Long-term planning of theatrical activities in the preparatory group for school. Planning for theatrical activities in the senior group

One of the points of the Federal State Educational Standard for preschool education speaks of the need to involve children in activities that contribute to the development of creative potential, speech, thinking and social communication skills, artistic and aesthetic education of children. One of these types is theatrical activity in the preparatory group of a kindergarten.

The value of theatrical activity in the development of a preschooler

Theatrical games are especially popular among children of the preparatory group. This is the age when the child already begins to realize his role in society and seeks to understand how to behave in society, learns to take responsibility for actions, to fulfill duties.

Important! One of the tasks of the educator in organizing activities is to provide a scientifically based and systematic approach.

For this, thematic planning of theatrical activities is drawn up. To plan lesson topics, the educator should consider:

• the requirements of the Federal State Educational Standard for preschool education;
• age characteristics of children;
• educational and developmental opportunities for this type of activity;
• features of the implementation of theatrical games in the educational process.

Functions of theatrical activities

The possibilities of theatricalization in child development are quite wide:

• acquaintance with the surrounding reality through sound, color, artistic images;
• development of analytical and logical thinking;
• improving speech skills;
• replenishment of vocabulary;
• development of the child's emotional sphere;
• development of acting skills.

Features of the organization of theatrical activities in the preparatory group

Preschoolers of the older group are interested in theater not only as a game, but also as an art form. Thematic planning of theatrical activities for this group should be made taking into account the following features:

1. Children of the preparatory group are already familiar with the rules of conduct in public places, so they can be freely taken on excursions to the theater, to stage performances.
2. The theory of theatrical art is of interest to children. Lessons can include stories about the history of the theater, about famous actors, about theatrical traditions and professions.
3. Preschoolers will cope not only with an acting role, but also with the duties of a stage director. In this case, the dolls will become the actors. Moreover, dolls can be made together with children in the classroom, as shown in this video: Theatrical activities in kindergarten
4. It will not always be interesting for children to work on ready-made plots, which means that you need to help them master the profession of a screenwriter. Preschoolers will be happy to come up with their own plots, endow the dolls with roles and characters.

Important! The main character of theatricalization in the preparatory group should be aimed at giving children more freedom, opportunities to show initiative, creative imagination.

Features of planning of theatrical activities in accordance with the Federal State Educational Standard of DO

Theatricalization as creativity can be included in:

• educational activities;
• in the content of the optional and optional part of education;
• in independent and joint activities with parents.

Based on the educational and developmental potential of theatrical activity, the following goals are distinguished in working with children:

• development of creative thinking;
• activation of cognitive interest;
• development of general knowledge, skills and abilities;
• development of the ability to play in roles, act out scenes;
• involvement of parents in theatricalization.

The program content in thematic lesson planning should approximately correspond to the example:

The timing	Subject	Software content
September	Introductory lesson	Acquaintance with theater as an art form
	Theatrical professions	Acquaintance with theatrical professions, replenishment of the vocabulary.
	Role-playing games	Acquaintance with the culture of behavior in the theater.
	Dramatization of familiar fairy tales (at the choice of the teacher)	Development of cognitive interest, acting skills.
October	Types of theater	Replenishment of the vocabulary, acquaintance with the types of theater
	Rhythmics	Development of the ability to stay on stage, move around the stage.
	Reading fairy tales by role (at the choice of the educator)	Development of speech skills, diction, the ability to imitate animals.
	Preparing for staging	Preparation of children requisites, expansion of vocabulary.
December	Speech technique	Work on speech, diction.
		Work on facial expressions, gestures, transfer of the character of the hero.
	Staging a fairy tale (at the choice of the teacher)
	New Year's performance	Awakening a keen interest in theatricalization
January	Christmas stage play	Acquaintance with the holiday, development of creative skills through playing on stage.
	Christmastide
	Emotions	Working on the expression of various emotions. Transfer of the emotional state of the character of the scene.
	Pets	Acquaintance with fairy tales about animals. Work on the transfer of the image, character of the hero of the fairy tale.
February	Forest animals
	friendship	Work on the concepts of "friendship", "mutual support", the development of the emotional sphere.
	Dramatization according to plan	Participation in the staging of the work. Demonstration of acting and recitation skills,
March	March 8	Participation in a concert for mothers. Demonstration of skills to perform on stage, play, read expressively.
	Puppet show	Acquaintance with the puppet theater. Work with the ability to manage dolls.
	Puppet characters	Endowing each doll with a name, character. Work on vocabulary, emotional background and diction.
	Preparing for staging	Learning words, working on speech, intonation, diction.
April May	Puppet show	Demonstration performance with dolls as actors.
	Staging of fairy tales	Demonstration of acquired skills throughout the year, development of cognitive interest and creativity.

Long-term planning of theatrical activities according to the Federal State Educational Standard should be carried out taking into account the didactic and developmental capabilities of this type of activity. For more details on the preparation of educational documents, please contact the employees of the Arbor Prime company, which develops such projects.

Angelica Lyovochkina
A long-term plan for the development of the management of a theatrical game based on the fairy tale "Kolobok"

A long-term plan for the development of game leadership - dramatization

By fairy tale« Gingerbread man»

Tasks development and education:

- development of theatrical and play skills

- development expressiveness of speech

- development pantomimic skills

- development creativity, development skills to unite in a collective game.

Day of the week Direction leadership(methodical techniques) The content of the work

Monday Acquaintance with the literary text and images of heroes

Reading fairy tales

Target: to introduce children to the content fairy tales Develop speech, the creative abilities of children to transform into a transformable image, using various means of expression, emotional expressive reading fairy tales« Gingerbread man»

Target: help children understand the content fairy tales

To generate interest in games - dramatizations

Develop dialogical speech, to form the ability to pronounce words clearly and distinctly, develop intonational expressiveness. Help children understand the content fairy tales, help to remember it, to activate speech, to form the ability for dialogical speech, develop ability to follow actions fairy tale characters. Questions:

What did Grandpa ask Grandma to do? (bake kolobok)

Who met with kolobok first? (bunny - runaway)

Who else met with kolobok? (gray wolf, chanterelle, bear)

What said the bunny... when I met kolobok? (bun, bun, I will eat you)

What answered bun? (don't eat me. I'll sing you a song)

How Chanterelle outwitted Kolobok? 9 pretended to be old, that she did not hear well).

Tuesday Listening to the audio recording

Target: remind content fairy tales; draw the attention of children to the expressiveness of speech when dubbing each character Children let's listen fairy tale« Gingerbread man»

Listen to how he speaks Gingerbread man... but as a bunny, etc. ...

Examining illustrations and proposing "Arrange in order"

Target: to make you feel the relationship between the content of a literary text and pictures to it - Guys, let's see the pictures. pictures to fairy tale.

Questions: - What is drawn? Who is drawn ?, Which one Gingerbread man? etc…

Let's put the pictures in order.

Wednesday Retelling a fairy tale from illustrations.

Target: learn to follow the teacher's story, add a word, finish phrases. - Guys, I'll be tell a story, and you will help me, okay?

Once upon a time there was a grandfather and (grandmother)

The grandfather asked to bake the grandmother (Gingerbread man)

-Gingerbread man froze, got cold and (rolled)

Rolls - rolls Gingerbread man, and towards him (Bunny)

Bunny says “ Gingerbread man, Gingerbread man i love you (eat)

Thursday 1.6 Screening fairy tales on the flannelgraph.

Target: help children remember fairy tale, cause the desire to reproduce the dialogues between fairy-tale characters - Guys, now I will show you fairy tale... and you will help me. Show fairy tales... Questions for children go: - I forgot, but what about Bunny said? Etc…

Friday 1.7 Puppet Show theater.

Target: teach to follow the plot of the play, involve in the game, evoke an emotional response

Show of heroes fairy tales.

See who's in my box?

Careful examination of dolls by children and discussion (who is this, what is he? Etc.)

Show fairy tales.

Analysis fairy tales... (You guys liked story? And who was in fairy tale? (transfer characters)

What did they do? etc

Monday 1.8 Screening dramatized presentations by children of the older group.

Target: make children want to play fairy tale... -Guys, guests have come to us, children from the older group, they have prepared a performance for you. Now they will show you fairy tale« Gingerbread man» .

Monday, Tuesday 2. Development of skills and abilities in theatrical play activities.

2.1 Development of pantomime.

2.1.1Play- dramatization.

Target: to form the expressiveness of movements. Develop the ability to convey the movements characteristic of a given character... -Guys, now we will learn to move like fairy-tale heroes.

Go clubfoot like a bear.

Runs lightly, on tiptoes like a chanterelle. Jump like a bunny. Show how grandma sculpts kolobok.

Wednesday, Thursday 2.1.2 Movement assignments.

Target: to consolidate the ability to perform movements of a certain character... Guys, let's fix how the Bear passes, and so on ...

Friday 2.1.3 Riddle Game "Guess who's coming?"

Target: to consolidate the characteristic way of movement of each character... Guys, now we are with you let's play: I will move like a hero fairy tales, and you guess who I'm portraying.

Now you make a guess. whom will you portray, and we will all guess.

Monday 2.2 Development expressiveness of speech.

2.2.1 Game - onomatopoeia.

Target: learn to reproduce the sounds characteristic of this character... - Growl like a bear

Think how the fox speaks?

Tuesday Game-exercise.

Wednesday 2.2.3 Game - training exercise on development intonation expressiveness.

Target: to learn to master intonation, to change it. Suggest to pronounce individual words and sentences with different intonation (question, request, surprise, etc.)

Thursday 2.2.4 Game-drill "Say for a hero"

Target: learn to control the timbre coloring, the rate of speech and the strength of the voice. Say like a bear (rough, slow)

Say like a wolf (rough but abrupt)

Friday 2.2.5 Riddle Game "Guess who said?»

Monday 3.1.1 Game - exercise on movement "Pass like ...

Target character.

3.1.1 Game-exercise on movements "Pass like ...

Target: to consolidate the ability of children to perform movements of a specific character... -Guys, now we'll play the game: I give you a task, who should pass for which hero, and you portray this hero. Whoever performs the movement correctly, I will let this hero play.

Tuesday 3.1.2 Play-exercise "Say for the hero"

Target: to teach intonational expressiveness, to control the timbre color and tempo of speech. = Guys, now we are going to play swami. I show you a hero fairy tales, and you speak for him. (after pronouncing the replica of the hero, I give the toy to the child to play)

Wednesday 3.2 Development fine art.

3.2.1 draw kolobok.

Target: promote development creativity. - Guys, let's paint with you kolobok.

Thursday 3.2.2 Make an applique for the house of grandfather and grandmother. -Guys, now I will give you geometric shapes (triangle, square, etc.) and you try to glue the house of grandfather and grandmother.

Friday 3.2.3 Build a path for kolobok.

Target: learn to build a track for kolobok... -Guys, what do you think the track was rolling bun?

Monday 3.3 Musical creativity.

3.3.1 Musical and didactic game "Guess who's coming?"

Target: Continue teaching children to recognize high and low sounds by ear. -Children, I will knock on certain sounds, and you will guess which of the heroes fairy tales« Gingerbread man» it could be.

Tuesday 3.3.2 Singing a song to fairy tale.

Target: develop creative activity, to teach "Lay" dialogue of the hero into the music. -Guys, let's sing the words of our heroes fairy tales.

Wednesday 3.3.3 Coming up music for each character.

Target: teach to convey the nature of movements, speech, mood of each character through playing musical instruments. -Kids who want to come up with music for our heroes (using musical instruments: tambourine, drum rattle, etc.). And I will help you.

Thursday 3.3.4 Designing dances for heroes.

Target: to consolidate the ability of children to imitate animal movements. -Guys, let's come up with a dance for each hero.

Friday 3.3.5 Let's come up with a song and dance about kolobok

Target: create a joyful mood in children, attach to theatrical activities... = Guys, let's sing a song about kolobok and let's dance.

I AM gingerbread man(clap their hands)

I left my grandmother (dance)

Development of a collective game.

Stage 1 - determination fairy tales(the teacher unobtrusively offers to play fairy tale)

Target: set kids up for acting out fairy tales... = Guys, do you want to play fairy tale?

Let's play fairy tale« Gingerbread man» .

Stage 2 - clarification of children's ideas about the plot fairy tales.

Target: help children remember fairy tale... -Guys, let's see the illustrations for fairy tale and remember its content.

Stage 3 - registration of the environment in which they will act characters.

Target: involve children in joint design gaming environment... -Guys, let's arrange a place for the game (instructions for children to bring something to someone - a poster with a picture kolobok, etc.... e)

Stage 4 - children are invited to remember all characters, together with the teacher, choose costumes, toys, attributes necessary for the game. Target: foster a sense of mutual help; develop the ability to select the necessary costumes.

Guys, let's prepare the necessary attributes for the game.

Stage 5 - selection of performers. -Children are encouraged to remember traits characters... Children wishing to play a certain role are encouraged to try themselves in this role. ( "Pass like", "Tell me how") Children demonstrate their capabilities.

Stage 6 - selection of musicians. -Guys, let's choose musical instruments that are suitable for a certain character... Children who wish are invited to play on them.

Stage 7 - the choice of who will speak the words of the author -Guys, the words of the author will be spoken by the one who knows well fairy tale.

Stage 8 - acting out fairy tales Help the children along the way.

Stage 9 - display analysis fairy tales.

Target: find out what happened, what were the errors (reasons, prospects of working with children, individual work with struggling children). -Guys, you liked our story?

How did Masha portray a bunny?

How did Sasha portray a wolf?

We will still play fairy tale?

Encouragement, praise.

Individual work with children who find it difficult.

Target: help get rid of the feeling of shyness, instill confidence. -Guys, let us swami have some more practice. You will do much better next time. (The techniques are taken that were not used in the lesson notes).

Stage 10 - showing fairy tales« Gingerbread man» at the parent meeting.

Long-term planning for theatrical activities "Teremok". Preparatory group.

Developed by the educator Nizamova Leysan Madekhatovna

MBDOU DS KV "Zhuravushka", Yamalo-Nenets Autonomous Okrug, Novy Urengoy

Month, date	Topic name	Target		Qty hours	Note
	Hello theater!	Give an opportunity to plunge into the world of fantasy and imagination; introduce you to the theater studio	Introductory conversation. What have I done games "Find the item."
	Leaf fall	Encourage active participation in theatrical games; to induce a positive emotional attitude in children; develop creative imagination; develop intonational expressiveness of speech	The game is improvisation, Mini-scene "falling leaves"
	Merry transformations	Encourage children to stage familiar works; develop fine motor skills of the fingers; develop intonational expressiveness of speech; develop pantomimic skills	Finger gymnastics, dramatization of the poem "merry transformations"
	Fun pantomime	Develop pantomime skills and creative imagination; to form communication skills and improvisation skills; teach children to pronounce the given phrases in an intonational and expressive manner; develop fantasy and imagination	Breathing exercises, play - "fly" pantomime, The game "talking on the phone" Draw and say game
	Cheerful dialogue	Develop intonational expressiveness of speech; develop the articulatory apparatus; improve dialogical and develop monologue coherent speech; develop pantomimic skills, imagination; foster communication	Working on a clean phrase, Make up a funny dialogue game Game - pantomime based on the poem by K.I. Chukovsky "turtle" Exercises for the development of facial expressions
	Hello pussy, how are you?	Develop intonational expressiveness of speech; cultivate partnerships that are respectful; develop imagination, pantomime skills; encourage improvisation	Playing out the roles of I. Zhukov's poem "pussy" Game - imitation "tell poetry with your hands"
	Cheerful account	Develop intonational expressiveness of speech, monologue speech; develop improvisation skills; encourage participation in theatrical games; involve parents in active participation in the preparation of the games.	Let's laugh game Role-playing of the poem "who thinks how?"
	My imagination	Develop skills in improvisation, pantomime; develop creative initiative, imagination; foster communication skills	Role-based mini-sketches Uvula gymnastics
	Whisper and rustle	Work on the intonational expressiveness of speech and develop the ability to clearly pronounce the words of tongue twisters; develop pantomimic skills, creative imagination; to bring up in children a sense of collectivism, communication skills	Working on a tongue twister Game - pantomime Working with flannelegraph
	Theatrical professions	To acquaint with the theatrical professions of make-up and costume designer; to teach intonationally expressively pronounce phrases; develop pantomimic skills and articulation; encourage creativity. Encourage active communication through play.	Conversation. Theatrical game "cheerful old man - lesovichok" Movement simulation game
	Riddles without words	Learn to pronounce words of a phrase-mongering clearly, changing intonation; learn to combine movement and speech; develop imagination; develop pantomimic skills; involve playing mini-sketches	Work on pure clauses Theatrical game "riddles without words" Role-playing mini-sketches of the "mouse"
	Say poetry with your hands	Learn to pronounce words of phraseology clearly with different intonations; learn to use gestures as a means of expression; develop creative initiative, imagination	Working on a clean phrase The game "say poetry with your hands" Play with movements Shadow theater "cockerels and a bean seed"
	Iglochka	Develop fine motor skills of the hands; develop memory of physical sensations and pantomimic abilities; cultivate a benevolent attitude towards others	Finger gymnastics Movement simulation game Game - pantomime
	Three moms	Encourage children to actively participate in theatrical games; involve parents in the preparation of dramatizations	Stage performance "three moms"
	Seasons	Arouse positive emotions and help strengthen communication between children; to form the ability to emotionally and expressiveness of speech; develop a monologue	Pronouncing a phrase Game - pantomime Playing out the roles of V. Berestov's poem "sparrows"
	Spring, spring is red!	To give ideas about Russian folklore, to instill a love for folk art; develop imagination and memory; develop the ability to communicate emotionally and expressively; develop the ability to work with imaginary objects	Performance in Russian folk costumes Execution of ditties Movement simulation game
	Sketches for the Expression of Basic Emotions	Develop emotionality, expressiveness of movements; develop rhythmic abilities and coordination of movements	Playing sketches
	Fairy of the Puppet Theater is our guest	Summarizing. Consolidation of the passed	Finger gymnastics with the pronunciation of the text. Theatrical play with musical accompaniment.
Total:

Explanatory note.

