Tongue Twisters

Speech games for children 7 years old. Fun word games for kids and teens. Features of the development of a three-year-old baby

These word games do not take much time, but are very useful in the development of the child's vocabulary, they will be most welcome, by the way, for parents who have little time. You can play word games on the way to the kindergarten and from the kindergarten, on the way to your grandmother, in line, on a walk. As soon as you notice that the baby has become distracted by other objects, the game stops.

What's this?

Mom calls the adjective, and the child continues by naming nouns.

For example: "White", and the kid continues "Paper, snow, chalk, paint ...". Then we play back. We name the object, and adjectives are selected for it. "House, what?" Big, brick, old, rectangular…

What does it look like?

Teach your child to fantasize, which resembles clouds floating across the sky? What does the root or branch of this tree look like? What does this or that found pebble look like?

Write a story.

An adult names 4-6 words that need to be composed little story. If it is difficult for a child to remember all the words, offer him pictures. For example: flippers, river, sun, summer, beach. Gradually complicate the task: a hare, a car, a window, rain, a tree.

Looking for details.

We replenish the vocabulary of the child, we describe not only the subject, but also what it consists of. “Here is a bicycle, what does he have?” - “Wheels, bell, trunk, steering wheel, seat ...” - “What does the house have?” — “Roof, doors, windows, balconies…”

Word game in antonyms.

You need to name words that are opposite in meaning. For example: "Soft - hard, white - black, liquid - solid, dark - light, low - high."

Word game name the property of the object.

The kid should answer you: “What is round?” - "Ball, wheel, apple, steering wheel ..." - "And what is more - an apple or a wheel?".

"What or who is fluffy?" - "Chicken, kitten, snow, cotton wool ..."

If you asked your child to name high objects, ask him which of the named objects is higher than the others, and which is lower. So the baby learns to compare, generalize and begins to understand the meaning of the abstract words "width", "length", "height", etc.

Ask other questions about the property of objects: what happens to be Rectangular? Wet? Cold? Warm? White? Soft? Heavy? etc.

Blind.

On the playground, one of the parents closes his eyes, and your baby must describe everything that he sees around.

Continue the story.

Parents tell an entertaining story and at some point stop the story, the child must continue by inserting the right word according to the meaning.

Description of the item.

The child should tell in as much detail as possible about the object, using non-repetitive words, and parents should help him by asking leading questions. “What is he for? What shape is it? What color? What is it made of? etc." So you encourage the baby to describe a variety of objects, thereby replenishing their vocabulary and developing coherent speech.

Don't repeat yourself.

An adult says a deliberately wrong sentence with a stylistic error, the kid must correct him. For example: “Mom sugared tea with sugar. Borya put on clothes.

Continue the offer.

Mom starts the sentence, and the baby finishes it:

Tolya rode down the hill ... (on a sled, in the snow)

Masha was presented for her birthday ... (big, beautiful doll)

The boy was delighted and ... (he laughed merrily)

Kolya caught on the river ... (big fish)

Unusual route.

If you are going to go for a walk or to kindergarten with your child, first make a route with him. Say where you will go, that along the way you will see what transport you will use. And at the end of the walk, be sure to say what you saw, where you were.

Tell me.

One of the parents watches a cartoon together with the kid and somewhere in the middle of the show he suddenly “remembers” about an urgent matter and asks the child to tell him how the cartoon ended. The kid, retelling the end of the cartoon, learns to connect his speech correctly and develops his vocabulary. Don't forget to thank him later.

Who is last.

You describe in turn, someone or some object, the last one to name a word describing this object wins.

"Ball, what?" - "rubber, round, bright, bouncy, small ..."

"And what kind of father do we have?" …

Playing these word games with your child will help bring you closer to your child. Communicate more with him, develop logical thinking in your child, expand vocabulary and develop his colloquial speech.

GAMES AND EXERCISES FOR THE DEVELOPMENT OF SPEECH FOR CHILDREN

SENIOR PRESCHOOL AGE (6 - 7 YEARS)

"What is a sound, a word, a sentence?"

Target: clarify children's ideas about the sound and semantic side of the word.

Game progress. The adult asks: “What sounds do you know? (Vowels - consonants, hard - soft, voiced - deaf.) What is the name of the part of the word? (Syllable.) What does the word ... table mean? (A piece of furniture.)".

Everything that surrounds us has its own name and means something. That's why we say: "What does (or means) the word mean?" The word sounds and names all objects around, names, animals, plants.

What is a name? How do we distinguish each other? By names. Name your parents, relatives and friends. We have a cat and a dog in our house. What are their names? People have names, and animals have ... (nicknames).

Each thing has its own name, name. Let's look around and say: what can move? what can sound? what can you sit on? sleep? ride?

Think about why they call it that: “vacuum cleaner”, “jump rope”, “airplane”, “scooter”, “meat grinder”? From these words it is clear what they are for.

Each letter also has its own name. What letters do you know? How is a letter different from a sound? (The letter is written and read, the sound is pronounced.) From letters we add syllables and words.

What are the names of children that begin with the vowel sound "a" (Anya, Andrey, Anton, Alyosha). And with what sound do the names Ira, Igor, Inna begin? Pick up names that start with a hard consonant (Roma, Natasha, Raya, Stas, Volodya), with a soft consonant (Liza, Kirill, Lenya, Lena, Mitya, Lyuba).

We will play with words and find out what they mean, how they sound, what sound they begin with.

"Find the Sound"

Target: find words with one and two syllables.

Game progress. - Find words with one and two syllables. How many syllables are in the word chicken? (The word "beetle" consists of one syllable, "fur coat", "hat", "toad", "fence", "heron" - from two, "chicken" - from three.)

Which words start with the same sound? Name these sounds.

(The words "hat" and "fur coat" begin with the sound "Sh", the words "beetle" and "toad" - with the sound "F", the words "fence", "castle" - with the sound "Z", the words "chicken" , "heron" - from the sound "C".)

Name vegetables, fruits and berries with the sounds "P" (carrots, grapes, pear, peach, pomegranate, currant), "Pb" (pepper, turnip, radish, tangerine, cherry, apricot), "L" (eggplant, apple, dogwood), "L" (raspberry, lemon, orange, plum).

"Picture - basket"

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

Game progress. Together with the child, an adult examines the drawing, which depicts: a picture, a rocket, a frog.

How many syllables are in the words "picture", "frog", "rocket"? (Three.)

Pick up words similar in sound to these words: “picture” (basket, car), “frog” (pillow, tub), “rocket” (candy, cutlet), “helicopter” (airplane), “birch” (mimosa) .

What does a frog do (jumps, swims), a rocket (flies, rushes), a picture (hangs)?

The child pronounces all the words and says that each of these words has three syllables.

"Let's go, fly, swim"

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

Game progress. There are six pictures in the figure depicting transport: a helicopter, an airplane, a bus, a trolleybus, a motor ship, a tram.

