Didactic game name the family of wild animals. Didactic games on the topic: "Nature

DEVELOPMENT OF SPEECH. LEXICAL TOPIC "WILD ANIMALS OF OUR FORESTS AND THEIR BABY"

CHILDREN SHOULD KNOW NONS: bear, she-bear, cub, wolf, she-wolf, cub, hare, hare, hare, fox, fox, fox, fox cub, hole, lair, squirrel, squirrel, hollow, elk, moose, calf, horns, hedgehog , hedgehog, hedgehog, wild boar, boar, wild boar, badger, badger, badger, forest, glade, cheat, paw, wool, claws, nose, ears, hooves, tail. Muzzle, snout, mouth, animals, cubs, bushes, trees, mouse, lynx, raccoon, beaver, deer, marten, fangs, sable, mink, mole, lair, connecting rod.

ADJECTIVES: brown, clumsy, cunning, predatory, gray, tireless, scary, thick (wool), red, wild, fluffy, dexterous, cautious, fast, white, cowardly, long-eared, lop-eared, sensitive (ears), oblique, shy, velvet, prickly, wolf, striped.

VERBS: wanders, climbs, roars, pulls (bast), jumps, jumps, growls, grins. Hunts, escapes, howls, nibbles, digs, runs, “gave a goose”, collects, stores, grunts, sniffs, sniffs, listens, lurks, pricks, sneaks, sucks, lies down, falls.

CHILDREN SHOULD BE ABLE TO NAME THE FAMILY:
Bear, she-bear, cub.
Bunny, bunny, bunny...

SELECT NOUNS TO ADJECTIVES:
Brown, clumsy, clumsy - ...
Gray, toothy, scary - ...
Sly, fluffy, red - ...

CALL MOM:
Bear cub at the she-bear
fox at ...,
bunny at...

WHO LIVES WHERE:
A fox lives in a hole.
In the den - ...
In the lair...
In the hollow - ...

TO WHOM WE GIVE WHAT:
Meat for the wolf
raspberries - ...,
honey - ...,
carrot - ...,
nuts - ...

SELECT NOUNS TO THE VERB:
Hunt -…
Stealing...
Howling -…
Biting -…
Rides - ...
Cunning - ...
Crossing over...

CHOOSE FEATURES:
Wolf (what?) -….
Fox (what?) - ...
Hedgehog (what?) - ...

CHOOSE ACTIONS:
Bear (what is he doing?) - ...
Fox (what is she doing?) - ...
Hare (what is he doing?) - ...

CORRECTLY ANSWER THE QUESTIONS: WHOSE? WHOSE? WHOSE? WHOSE?
Footprint - wolf, fox, hare ...
Ears - bear, hare, squirrel ...
Head - elk, hedgehog, wolf, fox ...

FORM NEW WORDS WITH THE HELP OF PREFACES:
Walks - goes, departs, bypasses, passes, enters, enters, descends, finds, leaves, approaches, reaches, comes, leaves, passes.

COMPLETE A DESCRIPTIVE STORY ACCORDING TO THE PLAN.
What is the name of?
Where does he live?
What is his home?
What is the appearance?
What habits?
What does it eat?
How does he get food?
What are his enemies?
How is it protected?
What is the baby's name?

Fox is a predator. Basically, the fox hunts mice, ground squirrels, less often hares. Fox cunningly catches hedgehogs. She rolls the hedgehog to the water, he spreads his spines in the water and swims to the shore. Here the fox is waiting for him.
The fox lives in a hole, in the spring foxes have cubs.

The squirrel is a rodent. She eats nuts, berries, mushrooms, cones. Squirrels have sharp claws. This helps her quickly climb a tree. The fluffy tail serves as a parachute for the squirrel. The squirrel lives in a hollow, insulates its nest with down. In summer, the squirrel is red, and in winter it is gray. In winter, the squirrel sleeps almost all the time and looks out of the hollow a little. Squirrel is a thrifty hostess. She prepares nuts for the winter, dries mushrooms on tree branches. In the spring, squirrels appear at the squirrel.

The wolf is a predatory animal. Wolves live in packs. A pack is a wolf family. Wolves hunt almost always for sick weak animals. Wolves hunt at night. Wolves live in a den to raise wolf cubs, wolf cubs appear in the spring.

The bear is an omnivore. He loves to eat honey, berries, fish, ants, roots, but he can also attack a person. The bear is clumsy in appearance, but easily climbs trees and runs fast. The bear builds a lair for himself from twigs, fallen trees, and moss. In winter, the she-bear has cubs. If a bear has accumulated little fat since autumn, then it wakes up in winter and walks through the forest hungry. For this, the bear was nicknamed the connecting rod.

