Lesson with the middle group on the development of speech. Abstract of a lesson on the development of speech in the middle group “Spring incident. Conducting an open lesson in the middle group of preschool educational institutions
Sokolova Elena Nikolaevna
Educator, MBDOU Ds No. 22, Volgograd region Kamyshin
Sokolova E.N. Abstract open class on the development of speech in the middle group "Let's play together"// Owl. 2016. N4(6)..02.2020).
Target: continue to develop dialogical speech, encourage children to answer clearly to questions; to learn to compose a descriptive story to use words in the genitive case in singular in speech. and many others. number. Learn to pronounce words clearly by combining the movements of the fingers. Enrich children's vocabulary. Continue to develop the articulatory apparatus.
Lesson progress:
Hello!
Guys, sit back, straighten your shoulders and listen to me carefully. Guess what my riddle is about?
If it weren't for him?
Wouldn't say anything (language)
What is the riddle about? (about the language)
Why does a person need a language? (to speak)
Where is it always located? (in the mouth)
Show off your tongues. How do they work? (move) What does he do when we are silent? (asleep)
Listen to a fairy tale about a cheerful tongue. “There was a tongue in the world, that’s what” (children show). He lived in a house called a mouth. There were doors in the house - these are lips. Show where these doors are (children open their lips). The tongue liked to sit on the window and look around to the right, left, up, down (children move their tongues). And most of all, our tongue loved to sit on the windowsill and recite funny poems. Listen to one of them:
Noise lived.
El Noise: crunch, crunch.
I slept like this: snoring, snoring.
Ate soup: squelch, squelch.
Shel Noise: boom, boom.
How did Noise eat? How did you eat?
How did Noise sleep? How was the Noise?
And now, together with our tongue, we will tell this poem, changing the timbre of the voice.
Played with the tongue. Now let's stand up and stretch out our hands. Look at our hands. (skillful, strong, dexterous...)
What can our hands do? (draw, sculpt, dig...)
Our fingers help us with this.
How many fingers are on the right hand? (5)
How many on the left? (5)
How many fingers are on both hands (10).
One two three four five,
Strong and friendly
All so necessary.
Raise the hands of both hands up, spreading the fingers wide.
We alternately bend them into a cam, starting with the big one.
Hush, hush, don't make noise
Our fingers don't wake
The birds will chirp
Fingers will stand up.
Guys, sit on the chairs and count the fingers in a different way:
One finger
Two finger etc.
How many fingers? (ten)
Fingers hid, and what was gone? (fingers)
Well, our fingers played. Now let's play with you. My fingers found very interesting pictures of animals for you (pictures of wild and domestic animals are laid out on the table.
How to call everyone who is represented here, in one word? (animals)
What animals? (wild and domestic)
Guys, here are the figurines of these animals, let's place them according to their habitat (there is a house and a forest on the table, the children name and lay out the animals to the house and the forest), calm music sounds.
And now I will give you a riddle about one animal:
Red, fluffy, cunning. Covering tracks in the snow? (fox)
And now you choose who you want to make a riddle about and tell, (children make descriptive stories)
Well done, guys, and now portray the facial expressions and movements of your favorite animals.
Theatrical game "Find out who I am?"
Well done, you did very well. Now hold hands, stand in a circle. Let's remember with you sweet words and call each other affectionately (Sashenka, Dimochka). This concludes our lesson. What have we been doing today?
State budget preschool educational institution
kindergarten No. 81 of a general developmental type with priority implementation of activities for the cognitive and speech development of children
Vyborgsky district of St. Petersburg
Synopsis: "A lesson on the development of speech in the middle group."
Performed: educator
Petrova Victoria Alekseevna
Saint Petersburg
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State budgetary preschool educational institution
kindergarten No. 81 of a general developmental type with priority implementation of activities for the cognitive and speech development of children
Vyborgsky district of St. Petersburg
Abstract:
Done: educator
Petrova Victoria Alekseevna
Saint Petersburg
2017
Abstract:
"A lesson on the development of speech in the middle group."
Lesson on the development of speech for children of the middle group on the topic: "Journey to the country of colored pencils"
Integration of educational areas: cognitive development, speech development, social and communicative development.
Technologies used: health-saving, gaming, ICT.
Objectives: to develop the dialogic and monologue speech of children, to lead to an independent continuation of the fairy tale begun by the teacher.
Tasks.
