Preview:
Topic: “Garden. Fruits".
Goal: expansion, clarification and activation of the dictionary on the topic:
- Improve the grammatical structure of speech (formation of nouns and adjectives with diminutive suffixes).
- Learn to differentiate vegetables and fruits according to where they grow.
- Develop skills in composing and solving problems.
2. Corrective and developmental:
- Develop the ability to write riddles - descriptions about fruits.
- Develop visual attention and perception.
- Develop basic mathematical concepts.
- Develop gross and fine motor skills, intonation expressiveness of speech (questioning intonation).
- Develop a directed air stream.
- Develop the skill of syllabic analysis of words.
- Develop cooperation skills in play and in class, independence, and responsibility.
Equipment: ball, magnetic board, game “Let's Help Roma the Clown” (image of a clown, 2 flat baskets), flat images of a hedgehog, squirrels, apples, object pictures of vegetables and fruits, table screen, models of fruits, plumes, chips.
Lexical material: fruit, apple, pear, plum, lemon, orange, tangerine, vegetables, potato, carrot, beet, turnip, eggplant, tomato, cucumber, zucchini, yellow, orange, green, fragrant, juicy, smooth, soft, juicy , fragrant, cook.
2. Main part
Improving the grammatical structure of speech (formation of nouns and adjectives with diminutive suffixes). Message of the topic of the lesson).
I invite the children to stand in a circle on the carpet.
- Now I will throw you a ball and name the fruit, and you will catch the ball and return it to me. When throwing the ball, you must name the fruit affectionately. For example: red apple - red apple. Yellow lemon.
1st child. Yellow lemon.
I play the same way with each of the children.
- Well done! They did an excellent job. Go to the chairs. Today we will continue our conversation about fruits and play.
1. Game “Let's Help the Clown” (Differentiation of vegetables and fruits by place of growth. Development of visual attention and perception).
I place a picture of a clown and two baskets on a magnetic board.
- This is Roma the clown. He performs in the circus, juggles vegetables and fruits. He asks you to help him put vegetables and fruits in different baskets. You need to put fruits in one basket and vegetables in the other. Approach the clown, take a vegetable or fruit, tell him what he is like. And put it in the desired basket.
Children choose pictures, name vegetables and fruits and place their images in baskets.
2. Exercise “Hedgehog and apples.” (Development of elementary mathematical concepts. Formation of skills in composing and solving problems).
I place on a magnetic board an image of a hedgehog with three planar images of apples on needles.
MAGAZINE Preschooler.RF
G.V. Lomaga Teacher-speech therapist of the highest category MBDOU No. 19, head of the city methodological association of teachers of compensatory preschool educational institutions; Yuzhno-Sakhalinsk; graduated in 1998 Yuzhno-Sakhalin State Pedagogical Institute; Classes to overcome speech disorders are structured according to a specific system that takes into account the nature and severity of the defect, with mandatory consideration of the individual characteristics of the student. The main task of the work is the formation of mental operations on the word as a unit of speech, the development of an attentive attitude to the process of “speaking”. Two main areas of work can be distinguished: development and improvement of oral speech (pronunciation, vocabulary, grammar) and correction of written language disorders. In many ways, this work is propaedeutic, warning, in nature. For example, before starting to study parts of speech as part of a program in our native language, we try to learn to distinguish between them, as they say, in the flow of speech, i.e. on a practical level.I would like to present a summary of a speech therapy session. Goal: to introduce children to articulation exercises; talk about speech sounds; continue to introduce children to finger exercises and massage techniques; continue work on the prosodic components of speech; clarify lexical and grammatical concepts on the topic “Fruit”; teach children to form words using suffixes with diminutive and increasing disparaging meanings on the topic “Fruit”; remember general concepts; start introducing children to the syllabic structure of words; develop auditory attention, thinking, auditory and visual memory, and sense of smell. Equipment: speech sticks, mirrors (according to the number of children), cards with symbols of articulation exercises, pictures of fruits (large and small), a toy saucepan, fruits, cards with emotions (large and small), aroma lamp with orange or lemon oil, cards with numbers , doll, fruit bowl, board, cards for developing intonation. Progress of the lesson: 1. Organizational moment. (Standing). Greeting: Speech therapist: Listen more carefully and repeat after me. Good morning! Birds and animals! Good people, get out of bed, All the darkness has spread into the corners, The sun rises and goes home. Good morning to both the sun and the birds. Good morning to smiling faces!
