Games with prepositions school school supplies. Lexical topic: school supplies. Speech development. Writing options for the ending of a fairy tale
Tasks for a 6-7 year old child, aimed at express preparation for school: studying the soft sign, types of lines and angles, development of thinking and mental calculation, development of speech and attention.
Learning to read. Getting to know "b"
Target: formation of reading skills, introduction to a new letter.
Material: worksheet. Card with b. Cards with words - DUST and DUST, MALL and MOL.
In the Russian language there is a sign that indicates the softness of a consonant - a soft sign. A soft sign is not a sound.
The teacher shows a card with a soft sign.
- A soft sign is a special sign. A soft sign is simply a signal to the mouth and tongue to say SOUND differently.
- b almost always softens, like a pillow.
The teacher shows cards with the words:
Children trace the outline of the letter with their finger and “remember the letter.”
- What letter is written on the worksheets at the top left? (b).
- Write b with your finger in the air.
- Draw patterns on the letter b.
- Circle and complete b yourself.
-What does b look like?
Learning to read. Soft sign
Target: formation of knowledge of the image of a letter.
Material: worksheet. Plasticine.
Let's make a soft sign from plasticine.
Now listen to the poem about the soft sign:
Read the poem yourself. Learn it by heart at home.
Learning to read. Words starting with "b"
Target: formation of reading skills.
Material: worksheet.
Read the words. Underline the b in the words.
Dictation. Offers
Target: formation of writing skills, development of coding ability.
Material: worksheet.
Write a sentence from dictation:
IN THE PARK ROS POPLAR.
Put emphasis on the words.
What comes at the end of a sentence? Circle the point.
Mathematics. Working with laces. Repetition of all types of lines and angles
Target: Reinforcing the concepts of “closed”, “open”, “straight”, “curved” lines. Repetition of all types of angles (straight, acute, obtuse). Repetition of days of the week. Consolidating graphic images of numbers.
Materials: each child - beads, a cord with a knot at one end. Three laces. Ball.
The teacher throws the ball to the children, asking questions and giving tasks:
- Count from 1 to 5.
- Count from 4 to 8.
- Count from 7 to 3.
- Name the neighbors of the number 5.
- Name the neighbors of the number 8.
- What are the lines? (Straight, curved, closed, open).
- What is a segment? (This is a piece of line, part of a line).
- What are the angles? (Sharp, straight, blunt).
- How many days are there in one week? (Seven). Right! Now we will string beads on a string, like days for a week, and pronounce each day of the week in order.
The teacher gives the children laces (with a knot at one end) and beads and asks them to repeat the days of the week in order by putting the beads on the lace:
- Monday (children repeat “Monday” in chorus, putting the first bead on the cord).
- Tuesday (put on the second bead, repeating the second day of the week in chorus).
- Wednesday... Etc.
- Well done! Samodelkin sent each of you three laces and wrote assignments. I will read, and you will do:
1. Turn the first lace into a straight line (put the lace on the tables in the form of a straight line), turn the second lace into a curved open line (lay it down), and the third lace into a curved closed line. (They put it down.) An adult checks who didn’t do it - draws the answers on the board, reminding them what a closed and open line is.
2. Second task: turn the first lace into an acute angle, the second into a right angle, and the third into an obtuse angle. (Children do it. Then the adult draws on the board - the children check themselves).
3. Fold the first lace into an oval, the second into a triangle, and the third into a circle.
4. Last task: fold the first lace into the number “1”, the second into the number “6”, and the third into the number “3”. What letter does the number "3" look like?
Development of thinking. Game "What's extra?"
Goals: development of logical thinking, systematization of ideas about the world around us, development of the ability to group objects according to a common characteristic.
Materials: Ball.
Children stand in a circle. The teacher throws the ball to each child in turn, saying 4 words. The child’s task is to name the extra word and explain his choice.
Groups of words:
Mathematics. Verbal counting
Target: Count within 10.
Materials: Each child receives cards with numbers.
Listen to how many times I clap my hands and pick up a card with a number greater than two. (The teacher claps his hands 5 times, the children must raise the card with the number “7”).
Listen to how many times I stamp my foot and pick up a card with a number that is two units less. (The teacher stomps 7 times, the children pick up a card with the number “5”). You can ask one of the guys to comment on your answer, helping him if necessary. The child says: “You clapped your hands 7 times, and the number that is less than seven by two units is five.”
