Classes preparatory group lexical and grammatical exercises. Improving phonetic-phonemic functions and lexical-grammatical structure of speech in preschoolers in games and exercises. Lexico-grammatical games and tasks

"Mushrooms"

1. "One is many."

Mushroom - mushrooms - mushrooms (ceps, boletus, boletus, russula, trumpet, honey fungus, boletus; toadstool, fly agaric).

2. "Edible - inedible."

Boletus (what kind of mushroom?) – edible.

Fly agaric (what mushroom?) – inedible, etc.

3. "Check".

One russula – two russulas – five russulas.

One porcini mushroom – two porcini mushrooms – five porcini mushrooms, etc.

4. “Choose related words.” Selection of cognate words.

Mushroom – fungus, mushroom, mushroom picker, mycelium.

5. “Which one, which one?”

Mushroom soup – mushroom Ouch.

Mushroom dish - mushroom oh.

6. " Say the opposite." Drawing up a BSC with the union A.

The porcini mushroom is edible, but the toadstool is inedible.

Honey mushrooms have long legs, while honey mushrooms have short legs.

Boletus grows under birch trees, and boletus grows under aspens.

The boletus has a thick stem, while the russula has a thin stem.

7. “What is extra and why?” Classification of objects.

Honey mushrooms, butter mushrooms, fly agarics, russula; chanterelle, boletus, blackberry, boletus

8. “Questions to fill!” Developing the ability to answer questions in complete sentences.

There are three waves at the edge. What is more - edges or waves?

What are more in the forest - mushrooms or porcini mushrooms?

There are two russula and a toadstool standing in the clearing. What is more - caps or legs?

9. Write a descriptive story about mushrooms (optional), according to plan:

Where does it grow?

What is the appearance (size, color of the cap; length, thickness of the stem).

Edible or inedible mushroom?

What can you cook from it?

Lexical - grammar exercises on the topic

"Berries"

1.“Call me kindly.”

Berry - berry (strawberry, currant, gooseberry, watermelon, raspberry, blackberry, wild strawberry, blueberry, blueberry, cloudberry, lingonberry, cranberry).

2. "Check". Coordination of IS with ordinal numbers, counting to five.

First raspberry, second raspberry... etc.

3. "Forest - Garden".

Cloudberry is a wild berry.

Strawberry is a garden berry, etc.

4. “Correct the mistake.” Development of auditory attention, logical thinking.

Blueberries grow on a tree; currants grow in a swamp; Lingonberry is a garden berry.

5. “Pick up a sign.” Coordination of IP with IP.

Watermelon (what kind?) – large, juicy, sweet, tasty, aromatic, etc.

Cranberry (what kind?) - … .

6. “Name the juice and jam.” Formation of relative adjectives.

Currant juice (what kind?) - currants th

Currant jam (what kind?) - currants oh etc.

7. “What is extra and why?” Classification of objects.

Mandarin, blueberries, cranberries, cloudberries; lingonberries, strawberries, gooseberry, blueberry.

8. Write a descriptive story about berries (optional), according to plan:

Where does it grow?

What is its appearance (color, shape, size)?

What does it taste like?

Edible or inedible?

What can be prepared from it?

Lexical - grammar exercises on the topic

"Vegetables"

1. “Call me kindly.” Formation of IS with diminutive suffixes.

Cucumber - cucumber - cucumbers (tomato, potato, eggplant, pepper, pumpkin, radish, carrot, beetroot, onion, turnip, garlic, parsley, dill, cabbage, beans).

2. "One is many." Education plural IS in the genitive case.

Tomato - tomatoes - a lot of tomatoes, etc.

3. "Counting vegetables." Coordination of IS with numerals.

One pumpkin - two pumpkins - five pumpkins, etc.

4. “Pick up a sign.” Coordination of IP with IP.

Carrots (what?) – orange, crunchy, tasty, healthy, sweet, big, etc.

5. “Which one, which one, which one?” Formation of relative adjectives.

Tomato juice - tomato th etc.

Bed with cucumbers - cucumber and I etc.

Carrot puree – carrot oh etc. with the names of other vegetables.

6. "He she They". The use of present tense verbs in singular units. and many more number.

