Synopsis of directly organized educational activities in the preparatory speech therapy group “Compilation of a story based on the plot picture“ Snowman ”.

Program content:

Purpose of the lesson:

• children compiling stories about specific objects in the picture using metaphors, presenting them in the past, present and future.

Educational tasks:

• to consolidate children's knowledge about winter, its signs, winter entertainment for children.

Development tasks:

• to consolidate the ability to determine the composition of the picture, to model it;
• work on establishing relationships between objects in the picture, modeling them;
• to continue the work on learning to compose a story about a specific object, presenting its past and future;
• to continue work on teaching the creation of figurative characteristics of objects by compiling metaphors;
• develop attention, memory, creative thinking;
• continue work on the clarity of diction, intonational expressiveness of speech;
• exercise in the formation and use of relative and qualitative adjectives, their coordination with nouns.

Educational tasks:

• to cultivate the ability to empathize with the heroes of the picture, to understand their feelings.

Vocabulary work:

• nouns: winter, snow, snowflakes, snowman, lump, snowdrift;
• adjectives: snowy, snowy, fluffy, warm, cold, lush, sticky, wet, sweet;
• verbs: cover, cover, put on, wrap, sculpt, fall, set, stick.

Equipment: plot picture "Snowman", felt-tip pen, paper, table with images of the objects of the picture, images of wizards, cotton snow, plates with pictures depicting similar objects, cards with images of the heroes of the picture, medals with images of wizards, reduced copies of the painting "Snowman" according to the number of children.

Lesson progress:

I. Organizational moment.

away from those present.

Speech therapist: Children, look how beautiful, smiling, kind guests we have. We need to meet and greet them. Whoever I look at and wink at, he will say hello and get to know one of the guests.

Children greet:

Good morning! I'm Nikita!
- Hello. I'm Nadia!
- Glad to see you. I am Sasha!
- Greetings! I am Arseny!
- Have a nice day! I am Polina!

Speech therapist: - Guys, there will be winter holidays soon. What holidays will we celebrate?

Children: - Christmas, New YearChildren:

Speech therapist: - What will you do during the holidays?

Children: - Sledding, skiing, skating.

II Riddles.

Speech therapist: - Guys, guess riddles.

Two in arms, two on legs
Don't fall into the snow
And you will pass without difficulty,
Only two tracks will lay down.
(Skis)

We stood all summer, waiting for winter,
They waited for the time - they rushed from the mountain.
(Sled)

Winter holidays, fun days!
The guys need skis, and sleds, and ...
(Skates)

And who can be sculpted in winter?

Children: - In winter, you can sculpt a snowman.

III. Determination of the composition of the picture.

Speech therapist: - Let's go and see, we have a picture about it drawn.

Children sit at tables. On the board hangs the plot picture "Snowman".

Speech therapist: - A magician came to us. What's his name?

Children: Delhi!

Speech therapist: - He will help to highlight as many objects in the picture as possible.

Children name the objects depicted in the picture, and the speech therapist marks each word on a piece of paper with a marker line.

Speech therapist: - Did you name everything? That's how many words we got. And this is a present for you from the magician of Delhi. On this table, he marked the words from the picture.

The speech therapist puts on the board a table with images of heroes and objects in the picture.

IV. Establish relationships between objects in a picture.

The magician Come on (speech therapist puts his image on the board).

Speech therapist: - What magician appeared?

Children: - Magician Come on!

Speech therapist: - What are we going to do with him?

Children: - Combine words!

Children make up sentences by combining two objects, the speech therapist combines them on the table with lines.

Snowflakes fall to the ground.
- Snow lies on the ground.
- A lump of snow lies on the sled.
- Sledges are on the snow.
- The bush is in the snow.
- The tree is to the left of the fungus.
- The tree is behind the fungus.
- The tree is to the right of the fungus.
- The tree is behind the snowman.
- The ladder is behind the fungus.
- The tree is to the left of the fence.
- Masha puts a bucket on a snowman.
- The snowman has a carrot instead of a nose.
- Vika and Anya are friends.
- Vika and Anya are rolling a snowball.
- Masha made a snowman.
- A crow flies in the sky. A crow walks in the snow.

