Enriching the active vocabulary of preschoolers. Enrichment and activation of vocabulary, preparatory group, Bochkareva I.O.

enrichment work,

consolidation and activation of vocabulary

Work on enriching, consolidating and activating vocabulary occupies a significant place in common system speech development of children. Without expanding their vocabulary, it is impossible to improve their verbal communication.

Strengthening the principle of developmental education in school places certain demands on preschool education.

For a child to successfully study at school, it is necessary that the system of the native language and its elements act as the object of his conscious activity. Therefore, one of the tasks of speech development in kindergarten is the formation in preschoolers of an initial, elementary knowledge of linguistic reality, on which learning at school can be based.

In the development of the dictionary, a large place is occupied by classes on familiarization with the environment, with nature, various observations, excursions, conversations, during which children’s knowledge and ideas are formed and refined.

Learning the world, a child, learns the exact names (designations) of objects and phenomena, their qualities and relationships. Thus, the peculiarity of the program for the development of speech and vocabulary is that it is essentially connected with all sections of the education program in kindergarten and its implementation is provided for in different types children's activities.

Work on the dictionary is closely related to the development cognitive activity, but it must be, first of all, a linguistic work. This means that when working on a word it is necessary to take into account the actual language characteristics words, namely polysemy (for most words in the Russian language have polysemy), as well as synonymous and antonymic relations.

The speech of preschool children differs from the speech of adults. Often the child tries to comprehend the words himself, giving them a different meaning, for example: “A lazy man is a man who makes boats,” “A village is where there are many trees,” etc.

Working with polysemantic words is part of vocabulary (lexical) work. Its goal is to ensure proper linguistic and speech development and improvement of language proficiency. In addition, the disclosure of the semantic richness of a polysemantic word plays a big role in the accuracy of word usage. The habit of using words correctly developed in a child in kindergarten largely determines his later speech culture.

The leading place in mastering the polysemy of words is given to synonyms and antonyms.

Dictionary work methods such as selecting synonyms and antonyms in order to clarify the understanding of the meanings of words are not used enough.

It is necessary, from a young age, to pay attention to the qualitative side of vocabulary development, that is, to solve the following tasks:

work on a correct understanding of the meaning of words

expand the stock of synonyms and antonyms

develop the ability to use words, combining them correctly according to their meaning

activate such parts of speech as adjectives and verbs in children’s speech.

Solving the problems of qualitative development of children's vocabulary is impossible without simultaneously carrying out work to familiarize themselves with an ever-expanding range of objects and phenomena, to deepen knowledge about them.

To ensure the full development of vocabulary, it is necessary, along with classes, to widely use moments Everyday life, which provides great opportunities for consolidating and activating the speech skills acquired by children in classes.

Of course, all tasks of vocabulary work (enrichment, consolidation, clarification, activation of the dictionary) are interconnected and are implemented in each age group.

Yes, in the second younger group the main attention is paid to the task of accumulating and enriching the vocabulary, which is closely related to the expansion of knowledge and ideas about the environment.

At this age, a significant place is given to the use of visual aids (toys, pictures), as well as the speech of the teacher.

IN middle group necessary Special attention pay attention to the correct understanding of words and their use, expanding the active vocabulary of children. In this group, work continues on the formation of generalizing concepts; much attention is paid to isolating qualities, properties and correctly denoting them with appropriate words.

The task of using words with opposite meanings (antonyms) is introduced. For this purpose, you can use a comparison of toys and objects.

At this age, all kinds of visualization still occupy a significant place, but more lexical exercises, verbal didactic games.

For example, to activate verbs, an exercise is used to select actions for objects: “What is an iron for? What can you do with a broom? What is a watering can for? In the exercise “Who Does What?” the child must name as many actions as possible: “What does the cat do?” - “Meows, purrs, plays, laps up milk.”

To develop the ability to isolate the qualities and properties of objects and toys, the technique of comparison should be used more widely. So, for example, when comparing two dolls, the question is asked: “What are the same and what are different? How else do the dolls differ from each other? Children examine and name the color of eyes, hair, details of clothing (for example, soft, fluffy, fur collar). When telling stories based on pictures, in order to teach how to select definitions, they ask questions: “What kind of snow? (White, fluffy, cold.) How can you say about winter, what is it like?” (Snowy, frosty, cold.) Then you can read the poem.

At the next lesson, the teacher offers to look at the proposed toys (for example, a ball, a car, a doll, a matryoshka) and consistently asks questions: “What is this? What is she like? What is it for? What can you do with it? This preliminary vocabulary exercise prepares children for playing the didactic game “Parsley, guess my toy” in the same lesson. When making a wish for a toy, children must use all the words named and formulate a coherent statement.

In the senior preschool age group, the leading task in vocabulary development is to clarify the understanding of the meaning of words and activate vocabulary. For these purposes, special vocabulary exercises and word games lasting 5–7 minutes are carried out. at every lesson.

The exercises were developed by E.I. Tikheyeva, their goal is to develop children’s attention to words, teach them to distinguish their shades, and teach them to use words accurately. When conducting these exercises, a large place is given to such a technique as a question. The direction and content of children’s mental activity depends on the wording of the question; the question should evoke their mental activity. By asking questions, the teacher not only achieves the reproduction of knowledge, but teaches children to generalize, highlight the main thing, compare, and reason.

We need to ask questions more often: “Can I say that? How can I say it better? Who will say differently? Etc. At the same time, you should not rush to evaluate the answer; let the children think and discuss which answer is correct. As many children as possible should express their opinions, answering questions such as: “Why do you think that this can be said? Tell the children how you understand it.”

The following types of tasks are used to develop vocabulary:

Selection of synonyms for phrases.

In the process of vocabulary work in the classroom, children encounter such a phenomenon as synonymy (words that sound different, but are close in meaning), the understanding of which is already available to them. Working with synonyms helps to understand the different meanings of a polysemantic word, teaches one to think about the meaning of the words used, helps to use the most appropriate words in statements, and avoid repetition.

To select synonyms, you should suggest phrases and sentences, for example: “The river is running”, “The boy is running”.

The teacher asks: “What word is repeated? Let's try to replace it. “The river runs” - how can I say it differently? (Flows, murmurs, pours.) The answers to the second phrase are: “Rushing, hurrying, flying.”

The ability to select synonyms will help children formulate their statements more accurately.

Working on antonyms useful in that it teaches you to compare objects and phenomena of the surrounding world. Antonyms, in addition, are also a means of expressive speech.

The selection of antonyms should first be made using visual material (objects, pictures). So, for example, you can offer pictures depicting a tall and low house, a large and small apple, a short and long pencil, etc.

Exercises with a single word help clarify its meaning and systematize the knowledge and ideas that children have.

At first, tasks to select synonyms and antonyms are difficult for children. But this is until they understand the meaning of the task.

To select synonyms, you can ask questions after the children have retold a particular work.

To activate verbs (actions), similar questions are asked, for example: “Leaves are falling from the trees. How can I say it differently? (They fly, circle, fall.) Or: “Seeing the hunters, the fox runs away. How else can you tell what she’s doing?” (Runs away, runs away, rushes, flies like an arrow.)

In developing the ability to select synonyms and antonyms, special speech situations, when children are placed in conditions that require precise verbal designation.

For example, it was given next situation: “If it rains often, the sky is overcast, a cold wind blows, then what words can you use to say about autumn, what is it like?” (Cloudy, rainy, cold.) Then the opposite situation is given: “If in autumn the sky is blue, the sun is shining, it’s still warm, the leaves on the trees have not yet fallen, then how can you say about autumn, what is it like?” (Sunny, warm, golden, clear.) Such tasks take a short time and can be used during a walk.

Completing such tasks contributes to the formation of accuracy of word usage, the ability to choose words that accurately denote an object, action, quality. For example, the following situation was given: “Dad began making a swing for the children. Misha brought him a rope. Dad said: “No, this rope is no good, it will break,” and took another rope. “But this one will never break.” How can you say about such a rope? What rope did dad take?” Select the desired answer from the synonymous series “durable, strong.” Any of these words will be appropriate in the corresponding phrase, that is, you can say both “strong rope” and “strong rope”.

To explain other meanings of the word “strong,” sentences were given: “Sasha grew up as a strong boy,” “Yura felt strong ice under his feet.” Questions for them: “What does “strong boy” mean, as you understand it? How can I say it differently? (Strong, healthy.) What does “strong ice” mean? How can you say it differently? (Durable, solid.) The correct selection of synonymous words will indicate an understanding of the meaning of the word “strong.”

To develop the ability to use words, you should practice tasks on composing sentences with a single word, and polysemantic words are offered as initial ones different parts speech: nouns, adjectives, verbs. By combining words into phrases and sentences, children thereby learn the meaningful use of words in various grammatical forms and meanings. First, they make up two-word phrases and sentences, for example, with the word “light” - “Light wind”, “Light fluff”. Then common sentences with the same word appear: “A light leaf fell from the trees”, “There were light clouds during the day”, “A light butterfly is circling over a flower”, etc.

Tasks for composing sentences should be used more often because even with a correct understanding of the meaning of words, children are noted to be incapable of composing a sentence using them correctly in their meaning.

