This section presents lessons and lessons helping children learn to speak correctly and beautifully. Speech development lessons stimulate the speech activity of children, contribute to the development of the child's speech.
The site presents 23 speech development classes children.
Primary school teachers note that many children have difficulty building phrases, often do not know how to grammatically correctly formulate a sentence, and have a poor vocabulary. Such shortcomings are not noticeable at home, but are revealed in the classroom at school. This is due to the insufficient level of speech development.
In order to prevent these difficulties, it is necessary to develop child's speech at preschool age. In our lessons on the development of speech, you can find tasks of varying degrees of difficulty. If something is not working out for a child, help him, prompt.
All speech development classes written in an accessible language, tasks are given in a playful way, accompanied by beautiful illustrations that will interest any kid.
All lessons were tested and approved by a practicing preschool teacher O.A. Volovskaya.
The child gets acquainted with living and inanimate objects (animate and inanimate), learns to make sentences with words that answer the question: "Who?" or "What?".
The child learns to make sentences with words that answer the question "What?". He still does not know what the genitive case is, but he can already correctly decline words.
The child learns to make sentences with words that answer the question: "Who?". The lesson is accompanied by a large number of colorful photographs of animals.
The child in a playful way is invited to make a lot of sentences with words that answer the questions of the dative case: "To whom, why?"
We make up a set of sentences with words that answer questions instrumental: "By whom, with what?", we remember the fairy tale about Kolobok
Drawing up sentences with words that answer the questions: "About whom, about what, in what, on what?", the use of prepositions "on" and "in" depending on the situation.
Animals and their cubs - how to correctly name animals in the masculine, feminine, and their cubs. Lots of very interesting photos of animals with their babies.
We select diminutive and affectionate words for animate and inanimate objects: various animals, things, fruits, berries.
We study many different adjectives and vegetables, select words to describe vegetables and vegetables to adjectives. Looking for similarities and differences between objects.
Many more adjectives for the most various subjects: animals, fruits, berries, dishes.
The child in a playful way is invited to make sentences first, and then short stories based on pictures. The complexity goes gradually, the difference between a story and a short sentence is explained
We begin to study verbs, correctly select the endings of verbs for the feminine, masculine, neuter, plural words. We come up with actions for animals and animals for actions.
Learning various prepositions: "on, under, in", etc. Determining from the pictures what happened at the beginning, what then, what at the end, compiling a story from several pictures
A lot of long and short words, the child learns to determine - a long word or a short one, to invent his own words.
Repetition of geometric shapes, colors, drawing up a story from a picture
Animals of Africa, Australia are studied, short stories about them are compiled.
Making up stories with pictures of cats. Lots of interesting funny pictures of cats.
We learn to tell what the weather is like on the street, what the weather was yesterday and what it will be like tomorrow. Options are being considered: the sun is shining, it is raining, there is a thunderstorm outside, it is snowing outside.
Abstracts
speech development classes
(PREPARATORY GROUP)
lesson number 1
Prepared by:
educatorI qualification category- S.L. Nenasheva
Nefteyugansk, 2017
Lesson 1
Retelling of the fairy tale "The Fox and the Goat"
Tasks.Connected speech: to consolidate children's ideas about the features of the composition of fairy tales (beginning, ending); learn to use figurative artistic means when retelling, expressively convey the dialogues of characters;
Vocabulary and Grammar: to teach to select definitions for nouns denoting objects and phenomena of the surrounding world, to find an object according to the named signs; when agreeing words, focus on their endings;
sound culture of speech: learn to pronounce the tongue twister clearly and distinctly with different volumes of voice (loud, moderately, quietly, in a whisper); choose words that are similar in sound and rhythm.
Material. Pictures with the image of a fox.
Lesson progress
The teacher makes a riddle: “The tail is fluffy, the fur is golden - who is the riddle about?” (About the fox.) Shows the children several pictures of the fox: “When you were in senior group, we looked at different pictures. Now you can take any picture and say what kind of fox you have. If one has a red fox, then the other has another ... someone has a beautiful fox, and someone else ... "
The teacher expressively tells the tale "The Fox and the Goat". Asking questions:
- What is this story about?
- How does it start? ends?
- How is the fox shown in the fairy tale? Why do you think she is smart? What else is the fox depicted?
- And what is a goat in a fairy tale? Why do you think he is like this?
- What words and phrases do you like the most?
- Listen to the story again, - the teacher offers, - then you will tell it. Listen carefully and remember.
3-4 retellings are heard.
You can invite children to retell the tale in roles (or in a group - a “team”).
Children evaluate the retellings of their comrades. If they find it difficult, the educator does it himself, drawing their attention to the completeness of the transfer of content, the expressiveness of intonations in the dialogue, the use of different words and expressions from the text.
- You told the story in an interesting and expressive way. Let's think again whatwas goat. What words can be used to describe it? (Slow-witted, stupid, stupid, inattentive, etc.)
- What was the fox? (Redhead, cunning, beautiful, smart, dexterous, fast, nimble.)
- What words that you said about a goat and a fox can be used when talking about a person?
- What was the well? (Deep, cold, dark, cloudy, dirty, narrow.)
- What else can be called "cold"? (Snow, ice, air, wind...)
- And what can be called "cold"? (Winter, snowflake, icicle, ice...)
- Listen carefully and answer.Cold, deep, transparent - is it a river or a stream?Blue, glassy, fragile - is it a saucer or a cup?
Carrying out these exercises, the teacher makes sure that the children clearly pronounce the endings, correctly coordinate adjectives with nouns.
The teacher offers to learn a tongue twister about a fox: “The fox runs along the sixth. Lick, fox, sand." The teacher, and then the children, pronounce the tongue twister loudly, moderately, quietly, in a whisper.
You can give the children the task to come up with a rhyme for the words “You, fox, where did you walk?” (She danced on the lawn; rested under a bush, etc.) Everyone repeats the most successful couplet loudly, quietly, in a whisper.
Lesson 2
The story of the painting "To school"
Tasks.Connected speech: to teach children to compose a plot story based on a picture, using previously acquired plot building skills (outset, climax, denouement), to independently invent events that preceded those depicted;
dictionary: to activate in the speech of children the words related to the topics "School", "Autumn"; to teach to compare and generalize, highlight essential features, select exactly the words to denote the phenomenon;
grammar: learn to select single-root words for a given word; exercise in differentiating sounds with andsh; Develop intonational expressiveness of speech: learn to give the utterance shades of question, joy.
Material. Painting "To school".
Lesson progress
The teacher places the picture "To School" on the stand. Asking questions:
- What is the name of this painting? Give her a name. What do you think, whose name is more correct, more interesting? Why?
