Games to enrich the vocabulary of preschoolers. Games to develop and enrich your vocabulary. Game exercise “Enemy words”

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 up to you”

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;

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, globe, 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 similarly and 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 is... oblong, green, crunchy").

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’s 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 the opposite"

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 - gently, 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, high - 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

Speech therapy games

Dear mothers, you often have a question: when should you work with your child? Work and household chores take a lot of time and effort, but it is no secret that you spend a significant part of your time in the kitchen. Try to use it to communicate with your child and develop his speech.

Games to enrich a child's vocabulary

“Let’s look for words in the kitchen”

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

"I'm treating you"

Let's remember delicious words and treat each other.

The child names a “delicious” word and “puts it” on your palm, then you give it to him, and so on until you have eaten everything.

You can play sweet, sour, salty, bitter words.

"Say the word"

You start a phrase, and the child finishes it:

The crow croaks, and the sparrow. . .

The owl flies, and the hare. . .

The cow has a calf, and the horse has a calf. . .

Sugar is sweet and lemon...

The moon is visible at night, and the sun...

Fire is hot and ice...

The river is wide, and the stream...

The stone is heavy, and the fluff...

Guess by taste vegetables and fruits.

« Tell me how I am"

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

The adult invites the child to listen carefully to how he pronounces the words and pronounce (repeat) them the same way. Make sure your child pronounces words clearly and at the appropriate volume.
For this exercise, it is recommended to select words that the child has difficulty pronouncing.

« Wonderful bag."

From experience, this game remains the most favorite for children for a long time, right up to school age. After all, every item from the magic bag is always a surprise. Of course, the task for older people becomes more complicated (for example, you need to identify an object by touch without looking into the bag...)

What you will need: any bag, small toys.
The adult says that there are many interesting toys in the bag, offers to take one out and name it loudly. You need to ensure that the baby names the toy correctly and clearly.

"Which subject?"

The goal is to develop the ability to select as many feature words as possible for a word-subject and coordinate them correctly.

This game for developing speech in children is similar to the previous one. The difference is that children must select as many object words as possible for the attribute word.

Green - tomato, crocodile, color, fruit, ...

Red - dress, apple, banner, ...

Games for the development of grammatical structure

"Let's make juice"

Juice from apples (apple). From pears, plums, carrots, lemon, orange? And vice versa: what is orange juice made from?

"Stubborn Words"

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

"One and Many"

An adult names one object, but a child names many.

You can list different items, depending on where you are now: in the kitchen or in the children's room.

For example:

Cup - cups, pan - pots, table - tables;

Ball - balls, pencil - pencils, cube - cubes;

“What’s missing?”

The adult places several different objects (maybe toys) in front of the child - 4 - 7 pieces. Then he asks the child to remember all the objects and turn away, while he himself removes any one object. The child is asked to look carefully and name what is missing. Be sure to pay attention to the endings in words.

"Magic glasses"

“Imagine that we have magic glasses. When you put them on, everything turns red (green, yellow, blue, etc.). Look around with magic glasses, what color everything has become, say: red ball, red boots, red dress, red nose. Red window, red hand and others.

"I'm attentive"

We will name the objects (at home or on the street) that we see, and we will also be sure to indicate what they are. For example: Here is a table. It's wooden. Here is a cat - she is fluffy. Here's the window - it's big. Here is the fence - it's red. Here is the sun - it is yellow.

Let's listen to sounds.

Listen to the sounds in the kitchen: water dripping in the tap, cereal being poured, a spoon ringing in an empty glass. Knock on different objects in the kitchen, listen - some sound loud, others quiet, others muffled, etc. Play the game “Guess What's Knocking” with your baby.

Game exercise on the syllabic structure of words

"Confusion."

Once upon a time there lived: words. One day they were having fun, playing, dancing. And they didn’t notice that they were mixed up.

Help the words unravel.

Words: barefoot (dog),

lovosy (hair),

lekoso (wheel),

boots (boots), etc.

On the way from kindergarten (to kindergarten)

“We will look for words.”

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

"Magic glasses".

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

"In a free moment."

Outdoor games.

"Ball Games"“I will name objects and throw you a ball. You will catch it only when you hear the sound “F” in the word; if there is no sound in the word, then you don’t need to catch the ball. So, let's begin: toad, chair, hedgehog, beetle, book. . ."

"Frog". Isolating a sound from a series of vowels (a, o, u, i, e, e, yu, i, s). “You will jump like a frog, if you hear the sound “A”, you lower your hands to other sounds.” By analogy, the game is played with other vowel sounds. Later, you can play with consonant sounds.

1. Methodological literature on the issue under consideration was studied and a catalog was compiled (attached)

2. Were compiled (made ) (Attached)

Class notes;

Long-term work plan;

Consultations for parents;

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Work on enriching, consolidating and activating vocabulary occupies a significant place in the overall system of children's speech development. Without expanding their vocabulary, it is impossible to improve their verbal communication.

Strengthening the principle of developmental education in school places certain demands on preschool education.

For a child to successfully study at school, it is necessary that the system of the native language and its elements act as the object of his conscious activity. Therefore, one of the tasks of speech development in kindergarten is the formation in preschoolers of an initial, elementary knowledge of linguistic reality, on which learning at school can be based.

In the development of the dictionary, a large place is occupied by classes on familiarization with the environment, with nature, various observations, excursions, conversations, during which children’s knowledge and ideas are formed and refined.

Exploring the world around him, the child learns the exact names (designations) of objects and phenomena, their qualities and relationships. Thus, the peculiarity of the program for the development of speech and vocabulary is that it is essentially connected with all sections of the education program in kindergarten and its implementation is provided for in different types of children’s activities.

Work on a dictionary is closely related to the development of cognitive activity, but it should be, first of all, linguistic work. This means that when working on a word, it is necessary to take into account the actual linguistic characteristics of the word, namely polysemy (for most words in the Russian language are polysemous), as well as synonymous and antonymic relationships.

The speech of preschool children differs from the speech of adults. Often the child tries to comprehend the words himself, giving them a different meaning, for example: “A lazy man is a man who makes boats,” “A village is where there are a lot of trees,” etc.

Working with polysemantic words is part of vocabulary (lexical) work. Its goal is to ensure proper linguistic and speech development and improvement of language proficiency. In addition, the disclosure of the semantic richness of a polysemantic word plays a big role in the accuracy of word usage. The habit of using words correctly developed in a child in kindergarten largely determines his later speech culture.

The leading place in mastering the polysemy of words is given to synonyms and antonyms.

Such methods of dictionary work as the selection of synonyms and antonyms in order to clarify the understanding of the meanings of words are not used enough.

It is necessary, from a young age, to pay attention to the qualitative side of vocabulary development, that is, to solve the following tasks:

1. work on a correct understanding of the meaning of words
2. expand the stock of synonyms and antonyms
3. develop the ability to use words, combining them correctly according to their meaning
4. activate such parts of speech as adjectives and verbs in children’s speech.

Solving the problems of qualitative development of children's vocabulary is impossible without simultaneously carrying out work to familiarize themselves with an ever-expanding range of objects and phenomena, to deepen knowledge about them.

To ensure the full development of vocabulary, it is necessary, along with classes, to widely use moments of everyday life, which provides great opportunities for consolidating and activating the speech skills acquired by children in classes.

Of course, all tasks of vocabulary work (enrichment, consolidation, clarification, activation of the dictionary) are interconnected and are implemented in each age group.

Thus, in the second younger group, the main attention is paid to the task of accumulating and enriching the vocabulary, which is closely related to the expansion of knowledge and ideas about the environment.

At this age, a significant place is given to the use of visual aids (toys, pictures), as well as the speech of the teacher.

