Abstract

direct educational activities children

on the development of speech "Traveling along forest paths"

in the older group (children from 5 to 6 years old)

Tasks:

- educational:

Continue to develop the ability to communicate freely with adults and children. Improve the dialogical form of speech, continue to enrich the active vocabulary. Continue to reinforce children's ideas about wildlife.

- developing:

To develop intonation and sound culture of speech, phonemic hearing, to improve the ability to clearly and clearly pronounce words, phrases, to use stress, pauses, intonations (expressiveness of speech), voice power, speech rate. To form the ability to correctly pronounce the sounds [s] and [sʼ] in syllables, in words. Continue to develop thinking, attention, memory.

- educational:

to develop the ability to listen to adults and peers, the ability to show creative independence, curiosity, interest in literary works.

Integration of educational areas: « Cognitive development"," Social and communicative development "," Artistic and aesthetic development "," Physical development ".

Material:

- demo: presentation slides, pictograms with images of various emotional states, Christmas trees

- dispensing:glove three bears, a fox, rooster, hare; figures of girls and boys (for each child), felt-tip pens

Equipment: USB - carrier, projector, screen, laptop, mini-player, easel.

Duration: 20 minutes.

Methodical techniques:

1. Organizational moment

3. Reminder of the rules of conduct in the forest

4. Exercise "Three bears"

7. Study "Chanterelle"

10. Analysis, the result of educational activities, reflection.

The course of direct educational activities.

1.Organizational moment

Educator:Guys, do you like to travel? Then I invite you to an unusual journey. And where we go, you will find out if you guess the riddle. Ready? Listen carefully.

2. Making riddles about the forest

The teacher makes a riddle about the forest

The house is open from all sides,

It is covered with a carved roof.
Come to the green house

You will see miracles in it.

Children's answers

3. Reminder of the rules of conduct in the forest.

Educator:That's right guys. Before heading out, let's remember how to behave in the forest, even if it is fabulous, for well-mannered children.

Children's answers

Educator:Well done, then we have to go.

children follow the teacher

Educator:Here we are in the fairy forest. Look carefully, no one lagged behind?

the teacher leads the children to a screen with a slide depicting a forest.

(slide forest)

Children's answers

Educator: What kind of forest?

Children's answers

Educator: Let's enter the forest . One step, another step ... Someone's house in front. Guys, whose house could this be? Let's come closer and listen.

(imitation of knocking on the door)

Educator:No one is at home, probably the owners went for a walk in the woods. And whose house could this be?

Children's answers

( there is a bearish roar)

Educator: Do you guys hear? What are these sounds?

Children answer

Educator:Quiet. Bears are somewhere far away.

(we come to the table with a glove theater, where there are figurines of three bears, made using the origami technique).

Educator: Look, near the house of the figurines of bears. Who do you think is Mikhailo Ivanovich? And who is Nastasya Petrovna? And who is Mishutka?

Children's answers

4. Exercise for the development of the timbre of the voice "Three Bears"

Educator:Let's say hello to the bear family. Somehow they are silent, they ate cold raspberries and caught a cold, lost their voices. Guys, let's say hello like bears, let's say hello as they would say hello to us in their own voice.

(children choose gloves and greet with the voices of bears)

Educator:Well done boys. Now, let the bears come into their house and drink warm tea with raspberries.

(slide bears in the house, looking out the window)

Educator: Let's say goodbye to bears.

Children say goodbye

(slide animation of a blizzard with soundtrack)

Educator:What are these sounds? What happened?

children's answers

Educator:How has the weather changed?

5. Exercise "Song of the Blizzard"

Educator:Let's depict a blizzard. Aren't you scared? How loud the sounds were. At the signal "Blizzard begins" children say quietly: "Oo-oo-oo." At the signal "Strong blizzard" - they say loudly "Oo-oo-oo". At the signal "The blizzard ends" he says more quietly and falls silent at the signal "The blizzard is over."

Educator:A strong wind has risen, all the paths are covered with snow. We are lost, how can we get out on the path?

6. Exercise "We got lost in the forest"

Educator: We got lost in the forest. How do we get out on the path, where to go next?

