Games for the development of dialogic speech. Games and play exercises for the development of coherent dialogical speech in older preschoolers consultation on speech development (senior group) on the topic
Card index of games for the development of dialogic speech in preschoolers.
Prepared by: Chetina T.I.
Didactic games with ready-made dialogue texts
Answer quickly
Target. Strengthen children's ability to listen carefully to their interlocutor.
Move games
The teacher, holding the ball, stands in a circle with the children and explains the rules of the game:
- Now I will name a color and throw a ball to one of you. The one who catches the ball must name an object of this color, then he himself names any color and throws the ball to the next player.
- “Green,” says the teacher and throws the ball to one
from children.
- “Leaf,” the child answers and, saying “blue,” throws the ball to the next one.
Error
Goals. Develop attention to speech messages and the ability to be tolerant of erroneous judgments and correct them kindly; express agreement in response to correct messages.
Progress of the game
Educator: “I will tell you about something. If you notice an error in my reasoning, correct it and explain why you think so. And if you agree with my statement, then say this: “Yes, you are right, I.O.” or “I agree with you, I.O.”
Examples of judgments:
Carlson lived in small house near the forest.
Friday comes after Wednesday.
Pinocchio is one of the inhabitants of the flower town.
Washing your hands is unhealthy.
If you listen to adults, then nothing interesting will happen.
If there are leaves on the trees, then it is summer.
Connoisseurs
Goals. Teach children to politely formulate impulses and respond to them kindly; consolidate knowledge about your hometown.
Material. Photos and postcards with views of your hometown, city map, chips.
Progress of the game
Children are divided into two teams and sit at the table opposite each other. The starting team is selected by drawing lots or some other method. One of the players on this team gives one task to the player sitting opposite. Tasks may be different:
name the longest street, the shortest street, a beautiful building on the river bank, a monument, etc.;
show a street or landmark on a map or photograph;
tell us about a city landmark, a city holiday, a famous fellow countryman, etc.
The child who receives the task completes it and receives a chip for correct execution. After this, the player sitting next to him addresses the players of the opposing team with a response task. If the players cannot complete the task, they turn to its author with a polite refusal: “Unfortunately, I can’t name (show)... won’t you name (show) yourself?” If he completes it himself, then the chip goes to him, and his team formulates the task again.
The team that receives large quantity chips. She is presented with a set of medals depicting the city's coat of arms.
Game options. The theme of the game may change: “Signs of spring”, “Animals of our region”, etc.
Does this happen or not?
("Tall Tales")
Goals. Teach children to respond favorably to unrealistic (false) messages and tactfully correct them; develop evidence-based speech; cultivate a culture of dialogue: do not interrupt each other, do not shout from your seat.
Movegames
Children take turns telling stories. The player who notices the fable must prove why this does not happen.
First, the teacher plays out several fables.
On a sunny summer day, the guys and I went for a walk.
They made a slide out of snow and began to slide down it.
Spring came, all the birds flew away, it became sad without them.
It's Vitya's birthday. He brought a treat to the kindergarten:
sweet lemons, salty candies, bitter cookies.
Note. At first, one fable is included in the stories; when the game is repeated, their number is increased.
Magic key
Target. Strengthen children's ability to use various options for expressing requests for permission in speech.
Progress of the game
The game is organized during the regime processes. For example, a teacher invites children to wash their hands (on a walk, in the bedroom, etc.). He stands in the doorway and, smiling, says: “The door is locked. Whoever finds the key will open the door. Remember the proverb: “Kind words open locks.” Whoever says kind words, the door will open for him.”
The children pronounce the request, and the teacher encourages them to use different versions of the request formulas: “Masha already said so. Can you open the lock any other way?”
Approximate formulas for expressing a request for permission:
- Let me pass.
Allow me, please.
- Let me pass.
Let me through please.
Could you please let me through?
If possible, please skip it.
Excuse me, can I come through?
SPEECH ETIQUETTE TRAINING
GAMES
Didactic game"Polite guesses"
Target. Strengthen in children the ability to praise each other, say kind words, express approval, and respond to encouragement.
Progress of the game
Children stand in a circle. The driver is selected. He sits down on a chair in the middle of the circle and closes his eyes. Children, holding hands, walk in a circle, saying in rhythm with their movements:
One, two, three, four, five, Try to guess, Who will praise you now, Give you a compliment?
With the last word, the children stop, the teacher touches one of the children with his hand, who pronounces praise, approval, and the driver, without opening his eyes, must guess who said the compliment.
Didactic game "Gingerbread Hut"
Target: Incorporate various options for expressing requests in children’s speech.
Progress of the game.
INThe game involves from 2 to 4 participants. The game is built according to the “jib” type. The players take turns throwing the dice and counting their game turns. The point of the game is that the sister and brother must escape from the bear. The first move is made by the player playing for the children. Then the moves alternate.
When the “children” reach the red circle (the walnut bush, the fox, the ducks), they must politely ask to hide them from the catching bear. Children must name as many options for the request as possible. For each successfully named option, the “bear” makes one move back, for an unsuccessful one it remains in place; if the “children” do not name any variant of the request, then they must return back to the circle indicated by the red arrow.
Children in this game can be helped by a kind magical force (wind, echo, sun, fairy, woodsman), which suggests the right phrase, which the playing children repeat. The children or the teacher act as the magical force.
After the children have mastered the game and can play without the participation of a teacher, referees are appointed. Their task is to evaluate the players' answers objectively. If the opinions of the arbitrators do not coincide, they turn to the teacher. Arbitrators are required to be extremely polite and correct.
Didactic game "Magic Echo"
Target. To activate in children’s speech various variants of speech etiquette formulas for any situation of standardized speech communication.
Progress of the game
IN The game involves 10-12 people.
The teacher tells that in the forest, in the mountains, there lives an echo that repeats everything that someone said. Invites the children to play: “I will speak, and you will take turns being an echo. Whoever I throw the ball to will be the echo.”
The teacher throws the ball in a circle (to each player, or through one, or mixed). If the child did not answer the question or repeated it incorrectly (with omissions, rearrangements), he pays a forfeit.
First, the teacher names individual formulas of speech etiquette that correspond to any one situation, and then, as the children learn a synonymous series of formulas, he attaches an appeal to the formulas, and then some kind of motivation:
Catch the ball, please.
Catch the ball, Antosha, please.
The child changes his address. If he doesn’t think of changing the address, then the teacher says: “It’s a stupid echo in the forest, it repeats everything they say. And you are a magical echo, think about how to answer me.”
Didactic game " Thanks for that?
Target: Give children an idea of the meaning of expanded phrases of speech etiquette, an example of “expansion”.
Progress of the game
INA terribly curious monkey appeared in kindergarten. The child will have breakfast, say “thank you,” and the monkey will be right there:
And thanks to whom? - she asks.
Svetlana Yurievna.
And thank you for what? - the monkey doesn’t stop.
For feeding us breakfast.
Children get together for a walk, help each other, and thank each other for their help. And the monkey again:
And thanks to whom?
“Masha,” Vera answers.
And thank you for what?
For helping me tie the scarf.
The children fell in love with the monkey, but the children were tired of her questions. And this is what the children came up with.
They returned from a walk, undressed, and the monkey was sitting on the closet, waiting for the children.
Luda helped Zhenya unbutton a button on her fur coat, and he said to her:
Thank you, Luda. I couldn't undo this button myself.
The monkey opened his mouth, but there was nothing to ask. The children began to have lunch. After eating they say:
Thank you, Svetlana Yuryevna, for a delicious lunch.
Thank you, Svetlana Yuryevna, the borscht was very, very tasty.
Thank you, Svetlana Yuryevna, for taking care of us.
The monkey just blinks in surprise.
Questions:
What did the monkey ask the children?
Why didn’t she have anything to ask the children later?
Later the story is dramatized.
PHONE GAMES
Calling mom (dad) at work
Goals. Strengthen the skills of cultural dialogue over the phone; clarify the rules of behavior in the situation of calling parents at work.
Progress of the game
1. A conversation about in what cases you can call your parents at work, and why you shouldn’t call unless absolutely necessary.
2 Explanation of the rules of conduct in this situation: “Your parents may not be near the telephone, so someone should go after them. You must definitely apologize for the disturbance and explain the reason why you need to talk to your mother. If your mother has a cell phone, then you need to find out if your call will interfere with her work.”
3. Show conversation. The prepared child calls, and the teacher plays the role of a colleague.
- Hello! Good afternoon. You are worried about Alyosha, the son of Tatyana Ivanovna Ryabinina. I'm at my grandmother's, and she's sick. If it’s not difficult for you, call your mother on the phone.
- Okay, Alyosha. Wait, don't hang up, I'll go get my mom.
- Thank you.
- Hello, Alyosha, what happened?
- Mom, grandma got sick and asked me not to stay late today.
- What's wrong with grandma?
- She has a cold and has a headache.
- Okay, I'll pick you up right after work. And you, Alyosha, play more quietly so as not to disturb your grandmother. Agreed?
- OK. While mom. We are waiting.
- See you later, son.
Order a taxi by phone
Target. Continue to teach children how to use the telephone, observing telephone etiquette.
Progress of the game
The teacher involves the children in the game, telling them that she needs to go with her “daughter” to the clinic.
- I’ll call a taxi (dials the number, imitates a call). Hello! Is this a taxi dispatcher? Good morning. Can I order a taxi?
- How long do you need the car?
- At 8 o'clock in the morning.
- Your address...
- Where will you go?
- To the children's clinic.
- Name your phone number.
- There will be a taxi. Before arrival, they will call you and give you the car number. Goodbye.
- Thank you. Goodbye.
Call to the clinic
Goals. Development of independence in children's games; strengthening the skill of conducting a telephone conversation.
Movegames
1. Conversation.
- Have you ever had a doctor come to your home? Who called him? How?
- A doctor is called if a patient has heat and he himself cannot go to the clinic. The doctor is called to see children, parents if they are seriously ill, and grandmothers. It is very sad when someone is sick, but if you call a doctor in time, you can help the sick person.
T Let's play our phone game and learn how to call the clinic. I’ll be a mother, my daughter is sick (picks up a doll). Who wants to be a receptionist at a clinic? The registrar accepts doctor’s home calls and always clarifies what the patient’s pain is, his last name, first name, age, address.
2. Demonstration of calling a doctor.
- Hello! Good afternoon. Is this the registry office of a children's clinic?
- Yes. Hello.
- I would like to call a doctor at home.
- What's happened?
- My daughter got sick. Very high fever and severe cough.
- Do you have a runny nose or headache?
- No, just a cough.
- Girl's first and last name? Age?
- Your address?
- Our address...
- The doctor will come in the afternoon.
- Thank you. Goodbye.
- All the best.
3. Children act out the situation independently (2-3 times). The teacher encourages children's creativity in acting out a telephone conversation.
Games with ready-made texts - dialogues
Target:
Progress of the game.
Choose(appointed by lot) leading player. Betweenthem, other participants in the game, a dialogue ensues:
Ding-ding-ding.
Who's there?
Mail.
Where?
From Ryazan.(Called any city.)
And what are they doing there?
They dance (sing, laugh, swim, fly, jump, croak,
quack, dive, drum, wash, saw, etc.).
All players must depict the named actions. Those who did not have time or depicted the action incorrectly pay a forfeit. At the end of the game, forfeits are played out
Paints
Target: Teach children to ask and answer questions.
Progress of the game.
Participants in the game choose the owner and two buyers. The rest of the players are paint. Each paint comes up with a color for itself and names it to its owner. Then the buyer comes:
Knock Knock!
Who's there? - Buyer.
Why did you come? - For paint.
For which? - For blue.
If there is no blue paint, the owner says: “Walk along the blue path, find blue boots, wear them and bring them back!” If the buyer guesses the color of the paint, he takes it for himself. There is a second buyer, a conversationrepeats with the owner. So they take turns sorting out the paints.IN The buyer who collects the most colors wins.
Good bad
Target: Train children in the ability to maintain the topic of conversation, understand messages from play partners, and correctly express their opinions.
Progress of the game.
The game “Good - Bad” is built according to the TRIZ system, which involves noticing good and bad sides in the same object (phenomenon).
To play the game, an object is selected that does not evoke strong associations, positive or negative emotions in the child (pencil, table lamp, closet, book, etc.). All players must name at least once what is good, what is bad, what they like, what they don’t like about the proposed object. Usually one child (or one team) names something good, and the other participant (team), on the contrary, names negative sides object.
In the second version of the game, the object of discussion can evoke persistent negative (medicine, injections) or positive (doll, holiday, TV) associations. In this case, the dialogue is structured in the same way, only the adult’s task is to help see the other, good or bad, side of the object.