- Why do you think that these children go to school and not to kindergarten?
- How to call in one word children who go to school? (Pupils, schoolchildren, first graders.)
- What is in schoolbags? (Pencil case, notebooks, textbooks...) How can you call all these items in one word? (School supplies.)
- At what time of the year do children start school?
- How do we distinguish autumn from other seasons? What happens only in autumn? (Leaf fall, harvesting, departure of birds, etc.)
- In autumn the weather is different. If the sun is shining, the sky is transparent, then what words can you say about autumn? (Sunny, golden, clear, early.) If the sky is overcast, a cold wind blows, it often rains, then what words can you say about autumn? (Late, gloomy, cloudy.)
- Hear the words -teach, teacher, teacher. What part of these related words do they have in common? And the wordschool are there related words?(Schoolboy, schoolboy, schoolgirl.)
Children come up with a story based on the painting "Autumn". The teacher explains in advance:"First tell what happened to these children before they got to school, andthen - about what you see in the picture.
The stories can be individual and collective (a group of several people).
If the children find it difficult to come up with the events that preceded those depicted in the picture, the teacher himself begins the story, and the child continues. The beginning of the story might look like this:
“On a clear sunny September day, the boys and girls were going to school. Since the evening they have prepared briefcases and textbooks. Slava got up very early, everyone was afraid of being late. His friend Sasha came after him, and they went the familiar path to school ... "
The teacher gives the task: "Say a sentenceI'll go to school so that it is well audible, it is well understood that youglad this, youI want to go to school ... Now say this sentence so that it is clear that youask."
Lesson 3
A retelling of the story by K. D. Ushinsky "Four Wishes" and a story on topics from personal experience
Tasks.Connected speech: to teach children to convey a literary text consistently and accurately, without omissions and repetitions; to form the ability to compose a complete story on a topic from personal experience;
grammar: learn different ways formation of degrees of comparison of adjectives and adverbs;
dictionary: learn to select synonyms and antonyms for adjectives and verbs;
sound culture of speech: to teach, without breaking the rhythm, to finish the phrase started by the teacher; pronounce the couplet with different strength of voice.
Lesson progress
The teacher reads the story of K. D. Ushinsky "Four Wishes".
Asking questions:
- What is this story about?
- Why did Mitya like winter?
- What did he like in spring?
- What did Mitya remember in the summer?
- What words did the boy say about autumn?
- Why is the story called "The Four Wishes"?
Four children can be called for retelling, each will talk about a certain time of the year (the story should be repeated twice).
Next, the teacher offers a new task: “What season do you like and why? Make up a story about it, short and complete” (a story on a topic from personal experience). (There must be at least four stories.)
“Each new season seemed better to the boy than the previous one,” says the teacher. “Summer was good, and autumn was better. Let's compare: springwarm and summerwarmer orwarmer; grassgreen, and after the raingreener ormore green; late autumncold, and in wintercolder orcolder." Next, children independently form degrees of comparison of adjectives:clean (cleaner, cleaner), tall (higher, taller), slim (slenderer, slimmer), fun (more fun, more fun), warm (warmer, warmer), strong (stronger, more powerful) and etc.
In case of difficulties, the teacher draws the attention of the children to the fact that the degree of comparison can be formed in different ways. For example, you can saystronger, Can imuch stronger.
“The story says, ‘Spring has come. How else can you say it?" - the teacher asks. (Comed.) Then he calls other sentences and phrases: he ran in plenty (plenty), he picked flowers (gained, collected), etc.
Next, the children practice in the selection of antonyms. "If I say a wordbig, what word would be opposite in meaning? - the teacher asks(small). Then he gives a number of words:good (bad), cold (warm), go (stand), speak (be silent) and etc.
- Spring came! And what did she bring, you name. So, spring has come ... (warmth, flowers, grass, etc.) brought. Let's say this phrase loudly, quietly and in a whisper.
Lesson 4
Collective storytelling
Tasks.Connected speech: to exercise children in the use of complex sentences, in agreeing adjectives with nouns in gender and number; learn to select single-root words;
dictionary: exercise in the selection of definitions for given words.
Material: picture with a hare (hares).
Lesson progress
The teacher places a picture with a hare on the stand. Asking questions:
- How can you say about a hare what it is? (Shy, cowardly, grey...)
- If we want to talk about what kind of fur coat a hare has, then what words will we choose? (white, fluffy, soft.)
- What words can you say about the mood of a hare? (Cheerful, good, cheerful, sad.)
The teacher makes sure that when answering questions, the children correctly coordinate adjectives with neuter nouns. For example, if a child to a nounmood picks up an adjectivehappy, you need to invite him to listen to how this phrase sounds. Children should be encouraged to correct their mistakes.
The teacher asks questions:
- What is the name of a baby rabbit? (Hare.) And how can you say it differently? (Hare, hare, hare.) - If the children find it difficult to answer the second question, prompts: “How can you affectionately call a hare?”
- What are baby rabbits called? (Hares.) How else to say? (Hares, hares, hares.)
- What are bunnies? (Funny, fluffy, fast, nimble, long-eared.)
Children should not be asked to name too many words. The main thing is that the answer must be correct. For example, the child answers: "Long ears." The teacher confirms the correctness of the answer and asks: “How can this be said in one word?” If necessary, comes to the rescue: "Long-eared." (Quick legs -swift, slanted eyes -cross-eyed etc.) The teacher asks a number of more questions:
- Where do hares live? (In the woods.)
- What is the name of the small forest? (Forest, forest.)
- How can you say about the path in the forest? What is she? (Forest.)
- What is the name of the person who guards the forest, takes care of it? (Forester, forester.)
Now let's repeat all the words that we remembered and named. That's how many different words you called, - summarizes the educator, -forest, lesok, lesochek, forester, lesovichok. In all these words, the same part is heard - the forest, and all of them are somehow connected with the forest in their meaning.
- river! (River, river, river.)
- How can you say about a small river? (River.)
- How can you say kindly about the river? (River.)
- What is the name of the sand on the river? (River.)
The teacher offers: “And now I will tell you about how the bunny received a letter from the forest. He was very happy, but here's the problem: the letter got caught in the rain and got wet. Some words are impossible to read. Let's help the bunny read the letter. Listen carefully and in those places where the lines are blurred, suggest what could be written there.
(The teacher needs to ensure that, when completing the task, the children begin their statements with an allied word, on which the sentence in the letter ends: “We made a boat so that ...” - “to ride.”)
