Card file of didactic games for teaching preschoolers the Tatar language. Didactic game on UMK "We speak Tatar" for the senior group Author's didactic games on UMK in dow
Tatarstan Republics Zay municipal districts
"Gomumi үsesh tөrendәge" Kүkchәchәk "balalar bakchasy"
mәktәpkәchә belem birү municipal budget institution
"Tatarcha soylәshәbez"
digan UMK ny үzlәshterү kysalarynda
mәktәpkәchә yashtәge balalar өchen
didaktik wennar kartotecas
Shiapova Tanzilya Khabibovna - "Kүkchachәk" balalar bakchas tarbiyachese
Dudina Larisa Leonidovna - "Kүkchәchәk" balalar bakchasy өlkәn tarbiyachese
___________________________________________________________________
Municipal budgetary preschool educational institution
"Kindergarten "Vasilek" of a general developmental type"
Zainsky municipal district of the Republic of Tatarstan
Card file of didactic games for preschool children
as part of the implementation of the teaching materials “We speak Tatar”
Shiapova Tanzilya Khabibovna - educator MBDOU
"Kindergarten "Vasilek"
Dudina Larisa Leonidovna - senior educator
MBDOU "Kindergarten "Vasilek"
Practitioner әһәmiyatlelege
Belem һәm tarbiya birudә didaktik uennar kullanunyң һәmiyate bik zur. “Tatarcha soylәshәbez” digәn UMK nigezendә tөzelgәn didaktik uennar җyelmasy balalarga ike dәүlәt telen үzlәshterүdә effective chara bulyp tora. Bu uennarny ashchәnlektә өyrәnelgәn materialny үzlәshterү, kabatlau һәm nygytu maksatynnan kullanyrga bula. Uennar balalarda kyzyksynu uyata, igtibarlaryn җәlәp itә. Problems mәsаіlәlәrne chishү balalar өchen stimulus bulyp tora, alarny mөstәkyyl bulyrga өyrәтә. Uennar belәn tөrkem tәrbiyachelәre dә, әti - әnilәr dә faydalana alalar, chunki biremnәr ike teldә yaeyldy.
Practical significance
As part of the implementation of educational and methodological kits for teaching preschool children the two state languages of the Republic of Tatarstan, the applicationof the proposed didactic games for preschool children in Russian and Tatar languages, in directly educational activities and regime moments, allows you to increase the effectiveness of the learning process, to consolidate the studied material. Colorful design, funny pictures, for a long time attract the attention of the child. Problem tasks are a stimulus for the cognitive activity of children. The game teaches a preschooler to independence, develops self-control skills.
"TV KARYBYZ"
"WE ARE WATCHING TV"
Maksat:
“Boo who? Nishli? soraularyna dores җavaplar alu"
(Balalarga storyline rәsemnәr kursatelә.)
By whom?
Boo Malay.
Malay nishli?
Malay is stupid white.
By whom?
Bu ani.
- Ani nishli?
- Ani kitap uky.
Target:
Formation of the ability to answer questions:
"Who is this? What is he doing?"
This is a boy.
What is the boy doing?
The boy is playing with a ball.
Who is this?
This is mom.
What is mom doing?
Mom is reading a book.
"BU OYDE KEM YASHI?"
“WHO LIVES IN THIS HOUSE?”
Maksat:
1. Wenchyklar lexikasyn nygytu
2. Khater sәleten үsterү.
“Bu nәrsә?”, “Nәrsә yuk?” wennars.
Bu narse?
Bu kuyan.
Bu narse?
Boo kerpe.
Bu narse?
Bu аtаch.
Narse yuk?
Kerpe.
Target:
1. Activation of the dictionary on the topic "Toys"
2. Development of memory.
Games "Who is this?", "Who is not?"
Who is this?
This is a hare.
Who is this?
This is a hedgehog.
Who is this?
This is a rooster.
Who is absent?
Hedgehog.
"SU ANASYNA KUNAKLAR KILGAN"
"GUESTS CAME TO THE WATER"
Maksat:
1. Kyrgyz khayvannaryn atamalaryn nygytu.
2. “Asha, ech” figyllaren dores kullana belularenә ireshү.
Kuyan, ma kabesta. Asha.
Rakhmat. Kabesta tamle.
Tolke, mә sөt. Ech.
Rakhmat. Sot tämle.
Target:
1. Activation of the dictionary on the topic "Our friends"
2. Promote the correct use of the verbs "Eat", "Drink" in speech
Hare, for cabbage. eat
Thank you. The cabbage is delicious.