Growing - growing ut(ripens, turns green, ripens, blooms, turns red, plants, digs, hills, loosens, waters, cleans).

7. "What did you do? What did you do? What they were doing?". Use of verbs m.r., zh.r., sr.r. past tense.

Synopsis of a lexical and grammatical lesson on the topic “Autumn” based on the manual by V.M. Akimenko “Developmental lexical and grammatical classes”.

Target: acquiring skills in lexical and grammatical formatting of monologue statements using mind maps.

Tasks:

1. Development of verbal communication skills.

2. Activation of the dictionary on the topics “Autumn”.

3. Formation of the skill of constructing sentences and coherent monologue statements.

4. Development of self-control skills for constructing coherent statements.

5. Activation of mental processes (memory, thought processes, imagination).

Equipment: smart cards, pictures.

Contents of the lesson

1. Organizing time.

2. Introduction to the topic. Reading the poem “Autumn Leaves” by I. Tokmakova.

The birdhouse is empty

The birds have flown away

Leaves on the trees

I can't sit either.

All day today

They're all flying and flying...

Apparently, also to Africa

They want to fly away.

Riddles about autumn.

Leaves fly off the branches,

Birds fly away to the south.

“What time of year is it?” - we’ll ask.

They will answer us: “This is...” (autumn)

The leaves are spinning in the air,

They lie down quietly on the grass.

The garden sheds its leaves -

It's just... (leaf fall)

The wind will call the cloud,

A cloud is floating across the sky.

And on top of gardens and groves

It's drizzling cold... (rain)

It became gloomy outside the window,

The rain is asking to come to our house.

The house is dry, but outside

Appeared everywhere... (puddles)

3. Speech gymnastics . "Guess the sound." Name the first and last sound in the word: autumn, rain, cold, frost, wind, coat, frost.

“Clap the word.” Exhausting the syllabic structure of the word: fox-to-fall, rain-li-vy, wind-ra, tu-man, ho-lo-da, tu-cha.

4. Lexico-grammatical analysis of the topic. Exercises on selecting nouns, adjectives, verbs, antonyms, synonyms on the topic.

Vocabulary: autumn, September, October, November, wind, leaf fall, frost, fog, rain, frost, cloud, dampness, bad weather, first of September, school, harvest, advance, turn yellow, fall, drizzle, pluck, frown, pluck, wither , pour, blow, cold, wet, gloomy, autumn, rainy, dry, gray, drizzling, torrential, cloudy, golden (autumn), dull, wet, cloudy, stormy, cold.

Exercise 1 . Choose a word and make up a phrase.

cold morning

frosty clothes

thick day

dim fog

warm freeze

early sun

short wind

Task 2 . Education plural noun in im.p and genus p.

Example: puddle - puddles - a lot of puddles. Words: fog, tree, bird, wind, leaf.

Task 3 . Selection of antonyms.

Spring is warm, and autumn... (cold).

In summer the days are short, and in autumn... (long).

In summer the sun is bright, and in autumn... (dull).

In the spring, migratory birds arrive, and in the fall... (fly away).

In spring, the leaves on the trees bloom, and in the fall... (fall).

Task 4 . “The fourth wheel”: wind, rain, drops, leaf fall; cold, foggy, wet, summer; boots, felt boots, gloves, coats; insulate, sunbathe, fall off, wither.

Task 5 . “Say it right.”

Example: autumn is colder than spring. What's warmer? (Panama hat or hat, boots or sandals). What's colder? (breeze or wind, wind or blizzard). What comes later? (autumn or spring, winter or autumn). What's stronger? (rain or downpour).

5. Physical education minute. Children stand in a circle, an adult throws a ball to each child in turn. Children catch the ball and, throwing it back, name any word on the topic.

6. Working on a smart map. Guys, today we are talking about autumn. How do we know that autumn has arrived? What autumn months do you know? What signs does autumn have? Let's make sentences with these words. (Children make sentences for each branch).

7. Compiling a coherent statement using a mind map.

Autumn has come. It became cold. It rains often. The days have become shorter. Leaves are falling from the trees. Migratory birds have flown south. Vegetables are harvested in the gardens. In autumn you need to dress warmer.

