Speech therapy games for children to enrich vocabulary. Games to enrich a child's vocabulary. Game exercise “Finish the phrase”

Expansion of the vocabulary of preschoolers 3-4 years old occurs during free play with toys. Children of this age really love to play with sets of toys “Doctor”, “Hairdresser” and others. Taking on the role of a doctor, the baby treats his “patients” - dolls, uses words - the names of the accessories of the toy set, the names of the actions that he performs during the “treatment”. At the same time, he copies adults, imitates their intonations. A desirable toy is a telephone, with which you can develop a dialogue. You can talk on the phone on different topics, and an adult should take advantage of a play situation to develop the child’s ability to answer questions and maintain a conversation.

Enriching your vocabulary with board games

Board games have a very good educational effect. You can make them yourself. To expand vocabulary, various lotto games are used, one of the most favorite is “Zoological Lotto”. Each large map is dedicated to one group of animals, for example: domestic animals, forest animals, zoo animals, animals of the North. In the center of the large map there is a plot picture depicting animals in nature, and along the edges there are subject pictures. The same pictures, but on separate cards, are needed for demonstration; they are kept by the presenter.

Sample material for Zoological Lotto:

Pets: horse, cow, pig, sheep, dog, cat, chicken, rooster, goose, duck, turkey;

Wild animals: wolf, hare, fox, bear, squirrel, hedgehog, tit, woodpecker, starling, magpie, sparrow, cuckoo;

Zoo: elephant, lion, tiger, giraffe, antelope, zebra, kangaroo, hippopotamus, rhinoceros, parrot, ostrich, monkey;

Animals of the North: walrus, seal, seagull, arctic fox, polar owl, polar bear, fur seal, whale, dolphin, reindeer, ermine, white partridge.

This lotto is used for various games.

Game “Who Moves How”

Goal: to clarify the verb vocabulary on this topic.

First option

How to play: Children have big cards. The presenter names the action word (jumps, runs, crawls, flies), and the children name the desired animal and put a chip on the picture. The first one to cover the object pictures with chips wins.

Second option

How to play: Children have large cards, and the leader has small cards with images of animals. The presenter raises the subject picture. The child who has the same picture must name it and say how this animal moves.

Goal: to clarify the verbal and subject vocabulary on the topic.

First option

How to play: Children have big cards. The presenter names the word action, and the children name the desired animal. For reference: a horse neighs, a cow moos, a pig grunts, a sheep bleats, a dog barks, a cat meows, a chicken clucks, a wolf howls, a hare squeaks, a fox yelps, a bear roars, a squirrel clicks, a hedgehog snorts, a tit whistles, a woodpecker knocks, a starling sings , the magpie chirps, the sparrow chirps, the cuckoo crows.

Second option

How to play: Children have large cards, and the leader has small cards with images of animals. The presenter raises the subject picture. The child who has the same picture must name it and say how this animal sounds.

Game "Domestic and Wild"

Purpose: distinguish between groups of domestic and wild animals.

Progress of the game: For the game, subject pictures are taken from the “Domestic Animals” group and from the “Wild Animals” group. Two people play: a child and an adult. They agree who is “more important”: wild or domestic animals. According to the rules of the game, the “master” takes the “subordinate”. Then they distribute all the pictures equally and at the same time place one of any pictures on the game con. The lava picture “Takes” the secondary one. If two pictures fall out from one conditional group (two main or two secondary), they lay out one more, and so on until one wins.

Game "Guess the description"

Goal: development of auditory attention, enrichment of vocabulary with adjectives denoting characteristics of wild and domestic animals.

Progress of the game: Children each have several subject pictures from the “Zoological Lotto”. The presenter describes the animal using adjectives. The child who has the required picture depicting a given animal must pick up this picture and name it. If the riddle is solved correctly, the child receives a chip and places it on the picture. The winner is the one who covered all his pictures with chips first.

Sample pictures for the game: bear, wolf, hedgehog, squirrel, hare, fox, cow, cat, dog, goose, elephant, tiger, lion, monkey.

For information: (riddles-descriptions):

Shaggy, clubfooted, brown;

Hungry, gray, angry;

Spiny, small, gray;

Small, fast, red-haired;

Cowardly, quick, white;

Cunning, dexterous, red-haired;

Large, horned, kind;

Fluffy, affectionate, gray;

Guard, strong, faithful;

White, loud, homely;

Huge, kind, fat;

Striped, predatory, evil;

Dangerous, powerful, maned;

Funny, mischievous, fast.

Mastering words - names of parts of objects

The assimilation of words - names of parts of objects occurs in the process of jointly examining an object with an adult and highlighting its characteristic features, the parts of which this object consists. Such an analytical perception of an object is very important, since the child learns to pay attention to the essential parts of the whole. The main features are the identification marks of a given object, its most striking details (an elephant's trunk, a giraffe's shell, a giraffe's long neck). It is necessary to attract children's attention to smaller identifying features, teach them to peer closely, and compare two similar objects. For example, the hallmarks of a daisy will be white petals and a yellow circle in the center; roses - thorns on the stem, pink or red bud.

To learn the names of the parts that make up complex objects, you can make cut pictures. You need to cut the pictures so that each part is on a separate fragment.

Children assemble a cut-out picture, naming each detail.

Lotto is used for the same purpose. "The whole and the parts."

On large maps there are images of entire objects, and on small maps details of these objects are given.

How to play: Children have big cards. The presenter picks up a small picture and asks what the name of this item is and which large picture it matches. The game continues until all the small pictures are matched to the big ones.

The winner will be the one who completes this first.

Expand your vocabulary with riddles

At this age, children easily cope with riddles containing a description of an object using actions performed with this object (functional characteristics); with riddles - descriptions of the qualities of an object, as well as with riddles containing generic concepts and specific features of a given object. Riddles with texts containing a metaphorical interpretation of an object, its figurative characteristics, for example: “I am a one-eared old woman, I jump on the canvas, and I pull a long thread from my ear, like a cobweb,” are not yet accessible to children. This should be taken into account when selecting riddles for activities with a 3-4 year old child.

Examples of riddles composed according to the functional characteristics of an object:

He is friends with the owner,

The house is guarded

Lives under the porch

And the tail is a ring.

(Dog)

Knocking all the time

The trees are being hollowed out,

But it doesn't hurt them

But it only heals.

(Woodpecker)

It's fun in the spring,

It's cold in the summer,

Nourishes in autumn

Warms in winter.

(Tree)

Lives in a hollow

Yes, he gnaws nuts.

(Squirrel)

Riddles constructed in the form of descriptions of the characteristics of objects

Small, remote,

Passed through the earth

I found Little Red Riding Hood.

(Mushroom)

Who is cold in winter

Walking around angry and hungry?

(Wolf)

Little animals

Gray fur coats,

Long tails

Sharp teeth.

(Mice)

Riddles containing generic concepts and specific features of a given object

This is a tree with strong leaves and acorns grow on it. (Oak)

These are the utensils from which tea is drunk. (Cup)

This is a toy with which you can build a tower. (Cubes)

Development of word formation

The fourth year of life is the time of mastering the basic word-formation patterns of the language. This process is long and covers the entire preschool age. The easiest suffixes to learn are diminutive and magnifying. There are many such suffixes in the texts of nursery rhymes and children's poems, especially in translations of English songs by Marshak and Chukovsky. For example:

Three very cute fairies

We sat on a bench.

And, having eaten a bun with butter,

We managed to get so oily that we washed these fairies

In active speech, diminutive suffixes are used to form words denoting small objects. To draw children's attention to the possibility of using these structures, it is useful to look at paired pictures in which the same object will be depicted in different sizes. We will name a large object without using a diminutive suffix. After viewing the pictures repeatedly, invite your child to play the “Match a Pair” game, during which you will need to combine pictures representing a large and a small object into one pair and name them accordingly, using adjectives: “I have a big blue ball,” “A I have a little blue ball”, Sample pictures for the set “Paired objects”: a big blue ball, a small blue ball, a big green tree, a small green tree, a big ship, a small toy boat, a multi-story building, a small house.

Learning the suffixes that form the names of baby animals

Children of three years old learn suffixes with the help of which words are formed - the names of baby animals. It is best to use games with toys - images of animals. Let, for example, an adult be a mother cat, and a child be a kitten. In the game, both the adult and the child will use words - the names of baby animals; this is necessary as the game progresses. Then you can play horse and foal, cow and calf, using the toys you have at home. To reinforce this topic, you can use pictures. There are special book-albums with images of animals and their young; you can use illustrations for fairy tales or other books. Particular attention should be paid to the words denoting young animals, which have a different root than the words - the names of adult animals: horse - foal, cow - calf, dog - puppy, hen - chicken, sheep - lamb, pig - piglet.

Learning augmentative suffixes

Suffixes denoting increase appear in the fairy tale “The Boasting Hare.” When reading or telling this fairy tale to your child, emphasize the intonation suffixes, let the child feel that paws, teeth, tail really very big.

Development of grammatical structure of speech

Games to reinforce the agreement of adjectives with nouns in gender

Lotto game "Round, square, oval"

Progress of the game. Children have cards with drawn pictures: four pictures on each card. The presenter names an adjective, for example, oval. Children who have a picture depicting an oval object name it along with an adjective ( oval lemon) and cover the picture with a chip. The presenter needs to clearly pronounce the endings of adjectives.

The following adjectives are used: round, round, round; square, square, square; oval, oval.

Lotto game "Long, short, wide, narrow"

Goal: strengthening the ability to coordinate adjectives with nouns in gender, enriching vocabulary.

Progress of the game. Children have cards with drawn pictures: four pictures on each card. The presenter names an adjective, for example long. Children who have a picture depicting a long object name it along with an adjective (long pencil) and cover the picture with a counter. The presenter needs to clearly pronounce the endings of adjectives.

The following adjectives are used: long, long, long; short, short, short; wide, wide, broad; narrow, narrow, narrow.

Game “What did the artist mix up”

To play the game, you need to prepare a plot picture in which the objects are colored incorrectly. The child’s task is to notice all the artist’s mistakes and say how the picture should have been colored.

Description of the incorrectly colored picture: red frog, blue sun, purple grass, green river, blue leaves on the trees, pink hare under an orange tree.

Game "Color with one color"

Goal: strengthening the connection between a specific object and its characteristic color, the ability to coordinate adjectives with nouns in gender.

