TARGET: Learn to use prefixed verbs in speech: pour, water, pour out.
TASKS:
- Develop auditory memory.
- Develop gross and fine motor skills.
EQUIPMENT: glass of water, jar, plate, empty cups, compote in a jar, milk in a jar, water in a jar, pictures (doctor, medicine, driver, canister, girl Masha, juice, grandfather, kettle, gardener, flowers in the flowerbed, dad, water), watering can, water, flowers on the windowsill, scarf.
PROGRESS OF THE CLASS.
- Organizing time.
Teacher speech therapist talks with children about:
Who cooks for children in kindergarten?
What do you eat first for lunch? (soup, cabbage soup, borscht, rassolnik, beetroot soup).
What do you drink for third?(compote, jelly, tea, milk).
Speech therapist : The one who remembers and correctly repeats three words after me will sit down:
Tea, jelly, compote.
Juice, coffee, cocoa.
Milk, kefir, coffee.
Borscht, cabbage soup, beetroot soup.
Cocoa, juice, jelly.
State the purpose of the lesson.
Speech therapist: Today we will perform different actions and make sentences. Who wants to try a drink blindfolded and determine what kind of drink it was? I'll blindfold you, and you take a sip and guess what you drank? (the child is asked to take a sip from a glass of water).
Child: Water.
Speech therapist: Now pour out the water. (The child pours out the water.)
Masha pours out the water.
Children: Masha pours out the water. (The sentence is repeated 2-3 times individually, and then all together).
Speech therapist: Come to me, Ira. Pour water. Children, what is Ira doing? Ira pours water.
Children: Ira pours water. (The sentence is repeated 2-3 times, and then all together).
Speech therapist: Think, children, did Masha and Ira perform the same actions?
Children: Various.
Speech therapist: Right. You can pour it into something: a glass, a jar, a plate. You can pour it from something: from a jar, from a glass, from a plate. Look at these drinks, what else can you pour? Go, Misha, pour some milk. And you, Maxim, pour some compote.
Children make up sentences about Misha and Maxim.
Speech therapist: Guys, what is the cook pouring? Remember our conversation at the beginning of class.
Children: The cook pours soup, cabbage soup, borscht, rassolnik, etc.
Speech therapist: What does a driver pour into the gas tank of his car?
Children: The driver pours gasoline.
Speech therapist: Guys, if the soup turns sour or the tea gets cold, can you throw them out? Let's imagine that we have sour soup in this plate, and very cold tea in this cup. Who will pour out the sour soup and tea and tell us about their actions?
Children: Dima pours out the soup (tea).
Physical education minute.
Speech therapist: Children, look at the flowers. In order for them to grow and bloom well, they need to be watered. Let's take a watering can and water them.
Children water each flower, the rest comment on their friend’s actions: Masha waters the flower.
Speech therapist: What does the gardener and janitor water?
Children make up sentences: The gardener waters the flowers, the flowerbed. A janitor waters the path and street.
Speech therapist once again draws the children’s attention to the fact that in the word “watering” there is part of the word By- , expressing another action.
- Game "Who is the most attentive?"
Speech therapist: Now we'll play. Listen carefully and clap only when you hear me say part of the word(on, pour, on, pour, on, you, pour, on).
Now correct the mistakes. Parts of words in sentences on-, on-, you- got mixed up with each other.
Mom is pouring soup.
The gardener is watering the flower bed.
Pasha pours milk.
A janitor is emptying the street.
Children pronounce sentences with the correct action and intonationally highlight verb prefixes.
- Making sentences based on pictures.
Children make sentences based on pictures: doctor - medicine, driver - canister, girl Masha - juice, grandfather - tea, gardener - flowers, dad - water.
Speech therapist: There are envelopes with pictures on your table. On the count of “one”, take the envelopes. On the count of “two”, take out the pictures and put them in front of you, on the count of “three” make up a sentence. Your sentence must contain one of the action words: pours, pours, waters.
Children make sentences like: Mom pours juice. Dad pours out the water. The doctor pours medicine. The driver pours gasoline.
- Summary of the lesson.
Speech therapist: Today in class we performed various actions and made sentences. What actions did you perform? (With prefixes na-, po-, you-).
Preview:
TOPIC: Transport
Third year of study. Children with level III speech development. Second period of study (December – March). Frontal lesson on the development of lexical and grammatical structure of speech.
TARGET: Improving the lexical and grammatical structure of speech.
TASKS:
1) enrich and activate the vocabulary on the topic “Transport”;
2) consolidate the ability to write descriptive stories about cars using a reference diagram;
3) activate adjectives in speech and consolidate the skill of agreeing adjectives with nouns;
4) consolidate the ability to form plural nouns;
5) consolidate the assimilation of the category of the instrumental case with the conjunction s.
