games card file, game exercises for teaching children

preschool age correct use of prepositions.

"Little Word"

Target: give children an idea of ​​the meaning of the prepositionon in speech.

Equipment. Cubes, chair, table.

Game description . The speech therapist calls one of the children and gives him the task: “Put the cube on the table. (The child completes the task.) Put the cube ... a chair. (The child did not complete the task). Why didn't you put down the cube? You don't know where to put it because I missed a small but very important word. Children, guess what word I lost. -"On the". Then instructions are given to another child. The concepts of other prepositions are given similarly.

"Who's going to ride what?"

Target: "On the"

Equipment.

Game description . Speech therapist distributes pictures with the image to children various kinds transport. Children pick up pictures and answer the questions of a speech therapist: “What will you ride”, highlighting “on” with your voice.

Sample response: I'll go by car. etc

"What grows where?"

Target: teach children to use prepositions in speech"On the"

Equipment. Object pictures from the lotto "Transport"

Game description . The speech therapist starts the phrase, the children finish it and repeat it in its entirety.

Daisies grow on ... .. (meadow)

Nuts grow on... (tree)

Apples grow on ... ..) (flower bed).

Carrots grow on ... (bed).

"Who sits where?"

Target: teach children to use prepositions in speech"On the"

Equipment. Story pictures.

Game description . The speech therapist distributes plot pictures to the children and gives the task to come up with a sentence and answer the question: “Who is sitting on what?” , highlighting the preposition "on the"

The squirrel sits on a branch.

The bunny is sitting on the grass.

The bird sits on a pine tree.

Butterfly sits on a flower.

Nina is sitting on a chair.

Nina is sitting on a chair.

Kolya is sitting on a bench.

The bug sits on the rug.

"Where's the pencil?"

Target: teach children to use prepositions in speech"IN" And "On the"

Equipment. Pencil.

Game description . The speech therapist tells the children: “I will remove the pencil, and you will answer me with one word -V or on the.

The speech therapist puts the pencil in his pocket. The children look and say:"IN ". The speech therapist puts a pencil on the table. The kids are talking: "on" Etc.

"Playing with Petrushka"

Target: teach children to use prepositions in speech"IN" And "On the"

Equipment. Parsley

Game description . The speech therapist informs the children: “Petrushka came to visit us. He wants to play with you. Parsley will hide, and you are looking for him.

The speech therapist hides Petrushka. The children look for him and say: “Parsley is on the chair. Parsley on the floor. Parsley in the cupboard, etc.

"Help the Dunno"

Target: teach children to use prepositions in speech"IN" And "On in a sentence"

Equipment. Dunno

Game description . The speech therapist addresses the children: “Guys, Dunno came to visit us. He made up different offers. Listen carefully to see if he's right. And if it's wrong, then find the mistake. The speech therapist reads the sentences compiled by Dunno: Flowers are on a vase. - "Wrong! Flowers are in a vase. - “What words did Dunno mix up?” -"On the" And "IN".

"Masha and her mother go to the cinema." - "Wrong! Masha and her mother are going to the cinema.” - What words did Dunno mix up?- "IN" And "On the". Similarly, work is carried out with other proposals.

"Perform an action"

Target: on, in

Equipment. Toys

Game description . The speech therapist quietly, so that the others do not hear, gives a task to one child. Children build their answer in the form of a common sentence, for example: “What did Sasha do?” - "Sasha put the cubes in the basket." "What did Sonya do?" - "Sonya put the doll on the bed." Etc.

Where have we been, what have we seen?

Target: teach children to make common sentences using prepositionson, in

Equipment. 5 pictures depicting a forest, a field, a river, a zoo, a village, a city; 20 subject pictures depicting mushrooms, berries, squirrels, hedgehogs, boats, water lilies, fish, cancer, cornflowers, chamomile, grasshopper, camel, elephant, monkey, crocodile, cow, horse, tractor, goat.

