1. Didactic game “Find the mistake”

Goals:

Progress of the game: The teacher shows a toy and names a deliberately incorrect action that this animal allegedly performs. Children must answer whether this is correct or not, and then list the actions that this animal can actually perform. For example: “The dog is reading. Can a dog read? The children answer: “No.” What can a dog do? Children list. Then other animals are named.

2. Didactic game “Say the word”

Goals: learn to clearly pronounce polysyllabic words loudly, develop auditory attention.

Progress of the game: The teacher pronounces the phrase, but does not finish the syllable in the last word. Children must complete this word.

Ra-ra-ra - the game begins...

Ry-ry-ry - the boy has a ball...

Ro-ro-ro - we have a new...

Ru-ru-ru - we continue the game...

Re-re-re - there is a house on the...

Ri-ri-ri - there is snow on the branches...

Ar-ar-ar - our self is boiling....

Ry-ry-ry - there are a lot of children in the city...

3. Didactic game “It happens or not”

Goals: teach to notice inconsistency in judgments, develop logical thinking.

Progress of the game: The teacher explains the rules of the game:

· I will tell a story in which you should notice something that does not happen.

“In the summer, when the sun was shining brightly, the boys and I went for a walk. They made a snowman out of snow and started sledding.” "Spring has come. All the birds flew away to warmer lands. The bear climbed into his den and decided to sleep all spring...”

4. Didactic game “What time of year?”

Goals: learn to correlate descriptions of nature in poetry or prose with a certain time of year; develop auditory attention and quick thinking.

Progress of the game: Children are sitting on a bench. The teacher asks the question “When does this happen?” and reads a text or riddle about different seasons.

5. Didactic game “Where can I do what?”

Goals: activation in speech of verbs used in a certain situation.

Progress of the game: The teacher asks questions, the children answer them.

What can you do in the forest? ( Walk; pick berries, mushrooms; hunts; listen to birds singing; rest).

What can you do on the river? What are they doing in the hospital?

6. Didactic game “Which, which, which?”

Goals: learn to select definitions that correspond to a given example or phenomenon; activate previously learned words.

Progress of the game: The teacher names a word, and the players take turns naming as many signs as possible that correspond to the given subject. Squirrel - red, nimble, big, small, beautiful.....

Coat - warm, winter, new, old.....

Mother - kind, affectionate, gentle, beloved, dear...

House - wooden, stone, new, panel...

7. Didactic game “Finish the sentence”

Goals: learn to supplement sentences with a word of the opposite meaning, develop attention.

Progress of the game: The teacher begins a sentence, and the children finish it, only they say words with the opposite meaning.

Sugar is sweet. and pepper -... (bitter).

In summer the leaves are green, and in autumn….(yellow).

The road is wide, and the path... (narrow).

8. Didactic game “Find out whose sheet it is”

Goals: teach to recognize a plant by its leaf (name a plant by its leaf and find it in nature), develop attention.

Progress of the game: While walking, collect fallen leaves from trees and bushes. Show the children, ask them to find out which tree it is from and find similarities with the unfallen leaves.

9. Didactic game “Guess what kind of plant”

Goals: learn to describe an object and recognize it by description, develop memory and attention.

Progress of the game: The teacher invites one child to describe the plant or make a riddle about it. The other children must guess what kind of plant it is.

10. Didactic game “Who am I?”

Goals: learn to name a plant, develop memory and attention.

Progress of the game: The teacher quickly points to the plant. The first person to name the plant and its shape (tree, shrub, herbaceous plant) gets a chip.

11. Didactic game “Who has who”

Goals: consolidate knowledge about animals, develop attention and memory.

Progress of the game: The teacher names the animal, and the children name the cub in singular and plural. The child who correctly names the cub gets a chip.

12. Didactic game “Who (what) flies?”

Goals: consolidate knowledge about animals, insects, birds, develop attention and memory.

Progress of the game: Children stand in a circle. The selected child names an object or animal, raises both hands up and says: “Flying.”

When an object that flies is called, all children raise both hands up and say “Flying”; if not, they do not raise their hands. If one of the children makes a mistake, he leaves the game.

13. Didactic game “What kind of insect?”

Goals: clarify and expand ideas about the life of insects in the fall, teach to describe insects by their characteristic features, cultivate a caring attitude towards all living things, and develop attention.

Progress of the game: Children are divided into 2 subgroups. One subgroup describes the insect, and the other must guess who it is. You can use riddles. Then another subgroup asks their questions.

14. Didactic game “Hide and Seek”

Goals: learn to find a tree by description, consolidate the ability to use prepositions in speech: behind, about, before, next to, because of, between, on; develop auditory attention.

Progress of the game: On the instructions of the teacher, some of the children hide behind trees and bushes. The presenter, according to the teacher’s instructions, searches (find who is hiding behind a tall tree, low, thick, thin).

15. Didactic game “Who can name the most actions?”

Goals: learn to select verbs denoting actions, develop memory and attention.