Relevance of the mug:

The expressiveness of speech develops throughout the entire preschool age: from involuntary emotional in children to intonational speech in children of the middle group and to linguistic expressiveness of speech in older preschool children.

For the development of the expressive side of speech, it is necessary to create such conditions that each child could show their emotions, feelings, desires and views, and not only in ordinary conversation, but also publicly without being embarrassed by the presence of outsiders. Theatrical games can be of great help in this.

The educational possibilities of theatrical activity are wide. Participating in it, children get to know the world around them in all its diversity through images, colors, sounds, and skillfully posed questions make them think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of replicas, characters, and own statements, the child's vocabulary is imperceptibly activated, the sound culture of his speech and its intonation structure are being improved.

Theatrical games develop the emotional sphere of the child, allow the formation of a social and moral orientation (friendship, kindness, honesty, courage, etc.).

Thus, theatrical games help to fully develop the child.

Classes are designed for older preschool children (5-7), in a group of 10 people.

Target: develop intonational expressiveness of speech. To develop the ability to perceive the artistic image of a literary work and creatively reproduce it in scenes, theatrical actions.

Tasks:

1. To develop intonational expressiveness of speech in children.

2. To develop the ability to feel the character of a literary work.

3. To develop in children the expressiveness of gestures, facial expressions.

4. Develop the ability to distinguish between genres: nursery rhyme, fairy tale, story, highlight the positive and negative qualities of the characters.

5. To develop the ability to evaluate the actions of heroes, situations, to feel humor.

6. To develop the ability of children to take part in performances based on the plots of familiar works of art.

7. Encourage initiative, creativity.

8. Develop the ability to clearly and clearly pronounce all sounds; coordinate words in sentences.

9. To cultivate a benevolent attitude towards each other.

Organization:

Conducted: one lesson every other week on Thursday afternoons, 18 lessons per year.

Duration - 30 minutes

MDOU "Kindergarten of general developmental type" p. Kajerom

Long-term planning for theatrical activities with children in the second junior group

educator

Ryzhenko E.G.

Preschool children learn the world around them more with their heart, emotions, feelings than with their mind. That is why the main activity of kids is play. Preschoolers are happy to try on various roles, relying on their little life experience.

Children can imitate the characters of their favorite cartoons, fairy tales, repeat the behavior of adults, for example, transform into a doctor, shop assistant, teacher. In order for games to bring educational and educational benefits, planning of such work is provided in kindergartens. It will help the teacher to effectively organize the activities of four-year-old pupils a card index of theatrical games in the second junior group. How to compose such a methodological guide, how to use it - in our article.

Theatrical games for children in the younger group of preschool educational institutions

Why do kids need dramatized games? Such activity solves a whole range of tasks set by the program and the Federal State Educational Standard:

• social adaptation is formed (children learn to communicate with peers, listen to others, argue their own opinion, etc.);
• cognition of the world around (preschoolers get acquainted in the process of playing with a variety of areas of knowledge);
• speech development (kids learn to form sentences, control the strength of their voice and intonation, etc.);
• development of creativity and aesthetic taste.

It should be clarified that theatrical games are not only performances. The content includes different forms and types of work with children. These games can be:

• articulatory;
• finger;
• pantomimes;
• recitation of small literary forms;
• puppet shows;
• mini-performances.

Planning theatrical activities in a preschool educational institution

The educational process according to the Federal State Educational Standard provides for the conduct of all the games listed above in a group of children of the specified age. Therefore, the teacher will have to think over a plan for organizing such activities. The card index of theatrical games in the second junior group with goals will help in this. This manual should be structured, selecting the activities that interest you most. Below are some effective and entertaining theatrical games.

Articulation gymnastics

This type of activity contributes to the development of articulation, strengthens the facial muscles.

Card file of theatrical games for children in a preschool educational institution

The card file of theatrical games in the second junior group may contain the following types of work aimed at:

Development of the speech apparatus

"Hamster". When the teacher says the words: "Eat quickly, hamster, freshly torn pod," the children puff out their cheeks, roll the air from one side to the other.

"Dog". Children are encouraged to stick out their tongue "like a dog."

"The cat drinks milk" - an imitation of licking milk with his tongue.

Finger games

Games aimed at developing fine motor skills are widely used in kindergarten. Finger theater will be an interesting type of such activity for four-year-olds. With the help of small dolls, you can play with fairy tales familiar to kids, for example "Kolobok", "Turnip", "Teremok", "Koza-dereza" and others.

Shadow theater also promotes the development of speech and creativity. It will still be difficult for children of the fourth year of life to demonstrate a whole fairy tale like that. But you can offer the kids to repeat individual elements, for example, to depict the flight of a bird, a dog, a deer.

Pantomime

Gestures and facial expressions contribute to the development of the child's emotional sphere, communication skills, adaptation in a peer group. The organization of such activities can take place both in the playroom, during music lessons, and on a walk.

We offer a theatrical pantomime game: "What we ate (did, sculpted, where they were) - we won't tell, we'd better show you soon!" The rules of the game are simple: the teacher asks the children to choose a card with a picture at random. Then, in turn, each child demonstrates with the help of facial expressions and gestures what is drawn on his card. The rest of the participants guess.

Recitation of nursery rhymes, jokes, poems

The card file of theatrical games in the second junior group according to the Federal State Educational Standard necessarily includes such forms of work as playing with nursery rhymes and jokes. Children take part in such fun games with pleasure. For kids three or four years old, the following works are recommended: "Magpie-white-sided", "Our chickens in the morning ...", "Little gray cat", "Ladies-frets-ladushki" and others.

Theatrical performances

The card file of theatrical games in the second junior group includes puppet and staged performances. But such an activity requires lengthy preparation and proper organization. In addition, certain material and technical equipment is required.

An effective way to develop the creative abilities of four-year-old children, to consolidate their communication and speech skills is to use in pedagogical practice such a type of activity as theatrical games in the second junior group. The card file helps the teacher to structure the planned activities with the kids, to organize the work correctly and effectively.

Long-term planning for theatrical activities with children in the second junior group

SEPTEMBER

	Targets and goals		Material and equipment
"Acquaintance" "Teremok" "A fairy tale on the table" "Let's go to the garden"	Arouse interest in theatrical activities; develop the emotionally sensitive sphere of children; encourage them to express their feelings, to communicate; to teach to listen attentively to the poetic text and to correlate its meaning with expressive movements to the music. Teach to express emotions through movements and facial expressions; to acquaint with the fairy tale "Teremok"; encourage active perception of the tale; teach to listen carefully to the tale to the end and follow the development of the plot. Promote the development of memory, encourage people to speak about the performance they like; teach expressive intonation; give an example of elementary puppetry. Learn to move beautifully to calm music, making smooth movements; to learn to feel muscle freedom, relaxation, to encourage onomatopoeia.	Getting to know each other. Game "Say your name". Game "Say hello". Dressing up in costumes of the main characters of the fairy tale. Staging of the fairy tale "Teremok". Round dance game "Mice in Minks". Conversation on a fairy tale. Game "Mice in Minks". Listening to calm autumn music. Game exercise "Expressive movement". Game-improvisation "Leaves in the garden". Musical and rhythmic composition "Autumn".	Ball, music center. Decoration of an autumn meadow (trees, flowers). Costumes - a mouse, a hare, a frog, a fox, a wolf, a bear, scenery for a fairy tale (a tower, a backdrop with a landscape "Forest Glade"). Dolls and decorations for the fairy tale "Teremok". Musical accompaniment. Decorations of the autumn garden, music of birds in the recording, autumn leaves, musical accompaniment.

"Visiting a fairy tale" "In the footsteps of a fairy tale" "Vegetables in the garden" "Zainka in the garden"

Give an idea of ​​the grain harvest; to acquaint with the fairy tale "Spikelet »; to assess the moral deeds and behavior of the heroes (the cock loves to work, the little mice are lazy, disobedient); to acquaint with the table theater; intensify speech. Learn to remember a familiar fairy tale, answer questions according to its plot, to characterize the heroes; together, together with the teacher, retell the fairy tale, showing the character of the hero with the help of intonation. Give an idea of ​​the harvest of vegetables; encourage children to express the images of heroes in movement, facial expressions, emotions; teach to improvise to music; teach coordination of movements; give a charge of positive emotions. Involve children in a game situation, create a positive emotional mood, give an example of a dialogue with the hero; teach children to navigate in space, performing simple movements.

Acquaintance with the content of the tale "Spikelet". Table theater show. Consideration of illustrations for a fairy tale with a discussion of the characteristic features of the characters. Conversation on the fairy tale "Spikelet". Children together with the teacher retell the fairy tale "Spikelet", lead the dolls from time to time. Game "Mice in the pantry". A conversation about what is ripening in the fields and gardens. Round dance game "Our garden is good." Etude - improvisation "Vegetable story". Concluding conversation about the ability to be friends. Conversation about autumn. On a visit to the hare. Game "In the garden zainka". Surprising moment.

Table theater. Illustrations for the fairy tale. Decorations for a fairy tale. Puppet theater (heroes of the fairy tale "Kolosok"). Vegetable caps (carrots, cabbage, beets, peppers, onions) for an outdoor game. Hare costume; dummies of cabbage; gifts for children - peeled fresh carrots.

"On a visit to grandma" "Lucky, lucky horse" "The cold has come" "Goats and Wolves"

Involve children in the game plot; activate auditory perception; encourage motor and intonation imitation; teach to act improvisationally, within a given situation; learn to act with imaginary objects. Expand the range of actions with objects; encourage onomatopoeia; exercise in imitation; learn to switch from one action to another; give the opportunity to express themselves individually in general games To give an idea of ​​\ u200b \ u200bthe “cold” mood in music and encourage emotional responses to it; exercise onomatopoeia; teach expressive articulation; encourage participation in dramatization games. Teach the perception of the plot of the game; encourage participation in the game plot; exercise onomatopoeia; teach children to interact with each other in the game; teach to move expressively in an outdoor game.

On a visit to grandmother. Conversation with grandmother about a goat, a dog. The game "Friend". Study "Hen, Chickens and Cockerel". Children are taking the train home. Reading a poem A. Barto "Horse". Musical and rhythmic movements "Horses are galloping". Conversation about autumn. Warm-up game "Chill". Study-exercise "How the Wind Howls". Game-dramatization "Poured a little white snow". Children dance to the Russian folk melody "Polyanka" using familiar dance moves. Grandfather Matvey comes to visit, conversation. Warm-up game "Goat, ay!" Game "Drive away the evil wolf". Game "Goats and Wolves".

Decorations of village life: house, grandmothers, chicken coop, and its inhabitants (toys: cockerel, hen, chickens,); vegetable garden (beds with herbs and vegetables); goat toy, puppy toy. Toy horse; instruments of the children's noise orchestra. Musical accompaniment. Sleigh toy; a hat for the heroes of the dramatization game Vanya and Tanya. Snowy forest scenery; costumes of heroes (grandfather Matvey, goat Mila); goat bell; hats for kids and wolves for outdoor games.

"A fairy tale is a lie, but there is a hint in it" "Puppet show" "Winter has come" "New Year's Adventure"

Teach attentively, listen attentively to the teacher's story and answer questions about his plot. Teach the rules of conduct in the theater; teach to tune in to the perception of the tale from the first sounds of the musical introduction, listen carefully to the tale; teach to tell about your first impressions immediately after the end of the performance. Develop the imagination and associative thinking of children; learn to speak up; to teach expressively to move to the music, feeling its rhythm or smoothness of sound. To please children, create a fabulous atmosphere of the class; to expand the range of perceived musical and dramatic images; encourage physical activity.

Reading the tale "Little kids and the wolf". Game "Goats and Wolves". Conversation about the theater. Puppet show "Little kids and a wolf". (goat, wolf, leading-adults; kids-kids). Conversation about winter. The motional improvisation "The Sleighs Are Flying" will be performed to the music of "Sanochki". We came to visit the gnomes. The game "Who is behind the tree?" Movement improvisation "Sledding", "Snowballing". Conversation about the New Year's holiday. Children go to visit the Snow Maiden. The game "Squirrel round dance". Gifts from the Snow Maiden. "Dance near the Christmas tree".

Book with the fairy tale "Little kids and the wolf" (in processing A. Tolstoy). Screen; dolls (goat, seven kids, wolf); decorations (backdrop "Forest and Village", goat's house, bush) and attributes (basket for a goat). Musical recordings (for the compositions "Sleighs are flying", "Who is behind the tree?", "Sledding", "Snowballing"); artificial Christmas tree decorations. Suit of Snow Maiden; magic ball; squirrel hats for outdoor games.

"Sparrows" "Cleaning the forest" "Hares in the meadow" "Frost - Red Nose"

Give an idea of ​​the life of birds in winter; to form a sympathetic attitude towards wintering birds; teach to be embodied in role and role-playing behavior; use onomatopoeia in role-playing behavior. To please children; involve in a fun game; learn to switch from movement to singing and back; coordinate action and word; learn to move in accordance with the rhythmic features of the music; learn to pronounce words clearly. Encourage the imaginative embodiment of the role; teach to move expressively; to give an intonational-figurative idea of ​​the fairy tale "The Fox and the Hare"; teach expressive facial expressions and movements in sketch games. To please children; evoke an emotional response to the game; introduce songs to the dramatization; to enter the magical world of the theater; to acquaint with the fairy tale "The Fox and the Hare"; teach to listen carefully to a fairy tale.

Inviting children for a "winter walk". Children dance to the music of birds. Sparrows come to visit. A puppet theater on a stick is held. Musical and rhythmic movements "Birds are flying". On a visit to Lesovichk. Warm-up game "Forest cleaning". A treat on a self-assembled tablecloth. Children in hare hats go to the "snowy meadow". Game "Bunny Paws". Reading the fairy tale "The Fox and the Hare". Conversation on a fairy tale. Sketches "Hares are having fun", "Hares have seen the hunters." Children ride "winter forest" to the music. Santa Claus enters to the formidable music. Game "Freeze". Song-game "We will play a little". Puppet show "The Fox and the Hare". At the end, Russian narration sounds. melody "Zainka to the Posenichkam".

Snowy lawn decorations; beanie hats; feeders; corn. Musical records (for compositions ("Cleaning the Forest"); shovel, self-assembled tablecloth; Lesovichko's costume; broom; serving for tea. Decorations of a snowy meadow; hares for outdoor games; a book with a fairy tale "The Fox and the Hare" Musical recordings (for the compositions "Winter Forest", "Santa Claus", for the fairy tale "The Fox and the Hare"); scenery for the fairy tale "The Fox and the Hare"

"It's sweeping in the yard, it's hot by the stove" "The winds blow in February" "Familiar Tales" "Dexterous mouse"

Introduce children to the Russian and Komi national traditions; teach staging; teach to interact with each other in the game plot. Tell about the army; show soldiers as defenders; engage in role play; learn to move rhythmically in accordance with the rhythm of verse and music; exercise onomatopoeia; teach to follow the rules. Induce a positive attitude towards theatrical play; activate the imagination of children; encourage emotional responses to the proposed role. Give an applied concept of a lullaby; introduce children to a lullaby; to awaken the imagination of children; introduce S. Marshak to the fairy tale, teach how to answer questions about the content; involve in the game plot; teach to act independently in the game.

