Explanatory note.
Methodological topic of the lesson: speech therapy toy library.
The topic of the lesson, called for children: educational game competitions, united by the lexical theme “School”.
Purpose of using gaming technology: instilling interest in speech therapy classes at school.
Audience: 2-3 grades of secondary school.
Place of the lesson in the correctional program: held at the beginning school year as a first class or in extracurricular activities as an extracurricular activity.
Technologies used:
Health-saving.
Equipment: computer: screen, projector, signal cards, balloons for class decoration, sweet prizes for all participants.
Estimated correctional and developmental results:
development of phonemic hearing;
expansion of the active dictionary;
development of thinking, memory, attention;
development of educational motivation.
References.
Ozhegov's explanatory dictionary.
Marshak S.Ya. “He’s so absent-minded”
Russian folk proverbs, sayings, riddles.
Puzzles and charades about school.
Eye trainers.
Summary of the open lesson “Speech therapy game library” for students in grades 2-3
Progress of the lesson:
1) Introduction.
Speech therapist: Hello, dear guys! Today we called our lesson speech therapy toy library. Throughout the entire lesson, we will be accompanied by a cheerful, tireless, mischievous... (a slide appears with the image of Dunno, the children call him) Dunno. He is very happy to meet us and wants us to greet with both hands at once (children greet right hand with the left hand of a comrade, and the left with the right; criss-cross). Well done!
We all love to play. So today we are waiting for diverse, exciting, interesting tasks, where everyone can express themselves. For each correct answer you will be awarded a colored token, and at the end of the lesson we will determine our winner. So here we go!
2) Speech therapist:
One day the letters played
They stood up out of order in the word,
But how can they find a place?
The words cannot be understood at all.
And the letters cry loudly, together:
Who will arrange us as needed?
(The words appear on the slide:
SENIO autumn)
LASHKO(school)
BYATARE (guys)
ZHBADRU (friendship)
GROW UP (joy)
Speech therapist: You see, guys, what wonderful words we have. How important it is for every letter in a word to be in its place.
3) Speech therapist: Guys, we received an urgent letter. Who is its author? We will find out this quickly if we guess the first letters of the names of the pictures. (Pictures appear on the slide one by one: Nose, raccoon, star, note, watermelon, yogurt, horse, stork). I think you guessed it. Of course it is... (Dunno) That's right, this is our mischievous and inventor Dunno. What is he writing? You can't understand anything! Again Dunno mixed everything up:
What day? I'm going for second jokes! I want to get to the tiger cubs as quickly as possible; at school I can ask them difficult answers!
Well done! You see, you need to use words in correct value. Everything becomes clear immediately.
4) Riddle competition from Dunno:
The lesson was going on, but he was silent -
Apparently, he was waiting for a change.
Lesson just ended
It rang loudly... (call)
We will write the whole lesson,
It will be useful for us......(notebook)
He worked all lesson
It creaked from effort.
He lay down to rest on the board.
Well, of course it is....(chalk)
All the drawings will be erased in an instant,
If she comes into play. (Rubber)
She lives in a textbook
Finds the pages you need,
And he knows, apparently, in advance,
What topic are we covering? (Bookmark).
Speech therapist: Guys, what topic did our Dunno choose riddles for? (About school)
Dunno wants, like you, to go to school and become an exemplary student. Is it true?
5) Physical exercise.
Speech therapist: Together with Dunno, our computer friend is helping us today. And now he will help our eyes rest. (slide with an eye trainer to music)
6) Speech therapist: And to give you a boost of energy, Dunno and I have prepared funny poems for you. You have to be very careful and answer yes or no. Ready? (Yes!) (Awareness game)
Give me the answer in rhyme
The word “yes” or the word “no”.
Just take your time,
Don't get hooked!
Is there a labor lesson at school? (Yes)
Is borsch a healthy food? (Yes)
Lunch after breakfast? (Yes)
Do rockets have wheels? (No)
Do we go to the dentist's office with a smile? (No)
Do we need light in the evening? (Yes)
Does the bike eat gas? (No)
Are you always cheerful? (Yes!)
Speech therapist: Now it’s time
Guess us, kids,
Puzzles, charades,
May we all be happy! (Slide with puzzles about school)
Solving charades and puzzles is interesting game! They train your mind, memory and attention! Now we will become two teams, and each team will receive its own task. (The speech therapist makes 3 charades and puzzles for each team)
You will find my first syllable then,
When in the boiler
the water is boiling,
TA - second syllable,
But in general -
your school table (desk)
The beginning is called a tree,
The end is my readers,
Here in the book the whole thing will be found,
And they are in every line. (Letters)
The first pretext
The second is a summer house,
And sometimes the whole
difficult to solve. (Task)
S K I'm at school on the wall,
There are mountains and rivers on me.
I won’t hide it from you -
I'm also standing at school. (Map-desk)
I can't get into the branchy forest -
My horns are stuck in the branches
But exchange L for S for me -
And the leaves of the forest will all wither (Deer-autumn)
I'm in the notebook
Oblique and straight.
And finally, sometimes
I'll line you up. (Ruler)
8) Speech therapist. Our Dunno, seeing how well you solved all his riddles and coped with difficult puzzles and charades, wants to become just as smart and knowledgeable. Let's give it to him now useful tips. And, of course, Russian proverbs will help us.
The next game is a competition for knowledge of Russian proverbs. Finish the proverb (slide with the beginning of proverbs about learning)
Learning is light and ignorance is darkness.
Learning is always useful.
What I learned firmly is remembered for a long time.
A guess is good, but knowledge is better.
He who loves science knows no boredom.
To teach is to sharpen the mind.
Speech therapist: School.. What role does it play in our lives? (At school we learn to read and write, we acquire new knowledge). I think that proverbs about the role of knowledge in a person’s life will be useful not only to Dunno, but also to you.
8) Summing up the lesson.
Speech therapist: Today in class we talked a lot about school. Even Dunno wanted to come to us and study with us. The speech therapy toy library made us think about a lot. Let's think about what important things were discussed today?
(All letters must be in their places in the word, they cannot be confused; you need to use words in the right meaning, then everyone will understand you;
It takes a lot of work to become literate)
Now let’s express our thoughts and feelings about the speech therapy toy library (slide Speech therapy toy library is... Children come up with words with which they would like to express their emotions from the activity: interesting, cool, exciting, etc.)
Speech therapist: Who became the winner of our speech therapy toy library today? (Tokens are counted and the winner is given a medal)
Today there are many more winners, including Dunno, who wanted to study at school, and all the guys who took an active part in our event. Well done! (Sweet prizes are distributed)
Notes on speech therapy classes lexical topics.(preparatory group)
TOPIC: "VEGETABLES".
Tasks: form the plural of nouns;
affectionate suffixes;
and the rhythm of speech;
Equipment: pictures of vegetables, a ball, material for the game “Where is whose shadow?”
Progress of the lesson:
1. Org. moment. Finger gymnastics"CABBAGE"
Speech therapist. Guess the riddle:
She grows in your garden bed, Dressed in noisy silks. We are preparing tubs for her and half a bag of coarse salt.
Children. Cabbage!
Speech therapist. Let's prepare cabbage for the winter.
Knock! Knock! Knock! Knock!
There is a knock in the house.
We chopped cabbage
Grinded
Salted
And they stuffed it tightly into a tub.
Everything is fine with us now. (Rhythmic strikes with the edges of the palms on the table.)
(Grasping movements with both hands.)
(The index and middle fingers rub against the thumb.)
(Blows both hands on the table.)
(They dust off their hands.)
2. Introduction to the topic. (pictures of vegetables)
What other vegetables do you know?
Where do vegetables grow? (on the ground, underground)
How to collect vegetables that grow on the ground. on a bush? (plucked, cut)
How do they collect vegetables that grow underground? (dig up, 3. pull out)
3. Game “Pick a sign”
Tomato-tomato carrot-carrot
Cucumber - cucumber pumpkin - pumpkin
Onion - onion beet - beetroot
Garlic - garlic cabbage - cabbage
Peas-peas potatoes-potatoes
5. Game “One - Many”
Tomato-tomatoes
Cucumber - cucumbers
Pumpkin - pumpkins
Zucchini - zucchini
Eggplant - eggplant
3 times.)
