Didactic games and exercises for the formation of the morphological structure of speech

The article selected and developed didactic games and exercises for the formation of the morphological structure of speech: for the development and assimilation of inflection and word formation skills (nouns, adjectives and verbs), which allow one to practically master the grammatical categories of the language, expand the child’s passive and active vocabulary. The table matches games to grammatical categories.

The literature on preschool speech therapy has accumulated significant material on the formation of the morphological structure of speech. Based on the methodological recommendations of T.A. Tkachenko, the following approaches were taken into account in the work:

— a clear division of functions between the teacher and the speech therapist (the speech therapist introduces children to the grammatical category, the teacher conducts classes on a special system of lexical topics); — when planning and conducting speech therapy classes, the emphasis is on the grammatical category being studied; — when preparing classes, the task is not to put all the grammatical material into one lexical topic;

During the classes, the vocabulary topic is not indicated, thereby not limiting the active and passive dictionaries, on the basis of which this or that grammatical structure is formed. This made it possible to focus the children’s attention on the morphological form being studied (the endings of nouns, methods of word formation, etc.).

The skills of inflection, word formation and word agreement were formed, attracting children's attention to the morphological composition of the word. During the classes, the child’s attention was recorded in the form of a pronunciation emphasis on the specifically studied morpheme (prefix, suffix), which is the basis of word formation; the ending of words expressing different grammatical meanings (case, number, gender, person), which is the basis of inflection.

In order for each lesson to contribute to noticeable progress in the correction of the morphological structure of speech, a high mental load was created for this purpose. Mental load increases due to exercises for the development of verbal and logical thinking within the framework of the topic being studied, which is ensured by selecting a variety of visual material.

At the initial stage, it is important to teach children to listen attentively to spoken speech, to retain in their memory the material perceived by ear, and to be able to hear mistakes in someone else’s and their own speech. By clarifying the pronunciation and perception of sounds, improving the reproduction of word structure, the children prepared the basis for the development of understanding of speech, the grammatical and morphological system of word formation and inflection. In turn, the development of phonemic perception creates the necessary basis for the formation of the morphological structure of speech.

Play is the main activity of a preschool child, one of the characteristic patterns of child development. Play as a form of child activity contributes to the harmonious development of his mental processes, personal traits, and intellect. A number of studies (A.V. Zaporozhets and others) confirm that the formation of these qualities in a child’s play is realized much faster and more firmly than when using only didactic teaching methods.

Didactic games and exercises for the formation of the morphological structure of speech

Didactic games and exercises on the formation of the nominative plural.

1. Game “One - many”.

Goal: to teach children to form nominative plural nouns.

Visual material: subject pictures – words in singular and plural.

Progress of the game: children were shown a picture depicting one object and were asked to find a picture depicting the same object, but in larger quantities.

Speech material:

— I have a red ball. - And I have red balls (child).

2. Game “What grows in the forest.”

Purpose: formation of the plural form of a noun with the ending -ы.

Visual material: subject pictures and plot picture.

Progress of the game: the plot picture “Forest” was hung on the board, the children looked at the picture, and the experimenter gradually hung cards of singular objects around this picture (oak, pine, birch, mushroom, flower, bush, berry).

Speech material:

— Is there one oak tree growing in the forest? (Oak trees grow in the forest); — Is there only one pine tree growing in the forest? — Is there one mushroom growing in the forest?

3. Game “Who has a similar picture?”

Goal: formation of plural forms of nouns ending in -ya.

Visual material: subject pictures.

Progress of the game: children were given pictures depicting an object in the plural, the experimenter raised his picture and asked the children who had a similar one.

— There is a chair in my picture. Who has the same one?

4. Game "Change the word."

Goal: to consolidate knowledge of the plural form of the nominative case of nouns with different endings.

Equipment: ball.

Progress of the game: the child was named words in the singular and after catching the ball, he must name the word in the plural.

Didactic games and exercises on the formation of the singular genitive case with prepositions.

1. Game “Which tree did the leaf fall from?”

Goal: to consolidate the names of trees, the genitive singular form with the preposition S.

Visual material: subject pictures.

Progress of the game: cards with tree leaves were distributed to the children. Children must determine which tree leaves they have and name the tree: “My leaf fell from a maple tree.”

2. Game "Scrabble".

Purpose: to consolidate the body parts of animals, and the formation of genitive case forms with the preposition U.

Visual material: subject pictures.

Progress of the game: children were given pictures of animals and asked questions.

Speech material:

- Who has a big trunk? - Who has a fluffy tail? -Who has a pointed nose? - Who has long ears? -Who has hooves?

3. We play the fairy tale “Kolobok”.

Purpose: formation of the genitive case form with the preposition from.

Visual material: subject pictures of heroes from the fairy tale “Kolobok”.

Progress of the game: the children were read the fairy tale “Kolobok”, then the fairy tale was read a second time, but with gaps, and the children must continue (from grandmother, from grandfather, from the wolf, from the hare, from the bear).

Didactic games and exercises for the formation of the genitive plural.

1. Didactic game “Choose a rhyme.”

Goal: to develop the ability to form the genitive plural form of nouns.

Visual material: subject pictures.

Progress of the game: a comic poem was read to the children:

I give you my word of honor, Yesterday at half past five I saw two pigs without hats and boots.

“You and I can also make up funny jokes.” I will start, and you continue (the children are shown pictures while reading the poem, which were spoken out in advance).

Speech material:

We give our word of honor: Yesterday at half past five We saw two magpies without ... (boots) and ... (socks), And puppies without ... (slippers), And titmice without ... (mittens).

2. Game exercise “Preparing for the winter.”

Goal: to consolidate the topic “Vegetables and fruits”, to develop the ability to form the plural of the genitive case of nouns.

Visual material: subject pictures.

Progress of the game: the children were told that in the fall, preparations of vegetables and fruits are made for the winter. These are juices, jams, jams, salads, compotes and jams. Afterwards, they were given pictures of vegetables and fruits, and were asked to make suggestions on what they would cook from what was shown in their pictures.

3. Game exercise “Guess what’s missing?”

Goal: to consolidate the ability to form the plural of genitive nouns.

Visual material: subject pictures.

Progress of the game: four pictures with plural objects were hung on the board, then two pictures were removed, and the children were asked: “What is missing?” Pictures were selected with different endings.

Didactic games and exercises for the formation of the dative case singular and plural.

