"card index of didactic games about animals." Speech development. lexical topic "wild animals of our forests and their cubs" Games about wild animals in the older group

Didactic games on the topic “Wild Animals”

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

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

(6-7 subject pictures on the topic).

Game "Who has who?"

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

The bear has ... (bear cub, cubs).
The fox has ... (fox cub, fox cubs).
The squirrel has ... (baby squirrel, baby squirrels).
The she-wolf has ... (wolf cub, wolf cubs).
The hedgehog has ... (hedgehog, hedgehog).
The hare has ... (little hare, little hares).

Game "Name the Family"

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

Dad is a bear, mom is... (mother bear), cub is... (bear cub).
Dad is a wolf, mom is ... (she-wolf), cub is ... (wolf cub).
Dad is a hedgehog, mom is... (hedgehog), baby is... (hedgehog).
Dad is a hare, mom is ... (hare), baby is ... (bare).
Dad is a fox, mom is ... (fox), cub is ... (fox).

Game “Who Lives Where?”

Target: fixing the prepositional case form of nouns.

On the board are pictures of wild animals (bear, fox, wolf, squirrel, hare, etc.). On the teacher’s table are pictures of their homes (burrow, den, lair, hollow, bush). Children place a picture of a home under a picture of the corresponding animal.

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

Game "Who loves what?"

Target: fixing the accusative case form of nouns.

On the teacher’s table there are pictures: carrots, cabbage, raspberries, honey, fish, nuts, pine cones, mushrooms, acorns, tree bark, grass, chickens, hares, sheep, etc. Children put pictures to the corresponding animal.

The squirrel loves nuts, cones, mushrooms, and acorns.

Game "Choose a Word"

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

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

The bear (what is he doing?) ... (sleeping, waddles, clumsily).
Wolf (what is he doing?) ... (howls, runs away, catches up).
The fox (what is it doing?) ... (tracks, runs, catches).

Game “Recognize the beast by description”

Target: teach children to recognize animals by description; develop children's thinking and speech.

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

Target: introduce children to the voices of wild animals.

Game “Name it kindly”

Target: teach children to form nouns using diminutive suffixes.
Don't yawn, my friend,
Give me a word.
Squirrel – squirrel
Fox - fox

Game "One - Many"

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

Game "Count!"

Target: teach children to coordinate nouns with the numerals “one”, “two”, “five”.
We always know how many there are,
Okay, we all think so.
One bear – two bears – five bears
One hedgehog - two hedgehogs - five hedgehogs
One squirrel – two squirrels – five squirrels

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

Progress of the game:
One morning the forest animals woke up and saw that everyone’s tails were mixed up: the hare had a wolf’s tail, the wolf had a fox’s tail, the fox had a bear’s tail…. The animals were upset. Is a wolf's tail suitable for a hare? Help the animals find their tails by answering the question “Whose tail is this?” "Here is the wolf's tail. What is he like? (gray, long). Whose tail is this? - wolfish. Whose tail is this - small, fluffy, white? - hare.
Etc. Now all the animals have found their tails.

Game “Change the words according to the model”

Target: formation of possessive adjectives.

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

Game "On the contrary"

Target: formation of antonym words.

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

Game "Fourth wheel"

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

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

Squirrel, dog, fox, bear

Game "Fold the picture"

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

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

Game “Composing a story-description”

Target: teach children to write a descriptive story about an animal based on a plan diagram, and develop children’s speech.

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

We enrich and activate our vocabulary. Consolidating knowledge nouns: squirrel, hollow, fox, hole, hedgehog, hare, wolf, lair, elk, bear, den, lynx, forest, deer, horns, hooves, body, fangs, wool, fur, needles, skin, mouth, paws, belly, claws; verbs: hunt, jump, prowl, howl, growl, squeak, roar, hunt, hide, yelp, snort, teach, guard, suck, loop, feast on; adjectives: large, small, shaggy, shaggy, fluffy, strong, cunning, prickly, fast, dexterous, brown, toothy, clumsy, club-footed, beautiful, sharp, striped, powerful, flexible, clumsy, cautious, predatory; adverb: fast, deft, slow, dangerous, scary.

We teach the child to write riddles-descriptions about wild animals. The first words in the riddle must be the words: this is an animal. The next words may be to clarify the size of the animal (large, small, small, etc.). Then you need to talk about the characteristic features of appearance (fluffy, shaggy, prickly, clumsy) and what the animal eats.