In the middle group, special attention must be paid to the correct understanding of words and their use, and to expanding the active vocabulary of children. In this group, work continues on the formation of generalizing concepts; much attention is paid to isolating qualities, properties and correctly denoting them with appropriate words.

The task of using words with opposite meanings (antonyms) is introduced. For this purpose, you can use a comparison of toys and objects.

At this age, all kinds of visualization still occupy a significant place, but more vocabulary exercises and verbal didactic games should be used.

For example, to activate verbs, an exercise is used to select actions for objects: “What is an iron for? What can you do with a broom? What is a watering can for? In the exercise “Who Does What?” the child must name as many actions as possible: “What does the cat do?” - “Meows, purrs, plays, laps up milk.”

To develop the ability to isolate the qualities and properties of objects and toys, the technique of comparison should be used more widely. So, for example, when comparing two dolls, the question is asked: “What are the same and what are different? How else do the dolls differ from each other? Children examine and name the color of eyes, hair, details of clothing (for example, soft, fluffy, fur collar). When telling stories based on pictures, in order to teach how to select definitions, they ask questions: “What kind of snow? (White, fluffy, cold.) How can you say about winter, what it’s like?” (Snowy, frosty, cold.) Then you can read the poem.

At the next lesson, the teacher offers to look at the proposed toys (for example, a ball, a car, a doll, a matryoshka) and consistently asks questions: “What is this? What is she like? What is it for? What can you do with it? This preliminary vocabulary exercise prepares children for playing the didactic game “Parsley, guess my toy” in the same lesson. When making a wish for a toy, children must use all the words named and formulate a coherent statement.

In the senior preschool age group, the leading task in vocabulary development is to clarify the understanding of the meaning of words and activate vocabulary. For these purposes, special vocabulary exercises and word games lasting 5–7 minutes are carried out. at every lesson.

The exercises were developed by E.I. Tikheyeva, their goal is to develop children’s attention to words, teach them to distinguish their shades, and accustom them to the precise use of words. When conducting these exercises, a large place is given to such a technique as a question. The direction and content of children’s mental activity depends on the wording of the question; the question should evoke their mental activity. By asking questions, the teacher not only achieves the reproduction of knowledge, but teaches children to generalize, highlight the main thing, compare, and reason.

We need to ask questions more often: “Can I say that? How can I say it better? Who will say differently? Etc. At the same time, you should not rush to evaluate the answer; let the children think and discuss which answer is correct. As many children as possible should express their opinions, answering questions such as: “Why do you think that this can be said? Tell the children how you understand it.”

The following types of tasks are used to develop vocabulary:

Selection of synonyms for phrases.

In the process of vocabulary work in the classroom, children encounter such a phenomenon as synonymy (words that sound different, but are close in meaning), the understanding of which is already available to them. Working with synonyms helps to understand the different meanings of a polysemantic word, teaches one to think about the meaning of the words used, helps to use the most appropriate words in statements, and avoid repetition.

To select synonyms, you should suggest phrases and sentences, for example: “The river is running”, “The boy is running”.

The teacher asks: “What word is repeated? Let's try to replace it. “The river runs” - how can I say it differently?” (Flows, murmurs, pours.) The answers to the second phrase are: “Rushing, hurrying, flying.”

The ability to select synonyms will help children formulate their statements more accurately.

Working on antonymsuseful in that it teaches you to compare objects and phenomena of the surrounding world. Antonyms, in addition, are also a means of expressive speech.

The selection of antonyms should first be made using visual material (objects, pictures). So, for example, you can offer pictures depicting a tall and low house, a large and small apple, a short and long pencil, etc.

Exercises with a single word help clarify its meaning and systematize the knowledge and ideas that children have.

At first, tasks involving the selection of synonyms and antonyms are difficult for children. But this is until they understand the meaning of the task.

To select synonyms, you can ask questions after the children have retold a particular work.

To activate verbs (actions), similar questions are asked, for example: “Leaves are falling from the trees. How can I say it differently? (They fly, circle, fall.) Or: “Seeing the hunters, the fox runs away. How else can you tell what she’s doing?” (He runs away, runs away, rushes, flies like an arrow.)

In developing the ability to select synonyms and antonyms, specialspeech situations, when children are placed in conditions that require precise verbal designation.

For example, the following situation was given: “If it rains often, the sky is overcast, a cold wind blows, then in what words can you say about autumn, what is it like?” (Cloudy, rainy, cold.) Then the opposite situation is given: “If in autumn the sky is blue, the sun is shining, it’s still warm, the leaves on the trees have not yet fallen, then how can you say about autumn, what is it like?” (Sunny, warm, golden, clear.) Such tasks take a short time and can be used during a walk.

Completing such tasks contributes to the formation of accuracy of word usage, the ability to choose words that accurately denote an object, action, quality. For example, the following situation was given: “Dad began making swings for the children. Misha brought him a rope. Dad said: “No, this rope is no good, it will break,” and took another rope. “But this one will never break.” How can you say about such a rope? What rope did dad take?” Select the desired answer from the synonymous series “durable, strong.” Any of these words will be appropriate in the corresponding phrase, that is, you can say both “strong rope” and “strong rope”.

To explain other meanings of the word “strong,” sentences were given: “Sasha grew up as a strong boy,” “Yura felt strong ice under his feet.” Questions for them: “What does “strong boy” mean, as you understand it? How can I say it differently? (Strong, healthy.) What does “strong ice” mean? How can you say it differently? (Durable, solid.) The correct selection of synonymous words will indicate an understanding of the meaning of the word “strong.”

To develop the ability to use words, you should practice tasks on composing sentences with a single word, and polysemantic words of different parts of speech are offered as initial ones: nouns, adjectives, verbs. By combining words into phrases and sentences, children thereby learn the meaningful use of words in various grammatical forms and meanings. First, they make up two-word phrases and sentences, for example, with the word “light” - “Light wind”, “Light fluff”. Then common sentences with the same word appear: “A light leaf fell from the trees”, “There were light clouds during the day”, “A light butterfly is circling over a flower”, etc.

Tasks for composing sentences should be used more often because even with a correct understanding of the meaning of words, children are noted to be incapable of composing a sentence using them correctly in their meaning.

To activate the dictionary, it is effective towriting riddlesby the children themselves. It is very important that the child can not only name the object, but also correctly identify its qualities and actions with it. First, the teacher makes a guess for the object, and then the children. Here are some of the riddles invented by children: “In a dark room a white canvas hangs to watch movies”, “Rectangular and speaks”, “Nose with a snout, she grunts”, etc.

The ability to identify and name signs and qualities must be developed using everyday observations and excursions. So, for example, when conducting an excursion in the fall, the teacher pays attention to the color of the leaves, the autumn sky, and asks questions: “What is the sky like? What leaves? Etc. In his speech, he should use more different kinds of definitions.

Lexical exercises, which are carried out as part of the lesson, perform a double function: they help develop vocabulary and prepare for completing tasks in coherent speech.

Thus, lexical work is important for the development of free speech, the ability to consciously choose the most appropriate linguistic means for a given statement, that is, it ultimately serves the development of coherence of speech.

Consultation for parents

Children with speech impairments often have a poor vocabulary, both active and passive, and mainly everyday vocabulary predominates. Children are poor at classifying objects into groups and confuse the names of vegetables and fruits. In their vocabulary there are few verbs denoting the state and experiences of people, nouns characterizing the moral character of a person, and the group of adverbs and adjectives that serve to characterize actions and deeds is especially small. All this limits the speech communication of children.

To expand and activate the vocabulary in pedagogical practice, didactic games are used.

Didactic games are one of the main means of developing speech and thinking. The role of these games is especially great in enriching the vocabulary.

