Summary of a lesson on speech development and the culture of verbal communication in the middle group. Notes for a lesson on speech development in the senior group on the topic “Migratory Birds” Notes for speech development in kindergarten

GCD for speech development in the middle group “Forest Parcel”

Educator: Well, guys, are you ready for the test? (children's answers)
Educator: In order to learn to speak beautifully and correctly, you and I need to warm up our tongue.
1. “Smile”, “Fence”
Our lips smiled
They went straight to my ears.
You try “And-and-and” say,
Show me your fence.

2. “Tube”
A baby elephant came to visit us,
Amazing child
Look at the baby elephant
Pull your lips with your proboscis.

3. “Smile” / “Tube”
If our lips smile,
Look - a fence appears.
Well, what if the sponges are a narrow tube,
So, we can play the pipe.

4. "Watch"
One after another, one after another
The arrows are moving in a circle.
You lick both lips

Show me how the arrows move.

5. "Pendulum"
The mint moves in the clock:
To the left is a tick, and to the right is like that.
You can do this:
Tick ​​and so, tick and so?

6. "Swing"
On a fun swing
Tanya and Nikita sat down.
The swing went down
And then they flew up.
Together with the birds, probably
They wanted to fly away.

Educator: Well done, you did your warm-up well. So, the 1st test is guessing riddles (if the answer is correct, an image of an animal is displayed).
What kind of forest animal is this?
Stood up like a column under a pine tree?
And stands among the grass -
The ears are larger than the head.
Answer: hare
Who is cold in autumn?
Walking around gloomy and hungry? (Wolf)

This glorious redhead
Lush tail, white belly,
A very scary trick
Counts the chickens in the cage
And it will scare the owners,
He will instantly run away and straight into the forest.
Answer (fox)

He sleeps in a hole during the long winter,
But as soon as the sun starts to warm up,
On the road for honey and raspberries
Heading off …
Answer (Bear)

I wear a fluffy fur coat and live in a dense forest.
In a hollow on an old oak tree I gnaw nuts.
Answer (Squirrel)

Well done boys. All the riddles were solved. Here is the first key to the lock. Tell me, what animals did we guess riddles about? (children's answers). Why are they called that? (children's answers). That's right, wild animals live in the forest, and each has its own house. The next test is called “Who lives where?”

On the tables there are cards with images of an animal and a home. Children are asked to connect the animal and its home with a line. When completing the task, the teacher asks related questions:
Where does the wolf live? (In the lair)
Where does the squirrel live? (In the hollow.)
Where does the fox live? (In holes.)
Where does the hare live? (Under a bush.)

Educator: Great, we passed this test. Here is the second key to the lock. And our next test is called “Name it correctly.”
The child chooses a picture from the series “animals and their babies” and says:
Fox - fox - little fox (fox cubs)
Wolf - she-wolf - wolf cub (wolf cubs)
Bear – she-bear – cub (cubs)
Hare - hare - little hare (hares)
Squirrel – squirrel – baby squirrel (baby squirrels)

Educator: Good job. And for this we get another key. Now I suggest you rest a little. (physical minute)
Mischievous animals.

The bunny jumps through the bushes,
Through the swamp and over the hummocks.
The squirrel jumps on the branches
The mushroom is carried to baby squirrels.
A bear with a clubfoot is walking,
He has crooked paws.
No paths, no paths
A prickly hedgehog is rolling. They jump on two legs, making “ears” from their palms.

They jump with their arms bent in front of their chest.

They waddle.

Move in a half squat, making round backs.

Educator: You and I have had a rest, but there is still a test, and it’s called “Make a story.”
The child is asked to choose an image of one animal and use a mnemonic table to compose a story. The children's answers are heard.

Educator: Another test is over, and we have another key. The last test left is “Whose tail?”
On the tables are pictures of animals without tails. The child is asked to find the desired tail and glue it on, while naming whose tail it is (fox, wolf, squirrel, hare).
Educator: Guys, all the tests have been passed, let's see what's inside the package (they open it, there's a treat).
Educator: Who do you think sent you the package? (children's answers). That's right, the forest dwellers sent you gifts.
Treats are given to the children.

This section presents lessons And classes, helping children learn to speak correctly and beautifully. Speech development lessons stimulate the speech activity of children, promote the development of the child’s speech.

There are 23 represented on the site speech development classes children.

Primary school teachers note that many children have difficulty constructing phrases, often do not know how to formulate sentences grammatically correctly, and have a poor vocabulary. Such shortcomings are not noticeable at home, but are revealed in lessons at school. This is due to an insufficient level of speech development.

In order to prevent these difficulties, it is necessary to develop child's speech in preschool age. In our lessons on speech development you can find tasks of varying degrees of difficulty. If something doesn’t work out for a child, help him and give him some hints.

All speech development classes written in accessible language, tasks are given in a playful way, accompanied by beautiful illustrations that will interest any child.

All classes were checked and approved by a practicing teacher in preschool education O.A. Volovskaya.

The child gets acquainted with living and inanimate objects (animate and inanimate), learns to compose sentences with words answering the question: “Who?” or "What?"

The child learns to compose sentences with words that answer the question “What?” He doesn’t yet know what the genitive case is, but he can already decline words correctly.

The child learns to compose sentences with words answering the question: “Who?” The lesson is accompanied by a large number of colorful photographs of animals.

In a playful way, the child is invited to compose many sentences with words answering the questions of the dative case: “To whom, to what?”

We compose many sentences with words that answer questions in the instrumental case: “By whom, with what?”, we recall the fairy tale about Kolobok

Compiling sentences with words that answer the questions: “About whom, about what, in what, on what?”, using the prepositions “on” and “in” depending on the situation.

