Dudnik Oksana Ivanovna

Speech therapy classes for children with general underdevelopment of speech of the 2nd–3rd level
(1st year of study)
Speech therapy classes for children with general underdevelopment of speech of the 2nd–3rd level WINTER
Topic"Winter" (lesson number 1)
Target:
- agreement of adjectives with nouns;
- selection of definitions for nouns.
Equipment: plot and subject pictures about winter, snowflakes (chips).

STUDY PROCESS
1. Organizing moment. The speech therapist invites children to listen and repeat the following chains of words:
snow - snowfall - snowflakes
blizzard - blizzard - blizzard
sleds - skis - slides
fur coat - felt boots - hat
2. Introduction to the topic. The speech therapist asks the children what these words can be attributed to. Have they guessed what we are going to talk about in class? Children name as many signs of winter as possible. The speech therapist helps them with questions.
3. The speech therapist takes a giraffe toy and reports that a guest from distant hot Africa has arrived at the lesson. He has never seen winter and asks the children to tell about it. And the giraffe will pass on the children's stories to all the animals of Africa. A frontal conversation is being held with children about the signs of winter. It is specified that this is the coldest time of the year, when a lot of snow falls, people dress in warm clothes. The trees stand bare and frozen, many birds fly away to warmer climes, wild animals survive the winter.
4. Physical education. The second time you can repeat the exercises with a different rhythm "yes-yes-yes."
Are we frozen with you? Yes Yes Yes.
Are we chatting our teeth? Yes Yes Yes.
Are we clapping our hands? Yes Yes Yes.
Are we stomping our feet? Yes Yes Yes.
5. Selection of words-definitions for nouns. The speech therapist says that now it will be necessary to say as many words as possible about snow, snowflake, wind, frost. For each word, the child receives a snowflake or chip. At the end of the exercise, the chips are counted.
6. Agreement of adjectives with nouns. The game "What I was thinking about." Several pictures are hung on the board depicting the sun, clouds, snowfall, clouds ... The speech therapist calls the adjective, and the children choose the right word based on the picture. Another option is for children to complete the sentence in this way, then repeating the whole sentence, for example: “It is blowing cold ... wind. Clouds float across the sky.
7. The result of the lesson. What time of year were they talking about?

Topic"Winter" (lesson number 2)
Target:
- activation of the dictionary on the topic;
- clarification of the predicative vocabulary on the topic;
- fixing spatial representations (bottom, top, left, right, side by side);
- development of attention, memory, thinking.
Equipment: sticks, two beautiful boxes.

STUDY PROCESS
1. Organizing moment. Game "Name a pair of words." The speech therapist calls words in pairs. For example: sled - slide, skates - ice, winter - frost, snow - snowdrift, slide - skiing, snow - snowman, blizzard - wind, ice - river ... The first option: the speech therapist calls the first word, the child - the second. The second option: children independently name the pairs of words they heard.
2. Development of fine motor skills. Exercise "Snowflakes are flying." Cloudy palms - above the table. With each finger, we alternately touch the table lid, while counting: one snowflake, two snowflakes ....
3. Consolidation of spatial representations. Children consider several options for snowflakes. Then they independently lay out the one they like from the sticks, discussing their actions. “I put a short stick on the right, another one next to it, I put a long stick from below ...”.
4. Refinement of the predicative dictionary. The speech therapist offers the children to listen to Dunno's essay on the topic "Winter". Offers to correct errors.
Winter came. It got warmer. White fluffy snow fell. The bright sun shines all day long. The trees are covered with green leaves. Children launch boats.
5. Physical education. See lesson number 1.
6. Expansion of the verb dictionary. The game "Collect the words." The speech therapist offers to answer the question: "What makes snow?". There are many words to choose from; so that they are not lost, we will put them in a beautiful winter box. One team - in one, the other - in another. Children, having named the word, put the chip in their box. "What does the snow do? - It goes, falls, lies, covers, sparkles, spins, silvers, melts, crunches ... What does ice do? - It melts, sparkles, cracks, breaks, shines, glows, covers, crumbles ... ". At the end, they calculate which team has more words in the box.
7. Development of thinking, memory. The speech therapist invites children to guess the riddle. He asks the guessing children: “What words suggested that the answer is a snowflake?”. Offers to learn a riddle and guess at home to parents.
You look - it flies, it sits on the nose
It melts right away. (Snowflake)
8. Summary of the lesson. Remember what we did in class.

Topic"Winter fun" (session number 3)
Target:
- mastering some forms of inflection: singular and plural nouns, nouns in the genitive case;
- mastering the skill of drawing up a simple sentence to demonstrate actions and pictures.
Equipment: pictures depicting winter sports equipment, the painting “Winter” (with underdrawn moments).

STUDY PROCESS
1. Organizing moment. Game "One - many". Skate - skates, stick - sticks, puck - pucks, snowflake - snowflakes, snowdrift - snowdrifts, icicle - icicles, slide - slides, frost - frost, blizzard - blizzards, blizzard - blizzards, snowball - snowballs, Snow Maiden - Snow Maiden ...
2. Introduction to the topic. The speech therapist invites children to solve riddles. Guessing pictures are put on the board.
The river is flowing - we are lying, the ice on the river - we will run (skates).
On a walk, the runners are the same length.
These horses are red, and their name is ... (skiing).
We stood all summer, waiting for winter.
We waited for the time, rushed from the mountain (sleigh).
Beat this pancake with a club, do not spare your strength,
As she flies into the gate, all "Hurrah!" shout hunting (washer).
I'm not a simple stick
And a little twisted.
playing hockey without me
Not interesting for children (stick).
“What are these items for? - For winter games, for winter fun. - What games can you come up with with sleds, skating, skiing, sticks and pucks?
3. Formation of singular and plural nouns in the genitive case. The game "Who is attentive." The speech therapist offers the children a picture and says that the artist forgot to draw some objects on it. Who will find them and answer the question of what was not in the picture (skate, skis, hockey sticks, sticks, collars, shovels, sleds, feeders)?
4. Physical education. Imitation of actions: making snowballs, skiing, driving the puck into the goal, throwing snowballs.
5. Drawing up a sentence in the past tense. The game "Where we were, we won't tell you, but we'll show you what we did." Two children agree on a demonstration of some kind of activity that reflects the winter fun of children. They show it. The rest guess and discuss them. “Olya and Sasha went skating. Dima and Oleg made snowballs.
6. Drawing up a simple sentence based on a plot picture. For example: “Children are making a snowman. The girls are skating.
7. The result of the lesson. “Remember what subjects at the beginning of the lesson I made riddles for you. What do we need them for?

