Municipal state preschool educational institution « Kindergarten"Fidgets."
Muravlenko city, Yamalo-Nenets Autonomous Okrug
Subject: "Spring has come"
Target: To form children’s ideas about spring, enrich their horizons and activate children’s vocabulary.
Expand children's vocabulary on a lexical topic, practice selecting verbs, strengthen the ability to coordinate adjectives with nouns, continue to teach how to answer questions in complete sentences and improve the skills of dividing words into syllables.
Improve phonemic perception, develop fine and gross motor skills, memory, attention, thinking and artistic and aesthetic taste.
Cultivate curiosity, kindness, love for surrounding nature and to each other.
Equipment:
Slide accompaniment on the topic: “Spring has come”, screen, Su-jok balls, teaching aid “Sun”, clothespins, pictures on a lexical topic.
Preliminary work:
GCD move
(There is a teaching aid “Sunshine” on the table, I draw your attention to it.)
Speech therapist: Guys, who came to visit us?
Children: Sun.
Speech therapist: Yes, guys, but something is not right here.
How do you think? (the rays disappeared).
The sun secretly told me that its rays are in a magic basket. By completing one important task, you can return them (answers).
The speech therapist reads:
For the sun to shine
We need to collect all the rays.
You complete the task
Collect the rays of the sun!
For the rays to light up,
Smile at each other! (facial gymnastics).
- Let's greet the sun, each other and the guests:
Hello, golden sun, (children open their palms towards the sun).
Hello, the sky is blue (raise your hands up)
Hello all my friends! (palms touch each other)
Hello, Mother Earth!
Speech therapist:
- Now listen to the important task that I told you about: if you solve the riddle, our sun will shine with golden rays again.
The snow is melting.
The meadow came to life.
The day remains.
When does this happen? (in spring.)
Can you guess what time of year we'll be talking about?
Children: About spring.
2. Main part
1) Presentation
Speech therapist: Let's remember what happens in nature with the arrival of spring? (Slides “Spring has come!”)
Questions about the slides:
- What can you say about snow? What does snow do in spring? (falls, spins, shines, melts).
- What happens to icicles in spring? (melt, drip, fall).
- What do the buds do in the spring? (pour, swell, open, the first leaves appear).
- What do birds do in spring? (they fly in, return to their native land, build nests, hatch chicks).
- What do animals do in the spring (wake up from hibernation and have babies).
Speech therapist: Everyone is happy about spring and is looking forward to it. Previously, spring was invited, people were invited to visit...
Spring is red!
Warm sunshine!
Come quickly
Keep the children warm!
Let's say a call for spring together so that it comes to us sooner.
2) Phonemic exercises
Speech therapist: Guys, now stand near the chairs and listen carefully to the rules of the game. I will name a word, and you clap your hands if it refers to spring, and if not, squat down.
Words: icicle, winter, pencil, frost, ray, plane, buds, birds, sun, drops.
Let's divide the words into parts - syllables? How many parts does the word consist of: ray, warmth, sun.
Speech therapist: In spring, all nature comes to life: birds fly in, buds open, animals wake up. What animals wake up in the spring? (Children's expected answers). Now listen to the story and repeat the movements.
3) Su-jok therapy “Journey of the Hedgehog”
Hedgehog, hedgehog, cunning hedgehog, you look like a ball
(children roll Su-jok between their palms)
Needles on the back (massage movements of the thumb)
Very, very prickly (massage movements of the index finger)
Even though the hedgehog is small in stature, (massage movements of the middle finger)
He showed us the spines (massage movements of the ring finger)
And the thorns too (massage movements of the little finger)
They look like a hedgehog (children roll Su-jok between their palms).
Speech therapist: Guys, let's play spring words. I name the word, and you select a sign for the given word.
4) Game “Choose the word”
What can you call spring? What is she like, describe her (early, beautiful, warm, long-awaited, cheerful, late...)
What day? (sunny, clear...)
What is the sun like in spring? (bright, radiant, warm, affectionate...)
