excellent day, July.
and, above, circling, motley, white, butterflies, moths, flowers.
on, there is, pollen, flowers.
butterfly, twigs, sat down, tip, motley, on.
and, among, flicker, bugs, spiders, stems.
there are so many of them here.
1) excellent, day, July.
6) here, how many of them are there.
Make up sentences and write them down in your notebook.
1) excellent, day, July.
2) and, above, circling, motley, white, butterflies, moths, flowers.
3) on, there is, pollen, flowers.
4) butterfly, twigs, sat down, tip, motley, on.
5) and, among, flicker, bugs, spiders, stems.
6) here, how many of them are there.
Make up sentences and write them down in your notebook.
Make up sentences and write them down in your notebook.
path, forest, through, led, straight, pine.
Vanya looked, walked, and, on, on, sides.
here, with, shaggy, resinous, trunks, bark.
Make up sentences and write them down in your notebook.
path, forest, through, led, straight, pine.
Vanya looked, walked, and, on, on, sides.
here, with, shaggy, resinous, trunks, bark.
Make up sentences and write them down in your notebook.
path, forest, through, led, straight, pine.
Vanya looked, walked, and, on, on, sides.
here, with, shaggy, resinous, trunks, bark.
Make up sentences and write them down in your notebook.
path, forest, through, led, straight, pine.
Vanya looked, walked, and, on, on, sides.
here, with, shaggy, resinous, trunks, bark.
Make up sentences and write them down in your notebook.
path, forest, through, led, straight, pine.
Vanya looked, walked, and, on, on, sides.
here, with, shaggy, resinous, trunks, bark.
Make up sentences and write them down in your notebook.
path, forest, through, led, straight, pine.
Vanya looked, walked, and, on, on, sides.
here, with, shaggy, resinous, trunks, bark.
Make up sentences and write them down in your notebook.
path, forest, through, led, straight, pine.
Vanya looked, walked, and, on, on, sides.
here, with, shaggy, resinous, trunks, bark.
Make up sentences and write them down in your notebook.
path, forest, through, led, straight, pine.
Vanya looked, walked, and, on, on, sides.
here, with, shaggy, resinous, trunks, bark.
Make up sentences and write them down in your notebook.
path, forest, through, led, straight, pine.
Vanya looked, walked, and, on, on, sides.
here, with, shaggy, resinous, trunks, bark.
Make up sentences and write them down in your notebook.
path, forest, through, led, straight, pine.
Vanya looked, walked, and, on, on, sides.
here, with, shaggy, resinous, trunks, bark.
_________________________________________________________
3.Make sentences. Write it down. Highlight the spellings.
plot, small, dacha, Tanechka, walking, around.
sees, fragrant, girl, lilies of the valley.
these little flowers are so beautiful.
butterfly, here.
she sat down on a board bench.
at, okay, at the dacha.
Make up sentences. Write it down. Highlight the spellings.
worth it, great day.
woke up, ray, duck, sunny.
she entered into the river.
looks like a boat, a duck.
She grabs bugs with her beak.
Make up sentences. Write it down. Highlight the spellings.
Look, the rain, small droplets, fell.
rings, waves, water, scatter.
Soon, the downpour came, strong.
on, he, field, stems, nailed, with flax.
Make up sentences. Write it down. Highlight the spellings.
at home, around, garden, grandfather, fruit.
trees, in, grow, what, garden.
plum trees, nearby, apple trees, and growing
fragrant, and, raspberries, what, and, large
Make up sentences. Write it down. Highlight the spellings.
hedgehog(s, i)k, w(s, i)vet, Mash(s, i).
hedgehog(s, i)ku, girl, in, porridge(s, i), put(s, i)la, ladle(s, i)k.
hurry(s, i)t, on, animal, already(s, i)n.
__________________________________________________________
Make up sentences. Write it down. Highlight the spellings.
roof, on, rain, knocking, plank, beginning
swaying, branches, wind.
gulch(a, i)ta, in, squeak(a, i)t, nest.
__________________________________________________________
Make up sentences. Write it down. Highlight the spellings.
Solves, Kolya, problems (y, y), Shch (y, y)kin.
birds, behind, chirping(u, yu)t, window.
found, ring(u, yu)gu, in, prince, ch(u, yu)lan.
__________________________________________________________
Make up sentences. Write it down. Highlight the spellings.
h(a, i)sh(a, i), in winter, very (a, i)rovanna.
similar(s, s), fluffy(s, s), ha, swan(s, s), snow, fluff.
this is, in, life, time, in, h (u, ju)d, forest.