Games and exercises

Game "One is many" with nouns on the topic "Wild animals".

Fox - foxes - many foxes little fox - fox cubs - many foxes

Game "Name the Family".

dad is a bear, mom is a bear, cub(s) is a bear cub(s);

dad - hare - ...;

dad is a hedgehog...;

dad is a fox..;

dad is a wolf...;

Game “Name it kindly”(animals and babies)

deer - bear -

hedgehog - hare -

elk - wolf -

fox - squirrel -

Game "Guess who it is?"

Brown, club-footed, clumsy - ... .

Gray, toothy, howling - ... .

Cunning, fluffy, red-haired - ... .

Small, long-eared, cowardly - ... .

"Who loves what"

The squirrel loves nuts, mushrooms, and berries.

"Count to 7"

(cunning fox, prickly hedgehog, wolf's lair, squirrel hollow)

One mighty moose, two mighty moose, ……, five mighty moose…..

Help your child remember what the homes of wild animals are called.

Ask questions:

Whose den? (bearish)

Whose lair? (wolfish), etc.

Exercise to develop sound analysis skills(for children 5-7 years old)

“What is the first sound in a word?”

Bear - wolf - v, etc.

The fox barks.

The bear growls.

The wolf howls.

Hedgehog - snorts, etc.

Didactic exercise "Who is the odd one out and why?"

Squirrel, hedgehog, horse, badger.

Fox, dog, bear, hare.

Elk, dog, cow, cat.

Learn poems with your child and do finger exercises.

"Wild animals"

We have wild animals in the forest: Connecting the pads

Here you can meet a hare and a fox, fingers and thumb.

Squirrel and bear, wolf, boar -

The silence of the forest hides everyone reliably.

"Everyone has their own home"

At the fox in the deep forest Children bend their fingers on both

There is a hole - a reliable home hands: one finger per

Snowstorms are not scary in winter every couplet.

A squirrel in a hollow on a spruce tree.

A prickly hedgehog under the bushes

Rakes leaves into a pile.

From branches, roots, bark

Beavers make huts.

A clubfoot sleeps in a den,

He sucks his paw there until spring.

Everyone has their own home Palm and fist strikesone by one.

Everyone is warm and comfortable in it.

Poems for automation of delivered sounds

Belkin's pantry (l, r)

Why are there mushrooms on the Christmas tree?

Do they hang astride branches?
Not in a basket, not on a shelf,
Not in the moss, not under a leaf -
At the trunk and among the branches

They are put on the knots.

Who arranged them so cleverly?

Who cleaned the dirt off the mushrooms?

This is the squirrel's pantry,

It's Belkin's summer gathering!

(E. Trutneva)

Who's in the hollow? (s,l)

There is a hollow in the pine tree,

It’s warm in the hollow.

Who's in the hollow?

Lives in a warm place?

And a squirrel lives there,

little squirrel,

Fidget-fidget,

Like beady eyes.

A. Prokofiev

Badger(S, R)

I looked at a bush in the forest,

And under it lies a watermelon!

I wanted to take it, but only suddenly

A badger jumped up from under his arms,

And on the grass - crunch! crunch! –

My “watermelon” rolled!

Yu. Andrianov

Bear invites you to visit (C)

Stop being shy

Come to visit!

The path is not long at all -

Through the forest, straight

I'll treat you to raspberries,

I'll treat you with some honey.

And in winter, guys, come to me

I don't recommend going.

And in winter, guys, me

I don't recommend waking you up.

A. Shlygin

Grandfather Bear (R, Sh)

Grandfather Bear,

My dear,

I was not accepted into the choir.

Calm down!

Is this bitter?

What a youth!..

You are without a choir, granddaughter,

Good roar!

R. Kulikova

Hedgehog(SH)

There would be a hedgehog

You're good,

Only in your hands

You won't take it.

Not good?

So what?

Without needles

I'm not a hedgehog.

L. Korchagina

Raccoon and hedgehog(SH)

The hedgehog washed his ears in the bathhouse,

Neck, skin on belly.

And the Hedgehog said to the Raccoon:

Won't you rub my back?

G. Vieru

*** (WITH)

Where does he live? Most often,

The most real one.

He walks there, he sleeps there,

She raises her children there.