To play, you need cards with unshaded pictures, four on each card, and on one card there are pictures of the same color, for example: green grass, cucumber, grasshopper. Children are given one card each and asked to determine what color all the pictures should be painted. You can use colored chips to overlay the pictures, or after determining the color, you can give the child the opportunity to color the pictures.

Games and exercises for consolidating spatial prepositions and adverbs in speech

Understanding spatial prepositions and adverbs is achieved by performing various tasks: “Put the books in the closet, pick up the doll from the floor and put it on the chair, get the ball from under the table,” etc. Words with spatial meaning are introduced into active speech using various questions: “Where did you hide the typewriter? Where are your shoes? Where did you put the books?” In addition, games are used in which players are asked questions that require understanding or application of these words.

Game "Guess who was guessed"

Goal: teaching spatial orientation using spatial prepositions and adverbs.

Progress of the game. Large toys are located around the child. The adult announces that he has wished for one toy and gives a description of its position relative to the child: “The toy is on your left.” The child must name the hidden toy. Then they make a wish for the next toy.

When the child can freely understand the meanings of adverbs and prepositions, you can invite him to guess a toy and give its description, and an adult will guess.

Development of connected speech

By the age of four, a child is already able to retell a familiar fairy tale, of course, if from early childhood he was systematically told or read fairy tales, stories, poems, taught to follow the development of action in a fairy tale, and sympathize with the positive characters. Initially, the retelling is possible in the form of answers to questions. Then you can try the so-called joint retelling, when an adult, telling a fairy tale, encourages the child to pronounce individual words and sentences

Children play out a well-known fairy tale with pleasure and do not get tired of repeating it again and again. An adult needs to show attention and patience, join the game, and not refuse. Such games are a powerful stimulus for the development of speech and the child’s mental health in general. Any fairy tale can be dramatized, but the initiative often comes from the child. You should not restrain it and impose other, from your point of view, more developing plots. It's up to you what you read to him. If the texts are highly artistic, then does it matter what favorite fairy tale your child grows up with? Some in childhood loved to be a kolobok, some liked to be a bear and carry a box, some fought with a wolf and caught fish from an ice hole. It has been noticed that children choose one fairy tale from many and play it all the time. This means that the characters they transform into are closer to their character.

If your baby doesn't show initiative, start yourself. Invite him to choose a hero and play convincingly yourself, showing an example of behavior and speech accompaniment.

What fairy tales are available for dramatization at the age of four? ? These are “Kolobok”, “Masha and the Bear”, “The Fox and the Wolf”, as well as “The Three Little Pigs” by Mikhalkov, “The Boasting Hare”, “Teremok”, “The Fox and the Hare”, “Turnip”, “Straw Goby - Tar barrel”, “Wolf and kids”, “Three bears”, “Fox with a skipping rope”.

Parents need to understand one very important rule when choosing books to read: the timeliness of a particular fairy tale. It is bad not only to introduce a child to a fairy tale too early (when he still does not understand it), but also too late (when he is no longer interested in it). It is important to be gradual in your reading. Fairy tales with complex fantastic plots are still inaccessible to a four-year-old child, but “Ryaba the Hen” and “Kolobok” are best read by a two-year-old. Each fairy tale has its own age.

As for foreign fairy tales, both folk and original, it is better to adhere to the same rule, but preference should be given to your own fairy tales, as they are more understandable. However, fairy tales about animals from other countries are just as understandable to a child as Russian folk tales.

Preparing for the retelling

You can teach retelling based on pictures that an adult draws as the story is told. Then the child looks at these pictures and remembers the fairy tale. This method – the pictogram method – trains the child’s memory and imagination (the child, together with an adult, can draw such quick pictures). For such sketches, it is better to take texts with a dynamic plot that is easily depicted.

"Teapot Boss"

Here is our kitchen (they draw a table and a stove). There is a kettle on the stove (picture of a kettle) - the boss of all the dishes. The water boils in it (draw steam from the spout). Let's drink tea (draw a tea cup). Then they ask the child to repeat the fairy tale based on the reference pictures.

"The Hedgehog and the Cat"

A hedgehog came into our yard (they draw a hedgehog). The hedgehog found a watermelon rind (draw a watermelon rind). While the hedgehog was eating the crust, a cat crept up on him from behind (drawing a cat). The cat jumped on the hedgehog and pricked its paw (paw with a splinter). He squealed, limped and ran home (drawing of a house).

Strengthening correct sound pronunciation

By the age of four, children should normally master the correct pronunciation of all sounds.

The general rule should accompany the process of mastering normal sound pronunciation: the speech of others should be exemplary pure in terms of sound pronunciation, the child should perceive as little “Defective” speech load as possible.

Consolidation of sounds appearing in speech is carried out by pronouncing words containing the desired sound, sentences with these words, tongue twisters, tongue twisters. To diversify the activities on consolidating a particular sound in speech, you can use the game “Wonderful Bag” or a version of the game “What is hiding under the tablecloth?” Children must determine by touch what object is in the bag or under the tablecloth. Children really like this game; it is not boring to play, because instead of simply naming words, there is a process of guessing, and interest arises. Objects for palpation are selected so that the desired sound in the name words is in different positions: at the beginning of the word, in the middle, at the end.

To reinforce sounds, you need to use the ability of four-year-old children to easily memorize poetry. Read poems by Marshak, Barto, Zakhoder, and other children's authors to children, ask the child to complete the last word in a line, the last line in a poem, then a quatrain, then the entire poem. Do not interrupt the child when he recites poetry, but after the child has recited the poem by heart, be sure to repeat the text so that an exemplary pronunciation completes the process of perceiving the text.

Sample texts for the game “Say a Word”

Little Mary's

Big loss:

Her right one is missing ( shoe).

Sh

Tell me, our little lamb,

How much wool will you give us?

Don't cut my hair yet

I'll give you three wool ( bag)

Three wise men in one basin

Set off across the sea in a thunderstorm

Be stronger than the old basin,

Mine would be longer ( story).

Games and exercises to develop voice strength and pitch

In the fourth year of life, children must learn to voluntarily change the strength of their voice (speak quietly, loudly, in a whisper according to instructions), the pitch of their voice (speak in a thin voice, in a “Thick” voice), be able to convey feelings with their voice (joy, sadness, pity, dissatisfaction), correctly convey a questioning intonation. It is best to practice using Russian folk tales. Children at this age love to play fairy tales. Such role-playing games are useful because they develop imagination, speech, and develop the ability to play together. And if you also encourage the child’s desire to portray some fairy-tale character with the voice, then at the same time the child’s voice will develop. There are fairy tales where the wolf hero definitely needs to change the pitch of his voice: “The Wolf and the Little Goats”, “Little Red Riding Hood”, “The Three Little Pigs”. In the fairy tales “Teremok”, “Three Bears”, “Masha and the Bear” the characters speak in their own voices, which it is advisable to convey during retelling or play. Each child should be given the opportunity to play different roles in the same fairy tale so that he can practice speaking loudly.

You can teach children to speak either quietly or loudly in the games “Broken Phone” (when a word is whispered into each other’s ears), “Echo” (when the child is asked to repeat words either loudly or quietly: as if he is near or far echo).

Questioning intonation is reinforced in the free communication of children, in dramatization games, for example, when acting out the fairy tales “Teremok”, “Three Bears”,

An interesting game is “Bear in the Bee Farm”. Three people play. The first player asks, the second answers, and the third repeats the answer with a questioning intonation.

1. Who came to the beekeeping?

2. The bear came.

3. Has the bear come?

1. And what did he begin to do?

2. And he began to roar

3. And began to roar?

1. What is he roaring about?

2. Asks for honey.

3. Asks for honey?

1. Do you need a lot?

2. The whole deck.

3. A whole deck?

1. Aren’t you afraid of bees?

2. Not afraid of bees.

3. Aren't you afraid of bees?

1. Why is he so brave?

2. Wants to make friends.

3. Wants to make friends?

Games and exercises for distinguishing sounds in pronunciation

When hissing sounds appear, special attention should be paid to distinguishing between whistling and hissing sounds. To prevent the appearance of confusion, so that the new sound does not displace the old one from its “Legitimate” place, games are played to distinguish between pairs of mixed sounds. Most often these are role-playing games in which children turn into mosquitoes, flies, beetles, that is, they pronounce onomatopoeia - isolated sounds. “You are now a mosquito, and you are a beetle. And then you change,” And the child gets the opportunity to pronounce both the sound “z-z-z” and the sound “z-z-z.”

The role-playing game “Shop” is well suited for the same purpose. It is convenient in that it can be used to distinguish between any pair of sounds. If you need to teach how to distinguish the sounds S-Sh, you need to “Bring” a sweater, hat, pants, boots, scarf and other goods containing these sounds in the name to the “Clothing” store. To differentiate Z-Zh, a flower shop will be “opened”, where jasmine, roses, forget-me-nots, carnations, etc. will be sold. In the "Posuda" store "For sale" are a saucepan, a frying pan, a bread box, a glass, a salad bowl, a samovar, a sugar bowl, a candy bowl (distinction S-C). if possible, the “Product” can be represented by natural objects; You can use pictures.

The correct pronunciation of sounds is also reinforced in the process of games - dramatization of various fairy tales, in free games, in communication with each other.

