Notes

speech development classes

(PREPARATION GROUP)

lesson No. 1

Prepared by:

teacherIqualification category - S.L. Nenasheva

Nefteyugansk, 2017

Lesson 1

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

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

Vocabulary and grammar: learn to select definitions for nouns denoting objects and phenomena of the surrounding world, to find an object based on the named characteristics; when agreeing words, focus on their endings;

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

Material. Pictures of a fox.

Progress of the lesson

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

The teacher expressively tells the fairy tale “The Fox and the Goat.” Asking questions:

- What is this tale about?

- How does it start? ends?

- How is the fox shown in the fairy tale? Why do you think she's cunning? How else is a fox depicted?

- What kind of goat is in the fairy tale? Why do you think he is like this?

- What words and expressions did you like best?

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

3-4 retellings are heard.

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

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

- You told the story interestingly and expressively. Let's think again whatwas goat. What words can you use to describe him? (Slow-witted, stupid, unintelligent, 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 kind of well was it? (Deep, cold, dark, muddy, dirty, narrow.)

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

- What can be called “cold”? (Winter, snowflake, icicle, piece of ice...)

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

When conducting these exercises, the teacher makes sure that the children clearly pronounce endings and correctly agree adjectives with nouns.

The teacher suggests learning a tongue twister about a fox: “The fox runs along the six. Lick the fox, the sand.” The teacher and then the children pronounce the tongue twister loudly, moderately, quietly, in a whisper.

You can give the children the task of coming up with a rhyme for the words “Where have you been, little fox?” (Danced on the lawn; rested under a bush, etc.) Everyone repeats the most successful couplet loudly, quietly, in a whisper.

Lesson 2

Narration based on the painting “To School”

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

dictionary: activate in children’s speech words related to the topics “School”, “Autumn”; learn to compare and generalize, highlight essential features, select precise words to denote a phenomenon;

grammar: learn to select words with the same root for a given word; practice differentiating sounds with andw; Develop intonation expressiveness of speech: learn to give the statement shades of question and joy.

Material. Painting "To school".

Progress of the lesson

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

- What can you call this picture? Give it a name. Whose name do you think is more correct, more interesting? Why?

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

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

- What does schoolchildren have in their briefcases? (Pencil case, notebooks, textbooks...) How can you call all these items in one word? (School supplies.)

- At what time of year do children start learning?

- How do we distinguish autumn from other seasons? What happens only in autumn? (Leaf fall, harvest, birds flying away, etc.)

- In autumn the weather can be different. If the sun is shining and the sky is clear, then what words can be used to describe autumn? (Sunny, golden, clear, early.) If the sky is overcast, a cold wind blows, often it's raining, then what words can you say about autumn? (Late, gloomy, cloudy.)

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

Children come up with a story based on the painting “Autumn”. The teacher first explains:"At first tell what happened to these children before they approached the 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 events that preceded those depicted in the picture, the teacher himself begins the story, and the child continues. The beginning of the story could be like this:

“On a clear, sunny September day, boys and girls were getting ready for school. They had prepared their briefcases and textbooks in the evening. Slava got up very early, he was still afraid of being late. His friend Sasha came after him, and they walked the familiar road to school...”

The teacher gives the task: “Say a sentenceI'll go to school so that it can be clearly heard, it is clearly understood that youglad this, youI want to go to school... Now say this sentence so that it is clear that youyou ask."

Lesson 3

Retelling the story by K. D. Ushinsky “Four Wishes” and telling themes from personal experience

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

grammar: learn in different ways formation of degrees of comparison of adjectives and adverbs;

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

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

Progress of the lesson

The teacher reads the story by K. D. Ushinsky “Four Wishes.”

Asking questions:

- What is this story about?

- Why did Mitya like winter?

- What did he like in the spring?

- What did Mitya remember this summer?

- What words did the boy say about autumn?

- Why is the story called "Four Wishes"?

For a retelling, you can call four children, each will talk about a certain time of 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 this, short and complete” (a story on a topic from personal experience). (There must be at least four stories.)

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

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

“The story says: “Spring has come.” How can you say it differently? - asks the teacher. (It came.) Then he names other sentences and phrases: he ran around to his heart’s content (enough), picked flowers (picked, collected), etc.

Next, children practice selecting antonyms. "If I say a wordbig, then what word will have the opposite meaning? - asks the teacher(small). Then he gives a few more words:good (bad), cold (warm), go (stand), talk (be silent) and etc.

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

Lesson 4

Collective storytelling

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

dictionary: practice selecting definitions for given words.

Material: picture with a hare (hares).

Progress of the lesson

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

- How can you tell about a hare what it is 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 use to describe a hare’s mood? (Cheerful, good, cheerful, sad.)

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

The teacher asks questions:

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

- What are the baby hare called? (Hares.) How can I say it differently? (Bunny, bunnies, bunnies.)

- What types of bunnies are there? (Cheerful, fluffy, fast, nimble, long-eared.)

You should not force children to name a lot of words. The main thing is that the answer must be correct. For example, the child answers: “Long ears.” The teacher confirms the correctness of the answer and asks: “How can this be said in one word?” If necessary, he comes to the rescue: “Long Ears.” (Quick legs -fleet-footed, slanted eyes -cross-eyed etc.) The teacher asks a number of questions:

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

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

- What can you say about a path in the forest? What is she like? (Lesnaya.)

- What is the name of the person who protects the forest and looks after it? (Forester, forester.)

Now let's repeat all the words that we remembered and named. That’s how many different words you named,” the teacher summarizes, “forest, forest, little forest, forester, forester. In all these words the same part is heard - forest, and all of them are somehow connected in meaning with the forest.

- river! (River, river, river.)

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

- How can you say something kind about a river? (Rechenka.)