Well done! Now listen to how many times I hit the table with my pen and raise the number that is 1 unit higher. (Knocks the pen on the table 9 times, the children raise the number “10”).
To make it more difficult for you... Listen to how many times I ring the bell, and show the number that is three units less. (Rings the bell 9 times, children show a card with the number “6”).
The tasks can be simpler: listen to the claps and show a number equal to their number or greater/less by 1 unit.
Mathematics. Introduction to the concept of "Cylinder"
Target: Count within 10. Introduction to the concept of "Cylinder".
Materials for each child: Cards with numbers. On each table: A rubber turnip or a heavy object, a set of unsharpened pencils. For the teacher: cylindrical objects: sausage, pencils, jars, glue sticks, etc.
The teacher places cylindrical objects on the table: a glass, a sausage, a cylinder hat, a cylindrical jar, a glue stick, etc.
- Guys, what do all these items have in common? (All of these items have a similar shape.)
If children find it difficult to answer, you can ask guiding questions:
- Maybe the objects are made of the same material? Maybe they are the same color? Size? Forms? When the children answer the question, the adult summarizes:
- This shape is called a cylinder, and objects of this shape are called cylindrical. The word "cylinder" in ancient Greek meant a roller that could be rolled along the ground.
The teacher gives the children cylinders and invites them to roll them on the table or on the floor. Children make sure that the cylinders roll.
- In the old days, when there were no cars or cranes, people used cylinders to move heavy objects. So the grandfather and woman, when they pulled out the turnip, realized that they wouldn’t be able to carry it home themselves.
- We need cylinders! - said the grandfather.
- Where can we find them? – the grandmother was surprised.
- Let's cut down a few trees, take their trunks - and we'll get cylinders!
So they did. They cut down several trees, cleared them of branches, and got cylinders. Let's imagine that pencils are peeled tree trunks. (Children receive a set of unsharpened round pencils (“tree trunks”) and rubber turnips (or other “heavy” objects). Think about how you can use cylinders to move a turnip or any other heavy load from one end of the table to the other?
Children express their suggestions, the adult helps to come to the idea that the turnip is placed on top of the pencils, the pencils roll, moving a heavy object. Children try to do this in practice.
Mathematics. Examples
Target: development of thinking operations.
Material: worksheet.
Fill in the missing characters to make the examples correct.
Development of attention Cups
Target: development of attention properties.
Materials: worksheet, pencils.
Find all the cups in the picture.
How many cups did you find?
Speech development. Writing options for the ending of a fairy tale
Target: development of thinking, speech, fantasy.
Materials: No.
The teacher asks one of the children to tell the fairy tale “Ryaba Hen”.
- Guys, are you sorry that the mouse broke the golden egg and upset grandma and grandpa? (Yes).(Answer options.) The teacher encourages children to imagine with leading questions. If the children are silent, the adult himself begins to fantasize out loud, involving the children in the discussion:
- Or maybe it could have been different? The egg might not have broken, what do you think? (It could). Let's come up with a different ending for this fairy tale - where the egg didn't break. How could this happen?
Options for continuing the tale:
1. "... the mouse ran, waved its tail, the egg fell, but did not break, because it had a strong shell and it fell on the straw. The grandfather and woman realized that this egg did not break, they went to the chicken and said: take it , chicken, your egg back - we can’t do anything with it.” The hen took her golden egg and hatched out of it a chicken - not an ordinary one, but a golden one! The chicken grew by leaps and bounds, and soon became a golden cockerel who could make wishes come true..."
2. – How else could this fairy tale end? "... The mouse ran, waved its tail, the egg fell and broke... Then the hen laid them another golden egg. The old people took it, broke it, the grandmother kneaded the dough and baked Kolobok. And they sold the golden shells and bought a fur coat for the grandmother, and a fur coat for the grandfather a hat for the winter." Etc.
Then - summing up:
- Guys, which ending did you like the most - the one that was or one of the ones we came up with? Why?
Development of thinking. What's extra?
Target: development of mental actions of analysis-synthesis, generalization
1. Wolf, fox, bear, rabbit.
2. Lynx, wild boar, hare, elk.
3. Panther, leopard, tiger, bear.
4. Lion, buffalo, giraffe, donkey.
5. Wolf, hedgehog, eagle, fox.
Preparing your hand for writing. Copying by cells. Dog
Target: development of grapho-motor functions.
Material: worksheet.
Copy the dog in cells.