Progress of the game: The teacher asks questions, the children answer with verbs. For each correct answer, children receive a chip.

· What can you do with flowers? (pluck, smell, look, water, give, plant)

· What does a janitor do? (sweeps, cleans, waters, clears snow from paths)

· What can the wind do?

16. Didactic game “What happens?”

Goals: learn to classify objects by color, shape, quality, material, compare, contrast, select as many items as possible that fit this definition; develop attention.

Progress of the game: Tell us what happens:

green - cucumber, crocodile, leaf, apple, dress, Christmas tree….

wide - river, road, ribbon, street...

The one who can name the most words wins.

17. Didactic game “What kind of bird is this?”

Goals: clarify and expand ideas about the life of birds in autumn, learn to describe birds by their characteristic features; develop memory; cultivate a caring attitude towards birds.

Progress of the game: Children are divided into 2 subgroups. Children of one subgroup describe the bird, and the other have to guess what kind of bird it is. You can use riddles. Then another subgroup asks their questions.

18. Didactic game “Riddle, we will guess”

Goals: consolidate knowledge about garden plants; the ability to name their signs, describe and find them by description, and develop attention.

Progress of the game: Children describe any plant in the following order6 shape, color, taste. The driver should recognize the plant from the description.

19. Didactic game “It happens - it doesn’t happen” (with a ball)

Goals: develop memory, attention, thinking, reaction speed.

Progress of the game: The teacher says phrases and throws the ball, and the children must answer quickly.

Snow in winter... (happens) Frost in summer... (does not happen)

Frost in the summer... (does not happen) drops in the summer... (does not happen)

20. Didactic game “The Third Wheel” (plants)

Goals: consolidate children's knowledge about the diversity of plants, develop memory and reaction speed.

Progress of the game: The teacher names 3 plants (trees and shrubs), one of which is “superfluous”. For example, maple, linden, lilac. Children must determine which one is the “extra” one and clap their hands.

(Maple, linden - trees, lilac - shrubs)

21. Didactic game “Game of riddles”

Goals: expand the stock of nouns in the active dictionary.

Progress of the game: Children are sitting on a bench. The teacher asks riddles. The child who guessed it comes out and asks the riddle himself. For solving a riddle, he receives one chip. The one who collects the most chips wins.

22. Didactic game “Did you know...”

Goals: enrich children's vocabulary with animal names, consolidate knowledge of models, develop memory and attention.

Progress of the game: You need to prepare the chips in advance. The teacher places images of animals in the first row, birds in the second, fish in the third, and insects in the fourth. The players take turns calling first the animals, then the birds, etc. And if the answer is correct, they place the chip in a row. The one who places the most chips wins.

23. Didactic game “When does this happen?”

Goals: consolidate children's knowledge about the parts of the day, develop speech and memory.

Progress of the game: The teacher lays out pictures depicting the life of children in kindergarten: morning exercises, breakfast, classes, etc. Children choose any picture for themselves and look at it. When they hear the word “morning,” all children pick up a picture associated with morning and explain their choice. Then day, evening, night. For each correct answer, children receive a chip.

24. Didactic game “And then what?”

Goals: consolidate children’s knowledge about the parts of the day, about the activities of children at different times of the day; develop speech and memory.

Progress of the game: Children sit in a semicircle. The teacher explains the rules of the game:

· Remember when we talked about what we do in kindergarten throughout the day? Now let’s play and find out if you remember everything. We will talk about this in order. What do we do in kindergarten in the morning? Whoever makes a mistake will sit on the last chair, and everyone else will move.

You can introduce a game moment: the teacher sings the song “I have a pebble. Who should I give it to? Who should I give it to? He will answer."

The teacher begins: “We came to kindergarten. We played in the area. And what happened then? Passes the pebble to one of the players. He answers: “We did gymnastics” - “And then?” Passes the pebble to another child.

The game continues until the children say the last thing - going home.

Note. It is advisable to use a pebble or other object, since it is not the one who wants it that answers, but the one who gets it. This forces all children to be attentive and ready to respond.

25. Didactic game “When do you do this?”

Target: consolidate cultural and hygienic skills and knowledge of the parts of the day, develop attention, memory, speech.

Progress of the game: The teacher names one child. Then he depicts some action, for example, washing his hands, brushing his teeth, cleaning his shoes, combing his hair, etc., and asks: “When do you do this?” If the child answers that he brushes his teeth in the morning, the children correct: “In the morning and in the evening.” One of the children can act as the leader.

26. Didactic game “Highlight the word”

Goals: teach children to clearly pronounce polysyllabic words loudly, develop auditory attention.

Progress of the game: The teacher pronounces the words and invites the children to clap their hands when they hear words that contain the sound “z” (mosquito song). (Bunny, mouse, cat, castle, goat, car, book, bell)

The teacher should pronounce the words slowly and pause after each word so that the children can think.

27. Didactic game “Tree, bush, flower”

Goals: consolidate knowledge of plants, expand children's horizons, develop speech and memory.