To activate the dictionary, it is effective to writing riddles by the children themselves. It is very important that the child can not only name the object, but also correctly identify its qualities and actions with it. First, the teacher makes a guess for the object, and then the children. Here are some of the riddles invented by children: “In a dark room a white canvas hangs to watch movies”, “Rectangular and speaks”, “Nose with a snout, she grunts”, etc.

The ability to identify and name signs and qualities must be developed using everyday observations and excursions. So, for example, when conducting an excursion in the fall, the teacher pays attention to the color of the leaves, to the autumn sky, and asks questions: “What is the sky like? What leaves? Etc. In his speech, he should use more different kinds of definitions.

Lexical exercises, which are carried out as part of the lesson, perform a double function: they help develop vocabulary and prepare for performing tasks on coherent speech.

Thus, lexical work is important for the development of free speech, the ability to consciously choose the most appropriate linguistic means for a given statement, that is, it ultimately serves the development of coherence of speech.

Consultation for parents

Children with speech impairments often have a poor vocabulary, both active and passive, and mainly everyday vocabulary predominates. Children are poor at classifying objects into groups and confuse the names of vegetables and fruits. In their vocabulary there are few verbs denoting the state and experiences of people, nouns characterizing the moral character of a person, and the group of adverbs and adjectives that serve to characterize actions and deeds is especially small. All this limits the speech communication of children.

To expand and activate the vocabulary in pedagogical practice, didactic games are used.

Didactic games are one of the main means of developing speech and thinking. The role of these games is especially great in enriching the vocabulary.

Since parents, one way or another, have to be the main teachers for their child, we suggest you use the following speech games and exercises. Teaching does not mean sitting down at the table and behaving as you would in a lesson; it's about showing your child and doing with him the things you do in everyday life.

Game exercise"Who? What?"

Show your child any illustration for a fairy tale. Let him name words-objects that answer the question: “Who?” or “What?”

For example: the fairy tale “Cinderella” by Charles Perrault

Who: girl, sisters, stepmother, fairy, prince, mice, horses, coachman, etc.

What: house, broom, carriage, shoe, etc.

Helpful advice:

Play the game "Who's Bigger?" with your child.

· Name words starting with the sound (letter) M

· Select words on a given topic, for example “Furniture”

Game exercise “Guess-riddles”

Find out the item by description - (Green, white-trunked, curly. What is it? - Birch)

Shaggy, clubfooted...

Hungry, gray, angry...

Bright, warm...

Gray, small, prickly...

Game exercise “Who eats what?”

The cat laps milk. The dog chews on a bone. A cow chews hay. The chicken pecks the grain. Etc.

Option: “Who or what floats? Does it fly? -

Fish, leaves, airplane, butterfly, etc.

Game exercise “Confusion”

What words were formed from:

CUGGELONS – cucumbers and watermelons TOMATOES – tomatoes and melons

REDISBEET - radishes and beetsCHES - garlic and onions

REPUSTA – turnips and cabbage

Help me figure it out.

Game exercise “Enemy words”

Practice choosing antonym words.

Day Night

Winter - …

Friend - …

Good -...

Go to bed -…

Speak - …

Laugh - …

The elephant is big, and the mosquito...

The stone is heavy, and the fluff...

Game exercise “Words are friends”

Practice choosing words - synonyms

Building - house

Buddy -…

Look -…

Brave -…

Tiny -…

Game exercise “What does it look like?”

Invites children to choose similar words(comparisons)

White snow looks like...

Blue ice looks like...

Thick fog looks like...

Pure rain looks like...

Game exercise: Where and for what can the object I name be used?

For example: button

1) for attaching paper to the board;

2) can be thrown out the window to give a signal;

3) scrap metal;

4) draw a small circle

5) put on the table, etc.

Nail - ..., shoe - ..., lace - ...

Game exercise “Find an extra object”

Offer several pictures, among which one picture depicts an object that does not belong to the same thematic group as other objects

The child must show the “extra” picture and explain why it is extra.

Game exercise: Guess what the fourth word will be(semantic series)

Nail - hammer, screw -...

The house is the roof, the book is...

A bird is an egg, a plant is...

Good - better, slow -...

School - training, hospital -...

A person is a child, a dog is...

Coat - button, shoe - ...

Game exercise “New words”

The fox has a long tail - how can I say it in one word? – long-tailed;

The boy has long legs - long-legged

Game exercise “Finish the sentence”

Misha went for a walk (when?)…

Misha felt sad (why?)…

Misha was happy (when?)…

The game “Who will remember more what is made of what?”

“Children name metal, paper, and plastic objects from memory. A chip is given for the correct answer. The one who collects the most circles wins.

All proposed didactic games contribute to the formation of vocabulary, as well as the development of speech skills.

Enriching the vocabulary of preschoolers

with general speech underdevelopment

The development of a child’s speech in ontogenesis is closely related to the development of thinking and other mental functions. With the help of speech, the child designates what is understandable to him. In this regard, words of a specific meaning first appear in his dictionary and only then words of general meaning.

The zero degree of generalization is proper names and the name of a single item. Then gradually the child begins to understand the general meaning of the names of homogeneous objects, actions, and qualities. By the age of three, children learn words denoting the simplest generic concepts (toys, dishes, clothes), conveying generalized names of objects, characteristics, actions in the form of a noun (flight, swimming, cleanliness). By the age of five years of normal speech development, children acquire words denoting more complex generic concepts (plants: trees, herbs, flowers; color: white, black; movement: running, swimming, flying). By adolescence, they are already able to assimilate and comprehend words such as state, sign, objectivity, etc.

Enrichment life experience child leads to the growth of his vocabulary. The vocabulary of an older preschooler can be considered as a national language model. During this period, the core of the child’s vocabulary is formed.

Analyzing vocabulary colloquial speech children aged 5-6 years, we can highlight the most common words: nouns, adjectives, verbs. There is also a gradual expansion of the semantic field of the meaning of the word.

Thus, as development mental processes(thinking, perception, ideas, memory), enriching sensory experience, changing activities, the child’s vocabulary is also formed in quantitative and qualitative aspects.

Principles of working on a dictionary:

the development of vocabulary should be inextricably linked with the expansion of the child’s ideas about the surrounding reality;

work on vocabulary should be inseparable from work on other components of the speech-language system;

the child’s vocabulary should develop in parallel with the development of mental operations;

when working on vocabulary, special attention should be paid to the relationship between the lexical and grammatical meanings of a word;

The main task when working on vocabulary is the formation of full-fledged semantic fields.

The specific content and structure of speech therapy work on the formation of systemic lexical concepts in children with SLD is determined by the time of appearance of various language units in ontogenesis , the specifics of the speech defect, the characteristics of the child’s general mental status and other factors. Based on this, it is methodologically appropriate to carry out correctional and developmental work in two stages.

At the first stage, the main attention should be paid to the accumulation of lexical units; at the second stage, it is necessary to carry out work related to the ordering of lexical units in the child’s mind. However, it should be remembered that in ontogenesis such a clear division is not observed during the formation of the lexical system. Linguistic signs are not acquired linearly. By actively expanding his vocabulary, the child immediately begins to establish the simplest semantic relationships between words: antonymic relationships, generic relationships, relationships between an object and its part, etc. Therefore, at the first stage, in addition to actively expanding the child’s vocabulary, it is necessary to pay attention to the simplest and most obvious semantic connections between words.

The expansion of nominative and predicative vocabulary in children is carried out on a thematic basis. It is precisely this principle of organizing correctional intervention that allows us to optimally, from a methodological point of view, solve the issue of the formation of semantic fields in children with ODD. The introduction of words united by one topic into the lexicon makes it possible to group in the child’s linguistic consciousness words-centers, or semantic dominants (the core of the semantic field), and words with more or less pronounced thematic attachment to them (the periphery of the semantic field). The range of vocabulary from various thematic groups is determined by the age of the children and the level of their ideas about the world around them. Considering the poverty of visual and auditory ideas children with special needs, difficulties in identifying the most significant differential features objects, in speech therapy work it is necessary to pay attention to the distinction of words denoting situationally or visually close objects (cup - glass - mug, shower - watering can, peach - apricot, sugar - sugar bowl, fluffy - soft, sew - knit, sew - sew).

The child acquires the ability to consciously distribute and order lexical units based on various semantic relationships only at a certain level of his speech and cognitive development (approximately 5-6 years). Therefore, at the second stage of correctional and developmental training, the main attention should be paid to the targeted formation of the ability to establish more complex species semantic relations between words: relations of synonymy, homonymy, relations between related words, polysemantic words and much more.

Directions of speech therapy work

Work to enrich and activate the vocabulary of children with general speech underdevelopment includes the following tasks:

familiarization with objects and phenomena of the surrounding reality, formation of concepts;

revealing the polysemy of a word;

expansion of the stock of synonyms and antonyms;

formation correct use words in connected speech.

Mastery work word is carried out according to the following algorithm:

clarification of word pronunciation;

demonstration of examples of word use (in phrases, in sentences);

developing the ability to select a synonym and antonym for a word;

securing a word in the active dictionary. Selection own examples, illustrating the use of the word.

Synonymous and antonymic comparisons help to reveal to preschoolers the semantics of a polysemantic word. Let's consider an example with the adjective “fresh” (Novikov L.A. Antonymy in Russian. 1973).

Synonymy

Fresh evening - cool evening.

Fresh air is clean air.

A fresh collar is a clean collar.

Fresh magazine - new magazine.

Fresh bread is soft bread.