Name all objects in one word. (Transport.)

How many syllables are in these words? (All words, except for the word "tram", have three syllables.) What sound occurs in all these words (at the beginning, middle, end of the word)? (The sound "T" is found at the beginning of the words "trolleybus", "motor ship", "tram", in the middle of the words "helicopter", "bus", at the end of the words "helicopter", "airplane".)

Make up a sentence with any word ("The plane flies fast").

Tell me what's flying (Airplane, helicopter.) What is going? (Bus, trolleybus, tram.) What floats? (Motor ship.)

Guess by the first and last sound what type of transport I have in mind: T-C (trolleybus), A-C (bus), C-T (airplane), B-T (helicopter), M-O (metro), T- And (taxi).

"Make a Description"

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

Game progress . - Describe the berry or fruit that you love the most, and we will guess. ("It's round, red, juicy, delicious - it's my favorite ... tomato"; "It's maroon in color, and inside it has many, many different grains, sweet and ripe, this is my favorite fruit ... pomegranate" .)

"What do you see around?"

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

Game progress. - Name the objects that you see around. How do we distinguish one item from another? (They sit at the table, study, eat, sit on a chair.)

If two girls stand in front of you, both in red dresses, with white bows. How do we distinguish them? (By name.)

What do the words ... "ball", "doll", "pen" mean?

I have in my hand... a pen. What are they doing to her? (They write.) The door also has a handle. Why are these objects called by the same word? (They are held by hands.) What does the word "pen" mean for this object? (They write with it.) And what does the word “handle” mean (we point to the doorknob)? (“They open and close the door.”)

Can you name words that mean nothing? Listen to Irina Tokmakova's poem "Plym":

A spoon is a spoon. And I came up with a word.

They eat soup with a spoon. Funny word - plim.

A cat is a cat. I repeat again -

The cat has seven kittens. Plym, plym, plym.

A rag is a rag. Here he jumps and jumps -

Wipe the table with a rag. Plym, plym, plym.

A hat is a hat. And don't mean a thing

I got dressed and went. Plym, plym, plym.

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

"Find the exact word"

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

Game progress. - Find out what subject I'm talking about: "Round, sweet, ruddy - what is it?" Items can differ from each other not only in taste, but also in size, color, shape.

Supplement in other words what I will start: the snow is white, cold ... (what else?). Sugar is sweet, and lemon ... (sour). In spring, the weather is warm, and in winter ... (cold).

Name what things in the room are round, tall, low.

Remember which animal moves how. Crow ... (flies), fish ... (swims), grasshopper ... (jumps), already ... (crawls). Which animal gives a voice? A rooster... (crowing), a tiger... (roaring), a mouse... (squeaking), a cow... (mooing).

Help me find words that are opposite in meaning in D. Ciardi's poem "The Farewell Game":

I will say the word high, I will tell you the word coward,

And you will answer ... (low). You will answer ... (brave).

I will say a word far, Now I will say the beginning -

And you will answer ... (close). Well, answer ... (end).

"Who's Who"

Target:

Game progress .

"Tell me what"

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

Game progress.

When we want to talk about an object, what is it, what words do we call it?

Listen to M. Shchelovanova's poem "Morning":

What is this morning? Today there will be no sun

Today is a bad morning, today there will be no sun,

Today is a boring morning, today it will be gloomy,

And it looks like it's going to rain. Grey, cloudy day.

Why bad morning? Why won't there be sun?

Today is a good morning, there will probably be sunshine,

Today is a fun morning, there will definitely be sunshine

And the clouds go away. And a cool blue shadow.

What is this poem talking about? (About a sunny and cloudy morning.) As it is said about the first day in the poem, what is it like? (Gloomy, gray.) How to say in other words about this day? Choose words that are close in meaning (rainy, sad, boring, unfriendly). And if the morning is sunny, how else can you say what it is? Choose words that are close in meaning (cheerful, joyful, blue,

cloudless). What else can be gloomy? (Mood, weather, sky, person.) What can be sunny?

There are also words that call what a person does, what can be done with this or that object. If a person frowns, how to say it differently? (Sad, sad, upset, offended.)

And there are words and expressions that express the meaning not quite accurately. I heard other children say: “Dad, go in a whisper”, “I woke up my sister”, “I put on my shoes inside out”. Is it possible to say so? How to say it right?

"High Low"

Target: learn to compare objects and find words that are opposite in meaning.

Game progress . For this game, you need to pick up pictures: a tall Christmas tree, a long pencil, a wide ribbon, a deep bowl of soup, a cheerful face of a girl (laughs or smiles), a boy in soiled clothes, as well as: a small Christmas tree, a short pencil, a narrow ribbon, a sad face of a girl , a boy in clean clothes, a small plate (Fig. 5).

Look at the drawings. Name words that are opposite in meaning. Say the difference between similar faces and objects.

High - low (Christmas tree - Christmas tree), long - short (pencil), wide - narrow (ribbon), sad - cheerful (girl's face), deep - shallow (plate), clean - dirty (boy).

In the next picture: a big house and a small house, a river - a stream, strawberries - strawberries.

Can you tell me what you see in these pictures? Make sentences with words that are opposite in meaning. (“I drew a big house and a small house.” “The river is deep, but the stream is shallow.” “The strawberries have large berries, and the strawberries have small ones.”)

Listen to an excerpt from Silva Kaputikyan's poem "Masha is having lunch":

There is no refusal to anyone, dinner is served to everyone:

Dog - in a bowl, in a saucer - pussy,

Laying hen - millet in a skull,

And Mashenka - in a plate, in a deep one, not in a shallow one.

What is deep and shallow? How do you understand the expression: a deep river (has great depth); deep secret (hidden); deep feeling (strong); shallow river (has a shallow depth); light rain (mild); fine sand (medium-sized).

"Is this true or not?"

Target: find inaccuracies in the text.

Game progress . - Listen to L. Stanchev's poem "Is it true or not?". You need to listen carefully, then you can notice what does not happen in the world.

Warm spring now

Our grapes are ripe.

Horned horse in the meadow

Jumping in the snow in summer.

late autumn bear

Likes to sit in the river.

And in winter among the branches

"Ha-ha-ha!" - sang the nightingale.

Quickly give me an answer: is it true or not?

Listen to what other children said, think about whether it is possible to say this, and tell me how to say it correctly:

“Aunt, look: the horse has two tails - one on the head, the other on the back”; “Daddy, it’s the horse’s soles that are knocked out”; “Dad, they sawed firewood here recently: there are sawmills lying around in the snow”; “I opened my eyes a little and looked in a whisper”; "Mommy, I love you loudly, loudly."

Can you think of tall tales or confusions for other children or adults to unravel.

"Find another word"

Target: describe the situation accurately; choose synonyms and antonyms.

