Speech therapist's notes on the formation of lexicogrammatical categories in preschoolers of the preparatory group for children with ffn. Speech therapist classes. Summary of NOD in a group of children with ODD preparatory to school: “A fun journey of the speech therapist teacher Nod on the topic of n
Speech development lesson
Speech therapist's abstract on development
lexicogrammatical categories in preschoolers
preparatory group for children with physical disabilities
Khisamova G.R., teacher-speech therapist MBDOU No. 5, Leninogorsk RT
Subject: Complex sentence with conjunction A.
Target: Introduce children to the structure of complex sentences, teach them to compose complex sentences based on visual symbols.
Tasks: Strengthen the ability to draw up diagrams of simple sentences, learn to draw up a diagram of a complex sentence with the conjunction a. Exercise children in composing complex sentences with the conjunction a, based on diagrams and pictures. Develop the ability to compare objects. Consolidate and activate vocabulary on the topic: “Types of sports. The Universiade is coming soon!” Strengthen the correct pronunciation of sounds, develop fine motor skills, sense of rhythm, auditory and visual attention. Fostering a sense of patriotism.
Equipment: Pictures of the diagram of the stages of work in the lesson; subject pictures for each child, on the topic “types of sports”; cards with word symbols and pictures for making sentences.
Progress of classes:
I. Organizational moment. Programming of activity stages.
A speech therapist's story.
Guys, we live in a Republic where the wonderful event of the Universiade will soon take place. And today the Uni mascot and symbol of the Universiade came to visit us. After all, the Universiade is a competition for young people. Yuni is full of energy, loves sports, his older brother, a large winged snow leopard, proudly looks at him from the coat of arms of our Tatarstan.
(slide show)
Guys, do you know what sports athletes from all over the world will compete in at the Universiade? (Children's answers) Do you like sports? (Children's answers).
I suggest you tell me what you will do today.
Children answer by making sentences according to the diagram. Sample sentences:
Today we will make proposals and their diagrams.
Let's play a game.
Let's compare objects.
II Main part.
1. Introduction to the topic.
A speech therapist asks children to name the sports in the pictures. (each child has a picture on the table). Children name sports (football, volleyball, swimming...), then summarize and name the topic of the lesson. Explain the concept of sport.
2. Explanation of new material.
The teacher gives the children tasks: girls - color the ribbons, boys - draw (circle through tracing paper) balls. Asks them to make sentences about what they do.
Children make up sentences.
Girls color ribbons.
Boys draw balls.
Then diagrams of these proposals are drawn up on a typesetting canvas.
Next, the teacher explains that if we want to talk about girls and boys in one sentence, to do this we need to connect both sentences with the small word “a” (shows on the diagram) and separate both parts obtained with a comma. Then he asks the children to make sentences according to the scheme:
The speech therapist draws attention to the fact that in each part of the sentence different words-objects are named. Informs that it is advisable to use different actions.
Children make up a sentence:
Girls color ribbons, and boys draw balls.
3. Compiling a complex sentence based on two plot pictures.
The speech therapist gives the task: using the diagram drawn up, come up with a sentence based on the pictures. Pictures are offered: “basketball players play basketball”, “tennis players play tennis”.
A proposal is made:
Basketball players play basketball, and tennis players play tennis.
4. Finger gymnastics.
Palms up! Clap! Clap! (Clap your hands at the top, on the knees, on the shoulders, on the sides, behind the back, in front of you, on the left, on the right.)
On the knees - slap, slap!
Now give me a pat on the shoulders!
Slap yourself on the sides!
5. Drawing up a proposal for combined schemes, using pictures. Preschoolers are asked to write a sentence using a diagram.
Petya is skiing
and Tanya is skating.
6. Exercise in the formation of new words on the topic “Athletes”
Plays hockey - hockey player.
Plays football - football player.
Plays volleyball - volleyball player.
Plays basketball - basketball player.
Plays tennis - tennis player.
A cyclist is riding a bicycle.
He does gymnastics - a gymnast.
Swims - swimmer.
III. Dynamic pause.
Speech therapist divides children into gymnasts and swimmers (to prevent children from getting confused, badges depicting athletes are attached to their clothes). Invites children to come up with tasks for athletes with the small word “a” and gives an example:
“Gymnasts squat and swimmers dive.”
