Lexical and grammar lessons. Lexico-grammatical games and exercises for children of senior preschool age. Lexico-grammatical games and tasks
Card file of the teacher of the speech therapy preparatory group for school Volnenko L.Yu.
Games for the development of vocabulary grammatical structure speech.
Speech disorders in preschool children
Game as a means of developing the lexical and grammatical structure of children with severe speech impairments
At speech development of preschoolers and correction of its underdevelopment, one of the leading places is the formation of lexical and grammatical skills - this is one of the main tasks of remedial education and upbringing of children with severe speech impairments.
One of the pronounced features of speech children with severe speech impairments(TNR) is the discrepancy in the volume of passive and active vocabulary: children understand the meaning of many words, the volume of their passive vocabulary is sufficient, but their use in speech is very difficult.
The poverty of the active vocabulary is manifested in the inaccurate pronunciation of many words - the names of wild animals, birds, professions, parts of the body and face. The dictionary is dominated by verbs denoting daily everyday actions. It is difficult to assimilate words with a general meaning, denoting the assessment, condition, quality and attribute of an object.
Formation of grammatical structure of speech occurs with greater difficulties than mastering a dictionary. Violation of the syntactic structure of a sentence is expressed in the omission of sentence members, incorrect word order, and the absence of complex constructions.
The formation of the lexical and grammatical structure of speech is a long and labor-intensive process. But if you skillfully interest children and think through the structure of the lesson, you can achieve significant results. To this end, I decided to conduct in-depth work with children.
Set the following tasks:
optimally combine lexical material with grammatical material in the classroom;
introduce children to a new grammatical category and purposefully practice it on each lexical topic, using a large number of exercises;
constantly maintain interest in the lesson and lexical and grammatical material, which allows you to achieve a significant learning effect;
approach things creatively, using different gaming techniques and equipment;
include in work on the development of lexical and grammatical structure
educators and parents.
At first school year I conduct monitoring to identify the levels of development of vocabulary and grammatical structure in children with severe speech impairments. He showed that they low level development of both vocabulary and grammatical structure of speech. Since there are children in the group of different ages and with different diagnoses, I also select correctional tasks different levels difficulties.
I work in the following areas:
1. Vocabulary development:
activation and enrichment of vocabulary on the topic;
description of objects, structural features;
naming actions with objects given on the topic;
naming characteristics based on several parameters: shape, color, size or appearance, color, habits.
2. Formation grammatical representations:
exercises on inflection (number, gender, case);
exercises on word formation (diminutive suffix, verbal prefixes, formation of relative and possessive adjectives);
use of prepositions;
composing sentences of different structures with gradual complication.
I teach through exercises and didactic games with visual material. Visual materials include natural objects, toys, pictures, and I also use a variety of task cards, punch cards, and educational games.
The development of vocabulary is closely related to the development of the grammatical structure of speech, especially word formation and inflection. In this regard, many games and tasks for developing vocabulary can also be used to develop the grammatical structure of speech.
I will focus on what didactic games and tasks you can use in your work.
Thus, grammatical categories can be worked out using different kinds games:
Desktop-printed;
Didactic;
Outdoor games;
Plot - role-playing;
When selecting material for games and game exercises, it is important to organize it in such a way that children not only remember this or that grammatical form, but also in practical terms mastered the rule
inflections. The material should provide a broad orientation to the types of changes in words, help to identify and differentiate these types.
Thus, the widespread use of didactic games and exercises is the most effective methods in the formation of the grammatical structure of speech. Interest aroused in children and positive emotions contributed to the successful acquisition of the grammatical structure of speech.
“What is it made of? »
Purpose: formation of relative adjectives.
Progress of the game:
Teacher Child
Strawberry jam - what kind of jam is it? Strawberry jam
Orange juice - what kind of juice is it? Orange juice
Apple compote – what kind of compote is this? Apple compote
Brick house - what kind of house is this? Brick house
Glass vase - what kind of vase is this? Glass vase
Wooden table - what kind of table is this? Wooden table etc.
“Whose, whose, whose? »
Purpose: formation of possessive adjectives
Progress of the game:
Teacher Child
Whose tail is the fox's tail? Fox's tail
Whose ears are the hare's ears? bunny ears
Whose paws are the bear's paws? Bear paws
Mom's dress - whose dress is this? Mom's dress
Grandma's scarf - whose scarf is this? Grandmother's scarf, etc.
“Which one happens? »
Goal: selection of attributes for the subject, enrichment of the dictionary with adjectives
Progress of the game: the teacher asks: “What is an apple like? “, children name the signs of the named object: “round, red, sweet, sour, smooth, hard”; “What kind of kitten is there? "- "Small, fluffy, affectionate, kind"
"Find the exact word"
Goal: to teach children to accurately name an object, its qualities and actions.
Find out what object I'm talking about: “Round, sweet, ruddy - what is it? "(Items may differ from each other not only in taste, but also in size, color, shape).
Complete with other words what I start: the snow is white, cold. (some other). Sugar is sweet, and lemon is sour. In spring the weather is warm, and in winter it is cold.
Name what things in the room are round, tall, and short.
Remember which of the animals moves how. Crow. (flies, fish. (swims), grasshopper. (jumps), grass snake. (crawls). Which animal makes its voice? Rooster. (crows, tiger. (growls), mouse. (squeaks), cow. (moos) .
Game "One - Many"
Purpose: Differentiation of nouns in the nominative case, conversion from singular to plural.
Equipment: pictures with different objects.