Loves pears, loves honey,

He is reputed to have a sweet tooth.

And I can also say

He really likes to sleep.

He will lie down in the fall and rise up

Only when spring comes.

Moose (C)

An elk looks into the stream.

I guess he's surprised...

firmament,

Month,

Elk…

And where

Has everything come together?

FAMILY GOAL: Development of inflection skills, activation of vocabulary on the topic. PROGRESS OF THE GAME: Invite the child to name the whole family of animals, for example: dad - ... hedgehog, mom - ... (hedgehog), child - ... (hedgehog), children - ... (hedgehog). You can also call the family of a wolf, fox, bear, squirrel, etc., as long as your imagination and patience lasts.

TO WHOM WHAT? GOAL: Development of thinking INSTRUCTIONS: Look at the picture in a dark frame. For a monkey - a banana, for a squirrel - choose from the proposed pictures (candy, nut, hollow) NOTES: Do not prompt the child, do not ask: “What does the squirrel eat?” Let the child think and determine for himself why the monkey was given a banana and what should be given to the squirrel.

SPURY HEDGEHOG OBJECTIVE: Development of fine motor skills GAME ATTRIBUT: Prickly ball (as in the picture) PROGRESS OF THE GAME: Invite the child to roll a prickly rubber ball: between his palms, on the table You can read the following poem: The hedgehog was exhausted - He carried apples and mushrooms. We'll rub his sides - We need to knead them a little. And then we’ll stroke the legs so that you can rest a little. And then we’ll scratch the belly and tickle it near the ear. The hedgehog ran into the woods and squeaked “thank you” to us.

FUNNY CLOTHESPENS OBJECTIVES: Development of fine motor skills, color perception, imagination. PRELIMINARY WORK: Make a base for future work from thick cardboard. Show your imagination: a triangle is a tree trunk, a hemisphere is a hedgehog, etc. PROCEDURE OF THE GAME: Ask your child to attach clothespins of the desired color to the base.

ANIMALS IN FAIRY TALES GOAL: Activation of vocabulary on the topic, development of memory PROGRESS OF THE GAME: Remember with your child and name poems, fairy tales, stories in which wild animals were the heroes. Talk about the character of the FOX in fairy tales. What can you say about the WOLF? When you click the mouse button you will see some prompts

FAIRY-TALE CONFUSION GOAL: Development of critical thinking, logic, training of memory, attention, improvement of speech. INSTRUCTIONS: Carefully look at each picture with your child. Remember which fairy tale it is from and say that the artist got it wrong.

FAIRY-TALE CONFUSION (Continued) GOAL: Development of critical thinking, logic, memory training, attention, speech improvement. INSTRUCTIONS: Carefully look at each picture with your child. Remember which fairy tale it is from and say that the artist got it wrong.

Ivan Shishkin. Morning in a pine forest CONVERSATION WITH A CHILD: What do you see in the picture? The artist called the painting “Morning in a Pine Forest.” How did we guess that the forest was depicted? Where is the sun? Who came out of the forest? What are the cubs doing? What kind of fur coats do they have? Do you think the mother bear and her cubs are doing well? Next, you can tell in your own words what is depicted in the picture: Early in the morning, three clumsy bear cubs in thick shaggy fur coats are frolicking in the forest. Next to them is a mother bear. She carefully watches the play of the playful cubs and is ready to rush to their aid at any moment. And yet the main thing in the picture is the dense forest. This forest kingdom is far from human habitation. Probably no one comes here and disturbs the forest inhabitants.

Victor Mikhailovich Vasnetsov. Ivan Tsarevich on a gray wolf PROGRESS OF CONVERSATION WITH A CHILD: The artist called the painting “Ivan Tsarevich on a gray wolf” Who runs out of the forest? How do you think Ivan Tsarevich feels? And Vasilisa the Beautiful? And the Wolf? Next, you can tell in your own words what is depicted in the picture: The Gray Wolf helps Ivan Tsarevich accomplish many difficult things that befell him. In Vasnetsov’s painting, the prince, carefully hugging Elena the Beautiful, rides on the Gray Wolf through the dense thicket of the fairy-tale forest that opens before him. The gray wolf quickly rushes forward. The wolf's paws are spread wide, and his long fluffy tail spreads in the wind. Sharp wolf eyes look vigilantly, choosing the road. You can feel from the wolf’s open mouth and protruding tongue that he is holding on with all his might. At the same time, we feel the mighty power of the beast. The giant trees of the mighty forest stand up like an impenetrable wall. But the forest opens up for good heroes. Like in a fairy tale, he helps them. Sources of information: BOOKS: Kataeva A.A., Strebeleva E.A. Didactic games and exercises in teaching preschoolers. M, 2001 Pozhilenko E.A. The world around us. St. Petersburg 2004 INTERNET RESOURCES: etskom_sadu/izo_dejatelnost/rassmatrivanie_kartiny_i_s hishkina_utro_v_sosnovom_lesu/ http://detsadik.my1.ru/load/razvivajushhie_zanjatija_v_d etskom_sadu/izo_dejatelnost/rassmatrivanie_kartin y_i_s hishkina_utro_v_sosnovom_lesu/