Favorite places
Target: Teach children to share their impressions about their hometown, clarify information with their interlocutors; cultivate attachment to native places.
Progress of the game.
One of the players starts the game.
My favorite place in the city is located near the river.
Is this the embankment?(One of the players clarifies.)
No. This is a small, cozy cafe.
Pizza Cafe?
No, you can enjoy ice cream in this cafe.
This is probably a Baskin Robbins cafe.
Yes.
The player who guesses their favorite place describes another corner of the city. For example:
- I also like this cafe. And I also love to be on this same
street near the most beautiful building.
The participants in the game clarify what kind of building it is.
Note. Initially, you can use postcards or photographs of city attractions that children are directly familiar with.
Games in which children construct dialogues.
Question with a hint
Target: Learnchildren ask questions with different question words, based on symbols
Progress of the game
The teacher introduces the children to the symbols and then asks them to ask questions on the cards. A toy is taken out of a wonderful bag, the teacher one by one raises cards with different symbols, and the children ask appropriate questions. For each correctly formulated question, a chip is given. Almost for each symbol different questions can be asked. What? What is this? What does the car say on the van? What are the wheels attached to? And so on. What color (hood, body, wheels, steering wheel, etc. parts)?
Subsequently, new symbols are introduced:
schematic representation of little men in different poses - “What are they doing?”;
circles are depicted on a tree branch, behind a tree, under a tree - “Where?”;
card with numbers - “How much?”;
card with a picture of a human hand - “For what?”;
image of a question mark - “Why?”;
image of a clock - “When?”;
image of a person leaving - “Where?”;
image of a suitable person - “Where from?”
We ask ourselves
Target:
Progress of the game
The teacher explains the content of the game: “Today we will ask questions on the cards, but now I will no longer show what question to ask. All cards with icons are in front of you. And you decide what question to ask. Two new cards have appeared. Try to ask questions about them too. The first card means that you need to ask a question starting with the word “why”; the second card shows how people play sports, which means you need to ask a question that begins with the words “what are they doing.” Do you understand everything? Have you forgotten anything? Let's review together what questions you can ask.(Points to one card or another and names the words with which the question begins.) Today we will play in teams (children are divided into teams). For each question the team receives a chip. The one who gets the most chips wins. Look carefully at what is shown in the picture. At my command we begin: “One, two, three, start!”
Guess what item you wished for.
Target: Mastering the ability to formulate questions in various forms based on visual content.
Progress of the game
The teacher plays the game “Guess what object you wished for.” I will make a wish for one of the objects lying on the table. To guess what kind of object it is, you need to ask questions about it, and I will answer. For each question, a blue chip is given, and for a guessed item, a red chip is given. Remember: you cannot ask questions “What is this?” or “What is this?” and you can’t ask like this: is this a machine? is this a scoop? Such questions do not count, and I will not answer such questions. Cards will help you ask questions. Remember what questions you should not ask?
At the end of the game, we will count who collected how many red and blue chips. The teacher makes a wish for an object, the children ask questions. Questions of a productive type should be encouraged, aimed at clarifying any properties, characteristics, purposeAnd etc. (“What color is the object...”, “Where is it?”).
The game is played several times. The duration is no more than 10-15 minutes. At the end, the results are summed up and the winner is determined. The rest of the children are told that everyone tried their best, but probably not as well as they could.
Question answer
Target: Familiarity with the question as a form of obtaining information and knowledge; activation of speech search activity.
Progress of the game
Children are divided into two teams. Everyone gets a toy and same number chips (10-15).
The teacher instructs the children: “Today we will have a competition. Each team must carefully examine the toy and notice all its details. Then the teams exchange toys: one will ask whatever they want about the toy, the other will answer. If the team cannot answer a question, I take the chip. The team with the most chips left will win.”
Time for viewing is 3-4 minutes.
When the questions run out, the teams change roles. During the gameChildren should be encouraged for interesting questions (“Well done, you asked a very interesting question; it means you are trying to think and reflect”). Do not deny under any circumstances, do not say what an uninteresting question has been asked.
At the end of the game, the remaining number of chips is counted.
Game index
on the development of dialogic speech in preschool children.
Author: Menshchikova Marina Aleksandrovna,
teacher of MKDOU "Kindergarten in the village of Kedrovy"
The card file was compiled in 2015
"Mail".
Goal: Teach children to ask and answer questions.
Progress of the game
The lead player is chosen. A dialogue ensues between him and the rest of the game participants:
Ding-ding-ding.
Who's there?
Mail.
Where?
From Ryazan. (Called any city.)
And what are they doing there?
They dance (sing, laugh, swim, fly, jump, croak, quack, dive, drum, wash, saw, etc.). All players must depict the named actions. Those who did not have time or depicted the action incorrectly pay a forfeit. At the end of the game, forfeits are played out.
"Poppy seed."
Goals. Strengthen in children the ability to ask and answer questions one by one, and develop the topic of conversation.
Material. Crow costume elements.
Progress of the game
Crow is chosen from the participants in the game. The rest pass the pebble to each other. The child who received the pebble asks Crow a question:
Crow, Crow, where did it fly?
To the blacksmith's yard. (To the farrier.)
The pebble is passed to the next child, and he asks the question:
What do you need a blacksmith for? - Forge braids.
What do you need braids for? - Mow the grass.
What do you need grass for? - Feed the cows.
What are cows for? - Milk.
What's the use of milk? - Give the shepherds water.
What are the shepherds for? - Herd boars.
What are wild boars for? - Digging a mountain.
What are mountains for? - There is a poppy seed on those mountains.
For whom is the grain? - Guess it!
The crow asks a riddle. Whoever guesses the riddle first becomes the Crow. The game dialogue is repeated, and the new Crow asks the next riddle.
"Fanta".
Goals. Develop the ability to pose a question in such a way as to achieve the desired answer and consciously select words, avoiding “forbidden” words.
Progress of the game
The leader goes around the players and says:
- They sent us a hundred rubles.
Buy what you want,
Black, don't take white,
Don't say "yes" or "no"!
After that, he asks the children various questions, trying to get someone to utter one of the forbidden words during the conversation. Leading
has a conversation that goes something like this: “What’s on sale at the bakery?” -
"Bread", "Which one?" (black and white) - “Soft.” - “Which bread do you like more, black or white?” - “Everyone,” etc. The one who uttered the forbidden word gives the driver a forfeit. At the end of the game, everyone who is left without a forfeit buys it back.
“Have we seen everything”?
Matter. A picture with images of various chips.
Progress of the game
The teacher says: “Today we will compete to see who can see more in the picture and who will ask more questions. What is a question? We ask a question when we want to know something. For example: - Sasha, what did you do this morning? I asked to find out what you were doing this morning. We will ask questions based on the picture. Look at her carefully. Think about what questions you can ask so you don't miss anything in the picture. The only rule is that the question cannot be repeated. No chip is given for a repeated question.”
Thinking time is 1-2 minutes.
Then the children ask questions. The teacher gets involved in the process if they ask mostly stereotypical questions. This is done so that the children change the wording and to show that the teacher is an equal participant in the game. The teacher asks: “Can I ask a question too?” and gives the wording of his question based on the picture.
At the end, the result is summed up: whoever got the most chips wins. It is imperative to praise everyone who participated and say that next time they will definitely be able to ask more questions. Mark those who did not ask a single question and say that they will succeed next time.
"What's in the bag"
Goals. Familiarity with the question as a form of obtaining information and knowledge; activation of speech search activity.
Material. A bag, any object of a simple geometric shape that is familiar to the child (for example, a piece of soap); ball
or any other item that serves to transfer it to each other, chips.
Progress of the game
The game can be played in addition to the lesson.
Educator: “Children, I have something in my bag. Want to guess what's in there? To guess, you need to ask questions. And I will answer them. We will ask questions one by one: whoever gets the ball and hands will ask the question. Everyone who asked a question takes a chip. Remember that questions cannot be repeated. At the end of the game, we'll see who has the most chips. Begin!".
If the children guess right, ask why they think so. If they don’t guess right, at the end of the game, give a hint: this item is needed to keep your hands, body, and face clean; You can find a riddle about this item.
At the end of the game, the number of chips received is counted.
"Question with a hint."
Target. Teach children to ask questions with different question words based on symbols.
Material. Cards with symbols indicating one or another content of the question. Blank card - “What is this?”, “Who is this?”. Card with colored spots - “What color?” Card with geometric shapes- “What shape is the object or part of it?” A card with images of a disassembled pyramid - “What parts does the object have?”, “What body parts does the animal have?” Toys.
Progress of the game
The teacher introduces the children to the symbols and then asks them to ask questions on the cards. A toy is taken out of a wonderful bag, the teacher one by one raises cards with different symbols, and the children ask appropriate questions. For each correctly formulated question, a chip is given. Almost for each symbol different questions can be asked. What? What is this? What does the car say on the van? What are the wheels attached to? And so on. What color (hood, body, wheels, steering wheel, etc. parts)?
Subsequently, new symbols are introduced:
schematic representation of little men in different poses - “What are they doing?”;
circles are depicted on a tree branch, behind a tree, under a tree - “Where?”;
card with numbers - “How much?”;
card with a picture of a human hand - “For what?”;
image of a question mark - “Why?”;
image of a clock - “When?”;
image of a person leaving - “Where?”;
image of a suitable person - “Where from?”
"Question answer".
Goals. Familiarity with the question as a form of obtaining information and knowledge; activation of speech search activity.
Material. Two different toys, unfamiliar to children, chips.
Progress of the game
Children are divided into two teams. Each person receives a toy and the same number of chips (10-15).
The teacher instructs the children: “Today we will have a competition. Each team must carefully examine the toy and notice all its details. Then the teams exchange toys: one will ask whatever they want about the toy, the other will answer. If the team cannot answer a question, I take the chip. The team with the most chips left will win.”
Time for viewing is 3-4 minutes.
When the questions run out, the teams change roles. As the game progresses, children should be encouraged for interesting questions (“Well done, you asked a very interesting question; it means you are trying to think and reflect”). Do not deny under any circumstances, do not say what an uninteresting question has been asked.
At the end of the game, the remaining number of chips is counted.
"Yes and no".
Goals. Familiarity with the question as a form of obtaining information and knowledge; activation of speech search activity.
Material. Seven to eight items for various purposes - toys, household items, vegetables, clothes.
Progress of the game
Items are laid out on the table.
The teacher says: “Consult with each other and wish for some object, but don’t tell me. And then I will ask different questions to guess what item you wished for, and you can only answer “yes” or “no.” Do you understand everything?"
Children are given time to think. Then the teacher begins to ask questions.
- Is this item needed on the farm? - Are they eating him?
- Is it put on the body?
- Is it lying in the middle of the table? He's lying next to...? - Is it round? Is it brown? And so on.
It is necessary to adhere to a certain logic: from the purpose of the object - to its location - to clarifying the external signs, only then to name the answer.
“Now let’s switch roles. I will make a wish for one of the objects, and you will ask questions.”
“We ask ourselves.”
Target. Mastering the ability to formulate questions in various forms based on visual content.
Material. Cards with symbols indicating one or another wording of the question, chips; a plot picture to which you can ask questions that reveal cause-and-effect relationships, for example: Why is the girl crying? Why did the mouse end up in the bottle?
Progress of the game
The teacher explains the content of the game: “Today we will ask questions on the cards, but now I will no longer show what question to ask. All cards with icons are in front of you. And you decide what question to ask. Two new cards have appeared. Try to ask questions about them too. The first card means that you need to ask a question starting with the word “why”; the second card shows how people play sports, which means you need to ask a question that begins with the words “what are they doing.” Do you understand everything? Have you forgotten anything? Let's review together what questions you can ask. (Points to one card or another and names the words with which the question begins.) Today we will play in teams (children are divided into teams). For each question the team receives a chip. The one who gets the most chips wins. Look carefully at what is shown in the picture. At my command we begin: “One, two, three, start!”
Next, children formulate questions. The game is played for 10-12 minutes. At the end the conclusion is summed up.
“Guess what item they wished for.”
Goal: mastering the ability to formulate questions in various forms based on visual content.
Material. Six to seven items with different purposes; cards with symbols of all questions; chips of two colors.
Progress of the game
Educator: - I will make a wish for one of the objects lying on the table. To guess what kind of object it is, you need to ask questions about it, and I will answer. For each question, a blue chip is given, and for a guessed item, a red chip is given. Remember: you cannot ask questions “What is this?” or “What is this?” and you can’t ask like this: is this a machine? is this a scoop? Such questions do not count, and I will not answer such questions. Cards will help you ask questions. Remember what questions you should not ask?
