Find out what your child will become by the toys they play with. Development of mental functions

Do you want to know who your baby will become? Take a look at his favorite toys. A toy for a baby is not just fun, it is a reduced model of the world around.

While playing, the child learns to act, think and build their relationships with other people. Therefore, toy preferences allow not only to get to know his character better, but also to look into the future.

Constructor

Children who prefer to mess with the designer are stubborn, diligent and patient. Designing develops logic, teaches you to concentrate, teaches you to be independent. A child who builds a building with a constructor with pleasure, as a rule, loves the exact sciences. These are future mathematicians, programmers, system administrators or architects.

Soldiers

Toy soldiers are a favorite toy for many boys. Playing with soldiers contributes to the development of a full-fledged personality, because it is not just a game, but a whole toy army that requires strategy, hierarchy, develops interest in children and teaches you to look at everything from the outside. Children with the makings of leaders love the game with soldiers, and it’s hard to say who they will become in the future, but your baby will definitely not remain on the “secondary” roles.

cars

Cars are played by children who want to grow up faster, copy the behavior of adults, especially men. For kids, drivers are strong and interesting people who can effortlessly drive large iron cars. Of course, cars are not an intellectual game, as they do not give scope for creativity, so such a pastime is often manipulative in nature. Children who prefer cars rarely achieve great heights in life. In order to develop or instill other abilities in your baby, switch him to other toys.

Stuffed Toys

A nursery filled with soft toys characterizes a sociable baby for whom communication with other people is more interesting than objects or phenomena. Toys, as a rule, "humanize" - they are fed, put to bed. In addition, a soft toy is an ideal friend: kind and sympathetic, who always behaves correctly. Soft toys are loved by future humanitarians-philologists, journalists, social workers.

Dinosaurs

Extinct monsters are usually interested in children already at an older age. Interest usually comes after school lessons or visiting a museum. Such children are smart and inquisitive, they grasp everything on the fly. Toddlers begin to systematize the data they have received - watching movies about dinosaurs, reading books about them and cutting out images from magazines. Before you is a future researcher. Most likely, the scope of his interests is the natural sciences (biology, chemistry, physics)

Dolls for a boy, cars for a girl

If such a hobby was not long, you can not consider it as a system. If you observe the baby's constant interest in toys of the opposite sex, this behavior is really alarming.

Usually a boy plays with dolls in two cases: when he grows up in an incomplete family or finds it difficult to find a common language with his peers. It is not superfluous to show such a child to a psychologist.

The opposite case - a girl who enthusiastically plays cars - is less common. Usually this speaks of impulsiveness, impulsiveness and an excess of energy that cannot be splashed out in calm girlish games.

What your child plays with can determine his fate. Is it worth taking away the boy's lipstick and Kalashnikov assault rifle?

Guy Seregin

So far, the question remains open: does the child choose toys based on his own, as yet hidden, preferences, or do these preferences arise precisely because toys of this particular type are most often bought for him.

Psychologists generally give an affirmative answer to both options. From their point of view, a person forms an idea about the world around him and his place in it quite early: by the age of five or six, his worldview has actually been formed. This is referred to as "imprinting". It is because of imprinting that most people are so conservative. Here's how it all goes.

The newborn is born a perfect alien and trustingly accepts the terms of the new game. “Ah, that’s how interesting everything is arranged here! The dog says “aw-aw”, the kitty says “meow-meow”, and dad says “Give me poison and five minutes of peace.” White pillows float across the sky, fir trees grow in the forest and bears live, the janitor Uncle Petya smells funny, and girls need to be beaten on the head with a shovel, because they are fools and sneaks. Five or six years of knowledge about the world flows into our head in a wide stream, after which we say: “Well, enough, I understand all your strange rules, now let's play for real!” From now on, all new ideas will be difficult to integrate into a solid system of basic, imprinting knowledge. The role that children's toys play in this basic knowledge is enormous. It is their children that are used as models for checking incoming information. Rolling a bunny on a train or shooting fire-breathing wet slingshots with a laser slingshot, the child creates scenarios of his actions in any possible situation in the future. So all this multi-colored rubbish with broken legs in his room is a huge laboratory in which the child constructs his biography.

Theoretically (bear in mind, we do not give guarantees!) You can influence this process by acquiring the toys for your child that will lead him in the direction you want. To make it clear the direction, we drew arrows from each toy in the direction of who your child can become if he is fond of this particular thing. Note that we have shown humanity: in general, we have several positive scenarios for the development of events, and there is only one unpleasant verdict.

typewriter

Love for everything that is on wheels and can quickly do “whack-whack” appears for a reason. This is a response to the internal protest that the child experiences because of the need to exist in such a miserable, slow and clumsy body. This body does not know how to fly, it needs to poop, then pee, and if it crashes into a wall from a running start, then it will cry for a long time. Besides, it's so small, and all the adults around are healthy and cool. The news that we can improve our stunted bodies with machines excites the child: from now on, he can crawl on the floor for hours, rolling a rat-sized dump truck in front of him and making sounds of a roaring engine (very similar). Famous American child psychologist John Holt advises parents of little motorists to pay more attention children's sports . Such a "physical inferiority complex", if the cars themselves can not cope with it, can lead to a number of psychological problems in adulthood. For example, to the manic desire to pump up a mountain of muscles or pump your virtual superdouble up to level 80. By the way, love for cars since childhood is purely masculine. Girls are much calmer about toy cars, because most of them are not too worried about the lack of their own power, but calmly sit on their dad's arms and show with their fingers what needs to be done, who to get out of the closet and what to drive away.

Weapon

It doesn’t matter if the sword is made from a mop, a bow made from birch or a real flamethrower made from the best Chinese plastic. In any case, this is a magic wand for instantly destroying problems. Nervous moms they love to tell on TV how stupid it is - to give children weapons, even toys, and to develop aggression in innocent crumbs. You can calm them down: Aggressive kids don't need guns.. Aggressive children fight with their fists and the first objects that come to hand, not imagining that the stool in their hand is a flaming magical Excalibur. Most of all, toy weapons are loved just by children who are not aggressive, but have a rich imagination, which instantly takes them from the nursery to distant planets, to criminal areas or to a bloody past, where they play the fight for survival. Like cars, pistols and machine guns indicate that the child is not very sure that he would win in such a fight if it happened for real. In the future, he will not get involved in problems, but he will be happy to watch them from the side, arguing how all this could be wonderfully solved.

Soldiers

Looking at how your son arranges his regiments of many thousands (from epic warriors on the right flank to the “Dead Head” division in the rear guard, next to the Indians), do not rush to proudly think that your future Suvorov is growing. Most likely, you have a future accountant. To shoot this entire horde in a minute from a plastic cannon, it takes an hour to arrange it. But that's the beauty of it. The tendency to systematize facts, to collect and collect, to distinguish objects according to the smallest details and group them according to various characteristics, speaks of a consistent mind, striving to accumulate information. These qualities are also useful in science, but they are especially in demand in jurisprudence, statistics, financial management, etc. True, keep in mind that without sufficient motivation (for example, in the form of a bunch of parental money spent on his education), such a systematizer is quite may be satisfied with a career as a caster of serial blanks in some mossy factory. If only they turned out so delightfully neat.

Doll

This is one of the most complex, important and even somewhat dangerous toys for a child. Boys usually rarely like to play with them, especially because from infancy they are taught that this thing is only for girls, and it’s a shame for a man to mess with dolls. However, if your son froze admiringly in front of the bar with Barbies or baby dolls, do not rush to run for valerian.

“Girls who play with dolls are mistakenly believed to be driven by maternal instinct,” writes child psychology researcher and author of Windows on the Child’s World, Violet Oaklander. “A girl talking with a doll is primarily engaged in introspection, the study of her essence and the nature of man in general.” A doll is a model of a person, including the child himself. And that is why girl dolls arouse less interest among boys with their obvious sexual non-identity.

But the boy conducts similar psychological manipulations with soldiers, brave astronauts and brave cowboys. Therefore, it is very desirable that he had male dolls not of the smallest size in the children's room. By reviving the doll and endowing it with a part of consciousness, the child, in addition, learns the most important function of our species - communication with their own kind, contact and transfer of information from person to person. “It is by communicating with the doll that the child formulates the norms of behavior, emotional assessments, his first general ethical theses,” Ocklander continues. “A doll is an all-seeing and all-hearing, all-understanding object, which at the same time is completely submissive to its owner.” Simply put, a doll for a child is a god, a slave, a friend, and at the same time it is his own reflection. Unlike a living person - a brother, friend or parent, she does not have her own will, which makes her an indispensable object for all kinds of psychological training.

By the way, domestic animals can partially perform the functions of dolls, especially dogs, which, for all their inhumanity, have sufficient intelligence to become a suitable interlocutor for everything.

Teddy bear

Or a bunny, a dog, a horse - it doesn't matter. First, children who prefer an animal model as a confidant, and who do not like dolls, demonstrate a fairly developed sense of species self-identification. They are suspicious and even hostile towards everything that looks like a person, but is not a person. This important mechanism is built into most living beings by nature in order to regulate sexual contacts with similar but unsuitable species for reproduction. An object that is similar in appearance to "one's own", but has a number of "foreign" characteristics, causes rejection, fear or disgust. By the way, this indicates a healthy desire to continue their kind. Such children are often embarrassed to look at monkeys, they are disgusted by clowns., are afraid of people with physical disabilities or members of other races. Dolls seem to them an unpleasant parody of a person, so they avoid playing with them. Secondly, an important feature of toy (and live) animals is their softness and fluffiness, which are very important for children, who for some reason often experience fear. The touch of the soft we perceive as soothing and protective, transporting us to a distant primitive infancy, when we escaped from dangers by clinging tightly to the luxurious manes or wool of our mothers.

