Musical and didactic games for older ages. Round dance games Children's game recognize by voice

Dusk fell on the city. Spring should be bright, but for some reason it always remained dark in this part of the city. And no wonder - no pillars with light. Still a wasteland. The Mikhin-Astafiev family lived in the outermost house, separated from the main buildings by a vacant lot. It must be admitted that life here was not easy. There was always something going on in the vacant lot: someone would be robbed, someone would be raped, or even just killed. And besides, it was here that all the dubious elements of the city gathered: from simple teenagers asking in the dark to “smoke” or “call”, to seasoned prisoners who had escaped or had already served time. Alena Astafieva walked home from school in the dark. Of course, she could have returned earlier, but it was for today that the theater group that the girl attended scheduled a dress rehearsal for the performance, scheduled only for next month. But it wasn't the most main reason. She just didn't want to go home. In fact, she did not consider the new house to be such. For her it was just a building, a shelter. Alas, the father's divorce from mother and his attempt to have new family , having won a child from his first marriage in court, left his mark on Alena. Although the mother did not really want to take her child, carrying a new child under her heart. Yes, with the birth of another baby, firstborns are forgotten. An undeniable truth. The wasteland was almost overcome. Although the word "wasteland" hasn't really suited this place in the past few months. The mayor's attempt to build some kind of sports complex here allowed this very construction to begin and be abandoned. For two months now, the vacant lot had been filled with holes filled with garbage. So, Alena Astafieva walked home through a vacant lot in the dark. Driven by fear: what if the notorious company of gopniks appears? And there will be no phone, no player, no maiden honor left. And as luck would have it, she also put on a skirt. There were no more than ten meters left to the house, when suddenly... - Girl, is there a cigarette? Alena froze, not daring to turn around. The voice clearly belonged to a young man and was vaguely familiar. As if she had heard it somewhere before. “I don’t smoke,” she apologized, intending to continue moving, but they simply didn’t let her, covering her mouth with her palm and pressing her closer to the male body. Alena panicked. It’s the end of April outside, it’s already warm, and she’s wearing only a skirt and a very light blouse. Moreover, nature did not deprive her: she rewarded her with magnificent forms. Something was already pressing into the area below my back... something big. - It's a pity. It turns out that you have no desire for... sucking at all. It is sad. - The same voice exhaled in my ear. - But we can fix this, right? With one hand he continued to hold her, and with the other he penetrated under her skirt, touching her secret place. And to her horror, Alena realized that she even liked it! No, she was never a moralist. On the contrary, I didn’t even understand them. But she planned to remain a virgin for a couple of months before her graduation! And now she is clearly deprived of this right. The skirt crawled up, the panties - down. Yes, at such moments you really regret not wearing trousers. Damn the stepmother and her argument! But now it has become clear that we can’t just stand there. Alena began to kick, trying to escape the grip, and then she screamed. But in response to this action they only covered her mouth with a hand, pressing her closer to him. The girl bit her would-be rapist and, while he screamed and sucked his injured finger, broke free of his grip, pulling her panties back to their proper place with one hand. Trying to return the underwear while running turned out to be quite difficult, especially since the man was practically breathing down his neck. And he caught up. She had never been particularly athletic, so it was not surprising that the young man - and it really was a guy a little older than her - caught up and knocked her to the ground. Alena still continued to kick and scream, for which she received a sharp blow to the cheek. - Shut up if you don’t want to die right here, in this God-forsaken place! - the guy growled, leaning towards her again. And the voice again seemed very familiar. - Let me go, please! - the girl whispered. It was a shame to lose your virginity in such a place. But in response to the naive request, he only laughed. Holding both her hands with one hand, he licked his victim’s neck with strange pleasure, growling quietly. Alena noticed that his face up to his nose was hidden under a hat, which was usually worn by motorcyclists and riot police. Well, the one with slits for the eyes and mouth. With his second hand, the rapist again touched the girl’s hips, lifting up her skirt. This time he was in no hurry to take off his panties, prolonging the torture. I wanted to punish. The sharp blow burned his cheek with fire, causing him to scream. - Don’t you dare yell, do you understand me? - the guy growled, striking again. Then there was another blow. And one more. At some point, Alena realized that her entire face would soon become one continuous bruise. - Let me go, please! But he just laughed, hitting her again, this time on the inside of her thigh. At what point he managed to spread her legs, the girl did not understand. “Lie still while I take off my pants,” he ordered, letting go for a second. And the victim once again jumped up and tried to escape. Once again unsuccessful. He caught up with her after two steps. Alena screamed, hoping that her father and stepmother - or at least this freak, whom the family calls her brother! - they will hear and save. However, they did not hear, and the kick in the ribs only knocked all the air out of their lungs. The girl began to choke: there was not enough oxygen - he blocked her access, squeezing her throat with his hand. - I told you to lie still! - another blow to the stomach. There is a catastrophic lack of oxygen, she is suffocating, and the rapist is still squeezing her throat, not allowing her to breathe... there is no more strength to resist... life-giving air penetrates into her lungs just when the hand pounding his back powerlessly falls. From that moment on, Alena remembered everything vaguely. She recalled that the guy tore her panties, spat on something, and then she was covered in pain. He acted harshly and roughly, constantly whispering that she was created only to be a whore. And the girl had no strength to refute this. She screamed and weakly tried to break free. He only moved harshly and held her legs wide open, briefly letting go - to hit. The un-spring-hard earth hurt my back painfully with its pebbles and branches. Alena still had no strength. Now even to scream, she only moaned. And the guy no longer held his legs, but tightly wrapped his long hair around his fist, forcing the girl to arch. Then the hand slid to his chin, squeezing it tightly. - Look me in the eyes, whore. Watch and don’t dare take them away or close them. - And again the voice seemed very familiar. As if she heard it every day... A sharp thrust with her hand - and the hat was taken off. He tried to take it away, and she tried to look at the face of her rapist, but... but the wasteland was not illuminated, it turned out to be impossible to see anything. And then he growled with satisfaction and froze. He hit Alena again and... And Alena passed out.