Progress of the game:
The adult says, showing a picture where one object is depicted, what is drawn here is an apple, and you have apples, etc.
Pear... Melon... House... Flower... Cucumber... Tomato... Table... Bucket... Fish.... .Horse…. Boy… .
This game can be played the other way around, i.e. by showing pictures that show many objects (plural) and children need to name the object, i.e. unit. h.
Game "Who is the most observant."
Purpose: consolidation of forms accusative case.
Progress of the game:
Children should look at what is around and name more objects complete sentences. The first child called singular, and the second repeated in the plural.
I see a table, a window, a chair...
I see tables, windows, chairs...
Game “Tell Dunno”
Goal: Consolidating forms of the instrumental case.
Progress of the game:
Educator: Our Dunno decided to build a house for his friends.
Help him find out how he will do the job.
Sawing (with a saw);
Knocking… ., planing… ., drilling…., cutting…., digging… ., sweeping… .,
And when the house for friends was built, Dunno decided to relax and came up with riddles for you.
Complete the sentence and repeat it completely.
Znayka draws (what? with what)
Donut spreads (what? with what)
The cog threatens (someone with what)
Doctor Pilyulkin puts (to whom? what? with what)
The poet Tsvetik writes (to whom? what? with what)
Sineglazka erases (to whom? what? with what)
Game "Sea Treasures"
Goal: development of the ability to coordinate nouns with adjectives in gender and number.
Equipment: object pictures or toys.
Progress of the game:
Educator: On seabed there are many different treasures. Find objects of the same color; according to form; to size.
Game "Finish the sentences."
Goal: developing skills for matching singular verbs in three persons: 1st, 2nd and 3rd.
Progress of the game:
The teacher began to speak sentences in the 1st person, then addressed the first child, and he answered in the 2nd person, and to the third, he answered in the 3rd person
I'm coming. - You are walking). - He's coming)
I am standing. - You stand). - It costs)
I am going for a walk. - You (go for a walk). - He (goes for a walk)
I'm building a house. - You (build a house). - He (builds a house)
I'm sleeping. - Are you sleeping). - He's sleeping).
A game "Count to Five"
Target: exercise in agreement of nouns with numerals one, two, five; update lexicon on this topic.
How to play: Ask to name objects with numbers 1, 2, 5.
Lexical material:
One city -.
One street -.
One country -.
One river -.
One field -.
One mountain -.
A game "One is many"
Target: to form form genitive plural of nouns, enrich the vocabulary on the topic.
Progress of the game: suggest naming nouns using the word "a lot of".
Lexical material:
city dweller
A game "Who is bigger!"
Target: exercise in agreement with the numeral "one" with nouns; 3rd person personal pronouns with nouns; enrich nominative and predicative vocabulary.
Progress of the game: name as many words as possible related to this action.
Lexical material:
floats. (ship, boat, steamship, cutter);
flies. (plane, parachute, helicopter, bird, kite.);
goes. (train, car, passenger);
worried (sea, river, mom, dad);
collects (harvest, guests).
for each named noun, first select the corresponding pronoun (he, she, it, they, then - the numeral (one, one, one, alone).
A game "Guess it"
Target: agree adjectives with nouns.
Progress of the game: offer to listen phrases:
Lexical material:
Beautiful city, beautiful sea, beautiful promenade, beautiful parks
Ask you to guess what you are talking about now speak:
Beautiful, beautiful, beautiful, beautiful….
Clear sky, clean park, clean street
Ask you to guess what you are talking about now speak:
Clean, clean, clean...
Offer to come up with your own words for these signs (What else in our city or region can we say is beautiful, clean? etc.).
A game "Which, which, which"
Target: improve the skills of word formation of adjectives from nouns.
Progress of the game: offer to answer the questions.
Lexical material:
city noise - noise (Which) – (urban);
lantern on the street - lantern (Which) – …;
park bench – bench (which) – …;
guests of the city - guests (which) – …;
sign by the road - sign (Which) - ….
A game “Pick a sign, an action”
Target: develop and enrich children’s vocabulary on the topic, strengthen the ability to correctly agree adjectives with nouns.
Progress of the game: offer to come up with as many feature words as possible.
Lexical material:
Russia (which) -. (rich, big, beautiful, vast, etc.)
House (Which) -.
edge (Which) – …
City (Which) - …
A park (Which) -.
Monument (Which) -.
Townspeople (what are they doing) - …
A game "Call me kindly"
Target: consolidate the ability to correctly use words with diminutive suffixes, enrich children’s vocabulary on the topic.
Move: ask to call you affectionately.
Lexical material:
city - town
shop - ….
A game "Yes - no"
Target: form nouns in the genitive case.
Move: suggest forming words according to the model.
Lexical material:
city - no city pharmacy - ...
station - ... house - ...
shop - ... park - ...
street - ... resident - ...
city dweller -
A game "Form a new word"
Target: form adjectives from nouns, nouns from adjectives and verbs, adverbs from adjectives.
Progress of the game: offer to form words according to the model.
Lexical material:
City - urban, Kuban - (Kuban, bread - (bread, Cossack - (Cossack).
mountain - (mountain, river - (river, sea - (sea).To bake is a baker, to plow is a plowman, to swim is a swimmer.
A game "Correct the mistake"
Target: consolidate the ability to correctly agree nouns with adjectives.
Progress of the game: offer to correct errors in word combinations.
Lexical material:
Large square.
Old monument.
New area.
Station area.
