Circle work on teaching the Russian language
in preschool group
"SITTINGS"
Supervisor:
Russian language educator MBDOU "Kindergarten of combined type No. 6 of Aktanysh village"
Aktanyshsky municipal district Republic of Tatarstan
Vakhitova Guzeliya Kharisovna
Explanatory note
Introduction to the Russian language, Russian culture is one of the most important aspects of teaching and educating non-Russian children, preparing them for schooling. In kindergarten, children learn Russian with middle group. By the preparatory group for school, children develop the correct pronunciation, accumulate a primary vocabulary that allows children to understand Russian speech and speak Russian within the limits of the topics studied. Oral folk art is of great value in teaching children the Russian language. Therefore, I decided to organize a circle of the Russian language "Gatherings" with the children of the preparatory group for school. Riddles, nursery rhymes, songs, fairy tales make it possible to teach children the Russian language in an accessible form. Colorful illustrations from the Learning Russian language kits help keep children interested in learning the language.
Classes are held once a week for 30 minutes. In the classes of the circle, children get acquainted with Russian folk tales, nursery rhymes, games, riddles, proverbs and sayings. Develop oral language.
Purpose of the circle: mastering the Russian language as a means of communication through folklore.
The purpose of the circle program isto give initial language knowledge and prepare the child for the process of further language education at school. Children learn to understand Russian speech by ear and speak Russian according to the model. Learn by heart a lot of nursery rhymes, games, songs. Playing out stories. We actively use the material studied by children in circle classes during entertainment, open classes.
Tasks:
Develop speaking skills in a non-native language,
To teach to tell fairy tales, nursery rhymes, poems, counting rhymes, to sing songs.
To teach to play fairy tales, to cultivate expressiveness of speech,
Thematic planning of study groups
Subject | Tasks | Material |
1. Oral folk art (introductory conversation) | Give the concept of Russian folk oral art. To expand the knowledge of children about the peoples living in our republic. Encourage the desire to get acquainted with Russian folklore. | Dolls in national costumes, illustrations for folk tales. |
2. Russian folk tale"Ryaba Hen" | Recall a fairy tale, teach it to retell. Develop monologue speech. | "Chrestomathy for the little ones", illustrations by UMK |
3. Learning the nursery rhyme "Ribushechka chicken" | Develop dialogical speech. Expand children's vocabulary. | "Christomathy for the little ones" Page 16 |
4. Finger games "Forty white-sided", "Finger boy" | Recall familiar finger games. Show a desire to learn the game. evoke joy | plot pictures |
5. Russian folk tale "Turnip" | Cultivate attention, perseverance. Expand words knowledge. Reading. Dramatization of a fairy tale. Invoke joy. | subject pictures, models of vegetables. "Chrestomathy for the little ones". Page 32, illustrations UMK |
6. Nursery rhymes "Ladybug", "Snail, snail" | Learn jokes. Arouse interest in the Russian language. Expand words knowledge. | "Chrestomathy for the little ones" pp. 73,79 |
7. Russian folk tale "Teremok" | Get interested in the story. Learn to use expressive means in speech. Set up a puppet theater. | puppet characters |
8. We love riddles | Recall familiar riddles. Continue learning to solve riddles. Introduce (familiar) and new riddles. Raise interest in oral folk art. | subject pictures, toys |
9. Russian folk tale "Kolobok" | Learn to retell the story. Set up a tabletop theatre. Cultivate independence. The development of dialogic speech. | table theater characters, UMK illustrations |
10. Russian folk tale "Kids and the wolf" | masks |
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11. We learn proverbs and sayings. | Introduce proverbs and sayings about labor, about human affairs. Expand words knowledge. | illustrations, subject pictures |
12. Nursery rhymes. | To get acquainted with the nursery rhymes “There is a horned goat”, “Our ducks in the morning”. Expand vocabulary, develop dialogical speech. | illustrations |
13. Songs | Introduce the songs "Funny Geese", "Okay, okay." Cultivate interest in songs. | geese masks, UMK illustrations |
14. Fairy tale "Masha and the Bear" | Introduction to fairy tales. Cultivate perseverance, interest in a fairy tale. Learning the words of the characters. Develop speech. | fairy tale illustrations |
15. Rhyme "Tili-bom caught fire in the cat's house", "Like our cat" | Generate interest in jokes. Develop Russian speech. | WMC illustrations |
16. Russian folk tale "Zayushkina's hut". Rhyme "Hare walk" | Introduce new fairy tale and fun. Continue to develop spoken language. | fairy tale illustrations |
17. Who is the smartest? | Develop ingenuity. Continue learning to solve riddles. | subject pictures |
18. Russian folk tale "The Fox and the Crane" | Learn to retell the story. Develop expressiveness. | fairy tale illustrations |
19. Gatherings | Repetition of learned proverbs, nursery rhymes, songs. | illustrations, masks |
20. Folk holidays. Maslenitsa. | Tell children about national holidays. Give an idea of Maslenitsa. | Presentation |
21. Wide Maslenitsa. | Introduce children to the games and songs of the Maslenitsa festivities. The song "Pancakes". Game "Fight of roosters" | Masks, tape recorder, audio recording of the song "Pancakes" |
22. Hello Maslenitsa (open entertainment) | Costumes, masks, attributes for games. |
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23. Appeal to natural phenomena. | Acquaintance with appeals to nature "Sun", "Rain". Studying the song "There was a birch in the field." | illustrations, plot pictures. "Christomathy for the little ones" |
24. Visiting a fairy tale | Repetition of learned stories. | illustrations, masks, costumes. |
25. Russian folk tale "Geese-swans" | Introduction to fairy tales. Learning the characters' words. Develop Russian speech. | fairy tale illustrations |
26. Ukrainian folk tale "Mitten" | Dramatization. The development of dialogic speech. | masks |
27. Finger games | Repetition of learned games. Introduction to a new game. | illustrations |
28. Russian folk tale "Three Bears" | Introduction to a new story. Extension vocabulary. The development of dialogic speech. | masks, illustrations |
29. Nursery rhymes “Vanya, where did Vanya go?”, “Where are you going to Thomas?” | The development of dialogic speech. | illustrations, basket. "Chrestomathy for the little ones". Page 214, 217 |
30. Nursery rhymes. | Acquaintance with nursery rhymes "You geese, geese, legs, legs." Learning "Hare-coward". | "Chrestomathy for the little ones" p. 219 |
31. Lullabies. | Learning lullabies. "Hush, Little Baby, Do not Say a Word" | "Chrestomathy for the little ones" p. 221 |
32. Russian folk tale "The Fox and the Geese" | Introduction to fairy tales. Learn to retell. Dramatization. Rhyme "Cockerel" | fox and goose masks |
33. Russian folk tale "The Fox and the Goat". | Dramatization. The development of dialogic speech. | masks |
34. We love fairy tales. | Repetition of learned stories. | masks, illustrations |
35. Proverbs and sayings. | Repetition of what has been learned. | Pictures |
36. Gatherings (reporting event) | Systematize children's knowledge. Develop Russian speech. Invoke joy. | Costumes, masks, attributes for games, audio recordings of songs |
MBDOU Kindergarten
WORK PLAN OF THE CIRCLE
"TALKERS"
MIDDLE GROUP #4
"Berry"
Circle leader:
2014-2015 academic year
Explanatory note.
Preschool childhood is the time of the formation of the fundamental principles of personality, individuality, the most sensitive period for the development of curiosity, general and special abilities. Thanks to a special process of cognition, which is carried out in an emotional and practical way, each preschooler becomes a small explorer, a discoverer of the world around him. The fuller and more varied the child's activity, the more significant it is, the more successful the development is, the happier his childhood.
The development of children's speech is one of the leading tasks that preschool educational institutions and parents solve.
The successful development of speech at preschool age is of decisive importance for the subsequent systematic teaching of the native language in primary and then in secondary school.
The levels of speech development of children of the same age are different. These differences are especially clear in the middle preschool age. Work on the education of a sound culture of speech should include the formation of the correct pronunciation of sounds, the development of phonemic perception, the vocal apparatus, speech breathing, the ability to use a moderate rate of speech, intonation means of expression. In children of middle preschool age, it is important to form and consolidate the correct pronunciation of all the sounds of the native language.
At this age, the active vocabulary of children noticeably increases due to words denoting the properties and qualities of objects, actions with them, and their functional features. Individual differences in vocabulary are observed, which is due to a number of factors, including the environment in which the child lives, is brought up and learns. At the same time, children have a special sensitivity, susceptibility to the sounds of speech, which is why this age is very important for learning the elements of literacy. Children master almost the correct pronunciation of all the sounds of their native language. They develop awareness of their pronunciation skills.
Speech - this is the most important creative mental function of a person, the area of manifestation of the inherent ability of all people to cognition, self-organization, self-development, to build their personality, their inner world through dialogue with other personalities, other worlds, other cultures.
Satisfying the need of children for verbal communication is one of the most important pedagogical tasks.
Target: complex development of cognitive-speech activity of children, development of phonemic hearing.
Tasks:
Develop speaking and listening skills;
To develop interest and attention to the word, to one's own speech and the speech of others;
Enrich active and passive vocabulary;
Develop the sound culture of children's speech;
Develop the ability to analyze the sound side oral speech.
Develop the articulatory apparatus;
Improve the intonational expressiveness of speech;
Promote the development of graphic skills,
Build skills of self-control and self-esteem,
Develop fine motor skills;
Cultivate positive relationships among children.
Ways and methods of implementation:
1. The correct model of the teacher.
2. Finger gymnastics, verbal outdoor games, counting rhymes, nursery rhymes.
3. Drawing with a finger, brush, chalk, pencil.
4. Laying out rhythmic patterns (seeds, cereals, sticks, etc.) according to the model and by ear.
5. Showing words, poems, fairy tales, riddles with hands.
6. Articulatory gymnastics combined with hand exercises.
7. Proper selection of furniture, lighting.
8. Gymnastics for the eyes.
9. Dynamic pauses(alternating load and rest).
10. Change of activities in the classroom, compliance with the regulations.
List of children:
Attendance card
2014 / 2015 academic year year SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY
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ABSENT: |
Time of the circle: Wednesday 16-00
Perspective work plan of the circle "Talkers"
September.
Class | Target | Methodological techniques |
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Acquaintance with a variety of words, modeling, drawing short jerky lines. | Learn to understand and use the term "word". Get to know a variety of words. Strengthen the skills of correct pronunciation of sounds in words. Learn to draw short, jerky lines. To form an interest in speech activity. | game exercise"Circle Right" Fizkultminutka. ball game" Modeling. Game exercise "Draw a picture" |
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Memorizing a poem by O.G. Zykov. | To teach children to memorize a poem, to understand its content, to develop memory, thinking, speech. | Conversation with children about autumn. Note what has changed in nature |
October.
Class | Target | Methodological techniques |
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"Lariska has two radishes" | Finger game "Lariska has two radishes" Game with sticks "House" (square, triangle) |
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Compilation of the story "My room" | To teach children when compiling a story to connect sentences with each other in meaning. Develop creative imagination. Invite the children to note what they like best in their room. After compiling the story, sketch your room. | ||
Comparison of words by sound, familiarity with the length of words (long, short) | Learn to solve riddles. Develop attention, logical thinking. Continue with modeling. To form interest in speech activity, initiative in solving cognitive problems. Develop the skills of self-control and self-esteem. | Riddles game Fizkultminutka. Friends meeting game The game "What are the words." Drawing "Needle" |
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"Vegetables" Memorizing a poem N. Konchalovskaya. | Consolidate knowledge about vegetables. Develop the ability to find the right word in confusing words. Develop intonation expressiveness of speech. |
November.
Class | Target | Methodological techniques |
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Acquaintance with the variety of words, their sound is loud, loud, quiet; sun drawing. | Continue to introduce the sounding word. Practice identifying similar-sounding words. Learn to compare words by sound. Learn to draw rounded and straight lines. To form an interest in speech activity. | Game exercise "Who lives in the house" Physical education "Charging" Game "Give me a word" Game exercise "Connect correctly" Sunshine drawing. |
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Evening of riddles. | Continue to teach children to guess riddles according to the description, to think logically; create a festive atmosphere, cheer up children. | Material: objects on a tray, a needle, a hedgehog, a Christmas tree, a potato, an elk, a goose, a toy bicycle, a boletus (it is possible to replace pictures). |
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Acquaintance with the variety of words, the game "Tell me a word", finding inconsistencies in the pictures | Familiarize yourself with the length of words. To teach to listen carefully to the poem, to select words not only close in sound, but also suitable in meaning. Learn to find inconsistencies in a drawing. | Game exercise "Connect correctly" Game "Give me a word" Physical education "Meeting friends" Game exercise "Find the artist's mistake" |
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Memorizing a poem by N. Sakonskaya. | Invite the children to sing a poem, choose the right intonation. Develop attention, ear for music, intonation expressiveness of speech. Learn to express your opinion and explain why I chose this melody for this poem. | Questions: What would you do? Why? Where does the berry come from? What color is the strawberry flower? |
December.
Class | Target | Methodological techniques |
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"Incredible Stories" | Invite the children to compose some interesting story from a personal wholesale. Develop coherent speech, thinking, fantasy, imagination. Cultivate the desire to share your stories. Learn to describe interesting stories. | Stories are recorded, drawn up by children's drawings |
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"Snowball" | Work on the pace and rhythm of speech. | Finger game "Snowball" The game "A lot of snow has fallen" (Tearing paper) |
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The sound "Sh" (song "wind"), drawing balls, memorizing nursery rhymes. | To learn intonation to highlight the solid consonant sound "Sh" in words. Learn to pronounce sounds clearly and clearly. Learn to expressively read the nursery rhyme, using natural logical pauses. To form interest in speech activity | Game "Give me a word" Game exercise "be careful" Physical education "Ball" Drawing "Balls" Learning fun. |
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Didactic game "Travel the path" | Teach children to make sentences related to each other in meaning. Talk about family. Cultivate a desire to play together. |
January.
Class | Target | Methodological techniques |
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Sound "Zh" (beetle song), drawing acorns, memorizing a poem I. Soldatenko | To learn intonation to highlight the sound "g" in words. To consolidate the ability to divide words into syllables, use the model of words. Develop attention, visual-figurative. To form an interest in speech activity. Develop the skills of self-control and self-esteem. | The game "riddles and riddles" Game exercise "stripped correctly" Game exercise "Be careful" Physical education "Beetles" Drawing "Acorns" |
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Sounds "Sh-Zh", drawing tracks, repeating poems. | To promote the development of phonemic hearing, to distinguish between consonant sounds "Sh-Zh" in words. Continue to introduce the term "sound". Develop a poetic ear. Form selectivity visual perception, interest in speech activity. Develop graphic skills. | Game exercise "Help the animals find their car" Game "Give me a word" Physical education minute Game exercise "Connect correctly", "Repeat verses" |
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"My favorite animals" | Work on the pace and rhythm of speech. | Finger game "At the deer" Drawing "My favorite animals". |
February.