7. Game “Name the juice, salad.”
Carrot juice - carrot
Cabbage juice - cabbage
Beetroot juice
Cucumber salad - cucumber
Pea soup - pea
8. Game “Where is whose shadow?” (find the shadows of vegetables)
Game "Give me a word."
Where in winter it was empty in summer... cabbage grew.
From the ground, by the forelock, we pull a juicy...carrot.
TOPIC: "VEGETABLES".
Objectives: -learn to change nouns by case;
- learn to coordinate nouns with adjectives;
- learn to compose simple sentences;
-development of attention, memory, thinking.
story, ball.
Progress of the lesson:
(pictures of vegetables)
Before we ate it, everyone had time to cry. (onion)
A round side, a yellow side, a bun sitting on a bed.
It grew firmly into the ground. Who is this? (turnip)
When I put on a hundred shirts, I gritted my teeth. (cabbage)
I am growing in the ground in a garden bed, red, long, sweet. (carrots)
In the summer in the garden, fresh, green, and in winter in jars - delicious,
salted cucumbers)
How mysteries grew in our garden bed -
Juicy and large, so round.
They turn green in the summer and turn red in the fall. (tomatoes)
2. Game “What is missing”
Name all this (pictures of vegetables) in one word. (Vegetables)
eyes. What didn't happen?)
3. Game “Pick a sign”
Carrots (beets, turnips, cabbage) - (what kind?) – tasty, crispy, orange, large, round, healthy, juicy, large, small….
Onion (cucumber, tomato, garlic, zucchini) - (which?) - tasty, crispy, red, large, round, healthy, juicy, large, small, bitter….
4. Compose a simple sentence (based on a picture).
For example: “I have a green cucumber,” etc.
5. Game “Name the juice, salad.”
Carrot juice - carrot
Cabbage juice - cabbage
Beetroot juice
Cucumber salad - cucumber
Potato salad - potato
Pea soup - pea
Zucchini caviar - zucchini
6. Physical education lesson “Harvest”.
Let's go to the garden and collect the harvest. (marching)
We will drag carrots (“Drag”)
And we'll dig up some potatoes. ("Dig")
We will cut a head of cabbage, (“Cut”)
Round, juicy, very tasty, (They show the circle with their hands -
3 times.)
Let’s pick a little sorrel (“Tear”)
And let's go back along the path. (marching)
7. Compiling a story according to plan:
-What is this?
-what colour?
-Where does it grow?
-What does it taste like?
-what shape?
For example: “This is a cucumber. It is green and grows on the ground. The cucumber is juicy, tasty, crispy. It's oval. You can make cucumber salad from cucumbers.”
Analysis of stories.
8. Summary of the lesson. Remember what they talked about.
Game "Fourth wheel".
Cabbage, carrots, apple, garlic.
Cucumber, orange, carrot, pumpkin.
TOPIC: "FRUITS".
Goal: - expansion and activation of the dictionary.
Tasks: -form the plural of nouns;
-learn to form nouns with diminutive-
affectionate suffixes;
- learn to coordinate nouns with numerals;
- learn to form relative adjectives;
- develop phonemic awareness;
- develop coordination of speech with movement, work on tempo
and the rhythm of speech;
- develop fine motor skills;
- form visual-object gnosis.
Equipment: pictures of fruits, ball.
Progress of the lesson:
1. Org. moment. Finger gymnastics “COMPOT”.
starting with more.)
We will chop the pear.
Let's squeeze it out lemon juice,
We'll put in some drainage and sand.
Let's treat honest people.
2. Introduction to the topic. (Pictures depicting fruits).
Name all this (pictures of fruits) in one word (fruit).
What other fruits do you know?
Where do fruits grow? (on trees, on bushes; in hot countries, in our area; in gardens).
3. Game “Pick a sign”
Pear (plum) - (what?) – tasty, healthy, soft, green, oval, sweet, juicy, large, small….
Banana (lemon, peach, orange) - (which one?) – tasty, sour, yellow, large, round, healthy, juicy, large, small,….
Apple (what?) - juicy, sweet, ripe, hard,….
4. Game “Big-small”
Apple - apple lemon - lemon
Orange - orange banana - banana
Apricot - apricot tangerine - tangerine
Plum - cream (cream) pear - pear
5. Game “One - Many”
Apple - apples lemon - lemons
Orange - oranges banana - bananas
Apricot – apricots tangerine – tangerines
Plum - plums pear - pears
Peach - peaches fruit - fruit
I stand on my toes,
I get the apple
I run home with an apple,
My gift to mom.
7. Game "Count the fruits."
One lemon, two lemons,...five lemons (orange, banana, peach,
apricot).
One pear, two pears,...five pears (plum).
One apple, two apples,...five apples.
8. Game “Guess what I want juice or jam.”
I want apple...
I want apple...
I want pear...
I want pear...
I want apricot...
I want apricot...
I want orange...
I want peach...
I want plum...
I want banana...
9. Game “What shall we cook?”
From lemon – lemon juice;
From banana - banana puree;
From apple - apple jam;
From pears – pear compote (orange, peach, plum).
From fruits – fruit salad.
What are more apples or tomatoes?
TOPIC: "FRUITS".
Goal: - development of coherent speech.
Objectives: -learn the categories of genitive and dative cases;
- learn to form relative adjectives;
- learn to compose a description story (according to the diagram);
Equipment: pictures of vegetables, diagram for drawing
story, ball.
Progress of the lesson:
1. Org. moment. Guessing riddles. (pictures showing
fruit)
Monkeys love to eat ripe...(bananas)
Round, rosy, I grow on a branch,
Adults and little children love me. (apple)
Ripe, juicy, aromatic, I look like an apple.
If you cut it in half, you will find a pit inside. (peach)
Balls hang on the branches, blue from the heat. (plum)
We have one “last name”: we are a family of citrus fruits.
I'm an orange younger brother, I'm rich in vitamins. (mandarin)
2. Game “What is missing”
Name all this (pictures of fruits) in one word. (fruits)
(Children close their eyes, cover one of the pictures. Children open
eyes. What didn't happen?)
3. Game “Guess what fruit I’m talking about”
Tasty, healthy, soft, green, sweet, juicy appetizing. (pear)
Sour, yellow, oval, healthy, juicy. (lemon)
Juicy, sweet, ripe, firm, red. (apple)
Delicious, yellow, soft, long. (banana)
Tasty, healthy, soft, blue, oval, sweet, juicy, small. (plum)
Delicious, orange, round, healthy, juicy, large. (orange)
4. Game “Let's treat the animals.”
Children take turns treating the animals with fruit. “I’ll give an apple to the bear” (bunny, baby elephant,...).
5. Game “What shall we cook?” (based on pictures)
The children take turns saying what they will cook.
“I’ll make some apple juice. I'll make apple jam.
I'll make pear compote. I'll make pear jam.
I'll make apricot jam. I'll prepare apricot juice.
I'll make some orange juice. I'll make peach jam.
I'll make plum jam. I’ll make some banana juice.”
6. Physical education minute. (improvisation of movements to the beat of a poem)
I stand on my toes,
I get the apple
I run home with an apple,
My gift to mom.
7. Finger gymnastics “COMPOT”.
We will cook compote (hold left palm
You need a lot of fruit. Here: “bucket”, index
with the finger of the right hand they “interfere.”)
Let's chop the apples (bend fingers one at a time
starting with more.)
We will chop the pear.
Squeeze the lemon juice
We'll put in some drainage and sand.
We cook, we cook compote. (Again “cook” and “stir.”)
Let's treat honest people.
8. Compiling a story according to plan:
-What is this?
-what colour?
-Where does it grow?
-What does it taste like?
-what shape?
-What can you cook from it?