A game "Pick up relatives"
Target: form the ability to select related words and enrich the vocabulary on a given topic.
Progress of the game: offer to come up with as many related words as possible.
Lexical material:
River - river - little river - little river - beyond the river - river - little river; Drop - ... Grass - ...
A game "Say the opposite"
Target: compare objects and phenomena according to temporal and spatial relationships (by size, color and quality, selecting antonyms.
Progress of the game: Name words that have opposite meanings.
Lexical material:
Rich region -
Shallow sea -
Dark street -
Wide alley -
Bright sky -
Bright greens -
Cool fountain -
Noisy city -
New square –
A game “Name the words-buddies”
Target: select synonyms.
Progress of the game: suggest choosing words that are close in meaning.
Beautiful -. (beautiful).
Big -. (huge).
Difficult -. (heavy).
Run -. (rush, rush).
Invite your child to make sentences with these words on the topic.
Oksana Nigmatulina
Exercises for the correction of lexico-grammatical speech disorders in children up to school age
Exercises for correcting lexical and grammatical speech disorders in children preschool age .
Nigmatulina Oksana Gordeevna
MDOBU "Kindergarten No. 18"
Minusinsk
Exercises, intended for mastering one of the main sections vocabulary- antonymic relations, important not only for expanding the child’s vocabulary, but also for the development of his general speech and mental activity - the ability to select words.
Exercise No. 1 Depicting antonyms with gestures.
Exercise: the child is asked to depict the simplest pairs of antonyms with a gesture or pantomime.
Examples:
big small
high Low
wide narrow
long short
heavy - light
Exercise No. 2 Selection of antonyms for given words.
The child is asked to complete the sentences that the presenter reads.
Exercise: complete the sentence using antonyms.
Sample: warm in summer, cold in winter.
The elephant is big, and the mole...
The elephant is big, and the table...
The child is small, but the adult...
The watermelon is big, and the apple...
The suitcase is big, and the bag...
The city is big, but the village...
The sea is big, and the lake...
The garden bed is small, but the field...
The cloud is big, but the cloud...
The crocodile has a long tail, and the hare...
The giraffe has a long neck, and the hippopotamus...
The year is long, and the day...
An ostrich has long legs, and a penguin...
The girl has long hair, and the boy has...
In summer the days are long, and in winter...
The shorts are short and the trousers...
In winter the days are short, and in summer...
The rope is long, but the tape...
The log is short, but the log...
The Christmas tree is tall, and the strawberries...
The lantern is high, and the fence...
The house is tall, and the hut...
The hippopotamus is short, and the giraffe...
The pine is tall, and the bush...
The hill is high and the mountain...
One bank is high, and the other...
The bush is tall and the grass...
The cabinet is tall, and the table...
The ficus is tall, and the cactus...
The river is wide, and the stream...
The road is wide, and the path...
The ribbon is narrow, and the towel...
The avenue is wide, and the alley...
The corridor is wide, and the room...
The skirt is narrow, and the dress...
The shoes are narrow, and the boots...
The carpet is wide and the rug.
The path is narrow, and the road...
The stream is narrow, and the river...
The bridge is narrow, the bridge...
The snake is thin, and the hippopotamus...
The stick is thin, but the log...
The worm is thin, and the caterpillar...
The hippopotamus is fat, and the snake...
The branch is thick, and the branch...
The log is thick, and the stick...
The thread is thin, and the rope...
The rope is thick, and the rope...
The monkey has a thin tail, and the fox...
The oak is thick, and the birch.
The sausage is thick, and the sausage...
The cardboard is thick, and the paper...
The pencil is thick, and the pen...
The book is thick, and the magazine...
Mustard is bitter, but candy...
The medicine is bitter, but the jam...
The onion is bitter, and the cake...
Radish is bitter, and turnip...
The granddaughter is young, and the grandmother.
The grandson is young, and the grandfather...
The grandmother is old, and the granddaughter.
The potatoes are old, and the dill...
The pine is young, but the pine...
The oak is old, but the oak...
The stove is hot and the snow...
The fire is hot, and the ice...
The tea is hot, and the ice cream...
The sun is hot and the moon...
The soup is hot, but the jelly...
The lemonade is cold and the coffee...
The bunny is heavy, but the parrot...
The watermelon is heavy, and the peach...
The pillow is light and the blanket...
The cloud is light, but the cloud...
A balloon is light, but a brick...
The dress is light, and the coat...
The chair is light, and the sofa...
The book is heavy, but the notebook.
The hippopotamus is heavy, and the sparrow...
The bucket is heavy, and the saucer...
The stone is heavy, and the apple...
The puppy is easy, but the dog...
The snail crawls slowly, and the hare runs...
The tortoise is slow, but the hare runs...
The turkey is slow, and the ostrich...
The cheetah is fast, but the sloth...
The child is fast, but the old man...
The ice floe is slow, and the ship...
The river is slow, and the trickle...
The radishes are small, and the turnips...
The pea is small, and the bean....
The stream is small, but the river.
The well is deep, and the puddle...
The ravine is deep, and the ditch...
The plate is deep, and the saucer.
It's dark at night, and during the day...
In the evening everyone falls asleep, and in the morning...
Below is a basement, and above...
The pillow is soft, and the stone...
First the hedgehog lost his lantern, and then...
Pinocchio is cheerful, and Pierrot...
The hedgehog is brave, and the hare...
In summer the weather is sunny, and in autumn...
The snow is white and the coal...
The serpent Gorynych is evil, and Ivan is the Tsarevich.
