Opposite games for preschool

Opposite Game – Speech And Language Kids

Opposite Game

Click here to download the Opposites File Folder Game for free!

Opposite Game Brief Description:

Print out these pictures and glue them into a file folder.  Then, cut out the other page and have your child velcro the pictures onto the folder next to its opposite.

• Two File Folders
• Paper to print this file
• Adhesive Velcro (such as dots or strips, can be found at walmart or craft stores)

1. Print out page 3 on regular printer paper. Cut out the squares and glue them to the inside of two file folders as pictured above. Make sure to leave space for the answers. If desired, laminate the folder for added protection.
2. Print page 5 on card stock or thicker printer paper. If desired, laminate this page for added protection.  Cut out each square and attach a piece of Velcro to the back of each one.
3. Place Velcro pieces on the file folder where answers to the questions should go. Make sure to use the opposite side of the Velcro from the ones you put on the pieces.
4. Add a piece of scratchy Velcro to the blank card that says “rough” for the match with “rough” and “smooth”, you will have your child feel the cards. Don’t put anything on the blank “smooth” card so that it stays smooth.
5. Use the game as described in the instructions on the following pages. Choose one skill that your child needs to work on and do the activity for that skill.

Matching Opposite Game:

This game is designed as practice for children working on learning opposites. Show your child one picture on the folder and help him find the correct answer based on the level your child is working at. Start with the easiest level and work your way harder once your child is successful with that.
Level 1 (easiest): Show your child two possible answers and have him pick the right one and place it next to the question.
Level 2: Show your child three or four possible answers and have him pick the right one.
Level 3: Ask your child the question (What is the opposite of hot?) and allow her to see the
picture (from the question) but do not show her any of the possible answers. See if she
can come up with it on her own. When she does, hand her the answer and let her Velcro
it on.
Level 4 (hardest): Ask your child the question without using any visuals (put the folder away).
Do this during conversation/play or while playing a structured game (have your child answer
a question before each turn).

Describing Opposite Game:

Many of the pictures used in this game depict various descriptors such as temperature, texture, spatial concepts, etc. You can work on these words at different levels as well:
Level 1 (easiest): Receptively identify. Put all of the pictures on in the correct places. Then have your child point to one of them by saying something like “Show me something that
is hot”.
Level 2: Expressively label. Direct your child’s attention to one set of opposites. Describe one of the pictures and see if your child can identify the other picture. “This one feels hot, so this one feels…?”
Level 3: Ask your child about other objects (not pictured on this game) and ask which descriptor matches that thing. (ex: “What about bath water? Is that hot or cold?”)
Level 4 (hardest): Have your child come up with something that matches the descriptor (ex:
“Tell me something else that’s hot.”)

Following Directions:

Use these opposites to work on following directions by asking your child to match the objects in a certain order. Start with two-steps and work your way up. (ex-first put on hot, then put on fast)

Vocabulary:

There are many great vocabulary words in this game. You can work on them receptively (“point to the elephant”) or expressively (“What’s this?”).

Spatial Concepts:

Use this game to work on concepts such as “next to” (put it next to the bird) and “beside”.

Click here to download the Opposites File Folder Game for free!

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Teaching Opposites | guruparents

Teaching opposites is an ideal way to help improve your child’s ability to communicate. The addition of descriptive words to their vocabulary will greatly transform the level of detail your child can convey – ‘soft bunny’, ‘big teddy’ or ‘little boy’.

You can teach opposites to your child through a range of simple activities at home. See our List of Opposites for ideas.

Teaching Opposites with Games

Preschoolers love games, and using games to teach opposites is a terrific way for your child to learn new vocabulary.

• Flashcards: Create or buy index cards with pictures of opposites on them. Have your toddler match sets of opposite flashcards – happy and sad, hot and cold, big and small, up and down and so on. They can pair the flashcards as they find the set of opposites.
• Acting Opposites: Have your toddler perform actions, and then you do the opposite. For example, if they sit down, you stand up, if they walk forward, you walk backward. Once your child is familiar with the game, you perform the action first, and have your toddler do the opposite.
• The Opposites Hat: Cut out several pieces of paper. On each one write an action such as:

  stomp your feet loudly,
  reach up to the sky,
  whisper your name,
  stand up,
  jump up and down fast,
  and so on.
  
  Put the pieces of papers into a hat or box and have a child pick one, and read what it says. The child will do that action and then have to do the opposite.

Teaching Opposites with Crafts

Toddler-friendly crafts that teach opposites must be kept quick and simple. Be prepared for a small mess – nothing that can’t be tidied later!

• Collages: Using magazines, newspapers and catalogs, provide your toddler with many ‘opposite’ images. For example, happy faces and sad faces, night time and day time images. Paste the sad faces on one side of your collage, and happy faces on the other.
• Faces: Using magazines, newspapers and catalogs, provide your toddler with a range of facial features. Your child can then glue the features on paper plates to create happy and sad faces.
• Books: Have your toddler glue ‘opposite’ pictures (using magazines, newspapers and catalogs) within of an exercise book or a stapled set of papers. Write out the opposite words under each picture. Easy concepts for this activity are: hot and cold, sunny and rainy, big and small, and sad and happy.
• OR, on the bottom of each double page spread, write the pair of opposite words first. Then, with your toddler, choose a picture to draw or stick on each page that represents each word (e.g., a big car and a little car, a slow snail and a fast puppy). See our List of Opposites for ideas to fill your book!

Teaching Opposites with Toys

Toys are something you’re sure to already have plenty of… so creating opposite games with toys is only limited by your imagination!

• Find a small teddy bear and a big one to teach big and small or baby and adult.
• Using balls of different sizes and weights you can teach big and small, heavy and light, and float or sink.
• Using a ball and a bucket, cup or box, teach your toddler in and out, over and under, as well as up and down.
• Some toys have volume – for example toy dog, trucks, dolls. Use these toys to teach loud and quiet.

