Interactive didactic game based on the fairy tale "Teremok. Didactic game "Teremok

Develop logical thinking, auditory attention, the ability to group animals (herbivores, predators). Target: develop coherent speech of children, exercise in the use of ordinal numbers.

The teacher shows subject pictures of the heroes of the fairy tale.

Guess from which fairy tale the characters came from?

Tell this tale (the child tells a tale on his own or with the help of a teacher).

Who was the first to find the teremok? Who came second? The third? Who came last and broke the tower? 2 task “Guess whose voice?”

I offer other options for didactic games based on the fairy tale "Teremok"

Additionally, children can choose and show the silhouette of a recognizable character.

Didactic game"What else can you call it?" Children pass and stand in front of the models

Name in one word, who is this?

What is another word for wild animals? Why are they called that?

Why are fox, wolf, bear models black?

What is the fox called in fairy tales? (fox-sister, fox-sly fox, fox-Patrikeevna, red-haired robber, cheating fox, fluffy hunter)

What fox?

What can he do?

What is the name of the wolf in fairy tales? (wolf, wolf - click teeth, Volchek - gray barrel) what kind of wolf? What can he do?

What is the bear called in fairy tales? (bear-bear, Mikhailo-Potapovich) What kind of bear? What can he do?

Didactic game“What is superfluous?”. Invite the children to see if all the characters are from the fairy tale “Teremok” or are there characters from other fairy tales.

Didactic game"Do you know fairy tales?"

The teacher reads an excerpt, or shows an illustration to a fairy tale and asks to name the fairy tale.

Didactic game"Tell me in order!"

The teacher shows the pictures, the children should arrange them in the order of the development of the plot and talk about it.

Didactic game“Name the cubs (cub) correctly!”.

At the fox-foxes, fox cub

The wolf has cubs, wolf cub

A cow has a calf, calves

The cat has a kitten, kittens

The dog has a puppy, puppies

Didactic game"Say one word!"

Wolf, bear, fox, hare - wild animals

Rook, cuckoo, starling, crane - migratory birds;

Cow, goat, horse, sheep are domestic animals;

wintering birds

Transport.

Didactic game "Teremok"

Target. Develop logical thinking, auditory attention, the ability to group animals (herbivores, predators).

Game rules: You can settle tenants in a teremok only when you correctly guess the riddle, but you need to be careful not to settle a herbivore and a predatory animal in the same teremok. The winner is the one who does not make a mistake and settles the tenants the most. When all the windows in the tower are open, it is necessary to name the animals that have settled in it in one word - these animals are herbivores or predators.

Game progress: An adult says: “There is a tower in the forest thicket. He is not low, not high. Whoever guesses the riddle, and the animal finds out, will be able to settle the tenants in this glorious teremok.

Riddles: “Not a mouse, not a bird frolics in the forest, lives on trees, and gnaws nuts” (squirrel).

“In rich clothes, but blind himself, he lives without a window, has not seen the sun” (mole).

“Whoever digs tunnels in the forest, builds dams from the branches, his teeth are like axes. They are working ... (beavers)."

“What kind of forest animal stood like a column under a pine tree? And he stands among the grass - his ears are larger than his head ”(hare).

“What dangerous beast walks in a red fur coat, rakes the snow, enough mice?” (a fox).

“Touching the grass with hooves, a handsome man walks through the forest, walks boldly and easily, spreading his horns wide” (moose).

“In summer he walks without a road near pines and birches, and in winter he sleeps in a den, hides his nose from the frost” (bear).

“Who walks gloomy and hungry in the cold autumn?” (Wolf).

Having guessed the riddle, the children settle the animal in the teremok, in this way all animals settle.

At the end of the game, ask: “Why can't herbivores and carnivores live together? What would happen if a wolf, a fox or a bear settled in the teremok? How can you call in one word the animals living nearby? (neighbours).

Download:

Preview:

Didactic game based on the fairy tale "Teremok"

Target: develop coherent speech of children, exercise in the use of ordinal numbers.

The teacher shows subject pictures of the heroes of the fairy tale.