6) consolidate the assimilation of the verb “to go” with various prefixes;
7) consolidate the ability to clearly and correctly answer questions posed;
8) introduce children to polysemantic words. Explain the difference in the meaning of these words.
EQUIPMENT:
projector or screen; Power Point presentation for class; video about cars; computer program “Speech development. Learning to speak correctly”; “driver’s license” for each child; toy cars; pictures on the topic “transport”; supporting framework for descriptive stories; sheets of velvet paper with outlines of different cars; balls of thread for each child; ball; signal circle for each child.
PROGRESS OF THE CLASS.
Organizing time. Report the topic of the lesson.
Speech therapist draws children's attention to the screen. Children watch a video about cars.
Speech therapist: What do you think we will talk about today?
Children: About transport.
Speech therapist: That's right, about transport.
Speech therapist : Guys, look at the screen.
What kind of transport do you think?
Children: Transport can be by land, water and air.
Speech therapist: That's right, transport can be by land, water and air. Look carefully at the picture and name air transport, land transport, water transport. Children's individual responses
Speech therapist draws children's attention to the screen
The game “Friends or not friends” is played.
There are three pictures on the screen.
Is the car “friendly” with a bus or a globe?
Is the plane “friends” with a rocket or a cutlet?
Is the ship “friends” with a boat or a spoon?
Is a tram “friends” with a train or a house?
Is a motorcycle “friends” with a car or a raspberry?
Is the train “friends” with a rocket or a cutlet?
Children must say correctly and justify their answer.
Speech therapist: Guys, now we will go to the city and listen to what kind of transport drives along the streets of our city. Get your ears ready.
The game “City” is played from the computer program “Speech Development. Let's learn to speak correctly."
Children guess vehicles by the sounds they make by ear.
Speech therapist: And now I suggest you pronounce the sounds of various vehicles, but first we need to stretch our tongue and lips.
Articulation gymnastics
“The steam locomotive is puffing,” “The boat is rocking on the waves,” “Storm on the sea,” “Rowing with an oar.”
“Boat”, “The steamer is humming”, “The carriage is on rails”, “The dump truck is dumping its cargo.”
“The car tire got punctured.” Pronouncing the sound sh-sh-sh-sh.
"Pump". Pronouncing the sound s-s-s-s.
“Cars are driving along the pavement.” Pronouncing the syllables: “Sha-shu-shi-sho.”
"The train is honking." Pronouncing the syllable tu with one exhalation: “Tu-tu-tu-tu”
“The car honks.” Pronouncing the syllable bi with one exhalation: “Bi-bi-bi-bi”
There are pictures on the screen.
Speech therapist: Pay attention to the screen, what do you see in the picture?
Children : Airplane tail and fox tail.
Speech therapist: That's right, these are tails, these objects have the same name, but different meanings. What do you think the fox and the airplane have a tail for?
Children: A fox needs a tail to cover its tracks, and an airplane needs a tail to keep it in the air.
Speech therapist: What do you think the purpose of an airplane wing is? bird's wing?
What do you think the bow of the ship is for? wolf nose? human nose?
Exercise “From what?” complete the sentences.
Speech therapist: Guys, look at the screen.
Metal door (which one?)
Children: Metal.
Speech therapist: Plastic steering wheel (which one?)
Children: Plastic.
Speech therapist: Leather seat (what kind?)
Children: Leather.
Speech therapist: Rubber wheel (which one?)
Children: Rubber.
Children stand around the speech therapist in a semicircle
Speech therapist: Guys, let's play
game "Flies, rides, swims."
Raise a signal circle if the spoken word refers to transport and name the action performed by this transport (airplane, steamship, taxi, bicycle, boat, skier, train, car, skater, tram, balloon).”
Exercise "What is it like"
There are two groups of pictures on the carpet.
The first group of pictures: Excavator, tractor, crane, steering wheel, plane, car.
Second group: giraffe, bagel, bird, mole, beetle, horse.
Speech therapist: Guys, you have to think and say what it looks like. Choose an object from one group of pictures and compare it with an object from another group of pictures and explain why you think so.
Children : The steering wheel is round, like a steering wheel. An airplane is like a bird because it also has wings, a nose, a tail and flies. An excavator is like a mole because it digs the ground. The car is beetle shaped, both move and hum. A tractor and a horse plow the land. The crane is like a giraffe because it is also tall and big.
Physical education minute
“Chauffeur” (conducted by one of the children)
We're going, we're going by car,
(moving the steering wheel)
We press the pedal,
(bend and extend leg)
We turn on the gas, turn it off, (pull the “lever” towards you, away from you)
We look intently into the distance.