Fox, for milk. Drink.
Thanks, the milk is delicious.
"ALANDA"
"IN THE MEADOW"
Maksat:
By whom?
Boo ayu.
Ayu nishli?
Ayu is cool.
Target:
Who is this?
This is a bear.
What is the mouse doing?
The mouse is playing.
"NEED?"
"WHAT IS HE DOING?"
Maksat:
“Boo who? Nishli? soraularyna dores җavaplar alu.
By whom?
Bu kyz.
Kyz nishli?
Kyz kitap uky.
Target:
To contribute to the formation of the ability to answer the questions “Who is this? What is he doing?"
Who is this?
This is a girl.
What is the girl doing?
The girl is reading a book.
"BIK SHAP SHAKMAKLAR"
"WONDERFUL DICE"
Maksat:
1. Ashamlyklar lexikasyn kabatlau.
2. Sannarny nygytu.
Bu narse?
Boo ip.
Nothing ip? Sana.
Ike (1 - 10)
Target:
1. Activation of the dictionary on the topic "Products".
What's this?
This is bread.
How many? Count.
Two (1 -10)
"ISKITKEC BASU"
"WONDERFUL FIELD"
Maksat:
Yashelchәlәr, kiemnәr lexikasyn nygytu һәm alarga khas bilgelarne әtergә kүnekterү.
(drum balla eilanderә)
Bu kyar. Kyyar yashel, clean, tämle.
Bu chalbar. Chalbar is clean, matur, kyzyl.
Target:
Activation of the dictionary on the topics "Vegetables", "Clothes". Encourage correct use of adjectives
This is a cucumber. Cucumber green, clean, tasty.
These are trousers. Pants are clean, beautiful, red.
"Karzin Tuly Yashelchi"
"BASKET FULL OF VEGETABLES"
Maksat:
1. Yashelchә isemnaren nygytu.
2. Yashelchәlәrneң syyfatlaryn bilgelү.
3. Sannarny kabatlau.
4. “Nәrsә kirәk? Nindi? Nothing? soraularyn biә alu һәm anlap җavap kaitaru .
Nәrsә kirәk?
Kisher.
Nindi?
Tamle, points.
Nothing?
Bish.
Ma bish kisher.
Rakhmat.
Target:
2. To promote the ability to name signs of vegetables.
3. Fix the score within 10.
4. Development of the dialogical form of speech.
What do you need?
Carrot
What carrot?
Delicious, sweet
How many?
Five.
For five carrots.
Thank you.
"NӘRSӘ BAR?"
"WHAT IS?"
Maksat:
1.Uenchyklar lexikasyn nygytu.
2. Balalarnyң uryndykta (өstәldә, karavatta) nәrsә bar? Soravyna dores җavap biүlәrenә ireshү.
3. Häter säläten üsteru, toslärne kabatlau.
Kyzyl uryndykta narse bar?
Kurchak, stupid bar.
Sary karavatta nәrsә bar?
Ayu, kuyan bar.
Yashel uryndykta nәrsә bar?
Song bar.
(balalar borylyp basalar)
Yashel uryndykta nәrsә bar?
Song bar.
Target:
1. Activation of the dictionary on the topic "Toys".
2. Formation of the ability to answer the questions “What is on the chair (table, bed)?
3. Development of memory, fixing colors.
What's on the red chair?
Doll, there is a ball.
What's on the yellow bed?
Bear, there is a hare.
What's on the green chair?
There is a cat.
(children turn away)
What's on the green chair?
There is a cat.
"NӘRSӘ ARTYK?"
"WHAT IS SUPERB?"
Maksat:
1. Kiemnәr, өy җiһazlary isemnәren istә kaldyru.
2. Balalarda igtibarlylyk tәrbiyalәү, hәter sәleten үsteru.
Nәrsә artyk?
Zәңgәr Malay Kulmak. Kyz kulmak, ostal, uryndyk, chalbar - yashel. Malay kulmak - zәңgәr.
Nәrsә artyk?
Kyz kulmak. Uryndyk, chalbar, karavat, Malay kulmak - zur. Kyz kulmak - kechkenә.
Target:
1. Activation of the dictionary on the topics "Clothing", "Furniture".
2. Promote the development of attention, memory.
What is superfluous?
Blue shirt. Dress, table, chair, trousers are green. The shirt is blue.
What is superfluous?
Dress. Chair, pants, bed, shirt - large. The dress is small.