She came to her senses with a jerk. She sat down with a groan and got up with difficulty. Everything hurt. There was no strength. Alena didn’t see the point in correcting anything - no one at home would pay attention anyway. And at home everyone was sitting in the kitchen. The girl noticed that the stepmother was working on her son’s finger, and the father was clutching the phone in his hands. And I would sneak into a room where I could calmly cry and undress, but there is no way: - Where have you been?! It's already eleven o'clock at night! - the father covered the distance from the kitchen to the hallway so quickly, as if he did not exist, this distance. And he was ready to continue scolding his child, but he saw her appearance and choked on air. - What happened? - the stepmother asked, looking over her husband’s shoulder. And Alena would have snapped, but she didn’t have the strength. - Everything is fine. Leave me alone! - Hysteria began. The girl entered her room and slammed the door, cutting herself off from her family. She lay down on the bed, lowering her skirt as low as possible. She felt bad, very bad. I wanted to cuddle up to my mother, cry on her shoulder and tell her everything. But mom is not around. She has no time for her daughter at all. The door opened unceremoniously as Alena sat up in bed and wiped away a tear. Arseny, the stepmother's son, stood in the doorway leaning on the doorframe. Hated older stepbrother. He watched the sitting girl with curiosity, crossing his arms over his chest. What is most interesting is that one finger turned out to be bandaged, although this was not the case just this afternoon. - There. - The girl even crossed her arms over her chest. But instead, Arseny just stepped into the room and slammed the door, locking it with a small padlock. He came closer and leaned down, reaching out his hand to her face. - Well, my slut. You entertained me well today. But don’t you dare talk to your parents about anything, do you understand me? - the guy growled in his ear, causing unpleasant goosebumps and realization: there, in the vacant lot, he was! - And if you tell, I guarantee you will end up in the personal circle of Hell. And even Satan’s underworld will seem like Paradise. Alena swallowed and stepped back, practically lying down on the bed with her brother hanging over her. She realized that from that time on the most terrible stage of her life began. Personal hell.

Goal: To introduce children to the sounds of the world around them, to isolate and recognize them.
Progress: The teacher shows the objects one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different objects, and the children recognize which objects the different sounds belong to. Explains that there are many sounds in the world and they all sound differently.
Didactic game"Watch"

Progress: V-l: Listen to how the clock ticks: “Tick-tock, tick-tock”, how the clock strikes: “Bom-bom...”. In order for them to walk, you need to wind them up: “backgammon…”! .
- Let's wind up a big clock (children repeat the corresponding sound combination 3 times); Our clock goes and first ticks, then strikes (sound combinations are repeated by children 5-6 times).
- Now let’s wind up the small clock, the clock goes and sings quietly, the clock strikes very quietly (the children imitate the movement and ringing of the clock with their voices each time).

Diactic game “Bear cubs eat honey”

Progress: The teacher tells the children that they will be bear cubs, and bear cubs really love honey. He suggests bringing your palm closer to your mouth (with your fingers) and “licking” the honey - the children stick out their tongues and, without touching their palm, imitate that they are eating honey. Then, lifting the tip of the tongue, remove it. (mandatory demonstration of all actions by the teacher.)
The game is repeated 3-4 times.
Then the teacher says: “The bear cubs are full. They lick the upper lip (show), lower lip (show). They stroke their tummies, saying: “Oooh” (2-3 times).

Didactic game “Frog and little frogs”
Goal: To develop children's speech attention.
Progress: The teacher divides the children into two groups: large and small frogs. He says: “Big frogs jump into the pond, swim in the water and croak loudly: “Kva-kva” (children imitate that they are swimming and croak loudly).
Little frogs also jump into the pond, swim, and croak quietly (children imitate the actions and croak quietly). All the frogs got tired and sat down on the sand on the shore.” Then the children change roles and the game is repeated.

Didactic game “Let’s feed the chicks”
Goal: To develop the speech apparatus of children.
Progress: (I am the mother bird, and you are my baby chicks. The chicks are cheerful, they squeak: “pee-pee,” and flap their wings. The mother bird flew to get tasty crumbs for her children, and the chicks fly merrily and squeak The mother arrived and began to feed her children (the children squat down, raise their heads up, the chicks open their beaks wide, they want tasty crumbs. (The teacher tries to get the children to open their mouths wider.) The game is repeated 2-3 times.

Didactic exercise “At the doctor’s appointment”
Goal: To develop the articulatory apparatus of children.
Progress: The doll is a doctor. She wants to see if the children's teeth hurt.
Q: Show the doctor your teeth (the teacher with the doll quickly walks around the children and says that everyone has good teeth. Now the doctor will check if you have a sore throat. Whoever she approaches will open his mouth wide (the children open their mouths wide).
The doctor is happy: no one has a sore throat.

Didactic game “Guess what it sounds like”
Goal: Continue to isolate and recognize the sounds of individual musical instruments.
Procedure: The teacher shows musical instruments one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different instruments, and the children recognize what different sounds belong to.

Didactic game “Recognize by voice”
Goal: To clarify and reinforce the correct pronunciation of sounds.
Progress: The teacher shows the toys and asks who it is, asks to say how it screams. The screen is closed and one subgroup of children takes the toys and takes turns speaking for their animals. Another group guesses who shouted.

Didactic game “Who lives in the house? »
Goal: To reinforce the correct pronunciation of sounds. Develop children's speech breathing.
Progress: (The teacher shows a picture of a dog). Who is this? The dog barks loudly: “aw-aw.” And who is this? (children's answers) The puppy barks quietly (children repeat the sound combination 3-4 times). (The teacher shows a picture of a cat). Who is this? The cat meows loudly: “Meow-meow.” And who is this? (children's answers) The kitten meows quietly.
Let the little animals go home (the pictures are put away behind the cubes). Guess who lives in this house: “av-av” (pronounced loudly? (children’s answers) That’s right, a dog (shows a picture). How did she bark? (children’s answers).
Guess who lives in this house: “meow-meow” (pronounced quietly? How did the kitten meow?
Similarly, children guess who lives in other houses and repeat sound combinations several times.

