Didactic games on teaching children Tatar language These didactic games are developed on the basis of didactic materials that are used by educators to teach the Tatar and Russian languages ​​in preschool institutions. Also, when developing didactic games, the requirements of the federal educational standard for preschool education were taken into account. The design and content of the games corresponds age characteristics children preschool age. These games can be used both during educational activities by educators teaching children the Tatar and Russian languages, and by educators during individual and correctional work on teaching materials with children during restricted moments. All games can be used with children by age: 4-5 years, 5-6 years; 6-7 years. Goals of didactic games: Development of oral monologue and dialogic speech in two state languages. Expanding children's vocabulary according to thematic principles. List and content of didactic games: 1. Didactic uyen “Nәrsә artyk?” Purpose of the game: To consolidate the ability to find an extra object and explain why it is extra. Objectives of the game: To develop verbal and logical thinking, the ability to classify, compare, generalize, establish cause-and-effect and logical relationships. Develop visual perception. Develop monologue and dialogic speech in two state languages. Cultivate attentiveness and the ability to accurately follow instructions; determination. Progress of the game: The child is offered four pictures, three of which are united by a common feature. The teacher shows the pictures one by one and asks the child questions: “Bu nәrsә?” (What is this?), “By whom?” (Who is this?). The child must answer the question in Tatar. Then the teacher asks the question: “Nәrsә artyk?” (What's extra?). After which the child must find an extra picture and answer why he chose it. Example: Үrdek, tavyk, әtәch – bu koshlar. Aflisun – ashamlyk. 2. Didactician “Unga kadar sanyybyz” Purpose of the game: To teach children ordinal counting within ten in two languages; after counting the depicted objects, select total number and the correct ending when pronouncing a noun. Objectives: Develop ordinal counting skills, generalize, establish cause-and-effect and logical relationships. To teach children the ability to conduct monologue and dialogic speech in two languages. Cultivate attentiveness and the ability to accurately follow instructions; determination. Progress of the game: The child is offered a picture depicting a certain number of objects. The child’s task is to count the objects in order and name the total number in the Tatar language. Next, the teacher asks the question: Nothing? - How many? The child answers the question with a complete answer in two languages. Examples: How many hares? One hare. - Nothing kuyan? Bir kuyan. How many books? – five books - Nothing kitaplar? Bish kitaplar. An example of a dialogue between a teacher and children; between children and children: Tarbiyache: Nothing kitap? Bala: Oh kitap. Tarbiyache: Nothing kuyan? Bala: bir kuyan. 3. Didactician “Nindy?” Purpose of the game: To teach children to classify objects and highlight common feature. Objectives: formation of lexical and grammatical categories; agreement of adjectives with nouns; oral use monologue speech lexicon Russian and Tatar languages. Progress of the game: The child carefully examines the pictures and names them, after which he selects a common sign of all the objects depicted in the pictures. For example: kisher, kulmak, alma - kyzyl. Kisher, Kulmak nindi? - the child names the images, then also combines them based on a common feature, and uses antonyms in his speech. For example: pychrak - clean (dirty clean). This kurchak is clean - The dog and the doll are clean. Pesi hem kuyan pychrak. - The cat and the hare are dirty. This nindy? 4. Didactician “Minem Oem” Purpose of the game: To consolidate children’s knowledge on the topics: “Home”, “Family”, “Products”. Objectives of the game: Expand ideas about housing; Expand your understanding of the family and its members. Develop verbal and logical thinking, the ability to classify, compare, generalize, and establish cause-and-effect and logical connections. Activate monologue and dialogic speech of children in two state languages. Progress of the game: The child is offered a picture of a house. The child writes a descriptive story using adjectives; A picture is presented showing family members living in the same house. The child consistently names all family members. The child is offered several pictures depicting family members; after viewing, the child