Animals and their young - how to correctly name animals in the masculine, feminine, and their young. Lots of very interesting photographs of animals with their babies.

We select diminutive and affectionate words for animate and inanimate objects: various animals, things, fruits, berries.

We study many different adjectives and vegetables, select descriptive words for vegetables and vegetables for adjectives. We look for similarities and differences between objects.

There are many more adjectives for a wide variety of objects: animals, fruits, berries, dishes.

In a playful way, the child is invited to first compose sentences and then short stories based on the pictures. The complication is gradual, the difference between a story and a short sentence is explained

We begin to study verbs, correctly select the endings of verbs for the feminine, masculine, neuter, and plural words. We come up with actions for animals and animals for actions.

Studying various prepositions: “on, under, in”, etc. Determining from the pictures what happened at the beginning, what then, what at the end, composing a story based on several pictures

A lot of long and short words, the child learns to determine whether a word is long or short, and to come up with his own words.

Repetition of geometric shapes, colors, composing a story based on a picture

Animals of Africa and Australia are studied and short stories about them are written.

Making up stories based on pictures of cats. Lots of interesting funny photos of cats.

We learn to tell what the weather is like outside, what the weather was like yesterday and what it will be like tomorrow. Options are considered: the sun is shining, it’s raining, there’s a thunderstorm outside, it’s snowing outside.

Nomination “Methodological work in preschool educational institutions”

I present a summary of a lesson on speech development on the topic “In Search of the Tree of Wisdom” in the preparatory group of a preschool educational institution. The lesson is structured using elements of modern educational technologies: individually differentiated learning, information and communication technologies, and educational teaching aids. The content of the lesson is integrated. Integration of various types of activities allows you to expand and enrich the structure of the lesson.

To increase motivation to participate in upcoming activities, a problem situation and videos are used. At each stage of the lesson, visual aids and ICT are selected that stimulate and activate children. Health-saving technologies are used: changing static and dynamic poses, moving games of a speech nature, exercises for the development of fine motor skills of the hands. The lesson is structured using elements of modern educational technologies: individually differentiated training, information and communication technologies, developmental didactic aids.

Target: improve children's oral speech.

Tasks:

Educational:

• Improve children's phonemic awareness: determine the first and last sound in a word, select a word based on the last sound of the previous one;
• Practice the ability to form words with the same root;
• Help to construct a sentence correctly, relying on mnemonic diagrams;
• Consolidate and expand children's vocabulary on the topic “Winter”.

Educational:

• Develop speech, attention, imagination;
• Develop associative thinking;
• Develop visual perception, phonemic hearing;
• Develop fine motor skills of the hands.
• Activate areas of the children’s brain responsible for speech development using Su-Jok therapy.

Educational:

• Cultivate friendly relations towards each other, the desire to speak beautifully and correctly.
• Develop cooperation skills, the ability to negotiate, and independence.
• Create an atmosphere of psychological comfort, instill a feeling of joy in children and motivate them to succeed.

Integration of educational areas:“Speech development”, “Cognitive development”, “Socio-communicative development”, “Physical development”, “Artistic and aesthetic development”.

Methodical techniques:

• Verbal (questions, explanation).
• Visual (interactive game, mnemonic diagrams).
• Game (D/i “Snow Heap”, massage of palms and fingers with Su-Jok balls, mobile speech game “Find your house”).
• Practical (writing sentences in pairs).
• Musical accompaniment.

Equipment: Forest scenery, videos, 2 coffee tables, easel, chest, ball of thread, snowdrift, snowflakes, pointer, “Tree of Wisdom”, garland, screen, phonograms, video projector, m/m board, interactive game “Caterpillar”, hoops, gift box, game as a gift for children “ABC + Arithmetic”.

Handouts: mnemonic diagrams, Su-Jok balls and rings, toys, pillows, medallions.

Preliminary work: Getting to know the symbols, making sentences about winter and sketching them using symbols, verbal game “Chain of Words”, exercise “Name a Word” (inventing words starting with a hard (soft) consonant, exercise to select related words for the words “ice”, “forest”, introduction to massage balls and rings Su-Jock, learning words for massage.

Progress of the lesson

Guys, today we have to make an exciting journey to a magical land. A fairy-tale hero and many interesting surprises will be waiting for us there. But you can go there only when you are confident in your knowledge and are ready to overcome the difficulties that we will encounter along the way. After all, where we go is full of secrets and miracles! You are ready? (Yes!)

What do you think we can use on our journey? (Children's answers)
- Let's go on a magical transport - a flying carpet.

Laying out the carpet.

Let’s sit down and hold hands tightly and say the magic words: “Crible-crable-boom!” (music simulating flight sounds)

We're flying to wonderland, past blue skies,

1, 2, 3, 4, 5 you can open your eyes

Here we are in a magical land!

“Here the tree of Wisdom grows.
You should know a lot
will help you with this
hero from a Russian fairy tale!

Guys, all walk together,
Don’t lose your knowledge!
When you complete the tasks,
The tree of Wisdom will thank you for your efforts!”

Let’s say our motto so that everything works out for us: “Our motto: - Don’t lose heart! Go through everything and find out everything!”

Baba on the screen-Yaga

B-Y: - I see that brave men have come to us! Why are you so noisy? Or did you want gifts, perhaps from the tree of Wisdom? Ha ha ha! Do you think it's so easy to find this tree? I looked for him myself, but didn’t find him. But I can give you my magic ball to help you. Wherever it goes, we must keep the path there. You will find it... in a chest, under the tree.