The hare is a rodent. The hare feeds on grass, leaves, bark of shrubs, mushrooms, roots. In winter, it gnaws at the bark of trees. The hare is white in winter and gray in summer. This helps him hide from predators. Long, fast paws also save the hare from enemies. A hare runs uphill running, and somersaults downhill. The hare lives in the summer under a bush, and in the winter it digs a mink in the snow. In the spring, rabbits appear at the hare.

EXERCISE "GUESS AND TELL".

This beast lives in the forest
It gnaws bark at the trunks.
In the summer in a gray fur coat,
And in winter - in white. (Hare)

What does a hare eat in spring? (grass, leaves).

The owner of the forest
Waking up in the spring
And in winter under a blizzard howl
Sleeping in a snow hut. (Bear)

What does the bear eat? (roots, grasses, beetles, mice, hares).

We recognize the animal with you
According to two such signs:
He is in a fur coat in a gray winter,
And in a red coat - in the summer. (Squirrel)

What does a squirrel eat? (cones, nuts).

All winter between the trees
Slept a bag of needles.
“F-f.f - stop sleeping,
It's time to get up!" (Hedgehog)

What does a hedgehog eat? (beetles, worms, mice).

Gray and toothy.
Howls on a rainy day:
"Uuuu.,." (Wolf)

What food does a wolf eat? (meat - catches mice, hares, sheep).

tail fluffy,
golden fur,
Lives in the forest
He steals chickens in the village. (Fox)

Who else is being caught by the fox? (mice, rabbits).

Guess the taste.

Purpose: to teach children to taste an apple, pear, plums, grapes, carrots, cabbage, tomato, cucumber, to determine whether it is a vegetable or a fruit; develop speech; cultivate attention.

Material: vegetables and fruits cut into pieces and covered with a napkin are on a plate.

The teacher invites the children to close their eyes and try a vegetable or fruit. The child tries, guesses what it is, and then calls: is it a vegetable or a fruit.

Cook delicious borscht.

Purpose: to teach children to name old dishes (pot, bowl, spoon, jug) to learn to choose the right vegetables for borscht; develop logical thinking, mindfulness.

Material: utensils (pot, spoon, bowl, jug) models of vegetables and fruits.

The teacher offers the children to "cook" a dish - borscht. Children name the dishes in which they will “cook” borscht and choose it among those placed in front of them. The called children choose among the vegetables and fruits put in front of them the necessary vegetables for borscht and put them in a pot.

Children take turns choosing vegetables, and the rest of the children show signs: yes or no.

What grows where.

Purpose: to expand and clarify children's ideas about vegetables and fruits, to develop memory, speech, mindfulness.

Material: carved vegetables and fruits, tree layout, vegetable garden layout.

The teacher invites the children to take turns approaching the table and take one vegetable or fruit, name it, determine where it grows and, accordingly, put it on a garden model or hang it on a tree model. For example: a child takes an apple and says: “This is an apple, it grows on a tree in the garden”, then he goes to the model of the tree and hangs the cut fruit on it.

Where do vitamins live?

Purpose: to teach children to select only those pictures that show healthy food; develop mindfulness, memory, thinking.

Material: teddy bear; subject pictures depicting vegetables, fruits, citrus fruits, ice cream, sweets, cookies, cake and the like.

The teacher offers the children to “treat” the bear not with pills, but with vitamins. To do this, you need to select only those pictures depicting products in which vitamins “live”. Children alternately or in groups come up and choose pictures, name an object, and the rest of the children show with signs whether they agree that vitamins “live” there or not. If the task is completed correctly, then the child puts the picture at the teddy bear.

Find out by description.

Purpose: to improve the child's knowledge about vegetables and fruits; learn to find an object by description; develop mindfulness and discipline.

Material: replicas of vegetables, fruits and citrus fruits.

The teacher invites the children to find the object that he will describe.

Educator. Round, yellow, with a red barrel, sometimes sweet and sour, grows on a tree, useful. The child goes out, chooses an apple among the dummies, shows it to the children, and the children answer with signs: they agree or not.

Identify the animal by description.

Purpose: to improve children's knowledge about pets; learn to find pictures by description; develop mindfulness, memory, thinking.

Material: subject pictures with pets.

The teacher invites the children to find the animal that he will describe.

Educator. This animal has a head, ears, sharp teeth, torso, legs, tail. She guards the house, likes to gnaw bones.

The child goes out and finds a picture with a dog, shows it to the children, and the children answer with signs: they agree or not.

Who eats what.

Purpose: to consolidate children's knowledge about pets (what they eat), to develop thinking, attention, memory, to cultivate a desire to take care of pets.