Guess from which fairy tale the characters came from?

Tell this tale (the child tells a tale on his own or with the help of a teacher).

Who was the first to find the teremok? Who came second? The third? Who came last and broke the tower? 2 task “Guess whose voice?”

I offer other options for didactic games based on the fairy tale "Teremok"

The teacher asks the children to listen to the recorded voice of a famous fairy-tale character, after which he asks: "Whose voice is this?".
Depending on the complexity of the action, she may also ask whom he is addressing.
Additionally, children can choose and show the silhouette of a recognizable character.

Didactic game "What else can be called."Children pass and stand in front of the models

Name in one word, who is this?

What is another word for wild animals? Why are they called that?

Why are fox, wolf, bear models black?

What is the fox called in fairy tales? (chanterelle-sister, fox-sly, fox-Patrikeevna, red-haired robber, cheating fox, fluffy hunter)

What fox?

What can he do?

What is the name of the wolf in fairy tales? (wolf, wolf - click teeth, Volchek - gray barrel) what kind of wolf? What can he do?

What is the bear called in fairy tales? (bear-bear, Mikhailo-Potapovich) What kind of bear? What can he do?

Didactic game“What is superfluous?”. Invite the children to see if all the characters are from the fairy tale “Teremok” or are there characters from other fairy tales.

Didactic game"Do you know fairy tales?"

The teacher reads an excerpt, or shows an illustration to a fairy tale and asks to name the fairy tale.

Didactic game"Tell me in order!"

The teacher shows the pictures, the children must arrange them in the order of the development of the plot and talk about it.

Didactic game“Name the cubs (cub) correctly!”.

At the fox-foxes, fox cub

The wolf has cubs, wolf cub

A cow has a calf, calves

The cat has a kitten, kittens

The dog has a puppy, puppies

Didactic game"Say one word!"

Wolf, bear, fox, hare - wild animals

Rook, cuckoo, starling, crane - migratory birds;

Cow, goat, horse, sheep are domestic animals;

wintering birds

Tableware

Transport.

Didactic game "Teremok"

Target. Develop logical thinking, auditory attention, the ability to group animals (herbivores, predators).

Game rules: You can settle tenants in a teremok only when you correctly guess the riddle, but you need to be careful not to settle a herbivore and a predatory animal in the same teremok. Whoever does not win make a mistake and most of all will accommodate tenants. When all the windows in the tower are open, it is necessary to name the animals that have settled in it in one word - these animals are herbivores or predators.

Game progress: An adult says: “There is a tower in the forest thicket. Henot low, not high. Whoever guesses the riddle, and the animal finds out, will be able to settle the tenants in this glorious teremok.

Puzzles: " Not a mouse, not a birdfrolicking in the forest, in the trees lives and gnaws nuts "(squirrel).

“In rich clothes, but blind himself, lives without a window, I have not seen the sun ”(mole).

“Whoever digs tunnels in the forest, builds dams from the branches, his teeth are like axes. They are working ... (beavers)."

« What kind of forest animal is it standing like a column under a pine tree? And he stands among the grass - his ears are larger than his head ”(hare).

“What dangerous beast walks in a red fur coat, rakes the snow, enough mice?” (a fox).

“Touching the grass with hooves, a handsome man walks through the forest, walks boldly and easily, spreading his horns wide” (moose).

“In the summer he walks without a road near the pines and birches , and in winter he sleeps in a den, hides his nose from the frost ”(bear).

“Who walks gloomy and hungry in the cold autumn?” (Wolf).

Having guessed the riddle, the children settle the animal in a teremok, so through all animals are settled.

At the end of the game ask:« Why can't herbivores and carnivores live together? What would happen if a wolf, a fox or a bear settled in the teremok? How can you call in one word the animals living nearby? (neighbours).

Didactic guide for kindergarten"Teremok"

Description. I bring to your attention didactic manual Teremok. The benefit is intended for children preschool age with speech disorders. Applied in educational field"Communication", "Cognition", "Reading fiction". Can be used for both individual work, and for working with small subgroups. Promotes the development of speech, the consolidation of the acquired speech skills.
How to make a grant.
With the help of computer graphics we draw a teremok. We print on the printer.

