Lesson summary for the preparatory school group “Getting to know the school. Notes on speech development in the preparatory group Painting for Ushakova’s school for the preparatory group
The book is dedicated to the development of children's speech preschool age senior and preparatory school groups. Offered methodological recommendations by organization educational activities. Age-related features of speech development in children aged 5-7 years are considered. The introductory part introduces theoretical foundations programs and methods.
The manual will provide material for classes aimed at developing all aspects of a child’s speech - phonetics, grammar, vocabulary. as well as mastering the basics of coherent monologue speech. The application contains literary material for retelling classes and methods for identifying the level of speech development and methods for monitoring the speech development of children.
Additions have been made to the second edition of the book in accordance with federal requirements for the main program preschool education, links to new demo material.
The book is intended for preschool educational institutions employees, educators and methodologists, students of pedagogical universities and colleges, and parents interested in the development of children's speech.
Development of coherent speech.
When retelling literary works(fairy tales, short stories) the child learns to convey text coherently, consistently and expressively without the help of an adult, to use intonational means of expressiveness in dialogues and to characterize characters.
The ability to independently compose a descriptive or narrative story based on the content of the picture involves displaying the place and time of the action, inventing previous and subsequent events.
Compiling a story based on a series of plot pictures develops in children the ability to develop storyline, come up with a title for the story that matches its content, connect individual sentences and parts of statements into a narrative text.
IN senior group children come up with stories and fairy tales about toys, give their descriptions and characteristics, observing the requirements for composition and expressiveness of speech.
CONTENT
Introduction.
CHARACTERISTICS OF CHILDREN'S SPEECH DEVELOPMENT.
SENIOR GROUP.
The main tasks of the work are on the development of speech of children of the older group.
Vocabulary work.
Formation of the grammatical structure of speech.
Development of coherent speech.
Methodical instructions.
Lesson notes.
Lesson 1. Retelling the fairy tale “The Fox and the Crayfish.”
Lesson 2. Compiling a plot story based on the painting “Cat with Kittens.”
Lesson 3. Talking about personal impressions on the topic “Our toys.”
Lesson 4. Compiling a story using a tongue twister.
Lesson 5. Retelling the story by N. Kalinina “Is this how they play?”
Lesson 6. Compiling a plot story based on the painting “We are playing with cubes. We are building a house."
Lesson 7. Composing stories on the themes of poems.
Lesson 8. Writing a story on a given topic.
Lesson 9. Retelling the story of E. Charushin “Little Foxes”.
Lesson 10. Compiling a story based on the painting “Hedgehogs”.
Lesson 11. Writing a story on the topic “Pet.”
Lesson 12. Compiling a descriptive story about dishes.
Lesson 13. Retelling the story by N. Kalinina “About the Snow Bun.”
Lesson 14. Compiling a story based on the painting “The River Froze.”
Lesson 15. Compiling a story on the topic “Games in winter.”
Lesson 16. Composing a story on the topics of tongue twisters.
Lesson 17. Retelling the fairy tale “The Rooster and the Dog.”
Lesson 18. Compiling a story based on the painting “Reindeer”.
Lesson 19. Compiling a descriptive story on the theme “Winter”.
Lesson 20. Introducing the proposal.
Lesson 21. Retelling the fairy tale “The Fox and the Jug.”
Lesson 22. Compiling a story about the painting “Horse with a foal.”
Lesson 23. Compiling a story on the topic “How the chicken got lost.”
Lesson 24. Compiling a story on a given topic.
Lesson 25. Retelling told. Tolstoy "Fire Dogs".
Lesson 26. Compiling a story based on a set of toys.
Lesson 27. Essay on the topic “The Adventures of the Hare.”
Lesson 28. Compiling a story on the proposed topic.
Lesson 29. Retelling the story of Y. Tayia “The Obedient Rain.”
Lesson 30. Compiling a story based on the painting “Hares”.