At the end of the game, we will count who collected how many red and blue chips. The teacher makes a wish for an object, the children ask questions. Questions of a productive type should be encouraged, aimed at clarifying any properties, characteristics, purpose, etc. (“What color is the object...”, “Where is it?”).
"What's under the napkin."
Target. Mastering the ability to formulate questions in various forms based on visual material.
Material. Cards with question symbols; five to seven items (toy, item of clothing, vegetable, felt-tip pen, knife, book); three napkins. Game progress
There are objects covered with napkins on the table. The teacher says: “There are objects hidden under the napkins. I wished for one of them. Only now in front of you is very difficult task- use questions to guess what object it is without seeing it. You can ask different questions. The main thing is that they help you learn as much as possible about the subject. It's easy to guess an item if you first know what it's for and then figure out what it is.”
Children ask questions. After the item is guessed, the napkin is removed, the item is shown to the children and they are asked to guess what is under the next napkin. In general, the game lasts 15-20 minutes.
"Zoo museum".
Goals. Learn to ask questions based on symbol cards; strengthen children's ideas about animals.
Material. Pictures depicting various animals. Symbol cards familiar to children and new ones: a card with a picture of a tree and a house - “Wild or domestic animal?” Card with a picture of a house - “Where does the animal live? In the hole? In a hollow? In the nest? In the barn? Card with a picture of a bowl - “What does the animal eat?”
Progress of the game
The symbol cards lie face down on the table. Children sit around the table. One of the children is a museum guide, the others are visitors. The guide shows the first picture and asks: “Do you know who this is?” The player sitting next to him answers, then takes one card with a symbol and asks a question according to it. The next player answers the question and then also takes a symbol card and asks his question. When the symbol cards run out, the player who answered the last question becomes the tour guide.
Game option.
The topic may change, for example: “Botanical Garden”, “Car Exhibition”, “Clothing Model Show”, etc. Symbol cards are selected in accordance with the theme of the game.
“Only for this sound.”
Goals. Teach children to formulate a variety of questions, answer the question quickly and correctly, choosing a word that begins with a given sound; develop phonemic hearing.
Progress of the game
The teacher explains that in this game children must be very attentive. When answering the driver’s questions, you need to find and name words that begin with the same sound. The selected driver takes turns asking questions to all players, who select words with the given sound to answer:
What is your name? - Andrey.
What is your last name? - Azbukin.
What city do you live in? - In Astrakhan.
What fruits grow there? - Apricots.
What is your profession? - Artist
What's your favorite sport? - acrobatics
What's your favorite thing to eat? - watermelon
What fairy tale have you read recently? Aibolit
What is your favorite mode of transport? - automobile
What was the last thing you bought for yourself? – fountain pen, watercolor paints
Where will you go after work? - To pharmacy
Your favorite writer? Aksakov, Akim
Where do you dream to go? – to Africa, to the Angara?
What river do you know? – Hangar
What's your favorite animal? – antelope
Favorite activity in kindergarten?
Which cartoon character do you know? – Antoshka
And so on. The game continues until all children answer the questions.
“Smeshinki” (1st option).
Goals. Teach children to ask and answer questions; consolidate the ability to use various case forms of nouns.
Material. A set of pictures: spoon, hammer, broom, key, broom, brush, saw, knife, pencil, brush. Game progress
The players are given pictures. Then the driver asks each of them a question: How do you hammer in nails? What do you eat porridge with? What do you draw with? etc. The player addressed by the driver opens his picture and answers, naming the depicted object in the instrumental case.
Game option.
The sets of pictures and question words change. And the children practice using a different case form. For example:
Pictures: cup, plate, bath, basin, glass, watering can, kettle, bucket, etc. Questions: “What do you eat soup from? Do you drink milk? Do you water flowers? encourage children to use nouns in the genitive case.
Pictures: broom, bathtub, plate, bed, TV, airplane, carpet, vacuum cleaner, etc. Questions: “What did you drive to kindergarten?”, “What do you sleep on?” and so on. encourage children to use the names of objects in the prepositional case.
(2nd option)
Goals. Activate children’s intelligence in coming up with a variety of questions; cultivate self-control: restrain the desire to laugh when answering.
Progress of the game
Each player is given some funny name: poker, grip, broom, traffic light, lamp, soldering iron, etc. Then the driver goes around everyone in turn and asks them various questions, to which they answer with the word given to him.
Who are you? - Grip.
What did you eat today? - Lamp.
Who is your brother? - Poker.
And so on. Questions are asked to different children. Whoever laughs pays a forfeit. At the end the forfeits are played out.
"What is your name?"
Target. Activate your ability to ask and answer questions.
Progress of the game
The driver asks the first player to speak. You need to answer quickly using this word, changing it. Under no circumstances should you laugh when answering. Other players may laugh, but the responding player should not even smile. If he makes a mistake or can’t stand it and laughs, he gives up the forfeit and leaves the game. The game starts with the words:
Whoever makes a mistake will get caught!
Whoever laughs will have a bad time.
What is your name? - Bow.
What is your last name? - Bantikova.
Who's your girlfriend? - Bow.
What do you like to eat? – Bow..What do you use to brush your teeth? - With a bow.
What do you sleep on? - on Bantik.
Where will you go after work? - in Bantik.
Who will you go with? - with a bow.
And this is how other words are played out. After the driver talks to everyone, forfeits are played. Those who drop out of the game complete comic tasks and receive their forfeits.
"Gardener".
Target. Strengthen the ability to listen carefully to the remarks of your playing partners, entering into a game dialogue in turn.
Progress of the game
The driver assigns each player the name of the flower. After this, the game dialogue begins.
I was born a gardener, and I was seriously angry. “I’m tired of all the flowers, except for the dahlia,” says the driver.
Oh! - the player reacts when he hears the name of his flower.
In love! - “Dahlia” answers.
In whom? - the gardener is surprised.
To the aster, says the dahlia.
Oh! - the “aster” reacts, and the game repeats.
The player who misses his turn pays a forfeit. The driver monitors the progress of the game. To notice the inattention of the players, he needs to remember who he named which flower to whom.
"Be careful!"
Target. Teach children to respond correctly to various messages.
Progress of the game
The teacher tells the children that people very often want to talk about their joys or troubles. Polite, well-mannered people respond to a joyful message: “I’m happy for you,” “Very nice,” “I’m proud of you.” In response to a sad message, you should say: “I feel for you” or “I’m really sorry.”
But in order to react correctly to the message, you need to be attentive. Now we'll play and learn to be attentive. I will report something good or unpleasant for me. Whoever I throw the ball to should quickly respond to my message in a way that supports my joy or sympathizes with me.
I'm going to visit.
I won the teacher competition.
I have a very bad headache today.
I bought myself a beautiful dress.
I lost my favorite scarf, etc.
The one who hesitates is out of the game. And the most attentive player becomes the leader.
"Game Dialogues"
Target. Teach children to improvise by composing dialogues with (or without) visual support.
Progress of the game
The teacher, playing the role of Kuzya the brownie, conducts a dialogue with the children. In front of them, in a certain sequence, lie objects or pictures (a fur coat, a hut, a pear, checkers, etc.).
Kuzya! Ku-zya!
Ayushki.
We want to give you a fur coat.
Thanks for taking care of me. What is a fur coat?
The clothes are furry so as not to freeze in severe frosts.
Thank you very much! Give it, this fur coat. (The teacher points to the child, who hands Kuza the picture.) A worthwhile thing! Soft. I will sleep on it!
The dialogue is repeated, modified, and acquires a humorous character. So, Kuzya is going to wear a hut, put it on when frost starts, he is going to sleep in a pear, and he intends to eat checkers.
"Good bad".
Goals. Train children in the ability to maintain the topic of conversation, understand messages from play partners, and correctly express their opinions.
Progress of the game
The game “Good - Bad” is built according to the TRIZ system, which involves noticing good and bad sides in the same object (phenomenon).
To play the game, an object is selected that does not evoke strong associations, positive or negative emotions in the child (pencil, table lamp, closet, book, etc.). All players must name at least once what is good, what is bad, what they like, what they don’t like about the proposed object. Usually one child (or one team) names something good, and the other participant (team), on the contrary, names the negative aspects of the object.
In the second version of the game, the object of discussion can evoke persistent negative (medicine, injections) or positive (doll, holiday, TV) associations. In this case, the dialogue is structured in the same way, only the adult’s task is to help see the other, good or bad, side of the object.
“Similar - dissimilar.”
Goals. Teach children to be tolerant of the opinions or judgments of their interlocutors, and to prove their point of view with reason.
Material. Subject pictures depicting various animals, plants, objects.
Progress of the game
Two teams (or two children) play. The teacher places 2 pictures on the easel. One team expresses the opinion that the depicted objects are dissimilar and names the features that distinguish them. Another team proves that the objects are similar.
Sample pairs: dog and bee; chicken and fish; aquarium and beehive; bench and chair; chamomile and calendula; tree and flower, etc.
A dog and a bee are different: the dog is big and the bee is small.
They are similar because they are both living (animals).
They are different: a dog is an animal, and a bee is an insect.
And we think they are similar. Both the dog and the bee benefit the man.
They look different.
Both a bee and a dog can bite, etc.
Discussion of each pair is a separate round. The one who has the last word wins the round.
"Guess who am I".
Target. Teach children to perceive messages and express their opinions in response.
Progress of the game
A presenter is selected. His task is to imagine himself in the role fairy tale character and name your characteristic features (or trait). The rest of the children guess.
For example:
“I’m very short,” says the leading player.
- Are you Thumbelina? - suggests one of the children.
- No. I'm not a girl, but a boy.
“Then you’re probably Thumb.”
- No. I don't have brothers, but I have friends with whom I live.
- I think that you are Zhikharka.
- Right. The child who guesses correctly becomes the leader.
"Who will confuse whom."
Goals. Teach children to express their point of view, politely reject the opinion of the interlocutor, prove that they are right, showing patience; develop resourcefulness and ingenuity in choosing arguments; consolidate knowledge about appearance animals.
Material. Pictures of animals.
Progress of the game
Two people play, but the game is more fun in the presence of spectators.
One of the players takes any picture from the box (the pictures are face down) and names it. The second player objects by naming the animal incorrectly. In response to this, the first player argues against the opinion of his interlocutor.
This is a tiger.
I think it's a hare.
You're wrong, hares are not striped.
The hare could lean against the painted bench.
The hare is a forest animal, and there are no benches in the forest.
And this one may have escaped from the zoo. The one who has the last word wins.
Complication. All participants can “confuse” the player in turn.
Game option.
The theme may change: pictures depicting transport, electrical appliances, household items, etc.
“Does this happen or not?”
("Tall Tales")
Goals. Teach children to respond favorably to unrealistic (false) messages and tactfully correct them; develop evidence-based speech; cultivate a culture of dialogue: do not interrupt each other, do not shout from your seat.
Progress of the game
Children take turns telling stories. The player who notices the fable must prove why this does not happen.
-First, the teacher plays out several fables.
On a sunny summer day, the guys and I went for a walk.
They made a slide out of snow and began to slide down it.
Spring came, all the birds flew away, it became sad without them.
It's Vitya's birthday. He brought treats to the kindergarten: sweet lemons, salty candies, bitter cookies.
Note. At first, one fable is included in the stories; when the game is repeated, their number is increased.
"Error".
Goals. Develop attention to speech messages and the ability to be tolerant of erroneous judgments and correct them kindly; express agreement in response to correct messages.
Progress of the game
Educator: “I will tell you about something. If you notice an error in my reasoning, correct it and explain why you think so. And if you agree with my statement, then say this: “Yes, you are right, I.O.” or “I agree with you, I.O.”
Examples of judgments:
Carlson lived in a small house near the forest.
Friday comes after Wednesday.
Pinocchio is one of the inhabitants of the flower town.
Washing your hands is unhealthy.
If you listen to adults, then nothing interesting will happen.
If there are leaves on the trees, then it is summer.
"Favorite places".
Target. Teach children to share their impressions about their hometown, clarify information with their interlocutors; cultivate attachment to native places.
Progress of the game
One of the players starts the game.
My favorite place in the city is located near the river.
Is this the embankment? (One of the players clarifies.)
No. This is a small, cozy cafe.
Pizza Cafe?
No, you can enjoy ice cream in this cafe.
This is probably a Baskin Robbins cafe.
Yes.
The player who guesses their favorite place describes another corner of the city. For example:
-I also like this cafe. And I also love to be on this street near the most beautiful building.
The participants in the game clarify what kind of building it is.
Note. Initially, you can use postcards or photographs of city attractions that children are directly familiar with.
"Pass the letter."
Target. Activate various options for expressing requests in children’s speech.
Material. Multi-colored envelopes, a set of pictures.