What's your mood like in spring? (joyful, cheerful, happy...)
3. Result of GCD
Reflection
What's your mood now? Did you enjoy our meeting today? What did you like? What do you remember? (children's answers)
Speech therapist:
Our Sunshine, I and our guests also liked how you answered together and collected all the rays! This bright, cheerful and radiant Sun will remain with us and will give us joy and warmth! To make the sun more fun, we will draw him a good mood and bright rays!
GCD outline plan
on the formation of the lexical and grammatical structure of speech
in the senior speech therapy group
(according to Federal State Educational Standards)
Topic: “Spring has come”
Integration of areas: cognitive development, speech development, artistic and aesthetic development, physical development.
Target: Form children's ideas about spring, enrich their horizons and activate children's vocabulary.
Correctional educational tasks:
- expand children's vocabulary on a lexical topic;
- practice selecting verbs, agreeing nouns with adjectives;
- continue to learn to answer questions in complete sentences;
- improve skills of dividing words into parts.
Corrective and developmental tasks:
- improve phonemic awareness;
- develop fine and gross motor skills, memory, attention, thinking, artistic and aesthetic taste.
Correctional and educational tasks:
- cultivate curiosity, kindness, love for the surrounding nature and each other.
Equipment: slide accompaniment on the topic: “Spring has come!”, screen, Su-jok balls, teaching aid “Sun”, clothespins, pictures on a lexical topic.
Preliminary work:
Conversation about the seasons, looking at illustrations, observing spring changes in nature on a walk, reading poems and stories about spring.
GCD move
1. Organizational moment (facial gymnastics, motivation).
2. Main part.
Slide accompaniment “Spring has come!”
Goal: to activate children's vocabulary on a lexical topic, improve knowledge in agreeing verbs with nouns.
Didactic game“Catch the word” (phonemic exercises).
Goal: improvement of phonemic perception, development of general motor skills.
Su-jok therapy “Journeys of the Hedgehog”.
Goal: development of fine motor skills, stimulation of speech areas of the cerebral cortex
Game "Choose the word."
Goal: improving children's knowledge in the correct selection of adjectives to nouns and in agreeing words.
3. Result of GCD (reflection).
Ekaterina Bardakova
Summary of the lesson on the formation of the grammatical structure of speech in younger group"Visiting Grandma"
Con course on the grammatical structure of speech in the younger group.
Subject: IN visiting grandma.
Target: Formation of grammatical structure of speech during a presentation about domestic animals.
Tasks:
Educational: To consolidate children’s knowledge about domestic animals, teach them to recognize them by appearance. Develop grammatical structure of speech: the ability to change nouns from singular to plural and vice versa, to form words using diminutive suffixes.
Developmental: Develop auditory and visual attention, mental processes: memory, thinking attention.
Educational:Cultivate a love for animals.
OOD progress:
Introductory part:
Educator: Nastenka, please bring our favorite book.
(Nastya takes a book from the shelf and a letter falls out of the book.)
Educator: Oh, what is this?
Children: Letter
Educator: Bring it here quickly, and we will find out who wrote it to us.
(the teacher opens the letter and reads.)
Educator: So, so... He writes to us Grandmother Vasilisa invites you to her place guests. Let's go to her in guests?
Children: Yes.
Educator: What can you go on?
Children: By plane, by train, by car, and by bus.
Educator: What are your interesting ideas, but we need such transport so that we can fit there, what is the best way for us to go?
Children: By train.
Educator: Do you know what the train consists of?
Children: Yes. A train consists of carriages and wheels.
Main part:
(the teacher shows a picture that shows a train, but it has no wheels, throughout group the painted wheels are laid out.)
Educator: Look carefully, what is missing from the train?
Children: Wheels.
Educator: That's right, the train doesn't have wheels, and we won't leave without them, so we need to find them. Remember where you found the wheel.
(children complete the task and bring the wheels to the teacher.)
Educator: Kirill where did you find the wheel?
Kirill: The wheel was lying under the table.