Gymnasts jump and swimmers swim.
Gymnasts spin and swimmers hold their breath.
Gymnasts do side bends, and swimmers do an asterisk.
7. Explain the meaning of proverbs.
Walking means living long.
In a healthy body healthy mind.
Sun, air and water are our best friends.
Move more, you'll live longer.
8. Lotto “Finish the sentence”
Each child has a large lotto game card and individual pictures. The speech therapist suggests reading the beginning of the sentences under the pictures on the cards and finishing them by selecting the corresponding picture with a continuation that is suitable in meaning and placing it on the empty field nearby.
In winter they play hockey, and... in summer they play football.
In winter they go skiing, and... in summer they go cycling.
In winter they skate, and... in summer they swim.
Tennis is played with a racket, and... basketball with a ball.
Children select matching pictures and read the sentences.
IV Summing up.
The teacher invites the children, using an activity algorithm, to remember what they did in class: they played, made up sentences, compared what kind of sport they do in the summer and what kind in the winter. Find out which games they liked and which they would like to play in the next lessons.
Svetlana Sinitskaya
"Dishes". Summary of the open lesson of the GCD teacher-speech therapist
Teacher's GCD summary-speech therapist for children of the senior group of compensatory orientation for children with speech disorders in accordance with the Federal State Educational Standard for Education.
Organization: MBDOU d/s No. 39
Locality: Stavropol city
Subject: Dishes.
Target: development of speech in children of senior preschool age with speech disorders.
Tasks:
1. Correctional and educational:
Teach children to compose a story based on a plot picture and retell it according to a picture-graphic plan;
2. Correctional and developmental:
Expand and activate children's vocabulary on the topic « Dishes» ;
Practice using common sentences;
Activate children's vocabulary of adjectives and antonyms;
To develop in children the ability to construct their statements grammatically correctly;
Develop in children the ability to accurately answer questions;
Develop attention and thinking by paying attention to details in the description.
3. Correctional and educational:
To develop in each child the ability to listen to the statements and stories of other children;
Develop neatness and care skills dishes;
To develop in children the skill of self-control of speech.
Integration of educational regions: social-communicative, cognitive, artistic-aesthetic, physical development.
Equipment: subject pictures depicting different objects dishes, double-sided magnetic board, magnets, picture with superimposed different contours dishes, toy dishes, ball, soft clothespins, blindfold, bag with different figures, pictures with unfinished parts dishes, felt-tip pens, small objects for laying out outlines dishes(beans, mushrooms, seeds, plot picture, picture-graphic diagrams for the story, magic casket with a keeper snake, sweets.
Preliminary work: reading a fairy tale by K. Chukovsky "Fedorino grief" and discussion of content, game "Family at the table", a game "Set the table".
Dictionary - active: object - glass, fork, goblet, saucer, ladle, colander, spoon, knife, salt shaker, pepper shaker, napkin holder, frying pan, sugar bowl, teapot, mug, teapot, saucepan; verbal: put, hold, put, take; signs: glass, porcelain, cast iron, metal, plastic, ceramic; passive: herring bowl, cracker bowl, candy bowl, butter dish, coffee pot, salad bowl, service.
Progress of the event:
1. Organizational moment - children enter the office and stand around the speech therapist (creation of a motivational component).
All adults and children are assembled,
We can begin!
But first you need "Hello" say!
Guys, today we have something unusual class, why do you think? (guests came to us, they probably want to see what we can do, what we have learned throughout the year). - I have prepared a lot of interesting games and tasks for you - would you like to play? (Yes)– then make yourself comfortable!
2. I have riddles for you - do you want to guess?
I puff, puff, puff, It can be deep, Three calves -
I don't want to get warm anymore. It can also be small, with one tail.
The lid rang loudly: However, this is not a river
“Drink tea, the water has boiled”. Her name is….plate.
Whenever I’m empty, Fu-you, well-you, hand to the side! Without arms, without legs -
I forget about you. It doesn't matter that I have no legs. The noodles crumble.
But when I bring food - If you want to drink yourself - I don’t eat it myself,
I will not pass by your mouth. Bring me to your lips. And I feed people.