Progress of the game
5-7 children participate in the game. They sit on chairs in a row. The teacher-postman takes an envelope out of his bag and says: “Letter to Sasha.” The named child sits on the last chair. The postman passes the envelope along the chain with the words: “Please give the letter to Sasha” or “Can you give the letter to Sasha?” and so on. Children pass the letter along the chain, repeating the phrase spoken by the teacher. The recipient of the letter thanks. Game continues. The teacher changes the options for expressing the request.
Complication. In the future, the game involves adding speech etiquette to the phrase: “Vera, I beg you, pass the letter...”.
Note. During the game, it is necessary to ensure that the children, when passing the letter, do not forget to say the request. Approximate formulas for expressing requests used in the game:
If it’s not difficult for you... - Be kind...
Could you...? - I beg you... Do a good deed, tell...
Please pass it on...
"Multi-colored chest."
Goal: To develop in children the ability to focus on endings when agreeing words in gender.
Progress of the game.
The teacher has a box or chest with pictures in it. The teacher reads a poem. The child who has been named comes up, takes out any picture, and names what is depicted on it.
Complication: You can ask the question “What boots?” or “Come up with a sentence using this word.”
I put the pictures
In a multi-colored chest,
Well, Natasha, come out,
Get a picture and name it!
"Body".
Here's a box for you,
Put something in it - ok,
If you make a mistake, you will give up the deposit.
- I will put in the box a ball, stocking, shoe, lock, knot, box, collar, sugar, leaf, bun, petal, cap, comb, etc. At the end, pledges are played. The pledge is shown above the head of the leader, and one of the participants in the game asks: What should this person do?
"Inquiry Office".
Goals. Strengthen children’s ability to use a variety of request options: “Please tell me where the hedgehog’s parents live? Please tell me the address of the squirrels. I would like to know the address of the wolf cubs. Won't you help? Could you tell me how to find the cubs’ home?” and so on.
Form grammatically correct speech: the ability to use nouns denoting young animals in plural genitive case.
Material. Pictures of baby animals; a panel on which multi-colored houses are located in two rows (upper street and lower street).
Progress of the game
The teacher tells the children that the kids are bear cubs, squirrels, hedgehogs, mice, etc. - scattered through the forest, lost their home. The teacher lays out cards with images of babies face down and addresses the children:
-The kids sit and cry, they don’t know how to get home. Let's help them, find out at the information desk where they live, and take them to their mother. Who wants to help the kids?
The called child takes one card, names the cubs (“I have small hedgehogs”), the teacher suggests:
-Please contact the information desk, they will tell you where
hedgehogs live. Remember to be polite when asking for help.
A teacher can work at the help desk, or you can use a large toy - a doll, a bear, etc. The answer to the child’s question is: “Hedgehogs live on the lower street in a green house.”
The child finds the indicated house and “takes” the kids away.
"Polite Searches"
Target. Exercise children in using various formulas for expressing a request and responding to it.
The number of participants in the game is not limited; the game can be played frontally, in subgroups and individually with 2-3 children.
Progress of the game
The leading child leaves the group or closes his eyes. The teacher hides the toy (picture).
The driver enters and tries to find the hidden object. The children help him with the words: “It’s cold. Warm. Warmer. Hot". Then the driver is invited to politely ask one of the children for a hint. The driver addresses one of the children using one of the speech etiquette formulas: “Tanya, if you can, tell me where the toy (picture) is hidden?” They answer him: “I’ll give you a hint, of course. The toy is hidden under the pink insert on the middle window.” The child thanks, finds the toy and receives it for permanent use.
Complication. You can complicate the game: half of the children present know where the object is hidden, half do not know. If the driver addresses a child who does not know where the toy is hidden, then the answer should be something like this: “Sorry, Andrey, I can’t help you. Ask someone else."
"Magic Key"
Target. Strengthen children's ability to use various options for expressing requests for permission in speech.
Progress of the game
The game is organized during the regime processes. For example, a teacher invites children to wash their hands (on a walk, in the bedroom, etc.). He stands in the doorway and, smiling, says: “The door is locked. Whoever finds the key will open the door. Remember the proverb: “Kind words open locks.” Whoever says kind words, the door will open for him.”
The children pronounce the request, and the teacher encourages them to use different versions of the request formulas: “Masha already said so. Can you open the lock any other way?”
Approximate formulas for expressing a request for permission:
- Let me pass.
- Allow me, please.
- Let me pass.
- Let me through, please.
- Could you let me through?
- If possible, please let me through.
- Excuse me, can I pass?
"The secret is in the chest."
Target. Strengthen children's ability to use various options for requests and incentives in speech.
Progress of the game
The game is played either frontally, or in subgroups, or individually. The teacher reports that the Tanya doll has something hidden in her chest. If you ask Tanya politely, she will reveal her secret. On behalf of Tanya, the teacher encourages the children to use different options for expressing a request (“If possible, show me what’s in your chest”, “Be kind...”, “Show me, please...”, “Can you show me?..” and so on.).
“Dare to refuse.”
Target. Teach children to politely decline an offer (refuse to comply in response to an impulse), motivating their refusal.
Progress of the game
The driver addresses each player in turn with encouragement; players respond, motivating their refusal:
- Choose the best one from these brushes in a glass and brush your teeth.
- Sorry, you can’t use these brushes: they are foreign.
- Drop that cup on the floor!
- Sorry, I can’t do this: I’m sorry to break the cup.
- Shout out loud: I am the most dexterous!
- Sorry, I can’t, because I’m not a braggart.
In this case, the driver can be assigned any role: Karabasa, Barmaleya, Shapoklyak, etc.
“Help yourself to some pie.”
Target. Teach children to offer treats and respond politely to the offer.
Material. Pictures depicting apples, potatoes, cabbage, strawberries, lingonberries, etc.
Progress of the game
Before playing, children look at the pictures. The names of the depicted vegetables, fruits, and berries are fixed.
“Let’s play,” the teacher suggests, “even if it’s not pictures, but pies.” This is a pie with potatoes, this is with lingonberries, etc. We will treat each other.
The pictures are put into a box. The teacher takes out one picture and, turning to the child, says: “Help yourself, Yura, to a pie with apples.” And you can answer: “Thank you. I love apple pies” or “Thank you, I’m full. Can I give Olya a treat?”
After explaining the conditions of the game, the children take turns taking out the pictures and “treating” each other with pies.
"Experts".
Goals. Teach children to politely formulate impulses and respond to them kindly; consolidate knowledge about your hometown.
Material. Photos and postcards with views of your hometown, city map, chips.
Progress of the game
Children are divided into two teams and sit at the table opposite each other. The starting team is selected by drawing lots or some other method. One of the players on this team gives one task to the player sitting opposite. Tasks may be different:
name the longest street, the shortest street, a beautiful building on the river bank, a monument, etc.;
show a street or landmark on a map or photograph;
tell us about a city landmark, a city holiday, a famous fellow countryman, etc.
The child who receives the task completes it and receives a token for completing it correctly. After this, the player sitting next to him addresses the players of the opposing team with a response task. If the players cannot complete the task, they turn to its author with a polite refusal: “Unfortunately, I can’t name (show)... won’t you name (show) yourself?” If he completes it himself, then the chip goes to him, and his team formulates the task again.
The team with the most chips wins. She is presented with a set of medals depicting the city's coat of arms.
Game options. The theme of the game may change: “Signs of spring”, “Animals of our region”, etc.
“Polite guesses.” Purpose. Strengthen in children the ability to praise each other, say kind words, express approval, and respond to encouragement.
Progress of the game
Children stand in a circle. The driver is selected. He sits down on a chair in the middle of the circle and closes his eyes. Children, holding hands, walk in a circle, saying in rhythm with their movements:
One, two, three, four, five, try to guess who will praise you now, give you a compliment? With the last word, the children stop, the teacher touches one of the children with his hand, who pronounces praise, approval, and the driver, without opening his eyes, should guess who gave the compliment.
"Thanks for that"?
Target. Give children an idea of the meaning of expanded phrases of speech etiquette, an example of “expansion”.
Progress of the game
Educator. A terribly curious monkey appeared in kindergarten. The child will have breakfast, say “thank you,” and the monkey will be right there:
- And thanks to whom? - she asks.
- Svetlana Yuryevna.
- And thank you for what? - the monkey doesn’t stop.
- For feeding us breakfast.
Children get together for a walk, help each other, and thank each other for their help. And the monkey again:
- And thanks to whom?
“Masha,” Vera answers.
- And thank you for what?
- For helping me tie the scarf.
The children fell in love with the monkey, but the children were tired of her questions. And this is what the children came up with.
They returned from a walk, undressed, and the monkey was sitting on the closet, waiting for the children.
Luda helped Zhenya unbutton a button on her fur coat, and he said to her:
-Thank you, Luda. I couldn't undo this button myself.
The monkey opened his mouth, but there was nothing to ask. The children began to have lunch. After eating they say:
- Thank you, Svetlana Yuryevna, for the delicious lunch.
- Thank you, Svetlana Yuryevna, the borscht was very, very tasty.
- Thank you, Svetlana Yuryevna, for taking care of us. The monkey just blinks in surprise.
Questions:
- What did the monkey ask the children?
- Why didn’t she have anything to ask the children later?
- Later the story is dramatized.
Games - conversations in the senior and preparatory group group "We are adults."
Objectives: create a joyful mood, cultivate mutual respect. Teacher: You have grown up, you have become older. You are no longer kids, but senior group.Senior group. What does it mean?
So, no one in the group is crying anymore,
No one will spill soup on their shirt,
Everyone has learned to put on a coat,
Even shoes with tight laces
We don't trust either dad or mom.
Teacher: You have become adults and are probably friendly. Now we will try to create a mood collage. Take the pictures, carefully cut out the one you like and glue it onto a common sheet.
Teacher: Look at what a wonderful collage the adults and friendly guys in our group made. For your friendship, attention and respect for each other, I reward you with the “Friendly Guys” medals.
"Bye, summer".
Objectives: create a joyful mood, cultivate mutual respect. The teacher reads the poem:
The sun is shining brightly,
There is warmth in the air.
And wherever you look -
Everything around is light.
The meadow is full of bright flowers,
Dark sheets are covered in gold.
The forest sleeps, not a sound, the leaf does not rustle,
Only the lark rings in the air.
(I. Surikov)
- About what time of year we're talking about in this poem? Tell me, do you like summer? How? Why? - Tell me, guys, what is summer like? (Children name adjectives: warm, hot, cheerful, kind, bright, colorful, floral, mushroom, berry, fruitful, light, rainy, sunny...) - What can you do in the summer? (Children list the verbs - who is more: relax, sunbathe, swim, pick berries, mushrooms, swim, fish, travel...) - To better remember summer, we will lay out a summer landscape on a large green sheet from the ones you have prepared in advance at home figurines. How many of you know what a landscape is?
While working, turn on any recording - for example, P.I. Tchaikovsky's “Seasons”.
Children lay out trees, flowers, mushrooms, clouds, the sun, a river, a house, a girl and a boy, fir trees, berries, the sky, bees, birds cut out of colored paper on a green sheet of whatman paper... Teacher: We will hang this landscape in the group. On autumn or winter days, when we miss the sun and warmth, we look at our summer landscape and our hearts will become warmer.
"Autumn mood".
Objectives: to teach children to emotionally convey in words the state of nature, to use adjectives in speech, to cultivate love for their native nature.
Teacher: I bring harvests, I sow fields,
I send the birds south, I strip the trees.
But I don’t touch pine trees and fir trees. I…..(Autumn).
- Right. It's autumn. Autumn is a beautiful time of year, golden leaves, blue sky, White clouds. But there is another gloomy, gray, dark autumn. What kind of autumn do you see?
D/I “Finish the sentence”
- In memory of autumn, I give you these golden, crimson leaves.
"Gifts of Autumn"
Objectives: To evoke a joyful mood, to reinforce the signs of autumn. Teacher:
The sun, the sun is more cheerful, shine it some more, warm it up!
Rain, rain, don’t stop us from harvesting.
Pears, apples in the orchards, tomatoes in the fields,
Don't stop us from reaping wheat, don't stop us from digging
Beets, radishes and potatoes, and, of course, carrots,
Lingonberries, a little cranberries, a miracle - cloudberries
Collect a basket full of baskets in the swamps every hour.
Collect mushrooms and nuts so that when the rivers freeze
And when winter comes, the bins were full.
L. Zavalnyuk - What time of year is the poem talking about? How did you guess? Autumn has prepared a surprise for you.
D/I “Guess the taste”
- Did you like the surprise of autumn? (children's impressions are discussed).
“From what, from what?”
Objectives: create a positive mood for the week, encourage active communication through play.