Since parents, one way or another, have to be the main teachers for their child, we suggest you use the following speech games and exercises. Teaching does not mean sitting down at the table and behaving as you would in a lesson; it's about showing your child and doing with him the things you do in everyday life.

Game exercise “Who? What?"

Show your child any illustration for a fairy tale. Let him name words-objects that answer the question: “Who?” or "What?"

For example: the fairy tale “Cinderella” by Charles Perrault

Who: girl, sisters, stepmother, fairy, prince, mice, horses, coachman, etc.

What: house, broom, carriage, shoe, etc.

Helpful advice:

Play the game "Who's Bigger?" with your child.

· Name words starting with the sound (letter) M

· Select words on a given topic, for example “Furniture”

Game exercise “Guess-riddles”

Find out the item by description - (Green, white-trunked, curly. What is it? - Birch)

Shaggy, clubfooted...

Hungry, gray, angry...

Bright, warm...

Gray, small, prickly...

Game exercise “Who eats what?”

The cat laps milk. The dog chews on a bone. A cow chews hay. The chicken pecks the grain. Etc.

Option: “Who or what floats? Does it fly? -

Fish, leaves, airplane, butterfly, etc.

Game exercise “Confusion”

What words were formed from:

CUGGER - cucumbers and watermelons
TOMATOES – tomatoes and melons

REDISBEET – radishes and beets
CHESLUK – garlic and onion

REPUSTA - turnips and cabbage

Help me figure it out.

Game exercise “Enemy words”

Practice choosing antonym words.

Day Night

Morning -…

Winter - …

Friend - …

Welcome -...

To come in -…

Go to bed -…

Speak - …

Laugh - …

The elephant is big, and the mosquito...

The stone is heavy, and the fluff...

Game exercise “Words are friends”

Practice choosing words - synonyms

Building - house

Horse -…

Buddy -…

Go -…

Look -…

Brave -…

Tiny -…

Game exercise “What does it look like?”

Invites children to choose similar words (comparisons)

White snow looks like...

Blue ice looks like...

Thick fog looks like...

Pure rain looks like...

Game exercise: Where and for what can the object I name be used?

For example: button

1) for attaching paper to the board;

2) can be thrown out the window to give a signal;

3) scrap metal;

4) draw a small circle

5) put on the table, etc.

Nail - ..., shoe - ..., lace - ...

Game exercise “Find an extra object”

Offer several pictures, among which one picture depicts an object that does not belong to the same thematic group as other objects

The child must show the “extra” picture and explain why it is extra.

Game exercise: Guess what the fourth word will be(semantic series)

Nail - hammer, screw -...

House - roof, book - ...

Bird - egg, plant - ...

Good - better, slowly - ...

School - training, hospital -...

A person is a child, a dog is...

Coat - button, shoe - ...

Game exercise “New words”

The fox has a long tail - how can I say it in one word? – long-tailed;

The boy has long legs - long-legged

Game exercise “Finish the sentence”

Misha went for a walk (when?)…

Misha felt sad (why?)…

Misha was happy (when?)…

Game “Who will remember more what is made of what?”

“Children name metal, paper, and plastic objects from memory. A chip is given for the correct answer. The one who collects the most circles wins.

All proposed didactic games contribute to the formation of vocabulary, as well as the development of speech skills.

Enriching the vocabulary of preschoolers

With general speech underdevelopment

The development of a child’s speech in ontogenesis is closely related to the development of thinking and other mental functions. With the help of speech, the child designates what is understandable to him. In this regard, words of a specific meaning first appear in his dictionary and only then words of general meaning.

The zero degree of generalization is proper names and names of a single object. Then gradually the child begins to understand the general meaning of the names of homogeneous objects, actions, and qualities. By the age of three, children acquire words denoting the simplest generic concepts (toys, dishes, clothes), conveying generalized namesobjects, signs, actions in the form of a noun (flight, swimming, cleanliness). By the age of five years of normal speech development, children acquire words denoting more complex generic concepts (plants: trees, herbs, flowers; color: white, black; movement: running, swimming, flying). By adolescence, they are already able to assimilate and comprehend words such as state, sign, objectivity, etc.

Enriching a child's life experiences leads to the growth of his vocabulary. The vocabulary of an older preschooler can be considered as a national language model. During this period, the core of the child’s vocabulary is formed.

Analyzing the vocabulary of spoken language of children aged 5-6 years, we can identify the most common words: nouns, adjectives, verbs. There is also a gradual expansion of the semantic field of the meaning of the word.

Thus, as mental processes develop (thinking, perception, ideas, memory), sensory experience is enriched, and activity changes, the child’s vocabulary is also formed in quantitative and qualitative aspects.

Principles of working on a dictionary:

1. the development of vocabulary should be inextricably linked with the expansion of the child’s ideas about the surrounding reality;
2. work on vocabulary should be inseparable from work on other components of the speech-language system;
3. the child’s vocabulary should develop in parallel with the development of mental operations;
4. when working on vocabulary, special attention should be paid to the relationship between the lexical and grammatical meanings of a word;
5. The main task when working on vocabulary is the formation of full-fledged semantic fields.

The specific content and structure of speech therapy work on the formation of systemic lexical concepts in children with SLD is determined by the time of appearance of various language units in ontogenesis, the specifics of the speech defect, the characteristics of the child’s general mental status and other factors. Based on this, it is methodologically appropriate to carry out correctional and developmental work in two stages.

At the first stage, the main attention should be paid to the accumulation of lexical units; at the second stage, it is necessary to carry out work related to the ordering of lexical units in the child’s mind. However, it should be remembered that in ontogenesis such a clear division is not observed during the formation of the lexical system. Linguistic signs are not acquired linearly. By actively expanding his vocabulary, the child immediately begins to establish the simplest semantic relationships between words: antonymic relationships, generic relationships, relationships between an object and its part, etc. Therefore, at the first stage, in addition to actively expanding the child’s vocabulary, it is necessary to pay attention to the simplest and most obvious semantic connections between words.

The expansion of nominative and predicative vocabulary in children is carried out on a thematic basis. It is precisely this principle of organizing correctional intervention that allows us to optimally, from a methodological point of view, solve the issue of the formation of semantic fields in children with ODD. The introduction of words united by one topic into the lexicon makes it possible to group in the child’s linguistic consciousness words-centers, or semantic dominants (the core of the semantic field), and words with more or less pronounced thematic attachment to them (the periphery of the semantic field). The range of vocabulary from various thematic groups is determined by the age of the children and the level of their ideas about the world around them. Considering the poverty of visual and auditory representations of children with ODD, the difficulty of identifying the most significant differential features of objects, in speech therapy work it is necessary to pay attention to the distinction of words denoting situationally or visually similar objects (cup - glass - mug, shower - watering can, peach - apricot, sugar – sugar bowl, fluffy – soft, sew – knit, sew – sew).

The child acquires the ability to consciously distribute and order lexical units based on various semantic relationships only at a certain level of his speech and cognitive development (approximately 5-6 years). Therefore, at the second stage of correctional and developmental training, the main attention should be paid to the targeted formation of the ability to establish more complex types of semantic relationships between words: relationships of synonymy, homonymy, relationships between related words, polysemantic words and much more.

Directions of speech therapy work

Work to enrich and activate the vocabulary of children with general speech underdevelopment includes the following tasks:

1. familiarization with objects and phenomena of the surrounding reality, formation of concepts;
2. revealing the polysemy of a word;
3. expansion of the stock of synonyms and antonyms;
4. formation of the correct use of words in coherent speech.

Work on mastering the word is carried out according to the following algorithm:

1. clarification of word pronunciation;
2. demonstration of examples of word use (in phrases, in sentences);
3. developing the ability to select a synonym and antonym for a word;
4. securing a word in the active dictionary. Selection of your own examples illustrating the use of the word.