1. Game exercise “Who needs what for work”

Goal: to consolidate the topic “Professions”, to master the dative case in the singular and plural.

Visual material: subject pictures.

a) Progress of the game: children were given pictures showing a teacher without a pointer, a painter without a brush, a hairdresser without scissors, etc. Then each child must stand up, show his picture and say: “I have a teacher without a pointer, he needs to be given a pointer,” etc.

b) Progress of the game: pictures with girls, bears, dogs, etc. were hung on the board, and pictures with objects (book, candy, ball, etc.) were given to the children. Each child must come up with his own picture and choose who he will give what.

Speech material:

- I'll give candy to the girls; - I'll give the book to the bears.

2. Game "Guests".

Goal: consolidation of the topic “Wild Animals”, mastering the dative case.

Visual material: object pictures and soft toys.

Progress of the game: children sat around the table, each child had toys, the experimenter had a bunny, pictures with treats were laid out on the table. Children were asked to choose from a picture for their animal:

- I'll give the nuts to the squirrel; - I'll give honey to the bear.

Didactic games for the formation of the accusative case.

1. Didactic game “Who is the most observant.”

Goal: to develop children's attention, memory, and everyday vocabulary.

Progress of the game: children must look at what is around and name more objects in complete sentences. The first child said in the singular, and the second repeated in the plural.

Speech material:

- I see a table, a window, a chair... - I see tables, windows, chairs...

2. Didactic game “Change and say correctly.”

Goal: to teach children to listen carefully and find mistakes.

Progress of the game: children were asked questions and given answers in the initial form, the child had to give the answer in the correct version.

Speech material:

- Who do I love? What? (mother, Motherland, cat); - Value what? (work, care, friendship); - Take care of what? (book, toy, trees, birds); - Remember what? (fairy tale, song, riddle, poem).

Didactic games to clarify the form of the instrumental case.

1. Didactic game “Who defends themselves with what?”

Goal: to consolidate the topic “Animals and Birds”, mastering the instrumental case.

Visual material: subject pictures.

Progress of the game: children looked at pictures of animals and answered the questions: who is defending themselves with what?

Speech material:

- How does a dog protect itself? (elephant, deer, hedgehog, goose, cat).

2. Game “What are they doing with what?”

Goal: expand your vocabulary, teach how to form phrases and agree a verb with a noun, and learn the instrumental plural form.

Visual material: subject pictures.

Progress of the game: children were given object pictures depicting tools in the plural: saws, axes, shovels, needles, knives, scissors, etc., children had to make up phrases answering the question “What do they saw with (dig, sew, cut and etc.)?

3. Games “When does this happen?”, “Who is after whom?”.

Purpose: to consolidate the form of the instrumental case.

a) Visual material: subject pictures.

Progress of the game: pictures with the seasons were hung randomly on the board, and the children were asked the question “What comes after what?”

b) Progress of the game: children were divided into two teams. The drivers stood in front of the team, with their backs to the other children. Their task is to remember and say who is behind whom. The correct answer is rewarded with a chip.

Games to clarify the form of the prepositional case.

1. Game exercise “Caring”.

Goal: teach children to make sentences based on pictures. Mastering the form of the prepositional case.

Visual material: story pictures.

Progress of the game: children were given pictures depicting children caring for animals and plants. The question was asked: “Who (what) do children care about?”

2. Game exercise “Help the animals find their home.”

Goal: consolidation of knowledge about the home of animals, clarification of the prepositional case.

Visual material: subject pictures.

Progress of the game: pictures with animals' homes were hung on the board, and pictures with animals were hung under the houses in a mixed up form. Children were encouraged to help animals find their home. The answer is given in a complete sentence.

Card index of didactic games in the preparatory group for speech development

Transcript

1 Card index of didactic games in the preparatory group for speech development “Finish the word” Purpose: To develop children’s ability to divide words into syllables. Progress: Children stand in a circle. Teacher with a ball Goal: To develop children’s ability to divide words into syllables. Progress: The teacher invites the children to guess the words, while tapping 2 times. Children select words with a given number of syllables. For the correct answer, the child receives a chip. “Let’s weave a wreath of sentences” Purpose: To train children in composing sentences, united thematically, to develop verbal attention. Progress: The teacher pronounces a sentence. Children name the last word and come up with a new sentence with it. For example: Seryozha is reading a book. The book is on the table.

2 “Name the words in which the second sound is a vowel (consonant).” Goal: To consolidate the skills of sound analysis of a word, to practice distinguishing between vowels and consonants, and to activate the vocabulary. Progress: The teacher asks the children to remember words whose second sound is a vowel or consonant. Children compete in rows. The row that comes up with the most words wins. “Magic Cubes” Purpose: To strengthen children’s ability to determine the place of sound in a word, perform phonemic analysis and synthesis of words, develop auditory and visual memory, as well as visual perception. Material: Cubes on each side, which depict objects familiar to children. Progress: The child is asked to collect some word, for example “elephant”. Pay attention to the first sounds of the words of the names of objects. The child first finds a cube, on one of the faces of which there is an object whose name begins with the sound [s]. Then he searches on the faces of the next cube for an image of an object whose name has the first sound - [l], [o], [n]. “Fun Train” Goal: Improve the skill of sound analysis, strengthen children’s ability to determine the number of sounds in a word. Material: Each child has an object picture of a ticket in his hands. Procedure: The teacher asks each child to determine the number of sounds in his word and put the picture in the correct carriage corresponding to the number of sounds in the word (how many boxes, so many sounds). “Find your brother” Goal: To strengthen children’s ability to identify the first sound in a word, to distinguish between hard and soft consonant sounds. Material: Subject pictures Progress: The teacher puts subject pictures in one row. Children must arrange the pictures in two rows. In the second row there should be pictures such that the first sounds of the words are brothers of the first sounds of the words of the first row. For example: Butterfly, first sound [b]. I'll put the squirrel, the first sound in this word is [b'], [b] and [b'] brothers. Children take turns coming up, naming objects, the first sounds of words, and if they have chosen the correct pair, place the picture under the top row.

