“Game as a means of developing the morphological aspect of speech in children of middle preschool age. Alekseeva M.M., Yashina V.I.
Summary of a lesson on speech development in the senior group
FORMATION OF THE GRAMMATIC ASPECT OF SPEECH
ON THE TOPIC “TOYS”
Compiled by:
teacher of the 1st qualification category
Skorobogatova Marina Anatolyevna
Tasks. Exercise children in the formation of adjectives (“What is it made of?)”; in the formation of a complex sentence with the adversative conjunction “a”; in coordination of a noun with an adjective (“Tell me about the toy”), a noun with a personal pronoun (“My, mine, mine”); train children in the use of spatial prepositions and in the use of nouns in the genitive case. Develop attention and speech activity. Fostering a caring attitude towards people around you and toys.
Material. Toys made of different materials; pictures depicting children playing (for the game “What’s in the picture?”); a set of pictures in a box or envelope with images of toys (for the game “My, my, mine”); a bear toy, a chair, a bucket, a box with small toys (for a story about toys), a small screen (for the game “What’s gone?”); pictures depicting broken toys (for the game “What’s missing?”).
Progress of the lesson.
Children are standing on the carpet.
- Hello children. What do you think “hello” means? (Individual answers from children). This word means wishing health to another person. Let's wish each other health. (Children greet their neighbor in a circle, calling him by name. They greet the guests in chorus.)
Every morning you come to kindergarten. Do you like our kindergarten? Do you like our group? What do you especially like about our group? (Individual answers from children). Indeed, we have many different interesting games and toys.
Children approach the table on which toys are laid out.
- Look at the toys we have visiting today. They are all different, different from each other. They are different sizes, different colors, made of different materials. You can play different games with them. Let's take a closer look at them.
Game “What is it made of?”
Children's individual responses.
- This nesting doll is made of wood, which means it is ... (wooden).
Glass turtle - ... (glass)
Rubber ball - ... (rubber)
Iron drum - ... (iron)
Clay horse - ... (clay)
Plastic bucket - ... (plastic)
Plush bear - ... (teddy)
Paper airplane - ... (paper)
Plasticine doll - ... (plasticine)
Wire ring - ... (wire)
Let's compare these toys.
(Individual answers from children)
The ball is rubber, and the nesting doll is wooden.
The bucket is plastic, and the plane is paper. Etc.
“Tell me about the toy”
(All children.)
- Let's take a closer look at some of these toys.
This is a ball. Tell me, what is he like? (round, red, rubber, elastic...). How can you play with it? (Hit, throw, catch, roll, kick...)
This is a bucket. What is it like? (Pink, plastic, big, light, beautiful...). How can you play with it? (Collect sand into it and build houses, or collect water and water flowers, or move something...).
This is a plane. What is he like? (Light, paper, easily torn, can wrinkle...). How can you play with it? (launch into the air, arrange competitions to see whose plane will fly farthest.)
Toys are different and can be played in different ways.
“What is in the picture?”
- Each of you has a picture. Tell us who is pictured on it and what he is doing.
(A girl jumps rope. A boy plays with a spinning top. A girl builds a pyramid...)
Physical exercise.
Steadfast Soldier
Lean all forward
And then vice versa.
Lean left, right,
Lean over, don't be lazy!
Stand on one leg
It's like you're a steadfast soldier.
Press your hands to your chest,
Look, don't fall!
Hands up, hands to the side,
And on the spot - hop, hop, hop!
Inhale through your nose and exhale through your mouth.
Let's breathe deeper... And then...
March in place slowly.
Children. Oh, the charger is good.
Children move to the carpet.
Game “Mine, mine, mine”
- The girl Tanya from the neighboring group decided to give you her toys (on cards). Whose toys are these? (Tannins). Tanya gave me a drum. This is my drum now. Nastya, what did Tanya give you? (Individual answers from children)
And now I will tell you a story. Did you know that when all the children go home from kindergarten in the evening, the toys come to life and start playing. They visit each other, drink tea from toy dishes, treat themselves to toy gingerbread and cookies and share the latest news: who played with them, what interesting games the children came up with with them,
And then one day the toys decided to play hide and seek. Mishka was chosen as the driver. He turned to the wall and honestly began to count to 10. The cunning toys decided to hide all in one box, which stood... (near the chair).
Having finished counting, Mishka went to look. First he looked ... (behind the box), then ... (under the chair), then climbed ... (on the chair) on which the bucket stood. He looked...(into the bucket), couldn’t resist and fell into it, so clumsy! He got out... (from the bucket), jumped... (from the chair to the floor), looked around, walked around... (around the chair), climbed... (on the box), sat down on it and thought: “Where are they hiding?” At this time, one of the toys in the box sneezed subtly. Out of surprise, Mishka fell ... (from the box), but immediately looked into it. That's how I found my friends!
Game “What’s missing?”
- I suggest you play a game with different toys that are hidden in the box. Here they are (get 5-6 toys). They want to play hide and seek with you. Look at them carefully, remember them (5-8 seconds). (cover the toys with a small screen, put one back in the box, rearrange the rest. Remove the screen.) Tell me, what’s missing? (3-4 times).
But sometimes toys complain to each other: what was broken, torn, spoiled...
Game “What’s missing?”
Each child has a card with a picture of a broken toy.
- Now look carefully at your pictures. They depict toys that kids have broken. Tell me if each of these toys is missing something (Children’s individual responses).
- You and I know that toys must be handled with care and not broken. You know the poem “Take care of your toys.” Let's remember him.
Take care of toys
Truck without wheels
The hedgehog's nose is unglued
The chickens turned black
And cotton wool is coming out of the doll!
There were new toys
And now they are old ladies.
Let's take it quickly
Needles and glue
Threads, spools
And we fix toys.
And we thank you for it from the bottom of our hearts
The kids will thank you.
SELECT A SIGN
Target: learn to agree adjectives with nouns.
Progress of the game: The teacher names the word and asks questions (which one? which one? which ones? which one?), the child answers.
Jacket (what?) – red, warm, winter...
Boots (what kind?) – brown, comfortable, warm...
Scarf (what kind?) – fluffy, knitted...
Gloves (what?) – leather, white...
Hat (what?) – black, big...
Shoes (what kind?) – autumn, beautiful...
Dress (what?) - new, elegant, green...
Shirt (what?) - white, festive....
Fur coat (what?) - fur, warm...
CALL IT TENDINGLY
Target: teach children to form words using diminutive and affectionate suffixes.
Equipment: ball
Progress of the game: The teacher says a phrase and throws the ball to the child. Invite your child to return the ball to you and change the phrase so that the words sound affectionate.
Warm fur coat - warm fur coat
The fox is cunning - the fox is cunning
White hare - little white hare
Boots are clean - boots are clean
Short branch - short branch
Long cone - long cone
Black crow - little black crow
White snow - white snow.
COUNT
Target: practice agreeing nouns with numerals 1-2-5.
Progress of the game : the teacher names one object, the children answer what 1-2-5 objects will sound like.
One ball, two balls, five balls.
One doll, two dolls, five dolls.
One cloud, two clouds, five clouds.
WHICH? WHICH? WHICH?
Target: consolidate the ability to correlate an object and its characteristic. Secure agreement adj. with noun in gender, number.
Material : pictures depicting a tree, a mushroom, a stump, the sun, a girl, a basket, pictures are symbols of the quality of objects.
Progress of the game : in the center are pictures depicting objects, separately – symbols of qualities. Children are asked to find objects to which they can ask the question “which one?” and answer the question by selecting symbols of qualities. (What kind of stump? The stump is low, hard, round, etc.). The work with feminine and neuter objects is similar.
FIND OUT BY DESCRIPTION
Target: learn to write descriptive riddles about berries, fruits, etc.
Game progress: teacher asks children to independently create a descriptive riddle about berries or fruits: “Oval, hard, yellow, sour, put in tea” (Lemon).
WHERE DOES THE STORY START?
Target: teach to convey the correct temporal and logical sequence of a story using serial pictures.
Progress of the game: The child is asked to compose a story based on the pictures. The pictures serve as a kind of outline for the story, allowing you to accurately convey the plot, from beginning to end. For each picture, the child makes one sentence and together they are connected into a coherent story.