Synonymous and antonymic comparisons help to reveal to preschoolers the semantics of a polysemantic word. Let's consider an example with the adjective “fresh” (Novikov L.A. Antonymy in Russian. 1973).

Synonymy

Fresh evening - cool evening.

Fresh air is clean air.

Fresh collar - clean collar.

Fresh magazine - new magazine.

Fresh bread is soft bread.

Antonymy

Cool evening - warm evening.

Clean air is stale air.

A clean collar is a dirty collar.

New magazine - old magazine.

Soft bread is stale bread.

This example shows that when working on the semantic side of a polysemantic word, synonyms and antonyms can be used simultaneously. Using them, we teach children to distinguish and clarify their understanding of the different meanings of words.

A necessary condition for clarifying and expanding children's vocabulary is the practical mastery of the most common cases of polysemy of words. The work begins with nouns in which transfer is based onspecific, visual signs (door handle, ballpoint pen, girl’s pen). Children's attention is drawn to the common feature that unites objects. Next, classes are held on isolating different meanings in polysemantic verbs (mother is coming, it’s snowing, the train is coming).

Tasks to enrich the vocabulary with polysemantic words and phraseological units must be included in classes in accordance with the lexical topic. For example, when studying the topic “Animals of hot countries” - while simultaneously replenishing the stock of knowledge and ideas about animals, introduce children to phraseological units that are understandable to them. Tell the children that, for example, a crocodile is not afraid of toothache, it has an additional row of teeth: a new one grows as soon as the old one is destroyed. Then ask the children to name which objects have teeth but don’t know about toothache (saw, comb, rake, fork). With this material, children practically learn the polysemy of a word. It is proposed to solve riddles:

He tests everything: pine, flax, and oak. (Saw).

Toothed, rather than biting, they rake leaves and hay. (rakes), etc.

To clarify children’s understanding of a word in an accessible form, in some cases a certificate of the origin of the word is provided (notes of the lesson “Sewing Supplies”).

Such work on each word of the text clarifies, expands, deepens children’s stock of information and ideas, teaches them to listen and think, and develops figurative speech.

Discovering the semantic richness of a polysemantic word for children with general speech underdevelopment is important in preparing for school, since in the primary school curriculum great importance is given to the practical familiarization of students with the lexical meaning of a word, polysemy, antonymy, and synonymy.

Due to the polarity of their meanings, antonym words are more easily understood by children, so work on them begins earlier.

To develop the ability to select and use words - antonyms, different techniques are used:

Selection of antonyms with the exclusion of “conflict” words. Children were asked to find words - enemies and name the “extra” word: thin, long, thick, red, short;

Finding antonyms in riddles, proverbs, poems. For children
They were asked to listen to the riddle, guess it and name the antonyms.

It's bitter in haymaking, but sweet in frost, what kind of berry?

Find the words - enemies in the poem:

I had a fight with my friend

And they sat down in the corners.

It's very boring without each other!

We need to make peace.

In the proverb:

Don't be afraid of a smart enemy, be afraid of a stupid friend. Know more and say less. You put it further away, you take it closer.

Adding an antonym to a sentence:

In winter the days are short, and in summer...

Selection of antonyms for polysemantic words. Speech material - phrases:

fresh bread -... stale bread;

fresh newspaper -... old newspaper;

fresh apples -...dried apples.

After listening to word combinations, children select words with opposite meanings.

Selection of synonyms for phrases

Children are told a phrase, for example:spring is coming, snow is coming, people are walking.You should draw their attention to the fact that it is not interesting to listen when the same word is repeated. Offer to replace it. "Spring is coming. “How can you say it differently?” Children select words that are close in meaning(steps, moves, walks).Preschoolers come to the conclusion that the same word “goes” has different meanings.

You can give tasks to compose sentences with words of different parts of speech (nouns, adjectives, etc.) andwith synonymous words(big, huge, enormous).These exercises, aimed at developing the ability to use a given word in combination with others, often cause difficulties. But they are necessary. After all, the main indicator that a word is understood and included in the dictionary is the ability to use it correctly in speech.

Preschoolers with normal speech development can select several synonyms for one word(house - hut, hut; soldier- warrior, knight). This indicates the beginning of mastering the polysemy of words. Children with general speech underdevelopment either select one synonym for a word or refuse to answer at all.

In order to teach them to compare, i.e. to select antonyms, first pairs of objects with pronounced contrasting features are selected. When demonstrating, the speech therapist emphasizes their qualitative opposite with intonation. For example: wide - narrow ribbon, long - short pencil. Then the children are warned that two words will be named, denoting the opposite characteristics of a certain pair of objects (new - old, big - small), and they must show and name these objects. Assignments may vary. For example, preschoolers are asked to sort a number of objects into pairs themselves, guided by antonym words that the speech therapist will name (dry - wet sponge, clean - dirty glass, deep - shallow plate).

To improve your understanding of the meanings of these words, you can do the following exercises:

1. Complete the speech therapist's phrase with words of opposite meaning.("River - deep, the stream is shallow.” “The days are short in winter, long in summer.” “Swallows arrive in the spring and fly away in the fall”).
2. Highlight and name words of opposite meaning in sentences.(“The shirt is new, and the T-shirt is old." “The blue pencil is sharp, and the red pencil is dull”).Then the children independently compose sentences with two words, which the speech therapist names.

When explaining antonym words to children with general speech underdevelopment, it is necessary to show objects and pictures. Learn to compare their size, shape, color. Opposites can be various parts of speech: nouns whose meaning includes quality or attitude(friend - enemy; grief - joy);qualitative adjectives with spatial, temporal, evaluative characteristics of objects(high - low; late - early); verbs, adverbs, prepositions, pronouns.

The child must be given the opportunity to tactilely feel the difference in the characteristics of the properties of objects(fluffy - smooth; elastic- brittle). Learn to listen, compare by sensations(loud - quiet; sweet - salty, etc.) in order to enrich the dictionary with verbal vocabulary. Children with general speech underdevelopment are taught to compare actions and depict them on demand(poured - poured out; glued - cut off; stop - go, etc.).Adverbs should be included in lessons(funny - sad; good bad).Teach children to use prepositional constructions in speech(over the table - under the table; in the forest- from the forest, etc.), pronouns (our - your; my yours; he she)- They; me - you) etc.

Children with normal speech development completing tasks to select antonyms and synonymsBy the way, they experience difficulties only with certain words. And preschool children with general speech underdevelopment make mistakes in choosing synonyms and antonyms for most words. These errors are related:

1. with difficulties in identifying essential features of words;
2. with underdevelopment of mental operations of comparison and generalization;
3. with insufficient word search activity;
4. with unformed semantic fields within the lexical system of the language;
5. with instability of connections within the lexical system of the language;
6. with a limited vocabulary, which makes it difficult to choose the right word.

A characteristic mistake of children with general speech underdevelopment is the reproduction of words of a different grammatical category. They often reproduce an adjective for a noun, an adverb for an adjective, etc.

Thus, the work of selecting synonyms and antonyms for a word is characterized by relationships within the semantic field, an expansion of the field of the word.

The didactic games and tasks I presented for the development of vocabulary in preschoolers with general speech underdevelopment can be used not only in speech therapy classes, but also in modeling, drawing, music, etc. classes.

The main goal of lexical exercises for selecting synonyms and antonyms for a word is to accustom children to the correct and meaningful use of words in spontaneous speech. By practicing composing phrases and sentences that include the words being worked on, first according to the models of a speech therapist, and then on their own, children improve the skill of using simple common sentences in speech.

For speech therapy classes, you should select those words and syntactic structures in the formation of which children most often make mistakes.

Tasks to enrich the vocabulary and expand the semantic field of words can be useful and interesting for both preschoolers with speech impairments and children with normal speech development.