Didactic game “Who is screaming? »
Goal: To develop children's speech attention.
Progress: The mother bird had a little chick (puts out pictures). His mother taught him to sing. The bird sang loudly: “chirp - chirp” (children repeat the sound combination). And the chick answered quietly: “chirp-chirp” (children repeat the sound combination 3-4 times). The chick flew and flew far away from its mother (moves the picture of the chick further away). The bird is calling its son. What does she call him? (Children, together with the teacher, repeat the sound combination). The chick heard its mother calling him and chirped. How does he tweet? (Children say quietly). He flew to his mother. The bird sang loudly. How?

Didactic game “Call your mother”

Progress: All children have object pictures with baby animals. Educator: “Who is your picture, Kolya? (chicken) Who is the chicken's mother? (chicken) Call your mother, chicken. (Peep-pee-pee) The teacher imitates the clucking of a chicken and shows a picture.
The same work is carried out with all children.

Didactic game “Respond”
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: Educator: This is a goat (showing a picture). How is she screaming? Who is her cub? How does he scream? This is a sheep (show picture). How does she bleat? And how does her baby lamb scream? etc. Pictures are displayed on flannelgraph.
The teacher hands out pictures of animals and birds to the children. The cubs are walking (children leave the tables, nibble grass, nibble crumbs. Whose mother or whose father will call the cub. He must shout - answer them - and run - put the picture next to them.
The teacher pronounces the cry of an animal or bird. The child with the cub depicted makes sounds and places the picture on the flannelgraph.

Game "Guess what to do"
Target. Teach children to correlate the nature of their actions with the sound of the tambourine. Developing children's ability to switch auditory attention.
Preparatory work. Prepare 2 flags for each child.
Progress: Children sit in a semicircle. Each person has 2 flags in their hands. If the teacher rings the tambourine loudly, the children raise the flags up and wave them; if quietly, they keep their hands on their knees.
Methodical instructions. An adult needs to monitor the correct posture of children and the correct execution of movements; It is necessary to alternate the loud and quiet sound of the tambourine no more than four times so that children can easily perform the movements.

Game "Sun or Rain?"
Target. Teach children to perform actions according to the different sounds of the tambourine. Developing children's ability to switch auditory attention.
Progress: The adult says to the children: “Now you and I will go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.”
Methodical instructions. The teacher conducts the game, changing the sound of the tambourine 3 - 4 times.

Game "Where did they call?"
Target. Teach children to determine the direction of sound. Development of the direction of auditory attention.
Preparatory work. An adult prepares a bell.
Progress: Children sit in a circle. The adult chooses the driver, who stands in the center of the circle. At the signal, the driver closes his eyes. Then the teacher gives one of the children a bell and invites them to call. The driver, without opening his eyes, must indicate with his hand the direction from which the sound is coming. If he points correctly, the adult says: “It’s time,” and the driver opens his eyes, and the one who called raises and shows the bell. If the driver makes a mistake, he guesses again, then another driver is appointed.
Methodical instructions. The game is repeated 4-5 times. You need to make sure that the driver does not open his eyes during the game. Indicating the direction of the sound, the driver turns to face the place from which the sound is heard. The call should not be very loud.

Game "Butterfly, fly!"
Target. Achieve long, continuous oral exhalation.
Preparatory work. Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at the level of the standing child’s face.
Progress: Children sit on chairs. The adult says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they flew. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies.
Methodical instructions. The game is repeated several times, each time with a new group of children. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You should only blow on one exhalation, without drawing in air. Do not puff out your cheeks, move your lips slightly forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.

Game "Launching Boats"
Target. Achieve from each child the ability to pronounce the sound f for a long time on one exhalation or repeatedly pronounce the sound p (p-p-p) on one exhalation. Developing the ability to combine the pronunciation of a sound with the beginning of exhalation.
Preparatory work. An adult prepares a bowl of water and paper boats.
Procedure: Children sit in a large semicircle. There is a bowl of water on a small table in the center. The summoned children, sitting on chairs, blow on the boats, pronouncing the sound f or p. The teacher invites the children to ride on a boat from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as if you were pronouncing the sound f. You can blow by simply stretching your lips with a tube, but without puffing out your cheeks. The ship moves smoothly. But then a gusty wind comes. “P-p-p...” the child blows. (When repeating the game, you need to drive the boat to a certain place.)
Methodical instructions. Make sure that when pronouncing the sound f, children do not puff out their cheeks; so that children pronounce the sound p on one exhalation 2-3 times and do not puff out their cheeks.

Game "Loud - Quiet"
Target. Teach children to change the strength of their voice: speak loudly, then quietly. Developing the ability to change the strength of your voice.
Preparatory work. The teacher selects paired toys of different sizes: large and small cars, large and small drums, large and small pipes.
Progress: An adult shows 2 cars and says: “When a big car drives, it makes a loud signal: “beep.” How does a big car signal? Children say loudly: “Bee-Bee.” The teacher continues: “And the small car beeps quietly: “beep.” How does a small car honk? Children quietly say: “Bee-Bee.” The teacher removes both cars and says: “Now be careful. As soon as the car starts moving, you must give a signal, make no mistake, a large car honks loudly, and a small one - quietly.”
The rest of the toys are played in the same way.
Methodical instructions. Depending on the number of children in the group, you can use one pair of toys or 2-3. Make sure that when pronouncing onomatopoeia quietly, children do not whisper.

Didactic game "Shop"
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: The teacher suggests going to the store and buying toys. You can only buy it if you talk like a toy. Children come up to the table and pronounce characteristic sound combinations for this toy (doo-doo, me-me, bi-bi)

Didactic game “Be careful”
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: Educator: I have different pictures, if I show a picture of an animal, you must scream as it screams and raise the blue circle. If I show you a toy, you raise the red circle and name the toy.