Class | Target | Methodological techniques |
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Dramatization of the fairy tale "Gingerbread Man" | Continue to teach children to distribute roles among themselves, get used to the images of fairy-tale characters, use different intonational expressiveness of speech. To cultivate love and respect for artistic creativity. | ||
Writing a story about winter. | Encourage children to make up stories personal experience. Develop imagination, thinking, coherent speech. | Stories are recorded, drawn up by children's drawings |
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"Merry Snowman" | Work on the pace and rhythm of speech. | Finger game "Pallets - palms" The game "A lot of snow has fallen" (Tearing paper). |
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Sound "C", drawing cucumbers, memorizing a poem G. Sapgira. | Learn to distinguish and pronounce the solid consonant sound "Ts" in words and phrasal speech. To learn to listen carefully to the story and answer questions on the text, to develop coherent speech, to form interest in speech activity. | Reading A. Maksakov's story "Chicken Chick" Game "Finish the sentence" Physical education minute "Game exercise "Heron" Drawing "Cucumbers". |
March.
Class | Target | Methodological techniques |
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Learning vocabulary. | Improve the distinct pronunciation of words and phrases, intonation expressiveness of speech. | ||
"Mimosa for Mom" | Work on the pace and rhythm of speech. Teach children to draw with poke, learn to draw by creating a flower shape. | Finger game "Flower" Drawing "Mimosa for Mom" |
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Didactic game "Garden" | Learn to actively accompany your activities with speech, develop attention. | Improvisation (we collect vegetables in baskets). |
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"Friendship" | Work on the pace and rhythm of speech. | Finger game "Friendship" Game "Drivers" |
April.
Class | Target | Methodological techniques |
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Sounds "L-L", drawing a tumbler, memorizing a poem E. Alexandrova | Learn to distinguish between hard and soft consonants. Learn to name the first sound in words. To develop children's active speech, answer questions with lines from a poem, convey their attitude to the environment. Develop graphic skills. | Drawing "Tumbler" Game "Give me a word" Fizkultminutka. "We drew a little" Game exercise "Divide correctly" Memorizing a poem |
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Memorizing a poem A. Kochergina | Develop intonation expressiveness of speech, memory, attention. Cultivate interest in the artistic word. | ||
Sounds "M" Mb", drawing a bear, memorizing a poem T. Shorygina. | To acquaint with hard and soft consonant sounds "M-M". To teach intonation selection of hard and soft sounds in words. Learn to name the first sound in a word. Learn to guess riddles, develop graphic skills. | Memorizing a poem Drawing "Bear" Physical education minute Game exercise "Color correctly" |
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Reading a fairy tale S. Marshak "Little Red Riding Hood" | Continue to teach children to listen carefully to a fairy tale, retell its content, distinguish between positive and negative characters. To develop the ability to understand the content of a fairy tale, to empathize with the heroes of a fairy tale. Continue to build interest in the book. |
May.
Class | Target | Methodological techniques |
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Compiling an extraordinary interesting history about forest dwellers in spring. | Learn to use the most consumer adjectives, verbs, adverbs, prepositions in speech. Develop coherent speech, imagination, fantasy. Activate children's vocabulary. | Using pictures of wild animals to compose a story. |
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Sounds "g-k", painting over objects, memorizing a poem T. Shorygina. | To promote the development of phonemic hearing, to distinguish between consonant sounds "G-K". Continue to learn to name the first sound in words. Help develop graphic skills. Develop active speech. Explanatory note. The general basis of personality development is the mastery of speech. Speech depends on the emotional state of a person, his interests, inclinations, habits. The creativity of the personality of a teenager is manifested in creatively designed statements, saturated with their own arguments, evidence, and figurative expressions. According to scientists, high level speech development in an adult reflects the high and balancing of all personality structures. A low level, on the contrary, indicates a lack of spiritual maturity, insufficient potential of the individual. Underdevelopment of any aspect language competence can hinder the development of the individual as a whole. Games and activities based on the method of fairy tale therapy favor the formation of a child as a linguistic personality, which is a system of his qualities, objectified in speech, associated with the development of the communicative-required sphere, acquired for the purpose of communicative expediency and manifested in the process of joint activity in interpersonal communication To enrich the active vocabulary of preschoolers with figurative vocabulary, to introduce phraseological units, to develop observation of the change in the meaning of words, to develop criticism in terms of the selection and combination of language means corresponding to the character of literary characters; Provide awareness of the compositional structure and semantic sequence of plot actions; Teaches you to take the position of a hero, get used to literary image and creatively interpret the literary text in the retelling on behalf of the literary hero. october Fairy tale "Fox and Goat".1. Introduction to the text. 2. "Fox and Goat" - the development of speech. Objectives: - to give an idea of the genre of the fairy tale; to teach to understand the theme and content of the tale, to evaluate; to acquaint with the features of the composition; learn to retell on behalf of the characters; introduce phraseological units, use different intonation. November Fairy tale by S. Mikhalkov "The Stubborn Kid". 1. Familiarization with the text. 2. Development of speech. Objectives: -understand the idea of a fairy tale, specific features; learn to correlate a proverb with a certain character; Inventing riddles, selecting figurative characteristics, making sentences with an adversative conjunction but. December. 1. game-dramatization of the fairy tale "The Fox and the Goat". 2. Collective storytelling based on a series of plot pictures "Friends". Develop the ability to logically move from one picture to another; use a variety of syntactic constructions; Complete the sentences with antonyms. January composition of ditties. Purpose: - to introduce the genre features of ditties; develop the ability to invent ditties. February Inventing fables. A fantasy game based on the fairy tale "The Fox and the Goat". Purpose: - to teach children to compose nonsense about the Goat and the Fox, to help come up with a different ending to the fairy tale; Develop the ability to take on the role of invented characters, exercise in building sentences, replacing words in a sentence. learn to select figurative expressions for invented characters. March - acquaintance with the fairy tale of V. Odoevsky "Moroz Ivanovich" (telling, watching a cartoon). inventing riddles about the personal qualities of a literary hero. Objectives: - the idea of a fairy tale, acquaintance with a new proverb about work; To develop the attention of children: to highlight the missing parts of the fairy tale in the cartoon, to activate phraseological units in the speech of children. Teach children to use their knowledge when composing riddles; learn to select figurative characteristics; select sentences with an adversative conjunction a. April - acquaintance with a new genre - a fable. Fable by I. A. Krylov "Dragonfly and Ant". Compilation of stories according to the proverb "At work and reward." Objectives: - to introduce children to the fable genre, to bring to an understanding of the meaning of proverbs about labor, to repeat the proverbs about labor studied earlier; Learn to distinguish a story from a proverb and a fairy tale; lead to the use of figurative words in the preparation of stories; learn to unravel sentences - fables. www.maam.ru Circle for the development of speech "Speech"At present, the number of children with impaired pronunciation is increasing every year, and most children have a late onset of speech development and, as a result, the formation of sound pronunciation is delayed (normally, by the age of 5, a child should correctly pronounce all speech sounds). In our kindergarten "Smile" in the city of Kirsanov, Tambov region, from the 2013 - 2014 academic year, on the basis of the Government Decree Russian Federation dated August 15, 2013 N 706 Moscow "On approval of the Rules for the provision of paid educational services", a paid educational service- a circle for the development of speech - "Rechevichok", which is held in the afternoon, for children of middle and older groups. Classes are based on: 1 lesson per week 4 lessons per month 26 lessons per year Number of children in groups -10 - 12 people The duration of one lesson is 20-25 minutes.
I have developed the program of the “Rechevichok” circle, which includes a system of classes for the development of articulatory, finger motor skills, speech breathing, strength, voice height and a complex of various poetic exercises, with elements of neuropsychological impact (“speech with movement”, aimed at developing all coherent speech . Each articulatory gymnastics complex prepares certain movements and positions of the lips, tongue, produces a directed air stream, that is, everything that is necessary for the correct formation of sound, and work on the development of finger motor skills of the hands has a beneficial effect on the development of speech in general, as well as prepares the child's hand for drawing and writing. The development of the strength and pitch of the voice, speech breathing develops a sense of rhythm, diction, intonational expressiveness of speech. The poetic text will be the rhythmic basis for performing movements, and the movements will help the baby to better remember the text of the exercise itself. Along with the development of physical activity, children will develop speech, attention, memory and thinking.
Each lesson focuses on a specific lexical topic. All topics are developed in accordance with the main general education program preschool education"From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, which creates continuity in the work of the educator and the leader of the circle, and this, in turn, increases the effectiveness of classes. This whole system of classes is aimed at improving all coherent speech and sound pronunciation of children.
www.maam.ru The program of the circle "Speech"Municipal budgetary preschool educational institution kindergarten "Smile" of the city of Kirsanov, Tambov region The program was approved at the meeting Pedagogical Council Protocol No. of the year Educational program of additional education for children "Speech" for children 4-5 years old Implementation period: 1 year teacher-speech therapist of the first qualification category Kirsanov city, Tambov region The program was developed in 2013 1. Title page. page 1 2. Explanatory note. page 3-4 3. Educational and thematic plan. pp. 4 -9 5. Methodological support of the additional educational program. page 10 6. Expected results… page 11 6. List of used literature. pp. 11-12 Explanatory note Document Status The program is designed taking into account the speech characteristics of pupils kindergarten and reflects the basic direction of remedial education Document structure: The program includes sections: explanatory note, goals and objectives, methodological principles, thematic planning, software content, methodological support, expected results, list of references General characteristics of circle speech therapy classes: this system of classes contains various exercises for the development of articulatory, finger motor skills, speech breathing, strength, pitch of voice and a complex of various poetic exercises with elements of neuropsychological influence (“speech with movement”, aimed at developing all coherent speech, generalizing concepts, forming an idea of the properties surrounding objects and natural phenomena. The development of the articulatory apparatus includes: articulatory gymnastics with the display of colored cards associated with the name of the exercises. In the development of manual motor skills: making figurines from fingers with poetic accompaniment In the development of speech breathing: breathing exercises aimed at developing the correct speech exhalation. In "Speech with movement": memorizing and telling rhymes, nursery rhymes, riddles, rhymes while performing actions. Each articulatory gymnastics complex prepares certain movements and positions of the lips, tongue, produces a directed air stream, that is, everything that is necessary for the correct formation of sound, and work on the development of finger motor skills of the hands has a beneficial effect on the development of speech in general, as well as prepares the child's hand for drawing and writing. The development of the strength and pitch of the voice, speech breathing develops a sense of rhythm, diction, intonational expressiveness of speech And the poetic text will be the rhythmic basis for performing movements, and the movements will help the baby better remember the text of the exercise itself. Along with the development of physical activity, children will develop speech, attention, memory and thinking. Each lesson is devoted to a specific lexical topic. All topics resonate with the requirements of the kindergarten program, which creates continuity in the work of the educator and the head of the circle, and this, in turn, increases the effectiveness of classes. The system of classes is designed for children of middle and senior preschool age. Classes are based on: 1 lesson per week 4 lessons per month 34 lessons per year The number of children in the group is 10 - 12 people. The duration of one lesson is 25-30 minutes. The criterion of efficiency is the implementation of the tasks set. Criteria for selecting children - based on the request of the parents. The purpose of the circle "Speech": development in children of attention to the sound side of speech. The tasks of the circle "Speech": Prepare the organs of articulation for the correct pronunciation of the main groups of sounds Develop gross and fine motor skills Form the lexical and grammatical structure of speech; Form speech hearing; To form the correct speech development by reading poetry, nursery rhymes, rhymes, riddles while performing actions; To form the cognitive activity of children; Improve mental processes: attention, memory, thinking Teach effective communication skills. Methodological principles: The principle of development presupposes the priority allocation of those tasks that are in the zone of proximal development of the child. The principle of systemic presupposes the impact on all parties speech system allows you to detect and prevent speech disorders in a timely manner The principle of a workaround, the use of safe analyzers, allows you to create a new functional system bypassing the affected link General didactic principles involve the use of scientific character, consciousness and activity, visibility, entertainment, individual approach, connection between theory and practice. Educational and thematic plan: Diagnostic (2 hours) Collection of anamnestic data on early speech development, transmitted diseases. The study of speech. Sound state. Questionnaires for parents 2 1st week of September September Features of the dynamic side of speech. The state of connected speech. Questionnaires for parents 1 3rd week of September Preparatory (4 hours) 1st week of October Organs of articulation The development of manual motor skills Performing figurines from fingers. Speech with movement. 14th week of September Development of the articulatory apparatus Conjugated articulatory gymnastics, with elements of kinesiotherapy. 1 1st week of October The development of speech breathing Breathing exercises 1 3rd week of October Main (24 hours) 2nd week of January Articulation gymnastics with elements of kinesiotherapy The development of speech breathing Speech with movement: Favorite toys Vanka-vstanka rhymes 14th week of October The development of speech breathing Speech with movement: Autumn has come Autumn, autumn - leaf fall For mushrooms apple tree Rhymes. Seasons. Autumn 1 1st week of November Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: We will go to the garden Work in the garden Harvest Rhymes. 1 2 week of November Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: Rhymes. 1 3rd week of November Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: Harvest We will go to the garden Rhymes. Vegetables fruits 14th week of November Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: washbasin Learning parts of the body Face massage Self-massage of handles Self-massage of the ears Rhymes. Human. Our body. Family. 1 1st week of December Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: We can do that too small feet Rhymes. Man and his surroundings 1 2 week of December Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: Shoe galoshes Rhymes. 1 3rd week of December Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: winter meeting Oh, frost, frost New Year Rhymes. Seasons. Winter 14th week of December Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: How should we name animals? We help with the housework Rhymes. Pets 1 2 week of January Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: Game "Pasture" Rhymes. baby pets 1 3rd week of January Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: How should we name animals? Shadow-shadow - sweat Rhymes. Wild animals 14th week of January Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: Walk to the zoo Rhymes. 1 1st week of February Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: Rhymes. Riddles Poultry 1 3rd week of February Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: flight of birds Sparrow Owl Owl Rhymes. Riddles Wintering Birds 14th week of February Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: Rhymes. Riddles Migratory birds 1 1st week of March Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: We will welcome spring Rhymes. Seasons. Spring 1 2 week of March Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: Mom's helpers Rhymes. 