Progress of the game: The presenter says the words “Tree, bush, flower...” and walks around the children. Stopping, he points to the child and counts to three; the child must quickly name what the leader stopped at. If the child does not have time or names incorrectly, he is eliminated from the game. The game continues until one player remains.

28. Didactic game “Where does it grow?”

Goals: teach to understand the processes occurring in nature; give an idea of ​​the purpose of plants; show the dependence of all life on earth on the state of the vegetation cover; develop speech.

Progress of the game: The teacher names different plants and shrubs, and the children choose only those that grow with us. If children grow up, they clap their hands or jump in one place (you can choose any movement), if not, they are silent.

Apple, pear, raspberry, mimosa, spruce, saxaul, sea buckthorn, birch, cherry, sweet cherry, lemon, orange, linden, maple, baobab, tangerine.

If the children did it successfully, they can list the trees faster:

plum, aspen, chestnut, coffee. Rowan, plane tree. Oak, cypress\. Cherry plum, poplar, pine.

At the end of the game, the results are summed up as to who knows the most trees.

29. Didactic game “Who will be who (what)?”

Target: develop speech activity and thinking.

Progress of the game: Children answer the adult’s question: “Who will be (or what will be) ... an egg, a chicken, a boy, an acorn, a seed, an egg, a caterpillar, flour, iron, brick, fabric, etc.?” If the children come up with several options, for example, from an egg - a chicken, a duckling, a chick, a crocodile. Then they receive additional forfeits.

Or the teacher asks: “What was the chick (egg), bread (flour), car (metal) before?”

30. Didactic game “Summer or Autumn”

Target: consolidate knowledge of the signs of autumn, differentiating them from the signs of summer; develop memory, speech; nurturing dexterity.

Progress of the game:

The teacher and children stand in a circle.

Educator. If the leaves turn yellow, this is... (and throws the ball to one of the children. The child catches the ball and says, throwing it back to the teacher: “Autumn”).

Educator. If the birds fly away - this is ..... Etc.

31. Didactic game “Be careful”

Target: differentiation of winter and summer clothing; develop auditory attention, speech hearing; increasing vocabulary.

Listen carefully to the verses about clothing, so that you can then list all the names that appear in these verses. Call it summer first. And then winter.

32. Didactic game “Take - don’t take”

Target: differentiation of forest and garden berries; increasing vocabulary on the topic “Berries”; develop auditory attention.

Progress of the game: Children stand in a circle. The teacher explains that he will pronounce the names of forest and garden berries. If children hear the name of a wild berry, they should sit down, and if they hear the name of a garden berry, they should stretch, raising their arms up.

Strawberries, blackberries, gooseberries, cranberries, red currants, strawberries, black currants, lingonberries, raspberries.

33. Didactic game “What do they plant in the garden?”

Target: learn to classify objects according to certain characteristics (by their place of growth, by their use); develop quick thinking,
auditory attention.

Progress of the game: Children, do you know what they plant in the garden? Let's play this game: I will name different objects, and you listen carefully. If I name something that is planted in the garden, you will answer “Yes,” but if something that does not grow in the garden, you will say “No.” Whoever makes a mistake leaves the game.

· Carrots (yes), cucumber (yes), plums (no), beets (yes), etc.

· Cherries (yes), gooseberries (yes), potatoes (no), etc.

34. Didactic game “Who will collect it most quickly?”

Target: teach children to group vegetables and fruits; cultivate quick reaction to the teacher’s words, endurance and discipline.

Progress of the game: Children are divided into two teams: “Gardeners” and “Gardeners”. On the ground there are models of vegetables and fruits and two baskets. At the command of the teacher, the teams begin to collect vegetables and fruits, each in their own basket. Whoever collects first raises the basket up and is considered the winner.

35. Didactic game “Who needs what?”

Target: exercise in the classification of objects, the ability to name things necessary for people of a certain profession; develop attention.

Educator: - Let's remember what people of different professions need to work. I will name his profession, and you will tell him what he needs for work.

The teacher names a profession, the children say what is needed for work. And then in the second part of the game, the teacher names the object, and the children say for what profession it might be useful.

36. Didactic game “Make no mistake”

Target: consolidate children's knowledge about different sports, develop resourcefulness, intelligence, attention; cultivate a desire to play sports.

Progress of the game: The teacher lays out cut pictures depicting various sports: football, hockey, volleyball, gymnastics, rowing. There is an athlete in the middle of the picture; you need to select everything he needs for the game.

Using this principle, you can make a game in which children will select tools for various professions. Over the course of the year, children are introduced to professions: cook, janitor, postman, builder, salesman, doctor, teacher, tractor driver, mechanic, etc. Images of the objects of their labor are selected for them.

37. Didactic game “Guess it!”

Target: learn to describe an object without looking at it, identify essential features in it, recognize an object by description; develop memory, speech.

Progress of the game: At the teacher’s signal, the child who received the chip stands up and makes a description of any object from memory, and then passes the chip to the person who will guess. Having guessed, the child describes his item, passes the chip to the next one, etc.