Topic"Winter" (lesson number 4)
Target:
- activation of the dictionary on the topic "Winter";
- fixing spatial representations (bottom - top, left - right, top);
- development of coherent speech, drawing up a story from a picture.
Equipment: painting "Sasha and the snowman", manual "Different snowmen", geometric shapes.

STUDY PROCESS
1. Organizing moment. Game "Name the winter word."
2. Consolidation of spatial representations. The speech therapist invites children to guess the riddle.
I was not raised, they made me out of snow.
Instead of a nose, they deftly put a carrot.
The eyes are coals, the hands are knots (snowman).
“What words helped you guess who this riddle is about?” Next, the children lay out a snowman from geometric shapes according to the instructions of a speech therapist (in stages).
3. Development of coherent speech. Examination of the painting "Sasha and the Snowman". “What time of the year is depicted in the picture, how did you guess? Why was the boy so surprised? Now you have named the words snow, snowman, snowfall, snowflake, bullfinch. Listen again, I'll repeat them. Have you guys noticed that these words are similar to each other, like relatives? They are relatives, relatives.
Or maybe someone guessed which of these words is the most important? That's right - the word "snow". And now I will tell you an interesting story. The boy Sasha went out into the yard and saw a big snowman. Sasha looks, surprised. Where did he come from? A snowman was made by children from kindergarten during a walk. But how they sculpted it, we will tell Sasha now. First you need to remember how the children started to sculpt, what did they do later, where did they put the smallest lump, what were the eyes and nose made of? What did they put on the snowman's head? (listen to 1-2 stories).
4. Physical education.
Like snow on a hill, snow, raise your hands up
And under the hill snow, snow, squat
And on the Christmas tree snow, snow, show the branches of the Christmas tree
And under the tree snow, snow, squat
And under the tree a bear sleeps, depict a bear
Quiet, quiet, don't make noise. shaking their finger
5. They listen to 1-2 more stories. Evaluate who turned out more interesting.
6. Development of logical thinking. The game "Find the difference between these snowmen." Children are given pictures of 2-4 snowmen, differing in some details. Offer to find them
7. The result of the lesson.
Theme "Wild animals in winter" (lesson number 5)
Target:
- activation and expansion of the vocabulary on the topic;
- Improving the skill of conducting a dialogue, the ability to independently ask a question.
Equipment: a series of paintings "Wild Animals in Winter".
STUDY PROCESS
1. Organizing moment. The game "What kind of animal?". "Today we will talk about the animals that live in our forests." Children stand in a circle. The first child has a balloon in his hand. He lifts the ball up, says: "Here is the beast." Children: "What kind of animal?" Child: “This is a wolf” (passes the ball to another, and the game goes on). Children without repetition list animals - inhabitants of our forests.
2. Development of fine motor skills. Children depict with their fingers a hare, a hedgehog, a fox, a wolf.
3. Speech therapist: Guys, close your eyes, and I will ring the silver bell. Oh, we ended up in a winter forest. All around is white, fluffy snow. Silence. But then a branch snapped. Let's see who it is there in the clearing (the picture-series "Elk", "Winter" is exhibited). Who is that in the snowy meadow? That's right, moose. Let's find out how they live in the winter forest. The child is put on a hat. The children ask him questions.
Children: Are you cold?
Elk: No, I have grown a warm undercoat. And I'm moving all the time.
Children: What do you eat in winter? How do people help you? Etc.
Therapist: Let's move on. Here it fell down from the thick spruce snow. Who is jumping there? (the picture-series "Squirrel" is exhibited). The child is put on a squirrel hat. Children ask questions.
Children: Who are you? - I'm white. Who are you running from? - A marten is chasing me, she is my enemy. - Where are you going to hide? - In the hollow. - What do you eat in winter? How do you save yourself from the cold?
Speech therapist: Something became cool for us. Let's play to keep warm.
4. Physical education. A set of exercises "Warm Up".
5. Speech therapist: Let's continue our journey through the winter forest (the picture-series "Fox" is exhibited). On the child's head is a fox cap.
Children: Lisa, what are you looking for here?
Fox: There, you see, the park is coming from the snow.
Children: Who is there?
Fox: This is my bear friend. He has a lair under the snow. He sleeps in it.
Children: What are you doing? What food do you find? How do you keep warm in cold weather?
Speech therapist: And here are our favorites - bunnies. Let's come closer and ask them to tell about how they live in the winter forest (picture-series "Hares").
Children: Hares, what are you doing?
Hare: We eat hay.
Children: And who prepared it for you?
Hare: People put a stack in the summer.
Children: Are you cold? Why did you change your coat? What else do you eat?
Speech therapist: And now be quiet. Who is that in the field?
Children: These are wolves (picture-series "Wolves").
Speech therapist: Yes, a whole pack of wolves is resting in a clearing (a conversation with wolves goes the same way). We walked through the winter forest. Even a little tired. Time to go home. Close your eyes. Rings the bell. So we returned from the forest to our kindergarten.
6. Summary of the lesson. “Who did you meet in the winter forest? Who didn't meet us today?
Theme "Wintering Birds" (lesson No. 6)
Target:
- activation and expansion of the vocabulary on the topic;
- consolidation of a generalizing concept;
- the use of the preposition on;
- development of coherent speech: the ability to retell a short story.
Equipment: feeder, pictures of birds.
STUDY PROCESS
1. Organizing moment. Binoculars game. Children look through binoculars and answer the question. Where can you see birds now? (On the roof, on the fence, on the feeder, on a tree branch, on the snow, etc.)
2. Fixing the material on the topic. The speech therapist asks to name the birds that we meet on a walk, in a park, in a kindergarten area (tit, sparrow, oatmeal, dove, magpie, crow, kinglet, crossbill, goldfinch, waxwing, jackdaw). Pictures of these birds are exhibited. “These birds stayed with us for the winter. These are winter birds. They are not afraid of the cold. What do you think they eat in winter? - Birds find mountain ash, lilac seeds, cones, seeds of various herbs. Yes, food is difficult in winter. How can we help birds survive the long, cold winter? “You can hang feeders, put food in them: grains, seeds, bread crumbs, cereals.”
3. The use of the preposition on in a sentence. The game "Birds on the feeder". The feeder is hanging out. Children have pictures of wintering birds. The child comes out, puts his bird on the feeder. The action is discussed: “A tit flew to the feeder. A dove flew to the feeder.
4. Physical education. The game "Sparrows are warming up." Children “fly”, “peck”, “jump”, “flap their wings”, “chirp”.
5. Development of coherent speech. Speech therapist: “All the birds pecked and flew away. Only one chick left. Hear a story about her. The titmouse is easy to recognize. She has a yellow breast with a black tie, snow-white cheeks. On his head is a black velvet cap. It is difficult for a small bird to find food in winter. So help the bird: feed it with bread and seeds. After questions on the text and re-reading, 3-4 stories are heard.
6. Summary of the lesson. Name again according to the pictures of wintering birds.
