Notes on speech in the middle group. The development of speech in the middle group plan-summary of the lesson on the development of speech (middle group) on the topic. The course of educational activities
Purpose of the lesson:
Enrich children's vocabulary with nouns and verbs.
Continue to teach children to answer the teacher's questions in simple sentences.
Learn to form new verb forms with the help of prefixes ras-; in: (run - run up, play - play).
Exercise in coordinating prepositions in, on, with nouns: (the toys are on the shelf).
Learn to make compound sentences with the union but (I don’t have a toy doll, but I have a car).
To educate preschoolers the ability to exchange toys, negotiate, listen to each other.
Equipment: ball, “Playing together” picture, toys according to the number of children.
The course of the lesson on the development of speech in kindergarten
1. Conversation - dialogue.
Children, what do you like to do most in kindergarten?
What do you dislike doing in kindergarten?
What do you enjoy playing?
What toys can you play alone? (Together).
I understand what you love to do the most. You like to play, you can also say to play. (repetition of a word). (I like to play).
2. Didactic game "Form a new word"
I suggest you play with words. We have to change the word so that it starts with the helper prefix po- and co-. Here, listen to how I start, and then you will continue: take; warm; bend; tear etc.
And now we will change the word with the help of the helper word - once, race
Draw - paint; laugh, beat, talk, wash, ask, seek, give, watch, load.
3. Finger gymnastics "The sun is shining"
With pronunciation by children of the text and imitation of movements.
The sun is shining
The pipe is playing
The fish is swimming.
The shuttle rows on the sea:
Rakes with the right oar,
Rakes with the left oar,
Like a bird soars into the sky.
4. - And now choose one toy for yourself, team up in pairs. (The teacher invites the children to sit in a circle, put toys in front of them).
5. - Now we will learn how to make sentences with the word but. (I don't have a toy ball, but I do have a doll.)
Children in pairs exchange toys.
6. Physical education "Let's turn into cars."
Each machine
We'll check the tires. (squats)
We rock, we rock
We inflate our tires. (forward bends)
We don't have accidents.
Because there are spare tires. (Turns left-right)
Knock - ding, knock - ding,
We go, we go all day.
Here are our garages
Let's go, hurry up. (sit down)
7. Educator. - It's time to put the toys away. Where do we put the cubes; dishes; dolls? (Each child puts away his toy and says: (I will put the doll in bed.)
8. Conversation with children on the drawing "Playing together."
What are the children doing? How can you replace the word "play"? What happens between boys and girls? What words are needed to ask another child for a toy? Anton, what should you say when someone wants to play with a toy that you play with? How to negotiate a toy exchange?
Now you can say: will I share toys with my friends? (Repeat with children “Now I will share toys”)
9. Game "Mice"
The purpose of the game. Develop speech and motor activity children, to educate a reaction to a verbal signal.
Game progress. The teacher becomes a circle with the children and explains the rules of the game: “Let's choose mice (choose 3-4 children), they will run in a circle, run away from the circle and run into it again. And we will be a mousetrap. Children with a teacher walk in a circle and say the following words:
Oh, how tired the mice are!
Everyone ate, everyone ate.
Everywhere they climb - that's the attack!
Beware you cheaters!
We will get to you.
How to put mousetraps
Let's get everyone now!
Children and the teacher hold hands, raise them high, letting the mice pass.
When the teacher pronounces the word "clap", the children lower their hands, not missing mice from the circle. Whoever remains in the circle is considered to be caught and stands in the circle.
10. Reflection.
What new words did you memorize today? What surprised you? What do you remember the most? Who should be praised today?
Elena Danilina
Abstract of a lesson on the development of speech in middle group
Abstract of the lesson on speech development in the middle group kindergarten №69 "Okay", educator: Danilina E. E.