Educator: Olya, where did you find the wheel?
Olya: I found a wheel on a chair.
(each child approaches the teacher one by one and unravels where he found the wheel.)
Educator: Well done, we managed to fix the train. You can hit the road.
(children are being built fast - at a fast pace. The teacher stops near the first station, where the doll sits grandmothers.)
Educator: Here we are. Hello Grandma Vasilisa.
Children: Hello Grandma Vasilisa.
Grandmother: Hello kids, do you want to know who lives with me?
Children: Yes.
Grandmother: Then go to the backyard.
(children and the teacher go to the mat where the pet toys are placed.)
Educator: Look who it is?
(the teacher points to the toys that are on the rug.)
Children: Cow
Educator: And this?
Children: Little calf.
Educator: And this?
Children: Another cow.
Educator: How many cows?
Children: Lots of cows.
Educator: Who else are you leading?
Children: We see calves.
Educator: One calf, but many?
Children: Calves.
Grandmother: Who else are you leading?
Children: We see a bull.
Grandmother: One bull, but many?
Children: Bykov.
Educator: That's right, well done. What do they say about bull, cow and calf?
Children: They moo Moo
Educator: Look, more animals have come to us. Let's call all animals affectionately.
(the teacher shows the animals one by one, and the children call them affectionately.)
bull - goby
pig - pig
dog - dog
ram - lamb
calf - calf
cow - cow (cow)
sheep - lamb
puppy - puppy
goat - goat
Grandmother: Pets got wild and started playing with you, tell me what they are doing.
(the teacher imitates the movements of animals, using onomatopoeia, encouraging children to name sentences.)
puppy-yelps
gnawing dog
sheep-chewing
cow-moos
pig-oinks
calf-galloping
Educator: It's time for pets to rest, let's say goodbye to them and grandmother Vasilisa, let's tell them "Goodbye!"
Children: Goodbye.
Grandmother: Goodbye children, come to my place guests.
Reflection:
Educator: We take our seats in the carriages. Let's go.
(children are being built, like trailers and we move to the sound of a tambourine. We move slowly to the slow sound of the tambourine. Under fast - at a fast pace.)
Educator: Where did we go today? Who did we meet? What did we do today? What new things have you learned? What new things have you learned? Who would you like to tell about our journey?
Publications on the topic:
Formation of the grammatical structure of speech.“Formation of the grammatical structure of speech” (Speech therapy group) Purpose: determination of sound in different positions (syllable, word, sentence.
Synopsis of a frontal speech therapy lesson on the formation of the lexical and grammatical structure of speech and the development of coherent speech Topic: My home Age group: senior Speech impairment: OHP level 3 Duration: 35 minutes Type of lesson: mastery lesson.
Summary of a speech therapy lesson on the formation of the lexical and grammatical structure of speech. Summary of a speech therapy lesson on the formation of the lexical and grammatical structure of speech and enrichment of the vocabulary in senior group children with ODD p.
Direct educational activities in the senior group of the State Budgetary Educational Institution NS. Krasnoarmeyskoye Secondary School "Cheburashka" teacher-speech therapist Turapina E. A.
Summary of educational activities on the formation of the grammatical structure of the speech “On a visit to the Sun” Children's age: 5-6 years. Goal: to consolidate the correct use of prepositions in speech. Objectives: 1. Develop the grammatical structure of speech through exercises.
Summary of an open lesson on speech development “Visiting Grandma Varvarushka” in the first junior group Integration of educational areas: socialization, communication. Socialization - develop the desire of children to play together with the teacher.
Summary of a lesson on the development of the lexical-grammatical structure of speech and coherent speech in a preparatory school group with OHP
Gorbaneva Svetlana Valerievna ,
teacher-speech therapist of the highest category,
MDOU DSKV No. 22 Yeisk municipal district Yeisk district
TOPIC: “Our home”
Correctional educational goals:
Enrichment of vocabulary on the topic “Our Home”. Clarification and expansion of ideas about the purpose and materials from which houses are built. Improving the grammatical structure of speech (formation of relative adjectives with the meaning of correlation with various materials; use of related words).
