In a subordinating relationship by type adjoining the dependent word is the unchangeable word. Students practically master the adjunction using the example of adverbs. First, adverbs are learned that express spatial relationships and answer the question WHERE ?: close, high, right, left etc. Next, adverbs are worked out that express temporal relationships and answer the question WHEN?: yesterday Today etc. The adverbs of the mode of action are updated last, answering the question HOW?: quickly, quietly, slowly, loudly, noisily, deftly, beautifully, evenly, cleanly, calmly, cheaply, expensively, on horseback, on foot, crawling, walking, running and etc.
LESSON 11
Topic: Distribution of proposals by circumstances expressed
adverbs. Goals: To consolidate knowledge about the connections of the verb in the sentence.
Train students in the use of adverbs when compiling
simple common sentences.
Plan and course of the lesson
Organizing time.
Game "When does it happen?".
The speech therapist makes riddles.
Children answer the question.
The snow is melting, the meadow has come to life, the day is coming. When does it happen?
(spring)
The sun bakes, Linden blossoms, Rye ripens. When does it happen?
(summer)
The fields are empty, the earth is wet, the leaf is falling. When does it happen?
(in autumn)
Snow on the fields, Ice on the rivers, Hoarfrost sparkles. When does it happen?
(winter)
The game "Let's dress up a toy Christmas tree."
Actions are accompanied by explanations using words up, down, right, left, up, down and etc.
Game "When?"
Children are sledding and skating.... People are harvesting.... Children are making a snowman, playing snowballs.... Pupils are getting ready for school.... Children are gathering snowdrops.... Children are preparing birdhouses... People are planting vegetables.... Children are picking strawberries....
Game "How?".
Children spread sentences using words for reference.
Sample: Birds fly quickly and slowly, smoothly, high or low, beautifully, dexterously, willingly.
The birds are flying... Katya is reading... Vova is writing... Dad has left... The shark is swimming...
The words for references: deeply, quickly, deftly, loudly, expressively, quietly, willingly, cleanly, beautifully, neatly, in the morning, early, for a long time, in summer, swiftly.
Game "Make a proposal".
The speech therapist distributes cut-out pictures (Figure 5, Figure 9 and Figure 10).
Children make sentences (see "Content of subject pictures" to Figure 5, Figure 9 and Figure 10) and complete the following sentences:
Girl draws (WHERE?)... (at home).
Girl draws (WHEN?)... (in the morning).
Girl draws (HOW?)... (quickly, nicely, willingly).
Grandma knits (WHEN?)... (in the evening).
Grandma knits (HOW?)... (deftly, neatly, swiftly).
Kid builds (WHEN?)... (in the afternoon).
Kid builds (HOW?)... (slowly, enthusiastically, carefully).
7. Summary of the lesson.
Making up stories
For speech to be coherent, students must:
1) clearly represent the topic and be able to draw a conclusion or express one's own
attitude to the above;
2) sequentially state events, establish logical
connections between parts of the story;
3) to formulate speech according to the grammatical laws of the language.
From this it follows that the teaching of coherent speech at first should be based on topics close to children, and based on their life experience. At the same time, the important task remains to teach children to see, observe, compare and make generalizations.
Therefore, we propose to start learning how to write stories on the material of the program “Together - a friendly family”, dedicated to the life of a child in a family.
Topic: Making a connected story.
Target: Encourage students to describe their activities in detail
the activities of others.
Plan and course of the lesson
Organizing time.
The game "We clean the speech therapy room."
Children receive small tasks, make a plan for their implementation and talk about it.
Samples:
Tidying up the board
1. Wet a cloth.
2. Remove the chalk.
3. Wipe the board.
4. Wash the rag.
Arranging colors
1. Wet a cloth.
2. Wipe the dust off the leaves.
3. Water the flowers.
4. Wipe the window sill.
office cleaning
1. Move the room.
2. Take out the trash.
3. Ventilate the room.
The game "How does it usually go?".
Children talk about their daily routine, daily preparation of lessons, etc.
Game "How did it go?".
Children talk about the last weekend, about an interesting excursion, etc.