FINISH THIS SENTENCE
Target: develop the ability to select related words formed from the word mushroom , in accordance with the meaning of the poem.
Material: text of the poem.
One day it suddenly began to rain... mushroom.
And at that very moment he left the house for the forest... mushroomer.
To bring the catch, I took a basket for... mushrooms
He walked for a long time into the wilderness of the forest - he was looking for a clearing there... mushroom
Suddenly, under the Christmas tree on a hummock, he sees a little... mushroom.
And our lucky one instantly rejoiced... mushroomer.
How can he not have fun if here in the ground... mycelium!
I began to look under the fir trees, under the birches and oaks,
Collect all edibles in your basket... mushrooms.
And when he collected a lot of them, he went home,
And he dreamed all the way how he would cook the soup... mushroom.
He collected a lot of mushrooms, and mushrooms, and mushrooms,
And those who search for a long time will come across... mushroom!
DIVIDE INTO GROUPS
Target: consolidate the ability to use possessive pronouns and divide words according to gender.
Material: cards with pictures of mushrooms; two baskets.
Progress of the game: The teacher invites the children to choose mushrooms from a bank of subject pictures, about each of which one can say"he is mine" and put them in one basket. In the other - put pictures with mushrooms, about each of which you can say"She is mine" .
CLOSE WORDS
Target: develop the ability to select synonyms for words. Develop accuracy in expressing thoughts when composing sentences.
Material: Chips.
In autumn the days are cloudy,... gray, dull...
In autumn the weather is often cold,…windy, rainy...
In autumn the mood is sad...sad, depressing...
In autumn it rains frequently...cold, torrential...
The sky is covered with gray clouds... dark, rainy...
At the beginning of autumn there are clear days...cloudless, bright...
It's cold outside in late autumn...cloudy, windy...
WHOSE? WHOSE? WHOSE?
Target: develop the ability to form possessive adjectives.
Progress of the game : the teacher names the word and asks a question (whose? whose? whose?), the child answers.
Scarf (whose?) - mother’s,
The hat (whose?) is grandma’s,
The tray (whose?) is grandfather’s,
Book (whose?) – grandmother’s,
The slipper (whose?) is grandfather’s.
SAY A WORD
Target: consolidating the use of nouns in the genitive plural in speech.
Progress of the game: Familiar lines of poetry are read aloud to children, without finishing the last word. (This word is in the genitive plural). Children add the missing word and receive a chip for each correct answer. The one who gets the most chips wins.
*** ***
I give you my word of honor: He said: “You are a villain,
Yesterday at half past six. You eat people
I saw two pigs. So, for this my sword -
Without hats and... (shoes) Your head from... (shoulders)
*** ***
Wait, isn't it for you Ant, ant
Last week. Doesn’t regret... (bast shoes)
I sent two pairs
Excellent... (galoshes)
*** ***
Robin Bobin Barabek. Where is the killer, where is the villain?
I ate forty... (man) I'm not afraid of him... (claws)
WHO DO I SEE, WHAT DO I SEE
Target: differentiation in speech of accusative case forms of animate and inanimate nouns, development of short-term auditory memory.
Progress of the game: It is better to play this game while walking, so that there are more objects in front of your eyes to observe. Several people can play. Before the game starts, they agree that they will name the objects around them. The first player says: “I see... a sparrow” and throws the ball to any player. He must continue: “I see a sparrow, a dove” - and throws the ball to the next one.
If someone cannot continue listing the objects that can be observed in a given situation, they are out of the game. The next round begins, a new proposal is drawn up, and so on.
HIDE AND HIDE
Target: learn to understand and correctly use prepositions with spatial meaning in speech (in, on, about, before, under).
Progress of the game: visiting the children Mishka and Mouse. The animals began to play hide and seek. The bear leads, and the mouse hides. Children close their eyes. The mouse hid. Children open their eyes. The bear is looking: “Where is the mouse? It's probably under the typewriter. No. Where is he, guys? (In the cockpit) Etc.
EXPLAIN WHY...
Target: teach correctly, build sentences with a cause-and-effect relationship, develop logical thinking.
Progress of the game: The teacher explains that the children will have to complete the sentences that the presenter will begin to say, using the word “because.” You can select several options for one beginning of a sentence, the main thing is that they all correctly reflect the reason for the event stated in the first part. For each correctly executed continuation, players receive a chip. The one who collects the most chips wins.
Unfinished suggestions for the game:
Vova got sick... (got a cold) Mom took an umbrella... (it’s raining)
The children went to bed... (late) I'm very thirsty... (hot)
The ice on the river has melted... (warmth) The trees swayed strongly... (the wind is blowing)
It became very cold... (it started snowing)
YOU WANT? - WE WANT
TARGET: Exercise in the formation of forms of the verb “want” (want-wants, want-want).
Organization. The teacher addresses the children:
We can do many different things: we can run, jump, sing, dance, play. I want to play a game. What do you want? (Answers).
How to say it correctly? ( We want ). Think about what each of you wants to do - take a walk, clap your hands, jump or something else. You can ask your comrades if they want to do the same or if I want to do it. If you ask and answer correctly, your wish may come true.
I want to clap my hands, and you, Olya, want to?
Want.
Clap. Who wants to clap too? How many children want the same thing? Say your desire all together: “We want to clap.” Clap. What do you want to do, Vova? Who else wants it? Please say your desire together: “We want...”. Turn to each other and think about how to say it. Please, Tamara and Seryozha want to tell us something together. (We want to ride a bike).
Well done. Who else has already prepared their joint answer on what they want to do?
ADD WORDS
TARGET: learn how to write common sentences.
Progress of the game: “Now I’ll make a proposal. For example, “Mom is sewing a dress.” What do you think can be said about the dress, what is it like? (silk, summer, light, orange). If we add these words, how will the phrase change?” Mom is sewing a silk dress. Mom is sewing a summer dress. Mom is sewing a light dress. Mom is sewing an orange dress.
Suggestions for the game:
The girl feeds the dog.
The pilot controls the plane.
The boy drinks juice.
WORDS – RELATIVES
Target: practice selecting words with the same root.
Bear - she-bear, bear cub, bear, bear...
Wolf - she-wolf, wolf cub, wolf, wolf, little wolf...
Fox - fox, little fox, little fox, little fox, fox...
WHO LIVES WHERE?
Purpose: exercise in the use of the prepositional case of a noun.
The fox lives in a hole.
The bear spends the winter in... .
The wolf lives in...
The squirrel lives in...
The hedgehog lives in...
FORM WORDS
Target: expand and activate your vocabulary. Practice forming active present participles.
Material: subject pictures of migratory birds, ball.
Singing Singing
Chirping Chirping
Flying away Flying away
Feeding Nursing
Floating Floating
Screaming Screaming
Starving Starving
THE PIZZA HAS FLYED AWAY
Target: practice inflection: using the genitive case of singular and plural nouns.
No (who?) - no swan, duck... .
No (who?) - no swans, ducks... .
FIX THE ERROR
Target: learn to understand the meaning of possessive pronouns.
Game progress: adult obviously speaks incorrectly, and if the child hears an error, he corrects it.
There is a lot on the table pencils.
Carlson ate a lot sweets
Say a few sentences correctly and let the child think. There are a lot of books in the closet.
It is necessary to monitor the child’s speech; the use of plural nouns in the genitive case causes many difficulties.
My boots, my hat, my gloves, my scarf... .
CHANGE THE WORD
Target: practice case and prepositional agreement.
Change the word "window" in the context of the sentence.
There is a big... in the house. There is no... in the house. I approached…. I dream big... I have flowers growing under...
WHO WILL YOU BE?
Target: consolidate the use of verbs in the future tense (I will fly, heal, drive...).
Progress of the game : at the beginning of the lesson, the teacher reads an excerpt from V. Mayakovsky’s work Who to Be.
After this, he invites the children to dream about who they want to be and who to work.
I will be a pilot, fly airplanes.
I will be a doctor, treat children.
I will teach children and work as a teacher.
The teacher monitors the correct construction of sentences.
WHAT IS THIS DISH? DISH?
Target: practice forming relative adjectives.
What soup made from... (beans, peas, fish, chicken, beets, mushrooms, vegetables)?