Constructor

Do not rush to buy literature about juvenile geniuses, having looked at the Notre Dame assembled from Lego and the working Ferrari, screwed together from those terrible iron plates with holes, with which you yourself in childhood only shot from a slingshot at pigeons that had the imprudence to fly past yours. window. Most teenage geniuses would be very skeptical about the prospect of sitting for half a day screwing, according to the instructions, part A into hole B. No wonder the designer is a favorite toy of autistic children, who are most admired when a pyramid is obtained from five circles, but who are capable of falling into hysterics if someone slips a circle of the wrong diameter into it and spoils the entire logical and only true composition. The pleasure that everything goes according to plan, the satisfaction from the expected results of painstaking work is characteristic of conservative children who can brilliantly show themselves in those professions where discipline, accuracy, corrosiveness and strict adherence to the protocol are important. A child with pronounced creativity rather, he will build an ugly tower out of multi-colored cubes, cover it with ketchup, immure a cat in it and try to set fire to this whole structure in order to send it to the moon.

non-toys

At the age of two, when the concept of private property is still inaccessible to the child, he plays with anything. The most important thing in a subject for him is novelty and unusualness. But already at the age of three, the child learns the concepts of “mine” and “alien” and begins to consider his toys as a legitimate part of himself. He prefers to play with them and only raids foreign properties if there is something terribly interesting there - like dad's new laptop, which will probably float perfectly in the bath if you pour a lot of shampoo into it. But some children, to the desperation of their parents, continue to reject toys, entertaining themselves with household items. Having fainted for the hundredth time at the sight of flour scattered on the floor with a pattern of mother's birth control pills beautifully laid out on it, parents usually drag the baby to see a psychotherapist, who explains why this happens: from a deep distrust of others. The child suspects that rubbish is slipped into him, as if he were small and weak (hand on heart, this petty skeptic is right in some respects), and the parents, of course, keep the coolest things for themselves. On the one hand, such a denial of property can make a child a future fighter for freedom and brotherhood throughout the world. But it is also possible that a pathological kleptomaniac will grow up. So often invite guests to your child so that when he sees how aliens capture his airplanes and clockwork frogs, he understands their value.

Until the age of five or six, you can not purposefully show him paintings by other artists, not even teach him the basics of technology, because he will always have time to become an imitator and copyist, and in children's creativity far more important is absolute freedom of expression. If the child chats when he draws; if he accompanies the damage to the paper with reasoning like “And then ours fly up - tra-ta-ta! Wow! Killed and falls”, then everything goes right, fantasy is born, images replace each other, the young demiurge creates imaginary worlds. Even if these worlds end in big brown streaks all over the page, refrain from critical remarks. You just don't see what kind of boiling of life is happening there, inside, under all these blots and squiggles.

The influence of color on the psyche and health has long been identified by psychologists as very significant for an adult, and even more so for a child. Parents need to be very responsible in choosing the color scheme for the children's room, as well as the toys that the baby interacts with daily. Some colors can speed up development, while others are quite capable of causing irreparable damage to the psyche of the crumbs.

As a rule, pastel-colored toys are of little interest to children, give them all the brightest! But bright colors are different, so the task of parents is to know about their influence and choose the safest educational toys for their child.

warm shades

Warm shades such as yellow, scarlet, orange will develop the child's concentration and motor activity. That is why the most good decision will buy mobile toys of such colors for the child. It can be robots or radio-controlled cars, a railway, a furby.

Also, these colors are perfect for rattles, mobiles, pyramids for babies, as they will train their attention.

Excessive red color should be avoided in toys, which negatively affects the psyche and can lead to irritability and even aggression. The red color must necessarily be combined with other colors that will complement it and smooth out the harmful effects. One of those colors is yellow.

Source: instagram @growingfootprints

Cold shades

Cold shades (blue gamma) stimulate creative activity in the child, help develop memory, flexibility of thinking and imagination. Creative kits, business boards, the first puzzles are worth buying in blue and blue shades.

At the same time, in the children's room and toys for the child, you should avoid too deep blue and purple colors, which are rarely found in nature and can depress the baby. No wonder that blue is considered the color of alienation and inner anxiety. At the same time, pale blue will be a neutral color for any child, it can be safely used in the interior and decor of a nursery.

Yellow and green colors

Green color is associated with calmness and nature, helps the child to feel relaxed. Light shades of green will only have a positive effect on the baby, it is suitable for educational toys that do not require rush and action: logic games, board games. Avoid khaki and dark marsh shades in the interior of the children's room, focus on light green, grassy and light green.

The combination of yellow and green colors is ideal for the child's psyche, however, not many manufacturers risk using them in pairs, since they are not bright, which means they may not attract the attention of the crumbs the first time.

Black and white

When else to enjoy flowers and bright colors, if not in childhood? Do not deprive the child of this pleasure by buying toys in black, pure white and black shades. If there are not enough bright colors in the environment of the crumbs, this can lead to apathy, neuroses and even physical exhaustion.

colorful toys

You should not choose too contrasting toys that combine, for example, blue and red, orange and blue, pink and purple, green and red, black and orange. From this, the child's brain will only be overloaded with unnecessary information and get tired faster.

DISTANCE COURSE 2nd CLASS (YEAR 1)

IITRIMESTER

Subject: Let's play! (lessons 26-34)

By the end of this topic, the childshould be able to : - count from 1 to 10;

Name some toys in English;

Talk about what toys he and his friends have, how many of them, whether they like them;

Write the words that are in the boxes at the end of each lesson;

Distinguish singular and pl. nouns in English.

Childmust know - question words ( Who, What, Where, how);

Verb forms “ to have" And " to be" in present time.

Childshould have an idea O present simple tense and auxiliary verb " do- does”.

Each lesson includes exercises for reading . Before reading, you should pay attention to the tasks given to the text, as this helps to extract the necessary information from what has been read.

Basic grammar

“TO HAVE” - “HAVE” (+ textbook p.61)

Affirmative form:

I (I) have He (he) has

You (you, you) have She (she) has

We (we) have It (it: about animals and objects) has

They (they) have

Interrogative form:

Have you got a …? Has he got a ….?

Have we got a ….? Has she got a ….?

Have they got a ….? Has it got a ….?

Answers to the question:

Yes, I have. Yes, he has.

Yes, you have. Yes, she has.

Yes, we have. Yes, it has.

No, I haven't. No, he hasnt.

No, you haven't. No, she hasn't.

No, we haven't. No, it hasn't.

No, they haven't.

In the structure “I have got / He has got"The indefinite article is used"a/ an", when it comes to units. the number of nouns.

For example: I got a doll.

They have got toys.

The use of the indefinite articlea/ an”.

(+ textbook pp. 21, 74)

Words that answer the question "Who?" or "What?" are called nouns.

Before nouns that can be counted and that are mentioned for the first time, the indefinite article “a/an” is used in the singular.

Article “a” is used with nouns that begin with a consonant.

- a sister

- a teacher

Article “an” is used with nouns that begin with a vowel.

- an aunt

- an engineer

Plural of nouns (+ textbook p.64)

Most nouns have two numbers: singular and plural.

The plural of nouns is formed with the ending – s, / - es.

The endings are pronounced like this:

[s] - after voiceless consonants (acat – cats)

[z] - after voiced consonants and vowels (adog – dogs)

[iz] - after hissing and whistling (abox – boxes)

Plural indefinite article before nounsNot used.

Auxiliary "todo" in present time.

Affirmative form:

The present simple tense on the example of the verb “tolike”

In the 3rd person singular, the ending is added to the verb – s(with pronouns he(He),she(she) ,it(it)).

affirmative form:

You like She likes

We like It likes

Interrogative form:

Do you like? Does he like?

Do we like? Does she like?

Do they like? Does it like?

Short Answers:

Yes, I do or (I like) Yes, he does (he likes)

Yes, we do (we like) Yes, she does (she likes)

Yes, they do (they like) Yes, it does (it likes)

No, I don't. No, she doesn't.

No, you don't. No, he doesn't.

No, we don't. No, it doesn't.

No, they don't.

(+ textbook pp. 81-82)

Lesson #26. Development of lexical skills. Introduction to the concept of plural nouns.

Basic vocabulary of the lesson: a toy- toys

a ball-balls

a doll-dolls

Main structures: I have got/He has got….; Has he/she got….? I like….

1. Exercise 1 p.55 (entry No. 52). Listen and repeat after the speaker.

[t] , [oi] a toy (3), my toy, his toy, her toy. I've got a toy. Has he got a toy? Yes, he has got a toy. Has she got a toy? No, she hasn't got a toy. Have you got a toy? Yes, I've got a toy.
[ O:] a ball (3), my ball, her ball. Have you got a ball? Yes, I've got a ball. Has she got a ball? No, she hasn't got a ball.
[ O] a doll (3), my doll, her doll. Has she a doll? Yes, she has got a doll. Have you got a doll? No, I haven't got a doll.
[ i] it (3), I've got a toy. I like it. I've got a doll. I like it. I've got a ball.I like it.

2. Based on listening, do exercises 2, 4, 5 p.55. Look at the pictures, say what the children have and what they don’t, say what toys you have, whether you like them.

3. Exercise 3 p. 55. Listen and learn the poem "Toys". (entry #53)

I've got a doll She's got a ball We've got toys We like them all.

Listen and repeat (the poem is read line by line with pauses

4. Letter combinations. ER

6. Development of writing skills: exercises 9,10,11 p.57

7. Workbook: Lesson #26 (pp. 28-29)

Lesson number 27. Teaching the skill of reading with the extraction of information.

Main vocabulary: cat

a kitten

Main Structure: “have got/ has got” in affirmative, negative and interrogative sentences; "I have got a cat, but I haven’ t got a dog.»

