Summary of development lessons. Abstract of a lesson on the development of speech in the senior group on the topic “Migratory birds”. Introductory conversation with elements of theatrical performance

Abstracts

speech development classes

(PREPARATORY GROUP)

lesson number 1

Prepared by:

educatorIqualification category - S.L. Nenasheva

Nefteyugansk, 2017

Lesson 1

Retelling of the fairy tale "The Fox and the Goat"

Tasks.Connected speech: to consolidate children's ideas about the features of the composition of fairy tales (beginning, ending); learn to use figurative artistic means when retelling, expressively convey the dialogues of characters;

Vocabulary and Grammar: to teach to select definitions for nouns denoting objects and phenomena of the surrounding world, to find an object according to the named signs; when agreeing words, focus on their endings;

sound culture of speech: learn to pronounce the tongue twister clearly and distinctly with different volumes of voice (loud, moderately, quietly, in a whisper); choose words that are similar in sound and rhythm.

Material. Pictures with the image of a fox.

Lesson progress

The teacher makes a riddle: “The tail is fluffy, the fur is golden - who is the riddle about?” (About a fox.) Shows the children several pictures of a fox: “When you were in the older group, we looked at different pictures. Now you can take any picture and say what kind of fox you have. If one has a red fox, then the other has another ... someone has a beautiful fox, and someone else ... "

The teacher expressively tells the tale "The Fox and the Goat". Asking questions:

- What is this story about?

- How does it start? ends?

- How is the fox shown in the fairy tale? Why do you think she is smart? What else is the fox depicted?

- And what is a goat in a fairy tale? Why do you think he is like this?

- What words and phrases do you like the most?

- Listen to the story again, - the teacher offers, - then you will tell it. Listen carefully and remember.

3-4 retellings are heard.

You can invite children to retell the tale in roles (or in a group - a “team”).

Children evaluate the retellings of their comrades. If they find it difficult, the educator does it himself, drawing their attention to the completeness of the transfer of content, the expressiveness of intonations in the dialogue, the use of figurative words and expressions from the text.

- You told the story in an interesting and expressive way. Let's think again whatwas goat. What words can be used to describe it? (Slow-witted, stupid, stupid, inattentive, etc.)

- What was the fox? (Redhead, cunning, beautiful, smart, dexterous, fast, nimble.)

- What words that you said about a goat and a fox can be used when talking about a person?

- What was the well? (Deep, cold, dark, cloudy, dirty, narrow.)

- What else can be called "cold"? (Snow, ice, air, wind...)

- And what can be called "cold"? (Winter, snowflake, icicle, ice...)

- Listen carefully and answer.Cold, deep, transparent - is it a river or a stream?Blue, glassy, ​​fragile - is it a saucer or a cup?

Carrying out these exercises, the teacher makes sure that the children clearly pronounce the endings, correctly coordinate adjectives with nouns.

The teacher offers to learn a tongue twister about a fox: “The fox runs along the sixth. Lick, fox, sand." The teacher, and then the children, pronounce the tongue twister loudly, moderately, quietly, in a whisper.

You can give the children the task to come up with a rhyme for the words “You, fox, where did you walk?” (She danced on the lawn; rested under a bush, etc.) Everyone repeats the most successful couplet loudly, quietly, in a whisper.

Lesson 2

The story of the painting "To school"

Tasks.Connected speech: to teach children to compose a plot story based on a picture, using previously acquired plot building skills (outset, climax, denouement), to independently invent events that preceded those depicted;

dictionary: to activate in the speech of children the words related to the topics "School", "Autumn"; to teach to compare and generalize, highlight essential features, select exactly the words to denote the phenomenon;

grammar: learn to select single-root words for a given word; exercise in differentiating sounds with andsh; Develop intonational expressiveness of speech: learn to give the utterance shades of question, joy.

Material. Painting "To school".

Lesson progress

The teacher places the picture "To School" on the stand. Asking questions:

- What is the name of this painting? Give her a name. What do you think, whose name is more correct, more interesting? Why?

- Why do you think that these children go to school and not to kindergarten?

- How to call in one word children who go to school? (Pupils, schoolchildren, first graders.)

- What is in schoolbags? (Pencil case, notebooks, textbooks...) How can you call all these items in one word? (School supplies.)

- At what time of the year do children start school?

- How do we distinguish autumn from other seasons? What happens only in autumn? (Leaf fall, harvesting, departure of birds, etc.)

- In autumn the weather is different. If the sun is shining, the sky is transparent, then what words can you say about autumn? (Sunny, golden, clear, early.) If the sky is overcast, a cold wind blows, it often rains, then what words can you say about autumn? (Late, gloomy, cloudy.)

- Hear the words -teach, teacher, teacher. What part of these related words do they have in common? And the wordschool are there related words?(Schoolboy, schoolboy, schoolgirl.)

Children come up with a story based on the painting "Autumn". The teacher explains in advance:"First tell what happened to these children before they got to school, andthen - about what you see in the picture.

The stories can be individual and collective (a group of several people).