Drawing with paints. Bear
Target: development of graphic functions. Development of creative thinking, imagination, development of the basics of modeling, consolidation of ideas about geometric shapes (circle, oval, semicircle). Development of the ability to work with paints using the “dipping” technique.
Materials: sheet of paper, brown gouache paint, brush, glass of water, napkin, pencil, finished sample.
- Let's draw a bear using only circles, ovals and semicircles.
- What should you draw for the bear? (Head, torso, paws). That's right, how many paws does a bear have? (Four paws).
- Thank you. So, I draw on the board, and you draw on a piece of paper.
- First you need to draw a large vertical oval. The result is the body of a bear.
- Then you need to draw a circle on top. The circle is his head.
- Then we will draw 4 ovals, which will be the paws of the bear.
- Now let's take care of the head. Draw two semicircles on top of the circle - we get... (Ears!)
- Inside the circle, draw a horizontal oval - the muzzle of a bear. Above the oval are three circles: the nose and eyes of the bear. And in the oval itself we will draw a semicircle - we get the mouth of a clubfoot.
Then we will finish the claws on the paws and take brown paint.
- To depict the fur of a bear, you need to apply paint in small increments.
- The bear drawing is ready!
The teacher assigns homework to the children.
Elena Bayborodova
Lesson notes, which took second place in the regional competition “Teacher-Psychologist 2014”, Chelyabinsk
Notes on the topic: “School supplies”
Target: Psychological preparation for schooling of 6-7 year old children.
Educational objectives:
1) Expanding ideas about school, its necessity and social significance through systematization of knowledge about the purpose of school supplies;
2) Expansion and activation of the dictionary on the topic “School supplies”.
Developmental tasks:
1) Formation of educational and cognitive motivation based on the reduction of psycho-emotional stress and the development of mental processes (attention, perception, memory, speech, thinking, fine motor skills).
Educational tasks:
1) Formation of skills of cooperation, interaction, activity, initiative, independence, mutual understanding, goodwill, responsibility in the process of the ability to objectively evaluate one’s work, act according to the teacher’s instructions and take care of school supplies.
Integration of educational areas:“Cognition”, “Communication”, “Work”, “Reading fiction”.
Types of children's activities: Communicative, gaming, motor, cognitive, labor.
Equipment: Recording with music by V. Shainsky “They teach at school.” Ball. A simple pencil, scissors, colored pencils, envelopes (according to the number of children).
Preliminary work: Excursion to the school “Day of Knowledge”. Learning finger gymnastics.
Progress:
1. Organizational moment. Goal: Creating an emotionally positive background.
Children enter the music room to the music of V. Shainsky “They Learn at School” and stand in a semicircle.
Educational psychologist. Hello, dear guys! I suggest you go to the carpet and stand in a circle. Guys, look how many guests we have, greet each other, and then the guests with a slight bow of your head. Today you will learn a lot of new and interesting things.
2. Playing with the ball. Purpose: Report the topic of the lesson, clarify children’s knowledge about school and school supplies. Development of attention, speech, thinking, movement coordination.
The teacher-psychologist picks up the ball.
Teacher-psychologist: I suggest you play ball. To whom I throw the ball and ask a question, he answers the question and throws the ball back: Guys, where do you come with your parents every morning?
Child: Every morning we come to kindergarten with our parents.
Educational psychologist: What do children do in kindergarten?
Child: Children are playing in kindergarten.
Teacher-psychologist: What do children play in kindergarten?
Child: In kindergarten, children play with toys.
Educational psychologist: Which group do you go to?
Child: To the school preparatory group.
Teacher-psychologist: What are you preparing for?
Child: We are preparing to enter school.
Educational psychologist: When will you go to school?
Educational psychologist: That's right, you will go to school in the fall. I know that you dream of becoming schoolchildren, but will you take toys with you?
Child: No, we will leave the toys for the younger children in kindergarten.
Educational psychologist: What should you take to school?
Child: You need to take a notebook, pencil, pen to school...
Teacher-psychologist: How can you call these objects in one word?
Child: School supplies.
Teacher-psychologist: Well done, that’s right! Today we will continue talking about school and school supplies.
3. Game “Guess it!” Goal: Development of auditory attention, speech, thinking, sense of rhyme.
Teacher-psychologist: Let's play the game “Guess it!” I will tell you riddles, whoever guesses it goes to the table.
So, the first riddle (throws the ball to the children one by one):
Black Ivashka-
Wooden shirt.