Educational:to consolidate children's knowledge of the surrounding reality, to correlate colors with objects. Learn to use adjectives correctly in speech, form words with the help of suffixes. Continue to work on a clear pronunciation of words and phrases. Continue to learn to find a certain sound in words. Exercise in the ability to divide words into parts, use diagrams. Understand and explain the concepts of "sound" and "letter", vowels and consonants, hard and soft.
Developing: the development of mental processes: attention, memory, thinking. To promote the development of coherent speech, articulatory apparatus, phonemic hearing.
Educational: to cultivate the desire to study, perseverance and the ability to fulfill the tasks of the teacher.
Material for GCD:
A. Wenger's poem "Colors of the Rainbow". Colored pencils: red, orange, yellow, green, blue, indigo, violet. "Magic Bag" Scene pictures about winter, spring, summer and autumn. Multi-colored springs for physical education. Workbooks for each child. E.V. Kolesnikova "from word to sound". Medium sized rubber ball.
Direct educational activities:
Children sit in a semicircle on chairs in front of a magnetic board.
Guys, look at the colors around us. Why do builders, artists, craftsmen paint furniture, fabrics, toys in different colors? Do you love to draw? What color are your favorite pencils?
The teacher distributes colored pencils to the children (optional).
Look, you have turned into multi-colored pencils. Now each of you will tell about yourself (what color is it, what can you draw with this color) And I will help you and read poems.
RED.
Red radish grew in the garden,
Next to the tomatoes - red guys,
Red tulips stand on the window
Red apples lie on the ground.
(After the poem, the child talks about the red pencil. Ensure that the answer is in full sentences).
Orange.
orange fox
All night the carrot dreams
Looks like a fox tail
Orange too.
Now the "orange pencil" will tell us about itself.
YELLOW.
The yellow sun looks down on the earth
A yellow sunflower follows the sun.
Yellow pears hang on the branches,
Yellow leaves are flying from the trees.
Now the “yellow pencil” will tell about itself.
GREEN.
We grow: green onions
And green cucumbers
And outside the window - a green meadow
And a green tree.
Green house under the green roof
And a cheerful gnome lives in it,
In green trousers he walks new,
What are sewn from maple leaves.
A "green pencil" comes out and talks about himself.
BLUE.
Island in the blue sea
(way to the island is far)
And a flower grows on it -
Blue - blue cornflower.
"Blue Pencil" talks about himself.
VIOLET.
Violet violet tired of living in the forest,
I'll take it and bring it to my mother on her birthday.
With purple lilac she will live together
On the table in a beautiful vase by the open window.
"Purple Pencil" also talks about itself.
Why are pencils needed? How should they be treated? Where are pencils stored? But not only pencils are colored, but also music. What do you think, what kind of music can be "colored"? And now, let's take the multi-colored springs and show our color dance.
PHYSICAL MINUTE.
Phonogram " colorful game» with springs.
And now get up all in a circle and we will play the game "Big - small". I will name a large object, and the one to whom I throw the ball,
HOUSE - HOUSE, BALL - BALL, PILLOW - PILLOW, FEATHER - FEATHER, CHAIR - CHAIR, TABLE - TABLE, SOFA - SOFA, WINDOW - WINDOW, DOOR - DOOR, COAT - COAT, BOOK - BOOK, SHEET - LEAF.
Now, look at the pencils and tell me about them, what they are. (Long, wooden, multi-colored, smooth, ribbed, sharp ...) We see and feel all this. And if we put the pencils in an opaque bag, dip our hand into it and try to talk about a pencil? Can you tell the color of a pencil in a bag?
Now look at the picture (spring) Tell us what color the objects in the picture are, which pencil drew the most here.
The same is said about the picture about summer, autumn and winter.
Well done boys. Now look what we have on the tables? That's right, these are our notebooks. But before we start working in them, let's remember what "sound" is (this is what we say and hear). And what is a “letter” (this is what we write and see). What sounds do we call vowels (which can be sung and pulled) What are consonants (you can’t pull and either sponges, or teeth, or tongue help us).
Work is being done in Kolesnikova's workbooks.
Topic No. 25. “Sounds G - K. Painting over objects. Modeling. Listening to jokes.
Well done, you did a very good job today. What did you like the most? And I really liked how attentive you were, how well you completed all the tasks. Here I have boxes in a magic bag. I wonder what is there? Those are colored pencils. Now they are yours and you can draw whatever you like with them.
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?
