Zhukova Nadezhda

Target:

Strengthen the ability to select words that are opposite in meaning.

Continue to learn how to pronounce sound combinations: meow-meow, woof-woof.

Continue to teach to recognize the animal by description, select verbs denoting the characteristic actions of animals. Define the term "pets".

To consolidate knowledge of the fairy tale Turnip.

To develop coherent speech of children.

To instill in children the desire to listen carefully to an adult, to repeat simple sentences; promote the development of conversational communication; Encourage activity and curiosity during classes.

To educate the moral qualities of kids: compassion, the desire to help.

Integration of educational areas:"Cognition", "Communication", "Music", "Reading fiction».

Equipment: a letter in an envelope, flowers, a crow, a sparrow, a tree, a hut, a cat, a dog, a mouse, grandparents, a turnip, musical accompaniment, treats for children - pies.

Lesson progress:

Educator: Come on guys, let's say hello to the guests.

In the golden cradle, the sun rose over the river. / palms in a boat

The sun rose in the morning, woke up the kids. /sticks up

The children came out to play, began to jump and jump.

Here and ...., and dear guests. Hello Hello!

Educator: Hey guys look what is this? (there is a letter on the table).

Children: Letter.

Educator: Let's read what is written there, and from whom the letter came. And the letter was sent to us by the grandmother, from the fairy tale "Gingerbread Man". She writes: “Guys, grandfather can’t pull out a turnip in the garden, please help him”.

Educator: Guys, do you want to help grandfather pull out the turnip?

Children: Yes.

Educator: Then we will go to visit them. And we will go on a steam locomotive-Insect. To get to it you need to guess the word. Whoever says the word first gets behind me. Begin:

the elephant is big and the mouse is small

The cube is square and the ball is round

The onion is bitter and the cake is sweet

The wolf is evil, and the bunny is kind

The bench is low and the fence is high

Cold in winter and warm in summer

Light during the day and dark at night

The bear is soft and the brick is hard

(children take turns getting into the train)

Look how long our train turned out.

Educator: Go.

(Music about a steam locomotive is playing. “Insect steam locomotive”)

Educator:- So guys, we arrived at the clearing. How many flowers are there. Let's smell them.

Breathing exercises “The aroma of flowers” ​​- we take a calm breath through the nose, hold our breath and slowly exhale “A - ah!”.

Educator: Guys, who are we here?

Look who's sitting there. (Crow)

Where is the crow sitting? (Under the tree)

How does a crow cry? (Kar-kar)

Educator: look, the crow is worried. She says that grandparents lost their animals. They ran away from the hut and got lost in the forest, so they cannot pull out the turnip. Guys, how do we find out who is missing?

We are given a hint. Riddles to be solved:

Barks loudly in the yard, rests in a kennel,

Guards the master's house, and wags my tail.

Children:dog.

Educator: Let's name the dog affectionately (Dog).

What is the dog doing? (Barks, guards the house, growls, gnaws bones, runs, wags its tail)

How does she bark? (Bow-wow). We guessed the riddle, we talked about the dog, but we did not find it. Where is she?

And I know how to find her, she must be called. Tell us, in what fairy tale are you?

Children:(answer options) turnip.

Educator: What was the name of the dog in the fairy tale Turnip?

Children:(answer options) Bug. (children call the dog)

Educator: Oh look, whose tail is this? ()

We have another puzzle:

He walks in a soft fur coat, sings songs,

He drinks milk from a bowl, waits for a mouse near the mink.

Children: cat.

Educator: How does she speak? (Meow meow)

Let's affectionately name the cat? ( kitty, kitty) And what does a cat like to do ( Catching mice, lapping milk, purring, scratching, playing) What cat? ( Soft, fluffy).

Let's call the cat. How to call a cat?

Children: Puss, puss, puss.

Educator: And here is our cat. Guys, what are these animals? Domestic or wild? (Homemade) Why? (Because they live at home) But in the Turnip's fairy tale there was another animal. Who is this? Let's remember guys.

Children:(answer options) mouse.

Educator: Where is she? Let's find her. There she is!

How affectionately shall we name the mouse? ( mouse, mouse)

How does she squeak?

It's good that we found them all. Now we can go further.

(disturbing music sounds, thunder, lightning)

Oh, look, clouds have come running, everything around has darkened and now it is not clear where to go. Let's play with a cloud.

(a funny comic song "Cloud" sounds)

There it was, the sun came out. You can go.

Educator: Guys, let's help the animals return home to their grandparents. (They bring and put the animals on the table near the grandparents).

Grandmother: Oh, thanks guys, found our animals. Guys help grandfather pull the turnip. (children sit on chairs)

Educator: In order for us to help grandfather, we need to tell a fairy tale, and our guests will listen. (told a story by 2-3 children or all together.)

Grandmother: thanks guys for the help. Helped to pull out the turnip.