CARD INDEX OF GAMES
on the topic “Wild Animals” Teachers: Evdokimova M.S. Veretnova A.A.

1. “LIKE – NOT LIKE.”

Target
. Teach children to compare objects, recognize objects by description.
Progress of the game.
One child makes a riddle of animals, and the others must guess them based on their descriptions.
2. "HUNTER".

Target.
Practice the ability to classify and name animals.
Progress of the game
. Children stand in front of the line, at the end of the area there is a chair. This is a “forest” (“lake”, “pond”). A “hunter” - one of the players - goes to the “forest”. Standing still, he says the following words: “I’m going into the forest to hunt. I will hunt for...” Here the child takes a step forward and says: “Hare”, takes a second step and names another animal, etc. You cannot name the same animal twice. The winner is the one who reached the “forest” (“lake”, “pond”) or went further.
3. “WHO LIVES WHERE.”

Target.
Develop the ability to group animals according to their place of residence.
Move

games.
The children will be “squirrels” and “bunnies”, and one child will be a “fox”. “Squirrels” and “bunnies” are running around the clearing. On the signal: “Danger is a fox!” - “squirrels” run to the tree, “hares” - to the bushes. "Fox" catches those who perform the task incorrectly.
4. “FINISH THIS SENTENCE.”

Target.
Learn to understand the causal relationships between phenomena; practice choosing the right words.
Progress of the game.
The teacher (or child) begins the sentence: “The hare is hiding from the fox because...”. The child who completes this sentence makes the beginning of a new one.
5. “IS THIS TRUE OR NOT?”

Target.
Teach children to find inaccuracies in the text.
Progress of the game.
The teacher says: “Listen carefully to the poem. Who will notice more fables, things that don’t happen in reality?” It's warm spring now. Loves to sit in the river. The grapes are ripe here. And in winter, among the branches, a horned horse in the meadow, “Ha-ha-ha,” the nightingale sang. In summer he jumps in the snow. Quickly give me the answer - Late autumn bear. Is this true or not? Children find inaccuracies and replace words and sentences to get it right. 6
. "THIRD WHEEL"

Target.
Strengthen knowledge about wild animals.
Progress of the game.
The teacher tells the children: “You already know that animals can be wild and domestic. Now I will name the animals mixed: wild and domestic. Anyone who hears a mistake must clap their hands. For example: wolf, squirrel, cat; dog, goat, bear, etc.
7. “GUESS WHAT ANIMAL.”

Target.
Learn to describe an object and recognize it by description; develop the ability to choose the most striking feature.
Move

games.
The teacher asks the child to name the most characteristic features of the animal, the rest of the children must guess the animal itself. For example: large, gray with spots and tufts on the ears, etc.
8. “KIND WORDS.”

Target
. Cultivate a love for nature and a desire to take care of it.
Progress of the game
. The teacher says: “There are many different kind words, they need to be said to everyone more often. Kind words always help in life, but evil words always harm. Remember kind words when and how they are said. Come up with different ones
kind words with which you can address ... a cat, a flower, a doll, a friend, etc.
9. “RIGGLE, WE WILL GUESS.”

Target
. Systematize children's knowledge about wild animals.
Progress of the game.
The driver describes any animal in the following order: size, color, method of feeding. Children must recognize the animal from the description.
10. “WHO LIVES IN THE FOREST?”

Target.
Strengthen knowledge about forest animals.
Progress of the game
. The teacher selects three children and asks them to name who lives in the forest. The teacher says: “Herbivores.” Children must name the herbivores one by one.
11. “FEED THE ANIMAL.”