Visit the upper room. Staging "In the Svetlitsa" (teacher, children). Round dance "Meadow duck". Scene "Two Crows". Conversation about soldiers. Children march to the music "March of Wooden Soldiers". (P.I.Tchaikovsky). Game "Pilots". Game "Journey through fairy tales". Scene "Mom the goat is coming home." Staging game based on the fairy tale "Spikelet". A scene from the fairy tale "The Fox and the Hare". A mouse comes to visit. A song for a mouse. Telling a fairy tale S. Marshak "The Tale of the Clever Mouse" Game "Mice in Minks". Gifts for children.

Decoration of a Russian hut (rugs, broom, stove, grab, table, samovar, cups, benches); folk costumes; serving for tea; gifts for children (stucco horses, soft toys, bunnies and chickens). Toy soldiers; suits (sailor, tankmen, pilots); music recordings (March of Wooden Soldiers "PI Tchaikovsky, recordings for the exit of a sailor, tanker, pilot). Disc for playing, whirligig; hats for heroes of fairy tales; flannelegraph and pictures for a fairy tale; doll Cockerel. Book with S. Marshak's fairy tale "The Tale of the Clever Mouse" ; mice hats; cradle for a mouse.

"Katya's doll has a birthday" "Chicken with Chickens" "Mom's children" "Travel by bus"

Give an idea of ​​how to behave at a birthday party; encourage children to be active and proactive; evoke positive emotions; promote improvisation; teach to enter into a game of dialogue. To acquaint with the fairy tale Hen with Chickens ”and theater on the flannelegraph; develop empathy; teach carefully, listen to a fairy tale; teach to answer questions about its content. Develop empathy, sensitivity to others; teach to show a fairy tale on a flannelgraph; teach to retell the content of a familiar fairy tale; give a charge of positive emotions in sketches and games; encourage the embodiment in a game image. Teach children to interact in a role-playing game and assign roles; develop physical activity in children; teach to listen carefully to a fairy tale, follow the plot; to give an idea of ​​the theater of toys on the carpet.

On a visit to the doll Katya. Children show a concert for a doll. Game "Hostess and Guests". Dance with dolls. Fairy tale on a flannelgraph « Chicken with chicks ». Conversation on a fairy tale. Singing "Chickens" Song "Cat" for a kitty. Children tell the tale "Cat and Kittens" on a flannelgraph. Sketches "Kittens wake up", "Kittens frolic", "Kittens hunt for a mouse." Round dance game "How the cats danced." Travel by bus to the village. "The Tale of the Clever Mouse". (toy theater). Conversation on a fairy tale. Game "Mice in Minks". We're going home.

Dolls; served toy table; gifts for dancing (gnomes, snowflakes). Flanelegraph; pictures for the theater. Soft toy cat; flannelegraph and pictures for the fairy tale "Cat and Kittens"; hats of cats for outdoor games. Attributes for a role-playing game (a counter with goods, carriages with dolls and bears); equipment for toy theater.

"Basket with snowdrops" "Jokes and Nursery Rhymes" "Ladushki" "Spring on the street"

To please children and involve them in the game plot; encourage children to motor improvisation; activate their auditory attention and perception; teach independence in role-playing behavior; instill an aesthetic taste. Introduce children to Russian folk tradition; show the possibilities of a molded whistle; to introduce a fairy tale in a stucco toy theater; encourage children to role-playing; teach jokes and nursery rhymes to speak clearly and emotionally. Introduce children to the Russian national tradition; exercise in finger gymnastics; learn to pronounce words clearly in nursery rhymes; include children in the game plot; evoke a positive emotional response to works of folklore; to please the children. To develop the emotional and sensory sphere of children: to teach to respond to sounds and intonations in music, to listen to contrasting intonations in speech; encourage physical activity; show independence in choosing and playing a role; exercise in onomatopoeia.

Children go to the "snowy meadow". Game-improvisation "Snowflakes". Round dance game under a pine tree. Dance with snowdrops. Reading to children “I love my horse”, “Chiki-chiki-chikalochki”. Conversations about what you read. Musical and rhythmic movements "Horses are galloping". Reading the nursery rhyme "Ladushki". Finger gymnastics "Foxes walked along the path". Song-game "Ladushki". Russian folk joke "The fox walked through the woods." Conversation about spring. Listening to the phonogram of birds singing. Round dance "The sun is warming up".

Decorations of a snowy meadow, white capes for snowflakes; animal hats for outdoor games; Forest Fairy costume. Toy horse, decoration of the meadow. Fox hat (for an adult); soft toy fox; children's toy stove, saucepan, frying pan; bast shoes. Spring lawn decorations; vase with Flowers; flower hats for outdoor games; phonogram "Sounds of the Forest"; musical recordings for sketches and dances of birds and flowers.

"Such different rains" "Remember the fairy tale" "Hedgehog Puff" "Come out to the green meadow"

To develop emotional responsiveness to music: auditory performances, rhythmic and modal-intonational feeling of children; exercise in finger gymnastics; teach role-based embodiment; teach clear and expressive speech; to please the children. Stimulate the imagination of children; develop memory; evoke associations; teach to retell a fairy tale using objects (toys); teach to answer questions about the content of the tale; develop the emotional side of the speech of children; create an emotionally positive attitude to the fairy tale. To please children; create an emotionally positive attitude towards works of small folklore forms; teach children to speak in front of peers; develop aesthetic taste; encourage improvisation; to acquaint with the fairy tale "Puff". To please children; involve in the game; teach to act in the game in a group and one at a time; teach to move expressively to music in accordance with the text; to awaken the imagination of children; encourage physical activity.

Finger gymnastics game "Fingers walk". Conversation about the rains. Rains come to visit (mischievous, sloth). The game "Rainy-Sunny". Travel to the toy store. Scene based on a fairy tale (at the teacher's choice) Pykh comes to visit the children. Questions about the tale. Reading L. Gribova "Puff". Game "Help the hedgehog to collect mushrooms" To the music, children pick mushrooms and berries for the hedgehog). Walk along the "green meadow". Song-game "In the meadow". Song-etude "Brooks

Musical records for games and etudes; sultans for playing in the rain; umbrellas. Soft toys (cats, foxes); molded toys (horse whistle, lamb whistle, bird whistle); mom-cat hat (for an adult); mouse hat (for a child). Soft toy hedgehog; theater dolls, dummies of mushrooms and berries. Musical records (folk melodies, sounds of the forest); baskets; sultans, capes for streams.

Game-lesson for children 3-5 years old. "A cat and her kittens"

Goals: to acquaint with the fairy tale "Cat and Kittens" and the theater on the flannelgraph; develop empathy; teach to listen carefully to a fairy tale; teach to answer questions about its content.

Material and equipment: flannelgraph; pictures for the theater (kittens, cat, dog, booth, tree, bowl of milk).

Course of the lesson

The teacher puts the children in a semicircle near the flannelegraph and tells a fairy tale about a cat and kittens.

Fairy tale on the flannelgraph "Cat and Kittens"

Once upon a time there was a cat, and she had five kittens. All day kittens ran around the yard, played. Mother cat came to the yard and called her kittens: “Meow! Meow! Time to go home, kittens! " The kittens ran up to their mother, purred affectionately - asking for milk. Mom gave her babies milk, and the kittens fell asleep.
One day, the mother cat, as always, sent all five kittens out into the yard to play. The kittens came out and immediately noticed a large booth. She had never been in the yard before. A huge head protruded from the booth - it was Rex the dog. Rex saw the kittens and growled angrily: "Rrrr ..." The kittens knew everyone in the yard, but Rex was seen for the first time. They decided to get to know each other. But as soon as they came closer, the dog rushed at them. The kittens scattered all over the place. Rex did not know who to run after - the kittens scattered on different sides. And finally he managed to drive all the kittens up a large tree.

At this time, the mother-cat, as always, went out into the yard to call the kittens for lunch. Suddenly she sees that the yard is empty. The cat called for kittens in vain - no one responded. The cat went to look for its kittens. I walked around the whole yard - there are no kittens anywhere. Then she saw a large booth and was surprised: yesterday this booth was not there. And suddenly the cat mother heard an angry growl: "Rrr ..." The huge dog's head was very close to her. And from somewhere above there was a frightened meow. The cat saw her kittens on the tree and understood everything: that's who offended her children.
The angry cat scratched Rex's nose with all its might with its paw, the dog howled and rushed to his booth. And the kittens climbed down from the tree and approached their mother. They realized that their mother would always be able to protect them from danger. Mother cat watched the kittens drink milk, and thought:
"What beautiful children I have."

And Rex realized that in his yard he must live peacefully with everyone.

After the fairy tale, the teacher asks the children questions: did they like the fairy tale, who were its heroes, what happened in the yard, how did the cat take care of the kittens, how did she protect them?

At the end of the lesson, children sing the song "Cat" (music by A. Alexandrov).

The pussy came up to the children
Milk asked
She told the children:
Meow meow meow.

They treated me with milk
The little kitty ate
She sang a song:
Mu-ur, mu-ur, mu-ur.

Game "Mice in Minks"

Description of the game: an active game develops reaction, attention, memory, is well suited for use during walks in kindergarten.

Rules of the game:

1. The circles ("minks") are laid out one less than the number of children participating in the game.

2. The presenter gathers the children in a chain and leads them away from the "burrows", saying the following words:

“Little mice are going for a walk,

We went out into the clearing - to sing and dance - the mouse Ira, the mouse Petya, the mouse Lena(all children are listed) .

They danced and danced, their paws were already trampled!

It suddenly became completely dark, evening knocked on the window.

We ought to run home, to occupy our burrows! "

3. With the last word of the leader, each child should take his own circle - "hole". One circle - one child.

4. The one who did not have time to occupy his "hole" becomes the leader or is eliminated from the game.

Improvisation game "Leaves in the garden

(Children repeat the movements after the teacher)

Leaves, leaves are circling in the garden,

(Leaf children dance, spin.)

I'll go to the autumn garden to the leaves.

Leaves, leaves, fly boldly,

(The leaves are flying.)

And let the autumn wind blow stronger.

Leaves, leaves, the breeze stopped,

(The leaves sat in a circle.)

He collected the leaves in a cheerful circle,

The leaves have quieted down, quietly rustling

(They sit, waving their wings.)

And they are in no hurry to fly into the gray sky.

Suddenly the wind blew alarmingly, hummed,

(They rise and fly.)

He told the leaves from the paths to take off,

Leaves, leaves fly in the wind,

Take off from the tracks, rustle, rustle.

Staging "In the Svetlitsa"

Educator:

We have a bright hut, the gorenka is new,
Come in, come in, don't stumble over the sill.
Already in our house there is someone to do housekeeping:
Two aunts are lying on the benches, two girls are sitting by the stove,
Yes, I myself, Ulyana, and dexterous, and blush.

Child 1.

Our mother stove is evenly warm.

Child 2.

He warmed the whole house.

Child 3.

Baked, boiled and fried.

Child 4.

Here are the cottage cheese pies.

Child 5.

Here is milk tea.

Everything.

Let's start dancing - for you!

The Russian folk melody "Utushka lugovaya" is played. Children are in a round dance. Children act out prepared scenes .. The texts of the scenes are Russian folk nursery rhymes.

Scenes

1. "Nenila Pig"

N e n and la.

Pig Nenila praised her son:

(Nenila points at her son.)

That's cute
That's pretty cute -
Walks sideways

(Sonny walks awkwardly.)

Ears upright
Crochet ponytail,
Piglet nose!

(He puts his finger to his nose - "patch".)

2. "Two crows"

Roles and performers: the reader is a child of the older group; two crows are children of the younger group.

Note. Children of the younger group, playing the role of crows, sit astride a bench, as if on a roof, facing away from each other.

What is it.

On the edge, on the shed
Two crows sit, both look apart:
We quarreled over a dead beetle!

The hostess Ulyana shows the children what gifts she bought at the fair.

U l i n a.

I bought different goods at the fair, and find out which ones. I will ask you riddles. Whoever guesses the riddle gets the gift.

Puzzles

Soft lumps, fluffy guys
The yellow ones run out onto the path ... (chickens).

Clink-clink, who runs the smooth road?
It's a swift clatter ... (horse).

Well, who is this, find out,
The drum is playing ... (Bunny).

The hostess Ulyana gives toys to children who have guessed riddles. Ulyana invites children to the table for tea. After that, the hostess and guests say goodbye.

Staging "Guests Say Goodbye"

U l i n a.

We sang and danced, we were not tired of having fun.
Only time passed, it became dark in the upper room.
Come, guests, visit the day after tomorrow.
Let's bake cheesecakes, butter pancakes,
Come and taste our delicious pies.
In the meantime, we say goodbye, on the doorstep we will part.
Be healthy.

(Ulyana goes into the house.)

The teacher finishes the lesson, summing up: where the children were, what they saw, what they did.

Staging of the fairy tale "Spikelet" in kindergarten

Characters:

Storyteller.

Cool mouse.

Storyteller: Once upon a time there were two mice, Cool and Vert, and the cockerel Vocal Neck. The mice only knew that they were singing and dancing, spinning and spinning. And the cock would rise a little light, first wake everyone up with a song, and then set to work.

Once the cockerel was sweeping the yard and saw a spikelet of wheat on the ground.

Cockerel: Cool, Vert, look what I found!

Storyteller: Little mice came running.

Mice: You need to thresh it.

Cockerel: Who will thresh?

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Okay, I'll thresh.

Storyteller: And he set to work. And the mice began to play rounders.

The cock finished threshing.

Cockerel: Hey, Cool, hey, Vert, look how much grain I have ground!

Storyteller: Mice came running and squealed with one voice.

Mice: Now you need to carry grain to the mill, grind flour!

Cockerel: Who will carry it?

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Okay, I'll take the grain to the mill.

Storyteller: I put a sack on my shoulders and went. And the little mice, meanwhile, started a leapfrog. They jump over each other, have fun.

The cockerel returned from the mill, again calling the mice.

Cockerel: Here, Cool, here, Vert! I brought flour.

Storyteller: Little mice came running, they are watching, they will not be praised.

Mice: Oh yes cockerel! Well done! Now you need to knead the dough and bake the pies.

Cockerel: Who will knead?

Storyteller: And the mice are again their own.

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Apparently I'll have to.

Storyteller: He kneaded the dough, brought firewood, lit the oven. And when the oven was overheated, he put pies in it. The mice do not waste time either: they sing and dance. The pies were baked, the cock took them out, laid them on the table, and the mice were right there. And I didn't have to call them.

1st mouse: Oh, and I'm hungry!

2nd mouse: Oh, and I'm hungry!

Storyteller: And they sat down at the table.

Cockerel: Wait, wait! First, tell me who found the spikelet.

Mice: You've found!

Cockerel: Who threshed the spikelet?

Mice(quietly): You thrashed!

Cockerel: And who carried the grain to the mill?

Mice: You too.

Cockerel: Who kneaded the dough? Did you carry firewood? Did you heat the stove? Who baked the pies?

Mice: All of you. All of you.

Cockerel: What did you do?

Storyteller: What to say in response? And there is nothing to say. Steep and Vert began to crawl out from the table, but the cockerel does not hold them back. There is nothing for such idlers and lazy people to treat with pies.

Round dance game "Our garden is good"

Questionnaire

You, carrot, come out, look at the people.

(Carrots go in a circle.)

We will sing a resounding song, we will start a round dance.

Everything. One or two, heel, dance with me, buddy.

(Children get up, lead a round dance.)

(The carrots are dancing.)

Questionnaire

Early in the morning I get up, go out to the beds.

(The teacher walks around the garden.)

I'll stand and see if everything is all right.

(Children are sitting in the garden.)

You cabbage, come on, come out bolder

(Cabbage and beets go in a circle.)

And bring the beets with you as soon as possible.

Everything

(Children lead a round dance.)

Three or four, sing louder, dance with me.

(Cabbage and beets are dancing.)

Questionnaire

Our garden is good, you will not find such,

(The teacher walks around the garden.)

A lot of pepper grows, young onions.

(Children are sitting in the garden.)

You, onion, come out, pepper for you.

(Onions and peppers go in a circle.)

Put your hands under the barrel, there are two of you in the salad.

Everything... One or two, heel, dance with me, buddy.

(Children get up and lead a round dance.)

Three or four, sing louder, dance with me.

(Onions and peppers are dancing.)

The teacher praises a good harvest. Children sit on high chairs.

The teacher takes a basket of vegetables and invites you to listen to a vegetable story.

Game "Zainka in the Garden" (Russian folk song)

There is a zainka in the garden, a small one in the garden,

(Children put their hands on a shelf, make a spring.)

He gnaws carrots, he takes cabbage.

Dap, dap, dap - I ran into the woods.

(They turn one after another and jump in a circle like bunnies.)