Baba Yaga is evil, and Fairy.
Barmaley is evil, and Doctor Aibolit...
The witch is evil, but the gnome is.
The Giant is huge, and the Boy is a big thumb...
The stone on the road is dry, but in the puddle...
Exercise No. 3 The difference between visually presented objects according to opposite signs using antonyms.
The child is given several objects and asked to put them into two groups according to opposite characteristics, for example, in one group - thick ones (rope, stick, candle, etc.), and in the other - thin ones (lace, pencil, thread, etc.). The child names antonymic signs out loud and can also depict them with gestures. Speaking out should be encouraged children delayed speech development.
Sample: Rope and cord (long short).- The rope is long, but the lace is short.
Exercise No. 4 Talking about objects using antonyms.
Exercise: invite the child to talk about toys, well-known objects, comparing them with each other and using antonyms.
A game "Say the opposite"
Purpose of the game: practical mastery of words with opposite meanings.
The child is asked to say the opposite.
Option #1 (antonyms from among adjectives)
Examples: hot - cold, old - young, strong - weak, well-fed - hungry, thin - fat, good - bad, rough - smooth, salty - sweet, sweet - sour, smart - stupid, large - small, deep - shallow, sad - cheerful, black - white, cowardly - brave, kind - evil.
Option No. 2 (antonyms from among adverbs)
Examples: good - bad, a lot - little, strong - weak, smart - stupid, fast - long, bright - dim, large - small, warm - cold, dark - light, light - heavy, bitter - sweet, sad - fun, good - evil, cowardly - boldly.
Option No. 3 (antonyms from among verbs)
Examples: talk - be silent, tinker - break, laugh - cry, lost - found, fell - stood up, sold - bought, put on - took off, stood up - sat down, caught - let go, broke - repaired.
Exercises, designed to master such complex sections grammar and vocabulary, as personal and possessive pronouns.
Exercise No. 1 A visual representation of the concept of possessive pronouns with the help of objects.
Exercise: the child is shown objects that belong to him and is asked questions: "Whose car is it? Whose hare is this? etc. Then the presenter shows his things and asks: “Whose slippers are these?” and so on.
Exercise No. 2 Formation of personal forms of the verb in the present tense and the imperative mood using personal pronouns.
Exercise: put the verb into the correct form.
Sample: I want to walk, and I walk, you walk, etc.
Example:
Need sleep -
and I... (sleep,
and you... (sleep,
and he... (sleeping,
and she... (sleeping,
we all... (sleep,
and you (sleep,
and they... (sleeping).
So go and sleep!
And you go and sleep!
Exercises, intended for mastering one of the most difficult sections for a child grammar– use of prepositional constructions.
A game “Where did you hide?”
Equipment: each child has one large picture depicting, for example, a closet, bedside table, etc. and one small picture, cut out along the contour, depicting, for example, a cat, book, etc. B big picture Slots are made into which children insert small pictures. Possible combinations pictures: wardrobe - cat, bedside table - kettle, desk- book, etc.
Guidelines. The speech therapist suggests that children sequentially place a small object in, behind, under, near, above, etc., and each time asks: Where? The guys answer with a phrase, clearly highlighting the preposition in their voice and separating it from the subsequent one words: In the closet. Behind the closet. Under the cabinet, etc.
Exercise No. 2 Choosing one preposition out of two.
Exercise: choose the correct preposition.
The apples are ripe on/in the tree.
A boy hid behind/in front of a tree.
A butterfly is circling under/above a daisy.
An owl flies towards/from the house.
Exercise No. 3 Visual representation of prepositions using toys and objects home environment.
Exercise. You can take toys and arrange them so that one toy is on the chair, another under the table, the third in front of the closet, etc. for the child ask: “What is the bear sitting on? The bunny hid under something" When the child answers the questions correctly, you can change the position of the toys and ask more difficult questions. form: “Where is the bear sitting?” If a child has difficulties associated with a large number of prepositions - he confuses them, names them at random, etc. - this should be repeated exercise, using only one pair of prepositions, for example, above - under or behind - before.
Exercises, intended for mastering sections grammar and vocabulary associated with numerals.
Exercise No. 1 Formation of the counting case (used only in combination with numerals "two", "three", "four").
The exercise is performed orally.
The presenter shows two fingers and asks: “How many fingers?” The child needs to answer.
Then the presenter shows two objects in the room, the names of which are masculine or neuter nouns sort of: 2 buckets, 2 windows, 2 chairs, 2 balls, 2 dump trucks, 2 airplanes, etc.
The child needs to name pairs of objects using a numeral "two" ("two buckets" etc.). In case of difficulty, you need to prompt and perform a few more items to consolidate.
Then the presenter shows 2 objects in the room, the names of which are feminine nouns sort of: 2 nesting dolls, 2 dolls, 2 pyramids, 2 zebras, 2 ribbons, 2 paintings, etc.
After the child has learned the differences in combinations "two…" And "two...", the presenter shows either 2 objects, the names of which are masculine and neuter nouns, then 2 objects, the names of which are nouns female.
Examples: 2 trucks, 2 steamships, 2 apples, 2 trees, 2 cars, 2 dolls, etc.
If a child finds it difficult to choose the gender of a numeral, you should name the noun in the singular and invite the child to determine its gender. Example: "This is a doll". How do you say - "my doll" or "my doll"? If the doll is she, as you say "It's two dolls" or “Are these two dolls?” Also, in case of difficulty, you need to repeat examples of word combinations, referring to a picture or home furnishings ( For example: “This is two spoons, and this is...”. The child needs to finish the phrase - "two forks").
