Didactic games material on speech development (junior group) on the topic. Didactic games for preschoolers on the topic: Animals Game of mothers and their cubs

Kindergarten No. 4 “Sun” of the Vlasikha urban district

Project

"Our little brothers"

The teacher compiled the project :

Komissarova E.V.

Vlasikha urban district

Project topic:"Our smaller brothers."

Project type: cognitive-research, cognitive-speech creative, gaming.

Project participants: teachers, parents and children of the second junior group.

Project duration: 2 weeks from 11/21/16 to 12/02/16

Relevance of the project:

The animal world is an important part of our life. Every child learns the world, trying to touch him, play with him. Knowledge of the surrounding world is impossible without knowledge of nature. A child becomes acquainted with nature through direct communication with it, observation, experimentation, and collecting. The study of natural objects and their relationships contributes to the formation and development of children’s ideas about cause-and-effect relationships.

You need to start cultivating a love for nature from childhood. We need to teach people to take care of nature and protect it. An important part of nature are living beings. First of all, the child gets to know the animal world by getting to know those who live next to him. And these are pets. In the summer, children visit their grandparents in the village, where, of course, they get to know their pets. But such “acquaintance” does not happen to everyone, and even those who have seen animals cannot always generalize their ideas. And many children cannot even name the animal! That's why the idea of ​​introducing children to pets in detail arose.

It is in kindergartens in Lately nature museums are being created. Nature museums play an important educational and educational role. They can be created by a team of children, parents and educators. This element of the environment is of great importance for the cooperation of the kindergarten with the family. Children proudly display “family artifacts” they have found or created with their parents. To this we must add the enormous interest of preschoolers in nature and the no less enthusiasm of the kindergarten staff, many of whom, on their own initiative, begin work in this area.

Problem: Children do not have sufficient knowledge about domestic animals, birds and their young.

Objective of the project: Introducing children to domestic animals and their cubs, their distinctive features, with the fact that they live in the village, the owner loves them, takes care of them (feeds them, gives them water, grazes them in the meadow in the summer where they eat green grass), tells children about the role of domestic animals in human life. Creating conditions for developing children's cognitive interest in pets and birds.

Project objectives:

for children:

• Generalize and expand children's knowledge about domestic animals and birds.
• Introduce children to the characteristic features of the appearance of domestic animals, birds and their young (cat-kitten, dog-puppy, cow-calf, goat-kid, horse-foal, hen-chick, etc.): what they eat, where live, what benefits they bring to people; features of their movement.
• Promote the development of children's cognitive abilities and cognitive activity, broaden the horizons of children.
• Foster a caring and caring attitude towards animals.

for parents:

• Creating favorable conditions in the family for the development of the child, taking into account the experience of children acquired in kindergarten;
• Development of joint activities of parents and children;
• To interest parents in the life of the group and preschool educational institution;
• Create a desire to participate in the life of the preschool educational institution.

for teachers:

• Development of the child’s cognitive potential;
• Show parents the knowledge and skills children acquired during the project.

Forms for project implementation:

1. Study of literature (fiction, methodological). Reading fiction: riddles, songs, nursery rhymes, Russian folk tales “Ryaba Hen”, “Turnip”, etc.

• Team work teachers, children, parents.
• Interaction with parents and teachers of preschool educational institutions on the topic of the project.
• Watching animated films: “A Kitten Named Woof”, “Who Said Meow?”, “Kesha the Parrot”, “We Lived with Grandma...”.
• Searching for information on the Internet (together with parents).
• Didactic games: “Whose baby?”, “Whose house?”, “Guess whose voice”, “Loto for kids (pets)”, “Who is screaming”, “Call your mother”, “Dominoes”, “Collect a picture”, etc. .d.
• A collection of riddles, poems, finger and outdoor games, nursery rhymes, nursery rhymes, and songs.
• Photo exhibition “Children and their pets”.
• Consultation for parents “Pets in children’s lives”,
• Design of the folder - movement "World Pet Day" (the origin of the holiday).
• Joint production of theatrical masks.
• Joint creation of the mini-museum “Granny’s Yard”.

Final event: theatrical performance “Turnip”.

Calendar plan project: built in three stages

Preparatory , which includes drawing up a work plan, studying literature on the chosen topic, selecting visual and demonstrative material, manuals, consultations for parents “Pets in the lives of children”, reminders for parents “We are responsible for those we have domesticated”, “World Day animals."

Basic, during which the project participants work together according to the plan;

Final stage, final event – ​​theatrical performance “Turnip”.

Product project activities:

for children

• exhibition “In Grandma’s Yard”
• Puzzles "Pets"
• layout - museum "Granny's Yard"
• didactic games
• Theatrical pet masks.
• card index “Poems, riddles, songs, nursery rhymes, games about pets.”
• wall - newspaper: “Children and their favorite animals”
• photo exhibition, stand “Who lives with grandma?”

for teachers

for parents

Expected result of project activities:

for children

• expanding children's horizons with knowledge about domestic animals and their cubs; ability to distinguish them by external signs, children will become familiar with the peculiarities of their movement and nutrition.
• replenishment of children's vocabulary;
• fostering love for animals;
• involving parents in joint activities;
• manufacturing joint work with children and parents;
• presentation of the project and its design;
• formation of a desire to continue project activities.

for teachers

for parents

* increase in parents' awareness of activities of preschool educational institutions;

* actively spent time with the child, desire to participate in the life of the preschool educational institution, joint events, manifestation of common interests.

Application:

• GCD notes.
• Literary word: poems, riddles, games, nursery rhymes, songs about pets and birds.
• Finger gymnastics.
• Physical education minutes.
• Didactic games.
• Scene "Turnip"
• Consultation for parents “Pets in the lives of children.”
• Appeal to parents “We are responsible for those we have tamed.”
• Pet observations
• Pet coloring pages for kids.

Project implementation plan:

Deadlines

Result

Monday

Selection of methodological literature, fiction for reading, riddles on the topic, audio recordings.

Selection of illustrative material on the topic, board and printed games, didactic games, thematic albums, pet toys, materials for games.

NOD: "Domestic animals and their young"

Tuesday

Use of visual demonstration material, teaching aids: pictures “Pets”, “Whose children?”; album “Who Lives Where?”, “Pets”.

Puzzles "Pets".

Wednesday

GCD modeling "Let's feed the chickens."

Outdoor game “Hen and Chicks”.

Thursday

GCD: speech development

Riddles "Pets".

Cat observation.

Review of the book "Pets".

Friday

NOD: Drawing “The cat sat down on the window.”

The game is a nursery rhyme “Kitsonka - Murysonka”.

Listening and learning songs: “The cat went to the market,” “Like our cat.”

Monday

Finger game "Pets".

Theater show with children "Turnip".