"ISTA KALDYR"
"REMEMBER"
Maksat:
1. Yashelchәlәrneң isemnәren dores әtergә өyrаtү.
2. Balalarda kүzәtүchәnlek, igtibarlylyk tәrbiyalәү, hәter satęten үsteru.
Yashel kәrzindә nәrsә bar?
4 kisher, 2 shalkan, 1 alma.
Kyzyl kәrzindә nәrsә bar?
1sugan, 1kyyar, 2kәbestә.
Ak kәrzindә nәrsә bar?
2 alma, 3 sugan, 2 kabesta.
(balalar borylalar)
Kyzyl kәrzindә nәrsә bar?
1sugan, 1kyyar, 2kәbestә.
Target:
1. Activation of the dictionary on the topic "Vegetables"
2. Development of observation, attention, memory.
What is in the green basket?
4 carrots, 2 turnips, 1 apple.
1 onion, 1 cucumber, 2 cabbage.
What's in the white box?
2 apples, 3 onions, 2 cabbages.
(children turn away)
What's in the red basket?
1 onion, 1 cucumber, 2 cabbage.
"KEMNEKE KUBRAK?"
"WHO HAS MORE?"
Maksat:
“Boo who? Nishli? soraularyna dores җavaplar alu.
(bala plotly rәsemnar yabyshtyrylgan shakmakny yrgyta)
By whom?
Kyz.
Kyz nishli?
Kyz kitap uky.
(dөres җavap өchen chip ala)
Uen betkach fishkalny sanyylar.
Target:
To form the ability to correctly answer the questions “Who is this? What is he doing?"
(the child throws a die with glued plot pictures)
Who is this?
Girl.
What is the girl doing?
The girl is reading a book.
(gets a chip for a correct answer)
At the end of the game, the chips are counted - who has more?
YORT KOSHLARY
"HOUSE BIRDS"
Maksat:
1. Yort koshlarynyn isemnaren kabatlau.
2. Sannarny nygytu.
3. Khater sәleten үsterү.
“Bu nәrsә? Nindi?”, “Nichә tavyk (әtəch)? Sana", "Narse yuk?" wennars.
Bu narse?
Boo tavyk.
Nindi?
Clean, matur, zur.
Nothing tavyk?
Ike.
Target:
1. Dictionary enrichment.
3. Development of memory.
Games: Who is this? Which one?”, “How many chickens (roosters)? Count”, “Who is not?”
Who is this?
This is a chicken.
Which?
Clean, beautiful, big.
How many chickens?
Two.
"TIZ AIT"
"SAY QUICKLY"
Maksat:
1. Uenchyklarnyn isemnaren nygytu.
2. Төslәrne kabatlau.
3. Khater sәleten үsterү.
“Bu nәrsә? Nindi?”, “Oy nindi?”. "Narse yuk?" wennars.
Bu narse?
Boo at.
- Oy nindi?
Kyzyl, clean, matur.
Target:
1. Activation of the dictionary on the topic "Toys".
2. Formation of the ability to correctly name colors.
3. Development of memory.
Games: Who is this? Which one?”, “What house?”, “Who is not there?”.
Who is this?
Dog.
What house?
Red, clean, beautiful.
«PORTFELDA NӘRSӘ BAR?
PORTFELDA NӘRSӘ YUK?”
“WHAT IS IN THE PORTFOLIO?
WHAT IS NOT IN THE PORTFOLIO?
Maksat:
1. Dialogic soylamne usteru.
2. Balalarda igtibarlylyk tarbiyalu.
Portfel'dә nәrsә bar?
Pencil case, pen, pencil, album, kitap.
Portfolio nәrsә yuk?
Dаftаr, ruler.
Target:
1. Contribute to the development of the dialogic form of speech.
2. Development of attention.
What is in the portfolio?
- Pencil case, pen, pencil, album, book.
What is not in the portfolio?
Notebooks, rulers.
"KҮҢELLE TRAIN"
"FUN TRAIN"
Maksat:
1.Tөslәrne nygytu.
2. Uenchyklar lexikasyn, Sannarny soilәmdә aktivlashtyru.
A nindi tosta car?
Sarah.
Sary vagonda nәrsә bar?
Ayu.
Nothing?
Ber.
Target:
Contribute to fixing colors, counting, names of toys.
What color wagon?
yellow.
What's in the yellow car?
Bear.
How many bears?
One.
"KҮRSӘT - AYT"
(ike bala uyny)
"SHOW - SAY"
(two children playing)
Maksat:
"Nishli?" digan sorauny kuya belergә һәm dores җavap kaitaryrga өyrәtu»
Ayu nishli?