We laminate the finished image with a transparent self-adhesive.
We cut out pockets from a transparent film and attach them to the place of the windows using double-sided tape.
We select the necessary pictures and laminate with adhesive tape.

Didactic game "Teremok"

Target: develop the speech activity of children.
Task options.

1 task "Remember the fairy tale"

Target: develop coherent speech of children, exercise in the use of ordinal numbers.
The teacher shows subject pictures of the heroes of the fairy tale.
- Guess from which fairy tale the characters came from?
- Tell this tale (the child tells a tale on his own or with the help of a speech therapist).
- Who was the first to find the teremok? Who came second? The third? Who came last and broke the tower?

Task 3 "Who lives where?"

Target: Learn to use prepositions over, under, between.
The teacher places the animals in the pocket windows, offers to look carefully and guess who it is?

This beast lives above the wolf. This…
- This beast lives above the fox. This …
- This animal lives under the armpit. This …
- This animal lives under a frog. This …
- This animal lives between a wolf and a hare. This…
- This one is between a mouse and a bear. This …
Then the child himself makes riddles by pronouncing the words over, under, between

5 task "Settle the tenants"

Target: Pin spatial representations left, right, top, bottom.
The teacher offers to settle the animals in apartments.
The mouse will live on the third floor on the left.
Fox is on the second floor on the right.
The bear is on the first floor on the left.
The hare is on the third floor on the right.
The frog is on the second floor on the left.
The wolf is on the first floor on the right.

Task 6 "Pick up pictures with a given sound"

Target: develop phonemic hearing, learn to highlight a given sound in a word, automate the sound [w] in words.

The teacher puts in the upper window a letter denoting the sound [w] (or another fixed sound) and invites the child to find pictures with this sound.

7 task "Divide into syllables"

Target: Practice dividing words into syllables.
The teacher places syllabic schemes in windows with right side and invites the child to settle the tenants on the left side in accordance with the scheme.
- Name each tenant. Clap your hands for the number of syllables in each word and you will find out who lives in which apartment.

8 task "Syllabic songs"

Target: develop phonemic hearing, automate the set sounds in syllables.
In the evening, all the tenants in "Teremka" arrange a concert. Everyone sings their favorite song. Let's sing along with them! Listen carefully and repeat the songs with the mouse. And now with a fox, and now with a bear. Try not to be wrong!

Thematic selection of game material on the theme of the folk tale "Teremok"

Goals:

Continue to teach children to listen carefully and watch the fairy tale, emotionally perceiving its content.
To form stable ideas about the color, shape, quantity and size of objects.
Continue to teach children to navigate in space, to understand the meaning of the concepts "up", "down", "near", "pa", "under", "above".
Improve the ability to draw with fingers, stick, sculpt.
Develop auditory and visual perception, thinking, sense of rhythm, fine and general motor skills.

Equipment:

Figures for the table theater for the fairy tale "Teremok".
Color pictures of animals depicted on a strip of paper separated by vertical lines, scissors.
Volumetric details building material.
A picture-background depicting a tower, two strips-tracks of different lengths, colored silhouette pictures of mice.
Boxes with round and square holes, cubes and balls of the appropriate size.
Water lily leaves cut from green oilcloth, bench, tunnel.
Details of the application "frog", plasticine yellow color, pumpkin seeds, glue.
Sheet with glued large and small circles, large and small color silhouette pictures of cabbage.
Orange finger paints, fox coloring.
Circles-plates cut out of white paper, multi-colored pencils.
Buttons different colors two sizes, a picture with the image of beads (circles-beads correspond to the color and size of the buttons).
Metallophones.
Background picture depicting a Christmas tree and a lair. Silhouette color pictures: sun, cloud, mushrooms, bear.
White paper circles, brown and yellow pencils.
Sheet-scheme, multi-colored squares made of thick cardboard.
Audio recordings: "Dance" from the cartoon "Teremok", "Song of the Frog".