Outdoor game “Shaggy Dog”

Tuesday

GCD design “Fence for pets”.

Looking at the museum “Who lives with grandma?”

Finger gymnastics: “In the yard.”

Wednesday

Listening and learning the song: “Cockerel.”

Didactic game: “Whose baby?”, “Day - Night.”

Thursday

Reading nursery rhymes: “Horned Goat”, “Horse”, “Ladushki”, “Musicians”.

Physical education lessons: “Cow”, “Goat”.

Friday

Role-playing game: “In Grandma’s yard.”

Reading poems: “Kitten” by A. Barto, “Horse” by V. Berestov.

Game exercises(practical actions of children): “Show who walks, how,” “Who voices how.”

List of used literature:

• Reading book “From one to seven” publishing house AST 2005.
• Program "Origins" " Preschool childhood" them. A.V. Zaporozhets. Moscow 2003
• This is how the fingers walk" Finger games» 2-4 years. T.Yu. Bardysheva, T.N. Shcherbakova.
• Fiction "Russians folk songs, nursery rhymes" RIO "Samovar 1990".
• Internet sites.

Municipal preschool educational institution

Abstract

Role-playing game "In Grandma's yard."

(second junior group)

Vlasikha urban district

Role-playing game “We’re going to visit grandma in the village”

Target: continue to teach children to take on the roles of animals, teach them to conduct a dialogue between themselves and with their grandmother.

The teacher prepares in advance the game subject environment - the “village”: a house, trees, a fence and domestic animals (duck, pig, cow, cat). You can repeat the game situation “Going to the village” and continue it. In the village, the teacher rejoices at meeting the inhabitants of grandma's yard. Asks the children if they know what kind of animals these are.

Educator. Here is my favorite little cow, Zorka. How does a cow moo? Mooo! (Gives the child a toy cow.)

Little cow, little cow,
Horny little head!
Don't butt small children
Better give them milk! ( V. Berestov)

Come, children, to the cow, she will give you milk. (Imaginary actions.) My beloved cat Vaska is sitting on the threshold. He loves to be petted. How does he purr? Murrr! (Gives the child a toy cat.)

Like our cat

The fur coat is very good

Like a cat's mustache

Amazingly beautiful

Bold eyes

White teeth

Note. Children play the roles of their beloved pets, repeating words and roles together with the teacher as best they can. The main thing is to feel role dialogue.

Municipal preschool educational institution

Kindergarten No. 4 of the Vlasikha urban district

Abstract

direct educational activities

Pageant "Turnip".

(second junior group)

Prepared and conducted by the teacher:

Komissarova Evgenia Vladimirovna

Vlasikha urban district

Theatrical activities.

Russian folk tale "Turnip"

for children of the second younger group

Target: To promote the development of children's interest in theatrical activities.

Tasks:

Educational:

1. To develop interest in the Russian folk tale “Turnip”.
2. Continue to develop children’s readiness to work together play activity with peers and adults.

Educational:

1. Develop in children younger age the ability to depict characteristic features of characters’ behavior - with movement, voice, intonation.
2. Promote speech development.

Educational:

To cultivate emotional responsiveness, empathy for the characters, goodwill towards each other, mutual assistance.

Integration educational areas:

“Socio-communicative development”, “ Speech development», « Physical development", "Artistic and Aesthetic".

Preliminary work:

• Reading Russian folk tale“Turnip”, a conversation based on its content;
• Learning and playing table theater"Turnip".

Materials:

• The scenery is a hut, a Khokhloma table, three cups, saucers, pies,
• vegetable garden, turnip, bench, shovel, watering can.
• Costumes for characters (masks) – grandfather, grandmother, granddaughter, bug, cat, mouse.

Characters:

• Narrator Teacher
• Grandma
• Granddaughter
• Bug
• Cat
• Mouse

Guys, do you like listening to fairy tales? Can you guess the riddle?

The teacher asks a riddle:

"Round side, yellow side,

A bun is sitting in a garden bed.

He was rooted firmly into the ground.

What is this? (turnip)

Educator: Now the children, just like you, will show the fairy tale “Turnip”. The artists are already ready.

The sun is shining, the fairy tale begins.

Educator: Once upon a time there lived a grandfather, a woman and a granddaughter.

The artists come out, sit on a bench in front of the house, and grandma pours tea.

Grandmother: So we had some tea.

Granddaughter: So we ate.

Grandfather: Grandma, I’ll go sow turnips.

Grandma: Go

The grandfather takes a shovel, a watering can and goes into the garden (he digs, sows, waters the ground and goes into the house).

Educator: Grandfather planted a turnip, and the turnip grew big and big.

Grandfather went to the garden and was surprised at how big the turnips had grown. Grandfather began to pull turnips.

Grandfather pulls and pulls, but he can’t pull it out. Grandfather called grandma

Grandfather: Grandma, go pull the turnip.

Grandma: Grandpa is coming.

Grandma comes

Educator: Grandma for grandpa, grandpa for the turnip, they pull and pull, but they can’t pull it out. The grandmother called her granddaughter.

Grandmother: Granddaughter, go pull a turnip

Granddaughter: Grandma is running.

Granddaughter comes running.

Educator: Granddaughter for grandma, grandma for grandpa, grandpa for the turnip, they pull and pull, but they can’t pull it out. The granddaughter called the bug.

Granddaughter: Bug, go pull the turnip.

Bug: Woof-woof, I'm running.

A bug comes running.

Educator: They began to pull the turnip. They pull and pull, but they cannot pull. The bug called the cat.

Bug: Cat, go pull the turnip.

Cat: MEOW, I'm running.

The cat came running.

Educator: They began to pull the turnip again. They pull and pull, but they cannot pull. She called the cat and mouse.

Cat: Mouse, go pull the turnip.

Mouse: Pee-pee-pee, I'm running.

A mouse came running.

Educator: The mouse for the cat, the cat for the bug, the bug for the granddaughter, the granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip, pull, pull, and pull out the turnip.

Educator: Well done, let's see what kind of turnip it is?

Children: Big, yellow, sweet, tasty, healthy.

Educator: Grandfather, was it hard for you to pull the turnip alone?

It’s hard for one, but it’s easy together.

Grandfather puts the turnip in the middle of the hall and performs dance exercises.

Educator: let’s cook porridge from turnips. To do this we need to wash and clean it.

Improvisation of washing and peeling turnips.

Game "Porridge - Malasha"

Porridge-malasha, you are so good

If you add a glass of milk.

And we give this porridge to children.

Porridge-malasha, you are so good

If you add a jug of milk.

We put butter and sugar in the porridge.

And we give this porridge to adults (moms and dads).

Porridge-malasha, you are so good

If you add a bucket of milk.

We put butter and sugar in the porridge

And we give this porridge to the giants.

Repeat the exercise with your left hand.