Lesson 31. Compiling a story on the topic “How Seryozha found the puppy.”
Lesson 32. Retelling the fairy tale by V. Suteev “The Ship”.
SCHOOL PREPARATORY GROUP.
The main tasks of work on the development of speech of children in the preparatory group for school.
Upbringing sound culture speech.
Vocabulary work.
Formation of grammatical structure of speech.
Development of coherent speech.
Methodical instructions.
Techniques for correcting grammatical errors.
Lesson notes.
Lesson 1. Retelling the fairy tale “The Fox and the Goat.”
Lesson 2. Compiling a story based on the painting “To School”.
Lesson 3. Retelling the story by K. Ushinsky “Four Wishes.”
Lesson 4. Compiling a text-argument.
Lesson 5. Retelling the story of V. Bianchi “Bathing the bear cubs.”
Lesson 6. Compiling a story based on paintings on the topic “Pets.”
Lesson 7. Compiling a story based on a series of plot paintings.
Lesson 8. Compiling a story on the topic “Tanya’s first day in kindergarten».
Lesson 9. Composing a text of congratulations.
Lesson 10. Writing a fairy tale on the theme “How the hedgehog rescued the hare.”
Lesson 11. Writing a fairy tale on the theme “The Hare’s Birthday.”
Lesson 12. Writing a story using antonyms.
Lesson 13. Compiling a story based on the painting “Fox with Cubs.”
Lesson 14. Retelling the story of E. Permyak “The First Fish”.
Lesson 15. Compiling a story based on the painting “We are not afraid of frost.”
Lesson 16. Writing a story on the topic “My favorite toy.”
Lesson 17. Retelling the fairy tale “Fear has big eyes.”
Lesson 18. Composing a story on the topic “Four-legged friend.”
Lesson 19. Writing a fairy tale based on the proposed plot.
Jam 20. Compiling a story on the topic “How we play znma at the site.”
Lesson 21. Compiling the story “Bump” based on a series of plot paintings.
Lesson 22. Compiling the story “How the Hedgehog Got into Trouble” based on a series of plot paintings.
Lesson 23. Compiling the story “How the animals went for a walk” based on a series of plot paintings.
Lesson 24. Compiling the story “Mishutka’s birthday” based on a series of plot paintings.
Lesson 25. Compiling a story about animals based on plot pictures.
Lesson 26. Retelling the story by M. Prishvin “The Hedgehog”. Write a story about a topic from personal experience.
Lesson 27. Retelling the fairy tale by L. Tolstoy “The Squirrel and the Wolf.”
Lesson 28. Writing a fairy tale on a given topic.
Lesson 29. Retelling the fairy tale “As it comes around, so it responds.”
Lesson 30. Description of a landscape painting.
Lesson 31. Compiling a story based on the painting “If we were artists.”
Lesson 32. Retelling stories. Prishvin "Golden Meadow".
Lesson 33. Compiling a story based on the paintings “Fox with Cubs”, “Hedgehogs”, “Squirrels”.
Lesson 34. Composing a story on the theme “Cheerful mood.”
APPENDIX 1.
Literary material for retelling classes.
Fox and Cancer (Russian) folk tale).
Is this how they play?
Little foxes.
About the snow bun.
Rooster and Dog (Russian folk tale).
The Fox and the Jug (Russian folk tale).
Fire dogs.
Housewarming of the gnomes.
Obedient rain.
Ship.
About Mr. Trulyalinsky.
The Fox and the Goat (Russian folk tale).
Four wishes.
Bathing bear cubs.
First fish.
Fear has big eyes (Russian folk tale) Hedgehog.
Squirrel and wolf.
As it comes around, so it will respond (Russian folk tale).
Golden meadow.
APPENDIX 2.
Methods for identifying the level of speech development of children.
An associative method for identifying the level of speech development of a preschooler.
Work on the word (based on research by L. Kolunova) Methodology for identifying features of the development of coherent speech in children of senior preschool age (based on research by N. Smolnikova and E. Smirnova).
