Lesson # 1. Topic: relative adjectives.

Objectives: Shape word formation skills. Exercise in the formation of relative adjectives, develop visual, auditory memory. Relieve self-control skills.

Equipment: Packages with croups, dried fruits, vermicelline; Subject pictures, toy or picture of Carlson, ball.

Travel course:

1. Organizational moment.

The speech therapist asks children if they know the fairy tale about Carlson and asks to portray the angry, sad, cheerful carlson. The speech therapist shows the toy Carlson and says that he flew to them to occupation.

2. The teacher says to children that today we will talk about what loves Carlson, which can be cooked from the products.

3. Didactic game "Guess what in the package."

In children on the tables, small polyethylene sachets, in which various cereals, noodles, sweets, dried fruits. Children to the touch determine what is in the package, then tell that you can prepare from these products. (Buckwheat porridge, rice, bone, pearl; vermicely soup; fruit kissel; apple, pear, apricot compote.)

4. Didactic game "Find an extra picture"

Panly exhibited pictures on which food and other items are drawn. Children must say from which it is impossible to cook a dish and remove an excess picture. The game is repeated 2-3 times.

5. Fizminutka. "Flying with Carlson."

Children run through the group, performing circular movements with hands, as a propeller.

6. Didactic game "Name in one word."

Children stand in a circle. The speech therapist explains that the one who will give up the ball should answer in one word. The teacher throws the ball and utters the phrase:

• drink from lingonberry - brushing,
• apple Pie - Apple,
• kissel with strawberry - strawberry,
• drying juice - plum,
• pear jam - pear,
• cashroom casserole - cottage cheese
• apple juice - apple.

7. Drawing up proposals for subject pictures.

In children at the tables, subject pictures on which fruits, vegetables, food are drawn. The speech therapist proposes to come up with "delicious" offers for Carlson.

8. Letter from Carlson.

The speech therapist gives the letter and says that Carlson made a lot of mistakes. He asks for children to correct mistakes:

• Mom bought apple juice (apple juice).
• Misha ate strawberry ice cream (strawberry ice cream).
• Grandmother welded cherry jam (cherry jam).
• Dad bought Lipa honey (lime honey).

9. Outcome classes.

Assessment of children's activities. Carlson treats children with sweets, says goodbye and flies.

Lesson number 2. Topic: attracted adjectives.

purpose: Form assigning adjectives from nouns. Develop memory, thinking. Educating the ability to understand and execute the instruction of the speech therapist.

Equipment:skinny pictures depicting wild animals, forest layout, ball, lash picture.

Travel course:

1. Organizational moment:

Luggage exercise: With the help of the left hand, the children bend the fingers of the right hand, starting with the big:

Sites squirrel on a trolley

It sells nuts:

Chanter - sister,

Sparrow, Woller,

Mishke Tolstophal,

Zainke's tasty.

The speech therapist asks, about whom it is said in the speaker, who is superfluous.

3. On the table of the speech therapist layout of the forest (Christmas tree, trees). The speech therapist suggests that in the woods of the trouble. Little Leshel named Leshik, learned to conjure and confused in animals all parts of the body. The speech therapist tells the children that animals are asking you to correct the errors, and bring order in the forest.

3. The speech therapist shows because of the screen part of the body and asks to call: whose tail, whose head, whose horns? If the child responded correctly, the teacher shows the toy and tells the child that he helped the animal to find his part of the body.

4. Didactic game "Whose traces?"

The speech therapist shows a picture on which traces of animals are drawn and says that Leshik does not know whose traces, asks to help him. The teacher shows and asks: "Whose traces?" (Fox, hare, wolf, bearish, etc.).

5. Fizminutka. Playing ball.

The teacher throws the ball to children and asks to call a part of the body of that animal, which will indicate the speech therapist:

• at the bear head - ... Bear,
• in the ears proteins - Belichy,
• at the wolf tail - wolf,
• in fox paws - fox,
• the deer horns - deer, etc.

6. Didactic game "Name parts of the body"

On the tables in children, the object pictures depicting wild animals. Children call all parts of the animal body. (Fox head, fox tail, fox muzzle, etc.)

7. Didactic game "Guess whose steps".

The speech therapist produces certain sounds, creating an image of animals, and asks to guess whose steps, children hear. (Bear, hare, deer, etc.)

8. Outcome classes.

Assessment of children's activities. Leshik distributes incentive nuts.

Abstract Node No. 38.Word formation.