The children say goodbye to the fairy tale characters and leave the hall.

Municipal preschool educational institution

Kindergarten No. 4 of the Vlasikha urban district

Abstract

direct educational activities

to get to know the outside world

"Domestic Animals and Their Young".

(second junior group)

Prepared and conducted by the teacher:

Komissarova Evgenia Vladimirovna

Vlasikha urban district

Lesson summary on the environment “Domestic animals and their young”

Target:
- Systematize children’s knowledge about domestic animals and their cubs
Tasks:
- Achieve mastery of knowledge about pets
- Promote the development of memory, attention, curiosity
- Enrich children's speech with words: cow, calf, horse, foal, cat, kitten, dog, puppy, mane, mustache, guard.
- Create a desire to listen to riddles about pets, guess and find them in the plot pictures.
- Convince children that animals need to be taken care of and that they should not be offended.
- Help children get positive emotions while playing.

The course of direct educational activities.

Teacher: (Emotional mood of children) "Smile"

We will clap our hands,

And we'll stomp loudly!

We are candy - um,

And let's stroke the sides!

And now - tummies!

Mouths smiled!
There is a knock on the door.

Who came to us?! I'll tell you a riddle, and you guys will try to guess who came to us.

Doesn't let the children sleep?!

(Cockerel).

That's right guys! It's a cockerel!

He brought you interesting pictures and wants us to look at them.

(alternately display pictures of animals on the flannelgraph)
- I will ask you riddles again, and you will try to guess them.
In the middle of the yard

Worth a fortune

In front - forks,

There's a broom behind. (Cow.)

Eating green grass
The most motley one,
Does it give white milk?
Children:
- “Cow” - they answer in chorus and individually.

Educator:
- That's right, kids, it's a cow. And the baby of a cow is called a calf.
- Show a mother cow and a calf in the picture.
(children by at will come out and show pictures of a cow and a calf).

Educator:

I have a big mane
Ears and hooves.
I'll give him a playful ride,
Who won't be afraid?
My fur is smooth
Who am I?...

(Horse)

Children:
- “Horse” - the children answer in chorus

Educator:
- Well done children, you guessed correctly. This is a horse, its baby is called a foal.
- Who will now show pictures with a mother horse and a foal?
(children find pictures)

Physical education minute:
"Goat"

(Children perform the movements indicated in the text)

Let's jump, little goat, 3 times.

And we jump our legs – 3 times.

Let's clap our eyes, clap our eyes, clap our eyes

And we stomp our feet, stomp, stomp.

Educator: This is a goat (show picture)! What is the name of the mother goat’s baby (children’s answers)?!. Right! Little goats (children find a picture with little goats and attach them to their mother, the goat)!
Educator:
- Children, listen to who this riddle is about.
The muzzle is mustachioed,
Striped fur coat,
Washing frequently
But don’t know about water?
Children:
- “Cat” - children answer in chorus and individually

Educator:
- That's right, it's a cat. Do you know the name of the mother cat's cub?
Children:
- "Kitty"

Educator:
- Where are the mother cat and kitten in the pictures?
(children show pictures)
Educator:
- You guys are all great!
- Let's guess another riddle.

Lives in a booth
He's gnawing on bones.
Barks and bites -
What is the name of?

(Dog)
Children:
- “Dog” - the children answer in unison.

Educator:
- Who knows what the dog’s mother’s baby is called?

Children:
- “Puppy” - they answer individually and in chorus.

Educator:
- That's right, children, the mother dog's baby is called puppy.
- Find pictures of a mother dog and her puppy.
(children show a dog and a puppy in the pictures)
- We guessed riddles about pets.
- All animals take care of their young and you and I must take care of them, feed them, water them, good words we can talk to them, and we can even play with a kitten and a puppy.
Educator:
- Guys, let’s play the game “Listen and Name” (children stand in a circle, listen to songs about pets and name who the song is about)
Songs:(audio recording)
1. “Horse” (music by E. Tilicheev, lyrics by N. Frenkel)
2. “Cat” (music by Alexandrova, lyrics by Frenkel N.)
3. “Cow” (music by M. Rauchverger, lyrics by O. Vysotskaya)
4. “Dog” (music by M. Rauchwerger, lyrics by M. Komissarova)

Municipal preschool educational institution

Kindergarten No. 4 of the Vlasikha urban district

Abstract

direct educational activities

on design

"Fence for pets."

(second junior group)

Prepared and conducted by the teacher:

Komissarova Evgenia Vladimirovna

Vlasikha urban district

Abstract of GCD for design

"Pet fence"

Target: teach children: place bricks vertically on a narrow surface close to each other; build according to a ready-made model, work collectively.

Materials and equipment: building material (bricks) for the teacher and for each child; toys – goat and kid.

1.Organizational moment

Once upon a time there lived a goat and a kid with my grandmother. Grandma loved them very much. ( Dressing like a grandma.) I fed the goat and kid with delicious juicy hay and gave her clean water. The goat pleased the grandmother with delicious milk, and the kid with the fact that it grew by leaps and bounds.

2. Main part. Comparison of toys.

Here, meet grandma's goat and baby goat.

Children look at and stroke animals.

Tell me, which one is a goat and which one is a kid? ( Children show.) That's right, the mother goat is big, but her little goat son is small. How else do they differ? Let's take a closer look at them. Look: what kind of eyes do they have? Ears? Tail? ( Children, under the guidance of a teacher, find out that the eyes, ears, tail of a cow and a calf are the same). What does a goat have that a kid doesn’t? Look, the mother goat has horns, but her little goat son does not. His horns will grow when he gets big.

3. Physical education minute. Finger gymnastics

Two kids

(On both hands we press the middle and ring fingers with our thumbs)

Once upon a time to visit someone

A little goat walked across the bridge, (Hold your hands horizontally, bring your arms closer together)

And another one was walking towards me,

He was returning home. (On the first syllable of each line we connect our hands with a swing)

Two horned stupid brothers

They began to butt heads on the bridge,

Not wanting to give in

And skip the other one.

The goats fought for a long time,

They ran and jostled.

With a running head-on - bang! (For the word “boom” - clap your hands)

And from the bridge into the water - splash! (We drop our hands on our knees).

4.Design

But listen to what happened today. While I was milking my beloved goat, a baby goat ran away from the yard. I spent half a day looking for him, but it turns out he was walking along the road. But this is very dangerous. He could have been hit by a car. Help me. Build a fence for the goat and kid. Then the kid will not go anywhere without his mother.

How to build a fence? Let's prepare the bricks for work. Now let's arrange it so that we get a fence. ( I place the bricks vertically on a narrow edge.) That's it, brick by brick, and the fence is ready. Only the goat and kid won’t fit here. Help me. Let's build a fence together.

