Open lesson in the senior group "A fairy tale comes to visit us"
Synopsis of an open lesson in the senior group
Theme: "A fairy tale comes to visit us"
Purpose: Development of speech activity of older preschoolers through fiction
Tasks: Educational:
Develop the ability to recognize individual fairy tales by their characteristic features and be able to play them, activate speech, enrich vocabulary, learn to select antonyms that define characters;
Developing:
Maintain interest in fairy tales, develop fine motor skills of the hand through finger play.
Educational:
Cultivate responsiveness, a desire to help.
Integration of educational areas: "Social and communicative development", "Cognition", "Physical development", "Artistic and aesthetic development".
Preliminary work: reading fairy tales about animals, fairy tales, social fairy tales, looking at illustrations for fairy tales, talking about fairy tales, reading proverbs, dramatization games based on fairy tales.
Children enter to the song "Visiting a Fairy Tale"
Good afternoon, dear children and adults! Guys, look how many guests have come to us, let's show how we greet each other.
Hello Sky! (Hands up)
Hello Sun! (Hands above head describe a large circle)
Hello Earth! (Slowly lower your hands on the carpet)
Hello all my friends! (All the guys join hands and raise them up)
Tell me, do you like fairy tales? (children's answers) What are your favorite fairy tales? I suggest you leave the kindergarten for a while and go to a fairy-tale land. And what can you go to? I have a carpet plane. Everyone get faster.
The song "Carpet Airplane" sounds
Children stand on the carpet and close their eyes.
Let's go friends
In a miracle fairy tale - you and me. (I put on a scarf)
Here we are! Look here for some chest. What do you think is in it? Let's see what's in there! Children take turns taking out objects from the chest and name with which hero and with what fairy tale this object is associated (- golden key (Pinocchio, egg ("Ryaba Chicken", pie ("Masha and the Bear", arrow ("Frog Princess", first aid kit (“Doctor Aibolit”, dough (“Kolobok”, bowl (“Three Bears”, house (“Teremok”) blue ball (Winnie the Pooh), walnut shell (Thumbelina), samovar (Fly Tsokotuha) .
Finger gymnastics "Favorite fairy tales"
Let's call fairy tales
Mitten, Teremok, - for each name of the fairy tale we bend
Gingerbread man - ruddy side alternately fingers
There is a Snow Maiden - beauty,
Three bears, Wolf - Fox.
Let's not forget Sivka-Burka,
Our prophetic kaurka.
We know a fairy tale about the firebird,
We do not forget the turnip
We know the Wolf and the goats.
Everyone is happy with these fairy tales (clap our hands)
Music sounds
Baba Yaga appears.
Baba Yaga: Hello guys! Recognized me?
Well, of course I'm Baba Yaga, and who were you waiting for? Probably Vasilisa the Beautiful!
(joyfully and mockingly): Ha-ha-ha! Have you heard the news? The serpent Gorynych decided to catch all the heroes, drag him into his cave and not give it to anyone else. Some he caught, while others fled and hid themselves. And he left me and the robbers - the villains - we are harmful, but nasty.
A misfortune happened, and you, Baba Yaga, rejoice! We need to save fairy-tale heroes! Right guys? Come with us, show the way, help.
Baba Yaga: Well, yes, of course! So that the Serpent Gorynych also imprisoned me under lock and key? No! Although, I'm bored among the robbers ... But I won't help you - handle it yourself!
Well, then let's go to the aid of fairy-tale heroes!
Running away, Baba Yaga drops the leaves. We lift, we look.
Guys, these are pages from books, pictures depicting fairy-tale heroes torn to pieces. We should collect them. So we'll find out who the Serpent Gorynych caught.
Children collect scraps and put them into a whole picture.
It's hard to put together a fairy tale
But we don't have to worry.
Friendly, bold and skillful
We got down to business with you)
Who did you get? What fairy tales are these characters from?
Serpent Gorynych confused the names of fairy tales. We need to fix them.
"Ugly Kitten".
"Three wolves".
"Sun Queen"
"Cockerel Ryaba"
Ivan the Tsarevich and the green crocodile.
"Wolf and 7 tiger cubs"
"Pashenka and the Bear"
"Turkey Princess"
"Sister Alyonushka and brother Nikitushka"
"Ivan Tsarevich and the Green Wolf"
"Sister Chanterelle and the Gray Mouse"
"Green Riding Hood"
"Cat in felt boots"
PHYSICAL MINUTE ACCORDING TO THE TALE
Here we are walking along the story.
And, of course, they were tired.
I propose to go to the fairy tale three bears.
Three bears walked home (walking in place)
Dad was big - big, (raise your hands up, stand on your toes)
Mom is with him, smaller in stature, (arms bent at the elbow, in front of the chest)
And the son is just a baby (sit down)
He was very small, (swaying from side to side)
Walked with rattles (how to rattle rattles)
Some fairy tale characters have double names. I will say the first part of the name, and you must remember the second.