Game progress . - Dad decided to make a swing for the children, Misha brought him a rope. "No, this rope is no good, it will break." Misha brought him another one. “But this one won’t break for anything.” What rope did Misha bring first? (Thin, dilapidated.) And then? (Strong, strong.)

Dad made the swing in the summer. But then came ... winter. Misha grew up as a strong boy (healthy, strong). He went out to skate and felt hard ice under his feet. How to say differently? (Strong, not fragile.) The frost grew stronger (became stronger).

How do you understand the expression "hard nut"? (It is difficult to break it, to break it.) So they say not only about nuts, but also about people who cannot be broken by any adversity. They say about them: “strong in spirit” (meaning a strong, persistent person).

Explain what the words mean: “strong fabric” (strong), “strong sleep” (deep), “strong tea” (very strong, not diluted with boiling water). What expressions with the word "strong" did you meet in fairy tales and in which ones? (In the fairy tale “Kids and the Wolf”, the goat tightly (very strictly) ordered the children to firmly (very tightly) lock the door.)

Make up sentences with the word "strong".

I will call you words, and you will tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, laugh, fall, laugh, run.

Think of a story that contains words that are opposite in meaning. You can take the words that we just called.

"One is Many"

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

Game progress . - This is a ball, and this is ... (balls). There are many ... (balls). What balls? (Red, blue, green.) How can one say in one word that all the balls are of different colors? (Multicolored.)

This is a poppy, and this is ... (poppies). There are a lot of ... (poppies) in the bouquet. What are they? (Red.) What else is red? How do you understand the expression "red girl"? Where is this expression found? What fairy tales?

Guess the riddle: “Grandfather is sitting, dressed in a hundred fur coats. Whoever undresses him sheds tears.” This is ... (bow). What is he? (Yellow, juicy, bitter, healthy.) Is there a lot in the basket? (Luke.)

What's this? What is there a lot?

And if all the objects disappear, how do we say what is gone? (Eagle, saws, bears, mice, cones, spoons, legs, cats.)

Highlight the word.

Game progress . The teacher pronounces the words and invites the children to clap their hands when they hear words that have a sound z (a mosquito song) and a sound c (a water song). Answers can be group and individual. For individual answers, it is recommended to call those children whose phonemic hearing is not sufficiently formed, as well as those who pronounce these sounds incorrectly.

"Say one word"

Target: find words that accurately assess the situation.

Game progress . - The student solved the problem and could not solve it in any way. He thought for a long time, but still decided it! What task did he get? (Difficult, difficult, difficult.) Which of these words is the most accurate? (Difficult.) What are we talking about heavy, heavy, heavy? Replace the expressions: heavy load (having a lot of weight), heavy sleep (restless), heavy air (unpleasant), severe wound (dangerous, serious), heavy feeling (painful, sorrowful), heavy on the rise (hard to decide on something ), severe punishment (severe).

How do you understand the expressions “hard work” (it requires a lot of work), “hard day” (not easy), “difficult child” (hard to educate). What other expressions with this word have you heard?

Listen to E. Serova's poem "Tell me a word." You will tell me the right words.

The verse flowed smoothly, smoothly, I said to my brother: “Oh!

Suddenly he stumbled and fell silent. Peas are falling from the sky!”

He waits and sighs: “Here’s an eccentric,” the brother laughs,

Words are missing. Your peas - after all, this is ... (hail) ".

To again on a good journey from whom, my friends,

The verse flowed like a river, can't you run away?

Help him a little, persistently on a clear day

Suggest a word. Wandering next to us ... (shadow).

Think up a story so that it contains such words: “big”, “huge”, “huge”; "small", "tiny", "tiny"; "runs", "rushes", "rushes"; "goes", "weaves", "drags".

Developing children's understanding of the meanings of polysemantic words of different parts of speech ("lightning", "faucet", "leaf"; "pour", "swim"; "full", "sharp", "heavy"), we teach them to combine words by meaning according to the context.

"Who's Who"

Target: correlate the name of animals and their cubs, select actions for the name of animals.

Game progress . The child examines the drawings - animals with cubs: a chicken and a chicken peck grains (or drink water), a cat and a kitten lap milk (option - play with a ball), a dog and a puppy gnaw a bone (option - bark), a cow and a calf nibble grass (option - lowing), a horse and a foal chew hay (option - they jump), a duck and a duckling swim (quack).

Name the animals and their babies.

Pick up definitions for the names of animal cubs: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

Guess what it sounds like.

visual material : drum, hammer, bell, screen.

Game progress. The teacher shows the children a toy drum, a bell, a hammer, calls them and asks them to repeat. When the kids remember the names of objects, the teacher offers to listen to how they sound: plays the drum, rings a bell, knocks on the table with a hammer; names the toys again. Then he sets up a screen and behind it reproduces the sound of the indicated objects. "What does it sound like?" he asks the children. The children answer, and the teacher again rings the bell, knocks with a hammer, etc. At the same time, he makes sure that the children recognize the sounding object, clearly pronounce its name.

A wonderful bag.

visual material : a bag, small toys depicting baby animals: a duckling, a gosling, a chicken, a tiger cub, a piglet, an elephant calf, a frog, a kitten, etc.

Game progress. All of the toys listed above are in a bag. The teacher, holding the bag, approaches the children and, saying that there are many interesting toys in the bag, offers to take one out of there, show it to everyone and call it out loud. The teacher ensures that the children correctly and clearly name the toy. If someone finds it difficult to answer, the teacher prompts him.

Shop.

visual material : toys, in the names of which there are sounds m - m, p - p, b - b (nesting dolls, car, bear, train, cannon, Parsley, drum, balalaika, Pinocchio, dog, squirrel, doll, etc.)

Game progress. The teacher places toys on the table and invites the children to play. “I will be a salesman,” he says, and asks again: “Who will I be?” The children answer. “And you will be the buyers. Who will you be? - "Buyers," the children answer. "What does the seller do?" - “Sells.” - “What does the buyer do?” - Buys. The teacher shows the toys that he is going to sell. The children name them. Then the teacher invites one child to the table and asks what toy he would like to buy. The child calls, for example, a bear. The teacher agrees to sell, but offers to ask politely, while the word please emphasizes in a voice. The teacher gives a toy and at the same time can ask the child why he needs this toy. The child answers and sits down. The next one is invited to the store. And so on until all the items are sold out.

The teacher makes sure that the children correctly pronounce the sounds m - m, p - p, b - b in words, clearly pronounce words with these sounds.

You can ride or not.

visual material: a box and pictures depicting vehicles, as well as other items that have a sound with (s) in the name: sled, plane, bicycle, scooter, trolleybus, bus, chair, table, boot, etc.

Game progress. Children take turns taking pictures out of the box; each shows his group, names the object depicted on it and says whether you can ride or not. The teacher makes sure that the children correctly pronounce sounds with (s) in words, clearly pronounce words with this sound.