Children, under the guidance of a teacher, build a fence, placing one brick at a time.

That's how big a fence we built! Will a mother goat and her son, a goat, fit here? ( I put toys inside the fence.)

5.Reflection

We all built a wonderful fence together! What did we make it from? Who did we build the fence for? ( Children's answers.)

Now the kid won't run away anywhere.

Municipal preschool educational institution

Kindergarten No. 4 of the Vlasikha urban district

Abstract

direct educational activities

Modeling "Let's feed the chickens."

(second junior group)

Prepared and conducted by the teacher:

Komissarova Evgenia Vladimirovna

Vlasikha urban district

Abstract of GCD (Modeling) on ​​the topic:

"Let's feed the chickens"

Target: continue to teach how to press the plasticine ball with your index finger, attaching it to the base, and place the plasticine balls at an equal distance from each other; develop an interest in working with plasticine; develop fine motor skills.

Materials and equipment: Chicken (toy), plasticine, planks.

Start the lesson with a game.

Educator: Look - this is a clearing, green grass grows on it. A chicken came to the clearing and said: “Ko-ko-ko! I want to eat!". What does the chicken eat? That's right, grains. The chicken searches and searches for grains in the clearing - there are no grains. And behind her are the boys, yellow chickens! They want to eat too! What can you feed the chickens? Also with grains! Let's feed the mother hen and her little chicks - give them tasty grains.

Children pinch off a small piece of plasticine and roll a small ball between their fingers.

Now place a plasticine ball on the “clearing” and press it with your finger.

Educator: Here's a grain and here's a grain. The chicken and her babies pecked the grains and said: “Thank you! Very tasty grains. I want more grains.” Let's guys give the hen and chicks a lot of grains!

After completing the task, play with the result “The chicken went out for a walk...” the toy chicken will come to the clearing with her chickens, peck the grain on it, and praise each child.

Didactic games

Did. game "Recognize by voice"
Goal: To clarify and reinforce the correct pronunciation of sounds.
Progress: The teacher shows the toys and asks who it is, asks to say how it screams. The screen is closed and one subgroup of children takes the toys and takes turns speaking for their animals. Another group guesses who shouted.

Did. game “Who is screaming?”
Progress: The mother bird had a little chick (puts out pictures). His mother taught him to sing. The bird sang loudly: “chirp - chirp” (children repeat the sound combination). And the chick answered quietly: “chirp-chirp” (children repeat the sound combination 3-4 times). The chick flew and flew far away from its mother (moves the picture of the chick further away). The bird is calling its son. What does she call him? (Children, together with the teacher, repeat the sound combination). The chick heard its mother calling him and chirped. How does he tweet? (Children say quietly). He flew to his mother. The bird sang loudly. How?

Did. game "Call your mom"
Progress: All children have object pictures with baby animals. Educator: “Who is your picture, Kolya? (chicken) Who is the chicken's mother? (chicken) Call your mother, chicken. (Peep-pee-pee) The teacher imitates the clucking of a chicken and shows a picture.
The same work is carried out with all children.

Did. game "Answer"
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: Educator: This is a goat (showing a picture). How is she screaming? Who is her cub? How does he scream? This is a sheep (show picture). How does she bleat? And how does her baby lamb scream? etc. Pictures are displayed on flannelgraph.
The teacher hands out pictures of animals and birds to the children. The kids are walking (children leave the tables), they are nibbling grass, nibbling crumbs. Whose mother or whose father will call the cub. He must shout - answer them - and run - put the picture next to them.
The teacher pronounces the cry of an animal or bird. The child with the cub depicted makes sounds and places the picture on the flannelgraph.

Did. game "Be careful"
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: Educator: I have different pictures, if I show a picture of an animal, you must scream as it screams and raise the blue circle. If I show you a toy, you raise the red circle and name the toy.

Did. game "Animals are coming"
Goal: To develop children's speech attention.
Progress: The teacher divides the children into four groups - elephants, bears, piglets and hedgehogs.
Educator: The elephants are walking, they stomp their feet very loudly (the children loudly pronounce the sound combination “top-top-top”, repeat it 3-4 times.
- The bears are coming, they stomp more quietly (children repeat the sound combination 3-4 times a little more quietly).
- The piglets are coming, they are stomping even quieter...
- The hedgehogs are coming, they are stomping very quietly...
- Let's go the elephants (children walk around the group, stomp and pronounce the sound combination loudly).
The same work is carried out with other animals. Then the children change roles according to their choice, and the game is repeated.

Did. game "Geese"
Purpose: to clarify and consolidate the pronunciation of the sound a, to prepare children for composing text descriptions.
Material: painting "Geese"
Procedure: The teacher shows the children a picture, they look at it together. These are geese. Geese are white and gray. The goose has a long neck and red feet. The goose shouts: ha-ha-ha. What kind of neck does a goose have? What paws? How does a goose scream? (Children's answers.) Now we will be geese. We walk, shift from foot to foot. (The teacher shows how geese walk. The children repeat the movements after him.) Cackle: ha-ha-ha.
B: Geese, geese!
Children: Ga-ga-ga
Q: Do you want to eat?
Children: Yes, yes, yes
Q: Show how geese open their beaks wide.
Children: Ga-ga-ga.
Q: Do you want to eat?
Children: Yes, yes, yes
The geese flapped their wings and flew away.
(The game is repeated 3-4 times)

Did. Game "Guess the Voice"
Goal: to clarify and consolidate the correct pronunciation of sounds in isolation and in words; learn to form verbs from onomatopoeic words.
Material: basket with toys.
Progress:
Q: Who came to us? (This (takes out a cockerel, a frog, a duck)…
D: Rooster
Q: And this, children (shows a picture), is a cuckoo. How does a cuckoo crow? Cuckoo, cuckoo! Whose voice is this? Who quacks like that?: quack-quack7
Children: Duck.
Q: Who croaks qua-qua?....
Q: Who crows: crow?...
Q: How does a cuckoo crow?
Q: Now we will play with you. Here is a cockerel (shows a toy cockerel). How does he sing? When the cockerel sings “Crow!”, what does he do? (crows)
Q: And this is a cuckoo (shows a picture). How does she voice? (peek-a-boo)
D: When the cuckoo says peek-a-boo, what does it do? 9cuckoos)
Q: Show how the cuckoo flies. (Children rise from the carpet and fly.) How does a cuckoo crow? (children crow.) Show how the cockerel flaps its wings. (children show.) How does he shout to the crow? (Children crow) What were you doing just now, like a cockerel? (crowed.)
Listen to the words: cuckoo, rooster, duck, frog. The sound u is heard in these words. pull it: oooh. Name words with the sound y: cuckoo, rooster, frog, uuuck. (Says with the children)
Toys remain for children to play freely.