Exercise No. 2 Formation of numeral phrases like "five" with nouns in the genitive plural.
The child must form the genitive plural of nominative case singular for various models.
Sample No. 1:
One table – five tables
Words for examples: varnish, salad, robe, milk jug, ladle, satin, flag, bottle, poster, class, fang, crowbar, bicycle, globe, clown, naughty, sheepskin coat, heel, station, dagger, dump truck, oval, pedestal, hall, ball , jackal, pencil case, torch, goal, table, balcony, wolf, cap, quiver, soldier, speech therapist, boatman, skier, sperm whale, lunar rover.
Sample No. 2:
One forehead - five foreheads
Words for examples: scarf, woodpecker, knot, goat, cauldron, corner, donkey.
Sample No. 3:
One cloak – five cloaks
Words for examples: lily of the valley, lavash, beam, hut, kalach, baby.
Sample No. 4:
One cubit – five cubits
Words for examples: bast shoe, elk, dove, acorn.
Sample No. 5:
One stocking – five stockings
Words for examples: eye
Sample No. 6:
One towel – five towels
Words for examples: armchair
Sample No. 7:
One blanket – five blankets
Words for examples: mirror, scarecrow, blanket, swamp, cloud, apple, glass.
Sample No. 8:
One head - five heads
Words for examples: llama, lamp, saw, shark, doll, needle, rock, beet, bee, sleeper, galosh, column, puddle, magnifying glass, onion, deck, flower bed, strawberry.
Sample No. 9:
One spoon - five spoons
Words for examples: swallow, balalaika.
Sample No. 10:
One fork – five forks
Words for examples: bench, pin, tent, bookmark, patch, boat, pantry, blouse, stick, jackdaw, rolling pin, jump rope, shelf, hairpin, bun, squirrel, fork.
Sample No. 11:
One palm – five palms
Words for examples: luggage.
Literature:
1. Texts and exercises for correcting lexical and grammatical speech disorders in preschool children and junior school age: textbook -method. manual, / L. V. Zabrodina, E. S. Renizruk. – M.: AST: Astrel: Transitbook, 2006.- 159.
2. Skvortsova I. V. Program development and training preschooler. 100 speech therapy games. For children 4-6 years old. – St. Petersburg: Publishing House "Neva"; "OLMA - PRESS Education", 2003.- 240 p.
Tatiana Burmistrova
Lexico-grammatical games and exercises for children of senior preschool age.
Lexico-grammatical games and exercises contribute to the expansion and activation of children's vocabulary, develop logical thinking, imagination, and are aimed at developing the ability to correctly construct sentences and the ability to answer questions posed. In my work, I often use these exercises to develop children’s speech, expand their vocabulary, and develop logical thinking.
1. If I…
Goal: develop logical thinking, teach grammatically correct sentence construction.
The teacher invites the children to complete the sentence by thinking about possible results:
If I water the flowers...
If I pack my toys.
If I go out in the summer wearing a coat...
If I open the hot water tap in the bathroom.
If I go to the zoo...
Then you can think of answers to the same situations with the particle “Not”.
2. What is round?
Goal: develop logical thinking, activate children's vocabulary, develop imagination.
The teacher, throwing the ball to the children in turn, asks a question, which they must answer, and then return the ball back.
What is round?
What is long?
What is high?
What is green?
What's sweet?
What is bitter?
Children give their own answers to each question.
3. Who is bigger?
Goal: expand children's vocabulary, develop memory and speech.
The teacher asks the children to name as many words as possible that begin with a certain letter. The one who names the most words starting with a certain letter wins.
You can prepare for this game in advance and have a small list of words with you.
4. Say the opposite.
Goal: to develop speech, imagination, logical thinking.
The teacher names the word and asks the children to name the word “enemy,” i.e., the opposite in meaning. For example:
Cheerful-sad
Fast-slow
Fat-thin
Big small
Heavy-light
Smooth-rough
Smart-stupid
Hard - soft, etc.
5. Who likes to talk yeah?
Goal: expand children's vocabulary, develop coherent speech.
The teacher throws the ball to the children one by one and names the animals. Children, when returning the ball, must correctly answer how the animal “talks”. For example:
The cow moos
Tiger roars
Snake hisses
Mosquito - squeaks
Dog - barks
Wolf - howls, etc.
6. Who We?
Goal: expand children's vocabulary.
The teacher explains to the children that the same person in different places called differently. Do you know who you are?
With mom and dad (Son, daughter.)
At the teacher (students.)
IN kindergarten from the teacher (Pupils.)
Are you traveling in public transport? (Pedestrians.)
In a store, if you buy something (Buyers.)
In a sanatorium, in a rest house (Vacationists.)
7. Name the same thing, but in a different way.
Goal: to expand children's vocabulary, logical thinking, voluntary memory.
The teacher asks the children to name the words “friends” that are close in meaning to the named words:
Brave - brave, courageous.
Beautiful - wonderful, wonderful.
Big, huge, huge.
Tiny, tiny, tiny.
Quiet-silent, inaudible, etc.
Formation of correct sound pronunciation, phonemic awareness, phonemic analysis and synthesis, enrichment of vocabulary and consolidation of grammatical forms of the native language is one of most important tasks at the stage preschool education.
However, not only preschool teachers, but also parents can positively influence the preparation of their children for further school education.