Material: subject pictures depicting pets and food for them.

The teacher invites the children to "feed" the animals in the grandmother's yard. The teacher calls the children in pairs. One child names the animal and exposes it, and the second one looks for food for it, puts a picture next to the animal.

Who is screaming.

Material: a set of toys "Pets".

The teacher puts toys on the table, asks: who is it, where does he live, how does he scream.

Animals and their babies.

Purpose: to teach children to find babies pets and name them; develop memory, speech, attention.

Material: a series of pictures "Pets with babies".

The teacher invites the children to help pets. It is necessary to find the kids who are lost. The children work in pairs.

One child takes the animal, the second one looks for it. Children must name the animal and its cub.

Who is where.

Purpose: to teach children to navigate in space; understand the concept of "left", "right", "y", "before", "behind", "above"; develop thinking, memory.

Material: pictures of pets, house.

The teacher shows pictures of animals and their cubs and invites the children to name them (dog and puppy, cat and kitten, cow and calf, etc.). Pictures are placed on the stand in the same order in which they are shown. After that, pointing, for example, at a cat, the teacher asks: “Who is standing next to her?” The children answer.

The game continues until the children have named all the animals and their cubs.

Wild and domestic animals.

Material: toy sets: "Pets", "Wild Animals"; Christmas trees; house.

The teacher invites the children to take a toy, name it and “settle” it where it lives. If this is a wild animal, then the child puts a toy near the Christmas trees, and if it is a domestic one, near the house.

Who's come?

Purpose: to teach children to correctly name animals and their cubs; recognize animals by voice and reproduce their sounds; develop respect for them.

Material: rope and bell.

Children sit on chairs. At some distance from them, ropes are stretched, to which a bell is suspended at the height of the children. The teacher calls two or three children to him and agrees: which of them will be who.

The first child runs up to the rope, jumps up and calls three times.

Children. Who's come?

Child. Woof woof woof!

Children guess that the dog has come. The child pretending to be a dog sits down. Another child runs up to the bell - the game continues.

Who lives where.

Purpose: to teach children to name wild and domestic animals; classify them, develop speech, memory, attention; develop a love for nature.

Material: toy sets: "Pets", "Wild Animals"; Christmas trees; grandmother; house.

Children sit on chairs in groups of 4-5 people. Each group depicts certain animals or birds. The teacher agrees with each group of children whose voices, animals or birds they will reproduce. Then he goes around the “house”, knocks and asks: “Who lives in this hut?” The children answer: “Ko-ko-ko!” The teacher guesses: “Chickens live here.” He knocks on another house.

The game is played several times, then it is complicated by the fact that it is not the teacher who guesses, but the children themselves.

Tell.

Purpose: to teach children to select adjectives for nouns; develop thinking, speech, attention.

Material: ball.

Educator. What is autumn? What is the sun? What grass?

The child catches the ball, picks up an adjective, then throws the ball back to the teacher.

Release the bird from the cage.

Purpose: to teach children to recognize and name birds; develop visual memory, thinking; develop a love for nature.

Material: a cage is drawn; pictures of birds (sparrow, dove, crow, swallow, starling, titmouse).

The teacher invites the children to "free the birds from the cage." To do this, you need to find a bird and correctly name it. The child names the bird. If the child incorrectly named the bird, then it "remains in the cage."

Didactic games on the topic: "Seasons".

What autumn has brought us.

Purpose: to fix with children the signs of autumn and its gifts; develop memory, thinking, speech.

Material: colorful leaves, vegetables, fruits, painting "Autumn".

The teacher exposes the picture “Autumn” in front of the children, asks them to name the season, to remember what gifts autumn brought to people. For clues, vegetables, fruits, colorful leaves are laid out on the table.

Winter entertainment.

Purpose: to consolidate children's knowledge about winter entertainment; develop speech, attention; cultivate love for different seasons.

Material: plot pictures on the theme "Winter entertainment".

Children look at plot pictures and tell: what games do children like to play in winter.

Spring.

Purpose: to fix the signs of spring with children; learn to match adjectives to nouns; develop speech, memory, thinking.

Material: ball.

The teacher throws the ball to the children in turn.

Educator. What is spring? What is the grass like in spring? How is the sun in spring?

The child answers the questions and throws the ball to the teacher.

Seasons.

Purpose: to teach children to name the seasons according to their signs, to find the corresponding pictures; develop visual memory, attention.

Material: large pictures with the seasons and small cards with the seasons for all children.

On the chairs in front of the children are pictures of the seasons. There are cards on the rug. The teacher invites each child to take one card and go to the picture with the corresponding season. Next, you need to name your season, explain why the child approached this or that picture.

When does it happen?