Did. game "Riddles"
Q: Our frog loves to solve riddles.
With the help of gestures, facial expressions, sounds, they depict an animal, children guess the riddle. The teacher offers to read a poem about the guessed animal. (The owner abandoned the bunny... The bear is clumsy...)
Next, the children make riddles.

Consultation for parents

Pets in a child's life

There comes a time in the life of every parent when their child asks to buy a pet, usually cats or dogs. Of course, adults have a lot of excuses not to have a pet: vaccinations are necessary, there is a lot of fur, germs, walking the pet, the parents can be understood, but the child - it’s necessary, but it’s worth thinking about whether it’s so bad if the baby is already ready to take care of someone else, and then, don’t forget how many advantages there are in this if you have a pet, the child is growing up, wants his life to be filled with something important, strive to help, to be useful, positive aspects are formed in the character, for example, qualities such as empathy, compassion and love, devotion, care, as well as the formation of activity in decision making when becoming a little more mature, a step - which implies responsibility, communication with an animal will also affect the qualities of character - it can become more open, attentive and friendly, feeling more significant in the pet’s life by showing care.

The appearance of an animal in the house will cause a storm of positive emotions in the child. After all, for a child, an animal is essentially the same child with whom you can run, climb, play, and tell him your secrets.

As scientists have noted, the choice of animal depends on the type of person’s temperament and his specific needs, for example, cats help compensate a person’s need for physical contact, calmness and independence, dogs are the embodiment of live emotional contact, sociability, and a wonderful example of self-control. Therefore, it’s worth thinking about whether it’s so bad if you have a pet at home who will bring joy to your home and add a fresh direction in raising a child, for example, bring you closer to your baby, he will trust you more.

The most favorable age for owning a pet is 3-4 years. After all, it is at this age that a child actively learns about the world around him. Aquarium fish, parrots, rabbits or guinea pigs are the animals that are most suitable for a child at this age. Introducing a child to a new family member must begin by showing the animal; you also need to talk about its characteristics, its habits, what the animal likes or, conversely, what it is afraid of. At first, all the worries about a pet will fall on the shoulders of adults, but gradually, watching how parents care for animals, the child will begin to get involved in the process.

Children are very eager to brush the animals and feed them. However, here you need to be on alert so that the baby, for example, does not spill out all the

Didactic games for kindergarten on the topic: “Animals”

Author: Knis Anna Nikolaevna, senior teacher.
Place of work: MBDOU "Kindergarten No. 3 "Smile", Kalach - on - Don.
Description of work: I bring to your attention didactic games for preschoolers on the topic: “Animals.” This material will help educators, children and their parents consolidate children’s knowledge about wild and domestic animals and their cubs in a playful way.
Didactic game: lotto “Animals”.

Target: Consolidating children's knowledge about animals, the ability to distinguish and find the right animal.
Didactic material: The playing field (4 pcs.), divided into 6 squares with images of various animals, corresponding to the images on small cards (24 pcs.).

Progress of the game: Game for children from 3 years old. The game can be played by 3-5 people. Players are given game cards. The presenter pulls out a small card from a special opaque bag, the player or the presenter names the animal. Whoever finds the corresponding image on his field takes the picture for himself. This continues until one of the participants covers the entire playing field with chips. For children over 5 years old, the game can be complicated. Name in one word the animals depicted on the same playing field.
The first field shows: cat, pig, horse, cow, goat, sheep. These are pets.
The second field depicts: deer, squirrel, elk, fox, wild boar, wolf. These are forest animals.
The third field depicts: sloth, echidna, platypus, kiwi, iguana, koala. These are the animals of Australia.
The fourth field depicts: lion, rhinoceros, giraffe, camel, elephant, zebra. These are the animals of Africa.
Didactic game “Who lives where?”
Target: Formation of children’s skills to correlate images of animals with their habitat.
Didactic material: 24 cards with images of animals (taken from lotto) and two playing fields with images of a forest and a village.

Progress of the game: Arrange the cards according to the habitats of animals, domestic animals in the village, and wild ones in the forest.
Didactic game “Guess what kind of animal”
Target: Developing the ability to describe animals and recognize them by description.
Didactic material: Cards with pictures of animals.
Progress of the game: The teacher gives the children cards with pictures of animals. Children do not show their cards to anyone. The teacher invites one child to describe the animal depicted in his picture, or to make a riddle about it. Other children must guess what kind of animal it is.
Didactic game “Collect a picture”
Target: Development of logical thinking, outlook, cognitive interest and speech activity.
Didactic material: Cards with images of animals, cut into several parts.
Progress of the game: Game for children from 3 years old. Children are given game cards cut into 2, 3, 4 parts (according to the age and abilities of the child). Having collected the picture, the child tells what animal he collected.
For example: A dog is a pet.
The bear is a wild animal.
Didactic game “The fifth odd one”
Target: Development of skills to classify animals according to essential characteristics.
Didactic material: Cards with 5 animals, 4 of them belong to the same thematic group, and the fifth to another group.
Progress of the game: The children are given the task: “Look at the pictures, name what is depicted on them and determine which animal is the odd one out. Call the remaining animals in one word.” Each participant eliminates the extra animal in turn. If he makes a mistake or does not complete the task, his version is offered to the next player to complete. For each correctly completed task they give a chip. The one who collects the most chips wins.
Cards for the game:
1.Cat, fox, squirrel, wolf, bear. The extra porridge is because it is a domestic animal and the rest are wild animals.

2.Deer, tiger, dog, fox, lion. The extra dog is because it is a domestic animal and the rest are wild animals.

3. Pig, sheep, dog, fox, cat. The extra fox is because it is a wild animal and the rest are domestic animals.

4.Horse, zebra, cow, donkey, goat. The extra zebra is because it is a wild animal and the rest are domestic animals.

Didactic game “Whose Tail”
Target: Development of attention, logic, memory, fine motor skills.
Didactic material: Cards with images of various animals, as well as their tails.
Progress of the game: The child is given a task. Choose a tail for each animal and connect the necessary pictures with lines. Name which animal has which tail (long, short, fluffy, thick, small, large, etc.).

Didactic game “Whose baby”
Target: Development of observation, attention and analytical skills.
Didactic material: Cards with images of baby animals, 12 pieces and two playing fields with images of wild and domestic animals.
Progress of the game: The kids will have to help mothers find their babies. Also, when playing, you can reinforce the concept of big and small, domestic and wild animals in children. The game can be played by one to four people.

Didactic game “Whose Shadow”
Target: Development of logic, thinking and visual memory.
Didactic material: Cards depicting various animals, as well as their shadows.
Progress of the game: Invite the child to find where whose shadow is and connect the necessary pictures with lines.

Didactic game “What animals are hidden in the picture?”
Target: Development of attention, thinking, imagination.
Didactic material: Cards depicting the outline of various animals.
Progress of the game: Invite the child to find and name the animals drawn in the picture.