Subject: Sound culture speeches(sound /f/)
Program content:
1. Exercise children in the distinct pronunciation of an isolated sound, a sound in a syllable, in words.
2. Develop phonemic awareness: exercise discrimination (aurally) a familiar sound, in the ability to differentiate the sounds Zh - Sh in words;
3. Cultivate sound and intonation expressiveness speeches.
4. Expand and systematize the vocabulary of children.
5. Learn to distinguish by ear words with a certain sound.
6. Clarify the spatial relationships expressed by the prepositions ON, UNDER, FOR, BEFORE.
7. Develop fine motor and kinetic skills;
8. Contribute development of coordination of speech with movement;
Equipment: Pictures: eggplant, hedgehog, frog, giraffe, cat, walrus, horse, mouse; blue and green circles; two houses; snake, beetle and cat toys.
The course of educational activities
1. The teacher approaches the children, he has a beautiful basket in his hands and offers to solve riddles.
Who is longer than a stocking?
Who has no arms or legs?
Skin like scales.
Crawling on the ground... (snake) (takes a snake out of the basket)
What is the song of the snake? That's right, Sh-Sh-Sh-Sh ... How does this song sound? Deaf ... Yes? Let's designate it with such a movement (the teacher shows a zigzag movement with his hand away from himself (snake crawling).
Now guess another riddle:
Someone is flying in the dark
Making a loud sound.
Who is arguing with the plane?
Well, of course May .... (bug) (takes out a beetle from the basket)
What does the beetle song sound like? Firmly? And loud! If we put our hand to the neck, then we can feel how our vocal cords work with this sound. Let's try. We will have movements such: put your hands in front of your chest, cross your hands and move them up and down (beetle flies).
Now let's try not to get confused ... (The teacher helps the children to master the relationship between sound and the corresponding movement.)
I will name the sounds, and you try to distinguish what movement you need to make. (Sounds are pronounced w, w, w, w, w, w, w, w, w, w, w)
Well done. Let's sit down on chairs and continue to play, and we will put our heroes in houses ... (the teacher determines the snake in the left house, and the beetle in the right).
Now I will call words with the sounds Sh and Zh, and you have to show what sound is heard in word: (toad, pear, sting, mouse)
2. Finger game "Car".
BE-BE-BE - the car is humming. (Palm knock on the left fist)
Knock-knock-knock - the engine knocks. (Knocking fist on fist)
GO, GO, GO, GO (Rolling with hands)
He speaks so loudly.
Tires rubbing against the road (Three hands together)
SHU-SHU-SHU - they rustle.
Wheels are spinning fast (Making a turntable)
TA-TA-TA hurry forward!
3. Now we will play a game "Be careful".
I will name the words, and if you hear the sound Zh, raise the blue circle, if you hear the sound Sh in the word, raise the green circle.
Words: car, scarf, toad, closet, clothes, cherries, flag, mouse, knives, cuckoo, beetle, pear, puddle, bag, pencil.
4. Well done! Let's loosen up a bit!
I'm funny Chafer, (show yourself)
I don't sit idle! (Wag finger)
I circle above the earth - I circle, (Spread your hands, flight simulation)
And buzz, buzz, buzz...
I rise on my toes (make movements in the text)
I squat, straighten up.
Hands in the belt, legs apart
Legs straight, legs - sideways!
My song is buzzer (spread your arms, raise your shoulders)
Tired of everyone. And w-w-it's a pity!
5. And now a new game. It is called "Settled in a house".
I have in my hands pictures depicting objects whose names have the sound Sh or Zh. The sound Sh lives in the left house, and Zh in the right. The one whom I call will come to the board, take the picture, show it to everyone and call it out loud . If the word contains the sound Sh, then it must be placed in a house, which is located on the left side. And if there is a sound Zh in the word, then the picture must be identified in the house on the right. (The teacher puts the first two pictures himself, then the children are called one by one).
6. In conclusion, let's play a little more. Want to?
Solve the riddle first:
He is cheerful as a child.
Grey, sweet... (kitty) .