1. Brownie (Kuzya)
2. Vasilisa (Beautiful)
3. Old man (Hottabych)
4. Postman (Pechkin)
6. Signor (Tomato)
7. Mouse (norushka)
8. Chanterelle (sister)
9. Frog (wah)
10. Uncle (Fyodor)
11. Kashchei (Immortal)
12. Old woman (Shapoklyak)
13. Crocodile (Gena)
14. Tiny (Havroshechka)
15. Sister (Alyonushka)
The Serpent Gorynych not only confuses all our fairy tales, but also harms the heroes. So he mixed up all the grains that Cinderella sorted out. But we will not leave her in trouble. Let's help Cinderella not to be late for the ball.
Children lay out the grains under the "Song of Cinderella"
Guess who this riddle is about?
Although he was without arms and legs,
But he was able to run away from home.
Wolf and hare and bear
Couldn't keep up with him.
But the fox knows the business -
"Am" quickly ate it.
(Kolobok)
I haven't met Kolobok for a long time. And you? I hope the Serpent Gorynych did him no harm.
Psycho-gymnastics:
Show what thick cheeks Kolobok has (children puff out their cheeks).
Show with your hands how the Gingerbread Man rolls.
And now gently inhale the air with your noses, inflate your tummy so that it is as round as the barrel of Kolobok.
And now depict, first, a sad, and then a cheerful Kolobok.
Let's say about the kolobok what it is (children pass Kolobok to each other and come up with adjectives).
That's how many words about Kolobok we said! (children sit on chairs).
As you know, in fairy tales there are good characters, but there are bad ones. Which fairy tale character would you like to be like? Why? (Children's answers).
- I have a magic wand! With its help, we will turn negative character traits into positive ones.
deceitful - truthful
cowardly - brave
Evil - good
Greedy - generous
Lazy - industrious
Silly-smart
Weak-strong
Dirty-clean
(Music quiz)
4. Pinocchio's song (Final)
5. Song of the goat (fairy tale of seven kids).
6. Carlson's song
7. Winnie the Pooh song
Today we not only visited fairy tales, we did a lot of good deeds. We helped the heroes of fairy tales. Whom did we help? (children's answers).
Well, now it's time for us to fly back to our group, get up everyone on the flying carpet and he will take us to kindergarten.
1, 2, 3 we take off, close our eyes again
here we are in the group again,
you can open your eyes (I take off the scarf of the storyteller)
I want to wish that you grow up the same
Lucky and happy, like Ivan Tsarevich,
Kind like Emelya
Charming like Cheburashka
Household, like Matroskin,
Hardworking like Cinderella
Resourceful as Puss in Boots.
What fairy tales have we visited? Guys, you can always meet your favorite fairy tale characters on the pages of books. And now I want to give you memorable souvenirs - books with your favorite characters!
Synopsis of a lesson on the development of speech in the senior group.
Goals:
1. Develop attention, memory, the ability to think logically.
2. Develop creative imagination.
Tasks:
1. Exercise in the formation of the names of baby animals in the nominative and genitive plural.
2. It is difficult to activate the use of subordinate sentences in speech.
3. Learn to highlight words with the sounds "sh" and "g" from sentences.
4. Clearly pronounce phrases (purely and tongue twisters) saturated with these sounds.
5. Say phrases at different volumes: loudly, quietly, in a whisper.
6. Learn to compose a story on a given topic.
Visual material: Teddy bear, counting sticks, chips.
Lesson progress:
The teacher reads a poem by T. Volgina "Where, whose house."
The sparrow lives under the roof.
In a warm mink - a mouse house.
The frog has a house in the pond
Chiffchaff house in the garden.
- Hey, chicken, where is your house?
- He's under his mother's wing.
Asking questions? What is this poem talking about? (About who lives where).
Whose houses are you talking about? (Sparrow, mouse, frog, chicken).
- Even in the poem it is said about the chiffchaff's house. Chiffchaff is a bird, she lives in the garden. Together with a large sparrow, little sparrows live under the roof. (If the children cannot answer, the teacher suggests the beginning of the word.)
- In the pond there is a frog house and ... frogs. (Choral and individual responses). Mom's chicken house under the wing. A hen has a lot of... chickens.
And at the warbler, the chicks are also called - warblers. One chick is a warbler, many chicks are warblers.
- What other chicks have the same names as adult birds? (The teacher can suggest the beginning of the words: “las ... dots,“ si ... bows ”).
One chick - ... swallow, titmouse; many chicks - ... swallows, titmouse.
- What other birds and chicks do you know? (Children's independent answers). For each correct answer, the child receives a chip. When summing up the results, the teacher names the child who scored the most chips).
Mobile game: "Owl"
From among the players stands out "owl". Her nest is away from the site. The players on the court are randomly placed. "Owl" - in the nest.