Literature

1. Alekseeva M.M., Yashina V.I. Methods of speech development and learning
   native language of preschoolers. – M: Academy, 2000. – 400 p.
2. Antipova Zh. What? Where? When?: About work on the formation of vocabulary in children with special needs // Preschool education. – 1995. – No. 9. - With. 36–38
3. Borodich A.M. Methods for developing children's speech. – M.: Education, 1981. - 255 p.
4. Vygotsky L.S. Thinking and speech. – M., 1996. -415 p.
5. Efimenkova L.N. Formation of speech in preschool children. – M.: Education, 1981. – 112 p.
6. Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming general speech underdevelopment in preschool children. – Ekaterinburg: Litur, 2006. – 320 p.
7. Koltsova M.M. The child learns to speak. – M., 1979
8. Levina R.E. Education of correct speech in children. – M: Education, 1980.-32 p.
9. Filicheva, T.B. Children with general speech underdevelopment: Educational and methodological manual for speech therapists and educators / T.B. Filicheva, T.V. Tumanova. - M.: "Gnome-Press", 1999.-80s.
10. Filicheva, T.B. and others. Fundamentals of speech therapy: Textbook. manual for pedagogical students. Institute for specialties "Pedagogy and psychology (preschool)" / T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina. – M.: Education, 1989. – 223 pp., illus.
11. Filicheva, T. B., Soboleva A. V. Development of speech of a preschooler: a methodological manual with illustrations. – Ekaterinburg: Publishing house "ARGO", 1997. – 80 p.
12. Nishcheva N.V. System of correctional work in a speech therapy group for children with general speech underdevelopment. – SPb.: DETSTVO-PRESS, 2004. – 528 P.

Games to enrich and activate vocabulary

"Everything is the other way around"

Purpose of the game: teach children to form antonym verbs using prefixes.

Material. Two monkeys (toys).

Progress of the game.

Today we will play stubborn and obedient children. Listen to my story. The monkey's mother had two daughters. The eldest was called Novice, the youngest was Stubborn. The stubborn woman loved to do everything the other way around. The novice will collect the toys, the Stubborn will scatter them. If the sister closes the door, Stubborn..... (with the intonation of incompleteness, the teacher stimulates the children to answer: she will open). If he brings it... (takes it away), sews it... (tears it off), cleans it... (gets it dirty), shuts up... (speaks), hangs it up... (takes it off), etc.

"Say it backwards"

Target: development of thinking, activation of vocabulary.

Progress of the game.

The presenter throws the ball to the child, calls out a word, and the child throws the ball back and calls out a word with the opposite meaning:

cheerful - sad

fast - slow

beautiful - ugly

empty - full

thin - fat

smart - stupid

hardworking - lazy

heavy - light

cowardly - brave

hard - soft

light dark

long short

high Low

sharp - dull

hot Cold

sick - healthy

wide narrow

"I'll start, you finish"

Target : teach children to compose sentences using prefixed verbs with the opposite meaning; develop the ability to quickly find the exact word.

The teacher begins the sentence using a prefixed verb. Children complete the sentence using a single-root verb with a prefix of the opposite meaning.

The boy first approached the house, and then... (moved away). In the morning the children came to kindergarten, and in the evening... (left). The boy entered the room, and soon he... (left). The guys ran along the right side, and then... (ran) to the left. The children played hide and seek. They ran behind the house and hid, but soon they... (ran out).

" Funny Cars".

(Active game with words).

Target: activation of verbs of motion in speech.

When leaving, at the signal, each “car” must say a verb of motion (eg left, left, went, drove off, rolled, rushed, etc.).

Having arrived at the garage, say: arrived, drove up, drove in, arrived, rushed, etc.).

" Native nature in poems and riddles"

Target: develop the ability to find antonyms in poems, select synonyms for certain words.

Progress of the game.

1. The teacher invites the children to guess riddles about nature and find antonyms in them.

Round and bright

Gives everyone warmth.

Got up early in the morning

It went across the sky.

Sunset in the evening

Behind the fishing line.

Guess what, kids?

Who am I talking about? (Sun)

It curls like a ribbon

Blue in the haze

Can be calm

Can hit the wave

Dark and deep

That you can't see the bottom.

Small and transparent

Maybe she

And in the heat he bathes

Us in our own wave.

What it is,

Tell me. (River)

What kind of bird?

Black, big.

Hanging above the ground

Blocking out the sun.

Big tears

This bird is crying

Mom hides her daughter.

How will she rush?

Everything around is getting dark,

To avoid getting wet,

I'll run away soon. (Cloud)

And choose the opposite word (antonym) to the words:

black....

big....

it's getting dark...

quicker....

3. Find synonymous words:

The aspen tree is chilling,

Trembling in the wind

It gets cold in the sun,

Freezes in the heat.

The oak tree is not at all afraid of rain and wind

Who said that oak is afraid of catching a cold?

After all, until late autumn the oak tree remains green

This means the oak is hardy, which means it is hardened.

"Say it looks like"

Target: teach children to select synonyms with additional semantic shades for verbs and adjectives.

Progress of the game.

1. The teacher gives the handkerchief to the child, naming the verb, the child gives the handkerchief back, naming a synonym for the verb.

Think - .... (think), open - ..... (open), find - ... (find), chill - ... (freeze), hit - ... (surprise), play naughty - ... (indulge), amuse - .... (entertain), forgive - ... (excuse), call - ... (invite), roar - ... (cry), rush - ... ( rush), spin - ... (spin), fear - ... (be afraid), throw - .... (throw).

2. Then children can practice selecting synonyms with additional semantic shades for adjectives.

This house is big, and this one.... (huge). These clothes are old, and this dress is completely... (worn out). This dress is a little damp, but this one is completely..... (wet). The boy is silent, and the girl..... (taciturn). Yesterday the day was warm, but today..... (hot).

"Choose the right word"

Target: learn to select antonyms for ambiguous adjectives and phrases with ambiguous verbs and adjectives; develop the ability to understand the literal and figurative meaning of words.

Progress of the game.

Children are offered ambiguous adjectives that change their meaning depending on the context. You need to find antonyms for them.

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

The porridge is cooked thick, and the soup.... (thin). The forest is sometimes dense, but sometimes... (sparse).

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

The following phrases can be used as speech material:

A thin bucket, a thin dress, a thin man.

The boy is running, the horse is running, the water is running, time is running, the streams are running.

A flower grows, a child grows, a house grows.

Hot day, hot weather, heated argument.

"We need to say it differently"

Target : teach children to select words that are close in meaning to a phrase.

Listen to the poem:

"The Snow Maiden cried as she said goodbye to winter,

She followed her sadly, a stranger to everyone in the forest.

Where she walked and cried, touching the birch trees,

Snowdrops have grown - the Snow Maiden's tears."

T. Belozerova "Snowdrops".

These are the kind words the poet found to talk about snowdrops and spring. What was the Snow Maiden like as she said goodbye to winter? (Sad)

By the way, sad choose words that are similar in meaning (sad, sad)

If the Snow Maiden is sad, then what is her mood? (Bad)

Listen to what sentences I name: “It’s raining. The Snow Maiden is coming.”

What word was repeated? (Goes.) Try replacing the word goes . It's raining....(pours). The Snow Maiden is coming...( walks). Spring is coming - how can you say it differently? ( Advances.) The car is coming... (driving).

Similarly, tasks with the following phrases are given:

clean air (fresh), clean water (clear), clean dishes (washed); the plane landed (landed), the sun set (set); the river runs (flows, flows), the boy runs (rushes, rushes).

"Find another word"

Target: develop in children the ability to select the most accurate designation for a given situation; learn to select synonyms and antonyms for adjectives.