Repetition of the English alphabet.

1. Exercise 1 p.58 (entry No. 54). Listen and repeat after the speaker.

[æ] ,[ t ] a cat (3), my cat, his cat, her cat. Have you got a cat? No, I haven't got a cat. Has he got a cat? Yes, he has got a cat.
[ K] , a kitten (3), my kitten, her kitten, his kitten. Has he got a kitten? No, he hasn't got a kitten. Has she got a kitten? Yes, she has got a kitten. I've got a kitten, but I haven't got a cat. I like my kitten.
[d] ,[O] a dog (3), my dog, his dog, her dog. Have they got a dog? Yes, they've got a dog. Have you got a dog? No, I haven't got a dog. I have a cat. We haven't got a dog, but we have a cat.
[p] ,[a] puppy (3), a puppy (3), my puppy, his puppy, her puppy. Has your dog got a puppy? Yes, my dog ​​has got a puppy. I haven't got a kitten, but I've got a puppy. I like my puppy. His name is Spot.

2. Exercise 2, 3 p.58. Based on listening, say what animals the people in the picture have, which of them has a cat, But no dog, etc.

3. Exercise 4 p.59. Development of monologue speech skills: Do you have any animal? Who do you have and who do not? Do you love your animal? (5 offers)

4. Exercise 6 p. 59. Development of dialogic speech skills: learn to ask if your interlocutor has any animal, be able to respond to the question posed.

5. Listen and learn the song “ABC” (recording No. 55)

Task number 55. Now you know all the letters of the English alphabet. Learn to sing a song called the Alphabet. Listen:

A B C D E F G H I J K L M N O P Q R S T U V W Q R S T U V W X Y Z X Y Z Now I know the alphabet.

Listen and repeat.
Sing with us (song sounds).
Sing to the music (music plays).

6. Development of reading skills. Exercise 8 p.59. Letter Uu in open and closed syllable.

7. Development of writing skills: exercises 11, 12, 13, 14 p. 60

8. Workbook: Lesson No. 27 (pp. 30-31)

Lesson #28. Introduction of new vocabulary. Improving grammar skills.

Main vocabulary: one, two, three, four, five

Basic grammar: number of nouns, use of the indefinite article

Main structure: How many …has he got?

1. Exercise 1 p.62. Listen and remember the poems. (Entries No. 12.44)

Task number 55. Now you know all the letters of the English alphabet. Learn to sing a song called the Alphabet. Listen:

Listen and repeat oh to the music (music plays).

2. Exercise 2 p.62. Listen to the recording (No. 56), repeat.

Task number 56. Learn to count from 1 to 5. Listen and repeat: one, two, three
[ O:] four (3)
[ai ], [v ] five (3), one, two, three, four, five. Five, four, three, two, one.
A toy - toys, one toy, two toys, three toys, four toys, five toys. A ball - balls. One ball - four balls. One doll - five dolls. A dog - dogs. One dog - two dogs. One puppy - three puppies. One kitten - four kittens. A cat - cats. One cat, two cats, three cats, four cats, five cats. I've got a cat. My cat has got five kittens. My friend has got a dog. His dog has got five puppies.
[e] many (3), many toys (3), many dolls (3), many balls, many kittens, many puppies. His dog has got many puppies. Her cat has got many kittens.

4. Exercise 5 p.63. Development of monologue speech skills: tell us about your toys.

5. Exercise 8 p. 63. Development of dialogic speech skills: learn to ask each other about toys

6. Exercise 7 p.63 (entry No. 57). Listen and learn the song "What do you have?"

Task number 57.

What have you got? What have you got? Now tell me please What have you got? I've got a puppy, I've got a puppy, I've got a puppy That's what I've got.

7. Development of reading skills: letter combination wh – [ w].

8. Development of writing skills: exercises 11,12,13. page 64

9. Learn frame p. 64 (plural)

10. Workbook: for lesson 28 (pp. 31-34)

Lesson number 29. Activation of lexical skills. Improving the skills of dialogical speech. Introduction of cardinal numbers from 6 to 10.

Main vocabulary: five, six, seven, eight, nine, ten

Main structures: How many….? I like…./ I don’t like….

1. Exercise 1 p. 65 (entry No. 18) Recall the poem “Hi, Pam!”

Hello Pam! Hello May! How are you? Fine! I'm ten today.

2. Exercise 2 p.65 (entry No. 58) Listen and repeat after the announcer.

Task number 58. Let's learn how to count from 6 to 10. Listen and repeat:
[ i], [ ks ] six (3), six toys, six balls, six kittens, six puppies. How many toys have you got? I've got six toys.
[ e ], [ v ] seven (3), seven toys, seven dolls, seven balls. How many dolls has she got? She has got seven dolls.
[ ei], [ t ] eight (3), eight toys, eight dogs, eight cats. How many cats have they got? They've got eight cats.
[ai] nine (3), nine toys, nine kittens, nine puppies. How many kittens has her cat got? Her cat has got nine kittens. How many toys have you got? I've got eight toys, and you? - I've got nine toys.
[ e ], [ t ] ten (3), ten toys, ten dolls, ten balls. How many toys have your brother and sister got? They’ ve got ten toys.

3. Exercise 3,4 p.65 Be able to name numbers.

4. Exercise 5,6 p. 65. Be able to ask the question “How much ....?” (“How many (cats, dolls)?”) Be able to ask how many toys you (they, he) have and answer the question.

5. Exerc. 7 p.66. Tell what toys you have, how many of them, which ones you like, which ones you don’t like.

6. Development of reading skills. Exercise 8 p.66 Long sounds,

7. Development of writing skills. Ex.9 p.66, ex. 10.11 p. 67

8. Workbook: Lesson 29. pp. 34-36

Lesson number 30. Introduction of new vocabulary. Development of listening skills. The introduction of the sample "likes - does not like."

Basic vocabulary: to play(play)

to run(run)

to jump (jump)

with(With)

Basic structures: Let’ s (play)! Let's play!

I like to play with my cat.

Do you like to run?

1. Exercise 1 p.68. Entry #59. Listen and repeat.

Task number 59. All children love to play, don't they? Let's learn to talk about it.

[ ei] play (3), like to play, I like to play (3). We like to play. They like to play.
[w],[i], [ ð] with (3), with a ball, with a puppy, with a kitten, with toys, with my sister, with my brother. I like to play with my toys. I don't like to play with my sister.
[dg], [ a ] ​​jump (3), to jump (3), like to jump. Do you like to jump? Yes, I like to jump. Do they like to jump? No, they don't like to jump.
[ r ], [ a ] ​​run (3), to run (3), like to run, want to run. Do you like to run? Yes, I like to run. Do you want to run? Yes, I want to run. They don't want to run, they want to jump.
[ e ] let's (3), let's play, let's run, let's jump. Let's play with my dog. Let's play with your cat.Let's play with her kitten.

2. Exercise 2 p.68 Look at the pictures and say what these children like to play with.

3. Exercise 3 p.68 Development of dialogic speech skills. Ask a friend what (with whom) he (she) likes to play. Use structure Do you like to play with …?

4. Exercise 4 p.68. Invite a friend to play. Use the structure: Let's … .

5. Exercise 6 p.68 (entry No. 61). Listen and learn the poem "I love to play."

I Like to Play I like to jump I like to run I like to play It's fun.

6. Development of listening skills. Exercise 5 p.68 (entry No. 60). Listen to what Katya says about her toys. Tell me about yourself as a model.
Hi! My name is Kate. I've got many toys - three balls, two cats, four puppies, nine dolls, one dog and five kittens. I don't like to play with my dog ​​- I like to play with my dolls.

7. Development of reading skills: soundea – [ i:]

8. Development of writing skills. Exercise 10 p.70

Ex. 11,12 p. 70

9. Workbook: Lesson No. 30, pp. 37-38

Lesson #31.Development of monologue utterance skills.

Basic grammar: introduction of the concept of present simple time.

Working on structures: He/ She likes… . Does he/she like? I like. I don’ t like.

1. Exercise 1 p.71 (entry No. 62) Listen and repeat.

Task number 62. Your friends love to play too, don't they? Learn to talk about it. Listen and repeat:
[ u:] too (3), I like it, too.She likes it, too. He likes it, too. I like you too. I like to play with my toys. My sister likes to play with her toys, too. I like to play with my dog. My friend likes to play with his dog, too. I like to play with a doll. My sister likes to play with a doll, too.
I don't like to play with a ball, and my brother doesn't like to play with a doll. I don't like to play with dogs, and he doesn't like to play with cats.

2. Exercise 2 p.71 look at the picture and say what these children like and do not like to play with.

3. Exercise 3 p.71. Tell me who your friend likes and dislikes to play with.

4. Development of reading skills: Exercise 7 p.72

5. Development of writing skills: Ex.9,10 p.73-74

6. Learn the frame page 74

7. Workbook: Lesson No. 31 pp. 38-40

Lesson #32. Introduction of new vocabulary

Main grammar: He likes/She likes

Does he/she like?

Basic vocabulary: hide- and- seek- hide and seek

hop- scotch- classics

leap- frog-leapfrog

tag– baubles

1. Exercise 1 p.74 (entry No. 63). Listen and repeat

Task number 63. Learn the names of several games that English boys and girls like to play. Listen and repeat:
[ai] hide (3), [ i: ] seek (3), hide-and-seek (3), to play hide-and-seek. They like to play hide-and-seek. Do you like to play hide-and-seek? Yes, we like to play hide-and-seek, too.
[t], [æ] tag (3), to play tag (3). Does Abby like to play tag? Yes, she likes to play tag.
[ O]hop(3),[tS] scotch (3), hop-scotch (3), to play hop-scotch (3). Does Betty like to play hop-scotch? Yes, she likes to play hop-scotch. Do your friend like to play hop-scotch? Yes, my friend likes to play hop-scotch.
[ i: ] leap (3), frog (3), leap-frog (3), to play leap-frog (3). Does Billy like play leap-frog? Yes, he likes to play leap-frog.