If the children find it difficult to come up with the events that preceded those depicted in the picture, the teacher himself begins the story, and the child continues. The beginning of the story might look like this:

“On a clear sunny September day, the boys and girls were going to school. Since the evening they have prepared briefcases and textbooks. Slava got up very early, everyone was afraid of being late. His friend Sasha came after him, and they went the familiar path to school ... "

The teacher gives the task: "Say a sentenceI'll go to school so that it is well audible, it is well understood that youglad this, youI want to go to school ... Now say this sentence so that it is clear that youask."

Lesson 3

Retelling of the story by K. D. Ushinsky "Four Wishes" and storytelling on topics from personal experience

Tasks.Connected speech: to teach children to convey a literary text consistently and accurately, without omissions and repetitions; to form the ability to compose a complete story on a topic from personal experience;

grammar: to teach different ways of forming degrees of comparison of adjectives and adverbs;

dictionary: learn to select synonyms and antonyms for adjectives and verbs;

sound culture of speech: to teach, without breaking the rhythm, to finish the phrase started by the teacher; pronounce the couplet with different strength of voice.

Lesson progress

The teacher reads the story of K. D. Ushinsky "Four Wishes".

Asking questions:

- What is this story about?

- Why did Mitya like winter?

- What did he like in spring?

- What did Mitya remember in the summer?

- What words did the boy say about autumn?

- Why is the story called "The Four Wishes"?

Four children can be called for retelling, each will talk about a certain time of the year (the story should be repeated twice).

Next, the teacher offers a new task: “What season do you like and why? Make up a story about it, short and complete” (a story on a topic from personal experience). (There must be at least four stories.)

“Each new season seemed better to the boy than the previous one,” says the teacher. “Summer was good, and autumn was better. Let's compare: springwarm and summerwarmer orwarmer; grassgreen, and after the raingreener ormore green; late autumncold, and in wintercolder orcolder." Next, children independently form degrees of comparison of adjectives:clean (cleaner, cleaner), tall (higher, taller), slim (slenderer, slimmer), fun (more fun, more fun), warm (warmer, warmer), strong (stronger, more powerful) and etc.

In case of difficulties, the teacher draws the attention of the children to the fact that the degree of comparison can be formed in different ways. For example, you can saystronger, Can imuch stronger.

“The story says, ‘Spring has come. How else can you say it?" - the teacher asks. (Comed.) Then he calls other sentences and phrases: he ran in plenty (plenty), he picked flowers (gained, collected), etc.

Next, the children practice in the selection of antonyms. "If I say a wordbig, what word would be opposite in meaning? - the teacher asks(small). Then he gives a number of words:good (bad), cold (warm), go (stand), speak (be silent) and etc.

- Spring came! And what did she bring, you name. So, spring has come ... (warmth, flowers, grass, etc.) brought. Let's say this phrase loudly, quietly and in a whisper.

Lesson 4

Collective storytelling

Tasks.Connected speech: to exercise children in the use of complex sentences, in agreeing adjectives with nouns in gender and number; learn to select single-root words;

dictionary: exercise in the selection of definitions for given words.

Material: picture with a hare (hares).

Lesson progress

The teacher places a picture with a hare on the stand. Asking questions:

- How can you say about a hare what it is? (Shy, cowardly, grey...)

- If we want to talk about what kind of fur coat a hare has, then what words will we choose? (white, fluffy, soft.)

- What words can you say about the mood of a hare? (Cheerful, good, cheerful, sad.)

The teacher makes sure that when answering questions, the children correctly coordinate adjectives with neuter nouns. For example, if a child to a nounmood picks up an adjectivehappy, you need to invite him to listen to how this phrase sounds. Children should be encouraged to correct their mistakes.

The teacher asks questions:

- What is the name of a baby rabbit? (Hare.) And how can you say it differently? (Hare, hare, hare.) - If the children find it difficult to answer the second question, prompts: “How can you affectionately call a hare?”

- What are baby rabbits called? (Hares.) How else to say? (Hares, hares, hares.)

- What are bunnies? (Funny, fluffy, fast, nimble, long-eared.)

Children should not be asked to name too many words. The main thing is that the answer must be correct. For example, the child answers: "Long ears." The teacher confirms the correctness of the answer and asks: “How can this be said in one word?” If necessary, comes to the rescue: "Long-eared." (Quick legs -swift, slanted eyes -cross-eyed etc.) The teacher asks a number of more questions:

- Where do hares live? (In the woods.)

- What is the name of the small forest? (Forest, forest.)

- How can you say about the path in the forest? What is she? (Forest.)

- What is the name of the person who guards the forest, takes care of it? (Forester, forester.)

Now let's repeat all the words that we remembered and named. That's how many different words you called, - summarizes the educator, -forest, lesok, lesochek, forester, lesovichok. In all these words, the same part is heard - the forest, and all of them are somehow connected with the forest in their meaning.

- river! (River, river, river.)

- How can you say about a small river? (River.)

- How can you say kindly about the river? (River.)

- What is the name of the sand on the river? (River.)

The teacher offers: “And now I will tell you about how the bunny received a letter from the forest. He was very happy, but here's the problem: the letter got caught in the rain and got wet. Some words are impossible to read. Let's help the bunny read the letter. Listen carefully and in those places where the lines are blurred, suggest what could be written there.