V. Transformation of objects in time.

Speech therapist: - Meet another guest! It…

Children: - Wizard Get off! With him, we find out what happened before.

Speech therapist: - What did the crows do before?

Children: - Sitting on a tree, bored, looking for something to eat.

Speech therapist: - What did Masha do?

Children: - I woke up, washed, dressed, had breakfast, went out into the street. She saw that the snow was sticky and began to make a snowman.

Speech therapist: - What did Vika and Anya do?

Children: - They woke up, washed, dressed, had breakfast, watched cartoons. Then Vika took a sled, Anya took a shovel, and they went for a walk in the yard. There they saw Masha making a snowman and wanted to make one too.

Speech therapist: - What happened to the snowman?

Children: - He was not. He was snow in a snow cloud. The wind blew, snow fell from the clouds and lay on the ground. Masha came and made a snowman out of the snow.

Speech therapist: - And now meet the new wizard! Who is it?

Children: Run!

Speech therapist: - What will Masha do when she puts a bucket on a snowman? Children: - Masha will go home for dinner. At home, she will tell her mother about the snowman. They, together with their mother, will go to the yard to look at him and take a picture for memory.

Speech therapist: - What will Vika and Anya do?

Children: - They will make their own snowman: they will put a smaller one on the largest snowball, then the smallest one. The eyes will be made from two coals, the nose from a carrot, eyebrows and a mouth will be drawn with a coal, hair will be stuck from twigs. A bucket will be put on the head, a broom in the hand. It will work out very well. Vika and Anya will run home, they will call mom and dad to look at the snowman. Parents will be very surprised that their little daughters have a wonderful snowman.

Speech therapist: - What will the crows do when the children go home?

Children: - Curious crows will approach the snowman, they will understand that he is not alive, although he looks like a person, they will become bolder, they will peck at him, taste him, fly up on his head. They will smell the sweet smell of carrots, begin to peck at it, eat up and become satisfied and full.

VI. Dynamic pause.

Speech therapist: - And now this row of children will roll snowballs, and this one will carry the lumps on a sled. Let's go make a snowman!

Children, imitating movements, go to the middle of the room, the dynamic pause "Snowman" begins.

Come on, my friend, be bold, my friend,
Roll your snowball in the snow -
It will turn into a thick lump
And it will become a snowman.
His smile is so bright!
Two eyes, ... a hat, ... a nose, ... a broom ...
But the sun will bake a little - alas! - and no snowman.

VII. Selection of objects on a certain basis.

Speech therapist: - And now we are playing snowballs. Name something else that might be the same.

Children stand in a circle. The speech therapist throws a cotton ball to each child and names the object from the picture. Children select words denoting objects that have the same qualities.

Crows are curious, like... Pinocchio.
- The snow is cold, like ... ice cream.
- The snow is fluffy, like ... a fur hat.
- The air is fresh, like… tap water.
- The bucket is cold, like ... ladies:
- The fungus is round, like ... a wheel.
- The fence is wooden, like ... a pencil.
- A lump of snow is round, like ... the sun.
- Carrots are sharp, like ... a knife.
- Clouds are light, like ... fluff.
- Snowdrifts are lush, like ... a feather bed.
- The trees are rough, like ... a grater.

VIII. Game "Guess the Wizard"

Speech therapist: Guys, the wizards liked it so much how you picked up similar words that they decided to play together with you.

The speech therapist demonstrates images of wizards in turn, the children perform movements according to the images.

The image of the Fairy Reverse appears last: “Now, slowly and very noisily, get up from the tables.” Children should quickly and quietly sit down at the tables.

IX Compilation of metaphors from the picture.

Speech therapist: - Look at the cards on the tables. Find pictures of similar objects on them.

How can you call the snow on the fence if it is fluffy, like a fur hat?

Children: - The fence put on fluffy snow caps.

Speech therapist: - How can you call snow on a bush if it looks like a warm fur coat?

Children: - The bush wrapped itself in a warm snow coat.

Speech therapist: - What can you call snow clouds in the sky if they look like soft pillows?

Children: - The sky is covered with soft snow pillows.

Speech therapist: - How can you say about snowdrifts if they are lush, like a feather bed?