Speech therapist A.M. Sobinina

In our daily work, we develop in children all the main aspects of oral speech: sound pronunciation, vocabulary, grammatical structure, coherent speech. Many children have difficulty learning new words. This is expressed not only in the later appearance of words in the child’s speech and their small number, but also in the child’s difficulties in understanding the meanings of words and distortion of their sound-syllable structure.
Thus, an examination of the speech of children in recent years revealed an insufficient number of generalizing words (vegetables, furniture, clothes, etc.). Children name a small number of words in each group of objects: some children name two or three names of vegetables, but generally find it difficult to name insects and fish. A preschooler's vocabulary is enriched mainly through play. In enriching the child’s speech with nouns, verbs, adjectives, generalizing words, in clarifying the words he already has, and instilling in the child the simplest skills of forming new words, vocabulary development games regularly conducted by parents can be of great importance.
In game No. 1 (see below in the text) you can daily reinforce the use of generalizing words in children’s speech. Game No. 2, which is played individually, serves the same purpose. In their free time, children willingly play these games. The topic “Animals” is a useful material for the development of children’s oral speech. Here we can offer games No. 3, 4, 5, 6 and 18. In game No. 3, children’s attention is drawn to various ways of word formation. It is advisable to divide words into three groups:
Words in which the basis of the word denoting an adult animal remains unchanged (for a goat - a kid, for a goose - a gosling).
Words with alternating consonants at the root (for a bear - bear cub).
Words with different stem words (for a sheep - lamb).
Another way to increase nouns in a child’s vocabulary is to add suffixes, which is reflected in ball game No. 7, where the presenter, having explained the rule for forming new words using diminutive suffixes, names the first word (for example, table), and the child names the second (table ). For this game, it is better to group the nouns according to the similarity of their endings.
The verb dictionary is the basis of phrases and human mental activity, and is grouped into the following sections:
Everyday verbs (dresses, washes, plays).
Verbs denoting the movements and calls of animals (sneaks, jumps, crows).
Verbs of movement (walks, runs, jumps), prefixed verbs (enters, leaves, enters).
Verbs expressing people's feelings (smiles, cries, rejoices).
Verbs related to professions (heals, builds, sells).
Verbs associated with processes occurring in nature (it is getting light, it is getting dark, it is getting dark).
Verb vocabulary is well reinforced in ball games. Children often have great difficulty in selecting words with opposite meanings (antonyms). Consolidating the opposite characteristics of objects in a child’s speech is also important for their orientation in space. For example, the presenter, throwing the ball, says an adjective, and the child, throwing the ball back, says an adjective with the opposite meaning (hot - cold, sharp - dull, dirty - clean). Adjectives in children's speech are often of the same type and can be limited to the words “good - bad”, “small - big”. Leading specialist in the field of speech therapy L.G. Paramonova advises “working out” the characteristics of objects according to semantic groups:
Size - large (small), high (low), wide (narrow).
Shape - round, oval, oblong, square, quadrangular.
Color - basic + intermediate (orange, blue, gray).
Taste - bitter, sweet, salty, sour, sweet and sour, tasty, tasteless.
Smell: pleasant, unpleasant, resinous, floral.
Temperature - cold, hot, warm, cool.
The material from which the object is made is wood, glass, iron.
The item belongs to mother's, father's, fox's, and bear's.
Other signs are rough, soft, prickly, kind, evil, honest.
It is better to carry out work in these areas based on clarity (often natural), reinforcing the use of adjectives in speech. Children often make mistakes in forming the plural of nouns. It is especially difficult for children to learn those forms of the plural, during the formation of which there is an alternation of consonants at the root of the word (ear - ears) or loss of vowels (day - days). To practice the formation of plural forms, you can use ball game No. 20, and work out the agreement of nouns with numerals in game No. 21. Game No. 22 helps to consolidate the correct use of prepositions in children’s speech.
Your communication with children must be structured in such a way that the child not only masters a certain amount of knowledge, but can also fantasize, think actively, and invent within reasonable limits. To do this, it is necessary to introduce children to TRIZ - the theory of solving inventive problems. The founder of the TRIZ direction, Genrikh Saulovich Alt-schuler, began to invent and compile his system back in 1945. At first, TRIZ was introduced into technology. In general, TRIZ pedagogy does not just develop imagination, but teaches you to think outside the box, systematically, with an understanding of current events. One of the directions of TRIZ is introducing children to contradictions. Game No. 23 was invented for this purpose. In this game we consider all phenomena, actions, objects, fairy tales, first from the good side, then from the bad side, and then we always return to the positive side. TRIZ includes ball games No. 24, 25, 31, 30 and 32. In these games, children independently find answers to the questions posed. In addition to those listed, TRIZ games include games No. 26, 27 and 28, thanks to which children expand their understanding of the world around them.
1. Ball throwing game “Throw the ball and name the animals”
Depending on the theme of the game, the following options are possible: “Throw the ball, clearly name the fruit” or “Throw the ball, quickly name the vehicle.”
Goal: expansion of vocabulary through the use of generalizing words, development of attention and memory, ability to correlate generic and specific concepts.
Option 1. Game progress
The adult names the general concept and throws the ball to the child. The child, returning the ball to the adult, must name the objects related to this general concept.
Adult: - Vegetables; Children: - Potatoes, cabbage, tomatoes, cucumbers, radishes, beets, carrots.
Adult: - Fruits; Children: - Apple, pear, lemon, tangerine, orange, apricot.
Adult: - Berries; Children: - Raspberries, strawberries, currants, lingonberries, blueberries, blackberries.
Adult: trees;
Children: birch, spruce, pine, oak, linden, poplar, etc.
Option 2. Game progress
The adult names specific concepts, and the child names generalizing words.
Adult: cucumber, tomato, turnip.
Child: vegetables.
2. Ball game “I know three names of animals (flowers)” or “I know three names of girls (five names of boys).”
Goal: expanding children's vocabulary through the use of generalizing words, developing reaction speed and dexterity.
Progress of the game
One, two, three, four, we know everything in this world.
The child, throwing or hitting the ball on the floor, says: “I know five names of boys: Sasha one, Vitya two, Kolya three, Andrey four, Volodya five.” The following types of movements can be used: throwing the ball on the floor with one or two hands and catching it with two hands; throwing the ball up with two hands and catching it with two hands; hitting the ball with your right and left hands on the spot.
3. Ball game “Animals and their babies”
Goal: to consolidate the names of baby animals in children’s speech, to consolidate word formation skills, to develop dexterity, attention, and memory.
Progress of the game
Human children know all the animals in the world. When throwing a ball to a child, the adult names an animal, and the child, returning the ball, names the baby of this animal. Basic movements: throwing the ball with a hit on the floor, throwing the ball; rolling the ball while sitting on the carpet. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs.
Group 1. Tiger, lion, elephant, deer, elk, fox.
Group 2. A bear has a bear cub, a camel has a camel cub, a wolf has a cub, a hare has a cub, a rabbit has a bunny cub, a squirrel has a cub, a cow has a calf, a horse has a foal, a pig has a piglet, a sheep - a lamb, a hen has a chick, a dog has a puppy.
Group 3. Tiger cub, lion cub, elephant calf, deer calf, elk calf, fox cub.
4. Ball game “Who talks like that?”
Goal: expanding vocabulary, developing reaction speed.
Progress of the game
Option 1. Catch the ball and quickly name the language of the animals. The adult throws the ball to the child, naming the animals. The child, returning the ball, must answer correctly how this or that animal gives its voice: cow, tiger, snake, mosquito, dog, wolf, duck, pig; moos, growls, hisses, squeaks, barks, howls, quacks, grunts.
Option 2. Parents, throwing a ball to the child, ask: “Who is growling?”, “Who is mooing?”, “Who is barking?”, “Who is crowing?” etc.
5. Game with throwing the ball “Give me a word”
Goal: development of thinking, speed of reaction.
Progress of the game
There is only one answer. Some people know, some don't. Parents, throwing a ball to a child, ask: The crow croaks, and the magpie? The child, returning the ball, must answer: The magpie is chirping.
Examples of questions: The owl flies, but what about the rabbit?
The cow eats hay, but what about the fox?
The mole digs holes, but what about the magpie?
The rooster crows, and the chicken?
The frog croaks, and the horse?
The cow has a calf, and the sheep?
The bear cub has a mother bear, and the baby squirrel?
6. Ball throwing game “Whose house?” or “Who lives where?”
Goal: to consolidate children’s knowledge about the homes of animals and insects. Consolidating the use of the grammatical form of the prepositional case with the preposition “in” in children’s speech.
Progress of the game
Who is in the den, who is in the hole? Name it quickly!
When throwing the ball to the child, the parents ask a question, and the child returns the ball and answers.
Option 1.
Parents: Who lives in the hollow? Squirrel.
Who lives in the birdhouse? Starlings.
Who lives in the nest? Birds: swallows, cuckoo jays, etc.
Who lives in the booth? Dog.
Who lives in the hive? Bees.
Who lives in the hole? Fox.
Who lives in the den? Wolf.
Who lives in the den? Bear.
Option 2.
Parents: Where does the bear live? Where does the wolf live?
Child: In the den. In the lair.
Option 3.
Work on correct sentence construction. The child is asked to give a complete answer: “The bear lives in a den.”
7. Ball game “Say kindly”
Goal: strengthening the ability to form nouns using diminutive suffixes, developing dexterity and speed of reaction.
Progress of the game
Parents, throwing the ball to the child, call the first word (for example, ball), and the child, returning the ball, calls the second word (ball). Words can be grouped according to similar endings.
Table - table, key - key.
A hat is a hat, a squirrel is a squirrel.
A book is a little book, a spoon is a spoon.
The head is a head, the picture is a picture.
Soap is soap, mirror is mirror.
A doll is a doll, a beet is a beet.
Braid - braid, water - water.
Beetle - beetle, oak - oak.
Cherry - cherry, tower - turret.
A dress is a dress, an armchair is an armchair.
A feather is a feather, glass is a piece of glass.
A watch is a watch, panties are panties.
8. Ball throwing game “What happens in nature?”
Goal: to consolidate the use of verbs in speech, agreement of words in a sentence.
Progress of the game
A person can easily find out what is happening in nature.
Parents, throwing the ball to the child, ask a question, and the child, returning the ball, must answer the question asked.
It is advisable to play the game by topic. Example: Theme "Spring"
Parents: The sun - what is it doing? It shines and warms.
Streams - what are they doing? They are running and murmuring.
Snow - what does it do? It's getting dark and melting.
Birds - what are they doing? They fly in, build nests, sing songs.
Drops - what does it do? It's ringing.
Bear - what is he doing? He wakes up and leaves the den.
9. Game with throwing the ball “Make a sentence”
Goal: development of attention, speed of mental operations.
Progress of the game
I'll make the ball jump, I'll make a proposal.
The mother throws the ball to the child, while uttering inconsistent words (for example: “Girl play”). The child, having caught the ball, pronounces a sentence from these words (“The girl is playing”) and throws the ball back.
10. Ball game “Who moves how?”
Goal: enrichment of children’s verbal vocabulary, development of thinking, attention, dexterity.
Progress of the game
Who flies, who swims, who crawls, and who walks.
An adult, throwing a ball to a child, asks a question; the child, returning the ball, must answer the question asked. The game is played with throwing the ball in various ways.
Mom: They fly.
Child: Birds, butterflies, flies, dragonflies, mosquitoes, midges.
Swim: Fish, dolphins, whales, walruses, sharks.
Crawling: Snakes, caterpillars, worms.
Jumping: Grasshoppers, frogs, toads, fleas, hares.
11. Ball game “What actions do animals perform?” or “What do animals do?”
Goal: activation of children’s verbal dictionary, consolidation of knowledge about animals, development of imagination and dexterity.
Progress of the game
What can animals do - birds, fish, cats, snakes?
Parents, in different ways, throw the ball to the child in turn, name an animal, and the child, returning the ball, utters a verb that can be attributed to the named animal.
Mom: dog;
A child stands, sits, lies, walks, runs, sleeps, eats, barks, plays, bites, caresses, serves;
Cat (purrs, meows, sneaks, laps, scratches, washes itself, licks itself);
Mouse (rustles, squeaks, gnaws, hides, stores);
Duck (flies, swims, dives, quacks);
Crow (flies, walks, croaks, pecks);
Snake (crawls, hisses, wriggles, stings, attacks).
12. Game “Who is doing what?”
Goal: consolidating children’s knowledge about professions, enriching children’s verbal vocabulary, developing attention and dexterity.
Progress of the game
Option 1. We will never forget what people can do.
When throwing or rolling a ball to a child, parents name their profession, and the child, returning the ball, must name a verb denoting what the person in the named profession does.
Mom: builder
Child: building;
cook (cooks (cooks));
porter (carries);
draftsman (draws);
worker (works);
cleaning lady (cleans);
artist (draws), etc.
Option 2. The parents name the verb, and the child names the profession (sells - seller).
13. Game “Who can make these movements?”
Goal: activation of children’s verbal dictionary, development of imagination, memory, dexterity.
Progress of the game
Who and what flies, runs, walks, swims, lies?
Parents, throwing the ball to the child, name the verb, and the child, returning the ball, names the noun that matches the named verb.
Parents: coming