(The teacher needs to ensure that, when completing the task, the children begin their statements with an allied word, on which the sentence in the letter ends: “We made a boat so that ...” - “to ride.”)

Sample text of the letter: “Hello, Tepa. I'll tell you a story that happened to me and my brother. Once we played for a long time on the bank of the river. Then we made a boat so that... We got into the boat and swam. Suddenly a strong wind blew. Big waves arose, which... We started screaming so loudly that... A bear came to the rescue and pulled us ashore. We began to jump and jump so that ... We quickly dried up and warmed up, because Mishka came and brought us food. We ate so many carrots and cabbages... We will be home soon.”

The teacher writes down the text of the letter from dictation along with additions. Together, the most suitable and correct options are selected.

At the end of the lesson, the letter is read in its entirety with additions proposed by the children. For several children, the teacher offers to retell the letter.

Lesson 5

Retelling of the story by V. Bianchi "Bathing the cubs"

3tasks.Connected speech: to develop in children the ability to connect the individual parts of the story into a single whole, conveying the text accurately, consistently, expressively;

dictionary: exercise in the selection of synonyms, antonyms for adjectives and verbs;

sound culture of speech: clarify and consolidate the correct pronunciation of soundsh andand, learn to differentiate them in words, pronounce a tongue twister with these sounds at a different pace: quickly, moderately, slowly.

Lesson progress

The teacher reads the story of V. Bianchi "Bathing the cubs." Asking questions:

- What is the author talking about in this work?

- What interested you in the story? What moments did you like?

- What expressions and words do you remember and like the most?

Rereading the story.

The teacher invites one of the children to choose a second narrator and agree with him who will retell the first part and who will retell the second. The rest of the children are asked to listen carefully to the storytellers (for later evaluation). Four retellings are heard.

The teacher addresses the children:

“Here the cubs bathed and went for a walk in the forest. But how different they were! The first bear cub is mobile, cheerful. He loved to play. He climbed a tree and smelled - it smelled of honey. He was delighted, got down from the tree - and to his mother! What was the teddy bear, how can you say about him? (Cheerful.) Pick up the wordhappy words that are close in meaning (joyful, lively ...).

- And if he was cheerful, then he didn’t just go to his mother, but ... ran, rushed, flew, rushed headlong ...

- The other bear cub also liked to play. But he was very slow. And something always happened to him. As soon as he approached the tree, he was stung by a bee. He became completely ill. And he also went to his mother. What was the second teddy bear? Pick up the wordhappy words that are opposite in meaning (sad, boring, sad ...).

- And if he was sad, then he probably didn’t just go to his mother, but ... trudged, wandered ... ”.

The teacher highlights with a voice in a wordbear cub soundand and asks what sound was selected.

- In the names of which animals are there sound z, s? (Crane, beetle, toad...)

- Which animals have the sound z or z in their names? (Hare, snake, zebra, goat...)

Children name words and say which sound z is hard or soft.

Then the teacher pronounces a tongue twister: "There is a hedgehog by the Christmas tree, the hedgehog has needles."

Some children repeat the tongue twister quickly, a few people - at a moderate pace; those who do not yet clearly pronounce the soundand,- at a slightly slow pace.

Lesson 6

The story of the paintings from the series "Pets"

Tasks.Connected speech: to teach children to compose a story based on one of the pictures, to come up with previous and subsequent events; to learn to evaluate the content of the story, the correctness of the construction of sentences;

grammar and vocabulary: exercise in the use of nouns in the genitive plural, learn to form relative adjectives; exercise in the selection of definitions; develop the ability to compare;

sound culture of speech: exercise in the selection of words that are similar in sound and rhythm, in pronouncing them at a different pace and with different voice power.

Material. Paintings from the series "Pets"; "Horse with a foal", "Cow with a calf", "Goat with a kid", "Pig with a pig".

Lesson progress

The teacher puts four pictures on the stand. Gives a title to each picture. Children come up with names - and together they select the most successful ones.

- Remember the names of baby animals. The horse... has a foal. Lots of... foals. The cow... the calf. Lots of... calves. The pig... The goat...

- How can you call these animals in one word? Are they wild or...? (Pets.) What other pets do you know? (Cat dog.)

- What is a baby dog ​​called? (Puppy.) One is a puppy. Several, many ... (Puppies, puppies.)

The teacher explains that it is equally correct to say:puppies, lots of puppies andpuppies, lots of puppies.

- If a calf has long legs, how can you call it in one word? (Long-legged.) If he has big eyes, he is ... big-eyed.

- Can you tell me which horse and which foal? Compare them. (The horse is big, the foal is small. The cow is horned, the calf is hornless.)

The teacher gives the task to compose a story based on one of the pictures. Children not only talk about what is drawn, but also come up with previous and subsequent events. While the child is talking, the rest are closely following the development of the plot, its correct construction.

Then a group of four is organized. Everyone chooses a picture to talk about. A general story is compiled based on four pictures. The rest of the children evaluate the story and come up with a title for it.

The teacher invites the children to compose a rhyme together. He says the first line, and the children come up with the second.

- Foal, where did you walk? (I was running down the street.)

- You, calf, where did you walk? (I ran after my mother.)