WILD ANIMALS
Theme "Wild Animals" (lesson number 1)
Target:
- activation and expansion of the vocabulary on the topic;
- formation of a generalizing concept;
- practical use of nouns in instrumental case without preposition and prepositional case of nouns with preposition в;
Equipment: pictures of wild animals.
STUDY PROCESS
1. Organizing moment. The game "You, my friend, do not yawn, answer my question." The speech therapist asks children a wide variety of questions, for example: “What time of year is it now? Is cucumber a vegetable? How many legs does a chicken have? In what fairy tale does Mikhailo Ivanovich live?
2. Development of fine motor skills. Exercises "Let's go to the forest", "Trees".
3. Introduction to the topic. The speech therapist says that no one is visible in the forest, you need to take binoculars (exercise "Binoculars"). Pictures of wild animals appear on the board - a hare, a wild boar, an elk, a bear, a fox, a hedgehog ... Children call these animals one after another: "I see ...". The speech therapist makes a generalization: “Who is this? Where do they live? Who gets them food? Who makes the home? “These are the animals we call wild.”
4. The use of nouns in the instrumental case. The speech therapist asks to imagine a situation when wild animals come to visit us. What could we feed them?
Hare - carrots, cabbage (it is specified that in the forest he eats tree bark, grass, leaf twigs, young shoots).
Protein - nuts, mushrooms, cones.
Bear - raspberries, honey, fish.
Moose - branches, hay, grass.
Hedgehog - apples, mushrooms, milk.
You can put pictures with the listed food, the children will have the opportunity to make a choice based on them.
5. Physical education. "Three Bears".
Three bears went down, children go in a circle,
Dad was big, big, hands up,
Mom - a little smaller, hands at chest level,
And the son is just a baby, sit down,
He was very small, swaying in a squat,
Walked with rattles. "ringing" rattles.
6. Expansion of the vocabulary of adjectives. The speech therapist tells the children about who the bears met in the forest on their way home. First they met a cunning red fluffy fox (it is being specified what kind of fox it was). They also met a cowardly white long-eared hare, a small jumping big-eyed squirrel. And also a huge good horned elk, a round prickly hedgehog. Angry hungry toothy wolf. After the conversation, you can once again clarify with whom the bears met.
7. The use of nouns in the prepositional case with the preposition c. “The bears took a long time to get home, and finally they came. What is the name of their house? - Berloga. The speech therapist reports that the rest of the animals that they came across on the way were also in a hurry to go home, and asks the children to name them at home. A squirrel (where?) - in a hollow, a wolf - in a lair, a hare - under a bush, a fox - in a hole.
8. Fixing the material. A poem is read.
A brown bear sleeps in a den, a hare trembles under a bush,
Chanterelle red - in a hole, a hedgehog sleeps in dry grass.
The she-wolf sits in the den, and the squirrel looks out of the hollow.
Once again, the names of dwellings of wild animals are fixed. Children learn the poem with the teacher in the evening.
9. The result of the lesson. “Who did you meet today? Why do we call them wild?"
Theme "Wild Animals" (lesson No. 2)
Target:
- we continue to expand and activate the vocabulary of children on the topic;
- practicing the practical use of possessive adjectives;
- practical use of nouns in the instrumental case.
Equipment: pictures of wild animals, cut into pieces, houses of a hare and a fox.
STUDY PROCESS
1. Organizing moment. Reading the poem “Who sleeps where” (in chorus, see lesson No. 1).
2. Development of fine motor skills. Exercises "Hedgehog" and "Bunny".
3. The use of possessive adjectives. The speech therapist hangs two pictures on the board: the ice house of the fox and the bast house of the hare, suggests recalling the fairy tale “The Fox and the Hare”. “Whose ice house? - Foxes. - And whose bast? - Hare. - What happened to the fox house? - Melted. - Who drove the uninvited guest out of the hare hut? “The hare, for joy, invited guests to the house. Now we'll find out who." A fox's tail is visible from behind the house. "Whose tail is this?" In the future, the situation with hare ears, hedgehog needles, a bear's paw, and elk horns is discussed.
4. The use of a noun in the instrumental case. On the tables of children there are subject pictures depicting vegetables, fruits and berries. The speech therapist says that all the guests have gathered, sat down at the laid table. “What can you treat guests to?” The child raises a suitable picture and says: “Let's treat the hedgehog with an apple. We will treat the squirrel with nuts. We will treat the hare with carrots, etc.”
5. Physical education. The game "Who is faster." Children have pictures with parts of the bodies of animals. First, it is specified what is drawn in the pictures: a fox's tail, a hedgehog's body, a bear's paw, fox ears, etc. Children begin to run around the group, but at the signal of the speech therapist, they begin to add pictures of a fox, a bear and a hedgehog. Who will be faster, whose portrait will we see first? After the end of the competition, ask a question whose portrait you got.
6. Development of memory, the use of a noun in the genitive case. The game "Who is gone." "The animals were treated to a hare, it's time to say goodbye, and now we will find out who left first." Children remember who was visiting the hare, who is gone. Then the children close their eyes, and at this time the speech therapist removes one picture of the animal. Children determine who is gone. "The wolf, the bear, the elk are gone."
7. Fixing the material. The game "Who do I see in the forest." The speech therapist gives instructions according to which the children-hunters start moving from an imaginary line (house). They must say the phrase: "I see ... (a fox, a bear, an elk, a hedgehog, a wolf)." Having named any animal, take a step forward. The winner is the one who comes closest to the second line - the "forest".
8. Summary of the lesson. “Who did we visit today? Who else came to visit?
Theme "Wild Animals" (lesson number 3)
Target:
- enrichment of children's vocabulary with nouns denoting young wild animals;
- practical use of singular and plural nouns in the nominative and genitive cases;
- working out the practical construction of a simple sentence.
Equipment: subject pictures: wild animals and wild animals with cubs, a ball.
STUDY PROCESS
1. Organizing moment. Ball game "Tell me, whose tail?".
2. Development of fine motor skills. The fingers turn into little men and go into the forest (exercise "Walk"). The speech therapist during the exercise asks questions: “Who lives here? Why do we call them wild?"
3. The use of nouns in the nominative and genitive cases. The speech therapist makes riddles.
In the summer he wanders without a road,
Between pines and birches
And in winter he sleeps in a lair,
Hides the nose from the cold.
(Bear)
Red with a fluffy tail, lives under a bush. (Fox)
White in winter, gray in summer
He does not offend anyone, but he is afraid of everyone. (Hare)
Gray, toothy, prowling through the fields,
Looking for calves, lambs. (Wolf)
Pictures of guessed animals are put on the board. The speech therapist reports that all animals have small cubs. Pictures of wild animals with cubs are exhibited. "Who's with the fox? - The fox has cubs. - Does the fox have many people? - Foxes. In a similar way, children also answer about other cubs - hedgehogs, cubs, baby squirrels, rabbits, etc.
4. The formation of the plural of a noun. Game "One - many".
Fox cubs - fox cub,
hedgehog - hedgehog,