Children offer their options

(you can hear crying)

Educator:Do you guys hear someone crying? Let's go to the voice and see who's in trouble?

(slide with a picture of a bunny and a bast hut)

Educator:What happened to the bunny?

Children's answers

(slide chanterelle at the house)

7. Study "Chanterelle"

I'm a good fox, good

I have a fluffy tail, I have it.

I live in the forest, in a hole,

Come all to me.

(children recite a poem depicting a fox)

8. Pronouncing pure words about the fox

Su-su-su - a fox was found in the forest.
Sa-sa-sa - here is the fox running.
Sy-sy-sy - red tail of the fox

Se-se-se - we go to visit the fox

Educator:What a fox, after all, he says that he lives in a hole, does not admit that he climbed into the bunny's bast house, but drove him out.

9. Role dialogue based on the fairy tale "The Fox and the Hare"

Educator:Now we will turn with you into the characters of the fairy tale "The Fox and the Hare".

1) Dialogue between the fox and the hare (the fox is confident, the hare is scared)

2) Dialogue between the rooster and the fox (the rooster is bold, confident, the fox is scared)

Educator: Well, here we helped the bunny and returned the hut to him. Let's wish the fairytale heroes to live together and say goodbye.

Well, here we are with you and reached the end of the path.

(music "Visiting a fairy tale" sounds)

Let's join hands, friends,

And along the forest path,
Quietly, both you and me

Let's go home

10. Analysis, summing up educational activities, reflection

Educator: Guys, did you like the trip? What was interesting for you? What was the hardest part?

I really enjoyed traveling with you today, you are so curious, kind, smart. Did you like it?

Children's answers

Educator:Whom did we meet on our way today?

Children's answers

Goodbye forest! We will definitely come back to you.

Reflection "Draw your mood"

Educator:Now I invite you to the table. There are figurines, who do they remind, whose figurines are they? Take one of the figures, examine it. Imagine that it is you. Draw the mood you got after our trip.

Children's answers

Educator: Let us draw our mood after our fabulous journey through the forest. And first you need to remember how we depict emotions, mood on the face.

(pictogram of human emotions on the table)

(children draw emotions on figures)

Educator:About our fabulous journey you will be reminded of these figures. Goodbye.

Resources used:

1. Order of the Ministry of Education and Science Russian Federation dated October 17, 2013 No. 1155 "On approval of the federal state educational standard preschool education».

2. "From birth to school." Approximate educational program preschool education / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. - 3rd ed., Rev. And add. - M .: Mosaika-Sintez, 2015

3. A complete reader for preschoolers with methodological tips for teachers and parents. In 2 books. Book. 2 / author-comp. S. D. Tomilova- Moscow: AST, 2014

4. Come up with a word: Speech games and exercises for preschoolers: Book. for educators children. Garden and parents / O.S. Ushakova, A.G. Arushanova, E.M. Strunina and others - M .: Education, 1996

5. V.V. Tsvyntarny. We play, we listen, we imitate, we get the sounds. - SPb .: Publishing house "Lan", 1999.

Target: Compose a story using toys

Software content:

Educational tasks

- Continue to teach children to invent and convey imaginary episodes in the story, in which the peculiarities of the appearance and character traits of animals are manifested

- Promote the accumulation of visual impressions in children, purposefully activate the children's vocabulary

- Teach children coherently, consistently, expressively, skillfully use the achieved artistic techniques

- To teach to evaluate the stories of comrades, to see the positive and negative sides of their answers

Developing

— Develop imagination, creativity

Educational

- Cultivate interest in storytelling

Stroke direct educational activities:

There is a screen on the table, behind the screen are fox, squirrel and bear toys. Children sit on chairs.

Educator: Children, do you want to know who is behind the screen? Then guess the riddles!

• The yellow hostess came from the forest, counted all the chickens and took with her (fox)
• Who spends the night in a hollow, hibernates, collects cones, stores for a year (squirrel)
• Shaggy himself, clubfoot, roars loudly, loves honey (bear)

After the children's answers, the toys appear from behind the screen.