2. Exercise 2 p. 74 Look at the pictures and say what games these children like to play.

3. Exercise 5 p. 75 Development of monologue speech skills: Say what games you like to play, what you don’t like. Tell me about your friend.

4. Exercise 6 p. 75 Invite your friends to play. (Let's play tag!)

5. Exercise 4 p. 75 (entry No. 64) Listen and learn the poem “We love to play” .

We Like to Play Oh what fun! Oh what fun! Oh what fun! Oh what fun! Oh, yes, I do. Yes, I do. And I too, and I too.

6. Development of reading skills: exercise 8 p.76

Exercise 9 p.77 Read about Bab and Bet and talk about them.

7. Development of writing skills: Exercise 10, 11, 12 pp. 77-78

8. Workbook: Lesson No. 32 (pp. 40-43)

Lesson #33.Repetition of the theme "Let's play!"

Development of listening skills. Activation of the studied vocabulary in speech.

1. Exercise 1 p. 78 Mindfulness game.

2. Exercise 2 p. 78. Use structures: “Have you got …?” “How many…?”

3. Exercise 3, 4 p. 79. Say, looking at the pictures.

4. Exercise 5 p. 79 Repeat entries No. 53, 55, 57, 61, 64

Task number 53. Learn the poem "Toy". Listen to the poem:

Task number 57. Learn the song "What do you have?" (to the motive of the song "What's your name?"). Listen to the song:

Task number 64. Learn the poem "We love to play." Listen to the poem:

We Like to Play hide and seek we like to play Oh what fun! Oh what fun! Leap-and-frog is a pretty game Oh what fun! Oh what fun! Do you like to play hop-scotch? Oh, yes, I do. Yes, I do. And my friend likes to play tag. And I too, and I too.

5. Exercise 6 p. 79. What games do you like to play? Your friend? (5-7 offers)

6. Exercise 7 p. 79 Invite your friends to play.

7. Exercise 8 p. 79. Entry No. 65. Listen to the sound letter, understand.

Task number 65. Listen to the audio letter and say what it is about:
Hello my friends!How are you?
My name is Fred. I'm from Great Britain. I'm a pupil. I've got three sisters and two brothers. My sisters and brothers are not pupils. They like to play. They've got many toys. We've got two dogs and a cat. The cat has got five kittens. My sisters like to play with the kittens. My brothers like to play with the dogs. I don't like to play with the dogs or with the kittens. I like to play tag, hide-and-seek, leap-frog and hop-scotch. Do you like to play? What games do you like to play?

Bye. Fred

8.Ex.9 p.79 Reply to this voice message. Tell about yourself.

9. Development of reading skills: Exercise 10, pp. 79-80

10. Exercise 12 pp. 80-81

11. Learn frame p.81-82

12. Workbook: Lesson 33. (pp. 43-45)

In this section, you should pay attention to - exercises No. 2.3 p. 83; No. 4, 6, 7 p. 84;

Exercise 9 pp. 86-89 know all the phrases;

be able to translate from Russian into English;

Be able to write the words exercise 11 pp. 91-92

- Where is he from?

- Has he got a grandfather?

- What is his mother?

Is his father a doctor?

- Who is an engineer?

Has Mike got a sister? What is her name?

- Have they got a dog or a cat?

Tell about yourself, be able to write a letter to a friend about yourself (according to the model)

Topic "What toys do you have?" (Lessons 35-43)

By the end of this topic, the child shouldknow :

Color names ( red- red,green- green,blue- blue, blue,yellow-yellow,white- white,black- black,gray- grey,brown- brown);

Animal names ( a bear-bear,an elephant- elephant,a monkey- monkey)

adjectives (big- big,little- small,nice- Cute,funny- funny, amusing

Verbs (give- to giveto take- take)

colloquial clichés: “I’d love to…”, “Not at all”;

Grammar structure: It is = It’ s (red);

Demonstrative pronouns: this- this, this, this

that- that, that, that

these- these

those- those

The concept of "definite article"

The child mustbe able to :

Ask a question: What color is the (toy)?” ("What colour?");

Ask about toys, animals (pets);

Tell about your toys;

Write the words that are given in the boxes at the end of each lesson.

Basic grammar

Definite article "the”

The definite article is used with singular and plural nouns: the toy – the toys.

The definite article indicates what is meant definite, specific subject(human, animal): 1) we know what (about whom) we are talking about;

2) we mention it in the speech for the second time.

For example : It's a doll. Give me the doll. Give me the pink doll.

Article not used before names ( Ann, Sam), last names ( Mr. Smith), city names ( Moscow) and countries ( Russia).

Demonstrative pronouns

This – this, this, this V the only number. If one item is located close to us, then we use the demonstrative pronoun ‘this’

These – these. Used for nouns in plural. If some items are on close to us, then we use the demonstrative pronoun ‘these’

That- that, that, that. Used for nouns in the only number. If one item is at some distance from us (or far away from us), then we use the demonstrative pronoun ‘that’

Those– those. Used for nouns plural. If items are located on some distance from us (or far from us), then we use the demonstrative pronoun ‘that’

Lesson number 35.

The purpose of the lesson: increase the volume of the monologue statement.

Basic vocabulary: this/ that(this/that), numerals (1-10), structureI’ d love to…(I would like to),very much(very much).

1. Exercise 1 p.94. Entry #71. Listen and repeat.

, [e], , a red ball - red balls, a red cat - red cats, a red dog - red dogs, a red kitten - red kittens. My red cat has got a redkitten. His cat has got a kitten. It's red, too.
, a green ball, six green balls. Have you got a green ball? No, I've got a red ball. My sister has got a ball.
[ h: ] a bird (3), a bird - birds, three birds, eight birds. How many birds has she got? She has got four birds. Have you got birds? I've got a bird - it's red and green.

2. Exercise 2 p.94. Based on listening, say what toys (what color) the children have in the picture. Use pattern (structures: “I’ve got a ...”, “He has got a …”, “It’s/…”)

3. Exercise 3 p.95. Ask how many birds these children have in the picture. Use: “How many birds have you got? How many birds has he got?”

4. Exerc. 4, 5 p. 95. Development of monologue speech skills: look at the picture, tell me what color these toys are, how many there are, do you have such toys?

5. Exerc. 4.5 p.95. Entry No. 72. Grammar: demonstrative pronouns (singular) (see grammar explanation)

It's fun to bethis
It's fun to bethat
To jump like a dog
To me like a cat.

6. Development of reading skills: exercise 7, p. 95, exercise. 8, page 96

7. Exercise 9 p. 97 Entry No. 73. Listen, repeat, learn, make up a dialogue according to the model:

fred:Hello Ted!
Ted:Hi!
fred:Do you want to play tag?
Ted:Oh, I'd love to! I like to play tag very much.
fred:Let's play, then.
Ted:O.K.

8. Exerc. 11, p.97, ex. 12.13 p.98

9. Workbook: Lesson 35.

Lesson number 36.

The purpose of the lesson: development of dialogic speech skills.

Basic structures: I’ d love to… (I would wanted) /I like to play very much.(I love to playLet’ s play then(Let's play then).

1. Exercise 1 p.98 Entry No. 74. Listen and repeat.

, [e] yellow (3), it's yellow, a yellow ball - yellow balls, a yellow bird - yellow birds. Have you got a green ball or a yellow ball? I've got a yellow ball. My friends have gotmany balls, they are yellow, red and green. The birds are green, the ducks are yellow.
blue(3). It's blue. They are blue. A blue toy, blue toys, six yellow toys and three blue toys. I don't like blue toys. She doesn't like yellow toys. My brother has got many toys. They are red, green, yellow and blue. The balls are blue and yellow.
[d], duck (3), a duck (3), a duck - ducks, ten ducks, I've got ten ducks - they are yellow.

2.Ex.2 p.98, Ex. 3 p. 99. Look at the pictures, do the tasks: count, say what color.

3. Exercise 4 p.99. Read the questions and answer them; act out the dialogue.

4. Exercise 5 p. 99. Read Bob's answers, ask questions, ( structures: I'd love to, I like to play very much. Let's play then)

5. Development of reading skills: ck[k]

ir[w: ]

Exercise 7 p.100, exercise 8 p.100-101

7. Development of writing skills. Ex. 10, 11,12 pp. 102-103

8. Workbook: Lesson No. 36

Lesson #37

The purpose of the lesson: development of monologue speech skills. Structure Is it (white)?

1. Exercise 1 p.103. Entry #75. Listen and repeat.

white (3), a white cat - white cats. The cat is white. The cats are white. It's white. They are white.
[æ] black (3), a black dog, black dogs. The dog is black. The dogs are black. It's black. They are black.
brown (3), a brown puppy, brown puppies. The puppy is brown. It's brown. The puppies are brown.
gray (3) kitten, gray kittens. The kitten is grey. The kittens are grey. They are grey. Is the bird grey? No, it's not gray - it's white. Is the duck brown? Yes, it's brown. Are the birds grey? No, they are not - they are white. Are the ducks brown?Yes, they are brown.

2. Exercise 2 p. 103. Say what color the toys are in the picture, how many there are. Ask what color they are, use: Is it…? / Are they…?

3. Exercise 4 p. 104. Look at the picture, read the text, complete it.

4. Exercise 5 p. 104. Entry No. 76.

stand up!
Hands to thesides!
Bend left!
Bend right!