Download, download, zainka, download, download, small,

In the green forest and sit under the bush,

Dap, dap, dap, under the bush - and silence.

(They sit with a jump and put a finger to their lips.)

Game "Pilots".

Where do the planes fly? (High in the sky.)

You will be the pilots of the plane.

Spread your wings

start the "engine": "f - f - f", let's fly ...

The plane is flying,

The plane hums:

"Ou - oo - oo - oo!"

I'm flying to Moscow!

Commander - pilot

The plane is driving:

"Ou - oo - oo - oo!"

I'm flying to Moscow!

Game "Bunny Paws"

Questionnaire

Bunnies went out on the meadow,
The bunnies stood in a circle.

(Bunnies make a spring.)

White bunnies
Friendly, brave.

(Bow, circle.)

Bunnies sat down by the hemp,
At the raw hemp,

(Hares squat down.)

White bunnies
Friendly, brave.

(They wave their paws.)

The bunnies are knocking with their feet
They don't want to freeze.

(They get up and stamp their feet.)

White bunnies
Friendly, brave.

(Bow and circle.)

Bunnies beat their paws with their paws,
They sing a song merrily

(They make plates.)

White bunnies
Friendly, brave.

(Bow and circle.)

The game "Friend"

I have a puppy, a black little puppy,

(Children jump like puppies.)

I'll play with the puppy, I'll throw the ball,

(They jump in place.)

Tapping-tapping, tapping-tapping, I'll throw the ball.

He will run with all his might, he will run with all his might,

(They run scatteringly.)

I shout to him: "Friend", the puppy says,

(They jump up, bark.)

Yap-ya, ya-ya, the puppy responds.

Study "Hen, Chickens and Cockerel"

Questionnaire The hens-mothers went out for a walk, walk around the yard, flap their wings, worry. (Educator and children they run slowly, waving their arms, clucking.) Chickens came running for the hens. (Children depicting chickens, finely touching legs, run fast, squeak.) Here came the cockerel into the yard. He walks importantly, slaps himself on the sides, crows. (Several baby cockerels make appropriate movements, crow.)

Suddenly the wind blew, the chickens were frightened, they began to call their mother loudly. (Chickens are flapping their wings restlessly, running along yard, squeak.) Chickens run to their chickens, want to save them from the wind, cover the chicks with their wings. (Children chickens take under wing of their chickens.) So the wind ended, the hens and chickens calmed down.

The cockerel walks importantly around the yard. Chickens and chickens follow him. (Children make appropriate movements.)

Grandmother. So our journey is over. Time for the train, he will take you home. Goodbye!

Children get on the train and go home. The teacher on his own behalf asks if they liked visiting their grandmother whom they saw in the grandmother's yard.

Game "Hostess and guests"

Host.

Here are the guests on the doorstep:

(The hostess greets the guests.)

Better dry your feet
I'm glad to see you, come in
What do you want to tell me?

Guests.

Congratulations, congratulations

(Guests give gifts.)

And we wish you health!

Host.

Thank you, that's cute

(They sit on the chairs.)

I also laid the table for you.

Guests.

Congratulations, congratulations

(Clap their hands.)

And we wish you health!

Host.

Now let's go dancing

(The guests go out in a circle.)

We must turn on the music!

The teacher invites children to dance with dolls.

Dance with dolls

V o s p and t e l (sings).

We are on a holiday on our

(Children hold the dolls by both hands, the dolls "dance".)

Together with the dolls we will dance
The dolls are spinning merrily

(Children circle with dolls, lifting them above their heads.)

They have fun with us.
Let's run along the path

(Children hold dolls in front of them, run in a circle.)

Run your legs more cheerfully
Let's run one circle
And then one more time.
The dolls are spinning merrily

(The dolls are dancing.)

They have fun with us.

At the end of the lesson, the doll Katya thanks the children for teaching her and the guests how to behave correctly at the birthday party.

Sketches "Kittens"

1. "Kittens wake up"

Calm music sounds. Children sit on the rug, eyes closed, legs folded (kittens are sleeping). Then they stretch slowly, rub their eyes and stretch again.

2. "Kittens frolic"

Moving music sounds. Kittens are jumping in a circle; stop, dissolve "scratches", scratch in the air with their paws.

3. "Kittens hunt for a mouse"

Disturbing music sounds. Kittens sneak carefully and slowly, on tiptoe; then they run quietly; stop; "Smell" prey; sneak further with dashes.
The teacher puts on the hats of cats on the children and invites them to start a round dance game "How the cats danced."

Round dance game "How the cats danced"

Questionnaire

That's how the cats were having fun

(The cats run scatteringly, spreading their claws.)

They forgot about the danger
Have fun by the river
They threw out their shoes.

K about sh k and.

Meow, meow, mur-mur-mur,

Laughing chickens, chickens.

Questionnaire

The cats were jumping, frolicking,

(The cats are jumping.)

We immediately found ourselves in the river,

(They jump into a squatting position.)

Murki shouted:
Oh, the skin is wet!

(They shout the words of the text.)

K about sh k and.

Meow, meow, mur-mur-mur,

(They sing pitifully, sticking out their claws.)

Laughing chickens, chickens.

Questionnaire

The clothes are dry

(They run scatteringly.)

The cats are having fun again.
Having fun by the river
They threw out their shoes.

K about sh k and.

Meow, meow, mur-mur-mur,

(They stop, claw in the air, spin.)

Laughing chickens, chickens.

Improvisation game "Snowflakes"

Questionnaire

Snowflakes, snowflakes fly to the ground,

(Snowflakes are flying.)

Their beautiful white outfit sparkles.
Snowflakes, snowflakes, fly bolder

(They sit down whirling.)

And quietly lay down on the ground soon.
Snowflakes, snowflakes, it's time for you again

(Waving their wings.)

Spin over the field and fly into the sky.
Snowflakes, snowflakes, fly in the wind

(Snowflakes are flying.)

And fall right on the cheeks of the guys.

Round dance game "Under the Pine"

Wood Fairy.

In a clearing under a pine tree,

(The animals dance in a circle using familiar movements.)

The people of the forest danced:
Hares, bears and chanterelles,
Wolves in gray mittens.

Z e r y t a.

That's what a round dance

(Clap their hands.)

Everyone dances and sings.

Wood Fairy.

The hedgehogs came running here:

(The hedgehogs go out to the center of the circle.)

E f and.

Our fur coats are good

(They become in pairs and whirl.)

We'll curl up in a ball

We are not in the hands.

Z e r y t a.

That's what a round dance

(The animals clap their hands.)

Everyone dances and sings.

Wood Fairy.

A big bear came out into the circle:

(A bear comes out and sings.)

Bear.

I can sing songs.
And behind him sleepily

(A bear cub runs out.)

A bear cub is racing.

Medvezhon about k.

That's what a round dance

(The bear sings.)

Everyone dances and sings.

Wood Fairy.

Had fun until the morning

(The animals are in a round dance.)

All the forest kids.
They jumped, danced,
The songs were sung.

Z e r y t a.

That's what a round dance

(The animals clap their hands.)

Everyone dances and sings.

(The children sit down.)

Wood Fairy.

You made me so happy, children, with the game that I want to give you a whole basket of snowdrops. Snowdrops are the very first spring flowers. There is still snow in the forest, and snowdrops are already blooming. They are not afraid of the cold, they are very beautiful.

The Forest Fairy gives children a basket of snowdrops. The teacher thanks the Forest Fairy and invites the children to dance a dance with snowdrops.
Children take snowdrops and dance with them.

The game "The sun is warming up"

Join hands and stand in a circle so that the kids are opposite each other. Sing a nursery rhyme while doing the movement, encourage children to imitate. Standing still, spring with your feet:

The sun is warming,

It became more fun in the house.

We're in a circle, we're in a circle

Let's get up quickly.

Stamp your feet quickly:

We'll sink a little

Dance more cheerfully, legs,

And like this, and like this,

Dance your legs!

Do not skimp on praise, rejoice together in children.

Finger gymnastics game "Fingers walk"

Once the fingers walked

(Children clench and unclench their fingers rhythmically.)

Fingers, toes.
Fingers along the gully

(Spread their palms, swing them rhythmically from side to side.)

Fingers, toes.
The sun is in a cloud, fingers,

(Children clasp their fingers in front of them.)

Fingers, toes.
It will rain soon, fingers
Fingers, toes.
The rain fell: tra-ta-ta,

(Children shake their hands.)

Leave the yard.
Fingers ran
Fingers under the bridge.
They hid - and they sit.

(They removed their palms behind their backs.)

Questionnaire

You guys know that the rains are different.
There is a mischievous rain. Here he is. (Rapid music sounds.) Hey naughty rain, run out!
(The teacher takes the child out and gives him rain sultans.)

D o w e - o z o rn and k.

I can run fast
I will water the weed in the kindergarten.

(To fast music, the rain-child runs and waves sultans.)

Questionnaire

There are also other rains. There is a sloth rain. Its droplets drip so slowly that they are too lazy to drip onto the ground. This rain will not run away, will not rush. Hear what he is? (Music of slow rain sounds.) Hey sloth rain, show yourself!
(A child pretends to be a rain-sloth.)

D o w d l - l e n i v e c.

Drip-drip, and I am silent.
I don't want to drip anymore.

(To the music of a rare rain, the rain child rhythmically shakes the sultans.)

Questionnaire

These are the different types of rain. In our clearing, the rain is dripping, then the sun is shining. Let's guess when the sun is shining, when the rain is falling. We will listen to music, it will tell us what the weather is like outside. We will walk in sunny weather. In a rainy day - we will listen to what kind of rain it is on the street: a mischievous person or a sloth.

The game "Rainy-Sunny"

Children listen to music. To calm music, they walk in pairs, holding hands. When they hear the music of the rain, they run away to the chairs and continue to listen to the music further. The educator helps the children determine what kind of rain is coming. If it is a mischievous rain, then the children quickly knock themselves on the knees with their palms. If it's rain-sloth, then they knock slowly. The game is repeated several times. On different rains, rain children run out: sometimes a mischievous rain,
then the rain is a sloth.

The game "Walk in the rain"

The teacher invites the children to choose umbrellas and go for a walk in the warm spring rain. Children walk along to the calm music of the rain. Under the rhythmic part - squat lightly.

"Help the hedgehog to collect mushrooms"

Look at the hedgehog

Well, the fur coat is good!

And it sits so beautifully.

A lovely sight, that's such a miracle!

In appearance, you can't tell right away

That needles are very sharp.

Only here is the trouble friends,

Do not stroke, we have a hedgehog!

Let us help the hedgehog, tell him everything we know about mushrooms.

Guys, what edible mushrooms do you know? (Chanterelles, boletus, boletus, porcini mushroom).

Now name the poisonous mushrooms (fly agaric, white toadstool, false mushrooms).

Now we are going to play the game "Guess the mushroom".

I will make riddles about mushrooms, and you will guess, and say whether they are edible or poisonous.

Slide show "Mushrooms".

1. I'm growing up in a red cap

Among the roots of aspen,

You will recognize me a mile away,

My name is ... (Boletus, edible)

1. But someone important

On a little white leg.

He has a red hat,

There are polka dots on the hat. (Amanita, poisonous)

1. I do not argue - not white,

I, brothers, are simpler,

I usually grow

In a birch grove. (Boletus edible)

1. What kind of yellow sisters,

Hidden in the thick grass?

I see them all perfectly

I'll take it home soon.

Very clean, tasty mushroom -

Both the chef and the mushroom picker are happy.

These yellow sisters

Called ... (Chanterelles, edible)

1. She stands pale

She has an edible look.

Bring it home - trouble

It is poison that food.

Know that this mushroom is a snag

Our enemy is pale ... (Toadstool, poisonous)

1. Stood on a strong leg

Now lies in the basket. (White mushroom, edible).

Well done, you guessed all the mushrooms! I think the hedgehog remembered everything, and now he will be happy to pick mushrooms!

Guys, where do mushrooms mostly grow? (In the woods). Imagine that you are tall, beautiful trees that grow in the forest.

Song-game "In the meadow"

Children (walking in pairs).

And we are walking in the meadow,
We carry baskets
We carry baskets
We will collect the strawberries.

(Couples stop.)

GALI (sings, dancing).

I'm walking through the meadow
I'm in a hurry on the green
I see the berry is growing
I see ripe growing.

Children (walking in pairs again).

We will pick up berries,
Let's start a round dance.
You are my little basket
You are intact.

G a l I.

Now let's dance
In our clearing!

(At Gali's call, the children dance in a free dance. The Russian folk melody "Whether in the garden or in the garden" sounds.)

Questionnaire

I invite you guys to listen to how the streams ring. (Music of running streams sounds.) Streams, run to us.

(Children in shiny capes run out with little sultans in their hands. The song-etude "Streams" is being performed.) \

Song-etude "Brooks"

Questionnaire

Here is a trickle running

(Children stand and gently shake their arms in turn.)

His path is long.
It gurgles, it glitters
And shivers in the sun.

Children - hands.

Zhur-zhur-zhur, we run,

Zhur-zhur-zhur, we run
And we shine in the sun.

Questionnaire

Where are you going, streams?

Children - hands.

We'll run to the river
We'll grumble, and then
We will turn home.

Reb e n o k - ruche e k.

Zhur-zhur-zhur, we run,

(Children run, waving their hands.)

Zhur-zhur-zhur, we run
And we shine in the sun.

W o s p i t a t e l (with a horse in hand).

Here the horse screamed ...

Children (together with the teacher).

Questionnaire

She screamed in the clearing ...

Children. Hoo-hoo!

Questionnaire

Who will hear me now?

Children... Hoo-hoo!

Questionnaire

Who will ride me?

Children. Hoo-hoo!

Questionnaire

Heard Tanya and Vanya ...

Children. Hoo-hoo!

Questionnaire

And they raced on a horse

Children. Hoo-hoo!

Scene "Mom-goat is coming home"

Koz a.

Little kids, kids!
Open up, open up,
Your mother came - she brought milk,
Milk flows over the bead,
From the sock into the damp earth.

K o z l y t to and (doing imaginary actions - unlocking the door).

Mom mom!

Koz a.

Do you kids recognize me?

K o z l y t k i.

K o z l y t k i.

Thin.

Koz a.

Show how you sang.

K o z l y t k and (imitating my mother, subtly).

Little kids, kids ...

Koz a.

Did you open the door to the wolf?

K o z l y t k i.

K o z l y t k i.

Koz a.

Show how he sang.

K o w l y t k and (imitate a wolf, roughly).

Little kids, kids ...

Koz a.

You are obedient kids, go into the house, play, but do not open the door for the wolf.

Warm-up game "Goat, ay!"

Questionnaire

Our goat in the forest

Where is she? We shout: "Hey!"

Children. Hey! Hey!

Questionnaire

Children, children, I call you:

Helen, where are you? Hey!

Len a... Hey!

Questionnaire

Our goat in the forest

Where is she? We shout: "Hey!"

Children. Hey! Hey!

Questionnaire

Children, children, I call you:

Sasha, where are you? Hey!

Sasha. Hey!

Note. In the game, the children call the goat: "Mila, ay!", Echo each other: "Lena, ay, where are you?"

Children walk through the forest to the disturbing music. During the search for a goat, the howl of a wolf is periodically heard. The teacher offers the game "Drive away the evil wolf". Children begin to loudly clap their hands, stamp their feet and shout: "The hunters are going, the hunters are going!"

The children finally find Mila, the goat, entangled in the thicket. They help Mila out of trouble. The goat (a child of the older group) is happy.

K o z o h k and M and l a.

I like to wander in the woods

Extending legs

I can deceive the fox

I have horns.

I'm not afraid of anyone

Even with an evil wolf I will fight.

Hey you wolf and fox

Go to the woods.

Questionnaire Mila goat, how brave and formidable you are.

D e d M a t e y. Why didn't you listen to me? You have gone so far that we could not find you. Your bell is lost. Say "thank you" to our guys for finding your bell and helping you out of trouble.

K o z o h k and M and l a.

Thanks to all the guys

I will tell you from the bottom of my heart.

I am very glad to see you,

You are all so good.

I invite you to dance

And sing songs together!

The teacher invites children to play the game "Goats and Wolves".

Game "Goats and Wolves"

Introduction

In a clearing, in a forest

(The goats dance, holding out their horns.)

Under the green pine

The goats were dancing the polka:

One step, one step, that much more.

(The goats are jumping.)

Dancing, having fun

The danger was forgotten.

At this time, the evil wolves

(Angry wolves go in circles.)

We often walked through the woods.

Trembling, teeth snapped -

(The wolves move their paws in the air.)

Don't get caught by the toothy!

Well, the goats all played

(The goats are dancing in a circle.)

And the wolves were not noticed.

We went around a hundred laps

(The wolves go in circles.)