Right! Who is the mother of the kitten? (cat)
Look, I brought with me a kitty, the mother of that very kitten. Now I'll place it like this... (put the cat on a chair). Where is the cat? (on the chair). And now? (that's right, under the chair). And now? (behind the chair). Well done! What if I put my cat like this? (in front of a chair) .
Patter: "Centipedes have too many legs".
Outcome: Guys, what sounds did we learn to distinguish today lesson?
What did you like? Your tongue is now much stronger and faster.
Well done, everyone tried to be attentive, raised the cards correctly, tried to remember the verses.
Related publications:
Abstract of the final lesson on the development of speech in the middle group Program content: Encourage children to compose short stories according to the description of the set of toys. Strengthen the ability to agree on nouns.
Abstract of a lesson on the development of speech in the middle group "Mishka's stories" TOPIC: COMPILING A DESCRIPTIVE STORY ABOUT VEGETABLES USING SCHEMATIC MODELS AND THE GAME "BEAR'S STORIES" IN THE MIDDLE GROUP ..
Abstract of a lesson on the development of speech in the middle group Topic of the lesson: "Development of phonemic attention and perception on non-speech sounds." Prepared by the teacher SP DO1 d / s 1070 Gorodnicheva.
Abstract of a lesson on the development of speech in the middle group. Topic: “Reading to children the fairy tale by D. Mamin-Sibiryak “The Tale of Komar Komarovich - Long Nose and Shaggy Misha - Short Tail” Purpose. Familiarization.
Abstract of a lesson on the development of speech in the middle group "Pets" Topic: Looking at pictures of ducks, chickens. Reading "Duckling and Chicken" by V. Suteev. Objectives: 1. Clarification and expansion of the vocabulary about poultry.
Goals: to consolidate the ability to retell a work of art using the modeling method, to teach children to answer in full sentences, to activate the dictionary, to develop coherent speech of children, the ability to reason, imagination, thinking, logic, to develop the creative abilities of children, to cultivate a love for Russian folk tales.
Equipment and materials: Multimedia projector, computer, masks, fox toy, magic bag.
Lesson progress:
1.Organizing time . Children stand in a circle.
Educator: You all hold hands and smile at each other.
Guys, today we will go on a fabulous journey.
If a fairy tale knocks on the door,
You quickly let her in
Because a fairy tale is a bird
You scare a little and you won't find it.
2. Surprise moment. A magic bag appears, in which fox toys are hidden.
Guys, look what is this?
That's right, someone forgot the magic bag, but there is something inside. Let's try with you to guess what is there, but not with the help of the eyes, but with the help of the hands. Now I will let a few guys feel it, and they should name what is inside the bag.
Children feel the bag and try to guess who is inside.
That's right, guys, this is a fox, she came running to us from a fairy tale. Guys, what is the name of the fox in fairy tales? (Fox-sister, fox, Lisa Patrikeevna)
And how did you guess that the fox was hiding in the bag? (she has a fluffy tail)
3. Conversation. - And now, guys, sit down on the chairs, and let's try to describe our guest.
Anechka, what can you tell us about fox fur? (The fur of the fox is soft, fluffy, red.)
Okay, Alyosha, what can you tell us about the fox's muzzle. (The muzzle of the fox is sharp, cunning, the ears are sharp, similar to triangles.)
Well done Alyosha. And Sasha will tell us about the fox's tail. (The tail of the fox is long, soft, fluffy.)
Alice, why do you think the fox has such a fluffy tail? (The fox's tail is long and fluffy to cover its tracks.)
Well done, Alice. And what can be said about the character of the fox, what is it like in fairy tales? (The fox in fairy tales is cunning, a deceiver.)
Well done boys. The fox came running to us from a fairy tale, but what do you think from which one? In what fairy tales did we meet the fox? (Fox with a rolling pin, Kolobok, Teremok, Mitten.)
Yes, indeed, in these fairy tales we meet a fox, but our guest came running from a fairy tale, where she offended a hare and drove him out of the house. (Zayushkina hut.)