Game description . The speech therapist distributes pictures and invites children to complete the following tasks:

Pick four matching pictures. For example, for a forest picture, children select subject pictures: a mushroom, a hedgehog, a berry, a squirrel, a hedgehog.

Answer the questions: Where have you been? What you see?"

Sample response: I was in the forest. I saw a squirrel, mushrooms, a hedgehog, berries.

"Sunny Bunny"

Target: teach children to use prepositions in speech"IN" And "On the.

Equipment. Mirror

Game description . The speech therapist shows the children a sunbeam and reads a poem-a counting rhyme about a sunbeam.

Bunny jumping on the wall

And winks at me.

Jumped to the picture

Lingered on a shoe

Danced on the ceiling

Lurked in a corner.

Here he is hiding in the bed,

He plays hide and seek with us.

One two three four five.

We're going to look for him.

The speech therapist tells the children: "Look for a bunny, and if you find it - answer where he hid."

Answer Sample : “Bunny on the ceiling. Bunny in the corner.

"What lies where?"

Target: teach children to use prepositions in speech"IN" .

Equipment. subject pictures.

Game description . The speech therapist distributes pictures and asks them to come up with sentences, answer the question: “Where is it?”

The bread lies ... (in the breadbasket).

The scarf lies .... (in the pocket)

Books are ... (in the closet)

The pencil lies... (in the pencil case).

The shovel lies ... (in a bucket).

Vegetables lie ... (in a vase).

"Guess what's changed?"

Target: "In", "On", "Under" .

Equipment. Toys

Game description .

The teacher appoints a child who must determine changes in the arrangement of toys placed on the table. It is important that the children first carefully look at how the toys are placed: the cube was on the table, and now under the table: the house was in the middle of the table, and now under the table, etc. The number, composition, position of objects should be varied.

Sample response: The cube is on the table. The cube is under the table. You can play without objects: the children will change their places in the room.

"Transport""

Target: teach children to use prepositions in speech"V" , "on the".

Equipment. Lotto "Transport".

Game description . The speech therapist talks about how people use different means of transportation, and distributes large maps: on one, the sea is drawn, on the other, the street, on the third, the sky, on the fourth, the rails, on the fifth, the highway. Small cards depict: an airplane, a helicopter, a car, a bicycle, etc. The players take turns choosing vehicles in accordance with the content of the card.

Sample response: I need a boat. He swims in the sea.

"Who lives where?""

Target: teach children to use prepositions in speech"V".

Equipment. Object pictures depicting animals.

Game description . The speech therapist shows the pictures to the children one by one and asks: “Who is this?” - "Dog". - "Where does the dog live?" - The dog lives in a kennel. - "Where does the squirrel live?" _ “The squirrel lives in a hollow”, etc.

"The bird sat on the window"

Target: teach children to use prepositions in speech"on the".

Equipment. Bird cut out of cardboard.

Game description . Children sit on chairs. The teacher holds a bird by the window and pronounces the familiar quatrain:

The bird sat on the window.

Sit with us for a while

Sit down, don't fly away

The bird flies away ..., Ay!

Children are closely watching the bird. The speech therapist asks: “Where did the bird sit?” Children in a full sentence: “The bird sat on the table” (on the floor, on the closet, etc.)

"What changed?"

Target: teach children to use prepositions in speech"V" "on the".

Equipment. Pyramids, nesting dolls and other toys.

Game description . Toys are placed on the table. The teacher suggests memorizing their location. One of the players leaves the room. At this time, the teacher changes the arrangement of objects and calls the departed (driver), offering to carefully look at the toys. Then he asks: "What has changed?" The child shows where the toy stood before, and determines the movement of objects in words, emphasizing: “Matryoshka was sitting in the corner, and now she is in the middle between the doll and the car”

If the child does not notice the changes or answers incorrectly, then he is given another attempt to guess.

"Tell me where we put"

Target: teach children to use prepositions in speech"on", "for", "under"

Equipment. Toys, small items.