At the signal of the host: “The day is coming, everything comes to life!” - children begin to run, jump, imitating the flight of butterflies, birds, bugs, etc. At the second signal: “The night is coming, everything freezes - the owl flies out!” - the players stop, freeze in the position in which they were caught by the signal. "Owl" goes hunting. Noticing the moving player, she takes him by the hand and takes him to her nest. In one exit, she can get two or even three players.
Then the “owl” returns to its nest again and the children again begin to frolic freely on the playground.
After 2-3 exits of the “owl” to hunt, it is replaced by new drivers from among those who have never caught it.
The rules forbid the "owl" to watch the same player for a long time, and the caught one to escape.
The children, having rested, return to their places.
The teacher makes riddles:
Here are the needles and pins
They crawl out from under the bench.
They look at me
They want milk. (Hedgehog)
- Why do you think it's a hedgehog?
- What familiar sound is there in the answer - "g" or "sh"? (The question is asked after the children have guessed the riddle).
- Pronounce the word so that the sound "g" is heard. (Hedgehog).
little feet,
Afraid of the cat
Lives in a mink
Likes crusts. (mouse)
Why do you think it's a mouse?
- What is the familiar sound in the word "mouse" - "sh" or "g"? Pronounce it long. (Mouse)
- Now I will read a poem, in words, which sound familiar to you is very common. Listen carefully and say what it sounds like.
The mouse whispers to the mouse:
"You're all rustling, not sleeping."
The mouse whispers to the mouse:
"I'll rustle quieter."
- Think of a story about a mouse that does not sleep. (Answers 2-3 children).
- Listen to another poem:
The beetle has fallen and cannot get up.
He is waiting for someone to help him.
- Make up a story about the beetle: what happened to it? Who helped him? (Answers 2-3 children).
- Listen to the tongue twister: "A good pie, inside the curd."
- Repeat first slowly and loudly, then slowly and quietly. (For some children, the teacher suggests repeating the tongue twister in a whisper quickly).
The teacher picks up the bear and on his behalf gives the children the task:
- Guess what I love the most? (Honey, raspberries).
- Listen to how I pronounce the word "ma - li - na." How many parts are in this word? (Three).
- Let's count together: maa - liinaa. (When pronouncing each part, the children lay out a counting stick in front of them).
What is the first part of the word? (Ma.). What is the second? (Lee). Third? (On the). There are only three parts."
Similarly, the words “car”, “Natasha” are understood.
Dynamic pause "Right - left hand"
Children pronounce words, accompanying them with movements:
This is the right hand
This is the left hand.
On the right is a noisy oak forest,
On the left is a fast river ...
We turned around and
It's the other way around:
To the left is a noisy oak forest,
On the right is a fast river ...
Has it become right?
My left hand?
Guys, now let's cut paper cranes together. Showing the teacher how to cut out the cranes (by folding the paper in half, along the marked lines).
We will give one of them to Mishka.
Summary of the lesson:
1. What sounds did we meet?
2. What do you remember, what did you like about the lesson?
Kovacheva Galina Petrovna, teacher of kindergarten No. 31 "Crane"
Program content:
- Tasks for the development of cognitive abilities:
Fix the rules of behavior for children in the forest;-
Clarify children's knowledge about the life of wild animals in the forest;
- Tasks for the development of coherent speech:
Improve dialogical and monologue speech, consistently tell, compose a short story based on the picture;
Develop phonemic awareness;
Determine the place of sound in a word;
Divide words into syllables;
Learn how to make sentences
Form single words.
- Develop creativity in children, create goodwill when dealing with each other.
Preliminary work:
Reading stories and poems about birds, about wild animals;
Examining illustrations;
Compilation of crossword puzzles.
Course progress.
Guys, we will go on an excursion today, and where, you can guess for yourself, if you carefully listen to the music, you will understand. .
Right in the woods. We go to the forest clearing, sit on the stumps, close your eyes and listen to the birds singing, mosquitoes ringing and butterflies flying from flower to flower.
- - Tell me, guys, how to behave in the forest?
(rules of conduct in the forest)
Quiet so as not to frighten away the birds and hear their singing.
And what can not be done in the forest? What is forbidden to do there?
A) - You can’t tear large bouquets of flowers, usually snowdrops and lilies of the valley, they are getting smaller.
B) - You can’t break tree branches, young trees, they will dry out.
C) - You can not destroy bird nests.
D) - You can not burn fires in the forest.
- - That's right, guys, but today we came not just to the forest, but to the forest clearing, where the forest school for animals is located, here a smart hedgehog comes up with various tasks for animals, teaches them to read and write.
But today the animals have a break, they scattered to their minks to eat.
Let's see what task they performed, what they talked about, we will find out if we solve the crossword puzzle.
A) Crossword "Spring" - children read.
Well done! Birds sing about spring, animals talk about spring.
