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. Organizational 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 will 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 thought 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 the children to complete the sentence in this way, then repeating the whole sentence, for example: “A cold ... wind is blowing. 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 on the bottom ...”.
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 count 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. Organizational 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 curled up.
Playing hockey without me
Not interesting for children (stick).
“What are these items for? - For winter games, for winter fun. - What games can you think of 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 children's winter fun. They show him. 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 to 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. The result 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. The result 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;
- the practical use of nouns in the instrumental case without a preposition and the prepositional case of nouns with the 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 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. Organizational 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,
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. Organizational 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 up 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 (pictures-diagrams).
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. The result 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 exposes 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. The 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 "krak", 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 of 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 are 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.

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.

Related publications:

Topic: Drawing up a story based on the painting "Elephants". Integration of the classes "Development of speech", "Modeling" and "Introduction to the outside world". Educational.

Abstract of an individual lesson in the educational area "Development of speech" in the middle group "Compiling a story from a picture ..." KOU "Special (correctional) adaptive school - kindergarten No. 301" Abstract of an individual lesson in the educational field "Development.

Synopsis of directly educational activities for the development of speech. Writing a descriptive story based on a painting Tasks. Educational. 1. To teach children to compose a short story reflecting the content of the picture, according to the plan proposed by the teacher.

Synopsis of GCD on the development of speech for middle-aged children "Compiling a story based on the painting" Dog with puppies " Educational areas: Cognitive, Communicative, Socialization, Health, Artistic and aesthetic. Authors: educators Anischenko.

Abstract of a lesson on the development of speech for children of senior preschool age. Drawing up a story based on the painting "Hares" Drawing up a story based on the picture "Hares" Tasks: - coherent speech: learn to compose a story based on the picture according to the proposed plan, include c.

Author information

Evtushenko A.A.

Saratov region

Resource characteristics

Levels of education:

Preschool education

Item(s):

Literature

The target audience:

caregiver

Resource type:

Didactic material

Brief description of the resource:

Abstract of a lesson on the development of speech in the second junior group on the topic

"Compilation of a story based on the plot picture" Sasha and the Snowman "

educational goals.

• Consolidation of ideas about winter and its signs.
• Refinement, expansion and activation of the dictionary on the topic "Winter"
• Encourage children to solve riddles.
• Improving the grammatical structure of speech (coordination of nouns with adjectives).
• With the help of a teacher, learn to compose a short story based on a plot picture.

development goals.

Development of visual attention, thinking, memory, coordination of speech with movement.

educational goals.

· Formation of skills of cooperation, initiative.

Equipment. A plot picture on the topic “Sasha and the snowman”, pictures about winter, snowflakes with riddles, bottles with grated foam and straws for a cocktail according to the number of children, a cassette recording P.I. Tchaikovsky’s play “Winter Morning”.

preliminary work. Observations of winter phenomena, conversations about winter, winter fun.

Lesson progress:

1. Organizational moment.

Announcement of the topic of the lesson. Creation of an emotionally positive background, development of thinking .

Educator. Guys, on the way to kindergarten, I found snowflakes. These snowflakes are unusual. They have riddles. Listen and try to guess.

The teacher makes riddles:

Snow on the fields, Blizzard walks.

Ice on the rivers, when does it happen? (in winter)

The cold has come. The bear stopped roaring:

The water turned to ice. The bear went into hibernation in the forest.

Long-eared bunny gray Who will say, who knows

Turned into a white bunny. When does it happen? (in winter)

Educator. Today in the lesson we will talk about winter, its signs.

2.D / and "Pick a word" Activate adjectives in the children's speech.

- What is the winter like?(Cold, snowy, frosty…). What is snow in winter?(Cold, white, fluffy...) What are snowflakes?(Small, cold, white...). What is the sky like in winter?(Gray, gloomy ...). What are the snowdrifts?(Large, white, snow…). What wind?(Cold, icy…).

Educator. Do you guys want to make it snow in bottles?

3. Exercise "Blizzard"» Formation of a directed air jet.

The teacher distributes to the children small plastic bottles filled with grated foam. A straw for a cocktail is fixed in the lid of each bottle.

The teacher shows how to do the exercise correctly.

4. Considering the painting "Sasha and the Snowman" Consolidation of the skill of compiling a descriptive story based on a plot picture.

The teacher draws the attention of the children to the picture. Children, with the help of a teacher, make up a short story based on the picture.

What season is shown in the picture? Why do you think so? What did the boy blind? What is the boy's name? The boy's name is Sasha. What did Sasha make a snowman from? Look at the snowman and tell us what kind of snowman it is. (The snowman is big, snowy, he has a bucket on his head, coal eyes, a carrot nose ...) Then the teacher summarizes: - A lot of snow fell in winter. The boy Sasha made a snowman out of snow. Instead of a hat, the snowman has a bucket, ember eyes, a carrot instead of a nose, twig handles. The teacher invites the children to repeat the story (the task is performed by 3-4 children).

5. Physical education minute. Development of coordination of speech with movement.

The teacher invites the children to rest. Children are invited to the carpet for a warm-up.

Music from P.I. Tchaikovsky's play "Winter Morning" sounds.

A little white snow fell (in a circle).

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

We sit on the sled (squat).

And we rush from the mountain on a sled.

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

Spins, falls on everyone.

The children all got up on skis (imitation of skiing).

They ran after each other.

We blinded a lump of snow (“draw” a big circle with our hands)

We made a snowman (“draw a snowman from three lumps”).