What porridge is made from... (millet, rolled oats, semolina...)?
What kind of jam is made from... (apples, plums, apricots, raspberries...)?
What juice from... (carrots, pears, oranges...)?
What kind of dishes are... (glass, metal, ceramic, porcelain, clay, plastic)? Give examples. Why is it called that? (Glass - made of glass.)
SAY THE OPPOSITE
Target: learn to select antonyms for words.
Take-off landing
Take off - land
Come -…
Sail -….
SAY IT DIFFERENTLY
Target: learn to select synonyms for words.
Ride - ..., rush - ..., rush - ..., drive - ..., drag - ..., move - ....
MAKE A PHRASE
Target : consolidate the ability to form sentences from words.
Progress of the game: Invite children to come up with sentences using the following words:
funny puppy full basket
ripe berry funny song
thorny bush forest lake
SAY IT IN ONE WORD
Target:
Material: ball.
WHO NEEDS WHAT
Target: practice forming complex adjectives.
Material: ball.
The magpie has white sides, which is why it is called... (white-sided).
The tit has a yellow chest, so it is called ... (yellow-breasted).
The bullfinch has a red chest, which is why it is called... (...).
The woodpecker has a red head, which is why it is called... (...).
The crow has black wings, so it is called... (...).
The woodpecker has a sharp beak, which is why it is called... (...).
Consultation for educators
“Game as a means of forming morphological
aspects of speech in children of middle preschool age"
Zaikina Lyubov Aleksandrovna, teacher
KU Urai Specialized Children's Home
Play is the main activity of preschoolers. In games there is no real conditioning by circumstances, space, time. Children are the creators of the present and the future. This is the charm. K. D. Ushinsky wrote: “Play is the free activity of a child, and if we compare the interest of play, and exactly the number and variety of traces left by it in the child’s soul, with the similar influence of the teaching of the first 4-5 years, then all the advantage will remain on the side games".
The outstanding psychologist A. N. Leontyev defined play as follows: “We call leading activity such activity, in connection with the development of which the most important changes occur in the child’s psyche and within which mental processes develop that prepare the child’s transition to a new, higher stage of his development.”
Thus, play, being the leading activity, has a significant impact on the all-round development of the child. Didactic games are also of great importance for the mental speech development of a child.
Particular merit belongs to E. I. Tikheyeva in revealing the role of didactic games. She rightly believed that didactic games provide an opportunity to develop a child’s most diverse abilities, his perception, speech, and attention.
The main feature of didactic games is determined by their names - these are educational games. They are created by adults for the purpose of raising and educating children. But for children at play, the educational value of a didactic game does not appear openly, but is realized through a game task, game actions, and rules.
A. N. Leontyev noted that didactic games belong to “boundary games,” representing a transitional form to the non-game activity that they prepare. These games contribute to the development of preparatory activities and intellectual operations, which are the basis of learning. Didactic games are characterized by the presence of an educational character - a teaching task. Adults are guided by it when creating this or that didactic game, but they put it in a form that is entertaining for children. Thus, the child is attracted to the game not by the educational task that is inherent in it, but by the opportunity to be active, perform game actions, and win. But at the same time, the sign of didactic play is very great for the mental education of children, which occurs in close connection with speech development. If a participant in the game does not have the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions or achieve results.
Didactic games with objects are very diverse in terms of game materials, content, and organization. Toys and real objects are used as teaching materials (household items, tools, works of decorative and applied art, etc.), objects of nature. Games with objects make it possible to solve various educational problems: expand and clarify children’s knowledge, develop mental operations (analysis, synthesis, comparison, difference, generalization, classification), improve speech (the ability to name objects, compose and guess riddles about them, correctly pronounce speech sounds), cultivate arbitrariness of behavior, memory, attention. Even in the same game, but offered to children of different ages and different levels of development, the educational objectives and specific content may differ.
Among games with objects, plot-didactic games and dramatization games occupy a special place. In plot-based didactic games, children perform certain roles.
Dramatization games help clarify the understanding of various everyday situations, literary works, and norms of behavior.
Printed board games are varied in content, educational objectives, and design. They help clarify and expand children’s ideas about the world around them and systematize their thought processes.
Among didactic games for preschoolers, the predominant games are those based on a pair of pictures, selected based on similarity. First, children are offered games in which they need to select pairs of exactly the same ones from a variety of pictures. Further, the task becomes more complicated: the pictures must be combined according to their meaning.
In “Loto”, the child must match the picture on the large card with identical images on the small cards. The themes of “Loto” are varied.
In Domino, the principle of pairing is implemented through the selection of cards in the turn order.
Printed board games are common, based on the principle of cut pictures, folding cubes, on which the depicted object is divided into several parts.
Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since these games require the use of previously acquired knowledge in new circumstances. Children independently solve various mental problems, describe objects, highlighting their characteristic features; guess from the description; find signs, similarities and differences; group objects according to various properties and characteristics.
Regardless of the type, a didactic game has a certain structure that distinguishes it from other types of games and exercises. A game used for learning must contain, first of all, an educational, didactic task. Educational (didactic) The task is the main element of the didactic game, to which all the others are subordinated. For children, the learning task is formulated as a game task. An obligatory component of the game are its rules, thanks to which the teacher controls the behavior of children and the educational process during the game.
The main purpose of the rules of the game is to organize the actions and behavior of children. They guide behavior and cognitive activity, determine the nature and conditions for performing game actions, establish their sequence, sometimes order, and regulate relationships between the players. Rules can prohibit, allow, prescribe something for children in the world, make the game entertaining, tense.
The implementation of game rules in a didactic game is controlled by game actions. Play actions are ways of showing the child’s activity for play purposes, putting his hand into the “wonderful bag”, feeling for a toy, describing, seeing and naming the changes that have occurred with the toys placed on the table, choosing outfits and household items for the doll, decorated with a geometric pattern.
Thus, any game becomes didactic if there are basic components: a didactic task, rules, game actions.
The organization of didactic games by the teacher is carried out in three main directions; preparation for the didactic game, its implementation and analysis.
In preparation for conducting a didactic game, the following is introduced:
- Selection of games in accordance with the objectives of education and training;
- Establishing compliance of the selected game with program requirements and the level of development of children of a certain age;
- Determining the most convenient time for conducting a didactic game,
- Choosing a place to play where children can play quietly without disturbing others;
- Determining the number of players;
- Preparation of the necessary didactic material for the selected game;
- Preparation for the game by the teacher himself;
- Preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve a game problem.
Conducting a didactic game includes:
Familiarizing children with the content of the game, with the didactic material that will be used in the game;
Explanation of the course and rules of the game;
Showing game actions, during which the teacher teaches children to perform the actions correctly, proved that otherwise the game would not lead to the desired result;
Determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of training, the complexity of the didactic task, and the game rules;
Summarizing.
The analysis of the game is aimed at identifying methods of its preparation and execution.
So, we looked at the types and structure of didactic games. Next, we will consider its influence on the formation of the morphological aspect of the speech of preschool children.
Didactic games help clarify, expand and activate the vocabulary of a language, promote the acquisition of the meanings of words of both a specific and general nature, and the ability to use learned words in active speech and in various situations.
Didactic games are a widespread method of developing the morphological aspect of speech. Didactic games are played with toys, objects, pictures and on a verbal basis. Game actions in games make it possible, mainly, to activate the existing vocabulary and use the desired form. A word, its modification, a phrase becomes the content of mental work. The child begins to realize. How to speak, strive to say correctly, competently, beautifully.
In the process of conducting didactic games, children encounter objects, their properties and relationships, which are significant for identifying objects from the surrounding world, their verbal designation, the use of the correct grammatical form of words and the accurate assimilation of the meanings of words. At the same time, the teacher sets two goals: teaching children to play and at the same time teaching them to speak.
The content of words also changes radically. This is confirmed by the fact that children can not only select by word this or that object from any subject set, but also independently designate the relationship of objects with words even when the differences between them are small and, finally, group objects in accordance with verbal instructions in the case , if the grouping principle is expressed in the words listed above.
Thus, didactic games help the development and education of children. In games, children find themselves in situations where they are forced to use acquired knowledge and words in new conditions.