5. The game "Make up a story."
The speech therapist distributes split pictures (Figure 13, Figure 14). Children make sentences and a story according to the drawings.
Figure 13
(WHO?) Mom (WHAT DOES?) cuts.
Mom cuts (WHAT?) with a knife.
(WHAT?) A caring mother cuts with a knife.
A caring mother cuts (WHAT?) with a sharp knife.
A caring mother cuts a fish with a sharp knife (WHAT?).
A caring mother cuts with a sharp knife (WHAT?) Fresh fish.
(WHO?) She (WHAT DOES?) cook.
She cooks (WHAT?) fish soup.
She prepares (WHAT?) delicious fish soup.
She prepares a delicious fish soup (FROM WHAT?) from fish.
She prepares a delicious fish soup (FROM WHAT?) from fresh fish.
Picture 14
(WHO?) Dad (WHAT DOES?) sits.
Dad is sitting (WHAT?) in an armchair.
(WHAT?) Tired dad sits in a chair.
Tired dad sits (WHICH?) in a comfortable chair.
(WHO?) He (WHAT DOES?) read.
He is reading a (WHAT?) book.
He is reading (WHAT?) an interesting book.
CONCLUSION: The whole family is together. Adults do their usual things after work.
The game "Competition of readers".
Speech therapist: And what do the children in this family do? Read the verses. Children read expressively.
Little Manya
Little Manya cheerfully dug up a small bed with a small spade. I planted a small seed in the ground. She enclosed it with a small fence. I thought, looking at her work:
"Probably a little something will grow."
But I was wrong in my guess -
The watermelon giant grew up in the garden there.
Although little Manya raised him,
But with great care and attention.
Little Manya did not sit idle.
And she got everything she wanted.
(A. Duisenbiev)
Speech therapist: And Mani's older brother Volodya is a schoolboy. Here is an essay he wrote about his family. Children read expressively.
"PICTOGRAMS"
Target: learn to encode words and phrases in an abstract drawing; practice in making sentences with given words; .
Material: a sheet divided into 9 numbered squares, a ball, pencils.
Lesson progress
Game "Finish the sentence"(in a circle with a ball).
You need to complete the sentences using the union "to":
The children boarded the boat to…
Mom put on a smart dress to ...
Petya covered his face with his hands to...
Vova took the dog on a leash to…
Workers brought bricks to…
Dad bought flowers to...
The girl opened the window to...
The driver opened the trunk of the car to…
Grandfather put a scarecrow in the garden to ...
The game "Hide the words."
Teacher's instruction: “I will tell you the words, and you hide them in the drawing so that they can be found later. Try to make the drawings quickly, because. we will hide many words. The drawings do not need to be very good. It is only necessary that they help you find the words that I will speak.
Example words and phrases for coding: truck, smart cat, dark forest, day, fun game, frost, snowfall, interesting fairy tale, strong person.
The game "Looking for words."
Remember which word is encrypted in a given square.
Game "Make a proposal".
Make up a sentence using the words from the given squares.
In conclusion, after 1-1.5 hours, the children reproduce the words hidden in the drawings. They remember the sentences they have made.
Lesson number 17.
"PROFESSIONS"
Target: to exercise children in the formation of nouns denoting professions using the suffixes -schik-, -tel-, -ist-; develop children's speech creativity; improve connected speech.
Material: subject pictures on the topic "Professions", ball.
Lesson progress
Game-conversation "Who will I be and what?"
Sample questions:
Why does a person need a profession?
How many professions can a person master?
What is the best profession? Why?
What will you be when you grow up?
What is the name of the profession?
The game "Name the profession"(with subject pictures on the topic of professions).
Form the name of the profession, using approximate words and phrases for coding:
Builds - builder, teaches - ...?, drives - ...? Etc.
The pianist plays the piano, and the button accordion...? Etc.
The tractor driver drives the tractor, and the tank is ...? Etc.
What is the name of a person who repairs watches? And who operates the crane? Who is glassing the windows? (Watchmaker, crane operator, glazier.)
Dynamic pause.
Working with a tongue twister:
"The watchmaker narrows his eyes, fixing the watch for us."
Imitation of the movements of people of different professions.