1 3rd week of March Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: We walk around the room Rhymes. 1 4th week of March Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: Let's call the transport Train game (barely) Rhymes. Transport 1 1st week of April Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: Let's call the transport Truck Rhymes. Professions 1 2nd week of April Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: We plant flowers in the garden Dandelion Rhymes. 1 3rd week of April Articulation exercises with elements of kinesiotherapy The development of speech breathing Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: Walk Grasshoppers Rhymes. Riddles Insects 14th week of April Articulation exercises with elements of kinesiotherapy The development of speech breathing Speech with movement: We will meet the summer Rhymes. Seasons. Summer 1 1st week of May Final (4 hours) Continued work on clarity and ease of pronunciation. Speech with movement. Rhymes. Poems. Nursery rhymes. Cleanliness. Riddles (reinforcement) 2nd week of May Speech with movement. Rhymes. Poems. Nursery rhymes. Cleanliness. Riddles (fixing) 2 3rd week of May 4th week of May Conventionally, the distribution of program material is divided into 3 stages: Stage 1 (diagnostic) - 2 hours Collection of anamnestic data on early speech development, past diseases. The study of speech. Sound state. Anatomical structure of the articulatory apparatus. The state of respiratory and voice functions. Features of the dynamic side of speech. Reproduction of the sound-syllabic structure of the word. State of phonemic processes. Study of speech comprehension. The study of vocabulary and grammatical structure of speech. The state of connected speech. Stage 2 (preparatory) - 4 hours Development of manual motor skills, Development of the articulatory apparatus. Voice exercises. Breathing exercises. Stage 3 (main) - 24 hours. Speech with movement, rhymes, rhymes, nursery rhymes and riddles from the poems of S. Marshak, K. Chukovsky, A. Barto and other children's poets on lexical topics: Toys. Autumn. Vegetables. Fruits, Vegetables-fruits. Man and family. Man and his surroundings. Shoes. Winter. Pets. Baby pets. Wild animals. Zoo. Domestic birds. Poultry chicks. Wintering birds. Migratory birds. Spring. Crockery Furniture. Transport. Professions. Flowers. Insects Development of phonemic perception and phonemic representations. Stage 4 (final) - 4 hours. Continued work on clarity and ease of pronunciation. Using basic sounds in independent speech Methodological support of the program of additional education for children A necessary condition for the implementation of the program is the presence in preschool tape recorder, computer, as well as the ability to use technical teaching aids. Classes on each topic are held in the form of a game: Speech with movement: “Favorite toys”, “Football”, “Vanka-vstanka”, “Autumn has come”, “Autumn, autumn - leaf fall”, “For mushrooms”, “Apple tree”, “Harvest”, “We will go to the garden”, “ In the garden”, “Studying parts of the body”, “We can do that too”, “Shoeing galoshes”, “Meeting winter”, “Oh, frost, frost”, “New Year”, “What should we call animals? ”, “We help with the housework”, “What should we call animals? ”,“ A walk to the zoo ”,“ Geese ”,“ Flight of birds ”,“ Migratory birds ”,“ We will meet spring ”,“ Mom's helpers ”,“ We are walking around the room ”,“ We will call the transport ”,“ Pilot ” , “We plant flowers in the garden”, “Walk”, “We will meet the summer”, “In the forest”, “Rain”, “Oka River” vocabulary games and didactic games: The game "Train" (the train goes from the station) Game "Pasture" Owl Owl Game "Mobile games, physical minutes and general developmental exercises with speech and music" Expected results: Filling gaps in the formation of phonemic processes Filling gaps in the correct pronunciation of sounds Refinement of initial ideas about speech sounds Level up cognitive activity children Enrichment of the nominative, predicative and qualitative vocabulary of children with grammatical categories; Ability to independently plan practical and mental actions; Education of the culture of speech communication as part of speech etiquette. List of used literature: 1. Volkova G. A. Methods of psychological and speech therapy examination of children with speech disorders. Issues of differential diagnosis. - St. Petersburg, 2005. 2. Baskakina I. V. Lynskaya M. I. Logopedic games. M. : IRIS PRESS, 3. Vinogradskaya O. abstracts of lessons on vocabulary enrichment in a group of children with OHP. Tambov, 1994. 4. Gavrisheva L. B., Nishcheva N. V. Logopedic chants. St. Petersburg "Childhood-press", 2010. 5. Novikovskaya OA Poems for the development of speech. M., Astrel, 2008. 6. PopovaG. P., Usacheva V. I. Entertaining alphabet studies. Volgograd. 2007. 7. Seliverstov V.I. speech games with kids. M., "Vlados", 1994. Tkachenko T. A. Physical education minutes for the development of finger motor skills in preschool children with speech disorders. Collection of exercises. – 2001. 8. Polozova N. V. Basic requirements for labor protection and sanitary provision in preschool. Collection of documents and www.maam.ru Shows interest in the information received in the process of communication. Emotionally responsive. Understands and uses in his speech words denoting the emotional state of people and animals, conveys his attitude to the environment Mastered the means of communication and ways of interacting with adults and peers. Speech when communicating with adults becomes extra-situational, speech with peers is situational, knows how to take into account the interests of comrades, knows how to choose play partners from the children's team Having mastered the necessary skills and abilities. Knows how to highlight the first sound in a word, divide a word into syllables, identify long and short words, use natural logical pauses, stresses, read poems expressively Able to solve intellectual and personal problems adequate to age. Shows initiative in solving cognitive problems, is able to use simple schematic images to solve simple problems. Physically developed. Owns, in accordance with age, the basic exercises for the small muscles of the hands, shows interest in participating in outdoor games and exercises.
Purpose: comprehensive development of children's speech activity, development of phonetic hearing. Tasks: Mastery of fingers, development of coordination of movements, memorization of poems, broadening of horizons, development of a sense of rhythm, improvement of diction, intonational expressive speech, development of observation, replenishment of vocabulary, improvement of attention, memory. Lesson progress: Today, in the lesson, we will try to draw a little man, but not in the usual way, instead of a pencil, our fingers will help us, and instead of a sheet of paper there will be a table! Shall we try? (in order for children to better understand the poem, draw a little man on the board, as stated in the poem) Point (with the index finger on the table "draw" a point), Dot(near the second dot) , Comma (just below the semicolons) . A curved face came out (draw a mouth in the form of an arc). Pens (simultaneously with two index fingers, draw straight lines diverging from the center to the sides), Legs (at the same time draw straight lines diverging from top to bottom with two index fingers), Cucumber (with the right index finger “draw” an oval - torso) - Got a man! If the children liked the exercise, you can repeat it again. Well done! Shall we continue? Guys, what parts of the body do you know? (lead to answer). Now let's remember what is on our face, and this interesting exercise will help us. Where is the mouth? Here is his mouth (open mouth wide). Where are the sponges? Here they are (with index fingers, stroke the lips in the direction from the center to the corners). Where are the teeth? Here are the teeth (smile, show two rows of teeth, and then click your teeth). And behind the teeth - the tongue, He is used to licking (sticking his tongue out of his mouth and licking his lips). Repeat the exercise one more time Well done guys. And now physical education minute, stand in line! One, two, three, four, five - we will study the body (children walk in place). Here is the back, and here is the tummy (they show the back with both hands, and then the tummy), Feet (stomp feet) Handles (stretch arms forward and rotate brushes), Eyes (point to the eyes with the index fingers of both hands), Mouth (with the index finger of the right hand show the mouth), Spout (with the index finger of the right hand show the nose), Ears (pointing to the ears with the index fingers of both hands), Head (put hands on head) I barely managed to shake (shake their head from side to side), The neck turns its head (clasp the neck with palms), Oh, tired! Oh oh oh! What good fellows! Now sit on your chairs. Now I will say phrases to you, and you repeat after me. (repeat phrases several times) Ah-ah-ah - it's time for me to go to my mother. Uuuu - and I'm going to my mother. Oh-oh-oh - together with mom is good. And-and-and - we were with my grandmother. S-s-s is us, s-s-s is me, and this is you. Up-up-up - dad has a lot of hats. Here are some funny, little poems we now know! Would you like to learn more interesting poems? Just listen carefully. Try to repeat after me correctly. (If the children have questions, explain the meaning of the words) Feofan Mitrofanovich has three sons Feofanovich. Uncle Kolya gave his daughter Field a collie puppy. Dense dad stood up firmly, founded the pyramid. Sons stand on their shoulders without panic, then nephews. Guys, how did we "draw" a person today? Who wants to once again paint with words and gestures or "show" us a portrait of a person? Which poem did you remember (like) the most? What do you think, in whose performance the "portrait of a man" turned out to be more colorful and complete? What poem will you recite at home today? And to whom exactly? Why? Well done today, well done guys! Conclusion According to the Federal State Educational Standard, the targets of preschool education include the following social and psychological characteristics child's personality: The child shows initiative and independence in various activities - play, communication. Able to choose his occupation, participants in joint activities, reveals the ability to implement a variety of ideas The child is self-confident, open to the outside world, has a positive attitude towards himself and others, has a sense of his own dignity. Actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts; The child has a developed imagination, which is realized in various activities. The child's ability to fantasy, imagination, creativity is intensively developed and manifested in the game. The child owns different forms and types of play. Knows how to obey different rules And social norms, to distinguish between conditional and real situations, including game and educational; The child's creativity also manifests itself in drawing, inventing fairy tales, dancing, singing, etc. The child can fantasize out loud, play with sounds and words. He understands oral speech well and can express his thoughts and desires; The child has developed gross and fine motor skills. He can control and manage his movements, has a developed need to run, jump, make crafts from various materials, etc .; The child is capable of strong-willed efforts in various activities, to overcome momentary impulses, to complete the work begun. The child can follow social norms of behavior and rules in various activities, in relationships with adults and peers, the rules of safe behavior and personal hygiene; The child shows curiosity, asks questions about near and distant objects and phenomena, is interested in causal relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people's actions. To achieve this, the following conditions must be met:
This practical-significant project is being implemented by me and the second teacher in the senior group of MBDOU No. 4. During the implementation of the project, children's speech becomes rich in figurative comparisons, expressions, children learned to clearly pronounce words, and children's memory improved. At each lesson, the teacher receives a positive emotional response from the children. Bibliography
Application Long-term planning of circle activities in the senior group Theme of the week Explanatory note. Preschool childhood is the time of the formation of the fundamental principles of personality, individuality, the most sensitive period for the development of curiosity, general and special abilities. Thanks to a special process of cognition, which is carried out in an emotional and practical way, each preschooler becomes a small explorer, a discoverer of the world around him. The fuller and more varied the child's activity, the more significant it is, the more successful the development is, the happier his childhood. The development of children's speech is one of the leading tasks that preschool educational institutions and parents solve. The successful development of speech at preschool age is of decisive importance for the subsequent systematic teaching of the native language in primary and then in secondary school. The levels of speech development of children of the same age are different. These differences are especially clear in the middle preschool age. Work on the education of a sound culture of speech should include the formation of the correct pronunciation of sounds, the development of phonemic perception, the vocal apparatus, speech breathing, the ability to use a moderate rate of speech, intonation means of expression. In children of middle preschool age, it is important to form and consolidate the correct pronunciation of all the sounds of the native language. At this age, the active vocabulary of children noticeably increases due to words denoting the properties and qualities of objects, actions with them, and their functional features. Individual differences in vocabulary are observed, which is due to a number of factors, including the environment in which the child lives, is brought up and learns. At the same time, children have a special sensitivity, susceptibility to the sounds of speech, which is why this age is very important for learning the elements of literacy. Children master almost the correct pronunciation of all the sounds of their native language. They develop awareness of their pronunciation skills. Speech is the most important creative mental function of a person, the area of manifestation of the inherent ability of all people to cognize, self-organize, self-development, to build their personality, their inner world through dialogue with other personalities, other worlds, other cultures. Satisfying the need of children for verbal communication is one of the most important pedagogical tasks. Purpose: complex development of cognitive and speech activity of children, development of phonemic hearing. Develop speaking and listening skills; To develop interest and attention to the word, to one's own speech and the speech of others; Enrich active and passive vocabulary; Develop the sound culture of children's speech; Develop the ability to analyze the sound side of oral speech. Develop the articulatory apparatus; Material nsportal.ru U - rock, gift, point, count; Oh - laziness, enemy, etc. Consonant exercises Game "Onomatopoeia". How does a snake hiss? Sh - sh - sh - sh - sh. How does a beetle buzz? Zh-zh-zh-zh-zh and others.
Mr. rum, roses, river, glad.
(At the end of the word). For example: sound K - ox, floor, couples.
The game "Let's call the sound to the word." Magic ball, help! Sound to us in a word call! Let's say it kindly - and here, The sound will come to us in a word! The teacher throws the ball to the child, calling the word. The child returns the ball by saying the word in an affectionate way. For example: finger - finger, hare - bunny, bird - bird, ring - ringlet; a friend is a friend, a circle is a circle, a flag is a flag, a coast is a coast, etc. Exercise. The teacher pronounces the syllables solid sounds, children must convert to syllables with soft sounds (pa - pya, ta - cha, ky - ki, na - nya, etc.) Exercise. The teacher pronounces words with hard sounds, the children must convert them into words with soft sounds (nose - carried, be - beat, glad - row, bow - hatch, ditch - roar, ox - led, washed - sweet).
An exercise in separating vowels and consonants (vowels are indicated by red chips, hard consonants are blue, soft consonants are green. The teacher pronounces a series of sounds, and the children must pick up a chip of a certain color. The sixth step is the formation of elementary skills sound analysis The task of the last stage of work is to develop in children the skills of elementary sound analysis: the ability to determine the number of syllables in a word; slap and tap the rhythm of words of different syllabic structures; highlight the stressed syllable; analyze vowels and consonants. This work begins with the fact that preschoolers are taught to determine the number of syllables in a word and to slap two- and three-syllable words. How to teach children to divide words into syllables? Invite your child to carefully watch how you pronounce the word "mother". Ask if he noticed how many times you opened your mouth. Now let him say the word "dad", and you count how many times he opened his mouth. In the same way, "explore" the words "milk", "dog", etc. Well, then it's time to tell the "secret" - how many times you need to open your mouth to pronounce the word, there are so many syllables in it. Practice in determining the number of syllables in words, offer the game “Who is more attentive?”. Introduce the child to this technique: put your palm under your chin and pronounce a word - the palm goes down when pronouncing each syllable. For division, first words are selected, consisting of two syllables of the “fusion” type: ma-ma, lip-pa, se-no, mo-re. Then offer words like frost, book, mushroom, beauty. A useful and interesting type of work associated with syllable division is the pronunciation of counting syllables. It is necessary to remind the children that there are long words (basket, nesting doll, car) and short ones (house, elephant, ball), that in long words there are several syllables, and in short ones only one. Explain to them that words can be slammed, walked by the number of syllables. To consolidate the material, you can play the game "How many syllables in words?". For example: kor-zi-na - 3 syllables, 3 claps; mat-resh-ka - 3 syllables, 3 claps; and in the word house - 1 syllable, 1 clap; elephant - 1 syllable, 1 clap.