The selection of material for didactic games should be determined by the objectives of morphology. One of the conditions for clear management of games is to determine the list of prepositions and word combinations in gender, number, and case.
Bibliography:
- Alekseeva M. M., Yashina V. I. Methods of speech development and teaching the native language of preschoolers / M. M. Alekseeva, V. I. Yashina; - M.: Academy, 1997.
- Burmenskaya, J.P. Raku // Bulletin of Moscow University. - Ser. 14 "Psychology". - 1999. - No. 1. - P. 3-15.
- Vygotsky // Selected psychological studies. - M.: Pedagogy, 1999. - T. 2.
- Preschool pedagogy / Ed. V. I. Loginova, P. G. Samorukova; - M.: Education, 1998. - 270 p.
- Tikheeva E. I. Development of children’s speech / E. I. Tikheeva; - M.: Education, 1981.
The article selected and developed didactic games and exercises for the formation of the morphological structure of speech: for the development and assimilation of inflection and word formation skills (nouns, adjectives and verbs), which allow one to practically master the grammatical categories of the language, expand the child’s passive and active vocabulary. The table matches games to grammatical categories.
The literature on preschool speech therapy has accumulated significant material on the formation of the morphological structure of speech. Based on the methodological recommendations of T.A. Tkachenko, the following approaches were taken into account in the work:
A clear division of functions between the teacher and the speech therapist (the speech therapist introduces children to the grammatical category, the teacher conducts classes on a special system of lexical topics);
- when planning and conducting speech therapy classes, the emphasis is on the grammatical category being studied;
- when preparing classes, the task is not to put all the grammatical material into one lexical topic;
During the classes, the vocabulary topic is not indicated, thereby not limiting the active and passive dictionaries, on the basis of which this or that grammatical structure is formed. This made it possible to focus the children’s attention on the morphological form being studied (the endings of nouns, methods of word formation, etc.).
The skills of inflection, word formation and word agreement were formed, attracting children's attention to the morphological composition of the word. During the classes, the child’s attention was recorded in the form of a pronunciation emphasis on the specifically studied morpheme (prefix, suffix), which is the basis of word formation; the ending of words expressing different grammatical meanings (case, number, gender, person), which is the basis of inflection.
In order for each lesson to contribute to noticeable progress in the correction of the morphological structure of speech, a high mental load was created for this purpose. Mental load increases due to exercises for the development of verbal and logical thinking within the framework of the topic being studied, which is ensured by selecting a variety of visual material.
At the initial stage, it is important to teach children to listen attentively to spoken speech, to retain in their memory the material perceived by ear, and to be able to hear mistakes in someone else’s and their own speech. By clarifying the pronunciation and perception of sounds, improving the reproduction of word structure, the children prepared the basis for the development of understanding of speech, the grammatical and morphological system of word formation and inflection. In turn, the development of phonemic perception creates the necessary basis for the formation of the morphological structure of speech.
Play is the main activity of a preschool child, one of the characteristic patterns of child development. Play as a form of child activity contributes to the harmonious development of his mental processes, personal traits, and intellect. A number of studies (A.V. Zaporozhets and others) confirm that the formation of these qualities in a child’s play is realized much faster and more firmly than when using only didactic teaching methods.
| Grammatical category | Didactic games and exercises |
| Topic: Diminutive meaning of nouns | Games: “Big - small”, “Hedgehog hedgehog”, "Call me kindly" |
| Topic: Nominative case of a noun | Games: “One is many”, “What grows in the forest?”, “Who has a similar picture?”, “Change the word” |
| Topic: 3rd person singular and plural present tense verb | Games: “Guess what the girl is doing and what she is answering?”, “Guess and do the same”, “Change the word”, “Finish the sentence” |
| Topic: Accusative case of singular noun | Games: “Who is the most observant?”, “Correct and tell” |
| Topic: Genitive singular noun | Games: “Which tree did the leaf fall from?”, “Scrabble” Fairy tale "Kolobok" |
| Topic: Dative case singular and plural of a noun | Games: “Who needs what for work?”, “Guests” |
| Topic: Instrumental singular and plural of a noun | Game: Who defends themselves with what?”, “What do they do?”, “When does this happen?”, “Who is behind whom?” |
| Topic: Prepositional-case constructions | Games: “Caring”, “Help the animals find their home”, “Terrible beast”, “Pooh’s birthday” |
| Topic: Prefixed verbs | Games: “Suggest actions”, “Water game”, “Say the opposite” |
| Topic: Genitive plural of a noun | Games: “Choose a rhyme”, “Preparations for the winter”, Guess what’s missing?” |
| Topic: Relative adjectives | Games: “Winter preparations”, “What is it made of”, “Which leaf?” |
| Topic: Possessive Adjectives | Game “Whose, whose, whose?” |
| Topic: Comparative degree of adjectives | Game "Negotiate proposals" |
| Topic: Formation of complex words Game "Echo" |
Didactic games and exercises for the formation of the morphological structure of speech
Didactic games and exercises on the formation of the nominative plural.
1. Game “One - many”.
Goal: to teach children to form nominative plural nouns.
Visual material: subject pictures – words in singular and plural.
Progress of the game: children were shown a picture depicting one object and were asked to find a picture depicting the same object, but in larger quantities.
Speech material:
I have a red ball.
- And I have red balls (child).
2. Game “What grows in the forest.”
Purpose: formation of the plural form of a noun with the ending -ы.
Visual material: subject pictures and plot picture.
Progress of the game: the plot picture “Forest” was hung on the board, the children looked at the picture, and the experimenter gradually hung cards of singular objects around this picture (oak, pine, birch, mushroom, flower, bush, berry).
Speech material:
Is there only one oak tree growing in the forest? (Oak trees grow in the forest);
- Is there only one pine tree growing in the forest?
- Is there one mushroom growing in the forest?
3. Game “Who has a similar picture?”
Goal: formation of plural forms of nouns ending in -ya.
Progress of the game: children were given pictures depicting an object in the plural, the experimenter raised his picture and asked the children who had a similar one.
There is a chair in my picture. Who has the same one?
4. Game "Change the word."
Goal: to consolidate knowledge of the plural form of the nominative case of nouns with different endings.
Equipment: ball.
Progress of the game: the child was named words in the singular and after catching the ball, he must name the word in the plural.
Didactic games and exercises on the formation of the singular genitive case with prepositions.
1. Game “Which tree did the leaf fall from?”
Goal: to consolidate the names of trees, the genitive singular form with the preposition S.
Visual material: subject pictures.
Progress of the game: cards with tree leaves were distributed to the children. Children must determine which tree leaves they have and name the tree: “My leaf fell from a maple tree.”
2. Game "Scrabble".
Purpose: to consolidate the body parts of animals, and the formation of genitive case forms with the preposition U.
Visual material: subject pictures.
Progress of the game: children were given pictures of animals and asked questions.
Speech material:
Who has a big trunk?
- Who has a fluffy tail?
-Who has a pointed nose?
- Who has long ears?
- Who has hooves?
3. We play the fairy tale “Kolobok”.
Purpose: formation of the genitive case form with the preposition from.
Visual material: subject pictures of heroes from the fairy tale “Kolobok”.
Progress of the game: the children were read the fairy tale “Kolobok”, then the fairy tale was read a second time, but with gaps, and the children must continue (from grandmother, from grandfather, from the wolf, from the hare, from the bear).
Didactic games and exercises for the formation of the genitive plural.
1. Didactic game “Choose a rhyme.”
Goal: to develop the ability to form the genitive plural form of nouns.
Visual material: subject pictures.
Progress of the game: a comic poem was read to the children:
I give you my word of honor
Yesterday at half past six
I saw two pigs
No hats or boots.
You and I can also make up funny jokes. I will start, and you continue (the children are shown pictures while reading the poem, which were spoken out in advance).
Speech material:
We give our word of honor:
Yesterday at half past six
We saw two magpies
Without... (boots) and... (socks),
And puppies without... (slippers),
And tits without... (mittens).
2. Game exercise “Preparing for the winter.”
Goal: to consolidate the topic “Vegetables and fruits”, to develop the ability to form the plural of the genitive case of nouns.
Visual material: subject pictures.
