructions. Make sure that children speak quietly, but not in a whisper.

Story "Song-song"

Target. Develop speech hearing and speech activity, encourage children to pronounce sounds and sound combinations by imitation. Clarification of sound pronunciation in children. Development of speech hearing.

Preparatory work. Pick up the following toys: a large doll, a rooster, a cat, a duck, a bear, a frog. Think through questions about the story so that the children’s answers include the onomatopoeia that is given in it.

The girl sang a song. She sang and sang and finished singing.

Now you, cockerel, sing!

Ku-ka-re-ku! - the cockerel sang.

Sing, Murka!

Meow, meow, - the cat sang.

Your turn, duck!

“Quack, quack, quack,” said the duck.

And you. Bear!

Roar-roar-r-ya-yav! - the bear growled.

You frog, sing!

Kwa-kwa-kwak-kk! - croaked the frog.

And you, doll, what will you sing?

Ma-a-ma-a-ma! Mother! Folding song!

Methodical instructions. The teacher should accompany his story by showing character toys; Pronounce onomatopoeia clearly, and seek the same from children when answering questions about the story.

A. Barto's poem “Who Screams?”

Target. Ensure that children correctly reproduce various onomatopoeias. Development of the ability to onomatopoeia, as well as speech hearing.

Preparatory work. Prepare toys: rooster, chicken, cat, dog, duck, cow. Think through questions for the text of the poem so that children actively use onomatopoeia in their answers.

Ku-ka-re-ku! I look after the chickens.

Where, whack, whack! She got carried away in the bushes.

Mur-murrr! I scare the chickens.

Am-am! Who's there?

Quack-quack-quack! It will rain tomorrow morning!

Moo-moo! Milk for anyone?

Fairy tale “We hurried and made us laugh”

Target. To develop speech hearing and speech activity in children, to encourage them to pronounce sounds by imitation. Developing in children the ability to correctly pronounce sounds by imitation. Development of speech hearing. Preparatory work. Prepare a house for display on a flannelgraph, with a bear looking out the window; frog, mouse, chicken, goose, cow. Think through questions based on the text of the fairy tale.

Description:

The frog jumped to the bear's house. She croaked under the window: “Kva-kva-kva - I’ve come to visit you!” A mouse came running. She squeaked: “Peep-pee-pee - your pies are delicious, they say!” The chicken has arrived. She cackled: “Ko-ko-ko - the crusts, they say, are crumbly!” The goose hobbled. Cackling: “Ho-ho-ho, I wish I could peck some peas!” The cow has arrived. Moos: “Moo-moo-moo - I wish I could drink some flour water!” Then a bear leaned out of the window. He growled: “R-r-r-r-r-r-r-r!” Everyone ran away. It was in vain that the cowards rushed. They should have listened to what the bear wanted to say. Here's what: “R-r-r-r-r-g-glad to have guests. Come in, please!"

Methodical instructions. The telling of a fairy tale should be accompanied by showing its characters on a flannelgraph. Onomatopoeia must be pronounced clearly, emphasizing the vowel sounds.

Game "Poultry Farm"

Target. Development of speech breathing. Teach children on one exhale: pronounce 3-4 syllables.

Preparatory work. Choose sounding toys: chicken, rooster, duck, goose, chicken.

Short description:

The adult shows the toys to the children and plays their sounds 3-4 times in a row. The toys are put away. The teacher says: “Let’s go to the poultry farm. Let's go, and we meet... (shows chicken) chicken. How will she greet us? Children: “ko-ko-ko.”

Methodical instructions. First, all the participants in the game speak, then you can ask three or four children one at a time. Make sure that children pronounce onomatopoeias (ko-ko-ko, ha-ha-ga, pi-pi-pi, ku-ka-re-ku, quack-quack-quack) in one exhalation. Some children can pronounce 2-3 onomatopoeias, others - 3-4.

Game "Launching Boats"

Target. Achieve from each child the ability to pronounce the sound f for a long time on one exhalation or repeatedly pronounce the sound p (p-p-p) on one exhalation. Developing the ability to combine the pronunciation of a sound with the beginning of exhalation.

Preparatory work. An adult prepares a bowl of water and paper boats.

Short description:

The children sit in a large semicircle. There is a bowl of water on a small table in the center. The summoned children, sitting on chairs, blow on the boats, pronouncing the sound f or p.