Didactic game "Bells"
Goal: To develop children's speech attention.
Progress: Q: Look, this is a big bell, and this is a small bell. The girls will be little bells. They ring: “Ding-ding-ding.” Boys will be big bells. They ring: “Ding-ding-dinging.”
The teacher offers to “ring” and sing songs first to the girls, then to the boys. The exercise is repeated 2 times, then the children change roles and the game is repeated.

Didactic game “Animals are coming”
Goal: To develop children's speech attention.
Progress: The teacher divides the children into four groups - elephants, bears, piglets and hedgehogs.
Educator: The elephants are walking, they stomp their feet very loudly (the children loudly pronounce the sound combination “top-top-top”, repeat it 3-4 times.
- The bears are coming, they stomp more quietly (children repeat the sound combination 3-4 times a little more quietly).
- The piglets are coming, they are stomping even quieter...
- The hedgehogs are coming, they are stomping very quietly...
- Let's go the elephants (children walk around the group, stomp and pronounce the sound combination loudly).
The same work is carried out with other animals. Then the children change roles according to their choice, and the game is repeated.

Didactic game “Cuckoo and the pipe”

Progress: Q: A bird lives in the forest - a cuckoo (show picture). She crows: “Ku-ku, kuk-ku” (children repeat the sound combination 3-4 times). One day the children came to the forest to pick mushrooms. We picked a lot of mushrooms. We got tired, sat down in a clearing to rest and played the pipes: “Doo-doo-doo” (children repeat the sound combination 3-4 times).
The teacher divides the children into two groups - cuckoos and pipes. Without a system, he gives different commands 6-7 times (sometimes to cuckoos, sometimes to pipes). Then the children change roles and the game is repeated.

Didactic game “Hit a nail with a hammer”
Goal: To develop children’s phonemic hearing and speech attention.
Progress: B: When the big hammer knocks, you can hear: “Knock-knock-knock” (children repeat the sound combination 5-6 times). When a small hammer knocks, you can hear: “Bale-buck-buck” (children repeat the sound combination 5-6 times).
Let's hammer the nail with a big hammer...
Now let's hammer in a small nail with a small hammer...
Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).

Didactic exercise “Let’s blow on a ball”
Goal: To develop the articulatory apparatus of children.
Procedure: Children take the ball by the thread, hold it in front of their mouth and say: “Pf-f-f” (blow on the ball). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.

Didactic exercise “Breeze”.
Goal: To develop the articulatory apparatus of children.
Procedure: Children take a leaf by a thread, hold it in front of their mouth and say: “Pf-f-f” (blow on an autumn leaf). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.

Didactic exercise “Let’s lick our lips”
Goal: To develop the articulatory apparatus of children.
Move: Teacher: Let's eat candy (children and teacher imitate eating candy and smack their lips). The candies are delicious, let’s lick our lips (demonstration: run your tongue along the upper lip from edge to edge, then along the lower lip - you should get circular movements).

Didactic game "Geese"
Purpose: to clarify and consolidate the pronunciation of the sound a, to prepare children for composing text descriptions.
Material: painting "Geese"
Procedure: The teacher shows the children a picture, they look at it together. These are geese. Geese are white and gray. The goose has a long neck and red feet. The goose shouts: ha-ha-ha. What kind of neck does a goose have? What paws? How does a goose scream? (Children's answers.) Now we will be geese. We walk, shift from foot to foot. (The teacher shows how geese walk. The children repeat the movements after him.) Cackle: ha-ha-ha.
B: Geese, geese!
Children: Ga-ga-ga
Q: Do you want to eat?
Children: Yes, yes, yes
Q: Show how geese open their beaks wide.
Children: Ga-ga-ga.
Q: Do you want to eat?
Children: Yes, yes, yes
The geese flapped their wings and flew away.
(The game is repeated 3-4 times)

Didactic game “Guess by Voice”
Goal: to clarify and consolidate the correct pronunciation of sounds in isolation and in words; learn to form verbs from onomatopoeic words.
Material: basket with toys.
Progress:
Q: Who came to us? (This (takes out a cockerel, a frog, a duck)…
D: Rooster
Q: And this, children (shows a picture), is a cuckoo. How does a cuckoo crow? Cuckoo, cuckoo! Whose voice is this? Who quacks like that?: quack-quack7
Children: Duck.
Q: Who croaks qua-qua?….
Q: Who crows: crow?...
Q: How does a cuckoo crow?
Q: Now we will play with you. Here is a cockerel (shows a toy cockerel). How does he sing? When the cockerel sings “Crow!”, what does he do? (crows)
Q: And this is a cuckoo (shows a picture). How does she voice? (peek-a-boo)
D: When the cuckoo says peek-a-boo, what does it do? cuckoos)
Q: Show how the cuckoo flies. (Children rise from the carpet and fly.) How does a cuckoo crow? (children crow.) Show how the cockerel flaps its wings. (children show.) How does he shout to the crow? (Children crow) What were you doing just now, like a cockerel? (crowed.)
Listen to the words: cuckoo, rooster, duck, frog. The sound u is heard in these words. pull it: oooh. Name words with the sound y: cuckoo, rooster, frog, uuuck. (Says with the children)
Toys remain for children to play freely.

Didactic game “Teach the bunny to speak correctly”
Goal: To develop intonation expressiveness.
Q: The bunny brought a wonderful bag with him. It contains different pictures. The bunny will talk. What is written on them? If he says it wrong, you will teach him to say it correctly.
Ishka - children correct “bear”
Christmas tree - squirrel
Onik - elephant
(After “training” the bunny begins to name all objects correctly.

Didactic game "Riddles"
Q: Our frog loves to solve riddles.
With the help of gestures, facial expressions, sounds, they depict an animal, children guess the riddle. The teacher offers to read a poem about the guessed animal. (The owner abandoned the bunny... The bear is clumsy...)
Next, the children make riddles.

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musical and didactic games for children

older

Walked, ran, galloped

Target:

Progress of the game:Children sit on chairs. The teacher invites one of the children to run, skip and walk. Then the teacher invites another child and invites him to walk, run or gallop behind the children’s back, so that they do not see, but only hear, at his own discretion. Children must guess what exactly the child did. The game continues as long as the children enjoy the process.