8. Consolidating knowledge on a topic using syncwine.

Autumn

Late, cold, windy

It's getting colder

Strong wind blows in autumn

Fog, frost, wind, ice, rain

Rain

Strong, cold, torrential, drizzling

Knocking, pouring, dripping, walking

Heavy rain hits the roof

Drops, cloud, puddles, wind, umbrella

Wind

Strong, autumn, northern, weak

Blows, plucks, howls

Leaves fall from a strong wind

Leaf fall, autumn, rain, cold

Lesson on the formation of lexical and grammatical structure of speech for children

with OHP in the preparatory group on the topic:

“How we taught Confusion”

Teacher speech therapist -

Fefilova Ekaterina Valerievna

MBDOU No. 101

Arkhangelsk 2012

Target: consolidate the skill of practical use of the studied prepositions in speech.

Tasks:

1. Activate children’s vocabulary on the lexical topic “Clothing”.

2. Strengthen the ability to compose sentences with the conjunction “a”.

3. Correct thinking through exercises in comparison and generalization, visual attention and long-term memory through exercises in recollection.

4. Develop the ability to listen and tactfully correct a friend.

Equipment:

1. Demo:

subject pictures, “Magic Tree”, items of clothing, shoes, hats, envelope, folder, gift bag, package, handbag, chest, box, newspaper, scarf.

2. Individual:

snowflakes, cards with preposition symbols, sheets of paper, pencils, saucers with beads.

Progress of the lesson:

I. Organizing time. Didactic game "What's with what."

The one who will sit on the chair will look carefully at the “Magic Tree” and select the corresponding details for the items of clothing. Make up phrases answering the question “what’s with what?”

Children make up word combinations and sit on chairs (shorts with a pocket, dress with a collar, skirt with a belt, robe with buttons, trousers with a belt, jacket with a zipper).

II. Setting the goal of the lesson.

How can we call all objects in one word?

What preposition did you use in the phrases?

Today in class we will review the studied prepositions and names of items of clothing.

There is a knock on the door. Confused enters.

Hello guys! I came to visit you, and I am very glad to see you.

Who did you come to and where?

From you to guests.

Guys, I realized who came to us - it’s Confused. And they call him that because he confuses everything. And now I don’t understand Confusion. Do you guys understand?

What did the Confusionist mix up in the sentence?

Would you like to teach Confusion to use prepositions correctly in speech?

Will you stay with us, Confused?

Of course I'll stay with such good guys.

Then listen to us carefully and play with us a little.

III. The main part of the lesson.

1. Didactic game “True or False.”

Guys, look carefully, is Confused dressed correctly?

Let's help him change clothes.

Children make up sentences:

Socks on hands. This is not true. Socks must be put on your feet.

Mittens on legs……………………………………………………………..

Slippers in the left pocket……………………………………………………..

Scarf on the leg………………………………………………………………………………..

Cap in right pocket………………………………………………………

The confused man changes his clothes.

Didactic exercise “Find the extra object.”

Name objects that cannot be named the same as the others.

What is this? - these are shoes

Is there another item like this? - cap. This is a headdress.

Didactic exercise “What has changed?”

Now let’s play the game “What has changed?” Look carefully at the Confused Man, remember how he is dressed. Turn away.

Turn around. What changed?

Children make up sentences:

The confused man took off the mitten from his right hand and the slippers from his feet.

The confused man took off his mitten from his left hand and his cap from his head.

The confused man took the scarf in his left hand and put the cap on his head.

The confused man put the scarf around his neck and the slippers on his feet.

The confused man took the scarf from his neck and took the snowflake in his right hand.

Confused, where did you get the snowflake?

And I prepared a surprise for the guys.

2. Didactic game “Find a snowflake”.

Guys, find the rest of the snowflakes.

Children collect snowflakes and stand in a semicircle.

Tell me where did you find your snowflake?

Children make up sentences: “I took a snowflake from the table.” (from the floor, from under the table, from the box, from under the chair, from the carpet).

Breathing exercise “Blizzard”.

Take the snowflakes by the string, and at my signal we will blow on them. The exercise is called “Blizzard”. If a blizzard howls, then we pronounce the sound -z-. And if the blizzard subsides, then we pronounce the sound -s-. We inhale through the nose, exhale through the mouth.