Tell me, what mood do you get in the spring forest?
(cheerful, joyful, festive)
B) Reading poems about spring "In the April Forest", "Spring Song".
- The word "spring".
Name the first and last sound in the word.
How many syllables are in the word "Spring"?
Didactic game "Add a word."
The game "Living word".
(leaves appear in spring).
Form related words from the word "spring".
(spring, stonefly, freckles)
Form related words from the word "forest".
(forest, forester, forester)
Chain of words.
The opposite game.
- Wintering and migratory birds.
What are the names of the birds that stay with us for the winter?
And who fly south? What do migratory birds eat?
(by insects)
Put wintering birds on the top shelf, and migratory birds on the bottom shelf and tell them how to take care of the birds.
Patter:
With one magpie - one hassle,
And forty forty - forty troubles.
The wind blew, the trees swayed:
The wind blows in our faces
The tree swayed.
The wind is quieter, quieter, quieter
The tree is getting higher and higher.
Tell us how the birds behave after they return to their native places?
And now let's take a quiet walk through the forest: there are many flowers growing in the clearing, you can pick only one flower at a time, but so that they do not wither, you need to put them in vases, we will make bouquets of their flowers of different colors. In a vase on which a lily of the valley is painted, there should be flowers of a color that has the sound “l” in its name. In a vase on which a chamomile is painted, there should be flowers of such a color and shades, in the name of which there is a sound "r".
- What do you guys think, who lives in this corner of the forest? (owner of the forest)
- What do you know about the life of bears in the forest?
- How do bears prepare for winter?
- When will bear cubs be born?
- How do bears and little cubs behave when they wake up and leave their lair?
- What do bears eat in the forest?
- How does a female bear teach her cubs to forage?
And now let's go back to the forest clearing, to the forest school.
Often funny little men come to visit the animals, they help the hedgehog make crosswords, read their favorite book to them. And what is it called, they will help us guess the pictures "AZBUKA".
(children name the first sound in the word and lay out the word.)
That's right - the alphabet. Animals are very fond of listening to stories from the book, but when it starts to rain, they scatter to their minks, and the Merry Men have nowhere to hide, let's build a house for them.
How can you call it differently so that the word has the sound "r".
(terem, palace)
The walls, windows are already ready, you just need to finish the parts of the house, in the name of which there is a sound "p".
What parts of the house have the "r" sound in their name?
(roof, threshold, chimney, door, doorknob, porch, attic, attic window)
What material will our house be built from?
(wood, brick)
What color will we paint the house?
(grey, red, pink, brown, orange)
What kind of furniture and other items necessary for the life of Cheerful People could be inside the house?
(sideboard, bed, armchair, TV, radio, picture, floor lamp)
What trees will we draw near the house?
(rowan, birch, hazel, currant, gooseberry)
What flowers will we plant near the house?
(roses, daisies, asters, nasturtium)
- And now let's help the Merry Men settle in the house:
In the room on the first floor there will live Merry Men, whose names consist of 3 parts, in the room on the 2nd floor there will live those, and whose names have 4 syllables.
And now it's time for us to return home, let's say goodbye to the Merry Men and the spring forest.
Current page: 1 (total book has 13 pages) [accessible reading excerpt: 9 pages]
V.V. Gerbova
Classes on the development of speech in the senior group of kindergarten
Lesson plans
Library "Programs of education and training in kindergarten" under the general editorship of M. A. Vasilyeva, V.V. Armorial, T. S. Komarova
Gerbova Valentina Viktorovna -candidate of pedagogical sciences, author of manuals on the method of developing children's speech and introducing them to fiction.
The successful implementation of program tasks depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which a child is brought up, on a specially set, thoughtful developmental environment.
The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children, and all employees of a preschool institution who communicate with preschoolers during the day.
The system of work on teaching children the native language, familiarizing them with fiction is presented in the works of V.V. Heraldry "Development of speech in kindergarten" (M.: Mozaika-Sintez, 2008), "Introducing children to fiction" (M.: Mozaika-Sintez, 2008).
The manual “Classes on the development of speech in the senior group of kindergarten”, written as part of the “Program of education and training in kindergarten”, edited by M. A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova, supplements the recommendations on the most important area of pedagogical activity - targeted and systematic teaching of preschoolers in the classroom. The practical purpose of the book is to give educators approximate guidelines for planning classes (determining the topics and goals of training, ways to implement them).
Features of the development of speech in children of the sixth year of life
Speech is a tool for the development of the higher departments of the psyche of a preschooler. By teaching a child to speak, adults simultaneously contribute to the development of his intellect. The development of intelligence is a central task in the education and upbringing of children of senior preschool age.
The strength of the native language as a factor that develops the intellect and educates emotions and will lies in its nature - in its ability to serve as a means of communication between a person and the outside world. The sign system of the language - morphemes, words, phrases, sentences - encodes (encrypts) the reality surrounding a person.