Progress of the game: the children were told that in the fall, preparations of vegetables and fruits are made for the winter. These are juices, jams, jams, salads, compotes and jams. Afterwards, they were given pictures of vegetables and fruits, and were asked to make suggestions on what they would cook from what was shown in their pictures.
3. Game exercise “Guess what’s missing?”
Goal: to consolidate the ability to form the plural of genitive nouns.
Visual material: subject pictures.
Progress of the game: four pictures with plural objects were hung on the board, then two pictures were removed, and the children were asked: “What is missing?” Pictures were selected with different endings.
Didactic games and exercises for the formation of the dative case singular and plural.
1. Game exercise “Who needs what for work”
Goal: to consolidate the topic “Professions”, to master the dative case in the singular and plural.
Visual material: subject pictures.
a) Progress of the game: children were given pictures showing a teacher without a pointer, a painter without a brush, a hairdresser without scissors, etc. Then each child must stand up, show his picture and say: “I have a teacher without a pointer, he needs to be given a pointer,” etc.
b) Progress of the game: pictures with girls, bears, dogs, etc. were hung on the board, and pictures with objects (book, candy, ball, etc.) were given to the children. Each child must come up with his own picture and choose who he will give what.
Speech material:
I'll give the girls candy;
- I'll give the book to the bears.
2. Game "Guests".
Goal: consolidation of the topic “Wild Animals”, mastering the dative case.
Visual material: object pictures and soft toys.
Progress of the game: children sat around the table, each child had toys, the experimenter had a bunny, pictures with treats were laid out on the table. Children were asked to choose from a picture for their animal:
I will give the nuts to the squirrel;
- I'll give honey to the bear.
Didactic games for the formation of the accusative case.
1. Didactic game “Who is the most observant.”
Goal: to develop children's attention, memory, and everyday vocabulary.
Progress of the game: children must look at what is around and name more objects in complete sentences. The first child said in the singular, and the second repeated in the plural.
Speech material:
I see a table, a window, a chair...
- I see tables, windows, chairs...
2. Didactic game “Change and say correctly.”
Goal: to teach children to listen carefully and find mistakes.
Progress of the game: children were asked questions and given answers in the initial form, the child had to give the answer in the correct version.
Speech material:
I love whom? What? (mother, Motherland, cat);
- Price what? (work, care, friendship);
- Take care of what? (book, toy, trees, birds);
- Remember what? (fairy tale, song, riddle, poem).
Didactic games to clarify the form of the instrumental case.
1. Didactic game “Who defends themselves with what?”
Goal: to consolidate the topic “Animals and Birds”, mastering the instrumental case.
Visual material: subject pictures.
Progress of the game: children looked at pictures of animals and answered the questions: who is defending themselves with what?
Speech material:
How does a dog protect itself? (elephant, deer, hedgehog, goose, cat).
2. Game “What are they doing with what?”
Goal: expand your vocabulary, teach how to form phrases and agree a verb with a noun, and learn the instrumental plural form.
Visual material: subject pictures.
Progress of the game: children were given object pictures depicting tools in the plural: saws, axes, shovels, needles, knives, scissors, etc., children had to make up phrases answering the question “What do they saw with (dig, sew, cut and etc.)?
3. Games “When does this happen?”, “Who is after whom?”.
Purpose: to consolidate the form of the instrumental case.
a) Visual material: subject pictures.
Progress of the game: pictures with the seasons were hung randomly on the board, and the children were asked the question “What comes after what?”
b) Progress of the game: children were divided into two teams. The drivers stood in front of the team, with their backs to the other children. Their task is to remember and say who is behind whom. The correct answer is rewarded with a chip.
Games to clarify the form of the prepositional case.
1. Game exercise “Caring”.
Goal: teach children to make sentences based on pictures. Mastering the form of the prepositional case.
Progress of the game: children were given pictures depicting children caring for animals and plants. The question was asked: “Who (what) do children care about?”
2. Game exercise “Help the animals find their home.”
Goal: consolidation of knowledge about the home of animals, clarification of the prepositional case.
Visual material: subject pictures.
Progress of the game: pictures with animals' homes were hung on the board, and pictures with animals were hung under the houses in a mixed up form. Children were encouraged to help animals find their home. The answer is given in complete sentences.
Lessons on the formation of changing verbs by person.
1. Game exercise “Guess what the girl is doing and what she is answering.”
Goal: to teach how to form the 1st and 3rd person forms of verbs.
Visual material: story pictures.
Progress of the game: children were shown plot pictures with a specific image of the action, and answer the questions “What is the girl doing?” and the girl’s answer in the 1st person present tense.
2. Game exercise “Guess and do the same.”
Goal: to teach children to change the 3rd person singular form of verbs to the 1st person singular form of the same verbs.
Progress of the game: one of the children performed an action without an object, the other must guess the action being performed, name it and do the same.
Speech material:
Vova is coming. - I'm going.
Katya is sleeping. - I'm sleeping.
Tanya drinks. - I drink.
Alina is drawing. - I'm drawing.
Artem is running. - I am running.
Olya is reading. - I am reading.
3. Goal: to teach children to use the same present tense singular verbs in the 1st person plural.
Progress of the task: the experimenter called the action in the singular, and the children must answer in the plural.
Speech material:
I'm coming. - We are going.
I sing. - We sing.
I wash my hands. - We wash our hands.
I walk. - We are walking.
I'm playing. - We play.
I'm sleeping. - We are sleeping.
4. Game exercise “Complete the sentences.”
Goal: developing skills for matching singular verbs in three persons: 1st, 2nd and 3rd.
Progress of the game: the experimenter began to speak sentences in the 1st person, then addressed the first child, and he answered in the 2nd person, and to the third, he answered in the 3rd person.
Speech material:
I'm coming. - You are walking). - He's coming);
I am standing. - You stand). - It costs);
I am going for a walk. - You...(go for a walk). - He...(goes for a walk);
I'm building a house. - You...(build a house). - He...(builds a house);
I'm sleeping. - Are you sleeping). - He's sleeping).
Game exercises and tasks for the formation of an adjective and a noun with a diminutive meaning.
1. Didactic game “Big - small”.
Goal: to teach children to form nouns using diminutive suffixes.
Visual material: subject pictures.
Progress of the game: circles were hung on the board - large and small, and the children were given pictures depicting objects. Each child took turns going to the board, first naming the large object under the large circle, and then the small one under the small one.
2. Game exercise “Hedgehog and Hedgehog”.
Goal: consolidate the topic “Vegetables”, develop education skills, diminutive suffixes.
Visual material: subject pictures, 2 hedgehogs, large and small.
Progress of the game: the children were shown toys: a hedgehog and a hedgehog, and it was explained to the children that they were making supplies for the winter, and they needed to help them. Children have pictures of large and small vegetables. Next, the children distributed the vegetables to the hedgehogs and told what they would give to whom.
Speech material:
I will give the hedgehog beets (cucumber, cabbage, eggplant, etc.), and the hedgehog some beets (cucumber, cabbage, eggplant).
3. Didactic game “Name it affectionately.”
Goal: to teach children to form adjectives with an affectionate meaning.
Progress of the game: children were asked to name the sign of the object affectionately.
Game exercises and tasks for developing skills in the formation of relative adjectives from the name of a noun.
1. Game “Preparations for the winter.”
Goal: to consolidate the topic “Vegetables and Fruits”, to teach children to form relative adjectives from the name of vegetables.
Visual material: subject pictures.
Progress of the game: the children were given pictures of vegetables, and the experimenter explained that vegetables and fruits can be prepared for the winter, this could be jam, juice, compote, salad. The experimenter asked questions, and the children answered according to their pictures.
Speech material:
What kind of juice can be made from apples (tangerines, blueberries, pineapple, raspberries, peaches, apricots);
- What kind of jam can be made from cherries (lingonberries, apples, currants, pears, plums);
- What kind of salad can be made from cabbage (carrots, cucumbers, tomatoes, beets, potatoes, peas).
Similar games were held on the topics “Trees” and “Material”.
Games and exercises to develop skills in the formation of prefixed verbs.
1. Game exercise “Suggest actions.”
Goal: to teach children to form and correctly use the verb GO with different prefixes.
Visual material: toy car.
Progress of the game: the experimenter showed actions with the machine and began sentences, and the children had to continue the sentences and name the action.