Sample text of the letter: “Hello, Tepa. I'll tell you a story that happened to me and my brother. Once we played for a long time on the bank of the river. Then we made a boat so that... We got into the boat and swam. Suddenly a strong wind blew. Big waves arose, which... We started screaming so loudly that... A bear came to the rescue and pulled us ashore. We began to jump and jump so that ... We quickly dried up and warmed up, because Mishka came and brought us food. We ate so many carrots and cabbages... We will be home soon.”
The teacher writes down the text of the letter from dictation along with additions. Together, the most suitable and correct options are selected.
At the end of the lesson, the letter is read in its entirety with additions proposed by the children. For several children, the teacher offers to retell the letter.
Lesson 5
Retelling of the story by V. Bianchi "Bathing the cubs"
3tasks.Connected speech: to develop in children the ability to connect the individual parts of the story into a single whole, conveying the text accurately, consistently, expressively;
dictionary: exercise in the selection of synonyms, antonyms for adjectives and verbs;
sound culture of speech: clarify and consolidate the correct pronunciation of soundsh andand, learn to differentiate them in words, pronounce a tongue twister with these sounds at a different pace: quickly, moderately, slowly.
Lesson progress
The teacher reads the story of V. Bianchi "Bathing the cubs." Asking questions:
- What is the author talking about in this work?
- What interested you in the story? What moments did you like?
- What expressions and words do you remember and like the most?
Rereading the story.
The teacher invites one of the children to choose a second narrator and agree with him who will retell the first part and who will retell the second. The rest of the children are asked to listen carefully to the storytellers (for later evaluation). Four retellings are heard.
The teacher addresses the children:
“Here the cubs bathed and went for a walk in the forest. But how different they were! The first bear cub is mobile, cheerful. He loved to play. He climbed a tree and smelled - it smelled of honey. He was delighted, got down from the tree - and to his mother! What was the teddy bear, how can you say about him? (Cheerful.) Pick up the wordhappy words that are close in meaning (joyful, lively ...).
- And if he was cheerful, then he didn’t just go to his mother, but ... ran, rushed, flew, rushed headlong ...
- The other bear cub also liked to play. But he was very slow. And something always happened to him. As soon as he approached the tree, he was stung by a bee. He became completely ill. And he also went to his mother. What was the second teddy bear? Pick up the wordhappy words that are opposite in meaning (sad, boring, sad ...).
- And if he was sad, then he probably didn’t just go to his mother, but ... trudged, wandered ... ”.
The teacher highlights with a voice in a wordbear cub soundand and asks what sound was highlighted.
- In the names of which animals are there sound z, s? (Crane, beetle, toad...)
- Which animals have the sound z or z in their names? (Hare, snake, zebra, goat...)
Children name words and say which sound z is hard or soft.
Then the teacher pronounces a tongue twister: "There is a hedgehog by the Christmas tree, the hedgehog has needles."
Some children repeat the tongue twister quickly, a few people - at a moderate pace; those who do not yet clearly pronounce the soundand,- at a slightly slow pace.
Lesson 6
The story of the paintings from the series "Pets"
Tasks.Connected speech: to teach children to compose a story based on one of the pictures, to come up with previous and subsequent events; to learn to evaluate the content of the story, the correctness of the construction of sentences;
grammar and vocabulary: exercise in the use of nouns in the genitive plural, learn to form relative adjectives; exercise in the selection of definitions; develop the ability to compare;
sound culture of speech: exercise in the selection of words that are similar in sound and rhythm, in pronouncing them at a different pace and with different voice power.
Material. Paintings from the series "Pets"; "Horse with a foal", "Cow with a calf", "Goat with a kid", "Pig with a pig".
Lesson progress
The teacher puts four pictures on the stand. Gives a title to each picture. Children come up with names - and together they select the most successful ones.
- Remember the names of baby animals. The horse... has a foal. Lots of... foals. The cow... the calf. Lots of... calves. The pig... The goat...
- How can you call these animals in one word? Are they wild or...? (Pets.) What other pets do you know? (Cat dog.)
- What is a baby dog called? (Puppy.) One is a puppy. Several, many ... (Puppies, puppies.)
The teacher explains that it is equally correct to say:puppies, lots of puppies andpuppies, lots of puppies.
- If a calf has long legs, how can you call it in one word? (Long-legged.) If he has big eyes, he is ... big-eyed.
- Can you tell me which horse and which foal? Compare them. (The horse is big, the foal is small. The cow is horned, the calf is hornless.)
The teacher gives the task to compose a story based on one of the pictures. Children not only talk about what is drawn, but also come up with previous and subsequent events. While the child is talking, the rest are closely following the development of the plot, its correct construction.
Then a group of four is organized. Everyone chooses a picture to talk about. A general story is compiled based on four pictures. The rest of the children evaluate the story and come up with a title for it.
The teacher invites the children to compose a rhyme together. He says the first line, and the children come up with the second.
- Foal, where did you walk? (I was running down the street.)
- You, calf, where did you walk? (I ran after my mother.)
- Hey kid, where have you been? (I drank some water from a bucket.) Children choose any couplets they like and repeat them slowly and quickly, loudly and in a whisper.
Lesson 7
A story on the topic "Tanya's first day in the nursery garden"
Tasks.Connected speech: to exercise children in compiling a story according to the plan proposed by the teacher, to teach them to build a plot on their own;
grammar: exercise in the formation of the form genitive plural nouns; exercise in word formation;
sound culture of speech: practice differentiating soundsc andh; practice clear diction.
Material. Pictures: hare, wolf, squirrel, rabbit, jackdaw.
Lesson progress
The teacher says: “A new girl Tanya came to the kindergarten. She knew nothing about what to do, how to behave. Tanya began to get ready for a walk. What clothes do you wear when you go for a walk? (Coats, boots, tights, stockings, socks, leggings...)
- And Tanya prepared only a scarf. What does she lack? (Socks, stockings, leggings, boots...)
- Tanya was still small and did not know very well where to put things. Let's help her.
- Bread is put... in a bread bowl, sugar... in a sugar bowl, sweets... in a candy bowl, soap... in a soap dish, napkins... in a napkin bowl, an egg... in an egg holder, butter... in butter dish, salt is poured ... into a salt shaker.
- Then Tanya was shown pictures of animals, but she did not know very well what their cubs were called. Let's all help her name the babies correctly. Who have eggs? (Hares.) At the wolf? (The cubs.) At the rabbit? (Rabbits.)Atsquirrels? (Squirrels.) At the jackdaw? (Galchat.)
- Let's come up with the story "Tanya's first day in kindergarten." First, tell how the little girl Tanya found out that she would go to kindergarten, then - how she came to kindergarten, what new and interesting things she saw there, what mood she was in, how her first day ended.