Educator: Guys, do you like to listen to stories? What are the names of the people who write stories? Do you want to be a writer and write your own book? Today you yourself will try to come up with a story about these funny toy animals, about which I asked you riddles! But before you start writing the story, you need to describe the toys. (The description of the toys is carried out) Bear: What does the bear have? What is the body of the teddy bear? Does the bear have a tail? The teddy bear has eyes, nose, ears on its head. What color is the bear's fur? Now let's write a description of the squirrel and the fox.

Guys, you are great, you have compiled a description of the toys. Listen to my story about a teddy bear and a squirrel: In a large room, a teddy bear was sitting on a carpet. Suddenly, from somewhere from the shelf, an agile, nimble, cheerful squirrel jumped onto the carpet. She greeted the teddy bear and jumped to the doll swing. “Get on the swing,” the squirrel called the bear, “we'll swing together. The shaggy man began to climb into the swing, twice in a row and flopped, and as he sat down, he began to swing up and down, up and down with all his might. For a long time the squirrel and bear swayed and laughed loudly. They had a lot of fun together.

Guys, now you will compose stories about animals for our book, I will write them down! At the beginning of the story, you need to describe the funny animals, then tell what interesting happened to them and how the story ended. And help pictures will help you.

Educator: Guys, what can you say about a bear cub, a squirrel, a chanterelle?

Children: The bear has shaggy fur, he is clumsy, clumsy. Chanterelle is red, cunning, agile. Red squirrel, beautiful, nimble.

Educator: Let's guys repeat our plan together. Now, kids, come up with a funny story about animals. Who wants to compose a story? (the teacher writes down the child's story). Who else wants to tell? Close all your eyes; whoever has a bear on his lap will tell the story.

Well done guys, you all tried very hard. They spoke expressively, used a lot of words in describing animals, the stories were interesting. Whose stories did you like the most? About whom we made stories, tell us in full sentence?

Children: We made up stories about a bear and a squirrel. We made a story about a bear and a fox.

Educator: And what other words can you call a bear, a bunny, so that these words, but become longer and sound similar

Children: Teddy bear, teddy bear, teddy bear. Bunny, hare, hare

Educator: That's right, well done. And now the fox wants to play with you. Want to?

An outdoor game is held:

Bunnies scattered across the forest lawn

These are the bunnies, jump bunnies

They sat down in a circle, digging a spine with their paws

These are the bunnies, jumping bunnies.

Here is a chanterelle running, a red-haired sister, looking for where are the bunnies, jumping bunnies

There are so many hares, I can eat any!

Title: Summary of GCD for teaching creative storytelling in the senior group "Funny adventures of a squirrel, a hare and a fox"

Position: educator of the first qualification category
Place of work: MADOU Kindergarten No. 157 "Siverko"
Location: the city of Arkhangelsk

GBDOU Kindergarten №40

Abstract of the GCD for the development of speech in the senior group with DPD

Summary of the lesson "Pets"

Compiled by: N.A. Krivtsova

Software content:
- Consolidation of ideas about pets and their cubs, about their appearance, lifestyle and habits;
-Clarification, expansion and activation of the dictionary on the topic "Pets";
-Improving the grammatical structure of speech (using
nouns with the suffixes -onok-, -enok-;
-Forming skills in the formation of possessive adjectives;

Exercise in using simple prepositions;
-Development of auditory and visual attention, thinking,
- Enrichment of the vocabulary of children;
-Forming skills of cooperation, mutual understanding, benevolence, initiative, responsibility;
-Education of love and respect for pets;
Equipment:
Typesetting canvas, tape recorder, disc with recording of voices of pets and their cubs, masks - hats, envelopes with cut pictures; object pictures depicting pets and their cubs, painting "Animal Farm".
Preliminary work:
- Conversation about the benefits of pets;
-Learning finger play Cubs;
- Formation of concepts: "stable", "pigsty", "cowshed", "sheepfold" in individual lessons.
GCD move:

Organizing time:
Relaxation exercise "Sunbeam"

Imagine that a sunbeam looks into your eyes. Close them. He ran further across the face. Carefully stroke it with your palms: on the forehead, on the nose, on the mouth, on the cheeks, on the chin. Stroke gently so as not to frighten off the head, neck, tummy, arms, legs. He climbed into the collar - stroke him there too. He is not a mischievous person - he catches and caresses you, and you stroke him and make friends with him (repeat 2-3 times).