Child: person, animal, train, ship, rain, snow, hail, time, road;
Runs (person, animal, stream, time);
Flies (bird, butterfly, dragonfly, fly, beetle, mosquito, plane, helicopter, rocket, satellite, time, telegram);
Swims (fish, whale, dolphin, swan, boat, ship, man, cloud).
14. Game "Hot - cold"
Goal: to consolidate in the child’s mind and vocabulary the opposite characteristics of objects or antonym words.
The game is carried out after preliminary work with pictures and the child’s assimilation of words such as “same”, “similar”, “different” (“different”), “opposite”. From the pictures: The river is wide, but the stream is narrow. The bear is big, and the bear cub is small. The grandfather is old, and the young man is young.
Progress of the game
We will now open our mouths to say the opposite.
Parents, throwing a ball to a child, pronounce one adjective, and the child, returning the ball, calls another - with the opposite meaning.
Parents - Hot;
Child - Cold.
Good bad;
Smart - Stupid;
Cheerful - Sad;
Sharp - Dull;
Smooth - Rough;
Light heavy;
Deep - Shallow;
Light dark;
Kind angry;
Joyful - Sad;
Fast - Slow;
Frequent - Rare;
Soft - Hard;
Clear - Cloudy;
High Low.
Complication: you can invite the child to add a noun. For example: A sharp knife. Clear day. Deep lake.
15. Game “What is it made of?”
Goal: to consolidate the use of relative adjectives and methods of their formation in children’s speech.
It is first explained to the child that if an object is made of wood, then it is wooden, and if it is made of iron, then it is iron, etc.
Progress of the game
Here is an object, but what did people make it from?
Parents, throwing the ball to the child, say: “Boots made of leather,” and the child, returning the ball, answers: “Leather.”
Parents: fur mittens...
Child: fur;
copper basin... copper;
plush bear... plush;
mittens made of wool... wool;
glass glass... glass;
crystal vase... crystal.
You can invite children to make sentences with these word combinations. For example: Masha has a teddy bear.
16. Game “Catch and throw - name the colors”
Goal: selection of nouns for the adjective denoting color. Reinforcing the names of primary colors, developing children's imagination.
Progress of the game
What color we have - we will tell you about it.
Parents, throwing the ball to the child, name an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective.
Parents: red –
Child: poppy, fire, flag
orange - orange, carrot, dawn;
yellow - chicken, sun, turnip;
green - cucumber, grass, forest;
blue - sky, ice, forget-me-nots;
blue - bell, sea, ink;
purple - plum, lilac, twilight.
17. Game “Third wheel” (“Fourth wheel”)
Goal: to consolidate children’s ability to identify common features in words and develop the ability to generalize.
Progress of the game
We are now recognizing what is superfluous to us.
Parents, throwing a ball to their child, name three or four words and ask them to determine which word is the odd one out.
For example: Blue, red, ripe.
Zucchini, cucumber, lemon.
Cloudy, stormy, clear.
Autumn, summer, Saturday, winter.
Monday, Tuesday, summer, Sunday.
Day, night, morning, spring.
The child, throwing the ball back, names the extra word.
18. Game “Whose head?”
Goal: expanding children's vocabulary through the use of possessive adjectives. The correct use of all these various endings in speech is achieved by repeated repetition of words in game situations.
Progress of the game
Whose head does the beast have? Tell me the words quickly.
Parents, throwing the ball to the child, say: “A crow has the head...”, and the child, throwing the ball back, finishes: “... a crow.”
Examples: a lynx has a lynx's head
in fish - fishy
in a cat - feline
a magpie has a magpie
the hare has hare's
a rabbit has a rabbit's
camel's - camel's
in a horse - equine
duck - duck
the swan has swan
the deer has deer
the fox has a fox
in a dog - canine
in a bird - avian
in a sheep - ovine
the squirrel has squirrel
the bear has bearish
the tiger has tigerish
chicken - chicken
dove has pigeon
the eagle has eagle-like
Complication. Make sentences with these adjectives.
19. Game “What is round?”
Goal: expanding children's vocabulary through adjectives, developing imagination, memory, and dexterity.
Progress of the game
Here, of course, everyone knows what things are like here.
When throwing the ball to the child in various ways, parents ask a question, which the child, having caught the ball, must answer and then return the ball.
1. What is round? (Ball, ball, wheel, sun, moon, apple, cherry...)
2. What is long? (Road, river, rope, thread, tape, cord...)
3. What is tall? (Mountain, tree, man, house, closet...)
4. What is green? (Grass, trees, bushes, grasshoppers, dress...)
5. What is cold? (Water, snow, ice, dew, frost stone, night...)
6. What is smooth? (Glass, mirror, stone, apple...)
7. What is sweet? (Sugar, candy, pies, cakes, waffles...)
8. What is wool? (Dress, sweater, mittens, gloves, hat...)
9. What is prickly? (Hedgehog, rose, cactus, needles, spruce wire...)
10. What is spicy? (Knife, awl, glass, scissors, dagger, blade...)
11. What is easy? (Fluff, feather, cotton wool, snowflake).
12. What is deep? (Ditch, ditch, ravine, well, river, stream...)
20. Game “One - many”
Goal: to consolidate various types of endings of nouns in children's speech.
Progress of the game
We are little wizards: there was one, but there will be many.
Parents throw the ball to the child, calling singular nouns. The child throws the ball back, naming the plural nouns. You can throw the ball with hits on the floor, roll the ball while sitting on the carpet.
Examples: Table - tables
yard - courtyards
nose - noses
mountain - mountains
hole - holes
bridge - bridges
house - houses
eye - eyes
meadow - meadows
city ​​- cities
wire - wires
cold - cold
day - days
stump - stumps
sleep - dreams
forehead - foreheads
ear - ears
chair - chairs
stake - stakes
leaf – leaves
feather - feathers
wing - wings
tree - trees
sock – socks
stocking - stockings
piece - pieces
circle - circles
buddy - buddies
jump - jumping
duckling - ducklings
gosling - goslings
chicken - chickens
tiger cub - tiger cubs
baby elephant - baby elephants
21. Game “Fun Score”
Goal: to consolidate the agreement of nouns with numerals in children’s speech. Development of dexterity and reaction speed.
Progress of the game
We always know how many there are. Okay, we all think so.
Parents throw the ball to the child and pronounce a combination of a noun with the numeral “one”, and the child, returning the ball, responds with the same noun, but in combination with the numeral “five” (or “six”, “seven”, “eight”.. .). First, it is better to name combinations based on the similarity of the endings of nouns.
Examples: one table - five tables
one elephant - five elephants
one cabinet - five cabinets
one goose - five geese
one swan - five swans
one crane - five cranes
one nut - five nuts
one T-shirt - five T-shirts
one cone - five cones
one duckling - five ducklings
one gosling - five goslings
one chicken - five chickens
one hare - five birds with one stone
one finger - five fingers
one dress - five dresses
one hat - five hats
one glove - five gloves
one can - five cans
one mitten - five mittens
one button - five buttons
one soap dish - five soap dishes
one hat - five hats
one book - five books
one candy - five candies
Option “And for me”
The parent throws the ball and says: “I have one table.” The child, throwing the ball back, replies: “And I have five tables.”
22. Game “Where is the ball?”
Goal: to consolidate the correct use of prepositions in children’s speech, to develop the ability to navigate in space and attention.
Progress of the game
Option 1. Ball, ball, where are you lying? You won't run away from us.
The child performs the task with the ball: “Raise the ball above your head, put the ball at your right foot, put the ball on the carpet, in front of you,” etc.
Option 2. The child answers the question: “Where is the ball?” (on the table, on the floor, in the corner, near the table, under the table...)
23. Game “Good - bad”
Goal: introducing children to the contradictions of the world around them, developing coherent speech, imagination and dexterity.
Progress of the game
The world is neither bad nor good - I’ll explain it and you’ll understand.
Parents set the topic of discussion. The child, passing the ball in a circle, tells what, in his opinion, is good or bad in natural phenomena.
Parent: rain.
Child: rain is good: it washes away dust from houses and trees, it is good for the earth and the future harvest, but it is bad - it wets us, it can be cold.
Parent: city.
Child: it’s good that I live in the city: you can go by bus, there are a lot of good shops, the bad thing is that you won’t see a live cow or rooster, it’s stuffy, dusty.
Option “Like or dislike” (about the seasons).
Parent: winter.
Child: I like winter. You can go sledding, it’s very beautiful, you can build a snowman. It's fun in winter. I don’t like that it’s cold in winter and the strong wind blows.
24. Game “Yesterday, today, tomorrow”
Goal: strengthening children’s ability to navigate time, developing attention, dexterity, imagination, phrasal speech.
Progress of the game
Option 1. Everyone remembers what was, what will be, and will not forget.
Mom throws the ball to everyone playing in turn, asking questions: Answer me, be kind, What did you do yesterday?
Did you do everything you wanted?
What have you accomplished today?
I also wanted to know - what will you do tomorrow?
The players, returning the ball to the leader, answer questions.
Option 2. Sitting in a circle, we throw the ball to each other and talk about what happened to us yesterday, today and what we are going to do tomorrow. The content of stories can be both real and fictional.
25. Game “Morning, afternoon, evening, night”
Goal: strengthening children’s ability to navigate in time, fixing the names of the parts of the day, their sequence; development of attention, dexterity.
Progress of the game
Morning, evening, day and night are gone forever. Don’t rush to see them off, tell them what you did.
Throwing the ball in various ways (hitting the ball on the floor, rolling), the child answers the parents’ questions and tells what he did in the morning, during the day, and what they will do in the evening and at night.
What did you do this morning?
What did you do in the evening?
Option 1.
1. “Name the “neighbors” of the morning.”
2. “First it’s evening, and then?..”
3. “Name the missing word” (We have breakfast in the morning and lunch...)
26. Game “Catch, throw, name the days of the week”
Progress of the game
It was not in vain that we looked at the calendar - we all remember the days of the week.
The players stand in a circle. The presenter, throwing the ball to someone, can start on any day of the week: “I’ll start, you continue, name the days of the week!” Wednesday...” Everyone takes turns throwing the ball to each other and sequentially calling out the days of the week. Complication. The child and parents stand in a circle and, naming the days of the week, slam the ball on the floor for each word: “Monday. Tuesday...” Instead of the next day of the week, the parent says the child’s name: “Sasha!” The child picks up the ball and continues, throwing the ball on the floor. You can also call the days of the week in reverse order.
27. Game “Months and their sequence”
Goal: consolidation of temporary concepts in the child’s active vocabulary.
Progress of the game
Month after month rises - everyone will name them all.
Parents and children name the months by throwing a ball on the floor: “January, February, March...”. Instead of the next month, the parent calls the child’s name: “Masha!” The child picks up the ball and continues to name the months, slamming the ball on the floor.
28. Game “What for what?”
Goal: Consolidation of temporary concepts in the child’s active vocabulary, development of thinking.
Progress of the game
What do we get every year and all year round?
The players stand in a circle. The presenter throws the ball to the players one by one and asks questions.
For example: “Winter. And what’s behind it?”
The player answers: “Spring,” and throws the ball to the leader.
Question options: “Winter. And what’s behind it?” - "Spring.
And what’s behind it?”
“How many months are there in a year?”
“Name the summer months.”
“Name the first month of spring.”
“Name the last month of winter.”
“What month does autumn begin from?”
“What month does autumn end in?” 29. Game “It happens - it doesn’t happen”
Goal: expansion and consolidation of the child’s active vocabulary, development of logical thinking.
Progress of the game
What will happen, what won't? Give me an answer quickly!
The players stand in a circle. The presenter calls the seasons. For example: "Summer". And then, throwing the ball to someone, he names a natural phenomenon. For example: “Ice drift”. The child who caught the ball must say whether this happens or not. The game goes in circles. Whoever makes a mistake leaves the game. Variants of natural phenomena and seasonal changes: frost, ice drift, drops, leaf fall, blizzard, frost, rain, snow, hail, thunderstorm, etc. Complication. The child gives complete answers, explaining the possibility or impossibility of this or that natural phenomenon at a given time of year.
30. Game “Who was who?”
Goal: development of thinking, expansion of vocabulary, consolidation of case endings.
Progress of the game
We, of course, have not forgotten who you were yesterday.
Parents, throwing a ball to a child, name an object or animal, and the child, returning the ball, answers the question of who (what) the previously named object was:
chicken - egg
horse - foal
cow - calf
oak - acorn
fish - eggs
apple tree - seed
frog - tadpole
butterfly - caterpillar
bread - flour
cabinet - board
bicycle - iron
shirt - fabric
boots - leather
house - brick
strong - weak
31. Game “Who will be who?”
Goal: development of thinking, imagination, speed of reaction, expansion of vocabulary.
Progress of the game
You and I know what happens to someone later.
The parent, throwing the ball, asks questions: “Who (what) will it be - an egg, a chicken, a boy, an acorn, a seed, an egg, a caterpillar, flour, iron, brick, fabric, a student, a sick person, a weak person,” etc. Child, throwing the ball back can give several answers. For example: “An egg can produce a chick, a crocodile, a turtle, a snake, and even a scrambled egg.”
32. Game "Family"
Goal: to teach children to understand family relationships, to use words denoting kinship and relatives.
Progress of the game
Who are you to me and who am I to you if you are my family?
An adult, throwing a ball to a child, asks a question, which the child must answer when returning the ball. Sample questions:
How are you related to mom and dad?
Who are you to your grandparents?
Do you have a sister or brother?
Name your cousins.
Who are your cousins' parents to you? This concludes our review of games. Once again we would like to draw the attention of parents to the fact that games for developing a child’s vocabulary are varied and the content depends only on your imagination and desire to work.