For a walk in the forest.

visual material: toys (dog, elephant, fox, hare, goat, goose, chicken, chicken, basket, saucer, glass, bus, etc., in the names of which there are sounds with (s), z (z), ts.

Game progress. The teacher puts the toys on the table and asks the children to name them. Then he invites the children to go for a walk in the woods and take some toy animals with them. Kids choose the right toys, name them, put them in a car and take them to a predetermined place. The teacher makes sure that the children correctly select objects, clearly and loudly call them, correctly pronounce the sounds s (s), z (z), ts.

Tell me how I am

Target: to teach children to speak loudly, quietly, in a whisper, and also to develop auditory perception (to distinguish between the degree of loudness of spoken words).

Game progress. The teacher invites the children to listen carefully as he pronounces the words, and pronounce (repeat) them in the same way. The teacher makes sure that the children pronounce the words clearly, with the appropriate degree of volume.

Take a toy.

visual material : toys or objects whose names consist of three or four syllables (crocodile, Pinocchio, Cheburashka, Thumbelina, etc.).

Game progress . Children sit in a semicircle in front of a table on which toys are laid out. The teacher in a whisper calls one of the objects lying on the table next to the sitting child, then in the same way, in a whisper, he should call it to his neighbor. The word is passed along the chain. The child who heard the word last gets up, goes to the table, looks for the given object and calls it out loud. The teacher makes sure that all the children, pronouncing the words in a whisper, pronounce them clearly enough.

Choose similar words.

Game progress . The teacher pronounces words that are similar in sound: a cat is a spoon, ears are guns. Then he pronounces the word and invites the children to choose other words that are close in sound to him. The teacher makes sure that the children choose the right words, pronounce them clearly, cleanly, loudly.

Guess where are the circles and where are the circles.

visual material: two mugs and two mugs.

Game progress . The teacher shows the children mugs and mugs, calls them and asks them to repeat. When they have learned these words, the teacher holds the circles above the circles and asks what is on top and what is on the bottom. The children answer. Then the teacher swaps the objects and again asks where the circles are and where the circles are. Children give a complete answer.

The teacher makes sure that the children correctly indicate where the object is, and clearly pronounce the words.

Find and say the right word.

Game progress . The teacher suggests highlighting and naming only those words that have the given sounds. . "C" sound

Dad bought Lena a sled.

A bus is moving along the road.

Nature comes alive in spring.

House over the river, Light stripe

There is a light in the windows, He lay down on the water.

Sound "Z"

There is a lock on the door.

Thunderclouds appeared in the sky.

Why is the dog barking

For someone you don't know?

That's why she barks

Wants to meet.

Who listens better?

Game progress . Option 1.

The teacher calls two children to him. He puts them back to each other, sideways to the whole group, and gives the task: “I will name the words, and Sasha will raise his hand only when he hears the words with the sound sh. Which sound? And Larisa will raise her hand only when she hears words that contain the sound "g". Once again, the children are invited to repeat who and when should raise their hand. Children count the number of correct answers, mark the incorrect answers. The teacher names the words with a short interval (15 words in total: 5 - with the sound "sh", 5 - with the sound "g", 5 - where these sounds are absent). Approximately the following set of words is offered: a hat, a house, a beetle, a fox, a hedgehog, a cat, a plate, a hanger, skis, a pencil, a barrel, scissors, a castle, a puddle, a roof.

Everyone monitors whether the guys are doing the task correctly, correcting mistakes by pointing to the given sound in the word or its absence. At the end, the children name the child who was the most attentive, correctly identified all the words and never made a mistake.

Option 2.

The teacher calls two children: one of them should raise his hand to the words with the sound "sh", the other - with the sound "g". Invites the rest of the children to name words in which these sounds occur. At the end of the game, the children name the winner.

Option 3. The teacher invites two children to select words: one with the sound "sh", the other with the sound "g". The winner is the one who names the most words without making a single mistake in pronunciation.

The same can be done with other pairs of sounds.

Words can be loud or soft.

Game progress . Children memorize the tongue-twister (taking into account the sound being worked out). For example, when differentiating the sounds "l" - "l", you can use the following phrase:

Alenka sat in a corner,

Alenka has a lot to do.

The teacher offers to pronounce the tongue twister, first in a whisper, then in a low voice, and then louder than usual.

Similarly, the game “Words can sound fast and slow” is played.

What sound is in all words?

Target : develop phonemic perception, elements of sound analysis: determine the presence of a given sound in words, highlight the first and last sound in words.

Game progress . The teacher pronounces three or four words, each of which has one of the sounds being worked out: a fur coat, a cat, a mouse - and asks the children what sound is in all these words. Children call the sound "sh". Then he proposes to determine what sound is in all the words below: beetle, toad, skis - "zh"; kettle, key, glasses - "h"; brush, box, sorrel - "u"; braid, mustache, nose - s; herring, Sima, elk - "shy"; goat, castle, tooth - "z"; winter, mirror, vaseline - "z"; flower, egg, chicken - "ts"; boat, chair, lamp - "l"; linden, forest, salt - "l"; fish, carpet, wing - "p"; rice, fortress, primer - "r".

The teacher makes sure that the children clearly pronounce sounds, correctly name hard and soft consonants.

Say the first sound in the word.

Game progress . The teacher shows a toy, for example, Pinocchio and offers to determine with what sound his name begins. After the answers, the teacher gives the task to the children to determine with what sound the names of their neighbors begin, the name of certain animals, objects. Draws attention to the fact that sounds must be pronounced clearly (you cannot pronounce the syllables "ze" in the word Zoya, "ve" - in the word Vadik).

Say the last sound in the word.

visual material : pictures (bus, goose, chick, raincoat, house, key, table, door, samovar, bed, hippopotamus, etc.)

The teacher shows a picture, asks to name what is shown on it, and then say what is the last sound in the word. At the same time, attention is drawn to the clear pronunciation of isolated sounds, the differentiation of hard and soft consonants (in the word door, the last sound is “r”, and not “r”). When all the pictures have been considered, the teacher suggests putting pictures in which the names of objects end in a hard consonant in one direction, in the other - in a soft one. Children who do not clearly pronounce sounds are encouraged to clearly pronounce the consonants at the end of the word.

Think, take your time.

Game progress . The teacher offers the children several tasks for ingenuity and at the same time checks how they learned to hear and highlight certain sounds in words:

Choose a word that begins with the last sound of the word table.

Remember the name of the bird, which would have the last sound of the word cheese. (Sparrow, rook ...)

Choose a word so that the first sound would be k, and the last - "sh". (Pencil, reeds ...)

What word will you get if you add one sound to "but"? (Knife, nose...)

Make up a sentence in which all the words would begin with the sound "m". (Mom washes Masha with a washcloth.)