1. Studied methodological literature on the issue under consideration and a catalog has been compiled (attached)

2. Were compiled (made ) (Attached)

Lesson notes;

Long-term work plan;

Consultations for parents;

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Work on enriching, consolidating and activating vocabulary occupies a significant place in the overall system of children's speech development. Without expanding their vocabulary, it is impossible to improve their verbal communication.

Strengthening the principle of developmental education in school places certain demands on preschool education.

Exploring the world around him, the child learns the exact names (designations) of objects and phenomena, their qualities and relationships. Thus, the peculiarity of the program for the development of speech and vocabulary is that it is essentially connected with all sections of the education program in kindergarten and its implementation is provided for in different types of children’s activities.

Work on a dictionary is closely related to the development of cognitive activity, but it should be, first of all, linguistic work. This means that when working on a word, it is necessary to take into account the actual linguistic characteristics of the word, namely polysemy (for most words in the Russian language are polysemous), as well as synonymous and antonymic relationships.

The leading place in mastering the polysemy of words is given to synonyms and antonyms.

Dictionary work methods such as selecting synonyms and antonyms in order to clarify the understanding of the meanings of words are not used enough.

It is necessary, from a young age, to pay attention to the qualitative side of vocabulary development, that is, to solve the following tasks:

work on a correct understanding of the meaning of words
expand the stock of synonyms and antonyms
develop the ability to use words, combining them correctly according to their meaning
activate such parts of speech as adjectives and verbs in children’s speech.

To ensure the full development of vocabulary, it is necessary, along with classes, to widely use moments of everyday life, which provides great opportunities for consolidating and activating the speech skills acquired by children in classes.

Of course, all tasks of vocabulary work (enrichment, consolidation, clarification, activation of the dictionary) are interconnected and are implemented in each age group.

Thus, in the second younger group, the main attention is paid to the task of accumulating and enriching the vocabulary, which is closely related to the expansion of knowledge and ideas about the environment.

At this age, a significant place is given to the use of visual aids (toys, pictures), as well as the speech of the teacher.

In the middle group, special attention must be paid to the correct understanding of words and their use, and to expanding the active vocabulary of children. In this group, work continues on the formation of generalizing concepts; much attention is paid to isolating qualities, properties and correctly denoting them with appropriate words.

The task of using words with opposite meanings (antonyms) is introduced. For this purpose, you can use a comparison of toys and objects.

At this age, all kinds of visualization still occupy a significant place, but more vocabulary exercises and verbal didactic games should be used.

The following types of tasks are used to develop vocabulary:

Selection of synonyms for phrases.

To select synonyms, you should suggest phrases and sentences, for example: “The river is running”, “The boy is running”.

The teacher asks: “What word is repeated? Let's try to replace it. “The river runs” - how can I say it differently?” (Flows, murmurs, pours.) The answers to the second phrase are: “Rushing, hurrying, flying.”

The ability to select synonyms will help children formulate their statements more accurately.

Working on antonymsuseful in that it teaches you to compare objects and phenomena of the surrounding world. Antonyms, in addition, are also a means of expressive speech.

Exercises with a single word help clarify its meaning and systematize the knowledge and ideas that children have.

At first, tasks to select synonyms and antonyms are difficult for children. But this is until they understand the meaning of the task.

To select synonyms, you can ask questions after the children have retold a particular work.

In developing the ability to select synonyms and antonyms, specialspeech situations, when children are placed in conditions that require precise verbal designation.

For example, the following situation was given: “If it rains often, the sky is overcast, a cold wind blows, then in what words can you say about autumn, what is it like?” (Cloudy, rainy, cold.) Then the opposite situation is given: “If in autumn the sky is blue, the sun is shining, it’s still warm, the leaves on the trees have not yet fallen, then how can you say about autumn, what is it like?” (Sunny, warm, golden, clear.) Such tasks take a short time and can be used during a walk.

To develop the ability to use words, you should practice tasks on composing sentences with a single word, and polysemantic words of different parts of speech are offered as initial ones: nouns, adjectives, verbs. By combining words into phrases and sentences, children thereby learn the meaningful use of words in various grammatical forms and meanings. First, they make up two-word phrases and sentences, for example, with the word “light” - “Light wind”, “Light fluff”. Then common sentences with the same word appear: “A light leaf fell from the trees”, “There were light clouds during the day”, “A light butterfly is circling over a flower”, etc.

To activate the dictionary, it is effective towriting riddlesby the children themselves. It is very important that the child can not only name the object, but also correctly identify its qualities and actions with it. First, the teacher makes a guess for the object, and then the children. Here are some of the riddles invented by children: “In a dark room a white canvas hangs to watch movies”, “Rectangular and speaks”, “Nose with a snout, she grunts”, etc.

Lexical exercises, which are carried out as part of the lesson, perform a double function: they help develop vocabulary and prepare for performing tasks on coherent speech.

Consultation for parents

To expand and activate the vocabulary in pedagogical practice, didactic games are used.

Didactic games are one of the main means of developing speech and thinking. The role of these games is especially great in enriching the vocabulary.

Game exercise “Who? What?"

Show your child any illustration for a fairy tale. Let him name words-objects that answer the question: “Who?” or “What?”

For example: the fairy tale “Cinderella” by Charles Perrault

Who: girl, sisters, stepmother, fairy, prince, mice, horses, coachman, etc.

What: house, broom, carriage, shoe, etc.

Helpful advice:

Play the game "Who's Bigger?" with your child.

· Name words starting with the sound (letter) M

· Select words on a given topic, for example “Furniture”

Game exercise “Guess-riddles”

Find out the item by description - (Green, white-trunked, curly. What is it? - Birch)

Shaggy, clubfooted...

Hungry, gray, angry...

Bright, warm...

Gray, small, prickly...

Game exercise “Who eats what?”

The cat laps milk. The dog chews on a bone. A cow chews hay. The chicken pecks the grain. Etc.

Option: “Who or what floats? Does it fly? -

Fish, leaves, airplane, butterfly, etc.

Game exercise “Confusion”

What words were formed from:

CUGGER - cucumbers and watermelons
TOMATOES – tomatoes and melons

REDISBEET – radishes and beets
CHESLUK – garlic and onion

REPUSTA – turnips and cabbage

Help me figure it out.

Game exercise “Enemy words”

Practice choosing antonym words.

Day Night

Morning -…

Winter - …

Friend - …

Welcome -...

To come in -…

Go to bed -…

Speak - …

Laugh - …

The elephant is big, and the mosquito...

The stone is heavy, and the fluff...

Game exercise “Words are friends”

Practice choosing words - synonyms

Building - house

Horse -...

Buddy -…

Go -…

Look -…

Brave -…

Tiny -…

Game exercise “What does it look like?”

Invites children to choose similar words (comparisons)

White snow looks like...

Blue ice looks like...

Thick fog looks like...

Pure rain looks like...

Game exercise: Where and for what can the object I name be used?

For example: button

1) for attaching paper to the board;

2) can be thrown out the window to give a signal;

3) scrap metal;

4) draw a small circle

5) put on the table, etc.

Nail - ..., shoe - ..., lace - ...

Game exercise “Find an extra object”

Offer several pictures, among which one picture depicts an object that does not belong to the same thematic group as other objects

The child must show the “extra” picture and explain why it is extra.

Game exercise: Guess what the fourth word will be(semantic series)

Nail - hammer, screw -...

House - roof, book - ...

Bird - egg, plant - ...

Good - better, slowly - ...

School - training, hospital -...

A person is a child, a dog is...

Coat - button, shoe - ...

Game exercise “New words”

The fox has a long tail - how can I say it in one word? – long-tailed;

The boy has long legs - long-legged

Game exercise “Finish the sentence”

Misha went for a walk (when?)…

Misha felt sad (why?)…

Misha was happy (when?)…

The game “Who will remember more what is made of what?”

“Children name metal, paper, and plastic objects from memory. A chip is given for the correct answer. The one who collects the most circles wins.

All proposed didactic games contribute to the formation of vocabulary, as well as the development of speech skills.

Enriching the vocabulary of preschoolers

With general speech underdevelopment

The zero degree of generalization is proper names and names of a single object. Then gradually the child begins to understand the general meaning of the names of homogeneous objects, actions, and qualities. By the age of three, children acquire words denoting the simplest generic concepts (toys, dishes, clothes), conveying generalized namesobjects, signs, actions in the form of a noun (flight, swimming, cleanliness). By the age of five years of normal speech development, children acquire words denoting more complex generic concepts (plants: trees, herbs, flowers; color: white, black; movement: running, swimming, flying). By adolescence, they are already able to assimilate and comprehend words such as state, sign, objectivity, etc.

Enriching a child's life experiences leads to the growth of his vocabulary. The vocabulary of an older preschooler can be considered as a national language model. During this period, the core of the child’s vocabulary is formed.

Analyzing the vocabulary of spoken language of children aged 5-6 years, we can identify the most common words: nouns, adjectives, verbs. There is also a gradual expansion of the semantic field of the meaning of the word.

Thus, as mental processes develop (thinking, perception, ideas, memory), sensory experience is enriched, and activity changes, the child’s vocabulary is also formed in quantitative and qualitative aspects.