bear cubs - teddy bear,
wolf cubs - cub,
bunny - bunny,
squirrels - squirrel.
5. Physical education. Cubs of wild animals love to play in the clearing. Children are invited to portray small cubs frolicking in a clearing (under the recording).
6. Consolidation of new material. Find your mom game. The children are given pictures of wild animals, and the speech therapist has pictures of their cubs. The speech therapist explains that the animals played and got lost. We need to help them find their mothers. The speech therapist shows a picture and asks questions: “Who is this? Who has his mother? What is mom's name? Who is this at the fox? .. ".
7. The result of the lesson. Children are given silhouettes of animals. "Who is it? Who did I give you?
Theme "Wild Animals" (lesson No. 4)
Target:
- activation of the dictionary on the topic;
- expansion of the vocabulary of adjectives;
- development of coherent speech;
- development of fine motor skills, attention, memory.
Equipment: subject pictures of wild animals and their cubs.
STUDY PROCESS
1. Organizing moment. The game "Who came to visit with whom?". Pictures of wild animals with cubs are displayed on the board. Children answer the question of a speech therapist: “Who came to us? “A fox came to visit with cubs, etc.”
2. Expansion of the vocabulary of adjectives. The game "Who knows more words?" (words-definitions are selected for wild animals).
Fox (what?) - fluffy, red, cunning, fast, cautious ...
Hare (what?) - cowardly, fast, long-eared, white, quick-footed, fluffy, shy, timid ...
Bear (what?) - clubfoot, clumsy, brown, strong ...
3. Development of fine motor skills. "The Tale of the Hares" “Once upon a time there were two hares (hares are depicted with fingers). One boasts: “I can move my ears quickly - like this” (we move our ears). - And I can (we move the "ears" on the other hand). - And I know how to fold ears (folds alternately). - And I can (we show on the other hand). - And I can walk on my ears (two fingers-ears move on the table). The hare mother saw the braggarts and said: “Well, braggarts, quickly clean your ears” (two fingers rub against each other).
4. Development of coherent speech. Pictures of wild animals are laid out on the table in front of the children. The speech therapist tells the children that now they will learn to make riddles according to the following pattern: “This is a wild animal. Lives in our forests. She is red, fluffy, cunning. Lives in a hole, eats mice. Who is it?" The speech therapist draws the attention of children to the fact that the animal itself is not called, but only talks about it. Children make their own puzzles based on their own pictures. The animal about which the riddle is made is depicted on the fingers. 5-6 riddles are heard, and at the end of the exercise it turns out who made the riddles better, like real ones.
5. Summary of the lesson. "What did we do in class today?"
Theme "Wild animals" (lesson number 5 - KVN)
Target:
- consolidation of the acquired knowledge about wild animals;
- practical use of possessive adjectives, nouns in instrumental case;
- development of coherent speech;
- development of attention, memory;
- education of strong-willed qualities, the ability to apply knowledge in an unusual environment.
Equipment: pictures of wild animals, animals with cubs, pictures with an artist's mistake, for the development of coherent speech (diagram pictures).
STUDY PROCESS
The speech therapist acts as a leader and explains the conditions of the competition to the children.
1. Warm up. Each team is asked three questions.
Who lives in the lair? Who lives in a tree?
What does a hare eat in winter? Who loves raspberries?
Who has a forest growing on his forehead? Which hind legs are longer than the front?
2. Auction. Teams take turns naming wild animals, and the team that names the animal last wins.
3. "Who came with whom?" Pictures of wild animals with cubs are displayed on the easels. Representatives from the teams (three people each) must say without error who came to visit.
Fox with two cubs. A hedgehog with three hedgehogs.
Bunny with two rabbits. A squirrel with one squirrel.
She-wolf with three cubs. She-bear with two cubs.
4. Contest attentive (find the mistake of the artist). Representatives of the teams determine what mistakes the artist made in his paintings. The winner is the one who finds and correctly names all the errors.
The fox has bear ears. The hedgehog has bunny ears.
The fox has a rabbit tail. The hedgehog has a squirrel tail.
5. Homework. Each team prepares "homework". It consists of the following: it is necessary to make a riddle about a wild animal in any form to the opposing team - in the form of a descriptive story, text, dramatization ...
6. Pathfinders. Each team is offered a picture-scheme "Footprints in the snow". It is necessary to guess whose traces these are, to come up with and tell a story.
7. Name the animal in different ways. Remember as many names of the hare (for one team) and the fox (for the other) as possible.
Hare - hare, bunny, bunny, bunny, hare, long-eared, coward ...
Fox - fox, fox, fox, red, cheat, Lisa Patrikeevna ...
8. The jury sums up. Names the best answers, the best players. All participants of KVN are awarded prizes.
POULTRY
Theme "Poultry" (lesson number 1)
Target:
- activation and expansion of the vocabulary on the topic;
- exercise in the use of a predicative dictionary;
- mastering the skill of coordinating numerals with nouns.
Equipment: pictures of poultry, a record of the dance of ducklings.
STUDY PROCESS
1. Organizing moment. "Who will be who when they grow up?" (A hare - a hare, a bear cub - a bear, a calf - a cow, a lamb - a sheep, a tadpole - a frog ...)
2. Introduction to the topic. The speech therapist invites children to listen to the poem "In the poultry yard."
Our ducks in the morning - quack-quack-quack,
And the turkey in the middle of the yard - ball-ball-ball,
Our geese by the pond - ha-ha-ha,
Our chickens in the window - ko-ko-ko,
And how Petya the cockerel will sing ku-ka-re-ku to us early in the morning.
"Who did I name in this poem?" Children list. Pictures are displayed on the board - chicken, duck, turkey, goose. “How can you name everyone you see in these pictures with one word? Who is it? - These are birds. Why do you think they are birds? - Because they have a beak, wings, a body covered with feathers, 2 legs. - These birds live next to a man, he takes care of them. So what are these birds? - Domestic birds.
3. Expansion of the verb dictionary. Game What is he doing? Children are divided into two teams. The game is played in the form of a competition. Who will name more words, answering the question.
Goose (what does it do?) - cackles, swims, walks, stands, lies, eats, pinches, carries, hatches, hisses ...
A chicken (what does it do?) - runs, pecks, rakes, drinks, carries, hatches, eats, takes off, walks, calls, cackles, cackles, cackles ...
Find out which words refer only to the chicken (clucks, clucks ...).
Which only goose (hisses, cackles ...).
5. Agreement of numerals with nouns. Game "Bird Kindergarten". “Early in the morning mother birds brought chicks to the bird kindergarten. Who came here?" Pictures are displayed. “Chickens, goslings, turkeys, ducklings. All day the chicks played, had fun and sometimes even quarreled. In the evening, mothers came for them, and everyone got mixed up. How can mothers find their chicks? On the board is a picture of a "chicken". How will a hen call her chicks? - Ko-ko-ko, ko-ko-ko, chickens, let's go home. Who ran up to her? - Chickens. Who did the chicken go home with? - With chickens (similarly with other birds). - All the chicks were taken apart. And let's count how many chicks a chicken has. One chicken, two chickens...