Make up sentences. Write it down. Highlight the spellings.
dacha, cat, porch, sitting, on.
fur, licks, tongue, she.
along, runs, the site.
wash, cat, finishes, tongue, runs, into, and, wool, house.
To view downloaded projects you need to install software mimio® Studio. All project materials are packaged in .rar format archives; after downloading, they need to be unpacked, for example, using the WinRAR program.
Project type: for preschoolers
Age: Middle group(4-5 years old), Senior preschool age(5-7 years)
Teacher: Plotnikova Olga Pavlovna - teacher
Educational institution:
Added: Sunday, 08/11/2013
Description:
Project of teacher of GDOU No. 13 of Vasileostrovsky district
Olga Pavlovna Plotnikova
on the topic "Prepositions"
Game exercises for children 4 – 7 years old
Often the use of prepositions presents significant difficulties for preschoolers. Prepositions can be omitted, replaced, doubled with the correct or incorrect choice of case endings.
This project is a set of tasks for introducing prepositions to children aged 4 to 7 years.
The difficulty level of the task is marked with an asterisk
"*" - simple
"**" - average
"Pretext"
Purpose: to introduce the concept of “preposition”.
Where is the object I - a very short word
I helped you guess. "Under", "near", "behind" or "on"
I offer to make friends I try to help all people
And my name is... pretext. Find out about the location of the item.
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Front page |
Use the poem “Preposition” from the description |
Listen to the poem and explain the concept of “preposition” |
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Clarify the spatial arrangement of objects expressed using the preposition B |
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Clarify the spatial arrangement of objects expressed using the preposition NA |
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Clarify the spatial arrangement of objects expressed using the preposition NAD |
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Clarify the spatial arrangement of objects expressed using the preposition POD |
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Clarify the spatial arrangement of objects expressed using the preposition FOR |
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Teach children to use prepositions correctly |
Read the story, fill in the blanks with the necessary prepositions |
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| Sentence from the assignment | Child's answer | Point |
| Boy, open the door | The boy opened the door | |
| Girl, read, book | Girl reading a book | |
| Doctor, treat, children | Doctor treats children | |
| Draw, pencil, girl | Girl draws with a pencil | |
| In, garden, grow, cherry | Cherries growing in the garden | |
| sit, titmouse, on, branch | A titmouse sits on a branch | 0,5 |
| Pear, grandmother, granddaughter, give | Grandmother gives pear to granddaughter | |
| Vitya, mow, grass, rabbits, for | Vitya mows the grass for the rabbits | |
| Misha, give, dog, big, bone | Misha gave the dog a big bone | |
| Petya, buy, ball, red, mom | Mom bought Petya a red balloon | |
| Average score | 0,85 |
Conclusion: in the third task, where the ability to compose sentences from words in the initial form was studied, Artem made two mistakes: in the 6th sentence the word order was violated, in the 7th sentence there was a semantic inadequacy. As a result, he received 8.5 points out of a possible 10.
Exercise for task 3
Making sentences from words in initial form
Compose the sentence correctly:
The girl dresses the doll.
Sveta's dog is walking.
The doll has a red bow on it.
Boy walking on the street.
Boys catch fish.
Boy chopping wood with an ax.
Driving down the street in a car.
Girl writing with pen.
The goat is nibbling grass.
Grandmother gives apple to granddaughter.
The boy spills water on the tablecloth.
kitten small closet to climb high on.
| Sentence from the assignment | Child's answer | Point |
| Lena pours tea... cups | Lena pours tea into cups | |
| The buds have blossomed... in the trees | The buds have blossomed on the trees | |
| The boat is sailing... on the lake | Boat sails on the lake | 0,5 |
| A seagull flies... with water | Seagull flies over the water | |
| The chick fell out... nests | The chick fell out of the nest | |
| The trees are rustling... the winds | The trees are noisy in the wind | |
| The last leaves are falling... birch trees | The last leaves fall to the birch tree. | 0,5 |
| The puppy hid... on the porch | The puppy hid under the porch | |
| The dog is sitting... in a kennel | The dog is sitting in the kennel | |
| A large crowd gathered...at the theater | A large crowd gathered under the theater | 0,25 |
| Average score | 0,83 |
Conclusion: with the fourth task, where the ability to add prepositions to a sentence was explored, Artem generally did well, with the exception of 3 sentences. In the 3rd and 7th sentences the correct answer was given after stimulating help (Wrong, think again), in the 10th sentence the child gave the correct answer after the second type of help (The crowd gathered where? In front of what?). Thus, he received 8.25 points out of a possible 10.