The teacher invites the children to take a boat ride from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as if you were pronouncing the sound f. You can blow by simply stretching your lips with a tube, but without puffing out your cheeks. The ship moves smoothly. But then a gusty wind comes. “P-p-p...” - the child blows. (When repeating the game, you need to drive the boat to a certain place.)

Methodical instructions. Make sure that when pronouncing the sound f, children do not puff out their cheeks; so that children pronounce the sound p on one exhalation 2-3 times and do not puff out their cheeks.

Target. Achieve from each child the ability to make a long, continuous, directed exhalation. Education of long directed oral exhalation.

Preparatory work. The teacher cuts out birds from thin paper and colors them brightly.

Brief description: Birds are placed on two tables (at the very edge of the table) at a distance of at least 30 cm from each other. Four children are called, each sits opposite the bird. At the signal “the birds have flown,” the children blow on the figures, and the rest watch whose bird will fly farther.

Methodical instructions. Make sure that children do not puff out their cheeks when they blow on the paper birds. You can move the figure only with one exhalation. First, the teacher shows this, warning that it is impossible to blow on the bird several times in a row.

Game "Butterfly, fly!"

Target. Achieve long, continuous oral exhalation.

Preparatory work. Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at the level of the standing child’s face.

Short description:

Children sit on chairs. The adult says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they flew. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies.

Methodical instructions. The game is repeated several times, each time with a new group of children. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You should only blow on one exhalation, without drawing in air. Do not puff out your cheeks, move your lips slightly forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.

"Cautionful Birds"
Target. Consolidating ideas on the topic “Birds”.
Equipment. Musical wind toys: pipes, saxophones, etc.
Description of the game. The teacher tells the children that wild geese are very careful. They have a leader. If a flock, during a flight, settles down on some meadow to eat or rest, the leader is always on guard. He watches to see if the birds are in danger. In case of danger, the leader screams shrilly and the entire flock quickly rises into the air. “Let’s play with these cautious birds,” the teacher suggests to the children. Children choose a leader. The rest of the children are given musical toys and allowed to blow softly into them. Thus, playing quietly on their pipes, children imitate geese calmly nibbling grass. The leader does not pluck the grass: he carefully watches for danger. Suddenly the leader gives an alarm signal (blows heavily on the pipe). All children run to their seats (chairs).
When the game is repeated, the leader is changed. It is necessary to remind that all children should blow their pipes calmly, without straining, evenly, without drowning each other out. Only the leader is allowed to blow his pipe very hard 2-3 times. In summer, the game is best played outdoors.
"Recognize the berry"
Target. Consolidating ideas on the topic “Berries”. Development of the sense of smell and deep breathing.
Equipment. The most common berries in this area are those that have a fairly strong odor, such as black currants, strawberries, and raspberries.
Description of the game. There are plates with berries on the table. The teacher suggests smelling the berries and remembering their smell. Then one child is called to the table. The teacher invites him to close his eyes, brings one of the plates to his face and asks what berries are on the plate. To do this, the child, without opening his eyes, takes a deep breath through his nose.
The berries can be replaced with fruits, which are better cut so that the flavor is stronger.
"Recognize the Flower"
Target. Consolidating ideas on the topic “Flowers”. Development of the sense of smell and deep breathing.
Equipment. Two or three fresh flowers, most familiar to children, for example, lily of the valley, violet, lilac.
Description of the game. The teacher brings a bouquet of flowers into the room. Children remember their names and take turns smelling the flowers, trying to remember the smell. After this, the teacher hides the bouquet behind his back, approaches one of the children, asks them to close their eyes and lets them smell one flower from the entire bouquet. If the child identifies a flower by smell, then it becomes the driver; if not, it remains in place. It is necessary that, when smelling a flower, children take a deep breath, without raising their shoulders, then exhale slowly, smoothly. Flowers can be replaced with leaves with a certain smell (currant, poplar, bird cherry).
“Whose steamer sounds better?”