38. Didactic game “Finish the sentence”

Target:

Progress of the game

Sugar is sweet and pepper is…. (bitter)

(yellow)

narrow)

The ice is thin, and the trunk is... ( thick)

39. Didactic game “Where is what?”

Target: learn to identify words with a given sound from a group of words, from a speech stream; consolidate the correct pronunciation of certain sounds in words; develop attention.

Progress of the game: The teacher names the object and invites the children to answer where they can put it. For example:

- “Mom brought bread and put it in... (breadbox).

· Masha poured sugar... Where? ( To the sugar bowl)

· Vova washed his hands and put the soap...Where? ( On a soapbox)

40. Didactic game “Catch up with your shadow”

Target: introduce the concept of light and shadow; develop speech.

Progress of the game: Educator: Who will guess the riddle?

I'm going - she's going,

I'm standing - she's standing

If I run, she runs. Shadow

On a sunny day, if you stand with your face, back or side to the sun, a dark spot will appear on the ground, this is your reflection, it is called a shadow. The sun sends its rays to the earth, they spread in all directions. Standing in the light, you block the path of the sun's rays, they illuminate you, but your shadow falls on the ground. Where else is there shade? What does it look like? Catch up with the shadow. Dance with the shadow.

41. Didactic game “Finish the sentence”

Target: learn to complete sentences with a word of the opposite meaning; develop memory, speech.

Progress of the game: The teacher begins a sentence, and the children finish it, only they say words that are opposite in meaning.

Sugar is sweet and pepper is…. (bitter)

In summer the leaves are green, and in autumn -..... (yellow)

The road is wide and the path is…. ( narrow)

42. Didactic game “Who has what color?”

Target: teach children to recognize colors, consolidate the ability to identify objects by color, develop speech and attention.

Progress of the game: The teacher shows, for example, a green square of paper. Children name not a color, but an object of the same color: grass, sweater, hat, etc.

43. Didactic game “What subject”

Target: teach to classify objects according to a certain criterion (size, color, shape), consolidate children’s knowledge about the size of objects; develop quick thinking.

Progress of the game: Children sit in a circle. The teacher says:

· During classes and on walks, we saw many objects of different sizes. Now I will name one word, and you will list which objects can be called in one word.

“It’s long,” says the teacher and passes the pebble to the neighbor.

· A dress, a rope, a day, a fur coat, the children remember.

“Wide,” the teacher suggests the next word.

Children call: road, street, river, ribbon, etc.

The game is also played with the aim of improving children’s ability to classify objects by color and shape. The teacher says:

· Red.

Children take turns answering: berry, ball, flag, star, car, etc.

Round ( ball, sun, apple, wheel, etc.).

44. Didactic game “What can animals do?”

Target: learn to create a wide variety of word combinations; expand the semantic content of the word in the mind; develop memory.

Progress of the game: Children turn into “animals”. Everyone must tell what they can do, what they eat, how they move. The one who tells the story correctly receives a picture of an animal.

· I am a red squirrel. I jump from branch to branch. I make provisions for the winter: I collect nuts and dry mushrooms.

• I am a dog, cat, bear, fish, etc.

45. Didactic game “Come up with another word”

Target: Expand words knowledge; develop attention.

Progress of the game: The teacher says “Come up with another, similar word from one word. You can say: a milk bottle, or you can say a milk bottle.” Cranberry jelly (cranberry jelly); vegetable soup ( vegetable soup); mashed potatoes ( mashed potatoes).

46. ​​Didactic game “Choose similar words”

Target: teach children to clearly pronounce polysyllabic words loudly; develop memory and attention.

Progress of the game: The teacher pronounces words that sound similar: spoon - cat, ears - guns. Then he pronounces one word and invites the children to choose others that sound similar to it: spoon ( cat, leg, window), a gun ( fly, drying, cuckoo), bunny ( boy, finger) etc.

47. Didactic game “Who will remember more?”

Target: enrich children's vocabulary with verbs denoting the actions of objects; develop memory, speech.

Progress of the game: Carlson asks to look at the pictures and tell them what they do and what else they can do.

Blizzard - sweeps, storms, storms.

Rain - pours, drizzles, drips, drips, begins, gushes,…

Crow- flies, croaks, sits, eats, sits down, drinks, howls, etc.

48. Didactic game “What else do they talk about?”

Target: consolidate and clarify the meaning of polysemantic words; cultivate a sensitive attitude to the compatibility of words in meaning, develop speech.

Progress of the game: Tell Carlson what else you can say this about:

It's raining: it's raining - snow, winter, boy, dog, smoke.

Playing - girl, radio, …

Bitter - pepper, medicine, .. etc.

49. Didactic game “Invent it yourself”

Target: teach to see in various objects possible substitutes for other objects suitable for a particular game; develop the ability to use the same object as a substitute for other objects and vice versa; develop speech and imagination.