3 “WHO IS THIS? WHOSE IS THIS?" Purpose: To practice forming adjectives from nouns. The teacher shows pictures depicting a fox, a wolf, a squirrel, a mouse, a pig, and a rooster. He asks: “Who is this?” Children answer with the full answer: “It’s a fox.” Etc. Then the teacher shows other pictures of tails. He asks to name whose tails these are. Children answer: “This is a fox’s tail,” etc. “HIDE AND HIDE” Purpose: To practice using spatial prepositions. Children close their eyes. The teacher places pictures with animals in different places in the group. The children find them and say who was hiding and where. The answers use spatial prepositions (in, on, for, under). “The mouse hid under the chair.” “The cat hid behind the cabinet,” etc. Children collect pictures. The teacher asks to answer the question: who got down and got out from where? The answers use the prepositions with (with), due, from under. “The mouse crawled out from under the chair.” “The cat crawled out from behind the cabinet,” etc. “GET IT RIGHT” Purpose: to practice using the pronouns he, she, it, they. About someone or something you can say: he, she, they, it. The teacher names the words, the children select the appropriate pronoun. At the beginning of the game, the teacher gives an example: she is the teacher, they are the children, this is the chair, this is the window. Words to work with: sand, sea, wave, boat, Vova, Olya, flower, sun. “Sound Caps” Purpose: To develop sound analysis skills. Learn to form forward and backward syllables. Progress: 2 children take part in the game. They choose their beetle and goose hats. Leaves and flowers cut out of colored paper are laid out on the floor. Letters representing vowel sounds are written on them. According to the teacher’s instructions “The sun is waking up,” children move around the room, imitating the buzzing of a beetle and the hissing of a goose. At the teacher’s signal, the children stop on the leaves and flowers, pronouncing the syllables with their own sounds in turn. For example: The beetle stopped at a flower with the letter “A”, the child pronounces the syllable “Zha”.

4 “BEAR AND HARE” Purpose: Work on the expressiveness of speech (timbre, tempo). B. The bear has a big house. D. (low) Oh! Oh! Oh! Oh! (shows a big house with their hands). B. And the bunny’s is small. D. (highly) Oh! Oh! Oh! Oh! (They show a small house with their hands) V. Our bear went home. D. (slowly, sedately, drawn out) Oh! Oh! Oh! Oh! (Imitate the waddling movements of a bear). V. Yes, and the bunny is home. D. (quickly and briefly). Oh! Oh! Oh! Oh! (imitate the movements of a jumping hare). "WHO'S DOING WHAT?" Goal: To teach children to select action verbs for the proposed nouns. The teacher shows the children different pictures; the children select action verbs for them. The fly was flying, buzzing, annoying. The car was driving, stopped, and drove. The carrots grew and turned green. The pasta was boiled, laid out, fried. The mouse ran and squeaked. The boy jumped, ran, drew, lay down, played. “MAKE A SENTENCE” Purpose: Learn to compose sentences from individual words. 1 var. The teacher invites the children to compose sentences using the words puddle or another set of words as a basis. 2 var. The teacher invites the children to compose sentences, noting how many words are in it on a long strip of paper indicating the sentence. 3 var. The teacher pronounces sentences, children determine the number of words in them. 4 var. The teacher offers the children a card with the number of words in the sentence already indicated, the children compose a sentence with the indicated number of words. “CHOOSE THE WORDS RIGHT” Purpose: To train children in selecting possessive pronouns my, mine, mine, mine. The teacher invites the children to match the words shown in the pictures with the words mine, mine, mine, mine. “My kettle” “My watering can” “My sleigh”

5 “HOUSEWARMING” Purpose: To learn to compose sentences with prepositions on, above. Develop visual memory. 1var. Today the inhabitants of the forest have a big housewarming holiday. They built a big house. New residents are moving in today. Let's help the new residents. “The frog will live on the third floor in the apartment on the right” “The sparrow will live on the second floor in the apartment on the right” “the little goat will live on the first floor in the apartment on the left” “The hare lives above the little goat” “The mouse lives above the hare” “Above the little goat and the little squirrel” "live a hare and a sparrow" "GIFTS FOR NEW HOUSEHOLDERS" - Let's, guys, choose gifts for our newborns (can be for a certain sound). The teacher displays pictures depicting different objects: scissors, telephone, pan, sofa, vase, car, thread, noodles, umbrella, castle. Children choose an item and give it to the new resident. “I will give a ball to the mouse who lives on the third floor in the apartment on the left” “I will give a cake to the little bunny who lives on the second floor on the left” 3 var. The teacher turns the pictures over, face down. Asks the children the question “Who lives on the first floor?” or “Who lives on the second floor on the left?” Answer: “A little goat and a little squirrel live on the first floor” or “A little hare lives on the second floor on the left.” 4var. The teacher hides pictures with gifts under pictures with animals. “What did we give the mouse?” “We gave the mouse a ball.”

6 “SHOP” Purpose: I want to practice changing the verb by numbers, genders, tenses. The teacher offers to play the role of buyers and answer the questions: what would you like to buy? What do you want to buy? Children answer individually and in pairs. Sample answers: - I would like to buy I would like to buy We would like to buy - I want to buy We want to buy “WHAT WHAT?” Purpose: To train children in correctly agreeing nouns with adjectives. 1var. The artist depicted everything in white. Name the objects to which the word white, white, white is suitable. Likewise, any colors and other adjectives. -What can be hot, cold, February, coffee, etc. 2var. “What kind of snow?” “Cold, crumbly, sticky, etc.” “CHANGE THE WORD” Purpose: To train children in the ability to change words according to the model. Today a wolf came to visit us. He missed the last lesson at forest school. All animals have learned to change words, but the wolf does not know how to do this. Shall we show him? Example of a teacher: parrots parrot. Next, the teacher pronounces the word, and the children change it. Trams tram Loaves loaf Harvests harvest Lazy lazy Barns barn Snakes snakes etc. "WHO LIVES WHERE?" Purpose: To practice writing sentences with the preposition c. - Do you know where the raven lives? “The raven lives in a nest” Where does the wolf live? The wolf lives in a hole. Where does the squirrel live? The squirrel lives in a hollow. Where does the bear live? The bear lives in a den. Where does the frog live? The frog lives in a swamp. Where do fish live? Fish lives in water. Where does the swallow live? A swallow lives in a nest.