There will be delicious food with a golden crust if you use (with a frying pan).
Soup, salad, mashed potatoes, cutlets are always served in (on a plate).
A boat floats across my plate, I send the boat with food into my mouth. (Spoon)
3. Introduction to the topic:- Did you have breakfast today? – what did you have for breakfast? – what did you eat from and with what? – what did you drink from? How does Olga Vasilyevna bring you food? -What do you think we’ll talk about today? – (O dishes) . Would you like to see the pictures I have prepared for you? Shall we name them? (children name objects dishes) – how can we call all these objects in one word? – (dishes) .
4. Main part. New: dishes- these are household items; depending on how it is used, it can be a kitchen (in which food is prepared), a tea room (from which they drink, and a dining room (with which they eat food). There is also a coffee shop.
Tell me the kitchen dishes(with which food is prepared) frying pan, pots (children call).
Name the tea room dishes(from which they drink)- cup, saucer...
Name the dining room dishes(with which they eat)- plates, spoons.
5. Didactic game “Friends or not friends?”. All things dishes are friends with each other. Do you think that a fork is friends with a spoon? Yes, because it's dishes.
Is the teapot friends with the doll? No, because the doll is a toy, and the teapot is dishes.
Is the plate on friendly terms with the hat? – Is the fork friends with the knife? – Is the mug friendly with the ball?
6. Didactic game "Eyes". (development of visual attention, thinking). Multiple items dishes overlapped each other. Need to "discern" name each one. But first we need to do gymnastics for eye: “Floor, ceiling, window, wall, closed your eyes (weak, strong)" - eyes are ready - (look at, call). The eyes worked, they need it rest: blinked, closed their eyes... (surprise moment - "Family at the table"- Which one? the dishes they use? – tea, coffee.)
7. Didactic game “Listen carefully, do diligently”. Carrying out verbal instructions from a speech therapist using a toy dishes.
Take a large saucepan and place it between the frying pan and the colander;
Take a small saucepan and put a ladle in it;
Take one plate and hold it over a large saucepan; etc. (by time).
8. Didactic game “What is the item made of?”- Children, tell me dishes Same or different, how is it different? (color, size, material):
If the cup is made of plastic, it is plastic;
If the kettle is made of metal, it is metal;
A glass is made of glass - it is glass, etc.
9. Didactic game "What doesn't happen". The speech therapist points to some part dishes, what about children comment: There is no teapot without (nose)
There is no pan without... (lids)
There is no knife without (blades)
There is no glass without (legs)
There is no colander without (holes)
There is no fork without... (cloves)
There is no frying pan without (bottom)
There is no teapot without. (pens)
There is no grater without (holes)
10. Didactic game "Say it the other way around":
The frying pan is heavy, and the knife (easy);
The pan is big and the spoon (small);
The jug is tall and the cup (low);
The plate is small and the cup (deep);
11. Physical education minute. Ball game. "Call me kindly", "One is many". The speech therapist, throwing the ball to the child, names the object dishes in the singular, the child, having caught the ball, must name this object in the plural. (glass-glasses, spoon-spoons...etc.). + "Call me kindly". (cup-cup, plate-plate, glass-cup, etc.
12. Didactic game "Octopus Tentacles". - Are you tired? What do you think I want to offer you to play? (children call the game). One child attaches clothespins to his clothes, the other with his eyes closed "searches" takes them off and counts them.
And for you (children who did not participate) I have one more game let's continue: “Magic bag - find the same item”. The speech therapist has a bag in which there are many different paired objects. The teacher takes out one object, gives it to the child and asks him to find the same one. The child searches for this item in the bag by touch.
13. Didactic game "What is missing?". The speech therapist tells the children that Grandma Fedora I didn’t spare the dishes, did not wash, beat and the dishes ran away from her. On the children's tables there are pictures with missing parts. dishes. You need to complete the missing part of the object and say complete proposal: “The teapot ran away from Fedora. I finished drawing the spout for the teapot. A saucepan ran away from Grandma Fedora. I finished drawing the handle for the pan.”
14. Didactic game “Come up with it and post it”. Laying out small objects of any shape dishes. (children lay out different dishes, and the speech therapist "guess" what is this dishes).