Principles of working on a dictionary:

the development of vocabulary should be inextricably linked with the expansion of the child’s ideas about the surrounding reality;
work on vocabulary should be inseparable from work on other components of the speech-language system;
the child’s vocabulary should develop in parallel with the development of mental operations;
when working on vocabulary, special attention should be paid to the relationship between the lexical and grammatical meanings of a word;
The main task when working on vocabulary is the formation of full-fledged semantic fields.

The specific content and structure of speech therapy work on the formation of systemic lexical concepts in children with SLD is determined by the time of appearance of various language units in ontogenesis, the specifics of the speech defect, the characteristics of the child’s general mental status and other factors. Based on this, it is methodologically appropriate to carry out correctional and developmental work in two stages.

The expansion of nominative and predicative vocabulary in children is carried out on a thematic basis. It is precisely this principle of organizing correctional intervention that allows us to optimally, from a methodological point of view, solve the issue of the formation of semantic fields in children with ODD. The introduction of words united by one topic into the lexicon makes it possible to group in the child’s linguistic consciousness words-centers, or semantic dominants (the core of the semantic field), and words with more or less pronounced thematic attachment to them (the periphery of the semantic field). The range of vocabulary from various thematic groups is determined by the age of the children and the level of their ideas about the world around them. Considering the poverty of visual and auditory representations of children with ODD, the difficulty of identifying the most significant differential features of objects, in speech therapy work it is necessary to pay attention to the distinction of words denoting situationally or visually similar objects (cup - glass - mug, shower - watering can, peach - apricot, sugar – sugar bowl, fluffy – soft, sew – knit, sew – sew).

The child acquires the ability to consciously distribute and order lexical units based on various semantic relationships only at a certain level of his speech and cognitive development (approximately 5-6 years). Therefore, at the second stage of correctional and developmental training, the main attention should be paid to the targeted formation of the ability to establish more complex types of semantic relationships between words: relationships of synonymy, homonymy, relationships between related words, polysemantic words and much more.

Directions of speech therapy work

Work to enrich and activate the vocabulary of children with general speech underdevelopment includes the following tasks:

familiarization with objects and phenomena of the surrounding reality, formation of concepts;
revealing the polysemy of a word;
expansion of the stock of synonyms and antonyms;
formation of the correct use of words in coherent speech.

Work on mastering the word is carried out according to the following algorithm:

clarification of word pronunciation;
demonstration of examples of word use (in phrases, in sentences);
developing the ability to select a synonym and antonym for a word;
securing a word in the active dictionary. Selection of your own examples illustrating the use of the word.

Synonymy

Fresh evening - cool evening.

Fresh air is clean air.

Fresh collar - clean collar.

Fresh magazine - new magazine.

Fresh bread is soft bread.

Antonymy

Cool evening - warm evening.

Clean air is stale air.

A clean collar is a dirty collar.

New magazine - old magazine.

Soft bread is stale bread.

This example shows that when working on the semantic side of a polysemantic word, synonyms and antonyms can be used simultaneously. Using them, we teach children to distinguish and clarify their understanding of the different meanings of words.

A necessary condition for clarifying and expanding children's vocabulary is the practical mastery of the most common cases of polysemy of words. The work begins with nouns in which transfer is based onspecific, visual signs (door handle, ball pen, a girl's hand). Children's attention is drawn to common feature, which brings things together. Next, classes are held on isolating different meanings in polysemantic verbs (mom is coming, it’s snowing, the train is coming).

Tasks to enrich the vocabulary with polysemantic words and phraseological units must be included in classes in accordance with the lexical topic. For example, when studying the topic “Animals of hot countries” - while simultaneously replenishing the stock of knowledge and ideas about animals, introduce children to phraseological units that are understandable to them. Tell children that, for example, a crocodile is not afraid toothache, it has an additional row of teeth: a new one grows as soon as the old one collapses. Then ask the children to name which objects have teeth but don’t know about toothache (saw, comb, rake, fork). With this material, children practically learn the polysemy of a word. It is proposed to solve riddles:

He tests everything: pine, flax, and oak. (Saw).

Toothed, rather than biting, they rake leaves and hay. (rakes), etc.

To clarify children’s understanding of a word in an accessible form, in some cases a certificate of the origin of the word is provided (notes of the lesson “Sewing Supplies”).

Such work on each word of the text clarifies, expands, deepens children’s stock of information and ideas, teaches them to listen and think, and develops figurative speech.

Revealing the semantic richness of a polysemantic word for children with general speech underdevelopment is important in preparing for school, since the program primary classes great importance is devoted to practical familiarization of students with lexical meaning words, polysemy, antonymy, synonymy.

Due to the polarity of their meanings, antonym words are more easily understood by children, so work on them begins earlier.

To develop the ability to select and use words - antonyms, different techniques are used:

Selection of antonyms with the exclusion of “conflict” words. Children were asked to find words - enemies and name the “extra” word: thin, long, thick, red, short;

Finding antonyms in riddles, proverbs, poems. For children
They were asked to listen to the riddle, guess it and name the antonyms.

It's bitter in haymaking, but sweet in frost, what kind of berry?

Find the words - enemies in the poem:

I had a fight with my friend

And they sat down in the corners.

It's very boring without each other!

We need to make peace.

In the proverb:

Don't be afraid of a smart enemy, be afraid of a stupid friend. Know more and say less. You put it further away, you take it closer.

Adding an antonym to a sentence:

In winter the days are short, and in summer...

Selection of antonyms for polysemantic words. Speech material - phrases:

fresh bread -... stale bread;

fresh newspaper -... old newspaper;

fresh apples -...dried apples.

After listening to word combinations, children select words with opposite meanings.

Selection of synonyms for phrases

Children are told a phrase, for example:Spring is coming, It is snowing, the man is walking.You should draw their attention to the fact that it is not interesting to listen when the same word is repeated. Offer to replace it. "Spring is coming. “How can you say it differently?” Children select words that are close in meaning(steps, moves, walks).Preschoolers come to the conclusion that the same word “goes” has different meanings.

You can give tasks to compose sentences with words of different parts of speech (nouns, adjectives, etc.) andwith synonymous words(big, huge, huge).These exercises are aimed at developing the ability to use given word in combination with others, often cause difficulties. But they are necessary. After all, the main indicator that a word is understood and included in the dictionary is the ability to use it correctly in speech.

Preschoolers with normal speech development can select several synonyms for one word(house - hut, hut; soldier- warrior, knight). This indicates the beginning of mastering the polysemy of words. Children with general speech underdevelopment either select one synonym for a word or refuse to answer at all.

In order to teach them to compare, i.e. to select antonyms, first pairs of objects with pronounced contrasting features are selected. When demonstrating, the speech therapist emphasizes their qualitative opposite with intonation. For example: wide - narrow ribbon, long - short pencil. Then the children are warned that two words will be named, denoting the opposite characteristics of a certain pair of objects (new - old, big - small), and they must show and name these objects. Assignments may vary. For example, preschoolers are asked to sort a number of objects into pairs themselves, guided by antonym words that the speech therapist will name (dry - wet sponge, clean - dirty glass, deep - shallow plate).

To improve your understanding of the meanings of these words, you can do the following exercises:

Complete the speech therapist's phrase with words of opposite meaning.("River - deep, the stream is shallow.” “The days are short in winter, long in summer.” “Swallows arrive in the spring and fly away in the fall.”
Highlight and name words of opposite meaning in sentences.(“The shirt is new, and the T-shirt is old." “The blue pencil is sharp, and the red pencil is dull”).Then the children independently compose sentences with two words, which the speech therapist names.

When explaining antonym words to children with general speech underdevelopment, it is necessary to show objects and pictures. Learn to compare their size, shape, color. Opposites can be various parts of speech: nouns whose meaning includes quality or attitude(friend - enemy; grief - joy);qualitative adjectives with spatial, temporal, evaluative characteristics of objects(high - low; late - early); verbs, adverbs, prepositions, pronouns.

The child must be given the opportunity to tactilely feel the difference in the characteristics of the properties of objects(fluffy - smooth; elastic- brittle). Learn to listen, compare by sensations(loud - quiet; sweet - salty, etc.) in order to enrich the dictionary with verbal vocabulary. Children with general speech underdevelopment are taught to compare actions and depict them on demand(poured - poured out; glued - cut off; stop - go, etc.).Adverbs should be included in lessons(funny - sad; good bad).Teach children to use prepositional constructions in speech(over the table - under the table; in the forest- from the forest, etc.), pronouns (our - your; my yours; he she)- They; me - you), etc.

Children with normal speech development completing tasks to select antonyms and synonymsBy the way, they experience difficulties only with certain words. And preschool children with general speech underdevelopment make mistakes in choosing synonyms and antonyms for most words. These errors are related:

with difficulties in identifying essential features of words;
with underdevelopment of mental operations of comparison and generalization;
with insufficient word search activity;
with unformed semantic fields within the lexical system of the language;
with instability of connections within the lexical system of the language;
with a limited vocabulary, which makes it difficult to choose the right word.

A typical mistake made by children with general speech underdevelopment is reproducing words that are different. grammatical category. They often reproduce an adjective for a noun, an adverb for an adjective, etc.

Thus, the work of selecting synonyms and antonyms for a word is characterized by relationships within the semantic field, an expansion of the field of the word.

The didactic games and tasks I presented for the development of vocabulary in preschoolers with general speech underdevelopment can be used not only in speech therapy classes, but also in modeling, drawing, music, etc. classes.