Teaching Opposites with Movement

Here are a few simple activities that you can do with your toddler indoors or out. Once familiar with the game, ask your child to do the opposite. For example, if you reach up, your toddler will reach down.

• Reach high to the sky and low to the ground
• Take a big step and a little step
• Clap your hands loudly and quietly
• Run fast, then slow (toddler’s pace)
• Happy face, sad face
• Fill a cup with water, empty cup
• Open lid, shut lid
• Sit down, stand up
• Turn to the right and then left
• Jump up and crouch down.

Antonyms. Didactic game "Opposites" for children of primary preschool age Antonyms for children 5 years old

Antonyms are words that have directly opposite meanings. For example: long - short, thick - thin, hot - cold, etc.

Child education can be turned into a fun game for kids . And since verses are easier to remember, then this is how it is better to give information to the child. In text words antonyms for children are highlighted in different colors.

Large - small
A kind and funny bear,
Because he is big .
But the bunny is cowardly,
Because is too small .

Thin - thick
Like a rope, like a creeper,
Body thin boa.
And here is fat elephant
Visible to everyone from afar.

Wide - narrow
Look at the hippo,
He wide for some reason.
A crocodile green,
Narrow compared to him.

High - low
There are two friends in the meadow,
There are hooves and horns,
But the giraffe is too tall ,
A kid smallish .

Stupid - smart
How are you, stupid Kolobok,
Jumped on the toe to the fox?
Just a red fox
Very smart was.

Sad - cheerful
Sad the clown cries loudly,
A cheerful the clown jumps,
Wants to accomplish a feat -
Wants to make the roar laugh.

Old - young
Grumbled old grandfather:
“You will live to be a hundred years old!”
The grandson replied: “Never!
I will be young always!"

Black - white
Dasha painted for a long time
Birds with orange gouache,
But Dima interfered in the matter:0003 black , pigeon – white !"

Brave is a coward
Went out into the field brave knight,
He can fight with anyone,
A cowardly hare
The girl will also scare.

Good - evil
Vasya sprinkles crumbs for the birds.
Everyone is afraid of cats to Zhora -
He chases them with a broom.
Vasya - kind , Zhora - evil !

Light - heavy
Mishutka sat on a swing -
Mice light took off.
For fun like Mishka
Something too heavy too much.

soft - hard
Tanya's cat and dad love
Sleep on soft on the couch,
A on hard stool
There are no applicants at all.

Wet - dry
Today was a cloudy day,
Gleb took an umbrella, but Lev forgot.
It rained quite well.
Leo - all wet , Gleb - dry !

Sweet - bitter
Curious toddler
Studied the taste of food,
But of all I remember only
Sweet cake and pepper bitter .

Full - empty
Complete the suitcase is proud,
What will go abroad,
Well, old and empty
Will be sent to the closet to stay.

Long - short
Long sundress for Masha,
To be more beautiful than everyone in the world,
A short - for Alenka,
Her little sister.

Hungry - full
“Oh,” sighs the hungry dog ​​ , –
I can eat anyone!”
Sat and he answered:
"Well, then I'm not here!"

Cold - hot
Even the king of underwater loves
Drinking a cocktail in the heat cold ,
And emir Ali-Kuchay
Drinks in the heat hot tea.

Dirty - clean
Dirty car
The way of the car was blocked:
« Clean here is the green light!
There is no way for the rest!”

Funny poems about numbers and mathematical signs .
And if you are interested in miracle alphabet , then look for .

A fun and exciting game is indispensable during the development of a child's speech. It helps to improve speech and communication skills, figurative and verbal memory, mindfulness, the formation of logical thinking and the enrichment of vocabulary. During the game, the kid will learn to compare objects on a certain basis and quickly find objects with opposite qualities.

Print six sheets of pre-made pictures on a color printer, stick on thick paper for easier use and cut.

Two to six people can take part in the game. The leader shuffles and leaves cards with a red border for himself, and with a green one he distributes to everyone in equal numbers. Then he takes out one card in a red frame, reads the word written on it and shows the card to everyone. The player who believes that there is a suitable pair among his cards calls a word with the opposite meaning to the leader's word. If the participant has correctly chosen the opposite, he takes the card. If the player made a mistake, the rest of the participants continue to look for a pair among their cards. The winner is the one who first finds opposite pairs to their cards.

If you are serious about preparing your child for school, play various educational games with him. You can also look for opposites together with the baby, for example, during a walk, just call him a word, and he selects the opposite in meaning to it. Games for enriching and activating the speech of preschoolers with synonyms and antonyms

" It's the other way around"

Purpose of the game: to teach children to form verbs-antonyms using prefixes.

Material. Two monkeys (toys).

Game progress.

Today we will play stubborn and obedient children. Listen to my story. The monkey mother had two daughters. The eldest was called Novice, the youngest was Stubborn. Stubborn liked to do everything in reverse. The Novice will collect the toys, the Stubborn will scatter them. If the sister closes the door, Stubborn ..... (with the intonation of incompleteness, the teacher encourages the children to answer: she will open it). If he brings ... (takes away), sews ... (tear off), cleans ... (soils), shuts up ... (talks), hangs ... (takes off), etc.

"Speak backwards"

Purpose: development of thinking, activation of vocabulary.

Game progress.

The leader throws the ball to the child, says the word, and the child throws the ball back and says the word with the opposite meaning:

cheerful - sad

fast - slow

handsome - ugly

empty - full

thin - fat

smart - stupid

industrious - lazy

heavy - light

cowardly - brave

hard - soft

light - dark

long - short

high - low

sharp - blunt

hot - cold

sick - healthy

wide - narrow

"I will start and you will finish"

Purpose: to teach children to form sentences using prefixed verbs with opposite meanings; develop the ability to quickly find the exact word.

The teacher starts the sentence using a prefixed verb. Children complete the sentence by using a single-root verb with a prefix of the opposite meaning.