Guess what I'm doing

Game to develop auditory attention

Target: Develop auditory attention and memory.

Game material: Tea cup and spoon, ball, five wooden cubes, scissors and paper, tumbler.

Progress of the game:First, children are introduced to the sounds made by various objects. The adult invites the children to perform various actions: first, one of the children stirs the tea with a spoon, the second plays with a tumbler, the third builds a tower of cubes, lightly tapping them against each other, the fourth cuts paper, the fifth hits the ball.

Then all the children sit with their backs to the teacher and he begins to manipulate the same objects. The one of the children who guessed what made the noise raises his hand and, without turning around, says what he heard. After answering, children turn around and check the correctness of the answer. Then each child takes turns making noise riddles, choosing the items described above.

Who has a toy

Game to develop auditory attention

Target: Develop auditory attention and memory.

Game material: any musical instrument: bell, tambourine, rattle, maracas, etc.

Progress of the game: option 1 Children stand in a circle. The child who is driving is selected by the reader, he stands in the center of the circle and is blindfolded. Children pass the toy around in a circle to the music. As soon as the music stops, the one who has the toy in his hands makes several sounds on it. The driver must guess in which direction the sound was heard and approach it.

Option 2Children are given several instruments (3-5) They stand at different ends of the group room. The driver is blindfolded and stands in the center of the group room. To the music, the children change places. As soon as the music stopped, the children froze on the meth. They take turns playing instruments. Then the teacher gives the command which instrument the driver should find. In case of difficulty, the named instrument sounds again.

What does it sound like, listen

Target: Develop timbre hearing and auditory attention.

Game material: musical instruments of various groups: maracas, xylophone, box, spoons, rhythmic sticks, cubes; metallophone, bells, bell, triangle, tambourine; small screen.

Progress of the game:Children sit on chairs placed in a row. The teacher shows the instruments one by one, forgive me to name them, reminding them how they sound. Then he invites the children to guess what instrument it sounds. The teacher plays instruments behind a screen, and the children guess. After the answer has been given, the teacher shows the instrument and plays it again. Then the children guess musical riddles one by one, approaching the teacher and playing the instrument they like, and the rest of the children guess.

Note:To play, instruments of the same group are taken: wood, wind, strings, metal, etc.

Cat and mice

Target:

Game material: rattles

Progress of the game:Children with rattles in their hands sit on chairs. Their task is to play the rattles when they hear the words “Quiet”, “Loud”, “A little quieter”, “A little louder”. And you need to play as the poem says. The teacher reads poetry:

There lived a cat Vasily. The cat was lazy!

Sharp teeth and a fat belly.

Very quiet he always walked.

Loud insistently asked to eat.

Yes a little quieter snored on the stove.

That's all he knew how to do.

The cat once had a dream like this

It was as if he had started a fight with mice.

Loud screaming, he scratched them all

With your teeth, your clawed paw.

There are mice in fear here quiet prayed:

Oh, have pity, have mercy, do me a favor!

And they scattered.

While the cat was sleeping, this is what happened:

Mice quiet came out of the hole

Loud crunching, ate bread crusts,

After a little quieter laughed at the cat

They tied his tail with a bow.

Vasily woke up and loud sneezed;

He turned to the wall and fell asleep again.

And the mice climbed onto the back of the lazy man,

Until the evening loud they made fun of him.

Prince and Princess

Dynamic hearing development game

Target: To develop children's dynamic hearing and skills in playing children's musical instruments.

Game material:Music in audio recording.

Progress of the game: Children sit on the mat facing the center of the circle, with their hands behind their backs. A prince is chosen, who closes his eyes, and at this time a beautiful bow is placed in the palms of one of the girls. She's a princess. The prince must recognize the princess by the loud music.

“Waltz” by G. Sviridov sounds, the prince slowly walks to the music in a circle next to the children, the teacher adjusts the dynamics: from quiet to loud. Hearing loud music playing, the prince points to the princess. The girl opens her palms and shows a bow.

Loudly - quietly binge drinking

Dynamic hearing development game

Target: Develop dynamic hearing in children.

Game material: A small ball.

Progress of the game:Children sit on chairs. One of the children is asked to leave the room, while the teacher hides the ball. Then they invite the child back to the group and say the words: The ball galloped away from us

Find the ball, Seryozha.

If we drink quietly, it means far away

If we start singing loudly,

So there is a ball nearby.

Next, the children sing any song on the syllable A, either strengthening or weakening the sound depending on the approach or distance of the driver to the hidden ball. The singing continues until the ball is found. After this, another driver is chosen. Game continues.

Hunters and hares

Game to develop dynamic perception

Target: Develop dynamic perception in children.

Progress of the game:Children line up in two lines, one after the other. The first rank is “Hunters”, the second is “Hares”. The hunters walk forward with a decisive step and sing loudly: We are going to hunt, we sing a song loudly

Where are you, gray hares, where, where, where?

The bunnies follow the hunters on their toes, sing quietly, the hunters stand still:

We walk quietly, we sing quietly

You won't catch us, no, no, no!

Hunters: Now, now, now, we will catch you, hares.

You will never hide from us!

Hares: We walk quietly, we sing quietly

And we will keep it from you: yes, yes, yes!

Hunters catch hares. The teams change places and the game is repeated.

How many of us are singing?

Game to develop musical ear

Target: Develop children's ear for music.

Progress of the game:The teacher says that he will be the conductor and will show who will sing the song, and the driver’s task is to guess how many children are singing at the same time: one, two or three. The children agree on what song they will sing. The presenter turns away, and the teacher silently points to the children who must sing. The driver guesses several times, then they change.

Notes: Once the children have mastered the game, one of the children can act as conductor.

Game to develop timbre perception

Target: Develop timbre hearing, auditory attention and memory.