Educator: Guys, what good fellows you are! We helped grandparents, and now it's time to go back to kindergarten. (they stand one after another, ride the train) Here we are in kindergarten. Where were we? (At grandfather and grandmother from the fairy tale Turnip). And what did we do with them? (Helped pets find their way home). Thank you. You are great. Oh, I completely forgot: Grandma prepared a treat for you and me - delicious pies. Help yourself!

Compiled by: teacher Zhukova Nadezhda Viktorovna

Organization: MADOU No. 22 Topolek

Location: Novosibirsk region, Berdsk

Abstract of a lesson on the development of speech

in the second junior group No. 8 "Daisies"

"I can make friends"

Target:

Raising a sense of community, friendship and unity with people living on Earth.

Tasks:

1. Provide conditions for moral education children. Create game situations that contribute to the formation of attentive, caring attitude to those around you.
2. Improve perception (actively including all senses). Develop figurative representations (using epithets and comparisons when characterizing objects).
3. To create conditions for familiarizing children with the color, shape, size, tangible properties of objects.
4. To teach the ability to conduct a dialogue with the teacher: listen and understand question asked, answer it clearly, speak at a calm pace, without interrupting the speaking adult.

Preliminary work: role-playing games “We invite guests”, “Friendly animals”, conversation “Rules of friendship”, “What to do to have many friends?”, Game “Yes-yes, No-no”, didactic game “Spot the differences”, daily finger gymnastics, articulatory gymnastics.

Equipment:

Magnetic board, magnets, pointer, highchairs in a semicircle.

Toys - doll, soft ball.

Pictures depicting ducklings, an envelope of blue and yellow color, a letter from the doll, emoticons by the number of children, double-sided tape.

Audio recording "About friendship" group Barbariki.

GCD progress:

Children enter the group to the sound of music, sit in a circle on the carpet. The teacher sits next to him. The music stops.

Educator: Hello guys. Why do you think we are sitting in a circle?

Children: because we are friendly. We always start classes in a circle, greet each other.

We greet each other by passing a soft ball in a circle ( relieve stress).

Educator: guys, it happens that some children come to kindergarten with a bad mood. It happens? What do we do to improve the mood of the guys?

Children: we smile at each other.

Smile ( mimic gymnastics, establishing a positive emotional background in the group).

Educator: how great, in our group it became light and cheerful from your smiles.

But that's not all. Before starting classes, you need to “wake up” our arms, legs and tongue. (“We wake up” fingers by rubbing; legs, arms - by patting. We do articulatory gymnastics for the tongue - exercise “window”, “fence”, “prick”, “watch”, “naughty tongue”).

While the children are doing the exercises, a doll appears in a circle.

Guys, a doll came to visit us. She asks you to sit on the chairs.

Exercise "Describe the toy"

Educator: Guys, the doll came to us from a neighboring group. Her name is Masha. And she was very upset because she was called ugly.

You need to calm her down. Let's tell what our doll really is?

What is she?

Children: beautiful, ornate.

Educator: What can she do?

Children: sing, draw, dance, play.

Educator: What dress is she wearing?

Children: beautiful, colorful, ornate.

Educator: Is she happy or sad? What needs to be done to make her happy?

Children: praise her, tell her how beautiful she is.

Educator: Let's talk about it together, shall we?

Children: Let's.

Educator: Our Masha ... (the most beautiful). She has … ( elegant dress, blue dress, white socks, red bows, etc.). She is kind, gentle and caring.

Look guys, Mashenka is pleased to hear such good words She is no longer sad.

Masha has prepared a task for you. Find the yellow envelope in the group with your eyes? ( gymnastics for the eyes

The teacher takes out the pictures from the yellow envelope.

Exercise "Compare ducklings"

The teacher shows pictures of two ducklings, with obvious distinguishing features.

Educator: Guys, who is in these pictures?

Children: two ducklings.

Educator: exactly, duck. They are very similar to each other, but there is also something in which they differ. Without your help, the ducklings will not cope, they cannot find out how they are different. Let's help the ducks. Can we help?

Look carefully at these pictures. What is the difference?

Children: one duck has a flower on its hat, and the other does not.

One duckling has feathers on its neck, while the other one does not.

One duckling has shoes on its paws, and the other one does not.

The teacher shows the differences with a pointer in the picture. Then he asks the children to show the differences by going to the picture.

Educator: Vova (Damir, Zakhar), please check us. Have we found all the differences?

Well done boys. All right. We found all the differences in the pictures.

Now the ducklings understand how they differ. You helped them a lot.

Fizminutka "Let's be friends with each other"

Educator: guys, we made friends with ducklings, and now let's teach them our exercises?

Children stand in a semicircle next to the chairs, do exercises and pronounce charging:

Hands to the heels, and to the ears.

On your knees and on your shoulders.

To the sides, to the waist, up.

And now a funny laugh:

Girls - hee hee hee.

The boys are ha ha ha.

And all together - ha ha ha.

Well done boys. You know our charge well. And now we will learn with you new charger. Repeat words and movements.

Let's be friends with each other (stretching hands to each other)

Like birds with the sky (stretch up, standing on toes),

Like grass with a meadow (to squat),

Like the wind with the sea swing their arms over their heads along with their torso),

Fields with rain (circling around, waving their arms)

How the sun is friends with all of us (come to the circle and hug).