Target.
Learn to divide words into parts, pronounce each part of the word separately.
Move

games.
Children are divided into two teams. The first team names the animal, and the second lists what it eats, trying to highlight two-syllable words, and then three-syllable ones.
12. “GUESS THE ANIMAL.”

Target.
Strengthen children's knowledge about animals.
Progress of the game.
The teacher thinks of a word, but says only the first syllable. For example: the beginning of the word be... Children select words (squirrel). Whoever guessed first gets a chip. The child with the most chips wins.

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

The bear has ... (bear cub, cubs). The fox has ... (fox cub, fox cubs).

The hare has ... (little hare, little hares). The hedgehog has ... (hedgehog, hedgehog).

The she-wolf has ... (wolf cub, wolf cubs). The squirrel has ... (baby squirrel, baby squirrels).

"Name the Family"

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

D/i “Who lives where?”

Target: fixing the prepositional case form of nouns.

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

D/i “Who eats what?”

Target: fixing the accusative case form of nouns.

On the teacher’s table there are pictures: carrots, cabbage, raspberries, honey, fish, nuts, pine cones, mushrooms, acorns, tree bark, grass, hares, etc. Children put pictures to the corresponding animal.

The squirrel loves nuts, cones, mushrooms, and acorns.

Guys, before you answer this, you should remember which of the animals are herbivores.

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

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

D/i “Which one?” Which? »

Goal: to develop children’s skills to use adjectives in speech and correctly coordinate them with nouns.

Equipment: pictures of animals.

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

Bear (Which one?) – big, huge, shaggy, club-footed, strong, brown...

Fox (Which one?) - cunning, careful, red, fluffy, dexterous...

Hare (Which one?) - cowardly, small, white, timid, fast, oblique...
Squirrel (Which one?) - thrifty, nimble, red, fluffy, agile, jumping...

D/i “Choose a word”

Target: developing skills in childrenselect and name action words.

The bear (what is he doing?) ... (sleeping, waddles, clumsily, hunts...).
Wolf (what is he doing?) ... (howls, runs away, catches up, looks out, ...).
The fox (what is it doing?) ... (tracks, runs, catches, sniffs...).

The hare (what is he doing?)… (jumping, hiding, gnawing…).

D/i “Recognize the animal by description”

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

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

Target: introduce children to the voices of wild animals.

D/i “Call me affectionately”

Target: strengthening the ability to form nouns using diminutive suffixes.

Don't yawn, my friend,
Give me a word.
Squirrel - squirrel, hare - bunny, hedgehog - hedgehog, little fox - little fox,

Fox - chanterelle, bear cub - bear cub, etc.

D/i “One - many”

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

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

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

D/i "One-three-five"

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

We always know how many there are,
Okay, we all think so.
One bear – three bears – five bears; One wolf - three wolves - five wolves;
One hedgehog - three hedgehogs - five hedgehogs; One squirrel – three squirrels – five squirrels;

One fox - three foxes - five foxes; One hare - three birds with one stone - five birds with one stone.

D/i “Change the words according to the model”

Target: formation of possessive adjectives.

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

(wolf, bear, squirrel).

D/i "On the contrary"

Target: formation of antonym words.

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

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

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

A bear is fat in summer, and a wolf in winter... (thin).

D/i "The Fourth Wheel"

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

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

Squirrel,dog , fox, bear;

little hare,lamb, little fox, wolf cub;

Elk , elephant, giraffe, monkey.

D/i “Fold the picture”

Target: developing children’s ability to put together a picture from parts, developing holistic perception, attention, and thinking.

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

D/i “Compilation of a descriptive story”

Target: developing children’s ability to compose a descriptive story about an animal based on a diagram.

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

(name, where it lives, appearance, what it eats, baby).

D/i “Name it in order”

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

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

D/i “Whose tail is this?”

Goal: developing the ability to form possessive adjectives.

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

Ufoxes- (Fox's tail); the wolf has a (wolf tail);

The hare has a (hare's tail); the bear has a (bear tail);

The squirrel has a (squirrel tail); in a deer - (deer tail);

The lynx has a (lynx tail); the moose has (moose tail).

D/i “Say in one word”

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

D) The squirrel stores supplies, so what is it like? (thrifty);

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

Di“Who can you say about...”