List of used literature
1. Alyabyeva E.A. Final days on lexical topics. - M.: Sfera, 2006.
2. Arefieva L.N. Lexical topics on the development of speech of children 4-8 years old. - Moscow: Sfera, 2008.
3. Bogomolova A.I. Speech therapy manual for classes with children. - Moscow: St. Petersburg, Bibliopolis, 2004.
4. Vorobyova T.A., Krupenchuk O.I. Ball and speech. – St. Petersburg: Delta, 2001.

State budgetary professional educational institution of the Sverdlovsk region

"Kamyshlovsky Pedagogical College"

A collection of didactic games aimed at developing vocabulary.

Performers:

Vasilyeva Yulia

Students 21 BEFORE gr.

Supervisor:

Seliverstova E A.

Kamyshlov, 2016

Explanatory note.

Didactic games for speech development as a form of teaching children contain two principles: educational (cognitive) and gaming (entertaining).

The teacher’s task is to arouse children’s interest in the game, to select game options where children could actively enrich their vocabulary. The didactic game is a widespread method of vocabulary work with preschool children.

Thus, the peculiarity of a didactic game for the development of speech and its final end is the result, which is determined by the didactic task, the game task, game actions and rules, and which the teacher anticipates using this or that game.

Mastering the skills of sound-syllabic analysis is of paramount importance for the correction and formation of the phonetic side of speech and its grammatical structure, as well as for the ability to pronounce words with a complex syllabic structure. Therefore, it is very important to begin teaching sound analysis based on the simultaneous study of sound and its graphic image - a letter, as a result, a strong relationship is formed in the minds of children between the pronounced sound and the letter.

Undoubtedly, didactic games are a powerful tool for the development of speech in children also because they can be recommended for use by parents at home. Conducting didactic games does not require special knowledge in the field of pedagogical sciences and large expenses in preparing the game.

Games for the middle group of children

1. Game "Prepositions".
A picture with a preposition is presented and you need to make a sentence with it.

2. The game “Who is friends with which letters.”
Each player must have a picture of an animal. For example, one has an elephant, another has a crocodile, and the third has a hedgehog. The first child says: “My elephant is friends with the letter “X” because he has a trunk.” Another says: “And my crocodile is friends with the letter “R” because he lives in the river.” The third child says: “My hedgehog is friends with the letter “I” because he has needles, etc.

3. Game "Teremok".
There is a tower in the field; it is neither low nor high. Who lives in a little house, who lives in a low one?
We take out an object picture - for example, an iron. Children name the object.
V. I am an iron! There is no one! I will live here. (first player knocks) who's there?
D. It’s me – a table lamp. Let me live with you?
1st player: Let's go, if you tell me how we are alike! Children help find similarities: your wiring and mine. You have red and I do, they need a table, etc. Children find common signs along the chain.

4. Word game “Come up with a sentence with the words...”
Goal: to practice composing simple sentences with words suggested by the teacher.
The teacher pronounces the word, and the children make up a sentence.

5.Verbal game “Let’s weave a wreath of sentences”

The teacher pronounces a sentence, and the children find the last word in it and come up with a sentence with it, etc.

For example: 1. Seryozha is reading a book. 2. The book is on the table. 3.My desk is clean. 4. Clean hands are the key to health, etc.

Games for older children

Games for the development of the lexical side of speech (enrichment of vocabulary)

"Collect Five"

Goal: to teach how to assign individual objects to certain thematic groups.

Progress of the game. To play the game, you need to prepare a set of subject pictures, consisting of several thematic groups (clothing, dishes, toys, furniture, etc.). Several people play, according to the number of thematic groups. The pictures lie on the table face down. Everyone takes one picture, names it and the generic concept to which this picture belongs. In this way, it is established which group each participant will assemble. If identical groups are selected, one more picture is opened. Then the presenter shows the players one picture at a time, and they must ask for one or another picture: “I need a doll because I collect toys.” The winner is the one who first collected his group of pictures (the number of pictures in each group should be the same, for example, six pictures).

Goal: expanding the verb dictionary on this topic.

Progress of the game. The presenter reads a poem by G. Sapgir to the children.

The wind carried a spring song

A hunting dog barked a song,

The wolf howled this song at the edge of the forest,

The frogs croaked their song together.

The bull hummed this song as best he could.

The lynx purred

Som hummed.

The owl hooted

Already hissed

And the nightingale sang this song.

"Relay race"

Goal: activation of the verb dictionary.

Progress of the game. The players stand in a circle. The leader has a baton-relay. He says a word and passes the baton to the child standing next to him. He must choose the appropriate action word and quickly pass the wand on. When the baton returns to the leader, he asks a new word, but passes the baton in a different direction. If someone finds it difficult to name a word or chooses the wrong word, they are given a penalty point. After a player has scored three penalty points, he is out of the game. The one with the fewest penalty points at the end of the game wins.

Progress of the game: the dog barks, bites, runs, guards, whines, howls; cat – purrs, hunts, plays, dozes, meows, scratches.

"Vice versa"

Didactic task: To develop children's intelligence and quick thinking.

Game rule. Name words that have opposite meanings only.