Winner of the All-Russian competition "The most demanded article of the month" DECEMBER 2017
Age of children: 4 - 5 years
Technologies are used in OD: health escaping technologies, modeling
Goals:
- Development of all components of oral speech, practical mastery of speech norms
- Develop speech by compiling descriptive stories using graphic diagrams
Tasks:
Educational:
- Teach children to write a descriptive, coherent and consistent story about toys using a diagram.
- To consolidate the ability to examine an object from perceiving it as a whole to highlighting essential features.
- In the description - to define an object, to consistently describe parts, properties (color, shape, size, qualities, actions with it, at the end to express a value judgment.
- Use in speech the names of objects, their parts, parts, materials from which they are made.
Development tasks:
- Strengthen your pronunciation skills
- Develop phonemic perception and sound analysis skills
- Develop the grammatical structure of speech.
Educational tasks:
- Cultivate respect for toys
- Cultivate mutual help.
Demo material:
Bear soft toy, toy description graphic diagram, pictures of various toys, animal pictures, toys for description: doll, car, ball.
Handout: green and red signal cards (per child).
Vocabulary work:
Expand your active vocabulary with quality adjectives.
Course progress.
Organizing time.
Educator:
All the children gathered in a circle
I am your friend and you are my friend.
Let's hold hands tightly
And we smile at each other.
Educator: Guys, a guest has come to us, but who is this guest, you need to guess.
This animal lives in the forest.
He has a brown, warm and thick fur coat.
This animal has large, thick, clubfoot paws.
This beast loves honey and berries.
In winter, he sleeps in a den and sucks his paw.
Children: Bear.
Educator: That's right, children, this is a bear. He hid somewhere, let's call him, only quietly so that he is not frightened.
"bear" quiet (whispers).
Educator: He does not hear us. Let's call the bear a little louder.
Children: Children call the bear by saying the word "bear" louder.
Educator: All the same, he does not hear us. Let's call the bear loudly.
Children: Children call the bear by saying the word "bear" loud.
A bear appears.
Bear: Hello guys. I've been looking at your toys. Do you like to play with these toys? Do you have any favorite toys?
Main part:
Educator: Bear, of course we love to play with the toys that we have in the group. And we will tell you about our favorite toys. Misha, sit down next to us and listen to how the guys will describe their favorite toys. And our scheme will help us describe the toys.
But before we start, let's take a break.
And blueberries grow in the forest
And blueberries grow in the forest,
Strawberries, blueberries.
To pick a berry
You have to squat deeper. (Squats.)
I took a walk in the forest.
I carry a basket with berries. (Walking in place.)
Drawing up descriptive stories according to graphic schemes.
Value
How can you play?
Educator: And also, Mishka, we have a fun toy "Roly-Vstanka" , guys, let's show how we play with Vanka-Vstanka.
Physical education: Dynamic pause "Vanka - Stand up" .
Roly-Vstanka, Roly-Vstanka,
Stop swinging. Hands on the belt, torso to the right / left
Sit down for a while. Squats
Walk along the path. Walking
Put on a shirt. Trunk twists
Meet the Tumbler. Forward bends, arms to the sides
Educator: Well done guys. We sit down a little.
Educator: And now I invite you, Mishka, to play with us. Children, take signal cards, if you hear the wrong name of the toy that is shown in the picture, you must raise a red card, if the correct one is a green one.
Examples:
Kiramidka
Pyramid
Niramidka
Siramidka
Bear: And I also know a very interesting game "call me nice" . I will show pictures of animals and you guys have to name them affectionately.
Cat, dog, goat, chickens, duck, horse, squirrel, hare.
Children: Kitty, goat, chickens, horse, squirrel, bunny.
Educator: Well done, guys, they did a good job with the Mishka game.
Bear: Guys, I really liked visiting you. You are very interesting about your toys. I will also draw such a diagram and describe the toys to my forest friends. Thank you. Goodbye.
Reflection:
Educator: Guys, today we not only played with Mishka, but also remembered how to describe toys, played interesting games, you are all great today.
details: Nikitina Olga Alexandrovna
municipal budgetary preschool educational institution combined type kindergarten No. 10 of the municipality of Ust - Labinsky district
Program tasks:
- to form the ability to correctly pronounce the sound [ts], to exercise in a distinct pronunciation of the sounds [s], [s] in isolation, in a syllable, in words, in finding words with sounds [s], [s] in phrasal speech, in the ability to form diminutives - affectionate nouns;
- develop correct speech breathing, phonemic hearing, intonational expressiveness; , adjectives and verbs; improve the ability to maintain a dialogue, .