Where the nose will pass -
He puts a note there.
Child: Pencil.
We love to poke our noses everywhere:
And draw and draw.
We color everything ourselves
Multi-colored noses.
Child: Colored pencils.
Two knives fastened together
They cannot sit still;
Cut and cut
They make things together with us.
Child: Scissors.
Teacher-psychologist: That's right, come to the table. Next riddle:
Now I'm in a cage, now I'm in a line.
Write on them - ka!
You can also draw...
What am I?
Child: Notebook.
Teacher-psychologist: That's right, come to the table. Next riddle:
In a snowy field along the road
My one-legged horse is rushing
And for many, many years
Leaves a blue trail.
Child: Pen.
Teacher-psychologist: Well done, come to the table. Next riddle:
I decided to draw a house, I open mine.
Child: Album.
Teacher-psychologist: Good girl, come to the table. Next riddle:
Suddenly the snake will become straight if you have it in your hands.
Child: Ruler.
Teacher-psychologist: That's right, come to the table. Next riddle:
I carry a new house in my hand.
The doors of the house are locked.
And they live in that house
Books, pens and album.
Child: Briefcase.
Educational psychologist (puts the ball away): I see that you know school supplies well, now I suggest you remember the answer to the first riddle.
Children: Pencil.
4. Finger gymnastics “Pencil”. Goal: development of memory, fine motor skills, coordination of speech with movement.
There are envelopes with a picture of a briefcase on the tables; a simple pencil, colored pencils and scissors - according to the number of children.
Teacher-psychologist: Very good! Take a pencil. I suggest doing finger exercises with a pencil.
1. Sandwiched between fingers
Pencil is terribly happy.
Download it, brothers,
He loves to swing.
Children hold a pencil between their index fingers, resting their fingertips on the tips. Then swing the pencil left and right. The exercise is repeated with all fingers in turn.
2. - We have been spinning with difficulty for a long time
This is a thick log.
You're wrong, this is ours
Thin, light pencil.
Children pinch the ends of the pencil with the thumbs and forefingers of both hands and begin to twist it in one direction and the other. Then the exercise is performed for the thumbs and middle fingers, for the big and ring fingers, for the big and little fingers.
3. Let's fold our palms,
Let's squeeze them a little.
Let's deftly intertwine our fingers,
Hold the pencil tightly.
Children hold a pencil between their palms along their straightened middle fingers. Then they interlace their fingers so that the thumb of the left hand is on top. The upper tip of the pencil is located between the middle finger of the left hand and the index finger of the right. Then they change the position of the fingers. Now the right thumb is on top. The upper tip of the pencil is between the middle finger of the right hand and the index finger of the left hand. Repeat the exercise several times.
5. Exercise: “Shade the briefcase.”
Goal: Development of fine motor skills, attention, orientation on a sheet of paper. Development of composure and accuracy. Encouraging a desire to learn.
Teacher-psychologist: You did a great job! In front of you lies an envelope with a picture of a briefcase; you need to shade the briefcase in a given direction - it is indicated by an arrow. Pay attention to the small pocket of the backpack - the shading must be done from top to bottom, and on the large pocket - the shading looks like a semicircle...
Children do the exercise. The teacher-psychologist plays a recording with music by V. Shainsky “They teach at school.” Pays attention to sitting at tables and how to hold a pencil correctly.
6. Game “Don’t Miss School Supplies.” Goal: Development of the ability to switch attention. Development of mental operations (classification).
Teacher-psychologist: Now go to the carpet and sit in a circle, I suggest you play the following game. I will speak the words. When among the words you come across the name of school supplies or words related to school, clap your hands. Be careful!
Words: ROAD, TIGER, CAR, PENALTY CASE, AIRPLANE, ERASER, ROSE, SNAKE, OAK, DOLL, MUSHROOM, SCHOOL, DIARY, CHAMOMILE, FRAME, HOUSE, RASPBERRY, TEACHER, DIESEL LOGO, ANT, DECATER, PEN, NAIL, MUSEUM, THEATER, GAME, NOTEBOOK, SPARROW, DESK, POINTER, PALM THREE, TENT, CINEMA, KANGAROO, PENCIL, HOCKEY, CITY, DOG, BANANA, TEXTBOOK, JUG, MILK, FELT-TIME PINTER, FOREST, TEREMOK, COMPASSES, PINE, ROAD, BOOK, ART, MUSIC, DIARY, DANDELION, RULER...