Find objects in the room that have the second sound "u" in their names. (Paper, pipe, Pinocchio ...)

"What would that mean?"

Target: improvement and development of fantasy, logical thinking and oral speech skills.

The game shows how important emotional coloring and intonations are in oral speech, with which you can express it. It is necessary to explain to the baby that often the meaning of a phrase can be understood only by the tone and mood of the speaker.

The essence of the exercise is for the child to explain what this or that expression can mean. A variety of phraseological units, as well as proverbs and sayings, are suitable for this, since they contain, in addition to the main idea, a bright emotional coloring (sadness, condemnation, encouragement, anger, etc.). You should try with your child to understand what such expressions as “hang your nose”, “easier than a steamed turnip”, “beat the buckets”, etc. can mean.

Interview

Target: to teach the child to give clear detailed answers and build the correct dialogues, to teach the child to formulate questions, expressing in them main idea.

Game progress The adult must be famous person(doctor, writer, musician, actor), and the child is a journalist who interviews him. Before starting the game, you should prepare a list of questions with the baby. The child should be asked what interests him?

During the exercise, memory develops, social skills appear, vocabulary and the ability to conduct a dialogue improve. The child must learn to ask questions in such a way that the one he is interviewing gives him a detailed full answer. You can also switch roles with the child and interview him.

"Big small"

Target : increasing the child's vocabulary, getting to know synonyms (adjectives, verbs, adverbs, participles, conjunctions, etc.).

A picture book is required for the lesson. On sale there are special books with texts and tasks that help the child better understand the new definitions of words.

During the game, you should look at the pictures and ask the child questions.

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

For example, the Russian folk song "Ryabushechka Hen" is read to children. The adult first reads the whole song to the child, and then the dialogue begins. You can make a child a chicken hat and invite him to answer the questions:

Ripple hen, where are you going?

To the river.

Ripple hen, why are you going?

For water.

Chicken ryabushechka, why do you need water?

Water the chickens. They want to drink.

They squeak all over the street - pee-pee-pee!

Children are also offered tongue twisters, phrases from poems, they pronounce them with different voice strengths (quietly - loudly - in a whisper) or at different tempos (quickly - slowly). In parallel, you can change intonations (ask, answer, convey joy, sadness, surprise).

Development fine motor skills

Game progress.

Berries - a complete basket. I'll try a little.

I'll eat more raspberries. How many berries are in the pot?

One, two, three, four, five... I will collect again.

Plants bones in the ground.

This slice is for hedgehogs, this slice is for snakes,

This slice is for ducklings, this slice is for kittens,

This slice is for the beaver, and for the wolf - the peel.

He is angry with us - trouble. Run away whoever!

"Make up a story"

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

Game progress. - Finish the sentence:

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

Plasticine is soft, and the stone ... (hard).

2. The stream is shallow, and the river ... (deep).

Currant berries are small, and strawberries ... (large).

3. Porridge is boiled thick, and soup ... (liquid).

The forest is dense, and sometimes ... (rare).

4. After the rain, the earth is damp, and in sunny weather ... (dry).

We buy raw potatoes, and eat ... (boiled).

5. We bought fresh bread, and the next day it became ... (stale).

In the summer we ate fresh cucumbers, and in the winter ... (salted).

Now the collar is fresh, and tomorrow it will be ... (dirty).

Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams run; the song flows.

How to say in another way: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (everyone knows how to do beautifully); golden hair (beautiful, shiny)?

Where did you meet the expression "evil winter"? (In fairy tales.) To whom does the word "evil" refer? (Evil stepmother, evil witch, evil Baba Yaga.)

Come up with a folding ending to the phrases: “Teddy bear, where did you walk? (I was looking for honey on a tree.) Bear cubs, where have you been? (We went to the forest for raspberries, we wandered in the clearing.) The teddy bear was looking for honey (and lost his brother). - Come up with a story about two cubs, and I will write it down, then we will read it to dad (grandmother, sister).

"Tell me more"

Target: to develop the accuracy of word usage in coherent narrative stories.

Game progress. - Listen to what I'll tell you. Where I stop, you will help me: choose words and make sentences.

Once upon a time there were three brothers: the wind, the breeze and the wind. The wind says: “I am the most important!” What could be the wind? (Strong, sharp, impetuous, cold ...) The windmill did not agree with his brother: “No, I am the most important, my name is the windfall!” What kind of wind? (Mighty, evil, harsh, icy.) The breeze listened to them and thought: “What am I?” (Light, gentle, pleasant, affectionate ...) The brothers argued for a long time, but they did not find out anything. They decided to measure their strength. Wind started to blow. What happened? (The trees swayed, the grass bent down to the ground.) What was the wind doing? (He blew, rushed, buzzed, grumbled.) The wind blew. What did he do? (He blew strongly, howled, howled, rushed swiftly.) What happened after that? (The branches near the trees broke, the grass died, the clouds came running, the birds and animals hid.) And then a breeze blew. What did he do (blew gently and gently, rustled leaves, played pranks, swayed twigs). What happened in nature? (The leaves rustled, the birds sang, it became cool and pleasant.)

Come up with a fairy tale about the wind, breeze or wind. It is possible about all at once. Who can they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Be friends, measure strength, argue, talk.)

The development of fine motor skills. Coordination of movements in combination with speech

Bend your fingers alternately. How many rows are in a garden?

In the garden at Fedora

Growing tomatoes in the garden

And in the garden near Filat

Mnoro variety of salad.

Grandma Fekla

Four beds of beets.

Uncle Boris's

There are a lot of radishes.

Masha and Antoshka

Two rows of potatoes.

Glad, two, three, four, five

Let's help harvest.

Repeat after me.

In it, the sound T came to the garden.

Pumpkin - here, and here - a tomato.

Here is cabbage, here is lettuce,

Cumin, potato, artichoke

And a parsley root.

All that we have grown

We will eat until spring.

Voice charging.

Target: development of intonational expressiveness of speech

Masha put on a mitten.

Oh, where am I doing my finger?

I don't have a finger, I'm gone

Didn't make it to my house!

Masha took off her mitten -

Look, I found it!

Seek, seek, and you will find. - Hello, finger, how are you?

Development of fine motor skills

Perform actions in accordance with the content of the poems.

I take off the berries from the branches and collect them in a basket.

Berries - a full basket! I'll try a little.

I'll eat a little more, the path to the house will be easier.

I'll eat more raspberries. How many berries are in the basket?

One, two, three, four, five... I will collect again.

A fat and big finger went to the garden for plums.

The pointer from the threshold showed him the way.

The middle finger is the most accurate: it knocks plums off the branch.

The nameless one eats, and the little finger is the master

Plants bones in the ground.

Alternately bend the fingers first of the right and then of the left hand.

We shared an orange, there are many of us, and he is alone.