The boy first approached the house, and then... (walked away). In the morning the guys came to kindergarten, and in the evening ... (left). The boy entered the room, soon he ... (left). The guys ran on the right side, and then ... (ran) to the left. The children played hide and seek. They ran behind the house, hid, but soon they ... (ran out).

" funny cars ".

(An outdoor game with words).

Purpose: activation of verbs of motion in speech.

When leaving, on a signal, each "car" must say the verb of movement (eg left, left, drove, drove off, rolled, rushed, etc.).

Arriving at the garage, say: arrived, drove up, drove in, arrived, rushed, etc.).

Reading of S.Ya.Marshak's poem "The Ball".

" rolled under the gate

In the garden, ran

rolled over Before the turn

To the gate, Got there

Rolled up under the wheel. ..

" Native nature in verses and riddles"

Purpose: to develop the ability to find antonyms in poems, to select synonyms for certain words.

Game in progress.

1. The teacher invites children to guess riddles about nature and find antonyms in them.

Round and bright,

Gives warmth to everyone.

Up in the morning early,

It went across the sky.

Sunset in the evening

Behind the line.

Guess the kids

Who am I talking about? (Sun)

Curls like a ribbon

Hazy blue,

Can be calm,

Can be a wave

Dark and deep ,

That you can't see the bottom.

Fine and transparent

Maybe she

And bathes in the heat

We are in our wave.

What is it,

Tell me. (River)

What kind of bird?

Black, large.

hung above the ground,

Closing the sun.

Big tears

This bird is crying

Mother hides her daughter.

How will she rush,

Everything is getting dark,

In order not to get wet,

I'll run away soon. (Cloud)

And choose a word (antonym) opposite in meaning to the words:

black....

large....

getting dark....

rather....

3. Find synonyms:

Aspen chills,

Shivering in the wind

Gets cold in the sun,

Gets cold in the heat.

Oak is not afraid of rain and wind at all

Who said that the oak is afraid to catch a cold

After all, the oak stands green until late autumn

This means hardy oak, which means hardened oak.

"Say like"

Purpose: to teach children to choose synonyms with additional semantic shades for verbs and adjectives.

Game progress.

1. The teacher gives the handkerchief to the child, naming the verb, the child gives the handkerchief back, naming a synonym for the verb.

Think - . ... (think), open - ..... (open), find - ... (find), chill - ... (freeze), hit - ... (surprise), play pranks - ... (play around), amuse - .... (entertain), forgive - ... (excuse), call - ... (invite), roar - ... (cry), rush - .. (rush), spin - ... (spin), be afraid - ... (be afraid), throw - .... (throw).

2. Then the children can practice choosing synonyms with additional connotations for adjectives.

This house is big, but this one.... (huge). These clothes are old, and this dress is completely .... (worn). This dress is a little wet, but this one is completely ..... (wet). The boy is silent, and the girl ..... (taciturn). Yesterday was a warm day, and today ..... (hot).

"Choose the right word"

Purpose: to learn to select antonyms for polysemantic adjectives and for phrases with polysemantic verbs and adjectives; develop the ability to understand the direct and figurative meaning of words.

Game in progress.

Children are offered polysemantic adjectives that change their meaning depending on the context. You need to find antonyms for them.

The stream is shallow, but the river..... (deep). Currant berries are small, and strawberries ..... (large).

Thick porridge is boiled, and soup .... (liquid). The forest is sometimes dense, but sometimes... (rare).

After the rain, the ground is damp, and in sunny weather .... (dry). We buy raw potatoes, and eat .... (boiled).

Phrases can be used as speech material:

Thin bucket, thin dress, thin person.

The boy is running, the horse is running, the water is running, time is running, streams are running.

A flower grows, a child grows, a house grows.

Hot day, hot weather, hot argument.

"It must be said differently"

Purpose: to teach children to select words that are close in meaning to a phrase.

Listen to the poem:

"The Snow Maiden cried, seeing off the winter,

A sad woman followed her, a stranger to everyone in the forest.

Where I walked and cried, touching the birches,

Snowdrops have grown - Snow Maiden's tears. "

T. Belozerova "Snowdrops".

These are the gentle words the poet found to tell about snowdrops and spring. And what was the Snow Maiden like, seeing off the winter? (sad)

By the way sad choose words that are similar in meaning (sad, sad)

If the Snow Maiden is sad, what is her mood like? (Bad)

Listen to what I will name sentences: "It's raining. The Snow Maiden is coming."

Which word was repeated? (Goes.) Try to replace the word goes . It's raining .... (it's pouring). The Snow Maiden is walking ... (walking). Spring is coming - how else can you say it? (Coming.) The car is going... (rides).

Similar tasks are given with the following phrases:

clean air (fresh ), pure water (clear), clean dishes (washed) ; plane landed (landed) , the sun has set (set) ; the river runs (flows, flows ), the boy runs (rushes, rushes ).

"Find another word"

Purpose: to develop in children the ability to select the most accurate designation for a given situation; learn to choose synonyms and antonyms for adjectives.

Dad started making swings for the children. Misha brought him a rope. Dad said, "No, this rope is no good, it will break." Dad took another rope: "But this one will never break." What rope did dad take? How can you say about her?

Listen to two sentences: "Vova grew up as a strong boy. He felt strong ice under his feet."

What does the word mean strong ? How can you say these sentences differently? Make up your own sentence with the word strong .

The following sentences are treated in the same way: "Boy trembles by cold. Bunny trembles out of fear".

Ball game

I will throw a ball to everyone, saying the word. You will return the ball to me, saying the opposite.

Long - ..... short, deep - ...... fine, soft - ....... hard, light - ..... heavy, thin - .... thick, thick - ..... rare, liquid, strong - ...... weak.