Lesson progress:

Screening of the table theater "Teremok"

There is a teremok in the field, not low, not high.

A mouse runs past. I saw the tower, stopped and asked:

- Who lives in the teremochka? Who lives low?
Nobody responds. The mouse entered the tower and began to live there.
A frog frog jumped up to the tower and asked:
- Who lives in the teremochka?
- I'm a mouse-norushka! And who are you?
- And I'm a frog.
- Come live with me!

The frog jumped into the tower and the two of them began to live together.
Runaway bunny runs past. Stop and ask:

- Who lives in the teremochka?
- I'm a mouse-norushka!
- I'm a frog!
- And who are you?
- I'm a runaway bunny.
- Come live with us!

Hare jump into the tower! They began to live together.
A little fox is walking by. She knocked on the window and asked:

- And who lives in the teremochka?
- I'm a mouse.
- I'm a frog.
- I'm a runaway bunny.
- And who are you?
- And I'm a fox-sister.
- Come live with us!

The fox climbed into the tower. The four of them began to live.
A top-gray barrel came running, looked in the door and asked:

- Who lives in the teremochka?
- I'm a mouse.
- I'm a runaway bunny.
- I'm a fox-sister.
- And who are you?
- And I'm a top-gray barrel.
- Come live with us!

The wolf got into the tower. The five of them began to live. Here they live in the tower, they sing songs. Suddenly a clumsy bear walks by. The bear saw the Teremok, heard the songs, stopped and roared at the top of his lungs:

- Who lives in the teremochka?
- I'm a mouse.
- I'm a frog.
- I'm a runaway bunny.
- I'm a fox-sister.
- I, a top-gray barrel.
- And who are you?
- And I'm a clumsy bear.
- Come live with us!

The bear climbed into the tower. Lez-climb, climb-climb - he just can't get in and says:

“And I’d rather live on your roof.”
- Yes, you crush us!
- No, I won't crush it.
- Well, then climb!

The bear climbed onto the roof and just sat down - bang! - the tower crackled and the whole fell apart. A mouse-louse, a frog-frog, a bunny-runaway, a fox-sister, a spinning top-gray barrel barely managed to jump out of it - all are safe and sound.
They began to carry logs, cut boards - to build a new tower.
Built better than before!

Cutting with scissors "Inhabitants of the tower"

Children cut a strip of paper with images of fairy tale characters along vertical lines with scissors.

Didactic game "Who lives in the little house?"

Children show a picture of the animal that the teacher calls.

Who lives in a teremochka?
Who-who lives in the low?
- I'm a mouse.
- I'm a frog.
- I'm a runaway bunny.
- I'm a fox-sister.
- I, a top-gray barrel.
- I'm a clumsy bear.
What does the frog say? Qua-qua.
How does a wolf howl? Woo.
How does the mouse squeak? Pi-pi-pi.
How does a bear roar? Y-s-s.

Construction "We are building a tower"

Children build a teremok from building material according to the model of the educator.

And now the inhabitants of the tower want to play with you.

Norushka mouse

Didactic game "Paths to the tower"

And different paths lead to the tower. How many tracks? Two. Same tracks? Different tracks - one is long and the other is short. The mouse is confused, which path should she take to get to the house faster along a long path or a short one? Guys what do you think? Yes, guys, it’s right, it’s faster for the mouse to run to the house along the short path, and now we need to correctly indicate to it where the short path is. Move the mouse along the short path.

Didactic exercise "Hide in a box"

Children are invited to hide cubes and balls in a box by inserting them into holes of a suitable shape.

frog frog

Dynamic pause "Frogs in the swamp"

Children walk along the leaves of water lilies to the music, crawl along the bench, crawl into the tunnel.

Visual activity "Frog"

Children stick a frog, make a ball-core of a lily from plasticine, press it against the background and stick pumpkin-seed petals into it.

runaway bunny

Didactic exercise "Bunny Plants Cabbage"

Bunny grows cabbage in her garden. Arrange the cabbage correctly: in small circles - put a small cabbage. And on big circles - big cabbage. Which cabbage is larger, small or large?

fox-sister

Game with buttons "Beads"

While the fox was running, she lost her beads. The poor woman cries: “Trouble! Help, kids!" Well, guys, help the fox?