Attractive adjectives

Lexical topic: wild animals of our forests

Software tasks: Learning to form attracted adjectives using a visual support in the form of items and pictures (subject, plot);

learn to answer questions correctly: Whose? WHOSE? WHOSE? WHOSE?

learn to accurately pick up attracted adjectives and include them in phrases and suggestions;

activate vocabulary on previously studied lexical topics;

Equipment: Panel "Forest" with images of dwelling wild animals with slots; Contouring monophonic images of wild animals: wolf, fox, hare, bear, squirrels; contour traces of animals; Pictures: hare ears Talking because of the tree, the lisus tail - because of the hemp, the bodies of the ears - from the hollow, the wolf paws are from the hole, drawings for the game "Who who?"; Colored contour images of animals, young;

Node move:

1. The organizational moment.

Children stand in a circle. The speech therapist fits each child with a fan of pictures and offers to choose one picture. Next, the speech therapist gives the installation, that children should be called an animal or a bird shown in the picture and remember the picture until the end of the class. The speech therapist calls only a generalizing word (pets, birds, wild animals). Children should raise the appropriate picture and call it. For example:I elk.

Elk wild animaletc. Then children give their pictures a speech therapist and occupy their places behind the tables.

2. Fingering gymnastics:

Senior Mishek walks: Top - top top.

Legs Bear raises: Top top top.

(Stomp).

Middle Bear is catching up: clap - clas-clap.

And it hits his hands: clap - clashes.

(Cotton at the right and left cheek.)

Junior Teddy Toropbing:

shone - Shone - Shone.

Splits on the puddles Bear:

shone - Shone - Shone.

(Fly palms on the knees.)

3 . Stage of learning using frontal visual material.

On the board S. right side Pictures depicting animals and birds are set, and with the left - missing details.

The speech therapist draws the attention of children to how different parts of the body are called different animals and birds. Appropriate samples are given. For example:

• Is it a hare's tail, he whose? - This is a haretail.
• Is it a fox tail, he whose? - This is the tail of the tail.
• Is it a tail protein, he whose? - This is a squirrel tail.
• Is it the tail of the bear, he whose? - This is a bear tail. Etc.

Children choir and individually repeat suggestions:"This is a bear tail"and so on. The speech therapist is intonational emphasizes the relationship between whose issues? Whose? and adjective male and female.

4. Practical consumption of attractive adjectives, the development of visual perception.

Speech therapist. Look carefully, is your animals in their place?

(Children consider drawings.)

Speech therapist. In whose Dupel sits fox?

Children. Fox sits in a squirrel dupel.

Speech therapist. In Whose Nora, you need to send a fox?

Children. Fox should be sent to Lisa Nora.

Speech therapist. In whose Nore is sleeping a bear?

Children. In Fox Nore, the bear is sleeping.

Speech therapist. Where will you send a bear?

Children. I will send a bear in Berloga Bear. (Etc.)

5. Game "Whose traces?"

(On the floor lie traces of animals. They diverge in different directions.)

Speech therapist. Whose traces of this will help guess the animals themselves.

Children with a speech therapist go in the footsteps and are suitable for the first picture: because of the hemp sticks the tail of the tail. Speech therapist. Whose tail is it? Children. This is the lisus tail. Speech therapist. For whose footsteps, we walked? Children. We went on footprints. (Thus, the hare, wolf, protein are found.) Speech therapist. Whose traces can not be seen in the forest in the forest? Children. Bear, hero. Speech therapist. Why? (Children give their explanations.) Fastening.

6. The game "Who Who Who?"

On the flannelhemph, the speech therapist fixes the contour images of wild animals. On the carpet are colored contour images of a young: hare, bobcon, a bear, a fox, a wolf.

Speech therapist. Who is the bunny?

Children. Bunny bunny (attach the image of a cub next to the bunny). Speech therapist. Whose cub is it? Children. This is a hare young. (Etc.)

7. Fizminutka.

Sitting squirrel on the cart, (cotton palms alternately and blows with cams for each other alternately)

She sells nuts.

Sister chantechka, (thugs fingers one by one starting with big)

Sparrow, Bin

Mishke Tolstophal,

Zainke's tasty.

To whom in the handkerchief, (rhythmic cotton palms and shocks with cams).

To whom in Zobok,

To whom in a paw.

8. The stage of consolidating the knowledge gained on an individual visual material.

Each child has a picture of the wild animal on the table, tell me some tail, paws, head, etc.

9. Game "Guess Who?"

On the contour image to guess the animal.

10. Result, evaluation of children's activities.

The result is due, the activities of children are evaluated.

The speech therapist summarizes the classes, encourages the sun's sun, who worked more actively.

Abstract speech therapy classes with graduate students

On this topic " Mattering adjectives »

Teacher-speech therapist MBOU "Esh №1 them. MV Lomonosov "Zasyia O.V.