Speak - ...... be silent, make laugh - ..... bring to tears, allow - ..... forbid, fall - ..... get up, laugh - . ... cry, light - .... put out, help - ..... interfere

"Find the opposite word"

Purpose: to develop in children the ability to select words that are opposite in meaning.

Sugar is sweet, but lemon..... (sour ). The moon is visible at night, and the sun .... (during the day ). The fire is hot, and the ice ..... (cold ). The poplar is high, and the wild rose ..... (low ). The river is wide, and the stream .... (narrow ). The stone is heavy, and the fluff ..... (light ). The radish is bitter, and the pear ..... (sweet ).

If the soup is not hot, what is it? (Cold. ) If the room is not light, then in it ... (dark ). If the bag is not heavy, then it is .... (light ). If the knife is not dull, then it is .... (sharp ).

Purpose: To develop the ability to find antonyms in proverbs and sayings.

Speech material:

"Learning is light, and ignorance is darkness."

"Say less and do more."

"Work feeds, but laziness spoils. "

"Prepare the sledge in summer and the cart in winter."

"A lot of work is better than a lot of idleness"

"Summer gathers, and winter eats up".

"Foreign land - viburnum, homeland - raspberry".

Tatyana Astakhova
Formation of the dictionary of antonyms in children of senior preschool age with OHP

FORMATION OF THE DICTIONARY OF ANTONYMS IN CHILDREN OF PRESCHOOL AGE WITH GENERAL SPEECH UNDEVELOPMENT

At preschool age the child must master such a dictionary , which would allow him to communicate with peers and adults, successfully study at school, understand literature, television and radio programs, etc. Therefore, preschool Pedagogy considers the development of vocabulary in children as one of the important tasks of speech development.

Currently, in the psychological and psycholinguistic literature it is emphasized that the prerequisites for the development of speech are determined by two processes. One of these processes is the non-speech objective activity of the child himself, that is, the expansion of ties with the outside world through a concrete, sensory perception of the world.

The most important factor in the development of speech, including the enrichment of vocabulary , speaks of the speech activity of adults and their communication with the child.

Initially, communication between adults and a child is one-sided and emotional, evoking the child's desire to make contact and express their needs. Then, adult communication shifts to introducing the child to the sign system of the language with the help of sound symbolism. The child connects to speech activity consciously, joins communication with the help of language.

Such "connection" occurs primarily through the simplest forms of speech , using understandable words associated with a specific, specific situation.

In this regard, the development of vocabulary is largely determined by the social environment in which the child is brought up. Age norms for the vocabulary of children of the same age fluctuate significantly depending on the socio-cultural level of the family, since the dictionary is acquired by the child in the process of communication.

Vocabulary ( dictionary ) the child develops gradually in the course of verbal communication of others with the child and acquaintance with the outside world. Dictionary presented in two aspects : passive dictionary (impressive vocabulary) are those words which, the child knows, understands their meaning. Active dictionary (expressive language) are those words that the child uses in communicating with others. Normal passive dictionary prevails over active. Speech comprehension in children is developing is also in the process of verbal communication with the outside world.

Many authors note the spasmodic development of the active vocabulary , while the passive one develops evenly and ahead of schedule. Translation of words from liability to asset , i.e. updating, is carried out in steps.

Violations vocabulary formation in children with OHP appear in limited vocabulary , a sharp discrepancy between the volume of active and passive vocabulary , inaccurate usage of words , numerous verbal paraphasias, difficulties in updating the dictionary .

In the classroom for the development of lexical and grammatical means of language and connected speech, a lot of work is being done to activate and improve vocabulary , speech understanding, formation ability to highlight parts of an object. Based on the refinement of the passive speech reserve, oral speech practice is organized.

Formation vocabulary in a child is closely related to the processes of word formation because it is rapidly enriched by derivatives of words . The sequence of appearance of derivational forms in children's speech is determined by their semantics, function in the structure of the language (in the beginning, semantically simple, visually perceptible, well-differentiated diminutives noun forms ). Much later, the names of people's professions and other words that are more complex in semantics appear in speech. . Thus, mastering word formation occurs on the basis of mental operations, comparison, synthesis, generalization, which, in turn, contributes to the intellectual development of children .

Thus, at preschool age, not only can , but it is also necessary to develop a dictionary in children . And especially pay attention to formation and development both active and passive dictionaries including antonym dictionary .

To enrich and activate vocabulary, special tasks and didactic exercises are used. Often is used :

Speech sample;

Repetition by the teacher of a new word in a different context;

Explanation of the origin of words ;

Answers to questions requiring identification (what? where? what) ;

Negotiation words , unsaid by the educator;

Various games that will also contribute to the development of the antonym dictionary .

In the classroom with young children, there is no other way to expand their vocabulary than experience and observation. In a visual way, the child gets acquainted with the object itself and its properties and along the way remembers words , naming both the subject and its qualities and features. Learning sequence such : acquaintance with the subject, formation of representation, reflection of the latter in word .

External perceptions, experience, personal experiences of the child play a leading role in his development, but the meaning of the words - minor and auxiliary. The culture of observation is the most important and perfect method of teaching in the first period of childhood.

Taking care of expanding the children's vocabulary we must strive to expand this stock at the expense of words-representations , not words - sounds .

All types of speech development classes serve this purpose. But there are a number of special methodical speech exercises, the purpose of which is to expand the vocabulary and speech skills of 90,003 children. . It is useful to carry them out with children of preschool age, provided that they are kept alive. , at ease, tailored to age interests and opportunities.

Some of these exercises are :

"Find another word »

Purpose : accurately indicate a situation; select synonyms and antonyms .

Dad decided to make a swing for the children, Misha brought him a rope. "No, this rope is no good, it will break" . Misha brought him another one. "But this one will never break" . What rope did Misha bring first? (Thin, dilapidated.) And then? (Strong, durable.)

Dad did the swing in the summer. But here it is. winter. Misha grew up as a strong boy (healthy, strong) . He went out to skate and felt hard ice under his feet. How to say differently? (Strong, not brittle.) Frost grew stronger (became stronger) .