- Hey kid, where have you been? (I drank some water from a bucket.) Children choose any couplets they like and repeat them slowly and quickly, loudly and in a whisper.

Lesson 7

A story on the topic "Tanya's first day in the nursery garden"

Tasks.Connected speech: to exercise children in compiling a story according to the plan proposed by the teacher, to teach them to build a plot on their own;

grammar: exercise in the formation of the genitive form of the plural of nouns; exercise in word formation;

sound culture of speech: practice differentiating soundsc andh; practice clear diction.

Material. Pictures: hare, wolf, squirrel, rabbit, jackdaw.

Lesson progress

The teacher says: “A new girl Tanya came to the kindergarten. She knew nothing about what to do, how to behave. Tanya began to get ready for a walk. What clothes do you wear when you go for a walk? (Coats, boots, tights, stockings, socks, leggings...)

- And Tanya prepared only a scarf. What does she lack? (Socks, stockings, leggings, boots...)

- Tanya was still small and did not know very well where to put things. Let's help her.

- Bread is put... in a bread bowl, sugar... in a sugar bowl, sweets... in a candy bowl, soap... in a soap dish, napkins... in a napkin bowl, an egg... in an egg holder, butter... in butter dish, salt is poured ... into a salt shaker.

- Then Tanya was shown pictures of animals, but she did not know very well what their cubs were called. Let's all help her name the babies correctly. Who have eggs? (Hares.) At the wolf? (The cubs.) At the rabbit? (Rabbits.)Atsquirrels? (Squirrels.) At the jackdaw? (Galchat.)

- Let's come up with the story "Tanya's first day in kindergarten." First, tell how the little girl Tanya found out that she would go to kindergarten, then how she came to kindergarten, what new and interesting things she saw there, what mood she was in, how her first day ended.

If the task of compiling a story turns out to be difficult for the children, the teacher begins himself: he describes the girl’s mood, the appearance of the group room. After two or three stories, an assessment is given. The teacher makes sure that, analyzing the stories, the children correctly build sentences, mark interesting content.

Then a collective story is compiled: several childrenIeach in turn tells their part, having previously agreed on who will start, who will continue, etc.

If necessary, the teacher gives a story plan. The teacher invites the children to repeat the tongue twister: "Tanya sat down at the table and dropped the saucer." Let's all say together: "Very often they beat Tanya's saucers." Let's just say that every sound is heard clearly.

Note. When exercising children in the formation of the genitive form of nouns, one should ensure that the child names each word in the nominative case and repeats it repeatedly in the oblique case. In word-formation exercises, simple, easy forms for them are immediately called by the children themselves, and complex ones are first called by the educator.

Lesson 8

Talking about a given topic

Tasks.Connected speech: learn how to write a short story on a given topic,

sound culture of speech: fix the correct pronunciation of soundsWith andsh, to teach children to differentiate these sounds by ear and in pronunciation, to pronounce words and phrases saturated with these sounds clearly and distinctly with different loudness and speed, to correctly use interrogative and affirmative intonations.

Material. Paired subject pictures for soundss, w, toys; painting "Meadows and Meadows" (allowance " sounding word”, author G. A. Tumakova).

Xone lesson

The teacher shows the children toys (dog, elephant, fox, cat, mouse, horses, etc.) and offers to quickly answer which animals have a sound in their names and which names have a soundw (i.e., the child must select these sounds from the words and pronounce them drawlingly).

Then the teacher distributes paired pictures to the children: a sled - a hat, a fur coat - an airplane, checkers - boots, a table - a shower, a cat - a fox, a dog - a frog, etc. (the same pictures can be repeated in different children; you should not give words with sound with "for example,titmouse and etc.). Offers to turn upside down the pictures, the names of which contain s. Goes through the rows and checks the correctness of the task. Several children are asked which pictures they did not turn over, left open, and asked to name the objects that are depicted there. Then he asks those whose names of pictures begin with a sound to raise their hands.sh. Children take turns calling pictures (hat, checkers, fur coat, etc.). The rest listen attentively, correct the mistakes of their comrades.

Next, the teacher suggests first raising their hands to those children who have pictures with soundw in the middle of the word, and then those who have pictures with soundw at the end of a word. The same with pictures to sound with. (Previously, the teacher offers to turn the pictures with sound face downw and leave open pictures with soundWith.)

The teacher tells riddles. Children should, without naming the guess aloud, say what sound is in this word - with orsh.

Red, with a fluffy tail.

Lives in the forest under a bush.

(Fox.)

Sisters are standing in the field:

Yellow eye.

white eyelashes,

(Daisies.)

small, gray

Lives under the floor

Scratches at night.

(Mouse.)

I see dust - I grumble,

I will grunt and swallow.

(A vacuum cleaner.)

The teacher helps the children memorize the proverb “The cat laughs, and the mouse tears”, having previously explained its meaning. Asks to highlight words with sounds s and sh.

Next, the children complete the task to come up with a short story on the topic "Laughter for a cat, and tears for a mouse."