One Hundred Hungry Bad Wolves.

On the last lap, they got angry

(They catch goats.)

Together we caught the goats!

Mila the goat thanks the children for the game. Grandfather Matvey thanks the children and the teacher for helping to find his beloved goat.

Staging games based on the fairy tale "Spikelet"

Cockerel appears on the screen. The teacher brings the child to the Cockerel, who reads poetry to him.

Child.

Cockerel, cockerel,
Golden scallop,
That you get up early
Sing loudly
Don't you let the kids sleep?

Petsh about to.

I am a cockerel
Golden scallop,
I get up early, early
I sing vociferously
I call everyone to work.
Do you guys know who lives with me?

Children.

Yes! These are mice.

Petsh about to.

What are their names?

Children.

Twist and Twirl.

Petsh about to.

Did they help me work?

Children.

Petsh about to.

Can you help?

Children.

Petsh about to.

Help me around the house, please. Let's do everything together: chop wood, sweep it with a broom, shake out the rugs.

Finger gymnastics "Foxes walked along the path"

The cubs walked along the path

(Bend your fingers at the same time.)

In patent leather boots
Up the hill - top-top,

(They clap their hands forcefully.)

And down the hill - top-top top!

Squatting on exercise

(Rhythmically clench and unclench the fingers of both hands.)

Squatted in order.
To charge top-top,

(They clap their hands forcefully.)

And from charging - top-top-top!

(Lightly shake hands.)

Questionnaire

Did you like playing with us, fox? (The fox nods his head: he liked it.) Guys, while we were playing, pancakes ripened on my stove. (The teacher goes to the children's toy stove and takes a toy saucepan and frying pan and begins to bake pancakes.) Here they are - pancakes. (The teacher comes up to the children and starts singing the song "Ladushki", the children get up and dance.)

Song-game "Ladushki"

Okay, okay,

(Children "bake pancakes" (put their palms in clap from one side to the other))

Where were you?
- By Grandma.
Grandma baked us
Sweet pancakes
I watered with oil,

(Children offer open palms.)

Gave children:

(The teacher lays out imaginary pancakes on his palms.)

Ole - two, Kolya - two,
Tanya - two, Vanya - two.
I gave it to everyone!

(The teacher approaches the fox and puts pancakes in his paws too).

Questionnaire

Soon, fox, your mother will come. She went into the forest, kicked the birch bark, and began to weave the little shoes.
The teacher removes a bunch of bast shoes from the wall and shows them to the children, then puts a fox on its paws. Then he puts on the fox's hat and plays with the children, sings a joke.

Russian folk joke "The fox walked through the woods"

The fox walked through the forest

(The children are sitting. The fox walks next to the children.)

The calls of the song were output.
The fox tore the stripes.

(The fox and the children "tear" the bast (make imitative movements))

The fox wove bast shoes.
The fox wove paws,

(They knock on the knees with their palms.)

She said:

(The fox lays out imaginary bast shoes.)

To myself - two,
Husband - three,
And the kids - on sandwiches.

Long-term planning for theatrical activities

Target: develop intonational expressiveness of speech. To develop the ability to perceive the artistic image of a literary work and creatively reproduce it in scenes, theatrical actions.

Tasks:

1. To develop intonation expressiveness of speech in children.
2. Develop the ability to feel the character of a literary work.
3. To develop in children the expressiveness of gestures, facial expressions.
4. Develop the ability to distinguish between genres: nursery rhyme, fairy tale, story, highlight the positive and negative qualities of the characters.
5. To develop the ability to evaluate the actions of heroes, situations, to feel humor.
6. To develop the ability of children to take part in performances based on the plots of familiar works of art.
7. Encourage initiative, creativity.
8. Develop the ability to clearly and clearly pronounce all sounds; coordinate words in sentences.
9. Foster a friendly attitude towards each other.

Month		Topic
		Conversation "What is theater"		Give children an idea of ​​the theater, introduce them to the types of theaters. To form a steady interest in various theatrical genres.
		Conversation-dialogue "Theatrical professions"		To intensify cognitive interest in theatrical professions. To acquaint children with the professions: actor, director, artist, composer. Foster a desire to learn new things.
		The game is improvisation. Mini-scene "The Old Man - Lesovichok"		Encourage active participation in theatrical games; to induce a positive emotional attitude in children; develop creative imagination; develop intonational expressiveness of speech
		Telling the tale "Turnip" with children (Finger Theater)		Remember with the children the characters of the fairy tale and their actions; develop interest in the game; to consolidate the ability of children to use various means of expressiveness in conveying the images of the heroes of the fairy tale.
October		Show of the table theater "Repka"	Encourage children to stage familiar works; develop fine motor skills of the fingers; develop intonational expressiveness of speech;
		Fun pantomime. "Silent dialogue", "Riddles without words"	Develop pantomime skills and creative imagination; to form communication skills and improvisation skills; teach children to pronounce the given phrases in an intonational and expressive manner; develop fantasy and imagination
		Quiz game "Learn a fairy tale from illustrations."	To consolidate the knowledge of preschoolers about fairy tales.
		Telling the Russian folk tale "Kolobok" using mask theater	Continue teaching children to listen to a fairy tale, the story of which is accompanied by a tabletop theater show. Continue teaching children to follow the development of the action and answer questions about the content of the tale. Encourage children to take part in telling a fairy tale, by agreeing on individual words, phrases. Promote the intonational expressiveness of speech. To develop attention, memory, the ability to empathize with the heroes of the fairy tale. To foster interest in Russian folk tales, the desire to listen to them.
		Recite verses with your hands.	Encourage children to improvise.
		Games for the development of expressive facial expressions (45)	Learn to use expressive facial expressions to create a vivid image.
		Riddles about fairy tales and fairytale heroes	Clarify children's ideas about riddles, consolidate knowledge about the characteristic features of fairy tale characters; cultivate love, respect for fairy tales and fairy-tale characters, cultivate perseverance.
		Telling the tale "Teremok" with display on flannelgraph	establish interpersonal contacts; creating a favorable microclimate in the group; to work out the intonational expressiveness of speech, to develop the dialogical form of speech; arouse children's interest in theatricalization; develop the ability to imitate voices and characteristic movements of animals; to develop the ability to listen to fairy tales, to follow the development of the action.
December		"Cheerful account". The game "let's laugh". Role-playing of the poem "Who thinks what?" (21-22)	Develop intonational expressiveness of speech, monologue speech; develop improvisation skills; encourage participation in theatrical games;
		Playing a poem by B. Zakhoder: "The pussy is crying ...", I. Zhukov "Pussy" (18-19)	Develop pantomimic abilities, love for animals.
		Rhythmoplasty. Sketches: "The Fox Eavesdrops", "Baba Yaga"	To develop imagination, imaginative thinking, the ability to convey in free improvisations the character and mood of the heroes of fairy tales
		Reading and telling the fairy tale "Three Bears" (Table Theater)	To teach children to understand the beauty and power of the Russian language, to teach to use figurative expressions, to speak beautifully and correctly; to form the ability to clearly, clearly and consistently answer the questions posed; develop creativity, memory, imagination; continue to improve the dialogical and monologue forms of speech.
January		Culture and technique of speech. Work on tongue twisters.	Train the clear pronunciation of consonants at the end of a word; whistling and hissing sounds
		Rhythmoplasty. Sketches: "The Fox Eavesdrops", "Baba Yaga".	To develop the ability to convey in free improvisations the character and mood of the heroes of fairy tales
		Reading the fairy tale "Little Red Riding Hood"	To acquaint children with a fairy tale; to teach to comprehend the idea of ​​a fairy tale, to evaluate the character of the characters; enrich the vocabulary of children; exercise in the ability to answer the question posed; to encourage an attempt to express their point of view in response to the question posed by the teacher; foster a culture of verbal communication: participate in a conversation, listening to children, clarify their answers.
		Shadow theater "Little Red Riding Hood"	Continue to develop an interest in performing arts
February		Theater basics. culture. Photo of the auditorium, concepts: "stage", "curtain", "backstage", "parterre", "balcony" (multimedia presentation)	To acquaint children with the structure of the theater, auditorium and stage
		Theatrical play. Game "What we do, we will not tell, but we will show", "Birthday	Learn to act in concert; be able to navigate in space; develop imagination
		One, two, three, four, five - do you want to play? Game "Theatrical warm-up". Competition for the best dramatization of the fairy tale "Ryaba Hen".	Develop imagination, creativity in the process of coming up with a dialogue for a fairy tale; to intensify the use of the concepts of "mimicry", "gesture" in the speech of children.
		Table theater. (Cone "Three Little Pigs")	To activate and develop clear intonational and expressive speech, enrich vocabulary; foster interest in the theater, the ability to work in a team.
March		Spring, spring is red!Performance in Russian folk costumes. Execution of ditties. Movement simulation game	To give ideas about Russian folklore, to instill a love for folk art; develop imagination and memory; develop the ability to communicate emotionally and expressively; develop the ability to work with imaginary objects
		Theatrical play. Game "One and the same in different ways", "Transformation of an object", "Travel around the world"	Continue to develop the imagination, fantasy of children; develop the ability to justify their behavior
		Rhythmoplasty. Exercise "Rhythmic Etude", dance improvisation	Develop a sense of rhythm
		Theater Day. Entertainment "In the world of fairy tales"	Develop children's literary speech, draw attention to expressive means (figurative words and expressions, epithets, comparisons), the ability to feel the beauty and magic of a fairy tale; to exercise in the ability to find and explain the main differences between literary genres: a fairy tale and other works; to familiarize children with elementary generally accepted norms and rules of relationships with peers and adults; develop the ability to use expressive images of heroes of fairy tales
		Let's play with fingers.Children playing out familiar fairy tales with the help of finger theater.	Acquaintance with the finger theater; mastering the skills of mastering this type of theatrical activity; develop fine motor skills of hands in combination with speech; development of a sense of rhythm and coordination of movements; to work out the ability of children to act out fairy tales with the help of finger theater.
		"Dunno in the Theater." Conversation-game: "Let's help Dunno behave correctly in the theater." Game, problem situations. Exercise "Breeze". Psycho-gymnastics "Take and pass". Playing out the mini-sketches: “Fox” by I. Petrov.	To give children an idea of ​​the culture of behavior in the theater, through solving problem situations.
April		Culture of speech and technology. Exercise "I want to sleep", "Joke", tongue twisters. Pronunciation of individual phrases with different intonation	Improve the ability to use different intonations
		Dramatization of the fairy tale "The Wolf and the Kids" (Dolls Bi-ba-bo)	Learn to get used to the artistic image; interact with a partner.
		Our entertainment "	Teach children to compose short stories from personal experience and tell them expressively.
		"Theatrical alphabet".Talking with children about theatrical concepts - stage, curtain, play, applause, screenwriter, understudy, etc. Speech exercise “Who is following whom” M. Kartushin. Exercise "We are sad", "We are happy." Role-playing of A. Tetivkin's poems: “As along a river along a river”.	Acquaintance with theatrical terms; activate the children's vocabulary: stage, curtain, play, applause, screenwriter, stunt double, etc .; continue to acquaint children with the concepts of "facial expressions", "gesture"; develop the ability to convey an emotional state through the creation of images.
		"Bees, birds flew." Exercise "Fly, butterfly!" Speech game "Like Natasha's grandmother." Game "Onlookers". Fantasy dance "Grasshopper disco"	To acquaint children with spring signs; answer questions with full sentences; create favorable conditions for improvisation of children; development of creative abilities.
May		Final entertainment. Solving a crossword puzzle: "Theatrical professions". Exercise "Magic Dream".	Improve the dialogical form of speech; evoke a joyful mood in children, create a friendly atmosphere; to consolidate the name of theatrical professions; develop attention, memory, imagination.

Theatrical games card file for

1. Game: "Cheerful Old Man-Lesovichok"

Target: learn to use different intonations.

The teacher reads a poem, the Old Man-Lesovichok pronounces his words in the text with different intonations, the children repeat.

Educator: An old man of small stature lived in the forest

And the old man laughed extremely simply:

Old Man-Lesovichok:

Ha ha ha da hehe hehe,

Hee-hee-hee yes boo-boo-boo

Boo-boo-boo-be-be-be,

Ding-ding-ding and trick-trick!

Educator:

Once, seeing a spider, I was terribly frightened,

But, clutching his sides, he laughed loudly:

Old Man-Lesovichok:

Hee hee hee yeah ha ha ha,

Ho ho ho ghoul ghoul ghoul!

fb-th-th yes bul-bul-bul. "

Educator:

And when he saw the dragonfly, he became terribly angry,

But with laughter he fell down on the grass:

Old Man-Lesovichok:

Gee-gee-gee yes gu-gu-gu,

fb-ro-ro yes bang-bang-bang!

Oh guys, I can't!

Oh guys, ah-ah-ah!

(D. Harms) The game is played several times.

1. Movement simulation game

The teacher addresses the children:

Remember how children walk?

Little feet walked along the path. Large feet walked along the path.

(Children first walk in small steps, then in large ones - in giant steps.)

- How does Old Man-Lesovichok walk?

How does the princess walk?

How does the bun roll?

How does a gray wolf prowl through the forest?

How does a hare run away from it with its ears flattened?

1. "Silent dialogue" for the development of articulation

Educator: Imagine that your mother is in a store, and you are waiting for her on the street, at the window. She is telling you something, you do not hear her, but you are trying to guess.

(First, the teacher takes on the role of the mother, and the children guess. Then the children are invited to play the role of the mother.)

1. "Riddles without words"

Target:

The teacher calls the children:

I sit side by side on the bench

I'll sit with you.

I ask you riddles

Who's smarter - I'll see.

The teacher, together with the first subgroup of children, sit down on the modules and consider illustrations for riddles without words. Children choose pictures that they can think of without saying a word. The second subgroup at this time is located in another part of the hall.

Children of the first subgroup without words, with the help of facial expressions and gestures, depict, for example: the wind, the sea, a stream, a kettle (if difficult, then: a cat, a barking dog, a mouse, etc.). Children of the second subgroup guess. Then the second subgroup makes a guess, and the first one guesses.

1. “Let's play. - we'll guess. "(ABoseva)

Target:

Parsley calls the children: What do you guys know,

About my riddle poems?

Where there is an answer, there is an end.

Who will tell you - well done!

Children sit in a semicircle near Petrushka. Parsley makes riddles and shows with pantomime riddles.

It is important that a crocodile walked around the yard with a sharp beak,

His head was shaking all day, muttering something loudly.

Only that, it’s true, there was no crocodile,

And turkeys are a true friend. Guess who? (Turkey.)

(The recording is turned on. Children, pretending to be a turkey, walk around the hall, raising their legs high, pressing their hands to the body, making sounds - woo, woo, woo, They shake their heads, chatting at this time with their tongue in their mouths.)

Yes, turkey. To be honest, brothers, it was hard to guess!

A miracle happened to the turkey - it turned into a camel!

He began to bark and growl, knocking his tail on the ground.

I'm confused, however, is he a camel or ...? (Dog.)

(The recording is turned on, the children pretend to be a dog: barking, growling, running on all fours and "wagging their tail".)

They do not cover her with Shavka, and she does not sleep under the bench,

And she looks out the window and meows like ... (Cat.)

(To musical accompaniment, children depict cats: they move on all fours smoothly, meow, purr, “wash” with their paws, hiss and snort, show their “claws”.)

Right, they guessed it, as if they saw her where!

Now let's go with you to the forest to pick mushrooms.

(Children sit on an imaginary car and, uttering various sounds, imitate the movement of the car.)

Tr-rr, we have arrived! Look, guys, there are chanterelles, there are mushrooms,

Well, these are poisonous in the clearing ... (Toadstools.)

(children disperse around the hall ("forest") and collect "mushrooms" (dummies).)

Wait. wait! What have I told you! What mushrooms? It's winter outside! Do mushrooms grow in the forest in winter? And what grows in the forest in winter? (Drifts.)

1. Mirror game

Target: develop a monologue speech.

Parsley makes a riddle:

And shines and shines,

It does not flatter anyone,

And he will tell anyone the truth -

He will show him everything as it is!

What is this? (Mirror.)

A large mirror is brought into the group (hall). Each of the team goes to the mirror, and, looking into it, the first one praises himself, admires himself, the second talks about what he does not like about himself. Then the other team members do the same. Parsley and the jury are evaluating this competition.

7. Game "Phone"

Target: develop imagination, dialogical speech.

Parsley on a riddle:

Turn the magic circle

And my friend will hear me.

What is this? (Telephone.)

Petrushka invites two people from each team, especially those who like to talk on the phone. For each couple, a situation and a topic of conversation are proposed. A pair is made up of members of opposing teams.