Identification of the level of coherent speech in storytelling based on a series of plot pictures.
Identification of the influence of the perception of works of painting on the developed speech of older preschool children (based on research by E. Savushkina) Methodology for examining the speech and communicative skills of children of older preschool age.
List of used and recommended literature.
Lesson summary for the preparatory school group “Getting to know school”
Efimova Alla Ivanovna, teacher of GBDOU No. 43, Kolpino St. PetersburgDescription: The material will be of interest to educators and teachers additional education. For children of senior preschool age.
Target: development cognitive abilities.
Tasks:
- expand vocabulary children on the topic “school”;
- develop cognitive processes (elements logical thinking, memory, auditory and visual attention), coherent speech;
- to cultivate in preschoolers a positive emotional attitude towards themselves, towards others and towards school;
- develop independence, the ability to work in a team, and the ability to negotiate.
Preliminary work.
- Memorizing poems, proverbs, asking riddles at school and school supplies.
- Reading fiction, conversations, looking at illustrations on the topic, learning outdoor games.
Materials:
Pictures about school, pictures of schoolchildren, a disk with music about school.
Prizes: chocolate medals.
Progress of the lesson:
Educator: Guys, you are already children of the preparatory group. What does this mean?
Answers.
Educator: That's right, soon you will go to school and will be schoolchildren.
Listen to a poem about school.
What is school
School is a bright house,
We will study in it.
There we will learn to write,
Add and multiply.
We learn a lot at school:
About your beloved land,
About mountains and oceans,
About continents and countries;
And where do the rivers flow?
And what were the Greeks like?
And what kind of seas are there?
And how the Earth rotates.
The school has workshops...
There are countless interesting things to do!
And the call is fun.
That's what "school" means!
Educator: But in order to go to school, you need to find out what you know you can do. Do you think school is different from kindergarten?
Answers.
Educator: What should you do when you enter the classroom?
Answers.
Educator: That's right, and our guys prepared poems.
Child: These wonderful words
Everyone is very happy to hear.
Adults and children grow kinder,
And they rush to smile at everyone.
Child: Meet me, new conversation,
We'll start with "Hello".
A friend suddenly came for lunch -
Let's say "Hello" to him.
Child:“Good evening”, “Good afternoon”,
We are all not too lazy to talk!
“Good morning” we will say
Waking up in the morning, mom.
Educator: Do you think school rules are different from kindergarten rules?
Answers.
Educator: Tell me your address, the address of your kindergarten?
Answers.
Educator: How should you behave at school?
Answers.
Educator: Tell us what you know about the school? How do you know when class starts?
Answers.
Educator: And after the lesson, what do the children do?
Answer.
Educator: That's right, they rest during recess. So I suggest you rest a little.
You can run and make noise (children run in place)
Recess, recess (children stand in a circle, clap their hands)
Take a good rest (children are jumping up and down)
Dance and sing songs (children dance)
You can sit down and be silent (they squat and become quiet)
Just - mind you! You can't be bored! (jump up)
Educator: Who works at the school?
Answers.
Educator: What does the teacher do?
Answers.
Educator: Well, let's go to school and start studying?
Answers.
Educator: Your first task, you have cubes with letters on your tables. Try to put words out of them that are familiar to you.
The children are posting.
Educator: Now tell me the letters that make up the word SCHOOL.
Answers.
Educator: Let's assemble this word from cubes. Each child collects one specific letter (we distribute the letters before work).
Educator: Look, there are pictures on the board, you need to find objects that start with the same letter.
Game: “Find words starting with the letter...”.
Educator: And now everyone stood up together, pricked up their ears and repeated the physical exercise (we repeat the movements according to the text).
We will all stand together now,
Let's all rest at the rest stop.
Turn right, turn left,
Bend over, rise up,
Paws up and paws to the side,
And jump and jump on the spot!
And now we’re skipping.