Progress of the game:One child “Vanya” stands in front. The rest of the children go to him and sing a song. With the end of the song, “Vanya” closes his eyes, turns away from the children, and the teacher, unnoticed by him, points to one of the children and he sings: “Vanya! Ay! “Vanya” must recognize by his voice who called him.

Children sing:Vanya, you are in the forest now

We call you, Au!

Come on, close your eyes, don’t be shy!

Who is calling you, find out quickly.

Conductors

Progress of the game:The teacher tells the children that he will be the conductor and will show with his hands how to perform the song: if the hands are at face level, we speak with a high sound, if at chest level, with a medium sound, if at the stomach level, with a low sound. The song is sung on one syllable: mu-mu-mu, the calf sings with a low sound, ga-ga-ga, the gosling sings with a medium sound, pi-pi-pi, the mouse sings with a high sound.

Write a song

Game for developing song creativity

Game material: A set of story pictures.

Progress of the game:Children are invited to choose a picture, look at it and sing a song about what is depicted on it. The melody can consist of one, two, three sounds, depending on the capabilities and imagination of the child. The main condition is that the text must be Prop. Rhyme is not required.

The toys are dancing

Target:

Game material: a set of small toys according to the number of children playing.

Progress of the game: 1 option

The teacher and children sit around the table or on the floor.

Educator:The toys gathered to dance,

But they don’t know how, where to start.

The bunny came forward

He sets an example for everyone

The teacher sets a simple rhythmic pattern by knocking the toy on the table. The children's task is to repeat the given drawing.

The game is repeated several times. The task can be given to the whole group of children playing, as well as individually. When the children have mastered the game well enough, one of the children takes on the role of leader.

Option 2

Option 3

Children stand in a circle. Educator: The kids gathered to dance

But they don’t know how, where to start!

I'll stomp once! I'll slam you once!

Look at me,

Together, do as I do!

The teacher claps his hands or performs footsteps. Children repeat the given rhythm.

When the children have mastered the game well enough, one of the children takes on the role of leader.

Option 4

The teacher plays with a subgroup of children, but sets the rhythmic pattern to each individual, in turn, asking the rest of the children to evaluate the correctness of the task.

Notes:For the game, small toys from Kinder Surprises, counting material can be used: mushrooms, nesting dolls, ducklings, etc. any plastic and wooden toys, as well as nesting dolls of various sizes.

The song came to visit

A game to develop musical ear, memory and performance abilities

Target: Develop musical memory, the ability to sing without musical accompaniment in choirs, ensembles and individually.

Game material: Magic bag and toys, heroes of children's songs.

Progress of the game:The teacher brings a magic bag to the group, examines it, and makes assumptions about what it could be.

Educator:The song came to visit

And she brought a gift.

Come on, Tanya, come over,

What's in the bag, look!

The child takes a toy out of the bag. The teacher suggests remembering the song in which this character appears: cat, mouse, horse, bunny. A car, a bird, etc. The teacher invites the children to sing a song individually, in choir or in an ensemble.

Note:The song is not necessarily about a toy. The hero may simply be mentioned in a song.

Find a match

A game to develop timbre hearing and attention

Target: Learn to compare the sound of instruments, find the same sound.

Game material: Homemade noisemakers with various fillings, two each sounding the same: ice cream molds, capsules from Kinder surprises, jars of coffee or vitamins.

Progress of the game:1 option Noisemakers in a magic bag. The presenter invites one of the players to find two noisemakers that sound the same. The remaining players evaluate the correctness of the task. The child is allowed to compare each sample with a standard (noisemaker used to select a pair)

Option 2The teacher invites two children to participate in the game: one of them takes out a noisemaker and “makes a sound,” and the second looks for a pair based on the sound. The difficulty is that the second child does not have the opportunity to constantly compare his choice with the standard. And the first evaluates his choice also from memory.

Option 3The teacher invites the children to choose one noisemaker from the bag, listen to it and find a pair among the children. The game is fun with noise and running from one participant to another. Children also develop communication skills through play.

Guess what I'm playing on

Target: Develop the ability to distinguish the timbre of the sound of various children's musical instruments.

Game material: A set of musical instruments according to the number of children, a small screen.

Progress of the game:The teacher shows the children musical instruments and asks them to remember their names. He then demonstrates ways to play the instruments. Children are asked to determine by ear what kind of instrument it sounds. The teacher plays an instrument behind a screen - the children guess. To confirm the correctness of the answer, the teacher shows the children what he was playing at the moment, and invites one of the children to play the same instrument independently.

1 Complication: The teacher invites the children to guess which familiar character can characterize the sound of a particular musical instrument. The child is invited to invent and play as the supposed character walks, runs, flies, or jumps.

2 Complication: When children become comfortable with the game, you can invite them to voice the conversation between two proposed characters on instruments, for example, a bear talking to a mouse. Clarify that they speak in turns, which means that the instruments also sound in turns.

3 Complication: After the children have guessed all the instruments, everyone is invited to play together to the music in the audio recording. Progress of the game: The teacher announces that fairy ball came together fairy-tale heroes, and which ones - the children must guess by the way they dance. The teacher turns on the music and shows one of the children a card with a picture of a character. A child improvises a dance. Children guess. The teacher confirms the correct answer by showing a card.

Sun and cloud

Target:

Progress of the game: Educator:

Play like me

Game to develop a sense of rhythm

Target: To develop children’s understanding of rhythm, teach them to remember and convey a given rhythmic pattern. To develop children’s understanding of rhythm, teach them to remember and convey a given rhythmic pattern. Target: To develop children’s understanding of rhythm, teach them to remember and convey a given rhythmic pattern.

Game material: tambourine, drum, musical hammer, cubes, rhythm sticks, etc.

Progress of the game:The teacher tells the children what an echo is, that it happens in the forest, in the mountains, etc. The word or sound is repeated several times. The teacher suggests depicting an echo using musical instruments. Children sit on chairs with tools in their hands. The teacher has any instrument in his hand. The teacher plays a simple rhythmic pattern. Children must play in a chain, passing the given rhythm

Three orchestras

Note:The game is played after children have become acquainted with all types of orchestras in music classes.