Ayu yokly. Ayu utyra. Ayu ashhy.
Kyz nishli?
Kyz kitap uky.
Target:
Formation of the ability to ask and answer the question: “What is he doing?”
What is the mouse doing?
The bear is sleeping. Bear is sitting, Bear is eating.
What is the girl doing?
The girl is reading a book.
"NEED?"
"WHAT IS HE DOING?"
Maksat:
Pictogrammalar yardämendә “Nishli?” digan sorauga җavap kaitaryrga өyrаtu.
Tolke nishli?
Uyny.
Bure nishli?
Ashy.
Target:
Formation of the ability to answer the question: “What is he doing?” Using pictograms.
What is the fox doing?
Plays.
What is the wolf doing?
Eating.
"SYLLA"
"TELL"
Maksat:
"Asha", "Ech" suzlaren kullanyshka kertu.
Songs, ma. sot. Ech.
Ayu, ma banana. Asha.
Target:
To promote the correct use of the verbs "eat", "drink" in speech.
Cat, for milk. Drink.
Teddy bear, on a banana. Eat.
"SIN NISHLISEN?"
"WHAT ARE YOU DOING?"
Maksat:
"Sin nishlishei?" digan sorauny anlap kulana belүlәrenә ireshү.
Sin nishlisen?
Min sot echam.
Target:
Contribute to the correct formulation of the question "What are you doing?"
What are you doing?
I drink milk.
DIY didactic games
Layout "Pets"
was made of waste material (cardboard and newspaper tubes), for preschool children.
You can get acquainted with the master class on making a layout
Target: reinforce the concept of pets.
Tasks:
Educational:
Strengthen children's knowledge about pets. Note the characteristic features of animals.
Strengthen the ability to compare, find similarities and differences.
To form the ability to distinguish between animals and their cubs.
Develop the skill of writing a short story about animals.
Developing:
To develop children's memory, thinking, imagination.
To develop in children an interest in wildlife, emotional responsiveness.
Educational:
To instill in children a love for their native land.
To educate children in a good attitude towards animals, to arouse a desire to help them.
Model "Miller's Yard"
Target- to promote the emergence and development of emotional and cognitive interest in the historical and cultural heritage of Russia.
Tasks:
1. To consolidate knowledge about the features of peasant labor, about the profession of a miller.
2. Expand the idea of the life of a peasant family in Rus'.
Didactic game: "Feed the bun"
Target: development of fine motor skills and tactile sensitivity.
Equipment: not high plastic jars with lids, beans.
Making a manual: on the lid depict a bun (or other character) from self-adhesive paper. Make a hole in the mouth with a clerical knife (it is convenient to cut a hole if you twist the knife in a circle)
"Fisherman"
There are a lot of options for this game. It can be complicated depending on the age of the children. I offer my options with children of the younger, middle group.
The child catches a fish with a fishing rod.
1. "What size, color is it"
Purpose: to exercise children in determining the size of the fish; consolidate knowledge of color.
2. "Where, what grows"
Purpose: to teach to classify objects on the topics "Vegetables", "Fruits".
3. "Who lives where"
Purpose: to teach to classify objects on the topics "Domestic, wild animals"
4. "Where is whose mother"(requires additional animal cards)
Purpose: to teach to select domestic and wild animals, to name them correctly.
5. "The fourth extra"
Purpose: to teach to classify objects by topic.
"Carnations and rubber bands"
For this game you need wood plywood, stationery carnations and bank rubber bands.
Purpose: for the development of fine motor skills, visual, color and spatial perception, imagination ;; consolidate knowledge of various types of geometric shapes, lines.
Game "Funny gnomes".
Target: learn the names of the days of the week and the order in which they follow, consolidate the concepts of yesterday, today, tomorrow.
First option.
"What a gnome is gone."
Children close their eyes, the teacher removes one gnome. Children open their eyes and guess which gnome ran away.
Second option.
Children close their eyes, the teacher changes the order of the gnomes. Children open their eyes and arrange them in the correct sequence.
Third option.
We teach together with the children yesterday and tomorrow, if today is Monday, yesterday and tomorrow, if today is Tuesday, etc. goal: to develop tactile perception in children; enrich the children's active vocabulary with new words, develop memory, attention, imagination, imaginative thinking; fine motor skills.
"Tactile caps"
for the game I took:
- caps from under bottled water;
- diversified fabric, fur, sandpaper, leather, beads;
- glue.