Reading an excerpt from A. Shibaev's poem "Different Professions" (in a circle with a ball):
The train drives ... (driver).
Plows the field ... (tractor driver).
At school, he teaches us ... (teacher).
Builds buildings ... (builder).
He will fix the clock ... (watchmaker).
Will load with a crane ... (crane operator).
In a hot forge ... (blacksmith).
Who knows - well done!
In conclusion, the game-lotto "Who to be?" or “Who does what?”
Lesson number 18.
"WE MAKE OFFERS"
Target: consolidate children's knowledge about the proposal; introduce the verbal composition of the sentence, its schematic designation; .
Material: strips of paper, a ball, sentence schemes based on the plot picture "Peter on the Hill".
Lesson progress
The teacher reminds the children that they understand each other because they express their thoughts with the help of words. Words related in meaning are pronounced one after the other, in a chain and form a sentence. Sentences can be short, i.e. be one or two words. (Rain. It's raining.) Or they can be long. (Cold torrential rain fell all night.)
Game "Infinite offer"(work with schemes of sentences according to the plot picture).
Adding new words, children need to make sentences according to the schemes.
Game "Live Words"(on the speech material of the game "Infinite sentence").
Show that the words in the sentence are in a certain sequence. The meaning of the sentence depends on their location.
Game "Confusion"(in a circle with a ball).
It is proposed to independently make sentences from the given words:
Garden, peas, on, grown.
Melons, watermelons, sing, on.
Grove, crows, in, croak.
Roma, pocket, at, on, came off, jacket.
Paradise, desk, behind, sit.
Ira, stamp, envelope, on, sticks.
Ravine, nettle, grow, many, c.
Mole, gate, digs, y, earth.
Acrobat, perform, circus, on, arena.
Mom, sneakers, Roma, bought new ones.
Lesson number 19.
"WHO IS IT? WHAT IS THIS?"
Target: learn to distinguish between animate and inanimate objects; exercise in asking questions “Who is this?”, “What is this?”; exercise in the selection of objects for action based on the question.
Material: subject pictures with animate and inanimate objects, a ball, silhouette pictures, paired pictures (a boat is a fish, an airplane is a bird, it is raining, a person is walking), pencils.
Lesson progress
The game "Whose silhouette?"(with silhouette pictures).
The teacher shows silhouette pictures and asks who or what is shown on them. It draws attention to the fact that different questions are posed to the subjects. Explains why.
The game "Alive-non-living"(with subject pictures).
Determine whether an animate or inanimate object, correctly pose the question.
Paired pictures are displayed in front of the children, in which animate and inanimate objects perform the same action.
Dynamic pause.
The game "Flies - does not fly."
Game "Who or what?"(in a circle with a ball).
Choose the right subject for action, focusing on the question.
For example: "Who flies?" (Duck, butterfly, dragonfly.) "What flies?" (Airplane, snowflake, leaf.)
Lesson number 20.
"WORDS-ANTONYMS"
Target: to activate vocabulary through the use of antonyms; exercise in the use of antonyms of coherent speech; , imagination.
Material: subject pictures, a ball, individual cards with a grammar task.
Lesson progress
The teacher asks the children to do the opposite. Tells with them the poem by D. Ciardi "Words":
We are with you
The turn has come
play the game
"Vice versa".
I will say a word
And you will answer:
I will say a word
And you will answer:
I will say a word
And you will answer:
I will say a word
And you say:
I'll tell you
You will answer:
(brave).
Well answer:
The opposite game.
Find antonyms for the words:
Buy - …,
Remember-...
Courage-...
High - …,
famous-...
Smooth-…,
Young - …,
Soft - …,
Dirty-….
Choose a double antonym for the combination of words:
Weak frost- ... ...,
Cowardly rich man- ... ...,
Quiet cry- ... ...,
Narrow exit - … …,
Light top- … …,
Dark past - ... ...,
Happy meeting-……,
Good friend-……,
Give away a lot…….
The game "Changes".
Analyze each line of the poem and say the opposite.
The flies ate the spider.
The fish are catching the fisherman.
The horse sat on the cart,
Chasing rider.