The main goal of lexical exercises for selecting synonyms and antonyms for a word is to accustom children to the correct and meaningful use of words in spontaneous speech. By practicing composing phrases and sentences that include the words being worked on, first according to the models of a speech therapist, and then on their own, children improve the skill of using simple common sentences in speech.

For speech therapy sessions It is necessary to select those words and syntactic constructions in the formation of which children more often make mistakes.

Tasks to enrich the vocabulary and expand the semantic field of words can be useful and interesting for both preschoolers with speech impairments and children with normal speech development.

Literature

Alekseeva M.M., Yashina V.I. Methods of speech development and learning
native language of preschoolers. – M: Academy, 2000. – 400 p.
Antipova Zh. What? Where? When?: About work on the formation of vocabulary in children with special needs // Preschool education. – 1995. – No. 9. - With. 36–38
Borodich A.M. Methods for developing children's speech. – M.: Education, 1981. - 255 p.
Vygotsky L.S. Thinking and speech. – M., 1996. -415 p.
Efimenkova L.N. Formation of speech in preschool children. – M.: Education, 1981. – 112 p.
Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming general speech underdevelopment in preschool children. – Ekaterinburg: Litur, 2006. – 320 p.
Koltsova M.M. The child learns to speak. – M., 1979
Levina R.E. Education of correct speech in children. – M: Education, 1980.-32 p.
Filicheva, T.B. Children with general speech underdevelopment: Educational and methodological manual for speech therapists and educators/T.B. Filicheva, T.V. Tumanova. - M.: "Gnome-Press", 1999.-80s.
Filicheva, T.B. and others. Fundamentals of speech therapy: Textbook. manual for pedagogical students. Institute for specialties "Pedagogy and psychology (preschool)" / T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina. – M.: Education, 1989. – 223 pp., illus.
Filicheva, T. B., Soboleva A. V. Development of speech of a preschooler: a methodological manual with illustrations. – Ekaterinburg: Publishing house "ARGO", 1997. – 80 p.
Nishcheva N.V. System of correctional work in a speech therapy group for children with general speech underdevelopment. – SPb.: DETSTVO-PRESS, 2004. – 528 P.

Games to enrich and activate vocabulary

"Everything is the other way around"

Purpose of the game: teach children to form antonym verbs using prefixes.

Material. Two monkeys (toys).

Progress of the game.

Today we will play stubborn and obedient children. Listen to my story. The monkey's mother had two daughters. The eldest was called Novice, the youngest was Stubborn. The stubborn woman loved to do everything the other way around. The novice will collect the toys, the Stubborn will scatter them. If the sister closes the door, Stubborn..... (with the intonation of incompleteness, the teacher stimulates the children to answer: she will open). If he brings it... (takes it away), sews it... (tears it off), cleans it... (gets it dirty), shuts up... (speaks), hangs it up... (takes it off), etc.

"Say it backwards"

Target: development of thinking, activation of vocabulary.

Progress of the game.

The presenter throws the ball to the child, calls out a word, and the child throws the ball back and calls out a word with the opposite meaning:

cheerful - sad

fast - slow

beautiful - ugly

empty - full

thin - fat

smart - stupid

hardworking - lazy

heavy - light

cowardly - brave

hard - soft

light dark

long short

high Low

sharp - dull

hot Cold

sick - healthy

wide narrow

"I'll start, you finish"

Target : teach children to compose sentences using prefixed verbs with the opposite meaning; develop the ability to quickly find the exact word.

The teacher begins the sentence using a prefixed verb. Children complete the sentence using a single-root verb with a prefix of the opposite meaning.

The boy first approached the house, and then... (moved away). In the morning the children came to kindergarten, and in the evening... (left). The boy entered the room, and soon he... (left). The guys ran along right side, and then... (ran) to the left. The children played hide and seek. They ran behind the house and hid, but soon they... (ran out).

" Funny Cars".

(Active game with words).

Target: activation of verbs of motion in speech.

When leaving, at the signal, each “car” must say a verb of motion (eg left, left, went, drove off, rolled, rushed, etc.).

Having arrived at the garage, say: arrived, drove up, drove in, arrived, rushed, etc.).

" Native nature in poems and riddles"

Target: develop the ability to find antonyms in poems, select synonyms for certain words.

Progress of the game.

1. The teacher invites the children to guess riddles about nature and find antonyms in them.

Round and bright

Gives everyone warmth.

Got up early in the morning

It went across the sky.

Sunset in the evening

Behind the fishing line.

Guess what, kids?

Who am I talking about? (Sun)

It curls like a ribbon

Blue in the haze

Can be calm

Can hit the wave

Dark and deep

That you can't see the bottom.

Small and transparent

Maybe she

And in the heat he bathes

Us in our own wave.

What it is,

Tell me. (River)

What kind of bird?

Black, big.

Hanging above the ground

Blocking out the sun.

Big tears

This bird is crying

Mom hides her daughter.

How will she rush?

Everything around is getting dark,

To avoid getting wet,

I'll run away quickly. (Cloud)

And choose the opposite word (antonym) to the words:

black....

big....

it's getting dark...

quicker....

3. Find synonymous words:

The aspen tree is chilling,

Trembling in the wind

It gets cold in the sun,

Freezes in the heat.

The oak tree is not at all afraid of rain and wind

Who said that oak is afraid of catching a cold?

After all, until late autumn the oak tree remains green

This means the oak is hardy, which means it is hardened.

"Say it looks like"

Target: teach children to select synonyms with additional semantic shades for verbs and adjectives.

Progress of the game.

1. The teacher gives the handkerchief to the child, naming the verb, the child gives the handkerchief back, naming a synonym for the verb.

Think - .... (think), open - ..... (open), find - ... (find), chill - ... (freeze), hit - ... (surprise), play naughty - ... (indulge), amuse - .... (entertain), forgive - ... (excuse), call - ... (invite), roar - ... (cry), rush - ... ( rush), spin - ... (spin), fear - ... (be afraid), throw - .... (throw).

2. Then children can practice selecting synonyms with additional semantic shades for adjectives.

This house is big, and this one.... (huge). These clothes are old, and this dress is completely... (worn out). This dress is a little damp, but this one is completely..... (wet). The boy is silent, and the girl..... (taciturn). Yesterday the day was warm, but today..... (hot).

"Choose the right word"

Target: learn to select antonyms for ambiguous adjectives and phrases with ambiguous verbs and adjectives; develop the ability to understand direct and figurative meaning words

Progress of the game.

Children are offered ambiguous adjectives that change their meaning depending on the context. You need to find antonyms for them.

The stream is shallow, and the river..... (deep). Currant berries are small, and strawberries..... (large).

The porridge is cooked thick, and the soup.... (thin). The forest is sometimes dense, but sometimes... (sparse).

After rain the ground is damp, but in sunny weather.... (dry). We buy raw potatoes and eat.... (boiled).

As speech material The following phrases can be used:

A thin bucket, a thin dress, a thin man.

The boy is running, the horse is running, the water is running, time is running, the streams are running.

A flower grows, a child grows, a house grows.

Hot day, hot weather, heated argument.

"We need to say it differently"

Target : teach children to select words that are close in meaning to a phrase.

Listen to the poem:

"The Snow Maiden cried as she said goodbye to winter,

She followed her sadly, a stranger to everyone in the forest.

Where she walked and cried, touching the birches,

Snowdrops have grown - the Snow Maiden's tears."

T. Belozerova "Snowdrops".

Here's what sweet words found a poet to talk about snowdrops and spring. What was the Snow Maiden like when she saw off the winter? (Sad)

By the way, sad choose words that are similar in meaning (sad, sad)

If the Snow Maiden is sad, then what is her mood? (Bad)

Listen to what sentences I name: “It’s raining. The Snow Maiden is coming.”

What word was repeated? (Goes.) Try replacing the word goes . It's raining....(pours). The Snow Maiden is coming...( walks). Spring is coming - how can you say it differently? ( Advances.) The car is coming... (driving).

Similarly, tasks with the following phrases are given:

clean air (fresh), pure water(transparent), clean dishes (washed); the plane landed (landed), the sun set (set); the river runs (flows, flows), the boy runs (rushes, rushes).

"Find another word"

Target: develop in children the ability to select the most accurate designation for a given situation; learn to select synonyms and antonyms for adjectives.

Dad started making swings for the children. Misha brought him a rope. Dad said: “No, this rope is no good, it will break.” Dad took another rope: “But this one will never break.” What rope did dad take? How can you tell about her?

Listen to two sentences: “Vova grew up as a strong boy. He felt strong ice under his feet.”

What does the word mean strong ? How can you say these sentences differently? Make up your own sentence with the word strong .

The following sentences are considered similarly: "Boy trembling by cold. Bunny trembling with fear."

"Ball Game"

I will throw a ball to everyone, saying a word. You're throwing the ball back at me by saying the opposite.

Long - ..... short, deep - ...... shallow, soft - ....... hard, light - ..... heavy, thin - .... thick, thick - . .... rare, liquid, strong - ...... weak.

Talk - ...... be silent, make laugh - ..... bring to tears, allow - ..... prohibit, fall - ..... get up, laugh - .... cry, light up - . ... extinguish, help - ..... interfere

"Find the opposite word"

Target: develop in children the ability to select words that have opposite meanings.