Dad started making swings for the children. Misha brought him a rope. Dad said: “No, this rope is no good, it will break.” Dad took another rope: “But this one will never break.” What rope did dad take? How can you tell about her?

Listen to two sentences: “Vova grew up as a strong boy. He felt strong ice under his feet.”

What does the word mean strong ? How can you say these sentences differently? Make up your own sentence with the word strong .

The following sentences are considered similarly: "Boy trembling by cold. Bunny trembling with fear."

"Ball Game"

I will throw a ball to everyone, saying a word. You're throwing the ball back at me by saying the opposite.

Long - ..... short, deep - ...... shallow, soft - ....... hard, light - ..... heavy, thin - .... thick, thick - . .... rare, liquid, strong - ...... weak.

Talk - ...... be silent, make laugh - ..... bring to tears, allow - ..... prohibit, fall - ..... get up, laugh - .... cry, light up - . ... extinguish, help - ..... interfere

"Find the opposite word"

Target: develop in children the ability to select words that have opposite meanings.

Sugar is sweet, and lemon.....( sour ). The moon is visible at night, and the sun....( during the day ). The fire is hot and the ice.....( cold ). The poplar is tall, and the rosehip..... ( short ). The river is wide, and the stream....( narrow ). The stone is heavy, and the fluff..... ( easy ). The radish is bitter, and the pear..... ( sweet ).

If the soup is not hot, then what kind is it? ( Cold. ) If there is no light in the room, then in it...( dark ). If the bag is not heavy, then it is.... ( light ). If the knife is not dull, then it....( spicy ).

Recently, an increasing percentage of preschool institutions are occupied by children with general speech underdevelopment (GSD). In this group of children, the level of vocabulary development does not correspond to age indicators, and its mastery is an important condition for mental development.

Children with general speech underdevelopment cannot spontaneously take the ontogenetic path of speech development characteristic of normal children. To overcome it, special corrective measures are required.

Everyone knows well that in preschool age the leading activity is play, that the child develops most fully in activity. The greatest effect of correctional work on the development of the vocabulary of a preschooler with general speech underdevelopment will be obtained if it is carried out through a variety of games. One type is a verbal didactic game. Using an interesting game encourages a child to communicate freely, master the correct grammatical forms of the language, use words he knows in phrases and sentences, and activates his existing vocabulary. The enrichment of a child’s life experience, the complication of his activities and the development of communication lead to a gradual quantitative growth of the vocabulary.

Starting from a very early age, the child actively explores the world, exploring everything that happens around him. Therefore, educational didactic games occupy the most important place in a child’s life. They expand the child’s understanding of the world around him, teach the child to observe and identify the characteristic features of objects (size, shape, color), distinguish them, and also establish simple relationships.

Educational games and activities will help your child prepare for school, since educational games for preschoolers allow you not only to learn something new, but also to apply the acquired knowledge in practice. Undoubtedly, such skills will become the basis for further successful training. By solving simple educational game tasks, every child will be happy with their results and achievements. A good mood is the key to successful development!

Target: activation and expansion of children's vocabulary through polysemy of words. Write a simple description of the item. Mastering the construction of complex sentences.

Development of verbal and logical thinking through asking riddles.

Game description:

Option 1:

Guys, Dunno came to class today. He loves to travel in a hot air balloon. The ball can be different. Balloon – it is made of rubber. So what is he like? - .....This is a toy, children play with it. What other ball do you know? The window will open only when you guess what another ball could be, indicating another object. What is the name of our planet? - (Earth). How can you call the planet where people live - ... THE EARTH. The solar planet can be called... - SUN BALL. Athletes play tennis. What are they playing with? ... TENNIS BALL. How do you decorate a Christmas tree for the New Year? ... CHRISTMAS BALL. A beautiful flower bloomed in the flowerbed, it is yellow and it is called... . GOLDEN BALL

Option 2: Making riddles. The window will open if you guess the riddle correctly. What words helped you guess it?

No beginning, no end No back of the head, no face. Everyone knows, both young and old, That she is a huge ball. No matter how much you drive or walk, You won't find the end here. (Earth )

You warm the whole world You don't know fatigue Smiling at the window And everyone calls you - (Sun or solar ball) On a green fragile leg The ball grew near the path. The breeze rustled And dispelled this ball. (Dandelion )

The lily of the valley blooms in May, Aster blooms in autumn. And in winter I bloom I go to the Christmas tree every year. It sat on the shelf for a whole year, Everyone forgot about me. And now I'm hanging on the tree, Ringing little by little.(Ball)

Target: activation and expansion of children's vocabulary on the topics: “Migratory birds”, “Wintering birds”. Formation of nouns with diminutive suffixes. Consolidating the skill of forming relative adjectives. Write a simple description of the item.

Mastering some forms of inflection: endings of nouns in the genitive case, singular and plural, verbs of the present tense and past tense.

Game description: Option 1.

Smart bird, please come down.
You have lost your pen.

On the yellow alley, where the maples turn red

A find awaits you at the Bureau.

Let's take a look at the Lost and Found Office and see whose feathers ended up in the Lost and Found Office. Sparrow feather - ....Whose feather got into the bureau? – (sparrow feather). Nightingale feather... Whose pen? – (nightingale). Crow feather...whose feather? - (crow). Crane feather... whose feather? - crane feather, etc.

Option 2.

1. Call the birds affectionately. Nightingale - nightingale, sparrow - little sparrow, crow - little bird, crane - little crane, crane, etc.
2. Let's name the birds when there is one and when there are many of them.

One nightingale - many nightingales, one crow - many crows, one crane - many cranes, etc.

3. Let's play with the birds.What is the bird doing?-...(a bird flies - a bird has flown away - a bird will fly in the spring, etc.)

Option 3.

Children came to the Lost and Found Bureau who had lost their mitten, sock, and hat. Help them find their mitten, their sock, their hat….

"LOST AND FOUND "

Target: activation and expansion of children's vocabulary on the topic “Food. Consolidating the skill of forming relative adjectives. Write a simple description of the item.

Game description:

Option 1: Mom was preparing breakfast. She was cooking her favorite porridge for her daughter (son). The porridge turned out very tasty.

“Mom made porridge

My daughter listened

And I ate all the porridge!”

Guess what kind of cereal mom made the porridge from? What kind of porridge would it turn out to have if it was made from semolina, buckwheat, rice, millet, etc.

Option 2: Mom came home from work and was very tired. Dad and daughter (son) decided to cook dinner. Boiled the milk and added the cereal. The porridge turned out delicious. What kind of porridge will mom and the whole family eat? -... Semolina porridge - semolina; from rice - rice, from buckwheat -....; from millet -….

Short description

The goal is to enrich vocabulary, develop long-term memory and logical thinking

Description

Didactic games for enriching vocabulary with modeling elements.