Scratchy cat
Material and equipment: a magnetic board, magnets, a box, a letter, cards with images of a titmouse, chickens, a cat, according to the number of children - story cards.
Lesson progress
Children become in a circle.
IN. Guys, hold hands and smile at each other in unison.
Smiles made us happy. Let's say, what are we? (Funny, kind, affectionate, smart, beautiful, gentle.)
Well done! Guys, what do you like to do? (Sing, dance, draw, play.) If you like to play, let's play.
Game "Make a proposal"
Children examine the box with story cards, then take turns taking out one at a time and talk about what is depicted on them. For example, a girl is sweeping the floor, a boy is swinging, etc.
IN. Well done guys, you told about what your eyes saw. What helps us to talk? (Tongue.) That's right, the tongue can still sing. Let's remember how the tongue sings the song of water: ssss. Let's sing together now. (Ssss, then individual answers of 2-3 children.) Now let's remember the song of the mosquito: zzz. Let's sing it all together. (Z-z-z, then individual answers of 2-3 children.)
Well done! Guys, today we received a letter (shows). Let's find out who it is from (reads):
"Hello guys! It's me - Cheerful Tongue. Please help me find the water and mosquito songs that are hidden in the sentences.”
Let's help the Merry Tongue? (Yes.) Listen to the sentences and say whose song is hidden in them. (Reads the sentence: “The gosling sleeps with a sweet sleep under the goose’s wing”, intonation emphasizing the sound [s], then the sentence: “Buba’s bunny’s teeth hurt”, emphasizing the sound [h], the children answer.)
Well done boys! You correctly found the songs of water and a mosquito. Cheerful Tongue in a letter asks to introduce you to one more song. Listen: ts-ts-ts. Help me sing it softly. (Ts-ts-ts, then individual answers of 2-3 children.) This song is well heard when the titmouse sings: qin-qin-qin. Let's sing together.
(Qin-qin-qin, then individual answers of 2-3 children.) And here is the titmouse. (Using magnets, he attaches a card with the image of a titmouse on the board.) The titmouse sings merrily. The chickens heard her song, look out, but do not dare to go out. Call them: chick-chick-chick. (Chick-chick-chick.) They don't go. Call the chickens, Vika (Sasha, Artyom). (Individual responses of children.)
Girls, call the chickens. (Answers girls.) Boys, call the chickens. (Answers of the boys.) Let's call together. (Chick-chick-chick.) The chickens came out. (Using magnets, he attaches a card with the image of chickens on the board.) What are the chickens? (Small, fluffy, yellow.)
Game "You are my piece"
IN. I will start and you will continue. I am a chicken and you are a part of me. Who are you? Say it kindly. (Feather, beak, eye, paw.)
Now you are little chickens, I call you: chick-chick-chick.
Physical education "Chickens»
Children perform movements in accordance with the text.
The chickens ran
The grains were found.
They pecked, they pecked
They ran again.
The worm was caught
They pecked, they pecked
They ran again.
They saw a trough with water,
Run up, bend over
They took water and drank.
Still bent down, got water,
They got drunk, shook their beak,
They cleaned the feathers and went home.
IN. The chickens went out to look at the titmouse, and the cat Scratchy noticed them. (Using magnets to attach a card with a picture of a cat on the board.) What is the name of the cat? (Scratch.) Scratch says: "Now I'm chick-chick-chick." What did Scratch say? (Individual responses of 2-3 children.)
Vika, shake your finger at the cat and say sternly: "Scratchy, don't scratch the chickens." (The girl's answer, then the individual answers of 2-3 children.) Now let's threaten the cat together and say sternly: "Scratch, don't bite the chickens." (Children's answers.) Scratchy left, she was frightened of us. And the chickens ran away. Only the titmouse continues to sing. How does the titmouse sing? (Qing-qing-qing.)
Did you like the story about the cat Scratchy? (Yes.) Let's remember it together, I will start, and you will continue. Cheerfully sings ... (titmouse). Titmouse heard a song ... (chickens). The chickens came out to look at ... (titmouse), and they were noticed ... (cat). The cat's name was ... (Scratchy). Scratchy said: ... (now I'm chickens tsap-tsap-tsap). Who was Scratchy afraid of? (Us.) Who did we save from Scratchy the cat? (Chickens.) What song did your tongue learn to sing? (C-c-c.)
It is wonderful that your tongues can sing different songs, and you can listen carefully to each other. Well done! Now let's join hands and say together: "Thank you!".