5. Development of reading skills. ck – [ k]

wh – [ w]

Ex. 6 p. 104

Ex. 7 page 105

Ex. 8 p. 106 Read and say which of the stories matches the picture. Illustrate the story about Ann. Retell.

6. Development of writing skills. Ex. 9, 10, 11 p.107

7. Workbook: Lesson 37

Lesson #38

The purpose of the lesson: repetition of colors, introduction of structure "What colour…?" Introduction of demonstrative pronouns “this / that, these / those (see grammatical explanation at the beginning of the topic)..

1) Ex. 1 page 108. record number 77. Listen and repeat.

[ð], this (3), this dog, this cat.
[ k]] color (3), what color (3), what color is the.. What color is the duck? What color is the bird? What color is this? What color is this cat? What color is this dog?
[ð], [i:] these (3), these dogs, these cats. What color are these? What color are these cats? What color are these dogs?
[æ ] that (3), that doll, that ball. What color is that? What color is that doll? What color is that ball?
those (3), those toys. What color are those toys?

2) Exercise 2, 3 str. 108. Development of dialogic speech skills. The introduction of demonstrative pronouns in plural. (‘these/those’) (see grammar explanation). Practicing the use of demonstrative pronouns.

Use structs “ Is this (red)?”

“Are these yellow?”

“Is that green?”

“Are those (blue)?”

3) Exercise 4 p. 108 - Ask a friend about toys, tell about yours.

4) Ex. 6. p. 108, entry No. 78 Song "Colors", listen, repeat, sing, learn.

I see green, I see yellow
I see that funny fellow
I see white, I see black
I see this, and that, and that.

5) Development of reading skills. Ex. 7 page 109

Ex. 8 p. 109 - development of reading skills with highlighting information: read, say what games boys like to play, learn dialogue; make up your own dialogue.

6) Development of writing skills. Ex. 9, p. 110, exercise 10 p. 111.

7) Workbook: For lesson number 38.

Lesson #39

The purpose of the lesson: Introduction to the names of animals.

1) Ex. 1 page 111. Entry No. 79. Listen, repeat.

bear (3), a bear - bears, a brown bear - brown bears. What color are these bears? They are white. What color are those bears? They are brown.
[e] elephant (3), an elephant (3), an elephant - elephants, a gray elephant. What color is this elephant? It's grey. Is that elephant white? No, it's a gray elephant.
[ a], monkey (3), a monkey - monkeys, one monkey, five monkeys, eight monkeys. Is this your monkey? no, it’ s his monkey.

2) Exercise 2 p. 111. Name the animals and say what color they are. For example: “This bear is brown. That bear is white.”

3) Exercise 4 p. 112. Game for attention. Look at the picture, close the book, say which animals you remember.

4) Entry No. 78, 80. ex. 6, 7 p. 112. Song "Colors". Listen, repeat, sing, teach.

I see green, I see yellow
I see that funny fellow
I see white, I see black
I see this, and that, and that

I see green, I see yellow I see that funny fellow I see white, I see black I see this, and that, and that

5) Development of reading skills. Exercise 8 page 112

6) Repeat demonstrative pronouns in singular. ('this/that').

Ex. 10 p. 113. (entry no. 81)

This is Jack
And that is Jill.
This is Bell
And that is Bill.
This is Al
And that is Dot.
This is Pussy
And that is Spot

7) Development of writing skills. Ex. 11, 12, 13, page 114

8) Workbook: Lesson No. 39

Lesson #40

Main vocabulary of the lesson: adjectives big, little, nice, funny

1) Ex. 1 page 115. Entry No. 82. Listen and repeat.

Toys can be big or small, funny or cute. Learn it in English. Listen and repeat:
[ i] big (3), a big elephant, a big bear, a big ball, a big doll - big dolls, a big dog - big dogs. My sister has got a big doll. I like to play with my big ball.
[ i] little (3), a little toy, a little bird - little birds. She has got eight little birds. Does your sister like to play with big dolls or with little dolls?
nice (3), a nice duck, a nice doll, a nice duck - nice ducks, a nice doll - nice dolls. She likes to play with her little doll - it's very nice.
[ a] funny (3), that funny fellow, I see that funny fellow. A funny monkey, funny monkeys, a little funny monkey. What color are those funny monkeys?

2) Exercise 2 p. 115. Use listening.

3) Exercise 4 p. 115. Development of dialogic speech skills. Ask about toys.

4) Exercise 5 p. 115 Development of monologue speech skills. Tell me about your toys.

5) Exercise 6, exercise 7 p. 116.

Ex. 8 p. 117. Development of reading skills with reading comprehension and highlighting the necessary information.

6) Ex. 9, 10, 11 pp. 117-118 Development of writing skills.

7) Workbook: For lesson number 40.

Lesson number 41.

Basic grammar: introduction of the concept of the definite article.

Main structure: "Give me please"("Give me, please”). « Take, Please” (“Take it, please”).Introduction of Structures “Here it is” (for singular), “Here they are” (for plural) (= “Here!”)

1) Exercise 1 p.118. Entry No. 83. Listen and repeat.

[ i] give (3), me (3), give me (3). Give me a toy, please. Give me the toy, please. Give me those toys, please.
take(3). Take a doll, please. Take that doll, please. Take these yellow ducks and those blue birds, please. Please take these little kittens and those big cats.

2) Ex. 2, 3, 4 p.119. Development of dialogic speech skills based on entry No. 83.

3) Entry #84

Hand up!
Hand down!
Hands on hips!
Sit down!

Ex. 9 p. 120. Development of reading skills with the allocation of specific information. Text retelling.

5) Ex. 10 p.120. Entry #85 Listen, repeat, learn. Make up and act out your dialogue.

baby:Sally, give me that doll, please!
Sally:Here it is.
baby:Thank you very much.
Sally:Not at all. And you give me those balls, please.
baby:Here they are.
Sally:thanks.
baby:Not at all.

6) Development of writing skills. Ex. 12, 13, 14 pp. 121.

7) Workbook: Lesson No. 41

Lesson #42

The purpose of the lesson: generalization of the topic “What toys do you have?”

1) Development of listening skills.

Exercise 1 p. 122. entry No. 86.

In the story you will meet a new wordanimals - "animals".
I've got a friend.His name is Bob. He is four, and I am five. My friend and I like to play. I like to play leap-frog, but Bob doesn't. He likes to play hide-and-seek, but I don't. Bob and I like to play tag and hop-scotch.
Bob has got many toys. I've got many toys, too. We've got three big gray elephants, five little brown monkeys, ten little yellow ducks, two black dogs, one little white dog, many cats, kittens and birds.
Now we want to play with the toy-animals. Bob wants to play with the little monkeys - they are funny and nice.
I don't like to play with little toys - I like to play with big toys.
Now I want to play with the big elephants and big dogs.

Teacher questions:

How old is Bob?

Does Bob like to play leap-frog?

Do they like to play tag?

What toys have they got?

Does Bob like to play with big or small toys?

2) Exercise 2 p. 123. Look at the picture, then close it and say what is drawn on it, what color and how much.

3) Exercise 3, 5 p. 122. Development of dialogic speech skills. Use the vocabulary of this topic.

4) Exercise 4 p. 122. Development of monologue speech skills.

5) Recall entries No. 72, 76, 78, 80, 84

Task number 72. Listen to the poem "It's funny" and memorize it:

Task number 78. Listen to the song "Colors". Learn the 1st verse.

Task number 84. Listen to the charging commands, follow them and try to remember them:

Hand up! Hand down! Hands on hips! Sit down!

6) Development of reading skills. Ex. 9, 10, pp. 123-124

7) Development of writing skills. Ex. 11, 12, 13 pp. 124-125.

8) Workbook: For lesson number 42.

Topic: Where are your toys? (Lessons 44-54)

By the end of this topic, the child should know:

Prepositions denoting location ( in- V,on- on the,under- under,near- about, nearby);

Lexical units ( a table- table,a chair- chair,a box- box,a bag- bag);

Animal names ( a giraffe- giraffe,a crocodile- crocodile,a tiger- tiger,a hare- hare,a Fox- fox,a horse- horse,a cow- cow);

The verb "to put" - put, put;

Features of the use of the modal verb "can" in the affirmative, interrogative and negative forms.

The child must be able to:

Use structures indicating the location of items ( to be in / to be under / to be on / to be near);

Ask general questions Do you like…? Does he like…? Can they jump? Is it on the ….?);

Write the words that are given in the boxes at the end of each lesson.

Basic grammar of the topic.

Modal verb "can” (“be able, be able”)

Verb Features"can":

in the 3rd person singular (with pronouns he, she, it) Not the ending -s is added;

after the verb “can” No particles “to”

Compare: I like to skate. I love to skate. I can skate. I can skate

He like s to skate. He loves to skate. He can skate. He loves to skate.

Formation of the affirmative form of the verb “can”.

I can (skate, read, run). He can (skate, read, run).

You can (skate, read, run). She can (skate, read, run).

We can (skate, read, run). It can (jump).

They can (skate, read, run)

Formation of the interrogative form of the verb “can”.

The verb “can” comes first in the interrogative sentence and does not require the auxiliary verb “to be” or “to do”.

Can you skate? Can she skate?

Formation of the negative form of the verb “can”.

To form a negation, the particle “not” is added to the verb “can”.

You cannot skate. She) cannot jump.

Brief answers

Yes, you can. No, you can't.