We find the chest under the tree and take out the ball.

I wonder where the magic ball will lead us.

The ball rolls towards the interactive whiteboard.

Turn on the game.

The ball led us to the first task: We need to lay out the Caterpillar from words in a chain. To do this, you need to determine the last sound in a given word and select the next picture for it.

Interactive game "Caterpillar".

Video.

B-Y: This is necessary! What wise children are these days! They made a caterpillar out of words!

Our ball rolled
Rolled into a snowdrift!
Stop! Block!
No progress.
There's a game here, give me the answer!

Guys, the ball led us to a snow pile. This snow pile is not simple, but magical, it is not made of snow, but of words that are all similar to the word “snow”

• There is an affectionate word, a small one - zhok.
• There is a long word - snowfall.
• There is a beautiful word, a sign word - snowball (lump).
• There is a word - man, a fairy-tale character - the Snow Maiden.
• There is a word - a figure sculpted from snow - a snowman.
• There is a word for light, fluffy - snowflake.
• There is a word - flower - snowdrop.
• There is a word - bird - bullfinch.

Well done boys! We completed this task too!

You roll, roll a ball,

Su-Jok balls are on the way!

You roll the balls in your hands,

And repeat after me!

Children take 1 ball in their hands.

Su-Jok massage with balls. (children repeat the words and perform actions with the ball in accordance with the text). Children put the balls in place and take 1 massage ring.Massage fingers with an elastic ring. (Children alternately put massage rings on each finger, reciting a finger gymnastics poem).

On screen B-I.

B-Y: I have never seen colored hedgehogs in my life! I only came across forest ones! Follow the ball further!

And our ball rolled on. R fuck, here we are again waiting for a game. The game is called "Find Your House". Let's remember what color indicates a hard consonant? What about a soft consonant? Now, to the music, you will run beautifully with toys on your toes; after the music ends, you must find a house for your toy.

P/i “Find your house”

Musical accompaniment. Video.

You roll, roll, little ball,
Help me one more time.
The scheme must be solved -
Suggestion to read!

Go to the tables and sit in pairs.

I distribute tables.

Look carefully at the table, make a proposal about winter, agree which of you will answer, who is ready, raise your hand.

Working with mnemonic tables in pairs.

On slide B

Me: You really are brave! We were not afraid of difficulties, we completed all the tasks! You are one step away from the Tree of Wisdom! Be careful ! Go ahead boldly!
The ball rolls towards the Tree of Wisdom. The teacher opens the screen and lights a garland on the tree.
So you and I have found the Tree of Wisdom!

For your knowledge and efforts, the Tree of Wisdom rewards you with medals. Take one medal from the Tree and take it for your efforts.
And the Tree also gives each of you a piece of its wisdom - the game “I will become an excellent student.” This game will help you prepare for school and become wiser.

And now it’s time for us to return to kindergarten, everyone go on the magic carpet.

“Let's say together, let's say together,
We need to get to kindergarten!”

Music is playing.

So you and I returned to kindergarten. What tasks did you enjoy doing the most? Who found it difficult on this journey? Which tasks did you find most difficult?

Notes

speech development classes

(PREPARATION GROUP)

lesson No. 1

Prepared by:

teacherIqualification category - S.L. Nenasheva

Nefteyugansk, 2017

Lesson 1

Retelling of the fairy tale "The Fox and the Goat"

Tasks.Connected speech: consolidate children’s ideas about the features of the composition of fairy tales (beginning, ending); learn to use figurative artistic means when retelling, expressively convey the dialogues of characters;

Vocabulary and grammar: learn to select definitions for nouns denoting objects and phenomena of the surrounding world, to find an object based on the named characteristics; when agreeing words, focus on their endings;

sound culture of speech: learn to clearly and distinctly pronounce a tongue twister with different voice volumes (loud, moderate, quiet, whisper); select words that are similar in sound and rhythm.

Material. Pictures of a fox.

Progress of the lesson

The teacher asks a riddle: “The tail is fluffy, the fur is golden - who is the riddle about?” (About a fox.) Shows the children several pictures of a fox: “When you were in the older group, you and I looked at different pictures. Now you can take any picture and say what kind of fox you have. If one has a red fox, then another has another... someone has a beautiful fox, and someone else..."

The teacher expressively tells the fairy tale “The Fox and the Goat.” Asking questions:

- What is this tale about?

- How does it start? ends?

- How is the fox shown in the fairy tale? Why do you think she's cunning? How else is a fox depicted?

- What kind of goat is in the fairy tale? Why do you think he is like this?

- What words and expressions did you like best?

- “Listen to the story again,” the teacher suggests, “then you will tell it.” Listen carefully and remember.

3-4 retellings are heard.

You can invite the children to retell the fairy tale in roles (or as a group - “team”).

Children evaluate their comrades' retellings. If they find it difficult, the teacher does it himself, drawing their attention to the completeness of the content, the expressiveness of intonation in the dialogue, the use of figurative words and expressions from the text.

- You told the story interestingly and expressively. Let's think again whatwas goat. What words can you use to describe him? (Slow-witted, stupid, unintelligent, inattentive, etc.)

- What was the fox like? (Red-haired, cunning, beautiful, smart, dexterous, fast, nimble.)

- What words that you said about the goat and the fox can be used when talking about a person?

- What kind of well was it? (Deep, cold, dark, muddy, dirty, narrow.)

- What else can be called “cold”? (Snow, ice, air, wind...)

- What can be called “cold”? (Winter, snowflake, icicle, piece of ice...)

- Listen carefully and answer.Cold, deep, transparent - is this a river or a stream?..Blue, glass, fragile - is this a saucer or a cup?