1. Happy birthday and ask for a visit.

2. Invite to the play a person who does not like going to the theater.

3. You have bought new toys, and your friend wants to play in them.

4. You have been offended, but a friend comforts you.

5. Your friend (girlfriend) took away his favorite toy, and now he apologizes.

6. You have a name day

1. Game: "Pantomime"

Children of one team use pantomime to show an object (train, iron, telephone, mushroom, tree, flower, bee, beetle, hare, dog, TV, crane, butterfly, book). The children of the other team are guessing.

1. Game: "How they made soup" to imitate movements

Target: develop imagination and pantomime skills.

I peel the potatoes with my right hand, remove the skin from it little by little.

I hold the potatoes with my left hand, spin the potatoes and wash them diligently.

With a knife I will draw along its middle, I will cut the potatoes in two

halves.

I hold the knife with my right hand and crumble the potatoes into pieces.

Well, now I light the burner, pour the potatoes from the plate into the pan.

I will cleanly wash the carrots and onions, shake the water off my labored hands.

Finely chop the onions and carrots, collect them into a handful, it turns out cleverly.

Wash a handful of rice with warm water, pour the rice into a saucepan with the left

by hand.

I will take a ladle with my right hand, mix the cereals and potatoes.

I will take the lid with my left hand, I will close the pan tightly with the lid.

Soup is brewing, boiling and boiling. It smells so delicious! Saucepan

puffs.

Well, the soup is ready. Treat each other!(Russian folk plisse is included). Children and adults use imaginary ladles to pour soup-soup into imaginary bowls and "eat".

Have you refreshed? And now everyone will wash their plate after themselves.

Children turn on an imaginary tap, wash dishes, spoons, turn off the water, dry their hands.

1. Pantomime game "Snowdrift"

Target: develop expressiveness of facial expressions and gestures.

Children imitate movements in the text.

There is a snowdrift in the clearing. Big, great. But now the sun has warmed up. The snowdrift quietly began to settle under the rays of the warm sun. And small streams slowly flowed out of the snowdrift. They are still sleepy and weak. But then the sun warmed even more, and the streams woke up and quickly, quickly ran, bending around pebbles, bushes, trees. Soon they united, and now a stormy river is rustling in the forest. The river runs, carrying with it last year's leaves and branches. And soon the river merged into the lake and disappeared.

Why did the river disappear into the lake?

1. Pantomime game "Bear Cubs"

Target: develop pantomimic skills

But look, a mountain of old dead wood. Oh, this is a den! And the cubs are sleeping in it. But then the sun warmed up, melted the snow. Water droplets seeped into the den. Water hit the nose, ears, paws of the cubs.

The cubs reached out, snorted, opened their eyes and began to get out of the den. Spreading the branches with their paws, they got out into the clearing. The rays of the sun blind the eyes. The cubs cover their eyes with their paws and growl in displeasure. But soon the eyes got used to it. The cubs looked around, sniffed the fresh air and quietly scattered across the clearing. How many interesting things here! Further improvisation is possible.

Spring: Come to me soon! Hear what the sparrows are chirping about in spring!

1. Game "Pick a Rhyme"

Target: develop a sense of rhyme.

The wizard sets rhymes in turn:

Bump - barrel, line, daughter, point ...

Potatoes - matryoshka, cloudberry, cat ...

Furnace - sword, flow, lie down ...

Frog - frog, girlfriend, mug ...

Bunny - finger, boy ...

Mouse - quiet, reed, rustling ...

A cat is a midge, a flea, a bowl ...

The hook is a knot, a cistern, a silence, a patch ...

A snowflake is a fluff, a spring ...

1. Pantomime game "Nose, wash yourself!"(based on the poem by E. Moshkovskaya)

Target: develop initiative pantomimic skills.

The wizard pronounces the words of the poem, the children imitate the movements.

Crane, open up! Nose, wash yourself! Neck, wash yourself well!

Wash at once, both eyes! Wash, wash, shower!

Wash your ears, wash your neck! Dirt, wash away, dirt, wash away!

1. Role-playing of the poem "Grasshopper" by A. Apukhtin.

Target: encourage active participation in the performance.

Host: A grasshopper jumped out of the grass onto a hummock.

The grasshopper knocked with a resounding hammer.

Grasshopper: Hammer thump thump! Who tends a blade of grass?

A beetle climbs, a beetle climbs, groans and moans!

Beetle: Oh, grasshopper, help me out, even if it's embarrassing to ask!

I myself do not know where and how the horseshoe burst.

I can't live without a horseshoe, that's how calluses are baked.

Neither work, nor walk, even scream in pain!

Grasshopper: It doesn't matter! Raise your leg!

Hammer thump and thump! Get a horseshoe, beetle!

(A mosquito appears.)

Komarik: I, the mosquito, is the most unfortunate of all, I was just confused!

I broke a sharp needle as if it were a sin!

Grasshopper: Let the one who sucks other people's blood do not ask me!

Get out of my forge as soon as possible!

(The mosquito flies away. The centipede appears.)

Centipede: Oh, grasshopper, help! The leg cracked a little.

I was left without a leg, what a disaster!

Grasshopper: Leg leg, but which one?

Centipede: I think the fortieth.

Host: Knock, knock, knock, knock! This is a work of good hands.

The leg is whole again.

Centipede: No need to limp anymore

All amicably: the hammer is playing again, the anvil is singing!

The grasshopper helps everyone, quickly gives help!

If possible, both subgroups of children should act out the scene. After staging, it is necessary to discuss what happened, what needs to be worked on.

1. Playing on the fingers (L.P. Savina) "Brothers"

Target: develop fine motor skills of the fingers.

Let's go two brothers for a walk together.

And behind them are two more brothers.

Well, the elder did not walk, he called them very loudly.

He sat them down at the table, fed them with delicious porridge.

Put the palm on the table. Connect straight fingers. Move two pairs of fingers alternately to the sides: first the little finger and the ring finger, then the middle and index fingers. Thumbs up to "call" the brothers and "feed" them with porridge.

Guys, which of you loves porridge? What kind of porridge do you like? What kind of porridge do you dislike? (Answers of children.)

1. Playing out the situation "I don't want semolina!"

Target: to teach intonationally expressively pronounce phrases.

Children are divided into pairs. One of them will be moms or dads, others will be children. Mom or dad should insist that the child eat semolina (oatmeal, buckwheat ...), giving various reasons. And the child hates this dish. Have the children try out two conversation options. In one case, the child is naughty, which irritates the parents. In another case, the child speaks so politely and softly that the parents give in to him.

The same situation can be played out with other characters, for example: a sparrow and a sparrow, but with the condition that they must communicate only by chirping; a cat and a kitten - meowing; frog and frog - croaking.

1. Pantomime "Morning Toilet"

Target: develop imagination, expressiveness of gestures.

The teacher says the children are doing

Imagine that you are lying in bed. But you need to get up, stretched, yawned, scratched your head. How I do not want to get up! But - the rise!

Let's go to the bath. Brush your teeth, wash your face, comb your hair, put on clothes. Go have breakfast. Fu, porridge again! But you need to eat. Eat

no pleasure, but you are given candy. Hooray! You unfold it and put it on your cheek. Yes, and where is the candy wrapper? That's right, throw it in the bucket. And run into the street!

1. Playing a poem by B. Zakhoder: "The pussy is crying ..."

Target: develop pantomimic abilities, love for animals.

Pussy crying in the hallway:

She has great grief -

Wicked people poor pussy

Do not allow sausages to be stolen.

Imagine that you are a pussy who wants to pull a sausage off the table. You spin around the table, rub your back against its leg, stand on your hind legs and breathe in a pleasant smell with pleasure. But then the hostess left the kitchen. You reach for the sausage with your paw, and now it is in your paws. But here comes the hostess. Pussy throws a sausage and hides under the sofa.

Children are divided into pairs: a hostess and a pussy. Each pair offers its own version of the situation.

The teacher proposes to alter the poem a little. To read the words "She has a great grief" in the first person: "I have a great grief."

Children also play this situation in pairs.

Guys, are you sorry for the pussy? Let's take pity on her. Imagine that your left hand is a cat, and you are stroking it with your right hand:

Pussy, sissy, sissy! -

I called the kitten Julia.

Don't rush home, wait! -

And she stroked her hand. (L.P. Savina)

The little kitty calmed down and went into the yard. And in the courtyard she saw two crows who were having a lively conversation with each other.

The teacher invites children to imagine themselves as crows and act out a conversation. One of the crows tells how she had fun at her friend's birthday party, what a wonderful cake it was, how they sang songs and danced loudly. The second crow listens and regrets very much that she did not get to this holiday. The crows communicate with a croak.

In the second situation, one of the crows talks about a terrible incident that happened to her. In the yard, where she was pecking a crust of bread, an angry boy appeared and almost caught her. The second crow sympathizes with her friend and is glad that she was able to fly away on time.

1. Role-playing of I. Zhukov's poem "Pussy"

Hostess: Hello, Pussy, how are you? Why did you leave us?

Pussy: I can't live with you,

There is nowhere to put the ponytail.

Walk, yawn,

Step on the tail!

First, this poem is learned in free time, outside of class. Then, in class, the children, acting out the situation in pairs, can improvise intonation. For example, the teacher sets the task: The hostess is glad that she found Kiska, or, conversely, Kiska treats her with disdain.

The pussy is offended by the Mistress or angry and is very glad that she left the house.

The relationship of the characters can be different. Each pair of children presents their own variation.

Hey, my Kitties, go, I'll treat you to milk. I'll give you a piece of sausage. I will stroke the back.

Children, portraying Kisonka, “lap milk” from an imaginary bowl, chew on an imaginary sausage, bend their backs and purr. Children's movements are improvisation.

1. Say poetry with your hands

Target: encourage children to improvise.

The teacher reads a poem, the children imitate movements along the text:

The cat plays the button accordion,

The pussy is the one on the drum

Well, and the Bunny on the pipe

You are in a hurry to play.

If you help,

We will play together. (L.P. Savina.)

Children imitate playing various musical instruments. It is possible to use Russian dance recordings.

1. Let's laugh game

Target: develop the skills of improvisation and monologue.

The teacher invites children to remember any favorite song. Sing it, and then laugh out the melody of the song without words. First, the teacher plays: he "laughs" the song, and the children guess what kind of song it is. Then each of the children "laughs" the melody of their song, all the rest guess.

The teacher gathers the children in a circle on a copra and offers to say the phrase "Soon, soon the New Year, what will it bring us?" with different intonations. To begin with, it is specified with what intonations this phrase can be pronounced (thoughtfully, confidently, with a feeling of displeasure, with regret, with joy, with the expectation of magic, etc.).

The child says the phrase, then explains why this particular intonation was chosen.

1. Role-playing of the poem "Who thinks what?" M. Karim

Target: develop intonational expressiveness of speech.

The theater of pictures is used. Children draw character pictures at home with their parents. The text of the poem is learned at home. Children are divided into two subgroups: one is the audience, the other is the actors, then they change. This performance can be shown at leisure to parents or children of other groups, or you can just play.

Rooster: I'm smarter than everyone!

Host: The rooster crowed.

Ferret: Just think!

Host: The ferret grumbles.

Ferret: And I can until four!

Beetle: I - until six!

Host: The beetle exclaimed.

Spider: I - until eight!

Host: A spider whispered. Then a centipede crawled up.

Centipede: I seem to be a little smarter

A beetle and even a spider -

I count to forty.

Already: Oh, horror!

Host: I was horrified.

Already: After all, I'm not stupid,

But why

I have no arms or legs

Disciple: And I have a pencil.

You ask him what you want.

With one foot he will multiply, add,

1. Tell poems using facial expressions and gestures.

"Milk escaped"(M. Borovitskaya)

Target: develop pantomimic skills in children

Warmed up - and back:

Down the stairs it rolled down, It flew along the street,

Along the street started, Up the stairs puffed

It flowed through the square, and crawled into the pan,

The guard was bypassed, Puffing heavily.

It slipped under the bench, Then the hostess arrived in time:

Three old women got wet, Has it boiled?

He treated two kittens, Boiled!

All children participate in the pantomime. Before starting, you can remember and ask the children if they saw how milk "runs away" from the pan. The poem is read several times, movements and facial expressions are specified. Children can be divided into subgroups: spectators and actors. Then the children change.

The teacher gathers the children around him and offers to remember the fairy tale "Kolobok". Some scenes from a fairy tale can be played. And then the children are offered the following version of acting out: to sing all the roles in the fairy tales. And the melodies are invented by the actors themselves. This task is difficult, so at first the teacher sings along with the children. Caps-masks and theatrical costumes can be used.

1. Game: "My Imaginations".

Target: develop improvisation skills, fantasy, creative imagination.

In my Imagination, in my Imagination There reigns fantasy in all its omnipotence; There all dreams come true, and our griefs Now turn into funny adventures; The teacher takes out the "Cancer" and "Frog" masks from the magic bag. Role-out of the mini-sienna "Loafer Cancer".

Host: He lived by the river under a snag Old hermit crab. He was a sleepyhead, a white-handed woman, a bum and a bum. He called the frog to him:

Cancer: Will you be my dressmaker

A seamstress, a dishwasher, a laundress, a cook.

Host: And the white-breasted frog Raku answers:

Frog: I do not want to be a servant to the Foolish bummer!

Children play out the mini-scene several times by different groups. And then it is proposed to come up with and act out the continuation of the dialogue. The teacher and parents are included in the game.

Educator: I will wave my magic wand, and you will no longer be able to speak, but will only move.

(Text sounds, children imitate movements.)

As soon as we entered the forest, mosquitoes appeared.

Suddenly we see: a chick has fallen out of the nest near a bush.

We quietly take the chick and carry it back to the nest.

We go into the clearing, we find a lot of berries.

The strawberries are so fragrant that you are not too lazy to bend over.

Ahead, a red fox looks out from behind a bush

We will outwit the fox, we will run on our toes.

We became lumberjacks, we took axes in our hands.

And making a wave with his hands, on a log strongly - BOOM!

In the swamp, two girlfriends, two green frogs

Early in the morning they washed themselves, rubbed themselves with a towel,

They spanked with their paws, clapped their paws.

Legs together, legs apart, legs straight, legs obliquely,

Paws here and paws there, what a noise and what a din!

(A funny dance melody turns on. Children dance at random.)

The teacher reads a poem:

It's not difficult to get into my Imagination,

It is extremely conveniently located!

And only the one who is completely devoid of imagination -

Alas, she doesn't know how to enter her location!

1. Game: Uvula gymnastics

Target: teach expressiveness of speech.

Educator: Once upon a time there was a NOISE!

Ate NOISE: Children: Khrum, Khrum, Khrum!

Educator: Ate soup: Children: Squish, squish, squish!

Educator: I slept like this: Children: Snoring, snoring, snoring!

Educator: There was NOISE: Children: Boom, boom, boom!

(Children not only say "!; But also imitate movements.)

1. Game: "Imagine" 2

Target: develop imagination, pantomime skills. cultivate partnerships in the game.

The teacher invites children to remember any poem, for example:

As in our meadow, two grouses flew in,

There is a cup of cottage cheese. Pecked, flew away.

Tasks

Imagine:

1. You were offended to tears, and you tell us your offense with the words of this poem.

2. You have a happy event, you were presented with a long-awaited toy. Tell us about your impressions in the words of the poem. (Children, finding the right intonations, using facial expressions, gestures, text, try to convey the state of mind of a person who is in a given situation. They themselves can come up with or remember life situations.)

3. The alarm has rang. You woke up, stretched, opened your eyes, looking for slippers on the floor. Found, put on and went to the bath. Suddenly you find that you cannot walk. There is a pebble in your slipper. Oh, how painful it is!

4. You are walking in the woods. Snow is all around, boots are on your feet, and suddenly something sharp sticks into your heel ... It's a button!

5. You are sleeping sweetly, and suddenly your mother wakes you up and says that you overslept. Everyone dresses quickly and goes to kindergarten. On the way, you find yourself wearing your little sister's shoes. They are terribly small for you. But there is no time to return. You barely made it to the kindergarten ...

Are your legs really sore? Sit and rest. You can massage your feet.

1. The pantomime game "The hare had a vegetable garden"(V. Stepanov.)

Target: develop pantomimic skills.

The teacher reads, the children imitate movements.

The bunny had a garden, the bunny is happy to go.

Equally two beds. But first he digs everything up

There he played snowballs in the winter, And then he evens everything out,

Well, in the summer - hide and seek. Seeds will sow cleverly

And in the spring in the garden And will go to plant carrots.

The fossa is the seed, the fossa is the seed,

And you look, in the garden again

Peas and carrots will grow.

And how will fall fit

Harvest your own.

And just - here the story ended!

To develop facial expressions and plastic abilities of children;

Develop children's creative thinking, imagination, fantasy.