7 “MAKE A SENTENCE” Purpose: To practice making sentences from given words. The teacher invites the children to make a sentence from the pictures that fell and got everything mixed up. - Owl, sleep, day. The owl sleeps during the day. How many words are there in a sentence? What is the first, second, third word? - Fedya, smell it, violet. Fedya smells a violet. - Boy, draw, markers. The boy draws with felt-tip pens. Similar work. "WHO TO WHOM?" Purpose: To practice writing sentences with the preposition k. Imagine that baby animals are lost in the forest. When they met, who ran to whom? — The wolf cub ran to the wolf. — The chicken ran to the chicken. Etc. “THE WAS BECAME” Purpose: To expand children’s vocabulary with antonyms. When Tom and Tim were little, their parents planted a poplar tree in their yard. The boys loved this tree very much. They were growing. The poplar also grew. Tim and Tom often remembered what the poplar was like and were proud, looking at it, of what it had become. I will talk about the poplar when it was a seedling. And you choose the word that has the opposite meaning and say what he has become now. The poplar was thin, but became thick. Was short, became tall. Was young, became old. There were few branches, now there are many. The branches were short, but became long. The bark was smooth, but became rough. The leaves were small, but became big. Were wet, now dry. “WORDS” Purpose: to train children in replacing sounds in words. Let's replace the "l" sound with the "r" sound and see what happens. Varnish cancer, needle game, rolls. Burki, it's a pity it's hot.

8 “FEEDER” Purpose: To teach how to compose complex sentences. The teacher hangs out the feeder. — Birds flew to our feeder. Name them. “They saw in the feeder a variety of food for every taste: buckwheat, bread crumbs, rolled oats, berries, seeds, sausage. — The dove chose (hercules). — Jackdaw thought for a long time and chose (buckwheat). — The sparrow began to peck the ripe (seeds) with pleasure. - The titmouse started (sausage). -And the magpie got (bread crumbs). The children remember what the birds chose for themselves and make up sentences based on the teacher’s model. “The bullfinch pecks the berries because they are ripe.” Suggested sentences: The pigeon pecks at the rolled oats because they are useful. The jackdaw pecks at buckwheat because it is tasty. The sparrow pecks at the seeds because they are tasty. The titmouse pecks at the sausage because it is fresh. The magpie pecks at the crumbs because they are soft. “BIG SMALL” Purpose: To practice word formation. The teacher reads a poem. Next, a game exercise is performed: I will name the object large, and you will name the object smaller. In my words the sound “C” is silent, but in yours it clearly sounds like that. Tree-tree Dish-saucer Knee-knee Swamp-swamp Mirror-mirror Butter-butter Case-business Body-little body. “HIDE AND HIDE” Purpose: to practice the correct use of prepositions under, from under. The teacher shows how a bumblebee, a frog, a mouse and a cat played hide and seek. Three out of four toys are placed under various objects. One driving toy (for example, a bumblebee). -Where did the cat hide? (The cat hid under the table). Etc. — Bumblebee found his friends. Where did the cat come from? (The cat came out from under the table). Etc.

9 “FINISH THE SENTENCE” Purpose: to practice selecting verbs with the sound “zh”. Bread is cut with a knife. The horses are loud (neighing). The spring stream merrily (murmurs). The unfortunate person must (be pitied). An old man and an old woman (lived) near the blue sea. I took the object in its place (put it down). Mom (fries) pies in a frying pan. Children can quickly (run) along the path. “FINISH THE SENTENCE WITH ONE SOUND, ONE SYLLABLE” Goal: to teach children to finish a word with one sound or one syllable. To find her way home, Mashenka began to throw away the objects she had. If you finish the words with the sound “ch”, you will find out what objects they were. A key, a ball, a hoop, a ball. But the road was long, and Masha began to throw away the objects that she still had left. If you complete the word with one syllable - check, you will find out what objects Masha used to mark the road. Plato check, fartu check, nose check, badge check, hook check, belt check. “CHANGE THE WORD” Purpose: to train children in the ability to change words using the suffix -ish. Puppy Puppy loves to play with words. If we say the word correctly, the Puppy will be silent; if we make a mistake, he will bark loudly. The teacher displays three pictures: pliers, a brush, a raincoat. “I’m looking for pliers, dragging a brush, cleaning my coat.” - You are looking for ; - He's looking for ; - We are looking - You are looking; -They are looking. A year has passed. The puppy grew up and became a big dog. Previously, he had a small head, but now it’s not a head, but heads, not paws, but.. (paws), not eyes, but, not teeth, but, not a nose, but, not mustaches, but.., not claws, a., not a tail, but.. “SWALLOWS AND PEOPLE” Purpose: to train children in the formation of the genitive plural of nouns. Swallows fly high and watch people very carefully, they are surprised how different we are from them. Swallows have feathers, but people don't. feathers Swallows have wings, but people don't have wings. Swallows have feet, but people don't. paw Swallows have beaks, but people don't. beaks. Swallows have tails, but people don't. tails. Swallows have chicks, but people do not. chicks. Swallows have nests, but people don't have nests.

Lessons on the formation of changing verbs by person.

Game exercise “Guess what the girl is doing and what she is answering.”

Goal: to teach how to form the 1st and 3rd person forms of verbs.

Visual material: story pictures.

Progress of the game: children were shown plot pictures with a specific image of the action, and answer the questions “What is the girl doing?” and the girl’s answer in the 1st person present tense.

2. Game exercise “Guess and do the same.”

Goal: to teach children to change the 3rd person singular form of verbs to the 1st person singular form of the same verbs.

Progress of the game: one of the children performed an action without an object, the other must guess the action being performed, name it and do the same.

Speech material:

Vova is coming. - I'm going. Katya is sleeping. - I'm sleeping. Tanya drinks. - I drink. Alina is drawing. - I'm drawing. Artem is running. - I am running. Olya is reading. - I am reading.

3. Goal: to teach children to use the same present tense singular verbs in the 1st person plural.

Progress of the task: the experimenter called the action in the singular, and the children must answer in the plural.

Speech material:

I'm coming. - We are going. I sing. - We sing. I wash my hands. - We wash our hands. I walk. - We are walking. I'm playing. - We play. I'm sleeping. - We are sleeping.

4. Game exercise “Complete the sentences.”

Goal: developing skills for matching singular verbs in three persons: 1st, 2nd and 3rd.

Progress of the game: the experimenter began to speak sentences in the 1st person, then addressed the first child, and he answered in the 2nd person, and to the third, he answered in the 3rd person.

Speech material:

I'm coming. - You are walking). - He's coming); I am standing. - You stand). - It costs); I am going for a walk. - You...(go for a walk). - He...(goes for a walk); I'm building a house. - You...(build a house). - He...(builds a house); I'm sleeping. - Are you sleeping). - He's sleeping).

Game exercises and tasks for the formation of an adjective and a noun with a diminutive meaning.

