Didactic games (verbal) for children 5-6 years old

Didactic games (verbal) for older preschoolers
Author : Pashkova Larisa Aleksandrovna, teacher of speech therapy group, MBDOU "Shegarsky kindergarten No. 1 of a combined type" Games can be used in the learning process, in educational work.
This material is recommended for teachers of various types of institutions, including additional education, educators, and teachers. The games are intended for older children. Games were used in the form of separate activities, games and exercises. Game "Carpenter"

Target. We develop children's imagination and verbal creativity; We teach what tools a carpenter uses when working. Description of the game. The presenter asks the children riddles on a given topic. For quick and correct answers, players are given chips. And at the end of the game, when counting, the most savvy one receives a prize. He bows, he bows, When he comes home he will stretch out. (Axe) A toothy animal gnaws an oak tree with a whistle. (Saw) The fat one will beat the thin one, the thin one will beat something. (Hammer and nail) Wooden river, Wooden boat, And above the boat Wooden smoke flows. (Plane)

Game "Fun Olympics"

Target. We teach children to solve riddles, strengthen speech skills - evidence, develop speech skills - description. Description of the game. Children are divided into two teams. Each team comes up with a name for itself. Teams compete to solve riddles about sports. Players must correctly guess the riddle and prove the answer if they can beat it. For each correct answer, the team receives an Olympic ring (hoop). The first team to collect 5 rings is declared the winner. Small in stature, but brave, he galloped away from me. (Ball) A white goose is swimming - The belly is wooden, The wing is linen. (Yacht) The river is flowing - we are lying, Ice on the river - we are running. (Skates) Wooden horses gallop in the snow, but don’t fall into the snow. (Skis) When spring takes its toll, And the streams run ringing, I jump over it, And she jumps over me. (Jump rope) Legs are moving along the road And two wheels are running. The riddle has an answer: This is my... (Bicycle)

Game "Sounds Mixed Up"

Target. Preparing children for sound analysis; We develop auditory and visual memory. Description of the game. The presenter reads funny poems, deliberately making mistakes in the words. The child names the word correctly and says what sounds the pairs of words differ in. I found a plum... blouse, Fenya put on... a bone. Ripened on the tree... a caftan, In winter I put on... a chestnut. The count sat on a tree, and the rook lives in a beautiful house. The children grew green in the park, and the branches went out for a walk. Cats fly in the forest in the summer, hunt mice... midges. The pussy has clawed... slippers, Vika has brand new... paws. I have a long way to go... stump, I'd rather sit on... laziness.

Game "Additions"

Target. Develops children's speech creativity. Description of the game. The presenter reads poetry without the last word. Children must quickly find the right word. For each correct answer, the child receives a chip. The winner will be the one with the most chips. From the sky all the fluffs glide - Silvery... (snowflakes) Architects are creators Build wonderful... (palaces) Once upon a time there was a cheerful gnome. He built in the forest... (house) In this house, you trust me, Locked securely... (door) The crust of snow has hardened, Ours will be slippery... (slide) The baby has a rattle Very noisy... (toy) Our children know: Hide and seek is the best … (a game)!

We recommend watching:

Didactic games with sand for children 3-4-5 years old

Didactic game for preschoolers 5-6 years old “Find the differences” Didactic game for children of the older group. Types of work Didactic game on cognitive development for children 6-7 years old

Verbal didactic games in working with preschoolers

Verbal didactic games are a comprehensive method of teaching preschoolers, which includes independently constructed play activities and teaching the basics of role-playing games.

Since play is the leading activity of a preschool child, the choice of this method for the development of the child is more than justified. Verbal didactic games are divided into activity games and autodidactic games. The essence of the first type is that when using this method, the main role belongs to the teacher, he directs children to find solutions to cognitive problems, uses a variety of techniques and methods, increasing children’s interest in the lesson, creates a game situation with a problem, the way out of which is found by the preschoolers themselves. . In this way, the teacher not only conveys certain knowledge to the child, but also teaches children how to play.