Finger painting "Fox"

Children paint over the contour image of the fox.

Top-gray barrel

Drawing with pencils "Dinner for the wolf"

Guys, our wolf is terribly hungry. And so that he does not eat any of the animals, let's quickly feed him ourselves. (Children draw “patty” and “vermicelli” on a paper circle plate).

Musical and rhythmic exercise "Orchestra"

Children beat the rhythm to the music using children's noise instruments.

bear clumsy

Didactic game "Bear in the den"

Here is a picture in front of you. What is on it? Christmas tree, and under it a bear's lair.

The sun came out. Take the sun in your hands and attach it to the top of the sheet. The bear went out for a walk. (Children manipulate the corresponding silhouette pictures according to the text).

The bear climbed up the tree. He climbed to the very top, could not resist and fell down. Mishka cried: "s-s-s." A cloud appeared in the sky. She blocked the sun. The weather turned bad and the bear lay on its side in its lair.

At this time, rain poured from the clouds: “drip-drip-drip”. Tap your fingers on the table like raindrops do.

Mushrooms sprouted after the rain. Two mushrooms. Next to the tree. Come out, Mishka, from the lair, collect mushrooms. How many mushrooms grew under the tree after the rain? Two mushrooms. Eat, bear, two mushrooms.

Drawing with pencils "Dinner for the bear"

On a plate circle, children draw cutlet circles with a brown pencil and paint over. Then short strokes-pasta are drawn with a yellow pencil.

Didactic game "We build-build a tower"

Children lay out multi-colored squares on a diagram sheet.

a) appropriate for the age of the children;

b) compliance with the didactic task;

c) compliance with methodological requirements.

Game method:

a) organization of children for the game (reception of interest, placement of children);

b) the role of the educator;

c) management techniques;

d) use of the learning algorithm;

Scheme of analysis of physical education

Hygienic conditions for the lesson.

The ratio of tasks and content of the lesson to age and physical abilities children.

Compliance with the methods of organizing children to the stages of assimilation of movements.

The quality of children's motor skills.

Techniques of an individual approach to children in teaching their movements.

Physical load in the classroom: indicators of the reaction of the child's body to the load. Techniques for regulating physical activity.

Activation of the mental activity of children in the classroom.

The emotional state of children.

General and motor density of the lesson.

Terminology and quality of showing exercises by the educator.

APPENDIX 3

Scheme for the analysis of classes to familiarize children with nature

Age group.

Organization of the lesson:

a) switching children from play to activity;

b) organization of children in the classroom;

c) equipment: the quantity and quality of natural objects, visual materials, their placement, the use of TSO, items for the care of plants and animals.

Preliminary work with children, its influence on the assimilation of the topic of classes.

Program content:

a) compliance with the tasks of environmental education of children of this age group;

b) the accuracy of educational, developmental and educational tasks, connection with everyday work, other methods;

c) the relationship of new and familiar material;

d) cognitive and emotional load.

Methods and techniques of work, their compliance with the age of children, the topic of the lesson, the conditions for conducting. The expediency of the relationship of the materials used.

Beginning of the lesson:

a) attracting the attention of children;

b) setting a cognitive task for children and ways to solve it.

Lesson progress:

a) the role of the educator (explanation, wording of questions, nature of assistance to children);

b) reception of activation of attention, memory, thinking;

c) independent activity of children, taking into account the individual characteristics of their development.

End of class:

Summing up form;

Attracting children to generalizations, conclusions;

Tasks for fixing the material.

Analysis of the behavior of children during the lesson (interest, activity, independence, mastery of practical skills, the degree of speech relations, the ability to observe, compare); level of knowledge of natural history.

The total duration of the lesson.

Results and proposals.

APPENDIX 4

Scheme for analyzing classes in visual activity

The purpose of the lessons:

Development of visual sensibility, associative-figurative thinking, perception.