The teacher offers to listen to a story about two hares and help him find the right words. Tells:

“One morning the rabbits Luga and Luga left the house. They wanted to take a walk in the forest, find out who lives there, and see if there is a river nearby to fish. Luga took with him what has sound in the nameabout (bucket), and Luga took with him what has a sound in the nameat (fishing rod),

- The hares walked and walked and went out onto the path. They see someone crawling out from under the bushes, and its name is short, there are few sounds in it, and among them there is a soundy. Who is this? (Already.) The hares greeted the snake, let's move on. Soon we went to the river and began to fish. At first they pulled out a large fish, in the name of which there is a sound with (catfish), then a smaller fish began to come across, in its name a sound is heardsch. Who guessed? (Bream, pike...)

- At home, the hare-mother and the hare-father fed the kids a delicious lunch. Sounds were heard in the names of dishess, w. What were these meals? And then the kids got toys: Luga got a toy whose name has a soundto. What is this toy, kids? (Doll.) And Luga got a toy with soundw In the title. What is this toy? (Car.)

- And now tell us about the rabbits, how they were going for a walk, whom they met, how they rested at home, says the teacher.

Children can tell by uniting in threes.

Lesson 9

Inventing a fairy tale on the topic "How the hedgehog rescued the hare"

Tasks.Connected speech: to teach children to invent a fairy tale on a given topic, to describe the appearance of the characters, their actions, experiences; evaluate each other's stories;

grammar: learn to select single-root words;

dictionary: learn to choose synonyms; to cultivate sensitivity to the semantic shades of the word; learn to choose antonyms; help to learn the meanings of polysemantic words;

sound culture of speech: learn to regulate the power of the voice.

Lesson progress

The teacher makes riddles:

What kind of forest animal

I stood up like a column under a pine tree

And stands among the grass

Ears bigger than head?

Angry touchy

Lives in the wilderness of the forest.

Too many needles

And not a single thread.

(N. Artyukhova.)

Children guess that it is a hare and a hedgehog. The teacher asks why the hedgehog has a lot of needles, why he needs them, what other needles are.

- Where do hedgehogs and rabbits live? (In the woods.)

- What words can be formed from the wordforest? (Lesok, lesochek, forestry, forester, forester.) In case of difficulty, the teacher asks leading questions:

- What is the name of the path in the forest? (Not in the park, not in the garden, but in the forest.) (Forest.)

- What is a person who works in the forest called? (Forester.)

- What is the name of the fabulous person who lives in the forest? (Lesovichok.)

- Now repeat the words that you remembered and named.

- The hedgehog was brave, and the hare - what? (Cowardly.) Now serve-| be careful, the task will be difficult.

- Harecowardly. How else can you say about him? Choose words that are close in meaning to the wordcowardly (fearful, fearful ...).

- Bold hedgehog. Choose words that are close in meaning to the wordbold (brave, daring...).

If children can not pick up synonyms on their own, | the teacher asks: “Are the words similar in meaning:cowardly, fearful, fearful? Yes, they are. We can say that the harecowardly? Yes. What about a hareshy? Yes. These are words that are close in meaning, words that are friends.

- Today we will come up with a fairy tale about how the hedgehog rescued the hare. Think about what could happen to the hare and how the hedgehog could help out his friend. The story should be short, interesting and complete.

(At least five children should be asked - they can tell in groups.) After two or three stories, the teacher asks whose story they liked more and why.

And now I will read you a poem by D. Ciardi "Farewell Game". You will help me find in it words that are opposite in meaning.

I will sayI wordhigh,

And you will answer ... (low).

I will say a wordlong away,

And you will answer ... (close).

I will tell you a wordcoward,

You will answer ... (brave).

Nowstart i I will say -

Well, answer ... (end).

- Let's all say the poem together again, the teacher suggests.

Lesson 10

Inventing a fairy tale on the theme "Hare's Birthday"

Tasks.Connected speech: to teach children to independently invent a fairy tale on a given topic according to a plan; use descriptions, dialogue, when evaluating fairy tales, note the amusing plot, means of expression;

grammar: exercise in the formation of the accusative form of the plural of nouns;

sound culture of speech: exercise in the distinct pronunciation of nursery rhymes, in distinguishing the rhythm, tempo of speech and the strength of the voice.

Lesson progress

The teacher addresses the children:

- Last time you came up with an interesting story about a hedgehog and a hare. Yesterday was the rabbit's birthday. At the hare's birthday, forest animals played, danced, guessed riddles about what they saw in the forest, in the field. The hedgehog made such a riddle: “I saw a lot of daisies, cornflowers, bluebells. Where was I? (In field.)

- Each of you can take on the role of any animal. Think about what you will bring as a gift to the hare and what riddles you will guess for him and his guests about what you have seen, what you have not seen, what you have seen a lot. And the hare and the rest of the animals will guess.

When the children perform the exercises, the educator suggests what and whom they can name, and forms the skill of using the correct endings for animate and inanimate nouns in the accusative case.

The teacher gives a new task: “Now you will come up with a fairy tale on the theme“ Hare’s Birthday ”.First tell who was going to visit the hare, what each of the animals was going to give the hare.Then tell us how the animals congratulated the hare, how they celebrated his birthday, how they played, made riddles. The story should be interesting, short and complete.

Several people are involved in inventing a fairy tale. Beforehand, they agree on what and in what order they will talk about. Before the children begin to tell, the teacher says that the best (according to the children) fairy tales will be recorded in the album.