When conducting these exercises, the teacher makes sure that the children clearly pronounce endings and correctly agree adjectives with nouns.

The teacher suggests learning a tongue twister about a fox: “The fox runs along the six. Lick the fox, the sand.” The teacher and then the children pronounce the tongue twister loudly, moderately, quietly, in a whisper.

You can give the children the task of coming up with a rhyme for the words “Where have you been, little fox?” (Danced on the lawn; rested under a bush, etc.) Everyone repeats the most successful couplet loudly, quietly, in a whisper.

Lesson 2

Narration based on the painting “To School”

Tasks.Connected speech: teach children to compose a plot story based on a picture, using previously acquired skills in plotting (plot, climax, denouement), and independently invent the events that preceded those depicted;

dictionary: activate in children’s speech words related to the topics “School”, “Autumn”; learn to compare and generalize, highlight essential features, select precise words to denote a phenomenon;

grammar: learn to select words with the same root for a given word; practice differentiating sounds with andw; Develop intonation expressiveness of speech: learn to give the statement shades of question and joy.

Material. Painting "To school".

Progress of the lesson

The teacher places the picture “To School” on the stand. Asking questions:

- What can you call this picture? Give it a name. Whose name do you think is more correct, more interesting? Why?

- Why do you think these children go to school and not to kindergarten?

- How to call children who go to school in one word? (Pupils, schoolchildren, first graders.)

- What does schoolchildren have in their briefcases? (Pencil case, notebooks, textbooks...) How can you call all these items in one word? (School supplies.)

- At what time of year do children start learning?

- How do we distinguish autumn from other seasons? What happens only in autumn? (Leaf fall, harvest, birds flying away, etc.)

- In autumn the weather can be different. If the sun is shining and the sky is clear, then what words can be used to describe autumn? (Sunny, golden, clear, early.) If the sky is overcast, a cold wind blows, and it often rains, then what words can you use to describe autumn? (Late, gloomy, cloudy.)

- Listen to the words -teach, teacher, teacher. What part do these related words have in common? And the wordschool are there any related words?(Schoolboy, schoolboy, schoolgirl.)

Children come up with a story based on the painting “Autumn”. The teacher first explains:"At first tell what happened to these children before they approached the school, andthen - oh what you see in the picture."

Stories can be individual or collective (a group of several people).

If the children find it difficult to come up with events that preceded those depicted in the picture, the teacher himself begins the story, and the child continues. The beginning of the story could be like this:

“On a clear, sunny September day, boys and girls were getting ready for school. They had prepared their briefcases and textbooks in the evening. Slava got up very early, he was still afraid of being late. His friend Sasha came after him, and they walked the familiar road to school...”

The teacher gives the task: “Say a sentenceI'll go to school so that it can be clearly heard, it is clearly understood that youglad this, youI want to go to school... Now say this sentence so that it is clear that youyou ask."

Lesson 3

Retelling of K. D. Ushinsky’s story “Four Wishes” and talking about topics from personal experience

Tasks.Connected speech: teach children to convey literary text consistently and accurately, without omissions or repetitions; develop the ability to compose a complete story on a topic from personal experience;

grammar: teach different ways of forming degrees of comparison of adjectives and adverbs;

dictionary: learn to select synonyms and antonyms for adjectives and verbs;

sound culture of speech: teach, without breaking the rhythm, to finish the phrase started by the teacher; pronounce the couplet with different voice strengths.

Progress of the lesson

The teacher reads the story by K. D. Ushinsky “Four Wishes.”

Asking questions:

- What is this story about?

- Why did Mitya like winter?

- What did he like in the spring?

- What did Mitya remember this summer?

- What words did the boy say about autumn?

- Why is the story called "Four Wishes"?

For a retelling, you can call four children, each will talk about a certain time of year (the story should be repeated twice).

Next, the teacher offers a new task: “What time of year do you like and why? Come up with a story about this, short and complete” (a story on a topic from personal experience). (There must be at least four stories.)

“Each new season seemed better to the boy than the previous one,” says the teacher. “Summer was good, and autumn was better. Let's compare: springwarm, and summerwarmer orwarmer; grassgreen, and after the rain shegreener ormore green; late autumnCold, and in wintercolder orcolder." Next, children independently form degrees of comparison of adjectives:clean (cleaner, cleaner), tall (taller, taller), slender (slimmer, more slender), cheerful (more cheerful, more cheerful), warm (warmer, warmer), strong (stronger, stronger) and etc.

In case of difficulties, the teacher draws the children’s attention to the fact that the degree of comparison can be formed in different ways. For example, you can saystronger, Can imore strong.

“The story says: “Spring has come.” How can you say it differently? - asks the teacher. (It came.) Then he names other sentences and phrases: he ran around to his heart’s content (enough), picked flowers (picked, collected), etc.

Next, children practice selecting antonyms. "If I say a wordbig, then what word will have the opposite meaning? - asks the teacher(small). Then he gives a few more words:good (bad), cold (warm), go (stand), talk (be silent) and etc.

- Spring came! And what did she bring, you name it. So, spring has come... (warmth, flowers, grass, etc.) brought. Let's say this phrase loudly, quietly and in a whisper.

Lesson 4

Collective storytelling

Tasks.Connected speech: to train children in the use of complex sentences, in agreeing adjectives with nouns in gender and number; learn to select words with the same root;

dictionary: practice selecting definitions for given words.

Material: picture with a hare (hares).

Progress of the lesson

The teacher places a picture of a hare on the stand. Asking questions:

- How can you tell about a hare what it is like? (Shy, cowardly, gray...)