1. Game: "Let's agree on something that the author did not come up with"

Goals: develop dialogical and monologue speech of children;

To foster communication skills;

The teacher invites children to remember the tale of KI Chukovsky "Fly-Tsokotukha".

The teacher begins:

Fly, Fly-Tsokotukha,

Children in chorus pronounce the words of the fairy tale:

Gilded belly.

The fly went across the field,

The fly found the money ...

Let's imagine the situation in which Fly finds herself.

Children play a mini-scene at will, coming up with words. There can be a lot of variations. For instance:

Oh, look, I found the money, what happiness. I'll go to the bazaar and buy ... no, better samovar! I will invite friends, we will arrange a party ...

Or:

What's this? Money? I wonder who could have dropped it here? Maybe the bear was walking along the road to the bazaar and dropped it? Maybe a hare or a fox. Well, it does not matter. I will not give the money to anyone! This money is mine because I found it. What should I buy?

1. Finger games:

Goals: develop fine motor skills of hands in combination with speech;

The teacher makes a riddle:

Who is fluffy and with a mustache lives nearby With us? (Dog and cat.)

Dog: The dog has a sharp nose, there is also a neck, there is also a tail. Right palm on the edge, towards yourself, thumb up. Index, middle and unnamed - together. The pinky goes up and down alternately

Cat: The cat has ears on the top of its head, so that you can better hear the mouse in the hole. The middle and ring fingers rest on the thumb. The index and little fingers are raised up.

1. Playing with an imaginary object

Purpose: to form the skills of working with imaginary objects;

To cultivate a humane attitude towards animals.

Children in a circle. The teacher folds his palms in front of him: Guys, look, I have a little kitten in my hands. He is very weak and helpless. I will let each of you hold him, and you stroke him, caress him, just be careful and say kind words to him.

The teacher passes on an imaginary kitten. Guiding questions helps children find the right words and movements.

1. Game "Bees in a hive"

Goals: develop logical and associative thinking;

Teach children to pronounce phrases in an intonationally expressive way; ...

Mystery:

What kind of house, tell me, Who lives in that house,

Does every inhabitant fly in it? Stocking up sweet honey? (Bees and a beehive.)

How do bees fly and buzz?

(Children, pressing their elbows to the body, waving their palms like wings, and with the sound of F-F-F move around the group.)

Children build a "hive" from a large constructor (improvised material) and assemble in it. Flat paper flowers are spread out on the floor. The teacher reads to musical accompaniment.

The bees flew in the field, the bees sat on the flowers,

Buzzed, buzzed, I bee and you bee.

Children move in a group around the flowers. They sit down near flowers and "collect" nectar. They return to the "hive".

Guys, what kind of forest dweller loves honey and often climbs to the bees in the hive? (Bear.)

1. Pronouncing dialogue with different intonations

Child: The bear found honey in the forest ...

Bear: Little honey, many bees!

The dialogue is spoken by all children. The teacher helps you find the right intonation.

1. Pantomime game "Anthill"

Target to teach to identify with a given character, to encourage an independent choice of a role:

Mystery:

There is bustle and bustle in the forest near the stump.

The working people are busy all day -

He wants to build a city for himself.

Who are these builders? What kind of house are they building? (The ants are building an anthill.)

Imagine that you are walking through the woods. The sun is hot, it's far from home, your legs are tired, and you decided to rest. And here is the stump!

We sat down on a tree stump, stretched out our legs, closed our eyes, resting.

And suddenly ... what is it? Someone is crawling on your feet ... Oh, these are ants! You sat on an anthill! Rather shake off the ants and, carefully, so as not to suppress them, jump to the side ...

The game is played several times collectively and individually at will.

1. Transformation games.

Target: to teach future artists expressiveness, to revive fantasy and imagination, to improve figurative performing skills. Develop creative independence in the transfer of the image.

Muscle tension and relaxation games

"Wooden and rag dolls"

When depicting wooden dolls, the muscles of the legs, the body, and the arms lowered along the body are strained. Sharp turns of the whole body are made to the right and left, the immobility of the neck, arms, shoulders is preserved; feet firmly and motionless on the floor.

By imitating rag dolls, it is necessary to relieve excessive tension in the shoulders and body; arms hang passively.

In this position, you need to turn the body with short jerks to the right, then to the left; at the same time, the arms fly up and twine around the body, the head turns, the legs also turn, although the feet remain in place. The movements are performed several times in a row, now in one form, now in another form.

"Flower"

Stretch up, straining the entire body to your fingertips ("the flower meets the sun"). Then successively drop the brushes ("the sun has hidden, the flower head is drooping"), bend your arms at the elbows ("the stem has broken"), releasing the muscles of the back, neck and shoulders from tension, allow the body, head and arms to passively "fall" forward and bend slightly knees ("wilted flower").

"Rope"

Lean forward slightly, raising your arms to the sides and then dropping them. Hanging, they sway passively until they stop. Do not actively swing your arms after a fall. You can suggest a playful image: drop your hands like ropes.

« Shake the water off the handkerchiefs "

Bend your arms at the elbows, the hands hang down, palm down. Move your forearm several times in a row to throw them down passively. Before this movement, it is useful to clench the hands into fists in order to more clearly feel the difference in the tense and relaxed state of the muscles.

"Dunno"

Raise your shoulders as high as possible, then let them drop freely to their normal position (drop them).

"Airplane wings and soft cushion"

Raise your arms to the sides, straightening all the joints to the limit, strain all the muscles from the shoulder to the ends of the fingers (depicting the wings of an airplane). Then, without lowering your arms, release the tension by letting your shoulders drop slightly and your elbows, hands and fingers to bend passively. Hands, as it were, rest on a soft pillow.

"Mill"

Free circular motion of the hands in large forward and upward circles. Swinging movement: after a quick, energetic push, the arms and shoulders are released from any tension, having made a circle, they fall freely. The movement is performed continuously, several times in a row, at a fairly fast pace (hands fly like "not your own"). It is necessary to ensure that no clamps arise in the shoulders, in which the correct circular movement is immediately disturbed and angularity appears.

"Pendulum"

Shifting the weight of the body from heels to toes and vice versa. Hands are lowered and pressed to the body. Body weight is transferred slowly forward to the front of the foot and toes; the heels are not separated from the floor; the whole body leans forward slightly without bending the body. Then the weight of the body is also transferred to the heels. The socks are not detached from the floor. The transfer of the weight of the body is possible in another variant: from foot to foot from side to side. The movement is carried out on legs apart, the right and left hand are pressed to the body. Rocking from foot to foot is slow, without leaving the floor.

"Locomotives"

Circular movements with the shoulders. The arms are bent at the elbows, the fingers are gathered into a fist. Continuous, unhurried circular movement of the shoulders up and back - down and forward. The elbows are not pulled away from the body. Amplitude in all directions should be maximum. When the shoulders are tilted back, the tension increases, the elbows draw closer, the head tilts back. The exercise is performed several times without stopping. It is desirable that the movement of the shoulders starts up and back, and not forward, i.e. expanding rather than narrowing the chest.

"The cat releases its claws"

Gradually straightening and flexing the fingers and hands. Bend your arms at the elbows, palms down, squeeze your hands into fists and bend up. Gradually, with effort, straighten all the fingers up and spread them to the limit to the sides ("the cat releases its claws"). Then, without stopping, bend the hands downward, while squeezing the fingers into a fist ("the cat hid its claws"), and finally return to its original position. The movement is repeated several times non-stop and smoothly, but with great tension. Later, the exercise should include the movement of the entire arm - either bending it at the elbows and bringing the hand to the shoulders, then straightening the whole arm ("the cat rakes in its paws").

"Giants and Dwarfs"

Putting your hands on your belt, stand with your heels together, taking your socks to the sides. Slowly climb onto your half-toes, continuing to keep your heels together. After a short pause, lower the entire foot, not transferring the weight to the heels.

1. Games for the development of expressiveness and imagination

Target: teach children to control their bodies, freely and naturally use the movements of their arms and legs. To form the simplest figurative and expressive skills.

"Chanterelle overhears"

The chanterelle stands at the window of the hut in which the Kitty and the Cockerel live, and overhears what they are talking about.

Pose: put your leg forward, tilt your body slightly forward.

Expressive movements: tilt your head to the side (listen, substituting your ear), look to the other side, half-open your mouth.

"Grasshopper"

The girl was walking in the garden and suddenly saw a large green grasshopper. She began to sneak up on him. She just stretched out her hands to cover him with her palms, and he jumped - and now it chirps in a completely different place.

Expressive movements: stretch the neck forward "gaze, tilt the body slightly forward, step on the fingers.

« Tasty candy"

The girl is holding an imaginary box of chocolates. She holds it out to the children in turn. They take one candy at a time and thank the girl, then unfold the pieces of paper and put the candy in their mouths. You can see from the childish faces that the treat is delicious.

Facial expressions: chewing movements, smile.

"New doll"

The girl was presented with a new doll. She is happy, jumps merrily, whirls, shows everyone the desired gift, hugs her and whirls again.

"After the rain "

Hot Summer. The rain has just passed. Children step carefully, walk around an imaginary puddle, trying not to get their feet wet. Then, being naughty, they jump over the puddles so hard that the spray is flying in all directions. They have a lot of fun.

"Flower")

A warm ray of the sun fell to the ground and warmed the seed. A sprout emerged from it. A beautiful flower grew out of the sprout. The flower lusts in the sun, exposes each of its petals to warmth and light, turning its head to follow the sun.

Expressive movements: squat down, lower your head and arms; raise your head, straighten the body, raise your arms to the sides, then up - the flower bloomed; tilt your head back slightly, slowly turn it after the sun.

Facial expressions: eyes are half-closed, smile, facial muscles are relaxed.

"Dance of the Rose"

To a beautiful melody (recording, own melody), perform a dance of an amazingly beautiful flower - a rose. The child himself comes up with movements for him.

Suddenly the music stops. This gust of the north wind “froze” the beautiful rose. The child freezes in any pose he comes up with.

"Along the shore"

A swan floats along the shore,

Waving a white wing,

Shakes some water from the wing.

A young fellow walks along the coast,

A young man goes higher along the bank,

Above the coast carries the little head,

He taps with his boot

Yes on the heels taps.

1. "Guess who we are"

The leader is selected. He is informed that in his absence the children will turn into animals (season, weather, or some object). The leader leaves the room, the players agree and invite the leader.

With their movements, children show what or who they have become (elephants, hares, rainy weather, artists, builders, woodcutters, etc.). The presenter guesses - having guessed, disables the children.

1. "Who am I"

An adult or a child, with a gesture, facial expressions, sound, depicts something or someone: a train, a car, a kettle, a tree, a dog, a kind wizard, Mukhu-Tsokotukhu, a samovar. Children are asked to guess the depicted object. After the correct answer, you should ask how the child guessed and recognized what was depicted.

1. Game: "At the Mirror". Role gymnastics at the mirror.

Target: , improve figurative performing skills. Develop creative independence in the transfer of the image.

1) Frown like:

a) the king,

b) a child whose toy was taken away,

c) a person hiding a smile.

2) Smile like:

a) polite Japanese,

b) a dog to its owner,

c) mother to baby,

d) mother's baby,

e) a cat in the sun.

3) Sit down like:

a) a bee per flower,

b) punished by Buratino,

c) offended dog,

d) the monkey that portrayed you,

e) horse rider,

f) the bride at the wedding.

"Play with a handkerchief". Invite the child to use a scarf, movements, facial expressions to depict: a) a butterfly,

b) fox,

c) a princess,

d) a magician,

e) grandmother,

f) magician,

g) a patient with toothache.

1. Game: "Pantomimes"

Target : teach children the elements of the art of pantomime, develop the expressiveness of facial expressions. To improve the performing skills of children in creating an expressive image.

1. Dressing for the street. We undress.

2. A lot of snow - let's trample the path.

3. We wash the dishes. We wipe it off.

4. Mom and Dad are going to the theater.

5. How a snowflake falls.

6. How silence walks.

7. How the sun bunny gallops.

8. We fry potatoes: we collect, wash, clean, cut, fry, eat.

9. We eat cabbage soup, we got a tasty bone.

10. Fishing: packing, hike, worm hunting, casting a rod, fishing.

11. We make a fire: we collect different branches, prick chips, light, put firewood. Extinguished.

12. Making snowballs.

13. Bloomed like flowers. Withered.

14. The wolf sneaks up on the hare. Didn't catch it.

15. Horse: beats with a hoof, shakes its mane, gallops (trot, gallop), has arrived.

16. Kitten in the sun: squinting, basking.

17. A bee on a flower.

18. Offended puppy.

19. The monkey representing you

20. Piglet in a puddle.

21. Horse rider.

22. The bride at the wedding. Groom.

23. A butterfly flutters from flower to flower.

24. The tooth hurts.

25. The princess is capricious, majestic.

26. Old grandmother, limping.

27. Cold: feet, hands, body are cold.

28. We catch a grasshopper. Nothing succeeded.

29. Icicle.

Under our roof

The white nail is hanging (hands are raised up).

The sun will rise -

The nail will fall (relaxed hands falling-

down, sit down).

30. A warm ray fell on the ground and warmed the grain. A sprout emerged from it. A beautiful flower grew out of it. It basks in the sun, exposes each petal to the warmth, turning its head towards the sun.

31. Ashamed: the eyebrows are raised and brought together, the shoulders are raised.

32. I don’t know.

33. The ugly duckling, everyone is chasing him (head down, shoulders pulled back).

34. I am a scary hyena, I am an angry hyena.

Foam always boils from anger on my lips.

35. Fry with eggs. Eat.

36. "We are in the forest." "Sweet Dream" by P.I. Tchaikovsky. All children choose an image for themselves on a given topic, come up with a plot and embody it in movements. The music stopped and the children stopped, the adult asks the children questions.

Who are you? - The bug. - What are you doing? - I’m sleeping. Etc.

1. Games-studies:

Target: develop children's imagination. Teach children to express various emotions and reproduce certain character traits.

1. Imagine early morning. Yesterday you were presented with a new toy, you want to carry it with you everywhere. For example, on the street. But my mother didn’t allow it. You are offended (lips "pout"). But this is my mother - forgiven, smiled (teeth closed).

2. Imagine yourself as a dog in a booth. Serious dog. Yeah, someone is coming, we must warn (growl).

3. We take a snowflake in hand and say good words to it. We speak quickly until it melts.

4. I am a sweet worker,

All day in the garden:

I eat strawberries, I eat raspberries,

To fill up the whole winter ...

Ahead are watermelons - here! ..

Where can I get a second belly?

5. I walk on tiptoes -

I won't wake my mother.

6. Oh, what sparkling ice, And the penguin is walking on the ice.

7. The boy strokes the kitten, which covers his eyes with pleasure, purrs, rubs his head against the boy's hands.

8. The child is holding an imaginary bag (box) with sweets. He treats his comrades, who take and thank. They unfold candy wrappers, put candies in their mouths, chew. Yummy.

9. Greedy dog

I brought firewood,

I applied water,

Kneaded the dough,

I baked pies,

Hid in a corner

And I ate it myself.

Din, din, din!

10. Mom angrily scolds her son, who wet his feet in a puddle

11. The janitor grumbles, sweeping out of the melted snow last year's garbage.

12. The spring snowman, whose head was baked by the spring sun; frightened, weak and unwell.

13. A cow carefully chewing the first spring grass. Calmly, with pleasure.

:and 14. The hare had a house like a home

Under a spreading bush

And he was pleased with the scythe:

There is a roof over your head! - ""

And autumn has come

I dropped the leaves of the bush,

The rain poured from a bucket,

The hare soaked the fur coat. -

A hare is freezing under a bush:

This house is useless!

15. Scratching wool - the hand hurts,

Writing a letter - the hand hurts,

Carrying water - the hand hurts,

Cook porridge - the hand hurts,

And the porridge is ready - the hand is healthy.

16. The fence is lonely

Nettles have become disheartened.

Maybe who is offended by?

I came closer

And she is, the evil one,

Burned my hand.

17. Balloon inflated by two girlfriends

They took away from each other.

All the pepper was scratched! The balloon burst

And two girlfriends looked -

No toy, sat down and cried ...

18. What's that creak? What a crunch? What is this bush?

How to be without crunch, If I am a cabbage.

(Hands out to the sides, palms up, shoulders raised, mouth open, eyebrows and eyelids raised.)

19. Let's admire a little,

As the cat steps gently.

Barely audible: top-top-top

Ponytail down: op-op-op.

But, raising your fluffy tail,

The cat can be fast.

Throws up bravely

And then walks importantly again.

1. GAMES - poems.

Target: to teach children to play around with a literary text, to support the desire to independently seek expressive means to create an image, using movement, facial expressions, posture, gesture.