For example: “This is a lemon. He is yellow. Lemon grows on a tree. It is sour and oval. Lemon is healthy. They put it in tea. Lemon can be used to make lemon juice.”
Analysis of stories.
9. Summary of the lesson. Remember what they talked about.
Game "Fourth wheel".
Apple, tomato, lemon, banana.
Plum, pear, peach, cucumber.
Pear, banana, lemon, apple.
TOPIC: “FOREST. MUSHROOMS. BERRIES".
Goal: - expansion and activation of the dictionary.
affectionate suffixes;
- learn to form relative adjectives;
- consolidation of understanding and practical use in speech
prepositions;
- consolidation of verbs in speech: “search”, “pluck”, “collect”
Progress of the lesson:
1. Org. moment. Finger gymnastics.
starting with more.)
big.)
For lingonberries, for viburnum.
We'll find strawberries
And we'll take it to my brother.
2. Introduction to the topic. Game "Walk in the Forest". (Picture from the forest.)
A forest is a big house where different plants, animals and birds live.
We are going to the forest. “Who will you see in the forest?” or “What will you see in the forest?”
The children answer: “I will see trees. I'll see bushes. I will see flowers. I will see animals. I will see birds. I will see mushrooms. I will see berries."
We name the mushrooms (from the pictures) - porcini mushroom, boletus, russula, honey fungus, chanterelles, boletus - edible mushrooms; fly agaric, toadstool - poisonous mushrooms.
We call wild berries (from the pictures) - lingonberries, raspberries, blueberries, cranberries, blueberries, blackberries, strawberries.
3. Game “Big-small”
Leaf-leaf bird-bird
Flower-flower branch-twig.
4. Game “One - Many”
Mushroom - mushrooms berry - berries
Tree - trees bush- bushes
Leaf- leaves bird - birds
Flower - flowers branch - branches
Bough-bough trunk-trunks.
All the little animals are on the edge
They are looking for milk mushrooms and trumpet mushrooms.
The squirrels were jumping
The saffron milk caps were plucked.
The fox ran
I collected chanterelles.
The bunnies were jumping
They were looking for honey mushrooms.
The bear passed by
6. Game “What shall we cook?”
Mushroom soup
From raspberries - raspberry jam
From blueberries - blueberry jam
From strawberries - strawberry jam
From cranberries - cranberry jam
From lingonberries - lingonberry jam
7. Game “What is this?” (finish the sentence and repeat it in full).
Birch, aspen, oak are...(trees).
Hazel, rosehip, lilac are...(bushes).
Chamomile, cornflower, forget-me-not are...(flowers).
Honey fungus, russula, fly agaric are... (mushrooms).
A mosquito, a grasshopper, a beetle are...(insects).
Cuckoo, owl, eagle are...(birds).
A hare, a fox, a wolf are...(wild animals).
8. Game “Mosaic” (put a mushroom out of 6 triangles).
9. Game “Who, where, where” (answers to questions based on the picture).
Where is the caterpillar? And so on.
10. Summary of the lesson. Remember what they talked about.
Answer the question.
In a clearing near an oak tree, a mole saw two fungi,
And further away, near the aspen trees, he found another one.
Who is ready to tell me how many fungi the mole found?
TOPIC: “FOREST. MUSHROOMS. BERRIES".
Goal: - development of coherent speech.
Objectives: - teach how to form gender of nouns. case;
- learn to form relative adjectives;
- consolidation of verbs in speech: “search”, “pluck”, “collect”;
- training in retelling;
- develop fine motor skills, auditory attention, thinking.
Equipment: pictures of a forest, mushrooms, berries, a ball.
Progress of the lesson:
1. Org. moment. Game "Give me a word."
Near the forest on the edge, decorating the dark forest,
It grew motley, like parsley, poisonous... (fly agaric).
Look, guys, there are chanterelles here, honey mushrooms there,
Well, these, in the clearing, are poisonous... (toadstools).
There are many white legs along the forest paths
In multi-colored hats, noticeable from a distance.
Don’t hesitate to collect, these are... (russula).
Finger gymnastics.
One, two, three, four, five, (fingers of both hands “hello”,
starting with more.)
We're going for a walk in the forest. (both hands “go” with the index and
middle fingers on the table.)
For blueberries, for raspberries, (Bend your fingers, starting with
big.)
For lingonberries, for viburnum.
We'll find strawberries
And we'll take it to my brother. (both hands “go” with the index and
middle fingers on the table.)
2. Game “What is there a lot of in the forest?” (drawing up proposals)
For example: “There are a lot of mushrooms in the forest. Mushrooms grow in the forest."
Mushroom - mushrooms - a lot of mushrooms berry - berries - a lot of berries
Tree - trees - many trees bush - bushes - many bushes
Leaf - leaves - a lot of leaves honey fungus - honey mushrooms - a lot of honey mushrooms
Flower - flowers - many flowers branch - branches - many branches.
3. Game “What shall we cook?” (based on pictures)
I'll make mushroom soup from mushrooms.
I'll make raspberry jam from raspberries.
I'll make blueberry jam from blueberries.
I will make strawberry jam from strawberries.
I'll make cranberry juice from cranberries.
I will make lingonberry jam from lingonberries. And so on.
4. Physical education minute. "FOR MUSHROOMS"
All the little animals are on the edge
They are looking for milk mushrooms and trumpet mushrooms.
The squirrels were jumping
The saffron milk caps were plucked.
The fox ran
I collected chanterelles.
The bunnies were jumping
They were looking for honey mushrooms.
The bear passed by
The fly agaric crushed. (Children walk in a round dance.)
(They jump in a squat and pick imaginary mushrooms.)
(They run and collect imaginary mushrooms.)
(They jump while standing and “pick” mushrooms.)
(They waddle, at the end of the line they stomp with their right foot.)
5. Learning to retell. Ya. Tayts “For mushrooms”.
Grandma and Nadya went to the forest to pick mushrooms. Grandfather gave them a basket and said:
- Well, whoever gets the most!
So they walked and walked, collected and collected, and went home. Grandma has a full basket, and Nadya has only half. Nadya said:
- Grandma, let's exchange baskets!
- Let's!
So they came home. Grandfather looked and said:
- Oh yes Nadya! Look, I've gained more than my grandmother!
Here Nadya blushed and said in the quietest voice:
- This is not my basket at all... it’s completely grandma’s.
Q: Why did Nadya blush and answer her grandfather in a quiet voice?
-Where did Nadya and her grandmother go?
- Why did they go into the forest?
- What did grandfather say when he saw them off into the forest?
- What were they doing in the forest?
- How much did Nadya gain and how much did grandma gain?
- What did Nadya say to her grandmother when they went home?
- What did grandfather say when they returned?
- What did Nadya say?
Repeated reading.
Children's retellings.
Analysis of stories.
6. Summary of the lesson. Remember what they talked about.
Answer the question.
As soon as I went into the bushes, I found an aspen boletus,
Two chanterelles, a boletus and a green moss.
How many mushrooms did I find? Who has the answer?
Goal: - expansion and activation of the dictionary.
Tasks: - form the plural of nouns;
- learn to form nouns with diminutive
affectionate suffixes;
- learn to form relative adjectives;
- select adjectives for the noun;
- agreement of nouns with numerals;
- develop fine motor skills, auditory attention, thinking.
Equipment: pictures of autumn, leaves, ball.
Progress of the lesson:
1. Org. moment. Finger gymnastics. "AUTUMN"
The wind flew through the forest,
The wind counted the leaves:
Here's an oak one,
Here's a maple one
Here is a carved rowan tree,
Here from the birch tree - golden,
Here is the last leaf from the aspen tree
The wind blew it onto the path.
2. Introduction to the topic.
What time of year is it now? (autumn)
What are the autumn months? (September October November)
What are the signs of autumn? (rain, falling leaves, cold, wind, vegetables, fruits, mushrooms).
3. Game “Big - small”
A gnome came to visit. He is from a fairyland. In the land of the gnome, everything is small, that’s why they talk about everything affectionately. And we will speak kindly.