Corrective and developmental goals:
Development of coherent speech, attention, thinking; the ability to compare objects, highlighting distinctive features.
Correctional and educational goals:
Formation of cooperation and interaction skills.
Equipment:
The game “Who lives where?”, pictures depicting a person’s home, one-story and multi-storey house, game "Construction professions".
Progress of the lesson:
1. Organizational moment.
Didactic game “Who lives where?”
- Guys, let's remember who lives where?
-Where does the fox live? (The fox lives in a hole)
(wolf, hare, squirrel, hedgehog, bear, pig, cow, dog, sheep, horse, swallow, starling, etc.)
2. – Where does the person live? (In the house)
- How can you say about small house? (house)
– About the big house? (house)
– A fairy-tale person who lives in the house? (brownie)
– A person who likes to spend his free time at home? (homebody)
– What should we call the things we do at home? (domestic)
– What do you call a woman who does not work but runs a household? (housewife)
House, house, house, brownie, homebody, homebody, housewife - this is a family of words, related words.
Ball game “Name related words for the word HOME.”
3. – What other kind of housing can a person live in? (in a castle, in a palace, in a hut, in a hut, in a mansion, in a fortress, in a tent)
-Who builds houses? (builders)
– What professions do people participate in building a house? (bricklayer, plasterer, painter, roofer, parquet floorer, glazier, concrete worker, welder, plumber, electrician, carpenter)
4. Didactic game “Who is doing what?” (the speech therapist shows pictures depicting people in different construction professions, and the children name action words)
-What does a mason do? (A mason builds, erects walls), etc.
– What other buildings are builders building? (libraries, schools, kindergartens)
5. Physical exercise
- Let's play with a toy construction site.
We received gifts: The children pretend to lay out
Bricks, bars and arches. items from the box.
From the box we take,
We are building a beautiful house.
We build quickly, we build soon, Children squat down,
Without mortar cement. gradually straightening up,
The house grows higher and higher, and then they stand on their toes.
There is a cornice, a chimney and a roof.
6. - Guys, what is the name of Baba Yaga’s home?
– Baba Yaga is tired of living in her hut on chicken legs. She sat down in the mortar and flew into the city to see what kind of houses people lived in.
– There are many different houses in the city: one-story and multi-story. Compare a one-story and multi-story house. Find the differences. (house comparison)
– What other houses did Baba Yaga see? (children are given pictures of houses with different numbers of floors)
- Count how many floors there are in the house, tell me which house?
(This house has 5 floors. It is five floors.)
7. – Baba Yaga liked these houses and Yaga decided to build herself new home, but from what he doesn’t know.
- Tell me guys, what can I build a house from? (brick, concrete, stone, wood, clay, paper, branches, plastic, metal, straw)
- A house made of paper, a house made of straw, a house made of bricks. What kind of house do you think will be durable? Why do you think so?
8. Didactic game “Name which house?”
Brick house (what house?) – brick house.
made of concrete – made of plastic – made of paper –
made of stone – made of metal – made of ice –
made of clay – made of glass – made of wood –
9. – Baba Yaga flew into the forest and began to tell Leshy what she saw.
Did she say it correctly, if not, correct it.
He is building a (brick) house near the school.
Olya lives in a (concrete) house.
At the edge of the forest there is a (tree) forester's house.
Mom made a house for the doll (paper).
Multi-colored fish live in the (glass) house.
Piglet Naf-Naf built a (brick) house.
Snow Queen lives in the (ice) palace.
Barbie doll (plastic) has a house.
Baba Yaga (tree) has a hut.
The author is pleased, it’s not difficult for you - click “I LIKE”Anisimova Tatyana Viktorovna
Topic: “Who lives in the zoo?”
