Our friends are toys, notes from a lesson on speech development. Lesson summary on speech development

Lesson summary on speech development

“Favorite toys” Based on poems by A.L. Barto

Goals:
Educational;
- continue to develop interest in the poems of A. Barto;
- expand and enrich the vocabulary;
- continue to teach to comprehend what is good and what is bad;
Corrective;
- consolidate the general concept of “toy”;
- to develop word formation skills of nouns with diminutive suffixes.
Educational;
- teach to listen carefully, thoughtfully, and answer questions based on the text;
- cultivate a caring attitude towards toys.
Developmental;
- develop memory, thinking, imagination, visual perception;
- awaken children to solve problem situations, carry out simple tasks with toys independently or with the help of a teacher.
Material for the lesson: toys: a hare, a bear, a horse, a truck with a kitten, a doll with a ball, a bowl of water.
Preliminary work: memorizing poems by A. Barto, conversation “My toys”.
Progress of the lesson
Children stand in a circle. Toys are hidden under the blankets.
Guys, today we have guests, let's say hello to them and give our guests our favorite finger game.
GUESTS
The guests came running to Katya, (we run the fingers of one hand along the palm of the other hand)
Everyone shook hands.
Hello Zhora, (connect thumb and index fingers)
Hello Zhanna, (large and medium)
Glad Seryozha, (large and unnamed)
Rada Snezhana. (thumb and little finger)
Would you like some pie? (put your palms together)
Maybe a shortbread (show 2 open palms)
Or a horn (we put 2 fists on top of each other)
Here's a jelly bean for you, (points finger into open palm)
You take a little bit (bend your palms into fists several times)
Everyone quickly shook off the crumbs
And they clapped their hands!
Sit on chairs
Guys, do you like surprises? Look, there are toys hidden here, and you have to guess which ones. Listen to the first riddle:
I ride faster than the wind,
"" Clack-clack, "" - I knock my hooves,
I scream loudly "yoke"
Sit on your back and I'll give you a ride! (Horse)
That's right, it's a horse. Look what a horse it is. Beautiful? How does a horse “speak”? Let's say yig-go-go together. How does it click? What horse? What do you see in the horse?
(The children, together with the teacher, look at the horse and name the tail, mane, ears, hooves, eyes, etc. Then the teacher asks them to remember the poem about the horse.)
I love my horse
I'll comb her fur smoothly,
I'll comb my tail
And I’ll go on horseback to visit.
Guys, is this poem a good owner? Why did you decide so? (Children's answers)
Now listen to the next riddle.
This animal lives only at home.
Everyone is familiar with this beast.
He has a mustache like knitting needles.
He sings a purring song.
Only the mouse is afraid of him...
Did you guess it? It's a cat)
Let's get the cat. We describe the cat. We imitate how it meows and purrs.
The lights are on, the engine is humming
Tires on wheels
Dashing along the road
We are in ourselves... (car)
We get the car. How it buzzes and beeps.
Let's remember the poem about the car and the cat.
No, we decided in vain
Give the cat a ride in the car.
The cat is not used to riding
The truck overturned.
What else can you carry in a truck? (Children's answers)
Oh, kids, did I just hear it or is there really someone crying in our washroom? Let's go and have a look.
(Together we go to the washroom, and there lies a bunny wrapped in a towel)
Guys, what kind of housewife abandoned this bunny here?
Let's take him with us.
Maybe one of you did this?
Describing a bunny
Children, do we know a poem about a bunny?
Let's read it, maybe our bunny will feel warmer?
The owner abandoned the bunny -
A bunny was left in the rain.
I couldn't get off the bench,
I was completely wet.
Guys, please tell me if this bunny has a good owner. Is it possible to leave your toys outside? What about throwing them? How can we help the bunny so that he becomes happier and warmer? Let's play with him. (Let's stand in a circle)
Physical education minute.
Gray bunny sitting (we sit down)
And he wiggles his ears. (we bring our hands to our head and move)
Like this, like this
He wiggles his ears.
It's cold for the bunny to sit
We need to warm our paws. (clap our hands)
Like this, like this
We need to warm up our little paws!
It's cold for the bunny to stand
The bunny needs to jump. (jumping)
Like this, like this
The bunny needs to jump!
The wolf scared the bunny!
The bunny immediately ran away!
Look guys, how cheerful the bunny has become! He says "Thank you" to you all.
Next riddle.
He is brown and clubfooted,
Catches fish with a powerful paw.
And he also loves honey!
Who will call the sweet tooth? (Bear)
Children guess the toy and talk about it. What kind of bear, what does the bear have. Children name body parts. The teacher offers to growl like a bear does. Then he offers to tell a poem about a bear.
Dropped the teddy bear on the floor
They tore off the bear's paw.
I still won't leave him -
Because he's good.
Guys, if a bear’s paw was torn off, that’s a good or bad deed. Is it good or bad that the girl doesn’t want to throw the teddy bear?
Children, our toys are not over yet
Listen to the following riddle:
They kick him, but he doesn't cry
They throw him, but he jumps.
What is this? That's right, it's a ball.
Look how beautiful he is, what color is he? What shape is it? Is he big or small? (We are conducting an experiment with a ball. The ball does not sink in a basin of water, we are clarifying the characteristics of the ball: light, rubber, round.
Do you know a poem about a ball? Let's read it!
Our Tanya cries loudly:
She dropped a ball into the river.
- Hush, Tanechka, don’t cry:
The ball will not drown in the river.
Well done! Everyone recited their poems well. How to say in one word: horse, bear, plane, ball, car, doll. (Toys)
Guys, let's tell you who wrote all these poems about toys. (Agniya Lvovna Barto)
Guys, tell me, is it possible to tear toys? (It is forbidden) Why not? (They are hurt. They are offended too)
Guys, is it possible to leave toys outside? (No. There will be no toys left.)
Guys, how do you play with a typewriter so that it doesn’t break? (You have to roll her by the rope, you can’t lie on the machine)
Guys, to ensure that our toys are always beautiful, what should we do? (Wash, comb)
Guys, you need to take care of your toys: you need to play carefully so that they don’t fall. And if they fall, what could happen? (They may break, crash) Let's call them affectionately. (doll-doll, ball-ball, bunny-bunny, bear-target, car-car, horse-horse)
This is the end of the lesson, kids, let's say goodbye to our guests, and let's play with our new toys.