- What is the sand on the river called? (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 problem: the letter got caught in the rain and got wet. Some words are impossible to read. Let's help the bunny read the letter. Listen carefully and in those places where the lines are blurred, suggest what could be written there.”

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

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

The teacher takes dictation and writes down the text of the letter along with any additions. The most suitable and correct options are jointly selected.

At the end of the lesson, the letter is read in its entirety with additions suggested by the children. The teacher asks several children to retell the letter.

Lesson 5

Retelling of V. Bianchi’s story “Bathing Bear Cubs”

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

dictionary: practice selecting synonyms and antonyms for adjectives and verbs;

sound culture of speech: clarify and consolidate the correct pronunciation of soundsh Andand, learn to differentiate them in words, pronounce a tongue twister with these sounds at different tempos: fast, moderate, slow.

Progress of the lesson

The teacher reads V. Bianchi’s story “Bathing Bear Cubs.” Asking questions:

- What is the author talking about in this work?

- What interested you in the story? What were your favorite moments?

- What expressions and words do you remember and like 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 will retell the second. The rest of the children are asked to listen carefully to the storytellers (for later assessment). Four retellings are heard.

The teacher addresses the children:

“The cubs bathed and went for a walk in the forest. But how different they were! The first bear is lively and cheerful. He really loved to play. He climbed a tree and smelled honey. I was delighted, climbed down from the tree - and went to my mother! What kind of bear was he, how can you say about him? (Cheerful.) Match the wordfunny words that are close in meaning (joyful, lively...).

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

- The other little bear also loved to play. But he was very slow. And something was always happening to him. As soon as he approached the tree, he was stung by a bee. He became completely ill. And he also went to his mother. What was the second bear? Match the wordfunny words with opposite meanings (sad, boring, sad...).

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

The teacher highlights in a word with his voicelittle bear soundand and asks what sound was highlighted.

- What other animals have the sound z, s in their names? (Crane, beetle, toad...)

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

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

Then the teacher says a tongue twister: “The hedgehog is lying by the Christmas tree, the hedgehog has needles.”

Some children repeat the tongue twister quickly, several people repeat it at a moderate pace; those who do not yet pronounce the sound clearly enoughand,- at a slightly slower pace.

Lesson 6

Storytelling based on paintings from the series “Pets”

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

grammar and vocabulary: practice using 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: practice selecting words that are similar in sound and rhythm, pronouncing them at different tempos and with different voice strengths.

Material. Paintings from the series “Pets”; “Horse with a foal”, “Cow with a calf”, “Goat with a kid”, “Pig with a piglet”.

Progress of the lesson

The teacher displays four paintings on the stand. Offers to give a title to each picture. Children come up with names and together 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. A pig... A goat...

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

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

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

- If the calf long legs, then how can you call it in one word? (Long-legged.) If he has big eyes, he's... 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 paintings. Children not only talk about what is drawn, but also invent previous and subsequent events. While the child is talking, the others carefully follow the development of the plot and its correct construction.

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

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

- Foal, where have you been? (I was jumping down the street.)

- Where have you been, calf? (I ran after my mother.)

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

Lesson 7

Story on the topic “Tanya’s first day in kindergarten” garden"

Tasks.Connected speech: exercise children in composing a story according to the plan proposed by the teacher, teach them to build a plot independently;

grammar: practice forming the genitive plural of nouns; practice word formation;

sound culture of speech: practice differentiating soundsts Andh; practice clear diction.

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

Progress of the lesson

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

- Tanya only prepared a scarf. What is she missing? (Socks, knee socks, leggings, boots...)

- Tanya was still small and didn’t know very well where things should be put. Let's help her.

- Bread is placed... in the bread bin, sugar... in the sugar bowl, candy... in the candy bowl, soap... in the soap dish, napkins... in the napkin holder, egg... in the egg cup, butter... in oil dish, salt is poured... into the salt shaker.

- Then Tanya was shown pictures of animals, but she didn’t know very well what their cubs were called. Let's all help her name the babies correctly. Who's eggs? (Hares.) At the wolf? (Wolf cubs.) The rabbit? (Little rabbits.)Usquirrels? (Squirrels.) At the jackdaw? (Galchata.)

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

If the task of composing a story turns out to be difficult for children, the teacher begins himself: describes the girl’s mood, appearance group room. After two or three stories, a rating is given. The teacher makes sure that, when analyzing stories, children construct sentences correctly and note interesting content.

Then a collective story is compiled: several childrenIeach one takes turns telling his part, having previously agreed on who will start, who will continue, etc.

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

Note. When training children in the formation of the genitive case form of nouns, you should ensure that the child names each word in the nominative case and repeats it repeatedly in the oblique case. In word formation exercises, children immediately name simple forms that are easy for them, and the teacher names difficult ones first.

Lesson 8

Talking about a given topic

Tasks.Connected speech: teach to compose short story on a given topic,

sound culture of speech: reinforce the correct pronunciation of soundsWith Andw, to teach children to differentiate these sounds by ear and in pronunciation, to clearly and distinctly pronounce words and phrases rich in these sounds at different volumes and speeds, to 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).

Xod of classes

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

Then the teacher gives the children paired pictures: sleigh - hat, fur coat - plane, checkers - boots, table - shower, cat - fox, dog - frog, etc. (the same pictures can be repeated in different children; you should not give words with sound with" for example,titmouse and etc.). Offers to turn over reverse side up pictures with s in their titles. Walks through the rows and checks that the task is completed correctly. Several children are asked which pictures they did not turn over, left open, and asks to name the objects that are depicted there. Then asks those whose picture names begin with a sound to raise their handsw. Children take turns naming pictures (hat, checkers, fur coat, etc.). The others listen carefully and correct the mistakes of their comrades.

Next, the teacher suggests that those children who have pictures with sound first raise their handsw in the middle of the word, and then for those who have pictures with soundw at the end of a word. The same with pictures and sound. (Preliminarily, the teacher suggests turning the pictures with sound face downw and leave open pictures with soundWith.)