Game actions. Throwing and catching the ball.

Progress of the game. Children and the teacher sit on chairs in a circle. The teacher says a word and throws a ball to one of the children, the child must catch the ball, say the word with the opposite meaning, and throw the ball again to the Teacher. The teacher says: “Go ahead.” The child answers “Back” (right - left, up-down, under - above, far - close, high - low, inside - outside, further - closer). You can pronounce not only adverbs, but also adjectives, verbs: far - close, upper - lower, right - left, tie - untie, wet - dry, etc. If the one to whom the ball was thrown finds it difficult to answer, the children, at the teacher’s suggestion, say in chorus the right word.

"Who knows more"

Didactic task: Develop children's memory; enrich their knowledge about subjects, cultivate such personality qualities as resourcefulness and intelligence.

Game rule. Remember and name how the same item can be used.

Game action. Competition - who can name the most ways to use the item.

Progress of the game. Children, together with the teacher, sit on chairs (on the carpet) in a circle. The teacher says:

I have a glass in my hands. Who can tell how and for what it can be used?

Children answer:

Drink tea, water flowers, measure cereals, cover seedlings, place pencils.

That’s right,” the teacher confirms and, if necessary, complements the children’s answers. Now let's play. I will name various objects, and you will remember and name what you can do with them. Try to say as much as possible. The teacher selects in advance the words that he will offer to the children during the game.

Games for the preparatory group of children

"Say it differently"

Target: Train in the use of synonyms in speech

Delicious... appetizing, tasty

Food... food, food, food, viands

Hospitable... welcoming, hospitable

"Explain the meaning"

Target: Train in explaining phraseological units

Not at ease - in a bad mood, feeling bad.

To eat a pound of salt is to get to know each other well.

Good riddance - go away, we'll manage without you.

To muddy the waters is to confuse, mislead.

"My actions"

Target: Practice naming the action of an object.

I can (what to do): put on shoes, put on shoes, take off shoes, wear, repair, get wet, buy, sell;

Tie, untie (laces, fasten, unfasten (zip, clean.

"I am alone"

Target: Practice naming singular nouns.

One - boot, shoes, boots, galoshes, felt boots, slippers, Czech...

"Polysemantic words"

Target : Introduce words, explain the meaning of words, make sentences with them.

There are different needles: a sewing needle, a machine needle, a knitting needle, a syringe needle, a Christmas tree needle, a pine needle, a hedgehog needle, a cactus needle.

What brushes do you know? Name them.

I brush my teeth with this brush. I use this brush to clean my shoes, I use this brush to clean my trousers, I need all three brushes.

Bibliography:

1. Alekseeva M.M., Yashina V.I. Methods of speech development and teaching the native language to preschoolers. - M.: 2000

2. Bondarenko A.K. Didactic games in kindergarten. - M: 1991

4. Bondarenko A.K. Word games in kindergarten. - M.: 1974

5. Borodich A.M. Methods for developing children's speech. - M.: 1981

6. Kolunova L.A., Ushakova O.S. Work on words in the process of speech development of older preschoolers // Preschool education. 1994 No. "9.

7. Sorokina A.I. Didactic games in kindergarten. - M.: 1982

8. Sokhin F.A. Speech development in preschool children. - M.: 1984

9. Tumakova G.A. Familiarizing a preschooler with a sound word. - M.: 1991

10. Ushakova O.S. Speech development classes for children 3-5 years old. - M.: 2010

11. Ushakova O.S., Strunina E.M. The influence of vocabulary work on the coherence of speech // Preschool education. - 1981 No. 2.

12. Shvaiko T.S. Games and play exercises for speech development. - M.: 1983

Municipal autonomous preschool educational institution

“Baikalovsky kindergarten No. 1 “Teremok”

Didactic games

to develop an active vocabulary

children 4-5 years old

Baikalovo 2017

Collection of “Didactic games for the development of the active vocabulary of children 4-5 years old” /. Guidelines. Baikalovo, 2017

Compiled by: Skomorokhova T.M., teacher

The collection presents didactic games aimed at developing an active vocabulary for children 4-5 years old.

This collection of games is intended for speech therapists, preschool teachers, as well as for parents interested in the problem of developing children's active vocabulary.

Introduction

Vocabulary work in kindergarten is the systematic expansion of children’s active vocabulary using words that are unfamiliar or difficult for them. It is known that the expansion of the vocabulary of preschoolers occurs simultaneously with their familiarization with the surrounding reality, with the development of a correct attitude towards the environment. A rich vocabulary is a sign of well-developed speech and an indicator of a high level of mental development. Timely development of vocabulary is one of the most important factors in preparing for school education.

The development of vocabulary affects the harmonious development of the child. The emotional development of preschool children and the child’s understanding of the emotional state of other people also depend on the degree of assimilation of verbal designations of emotions, emotional states and their external expression.

nspect of didactic b. M, Work on speech development occupies an important place in the system of education and training of preschool children. It is carried out not only in direct educational activities, but also in regime processes.

In the middle group, intensive work is provided to deepen the child’s knowledge of subjects. His passive and active vocabulary is enriched by words - names of parts and details of objects, their qualities and properties (color, shape, size, surface features, etc.), as well as words characterizing spatial and temporal relationships.

The collection of games was developed taking into account the psychological characteristics of children of middle preschool age and is aimed at developing an active vocabulary.

SECTION 1. GAMES FOR THE DEVELOPMENT OF NOUN DICTIONARY.

Game No. 1."Who's for a treat?"

The purpose of this game is to develop the ability to use difficult forms of nouns in speech.

Didactic material: pictures depicting a bear, geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants. Progress of the game: Children are offered the task of distributing gifts among the animals and telling whom which gift is suitable.

The children were asked questions: Who needs honey? Who needs grain? Who wants meat? Who wants fruit?

Game No. 2.“Name the parts of the object”

The goal of this game is to enrich the vocabulary of nouns and develop the ability to relate an object and its parts.

Didactic material: pictures of a house, truck, tree, bird, etc.

Progress of the game: In the first version of the game, the children were given the task of looking at the pictures one by one and naming the parts of the depicted object.

In the second version of the game, each child received a card with a picture. It was necessary to look at the drawing, name it and tell what parts the depicted object consists of.

Game No. 3. “Throw the ball and say the words”

The purpose of this game is to expand vocabulary through the use of generalizing words, develop attention and memory, and the ability to relate generic and specific concepts.

Didactic material: ball.

Progress of the game: In the first version, I named the general concept of vegetables, fruits, berries, trees, etc. and threw the ball to each child in turn. The children, returning the ball, named objects related to this general concept.

In the first version of the game, I named a general concept and threw the ball to each child in turn. The children, returning the ball, named objects related to this general concept. In the second version of the game, I named species concepts to the children and also threw a ball to each child. The children, returning the ball, named generalizing words.

Game No. 4. "Who was who or what was what"

Goal: expanding the vocabulary of nouns and knowledge about the environment.

Progress of the game: The teacher asks the children questions. Who or what was the chicken before? (egg), horse (foal), frog (tadpole), butterfly (caterpillar), boots (leather), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?

Game No. 5. “Half a word is yours”

Goal: to form a vocabulary of nouns.

Didactic material: ball.

How to play: The participants sit in a circle and throw the ball to each other. At the same time, the thrower loudly says half of a word; the one who catches must name his other half. For example, a locomotive, a telephone. Any player can throw the ball. You need to answer quickly. For each mistake or delay, the player is eliminated from the game.

Its conditions can be complicated. The leader gives (says) half a word to each child sitting in a circle. And everyone must continue the second half. Can't - penalty point. The presenter begins to say his half of the word, for example, “tele...” Children

Game No. 6 with the ball “Animals and their young”.

Goal: forming a vocabulary of nouns, consolidating the names of baby animals in children’s speech, consolidating word formation skills, developing dexterity, attention, and memory.

Didactic material: ball.

Progress of the game. When throwing the ball to the child, the adult names an animal, and the child, returning the ball to the speech therapist, names the baby of this animal. Basic movements: throwing the ball with a hit on the floor, throwing the ball; rolling the ball while sitting on the carpet. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs.

Group 1. The tiger has ..., the lion - ..., the elephant - ..., the deer - ..., the elk - ..., the fox - .

Group 2. A bear has a baby bear, a camel has a baby camel, a wolf has a baby wolf, a hare has a baby hare, a rabbit has a baby rabbit, a squirrel has a baby squirrel, a cow has a calf, a horse has a foal, a pig has a piglet, a sheep - a lamb, a hen has a chick, a dog has a puppy.

Group 3. Tiger cub - lion cub - elephant calf - deer calf - fox calf, etc.

Game No. 7. “Say kindly” Catch a small ball and caress it with a word.

Goal: strengthening the ability to form nouns using diminutive suffixes, developing dexterity and speed of reaction.

Didactic material: ball.

Progress of the game. The speech therapist, throwing the ball to the child, calls the first word (for example, ball), and the child, returning the ball, the speech therapist; names the second word (ball). Words can be grouped according to similar endings. Table - table, key - key. Hat - slipper, squirrel - squirrel. A book is a little book, a spoon is a spoon. The head is a head, the picture is a picture. Soap is soap, mirror is mirror. A doll is a doll, a beet is a beet. Braid - braid, water - water. Beetle - beetle, oak - oak. Cherry - cherry, tower - turret. A dress is a dress, an armchair is an armchair. A feather is a feather, glass is a piece of glass.

Game No. 8. “One-a lot of"

Goal: to consolidate various types of endings of nouns in children's speech.

Didactic material: ball.

Progress of the game. The speech therapist throws the ball to the children, calling singular nouns. Children throw the ball back, naming plural nouns. You can throw the ball with hits on the floor, roll the ball while sitting on the carpet. Examples: Table - tables, yard - courtyards, nose - noses, mountain - mountains, hole - holes, bridge - bridges, house - houses, eye - eyes, meadow - meadows, city - cities, wire - wires, cold - cold, day - days, stump - stumps, sleep - dreams, forehead - foreheads, ear - ears, chair - chairs, stake - stakes, leaf - leaves, feather - feathers, wing - wings, tree - trees, sock - socks, stocking - stockings, piece - pieces, circle - circles, friend - friends, jump - jumping, duckling - ducklings, gosling - goslings, chicken - chickens, tiger cub - tiger cubs, baby elephant - baby elephants.