It is for them that this article offers accessible materials for play exercises with older preschoolers.
Improving phonetic-phonemic functions
and lexico-grammatical structure of speech in preschool children
in games and exercises
The most important task preschool– comprehensive preparation of its pupils for school, and most importantly for the successful development of writing and reading skills.
In this regard, it is especially important at the stage of preschool education to correct not only sound pronunciation, but also to form phonetic-phonemic and lexical-grammatical components of the language.
The proposed exercises will contribute to the understanding of grammatical structures, the development of a child’s sense of language, attention to linguistic forms, and thereby create a favorable background for the formation of phonemic analysis and synthesis.
In the specialized literature, the concept of “phonemic analysis” refers to elementary complex forms of analysis of the sound structure of words.
The elementary form - the emphasis of a sound against the background of a word - appears spontaneously in children with normal speech development in preschool age. Children with speech disorders require special correctional classes. However, it is still recommended to carry out game exercises with all the children.
TO complex forms Phonemic analysis includes the identification of the first and last sound in a word, positional and quantitative analysis of the structure of the word. These operations are formed in the process of systematic training of all categories of children.
This manual offers some simple games and exercises that parents can do on their own. The classes do not require special materials or special knowledge of parents. Of course, holding them at home will benefit future schoolchildren.
Lexico-grammatical games and tasks
1. “I know...”
An adult says: “I know five names..... (any lexical topic is called: domestic and wild animals and birds, their young, toys, dishes, clothes, shoes, furniture, vegetables, fruits, berries, flowers, trees, insects, transport , professions, etc.)”, the child names one word at a time, the adult counts. Then the players change places.
2. “Big - small.”
An adult and a child take turns calling each other words from any lexical topic, while the first player suggests the name of a large object, and the second player the name of a small one. (for example, cucumber - cucumber, owl - owl, cup - cup, etc.)
3. “Guess what is planned.”
An adult names 2-3 signs of the intended object. And the child must guess what is said. Then the players change places. (For example, an adult says: “Round, orange, juicy”; a child guesses: “Orange”, etc.). If the named signs are not enough to guess, their number can be increased.
4. "Cooks".
The adult suggests: “Let’s play cooks and cook soups. I’ll make soup only from carrots, the soup will turn out to be carrot, and you make it only from cabbage. What kind of soup will you get? (cabbage)……” You can vary the tasks, for example:
- soup made from two vegetables (for example, beets and onions - beet-onion).
- fruit compote (one or two).
- berry jam (one type or several).
5. “What happens...?”
You can use different options:
Vocabulary: “What is red?” (wooden, hard, rough, etc.), the child must choose the answer options (e.g., tomato, jacket, pencil, etc.)
Noun agreement and adj. in gender and number:
“What will I say -
- green...” - “Grass, frog,...”
- blue... - sky
- crystal - vase
- multi-colored pencils
If the child finds it difficult, you can use support from surrounding objects: “Look around and guess what object I’m talking about - plastic...” - “Watering can.”
6. "The third wheel."
The adult invites the child to identify the extra word from those named and explain why, for example:
- pear, apple, zucchini (zucchini is a vegetable)
- table, sofa, cup (a cup is not furniture, but tableware)
7. "Cubs"
An adult names an adult animal (domestic, wild, hot countries, north), a child names a cub. It's better to call them one by one.
8. “Call me kindly.”
The adult names the object, and the child names it affectionately. (for example, dog - dog, cup - cup, nose - spout, etc.) It is better to name in turn.
9. Game “Whose, whose, whose.”
The lion...
muzzle –
tail -
teeth -
The tiger...
ears -
eyes -
wool -
The elephant...
legs -
trunk -
eyes -
The zebra...
skin -
hooves -
muzzle –
(for example, a wolf has a wolf’s tail, a wolf’s mouth, a wolf’s heart, and wolf’s eyes)
10. “Leaves.”
An adult invites the child to name which leaf the tree loses in the fall: “In the fall, every tree has leaves, birch has birch leaves, and linden has ..., and aspen has ..., and maple has ..., and oak has ..., and chestnut - ..., and the poplar - ..., and the rowan - ..., and the apple tree - ..., and the willow - ..., etc.”
11. “Put it back.”
The adult invites the child to name the dishes where they lie:
Oil -
Bread -
Salt -
Sugar -
Crackers –
Candies -
Salad -
Sauce -
Herring -
Fruits -
Soup-
Soap -
12. “Say it the other way around.”
Kind angry
Old -
Black -
Light -
Big -
Long -
High -
Wide -
Thick -
Spicy -
Funny -
Brave -
Fast -
Clean -
Smooth -
Young -
13. “Name your profession.”
Who drives the bus?
Who flies on an airplane?
Who flies on a rocket?
Who controls the ship?
Who rides a motorcycle?
Who drives the tram?
Who rides a bike?
Who controls the train?
14. Game “It happens - it doesn’t happen.”
The adult invites the child to listen to the sentence and determine its correctness.
For example:
A girl catches a butterfly.
The girl is caught by a butterfly.
The butterfly is caught by the butterfly.
The butterfly catches the girl.
The girl caught a butterfly.
The butterfly caught the girl.
The girl was released like a butterfly.
The butterfly was released by the girl.
The girl released the butterfly.