must determine who is currently missing and answer the teacher’s question: who is yuk? - who is absent? Examples of constructing dialogues: “By whom?” - Who is this?" (dialogue between the teacher and children; at an older age - between children) Tarbiyache: Who? Bala: Ohti. Tarbiyache: By whom? Bala: Әni, (babai, әbi, әti, kyz, malay). Tarbiyache: Ani nindi? Bala: Әni zur, matur, pure, әybәt. “Kem yuk? - Who is absent? (dialogue between the teacher and children; at an older age - dialogue between children). Tarbiyache: Whom yuk? Bala: Әti (әni, kyz, malay). Tarbiyache: Whom yuk? Bala: Ani yuk. Note: using these games you can also play other games presented in methodological recommendations, in order to consolidate the material covered and improve children’s dialogical speech skills: “Bu nәrsә? - What's this?" (dialogue between teacher and children). Tarbiyache: Bu nәrsә? Bala: Chai (sot, ipi, alma). Tarbiyache: Sot nindi? Bala: Sot tamle. “Nothing? - How much?" An example of dialogue between a teacher and children, between children. Tarbiyache: Ber kuyan? Bala: Әye, ber kuyan. Tarbiyache: Өch kurchak? Bala: Yuk, durt tup. Tarbiyache: Өch? Bala: Yuk, durt. 1 .Didactic game "My House" With the help of this collage it is convenient to test children's knowledge. You can come up with various questions and tasks. Children really like it. For example, A) "Finger game". This finger is grandfather, This is finger grandma, This finger is daddy, This finger Mommy, This finger is me. B) D/i “Call home" Teacher: Call dad home? Child: Dad, go home, etc. All tasks are performed in the Tatar language. Thus, children develop speech and the ability to correctly speak words. C) On the topic “Products”: “Name it correctly.” Children name the products that they see in the picture (apple, bread, milk, tea, pear, banana, grapes). D) The topic “Toys”: the game “What , Which?" Educator: What is this? Child: Doll. Educator: What doll? Child: Clean, small doll (in Tatar language). E) Topic “Counting to 5” E/i “How many apples” Educator: How many apples does the girl have? Child: One apple. Educator: How many apples does the hedgehog have? Child: Two apples, etc. And also the same game for older children. It’s called “Learning by Playing” A) D/i “Clothing Store” Educator: Give mom a sundress. Child: Mom, take a sundress (in Tatar language). (The same with the rest of the family members). B) On the theme “Vegetables”, the game “In the Garden” Akbay planted vegetables in the garden. Guys, look what vegetables he grew? Children name the vegetables in Tatar language. And then they count. For example, two cabbages, four potatoes, five carrots, etc. C) D/i “Who does what?” Educator: What is mom doing? Children: Mom is washing potatoes. etc. D) On the topic “Furniture” d/i “Choose furniture” The teacher shows two bears and says that they need to choose furniture by size. The big bear has a big bed , a large chair, a large table, and the little one - a small table, a chair and a bed. Children answer in the Tatar language. E) D/i “Name it correctly" Educator: What food products do you see here? Children's answers in the Tatar language. Educator: How many apples? Children: Four apples. Here the name of the products and the count are fixed. And for preparatory group“We are already big - the roads lead to school” A) D/i “Who’s on the hill” Children name forest animals, domestic animals and poultry. B) D/i “What’s in the briefcase” Children take turns naming school supplies in the Tatar language. C) Fairy tale “Turnip” Children tell a fairy tale using pictures. D) Word game “What are you doing?” Boy: I jump, I sit on a chair, I play, I run, I eat, etc. D) On the topic “Colors” d/i “Which balloon will you give?” Educator: Dasha, which ball do you like? Dasha: I like the red ball. Educator: Who will you give the ball to? Dasha: I will give the ball to Akbay. E) Dialogue between children “Where are you going?” Girl: What are you doing? Boy: I'm running. And what are you doing? Girl: I'm going to the circus (cafe, store, etc.). 2. The next game is called “Who does what?” From the beginning, children choose a petal. Educator: What color? Child: This is red (they call the color in the Tatar language), turn it over and make a sentence based on the drawing. Child: Mom is sitting on a chair. This game teaches children to name colors correctly, make sentences in the Tatar language, and enriches children's vocabulary. 3. Didactic game “Help Mom” The teacher explains that we need to help mom prepare a salad and compote. Children must name what is needed for salad and what is needed for compote in Tatar.