Game No. 9. “Fun Score”

Goal: to consolidate the agreement of nouns with numerals in children’s speech. Development of dexterity and reaction speed.

Didactic material: ball.

Progress of the game: The speech therapist or presenter throws the ball to the child and pronounces a combination of a noun with the numeral “one”, and the child, returning the ball, in response calls the same noun, but in combination with the numeral “five” (or “six”, “seven”, "eight"...). First, it is better to name combinations based on the similarity of the endings of nouns. Examples: one table - five tables, one elephant - five elephants, one closet - five closets, one goose - five geese, one swan - five swans, one crane - five cranes, one nut - five nuts, one T-shirt - five T-shirts, one cone - five cones, one duckling - five ducklings, one gosling - five goslings, one chicken - five chickens, one hare - five hares, one finger - five fingers, one dress - five dresses, one hat - five hats, one glove - five gloves, one can - five cans, one mitten - five mittens, one button - five buttons, one soap dish - five soap dishes, one hat - five hats, one book - five books, one candy - five candies. Option “And I have” The presenter throws the ball and says: “I have one table.” The child, throwing the ball back, replies: “And I have five tables.”

Game No. 10. “It happens - it doesn’t happen.”

Goal: expansion and consolidation of the child’s active vocabulary, development of logical thinking.

Didactic material: ball.

Progress of the game. The players stand in a circle. The presenter calls the seasons. For example: "Summer". And then, throwing the ball to one of the children, he names a natural phenomenon. For example: “Ice drift”. The child who caught the ball must say whether this happens or not. The game goes in circles. Whoever makes a mistake leaves the game. Variants of natural phenomena and seasonal changes: frost, ice drift, drops, leaf fall, blizzard, frost, rain, snow, hail, thunderstorm, etc. Complication. Children give complete answers, explaining the possibility or impossibility of this or that natural phenomenon at a given time of year.

Game No. 11. “Who will be who?”

Goal: development of thinking, imagination, reaction speed, expansion of the vocabulary of nouns.

Didactic material: ball.

Progress of the game. The presenter, throwing the ball to the children, asks questions: “Who (what) will it be - an egg, a chicken, a boy, an acorn, a seed, an egg, a caterpillar, flour, iron, brick, fabric, a student, a sick person, a weak person,” etc. Children , throwing the ball back, can give several answers. For example: “An egg can produce a chick, a crocodile, a turtle, a snake, and even a scrambled egg.”

SECTION 2.
GAMES TO DEVELOP VERB DICTIONARY.

Game No. 1. “Who talks like that?”

The purpose of this is to expand the verbal vocabulary and develop reaction speed.

Didactic material: ball.

Progress of the game. In the first version, I threw a ball to each child in turn and named an animal. For example: cow, tiger, snake, mosquito, dog, wolf, duck, pig, etc. Children, returning the ball, had to answer correctly how this or that animal gives a voice. For example: moos, growls, hisses, squeaks, barks, howls, quacks, grunts, etc. In the second version of the game, I threw the ball to the child and asked: “Who is growling?”, “Who is mooing?”, “Who is barking?” , "Who's crowing?" etc. Children had to name the appropriate animals.

Game No. 2. “Give me a word.”

The goal of this game is to develop verbal vocabulary, thinking, and reaction speed.

Didactic material: ball.

Progress of the game. In this game, children stood in a circle. During the game, I threw the ball to each child in turn and asked questions: The crow croaks, and the magpie? An owl flies, but a rabbit? The cow eats hay, but what about the fox? The mole digs holes, but what about the magpie? The rooster crows, and the chicken? The frog croaks, and the horse? The children, returning the ball, answered: The magpie is chirping. Etc.

Game No. 3. “What happens in nature?”

The goal of the game is to reinforce the use of verbs in speech and the agreement of words in a sentence.

Didactic material: ball.

Progress of the game. In this game, I threw the ball to each child in turn and asked questions on the topic “Spring.” For example: Children, what does the sun do in spring? The children answered: it shines, it warms. What are the streams doing? The children answered: they are running, murmuring. What does snow do? It's getting dark and melting. What are the birds doing? They fly in, build nests, sing songs. What does Kapel do? It's ringing. What is the bear doing? Wakes up, leaves the den, etc.

Game No. 4. "Make a proposal"

Goal: development of attention, speed of mental operations.

Didactic material: ball.

Progress of the game. The speech therapist throws the ball to one of the children while uttering inconsistent words (for example: “Girl play”). The child, having caught the ball, pronounces a sentence from these words (“The girl is playing”) and throws the ball back to the speech therapist.

Game No. 5. “Who moves how?”

Goal: enrichment of children’s verbal vocabulary, development of thinking, attention, dexterity.

Didactic material: ball.

Progress of the game. The speech therapist, throwing the ball to the child, asks a question; the child, returning the ball to the speech therapist, must answer the question asked. The game is played with throwing the ball in different ways. Speech therapist: How do birds move? What about butterflies, flies, dragonflies, mosquitoes, midges? How do fish move? What about dolphins, whales, walruses, sharks? What are snakes doing? What about caterpillars and worms? How do grasshoppers move? What about frogs, toads, fleas, hares?

Game No. 6. “Who does what?”

Goal: consolidating children’s knowledge about the profession, enriching children’s verbal dictionary, developing attention and dexterity.

Didactic material: ball.

Progress of the game. Option 1. When throwing or rolling a ball to a child, the speech therapist names a profession, and the child, returning the ball to the speech therapist, must name a verb denoting what the person in the named profession does. Speech therapist: builder. Children: builds; cook (cooks (cooks); porter (carries); draftsman (draws); worker (works); cleaner (cleans); artist (draws), etc.

Option 2. The speech therapist names the verb, and the child names the profession (sells - seller).

Game No. 6. “Who can make these movements?”

Goal: activation of children’s verbal dictionary, development of imagination, memory, dexterity.

Didactic material: ball.

Progress of the game. The speech therapist, throwing the ball to the child, names the verb, and the child, returning the ball to the speech therapist, names the noun that matches the named verb. Speech therapist: Going. Children Man, animal, train, steamship, rain, snow, hail, time, road; Runs (Man, animal, stream, time); Flies (Bird, butterfly, dragonfly, fly, beetle, mosquito, plane, helicopter, rocket, satellite, time, telegram); Swims (Fish, whale, dolphin, swan, boat, ship, man, cloud).

Game No. 7. “What can this item do?”

Goal: enrichment of children’s verbal vocabulary, development of thinking.

Progress of the game. An adult names an object and asks the child what this object can do? For example, a broom can sweep, a shovel can dig, etc.

Examples of words: sun, rain, night, spoon, swing, cat, bird, plane, etc. Don’t forget to ask with each answer: “What else does the sun do, it doesn’t just shine?” Let the child choose as many words as possible that denote the action.

Game No. 8. “Who wants to become who?”

Goal: to teach children to use difficult verb forms in speech.

Didactic material: plot pictures depicting labor actions.

Playing move. Question to the child: What are the boys doing? (The boys want to make a model of an airplane) What do they want to become? (They want to become pilots). Children are asked to come up with a sentence with the word want or want.

SECTION 3.

GAMES FOR DEVELOPMENT OF ADJECTIVE DICTIONARY.

Game No. 1. “What is it made of?”

The goal of the game is to consolidate the use of relative adjectives and methods of their formation in children's speech.

Didactic material: ball.

Before playing the game, it was first explained to the child that if an object is made of wood, then it is wooden, and if it is made of iron, then it is iron, etc. Then work was carried out on the pictures, after which this topic was reinforced in the ball game .

Progress of the game. I, throwing the ball to the child, said: “Boots made of leather,” and the child, returning the ball, answered: leather. Then she threw the ball to another child, said: “Mittens made of fur,” and the child, returning the ball, answered: fur, etc. A basin made of copper. (Copper), Plush bear (Teddy), Woolen mittens (Wool), Glass glass (glass), crystal vase (Crystal), etc. Then I asked the children to make sentences with these phrases. For example: Masha has a teddy bear.

Game No. 2. “Catch and throw - name the colors”

The goal of the game is to develop the ability to select nouns for adjectives denoting color, to expand the vocabulary of adjectives, to consolidate the names of primary colors, and to develop children’s imagination.

Didactic material: ball.

Progress of the game. When throwing the ball to the child, she named an adjective denoting color, and the child, returning the ball, named a noun that matches this adjective. For example: red - poppy, fire, flag, orange - orange, carrot, dawn; yellow - chicken, sun, turnip; green - cucumber, grass, forest; blue - sky, ice, forget-me-nots; blue - bell, sea, ink; purple - plum, lilac, twilight, etc.

Game No. 3. "Whose head?"

The goal of the game is to expand children's vocabulary through the use of possessive adjectives. The game was played after discussing the pictures. The correct use of all these various endings in speech was achieved through repeated repetition of words in game situations.

Didactic material: ball.

Progress of the game. When throwing the ball to one of the children, she said: “A crow has a head...”, and the child, throwing the ball back, finishes: “... a crow,” etc. Examples: a lynx has a lynx’s head, a fish has a fish’s head , a cat has a cat's, a magpie has a magpie's, a hare has a hare's, a rabbit has a rabbit's, a camel has a camel's, a horse has a horse's, a duck has a duck's. for a swan - swan, for a deer - deer, for a fox - fox, for a dog - canine, for a bird - bird's, for a sheep - sheep's, for a squirrel - squirrel, for a bear - bear's, for a tiger - tiger's, for a chicken - chicken, the dove has the dove's, the eagle has the eagle's. As a complication, the children were asked to make sentences with these adjectives.

Game No. 4. "Hot Cold"

Goal: formation of a dictionary of adjectives, consolidation in the child’s mind and dictionary of the opposite characteristics of objects or antonym words.

Methodical instructions. The game is carried out after preliminary work with pictures and the child’s assimilation of words such as “same”, “similar”, “different” (“different”), “opposite”. From the pictures: The river is wide, but the stream is narrow. The bear is big, and the bear cub is small. The grandfather is old, and the young man is young.

Progress of the game. The speech therapist, throwing the ball to the child, pronounces one adjective, and the child, returning the ball to the speech therapist, names another - with the opposite meaning. Speech therapist: Hot - Children: Cold (Good - Bad; Smart - Stupid; Cheerful - Sad; Sharp - Dumb; Smooth - Rough; Light - Heavy; Deep - Shallow; Light - Dark; Kind - Evil; Joyful - Sad; Fast - Slow; Frequent - Rare; Soft - hard; Clear - cloudy; High - low)

Complication. You can invite children to add a noun. For example: A sharp knife. Clear day. Deep lake.