(palm to forehead)
The wipers clean off the drops:
Left, right - cleanliness.
(arms in front of you, bend them at the elbows, open your palms, tilt your arms left, right)
The wind ruffles my hair.
(wiggle fingers)
We are drivers anywhere!
(thumbs up)
Speech therapist: Now let’s start the engines: “Rrrr.” Go. We go, we go, we don’t rush straight to the car shop. (There are toy cars in the window). Who knows what a car shop is?
Children: An auto shop is a store that sells cars.
Repetition of a humorous poem.
We drove and drove until we reached the hill... (we arrived)
We drove and drove and reached the pit... (we arrived)
We drove and drove until we reached the river... (we arrived)
We drove and drove until we got home... (we arrived)
In the yard... (entered), here we go... (arrived).
Speech therapist conducts
ball game "One-many".
There is a truck in the window, and in the store... (trucks).
There is a minibus in the window, and in the store... (minibuses).
There is a car in the window, and in the store... (passenger cars).
There is a police car in the window, and in the store... (police cars).
There is a sports plane in the window, and in the store... (sports planes).
There is a motorcycle in the window, and in the store... (motorcycles).
Exercise “Tell me”
Speech therapist: In order to buy a car and drive it, you must have a driver's license and driving license. The person who gets the license is the one who knows his car well and can describe it well (using a reference diagram). You need to pair up and choose the car you like. I am a salesperson.
Children “buy a car” and in pairs make up a descriptive story according to the reference diagram. Then a “driver’s license” is awarded to everyone for a good story.
Speech therapist: We stopped at the car shop. Your parents are probably waiting for you. Let's give them gifts. You need to lay out the machine along the contour with thread carefully and quickly.
Children On a sheet of velvet paper with drawn outlines of different cars, lay out the car along the contour with a thread.
Summary of the lesson.
Speech therapist : You pleased me with your answers. Each of you has distinguished yourself in something:...
You knew how to listen to your friends’ answers, you were friendly, so let’s give each other a smile when we say goodbye. The gifts are ready. Let's call our parents and tell them what you liked and what interesting things you learned.
Children press their fist to their ear.
Children's answers.
Preview:
TOPIC: POSSESSIVE ADJECTIVES.
Second year of study. Children with level III speech development. Second period of study (December – March). Frontal lesson on the development of lexical and grammatical structure of speech.
TARGET: Teach children to use possessive adjectives in speech.
TASKS:
- Develop gross motor skills.
- Learn to coordinate movements with speech.
- Develop mental activity.
- Develop lexical and grammatical structure of speech and coherent speech.
- Learn to imitate the features of animals with your voice.
EQUIPMENT: masks of animals (fox, squirrel, bear, hare, wolf), pictures (fox, wolf, hare, bear, squirrel, body parts of these animals, homes of these animals).
PROGRESS OF THE CLASS.
- Organizing time.
Speech therapist : Guess the riddles.
I walk around in a fluffy fur coat,
I live in a dense forest,
In the forest, on an old oak tree,
I'm gnawing nuts. (Squirrel)
Walks clubfoot in the summer,
And in winter he sucks his paw. (Bear).
Red-haired cheat,
Cunning and dexterous.
The tail is fluffy,
The fur is golden.
Lives in the forest
He steals chickens from the village. (Fox)
What word can you call all these animals?
Children: wild animals, forest animals.
Speech therapist: Every big animal has cubs. Let's name them.
Children call baby animals.
- Game "Find your mom."
Speech therapist distributes animal masks to children. Each child puts on a mask and calls his cub in a voice that imitates the characteristics of the animal whose mask he is wearing.
Children: I'm a fox. Where is my little fox? I'm a squirrel. Where is my little squirrel? I'm a bear. Where is my teddy bear? Etc.
- Physical education minute.
The hares are jumping: hop-hop-hop.
Yes to the white snow
They sit down, listen,
Is the gray wolf coming?
Once - bend over, straighten up.
Two – bend over, pull yourself up.
Three - three claps of your hands,
Three nods of the head.
- Game “Whose tail, whose ears?”
Pictures of animals are displayed.
Speech therapist asks the children what they see in the pictures, what do all these animals have in common? (muzzle, tail, paws, ears, torso).
Name the body parts of different animals. This is a fox. The fox has a muzzle. Listen to how to call the face of a fox and other animals. Whose face? - Fox. This is a wolf. Whose face? - Wolf. Whose tail? - Wolf, fox. Whose paws? - Wolf, fox.
Children pronounce combinations: fox, bear face, etc.
Children are given pictures of animals with their body parts mixed up. Children must choose the appropriate pictures correctly.
- Game "Find your house."