Children: - The earth is covered with a lush snow feather bed.

Speech therapist: - How can you say about snow if it is sticky, like plasticine?

Children: - Children sculpt from snow plasticine.

Speech therapist: - How can you say about snowballs if they are round like the sun?

Children: - Children roll snow suns.

Speech therapist: - What can you call a snowman if he is in the yard and has a broom in his hand?

Children: - Snow sweeper.

Speech therapist: - What can you call the snowman that Vika and Anya made, if it is very similar to Masha's snowman, but it is small.

Children: - Son of a snowman.

X. Drawing up stories based on a picture about a certain hero.

Speech therapist: - Now fold the cards and put them on the edge of the table. Take the bags and take out the pictures from them. Who is depicted on them?

Children: - Masha, Anya, Vika, snowman, crows.

Speech therapist: - Now we will make up stories according to the picture that hangs on the board, each of you is about the hero who is depicted in your pictures. You need to come up with a name for the story, tell it in order: what happened before what is depicted in the picture, what is depicted in it, what will happen after what is depicted; and be sure to use sentences with similar words.

Sample stories:

"Snow wiper"

Masha woke up in the morning, washed, dressed, had breakfast, went out into the yard for a walk.

Winter is on the street. Cold. Soft snowy clouds float across the sky. The ground is covered with a lush snow feather bed. The fence put on fluffy snow caps. The bushes were wrapped in warm snow coats. Masha touched the snow, and it was sticky, like plasticine. So, you can sculpt a snowman. First she rolled up the biggest snow sun, then the second - smaller, then the third - even less. I put them on top of each other. She brought the snowman instead of a nose - a carrot, instead of eyes - coals, instead of hair - twigs, instead of a hat - a bucket, instead of buttons - coals. I drew eyebrows and a mouth with charcoal. She stuck a broom in her hand.

How alive the snowman turned out - it looks like a janitor.

Masha wanted to tell mom and dad about the snowman, she ran home faster. Dad looked out the window and said that such a beautiful snowman should be photographed. He took a camera, went out into the yard with Masha and took a picture of a snowman as a keepsake - after all, he could melt.

"Son of the Snowman"

One winter morning, Vika and Anya woke up, washed, dressed, had breakfast, and began to watch cartoons. Then we decided to go outside. Vika took a sled, Anya took a shovel, dressed warmly and went into the yard.

All the land in the yard is covered with a lush snow feather bed. There are fluffy snow caps on the fence. There are warm snow coats on the bushes.

The children are watching, and the big girl Masha is making a snowman from snow plasticine. She made a very good snowman: big, beautiful. Vika and Anya also wanted to make a snowman. They began to roll snow suns - lumps: big, smaller and the smallest. They stuck embers instead of eyes, a carrot instead of a nose, twigs instead of hair, a bucket instead of a hat, embers instead of buttons. Draw eyebrows and mouth with charcoal. A broom was stuck in his hand. It turned out to be a very good snowman, it looks like Machines, only smaller. Anya and Vika decided that it would be the son of a big snowman. The little girls were delighted, because for the first time they sculpted a snowman.

They ran home to tell mom and dad about the snowman. The parents came out to look at him and were very surprised that their little daughters had such a wonderful snowy son.

"Snowman's Birthday"

Winter came. Soft pillows of snow clouds floated across the sky. Many snowflakes flew in a cloud above the ground. A fresh breeze blew, and snowflakes fell to the ground. They covered it with a lush snow feather bed, dressed up the fence in fluffy snow caps. They wrapped the bushes with warm snow coats. Only it was boring for snowflakes to lie in one place. They became wet and sticky.

Then the children came into the yard, began to roll lumps of snow plasticine - snow suns - first big, then smaller, even smaller. They put the lumps one on top of the other - the snow turned into a snowman. Instead of eyes, the children inserted coals for him, instead of a nose - carrots, instead of hair - twigs. Drawn eyebrows and mouth with charcoal. Buttons were made from coals, a bucket was put on his head instead of a hat. A broom was stuck in his hand.

Everyone loves the snowman. Here he is wonderful!