Teacher: reads an English song translated by S. Marshak “Boys and Girls”
What are boys made of?
From snails, shells,
From green frogs.
This is what boys are made of.
What are girls made of?
From sweets and cakes,
From all kinds of sweets.
This is what girls are made of!
- Let's decorate the stencils of the boy and girl according to the text of the poem. The boys will decorate the girl's stencil, and the girls will decorate the boy's stencil.
For decoration, the teacher offers pre-prepared stencils, shells, beads, candy wrappers, etc.
- Our crafts turned out wonderful! Did you enjoy playing new game? (Discussion of plans for the week).
"A cheerful old man - a forest boy."
Objectives: encourage active communication through play, create a positive mood for the week.
Teacher:
There lived a small old man in the forest
And the old man laughed extremely simply
Ha-ha-ha yes he-he-he,
Hee-hee-hee yes boom-booh-boom!
Boo-boo-boo and be-be-be,
Ding-ding-ding and ding-ding!
Once, when I saw a spider, I was terribly scared,
But he grabbed his sides and laughed loudly:
Hee-hee-hee yes ha-ha-ha Ho-ho-ho yes gul-gul-gul!
Go-go-go, glug-glug-glug!
And when he saw the dragonfly, he became terribly angry,
But he fell down on the grass laughing:
Gee-gee-gee yes gu-gu-gu,
Go-go-go yes bang-bang-bang,
Oh, guys, I can’t!
Oh guys, ah-ah-ah!
Teacher: Did the old forest boy make you laugh? How did he laugh? How did you feel after reading the poem? Here are some laughs for your memory. When you feel sad, take the little laugh in your hands, close your eyes and remember how fun you and I laughed today. And then the sad mood will disappear.
Game "Pantomime".
Objectives: to cultivate the ability to freely express feelings, show your individuality; teach adequate ways of interaction; foster mutual understanding; develop the ability to calmly and completely listen to your interlocutor.
The presenter reads an excerpt from V. Suslov’s poem “Whisper and Rustle.” Children imitate movements according to the text.
Educator:
Prick up your ears
Listen to the silence!
Do you hear?
Children:
I hear...
Mice are rustling somewhere,
They rustle under the roots,
Peel the lump together
Children imitate the movements of mice: crawling, rustling, “peeling” an imaginary lump.
Educator:
Hush, rustle, don't breathe!
Do you hear the reeds have died down?
Do you hear?
Children:
I hear...
But the herons came out to hunt in the swamp.
The herons are in a hurry to have dinner,
They are prowling, looking for baby frogs.
It is important to walk around the group, raising your legs high, imitating the search for frogs. Educator:
Do you hear?
Children:
I hear...
Two bugs
They settled down to sleep in the chamomile.
They want to crawl under the sheets,
Petals rustle.
They look for an imaginary chamomile and go to bed. Teacher:
“Ring - ring - ring” -
And this is a bumblebee
Flew from spruce to spruce.
They imitate the flight of a bumblebee with a buzz and sit on an imaginary spruce.
The teacher thanks the children for a fun game and rewards the children with colored stickers.
Game “Who did the sun wake up?”
Objectives: To consolidate children's knowledge about the signs of the season - spring, to create a positive mood for the day.
Children are given object pictures of different seasons. The teacher tells the children that spring has come and the sun has appeared. The sun stretched out its rays and... woke up someone?
-Who did the sun wake up in spring?
- The sunbeam woke up the bear. He slept in a den in winter.
- The sunbeam woke up the leaves. They appeared from buds on trees and bushes.
- The sunbeam woke up the hedgehog. In winter he slept in a hole.
- The sunbeam woke up the ant and butterflies. Etc.
Teacher: So that you always have a sunny, joyful mood, you need to always have a sunny bunny nearby. And how to do it. Draw.
Hands out bunny stencils and children color them.
Game “What insect, name it.”
Objectives: consolidate children’s knowledge about insects, create a positive mood for the day.
Teacher: Spring has come. Nature has woken up, everything is coming to life: leaves are appearing, a bear has woken up in its den, birds are returning from the south. The insects also woke up. What insects do you know? (Children call).
- Do you like riddles? Then try to guess.
She's cuter than all the bugs
Her back is red.
And there are circles on it
Little black dots.
(ladybug)
* She has four wings,
The body is thin, like an arrow,
And big, big eyes.
They call her...
(dragonfly)
On the daisy at the gate
The helicopter descended -
Golden eyes
Who is this?
(dragonfly)
* Drinks the juice of fragrant flowers -
Gives us both wax and honey.
She's nice to everyone,
And her name is...
(bee)
Chock, chock, chock!
He flew into our garden...
(bug)
I don't buzz when I sit
I don't buzz when I walk.
If I'm spinning in the air,
I'm going to have a lot of fun at this point.
(bug)
We'll spread our wings
The pattern on them is beautiful.
We are spinning, fluttering -
What space all around!
(butterfly)
Although it has many legs,
Still can't run.
It crawls along the leaf,
The poor leaf will chew it all off.
(Caterpillar)
Not a beast, not a bird,
Nose like a knitting needle;
Flies - squeaks;
He sits down and is silent;
Who will kill him -
He will shed his blood.
(Mosquito)
A bull is sitting, he has six legs
And all without hooves.
(Bug)
In the green tailcoat of the maestro
Soars over the meadow in bloom.
He is the pride of the local orchestra
And the best high jumper.
From the branch to the path,
From blade of grass to blade of grass
The spring jumps -
Green back.
(Grasshopper)
In a clearing near the fir trees
The house is built from needles.
He is not visible behind the grass,
And there are a million residents there.
Game - task “Name the extra word.”
Read a series of words to your child. Each series consists of 4 words; 3 words in each series are homogeneous and can be combined based on a common feature, and one word differs from them and must be excluded.
Invite your child to identify the word that is “extra.”
For example:
-Brave, angry, daring, daring
-Apple, plum, cucumber, pear
-Milk, cottage cheese, sour cream, bread
-Spoon, plate, pan, bag
Attention game “Quality of objects”.
During this game, the child remembers, compares and generalizes the properties of various objects familiar to him. At the same time, concepts such as height, width, length, and the classification of objects by shape, size, and color are consolidated.
First, the adult asks the questions, and the child answers. Then the child becomes the leader. Here are sample questions:
-What is high?
Answers - pillar, man, house. You can introduce clarification into the question by asking what, what is higher - a tree or a house; person or pillar.
-What is long?
-What is short?
-What is wide?
-What is narrow?
-What is round?
-What is square?
-What happens to be fluffy?
-What happens when it’s cold?
-What is spicy?
-What is white?
-What is black?
Logical exercise “The most important thing.”
The presenter names different words denoting an object and asks to explain the importance of this subject for other concepts. What phenomenon or event cannot do without it?
For example, the word “water” is given. What can't happen without water? The child gives answers - rivers, running water, tea, you can’t wash your face or do laundry. Ducks are not allowed to swim, etc.
Then you can offer a number of other items - let the child remember why or who they are most important for. For example, pencil, glass, brick, wood.
Game-exercise “Training of auditory memory”.
The presenter reads aloud a selection of words, and the child must repeat them in the same order.
1.House, tree, sun, wind, sky.
2. Mom, brother, sister, uncle, aunt.
3. May, summer, Wednesday, spring, September.
4. Moon, stars, sun, air, clouds.
5.Sea, river, lake, pond, swamp.
6.Sofa, chair, armchair, table, bed, wardrobe, carpet.
The game is the task “Guess the proverb by its inversion.”
This game requires preliminary work to familiarize children with various proverbs and sayings.
There are many common proverbs and sayings in the Russian language, for example, “If you read a book, you become smarter.” Or “Small and remote.”
It is necessary to recognize a proverb by its “reversal,” that is, in the version when each of its words is replaced with the opposite meaning.
For example:
1. “If you are lazy, you will offend animals.” The correct folk version is “If you hurry, you will make people laugh.”
2. “If you start idleness, sit at home timidly.” The correct folk option is “When you’ve finished the job, go for a walk.”
3. “Being lazy, you will drown the meat in the river.” The correct folk version is “You can’t catch a fish out of a pond without difficulty.”
Game "Confused Names".
Children guess fairy tales whose names were mixed up by Baba Yaga.
"Broom soup";
"Princess - Bee";
"The Boy is a Giant";
"Ugly Kitten";
"The Wolf and the Seven Little Pigs";
"Three Little Wolves";
“Frog is a homebody”;
"Ivan Tsarevich and the green crocodile."
You can choose one of the fairy tales and tell it in a new version.
Game "Find the extra picture."
Select a series of pictures, among which every three pictures can be combined into a group according to common feature, and the fourth is extra.
Lay out the first four pictures in front of your child and ask him to remove the extra one. Ask: “Why do you think that? How are the pictures you left similar?”
Note whether the child identifies more significant features and whether he groups objects correctly.
If you see that this operation is difficult for the child, then continue to patiently work with him, selecting another series of pictures. In addition to pictures, you can also use objects. The main thing is to interest the child in the playful form of the task.
Exercises to develop mental flexibility.
Invite your child to name as many more words, denoting a concept.
-Name words for trees (birch, pine, spruce, cedar, rowan...)
-Name the words for pets
-Name words for wild animals
-Name the words denoting ground transport.
"What a word?"
Purpose: to teach to understand the meaning of words; to form in children a practical understanding of polysemantic words.
Game material: large pictures of polysemantic words; small pictures indicating other meanings of ambiguous words. Variants of using polysemantic words.
Progress of the game:
Language
The bell has a tongue. A bell without a tongue is mute.
The soldiers were on reconnaissance missions. They brought the language.
Here's the shoe. The shoe has a tongue.
Pen
Masha is a neat girl. Her hands are clean.
We're in class. The students have pens.
The door has two handles.
Key
There are many different keys:
The key is a spring among the stones,
Treble clef, curled,
And ordinary
Door key.
Here's the driver - what an eccentric:
He couldn't eat at all.
Because early in the morning
He turned and turned the steering wheel.
Why did you twist and turn?
It would be better to take it and eat it!...
A. Shibaev
You can continue the game by asking them to remember polysemantic words and make sentences with them. For each the right word and a successfully composed sentence with it, the child receives a chip. At the end of the game, count the chips and the one with the most chips wins.
"Compare and describe"
Goal: to teach children to use comparative words and phrases in stories.
Progress of the game:
Listen to the poem by V. Lifshits. Tell us how these cats differ. Use the words “unlike..., compared to...”
Siamese cat
I haven't seen any fur
Thinner and smoother, the same eyes
And the muzzle
As if in soot.
He's proud
He won't come into your arms
That pearl gray one
Mysterious cat.
Siberian cat
Siberian cat,
Fluffy cat,
Its fragrant fur is soft,
He himself is important and arrogant
Apparently he knows he's handsome.
The one who constructs his story correctly wins.
"Words are relatives"
Goal: to teach children to select words with the same root; teach you to understand the meaning of related words.
Game progress and task:
These words are matched with “relatives”. These words have a common part (root). The one who scores the most points wins.
Forest (forest, forest, forester, etc.)
Wood (wooden, sapling, etc.)
Feeling (to feel, sensitive, sympathy, etc.)
Teaching (teacher, teach, study, etc.)
Read E. Moshkovskaya’s poem about a truant to the children. Ask the children to find in it all related words to the word “truant.”
The truant was going for a walk,
He walked and whistled a song.
The truant wanted a bun
And he wanted a steering wheel.
He wanted chocolate
I'd like to suck some lollipops...
But the barman was skipping
And there are no sellers in sight.
And the projectionist was walking -
Didn't show the movie
Footballers and artists
We walked in one...
And the Truant was offended!
And the truant did not remain silent!
And truant revelers
"You are truants"! - he shouted.
"Magic words"
Goal: to develop the child’s speech hearing, to develop an idea of the sound composition of a word.
Game material: cards with words, magnetic alphabet and cut alphabet board for children.
Progress of the game:
Guys, listen to the poem. Make up other words from the title of this poem.
Deli
To take a big word,
Take out the letters, once and twice,
And then collect them again,
New words will come out.
Play with us early
And then sit down yourself.
This is from the word GASTRONOME
An important ASTRONOMER came out.
The MAG came out and the GNOME came out.
And behind them is an AGRONOMIST.
The bridge is built on the river,
THUNDER rumbles in the distance,
From the lower deck SAILOR
A CABLE pulls from the pier...
From above, the pilot can see the entire native SIDE.
Guys, try to make as many words as possible from the word HEALTH.
HEALTH - call, ditch, thief, healthy, look, nonsense, harm.
The one who composes the most words faster and faster wins.
“Who will say more words?”
Goal: name the qualities, signs and actions of animals, paying attention not only to external signs, but also to character traits.