Well done, my bunnies!
Slow down the bunnies' pace,
And stand still! Like this!
And now we will sit down together:
We still need to work!
Educator: And now I’m reading riddles,
And I’ll count the answers.
- Multi-colored noses
They follow the paper themselves.
Their drawings are good.
What is this? (Pencils)
- He teaches me to read
From the letter A to the letter Z,
It is not an atlas, not a dictionary,
What's his name? (primer)
- It has become a home for little hands.
It's called... (pencil case)
- We sat down at our desks together,
Mouths shut:
During recess we made noise,
And now we have... (lesson)
- Notebooks and pens, textbook, sharpener -
In the evening, collect everything and check it.
After all, you are going to school, not fishing,
Therefore, it must be collected... (briefcase)
- We will open a wonderland,
And we will meet the heroes.
In the lines
On the leaves,
Where are the stations at the points. (book)
Educator: Since you are already future schoolchildren, I want to listen to your short stories on the topic: “From the window, from the window - our school is visible.”
Children write short stories.
Educator: There are houses on the easel, and in each house there is a window, we need to place a figure in this window. You also have houses on your tables with certain figures and windows.
Game: "Find your house."
Educator: Let's play a game "One is many."
I name one object, and you name many objects. For example: pencil - pencils.
Pen - …,
Ruler - …,
Eraser - ...,
Desk -…,
Student - …,
Deuce -...,
Letter -...etc.
Educator: You seem to know the letters and remember your school supplies, but can you count? I offer you some puzzles for your mind.
There is 1 boy sitting at the desk, and 1 girl is sitting next to him. How many children are sitting at a desk?
Answer.
Educator: There were 3 apples, they were divided in half. How many people can apples feed?
Answers.
Educator: We need a red pencil blue and green. How many pencils did we take?
Answer.
Educator: Physical exercise “Soon to school”
We'll be going to school soon (walking)
And we’ll take the briefcase with us (rhythmic clapping)
At school we will read (turn heads to the right, left)
At school we will write (fingers say hello)
And study all the best! (show 5 fingers)
Educator: Let's consolidate the material covered. I ask questions and you answer “Yes” or “No.”
- Do we go to school to play?
- Or get straight A's?
- Shall we sleep during class?
- Or play with dolls?
- Will we offend our friends?
- Will we respect teachers?
- Shall we give the diary to the teacher?
- Will we read every day?
- Shall we rest during the break?
- And we will start studying again?
Educator: I liked the way you worked today. Listen to the poem.
Child: Everyone will say goodbye
When leaving, “Goodbye” to everyone.
It's time for a friend to leave -
We'll say "Bye" to him.
Educator: So we say “Goodbye” to our lesson today, I thank you for the lesson and give everyone medals, although only chocolate ones for now.
Independent activities of children on the topic “School”.
Natalya Yanyshevskaya
Summary of GCD on speech development in preparatory group. Compiling the story “Children go to school” based on the plot picture.
Summary of educational activities for speech development in the preparatory group.
Subject: Writing a story« Children go to school» By plot picture.
Target: teach children make up a story based on a picture.
Tasks:
1. teach children to answer questions based on content paintings, construct speech grammatically correctly.
2. Develop attention, memory.
3. Cultivate children’s interest in writing a story based on a picture.
Equipment: story picture« Children go to school»
Progress of the lesson:
Organizational moment.
IN: Guys, I want to make an interesting wish for you riddle:
I bring the harvest
I am sowing the fields again,
I send birds to the south,
I strip the trees
But I don’t touch the fir trees and pines.
I am a beautiful yellow one.
What do you think this is?
IN: Find picture- the answer to this riddle. ( Pictures of the seasons are hung in different parts group room. Children find a picture - a clue, approach her.) That's right, it's autumn.
IN: How did you guess that it was autumn?
D: The harvest is ripe, the birds are flying to the south, the trees are undressing, the trees except fir-trees and pines are turning yellow.