Objectives:

Develop in children the skills of word formation;

Enrich the lexical stock of children through word formation;

Learning to form attracted adjectives from nouns denoting animal names;

Develop the linguistic ability of children;

Develop visual-spatial representations;

Fasten the skills of sound accounting synthesis.

Equipment:notebooks, handles, ball, subject pictures, multimedia projector, computer.

Travel course.

The one who changes the word according to the sample: silence - quiet

Depth -

Length -

Width -

Height -

Thickness -

Before you. Draw a pencil path to getting out of it.

Did everyone find a way out?

Slide №1

..., take the card, go to the board, emphasize the letters that will meet on this path. If you designate the road true, then we will be able to read the riddle. The rest of the guys are recorded in the notebook what happened.

Children read a mystery: gray, grazing, long legs.

Who is it? Hare.

Words What part of speech helped you guess? Adjectives.

ABOUT than will we talk today? About adjectives.

ABOUT com We will talk today? About animals.

Who guessed, how will we form adjectives today? What words?

Yes, today we will form adjectives from the names of animals.

So what is adjective?

Today we will go with you to the Elizovsk zoo, but not in the one that exists now, but a little fell in fantasizing and go to the future.

There are no cells in this zoo, the beasts live on freedom. Do you think they will be easy to see?

Look, who is hiding in the bushes? How do you know?

This is a hare, because it is silent ears.

The speech therapist shows depicting the ears of various animals (fox, squirrel, deer, wolf, bear).

Listen to the offer once again: these are bearish ears. Name the adjective. Bear. Ask a question. Whose? So what another question can answer adjective?

And how do we ask about the tail? Torso? Head? - Whose? Whose? Whose?

Let's play the game "Whose? Whose?"

Children take turns ask a question to the picture (. Whose tail? - The neighbor is responsible, then asks the question to the first: "Whose head?"

Let's write the last answer. So whose head? - Rysy. (on the board and in the notebook). Select the root, ending.

What about the suffix? We said that adjectives are formed with the help of suffix? How many sounds do I mean in the end? (2: [th], [a]) So here it will be a suffix. He in such words is the same gravity as animals, hides in the end.

In the corner on the board, write the suffix -y-.

Game with ball

Operate sample. Skzortz - Schworts.

ELEPHANT

MOLE
WALRUS

WHALE

HEDGEHOG

RUFF

Sanding

Just
BEAVER

PLATYPUS

ANT-EATER

TAPIR

PORCUPINE

MARMOT

HOOPOE

Collapse of the word on a whale board.

With what suffix did we form the words? -One - (recording on the board)

Well, we came to the water. Who will we see? Birds. Something and birds are hidden today - only the heads are visible. Whose? (duck, swan, hawk, goose, sparrows).

Listen again words. (Speech therapist pronounces words, highlighting -in-) What is common in them? Suffix -in- (on the board)

You all know that animals treat in zoos. Our zoo is no exception. But with the hands of animals do not eat what to do. Let's take the food to their dwellings.

Presentation. Slide number 2.

What do you see in the picture? (Fox Nora) Finish the proposal. I will assign to Lesha ... (meat).

Have you forgotten that we have a future zoo? It lives not only earthly inhabitants.

Slide number 3.

This is Plm - a resident of another planet. It can take any kind, and therefore loves to grow tails, horns, muzzle, etc. Animal land. How to try them.

On the board you see which parts of the body and what animals it would like to try (camel - legs - camel legs). Writing in notebook phrases. (Drawn the attention of children to the dividing b)

Before you and parts of the body of different animals (,). Collect your Plis and make a story about him, inserting missed words in the card.

(This is Plm. He has a head _________________. His ears _______________. Paws - __________________, and the tail ____________________.)

Children "collect" Plama make up a story and read in turn.

RESULTS

What did we know today at the lesson? What questions may be the adjectives? How did we formed the words? With what soffixes?

He says goodbye to me who will continue a poetic line.

Head of Lyonki fox,

And lyry, of course, .......,

Head of dog dogs

Cat's head - ...... ..

Head at the bear bear,

The head of the camel - .......,

Head of Beluga Boguja,

The head of the seven - ... ..

Head of Eagle Eaglina,

Owl's head - ... .

Topic: attracted adjectives.

Purpose: consolidate the skill of practical use in speech of attracted
adjectives, coordinating them with nouns.

Tasks:

1. Activate and clarify the dictionary on the themes: "Pets", "Wild Animals", "Winter Birds", "Freight Birds";

2. Relay the ability of children to build phrases with a given word; 3. Automatic sound [C], in self and arbitrary speech;

4. Recompret the children a friendly attitude towards their peers, develop the ability to cooperate with each other;

5. Ride memory, auditory and visual attention, logical thinking;

Travel course.

№ p / P.

Stages of classes.