"Delicious Carrot"

Winter came. Crows are cold. The ground is covered with a lush snow feather bed. No food to be found. Very hungry crows. In the morning they are looking for food, they cannot find it. They are sad and bored. The crows wanted to look for food in the yard, but the children interfere: they make noise, play around, sculpt a Bigfoot.

Finally the children left, but Bigfoot remained. The crows are very interested in what it is, but it’s scary to approach. There is a snowman, not moving. The crows flew closer to him. Doesn't move. Then they grew bolder, sat on the snowman's head. He doesn't move. So, not alive, and there is nothing to be afraid of him.

Ekaterina Neustroeva
Synopsis of GCD on the development of speech in the middle group. Drawing up a story based on the painting "Sasha and the Snowman"

Target: to teach, together with the teacher.

Program content:

1. Learning tasks:

Connected speech:

Learn write a story about a picture, together with the educator, improve dialogical speech, the ability to answer questions from the educator (TO).

Grammar speeches. Enrichment dictionary:

To form the ability to coordinate words in a sentence, to learn to select an adjective for a noun. Activate children's vocabulary on the topic "Winter" (TO).

2. Development tasks:

develop speech, memory, attention, fine motor skills of hands; strengthen the muscles of the respiratory system, through breathing exercises (P, K, Z).

3. Educational tasks:

Nurture a culture speeches, responsiveness, ability to listen carefully children's stories(FROM).

materials:

a bell, a tape recorder with a recording of the song "Chunga-Changa", a balloon, a bucket, beads, painting"Sasha and snowman".

GCD progress:

1. Organizational moment:

The teacher, together with the children, stands in a circle and says the words:

All the children gathered in a circle

I am your friend and you are my friend.

Let's hold hands tightly.

And we smile at each other.

Our bell is ringing

We are lazy, do not order.

Urging us to work -

Speech development now.

2. Surprise moment:

Children sit on chairs placed in a semicircle on the carpet. The song "Chunga-Changa" sounds. The teacher asks children:

Who is it that hurries to work with us? (children's answers).

The teacher draws the attention of the children to the balloon attached to the window.

This is a resident from the island of Chunga-Changa, his name is Ali Baba. He traveled in his balloon all over the world, and today he flew to us in the city of Mozhga. I will now invite our guest to group, and you guys don't come close to the window, because I will open the window, and the air outside is cold, frosty.

The teacher brings a balloon with a guest into group.

3. Conversation about winter:

Ali Baba informs the children that he is cold.

Why are you so cold?

What season is it outside?

The teacher tells the children that there is no winter on the island of Chunga-Changa, and summer is all year round, so Ali Baba does not know what winter is.

Didactic game: "Tell me which one?"

What is winter? (snowy, white, cold, frosty)

What snow? What wind? What sun?

Ali Baba asks the children what they are doing outside in the winter when it is so cold. Children pass the guest beads and name winter fun.

4. Didactic exercise: "Winter fun"

In winter, you can go sledding, skiing, ice skating, play snowballs, build a snow fortress, snowman.

The teacher invites the children to show Ali Baba how to sculpt snowman and what kind of snow is needed for this.

5. Finger game " Snowman" (standing)

One hand, two hand

We sculpted snowman(show how they sculpt).

We made a snowball

Here's one. (show a big ball,

And then smaller

Here's one. (show a smaller one)

And they put a small lump on top (they show a small lump,

Here it came out snowman, snowman.

Snow, a bucket, and a carrot (the fingers on the hand are bent,

Yes skill and dexterity

And ready snowman, very cute fat man.

6. Examining the painting"Sasha and snowman and a conversation about it.

- Our guest is sad: how to sculpt we showed him the snowman, what does it look like snowman - Ali Baba doesn't know. I have prepared for you picture, which is called " Sasha and snowman". View the painting with Ali Baba.

What time of year is picture?

Who is pictured on picture?

What is the boy's name? Is it warmly dressed Sasha? What did you wear Sasha? What's in Sasha's hands? Which Sasha? Is it possible to say about Sasha that he is "red-cheeked?". How do you understand the word "red-cheeked?". Why does he have red cheeks? (the air outside is cold, frosty).

What blinded Sasha from the snow? What did he get snowman? What do you have snowman?

Did you like painting?

7. Physical education "White snow fell"

A white snow fell (round).