1. Didactic game “My Home”

I teach this game in final classes. With the help of this collage it is convenient to test children's knowledge. You can come up with various questions and tasks. The kids really like it. For example,

A) “Finger game”.

This finger is grandpa

This is grandma's finger

This finger is daddy

This finger is mommy

This finger is me.

B) D/i “Call home”

Educator: Call dad home?

Child: Dad, go home, etc.

All tasks are completed in Tatar. Thus, children develop speech and the ability to speak words correctly.

B) On the topic “Products”: “Name it correctly”

Children name the products they see in the picture (apple, bread, milk, tea, pear, banana, grapes).

D) Theme “Toys”: the game “What, which one?”

Educator: What is this?

Child: Doll.

Educator: What doll?

Child: A clean, small doll (in Tatar).

D) Topic “Counting to 5” D/i “How many apples”

Educator: How many apples does the girl have?

Child: One apple.

Educator: How many apples does a hedgehog have?

Child: Two apples, etc.

And also the same game for older people. It's called "Learning by Playing"

A) D/i “Clothing store”

Educator: Give mom a sundress.

Child: Mom, take a sundress (in Tatar).

(Same with the rest of the family).

B) On the theme “Vegetables” game “In the garden”

Akbay planted vegetables in the garden. Guys, look what vegetables he grew?

Children name vegetables in Tatar. And then they count. For example, two cabbages, four potatoes, five carrots, etc.

C) D/i “Who does what?”

Educator: What does mom do?

Children: Mom washes potatoes. etc.

D) On the topic “Furniture” d/i “Choose furniture”

The teacher shows two bears and says that they need to choose the right size furniture.

The big bear gets a big bed, a big chair, a big table, and the little bear gets a small table, a chair and a bed. Children answer in Tatar.

D) D/i “Name it correctly”

Educator: What food products do you see here?

Children's answers in Tatar.

Educator: How many apples?

Children: Four apples.

The name of the products and the invoice are fixed here.

And for the preparatory group “We are already big - the roads lead to school”

A) D/i “Who’s on the hill”

Children name forest animals, domestic animals and poultry.

B) D/i “What’s in the briefcase”

Children take turns naming school supplies in Tatar.

B) Fairy tale “Turnip”

Children tell a story using pictures.

D) Word game “What are you doing?”

Boy: I jump, I sit on a chair, I play, I run, I eat, etc.

D) On the topic “Colors” d/i “Which balloon will you give?”

Educator: Dasha, which ball do you like?

Dasha: I like the red ball.

Educator: Who will you give the ball to?

Dasha: I will give the ball to Akbai.

E) Dialogue between children “Where are you going?”

Girl: What are you doing?

Boy: I'm running. And what are you doing?

Girl: I'm going to the circus (cafe, store, etc.).

2. The next game is called “Who does what?”

From the beginning, children choose a petal.

Educator: What color?

Child: This is red (they call color in the Tatar language), turn it over and make a sentence based on the drawing.

Child: Mom is sitting on a chair.

This game teaches children to name colors correctly, make sentences in the Tatar language, and enriches children's vocabulary.

3. Didactic game “Help Mom”

The teacher explains that we need to help mom prepare salad and compote. Children must name what is needed for salad and what is needed for compote in Tatar.

I hope you enjoy my games and find them useful, thank you all for your attention!