Material: pictures with the seasons, riddles about the seasons.

The teacher makes riddles for the children about the seasons, the children guess them, find the corresponding seasons in the pictures and put them on the easel.

Snow on the fields

Ice on the rivers

The blizzard is walking

When does it happen? (in winter)

The snow is gone, the water is roaring,

The earth is already full of flowers.

Young grass grows

All the dead come alive

When does it happen? (Spring)

The sun bakes, the linden blossoms,

The cherry ripens

When does it happen? (Summer)

Bare fields, the earth gets wet,

It's raining, when does it happen? (in autumn)

Guess from the description.

Purpose: to teach children to name the seasons according to their signs; develop thinking, memory, attention.

Material: pictures with the seasons.

The teacher describes the season, and the children guess it.

Educator. At this time of the year, children love to sled, build a snowman.

Children answer or raise a card with a picture of winter.

What does the sun look like?

Purpose: to consolidate children's knowledge about the sun, its shape, color, develop visual memory, logical thinking.

Material: sun, subject pictures.

There are subject pictures on the rug. The teacher invites the children to take only one picture that looks like the sun (for example: an apple, a ball, a cherry, an orange).

The children take turns showing their cards and explaining why they chose that particular picture. (For example: “I have a ball because it is round like the sun.”)

Day Night.

Purpose: to consolidate children's knowledge about the time of day, the actions of people at night, during the day; develop mindfulness.

The teacher calls the actions of people day or night. Children, if it is “day”, jump, spin, dance, walk, and if it is “night”, they squat, close their eyes, put their hands under their cheeks.

What changed?

Purpose: to teach children to notice changes in landscapes; develop visual memory, attention; cultivate perseverance.

Material: spring landscape, bird, sun, flower, animal.

The teacher invites the children to consider the spring landscape. Then the children close their eyes, the teacher at this time changes something in the spring landscape (adds a bird, removes the sun, adds a flower, etc.).

Children open their eyes and name what has changed.

Target: the use of the genitive case of singular and plural nouns.

At the she-bear - ... (bear cub, cubs). The fox has ... (fox, cubs).

The hare has ... (hare, hare). At the hedgehog - ... (hedgehog, hedgehog).

The she-wolf has ... (wolf cub, cubs). At the squirrel - ... (squirrel, squirrel).

"Name the Family"

Target: fixing the names of wild animals, their family; development of children's speech.

Dad is a bear, mom is ... (bear), cub - ... (bear cub).
Dad is a wolf, mom is ... (wolf), cub - ... (wolf cub).
Dad - hedgehog, mom - ... (hedgehog), cub - ... (hedgehog).
Dad is a hare, mom is ... (hare), cub - ... (hare).
Dad - fox, mom - ... (fox), cub - ... (fox).

D / and “Who lives where?”

Target: fixing the form of the prepositional case of nouns.

There are pictures with wild animals on the board (bear, fox, wolf, squirrel, hare, etc.). On the teacher's table there are pictures with their dwellings (burrow, lair, lair, hollow, bush). Children put the picture of the dwelling under the picture with the corresponding animal.

The squirrel lives ... in a hollow. The bear lives ... in a den.
The fox lives ... in a hole. The wolf lives... in a lair.
The hare lives ... under a bush. A beaver lives in a hut under water.

D / and “Who eats what?”

Target: fixing the form of the accusative case of nouns.

There are pictures on the teacher's desk: carrots, cabbage, raspberries, honey, fish, nuts, cones, mushrooms, acorns, tree bark, grass, hares, etc. Children put pictures to the corresponding animal.

The squirrel loves nuts, cones, mushrooms, acorns.

Guys, before answering this one, you need to remember which animal is a herbivore.

Children: - Herbivores: hare (grass, tree bark), squirrel (nuts, mushrooms), elk (grass, tree bark, branches, hay).

Predators: bear (honey, berries, carrion, fish), wolf (hares, sheep, calves), fox (hens, geese, hares, mice), lynx (animal meat).

D / and “Which one? Which? »

Purpose: the formation of skills in children to use adjectives in speech and correctly coordinate them with nouns.

Equipment: pictures of animals.

Wolf (What?) - angry, hungry, gray, big, shaggy ...

Bear (What?) - big, huge, shaggy, clumsy, strong, brown ...

Fox (What?) - cunning, cautious, red, fluffy, dexterous ...

Hare (What?) - cowardly, small, white, shy, fast, oblique ...
Squirrel (What?) - thrifty, nimble, red, fluffy, agile, jumping ...

D / and "Pick a word"

Target: the formation of skills in childrenselect and name action words.