Progress:
- I cut out circles of the same size from various materials as the caps and glued them.
How we play:
- Put all the caps in an opaque bag and ask the child to pull out the cap with a smooth texture, etc.
- "Find a Pair"
- "Find dissimilar lids"(e.g. fur and leather)
- "Guess what (who) it looks like"
-"Guess who am I"(red fur - fox, sandpaper - hedgehog, smooth skin - frog)
Educational game "Squares with a secret"
Purpose: to enrich the active vocabulary of children with new words, to develop memory, attention, fine motor skills.
Touch or tactile perception plays an important role in development. And it is connected with the development of imagination, imaginative thinking and creative abilities of speech in children. And the training of fine motor skills of the fingers stimulates the timely development of speech skills.
Each "square" is sewn from opaque fabric. This is a flat pillow 6x6 in size, inside of which there is a cardboard frame, and in the center there is one small object. "Squares" with the same objects inside there should be a pair number. This game is multifunctional.
First option "Find a couple." The child feels the "square" and finds a pair for it.
Second option. It is necessary to divide the "squares" into two piles so that there are no identical ones in each. Spread the first pile on the table, and distribute the "squares" from the second to the players equally. The players put their "squares" in front of them. An adult becomes the leader, but can also take part in the game. The host takes the "square", feels it and describes its contents in words. For example, he says that there is a large smooth stone. The player who has a double "square" takes it for himself. The first person to get a pair for each of their "squares" wins.
Educational game "Candy"
Purpose: to teach to differentiate non-speech noises, to find "sweets" that sound the same, to develop logical thinking, attentiveness, memory.
Hearing is no less important tool for understanding the world around us than sight and touch. The ability to hear and distinguish sounds also needs constant training. The better the child hears, the faster he will learn to understand the meaning of what he is told and the faster verbal communication will become an effective way for him to acquire new knowledge.
Each "candy" is made of kinder - surprise. The "sweets" are filled with various fillings that produce a certain sound when shaken, and are lined with bright fabric. A pair is made up of "sweets" that make the same sound when shaken, with the same filler. It can be beads, cereals, paper clips, etc.
The first option is "Find the same." Two are playing. "Candies" are laid out on the table, the player takes any one "candy" and rattles it, and then takes another one and also shakes it. You cannot take more than two "sweets". If the sound is different, then the player puts each in its original place, and the move goes to the next player. If the sound is the same, then the player takes both candies for himself, and gets the right to immediately make another move. The game continues until there are no candies on the table.
And this is a similar game to "sweets", the manual is made of chocolate eggs and glued with thermal film
Game for the development of fine motor skills "Box with a surprise"
in teaching preschoolers the Tatar language"
Educator:
Over the past few years and at the present time in our preschool educational institution, there has been a rapid process of implementing a new teaching method for teaching children the Tatar and native languages.
Home purpose this process is the effective organization of work on the use of teaching materials.
Based on this goal, the following tasks that relate to all participants in the educational process:
1. To study the regulatory and legal documents on the introduction of the new teaching materials in the educational process.
2. Develop a plan of work with Russian-speaking teachers for teaching the Tatar language.
3. Contribute to the creation of a language environment in groups in order to assimilate the minimum vocabulary for children.
4. Develop didactic games and material for teaching children the Tatar language.
As for educators, the following question has ripened before us:
How to consolidate with children the new vocabulary learned during the Tatar language classes - vocabulary that is non-native for Russian-speaking children?
Of course in the form of a game, but an instructive game. It should not be forgotten that, in accordance with the Federal State Educational Standard, the upbringing and educational process should be based on age-appropriate forms of work with children. And the game is the main form of work with preschool children and the leading activity for them. Has been put forward hypothesis:
Along with the systematic use of the new teaching materials in the classroom and in regime moments, the development of didactic games will contribute to the qualitative assimilation of the minimum vocabulary, the skills of mastering the vocabulary minimum in colloquial speech (dialogues) of teachers and pupils.
Thus, the most important tasks for educators currently is:
Creation of the conditions necessary for the wider introduction of author's games in the educational process, in our case, in our free time.
General goals of the games:
v Development of coherent and dialogic speech;
v Vocabulary expansion;
v Development of creative thinking skills;
v Development of attention, memory;
v Education for independence.