DIY didactic games

Layout "Pets"

was made from waste material (cardboard and newspaper tubes) for preschool children.
You can take a look at the master class on making a model
Target: consolidate ideas about domestic animals.
Tasks:
Educational:
Strengthen children's knowledge about pets. Note characteristic features animals.
Strengthen the ability to compare, find similarities and differences.
To develop the ability to distinguish between animals and their young.
Develop compilation skills short story about animals.
Developmental:
To develop children's memory, thinking, and imagination.
To develop children's interest in living nature and emotional responsiveness.
Educational:
To instill in children a love for their native land.
Educate children good relations to animals, to create a desire to help them.

Model "Miller's Yard"

Didactic game: “Feed the bun”

"Fisherman"

"Carnations and Rubber Bands"

Game "Funny Dwarfs".

"Tactile caps"

Educational game “Squares with a secret”

Educational game "Candy"

Game for developing fine motor skills "Surprise Box"

in teaching preschoolers the Tatar language"

Educator:

Within a few recent years and currently in our preschool educational institution There is a rapid process of implementation of the new educational complex for teaching children Tatar and their native language.

Home purpose This process is the effective organization of work on the use of teaching materials.

Based on this goal, the following have been identified tasks, which concern all participants in the educational process:

1. Study the normative and legal documents on the implementation of the new teaching and learning system in the educational process.

2. Develop a plan for working with Russian-speaking teachers to teach the Tatar language.

3. Contribute to the creation of a language environment in groups in order for children to acquire a minimum vocabulary.

4. Develop didactic games and material for teaching children the Tatar language.

As for educators, we have the following question:

How to reinforce with children the new vocabulary learned during the Tatar language lessons - vocabulary that is foreign to Russian-speaking children?

Of course, in the form of a game, but an instructive game. We should not forget that, in accordance with the Federal State Educational Standard, the educational process must be based on age-appropriate forms of work with children. And play is the main form of work with preschool children and the leading activity for them. Was nominated hypothesis:

Along with the systematic use of the new teaching materials in classes and during routine moments, the development of didactic games will contribute to the high-quality assimilation of the minimum vocabulary and the skills of mastering the minimum vocabulary in colloquial speech (dialogues) of teachers and students.

Thus, the most important tasks for educators currently is:

Creating the conditions necessary for the wider introduction of original games into the educational process, in our case, in free time from classes.

General goals of the games:

v Development of coherent and dialogic speech;

v Expansion of vocabulary;

v Development of creative thinking skills;

v Development of attention, memory;

v Fostering independence.

The first game is “CAR PARKING”. The game helps to achieve the correct pronunciation of the main colors studied (red, green, blue, yellow, white, black) and various combinations of numbers from 1 to 10 in the Tatar language, develops logical thinking, attention, memory, coherent and dialogic speech, fosters desire in children bring the job started to completion. The child chooses a car for himself, saying the color of the car in Tatar, then driving up to a parking space and discovering that there is a lock with a code for back side. The code consists of not one, but several digits. The child names a combination of numbers in the Tatar language, observing their sequence. If naming one number does not cause any particular difficulties for a child, then naming several numbers is not an easy task for Russian-speaking children. Today a slightly modified version of this game was demonstrated to you. The game is intended for…….

Next game - “THE HOUSE IS BEAUTIFUL, THE HOUSE IS BIG”.

During this game, children activate their vocabulary on the topics “numbers”, “furniture”, “family”, “food”, develop dialogical speech, visual memory; Unlike the previous game, here the children, on the contrary, make up a combination of numbers themselves, pronounced in the Tatar language (by the teacher or another child).

The combination of numbers in this case is the lock code for entering the house.

And, having already entered the house, children practice identifying family members, pieces of furniture, dishes, food, and determining their various properties (size, color, etc.), using the studied speech patterns. For example, “Kirill, nerse kirek?” - “Uryndyk kirek.” - “Nindi uryndyk?” - “Chista, matur, kechkene, yashel uryndyk.” Of course, it is difficult to get complete answers from children, but at least the basic vocabulary the children have learned is reinforced. Children pronounce Tatar words with great desire, and this alone is a huge achievement for them. During the dialogue between children, an educational goal is also achieved: children learn to listen to each other until the end and are always ready to help each other. The game is designed……..