Sugar is sweet, and lemon.....( sour ). The moon is visible at night, and the sun....( during the day ). The fire is hot and the ice.....( cold ). The poplar is tall, and the rosehip..... ( short ). The river is wide, and the stream....( narrow ). The stone is heavy, and the fluff..... ( easy ). The radish is bitter, and the pear..... ( sweet ).

If the soup is not hot, then what kind is it? ( Cold. ) If there is no light in the room, then in it...( dark ). If the bag is not heavy, then it is.... ( light ). If the knife is not dull, then it....( spicy ).

IN Lately An increasing percentage of preschool institutions are occupied by children with general speech underdevelopment (GSD). In this group of children, the level of vocabulary development does not correspond to age indicators, and its mastery is an important condition for mental development.

Children with general speech underdevelopment cannot spontaneously take the ontogenetic path of speech development characteristic of normal children. To overcome it, special corrective measures are required.

Everyone knows well that in preschool age The leading activity is play; the child develops most fully in activity. The greatest effect of correctional work on the development of the vocabulary of a preschooler with general speech underdevelopment will be obtained if it is carried out through a variety of games. One type is a verbal didactic game. Usage interesting game encourages the child to be free verbal communication, mastering the correct grammatical forms of the language, using words known to him in phrases and sentences, activates his existing vocabulary. The enrichment of a child’s life experience, the complication of his activities and the development of communication lead to a gradual quantitative growth of the vocabulary.

Starting from the very early age the child actively explores the world, exploring everything that happens around him. Therefore, educational didactic games occupy the most important place in a child’s life. They expand the baby’s understanding of the world around him, teach the child to observe and identify characteristic features objects (size, shape, color), distinguish them, and also establish simple relationships.

Educational games and activities will help your child prepare for school, since educational games for preschoolers allow you not only to learn something new, but also to apply the acquired knowledge in practice. Undoubtedly, such skills will become the basis for further successful training. By solving simple educational game tasks, every child will be happy with their results and achievements. A good mood- this is the key to successful development!

Target: activation and expansion of children's vocabulary through polysemy of words. Compilation simple description subject. Mastering the construction of complex sentences.

Development of verbal and logical thinking through asking riddles.

Game description:

Option 1:

Guys, Dunno came to class today. He loves to travel in a hot air balloon. The ball can be different. Balloon– it is made of rubber. So what is he like? - .....This is a toy, children play with it. What other ball do you know? The window will open only when you guess what another ball could be, indicating another object. What is the name of our planet? - (Earth). What can you call the planet where people live -... THE EARTH. solar planet can be called... - SUN BALL. Athletes play tennis. What are they playing with? ... TENNIS BALL. How to decorate a Christmas tree New Year? ... CHRISTMAS BALL. Bloomed in the flowerbed beautiful flower, He yellow color and it's called... GOLDEN BALL

Option 2: Making riddles. The window will open if you guess the riddle correctly. What words helped you guess it?

No beginning, no end

No back of the head, no face.

Everyone knows, both young and old,

That she is a huge ball.

No matter how much you drive or walk,

You won't find the end here.

(Earth )

You warm the whole world

You don't know fatigue

Smiling at the window

And everyone calls you -

(Sun or solar ball)

On a green fragile leg

The ball grew near the path.

The breeze rustled

And dispelled this ball.

(Dandelion )

The lily of the valley blooms in May,

Aster blooms in autumn.

And in winter I bloom

I go to the Christmas tree every year.

It sat on the shelf for a whole year,

Everyone forgot about me.

And now I'm hanging on the tree,

Ringing little by little.(Ball)

Target: activation and expansion of children’s vocabulary on the topics: “ Migratory birds", "Wintering birds". Formation of nouns with diminutive suffixes. Consolidating the skill of forming relative adjectives. Write a simple description of the item.

Mastering some forms of inflection: endings of nouns in genitive case, in the only and plural, present tense and past tense verbs.

Game description: Option 1.

Smart bird, please come down.
You have lost your pen.

On the yellow alley, where the maples turn red

A find awaits you at the Bureau.

Let's take a look at the Lost and Found Office and see whose feathers ended up in the Lost and Found Office. Sparrow feather - ....Whose feather got into the bureau? – (sparrow feather). Nightingale feather... Whose pen? – (nightingale). Crow feather...whose feather? - (crow). Crane feather... whose feather? - crane feather, etc.

Option 2.

Call the birds affectionately. Nightingale - nightingale, sparrow - sparrow, crow - little crow, crane - crane, crane, etc.
Let's name the birds when there is one and when there are many of them.

One nightingale - many nightingales, one crow - many crows, one crane - many cranes, etc.

3. Let's play with the birds.What is the bird doing?-...(a bird flies - a bird has flown away - a bird will fly in the spring, etc.)

Option 3.

Children came to the Lost and Found Bureau who had lost their mitten, sock, and hat. Help them find their mitten, their sock, their hat….

"LOST AND FOUND "

Target: activation and expansion of children's vocabulary on the topic “Food. Consolidating the skill of forming relative adjectives. Write a simple description of the item.

Game description:

Option 1: Mom was preparing breakfast. She was cooking her favorite porridge for her daughter (son). The porridge turned out very tasty.

“Mom made porridge

My daughter listened

And I ate all the porridge!”

Guess what kind of grain mom made the porridge from? What kind of porridge would it turn out to have if it was made from semolina, buckwheat, rice, millet, etc.

Option 2: Mom came home from work and was very tired. Dad and daughter (son) decided to cook dinner. Boiled the milk and added the cereal. The porridge turned out delicious. What kind of porridge will mom and the whole family eat? -... Semolina porridge - semolina; from rice - rice, from buckwheat -....; from millet -….

Summary of frontal lesson

Theme: "SPRING"

Softwarecontent

Target: enrichment of the dictionary on the topic “Spring”.

Tasks:

Correctional - educational - enrich children's vocabulary, consolidate children's knowledge about the signs of spring, about migratory birds, about the first spring flowers.

Correctional - developmental - develop the ability to hear the teacher, develop the ability to coordinate adjectives in gender, number and case, develop speech hearing, form a holistic impression of the image in the picture, develop dialogical speech.

Correctional - educational - work on perseverance, attention, memory, ability to work independently.

Equipment: demonstration material - A. K. Savrasov’s painting “The Rooks have Arrived”, reference pictures about spring.

Progress of the lesson:

Organizational point: Hello, children! I learned a very interesting poem for our lesson. Now I’ll tell you about it, and you listen carefully and think - what is it about?

Spring has arrived in the snow,

On a damp carpet.

Scattered snowdrops,

I sowed grass.

Badger families due

I picked it up from the holes.

Birch sap

I gave it to the guys.

I looked into the den:

Come on, get up, bear!

She breathed on a branch -

It's time to go green!

Now spring is beautiful

Calling from all over

Geese, swifts and storks,

Cuckoos and starlings!

Did you like the poem? What is it about? Now I will read it again, and you try to remember the signs of spring.

Now the child who can tell me one sign of spring will sit down.

1. Do you remember how it was in the poem:

Now spring is beautiful

Calling from all over

Geese, swifts and storks,

Cuckoos and starlings.

Guys, who are these - geese, swifts, storks, cuckoos, starlings? (birds)

What do we call such birds? (migratory)

What do you know about them? (they fly away to warmer climes in the fall, and return in the spring, begin to build nests and hatch chicks)

Right. What migratory birds do you see in the painting of the Russian artist Alexei Kondratievich Savrasov? (rooks)

What are they doing? (they build nests, plan to hatch chicks, fly, scream, carry twigs and blades of grass in their beaks)

What signs of spring do you see in the picture? (the sky is gray, covered with clouds, but blue gaps are visible among the clouds; Sun rays, the snow is melting, it has become loose, wet, dirty, streams are running, there is water among the trees, it’s early spring).

let's check if you know any other signs of spring - I'll name the sentence, and you continue it, finish it. The one who finishes the sentence must stand up.

Icicles under the sun (melt)

Snowdrifts from solar heat (settle)

Buds on trees (swell, burst)

In the spring, birds nest (build, build)

Bear from hibernation (wakes up, awakens)

Birds chicks (breed, feed)

Ice on the river (melts, cracks, bursts)

Trees in the gardens (blooming) in spring

In the thawed patches the first flowers (bloom)

Insects after winter (come to life)

In the fields people sow rye

The first grass emerges from underground

Well done boys! Are you a little tired? Let's warm up! Repeat after me!

Outside the window the icicle is melting (4 jumps on toes, hands on the belt)

The wind tears the clouds to shreds (hands up, tilts left, right)

Unclenches, unclenches (arms in front, in front of chest)

Maple tight fists (elbows down, clench, unclench fists)

He leaned against the window (4 jumps)

And the snow barely melted (tilts left - right)

Give me a green palm (turn to each other)

Maple will last before anyone else! (shake hands)

Sit down. Tell us - what three spring months do you know? Now we are learning something new about them! Listen to the poem carefully and think about what it is about:

March - the beginning of spring,

Awakening of nature,

The sound of drops

And the melting of white snow.

Women's holiday is wonderful,

The smell of yellow mimosa,

The hubbub of birds in the trees

And the first call of the streams!

What is this poem about? Now I’ll read it again, and you listen to it and name the signs of March.

The ice breaks up in April,

The ice is rumbling,

The flood will cover

Water meadows.

Tender primroses

Will decorate the earth

Will take you with you

Cold, ice and snow!