House - one syllable, one stick. Clock - two syllables, two sticks, etc. In the process of isolating individual sounds, one should not be required to immediately characterize the sound (vowel, consonant, hard consonant, soft, etc.). Before you start working on isolating any sound from a word or sequentially naming sounds, you need to make sure that the children correctly correlate this word with a specific object. Acquaintance with a new sound and letter is better to start with tasks on lexical topics more familiar to children: “Vegetables”, “Fruits”, “Dishes”, “Clothes”, “Transport”, etc. Having isolated a sound from a word, introduce children to the features of its acoustics and articulation (participation of the voice, the presence or absence of an obstacle in the oral cavity in the path of exhaled air). And on this basis, learn to characterize it using the schemes: vowel sound, consonant sound, hard and soft consonant sound, deaf and voiced consonant. At this stage of the work, the following exercises should be carried out: distinguishing among themselves any sounds of speech, both vowels and consonants; selection of any sounds from the composition of the word; division of a word into syllables, and syllables into sounds; combining sounds into syllables, and syllables into words; determining the sequence of sounds in words; division of sentences into words. The exercises are performed in a playful and entertaining way using various didactic material. Exercise "Analysis and synthesis of reverse syllables." For example: ik, at, ut, op, etc.
The game "House of Sounds". Sounds live in houses. Sound in every room. A fly flew into your house. Her house has four rooms. Each sound lives in a separate room. We give the children four chips in their hands (two red, two blue). Teacher: "What is the sound in the first room?". Child: "M-m-m." And closes the first room with a blue chip. Teacher: "What sound lives in the second room?". Child: "Whoa." And closes the second room with a red chip, etc. Exercise. "The division of words into syllables". The teacher gives a word printed on paper, and the child must lay out as many strips of paper as there are syllables in the word (5, 6 syllables.) It is necessary to teach how to depict the word using conventional signs (chips) on the model, and these preliminary actions will become a reliable basis for competent (without omissions and replacement of letters) writing. Game "Show me what word." The teacher pronounces words of different lengths, and the child spreads his palms according to the length of the word (hedgehog, elephant, milk, policeman, onion, rattle, iodine, cyclists, cartoon, perfume and cosmetic, etc.). Exercise "Differentiation of sounds." For example: l, r. The teacher sets the task: finish the word with either the syllable la or the syllable ra. For example: shko ...., shku ...., ska ...., zha ...., pi ...., met ...., smo ..., dy ...., ig ..., fa ... , to……etc. The game "Let's call the word" We teach children to identify the stressed syllable in a word. There are pictures on the tables in front of the children. Everyone says their word, for example: I have "Machine". Let's call this word: ma-shi-na. Game "How many sounds?" At this stage, children are able to determine the number of vowels during continuous pronunciation (one, two or three vowels: a, ay, oui, aea).
Ah, ay, iay, etc. Children lay as many circles on their tables as the teacher made sounds.
Children lay out mugs on the tables in certain combinations and in the right order. Children should put as many sticks on the table as they hear sounds. The game "Last Sound, Respond!" (first we teach children to determine the last sound in a word - deaf, explosive, consonants are easiest for children). Children one by one go to the teacher's table and take out pictures from the envelope (selected in advance). Loudly, clearly call them, highlighting the last sound. Then repeats this sound separately. There may be the following pictures: cat, poppy, bow, spider, broom, etc. This game can be varied, gradually complicating the task, for example:
Tan ..., pow ..., veni ...., ceiling ... etc. The child repeats the whole word, and then pronounces the sound that the teacher missed.
The old k ... from (mole) digs the earth, He lives under the earth. We are dark. We ask dad We turn on a brighter la ... pu (lamp). They entered the arena ... games (tigers), We all fell silent from fear. Conclusion The development of articulatory skills and phonemic perception occurs simultaneously with the development of analysis and synthesis of the sound composition of speech. Exercises in sound analysis and synthesis, in turn, contribute to the conscious mastery of the pronunciation of speech sounds. Thus, exercises for the analysis and synthesis of the sound composition of speech help to solve two problems - to normalize the process of phoneme formation and prepare children for literacy. The correctional process for the formation of phonemic perception requires an individual approach to each child and is designed for a long period of study. The entire training period is based on visualization. A variety of didactic and speech therapy games, speech tasks and exercises help to diversify classes in the formation of phonemic perception and should be conducted in a lively, interesting way, with moments of humor. By the time they enter school, children who have completed a course of special education are prepared to master the program secondary school. They are able to distinguish and differentiate by ear and in pronunciation all the phonemes of their native language, consciously control the sound of their own and other people's speech, consistently isolate sounds from the composition of a word, independently determine its sound elements. Children learn to distribute attention between various sound elements, to keep in memory the order of sounds and their position in a word, which is a decisive factor in preventing writing and reading disorders. Bibliography
Annex 1 Memo on the development of phonemic hearing
Preview:"The use of ICT in the development of speech in preschoolers" Facilities mass media, especially electronic ones, actively penetrate into the lives of children. Domestic and foreign studies of the use of a computer in preschool educational institutions convincingly prove not only the possibility and expediency of these technologies, but also the special role of a computer in the development of the intellect and the personality of the child as a whole (studies by S. L. Novoselova, I. Pashelite, G. P. Petka , B. Hunter and others). In the conditions of a dynamically changing world, constant improvement and complication of technologies, informatization of the education sector is of fundamental importance. This direction of development of the educational industry, as emphasized in government documents, is recognized as a top national priority. In modern conditions, with the widespread introduction of new information technologies The problem of the development of the speech of a preschool child remains relevant. After all, it is on the level of development of his speech abilities that the further mastery of knowledge and full development depend. Many will agree that modern parents read little and reluctantly to their children, do not encourage them to dialogue speech, therefore the speech of preschoolers is not very expressive, they often allow agrammatisms in their speech, limited to monosyllabic answers. Due to the underdevelopment of speech, the poverty of the vocabulary, pupils often lose interest in classes for the development of speech, there is no learning motivation. In such conditions, the use of computer technology comes to our aid as one of the sources of motivation. The possibilities of the computer are inexhaustible here. It allows you to immerse preschoolers in a certain game situation, to make directly educational activities more meaningful, interesting, attractive and truly modern. ICT is becoming the main tool that a person will use not only in professional activity but also in everyday life. The main goal of introducing information technologies is to create a single information space educational institution, a system in which all participants in the educational process are involved and at the information level are connected: administration, teachers, pupils and their parents. To implement this, prepared teaching staff capable of combining traditional methods training and modern information technologies. The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities. Information technology is not only and not so much computers and their software. ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. I use my skills in my work: With kids With colleagues In methodical, experimental, innovative activity. It is preschoolers, with their visual-figurative thinking, who understand only what can be simultaneously considered, heard, acted upon or evaluated the action of an object. In this regard, I use multimedia presentations in my work - this is a program that can contain text materials, photographs, drawings, slide shows, sound design and narration, video clips and animation, three-dimensional graphics. The use of presentation tools allows me to bring the effect of visibility into the classroom and helps children learn the material faster and in full. Educational activities using ICT are complex, as I combine traditional and computer-based learning tools, as well as the integration of educational areas. I believe that the use of multimedia presentations in my work prevents children from fatigue, supports their cognitive activity, and increases the efficiency of my work in general. Their use in speech development classes is interesting for children and, importantly, for myself. The screen attracts attention, which we sometimes cannot achieve in group work with children. The use of ICT in the development of speech of children at preschool age allows: 1. The pupils' ideas about the world around them are expanding, the vocabulary is enriched. 2. Children will express their thoughts more logically and consistently, understand the meaning of words more deeply. 3. The ability to convey your impressions of what you listened to will be formed. musical composition, from a scanned picture or illustration. 4. Children will use the artistic merits of their native language in speech, and at the end of the training they will show a desire to create them on their own. 5. The use of these techniques will gradually lead the child to show interest in poems, riddles, fairy tales. 6. In this approach, the envisaged interconnection of group and subgroup, joint and individual forms of organizing work with children will justify itself. Relevance - the problem of speech formation in preschool children is relevant today. The formation of speech in preschoolers is an important and difficult task. The successful solution of this problem is necessary both for preparing children for the upcoming schooling, and for comfortable communication with those around you. However, the development of speech in children in the present tense is actual problem, which is due to the importance of coherent speech for preschoolers. The use of ICT enhances: 2. Activates the cognitive activity of children. The use of ICT allows for educational activities: at a high aesthetic and emotional level (photos, animation, music); provides visibility; attracts a large number of didactic material; contributes to improving the quality of education. So, let's consider the first feature of computer technology - the versatility of computer technology as a learning tool with wide demonstration possibilities - using the example of composing stories from a picture. This task can be completed in 3 ways: 1. 3-4 pictures are displayed on the screen, representing a connected story (1-beginning, 2-continuation, 3-end). Children simply describe the events depicted in the pictures. In this case, each picture acts as another chapter. 2. Children are offered only one picture. The teacher asks the question: What happened before? What can be after? After the utterance, it is proposed true story and all images are displayed on the screen. 3. The teacher shows pictures on the screen that follow each other not according to the plot, but in a confused sequence. Children must arrange these pictures in order, and then make up a coherent story. This is the most difficult version of the work, assuming that the child has a developed logical thinking to a certain extent. PMK on "Speech Development" A. Yu. Korkina is used in the work in the classroom for the development of speech and preparation for teaching literacy, at speech therapy classes and in corrective work with children. The program is multi-user, adapted for use with an interactive whiteboard, designed for the effective speech development of children from 3 years old through interactive features: 1. the use of the program contributes to the development of auditory perception in children; 2. the formation of skills in sound analysis and synthesis, the correct pronunciation of sounds, syllables, words; 3. the development of the ability to speak, independently build sentences; 4. The presence of several levels of complexity in each task allows for the individualization of training. The program includes the following sections: 1. not speech sounds: Acquaintance with the sounds of the objective world and the world of nature. 2. onomatopoeia: Acquaintance with the sounds of the animal world. 3. speech sounds: Development of skills for recognizing and correctly pronouncing the sounds of the Russian language. 4. development of coherent speech: learning to build sentences (from phrases to text) 5. special "Interactive section", allows you to create your own tasks and didactic materials, make signatures and drawings over educational material, to print. Working with the program involves diverse forms of children's activities: speech, cognitive, practical. This makes it possible to make the speech activity of children variable through the use of different types of classes, both directly for the development of speech (phonetic, connected speech, etc.), and for the development of cognitive research and practical activities. My use of this PMC in speech development classes not only causes a wide positive response in children, but also contributes to the assimilation of speech material at a high level. The program “Getting Ready for School with Bunny the Know-It-All! » developed with active participation professional educators and child psychologists. In the process of creating the game, the wishes of parents, teachers and the children themselves were taken into account, which made it possible to achieve maximum efficiency in the use of the educational product. In addition to a computer disk with tasks, the products contain visual aids-cards with bright pictures, songs that help the child quickly consolidate the studied material. "Bunny-Know-It-All" instills in the child the skills of independent answers, contributes to the development of phonemic hearing, oral speech, and replenishes vocabulary. It must be remembered that when using ICT, San Pi N should be observed, which defines the requirements for screen size, installation height, distance between the child and the monitor, as well as the duration and frequency of classes. The use of information technology in the classroom for the development of speech in the preschool educational institution makes it possible to overcome the intellectual passivity of children, makes it possible to increase the effectiveness of the educational activities of the teacher of the preschool educational institution. It is an enriching and transforming factor in the development of the subject environment. Ludmila Rychkova Explanatory note. The role of the native language in the upbringing of preschool children is very great. Through speech, the child learns the rules of behavior, communication, agreements between people on interaction, perceives beauty surrounding world and can tell about what he saw, conveying sensations and feelings. Already from preschool age, the child shows great interest in linguistic reality, "experiments" with the word, will create new words, focusing on both the semantic and grammatical side of the language. This is a necessary condition for its linguistic development, which is based on the gradual awareness of linguistic phenomena speeches. Such development leads to the mastery of all the riches of the native language. With a spontaneous speech development kids get low enough speech skill, so I was faced with the task of creating mug: « Rechevichok» . Program according to the level of content - introductory, according to the direction - socio-pedagogical, according to the form of organization - group, according to the breadth of coverage and content of activities - profile, according to the degree of professionalization - general cultural competence. This program designed for one year of study for children - 6-7 years old. Number of students in the group - 12 people. Weekly load for 1 year of study - 1 hour per week This working program calculated for 32 hours (1 hour per week) Relevance programs due to the fact that, educational activities should serve as an impetus for a more complete child development, their intellectual sphere - memory, attention, thinking and physical condition motor activity and thereby serve to form a positive attitude towards learning in older preschoolers. The course is multi-faceted child development, its connected speeches, phonemic hearing, creative thinking, coordination and fine motor skills movements, muscles of the motor apparatus, etc. The course allows you to prepare children for learning to read, write and forms elementary cultural skills speeches. Target: main goal programs school preparation is comprehensive child development: formation of motivation for learning, development of thinking, fantasies, creativity, memory expansion, development of attention, speeches and the ability to argue their statements, identifying individual characteristics future first-graders and the formation of readiness for schooling. Tasks: Formation of language skills in its communicative functions: connected speech development, development of speech communication; Formation of the ability to elementary awareness of linguistic and speech phenomena; Personality formation preschooler: the study of the needs and individual characteristics, the behavior of the child, interpersonal relationships with peers and adults; - development imagination and creativity. Adaptation to school conditions, preparation for literacy, vocabulary development. The content of the training does not duplicate first class program, but aims to prepare the child for systematic successful schooling by, first of all, the formation of positive educational motivation. The age characteristics of a child of 6-7 years old is that he is aware of himself as a person, as an independent subject of activity and behavior. Voluntary regulation of behavior is based not only on learned (or given from outside) rules and regulations. Expanding motivational sphere preschoolers at the expense development motives that are social in origin, such as cognitive, prosocial (encouraging to do good, as well as motives for self-realization. The child’s behavior also begins to be regulated by his ideas about "What is good and what is bad". Forms and mode of operation. Classes are held once a week. The duration of the lesson is 25 minutes. The structure of the lesson speech development determined by the principle of interconnection of various sections speech work: 1. Enrichment and activation of the dictionary. 