Summary of a lesson on speech development in the senior group
FORMATION OF THE GRAMMATIC ASPECT OF SPEECH
ON THE TOPIC “TOYS”

Tasks.

• Exercise children in the formation of adjectives (“What is it made of?)”;

in the formation of a complex sentence with the adversative conjunction “a”; in coordination of a noun with an adjective (“Tell me about the toy”), a noun with a personal pronoun (“My, mine, mine”);

• train children in the use of spatial prepositions and in the use of nouns in the genitive case.
• Develop attention and speech activity.
• Fostering a caring attitude towards people around you and toys.

  Material. Toys made of different materials; pictures depicting children playing (for the game “What’s in the picture?”); a set of pictures in a box or envelope with images of toys (for the game “My, my, mine”); a bear toy, a chair, a bucket, a box with small toys (for a story about toys), a small screen (for the game “What’s gone?”); pictures depicting broken toys (for the game “What’s missing?”).

  Progress of the lesson.
  Children are standing on the carpet.
  - Hello children. What do you think “hello” means? (Individual answers from children). This word means wishing health to another person. Let's wish each other health. (Children greet their neighbor in a circle, calling him by name. They greet the guests in chorus.)

  Every morning you come to kindergarten. Do you like our kindergarten? Do you like our group? What do you especially like about our group? (Individual answers from children). Indeed, we have many different interesting games and toys.

  Children approach the table on which toys are laid out.
  - Look at the toys we have visiting today. They are all different, different from each other. They are different sizes, different colors, made of different materials. You can play different games with them. Let's take a closer look at them.

  Game “What is it made of?”
  Children's individual responses.
  - This nesting doll is made of wood, which means it is ... (wooden).
  Glass turtle - ... (glass)
  Rubber ball - ... (rubber)
  Iron drum - ... (iron)
  Clay horse - ... (clay)
  Plastic bucket - ... (plastic)
  Plush bear - ... (teddy)
  Paper airplane - ... (paper)
  Plasticine doll - ... (plasticine)
  Wire ring - ... (wire)

  Let's compare these toys.
  (Individual answers from children)
  The ball is rubber, and the nesting doll is wooden.
  The bucket is plastic, and the plane is paper. Etc.