An old, gray-haired blizzard with an icy stick hobbles along like Baba Yaga.

Inhale, the blizzard howls - exhale. - Inhale, the blizzard has subsided - exhale.

Repeat 2 times.

When the blizzard howled, what sound did we make?

Think of an item of clothing with the sound -z-.

Blouse, leggings, overalls.

When the blizzard subsided, what sound did we make?

Design clothing items with this sound.

Sundress, sweater, socks, blouse.

Well done. Now let's rest a little.

3. FZM. "Be careful".

Jump if you hear a preposition and sit down if you hear another word, syllable or sound (by, -p-, under, left, at, from, ran away, to, with, a, o, sewed, from, -n-, over , on the).

4. Competition game “Who can move the beads faster?”

Now sit down at the tables.

Let's give Confused some drawings as a souvenir. But first, let’s prepare our hands for work. At the same time, with both hands folded crosswise, transfer the beads.

Who will move the beads faster? One, two, three - let's start!

The results are summed up and the winners are announced.

Take a piece of paper and a pencil. Sit up straight. Draw a square in the center of the sheet.

Draw a rectangle over the square.

Where is the square? Rectangle?

The first row will turn the square into a garment, and the second row will turn the rectangle into a garment.

What did you get from the square? From a rectangle?

I'm wearing shorts. Etc.

Didactic exercise “Make a sentence with a given preposition and word.”

On the tables in front of the children are pre-prepared cards with symbols of prepositions.

Now make sentences using the item of clothing you came up with and the symbol of the preposition.

Children make up sentences: “Mom sewed buttons to the shirt.” Etc.

Well done. Now you can give the Confused drawings.

Children approach the table on which the following items are laid out: box, newspaper, scarf, folder, bag, envelope, bag, bag, socks.

Didactic game “What will you give the drawing?”

Look at the objects in front of you. Name them.

Choose an item in which you will give the Confused Man your drawing and make a proposal.

Children make up sentences: “I will give you a drawing in a folder.” Etc.

Confused: - I also have a chest, I will store your drawings in it.

What preposition did you use in the sentence?

5. Didactic exercise “Listen carefully.”

The children also learned poems about items of clothing.

Listen carefully and name the prepositions that you hear in the poem.

IV.Result of the lesson.

Confusionist, have you learned to say prepositions correctly?

Of course, you can learn a lot from such smart and skillful guys.

We'll check you now.

Didactic exercise “Make a sentence with a given preposition.”

Guys, give Confused prepositions, and he will make up sentences.

The confused man makes mistakes several times. The guys are fixing it. Examples of incorrectly composed sentences:

I took the pen into my pencil case. The book is lying off the shelf. The car drove out of the corner. The book was taken from the chair.

Yes, well done guys, you taught Confused to use prepositions correctly.

The confused guy says goodbye to the guys: “Thank you, guys, I won’t confuse prepositions in my speech anymore, and thanks for the drawings, here’s some candy from me.”

The confusion leaves.

Guys, what did we talk about in class?

What tasks did you enjoy doing?

Today in class everyone listened attentively and worked actively. Well done! Thanks for the work!

Tatiana Burmistrova
Lexico-grammatical games and exercises for children of senior preschool age.

Lexico-grammatical games and exercises contribute to the expansion and activation of children's vocabulary, develop logical thinking, imagination, and are aimed at developing the ability to correctly construct sentences and the ability to answer questions posed. In my work, I often use these exercises to develop children’s speech, expand their vocabulary, and develop logical thinking.

1. If I…

Goal: develop logical thinking, teach grammatically correct sentence construction.

The teacher invites the children to complete the sentence by thinking about possible results:

If I water the flowers...

If I pack my toys.

If I go out in the summer wearing a coat...

If I open the hot water tap in the bathroom.

If I go to the zoo...

Then you can think of answers to the same situations with the particle “Not”.

2. What is round?

Goal: develop logical thinking, activate children's vocabulary, develop imagination.

The teacher, throwing the ball to the children in turn, asks a question, which they must answer, and then return the ball back.

What is round?

What is long?

What is high?

What is green?

What's sweet?

What is bitter?

Children give their own answers to each question.