This slice is for hedgehogs,

This slice is for snakes,

This slice is for ducklings,

This slice is for kittens,

This slice is for the beaver,

And for a wolf - peel.

He is angry with us - trouble.

Run away whoever!

Games for the development of speech of children 6-7 years old.

Games for the development of phonemic analysis and synthesis, the formation of phonemic hearing.

1 ) The game "Collect a chain of words"

Task: to teach children to distinguish initial and final sounds in words, expand their vocabulary, develop auditory attention.

Description. You can play alone or with a group of children and adults. One of the players calls any word - a noun in the singular and nominative case, the second - comes up with a word for its last sound, the third - for the last sound of this word, etc., as if building a chain of words. For example: Alya - apples - turkey - whale - torso - bag, etc.

2) The game "Live words"

Task: to consolidate the skills of sound-letter analysis.

Equipment: cards with letters, pictures.

Description. An adult shows a picture and calls the word that the children will compose. The role of each of the letters will be played by children who have cards with letters attached to the front. Children are built in a row so that you can read the given word. It is better to choose simple words. For example, poppy, whale, smoke, mouse, table, etc.

3) The game "Find pictures"

Task: to teach children to choose a picture with a word that begins with a given sound, expand their vocabulary, develop visual attention.

Equipment: subject pictures with words starting with a given sound, several pictures starting with other sounds.

Description. An adult lays out the pictures on the table, instructs the child that he should choose those pictures that show words with a certain sound, for example, the sound [t]. Then the adult clearly names all the pictures, and the child chooses the appropriate ones from them (cake, whale, bridge, water, etc.)

4) The game "Pick up right hand- Raise your left hand

Task: to teach the child to distinguish between similar sounds.

Description. The game is played by ear. The adult informs the child: “Today we will learn to hear sounds and distinguish them from each other. For the task, sounds are selected that are somehow similar to each other: for example, O-U, Y-I, M-N, K-T, P-T, etc. - for children 5 years old, pairs of consonants for deafness - voicedness (V-P, D-T, G-K, V-F) and hardness-softness (M-M", T-T", K-K, etc.) - for children 6-7 years old .

First, the game is played on individual sounds, then on syllables and words. adult picks up speech material and clearly pronounces it, and the child, following the instructions of an adult, raises his right hand to one of the sounds, and raises his left hand to the other.

For example, the sounds [Д-Т] differ.

Sounds: O, D, N, D, O, S, T, U, A, M, U, T, O, etc.

Syllables: OH, UD, PO, UT, KO, NU, MO, UP, MU, etc.

Words: House, tank, bush, salt, bridge, etc.

5) The game "Find a house for words"

Task: to teach children to highlight the initial sound in a word.

Equipment: subject pictures with words starting with different sounds, several pictures for each of them, 2 houses.

Description. The adult lays out the pictures on the table, names them, then instructs the child that he should populate the pictures in different houses according to the initial sound.

For example:

[M] - bridge, bears, lighthouse, etc. [N] - nose, sock, rhinoceros.

6) The game "Find tricky words"

Task: to train children in sound analysis, to teach them to distinguish given sounds in words.

Equipment: rows of words prepared by an adult, most of which contain a given sound in their composition, while the rest do not. The game uses words with vowels (A, O, U, I, S) and consonants that the child can pronounce correctly ([M-N], [D-T], [G-K], [B-P] , [V-F], [X]). For voiced consonants [D], [B], [G], [C] it is not allowed to use words in which these sounds end and are deafened. Hard and soft pairs of sounds are analyzed separately from each other. The vowel sound [O] can be distinguished only in those words in which it is under stress, since in other cases it turns into the sound [A]. The vowel sound [Ы] stands out only in the middle and at the end of the word.

Description. An adult pronounces a series of first 5 ^ 6, then 8-10 words and gives the child the task of remembering and repeating only those words that have a certain sound, for example, the sound [Н]. The following series of words is given: nose, Nastya, knife, wagon, lemon, bag.

7) The game "Find a tricky sound"

Task: to teach children to hear the initial and final sounds in words, to develop their auditory attention.

Equipment: pictures for a certain sound.

Description. The game can be played with one child or with a group of children.

The adult says: “Now I will show the pictures and name the objects depicted on them, and you listen carefully and guess what sound is in all these words.” Then the adult shows and names a series of pictures that begin, for example, with the sound [B]: water, enemies, wolf, and the children must answer with a full answer: “All these words have a sound [B]”. Next, they must remember the words named by adults with the sound [B], come up with a few of their own words with this sound.

8) The game "Sound Lotto"

Task: to train children in determining the location of a given sound in a word: at the beginning, middle or end.

Equipment; stripes divided into 3 parts, indicating the beginning, middle and end of the word; subject pictures with words for certain sounds: vowels and deaf consonants - beginning, middle, end; sound [s] - middle, end of a word; voiced consonants - the beginning and middle of a word.

Description. The child examines and names a picture with a given sound, then puts it on the first, second or third square in the strip, depending on its location in this word. For example, a child is given pictures with sound [k]. On the strip, they are arranged in squares in the following sequence: cat - bag - trick.

9) The game "Find all the words for a tricky sound?"

Task: to teach children to find in the picture or invent words with a given sound. Equipment:

Option 1 - a picture that contains a lot of objects with a given sound.

Option 2 - subject pictures with words in which there is a given sound; chips.

Description. You can play with one child or with a group of children.

1 option. An adult shows a plot picture and invites the child to find as many words with a given sound on it as possible.

For each word, the child receives a token. The one with the most chips wins.

Option 2. An adult calls the sound to the children and shows pictures with words that contain this sound.

Then the pictures are removed, and the children must name as many words as possible from memory. For each word, the child also receives a chip. As you practice, you can play without pictures, throwing the ball between the players and naming words with the agreed sound.

10) The game "Name the vowels"

Task: to train children in isolating vowel sounds from a word.

Description. An adult pronounces words syllable by syllable, highlighting and holding out vowels. Then he pronounces only the vowels in the order they were in the word.

For example, fish-ba - s-a; ba-ran-ah; kash-ka-a-a; etc. Next, the child tries to independently stretch the vowels in syllables and name them in order.

If necessary, an adult helps him in the correct division of words into syllables. First, two-syllable words with direct syllables are selected for the game, in which vowel sounds do not change depending on the stress or spelling rule, i.e. words are written and pronounced the same way (words like osa, road are excluded), then one- and three-syllable words and containing a confluence of consonants.

Games and exercises for the development of speech of children 6-7 years old

Games for the development of phonemic processes:

"Think, don't rush"

Think of a word that starts with the last sound of the word onion.

What word will turn out if to - but- add one sound.

Make up a sentence in which all words would begin with the sound M (mother washes Masha with a washcloth).

Find objects in the room that have the second sound U.

Pick up words so that the first sound is K, and the last is Sh, etc.