- If we want to talk about what kind of fur coat a hare has, then what words will we choose? (white, fluffy, soft.)

- What words can you use to describe a hare’s mood? (Cheerful, good, cheerful, sad.)

The teacher makes sure that when answering questions, children correctly agree adjectives with neuter nouns. For example, if a child to a nounmood selects an adjectivefunny, you need to invite him to listen to how this phrase sounds. Children should be encouraged to correct their mistakes.

The teacher asks questions:

- What is the name of a baby hare? (Little bunny.) How can you say it differently? (Bunny, bunny, bunny.) - If the children find it difficult to answer the second question, he prompts: “What can you call a bunny affectionately?”

- What are the baby hare called? (Hares.) How can I say it differently? (Bunny, bunnies, bunnies.)

- What types of bunnies are there? (Cheerful, fluffy, fast, nimble, long-eared.)

You should not force children to name a lot of words. The main thing is that the answer must be correct. For example, the child answers: “Long ears.” The teacher confirms the correctness of the answer and asks: “How can this be said in one word?” If necessary, he comes to the rescue: “Long Ears.” (Quick legs -fleet-footed, slanted eyes -cross-eyed etc.) The teacher asks a number of questions:

- Where do hares live? (In the forest.)

- What is the name of the small forest? (Little forest, little forest.)

- How can you say about a path in the forest? What is she like? (Lesnaya.)

- What is the name of the person who protects the forest and looks after it? (Forester, forester.)

Now let's repeat all the words that we remembered and named. That’s how many different words you named,” the teacher summarizes, “forest, forest, little forest, forester, forester. In all these words, the same part is heard - forest, and all of them are somehow connected in meaning with the forest.

- river! (River, river, river.)

- What can you say about a small river? (River.)

- How can you say something kind about a river? (Rechenka.)

- What is the sand on the river called? (River.)

The teacher suggests: “And now I’ll tell you about how the bunny received a letter from the forest. He was very happy, but here’s the problem: the letter got caught in the rain and got wet. Some words are impossible to read. Let's help the bunny read the letter. Listen carefully and in those places where the lines are blurred, suggest what could be written there.”

(The teacher needs to ensure that, when completing the task, the children begin their statements with a conjunctive word, which ends the sentence in the letter: “We made a boat in order to...” - “to ride.”)

Sample text of the letter: “Hello, Tepa. I'll tell you a story that happened to me and my brother. One day we played for a long time on the river bank. Then we made a boat so that... We got into the boat and sailed. Suddenly a strong wind blew. Big waves arose, which... We started screaming so loudly that... A bear swam to the rescue and pulled us ashore. We began to jump and gallop so that... We quickly dried out and warmed up, because Mishka came and brought us I'm going. We ate so many carrots and cabbage... We’ll be home soon.”

The teacher takes dictation and writes down the text of the letter along with any additions. The most suitable and correct options are jointly selected.

At the end of the lesson, the letter is read in its entirety with additions suggested by the children. The teacher asks several children to retell the letter.

Lesson 5

Retelling of V. Bianchi’s story “Bathing Bear Cubs”

3 tasks.Connected speech: develop in children the ability to connect individual parts of a story into a single whole, conveying the text accurately, consistently, expressively;

dictionary: practice selecting synonyms and antonyms for adjectives and verbs;

sound culture of speech: clarify and consolidate the correct pronunciation of soundsh Andand, learn to differentiate them in words, pronounce a tongue twister with these sounds at different tempos: fast, moderate, slow.

Progress of the lesson

The teacher reads V. Bianchi’s story “Bathing Bear Cubs.” Asking questions:

- What is the author talking about in this work?

- What interested you in the story? What were your favorite moments?

- What expressions and words do you remember and like most?

Re-reading the story.

The teacher invites one of the children to choose a second storyteller and agree with him who will retell the first part and who will retell the second. The rest of the children are asked to listen carefully to the storytellers (for later assessment). Four retellings are heard.

The teacher addresses the children:

“The cubs bathed and went for a walk in the forest. But how different they were! The first bear is lively and cheerful. He really loved to play. He climbed a tree and smelled honey. I was delighted, climbed down from the tree - and went to my mother! What kind of bear was he, how can you say about him? (Cheerful.) Match the wordfunny words that are close in meaning (joyful, lively...).

- And if he was cheerful, then he didn’t just go to his mother, but... ran, rushed, flew, rushed headlong...

- The other little bear also loved to play. But he was very slow. And something was always happening to him. As soon as he approached the tree, he was stung by a bee. He became completely ill. And he also went to his mother. What was the second bear? Match the wordfunny words with opposite meanings (sad, boring, sad...).

- And if he was sad, then he probably didn’t just go to his mother, but... trudged, wandered...”

The teacher highlights in a word with his voicelittle bear soundand and asks what sound was highlighted.

- What other animals have the sound z, s in their names? (Crane, beetle, toad...)

- Which animals have the sound з or з in their names? (Hare, snake, zebra, goat...)

Children name words and say which sound z is hard or soft.

Then the teacher says a tongue twister: “The hedgehog is lying by the Christmas tree, the hedgehog has needles.”

Some children repeat the tongue twister quickly, several people repeat it at a moderate pace; those who do not yet pronounce the sound clearly enoughand,- at a slightly slower pace.

Lesson 6

Storytelling based on paintings from the series “Pets”

Tasks.Connected speech: teach children to compose a story based on one of the pictures, invent previous and subsequent events; learn to evaluate the content of a story, the correctness of sentence construction;

grammar and vocabulary: practice using nouns in the genitive plural, learn to form relative adjectives; exercise in the selection of definitions; develop the ability to compare;

sound culture of speech: practice selecting words that are similar in sound and rhythm, pronouncing them at different tempos and with different voice strengths.