  “Tell me about the toy”
  (All children.)
  - Let's take a closer look at some of these toys.
  This is a ball. Tell me, what is he like? (round, red, rubber, elastic...). How can you play with it? (Hit, throw, catch, roll, kick...)
  This is a bucket. What is it like? (Pink, plastic, big, light, beautiful...). How can you play with it? (Collect sand into it and build houses, or collect water and water flowers, or move something...).
  This is a plane. What is he like? (Light, paper, easily torn, can wrinkle...). How can you play with it? (launch into the air, arrange competitions to see whose plane will fly farther.)

  Toys are different and can be played in different ways.
  “What is in the picture?”
  - Each of you has a picture. Tell us who is pictured on it and what he is doing.
  (A girl jumps rope. A boy plays with a spinning top. A girl builds a pyramid...)

  Physical exercise.
  Steadfast Soldier
  Lean all forward
  And then vice versa.
  Lean left, right,
  Lean over, don't be lazy!
  Stand on one leg
  It's like you're a steadfast soldier.
  Press your hands to your chest,
  Look, don't fall!
  Hands up, hands to the side,
  And on the spot - hop, hop, hop!
  Inhale through your nose and exhale through your mouth.
  Let's breathe deeper... And then...
  March in place slowly.
  Children. Oh, the charger is good.

  Children move to the carpet.

  Game “Mine, mine, mine”
  - The girl Tanya from the neighboring group decided to give you her toys (on cards). Whose toys are these? (Tannins). Tanya gave me a drum. This is my drum now. Nastya, what did Tanya give you? (Individual answers from children)

  And now I will tell you a story. Did you know that when all the children go home from kindergarten in the evening, the toys come to life and start playing. They visit each other, drink tea from toy dishes, treat themselves to toy gingerbread and cookies and share the latest news: who played with them, what interesting games the children came up with with them,
  And then one day the toys decided to play hide and seek. Mishka was chosen as the driver. He turned to the wall and honestly began to count to 10. The cunning toys decided to hide all in one box, which stood... (near the chair).
  Having finished counting, Mishka went to look. First he looked ... (behind the box), then ... (under the chair), then climbed ... (on the chair) on which the bucket stood. He looked...(into the bucket), couldn’t resist and fell into it, so clumsy! He got out... (from the bucket), jumped... (from the chair to the floor), looked around, walked around... (around the chair), climbed... (on the box), sat down on it and thought: “Where are they hiding?” At this time, one of the toys in the box sneezed subtly. Out of surprise, Mishka fell ... (from the box), but immediately looked into it. That's how I found my friends!

  Game “What’s missing?”
  - I suggest you play a game with different toys that are hidden in the box. Here they are (get 5-6 toys). They want to play hide and seek with you. Look at them carefully, remember them (5-8 seconds). (cover the toys with a small screen, put one back in the box, rearrange the rest. Remove the screen.) Tell me, what’s missing? (3-4 times).

  But sometimes toys complain to each other: what was broken, torn, spoiled...
  Game “What’s missing?”
  Each child has a card with a picture of a broken toy.
  - Now look carefully at your pictures. They depict toys that kids have broken. Tell me if each of these toys is missing something (Children’s individual responses).
  - You and I know that toys must be handled with care and not broken. You know the poem “Take care of your toys.” Let's remember him.
  Take care of toys
  Truck without wheels
  The hedgehog's nose is unglued
  The chickens turned black
  And cotton wool is coming out of the doll!
  There were new toys
  And now they are old ladies.
  Let's take it quickly
  Needles and glue
  Threads, spools
  And we fix toys.
  And we thank you for it from the bottom of our hearts
  The kids will thank you.

Program content:

Correctional and educational tasks:

Expand children's knowledge about the variety of toys, shapes, materials from which they are made;

Develop visual perception, gaze fixation;

Learn to identify components, material, surface properties;

Learn to compose a continuous, logically connected story about a toy using a supporting diagram;

Learn to form high-quality adjectives, compare toys by material;

Teach children to identify and name the spatial arrangement of objects;

Learn to distinguish and name colors, shades, and use them correctly when describing toys;

Fix the names of the main geometric standards.

Correction and development tasks:

Develop auditory memory, touch, tactile memory;

Develop spatial thinking, spatial imagination;

Activate the visual functions of tracking, accommodation;

Develop children's sense of touch in practical activities;

Give a basic idea of ​​the materials from which toys are made.

Develop graphic skills.