Equipment. Each child is given a clean bottle (bottle height 7 cm, neck diameter 1-1.5 cm).
Description of the game. The teacher says: “Children, look how my bubble buzzes if I blow into it (buzz). It sounded like a steamship. How will Misha’s steamer hum?” The teacher calls all the children in turn, and then invites everyone to honk together.
It should be remembered: for the bubble to buzz, the lower lip must lightly touch the edge of its neck. The air stream must be strong. Each child can only blow for a few seconds.
"Dandelions"
Target. Development of long, smooth exhalation. Activation of the lip muscles.
Description of the game. The game is played in the countryside, outdoors. When the children are in the clearing, the teacher asks each child to pick a dandelion and everyone takes turns blowing on them. You need to blow on the dandelion so that all the fluff flies off. You need to blow off all the fluff from the dandelion 1-3 times.
“Whose bird will fly farther?”
Target. Development of long, smooth exhalation. Activation of the lip muscles.
Equipment. Bird figures cut out of thin paper and brightly colored.
Description of the game. The birds are placed on the table at the very edge. Children are called in pairs. Each child sits opposite the bird. The teacher warns that you can only move the bird with one exhalation; you cannot blow several times in a row. At the signal “Let's fly,” children blow on the figures. The rest of the children watch whose bird will fly away further (slide across the table).
"Inflate the toy"
Target. Development of a strong smooth exhalation. Activation of the lip muscles.
Equipment. Small inflatable toys: horses, swans, giraffes, etc.
Description of the game. Children are given well-washed rubber inflatable toys. They must inflate them by taking in air through their nose and slowly exhaling it through their mouth into the hole of the toy. Anyone who completes the task correctly can play with the inflated toy.
"Captains"
Target. Alternating long, smooth and strong exhalation. Activation of the lip muscles.
Equipment. A bowl of water and paper boats.
Description of the game. The children sit in a large semicircle. There is a bowl of water on a small table in the center. The teacher invites the children to take a boat ride from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as for the sound f. The ship moves smoothly. But then a gusty wind comes. “P-p-p...” - lips fold, as for the sound p. Or blow, stretching your lips with a tube, but not. puffing out my cheeks.
The called child blows while sitting on a chair pulled up to the table. When repeating the game, you need to drive the boat to a certain place (city).
“Let’s blow on the leaves”
Goals: training the skill of proper nasal breathing; formation of deep exhalation.
Equipment: Training manual “Tree”.
We are leaves, we are leaves,
We are funny leaves
We sat on branches
The wind blew and they flew.
The teacher demonstrates the correct execution of the exercise: inhale through your nose, purse your lips into a tube and blow on the leaves for a long time, like a breeze. Make sure your mouth is closed when inhaling.
Repeat 4-5 times.
"Let's blow a bubble"
Goals: training proper nasal breathing; formation of rhythmic exhalation and its deepening.
Children squat.
Blow up, bubble,
Grow big
Don't burst!
Children stand up, spread their arms to the sides, take a breath, showing how the bubble grows, then exhale deeply.
The teacher shows the correct execution of the exercise.
Repeat 4-5 times.
“That’s how big we are!”
Goals: training proper nasal breathing, forming a deep breath
With every new day -
We are growing, we are growing.
Higher, higher we reach!
We'll grow up, we'll grow up,
Let's not remain kids!
The teacher shows the correct execution of the exercise: raise your arms up, stretch.
Repeat 3-4 times.
"Watch"
Goals: articulatory breathing training; coordination of hand movements with respiratory movements of the chest.
Equipment: toy watch.
I hold the watch in my hands
The clock goes like this:
Tick-tock, tick-tock! (the teacher hides the watch)
Where, where, where is the clock?
This is my watch
The clock goes by like this!
How does the clock sound?
The teacher demonstrates the correct execution of the exercise: close your mouth, inhale through your nose - arms up, exhale - down.
Tick-tock, tick-tock!
Repeat 4-6 times.
"Let's smell the flower"
Goals: formation of deep inspiration; training in correct nasal breathing.
Equipment: flower.
Hello, my dear flower.
The breeze smiled.
The sun plays like a ray,
Caresses you all day long.
The teacher shows the correct execution of the exercise: take a deep breath with calmly closed lips.
Repeat 4-5 times.
"Dudochka"
Goals: training the skill of proper nasal breathing; formation of deep exhalation; strengthening the orbicularis oris muscle.
Equipment: pipe.
The pipe started playing
Early in the morning.
The shepherd writes:
“Tu-ru-ru-ru-ru!”
And cows suit him well
They started singing a song: “Mu-mu-mu-mu-mu!”
How does the pipe play?
The teacher shows the correct execution of the exercise: take a deep breath. Asks the child to blow the pipe as loudly as possible.
Repeat 4-5 times.
"Checkbox"
Goals: strengthening the orbicularis oris muscle; training the skill of proper breathing; formation of deep rhythmic exhalation.
Equipment: red flag.
Look at this, my friend,
This is our flag!
Our flag is beautiful,
Bright bright red.
The teacher demonstrates the correct execution of the exercise: inhale through your nose, purse your lips and blow for a long time.
Repeat 4-6 times.
“How do mice squeak?”
Goals: training the articulatory apparatus; formation of rhythmic breathing.
Equipment: toy mouse.
The mouse crawled out of the hole,
The mouse really wants to eat.
Is there a dried crust somewhere?
Maybe there is some crust in the kitchen?
The teacher shows the correct execution of the exercise: inhale through your nose, and as you exhale say: “Pi-pi-pi-pi!”
Repeat 3-4 times.
"Spinner"
Goals: training the skill of proper nasal breathing; strengthening facial muscles; formation of a deep breath.
Equipment: turntable.
Fun pinwheel
Doesn't let us get bored.
Fun pinwheel
Calls me to go for a walk.