6. Summary of the lesson. “Who were we talking about in class today?”
Theme "Poultry" (lesson number 2)
Target:
- activation and expansion of the vocabulary on the topic;
- mastering the skill of coordinating numerals with nouns;
- an exercise in the use of the preposition under.
Equipment: pictures of poultry, pictures of poultry chicks for each child, plot picture "Birdyard", geometric shapes.
STUDY PROCESS
1. Organizing moment. Children will sit at the tables, whose place is at the table on the right, on the left.
2. Development of fine motor skills. "Scallop". "Petya, Petya-cockerel, show me your comb." The fingers are interlocked. The ends of the fingers of the right hand press on the upper part of the back of the palm of the left hand, bending it so that the fingers of the left hand stand up like a cockscomb.
3. Development of spatial thinking and imagination. “Peter-cockerel - whose dad is this? - Chicken. - And who is the mother of the chicken? “A chicken has a mother chicken.” Next, the children lay out chicken from geometric figures: two circles, two triangles, two sticks. First, they lay out the beak of the chicken, “looks down, pecks”, and then independently moves the triangle-beak as if the chicken is “drinking”.
4. Repetition of material. "Bird Family" The speech therapist puts up a picture of a chicken, the children call his parents. Pictures of a rooster and a chicken are placed side by side. The whole family is called again. Similarly: duck - drake - duckling, goose - goose - gosling, turkey - turkey - turkey.
5. Physical education. Duck dance.
6. Agreement of numerals with nouns. Game "Count the chicks." Each child has a picture with one or another number of poultry chicks. Children say: “I have two ducklings. I have five turkeys. I have one goose. I have five chickens ... ".
7. Comparison of two birds: goose - chicken. There are large pictures on the board, which depict a goose and a chicken. “Let's see how these birds are similar? - Both have wings, beaks, legs, neck, torso, body covered with feathers... - And now let's find the differences. - The goose is bigger, the chicken is smaller. The goose is all white, the chicken is mottled. The goose has a long neck, the chicken has a short one. The beak of a goose is blunt, that of a chicken is sharp. A goose has thicker legs, a chicken has thinner ones.
8. The use of the preposition under. The plot picture “Birdyard”, “A turkey, chicken, goose, duck walked around the yard. Suddenly a dog jumped out of nowhere. She barked loudly. Everyone got scared and ran to hide. The chicken hid under the porch, the duck climbed under the firewood, the turkey ran under the bench, and the goose sat down under the bush. They sit, waiting for the uninvited guest to leave the yard. Who was walking in the yard? Who are the birds afraid of? Where did you hide?
9. The result of the lesson.
Theme "Poultry" (lesson number 3)
Target:
- consolidation of the skill of coordinating numerals with nouns;
- development of coherent speech, retelling of the story.
Equipment: pictures, flannelgraph based on the fairy tale by K.I. Chukovsky "Chicken".
STUDY PROCESS
1. Organizing moment. The game "Who has how much." Each child has a picture with a different number of poultry. Children call: “I have two geese. I have three turkeys. I have five ducks ... ".
2. Repetition of material. Game "Pick a couple". Pictures are displayed on the board: goose, turkey, rooster, duck. Children pick up a couple and name them.
“A goose is a goose, a turkey is a turkey, a duck is a drake, a rooster is a chicken.”
3. Reading a fairy tale by K.I. Chukovsky "Chicken" (with its display on the flannelgraph).
There lived a chicken. He was small. Here's one. But he thought he was very big, and lifted his head importantly. Like this. And he had a mother. Mom loved him very much. Mom was like this. She fed him worms. And there were worms like that. Once a black cat ran into my mother, like this. The chicken was left alone at the fence. Suddenly he sees: a large beautiful rooster flew up on the fence, stretched out his neck like this. And shouted at the top of his lungs: “Ku-ka-re-ku!” And he looked around importantly: “Am I not a daredevil? Am I not good? The chicken liked it very much. He craned his neck too, like that. And, with all his strength, he shouted: “Pee-pee-pee! I'm a nerd too! I'm great too!" But he stumbled and fell into a puddle, like that. A frog was sitting in a puddle. She saw him and laughed, “Ha ha ha! You are far from the rooster! And there was this frog. Then the mother ran up to the chicken. She took pity on him like that.
4. Physical education. Duck dance.
5. Retelling the story. The speech therapist suggests first retelling the fairy tale all together, then in parts, from the beginning to the end.
6. The speech therapist invites the children to think about what the mother said to the chicken, what words. Listen to all the options offered by the children. Estimate.
7. The result of the lesson. List all the characters in the fairy tale "Chicken".
BIRDS
Theme "Migratory birds" (lesson No. 1)
Target:
- expansion of the dictionary on the topic;
- activation of the predicative dictionary;
- improve the ability to conduct a dialogue, ask questions;
- development of memory, attention.
Equipment: pictures of migratory birds, wintering birds.
STUDY PROCESS
1. Organizing moment. “Name the signs of spring” (with a ball). The child names one sign of spring and passes the ball to the next.
2. Development of fine motor skills. Exercise “Bird is flying”, “Feed the chicks”.
3. Introduction to the topic. The speech therapist asks the children to solve riddles.
Black, agile, shouting "crack", the enemy of worms (rook).
On the pole is a palace. There is a singer in the yard. And his name is ... (starling).
Whoever is on the Christmas tree, keeps count for the bitch: “Ku-ku. Ku-ku? (cuckoo).
He wants - he will fly straight, he wants - he hangs in the air,
Falls like a stone from the heights. And in the fields sings, sings (lark).
He comes to us with warmth, having come a long way.
Sculpts a house under the window of grass and clay (swallow).
Wanders through dirty swamps, catches frogs in them,
Stupid jumpers (heron, crane).
Guesses are put on the board (pictures). Name once again all the birds collectively and individually. “How to call everyone with one word? Who is it? - Birds. Why do you think they are birds? Why didn't we see these birds in winter? - They flew to warmer climes. - What is the name of the birds that fly to warmer climes in winter and return again in spring? - Migratory birds".
4. Development of logical thinking. The game "The fourth is superfluous." Exhibited 3 migratory birds, 1 wintering; 3 wintering birds, 1 migratory; 2 wintering birds, 2 migratory; all migratory.
5. Expansion of the verb dictionary. Find as many words as possible to answer the question: “What can a bird do? (a chip for each word, at the end - who has more) - To twist, carry, carry, feed, run, jump, fly, sing, hatch, catch, peck, save ... ".
6. Physical education. Birds learn to fly game. Imitation: stretched their legs, sat down a little, flew. "Who's flying? - I'm a rook. I'm a starling..."
7. Ability to ask questions. The game "Guess what bird we guessed?". On the board - pictures of birds (3-4 pieces). One child leaves the group. The rest agree, think of one bird. The child can ask only three questions (the game is played 3-4 times).
8. Summary of the lesson. Who were they talking about today? List the flights
See the full text of the material Speech therapy classes for children with general underdevelopment of speech of the 2nd-3rd level in the downloadable file.
The page contains a snippet.