Now in our "piggy bank" there is one more charge, which we will be happy to do.

Take a seat on the chairs.

Word game "Yes, yes, no, no."

Educator: Guys, but the doll Masha has prepared another task for you. Find the blue envelope with your eyes. ( gymnastics for the eyes

Children find an envelope containing a letter.

Educator: here is a letter. Now I will read it to you.

"Guys to be good friend you need to know the rules of friendship. What to do and what not to do! To better remember these rules, play the game!”

Educator: Doll Masha invites us to play a game. We have already played this game with you, and you know the rules. However, I will remind you of them. I will ask questions, listen carefully and answer yes or no. Begin?

Will we be strong friends?

To value our friendship?

Will we learn to play?

Shall we help a friend?

Need to annoy a friend?

And give a smile?

Is it worth hurting a friend?

Shall we drink tea with friends?

Will we be strong friends?

Well done. Another task of the doll was completed.

Educator: How quickly we coped with the Machine tasks. And now it's time for her to return to her group. Let's say goodbye to Masha doll.

Guys, did you like the tasks of Masha's doll? What task was the most interesting? The most difficult? And what was the easiest?

Children's answers.

Educator: guys, today we learned a lot of new and very interesting things, learned new games that we will definitely continue to play and teach all our friends to play.

But Masha has prepared a surprise for you.

The teacher takes out emoticons and glues each on a T-shirt.

Children : Thank you, Masha. Goodbye.

Children say goodbye to the doll.

Bibliography:

1. FROM BIRTH TO SCHOOL. Approximate general education program preschool education/ Ed. NOT. Veraksa, T. S. Komarova, M. A. Vasilyeva. -M.: MOSAIC SYNTHESIS, 2014. - p.,

Valentina Viktorovna Gerbova

Speech development classes in the second junior group kindergarten. Lesson plans

Successful implementation of program objectives depends on a number of factors and, above all, on the way of life preschool, the atmosphere in which the child is brought up, from a specially given, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children, and all employees of a preschool institution who communicate with preschoolers during the day.

The system of work on teaching children the native language, familiarizing them with fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten”, “Introducing children to fiction” (M .: Mozaika-Synthesis, 2005).

The manual “Classes on the development of speech in the second junior group of kindergarten”, written as part of the “Program of education and training in kindergarten”, edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, supplements the recommendations on the most important direction of pedagogical activity - purposeful and systematic training of preschoolers in the classroom. The practical purpose of the book is to give educators approximate guidelines for planning classes (determining the topics and goals of training, ways to implement them).

Features of the development of speech in children of the fourth year of life

In the fourth year of life, special attention is paid to the need to express oneself .

Toddlers speak with the aim of informing, explaining, asking for something, and also accompany game actions with speech. Their messages and explanations consist of one-third of complex sentences, which makes it possible to improve the syntactic side of children's speech.

By the age of three there is speech analysis ability. The child, not knowing how to pronounce the words correctly, catches when someone else pronounces them with errors. Children can distinguish similar-sounding words (Sashulka - icicle). However, it is too early to talk about the speech perfection of hearing (coherent speech is more difficult to perceive by ear than individual words).

At this age, children begin to catch by ear and reproduce some intonations (joyful, instructive, interrogative).

Although the fourth year is a period of intense sound acquisition, along with their correct pronunciation in the speech of children, there is a skip, replacement, assimilation and softening of sounds (the pronunciation of soft sounds is easier for a child than hard ones).

The correct pronunciation of sounds in a child is easily disturbed by fatigue, illness, and communication with poorly speaking young children.

Defects in pronunciation make it difficult to assimilate grammatical structure speech, prevent the child from communicating with peers, since his statements are incomprehensible to others.

In children 3-4 years old, breathing is interrupted, and the pace of speech is accelerated (less often - slow), so it can be difficult to listen to them. In this regard, the content of the work on the education of the sound culture of speech includes exercises to improve breathing, strength, voice pitch.

Problem vocabulary formation also many aspects. It is known that in the third year of life, children easily recognize individual objects (vegetables, furniture, utensils, etc.), but they are not always correctly called. By the age of three, babies perceive objects, trying to characterize their signs, qualities, actions with them.

Understanding some of the questions of an adult regarding familiar objects can cause difficulties for children, in particular, when the object acts as an object of action. Children, looking at the picture, unmistakably answer the question "Who (what) is this?" (girl, doll, pants, needle, thread) but to the question “Who does the girl sew panties for?” some of them answer “The bear is sewing” (most recently, the teacher sewed up the pants for the bear cub).

Significant quantitative fluctuations are recorded in the vocabulary of children of the fourth year of life, which are explained by individual characteristics toddler development.

Unfortunately, until now, researchers rely on E. Arkin's data on the composition of the vocabulary in children of the fourth year of life, published in 1968. (It is possible that modern child other quantitative characteristics.) So, according to E. Arkin in the child's dictionary: nouns and pronouns make up 50.2%, verbs - 27.7%, adverbs - 5%, adjectives - 11.8%.