How do you understand the expression "Die Hard" ? (It is difficult to break, break.) So they say not only about nuts, but also about people who cannot be broken by any adversity. About them say : "strong in spirit" (meaning a strong, steadfast person) .

Explain what words mean : "strong fabric" (strong, sound sleep) (deep, "strong tea" (very strong, undiluted with boiling water) . What expressions with word strong you met in fairy tales and in what? (In fairy tale "The goats and the wolf" tight goat (very strict) ordered the children to be very tight (very tight) locked the door.)

Make up sentences with word strong .

I will call you words and you say words to me with the opposite meaning of : long, deep, soft, light, thin, thick, strong; talk, laugh, fall, laugh, run.

Write a story with words , opposite in meaning. You can take words , which we just called.

While still working with antonyms you can use the poem by D. Ciardi "Farewell game" :

It's your turn

Play the game "On the contrary" .

I will say the word high , and you will answer. ( "low" ).

I will say the word "far away" , and you will answer. ( "close" ).

I will say a word ceiling , and you will answer. ( "floor" ).

I will say the word "lost" , but you say. ( "found" !

I'll tell you word coward , you will answer. ( "brave" ).

Now "start" I'll say - well, answer me. ( "end" ).

Game exercise “Finish the phrase”

The goal is to develop the ability to select opposites in meaning words ( hostile words ) .

Speech therapist calls children phrases while pausing. Child must say word , which the speech therapist missed, that is, finish the phrase.

Sugar is sweet, but lemon.

The moon is visible at night, but the sun.

Fire is hot, but ice.

The river is wide, but the stream.

The stone is heavy and fluffy.

Complete the sentence and name words - "enemies" .

The elephant is big, but the mosquito.

The stone is heavy and fluffy.

Cinderella is kind, but her stepmother.

The weather is cold in winter and in summer.

Sugar is sweet, but mustard.

The tree is tall, but the bush.

Grandfather old , and grandson.

The soup is hot, but the compote.

Black soot and snow.

The lion is brave, but the hare.

Liquid milk, but sour cream.

The river is wide, but a stream.

It is hard to work, but to rest.

Light during the day, but at night.

Today I am happy, but yesterday it was.

The hare jumps fast and the tortoise crawls.

When crossing the street, first look to the left, and then.

They shout loudly, but whisper.

I am sick, but I will be soon.

I live close to the river and my friend.

The seller sells and the buyer.

Friends often quarrel, but easily.

It is easy to get sick, but difficult.

The teacher asks, but the children.

Children come to kindergarten in the morning and in the evening.

First, guests are greeted, and then.

At a meeting they say hello, but at parting.

In the evening they go to bed, and in the morning.

Compare!

To taste : mustard and honey.

By color : snow and soot.

Height : tree and flower.

By thickness : rope and thread.

Width : road and footpath.

According to age : young man and old man .

By weight : weight and fluff.

Custom made : house and hut.

Game "Compare in reverse" .

words used : more - less, heavier - lighter, higher - lower, faster - slower, etc.

Truck and taxi. What is more? What is less?

Giraffe and horse. Who is taller than whom? Who is below whom?

Elephant and bear. Who is heavier? Who is easier?

Hare and turtle. Who runs faster? Who moves slower?

Game « Antonyms »

Game progress : explain to the child that antonyms are words with opposite semantic meanings . For example, morning - evening, dark - light, cold - hot. Read the sentences to your child. Ask them to find words in them , opposite in meaning.

Days are short in winter and short in summer. (long) .

Hot warm summer, cold. (winter) .

Sad in late autumn, joyful. (winter) .

The animals are hungry in winter, the animals are full. (summer) .

Summer is far away, winter. (close) .

Roads in the city are wide, paths in the forest. (narrow) .

Thus, the author's methods and recommendations contain entire systems of works on the formation of a dictionary of antonyms . The authors take different parts of speech, poems, tongue twisters, proverbs , on the basis of which this work can be carried out by a speech therapist, parents, teachers.

References

1. Konovalenko, V. V. Antonyms . Picture didactic material. A guide for teachers and parents / V. V. Konovalenko, S. V. Konovalenko Publisher : GNOM and D

2. Lalaeva, R. I. Correction of general underdevelopment of speech in preschoolers ( formation vocabulary and grammar structure) / R. I Lalaeva, N. V. Serebryakova - St. Petersburg: SOYUZ, 1999 - 160 p.

3. Visual and didactic material for working with children of preschool age with speech disorders (FFN and ONR) / Comp. V. P. Glukhov, V. B. Atrepeva, T. I. Kontraktova. - M.: ARKTI, 2003.

4. Sidorova, U. M. Formation speech and cognitive activity in children with ONR : Exercises, didactic games, logical tasks, activity games. / U. M. Sidorova - M .: TC Sphere, 2005.

Julia Uverskaya

Game for preschoolers 3-5 years old .

Paired cards are made with a single background. It's kind of a hint. It is difficult for a child to find the right one among the many cards. Focusing on the "similar" picture, the child will quickly find the correct pair.

Purpose : finding concepts , opposite in meaning .

Basic tasks :

Enrich and activate the child's vocabulary.

Develop attention, memory. Teach children to find clues (how are the cards different, how are they similar.

Expand the ideas of children about the world around .

Terms :

Far-Blizko

Complete-empty

Light-mighty

Night

Healthy-pain

hot-cold

Long-short 9000

Wide-skinny

Dummy-hot

Elderly and young

Push pushing

High-Nazi

closed-open

Below

edible 9000,0002 White-black 9000 9000

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Didactic game for children of primary preschool age "Find a couple" Didactic game for children of primary preschool age (3-4 years) "Find a couple". Purpose: To teach to compare objects, highlight the main ones.