One of the teacher’s tasks is to create conditions so that children can transfer the knowledge acquired in class into independent games. Didactic games as a form of teaching children

Verbal didactic games, used as a form of teaching children, include two components: educational and entertaining. During the lesson, the teacher is both a mentor and a full-fledged participant in the game; he, like the children, is included in the game process. To deepen and consolidate the knowledge of preschoolers, the teacher asks leading questions, makes riddles, stimulates the cognitive activity of children, and directs children to find a solution to get out of the created situation.

Both educators and speech therapists use verbal didactic games for speech development in their classes. With their help, the child’s vocabulary is activated, cognitive skills, abilities to compare and analyze are developed. The result of the work is that children are able to independently arrange sequential pictures in order, understanding cause-and-effect relationships, compose a story based on plot pictures, and retell events from their lives using complex sentences.

Verbal didactic games:

- games - travel (they are designed to enhance the impression, give cognitive content, draw children's attention to what exists nearby, but they do not notice it)

- games - instructions (“Put cubes of this color into a basket”, “Take round objects out of a bag” Encourage children to comprehend the next action, which requires the ability to compare knowledge with circumstances or proposed conditions, establish causal relationships, and active imagination.

- games - riddles (develop the ability to analyze)

- games - conversations (the basis is communication between the teacher and children, children among themselves, which appears as play-based learning and play activities).

Didactic games should develop curiosity, the ability to independently solve mental problems, and contribute to the creation of persistent gaming groups united by common interests, mutual sympathy, and camaraderie.

The didactic game has its own structure, which includes several components. Let's look at these components:

1. The learning task is the main element of the didactic game, to which all the others are subordinated. For children, the learning task is formulated as a game task. Thus, the game task reveals the “program” of game actions. In addition, with its help, the desire to fulfill them is stimulated. The game task is often included in the name of the game: “Guess by the description”, “Say the opposite”, etc.

2. Play actions are ways of showing the child’s activity for play purposes: put your hand in the “wonderful bag”, feel for a toy, describe it; see and name the changes that have occurred with the toys placed on the table; choose outfits and household items for the doll, decorated with geometric patterns. Play activities vary depending on the age and developmental level of children. But there is one pedagogical rule that a teacher must always follow when organizing a didactic game: its developmental effect directly depends on how diverse and meaningful the game actions performed by the child are. If the teacher, conducting a didactic game, acts on his own, and the children only observe and sometimes say something, its educational value disappears.

3. Rules – ensure the implementation of game content. They make the game democratic: all participants in the game obey them. Even within the same didactic game, the rules differ. Some guide the behavior and cognitive activity of children. They determine the nature and conditions for performing game actions, establish their sequence, sometimes the order, and regulate the relationships between the players. Other rules limit the amount of motor activity of the child, send it in a different direction, thereby complicating the solution of the learning task. Some games have rules that prohibit certain actions and provide punishment. Prohibitory rules strengthen the child’s control over his behavior, which increases the latter’s arbitrariness.

There is a close connection between the learning task, game actions and rules. The learning task determines the game actions, and the rules help to carry out the game actions and solve the problem.

If after the game the students’ knowledge, skills and abilities do not grow, this means that the game is not effective and the results of its implementation are negative, then we need to look for the reasons for the negative consequences. there can be two of them:

1) the quality of the game itself is low and does not meet the requirements.

2) the method of playing the game is incorrect.

In the process of didactic games, children learn in practice to independently apply the knowledge gained in class about the environment in new, playful conditions.

With children of primary preschool age, a game “find out who lives in the house” is selected and played for the lesson on getting to know pets. This game can be played on the day of class (in the afternoon) or the next day. It depends on the availability of time and the development of the children. The didactic task of this game is to consolidate the names of animals, and later the task can be complicated - to offer to recognize not only the animal, but also the cubs of this animal. The game action is structured in such a way that children can recognize the animal by the sounds of its voice.

In the middle group, you can conduct a lesson with the task of “teaching children to describe an object based on its main features.” In the second part of the lesson, it is advisable to conduct a didactic game “wonderful bag”. The content of the game is familiarization with objects. The didactic task in this game is to consolidate the children’s ideas about the material from which this or that toy is made.