The teacher tells riddles. Children must, without saying the answer out loud, say what sound is in this word - s orw.

Red-haired, with a fluffy tail.

Lives in the forest under a bush.

(Fox.)

The sisters are standing in the field:

Yellow peephole.

White eyelashes,

(Daisies.)

Small, gray

Lives under the floor

At night it scratches.

(Mouse.)

If I see dust, I will grumble,

I'll growl and swallow.

(Vacuum cleaner.)

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

Next, the children complete the task of coming up with a short story on the theme “The cat laughs, but the mouse tears.”

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

“One morning the rabbits Luga and Luga left the house. They wanted to take a walk through the forest, find out who lived there, and see if there was a river nearby to fish. Luga took with him something that has a sound in its nameO (bucket), and Luga took with him something that has the sound in its nameat (fishing rod),

- The bunnies walked and walked and came 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 soundu. Who is this? (The snake.) The hares greeted the snake and moved on. Soon they went to the river and began to fish. First they pulled me out big fish, in the name of which there is a sound with (catfish), then smaller fish began to come across, in its name the sound is heardsch. Who guessed it? (Bream, pike...)

- At home, the mother hare and father hare fed the kids a delicious lunch. Sounds were heard in the names of the dishess, sch. What dishes were these? And then the kids got toys: Luga got a toy with a sound in its nameTo. What kind of toy is this, children? (Doll.) And Luga received a toy with soundw In the title. What kind of toy is this? (Car.)

- Now tell us about the bunnies, how they got ready for a walk, who they met, how they relaxed at home,” says the teacher.

Children can tell stories in groups of three.

Lesson 9

Inventing a fairy tale on the theme “How the hedgehog rescued the hare”

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

grammar: learn to select words with the same root;

dictionary: learn to select synonyms; cultivate sensitivity to the semantic nuances of words; learn to select antonyms; help to learn the meanings of polysemantic words;

sound culture of speech: learn to regulate the strength of your voice.

Progress of the lesson

The teacher asks riddles:

What kind of forest animal

Stood up like a post under a pine tree

And stands among the grass,

Are your ears bigger than your head?

Angry touchy-feely

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 he needs them, what other needles there are.

- Where do the hedgehog and the hare live? (In the forest.)

- What words can be formed from the wordforest? (Little forest, forest, forest, forester, forester.) If there is 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 do you call a person who works in the forest? (Forester.)

- What is the name of the fairy-tale man who lives in the forest? (Lesovichok.)

- Now repeat the words that you remembered and named.

- The hedgehog was brave, but what kind of hare was it? (Cowardly.) Now serv-| Work carefully, the task will be difficult.

- Harecowardly. How can I say it differently? Choose words that are close in meaning to the wordcowardly (fearful, fearful...).

- Brave hedgehog. Choose words that are close in meaning to the wordbrave (brave, courageous...).

If children cannot choose synonyms on their own, | The teacher asks: “Are the words similar in meaning:cowardly, fearful, fearful? Yes, they are similar. You can say that the harecowardly? Yes. What about the hare?shy? Yes. These are words that are close in meaning, words that are friends.”

- Today we will come up with a fairy tale about how a hedgehog rescued a hare. Think about what could have happened to the hare and how the hedgehog could have helped his friend. The fairy 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 fairy tale you liked more and why.

And now I will read you the poem “The Farewell Game” by D. Ciardi. You will help me find words in it that have opposite meanings.

I'll tell youI wordhigh,

And you will answer... (low).

I'll say the wordfar,

And you will answer... (close).

I'll tell you a wordcoward,

You will answer... (brave man).

Nowthe beginning I I'll say -

Well, answer... (end).

- “Let’s all say the poem together again,” the teacher suggests.

Lesson 10

Coming up with a fairy tale on the theme “The Hare’s Birthday”

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

grammar: practice forming the accusative plural form of nouns;

sound culture of speech: practice clearly pronouncing nursery rhymes, distinguishing rhythm, tempo of speech and voice strength.

Progress of the lesson

The teacher addresses the children:

- Last time you came up with an interesting fairy tale about a hedgehog and a hare. Yesterday was the hare's birthday. At the hare's birthday party, forest animals played, danced, and guessed riddles about what they saw in the forest and field. The hedgehog asked the following riddle: “I saw a lot of daisies, cornflowers, and bells. Where have I been? (In field.)

- Each of you can take on the role of any animal. Think about what you will bring as a gift to the hare and what riddles you will tell him and his guests about what you saw, what you didn’t see, what you saw a lot. And the hare and other animals will guess.

When children perform the exercise, the teacher suggests what and who they can name, and develops 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 Hare’s Birthday.”At first tell us who was going to visit the hare, what each of the animals was going to give to the hare.After tell us how the animals congratulated the hare, how they celebrated his birthday, how they played, and asked riddles. The tale should be interesting, short and complete.”

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

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

Preparatory group for school 315

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

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

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

Nomination “Methodological work in preschool educational institutions”

I present a summary of a lesson on speech development on the topic “In Search of the Tree of Wisdom” in preparatory group DOW. The lesson is built using elements of modern educational technologies: individually differentiated training, information and communication technologies, developing didactic aids. The content of the lesson is integrated. Integration various types activity allows you to expand and enrich the structure of the lesson.

To increase motivation to participate in upcoming activities, a problematic situation and videos are used. At each stage of the lesson, visual aids and ICT are selected that stimulate and activate children. Health-saving technologies are used: changing static and dynamic poses, moving games of a speech nature, exercises for the development of fine motor skills of the hands. The lesson is structured using elements of modern educational technologies: individually differentiated training, information and communication technologies, developmental didactic aids.

Target: improve children's oral speech.