Children quite successfully master the so-called everyday vocabulary, which helps them communicate. In addition, it is necessary to help children learn words denoting parts and details of objects, their qualities. Some generic concepts should be introduced into the dictionary, otherwise the children group objects, focusing on random, and not on essential features.

At this age, there is an intensive development of prepositions, conjunctions, interrogative words (the basis for improving syntax) by children.

Vocabulary work is closely related to work on improving the grammatical structure of speech(word formation, inflection, etc.).

Children distinguish words, focusing on the prefix, suffix (came - left - went in, a cup - a cup). Toddlers learn the agreement of past tense singular verbs with nouns, correct forms genitive and accusative plural nouns (boots, mittens, foxes), possessive adjectives (hare, fox); begin to use adjectives and adverbs in the comparative degree.

It is known that the development of the grammatical structure of speech occurs especially quickly in the second half of the third year of life. (According to researchers, up to three and a half years, and according to some indicators even up to four years, speech does not change significantly.)

In the fourth year of life gradually the number of simple common sentences increases, complex sentences appear .

At this age, children ask questions that are not related to their direct experience. (“This is a rabbit. And what is his last name?” “At night the sun turns into the moon?” “What kind of relative are you?” (Turns to the teacher.))

In the second half of the year, the number of questions aimed at clarifying cause-and-effect relationships increases.

Features of working with children in the classroom

With preschoolers of the fourth year of life, special classes are planned for the development of speech and fiction. In these classes, work continues to improve the sound culture of speech, the grammatical correctness of speech, to foster interest in the artistic word and the accumulation of literary baggage.

In the second younger group, classes are most often organized, consisting of one part (reading fairy tales to children, working out a clear and correct pronunciation of sound, etc.). In these classes, in addition to the main one, many other tasks are solved in parallel. For example, introducing children to new fairy tale is the leading task of the lesson, but on the same material, the teacher forms the intonational expressiveness of speech in kids, activates the dictionary, improves sound pronunciation, etc.

With children of 3-4 years old, combined classes are also held, consisting of two independent parts. The most different variants combinations:

Reading a work of fiction and practicing the ability to conduct a dialogue;

Reading (memorizing a poem) and improving the grammatical correctness of speech;

Consideration of the plot picture and games (exercises) to enrich and activate the vocabulary;

Didactic game on the formation of sound pronunciation and games (exercises) on the improvement of the grammatical structure of speech, etc.

How to achieve the optimal "density" of the lesson, to ensure maximum organization and discipline of children, while maintaining the atmosphere of spontaneity and emotionality necessary for their age - this question often arises in the course of work with preschoolers. The solution to this problem is:

The alternation of teaching techniques (such as explaining, showing a sample or method of action) with games. For example, the teacher tells the children about the song of the hedgehog, teaches them to clearly and correctly pronounce the sound f(by imitation) and practice the pronunciation of the sound using the didactic game "Hedgehog, do you want milk?";

The alternation of choral and individual responses of children (both verbal and motor), which diversify the lesson, help to involve all the kids in the work, significantly increase the speech activity of each of them;

The use of a variety demonstration materials(toys, objects, pictures, table theater figurines, etc.). Their appearance pleases children, helps maintain sustained attention;

Goals:

1. To form the ability to listen to speech, to finish words and phrases.

2. Clarify, expand and generalize children's ideas about toys.

3. Cultivate a caring attitude towards toys, develop the child's emotional responsiveness.

There is a knock on the door, Mashenka enters.

Masha: Hello. My name is Masha. I brought you a beautiful box.

caregiver : Hello, Masha! Thanks! Where is your box?

Masha whispers in the teacher's ear.

caregiver : What? Did you hide her? And where? Do we need to find her?

caregiver (turns to the children): Guys, do you want to find a box?

Children : Yes!!!

caregiver : Then let's look for her! And you, Mashenka, come to visit us.

The teacher with the children finds the box.

caregiver : Look what beautiful box. And here it says “Children who love and cherish their toys. (Signed) Mashenka.

caregiver : Thank you Masha!

Masha : What do you think is in it?

Children offer their options.

Masha: You can see what's in it.

caregiver : Now I will open the box and take out what is in it. Want to see? Then sit comfortably on the carpet.

caregiver : Our favorite toys are in the box! (shows first toy) Who is this?

Children : Bear.

caregiver : Do you like this toy?

Children : Yes!

caregiver : Look what Mishka has?

Children : Eyes, ears, paws...

caregiver : Do you know the poem about the bear?

Children recite poems “Clumsy Bear”, “They Dropped the Bear on the Floor”

caregiver : What do you think, if our Mishka really had his paw torn off, would he smile?

Children : Not.

caregiver : Certainly! He would be offended. What happens when you get offended?

Children : Yes.

caregiver : Show how offended you are.

Children show how offended they are

caregiver : But we will not offend Mishka?

Children : Not.

caregiver : Look, Mishka smiled at us! Let's smile back at him.