1. Didactic game “Big - small”.

Goal: to teach children to form nouns using diminutive suffixes.

Visual material: subject pictures.

Progress of the game: circles were hung on the board - large and small, and the children were given pictures depicting objects. Each child took turns going to the board, first naming the large object under the large circle, and then the small one under the small one.

2. Game exercise “Hedgehog and Hedgehog”.

Goal: consolidate the topic “Vegetables”, develop education skills, diminutive suffixes.

Visual material: subject pictures, 2 hedgehogs, large and small.

Progress of the game: the children were shown toys: a hedgehog and a hedgehog, and it was explained to the children that they were making supplies for the winter, and they needed to help them. Children have pictures of large and small vegetables. Next, the children distributed the vegetables to the hedgehogs and told what they would give to whom.

Speech material:

- I will give the hedgehog beets (cucumber, cabbage, eggplant, etc.), and the hedgehog some beets (cucumber, cabbage, eggplant).

3. Didactic game “Name it affectionately.”

Goal: to teach children to form adjectives with an affectionate meaning.

Progress of the game: children were asked to name the sign of the object affectionately.

Game exercises and tasks for developing skills in the formation of relative adjectives from the name of a noun.

1. Game “Preparations for the winter.”

Goal: to consolidate the topic “Vegetables and Fruits”, to teach children to form relative adjectives from the name of vegetables.

Visual material: subject pictures.

Progress of the game: the children were given pictures of vegetables, and the experimenter explained that vegetables and fruits can be prepared for the winter, this could be jam, juice, compote, salad. The experimenter asked questions, and the children answered according to their pictures.

Speech material:

— What juice can be made from apples (tangerines, blueberries, pineapple, raspberries, peaches, apricots); — What kind of jam can be made from cherries (lingonberries, apples, currants, pears, plums); — What kind of salad can be made from cabbage (carrots, cucumbers, tomatoes, beets, potatoes, peas).

Similar games were held on the topics “Trees” and “Material”.

Games and exercises to develop skills in the formation of prefixed verbs.

1. Game exercise “Suggest actions.”

Goal: to teach children to form and correctly use the verb GO with different prefixes.

Visual material: toy car.

Progress of the game: the experimenter showed actions with the machine and began sentences, and the children had to continue the sentences and name the action.

Speech material:

- The car left the house (what did it do?) ... (DRIVED AWAY); - The car is on the road...(It went); - The car is approaching the bridge... (DRIVED UP); - The car is on the bridge... (Drived); - The car drove off the bridge... (drove); - The car is a tree...(drove around).

The experimenter repeated verbs pronounced correctly by the children, emphasizing the prefixes with his voice.

2. Game exercise “Playing with water”.

Goal: to teach children to form and correctly use the verb LIT

Visual material: glasses of water, watering can and flowers.

Progress of the game: the experimenter demonstrated the actions and commented on them. Then he repeated these actions and commented on them incorrectly, and the children had to correct the mistakes.

3. Game exercise “Say the opposite.”

Goal: to teach children to name actions with opposite meanings.

Visual material: ball.

Progress of the game: children stand in a circle. The experimenter threw the ball and named the action, and the child who caught the ball named the action with the opposite meaning.

Speech material:

- pours - pours out; - In - Out; - CLOSES - OPENS; - SAILS - SAILS; — COLLECTS – DISASSEMBLES; - Approaches - Drives away.

Game exercises to develop skills in the education of young animals.

1. Game exercise “Terrible beast”.

Goal: to develop the ability to correlate adult animals with the names of their young.

Visual material: subject pictures.

Progress of the game: the experimenter read the story and paused, showing pictures; the children must insert words that are appropriate in meaning.

Speech material:

“The girl Varya had cats with... (kittens), a dog with... (puppies), a duck with... (ducklings), a hen with... (chickens), a goat with... (kids). One day, the ducklings ran to the river, began to swim and dive, and kittens, chickens, puppies and kids looked at them. Suddenly they hear: “Tra-ta-ta!” The kids got scared and ran to their mothers. Kittens to... (cat), puppies to... (dog), ducklings to... (duck), chickens to... (chicken), kids to... (goat).

2. Game exercise “Pooh’s Birthday”.

Goal: to develop the ability to correlate the names of animals with the names of their cubs.

Visual material: toys and object pictures.

Progress of the game: the children stood around the table, pictures with adult animals were laid out on the table. The experimenter told the children about the kitten Pooh and his birthday, how guests came to him and they played hide and seek, and accompanied his story with actions with toys. Children inserted words that suited their meaning and answered questions.

Game exercises to develop skills in forming possessive adjectives.

1. Game exercise “Whose, whose, whose?”

Goal: to develop the ability to form possessive adjectives.

Visual material: object pictures and toys.

Game progress: 1st option. Pictures of animals were hung on the board, and children were given pictures of their individual parts (tail, paw, ears). The children took turns coming to the board and calling out which animal they had a part of.

Option 2. The experimenter showed the children a toy and asked questions: whose?, whose?, whose?

A game exercise to develop skills in forming comparative degrees of adjectives.

1. Game “Negotiate proposals”.

Goal: to teach children to form comparative degrees from adjectives.

Progress of the game: The experimenter read out the sentences, and the children had to finish it.

Speech material:

- Vova is strong, and his brother is even... (stronger); - The car drives fast, but the plane flies even... (faster); — In spring the weather is warm, and in summer it’s even... (warmer); - Lena’s minced meat is long, and Katya’s is even... (longer); - The evening is dark, and the night is still... (darker); - The ice cream is delicious, but the candy is even... (tastier).

Tasks for the formation of two-component words.

Game: "Echo"

Goal: to teach children to form and understand complex words.

Visual material: subject pictures.

Progress of the game: first, a poem was read to the children, each significant part of the word was highlighted with intonation:

A fisherman catches fish. Bees are raised by a beekeeper. A digger is digging the earth. A pedestrian walks on foot. The ice breaks the icebreaker. The leaves are falling - leaf fall is coming. The forest is being cut down by a lumberjack. A chimney sweep cleans the pipes. An all-terrain vehicle is driving along the road. The dust is sucked by a vacuum cleaner.

Afterwards, the poem was read to the children again, but the children themselves finished it.

These exercises and games were given to children as reinforcement material for the kindergarten speech therapist’s main classes on lexical and grammatical topics. We also developed lesson notes on the following topics that were not included in the annual plan (see Appendix):

1. Topic “Professions”.

Goal: to consolidate the concepts and names of professions, to teach children to form the names of professions from actions and objects.