Game description . One child leaves the room. The rest of the children hide toys (objects). On a signal, the child returns to the room and looks for the object. When he finds the item, he says where it was. The players agree that they will first suggest where they put the object, for example: The ball is under .... , ball for…., etc.

"Complete"

Target: teach children to use the preposition in speech "V », "on", "from", "from", "under" and distinguish them.

Equipment. Hut, tree. Bench, bird, cat, kindergarten, grandfather, grandmother) props and toys of the puppet theater)

Game description . Children first name objects. The teacher places them on the table: there is a hut in the middle, a garden in front of it, a tree in the garden, a bench under the tree. He tells a short story, while the children complete the sentences begun by the teacher with the help of questions: “Grandfather came out (from where?) From the hut and sat down (where?) On a bench (under what?) under a tree. A bird was sitting on a tree. The bird sang. The cat heard her, jumped (for whom?) after the bird (where? On the tree. But the bird flew away and sat (where?) on the roof of the hut. The cat climbed after her, but the bird flew away. Did she leave from where?) from the hut grandmother and grandfather told her everything. Grandmother got angry (at whom?) with the cat, drove her (where?) to the attic to catch mice. Then grandma (with whom?) and grandpa went (where?) to the hut for dinner.”

"Who with whom?"

Target: teach children to use prepositions in speech"With"

Equipment. Pictures depicting adult animals and their cubs

Game description . The speech therapist lays out pictures depicting animals and their cubs and says: “Different animals came out into the clearing (selects pictures depicting adult animals and lays them out on the table). Each mother called her cub to her. Find the cubs and put them with their mother." Children select pictures with the image of cubs of animals. The speech therapist makes sure that the children choose the right pictures, and asks them the question: “Who went out with whom?”

Sample response: Fox with a fox.

"What's the basket with?"

Target: teach children to make common sentences with a preposition"With"

Equipment. A basket or picture depicting a basket filled with mushrooms, nuts, berries.

Game description . The speech therapist, addressing the children, says: “The children went to the forest. There are a lot of mushrooms, berries, nuts in the forest. The children were delighted, filled their baskets and came home. Look what they have baskets with. Children open the baskets and answer the speech therapist's question, for example: "I have a basket of mushrooms," etc.

"What do you like?"

Target: teach children to make common sentences, use a preposition"WITH"

Equipment. subject pictures.

Game description . The speech therapist turns to the children and says: “I love bread with jam, and you? Children alternately call: "I love bread with butter", "I love bread with cheese." Etc.

"Which word is missing?"

Target: teach children to use prepositions in speech"With"

Equipment. Images .

Game description . The speech therapist asks the children to listen to the sentence and guess which word is missing. For example: “The bear went out into the clearing .... cubs (c). What is the right way to say it?" - a bear with cubs went out into the clearing.

“Masha brought a basket ... with apples (s). What is the right way to say it?" . "Masha brought a basket of apples."

"Hide and Seek"

Target: teach children to use prepositions in speech"behind".

Game description . The children hide in the room. The driver is looking for, and when he finds the child, he says: "Olya hid behind a chair", "Vitya hid behind a closet."

"When does it happen?"

Target: teach children to use prepositions in speech"behind"

Equipment. Paper circles cut into four parts, each representing one season.

Game description . Children put the parts of the circle in the order in which the seasons go. They apply each part, tell its content from the picture: spring, after spring - summer, after summer - autumn, after autumn - winter.

"Who is behind whom?"

Target: teach children to use prepositions in speech"behind"

Equipment. Chips or flags

Game description . The participants of the game are divided into two teams. From each team, a leader is appointed in turn. Children are built in two columns. One child - the driver - stands with his back to his team. The teacher gives a signal by which the driver quickly turns to face his team and tries to remember who is behind whom. After 10 seconds, the teacher gives a signal again, and the driver, turning away, must say who is behind whom. The representatives of the second team do the same. The speech therapist gives the team chips (flags) for the correct answers. After the end of the game, the number of chips for each team is counted and the winning team is determined.