Next game – “IN THE GARDEN » . This game is mainly used to reinforce vocabulary on the topic “Vegetables” and to practice counting (from 1 to 5 for senior group, from 5 to 10 in preparatory). It also takes the form of dialogue. Children count vegetables, compare them by size (zur berenge - kechkene berenge), by quantity (bish kisher - durt sugan), and determine their properties. This game can be used...

Next - the game “DRESS ALSU AND MARAT.” Here vocabulary on the topic “Clothing” is consolidated, the properties of clothing items are also determined, in addition to independence, this game cultivates such a personality quality as neatness. The game is good to use in……..

Next game – "Magic Apple Tree" The game is distinguished by its clarity.

The child approaches the apple tree, picks off the apple he likes and answers questions, for example, “Nindi alma?”, “Niche alma?”, “Niche sary (kyzyyl, yashel) alma?”, “Nindi alma kirek?”. You can also ask additional questions in Russian, asking children for short answers in Tatar, for example, “How many more apples are there?” yellow color on the tree?”, “What color are the other apples on the apple tree?”, “What color are the most apples on the tree?” etc. Opening his apple, the child discovers a magic word inside, with the help of the teacher reads this word, pronounces it several times, translates the word into Russian, at the same time, explaining the meaning of this word (already in Russian): in what cases and why, when expressing what this word is used. You can ask the child to give some situation using this word. If the child finds it difficult to answer, the teacher asks the child leading questions, thereby quietly forcing the child to enter into a dialogue in the Tatar language and helping the child understand the meaning of the magic word.

The game is called “The Magic Apple Tree”, that’s why magic apples grow on this apple tree (they melt magic within themselves). This also explains the fact that they are different colors on the same tree. What kind of magic these apples contain, children will learn during the game.

The game is multifunctional, as it includes goals such as consolidating vocabulary on the topics “Colors” (“Toslәr”) and “Numbers” (“Sannar”) and teaches you to answer the questions “How much?” (“Nothing?”), “Which one?” (“Nindy?”).

The game can be used both in group work with children and in individual work with a specific student.

Later, the reverse side of the tree was also used and the game was already called “Family Tree”. The name itself suggests that the game reinforces material on the topic “family”, but not only... On the back of the disk, the child discovers a family member already in the process of some activity and accordingly answers the question “Nishli?”.

What is the result of using these games? I would like to note that, indeed,

The developed games are captivating and, in a relaxed atmosphere, immerse the child in a language environment, where he absorbs new information. Children don’t even think that they are learning, without noticing it, they learn Tatar words, phrases, sentences much better and on this basis they practice the correct pronunciation of specific Tatar sounds. In addition, children practice dialogic speech, which is an important factor in mastering language culture and a feature of the new educational complex.

SKILLFUL USE OF SUCH GAMES:

promotes better assimilation of program material and deepening of knowledge,

replenishes and expands vocabulary,

allows you to consolidate speech material in a playful form,

develops thinking,

fosters and maintains a keen interest in language among students.

Didactic games for teaching children the Tatar language (UMK)

Didactic games can improve the quality of learning, promote better assimilation of program material, make it possible to master the vocabulary of the Tatar language, consolidate speech material in a playful form, and maintain interest in the language.

Each teacher, taking into account the age and individual characteristics of the children, can complicate or facilitate game tasks in didactic games.

I have made the following educational games : “Who lives in the house?”, “Gifts for Alsou”, “Magic sun”, “Wonderful basket”, “Flower meadow”.

Such games not only reinforce the material covered, but also develop memory, attention, imagination, speech, and fine motor skills; cultivate perseverance.