Bear (what is he doing?) ... (sleeping, waddling, clubfoot, hunting ...).
Wolf (what is he doing?) ... (howls, runs away, catches up, looks out, ...).
Fox (what is he doing?) ... (stalks, runs, catches, sniffs out ...).

Hare (what is he doing?) ... (jumps, hides, gnaws ...).

D / and "Recognize the beast by description"

Target: the formation of the ability to recognize animals by description, the development of thinking and speech of children.

Cowardly, long-eared, gray or white. (Hare.)
- Brown, clumsy, clumsy. (Bear.)
- Grey, angry, hungry. (Wolf.)
- Cunning, red, dexterous. (Fox.)
- Agile, thrifty, red or gray. (Squirrel.)

Target: introduce children to the voices of wild animals.

D / and "Call it affectionately"

Target: strengthening the ability to form nouns with the help of diminutive - affectionate suffixes.

Don't yawn, my friend
Let's say a word.
Squirrel - squirrel, hare - bunny, hedgehog - hedgehog, fox - fox,

Fox - fox, teddy bear - teddy bear, etc.

D / and "One - many"

Target: formation of plural nouns in the nominative and genitive cases.

We are little wizards
There was one, but there will be many.
Protein - proteins - a lot of proteins; hare - hares - many hares;
Bear - bears - many bears; wolf - wolves - many wolves;

Hedgehog - hedgehogs - a lot of hedgehogs; fox - foxes - many foxes.

D / and "One-three-five"

Target: agreement of nouns with the numerals "one", "two", "five".

How many of them - we always know
Well we all think.
One bear - three bears - five bears; One wolf - three wolves - five wolves;
One hedgehog - three hedgehogs - five hedgehogs; One squirrel - three squirrels - five squirrels;

One fox - three foxes - five foxes; One hare - three hares - five hares.

D / and "Change the words according to the model"

Target: formation of possessive adjectives.

Fox nose - ... (fox nose). Fox paw - ... (fox paw).
Fox eyes - ... (fox eyes). Fox hole - ... (fox hole).

(wolf, bear, squirrel).

D / and "On the contrary"

Target: formation of antonyms.

The elk is big, and the hare is ... (small).

The wolf is strong, and the squirrel is ... (weak).
The fox has a long tail, and the bear has ... (short).

The fox is cunning, and the hare ... (stupid).

The bear is fat in summer, and the wolf in winter ... (thin).

D / and "The fourth extra"

Target: the formation of the ability to single out their essential features in objects and to make the necessary generalizations on this basis, to activate the subject dictionary.

Look at the picture
Name an extra object
And explain your choice.

Squirrel,dog , fox, bear;

hare,lamb, fox cub, wolf cub;

Elk , elephant, giraffe, monkey.

D / and "Fold the picture"

Target: the formation of the ability in children to put together a picture from parts, the development of a holistic perception, attention, thinking.

The child has a picture with a wild animal, cut into 4 parts.
- What kind of animal do you have? (Fox.) etc.

D / and "Compilation of a story-description"

Target: the formation of children's ability to compose a story-description about an animal based on a plan-scheme.

Children write a story about appearance wild animal according to plan.

(name, where he lives, appearance, what he eats, cub).

D / and "Name in order"

Target: development of visual memory and attention, activation of the vocabulary of nouns on the topic.

look at the pictures,
And remember them.
I'll take them all away
You remember in order.

1. subject pictures on the topic).

D / and "Whose tail is this?"

Purpose: the formation of the ability to form possessive adjectives.

Various animals lived in the forest. One day, a magpie spread the news through the forest that tails were being distributed to animals in a clearing. Guess which tail each animal chose? Take your wild animal pictures and find the tail that suits your animal and name whose tail it is.

Atfoxes- (Fox's tail); the wolf - (wolf tail);

In a hare - (hare tail); in a bear - (bear tail);

In a squirrel - (squirrel tail); in a deer - (deer tail);

In a lynx - (lynx tail); in the elk - (moose tail).

D / and "Say in one word"

Purpose: fixing adjectives in speech.
Equipment: pictures of animals.
Description: We invite the child to continue the sentence.
A) The hare is afraid of everyone, so what is he like? (cowardly);
B) The fox deceives everyone, so what is she like? (cunning);
C) The hedgehog has needles, he ... (prickly);

D) Squirrel makes stocks, so what is she like? (thrifty);

D) The bear walks awkwardly, so what is he like? (clumsy).

Di“Who can you say…”

Hunts, sneaks, howls, bites, gets scared, jumps, rolls over, cunning, hunts down.

Y/and “What is he doing?”

Purpose: the formation of the ability to use verbs in speech.

The teacher calls the sentence about the animal, and the children add the right word - action and complete the sentence.