-Smile at me and at each other. Say each person's name affectionately in turn.
2. Announcement of the topic and purpose of the lesson. L.: -Today we will get acquainted with Tongue’s house and we’ll also talk about this. Guess what. The one who guesses the riddles will sit down: *This yellow fruit grows Where it is summer all year round. He is like the edge of the moon. You all should know him! BANANA
*Grows in the garden, tastes like honey; Pick and eat, And it’s called... PEAR.
*Only in the south does it ripen, In a melon patch under a clear sky, And then it treats us with a sweet, fragrant slice. MELON
*A round, ruddy thing fell from a tree and got into the children’s mouths. APPLE
*Jam is as sunny as the south, There is a demand for pies with jam. In dried form it is apricot, and in natural form it is APRICOT.
- How, everything you mentioned is called in one word? (Fruits) - Today we’ll talk about them. (Sit down)
3. Lexico-grammatical exercise “COMPOT”.
The children went to the market and bought a lot of fruit there. Dad then asked them: “Who cooked what compote?”
L. – There are fruits in this pan. You will come up to the table one by one, with your eyes closed, take out the fruits and guess which fruit you took. And then tell me what kind of compote can be cooked from your fruit. (They answer with a complete answer: “I made a pear compote.”) - Now let’s cook a compote from 2 fruits (the speech therapist shows these fruits) (Pear - apple).
4. Finger gymnastics.
Playing with fingers (connecting fingers with pads, starting with the little fingers, one pair of fingers for each line of poetry; in this case, the palms do not touch each other).
We went to the market, Little fingers There are a lot of pears and persimmons, Unnamed There are lemons, oranges, Medium Melons, plums, tangerines, Index fingers But we bought a watermelon - Large This is the most delicious load! The fingers are clenched into a fist, and the thumb is pulled up.
5. Articulation gymnastics.
(Repeat the names of the organs of articulation, name and show them using a speech stick (with a mirror, without a mirror as demonstrated by the speech therapist, and without it - your choice).
L.: -Today we will go to visit Tongue. He lives in a house. This house is a mouth. Sounds live in it. Tell me, how many floors are there in the house? The first floor is the lower teeth. Point them out with the speech stick and touch them with your tongue. On the first floor there live vowel sounds: A O U Y Y E I. Name them again. There also lives a family of whistling sounds S Z S S Z Z C - repeat them. The second floor is the upper teeth - show them with a stick. There are also many sounds living here. Some of them like to hiss and are called hissing: Ш Ж Ш Ш. There are also sounds that love to sing sonorous songs - sonorous sounds - L L R R R'. L R sounds with a strong character; L'R - with soft. Let's name them. There are also other sounds on the second floor, but we will get acquainted with them in other classes. This is what a house of sounds is like. And the owner of this house...Tongue. A little later I will tell you the Tale of the Tongue. In the meantime...let's play.
6.Dynamic pause. Attention game "Orange, apple, banana." L.: - When I name fruits, we make the following movements: ORANGE - the thumb is connected into a ring with the index finger; APPLE - fist; BANANA – the palm of the hand is open. (You can confuse children - say plum, but show banana).
7. Lexico-grammatical exercise on the topic “Fruits”.
Exercises “Fruits for the doll.” L.: The doll Lena came to visit us. Let's treat her to fruit. To do this, you need to call them affectionately. (The speech therapist shows the children pictures, and they take turns calling them affectionately and putting them in a bowl (models of fruit).) The full answer: “I will treat the doll with an apple,” etc.
Game “What did the doll hide?” L.: - Look at the pictures. The doll wants to test how attentive you are. You close your eyes, the doll will remove one picture. And you tell me what picture she hid.
Game "Count" L.: -Help the doll count the fruits. (The speech therapist puts a picture with a number from 1-5 over the picture with the fruit and asks to make an answer according to the model (Five pears)).
Game "Carry On". L.: -The doll decided to compare the fruits with each other. Help her. Complete the sentences. The apple is big and the pineapple is…BIGGER. Orange is sour, but lemon is SOURER. The pear is juicy, but the tangerine is JUICIER.
8.Articulation gymnastics.