Speech therapist: All animals live in houses that are called differently: kennel, hole, nest, den. For each animal you need to find your own home. Pictures on which the body parts of these animals are drawn will help you choose an animal.
Children: This is a fox tail. My animal is a fox. She lives in a hole. This is a squirrel tail. My animal is a squirrel. She lives in a hollow. Etc.
- Summary of the lesson.
Speech therapist displays 4 subject pictures. Children must name them and identify the extra one, explaining why it is extra.
(fox tail, hare tail, fox tail, bear tail;
Squirrel face, bear paws, ox, hare ears).
Preview:
TOPIC: WINTER.
Second year of study. Children with level III speech development. Second period of study (December – March). Frontal lesson on the development of the lexical and grammatical structure of speech and coherent speech.
TARGET: Teach children to write a story on the theme “Winter”.
TASKS:
- Develop auditory memory.
- Learn to form adjectives from adverbs and vice versa.
- Learn to make simple common sentences.
- Learn to coordinate movements with speech.
- Develop mental activity.
- Develop lexical and grammatical structure of speech and coherent speech.
EQUIPMENT: plot pictures, pictures for making sentences.
PROGRESS OF THE CLASS.
- Organizing time.
Speech therapist : The one who remembers and repeats the words will sit down:
Cold, frosty, snowy winter.
White, fluffy snow.
Cold, large snowflakes.
Transparent, smooth, even ice.
Cold, strong wind.
Bullfinches, sparrows, tits.
- Conversation about winter.
Speech therapist: I'll tell you a riddle:
Snow on the fields
Ice on the rivers
The blizzard is walking.
When does this happen?(Winter)
Today we will talk about winter. What time of year is it now?
Children: Winter.
Speech therapist: What is the weather like in winter?
Children: Cold.
Speech therapist: If it's cold in winter, what kind of winter is it?
Children: Cold.
Speech therapist: What happens in winter?
Children: snow.
Speech therapist: If it's snowy in winter, does that mean it's winter?
Children: Snowy.
Speech therapist: And if it’s frosty in winter, what kind of winter is it?
Children: Frosty.
Similarly from adverbs:early, late, snowstorm - early, late, snowstorm.
Speech therapist: That's how much we talked about winter. Now let’s remember everything we said. What winter?
Children: Cold, snowy, frosty, early, late, blizzard.
Speech therapist: And if in winter it is very, very cold, strong winds blow, then such a winter is called “icy”.
And now we will make proposals about winter. They must be different, different from each other. For example, listen to the sentence I composed: A cold, harsh winter has come.
Children make up sentences about winter by looking at pictures (snow, house, trees, etc.).
Speech therapist: You said that snow falls in winter. What is it like, snow?
Children: White, fluffy, light, shiny, cold, sticky, wet, squeaky.
Speech therapist: What types of snowdrifts are there?
Children: Big, tall, fluffy, shaggy.
Speech therapist: Let's make a sentence about snowdrifts.
Children: Huge fluffy snowdrifts appeared.
Speech therapist: What happens to rivers, lakes, ponds in winter?
Children: They are freezing. Covered with ice.
Speech therapist: What kind of ice is there?
Children: Hard, transparent, slippery, thick, thin, shiny, fragile.
Speech therapist: This means that rivers and lakes are covered with transparent, slippery ice.
- Physical education minute.
Like snow on a hill, snow, (stand on tiptoes, hands up)
And under the hill there is snow, snow. (squat)
And there’s snow, snow on the tree, (stand up, arms to the sides)
And under the tree there is snow, snow. (we wrap our arms around ourselves)
And a bear sleeps under the snow (swayed from side to side, arms bent at the elbows, in front of the chest, palms facing away)
Hush, hush, don’t make noise (finger to lips, whisper),
- Help the birds.
Speech therapist: Are there birds in winter? What birds stay with us for the winter?
Children: Sparrows, tits, crows, etc.
Speech therapist: If these birds winter with us, what are they called?
Children: Wintering.
Speech therapist: If the weather is cold and there is no food, what is it like for the birds?
Children: It's cold. Hungry.
Speech therapist: Let's make sentences about how birds can survive in winter.
Children: Wintering birds are cold and hungry.
Speech therapist: How can you help birds in winter?
Children: Make a feeder.
- Making sentences based on plot pictures and combining them into a story.
Each child has an envelope with a story picture on the table.
Speech therapist invites each child to make sentences based on the picture, and then combine them into a coherent story.
For example: A cold, snowy winter has arrived. Shiny, fluffy snow fell. Soft snowdrifts appeared. Rivers and lakes were covered with transparent solid ice. Wintering birds are cold and hungry. The children hung a feeder for the birds.
- Summary of the lesson.