Speech material:
The car left the house (what did it do?) ... (DRIVEN away);
- The car is on the road...(It went);
- The car approached the bridge...(drove up);
- The car drove onto the bridge...(drove);
- The car drove off the bridge...(drove);
- The car is a tree...(drove around).
The experimenter repeated verbs pronounced correctly by the children, emphasizing the prefixes with his voice.
2. Game exercise “Playing with water.”
Goal: to teach children to form and correctly use the verb LIT
Visual material: glasses of water, watering can and flowers.
Progress of the game: the experimenter demonstrated the actions and commented on them. Then he repeated these actions and commented on them incorrectly, and the children had to correct the mistakes.
3. Game exercise “Say the opposite.”
Goal: to teach children to name actions with opposite meanings.
Visual material: ball.
Progress of the game: children stand in a circle. The experimenter threw the ball and named the action, and the child who caught the ball named the action with the opposite meaning.
Speech material:
Pours - pours out;
- In – Out;
- CLOSE – OPEN;
- SAILS – SAILS;
- COLLECTS – DISASSEMBLES;
- DRIVES UP - DRIVES AWAY.
Game exercises to develop skills in the education of young animals.
1. Game exercise “Terrible beast”.
Goal: to develop the ability to correlate adult animals with the names of their young.
Visual material: subject pictures.
Progress of the game: the experimenter read the story and paused, showing pictures; the children must insert words that are appropriate in meaning.
Speech material:
“The girl Varya had cats with... (kittens), a dog with... (puppies), a duck with... (ducklings), a hen with... (chickens), a goat with... (kids). One day, the ducklings ran to the river, began to swim and dive, and kittens, chickens, puppies and kids looked at them. Suddenly they hear: “Tra-ta-ta!” The kids got scared and ran to their mothers. Kittens to... (cat), puppies to... (dog), ducklings to... (duck), chickens to... (chicken), kids to... (goat).
2. Game exercise “Pooh’s Birthday”.
Goal: to develop the ability to correlate the names of animals with the names of their cubs.
Visual material: toys and object pictures.
Progress of the game: the children stood around the table, pictures with adult animals were laid out on the table. The experimenter told the children about the kitten Pooh and his birthday, how guests came to him and they played hide and seek, and accompanied his story with actions with toys. Children inserted words that suited their meaning and answered questions.
Game exercises to develop skills in forming possessive adjectives.
1. Game exercise “Whose, whose, whose?”
Goal: to develop the ability to form possessive adjectives.
Visual material: object pictures and toys.
Game progress: 1st option. Pictures of animals were hung on the board, and children were given pictures of their individual parts (tail, paw, ears). The children took turns coming to the board and calling out which animal they had a part of.
Option 2. The experimenter showed the children a toy and asked questions: whose?, whose?, whose?
A game exercise to develop skills in forming comparative degrees of adjectives.
1. Game “Negotiate proposals”.
Goal: to teach children to form comparative degrees from adjectives.
Progress of the game: The experimenter read out the sentences, and the children had to finish it.
Speech material:
Vova is strong, and his brother is even... (stronger);
- The car drives fast, but the plane flies still... (faster);
- In spring the weather is warm, and in summer it’s even... (warmer);
- Lena’s minced meat is long, and Katya’s is even... (longer);
- The evening is dark, and the night is still... (darker);
- The ice cream is delicious, but the candy is even... (tastier).
Tasks for the formation of two-component words.
Game: "Echo"
Goal: to teach children to form and understand complex words.
Visual material: subject pictures.
Progress of the game: first, a poem was read to the children, each significant part of the word was highlighted with intonation:
A fisherman catches fish.
Bees are raised by a beekeeper.
A digger is digging the earth.
A pedestrian walks on foot.
The ice breaks the icebreaker.
The leaves are falling - leaf fall is coming.
The forest is being cut down by a lumberjack.
A chimney sweep cleans the pipes.
An all-terrain vehicle is driving along the road.
The dust is sucked by a vacuum cleaner.
Afterwards, the poem was read to the children again, but the children themselves finished it.
These exercises and games were given to children as reinforcement material for the kindergarten speech therapist’s main classes on lexical and grammatical topics. We also developed lesson notes on the following topics that were not included in the annual plan (see Appendix):
1. Topic “Professions”.
Goal: to consolidate the concepts and names of professions, to teach children to form the names of professions from actions and objects.
2. Theme "Dishes"
Goal: to consolidate the names of kitchen utensils, to teach how to form complex words from the names of dishes.
3. Topic “Dismissive-increasing suffixes of a noun.”
4. Topic: “Agreement between the adjective and the noun in gender, number and case.”
Class notes
Topic: Professions.
Goals: to form concepts and names of professions, to teach how to form the names of professions from actions and objects.
Progress of the lesson
I. Organizational moment.
The experimenter demonstrates toy tools and invites those children to sit down who name what they do with these objects.
II. Main part.
1. Proverbs are read to children:
You can't take a fish out of a pond without difficulty.
A small deed is better than a big idleness.
After reading the proverbs, the experimenter and the children discuss each proverb.
2. Poems are read to children.
Librarian
This is a home for different books,
They have been waiting for you for a long time.
Come closer quickly
Take a look at the books.
There is order here, like in a pharmacy,
The shelves were lined up.
There is a librarian next to them,
He is always happy to see us.
If your cheeks are on fire
Suddenly stronger than the kumach,
If there is a cough, call
Everyone, see a doctor immediately.
Writer
We are all friends with books,
Each of us is a reader.
And of course, you should know
What their writer writes.
Salesman
In a store, at a market
And finally at the buffet
Everywhere we've been
The seller meets us.
Shoemaker
With a hammer knock-knock-knock!
All day long to this knock
The shoemaker surprises everyone
The skill of skillful hands.
After each poem read, the experimenter explains to the children about each profession.
Pictures depicting people and their actions are hung on the board; the experimenter first explains the meaning of professions, then asks each child “Who does what?” not just from pictures.
4. Dynamic pause.
We stomp our feet
We clap our hands
We nod our heads.
We raise our hands
We give up
We're spinning then.
5. Game “Correct the mistake”
Children are read about incorrect actions in professions that they must correct:
A construction worker flies an airplane
A fireman treats people
The seamstress is painting the house
Hairdresser washes clothes
The postman delivers mail
The janitor is cooking lunch.
1. Test task, each child must choose the correct answer.
Who keeps order in the library? (policeman, builder, librarian),
Who do we call when we get sick? (doctor, teacher, firemen),
Who writes the books? (musician, writer, shoemaker),
Where is the chef while working? (at the TV, at the stove, on the sofa),
What does a tailor do? (teaches children, heals people, sews clothes),
What does a salesperson do at work? (sleeps, sews, sells),
What does a shoemaker repair? (furniture, shoes, clothes),
What does a builder do? (builds, flies, teaches),
What does the teacher do? (heals, teaches, plays),
Where does the teacher teach children? (in a museum, at a zoo, at school).
2. The experimenter lists the names of professions and asks the children to name them in one word - “Professions”.
Topic: Agreement of an adjective with a noun in gender, number and case.
Goals: to teach children to agree adjectives with nouns in gender, number and case; select nouns for adjectives in accordance with gender and number; based on a given generalization, find and correct errors in agreement.
Progress of the lesson
I. Organizational moment.
The experimenter demonstrates the object and invites those children to sit down who can name the signs of this object.
II. Main part.
1. Game “Collect a picture” (using constructive activities)
Children are offered cut-out pictures. It is necessary to collect them and name what they got, highlighting the endings of the words. For example, I have red tomatoes (yellow dresses, blue cups, etc.). Next, the experimenter asks each child how he would say if he had one object. What has changed in the words?
2. Game "Shop"
The experimenter, who is the seller in this game, has various objects and things “on the store counter”. Children as buyers. In order to purchase an object or thing, it is necessary to describe it. For example, please give me a red dress with blue bows; green saucers with yellow flowers, etc. The experimenter focuses the children's attention on the endings they pronounce.
3. Dynamic pause. Game “What object is this?” (with a ball)
Children stand in a semicircle. The experimenter names the sign and throws the ball to each of the children. The child who catches the ball names an object that has this feature and returns the ball. For example, long - rope, skirt, thread; long – train, day, knife, etc.