2. Theme "Dishes"

Goal: to consolidate the names of kitchen utensils, to teach how to form complex words from the names of dishes.

3. Topic “Dismissive-increasing suffixes of a noun.”

Goal: to teach children to use and form nouns with disparaging-increasing suffixes.

4. Topic: “Agreement between the adjective and the noun in gender, number and case.”

Card index of creative speech games

Irina Grineva

Card index of creative speech games

Play is a familiar and favorite activity for preschool children. Creative speech play helps to create an emotional mood in children, evokes a positive attitude towards words, helps to express thoughts out loud, ask questions, talk about what they see, compose and fantasize.

“Letters around me”

The teacher asks the children to look around the room and name all the objects that surround them, but only in alphabetical order.

(A – alphabet, B – bandage, C – hanger, D – newspaper)

“Painting"

After examining the artist’s painting , the adult asks to find all the objects the painting

“Portraits of letters”

Children look at the letters and tell who or what this or that letter looks like.

(L – roof, F – butterfly)

“Replace letter”

The teacher invites children to replace one letter in words to form new words.

(flour - fly, table - chair, poppy - cancer)

“Magic House”

The teacher attaches a house to the board and writes letters into the empty windows. Children must guess what words live in this house.

(l, k, y, w, a - puddle, beetle, onion, already, varnish)

“Add a letter”

Children select vowels for the consonants suggested by adults and compose words.

(M G Z N - store)

“Make words”

The teacher writes down a word, from the letters of which the children need to create as many new words as possible.

(AXE - murmur, mouth, port, sweat)

“Syllable chains”

The adult pronounces the first syllable: “MA”

The next player repeats this syllable and adds his own, starting with the same sound:

(MA – MO – MI – MU)

“Only funny words”

The teacher determines the topic. Children take turns naming certain words.

(“green word” – cucumber, apple, leaf)

“Words are balls”

The adult throws the ball to the child and at the same time says the word. The child returns the ball and says a word with the opposite meaning.

(bitter - sweet)

.

Task options: name words - antonyms, synonyms, names of cities, flowers, animals, etc.

"Telegram"

The teacher writes a word and asks the children to come up with a telegram in which each word corresponds to a specific letter.

(BAG - Today the Bear Ran Away! Guard! Administration)

“Get to know me”

The teacher distributes object pictures . They must take turns indicating the characteristics of the object and give its description: color, shape, material, what it eats, where it lives, and so on, without naming the object itself. The rest can guess what they were talking about.

"What is good and what is bad"

The teacher divides the children into 2 teams and shows the children a drawing. One group is looking for the advantages of this item (what is good about it), and the other group is looking for disadvantages (how is it bad)

.

“One hundred questions - one hundred answers”

The presenter throws the ball to the child and asks him a question. Returning the ball to the adult, the child must answer the question so that all words of the answer begin with the given sound.

(What is your name? - Ivan)

“A syllable and a syllable - and there will be a word, we will play the game again”

The presenter says to the children: “I will say the first part of the word, and you will say the second.” Then the teacher throws the ball to the children one by one and says the first syllable; the children catch it and throw it back, saying the whole word. You can throw the ball on the floor.

(SA – sha, SA – ni, SA – har)

“Sounding toys”

The presenter calls two children: “These are sounding toys, they can sing and speak.”

.
Names in the children's ears the sounds that they will have to sing or pronounce. “Now I’ll press the button and our toys will talk” (touches the children one by one)
.
“Toy children”
reproduce their sounds, and the rest of the children orally
“read”
the resulting syllable.
Children determine which sound they heard first, which sound they heard second, and reproduce the syllable along with the “sounding toys
.

“Catch the ball and throw the ball - name how many sounds”

The presenter, throwing the ball, pronounces the word. The child who catches the ball determines the sequence of sounds in the word and names their number.

(MAK – 3)

“If I meet a word on the road, I’ll break it into syllables”

The presenter throws the ball to the children, calling out one-syllable, two-syllable and three-syllable words. The child who catches the ball determines the number of syllables, names them and throws the ball back.

(car - MA-SHI-NA, 3 syllables)

“Change this word, change it - lengthen it”

The presenter throws the ball to the child, calling the word. The child who catches the ball throws it back, extending it.

(ball - ball)

“Magic Basket”

Children sit in a circle. The teacher, holding a basket in his hands, suggests putting into the basket what can be found in the forest, or in the garden, or in the air, or in the sea, or in the garden; something that flies, or something that crawls, etc.

(theater - curtain, poster, stage, actor, rehearsal, intermission)

“Tasty words”

Children sit in a circle, the teacher extends a palm with an imaginary candy, for example, to the first child and, calling him by name, offers a treat. The child thanks and “eats”

.
Then he puts it on his palm and treats his neighbor to something tasty. He thanks, “eats”
and treats the third child, etc.

“Write a proposal”

Children are divided into several teams and receive 2-3 cards with images of various objects, specially selected from board games like “lotto”

. After some time, each team pronounces the composed sentence.

“Write a fairy tale”

The teacher says the first sentence, for example, “Once upon a time there was a little bunny...”

, the children take turns continuing the story, adding their own sentence.

"Question answer"

Presenter (first adult, then child)

pronounces a line and throws the ball to the selected partner, who must, after catching the ball, answer his question. Having completed the task, the child, in turn, throws the ball after his response to another partner, etc.

"My fairytale"

A group of children is asked to draw cards depicting different characters from a famous fairy tale. Every child should tell a fairy tale on behalf of his hero

“Similar ponytail”

Children are divided into groups (2 - 3, each of them is given a word to which they need to find a rhyme - words with similar “tails”

.

(cheesecake - frog, pillow, old lady, cuckoo)

Class notes

Topic: Professions.

Goals: to form concepts and names of professions, to teach how to form the names of professions from actions and objects.

Progress of the lesson

I. Organizational moment.

The experimenter demonstrates toy tools and invites those children to sit down who name what they do with these objects.

II. Main part.

1. Proverbs are read to children:

You can't take a fish out of a pond without difficulty. A small deed is better than a big idleness. After reading the proverbs, the experimenter and the children discuss each proverb.

2. Poems are read to children.

Librarian

This is a home for different books, They have been waiting for you for a long time. Come closer quickly, take a look at the books. There is order here, like in a pharmacy, the shelves are lined up in a row. There is a librarian next to them, He is always happy to see us.