The village was passing by a peasant,
Look from under the dog
the gates bark.
The horse ate porridge, and the man oats,
The horse sat in the sleigh, and the man drove.
Fizkultminutka.
Children analyze the instructions and do the opposite.
Carpet to become on children.
Lower your hands down.
Raise your hands up.
Open your eyes, close your eyes.
Don't kick your feet.
Don't clap your hands.
Don't jump on the carpet.
High chairs to sit on the children.
Back to front game.
Children need to come up with two stories based on the pictures, located in direct and reverse order, while the story of the second child should be the reverse of the first, and not its repetition or continuation.
Approximate pairs of subject pictures:
small mushroom - large mushroom;
the boy is riding a bicycle; the boy is carrying a broken bicycle, etc.
In conclusion, the children perform a graphic task on individual sheets - connect objects with opposite properties with lines, color them.
A child or children, if the work is carried out with a group of children, is offered three words that are not related in meaning, for example, “lake”, “pencil”, “bear”. The task is given: make as many sentences as possible that would necessarily include all these three words (you can change the number and case of these words, as well as use other words). It is necessary to warn the children that the time for completing the task is limited - 10 minutes for a group lesson and 15-20 minutes for an individual lesson.
The answers of the guys can be banal: “The bear dropped a pencil into the lake,” or they can be complex, with the introduction of new objects: “The boy took a pencil and drew a bear who was fishing in the lake.” The answers can also be truly creative, interesting: “A boy, thin as a pencil, stood near a lake that roared like a bear.”
This game develops the ability to establish connections between objects and phenomena, think creatively, create new holistic images from disparate objects.
If the child works individually, then one of the parents must also come up with sentences from these words and show the child what other connections between these objects can be. In the group form of work, it is important to listen to all the proposals invented by the guys. You should definitely encourage the guys who came up with the most original proposals. But even more important is a detailed justification why this or that answer is liked or disliked, interesting or not.
river, pen, dog;
tree, tiger, man;
bridge, man, notebook, etc.
Game "Search for common properties"
Children are offered two words that are little related to each other.
For example: a dish and a boat, a pencil and charcoal, chalk and flour, a nesting doll and a designer, a tin can and a cup, etc.
In 10 minutes, the child should write as many common features as possible for these items. If the parents deal with the child individually, then they must also complete this task in order to then discuss the results with the child, i.e. common properties of the pair of items they found.
Answers can be standard: in the example “dish and boat”, such general properties as “man-made”, “have depth” can be named, but it is very important to find as many of these features as possible. Unusual answers are especially valuable, allowing you to see the proposed words in a completely new light.
In group work, it is very important to listen to all the answers of the guys. The game is won by one of the students who has a list of common features more, longer. When discussing these features with children, attention should be paid to the characteristics of these features, how significant or insignificant they are for these items, i.e. - secondary. This work is necessary in order for children to learn to discover the connections between objects, and also to understand very clearly what the essential and non-essential features of objects are.
Games - training for younger students.
Who is into what
This game is intended for children of primary school age. It will teach you to take the role of leader seriously and responsibly.
Everyone is invited to order the host to do something. After all the orders are spoken aloud, the players are told the rules of the game. They consist in the fact that each player himself must fulfill his order. If the child, inventing the task, did not take care of whether it was easy to complete, the next time he would be more serious.
"We will go out"
The game, designed for preschoolers and younger students, will teach children to convince others, and not to impose their own opinions.
The host says: “We are going for a walk in the forest. Let each tell his neighbor on the right what he needs to take with him, and explain why this particular thing will be needed on a forest walk.
When the players take turns talking with a neighbor, the host announces who he will take for a walk and who not. He does it this way: if the player simply tells the neighbor what to take, but cannot explain in detail the reason, they don’t take him for a walk.
If the player tries to convince a neighbor of the need to capture this or that object and comes up with incredible reasons, gives various arguments, he must certainly be taken.
It is better if at the time when two people are talking, the rest will listen to them and draw conclusions for themselves. Then it is easier for those who were not taken for a walk to correct themselves later.
"Military actions"
The game is designed for children of primary school age.