Abstract of a lesson on the development of speech in the middle group.

Retelling of N. Kalinina's story "Helpers".

Educator Beleva S.N.

Target: development of coherent, grammatically correct speech.

Program tasks:

Coherent speech: to learn to retell the story, to notice inconsistencies with the text in the retellings of comrades;

Vocabulary and grammar: to consolidate the ability to form the names of utensils by analogy; pay attention to the dissimilarity of some names;

Sound culture of speech: to consolidate ideas about the sound composition of a word, about a certain sequence of sounds; learn to independently select words with certain sounds - [s] and [w].

Cultivate a culture of behavior with adults and peers.

Methods and techniques : verbal, reading the story of N. Kalinina "Helpers"; visual, showing the painting "Sasha and the snowman"; practical, the game "Shop utensils".

Material:

Dishes - two sugar bowls, two bread bowls, two napkin bowls, two crackers, two salt shakers and two butter dishes (different in shape, size, material); painting "Sasha and the snowman".

Organization of children:frontal group.

Lesson progress:

Children enter the group, the teacher welcomes:

Invented by someone simply and wisely

When meeting, say hello: "Good morning!"

good morning sun and birds

Good morning smiling faces.

Organizational moment: A book with bright pictures is laid out on the table.

Guys, I was tidying up the books on the shelf and I came across a very interesting book. I brought it to you today. Do you like reading books? Then listen to a short story by N. Kalinina "Helpers".

I am reading a story.

Questions for children:

1. Who is this story about?
2. What did Sasha and Alyosha do
3. What did the boys forget to do?
4. How does this story end?
5. Who could say: “That's how helpers”?

I'm reading the story again. Children retell the text, I pay attention to the completeness of the content, the expressiveness of intonation.

I praise the children for good full retellings.

Guys, today I brought a lot of different items. Come and look at them. (Children come to the table, examine the dishes, name it, what it is made of, what it is intended for).

What is the name of all these things? (tableware)

Do you want to play tableware shop?

But the purchase can be made after you say what the item looks like, its purpose; If you name the dishes incorrectly, the seller will not understand the buyer and will not sell the thing. (Children come up and describe objects, the teacher adds, corrects. Particular attention to the butter dish and salt shaker).

Physical education:Children stand in a semicircle.

One, two, three, four, five (bend fingers on hand)

Let's help mom (jumping on two legs)

They quickly washed the cups (rub palm on palm)

And they didn’t forget the plates (circular movements with the palms)

We removed all the dishes (raise your hands up on your toes)

We are very, very tired (dropped hands).

The picture "Sasha and the Snowman" is hung out

Guys, look what picture I brought you today. (Children look)

It was boring for the Snowman to stand alone with a broom, but a boy came. What was his name, guess, children, yourself - the sound [w] is heard in his name. (Children list the names of boys with the sound [w])

My name is Sasha, the boy said to the Snowman. - And yours?

Mine is the Snowman, the Snowman replies.

How interesting our names sound: Sasha, the Snowman. Let's be friends with you and play words and sounds!

Look at me and my clothes, - Sasha says. - What am I wearing?

(Children call clothes a hat, a fur coat, a scarf, pants. The teacher pronounces these words).

Children, what is the same sound heard in these words?

What other words with the sound [w] do you know? (children call)

Then the snowman asks Sasha: “What is the same sound in the names of my clothes?” (Children look and call: a snow coat, a blue bucket, snowflakes, a bullfinch on his head. The teacher lists all the words).

What sound is heard in these words?

Think of words with sound [c]. (Children call, the teacher adds, corrects, praises).

Guys, today we have completed a lot of different tasks. What did we do first? (retelling the story) And then? (played the game "ware shop") And at the end? (they came up with words with sounds [w] and [s]).

You were great fellows, and now stand in a circle. Here's your magic wand. Passing it on, praise each other, calling affectionately by name. (Children pass the stick, calling the name, Sashenka, Mashenka, Anya ...).

Khismatullina Tatyana Anatolyevna
Job title: educator
Educational institution: MADOU "Malvina"
Locality: Noyabrsk
Material name: Synopsis of GCD on the development of speech for children of middle preschool age
Topic:"Sasha and the Snowman"
Publication date: 21.10.2017
Chapter: preschool education

Synopsis of GCD

for the development of speech

/for children of the middle group/

Educator: Khismatullina T.A.

MADOU "Malvina"

YNAO, Noyabrsk

Topic:"Sasha and the Snowman"

Target. Drawing up a story based on a plot picture.