"Airplane"

Let's play the plane? (Yes.)

You are all wings, I am a pilot.

Received instructions -

We start aerobatics. (They are built one after another.)

We fly into the snow and blizzard, (Ooh-oo-oo-oo!)

We see someone's shores. (A-ah-ah-ah!)

Ry-ry-ry - the motor growls,

We are flying above the mountains.

Here we are all going down

To our runway!

Well, our flight is over.

Goodbye, plane.

"We wash our face"

Open the tap

Wash your nose

Don't be afraid of water!

Wash your forehead

Wash your cheeks

Chin,

Wash your temples

One ear, second ear -

Wipe dry!

Oh, how clean we are!

Now it's time to walk

We will go to the forest to play

And on what we will go, you have to say. (Plane, tram, bus, bicycle.) (And they go.)

Stop!

Tires burst friends.

We will pump the pump,

Inflate air into tires.

Wow! Pumped up.

"Cat and mouse"

This pen is a Mouse,

This pen is a Cat,

Play cat and mouse

Can we do it a little.

The mouse scratches its paws,

The mouse gnaws at the crust.

The cat hears it

And sneaks up to the Mouse.

Mouse, snatching Cat,

Runs away into the burrow.

The cat sits and waits:

"Why isn't the Mouse coming?"

"Bear"

Clumsy feet

Sleeps in a den in winter,

Guess and answer

Who is this sleeping? (Bear.)

Here he is Mishenka-bear,

He walks through the forest.

Finds honey in the hollows

And puts it in his mouth.

Licks the paw

The clubfoot is sweet.

And the bees come flying

The bear is driven away.

And the bees sting the Bear:

"Don't eat our honey, thief!"

Wandering along the forest road

Bear to his den,

Lays down, falls asleep

And he remembers the bees ...

"A sonorous day»

(to the tune "Oh you, seni")

Toptygin took a contrabass:

“Come on, everybody start dancing!

There is nothing to grumble and get angry,

We'd better have fun! "

Here and the Wolf in the clearing

Played on the drum:

“Have fun, so be it!

I won't howl anymore! "

Miracles, miracles! Lisa at the piano,

Fox the pianist is a red-haired soloist!

The old badger blew out the mouthpiece:

"To what a pipe

Great sound! "

Boredom escapes from such a sound!

Beat and beat on drums

Hares on the lawn

Hedgehog grandfather and Hedgehog grandson

We took balalaikas ...

Picked up by Squirrels

Fashionable plates.

Ding-ding! Crap, crap!

A very clear day!

42. IMAGINATION GAMES

Target:improve imagination, perception in children, teach to look for expressive means to create a vivid image.

1. Guys, imagine that you are artists. Hands are brushes. We dipped them in blue paint and paint the sky, listening to the music.

And now - in yellow paint, draw the sun. A circle. And now - rays, expressive eyes.

Now let's draw a clearing. What color is it? (Green.) We draw.

We inhale the smell with our nose: what does it smell like? (Flowers.) And what? (With camomiles.) We draw.

Listen: the wind is rustling with branches of a tree - which one? (Birches.) We draw.

So, we are in the forest, in a clearing.

Imagine that you are flowers.

Early morning, the sun came out. The flower is still asleep, but now it rises, wiggles the leaves - these are fingers. Let's listen. Do you hear? The stream is running.

2. Now let's breathe correctly: put the right hand on the stomach, and the left hand on the belt. The belly is a balloon. Slow inhalation - exhalation - "the thread at the ball smoothly unfolds."

Inhale - right hand forward into the cam. They opened the cam, and there was a small feather. Exhale - they blew on it, it flew away.

Frightened by the sudden crackling of branches - a quick breath. But it turns out, it's okay. Slow exhalation is freedom.

Breathe in, and take the elevator: 1st floor, 2, 3, 4, 5, 6th - that's all, we've arrived. Did you all get there? Who made the remains on which floor? Now we are going down.

3. Music with a clear rhythm sounds.

"We are going to the orchard" (walking around the hall). "We breathe in the scent of apples." “We are trying to get apples on the tree” (we first raise our left hand up, then our right). “Once again we are trying to get the apples” (we jump up and down, hands up in turn).

"How do you get apples?" (half-squats, arms to the sides - down).

“We need to substitute a ladder and climb on it” (we simulate climbing a ladder).

“We pick apples and put them in a bucket” (imitate picking apples).

“We have a rest” (we go down and sit, eyes closed, on the carpet).

43. Game: "Voiced palms".

Target:

Draw the attention of children to the nature of the claps depending on the music and images. To teach the ability to clap softly and loudly, with a swing and holding hands close to one another., Convey the rhythmic pattern of music, fill the movement with emotional meaning.

1. "Bells".

Active overhead claps. The movement is bright, with a large swing, slightly bent at the elbows and relaxed arms.

2. "Bells».

Small slaps with straight fingers of one hand on the palm of the other. The movement is light, not loud in strength. The arms can be bent at the elbows, straightened, or raised to the sides (right or left). Variants of "bells" sounding near the right ear or near the left are possible

3. "Plate".

Sliding claps. One hand swings from top to bottom, the other from bottom to top.

4. "I catch mosquitoes."

Light sonorous claps with straight palms to the right and left of the body, above and below - with arms bent at the elbows.

5. "Tambourine".

Claps with the palm of one hand on the motionless open palm of the other.

The claps can be loud or soft depending on the dynamics of the musical image.

6. "Pillow".

Claps are performed with free, relaxed, soft hands in front of and behind the body.

7. "Turntables".

They are based on turning the hands from the body and back. The arms are bent at the elbows and fixed in a static position, only the hands work, the force of the palm-to-palm strike is small. The movement is playful.

44. Ira on the development of smooth hand movements

1. "Breeze".

Cross movements of the arms above the head. The shoulder, forearm, hand are involved in the work.

2. "Ribbons».

Alternating plastic movements of the right and left hands up and down in front of the chest.

3. "Wave".

Smooth movement up and down with one hand. It can be swiveled to the side or extended forward. "Wave" is formed due to plastic movements of the shoulder, forearm, hand. The "wave" can flow smoothly from one hand to another.

4. "Wings».

Smooth swinging movements with arms spread apart. It should be remembered that when raising the arms, the hands are lowered, and when lowering the arms, the elbows are slightly bent, the hands are expressively raised up.

5. "Singing hands".

From the "arms to the sides" position with a gentle movement

brushes are directed towards each other, as if collecting elastic air in front of them. With the same plastic movements, the arms are again spread apart. The body helps expressive movement by leaning forward and leaning back slightly.

44. PLASTIC EXPRESSION DEVELOPMENT GAMES

Target:to consolidate expressive techniques of creating a play image. to make sure that children themselves notice the differences in the performance of their friends and strive to find their movements, facial expressions.

1. Invite the children to walk the pebbles across the stream on behalf of any character (fairy tale, story, cartoon) of their choice.

2. Offer the child, on behalf of any character, to sneak up on a sleeping animal (hare, bear, wolf).

3. Offer to catch a butterfly or a fly on behalf of various characters.

4. Depict the walk of a family of three bears, but so that all three bears behave and act differently.

Note. The tasks above show the path by which to search

45. Games for the development of expressive facial expressions.

Target:learn to use expressive facial expressions to create a vivid image.

1. Salty tea.

2. I eat lemon.

3. Angry grandfather.

4. The light is off and on.

5. Dirty piece of paper.

6. Warm and cold.

7. Get angry with the fighter.

8. Met a good friend.

9. Offended.

10. Were surprised.

11. Frightened by the bully.

12. We know how to dissemble (wink).

13. Show how the cat begs for sausage (dog).

14. I'm sad.

15. Receive a gift.

16. Two monkeys: one grimaces - the other copies the first.

17. Don't be angry!

18. The camel decided that he was a giraffe,

And he walks with his head lifted.

It makes everyone laugh

And he, the camel, spits on everyone.

19. Met a bull hedgehog

And licked it in the barrel.

And licking his flank,

I pricked my tongue.

And the spiny hedgehog laughs:

- Don't put anything in your mouth!

20. Be attentive.

21. Joy.

22. Delight.

23. I brush my teeth.

46. Game: "Musical Dialogue"

Target:encourage children to compose their answer by improvising a melody. Given texts:

1. Two chickens under a rope Flap their wings awkwardly:

- Oh, what a big worm! There is no way to get it!

(Supposed answer: "It's not a worm.")

2. The dog sits at the well And does not come near:

- A bucket hangs on a chain ... Maybe it bites ?.

(Supposed answer: "They draw water from a well with a bucket.")

3. Chickens walk along the paths, Kvokhchut in the alley:

- Do buns really grow from crumbs?

(Supposed answer: "On the contrary, crumbs are made from buns.")

4. Foal from a stack Grabbed some grass:

- I have never seen such large and tasty mountains.

(Supposed answer: "This is a haystack, not a mountain.")

5. The kitten climbed on the fence, He became as tall as heaven. Meowed: “Oh, friends! Look - I grew up! "

(Estimated answer: “No, I haven't grown up.”)

6. The puppy sits at the booth,

Sits the second day.

He just can't understand

Where does the sun go to sleep.

(Estimated answer: "Over the mountain," etc.)

7. A calf walks through the forest,

In red spots on the side.

- Why is there no milk in the green grass?

(Children answer.)

47. Game: "Songwriting"

1. In the clearing, in the meadow

Three bears lived

Three bears lived

They loved to eat raspberries.

How will they find raspberries -

They will sing the song right away.

Papa Misha sang low

: "La la la la".

Mom sang a song tenderly:

"La la la la".

And Mishutka-teddy bear

I sang a song loudly

Yes, I finished eating raspberries:

"La la la la!"

2. Sing your first and last name, address, mom's name, etc.

3. Sing a dialogue: "Olya, where are you?" - "I'm here". (With cheerful and affectionate intonations.)

48. Game: "Musical improvisation"

1. Take sticks in your hands, help the Bears to sing, And the forest melody

You tap rhythmically.

2. Repeat the rhythm on a metallophone, xylophone, etc. Come up with your own.

3. Draw a sad and cheerful rain on the xylophone.

49. Games for the development of plastics.

Target:to develop motor ability, motor skills of different parts of the body, coordination of movements, the ability to perform movements in the text.

1.Two floats, Two flops,

Hedgehogs, hedgehogs (brush rotation)

Anchored, annealed (blows with a fist on a fist)

Scissors, scissors (crossing arms).

Running in place

Running in place

Bunnies, bunnies (jumping).

Come on, amicably,

Come on, together (spring),

Girls boys.

2.It is necessary to do sports

("Pull" the back, shoulders back):

Exercise every day.

We will begin now without delay.

And stomp your feet together,

And clap your hands loudly -

We carry out the movements correctly.

Turns left-right,

We are doing well.

Let's all be healthy and strong!

And now - jumping in place,

Come on, together, come on, together -

We must be the most beautiful!

3. Once upon a time there was a grandfather and a woman

In a clearing by the river

And they loved very, very much

Koloboks on sour cream.

Although the grandmother has little strength (bends forward with movement of the hands),

The grandmother kneaded the dough.

Came out even,

Came out smooth,

Not salty

And not sweet

Very round,

Very tasty,:

Even have it

We are sad.

The gray mouse was running

I saw the gingerbread man.

Oh! How does it smell

Kolobochk (sniff)

Give

At least a piece!

With a bun

Little sense

Rides stupid

Anywhere.

Need to take

Our bun

Under the lock (showing with your hands).

4. (Tilts left and right, hands slide over the body.)

I repeat in the morning (bends back and forth, hands

on the belt):

My spine is

Flexible, straight,

When I sleep (hands on a shelf)

I stand, I sit (hands on my knees),

I follow the spine (lock with the wrists, hands

wind up alternately over each shoulder behind the back).

I am the spine of the shore (we stroke the palm of one hand

on the stomach, with the back of the other hand "- on the back)

And I will run away from diseases.

5.The deer has a big house (arms crosswise over the head,)

He looks out his window.

The bunny runs across the field

There is a knock on his door.

Hurry up the door, Deer, open it

There, in the forest, the hunter is evil (to portray that he is holding a toil).

Bunny, bunny, run in (beckon), give me a paw.

6. A goat walked through the forest, through the forest, through the forest,

Found myself a princess, princess, princess

Come on, goat, jump, jump, jump,

And we kick up, kick up, kick up our legs,

And clap, clap, clap,

And we will sink with our feet, we will sink, we will sink.

Shake our head ... And let's start over.

7. I play the violin:

Tir-li-li yes tir-li-li

Bunnies are jumping on the lawn

Tili-li yes tili-li.

And now on the drum:

Tram-there-there, tram-there-there.

The hares scattered in fear

Through the bushes, through the bushes.

8. I'm jumping, jumping, jumping

And I twist the rope.

You, rope, spin,

Learn Russian dance.

9. As at our gate

The janitor sweeps the street,

The janitor sweeps the street,

He will pick up all the specks.

The goat went out for a walk

He began to jump and jump.

The goat is knocking its legs,

Shouts like a goat: "Be-e!"

I knock with heels (pick),

I'm teaching Russian dance (fraction)

... My Russian dance is wonderful!

Sit-stand, sit-stand

And I will jump like a ball.

I won't get tired of squatting

I want to become a dancer.

10. Skiing fun

And we'll all go through the snow.

We raise our legs high through the snowdrifts,

And it's very easy on the ice,

We walk quietly.

We are trees and bushes

Let's go around with a snake

And to the fluffy tree

We will come soon.

12. Goose bought himself an accordion,

But a little full of holes.

The accordion sang broadly,

Hissed like a goose.

13. There are eight pairs on the floor -

The flies were dancing

They saw a spider

Fainted.

14. Our tongues are tired

But the necks were resting

... Come on, neck, turn around,

Come on, neck, frolic

Hello everyone in the world:

For mothers, fathers, children!

We will shake our head deftly:

Oh-oh-oh, shake our head.

15. Children walked in the woods,

Nature was watched

They looked up at the sun,

And their rays warmed up.

Butterflies flew, flapped their wings.

Clap together]

One, two, three, four, five!

We need to collect a bouquet.

One - sat down, two - sat down,

The lilies of the valley sang in their hands.

Ringing on the right - ding-dong,

Left - ding-dong!

A bee has sat down on the nose, look what she is!

We raised the leaves

The berries were collected in the palms (imitation of movements).

16. I walk, I walk, lifting my legs,

I have new boots on my feet.

High, I raise my legs high

To show everyone new boots.

Ah ah ah! Look, what a puddle!

Ah ah ah! Look, the puddle is big

High, high, jump high.

I'm not afraid, I'm not afraid, I'll jump over a puddle.

50. Game: "St. John's Carp"(music by B. Savelyev, lyrics by A. Khait)

The cat sat on the window And began to wash her ears with her paw. Having watched her a little, we can repeat Her movements.

Chorus: One, two, three - well, repeat! One, two, three - well, repeat! Three, four, five - do it again! Three, four, five - do it again!

A snake crawls along a forest path, Like a ribbon, slides along the ground, And we can depict such a movement with our Hand.

Chorus.

The heron stands in the swamp all day

And he catches frogs with his beak.

It's not hard to stand a drop like this

For us, for trained guys.

Chorus.

Lives in the world a lot

But, man, you are a friend of nature

And he must know the habits of all animals.

Chorus.

51. The game: . "Soldiers" (finger game training)

The palms are closed. Little fingers are children (speak in a thin voice).

Unnamed fingers - Mom (speaking in a normal voice).

Middle fingers - dad (speaks in a low voice).

Index fingers - soldiers (speaking in a bass).

Crossed thumbs - the threshold of the hut.

Night. Everyone is asleep in the hut. There is a knock.

Soldiers. Knock Knock! Index fingers tapping-

they talk about each other.

Children. Who's there? Little fingers are tapping each other about

friend.

Soldiers. Two soldiers. Index fingers tapping-

They came to spend the night! they talk about each other.

Children. Let's ask mom. Little fingers are tapping each other about

Mum! friend.

Mum. What, kids? Unnamed fingers tapping-

huddle together.

They came to spend the night! friend.

Mum. Ask your dad! Unnamed fingers tap each other.

Children. Dad! Little fingers are tapping each other about

friend.

Dad. What, kids? Middle fingers are tapping

about each other.

Children. Two soldiers. Little fingers are tapping each other about

They came to spend the night, friend.

Dad. Let in! Middle fingers are tapping

about each other.

Children. Come in! Little fingers are tapping each other about

friend.

Soldiers. Ah, the index fingers "dance

What a grace, fool, ”making cross

That they let me spend the night! movement.

Let's come in!

Turn the closed palms with the fingers to the chest, then follow a quick rotation of the hands 180 "so that the backs of the palms touch. The arms are extended forward.