15. An adult invites the child to listen to the sentence and correct the repetition error, for example:
1. Old old people lived in the village. (Old people lived in the village. Old people lived in the village.)
2. The carpet is covered in dust. (The carpet is covered in dust. The carpet is dusty.)
3. Mom salted the soup with salt.
4. Little kids are walking in the garden.
5. By spring the greenery has turned green.
6. Yura had a young kitten.
7. I have a piece of wood.
Tasks for the development of coherent speech
1. Make a proposal...
about a fruit, animal, plant (or any other item from any lexical topic), using a given word, for example, grows, ripens, collects, shepherd, stable, wool, roots, petal….
2. “Continue the story.”
For example:
- “The girl peeled off the orange and saw how many slices there were in it. She asked: “Orange, why are you all slices?…….”
- “One day, the goat Sashka and the goat Mitka climbed into the neighbor’s garden. All of a sudden……"
- “The wolf was hunting a hare, but the hare turned out to be very cunning. He.....”
3. Retelling the story.
Retell the story in your own words (choose any short text)
For example:
Misha had a dog, Sharik. Misha and Sharik were friends. One day Misha and Sharik went swimming. Misha approached the water, slipped and fell into the water. Sharik rushed after Misha. True friend saved Misha.
"Sly Fox"
The fox was hungry. She lay down on the snow and closed her eyes. The crows flew in and sat down not far from the fox. They wanted to peck the fox, but they were afraid. The fox lies as if dead. Then the crows flew very close. One crow pecked the fox on the tail, the other wanted to peck on the nose. The fox grabbed the stupid crow and ran away.
4. Learning poems.
Learning poems with different intonation expressiveness, possibly supplemented with different tasks.
For example:
"Leaf Fall"
The conversation of the fallen leaves is barely audible:
We are from maples...
- We are from apple trees...
- We are from the elms...
- We are from cherries...
- From the aspen trees...
- From bird cherry...
- From an oak tree...
- From a birch tree...
- Leaves are falling everywhere: Frost is on the threshold.
- What are the names of the leaves of maple, birch, apple, oak, cherry, and aspen?
- Choose the right word: turn red, turn yellow, fall off... (what? - leaves)
- Which word is superfluous and why: oak - rowan - autumn - aspen (autumn, because the other words are names of trees).
- What are more in the forest - trees or leaves?
- Say the word LEAF by sound (l, i, s, t) - this is done if it is accessible to the child.
- Talking about your day (an incident, a trip somewhere, etc.)
- Writing descriptive riddles.
For example:
- “This is a pet. It can live in a booth, or maybe right in an apartment.....”
- “You can sit on this piece of furniture, but it has no back.”
Tasks for the development of phonemic perception, sound analysis and synthesis.
1. Game “Repetition”.
The adult invites the child to repeat a sequence of syllables of different configurations (from simple to complex). For example:
ba – pa
ha-ka
date
va-ka
na-nya
sa - sha - sa
ba-pa-ba
ta - yes - ta
ka - ga - ka
ta - ta - ta
for - sa - for
lady - for - lady
tsa - sa - tsa
la - la - la
cha - cha - cha
An adult and a child can take turns naming syllables to each other.
2. Game “Repetition” (more difficult option).
The adult invites the child to repeat words with different sound-syllable structures. For example: candy wrapper, step, starling, photographer, potion, parachutist, rattle, excavator, traffic controller, cellist, etc. (from simple to complex)
3. “Chains” (“Verbal dominoes - sounds”).
An adult and a child sequentially name words based on the last sound of the previous word. For example: table - boat - stork - cake - throne - nose - juice - cat - ....
4. “Chains” (“Verbal domino - syllables”)
The adult and child sequentially name words starting with the last syllable of the previous word. For example: cat - porridge - curtain - rainbow - newspaper - ....
This game is suitable for older children.
5. “Look around and name it.”
The adult invites the child to look around and name an object whose name begins with a given sound.
6. "Guess what's planned."
An adult, offering pictures to the child (or you can use environmental objects), says: “I thought of a word that begins with the sound S. Guess what I thought of.” Then the players change places.
7. “When you hear it, clap.”
The adult suggests to the child: “I will tell you different words, when you hear the sound Ш (rustling of leaves) - clap your hands. Listen carefully". You can offer different sounds, you can offer two sounds (stomp - clap).
8. Hear and name the common sound in a couple of words.
The adult invites the child to hear and name the common sound in a couple of words.
For example:
cherry - pear
onion garlic
gooseberry – eggplant
hare - cucumber
fish - ice cream
onion - juice
and so on.
9. "Rhymes".
The adult invites the child to come up with a rhyme (a word that sounds similar) to the named word.
For example: juice - sock, mound - kidney, barrel - daughter, midge - cat, book - cone, donut - mouse, radish - sausage, ...
By devoting a small amount of time every day to performing a variety of educational games and exercises with children, adults will also gain the experience necessary for parents of future first-graders. After all Primary School- This is the stage when young students need parental help when learning to spell and read.
Egorova Nadezhda Mikhailovna,
teacher speech therapist,
GBDOU d/s No. 91, Moskovsky district
St. Petersburg
Target: clarify ideas about the structure of the human body, activate vocabulary on this topic.
1. The teacher shows and the children name parts of the body.
2. The child independently shows and names parts of the body.
Arm: shoulder, elbow, forearm, wrist, palm, fingers, nails.
Torso: neck, shoulders, chest, stomach, back.
Head: hair, face, forehead, eyebrows, eyelashes, eyelids, eyes, nose, cheeks, mouth, beard, chin.
Mouth: lips, teeth, tongue.
Leg: thigh, knee, shin, ankle, foot, toes, nails, sole.