Game No. 5. “What is round?”

Goal: expanding children's vocabulary through adjectives, developing imagination, memory, and dexterity.

Didactic material: ball.

Progress of the game. Throwing the ball to children in various ways, the speech therapist asks a question, which the child, having caught the ball, must answer, and then return the ball to the speech therapist. The speech therapist, in turn, passes the ball to the next child, waiting for an answer from him.

1. What is round? (Ball, ball, wheel, sun, moon, apple, cherry...)

2. What is long? (Road, river, rope, thread, tape, cord...)

3. What is tall? (Mountain, tree, man, hundred, house, closet...)

4. What is green? (Grass, trees, bushes, grasshoppers, dress...)

5. What is cold? (Water, snow, ice, dew, frost, stone, night...)

6. What is smooth? (Glass, mirror, stone, apple...)

7. What is sweet? (Sugar, candy, pies, cakes, waffles...)

8. What is wool? (Dress, sweater, mittens, gloves, hat...)

9. What is prickly? (Hedgehog, rose, cactus, needles, spruce wire...)

10. What is spicy? (Knife, awl, glass, scissors, dagger, blade...)

11. What is easy? (Fluff, feather, cotton wool, snowflake).

12. What is deep? (Ditch, ditch, ravine, well, river, stream...)

Game No. 6. "Guess the toy"

Goal: to enrich the subject dictionary, the dictionary of adjectives, to develop the ability to find an object, focusing on its signs and actions.

Didactic material: toys hare, fox, duckling, dog.

Progress of the game. The speech therapist shows the child 3-4 toys, he names them. You must immediately teach how to name the object correctly: “This is... (hare, fox, duckling).” The speech therapist talks about each toy, naming external signs: “This is a soft toy. It is gray. The tail is short and the ears are long. He loves carrots and jumps deftly.” Other toys are described in a similar way, the child names them. Invite the child to describe one of the toys.

Game No. 7. "Tell me which one"

Goal: to form a vocabulary of adjectives, learn to identify and name the characteristics of an object.

Didactic material: Fruits in a box.

Progress of the game. The adult takes objects out of the box, names them (“This is a pear”), and the child names the signs (“It’s yellow, soft, tasty.” “This is a tomato.” - “It’s red, round, ripe, juicy.” “This is a cucumber.” - “It’s... oblong, green, crispy”).

Game No. 8. "Compare the Beasts"

Goal: to form a vocabulary of adjectives, teach to compare different animals, highlighting opposite characteristics.

The speech therapist suggests looking at a bear and a mouse.

The bear is big, and the mouse... (small). Also, what kind of bear is Mishka... (fat, thick-footed, club-footed)? And what kind of mouse... (small, grey, fast, dexterous)? What Mishka loves... (honey, raspberries), and the mouse loves... (cheese, crackers).

Mishka's paws are thick, and the mouse's... (thin). The bear screams in a loud, rough voice, and the mouse... (in a thin voice). Who has the longest tail? The mouse has a long tail, and Mishka... (short).

On the basis of clarity, work is carried out and familiarization with polysemantic words (chair leg - table leg - mushroom leg; handle on a bag - handle on an umbrella - handle on a cup; sewing needle - needle on a hedgehog on its back - needle on a Christmas tree).

Game No. 9. “What is he like?”

Goal: to form a vocabulary of adjectives, to teach the child to actively describe the characteristics of objects.

Progress of the game. Ask your child to bring everything square that he finds in the house. For example: a book, a box, a cube, a board from the kitchen, a CD, a TV, etc. And then ask him to describe all the objects that are united by one characteristic - square. Let him find and explain the similarities and differences of objects, as well as their purpose.

SECTION 4.

GAMES FOR DEVELOPING THE DICTIONARY OF ADVERBS.

Game No. 1. “Where is who?”

Didactic material: board, cardboard pictures of grandfather, house, fence, 2 trees, bushes, sunflower, girl, chicken.

Progress of the game. At the beginning of the game I read a few sentences. “My grandfather built a house and a fence. I planted two trees, bushes, a sunflower and began to live in it with my granddaughter and chicken.” Then she herself placed pictures on the board depicting a house, a bush, two trees, a sunflower, a fence, a chicken, a girl, and a grandfather. Then she called several children and gave the children the task of placing objects on the board on the right, left, in the middle, in front, behind, next to, near, far, away, around - relative to each other. Then she asked, “Where are the girl, grandfather, and chicken?”

After that, she invited the children to ask each other questions about where this or that object is.

Game No. 2. "Say it the other way around"

Purpose of the game: to form a vocabulary of adverbs.

Progress of the game. In this game, children were asked to choose the opposite word for adverbs, for example: warm... (cold), frosty... (hot), deep... (shallow), high... (low), far... ( close), wide... (narrow), quiet... (loud), soft... (hard), fast... (slow).

Game No. 3. "Catch and answer."

The goal of the game is to form a vocabulary of adverbs.

Didactic material: ball.

Progress of the game. To play, the children were asked to stand in a circle. I threw the ball and named words that answered the question “which?”, and the children, throwing the ball, called me a related word that answered the question “how?”.

Polite - politely, patient - patiently, affectionate - affectionately, gentle - tenderly, green - green, cheerful - fun, cold - cold, hot - hot, warm - warm, ringing - ringing, scary - scary, sad - sad, boring - boring, sunny - sunny, damp - damp, wet - wet, dry - dry.

Game No. 4. “Come up with suggestions.”

Progress of the game. Speech therapist. Turn over the pictures that are on the edge of the table. Look where the objects are drawn on them and come up with sentences with the words: close - far, above - below, left - right, high - low.

Game No. 5. "Answer the question".

Goal: to form a vocabulary of adverbs.

Progress of the game. The speech therapist asks the children questions: How does a lion roar?, and the children answer with a complete answer: (Terribly, loudly), etc. How does a hare run? (Fast). How does a sparrow tweet? (Funny). How does the nightingale sing? (Beautiful). How does the mouse squeak? (Quiet). How does a dog growl at a cat? (Angrily). How do the guys in our group play? (Amicably). How are our guys doing? (Diligently?).

Game No. 6. "Finish the sentence."

Goal: to form a vocabulary of adverbs.

Progress of the game. The speech therapist begins to say sentences, and the children must finish. For example: the train is moving slowly, but the plane is flying... (fast). Tanya behaves well, but Kolya... (badly). It's hot in summer, and in winter... (cold). Nadya speaks quietly, but Vova... (loudly) It’s raining, it’s dirty outside, but at home... (clean). Ira was bored, Marina came, and it became... (fun).

Game No. 7. "Choose a word"

Goal: to form a dictionary of adverbs, teach to form related words that answer the question “how?”

Progress of the game. Speech therapist. I will name a word that answers the question “which?”, for example, “Good boy.” You will answer the question of how he behaves, draws, writes.

A model is given: bad - bad, good - good.

Then children form adverbs from adjectives: beautiful - beautiful, sweet - sweet, sour - sour, dirty - dirty, quiet - quiet, clean - clean, tall - high, distant - far, close - close, neat - neat.

Game No. 8 “Clap your hands!”

Goal: to form a vocabulary of adverbs.

Progress of the game. Speech therapist. Listen carefully. I will say the words, and you will clap when you hear the word that answers the question “how?” (Children place their elbows on the table, hands are ready for clapping.)

Girl, red, good, running. Cat, lapping, bad, flower. Jumping, tasty, sleeping, bear. Bitter, kind, tree, runs. Plays, big, fox, quickly. Joyfully, grandma, she is walking, sad. Sunny, warm, beautiful, washes. The school is growing, strong, wide.

MADOU "Baikal kindergarten No. 1

Timely mastery of correct speech is important for the formation of a full-fledged personality of a child and his successful education at school. Children with general speech underdevelopment have difficulties in mastering the lexical patterns of their native language. Children with SEN experience particular difficulties in learning and using adjectives in their speech.

These lexical exercises will help enrich children's vocabulary with attribute words.

"Description of a person's appearance." Lexical topic: “Man.”

Instructions:

Listen to the poem and tell me what color your eyes and hair are.

Varikary eyes,
Vasya and Vera have gray ones,
At little Alenka's
Green eyes.

Brown hair
At the nimble Marinka's.
And the red curls
At little Galinka's.
And only at Lenochka’s
Brown braids.

"Guess the riddles." Lexical topic “Animals and birds”.

Instructions:

Find a picture-riddle and name the words-signs that helped you with this.

This bird knocks with its sharp beak.
(Woodpecker)

And with a red breast it flies to us in winter.
(Bullfinch)

This bird has huge eyes.
(Owl)

And this one is proud of its bright plumage.
(Parrot)

This animal has a fluffy coat.
(Squirrel)

This cocky guy is no joke to play with.
(Tiger)

Be friends with this one, he is huge, but kind.
(Elephant)

And this one is definitely your reliable friend.

“Describe the puppy.”

Instructions:

Listen to the poem and name the words that characterize the puppy. Name other words-signs that you hear in this poem.

Our cocky puppy
Barks loudly at the gate,
Because at the gate
A black proud cat walks.

Our puppy loves to play
Katya to kick the ball.
He is very playful
Our puppy is cute.

He is very cheerful with us,
Playful and funny.
Brave, affectionate, beautiful
My dear puppy.

"Correct mistakes".

Instructions:

Listen to the poem and correct the mistakes.

I wandered along the river (forest) path
And I saw scary (strange) pictures.
A fluffy (prickly) hedgehog rustles in the grass,
A red (gray) mouse sleeps in a hole,
Winged (horned) cow in the meadow
Chews salty (green) grass.

Game "On the contrary".

Instructions:

Listen to the poem and name the missing words.

I will say the word high,
And you will answer... (low).
I will say a distant word,
And you will answer...(close).
I'll tell you, cowardly
And you will answer... (brave).
I’ll also say cold,
And you will answer...(warm).
Then I'll say a short one,
And you will answer...(long),
Now I'll tell you the beginning
You answer...(end).

Ananyeva Anna Viktorovna,
teacher speech therapist,
MBDOU "Kindergarten No. 151",
Ryazan city