Exercise for task 4
Adding Prepositions to a Sentence
Listen to the sentence and add the missing word:
The book lies... on the table.
The shoes are standing... like a chair.
The boy ran up... to the fence.
The car is driving... on the road.
The fox crawled out... of the hole.
Boy runs... tree
...mushrooms grew like a tall birch tree.
...a tall birch tree grows at home.
The school where Seryozha studied was far away... from his home.
The boy is climbing... a fence.
The sun is setting... clouds
The sun comes out... clouds
The nanny takes out a ball... the bed.
Formation of nouns plural in the nominative and genitive cases
Conclusion: with the fifth task, where the ability to form plural nouns in the nominative and genitive cases was studied, Artem did a generally good job, with the exception of the 5th noun, in which the plural form. Part I.p. was formed incorrectly. As a result, he received 9.25 points out of a possible 10.
Series IV
6. Study of vocabulary and word formation skills
Conclusion: with the sixth task, where vocabulary and word formation skills were studied, Artem did a generally good job, with the exception of 2 incorrectly formed forms. Accordingly, the boy received 8.5 points out of 10.
Exercise for task 6 of series IV
Study of vocabulary and word formation skills
Exercise “WHO HAS A CHILD.”
Target:
1. Teach the child to clearly pronounce words when using plural nouns in the nominative case.
2. Expand and activate his vocabulary.
Progress of the game exercise.
The speech therapist asks the question: “Who has such a cub?” The child answers the question according to the model.
Speech therapist: Child:
“Who has whom?”
The horse has foals.
The pig has piglets.
The frog has baby frogs.
The boar has young hogs.
The deer has fawns.
The crow has crows.
"Who's with whom?"
Goose with goslings.
Cow with calves.
Fox with cubs.
Cat with kittens.
Conclusion: with the seventh task, where the ability to form nouns in a diminutive form was studied, Artem did generally well, with the exception of the 2nd and 5th sentences, where he formed the forms of nouns incorrectly. Thus, the boy received 3.5 points out of a possible 5.
Exercise for task 7 of series IV
Formation of nouns in diminutive form
Goal: formation of diminutive forms of nouns.
Lexical material: table, ball, house, bed, birch, doll, spoon, closet, bowl, ear.
Visual material: object pictures (table, ball, house, bed, birch, doll, spoon, closet, bowl, ear).
Instructions: what objects are shown in the pictures? How to speak kindly about these items?
| Exercise | Child's answer | Point |
| Straw hat- | Straw | |
| Cranberry jelly- | Cranberry | |
| Ice slide- | Ice | 0,25 |
| Carrot salad- | Carrot | |
| Cherry jam- | Cherry | 0,25 |
| Mushroom soup- | Mushroom | 0,25 |
| Apple jam- | Apple | |
| Plum jam- | Creamy | 0,25 |
| Raspberry jam- | Raspberry | |
| Strawberry jam- | Strawberry | |
| Blueberry jam- | Blueberry | |
| Oak leaf- | Oak | |
| Maple leaf- | Maple | |
| Aspen leaf- | Aspen | |
| Spruce cone | Christmas tree | 0,25 |
| Average score | 0,75 |
Conclusion: with the eighth task, where the ability to form adjectives from nouns was studied, Artem coped satisfactorily, making mistakes in the formation of five adjectives: in the 3rd, 5th, 6th, 8th and 15th he formed the wrong form. In accordance with this, Artem received 11.25 points out of a possible 15.
Exercise for task 8 of series IV
Education relative adjectives from nouns
Lotto “Name the object”.
Didactic material– pictures and phrases (for example: a robe made of silk, a boat made of rubber, a nail made of iron, a spoon made of wood, a blanket made of down, a house made of snow, a wall made of brick, a roof made of straw, a glass made of crystal, a jug made of clay, a bucket made of iron etc.). The child has pictures depicting various objects. The speech therapist names the object and the material from which it is made, for example: a glass glass, the child finds an image of this object on a card and names a phrase of an adjective and a noun, glass glass, covers the picture with a chip.
Forming adjectives from nouns
Conclusion: with the ninth task, where the ability to form adjectives from nouns was studied, Artem did well, making 4 mistakes in which the form of the adjective was formed incorrectly. As a result, he received 7 points out of a possible 10.