"Find such a tree"

Target: teach children to use prepositions in speech"s", "y"

Equipment. Leaves of 3-4 familiar tree species.

Game description . Option 1. The teacher shows the children the leaves of the trees and asks from which tree they are plucked. Children say: “birches”, “From the maple”, etc. Then, together, they look for the named tree in the area through the leaves.

Option 2 The teacher distributes different leaves to the children and offers to run up to the tree on which the leaves are the same as they have in their hand, and call it “The same leaves are on the birch, on the maple”, etc.

"Where does it grow?"

Target: teach children to use prepositions correctly"V" with nouns in prepositional singular and plural

Equipment. subject pictures

Game description The teacher shows pictures of vegetables, fruits, berries, mushrooms. To the question: "Where does it grow?" - children should indicate: in the forest, in the garden, in the garden, etc. For the correct answer, children receive pictures or chips. The winner is the one who collects the most pictures (or chips)

Speech sample: Pear (pears) grow (grow) in the garden. And so on

"Keys"

Target: Teaching children to use prepositions in speech"at"

Description of the game. Children become in a circle. The driver comes to one of the children standing in a circle and asks: “Where are the keys?” He replies: “Petya is in the circle of children and asks:“ Where are the keys? He replies: “Petya (Vanya). When the driver goes to the specified child, the children behind him change places. At this time, the driver should try to take the place of one of the neglecting ones. After that, the game resumes.

"Determine the place of the toy"

Target: teach children to use prepositions correctly"with", "for".

Equipment. Toys, household items.

Description of the game. The teacher arranges toys on the table in such a way that several toys stand in a row, and some are behind. Calling one child, he asks: “What is the car next to?” - "The car is next to the doll." Then the teacher asks next question: "What toy is the pyramid behind?" - "The pyramid stands behind the bear."

"Who without what?"

Target: teach children to use prepositions in speech"without" with nouns in gender. case.

Equipment. Broken toys..

Description of the game. The speech therapist addresses the children: “Guys, look, “sick” toys have come to us and ask you to help them. Let's see what happens to them?

A hare without anything (a hare without an ear)

A bear without anything (A bear without a paw.)

Doll without what? (doll without hair)

Fox without what? (A fox without a tail.)

"Who without what?"

Target: teach children to use prepositions in speech"without" with nouns in the genitive case.

Equipment. Rubber, wooden, plastic, metal, glass toys.

Description of the game. The speech therapist demonstrates the ball and asks the children: “What is the ball made of?” - “The ball is made of rubber. The ball is rubber. Next, the children themselves determine what the toys are made of and make up sentences.

"Who has what cubs?"

Target: To teach children to use the preposition y with nouns in the genitive case in speech.

Equipment. Pictures depicting animals, birds and their cubs.

Description of the game. The speech therapist distributes pictures of cubs to children, and leaves adult animals and birds at home. The speech therapist asks: “Who has a foal?” A child who has a picture of a foal on a horse. For the correct answer, the speech therapist gives a picture of an adult animal. At the end of the game, the results are summed up and the winner is determined.

"Where is what?"

Target: teach children to use prepositions in speech"on the"

Description of the game. The speech therapist calls the children items that should be stored in certain places (dresses, cups, spoons, shoes, pots, toys). And the children should answer: “Dresses hang on a hanger,” etc.

"Caring Children"

Target: teach children to use prepositions in speech"O" with nouns in the prepositional case.

Equipment. Plot pictures, which depict children caring for plants, animals.

Description of the game. The speech therapist distributes pictures to the children, offers to carefully examine them and answer the questions: “What do children care about? Who do the kids care about?

Sample response: Children take care of flowers. The children take care of the trees. Children take care of rabbits.

"Fix the mistake"

Target: teach children to understand the meaning of the sentence.

Equipment. Chips.

Description of the game. The speech therapist tells the children: “I will read sentences to you. But there are mistakes in these sentences, you must correct them. Listen carefully. The goat brought food to the girl.