Work on the expressiveness of the artistic image;

Teaching technical skills and abilities;

Development of perception of works of art.

Form, type, type of lesson:

The form - individual;

Front;

joint;

View - lesson-tasks, lesson-exercise, lesson-graphic stories, etc.

Subject, subject, decorative;

Type - by condition;

According to the sample;

By my own design.

Material (objects; visual and illustrative)

The adequacy of the methodology and form of the lesson to the goal.

The effectiveness of the techniques that were used in the lesson, their focus:

On the formation of interest in the topic;

To complete the task;

On the perfect presentation by each pupil of the means and methods of action;

In order to create high-quality and expressive work;

On stimulation to an independent mode of action;

For individual assistance, if necessary;

On stimulation to independent own activity.

Emotional state, mood of children during and after the end of classes.

A qualitative indicator of the effectiveness of the lesson (assessment of children's work).

The level of self-service skills and self-organization of their activities during classes.

APPENDIX 5

The scheme of analysis of classes according to the methodology of musical education

The program content of the lesson, according to the tasks and content of the lessons in this age group and the level of development of children; functional content; emotional and aesthetic rise; educational impact; modern sound.

Organization of classes: hygiene conditions; aesthetic design of the music hall; culture of children's behavior; preparation and quality visual aids, the use of TCO, attributes.

The structure of classes: type, form of conducting, consistency and duration of structural parts. The duration of the lesson, focus on the emotional foresight and interest of children.

Methods of training and development:

Define:

a) methodological techniques specific to this direction, used by the music director in different structural parts of the lesson. Their validity, effectiveness;

b) the interaction of the music director and the educator in different structural parts of the lesson in order to jointly solve the tasks set;

The manner of conducting a lesson by a music director: tone of speech, emotionality, expressiveness, accessibility of explanation, professionalism of performance, interaction with the teacher, aesthetic taste in the selection of the musical repertoire, the ability to see all the children, individualization of learning.

General assessment of the lesson: readiness, importance in teaching and developing the musicality of children, wishes for improving the work of the music director.

APPENDIX 6

Scheme for analyzing a lesson on the development of speech (vocabulary work)

Type of occupation (excursion, observation, examination).

The correct choice of the topic of the lesson. Compliance of program tasks with the topic of the lesson.

The sequence of implementation of the program content in the course of the lesson.

Organizational expressiveness of the lesson (logical harmony of each part and completeness as a whole).

The teacher's choice of rational teaching methods and techniques that provide better assimilation children of new material.

The duration and quality of the organizational part of the lesson (the presence of various techniques that contributed to the emergence of interest in the content of the lesson: a conversation based on personal experience children, artistic word, visual, game, etc.). What conclusion can be drawn on the basis of this part of the lesson about the interest of children, about solving educational problems in this part?

Did the children understand the purpose of the lesson (the teacher's explanation of how to achieve this goal)?

Teaching a purposeful observation process (teaching children systematic observation, the sequence of transition from the analysis of one side of the object to the other, from the general to the particular; and vice versa, the activation of different analyzers in the observation process).

Speech of the educator, his role in the lesson.

The presence of techniques that activate the thinking, speech of children (methods of examining a subject, a sample of a new word, an explanation of a new word, repetition of new words by children, a teacher during the lesson, lexical exercises, problematic speech situations etc.)

The ability of children to express their opinions about the subject (object), to determine main signs, compare an object with another object, use new words, expressions, etc. in your judgments.

The use of generalizing concepts in the speech of children.

The purpose of the final part of the lesson.

Methodological techniques aimed at consolidating (games, artistic word, questions, etc.).

Solving other tasks for the development of children's speech (grammar, coherent speech, education of a sound culture of speech).

Make a conclusion about the level of development of vocabulary work of children of this age.

The didactic game "Teremok" can be used by educators both in a directly organized educational activities with children of primary preschool age, and in the joint activities of the teacher with children in the morning or evening.

Download:

Preview:

didactic game

"Teremok"

(five options)

for children second junior group

The most difficult for preschool children is the formation of elementary mathematical concepts. Making for children of the second younger group a didactic game based on Russian folk tale"Teremok" I also intended to solve problems of mathematical development. Children know and love to listen to this fairy tale very well. I believe that while playing this game, children will also solve a didactic task.