Let's all gather in a circle (stop).

We sit on sleds (squat).

And we rush from the mountain on a sled.

Snow, snow, snow, white snow(get up, wave hands).

Spins, falls on everyone.

The children are all on skis (imitation of skiing).

They ran after each other.

We are from snow lump blinded("draw" large circle with hands)

We made a snowman("draw snowman from three lumps).

Played, played,

And we got down to business (go to their seats).

8. Sample teacher's story.

The teacher invites Ali Baba to listen with the children story by picture, which turned out.

Lots of rain in winter snow. Boy Sasha dressed warmer, took with him a scoop and a sled. The snow was sticky and Sasha made a snowman. On the head of snowman bucket, eyes - coals, nose - carrots. Beautiful turned out Sasha's snowman!

9. Breathing exercises.

Ali Baba shows children breathing exercises to prepare for storytelling.

9. Children's stories in the picture.

The teacher asks to repeat the sample several children's stories(2-3) .

10. Reflection.

The teacher invites the children, together with the guest, to evaluate children's stories.

Ali Baba liked everything stories. Whose story did you like it the most? Why?

11. Summary of the lesson:

Tell me which one painting did we meet today? How did you like this painting? What new word did you learn? (red-cheeked).

Ali Baba is in a hurry to go home, because he flew in a hot air balloon. Air will escape from the balloon and it may burst. How then will our guest go home? Ali Baba says goodbye to the children, the teacher escorts the guest to the door.

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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 rode 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).

The development of coherent speech is the most important condition for the future success of teaching a child at school. Only having a well-developed coherent speech, he can give detailed answers to complex questions of the school curriculum, consistently and fully, reasonably and logically state his own judgments, reproduce the content of texts from textbooks, works of fiction and oral folk art, and finally, an indispensable condition for writing program presentations and essays is a fairly high level of development of coherent speech of the child. The skillful use of such technology as TRIZ in speech development classes in kindergarten successfully helps to develop thinking, ingenuity and, of course, speech in preschoolers.

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Synopsis of GCD on the development of speech in the middle group.

Topic: Teaching storytelling from the picture "That's the snowman!".

Educational areas:"Communication", "Health", "Artistic creativity".

Priority task:development of connected speech.

Educational tasks:clarification and activation of the dictionary on the topic "Winter"; to form the ability to carefully consider the picture, to reason about its content (with the help of questions from the educator); learn to compose a detailed story based on a picture, based on a plan; to teach the ability to come up with a name for a picture.

Developing: exercise in guessing riddles; develop imagination and creativity; develop fine motor skills of the hands; cultivate independence and accuracy in work.

Educational: to cultivate the ability to listen carefully to the stories of their comrades, to supplement the answers.

Individual work:Alice, German, Egor. to activate the speech of children when answering questions.

Equipment: plot picture on the topic “That's the snowman!”, pictures about winter, a snowflake with a riddle,

Preliminary work:observing winter phenomena during a walk, talking about winter fun, finger gymnastics.

Course progress.

Children stand in a circle

1. Organizational moment, announcement of the topic of the lesson.

Guys, look at the board, the train is waiting for us again, on which we travel every day to the land of knowledge.

And what are we going to do now and tell us ... .

Black box game

What lies there you will find out when you guess my riddle.

Mystery:

White but not sour

Cold but not ice cream

It flies, spins, but not a butterfly.

What's this? (Snowflake)

Lexico-grammatical work

The game "Words of Winter" (work with a piggy bank of words)

- Guys, passing a snowflake to each other, you will call the words of winter (these are winter fun, and natural phenomena, clothes, everything related to the winter season), and we will collect all these words in our box. The teacher takes the last snowflake in his hands and calls the word snowstorm, explains the meaning of the word (snow storm with strong destructive wind). “Puts” this word in the box and closes it.

The game “What can a snowflake turn into?

2. part Drawing up a story based on a picture.

Examining the painting "This is a snowman!" and talk about it.

The teacher puts a picture on the board and organizes a conversation. Gives an opportunity to consider it, to exchange impressions. Then he asks to come up with a name for the picture. The teacher calls the most successful names, explains that they are the most accurate and concise.