Didactic game for young children "Colorful socks" Purpose: development of fine motor skills; development of visual perception;

Didactic game for children of primary preschool age "Make a family" Didactic game "Make a family" Purpose: To form the idea of ​​\u200b\u200bchildren that they have the right to a family, as people who.

Toddlers aged 2 to 3 go to my group. Some children still do not speak well, so one of the main tasks of our work with kids.

Purpose: To teach children games aimed at consolidating ideas about the properties of objects, improving the ability to compare objects by external ones.

Purpose: to consolidate the ability to distinguish and correctly select buttons by color and shape, to develop color perception, fine motor skills, thinking.

Word games and exercises for children in kindergarten, Card file of word games in kindergarten

Game activity of a preschooler > Games for children What is round and what is oval?

Game progress: The teacher asks the child to name as many round and oval objects as possible. The child starts the game.

If he cannot name, the teacher starts: “I remembered that an apple is round, and a testicle is oval. Now you go on. Remember what shape is a plum, and what is a gooseberry? That's right, the plum is oval, and the gooseberry is round. (Helps the child name objects and compare them in shape: ring-fish, hedgehog-ball, cherry-cherry leaf, watermelon-melon, acorn-raspberry, tomato-eggplant, sunflower-seed, zucchini-apple) .

In case of difficulty, the teacher shows the child a set of pictures and together they divide them into two groups.

"Flies - does not fly"

Game progress: The teacher invites children to quickly name objects when he says the word "flies", and then name other objects when he says the word "does not fly".

The teacher says: “Flies”.

Children call: “Crow, plane, butterfly, mosquito, fly, rocket, dove”, etc. Then the teacher says: “Does not fly”. Children call: “Bicycle, chamomile, cup, dog, pencil, kitten”, etc. The game continues: the words “flies”, “does not fly” are called by one of the children, and the teacher names the objects together with the children. The game can be played while walking.

"Edible - inedible"

The game is played by analogy with the previous one.

"Living-inanimate"

Game progress: First, we explain that we call all living objects "WHO", and inanimate objects "WHAT". Here are some examples.

Then we play questions and answers. You can use picture books.

What is growing? Who is growing?

Who flies? What flies?

Who swims? What is floating?

Who is the biggest? What is the biggest?

Etc.

“What happens below and what happens above?”

Game progress: The teacher invites the children to think and name something that happens only upstairs.

If the children find it difficult, he prompts: “Let's look up, above us is the sky. Does it happen below? No, it always happens only at the top. And what else happens only at the top? Where are the clouds? (stars, moon) . Now think about what happens only below? Look at the ground. Where does the grass grow? Where does she go?” (plants, ponds, earth, sand, stones, etc.) .

After that, the children independently enumerate the objects of nature that exist only above and those that exist only below.

"What can be sweet?"

Game progress:

The teacher offers the children: Listen carefully, I will call something that is sweet. And if I make a mistake, then I must be stopped, I must say: “Stop!”

The teacher says: "Sugar, marshmallows, raspberries, strawberries, lemons."

Children listen attentively and stop him on the word where he "wrong". Then the children themselves name what is sweet.

“Answer quickly”

Game progress: The teacher, holding the ball in his hands, becomes a circle with the children and explains the rules of the game: “Now I will name some color and throw it to one of you ball. The one who catches the ball must name an object of the same color. Then he himself calls any other color and throws the ball to the next one. He also catches the ball, names the object, then his color, etc.”

For example, “Green,” says teacher (makes a short pause, giving the children the opportunity to remember green objects) and throws the ball to Vitya.

"Grass", - Vitya answers and, having said: "Yellow", throws the ball to the next one.

The same color can be repeated several times, as there are many objects of the same color.

The main feature for classification can be not only the color, but also the quality of the object.

The beginner says, for example: "Wooden", and throws the ball.

“Table,” answers the child who has caught the ball and offers his word: “Stone”.

"Home" - the next player answers and says: "Iron", etc.

The next time the form is taken as the main feature. The teacher says the word "round" and throws the ball to any player.

"Sun" - he answers and calls another shape, for example "square", throwing the ball to the next player.

Thoth names a square object (window, handkerchief, book) and suggests some form. The same shape can be repeated several times, since many objects have the same shape. When repeating, the game can be made more difficult by offering to name not one, but two or more objects.

“How are they similar?”

Game progress: The teacher invites the children to look around and find two objects that are somewhat similar to each other.

He says: “I will call: the sun-chicken. How do you think they are similar to each other? Yes, that's right, they are similar in color to each other. And here are two more items: a glass and a window. How are they similar to each other? And now each of you will name your two similar objects.

Games to eliminate the fourth "extra" word

"Be careful!"

Game progress: The teacher says to the children: I will name four words, one word does not fit here. You must listen carefully and name the "extra" word. For example: matryoshka, tumbler, cup, doll; table, sofa, flower, chair; chamomile, hare, dandelion, cornflower; horse, bus, tram, trolleybus; wolf, crow, dog, fox; sparrow, crow, dove, chicken; apple, tree, carrot, cucumber.

After each highlighted “extra” word, the teacher asks the child to explain why this word does not fit into this group of words, i.e., to explain the principle of grouping.

"Listen carefully!"

Game progress: The teacher says to the child: “I will name the words, and you will say which word does not fit: cat, fox, horse, cow; tractor, car, rocket, bus; pear, turnip, beet, carrot; book, pencil case, ball, notebook; water, thermometer, medicine, cotton wool.

In case of difficulty, he slowly repeats a certain set of words and helps the child to identify inappropriate words for some reason.

Find out!

Game progress: What berries do you know? Now I will name the words, if among them you hear the word for a berry, then clap your hands.

Presentation words - cabbage, strawberry, apple, pear, currant, raspberry, carrot, strawberry, potato, dill, blueberry, lingonberry, plum, cranberry, apricot, marrow, orange.

"Now I'm going to name the words, if you hear a word related to berries, clap once, if it's about fruit, clap twice."