Program content:
1. Clarify children’s knowledge about animals living in the zoo.
2. Continue teaching children to quickly select guess words that match their meaning and rhyme.
3. Activate the ability to coordinate possessive adjectives with nouns.
4. Improve intonation expressiveness of speech.
5. Continue teaching children to coordinate nouns with numerals (two to five).
6. Help consolidate the names of young wild and domestic animals.
Vocabulary work:
learn to comprehend figurative expressions in riddles.
Equipment:
a ball, attributes on children's heads, illustrations for riddles - add-ons, a basket, models or illustrations of vegetables and fruits.
Progress of the lesson:
- Guys, how many of you have been to the zoo?
What animals did you see there? (bear, fox, squirrel, wolf, camel, etc.)
- Would you like us to go to the zoo today to learn something interesting from them themselves?(Yes)
- But we cannot go empty-handed. Let's get something. What do you think we can take with us to treat the animals?(fruits, vegetables)
- Can you feed candy to animals?(No)
- Why?(This food can make animals sick.)
I invite the children to sit on chairs that stand on the carpet in a semicircle.
Game "Two - Five".
2 carrots
2 oranges
-This probably won’t be enough for the animals in the zoo. What if we took only 5?
How shall we say it?
5 bananas
5 carrots
5 oranges
- Now we are great! We took a lot of vegetables and fruits.
The children get up. Magic music sounds.
-Listen carefully and follow the steps:
Turn around, turn around (close your eyes)
Find yourself in a zoo!
Children open their eyes, and animals stand in front of them (children with images of animals on their chests)
I ask a question in poetic form, and the animal children answer me:
1. Why is the baby tiger cub
Do you look like our cat?
Because for me a cat is a close relative!
2. Trunk, elephant, why do you need it?
What to douse yourself with in the heat? How should I drink water then? And then what should we blow?
3. Monkey, listen up
What will you eat for breakfast?
The monkey answers:
Bring me some bananas!
4. Won’t you catch a cold in the morning, baby kangaroo?
I won't give him a cold
I'll put my son in my bag!
5. Hey giraffe, answer quickly
Why do you have a long neck?
With such a tall height, it’s easy for me to reach the leaves.
6. Zebra, please tell me
Who borrowed the vest?
This is a gift to me from my beloved mom!
Thank you animals for everything! And we have a gift for you too! (serve a basket of fruits and vegetables)
Under the magic words we return to the group:
P turn around, turn around
Find yourself in the group again!
Game “Say the Word.”
Very slow movements
And the gait is like a slide
He hides in his house out of fear,
Tail tucked... (turtle)
He lives among the swamps
He has a big belly.
And a huge scary mouth!
It's thick... (hippopotamus)
Here comes the bun
He has a prickly side
You can't take it in your hands
Because it's... (hedgehog)
Lives in a river in Africa
Evil green steamer.
Who wouldn't swim to the meeting?
Will swallow everyone... (crocodile)
Clubfoot, clumsy,
Loves honey, does not like cold.
Until spring I got used to snoring.
What is his name (bear)
Walks in a golden fur coat
The gossip has a fluffy tail
Very cunning eyes
What's her name? (fox)
Physical exercise “Animal exercise”
Squat once, jump twice,
This is a rabbit exercise
And how do foxes wake up?
They will definitely yawn
Well, they wag their tail,
Well, the bear is clubfooted
With his paws spread wide,
Either one or both together
It's been marking time for a long time,
And our Petya is a cockerel
Raising a red comb
It's important to walk around the yard
Sings his song.
Ball game "Whose, whose, whose"
I throw the ball to the child and start a phrase. The child finishes and throws the ball back.
The bear has a tail... bearish
The bear has an ear... a bear's ear
The bear's paw is... a bear's
The bear has a nose. bearish
The bear has fur... like a bear
The bear is having a dream... bearish
Guys, animals in the zoo give birth to babies.
Do you know who gives birth to who?
The she-wolf has a cub (I show illustrations)
The fox has a fox cub
The lioness has a lion cub
The she-bear has a cub
The giraffe has a baby giraffe
The deer has a fawn
What a great fellow you are!
Everyone did it!
Result:
Where were we today?
Who did you see?