4. Game “Wildflowers” (using creative activities).
Children are given colored pencils and outline drawings of flowers. Experimenter: “Early in the morning the children went out into the field. They look - the field seems to be covered with a carpet. And the carpet is alive! And all kinds of colors are there: white, blue, red, and yellow! (Children look at the flowers and name them.) The artist painted the flowers that bloomed in that field, but the problem is: he forgot to color them! Let's color them ourselves. What is the name of this flower? (Shows the bell.) What pencil will you use to color it? Why? Etc.
After analysis, the children trace and color the flowers, and then, looking at their drawings, answer the questions: What pencil did they use to color the flowers? Why? The experimenter focuses the children's attention on the endings they pronounce.
5. Game “Find the mistake”
Children are asked to listen to the sentences, find the mistake, correct it, and repeat the sentence correctly.
There is a large book on the table. Masha read a short story. The teacher told an interesting story. A yellow sun is shining in the sky. Anya put on a red dress. There are red apples on the plates. Masha colored the leaves with a green pencil. Etc.
6. Game “What’s missing?”
The experimenter has 6 objects on the table: a blue cube, a green ball, a red ribbon, a gray cat, a yellow bucket, a white saucer. The experimenter first asks to name all the objects. Then the children close their eyes and the experimenter removes one or two objects. Next, the children open their eyes and answer the question: What’s missing from the table?
The lesson is summed up and the children’s activities are assessed.
Topic: Dishes.
Goal: consolidate the names of kitchen utensils; teach how to form complex words for the names of dishes.
Progress of the lesson.
I. Organizational moment.
The experimenter demonstrates a piece of utensils and invites those children to sit down who can name its feature.
II. Main part.
1. Pictures of objects depicting dishes are hung on the board, the experimenter talks about each object, what it is for, what they eat and drink from it, and what they eat. Then each item is pronounced together with the children.
2. Game “Set the table.”
A toy set of dishes, toy and real products are laid out on the table. The experimenter, together with the children, places food in dishes and comments on their actions, highlighting word-forming affixes with their voice.
3. Dynamic pause.
Wash the cup, wash the mug - circular movements, alternately with the left and right hands.
We put it high to dry - we stretch it up.
Oh! A mug fell from the shelf - head tilted left and right.
We will collect the fragments - we will sweep the fragments into a dustpan.
4. Game exercise “Cookware Store”.
There are dishes on the table, and each child has a picture of the product. The experimenter explains to the children that each product must be stored in a certain container, and therefore they need to pick up the dishes in the store, but if the item is named incorrectly, the seller will not understand and will not sell the desired item. Each child must choose a piece of utensils for their product with the comment: “I have sugar, and I will buy a sugar bowl,” etc.
5. Game exercise “Donkey visiting a bear cub.”
The children are told that the bear cub invited the donkey to visit, but does not know how to properly arrange the food and needs help. Children must arrange the products correctly and explain their choice: “Sugar should be put in the sugar bowl, sweets in the candy bowl,” etc.
The lesson is summarized. Children's activities are assessed.
Topic: Dismissive-increasing suffixes of nouns.
Goal: to teach children to use and form nouns with disparaging-increasing suffixes.
Progress of the lesson.
I. Organizational moment.
Game "4 extra". Pictures are hung on the board: three with large objects, one with small ones. Children must choose the extra picture.
II. Main part.
1. Pictures are hung on the board in two rows: the top row of pictures with a large image, the bottom row with a small image. The experimenter explains the meaning of the pictures, that we will call small pictures affectionately, and large ones in a magnifying form, and pronounces each picture (boots - boots), the children repeat in chorus.
2. Game “Find a Pair”.
Children are given pictures with large objects, small ones remain on the board. Each child must find a “pair” for his picture and name it correctly: hatchet - ax handles, leg - nozzles, antennae - mustaches, nose - noses, etc.
3. Dynamic pause. Game “Say the names”, with a ball.
A ball is thrown to each child in turn and the name of the object is called, and the child who catches the ball must give general concepts: Katya is a name, a shirt is clothing, a doll is a toy, etc.
4. Game “Small and Big”.
Children are divided into two teams: Thumb and Ivan the Hero. Each company is given pictures: large and small. The team that names the most correct answers wins.
5. Game “What has changed?” 5 pictures are hung on the board, the children close their eyes and the pictures change places.
Game "What's gone?" 5-6 pictures hang on the board, while the children have their eyes closed, 1-2 pictures are removed.
The experimenter names the object in its diminutive meaning, and the children must name it in its augmentative meaning.
Stryuk Irina Sergeevna,
teacher speech therapist,
Municipal educational institution primary school-d/s "Lomonosov",
Zhukovsky
Card file of the teacher of the speech therapy preparatory group for school Volnenko L.Yu.
Games for the development of lexical and grammatical structure of speech.
Speech disorders in preschool children
Play as a means of developing the lexical and grammatical structure of children with severe speech impairments
At speech development of preschoolers and correction of its underdevelopment, one of the leading places is the formation of lexical and grammatical skills - this is one of the main tasks of remedial education and upbringing of children with severe speech impairments.
One of the pronounced features of speech children with severe speech impairments(TNR) is the discrepancy in the volume of passive and active vocabulary: children understand the meaning of many words, the volume of their passive vocabulary is sufficient, but their use in speech is very difficult.
The poverty of the active vocabulary is manifested in the inaccurate pronunciation of many words - the names of wild animals, birds, professions, parts of the body and face. The dictionary is dominated by verbs denoting daily everyday actions. It is difficult to assimilate words with a general meaning, denoting the assessment, condition, quality and attribute of an object.
Formation of grammatical structure of speech occurs with greater difficulties than mastering a dictionary. Violation of the syntactic structure of a sentence is expressed in the omission of sentence members, incorrect word order, and the absence of complex constructions.
The formation of the lexical and grammatical structure of speech is a long and labor-intensive process. But if you skillfully interest children and think through the structure of the lesson, you can achieve significant results. To this end, I decided to conduct in-depth work with children.
Set the following tasks:
optimally combine lexical material with grammatical material in the classroom;
introduce children to a new grammatical category and purposefully practice it on each lexical topic, using a large number of exercises;
constantly maintain interest in the lesson and lexical and grammatical material, which allows you to achieve a significant learning effect;
approach things creatively, using different gaming techniques and equipment;
include in work on the development of lexical and grammatical structure
educators and parents.
At the beginning of the school year, I conduct monitoring to identify the levels of development of vocabulary and grammatical structure in children with severe speech impairments. He showed that they have a low level of development of both vocabulary and grammatical structure of speech. Since the group contains children of different ages and with different diagnoses, I select correctional tasks of different levels of difficulty.
I work in the following areas:
1. Vocabulary development:
activation and enrichment of vocabulary on the topic;
description of objects, structural features;
naming actions with objects given on the topic;
naming characteristics based on several parameters: shape, color, size or appearance, color, habits.
2. Formation of grammatical concepts:
exercises on inflection (number, gender, case);
word formation exercises (diminutive suffix, verbal prefixes, formation of relative and possessive adjectives);
use of prepositions;
composing sentences of different structures with gradual complication.
I teach through exercises and didactic games with visual material. Visual materials include natural objects, toys, pictures, and I also use a variety of task cards, punch cards, and educational games.
The development of vocabulary is closely related to the development of the grammatical structure of speech, especially word formation and inflection. In this regard, many games and tasks for developing vocabulary can also be used to develop the grammatical structure of speech.
I will focus on what didactic games and tasks you can use in your work.
Thus, grammatical categories can be practiced using various types of games:
Desktop-printed;
Didactic;
Outdoor games;
Plot - role-playing;
Computer games.
When selecting material for games and game exercises, it is important to organize it in such a way that children not only remember this or that grammatical form, but also master the rule in practical terms
inflections. The material should provide a broad orientation to the types of word changes and help to identify and differentiate these types.
Thus, the widespread use of didactic games and exercises is the most effective methods in the formation of the grammatical structure of speech. The interest aroused in children and positive emotions contributed to the successful acquisition of the grammatical structure of speech.
“What is it made of? »
Purpose: formation of relative adjectives.