Squirrel :

1. Red squirrel from branch to branch(what is he doing?) - jumps.

2. Winter squirrel nuts(collects, stores)

3. Squirrel with pleasure nuts(nibbles)

Bear :

1. Bear waddling ...(walks, walks)

2. In winter, a bear ...(asleep)

3. Bear hives…(destroys, destroys)

Wolf :

1. Wolf after a hare(hunts).

2. She-wolf about cubs (cares ) etc.

D / and "Say a word"

Purpose: the formation of the ability to guess riddles - rhymes, the development of auditory attention.

1. This cat is very angry. 2. Long-horned and horned

Doesn't purr, but bites. Foresters call "elk".

You can’t shout menacingly “Shoot!” He jumps straight and askew,

This is a cat of the forest - ... (Lynx) Large and powerful ... (Moose)

3. Slim, fast, 4. He slept in a fur coat all winter,
Branchy horns, sucked a brown paw,
It grazes all day. And when he woke up, he began to cry.
Who is this? .. (Deer) This forest animal ... (Bear).

5. Cunning cheat, 6. In summer, a gray fur coat,
Red head, And white in winter
Fluffy tail is beautiful. Wears a jumper -
Who is this? .. (Fox) Fearful ... (Hare)

Finger gymnastics

Boy with a finger, (bend the finger of the right hand four times)

Where have you been?

Wandered through the forest for a long time! (four times bend the finger of the left hand)

I met a bear, a wolf, (the thumb of the right hand alternately

Bunny, hedgehog in needles. in contact with the rest of the fingers).

I met a squirrel, a titmouse, (the thumb of the left hand alternately

I met an elk and a fox. in contact with the rest of the fingers)

Gave gifts to everyone

Everyone thanked me. (four fingers simultaneously bend - bow).

Physical education "Animal exercise"

Once - an oath.Sit down.
Two is a jump.Jump up.
This is a rabbit load.“Ears on top” – bunnies.
And the foxes wake upRub your eyes with your fist.
They love to stretchStretch.
Be sure to yawnBody twists.
Wag the red tail.Movement of the hips to the right and left.
And the wolf cubs bend their backsTilt forward.
And jump lightly.Jump up.
Well, Mishka is clubfoot,Bend your arms at the elbows.
Paws wide apart,Legs shoulder width apart.
Either two or all togetherStepping from foot to foot.
Long time treading water.
And for whom charging is not enough -Extend your arms to the sides.
Starts all over.

Fizkultminutka.

We have a nice posture, we brought the shoulder blades together.

We walk on toes and then on heels.

Let's go softly, like cubs, and like a clumsy bear.

And like a hare-coward, and like a gray wolf-wolf.

Here the hedgehog curled up into a ball, because he was cold.

The hedgehog's ray touched. The hedgehog stretched sweetly

Physical education "Bears"

The cubs in the thicket lived with their heads, they twisted

Like this, like this, they twisted their heads (head turns left and right)

Bear cubs were looking for honey, together they shook the tree

Like this, like this, they shook the tree together (torso tilts left and right, arms “hug” the tree)

Waddled (imitation of the gait of cubs)

And they drank water from the river

Like this, like this, they drank water from the river (leaning forward)

And then they got tired and slept soundly in the lair

Like this, like this, they slept soundly in the den (they depict sleeping cubs)

Articulation exercises

We open the mouth-house.

Who is the master in that house?

In it the owner is the Tongue.

He lay down comfortably in the house.

The tongue is familiar to you, children

We will meet him with a smile

"Bunny": lift the upper lip, exposing only the upper teeth.

"Angry Wolf": bite the lower lip with the upper teeth.

"The calf sucks milk": mouth open, lips in a smile. Bring the wide tip of the tongue under the upper lip and tear off with a click.

"Bear licks honey": first lick the upper lip (tongue "cup"), then lick the upper and lower lips.

Speech gymnastics:

Su-su-su, su-su-su.

The squirrel was seen in the forest.

We pronounce the tongue twister with different strength of voice(quiet - louder - louder) :

Sa-sa-sa, sa-sa-sa,

Here comes the forest.

Children pronounce the tongue twister first all together, then individually with different intonations.(surprised, scared, happy) .

MYSTERIES ABOUT WILD ANIMALS

1. He sleeps in a den in winter. 2. The oblique does not have a lair,

He loves cones, loves honey, He does not need a hole.