Tasks:

Educational:

• Improve children's phonemic awareness: determine the first and last sound in a word, select a word based on the last sound of the previous one;
• Practice the ability to form words with the same root;
• Help to construct a sentence correctly, relying on mnemonic diagrams;
• Consolidate and expand children's vocabulary on the topic “Winter”.

Educational:

• Develop speech, attention, imagination;
• Develop associative thinking;
• Develop visual perception, phonemic hearing;
• Develop fine motor skills of the hands.
• Activate areas of the children’s brain responsible for speech development using Su-Jok therapy.

Educational:

• Cultivate friendly relations towards each other, the desire to speak beautifully and correctly.
• Develop cooperation skills, the ability to negotiate, and independence.
• Create an atmosphere of psychological comfort, instill a feeling of joy in children and motivate them to succeed.

Integration educational areas: “Speech development”, “Cognitive development”, “Socio-communicative development”, “Physical development”, “Artistic and aesthetic development”.

Methodical techniques:

• Verbal (questions, explanation).
• Visual (interactive game, mnemonic diagrams).
• Game (D/i “Snow Heap”, massage of palms and fingers with Su-Jok balls, mobile speech game “Find your house”).
• Practical (writing sentences in pairs).
• Musical accompaniment.

Equipment: Forest scenery, videos, 2 coffee tables, easel, chest, ball of thread, snowdrift, snowflakes, pointer, “Tree of Wisdom”, garland, screen, phonograms, video projector, m/m board, interactive game “Caterpillar”, hoops, gift box, game as a gift for children “ABC + Arithmetic”.

Handouts: mnemonic diagrams, Su-Jok balls and rings, toys, pillows, medallions.

Preliminary work: Getting to know the symbols, making sentences about winter and sketching them using symbols, verbal game “Chain of Words”, exercise “Name a Word” (inventing words starting with a hard (soft) consonant, exercise to select related words for the words “ice”, “forest”, introduction to massage balls and rings Su-Jock, learning words for massage.

Progress of the lesson

Guys, today we have to make an exciting journey to a magical land. It will be waiting for us there fairy tale hero and more interesting surprises. But you can go there only when you are confident in your knowledge and are ready to overcome the difficulties that we will encounter along the way. After all, where we go is full of secrets and miracles! You are ready? (Yes!)

What do you think we can use on our journey? (Children's answers)
- Let's go on a magical transport - a flying carpet.

Laying out the carpet.

Let’s sit down and hold hands tightly and say the magic words: “Crible-crable-boom!” (music simulating flight sounds)

We're flying to wonderland, past blue skies,

1, 2, 3, 4, 5 you can open your eyes

Here we are in a magical land!

“Here the tree of Wisdom grows.
You should know a lot
will help you with this
hero from a Russian fairy tale!

Guys, all walk together,
Don’t lose your knowledge!
When you complete the tasks,
The tree of Wisdom will thank you for your efforts!”

Let’s say our motto so that everything works out for us: “Our motto: - Don’t lose heart! Go through everything and find out everything!”

Baba on the screen-Yaga

B-Y: - I see that brave men have come to us! Why are you so noisy? Or did you want gifts, perhaps from the tree of Wisdom? Ha ha ha! Do you think it's so easy to find this tree? I looked for him myself, but didn’t find him. But I can give you my magic ball to help you. Wherever it goes, we must keep the path there. You will find it... in a chest, under the tree.

We find the chest under the tree and take out the ball.

I wonder where the magic ball will lead us.

The ball rolls towards the interactive whiteboard.

Turn on the game.

The ball led us to the first task: We need to lay out the Caterpillar from words in a chain. To do this, you need to determine the last sound in a given word and select the next picture for it.

Interactive game "Caterpillar".

Video.

B-Y: This is necessary! What wise children are these days! They made a caterpillar out of words!

Our ball rolled
Rolled into a snowdrift!
Stop! Block!
No progress.
There's a game here, give me the answer!

Guys, the ball led us to a snow pile. This snow pile is not simple, but magical, it is not made of snow, but of words that are all similar to the word “snow”

• There is an affectionate word, a small one - zhok.
• There is a long word - snowfall.
• There is a beautiful word, a sign word - snowball (lump).
• There is a word - man, a fairy-tale character - the Snow Maiden.
• There is a word - a figure sculpted from snow - a snowman.
• There is a word for light, fluffy - snowflake.
• There is a word - flower - snowdrop.
• There is a word - bird - bullfinch.

Well done boys! We completed this task too!

You roll, roll a ball,

Su-Jok balls are on the way!

You roll the balls in your hands,

And repeat after me!

Children take 1 ball in their hands.

Su-Jok massage with balls. (children repeat the words and perform actions with the ball in accordance with the text). Children put the balls in place and take 1 massage ring.Massage fingers with an elastic ring. (Children alternately put massage rings on each finger, reciting a finger gymnastics poem).

On screen B-I.

B-Y: I have never seen colored hedgehogs in my life! I only came across forest ones! Follow the ball further!

And our ball rolled on. R fuck, here we are again waiting for a game. The game is called "Find Your House". Let's remember what color indicates a hard consonant? What about a soft consonant? Now, to the music, you will run beautifully with toys on your toes; after the music ends, you must find a house for your toy.

P/i “Find your house”

Musical accompaniment. Video.

You roll, roll, little ball,
Help me one more time.
The scheme must be solved -
Suggestion to read!

Go to the tables and sit in pairs.

I distribute tables.

Look carefully at the table, make a proposal about winter, agree which of you will answer, who is ready, raise your hand.

Working with mnemonic tables in pairs.

On slide B

Me: You really are brave! We were not afraid of difficulties, we completed all the tasks! You are one step away from the Tree of Wisdom! Be careful ! Go ahead boldly!
The ball rolls towards the Tree of Wisdom. The teacher opens the screen and lights a garland on the tree.
So you and I have found the Tree of Wisdom!