Fun pinwheel
Leads me to the river
Where the frog croaks
In the green reeds.
The teacher demonstrates the correct execution of the exercise: inhale deeply through your nose so that there is a strong breeze, purse your lips and blow. The breeze blows for a long time.
Repeat 3-4 times.
"Bird"
Goals: coordination of hand movements with respiratory movements of the chest; formation of deep breathing, rhythmic deep breath.
Equipment: bird toy, bird hats and masks.
A bird sat on the window.
Stay with us for a while,
Wait, don't fly away.
The bird flew away... Ay!
The teacher shows the correct execution of the exercise: while taking a deep breath, raise your arms high up. As you exhale, lower it.
Repeat 4-5 times.
« Snowflakes"
Goals: training proper nasal breathing; formation of deep exhalation; strengthening facial muscles.
Equipment: paper snowflakes.
To the clearing, to the meadow
A snowball is falling quietly.
And snowflakes are flying,
White fluffs.
The teacher demonstrates the correct execution of the exercise: inhale through your nose, purse your lips and blow on the snowflakes.
Repeat 4-6 times.
"Snowflakes"
While standing, hold pieces of cotton wool on your palms. The stream is long and cold.
fall from the sky in winter
And they circle above the earth
Light fluffs,
White snowflakes.
"Turns"
Standing, keep your hands on your belt. Turn the torso to the sides, turn to the left - inhale, to the right - exhale.
Sideways - sideways, sideways - sideways,
A jackdaw walks past the windows.
All tousled by the wind,
Covered with snow.
"The bunny is jumping"
Standing, keep your hands on your belt. Do rhythmic, light jumps on the spot. Breathing is free, pace is average.
Jump - jump, jump - jump
The bunnies jump, hop and hop,
On a green meadow
Jump - jump, jump - jump,
Little bunny jump under the bush!
"Strawberry"
I.p. hands on the belt, feet shoulder-width apart. Inhale. Leaning over, touch your right toes with your left hand. The right hand remains on the belt - exhale. Straighten up - inhale. Leaning over, touch your left toes with your right hand. The left hand remains on the belt - exhale.
We walked, walked, walked
Strawberry found
One two three four five
We are looking for the berry again.
"Rolls"
I.p. keep your hands on your belt. We rise on our toes – inhale, lower – exhale (“roll”). Keep your body straight.
Chicks - chicks - chicks!
A goose rides on a stick
The duck is on the pipe,
The cockerel is on the booth,
Bunny - on a wheelbarrow,
The boy is on a dog!

Advised by Proskuryakova N.G.,

teacher-speech therapist MBDOU

Speech is not inherited; the child adopts the experience of verbal communication from others. Those. speech acquisition is directly dependent from the surrounding speech environment.

The main guide to the world of verbal communication and thinking for a child is an adult, on whom the very organization of meaningful children’s communication depends. Not only speech capabilities, but also his inner world, attitude towards others, cognitive abilities and self-image largely depend on how adults communicate with him, how and what they talk to him about.

In the family, it is necessary to create such conditions so that the child experiences pleasure from communicating with adults, receives from them not only new knowledge, but also enriches his lexicon, learned to correctly construct sentences, correctly and clearly pronounce sounds in words.

Play with your child. This will benefit the baby and allow him to master correct speech faster and more successfully, and will bring you joy from communication.

Games on the way from kindergarten (in kindergarten):

"I noticed".

“Let's check which of us is the most attentive. We will name the objects we pass by; We’ll also be sure to indicate what they are. Here's the mailbox - it's blue. I noticed a cat - it was fluffy. The child and the adult can name the objects they see in turns.

"Magic glasses".

“Imagine that we have magic glasses. When you put them on, everything turns red (green, blue, etc.). Look around with magic glasses, what color everything has become, say: red boots, red ball, red house, red nose, red fence, etc.”