Children smile at Mishka.

Bear: I like to play the game "The bear walked through the forest » .Do you want to play with me?

Children : Yes!

The game "The bear walked in the forest"

caregiver (sits Mishka): Sit down, Mishka, rest.

caregiver : I wonder what other toys are in this box.

The teacher shows the second toy.

caregiver : Who is this?

Children : Bunny!

caregiver : What does the bunny have?

Children : Long ears, short tail, fluffy fur...

caregiver : Do you know a poem about a bunny?

Children recite poems "The hostess threw the bunny."

caregiver : Oh, how his mistress did not do well. He must have been quite cold in the rain. Show how the bunny sat wet in the rain.

Children show.

caregiver : Do you want to cheer up the bunny?

Children : Yes!

caregiver : Let's all turn into hares now and play.

The game "The gray bunny is sitting"

A gray bunny sits and moves its ears.

Like this, like this, he moves his ears.

It's cold for a bunny to sit, you need to warm up your paws.

Like this, like this, you need to warm your paws.

Bunny is cold to stand, you need to warm your legs.

Jump jump, jump jump, you need to warm your legs.

caregiver : Bunny's ears warmed up?

Children : Yes.

caregiver : Did you warm the Bunny's paws?

Children : Yes.

caregiver : Bunny smiled! Let's promise him that we will not leave him and that we will be friends and play with him.

caregiver (seats Bunny next to Mishka): Sit down Bunny next to Mishka.

An audio recording of a rooster crowing sounds.

caregiver : Who is this?

Children : Cockerel.

caregiver : And let's praise the cockerel.

Children : You have a golden comb. Olive beard. You have a beautiful multi-colored tail. You have legs and spurs on your legs.

caregiver : Who will tell us a nursery rhyme about a cockerel?

caregiver : In his family, the cockerel is dad. And who is mom?

Children : Hen.

caregiver : And the kids?

Children : Chickens.

caregiver : Let me be a chicken mom, and you be my baby chickens.

Logorhythm "Chicken with chickens"

The hen went out for a walk

Pinch fresh grass

And behind her are the guys - yellow chickens.

Ko-ko-ko, ko-ko-ko

Don't go far.

Row with your paws, look for grains

They ate a fat beetle, an earthworm,

We drank a full trough of water.

Where - where? Where - where?

Come on, come on, everybody here!

Well - ka to my mother under the wing!

Where - where did it take you?

caregiver : We will promise the cockerel that we will love and take care of him?

Children : Yes.

caregiver : Sit the cockerel next to other toys.

caregiver : And here's another toy!

Children : Airplane.

caregiver : Just like a real one. He has (showing, children call) wings, nose, wheels.

Do you know who is flying the plane? (children's answers). The pilot is flying the plane.

What are the wheels on an airplane called? (children's answers). The wheels of an airplane are called landing gear.

caregiver : Do you want to fly like airplanes?

Children : Yes.

Fizminutka "We put our hands in expansion"

We put our hands up,

Got a plane.

Let's build the plane ourselves

Let's fly over the forests.

Let's fly over the forests

And then back to mom.

caregiver : Who else is hiding in the box?

Children : Elephant.

caregiver : It is not at all like other animal toys. Look at his ears. Big or small? What is an elephant's nose called?

Children : Trunk.

caregiver : And now I want to read a poem to you. Want to?

Children : Yes.

It's time to save, the bull fell asleep,

He lay down in a box on the barrels.

Sleepy bear went to bed

Only the elephant does not want to sleep.

He nods his head -

He sends a bow to the elephant.

caregiver : Show the elephant how to sleep.

Children show how to sleep.

caregiver : That's right, hands under the cheek, eyes closed.

The teacher puts the toys back in the box.

caregiver : Our toys are a little tired. Let them sleep in the box for a while, and then we will play with them. Do you remember what toys are in this box?

Children : Bear, Bunny, Cockerel, Airplane, Elephant.

caregiver : Toys really like to play with you if you don't offend them, don't throw them and don't forget them. How do you deal with toys?

The children answer the question.

caregiver : And now let's say our magic words, how we will play together.

We will play together

Don't offend anyone.

Masha: I believe that you will love toys and play with them carefully. I want to give you my toys.

"My favorite toys"

Program tasks:

Educational : expand the vocabulary of children, develop coherent speech. Strengthen the ability to describe the toy. To form the ability to find an object, focusing on its signs and actions.

Developing:

Educational

Preliminary work:

Reading and learning poetry, conversation "My favorite toy." Solving riddles. Role-playing games"Toy store", "Kindergarten".

Equipment:

Toys (dolls, cars, balls, designer, soft toys, musical toys, soldiers, matryoshka, steam locomotive, etc.); cards "What is superfluous."

Lesson progress:

Educator: Guys, do you like to visit?

Children: Yes, we love.

Educator: Who do you visit? Do you like it when guests come to you? Why? Who came to visit you? But guests must be able to meet. Do you hear someone knocking, maybe they came to us? Today, toys from a neighboring group arrived to visit us. Meet them. (A large basket of toys is brought in.)