The teacher invites the children to finish the lines of nursery rhymes after him in the same rhythm (tapping out the rhythm).

preschool group 315

Bunny-bunny, how did you walk? .. Hedgehog-hedgehog, with whom did you dance? .. Hey, animals, where were you? .. You, fox, where did you walk?

Then the children repeat the nursery rhyme that they liked best, slowly and quickly, loudly and in a whisper.

The teacher reads a tongue twister: “White snow, white chalk, a white hare is also white, but the squirrel is not white, it was not even white.” He calls several children and asks to pronounce the tongue twister so that each sound is clearly audible. Then the tongue twister is pronounced slowly, moderately and quickly.

The child masters speech gradually, starting from birth. First, he learns to understand the speech addressed to him, and then begins to speak himself. Therefore, you should protect your hearing from strong sound effects (do not turn on the TV or music at full power), prevent chronic colds, monitor the health of the hearing organs.

Already up to a year, you can hear the first "dad" and "mum" from the child. By the age of three, as a rule, the child already begins to speak in phrases. Simultaneously with the development of speech, the thinking and imagination of the child develops. Attention, memory, thinking are the foundations on which speech is built.

When talking with a child, constantly pay attention to your own speech: it should be clear and intelligible. Do not lisp, the child must learn to speak correctly. Do not speak loudly or too quickly to your child.

The causes of poorly developed speech in a child can be:

violations in the development of the muscles of the articulatory-speech apparatus, low development of phonemic hearing, poor vocabulary, deficiencies in the development of grammatical skills.

Violation of sound pronunciation and articulation - the child incorrectly pronounces individual sounds, his speech is characterized by insufficient intelligibility and expressiveness, and its pace is slower than that of peers.

Shortcomings in the development of sound-letter perception and sound-letter analysis (low development of phonemic hearing) - insufficient development of the ability to hear, recognize and distinguish sounds and their combinations, not confuse them. No less important are the skills of sound-letter synthesis - the ability to understand the relationship between sounds and their combinations.

The main violations of this kind include: the inability to isolate sounds sequentially or according to their location; inability to distinguish sounds by hardness, softness, sonority, deafness; inability to designate hardness - softness in writing. For the same reasons, the acquisition of the skill of word formation and inflection is inhibited. Deficiencies in the development of the lexical and grammatical structure of speech - the child does not know how to correctly compose and understand grammatical constructions, incorrectly uses genders and cases. This also includes the inability to correctly place stresses, which leads to distortion of the word beyond recognition. Insufficient development of semantic guessing - the child does not know how, based on the context, to correctly predict the end of a word or phrase. Insufficient development of vocabulary - poor vocabulary, difficulty in understanding the meaning of words due to their absence in the child's active vocabulary. The child finds it difficult to establish a lexical connection between the words he read, he does not understand the new meaning that they acquire in combination with each other.

It should be noted that the quality and quantity of a child's vocabulary largely determine the level of speech development in general. It is very important to pay attention to both passive (that is, those words that are stored in memory) and active (words that are constantly used) vocabulary. It is necessary for the child to know what meanings the word has, to be able to use it correctly in independent speech.

In this section of the site you will find speech development classes designed for classes with children from 1 to 7 years old (and possibly older if the child does not speak well for school). The first lessons with a child are finger games, because fine motor skills greatly affect the development of speech abilities. Next - poems, sayings, reading books. Articles will help you understand if your child speaks correctly: are the words he uses enough, whether he connects them together and pronounces them correctly.

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All sections | Classes for the development of speech. Summaries of classes, GCD

Topic: "Retelling of the Russian folk tale "Fox sister and wolf" Region: "Speech development» Integration regions: "Socio-communicative development» , "Cognitive development» , "Physical development» . Target: learning to retell a Russian folk tale based on a visual ...

Open lesson on the development of speech "Magic Land of Fairy Tales" Target: Development speech activity of older preschoolers through fiction. Tasks: - consolidate knowledge about fairy tales; - to consolidate the ability to select words of antonyms; - continue to teach to determine the type and type of fairy tale; -develop Ability to perform various...

Classes for the development of speech. Lesson notes, GCD - Lesson summary on speech development "In search of treasure"

Publication "Summary of a lesson on speech development" In search of ..." MBDOU "Kindergarten No. 3" Abstract of a lesson on speech development on the topic: "In search of treasure" (general developmental group 6-7 years old No. 2) Educator: Yulia Sergeevna Kostenkova Program tasks: Educational: - teach to answer questions with a full sentence; - learn...

Lesson on the development of speech in the preparatory group "Useful vegetables" Equipment: dolls - Dr. Vimes and a hare, illustrations of a vegetable garden, vegetables, carrots. Program content: to form the ability to distribute proposals, compose creative stories, have an idea about the beneficial qualities of vegetables, develop figurative and logical ...

Classes for the development of speech. Summaries of classes, GCD - Synopsis of a lesson on the development of speech on the topic "Utensils" (preparatory group)

Summary of classes on the development of speech. Topic: "Dishes" (preparatory group) Tasks: Clarify and activate the vocabulary on the topic "Dishes". Exercise in the formation of relative adjectives. Exercise in the formation and correct use of nouns using the suffix ...