Work techniques.

Orgmoment.

All children gathered in a circle

I am your friend and you are my friend,

Tightly hand

And smile to each other.

Psychological attitude.

Children stand in a circle. The speech therapist fits each child with a fan of pictures and offers to choose one picture. Next, the speech therapist gives the installation, that children should be called an animal or a bird shown in the picture and remember the picture until the end of the class. The speech therapist calls only a generalizing word (pets, birds, wild animals). Children should raise the appropriate picture and call it. For example:I elk.

Elk wild animaletc. Then children give their pictures a speech therapist and occupy their places behind the tables.

Articulating gymnastics.

Complex of exercises for the development of articulating styles of whistling sounds: "punish not obedient language", "shovel", "swing", "the tongue crosses through the teeth", "clean the teeth", "groove", "cup", "dump truck", "Gorka" "Or" pussy angry "," coil ", exercise to utter sound and," beat the ball into the gate "," pour through the tube "," who will drive the ball further "," blow a snowflake "," storm in a glass "," fence " "," Ruor "," tube "," fence "-" Ruor "-" tube ", exercises in the pronunciation of sounds T-s.

Work on the topic

On the board on the right side, pictures depicting animals and birds are exhibited, and with the left - missing details.

The speech therapist draws the attention of children to how different parts of the body are called different animals and birds. Appropriate samples are given. For example:

This is the tail of the cow, he whose? - This is a cow tail.

Is it a fox tail, he whose? - This is the tail of the tail.

Is it a tail protein, he whose? - This is a squirrel tail.

Is it the tail of the bear, he whose? - This is a bear tail. Etc.

Children choir and individually repeat suggestions:"This is a bear tail"etc. It is similar to the names of other parts of the body, animals and birds: the speech therapist intonationally emphasizes the connection between whose issues? Whose? and adjective male and female.

Exercises for the development of motility.

Let's play the zoo.

1-2 1-3 1-4 1-5

We were in the wife with my mother, ( right hand)

1-5 1-4 1-3 1-2

We went to animals there. (left hand)

1-2 1-3 1-4 1-5

In this world, everyone is important

1-5 1-4 1-3 1-2

We will show you all animals. -

With a long neck giraffe

(pull the neck, lower your shoulders)

Speakers as if the graph.

Looking left, looking into the right:

(Turn the head to the left and right)

Is there tiger Ile Break;

Is there an airplane in the sky, (raise your head)

Under legs hippopotamus. (Lower the head)

And rotates head- (rotate your head)

Looking for branches with foliage.

Development of auditory perception.

Raise your hand when you hear the sound [s].

Raise your hand when you hear words with sound [s].

Name the first sound in words: soma, hay, Sasha, sugar, straw. Clap in your hands when I heard the sound [s]. The speech therapist pronounces a number of sounds: [s], [o], [g], [s], [s], [g], [s].

7 .

Speech material.

Prophonaking:

SA-SA-SA, fox runs in the forest.

SO-SO-CO, Fox Katit Wheel.

Su-Su-Su, I saw a fox in the forest.

Sy sources, a beautiful tail in a fox.

Stage pinning

1.Igra "Who guessed first?" (for development logical thinking)

The speech therapist reports that a cat should come to visit to the classroom, but she came ahead of time and left for us an envelope with tasks. This envelope lies on the teacher's table. In the envelope lie small envelopes for each child. The speech therapist distributes envelopes with cut pictures to children. At the expense of "times" - the pictures are taken from envelopes, to the "Two" account, laid out on the table, at the expense of "three" - is determined to whom and what the missing picture is needed.

For example: I need a cat tail (horsepie muzzle, Voronius beak, etc.)

2. Logopad proposes to listen to the riddle.

“According to the trees of the scough, and the nuts click-click ".(Squirrel)

The child who gave the right answer, puts the mask of the squirrel and hangs on the magic tree of garlands consisting of contour pictures depicting animals and birds. Children remember who of them, where he lives, and attach cards in accordance with the contour samples of the correct answer: the bear lives in Berorga. This is the bearish of Bergogo; Fox lives in Nore. This is the foxes of Nora, etc.

First, children repeat the answers for the speech therapist, and then they independently call the dwelling of animals and birds, focusing on the questions: Whose? Whose? Whose? - Belich Herp, Dog Kura, Swallow Nest, etc.

Outcome.

Game with ball

Children become a circle, speech therapist - in the center. Throwing a child the ball, he calls the attracted adjectives from among those worked out in the classroom. Child, giving back the ball, pronounces a combination with this word. For example:

Voronius - Voronius Beak;

Duck - duck tail;

Oleny - deer muzzle;

Bear is a bearish torso;

Barans - Baranya Mord.