“And the artist called his painting“ This is a snowman! ”Is it true that a snowman is good?

Painting conversation:

What season is shown in the picture? Why do you think so?

What did the children blind? What is the snowman made of? (What was the snow like?)

Look at the snowman and tell me what kind of snowman it is. (The snowman is big, cheerful, he has a bucket on his head, coal eyes, a carrot nose ...)

Tell us about what is happening around the snowman?

Did you like the snowman?

The teacher then summarizes:

It was a beautiful winter day, it was very beautiful around. A lot of snow fell. The children and the teacher went for a walk. Sasha went sledding, and Yura and Lena began to make a snowman. The snowman turned out big, cheerful. Instead of a hat, the snowman has a bucket, coal eyes, a carrot instead of a nose, and hair was made from twigs. He's very handsome.

Fizminutka

One two three four. (Children bend their fingers under the count).

We made a snowball with you. (They make a snowball for fun).

Round, hard, very smooth. (Children "stroke" the snowball).

And not at all sweet. (“Threaten” with a finger).

One, throw up, catch two. (Imitation of throwing snowballs.

We’ll drop three, oh, they broke!)

The teacher invites the children to repeat the story (the task is performed by 2-3 children). Well done guys, you got good stories, and now let's continue the story (TRIZ) (the teacher shows the sad face of the snowman, and asks to come up with a story, why did the snowman suddenly feel sad?) Then he changes the snowman's face to a cheerful one, and asks to come up with and tell why the snowman become so cheerful?

TRIZ "Let's revive the snowman, and let him tell about himself"

Summing up the lesson, evaluation of work

children.

So guys what did we do today? (back to train)

What didn't work for you?

Drawing "Funny snowmen".

Teacher: Try to draw a snowman.

How many snow globes does a snowman need?

What size are these balls and how are they arranged?

What can serve as a snowman's headdress?(bucket, cap, pan).

What items of clothing can be drawn for a snowman?(Scarf, belt).

What to give him?(Shovel, broom, stick, Christmas tree).

What facial expression can a snowman have?(Cheerful).

Summary of the lesson

33 Theme "Sound and letter h"

VISIT ZOYA

Material. Dolls Aza, Liza, Zoya; objects or their images (vase, umbrella, TV, bell, mosaic); toys (bunny, goat, Dunno); drawings of flowers (roses, mimosa, forget-me-nots); pencil cases with a set for sound analysis of words and verbal analysis of sentences.

Lesson progress

Orgmoment

Psycho-gymnastics

Game: Mosquito. The speech therapist holds a hanging piece of paper depicting a mosquito and says: z-z-z-z. Children imitate different states with facial expressions: “annoying mosquito”, “we are afraid of a mosquito”, “bitten by a mosquito”, “we drive away a mosquito”, “we are not afraid of a mosquito”.

2. Isolated pronunciation of sound h. Isolation of the first sound from the word Zoya. Sound characteristic

In the morning a mosquito flew in, wakes up Zoya: z-z-z-z. How did the mosquito sound? (Z-z-z-z.) What is the first sound in a girl's name? (Sound h.)

3. Sound pronunciation h in syllables. Analysis and synthesis (logs for, for, for

"Catch" the sounds per. What syllable will you return? (Syllable per.) "Lo- vite" sounds z, about. What syllable did you get? (Zo.)"Give" me the first sound of a syllable zu ... (h), second... (y).

4. Sound pronunciation h in words. Determining the position of a sound. Development of phonemic representations

How affectionately called Zoya's mother? (Zoyushka, Zoinka, Zoya-shenka.) Guess what Zoya did in the morning. She moved... (curtain) bed... (triggered) did... (charging) Ko-Sichki... (braided) bandage... (tied up) cleaned... (teeth). What is the name of the paste you use to brush your teeth? (Tooth.) And the powder? (Dental.) Then Zoya went to the kitchen... (breakfast). In the morning we... (we have breakfast).

Zoya was visited by two friends. Give them names with sound h. (Liza, Aza.) Guess what they brought with them.

Items and toys are on display.

The first sound in a word m, last - a. What's this? (Mosaic.) first sound in, last - a, name the word. (Vase.) The girls brought... (mosaic, vase, clockwork bunny, toy TV, umbrella) and more flowers... (roses, forget-me-nots, mimosa).