Teacher-psychologist: Well done! You are very attentive! Let's go back to our desks.
7. Game “What’s hidden in the briefcase?” Goal: Development of visual attention and perception, visual gnosis, fine motor skills. Development of composure and accuracy. Encouraging a desire to learn.
Educational psychologist: Look in the briefcase (envelope, look at the card carefully. I suggest putting things in order in your briefcase - circle one (you like) school subject. Then I suggest coloring it, cutting it out and putting it neatly in the briefcase.
The teacher-psychologist plays a recording with music by V. Shainsky “They teach at school.” Pays attention to sitting at tables and how to hold a pencil correctly. Children complete the task, then put the cut out school object into a briefcase.
Teacher-psychologist: Well done guys! You did it quickly and neatly!
8. Finger gymnastics “To school”. Goal: Development of speech, fine motor skills, coordination of speech with movement.
Teacher-psychologist: Guys! I propose to perform finger gymnastics “To school”.
I'll go to school in the fall.
I'll find friends there
(Children “walk” their fingers on the table.)
(Bend one finger on both hands.)
I will be such a scientist!
But I won’t forget my kindergarten.
(They threaten with the index finger of their right hand.)
9. End of class. Goal: The result of the activity.
Teacher-psychologist: I suggest you take your briefcase and go to the carpet in a circle. Now that our briefcase is in order, we can safely continue to prepare for school. It's time to return to your group. In kindergarten we play a lot, draw, and sculpt. You'll be going to school soon. What will you learn there?
Children take turns saying: At school I will learn to write (read, count, think, tell, work, run, jump, solve, help, speak English, etc.).
The teacher-psychologist and the children say goodbye: We are great!
Educational psychologist: The house is on the street
The kids hurry to him.
Carrying notebooks and books
Girls and boys.
Natalya Bazhitova
Assignment from a speech therapist to a teacher of a speech therapy preparatory group for school on the lexical topic “School supplies”
September – 1 week.
Topic of the week: "Hello, kindergarten".
Lexical topic: "Day of Knowledge" (School, school supplies.) .
(Preparatory group for school.)
Program content: activate in speech words related to topic« School» ; introduce children to school supplies, teach them to compare, generalize objects and highlight characteristic features; study the professions of employees schools.
Introduce into active speech.
Nouns: school, desk, September 1, backpack, notebook, textbook, pen, pencil, album, ruler, eraser, paints, board, pencil case, pointer, chalk, etc.
Adjectives:
Verbs:
Group assignments.
1. Articulation gymnastics: complex No. 1.
2. Finger gymnastics: complex No. 1.
3. Breathing exercises: complex No. 1.
4. Gross motor skills (physical minute).
School.
I'm stepping into first grade - that's it.
(Walk in place.)
The grass around is green - that's two.
(Arms bent at the elbows, alternately spread your arms away from you to the sides.)
Look at the form - it's three.
(Run the back of your hand down from your shoulder.)
And four is all right.
(Move your right hand forward, raising your thumb up
Five - I didn’t forget to take anything.
(Knock on the sides with your hands.)
Six – there are pens and notebooks.
(Bend the fingers of your left hand with your right hand.)
Family quite a schoolboy.
(With our right hand we touch our chest with our palm.)
Eight – let’s discard laziness.
(Hands move away from you.)
Nine - believe in the best.
(Raise your hands up, raise your eyes up.)
Ten – September is a great month.
(Spread your arms to the sides.)
5. Tasks on the development of phonetic-phonemic hearing and perception.
A game "Hear and Clap".
Progress of the game. An adult pronounces a series of words, a child with his eyes closed, having heard a word according to a given topic, claps his hands.
6. Lexical development tasks-grammatical structure of speech.
7. Tasks on the development of coherent speech.
Sources:
1. Internet.
2. Teach me to speak correctly! Comprehensive methodology for preparing a child for school. – St. Petersburg: Publishing House "Litera", 2015. 208 p.: ill. – (Series "Lessons speech therapist» ).
Publications on the topic:
Homework for children of the senior group on the lexical topic “Professions in construction” TOPIC "Professions in construction." 1. Words to expand your vocabulary: profession, work, construction, architect, engineer, builder, worker.
Homework for children of the senior group on the lexical topic “Spring” TOPIC “Spring” 1. Words to expand vocabulary: spring, thaw, sun, cloud, icicle, drops, thawed patch, willow, puddle, stream.