2. Work on the semantic side of the word. 3. Formation of grammatical structure speeches. 4. Education of sound culture speeches. 5. Development elementary awareness of linguistic phenomena. 6. Development coherent monologue speeches. It is the relationship between different speech tasks in the lesson will create the prerequisites for the most effective assimilation speech skills. Therefore, an integrated approach is advisable, where different speech tasks are often on the same content. Principles of work with children of preschool age speech development: 1. Scientific. 2. Taking into account the psychological, age characteristics of children. 3. Accounting preschool activities children (game, life, occupation). 4. The systematic relationship of educational material and the child's interest in his native speeches. 5. Accessibility, specificity. 6. Concentricity. Forms of classes: 1. Examining the picture. 2. Examination of objects 3. Riddles. 4. Didactic games: - finger; - rhyme (learning verses with the movement of arms, legs, fingers, body, eyes, head); - articulation gymnastics; - sound games; - breathing exercises. Expected results and how to check them. Specially designed lessons mug in preschool children lead to major shifts in speech and their general mental development. Children develop the following results: 1. Culture rises speeches, connected speech develops, expands verbal communication, which contributes child's personality development, revealing his creative potential; 2. Increased accuracy, coherence and expressiveness speeches. The child begins to appropriately use the means of artistic expression in his own verbal creativity. (when composing fairy tales, riddles, stories, poems). At the same time, the clarification of the means of forming and expressing thoughts becomes an important incentive development of higher speech forms his thinking. 3. Children are successful in learning and assimilating program schooling mother tongue, both in terms of linguistic knowledge and speech development- oral and written. Training Requirements preschoolers: as a result of studying this course, preschoolers will be able: Conduct analysis, synthesis, comparison, generalization, classification of objects; Orientation in space; Proper use of writing instruments; Know new words, enrich, consolidate, refine your vocabulary; Be able to compose a story, selecting the most important facts; Choose words to describe the subject in order to highlight certain qualities; To be able to invent a fairy tale on the proposed topic, conveying the specifics of the genre; Identify the main characters of the work, express your attitude towards them; Determine the genre of the work; Catch the most striking examples of language figurativeness; Expressively retell the text, without the help of questions from the teacher; Choose definitions (adjectives, name actions (Verbs); - the ability to divide words into syllables; highlight sounds in a word, determine the place of a sound in a word; Describe the sound freely use and compose sound schemes of words yourself; Improving the skills of sound-letter analysis of words, placing stress in words, distinguishing between stressed and unstressed syllables; Expanding the concepts of a sentence, making a sentence of two to four words; compiling a story with a given number of sentences, compiling a story based on a series of paintings, the ability to build sentences of various types; - development of reading skills, knowledge of proverbs, sayings, tongue twisters; the ability to solve puzzles, crossword puzzles. Security programs. Logistics security: In order for children to keep up with the times and master information and communication technologies, the kindergarten has sufficient technical means: there is an interactive whiteboard, music center, computer. Scientific and methodological resources. In order to prepare well for the lesson in mug, I will use the scientific and methodical publications indicated in the list of references. Didactic security: to implement this programs in life there is a fairly favorable cultural and educational space. The group has a library where children, with the help of a teacher, can find additional literature. This will help to reveal their intellect, will contribute to cognitive and creative activity. In progress programs I will use pictures, photographs, presentations, dictionaries. Bibliography 1. Bezrukikh M. M. Steps to the school. A book for teachers and parents. M.: Bustard, 2010. 2. Volkov B. S. We prepare the child for school. St. Petersburg: Peter, 20012. 3. Grizik T. I. How to prepare a child for school. Toolkit for educators. M.: Education, 2011. 4. 5. Pre-school education (education of children of senior preschool age). Guidelines. The team of authors E. V. Buneeva, R. N. Buneev. 6. Tsenarva N. N. Formation of school-significant functions in the conditions of variability of models of preparing children for school: diagnostics of school-significant functions of first-graders. Toolkit. - M.: Ventana-Graf, 2009. 9. E. G. Yudina "Bukvarenok" Subject: "Entertaining alphabet" FORWARD PLAN senior preschool age TIMELINE PURPOSE METHODOLOGICAL TECHNIQUES September 2. Teach children to listen carefully to the poem, answer questions with lines from this poem. 3. Promote clear and correct pronunciation of sound "A" in words and phrases speeches. 4. Develop graphic skills(drawing tracks). 5. Show the children the capital letter A. Picture "The bird feeds the chicks" A game "Bird" Articulation gymnastics Di "Let's put the doll to sleep" Reading a poem by A. Barto "The Frogs" Images: dog, hare, fox. Who lives where? Draw paths from animals to the place where they live. C/r "Hospital" Show a picture of lips with the letter A written on it. 3. "Magic wand" October 1. To teach children to clearly pronounce vowels and consonants, separate words. 2. Develop connected speech, its expressiveness. 3. Enrich vocabulary. 4. Listen carefully to the text of the poem, select words that fit the meaning. di "Tell Petrushka" A game "Give me a word" Articulation gymnastics How does a goose cackle? How does a frog croak? How does a dog bark? To fix the pronunciation of the letter of the sound and taking into account the picture - diagrams and mirrors. Memorizing a poem by P. Voronko "Time to sleep" 4. On a visit to the chanterelles - sisters. November 1. Continue to teach children to clearly pronounce sounds and words. 2. Be able to come up with single-root words (chanterelle, fox, fox). 3. Be able to come up with action words and definitions. 4. Learn to listen carefully to a fairy tale. 5. Engage in active participation in dramatization. Toy, picture of a fox. Di "Say words about the fox" Telling a tale "Snow Maiden and the Fox" Game - dramatization "Who lives in the house" 5. Sound "U" November 1. Develop a clear and correct articulation when pronouncing the sound 3. Develop speech hearing, strengthen the articulatory apparatus. 4. develop graphic skills(drawing tracks). Exercise "Blow on the ball" How does a cow moo? How does a cuckoo crow? How buzzing (big) small steam locomotive. Show pictures of the scheme and block letter y. Pronunciation of sounds in front of a mirror (a, y). Di "Recognize pictures with sound by lips" Reading a poem by S. Marshak "Syllable" Answer the questions close to the text, drawing tracks (draw a line with a felt-tip pen along the track between the rails). 6. « Child's world» November 1. Show children the meaning of a language concept "word". "word". 3. Contribute to the clear pronunciation of sounds a, y. A game "Shop" (arrange toys, clothes, shoes, vegetables, fruits - pictures). Children buy items, while receiving toys pictures. How many are on your tables. How many words do you know, what word did you name your kart inca with? Di "Know by the lips" 7. Sound "ABOUT" December 1. Develop a clear and correct articulation when pronouncing a sound "O". 2. Promote clear and correct pronunciation of sound "O" in words and phrases speeches. 3. Develop logical thinking - to correlate the acquired knowledge with the image in the picture. Articulation gymnastics "Bagel" What does a hen call her chicks? Riddles, clues to find in the picture (sound o in guessing pronounce drawlingly). Offer to connect the paths and each animal with the house. Where does he live. Picture - scheme with sound o. What pictures can live here? (donkey, Olya). Game - dramatization "Donkey and Olya". 8. Introduction to the word "Forest" December 1. Continue to introduce children to the word. 2. Learn to correctly understand and use the term "word". 3. Develop a clear and correct articulation of the sounds a, y, o. 4. Teach children to name baby animals correctly. Pictures panorama of the forest. Here we are in the forest. What did we see in the forest? What word… called this animal? What word can you call his cubs, etc. What grows in the forest? (generalize). Suddenly a breeze blew, then a strong wind, etc. We were scared oh-oh-oh. And then they got lost, etc. Di "Know by the lips" 9. Sound "Y" December 1. Develop a clear and correct articulation when pronouncing the sound y. 2. Contribute to a clear and correct pronunciation of the sound s in words and phrasal speeches. 3. Encourage children to pronounce the text of the poem correctly. 4. To consolidate the skills of the correct pronunciation of the sounds a, o, u. 5. Continue to learn how to draw tracks with a felt-tip pen. The picture is a diagram and showing the correct pronunciation of the sound of an angry y. Pictures of skis, soap, cheese, smoke, roof - name objects, highlighting sounds with your voice. Poem by M. Myshkovskaya "Mice" answer the questions with text from the poem. Draw a path from the mouse to the cheese. Di "Know by the lips" Have a set of boxes. With the initial sound a, o, o, find where they can live. 10. "Who's doing what" (introduction to action words). January 1. Continue introducing children to the word. 2. Generate interest in the word. 3. continue working on the articulatory apparatus. 4. Improve intonation expressiveness speeches. 5. . Riddles about a cat and a dog. Make sure the animals are pets. What is the name of this toy? Pronounce clearly. What does the cat do when we pet it? What words can you say? What does a cat do when it sees a mouse? Etc. Put all the above words into "chest". 11. Sound "AND" January 1. Develop a clear and correct articulation when pronouncing the sound and. 2. Promote clear and correct pronunciation of sound "And" in words. 3. Develop general motor skills and motor function of the hands (physical minute). 4. Develop basic graphic skills. Show an angry, smiling face. A game "Horse" The picture is a diagram of the pronunciation of sound and. From the pictures, choose which words can live around this scheme. A game "Give me a word" We draw grains for chickens. 12. Sound "E" January 1. Develop a clear and correct articulation when pronouncing evukae. 2. Promote clear and correct pronunciation of sound "E" in words and phrases speeches. 3. Work out the pronunciation of all passed vowels. 4. Learn to highlight the first sound in a word. 5. Develop graphic skills. Picture "Goat with a kid" What is the name of this animal? How does a goat call its mother? To lead the path from the kid to the mother. Picture - scheme What are the short pronunciations of E A game "Name the first sound" (vowel) "Know by the lips" Phys. minute "This finger" Clear sound extraction "e". 13. Vegetables (acquaintance with words - signs). February 1. Continue introducing children to the word. 2. Generate interest in the word. 3. Fixing color forms. 4. Development cognitive features. 5. Classification. 6. Development visual attention and memory. I want to turn you into little seeds. A game "Vegetables fruits" To learn about color and size, ask what question? What kind of tomato is this? etc. A game “Who will name more words about each vegetable” "What's wrong here?" "What's gone?" If coleslaw. So what is this salad? And what kind of salad will we make from beets? A game "In the garden" 14. Sound "M" February 1. Develop a clear and correct articulation when pronouncing a sound "M". 2. To achieve the pronunciation of the poem correctly and clearly. 3. Promote a clear pronunciation of the sound m in words. 4. To learn to understand the poetic images underlying the riddle. What is your mother's face when she gets angry? What do you do when you are scolded? A game "Clockwork Dolls" Highlight mother's sound. Can you make this sound? What's stopping you? We pronounce it with our lips. Mm. Reading a poem "Bears" G. Sangiro, riddles (in the guessing there was a sound m) Find clues and color. 15. Sound "B" February 1. Develop a clear and correct articulation when pronouncing the sound B. 2. Fix the correct pronunciation of the sound "b" in words and phrases speeches. 3. Repeat the correct pronunciation of vowels. 4. Fix the selection of the first vowel sound in the word. 5. Learn to paint over objects without going beyond the outline. A game "Clockwork Machines" Squirrel toy - a riddle about a squirrel. What is the word for this animal? (each child drawn: beads, brooches, bows). Poem by M. Myshkovskaya "Squirrel" Answers to questions on content. Color in the decorations. A game "Know by the lips" Select the first sound Game - dramatization "Squirrel" And "Bobik" Singing a lullaby. 16. Acquaintance with the sounding word. March 1. Teach children to listen to the sound of words. 2. Learn to pronounce a word with a drawl, highlighting the given sounds. 3. Continue to teach children to highlight the first vowel. 4. Learn to pronounce the passed sounds clearly and correctly. A game "What sounds around us" Poem "Word Game" A. Barto "Hello, I'm Petrushka"- a game (character) A game "Know by the lips""Choose the first 17. Sound "P" "P". 2. Fix the pronunciation of this sound in words and phrase speeches. 3. Cultivate intonation expressiveness speeches. A game "Snowflake" the character Petrushka, the postman brought a letter, in the letter there is a riddle about piglets. Piglets come Peak - Pak - Pok sing a song. Then with the kids. Piglet teasers pa - poo, poo - pa - poo, pa - poo - pi - kA The piglets came with pictures in the name there is a sound P, they show and are mistaken, the children correct. Reading Yudin's fairy tale "Pig Day" 18. Sound "D" March 1. Develop a clear and correct articulation when pronouncing a sound "D". 2. Enrich vocabulary. 3. . A game "Woodpecker" hollow out a hollow Who can live in this hollow? A squirrel toy with a pipe, and pictures so that the first sound is d. Name clearly all the words and look for an extra word. A game "Give me a word" 19. Words are long - short. April 1. Show children that different words have a different number of sounds (i.e. words can be long or short). 2. Teach children by walking, slapping, finding a long - short word. Games: "The Word Can Be Walked", "Who went ahead", "Find out which word is long?"- Countdown with claps. 20. Sound "TO" April 1. Develop a clear and correct articulation when pronouncing the sound k. 2. To learn to understand the poetic comparisons underlying the riddle. 3. Develop the ability to compare, analyze, distribute and attract attention. 4. Develop phonemic awareness . Riddles (riddles the first sound to, clearly highlighting the choir ind., A frog comes to visit and brings riddles and pictures Croaks (hor. ind. response, consider the picture (cat laps milk, climbs into bed, sits on rug). Look at pictures and find words with sound "TO". Tale of G. Yudin "How to cook compote" 21. Sound "T" April 1. develop a clear and correct articulation when pronouncing a sound "T". 2. Teach children to clearly pronounce the sounds t, p, k. 3. Fix the pronunciation of the sound t in words and phrase speeches. 4. Develop graphic skills(draw rain from a cloud). Articulation gymnastics "High fence". Let's learn how to pronounce the tongue. Let's try to sing. And if you pull the thread (tear). A game "Big feet walked the road" Knock knock - knock guests - puppy Tyap, bear cub Top, treat them with compote. Cloud mystery. - children draw rain. And if it's raining, take an umbrella. We escort guests to the train. A game "Train". Trailers t - t - t 22. Sound "G" May 1. Develop a clear and correct articulation. 3. Learn to pronounce the poem slowly, clearly pronounce each word. 4. Develop graphic skills. Mystery "About the goose, Gog's toy goose" Poem by G. Vieru "Goose" Answers on questions. A game "Give me a word" Consider a picture of a pea. Pea Mystery. Draw peas. 23. Review (vowels) May 1. Fix the pronunciation of vowels in words and phrasal speeches. 2. To achieve a clear and correct position of the organs of the articulatory apparatus when pronouncing vowels. 3. Develop phonemic awareness. A game "Know by the lips" "Mirror". Find a place for each picture. A game "At Grandma's in the Village" 24. Review (consonants) May 1. Fix the pronunciation of consonants in words and phrases speeches. 2. Listen carefully to the text of the poem, select words that are similar in sound, suitable in meaning. 3. Develop logical thinking. 4. Understand the poetic comparisons underlying the riddle. A game "Give me a word" Puzzles. Find answers to the pictures (about wild domestic animals, clarify why these animals are wild and domestic, clearly distinguish the first sounds in all the answers. (Document) n1.doc"SMART ASS"(speech development and educational games) This system of classes contains a set of exercises aimed at developing the lexical and grammatical structure of speech, the formation of the skill of building a coherent statement. Each lesson is devoted to a specific lexical topic. All topics resonate with the requirements of the Praleska program, which creates continuity in the work of the educator and the leader of the circle, and this, in turn, increases the effectiveness of classes.