Development of auditory attention and memory

The girls decided to play "Telephone". It is necessary to convey by phone the words: bunny, mosaic, umbrella, vase, and now: forget-me-nots, roses, mimosa.

Children repeat words in a given sequence.

Sound-syllabic analysis and synthesis

Aza suggests playing with words in a different way. Place bare ki on your hands and close your eyes. Aza will say the word, and you will raise as many fingers as there are syllables in the word. The words are called.

Now complete the missing syllables in the words: frosty ... (zy), ta...(PS), aquarius...(PS), gro...(per). Now Aza will name the first syllable, and you - the whole word: gla... (eyes), str... (dragonfly for...(castle), be ... (birch), behind ... (curtain), behind ... (fly in), ta ... (basins).

Zoya and Aza decided to find out how many syllables and sounds are in a word basins. How many syllables do you think this word has? What is the first syllable? And the second syllable? Circle the sounds of this word. Name the vowel sounds. How many consonants? Where is the consonant h?

Fizminutka

Zoya and Aza offer us to do exercises with them and With clockwork bunny.

Reading a poem is accompanied by imitation of movements.

Jump-jump, jump-jump, On your toes, pull yourself up!

Bunny jumped on a stump. We put our paws on the side,

He beats the drum loudly, On his toes, hop-hop-hop.

Calls to play leapfrog. And then squatting

Paws up, paws down, so that the paws do not freeze.

V. Volina

8. Sound pronunciation h in offers. Making sentences based on key words. Practical learning of verb forms call

Describe how the children played with toys.

The children are talking. Make sentences with words mosaic, bunny, vase.

The speech therapist offers sentence schemes.

Lisa suddenly remembered that she needed a phone call... (call). And now you, Dima (Mitya), call.

The phone is brought to the child.

What are you doing? I... (calling) I... (I will call). What did you do? (Called.) You already... (called). We will... (call). We... (let's call). What have we done? (They called.)9. Pronunciation of the sound z in connected speech Lisa is very fond of clean talk. Let's compose pure phrases for her with the word goat.

For-for-for, there is a goat in the meadow.

Zu-zu-zu, together we pastured a goat.

Zy-zy-zy, a goat's bell.

For-for-for, go home, goat.

And here are Zoya's pure words. Let's repeat them with her.

Bunny Buba has a toothache.

Zoya is a bunny hostess.

Sleeping in the basin of Zoya Bunny.

Zu-zu-zu, zu-zu-zu,

We are in the basin with my Lisa.

Getting to know the letter Z

Do you know what this book is called? (ABC.) Zoya took the alphabet , letter h named in it. See what the letter z looks like? (//With number three.)

3 - not just a curl,

3 - spring, pretzel, shavings.

B. Stepanov

Look at this letter: It is just like the number three.

C. Marshak

11. Reading syllables for, for, for, for, for. Composing words from disparate syllables

Let's read syllables with the girls for, for, for, for, for. And now from syllables ta, neither, to, would, zu, zy make up the words. (Horses, basins, teeth.) Let's help Zoya put her name out of the split alphabet.

Summary of the lesson

What sound did we study today? Who helped us? What is this? (Consonant, hard, sonorous sound.) What letter are you familiar with? (With the letter z.) And what number does this letter look like? (Number three.)

34 Topic “Sounds from, h" and the letter Z

STARSHIP FLIGHT

Material. Pictures of a starship, "star men", the Castle, animals (zebra, bison, dragonfly, monkey, grasshopper, hare, jellyfish), birds (chaffinch, nuthatch, kingfisher, robin), plants (strawberries, boletus), products (raisins, marshmallows ); objects (lock, nails, basket, curtain); color symbols of sounds, letters.

Lesson progress

Organizational moment.

What planet do we live on? (On the ground.) Who are we? (Earth is not, children of the Earth.) And who lives in the stars? (Children of the stars.) He's sending us their favorite sounds z, z".

Lesson topic message

The children of the stars have sent us star signals: z-z-z-z,z"-z"-z"-z",

3. Characteristics of sounds z, z" articulatory and acoustic features. Designating them with color symbols