Progress of the game: The teacher invites each child to choose one object (a cube, a cone, a leaf, a pebble, a strip of paper, a lid) and to fantasize: “How can you play with these objects?” Each child names the object, what it looks like and how you can play with it.

50. Didactic game “Who hears what?”

Target: teach children to designate and call sounds (ringing, rustling, playing, crackling, etc.); cultivate auditory attention; develop intelligence and endurance.

Progress of the game: On the teacher’s table there are various objects that, when acted upon, produce a sound: a bell rings; the rustle of a book being leafed through; the pipe plays, the piano sounds, the gusli, etc., i.e. Everything that sounds in the group can be used in the game.

One child is invited behind the screen to play there, for example, on the pipe. Children, having heard the sound, guess, and the one who played comes out from behind the screen with a pipe in his hands. The guys are convinced that they were not mistaken. Another child chosen by the first participant in the game will play with another instrument. For example, he is leafing through a book. Children guess. If you find it difficult to answer immediately, the teacher asks you to repeat the action and listen to everyone playing more carefully. “He’s leafing through a book, the leaves are rustling,” the children guess. The player comes out from behind the screen and shows how he acted.

This game can also be played while walking. The teacher draws the children’s attention to sounds: the tractor is working, birds are singing, a car is honking, leaves are rustling, etc.

Download:

Preview:

To use presentation previews, create a Google account and sign in:

The teacher takes on the role of a leader, names some sign (property, quality, external sign) of a fruit or berry, asks “Does it happen?”, throws the ball to the child, who must say whether it happens or does not happen, and throw the ball to the teacher.

Working with educational visual aids (p. 18).

V.: Now look what K-M saw in the fruit store. Name the fruits that are sold in the store.

Count oranges, cherries, bananas, pears and put a card in the window on the right and left side that represents this number.

Which is more: oranges or cherries? What can be done to answer this question? (Connect in pairs, count and compare quantities.) Equally, by how much? Although the oranges are large and the cherries are small, there are equal numbers of them, three each.

Which is more: bananas or oranges? Pears or oranges? Bananas or pears? Pears or cherries? Cherries or bananas? Which number is greater: “two” or “three”? Which number is smaller: “two” or “three”?

Physical education break. Finger gymnastics “Plums”.

Thick finger and big Middle finger -

The most accurate one went to the garden to pick plums,

Index from the threshold He knocks plums off the branch.

Showed him the way. Nameless eats

And the little finger is gentleman

Plants seeds in the ground.

Working with educational visual aids. (p.19)

The teacher suggests looking at the plums and telling them where on the napkin they are depicted. For example, a purple plum is drawn in the center, a yellow plum is drawn in the lower right corner.

Q: Which plum is bigger: yellow or purple? Compare them using a proxy item. To choose an intermediary, name the geometric figure that the image of the plum in the picture resembles. This means that the intermediary object will be an oval.

The teacher explains the rules for using an intermediary figure to compare objects by size (more - less). First, you need to determine by eye which plum is larger. Then check the correctness of your assumption. To do this, among the geometric shapes, find shapes of the same shape as the image of a plum (ovals). From three ovals, you need to choose a figure of the same size with a smaller plum. Transfer it to the image of a larger plum. If the oval turns out to be smaller, then the choice was correct.

Didactic game "Find your home."

The teacher invites the children to find houses for the fruits and berries that are drawn in the pictures. Shows house cards on which the signs of fruits and berries are indicated (Fig. 8): size (a large house, which means a large berry or a large fruit lives; a small house - a small fruit or a small berry lives here) and color (indicated by a stroke of yellow, green, red, orange, purple). For example, he shows a picture with a small banana and a picture with a big banana and offers to find them homes; explain why they made that choice.

House cards are placed in different places in the group room. Then the pictures are distributed (one at a time) and, to the sound of music, the children look for a home for the fruit or berry shown in their picture. After completing the actions, the pictures remain “in the houses”, and the teacher distributes the next group of pictures.

The game is repeated until all the pictures (fruits and berries depicted on them) find their homes.

Lesson 11
CAUGHT A FISH…

Educational objectives

"Quantity and counting." Form ideas: about quantitative counting (about the purpose and rules of quantitative counting); about the number “four”; about the number 4 as a sign denoting the number “four” (level of recognition);

the ability to count, following the rules, with quantitative counting within four; determine the total of the account; distinguish the counting process from its result; denote the number of four objects with the word “four”, coordinating it with the name of the objects in gender and number, the number 4.

"Value". Form ideas: about size (big - small); about methods of comparison by size;

the ability to compare the size of images of two objects using an intermediary object (a geometric figure of the same shape as the image), observing the rules for using an intermediary; use the words “more”, “less” to denote the relationships of objects in size identified as a result of comparison.
"Geometric figures and the shape of objects." Form ideas about geometric shapes (triangle, circle, oval, square, rectangle, trapezoid, rhombus), about the shape of objects;

the ability to recognize geometric shapes (triangles) and name them; distinguish the shape of objects, designate it by naming the geometric figure it resembles.
Develop: attention, perception, thinking, imagination; actions of comparison, the ability to find similarities and differences; eye gauge; manifestations of creativity; persistence, attentiveness, curiosity; cognitive interest; graphic skills (finish drawing, draw).
Bring up: careful treatment of natural resources; intellectual feelings; accuracy.