Well, who will call? Legs save from enemies

(Bear) And from hunger - bark. (Hare)

3. Angry touchy, 4.forest owner,
Lives in the wilderness of the forest.Waking up in the spring
Too many needlesAnd in winter, under a blizzard howl,
And not a single thread.Sleeping in a snow hut.(Bear)

(Hedgehog)

5. Who is cold in winter, 6. Not a Christmas tree, but sharply,
Walking angry, hungry? Not a cat, but a mouse is afraid. (Hedgehog)
(Wolf)

7. There are workers in the river, 8. Long ear,
Not joiners, not carpenters, a ball of fluff,
And they will build a dam - Jumps deftly,
At least write a picture. Loves carrots. (Carrot)

(Beavers)

9. Dad is very strong, tall, 10. The tail is fluffy,

And the horns are branched. golden fur,

Son, not yet an adult - Lives in the forest,

Red and spotted. And in the village he steals chickens.(Fox.)

He is born without horns

In a fur coat with polka dots.

(Deer and deer)

tail fluffy,

Lives in the forest

golden fur,

And in the village he steals chickens.(Fox.)

Didactic games on the theme "Wild animals"

Game "Name it in order"
Target: develop visual memory and attention, activate the vocabulary of nouns on the topic.

Look at the pictures
And remember them.
I'll take them all away
You remember in order.

(6-7 subject pictures on the topic).

The game "Who has whom?"

Target: the use of the genitive case of singular and plural nouns.

At the she-bear - ... (bear cub, cubs).
The fox has ... (fox, cubs).
At the squirrel - ... (squirrel, squirrel).
The she-wolf has ... (wolf cub, cubs).
At the hedgehog - ... (hedgehog, hedgehog).
The hare has ... (hare, hare).

Name the family game

Target: introduce children to the names of wild animals, their families; develop children's speech.

Dad is a bear, mom is ... (bear), cub - ... (bear cub).
Dad is a wolf, mom is ... (wolf), cub - ... (wolf cub).
Dad - hedgehog, mom - ... (hedgehog), cub - ... (hedgehog).
Dad is a hare, mom is ... (hare), cub - ... (hare).
Dad - fox, mom - ... (fox), cub - ... (fox).

The game "Who lives where?"

Target: fixing the form of the prepositional case of nouns.

There are pictures with wild animals on the board (bear, fox, wolf, squirrel, hare, etc.). On the teacher's table there are pictures with their dwellings (burrow, lair, lair, hollow, bush). Children put the picture of the dwelling under the picture with the corresponding animal.

The squirrel lives in a hollow.
The bear lives in a den.
The fox lives in a hole.
The wolf lives in a lair.
The hare lives under a bush.

The game "Who loves what?"

Target: fixing the form of the accusative case of nouns.

There are pictures on the teacher's desk: carrots, cabbage, raspberries, honey, fish, nuts, cones, mushrooms, acorns, tree bark, grass, chickens, hares, sheep, etc. Children put pictures to the corresponding animal.

The squirrel loves nuts, cones, mushrooms, acorns.

Game "Choose a word"

Target: to teach children to select and name words-signs, words-actions.

Bear (what?) ... (brown, clumsy, clumsy).
Wolf (what?) ... (gray, toothy, angry).
Hare (what?) ... (long-eared, cowardly, shy).
Fox (what?) ... (cunning, red, fluffy).

Bear (what is he doing?) ... (sleeping, waddling, clubfoot).
Wolf (what is he doing?) ... (howls, runs away, catches up).
Fox (what is he doing?) ... (stalks, runs, catches).

The game "Recognize the animal by description"

Target: teach children to recognize animals by description; develop the thinking and speech of children.

Cowardly, long-eared, gray or white. (Hare.)
- Brown, clumsy, clumsy. (Bear.)
- Grey, angry, hungry. (Wolf.)
- Cunning, red, dexterous. (Fox.)
- Agile, thrifty, red or gray. (Squirrel.)

Target: introduce children to the voices of wild animals.

The game "Call it affectionately"

Target: teach children to form nouns using diminutive - affectionate suffixes.
Don't yawn, my friend
Let's say a word.
Squirrel - squirrel
Fox - fox

Game "One - many"

Target: teach children to form plural nouns in the nominative and genitive cases.
We are little wizards
There was one, but there will be many.
Protein - proteins - a lot of protein
Bear - bears - many bears

The game "Count!"

Target: teach children to coordinate nouns with the numerals "one", "two", "five".
How many of them - we always know
Well we all think.
One bear - two bears - five bears
One hedgehog - two hedgehogs - five hedgehogs
One squirrel - two squirrels - five squirrels

Didactic game "Whose tail? »
Target: consolidate knowledge about animals, develop memory, thinking, attention and fine motor skills hands

Game progress:
One morning, the forest animals woke up and saw that everyone’s tails were mixed up: the hare has the tail of a wolf, the wolf has the tail of a fox, the fox has the tail of a bear .... The animals got upset. Is the tail of a wolf suitable for a hare? Help the animals find their tails by answering the question “Whose tail is this? »Here is the wolf's tail. What is he? (gray, long). Whose tail is this? - wolf. And whose tail is this - small, fluffy, white? - a hare.
And so on. Now all the animals have found their tails.