Main part.
IN: Guys, you and I have a chest where different words live, in which we will collect autumn words. If the sun is shining, the sky is bright, a warm breeze is blowing, rustling yellow leaves, then what words can you say about autumn?
D: Sunny, early, clear, golden.
IN: If the sky is overcast, a cold wind blows, often it's raining, then what words can you say about autumn?
D: Gloomy, rainy, late, cloudy
Well done guys, that's how many autumn words we put in our chest.
The teacher exhibits picture« Children go to school» , offers children carefully consider her and answer questions:
What time of year children begin to study? (autumn)
Guys, who is depicted on picture?
(On picture drawn boy and girl).
How are they dressed? Why?
Why do you think so? (children carry bouquets of flowers)
Who meets children in school?
What mood are the children in?
What trees are drawn on picture?
What kind of sky did the artist depict?
How can you call it picture?
Game "Continue the sentence"
IN: Children, I propose to play a game where I will start a sentence and you will continue it.
School accessories are carried in (briefcase)
They are treated in the hospital, and school....(teach)
Children at school sit at...(desk)
IN school lesson starts after (call)
After class children relax on...(change)
The teacher writes with chalk on (chalkboard)
In the family - children, and in at school they are....(students)
Good and bad marks are given in (diary)
Fizminutka:
Every morning before school
Let's do exercises.
We really like it
Do it in order:
It's fun to walk, it's fun to walk.
Hands up, hands down,
Squat and stand up
Squat and stand up.
Jump and gallop
Jump and gallop.
IN: Guys, it would be great if we tried to come up with
story about that what is shown on picture? At first tell me what happened to the children before they came to school, and then tell us about that what you see on picture.
Don't forget to say:
When did the action take place? What day was it?
Where did it all take place?
What interesting things did they see there?
How it all ended. Boys and girls can be given names.
Children's stories(3 -4 children)
Exemplary story
It was a clear, sunny September day. Misha got up very early because he was afraid of being late. He had prepared his briefcase and notebooks in the evening. In the yard he saw Katya with flowers, and they went together to school. On the way, they looked at the bright yellow leaves on the trees, beautiful fluffy clouds in the sky. Near schools they met smart and cheerful children who were also in a hurry to meet the teacher. When classes ended, Katya and Misha returned home in a good mood.
Exercise "Guess it - ka" Children, now I will name correct and incorrect information about school. If the sentence is correct, clap your hands. If a sentence is wrong, correct it.
Study in school is very easy.
IN school there are always a lot of toys.
IN go to school until old age.
All children don't want to go to school.
Students in school is studied at night.
Students carry bricks in their briefcases.
Children write in a notebook with a pen.
The best mark in school - two points.
The final part.
Lesson Analysis:
IN: Guys, please tell me what we talked about in class today? What new have you learned?
Children's answers.
IN: Guys, I liked the way you worked on class: listened carefully, thought, answered complete sentences. Well done! I also want to mention the guys who made it interesting story.
Compiling a descriptive story on the theme “Winter” in the preparatory group of a kindergarten
Zinaida Arkadyevna Startseva, teacher of MBDOU “Kindergarten No. 40”, Maysky settlement, Perm Territory
Description: The GCD summary is intended for working with children of senior preschool age. This development will be of interest to preschool teachers for conducting discussions on winter topics. The abstract can be used for work in full or in fragments.
GCD speech and speech communication
Educational areas: speech development, cognitive development, social and communicative development, artistic and aesthetic development.
Subject: Compiling a descriptive story on the theme “Winter”.
Target: development of creative storytelling skills.
Tasks:
1. To develop children’s ability to use figurative words and expressions when composing a descriptive story, relying on previously acquired knowledge and ideas.