Tasks:
The system of classes is designed for children of middle and senior preschool age.
Criteria for selecting children - based on the request of the parents. Approximate tthematic lesson plan
Theme: FRUITS Exercise 1 Name the fruits you know. Exercise2 Name the color of the fruit according to the model: red apple, ... etc. Exercise3 Name the shape of the fruit according to the model: "Orange round." Exercise4 "What are we going to cook?" From an apple - apple jam; from banana - banana puree; from lemon - lemon juice; from a pear - pear compote. Exercise5 Exercise "Tell me!": Make up stories about fruits according to the proposed visual plan. Exercise6 Exercise “Draw”: Draw a branch for each pear, a plum for each branch with a leaf, and color the apples. Don't forget that these fruits come in different colors. Theme: FRUITS Exercise1 "What do you like?" Making suggestions from pictures. Each child has pictures of fruits on the table. Children choose their favorite fruits and say: “I love banana (pear)”, etc. The exercise is complicated by answers like: "I love a banana, and Vitya loves a pear." Exercise2 Exercise "From what - what?": What kind of juice is it (jam, pie, compote)? (Apple pie. Plum jam, etc.) Exercise3 Name the fruits. Draw fruits in the table. Make phrases according to the model: “A lot of lemons. Little Lemon." "Make an offer." There are three pictures of fruits on the board. The speech therapist asks the children a question: “What will you eat yourself, what will you give to a friend, and what will you put in a vase?” Children take turns answering: “I’ll eat the apple myself, give the pear to a friend, and put the banana in a vase,” etc. Exercise5 "The Fourth Extra". Assimilation of nouns in genitive case. Use in speech complex sentences. Development of logical thinking. On the playing field - pictures or a bowl of fruit. The speech therapist asks: “What should not be in the vase?” Children answer: “There should not be a tomato in the vase, because it is a vegetable”, etc. Exercise6 The development of coherent speech Story-description “Lemon”: “Lemon is a fruit. It grows on a tree. Lemon is round, yellow, firm, sour. It has bones inside. The lemon is covered with a peel. He's useful. They put it in tea." Theme: VEGETABLES Exercise1 Pictures of fruits and vegetables are laid out on the table. More needs to be determined. Exercise2 Name the shape of each vegetable according to the model: "Oval cucumber." Exercise3 Greedy game: Imagine that these are your vegetables. Answer the questions: Whose cucumber is this? (My cucumber.) Whose cabbage? (My cabbage.) Etc. Exercise4 Tell the child what is cooked from vegetables. The game "What juice? What kind of casserole? What kind of puree? ”: Tell me, what is another name for juice (casserole, mashed potatoes) from carrots? (Carrot juice; carrot casserole; carrot puree.) Etc. Exercise 5 Name the vegetables. Draw the vegetables on the table. Make phrases according to the model: “A lot of tomatoes. Little tomato." Theme: VEGETABLES Exercise1 Exercise "Cook": Tell me what you need to do to make soup? (Vegetables are washed, peeled, cut, boiled.) Juice? Puree? Exercise2 Exercise "Tell me!": Make up stories about vegetables according to the proposed visual plan. Exercise3 "Make an offer." Children must complete the sentence, and then repeat it completely (in chorus and individually). The tomato is round, and the carrot.. An oval cucumber, and a pumpkin ... A bitter onion, and a carrot ... A green cucumber, and a beet ... A small radish, but a radish ... A large zucchini, and a pumpkin ... A sour tomato, and garlic ... Carrots in earth, and a tomato ... Exercise4 "Make an offer." The use of sentences with the meaning of opposition in speech. Agreement of adjectives with masculine and feminine nouns. The tomato is round, and the carrot ... (oblong). The tomato is red and the carrot... The tomato is soft, and the carrot... Tomatoes are sour, and carrots... Tomatoes have seeds inside, and carrots ... A tomato grows on the ground, and carrots ... (in the ground). Exercise5 The game "Hide the syllables in the palms." Slamming the syllabic structure of words: in-mi-dor; radish; ka-ba-chok, etc. Exercise1 Exercise "Guess riddles, draw riddles." Guess riddles, draw riddles in empty "lambs". This item is yellow, oval, sour, juicy. (Lemon.) Blue uniform, yellow lining, and sweet in the middle. (Plum.) This item is yellow, round, bitter, juicy. (Onion.) A red barrel, just about the size of a fist, if you touch it with your finger - it's smooth, and if you take a bite - it's sweet. (Apple.) This item is burgundy, round, sweet. (Beets.) Unsightly, lumpy, but when she comes to the table, the guys will say cheerfully: “Well, crumbly, tasty!” (Potato, potato.) Exercise2 Exercise3 Exercise "The Fourth Extra" Exercise4 Correct mistakes. Potato grows in the swamp. An apple grows under a bush. Eggplant grows on a bush. The pear grows in the forest. The peach grows on the tree. Exercise5 Exercise "Tell me": Make up stories about vegetables and fruits according to the proposed visual plan. Sample response:
Exercise 1 Tell the child what grows in the garden on a tree, and what grows in the garden in the garden. Draw lines: from fruits to trees (garden), from vegetables to beds (garden). Exercise2 Exercise "The Fourth Extra" Exercise3 Correct mistakes. Potato grows in the swamp. An apple grows under a bush. Eggplant grows on a bush. The pear grows in the forest. The peach grows on the tree. Exercise4 Exercise "Tell me": Make up stories about vegetables and fruits according to the proposed visual plan. Sample response: “An apple is a fruit. It is red (green, yellow), round, sweet, juicy, growing in the garden. The apple is firm and smooth to the touch. It is eaten raw, jam is made from it, delicious juice is prepared. Z Storyline work Theme: AUTUMN Exercise 1 Look at the pictures with your child. Remember the names of each season. Determine the sequence of seasons. Ask the child if he knows what season it is now? Ask the child to name the season preceding autumn; following the fall. Tell the children about autumn changes in nature. Task 2 Look at the pictures with images of autumn and summer. Name the signs of these seasons. Compare these pictures. Task 3 Say the opposite exercise: Help Tanya complete the sentences. In summer the sun is bright, and in autumn ...; In summer, the sky is bright, but ...; In summer the day is long, but...; In summer, the clouds go high, but ...; In summer, birds teach chicks to fly, and ...; In summer, people dress lightly, but ... ; In summer, children relax, swim, sunbathe, and ...; In summer, people grow crops, but ...; In summer, the trees stand dressed in green foliage, and ... Task 4 Exercise "Pick, name, remember": Name as many definition words as possible; action words. a) The sky in autumn (what?) - gloomy, gray, dull. Sun in autumn (what?) - ... Rain in autumn (what?) - ... Wind in autumn (what?) - ... Leaves in autumn (what?) - ... b) In autumn, the leaves (what do they do?) - turn red, turn yellow, wither, dry, fall, spin, rustle. Rain in autumn (what does it do?) - ... In autumn the sun (what does it do?) - ... In autumn, birds (what are they doing?) - ... In autumn, collective farmers (what are they doing?) - ... Task 5 Exercise "Find mistakes": Determine what does not happen in the fall. Children sunbathe, swim, wear light clothing. Dry leaves crunch underfoot. Buds swell, leaves bloom on the trees. People harvest vegetables and fruits. Wild animals do not store food. "Make an offer." Working with deformed sentences. Blowing, autumn, wind, cold. Leaves, trees turn yellow. Earth, grass, on, fade. Fly away, south, on, birds. Small, autumn, drizzle, rain. Task 2 "Guess the word". The use of verbs in the singular and plural. Verb endings are highlighted in voice. The wind blows and the winds... The flower fades, and the flowers... The bird flies away, and the birds ... The cold is coming, and the cold... The leaf turns yellow, and the leaves ... The harvest is ripening, and the crops... It's raining and it's raining... The leaf falls, and the leaves... Task 3(for children 5-6 years old) Compilation of a coherent story “Autumn” according to the first words in the sentence: “Summer has passed, and it has come ... The days have become ... It has blown ... It has become ... People dress ... On the trees ... On the ground ... It is drizzling ... Fading ... To the south ... People are gathering ... Coming soon ... " Children repeat the story without the help of an adult. Task 4 Exercise "Dress Tanya": Tell the child what clothes, shoes and hats are worn in the fall. Autumn came, it got colder. Tanya is about to go to the park for a walk, but she does not know how to dress. Help Tanya. Outline the autumn clothes, shoes and headdress with a red line. What clothes, shoes and hats are not suitable for autumn? Why? Task 5 Exercise "Bouquet for Mom": In the park, Tanya collected a beautiful bouquet of colorful leaves and fruits for her mother. Circle the leaves and fruits on the dots. Color them and tell what leaves and fruits Tanya made a bouquet of. Theme: MIGRATING BIRDS Exercise 1 Look at the pictures with the children. Introduce the names of migratory birds (rook, swallow, stork, cuckoo, nightingale, starling). Explain why these birds are called migratory. Fix in the dictionary the general concept of "migratory birds". Task 2 Show by pictures and name the body parts of migratory birds (paws, neck, head, beak, tail, etc.). What is the body of birds covered with? Task 3 Exercise "Say the opposite": Complete the sentences. The stork is large, and the nightingale .... The stork has a long neck, and the cuckoo .... The nightingale has a gray breast, and the swallow .... The stork is white, and the rook .... Task 4. Exercise "Pick, name, remember": Finish the sentences (pick up and name as many sign words and action words as possible). Cuckoo (what?) motley, .... Black rook ... Important stork, .... Swift-winged swallow, .... Task 5 Didactic game "What is missing?" The speech therapist exposes the silhouettes of birds (without a beak, paws, wings, eyes, tail, etc.). Children should say what the birds are missing. Task 6 Didactic game "Compare Birds" The sparrow has a small body, and the heron ... The sparrow has a small head, and the heron ... The sparrow has a short beak, and the heron ... The sparrow has narrow wings, and the heron ... etc. Exercise 1 Exercise “From which tree is the leaf, twig?”: Color the leaves and twigs located above. Draw a line from each of them to the corresponding tree. Name the leaves and twigs. (Birch leaf - birch. Etc.) Task 2 Exercise "What happens to the leaves?" Make up a story based on the pictures and key words. Task 3 Exercise "Count and name": Connect trees of the same type with lines of the same color. Tell me, what kind of trees are many (a lot of oaks, firs ...). Count (write in circles or draw the number of dots) and name them. (One birch, two birches, ..., five birches). Task 4 Exercise "Tell me the words": Insert the missing words (the text is read by an adult). The squirrel sat (on) a tree and gnawed nuts. Suddenly one nut fell and the squirrel descended (from) the tree. The nut lay (under) the leaf. The squirrel grabbed the nut and hid (behind) the tree. Children walked by and saw that (because of) a tree a squirrel's tail was peeking out. The boys came closer (to) the tree. The squirrel heard footsteps and instantly climbed (up) the tree. She hid (in) a hollow. Task 5 The fourth is redundant. Exercise 1 "Which!" Selection of adjectives for the word forest (large, green, beautiful, dense, native, beautiful, rich, useful, fabulous, young, old, lively, noisy, quiet, shady, magical, naked, birch, pine, oak, coniferous, deciduous, mixed, dense, light, dark, winter, autumn, spring, summer). Task 2 Examining the illustration "Forest" and compiling a story based on it. “Children, look carefully at the picture. In front of you is a forest. There are many different trees in the forest. There are coniferous trees - fir tree, pine, and there are deciduous trees - birch, aspen, linden, oak, maple. The tree has a trunk, it is covered with bark. Branches with leaves - this is the crown. And the tree has roots, they feed the tree with juices from the earth. But - bushes, they are lower and thinner than trees. There are many different plants on the ground: grass, flowers, moss. The forest is a home for animals, birds and insects. The forest benefits us: it gives wood, medicines, mushrooms, berries, nuts. In the forest we rest, enjoy nature. The speech therapist invites the children (using leading questions) to tell what they remember about the forest. Z