L.: - Once upon a time there was a tongue. he woke up early in the morning. Opened the WINDOW. I looked LEFT, RIGHT, DOWN to see if there were puddles, UP to see if there was sun. I closed the WINDOW - it became hot: AAA... I opened it again - it became cold: DDD... The tongue ran into the bathroom. I opened the door and the door creaked... “We need to lubricate the door,” thought Tongue. He turned on the water. First, hot water poured out. The tongue pulled back his hands “Oh!” Turned on the cold water. The hot water connected with the cold water and the water became warm SSS...Finally he began to brush his teeth. First the upper ones, then the lower ones (BRUSHING YOUR TEETH). I brushed my teeth, closed the creaky door III... And ran to the kitchen to bake pancakes. I started kneading the dough YA-YA-YA (lips), YA-YA-YA (teeth). Let's see if the dough is ready? (Use a cotton swab to check by “tingling” the tongue). No, it’s not ready. Knead the dough again and check. Ready! Baked Tongue Pancakes. I ate them with DELICIOUS JAM, washed them down with milk from a CUP. I looked at my WATCH. And I decided to go for a walk. There was a SWING in the yard. He swayed on it and moved on. You will find out what happened next in the next lesson.
9. Physical exercise “We shared the orange” (Get up from the chairs. Perform the appropriate movements) We shared the orange There were many of us, but he was alone
10. Work on prosody and breathing.
Exercise “Name the fruit affectionately” Introduce children to pictures-symbols of different emotions: Cheerful, Sad, Feisty, Little Surprised. Then invite the children to pronounce the fruits in the pictures with the appropriate intonation.
Exercise to develop breathing and smell. L.: -Guys, inhale air through your nose with your eyes closed and tell me what fruit smells in our room? (Orange or lemon - use an aroma lamp with the appropriate essential oils)
Exercise “Songs of vowel sounds” (for the development of speech exhalation) Conducted using cards. The speech therapist, while reading the poem, alternately shows the children cards and images of vowel sounds and their “songs.” The children must reproduce the corresponding song.
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Summary of speech therapy lesson “Fruits and vegetables”
Topic: Fruits and vegetables.
1. Correctional educational goals:
Develop and activate children's vocabulary on the topic: “Vegetables and fruits.” Improving the grammatical structure of speech - the use of relative adjectives.
2. Corrective and developmental goals:
Activation of children's speech activity. Improving dialogic speech, speech hearing, visual perception and attention. Development of articulatory and general motor skills. Development of dialogic speech, visual attention, thinking, articulatory, fine and gross motor skills, coordination of speech with movement.
3. Correctional and educational goals:
Formation of skills of cooperation, mutual understanding, goodwill, independence, initiative, responsibility. Fostering love and respect for nature.
Equipment: pictures of vegetables and fruits, a basket, dummies of vegetables and fruits, natural vegetables (whole and cut into pieces), a ball.
Progress of the lesson:
1. Organizational moment.
Today we are going on a journey. And we’ll go to our grandparents’ dacha to see what vegetables have ripened in the garden beds, what fruits have ripened.
"Let's try some vegetables".
The speech therapist gives the children two pictures of vegetables and asks: “What will you eat first, and what then?”
“First I will eat a tomato, and then a cucumber” (corn-eggplant, pepper-carrots, beets-radish, zucchini-cucumber, potato-pumpkin, cabbage-turnip).
2.
“Pick up a word.” Selection of homogeneous adjectives for nouns.
What cucumber? (Green, oval, hard, rough, watery, large, small, tasty.)
What kind of tomato? (Red, large, sour, sweet and sour, soft, juicy, smooth, ripe, ripe, unripe, beautiful), etc.
3. “Find out by description”: one child describes the vegetable, the others guess.
Round, juicy, healthy, soft (tomato). Oval, round, rough, green, hard (cucumber). Round, green, juicy, firm (cabbage). Triangular, orange, hard, crunchy, tasty (carrot).
(carrot). Round, hot, vitamin-packed, hard (onion). Round, burgundy, sweet, vitamin-rich (beets).
4. “Name the juice, salad.”
-use of relative adjectives.
Carrot juice - carrot, pea soup - pea, cabbage juice - cabbage, potato soup - potato, beet juice - beet, cucumber salad - cucumber, pumpkin juice - pumpkin, onion soup - onion.
5. “In the ground or on the ground.” Potatoes grow in the ground, and cabbage grows on the ground. Carrot-cucumber, eggplant-beets, tomato-radish, pumpkin-turnip, corn-radish).