Doctor

If your cheeks are on fire, suddenly stronger than the red calf, If you have a cough, everyone calls a doctor immediately.

Writer

We are all friends with books, Each of us is a reader. And of course, they should know what their writer writes.

Salesman

In the store, at the market And in the buffet, finally, Everywhere we go, We are greeted by a seller.

Shoemaker

With a hammer, knock-knock-knock! All day long, listening to this knock, the shoemaker surprises everyone with the skill of his skillful hands.

After each poem read, the experimenter explains to the children about each profession.

Pictures depicting people and their actions are hung on the board; the experimenter first explains the meaning of professions, then asks each child “Who does what?” not just from pictures.

4. Dynamic pause.

We stomp our feet, we clap our hands, we nod our heads. We raise our hands, We lower our hands, We spin around later.

5. Game “Correct the mistake”

Children are read about incorrect actions in professions that they must correct:

A construction worker flies an airplane, a fireman treats people, a seamstress paints a house, a hairdresser washes clothes, a postman delivers mail, a janitor cooks dinner.

III. Bottom line.

1. Test task, each child must choose the correct answer.

Who keeps order in the library? (policeman, builder, librarian), Who do we call when we get sick? (doctor, teacher, firemen), Who writes books? (musician, writer, shoemaker), Where is the cook while working? (at the TV, at the stove, on the sofa) What does a tailor do? (teaches children, treats people, sews clothes) What does a salesperson do at work? (sleeps, sews, sells) What does the shoemaker repair? (furniture, shoes, clothes), What does a builder do? (builds, flies, teaches), What does the teacher do? (heals, teaches, plays), Where does the teacher teach children? (in a museum, at a zoo, at school).

2. The experimenter lists the names of professions and asks the children to name them in one word - “Professions”.

Topic: Agreement of an adjective with a noun in gender, number and case.

Goals: to teach children to agree adjectives with nouns in gender, number and case; select nouns for adjectives in accordance with gender and number; based on a given generalization, find and correct errors in agreement.

Progress of the lesson

I. Organizational moment.

The experimenter demonstrates the object and invites those children to sit down who can name the signs of this object.

II. Main part.

1. Game “Collect a picture” (using constructive activities)

Children are offered cut-out pictures. It is necessary to collect them and name what they got, highlighting the endings of the words. For example, I have red tomatoes (yellow dresses, blue cups, etc.). Next, the experimenter asks each child how he would say if he had one object. What has changed in the words?

2. Game "Shop"

The experimenter, who is the seller in this game, has various objects and things “on the store counter”. Children as buyers. In order to purchase an object or thing, it is necessary to describe it. For example, please give me a red dress with blue bows; green saucers with yellow flowers, etc. The experimenter focuses the children's attention on the endings they pronounce.

3. Dynamic pause. Game “What object is this?” (with a ball)

Children stand in a semicircle. The experimenter names the sign and throws the ball to each of the children. The child who catches the ball names an object that has this feature and returns the ball. For example, long - rope, skirt, thread; long – train, day, knife, etc.

4. Game “Wildflowers” ​​(using creative activities).

Children are given colored pencils and outline drawings of flowers. Experimenter: “Early in the morning the children went out into the field. They look - the field seems to be covered with a carpet. And the carpet is alive! And all kinds of colors are there: white, blue, red, and yellow! (Children look at the flowers and name them.) The artist painted the flowers that bloomed in that field, but the problem is: he forgot to color them! Let's color them ourselves. What is the name of this flower? (Shows the bell.) What pencil will you use to color it? Why? Etc.

After analysis, the children trace and color the flowers, and then, looking at their drawings, answer the questions: What pencil did they use to color the flowers? Why? The experimenter focuses the children's attention on the endings they pronounce.

5. Game “Find the mistake”

Children are asked to listen to the sentences, find the mistake, correct it, and repeat the sentence correctly.

There is a large book on the table. Masha read a short story. The teacher told an interesting story. A yellow sun is shining in the sky. Anya put on a red dress. There are red apples on the plates. Masha colored the leaves with a green pencil. Etc.

6. Game “What’s missing?”

The experimenter has 6 objects on the table: a blue cube, a green ball, a red ribbon, a gray cat, a yellow bucket, a white saucer. The experimenter first asks to name all the objects. Then the children close their eyes and the experimenter removes one or two objects. Next, the children open their eyes and answer the question: What’s missing from the table?

III. Bottom line

The lesson is summed up and the children’s activities are assessed.

Topic: Dishes.

Goal: consolidate the names of kitchen utensils; teach how to form complex words for the names of dishes.

Progress of the lesson.

I. Organizational moment.

The experimenter demonstrates a piece of utensils and invites those children to sit down who can name its feature.

II. Main part.

1. Pictures of objects depicting dishes are hung on the board, the experimenter talks about each object, what it is for, what they eat and drink from it, and what they eat. Then each item is pronounced together with the children.

2. Game “Set the table.”

A toy set of dishes, toy and real products are laid out on the table. The experimenter, together with the children, places food in dishes and comments on their actions, highlighting word-forming affixes with their voice.

3. Dynamic pause.

Wash the cup, wash the mug - circular movements, alternately with the left and right hands. We put it high to dry - we stretch it up. Oh! A mug fell from the shelf - head tilted left and right. We will collect the fragments - we will sweep the fragments into a dustpan.

4. Game exercise “Cookware Store”.

There are dishes on the table, and each child has a picture of the product. The experimenter explains to the children that each product must be stored in a certain container, and therefore they need to pick up the dishes in the store, but if the item is named incorrectly, the seller will not understand and will not sell the desired item. Each child must choose a piece of utensils for their product with the comment: “I have sugar, and I will buy a sugar bowl,” etc.

5. Game exercise “Donkey visiting a bear cub.”

The children are told that the bear cub invited the donkey to visit, but does not know how to properly arrange the food and needs help. Children must arrange the products correctly and explain their choice: “Sugar should be put in the sugar bowl, sweets in the candy bowl,” etc.

III. Bottom line.

The lesson is summarized. Children's activities are assessed.

Speech “Game techniques for the development of speech creativity of preschool children”

Game techniques for the development of speech creativity in preschool children

Message from work experience. Teacher Kravchenko G.P.