The pace of speech development depends on the perfection of speech skills (especially phonetic and grammatical). What are the speech skills of 5–6 year old children and what determines their successful formation at this age stage?
As you know, the period of the highest speech activity is the fifth year of life. According to A. Gvozdev, by the age of five, children master a complex grammar system, including syntactic and morphological patterns, and intuitively use words that are exceptions to the rules correctly.
high enough and level of vocabulary development. Synonyms, antonyms, figurative comparisons and contrasts appear in the speech of children. Preschoolers use nouns with different suffixes without errors (bear - bear cub - bear cub - bear - bear). In their stories, there are surprisingly accurate assessments of objects and phenomena. (studded, swirling, icicle). Children begin to use adjectives in different degrees of comparison (heavy - very heavy - lighter - the lightest), as well as designations of shades of colors (lilac, lilac, crimson, dark gray, etc.). The number of verbs increases noticeably, and preschoolers use synonyms with different emotional connotations. (walks - walks - paces - weaves - wanders). In the statements of children, a lot of words appear that refer to different parts of speech and denote the activities of people, their relationships, actions, behavior, experiences. Apparently, this is due to the fact that the period from five to seven years is the age of formalization of socially standardized speech (P. Blonsky and others).
In situations that require something to compare, explain and prove, the speech of a child of the sixth year of life becomes more difficult. Cumbersome and undivided statements appear (“Then the prince wanted to live with Cinderella forever, but he had such work at home that he always worked, could not move away from this work and went only to Cinderella”, - Alyosha, 5 years 8 months ).
By the age of five, not all children master the correct pronunciation of sounds: some may have delays in their assimilation, others may have their incorrect formation (for example, throat or one-hit pronunciation of a sound R and etc.). Some children do not differentiate by ear and in pronunciation whistling and hissing sounds, and sometimes sounds R and l. This leads to the fact that the child does not always correctly pronounce words in a sentence containing several words with sounds that sound similar to him ( s - h, s - c, h - w and etc.). The reason for the incorrect pronunciation of sounds, fuzzy speech may be defects in the structure of the speech organs, insufficient mobility of the muscles of the articulatory apparatus. These children require special attention of a speech therapist and educators.
The powerful pace of mastering the native language, characteristic of the fifth year of a child's life, slows down in the sixth year of life. Researchers of children's speech believe that after the age of five, speech skills improve slightly, and some become even worse. Thus, the number of brief requests and orders is increasing. (Step back! Put it here!) and the number of benevolent, well-argued, containing explanations is reduced. (Don't bother me, please - don't you see, I'm starting the plane!) According to G. Lyamina, the number of cases of explanatory speech is halved. Now children are less likely to accompany their actions with speech. However, if a 5–6-year-old preschooler is presented with a task that he has difficulty solving, he develops external speech, although not directly addressed to the interlocutor (L. Vygotsky's experiments described by A. Luria). Psychologists explain this by the fact that at the senior preschool age a new function of speech is formed - intellectual, that is, planning, regulating practical actions (speech "for oneself", speech mastery of one's own behavior). The intellectual function of speech has a communicative purpose, since planning one's behavior, solving mental problems are components of the activity of communication.
Features of working with children in the classroom
Organization of speech development classes
In the older group, the speech of adults still remains the main source of the speech development of preschoolers.
Teaching children sound pronunciation, it is necessary to clearly and correctly articulate the sounds of speech and their combinations; exercise in voice modulation (strength of voice, pitch, tempo of speech, timbre) when expressing various feelings: joy, annoyance, approval, affection, bewilderment, etc.
The formation of lexical and grammatical skills is due to how seriously the teacher listens to the answers and reasoning of each child, helps him express his thoughts, prompting more accurate and appropriate words in a timely manner.
Different styles of speech are determined by the synonymy of the language: lexical, grammatical, phonological (a variety of intonations when pronouncing the same phrase). And the more synonymous words children will hear and use, the richer and more expressive their speech will be.
Various vocabulary is constantly updated, as the child enriches his experience through new impressions and information. At the same time, the educator needs to clarify and activate the dictionary in the process of communicating with children in everyday, game situations and in the classroom. For this, special didactic games and exercises are used. Some of them are carried out based on visibility: “Tops are roots”, “Who is superfluous and why?” (“What is superfluous?”), “Determine by touch” (the material from which the object is made: silk, velvet, gauze, etc.), “What is wrong?” (pictures-confusion), "What has changed?" etc. Verbal didactic exercises are also effective: “Who will say otherwise?”, “Who will notice more?” (qualities, details), “Who will tell you more?”, “But what about the other way around?” (use of antonyms), etc.