Simultaneously with the implementation of the main didactic task, children develop their sense of touch, attention, and the ability to apply the knowledge they received during this lesson in play. This game promotes the development of speech and thinking. The game action is to take the toy out of the beautiful “wonderful bag” by touch. Rules of the game - the child must take out only one toy that he liked by touch, after taking it out, name it, say what it is made of, and tell what he knows about it. The same game can be played again, but with more difficulty. So, for example, take a rubber or plastic toy out of a bag, and then, when all the toys are taken out, children group them according to the material from which the toys are made and play with them. Verbal games that require a lot of attention and mental effort are widely used with children of senior preschool age. During classes, the teacher introduces children to where and how collective farmers grow wheat, oats and other crops. In the second part of the lesson, a “don’t make a mistake” d/i can be conducted. The game can also use the knowledge acquired by children earlier when getting acquainted with the vegetable garden. Children sit in a circle. The teacher throws a ball to one of them and says: “garden.” The person who catches the ball must name the vegetable that grows in the garden. This kindergarten has several tasks: consolidating and clarifying knowledge of where and what grows, cultivating attention, restraint, and a quick mental reaction to a word.

In the preparatory group, after direct feeding to children, knowledge in the classroom about vegetables and fruits, bakery products, school supplies, etc. a d/i “shop” or “self-service store” can be planned and carried out with the didactic task of fixing the names of school supplies or vegetables and fruits, as well as other items sold in a particular store. At the same time, in this game, children consolidate their knowledge of counting, they develop speech, thinking, and camaraderie. The preschool period of speech development is characterized by practical methods: the imitation method, the conversation (conversation) method, the retelling method, the storytelling (composition) method. The techniques by which the simulation method is implemented can be:

- observation of a real object while becoming familiar with the surroundings

- games; during games, the child’s speech is enriched not only with new vocabulary, but also with word forms that are new to him.

- reliance on a verbal model: children repeat the phrase spoken by the teacher.

A more complex (for a child) method of teaching speech is the conversation method (questions and answers), the conversation method. The conversation method is that the teacher asks and the teacher answers.

Reliance on real objects or pictures can be organized if there is appropriate handout material: each child should receive a set of pictures.

The conversation method is difficult to implement using the same techniques as the imitation method (the technique of observing real objects, relying on a picture, a verbal sample), as well as techniques for posing various questions - tasks.

Retelling method. The methodology has developed several retelling techniques used to introduce children to fiction, for example, playing favorite characters, dramatizing fairy tales, short stories, etc.

Composition (storytelling) methods

This method provides preschoolers with speech independence

"Come up with a riddle"

Didactic games for children 4-6 years old - “Come up with a riddle”

Purpose of the game: development of speech and communication abilities of a preschool child.

Objectives: develop memory, attention; improve coherent speech; activate the dictionary.

Game equipment: cards with images of objects.

Progress of the game:

The game turns out to be very exciting. 3-10 people can take part in it. You can come up with riddles at home, together with one child.

Children sit on a rug, sofa or chairs. The first of them approaches the adult and receives a card. The baby shouldn't show it to anyone. He stands in front of the other players and describes the object depicted on the card. However, he should not name it.

For example:

doll - a toy, beautiful, with a bow, in a dress, for girls, etc.;

ball - round, rubber, played on the street, etc.;

wolf - predatory, angry, gray, lives in the forest or zoo.

Children must guess and name the object being described.

"Associations"

Purpose of the game: activation of vocabulary.

Objectives: develop logical thinking; improve coherent speech; activate the dictionary.

Game equipment: Ball, skittles, flag, soft toy of your choice.

Progress of the game:

If there are two participants (an adult and a child), they stand opposite each other. If there are more of them, they stand in a circle. The first participant holds a soft toy (ball, flag, skittle, etc.) in his hands. He hands it to his neighbor and says the word. The neighbor must name another one that is in some way connected with the previous one. And so on.

For example:

autumn – rain – cloudy – cold – wet;

game - fun - dolls - cars - friends;

kindergarten – teacher – nanny – quiet time – walk.

Game "Seasons"

An adult reads a text about the seasons of the year. The child guesses which one we are talking about.

Goal: activate the dictionary

Objectives: develop memory, attention; expand vocabulary, develop interest in games.

"Guess by the description"

An adult places six different objects on the table. Then he describes one of them. Based on the description, the child determines which object the adult described. Repeat the game until the adult describes all the objects.