Speech therapist: Today we made up sentences and stories about winter. Who remembers what new word we learned about winter? What is it like when it is very, very cold and strong winds blow?
Do you want to help birds in winter? Then you can also make feeders and pour food into them for the birds.
Preview:
TOPIC: Our home.
Third year of study (preparatory group). Second period of training.
Frontal lesson on the development of the lexical and grammatical structure of speech and coherent speech.
TARGET: Enrichment of vocabulary, improvement of grammatical structure of speech.
TASKS:
- Continue to develop coherent speech.
- Continue to develop attention and thinking.
- Continue to teach how to compare objects, highlighting their distinctive features.
- Develop cooperation and interaction skills.
EQUIPMENT: the game “Who Lives Where?”, pictures depicting a person’s home, one-story and multi-story houses, the game “Construction Professions”.
PROGRESS OF THE CLASS.
- Organizing time.
Didactic game “Who lives where?”
Guys, let's remember who lives where?
Where does the fox live? (The fox lives in a hole)
(wolf, hare, squirrel, hedgehog, bear, pig, cow, dog, sheep, horse, swallow, starling, etc.)
- Formation of related words.
-Where does the person live? (In the house)
What can you say about a small house? (house)
About a big house? (house)
A fairytale person who lives in the house? (brownie)
A person who likes to spend his free time at home? (homebody)
What do we call the things we do at home? (domestic)
What do you call a woman who does not work but runs a household? (housewife)
House, house, house, brownie, homebody, homebody, housewife - this is a family of words, related words.
Ball game “Name related words for the word HOME.”
- Expanding vocabulary through passive vocabulary.
– What other kind of housing can a person live in? (in a castle, in a palace, in a hut, in a hut, in a mansion, in a fortress, in a tent).
Who builds houses? (builders)
What professions are people involved in building a house? (bricklayer, plasterer, painter, roofer, parquet floorer, glazier, concrete worker, welder, plumber, electrician, carpenter).
- Didactic game “Who is doing what?”
The speech therapist shows pictures depicting people in different construction professions, and the children name action words.
What does a mason do? (A mason builds, erects walls), etc.
- Physical education minute.
Let's play a toy construction game.
We received gifts: The children pretend to lay out
Bricks, bars and arches. items from the box.
From the box we take,
We are building a beautiful house.
We build quickly, we build soon, Children squat down,
Without mortar cement. gradually straightening up,
The house grows higher and higher, and then they stand on their toes.
- Formation of adjectives.
- Guys, what is the name of Baba Yaga’s home?
Baba Yaga is tired of living in her hut on chicken legs. She sat down in the mortar and flew into the city to see what kind of houses people lived in.
There are many different houses in the city: one-story and multi-story. Compare a one-story and multi-story house. Find the differences. (house comparison)
What other houses did Baba Yaga see? (children are given pictures of houses with different numbers of floors)
Count how many floors there are in the house, tell me which house?
(This house has 5 floors. It is five floors.)
– Baba Yaga liked these houses and Yaga decided to build herself a new house, but she doesn’t know what from.
Tell me guys, what can I build a house from? (brick, concrete, stone, wood, clay, paper, branches, plastic, metal, straw)
A house made of paper, a house made of straw, a house made of bricks. What kind of house do you think will be durable? Why do you think so?
Didactic game “Name which house?”
Brick house (what house?) – brick house.
made of concrete - made of plastic - made of paper -
from stone - from metal - from ice -
made of clay - made of glass - made of wood –
“Baba Yaga flew into the forest and began to tell Leshy what she saw.
Did she say it correctly, if not, correct it.
He is building a (brick) house near the school.
Olya lives in a (concrete) house.
At the edge of the forest there is a (tree) forester's house.
Mom made a house for the doll (paper).
Multi-colored fish live in a (glass) house.
Piglet Naf-Naf built a (brick) house.
The Snow Queen lives in an (ice) palace.
Barbie doll (plastic) has a house.
Baba Yaga (tree) has a hut.
- Summary of the lesson.
Speech therapist: Did you like the lesson? What did you like most?The speech therapist notes what the children did well in the lesson and what did not work well. And sums it up.
Gorbaneva Svetlana Valerievna ,
teacher-speech therapist of the highest category,
MDOU DSKV No. 22 Yeisk municipal district Yeisk district
TOPIC: “Our home”
Correctional educational goals:
Enrichment of vocabulary on the topic “Our Home”. Clarification and expansion of ideas about the purpose and materials from which houses are built. Improving the grammatical structure of speech (formation of relative adjectives with the meaning of correlation with various materials; use of related words).
Corrective and developmental goals:
Development of coherent speech, attention, thinking; the ability to compare objects, highlighting distinctive features.