What is this poem about? Now I’ll read it again, and you listen to it and name the signs of April.

May - with the gardens blooming,

yellow dandelions,

With young grass

The first May thunderstorm,

Happy Victory Day,

May Day fireworks,

With sowing on arable land

And delicate foliage.

What is this poem about? Now I’ll read it again, and you listen to it and name the signs of May.

5. Let's solve the riddles!

White peas on a green stem. (lily of the valley)

On a green fragile leg

The ball grew near the path.

The breeze rustled

And dispelled this ball. (dandelion)

It grows under a snowdrift,

He drinks snow water. (snowdrop)

He is both stepmother and mother,

What is the name of this flower? (coltsfoot)

What one word can we use to describe the answers? (flowers)

What flowers are these if they appear in spring? (spring, first)

What color are the stems and leaves of all these flowers? (green)

What color is a lily of the valley flower? (white)

What color are the flowers of coltsfoot and dandelion? (yellow)

What a great fellow you are! And now we need to rest a little - let’s get up from the tables, move to the carpet and stand in a circle.

1, 2, 3, 4 (4 steps back)

Spread the circle wider (expand the circle)

And now we are streams (running in circles)

Let's run a race.

We hurry straight to the lake, the lake will become big (spread the circle)

Stand in a circle again (narrow the circle)

Let's play sunshine (running in a circle)

We are cheerful rays (stretch on tiptoes, hands up)

We are frisky and hot (jump on tiptoes, hands on belt)

Have you rested? Now sit down at your desks.

What did we talk about today? (about spring)

What happens in the spring?

The sun shines brightly

Snow is melting

Streams are running

The first flowers are blooming

8. See how many new and interesting things we have learned! Do you think your parents know what you now know? Let's check! Tell your parents everything at home - everything you know about spring!

9. Homework in a notebook - learn a poem, shade spring flowers, name 5 signs of spring.

Application

Differentiation of sounds [d] - [g], [t] - [k].

Pronouncing sounds [d] - [g], [t] - [k] in words:

G A d al To A G aze T and brie G A d A d ra G uny G la d iolus G Rani t g O d s d oro G A G lo tk A G op d th d at G A G ra d go to sleep To

G lo T O to g oro d O To O T va G A G RU dk A G ors T very good To and by G O d A

G udo To ra d at G A G rune t g mustache T oh aw G mustache T floor G O d A

I G O d A tk ah d O CT op

Making sounds[d] - [g], [t] - [k] in phrases:

G lo T O To from with T A To ana

G olo d new G doves

G oral d oro G A

O tg A d ah for G A d point

G A d ae T on To ar T Oh

diss T e G Well T and I To ur tk A

By G Well T th G WHO [T] b

Pronunciationsounds[d] - [g], [t] - [k] in sentences:

On by d O To unnie To e s T oi T G orsho To With To A CT mustache

T RU d but later To A T get along with To RU T Ouch G ors.

I G ryzu sla [t]k wow To aramel.

U TO He d ra T A To ur tk A To oro tk ova T A.

From G ib d oro G and - take it G and but G And.

TO he's with T at To zero To experience T oh To stigma.

TO api T en To ship uvi d ate about G one To May To A.

By Sun To in the morning we To A T let's look at To he To ah na for To dug To A tk e.

In av G mustache T e hour T oh I happen T G roses.

G blue G Lina d I'm in the habit T V To career for G oro d ohm

G ruzovi To walked along G ornoy d oro G e.

My ba G as much as T Avili in Va G he drove d A.

G oro[ T] in the evenings G ori T O G yum.

I have G uara fast T ry d shedding paws.

TO urnosen To th E G op To and all To Arab To looked at G op To u.

Pronunciationsounds[d] - [g], [t] - [k] in the texts:

Tk e T tk ah tk ani

on the map T OK T but not.

Co To from birch T e To,

Ste To from birch To.

By d oro G her d at Td ro G And,

D ro G and e d at T By d oro G e.

TO A To ruby with T al G wound T,

TO A To A G A T- wine G ra [T].

D RU [k] for d RU G ohm,

TO RU [To] behind To RU G ohm

If gd e- T oh no T To O G O- T O,

Mean T, CT O- T O gd e- T about eu T b.

T ol To O gd eh uh T O T CT O- T O

AND To at d and he can [To] climbed T b?

Smell TTo He d And T er

Nut mousse To A T nom,

D O CT or in challah T e -

Le To ars T vom priya T nom.

G rustic To lone-be G emo T

G rustic G eat hair T

song G rustic-pre G rustic:

I love la G in the ear To I'll fall asleep.

On the very front To res tk e

Visi T To ol d un T reh G climbing,

He neither To O gd not smo T ri T

T time G through the holes right away.

Otherwise there would be an eternal dispute -

TO at d and he's calling us T etched

T at To, T at To, young T O To,

Do not mind it G lift To ov five T O To.

T at To, T at To, T at To,

And in d meh tk y, and in To ablu To.

G OS T b one with T taught by To ryshe,

G OS T b d RU G oh in oh To nose T taught

But To O gd and in d I'm a thief,

T O G OS T she can't do it T spoke.

Beat on To ryshe d cool d And To re dk yay,

Pus T oh it was and T it's dark,

WITH T tree elm autumn tree tk Ouch

Possible to me T at To Ival in o To But.

Farther To o left d RU [G],

G rustically with T it's all scarlet To RU [To].

WITH To scientifically To A To without d RU G A,

Company To osh To om view G A.

On in To pobe hall G y,

Behind To I'm screaming at you G y:

"Dru [To], it's time to arrive T b,

On d s To teaching T y!

Not T, in vain we decided

About To A T And T b To O T and in the car:

TO O T To A T A T I'm not used to it To -

Opro To inul G ruzovi To.

References:

Gerasimova A.S., Zhukova O.S., Kuznetsova V.G. “Speech therapy encyclopedia for preschoolers. For children 1-6 years old. - St. Petersburg: Publishing House “Neva”. 2004.

Uspenskaya L.P., Uspensky M.B. “Learn to speak correctly. Book for students. At 2 hours. Part 2. - M.: Education: JSC “Ucheb. lit.”, 1995.

Games to enrich and activate vocabulary.

(Tips to help parents) " It's the other way around"

Purpose of the game: teach children to form antonym verbs using prefixes.

Material. Two monkeys (toys).

Progress of the game.

"Say it backwards"

Target: development of thinking, activation of vocabulary.

Progress of the game.

The presenter throws the ball to the child, calls out a word, and the child throws the ball back and calls out a word with the opposite meaning:

cheerful - sad

fast - slow

beautiful - ugly

empty - full

thin - fat

smart - stupid

hardworking - lazy

heavy - light

cowardly - brave

hard - soft

light dark

long short

high Low

sharp - dull

hot Cold

sick - healthy

wide narrow

"I'll start, you finish"

Target : teach children to compose sentences using prefixed verbs with the opposite meaning; develop the ability to quickly find the exact word.

The teacher begins the sentence using a prefixed verb. Children complete the sentence using a single-root verb with a prefix of the opposite meaning.

The boy first approached the house, and then... (moved away). In the morning the children came to kindergarten, and in the evening... (left). The boy entered the room, and soon he... (left). The guys ran along the right side, and then... (ran) to the left. The children played hide and seek. They ran behind the house and hid, but soon they... (ran out).

" Funny Cars".

(Active game with words).

Target: activation of verbs of motion in speech.

When leaving, at the signal, each “car” must say a verb of motion (eg left, left, went, drove off, rolled, rushed, etc.).

Having arrived at the garage, say: arrived, drove up, drove in, arrived, rushed, etc.).

" Native nature in poems and riddles"

Target: develop the ability to find antonyms in poems, select synonyms for certain words.

Progress of the game.

1. The teacher invites the children to guess riddles about nature and find antonyms in them.

Round and bright

Gives everyone warmth.

Got up early in the morning

It went across the sky.

Sunset in the evening

Behind the fishing line.

Guess what, kids?

Who am I talking about? (Sun)

It curls like a ribbon

Blue in the haze

Can be calm

Can hit the wave

Dark and deep

That you can't see the bottom.

Small and transparent

Maybe she

And in the heat he bathes

Us in our own wave.

What it is,

Tell me. (River)

What kind of bird?

Black, big.

Hanging above the ground

Blocking out the sun.

Big tears

This bird is crying

Mom hides her daughter.

How will she rush?

Everything around is getting dark,

To avoid getting wet,

I'll run away quickly. (Cloud)

And choose the opposite word (antonym) to the words:

black....

big....

it's getting dark...

quicker....

3. Find synonymous words:

The aspen tree is chilling,

Trembling in the wind

It gets cold in the sun,

Freezes in the heat.

The oak tree is not at all afraid of rain and wind

Who said that oak is afraid of catching a cold?

After all, until late autumn the oak tree remains green

This means the oak is hardy, which means it is hardened.

"Say it looks like"

Target: teach children to select synonyms with additional semantic shades for verbs and adjectives.

Progress of the game.

1. The teacher gives the handkerchief to the child, naming the verb, the child gives the handkerchief back, naming a synonym for the verb.

2. Then children can practice selecting synonyms with additional semantic shades for adjectives.

"Choose the right word"

Target: learn to select antonyms for ambiguous adjectives and phrases with ambiguous verbs and adjectives; develop the ability to understand the literal and figurative meaning of words.