15. Didactic game “Where do the products live?” Loped explains to the children that each product has its own house and asks the children to guess the name of the house.
Sugar lives in... (sugar bowl)
Salt lives in... (salt shaker)
Rusks live in... (sugar bowl)
Oil lives in... (oil can)
Pepper lives in... (pepper shaker)
Tea lives in... (teapot)
Coffee lives in... (coffee pot)
Herring lives in... (to the herring woman)
Candy lives in... (candy girl)
Salad lives in... (salad bowl)
16. Access to coherent speech. Compiling and retelling a story based on a plot picture based on picture and graphic diagrams. – I also have a picture for you with a coded story. Want to see? There is a plot picture on the magnetic board. The speech therapist suggests looking at it, giving it a name and trying to come up with a story. (the children find it difficult and the speech therapist suggests "disenchant" story using support-graphic diagrams in which each word corresponds to a specific symbol). - Do you want to hear a disenchanted story?
"Machine's birthday".
1. It was Masha’s birthday.
2. Masha was waiting for the guests and set the table.
3. She put on the table 5 porcelain cups, a crystal candy bowl, a large copper samovar and a glass vase with jam.
4. The guys came to Masha and gave her gifts.
5. Masha and the guests drank hot, fragrant tea with sweets and jam.
6. The tea party is over.
7. The children began to sing and dance, and dance in a circle.
8. The birthday party was a lot of fun.
17. Retelling the story in a chain. (If time permits, you can retell the entire story to 2-3 children).
18. Final part. (creating a problem field)
What would happen if we didn't have dishes?
What would happen if all the food boxes were mixed up?
Surprise moment: The speech therapist tells the children that today the snake Shusha came with our guests with a magic casket in which she prepared surprises for the children. She really liked how you handled games and interesting tasks, liked your stories, but did she forget what products are stored in the candy bowl? (children answer). Lock on the casket opens and Shusha treats the children with sweets.
Target: development of phonemic processes
Tasks:
Correctional and educational:
— expand and activate the vocabulary on the topic “Transport”
- practice differentiating sounds [w] and [s]
- practice analyzing sounds, syllables and words
- practice reading syllables
- strengthen the ability to answer questions clearly and correctly
Correctional and developmental:
- develop communication skills
— develop cognitive processes: memory, attention, logical thinking;
- develop gross and fine motor skills;
Correctional and educational:
- cultivate cognitive interest
- increase activity and interest in speech therapy classes
Equipment: tape recorder, picture tickets, ball, pictures of objects whose names contain the sounds [w], [s], cards with syllables, rebus, cards with words.
The speech therapist invites children to go on an exciting journey. But first we need to carefully listen to the sounds of approaching transport and guess what we will travel on.
Children listen to a tape recording - the sound of wheels, the approach of a train.
What kind of transport is this based on the location of travel?
Children: a train is a railway transport.
Speech therapist: The one who comes up with a word with 3 sounds will get a ticket.
Children: Cancer, cat, mouth,..
/children name words, speech therapist hands out picture tickets/
Speech therapist: Look at your tickets, name the pictures
Children call: fur coat, cone, hat, samovar, boots, sled
Speech therapist: Name the first sounds in words.
Children call.
Speech therapist: That's right, today we will talk about the sounds [w] and [s]
What are these sounds?
Children give a description of the sounds: [w] - consonant, deaf, always hard.
[s] - consonant, deaf, can be hard and soft.
Speech therapist: Where is the tongue when we pronounce the sound [w]?
Children explain: the tongue is cup-shaped, behind the upper teeth.
Speech therapist: Where is the tongue when we pronounce the sound [s]
Children explain: the tongue is shaped like a slide, behind the lower teeth
Speech therapist: I make a sound, you show with your hand where the tongue is.
Children show.
Station "A".
Children read: SHA, SA
Children: hut, fireworks,...
Speech therapist: Now let's load the cars on the train.
Children are invited to take the pictures and arrange them among the carriages - words with the sound [w] in the orange carriage, words with the sound [s] - in the blue one.
Speech therapist: you did a great job, now let’s play.