Correctional and educational tasks:

Develop visual attention;

To cultivate an emotional response to stories about toys and their diversity;

Reinforce the rules for handling toys and play actions.

Cultivate friendliness and the ability to play in a team.

Speech tasks:

Teach verbal designation of the spatial arrangement of parts of the sample;

Develop coherent speech;

Develop children's vocabulary.

Individual work: supports for children with convergent strabismus.

Lesson plan:

Introduction to the topic;

View the slide “Excursion to the Museum of Antique Toys”;

Conversation on issues of a teacher-defectologist;

Exercise on the formation of the grammatical structure of speech;

1. Fizminutka;

   Exercise “Box of touch”;

   Compiling descriptive stories using supporting diagrams;

   Games using computer technology;

   Finger gymnastics;

   Graphic task.

Equipment:

Slide “Antique toys”;

Supporting diagrams for writing descriptive stories;

Toys: bear, pyramid, doll, ball;

"Box of touch";

Graphic task “Unravel the drawing.”

Preliminary work:

Examination of illustrations;

Reading works of fiction;

Organization of a role-playing game “Toy Store”.

Progress of the lesson:

Introduction to the lesson.

Teacher-defectologist: You all love to play. What do you need to make your game interesting?

Children's answers.

Teacher-defectologist: That's right, you need friends and interesting toys.

How long ago do you think children have had toys? What were they and why?

Children's answers.

Teacher-defectologist: Now we will watch a small film “Antique Toys”. Pay attention to the type of toys and the materials from which they are made.

View slide.

Teacher-defectologist: Tell me, why are there no airplanes, helicopters, or cars among the old toys? Who and how used to make toys for children? Of what?

Children's answers.

Teacher-defectologist: Toys were made from clay, fabric, wood, and stones. Later, when people learned how to make glass, they began to make them from glass. For example, Christmas tree decorations, dishes.

Teacher-defectologist: We know that toys are made from various materials. Tell me please,

If a toy is made of clay, what is it called?

If a toy is made of straw, what is it called?

If the toy is made of fabric, what is it called?

If a toy is made of wool, what is it called?

If the toy is made of plastic, what is it called?

If the toy is made of plush, what is it called?

If a toy is made of cotton wool, what is it called?

If the toy is made of glass, what is it called?

If a toy is made of cardboard, what is it called?

If a toy is made of paper, what is it called?

If a toy is made of rubber, what is it called?

Teacher-defectologist: For a long time, people have loved to write riddles about their favorite subjects. I suggest guessing riddles about toys.

She closes her eyes

And tells stories.

Maybe “Mom!” scream

And lie in the stroller (doll).

He is slender and handsome, with a thick mane.

It's a pity you can't race on it,

You can only swing (the horse is a rocking chair).

If you hit the wall, I'll bounce back.

You throw it on the ground, and I’ll jump up.

I'm flying from palm to palm,

I don’t want to lie still (ball).

There are different girlfriends nearby,

But they look alike.

They all sit next to each other,

And only one toy (matryoshka dolls).

The baby is dancing, but only one leg (spinning top)

Physical exercise “We are tired.”

We're tired, we've been sitting too long.

We wanted to warm up.

Then they looked at the wall,

Then they looked out the window.

Right, left turn,

And then vice versa.

Let's start squats

We bend our legs completely.

And we sat down for the last time,

And then they sat down.

Teacher-defectologist: Now I want to check if you recognize the toy without seeing it.

Exercise “Box of touch”.

Teacher-defectologist: You each have a toy in your hands. They are different, made of different materials. Tell us about them. And this diagram will help you with this.

Writing descriptive stories using a framework.

Teacher-defectologist: I suggest you play logic games that involve toys.

Games using computer technologies “Elimination of unnecessary objects”, “What comes first, what then”, “Sequence of two elements”, “Find the same object as the sample”, “Pick up the missing object”, “Fill in the table”.

Teacher-defectologist: Well done! Now I want to address you on behalf of toys. Listen to the toys song.

Children love toys

That's what everyone says.

Well, what about toys?

Don't like guys?

They dote on souls!

It's a pity that not everyone notices this!

You won't notice the insult

According to us.

We forgive the guys

I love any offense.

Speech pathologist teacher: What is this toy song about?

Children's answers.

Teacher-defectologist: There were a lot of toys in the box, and they got mixed up. Let's untangle them now.

Finger gymnastics “Ball”.