Material

For didactic game exercise “Be careful!”: images of fish from geometric shapes (Fig. 9).

Rice. 9. Options for laying out images of fish from geometric shapes

For demo figure 4; cut-out material (numbers and triangles), colored pencils for each child.
For Games "Fisherman and fishes": cord.

Progress of the lesson
1. Didactic game exercise “Be careful!”
The teacher suggests introducing K-M to the fish that live in our reservoirs. There are a lot of fish. To distinguish them, you need to be very careful. So let's play the game “Be careful!” together. The teacher hangs images of fish from geometric shapes on the board one by one and asks them to name the geometric shapes from which the image of the fish is made (Fig. 9).
After the game he tells a quatrain:
Early morning from the river
Fishermen catch fish.
Caught a lot of fish
And they put it in a bucket.

(p. 20).
The teacher suggests looking at the fish that the fishermen caught and put in a bucket. To name the fish, you need to solve riddles.

He lives in the pool itself, striped, toothy,
Master of the depths. Prowls under the water,

He has a huge mouth looking for small fish (Pike).

And long mustache (Som).

A thorn, not a hedgehog. Hiding from toothy pikes,
But it’s good for fish soup. Swam by... (Crucian carp).
This is a small fish

And she’s called… ( Ruff).

IN.: How many ruffs were caught? Somov? Pike? Crucian carp?

The teacher shows the demonstration number 4.

IN.: This is the number 4. People use it when they want to write down the number four. This figure is a sign for the number “four”. If we see the number 4, we can not count, but immediately say that there are four objects.

It is suggested to look at the images drawn with the number 4 and name the objects with the number “four”: 4 pikes, 4 buckets, 4 fishing rods. Cover those items that are named with cards with the number 4.
3. Physical education break.

Children perform movements to the poem:

A pike lived in the lake and invited three ruffs.
I took the worm off the hook. The ruffs told everyone:

The pike cooked cabbage soup, - The pike’s cabbage soup is good!

4.Working with educational visual aids(p. 21)

The teacher says:

Glass house on the window

With clear water

With rocks and sand at the bottom

And with a golden fish.

IN.: What is this? (Aquarium). Look carefully at the fish. Are the fish the same or different? How are they similar? What is the difference? Which one is bigger: blue or yellow? Which one is smaller? To answer, compare the fish using an intermediary figure. To choose an intermediary, name the geometric figure that the image of the fish in the picture resembles. This means that the intermediary object will be a triangle.

The teacher reminds the rules for using an intermediary figure to compare objects by size (more - less). First, you need to eyeball which fish is larger. Then check the correctness of your assumption. To do this, among the geometric shapes, find shapes of the same shape as the image of a fish (triangles). From three triangles, you need to choose a figure of the same size with a smaller fish. Transfer it to the image of a larger fish. If the triangle turns out to be smaller, then the choice was correct.
IN.: Draw two more fish in the aquarium, but so that they do not look alike. How many fish are there in the aquarium?
Look at the funny fish with umbrellas. Find two identical fish. Connect them with a line. Find an umbrella that is different from others. How is it different?

Game "Fisherman and fishes".

An outdoor game is played in which the teacher takes on the role of a fisherman (spinning in place with a cord in his hands, trying to catch the fish children standing in a circle). Those children who are touched by the cord leave the circle. When 4 children are caught, everyone counts the “catch”.

Lesson 12

DAY AND NIGHT

Educational objectives

« Quantity and counting." Form ideas about ordinal counting (its purpose, rules);

"Value". Form ideas about size; about serial (ordered by size) series;

the ability to compare images of objects by size by eye; determine the relationship in size between images of objects; build serial (ordered) rows of four elements in size, display them graphically (connect images in order with lines and arrows); denote in words dimensional relationships (in magnitude) between the elements of a series in ascending and descending order.

"Space". Form ideas about the spatial position “behind”, spatial directions: “from right to left”, “from ... to ...”;

the ability to determine the spatial position of objects, counting from right to left, left to right, the sequence of objects following each other.

"Time". Form ideas about the parts of the day: “day”, “night” (children’s actions, natural phenomena); about modeling parts of the day using conditional images.

Develop: attention, perception, thinking, imagination, memory; comparison actions; the ability to group and classify objects according to one criterion (what happens during the day, what happens at night); ability to find similarities and differences; attentiveness; cognitive interest; graphic skills (draw connecting lines, arrows, color).

Bring up: accuracy.