Musical package A

Game to develop timbre hearing

Target: Develop the ability to distinguish the timbre of the sound of various children's musical instruments. Learn to sing to the accompaniment of noise instruments.

Game material: A set of musical instruments familiar to children.

Progress of the game:The teacher informs the children that the postman brought a parcel to the kindergarten and offers to see what is in it. Then the children take musical instruments out of the box one by one, name them and show how to play them. When all the instruments have been named, the teacher offers to sing any song the children wish, accompanying themselves on the instruments sent in the package. As the game progresses, children can change instruments and sing several songs. The game continues as long as the children are interested. Children stand on the carpet, facing the teacher. Children clap their palms on the carpet to loud music. To quiet music, lightly clap your hands in front of you or on your knees.

Note:A complication in this game will be the change in musical accompaniment. At the initial stage, the game is played to the music of “March of the Wooden Soldiers” by P. Tchaikovsky. The second stage uses Brahms' Hungarian Dance. It changes not only the strength of the sound, but also the tempo. A complication is introduced for children of the older age group.

Obedient tambourine

A game to develop dynamic hearing and sense of rhythm

Goal: Sings a song quietly Game material: Music center, cassettes, discs with musical works

Progress of the game:The teacher invites the children to listen carefully to the music. “Sleep” to a lullaby (sit down, put your hands under your cheeks), march to a march, dance to a dance song, run to light, fast music. The teacher includes musical excerpts in audio recordings. Children perform actions in accordance with the nature of the music.

Recommended music material: G. Sviridov “March”, A. Petrov “March”, S. Prokofiev “March”, Gavrilin “Tarantella”, I. Strauss “Perpetual Motion”, R. N.m. “The Smolensk Gander”, “The Lady”, “Oh, You Birch”, Gluck “Song without Words”, P. Tchaikovsky “Morning Reflection”

Our orchestra

A game to develop timbre hearing and performance skills

Target: Teach children various techniques of playing instruments individually and in an ensemble. Reinforce the names of instruments and the ability to distinguish their sounds by ear.

Game material: A set of musical instruments according to the number of children.

Progress of the game:The teacher invites the children to play various musical instruments in the orchestra. To do this, children must correctly name the presented musical instruments. Then the children orchestrate a piece of recorded music. They can play simultaneously or with soloists. The teacher acts as a conductor. When the game is mastered by the children, one of the children can be selected for this role. Then he shows the toy and leads it up the stairs, singing: “Climb up the steps!” Then he leads the toy down, singing: “Then go back down!” Then he offers to take the toy to one of the children. The teacher sings, the child leads the toy. Then an excerpt of the song is performed on a metallophone without words. The child must understand where to lead the toy, up or down. The rest of the children evaluate the correctness of the task. You can play the melody quickly, with the character “running down the stairs,” or abruptly, with the character “jumping up the stairs.”

Complication:After the children have mastered the game, one of the children can lead the game.

Merry pipe

A game to develop musical ear, singing breathing and creativity

Target: Improve the ability to take and distribute breathing, its direction and strength. Intonate simple melodies without words.

Game material: Vitamin bottles according to the number of children playing.

Progress of the game:The teacher hands out vitamin bottles to the children and asks them to imagine that they are pipes. Shows how you can buzz in them. In order to achieve a buzzing sound, the lower lip must lightly touch the edge of the neck of the bottle, and the air stream must be strong enough. For training, children are offered an exercise: to sound like a large steamboat (low sound) and like a small steamboat (high sound). Then you can try to hum or play a simple song on the pipe, for example, “Jolly Geese.” Invite the children to come up with their own song (one at a time, if desired).

Notes:You can play the game starting from middle age and in older groups. It will become more complex along with the musical material performed by the children. As a complication and as one of the game options, you can invite children to play along with a piece of music in an audio recording.

Sun and cloud

Game to develop musical ideas

Target: To develop children’s modal perception, to teach them to hear the ending and beginning of parts of a musical work, to develop children’s associative-figurative and musical perception.

Game material: Hoops, colored rings, flat silhouettes of flowers.

Progress of the game: Educator:“This is our clearing: look how many flowers there are! And you and I are butterflies. The sun is shining, we are having fun flying through the meadow! When a cloud appears, we will hide in the flowers and sit quietly! And when the sun comes out, we will fly and have fun again. And when the music ends, everyone will sit on the flowers again - the day is over, the sun has set.” Music sounds, children carry out the teacher’s instructions.

Class: 1

Objective: to introduce children to such a feature of oral speech as timbre.

• show children that the speech of each person is distinguished by its own special coloring of the voice;
• continue to work on the development and enrichment of students’ oral speech;
• develop aesthetic feelings and a culture of communication.

Equipment: costumes of fairy-tale characters, tape recorder.

Decoration: the class is decorated in the form of a stage and auditorium.

During the classes

1. Organizational moment.

2. Checking the material covered.

Raise your hands, those who have ever been to the theater?

Which theater were you at? (In the puppet).

Who did you see on stage? (Dolls were playing on stage, no people were visible).

What other theater were you in? ( In dramatic).

Who did you see on stage there? (Human artists played on stage).

A theater is a room where performances take place, i.e. performances.

Today in the lesson we will mentally visit the drama theater, as people will play on the stage, students - artists of our class. We have everything for this: an auditorium, a stage where the actors will play, and scenery.

The artists will help us remember the features of oral speech. While the artists are preparing, we begin to remember.

What is speech? (speech is what we say and write).

What kind of speech is there? ( oral and written).

Attention! Now 3 bells will ring, which means the show is about to begin. Guess the riddle and find out what fairy tale we are about to find ourselves in.

Long-nosed, wooden
Dad had a strange boy. (Pinocchio).

That's right, well done - this is A. Tolstoy's fairy tale “The Golden Key or the Adventure of Pinocchio.”

(3 bells ring and the curtain opens. Pierrot enters the stage.)

Pierrot: (reads a poem loudly and leaves).