A special place is occupied by exercises in which the teacher and children make up various nonsense: “Wow!” (“In the spring, the animals had cubs: the elephant had a fox cub, the fox had a hedgehog ...” The teacher invites the children to continue the story); “Someone screams like that” (“And we ended up in a wonderful country. There elephants meow, frogs crow”, etc.); "What in the world does not happen?" ("Fish fly, roosters hatch chicks, mice hunt cats," etc.) These activities prepare children for engaging in fun games ("Whatever happens, it happens," "Who was that?") activating the vocabulary, and for the development of imagination, the ability to joke and laugh.
Through a variety of games, children master the morphological means of the language. To this end, it is necessary to pay attention to the sound of the grammatical form, the sound design of a particular grammatical category. These requirements are met by exercises in which you need:
Listen to the sound of some words (refrigerator, all-terrain vehicle, navigator, missile carrier) and explain their etymology;
Form single-root words (cat - cat - Kotofeich etc. ) ;
Form nouns by analogy (sugar bowl - sugar bowl), adjectives (eared - big-eyed - handy); correctly use indeclinable nouns, the comparative degree of adjectives (clean - cleaner, sweet - sweeter etc. ) .
Special linguistic means should be introduced into the active vocabulary of children, with the help of which it is possible to connect the structural parts of the judgment (because, after all) to concretize the thought (for example, here) to summarize what has been said (always, never).
For improving the syntactic side of speech it is important in the learning process to create situations in which the child must explain something to the teacher or peers (an error in the story of a friend, the rule of the game), convince others of something, prove something.
It is necessary to teach children to understand questions and answer them correctly: how would you do it? how can you help? etc. When answering questions, especially when discussing moral and everyday situations, children should give detailed answers. The educator should evaluate not only the content of the answer, but also its speech design. (“Oli’s answer turned out to be strange. Listen to what she said and help correct the mistakes.”)
Describing objects, children of the sixth year of life name color, size and other distinguishing features, which contributes to the appearance of sentences with homogeneous members in their speech. It is important for the teacher to note this. (“Listen to how interesting Andrei told about this fox: a red-haired beauty, cheerful, very bright.”)
Older preschoolers rarely use subordinate clauses, therefore, when analyzing their statements, one should repeat complex sentences composed by children. (“Dima’s answer pleased me. Listen to him again.”)
Preschoolers can be taught to use complex sentences using the “Complete (finish) the sentence” technique. (“Autumn evokes sadness, because ...”, “We called to ...”, “We called when ...”, “We decided to make a stop, because ...”) For the same purpose, children decipher a letter that got caught in the rain, dictate the text of the letter to a sick teacher (peer).
Children rarely use verbs in the subjunctive mood in speech, and if they do, it is usually with errors. Therefore, it is useful to exercise them in building statements on topics such as: “If I were a teacher” (Santa Claus, clown, cook, etc.).
In the older group, children are taught differentiate the most frequently mixed sounds: hissing and whistling (w - s, w - s, h - c, u - s), voiced and deaf (c - f, h - s, f - w, b - p, e - t, d - k), sonorous (l and R).
In the classroom, special games and exercises are used, aimed at formation of sound culture of speech.
The teacher mixes up two sounds similar in sound, for example, well and h, and children (by prior arrangement) show movements that characterize the image with which the sound is associated: well- movement of the hands of both hands ("a bug flies"), h - waving motion with the hand (“mosquito repelling”), etc. First, the teacher finds out how the children understood the task, and then works with the whole group. Then the girls perform the exercise, and the boys observe and analyze the results; then the task is performed only by boys (or children sitting at the first tables, etc.). The teacher takes note of those who make mistakes and identifies the cause of the difficulties (the child does not differentiate sounds, does not have time to work at a given pace, which is very important for the future student). In order to set a certain pace of work, the teacher, uttering sounds (later - words), counts to himself: “One, two, three”, and raises his right hand, giving the children a signal: “Put your hands on the table!”
The teacher says 9 - 11 words with similar sounds, for example, f - h, and the children, as in the previous task, show the corresponding movements. The teacher selects not only nouns, but also verbs, adjectives, adverbs (crane, umbrella, squint, green, yellow, tomorrow, from afar, vest, buzzes and etc.).
The teacher reads the whole rhyme or the passage necessary for work 2-3 times.
Mouse in a green mug
Boiled millet porridge.
Dozen kids
Looking forward to dinner.Czech song, translation by S. Marshak
The teacher offers to name words with sound well. It is easier for children to complete this task if supporting objects are used. (“I put three pyramids on the table. So, you need to name three words with a sound well, which are found in the sentence: “A dozen children are waiting for dinner”.) As they are called, the teacher removes objects.
The teacher asks the children to remember and name words containing a certain sound (names of objects, actions, qualities, etc.).
The teacher invites the children to choose words that are close in sound (rhyming): chamomile - bug - zamarashka - tumbler; top - bull - knot - cricket - old man - heel - Cossack; birdie - little song - small - dove - strawberry - blackberry - krupenichka.