Material. Paintings from the series “Pets”; “Horse with a foal”, “Cow with a calf”, “Goat with a kid”, “Pig with a piglet”.

Progress of the lesson

The teacher displays four paintings on the stand. Offers to give a title to each picture. Children come up with names and together select the most successful ones.

- Remember what baby animals are called. The horse has... a foal. Lots of... foals. The cow has... a calf. Lots of... calves. A pig... A goat...

- How can you call these animals in one word? Are they wild or...? (Pets.) What other pets do you know? (Cat dog.)

- What is a baby dog ​​called? (Puppy.) One is a puppy. Several, many... (Puppies, puppies.)

The teacher explains that it is equally correct to say:puppies, lots of puppies AndPuppies, lots of puppies.

- If a calf has long legs, how can you call it in one word? (Long-legged.) If he has big eyes, he's... big-eyed.

- Tell me, which horse and which foal? Compare them. (The horse is large, the foal is small. The cow is horned, the calf is hornless.)

The teacher gives the task to compose a story based on one of the paintings. Children not only talk about what is drawn, but also invent previous and subsequent events. While the child is talking, the others carefully follow the development of the plot and its correct construction.

Then a group of four people is organized. Everyone chooses a picture to talk about. A general story is compiled based on four paintings. The rest of the children evaluate the story and come up with a title for it.

The teacher invites the children to compose a rhyme together. He says the first line, and the children come up with the second.

- Foal, where have you been? (I was jumping down the street.)

- Where have you been, calf? (I ran after my mother.)

- Hey little goat, where have you been? (Drank water from a bucket.) Children choose any couplets they like and repeat them slowly and quickly, loudly and in a whisper.

Lesson 7

Story on the topic “Tanya’s first day in kindergarten” garden"

Tasks.Connected speech: exercise children in composing a story according to the plan proposed by the teacher, teach them to build a plot independently;

grammar: practice forming the genitive plural of nouns; practice word formation;

sound culture of speech: practice differentiating soundsts Andh; practice clear diction.

Material. Pictures: hare, wolf, squirrel, rabbit, jackdaw.

Progress of the lesson

The teacher says: “A new girl, Tanya, came to kindergarten. She knew nothing about what to do or how to behave. Tanya began to get ready for a walk. What things do you wear when you go for a walk? (Coats, boots, tights, knee socks, socks, leggings...)

- Tanya only prepared a scarf. What is she missing? (Socks, knee socks, leggings, boots...)

- Tanya was still small and didn’t know very well where things should be put. Let's help her.

- Bread is placed... in the bread bin, sugar... in the sugar bowl, candy... in the candy bowl, soap... in the soap dish, napkins... in the napkin holder, egg... in the egg cup, butter... in oil dish, salt is poured... into the salt shaker.

- Then Tanya was shown pictures of animals, but she didn’t know very well what their cubs were called. Let's all help her name the babies correctly. Who's eggs? (Hares.) At the wolf? (Wolf cubs.) The rabbit? (Little rabbits.)Usquirrels? (Squirrels.) At the jackdaw? (Galchata.)

- Let's come up with the story "Tanya's first day in kindergarten." First, tell us how the little girl Tanya found out that she would go to kindergarten, then how she came to kindergarten, what new and interesting things she saw there, what mood she was in, how her first day ended.”

If the task of composing a story turns out to be difficult for the children, the teacher begins himself: he describes the girl’s mood, the appearance of the group room. After two or three stories, a rating is given. The teacher makes sure that, when analyzing stories, children construct sentences correctly and note interesting content.

Then a collective story is compiled: several childrenIeach one takes turns telling his part, having previously agreed on who will start, who will continue, etc.

If necessary, the teacher gives a story plan. The teacher invites the children to repeat the tongue twister: “Tanya sat down at the table and dropped the saucer.” Let’s all say together: “Tanya’s saucers clash very often.” Let’s just say that every sound is clearly heard.”

Note. When training children in the formation of the genitive case form of nouns, you should ensure that the child names each word in the nominative case and repeats it repeatedly in the oblique case. In word formation exercises, children immediately name simple forms that are easy for them, and the teacher names difficult ones first.

Lesson 8

Talking about a given topic

Tasks.Connected speech: learn to write a short story on a given topic,

sound culture of speech: reinforce the correct pronunciation of soundsWith Andw, to teach children to differentiate these sounds by ear and in pronunciation, to clearly and distinctly pronounce words and phrases rich in these sounds at different volumes and speeds, to correctly use interrogative and affirmative intonations.

Material. Paired object pictures for soundss, w, toys; painting “Meadows and Meadows” (manual “Sounding Word”, author G. A. Tumakova).

Xod of classes

The teacher shows the children toys (dog, elephant, fox, cat, mouse, horses, etc.) and asks them to quickly answer which animal names have a sound and which names have a soundw (i.e., the child must select these sounds from words and pronounce them drawn out).

Then the teacher gives the children paired pictures: sleigh - hat, fur coat - plane, checkers - boots, table - shower, cat - fox, dog - frog, etc. (the same pictures can be repeated in different children; you should not give words with sound with" for example,titmouse and etc.). Suggests turning pictures with s in their names upside down. Walks through the rows and checks that the task is completed correctly. Several children are asked which pictures they did not turn over, left open, and asks to name the objects that are depicted there. Then asks those whose picture names begin with a sound to raise their handsw. Children take turns naming pictures (hat, checkers, fur coat, etc.). The others listen carefully and correct the mistakes of their comrades.