MUNICIPAL STATE PRESCHOOL

EDUCATIONAL INSTITUTION KINDERGARTEN

"LITTLE RED HID" No. 2

P. Half

DIDACTIC GAME

"mothers and children"

2nd junior group

Educator: Bogdanova A.A.

Program content:

• Strengthen knowledge about animals and their cubs;
• Learn to use nouns in speech that denote animals and their cubs in singular and plural forms;
• Bring up friendly attitude to animals;
• Promote the formation of positive emotions;
• Develop children's thinking and imagination.

Developmental environment:

• Toys – domestic and wild animals;
• Pictures - puzzles;
• Play areas: meadow, yard, forest.

Educator: Guys, today we are going on an exciting journey. And we will go on a fun train and at the stops something fun and interesting will happen to us. I ask everyone to take their seats. Go! (children ride the train to the soundtrack of the song)

Stop "Luzhok".

The teacher offers to get acquainted with a cow, horse, goat. These are domestic animals that graze in the meadow and eat grass and bring benefits to people. The children sing the song “Who Grazes in the Meadow,” then ride the train to the next station.

Station "Dvorik".

Educator: And now we will guess riddles about the animals that live here.

Who greets us at the door,

I slept in silence all day,

And it starts out of happiness

Bark loudly: “Woof-woof-woof”?

(Dog )

Who expects sour cream for breakfast?

And doesn't want to drink cocoa

Likes to run on the sofa

And purr: “Meow-meow”?

(Cat)

Who always knows perfectly well

What do I cook for breakfast?

And he runs up to the tub,

Loudly grunting: “Oink-oink”?

At the first stage, invite your child to select the necessary fragment for the pictures in the book, using cut out circles. This activity promotes the development of visual perception, logical thinking and fine motor skills. Fine motor skills are a variety of movements that involve the small muscles of the hand. Only with good development of the hand will a child be able to write beautifully and easily in the future. The development of fine motor skills is also facilitated by modeling, mosaic activities, coloring pictures and drawing.
At the end of the book there is a task that is also aimed at practicing basic graphic skills and hand positioning. The child is asked to complete and color a simple picture.

The game will introduce you to the life of pets, tell you about their living conditions in the city and their diet. The game broadens your horizons, promotes the development of voluntary attention, logical thinking, memory, activates speech and expands your vocabulary, and improves fine motor skills. The theme of the educational game “For kids about animals” is dedicated to getting to know the world around us and expanding our understanding of animals. The principle of the game is to select and insert animal figures and cards depicting the food they eat.
Includes: 8 game frames, 8 adult animal figures and 24 food cards, rules (5 game options)

Here is a game for children 2-5 years old, with the help of which children will be able to develop speech, learn to name actions, and also develop visual perception, voluntary attention, logical thinking.
Before starting the game, cut the large cards along the dotted lines, you will have 48 cards. Show your child a card that shows an animal. The kid must find a card that depicts a suitable plot. If several children are playing, distribute cards with pictures of animals equally. Show cards with stories one by one. The child who needs a picture with this plot takes it for himself. The one who quickly and correctly collects the necessary cards wins.

Educational game for children preschool age, with the help of which kids will be able to repeat the names of animals and their cubs, as well as develop attention, memory and speech.
Before starting the game, cut the cards along the dotted lines, you will get 72 cards (9x10 cm). Give the children an equal share of cards with images of adult animals. Then show cards with pictures of cubs one by one. Pay attention to whether the child correctly names the cubs in singular and plural.

Principle of the game: making logical chains from cards with puzzle locks.
All you have to do is save the pictures, print them on a printer, stick them on cardboard, and cut them out. And you can play!
Children's educational game “Mom, Dad, Me” is made of cardboard. Consists of a set of cards with images of animals (mom, dad and baby). Each card is divided into three puzzles. Each individual puzzle depicts, respectively: the animal - the father, the animal - the mother and their cub. There is also a card with pictures of people.
- introduces the concepts of “mother”, “father”, “parents”, “son”, “daughter”, relating to humans, and the concepts of “cub”, “offspring”, relating only to animals.
- teaches to distinguish between male and female animals and unite them into families.

Card index of didactic games and exercises for children of the younger group

Section: "Introduction to sound reality"

Game "Guess what to do"

Target. Teach children to correlate the nature of their actions with the sound of the tambourine. Developing children's ability to switch auditory attention.

Preparatory work. Prepare 2 flags for each child.

Progress: Children sit in a semicircle. Each person has 2 flags in their hands. If the teacher rings the tambourine loudly, the children raise the flags up and wave them; if quietly, they keep their hands on their knees.

Methodical instructions. An adult needs to monitor the correct posture of children and the correct execution of movements; It is necessary to alternate the loud and quiet sound of the tambourine no more than four times so that children can easily perform the movements.

Game "Sun or Rain?"

Target. Teach children to perform actions according to the different sounds of the tambourine. Developing children's ability to switch auditory attention.

Progress: The adult says to the children: “Now you and I will go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.”

Methodical instructions. The teacher conducts the game, changing the sound of the tambourine 3 - 4 times.

Did. game "Guess what it sounds like 2"

Goal: Continue to isolate and recognize the sounds of individual musical instruments.

Progress: The teacher shows musical instruments one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different instruments, and the children recognize what different sounds belong to.

Did. game "Guess what sounds 1"

Goal: To introduce children to the sounds of the world around them, to isolate and recognize them.

Progress: The teacher shows the objects one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different objects, and the children recognize which objects the different sounds belong to. Explains that there are many sounds in the world and they all sound differently.

Game "Where did they call?"

Target. Teach children to determine the direction of sound. Development of the direction of auditory attention.

Preparatory work. An adult prepares a bell.

Progress: Children sit in a circle. The adult chooses the driver, who stands in the center of the circle. At the signal, the driver closes his eyes. Then the teacher gives one of the children a bell and invites them to call. The driver, without opening his eyes, must indicate with his hand the direction from which the sound is coming. If he points correctly, the adult says: “It’s time” - and the driver opens his eyes, and the one who called raises and shows the bell. If the driver makes a mistake, he guesses again, then another driver is appointed.

Methodical instructions. The game is repeated 4-5 times. You need to make sure that the driver does not open his eyes during the game. Indicating the direction of the sound, the driver turns to face the place from which the sound is heard. The call should not be very loud.

Game "Butterfly, fly!"

Target. Achieve long, continuous oral exhalation.

Preparatory work. Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at the level of the standing child’s face.

Progress: Children sit on chairs. The adult says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they flew. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies.

Methodical instructions. The game is repeated several times, each time with new group children. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You should only blow on one exhalation, without drawing in air. Do not puff out your cheeks, move your lips slightly forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.