An adult first shows the children a toy - a squirrel, then - a picture (a squirrel) and invites them to play: to say about it, what it is like, what it can do, what its character is.
The verbal description is preceded by a detailed examination of the object, highlighting parts of the body, tactile perception (how fluffy, soft it is; when looking at a picture, tracing the contour); reading poems, nursery rhymes, riddles about squirrels.
An adult and children reproduce the movements of a squirrel (empathy). The image of the animal is reproduced in drawing and modeling.
In progress various types activity, the adult offers to play: say about the squirrel, what it is like, what it can do, what its character is. Thus, it gives scope for selecting words from different parts of speech and naming not only the external features of the character6 the squirrel is red, fluffy, nimble, fast, brave, quick-witted; she climbs a pine tree, collects mushrooms, and pricks them to dry; stores cones to have nuts for the winter.
The use of visual aids available to each vision group and the connection of various analyzers (visual, tactile, kinesthetic) eliminates the formal assimilation and use of words by children. All exercises are carried out in a playful way, in various types of activities that are interesting and accessible to children.
Similarly, tasks are given about other animals: the bunny is small, fluffy, timid, trembling with fear; mouse with a long tail, curious.
"Who got lost."
Goal: to form words with the same root, to select synonyms for given words.
-Who is jumping along the forest path? (hare). How to call him affectionately? (bare, bunny, bunny). The bunny stopped, looked around, and got scared. Why7 (Lost, lost). Tell me, what is the bunny like now? (Sad, sorrowful, distressed). What can cheer him up? (The bird will sing a song, the hedgehog will tell a funny tale).
The exercises are accompanied by demonstrations of actions with a toy; display of figures on flannelgraph, accessible to the visual perception of children; showing actions, conveying emotions (empathy) by the children themselves; subsequent artistic depiction in sculpting, drawing the image of a bunny (scared, cheerful).
“What does it look like?”
Goal: To accustom children to the meaningful use of words in speech; learn to select synonyms, comparisons, and lead to an understanding of figurative expressions in riddles.
Preliminary work: observations in living and inanimate nature, looking at pictures, comparisons and descriptions of objects, work on lexical topics.
Children are asked to choose similar words (comparisons) based on visual perception (pictures).
White snow looks like (what?)…
Snowflakes look like (what?)…
Blue ice is like (what?)…
The fluffy bunny looks like (what?)…
“Choose a comparison - complete the sentence.”
The ground is covered with snow, like...
The ice on the river glitters like...
Rain flows down your face like...
A little bunny, like...
“What kind of needles are there?”
Goal: to give children an idea of the polysemantic word needle, to practice selecting words with the same root.
The vocabulary games are preceded by an examination of various types of needles (natural and images) - sewing, medical, spruce, pine, hedgehog; examination of their qualities (sharp, thin, prickly). Guess what word each tailor has?
Instead of a fur coat, this word is worn by a hedgehog on its back.
This word along with the Christmas tree New Year will come to me. (Needle)
- What needles do you know? (sewing, pine, spruce, medical).
- How are all needles similar? (they are sharp, prickly, thin).
- What needle do we use to sew and embroider? (sewing). What do you sew with a sewing needle? (Clothes).
-What do you do with a medical needle? (Injection).
-The hedgehog and the Christmas tree have very sharp needles,
Otherwise, the hedgehog is completely different from the Christmas tree.
-Where does the hedgehog live? Why does he need needles? (Defend yourself). From whom is the hedgehog protected?
Remember B. Zakhoder’s poem about a hedgehog:
Why are you, hedgehog, so prickly?
- This is me just in case.
Do you know who my neighbors are?
Wolves, foxes and bears.
- Finish the sentences: You’d better not touch the hedgehog, because it’s...(prickly). The fox touched the hedgehog and... (Pricked herself).
- The daddy hedgehog has long and thick needles, while the hedgehogs have... (short and thin).
- The needles on spruce are spruce, and on pine... (pine). Answer quickly, which of them is longer?
“Who can you pet?”
Goal: to introduce children to the ambiguous verb to stroke.
-Remember when we told you that you can’t pet a hedgehog? Who can you pet?
(Bunny, kitten, child). What can you pet? (Pants, dress, skirt). How to call all this in one word? (Cloth).
Carrying out a game - imitation of movements to rhyme:
I iron the dress, and the cat and the cat,
What they are walking under the window, I stroke with my palm.
Examination of plot pictures on the topic, accessible to the visual perception of children.
- What does a kitten do when petted? (Purrs, arches his back). Which objects have a back and which ones have a back? At the dog - ..., at the sofa - ...; a person has a back, and a chair has a back.
"Handle - leg."
Goal: to introduce children to different meanings words pen, leg.
- Guess the riddle: “He greets everyone with one hand, the other sees him off. He gives a hand to everyone who comes.” (Door knob).
-Which objects have a handle? (Speech exercises are accompanied by finding objects with handles in a group, examining them, and looking at the corresponding pictures.)
-What can you do with a pen? (imitation of actions along with verbal designation of actions).
- Draw objects that have a handle.
- Finish the sentences: You need a pen to... You can use the pen to...
- What objects do we call the word leg? (Being in a group, examining objects, looking at pictures accessible to children’s visual perception).
- Draw objects that have legs.
"What do you see around you?"
Goal: to clarify children’s ideas about the names of objects.
- Name the objects that you see around. (Naming objects is carried out in parallel with the games “Wonderful Bag”, “Find the Hidden Object According to the Plan”, “Fun Counting”, and examining objects).
- How do we distinguish one object from another? For example - a table from a chair? (By appearance, by purpose - they sit at a table, study, eat, sit on a chair).
- There are two girls in front of you (showing pictures accessible to visual perception). Compare them. (Children compare and come to the conclusion that they are the same.) How are they distinguished? (By name).
The next exercise is preceded by a detailed examination of objects, their images, and actions with them.
- What does the word mean... (ball, doll, pen?)
- I have a pen in my hand. What are they doing with it? (They write). The door also has a handle. Why are these objects called by the same word? (They are held with their hands.)
What does the word pen mean for this object? (Teacher shows a fountain pen)? (They write with her). What does the word pen mean here? (The teacher points to the doorknob).
(They open and close the door with it.)
-Can you name words that don’t mean anything? Listen to I. A. Tokmakova’s poem “Plim”.
A spoon is a spoon
The soup is eaten with a spoon.
A cat is a cat again -
The cat has seven kittens.
A rag is a rag
I'll wipe the table with a rag.
A hat is a hat
I got dressed and went.
And I came up with a word
Funny word - plim.
I repeat again -
Plim, plim, plim.
Here he jumps and jumps -
And it means nothing -
Plim, plim, plim.
- Come up with words that don’t mean anything (children’s creativity).
“Explainers”-1.
Goal: to clarify the meaning of nouns, to clarify generalizing concepts, to learn to interpret words.
Exercises are carried out based on object clarity; every child should have the opportunity to properly examine the object, tactilely examine it, and, if possible, act with it.
A guest from another planet “flies” to the children - an alien. He asks to explain what this or that word means, what these objects are needed for. Children are given a schematic plan of explanation (drawings that are accessible to perception - diagrams): appearance, weight, shape, material, what surface, what parts it consists of, how it is used). For example, a shovel is a tool for digging the ground, it is heavy, the handle is wooden , and itself is made of metal.
This exercise is good to use to clarify your vocabulary when working on lexical topics.
“Explainers” - 2.
Goal: clarify the meaning of verbs, learn to explain the meanings of verbs, develop accuracy of word usage.
The presenter names the verb and asks the children to explain what this word means:
- show the action it denotes using facial expressions and pantomimes;
- recall cases from your own experience when children performed these actions.
For example: sewing - sewing on a button, embroidering a napkin, sewing a dress for a doll.
Verbs: sew - knit, lie - sleep, clean - sweep, build - repair, carry - carry, draw - paint, etc.
Games aimed at developing dialogic speechfor young children, exercises that contribute to the formation of speech etiquette in children of this age, the formation of dialogue composition skills.
"Games and Exercises"
Formation of speech etiquette
Theme "Dating"
Say a name
Children stand in a circle. The teacher throws a ball to each child and says: “What is your name?” (“What’s your name?” “Who are you?”). The child catches the ball and answers: “My name is Katya” (“My name is Sveta”, “I am Kostya”).
Then the teacher asks the following questions: What is the name of the boy next to you? What is the name of the girl in the red dress? What is the name of your girlfriend (Friend)? – What is the name of your mother (sister, brother)?
The teacher asks several children in a row the same question. To train attention and speed of speech reaction, questions are asked randomly.
Let's stop and get to know each other
Children form two circles - small and large. With dolls in their hands, they move in two circles in different directions (Right - Left) and sing:
We run, we run, we run,
Because we are in a hurry.
And now we'll stop
And let's get to know each other.
Children from a small circle introduce their dolls to neighbors from a larger circle. At a signal, the circles move again to the music. Children introduce dolls to new neighbors.
Theme "Welcome"
Dunno learns to say hello
Dunno. Here I am! I am very glad to see you!
Educator . And we are glad to see you. But, Dunno, you didn’t say hello to us!
Dunno. But I don’t know how, I don’t know how to say hello!
Educator. You need to go up to a boy or girl, say “Hello” and say his name. You can nod your head slightly, like this: “Hello, Olya.” And they will immediately answer you: “Hello, Dunno!”
(Dunno greets all the children in order, they answer him: “Hello, Oleg (Sveta, Ira, Marina)”, “Hello, Dunno.”)
Dunno remembers that he did not say hello to the teacher and nanny, and also says “Hello” to them. The teacher explains that “Hello” can be said to the same boys and girls, but adults say “Hello.” Dunno is corrected:
Hello, Dunno.
Can children do this too? I want to hear how they greet you.
Hello, Anna Valentinovna.
Hello, Natasha (Oleg, Vitya, Yura).
Dunno . Is there any other way to say hello?
Educator. Yes, you can greet friends simply: “Hello!”, and with adults or unfamiliar children - “Good afternoon”, “Good morning”, “Good evening”.
Listen to O. Driz’s poem “Kind Words”:
Kind words are not laziness
Repeat to me three times a day.
I'll just go out the gate,
To everyone going to work,
Blacksmith, weaver, doctor
"WITH Good morning! - I scream.
"Good afternoon!" - I shout after
Everyone going to lunch.
"Good evening!" - that’s how I greet you
Everyone rushing home for tea.
Dunno . Can I try?
Hello, Vitya! (Sasha, Lena, Marina).
Hello, Dunno!
Good afternoon, Olya! (Katya. Misha).
Good afternoon, Dunno.
Good evening, Kolya!
Educator . They only say that in the evening. When your parents come home, you can say to them: “Good evening!”
Dunno. Good morning!
Educator. And that’s what they say in the morning when they come to kindergarten.
Dunno . So interesting! I’ll run and tell the guys in other groups.
Educator . Wait, Dunno, we need to say goodbye. say: “Goodbye, Dunno! See you!
Reply quickly
The teacher and children build in a circle. The teacher throws the ball to the child and says one of the forms of greeting or farewell: “Hello, Lena”, “Hello, Sasha”, “Good morning, Seryozha”, Good morning, Kolya”, “Good afternoon, Sveta”, “Goodbye, Vadik” ", "Goodbye, Oksana", "Bye, Marina", "See you, Tanya", "Good night. Peter".
Children, having caught the ball, respond with an appropriate response. First, the teacher speaks each line to several children in a row, then, to train attention and speed of speech reaction, the lines are spoken randomly. The child replaces the teacher.
Topic "Request"
Dunno learns to ask
Dunno came to the group upset. Almost crying.
Educator . Hello, Dunno! Did that happen?
Dunno . I wanted to bring toys to the children, but the store clerk did not give them to me.
Educator . Why? Did you ask him nicely?
Dunno . OK good! I was in a hurry and said this: “I’m late for the children in kindergarten! Give me the toys immediately!”
Educator . Now it is clear! Dunno, you didn’t ask politely, you asked rudely. Is that really necessary to ask?
Dunno . Just think, what difference does it make: polite or impolite?
Educator . But you sit down with the children and listen to my fairy tale, then you will understand whether there is a difference or not.
How the cockerel and the hen asked for a needle
Once upon a time there was a girl Mashenka. And she had a cockerel and a hen. Mashenka manages the housework all day long. And the cockerel and hen walk nearby and help.
Masha picked a gooseberry from a thorny bush and a finger and pricked it. The girl is sitting and crying, her finger hurts, there’s no way to get a splinter! A hen and a cockerel came running after her:
Don't cry, Mashenka! How can I help you?
Run quickly to the Christmas tree and ask it for a needle to pull out the splinter. Yes, ask politely.