Mushroom - fungus, mushroom berry - berry
Tree - sapling - bush - bush
Leaf-leaflet sun-sun
Flower-flower branch-twig
Forest - forest grass - grass
Rain - rain - wind - breeze
Cloud-cloud
4. Game “One - many”
Mushroom - mushrooms berry - berries
Tree - trees bush - bushes
Leaf - leaves puddle - puddles
Rain - rains branch - branches
Bough - bitch cloud - clouds.
5. Physical education minute. "FOR MUSHROOMS"
All the little animals are on the edge
They are looking for milk mushrooms and trumpet mushrooms.
The squirrels were jumping
The saffron milk caps were plucked.
The fox ran
I collected chanterelles.
The bunnies were jumping
They were looking for honey mushrooms.
The bear passed by
The fly agaric crushed. (Children walk in a round dance.)
(They jump in a squat and pick imaginary mushrooms.)
(They run and collect imaginary mushrooms.)
(They jump while standing and “pick” mushrooms.)
(They waddle, at the end of the line they stomp with their right foot.)
5. Game “On the contrary”
6. Game “Pick a sign”.
Autumn (what?) – early, late, golden, rainy, sunny, fruitful, cold,…
Leaves (which ones?) – yellow, red, multi-colored, dry,…
7. Game “Name the leaf” (based on pictures).
Birch, oak, rowan, linden, maple, aspen,…
8. Game “1, 2, 5”
One oak, two oaks, five oaks;
(maple, poplar, leaf)
One linden, two lindens, five lindens;
(pine, viburnum, aspen)
9. Summary of the lesson. Remember what they talked about.
Game "Fourth wheel".
Birch, aspen, lilac, oak.
Rosehip, hazel, lilac, linden.
TOPIC: “AUTUMN. CHANGES IN NATURE".
Goal: - development of coherent speech.
Objectives: - learn to extend sentences with adjectives;
- learn to compose a story based on a picture based on a diagram.
- learn to form gender nouns. case;
- learn to select antonym words;
- develop fine motor skills, attention, thinking.
Equipment: painting with the image of autumn, flannelgraph, pictures for the flannelgraph, supporting pictures.
Progress of the lesson:
1. Org. moment. Guessing riddles.
When does this happen? (Autumn)
It makes noise in the fields and in the forest, but it won’t get into the house.
And I don’t go anywhere while he goes. (Rain)
Gold coins fall from a branch. (Leaves)
2. Game “What’s missing?”
(picture on flannelgraph).
3. Game “What has changed?”
(picture on flannelgraph).
4. Game "On the contrary"
Tree tall - short leaf wide - narrow
Trunk thick - thin trees wet - dry
The path is dirty - clean, the day is short in autumn - long in summer
5. Spreading sentences with adjectives.
Autumn has come. It's cold, rainy, late fall.
It's raining. It's cold, fine, drizzling rain.
The wind blows. A strong, cold wind is blowing.
6. Physical education minute. "FOR MUSHROOMS"
All the little animals are on the edge
They are looking for milk mushrooms and trumpet mushrooms.
The squirrels were jumping
The saffron milk caps were plucked.
The fox ran
I collected chanterelles.
The bunnies were jumping
They were looking for honey mushrooms.
The bear passed by
The fly agaric crushed.
(Children walk in a round dance.)
(They jump in a squat and pick imaginary mushrooms.)
(They run and collect imaginary mushrooms.)
(They jump while standing and “pick” mushrooms.)
(They waddle, at the end of the line they stomp with their right foot.)
8. Finger gymnastics. "AUTUMN"
The wind flew through the forest,
The wind counted the leaves:
Here's an oak one,
Here's a maple one
Here is a carved rowan tree,
Here from the birch tree - golden,
Here is the last leaf from the aspen tree
The wind blew it onto the path.
N. Nishcheva (Smooth, wave-like movements of the palms.)
(Bend one finger on both hands.)
(Calmly place their palms on the table.)
9. Compiling a story based on a picture based on a diagram.
Cold autumn has arrived. The sky in autumn is gray, gloomy, and there is often light rain. Cold wind is blowing. The leaves turn yellow and fall to the ground. The grass dries and turns black. Birds gather in flocks and fly away to warmer regions. I like autumn because there are beautiful trees in autumn.
10. Summary of the lesson. Remember what they talked about.
TOPIC: "TOYS".
Tasks: - form the plural of nouns;
- learn to form nouns with diminutive
affectionate suffixes;
- learn to select adjectives for nouns;
- develop coordination of speech with movement;
- develop fine motor skills;
- develop auditory attention;
- carry out and verbalize 1-2 step instructions.
Progress of the lesson:
And cheerful Cipollino,
And a kitten and a baby elephant.
2. Introduction to the topic. (pictures of toys, toys)
What was considered in finger gymnastics? (toys)
Name your favorite toy.
Everyone wants to have a lot of toys?
Let's play.
3. Game “One - Many”
Ball – balls elephant – elephants
Car - cars doll - dolls
Duck - ducks bear - bears
Bunny - bunnies cube - cubes
Matryoshka - nesting dolls scoop - scoops
Drum – drums bucket – buckets
4. Game “Big - small”
There are a lot of toys, and now let’s call them affectionately.
Ball - ball - balls elephant - elephant - elephants
Car - machine - cars doll - doll - dolls
Duck - duck - ducks plane - airplane - airplanes
Hare - bunny - bunnies bucket - bucket - buckets
Matryoshka - matryoshka - nesting dolls scoop - scoop - scoops
5. Game “What is what?”
Dunno has a lot of toys, but he doesn’t know what they are made of. Toys are made from different materials. Let's help Dunno.
Who knows what toys are made of? (made of wood, iron, plastic, rubber, fabric, paper,...).
If a toy is made of wood, what is it? (wooden)
If a toy is made of iron, what is it? (iron)
If a toy is made of plastic, what is it? (plastic)
If a toy is made of rubber, what is it? (rubber)
If a toy is made of paper, what is it? (paper)
If the toy is made of plush, what is it? (plush)
If a toy is made of glass, what is it? (glass)
6. Physical education “Ball”.
. would hit the ball)
They bounce like balls.
7. Game “Do what I say and say what you did.”
- Katya, take the typewriter from the table and give it to Timur.
- What have you done?
- Timur, what did you do?
- Alina, take the doll from the table and give it to Zhenya.
- What have you done?
- Zhenya, what did you do?
- Nikita take the ball from the table and give it to Grisha.
- What did you do?
- Grisha, what did you do?
- Pasha, take the bear from the table and give it to Lera.
- What did you do?
- Lera, what did you do?
- Vova, take the bunny from the table and give it to Ulyana.
- What did you do?
- Ulyana, what did you do?
- Kirill take the chicken from the table and give it to Anya.
- What did you do?
- Anya, what did you do?
8. Game “Which, which, which”
Toys (what?) – small, large, beautiful, colorful, soft, favorite….
9. Game “Mine, mine, mine, mine.” (based on pictures)
Mine is a ball, a plane,….
Mine is a doll, a car,...
Mine is a bucket...
Mine are toys, blocks, dolls,...
10. Summary of the lesson. Remember what they talked about.
“Help Andryushka.”
Andryushka arranged the toys in two rows.
Next to the monkey is a teddy bear.
Together with the fox there is a bunny with a scythe.
Following them are a hedgehog and a frog.
How many toys did Andryushka place?
TOPIC: "TOYS".
Goal: - development of coherent speech.
Objectives: -learn the categories of the genitive case;
- differentiate prepositions on, under;
- strengthening the ability to select adjectives for
noun;
- learn to compose sentences using a model;
- learn to write a story - description;
-develop attention and thinking.
Equipment: pictures of toys, ball, toys.
Progress of the lesson:
1. Org. moment. Finger gymnastics “TOYS”
On a large sofa in a row, (alternately clapping and
Katina's dolls are sitting: banging their fists)
Two bears, Pinocchio, (bend all their fingers one by one.)