Abstract of the lesson on the development of speech "Wild animals" in the second junior group The second junior is the development of speech. Summary of classes on the development of speech wild animals. Topic: "Wild Animals" Author: Efrimidi Natalya Valentinovna, educator. Place of work: MBDOU Lavinsky kindergarten, Lava village Educational areas: "Social and communicative development", ...

OOD "Formation of dialogic and monologue speech in the director's play" and shadow theater based on the fairy tale "The Fox and the Goat" Purpose: to improve dialogical speech in inventing a dialogue between the characters of a fairy tale. Tasks: 1. Consolidate children's knowledge about pets 2. Continue to develop and maintain interest in the shadow theater. Develop the ability to perceive an artistic image, follow ...

Summaries of classes on the development of speech

This section with notes will allow attentive parents and educators of preschool institutions to choose interesting and exciting forms for classes with preschool children on the development of speech. For children in any exercise, the element of the game is very important - with it it is much easier and easier for them to learn new material, and the given notes pay much attention to the game component. “In the Fairy Forest with Grandpa Au”, “The Golden Comb Cockerel”, “Visiting the Gnomes” and other scenarios will help to evoke positive emotions in kids from playing fairy tales and fairy tale characters, develop their imagination and logical thinking. In addition, the scenarios presented help develop group communication as well as a sense of empathy.

Some of the materials are accompanied not only by detailed and clear descriptions, but also by colorful illustrations. Funny riddles and poems, songs and bright materials will help make classes with children not only useful, but also exciting. The lesson “We are looking for an inkblot” will help you choose single-root words, introduce children to the concept of a stressed syllable, captivate with verbal puzzles, and also help in composing words from syllables.

Everyone in this section will find a scenario suitable for themselves: you can choose an option depending on your favorite children's characters or on the tasks set. In any case, this section will be a good addition to the treasury of developing activities with children.

The book contains summaries speech therapy classes on the development of speech of children of middle preschool age in kindergartens, nurseries, kindergartens, orphanages and orphanages. The content of the classes meets the basic requirements for the development of speech of children 4-5 years old with general underdevelopment of speech and is a logical continuation of the methodological manual "Lexical topics for the development of speech of children 3-4 years old" by O. E. Gromova, G. N. Solomatina. The book is intended for teachers, methodologists, speech therapists of preschool and medical institutions.

Family composition.
Tasks: enrichment and activation of the dictionary; the formation of a simple sentence, distributed by homogeneous subjects.
Equipment: subject and plot pictures depicting family members.

I. Organizing moment
Children are asked to name their mothers and fathers.
II. Conversation on the topic of the lesson
Teacher. Today we will talk about family. A family is a child, his parents are mom and dad, grandfather and grandmother, brothers and sisters.

Each child is asked questions.
- What is the name of your mother (dad, grandmother, grandfather, brother, sister)?
- How many people do you have in your family?
- Who are you to your mother (dad, grandmother, grandfather, brother, sister)?
- Who is the oldest (youngest) in your family?
Two or three children talk about their family on questions of a speech therapist.

III. Looking at scene pictures
Narrative pictures depicting two or three family members are exhibited on the typesetting canvas. The children are shown the pictures one by one.
Teacher. Look at the picture. Who is pictured here?
Children. Mom and daughter.
Teacher. What are mother and daughter doing?
Children. Mom and daughter are reading.