(Words can be used the same, you can come up with others.)

As a basis for systematization, there can be a topic - tools, furniture, clothes, flowers, etc.

Tell me, what are the similarities in taste? color? size?

- lemon and pear

- raspberry and strawberry

- apple and plum

- currant and gooseberry

What is the difference in taste? color? size?

"Divide into groups"

Game progress: "What groups do you think these words can be divided into? Sasha, Kolya, Lena, Olya, Igor, Natasha.

What groups can be made from these words: dove, sparrow, carp, tit, pike, bullfinch, zander.

"Pick up the words"

Game progress:

1. Pick up as many words as possible that can be attributed to the group wild animals (pets, fish, flowers, weather, seasons, tools, etc.) .
2. Another version of the same task.

Use arrows to connect words that match the meaning:

ball | furniture

poplar | flower

cabinet | insects

plate | wood

coat | clothing

ant | crockery

pike | toy

rose | fish

Similarities and differences

Game progress: Invite the child to indicate the similarities and differences between the following pairs of words:

Book - exercise book | Day - night

Horse - cow | Tree - bush

Telephone - radio | Tomato - cucumber

Airplane - rocket | Table - chair

"Find the opposite object"

Game progress: Calling any object (for example, sugar) , you need to name as many others as possible that are opposite to this one. It is necessary to find opposite objects according to the function "edible - inedible", "useful - harmful", etc., on the basis of (size, shape, condition) , etc.

"Search for an analogy"

Game progress: A word is called, for example, a briefcase. It is necessary to come up with as many “analogues” as possible, i.e. other items similar to it in various essential features (bag, sack, backpack, etc.) Game progress: Invite the child to name a group of objects in one word. We call many specific objects with one word. For example, birch, pine, oak, etc. we call trees.

d) watch and thermometer 9095 Devices)

D) Kit and lion (animals)

E) Echo and mirror (reflection)

“Words-twin”

The course of the game: a phenomenon of the Russian language, like homonymy, that is, when words have different meanings, but are the same in spelling.

Which word means the same as the words:

1) a spring and something that opens the door;

2) the girl's hair and a grass cutter;

3) a branch of grapes and a drawing tool.

Think of words that are the same in sound but different in meaning.

Additional tasks for the exercise:

4) a crying vegetable and a weapon for firing arrows (burning vegetable and small arms) ;

5) part of a gun and part of a tree;

6) something to paint on and greenery on the branches;

7) a construction site hoist and a mechanism that must be opened to allow water to flow.

“What is needed”

Game progress: The car runs on gasoline or other fuel; tram, trolleybus or electric train are powered by electricity. All this together can be attributed to the group "transport".

Seeing an unfamiliar car (for example, truck crane) , they ask: what is it? Why?

Similar exercises are performed with other concepts: tools, utensils, plants, animals, furniture, etc.

"Why?"

Game progress: Now I will tell you words, and you will answer me, which is more, which is less, which is longer, which is shorter.

- Pencil or pencil? Which one is shorter? Why?

- Cat or whale? Which one is more? Why?

- Boa constrictor or worm? Which one is longer? Why?

- Tail or ponytail? Which one is shorter? Why?"

The teacher can come up with his own questions, focusing on the above.

"Choose the main thing"

Game progress: An adult says to the children: Now I will read a series of words. From these words you will have to choose only two, denoting the main features of the main word, i.e., without which this object cannot exist.

Other words are also related to the main word, but they are not the main ones.0005

For example, a garden... What do you think, which of these words are the main ones: plants, gardener, dog, fence, earth, i.e. something without which a garden cannot exist? Can there be a garden without plants? Why?. .. Without a gardener... a dog... a fence... land?.. Why?

Each of the proposed words is analyzed in detail. The main thing is that children understand why this or that word is the main, essential feature of this concept.

Sample tasks:

a) Boots (laces, sole, heel, zipper, shaft)

b) River (shore, fish, angler, mud, water)

c) City (car, building, crowd, street, bike)

d) Barn (hayloft, horses, roof, livestock, walls)

e) Cube (corners, drawing, side, stone, wood)

f) Division (class, divisible, pencil, divider, paper)

g) Game (cards, players, fines, penalties, rules)

h) Reading (eyes, book, picture, printing, word)

and) war (plane, guns, battles, guns, soldiers)

“Dunneta”

move move games: The host thinks of a word or tells the conditions of some completely unusual situation, and the players (children or adults) must guess the word or explain the situation by asking questions that can be answered with one of five answers: "yes"; "No"; "Yes and no"; "there is no information about it"; "it's not significant. "

For example: "I thought of a plant in the middle zone. In ten questions, determine the plant that I thought of."

Topics for "danetok" and possible continuation of the game.

What vegetable did I have in mind?

- Is it a root vegetable? (Carrot, beet, radish)

- Is it a leafy vegetable? (Cabbage, lettuce)

- Is it a fruit vegetable? (Tomatoes, cucumbers)

What name did I think of?

- Is it a male name?

- Does the name begin with a vowel?

- Is there such a name in our group?

What piece of clothing did I have in mind?

- Is this outerwear?

- Are these men's clothes?

What fairy tale did I have in mind?

- Is this a Russian fairy tale?

What historical figure did I have in mind?

- Is this a man?

What must I do in the morning?

What color do I have in mind?

What property of ice cream, light bulb, watermelon, pencil did I guess?

What country did I have in mind?

What kind of writer, storyteller, poet, scientist did I have in mind?

What famous battle did I have in mind?

"Black box"

Game progress: Children are shown a "black box" or just a bag, a briefcase and they are asked to guess in 10 questions - what is there? Etc.

- Is there a man-made object? Is there something soft? Is there something metallic? Etc.

List the items

Game progress: One driver is selected from the group of children. He leaves the room for 2 minutes. At this time, 7 objects are placed on the table in the room and the situation is thought about. For example, children think of the situation "I'm going for a walk", then 7 items of clothing should lie on the table.