The first game is "CAR PARKING". The game helps to achieve the correct pronunciation of the main studied colors (red, green, blue, yellow, white, black) and different combinations of numbers from 1 to 10 in the Tatar language, develops logical thinking, attention, memory, coherent and dialogic speech, educates children desire bring the job to the end. The child chooses a car for himself, pronouncing the color of the car in Tatar, then driving up to the parking space, he discovers that there is a lock with a code on the back. The code consists of not one, but several digits. The child calls a combination of numbers in the Tatar language, observing their sequence. If naming one number does not cause particular difficulties for the child, then already naming several numbers is not an easy task for Russian-speaking children. Today, a slightly modified version of this game was shown to you. The game is intended for …….
Next game - "THE HOUSE IS BEAUTIFUL, THE HOUSE IS BIG".
During this game, children activate vocabulary on the topics "numbers", "furniture", "family", "food", develop dialogic speech, visual memory; unlike the previous game, here the children, on the contrary, themselves make up a combination of numbers pronounced in the Tatar language (by a teacher or another child).
The combination of numbers in this case is the lock code for entering the house.
And, having already entered the house, the children practice in fixing family members, pieces of furniture, dishes, food, in determining their various properties (size, color, etc.), using the studied speech patterns. For example, “Kirill, nerse kirek?” - "Uryndik kirek." - "Nindi uryndyk?" - "Clean, matur, kechkene, I was uryndyk." Of course, it is difficult to get complete answers from children, but at least the basic vocabulary learned by children is fixed. Children pronounce Tatar words with great desire, and this is already a great achievement for them. During the dialogue between children, an educational goal is also carried out: children learn to listen to each other to the end and are always ready to help each other. The game is intended to ……..
The next game is "IN THE GARDEN » . This game is mainly used to reinforce vocabulary on the topic "Vegetables" and for counting exercises (from 1 to 5 for the older group, from 5 to 10 in the preparatory group). It also takes the form of a dialogue. Children count vegetables, compare them by size (zur berenge - kechkene berenge), by quantity (bish kisher - durt sugan), determine their properties. This game can be used....
Next is the game "DRESS ALSU AND MARAT". Here the vocabulary on the topic “Clothes” is fixed, the properties of clothing items are also determined, in addition to independence, in this game such a quality of personality as accuracy is brought up. The game is good to use in ……..
Next game - "Magic Apple Tree" The game is distinguished by its clarity.
The child approaches the apple tree, tears off the apple he likes and answers questions, for example, “Nindi alma?”, “Niche alma?”, “Niche sary (kyzyyl, yashel) alma?”, “Nindi alma kirek?”. You can also ask additional questions in Russian, requiring children to give short answers in Tatar, for example, “How many more apples of this yellow color are on the tree?”, “What color are the other apples on the apple tree?”, “What color are the apples more on the tree ? etc. Opening his apple, the child discovers a magic word inside, with the help of a teacher, reads this word, pronounces it several times, translates the word into Russian, at the same time, explaining the meaning of this word (already in Russian): in which cases and why, when expressing what this word is used. You can ask the child to bring some situation using this word. If the child finds it difficult to answer, the teacher asks the child leading questions, thereby imperceptibly forcing the child to enter into a dialogue in the Tatar language and helping the child to comprehend the meaning of the magic word.
The game is called "Magic Apple Tree", that's why magic apples grow on this apple tree (they melt magic in themselves). This explains the fact that they are of different colors on the same tree. What kind of magic these apples keep in themselves, children will learn during the game.
The game is multifunctional, as it includes such goals as consolidating vocabulary on the topics “Colors” (“Toslәr”) and “Numbers” (“Sannar”) and teaches you to answer the questions “How much?” (“Nichә?”), “What?” ("Nindi?").
The game can be used both in a group form of work with children, and in individual work with a particular pupil.
Later, the reverse side of the tree was also used, and the game was already called “Family Tree”. The name itself already says that the material on the topic “family” is fixed in the game, but not only ... On the reverse side of the disc, the child finds a family member already in the process of some kind of activity and accordingly answers the question “Nishli?”.
What is the result of using these games? I would like to point out that, in fact,
The developed games captivate and in a relaxed atmosphere immerse the child in the language environment, where he absorbs new information. Children do not even think that they are learning, without noticing it themselves, they learn Tatar words, phrases, sentences much better, and on this basis they practice the correct pronunciation of specific Tatar sounds. In addition, children practice dialogic speech, which is an important factor in the development of language culture and a feature of the new teaching materials.
SKILLED USE OF SUCH GAMES:
contributes to a better assimilation of program material and deepening of knowledge,
replenishes and expands vocabulary,
allows you to consolidate speech material in a playful way,
develops thinking,
fosters and maintains a keen interest in the language in students.
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