Here's another! - thought the cockerel. “I won’t ask politely.” And so it will!
He ran up to the Christmas tree, stomped his feet, flapped his wings and shouted at the top of his lungs:
Ku-ka-re-ku! Come on, Christmas tree, give me the needle, and quickly! The tree was offended, frowned, put out its prickly needles - don’t come near, I’ll prick you! And then the chicken ran up:
Handsome - Christmas tree, green needle! Please give Mashenka a needle to pull out the splinter.
The Christmas tree has grown up, dropped its needles - take whichever one you want!
Thank you, Christmas tree!
The chicken took the needle and quickly went to Masha. Masha pulled out the splinter and smiled:
Thanks, chicken!
But she didn’t say thank you to the cockerel. Why do you think?
Dunno. How can I ask for toys for children? Maybe the kids can give me some advice?
Theme "Game"
Invitation to play by phone
Educator. Children, how can you invite a friend to the game? What do you usually say?
The teacher offers to invite a friend over the phone to play at home. For example, the teacher calls Ole on the phone:
Olya, do you want to play? (Let's play together. Do you want to play a game? etc.)
Yes I want to.
Do you have a doll?
Yes, I have.
Take it and please come and play with me.
Fine.
Then Olya calls Marina:
Marina, do you want to play?
Locomotive
Several children stand behind each other, forming a locomotive with carriages. The rest of the children stand at the “stations” with “passengers” - dolls, bears, nesting dolls, hares, etc. The “locomotive” begins to move with the words:
The locomotive whistled
And he brought the trailers
Choo-choo, choo-choo.
I'll rock you far.
At the “station” one of the children - passengers - asks to be accepted into the game:
Can I play with you? Can I give the bear a ride? The children from the locomotive answer:
You, Tanyusha, don’t sit here, come and play with us quickly!
The child fits in behind, and the locomotive goes to the next “station”.
I can do the same
The teacher, imitating the actions, reports:
I'm drawing.
The child must respond by imitating the action:
I also draw. (And I draw. I can draw too.)
The teacher gradually expands the remarks. I encourage children to make the same statements:
I can draw with paints (...draw in an album,...draw a house and a tree, etc.)
Replies: -I draw. -I'm cleaning the window. -I smile at all the children.- I smell the flowers. -I do exercises on the carpet. -I fly like a bird. -I'm a locomotive - I'm carrying firewood. -I'm rocking my little daughter.
What does mom do?
The teacher suggests remembering what mom does at home and telling all the children. Children speak out.
My mother cooks borscht.
Mine kills and vacuums.
My mother reads books to me... etc.
The teacher encourages children if they express common sentences or supplement their statements.
The game-conversation “What is dad, grandpa, grandma doing”, etc. is carried out in a similar way.
Find out who I was thinking about?
The teacher invites the children to make a wish for one of the children present, but not to name him (the teacher). Then he asks questions by which he guesses the child: Is it a boy or a girl? What kind of hair does she have: dark or blond, short or long? Does she have a bow? What color is the dress? Etc.
Then the roles change: one of the children makes a guess, the teacher (child), and everyone guesses.
The games “find out my favorite doll”, “Whose dress did I like?”, “What item did I have in mind?” are played in a similar way.
During questioning, children should see these objects.
What's in the group?
One of the children is asked to look around the group and remember everything well. After this, he is blindfolded and asked questions that he must answer from memory.
Questions could be: How many windows do we have in our group? What color are the chandeliers? Where is the portrait? What is between the teacher's desk and the closet? Do we have sockets in the group? Is the floor brown or red? Etc.
To make it more difficult, the child asking the questions can also be blindfolded.
3.2. Exercises in composing dialogues
Bunny invites Squirrel to his birthday
1. Dialogue project (not shared with children).
The squirrel was picking mushrooms in the forest and met the Bunny. He was carrying a full basket of ripe apples and was in a hurry. Squirrel and Bunny were friends and were very happy to meet each other.
Hello Bunny! I'm so glad to see you!
Hello, Squirrel. I'm glad I met you too.
What's your hurry?
I'm hurrying home. I need to bake an apple pie before the guests arrive. Today is my birthday and I invite you to visit.
Thank you, I will definitely come.
Well, I'll run. Goodbye. Until the evening!
See you!
2. The teacher informs the children of the situation, staging it with the help of toys:
The squirrel was picking mushrooms in the forest and met the Bunny. He was carrying a full basket of ripe apples and was in a hurry. Squirrel and Bunny were friends and were very happy to meet each other. They started talking.
3. The teacher reports the content of the conversation between Squirrel and Bunny: Squirrel asked where Bunny was in a hurry. Bunny said that he was rushing home to bake an apple pie when the guests arrived. It's his birthday. Bunny invited Squirrel to his birthday. Squirrel thanked her and promised to come. They said goodbye until the evening.
Didactic games (for the formation of vocabulary
"Jump over the ditch"
Purpose of the game. Teach children to form the imperative form of a verb using prefixes.
Organization of the lesson.
The players are divided into two teams and lined up on the court, one opposite the other (at a distance of 50 cm).
Two parallel lines are drawn in front of each team - this is a ditch. In the words of the teacher:
If you want
Be smart
If you want
Be strong
If you want
Be healthy -
Jump over
Through the ditch!
everyone is jumping. The team that wins larger number The players managed to jump over the ditch without stepping on the line. Game continues. The losing team, using the same rhyme, but already spoken by the “winners,” makes a second attempt. The game can be intensified by asking children to jump with their eyes closed.
"Wind"
Purpose of the game. Teach children to form verbs using prefixes (looked out, rushed, jumped).
Organization of the lesson.
One of the players plays the role of the breeze, the rest play the role of hares. Children-hares put hats with long ears on their heads and squat down in a circle. In response to the words spoken by the teacher:
From a snowdrift at the edge of the forest
Someone's ears peeked out,
And he rushed - hop and hop -
White little ball
they slowly rise and jump forward on two legs.
For the next quatrain:
Here he jumped with acceleration
Along the green thawed patches,
He circles around the birch trees,
Jumping over puddles!
children jump in the direction where small circles-puddles are drawn and jump over them.
To the words spoken together with the teacher:
Wind, wind! Catch up!
Don't catch up with the dashing bunny!
scatter around the hall. The wind child must show off the fleeing people.
The game is played with a small subgroup (6-8 children). If there are more players, two “breeches” are chosen.
"Train"
Purpose of the game. Strengthen children's ability to correlate words with actions.
Organization of the lesson. The children are lined up one after another, forming something like a “train”; they place their hands on the shoulders of the player standing in front. In response to the words spoken by the teacher:
Chug, chug, chug-chug,
Puff-choo, grunt-choo,
I don't want to stand still!
The “train” begins to move slowly, gradually accelerating.
Ko-le-sa-mi
I knock, I knock,
Ko-le-sa-mi
Believe it, believe it,
Sit down quickly
Pro-ka-choo!
Chu! Chu!
Next, the movements are performed according to the text: “I knock the wheels, I knock” - the children stomp their feet; “I’m spinning my wheels, I’m spinning them” - circular movements with arms extended forward. To the words: “Choo! Chu!” - the “train” stops.
A card index of games aimed at enriching and activating the vocabulary, forming the grammatical structure of speech.
Game "Why"
Goal: To teach how to use the conjunction “because.”
Children ask a question. The adult answers the children’s questions using the conjunction “because.”
Sample questions: Why did the doctor come? Why do people take umbrellas? Why do birds fly away? Why can't you swim in winter? Why do you need to be attentive in class?
A game: "The Fourth Wheel"
Purpose: To learn to classify an object according to its characteristic feature or purpose.
Children determine which picture is odd and why. The material is selected according to the lexical topic (for example, dog, cat, goat, tit)
Game: “Mashenka’s treat”
Goal: Practice writing simple sentences and using nouns in indirect cases.
Masha came to the forest and called the animals to her, offering them food. “Animals” must name themselves and tell what they eat: a bear - honey and berries, a hedgehog - berries, snails and mushrooms, etc.
Game: “What did the artist forget to draw?”
Purpose: To practice using nouns in the Genitive case.
Children are given figures of animals, birds, objects that are missing individual parts (an eagle has a wing, a rooster has a beak, etc.) Children must name what is missing.
Game "Truth - falsehood"
Goal: Finding words or phrases in the text that do not fit the meaning, replacing them with suitable ones.
The teacher reads a poem, the children say what is true and what is not.
Warm winter now
The grapes are ripe here.
Horned horse in the meadow
In summer he jumps in the snow.
And in winter among the branches
“Ha-ha-ha,” the nightingale sang.
Quickly give me the answer -
Is this true or not?
Game "Who is bigger?"
Goal: Learn to select words that are close in meaning to what was said.
Example words:
Fox - little fox, gossip, little fox-sister, vixen, Patrikeevna...
Baby - baby, toddler, crumb, child...
Blizzard - blizzard, blizzard, blizzard, blizzard...
Wet - wet, damp...
Beautiful - wonderful, wonderful, good...
Ball game "Say the opposite."
Goal: Find words that have opposite meanings. An adult throws a ball and says a word. The child names the antonym.
Example words: clean - dirty, wide, healthy, cheerful, slow, soft, sharp, angry, sweet, hot, brave, tall, affectionate, summer, light, old.
Game "What is this?"
Goal: Finding a generalizing word for a given series of words.
Example words: Body, cabin, wheels, steering wheel, headlights - car.
Trunk, branches, twigs, leaves - tree
Dial, hands, pendulum, mechanism - clock.
Game "What's extra?"
Goal: Find a word that does not fit in meaning, but is consonant with the others.
Example words:
Goose, caterpillar, goose.
Sick, big, hospital.
Lamb, lamb, lamb.
Rain, rainy, wait.
Sea, carrots, sailor. Find out why given word superfluous.
Games for developing dialogic speech in children preschool age. The development of dialogical speech plays a leading role in the process speech development preschool child and therefore occupies a central place in common system work on speech development in kindergarten. The games are arranged in ascending order - from early preschool age to high school age. These games will be interesting and useful for both teachers and speech therapists.
The development of dialogic speech plays a leading role in the process of speech development of a preschool child and occupies a central place in the overall system of work on speech development in kindergarten.
The development of communicative abilities of preschoolers is an important part of the cultural and speech education of children. Constant attention of teachers and adults is needed in organizing the development of dialogic speech, active assistance in mastering the art of verbal communication.
Games for preschool children
* Dog (I have a learned dog -
Round button nose.
If I'm wrong about something,
He barks loudly: ... (“Woof – woof!”)).
* Cow (Zorka walks through the meadows,
He brings us milk.
Zorka would like to live in a mansion,
And she is in the stable: ... (“Moo-moo!”)).
* Cat (Cat with a mustache, like a robber,
Jumped over the windowsill
Scared away the neighbor's chickens
And he purrs: ... (“Pur - pur!”)).
* Bee (Only the cherry blossomed -
A bee flew into the garden.
I've been following her for a long time
She is looking for honey:... (“Zhu-zhu!”).
Game "Knock-Knock"
Playing with bi-ba-bo toys. The teacher asks. The children answer.
Knock, knock!
Who's there?
Meow meow meow!
Are you a cat?
Meow-meow, meow - I am!
Cat, do you want some milk?
Knock, knock!
Who's there?
Aw-aw-aw! It's me!
I came for a bone!
Teacher questions:
1. Who came for whom? (dog behind cat)
1. Who eats what?
2. Onomatopoeia for a cat, a dog (meow, woof-woof).
Game "MAGIC BAG"
1. Children take turns putting their hand into the bag, selecting one of the objects, feeling it and calling it
2. Children take turns putting their hand into the bag, choosing one of the objects, feeling it and calling it. Then they pull out the object to test themselves. (For middle age)
3. One child chooses an object and tries to guess what it is. The rest ask questions that help determine which item is chosen. (For older people)
Game “WHERE WE WERE, WE WILL NOT TELL, BUT WE WILL SHOW WHAT WE DID”
Children break into pairs and choose one animal or bird for themselves and their partner. The selected animal must be depicted in such a way that other children recognize it.
Game "Like this"
Target. Strengthen children's ability to answer questions and coordinate movements with words.
Progress of the game:
Children stand in a circle. The teacher asks the children questions to which they answer “like this,” accompanying the words with movements.
- How are you?
- Like this (stretch your hand forward with your thumb raised up)
- finger).
- Are you looking?
- Like this (look through binoculars).
And so, to all subsequent questions, the children answer: “Like this,” and with an appropriate gesture show exactly how. The questions can be very different:
- How are you swimming?
- Are you running?
- Are you looking forward to lunch?
- Are you waving after me?
- Do you sleep in the morning?