"One is many"(with a ball)
Target: activate the vocabulary on the topic “Man and his health”; strengthen children's inflection skills.
Exercise. The teacher names a part of the body in the singular (nose) and throws the ball to the child. The child responds by changing the word to plural(noses) and returns the ball to the teacher.
"Sweet Nothing"(can be done with a ball, with a microphone or in a circle, like a counting rhyme)
Target: to consolidate in children the skill of suffixal word formation (-onk-, -enk-, -chk-, -chn-); develop children's communication skills, cause children to have a friendly attitude towards each other.
Exercise 1. Call it affectionately “hair - hair”
Head - ..., forehead - ..., eyebrows - ..., eyelashes - ..., eyes - ..., back of the head - ..., cheeks - ..., nose - ..., chin - ..., mouth - ..., tongue - ..., throat - ..., teeth - ..., ears - ..., chest - ..., lips - ..., arms - ..., elbows - ..., fingers - ..., nails - ..., shoulders - ..., neck - ..., back - ..., stomach - ..., legs - ..., knees - ..., heels - ..., shoulder blades - ... etc.
Task 2. Children choose the name of the OBJECT and make up a dialogue.
I have eyes.
You have eyes. I have a mouth.
You have a mouth. I have a nose.
You have a nose. I have teeth.
You have teeth. I have elbows.
You have elbows. I have a back... Etc.
Task 3. Call the babies affectionately!
Sasha - Sashenka, Alena - Alyonushka, Lena - ..., Vova - ..., Zhenya - ..., Alyosha - ..., Dima - ..., Kolya - ..., Vanya - ..., Vasya - ..., Olya - ..., Tanya - ..., Katya - ..., Luda - ..., Natasha - ..., Lyuba - ..., Sveta - ..., Lilya - ... etc.
“Who knows more words?”
Target: activate the subject dictionary on the topic ““; practice composing simple sentence with a given word.
Children name one word - body parts.
Exercise. Tell me, why does the body need this part?
For example: “Ear”: “A person needs an ear to hear sounds!”
A person needs eyes to see, examine, look closely; to “make eyes”; to “squint”, etc.
“What’s above/below what?”
Target: intensify the use of prepositions in speech; develop spatial orientation in relation to oneself and in relation to other objects; practice changing, agreeing nouns in the form Instrumental case units numbers.
Material: mirrors
Exercise. Name the parts of the face (then the body and surrounding objects) in relation to each other.
For example: Where are your eyes? - On the face, under the eyebrows; above the cheeks, on both sides of the nose, etc.
“Who can name more actions of the object?”
Target: activate the vocabulary of actions; practice composing a simple sentence with a given (planned) word; develop children's imagination and sense of humor.
1. Children take turns naming actions that the OBJECT named by the teacher can perform, briefly explaining their purpose. The last one to name the appropriate action wins.
For example: Nose - sniff, breathe, wrinkle, blow your nose, sneeze... And walk (like Gogol)
2. Select an object (body part) for the action (with a ball):
see - ..., breathe - ..., touch - ..., hear - ..., chew - ..., smell - ..., work - ..., stand - ..., speak - ..., run - ..., wave - ..., write - ... etc. d.
3. Guess the object (part of the body) based on several actions: breathing and smelling - ..., breathing, eating and speaking - ..., sewing, writing, playing - ..., listening and hearing - ..., chewing, biting and squeezing - ..., thinking, nods, turns around - ... etc.
"Reflection in the Lake"
Target:- to activate in children’s speech the names of colors (shapes), objects on the topic “Man and his health”;
Practice agreeing nouns with adjectives in gender, number and case (Accusative case);
Clarify children’s ideas about real objects;
Develop the ability to creative imagination in the process of transforming an object by color (shape or size); develop abilities for logical thinking when identifying the consequences of such a transformation.
To develop children's coherent speech when explaining the consequences of the transformation of objects.
Equipment: shapeless pieces of colored paper (colored glasses), subject pictures on the topic “Human Body”.
Exercise. “The merman sees people from the bottom of the lake...
Only one color - the color of your lake;
Distorted shape;
Distorted size.
Imagine yourself in the role of such a Vodyanoy and tell us how these people will change?!
For example: People with blue skin, hair, eyes, lips... Or people are robots: square heads, torso, legs and arms are rectangular in shape (how should they move?) What will they see with their square eyes? How will the pupil move?
Invite the children to draw these “aliens.”
"Let's decorate the word"
Target: activate a high-quality dictionary on the topic “Man and his health”; develop a situational and business form of communication between peers.
Children are divided into subgroups of 3-4 people and choose a picture (for example, an eye) by lot.
Exercise. each team takes turns calling a word - a definition for an OBJECT - an eye. You cannot repeat words. The team that names the large quantity words - definitions.
Eye: brown, all-seeing, sharp-sighted, blind, wet, tearful, crying, cunning, narrowed, frightened, wide open, oblique, attentive, big - small, beautiful, etc.
Head: smart, beautiful, big, childish, adult, sick - healthy, smart, etc.
Legs: long - short, large - small, strong - weak, beautiful, slender - crooked, strong, developed (muscles), stable, etc.
Hands: strong - weak, big - small, hard-working, lazy, skillful, clean - dirty, gentle, golden, etc.
Hair: long - short, thick - sparse, curly - straight, black, blond, red, clean, thin, sticking out, hard, soft, silky, etc.
Tongue: large - small, wide - narrow, soft, fleshy, motionless, chatty, boneless, like a broom, etc.
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