Educator: Guys, how should you greet guests?

Children: Hello, we are very glad to see you, please come in!

Didactic exercise"Let's get acquainted".

Educator: Guys, let's get acquainted. You need to give your name and say what toys you like to play with the most. For example: “My name is Larisa Nikolaevna. I really like to play with the constructor and the ball. Now, introduce yourself to our guests.

Children name themselves and their favorite toys.

Educator: Well done boys. I present to you our guests.

Game "Guess the toy"

First option An adult shows the child 3-4 toys, and the child must name them. It is necessary to immediately teach the child to correctly name the object: “This is ... a hare (fox, duckling).”

Second option An adult talks about each toy, naming external signs: “This soft toy. She is grey. The tail is short and the ears are long. He loves carrots, jumps deftly. Other toys are described similarly, the child names them

The teacher shows pictures of objects.

"The Fourth Extra".

Guys, this picture shows objects. One of them is redundant. Which? Why? All items are toys, and one is not a toy (an item of dishes, furniture, a tool, a food product, a plant, etc.)

Didactic game

Educator: You know that toys are big and small. Let's play. Each of you will tell about your toy: “The big one is a fish, and the small one is a fish.”

big doll- a small doll

Big ball, small ball.

Big car, small car.

Big hare - little hare.

The big drum is the small drum. Didactic exercise "Big - small"

caregiver : Guys, we've been sitting too long. Let's play, we'll train our arms and legs.

Bunny came out The bunny went out for a walk. The wind began to subside. (Walking in place.)Here he jumps down the slope, runs into the green forest.And it rushes between the trunks, among the grass, flowers, bushes. (Jumping in place.)Little bunny is tired. Wants to hide in the bushes. (Walking in place.)The bunny froze in the middle of the grass, and now we will freeze too! (Children sit down.)

caregiver : Well done boys. They did a good job.

caregiver : Guys, I see toys in our basket. Yes, not simple, but musical.

What, you tell me. Listen carefully.

Oh, she's ringing, she's ringing

Makes everyone happy with the game

But only three strings

She needs music.

What's happened? Guess!

This is our ... (Balalaika).

Educator:

She sings very cheerfully if she pouts

Doo-doo-doo, yes-yes-yes. This is how she always sings.

Not a stick, not a tube, but what is it? (Pipe).

Educator: All instruments are guessed. Well done!

Boom-boom, tra-ta-ta!

The drum is beating in the morning.

Prepare your index fingers - “drumsticks”, now we will drum them on the table and say:

"Bam-bam-bam." "Bim-bim-bim". "Boom Boom Boom". "Bam-bem-bem."

Didactic exercise "Drum".

Reflection

Teacher: This concludes our lesson. Now you can play with toys. These toys were given to us by the guys from the neighboring group, and they will be upset if we return some of the toys to them broken. Please tell us how to play so that the toys do not break and please the children for a long time.

Children: Do not throw them on the floor, they may be stepped on. Don't throw toys. After playing, carefully put the toys back in their place.

Abstract of a lesson on the development of speech in the second junior group

"My Favorite Dolls"

Program tasks:

Educational : highlight and designate the external features of the object with a word; teach children to correlate objects with different characteristics; pay attention to words that are close and opposite in meaning, as well as to intermediate signs.

Developing: develop the ability to use accumulated knowledge in a conversation. Develop visual and auditory attention, fine motor skills hands

Educational : to cultivate a careful attitude to toys, responsiveness, the ability to listen to each other.

Preliminary work:

Reading and learning poetry, conversation "This is my doll." Solving riddles. Role-playing games "Toy store", "Mothers and daughters".

Equipment:

Toys: dolls, balls, two pencils. Pictures depicting two different houses, beds, paths. Recording of the song of the group "Giants" - "Robot Bronislav".

Lesson progress:

Educator: Guys, today I found a doll at the door! She joined our group! And she was very sad!

game exercise"What doll?"

The teacher tells the children that the doll was called ugly, and she was very upset. You need to calm her down - tell her how beautiful she is. - Who is this? (Doll.) What is she like? (Elegant, beautiful.) What is her name? (Tanya) What can Tanya do? (Play, draw, sing, dance.) Let's talk about Tanya together. The teacher begins: “Our Tanya ... (the most beautiful). She has ... (an elegant red dress, a white bow, brown shoes, white socks). From naming visible and vivid signs (color, shape, size), one must move on to listing the properties, internal qualities of the object, its characteristics, comparison.

Exercise "Compare dolls"

The teacher offers to consider two dolls and say how they differ. Children give dolls names (Katya and Tanya) and say: “Tanya has bright and short hair, Katya's - dark and long, Tanya's Blue eyes, Katya has black ones, Tanya is in a dress, and Katya is in trousers, the dolls have different clothes. - The dolls wanted to play, they took ... (balls). This ball... (round, rubber, blue, small). And the other ball ... (big, red). What can you do with balls? (throw, throw, catch, toss, toss). - Look at this ball. It is more than blue, but less than red. What size is it? What is he? (Medium. Medium size.)