For your knowledge and efforts, the Tree of Wisdom rewards you with medals. Take one medal from the Tree and take it for your efforts.
And the Tree also gives each of you a piece of its wisdom - the game “I will become an excellent student.” This game will help you prepare for school and become wiser.

And now it’s time for us to return to kindergarten, everyone go on the magic carpet.

“Let's say together, let's say together,
We need to get to kindergarten!”

Music is playing.

So you and I returned to kindergarten. What tasks did you enjoy doing the most? Who found it difficult on this journey? Which tasks did you find most difficult?

Test

Summary of the lesson on vocabulary work “Friendship and Friends” (second junior group)

Integration of educational areas: “Cognition”, “Communication”, “Socialization”, “Music”, Reading Fiction.

Demonstration material: locomotive, chest, mittens, hare, fox.

Methodological techniques: game situation, physical exercises, reading fiction, reflection.

Vocabulary work: friends, sad, cheerful.

Goal: to develop basic understanding of friendly relationships. Tasks:

1. educational - to form friendly relations in the team, to contribute to the accumulation of experience of friendly relations, a negative attitude towards rudeness.

2. developing - develop colloquial speech children, enrich their vocabulary.

3. educational - to cultivate communication skills, a sense of empathy, positive emotions.

Progress of the lesson.

The children entered the group and greeted the guests. Educator:

Children, what is your mood today?

Show me (smile).

Can we give our mood to someone? (Yes).

Let us give our good mood to the guests (children give smiles).

Children, today I want to offer you a trip on a steam locomotive.

Will you come with me? Everyone get into the trailer.

Song "Locomotive".

Steam locomotive, locomotive

Brand new, shiny,

He drove the wagons

Like it's real.

Who's on the train?

Our kids

Let's go visit.

Educator:

Oh. What's happened? Why did our locomotive stop and the music no longer play? Let's get out of the trailer and take a look.

Oh, who is this? (bunny).

Let's say hello (say hello).

What kind of bunny do you think? (sad, sorrowful).

Why did you decide so? (does not smile).

Who do you think could have offended him? (fox, wolf).

Let's ask him?

What fox?

Bunny, what did she do? (took away the mittens).

Children, can we call them friends? (No).

Why? (offended, took away the mittens).

Who are friends?

Friends are those whom you love, whom you are glad to have, and whom you miss without.

Can we be called friends? (Yes).

Why? (we don’t offend, we share toys).

Game "Good - bad".

Hurting each other is bad

Sharing toys is good

Playing together is good

Quarreling is bad.

Educator:

Guys, can we help the bunny? (Can).

Let's find the fox and return the mittens to the bunny.

Look, there’s a path here, let’s follow it and see where it will lead us?

Physical exercise.

The bunnies walked along the path, raising their legs (they walk, raising their legs high). The tails are pressed (they squat). Paws raised up (arms up). Here is a stream in front of us, the bunnies are jumping, the bunnies are jumping (jumping). Then the bunnies went into the forest and came to visit the little foxes.

A fox is sitting, and in her paws there is a chest.

Forgive me, friends, I won’t offend anyone again (hands over a chest).

Educator:

Here is a wonderful chest,

He is a friend to all the guys.

We all really want

Look, what's there?

Look into the chest and see what's there? (take out gloves).

Oh, all the mittens are mixed up, let's help sort them out.

Game “find a pair” (children find pairs of different sizes, colors, some for a hare made of white fur).

"Find a friend."

Educator:

Guys, we were playing, but we completely forgot about the bunny.

We need to reconcile the bunny and the fox.

Let's go make peace with the little bunny.

Guys, how are we going to reconcile them?

Maybe we can dance for them?

Dance "Let's make peace"

Educator:

The bunny and the little fox have made peace, what can they be called now? (friends).

Are you and I friends too? (Yes).

Let's show everyone how we can be friends (take each other's hands).

And now it’s time for us, the kids are leaving (the children get into the trailer).

Music is playing: the locomotive is humming and the carriages are moving

Chu-chu-chu, chu-chu-chu, I'll take you far.

The children say goodbye and leave.

Summary of the lesson “Preparation for learning to read and write” (senior group)

Topic: Preparing for literacy. “Introduction to the consonant sounds [s], [s’], letter C.”

Goal: to continue familiarization with the consonant sounds [c], and the letter C; reinforce with children the sounds [a], [u], [o], [m], as well as letters. Tasks:

1. Educational - teach children to divide words into syllables, highlight the sound C and determine its place in a word; consolidate the general concept of “wild animals and domestic animals”; learn to select the corresponding sound scheme for a word; introduce children to the stressed vowel sound; teach children to read and form words.

2.Developing - develop the ability to analyze the correct spelling of letters; develop curiosity, attentiveness, intelligence, thinking.

3. Educators - to instill in children an interest in animals; To develop in children the ability to listen carefully to each other.

Material for the lesson. A canvas with letters, houses with vowels and consonants, a pointer, illustrations with images of animals, diagrams of words, workbooks by Astafieva E.O. “We play, read, write” pencils and colored pencils for each child.

Progress of the lesson.

(Children sit in a semicircle)

We know that there are sounds that can be pronounced for a long time and loudly - pulled, while there is nothing in the mouth, there is no obstacle. What are these sounds called? (Vowels [a], [o], [u]).

What are the names of the sounds that are pronounced with the lips, teeth, and tongue? (consonants [m], [x], [s]).

Today we will continue our acquaintance with the sounds [c], and the letter C, which stands for these sounds.

If you put the back of your hand to your throat and pronounce the sound [c], your throat will not tremble. The sound is pronounced dull and is called a dull consonant.

Show me where the deaf consonant lives? It can be pronounced hard (sugar, catfish, Sasha) and softly (hay, Cornflower).

Think of words with sounds [c] and .

Now listen to the riddle:

I ride it until the evening dawn,

But my lazy horse only takes me down the mountain.