Yes, she) can. Yes, she) can't

Lesson #44

Basic vocabulary: a table(table), prepositions (on- on the,under- under), verbput(put)

1) Exercise 1 p. 127, entry No. 87. Listen and repeat.

table(3), a table - tables, a big table, a little table. He has got a big brown table. Have you got a big table or a little table?
[ O] on the, on the table. The doll is on the table. The toys are on the table. Is the cat on the table? Yes, it's on the table. Are the kittens on the table? No, they are not on the table.
[ a] under (3), under the table. The dog is under the table. The monkeys are under the table, too. Is the bird on the table or under the table? It's under the table. Are the toys on the table or under the table? They are on the table.
put(3), put it, put the, put them. Take the doll and put it on the table. Put the bear on the table. Take the doll and the bear and put them on the table.Put those toys on the table.

2) Ex. 2 p. 127. Look at the picture and say where the toys are. Sample: " The doll is on the table.”

“The ducks are under the table.”

3) Ex. 3 p. 127. Use the verb “to put”.

Sample: " Put the table on the table.”

4) Ex. 4 p. 127. Sample: “ Take the doll and put it on/under the table.”

5) Exercise 5 p. 128. Development of listening skills. Entry #88. Listen to the story and say where Rita's doll is.

My friend Rita has got many toys; birds and ducks, bears and elephants, dogs and cats, kittens and puppies. They are white, black, red, green, blue, gray and yellow. She has got brown monkeys, too. She has got big toys and little toys. Her toys are very nice. And her toy-monkeys are very funny. The toys are under the table.
Rita has got a doll. It's big, and it's very, very nice. The doll is not under the table - it's on the table.
Rita likes her doll and she likes to play with it.
Where is the doll?

Answer additional questions:

Has Rita got many toys?

What toys has she got?

Where are her toys?

Is her doll nice?

Does Rita like to play with her doll?

6) Development of reading skills: exercise 7 p. 128

Exercise 8 p.129 - development of reading skills with the allocation of specific information; retelling.

7) Development of writing skills. Ex.9, 10, 11 pp. 130-131.

8) Workbook: Lesson No. 44.

Lesson number 45.

Main Structure: a sentence with a question word « Where"("Where"); “ Where is the ball?”

Basic vocabulary: a chair(chair),a box(box),a bag(bag).

preposition introduction near(near, next to); repetition of prepositions in, on, under.

1) Exercise 1 p.131. Entry #89. Listen and repeat.

[ EW] chair (3), a chair (3), on the chair, under the chair. Where is the bear? It's under the chair. Where is the ball? It's under the chair, too. Where are the toys? They are on the table. Where are the kittens? They are under the chair.
[ O] box (3), a box (3), a box - boxes, one box - many boxes, on the box, in the box, into the box. Put it on the box. Take your toys and put them on the box. A white box. Is your box green or grey? What color is that box? The box is on the chair.
[ i] in (3), in the, in the box, in the table. Is the kitten in the box or on the box? It's in the box. Are the puppies in the box or on the box? They are in the box, too. Take your toys and put them into the box.
[æ - æ - æ] bag (3), a bag - bags, a big bag, a little bag, a gray bag, a nice bag, in the bag. Are the toys in the bag? into the bag. Put the toys into the bag.
[ ih] near (3), near the table, near the chair, near the box. Where is the ball? It's near the table. Where are the toys? They are near the chair. Is the puppy in the box or near the box? It's near the box.
Put the toys into the box. Put the box into the bag. Put the bag into the table, please.

2) Ex.2 p.131, ex. 4 p. 132. Use the structure: “Where is the white puppy?”

“Where are the gray kittens?”

3) Exercise 5 p.132. Entry #90. Listen, repeat, recite.
Where Is the Ball?

Oh, where is the ball?
Oh, where, oh, where?
Is it in the box
Or under the chair?
Oh, here is my blue
and yellow ball
Under the table
near the wall.

4) Exercise 6 p. 132. Practicing the use of previously studied verbs in speech:

- to take : Take the doll.

- to put: Put it on the table.

structure : Where is the doll?

The doll is on the table.

- to give : Give me the doll, please.

structure : Here it is.

5) Development of reading skills. Ex. 7, p. 133.

Ex. 8 p. 133. Development of reading skills with highlighting the main information.

6) Development of writing skills: Ex. 9, 10, 11 pp. 134-135.

7) Workbook: For lesson number 45.

Lesson number 46.

Basic vocabulary: a giraffe(giraffe),a crocodile(crocodile),a tiger(tiger).

Phrases: “I'm sorry."("Regret”)/ “I don’t know.”("I don't know").

1) Exercise 1 p. 135. Record No. 91. Listen and repeat.

, [ α :] giraffe (3), a giraffe (3), a giraffe - giraffes, yellow and brown giraffes. Is that your giraffe? Yes, it's my giraffe. Are those his giraffes? Yes, they are. Where are her toy giraffes? They are in the box. What color is her giraffe? It's yellow and brown.
[ O] crocodile (3), a crocodile (3), a crocodile - crocodiles, green crocodiles. Does he want to play with those crocodiles? Is the crocodile near the chair or under the chair?
tiger (3), a tiger - tigers, big tigers. This tiger is yellow, and that tiger is brown. Where is the yellow tiger? Where are the brown and yellow tigers?

2) Exercise 2 p. 135. Practicing the use of learned prepositions and new vocabulary.

For example: " The tiger is under the table.”

4) Exercise 5 p. 136. Development of reading skills and monologue speech:

Answer questions on the text. Sample questions: *Has she got many toys?

*Does she like to play with her monkey?
*Is her monkey little?

*Where is her monkey?

Tell us about your favorite toy (according to the model)

5) Ex. 6 pp. 136-137. Development of reading skills.

Ex. 7 p. 137. Development of reading skills for speed.

6) Ex. 8 p. 137. Entry No. 92. Listen, repeat, read, compose your dialogue according to the model.

Mother: Jack, where is your toy tiger?
Jack: I'm sorry, Mom, I don't know.

7) Ex. 10, 11, 12 pp. 138. Development of writing skills.

8) Workbook: Lesson No. 46

Lesson #47

Basic vocabulary: a hare(hare),a Fox(fox).

1) Exercise 1 p.138. Entry number 93. listen and repeat.

[ eh] hare (3), a hare - hares, a white hare - white hares, a gray hare - gray hares. What color are the hares? These hares are white and those hares are grey.
[ O] fox (3), a fox - foxes, one fox - three foxes, ten foxes. Is the red fox in the box? No, the red fox is not in the box.

2) Ex. 2 p.139. Repetition and training in the use of previously studied prepositions, new lexical units, structures “ Where is / Where are…?”

3) Exercise 3 p. 139. Development of monologue speech skills based on questions.

4) Exercise 4 p.139. Development of dialogic speech skills.

5) Ex. 5 p. 139. Developing the ability to describe a picture using previously learned vocabulary and structures.

6) Ex. 6 p.140. Entry No. 94. Song "I have a lot of toys." Listen, repeat, read, teach, sing.

I've Got Many Toys

I've got a hare
I've got a bear
My toys are here
My toys are there

7) Ex. 7 p.140. Development of reading skills.

Ex. 8 p.140. Rules for reading the ending of the plural of nouns -s. (Repetition)

[s] - after voiceless consonants ( “ cats”);

[z] - after voiced consonants and vowels (“ birds, tables”);

- after -x, ch (“boxes”)

* Has Vova got a dog?

* What color is his dog?

* Does Vova like to play with his dog?

* Does Rex like to jump or run?

* Does Vova want to have a cat?

Tell me what Vova writes about his dog.

8) Development of writing skills. Write a reply to Vova's letter. Use the sample ex. 9 p.141.

9) Ex. 10, 11, 12 pp. 141-142 - in writing

10) Workbook: Lesson No. 47.

Lesson #48

Basic grammar material: introduction to the modal verb “ can” (be able, be able) in affirmative and negative forms (see grammar note at the beginning of the thread). can / cannot / can ’ t

Verb “to see”(see)

Introduction to speech phrase “ how old are you?” ("How old are you?")

1) Exercise 1 p.142. Entry #95. Listen and repeat.

see (3), I see green, I see yellow, I see this and that and that.
[æ] can (3), can see, I can see. He can see. She can see, I can see an elephant. He can see a tiger. We can see toys in the bag. Can jump, can run, can hop. My dog ​​can run and jump. I can run and jump, too.
[ α :] can't (3), I can't, she can't. I can't see. She can't see. I can't see your toys. You can't see my toys. He can't see those birds.
can't run, can't jump. They can run but they can't jump. We can see the hare, but we can't see the fox.

You can enter the following verse:

I can jump

I can run

I can play

It’ s fun.

2) Ex. 2, 4 pp. 142. Practicing the use of affirmative and negative forms of the verb ‘can’.
3) Exercise 5 p. 143. Development of monologue speech skills. Use “I can….”

4) Ex. 7 p. 143. Development of reading skills.

Exercise 8 p. 144. Developing reading skills with full reading comprehension. Task: Read and match the question and answer.

5) Exercise 9 p. 144. Entry No. 96. Listen to the dialogue, repeat after the speaker, learn, act out, compose your dialogue according to the model.

Mimi: How old are you, Mary?
Mary: I'm seven. And you?
Mimi: I'm eight. And how old is Rita?
Mary: I'm sorry, I don't know.

6) Ex. 11, 12, 13 p. 145 - in writing

7) Workbook: For lesson number 48.

Lesson number 49.

Basic grammar material : verb "can” (“be able, be able”) in interrogative form.

Basic vocabulary : a horse(horse),a cow(cow)

1) Exercise 1 p.145. Entry #97. Listen and repeat.

Can you run? Can he jump? Can monkeys jump? Can giraffes run? Can you see that bird?
[ O:] horse (3), a horse - horses, one horse, five horses, ten horses, many horses, big horses, brown horses. Are the horses grey? No, the horses are brown. Can horses run? Yes, they can.
cow (3), a cow - cows, a big cow, a nice cow. They've got a nice brown cow. Can you see those cows?