Educator: Well done guys, well played! Want to loosen up a bit? Let's have a musical break!

Game exercise "Dolls draw and walk"

First part - Two dolls: big and small. The teacher says that the dolls wanted to draw. A large doll will take a long pencil, and a small one ... (short). A large doll will draw a big house, and a small one ... (small). What is another name for a small house? (House, house.)

Second part - The dolls went for a walk, but they didn’t take an umbrella with them. Here went heavy rain they hid under the Christmas tree. A large doll hid under a tall tree, and a small one ... (under a low one). The rain stopped, the dolls went home. A large doll went along a wide road, and a small one ... (on a narrow one). They came home and started washing their hands. First, the dolls turned the tap with hot water, and then ... (with cold). If you mix cold water with hot water, what kind of water do you get? (Warm, cool.) Let the dolls go to bed. They had different beds. Which? (A large doll is high, a small one is low, a large doll is wide, a small one is narrow.)

Educator: Guys, what do you think is necessary for the doll not to be sad?

Children: Take care of her. Do not throw. Check out her outfits. She must have friends. She needs to be played with.

in junior group 2

(Based on fairy tales: "Teremok", "Ryaba Hen", "Gingerbread Man", "Turnip")

Program tasks:

Educational: Form a dialogue speech, learn to answer questions. To teach to recognize and name characters from familiar fairy tales, to convey game actions by showing. Activate verbal expressions. Exercise in the correct use of case forms of nouns (gen. case. noun)

Developing: Develop pronunciation, intonational expressiveness of speech, rhythm of movements.

Educational:

Equipment: recording of the song "Steam Engine", characters from the fairy tales "Gingerbread Man", "Teremok", "Turnip", "Ryaba Hen", a basket with a surprise.

Lesson progress:

Educator: Guys, do you like fairy tales?

Children : Like very much.

caregiver : Fairy tales live in a magical land - behind the forests, behind the fields, behind the high mountains. They live and are very worried, they think that you have forgotten them. And you think you can recognize them.

Children: We can.

Educator: Let's try! Let's go to fairy tales. We sit in a fun train.

The train is picking up

The driver looks ahead.

We hold on to each other

And no one is left behind.

Children get into the train, holding on to each other and to the engine.

The teacher, together with the children, sings the song "Steam Engine", while they make one circle around the group

The train stops at the fairy tale "Kolobok".

Educator: Wasn't on the window

Rolled down the track....

- Who rolled down the track? (Kolobok)

- Who baked Kolobok? (Kolobok was baked by Grandmother)

- Whom did Kolobok meet in the forest? (Hare, wolf, bear, fox)

- Who did Kolobok leave? (From a hare, from a wolf, from a bear, from a fox)

- Who ate Kolobok? (Ate Kolobok fox)

- Let's remember the song that Kolobok sang.

Children together with the teacher sing the song Kolobok

Educator: Do you want to play with fairy tale characters?

speech game:

Bunny hop-hop-hop, Children jump like bunnies.

Bear top-top-top (Stomp, depicting a bear).

And the fox clap-clap-clap (clap hands).

Educator: And now, guys, let's get on the train and go further to another fairy tale.

Humming big locomotive. Small wagons answer him woo.

Children repeat after the teacher.

Educator: Here we are in a fairy tale. Tell me guys, what's the story?

Lives in this house

Very small people

Mouse, frog, hare, fox,

Gray wolf cub - these are miracles!

Only Mishka helped them

Ruined them ...... (Teremok.)

Educator: That's right, guys. And who lives in the teremochka? (Little mouse, frog frog, runaway bunny, sister fox, gray barrel top and big bear)

Educator: And who broke the teremok? (Bear!)

That's right, guys, the bear broke.

Let's help the heroes build a new tower (Let's help!)

Knock da knock with a hammer (Knock on the fist with a fist)

We will build new house

The house is high (Hands stretch up).

House with a window (Hands together and spread apart).

With a sharp roof and chimney. (Hands in the form of a roof).

In the house we live with you (Hug).

Educator: Ah, now let's get on the train and go to the next fairy tale.

We go from hill to hill, from hill to hill, our train rushes forward.

They move by doing a semi squat.

Look what is it? (It's a turnip)

That's right, we got into the fairy tale "Turnip".

What happened to the heroes of the fairy tale, they quarreled, arguing over who will pull the turnip for whom. You have to arrange them correctly.

- Who planted the turnip? (Grandfather)

- Who did Grandpa call? (Grandma)

- Who did Grandma call? (granddaughter)

- Who did the granddaughter call? (Bug)

- Who did the bug call? (cat)

- Who did the cat call? (mouse)

Children put the heroes of the fairy tale in order.

Now everything is fine.

- Let's check the wheels. (Knocking fists on knees)

- We get on the train and move on.

We sing the song "choo-choo-choo-choo, tu-tu-tu." (Repeat the words after the teacher).

- Who lives in this house? (Chicken, Grandfather, Baba, mouse)

- What is this fairy tale? ("Ryaba Hen")

- Why are Grandfather and Baba sad. (The mouse broke the testicle that the Hen laid).