And I always walk up the hill myself

And I lead my horse by a rope.

Reading the word "sleigh".

What is the first sound in the word "sleigh"?

Is it a vowel or a consonant?

Prove it. (When we pronounce, teeth and tongue interfere in our mouth, but we cannot pronounce loudly).

How many syllables are in a word? How did you guess? (The word “sleigh” has two vowel sounds [a], [i], which means there are two syllables).

What is the first syllable in the word "sleigh"?

Make up a sentence with this word.

Physical education minute.

One two three four -

We stomp our feet.

One two three four -

We clap our hands.

Stretch your arms wider -

One two three four.

Bend over - three, four

And jump on the spot

On the toe, then on the heel

Five, six - sit down quietly at the tables

(The children sat down at the tables.)

What animals are called domestic? Which ones do you know?

What animals are called wild?

What wild animals live in our Republic of Belarus?

Let's play the game "Who's the odd one out." (pig, cat, fox, dog).

(The fox is superfluous, since it is a wild animal, all the others are domestic).

Now let's play differently. An animal whose name does not have the sound [c] (cat) will be superfluous.

These schemes represent words with different numbers of syllables: two three.

Which scheme does the name of each animal belong to?

Open your workbooks.

See how the word dog is spelled correctly. Place the vowels above the syllable pattern of this word and add stress.

Write the vowels O, A (or I, A) above the diagram for a two-syllable word and determine which word this diagram will refer to: cat or fox. Place emphasis.

The game "Who's the odd one out?" You can also play differently: take into account the number of syllables in a word. (The word dog will be redundant, because it has three syllables, and the rest have two).

Fizminutka

And now the next game “Journey with the letter C”.

The arrows in the picture indicate the path we will take on our journey; If you correctly pronounce the sounds indicated by the letters, you will get words. Important condition you need to drag out the pronounced sound while it “follows” the arrow to the next sound (letter).

Find a diagram that corresponds to the sound composition of this word, write the corresponding word above the diagram, and color in the diagram. (mustache, wasp, itself, catfish, soup, juices).

Summarize the lesson

Summary of the lesson on coherent speech “Visiting a fairy tale” (preparatory group)

The purpose of the lesson: to develop children's speech through composing fairy tales based on illustrations, by name, by a set of toys. Tasks:

1 educational - teach coherently, consistently present the course of an invented fairy tale, using beginnings, repetitions, sayings, endings of Russian folk tales; consolidate the ability to use epithets in speech that characterize characters, use dialogues in speech; continue to teach children to retell a fairy tale in roles, conveying the text accurately, consistently, expressively.

2 developmental - to develop children's creative thinking and imagination when composing fairy tales based on illustrations, plots, the name of the fairy tale, a proverb, a set of toys.

3. Educational - to cultivate the ability to understand the meaning of proverbs.

Preliminary work: reading, telling Russian folk tales; looking at illustrations for fairy tales; watching cartoons on the topic of Russian folk tales; carrying out didactic games: “Find out the fairy tale from the pictures”, “Whose headdress?”, “Which fairy tale is the hero from”, etc.; learning riddles; participation in the Internet competition “My Favorite Fairy Tale”.

Equipment: punch card, audio recording, illustrations in the form of slides, a set of toys, table theater, telephone

Progress of the lesson.

Educator:

Guys, do you know who travelers are? Would you like to become one? Today I invite you to go on a journey, but to find out which one, you need to guess the encrypted word on this punched card. We will guess it based on the first letters of the words you guessed.

The red maiden is sad, she doesn’t like spring.

It’s hard for her in the sun, the poor thing is shedding tears - the Snow Maiden.

Mixed with sour cream, chilled on the window.

Round side, ruddy side, rolled - Kolobok.

The good doctor, Aibolit, will heal, heal, everyone.

She is beautiful and sweet, and her name comes from the word ash? - Cinderella.

The fat man lives on the roof, he flies higher than everyone else - Carlson.

In fairy tales he is always a simpleton, everyone calls him a fool.

But this fairy-tale hero, Ivanushka, will show his mind.

Children complete the task, read the word, decide where they will go on a trip.

WITH

TO

A

Z

TO

AND

Music is playing. Educator:

This music takes us to the wonderful world of fairy tales. We are going on a journey through fairy tales. (slide show)

Who lives in fairy tales?

How does a fairy tale begin?

What words does it end with?

What can be used to make a fairy tale beautiful (songs, sayings, proverbs, sayings)

Guys, what sayings do you know? (slide show)

“The fairy tale is told soon, but the deed is not done soon”;

"No sooner said than done".

Educator:

Do you know a lot of fairy tales? Now let's check: (slide show)

Making riddles for children.

The mouse found a home for itself, the mouse was kind.

In the end, there were many residents in that house.

It didn’t lie on the window, it rolled along the path.

Along the path, walking briskly, the buckets themselves carry water.

The kids opened the door and they all disappeared somewhere.

But the road is long, and the basket is not easy.

I would like to sit on a tree stump and eat a pie.

He pounded and pounded on the plate with his nose.

He didn’t swallow anything and was left with a “nose”.

Educator:

You know fairy tales well. And now you will come up with different fairy tales yourself.

An illustration is exhibited (slide show)

"Fairytale Hut"

Educator:

I have a magic ring in my hands. We will say the words, and whoever has the ring will tell the story.

A child composes a fairy tale based on an illustration.

Educator:

Well done, you came up with a good fairy tale

PHYSICAL MINUTE - “There is a hut in the dark forest”

There is a hut in the dark forest - children are walking

Stands backwards - children turn around

There is an old woman in this hut - They shake a finger

Grandmother Yaga lives - they shake the finger of the other hand

The nose is hooked - pointing with a finger

The eyes are big - they show

Like coals are burning - they shake their heads

Wow, how angry! - running in place

Hair standing on end - hands up

Educator:

An illustration of a forest (slide show) and a set of toys are exhibited: a squirrel, a hedgehog, a bear.