Objectives: develop attention, memory; activate the child’s vocabulary; to develop interest in verbal didactic games.

Guess what

Goal: activation of vocabulary

Objectives: to develop children’s ability to solve riddles, to correlate a verbal image with the image in the picture; clarify children's knowledge about berries.

Materials: pictures for each child with images of berries. Book of riddles.

Progress of the game: on the table in front of each child there are pictures of the answer. The teacher makes a riddle, the children look for and pick up the answer picture.

Edible - inedible.

Goal: to consolidate knowledge about edible and inedible mushrooms.

Objectives: develop memory, attention; Expand words knowledge; develop interest in word games.

Materials: basket, object pictures with images of edible and inedible mushrooms.

Progress of the game: on the table in front of each child there are pictures of the answer. The teacher makes a riddle about mushrooms, the children look for and put a picture of the answer to an edible mushroom in baskets.

Verbal didactic games are a type of didactic games aimed at developing children's speech, as well as mental education. These games use both words and all kinds of actions. Kids learn to describe various objects, recognize them from descriptions, and identify common and distinctive characteristics.

Didactic word games have the following goals:

Consolidation of knowledge;
Clarification and expansion of information about the world;
Formation of cognitive interests;
Development of mental processes;
Effective development of thinking and observation in children.

Barchan, T. A. Balloons. Didactic games from 2 to 5 years. - M.: Karapuz, 2011. - 128 p.
Berlova, A. Games with fairy tales. I listen and reason. For children of middle and senior preschool age. In 2 books. Book 1/. - M.: Ventana-Graf, 2016. - 2292 p.
Volochaeva, I. A. Geometric city. Didactic game. Issue 3. - M.: Detstvo-Press, 2011. - 2050 p.
Gerbova, V.V. Speech development classes for children aged 4 - 6 years (older mixed age group). - M.: Education, 2015. - 207 p.
Davidchuk, A. N. Didactic game - a means of development for preschoolers aged 3-7 years. Toolkit. - M.: Sfera, 2013. - 176 p.
Derkunskaya, V. A. Gaming techniques and communication games for children of senior preschool age. Educational manual / V.A. Derkunskaya, A.G. Ryndina. - M.: Center for Pedagogical Education, 2012. - 112 p.
We play, develop, grow. Didactic games for preschool children. - M.: Detstvo-Press, 2010. - 368 p.
Lykova, I. A. Didactic games and activities. Integration of artistic and cognitive activities of preschoolers / I.A. Lykova. - M.: Sfera, Karapuz, 2009. - 160 p.

“Verbal games for children 6-7 years old” card index for speech development (preparatory group) on the topic

Word games 6 – 7 years old A.K. Bondarenko Word games 6 – 7 years old A.K. Bondarenko

"Answer quickly"

Purpose of the game. Strengthen children's ability to classify objects (by color, shape, quality), teach them to think quickly and answer.

Progress of the game.

The teacher, holding a ball in his hands, stands in a circle with the children and explains the rules of the game: “Now I will name a color and throw the ball to one of you. The one who catches the ball must name an object of this color, then he himself names any color and throws the ball to the next one. He also catches the ball, names the object, his color, etc.

“Green,” says the teacher (takes a short pause, giving the children the opportunity to remember green objects) and throws the ball to Valya. “Leaf,” answers Valya and, saying “blue,” throws the ball to Vita. “The sky,” Vitya answers and says “yellow,” throwing the ball to the next one. The same color can be repeated several times, since there are many objects of the same color.

The main feature for classification may not be the color, but the quality of the item. The beginner says, for example: “Wooden,” and throws the ball. "Table", -

The child who caught the ball answers and offers his word: “Stone.” “House,” answers the next player and says: “Steel.” - "Spoon". Etc.

Next time, the main feature is the form. The teacher says the word “round” and throws the ball to anyone playing. “Sun,” he replies and names another shape, for example “square,” throwing the ball to the next player. He names a square-shaped object (window, book, scarf) and suggests some form. The same shape can be repeated several times, since many objects have the same shape.

When repeated, the game can be complicated by offering to name not one, but two or more objects.

“Who can name more actions?”

Purpose of the game. Teach children to relate people’s actions to their profession, activate their vocabulary, and develop the ability to think quickly.