The ball plays with Sasha.

The road goes by car.

Gena broke the ball with glass.

Olya with a picture is drawing a dad.

Masha carries a bag in cabbage.

For each corrected mistake, children receive chips. The one with the most chips wins.

One of the directions in corrective work with preschoolers with general speech underdevelopment (OHP) is work with prepositions.

Children with OHP do not realize the semantic significance of prepositions, they do not distinguish them as separate words, therefore they do not use even simple prepositions in speech at all, or do not differentiate them .

Corrective speech therapy work on the formation of prepositions in children is carried out in the process of developing speech understanding, refining vocabulary, pronunciation and literacy, the formation of grammatical means of the language, and the development of coherent speech. Work on prepositions is considered as an integral part of the work on the connection of words in a sentence.

The programs of preschool educational institutions of a compensating type for children with speech disorders to work with prepositions include the following tasks:

1. To teach to understand and use simple and complex prepositions denoting the spatial arrangement of objects, in combination with the corresponding case forms of nouns (simple prepositions: on, under, over, to, at, from, from (with), from, into, along, between, behind, in front of, about, near; difficult prepositions: from under, from behind).
2. Develop ideas about the semantic (semantic) meaning of prepositions, about a preposition as a separate function word.
3. Learn to differentiate using prepositions in speech.
4. Compilation of prepositional constructions and simple common sentences using prepositions for pictures, for demonstrating actions, for questions.

A variety of game tasks with prepositions help teachers make classes interesting and exciting; interest, teach children, activate their speech activity

Equipment: cubes with schemes of prepositions, toys, subject pictures.

Description of the cube. Schemes of prepositions are shown on the faces of the cube.

Photo 1

Cube option:

1. Prepositions: IN, ON ( Annex 1 )
2. Prepositions: IN, ON, FROM ( Appendix 2 )
3. Prepositions: OVER, UNDER ( Annex 3 )
4. Prepositions: FROM, TO, BETWEEN ( Appendix 4 )
5. Prepositions: FROM, BECAUSE ( Annex 5 )
6. Prepositions: FOR, BECAUSE ( Appendix 6 )
7. Prepositions: FROM, FROM UNDER ( Appendix 7 )

Game progress:

Children pronounce the rhyme:

One two three four five,
Let's roll the dice!

The child, on which the counting rhyme ended, rolls the die, calls the preposition “little word”, and follows the instructions of the speech therapist.

Instruction 1:. Call it "little word". Come up with a sentence about a toy that will contain this “little word” ....

Instruction 2: Name the “small word”. Find a picture with a sentence that has this “little word” in it….

Note: Options for tasks for the game can be as follows:

- actions with a cube and a toy (ball, pencil, doll, etc.); perform an action according to the scheme, make an offer;

- action with a cube and a subject picture; make a sentence with a picture and a dropped out diagram;

- action with a cube and a plot picture: continue the sentence with the addition of a preposition (according to the scheme), show the corresponding picture; pick up the picture and show the scheme on the cube; to the dropped out scheme to pick up pictures.

Equipment: cubes with dots, a clock with an arrow and drawn schemes of prepositions, toys, subject pictures. ( Annex 8)

Note: The task options for the game are the same as in the “dice game”.

Option I

The host rolls a die with dots and moves the clock hand as many divisions as there are dots on the die. When the count is over, the host stops the arrow and draws up a sentence with the preposition on which the arrow stopped.

Option II.

The host closes his eyes, moves the arrow on the clock. The rest of the children count to five, when the count is over, the host stops the arrow and draws up a sentence with the preposition on which the arrow stopped.

This game can be played with one child and with a small group of children (2-4 people)

Equipment: 4 large story picture cards, 4 large preposition scheme cards, 16 small story picture cards, 16 small preposition scheme cards ( Annex 9).

1. "Paired pictures".

All small cards are involved in the game. The child selects 2 (plot and scheme) cards with the same pretext.