"About two hares"

Listening to a fairy tale, the child helps to find the right words:

“One morning the rabbits Luta and Luta went to the forest. I wanted to take a walk in the forest, find out who lives there, and see if there is a river nearby to catch fish. In order to bring some fish home, Luta took with her what in the name has the sound P (bucket), and Luta took with her what in the name has the sound U (fishing rod) ....etc.

"If we were artists"

Let's imagine that we are artists, we will paint a picture that depicts a rural house. The walls are already ready, and you and I will paint on the details, in the names of which there should be the sounds P or Pb. You can draw with your child

Games for the development of syllabic structure

"A toy shop"

(toys: hippopotamus, car, dog, doll, donkey, bear, etc.)

An adult offers to buy a toy with a given number of syllables, for example, two. Children, when buying toys, must clearly and clearly pronounce its name, determine the number of parts of the word.

"Who will live in which house"

An adult draws squares on a board, sheet, sand, earth:

Each square represents one part of a word. Animals will live in these small houses.

During the game, questions are asked that make children think about the syllabic composition of the word and its structure (why can the name of the same animal be placed in all three houses: fox, fox, fox? Etc.)

Sound pronunciation

Pronunciation of various tongue twisters and tongue twisters. As well as training exercises for the development of the vocal apparatus (say loudly, quietly, in a whisper), the pace of speech (say quickly, moderately, slowly)

Pure tongues:

Sa-sa-sa - a fox runs in the forest.

So-so-so - Sonya has a wheel.

Su-su-su - berries in the forest.

Tongue Twisters:

Eats a pussy soup from a bowl.

Full pussy - empty bowl.

Hush, mice, the cat is on the roof.

Lusha washed her ears with soap under the shower.

Lesha and Klasha eat millet porridge.

There are six rascals in the hut.

Near the bell.

Mom did not regret washing,

Milu's mother washed soap with soap.

Mila did not like soap,

but Mila did not whine.

Mila is young.

Axes are sharp for the time being,

for the time being sharp axes.

Three trumpeters are blowing trumpets.

On the grass trail, grass on the trail.

Grass in the yard, firewood on the grass.

One firewood, two firewood -

do not cut wood on the grass yard.

Games for the development of the grammatical structure of speech

"One and Many"

Ball game. An adult names one object, and a child many.

Example: table - tables, hat - hats.

"Count (from 1 to 5)"

Example: one spoon, two spoons, three spoons, four boats, five spoons.

"What's gone?"

Offer the child a few pictures, then turn them over or close them (in turn) and ask the question - “What's wrong?”, the child must remember and name the picture in the genitive case (spoon, phone, pen)

"Change the offer"

Exercise children in the use of pronouns: I, YOU, WE, YOU, HE, SHE, THEY in phrases and sentences.

Example: I eat soup, YOU eat soup, WE eat soup, YOU eat soup, HE eats soup, SHE eats soup, He eats soup

"Call it sweetly"

You can play with the ball, as in the exercise "one-many"

Example: boat - boat, fence - fence, sock - sock

Games for the development of coherent speech.

Teaching children storytelling can be done in different form: compiling stories-descriptions on a topic, on a picture, on a series of pictures, exercises like “Finish the fairy tale in your own way”, “Finish the sentence”, etc.

Game exercise "Spread the offer"

Children are invited to continue and complete the sentence started by an adult, based on leading questions. For example, an adult begins a sentence like this: "Children go ... (Where? Why?)" Or a more complicated version: "Children go to school to ..."

Game exercise "If only..."

An adult invites children to dream up on topics such as:

"If I were a wizard, then..."

"If I became invisible..."

"If spring never comes..."

Game exercise "Finish it yourself"

An adult tells the children the beginning of a fairy tale or story, and the children are given the task to continue or come up with an ending.

We wish you success!

"What is a sound, a word, a sentence?"

Target: clarify children's ideas about the sound and semantic side of the word.

IN

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

"Tell me more"

Target: to develop the accuracy of word usage in coherent narrative stories.

- Listen to what I'll tell. Where I stop, you will help me: choose words and make sentences.

-Come up with a fairy tale about the wind, breeze or wind. It is possible about all at once. Who can they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Be friends, measure strength, argue, talk.)

"Find the Sound"

Target: find words with one and two syllables.

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

"Picture - basket"

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

Together with the child, an adult examines the drawing, which depicts: a picture, a rocket, a frog.
- How many syllables are in the words "picture", "frog", "rocket"? (Three.)
- Choose words similar in sound to these words: “picture” (basket, car), “frog” (pillow, tub), “rocket” (candy, cutlet), “helicopter” (airplane), “birch” (mimosa) ).
- What does a frog do (jumps, swims), a rocket (flies, rushes), a picture (hangs)?
The child pronounces all the words and says that each of these words has three syllables.

"Let's go, fly, swim"

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

There are six pictures in the figure depicting transport: a helicopter, an airplane, a bus, a trolleybus, a motor ship, a tram (Fig. 4).
- Name all the objects in one word. (Transport.)
- How many syllables are in these words? (All words, except for the word "tram", have three syllables.) What sound occurs in all these words (at the beginning, middle, end of the word)? (The sound "T" is found at the beginning of the words "trolleybus", "motor ship", "tram", in the middle of the words "helicopter", "bus", at the end of the words "helicopter", "airplane".)
- Make a sentence with any word ("The plane flies fast").
- Tell me, what flies? (Airplane, helicopter.) What is going? (Bus, trolleybus, tram.) What floats? (Motor ship.)
- Guess by the first and last sound what type of transport I have in mind: T-C (trolleybus), A-C (bus), C-T (airplane), B-T (helicopter), M-O (metro), T -I (taxi).

"What do you see around?"

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

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

L a spoon is a spoon. And I came up with a word.
They eat soup with a spoon. Funny word - plim.
A cat is a cat. I repeat again -
The cat has seven kittens. Plym, plym, plym.
A rag is a rag. Here he jumps and jumps -
Wipe the table with a rag. Plym, plym, plym.
A hat is a hat. And don't mean a thing
I got dressed and went. Plym, plym, plym.

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

"Tell me what"

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

- When we want to talk about an object, what is it, what words do we call it?
- Listen to M. Shchelovanova's poem "Morning":

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

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

"Find the exact word"

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

- Find out what subject I'm talking about: "Round, sweet, ruddy - what is it?" Items can differ from each other not only in taste, but also in size, color, shape.
- Supplement in other words what I will start: the snow is white, cold ... (what else?). Sugar is sweet, and lemon ... (sour). In spring, the weather is warm, and in winter ... (cold).
- Name what things in the room are round, high, low.
- Remember which of the animals moves. Crow ... (flies), fish ... (swims), grasshopper ... (jumps), already ... (crawls). Which animal gives a voice? A rooster... (crowing), a tiger... (roaring), a mouse... (squeaking), a cow... (mooing).
- Help me find words that are opposite in meaning in D. Ciardi's poem "The Farewell Game":

FROM I say the word high, I'll tell you the word coward,
And you will answer ... (low). You will answer ... (brave).
I will say a word far, Now I will say the beginning -
And you will answer ... (close). Well, answer ... (end).