2) Ex. 2 p. 146. Activation of the studied vocabulary in speech. Practice using structure “ Can horses run?” “ Yes, they can”.

3) Ex. 4 p. 146. Think and describe the animal. For example: " It's very big. It's grey. It's from Africa. It can run.”

4) Ex. 5 p. 146. Development of dialogic speech skills: make up a dialogue, use these questions.

5) Exercise 6 p. 147. Entry No. 98. Song “I have a lot of toys” (2nd verse). Listen, repeat, teach, sing.

I've got many toys

I've got a horse
I've got a fox
I've got a brown cow,
I've got a duck,
I've got a bird
I'm playing now.

6) Exercise 7, 8 p. 147. Development of reading skills.

Ex. 9 p. 148. Developing reading comprehension skills. (Read, find answers to the questions posed.)

7) Development of writing skills. Exercise 10 p. 148. Describe the picture using the studied vocabulary: animal names, colors, prepositions of place. For example: “The gray cat is near the table. The green crocodile is in the bag.”

Ex. 11, 12 p. 149 - in writing

8) Workbook: For lesson number 49.

Lesson number 50. Repetition.

The purpose of the lesson: generalization of material on this topic.

1) Ex. 1 p. 149. Repetition of entries No. 90, 94, 98 Task number 90.

Listen and repeat (read with pauses).
Sing along with us (the 1st verse of the song sounds).
Task number 98.

I've got a horse I've got a fox I've got a brown cow, I've got a duck, I've got a bird I'm playing now.

Listen and repeat (read with pauses line by line).
Sing along with us (the 2nd verse of the song sounds).
Sing to the music (music plays).

2) Ex. 2 p. 150. Be able to ask a friend what kind of toys he has; Where are they located.

3) Ex. 4. p. 150. Game for attention. Look at the picture, close it, tell me what toys and where Pinocchio put it. Sample: “My green crocodiles are on the table. My brown bear is under the table.”

4) Ex. 7 p.150. Tell us about your animal, what it can do. Ask a friend about his animal.

5) Ex. 8 p. 150. Development of reading skills. Read it right, fast, out loud.

6) Exercise 9 p. 151. Read the dialogue, answer the question.

7) Ex. 10, 11 p. 151, ex. 12, 13 p. 152 - in writing

8) Workbook: For lesson number 50.

1) Repeat entries No. 86, 88

Task number 86. Listen to the story and answer the teacher's questions. In the story you will meet a new word animals - "animals".
I've got a friend. His name is Bob. He is four, and I am five. My friend and I like to play. I like to play leap-frog, but Bob doesn't. He likes to play hide-and-seek, but I don't. Bob and I like to play tag and hop-scotch.
Bob has got many toys. I've got many toys, too. We've got three big gray elephants, five little brown monkeys, ten little yellow ducks, two black dogs, one little white dog, many cats, kittens and birds.
Now we want to play with the toy-animals. Bob wants to play with the little monkeys - they are funny and nice.
I don't like to play with little toys - I like to play with big toys.
Now I want to play with the big elephants and big dogs.
It's fun to play with toy-animals!

Exercise № 88. Listen to the story and say where Rita's doll is:
My friend Rita has got many toys; birds and ducks, bears and elephants, dogs and cats, kittens and puppies. They are white, black, red, green, blue, gray and yellow. She has got brown monkeys, too. She has got big toys and little toys. Her toys are very nice. And her toy-monkeys are very funny. The toys are under the table.
Rita has got a doll. It's big, and it's very, very nice. The doll is not under the table - it's on the table.
Rita likes her doll and she likes to play with it.
Where is the doll?

2) Ex. II , III page 154

3) Repeat poems: entries No. 72, 81, 90

Task number 72. Listen to the poem "It's funny" and memorize it:

Listen and repeat (the poem is read line by line with pauses).

Task number 90. Listen to the poem "Where is the ball?" and learn it.

Listen and repeat (read with pauses).
Sing along with us (singing song).
Sing to the music (music plays).

Task number 80. Listen to the 2nd verse of the song "Colors" and learn it.

Listen and repeat (read with pauses).
Sing along with us (the 1st verse of the song sounds).
Sing to the music (music plays).

Task number 98. Listen to the 2nd verse of the song "I have a lot of toys" and learn how to sing it.

I've got a horse I've got a fox I've got a brown cow, I've got a duck, I've got a bird I'm playing now.

Listen and repeat (read with pauses line by line).
Sing along with us (the 2nd verse of the song sounds).
Sing to the music (music plays).

5) Ex. V pp. 155-157. Read correctly.

6) Ex. VI pp. 157-161: be able to read these phrases; understand their meaning; be able to translate from English into Russian and from Russian into English.

7) Ex. VIII pp. 161-163. Know how to write these words.

8) Task number 99. Listen to the dialogue, repeat, read on your own. Task number 99. Listen to what Fred and Dan are talking about and repeat after the announcer (the dialogue is recorded with pauses for repetition).
fred: Hello Dan!
Dan: Hi!
fred: Let's play Zoo.
Dan: O.K.
fred: What do you want to be?
Dan: I want to be an elephant.
fred: A white elephant?
Dan: No, I want to be a big gray elephant. I like elephants. They are very nice. And what do you want to be?
fred: I want to be a monkey. I like to jump and run.
Dan: O.K. Then jump like a monkey!... Oh, you are a funny little monkey!
fred: And you, elephant, run! Oh, you are a nice big elephant!
Dan: It's fun to be a monkey!
fred: It's fun to be an elephant!
Dan: It's fun to play Zoo!

9) Task number 100. Listen, repeat, read, answer questions. - how old is Sally? Has she got many toys? Has Rita got many toys? What does Sally want to have? Has Sally got a kitten? What color is her kitten?

Task number 100. Read the letter after the announcer
Hello Santa Claus! My name is Sally. I am five. How are you? I'm fine, but I haven't got many toys. My friend Rita has got many toys: ducks, elephants, bears, birds, monkeys. She has got many balls, too - red, green, blue and white.
I've got two dolls. They are nice, but they are very little. And I want to have a big doll. Please give me a very big nice pink doll. Put it on my table, please. I haven't got toy-birds or toy-monkeys. I want to have them, too. Please give me two brown funny monkeys and one little yellow bird. Put them under my little table, please.
But I've got a little gray kitten. Her name is Pussy. She is very nice and funny. She likes to run and jump. I like to play with my kitten.
Have you got a kitten to play with? If you haven't got a kitten, take my kitten.Goodbye and thank you.

love. Sally

10) Listen, repeat, read independently. Entry #101

Task number 101. Read the letter after the announcer (recorded with pauses for repetition).
Hello, my friend from Africa!
My name is Vova. What is your name? I'm six. And you? How are you?
I've got a dog. He is very big. His name is Rex. He is brown and black. I like to play with Rex. Rex doesn't like to jump. He likes to run or to sit under the table. Rex likes to play with me, too. I love my dog. I want to have a cat, too.
Have you got a dog? If you have, what is its name? What color is it? Is it big or little? Do you like to play with it?
I want to know about you and Africa. About elephants, monkeys and crocodiles in Africa.

Bye. Your friend - Vova

11) Listen, repeat entry No. 102. Read, act out this dialogue, make up your own dialogue according to the model.

Task number 102. Read the dialogue of two boys behind the announcer (recorded with pauses for repetition).
Mike: Oh, how many toys I've got! They are nice. I like them. I want to play... But where is my green and yellow ball?
Bell: Here it is.
Mike: Oh thank you. And where are my toy giraffes?
Bell:, solve puzzles - perform with parents. Read the text and retell, answer the questions. Literature

... lessons... " To topics who... 25% B - by 33% C - by 26 % H - by 58% 6) Ability to reversibility ... 16% B - by 25% C - by 8% H - by 34 % 9) Ability for spatial representations. B - 0 C - 4 - ... G.N., Stolyar A.A. Let's let's play: Math games for...

colored rugs

Purpose: to teach children to differentiate colors, distracting from the shape of an object.

Equipment: four sheets of cardboard in red, yellow, green and blue flowers, images of toys of the same colors (monotone).

Speech material: rug. What colour? Red, blue, yellow, green.

The teacher, together with the children, examines the “rugs”, offers to put signs with the names of the corresponding color. Then images of toys are presented (it is possible to name toys with a selection of plates) and differentiate them by color. The teacher can arrange the first two or three pictures himself, while it is necessary to indicate the similarity in color of the toy and the “rug” (such, not such).

Balloons

Objectives: to teach children to differentiate not only different, but also similar colors and shades. Learn to select these colors directly from the sample and from memory. Learn to make a choice by color, distracting from other properties of the subject.

Equipment: a demonstration set and a set for each child (flat balls of different shapes and sizes, they can be the same, depending on the task, three shades of primary colors or more), adapted to work with a flannelgraph, flannelgraph, tablets, a card with drawn ribbons of different colors size 25x20 cm (see appendix 1)

Speech material: balls, ropes (ribbons), what color? This - not this, red, green, yellow, blue, black, white (blue, pink, orange, brown), pick up, tie a ribbon.

The teacher brings an envelope and invites the children to see what is there (the sign “balls”), after which the children examine the contents of the envelopes lying on their tables. Then the teacher attaches one of the balls to the flannelograph and invites the children to find the same (give such, such, not such, right, wrong). The balls chosen by the children are attached next to the teacher's ball or on individual flannelgraphs (the balls can be the same in shape and size or different if the task is to distract from other properties). For complication, you can introduce a choice with a delay.

Another version of the game "Balls"

The teacher invites the children to pick up the appropriate color of the rope for the inflated balls. First, according to the model: the teacher himself shows and says: “Here is a yellow ball. What color is the rope? The same. The same. Yellow." Tie a rope to the ball. Then the children independently pick up the ropes for the balls.