Next, the teacher suggests that those children who have pictures with sound first raise their handsw in the middle of the word, and then for those who have pictures with soundw at the end of a word. The same with pictures and sound. (Preliminarily, the teacher suggests turning the pictures with sound face downw and leave open pictures with soundWith.)

The teacher tells riddles. Children must, without saying the answer out loud, say what sound is in this word - s orw.

Red-haired, with a fluffy tail.

Lives in the forest under a bush.

(Fox.)

The sisters are standing in the field:

Yellow peephole.

White eyelashes,

(Daisies.)

Small, gray

Lives under the floor

At night it scratches.

(Mouse.)

If I see dust, I will grumble,

I'll growl and swallow.

(Vacuum cleaner.)

The teacher helps the children memorize the proverb “The cat laughs, but the mouse tears,” having first explained its meaning. Asks to highlight words with sounds s and sh.

Next, the children complete the task of coming up with a short story on the theme “The cat laughs, but the mouse tears.”

The teacher offers to listen to a story about two bunnies and help him find the right words. Says:

“One morning the rabbits Luga and Luga left the house. They wanted to take a walk through the forest, find out who lived there, and see if there was a river nearby to fish. Luga took with him something that has a sound in its nameO (bucket), and Luga took with him something that has the sound in its nameat (fishing rod),

- The bunnies walked and walked and came out onto the path. They see someone crawling out from under the bushes, and its name is short, there are few sounds in it, and among them there is a soundu. Who is this? (The snake.) The hares greeted the snake and moved on. Soon they went to the river and began to fish. First, they pulled out a large fish, the name of which contains the sound s (catfish), then they began to come across smaller fish, the sound of which is heard in its namesch. Who guessed it? (Bream, pike...)

- At home, the mother hare and father hare fed the kids a delicious lunch. Sounds were heard in the names of the dishess, sch. What dishes were these? And then the kids got toys: Luga got a toy with a sound in its nameTo. What kind of toy is this, children? (Doll.) And Luga received a toy with soundw In the title. What kind of toy is this? (Car.)

- Now tell us about the bunnies, how they got ready for a walk, who they met, how they relaxed at home,” says the teacher.

Children can tell stories in groups of three.

Lesson 9

Inventing a fairy tale on the theme “How the hedgehog rescued the hare”

Tasks.Connected speech: teach children to invent a fairy tale on a given topic, describe the appearance of the characters, their actions, experiences; evaluate each other's stories;

grammar: learn to select words with the same root;

dictionary: learn to select synonyms; cultivate sensitivity to the semantic nuances of words; learn to select antonyms; help to learn the meanings of polysemantic words;

sound culture of speech: learn to regulate the strength of your voice.

Progress of the lesson

The teacher asks riddles:

What kind of forest animal

Stood up like a post under a pine tree

And stands among the grass,

Are your ears bigger than your head?

Angry touchy-feely

Lives in the wilderness of the forest.

There are a lot of needles

And not a single thread.

(N. Artyukhova.)

Children guess that it is a hare and a hedgehog. The teacher asks why the hedgehog has a lot of needles, why he needs them, what other needles there are.

- Where do the hedgehog and the hare live? (In the forest.)

- What words can be formed from the wordforest? (Little forest, forest, forest, forester, forester.) If there is difficulty, the teacher asks leading questions:

- What is the name of the path in the forest? (Not in the park, not in the garden, but in the forest.) (Forest.)

- What do you call a person who works in the forest? (Forester.)

- What is the name of the fairy-tale man who lives in the forest? (Lesovichok.)

- Now repeat the words that you remembered and named.

- The hedgehog was brave, but what kind of hare was it? (Cowardly.) Now serv-| Work carefully, the task will be difficult.

- Harecowardly. How can I say it differently? Choose words that are close in meaning to the wordcowardly (fearful, fearful...).

- Brave hedgehog. Choose words that are close in meaning to the wordbrave (brave, courageous...).

If children cannot choose synonyms on their own, | The teacher asks: “Are the words similar in meaning:cowardly, fearful, fearful? Yes, they are similar. You can say that the harecowardly? Yes. What about the hare?shy? Yes. These are words that are close in meaning, words that are friends.”

- Today we will come up with a fairy tale about how a hedgehog rescued a hare. Think about what could have happened to the hare and how the hedgehog could have helped his friend. The fairy tale should be short, interesting and complete.

(You should ask at least five children - they can tell in groups.) After two or three stories, the teacher asks whose fairy tale you liked more and why.

And now I will read you the poem “The Farewell Game” by D. Ciardi. You will help me find words in it that have opposite meanings.

I'll tell youI wordhigh,

And you will answer... (low).

I'll say the wordfar,

And you will answer... (close).

I'll tell you a wordcoward,

You will answer... (brave man).

Nowthe beginning I I'll say -

Well, answer... (end).

- “Let’s all say the poem together again,” the teacher suggests.

Lesson 10

Coming up with a fairy tale on the theme “The Hare’s Birthday”

Tasks.Connected speech: teach children to independently invent a fairy tale on a given topic according to plan; use descriptions, dialogue, when evaluating fairy tales, note the entertaining nature of the plot, means of expression;

grammar: practice forming the accusative plural form of nouns;

sound culture of speech: practice clearly pronouncing nursery rhymes, distinguishing rhythm, tempo of speech and voice strength.

Progress of the lesson

The teacher addresses the children:

- Last time you came up with an interesting fairy tale about a hedgehog and a hare. Yesterday was the hare's birthday. At the hare's birthday party, forest animals played, danced, and guessed riddles about what they saw in the forest and field. The hedgehog asked the following riddle: “I saw a lot of daisies, cornflowers, and bells. Where have I been? (In field.)