The teacher conducts the game "Tell (suggest) a word." (Speech material for this exercise can be taken from a variety of educational books for preschool children, children's magazines.)
The hunter shouted: “Oh!
doors (animals) are chasing me!
There are no roads in the swamp.
I am for cats (bumps)- lope yes lope!A. Shibaev "The letter got lost"
Children (based on pictures) make up a “chain of words”. Guessing what sound the word ends with bus, the guys name the second picture, which depicts an object whose name begins with the last sound of the first word (sled). Next, the children choose their own pictures. It is important that each child can make up his own chain of words, having received the original picture from the teacher or choosing it on his own. (Children should have a lot of pictures at their disposal.) The child who correctly compiled the longest chain for a certain period of time wins.
Older preschoolers often break the smoothness of speech, as they finish a long sentence on the exhale when they breathe. So you have to watch them. breath and exercise in a low, drawling pronunciation of sounds and, at, onomatopoeia ay, the words echo.
The development of speech breathing is facilitated by the pronunciation of tongue twisters. First, the teacher recalls the text, then the children pronounce it in chorus several times at different tempos. After that, you can start individual exercises (speaking at a fast pace).
In a preschool it is recommended to have dictionaries. For five-year-old children, spelling is more suitable. The teacher should show it to the children, talk about what a wonderful and unusual book it is, provide an opportunity to explore the dictionary: “Maybe you can guess why I praise this book so much with a strange arrangement of text and no pictures.”
After listening to the reasoning and considerations of the children, the teacher tells them what a dictionary is, shows columns of words that begin with a certain letter of the alphabet. You can play with children. Let's take an example.
...The game "Who will name more words starting with the letter (A)"?
“So, you were able to remember twelve words starting with the letter A,” says the teacher. - That's a lot, but there are many more in the dictionary, maybe a hundred or two hundred. Now I will name the words with the letter A, which I especially like to pronounce, and you will try to explain what they mean: lampshade, apricot, August, aviation, autograph, alphabet, adagio, admiral, adjutant, openwork, amethyst… So, you are only familiar with five of the eleven words so far, but I am sure that at the end of the year you will know the meaning of a much larger number of words. Here, our musical worker must be surprised when he hears the word “adagio” from your lips. Let's ask him to let us listen to a recording of the adagio from the ballet."
You can refer to dictionaries at any time convenient for preschoolers and the teacher: indoors and outdoors, communicating with all children or only with those who want to hear different words starting with a familiar letter. Listening to the interpretation of words by children, the teacher should not forget to correct their speech, suggest which word is appropriate to use in this case and how to build a phrase or a short statement more correctly. Exercises based on reading to children words from the dictionary and their interpretation, at first glance, are formal. However, older preschoolers like them, and their effectiveness is amazing: the children's vocabulary is enriched, there is a steady interest in the meaning of words; they begin to listen and hear the teacher's story in a different way, perceiving not only its meaning, but also its speech design. As a result, children have questions like: “What did you call him?”, “What did you just say?”, “Did you say a new word?”
In the process of communicating with children in the classroom and in everyday life, it is necessary improve dialogue. And although dialogue is an arbitrary contextual speech, it must be taught using a variety of games and exercises for this, involving interaction with a teacher who is a carrier of a communicative culture. This manual presents classes in which children learn the rules of behavior and learn cultural speech interaction. In the classroom, you can use visual and didactic aids that allow children to solve practical problems, using the accumulated life experience (for example: Gerbova V.V. Development of speech in kindergarten. Visual and didactic aid for classes with children 4–6 years old. - M .: Mosaic-Synthesis, 2009.)
Serious attention should be paid teaching children storytelling: retelling, describing the subject, compiling a story based on a picture and pictures with a consistently developing action.
In the older group of children begin teach retelling. It is very important to choose the right text for this type of work. The text should emotionally capture the child so that he listens to it with interest many times, both in the performance of an adult and in the retelling of peers (for example, V. Bianchi's story "Bathing the cubs").
At the beginning of the year, many children need the help of an adult when retelling. He should start the story, and the child should continue it. In the process of retelling, if necessary, it is appropriate to prompt the child with the necessary phrase. In the second half of the year, children learn to retell the text together or three. The child must decide for himself when to stop so that the second narrator (he is chosen by the child himself) can take over. The ability to divide the text into parts, observing the logical completeness of passages, will be necessary for children at school.
In the senior group, much attention is paid to working with pictures. The ability of children to title individual pictures and several pictures at the same time is being improved; tell meaningfully and consistently, guided by a plan.
The plan is drawn up at the first acquaintance of children with the picture. Let's take an example.