Progress of the game.

Children are offered ambiguous adjectives that change their meaning depending on the context. You need to find antonyms for them.

The stream is shallow, and the river..... (deep). Currant berries are small, and strawberries..... (large).

The porridge is cooked thick, and the soup.... (thin). The forest is sometimes dense, but sometimes... (sparse).

After rain the ground is damp, but in sunny weather.... (dry). We buy raw potatoes and eat.... (boiled).

The following phrases can be used as speech material:

A thin bucket, a thin dress, a thin man.

The boy is running, the horse is running, the water is running, time is running, the streams are running.

A flower grows, a child grows, a house grows.

Hot day, hot weather, heated argument.

"We need to say it differently"

Target : teach children to select words that are close in meaning to a phrase.

Listen to the poem:

"The Snow Maiden cried as she said goodbye to winter,

She followed her sadly, a stranger to everyone in the forest.

Where she walked and cried, touching the birches,

Snowdrops have grown - the Snow Maiden's tears."

T. Belozerova "Snowdrops".

These are the kind words the poet found to talk about snowdrops and spring. What was the Snow Maiden like when she saw off the winter? (Sad)

By the way, sad choose words that are similar in meaning (sad, sad)

If the Snow Maiden is sad, then what is her mood? (Bad)

Listen to what sentences I name: “It’s raining. The Snow Maiden is coming.”

Similarly, tasks with the following phrases are given:

clean air (fresh), clean water (clear), clean dishes (washed); the plane landed (landed), the sun set (set); the river runs (flows, flows), the boy runs (rushes, rushes).

"Find another word"

Target: develop in children the ability to select the most accurate designation for a given situation; learn to select synonyms and antonyms for adjectives.

Listen to two sentences: “Vova grew up as a strong boy. He felt strong ice under his feet.”

What does the word mean strong ? How can you say these sentences differently? Make up your own sentence with the word strong .

The following sentences are considered similarly: "Boy trembling by cold. Bunny trembling with fear."

"Ball Game"

I will throw a ball to everyone, saying a word. You're throwing the ball back at me by saying the opposite.

Long - ..... short, deep - ...... shallow, soft - ....... hard, light - ..... heavy, thin - .... thick, thick - . .... rare, liquid, strong - ...... weak.

Talk - ...... be silent, make laugh - ..... bring to tears, allow - ..... prohibit, fall - ..... get up, laugh - .... cry, light up - . ... extinguish, help - ..... interfere

"Find the opposite word"

Target: develop in children the ability to select words that have opposite meanings.

Recently, an increasing percentage of preschool institutions are occupied by children with general speech underdevelopment (GSD). In this group of children, the level of vocabulary development does not correspond to age indicators, and its mastery is an important condition for mental development.

Everyone knows well that in preschool age the leading activity is play, that the child develops most fully in activity. The greatest effect of correctional work on the development of the vocabulary of a preschooler with general speech underdevelopment will be obtained if it is carried out through a variety of games. One type is a verbal didactic game. Using an interesting game encourages a child to communicate freely, master the correct grammatical forms of the language, use words he knows in phrases and sentences, and activates his existing vocabulary. The enrichment of a child’s life experience, the complication of his activities and the development of communication lead to a gradual quantitative growth of the vocabulary.

Starting from a very early age, the child actively explores the world, exploring everything that happens around him. Therefore, educational didactic games occupy the most important place in a child’s life. They expand the child’s understanding of the world around him, teach the child to observe and identify the characteristic features of objects (size, shape, color), distinguish them, and also establish simple relationships.

Educational games and activities will help your child prepare for school, since educational games for preschoolers allow you not only to learn something new, but also to apply the acquired knowledge in practice. Undoubtedly, such skills will become the basis for further successful training. By completing game tasks, each child will be happy with their results and achievements. A good mood is the key to successful development!

Valentina Kochergina
Summary of educational activities for enriching and activating children's vocabulary preparatory group"We all know about everything"

Target:

Enrichment and activation of vocabulary.

Tasks:

Improve basic types of movements in accordance with the text in physical education lessons;

Strengthen knowledge about the diversity of animals;

Foster a caring attitude towards nature;

Compose a collective story using a mnemonic table;

Expand and activate vocabulary;

Develop motor skills, speech breathing, auditory and visual attention, memory, thinking;

Maintain correct posture while sitting, standing, or moving.

Preliminary work:

Conversations, writing stories about animals, reading fiction about nature and animals, looking at illustrations, etc.

Equipment:

Mnemonic table, pictures of animals, envelopes, laptop, presentation, tape recorder, audio recording with background music, Cuisenaire sticks, bells, maracas, pointer, chips.

Methodical techniques:

compiling a story using a mnemonic table,

game situations,

physical just a minute,

viewing the presentation,

analysis (summarizing).

Progress of the lesson

Educator: Guys, today we will have an interesting lesson. Today we will go on a journey through countries and continents, and talk about the animals that live there. Let's not waste a minute and hit the road.

Our first station is called “Travel through countries and continents”, and we will stop in Hot countries. We will need to remember what animals live here.

Children are divided into two teams and answer questions. For the correct answer, the team receives a chip.

Educator: second stop - Cold countries. We remembered the animals that live in hot countries, and now we have to remember the animals that live in cold countries.

Educator: Well, we remembered some animals and saw them, but only in pictures. Can we meet these animals here in Moscow in reality?

Children's answer.

Educator: That’s right, now you and I will go to the zoo and look at the variety of animals.

Dad, mom, me and brother -

We went to the zoo.

We admired and walked.

We learned a lot of new things.

There are so many different animals there,

The birds are beautiful, even the snakes.

I still want to make it in time

Look at the crocodile.

Lion and tiger and jackal.

It's a pity that mommy is tired -

I'd like to see a kangaroo

And how a bear swims.

We'll go again on Sunday

Only with dad - the three of us.

He loves animals too

And he won't be in a hurry to go home.

On the table, each team has an envelope with pictures of animals (5 pictures each). 5 people are called from each team and given the task:

Team 1 – stand by height in ascending order;

Team 2 – stand by height in descending order.

Educator: Well done! Both teams coped with this task. Well, let's go further?

Children's answers.

Educator: Our next station is called “Guess.” Here you will have to work hard.

Each team has Cuisenaire counting sticks on the table. The guys from each team need to create an animal (its outline) from these sticks. After which the other team needs to name this animal and tell a little about it.

Physical education session – fun massage “Rain”

The rain is running on the roof - boom, bang! (claps palms)

On the cheerful ringing roof - boom, boom! (tapping fingers)

At home, sit at home - boom, bang! (beat with fists)

Don't go out anywhere - boom, bang! (rubbed with the edges of the palms)

Read, play - boom, bang! (rubbing shoulders)

And if I leave, then go for a walk - boom, bang! (stroke with palms)

Educator: well, after such a massage you will work even better. Now we will check this at our next station, which is called “Riddles”.

There are bells and maracas on the table in front of each team. If a team has an answer to a riddle, then it gives its signal and says the answer. For the correct answer, the team receives a chip. If the signal was given at the wrong time, the response automatically goes to another team.

Educator: Well done! We've solved all the riddles, and now it's time for the whole team to work hard. Ready?

Children's answers.

Educator: now you will need to compose a story about an animal using a mnemonic table. What do you think we should communicate in our story, that is, where should we start the story?

Table discussion: Who is this? What color is the fur coat? What parts of the body? What is his body covered with? How does it communicate (what sounds does it make? What does it eat? Where does it live (what is the name of its home? What are the names of its cubs?

There are 2 pictures of animals on the table. Team captains come up and choose one picture and make up a story using a table.

Educator: Well done! You completed all the tasks today. And I would like to ask you a few questions: Did you enjoy our trip? Let's remember which stations we visited today? Which station did you like best? Why? What was your mood when we first started our journey? And now what?

At the end of the educational activity, all the children receive real academic diplomas.

Publications on the topic:

“When we play, we test what we can do and what we know.” Scenario of an educational game in a preparatory group“When we play, we test what we can do and what we know.” Educational game in the preparatory group. Purpose of the game: Reveal the knowledge children have acquired.

According to statistics, most often the cause of road accidents is children themselves. Children are very active and at the same time distracted.

Summary of the speech therapy quiz in the preparatory school group “What do we know about animals” Topic: “What do I know about animals?” Correctional and educational goals. Generalization and systematization of knowledge about domestic and wild animals of our forests.

Abstract of GCD in the senior group “What do we know about water?” Municipal budget preschool educational institution combined type « Kindergarten No. 134" SYNOPSIS of Cognitive.

Summary of the lesson on FEMP in the preparatory group “We measure everything and everyone” An open lesson on the formation of elementary mathematical concepts in the preparatory school group “Measuring everything and everyone” Goal:.

Summary of a lesson on traffic rules in the preparatory group “Traffic rules for everyone without exception” Summary of a lesson with the integration of educational areas on traffic rules in the preparatory group Topic: “Traffic rules - for everyone without exception” Integration.

Literary quiz in the preparatory group “We love fairy tales, we know fairy tales” Goals: To consolidate and expand children's knowledge about fairy tales, to form a stock of literary artistic impressions; introduce children to reading;

Cognitive and research activities in the preparatory group “What do we know about air?” Cognitive and research activities in the preparatory school group. Topic: What do we know about air? Educational field: Cognitive.