Material

For didactic game “Animal Crossings”: two hoops; cards with a symbol of a forest (drawing of a Christmas tree) and a person (drawing of a human figure); 13 pictures each depicting wild (bear, fox, hare, wolf, elk, deer, raccoon, beaver, owl, eagle, snake, squirrel, hedgehog) and domestic (cow, horse, pig, dog, goose, chicken, cat, turkey, duck, rooster, goat, sheep, donkey) animals.

For working with educational visual aids: pencils of different colors.

For relay games “Make a portrait”: magnetic board (flannelograph), two demonstration images of an owl, composed of geometric shapes (Fig. 10), two sets of geometric shapes (corresponding to the sample image) on magnets

(with glued flannel or velvet paper) for each team.

Rice. 10. Demo images of an owl

For didactic game “Day and Night”: owl cap, two circles (white and black) - day and night models.

Progress of the lesson

IN.: Traveling around our planet, K-M visited forests, fields, and visited different people. I saw many different animals: birds, animals. He thought: there are wild animals and domestic ones, but which one is which? Let's help him figure it out. And the game “Rest the Animals” will help us with this.

1. Didactic game “Disperse the animals.” The teacher lays out two hoops. In them he displays model cards and explains that the tree represents a place where wild animals live. Next to this card you need to put pictures on which a wild animal (beast or bird) is drawn. A card with a drawn person indicates the place where the pets are located. Next to it you need to put pictures depicting pets. He turns the pictures face down and invites each child to take two pictures, turn them over, look at them and put them in the hoop that matches this animal. You can ask for an explanation of the choice.

2.Working with educational visual aids(p.22)

IN.: One day K-M came to the village and saw there... But you will find out who he saw there if you guess the riddles:

Scarlet cap, He lived in a white house,

The vest is non-woven, the house was broken with its nose.

The little pockmarked caftan began to walk around the yard,

He called the children together and began to peck the grains.

Gathers everyone under his wings ( Chicken). (Chick).

How many chickens walk with their mother on the green lawn?

Color the bows: yellow for the smallest chicken; the larger one is in red; the one that is even larger is in blue, and the largest one is in green. Tell us about the chickens: “The ones with a yellow bow are the smallest, the ones with a red bow are bigger,... even bigger,... are the most...”.

Show the path (draw the arrows in order) from the smallest chicken to the largest.

Who came to the chicken first? Second? Third? Fourth?

And now K-M called the chickens. Who came to him first? Second? Third? Fourth?

Compare two rows of chickens. What changed?

Didactic games are a type of games for the purpose of teaching and raising children. Didactic games were specially created by teachers to teach children. They are aimed at solving specific problems of teaching children, but at the same time, they demonstrate the educational and developmental influence of gaming activities. This is one of the methods of active learning for preschoolers and elementary school students, and this is no coincidence. A child will not sit and listen to a boring lecture or report; he will not remember anything, because he is not interested in it. The child loves to play. Therefore, pedagogy has combined business with pleasure; by playing didactic games, the child learns without even knowing it. He's interested. He remembers. We offer many educational games on completely different topics to educators and primary school teachers, as well as parents on the 7guru website.

© Copying is permitted only with a direct active link to the page with the original article.
For any disease, do not diagnose and treat it yourself; you must consult a specialist doctor.
Images of covers of educational literature are shown on the pages of the site solely as illustrative material (Article 1274, paragraph 1, part four of the Civil Code of the Russian Federation)

Number of players: any
Extras: paper, pens
Give each participant in the game a pencil and a piece of paper. You are required to write twenty words (common nouns), which include the vowel letter “A”, repeated many times; there are no other vowels. Such, for example, are the words: “glass”, “pencil”, “salamander”, etc. In the first of them the letter “A” appears twice, in the second - three times, and in the third - four times. It is in the interests of the player to select words in which the letter “A” is repeated as many times as possible.

There is contact! - game for children

Number of players: at least three (one leader and two guessers)
Additional: no
The presenter thinks of a word, names its first letter (the word must be a noun in the singular, nominative case). During the round of guessing a given word, all definitions must concern words starting with the specified letter (or, in the future, the specified sequence of letters).
Participants ask the facilitator definition questions. The presenter must come up with a word that fits the definition and answer: “no, it’s not ... (indicates the term implied by the participant),” or, if the definition clearly describes the hidden word, “yes, it’s (the hidden word).”

Come up with a name - a game for children

Number of players: any
Additionally: books with poems
Select several short children's poems (from collections).
Read poems to your child without naming the title and invite the child to come up with a title for each poem.
The game will teach your child to generalize and highlight the main idea in a poem. We really like this game, sometimes I think the child comes up with a better name.

Dating - game for preschool children

Number of players: any
Additionally: 2 objects are identical in essence, but different in execution
We take two objects that are identical in essence, but different in execution. For example, a toy clown and a clown drawn on paper. You can introduce one clown to another. “Hello! I’m also a clown, my name is..., what about you? Look, you and I look alike, only you have a red hat, and I have a blue one; you have a polka dot bow, and I have a checkered one...”
That is, not only analytical thinking develops, but also speech and communication skills.

Game for kids - who has what job?