2. Help improve children’s monologue speech skills.
3. Create conditions for the development of children’s skills to select definitions for given words.
4. Improve the ability to compose a sentence in the game “Living Words”.
5. Foster love for native nature.
Preliminary work:
viewing paintings and illustrations on the theme “Winter”,
view slides by topic of the lesson,
drawing, application on the theme “Winter”
observing winter phenomena while walking,
conversations about bird food, making feeders, treating feathered friends, bird watching;
excursion to the winter forest,
experimenting with water, snow and ice,
reading stories about winter,
repetition of riddles, proverbs, folk signs about winter.
Materials and equipment:
exhibition of reproductions of paintings by I. I. Shishkin “Winter”, “Winter in the Forest” (“Rime”), V. G. Tsyplakov “Frost and Sun”;
exhibition of illustrations on the theme “Winter Nature”;
schemes for composing a story (several options);
tape recorder, audio recording Classics for kids A. Vivaldi “The Seasons. Winter. February";
small fluffy snowflake, hare and squirrel toys;
notepad and pen for writing down stories.
Progress of the lesson:
Educator: Children, I suggest you listen to music for a few minutes, then each of you will express your opinion: what does the music tell you about, what did you hear in the sounds of music.
Children's answers: winter, wind, blizzard, snow swirling...
Educator: That’s right, this work is called “Seasons - Winter - February”, the composer Antonio Vivaldi wrote winter music.
A lot of magical music, beautiful paintings and poems have been written about winter. I invite you to read and play one of the poems of the Russian poet Ivan Surikov.
White snow, fluffy - “flashlights” - rotation with hands
Spinning in the air
And the ground is quiet - “flashlights” - slowly rotating your hands, lower them down
Falls, lies down.
And in the morning snow - arms forward, palms down, “smoothing” the field in front of us
The field turned white
Like a veil
Everything dressed him.
Dark forest with a hat - raise your arms up, fold them over your head in a triangle
Covered up weird
And fell asleep under her - palms under the cheek, eyes closed
Strong, unstoppable...
The days have become shorter - arms in front of you, palms slightly apart
The sun shines little - fingers are opened like a fan (sun), hands are raised up and quickly lowered
The frosts are here - we walk energetically in place
And winter has come - “welcome”: we stretch our arms forward with open palms up
(for each line, children depict with their hands what is said in the poem, you can improvise)
Educator: Today we will come up with beautiful stories about winter. Let's clarify how winter differs from other seasons?
Children's answers: It's cold in winter, there are snowdrifts, the trees are bare, the days are short and gloomy, it snows often...
Educator: What happens to water in rivers, lakes and ponds during frosts?
Children's answers: the water turns into thick transparent ice, the rivers freeze, covered with snow and ice...
Educator: What words can you use to describe the weather in winter?
Children's answers: cold, frosty, snowy, blizzard, blizzard, windy, sunny, cloudy...
Educator: How do trees fare in winter?
Children's answers: the trees are sad, hiding from the frost in snow coats and hats, sleeping under the snow, covered with snow, resting...
Educator: How do birds and animals live in winter?
Children's answers: Birds and animals are cold in the deep frost, animals get food for themselves, move a lot... Birds must be fed.
Educator: You are right, people say: “Cold is not as terrible for birds as hunger.”
Snow covers the grass and bushes with a thick blanket, which “treat” the birds with their seeds, so many birds move closer to human habitation in search of food. Well done, don’t forget to bring seeds and cereals for the birds.
Educator: takes out a snowflake, which she previously hid so that the children would not immediately notice it. Oh, look, snowflake, she probably wants us to whisper a word to her. I suggest whispering a word to the snowflake about what kind of snow it is. Let me start? My word: sparkling. I pass the snowflake to you, and you to each other.
Children whisper words to a snowflake: cold, shiny, fluffy, wet, sticky, soft, hard, loose, different, crispy, white, colorful under the sun...