Correctional and educational goals:
Formation of cooperation and interaction skills.
Equipment:
The game “Who lives where?”, pictures depicting a person’s home, one-story and multi-story houses, the game “Construction professions”.
Progress of the lesson:
1. Organizational moment.
Didactic game “Who lives where?”
Guys, let's remember who lives where?
Where does the fox live? (The fox lives in a hole)
(wolf, hare, squirrel, hedgehog, bear, pig, cow, dog, sheep, horse, swallow, starling, etc.)
2. - Where does the person live? (In the house)
What can you say about a small house? (house)
About a big house? (house)
A fairytale person who lives in the house? (brownie)
A person who likes to spend his free time at home? (homebody)
What do we call the things we do at home? (domestic)
What do you call a woman who does not work but runs a household? (housewife)
House, house, house, brownie, homebody, homebody, housewife - this is a family of words, related words.
Ball game “Name related words for the word HOME.”
3. - What other kind of housing can a person live in? (in a castle, in a palace, in a hut, in a hut, in a mansion, in a fortress, in a tent)
Who builds houses? (builders)
What professions are people involved in building a house? (bricklayer, plasterer, painter, roofer, parquet floorer, glazier, concrete worker, welder, plumber, electrician, carpenter)
4. Didactic game “Who is doing what?” (the speech therapist shows pictures depicting people in different construction professions, and the children name action words)
What does a mason do? (A mason builds, erects walls), etc.
What other buildings are builders building? (libraries, schools, kindergartens)
5. Physical exercise
Let's play a toy construction game.
We received gifts: The children pretend to lay out
Bricks, bars and arches. items from the box.
From the box we take,
We are building a beautiful house.
We build quickly, we build soon, Children squat down,
Without mortar cement. gradually straightening up,
The house grows higher and higher, and then they stand on their toes.
There is a cornice, a chimney and a roof.
6. - Guys, what is the name of Baba Yaga’s home?
Baba Yaga is tired of living in her hut on chicken legs. She sat down in the mortar and flew into the city to see what kind of houses people lived in.
There are many different houses in the city: one-story and multi-story. Compare a one-story and multi-story house. Find the differences. (house comparison)
What other houses did Baba Yaga see? (children are given pictures of houses with different numbers of floors)
Count how many floors there are in the house, tell me which house?
(This house has 5 floors. It is five floors.)
7. - Baba Yaga liked these houses and Yaga decided to build herself a new house, but she doesn’t know what from.
Tell me guys, what can I build a house from? (brick, concrete, stone, wood, clay, paper, branches, plastic, metal, straw)
A house made of paper, a house made of straw, a house made of bricks. What kind of house do you think will be durable? Why do you think so?
8. Didactic game “Name which house?”
Brick house (what house?) - brick house.
made of concrete - made of plastic - made of paper -
made of stone - made of metal - made of ice -
from clay - from glass - from wood -
9. - Baba Yaga flew into the forest and began to tell Leshy what she saw.
Did she say it correctly, if not, correct it.
He is building a (brick) house near the school.
Olya lives in a (concrete) house.
At the edge of the forest there is a (tree) forester's house.
Mom made a house for the doll (paper).
Multi-colored fish live in a (glass) house.
Piglet Naf-Naf built a (brick) house.
The Snow Queen lives in an (ice) palace.
Barbie doll (plastic) has a house.
Baba Yaga (tree) has a hut.
Ekaterina Bardakova
Summary of a lesson on the formation of the grammatical structure of speech in the junior group “Visiting Grandma”
Con course on the grammatical structure of speech in the younger group.
Subject: IN visiting grandma.
Target: Formation of grammatical structure of speech during a presentation about domestic animals.
Tasks:
Educational: To consolidate children’s knowledge about pets, teach them to recognize them by appearance. Develop grammatical structure of speech: the ability to change nouns from singular to plural and vice versa, to form words using diminutive suffixes.
Developmental: Develop auditory and visual attention, mental processes: memory, thinking attention.
Educational:Cultivate a love for animals.
OOD progress:
Introductory part:
Educator: Nastenka, please bring our favorite book.
(Nastya takes a book from the shelf and a letter falls out of the book.)
Educator: Oh, what is this?
Children: Letter
Educator: Bring it here quickly, and we will find out who wrote it to us.
(the teacher opens the letter and reads.)
Educator: So, so... He writes to us Grandmother Vasilisa invites you to her place guests. Let's go to her in guests?
Children: Yes.
Educator: What can you go on?
Children: By plane, by train, by car, and by bus.
Educator: What interesting ideas do you have, but we need such transport so that we can fit there, what is the best way for us to go?
Children: By train.
Educator: Do you know what the train consists of?
Children: Yes. A train consists of carriages and wheels.