Homework for children of the senior group on the lexical topic “House plants” TOPIC “Indoor plants” 1. Words to expand vocabulary: plant, cactus, rosean, crassula, saxifrage, coleus, clivia, geranium.
Homework on the lexical topic “Professions. Seamstress" TOPIC “Professions. Seamstress" 1. Words to expand vocabulary: profession, work, atelier, factory, seamstress, dressmaker, clothes, fabric, button.
From the experience of working with older preschoolers in a speech therapy group on the lexical topic “Pets” From the experience of working with older preschoolers in a speech therapy group on the lexical topic “Pets.” During the preliminary work on.
Summary of a speech therapy lesson in the preparatory group “School supplies” Topic: “School supplies” Purpose: to expand and activate the vocabulary on the topic being studied; systematize knowledge on the topic; exercise.
Lexical topic:
"School. School supplies"
Task 1. Riddles.
In a snowy field along the road
My one-legged horse is rushing
And for many, many years
Leaves a black mark.
(Pen)
If you sharpen it,
You can draw whatever you want!
Sun, mountains, sea, beach
What is this…?
(Pencil)
You talk more often with her
You will become four times smarter
(Book)
In black and white
They write every now and then.
Rub with a rag -
Blank page.
(Blackboard)
Task 2. Game “No what?”
Textbook - no what? – textbook
Notebook - no what? – notebooks
Pencil case - what's missing? – pencil case
Pen - missing something? – pens
Pencils - what's missing? – pencils
Task 3. Game “Pick a sign”
What portfolio? – beautiful, big, leather...
What kind of notebook? -...
What pencil case? -...
What kind of handle? -...
What school? -...
What student? -...
Task 4. Game “Correct the mistake”
I have a briefcase.
I don't have a notebook.
I forgot my ruler at home.
I write pens.
I draw in an album.
Task 5. Proverbs
Learning is the path to skill.
Learning is light, ignorance is darkness.
Task 6. Game “Giants - Dwarves”
Giants have briefcases, gnomes have briefcases
Giants have books, gnomes have little books
Giants have pencils, gnomes have pencils
Giants have hands like gnomes...
The giants have lines - the gnomes...
Task 7. Verse to memorize
Reader.
There is no need to pester your mother,
No need to shake grandma:
“Please read it! Read it!”
No need to beg your sister
“Well, read another page!”
No need to call, no need to wait,
V. Berestov
Svetlana Glushchenko
Material on working with children on the lexical topic “School. School supplies"
Subject dictionary: Class, desk, board, lesson, schedule, objects, mathematics, writing, reading, drawing, physical education, uniform, student, student, chalk, teacher, female teacher, head teacher, principal, textbooks, pencil case, pen, pencils, notebook, album, brush, paints, eraser, cardboard, paper, ruler , plasticine, glue, scissors, assessment, pupils, call, change.
Verb dictionary: Study, try, listen, cook, teach, receive, write, count, solve, draw, clean, relax.
Dictionary of signs: Younger, older, diligent, assiduous, neat, attentive, preparatory, first, good, bad, mischievous, funny, smart
Finger game "Recess".
Change! Change! Rhythmic clenching and unclenching of fists on both hands.
Take a good rest: Movements with relaxed hands up and down.
You can run and make noise,
Dance and sing songs,
Alternately bending the fingers of both hands into fists.
You can sit down and be silent, your fingers form "lock".
Just - mind you! – you can’t be bored! Movements of the index fingers of both hands left and right.
Improvisation of movements in accordance with the text.
"IN school» .
Coming soon we'll go to school,
And we'll take the briefcase with us.
We will write with pens.
Do physical exercise,
On "Great" try everything!
A game "Giants - Dwarfs"
Goals: form the grammatical structure of speech, teach the use of diminutive suffixes.
Progress of the game. The teacher informs the children that everyone goes to school. Dwarfs and giants also went to school.
For example:
Giants have big briefcases, and gnomes have small briefcases.
Giants have big books, and gnomes have small books.
Giants have big pencils, and gnomes have small ones.
Giants have large notebooks, and gnomes have small ones.
Giants have large rulers, and gnomes have small ones.
Giants have big hands, and gnomes have small hands.
Giants have large hands, and gnomes have small hands.
"Correct the sentence"- learn to compose correctly offer:
Lena to go school.
Natasha carry the briefcase.
The boy has a lesson to answer.