3. Who is bigger?

Goal: expand children's vocabulary, develop memory and speech.

The teacher asks the children to name as many words as possible that begin with a certain letter. The one who names the most words starting with a certain letter wins.

You can prepare for this game in advance and have a small list of words with you.

4. Say the opposite.

Goal: to develop speech, imagination, logical thinking.

The teacher names the word and asks the children to name the word “enemy,” i.e., the opposite in meaning. For example:

Cheerful-sad

Fast-slow

Fat-thin

Big small

Heavy-light

Smooth-rough

Smart-stupid

Hard - soft, etc.

5. Who likes to talk yeah?

Goal: expand children's vocabulary, develop coherent speech.

The teacher throws the ball to the children one by one and names the animals. Children, when returning the ball, must correctly answer how the animal “talks”. For example:

The cow moos

Tiger roars

Snake hisses

Mosquito - squeaks

Dog - barks

Wolf - howls, etc.

6. Who We?

Goal: expand children's vocabulary.

The teacher explains to the children that the same person is called differently in different places. Do you know who you are?

With mom and dad (Son, daughter.)

At the teacher (students.)

In kindergarten with a teacher (Pupils.)

Are you traveling in public transport? (Pedestrians.)

In a store, if you buy something (Buyers.)

In a sanatorium, in a rest home (Vacationists.)

7. Name the same thing, but in a different way.

Goal: to expand children's vocabulary, logical thinking, voluntary memory.

The teacher asks the children to name the words “friends” that are close in meaning to the named words:

Brave - brave, courageous.

Beautiful - wonderful, wonderful.

Big, huge, huge.

Tiny, tiny, tiny.

Quiet-silent, inaudible, etc.

Target. Activate children's speech.

Progress of the lesson

The teacher asks the children what time of year it is and what month replaced September.

“Autumn, autumn,” says the teacher. “And what can we say about autumn - autumn - autumn?”

The teacher evaluates the children’s answers, praises them for their ability to listen to the task and gives their options: autumn bad weather, autumn slush, autumn leaf, autumn mood, etc.

“In the fall, both people and animals make provisions for the winter,” the teacher reminds.

The hedgehog went out for a walk
Yes, pick mushrooms.

What kind of mushrooms do you think he came across?

Many words have related words, for example: hedgehog - hedgehog... ( hedgehog - hedgehog - hedgehog - hedgehog)».

Then the teacher invites the children to complete the exercise “One - Many”: “There is one heron, but there are many ... (herons), one pack of sugar, but a lot... (packs), one sock, but many... (socks), one stocking, but many... (stocking), one ear, but many... (ears).

“Now help me finish the sentences,” the teacher asks:

– If we pay attention during speech development classes, then...

- To study well, you need...

– We grow up healthy and strong because...

“When we return from our walk, then...”

After listening to the children’s answers, the teacher repeats the complete sentence.

The teacher invites the children to listen to the poem:

I tried different drinks,
I drank golden juices with a full cup.
They are - I do not belittle - excellent,
But they pale in comparison with yogurt.
A. Smirnov

“What drinks do you prefer? - asks the teacher. - Prefers - that means... (chooses from many others, loves)».

Lesson 2. Memorizing A. Fet’s poem “The Swallows Are Missing...”

Target. Help children remember A. Fet’s poem “The Swallows Are Missing...”.

Progress of the lesson

“We live in Russia, a country with a huge territory. I flew from Moscow to Khabarovsk all day. If I had traveled by train, I would have spent seven to eight days on the road, that is, a whole week. And the climatic conditions in different regions of the country are different. Somewhere in the south it is still hot, and in the north there is already snow. And we have?

Each territory has its own autumn signs. But there are also common ones. Sooner or later, they will announce themselves. As in this beautiful poem by the wonderful Russian poet Afanasy Fet:

The swallows have disappeared
And yesterday dawned
All the rooks were flying
Yes, like a network, they flashed
Over there over that mountain.

Everyone sleeps in the evening,
It's dark outside.
The dry leaf falls
At night the wind gets angry
Yes there is a knock on the window...

A beautiful poem? Sonorous, elegant."

The teacher repeats the poem, after asking the children to remember the signs of autumn.