- How are you being naughty?
Then one of the children takes on the role of leader; he learns to come up with and formulate a variety of questions.
Game "Yes and No"
There are different toys in front of the children. The teacher names the toys and asks the children: Is this a ball? And the children answer - Yes or no.
A game similar to a children's song: “Far, far.....
They are grazing in the meadow..."
Child: “Horses?”, “Goats?”, “Cows?”
Goal: to teach interrogative intonation.
a) children come up with words for a certain sound:
Speech therapist: “The artist drew a LJ....”
Child: “A bug? Giraffe?…"
Game "Give me a word"
Mixed with sour cream,
It's cold at the window,
Round side, ruddy side
Rolled... (Kolobok)
They are usually for sewing,
And I saw them on the hedgehog.
Happens on a pine tree, on a Christmas tree,
And they are called... (needles).
I'll clear the snow, guys.
Only I need... (shovel)
Quiet, quiet, like in a dream,
Falls to the ground... (snow).
Olya listens in the forest,
How the cuckoos cry.
And for this we need
Our Ole... (ears).
Games for middle preschool children
Game "What Do You Have"
Work in pairs with pictures or toys. At the same time, the problem of fixing the genitive case of the singular is solved.
Do you have an orange?
No, I don't have an orange, but I do have an apple. Do you have an apple?
Game with pictures.
At the same time, the problem of introducing and consolidating the use of prepositions is solved.
Is there anything in the vase?
Yes, there are flowers in the vase.
Is there anything hanging on the wall?
No, there's nothing hanging on the wall.
Is there anything behind the box?
Yes, there is a pencil behind the box.
Game "CONTINUE THE CONVERSATION"
Game “Saw-showed-named, named-saw-showed”
With the help of leading questions, children are given incorrect dynamic characteristics of the depicted objects (is the plane plowing?, is the tape recorder jumping?, is the iron singing?, etc.).
Game "Shop"
One child was a “seller”, the rest were “buyers”. Various items were laid out on the “store” counter, in accordance with the selected department: groceries, household goods, office supplies, Construction Materials. The buyer, without pointing to the item he wanted to buy, described it, told what it could be useful for, what could be made from it. The seller had to understand exactly what product the buyer needed.
Game "Pinocchio's Journey"
The children were shown a Pinocchio doll and told that he was an avid traveler and would tell where and when he had been and what he had seen. The children's task was to guess in which rooms kindergarten visited Pinocchio and when it was (winter, summer, morning, evening). For example, Pinocchio was where children roll up their sleeves, soap their hands, and dry them; Pinocchio was in the garden at a time when children were skiing, sledding, making snowmen, etc.
Game "Three Bears"
The teacher invited the children to tell a fairy tale together. First, he found out whether the children remembered the fairy tale “The Three Bears” by asking questions: “How does the fairy tale begin?”, “Where did Mashenka end up?”, “What did she see in the first room?” Then he began phrases from the fairy tale, and the children finished them. As the story progressed, the adult addressed each child so that all children were involved in the game.
Game “Guess what object I have in mind?”
There are 4 objects on the table: a red ball and a cube, a blue ball and a box. The speech therapist comes up with one of them, and the children use questions to guess the subject:
- Is this item blue or red?
- Round or square?
The same task can be used for generalizing concepts: birds-animals, vegetables-fruits, etc.
Games for older preschool children
Game "Yes and No"
Goals. Familiarity with the question as a form of obtaining information and knowledge; activation of speech search activity.
Material. Seven to eight items for various purposes - toys, household items, vegetables, clothes.
Items are laid out on the table.
The teacher says: “Consult with each other and wish for some object, but don’t tell me. And then I will ask different questions to guess what item you wished for, and you can only answer “yes” or “no.” Do you understand everything?"
Children are given time to think. Then the teacher begins to ask questions.
Is this item needed on the farm? - Are they eating him?
Is it worn on the body?
Is it in the middle of the table? He lies next to...? - Is it round? Is it brown? And so on.
It is necessary to adhere to a certain logic: from the purpose of the object - to its location - to clarifying the external signs, only then to name the answer.
“Now let’s switch roles. I will make a wish for one of the objects, and you will ask questions.”
Game option.
Children are divided into teams. Each has its own table with objects. First, one team makes a guess about an object, and the other guesses with the help of questions. Then the children change roles. The team that asks the most questions wins.
Game "Guess who I am"
Target. Teach children to perceive messages and express their opinions in response.
Progress of the game:
A presenter is selected. His task is to imagine himself in the role of a fairy-tale character and name his characteristic features (or trait). The rest of the children guess.
For example:
“I’m very short,” says the leading player.
-Are you Thumbelina? - suggests one of the children.
- No. I'm not a girl, but a boy.
- Then you’re probably Thumb Thumb.
- No. I don't have brothers, but I have friends with whom I live.
- I think that you are Zhikharka.
- That's right.
The child who guesses correctly becomes the leader.
Game "Who will confuse whom"
Goals. Teach children to express their point of view, politely reject the opinion of the interlocutor, prove that they are right, showing patience; develop resourcefulness and ingenuity in choosing arguments; consolidate knowledge about the appearance of animals.
Material. Pictures of animals.
Progress of the game:
Two people play, but the game is more fun in the presence of spectators.
One of the players takes any picture from the box (the pictures are face down) and names it. The second player objects by naming the animal incorrectly. In response to this, the first player argues against the opinion of his interlocutor.
- This is a tiger.
- I think it's a hare.
- You're wrong, hares are not striped.
- The hare could lean against the painted bench.
- The hare is a forest animal, and there are no benches in the forest.
- And this one may have escaped from the zoo.
The one who has the last word wins.
Complication. All participants can “confuse” the player in turn.
Game option.
The theme may change: pictures depicting transport, electrical appliances, household items, etc.
Game “Does it happen or not?”
("Tall Tales")
Goals. Teach children to respond favorably to unrealistic (false) messages and tactfully correct them; develop evidence-based speech; cultivate a culture of dialogue: do not interrupt each other, do not shout from your seat.
Progress of the game:
Children take turns telling stories. The player who notices the fable must prove why this does not happen.
- First, the teacher plays out several fables.
- On a sunny summer day, the guys and I went for a walk.
- They made a slide out of snow and began to slide down it.
- Spring came, all the birds flew away, it became sad without them.
- It's Vitya's birthday. He brought a treat to the kindergarten:
- sweet lemons, salty candies, bitter cookies.
Note. At first, one fable is included in the stories; when the game is repeated, their number is increased.
Game "Error"
Goals. Develop attention to speech messages and the ability to be tolerant of erroneous judgments and correct them kindly; express agreement in response to correct messages.
Progress of the game:
Educator: “I will tell you about something. If you notice an error in my reasoning, correct it and explain why you think so. And if you agree with my statement, then say this: “Yes, you are right, I.O.” or “I agree with you, I.O.”
Examples of judgments:
- Carlson lived in a small house near the forest.
- Friday comes after Wednesday.
- Pinocchio is one of the inhabitants of the flower town.
- Washing your hands is unhealthy.
- If you listen to adults, then nothing interesting will happen.
- If there are leaves on the trees, then it's summer
Game "Magic Key"
Target. Strengthen children's ability to use various options for expressing requests for permission in speech.
Progress of the game:
The game is organized during the regime processes. For example, a teacher invites children to wash their hands (on a walk, in the bedroom, etc.). He stands in the doorway and, smiling, says: “The door is locked. Whoever finds the key will open the door. Remember the proverb: “Kind words open locks.” Whoever says kind words, the door will open for him.”
The children pronounce the request, and the teacher encourages them to use different versions of the request formulas: “Masha already said so. Can you open the lock any other way?”
Approximate formulas for expressing a request for permission:
Let me pass.
Allow me, please.
Let me pass.
Let me through please.
Could you please let me through?
If possible, please skip it.
Excuse me, can I come through?
Game "Connoisseurs"
Goals. Teach children to politely formulate impulses and respond to them kindly; consolidate knowledge about your hometown.
Material. Photos and postcards with views of your hometown, city map, chips.
Progress of the game:
Children are divided into two teams and sit at the table opposite each other. The starting team is selected by drawing lots or some other method. One of the players on this team gives one task to the player sitting opposite. Tasks may be different:
- name the longest street, the shortest street, a beautiful building on the river bank, a monument, etc.;
- show a street or landmark on a map or photograph;
- tell us about a city landmark, a city holiday, a famous fellow countryman, etc.
The child who receives the task completes it and receives a token for completing it correctly. After this, the player sitting next to him addresses the players of the opposing team with a response task. If the players cannot complete the task, they turn to its author with a polite refusal: “Unfortunately, I cannot name (show) ... won’t you name (show) yourself?” If he completes it himself, then the chip goes to him, and his team formulates the task again.
The team with the most chips wins. She is presented with a set of medals depicting the city's coat of arms.
Game options. The theme of the game may change: “Signs of spring”, “Animals of our region”, etc.
Game "SNOWBALL"
It is required to compose a story on a given topic in a circle. Each participant begins his phrase by repeating the end of the phrase of the previous one.
At the generalization stage, children’s communication with each other comes to the fore. For this purpose, various communicative situations and games are created to develop non-verbal thinking.
Game “Why? That’s why!”
The teacher started the game, then the children continued it. The teacher asked “tricky” questions, for example, “Why does the dog bark?”, “Why does the cat wash itself often?” For the most plausible and conclusive answer, the child received a chip.
Conclusion
Games can be included not only in classes and in the joint activities of the teacher with children, but also in the independent activities of children. The undoubted advantage of games is that they create a favorable emotional background necessary for children to be attracted to the pedagogical process, the teacher, and his tasks. As a result of systematic, consistent, painstaking work, results will be achieved; children will be able to use dialogic speech in order to move on to monologue.
Davydova N.V.,
teacher speech therapist
Exercise "Let's get acquainted"
Goal: development of communication skills, the ability to make contact.
Calm music sounds. Children are divided into pairs, stand opposite each other, get to know each other: look their peers in the eyes, shake hands or touch each other and say their name: “I am Dima, and you?” After this, the children hold hands and spin to the music.
A game "Pasha - Natasha - Julia"
Goal: to consolidate the ability to address peers by name.
Children stand in a circle. The teacher has a ball in his hands. He starts the game and names the route along which he will throw the ball: “Tanya - Zhenya” and throws the ball to the children whose names were named. You can name more complex routes. If there are children in the group with the same names, the participants agree to use other name options.
Exercise "Request"
Goal: to teach children to formulate a request and give thanks. The teacher acts as a leader. While preparing for the walk, the children take turns turning to him with a request. For each politely formulated request and use of polite words, the child receives a chip.
A game “What should I ask when we meet?”
Goal: to teach children to make contact and maintain communication. Children sit (stand) in a circle. One of the children holds an object (ball, doll, etc.). The players’ task is to pass the item, ask each other a question and get an answer.
Sample questions: What is your name? How old are you? Who do you live with? Do you have Brother or sister? How is your mother's name? Who are you friends with? What do you like to play with? Don't you want to sleep? Are you going to go for a walk outside? What do you like to eat?
On initial stage In teaching, the teacher can formulate the question and answer, then set only a guideline for asking the question (ask about a toy, mood, friend, weather, clothes, etc.).
Exercise "Question answer"
Goal: to develop children’s ability to answer their partner’s questions. Children stand in a circle. One of them is holding a ball in his hands. When asking a question, the player throws the ball to a partner. The partner, having caught the ball, answers the question and throws it to the other player, while asking his own question, etc. (for example: “What is the name of the teacher?”, “What game do you like?”: - “Traps”, etc. .).
A game "Polite words"
Goal: to teach children to politely end a dialogue using polite words and gentle intonations.
Children sit in a circle and, passing each other an attractive object, name the words that are most often used when completing a dialogue (goodbye, see you, all the best, see you later, good night, etc.). The teacher draws attention to the fact that when saying goodbye (when leaving home from kindergarten, after finishing a conversation, and in other situations), you need to look your friend in the eyes. The skill is practiced in natural communication situations.
A game "Invitation"
Goal: to teach children to invite each other and politely respond to the invitation.
Children are divided into pairs. Some children, together with the teacher, discuss options for inviting friends (where they could go, travel, what to do). Then one player invites a peer. The other one accepts the invitation. After this, the children change roles: the first child invites a friend, the second accepts the invitation.
The invitation can be accompanied by the presentation of a beautiful postcard.
A game "Talking on the phone"
Goal: developing the ability to conduct a dialogue over the phone on a relevant topic (the topic is set by the teacher - congratulations on your birthday, inviting you to visit, arranging to go out, etc.). The participants of the game hold the telephone receiver, dial the phone number and conduct a dialogue.