Girl don't walk school in.
A game "How?"
Goals: form the grammatical structure of speech, teach how to form adverbs from adjectives
Progress of the game. The teacher invites the children to complete the sentences by answering the question "How?"
The boy is a good student, he studies (How). (Fine).
Attentive the girl always listens (How). (attentively) .
Diligent students always do their homework (How). (diligently).
Diligent guys study (How). (diligently).
Anyone who gets excellent grades studies (How). (Great).
A game "Say it the other way around"
Goals: enrich vocabulary, learn to select antonyms.
Progress of the game. The teacher invites the children to continue the sentences with opposite words.
Masha is a neat girl, and Sasha is... (sloppy).
Lida is a diligent student, and Katya is. [lazy].
Zhenya is fat, and Lena is fat. (skinny).
Vitya is strong, and Roma is strong. (weak).
Kolya is brave, and Kostya is. (cowardly).
Dasha is a good student, and Oleg is a good student. (Badly).
Olesya has a new briefcase, and Ira has a new one. (old).
A game "Family"
Goals: enrich vocabulary, learn to select words of the same root to a given one.
Progress of the game. The teacher invites the children to find relatives in given words.
Words: school, book, teach.
A game "Collect the word"
Goals: develop visual attention, improve reading and sound analysis skills of words.
Progress of the game. The task is completed in notebooks. The teacher invites the children to follow where the arrow leads and
put the letters in their places. Children read what word they came up with and perform a sound analysis of it.
Goals: develop auditory attention, thinking, teach coherent monologue statements (interpretation of the riddle).
Progress of the game. The teacher makes a riddle, the children guess. One of the guys explains its meaning. The rest are complementary.
Black Ivashka -
Wooden shirt,
Where the nose leads,
He puts a note there.
(Pencil)
A. Rozhdestvenskaya
What kind of animal is this?
Walks up and down?
Nose stained with paint,
Wooden long tail.
(tassel)
V. Danko
Little birds
Sat in a row
And little words are said. (Letters)
V. Fetisov
On a black field
Jump-jump-
A white bunny is walking. (Board had)
V. Kremnev
I’m ready to reveal my secret to anyone,
But you won't hear a word from her.
(Book)
A. Kostakov
How boring it is, brothers,
Ride on someone else's back!
Someone would give me a pair of legs,
I would do a dance like this.
But I can't school. (knapsack).
Text for retelling
BLUE LEAVES
Katya had two green pencils. Lena has none.
So Lena asks Katya:
Give me a green pencil!
And Katya says:
I'll ask my mom.
The next day both girls came to school. Asks
Lena:
Did your mom allow it?
And Katya sighed and said:
Mom allowed it, but I didn’t ask my brother.
Well, did your brother allow it? - Lena asks the next day.
My brother allowed me, but I'm afraid you'll break your pencil.
“I’m careful,” says Lena.
Look, says Katya, don’t fix it, don’t press hard.
Lena looked at her and walked away. I didn't take a pencil. Katya was surprised and ran after her.
Well what are you doing? Take it!
No need,” Lena answers.
During class the teacher asks:
Why, Lenochka, are the leaves on your trees blue?
There is no green pencil.
Why didn't you take it from your girlfriend?
Lena is silent. And Katya blushed and speaks:
I gave it to her, but she doesn’t take it.
The teacher looked at both:
You have to give so that you can take.
According to V. Oseeva
Questions:
Why did Lena ask Katya for a pencil?
What did Katya answer?
What happened the next day? On the third?
Why didn't Lena take the pencil?
What happened in class?
Why did Katya blush?
What did the teacher say to the girls?
Publications on the topic:
Summary of a speech therapy lesson on the development of lexical and grammatical means of the language “School. School supplies" Topic: “School. School supplies." Objectives: Teach children to form the comparative degree of adjectives from adverbs. Activate.
Summary of the speech therapy lesson “School. School supplies" Summary of a speech therapy lesson on the topic “School. School supplies" Purpose: to consolidate children's knowledge on the topic "School. School supplies".
Summary of a speech therapy lesson in the preparatory group “School supplies” Topic: “School supplies” Purpose: to expand and activate the vocabulary on the topic being studied; systematize knowledge on the topic; exercise.
Summary of GCD in the preparatory group "School supplies" Teacher of the 1st qualification category Tatyana Aleksandrovna Muratova. Target. Continue to develop children's ability to write descriptive writing.