And cheerful Cipollino,
And a kitten and a baby elephant.
One two three four five. (bend fingers alternately)
We help our Katya (alternately clap and
We count the toys. knocking fists).
Guessing riddles.
He was small in stature and galloped away from me. (ball)
There are girls hiding in this young woman,
Every sister is a little prison.
Red cheeks, colorful scarves.
Merry people clap their hands...(matryoshka dolls)
When April takes its toll and the streams run, ringing,
I jump over her, and she jumps over me. (jump rope)
Today everyone is rejoicing: in the hands of children
Balloons are dancing with joy...
I received these miracle bricks as a gift.
Whatever I put together, I break, I start all over again. (constructor)
2. Game “What’s missing?”
(picture on flannelgraph).
3. Game “Which, which, which”
Let's say what kind of toys we have.
Toys (what?) – small, large, beautiful, colorful, soft, favorite, rubber, wooden….
Doll (what?) – elegant, beautiful, big, talking,….
Car (what?) - beautiful, big, passenger car, truck,….
The ball (what?) is beautiful, colorful, small,...
The plane (which one?) is beautiful, toy, plastic,...
4. Game “What is what?” (making sentences according to the model)
Toys are made from different materials.
The matryoshka is made of wood, which means it is wooden.
The machine is made of iron, which means it is iron.
The cube is made of plastic, which means it is plastic.
The ball is made of rubber, which means it is rubber.
The airplane is made of paper, which means it is paper.
The bear is made of plush, which means it is plush.
The dog is made of glass, so what is it like? (glass)
5. Game “Where are the toys”
(drawing up proposals for the action being demonstrated)
The cube is on the table, and the machine is under the table.
The doll is on the table, and the matryoshka doll is under the table. And so on.
6. Physical education “Ball”.
One, two, jump, ball. (waves your right palm like
would hit the ball)
One, two, and we'll jump. (rhythmic jumps on
Girls and boys wearing socks, hands on the belt)
They bounce like balls.
7. Game “1, 2, 5”
One ball, two balls, five balls. (elephant, cube, scoop, drum, bunny,
bear)
One car, two cars, five cars. (doll, duck,
matryoshka)
one bucket, two buckets, five buckets.
8. Writing a descriptive story.
This is a Masha doll. The doll has a head, blond hair, blue eyes, black eyelashes and eyebrows. There is a torso, arms and legs. on her White dress and white shoes. Masha doll is a toy. They play with her. WITH
The doll must be handled carefully.
9. Summary of the lesson. Remember what they talked about. What did you like?
TOPIC: “OUR BODY”
Goal: - expansion and activation of the dictionary.
Tasks: - form the plural of nouns;
- learn to form nouns with diminutive
affectionate suffixes;
- learn to select words - antonyms;
- practical use of the preposition na in speech;
- learn to use possessive pronouns in speech;
- develop fine motor skills.
Equipment: pictures of a person, a ball, pictures, a doll, Doctor Pilyulkin.
Progress of the lesson:
1. Org. moment. Finger gymnastics (repetition of previously learned exercises).
2. Introduction to the topic.
Doctor Pilyulkin came to visit. He will introduce us to those parts
bodies we don't yet know.
This is (the head). What's on your head? (On the head there is hair, face, ears.)
What's on the face? (eyes, nose, mouth, cheeks, chin, eyebrows).
What's on your hand? (fingers, nails, elbow)
What's on your leg? (knees, heels, toes, nails).
What's on the body? (belly, chest, back, hips).
3. Game “One - many”
The doctor cured many people, which means he cured more than one nose, mouth….
The doctor treated the eye - eyes leg - ... mouth - mouths
nose - ... hand - ... forehead - ...
ear - ... finger - ... belly - ...
4. Game “What do you have and what does the doll have?”
You have a face, and the doll has a face.
You have ears, and the doll has ears.
You have eyes, and the doll has eyes.
You have a leg, and the doll has a leg.
You have a cheek, and the doll has a cheek.
You have a belly, and the doll has a belly.
You have a forehead, and the doll has a forehead.
You have a nose, and the doll has a nose. Etc.
5. Game “On the contrary” (based on pictures).
Girl tall- (short girl).
Dark hair – (light hair).
Hair long – (short)
Curly hair – (straight)
The boy is plump - (the boy is thin). Strong – (weak).
A sick person is (healthy). Elderly – (young).
Cheerful - sad.
6. Physical education minute.
7. Game “Mine, mine, mine, mine.” (based on pictures)
Mine – (forehead, nose, etc.) Mine – (face, body, etc.)
Mine - (arm, back, etc.) Mine - (legs, ears, etc.)
8. Game "Find the mistake."
They jump with their hands and touch with their feet.
They smell with their eyes and look with their nose.
They eat with their ears and listen with their mouths.
They clap their feet and stomp their hands.
They take it with their nails and scratch it with their hands.
9. Summary of the lesson. Remember what they talked about.
What did you like?
TOPIC: "OUR BODY".
Goal: - development of coherent speech.
Objectives: - to master the categories of the genitive case;
- learn to coordinate nouns with numerals;
- learn to select nouns for adjectives;
- teach retelling;
- teach solving riddles;
-develop attention and thinking.
Equipment: numbers, ball.
Progress of the lesson:
1. Org. moment. Guessing riddles.
They live across the street, but don’t see each other. (eyes)
People always have it, ships always have it. (nose)
If it weren’t for him, they wouldn’t have said anything. (language)
Five brothers will be born together, but of different heights. (fingers)
All their lives they have been racing, but they can’t overtake each other. (legs)
One speaks, two watch and two listen. (tongue, eyes, ears)
2. Game “What is not visible?” (parts of the face and body are covered)
3. Game “What can you say about...”
Small - nose, mouth, finger.
Small - arm, leg, head.
Small - ear.
4. Game “1, 2, 5”
One nose, two noses, five noses. (eye, mouth, finger)
One cheek, two cheeks, five cheeks. (arm, leg, head)
One ear, two ears, five ears.
5. Physical education minute.
With the left handle - on the shoulder, with the right handle - I'll twist it,
On your toes and on your heels, that’s when you run out of charge.
Game “Ear, nose, hand...” (show what they call it).
6. Retelling the story “What are hands for” (E. Permyak)
Petya and grandfather were great friends. We talked about everything.
Grandfather once asked
Correctional and educational: activation, clarification and enrichment of vocabulary on the topic: “Transport”; encouraging children to engage in active and expressive speech; nurturing attention to addressed speech; instilling explanatory speech skills; forming simple and common sentences using questions about pictures; encourage you to use sentences that differ in purpose and intonation in your own speech; use of sentences with the conjunction a; replenishing the vocabulary with adjectives, adverbs, verbs; cultivate the ability to coordinate nouns with verbs, adjectives, numerals, prepositions; formation of grapho-motor skills.
Correctional and developmental: development of articulatory, fine and gross motor skills; coordination of speech with the movements of creative performance; facial muscles, speech breathing, tempo-rhythmic side of speech; development of visual and auditory perception and attention, tactile perception; development of logical thinking when solving riddles; development of mental and phonemic processes; development of visual-spatial perception, representation; visual analysis and synthesis, visual control; formation of visual-motor coordination.
Correctional and educational: developing skills of cooperation, mutual understanding, goodwill, the ability to work with didactic material, developing the desire and interest to talk about at will; fostering creative activity and the ability to listen carefully to each other.
Materials: drawings various types transport; superimposed contour images of various modes of transport; drawing with shadow images of modes of transport; labyrinth drawing; schematic representation of the machine; plastic sticks, paper circles, toy car.
Progress of speech therapy classes in kindergarten
Organizing time
Cars with cars are rushing,
Cars rustle with tires.
The car stopped
The tires hissed quietly: sh-sh-sh-sh-sh.
Working with riddles
I don't eat oats or hay
Give me some gasoline to drink.
I will overtake all the horses,
I'll catch up with whoever you want.
(Automobile)
I have a path in the blue sky,
I fly the fastest.