Main part:
(the teacher shows a picture that shows a train, but it has no wheels, throughout group painted wheels are laid out.)
Educator: Look carefully, what is missing from the train?
Children: Wheels.
Educator: That's right, the train doesn't have wheels, and we won't leave without them, so we need to find them. Remember where you found the wheel.
(children complete the task and bring the wheels to the teacher.)
Educator: Kirill where did you find the wheel?
Kirill: The wheel was lying under the table.
Educator: Olya, where did you find the wheel?
Olya: I found a wheel on a chair.
(each child approaches the teacher one by one and unravels where he found the wheel.)
Educator: Well done, we managed to fix the train. You can hit the road.
(children are being built fast - at a fast pace. The teacher stops near the first station, where the doll sits grandmothers.)
Educator: Here we are. Hello Grandma Vasilisa.
Children: Hello Grandma Vasilisa.
Grandmother: Hello kids, do you want to know who lives with me?
Children: Yes.
Grandmother: Then go to the backyard.
(children and the teacher go to the mat where the pet toys are placed.)
Educator: Look who it is?
(the teacher points to the toys that are on the rug.)
Children: Cow
Educator: And this?
Children: Little calf.
Educator: And this?
Children: Another cow.
Educator: How many cows?
Children: Lots of cows.
Educator: Who else are you leading?
Children: We see calves.
Educator: One calf, but many?
Children: Calves.
Grandmother: Who else are you leading?
Children: We see a bull.
Grandmother: One bull, but many?
Children: Bykov.
Educator: That's right, well done. What do they say about bull, cow and calf?
Children: They moo Moo
Educator: Look, more animals have come to us. Let's call all animals affectionately.
(the teacher shows the animals one by one, and the children call them affectionately.)
bull - goby
pig - pig
dog - dog
ram - lamb
calf - calf
cow - cow (cow)
sheep - lamb
puppy - puppy
goat - goat
Grandmother: Pets got wild and started playing with you, tell me what they are doing.
(the teacher imitates the movements of animals, using onomatopoeia, encouraging children to name sentences.)
puppy-yelps
gnawing dog
sheep-chewing
cow-moos
pig-oinks
calf-galloping
Educator: It's time for pets to rest, let's say goodbye to them and grandmother Vasilisa, let's tell them "Goodbye!"
Children: Goodbye.
Grandmother: Goodbye children, come to my place guests.
Reflection:
Educator: We take our seats in the carriages. Let's go.
(children are being built, like trailers and we move to the sound of a tambourine. We move slowly to the slow sound of the tambourine. Under fast - at a fast pace.)
Educator: Where did we go today? Who did we meet? What did we do today? What new things have you learned? What new things have you learned? Who would you like to tell about our journey?
Publications on the topic:
Formation of the grammatical structure of speech.“Formation of the grammatical structure of speech” (Speech therapy group) Purpose: determination of sound in different positions (syllable, word, sentence.
Synopsis of a frontal speech therapy lesson on the formation of the lexical and grammatical structure of speech and the development of coherent speech Topic: My home Age group: senior Speech impairment: OHP level 3 Duration: 35 minutes Type of lesson: mastery lesson.
Summary of a speech therapy lesson on the formation of the lexical and grammatical structure of speech. Summary of a speech therapy lesson on the formation of the lexical and grammatical structure of speech and enrichment of vocabulary in the older group of children with special needs development p.
Direct educational activities in the senior group of the State Budgetary Educational Institution NS. Krasnoarmeyskoye Secondary School "Cheburashka" teacher-speech therapist Turapina E. A.
Summary of educational activities on the formation of the grammatical structure of the speech “On a visit to the Sun” Children's age: 5-6 years. Goal: to consolidate the correct use of prepositions in speech. Objectives: 1. Develop the grammatical structure of speech through exercises.
Summary of an open lesson on speech development “Visiting Grandma Varvarushka” in the first junior group Integration of educational areas: socialization, communication. Socialization - develop the desire of children to play together with the teacher.
The manual presents lesson notes on the formation of lexical and grammatical means of language and coherent speech in children with special needs for the middle group of kindergarten. The book includes methodological recommendations, approximate weekly thematic planning of lessons for each period of study in the middle group of kindergarten (which specialists can take as a basis in their work). Working from these notes will allow you to generalize and systematize children’s knowledge, enrich their vocabulary, help them master grammatical categories, develop coherent speech, memory, attention, thinking, visual, auditory, spatial perception, as well as general and fine motor skills, grapho-motor skills. The manual is addressed to speech therapists and teachers of speech therapy groups and kindergartens.