Do you think the artist succeeded? Look and tell me who is next to Anya and Mitya. Who does Kiss help? Who cut the branches so neatly for him and the beaver? Where are Kitty and the beaver carrying these twigs? Say what you know about beavers. Pay attention to their beautiful fur. Almost in the center of the picture is a giant oak. A squirrel jumps along its branches, under an oak a boar hunts with boars. What are they looking for under the oak tree? Nearby is a huge she-bear with little cubs. The fox behind the trees froze in surprise. He sees the hare, but he cannot catch it. It's a shame! The handsome moose went out into the clearing, resting. And the horns, what luxurious horns! A curious badger leaned out from behind a Christmas tree, stretched out all over, trying to figure out why this hedgehog and a hare were so brave, they came very close to human cubs. And beauty all around! Forest! Trees! River! Grass and mushrooms! Exercise 1 Look at the pictures with your child. Introduce him to the names of dishes and ask him to show the following parts: spout, lid, handles, edges (walls), bottom ... Fix the general concept of "utensils" in the dictionary. Task 2 To acquaint the child with the concepts of "tea utensils", "dining utensils", "kitchen utensils". Task 3 Exercise "Helper": Help the girl Tanya put the tea utensils on the tray, the dining room on the dining table, and the kitchen utensils on the cabinet. Draw colored lines from the corresponding dishes to the tray, table and cabinet. Task 4 Exercise "Help Mom": Mom asked me to help her decompose salt, sugar, Exercise 5 "Where do the products live?" The speech therapist 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 ... (rusks). Oil lives in ... (oiler). Pepper lives in ... (pepper box). Tea lives in ... (teapot). Coffee lives in ... (coffee pot). The herring lives in ... (herring). Sweets live in ... (candy bowl). Salad lives in ... (salad bowl). Task 6 "Cup and Saucer". Children follow the instructions of the speech therapist and comment on their actions. Put the cup on the saucer. - I put the cup on the saucer. Take the cup from the saucer. - I took the cup from the saucer. Place the cup next to the saucer. I put the cup next to the saucer. Place the cup to the right of the saucer. - I put the cup to the right of the saucer. Hold the cup over the saucer. - I hold the cup over the saucer. Put the cup in front of the saucer. I put the cup in front of the saucer. Put the cup under the saucer. I put the cup under the saucer. Take the cup from under the saucer. I took the cup from under the saucer. Give Tanya the cup, and take the saucer from her. - I gave Tanya a cup, and I took a saucer from her. Etc. Z Work based on the fairy tale "Fedoreno grief" Fedora was very happy about the return of the dishes. She cleaned it, washed it, and called it affectionately. Name each item of utensils affectionately (cup - cup, etc.). Task 2 Tell the child what materials the dishes are made of. Explain the meaning of the word fragile. Exercise "From what - what?": Complete the sentences: If the fork is made of plastic, it is plastic. If the knife is made of steel, it is.... If the plate is made of cardboard, it is.... If the spoon is made of metal, it is.... If the cup is made of porcelain, it is.... If the jug is made of clay, it ... . If the saucer is made of glass, it .... Task 3 Exercise "Tell me": Make up stories about the items of utensils according to the proposed visual plan. Task 4 "What doesn't happen?" The speech therapist shows any part of the dish, and the children comment. There is no kettle without ... (spout). There is no grater without ... (holes). There is no pan without ... (lid). There is no pan without ... (bottom). There is no coffee pot without ... (handles). There is no sieve without ... (holes). There is no knife without ... (blade), etc. Task 5 "The Tale of the Teapot": “Once upon a time there was a kettle. He had a family - dishes. The teapot was pot-bellied. It had a handle, a lid, and a small spout with one nostril. The kettle was iron and very useful. People loved it and drank tea from it.” Questions to the fairy tale: “Who did the teapot live with? What size was he? What parts does a teapot have? What is the kettle made of? Why did people love him? Exercise 1 Introduce the child to the names of the departments of the grocery store (dairy, meat, grocery, vegetable, fish). Task 2 Exercise3 Exercise "From what - what?": For cooking, the chef uses different types oils. Name them. Sample: What kind of sunflower oil? (Sunflower.) Corn oil - .... Olive oil - .... Soybean oil - .... Cream butter - .... Name the dishes correctly. Sample: Vegetable salad - vegetable. Buckwheat porridge - .... Cottage cheese casserole - .... Berry puree - .... Fruit juice - .... Exercise4 Exercise5 Exercise6
Exercise 1 Introduce the child to the names of the departments of the grocery store (dairy, meat, grocery, vegetable, fish). Task 2 Consider pictures. Connect flour with products from it with yellow lines, milk with products from it - blue, meat with products from it - red. What are these products? (Flour, dairy, meat.) Task 3 Exercise "From what - what?": For cooking, the cook uses different types of oils. Name them. Sample: What kind of sunflower oil? (Sunflower.) Corn oil - .... Olive oil - .... Soybean oil - .... Cream butter - .... Name the food correctly. Sample: Vegetable salad - vegetable. Buckwheat porridge - .... Cottage cheese casserole - .... Berry puree - .... Fruit juice - .... Task 4 Exercise "Look and name": Look at the picture. What items are hidden? Name and circle them with colored pencils. Task 5 Exercise "Say the other way around": Complete the sentences with words-signs. Task 6 Prepare your favorite meal. There are pictures of food on the table. The child himself chooses which dish he will cook and selects pictures for this. Exercise 1 Look at the pictures with your child. Name edible and poisonous mushrooms. Note the features of their structure (hat, leg). Tell the child where the mushrooms grow (in the forest, more often, on a stump, in the grass). Fix in the dictionary the general concept of "mushrooms". Task 2 Tell the child what is prepared from mushrooms (salad, caviar, casserole, soup) and how. Task 3 To acquaint the child with polysemantic words, explain the difference in the meanings of these words. Task 4 Name mushrooms. Draw the mushrooms in the table. Make phrases according to the model: “There are three chanterelles in the meadow among the grass, and after the rain five chanterelles grew up.” Exercise "Hedgehog-mushroom picker": Look at the picture. Find and circle all the mushrooms. Tell me where the hedgehog dried the mushrooms (watch for the correct use of prepositions in the child's speech). (The hedgehog was drying mushrooms under the table. Etc.) Exercise1 Name the color of the berries according to the model: green gooseberries, ... etc. Exercise2 Exercise “Wild berry, garden berry”: Connect the wild berries with the “forest” picture, and the garden berries with the “garden” picture with lines. Exercise3 Tell the child what is prepared from berries (juice, drink, compote, jelly, jam, jam, syrup, jelly). The game "What juice? What kind of jam? ”: Tell me, what is another name for strawberry juice (jam)? (Strawberry juice; strawberry jam.) Gooseberries? (Gooseberry juice, gooseberry jam.) Etc. Exercise4 Exercise "Tell me": Make up stories about berries according to the proposed visual plan. Exercise1 Tell your child about who makes and repairs furniture. Exercise "Look and name": Look at the picture. Name the items shown. Circle with colored pencils the objects that the carpenter uses when repairing furniture. People carried broken furniture to the carpenter's workshop. The carpenter repaired the furniture, and it returned to its owners. When the carpenter was not in the workshop, the furniture talked to each other. Exercise2 Exercise "From what - what?": And the stool remembered that when it was new, everyone paid attention to its beautiful shiny metal legs. Finish the sentences. Metal stool legs. They (what?)... Glass cabinet doors. They (what?)... Plastic door handles. They (what?)... Table top made of wood. She (what?)... Upholstered in leather armchair. She (what?)... Exercise3 Exercise "Name it affectionately": The bookshelf had nothing to brag about. But she remembered that the owners often called her affectionately - a shelf. Name affectionately and other furniture. Shelf - shelf Chair - .... Wardrobe - .... Armchair - .... Table - .... Bed - .... Exercise4 Exercise "Say in one word": Complete the sentences. A table for newspapers and magazines is called a coffee table. The table at which they dine is called .... The table for the computer is called .... The table at which they write is called .... The shelf for books is called .... The wardrobe is called .... The bookcase is called .... Exercise5 Exercise "Say the opposite": Complete the sentences. The wardrobe is tall, and the bedside table.... The sofa is soft, and the stool.... The wardrobe is large, and the shelf.... The armchair is soft, and the table.... Exercise6 “What is “friends” with what and with whom?” Children must give a complete answer. Is the chair "friends" with a crib or a notebook? Is the table "friends" with the chair or dough? Is the cabinet "friends" with a shelf or a needle? Is the armchair “friends” with the sofa or Ivan? Is the sideboard "friends" with Lyuda or dishes? Are the shelves "friendly" with a book or a lid? Is a stool "friendly" with a chair or a mule? Is the sofa "friends" with a couch or candy? Exercise7 "Fix the bug": at the chair - a cover; at the TV - back; at the sofa - a screen; closet has an armrest, etc. Exercise1 Look at the pictures with the children. Introduce them to the names of the items of clothing. Fix in the dictionary the general concept of "clothes". Exercise2 Exercise “Let's help Tanya and Vanya get dressed Make sentences according to the model: “These are Vanya's trousers. This is Tanya's skirt. Exercise3 Introduce the child to the details of clothing. Exercise4 Show and name the details of your clothing (collar, cuffs, trouser leg, sleeve, pockets, etc.). Exercise5 Tell the child about who sews clothes. What tools and materials are used in the work? Exercise1 Learn about the materials from which clothes are made. Introduce children to their names. Make phrases according to the model: leather coat, fur collar, etc. Exercise2 Exercise "Tell me": Make up stories about garments according to the proposed visual plan. Exercise3 "Speak the word." Assimilation of the vocabulary on the topic under study: brut ..., shirt ..., skirt ..., hat ..., fur coats ..., panama ..., tights ..., hats ..., dress ..., cap ..., tufa..., sapo..., pal..., bootin... etc. Exercise4 "Say the opposite." Assimilation of the verb dictionary on the topic under study: put on - take off, shoe - take off shoes, buy - sell, tie - untie, fasten - unbutton, iron - wrinkle, hang - take off, put on shoes - take off shoes. Exercise5 "Choose a word." Selection of verbs for the word clothes: put on, wear, take off, buy, sew, knit, dress, fasten, iron, sew up, darn, mend, patch, wash, dry, hang, etc. Exercise 1 Look at the pictures with your child. Introduce him to the names of different types of shoes. Fix the general concept of "shoes" in the dictionary. Exercise2 Tell me what kind of shoes you can buy in the store. Exercise3 Show the details of the shoe: shaft, sole, heel, straps, laces, tongue. Exercise4 Exercise "Say the other way around." Exercise5 Exercise "Tell me": Make up stories about various types shoes according to the proposed visual plan. Exercise6 (for children 5 - 6 years old) "Fix the mistake." The speech therapist pronounces words with shifted stress. Children must correct the mistake: blouse, mitten, dress, shirt, sundress, apron. Exercise 1 Look at the pictures with your child and remind him of the names of the seasons. Determine the sequence of seasons. Task 2 What season is it now? Name the season that precedes winter and the season that follows winter. What changes have occurred in winter in nature? Task 3 Exercise "Say the opposite": Complete the sentences. The days are hot in summer and cold in winter. In summer the sky is bright, and in winter - .... In summer the days are long and in winter .... In summer the sun is bright, and in winter - .... In spring, the ice on the river is thin, and in winter - .... The snow is soft and the ice is.... Some icicles are long, while others are .... Task 4 Exercise "Choose, name, remember": Finish the sentences (pick up and name as many words-definitions and words-actions as possible). Winter (what?) - cold, snowy, frosty, long. Snow (what?) - .... Snowflakes (what?) - .... Ice (what?) - .... Weather (what?) - .... Snowflakes in winter (what do they do?) - fall, curl, spin, sparkle, shine, melt. Ice in the sun (what does it do?) - .... Frost (what is he doing?) - .... Children on winter walk(What are they doing?) - .... Blizzard (what is he doing?) - .... Exercise5 Exercise "Help Tanya": Choose winter clothes, shoes, hats. Tell me what you wear in winter. Task 1 (for children 5 - 6 years old) "Finish the sentence." Compilation of complex sentences with the meaning of opposition. Children must complete the sentence and then repeat it completely. It snows in winter and in autumn... It snows in winter and in summer... Snow falls in winter, and in spring... In the winter they go sledding, and in the summer... In winter, the forest sleeps, and in spring ... Ice skating in winter and summer... It's cold in winter, but in summer... Trees are white in winter, but in autumn... In winter, snowdrifts grow, and in summer they grow ... In winter, they make a snowman, and in summer ... In winter, insects hide, and in spring ... Task 2 Guess a riddle. Remember poems and riddles about winter. What kind of stars are on the coat and on the scarf? All through, cut, And you take it - water in your hand. (Snowflakes) Task 3 Circle the picture along the dotted lines and connect all the numbers in order with lines. What happened? Task 4 Color the picture. Draw snowflakes flying in the air. Task 5(for children 5-6 years old). Think of a story about a snowman. Exercise 1 Color the picture. Make up an interesting story about it.
Task 2 What can be done from snow and ice in the winter on the street? (Snowman, fortress, snow city, ice figures, skating rink). Task 3 Explain the meaning of the words "snowfall, ice." Make up sentences with these words. Task 4 Choose, name and circle items that are suitable for winter outdoor activities. Task 5 Exercise "Choose, name, remember": Finish the sentences (pick up and name as many words-definitions and words-actions as possible). Winter (what?) - cold, snowy, frosty, long. Snow (what?) - .... Snowflakes (what?) - .... Ice (what?) - .... Weather (what?) - .... Snowflakes in winter (what do they do?) - fall, curl, swirl, sparkle, shine, melt. Ice in the sun (what does it do?) - .... Frost (what is he doing?) - .... Children on a winter walk (what are they doing?) - .... Snowstorm (what is he doing?) - .... Task 1 (for children 5 - 6 years old) "Fix the mistake." Working with deformed sentences. The mask loves to put on Masha. The Christmas tree is dancing near the Snow Maiden. The children decorated the toys with Christmas trees. The tree was lit up with light bulbs. Santa Claus brought a bag of gifts, etc. Exercise2 Color the balls on the widest tree with a red pencil, blue on the highest. Color the stars to the right of the month with a yellow pencil, and to the left with orange. Task 3 "What will you do?" The use of verbs in the form of the future simple and compound tenses with and without the particle sya. At the holiday I will have fun - I will have fun - I will play, I will ride - I will ride, I will boast - I will boast, etc.). Task 4 "What will happen after this?" Drawing up sentences on plot pictures. Exercise1 Look at the pictures with your child. Introduce him to the names of hats. Fix in the dictionary the general concept of "headgear". Exercise 2 Look at and show the details of the hats: fields, ribbons, pompom, visor. Exercise3 Exercise "Look and name": What color are these hats? Make sentences according to the model. (This is a red hat. This is a white cap. Etc.) Exercise4 Name the hats. Draw them in a table. Make sentences according to the model: “There are a lot of hats in the store. I have small hats. Exercise "Tell me": Make up stories about hats according to the proposed visual plan. Exercise1 Look at the pictures with your child. Introduce him to the names of various vehicles and ask him to show the following parts from the pictures: wheels, headlights, seat, oars, body ... Fix the general concept of “transport” in the dictionary. Exercise2 To introduce the child to the types of transport: ground, underground, water, air. Exercise 3 Circle the dots on the pictures. Name each item affectionately. Exercise4. Exercise "Say the opposite": Complete the sentences: The plane is fast, and the steamer is .... The tram is heavy, and the bicycle is .... Exercise5. Consider and name the parts of the transport. About what subject can you say: "new", "new", "new"? Exercise "From what - what": Finish the sentences. Door made of metal (what?) - metal. Plastic steering wheel (what?) - .... Seat trimmed with leather (what?) - .... Rubber wheel (what?) - .... Exercise1 Transport talk. What do you think we will talk about in class today? What types of transport do you know? (Air, water, land, underground, passenger, cargo, passenger, etc.). What do you think the name of the transport depends on. (From what it rides, flies, rolls.) If by water - water. By air - air. On the ground - ground. Exercise2 Didactic game "Correct answer". Program tasks: A) air passenger transport (steamboat, plane, train); B) water freight transport (barges, tankers, aircraft); C) underground passenger transport (train, metro, bicycle); D) land passenger transport (boat, bus, plane). What else can be attributed to passenger transport? (Bus, trolleybus, metro, taxi.) Exercise3 "Say the other way around": Departed - drove up; flew out - flew in; entered - moved out; took off - landed; left - drove in; drove off - rolled; flew away - arrived; swam - swam, swam - swam; Speech therapist. What can be said about this? Exercise4 "Finish the sentence." Formation of the comparative degree of adjectives. Children pronounce the sentence, first in full in chorus, and then in turn. The plane flies high, but the rocket is higher. The plane flies far, but the rocket goes farther. The plane flies fast, but the rocket is faster. The plane is powerful, but the rocket is more powerful. The plane is big, but the rocket is bigger. The plane is heavy, but the rocket is heavier. The plane is spacious, but the rocket is more spacious. The plane is long, but the rocket is longer. The plane is fast, but the rocket is faster. Exercise5 WITH Exercise1 Look at the pictures with your child. Introduce him to the names of birds (sparrow, titmouse, magpie, woodpecker, crow, dove). Fix in the dictionary the general concept of "wintering birds". Exercise2 Explain to the child why these birds stay for the winter. Tell him about what winter birds eat and how adults and children help birds survive the cold winter. Exercise3 Show the body parts of birds (body, head, tail, beak, wings, etc.). Remember their names. Exercise4 Exercise "Look and name": Look at the picture and answer the questions. Who is on the tree branch? - Sparrows. Who is under the feeder? - .... Who is on the tree trunk? - .... Who is at the feeder? - .... Who flies to the feeder? - .... Who is next to the tree? - .... Exercise5 "Call it kindly." Formation of words with diminutive suffixes: Black feather - black feather, gray back - gray back; Motley wings - mottled wings, white neck - white neck; Red chest - red breast, cute eyes - pretty little eyes; Sharp claws - sharp claws, long tail - a long tail; White fluff - white fluff, round head - round head; Nimble paws - nimble paws, soft feathers - soft feathers. Exercise6 (for children 5-6 years old). Compilation of a story-description "Sparrow" according to reference subject pictures: The sparrow is a wintering bird. He has a head, beak, body, wings, tail, paws, claws. The body of the bird is covered with gray feathers. The sparrow can fly, jump, peck, chirp, sit. The sparrow feeds on insects, crumbs, grains, seeds. The sparrow is man's friend because it destroys harmful insects." The speech therapist invites one of the children to repeat the story. Exercise1 Look at the pictures with your child. Name the items shown. What parts does each toy consist of? (Minds - head, ears, eyes, nose, mouth, torso, paws. Etc.) Fix the general concept of "toys" in the child's dictionary. Exercise2 Teach the child to answer in full the answer to the questions of an adult. For example: Which toy has wheels? (Wheels by the car.) What are the stripes on? (Stripes on the ball.) Etc. Exercise3 Exercise "From what - what?": Finish the sentences. Bus made of metal (what?) - metal. Plush bear - .... Rubber donkey - .... Leather ball - .... Wooden pyramid - .... Plastic house - .... Iron bucket - .... Exercise4 Game exercise "What has changed?" (a car is placed between the ball and the pyramid) Exercise5 Exercise "Tell me": Make up stories about toys according to the proposed visual plan. Theme: WILD ANIMALS Exercise1 Look at the pictures with your child. Introduce him to the names of wild animals of our forest. To consolidate the general concept of "wild animals" in the dictionary. Exercise2 Show the body parts of animals (body, head, tail, horns, hooves, etc.). Remember their names. Exercise3 Exercise "Guess": Complete the sentences: Legs, hooves, horns - at ... (moose). Tassels on the ears - at ... (squirrels, lynxes). Needles on the body - at ... (hedgehog). Exercise4 Tell the child about what the wild animals of our forests eat and where they live (in a hole, lair, den, hollow, etc.). Task 5 Guess and repeat" Angry, hungry, gray ... (wolf). Cowardly, long-eared, gray ... (hare). Cunning, red, predatory ... (fox). Red, small, fast ... (squirrel) Big, brown, clumsy ... (bear). Task 6 "Wild or Domestic". Ten pictures are arranged in a row on the board: a dog, a fox, a hedgehog, a cat, a sheep, an elk, a horse, a pig, a bear, a cow. Children comment: “A dog is a domestic animal, a fox is a wild one,” etc. Task 7 Where is whose house? 1 option Looking at this picture, Anya, Mitya and Kis thought: “What is it that the artist Evgeny Vitalyevich Viktorov depicted?”
Mitya thought for a moment, and then suddenly suggested:
Anya complied with his request, and Keys agreed with her arguments. What would you guys say to Keith? And where would you like to be? Why? Finishing the conversation with the children, read the first part of the text again to them (up to the words: “Oh, and we are ...”), read it slowly, show the animals and children that were discussed. 2nd option. Oh where are we? - Kis was frightened, looking at the picture. - Oh, a huge bear took us prisoner. Guard! Anya and Mitya ran to his cry. They began to look at the picture with surprise, trying to figure out where they got to thanks to the artist's imagination. Guard! - already quieter, but still with despair meowed Kis- We are in captivity! We are dead! What a huge, but what a kind bear! It seems that we persuaded him to take a picture with us, - Anya spoke up. Where are we? Mitya thought.
Now all three are deep in thought. Come on, guys, let's figure out where the bowls of the heroes ended up. You can use one of the options. Another option can be applied to fix the material. It is easier for children to talk about what they know less. Do not forget that your goal is verbal communication with children using a picture. Exercise1 Look at the pictures with your child. Name the animals and their babies. Tell what pets are fed, what benefits they bring to a person, how he cares for them. Fix in the dictionary the general concept of "pets". Exercise2 Pay attention to the distinctive features of animals. Exercise: “What does anyone have?”: Show from the pictures and name the body parts of pets. A cow has horns, .... A horse has a mane, .... A pig has a piglet A dog has paws, .... Exercise3 At Exercise4 The cow is mooing. Cat - .... Dog - .... Horse - .... Pig - .... Task 5 Where are the pigs hiding?
Activity "Tell me": Make up stories about pets according to the proposed plan Exercise1 "Where do you live?" Each child names his address (street, house and apartment number, floor); tells what institutions are near his house. Exercise2 "Unravel the offer." Working with deformed sentences. Located, house, square, front. The house, near, a cinema, is. Kindergarten, corner, stands behind. Nearby, a hairdressing salon, a house, built. Nearby, market, with, house. Exercise3 What are the houses? Exercise4 "Say the opposite." Assimilation of antonyms. The speech therapist starts the sentence, and the children finish. My street is new... and my street is old. My street is long...and my street is short. My street is light...and my street is dark. My street is dirty... and my street is clean. My street is "happy" ... and my street is "sad". My street is quiet... and my street is noisy. My street is big...and my street is small. Etc. Exercise5 The story "Children on the street": “Children go to school along a wide street. They are walking on the sidewalk. On the right side of the street - a grocery store, it sells groceries. There is a cinema next to the store, they watch movies here. There is a hospital near the cinema where people are treated. There is a hairdressing salon next to the hospital where hair is done. And here is the crossroads. There is a traffic light at the intersection. The red light is on. The children are waiting for the cars to pass by. The light turned yellow and then green. Children cross the road. Here is the school. Children study here. Exercise1 The speech therapist exposes plot pictures, children should name only those that relate to spring and the holiday of March 8. What season do you think these pictures belong to? (To spring.) P What is the name of the first month of spring? What holiday do we celebrate in March? Whose holiday is this? Exercise2 Children's stories about mom What is mom's name? Where does he work? By whom? What kind of work does it do? What does he do at home? How do you help mom? What gift did you prepare for your mother? Exercise3 Children's stories "How I help my mother, grandmother" Exercise4 Didactic game " Beautiful words about mom" Mom - what? - kind, beautiful, patient, elegant, modest, cheerful, affectionate, smart, gentle. Task 5 We draw a gift for mom. A bouquet of flowers is a wonderful gift for any occasion. Color the bouquet and tell what flowers it was made of. Exercise1 Look at the pictures with your child. Remember and name the seasons. Determine the sequence of seasons. Ask the child if he knows what season it is now? Ask them to name the time of the year preceding spring and following spring. Watch with your child the spring changes in nature Task 2 Look at the pictures of winter and spring. Name the signs of these seasons. Compare them with each other according to the model: In winter the sun is dim, and in spring it is bright. Exercise3 Exercise "Pick up, name, remember": Name as many words-signs as possible; action words. A) Spring (what?) - early, warm, long-awaited. Sun (what?) - .... Kidneys (what?) - .... Leaves (what?) - .... B) The sun in the spring (what does it do?) - warms, bakes, caresses, warms. Leaves on the trees (what are they doing?) - .... Streams (what are they doing?) - ....
Exercise "Hide and Seek": What items are hidden in the picture? Name them and circle them with colored pencils. How do people use these items in spring? Exercise5 Didactic game "Say kindly" The formation of nouns with a diminutive suffix: Stream - stream, puddle - ..., snow - ..., sun - ..., tree - ..., bud - ..., cloud - ... etc. Exercise6 Didactic game "Say a lot of things" Formation of plural nouns: Puddle - puddles, drops - ..., snow - ..., cloud - ..., tree - ..., stream - ..., thawed patch - ... etc. Exercise1 "Choose a word." Selection of adjectives for the word spring: early, late, friendly, beautiful, long-awaited, rainy, dry, sunny, noisy, cheerful, sonorous, blooming, cold, warm. Exercise2 "First Signs of Spring". With the help of leading questions, a speech therapist finds out spring signs in children: the day has increased, a warm wind has blown, the sun is warming; the snow darkened, swelled and began to melt; thawed patches appeared; ice melts and cracks on the rivers; drops. Exercise3 "Why". Establishment of elementary cause-and-effect relationships. Why does snow melt in spring? Why do streams run? Why is ice melting? Why does ice crack? Why do buds swell? Why do kidneys burst? Why are flowers blooming? Why is the grass breaking through? Why do insects appear? Why do birds fly? Why do animals wake up from hibernation? Why are people happy? Why do people dress lighter? Exercise4 "Fix the mistake." The use of complex sentences with the union because. The sun shone because it was warm. Spring has come because the rooks have arrived. Snow melts because streams flow, etc. Exercise5 Exercise "Saw, did not see": Tanya and Vanya walked in the park. Draw in the table the objects that they saw there. Complete the sentences according to the model. (Children saw three birdhouses, but did not notice five birdhouses.)
Theme: POULTRY Exercise1 Look at the pictures with your child. Introduce him to the names of poultry. Talk about the benefits of birds. How does a person care for them, what does he feed and where does he keep them? Fix in the dictionary the general concept of "poultry". Exercise2 Show from the pictures and name the body parts of poultry (paws, neck, head, beak, tail, etc.). What is the body of birds covered with? Exercise3 Exercise "Name it right": Name the father, mother and baby of each bird. Rooster, hen, chick. Goose, goose, gosling. Drake, duck, duckling. Turkey, turkey, turkey. Exercise4 Turkey - chatters. Chicken - ... Rooster - .... Duck - .... Goose - .... Exercise5 Exercise "Say the opposite": Complete the sentences. The duck is big, and the duckling is .... The goose has a long neck, and the chicken has .... The chicken is young, and the rooster is .... The chicken has paws without membranes, and the duck has .... Exercise6 Exercise "Tell me": Make up stories about poultry according to the proposed visual plan. Exercise1 Look at the picture with your child. Show and name parts of the face and body first on yourself and then on the doll. Exercise2 Tell me how many ears, eyes, tongues, noses, cheeks, legs, arms, stomachs you have. show me left hand, right hand (left eye, right ear, right leg, etc.). Exercise3 Exercise "Say the opposite": Pierrot has a sad face, while Pinocchio has ... Malvina has blond hair, and Karabas Barabas has ... Karabas Barabas has long hair, and Piero has ... Malvina has curly hair, and Piero has ... Pinocchio has kind eyes , and Karabas Barabas ... Pinocchio has a long nose, and Malvina ... Exercise4 Exercise "Pick, name, remember": Name as many action words as possible: Eyes are needed in order to see, look, consider, read ... The nose is needed in order to .... Ears are needed in order to .... Language is needed in order to .... Hair is looked after like this: they are washed, combed, wiped, dried ... They take care of their teeth like this: .... They take care of their face like this: .... Exercise5 Exercise "One - many": Choose the words according to the model. (Eye - eyes, ear - ears, etc.) Exercise6 Exercise “What for what?”: Answer the questions: What do we see? What are we listening to? What do we like? What do we eat? (We see the picture with our eyes. Etc.) Connect the objects and the corresponding sense organs with lines. Exercise1 Exercise "Help the Artist": Look at the portraits. What did the artist forget to draw? What parts of the face were the puppet characters left without? (Pinocchio was left without a nose. Etc.) Draw the missing parts of the faces of the heroes of the fairy tale and paint the portraits.
Exercise2 Didactic game "Pick up the words" The speech therapist asks the children questions in turn: What eyes do you have? (My eyes are beautiful, gray, large, etc.). What kind of hair do you have? (My hair is thick, long, shiny, etc.) What are your nose, mouth, ears like? (Similar work is being done.) Exercise3 Didactic game "What things a person needs to be clean and tidy" Various items are laid out on the table: a toothbrush, soap, an iron, a washcloth, etc. Children choose any subject and make sentences. For example: A person needs a comb to comb his hair, etc. Exercise4 "Find the mistake." Use grammatical category dative case. The eyes need nostrils. Ears need eyelashes. The chin needs a fist. Legs need elbows. Neck needs knees. The head needs nails. The back of the head needs heels. The shoulder blades are needed by the stomach, etc. Exercise5 "Think and answer." Agreement of nouns with numerals. Children must give a complete answer to the speech therapist's question. How many eyes do two children have? (Two children have four eyes.) How many ears do three boys have? How many paws do two chickens have? How many paws do two cats have? How many fingers are on two hands? How many ears do two boys have? How many ears do two dogs have? How many toes are on the right foot? How many noses do four boys have? Exercise6 Fairy tale "The Giant and the Gnome". Formation of words with magnifying and caressing shades. “Once upon a time there was a Giant. He didn’t have a nose, but ... (nose), Not eyes, but ... (eyes), Not lips, but ... (lips), Not hands, but ... (hands), Not fists, but ... (fists), Not elbows, but ... (elbows), Not a leg, but ... (knives), Not nails, but ... (nails). The Giant did not have a house, but ... (house). And next to it stood the house in which the Gnome lived. He did not have a nose, but ... (nose), etc. The Giant was huge, and the Dwarf was tiny. But they lived happily and were close friends.” Exercise7 Exercise "Tell me": Describe the portrait of your favorite fairy tale hero according to the proposed visual plan.
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assignment 3
task 1
Task 6
After what season does spring come?
Exercise4