Tasks.

Educational.

understand

pictured

reply

educator.

Pin

correct

pronunciation

"clothes".

form

intonation expressiveness, to encourage children's attempts to independently compose

a story about the picture, using the model of the educator.

Developing.

Develop

thinking

drafting

pictures,

about brazuya

plot sequence.

Educational.

Bring up

reply

competently

delivered

Dictionary:

at read

right

call

items

use

funds

expressiveness.

Material. D demonstration material: picture "Sasha and the snowman", didactic

the game "Speech Lotto", the didactic game "We develop speech" - plot pictures on the topic

"Winter", snowflakes for physical minutes, record, magic wand.

Lesson progress

1. Organizational moment.

On the board hangs a picture covered with snow spots.

Guys, I have a magic wand in my hands!

Let's try to revive this picture with the help of a magic wand, shall we?

caregiver

magical

wand

opens

gradually drawing.

What season is shown in the picture? (winter).

This boy's name is Sasha.

Sasha went outside for a walk. What is Sasha wearing? What did Sasha take with him?

(the teacher composes the story sequentially).

Sasha went outside for a walk, looked around and saw ... a snowman!

Who could make a snowman?

Look closely, what kind of snowman turned out?

(cheerful, sad, thoughtful ...).

What do you think Sasha is going to do?

(build a hill, sculpt a snowman ...).

2. Main body

Listen to my story

(teacher's story)

Sasha is going for a walk. He put on a green winter jacket with fur. How

should have tied a hat so as not to catch cold ears. He put on felt boots and mittens so that his hands

and my feet were warm. Sasha took a sled with him for a walk. Sasha went out into the street,

looked around

There is white snow all around, snowflakes are falling, there is already a snowman, and he decided

build a hill.

And now Sasha wants to hear your stories about the painting.

(the teacher helps the children, encourages them).

3. Fizminutka "They sculpted a snow woman"

One, two, three, four, five.

We came to the yard for a walk.

They sculpted a snow woman, fed the birds with crumbs,

Then we rolled down the hill,

And also rolled in the snow.

(physical minute with elements of finger gymnastics).

Now let's play a game: "Speech Lotto".

Listen to the verses:

Good pants for our baby.

Misha's grandmother knits warm mittens.

Let's put a warm coat on Mishutka.

The hat with earflaps has laces on the ears,

To tie hat ears up.

What sound do you often hear? (sound "sh").

And now we listen again (the teacher reads again).

Let's pronounce these rhymes all together, we try to pronounce the sound "SH" clearly.

After each reading of the rhyme, we will put a small card with a picture on

big lotto, what was the rhyme about.

(The teacher calls the children in turn, asks what they put).

In a word, what do we have? (clothes).

Outcome.

Well done! Who are we talking about in the picture? What sound did you fix?

And now we will make pictures for Sasha in sequence and give him, and

Sasha will tell a story in the next lesson, and we will listen.

(Children sequentially compose pictures in one plot).

Subject: Development of speech. For children of the senior group of preschool educational institutions
Metasubject tasks:
1. Learn to act according to a plan or instructions
2. Strengthen the ability to distribute tasks between team members.
Subject tasks:
Strengthen the skills in writing a fairy tale.
STUDY PROCESS
1. Organizational moment.
Q: Guys, look how many guests came to us today. Let's greet them.
D: Hello!
Q: How else can you say hello?
D: Good morning! Good afternoon! Good evening!
Q: What is your mood right now? (Good). And I'm in a good mood too.
- Guys, look, I have a ball in my hand, do you want to play one game? (Yes) The game is called "Say the other way around." I will name the words, and you come up with words - "on the contrary", words with the opposite meaning.
Good evil
Courage - cowardice
industriousness - laziness
scary - beautiful
Weak - strong
Bold, modest - boastful
Difficult - easy
Angry - affectionate
Beginning - end.
A letter from Dunno comes to the group: “Guys help, please. The fact is that I am in a fairy-tale land, and I cannot return home until I come up with my own fairy tale. The teacher will tell you how to invent fairy tales.
- Will the guys help Dunno? (Yes)
- Can you? (Yes)
Come to the tables
- Tell me, please, where should I start in order to consistently remember the plot?
Of course, first you need to make a plan. Let's try.
- Remind me what parts the fairy tale consists of? (Beginning, middle, ending.) - Guys, your fairy tale should have a fabulous beginning.
- Guys, how do you understand the fabulous beginning? How do fairy tales usually begin? (Once upon a time ... In a certain kingdom, in a certain state ... It happened a long time ago ...)
- What else is said in the first part? (About the characters and the main theme.)
- Who will tell about the middle part, how it differs from other parts? (The middle is the largest part, it lists the events that happen to the characters.)
- And what characters appear in the fairy tale (good and evil)
- Guys, what good and evil heroes of fairy tales do you know? (Baba Yaga, Koschey the immortal, Good fellow.)
- In a fairy tale, there must always be some kind of magic? What kind of magic do you know? How can you draw it?
- What is the ending? (It tells how it all ended.)
- And what words does it end with? (They began to live, live and make good. That's the end of the fairy tale, and whoever listened was well done!) - And now the guys all came up to me, I suggest you turn into real storytellers. Let's say the magic words: "Turn left and right and turn into storytellers!" Well, now you are real storytellers.
-And guys, today we will invent fairy tales in teams.
There are circles on this table, we take a circle and approach the tables and find our place and our team.
- We come up with a team name, and I will write it on the board.
Guys, let's get started. Don't forget our plan.
- The guys are finishing inventing a fairy tale.
- Dear storytellers, now agree on who from each team will tell the story. And I will write it down to send Dunno.
Team finished first... Let's listen
(Fairy tales invented by all subgroups are heard in turn, the teacher, if necessary, invites members of the subgroup to complete the story.)
Analysis:
- Did you guys manage to complete the task? Let's check if your fairy tale is made according to plan. Then the educator notes whether the genre features of the fairy tale were taken into account when compiling and according to the plan. - Let's, guys, we will also teach Dunno how to compose fairy tales. Guys, remind what parts the fairy tale consists of, what is said in each part, where the work begins. I am sure that now Dunno, according to our plan, will be able to become storytellers himself.
And each of you, according to your personal plan, can tell it to your parents at home.