“Let’s look for words in the kitchen”

What words can be taken out of borscht? Vinaigrette? Kitchen cabinet? Plates? etc.

“I’ll treat you.”

“Let’s remember delicious words and treat each other.” The child names a “delicious” word and “puts it” on your palm, then you give it to him, and so on until you “eat” everything. You can play with “sweet”, “sour”, “salty”, “bitter” words.

“Let’s make some juice.”

“Juice from apples... (apple); from pears... (pear); from plums... (plum); from cherry... (cherry); from carrots, lemon, orange, etc. Did you manage? And now it’s the other way around: what is orange juice made from? Etc."

“Say the word.”

The adult begins the phrase, and the child finishes it. For example:

The crow croaks, and the sparrow... (chirps). The owl flies, and the hare... (runs, jumps). The cow has a calf, and the horse has... (foal), etc.;

The bear falls asleep in the fall, and in the spring...

Pedestrians stop at a red light, but at a green...

Wet laundry is hung out, and dry...

In the evening the sun sets, and in the morning...

"Guess who it is."

The adult says the words, and the child guesses which animal they correspond to:

Jumping, gnawing, hiding? (hare)

Butting, mooing, grazing?

Sneaks, scratches, meows?

Hisses, wriggles, crawls?

If you succeed, try playing in reverse. Let the child say what the animal can do, and you try to guess who it is.

“Guess the object by its parts.”

Four legs, back, seat.

Root trunk, branches, leaves.

Spout, lid, handle, bottom.

Root, stem, leaves, petals.

"Stubborn words."

Tell your child that there are “stubborn” words in the world that never change (coffee, dress, cocoa, movie, piano, subway). “I'm putting on my coat. A coat hangs on a hanger. Masha has a beautiful coat. I walk in a coat. It’s warm today and everyone’s wearing a coat, etc.” Ask your child questions and make sure he doesn't change the words in his sentences.

“Correct the mistake.”

The adult reads the sentences, and the child corrects and speaks correctly.

The kennel climbed into the dog. The puddle jumped over me. The chair got under the kitten. The grass jumped on the frog. The bush hid behind the hedgehog.

"Confusion."

“Once upon a time there were words. One day they were having fun, playing, dancing. And they didn’t notice that they were mixed up. Help the words unravel. Words: ba-so-ka (dog, lo-vo-sy (hair), le-ko-so (wheel), po-sa-gi (boots), etc.)"

Play is the leading activity of a preschooler. It is in the process of play that children develop comprehensively. A special role in the development of a child belongs to vocabulary didactic games. The main feature is that in didactic games all tasks are offered in a game form. While playing, children acquire knowledge and learn a culture of communication.

The role of didactic games for speech development:

Significantly increase vocabulary;
Promote the development of coherent speech;
They learn to write a story;
Allows you to form correct pronunciation sounds;
They learn to choose the right words depending on the situation.

This type of game allows the child to expand his knowledge about the world around him. They do not require special expensive materials. They can be played anywhere. The main thing in such games is mastery of speech. If parents and their child are traveling on public transport or standing in line, they can play word games at this time. Then the time will be spent with great benefit.

Didactic speech games are fascinating and at the same time educational. Such games do not require deep knowledge in the field of pedagogy, so they can be used with great success by parents. Thanks to such games, children develop a craving for word creation, and they successfully master their native speech.

Types of speech didactic games:

Playing with objects;
Board game;
A verbal game without the use of visual material.

Let’s organize the didactic game correctly:

A didactic game must meet certain requirements in order to bring maximum benefit to the child’s development:

Promote mental development;
Should be exciting, aimed at overcoming difficulties;
Must use humor, jokes and entertainment.

Groups of speech didactic games:

1. Games during which the phonemic aspect of speech is formed;
2. Games to develop vocabulary;
3. Games to develop the grammatical aspect of speech;
4. Games for the development of coherent speech.

Games for the formation of the phonemic aspect of speech:

Game "Different Sound"

An adult names four words, the child needs to name a word that sounds different:
Shock - current - juice - song
Som - com - house - bed
Lemon – concrete – lawn – dog
Poppy - pak - cancer - raspberry
Branch – baby – mesh – coat

Game "Recognize the sound"

The adult names the sound. The child must select it with cotton. For example, the sound A. First, the adult repeats this sound, and then begins to pronounce the sound series. The child needs to clap his hands when the sound A is heard.
The audio sequence might look like this:
U – O – I – A – E – A - M – Y – Z – A

Game “Name the Objects”

The child is shown a plot picture depicting different objects. The sound is called (for example, K). The child must name all the objects in the picture whose names contain the specified sound.