Progress of the game:
Teacher Child
Strawberry jam - what kind of jam is it? Strawberry jam
Orange juice - what kind of juice is it? Orange juice
Apple compote – what kind of compote is this? Apple compote
Brick house - what kind of house is this? Brick house
Glass vase - what kind of vase is this? Glass vase
Wooden table - what kind of table is this? Wooden table, etc.
“Whose, whose, whose? »
Purpose: formation of possessive adjectives
Progress of the game:
Teacher Child
Whose tail is the fox's tail? Fox's tail
Whose ears are the hare's ears? bunny ears
Whose paws are the bear's paws? Bear paws
Mom's dress - whose dress is this? Mom's dress
Grandma's scarf - whose scarf is this? Grandmother's scarf, etc.
“Which one happens? »
Goal: selection of attributes for the subject, enrichment of the dictionary with adjectives
Progress of the game: the teacher asks: “What is an apple like? “, children name the signs of the named object: “round, red, sweet, sour, smooth, hard”; “What kind of kitten is there? "- "Small, fluffy, affectionate, kind"
"Find the exact word"
Goal: to teach children to accurately name an object, its qualities and actions.
Find out what object I’m talking about: “Round, sweet, ruddy - what is it? "(Items may differ from each other not only in taste, but also in size, color, shape).
Complete with other words what I start: the snow is white, cold. (some other). Sugar is sweet, and lemon is sour. In spring the weather is warm, and in winter it is cold.
Name what things in the room are round, tall, and short.
Remember which of the animals moves how. Crow. (flies, fish. (swims), grasshopper. (jumps), grass snake. (crawls). Which animal makes its voice? Rooster. (crows, tiger. (growls), mouse. (squeaks), cow. (moos) .
Game "One - many"
Purpose: Differentiation of nouns in the nominative case, conversion from singular to plural.
Equipment: pictures with different objects.
Progress of the game:
The adult says, showing a picture where one object is depicted, what is drawn here is an apple, and you have apples, etc.
Pear... Melon... House... Flower... Cucumber... Tomato... Table... Bucket... Fish.... .Horse…. Boy… .
This game can be played the other way around, i.e. by showing pictures that show many objects (plural) and children need to name the object, i.e. unit. h.
Game "Who is the most observant."
Goal: to consolidate the forms of the accusative case.
Progress of the game:
Children should look at what is around them and name more objects in complete sentences. The first child said in the singular, and the second repeated in the plural.
Speech material:
I see a table, a window, a chair...
I see tables, windows, chairs...
Game “Tell Dunno”
Goal: Consolidating forms of the instrumental case.
Progress of the game:
Educator: Our Dunno decided to build a house for his friends.
Help him find out how he will do the job.
Sawing (with a saw);
Knocking… ., planing… ., drilling…., cutting…., digging… ., sweeping… .,
And when the house for friends was built, Dunno decided to relax and came up with riddles for you.
Complete the sentence and repeat it completely.
Znayka draws (what? with what)
Donut spreads (what? with what)
The cog threatens (someone with what)
Doctor Pilyulkin puts (to whom? what? with what)
The poet Tsvetik writes (to whom? what? with what)
Sineglazka erases (to whom? what? with what)
Game "Sea Treasures"
Goal: development of the ability to coordinate nouns with adjectives in gender and number.
Equipment: object pictures or toys.
Progress of the game:
Educator: There are many different treasures on the seabed. Find objects of the same color; by form; to size.
Game "Finish the sentences."
Goal: developing skills for matching singular verbs in three persons: 1st, 2nd and 3rd.
Progress of the game:
The teacher began to speak sentences in the 1st person, then addressed the first child, and he answered in the 2nd person, and to the third, he answered in the 3rd person
I'm coming. - You are walking). - He's coming)
I am standing. - You stand). - It costs)
I am going for a walk. - You (go for a walk). - He (goes for a walk)
I'm building a house. - You (build a house). - He (builds a house)
I'm sleeping. - Are you sleeping). - He's sleeping).
A game "Count to Five"
Target: exercise in agreement of nouns with numerals one, two, five; update your vocabulary on the topic.
How to play: Ask to name objects with numbers 1, 2, 5.
Lexical material:
One city -.
One street -.
One country -.
One river -.
One field -.
One mountain -.
A game "One is many"
Target: to form form genitive plural of nouns, enrich the vocabulary on the topic.
Progress of the game: suggest naming nouns using the word "a lot of".
Lexical material:
city dweller
A game "Who is bigger!"
Target: exercise in agreement with the numeral "one" with nouns; 3rd person personal pronouns with nouns; enrich nominative and predicative vocabulary.
Progress of the game: name as many words as possible related to this action.
Lexical material:
floats. (ship, boat, steamship, cutter);
flies. (plane, parachute, helicopter, bird, kite.);
goes. (train, car, passenger);
worried (sea, river, mom, dad);
collects (harvest, guests).
for each named noun, first select the corresponding pronoun (he, she, it, they, then - the numeral (one, one, one, alone).
A game "Guess it"
Target: agree adjectives with nouns.
Progress of the game: offer to listen phrases:
Lexical material:
Beautiful city, beautiful sea, beautiful embankment, beautiful parks
Ask you to guess what you are talking about now speak:
Beautiful, beautiful, beautiful, beautiful….
Clear sky, clean park, clean street
Ask you to guess what you are talking about now speak:
Clean, clean, clean...
Offer to come up with your own words for these signs (What else in our city or region can we say is beautiful, clean? etc.).
A game "Which, which, which"
Target: improve the skills of word formation of adjectives from nouns.
Progress of the game: offer to answer the questions.
Lexical material:
city noise - noise (Which) – (urban);
lantern on the street - lantern (Which) – …;
park bench – bench (which) – …;
guests of the city - guests (which) – …;
sign by the road - sign (Which) - ….
A game “Pick a sign, an action”
Target: develop and enrich children’s vocabulary on the topic, strengthen the ability to correctly agree adjectives with nouns.
Progress of the game: offer to come up with as many feature words as possible.
Lexical material:
Russia (which) -. (rich, big, beautiful, vast, etc.)
House (Which) -.
edge (Which) – …
City (Which) - …
A park (Which) -.
Monument (Which) -.
Townspeople (what are they doing) - …
A game "Call me kindly"
Target: consolidate the ability to correctly use words with diminutive suffixes, enrich children’s vocabulary on the topic.
Move: ask to call affectionately.
Lexical material:
city - town
shop - ….
A game "Yes - no"
Target: form nouns in the genitive case.
Move: suggest forming words according to the model.
Lexical material:
city - no city pharmacy - ...
station - ... house - ...
shop - ... park - ...
street - ... resident - ...
city dweller -
A game "Form a new word"
Target: form adjectives from nouns, nouns from adjectives and verbs, adverbs from adjectives.
Progress of the game: offer to form words according to the model.
Lexical material:
City - urban, Kuban - (Kuban, bread - (bread, Cossack - (Cossack).
mountain - (mountain, river - (river, sea - (sea).To bake is a baker, to plow is a plowman, to swim is a swimmer.
A game "Correct the mistake"
Target: consolidate the ability to correctly agree nouns with adjectives.
Progress of the game: offer to correct errors in word combinations.
Lexical material:
Beautiful city.
Large square.
Old monument.
New area.
Station area.
A game "Pick up relatives"
Target: form the ability to select related words and enrich the vocabulary on a given topic.
Progress of the game: offer to come up with as many related words as possible.
Lexical material:
River - river - little river - little river - beyond the river - river - little river; Drop - ... Grass - ...
A game "Say it the other way around"
Target: compare objects and phenomena according to temporal and spatial relationships (by size, color and quality, selecting antonyms.
Progress of the game: Name words that have opposite meanings.
Lexical material:
Rich region -
Shallow sea -
Dark street -
Wide alley -
Rainy weather -
Bright sky -
Bright greens -
Cold rain -
Cool fountain -
Noisy city -
Multi-storey building -
New square –
A game “Name the words-buddies”
Target: select synonyms.
Progress of the game: suggest choosing words that are close in meaning.
Beautiful -. (beautiful).
Big -. (huge).
Difficult -. (heavy).
Run -. (rush, rush).
Invite your child to make sentences with these words on the topic.