CONTENT
From the authors
Organization of classes for the development of speech of children 4-5 years old
THEMATIC PLANNING OF LESSONS FOR THE DEVELOPMENT OF SPEECH OF CHILDREN 4-5 YEARS
LESSON SUMMARY
A family
Lesson 1. Family Composition
Lesson 2. My friendly family
Lesson 3. Activities of family members
Body parts
Lesson 1. Man, his body parts
Lesson 2. Body parts are my helpers
Lesson 3. Signs of body parts
Toiletries
Lesson 1. Morning
Lesson 2. Evening
Lesson 3. Bathing the doll
Autumn
Lesson 1. Leaf fall
Lesson 2. Signs of autumn
Lesson 3. Forest in autumn
House
Lesson 1. The house and its parts
Lesson 2. Building a house
Lesson 3. Description of the plot picture "Building a house"
Furniture
Lesson 1. Furniture and its parts
Lesson 2. Furniture items
Lesson 3. Three bears
Toys
Lesson 1. Our toys
Lesson 2. Dolls
Lesson 3. We play
Food
Lesson 1. Breakfast
Lesson 2. Lunch
Lesson 3. Mishutka has a birthday
Tableware
Lesson 1. Tea utensils
Lesson 2. Tableware
Lesson 3. Cookware
Pets
Lesson 1. Man's friends
Lesson 2. Human helpers
Lesson 3. On the farm
Wild animals
Lesson 1. External signs of wild animals
Lesson 2. Wild animal food
Lesson 3. Dwellings of wild animals
Trees
Lesson 1. External signs of trees
Lesson 2. Distinctive features of trees
Lesson 3. How trees grow
Winter
Lesson 1. Signs of winter
Lesson 2. Snow. snow properties
Lesson 3. Winter forest
New Year's celebration
Lesson 1. Christmas tree decoration
Lesson 2. The holiday is coming soon
Lesson 3. New Year's holiday in the forest
Winter fun
Lesson 1. On the hill
Lesson 2. At the rink
Lesson 3. Winter games
Winter clothes
Lesson 1. Winter clothes
Lesson 2. How we dress
wintering birds
Lesson 1. External signs of wintering birds
Lesson 2. Actions of birds
Lesson 3. Birds in winter
indoor flowers
Lesson 1. Types of indoor flowers
Lesson 2. Caring for indoor flowers
Lesson 3. How indoor flowers grow
Professions
Lesson 1. Kindergarten teacher
Lesson 2. Doctor
Lesson 3. Cook
Home country
Lesson 1. My country
Lesson 2. My city
Lesson 3. Defenders of the Motherland
Women's Day
Lesson 1. Women
Lesson 2. My mother
Lesson 3. The holiday is coming soon
Spring
Lesson 1. Signs of spring
Lesson 2. Forest in spring
Lesson 3. Fairy tale "Snow Maiden"
Migratory birds
Lesson 1. External signs of migratory birds
Lesson 2. Dwellings of migratory birds
Lesson 3. Starlings arrived
Transport
Lesson 1. Toy vehicles
Lesson 2. Passenger transport
Lesson 3. Freight transport
Demi-season clothing
Lesson 1. Items of demi-season clothing
Lesson 2. Atelier
Lesson 3. Description of the plot picture "For a walk"
Shoes
Lesson 1. Our shoes
Lesson 2. Children's and adult shoes
Lesson 3. Shoe store
poultry
Lesson 1. External signs of poultry
Lesson 2. Bird yard
Lesson 3. The story "Chicken and ducklings"
Vegetables
Lesson 1. Signs of vegetables
Lesson 2. Vegetable shop
Lesson 3. In the garden
Fruit
Lesson 1. Signs of fruits
Lesson 2. Shop "Fruits"
Lesson 3. In the garden
Flowers "
Lesson 1. Types of garden flowers
Lesson 2. Caring for garden flowers
Lesson 3. The story "Gift to Mom"
Insects
Lesson 1. External signs of insects
Lesson 2. Actions of insects
Lesson 3. In the clearing
Summer's soon
Lesson 1. Signs of summer
Lesson 2. In the summer in the forest
Lesson 3. Summer fun
List of used and recommended literature.

This section presents lessons and lessons helping children learn to speak correctly and beautifully. Speech development lessons stimulate the speech activity of children, contribute to the development of the child's speech.

The site presents 23 speech development classes children.

Primary school teachers note that many children have difficulty building phrases, often do not know how to grammatically correctly formulate a sentence, and have a poor vocabulary. Such shortcomings are not noticeable at home, but are revealed in the classroom at school. This is due to the insufficient level of speech development.

In order to prevent these difficulties, it is necessary to develop child's speech at preschool age. In our lessons on the development of speech, you can find tasks of varying degrees of difficulty. If something is not working out for a child, help him, prompt.

All speech development classes written in an accessible language, tasks are given in a playful way, accompanied by beautiful illustrations that will interest any kid.

All lessons were tested and approved by a practicing preschool teacher O.A. Volovskaya.

The child gets acquainted with living and inanimate objects (animate and inanimate), learns to make sentences with words that answer the question: "Who?" or "What?".

The child learns to make sentences with words that answer the question "What?". He still does not know what the genitive case is, but he can already correctly decline words.

The child learns to make sentences with words that answer the question: "Who?". The lesson is accompanied by a large number of colorful photographs of animals.

In a playful way, the child is invited to make a lot of sentences with words that answer the questions of the dative case: "To whom, why?"

We make up a lot of sentences with words that answer questions of the instrumental case: "By whom, what?", We recall the fairy tale about Kolobok

Drawing up sentences with words that answer the questions: "About whom, about what, in what, on what?", the use of prepositions "on" and "in" depending on the situation.

Animals and their cubs - how to correctly name animals in the masculine, feminine, and their cubs. Lots of very interesting photos of animals with their babies.

We select diminutive and affectionate words for animate and inanimate objects: various animals, things, fruits, berries.

We study many different adjectives and vegetables, select words to describe vegetables and vegetables to adjectives. Looking for similarities and differences between objects.

There are many more adjectives for a wide variety of objects: animals, fruits, berries, dishes.

The child in a playful way is invited to make sentences first, and then short stories based on pictures. The complexity goes gradually, the difference between a story and a short sentence is explained

We begin to study verbs, correctly select the endings of verbs for the feminine, masculine, neuter, plural words. We come up with actions for animals and animals for actions.

Learning various prepositions: "on, under, in", etc. Determining from the pictures what happened at the beginning, what then, what at the end, compiling a story from several pictures

A lot of long and short words, the child learns to determine - a long word or a short one, to invent his own words.

Repetition of geometric shapes, colors, drawing up a story from a picture

Animals of Africa, Australia are studied, short stories about them are compiled.

Making up stories with pictures of cats. Lots of interesting funny pictures of cats.

We learn to tell what the weather is like on the street, what the weather was yesterday and what it will be like tomorrow. Options are being considered: the sun is shining, it is raining, there is a thunderstorm outside, it is snowing outside.