What games did you play?
Which game did you like the most?
Gorbaneva Svetlana Valerievna ,
teacher-speech therapist of the highest category,
MDOU DSKV No. 22 Yeisk municipal district Yeisk district
TOPIC: “Our home”
Correctional educational goals:
Enrichment of vocabulary on the topic “Our Home”. Clarification and expansion of ideas about the purpose and materials from which houses are built. Improving the grammatical structure of speech (formation of relative adjectives with the meaning of correlation with various materials; use of related words).
Corrective and developmental goals:
Development of coherent speech, attention, thinking; the ability to compare objects, highlighting distinctive features.
Correctional and educational goals:
Formation of cooperation and interaction skills.
Equipment:
The game “Who lives where?”, pictures depicting a person’s home, one-story and multi-story houses, the game “Construction professions”.
Progress of the lesson:
1. Organizational moment.
Didactic game “Who lives where?”
Guys, let's remember who lives where?
Where does the fox live? (The fox lives in a hole)
(wolf, hare, squirrel, hedgehog, bear, pig, cow, dog, sheep, horse, swallow, starling, etc.)
2. - Where does the person live? (In the house)
What can you say about a small house? (house)
About a big house? (house)
A fairytale person who lives in the house? (brownie)
A person who likes to spend his free time at home? (homebody)
What do we call the things we do at home? (domestic)
What do you call a woman who does not work but runs a household? (housewife)
House, house, house, brownie, homebody, homebody, housewife - this is a family of words, related words.
Ball game “Name related words for the word HOME.”
3. - What other kind of housing can a person live in? (in a castle, in a palace, in a hut, in a hut, in a mansion, in a fortress, in a tent)
Who builds houses? (builders)
What professions are people involved in building a house? (bricklayer, plasterer, painter, roofer, parquet floorer, glazier, concrete worker, welder, plumber, electrician, carpenter)
4. Didactic game “Who is doing what?” (the speech therapist shows pictures depicting people in different construction professions, and the children name action words)
What does a mason do? (A mason builds, erects walls), etc.
What other buildings are builders building? (libraries, schools, kindergartens)
5. Physical exercise
Let's play a toy construction game.
We received gifts: The children pretend to lay out
Bricks, bars and arches. items from the box.
From the box we take,
We are building a beautiful house.
We build quickly, we build soon, Children squat down,
Without mortar cement. gradually straightening up,
The house grows higher and higher, and then they stand on their toes.
There is a cornice, a chimney and a roof.
6. - Guys, what is the name of Baba Yaga’s home?
Baba Yaga is tired of living in her hut on chicken legs. She sat down in the mortar and flew into the city to see what kind of houses people lived in.
There are many different houses in the city: one-story and multi-story. Compare a one-story and multi-story house. Find the differences. (house comparison)
What other houses did Baba Yaga see? (children are given pictures of houses with different numbers of floors)
Count how many floors there are in the house, tell me which house?
(This house has 5 floors. It is five floors.)
7. - Baba Yaga liked these houses and Yaga decided to build herself a new house, but she doesn’t know what from.
Tell me guys, what can I build a house from? (brick, concrete, stone, wood, clay, paper, branches, plastic, metal, straw)
A house made of paper, a house made of straw, a house made of bricks. What kind of house do you think will be durable? Why do you think so?
8. Didactic game “Name which house?”
Brick house (what house?) - brick house.
made of concrete - made of plastic - made of paper -
made of stone - made of metal - made of ice -
from clay - from glass - from wood -
9. - Baba Yaga flew into the forest and began to tell Leshy what she saw.
Did she say it correctly, if not, correct it.
He is building a (brick) house near the school.
Olya lives in a (concrete) house.
At the edge of the forest there is a (tree) forester's house.
Mom made a house for the doll (paper).
Multi-colored fish live in the (glass) house.
Piglet Naf-Naf built a (brick) house.
The Snow Queen lives in an (ice) palace.
Barbie doll (plastic) has a house.
Baba Yaga (tree) has a hut.