Games for developing vocabulary:

Game "Gathering Things"

The adult offers the child paired pictures that depict objects that are similar in purpose, as well as similar in appearance. For example, gloves - mittens, cup - glass, plate - saucer, jar - decanter, socks - knee-highs, boots - boots, shoes - sandals. Then he invites the child to put the picture he names into a box.

Game "Harvest"

An adult places dummies or real fruits and vegetables on the table. Places two baskets nearby - one for vegetables and the other for fruits. The child needs to take one item at a time and put it in the basket with the words: “The plum is a fruit because it grows on a tree” and so on.

Game “Fold things correctly”

The adult shows the child a drawn closet with shelves - at the top for clothes, and at the bottom for shoes. Pictures depicting different clothes and shoes are laid out in front of the child. It is necessary to place the pictures correctly with the comment: “Shoes are shoes, because they are put on your feet,” and so on with all the pictures.

Game "Catch the ball"

An adult holds a ball in his hands and says a word. For example, "black". At the same time he throws the ball to the baby. The little one catches the ball and pronounces a word with the opposite meaning. In this version the word is “white”. You can use different parts of speech.

Game “What to do with it?”

An adult prepares a variety of objects for the game. One by one he shows them to the child. The child must name as many options for using this item as possible. For example, a cup - drink juice, put pencils in it, measure the amount of bulk substances, water plants.

Games for developing the grammatical aspect of speech:

Game "Finish the sentence"

An adult holds a ball in his hands. After pronouncing the beginning of a sentence, he throws it to the child. The kid catches the ball and completes the sentence with one word. For example, “In the forest they grow...” (mushrooms, trees, shrubs, berries, etc.).

Game "Proposal"

An adult says one word. The child must come up with a sentence containing this word. For example, an adult says the word “ball”, and the child comes up with a sentence with it (for example, they bought me a ball).

Game "Correct the sentence"

An adult pronounces a sentence to a child with a semantic error. The child needs to find the mistake and correct the sentence.
Example sentences:

1. Apples grow on a birch tree.
2. The girl was eating a cup.
3. It was very cold in Africa.
4. The boy put his coat on his feet.
5. Chicks feed the bird.

Games for developing coherent speech:

Game "Make up a story"

The adult offers the child 4 – 6 pictures connected by one plot. The child needs to put them in a row in the correct order and make up a story.

Game "Find a place"

An adult puts a series of pictures in a row, connected by one plot. He doesn’t post just one picture, but invites the child to find a place for it to create a connected story. After restoring the row, the child needs to voice the story.

Game "It Doesn't Happen"

The child is shown an absurd picture and asked to tell what exactly is absurd about the picture.
Didactic games in terms of speech development must be in Everyday life baby to stimulate his cognitive activity. The more often a child plays word games at home, the better his speech will be developed.

Spend more time playing with your child.

Speech game “FIND YOUR MATE”

Target: Teach children to listen to the sound of words; practice independently naming words and clearly pronouncing the sounds in them.

Progress of the game: The teacher invites the children to find a mate. To do this, one of the children says a word, and the other responds with a similar word, for example: parsley - pestle. The paired children step aside and come up with words that sound similar (car - tire, sock - sand), but the child who chose the rhyme must answer.

Speech game “WHAT DOES THIS MEAN?”

Target: Teach children to group words according to meaning, to understand the literal and figurative meaning of words.

Progress of the game: The teacher asks the children: “Can I say that? How do you understand this expression? Children explain phrases.

Fresh wind - cool.

Fresh fish – recently caught, unspoiled.

A fresh shirt - clean, washed, ironed.

Fresh newspaper - new, just purchased.

Fresh paint - not dry.

A fresh head is rested.

Speech game “WHO CAN COME UP WITH THE MOST WORDS”

Purpose of the game : Activate your vocabulary, expand your horizons.

Progress of the game: Children form a circle. The teacher names the sound and asks the children to come up with words in which this sound occurs. One of the players throws the ball to someone. The child who catches the ball must say a word with the specified sound. Anyone who does not come up with a word or repeats something already said by someone misses a turn.

Speech game "SEARCH"

Target: Exercise children in the use of adjectives that agree with nouns.