Progress of the game.

Before the game, the teacher conducts a short conversation, clarifying the children’s understanding of the words “profession” and “actions”: “Children, I work as a teacher in a kindergarten. This is my profession. Tolina’s mother treats the sick. Her profession is called "doctor". What do you think is the profession of Antonina Vasilievna, who cooks dinner for us? (Children answer: “Cook.”) Name what professions you know. (Children call: “Driver, teacher, shoemaker, pilot, etc.”) Every person, having a profession, works and performs some actions. What does a cook do? (Children answer: “Cooks, bakes, fries, grinds meat, peels vegetables, etc.”) Now we will play with you the game “Who can name the most actions?” I will name a profession, and you will remember all the actions of a person in this profession.”

The teacher says the word “doctor”. The children answer: “Examines patients, listens, treats, gives medicine, gives injections, operations.” “Tailor” - bastes, cuts, flogs, irons, tries on, sews, etc.

The teacher names professions familiar to the children: janitor, nanny, laundress, driver, etc. Children remember what people in these professions do.

Whoever names the most actions is considered the winner.

"Not really"

Purpose of the game. Teach children to think, pose questions logically, and make correct conclusions.

Progress of the game.

Option 1. The teacher tells the children the rules of the game and explains the name. “Why is this game called that? Because you and I can only answer the driver’s questions with the words “yes” or “no.” The driver will go out the door, and we will agree on what object in our room we will wish for him. He will come and ask us where the item is, what it is, and what it is needed for. We will answer him with only two words. First, I will be the driver. When I leave the room, Vova will tell you what object he proposes to wish for. Then you will call me.

The teacher leaves, then enters the room and asks: “Is this object on the floor?” - "No". “On the wall?” - “No.” "On the ceiling?" - "Yes". "Glass? Does it look like a pear?” - "Yes". "Bulb?" - "Yes".

Taking on the role of the first leader, the teacher teaches children to ask questions logically. He explains: “Children, did you notice how I asked? First I found out where the object was, and then I found out what it was. Try to guess the same.”

This game teaches children to think logically: if an object is not on the floor, then it can be on the wall or ceiling. Children do not immediately draw the right conclusions. It happens like this: having learned that this object is not on the floor, the child continues to ask: “Table?”, “Chair?” In such cases, the teacher helps the child come to the correct conclusion: “Ira, we told you that the object is not on the floor. Where is the chair, the table?” - "On the floor". “Should I have named them?” - "No". “You found out that the object is on the wall. Look at the objects on the wall and guess what we wished for,” the teacher suggests. “Is it square?” - “Yes.” “Framed?” - "Yes". “Does it have flowers on it?” - "Yes". "Painting?" - "Yes".

Option 2. It is better to offer a more complex option. The teacher makes a guess for an object that is located outside the room: “Children, there are a lot of objects, and it will be difficult to guess if you don’t know whether it is on earth or in the sky, in the house or on the street, whether it is an animal or a plant.”

If children have played this game several times, they quickly begin to select questions and guess the intended object. For example, the children wished for the sun. Misha the guesser asks the following questions: “In the house? On the street? In the garden? In the forest? On the ground? In the sky?" Upon learning that the object is in the sky, 011 asks the following questions: “Air? Clouds? Snow? Sparrows? Rocket? Airplane? Sun?"

Based on his questions, one can trace the course of logical thinking: having learned that an object is in the sky, he names only those objects that can be there.

“Who will notice more fables?”

Purpose of the game. Teach children to notice fables, illogical situations, and explain them; develop the ability to distinguish the real from the imagined.

Progress of the game.

Children sit down so that they can put chips on the table. The teacher explains the rules of the game: “Children, now I will read you Korney Chukovsky’s poem “Confusion”1. There will be many fables in it. Try to notice and remember them. Whoever notices a fable by placing a chip will notice another fable - put a second chip next to it, etc. Whoever notices more fables will win. You can put down the chip only when you yourself have noticed the fable.”