Main part:
The teacher invites the children to take places at the table, turns on the tape recorder (the recording of "Voices of Animals" sounds).
-Where have we been with you? What have you heard there? (children answer)
-List the animals whose voices we heard (children answer).
- That's right, we heard the voices of a cow, horse, sheep, pig, dog, cat.

And let's turn into pets of animals and depict their voices.

(The teacher distributes animal masks, and the children imitate the voices of their animal, and then they all repeat together).
-I think you have already guessed that today we will talk about pets, how they look, what benefits they bring to a person, how a person cares for them.
Conversation about pets based on the picture "Animal Farm".
- What can you call them all?
-Why are they called pets?
-Tell us what the animals have?
-What is the body covered with?
- Where do pets live?
-Why?
-People take care of them, build dwellings, take care of them because they are useful.
Find the Animals
Development of visual attention, improvement of the grammatical structure of speech (the use of simple prepositions).
- Children note that all pets are very sad. Do you know why?
-Because they lost their babies.

Ball game "Name the baby"
-Look around and help the pets find their little ones.
-When you find your pet's cub, take the figurine and go to your places.
-And now tell us about where the cubs were hiding.
-The calf was hiding behind a tree.
-Lamb hid on the bridge.
-The goat hid behind a bush.
-The rabbit was sitting in a box.
-Put figurines of animals and their cubs on the table.
Game "Collect the picture and tell about the animal using the mnemonic table"
Development of visual gnosis-constructive praxis, thinking, fine motor skills of the hands. Expansion and refinement of the dictionary

Program tasks:
Development of phonemic hearing.
Strengthen the ability to carry out sound analysis of a word according to given schemes (without schemes)
Distinguish by ear words that are similar in sound, but differ in one sound.
Converting nouns using a diminutive suffix.
Change of nouns by gender.
Syllabic analysis of the word.

Material: object pictures with diagrams, toys, paired pictures, leaflets with object pictures, ladybugs (to determine the sound composition of words), a river, stones with object pictures, Zvukoznaykin doll, alphabet.

The course of the event.

Organization of the game "Cheerful tongue".
Articulation gymnastics:
Pure clause
"Hush the mice,
Cat on the roofs
And the little mice are even higher. "

Do you remember who taught us this clean phrase?
Children: Zvukoznaikin!

What day of the week is it today?
Children: Tuesday.

Usually on Tuesdays at this time Zvukoznaykin comes to us. But why is he late today? It's not good to be late, you can't make people wait. Maybe something happened to him? (the phone rings)

Guys, we received an SMS. I wonder who it is from. This is from Zvukoznayka. Let's read it?

"Dear friends! You are waiting for me, but I cannot come to you. The Gnome lives in our country. Today he was terribly angry and with his sorcery mixed up all the sounds in our country and forgot his name. He locked me in the palace. Help if you can! But it won't be easy to find sounds! You have to fix everything that the Gnome confused. Best regards, Zvukoznaikin!

What do we do?
Children's answers.
Then, without wasting time, let's hit the road!

They leave the group and go to the IZO studio.
Here is the gate. What is written here?
"ST ANA RASIVYH VUKOV"

I don’t understand what is written here? There are mistakes in every word, there are not enough sounds. If we find and insert the missing sounds, we can help Zvukoznaykin.
(Children find letters Р, К, З put them in their place.) Explain that we only hear the sound, and we designate it with a letter, that is, the letter is a house for sound.
(Find the card on which the picture and the first letter from the name of this picture.)

Now you can go through the gate. But where should we turn: right or left? What do you guys think? Look, there's an arrow here, it shows us the direction. We ended up near the anthill. The ant on the train carries pictures to the ants, but the Dwarf mixed up all the sounds in the names of the pictures. It is necessary to correct all the sounds and arrange all the pictures on the trailers. In 1 - pictures in the name of which are three sounds, in 2 - four sounds, in 3 - five sounds.