Progress of the game: Children should see around them as many objects of the same color (or same shape, or from the same material). At the teacher’s signal, one child begins to list the items, and other children complement. The one who correctly names the most items wins.

Speech game “IMAGINE YOURSELF”

Target: Teach children how to correctly compose sentences with a given number of words.

Progress of the game: Key words are given: autumn, leaf fall, snow, snowflakes. You need to make a sentence of 3, 4, 5 words. The first child to make a sentence gets a chip.

Speech game “IS IT HAPPENING OR NOT?”

Target: Develop logical thinking, the ability to notice inconsistencies in judgments.

Progress of the game: The teacher says: “Now I’m going to tell you stories. You should notice this in my story. Which doesn't happen. Whoever notices, let him clap his hands.

In the evening, when I was rushing to kindergarten, I met a mother who was taking her child to school.

At night the sun was shining brightly and the stars were shining.

The apples are ripe on the birch tree.”

Children find contradictions in sentences.

Speech game “GAME OF RIDDLES”

Target:

Progress of the game: Children are sitting on a bench. The teacher asks riddles. The child who guesses the riddle goes out and makes the riddle himself. For guessing and making riddles, the guys receive chips. The one who collects the most chips wins.

Speech game “CORRECT THE ERROR”

Target: Teach children to understand the meaning of a sentence.

Progress of the game: The teacher reads the sentences. They made mistakes that the guys must correct.

The goat brought food to the girl.

The ball plays with Sasha.

The road goes by car.

Gena broke the ball with the glass. Etc.

Speech game “REMEMBER DIFFERENT WORDS”

Purpose: . Learn to listen to the sound of words; practice independently naming words and clearly pronouncing the sounds in them.

Progress of the game : Children stand in a circle. Each child must name a word and say it to the next participant; the next participant also says one word. So, in turn, all children must say one word. After three rounds the game stops. You cannot repeat the same word twice. The one who was unable to quickly name the word or repeated what was already named leaves the circle.

Speech game “STOP! WAND, STOP!”

Target : Practice independently naming words and clearly pronouncing the sounds in them.

Progress of the game: Children stand in a circle, the teacher is in the center. The teacher says that they will describe the animal, and each child must say something about it. For example, the teacher says: “Bear!” - and hands the wand to the child, who replies: “Brown!” - and passes the wand to the next one. Anyone who cannot say anything about the animal leaves the game.

Speech game “WHAT, WHAT, WHAT?”

Target: Learn to select definitions that correspond to a given example or phenomenon.

Progress of the game: The teacher names a word, and the players take turns selecting as many features as possible that correspond to the given subject.

Squirrel – red, nimble, big, small, beautiful.

Coat - warm, winter, new, old. Etc.

Speech game “WHO REMEMBERS MOST”.

Target: Expand children's vocabulary.

Progress of the game : The teacher asks to look at the pictures and tell what the objects do: a blizzard (sweeps, blizzards, storms); rain (pours, drizzles, dribbles, drips, starts); crow (flies, croaks, sits, eats).

Speech game “Imagine ANOTHER WORD”.

Target : Expand children's vocabulary.

Progress of the game : The teacher invites the children to make up word combinations following the example: milk bottle - milk bottle.

Cranberry jelly - ... (cranberry jelly).

Vegetable soup - ... (vegetable soup).

Mashed potatoes - ... (mashed potatoes). Etc.

Speech game “WHAT DID I SAY?”

Target: Teach children to distinguish several meanings in a word, compare them, find common and different.

Progress of the game: The teacher says that there are words that we use often, and we call many different objects with the same word: head (doll, onion, garlic, human head); needle (for a syringe, for spruce, for pine, for sewing, for a hedgehog); nose (on a person, on a teapot, on an airplane); leg; pen; wing, etc.

Speech game “ON THE OVERSEAS”.

Target: To develop children's intelligence and quick thinking.

Progress of the game: The teacher (or child) names a word, the children select a word with the opposite meaning

(far - close, high - low).

Speech game “ADD A SYLLABLE”

Target: To develop phonemic awareness and quick thinking in children.

Progress of the game: The teacher (or child) names one syllable and throws the ball. The person who catches the ball must complete the word, for example, ma - ma, kni - ga, etc. The child who completes the word throws the ball again to the teacher (or child).

Speech game “SAY IT DIFFERENTLY.”

Target: Learn to select synonyms.

Progress of the game: The teacher says that in this game the children will have to name words that are similar in meaning (for example, cold - frost).

Speech game “SAY A WORD”.

Target: Teach children to select words with the same root.