If the task of compiling a story turns out to be difficult for the children, the teacher begins himself: he describes the mood of the girl, appearance group room. After two or three stories, an assessment is given. The teacher makes sure that, analyzing the stories, the children correctly build sentences, mark interesting content.
Then a collective story is compiled: several childrenIeach in turn tells their part, having previously agreed on who will start, who will continue, etc.
If necessary, the teacher gives a story plan. The teacher invites the children to repeat the tongue twister: "Tanya sat down at the table and dropped the saucer." Let's all say together: "Very often they beat Tanya's saucers." Let's just say that every sound is heard clearly.
Note. When exercising children in the formation of the genitive form of nouns, one should ensure that the child names each word in the nominative case and repeats it repeatedly in the oblique case. In word-formation exercises, simple, easy forms for them are immediately called by the children themselves, and complex ones are first called by the educator.
Lesson 8
Talking about a given topic
Tasks.Connected speech: learn how to write a short story on a given topic,
sound culture of speech: fix the correct pronunciation of soundsWith andsh, to teach children to differentiate these sounds by ear and in pronunciation, to pronounce words and phrases saturated with these sounds clearly and distinctly with different loudness and speed, to use interrogative and affirmative intonations correctly.
Material. Paired subject pictures for soundss, w, toys; the painting “Meadows and Meadows” (the manual “Sounding Word”, author G. A. Tumakova).
Xone lesson
The teacher shows the children toys (dog, elephant, fox, cat, mouse, horses, etc.) and offers to quickly answer which animals have a sound in their names and which names have a soundw (i.e., the child must select these sounds from the words and pronounce them drawlingly).
Then the teacher distributes paired pictures to the children: a sled - a hat, a fur coat - an airplane, checkers - boots, a table - a shower, a cat - a fox, a dog - a frog, etc. (the same pictures can be repeated in different children; you should not give words with sound with "for example,titmouse and etc.). Offers to turn upside down the pictures, the names of which contain s. Goes through the rows and checks the correctness of the task. Several children are asked which pictures they did not turn over, left open, and asked to name the objects that are depicted there. Then he asks those whose names of pictures begin with a sound to raise their hands.sh. Children take turns calling pictures (hat, checkers, fur coat, etc.). The rest listen attentively, correct the mistakes of their comrades.
Next, the teacher suggests first raising their hands to those children who have pictures with soundw in the middle of the word, and then those who have pictures with soundw at the end of a word. The same with pictures to sound with. (Previously, the teacher offers to turn the pictures with sound face downw and leave open pictures with soundWith.)
The teacher tells riddles. Children should, without naming the guess aloud, say what sound is in this word - with orsh.
Red, with a fluffy tail.
Lives in the forest under a bush.
(Fox.)
Sisters are standing in the field:
Yellow eye.
white eyelashes,
(Daisies.)
small, gray
Lives under the floor
Scratches at night.
(Mouse.)
I see dust - I grumble,
I will grunt and swallow.
(A vacuum cleaner.)
The teacher helps the children memorize the proverb “The cat laughs, and the mouse tears”, having previously explained its meaning. Asks to highlight words with sounds s and sh.
Next, the children complete the task to come up with a short story on the topic "Laughter for a cat, and tears for a mouse."
The teacher offers to listen to a story about two hares and help him find the right words. Tells:
“One morning the rabbits Luga and Luga left the house. They wanted to take a walk in the forest, find out who lives there, and see if there is a river nearby to fish. Luga took with him what has sound in the nameabout (bucket), and Luga took with him what has a sound in the nameat (fishing rod),
- The hares walked and walked and went out onto the path. They see someone crawling out from under the bushes, and its name is short, there are few sounds in it, and among them there is a soundy. Who is this? (Already.) The hares greeted the snake, let's move on. Soon we went to the river and began to fish. At first they pulled out a large fish, in the name of which there is a sound with (catfish), then a smaller fish began to come across, in its name a sound is heardsch. Who guessed? (Bream, pike...)
- At home, the hare-mother and the hare-father fed the kids a delicious lunch. Sounds were heard in the names of dishess, w. What were these meals? And then the kids got toys: Luga got a toy whose name has a soundto. What is this toy, kids? (Doll.) And Luga got a toy with soundw In the title. What is this toy? (Car.)
- And now tell us about the rabbits, how they were going for a walk, whom they met, how they rested at home, says the teacher.
Children can tell by uniting in threes.
Lesson 9
Inventing a fairy tale on the topic "How the hedgehog rescued the hare"
Tasks.Connected speech: to teach children to invent a fairy tale on a given topic, to describe the appearance of the characters, their actions, experiences; evaluate each other's stories;
grammar: learn to select single-root words;
dictionary: learn to choose synonyms; to cultivate sensitivity to the semantic shades of the word; learn to choose antonyms; help to learn the meanings of polysemantic words;
sound culture of speech: learn to regulate the power of the voice.
Lesson progress
The teacher makes riddles:
What kind of forest animal
I stood up like a column under a pine tree
And stands among the grass
Ears bigger than head?
Angry touchy
Lives in the wilderness of the forest.
Too many needles
And not a single thread.
(N. Artyukhova.)
Children guess that it is a hare and a hedgehog. The teacher asks why the hedgehog has a lot of needles, why he needs them, what other needles are.
- Where do hedgehogs and rabbits live? (In the woods.)
- What words can be formed from the wordforest? (Lesok, lesochek, forestry, forester, forester.) In case of difficulty, the teacher asks leading questions:
- What is the name of the path in the forest? (Not in the park, not in the garden, but in the forest.) (Forest.)
- What is a person who works in the forest called? (Forester.)
- What is the name of the fabulous person who lives in the forest? (Lesovichok.)
- Now repeat the words that you remembered and named.
- The hedgehog was brave, and the hare - what? (Cowardly.) Now serve-| be careful, the task will be difficult.
- Harecowardly. How else can you say about him? Choose words that are close in meaning to the wordcowardly (fearful, fearful ...).
- Bold hedgehog. Choose words that are close in meaning to the wordbold (brave, daring...).
If children can not pick up synonyms on their own, | the teacher asks: “Are the words similar in meaning:cowardly, fearful, fearful? Yes, they are. We can say that the harecowardly? Yes. What about a hareshy? Yes. These are words that are close in meaning, words that are friends.
- Today we will come up with a fairy tale about how the hedgehog rescued the hare. Think about what could happen to the hare and how the hedgehog could help out his friend. The story should be short, interesting and complete.
(At least five children should be asked - they can tell in groups.) After two or three stories, the teacher asks whose fairy tale they liked more and why.
And now I will read you a poem by D. Ciardi "Farewell Game". You will help me find in it words that are opposite in meaning.
I will sayI wordhigh,
And you will answer ... (low).