4. Riddles game. - That's right, guys, and the fox brought us riddles with it. Let's listen to them carefully and guess. First, a riddle by chance, and only then we say a riddle.
slide program.
Our animal lives in anxiety
Takes away from misfortune.
Well, quickly guess
What is the name of the animal? (hare)
Who is big and clumsy
He took the honey out of the barrel with his paw.
I ate sweetness and roar.
What is his name? (bear)
Ku-ka-re-ku he screams loudly,
Wings flap loudly.
Hen faithful shepherd
What is his name? (rooster)
I have excellent hearing
A sharp look and a delicate scent,
I immediately get into a fight with a cat,
Because I (dog)
Jumping through the swamp
Green frog.
green legs
My name is (frog)
Guys, look what animals we guessed, but are they all heroes of the fairy tale "Zayushkina's hut"? (No, a frog from another fairy tale)
5. Fizminutka.
That's right, guys, the fox sees that you are tired and wants to play with you. Do you want to play with the fox?
Then we stand in a circle.
Hey guys what are you sleeping
Show us the animals.
The fox has a sharp nose
She has a fluffy tail.
Fur coat red fox
Unspeakable beauty.
The fox walks through the forest
Strokes a red fur coat.
The hare jumped through the forest,
The hare was looking for food.
Suddenly at the hare on top
Ears rose like arrows.
Bunny jumped, turned
And crouched under a tree.
The bear got out of the den,
Misha stretches his legs,
On toes he went
And then on the heels.
6. fairy tale modeling. -Here we rested a little, and the fox invites us to the tables.
On the tables there are sheets with circles, pencils, on the board there is also a sheet with circles.
Guys, let's remember the fairy tale "Zayushkina's hut." Alice, tell me how the fairy tale begins.
That's right, and Anya will go to the blackboard and draw us a hare and a fox. Anya, what makes a fox different from other animals?
Let's show on the first circle that this is a fox, draw sharp ears and a long muzzle.
And what does the hare have that other heroes of our fairy tale do not have?
That's right, let's draw long ears for our hare.
And what distinguishes the dog in our fairy tale?
That's right, let's draw our dog's tail with a ring.
Anya, what will we draw to show that this is a bear?
That's right, let's draw small round ears.
Irina will continue the story.
Anya, what is special about a cockerel?
That's right, let's draw a scallop to our cockerel, you can paint on the beak.
How, Lera, does the fairy tale end?
Well done guys, you remember the fairy tale "Zayushkina's hut" well, and now let's stage it in verse, as we taught you.
7. Fairy tale dramatization. Children are given roles and masks.
And now, guys, you turn into animals.
There lived a fox and a bunny. They decided to build each for themselves
hut. The fox built an ice one, and the bunny built a bast one. But then spring came - red, and the fox's hut melted.
Fox: Oh, oh, oh, here, oblique!
How to be? Where is my house?
Hare: Your whole hut with a porch
She ran into the river.
Don't worry too much
You move to me.
Fox: (speaking to the side):
Lucky, I’ll say, oblique
I'll kick him out of the house.
I don't want to live with him
Divide the crust of bread: (refers to the hare):
Hey, listen, dear Zaya!
There is news!
Hare: Yes! Which?
Fox: There is a garden behind the forest,
Cabbage is there all year round!
Hare: Is it already ripe?
Come on, come on, let's run
And look for cabbage!
What's this? The door is closed.
Fox: (looks out of the house)
I live in a hut now.
The hare ran to look for cabbage, and the fox sniffed - and occupied his house.
A bunny came running, and the brother-in-law was locked.
Hare: Why, this is my house!
Fox: I won't let you in, oblique!
(the hare moves away, sits next to him crying)
The hare built himself a very strong house,
Yes, the evil fox settled in it.
Who is not afraid to help a hare?
cunning fox
Who will drive away?
A dog appears.
Dog: Woof, woof, woof!
I have a hot temper!