Played, played,

And we got down to business (pass to their places)

Educator. Listen to the riddle:

6. The game "Revive the picture." Teach kids how to answer questions.

Educator. Guys, I suggest you play the game "Bring the picture to life"

There are pictures on the table. The child goes to the blackboard, takes a picture and tells what he sees on it.

7. Summary of the lesson.

The teacher evaluates the work of the children. Children, well done. They answered questions well, made up a story based on the picture.

You all speak beautifully!

Well, get gifts!

There is a basket with a surprise on the table.

Lyubov Kozak
Drawing up a story based on the plot picture "Sasha and the Snowman". Technological map of the lesson on the development of speech in the middle group

Technological maps.

Routing

organized learning activities for middle group

I take salas:Educational region: Communication.

Blimderi: Chapter: Speech development.

Tayryby:Topic: Drawing up a story based on a plot picture« Sasha and snowman» .

Masaty:Goals: To consolidate the children's idea of ​​\u200b\u200bwinter and its signs.

Refinement, expansion and activation of the vocabulary on the topic "Winter"; fix the correct pronunciation of sounds "With" and "R".

Improve your grammar speeches(coordination of nouns with adjectives).

Learn make up with the help of a teacher story by picture.

Develop visual attention thinking, memory, coordination speech with movement.

Develop creativity and imagination.

Continue to nurture the culture speeches ability to listen carefully to the statements of children.

Szdik zhmys. Vocabulary Work: winter storm.

Aldyn-alu zhmysy. preliminary Work: targeted walks, daily observations, viewing pictures of winter, winter phenomena, winter entertainment. Reading works about winter; acquaintance with proverbs, poems about winter; solving riddles about winter phenomena.

Zhabdytar. Equipment: snowflake, painting« Sasha and snowman» , melting snowman picture, foam bottles, silhouettes snowmen, cool pencils.

Bilingual component: Bilingual component: ys - winter, ar - snow.

kezenderі

activities

Trbieshіnі іs-reketі

The activities of the educator

Balalards іs-reketі

Children activities

Motivational-

Motivational

incentive

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.

Guys, look, a snowflake flew to us! (takes a snowflake, and something is written on it! Let's read it!

Hello girls and boys middle group №6, kindergarten "Alyonushka"! Writes to you Snowman! I sent you a gift picture, which depicts me and my friend Sasha. I really want you to carefully looked at this picture and came up with a story based on it about me and my friend. I love you very much. Snowman».

So guys, are you ready to do it? children stand in a circle

hands to the chest, stretch out their hands to each other

hold hands

smile

Answer.

yimdastyrushy

Organizational - search

(Shows picture, but nothing is visible.)

-The painting is bewitched, but if we try, we can disenchant it.

Guys, what time of year is it?

Di "Choose a Word". (Activate in speeches children adjectives.)

What is winter? (Cold, snowy, frosty). What snow in winter?. (Cold, white, fluffy) What are snowflakes? (Small, cold, white). What are the snowdrifts? (Large, white, snowy). What wind? (cold, icy).

(posted painting, children should name what does not happen in winter.)

Oh look, what do you see? It seems to me that the artist mixed up something. What is wrong with the artist?

Fizminutka.

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)

On the picture of a melting snowman.

Guys, look what's going on with our snowman? Why is he melting?

Let's create a blizzard.

What is a blizzard?

Maybe then we can save snowman?

Guys, now we will arrange snowfall in bottles.

An exercise "Winter storm" Formation of a directed air jet.

The teacher distributes to the children small plastic bottles filled with grated foam. A straw for a cocktail is fixed in the lid of each bottle.

The teacher shows how to do the exercise correctly.

While the children are doing the exercise, picture opens.

Examining the painting« Sasha and snowman» .

What season is shown in picture? Why do you think so? What is the boy's name? How is the boy dressed? What's in Sasha's hands? Who did the boy blind? What did you blind Sasha snowman? Consider the snowman and tell, which snowman. (snowman big, snowy, he has a bucket on his head, coal eyes, a carrot nose). What birds are on the tree?

The teacher then summarizes:

Lots of rain in winter snow. Boy Sasha dressed warmly and went outside. He took with him a shovel and a sled. The snow was sticky and Sasha made a snowman. Instead of a hat snowman bucket, eyes - coals, instead of a nose, a carrot. Beautiful turned out Sasha's snowman.

The teacher offers the children tell by picture(the task is performed by 2-3 children).

Answer. Winter.

Answer by naming adjectives.

They call something that does not happen in winter.

They do a physical exercise.

They answer that he melts.

Because it's warm.

reasoning.

Perform the exercise.

Examine the picture.

They answer questions.

Children make up a story from a picture.

Reflective - correction of ears

Reflective - corrective

Well done! picture we were able to break it down. Have miracles happened to us today?

Sa-sa-sa-such miracles.

Co-co-co the wheel spun.

Ra-ra-ra is very happy kids.

Rry-ry-ry the end of the game has come.

Sa-tsy-tsy-we are great today!

Guys, we played today, tried, disenchanted picture.

You have silhouettes on your tables snowmen. Let's revive them and present them to our guests.

They repeat the words.

Children draw details Snowman and give to guests.

Ktіletіn ntizhe:

Expected Result:

None of the whites:

Know: signs of winter.

andai tsіnіkterdi igerdi:

Have: an idea of ​​how to agree nouns with adjectives.

Megergen dadalar men іskelikterі:

Be able to: write a short story about a picture modeled after the educator.

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).