I will say a wordlong away,
And you will answer ... (close).
I will tell you a wordcoward,
You will answer ... (brave).
Nowstart i I will say -
Well, answer ... (end).
- Let's all say the poem together again, the teacher suggests.
Lesson 10
Inventing a fairy tale on the theme "Hare's Birthday"
Tasks.Connected speech: to teach children to independently invent a fairy tale on a given topic according to a plan; use descriptions, dialogue, when evaluating fairy tales, note the amusing plot, means of expression;
grammar: exercise in the formation of the accusative form of the plural of nouns;
sound culture of speech: exercise in the distinct pronunciation of nursery rhymes, in distinguishing the rhythm, tempo of speech and the strength of the voice.
Lesson progress
The teacher addresses the children:
- Last time you came up with an interesting story about a hedgehog and a hare. Yesterday was the rabbit's birthday. At the hare's birthday, forest animals played, danced, guessed riddles about what they saw in the forest, in the field. The hedgehog made such a riddle: “I saw a lot of daisies, cornflowers, bluebells. Where was I? (In field.)
- Each of you can take on the role of any animal. Think about what you will bring as a gift to the hare and what riddles you will guess for him and his guests about what you have seen, what you have not seen, what you have seen a lot. And the hare and the rest of the animals will guess.
When children perform exercises, the teacher suggests what and whom they can name, and forms the skill of using the correct endings for animate and inanimate nouns in the accusative case.
The teacher gives a new task: “Now you will come up with a fairy tale on the theme“ Hare’s Birthday ”.First tell who was going to visit the hare, what each of the animals was going to give the hare.Then tell us how the animals congratulated the hare, how they celebrated his birthday, how they played, made riddles. The story should be interesting, short and complete.
Several people are involved in inventing a fairy tale. Beforehand, they agree on what and in what order they will talk about. Before the children begin to tell, the teacher says that the best (according to the children) fairy tales will be recorded in the album.
The teacher invites the children to finish the lines of nursery rhymes after him in the same rhythm (tapping out the rhythm).
preschool group 315
Bunny-bunny, how did you walk? .. Hedgehog-hedgehog, with whom did you dance? .. Hey, animals, where were you? .. You, fox, where did you walk?
Then the children repeat the nursery rhyme that they liked best, slowly and quickly, loudly and in a whisper.
The teacher reads a tongue twister: “White snow, white chalk, a white hare is also white, but the squirrel is not white, it was not even white.” He calls several children and asks to pronounce the tongue twister so that each sound is clearly audible. Then the tongue twister is pronounced slowly, moderately and quickly.
Budget preschool educational institution
Vytegorsky municipal district
"Kindergarten "Ship" of a general developmental type"
Lesson summary
on speech development with children of a compensatory group preparatory to school for children with speech impairment
"Who is most needed?"
Zhiltsova Evgeniya Viktorovna
teacher speech therapist
highest qualification category
2017
Vytegra
Explanatory note:
This lesson plan is aimed at speech development older children preschool age. The lesson can be held both with children with speech impairment within the framework of the lexical topic: "Pets", and in mass preschool groups. The abstract is compiled taking into account the requirements of the federal state educational standard preschool education(the principle of an integrated integrative approach). The lesson is based on the usemmethod of visual modeling.It allows the child to visually represent abstract concepts (sound, word, text), learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with a predominant role, external means, visual material is assimilated better than verbal.
Target: updating and activating the children's dictionary on the topic "Pets".
Tasks
Educational:
Improve the grammatical structure of speech: form and use plural nouns of the genitive case and possessive adjectives in speech.
Develop the skill of sentence analysis.
Correction-developing:
Develop coherent speech, creative imagination, thinking, imitation.
Develop general speaking skills. To automate the correct pronunciation of all previously set sounds, including in singing, the purity of intonation, speech hearing, phonemic representations.
Develop general motor skills, coordination of speech with movement.
Educational:
Cause an emotional response in children, initiative, a desire to take care of animals.
To promote the formation of skills of cooperation and mutual understanding.
Preliminary work with children: draftingriddles-descriptions in individual lessons, learning the poem “Gift” by M. Stremin, tongue twisters, songs “My Puppy”. Mobile game "Tuzik". Production of planar figurines of pets.
Equipment and materials : carpet, tables, carpet maker and plane figurines for a table theater, audio recordings of a fairy tale melody, voices of pets, slide images of symbols, a ball, sentence schemes for the number of children, Whatman paper, gouache, animal figurines, glue sticks, pictures: a month , a crying girl, a turtle, a hare - a dolphin, a bird, a set of "sun and cloud" for each child for reflection.
Lesson progress
1 part. Organizing time. Children with a speech therapist stand in a circle.
Speech warm-up exercise: “Name a pet or a cub with the sound [P].(rabbit, cow, ram, piglet, foal)
Children sit on the carpet as they are called.
An audio recording of a fabulous melody sounds.
Speech therapist. Today we will go with you on a journey into a fairy tale, where we will talk about pets. The journey will be unusual - from games and exercises that are made up of symbols (shows a slide).
2 part. Games and exercises
Speech therapist. Our journey begins! The first task is to guessriddles-descriptions that we have prepared in individual lessons (2-3 children answer).
For example, she is big, shaggy, black. She has pointed ears and a tail. She guards her master. Who is it? (dog)
Speech therapist. Now listenPoem "Gift" (child says):
The basket opens
It's a gift, what a gift!
Not a toy, not a picture -
The dog is small and lively.
Ears soft as rags
Nose - like a bell button,
Uncertain paws
Moving apart slightly.
Silky warm back
Gently hugs your feet...
Not a toy, not a picture -
They gave us a friend.
Speech therapist. Children, who is this poem about? (about a puppy). Do you want to be given a puppy? Or maybe another pet? Why? Who is better? Who is more needed? (children's answers)
3. Speech therapist. I suggest you listenfairy tale "Like a puppy
find out who is the most important . (Illustrates with the help of planar figures for the table theater).
“In the summer, Arishka went to the village to her grandmother. And this is what she saw and heard one morning, looking out of the window. The dog Blueberry sat near the booth and said to her puppy: (a recording of the dog’s barking sounds) “I’m leaving for work, and you be obedient and don’t go anywhere from home.
And what is your job? - asked the puppy.
The most important one, Blueberry answered. - I guard the house, the mistress and her granddaughter, the yard and all the animals in the yard. I make sure that the hooligans do not climb into the garden, and the fox does not get into the chicken coop. I am the most needed animal.
- (A recording of a cat's meow sounds) Nothing of the kind, - the fat cat sitting on the porch did not agree. - The most important job I have. Who catches mice in the basement and in the attic? Who guards the mistress's supplies? Who protects strawberries from jackdaws? - I am the most needed pet.