- Now you can think of words that are opposite in meaning.

"High Low"

Target: learn to compare objects and find words that are opposite in meaning.

TO In this game, you need to pick up pictures: a tall Christmas tree, a long pencil, a wide ribbon, a deep bowl of soup, a cheerful face of a girl (laughs or smiles), a boy in soiled clothes, as well as: a small Christmas tree, a short pencil, a narrow ribbon, a sad face of a girl, a boy in clean clothes, a small plate (Fig. 5).
- Look at the pictures. Name words that are opposite in meaning. Say the difference between similar faces and objects.
High - low (Christmas tree - Christmas tree), long - short (pencil), wide - narrow (ribbon), sad - cheerful (girl's face), deep - shallow (plate), clean - dirty (boy).
In the next picture: a big house and a small house, a river - a stream, strawberries - strawberries.
- What do you see in these pictures? Make sentences with words that are opposite in meaning. (“I drew a big house and a small house.” “The river is deep, but the stream is shallow.” “The strawberries have large berries, and the strawberries have small ones.”)
- Listen to an excerpt from Silva Kaputikyan's poem "Masha is having lunch":

... There is no refusal to anyone,
Dinner served to everyone:
Doggy - in a bowl,
In a saucer - pussy,
Laying hen -
Millet in a skull
And Masha - in a plate,
Deep, not shallow.

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

"Is this true or not?"

Target: find inaccuracies in the text.

- Listen to L. Stanchev's poem "Is it true or not?". You need to listen carefully, then you can notice what does not happen in the world.

Warm spring now
Our grapes are ripe.
Horned horse in the meadow
Jumping in the snow in summer.
Late autumn bear
Likes to sit in the river.
And in winter among the branches
"Ha-ha-ha!" - sang the nightingale.

-Quickly give me an answer: is it true or not?
- Listen to what other children said, think about whether it is possible to say so, and tell me how to say it correctly:
“Aunt, look: the horse has two tails - one on the head, the other on the back”; “Daddy, it’s the horse’s soles that are knocked out”; “Dad, they sawed firewood here recently: there are sawmills lying around in the snow”; “I opened my eyes a little and looked in a whisper”; "Mommy, I love you loudly, loudly."
- Can you come up with fables or confusions for other children or adults to unravel.

"Find another word"

Target: describe the situation accurately; choose synonyms and antonyms.

-Dad decided to make a swing for the children, Misha brought him a rope. "No, this rope is no good, it will break." Misha brought him another one. “But this one won’t break for anything.” What rope did Misha bring first? (Thin, dilapidated.) And then? (Strong, strong.)
- Dad did the swing in the summer. But then came ... winter. Misha grew up as a strong boy (healthy, strong). He went out to skate and felt hard ice under his feet. How to say differently? (Strong, not fragile.) The frost grew stronger (became stronger).
- How do you understand the expression "hard nut"? (It is difficult to break it, to break it.) So they say not only about nuts, but also about people who cannot be broken by any adversity. They say about them: “strong in spirit” (meaning a strong, persistent person).
- Explain what the words mean: “strong fabric” (strong), “strong sleep” (deep), “strong tea” (very strong, not diluted with boiling water). What expressions with the word "strong" did you meet in fairy tales and in which ones? (In the fairy tale “Kids and the Wolf”, the goat tightly (very strictly) ordered the children to firmly (very tightly) lock the door.)
- Think of sentences with the word "strong".
- I will call you words, and you will tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, laugh, fall, laugh, run.
Think of a story that contains words that are opposite in meaning. You can take the words that we just called.

"Say one word"

Target: find words that accurately assess the situation.

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

The verse flowed smoothly, smoothly, I say to my brother: “Oh!
Suddenly he stumbled and fell silent. Peas are falling from the sky!”
He waits and sighs: “Here’s an eccentric,” the brother laughs,
Words are missing. Your peas - after all, this is ... (hail) ".
To go on a good journey again From whom, my friends,
The verse flowed like a river, Can't you run away?
Help him just a little, Persistent on a clear day
Suggest a word. Wandering next to us ... (shadow).

-Think up a story so that it contains such words: “big”, “huge”, “huge”; "small", "tiny", "tiny"; "runs", "rushes", "rushes"; "goes", "weaves", "drags".
Developing children's understanding of the meanings of polysemantic words of different parts of speech ("lightning", "faucet", "leaf"; "pour", "swim"; "full", "sharp", "heavy"), we teach them to combine words by meaning according to the context.

"Who's Who"

Target: correlate the name of animals and their cubs, select actions for the name of animals.

R the child examines the drawings - animals with cubs: a chicken and a chicken peck grains (or drink water), a cat and a kitten lap milk (option - play with a ball), a dog and a puppy gnaw a bone (option - bark), a cow and a calf nibble grass (option - lowing), a horse and a foal chew hay (option - they jump), a duck and a duckling swim (quack).
- Name the animals and their babies.
- Pick up definitions for the names of animal cubs: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

"One is Many"

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

-This is a ball, and this is ... (balls). There are many ... (balls). What balls? (Red, blue, green.) How can one say in one word that all the balls are of different colors? (Multicolored.)
- This is a poppy, and this is ... (poppies). There are a lot of ... (poppies) in the bouquet. What are they? (Red.) What else is red? How do you understand the expression "red girl"? Where is this expression found? What fairy tales?
- Guess the riddle: “Grandfather is sitting, dressed in a hundred fur coats. Whoever undresses him sheds tears.” This is ... (bow). What is he? (Yellow, juicy, bitter, healthy.) Is there a lot in the basket? (Luke.)
- What is it? What is there a lot?
- And if all the objects disappear, how do we say what is gone? (Eagle, saws, bears, mice, cones, spoons, legs, cats.)

"Make a Description"

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

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

"Make up a story"

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

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

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

3. Porridge is boiled thick, and soup ... (liquid).
The forest is dense, and sometimes ... (rare).

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

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

-Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams run; the song flows.
- How to say in another way: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (everyone knows how to do beautifully); golden hair (beautiful, shiny)?
- Where did you meet the expression "evil winter"? (In fairy tales.) To whom does the word "evil" refer? (Evil stepmother, evil witch, evil Baba Yaga.)
- Come up with a folding ending to the phrases: “Teddy bear, where did you walk? (I was looking for honey on a tree.) Bear cubs, where have you been? (We went to the forest for raspberries, we wandered in the clearing.) The teddy bear was looking for honey (and lost his brother).
- Come up with a story about two cubs, and I will write it down, then we will read it to dad (grandmother, sister).