(Airplane)
What does an airplane have that a car doesn't?
Lexico-grammatical exercise “Find out what it is?”
The speech therapist invites children to carefully look at the shaded pictures of various types of transport and guess what is depicted.
Lexico-grammatical exercise “What do I see?”
Children are presented with a drawing that shows overlaid images of various types of transport. Children look carefully and answer the question “What do I see?”
Lexico-grammatical exercise “I’m going to visit”
Each child has drawings of various types of transport on the table (car, bus, tram, plane, train, ship). The speech therapist approaches each child and asks: “What will you drive to visit?” The child shows his picture and answers the questions.
Didactic game “Find out behind the shadow”
Each child has drawings of various types of transport on the table (tram, bus, truck, car, excavator, tractor). Shadow images of various types of transport are drawn on a piece of paper. The child carefully examines the shadow images and determines the type of transport based on the contour of his drawing. Then the child is asked to attach his drawing of transport to the board on which shadow images are placed.
Physical education lesson “Traffic Controller”
The traffic controller stands stubborn (Walking in place)
Don't go waving at people! (Move your arms to the sides, up, to the sides, down)
Here the cars drive straight (Hands in front of you)
Pedestrian, you wait! (Hands to the side)
Look: smiled (Hands on belt)
Invites us to go (We walk in place)
You machines, don't rush (Hand clapping)
Let pedestrians pass! (Jumping in place)
I have a magic wand in my hands,
In a moment she stops a hundred cars!
- Here's the stick to the left, I showed you
The car row became beautiful and smooth.
- Here, children, I’ll show you the right side
And I’ll help with my wand.
- We're going ahead of the car.
This makes the tires whistle.
- I deftly raised my wand
Immediately the Mercedes stood rooted to the spot.
Mystery
He regulates transport
Like a real actor
Dictates his own rules to everyone
Well, it's called...
(Traffic light)
"Labyrinth"
A labyrinth is drawn on a piece of paper. The child is asked to “drive” through the maze. The speech therapist gives the child a toy car, the child drives and comments on the route, answers the question: “How will you go?”
Exercise “Hatching a car”
(Exercise to develop graphomotor skills)
Didactic game "Magic Wands"
Children are asked to build a car out of sticks.
Lesson summary
| Nouns | car, truck, tram, plane, bus, train, cars, excavator, tractor, road, highway, wheels, wings, steering wheel, stop, cargo, garage, traffic light, colors, driver, tire, traffic police inspector |
| Adjectives | red, yellow, green |
| Verbs | go, fly, stopped, slow down, |
| Numerals | one - many |
| Adverbs | fast, slow, left, right, forward, backward |
| Prepositions | in, on, by |
| Unions | A |
| Word formations | cargo - truck |
The development of beautiful, competent speech in preschoolers is not only a way to get rid of speech defects, but also an opportunity to make the child feel more confident in communicating with peers and adults. Being able to correctly express and convey his feelings, and develop oral conversation skills, a preschooler will understand what he himself is talking about, what he wants to talk about. A teacher and speech therapist who conduct group and individual speech classes with children help preschoolers overcome difficulties in learning their native language and expressing their thoughts orally.
Theoretical aspects of speech therapy classes in kindergarten
The goals for speech therapy sessions are usually general:
- Development of articulatory motor skills.
- Formation of pronunciation skills (depending on the stage of work on a particular sound).
- Development of phonemic awareness.
- Development of sound analysis skills.
- Improving lexical and grammatical structures.
- Development of fine motor skills in preparation for writing.
Mastery of the native language is the most important acquisition of a child in preschool childhood.
Children’s speech, which is beautiful in itself, also has scientific value, since by studying it, we thereby discover the bizarre patterns of children’s thinking.
K. I. Chukovsky
The methodological goal of an open speech therapy lesson is to demonstrate what teaching methods and techniques the teacher uses and how accessible the material is presented. If the lesson is held at the end of the semester, you can see what progress the children have achieved during their training.
Tasks for different age groups
For each lesson there is one specific goal and several main tasks that will be solved in the process of educational activities.
Tasks for pupils of junior groups of preschool educational institutions:
- Dictionary expansion.
- Development of auditory and visual attention.
- Teaching correct sound pronunciation.
- Development of the ability to distinguish objects and describe their external signs for the ability to compose coherent descriptions.
In the middle group, speech therapy classes solve a number of problems:
- Activation of speech activity.
- Formation of correct breathing when speaking.
- Development of articulation and speech hearing.
- Development of associative thinking (helps to establish connections between various concepts, promoting the development of literate speech and logical construction of sentences).
In communicating with adults and peers, the child masters the rules of human speech and learns new words.
For preschoolers of the senior group, the following tasks will be relevant:
- Development of skills to characterize sounds (long, short, how they are pronounced, in which words they appear).
- Formation of ideas about deaf and voiced sounds.
- Development of dialogical speech.
Examples of tasks for preparatory group students:
- Improving the accuracy of facial expressions and gestures when speaking.
- Improving the ability to answer questions accurately and clearly.
- Development of intelligible, literate speech.
- Formation of the skill of correct speech breathing.
While working with preschool children, the speech therapist keeps cards speech development every child
The native word is the treasury of all mental development and the treasury of all knowledge.
K. D. Ushinsky
Table: speech therapy techniques in working with preschoolers
| Reception name | Description | Why it's useful | Relevance of use in open classes | Examples of games |
| "Sand Games" | The choice of games depends on the age of preschoolers. To implement such techniques, the teacher needs to have several boxes filled with sand to one third, sets small toys(people, vehicles, plants, animals), you can also get a set of letters made of wood or plastic for word-composing games. Playing with sand is good for introducing sounds and teaching children how to spell words correctly. | During the game, children better remember educational material, learn to independently describe objects from memory, and develop fine motor skills to prepare their hands for writing. In addition, working with sand relieves unnecessary stress and increases the emotional background of children. | Tasks in the form of games help children to distract themselves and relax, since some of them may feel uncomfortable in the presence of strangers in class. On the other hand, this good way Let children express themselves, show their independence and imagination. The teacher can also show creativity by showing colleagues various options for educational games that are interesting for preschoolers. |
|
| Facial exercises | The reception is suitable for pupils of all age groups. These exercises help develop the mobility of the facial muscles and allow you to further develop clear articulatory movements. | Exercise affects further development articulations help the child control his facial expressions during a conversation, so that it is easier for him to explain what he feels. | You can start the lesson with this technique by involving guests. For example, asking children with certain emotions to tell a story to guests, which will help the students not feel uncomfortable in the presence of strangers and will lift their spirits. The more emotions a teacher can use in their work, the better. There is an opportunity to demonstrate to colleagues the collected material, which they can also use in the future (pictures with emotions, images of various animals, “mood clouds”, cards with tasks, etc.). | In the first lessons it all starts with simple exercises- frown your eyebrows, alternately open and close your eyes, gradually the movements will become more complicated (raise your eyebrows together and in turn, smile broadly, make your lips a “bow”, wiggle your nose, etc.). It is necessary to develop in children voluntary movements and control of facial expressions. It is best to ask preschoolers to portray certain emotions - joy, sadness, surprise, fear, anger, happiness, cheerfulness, jubilation, fatigue, etc. So that children, especially younger preschoolers, do not lose interest in the lesson, it is used visual material with images of emotions (“repeat what’s in the picture”) or emotional states animals that can be given names (sly fox, angry wolf, kind bear). |
| Breathing exercises | Applicable to all age groups in every lesson. Rhythmic noisy breathing helps saturate the body with oxygen and get out of a stressful state. | Helps develop proper breathing when speaking, calms children and sets them up for learning. | It is worth starting a lesson with such gymnastics to make it easier for children to maintain attention and a positive attitude in the future. Habitual activities calm the pupils, despite the presence of strangers. |
|
| Massage ball | Suitable for preschoolers of any age. Such balls are used to massage the palms and fingers, promoting the development of fine motor skills and preparing children's hands for writing, increasing the performance of each hand. | Develops fine motor skills, preparing the hand for writing. If children are already practicing with copybooks, then the massage ball can be used at the beginning of the lesson to warm up or in the middle to relieve fatigue. | Demonstration by the teacher of various exercises for children, showing the correct methodological instructions during the lessons. | You can use balls of different sizes to massage not only the entire hand, but also individual fingers, which the child will use to hold writing instruments in the future. |