The game "Change the words according to the model"

Target: formation of possessive adjectives.

Fox nose - ... (fox nose).
Fox paw - ... (fox paw).
Fox eyes - ... (fox eyes).
Fox hole - ... (fox hole).

The opposite game

Target: formation of antonyms.

The elk is big, and the hare is ... (small).
The wolf is strong, and the squirrel is ... (weak).
The fox has a long tail, and the bear has ... (short).

The game "The Fourth Extra"

Target: to teach children to single out their essential features in objects and to make the necessary generalizations on this basis, to activate the subject dictionary.

Look at the picture
Name an extra object
And explain your choice.

Squirrel, dog, fox, bear

Game "Fold the picture"

Target: teach children to put together a picture from parts; develop holistic perception, attention, thinking.

The child has a picture with a wild animal, cut into 4 parts.
- What kind of animal do you have? (Fox.)

Game "Composing a story-description"

Target: to teach children to compose a story-description about an animal based on a plan-scheme, to develop the speech of children.

Children make up a story about the appearance of a wild animal according to the plan.

Didactic games on the topic "Pets" 1. The game "Confusion" ("Who lives where?") Objectives: to develop auditory attention, coherent speech. Game progress. The teacher invites the children to listen to the sentence and correct the mistake. For example: The cat lives in a kennel. - The cat lives in the house. The horse lives in a pigsty. - The horse lives in the stable 2. The game "Who lost the cub?" Objectives: to develop visual attention, visual memory, to fix the names of animal cubs. Game progress. On the board are pictures with images of animals and their cubs in pairs. Then the teacher removes one picture. Children must guess which cub is "lost". 3. The game "Who is superfluous?" Objectives: to develop logical thinking, to teach a coherent monologue statement, to consolidate the generalizing concepts of "wild animals" and "pets". Game progress. The teacher lays out pictures in front of the children and offers to find an extra animal. The child highlights the superfluous among the animals and explains his choice. For example: ., "The fox is superfluous, because she is a wild animal, all the rest are domestic. The child who answered correctly takes the extra picture for himself. At the end of the game, the teacher invites the children to count the number of syllables in the name of the extra animal in the picture. 4. Game "Merry Count" Objectives: to develop the grammatical structure of speech, to learn to coordinate nouns with numerals. The course of the game. The teacher invites children to count pets. The game can be played with a ball. For example: one cat, two cats, three cats, four cats, five 5. The game "Animal Feast" Objectives: to clarify children's ideas about what pets eat, to develop coherent speech. The course of the game. On the table are subject pictures depicting treats for different animals. Children have images of these pets. Children must find treats for their animals For example: I have a goat Hay for a goat Goat chews hay 6 Whose Whose Whose Whose Purpose: to learn to form possessive adjectives Based on the picture y. The teacher asks the children: whose paw is this? This is a cat's paw. Whose ears are these? (cat's ears). Whose ear? (dog ear) ETC. 7. The game "Arrange in the corrals" Objectives: to improve the skill of syllabic analysis of words. Game progress. The teacher places images of domestic animals and three pens on the magnetic board, explains that animals whose names consist of one syllable can be “driven” into the first fold, two syllables into the second fold, and three syllables into the third. Children one by one go to the blackboard, choose animals, clearly pronounce their names in syllables and put the drawings in the appropriate "pens". Words: cat, bull, goat, sheep, ram, pig, rabbit, cow, horse. 8. Game "Guess the word" Objectives: to improve phonemic processes, to learn to highlight the first and last sound in a word. Game progress. The teacher lays out pictures of pets on the table and invites the children to guess which word is conceived by the first and last sound. The child who guessed correctly gets the picture. At the end of the game, the score is calculated. For example: The first sound is [s], the last is [a] (dog). 9. The game "Who is the most needed?" Objectives: to develop coherent speech, to teach a coherent monologue statement, to activate the children's vocabulary on the lexical topic "Pets". Game progress. The teacher invites the children to complete the story, try to explain why a person needs this or that animal. One day a dispute broke out in the barnyard. Pets decide which of them is more necessary for a person. - I'm the most needed one, - mooed the cow, - because... No, I, - the sheep bleated, - I... - And I, - the pig squealed, - ... - You forgot about me! - neighed the horse. - Without me, a person cannot ... - Argue, don't argue, - put in the dog. - I'm still needed ... What do you think? Which animal is more important? (All animals are needed in their own way.) S. Chesheva