Number of players: any
Additional: no
This game will help you quickly determine the purpose of which objects, or, say, body parts, the child does not yet know. This means there is a reason to tell him about them.
Ask your child what “work” our eyes, ears, nose, hands, etc. do. First, give your child some examples so that he understands the principle.
You can ask about the purpose of any objects in the room or outside (what is the function of the iron, the refrigerator, the car, etc.)

Ambiguous answers - a game for children to develop thinking

Number of players: any
Additional: no
Think in advance about questions that may have ambiguous answers. When your child answers your questions, you may be very surprised. Is this the answer you expected from him?
Small examples:
“Our cat’s fur is very...” ;
“At night it’s very…”;
“People have hands to...”;
“I got sick because...”;

What is prickly? - game for children

Number of players: any
Additional: no
Try to remember with your child what is prickly in the world? Spruce and hedgehog needles, sewing needles and pins, rose and wild rose thorns, daddy's chin...
Name a few prickly objects, perhaps the baby will add others to them. For example, name the tree, hedgehog, needles and pins yourself. And when you walk in the park or in the forest, find thorny plants and show your child the thorns. Why do the plants need them? Surely, the child will remember your game and add the find to the category of “prickly things.”

Believe it or not - a game for children

Number of players: any
Additional: no
The presenter names phrases, and the players must identify the wrong ones among them. You can simply answer “I believe” or “I don’t believe” (true - false). We can agree that if the phrase is correct, then the players jump, and if it is incorrect, then they crouch.
The simplest option is just knowledge:
This pen is blue
People have three eyes
Water is wet
Two plus two equals three
Now let’s try to turn on the logic:
All cubes are red
Some pencils are broken
All birds fly
It snows constantly in winter

Goals: consolidate knowledge about animals, develop attention and memory.

Progress of the game: The teacher names the animal, and the children name the cub in singular and plural. The child who correctly names the cub gets a chip.

Didactic game “Who (what) flies?”

Goals: consolidate knowledge about animals, insects, birds, develop attention and memory.

Progress of the game: Children stand in a circle. The selected child names an object or animal, raises both hands up and says: “Flying.”

When an object that flies is called, all children raise both hands up and say “Flying”; if not, they do not raise their hands. If one of the children makes a mistake, he leaves the game.

Didactic game “What kind of insect?”

Goals: clarify and expand ideas about the life of insects in the fall, teach to describe insects by their characteristic features, cultivate a caring attitude towards all living things, and develop attention.

Progress of the game: Children are divided into 2 subgroups. One subgroup describes the insect, and the other must guess who it is. You can use riddles. Then another subgroup asks their questions.

Didactic game "Hide and Seek"

Goals: learn to find a tree by description, consolidate the ability to use prepositions in speech: behind, about, before, next to, because of, between, on; develop auditory attention.

Progress of the game: On the instructions of the teacher, some of the children hide behind trees and bushes. The presenter, according to the teacher’s instructions, searches (find who is hiding behind a tall tree, low, thick, thin).

Didactic game “Who can name the most actions?”

Goals: learn to select verbs denoting actions, develop memory and attention.

Progress of the game: The teacher asks questions, the children answer with verbs. For each correct answer, children receive a chip.

– What can you do with flowers? (pluck, smell, look, water, give, plant)

- What does the janitor do? (sweeps, cleans, waters, clears snow from paths)

Didactic game “What happens?”

Goals: learn to classify objects by color, shape, quality, material, compare, contrast, select as many items as possible that fit this definition; develop attention.

Progress of the game: Tell us what happens:

green - cucumber, crocodile, leaf, apple, dress, Christmas tree….

wide - river, road, ribbon, street...

The one who can name the most words wins.

Didactic game “What kind of bird is this?”

Goals: clarify and expand ideas about the life of birds in autumn, learn to describe birds by their characteristic features; develop memory; cultivate a caring attitude towards birds.

Progress of the game: Children are divided into 2 subgroups. Children of one subgroup describe the bird, and the other have to guess what kind of bird it is. You can use riddles. Then another subgroup asks their questions.

Didactic game “Riddle, we will guess”

Goals: consolidate knowledge about garden plants; the ability to name their signs, describe and find them by description, develop attention.

Progress of the game: Children describe any plant in the following order6 shape, color, taste. The driver should recognize the plant from the description.

Didactic game “It happens - it doesn’t happen” (with a ball)

Goals: develop memory, attention, thinking, reaction speed.

Progress of the game: The teacher says phrases and throws the ball, and the children must answer quickly.

Snow in winter... (happens) Frost in summer... (does not happen)

Frost in the summer... (does not happen) drops in the summer... (does not happen)

Didactic game “The third wheel” (plants)

Goals: consolidate children's knowledge about the diversity of plants, develop memory and reaction speed.

Progress of the game: The teacher names 3 plants (trees and shrubs), one of which is “superfluous”. For example, maple, linden, lilac. Children must determine which one is the “extra” one and clap their hands.

(Maple, linden - trees, lilac - shrubs)