Then the children take turns naming the signs, and the teacher reads the corresponding lines of the poem. At the same time, he clarifies: “Are the swallows gone? Where did they hide? And the rooks flew and flashed like a net when?” (In the evening, at dawn.)

The teacher draws attention to the unusual comparison of a flying flock of birds with a net. Then the teacher reads the poem again, inviting the children to repeat it with him, but without a voice. Shows how it's done. (This technique is an effective means of training the articular apparatus.)

The teacher expresses confidence that this poem, if read to your family, will make them very happy.

“By the way, who are your relatives?” - the teacher clarifies and asks to name the words-relatives: “Kin - relatives ... (parents, born, pedigree, maternity hospital)».

Lesson 3. Sound culture of speech. Preparing for literacy

Target. Improve children's auditory attention and perception. Learn to determine the number and order of words in a sentence.

Progress of the lesson

The teacher asks the children what kind of objects are in front of them and why they are needed in a lesson on speech development (cards from math sets, small objects, sheets of paper, pencils).

The teacher monitors the correct use of complex sentences by children.

Then invites the children to clap their hands if they hear the sound in the word ts:heron, crane, scratched, wounded, blossomed, withered, singer, dancer, ballerina, kiss.

The teacher takes note of children who make mistakes or respond to a word late, focusing on the response of their peers. Additional work needs to be done with these preschoolers later. But this can also be done in class by asking only these children to complete a new task (explaining the reason): princess, too, stubborn, girl, but, written, beauty.

The teacher asks the children to listen very carefully to the lines from G. Lagdzyn’s poem “Tell”, count the words in the text with a growling sound R and show a card with the appropriate number of geometric shapes (circles, triangles). The teacher reminds the children that they need to work independently.

Where are you going, magpie?
Tell!
Our way to the dense forest
Show me!

The teacher asks the children a riddle:

golden apple
Rolls across the sky
Smiles in the morning.
And smiles are rays
Very hot.
(Sun)

The teacher invites preschoolers to determine how many words with sound are in the text of the riddle h. Then he reads the riddle again, pronouncing the words slowly and clearly, and the children count the words with sound h.

The teacher asks the children to draw grids of three cell windows and determine the location of the sound h in words: cup, eyeglass case, hoop. Children use chips or small objects to mark the position of the sound. h in words. (After completing each task, the child removes the chip(s).)

"Word cup starts with cha-, - the teacher continues the lesson. – How many sounds do you hear? Name these two sounds. Two sounds are already a syllable, that is, part of a word. Try to remember words starting with the syllable cha-. (Tea, kettle, watch, cups.) There are quite a lot of such words.”

The teacher opens the dictionary and reads words starting with the syllable cha-, For example: seagull, sorcerer, czardash, cha-cha-cha, ditty, palisade. Interested in what czardash, cha-cha-cha, palisade is?

Then the teacher asks the children what a sentence is. (These are several words connected to each other.)

“The wonderful Russian poet Alexei Pleshcheev has a poem “Granddaughter”. It begins like this: “Grandma, you were little too...” Can you count the words in this sentence? Does it have four or five words? Let's count. Grandmother- once, You“two... Now say the words in strict succession.”

The teacher points to the child. He says the word, and all the children say his number.

Child. Grandmother.

Children. Once. (One.)

Child. You.

If someone was in a hurry and missed a word, everything starts all over again.

The teacher tells the children that in books there is a period at the end of the sentence: “When you look at the books, pay attention to the periods. You will see that there are long and very long sentences, and there are short and very short sentences. If you find something interesting, share your observations with me.”

At the end of the lesson, the teacher asks the children what they learned today. (We learned to hear words, explain their meaning, and prepared for school.)

Grandma, you too
Were you little?
And she loved to run
And did you pick flowers?
And played with dolls
You, granny, right?
What hair color was it?
Do you have it then?
So I will too
Grandma and I, -
Is it possible to stay
Can't you go small?
Very my grandmother -
I love my mother’s mother.
She has a lot of wrinkles
And on the forehead there is a gray strand,
I just want to touch it,
And then kiss.
Maybe I am like that too
I'll be old, gray-haired,
I will have grandchildren
And then, putting on glasses,
I’ll tie gloves for one,
And to the other - shoes.