The same with a cardboard card, only the balls are approaching the painted multi-colored ropes.

Complications:- number of colors:

· Red Blue; yellow green;

· Red, blue, yellow, green;

· Red, blue, yellow, green, black, white;

· Red, blue, yellow, green, black, white, orange, blue, pink.

First, balls of the same shape, then different;

first balls of the same size, then different;

You can pre-deliberately incorrectly put the balls on the ropes and offer to check the compliance or mismatch of the ribbons and balls, correct mistakes.

pyramids

Objectives: to teach to make color choices, improve children's attention.

Equipment: pyramids with rings of the same color, cards with false rings, a box or basket.

Speech material: let's play, a pyramid, a ring, the names of colors, who has this color? Who has it? Name a color.

The teacher gives each child a pyramid, for all children the pyramids differ in color. The teacher also takes a pyramid for himself. Takes and removes the top, calls the color: "Red". He puts it in a basket and invites the child sitting next to him to do the same. Gradually, all the rings from all the pyramids are in the basket. Children have only sticks with a base. The teacher, in front of the children, mixes the rings in the basket, takes one of them and shows it to the children: “Who has this?” Children should find out their color and ask for this ring: “Give”, if possible, name the color of the ring.

Checkboxes

Objectives: to continue to teach children to highlight not only the primary colors but also their shades. Select color (according to the sample and from memory), abstracting from other properties of the object and taking into account these properties.

Equipment: a demonstration set and a set of flags for each child (flags of three sizes, square, triangular, rectangular, at least 12 colors - shades of red, blue, yellow, green, brown), signs.

Speech material: what color? The names of the shape of the flags (triangle, square, rectangle), values ​​(large, smaller, small), the same, true, not true, like this, not like that.

The teacher invites children to consider the flags, paying attention to the properties of objects (depending on the goal), clarifies the idea of ​​\u200b\u200bform, size (comparison with the standards of form, size), clarifies the meaning of words denoting shape, size (triangle, square, rectangle; large , smaller, smallest).

1 option. After the preparatory exercises, the teacher arranges cups in which he puts sample flags and asks the children to find the same (“give one”). Children place their flags in cups, focusing on the sample (“like this, not like that, right, wrong”).

Option 2. The teacher shows the children one of the flags, then removes it and, after a delay, asks the children to find the same one (“such, not like, the same”).

Classification "What is yellow, green, blue, red?"

Objectives: to teach children to distinguish colors, distribute pictures into appropriate groups, based on color signs.

Equipment: pictures depicting various objects with a pronounced color (blue flower, Yellow pencil, etc.) 10x10 in size, 10x4 color cards (see Appendix 2).

Speech material: names of objects, what color? (what color), show, put here, the names of the colors.

A sample is placed in front of the children (child) - a colored Card (a number of colored cards). The child is offered one card at a time, which he (they) must distribute by color into one or another group, correctly observing the color sign.

Complications:

the number of flowers is increasing;

First, identical objects in the pictures, differing only in color, and then different objects of different colors;

Independent classification of cards by children without relying on color samples: the child is given a stack of pictures with objects of different colors and is asked to arrange them as he sees fit;

deliberately incorrect classification - the child must correct the errors and decompose correctly.

Rice. 2. To the game "Classification" What is yellow, green, blue, red?"

color pictures

Purpose: to teach children to select substitutes for objects by color.

Equipment:

Ten (10x14 cm) cards divided in half and painted in two colors (one half of the card of one color, the other of the other): red and green, green and yellow, yellow and blue, blue and white, white and red, red and blue, green and orange, red and yellow, white and yellow, blue and yellow;

Ten color pictures (20x20 cm), which depict a green apple tree with red apples, a green meadow with yellow dandelions, yellow rye with blue cornflowers, white sailboats on a blue river, a white car " ambulance"with red numbers and a cross, red fish in blue water, a green tree with orange oranges, an autumn maple with yellow and red leaves, a blue river with yellow sandy banks, a cut egg (white with yolk).

Speech material: names of colors, objects, what color? compare the same.

The teacher invites the children to play loto: "We will play." Distributes pictures to children and asks them to carefully consider, say what colors are in the picture. "Look, what colors are there?" Then, when the children have examined the pictures, the teacher shows the children multi-colored pictures and invites the children to raise the picture, those who have the same colors (at first, as a model, the teacher himself can show the correspondence of one of the pictures with a multi-colored card). The child who found in his picture a match of colors with a multi-colored card raises his Hand and takes the card for himself. For example, if the teacher showed a green-red card, then the child should raise a picture with a green apple tree and red apples.

If one of the children does not take his card, then he is out of the game. Those who match cards to their pictures win. If the child has difficulty in selecting cards, then the teacher helps him by asking the question: “What color is the card? What colors do you have? Compare. Are they the same or not?

When the game is repeated, the children change pictures.

Aquarium

Objectives: To develop visual perception, memory, attention, fine motor skills fingers, repeat quantitative counting, knowledge of colors.

Equipment: Aquarium cards (aquarium size 20x20 cm), felt-tip pens or colored pencils (see appendix 3).

Speech material: find two identical fish, color names, numerals, color, remember, find the same, how many?

Game progress: The teacher gives the children cards with "Aquarium and fish, and offers all sorts of tasks.

1. Color card. The teacher invites the child to carefully consider the picture, find and show two identical fish. And on an empty picture he suggests: “Find (along the contour) two identical fish. Color them how you want"

Rice. 3. To the game "Aquarium"

2. The teacher gives a color picture and shows the child one of the fish in the Aquarium, cut out and pasted on a white background. "Find one." The child in the "aquarium" finds the same. The teacher asks to say: “How many of these fish are there? " (shows a sample) or: "How many greens? Blue? and so on.; “Count all the orange fish”, etc.

3. The teacher gives two cards: one is colored, the other is empty. Children look at the picture for one minute, find the same fish. Then, the color picture is removed and the children are invited to find these fish on an empty picture and color them in the same way as in the color picture.

4. The teacher gives an empty picture and suggests: “Color two fish in green, four in brown, five in blue,” etc. Or ask the child to color the way he wants. Then he asks the question: “What color is the big fish? How many red fish? and so on.

triangular mosaic

Rice. 4. To the game "Triangular Mosaic

Equipment: cards with a triangular mosaic by the number of children (see Appendix 4), cardboard analogues of different colors, felt-tip pens or colored pencils by the number of children (card size 15x18 cm).

Speech material: the name of the flowers, draw to make it beautiful, draw, paint over the same way, left - right, top - bottom, numbers from 1 to 5 - 10, repeat the same.

1. The teacher distributes cards with a triangular mosaic to the children

2. The teacher gives the children a mosaic in which there are already colored triangles, but you need to establish a certain pattern and color it in such a way as to observe this pattern. "Draw to be beautiful." The teacher monitors the accuracy of the task, helps to establish a pattern in case of difficulty for children. You can suggest laying out mosaics from cardboard analogues instead of painting over.

3. The teacher gives the children two cards with a triangular mosaic; one has already given a coloring sample, the other is empty, which must be filled. "Colour it the same way. What colors do you need? You can invite the child to lay out a pattern of cardboard triangles according to the model.

4. The teacher gives an empty triangular mosaic, the child is invited to color it as he wishes, using the given colors, for example: red, blue, cyan, yellow, green. The child must come up with his own drawing, pattern.

5. The teacher gives a triangular mosaic already colored offers: “Count how many yellow (red blue, etc.) triangles are there? Lay out the same number of (cardboard) blue triangles. The child is laying out on an unpainted version or simply on the table. "How many blue ones? Why? Because here…”

6. The teacher distributes an empty triangular mosaic and asks the children: "Color (in any order) five triangles in blue, and three triangles in yellow." And so on.

7. The teacher gives an empty mosaic and asks: “Color three yellow triangles at the top, five triangles at the bottom in green, two triangles on the left in red, four on the right in blue, and one in the middle in blue. Where did you paint it blue? How many yellow triangles? What color is the triangle in the middle? etc.

Gnomes

Objectives: to develop visual perception of color, memory, attention, fine motor skills of the fingers.

Equipment: picture cards (size 15x18 cm), cardboard parts of the same card, felt-tip pens or colored pencils according to the number of children (see Appendix 5).

Speech material: names of flowers, gnomes, ball, paint, put the same, in color, what color.

Rice. 5. To the game "Gnomes"

Game progress:

1. Children are given cards with unpainted balls. “Look, what color is the gnome’s suit? Color the ball also. Children name the color and paint the balls in the desired color. Then they check everything together. Why is the balloon green? Because the suit is green. Instead of painting the ball in the desired color, you can invite the child to pick up a ball by color from cardboard counterparts.

2. Children are given cards with deliberately incorrectly selected balls (cardboard parts are superimposed on unpainted balls). The teacher says: “It is necessary that the balls are the same color as the costume. Did I split it right? Correct the mistakes". Children, finding mistakes and correcting them by shifting the balls to the right place, or find mistakes visually and indicate (with a pen or finger) where the balls should be rearranged, which balls should be swapped.

3. Children are given cards with unpainted gnomes and balls, numbers are substituted for the gnomes. The teacher gives the task: “Paint the costume of the first gnome yellow, the second - ... "after that it is proposed to color the balls to the gnomes:" What color should the ball of the fifth gnome be? Why?" The correctness of the performance can be checked by the teacher's finished painted sample. “Look and compare: do you have it like that?”

4. The card with gnomes is used simply as a picture for coloring. Gnomes can be numbered. Then questions can be asked: “How many gnomes did you color? What color is the second gnome? What color is the ball of the fifth dwarf? Why is this? The teacher helps in answering questions if the children are having difficulty.