Exercises for task 9 of series IV
Forming adjectives from nouns
Exercise “WHOSE, WHOSE?”
1. Learn to clearly pronounce words of type 14 syllable structure when forming possessive adjectives.
2. Practice agreeing adjectives with nouns in gender and number.
3. Expand and activate your vocabulary.
The speech therapist reads the sentence and asks a question. The child responds using possessive adjectives.
Speech therapist: Child:
Duck egg duck egg.
Quail nest quail nest.
A flock of pigeons a flock of pigeons.
Swan neck swan neck
Rooster beard rooster beard.
flock of geese flock of geese
Chicken egg chicken egg.
Mouse mink mouse mink.
Letter
Topic: Compiling sentences from words given in the required form separately
Target: generalize and systematize students’ knowledge about the features of a sentence
Tasks: develop the ability to compose sentences from words given separately in the required form; test the ability to set sentence boundaries in a text and formulate a sentence in writing.
Lesson progress:
1. Organizational moment.
Every day - always, everywhere,
In class, in play—
We speak boldly and clearly
And we sit quietly.
2. A minute of calligraphy.
( Letters are written on the boardo, a, y, s, and, s)
I’ll put the notebook on a slant,
I'm holding the pen correctly.
I'll sit straight, I won't bend,
I'll get to work!
– What groups can these letters be divided into?
Name the vowels.
– Name the consonants.
-Think about the spelling of which letter we will repeat today ?
(WITH- , because it is a consonant, and the rest are vowels.)
– What is the difference between a vowel and a consonant?
– Think of a word with a letter With, so that the word begins with it.( Snow,
elephant, straw, sugar).
– Make up a sentence with one of these words.
3. Statement of the topic and purpose of the lesson.
Game "Collect a sentence".
Equipment: diagrams of sentences consisting of 2–4 words, each student has in an envelope cards of three colors with words for three sentences (the first word in the sentence is written with a capital letter, last word written with a period.)
Attach the proposal diagram to the board. Students create a sentence with the appropriate number of words. For each correctly composed sentence, the student receives a point.
– Let's remember the signs of a proposal.
– What do the proposals consist of? ( From words.)
– How are the words connected in a sentence? (In meaning.)
– What does the sentence express? (Finished thought.)
– What do you need to know to write a sentence correctly? ( The first word in a sentence is written with a capital letter, and a period is placed at the end of the sentence).
– Make up a sentence from these words.
- Put the words into the diagram.
Cards with words:It snowed this morning.
At the teacher's signal, students take out cards with words from their envelopes and sort them by color. Then cards of the same color are laid out on the desk to form a sentence. Whoever has done everything raises his hand. The teacher checks the completed assignment.
– Where can you find these colors? (At a traffic light.)
– What does red, yellow, mean? green at a traffic light?
! Consider all options for the arrangement of words in a sentence.
– It snowed in the morning.(Red.)
– Snow fell in the morning.(Yellow.)
– It snowed in the morning.(Green.)
– Write down any sentence.
4. Make a sentence out of words.
Game "Telephone".
Make sentences with the word telephone.Collect them into a poem.
– Two lines in the poem begin with the word TELEPHONE.
it's been ringing all day
I can't get it.
TELEPHONE I stand on my toes
5. Working with text.
Write on the board:
Winter has come and the birds have flown away. The bear has come to warmer regions for the winter! In the den the hare changed his fur coat.
- Look what happened: the wind blew away all the punctuation marks in the sentences. Let's collect them.
- Let's remember what a proposal is. Name all the features of a proposal.
1. The sentence contains a complete thought, all words are connected in meaning.
2. The beginning of a sentence is written with a capital letter.
3. At the end of the sentence there is either a period or question mark, or exclamation marks or ellipses.
– How many proposals did you receive?
- How did you guess? ( We counted capital letters and words followed by periods, i.e. we found the beginning and end of the sentence.)
- Write down the sentences in your notebook. ( By groups: 1 - first sentence, 2 - second sentence, 3 - third sentence.)
6. Physical education minute.
Handles up, handles down.
Pull yourself up onto your toes.
We put our hands on their sides, skok-skok-skok, on their toes.
And then we squat, we never freeze.
7. Work on the proposal.
Competition "Yeralash".
– What is “jumble” »?
Yeralash– disorder, confusion.
Exercise: The teams are given cards with questions and strips with words and lines. It is necessary to arrange the words so that each word is in its place, according to the meaning of what is written.