I'm not afraid of quarrels or fights!
Show me where is your enemy?
Here are the ears sticking out the window.
Dog: Hey fox, do you hear the barking?
Woof, woof, woof, go away!
Fox: As I wave my tail,
I will burn with fire, beware!
Dog: (cowardly)
Oh, I completely forgot, oblique!
I need to get home soon!
Vedas: Sitting on a stump again
Poor hare, sad.
What to do, he does not know
He wipes tears away with his paw.
Bear appears
Bear: I'm a couch potato,
I slept long and deep.
I'm not afraid of quarrels or fights!
Show me where your enemy is!
Hare: Here he sits in my hut,
Here are the ears sticking out the window.
Bear: Hey! Who is there in the hut?
Here you get it!
Fox: As I wave my tail,
I will burn with fire, beware!
Bear: (cowardly)
Oh, I completely forgot, oblique!
I need to get home soon!
(bear leaves)
Who is not afraid
Zainka help?
cunning fox
Who will drive away?
A cockerel appears
Rooster: Ku-ka-re-ku, ku-ka-re-ku!
I will help, I will help!
Don't cry, don't cry, oblique,
Let's deal with the fox!
Fox: As I wave my tail,
I will burn with fire, beware!
Rooster: How to shake a comb -
And the whole house will fall apart!
I have a braid
Come on out, fox!
(the fox runs out of the house and runs into the forest)
Hare: Well, thank you, Cockerel!
Helped with the fox!
Let's live in the house together
Live together and not grieve!
8. Summarizing.
Well done. Guys, did you like the story? What does she teach us?
Well, it's time for us to say goodbye
And part with the fairy tale.
Fairy tale again
The final lesson on the development of speech in the middle group "Journey to the Magic Forest"
Program content:- To reveal the level of knowledge of children;
- Develop coherent speech of children;
- To form the grammatical structure of speech: to teach understanding of the spatial relations of two objects expressed by prepositions: above, below, about, behind and adverbs: above - below, right - left;
- To form the ability to form " sweet words" (with a diminutive suffix);
- To form the ability to select words that are suitable in meaning;
- To form the ability to coordinate a noun with an adjective;
- Develop phonemic hearing of children;
- Develop the ability to work in a team.
Equipment: An envelope with a letter, tickets, a box, cards with the image of an airplane, a steam locomotive, a steamer, plot pictures based on the fairy tale Kolobok, a flower, a butterfly, cards with the image of objects (FISH, BOOK, BALL, BUCKET, BOW, DOLL, FOX, PLATE, WATER, FLOWER, T-SHIRT, SPOON), ball, cards with written phrases, cards with the image of objects (CUBE, BALL, BALL, DRESS, FLOWER, BUCKET, MUG), "Funny ball", soundtrack of various sounds ( it's raining, leaves rustle, water splashes, snow crunches, the wind blows), easel, whatman paper with the image of a tree, glue, leaves, flowers of red, blue and yellow flowers, treat.
Nod move
Children, together with the teacher, enter the group and find an envelope.
Educator: - Guys, look, what is it? Didn't you leave it, it's not yours? Where did this envelope come from here? And here is something else! Let me read it now.
"Kindergarten "Firefly", children of the middle group No. 1"
-Guys, this is a letter for us! You need to read what is written in the letter. (the teacher opens the envelope and reads)
"Dear Guys! Forest Fairies are writing to you. Trouble has happened in our magical forest. An evil wizard has bewitched the fairy tree and now it has dried up and there is not a single leaf on it, and all the fairies are left without magic. To revive the tree, you need to go on a journey to our magical forest, but at each station there will be a task waiting for you. For its correct execution, you will receive magical leaves, with which, at the end of the journey, you can revive the fairy tree and return magic to us. Tickets for the train can be found in the envelope.
Forest Fairies.
- Oh, indeed, here are the tickets! Well, let's help the fairies?
Children: - Yes!