The didactic game "Teremok" can be used by educators both in directly organized educational activities with children of primary preschool age, and in the joint activities of a teacher with children in the morning or evening.

Game number 1. “How many animals settled in the tower? »

Purpose: To consolidate the ability to distinguish between quantities fairy tale characters, using the words "one", "many".

Preparing for the game. The teacher hangs a tower in front of the children. Fairy tale heroes put it aside so the kids can't see it.

Game progress.

A game plot based on the Russian folk tale "Teremok" using a sensory rug.

Educator: Children, look, there is a tower.

A mouse runs past. I saw the tower, stopped and asked:

Nobody responds. The mouse entered the tower and began to live there.

Educator: How many mice are in the tower? (one)

A frog jumped up to the tower and asked:

Terem-teremok! Who lives in the terem?

I am a mouse! And who are you?

And I'm a frog.

Come live with me!

The frog jumped into the tower.

Educator: How many frogs are in the tower? (one)

Educator: A runaway bunny runs past. Stop and ask:

Terem-teremok! Who lives in the terem?

I am a mouse!

I am a frog!

And who are you?

And I'm a runaway bunny.

Come live with us!

Hare jump into the tower!

Educator: How many hares are in the tower? (one)

How many animals were in the little house? (many)

Educator: A fox-sister is walking past. She knocked on the window and asked:

Terem-teremok! Who lives in the terem?

I am a mouse.

I am a frog.

I am a runaway bunny.

And who are you?

And I'm a fox-sister.

Come live with us!

The fox climbed into the tower.

Educator: How many chanterelles are in the tower? (one)

How many animals were in the little house? (many)

Educator: A top-gray barrel came running, looked in the door and asked:

Terem-teremok! Who lives in the terem?

I am a mouse.

I am a frog.

I am a runaway bunny.

I am a fox-sister.

And who are you?

And I'm a top-gray barrel.

Come live with us!

The wolf got into the tower.

Educator: How many tops are in the tower? (one)

How many animals were in the little house? (many)

Educator:

Here they live in the tower, they sing songs. Suddenly a clumsy bear comes along. The bear saw the Teremok, heard the songs, stopped and roared at the top of his lungs:

Terem-teremok! Who lives in the terem?

I am a mouse.

I am a frog.

I am a runaway bunny.

I am a fox-sister.

I am a top-gray barrel.

And who are you?

And I'm a bear.

Come live with us.

And I will live on your roof.

The bear climbed into the tower. Teremok was big, there was enough space for a bear.

Educator: How many bears are in the tower? (one)

Educator: And how many animals have become? (many)

Educator: All the animals began to live together together.

Game number 2. "Neighbours"

Purpose: To exercise the ability to determine spatial directions from oneself and designate them with the words “above-below”, “lower - upper floor”, “right-left”, “above-under”, “between”.

Preparing for the game. The teacher hangs out a tower in front of the children, in which fairy-tale characters “live”.

Game progress.

Educator: All the animals live in a small house together, they visit each other.

Then the teacher asks the children questions, the children answer.

Who lives on the lower (first) floor?

Name the animals that settled on the upper (second) floor.

Who settled on the roof?

What animals do bears live on?

Who settled under the fox and the wolf?

Who lives to the left of the mouse?

And who lives to the right of the hare?

Who lives between the mouse and the hare?

Game number 3. "Settled residents"

Purpose: to fix the name of the numbers and their visual representation, the ability to navigate in space, develop attention, fine motor skills of the hands.

Each animal has a room number on the back. The child must correctly place each animal, according to the numbering on them and on the room. At the end, you need to count how many animals settled.

Game number 4. "Count and show what items 1 (2.3,4,5)"

The child counts and shows objects of a certain amount.

Game number 5. "Name familiar figures"

Target: Improve the ability to distinguish and name geometric figures: circle, square, triangle, rectangle, rhombus, oval.

The child finds and names geometric shapes.