Where did the wolf hide? The wolf hid in the forest.
What cloud was floating across the sky? A cloud floated across the dark sky.
What was on the table? Table, on, vase, roses.
7. Summary.
What do you know about the proposal?
8. Student assessment.
Repetition of information about the offer. Completing unfinished sentences (orally).
A SENTENCE is a word or several words that...
In oral speech, one sentence is separated from another... .
In writing, the beginning of a sentence is indicated by….
At the end of the sentence is put….
Game “Make a proposal”: speech game with cubes. Pictures for the game for downloading, descriptions of game options.
Game "Make a proposal"
In every family and in every kindergarten there are old cubes. How to give them new life and make an educational game you will learn in this article. And if there are no cubes, you can make them from cardboard according to the pattern given in this article.
Author of the game and this article: reader of the site “Native Path” Olga Germanovna Makhaneva, winner of the educational games competition of the Internet Workshop of educational games “Through the game - to success!” — 2013, teacher-defectologist of the highest qualification category Non-state private educational institution for preschool and younger children school age“Progymnasium No. 63 of JSC Russian Railways.”
The editor is me, Asya Valasina, author of the “Native Path” website. And I am very glad that on my website I can introduce you not only to my developments, but also to the ideas of my regular readers and subscribers :-).
Game “Make a sentence or it may or may not happen.”
Making such a game is very simple, at the same time, there are a huge variety of task options, as much as your imagination allows.
How to make a "Make a Sentence" game.
Cube with images of objects.
Step 1: The Make a Sentence game is based on blocks. You can make them from cardboard or paste over old cubes.
Step 2. Select pictures-objects (nouns) for each face of the cube. This could be a selection of words various topics, for example, on the topic “toys” - ball, pyramid, doll, spinning top, ball, train. The easiest way is to select pictures on sites with coloring books, then the pictures will be approximately in the same style, you won’t need a color printer to print them, and the child will be able to take part in making the game - color them.
Step 3. Next, we print it on thick paper (you can glue it with tape or laminate it to last longer), glue it together and start playing - throw it and ask the question: “What is this?” or “Who is this?” (if animals are drawn on the edges).
Action cube.
On the edge of the next cube you can put pictures illustrating actions, for example - stands, lies, walks, sits, runs, flies. When playing with such a cube, we ask the question: “What does it do?”
How to play a sentence making game (object + action) with two dice.
We connect two cubes in the game - an object and an action. We combine the dropped pictures into a phrase: “What is this? What is he doing?”, at the same time we ask the child if this happens.
For example: two dice rolled - deer + flying. We made up a sentence: “The deer is flying.” Does this happen or not? A deer flies through the air - does this happen or not? A deer flies through the forest - does this happen or not? When can you tell that a deer is flying? (if he runs fast). How else can you say - what does a deer do: it flies like an arrow, it flies quickly, it rushes, it flies like a bullet.” This way we can introduce the child to the literal and figurative meaning of the word.
How to play a sentence game with two dice (numeral + noun)
We make another cube, on the edges of which we put dots and circles from 1 to 6. The game continues - we roll this die and ask the question: “How much?” (How many nesting dolls? Five matryoshkas. How many balls? Two balls).
The next stage of the game could be like this - we throw two dice - with an object and with dots: “What is this? How many?". We teach the child to agree between numerals and nouns: two matryoshas ki , but six matryoshas ek . One me h , two ball A , five ball to her .
You can also make a cube with numbers and invite the child to replace the cube with dots with a cube with numbers, indicating the number of dots rolled out.
Another version of the cube for playing sentence making
You can make similar cubes:
A) With geometric shapes (round clock, round moon, round table, round saucer),
b) with flowers: red th ball, red oh matryoshka, red oh apple, red s tomatoes, red nose.
Word combinations and sentences for the game:
We make up the phrase object + color, object + quantity, figure + color, figure + quantity, object + action, object + form. Don’t forget to clarify every time: “It doesn’t happen, it doesn’t happen?” When does it happen?
The next stage of the game is we combine three signs and three cubes:
- subject + quantity + form,
- object + color + shape,
Let's get acquainted with intonation in the game “Make a Sentence”.
If “it doesn’t happen”, we introduce the interrogative intonation, then you can play with the exclamation: “Red banana?” (interrogatively), “Red banana!” (exclamation sentence, surprised, delighted, amazed).
We wish you interesting games!
You will find more ideas for interesting speech games with children in the articles on the site:
