Software content:
Strengthen the ability of children to distinguish between the concepts of "sounds", "syllables", "word", "sentence".
Make proposals according to the scheme and vice versa, depict the proposal schematically.
Strengthen the ability of children to independently determine vowels, hard and soft consonants.
Using the schemes, compose small stories about the seasons, months, weather, animals, plants.
To consolidate the knowledge of preschoolers about the professions of adults (writer, forecaster, biologist, mathematician, artist).
Expressively recite poetry, proverbs, sayings.
To consolidate the knowledge of children about counting, drawing up and solving problems within ten.
Ability to name geometric shapes, navigate on a piece of paper.
To form the ability of children to work in subgroups, in a chain.
To cultivate mutual assistance, politeness, responsibility.
The course of the lesson in the senior group of kindergarten
(Children enter the hall with verbal accompaniment).
When I go to kindergarten
In the morning along the path
Hello everyone I say
Even the neighbor's cat
Hello blue sky
Hello sun golden
All the children gathered in a circle
I am your friend and you are my friend
Let's hold hands tightly
And everyone will smile together
Children we are all smart
We know how to sing and draw
And talk about everything.
Educator. - And we will check it now! (Shows printed letters "K", "O", "B")
What's this? (Letters)
What do I say: "A", "M", "O", "S" (Sounds)
What sounds are there? (Vowels consonants)
Didactic game "Mark the sound with a symbol"
Educator. Read it?
YES-DE-DU-DI- these are syllables!
Are they composed of syllables? (The words)
From the words, is it? (Sentence)
What are the proposals? (Verse, riddle, fairy tale, story)
Educator. I ask you to close your eyes and listen to what I am reading.
Look out the window. All the glass is painted with white patterns - it was the frost that painted it so. It's cold outside. Everything around is covered with snow - both the ground and the roofs of houses, even on the trees - snow. Lakes and rivers are covered with ice, fields and forests are covered with snow. The nights are long and the days are short ... "
What time of year is this story about? (Winter) What words of the author have become a clue to you? (Children recite sentences from the story)
Educator. Let's put together our own little story about winter with you. I will begin, and you continue.
Exercise "Writing a story about winter"
Has come. (Cold winter)
Dropped out. (white, fluffy snow)
Snow covered. (land, trees, houses)
All trees. (Stand naked)
Only. (Christmas trees, pines are green)
Migratory birds. (flew to warm lands)
The wintering birds remained. (sparrows, tits, pigeons)
People. (worried about them)
They are craftsmen. (feeders) (Pour grain, bread crumbs into them)
Winter. (favorite season)
Educator. I like winter! Do you like this time of year?
Educator. Who likes winter? Please take your place under the umbrella of blue color, spring - green, summer - red, autumn - orange.
Educator. Today you and I will become scientists. And we will explore four seasons. Today we will have four research centers "WINTER", "SPRING", "SUMMER", "AUTUMN".
Each center employs: a forecaster, writers, artists, biologists, mathematicians (children).
I ask you to choose your desired profession. Let's start.
Educator. I invite our writers to describe the seasons they are working on. (mnemonic tables seasons)
Riddles for children on the theme of the Seasons
Writer from the center "WINTER"
It's getting colder every day
The sun is getting weaker and weaker
Everywhere there is snow, like a fringe, -
So, it came to us ... (winter)
Writer from the center "VESNA"
Where spring comes
There the grass rises
So, it came to us ... (spring)
Writer from the center "SUMMER"
The sun is baking, the linden is blooming.
Rye ripens when it happens? (summer).
Writer from the center "AUTUMN"
The skirt is brightly colorful
And orange ribbons
And a crimson necklace
And boots yellow as wax
This ... .. walks in the garden
Dresses the garden in a golden coat (Autumn)
Educator. Each season has its own months. Whoever knows them and calls them!
Children find cards for the month and name them
Educator. Our months are messed up, they need to find their place.
Didactic game "Seasons"
Educator. I invite forecasters to tell us about the weather that awaits us at different times of the year.
I invite forecasters to tell about the weather
Forecaster from the ZIMA center - Please listen to the weather forecast.
Cold weather is expected today. In the evening, clouds will appear in the sky, precipitation in the form of snow is possible.
Forecaster from the center "VESNA" - At the beginning of spring, the frost bursts, and during the day the water runs. March and April will be cool this year. Forecaster from the center "SUMMER" - In summer, the sun rises high above the ground. Summer weather is expected with varying temperature drops from 20 to 30 degrees. In June, there will be rain and thunderstorms.
Forecaster from the center "AUTUMN" - In the fall, the sun will go down low above the Earth and will not warm well. Clouds and rain will often appear in the sky.
Breathing exercise "Strong wind blows"
Finger warm-up "Let's collect the leaves."
1, 2, 3, 4, 5
We will collect the leaves
chestnut leaf
(Children wear masks on their fingers, starting with the little finger)
Acacia, maple, birch, poplar
We will take the leaves
We will collect them in a bunch.
Educator. Name which tree the leaf is from, starting with the thumb
(Children take off the leaves and call)
Educator. Our researchers examined the beans. Let's listen to them.
(Bean experiment)
Researcher from the center "WINTER"
Lived in a bag on the wall in winter
At the very bottom
Researcher from the center "VESNA"
In the spring I drank water from a cup,
He launched a white escape,
I fell into the loose earth -
The stalk turned green.
Researcher from the center "SUMMER"
In the summer he let out abundant flowers,
Tied tight pods.
Researcher from the AUTUMN Center
No wonder I planted him -
He gave birth to a hundred beans
Educator. I know that our biologists have studied animal life. What new things have you learned about wild animals?
Exercise for fingers "Wild animals"
All wild animals
Are found in the forest
There you can see: (In turn, the fingers of the left and right hands meet) Hare, fox, wolf, bear and wild boar
All the animals disappeared, what a miracle!
Educator. And the squirrel remained, here it is. Make up a story about her.
Children compose a story in a "chain", passing a toy to each other.
Children. It's a squirrel. She lives in the forest. The squirrel is small, fast, it quickly jumps from branch to branch. She has lush, beautiful, gray fur. The squirrel has a torso, a head, 4 legs and a fluffy tail. The ears of the squirrel have tassels. Little black eyes. The squirrel eats nuts, cones and mushrooms.
Educator. Let us give the squirrel the mushrooms that we collected in the fall. Tell the squirrel about the mushrooms in your basket.
Physiotka "Gathering mushrooms"
We went to the forest for mushrooms
They were put in the basket
Full basket with top
We covered with burdock
There is a russula in it,
And the mushroom is thin-legged,
And fat Borovichok,
And the tanned Mokhovichek.
Educator. Now I invite each group to post a collage at a specific time of the year. Attention! The artist signed where, what to be. Therefore, you must first read, find and paste the images.
(Children make collages)
Bottom line.
Educator. Did you enjoy our trip? What do you remember? Thank you kids for your interesting inventions about the seasons.
Clean and correct speech is an important component for the formation of a full-fledged personality. After all, a person with a remarkably developed speech is not afraid of communication, and it is also understandable for the people around him to express his own thoughts and desires. Fuzzy speech is often the reason for the development of a large number of complexes in a person, it complicates the process of communication and its self-realization.
It should be noted that correct speech of a preschooler is an the main indicator his readiness to learn at school. If a child has certain speech defects, then in the future this can lead to academic failure, problems in communicating with peers and the formation of self-doubt. Thus, modern parents should start off take care of the development of speech his child from an early age... Speech therapists and speech pathologists warn parents that speech impairments in a baby will not disappear spontaneously as they grow and develop. If you have identified a delay in speech development or a speech defect in a child, you should immediately seek help from specialists. Indeed, over time, these speech problems can worsen and turn into persistent violations.
Of particular importance for the development of speech in a child is communication with parents and joint systematic classes with them. For classes for the development of speech to be effective, parents must know the main stages of the development of a child's speech.
Stages of speech development of a preschooler
Experts note the following stages of speech development in preschool children:
- 3-4 years. In this age range, the baby names the shape, color, size and quality of the object. Uses generalized words: furniture, clothing, tools, vegetables, etc. In the process of examining a picture or object, an adult answers questions in monosyllables. Can make 3-4 descriptive sentences with the parents on the illustration. The kid is actively retelling his favorite fairy tales.
- 4-5 years old. In the process of communication, the kid uses adjectives that denote the properties of objects, verbs that characterize labor actions, as well as nouns. Easily navigates the location of objects, time of day, and also perfectly describes the mood of people. During this period, the kid improves communication skills through dialogue, and also actively asks and answers questions. The child already knows how to retell short stories and compose short stories based on the plot picture.
- 5-6 years old. Children in this age range use all parts of speech in the correct form and precisely in meaning. In addition, the child coherently and consistently retells literary works of small volumes, and also composes small stories on his own. Can communicate with an adult at ease, asking questions about the topic and answering them correctly.
- 6-7 years old. This age period is characterized by a rich vocabulary, as well as the use of antonyms and synonyms in the process of communication. The child develops a culture of verbal communication. He can independently and expressively convey the content of the piece he has heard. In addition, the child easily composes a coherent story of a creative nature from a picture or a series of pictures.
It should be noted that these stages speech development are conditional and do not take into account the individual characteristics of each baby.
If you have recorded certain problems in the formation of speech in a child, then systematic exercises will help correct the situation.
Classes for the development of speech in preschoolers: game
Each parent must be sure to find time for your child and v easy playfully conduct short classes for the development of speech... Teachers recommend in the course of the lesson to pursue the following goals:
- form and replenish the child's vocabulary, develop his logical thinking;
- help master the skills of coherent speech and teach how to build sentences;
- correct the sound side of speech in close relationship with the development of sound analysis of words and the formation of phonemic hearing.
It is best to carry out activities with a child in a playful way.
We offer options for games with a toddler that will help develop the child's speech more actively:
Games with different words
This selection of entertaining games will help your child develop speech, teach how to compare and analyze, and will also contribute to the development of attention and memory. In addition, in the future, the baby will be able to independently describe and characterize various objects by their external signs.
"Choosing adjectives"
This game is very popular among children, regardless of age category. The essence of the game is that the parents show the child a toy or a picture, and he must name the maximum number of features that characterize this object. For example, "fox" is red, cunning, fast, beautiful, etc. It is recommended to make the game more difficult over time. The child must match actual nouns to the original adjective. For example: "red" - tomato, poppy, rose, apple, etc.
"Who's doing what"
This game helps to enrich the vocabulary with verbs. For the lesson, you need to prepare thematic cards. Next, the parent shows the child a card and asks the question: "What can you do with him?" or "What is it for?" It is recommended to complicate the game over time by adding facial expressions and gestures. For instance. Children should name the type of activity for certain actions of an adult.
"The object and its actions"
The game contributes to the intensive development of the child's speech. Its meaning lies in the fact that the baby is asked to identify objects that perform certain actions. For example: "What and who is flying?" - bird, plane, fly, snowflake, fluff, etc.
Games on the theme: "What it looks like"
This category of games is an effective method of developing speech in children of any age group. At the initial stage, for the lesson, you will need a certain game material: dummies of vegetables, a shell, a pine cone, a piece of cloth, a piece of fur, etc. In the future, only words can be used for the game. The rules of the game are that the child answers the questions, arguing for his own answer. For example: "What does a dry leaf or a piece of fur look like?" Further, parents ask additional questions: "Why?", "What?". Variations of this game a large number of... Let's consider the most popular ones.
"Letters and numbers"
This game remarkably develops speech, imaginative thinking, imagination and the ability to concentrate attention on the necessary object. For the lesson, you will need images of letters and numbers, which are on separate large sheets. The child is invited to consider first one letter or number, and then name the objects, phenomena that these images look like. In addition, the kid can draw his own associations or come up with a story about the object he saw. Further, the number of children's associations per object should gradually increase.
"Draw a picture"
The meaning of this game is as follows: the child is asked to consider an unfinished geometric figure drawn on an album sheet and asked to finish drawing the necessary elements to the figure at his own discretion. In the next lesson, you can increase the number of shapes or lines in the picture.
"Argument"
This game is used in the classroom to develop speech with preschoolers aged 5-7 years. For the lesson, you will need subject cards on a variety of topics. This activity is best done with a small group of children. The presenter selects one subject card and, without showing it to anyone, examines the image. Next, the child asks the participants in the game a number of questions: "What does it look like?", "What is his color?" etc. Each of the children should offer their own answer. After that, the presenter opens an inverted image and invites the players to "defend" their versions with the help of arguments.
This game remarkably develops speech, as well as forms the ability to correctly construct sentences, draw conclusions and teaches the skills to prove your own point of view with the help of specific facts.
Game on the theme: "Who is from where"
This game effectively develops the child's speech skills, teaches to determine the relationship and general patterns between objects. To do this, you need to prepare thematic cards and familiarize the child with them. For example, if you show a baby images of animals, then pay attention to their external characteristics, habitat and ability to adapt to it. Birds use wings, fish use fins, etc.
The lesson for the development of speech is carried out as follows: the child is shown images of the sea and the forest, on the data of the habitat, you need to select and distribute pictures with various animals, arguing for your own actions. Next, show the child a part of an animal: tail, paws, ears, and invite him to identify this animal and its habitat. After the arguments, the child is shown a complete picture of this animal, and he formulates a conclusion about the correctness of his own arguments.
Game on the theme "Avalanche of words"
"I put in the basket ..."
The adult begins the game with the following phrase: "I put a pear in the basket." The kid repeats this sentence and adds his own version: "I put a pear and a peach in the basket." The next player adds their own variation, repeating the previous phrase.
For older children, it is recommended to add words that begin with one letter: "I put pineapple, apricot, avocado in the basket ...". In addition, you can play, keeping the sequence of letters in the alphabet: "I put an orange, eggplant, grapes in the basket ...". For clarity, the child should have a poster with images of the letters of the alphabet.
"Endless story"
This game is aimed not only at memorizing words and their sequence, but and preserving the meaning of the sentence... Any word is chosen for the game and other words are added to it, which form a short story. New words can be put in any part of the sentence. For example: choose the word - flower. One child comes up with the beginning of a story - a flower has grown. Another child continues - a flower has grown in the meadow. The third baby - a beautiful flower has grown in the meadow, etc.
All classes for the development of speech, which are conducted in a playful way, are varied and creative.
Thanks to games, the child develops a culture of speech, stimulates speech activity and communication skills.
The kid also learns to pronounce words correctly and clearly put stress in them.
In order for classes for the development of the speech of preschoolers to be effective and bring maximum benefit, parents should monitor the child's mood, not suppress his emotions and take into account his speech capabilities. Adults should not think that after several games the baby will begin to use the correct forms of the word in the process of communication at the morphological, syntactic and grammatical level. This process is gradual and takes time.
Classes for the development of speech of preschoolers: tongue twisters, children's poems, riddles
For development, activation of the speech apparatus child and getting rid of "porridge in the mouth" is recommended in the classroom speak tongue twisters... Parents should initially read the tongue twister to the baby slowly and articulate each sound clearly. Next, offer to speak it with you, and then ask to tell the tongue twister yourself. Do not scold your child if he does not succeed. Turn your activity into an exciting game so that your child wants to repeat the tongue twister many times. Stop your choice on simple, short and easy-to-pronounce tongue twisters.
For example: Our bear has big bumps in the bag or the Gray cat is sitting on the window. Over time, you can learn tongue twisters more complicated in pronunciation.
In addition, for the development of speech, read the child's poems and riddles more often to the child, which broaden his horizons, help develop thinking, attention, memory.
Classes for the development of speech of preschoolers: breathing, articulation, finger gymnastics
One of the main conditions beautiful and correct speech in a person is unstressed articulation with a smooth, prolonged exhalation. In children with various speech impairments, breathing is arrhythmic and shallow. Speech therapists recommend to parents fulfill with the child systematically simple breathing exercises, which will contribute to the formation of prolonged exhalation and, as a result, the correct development of speech.
For example, you can run exercise "Snowfall"... To do this, you need to roll small lumps out of cotton wool and put them on the child's palm. Next, invite your baby to blow the cotton off his palm like a snowflake. Then place a ball of cotton wool under your child's nose and ask him to blow up.
Great for developing proper breathing. exercise "Storm in a glass"... To do this, prepare a glass of water and a cocktail tube. The child should place one end of the tube in the center of the wider part of the tongue, and the other end in a glass of water. Then the baby starts blowing through the tube, making a real storm. Parents should control this process so that the child's cheeks do not puff out, and the lips are in a motionless state.
It should be noted that the author breathing exercises is a famous teacher and vocalist A.N. Strelnikov. Her author's technique not only restores breathing, but also has a positive effect on the functioning of all body systems.
For the development of speech of preschoolers, it is also popular articulatory gymnastics aimed at main muscular organ of speech - language... Gymnastics for the language is simply necessary, since promotes the formation correct sound pronunciation... After all, defects in sound pronunciation violate emotional-mental balance of the child, and also negatively affect the full communication with peers.
Articulation gymnastics performed in front of the mirror so that the child can see the movements of his own tongue. The duration of the lesson should not be more 10 minutes a day... At the same time, do not offer your child to do a large number of exercises at once. Suitable for one lesson 2-3 exercises... Do not be discouraged if the child fails to repeat the exercise after you. Be calm, consistent and patient with your baby and he will definitely succeed. Spend articulatory gymnastics in a playful way... Positive emotions from the lesson will help the child quickly master new exercises.
Speech therapists and teachers for the development of speech in preschoolers use finger gymnastics promoting active development of fine motor skills of hands and, respectively, speeches The child has. The essence of this gymnastics is that the child with his parents recites small verses, accompanying their certain finger movements... These exercises are important for the child, as they improve the coordinated work of the speech centers, contribute to the development of attention, memory and imagination, and also increase the flexibility of the fingers.
Thus, modern speech therapy and pedagogy offer parents a wide range of different activities for the development of speech preschoolers. Play with your child systematically, do not criticize him for incorrect answers and be sure to support him on an emotional level.
Abstract
speech development classes
(PREPARATORY GROUP)
lesson number 1
Prepared by:
educatorIqualification category - S.L. Nenasheva
Nefteyugansk, 2017
Lesson 1
Retelling of the fairy tale "The Fox and the Goat"
Tasks.Coherent speech: to consolidate children's ideas about the peculiarities of the composition of fairy tales (beginning, ending); teach to use figurative artistic means when retelling, expressively convey the dialogues of characters;
Vocabulary and grammar: to teach to select definitions for nouns denoting objects and phenomena of the surrounding world, to find an object according to the named signs; when agreeing on words, focus on their endings;
sound culture of speech: to learn to pronounce a tongue twister clearly and distinctly with different volume of voice (loudly, moderately, quietly, in a whisper); select words that are similar in sound and rhythm.
Material. Pictures with the image of a fox.
Course of the lesson
The teacher makes a riddle: "The tail is fluffy, the fur is golden - who is the mystery about?" (About a fox.) Shows the children several pictures with a picture of a fox: “When you were in the older group, you and I looked at different pictures. Now you can take any picture and say what kind of fox you have. If one has a red fox, then another has ... someone has a beautiful fox, and someone else ... "
The teacher expressively tells the tale "The Fox and the Goat". Asking questions:
- What is the story of this tale?
- How does it start? ends?
- What is the fox shown in the fairy tale? Why do you think she is cunning? What other fox is depicted?
- And what is the goat in the fairy tale? Why do you think he is?
- What words and phrases did you like the most?
- Listen to the fairy tale again, - the teacher suggests, - then you will tell it. Listen carefully and remember.
3-4 retellings are heard.
You can invite children to retell the story by role (or in a group - "team").
Children assess the retelling of comrades. If they find it difficult, the teacher does it himself, drawing their attention to the completeness of the transmission of the content, the expressiveness of intonations in the dialogue, the use of figurative words and expressions from the text.
- You told the story in an interesting and expressive way. Let's think again whichwas goat. What words can you say about him? (Sluggish, stupid, stupid, inattentive, etc.)
- What was the fox like? (Red-haired, cunning, beautiful, smart, dexterous, fast, nimble.)
- What words that you said about the goat and the fox can be used when talking about a person?
- What was the well? (Deep, cold, dark, muddy, dirty, narrow.)
- What else can be called "cold"? (Snow, ice, air, wind ...)
- And what can be called "cold"? (Winter, snowflake, icicle, ice floe ...)
- Listen carefully and answer.Cold, deep, transparent - is it a river or a stream? ..Blue, glass, fragile - is it a saucer or a cup?
Carrying out these exercises, the teacher makes sure that the children clearly pronounce the endings, correctly coordinate adjectives with nouns.
The teacher offers to learn a tongue twister about the fox: “The fox is running six by one. Lick, fox, sand ”. The teacher, and then the children, pronounce the tongue twister loudly, moderately, quietly, in a whisper.
You can give the children an assignment to come up with a rhyme to the words "You, fox, where did you walk?" (She danced on the lawn; she was resting under a bush, etc.) Everyone repeats the most successful couplet loudly, quietly, in a whisper.
Session 2
Story about the painting "To School"
Tasks.Coherent speech: teach children to compose a story story based on a picture, using the previously acquired plot building skills (starting, culmination, denouement), independently invent the events that preceded the depicted ones;
dictionary: activate in the speech of children words related to the themes "School", "Autumn"; to learn to compare and generalize, to highlight essential features, to choose exactly the words to denote a phenomenon;
grammar: learn to select the same root words for a given word; exercise in differentiating sounds with andw; To develop intonational expressiveness of speech: to teach to give the expression shades of a question, joy.
Material. Painting "To School".
Course of the lesson
The teacher places the painting "To School" on the stand. Asking questions:
- How can you call this picture? Give it a name. What do you think, whose name is more correct, more interesting? Why?
- Why do you think these children are going to school and not to kindergarten?
- How to describe in one word the children who go to school? (Pupils, schoolchildren, first graders.)
- What do schoolchildren have in their portfolios? (Pencil case, notebooks, textbooks ...) How can you call all these items in one word? (School supplies.)
- What time of year do children start learning?
- How do we distinguish autumn from other seasons? What happens only in autumn? (Leaf fall, harvesting, birds flying, etc.)
- In autumn, the weather is different. If the sun is shining, the sky is transparent, then what words can you say about autumn? (Sunny, golden, clear, early.) If the sky is overcast, a cold wind blows, it often rains, then what words can you say about autumn? (Late, gloomy, gloomy.)
- Hear the words -teach, teacher, teacher. What part of these words-relatives have in common? And the wordschool are there related words?(Schoolboy, schoolboy, schoolgirl.)
Children come up with a story based on the painting "Autumn". Previously, the teacher explains:"First tell us what happened to these children before they got to school, andthen - oh what you see in the picture. "
Stories can be individual or collective (a group of several people).
If the children find it difficult to come up with the events that preceded those depicted in the picture, the teacher himself begins the story, and the child continues. The beginning of the story can be like this:
“On a clear sunny September day, boys and girls were getting ready for school. In the evening they prepared schoolbags and textbooks. Slava got up very early, everyone was afraid to be late. His friend Sasha came after him, and they followed the familiar path to school ... "
The teacher gives the task: "Say a sentenceI'll go to school so that it is well heard, it is well understood that youhappy this, youI want to go to school ... Now say this sentence so that it is clear that youyou ask. "
Session 3
Retelling of KD Ushinsky's story "Four Desires" and narration on themes from personal experience
Tasks.Coherent speech: teach children to convey the literary text consistently and accurately, without gaps and repetitions; develop the ability to compose a complete story on a topic from personal experience;
grammar: teach different ways of forming degrees of comparison of adjectives and adverbs;
dictionary: learn to select synonyms and antonyms for adjectives and verbs;
sound culture of speech: to teach, without breaking the rhythm, to finish the phrase started by the teacher; pronounce a couplet with different voice strengths.
Course of the lesson
The teacher reads the story of KD Ushinsky "Four desires".
Asking questions:
- What is this story about?
- How did Mitya like winter?
- What did he like in the spring?
- What did Mitya remember in the summer?
- What words did the boy say about autumn?
- Why is the story called "The Four Desires"?
For retelling, you can call four children, each will talk about a specific time of the year (the story should be repeated twice).
Next, the teacher offers a new task: “What time of year do you like and why? Come up with a story about it, short and complete ”(narration on a topic from personal experience). (There must be at least four stories.)
“Each new season seemed to the boy better than the previous one,” says the teacher. “Summer was good, and autumn was better. Let's compare: springwarm, and summerwarmer orwarmer; grassgreen, and after the rain shegreener ormore green; late autumncold, and in wintercolder orcolder. " Further, the children independently form the degrees of comparison of adjectives:clean (cleaner, cleaner), tall (taller, taller), slim (slimmer, leaner), fun (more fun, more cheerful), warm (warmer, warmer), strong (stronger, stronger) and etc.
In case of difficulty, the educator draws the attention of children to the fact that the degree of comparison can be formed in different ways. For example, one might saystronger, Can imore strong.
“The story says, 'Spring has come.' How can you say otherwise? " - asks the teacher. (She came.) Then he names other sentences and phrases: he ran in plenty (enough), a narwhal of flowers (he collected, collected), etc.
Next, the children practice the selection of antonyms. “If I say the wordbig, what word will be the opposite in meaning? " - asks the teacher(little). Then it gives a series of more words:good (bad), cold (warm), go (stand), talk (be silent) and etc.
- Spring came! And what she brought, you name. So, spring has come ... (warmth, flowers, grass, etc.) brought. Let's say this phrase loudly, quietly and in a whisper.
Session 4
Collective storytelling
Tasks.Coherent speech: to train children in the use of complex sentences, in the coordination of adjectives with nouns in gender and number; to learn to select the same root words;
dictionary: exercise in the selection of definitions for the given words.
Material: picture with a hare (s).
Course of the lesson
The teacher places a picture with a hare on the stand. Asking questions:
- How can you say about a hare, what is he like? (Shy, cowardly, gray ...)
- If we want to talk about what kind of fur coat a hare has, then what words will we choose? (white, fluffy, soft.)
- What words can you say about the mood of the hare? (Cheerful, good, cheerful, sad.)
The teacher makes sure that, when answering questions, the children correctly agree on adjectives with neuter nouns. For example, if a child to a nounmood picks up an adjectivehappy, we must invite him to listen to how this phrase sounds. Children should be encouraged to correct their mistakes.
The teacher asks questions:
- What is the name of a baby hare? (Hare.) How can you say otherwise? (Zayinka, zayushka, hare.) - If children find it difficult to answer the second question, they suggest: "How can you call a hare affectionately?"
- What are the baby hares called? (Hare.) How to put it differently? (Bunnies, hares, bunnies.)
- What are the rabbits? (Merry, fluffy, fast, nimble, long-eared.)
Children should not be encouraged to use a lot of words. The main thing is that the answer must be correct. For example, a child answers: "Long ears." The teacher confirms the correctness of the answer and asks: "How can this be said in one word?" If necessary, comes to the rescue: "Long-eared". (Quick legs -swift, slanting eyes -cross-eyed etc.) The teacher asks a number of more questions:
- Where do hares live? (In the woods.)
- What is the name of the small forest? (Woods, woods.)
- How can you say about a path in the forest? What is she like? (Forest.)
- What is the name of the person who guards the forest, looks after it? (Forester, forester.)
Now let's repeat all the words that we remembered and named. Here are how many different words you named, - the teacher summarizes, -forest, woods, woods, forester, woodsman. In all these words one can hear the same part - the forest, and all of them in their meaning are somehow connected with the forest.
- river! (River, river, river.)
- How can you say about a small river? (River.)
- How can you say affectionately about the river? (Rechenka.)
- What is the name of the sand on the river? (River.)
The teacher suggests: “And now I’ll tell you about how the bunny received a letter from the forest. He was very happy, but here's the trouble: the letter got into the rain and got wet. Some words are impossible to read. Let's help the bunny read the letter. Listen carefully and in those places where the lines are blurry, suggest what could have been written there. "
(The teacher needs to make sure that, when completing the task, the children begin their utterances with a union word, which ends the sentence in the letter: "We made a boat to ..." - "to ride".)
Sample text of the letter: “Hello, Tepa. I'll tell you a story that happened to me and my brother. Once we played for a long time on the river bank. Then we made a boat so ... We got into the boat and started sailing. Suddenly a strong wind blew. Big waves rose, which ... We started screaming so loudly that ... A bear came to the rescue and pulled us ashore. We started jumping and jumping, so that ... We quickly dried up and warmed up, because Mishka came and brought us food. We ate so many carrots and cabbages ... Soon we will be home. "
The teacher writes down the text of the letter along with the additions under dictation. The most suitable and correct options are selected together.
At the end of the lesson, the letter is read in its entirety with additions suggested by the children. For several children, the teacher offers to retell the letter.
Session 5
Retelling of V. Bianchi's story "Bathing Bears"
3tasks.Coherent speech: develop in children the ability to connect separate parts of the story into a single whole, conveying the text accurately, consistently, expressively;
dictionary: exercise in the selection of synonyms, antonyms for adjectives and verbs;
sound culture of speech: clarify and consolidate the correct pronunciation of soundss andwell, learn to differentiate them in words, pronounce a tongue twister with these sounds at different rates: quickly, moderately, slowly.
Course of the lesson
The teacher reads the story of V. Bianchi "Bathing Bears". Asking questions:
- What is the author talking about in this work?
- What interested you in the story? What moments did you like?
- What expressions and words do you remember and like the most?
Re-reading the story.
The teacher invites one of the children to choose a second storyteller and agree with him who will retell the first part, and who - the second. The rest of the children are asked to listen carefully to the storytellers (for later evaluation). Four retellings are heard.
The teacher addresses the children:
“Here the cubs bathed and went for a walk in the forest. But how different they were! The first teddy bear is mobile and cheerful. He loved to play. He climbed up a tree and smells honey. I was delighted, got down from the tree - and to my mother! What was the bear cub, how can you say about him? (Merry.) Match the wordhappy words that are close in meaning (joyful, lively ...).
- And if he was cheerful, then he did not just go to his mother, but ... ran, rushed, flew, rushed headlong ...
- Another bear also loved to play. But he was too slow. And something always happened to him. As soon as he approached the tree, a bee stung him. He felt very bad. And he also went to his mother. What was the second bear? Match to the wordhappy words that are opposite in meaning (sad, boring, sad ...).
- And if he was sad, then he probably did not just go to his mother, but ... trudged along, wandered ... ".
The teacher highlights in a voice in a wordteddy bear soundf and asks what sound has been highlighted.
- In the names of which animals still have the sound z, s? (Crane, beetle, toad ...)
- In the names of which animals there is the sound z or z? (Hare, snake, zebra, goat ...)
Children name words and say whether the sound is hard or soft.
Then the teacher says a tongue twister: "The hedgehog lies by the tree, the hedgehog has needles."
Some children repeat the tongue twister quickly, some children at a moderate pace; those who are not yet clear enough to pronounce the soundwell, - at a slightly slower pace.
Session 6
Storytelling pictures from the series "Pets"
Tasks.Coherent speech: teach children to compose a story based on one of the pictures, to come up with previous and subsequent events; learn to evaluate the content of the story, the correctness of the construction of sentences;
grammar and vocabulary: exercise the use of nouns in the genitive plural, learn to form relative adjectives; exercise in the selection of definitions; develop the ability to compare;
sound culture of speech: exercise in the selection of words that are similar in sound and rhythm, in pronouncing them at a different pace and with a different voice strength.
Material. Pictures from the series "Pets"; "A horse with a foal", "A cow with a calf", "A goat with a kid", "A pig with a piglet".
Course of the lesson
The teacher exhibits four paintings at the stand. Suggests giving a title to each painting. Children come up with names, and together they select the most successful ones.
- Remember what baby animals are called. The horse has ... a foal. Lots of ... foals. The cow has ... a calf. Lots of ... calves. The pig ... The goat ...
- How can you call these animals in one word? Are they wild or ...? (Pets.) What other pets do you know? (Cat dog.)
- What is a baby dog called? (Puppy.) One is a puppy. Several, many ... (Puppies, puppies.)
The teacher explains that it is equally correct to say:puppies, many puppies andpuppies, a lot of puppies.
- If a calf has long legs, how can you call it in one word? (Long-legged.) If he has big eyes, he is ... big-eyed.
- Tell me which horse and which foal? Compare them. (The horse is large, the foal is small. The cow is horned, the calf is hornless.)
The teacher gives the task to compose a story based on one of the pictures. Children not only talk about what is drawn, but also come up with previous and subsequent events. While the child is talking, the rest are closely following the development of the plot, its correct construction.
Then a group of four is organized. Everyone chooses a picture to tell about. A general story is compiled for four scenes. The rest of the children evaluate the story and come up with a title for it.
The teacher invites the children to compose a rhyme together. He says the first line, and the children come up with the second.
- Where did the foal walk? (I rode down the street.)
- Where did you walk, calf? (I ran after my mother.)
- Hey kid, where have you been? (He drank some water from a bucket.) Children choose any couplets they like and repeat them slowly and quickly, loudly and in a whisper.
Session 7
Story about "Tanya's first day in the nursery garden "
Tasks.Coherent speech: train children in composing a story according to the plan proposed by the teacher, teach them to build a plot on their own;
grammar: exercise in the formation of the genitive plural forms of nouns; exercise in word formation;
sound culture of speech: exercise in differentiating soundsc andh; practice clear diction.
Material. Pictures: hare, wolf, squirrel, rabbit, jackdaw.
Course of the lesson
The teacher says: “A new girl, Tanya, has come to the kindergarten. She knew nothing about what to do, how to behave. Tanya began to get ready for a walk. What things do they wear when they go for a walk? (Coats, boots, tights, knee-highs, socks, leggings ...)
- And Tanya prepared only a scarf. What is she missing? (Socks, golfs, leggings, boots ...)
- Tanya was still small and did not know very well where to put what. Let's help her.
- Bread is put ... in a bread bin, sugar ... in a sugar bowl, sweets ... in a candy bowl, soap ... in a soap dish, napkins ... in a napkin holder, an egg ... in an egg holder, butter ... in oil can, salt is poured ... into a salt shaker.
- Then Tanya was shown pictures with images of animals, but she did not know very well what their cubs were called. Let's all together help her name the babies correctly. Who have eggs? (Hare.) At the wolf? (Wolf cubs.) At the rabbit? (Rabbits.)Haveproteins? (Belchata.) At the jackdaw? (Gulchat.)
- Let's come up with the story "Tanya's first day in kindergarten." First, tell us how little girl Tanya found out that she would go to kindergarten, then - how she came to kindergarten, what new and interesting she saw there, what her mood was, how her first day ended ”.
If the task of composing a story turns out to be difficult for children, the teacher begins by himself: he describes the girl's mood, the appearance of the group room. After two or three stories, an assessment is given. The teacher makes sure that, analyzing the stories, the children build sentences correctly, note interesting content.
Then a collective story is compiled: several childrenIeach in turn tell his part, having previously agreed who will start, who will continue, etc.
If necessary, the teacher gives a story plan. The teacher invites the children to repeat the tongue twister: "Tanya sat down at the table and dropped the saucer." Let's all say together: "Tanya's saucers very often beat." Let's just say that every sound is clearly heard. "
Note. Exercising children in the formation of the genitive case of nouns, one should ensure that the child names each word in the nominative case and repeatedly repeats it in the indirect case. In exercises on word formation, children immediately name simple, easy forms for them themselves, and complex ones - first by the educator.
Session 8
Storytelling on a given topic
Tasks.Coherent speech: learn to compose a short story on a given topic,
sound culture of speech: to consolidate the correct pronunciation of soundsWith andw, teach children to differentiate these sounds by ear and in pronunciation, pronounce words and phrases saturated with these sounds clearly and distinctly with different loudness and speed, correctly use interrogative and affirmative intonations.
Material. Paired object pictures for soundss, w, toys; painting "Meadows and Meadows" (manual "Sounding Word", author G. A. Tumakova).
Xlesson
The teacher shows the children toys (a dog, an elephant, a fox, a cat, a mouse, horses, etc.) and offers to quickly answer which animals have a sound in the names of which ones have a soundw (that is, the child must select these sounds from the words and pronounce them lingeringly).
Then the teacher gives the children paired pictures: a sled - a hat, a fur coat - an airplane, checkers - boots, a table - a shower, a cat - a fox, a dog - a frog, etc. (the same pictures can be repeated in different children; you should not give words with sound with "for example,titmouse and etc.). It offers to turn the pictures with the back side up, the names of which contain with. He walks through the rows and checks the correctness of the assignment. Several children are asked which pictures they have not turned over, left open, and asks to name the objects that are depicted there. Then he asks to raise their hands to those whose picture names begin with a soundsh. Children take turns calling pictures (hat, checkers, fur coat, etc.). The rest listen carefully, correct the mistakes of their comrades.
Further, the teacher suggests to first raise their hands to those children who have pictures with soundw in the middle of a word, and then to those who have pictures with soundw at the end of a word. The same with pictures for sound c. (Previously, the teacher suggests turning pictures with sound face downw and leave pictures with sound openWith.)
The teacher tells riddles. Children should, without naming the answers out loud, say which sound in this word is with orsh.
Redhead with a fluffy tail.
Lives in the forest under a bush.
(Fox.)
Sisters are standing in the field:
Yellow peephole.
White eyelashes
(Chamomile.)
Small, gray
Lives under the floor
Scratches at night.
(Mouse.)
If I see dust, I grumble
Grumble and swallow
(A vacuum cleaner.)
The teacher helps children memorize the proverb "Laughter for a cat, and tears for a mouse", having previously explained its meaning. Asks to select words with sounds s and w.
Then the children carry out the task to come up with a short story on the theme "Laughter for a cat and tears for a mouse."
The teacher offers to listen to the story about two hares and help him find the right words. Tells:
“One morning the Luga and Luga hares left the house. They wanted to take a walk in the forest, find out who lives there, and see if there is a river nearby to fish. Luga took with him what has a sound in the nameO (bucket), and Luga took with him what has a sound in the nameat (fishing rod),
- The hares walked and walked out onto the path. They see someone crawling out from under the bushes, and its name is short, there are few sounds in it, and among them there is a soundat. Who is this? (Already) The hares greeted the snake, went on. Soon they went to the river and began to fish. First, they pulled out a large fish, in the name of which there is a sound with (catfish), then a smaller fish began to come across, a sound is heard in its nameSCH. Who guessed it? (Bream, pike ...)
- At home, the mother hare and the father hare fed the kids a delicious lunch. Sounds were heard in the names of the dishess, sch. What were these dishes? And then the kids got toys: Luga got a toy with a sound in the nameTo. What is this toy, kids? (Doll.) And Luga got a toy with soundw In the title. What kind of toy is this? " (Car.)
- Now tell us about the rabbits, how they were going for a walk, whom they met, how they had a rest at home, - says the teacher.
Children can talk in groups of three.
Session 9
Coming up with a fairy tale on the theme "How a hedgehog rescued a hare"
Tasks.Coherent speech: teach children to come up with a fairy tale on a given topic, describe the appearance of the characters, their actions, experiences; evaluate each other's stories;
grammar: to learn to select the same root words;
dictionary: teach to select synonyms; to cultivate sensitivity to the semantic nuances of the word; learn to choose antonyms; help to learn the meanings of polysemous words;
sound culture of speech: learn to regulate the strength of the voice.
Course of the lesson
The teacher makes riddles:
What a forest beast
Got up like a post under a pine tree
And stands among the grass
Are the ears bigger than the head?
Angry touchy
Lives in the wilderness of the forest.
There are a lot of needles
And not a single thread.
(N. Artyukhova.)
Children guess that it is a hare and a hedgehog. The teacher asks why the hedgehog has a lot of needles, why does he need them, what other needles are there.
- Where do the hedgehog and the hare live? (In the woods.)
- What words can be formed from a wordForest? (Woods, woods, woods, forester, woodsman.) In case of difficulty, the teacher asks leading questions:
- What is the name of the path in the forest? (Not in the park, not in the garden, but in the forest.) (Forest.)
- What is the name of a person who works in the forest? (Forester.)
- What is the name of the fabulous person who lives in the forest? (Lesovichok.)
- Now repeat the words that you remembered and named.
- The hedgehog was brave, but what was the hare? (Cowardly.) Now it is | Be careful, the task will be difficult.
- Harecowardly. How to say about him differently? Find words that are close to the wordcowardly (timid, fearful ...).
- Bold hedgehog. Find words that are close in meaning to the wordbold (brave, brave ...).
If children cannot find synonyms on their own, | the teacher asks: “Are the words similar in meaning:cowardly, fearful, fearful? Yes, they are. We can say that the harecowardly? Yes. What a haretimid? Yes. These are words that are close in meaning, words-friends ”.
- Today we will come up with a fairy tale about how a hedgehog helped out a hare. Think about what could have happened to the hare and how the hedgehog could help out his friend. The tale should be short, interesting and complete.
(You should ask at least five children - they can tell in groups.) After two or three stories, the teacher asks whose story he liked best and why.
And now I will read to you a poem by D. Chiardi "Farewell game". You will help me find words in it that are opposite in meaning.
I will sayI am wordhigh,
And you will answer ... (low).
I will say the wordlong away,
And you will answer ... (close).
I'll tell you the wordcoward,
You will answer ... (brave).
Nowstart i I will say -
Well, answer ... (end).
- Let's all say the poem together again, the teacher suggests.
Session 10
Coming up with a fairy tale on the theme "Hare's birthday"
Tasks.Coherent speech: teach children to independently invent a fairy tale on a given topic according to the plan; use descriptions, dialogue, when evaluating fairy tales, note the amusingness of the plot, means of expressiveness;
grammar: exercise in the formation of the accusative case of the plural of nouns;
sound culture of speech: exercise in the distinct pronunciation of nursery rhymes, in distinguishing the rhythm, tempo of speech and the strength of the voice.
Course of the lesson
The teacher addresses the children:
- Last time you came up with an interesting tale about a hedgehog and a hare. The hare had a birthday yesterday. At the hare's birthday, forest animals played, danced, and solved riddles about what they saw in the forest, in the field. The hedgehog made the following riddle: “I saw a lot of daisies, cornflowers, bells. Where have I been? " (In field.)
- Each of you can take on the role of any animal. Think about what you will bring the hare as a gift and what riddles you will make to him and his guests about what you saw, what you did not see, what you saw a lot. And the hare and the rest of the animals will guess.
When children perform the exercise, the teacher tells what and whom they can name, and forms the skill of using the correct endings for animate and inanimate nouns in the accusative case.
The teacher gives a new task: “Now you will come up with a fairy tale on the theme“ The birthday of the hare ”.First tell who was going to visit the hare, what each of the animals was going to give the hare.Later tell us how the animals congratulated the hare, how they celebrated their birthday, how they played, and asked riddles. The tale should be interesting, short and complete. "
Several people are involved in the creation of a fairy tale. They first agree on what and in what sequence they will talk. Before the children begin to tell the story, the teacher says that the best (according to the children’s assessment) fairy tales will be recorded on the album.
The teacher invites the children to finish the lines of the nursery rhyme behind him in the same rhythm (taps out the rhythm).
School preparatory group 315
Bunny-bunny, how did you walk? .. Hedgehog-hedgehog, with whom did you dance? .. Hey, animals, where were you? .. You, fox, where did you walk? .. Teddy bear, where were you? ..
The children then repeat the nursery rhyme they like best, slowly and quickly, loudly and in a whisper.
The teacher reads a tongue twister: "White snow, white chalk, the white hare is also white, but the squirrel is not white, it was not even white." Calls several children and asks to pronounce the tongue twister so that each sound is clearly heard. Then the tongue twister is pronounced slowly, moderately and quickly.
The child masters speech gradually, starting from the very birth. First, he learns to understand the speech addressed to him, and then he begins to speak himself. Therefore, you should protect your hearing from strong sound effects (do not turn on the TV or music at full power), avoid chronic rhinitis, and monitor the health of the hearing organs.
Already up to a year old, you can hear the first "dads" and "mom" from the child. By the age of three, as a rule, the child has already begun to speak in phrases. Simultaneously with the development of speech, the child's thinking and imagination develop. Attention, memory, thinking are the foundations on which speech is built.
When talking with your child, constantly pay attention to your own speech: it should be clear and intelligible. Do not lisp, the child must learn to speak correctly. Don't talk to your child loudly or too quickly.
The reasons for poorly developed speech in a child can be:
disorders in the development of muscles of the articulatory-speech apparatus, low development of phonemic hearing, poor vocabulary, deficiencies in the development of grammatical skills.
Violation of sound pronunciation and articulation - the child mispronounces individual sounds, his speech is not sufficiently intelligible and expressive, and its pace is slower than that of peers.
Deficiencies in the development of sound-letter perception and sound-letter analysis (low development of phonemic hearing) - insufficient development of the ability to hear, recognize and distinguish sounds and their combinations, not to confuse them. No less important are the skills of sound-letter synthesis - the ability to understand the relationship between sounds and their combinations.
The main violations of this kind include: inability to isolate sounds sequentially or according to their location; inability to distinguish sounds by hardness, softness, sonority, deafness; inability to denote hardness - softness in writing. For the same reasons, the acquisition of the skill of word formation and inflection is inhibited. Deficiencies in the development of the lexical and grammatical structure of speech - the child does not know how to correctly compose and understand grammatical structures, incorrectly uses genders and cases. This also includes the inability to put stress correctly, which leads to distortion of the word beyond recognition. Insufficient development of semantic guess - the child does not know how, based on the context, to correctly predict the end of a word or phrase. Insufficient development of vocabulary - poor vocabulary, difficulties in understanding the meaning of words due to their absence in the child's active vocabulary. It is difficult for a child to establish a lexical connection between the words read, he does not understand the new meaning that they acquire in combination with each other.
It should be noted that the quality and quantity of a child's vocabulary largely determine the level of speech development in general. It is very important to pay attention to both passive (that is, those words that are stored in the stock of memory) and active (words that are constantly used) vocabulary. It is necessary for the child to know what meanings a word has, to be able to use it correctly in independent speech.
In this section of the site you will find speech development classes designed for classes with children from 1 to 7 years old (and possibly older, if the child speaks poorly at school). The first lessons with a child are finger games, because fine motor skills greatly affect the development of speech abilities. Further - poetry, sayings, reading books. The articles will help you understand whether your child speaks correctly: whether the words that he manages are enough, whether he connects them correctly and pronounces them.
This section presents lessons and classes helping children learn to speak correctly and beautifully. Speech development lessons stimulate the speech activity of children, contribute to the development of the child's speech.
The site contains 23 speech development classes children.
Primary school teachers note that many children find it difficult to construct phrases, often do not know how to formulate a sentence grammatically correctly, and have a poor vocabulary. Such shortcomings are not noticeable at home, but come to light in the classroom at school. This is due to an insufficient level of speech development.
In order to prevent these difficulties, it is necessary to develop child's speech v preschool age... In our lessons on the development of speech, you can find tasks of varying degrees of difficulty. If the child does not succeed in something, help him, suggest.
Everything speech development classes are written in an accessible language, tasks are given in a playful way, accompanied by beautiful illustrations that will interest any kid.
Everything classes were checked and approved by the practicing preschool teacher O.A. Volovskaya.
The child gets acquainted with living and inanimate objects (animate and inanimate), learns to make sentences with words that answer the question: "Who?" or "What?"
The child learns to make sentences with words that answer the question "What?" He does not yet know what the genitive case is, but he can already inflect words correctly.
The child learns to make sentences with words that answer the question: "Whom?". The lesson is accompanied by a lot of colorful pictures of animals.
In a playful way, the child is asked to make up many sentences with words that answer the questions of the dative case: "To whom, what?"
We make many sentences with words that answer the questions of the instrumental case: "By whom, by what?", Remember the tale about Kolobok
Writing sentences with words that answer the questions: "About whom, about what, what, on what?", The use of the prepositions "on" and "in" depending on the situation.
Animals and their babies - how to correctly name animals in the masculine, feminine, and their babies. Lots of very interesting pictures of animals with their babies.
We select diminutive and affectionate words for animate and inanimate objects: various animals, things, fruits, berries.
We study many different adjectives and vegetables, we select description words for vegetables and vegetables for adjectives. We are looking for the similarities and differences of objects.
There are many more adjectives for a wide variety of subjects: animals, fruits, berries, dishes.
The child in a playful way is invited to first make up sentences, and then small stories based on pictures. The complication is gradual, the difference between a story and a short sentence is explained
We begin to study verbs, correctly select the endings of verbs for feminine, masculine, neuter, plural words. We come up with actions for animals and animals for actions.
Study of various prepositions: "on, under, in", etc. Determination by pictures of what happened at the beginning, what then, what at the end, drawing up a story based on several pictures
A lot of long and short words, the child learns to determine - a long word or a short one, to come up with his own words.
Repetition of geometric shapes, colors, drawing up a story from a picture
Animals of Africa, Australia are studied, small stories about them are compiled.
Drawing up stories from pictures with cats. Many interesting funny pictures of cats.
We learn to tell what the weather is like outside, what the weather was like yesterday and what it will be like tomorrow. Options are being considered: the sun is shining, it is raining, there is a thunderstorm outside, it is snowing outside.