Progress of the game: The teacher reads a poem, and the children must add words related to the word “snow”.

Quiet, quiet, like in a dream,

Falls to the ground...(snow).

All the fluffs are sliding from the sky -

Silvery...(snowflakes).

Here's some fun for the guys -

More and more intense...(snowfall).

Everyone is running in a race

Everyone wants to play...(snowballs).

Like wearing a white down jacket

Dressed up... (snowman).

Nearby there is a snow figure

This girl...(Snow Maiden).

Like in a fairy tale, like in a dream,

The whole earth was decorated with...(snow).

(I. Lopukhina)

What words did you choose? What word do they all resemble?

Speech game “SAY WHAT YOU HEAR.”

Target: Develop phrasal speech.

Progress of the game: The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard (the horn of a car, the rustle of a falling leaf, the conversation of passers-by, etc.). Children must answer in a complete sentence.

Speech game “ADD A SENTENCE”.

Target: Develop children's speech activity and quick thinking.

Progress of the game: The teacher says the beginning of the sentence, and the children must add new words to it to make a complete sentence. For example, a teacher: “Mom bought...””...books, notebooks, candy...”, the children continue.

Speech game “FIND THE OPPOSITE WORD”.

Target: Teach children to select words that have opposite meanings in tasks of various types.

Progress of the game: The teacher asks a sentence and invites the children to answer the questions: “If the soup is not hot, then what is it?”, “If the room is not light, then how?”, “If the knife is not sharp, then it is...”, “If the bag is not light, then it...", etc.

Speech game “SAY THE WORD WITH THE RIGHT SOUND.”

Target: Develop phonemic awareness and quick thinking.

Progress of the game : The teacher says: “Come up with a word with the sound (a)” and throws the ball to any of the players. The child answers: “Hat” - and throws the ball to the next player, etc. round. Then the teacher calls another sound, and the game is repeated again.

Speech game “WHERE WAS I?”

Target: Teach children to form accusative forms plural animate nouns.

Progress of the game: The teacher says: “Guys, guess where I was? I saw jellyfish, seahorses, sharks. Where was I? (On the sea).

Now tell me riddles about where you have been. Tell us who you saw. The main thing in this game is not guessing, but composing a riddle.

Speech game “MUST BE SAID IN A DIFFERENT WAY.”

Target: Teach children to select words that are close in meaning.

Progress of the game: The teacher says: “One boy was in a bad mood. What words can you use to describe him? I came up with the word "sad." Let's also try replacing words in other sentences." It's raining (raining). The air is clean (fresh).

Speech game “WHAT IS WRONG?”

Target: Develop auditory attention and speech; teach to detect semantic inconsistencies; select the right words taking into account the content of the text.

Progress of the game : Children are read the poem twice and asked to find the inconsistency.

Is it true or not that snow is black like soot,

Sugar is bitter, coal is white, but is a coward as brave as a hare?

That a cancer can fly, and a bear can dance,

That pears grow on willows, that whales live on land,

Why do mowers cut down pine trees from dawn to dusk?

Well, squirrels love cones, and lazy people love work,

Don’t girls and boys put cakes in their mouths?

If the children do not name all the mistakes, then the teacher reads the poem again.

Speech game “WHO WILL FIND THE SHORT WORD?”

Target: Learn to divide words into syllables.

Progress of the game : The teacher tells the children that you can find out the length of a word by steps (or clapping). He says the word “soup” and walks at the same time. The teacher says that there was only one step, so this is a short word. Children line up along a line, and one by one they begin to say words and take steps. Anyone who incorrectly divides a word into syllables leaves the game.

Speech game “WHAT ELSE DO THEY TALK ABOUT?”

Target: Consolidate and clarify the meaning of ambiguous words.

Progress of the game: Please tell me what else you can say this about:

It's raining: it's coming... (snow, winter, dog, smoke, man).

Plays... (music, girl).

Bitter... (pepper, medicine).

Speech game “NAME THE INSECT WITH THE RIGHT SOUND.”

Target: Develop phonemic sound and quick thinking.

Progress of the game: The teacher asks the children to remember the names of insects that contain the sounds (a), (k). Whoever names the most words wins. For example: butterfly, mosquito, dragonfly, etc.

Speech game “WHO KNOWS, LET HIM CONTINUE.”

Target: Reinforce the use of generalizing words in speech.

Progress of the game : The teacher names generalizing words, and the children name a specific concept, for example, “An insect is...”. Children: “Fly, mosquito,...”.