| "Creating a situation of success" | The technique is suitable for children completing tasks in copybooks. The child writes in the workbook only with a pencil, and the teacher does not correct mistakes, only makes notes in the margins. This will allow the child to erase what he did wrong and correct the work himself. This technique helps to raise the student’s self-esteem, which will give him an additional desire to study. | Helps the child to believe in his own abilities, making him want to work better, try to complete tasks without errors, and find flaws in his work himself. | This technique is relatively new, which makes it possible for the teacher to clearly show why it is not worth correcting mistakes for the child on his own and scolding him in case of failure. | |
| "Find the picture" | Images for cards should be selected in accordance with the age of the children and their vocabulary. Each child is given a card with various images (objects, animals, plants). You need to find pictures according to the principle indicated by the teacher. | Develops attention, memory, helps to better assimilate material. | There may be many options for tasks for children to demonstrate their existing knowledge and reveal the topic of the lesson. The teacher demonstrates the material he has collected (the pictures can be thematic, divided by the number of syllables, letters, etc.) and tasks with cards developed for different age groups. | Preschoolers can perform a number of various tasks with cards. For example, select pictures whose names contain the letter “r”, select pictures whose names begin with a certain syllable, select pictures ending with a certain letter. |
| Unconventional exercises using health-saving technologies | Suitable for pupils of any age. A series of exercises that will improve the physical and mental state of students, relieve muscle tension and charge them with positive energy. | Exercises allow you to teach children methods of maintaining health, restoring strength, developing switching attention, relieving tension, stimulating performance and thinking. | Exercises allow preschoolers to quickly restore their working capacity, prevent fatigue, which means that children will work actively throughout the entire lesson. |
|
| Gaming techniques | Suitable for preschoolers of any age. Leading children's activities preschool age- a game. IN game form Children perceive complex and tedious tasks with interest and complete them with pleasure. | They help maintain children’s interest in activities, develop positive motivation and cognitive interest. | Thanks to the game form, students are motivated to complete tasks. |
|
Motivating start to class
The organizational introductory stage must be carefully thought out, since the entire future success of the lesson may depend on it. The speech therapist needs to introduce children to the topic, interest them from the first minutes and maintain positive motivation for work until the end of the lesson. There are various methods of motivation and encouragement for this.
At the beginning of the year, a speech therapist can start a diary of his achievements for each pupil, where for each successfully completed task a beautiful sticker will be added, indicating the success of the preschooler. This method is more suitable for children of senior and preparatory groups in order to maintain interest in classes throughout the school year.
The outcome of the event itself largely depends on the motivation of the students at the beginning of the lesson.
For children younger age At the beginning of the lesson, it is good to use wrist puppets, which “came to check” whether the children are ready for the lesson and what their mood is. For example, a teacher puts bear and bunny dolls in their hands, which ask the children questions (“Are you ready to start the lesson?”, “Have you taken them with you?” good mood?”, “Are you sitting nicely?” etc.).
In any age group, you can start a lesson with riddles on basic topics so that the children themselves can guess what they will study today. This will help them immediately get involved in what is happening, start thinking and motivate them to give the correct answer.
Co middle group The introductory exercise “make a whole from parts” is used. Children are shown a picture with a plot from a familiar fairy tale, and then asked to tell what kind of fairy tale it is, who the characters are, what they are doing, where they are, and what words with the most letters are in this picture. The brighter and more complete the illustrations, the more interest children will have.
Pupils of the senior and preparatory groups can immediately be called into dialogue, for example, start a conversation about what they saw on a walk or on the way to kindergarten, what the weather was like, time of year, whether they saw animals and plants, what they remember most. This encourages children to immediately join the discussion, learn to competently retell what they saw, and clearly construct sentences.
A new interesting game will attract the attention of preschoolers for a long time
At the beginning of an open lesson for children of different ages You can use the organizational moment with the participation of adults present. The teacher invites the preschoolers to say hello to the guests, but to do this in an unusual way. Each child receives a face cut out of cardboard depicting a certain emotion. Children say hello with the intonation that best suits their pictures. Senior and middle preschoolers can be asked to write short stories about themselves or each other to introduce themselves to guests. A teacher should help younger children. He can ask the kids to tell the guests where in the group there are objects starting with a certain letter or with a given number of syllables.
Table: examples of motivating start to classes in different age groups
| Age group | Lesson topic | Purpose of the lesson | Example of a motivating start to a lesson | Relevance of the appointment |
| Junior | "In the village at grandma's" | Expand children's knowledge about pets. | A surprise moment at the introductory stage. The speech therapist shows the children a large decorated box and asks them to guess what is in it. Then he takes out a toy steam locomotive from the box and says that he will take the children to their grandmother in the village, where they will get acquainted with domestic animals. While children are “riding” on a steam locomotive, they perform speech exercises, imitating the sounds of riding (chug-chug, tu-tu). | This beginning of the lesson allows you to immediately include breathing exercises and simulating exercises, which will help children work better during the entire lesson. |
| Average | "In Search of Fairy Tales" | To strengthen children's ideas about numbers, time of day, and space. | Surprise moment. The teacher shows the children a book of fairy tales with completely blank pages. Having discovered the loss, you need to invite the children to go in search of fairy tales on the train to the library. The teacher says that the children will travel on tickets, and therefore they need to quickly find tickets that match the color of the train carriages (a didactic game, materials for which must be prepared in advance: tickets made of colored paper and a train made of cardboard carriages). | The game develops attention, logic, and allows you to reinforce the names of colors in a playful way, increasing children’s interest in the lesson and further tasks. |
| Older | "Zimushka-winter" | Summarize and systematize children's knowledge about winter. | Organizing time. Children each stand near their own chair. The speech therapist invites the children to play a game. He will ask riddles about winter, which preschoolers will take turns answering. The one who gave the correct answer sits on a chair. The game helps children to engage in the lesson with interest; it is necessary to prepare in advance a large number of riddles | Attention task, development of auditory attention. From the first minutes, children are involved in the process, begin to think about the topic of the lesson, try to give correct answers, and reinforce the correct pronunciation of familiar words. |
| Preparatory | “Composing a story about your favorite fairy tale hero” | Develop logical thinking and competent speech. | Organizing time. There are paintings with images of fairy-tale characters on the board. The teacher says that the characters don’t remember what they look like, so he will name the characters’ names, and the children, without pointing at the picture, must describe in their own words appearance character. | Children learn to compose descriptive stories, reproduce in oral speech what they see, and correctly construct sentences. The task develops attention and observation. |
How to prepare and conduct an open speech therapy session at a preschool educational institution
An open lesson differs from a regular lesson in that it is developed and conducted according to a specially prepared form of organization, where the teacher can demonstrate to his colleagues his methods and techniques of work, which he successfully uses to achieve high-quality results. For pupils, this is a normal activity, no different from a number of others, with the exception of the presence of strangers.
To conduct speech therapy classes, you will need a set of mirrors so that children can independently monitor the correctness of the exercises.
Preschool age is a period of intensive mastery of the child’s native language, rapid expansion of vocabulary, as well as understanding of various speech shades and intonations.
When preparing an open lesson, the speech therapist relies on a technological map, which includes a description of the goals, objectives, and each stage of the lesson. Based on the results of the event, information about the results obtained and an assessment of the children’s work in the lesson are entered into the document.
The technological map will help in preparing an open lesson, and in the future in analyzing the results
Topic index
Each topic includes new words that should expand the child's vocabulary. In classes, nouns, verbs, attributes of objects (seasons, weather, animals, people, etc.), adverbs, prepositions are studied. List of topics that a speech therapist can implement throughout the year:
- Autumn. Trees.