Educator:

We need to come up with a fairy tale based on toys.

Rolled, rolled, a bright ring

It rolled, rolled, off our porch.

Whoever takes the ring will begin a fairy tale.

A child makes up a fairy tale based on toys.

Educator:

Well done. Let's continue our journey. I suggest you come up with a fairy tale

Clear and correct speech is an important component for the formation of a full-fledged personality. After all, a person with remarkably developed speech is not afraid of communication, and also expresses his own thoughts and desires clearly for the people around him. Fuzzy speech often causes a person to develop a large number of complexes and complicates the process of communication and its self-realization.

It should be noted that correct speech of a preschooler is 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 communicating with peers and the formation of self-doubt. Thus, modern parents should start off take care of speech development your child from a very early age. Speech therapists and speech pathologists warn parents that speech impairments in a child will not disappear spontaneously as he grows and develops. If you have identified a delay in speech development or a speech defect in a child, you should immediately seek help from specialists. After all, over time, the data speech problems may worsen and develop into permanent disorders.

Of particular importance for the development of a child’s speech is communication with parents and joint systematic activities with them. For speech development classes to be effective, parents must know the main stages of child speech development.

Stages of speech development in a preschooler

Experts note the following stages of speech development in preschool children:

1. 3-4 years. In this age range, the baby names the shape, color, size and quality of the object. Uses generalizing words: furniture, clothes, tools, vegetables, etc. While looking at a picture or object, he answers the adult’s questions in monosyllables. Can, together with parents, make up 3-4 descriptive sentences based on the illustration. The baby actively retells his favorite fairy tales.
2. 4-5 years. In the process of communication, the child uses adjectives that denote the properties of objects, verbs that characterize labor actions, as well as nouns. He can easily navigate the location of objects, the time of day, and also perfectly describes the mood of people. During this period, the baby 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.
3. 5-6 years. Children in this age range use all parts of speech in the correct form and with exact meaning. In addition, the child coherently and consistently retells literary works small volumes, and also composes small stories on his own. Can easily communicate with adults, asking questions on the topic and answering them correctly.
4. 6-7 years. 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 verbal communication. He can independently and expressively convey the content of the piece he heard. In addition, the child can easily compose from a picture or a series of pictures. coherent story creative nature.

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 identified certain speech formation problems in your child, then systematic classes will help correct the situation.

Activities for the development of speech in preschoolers: game

Every parent must be sure to find time for your child and V easy carry out in a playful manner short classes for speech development. Teachers recommend pursuing the following goals during the lesson:

• 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 connection 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 your baby that will help develop your child’s speech more actively:

Games with different words

This selection of entertaining games will help your child develop speech, teach him 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 based on their external characteristics.

“Choosing adjectives”

This game is very popular among children, regardless of age category. The essence of the game is that parents show the child a toy or 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 complicate the game over time. The child must match the original adjective with actual nouns. For example: “red” - tomato, poppy, rose, apple, etc.

"Who's doing what"

This game helps to enrich your vocabulary with verbs. For the lesson you need to prepare thematic cards. Next, the parent shows the child the card and asks the question: “What can you do with it?” or “Why is this necessary?” It is recommended to complicate the game over time by adding facial expressions and gestures. For example. Children must name the type of activity based on certain actions of an adult.

"Object and its actions"

The game promotes the intensive development of the child’s speech. Its meaning is that the baby is asked to identify objects that perform certain actions. For example: “What and who flies?” - bird, plane, fly, snowflake, fluff, etc.

Games on the theme: “What is it like”

This category of games is effective method speech development in children of any age category. At the initial stage, the lesson will require certain playing materials: dummies of vegetables, shells, Pine cone, a piece of fabric, 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 questions, justifying his own answer. For example: “What does a dry leaf or piece of fur look like?” Next, parents ask additional questions: “Why?”, “With what?”. Variations of this game a large number of. Let's look at the most popular of them.

"Letters and numbers"

This game wonderfully develops speech, imaginative thinking, imagination and the ability to concentrate attention on the necessary object. For this lesson you will need images of letters and numbers, which are on separate large sheets of paper. The child is asked to first look at one letter or number, and then name the objects and phenomena that these images resemble. In addition, the baby 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.

“Complete the picture”

The meaning of this game is as follows: the child is asked to look at some unfinished geometric figure drawn on a landscape sheet and is asked to complete the necessary elements for the figure in his own way. In the next lesson, you can increase the number of shapes or lines in the drawing.

"Give your reasons"

This game is used in classes for speech development with preschoolers aged 5-7 years. For the lesson you will need subject cards of various subjects. It is best to carry out this game 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 game participants a series of questions: “What does it look like?”, “What color is it?” etc. Each child must offer their own answer. After this, the presenter opens the inverted image and invites the players to “defend” their versions with the help of arguments.

This game wonderfully develops speech, and also develops the ability to correctly construct sentences, draw conclusions, and teaches the skills to prove one’s own point of view with the help of specific facts.

Game on the theme: “Who is where from where”

This game effectively develops a child’s speech skills and teaches them to identify relationships 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 your child pictures of animals, then pay attention to their external characteristics, habitat and the ability to adapt to it. Birds use wings, fish use fins, etc.

A lesson for speech development is carried out as follows: the child is shown images of the sea and forest; for these habitats, he needs to select and distribute pictures with various animals, justifying his 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 his own variation, repeating the previous phrase.

For older children, it is recommended to add words starting with the same letter: “I put pineapple, apricot, avocado in the basket...”. In addition, you can play by keeping the sequence of letters in the alphabet: “I put an orange, an eggplant, a grape in the basket...”. For clarity, there should be a poster in front of the child with images of the letters of the alphabet.