Children are encouraged to conduct a sound analysis of the word, using chips. The ant gives up another card.

You and I got ... ... ... on a clearing to a hedgehog.
(If the children do not finish, the teacher helps.)

And here the Gnome has worked! The hedgehog has two pictures on pins and needles. What is depicted on them? (goat-scythe)

The words sound similar, but differ in one sound. There are still pictures on the glades, you need to find those that sound similar, but differ from each other by only one sound and hang them on the needles of a hedgehog.

The hedgehog liked to communicate with you. He offers to play the game "He - She" in order to meet his friends. (With a stick sitting on your lap.)

"Birds, beasts and boogers,
Get out from under the bench,
Let's break everyone in pairs,
We will find names for everyone. "
(Elephant - elephant, elk, spider, mosquito, wolf, sparrow ...)

Guys, something happened to the inhabitants of the castle, they are all standing near the gate. Again, this is the trick of the Dwarf. So they are bewitched! Remember the fairy tales: good always triumphs over evil. If we name them affectionately, they will be happy again and will be able to return to the castle.

(Children take turns taking one toy at a time, calling it affectionately using a diminutive - affectionate suffix, and placing them around the castle.)

The children find another card.
The arrow again calls us on the road, indicating the direction.
(Children come up to the birch tree.)

Look, the children are extraordinary birch trees, there is a picture on each leaf. And here sit ladybugs who want to get, each on its own leaf. Help them. How many dots are on the wings, so many logs should be in the name of the picture on which it sits ladybug... (The teacher finds another card)

The arrow shows that we need to get across the river to the other side. How do we do it? The water is still very cold.
Children: Build a bridge, raft.

We have no logs, boards. Maybe we'll find something on the shore.
Children: There are only stones.

The stones will be useful to us, from them we will build a ferry, along which we can get across the river without getting our feet wet. Our structure will be reliable and durable if the stones are stacked in order, like a chain. There is a picture on each stone. We select them so that the last sound of the picture is the beginning for the name of the next picture. (They find another card on the shore.)

The crossing is ready, you can go. (The teacher goes through the first and finds another card.)

The arrow directs us to the courtyard. The door won't open.

I realized. We have collected cards, but here a small meadow is all surrounded by flowers. Look at it the same pictures as on our cards. Name the picture and the first sound in its name.
Turn the picture over and place it in the clearing. Let's see what happens?

(Children lay out a picture with the image of the Gnome. The teacher reads aloud the name of the Gnome - Speech. Children, together with the teacher, pronounce the name of the Gnome by syllables. At this time, the palace opens, Zvukoznaykin appears.)

Zvukoznaykin: Hello guys! I am very pleased to meet you again. You helped us a lot, correcting all the mistakes that our Dwarf made, but I am sure that he will no longer be so angry and do magic.

We are residents of the country of beautiful sounds, we want to thank you. You study diligently to go to school. We are giving you the alphabet with which you will learn to read.
Children thank, say goodbye and leave.

Title: Abstract of the GCD in the senior group on the development of speech "Travel to the land of sounds"
Nomination: Kindergarten, Lesson notes, GCD, Speech development

Position: educator
Place of work: MAUDO "Kindergarten No. 10"
Location: Yalutorovsk, Tyumen region.

Date of publication: 16.11.16

Target:

To activate and expand children's knowledge about the inhabitants of the forest, about comparative adjectives.

Social and personal development:

To cultivate a benevolent attitude towards others, a desire to provide help, to show concern.

Cognitive speech development:

Develop the ability to build a dialogue in the process of communication and answer questions with a full sentence. Foster a love of the oral folk art... Develop grammatical structure speech. Activate thinking activity children. Develop coherent speech, memory, logical thinking, creative imagination. Exercise in the ability to select definitions for a given word. Refine and expand vocabulary. The ability to solve riddles;

Equipment: an envelope with a letter, mushrooms, a basket, a fox costume.

Preliminary work:

• Reading Russian folk tales;
• Solving fabulous riddles;
• Consideration of illustrations for fairy tales;
• Puppet show;
• Viewing cartoons based on fairy tales;
• Listening to audio fairy tales;
• Speech games with children.