Educator: Oh, what clever people, how many snowy words they named, may the snowflake remain with us. And I suggest you get up and “walk in the snow.” Imagine: the snow has just fallen deep, soft fluffy, we are walking through the snowdrifts. Is it easy to go? Happy or sad? (children's answers)
Educator: The weather has changed, the sky is clear, the sun is out, the frost has hit, we are walking along the cleared paths, can you imagine? What do you hear when you walk through the snow in clear frosty weather?
Children's answers: the snow crunches, creaks, “sings” a song...
Educator: What words would you like to use to describe winter, what is it like?
Children's answers: snowy, frosty, cold, blizzard, beautiful, sparkling, brilliant, sad, sad, cheerful, long, boring...
Educator: They said a lot of different beautiful words about winter, about winter weather. Let's try to figure it out interesting stories. Who needs help, take a hint (diagram).
Anyone who wants to compose a story without prompting, I wish everyone success. Mandatory condition: in the story, describe what the weather is like, what the sun is like, what kind of wind, what kind of snow. Use in your stories the words that we have chosen when talking about snow, weather, winter.
Look what I have?
Children's answers: notepad, pen.
In a beautiful notebook with a beautiful pen I will record your beautiful stories. The most best stories We’ll print them, draw pictures for them and put them in a book for parents, so that moms and dads can see how much you can do and how talented you are.
Children make up stories: one child tells, the rest listen, if necessary, help, suggest beautiful words. If the stories are long, listen to 2-3 children.
Dynamic pause"Winter"
It's winter outside - we spread our arms to the sides
Wow, it's getting colder – we stroke ourselves, “tremble”
We need much warmer clothes - we shake our index finger
Whose mittens? - hands forward, stroke
My! - hands towards you
Whose hat? - hands to head
My! - hands towards you
Whose scarf? - hands to neck
My! - hands towards you
Let's go for a walk with you soon - we find a couple and walk, “walk” around the group
It's good to walk in winter
Peace and quiet in the winter forest
And it's time for us to return home.
Educator: let's return to our seats, the next one awaits us game "Give me a word".
You named a lot different words about winter and snow. Listen and try to guess what I will talk about: snowy, cold, frosty, blizzard...
Children's answers: winter, weather.
Educator: sparkling, crispy, cold...
Children's answers: snow, frost.
Educator: northern, icy, strong...
Children's answer: wind.
Educator: huge, fluffy, soft...
Children's answer: snowdrifts.
Educator: thick, transparent, cold...
Children's answer: ice.
Educator: coped well with the tasks. Another friend for you game "Living Words". Can anyone tell me the rules of this game?
Children's answers: the children are given words, the word children stand in order, holding each other's hands.
Educator: Who wants to be a word? Whoever raised his hand first chooses two more comrades to play with.
The teacher “distributes” to the children the words: “trees” are “covered” with “snow”
and suggests constructing a sentence. Next, the teacher asks the inactive child to check whether the living words are formed correctly. The game is played twice. If living words make a mistake, children correct them from the field.
Educator lifts a white napkin, under it are toys a hare and a squirrel
Look, the forest animals are hiding here. How many of you know a tongue twister about these animals?
If the children find it difficult, the teacher reads the tongue twister herself: “White snow, white chalk, a white hare is also white, but the squirrel is not white, it wasn’t even white.”
Next, the teacher calls several children (from among those who were inactive during the lesson) and offers to pronounce the tongue twister slowly, at a moderate pace, quickly.
Educator: The forest guests and the snowflake will stay with us, you can play with them free time. Ahead of us is the design of a book of stories. Children, you brought me joy today with your beautiful stories. I enjoyed playing speech games with you.
What was the most interesting thing for you today? What was the most difficult task? (children's answers)
Educator: Anyone who thinks that he has completed all the tasks today pats himself on the head and says, boys: “I’m great!”, girls: “I’m smart and smart!” Thank you everyone for your work in class.
References:
1. “Classes on speech development in kindergarten,” edited by O. S. Ushakova, . M., “Perfection” 1998
2. Shvaiko G. S. “Games and game exercises for speech development”, M., “Enlightenment” 1988