Game "Launching Boats"

Target. Achieve from each child the ability to pronounce the sound f for a long time on one exhalation or repeatedly pronounce the sound p (p-p-p) on one exhalation. Developing the ability to combine the pronunciation of a sound with the beginning of exhalation.

Preparatory work. An adult prepares a bowl of water and paper boats.

Procedure: Children sit in a large semicircle. In the center on small table there is a basin of water. The summoned children, sitting on chairs, blow on the boats, pronouncing the sound f or p. The teacher invites the children to ride on a boat from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as if you were pronouncing the sound f. You can blow by simply stretching your lips with a tube, but without puffing out your cheeks. The ship moves smoothly. But then a gusty wind comes. “P-p-p...” - the child blows. (When repeating the game, you need to drive the boat to a certain place.)

Methodical instructions. Make sure that when pronouncing the sound f, children do not puff out their cheeks; so that children pronounce the sound p on one exhalation 2-3 times and do not puff out their cheeks.

Game "Loud - Quiet"

Target. Teach children to change the strength of their voice: speak loudly, then quietly. Developing the ability to change the strength of your voice.

Preparatory work. The teacher selects paired toys different sizes: large and small machines, large and small drums, large and small pipes.

Progress: An adult shows 2 cars and says: “When he drives big car, she beeps loudly: “beep.” How does a big car signal? Children say loudly: “Bee-Bee.” The teacher continues: “And the small car beeps quietly: “beep.” How does a small car honk? Children quietly say: “Bee-Bee.” The teacher removes both cars and says: “Now be careful. As soon as the car starts moving, you must give a signal, make no mistake, a large car honks loudly, and a small one - quietly.”

The rest of the toys are played in the same way.

Methodical instructions. Depending on the number of children in the group, you can use one pair of toys or 2-3. Make sure that when pronouncing onomatopoeia quietly, children do not whisper.

Did. game "Clock"

Progress: V-l: Listen to how the clock ticks: “Tick-tock, tick-tock,” how the clock strikes: “Bom-bom...”. In order for them to walk, you need to wind them up: “backgammon…”!

Let's wind up a big clock (children repeat the corresponding sound combination 3 times); Our clock goes and first ticks, then strikes (sound combinations are repeated by the children 5-6 times).

Now let's wind up the small clock, the clock goes and sings quietly, the clock strikes very quietly (the children imitate the ticking and ringing of the clock with their voices each time).

Did. game "Bear cubs eat honey"

Progress: The teacher tells the children that they will be bear cubs, and bear cubs really love honey. He suggests bringing your palm closer to your mouth (with your fingers) and “licking” the honey - the children stick out their tongues and, without touching their palm, imitate that they are eating honey. Then, lifting the tip of the tongue, remove it. (mandatory demonstration of all actions by the teacher.)

The game is repeated 3-4 times.

Then the teacher says: “The bear cubs are full. They lick the upper lip (show), lower lip (show). They stroke their bellies, saying: “Oooh” (2-3 times).

Did. game "Frog and little frogs"

Goal: To develop children's speech attention.

Progress: The teacher divides the children into two groups: large and small frogs. He says: “Big frogs jump into the pond, swim in the water and croak loudly: “Kva-kva” (children imitate that they are swimming and croak loudly).

Little frogs also jump into the pond, swim, and croak quietly (children imitate the actions and croak quietly). All the frogs got tired and sat down on the sand on the shore.” Then the children change roles and the game is repeated.

Did. Game "Let's feed the chicks"

Goal: Develop speech apparatus children.

Progress: (I am the mother bird, and you are my little chicks. The chicks are cheerful, they squeak, “pee-pee,” and flap their wings. The mother bird flew for tasty crumbs for her children, and the chicks fly merrily and squeak The mother flew in and started feeding her babies (the children squat down, raise their heads up), the chicks open their beaks wide, they want tasty crumbs. (The teacher gets the children to open their mouths wider.) The game is repeated 2-3 times.

Did. ex. "At the doctor"

Goal: To develop the articulatory apparatus of children.

Progress: The doll is a doctor. She wants to see if the children's teeth hurt.

Q: Show the doctor your teeth (the teacher with the doll quickly walks around the children and says that everyone has good teeth. Now the doctor will check if you have a sore throat. Whoever she approaches will open his mouth wide (the children open their mouths wide).

The doctor is happy: no one has a sore throat.

Goal: To clarify and reinforce the correct pronunciation of sounds.

Progress: The teacher shows the toys and asks who it is, asks to say how it screams. The screen is closed and one subgroup of children takes the toys and takes turns speaking for their animals. Another group guesses who shouted.

Did. game “Who lives in the house?”

Goal: To reinforce the correct pronunciation of sounds. Develop children's speech breathing.

Progress: (The teacher shows a picture of a dog). Who is this? The dog barks loudly: “aw-aw.” And who is this? (children's answers) The puppy barks quietly (children repeat the sound combination 3-4 times). (The teacher shows a picture of a cat). Who is this? The cat meows loudly: “Meow-meow.” And who is this? (children's answers) The kitten meows quietly.

Let the little animals go home (the pictures are put away behind the cubes). Guess who lives in this house: “av-av” (pronounced loudly)? (Children's answers) That's right, dog (shows a picture). How did she bark? (children's answers).

Guess who lives in this house: “meow-meow” (pronounced quietly)? How did the kitten meow?

Similarly, children guess who lives in other houses and repeat sound combinations several times.

Did. game “Who is screaming?”

Goal: To develop children's speech attention.

Progress: The mother bird had a little chick (puts out pictures). His mother taught him to sing. The bird sang loudly: “chirp - chirp” (children repeat the sound combination). And the chick answered quietly: “chirp-chirp” (children repeat the sound combination 3-4 times). The chick flew and flew far away from its mother (moves the picture of the chick further away). The bird is calling its son. What does she call him? (Children, together with the teacher, repeat the sound combination). The chick heard its mother calling him and chirped. How does he tweet? (Children say quietly). He flew to his mother. The bird sang loudly. How?

Did. game "Call your mom"

Progress: All children have object pictures with baby animals. Educator: “Who is your picture, Kolya? (chicken) Who is the chicken's mother? (chicken) Call your mother, chicken. (Peep-pee-pee) The teacher imitates the clucking of a chicken and shows a picture.

The same work is carried out with all children.

Did. game "Answer"

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.

Progress: Educator: This is a goat (showing a picture). How is she screaming? Who is her cub? How does he scream? This is a sheep (show picture). How does she bleat? And how does her baby lamb scream? etc. Pictures are displayed on flannelgraph.

The teacher hands out pictures of animals and birds to the children. The kids are walking (children leave the tables), they are nibbling grass, nibbling crumbs. Whose mother or whose father will call the cub. He must shout - answer them - and run - put the picture next to them.