- (A recording of a cow mooing sounds)
No matter how it is, - the cow stuck its head out of the barn. - What would you do without my milk? And what would the landlady's granddaughter eat if not milk, cream, sour cream? I am the most needed pet.
- (A recording of a goat's meek sounds) By the way, my milk is healthier and fatter, and I also give wool and wonderful fluff, - the goat was indignant. - I am the most necessary animal.
- (A recording of a rabbit snorting sounds) Well, if we talk about fluff, then it’s better not to find ours, - the rabbits in the cage began to fuss. - And I also give meat, and fur coats and hats are sewn from my skin. - I am the most needed pet.
- (A recording of the bleating of a sheep and a ram sounds) We also give meat, and a skin, and a lot of wool, - a sheep and a ram bleated. - We are the most needed pets.
- (A recording of the grunting of a pig sounds) What disgusting! - I heard grunting from the depths of the barn. - I give most of all meat and fat. I am the most needed pet.
- (A recording of a horse neighing sounds) A handsome horse came out of the stable.
Well, you say that you are the most needed pet? - asked the cat.
No, because I think that we all need people, we all benefit them. For this, people keep us, and feed us, and look after us.
And that's right, agreed the cow.
And all the animals nodded their heads in unison. The girl was glad that the argument ended so well and that the puppy learned that all pets are needed by a person. And just at that time, her grandmother called her to breakfast
4.
Word game "Whose? Whose? Whose? Whose?"
with a ball. Children stand in a circle.
Speech therapist. Bull horns - whose horns? (throws the ball to the child) - bullish
Dog's head - whose head? (dog)
The udder of a cow - whose udder? (cow)
Cat's tail - whose tail? (feline)
Hoof of a cow - whose hoof? (cow)
Word game "Yes - no"
Speech therapist. I have cows. (throws the ball to the child, and he back: "I have no cows")
I don't have rabbits (I have rabbits)
I have rams (I don't have rams)
I don't have goats (I have goats).
Children sit at tables in pairs.
5
. 
Exercise in pairs "Create a proposal scheme"
: one child - makes a sentence with the name of a pet from a fairy tale, and the other - makes a diagram. Then vice versa. Children ask each other questions: “How many words are in the sentence?”, “Name the third or first word”, “Is there a preposition in your sentence?”.
6.
Mobile game "Tuzik"
| Here he is spinning | They circle in place. Hands on the belt. |
| Tuzik, Tuzik, crochet tail. | They spin in the opposite direction. |
| Here it flies at full speed Now to the river, then to the yard, | Move in a circle, making jumps |
| That is on duty at the gate - In a word, there is a lot of work. | Again they move in a circle, making jumps. |
7. Fairy tale conversation . Selective retelling by roles.
Speech therapist. Let's remember the story I told you. What did Arisha hear one morning? (pet dispute)
What were they arguing about? (who more necessary for a person?)
Who is the most important pet? (All pets are needed by man, because they are all useful.
The speech therapist assigns roles. Children play the dispute of animals.
8. Exercise "Repeat the tongue twister after me."
Speech therapist. Let's adjust our breathing. Deep inhale, hold the breath, exhale. Now let's talk about puppies:
The bloodhound has three puppies:
Two puppies and a baby daughter.
Puppies have cheeks like barrels,
Sons and daughters.
Repetition of the tongue twister according to the symbols: the month is quiet, the crying girl is loud, the turtle is slow, the hare is fast, the dolphin is loud and quiet, the bird is quiet at first, and then loud.
9. 
Creation of the collage "On the green in the meadow."
Children come to the table, on which lies a sheet of drawing paper, gouache, animal figurines, glue sticks are prepared
Speech therapist. I suggest you create a collage "On the green in the meadow", where we will place all the animals that we talked about today. Where do we start, what do you think? (depict a beam using the “spray” or “poke” technique, dry the background with a hairdryer). And then each of you will take a figurine of your pet and find a place for it in the meadow (stick figurines).
10.
Singing a song.
"My puppy"
In my room in the morning there is a commotion,
What happened? Who could have done this?
From the box, I see, the wool turns white.
Mom and dad explain who is there.
Chorus: Wet nose, fluffy lump.
He is the beloved puppy.
Hello miracle best friend.
You changed my world all of a sudden.
All day we played with him in the yard,
Clumsy and funny, he barked at me.
I feed fluffy milk with steam,
I love him very, very much.
Chorus.
A speck behind the ear, a tassel and a tail,
today for the first time he gnawed a bone.
He will be a protector, but for now
I just have to wait a little.
Chorus.
3 part. End of class.
Speech therapist. Thanks to the puppy from the fairy tale, who helped us understand that all animals are needed and important!
Children are invited to express their impressions of the lesson, which task did you like, which one was difficult, what was your mood? Children choose symbols: the sun or the cloud, respectively.
References:
M. Stremin, poem "Gift";
Nishcheva N.V. Developing fairy tales: A cycle of classes on the development of the lexical composition of the language, improving the grammatical structure of speech, the development of coherent speech in preschool children - a teaching aid - St. Petersburg: Childhood Press, 2002;
Federal state educational standard for preschool education.
1. To form the ability to generalize, classify.
2. Expand vocabulary through participation in verbal and speech games.
3. Exercise in dividing the word into syllables, in the selection of antonyms and synonyms.
4. form an idea of fantasy, develop a holistic perception folk tales, figurative representation, emotional sphere of children.
5. Cultivate a friendly attitude towards each other, initiative.
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Preview:
Municipal budgetary preschool educational institution "Kindergarten of a general developmental type with priority implementation of activities for physical development children No. 34 "Krepysh" of the city of Novocheboksarsk, Chuvash Republic
Open lesson on the development of speech in the senior group: "Journey to the country of Beautiful speech"
Compiled
educator MBDOU
"Kindergarten No. 34 "Krepysh"
Efimova Natalia Evgenievna
Novocheboksarsk - 2015
Goals:
1. To form the ability to generalize, classify.
2. Expand vocabulary through participation in verbal and speech games.
3. Exercise in dividing the word into syllables, in the selection of antonyms and synonyms.
4. form an idea of fantasy, develop a holistic perception of folk tales, figurative representation, and the emotional sphere of children.
5. Cultivate a friendly attitude towards each other, initiative.
Vocabulary work: fantasy, sun: bright, radiant, bright, hot.
Materials and equipment: sun with rays, recording the melody of "magic music"
"Great bag."