Hunts, sneaks, howls, bites, gets scared, jumps, waddles, cunning, tracks.

D/i “What does it do?”

Goal: developing the ability to use verbs in speech.

The teacher names a sentence about an animal, and the children add the necessary word - action and complete the sentence.

Squirrel :

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

2. Squirrel nuts for the winter(collects, stores)

3. Squirrel enjoys nuts(gnaws)

Bear :

1. The bear waddles...(walks, walks)

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

3. Bear hives...(disturbs, destroys)

Wolf :

1.Wolf after the hare(hunts).

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

D/i “Say a word”

Goal: developing the ability to guess riddles-rhymes, developing auditory attention.

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

Doesn't purr, but bites. The foresters call it “sokhaty.”

You can’t shout at her menacingly, “Screw!” He jumps straight and at random,

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

3. Slender, fast, 4. He slept in a fur coat all winter,
The horns branched, the brown paw sucked,
Grazes all day. And when he woke up, he began to roar.
Who is this?.. (Deer) This forest animal... (Bear).

5. A cunning cheat, 6. In summer, a gray fur coat,
Red head, and white in winter
The fluffy tail is beautiful. Wears a jumper -
Who is this?.. (Fox) Timid... (Hare)

Finger gymnastics

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

Where have you been?

I wandered through the forest for a long time! (bend your left finger four times)

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

A bunny, a hedgehog with needles. touches the other fingers).

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

Met a moose and a fox. touches other fingers)

He gave gifts to everyone,

Everyone thanked me. (four fingers bend at the same time - bow).

Physical education lesson “Animal exercises”

Once - squat.Sit down.
Two - jump.Jump.
This is a rabbit exercise.“Ears on top of your head” – bunnies.
And when the foxes wake up,Rub your fist over your eyes.
They like to stretch for a long timeStretch.
Be sure to yawnTorso rotations.
Wag your red tail.Move your hips left and right.
And the wolf cubs arch their backsLean forward.
And jump slightly.Jump up.
Well, Mishka is clubfooted,Bend your elbows.
With his paws spread wide,Feet shoulder width apart.
Either two, then all togetherShifting from foot to foot.
He has been marking time for a long time.
And for those who don’t have enough charging -Extend your arms to the sides.
Starts all over again.

Physical education minute.

We have nice posture, we have brought our shoulder blades together.

We walk on our toes and then on our heels.

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

And like a little bunny coward, and like a gray wolf-wolf.

The hedgehog curled up into a ball because he was cold.

The ray touched the hedgehog. The hedgehog stretched sweetly

Physical education lesson “Bear cubs”

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

Like this, this is how they turned their heads (turning their heads left and right)

The cubs were looking for honey and rocking the tree together

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

They waddled (imitation of the gait of bear cubs)

And they drank water from the river

Like this, like this, we drank water from the river (bending forward)

And then they got tired and slept soundly in the den

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

Articulation exercises

We open the mouth-house.

Who is the boss in that house?

The owner of it is the tongue.

He lay down comfortably in the house.

The tongue is familiar to you, children.

We will greet him with a smile

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

"Angry Wolf": Bite your lower lip with your upper teeth.

“The elk calf sucks milk”: mouth open, lips in a smile. Place the wide tip of the tongue under the upper lip and tear it off with a click.

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

Speech gymnastics:

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

A squirrel was seen in the forest.

We pronounce a clear phrase with different voice strengths(quiet - louder - louder) :

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

Here he runs through the forest.

Children pronounce a pure phrase first all together, then individually with different intonations.(surprised, scared, happy) .

RIDDLES ABOUT WILD ANIMALS

1.He sleeps in a den in winter. 2. The scythe has no den,

He loves pine cones, he loves honey, he doesn’t need a hole.

Well, who will name it? Legs save you from enemies,

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

3. Angry touchy-feely, 4.The owner of the forest,
Lives in the wilderness of the forest.Wakes up in the spring
There are a lot of needlesAnd in winter, under the blizzard howl,
And not a single thread.He sleeps in a snow hut.(Bear)

(Hedgehog)

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

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

(Beavers)

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

And the horns are branchy. Golden fur,

The son, not yet an adult, lives in the forest,

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

He is born without horns

In a motley fur coat with polka dots.

(Deer and fawn)

The tail is fluffy,

Lives in the forest

Golden fur,

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