Quickly inflate the balloon all fingers of both hands touch

tips

He's getting big in this position we blow on them

Suddenly the balloon burst, the air came out, fingers take the shape of a ball

He became thin and thin. The air “comes out” and the fingers take

initial position

The task “Untangle the drawing” is completed on a finished base.

Summary: What did we talk about today? Are all toys the same? How are the toys different? What do they have in common?

Municipal budget preschool educational

institution – “Kindergarten No. 5” of a compensatory type.

urban district city of Sterlitamak

Republic of Bashkortostan

"Toys"

summary of the integrated lesson

using computer technology

in preparatory group No. 3

Prepared by: Sagitova G.Z.

teacher-speech pathologist

Class.
Subject. Bear. Looking at big and small bears.
Types of children's activities: gaming, communicative, cognitive-research, musical.
Goals: to introduce children to the names of objects in their immediate environment: bear toy; learn to describe a toy (name parts, size, characteristics), find its image in pictures, compare large and small toys; develop speech, interest in movements to music; enrich children's vocabulary.
Target guidelines for preschool education: takes part in the game “Find the Bear”, shows emotional responsiveness to musical works accessible to age (Russian folk melody “Polyanka”, arranged by G. Fried); can talk about what is shown in the picture, about a toy (a bear and its images in the pictures), examine and compare objects by size with the help of leading questions from the teacher.
Materials and equipment: two teddy bears of different sizes, pictures of different toys (a hare, a truck, a doll, a ball, 2-3 images of a bear).
Musical accompaniment: Russian folk melody “Polyanka”, arranged by G. Fried.
Organized educational activities.
1. Organizational moment.
Teacher (shows a large teddy bear). Guys, look and tell me who it is.
If the children answer correctly, the teacher confirms their answer and asks those children to name the toy who remained silent.

2. Main part. Looking at a toy.
Educator. Come closer to the bear, stroke its fluffy fur, touch its ears, smooth nose, soft paws, tummy, see what kind of eyes it has.
Children look at and touch the bear.
- What bear? (Encourages children to talk with him.) Our bear (what?) is large, fluffy, his ears (what?) are soft, his paws (what?) are soft, and his belly (what?), tail (what?). The bear's nose is smooth, its eyes are round, like buttons.
– Name the parts of the toy. (Nose, tail, paws, belly, back.) Where is the bear’s nose? (Children show.)
3. Didactic game “Find the bear.”
The teacher attaches pictures of toys to the easel, then, pointing at them, asks the children to show the bear: “Here, in the pictures, there are also bears, but they are hidden among other toys, find them.” Children can take turns coming up and pointing to pictures of a bear.

4. Musical and rhythmic movements.
To the Russian folk melody “Polyanka”, arranged by G. Fried, children depict how a clumsy bear walks and picks berries, while the teacher shows and comments on the actions that the children repeat after him: “Club-toed bears walk through the clearing. (They walk with a clubfooted gait.) Oh, how many berries are in the clearing! (They spread their arms to the sides in surprise.) The bears collect the berries in their paws, then put them in their mouths. (Imitate movements.)"
5. Comparison of bears of different sizes.
From under the table on which the big bear sits, the teacher takes out a small bear and sits it next to the big one, asking him to name the toy: “Who is this?” (Bear.) Next, pointing first to the small bear, then to the big one, he asks the question: “Is this bear the same?” If the children find it difficult to answer, the teacher says: “Our bear is big, and this one is small. What is our bear? (Big.) And this one? (Small.) The big bear has big ears, and the little one... (small ears), the big bear has big paws, and the little one... (small paws),” etc.
After each question, the teacher gives the children the opportunity to answer independently, and if they have difficulties, encourages the children to repeat the answer after him.

6. Reflection.
Look, my little ones, how our guys are having fun playing.
The teacher reads an excerpt from a poem by Z. Alexandrova to the children and shows movements corresponding to the text, and the children repeat.
The bear splintered his paw,
Having stepped on a bump, stomp first with one foot, then with the other.
He got angry and threatened:
“You will recognize the bear!” Wag your finger.
I buried the cone in the branches,
He danced on the branches, Jumping on two legs in one place.
Slipped and fell
At the badger's hole. Squat down.
A sleepy badger came out
He growled at the bear. Wag your finger.
The bear got cold feet and climbed onto a branch,
Hidden with a mouse. Jump in place, squat down, clasp your knees with your hands.