Lesson progress:
1. Organizational moment.
Educator:
Today in the lesson we will go on a journey to the fabulous city of Beautiful speech. Getting into this fabulous city, people change a little. Do you want to know how? Then go. Since the city is unusual, we will go on a trip in an unusual way: with the help of fantasy.
What is a fantasy? (fantasy is our dreams, when we dream about something, invent something that does not really exist.
Before we go on this journey, let's remember the rules:
1. Every day, always, everywhere,
In the classroom in the game,
Loudly, clearly, we speak,
We are not in a hurry.
2. If you want to answer, do not make noise,
Just raise your hand.
So, let's go to the city of Beautiful speech. (Fantastic music turns on)
Please close your eyes. Imagine we're flying on hot-air balloon through the clouds. From above we see houses, factories, forests, fields that surround it, we hear the murmur of the river, we smell the fresh air after the rain.
2. The main part.
Here we have arrived. Look guys, what is it? Gates. - There is a padlock on the gate. Let's open it. And finger gymnastics "Castle" will help us. Children stand in a circle and perform finger gymnastics.
There is a lock on the door.
Who could open it?
knocked (on this word, rhythmically tap each other with the bases of your palms, without disengaging your fingers)
Twisted (without disengaging your fingers, pull one hand towards you, the other away from you, alternately changing them.0
pulled (pull the handles in different directions, straightening your fingers, but not releasing the lock completely.)
And opened ! (Sharply releasing your hands, spread them wide to the sides.)
The castle, we opened, well done!
Oh, guys, and here is the letter!
Our dear beloved children, help us! Evil wizards have bewitched our city:
Everything that we have: houses, fields, forests, paths, rivers and the sun.
Help us to disenchant our city!
We need to help the people of this city. Can we help? Yes.
Then guess the riddle:
In the midst of a field of blue, the bright brilliance of a large fire
Slowly, that fire walks, the earth - mother bypasses,
Shines cheerfully in the window. Guessed it ... the sun.
Why is it sad for some reason? It doesn't have rays.
The evil wizards also bewitched him, and scattered the rays in different directions. Let's find them all together!
To disenchant the rays, you need to complete tasks.
The teacher reads out the tasks written on the rays and after completing the tasks, attaches the rays to the sun.
1 task.
Magic light, help
Show us the way. (V. shines a small flashlight, the light falls on a picture of animals)
“Say it affectionately” The teacher, throwing the ball to the child, calls the word, and he calls it affectionately.
Sample words. Monkey, hippopotamus, fox, hare, wild boar, bear, squirrel
2 task
Magic light, help
Show us the way. (V. shines with a small flashlight, the light falls on a picture of a garden and vegetable garden)
"Say one word"
Pear, apple, peach, plum (fruit)
Tulip, iris, aster, rose (flowers)
Tomato, cucumber, carrot, beetroot (vegetables)
Strawberries, raspberries, cherries, gooseberries (berries)
Dill, parsley, lettuce, sorrel (greens)
The game "Crackers"
(The child learns to clap words, dividing them into syllables
Gru - sha, sli - wa, li - mon , per - sik, ab - ri - braid,
a - pel - sin, man - yes - rin, yab - lo - ko.
"Words are relatives"
Where do fruits grow? ( In the garden ) Who takes care of the garden? ( gardener)
What are the names of the plants that grow in the garden? ( garden)
Name what words - relatives we uttered with you.
3 task.
Magic light, help
Show us the way. (V. shines a small flashlight, the light falls on a picture of a garage with vehicles)
“What is superfluous? »
Airplane, helicopter, fighter, tree
orange, boat, ship, boat
Car, motorcycle, grasshopper,
Bicycle, scooter, moped, ATV, table.
Fizminutka "Flowers grow in the meadow"
Flowers grow in the meadow
Unprecedented beauty.
Flowers reach for the sun. Stretch with them too.
The wind blows sometimes
Only it's not a problem.
The flowers are leaning, the petals are dropping.
And then they get up again
And they still bloom.
Magic light, help
Show us the way. (V. shines with a small flashlight, the light falls on the river)
Guys, tell me what the river does?
Children. The river flows, runs, murmurs, makes noise, splashes, boils, worries, hisses, etc.
What children I have well done. Many words were named. Now play with the pebbles, roll them in your palms. (After a minute, he collects pebbles.) Let's return the pebbles to the river and say “thank you” to her for the game (The audio recording “Sounds of the River” sounds),
As the river says a magic word, the crayfish fall asleep, forgetting about the fight.
What do you think, children, who else can live in the river?
Children. Fish can live in the river.
4 task
Ah, children, children, the inhabitants of the city had a misfortune - the fish in the river were bewitched. They can't do without your help. In order for the fish to get into the river, they need to be named.
The teacher opens the pictures attached to the easel. Children call them in chorus or individually. Correctly named pictures children refer to the river.
What kind of fish do we have?
Children. Dolphin, stingray, hammer fish.
Why can't they live in the river?
The teacher guides the children to sea fish live in the sea or in the ocean.
Well done boys! You helped a lot. Pisces do not know how to talk, but they love to smile, and they have different smiles. (Reads the beginning of the poem line by line, the children finish the last words).
If this is a fish, she has a smile, if this is a fish, she has .... (smile)
If it's a fish - she has ... (smile), if it's a fish - she has ... (smile),
If this is a fish, she has ... (smile)
These are the smiling funny fish that live in our magical river.
5 task.
Magic light, help
Show us the way. (V. shines with a small flashlight, the light falls on a picture of a factory)
"Name the Signs"
In the country of Beautiful speech, amazing words live that can name different signs of objects:
Matryoshka made of wood…
Leather bag…
If the handle is made of plastic, then ...
A boy with broad shoulders...
Brick house…
Porcelain saucer...
6 task
Magic light, help
Show us the way. (V. shines on a poster with a picture of trees)
Q: - What did this ray fall on?
D: - On a tree
Q: And on the tree, look what is there? Are there leaves?
D: No, there are no leaves.
Q: - Guys, let's give our tree green leaves? To do this, we will play the game "Say the opposite"
Didactic game "Say the opposite"
Day Night
Sugar - salt
Purity is dirt
Winter summer
Ceiling - floor
narrow - wide /skirt/
long – short /dress/
strong - weak /athlete/
cheerful - sad / girl /
high - low / man /
Laughing - crying / child /
Lies - sits / person /
Close - open /book/
Taking off - landing / plane /
Puts on - takes off / sweater /
(A word is written on each piece of paper - the children call it the opposite and the teacher sticks the piece on the tree)
Guys, what are the words? From sounds.
What two groups are divided into all the sounds of the Russian language? For vowels and consonants.
How are vowel sounds pronounced? Easy, free, sing, stretch.