2. "Lotto"

Option I

The facilitator distributes cards to the children. Children look at the scenes drawn on the map. 16 small cards depicting schemes of prepositions are shuffled and placed in front of the leader. Showing them one by one to the children, the host asks: Who needs this card? Why? The card is taken by the child who has a suitable plot on the large card.

Option II

The facilitator distributes cards to the children. Children look at the diagrams drawn on the map. The facilitator shuffles 16 small cards depicting the plot and places them in front of him. Showing them one by one to the children, the host asks: Who needs this card? Why? The card is taken by the child who has a suitable preposition scheme on the large card.

Option III

The facilitator distributes two cards to the children (one with plots, the other with diagrams). The presenter shuffles 32 small cards and puts them in front of him. Showing them one by one to the children, the host asks: Who needs this card? Why? The card is taken by the child who has a suitable image or diagram on the large card.

Consultation for parents on the topic "Work on the correct use of prepositions in speech in children 5-7 years old"

Dear parents! An important indicator of a child's literate speech is the ability to use prepositions correctly. Therefore, in the formation of the grammatical structure of children's speech, work on the study and consolidation of prepositions plays an important role.

A preposition in grammar is a function word that expresses the relationship between words (phrases and word form).

However, in children with general underdevelopment of speech, numerous agrammatisms (mistakes) are often observed when using prepositions. Therefore, purposeful, systematic work is needed to overcome these mistakes in children, both on the part of teachers and parents.

First of all, it is important to help the child learn the semantic meaning of each preposition (the so-called “little word”, since only under this condition will he be able to use them correctly in his speech.

It is necessary to gradually explain to the child what prepositions mean:

ON - it means on the surface of something (on the table)

B - it means inside something (in the table)

UNDER - below something (under the table)

ABOVE - above something, as if in the air (above the table)

NEAR - next to something (with a table)

FOR - as if hidden behind something (behind the table)

BEFORE - in front of something (in front of the table)

The meaning of each preposition is explained separately, and the explanation is necessarily accompanied by a visual and repeated demonstration on specific objects. For example, after explaining to the child the meaning of the preposition ON, the adult says: “Look, I put the book ON the table, and now I put it ON the cabinet (performs the appropriate actions).

The same is done with the preposition B (every action is "spoken"). When explaining the meanings of prepositions, you can use visualization - diagrams.

After explaining to the child the symbols available in the scheme, it can be used in exercises. The adult shows the child a picture and names what is shown on them, and the child must show the diagram that corresponds to the meaning of the preposition used by the adult. At the same time, the child sees that the location of the circle in relation to the square is fully consistent with the location of real objects. Examples of "verbalization" of pictures:

* A seagull flies over the water.

* The squirrel sits in a hollow.

* The bird sits on a branch.

* The ball lies under the book.

* Children play near the house.

To find out how the child has learned the meanings of prepositions, he is asked to silently complete the instructions: put the book on the table, in the bedside table, in the closet, on the windowsill, on the table, etc. The unmistakable execution of these instructions will indicate that the child has learned the meanings of prepositions . Only after that you can proceed to the exercises in the correct use of prepositions by the child himself.

In the course of the following exercises, the child answers the questions of an adult, while trying to correctly use prepositions in his speech. The adult asks: “Where is the book?” (the location of the object must change).

The child replies: “The book is on the table, in the closet, on the nightstand, etc.” Other prepositions are worked out in approximately the same way. Be sure to pay attention to the difference in the endings of nouns used with the same preposition (on the table, but on the floor).

As a complication, you can take two objects (for example, a pencil and a book) and arrange them differently in space in relation to each other. The pencil is placed on the book, then under the book, then in the book, then in front of the book, etc. Each time the child must say where the pencil is, using the necessary preposition.

For a better assimilation of the meanings of prepositions, such exercises in the consistent use of prepositions with the opposite meaning are very useful. For this purpose, the child is invited to “speak” the following pairs of pictures, using the necessary pretext:

* The pencil is placed on the box - the pencil is taken from the box.