- Each of you can take on the role of any animal. Think about what you will bring as a gift to the hare and what riddles you will tell him and his guests about what you saw, what you didn’t see, what you saw a lot. And the hare and other animals will guess.

When children perform the exercise, the teacher suggests what and who they can name, and develops the skill of using the correct endings for animate and inanimate nouns in the accusative case.

The teacher gives a new task: “Now you will come up with a fairy tale on the theme “The Hare’s Birthday.”At first tell us who was going to visit the hare, what each of the animals was going to give to the hare.After tell us how the animals congratulated the hare, how they celebrated his birthday, how they played, and asked riddles. The tale should be interesting, short and complete.”

Several people participate in inventing a fairy tale. They first agree on what they will talk about and in what order. Before the children begin to tell, the teacher says that the best (according to the children) fairy tales will be recorded in an album.

The teacher invites the children to finish the lines of the nursery rhyme after him in the same rhythm (tapping out the rhythm).

Preparatory group for school 315

Bunny-bunny, how did you walk?.. Hedgehog-hedgehog, with whom did you dance?.. Hey, little animals, where were you?.. You, little fox, where were you walking?.. Little bear, where were you?..

Then the children repeat the nursery rhyme they liked best, slowly and quickly, loudly and in a whisper.

The teacher reads a tongue twister: “White snow, white chalk, a white hare is also white, but the squirrel is not white, it wasn’t even white.” Calls several children and asks them to pronounce a tongue twister so that each sound is clearly heard. Then the tongue twister is pronounced slowly, moderately and quickly.

Summary of a lesson on speech development: Retelling the story by L. Belousova “The Story of One Closet” (based on schematic drawings) in a senior speech therapy group.

• teaching children coherent, sequential retelling of text

Correctional and educational tasks:

• Continue to teach children to retell the text coherently, completely, logically and continuously, using schematic drawings as a plan for the statement, reflecting the sequence of events.
• Teach children to answer questions in complete sentences.
• Improve the grammatical structure of speech (formation of the plural of nouns).

Correction and development tasks:

• Develop coherent speech, coordination of speech with movement, general and fine motor skills, attention, memory.

Educational tasks:

• To develop cooperation skills in games and in class, independence, initiative, and a culture of verbal communication.

Equipment and materials:

• Schematic drawings reflecting the sequence of events, book by L. Belousova “Learn to retell? It's simple!" (story “The Story of a Closet”), computer, monitor, cut-out pictures depicting a closet, ball.

Preliminary work:

• Reading fiction:
• S. Marshak “Where did the table come from?”, N. Nishcheva “Our Apartment”, A. Barto. Lame stool, K. Nefedov. Sofa. I once had a dream.
• K. Ushinsky. Table and chair.
• View presentations on the topic "Furniture".

Progress of the lesson

1. Organizational moment.

The one who correctly names the piece of furniture will sit down.

Ball game “Name the piece of furniture.”

2. Games - presentations:

Game "Fourth wheel".(the animation is set to “click”, the extra object disappears.)

• Kitchen table, stools, buffet, bed.
• Table, wardrobe, chair, piano, sofa

Game "Say the opposite".

• The wardrobe is tall, and the bedside table... .
• The closet is large, and the shelf... .
• The sofa is soft, and the stool... .
• The chair is soft, and the table...

Game "One-many"

Formation of the plural of nouns. (after one piece of furniture disappears, four pictures automatically appear depicting the same piece of furniture.)

• Sofa – sofas;
• Table – tables;
• Armchair – armchairs;
• Bed – beds;
• Wardrobe – cabinets.

Today we will retell an interesting story. And what will you learn about by putting together a picture from the parts. Now we will prepare our fingers for work.

3. Finger game “Furniture”

This is a chair - they sit on it (the left palm in a fist is pressed with the right, fingers extended upward).

This is a table - people sit at it (the left hand is in a fist, the right open palm lies on top)

Here is a bed - they are lying on it (arms bent at the elbows in front of the chest, lying one on top of the other)

We put things away in the closet (imitation of folding things)

We all go for a walk (the fingers of both hands walk along the knees)

4. Game “Make a picture” (cut pictures)

Children, what did you get?….(closet)

Now I will read you a story called “The Story of a Closet”

5. Reading a story based on schematic drawings.

The teacher reads the text and shows schematic drawings.

6. Questions about content:

What did the master carpenter do?

What tool friends helped you make a large and beautiful cabinet?

Who bought this cabinet?

Did the children like the new wardrobe?

What did the children do in the closet?

Did the kids love the closet?

What did he do when the children came?

When the children grew up, what happened to the closet?

Where did they put the cabinet and what was stored in it when it got old?

What did Sasha and Masha do when they became adults?

7. Physical exercise “Cleaning”

(exercises simulating cleaning are performed to music)

We put on aprons;

Rolled up the sleeves;

We got ready, took some rags;

Turned around;

We wipe the dust from the cabinet (high, on toes);

We wipe the cabinet doors (from top to bottom);

We hang clothes in the closet;

We are tired, we wipe our brow;

Take off the apron, roll out the sleeves;

Let's clap for ourselves.

8. Re-reading the text teacher with a memorization mindset.

9. Retelling the text using pictures(along the chain).

(Each child takes turns telling one of the drawings; at the end, 1-2 children tell the story in full.)

10. Analysis of children's stories.

11. Summary.

Guys, did you like the lesson? What have we learned today? What interesting things did you learn?

Aleksyutina A.I.,
teacher