The guys are divided into two teams. Each should have a "commander", the rest - "warriors". The “commander” develops a plan of “military operations”, and the rest must obey him. The task of the “commander” is to try to organize his “army” in such a way that all members of the team clearly follow his orders. He must come up with various ways to "attack" the other team, interesting enough, and organize the game itself in a fun and exciting way. If the "commander" cannot lead the "warriors", he is immediately re-elected. The owner of the best leadership qualities at the end of the game can be recognized as the "commander" whose team won.
"Captain"
Game for children of primary school age.
At the beginning of the game, a leader is chosen - the “captain”. The rest of the players are divided into two teams. The first team is “sailors”, and the second is “pirates”. The "captain" gives various orders, and the "sailors" must carry them out, but only if the orders are clear and precise. When the "sailors" are attacked by "pirates", the "captain" must think over a "battle" plan. At the end of the game, each of the players gives his assessment of the actions of the "captain" on a five-point system.
The game continues, but with a different "captain". When everyone tries himself in the role of "captain", the results are summed up. The winner will be the participant with the most points.
“They carry water on touchy people”
The players are divided into two teams. Members of the first team will be "touchy", and the members of the second team, on the contrary, will try to convince the "touchy". The first team comes first. Its members can act out a skit or tell a story from their own lives about how someone once greatly offended them. Or you can tell how the player himself unwittingly or deliberately offended someone.
Members of the second team should carefully listen to the story or watch the "sketch" - a theatrical performance. After that, they should discuss the situation described in detail and give their opinion. They can say why it was impossible to be offended in this case. Or vice versa, you can say what measures should have been taken.
The facilitator carefully observes the game and the actions of all the guys. Then the most convincing and active players of the second team receive the earned points. Then the teams switch roles. Members of the second team become "touchy", and the first team, on the contrary, tries to convince them. The game continues. At the end, the facilitator sums up.
The winners are those who have received more points. It is these guys who can consider themselves the most conscious and restrained in the manifestation of various emotions, including resentment.
Search for "treasure"
For children of primary school age.
The host takes some small thing and hides it in the room. All players except one must know where he hid this item. The meaning of the game - one of the guys is in the dark about the location of the object. His task is to find this thing.
When he starts searching, the host and the rest of the players begin to tell him where the object is with hints and tips. The seeker in the course of the search will definitely show some emotions, for example, impatience, joy, resentment, etc. The task of the leader is to monitor these emotions, and then evaluate them according to a point system. The less emotions the player showed, the more points he will receive. And, accordingly, on the contrary, the more emotional the player was, the less points he gets.
In order for the player to have more reasons to show his emotions, you can first send him with hints to search in one direction, and when the search drags on, let him know that the direction was chosen incorrectly. Accordingly, the player will sooner or later show irritation, anger or resentment towards those who have been “leading him by the nose” for so long. This will be a kind of test of his ability to restrain his emotions.
Each player must pass such a "test". Of course, the item to be found must be hidden in a different place each time. The game progresses in exactly the same way: one is looking for a hidden object, while the others give him directions. As a result of the game, everyone scores a certain number of points. At the end of the game, the results are summed up. The winner is the one with the most points.
Surprise
For children of primary school age.
It is advisable to prepare for the game in advance: make small surprise gifts, wrap them in a beautiful wrapper. Put, for example, several boxes one into another, like a nesting doll, and wrap it beautifully.
The host calls one of the players and solemnly hands him a gift. The player starts to unwrap this gift, and the presenter is interested in him, saying: "Your gift is a wonderful thing ... This is a toy made in a distant warm country, it is very popular all over the world ...". In fact, the toy can be a simple whistle or some other small thing. It is important to look at the reaction of the participant in the game while he is unwrapping the gift.
If the player does not express his emotions, calmly copes with the task and unfolds the toy, his restraint can be noted quite highly.
At all stages, it is important to monitor the emotions of the players, especially after they see the toy. Thus passes the "test" of the guys. At the end of the game, the results are summed up. Those who score more points win.
The game can also be diversified in this way: each player must unfold his gift slowly, so as not to damage the packaging and wrapping paper. It also shows the ability to restrain their emotions. An impatient player will try to see the surprise as quickly as possible, so he will not be careful and careful.