Compiled by: Stoilova I.V., teacher at MADOU "Kindergarten" combined type No. 39 “Goldfish”, Gubkin

Game "Word Box"
Target: enrichment of vocabulary, development of long-term memory.
Game content: Children “collect” new words into a piggy bank, i.e. draw or designate using symbols, immediately after their formation or interpretation and with a delay (after other exercises, at the end of the lesson, every other day). We periodically return to the words in the piggy bank: the next day, in a week, in a month. Children are asked to remember the words that they “put” in the word bank and make up a sentence or story with them.
Game "Let's Encrypt the Words"
Target:enrichment of vocabulary, development of logical thinking and long-term memory.
Content: The teacher asks the child to draw pictures for each word he named. A visual image corresponding to objects arises easily, so children are asked to “encode” words such as delicious soup, joy, etc.
Game "Wizards"
Target: enrichment of vocabulary, development of long-term memory and logical thinking.
Contents: Several cards are laid out in front of the child with schematic images of individual objects (for example, a Christmas tree, a house, wings, etc.). The child is given a few words and asked to choose pictures that will help him remember these words, i.e. “bewitch” words. Next, the child must reproduce the presented words. To do this, he takes the pictures put aside one by one and with their help recalls the words that were named to him. This exercise will help your child develop logical connections between objects.
Game "Teremok"
Target: enrichment of vocabulary, development of classification skills
Content: Children are offered pictures and two, three, etc. towers with a schematic representation of a garden (for fruits), a vegetable garden (for vegetables), a Christmas tree (for wild animals), a house (for domestic animals), etc. Children are given the task of “placing” the pictures in the desired tower (the classification criterion is not named) and explain why each picture was placed in one or another tower. (below are sample diagrams used in this and other games).
Game "Flower - seven-flowered"
Target: enrichment of verb vocabulary
Content: Children receive a picture (the core of a flower) with a symbol of an action, for example, a fish - dives, swims, the sun - shines, etc., and then attach petals to the core with images of objects that can perform this action.
Game “Who Lives in the House?” (according to I.A. Chistyakova)
Target: enrichment of the verb vocabulary, development of visual attention, memory, logical thinking
Content: Children receive houses with closed shutters, on which are drawn symbols of what the animals that live there can do, for example, flies, makes (nests), pecks, sings - this is a bird. Children check the correctness of the answer by opening the shutters of the house.
Train game
Target: strengthening the skills of word formation of nouns using the suffixes -ik, -ish.
Content:Children are offered several pictures depicting identical objects (large, medium and small) and a train with three carriages, each of which has a schematic image of a mountain (large, small, medium). Children find identical objects, name them and put them in the right trailer: nose, nose, nose, etc.
Game "Journey"
Target: consolidation of word formation skills of prefixed verbs
Content: Children are presented with a playing field depicting a road and obstacles that they must overcome. A diagram of the attachment is drawn next to each obstacle. Children compose a story about a journey, for example, Sonya: Sonya walked along the road, approached a house, entered the house, left the house, walked along the road again, came to a river, crossed a bridge, came to a stump, walked around the stump, etc. d.
Game "Word Family"
Target: strengthening the skills of forming related words.
Content: A house in which words “live” is posted on the board. The windows in this house are made of transparent film and behind each one hides one of the symbols (a big word (big mountain) - for example, fish, a small, affectionate word (small hill), for example, fish, a beautiful word, a sign word (red ribbon) , for example, fish, an action word (two horizontal stripes), for example, fish, a word that is said when there is a lot of someone or something (three rectangles), for example, fish, the word - person (little man), for example, fisherman, angler). Children receive pictures depicting, for example, a large fish, a small fish, a fish soup, a fishing rod, several fish, a fisherman, and place them in the appropriate apartments.
Game "Tree of Related Words"
Target: consolidation of word formation skills of related words
Content: A tree is hung on the board, on which “not leaves grow, but words.” Most of the pieces of paper show the symbols described in the previous game. Children are asked to come up with and name words that can “grow” on this tree, but without relying on object pictures, but using only symbols.
Game "Shop"
Target: differentiation of singular and plural nouns
Content: On the “store counter” there are pictures depicting various objects (one object and several objects), children have “money” with which you can buy only a certain product: for example, if a child has a tree (denoting fruit) and three stripes ( means a lot), then he can “buy” bananas, apples, etc. When all the goods in the store are “sold out,” the children become pairs and make up sentences like: Nikita has a banana, and Lena has bananas.
Game "Harvest"
Target: fixing the accusative case of nouns
Content: The speech therapist brings four baskets with a schematic representation of the actions (pluck - hand, pull out - hand in a fist, dig - shovel, cut - knife) and says that now the children will collect vegetables and tell how this vegetable is harvested. Children make sentences like: The carrot is pulled out. The cabbage is cut. Etc.
Game "My, my, mine, mine"
Target: agreement of pronouns my, mine, mine, mine with nouns
Content: Four houses are placed on the board with a schematic image of a girl (mine), a boy (mine), a sun (mine), a girl and a boy (mine). Children receive pictures depicting various objects and “place” them in the right houses, making up sentences: This is my phone. It is my book. Etc.
Game “What did you do? What did you do?
Target: changing past tense verbs by gender.
Content: Action symbols are shown on the sides of the die. The child rolls the dice and makes up a sentence like: Kolya was sitting, Sonya was sitting. Kolya and Sonya were sitting.
Game "Carousel"
Target: changing past tense verbs by gender, agreeing words in a sentence, consolidating the structure of a simple sentence.
Content: Two circles (one smaller than the other) are connected in the center so that the small circle can be rotated. Symbols of actions are drawn on the large circle, and people and animals on the small circle. The speech therapist calls the action, the children rotate a small circle, choosing who they will make a sentence about, and make sentences like: The boy drew a tree. Etc.
Lotto "Prepositions".
Target: strengthening the ability to use prepositions in speech.
Content: Children receive large lotto cards that show two objects: one inside the other, one on top of the other, etc. The speech therapist shows the preposition diagram, the children make up a sentence with the desired preposition based on their picture and cover the picture with the preposition diagram.
Game "What color?"
Target: agreement of adjectives with nouns.
Content: Identical objects of different colors (several types) are placed on the board. Children receive cards with a picture of a color spot and a schematic image of an object. Children match the picture to their card and make up sentences: I have a red hat. I have a blue coat.
Game “Describe the animal”.
Target:developing the ability to compose a descriptive story using reference pictures. Material : pictures-diagrams for compiling a descriptive story.
Content: The teacher tells the children how to use diagrams to describe an animal (1 picture “mirror” - appearance; 2 - “person” - what benefits it brings to a person; 3 - “pan” - what he loves; 4 - “house” - where he lives; 5 – “stroller” - what are the babies called; 6 – « headphones” - as the voice says). Then the children independently compose a descriptive story using a supporting diagram.
Game “Finish the sentences and name the enemy words.” The elephant is big, and the mosquito...
The stone is heavy, but the fluff...
Cinderella is kind, and the stepmother...
In winter the weather is cold, and in summer...
The tree is tall, and the bush...
Grandfather is old, and grandson...
The soup is hot, and the compote...
The milk is liquid, and the sour cream...
I'm sick, but I'll be back soon...
The seller sells, and the buyer...
The hare jumps quickly, and the tortoise crawls slowly... etc.
Game “Guess what kind of animals these are?”
Watching, gnawing, barking - who is it?
Meows, laps, scratches -...
Moos, chews, walks -...
It flies, buzzes, stings - ... etc.

Game “Which one? Which? Which? Which?"
Come up with and name as many words as possible that answer the questions which? which? which? which? on the theme "Winter".

Snow... Snowflakes... Frost...
Weather... Day... Frost...
Air... Trees... Snowdrift...
Game “What is he doing? What are they doing?
Come up with and name as many words as possible that answer the questions what does it do? what are they doing? on the theme "Winter".
Sun (which one?)… Wind… Sky…
Snow... Snowflakes... Frost...
Weather... Day... Frost...
Air... Trees... Snowdrift...
A similar game can be played at all times of the year.

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Didactic games for enriching vocabulary with modeling elements.doc

Didactic games for enriching vocabulary with modeling elements.

Compiled by: Stoilova I.V.,

teacher at MADOU "Kindergarten"

combined type No. 39

“Goldfish”, Gubkin

Game "Word Box"

Target: enrichment of vocabulary, development of long-term memory.

Game content: Children “collect” new words into a piggy bank, i.e. draw or designate using symbols, immediately after their formation or interpretation and with a delay (after other exercises, at the end of the lesson, every other day). We periodically return to the words in the piggy bank: the next day, in a week, in a month. Children are asked to remember the words that they “put” in the word bank and make up a sentence or story with them.