Let's name them. A, O, U, I, S, E
And what obstacles does the air meet in the mouth when we pronounce consonant sounds?
Name them B C D E F G etc.
Now prepare your ears, listen carefully to the words, determine which sound is repeated in all the words?
cancer, mountain, heat, rainbow, giraffe, shell, parade, joy.
Linden, ice, leaf, deer, fishing line, cart, glade.
Vase, mimosa, birch, thunderstorm, tooth, music.
Anchoring
Guys, the sun is shining in this wonderful city. What is it? .
Close your eyes and imagine how the rays warm our cheeks, nose, hands, fingers. It became completely warm, and you yourself became warm and affectionate. The rays ran through the clouds, through the fields, through the forests, through the flowers, and cast a spell on everything.
Outcome.
Well done, the inhabitants of this extraordinary city say to you: “Thank you so much! »
We go home, close our eyes and imagine that we are flying in a balloon through the clouds. From above we see forests, fields, hear the murmur of the river, smell the fresh air after the rain. Music sounds.
So we arrived at the kindergarten and our lesson was over.
What did you like the most?
What was especially difficult about?
The book contains summaries speech therapy classes on the development of speech of children of middle preschool age in kindergartens, nurseries, kindergartens, orphanages and orphanages. The content of the classes meets the basic requirements for the development of speech of children 4-5 years old with general underdevelopment speech and is a logical continuation of the methodological manual " Lexical Topics on the development of speech of children 3-4 years old "O. E. Gromova, G. N. Solomatina. The book is intended for teachers, methodologists, speech therapists of preschool and medical institutions.
Family composition.
Tasks: enrichment and activation of the dictionary; the formation of a simple sentence, distributed by homogeneous subjects.
Equipment: subject and plot pictures depicting family members.
I. Organizing moment
Children are asked to name their mothers and fathers.
II. Conversation on the topic of the lesson
Teacher. Today we will talk about family. A family is a child, his parents are mom and dad, grandfather and grandmother, brothers and sisters.
Each child is asked questions.
- What is the name of your mother (dad, grandmother, grandfather, brother, sister)?
- How many people do you have in your family?
- Who are you to your mother (dad, grandmother, grandfather, brother, sister)?
- Who is the oldest (youngest) in your family?
Two or three children talk about their family on questions of a speech therapist.
III. Looking at scene pictures
Narrative pictures depicting two or three family members are exhibited on the typesetting canvas. The children are shown the pictures one by one.
Teacher. Look at the picture. Who is pictured here?
Children. Mom and daughter.
Teacher. What are mother and daughter doing?
Children. Mom and daughter are reading.
CONTENT
From the authors
Organization of classes for the development of speech of children 4-5 years old
THEMATIC PLANNING OF LESSONS FOR THE DEVELOPMENT OF SPEECH OF CHILDREN 4-5 YEARS
LESSON SUMMARY
A family
Lesson 1. Family Composition
Lesson 2. My friendly family
Lesson 3. Activities of family members
Body parts
Lesson 1. Man, his body parts
Lesson 2. Body parts are my helpers
Lesson 3. Signs of body parts
Toiletries
Lesson 1. Morning
Lesson 2. Evening
Lesson 3. Bathing the doll
Autumn
Lesson 1. Leaf fall
Lesson 2. Signs of autumn
Lesson 3. Forest in autumn
House
Lesson 1. The house and its parts
Lesson 2. Building a house
Lesson 3. Description of the plot picture "Building a house"
Furniture
Lesson 1. Furniture and its parts
Lesson 2. Furniture items
Lesson 3. Three bears
Toys
Lesson 1. Our toys
Lesson 2. Dolls
Lesson 3. We play
Food
Lesson 1. Breakfast
Lesson 2. Lunch
Lesson 3. Mishutka has a birthday
Tableware
Lesson 1. Tea utensils
Lesson 2. Tableware
Lesson 3. Cookware
Pets
Lesson 1. Man's friends
Lesson 2. Human helpers
Lesson 3. On the farm
Wild animals
Lesson 1. External signs wild animals
Lesson 2. Wild animal food
Lesson 3. Dwellings of wild animals
Trees
Lesson 1. External signs of trees
Lesson 2. Features trees
Lesson 3. How trees grow
Winter
Lesson 1. Signs of winter
Lesson 2. Snow. snow properties
Lesson 3. Winter forest
New Year's celebration
Lesson 1. Christmas tree decoration
Lesson 2. The holiday is coming soon
Lesson 3. New Year's holiday in the forest
Winter fun
Lesson 1. On the hill
Lesson 2. At the rink
Lesson 3. Winter games
Winter clothes
Lesson 1. Winter clothes
Lesson 2. How we dress
wintering birds
Lesson 1. External signs of wintering birds
Lesson 2. Actions of birds
Lesson 3. Birds in winter
indoor flowers
Lesson 1. Views indoor flowers
Lesson 2. Caring for indoor flowers
Lesson 3. How indoor flowers grow
Professions
Lesson 1. Teacher kindergarten
Lesson 2. Doctor
Lesson 3. Cook
Home country
Lesson 1. My country
Lesson 2. My city
Lesson 3. Defenders of the Motherland
Women's Day
Lesson 1. Women
Lesson 2. My mother
Lesson 3. The holiday is coming soon
Spring
Lesson 1. Signs of spring
Lesson 2. Forest in spring
Lesson 3. Fairy tale "Snow Maiden"
Migratory birds
Lesson 1. External signs of migratory birds
Lesson 2. Dwellings of migratory birds
Lesson 3. Starlings arrived
Transport
Lesson 1. Toy vehicles
Lesson 2. Passenger transport
Lesson 3. Freight transport
Demi-season clothing
Lesson 1. Items of demi-season clothing
Lesson 2. Atelier
Lesson 3. Description of the plot picture "For a walk"
Shoes
Lesson 1. Our shoes
Lesson 2. Children's and adult shoes
Lesson 3. Shoe store
poultry
Lesson 1. External signs of poultry
Lesson 2. Bird yard
Lesson 3. The story "Chicken and ducklings"
Vegetables
Lesson 1. Signs of vegetables
Lesson 2. Vegetable shop
Lesson 3. In the garden
Fruit
Lesson 1. Signs of fruits
Lesson 2. Shop "Fruits"
Lesson 3. In the garden
Flowers "
Lesson 1. Types of garden flowers
Lesson 2. Caring for garden flowers
Lesson 3. The story "Gift to Mom"
Insects
Lesson 1. External signs of insects
Lesson 2. Actions of insects
Lesson 3. In the clearing
Summer's soon
Lesson 1. Signs of summer
Lesson 2. In the summer in the forest
Lesson 3. Summer fun
List of used and recommended literature.