First, a small part of this poem is read. The poem is read slowly, expressively, places with fables are emphasized. After reading, the teacher asks the children why the poem is called “Confusion.” Then the one who put aside fewer chips is asked to name the fables he noticed. Children who have more chips name those fables that the first responder did not notice. You cannot repeat what has been said. If the child has placed more chips than fables in the poem, the teacher tells him that he did not follow the rules of the game and asks him to be more attentive next time. Then the next part of the poem is read. It is necessary to ensure that children do not get tired, since the game requires a lot of mental effort. Having noticed from the children’s behavior that they are tired, the teacher must stop playing. At the end of the game, you should praise those children who noticed more fables and explained them correctly.

“What does anyone need?”

Purpose of the game. Exercise children in the classification of objects, the ability to name objects necessary for people of a certain profession.

Progress of the game.

The teacher reminds the children of the game “Who can name the most actions?” He says: “In this game you named what actions a person of a particular profession performs. And today we will remember what people of different professions need to work. I will call the person by profession, and you will tell me what he needs for his job.” "Shoemaker!" - says the teacher. “Nails, a hammer, leather, boots, boots, a car, a paw,” the children answer.

The teacher names professions familiar to the children of this group: doctor, nurse, teacher, nanny, janitor, driver, pilot, cook, etc.

If children do not lose interest in the game, you can offer the opposite option. The teacher names objects for the work of people of a certain profession, and the children name the profession.

“He reads, talks, teaches how to draw, sculpt, dances and sings, plays,” says the teacher and throws the ball to one of the players. “Teacher,” he answers and throws the ball to her.

In this game, as in other games where the rules provide for the ability to respond quickly, it is necessary to remember the individual characteristics of children. There are slow children. They need to be taught to think faster, but this should be done carefully. It is better to call such a child to answer first, since at the beginning of the game there is a large selection of words. The teacher encourages the child with the words: “Vitya quickly found the right word. Well done!" It is the speed of response that is emphasized.

"Hunter"

Purpose of the game. Exercise children in the ability to classify and name animals, fish, birds, etc.

Progress of the game.

Somewhere in a free space at one end of the yard or area there is a group of people playing. This is home. At a distance of several steps from the house - the farther the better - some kind of mark is placed and a line is drawn. This is a forest where different animals live. The hunter, one of the players, goes to this forest. Standing still, he says the following words: “I’m going into the forest to hunt, I will hunt for...” Here he takes a step forward and says: “... a hare”; takes the second step: “...by the bear”; takes the third step: “...like a wolf”; fourth step: “...fox”; fifth: “...a badger...”. With each step the hunter names an animal. You cannot name the same beast twice. You can’t name birds either, but if you play bird hunt, you only need to name birds.

The winner is the one who reaches the forest, naming a new animal with each step. The one who could not do this returns home, and the next one goes hunting. The unsuccessful hunter may be allowed to go hunting again. Perhaps this time the hunt will be successful.

Note. Based on the principle of this game, you can play the game “Fisherman”. The game is played the same way. The fisherman says: “I’ll go fishing and catch... pike, crucian carp, perch,” etc.

"Come up with a proposal"

Purpose of the game. To develop speech activity and quick thinking in children.

Progress of the game.

Children and teacher sit in a circle. The teacher explains the rules of the game: “Today we will come up with sentences. I will say a word, and you will quickly come up with a sentence with this word. For example, I will say the word “close” and give Misha a pebble. He will take a pebble and quickly answer: “I live close to the kindergarten.” Then he will say his word and pass the pebble to the person sitting next to him.” The word in a sentence must be used in the form in which the person guessing suggests it. So, in turn (in a circle), the pebble passes from one player to another. If children find it difficult to answer, the teacher helps them. This game is played after children have become familiar with the word and sentence.

"Say it differently"

Purpose of the game. Teach children to choose a synonym - a word that is close in meaning.

Progress of the game.

The teacher says that in this game the children will have to remember words that are similar in meaning to the word that he names.

“Big,” the teacher suggests. Children name words; “Huge, large, enormous, gigantic.”

“Beautiful” - “Pretty, good, beautiful, charming, wonderful.”

“Wet” - “Damp, damp.” Etc. When preparing for the game, the teacher selects words in advance that have a number of synonyms. It is better to write down these words so as not to remember them for a long time, since the game takes place at a fast pace.

The teacher can, by analogy with this game, develop other games, for example: he names some noun, and the children select suitable epithets for it. So, for the word “sea,” children select the epithets “calm, stormy, quiet, azure, menacing, stormy, beautiful, southern.” The child who remembers more words should be praised.