"Endless story"

This game is aimed not only at remembering words and their sequence, But and maintaining 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 placed 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 grew in the clearing. Third baby - a beautiful flower grew in the clearing, etc.

All activities for speech development, which are conducted in a playful way, are varied and creative in nature.

Thanks to games, a child’s speech culture is formed, speech activity and communication skills are stimulated.

The baby also learns to pronounce words correctly and clearly place emphasis on them.

In order for classes for the development of speech in preschoolers to be effective and bring maximum benefit, parents must monitor the child’s mood, not suppress his emotions and take into account his speech capabilities. Adults should not think that after a few games the baby will begin to use the correct forms of words at the morphological, syntactic and grammatical level in the process of communication. This process is gradual and requires some time.

Activities for the development of speech in 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 classes pronounce tongue twisters. Parents should initially read the tongue twister to the child slowly and pronounce each sound clearly. Next, offer to say it with you, and then ask them to tell the tongue twister on their own. Don't scold your child if he doesn't succeed. Turn your lesson into an exciting game so that your child wants to repeat the tongue twister many times. Opt for simple, short and easy-to-pronounce tongue twisters.

For example: Our bear has big cones in his bag or the Gray cat is sitting on the window. Over time, you can learn tongue twisters that are more difficult to pronounce.

In addition, to develop speech, read children's poems and riddles to your child more often, which broaden his horizons and help develop thinking, attention, and memory.

Classes for the development of speech in preschoolers: breathing, articulation, finger gymnastics

One of the main conditions beautiful and correct speech from a person is a relaxed articulation with a smooth, long exhalation. In children with various speech defects, breathing is arrhythmic and shallow. Speech therapists recommend parents fulfill with the child systematically simple breathing exercises, which will contribute to the formation of a long exhalation and, as a result, the correct development of speech.

For example, you can do exercise "Snowfall". To do this, you need to roll up small lumps of cotton wool and place them on the child’s palm. Next, invite your child to blow the cotton wool off his palm like a snowflake. Then place a ball of cotton wool under your child's nose and ask him to blow upward.

For development correct breathing perfect exercise “Storm in a teacup”. To do this, prepare a glass of water and a straw for cocktails. The child should place one end of the tube in the center of the wide part of the tongue, and the other end in a glass of water. Then the baby begins to blow 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 remain motionless.

It should be noted that the author breathing exercises is a famous teacher and vocalist A.N. Strelnikova. Her original technique not only restores breathing, but also has a positive effect on the functioning of all body systems.

Also popular for speech development in preschoolers articulatory gymnastics aimed at main muscular organ of speech - tongue. Gymnastics for the tongue is simply necessary, since promotes formation correct sound pronunciation. After all, defects in sound pronunciation violate emotional and mental the child’s balance, and also negatively affect full communication with peers.

Articulation gymnastics performed in front of a mirror so that the child sees the movements of his own tongue. The duration of the lesson should not be longer 10 minutes a day. However, do not ask your child to do a large number of exercises at once. Suitable for one lesson 2-3 exercises. Don't be upset if your child fails to repeat the exercise after you. Be calm, consistent and patient with your baby and he will definitely succeed. Conduct articulatory gymnastics in a playful way. Positive emotions from the lesson will help the child learn new exercises faster.

Speech therapists and teachers use to develop speech in preschoolers finger gymnastics, promoting active development of fine motor skills of hands And, respectively, speeches The child has. The essence of this gymnastics is that a child with his parents recites short poems, accompanying their specific finger movements. These exercises are important for the child, as they improve the coordinated functioning of speech centers, promote 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 selection of varied activities for speech development preschoolers. Play with your child systematically, do not criticize him for incorrect answers, and be sure to support him on an emotional level.

This section presents lessons And classes, helping children learn to speak correctly and beautifully. Speech development lessons stimulate the speech activity of children, promote the development of the child’s speech.

There are 23 represented on the site speech development classes children.

Teachers primary classes note that many children have difficulty constructing phrases, often do not know how to formulate sentences grammatically correctly, and have a poor vocabulary. Such shortcomings are not noticeable at home, but are revealed in lessons 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 speech development you can find tasks of varying degrees of difficulty. If something doesn’t work out for a child, help him and give him hints.

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

All classes were checked and approved by a practicing teacher in preschool education O.A. Volovskaya.

The child gets acquainted with living and inanimate objects (animate and inanimate), learns to compose sentences with words answering the question: “Who?” or "What?"

The child learns to compose sentences with words that answer the question “What?” He doesn’t yet know what the genitive case is, but he can already decline words correctly.

The child learns to compose sentences with words answering the question: “Who?” The lesson is accompanied by a large number of colorful photographs of animals.

In a playful way, the child is invited to compose many sentences with words answering the questions of the dative case: “To whom, to what?”

We compose many sentences with words that answer questions in the instrumental case: “By whom, with what?”, we recall the fairy tale about Kolobok

Compiling sentences with words that answer the questions: “About whom, about what, in what, on what?”, using the prepositions “on” and “in” depending on the situation.

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

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

We study many different adjectives and vegetables, select descriptive words for vegetables and vegetables for adjectives. We look for similarities and differences between objects.

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

In a playful way, the child is invited to first compose sentences and then short stories based on the 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 the feminine, masculine, neuter, and plural words. We come up with actions for animals and animals for actions.

Studying various prepositions: “on, under, in”, etc. Determining from the pictures what happened at the beginning, what then, what at the end, composing a story based on several pictures

A lot of long and short words, the child learns to determine whether a word is long or short, and to come up with his own words.

Repetition of geometric shapes, colors, composing a story based on a picture

Animals of Africa and Australia are studied and short stories about them are written.

Making up stories based on pictures of cats. Lots of interesting funny photos 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 considered: the sun is shining, it’s raining, there’s a thunderstorm outside, it’s snowing outside.