Playing with a ball: replace the sound [s] with [sh].
etc. Day jokes
Style is calm
Spores spurs
Mars march
Mask Masha
Speech therapist: we get on the train and hit the road.
/children imitate the movement of a train to a tape recording/.
Station "U"
Speech therapist: We drive up and read the syllables.
Children read: SHU, SU
Speech therapist: Think of words that contain such syllables.
Children: joke, crackers,...
Speech therapist: Let's relax at this station and swim in the river:
The water splashes quietly (claps hands)
We are floating along a warm river. (swimming movements with hands.)
There are clouds in the sky like sheep (raise our hands up)
They fled in all directions. (running in place and crouching)
We are crawling out of the river, (slowly stood up)
Let's take a walk to dry off. (walking in place.)
Now take a deep breath.
And we sit down on the sand. (Children sit down.)
Speech therapist: While we were resting, a radiogram came to us.
Children are asked to correct mistakes:
The soldier is wearing porridge, Dad was painting the rat,
Masha was eating a helmet. Masha washes the bear in the sink.
Speech therapist: While we were analyzing the radiogram, a stowaway got onto our train; to find out who it is, we need to solve the puzzle:
Children are asked to read the word based on the first sounds of picture words.
Roof, Wasps, Fur Coat, Wheel, Stork
Children read: CAT
Speech therapist: We will find out why the cat came to us at the next station.
We board the train and hit the road.
/children imitate the movement of a train to a tape recording/.
Station "O".
Speech therapist: We drive up and read the syllables.
Children read: SHO, SO
Speech therapist: Think of words that contain such syllables.
Children: chocolate, magpie,..
Speech therapist: The cat came running not by chance, she felt that the handler was delivering food.
The speech therapist gives children pictures - pots on which cards with words with missing letters are attached. Children complete the letters.
| RI. |
| MY. ABOUT |
| PY. CA |
| CA. A |
| . UP |
Speech therapist: our journey has come to an end, we get on the train and go to kindergarten.
Result: a short conversation about what was especially memorable during the trip.
Title: Speech therapist classes. Summary of educational activities for a group of children with special needs preparatory to school: “A fun journey”
Position: speech therapist teacher
Place of work: GBDOU No. 81
Location: St. Petersburg, Primorsky district
Outline of direct educational activities in the senior group Sound and letter “C”
Topic of the week: “Pets.” GCD theme: “Introduction to the letter “C”
Integration of educational areas:
- Cognition
- Communication
- Health
Technologies:
- use of gaming methods;
- gaming technologies aimed at developing visual attention;
- information computer technologies;
- health-saving technologies: eye gymnastics, self-massage of the face;
- technologies for preserving and promoting health: finger gymnastics;
- correctional technologies: psycho-gymnastics.
Correctional educational : improve the skills of sound analysis and word synthesis (singling out a consonant against the background of a word).
Correctional and developmental: learn to pronounce the sound [C] correctly, highlight it at the beginning, middle and end of words.
Continue to formulate the concept of “consonant sound”.
Develop auditory attention and visual perception.
Develop fine motor skills, long smooth exhalation, visual attention, memory, thinking.
Material:
magnetic board, object pictures for the sound “C”, a card from the alphabet letter “C”, blue chips, notebooks, colored pencils, a ball, cards for determining the place of the sound in a word for each child.
Progress of the lesson:
1. Organizational moment/introductory conversation/
- Guys, what time of year is it now?
– How many winter months are there in total?
– Name them?
- What month is it?
- What day is it today?
2. Psycho-gymnastics
Speech therapist:
“It’s cold outside, the wind is blowing, it’s snowing. Show how frozen you are, how you cowered. Let's depict how we sculpt a snowman /imitation of movements/. We worked, warmed up, and relaxed.”
3. Reporting the topic of the lesson
– Please listen to the riddles, if you guess them, you will find out what sound we will get acquainted with today.
The living castle growled
He lay down across the door.
– What is the first sound in this word? / “s” /
– In what position are your lips? /smile/
-Where is the tongue? /tongue wide, behind the lower teeth/.
– Look at our computer screen.
4. Sound characteristics (slide 3)
– The sound “s” is consonant, hard.
– What symbol denotes a hard consonant sound?