* The pencil is put in the box - the pencil is taken out of the box.

* The pencil is placed behind the box - the pencil is taken from behind the box.

* The pencil is placed under the box - the pencil is taken from under the box.

During the exercises, attention is again drawn to the fact that nouns used with the same preposition can have different endings (under the table, under the pine tree, under the sun, under the door, etc.)

To master the whole variety of endings of nouns used with various prepositions, a sufficient number of exercises is necessary. Therefore, at every opportunity, the child should be asked questions: “Where is the ball? Where is the doll? " and etc.

Gradually, different prepositions must be included in the exercises. For example, the child is asked to answer the question about what tea can be drunk with. Pictures that are “spoken” as follows will help:

* Tea can be drunk with sweets

* With cakes

* With sugar

* With cake

* With lemon

* With waffles

* With jam

Further, the child can be offered the following questions: “What can I make a sandwich with? "(with butter, cheese, sausage, etc.). What are toys made of? » (made of wool, wood, plastic, metal, etc.)

Significant assistance in teaching children the correct use of prepositions in speech, and later in writing, will be provided to you by games.

1. The game "What we did, we won't say ..."

An adult depicts some kind of action with a conceived pretext, a child makes up a proposal for the demonstrated actions.

For example:

Mom went out the door.

Dad put the newspaper on the table.

Grandmother poured tea into a cup. Etc.

2. The game "Do it, don't make a mistake" (fixing the use of prepositions). The adult asks the child to complete the task and answer the questions. Prepositions denoting spatial relationships are used (above, below, left, right, between, in front, behind, etc.)

Put the book on the shelf. Where did you put the book? Where is she standing?

Put the ball to the right of the doll. Where did you put the ball? Where does he lie?

Place a pyramid between the doll and the ball. Where did you put the pyramid? Where is the pyramid?

Place the bear behind the doll. Where did you put the bear? Where is he sitting?

Put the apple in front of the doll. Where did you put the apple? Where does it lie?

3. The game "Say the opposite" (fixing the differentiation of prepositions denoting the direction of movement: IN - FROM, ON - C, K - FROM).

The adult calls the sentence and invites the child to say the opposite.

The boy put the ball into the box. The boy took the ball out of the box.

The girl poured water into a pitcher. - ...

Mom put the apples on the table. -.

Vanya put the lamp on the bedside table. - ...

The car drove up to the store. - ...

4. The game "Fix Dunno's mistakes"

(fixing the use of prepositions ON, THROUGH).

An adult tells the child that Dunno has mixed everything up and he needs help.

Listen to Dunno's suggestions and correct the mistakes:

I jumped over the puddle. - I jumped over a puddle.

The car is driving across the road. - The car is driving down the road.

The cat jumped over the chair. The cat jumped over the chair.

The children jumped across the stream. The children jumped over the stream.

I wish you success in teaching children the correct use of prepositions!

Rules of the game "Little words"

Dear parents and teachers!

We bring to your attention a game about "small words" - prepositions. Our game will help children:

Learn to understand the spatial meaning of prepositions, for example:
under, over, on, in, at, near, near, etc.;

Form an idea of ​​the preposition as a separate word;

Learn to make sentences on the picture, then compose short
our stories;

Learn to make sentences with a preposition without a picture for any
topic.

Before starting the game, cut the cards along the dotted lines. You will get better:

18 cards with prepositions, 18 cards with pictures.

When working with prepositions, an understanding of the specific spatial meaning of prepositions is first worked out.

OptionI

Exercise 1. Practice doing actions as directed by the leader, specifying "little words" - prepositions.

Task 2. Diagram cards (6 pcs) are laid out in front of a child or a group of children. The facilitator says a sentence, for example: "There is a notebook in the bag." Children must determine which scheme fits the "little word" - a preposition.

Task 3. Who will come up with more sentences with cards - schemes.

Task 4. You will need cards with pictures (18 pcs.) And cards with prepositions (18 pcs.)