All these games can be played during a lesson in your native language (as part of the lesson).

"Choose a word"

Purpose of the game. To develop children's intelligence and the ability to select words that have the right meaning.

Progress of the game.

The teacher, addressing the children, asks them questions, for example: “Remember what you can sew.” Children's answers. “Dress, coat, sundress, shirt, boots, fur coat, etc.” “Darn?”—“Socks, stockings, mittens, scarf.” “Should I tie it?” - “Shoelaces, string, scarf, ties.” “Pull up?”—“Hat, scarf, hat, Panama hat, peakless cap, cap, Budenovka.” “Should I wear it?”—“Coat, dress, stockings, fur coat, raincoat, skirt, sundress, tights.”

The teacher names the words he has previously planned. Children give answers by choosing words that match their meaning.

"Make no mistake"

Purpose of the game. Develop quick thinking, consolidate children's knowledge of what they do at different times of the day.

Progress of the game.

The teacher conducts a conversation with the children, consolidating their knowledge about different parts of the day. Children remember what they do in the morning, afternoon, evening, and night. Then the teacher offers a game: “Children, now let’s play with you like this. I will name one word, part of the day, and you will remember what you are doing at that time. For example, I will say the word “morning”. What do you call it? Children remember: “We wake up, say hello, wash, brush our teeth, comb our hair,” etc. “That’s right,” says the teacher. - But during the game, only the one to whom I place the cube will answer, and only one action can be named (“I’m going to kindergarten” or “doing gymnastics” or “working out”); The person who calls passes the cube to another player. If someone does not remember and does not say anything, he must hit the cube on the table and pass it on. Then he is considered a loser. Be careful, don’t make a mistake!”

The teacher names different parts of the day, the children answer.

The same game can be played differently. The teacher names various actions of the children, and they must answer with only one word: day, morning, night, evening. For example, the teacher says: “I’m having breakfast,” and puts a cube to the player. He quickly answers: “In the morning.” Teacher: “I’m watching TV.” Children can name two words: “Day”, “Evening”.

"Kuzovok"

Purpose of the game. Develop auditory attention; activate vocabulary, thinking; develop intelligence.

Progress of the game.

The presenter shows the “box” and says: “This is a magic box, we will put all the words that end in “-OK” there, I’ll put a bag of apples in the box, and what will you put in the box?” Next, the “body” is passed around the circle and each player names a word ending in -ok; if the word is named correctly, the player takes a chip for himself. The one who collects the most chips wins.

“Only this letter.”

Purpose of the game: To consolidate children’s knowledge of letters and sounds; cultivate auditory attention and speed of reaction to words.

Progress of the game.

Everyone chooses one of the letters - A, B, C, D, D and so on. When everyone has their own letter, the teacher turns to one of the players and asks: “What is your letter?” - A. And for all the following questions, this player can select answers only to the letter “A”. You need to choose quickly, without hesitation.

The teacher asks: - What is your name? - Andrey. - What is your last name? - Azbukin. - Where did you come from? — From Arkhangelsk. - Where are you driving? - To Astrakhan. —What will you go there with? - By bus. - What grows there? - Watermelons. - And what else? - Apricots. — What kind of birds are there? - Storks. - What animals? - Argali. - Who will meet you at home? - Alyosha. - What will you bring him as a gift? — An album (or a diamond, or an aquarium, or an atlas, or anything else, but it must be A).

Then the teacher turns to another letter and asks it similar questions. -What is your letter?

It also happens that the one who must name all the words starting with the letter “A”, when asked: “What is your name?” - will say his own name: Sasha or Natasha, or will make a mistake in the name of the city, the country where he is going, or a tree, flower, bird. Then all the players stomp their feet or snap their fingers three times.

And when they hear the correct answer, they quickly clap their hands three times. Well, what should you do if a letter is wrong a second time? Then this letter is forced to do something: either jump around the table on one leg, or sit under the table and shout “crow” three times, or put a paper cap on its head and sit in this cap until the other one makes a mistake: then the cap put on that one. They play until all the letters answer.

Word games for children 6–7 years old, played with the whole family