The teacher pronounces the cry of an animal or bird. The child with the cub depicted makes sounds and places the picture on the flannelgraph.

Did. game "Shop"

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.

Progress: The teacher suggests going to the store and buying toys. You can only buy it if you talk like a toy. Children come up to the table and pronounce characteristic sound combinations for this toy (doo-doo, me-me, bi-bi)

Did. game "Be careful"

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.

Progress: Educator: I have different pictures, if I show a picture of an animal, you must scream as it screams and raise the blue circle. If I show you a toy, you raise the red circle and name the toy.

Did. game "Bells"

Goal: To develop children's speech attention.

Progress: Q: Look, this is a big bell, and this is a small bell. The girls will be little bells. They ring: “Ding-ding-ding.” Boys will be big bells. They ring: “Ding-ding-dinging.”

The teacher offers to “ring” and sing songs first to the girls, then to the boys. The exercise is repeated 2 times, then the children change roles and the game is repeated.

Did. game "Animals are coming"

Goal: To develop children's speech attention.

Progress: The teacher divides the children into four groups - elephants, bears, piglets and hedgehogs.

Educator: The elephants are walking, they stomp their feet very loudly (the children loudly pronounce the sound combination “top-top-top”, repeat it 3-4 times.

The bears are walking, they stomp more quietly (children repeat the sound combination 3-4 times a little more quietly).

The piglets are coming, they are stomping even quieter...

The hedgehogs are coming, they are stomping very quietly...

The elephants go (children walk around the group, stomp and pronounce the sound combination loudly).

The same work is carried out with other animals. Then the children change roles according to their choice, and the game is repeated.

Did game "Cuckoo and pipe"

Progress: Q: A bird lives in the forest - a cuckoo (show picture). She crows: “Ku-ku, kuk-ku” (children repeat the sound combination 3-4 times). One day the children came to the forest to pick mushrooms. We picked a lot of mushrooms. We got tired, sat down in a clearing to rest and played the pipes: “Doo-doo-doo” (children repeat the sound combination 3-4 times).

The teacher divides the children into two groups - cuckoos and pipes. Without a system, he gives different commands 6-7 times (sometimes to cuckoos, sometimes to pipes). Then the children change roles and the game is repeated.

Did. Game “Hit a nail with a hammer”

Goal: To develop children’s phonemic hearing and speech attention.

Progress: B: When the big hammer knocks, you can hear: “Knock-knock-knock” (children repeat the sound combination 5-6 times). When a small hammer knocks, you can hear: “Bale-buck-buck” (children repeat the sound combination 5-6 times).

Let's hammer the nail with a big hammer...

Now let's hammer in a small nail with a small hammer...

Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).

Did. exercise “Let’s blow on a balloon”

Goal: To develop the articulatory apparatus of children.

Procedure: Children take the ball by the string, hold it in front of their mouth and say: “Pf-f-f” (blow on the ball). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.

Did. control "Veterok".

Goal: To develop the articulatory apparatus of children.

Procedure: Children take a piece of paper by the thread, hold it in front of their mouth and say: “Pf-f-f” (blow on autumn leaf). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.

Did. ex. "Let's lick our lips"

Goal: To develop the articulatory apparatus of children.

Move: Teacher: Let's eat candy (children and teacher imitate eating candy and smack their lips). The candies are delicious, let’s lick our lips (demonstration: run your tongue over upper lip from edge to edge, then along lower lip– circular movements should be obtained).

Did. game "Geese"

Purpose: to clarify and consolidate the pronunciation of the sound a, to prepare children for composing text descriptions.

Material: painting "Geese"

Procedure: The teacher shows the children a picture, they look at it together. These are geese. Geese are white and gray. The goose has a long neck and red feet. The goose shouts: ha-ha-ha. What kind of neck does a goose have? What paws? How does a goose scream? (Children's answers.) Now we will be geese. We walk, shift from foot to foot. (The teacher shows how geese walk. The children repeat the movements after him.) Cackle: ha-ha-ha.

B: Geese, geese!

Children: Ga-ga-ga

Q: Do you want to eat?

Children: Yes, yes, yes

Q: Show how geese open their beaks wide.

Children: Ga-ga-ga.

Q: Do you want to eat?

Children: Yes, yes, yes

The geese flapped their wings and flew away.

(The game is repeated 3-4 times)

Goal: to clarify and consolidate the correct pronunciation of sounds in isolation and in words; learn to form verbs from onomatopoeic words.

Material: basket with toys.

Progress:

Q: Who came to us? (This (takes out a cockerel, a frog, a duck)…

D: Rooster

Q: And this, children (shows a picture), is a cuckoo. How does a cuckoo crow? Cuckoo, cuckoo! Whose voice is this? Who quacks like that?: quack-quack7

Children: Duck.

Q: Who croaks qua-qua?....

Q: Who crows: crow?...

Q: How does a cuckoo crow?

Q: Now we will play with you. Here is a cockerel (shows a toy cockerel). How does he sing? When the cockerel sings “Crow!”, what does he do? (crows)

Q: And this is a cuckoo (shows a picture). How does she voice? (peek-a-boo)

D: When the cuckoo says peek-a-boo, what does it do? 9cuckoos)

Q: Show how the cuckoo flies. (Children rise from the carpet and fly.) How does a cuckoo crow? (children crow.) Show how the cockerel flaps its wings. (children show.) How does he shout to the crow? (Children crow) What were you doing just now, like a cockerel? (crowed.)

Listen to the words: cuckoo, rooster, duck, frog. The sound u is heard in these words. pull it: oooh. Name words with the sound y: cuckoo, rooster, frog, uuuck. (Says with the children)

Toys remain for children to play freely.

Did. game “Teach the bunny to speak correctly”

Goal: To develop intonation expressiveness.

Q: The bunny brought it with him wonderful pouch. It contains different pictures. The bunny will talk. What is written on them? If he says it wrong, you will teach him to say it correctly.

Ishka - children correct “bear”

Christmas tree - squirrel

Onik - elephant

(After “training” the bunny begins to name all objects correctly.

Did. game "Riddles"

Q: Our frog loves to solve riddles.

With the help of gestures, facial expressions, sounds, they depict an animal, children guess the riddle. The teacher offers to read a poem about the guessed animal. (The owner abandoned the bunny... The bear is clumsy...)

Bibliography:

1.Durova N.V. Phonemics. How to teach children to hear and pronounce sounds correctly. Toolkit. – M.: mosaic-Synthesis, - 112 p.

2. Makhaneva M.D. Preparation for teaching literacy to children 4-5 years old. – M.: TC Sfera, 2007. – 80 p.

3. Tumakova G.A. Familiarizing a preschooler with a sounding word: a manual for kindergarten teachers. garden / Ed. F. Sokhina. M.: Education, 1991