Children are given cards with drawings, depending on the number of players and the level of preparedness. The facilitator shows a card with a pre-log and calls the "small word". The one to whom this card with a pretext suits, takes it for himself, puts it on his card and makes an offer on the card. It is important for the facilitator to clarify the number of words in the sentence and draw the children's attention to the preposition as a separate word.

OptionII

You will need: a playing field, cards with prepositions (18 pcs.), Chips and cubes.

Play 2 - 6 people. Place cards with prepositions face up on the playing field in random order on empty squares. Put your chips at the start. Roll the dice to determine the turn order.

Next move clockwise. Roll the die and move in any direction towards the suggestion card. Standing on it, you need to make any sentence with this pretext. Compiled - your card. Not made up, the card remains on the field. The goal of the game is to collect all the cards with prepositions.

When a player hits a square with a picture, you need to make a sentence with a pretext according to the picture, using the hint at the bottom of the picture, or with any of your pretexts. When re-entering the plot picture, the player makes a sentence with a different pretext.

If the player correctly made a sentence, he gets the right to move 1 circle in any direction.

The player skips a move when he hits the yellow circle, where the "pretext" is: "lunch", "tired" (resting on a stump), "toothache"

If the player gets on the orange circle, where the "pretext" is with a backpack, then you need to move in the direction of the arrow, and with a parachute (pink circle) - to the beginning of the game. In the center of the playing field there is a labyrinth, inside of which there is a card with a pretext. This card can only be accessed from the purple circle.

Whoever has the most cards at the end of the game wins. With the same number of cards, the one who collects them first wins.

Option 3

Choose 3 any pictures on the playing field and compose a coherent story based on them. Name the prepositions used. Whoever has the most excuses wins.

Didactic aids for the formation of prepositional case constructions in older preschoolers with OHP.

Bolshakova Lidia Mikhailovna

Teacher speech therapist

MDOU " Kindergarten"Fairy tale" of Nadym

Games with prepositions

In the formation of the grammatical structure of the speech of children with speech disorders, work on the study and consolidation of prepositions plays an important role. Significant assistance to the teacher-speech therapist in teaching children to use prepositions in speech, and subsequently in writing in accordance with the laws of grammar, is provided by a variety of didactic games.

Didactic game "Throw"

Purpose: to consolidate understanding and correct use various suggestions.

The speech therapist invites the children to roll a cube with preposition schemes on its faces and come up with a sentence (or choose a suitable picture) with a “small word”, the scheme of which turned out to be on the top face of the game cube.

Didactic game "Train"

Purpose: consolidation of prepositional-case constructions, differentiation of prepositions IN, ON, UNDER.

The layout of the train is displayed on the board. speech therapist says:

Passengers carry different things on the train. In the first car they carry things about which you can make a sentence with the word B. In the second car - things about which you can make up a sentence with the word ON, and in the third - with the word UNDER.

The speech therapist shows pictures. Children come up with a sentence and put the pictures in the corresponding "cars". For example, the picture "The ball lies on a chair"

Didactic game "Come up with a proposal"

Target: activate the dictionary on lexical topics: “Furniture”, “Mushrooms”, “Clothes”, “Dishes”, “Food”, correlate the preposition with the scheme, make a sentence with a given preposition using two reference pictures:

In front of a child or a group of children, cards with three windows and a moving insert are laid out on the example of a mathematical Abacus, which shows a preposition scheme, two windows with reference pictures and one empty window, children are invited to choose a pretext and come up with a sentence.It is necessary to control that the child's sentence contains both supporting words, as well as a preposition.

Didactic game "Merry meadow"

Target: activation of the dictionary lexical topic"Insects", consolidating the skills of using prepositions in speech.

Guys, look carefully at the clearing and make a sentence with a pretext. The speech therapist manipulates insects (which are attached with Velcro), thereby simulating various situations: a butterfly sat on a bell, a ladybug crawled into a flower, etc.

On the topic: methodological developments, presentations and notes

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