"Talents and Admirers"
For children of primary school age.
Children can complex for a variety of reasons. For example, they cannot draw. The task of the game is to help get rid of the complex.
The facilitator takes turns asking the guys to draw something. After some time, the drawings are submitted for general discussion. Each depicts what he can do. If a participant in the game can draw well, he can sketch something complex, if not, the drawing can be the simplest.
The facilitator begins to discuss the drawings. A special condition - you can’t say that the drawing is bad, you just need to emphasize its merits. All the guys support the discussion of each drawing, expressing their opinion. It can be noted that the colors are very talentedly chosen, that the idea itself is very interesting, etc. There are no winners and losers in the game, everyone has the right to express their opinion about the drawings, as well as present their work to the public. The author of the most talented drawing can be rewarded with a prize, and the most active participant in the conversation - with a prize or diploma.
"Talented Interlocutor"
For children of primary and secondary school age.
Children often experience complexes when communicating. This game will help you gradually get rid of excessive shyness.
The participants of the game are divided into pairs. One of the pair starts the conversation, and the task of the second is to keep the conversation going. The facilitator offers each pair a topic for conversation. Topics can be very different, for example, about the weather, nature, school affairs, a discussion of a movie, a book, and so on. You can discuss any problem, including the choice of clothes for a disco or a birthday.
The game goes as follows: first, each pair, as it were, rehearses their dialogue. And then she must show her dialogue to everyone present. That is, the players calmly talk to each other, and the rest listen carefully. In this way, each couple demonstrates to the others their ability to communicate. The host, in agreement with all those present, assigns a certain number of points to each pair. Then the players change. There are no winners or losers in the game, but the players who score the maximum number of points can be rewarded with some kind of prize.
Svetlana Kuritsyna
Didactic game "Make a proposal"
Target: The development of lexical and grammatical means of the language.
Tasks:
Enriching children's vocabulary
Training in the selection of homogeneous members suggestions(subjects, predicates, definitions, etc. e.) For example: snow - fluffy, sparkling, soft, sparkling ...
Learn to match the object to the name of the action. For example: skating, skiing, sledding, ice-skating ...
Learn make simple sentences according to the model: "Who? What is he doing?"
Learn to expand suggestions due to the introduction of homogeneous subjects, predicates, definitions, add-ons, etc. For example: Tanya is skating. Tanya and Vova are skating; Tanya took the sled. Tanya took a sled and an ice rink.
Learn make sentences with suggestions"on the", "in", "under", "from", "with / with", "because", "to", "due to", "from under", "above", "between".
Strengthen the skills of building various types suggestions:
Game Description:
the game consists of four stages:
one). Enrichment of vocabulary on the topic (preparatory stage)
2). Improving the grammatical structure of speech (preparatory stage)
3). Acquaintance with symbols (introductory and preparatory stage,
4). Making proposals(main stage):
By suggested pictures
("Look at the pictures compose a sentence!» ,
With missing pictures
(« Repair offer return the missing words!,
With a given start
(,
Without reference pictures on assignment and independently,
With elements of fantasy
(« Compose a proposal Surprise with fantasy!, "Merry Dreamers").
For Game there are two playing fields.
First, for vocabulary work 7x7.
Second, for grammatical work 4x9.
Poster with symbols.
Stripe with ten pockets, for drafting proposals.
Reference pictures-cards (exactly the same as on the poster with symbols).
Pictures with related images "Winter fun" (snow, icicle, Santa Claus, spruce, winter, skis, skates, ice, sleds).
one). So, the first preparatory stage is vocabulary work, vocabulary enrichment.
playing field represents a table of 49 cells, i.e. 7x7. On the first rectangle of the table will be set presented image(one of nine: snow, icicle, Santa Claus, spruce, winter, skis, skates, ice, sledges).
To the vocabulary enrichment playing field, the leader (speech therapist or educator) exposes a picture with an image. Next Lead offers name words - signs that can be attributed to the exposed image. For children, this task is formulated So:
Name in turn all the words that will describe to us WHAT the subject is depicted.
For example: skis. WHICH? - fast, long, wooden ...