The work belongs to the genre of Pedagogy. It was published in 2016 by Vlados Publishing House. The book is part of the series "Correctional pedagogy (Vlados)". On our website you can download the book “Lesson notes on the development of lexico-grammatical concepts and coherent speech in children 4–5 years old with ODD and mental retardation” in fb2, rtf, epub, pdf, txt format or read online. Here, before reading, you can also turn to reviews from readers who are already familiar with the book and find out their opinion. In our partner's online store you can buy and read the book in paper version.
Anisimova Tatyana Viktorovna
Topic: “Who lives in the zoo?”
Program content:
1. Clarify children’s knowledge about animals living in the zoo.
2. Continue to teach children to quickly select guess words that match their meaning and rhyme.
3. Activate the ability to coordinate possessive adjectives with nouns.
4. Improve intonation expressiveness of speech.
5. Continue teaching children to coordinate nouns with numerals (two to five).
6. Help consolidate the names of young wild and domestic animals.
Vocabulary work:
learn to comprehend figurative expressions in riddles.
Equipment:
a ball, attributes on children's heads, illustrations for riddles - add-ons, a basket, models or illustrations of vegetables and fruits.
Progress of the lesson:
- Guys, how many of you have been to the zoo?
What animals did you see there? (bear, fox, squirrel, wolf, camel, etc.)
- Would you like us to go to the zoo today to learn something interesting from them themselves?(Yes)
- But we cannot go empty-handed. Let's get something. What do you think we can take with us to treat the animals?(fruits vegetables)
- Can you feed candy to animals?(No)
- Why?(This food can make animals sick.)
I invite the children to sit on chairs that stand on the carpet in a semicircle.
Game "Two - Five".
2 carrots
2 oranges
-This probably won’t be enough for the animals in the zoo. What if we took only 5?
How shall we say it?
5 bananas
5 carrots
5 oranges
- Now we are great! We took a lot of vegetables and fruits.
The children get up. Magic music sounds.
-Listen carefully and follow the steps:
Turn around, turn around (close your eyes)
Find yourself in a zoo!
Children open their eyes, and animals stand in front of them (children with images of animals on their chests)
I ask a question in poetic form, and the animal children answer me:
1. Why is the baby tiger cub
Do you look like our cat?
Because for me a cat is a close relative!
2. Trunk, elephant, why do you need it?
What to douse yourself with in the heat? How should I drink water then? And then what should we blow?
3. Monkey, listen up
What will you eat for breakfast?
The monkey answers:
Bring me some bananas!
4. Won’t you catch a cold in the morning, baby kangaroo?
I won't give him a cold
I'll put my son in my bag!
5. Hey giraffe, answer quickly
Why do you have a long neck?
With such a tall height, it’s easy for me to reach the leaves.
6. Zebra, please tell me
Who borrowed the vest?
This is a gift to me from my beloved mother!
Thank you animals for everything! And we have a gift for you too! (serve a basket of fruits and vegetables)
Under the magic words we return to the group:
P turn around, turn around
Find yourself in the group again!
Game “Say the Word.”
Very slow movements
And the gait is like a slide
He hides in his house out of fear,
Tail tucked... (turtle)
He lives among the swamps
He has a big belly.
And a huge scary mouth!
It's thick... (hippopotamus)
Here comes the bun
He has a prickly side
You can't take it in your hands
Because it's... (hedgehog)
Lives in a river in Africa
Evil green ship.
Who wouldn't swim to the meeting?
Will swallow everyone... (crocodile)
Clubfoot, clumsy,
Loves honey, does not like cold.
Until spring I got used to snoring.
What is his name (bear)
Walks in a golden fur coat
The gossip has a fluffy tail
Very cunning eyes
What is her name?. (fox)
Physical exercise “Animal exercise”
Squat once, jump twice,
This is a rabbit exercise
And how do foxes wake up?
They will definitely yawn
Well, they wag their tail,
Well, the bear is clubfooted
With his paws spread wide,
Either one or both together
It's been marking time for a long time,
And our Petya is a cockerel
Raising a red comb
It's important to walk around the yard
Sings his song.
Ball game "Whose, whose, whose"
I throw the ball to the child and start a phrase. The child finishes and throws the ball back.
The bear has a tail... bearish
The bear has an ear... a bear's ear
The bear's paw is... a bear's
The bear has a nose. bearish
The bear has fur... like a bear
The bear is having a dream... bearish
Guys, animals in the zoo give birth to babies.
Do you know who gives birth to who?
The she-wolf has a wolf cub (I show illustrations)
The fox has a fox cub
The lioness has a lion cub
The she-bear has a cub
The giraffe has a baby giraffe
The deer has a fawn
What a great fellow you are!
Everyone did it!
Result:
Where were we today?
Who did you see?
What games did you play?
Which game did you like the most?