Recently, there has been a tendency that adults

began to pay less attention to the development of children’s own speech. IN

As a result, the speech of older preschoolers is characterized by poor vocabulary

stock, weak expressiveness, poor diction. For the development of speech

creativity of children, it is necessary to work to increase the levels of speech

communication, coherent speech, vocabulary, grammatical structure of speech, the sound side of speech, practical awareness of the elements of language.

The creative development of a child is possible only with positive motivation. The most powerful motive for a child is play. It is the game that makes the process of completing tasks and solving problem situations interesting, exciting, and stimulating a creative approach. In our work with children on the development of speech creativity, we use

the following techniques.

First of all, these are verbal game exercises.

Verbal exercises can be carried out at various points in the pedagogical process. They can be used as part of a lesson, in entertainment, in free activities, on a walk, etc. Exercises “Pick a sign”, “Which one?” Which? Which? What?”, “What can we say autumn (autumn, autumn)?” They are taught to agree adjectives with nouns in a certain gender and number. To activate verbs in speech, we carry out exercises: “Who can name more actions?”, “Where, what can you do?”, synonyms “Say it differently,” antonyms “Say the opposite,” “Find the opposite word.” In order to teach how to correctly compose sentences, we use the following exercises: “Think of it yourself”, “Complete the sentence”, “I’ll start, and you finish”

We use the games “Guess it”, “Tell it”, “Find out by description” - they teach the description and comparison of objects, phenomena, events, etc.

To enrich children’s speech with epithets and comparisons, we often suggest answering questions like: “Is it as fluffy as what?” Children answer: “Like a cat, a bunny, a fox, snow, a fur coat, a hat, a scarf, fluff.” To the question: “As cheerful as...?” The answers were as follows: “Like a clown, like the boy Vova, like a photograph, like a fireworks display, like a rainbow, like a bunny, like the sun, like a cloud, like a family, like a mommy, like a monkey.”

Conversation games.

They are based on communication. Such a game makes demands on the activation of emotional and mental processes. It develops the ability to listen to questions and answers, focus on the content, supplement what is said, and express judgments. Cognitive material for this type of games should be given in an optimal volume, be accessible and understandable in order to arouse the interest of children. Cognitive material is determined by the lexical topic and the content of the game. The game, in turn, must correspond to the mental capabilities of children. A prerequisite is to conduct games after observations, examination, comparisons, and ethical conversations. The child must accurately represent the subject in question. “Imagine that you are a snowflake”, “If I were a spider”, “I am an autumn leaf”, “Do you know yourself?”, “I am a frog - Princess”.

Children are interested in games in which fairy tale characters act.

. Fairy-tale characters especially arouse interest and creative activity in children. To the question: “What Baba Yaga?” children answer with pleasure: “Scary, bone leg, long-nosed, forest, cunning, witch, cheerful.” It is interesting that children select adjectives that indicate different characteristics of the hero: character and behavior, place of residence.

Game "Telephone"

is carried out with the aim of strengthening the ability to identify the structural parts of a story or fairy tale and combine them into a single whole. Over the phone, the participants in the game will tell each other fairy tales. While telling a story, you can stop at any place and invite your interlocutor to continue. The teacher monitors the correctness of the retelling. If someone makes a mistake, the phone “breaks.” The game can be continued only when the children find out and eliminate the cause of the “breakdown”. Any number of children can take part in the game.

Games “Remember the nickname”, “Say the opposite” and “Name it beautifully”

help children comprehend the beauty and expressiveness of Russian speech, enrich their vocabulary. In the game “Remember the nickname”, the children remember what nicknames are given to animals in fairy tales (fox - sister, fox - red beauty, wolf - wolf - gray tail, bunny - runaway, bunny - coward). In the game “Name It Beautiful,” preschoolers select synonyms for the characteristics of fairy tale heroes (in the fairy tale “Zayushkina’s Hut,” the bunny is a coward, pathetic, weak; the fox is cunning, a deceiver, a cheat; the rooster is brave, daring). The game “Say the opposite” reinforces knowledge about antonyms, teaches you to concentrate (cowardly bunny - brave rooster, evil Koschey the Immortal - kind Ivan Tsarevich, hardworking stepdaughter - lazy daughter).

In the game "Guess the Fairy Tale"

The plot is reproduced using toys. The child independently selects the necessary toys and shows a scene from any fairy tale familiar to him. All other children must guess the fairy tale and tell what it is about. Subsequently, the rules of the game become more complicated. The child must come up with his own fairy tale or story and show scenes using toys.

Didactic content of the guessing game

lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action. The game task is contained in the title itself: “What would happen if all the fairy-tale heroes began to live next to us?”, “Which of the fairy-tale heroes would you choose as your friend?”, “What would I do if...”, “Which of the fairy-tale heroes would you choose?” book heroes I would like to be and why?” and etc.

Phone games

“Calling a Doctor”, “Calling Mom at Work”, “Bureau of Good Offices” teach how to conduct a dialogue over the phone.

In our work on the development of speech creativity, we also use games with ready-made texts “I was born a gardener”, “Colors”, “Smeshinki”, etc. They encourage children to make contacts, are a motive for communicative activities, help to master a variety of initiative and response remarks, adhere to the implementation of the basic rules of dialogue. Didactic games that involve dialogic interaction, but do not contain ready-made remarks: “Who will confuse whom,” “Assignment,” “Alike - not alike,” encourage children to independently construct dialogic remarks.

Strengthening the ability to ask and answer questions is carried out in the games “Yes and No”, “Questions with a Hint”, “Forbidden Words”, “Tournament of Experts”. Participation in them requires from preschoolers an effort of thought, memory, activation of knowledge about objects, nature, etc.

For example, in the game

“Yes and no” children ask a chain of questions so that, receiving only “yes” and “no” in response, they can guess what is hidden in the magic chest. The accuracy of the questions depends on the clarity of the child’s understanding of the characteristics of objects or living beings, etc.

All our work is aimed at solving one of the most important tasks of speech development - trying to teach children to express their thoughts coherently, competently and consistently. Teach the ability to talk about what is happening around using a variety of speech means. All this is very important for the formation of personal qualities, and in the future for successful learning at school, positive communication with peers and adults.

We kindergarten teachers need to organize speech this way.

the child’s activity so that it is playful and entertaining in nature, because only in this way can the child develop the ability to accurately and figuratively express his thoughts and feelings in the spoken word. Then the result of the work will in the near future be the correct, stylistically and emotionally rich, beautiful speech of the child.