Educator: -And on what we will go on a trip, a wonderful box will help determine. With the help of a counting rhyme, we will find out who will get such a responsible assignment.
The child pulls a card from the box by the ribbon.
Educator: - Guys, take your seats, let's hit the road!
To the tune of the journey begins.
1 station "Collect a fairy tale"
Educator: - Guys, some pictures, do they remind you of anything?
Children: - Fairy tale Kolobok.
Educator: - The pictures are all messed up and you need to arrange them in the right sequence. Remember the fairy tale Kolobok.
Children arrange the pictures in the correct sequence and tell the story of the Gingerbread Man.
Educator: - Well done, guys, you correctly made up a fairy tale and get leaflets for this.
2 station "Merry Butterfly"
Educator: - Guys, look what a beautiful flower! Who is flying there?
Children: - Butterfly!
Educator: - Look, where did the butterfly sit? Where is she flying now? Now where has it flown to? (children answer: - to a flower, above a flower, in front of a flower, behind a flower and near a flower)
Educator: - And here are the leaves, which means that they coped with the task correctly! Let's go further.
The melody plays, we go further.
3 station "Call it affectionately"
The teacher throws the ball to the child and calls the noun, and the child returns the ball to the teacher and reproduces the diminutive form of this noun. For example: Table - table
FISH, BOOK, BALL, BUCKET, BOW, DOLL, FOX, PLATE, WATER, FLOWER, T-SHIRT, SPOON.
Educator: - Well done, guys, did it! Get leaflets. Guys, are you tired? Let's do a physical exercise.
Fizminutka "If you like it, then do it ..."
Educator: - We rested, it's time to hit the road.
Let's move on to the tune.
4 station "Tell me a word"
There are cards on the table with unfinished phrases written on them. The child takes the card, gives it to the teacher, the teacher reads, and the rest of the children finish the phrase.
I've been catching bugs all day
I eat worms.
I'm not flying to a warm land,
I live under the roof here.
Chick-chirp! Don't be shy!
I'm experienced ... (sparrow)
Evening is coming, look
Lit up ... (lanterns)
And next to the hippos
Grabbed for ... (tummies)
Bunny did not listen to dad -
They crushed the bunny ... (paw)
And next to this tree
Wandered evil ... (wolves)
Long, long crocodile
The sea is blue ... (extinguished)
The sun is shining very bright
The hippo became ... (hot)
Often to the lake to get drunk
A redhead walks ... (fox)
Bi-bi-bi! The car is humming
- I won’t go without ... (gasoline)
Not an alarm, but a ringing.
Not the receiver - says.
Guess who is he?
Of course, ... (phone)
Teacher: You did a great job!
5 station "What color?"
Cards with the image of objects are laid out. The child chooses a card for himself, and chooses a color with the help of the "Funny Ball". Thus, he agrees a noun with an adjective. For example: - blue ball, red cube.
Educator: - Well done! Completed the task, get the papers.
The melody sounds, the journey continues.
6 station "Find out what sounds"
A phonogram of various sounds sounds (it is raining, leaves are rustling, water is splashing, snow is crunching, the wind is blowing), children listen and guess what these sounds are.
Educator: - Well done! Here are the leaves, we continue our journey.
End station "Magic Forest"
Educator: - So we arrived in the Magic Forest. Look guys, here is the tree! It is indeed enchanted, there is not a single leaf on it. Look how many leaves you have earned, maybe they are enough to revive the tree and return magic to the fairies? Let's glue the leaves to the tree and see.
The children glue the papers. It sounds like a magical tune.
Educator: - A miracle happened, a magic tree came to life! We managed to return magic to the fairies! Oh, look what the fairies sent you as a token of gratitude (the teacher shows a chest with treats).
Reflection: Guys, what do you remember most about today's trip? What tasks did you find difficult? What tasks did you enjoy doing?
Who was interested today, take a red flower and glue it to magic tree. Who was not very interested, take a blue flower and glue it. And who was bored today, glue a yellow flower.