Children are sitting in the locker room.

Educator: Guys, look me forty brought a letter. Let's read and find out from whom it is.

Letter: “Help! Come to the forest! Boring! Sadly! It's a shame!

- All you hear is the Cheat, the red-haired thief, the predator. And I want to hear an affectionate word. Talk to someone to play with. Everyone runs away afraid. They don't believe. One friend wolf nibbles as you want to be loved. Do some good deed yourself.

Educator: Who do you think Soroka brought the message from?

Children: From the fox

Educator: Does he ask us for help? Will we help you? Aren't you afraid of the fox?

Children: No

Educator: Where is he calling?

Children: In the forest

Educator: Let's go! And how? (What do you think?)

Let's say the magic words.

They say: slam it once

Tap once

Sit down, turn around

Find yourself in a fairy forest.

Educator: What can you always hear in the forest? Echo is correct.

Let's play.

Echo game

The teacher says a word out loud, the children respond quietly, then vice versa. Repeat 2-3 times.

Fox: Oh, it seems someone called me, and here I am.

I am a fox - a fox is a beauty to the whole forest,

Yes, how many of you, everyone is funny.

And I feel sad, hurt, sad

Nobody plays with me.

Educator: Do not be sad fox we will play with you. Sit on a tree stump and play words. Guys, let's say magic words about a fox (what fox? -Beautiful, fluffy, fast, dexterous, etc.)

Educator: Seeing the little fox is your mood improving?

Fox: Yes

Educator: And we also know riddles about you.

Make a guess.

Fox: Magpie told me that people wrote fairy tales about me fox? Do you know which ones?

The teacher and the children are responsible.

Fox: Good with you, fun. Here's a basket of mushrooms from me.

Educator: Thank you little fox. And the mushrooms are unusual. Some fabulous, something is written on them.

Guys, let's read and play games.

Task number 1. Guess the tale:

• Mixed with sour cream
• She loved her grandmother very much
• Heals small children
• Near the forest at the edge
• The fat man lives on the roof

It's cold on the window

Round side

Ruddy side

Rolled ... (bun)

I gave her a red hat

Girl forgot her name

Well, tell me her name (little red riding hood)

Heals birds and animals

Looking through his glasses

Good doctor ... (Aibolit)

Three of them live in a hut,

Three cots and three pillows.

Guess who the heroes of this tale are (three bears)

He flies above all. (Carlson)

Task number 2 "Say the opposite"

Far close,

high low

old-new (young),

sweet - bitter

cold-hot,

narrow-wide,

White black,

big small.

Task number 3. Game "What It Looks Like"

1,2,3 - what is this color name (vegetable or fruit)

Orange, red, yellow, purple, green.

Task number 4: "Who screams how?"

The bear growls

The wolf howls,

The magpie chirps,

The nightingale sings

The dove is cooing

Cuckoo-cuckoo,

Crow - croaks,

The hare is babbling

Fox - barks,

Elk - trumpets

The crane is chirping,

Sparrow chirps.

Physical education minute:

We walked, walked, walked (hands on the belt, steps in place)

They found the strawberry, sat down, ate and went again. (Sit down, touching the floor with your hands, look forward)

We walked, walked, walked, finally we came to the right place

And they came to a forest clearing (repeat the exercise 3-4 times, the name of the berries changes - blueberries, blueberries, blackberries)

Task number 5. "Tell me a word"

• There is not a bird on the branch,
• Not washed into the mouth
• Well, the dress is full of needles
• The foresters of her kittens

Small animal

The fur is warm like a heating pad

Who is this squirrel

Won't take it for anything

And you be so

Like a baby raccoon

It is always worn by Christmas trees

They won't want to take home

You can't tell her cat scatter

Because it's a lynx

Educator: Here, guys, all the mushrooms are over and the tasks too. It's time for us to go back to kindergarten

Show us the chanterelle out of the forest, show us the way.

Children and the teacher say magic words and find themselves in the kindergarten.

Where have we been with you?

Who did you help?

Who brought the letter from the forest?

What games were played?