Attached files

Municipal budgetary preschool educational institution
"Kindergarten No. 1"
Educator: Puryushina Elena Nikolaevna
Educational activities for speech development
with middle school children
Topic: "Compilation of a story based on the painting" Sasha and the Snowman ".
Purpose: to form the ability to compose a story based on a picture together with the teacher.
Tasks:
Educational: coherent speech - the ability to compose a story based on a picture (3-4 sentences) together with the educator, improve dialogical speech, the ability to answer the educator's questions; grammatical structure of speech - to form the ability to coordinate words in a sentence, select an adjective for a noun; sound culture of speech C the ability to distinguish sound in a word, pronounce pure tongues; vocabulary enrichment - activate the children's vocabulary on the topic "Winter".
Developing: develop speech, memory, attention, fine motor skills of hands;
Educators: to cultivate a culture of speech, responsiveness, the ability to listen carefully to the stories of children.
Educational area: "Speech development", "Cognitive development", "Physical development", "Artistic and aesthetic development", "Social and communicative development".
Preliminary work:
Reading fiction about winter (poems, stories); study of the lexical topic: "Winter" (examination of illustrations and pictures); sculpting a snowman for a walk, visual activity on the theme "Snowman".
Materials:
A flashcard with a recording of classical music by P. Tchaikovsky "Winter Morning" and a children's song "Snowman", snowflakes cut out of paper, riddles are written on them with a plot picture "Sasha and the Snowman", magnetic board, glue, snowman silhouette, cotton balls.
OD move:
The teacher turns on the classical music of P. Tchaikovsky "Winter Morning".
Oh, the snowflakes are flying
Snow-white fluffs
It's winter - winter
She moved her sleeves.
- Children, look what big snowflakes flew into my palm.
- Yes, they are not simple, but magical, do not melt! Oh, something is written on them. (Examines the educator of snowflakes).
- Yes, they have riddles!
- Listen carefully and guess.
1. The bear stopped roaring, The bear fell into hibernation in the forest, Who can say, who knows, When does this happen? (in winter).
2. An asterisk whirled in the air a little, Sat down and melted on my palm. (Snowflake).
3. They rolled a lump in the yard, They attached an old hat on it, and in an instant - It turned out ... (snowman).
4. Red-breasted, black-winged,
Likes to peck grains,
With the first snow on the mountain ash
He will appear again (bullfinch).
- You solved the riddles correctly. Guys, what time of year is it? (Winter). P
Who among you loves winter? Why? (answers)
That's right, in winter you can also walk and come up with many different games and entertainment.
- And what games can you come up with with snow? (build houses, a fortress, a hill, sledding, etc.) - And when there is a lot of snow, what can you blind? (Snowman). The teacher shows the children the plot picture "Sasha and the Snowman". - Look, children, what a beautiful picture I have. Let's take a closer look at it, what is it depicted? (Consider).
What time of year is shown in the picture? (Children's reasoning: Winter). - Why do you think so? (Children's thoughts...)
- Let's play a game with you: "Pick up the word."
- What is the winter?...........(cold, snowy, frosty)
- What snowflakes? ...... (white, beautiful, cold, small)
- What are the snowdrifts?......... (large, snowy, white)
- What wind? ............... (cold, icy, strong)
- What is the sky like in winter? ...... (gray, gloomy)
- What kind of snow? .............. (white, wet, sticky, cold)
- All right, guys, well done! Let's take a closer look at the picture...
- What did the boy blind? (Children's reasoning…….)
What did the boy make the snowman from? (Children's reasoning ....)
- Guys, look at the snowman and tell us what it is?
(a snowman is big, snowy, on his head is a bucket, his nose is a carrot, his eyes are embers, instead of hands there are branches).
- Guys, tell us about what is depicted around the snowman?
Children's thoughts...
Let's give the boy a name, shall we? (Children's reasoning ...) And the artist named the boy Sasha.
Then the teacher summarizes: A lot of snow fell in winter. The boy Sasha dressed warmly, took a shovel and a sled with him. The snow was sticky and Sasha made a snowman. The snowman has a bucket on his head, eyes - coals, nose - a carrot. Sasha's snowman turned out beautiful! or (On a clear winter day, Sasha went out for a walk. He took a sled and a shovel. Sasha dressed warmly, he was wearing a fur hat, a winter coat, felt boots. Sasha made a snowman out of wet snow. He put a lump on someone. Then he stuck his hands to the snowman. hand him a broom. I made eyes, a mouth and a nose. I put a bucket on the snowman's head. The snowman turned out beautiful.)
- Guys, listen to the story again ...
- Guys, now you try to repeat the story, but to make the story beautiful, you need to clearly pronounce all the words. Let's practice the tongue.
Pure saying: SA - SA - SA - these are miracles, CO - CO - CO - the wheel has spun, RA - RA - RA - the kids are very happy, SA - TSY - TSY - WE ARE GREAT TODAY! Children describe a picture of 3-4 children. - Well done! Now let's take a rest.
Fizkultminutka.
See how it shines
White snow.
We will stand together in a circle (children stand in a circle).
Snow, snow, white snow - everyone falls asleep.
We play snowballs, boldly! (bend over and take the snow)
Ah, what a business! ("snowballs are making")
We are not too lazy to play snowballs.
We would play all day.
Clap - clap, don't yawn! (clapping).
Hurry up and play snowballs! (bend down and "take the snow").
Clap - clap, don't yawn! ("snowballs are making")
Now throw it at me! ("throwing snowballs")
Let the frost freeze us
We're sinking now! (stomp).
One - a hand, two - a hand (children stretch one hand forward, then the other).
We are making a snowman. (imitate snowballs)
We roll up a snowball (palms make circular movements on the hips).
Like this, (Spread their arms to the sides, showing a large coma)
And then a smaller lump - (They rub their chest with their palms).
Here it is, (They show the size of the smaller coma with their hands).
And we will put it upstairs (Stroke cheeks with palms).
Small lump (Join fingers together, keeping palms at a distance of "small lump").
So the snowman came out (they put their hands on their sides and make body turns to the right - to the left).
- Played together
Need to dry out
Since they became themselves
All snowmen.
- Children, look, I have a silhouette of a snowman. Do you want to revive it? Glue cotton balls on the silhouette of a snowman. Under the children's song "Snowman", children perform an application (collective work).
3. Final part (reflexive analysis):
- Guys, today we learned to make a story from a picture. What is the name of the painting? Children's thoughts...
- What do you remember? Children's thoughts...
How is the boy dressed? Children's thoughts...
- What did Sasha blind? Children's thoughts...
- That's right, guys, the artist called the painting "Sasha and the Snowman", well done, they remembered it. Today everyone worked well, answered questions, made up a story based on the picture, and we got a wonderful snowman.
R.p.Ardatov, Nizhny Novgorod region.

Attached files