UMK kysalarynda didactic uennar.

Didactician uennar balalarnyn suzlek zaspalaryn arttyru belen genә chiklәnmi, program materialin yakhshyrak uzlәshterergә yardәm itә, Tatar telenеn lexikasyn, soylәm materialin uyen formasynda uzlәshterergә mөmkinlek birә, tel gә karata kyzyksynu uyata.

hәrber tәrbiyache, balalarnyң yash hәm shәkhsi үzenchәleklәren isәpkә alyp, didaktik uennarnny katlaulandyra yaisә җѣeleәaytә ala.

“Өйдә whom yashi?”, “Alsuga bulәklәr”, “Tylsymly koyashkay”, “Iskitkech kәrzin”, “Chәchәkle alan” kebek didaktik uennar tәdim itәm.

Bu uennar үtkәn(өyrәngәn) material nygytyp kyna kalmyylar,ә balalarnyң khateren,igtibaryn, soylәmen,fikerlәү sәlәten,kul chuklary muscular үsterәlәr.

“Who lives in the house?” -

“Who are you?"

Goal: to teach children to recognize and correctly name family members, develop attention, memory, speech, fine motor skills of the fingers, and cultivate perseverance.

Description: the teacher explains that a family lives in the house, but now there is no one there. We need to put everyone in the house. Children name all the family members shown in the pictures and lace the pictures with a “train” so that the whole family is at home.

2nd version of the game “Name who it is?” - “Who is it?”

The teacher shows the pictures and asks the question: “Who is this?” (“Who is this?”). The children answer: “This is mom” (“Bu ani”), etc.

3rd version of the game “Who is not there?” - “Who is yuk?”

Pictures are laid out on the table. The teacher and the children look at them, then the teacher asks the children to close their eyes. He removes one or more pictures from the table. To the question “Who is not there?” (“Who is yuk?”), children should answer, for example, әti yuk.

“Gifts for Alsou” -

“Alsuga bulәklәr”

Goal: to consolidate knowledge of the names of toys; to promote the development of memory, attention, speech, fine motor skills.

Description of the game: the teacher tells the children that It’s Alsou’s birthday. She needs to give her a gift. Alsou really likes to play with toys. Showing pictures of toys, the teacher pronounces the name of the toys together with the children. Each child chooses a picture with a toy, threads a cord into the hole of the girl figure, and says: “Alsu, mә kurchak (kuyan, tup).”

Option 2 of the game “What’s missing?” -

“Narsә yuk?”

The game begins with two pictures, the rest are covered with paper. You need to name what is shown in the pictures: “This is a cat” (“Boo dog”).” This is a ball” (“Boo stupid”).

After this, the children must turn away, and the teacher closes one picture. Then he asks: “What’s missing?” (“Nәrsә yuk?”). Then another pair of pictures is taken and the game continues.squeezes similarly. Then you can increase the number of pictures.

“Magic sun” -

“Tylsimly koyashkai”

Goal: to consolidate knowledge of the names of toys, fruits, the ability to select objects by color and size; to develop speech.

Description of the game: the teacher and the children look at the sun, where pictures of toys are attached to the rays. Then the teacher asks: “Find where the bunny is?” The child points and says: “This is a bunny” (“Bu kuyan”). You can continue: “What bunny?” (“Kuyan nindi?”) “Little bunny” (“Kechkenә kuyan”).

2 game option “ Find a match ”-

“Paryn tap”

You need to select a pair (in size) for the picture with the image of a toy that the teacher names, and attach it next to it. For example, a large car - a small car (zur machine - kechkenә machine).

3 game option “ Find it, name it ”-

“Tap-ayt”

You need to find, show and name the fruits that are located in the center of the circle.

4 game option “ Choose by color (shape) ” - “Tose (formasy) buencha sayla”

Each child is given fruit figurines. The child must find the fruit that is given on the sample and cover the sample with it.