...The teacher, setting the children up to look, offers attention to the initial phrase (phrases) of the future story: “On a warm summer evening, the hedgehog brought the hedgehogs to the forest clearing. Everyone is busy, who is what. Further, the teacher tells the children where it is more convenient to start looking at the picture: “The hedgehogs have a lot of things to do. They scattered across the clearing. It is so? Tell me about it…”
Listening to the children, the teacher asks clarifying questions, suggests more precise words that characterize the situation, summarizes what was said in a short story.
Then the teacher draws the attention of the children to another part of the picture: “The hedgehog does not interfere with the kids. She has her own business, doesn't she? Tell me what's the matter?"
The teacher again summarizes the stories of preschoolers and switches their attention to the perception of the last object (the beauty of the meadow). The teacher completes the examination with a final phrase that conveys his attitude to the picture: “It’s good to have hedgehogs in a forest clearing on a warm summer evening!”
With such an organization of work, the children talk about the picture without repetitions and omissions, since the teacher unobtrusively suggested to them a plan consisting of only three points.
In the older group, the ability of children to create pictures using the matrix picture and handout pictures is consolidated and developed.
Considering pictures with plot development of the plot (with sequentially developing action), children are happy to line them up in a certain sequence and comment on their actions, using quite a lot of complex sentences. Logic, completeness and figurativeness of children's stories are determined both by the content of the pictures and by the nature of the questions and tasks provided by the educator. Pictures with a plot development of action encourage children to compose creative stories, activate their imagination.
For classes with older preschoolers, you can use the following manuals: Gerbova V.V. Pictures for the development of speech of children of senior preschool age (M .: Education, any edition), Radlov N. Stories in pictures (any edition). You can also use the appropriate pictures that are periodically printed in children's illustrated magazines.
In the course of working on pictures with a consistently developing action, the following features should be taken into account.
When asking children to put the pictures in the correct order, it is necessary to give them the opportunity to discuss their actions. This moment is most favorable for working out such speech formulas as: “I think (I think, I am sure, I believe) that the series is built correctly”; "I have some doubts (there are objections)"; “It seems to me that Sasha made a small mistake”; "I'd like (I'll try) to explain my actions." First, the educator will have to tell the children for a long time and persistently about what words are appropriate in this or that address, about how they enrich a person’s speech. Over time, the children themselves will begin to suggest to the educator how, in one case or another, you can turn to an adult or a peer. And then non-standard speech turns will appear in the independent speech of children.
The lesson on compiling a story from pictures should be built as follows.
Having approved the sequence of pictures, the teacher invites the child (from among those who wish) to compose a narrative story based on the first picture. The teacher listens to the answer and finds out from the children what else could be included in the story to make it more interesting and meaningful. (“I think that ...”; “It seems to me that ...”; “I’m not sure, but it seems to me that ...”) Then the teacher invites another child (optional) to write a story from the second picture. Etc.
In conclusion, one of the children makes up a story based on all the pictures. The teacher finds out if there are still those who want to make a story. If necessary, the teacher invites the children to listen to their story and asks them to pay attention to unusual and rare words.
Pictures with sequentially developing action are excellent material for creative storytelling. Building pictures in a certain sequence, children discover that some important climactic plot is missing (more often this is the third picture). This activates their imagination, makes them think about what happened to the characters.
It is useful to exercise children in compiling endings to well-known folk tales. For example, the educator reads or tells the Russian folk tale “Hare-braggart” (arranged by O. Kapitsa) to the words: “I saw a hare how dogs shake a crow, and thinks ...” What exactly did the hare think about, did he risk helping the crow or chickened out if helped, then in what way, and if he didn’t help, then how he later justified himself - all this is composed by children. Then the teacher reads the end of the story.
Or the teacher tells the children the Nenets folk tale “The Cuckoo” (translated by K. Shavrov) to the words: “Brothers, look, look, our mother is flying away like a bird!” shouted the eldest son. The children continue the story.
You can compose an ending to the fairy tale by D. Bisset "About Binky the tiger cub, whose stripes disappeared" (retelling from English by N. Shereshevskaya). Children come up with where the tiger cub was looking for stripes, whom he asked to lend them to him or draw, how his adventures ended.
And the fairy tales of G. Rodari, which have three endings (“The Dog That Couldn’t Bark,” etc.), are good didactic material that focuses on creative storytelling.
Outside of class, it is useful to exercise children writing short stories without reference to literary texts. The teacher sets the topic for the children, helps them compose a story and present it clearly for the audience. You can suggest the following topics to children:
Tale of how the bear cub caught the moon;
The tale of how the polar bear wandered into Africa, and what came of it;
A tale about how a rude hedgehog and a goody hare traveled;
A fairy tale about how a badger gained courage.
In the senior group, the improvement of the ability to compose stories based on personal experience. Here, too, the choice of topic and the presence of a story plan are very important. You can offer the children the following topics: “How we congratulated the kindergarten staff on the holiday”, “How we looked for traces of autumn” (collective experience); “My favorite toy (favorite cartoon)”, “Our naughty cat (my familiar dog)”, etc.