– Which yellow-breasted birds spend the winter with us?
5. Breathing exercise
- Guys, imagine that a strong wind blew, burning your face. SSSS /exhale a hard “s” sound/.” When a tire bursts and air comes out, the sound “SSS” is heard.
6. Looking at pictures for the sound “S” (Slide 5)
Children name pictures and determine the place of sounds in words.
7. Ball game “Echo”
“Guys, I will “throw” sounds at you, and you will “return” the syllables to me.”
“s”, “a” - “sa”;
“s”, “and” – “si”;
“s”, “u” – “su”;
“s”, “o” - “so”.
8. Color the pictures whose names contain the sound “C” (work in notebooks)
9. Finger gymnastics “Porridge machine”
Masha cooked porridge, Children's right index finger
Masha fed everyone porridge. interfere with the left palm.
Masha put porridge Bend one finger at a time on the left hand.
Cat - in a cup,
For the bug - in the bowl,
And for the cat - in a large spoon.
In a bowl for hens, chicks
And in the trough for the piglets.
Took up all the dishes Unclench your fist.
I gave away everything down to the crumbs. Blow off the “crumbs” from the palm.
10. Introducing the letter “C” (slide 7)
– Listen to a poem about the letter “C”:
What letter is glowing?
Old clear month?
Crescent moon in the dark sky
The letter C hung over the house.
– What does the letter “C” look like?
- Let's put it together with our fingers.
– Find the letter “C” in your notebooks in the upper right corner. What color should it be painted? Color it. Trace it with your finger, write in the air in turn with all the fingers of both hands.
11. Review of slides 8.9
12. Making sentences based on pictures
Sledge, bus, bowl, dog.
13. Lesson summary
Sent
Teacher speech therapist
Stella Danelyan
The author is pleased, it’s not difficult for you - click “I LIKE”Elena Anatolyevna Skorkina
Summary of the final speech therapy GCD in the senior group “In the land of beautiful speech”
Target: consolidation of the material covered.
Correctional and developmental tasks:
Correct pronunciation;
Correct and develop visual perception;
Correct and develop auditory perception;
Correct and develop hand motor skills;
Correct and develop mental activity (analysis and synthesis, logic, thinking);
Correct and develop coherent speech (lexicon).
Develop personal qualities, emotional-volitional sphere (self-control skills, perseverance).
Correctional – educational tasks:
Clarify vocabulary on lexical topics "Animals", "Object World", "Toys", "Insects", "Flowers", "Birds" and etc.
Systematize and summarize the knowledge of the section "Literacy Education".
Correctional and educational tasks:
Cultivate interest in speech therapy classes;
Foster independence.
Health-saving tasks:
Plan the volume of material taking into account children’s fatigue;
Ensure that children are seated correctly;
Contribute to the creation of a favorable psychological climate;
Follow the vision protection regime;
Alternate static and dynamic tasks.
Equipment.
Board, pointer, easel, picture exercises, pencil cases for sound analysis of words, pencil cases with sentence diagrams, mirrors according to the number of children; teacher's methodological tools - speech therapist(game handout "Present", exercise "Let's collect the peas", ball, colored magnets, emoticons (cheerful and sad) with magnets; computer, projector, accompanying presentation for the lesson.
Progress of the lesson:
1. Organizational moment.
Hello guys! Tell me, what is your mood today?
Then let's stand in a circle.
On the right is a friend and on the left is a friend.
Let's hold hands together
And let's smile at each other.
2. Main part.
2.1. Report the topic of the lesson.
Tell me, do you like to play?
Do you like to travel?
Behind the high mountains
Beyond the distant forests
There is a miracle state
Words there are countless beautiful ones there.
The invitation came from this countries
We'll soon hit the road.
Today we will take a trip to the land of beautiful speech, which is called "Be smart". And that one rules country old man - Rechevichok. Residents of this countries speak beautifully and competently.
In this magical Sounds live in the country. Some of them can be easily sung. What are their names? (Vowels). Other sounds encounter an obstacle when pronounced. What sounds are these? (Consonants).
And it will help us get to land of beautiful speech balloon.