Children take turns calling the words-signs and put their card on the playing field. If the player finds it difficult to pick up a sign, then, at the direction of the host, either the move passes to another player, or the host helps the player pick up a sign subject by asking leading questions. It all depends on the characteristics of the children-players and on the goals pursued by the teacher-speech therapist. When all the signs of the depicted object are named, the presenter issues the next task.
Name in turn what the thing in the picture can DO or what can be done with the thing in the picture.
Children, naming words-actions in turn, lay out their cards on the playing field. For example: snow. What is he doing? - falls, lies down, covers ... The leader, if the players are in difficulty, either helps to pick up words-actions with leading questions, or provides the right to move to the next player, depending on the characteristics of the players, the goals pursued. After all the words-actions are named, the leader issues the next task.
Name in turn the words that relate to this image, and about which you can say WHO? or WHAT? For example: spruce - needles, paws, trunk, cones ... The host regulates the children's vocabulary work in accordance with two previous stages.
After the words-names of features, words-names of actions, words-names items, we count the cards of each participant. Whoever has more cards wins this stage. You can select 1, 2 and 3 places.
The game has the following Images:
Icicle,
Father Frost,
and words-signs, words-actions and words- items. When children are just starting to master the game, the playing field will sometimes be filled with less than half. Subsequently, even such a situation is possible that there are not enough cells on the playing field during the game (in such a situation, the player continues the game from the first cell of the playing field). In this case, you should draw the attention of the children to how well they worked, put a lot of new words into their heads.
2). After the stage "Vocabulary Enrichment" go to stage "improving the grammatical structure of speech".
On the playing field according to the grammatical system, players take turns laying out their cards, pronouncing the changed word, presented by the presenter.
Playing field for improving the grammatical structure of speech consists of four columns:
-"Call it sweetly"- the formation of nouns in a suffixal way, diminutive suffixes,
-"One is Many"- the formation of the plural of nouns,
- "One two three four five"- agreement of numbers,
- "Yes - no"- formation of the genitive case of nouns.
There are nine rows in the table for improving the grammatical structure, according to the number of words considered in the game (see above). Above the playing field is a free square for a card with an image subject, whose name the players will change.
Players take turns changing words suggested by the presenter, laying out their cards on the playing field with the correct answer. If a player makes a mistake, then the host can transfer the right to move to the next player or help correct the mistake. At the end of the game, the cards of the players are counted and the results are summed up.
In play exercises, children are trained:
Formation of forms of the genitive plural;
Converting the singular number of nouns to the plural;
prepositionally- case management;
Coordination of adjectives with nouns;
Coordination of nouns with numerals;
Formation of a diminutive form of nouns;
Formation of adjectives from nouns;
The formation of single-root words (Which words can be formed from the word "snow"(snowy, snowman, snowball, "winter" (winter, hibernate, winter hut, snowfall);
3). At the next stage, we introduce the players to the symbols that we will use when drafting proposals. This can also be organized in the form of a game.
Invite children to play into scouts and encrypt the word. Everyone on a piece of paper is trying to depict with a symbol the word that the leader calls. Then we compare what the child drew with the images on the poster and agree on the symbols in the game that we will use when constructing suggestions.
Only after all the preparatory work has been done to enrich the vocabulary, improve the grammatical structure of speech and select symbols for words, we proceed to drafting proposals. And the preparatory work can be lengthy, lasting not one or two days, but sometimes weeks within the framework of a lexical topic.
Always a poster with symbols in front of children's eyes. For example, on the board. There are also pockets on the board for inserting pictures when designing. suggestions.
Making proposals(main stage):
By suggested pictures
("Look at the pictures compose a sentence!» ).
The presenter himself puts pictures in the pockets, presenting game participants task to make a sentence. Who copes well with the task receives the cards that were played at the very beginning of the game. For an objective summing up of the game.
With missing pictures
(« Repair offer return the missing words!).
The host puts pictures in the pockets so that you can to make a sentence, and leaves first one pocket empty, then two, etc., so that the players restore sentence. For the correct and quick completion of the task, cards are issued. The facilitator can direct, help players with leading questions or pass the move to another player.