- What to do? (We need to help them - collect the testicle)

The game "Collect an egg" is being played.

Assembling a split picture "Golden Egg"

- How many beautiful eggs turned out. Grandfather and Baba are very happy.

- And now, guys, it's time for us to go back to kindergarten. Let's get on the train and go, humming the song "choo-choo-choo."

Children get into the train, holding on to each other and to the engine. "Return" to the group.

- Guys, did you like our fabulous journey. (Liked)

- What fairy tales have we visited? Whom did you see? ("Teremok", "Ryaba Hen", "Gingerbread Man", "Turnip")

- What was your mood? (Joyful, cheerful).

- You are great. Very kind children - they helped the little animals build a new teremok, reconciled the heroes of the fairy tale "Turnip", helped Grandfather and Baba. And I have a surprise for you - these are magic candies. They will help you grow up kind and friendly.

Abstract of a lesson on the development of speech

in junior group 2

"A fairy tale has come to visit us"

(based on the fairy tale "The Wolf and the Seven Kids", "Zayushkina's Hut")

Program tasks:

Educational: to teach children to correctly build an answer to the question posed by the teacher, to answer with a full sentence. Develop intonation expressiveness of speech, exercise in a clear pronunciation of sounds. Learn to select pairs of antonyms, exercise in the formation of the names of baby animals in the singular and plural. Consolidate ideas about parts of the day.

Developing: Develop cognitive activity, enrich vocabulary. Arouse the desire to actively participate in the general conversation.

Educational: Raise interest and love for folk tales.

Equipment: paintings from the fairy tales "The Wolf and the Seven Kids", "Zayushkina's Hut", a toy bunny, a cockerel, a goat, a gingerbread man, a stump, a ball, photographs, an audio recording "Train".

Lesson progress:

Children freely stand near the teacher.

Educator: I want to tell you that in the country of fairy tales, a disaster happened, fairy tales got mixed up. Let's help the fabulous inhabitants? Then go. On what you can travel, offer. (Children list the types of transport: bicycle, steamboat, plane, train, car. How can I call all this in one word?).

Let's choose a train (imitate a train to the music). Here we have arrived.

A picture from the fairy tale "The Wolf and the Seven Kids".

Look at the picture and tell me what is the name of this fairy tale?

For whom did the goat sing the song? (For goats).

What for? So that they only open the door for her when she comes home.

And who overheard the song? What for?

To help the kids you need to name the cubs of the animals, then the fairy tale will come into full order. Everyone listen carefully, answer correctly.

The gray mouse has a small mouse.

The cat has fluffy kittens.

Squirrels have red squirrels.

The cow has an affectionate calf.

The pig has a piglet.

The fox has a cunning fox cub.

The goat has a funny kid.

The she-wolf has a gray cub.

The she-bear has brown cubs.

The dog has playful puppies.

The horse has a foal.

And mom and dad have a baby.

Well done, well done!

Bunny sits and cries.

Children, who is this? (Bunny).

Ask Milana what happened to him?

Bunny: How can I not cry. I had a hut, a fox asked me to come, and kicked me out.

Let's remember what this fairy tale is called? ("Zayushkina's hut").

Educator: Guys, why did the fox begin to ask for a bunny? Her hut melted, it was icy, and the bunny had bast, i.e. wooden.

At what time of the year did it start to melt? (Spring).

And who wanted to help the bunny in trouble? (Dog, wolf, bear, rooster).

And which of them kicked out the fox? (Cockerel).

So let's call the Cockerel so that the fairy tale ends well. (Children read the nursery rhyme “Golden Scallop Cockerel”).

Cockerel: Ku-ka-re-ku, what happened?

Children, explain to Cockerel what happened. (Children explain).

Cockerel: I'll kick her out.

Bunny: Thanks guys for the help. And here is a gift from us. Goodbye.

Let's see what the Cockerel and Bunny gave us. This is the opposite game. (ball and paper).

Dry-wet

Big small

Cold-warm

Dark - light

Sweet-salty

Thick-thin

Long short

High Low

close-open

Switch on switch off

soft-hard

Kind angry

Sharp-blunt

Cheerful - sad

White black

Bold - cowardly.

Educator: Well done guys, you're right!

Look - a stump, a bun on a stump. Hello, kolobok. What are you thinking about? On a day off, a hedgehog took a picture of me, and I confused all the photos. Can you help me put them in order?

Guys, what is the bun doing here? (Charging).

When do we recharge? (In the morning).

So this is a bun in the morning.

What is he doing here? (Asleep). What time does he sleep? (At night). How did you guess? (Stars in the sky).

But the bun is walking. When does he walk? (Daytime).

And here the bun is tired, walked up for a day. When it was? (In the evening).

Now let's put the photos in order and tell the kolobok - when and what he did on the day off. (morning afternoon Evening Night).

Educator: It's time for us to go back to kindergarten. Did you enjoy the trip? What did we do well today? What do you remember? What will you tell your parents at home?