Malvina fled to foreign lands,
Malvina is missing, my bride.
I’m sobbing, I don’t know where to go...
Isn't it better to part with the doll's life?

(Malvina comes out, she holds a doll in her arms and sings a lullaby and leaves).

Malvina: (sings quietly).

Hush, Little Baby, Do not Say a Word
Don't lie on the edge.
The little gray top will come
And he will bite you on the side.

What speech did you just hear? ( oral).

How did Pierrot read the poem?( loud).

Why? ( for everyone to hear, speech must be loud).

How did Malvina sing? ( quiet).

Why? ( she sang a lullaby, and they sang quietly, tenderly, inviting her to sleep).

So, what can oral speech be like? ( loud and quiet).

What does this depend on? ( depending on the situation).

That's right guys, well done. You can speak loudly or quietly, it all depends on the communication situation, it is this that determines the strength of the voice with which we speak at the right moment.

(Malvina enters the stage, Buratino runs after her).

Pinocchio:(very fast).

Hello, Malvina!

Malvina: (slowly)

Come in, Pinocchio, and sit down at the table. We will now do mathematics. Suppose you have two apples in your pocket.

Pinocchio: (rummaging in my pockets).

You're lying, I don't have any apples in my pockets.

Malvina:

Suppose that Someone took one apple from you. How many apples do you have left?

Pinocchio:

Malvina:

Think carefully, Pinocchio!

Pinocchio:

Malvina:

Pinocchio:

I won’t give this Nect an apple, even if he fights!

Malvina:

Obnoxious boy!

(Malvina leaves, Buratino runs after her).

What speech did you just hear? ?(oral).

Compare the rate of speech of Pinocchio and Malvina. ( Pinocchio spoke quickly, and Malvina spoke honey lenno).

Guys, did you understand everything that Pinocchio said? (No).

Why? ( he spoke very quickly and unclearly).

Why did Malvina speak slowly? ( when a person explains something, teaches something, he always slows down the pace so that he is better understood).

What can be the rate of speech7 (fast and slow).

Right. Rate of speech is another feature of oral speech. The pace of speech also depends on the communication situation or the content of the story.

(The curtain closes).

The first part is over, intermission.

Intermission is a short break between the actions of the play.

3. Physical education minute.

4. Posting new material:

Today we will learn another feature of oral speech - its timbre. What is timbre, I hope you will tell me at the end of the lesson. While we still have time before the start of the second act, let's play the game "Guess who's talking."

(A recording of the speech of 3 students in the class is heard from the tape recorder in order).

I'll play the recording, and you have to listen and guess who's saying it.

A.

It's not easy to photograph animals.
The hare asks: “Hurry up!”
The mouse squeaks: “I’m a little afraid,
What will the cat see in the photo?
“If I prick - the hedgehog threatens -
If you don’t send me the picture!”

Who said this?

How did you guess? (only Katya has such a voice, such a coloring of her voice.)

B.

In the morning grandfather
I asked my granddaughter:
- Why don’t you wash your hands?
The granddaughter answers:
- I'm not white!

Who said this?

How did you guess? (Only Maxim has this coloring of his voice).

IN.

The beetle buzzes:
- I walked and walked
I found a yellow pebble.
-It's an acorn! You're wrong.-
The giraffe says to the beetle.
- Well, hang it on a branch, -
The beetle says to the giraffe.

Who said this?

Why did you decide so? ( only Sasha has such a voice coloring).

That's right, guys, every person's oral speech is unique. It has its own special coloring, which allows us to distinguish it from the speech of other people. This is called voice timbre.

(3 bells ring again).

Guys, three bells have rung, which means the second act is about to begin. Guess what fairy tale we are about to find ourselves in.

The grandmother loved the girl very much,
I gave her a red cap.
The girl forgot her name:
“Well, tell me, what was her name?”

(Little Red Riding Hood).

(The curtain opens, Little Red Riding Hood comes onto the stage, she walks through the clearing, singing a song, suddenly a wolf appears).

Who are you?

Little Red Riding Hood: (in a gentle voice)

My name is Little Red Riding Hood!!

Wolf:

Where are you going?

Little Red Riding Hood:

I'm going to my grandmother. I bring her a pot of butter.

Wolf:

Where does your grandmother live?

Little Red Riding Hood:

Over there behind that little forest, on the hill.

(The wolf quickly runs away, Little Red Riding Hood, singing, also leaves).

What speech did you just hear? ( oral).

What about Little Red Riding Hood? ( gentle, affectionate).

(The curtain closes).

a) Consolidation of new material.

The show is over, but the lesson is still going on. Let's thank the artists. ( the artists come out, bow, and the children applaud them).

Now we will play the game: “Who’s at the door?”

The same phrase will be heard from the tape recorder. You must listen and tell who is speaking to whom. The voices of a man, a woman, a girl and a boy will be heard. Listen carefully.

(The phrase is heard from the tape recorder: “Who lives in the little house?” the first is a woman, the second is a boy, the third is a man and the fourth is a girl).

After listening to the recording, children name the reading order and justify their answers.

Well done, you did a good job. Can someone now tell me what voice timbre is?

b) Working with the textbook.

The performance in the theater is over, but now we will visit the fairy tale again. Guess which one.

Near the forest on the edge,
Three of them live in a hut,
There are three chairs and three mugs,
Three beds, three pillows.
Guess without a hint.
Who are the heroes of this fairy tale?

That's right, it's Russian folk tale"Three Bears".

Open your notebooks to pages 34-35. here they are three bears. Remember their names. ( Mikhailo Potapych, Nastasya Petrovna, Mishutka).

I need three willing students. ( three students go to the board, the teacher gives them the names of the heroes of the fairy tale). You must read the phrase in your notebook in your character's voice. ( children read).

(If time permits, you can call three more people).

Now, using colored pencils, try to convey the color of each character’s voice in your drawing.

Children color the picture. The teacher shows the completed work.

6. Lesson summary.

What feature of oral speech have we become familiar with today?

What is timbre ?(children's answers).