With a given start
("Whoever comes up with the end, he will be well done!").
The facilitator puts pictures in the pockets, allowing you to start make a proposal, but continues proposition child player, which is for quick and correct drafting a proposal earns cards. Children in turn offer their suggestions.
Without reference pictures on assignment and independently
(« Compose a proposal put the picture in your pocket!”).
Leading offers players on their own to make a sentence, for example
From two words
From three words...
With a given word
With given words
On a given topic, etc.
Child players earn cards, which are summed up at the end of the game and the winning players stand out.
With elements of fantasy
(« Compose a proposal Surprise with fantasy!, "Merry Dreamers"). This is the stage of the highest level of complexity, where children show imagination, actively use their imagination. For completing this task offer issue 2 cards.
For example: The children rode with chocolate skis.
It was fluffy snow made of cotton candy, which the children immediately ate.
The first two stages are preparatory, the third is familiarization and preparatory, and the fourth is the main one.
At the end of the work at each stage, the leader with the players sum up the work, discuss what was done well, over what else work to be done, select leaders.
The main feature of the game, what can be done with drafting proposals leave some pockets empty if there is no symbol for this word on the poster, only pronounce the word missing on the model, thereby enabling the child to independently, creatively approach the task.
It is necessary to teach children to coordinate words in proposals(tasks like « Make up a sentence with the given word» , "Expand sentence» ).
When performing these tasks, it is necessary to pay attention to the child's ability to form words of different forms, to highlight auxiliary words, to correctly coordinate words in complex grammatical structures, the ability to write simple and complex sentences.
When performing all game tasks, it is necessary to pay attention to the child's ability to independently, consistently, thoroughly make up, construct suggestions; create an interesting story offer with the presence of homogeneous members suggestions, follow the logical sequence.
Ermakova Anna Urazovna, educator of the first qualification category, MBDOU "Kindergarten p. Probuzhdenie, Probuzhdenie village, Saratov region
Annotation:
The content of the work on the formation of grammatical skills in the group preparatory to school is the work on the phrase, sentence and coherent speech. Observation of the speech of children of the seventh year of life, its analysis shows that they make mistakes in the expression of grammatical relations regarding violations of the norms of “coordination” of the subject and predicate: “A bear and a bunny are running” (instead of “running” “Petya and Misha walked (instead of “ walked "The teacher's constant correction of speech errors helps children learn grammatical norms correctly. It is known that the main syntactic unit is a sentence. It is easier for a child who is able to grammatically correct various types of sentences to move on to coherent monologue speech.
The main attention should be paid to the work on the formation of skills to express various syntactic relations in oral monologue speech: causal, causal, target, concessive, measures and degrees, mode of action, to enrich children's speech with the following grammatical forms: adjectives, participles, gerunds. To form the grammatical structure of speech, it is advisable to use the following didactic games: “Come up with a sentence and make up a story”, “Complete the sentence”,
Didactic game "Complete the sentence"
Purpose: To exercise children in compiling complex sentences with additional clauses, causal, target.
Game progress.
The teacher begins to say sentences, and the children supplement it with a subordinate clause, forming a complex sentence.
The teacher selects grammatical material in advance, for example:
“We water the flowers in the flower bed, because ... (for their growth, moisture is needed)”;
“Children ran out into the yard in warm clothes, because ... (winter outside)”;
“The trees and bushes were covered with hoarfrost, because ... (it became cold)”;
“There was not a single leaf left on the trees, because ... (late autumn came)”; We came to the site with shovels in order to ... ”, Kolya took a toy in order to ...”, etc.
Didactic game "Come up with a sentence and make up a story"
Purpose of the game: To form grammatical skills in children, enrich their speech with grammatical forms formed by declension of adjectives and participles.
Game progress. The teacher shows the children a picture that shows a green pine tree, and offers to make a sentence using these phrases.
Educator Children
1. Young pine 1. A young pine grew at the edge of the forest.
2. A tall young 2. A tall young pine has beautiful long needles
pines.
3. To the green pine 3. The guys went to the green pine
4. Green pine. 4. They admired the green pine.
5. About the green pine 5. The teacher told a poem about the green pine