The driver is invited, the situation is told to him and he is allowed to inspect the table for 1-2 minutes. Then he turns his back to the table and faces the group of children and starts listing the things on the table. After each correct answer, the group says "Correct!", after the wrong - "Wrong!". If the driver has not listed all the items, the group says which items he forgot.

"Opposite"

Game progress: The leader calls the group of children a word. The task is to name a word denoting the opposite object.

For example, the facilitator says the word "cup". Children can name the following items: "board" (the cup is convex, and the board is straight) , "the sun" (the cup is made by a person, and the sun is part of nature) , "water" (water is a filler, and a cup is a shape) etc.

Each child in turn offers his answer and always explains why he chose such a subject.

“Come up with a riddle”

Game progress: A leader is selected from a group of children. His task is to come up with a riddle. The group must solve this riddle. Then another child comes up with a riddle, and so on. Children of 6 years old love to come up with riddles, the game is lively.

"Who is whom (what) will be?

Game progress: The game is good because you can play with the company and together with the child anywhere. Ask each other questions, make sure that the baby answers the question correctly.

Who will the egg be? (can be a chick, crocodile, turtle, snake.)

- chicken - rooster;

- boy - man;

- calf - cow or bull - paper - book;

- snow - water;

- water - ice;

- seed - flower;

- flour - pancakes;

etc.

Reverse game: "Who was who?".

- horse - foal

- flower - seed

"The third extra"

Game progress: An adult says three words - an owl, a crow, a fox. The child should quickly analyze these three words in his mind and determine that all three words refer to wildlife, however, an owl and a crow are birds, and a fox is not. Therefore, the fox is superfluous here.

More examples for younger preschoolers:

- milk, juice, bread - all three words mean edible. But they drink milk and juice, but eat bread;

- car, horse, tram;

- hat, scarf, boots;

- rose, birch, Christmas tree.

For children aged 5-7 the tasks become more difficult:

- rain, snow, river;

- doctor, tourist, driver;

- shadow, sun, planet;

- frost, blizzard, January;

- stone, clay, glass;

- door, carpet, window;

- sea, river, pool.

“What happens?”

Game progress: First, the adult asks questions, and the child answers. Then you need to give the child the opportunity to express themselves.

Examples:

- What is high? (tree, pole, man, house) . Here it is appropriate to ask which is higher - a tree or a house; person or pole.

- What is long? (short)

- What is wide (narrow) ?

- What is round (square) ?

A variety of concepts can be included in the game: what is fluffy, soft, hard, sharp, cold, white, black, etc.

“What is outside, what is inside?”

Game progress: The adult names a couple of objects, and the child says what can be outside and what can be inside. House - closet; book - cabinet; purse; wallet-money; pan - porridge; aquarium - fish; booth - dog; nora - fox.

Then switch roles - let the child think of pairs of words.

Who is this?

Game progress:

Option 1: We ask questions: who treats the sick? Who teaches children at school? Who is preparing dinner? Who is working on the tractor? Who delivers letters and newspapers? Who sews the dress?

Option 2: Questions: what does the janitor do? What does the doctor do? What does an electrician do? What does the teacher do? What does the driver do? What does a painter do? What does a hairdresser do?

3rd option: We come up with riddles. For example: this person works on the street, he has a broom, a shovel.

4th option: "Who needs what?" What does the postman need? What does a hairdresser need? And vice versa: who needs scissors? Who needs a needle?

"Guess the object by its parts"

Game progress: Children name the parts of the object. The first person to guess what it is about gets one point. This option is good because you can play together with your child anywhere. For example, on the way to kindergarten, while waiting in line to see a doctor, etc.

Examples:

Four legs, backrest, seat.

Numbers, arrows.

Letters, pictures, sheets.

Trunk, branches, leaves.

Root, stem, leaves, petals.

Screen, buttons, electric cord, remote control.

Spout, handle, lid, electric cord.

Paws, tail, collar.

Paws, tail, trunk.

Does everything seem too simple at first glance? But in fact, not all children can describe objects. Try it!

"Guess the item from the description"

Game progress: Game conditions are the same as in the previous one. But the task here is more difficult. It is necessary not only to find the correct definitions of objects, but also to correctly coordinate adjectives and nouns by gender, as well as to know such concepts as furniture, vegetables, fruits, insects, domestic and wild animals, etc.

Wild animal, lives in the forest , big, shaggy, likes honey.

Wild animal, sly, red, with a fluffy tail.

Insect, with colorful wings, similar to a flower.

Transport, large, heavy, with wings and tail.

Vegetable, red, round, put in salads and borscht.

Sweet, small, in a beautiful paper.

"Think and choose!"

Game progress: Now I will read you a proverb, and you try to find a suitable phrase for it that reflects the general meaning of the proverb, for example:

Measure seven times, and cut once

a) If you cut it wrong yourself, then do not blame the scissors

b) Before you do it, you need to think carefully

c) The seller measured seven meters of fabric and cut it off

The right choice here is "Before you do, you need to think carefully"

Example tasks:

1. Less is better.

a) One good book is more useful to read than seven bad ones.

b) One delicious cake is worth ten bad ones.

c) What matters is not the quantity, but the quality.

2. If you hurry, you will make people laugh.

a) The clown makes people laugh.

b) To do a job better, you need to think about it well.

c) Haste can lead to ridiculous results.

3. Strike while the iron is hot.

a) A blacksmith forges hot iron.

b) If there are favorable opportunities for business, you should immediately use them.

c) A blacksmith who works slowly often gets more done than one who is in a hurry.

4. Don't blame the mirror if your face is crooked.

a) You should not blame the cause of failures on circumstances, if the problem is in yourself.

b) A good quality mirror does not depend on the frame, but on the glass itself.

c) The mirror hangs crooked.

5. The hut is not red in the corners, but red in the pies.

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