Game "Let's Encrypt the Words"

Target: enrichment of vocabulary, development of logical thinking and long-term memory.

Content: The teacher asks the child to draw pictures for each word he named. A visual image corresponding to objects arises easily, so children are asked to “encode” words such as delicious soup, joy, etc.

Game "Wizards"

Target: enrichment of vocabulary, development of long-term memory and logical thinking.

Contents: Several cards are laid out in front of the child with schematic images of individual objects (for example, a Christmas tree, a house, wings, etc.). The child is given a few words and asked to choose pictures that will help him remember these words, i.e. “bewitch” words. Next, the child must reproduce the presented words. To do this, he takes the pictures put aside one by one and with their help recalls the words that were named to him. This exercise will help your child develop logical connections between objects.

Game "Teremok"

Target: enrichment of vocabulary, development of classification skills

Content: Children are offered pictures and two, three, etc. towers with a schematic representation of a garden (for fruits), a vegetable garden (for vegetables), a Christmas tree (for wild animals), a house (for domestic animals), etc. Children are given the task of “placing” the pictures in the desired tower (the classification criterion is not named) and explain why each picture was placed in one or another tower. (below are sample diagrams used in this and other games).

Game "Flower - seven-flowered"

Target: enrichment of verb vocabulary

Content: Children receive a picture (the core of a flower) with a symbol of an action, for example, a fish - dives, swims, the sun - shines, etc., and then attach petals to the core with images of objects that can perform this action.

Game “Who Lives in the House?”(according to I.A. Chistyakova)

Target: enrichment of the verb vocabulary, development of visual attention, memory, logical thinking

Content: Children receive houses with closed shutters, on which are drawn symbols of what the animals that live there can do, for example, flies, makes (nests), pecks, sings - this is a bird. Children check the correctness of the answer by opening the shutters of the house.

Train game

Target: strengthening the skills of word formation of nouns using the suffixes -ik, -ish.

Content: Children are offered several pictures depicting identical objects (large, medium and small) and a train with three carriages, each of which has a schematic image of a mountain (large, small, medium). Children find identical objects, name them and put them in the right trailer: nose, nose, nose, etc.

Game "Journey"

Target: consolidation of word formation skills of prefixed verbs

Content: Children are presented with a playing field depicting a road and obstacles that they must overcome. A diagram of the attachment is drawn next to each obstacle. Children compose a story about a journey, for example, Sonya: Sonya walked along the road, approached a house, entered the house, left the house, walked along the road again, came to a river, crossed a bridge, came to a stump, walked around the stump, etc. d.

Game "Word Family"

Target: strengthening the skills of forming related words.

Content: A house in which words “live” is posted on the board. The windows in this house are made of transparent film and behind each one hides one of the symbols (a big word (big mountain) - for example, fish, a small, affectionate word (small hill), for example, fish, a beautiful word, a sign word (red ribbon) , for example, fish, an action word (two horizontal stripes), for example, fish, a word that is said when there is a lot of someone or something (three rectangles), for example, fish, the word - person (little man), for example, fisherman, angler). Children receive pictures depicting, for example, a large fish, a small fish, a fish soup, a fishing rod, several fish, a fisherman, and place them in the appropriate apartments.

Game "Tree of Related Words"

Target: consolidation of word formation skills of related words

Content: A tree is hung on the board, on which “not leaves grow, but words.” Most of the pieces of paper show the symbols described in the previous game. Children are asked to come up with and name words that can “grow” on this tree, but without relying on object pictures, but using only symbols.

Game "Shop"

Target: differentiation of singular and plural nouns

Content: On the “store counter” there are pictures depicting various objects (one object and several objects), children have “money” with which you can buy only a certain product: for example, if a child has a tree (denoting fruit) and three stripes ( means a lot), then he can “buy” bananas, apples, etc. When all the goods in the store are “sold out,” the children become pairs and make sentences like: Nikita has a banana, and Lena has bananas.

Game "Harvest"

Target: fixing the accusative case of nouns

Content: The speech therapist brings four baskets with a schematic representation of the actions (pluck - hand, pull out - hand in a fist, dig - shovel, cut - knife) and says that now the children will collect vegetables and tell how this vegetable is harvested. Children make sentences like: The carrot is pulled out. The cabbage is cut. Etc.

Game "My, my, mine, mine"

Target: agreement of pronouns my, mine, mine, mine with nouns

Content: Four houses are placed on the board with a schematic image of a girl (mine), a boy (mine), a sun (mine), a girl and a boy (mine). Children receive pictures depicting various objects and “place” them in the right houses, making up sentences: This is my phone. It is my book. Etc.

Game “What did you do? What did you do?

Target: changing past tense verbs by gender.

Content: Action symbols are shown on the sides of the die. The child rolls the dice and makes up a sentence like: Kolya was sitting, Sonya was sitting. Kolya and Sonya were sitting.

Game "Carousel"

Target: changing past tense verbs by gender, agreeing words in a sentence, consolidating the structure of a simple sentence.

Content: Two circles (one smaller than the other) are connected in the center so that the small circle can be rotated. Symbols of actions are drawn on the large circle, and people and animals on the small circle. The speech therapist calls the action, the children rotate a small circle, choosing who they will make a sentence about, and make sentences like: The boy drew a tree. Etc.

Lotto "Prepositions".

Target: strengthening the ability to use prepositions in speech.

Content: Children receive large lotto cards that show two objects: one inside the other, one on top of the other, etc. The speech therapist shows the preposition diagram, the children make up a sentence with the desired preposition based on their picture and cover the picture with the preposition diagram.

Game "What color?"

Target: agreement of adjectives with nouns.

Content: Identical objects of different colors (several types) are placed on the board. Children receive cards with a picture of a color spot and a schematic image of an object. Children match the picture to their card and make up sentences: I have a red hat. I have a blue coat.

Game “Describe the animal”.

Target: developing the ability to compose a descriptive story using reference pictures. Material : pictures-diagrams for compiling a descriptive story.

Content: The teacher tells the children how to use diagrams to describe an animal (1 picture “mirror” - appearance; 2 - “person” - what benefits it brings to a person; 3 - “pan” - what he loves; 4 - “house” - where he lives; 5 – “stroller” - what are the babies called; 6 – « headphones" - as the voice sounds). Then the children independently compose a descriptive story, using the reference diagram.

Game “Finish the sentences and name the enemy words.”

The elephant is big, and the mosquito...

The stone is heavy, but the fluff...

Cinderella is kind, and the stepmother...

In winter the weather is cold, and in summer...

The tree is tall, and the bush...

Grandfather is old, and grandson...

The soup is hot, and the compote...

The milk is liquid, and the sour cream...

I'm sick, but I'll be back soon...

The seller sells, and the buyer...

The hare jumps quickly, and the tortoise crawls slowly... etc.

Game “Guess what kind of animals these are?”

Watching, gnawing, barking - who is it?

Meows, laps, scratches -...

Moos, chews, walks - ..

It flies, buzzes, stings - ... etc.

Game “Which one? Which? Which? Which?"

Come up with and name as many words as possible that answer the questions which? which? which? which? on the theme "Winter".

Snow... Snowflakes... Frost...

Weather... Day... Frost...

Air... Trees... Snowdrift...

Game “What is he doing? What are they doing?

Come up with and name as many words as possible that answer the questions what does it do? what are they doing? on the theme "Winter".

Sun (which one?)… Wind… Sky…

Snow... Snowflakes... Frost...

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 (dawn, evening, dusk).
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 the right and left hand 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.
The 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
the pigeon 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, 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, globe, 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 “Funny Counting”
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 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
wardrobe - 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, sick, weak,” 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.