- Forest. Mushrooms and berries.
- Garden. Vegetables.
- Fruits. Garden.
- Autumn (generalized knowledge about autumn, its weather, months, behavior of animals and birds at this time of year).
- The human body.
- Wild animals.
- Animals of cold and hot countries.
- Pets.
- Migratory and wintering birds.
- Clothes, shoes, hats.
- New Year's celebration.
- Winter.
- House. Construction.
- Apartment. Furniture.
- Dishes. Products.
- Spring.
- Family.
- House plants.
- Professions.
- Fish. Ocean World.
- Transport.
- Space.
- Our town.
- Our country.
- Flowers.
- Insects.
To conduct individual open speech therapy sessions with students, you can use the appropriate card index.
Photo gallery: didactic games and diagrams for classes
Funny pictures will help preschoolers remember the correct use of prepositions The “Continue the Row” game develops the logical thinking of preschoolers Didactic game“Look and Name” develops classification skills and the ability to generalize. The reference diagram will help the child write a story about himself. Older preschoolers learn to write descriptive and comparative stories from pictures. With the help of this game, the child consolidates knowledge about the methods of movement of animals. The “Make a Word” game trains knowledge of letters and sounds. This scheme will help consolidate preschoolers’ knowledge about professions
Lesson time plan
Like any other speech therapy session in kindergarten consists of several stages:
- Organizing time.
- Explanation of the topic of the lesson.
- Description and characteristics of the sound that will be studied.
- Pronunciation of the necessary sounds in syllables, words, sentences.
- Physical education minute.
- Working on pronunciation.
- The use of sound in coherent speech, dialogue, and story.
- Summary of the lesson.
In different age groups, the duration of classes is different (from 10 to 30 minutes), so that children do not get tired and do not lose interest in educational activities. So, junior groups preschoolers should study for no more than 10 (first youngest) or 15 (second youngest) minutes, middle groups - no more than 20 minutes, senior groups - 25, in the preparatory group classes last up to half an hour. The same requirements apply to conducting open classes.
Table: examples of temporary lesson plan in different age groups
| Age group | Introductory stage, motivating beginning | Didactic games | Physical education or outdoor game | Speech exercises | Summarizing |
| Junior | 2 minutes. | 3 minutes. | 2 minutes. | 7 minutes (in game form). | 1 minute. |
| Average | 3 minutes. | 3 minutes. | 3 minutes. | 10 minutes. | 2 minutes. |
| Older | 3 minutes. | 4 minutes. | 3–5 minutes. |
| 2 minutes. |
| Preparatory |
| 5 minutes. | 5 minutes. |
| 2–3 minutes. |
Pupils in the preparatory group already know a lot and are able to concentrate, so the conversation method is actively used in classes.
Examples of notes for open speech therapy sessions
Below are speech therapy options for different age groups. Each stage is described in detail, the goals and objectives of the lesson are indicated. There are examples of games, literary works, necessary equipment and materials. It is shown how to summarize the lesson, what methods and techniques a teacher can use.
(Bogatelia I.N.) is almost entirely created in poetic form, which can increase children’s interest in completing tasks and influence aesthetic development(create a desire to write poetry yourself, study fiction together with your parents and teacher).
Video: speech therapist lesson in a senior group
Video: open speech therapy session in a school preparatory group
It is important to remember that any knowledge will be useful only with constant use in practice. Therefore, it is necessary to develop the speech of preschoolers not only in special classes, but also in everyday life, encouraging them to remember and tell as much as possible, studying fiction, suggesting interesting topics for games, excursions, and holiday scenarios. In this case, each child will have the opportunity to talk about their impressions and communicate with others.
Summary of the frontal lesson in the senior group on the lexical topic “Fruits. Garden"
(First year of study)
Program content:
Target: expansion and activation of the dictionary.
1. Learn to form adjectives from nouns.
2. Learn to agree nouns with adjectives in gender, number and case.
3. Learn to coordinate numerals with nouns.
4. Develop coherent speech, learn to write descriptive stories about fruits.
5. Develop phonemic awareness and thinking.
6. Develop coordination of speech with movement, work on the tempo and rhythm of speech.
7. Develop fine motor skills.
8. Develop visual-object gnosis.
9. Develop smooth speech exhalation.
Equipment: pictures depicting fruits, a ball, fruits cut out of colored paper on strings, a plan diagram for writing a descriptive story, dummies or pictures of fruits for the account.
I. Organizing time
1. Speech therapist:- The one who names the fruits will sit down.
Speech therapist:- Well done! Now I will display one picture at a time on the panel, and you will answer the questions Which one? Which? Which?
Lemon – yellow, juicy, sour, oval;
Orange – orange, round, sweet, juicy;
Pear – sweet, yellow, juicy, hard;
Apple – sweet, red, juicy, round;
Plum – blue, oval, sweet, juicy;
Peach – round, juicy, pink, sweet;
Speech therapist:- Well done! Now let's play with the ball.
II. Game “Find the mistake quickly” (with a ball)
2. Speech therapist:- I will pronounce a sentence and throw the ball to you, and you will find a mistake, correct the sentence and throw the ball back to me.
There are (beautiful) apples growing on the tree. What kind of apples grow on the tree?
We have collected (wealth) the pear harvest. What harvest have we reaped?
Mom bought her daughter a (sweet) peach. What peach did mom buy?
Grandmother forbids eating (dirty) fruit. What fruit does your grandmother forbid you to eat?
We bought (large) plums at the store. What plums did you buy at the store?
3. Speech therapist:- Guys, you completed the task well. Take one fruit at a time and name it. Now take it by the string and blow it. A light breeze rose and the fruits on the branches swayed quietly. And now a strong wind has blown, the fruits on the branches are swaying violently.
(Children blow on fruits cut out of colored paper on strings.)
Speech therapist:- Well done, the wind is over. Place the fruit in the envelope.
Now let's play with our fingers.
4. Finger gymnastics “To the garden for plums”
The finger is thick and large. Alternately bend the finger,
I went to the garden to pick plums. which is being talked about
Index from the threshold and then straighten it.
Showed him the way.
The middle finger is the most accurate:
He knocks plums off the branch.
Nameless eats
And the little finger is gentleman
Plants seeds in the ground.
5. Compiling a descriptive story about fruit according to plan. (picture)
What is this?
What colour?
Where does it grow?
What shape
What does it taste like?
What can you cook from it?
1. Physical exercise "Gardener"
Yesterday we walked in the garden, They walk in a circle, holding hands.
We planted currants. They “dig” a hole and “plant” a bush in it.
We whitened the apple trees with lime and whitewash. Move your right hand up and down.
We repaired the fence, “Hit” with a hammer.
We started a conversation: One child comes into the circle.
- Tell me, our gardener,
What will you give us as a reward?
– I’ll give you purple plums as a reward. Bend one finger at a time.
Honey pears, the largest,
A whole kilogram of ripe apples and cherries.
This is what I will give you as a reward!
7. Game “What fruits do you see?”
Speech therapist:– Look at the picture and name what fruits you see.
8. Game “Count the fruits”
One apple, two apples, three apples, four apples, five apples.
One banana, two bananas, three bananas, four bananas, five bananas.
One pear, two pears, three pears, four pears, five pears.
Speech therapist:– All the fruits have been counted, well done.
9. Game “What can we make from fruits”
Speech therapist:- Now I will name the fruit, and you will answer what can be prepared from it:
apple – apple juice, pie, orange compote
plum – plum juice, jam, watermelon compote
pear – pear juice, peach compote
pineapple – pineapple juice grapes
10. Game “Say the Word”
My brother and I argue to this day, Oh, you deceivers, you lie,
Which is tastier: watermelon or... don’t grow on Christmas trees...
If we are visiting Nata, she will sing proudly on a branch,
Safe grenades, Blue with a pit...
The soldiers don't abandon them,
Oh, delicious, juicy pomegranates.
We have a tropical guest. We need a sugar car,
Long-tailed... To eat with a smile...