5 game option “ What's extra? “-“Nәrsә artyk?”

Children are offered figures with fruits, where there is an extra item. The child must name all the fruits, find something that is not a fruit (it could be some kind of vegetable).

6 game option “ Treat yourself to fruit ”-“Җilyak-җimeshlәr belen syila”

Children choose fruits and treat their loved ones. Every child should say: “Әbi, mә pear asha" . “Babai, mә alma asha.”

“Wonderful basket” -

“Iskitkech kәrzin”

Goal: to consolidate the names of fruits and vegetables; to develop classification skills, attention, memory, speech, fine motor skills.

Description of the game: the teacher shows an “empty” basket and explains to the children that the grandmother collected a full basket of fruits and vegetables. But she was in such a hurry to get home that she dropped the basket and spilled everything. And invites the children to help the grandmother collect all the fruits and vegetables in the basket. Each child chooses a figurine of a vegetable or fruit, then puts it in the basket. To the teacher’s question: “What fruit (vegetable) do you have?” the child answers, for example, apple (alma).

2nd version of the game “Collect fruits (vegetables)” - “Җilyak-җimeshlәr(yashelchәlәr)җyy”

The teacher lays out pictures on the table and offers to group them: “Collect all the fruits (vegetables).” After this, the teacher asks: “What fruits (vegetables) did you collect?” The child lists, if it is difficult, then the teacher pronounces the name of the fruit together with the child ( vegetables).

3rd version of the game “Match by color” - “Tose buencha sayla”

The teacher hands out figurines of fruits and vegetables to the children. Showing a picture of a fruit or vegetable, the teacher says: “Whoever has fruits (vegetables) the same color as mine, come here.” The children come out, show their figurines, name them (“Red Apple” - “Kyzyl alma”, “Green cabbage” - “Yashel kabestә”) and put in the basket. The game continues until all the children put their figures in the basket.

4th version of the game “Is it on a tree, in a garden bed...” - “Agachtamy, tүtәldәme...”

Figurines of fruits and vegetables are laid out on the table. The teacher asks the children to correctly distribute the figurines, remembering what grows where: vegetables in the garden, fruits in the tree.

5th version of the game “Big-small” - “Zurlar-bәlәkәylәr”

Children are asked to select figures of fruits and vegetables according to the named characteristic. For example: all large fruits (vegetables) or all small fruits (vegetables).

“Flower meadow” - “Chәchәkle Alan”

Goal: to consolidate knowledge of the names of colors, the ability to group objects by color, size; to develop color perception, memory, attention, speech.

1st version of the game “Find your house” - “Үз өңне tap”

The teacher shows a round clearing, divided into six sectors - red, blue, yellow, green, purple, orange. The teacher says that each flower lives in a house of the same color as itself: red in a red house, blue in a blue house etc. The children take turns placing flowers in the houses. The teacher asks how many flowers he put in the house and what color they are? The child answers: “Ber sary chәchәk.”

2nd version of the game “Which flower did you choose?” - “Nindi chәchәk sayladyn?”

N and there are multi-colored flowers on the table. Children take turns coming to the table, choosing the flower they like, saying what color the flower is. For example: “Red flower-kyzyl chәchәk.”

3rd version of the game “I give you...” - “Min... bүlәk itәm”

Children exchange selected flowers:

-Yana (Irina, Rinat, etc.), I give you a green flower (Yana, mә, yashel chәchәk).

-Thank you. And I give you a beautiful blue flower (Rәkhmat.Mә, matur, zәңgәr chәchәk).

4 version of the game “Different Flowers” - “Tөrle chәchәklәr”

The teacher lays out flowers of different sizes and colors on the table. The first child must choose only large flowers, the second - small ones. Then the children arrange the selected flowers in a flower house, while saying: “Big blue flower” (Zur zәңgәr chәchәk) or “Small white flower ”(Bәlәkәy ak chәchәk), etc.