2.2. Breathing exercises.
Let's go to magic country"Be smart". We board a hot air balloon and go on a journey. Inflate the balloon (stomach) 1, 2, 3, 4. Deflate 1, 2, 3, 4, 5.
Air comes out of the balloon: Inhale and exhale with the sound shhhh.
2.3. Articulation gymnastics.
So you and I are in the land of beautiful speech. What kind of people live here? Sit back comfortably and get ready to listen carefully and do exercises from the fairy tale.
We lived in country"Gramoteyka" cheerful residents. Residents woke up every day countries"Gramoteyka" early-early (children yawn and stretch). They opened the windows wide (ex. "Window", brushed their teeth (ex. "Let's brush our teeth", drank tea with sweets (ex. "Sweetie", and pancakes (ex. "Pancake") and each went about their business. Some loved to ride a horse (ex. "Horse", others swing on a swing (ex. "Swing", but among them there were also hardworking residents who worked all day, like a woodpecker-doctor of the forest (ex. "Woodpecker"). They painted the fence(ex. "Painter"). All residents countries"Gramoteyka" were friendly and smiled at each other (ex. "Smile".) They also loved to pick mushrooms (ex. "Fungus"). And when they felt really sad, they looked at the clock as it ticked (ex. "Watch"). And then we played again, just like you and me.
2.4. Visual gymnastics.
Since the computer will help us play today, we need to do some gymnastics for our eyes as well.
We do gymnastics for the eyes
We'll do it with you now!
The squirrel jumps through the trees,
And he hides nuts in the hollow.
(eye movement up and down along the path)
Bees fly back and forth
They rush to bring honey to the hives!
(eye movements left and right)
Look over the flowering meadow
Butterflies are flying around!
(Circular eye movements)
Now let's close our eyes,
We blink many times
And fun exercise,
Keeps your eyes healthy!
2.5. Exercise “What’s extra?”
Umbrella-grain-glass-basket;
snowflake-beads-dog-hare;
spring-rose-gooseberry-mug;
wood-fox-grass-cancer.
2.6. Exercise "Call me kindly"
sun-, feather-, nest-, owl-, fish., plane-….
2.7. Dynamic pause "Bug"
The beetle climbed up the ladder
Sings a song
“Ju-zhu-zhu, zhu-zhu-zhu, I’m sitting on the stairs.”.
The beetle fell down the ladder and he sang a song
“Ju-zhu-zhu, zhu-zhu-zhu, I’m lying under the ladder.”.
We will pick up the bug and hug it tenderly.
2.8. Ball game "Say it the other way around"
High-…
Far-…
Hot-…
Black-…
Sad-…
Sick-…
Salty-…
Thick-…
2.9. Exercise "One is many" (in unison)
Tomato - tomatoes;
samovar-…
pencil-…
2.10. Finger gymnastics "Frogs" (children go to the tables)
Two green frogs
Two cheerful girlfriends "Kwa, qua, qua, qua, qua, qua"
The choir sings songs "Kwa, qua, qua, qua, qua, qua"
All the boys are being disturbed from sleeping "Kwa, qua, qua, qua, qua, qua"
2.11. Mystery (according to description)
Guess what it is?
It's dangerous to touch her, even though she's very attractive.
It has thorns, it is given to women, it smells nice and makes us very happy.
(rose)
2.12. Exercise “Lay out the diagram of the word” (ROSE)
2.13. Exercise "Make a proposal"
Make up sentences with the word "ROSE".
2.14. Exercise "Let's collect the peas"
(handout pictures)
pine cone, pillow frog, reed babies, cat midge, snowflake spring, hedgehog knives, flag pie, bow beetle, bandage screw, com-house, bear-mouse.
2.15. Exercise "Present"
(Handout)
We will give gifts - pictures whose names contain the sounds S, Z, Zh, R. (2 pictures for each child)
3. Lesson summary(reflection)- Guys, tell me, did you enjoy visiting and playing the land of beautiful speech?
What's it called country of beautiful speech?
It's time for us to go back to kindergarten.
What did you like most?
If you liked everything and it wasn’t difficult for you, then take cheerful smiley, and if there were difficulties, then a sad emoticon.
Well done today! They showed their knowledge perfectly, just like the residents countries"Be smart"
