Text of the book “Classes on speech development in the second junior group of kindergarten. Lesson Plans"
September
Lesson 1. Who is good and who is handsome. Reading of S. Cherny’s poem “Pstavalka”
Target.
To arouse children's sympathy for their peers with the help of a teacher's story (game); help kids believe that each of them is a wonderful child, and adults love them.
First option
Progress of the lesson
This activity option is suitable for a group with many new children or most babies under 3 years 6 months of age.
The teacher arranges the chairs in a semicircle and begins the lesson:
Who's good? Who is our handsomest?
The teacher takes the child to the center.
Petenka (Vasenka, etc.) is good, Petenka is handsome.
The teacher talks about the child, emphasizing his merits, for example: “Petya is really handsome. Black-haired, with beautiful dark eyes.
He's a good kid, smart, can already count to six, and doesn't miss a beat. Isn't it true? Then do the math.
And he puts together animals from cubes very quickly. And he is friends with girls and does not offend them.
And for a long time now she hasn’t cried over trifles.
And how he tenderly says goodbye to his mother in the morning! Nice to see!”
The teacher again pronounces the rhyming lines and brings out another child: “Katenka is beautiful. Pretty, fair-haired (they say blondes about girls with fair hair), with a bright blush on her cheeks.
Katyusha is a wonderful girl. Doesn't quarrel with anyone. Playing with dolls - a sight for sore eyes! Her daughters are fed. She sings songs to them and speaks kind words.
Katyushka knows a lot of poems. Read the poem “They dropped the bear on the floor...”, I really, really like it.”
The teacher asks the children who else they want to hear a story about. Be sure to talk about the newcomer, draw the attention of preschoolers to how important it is to be friends with this child now, so that he quickly gets used to it and understands how wonderful the children are in the group.
The teacher promises that every day he will definitely talk about one of the children.
Children should hear stories like these throughout the year. It is advisable to pay special attention to “problem” children (nervous, brawlers, crybabies, etc.), each time emphasizing how successfully they cope with their problems and how they grow up.
If the teacher notices that children are starting to get tired of stories about good and handsome peers, he invites them to listen to S. Cherny’s poem “Pustalka.”
- Why does mommy have two dimples on her cheeks?
- Why does a cat have legs instead of arms? – Why don’t chocolates grow on the crib? - Why does the nanny have sour cream on her hair? - Why don’t birds have mittens? - Why do frogs sleep without a pillow?.. - Because my son has a mouth without a lock.
The teacher is interested in who is called a “molester.” Listens to the children's answers and offers to make sure their assumptions are correct.
Note.
In the following days, especially during the hours when children are getting dressed for a walk and some of them have an increased need for communication (to the detriment of the main everyday process), it is appropriate to read the poem “Presser”.
Second option
Progress of the lesson
This lesson option is more suitable for groups where the majority of children are over 3 years 6 months.
Having sat the children down and thanked them for their ability to hear the teacher’s request and quickly switch from games to activities, the teacher says that he will talk about how smart, kind, and cheerful they are. For example: “I’ll tell you about one wonderful boy. Today he is wearing blue shorts and a gray T-shirt. And on the T-shirt there is a picture of a serious gnome who has built himself a beautiful house. Who do you think I'm going to talk about?
Many children and I call this boy affectionately: Sasha, Sashok, Sashulya. So, Sasha’s shorts are... blue, and his T-shirt... grey, on the T-shirt... a gnome near his house.
Sasha has blond hair and cheerful dark eyes. Sasha is our assistant, he works great on duty, gets along well with the kids, and doesn’t offend them. True, he often forgets his handkerchief at home, but he promised to improve. I believe him. Sasha loves to draw and sculpt, and sings well. Sing, Sasha, your favorite song, and we will sing along for you.
I will also tell you about a girl who today is wearing a beautiful checkered dress with lace frills. And her name is... (children say the girl’s name). Olenka recently came to us, she hasn’t quite gotten used to it yet. She is a very sweet funny person. Yesterday Olya forgot to hide her shoes in the closet, and they got lost and ended up under the banquette. We consoled Olenka and wiped away her tears, like this... Then we found the shoes and helped her put them on.
Olya does a wonderful job of portraying a horned goat and scares us. Want to see how she does it? Aren't you scared? (The girl portrays a goat.)
Now I will tell you about a boy with big dark eyes. This is a wonderful boy, but he doesn’t like and doesn’t know how to sit quietly in a chair. It immediately starts spinning. Just now he was spinning, but now he’s quiet. He must be afraid that the chair will get angry with him and drop him on the floor.
But our Vasenka (he recognized himself) runs the fastest. And Zainka - Long Ear told me in great confidence that this morning Vasya wanted to take Yura’s car away, he already extended his hands, but then hid it behind his back. I didn't want to offend my friend. What a great guy. Develops willpower in oneself. Becoming an adult. I’ll kiss him for that.” And so on.
At the end of the lesson, you can read to the children S. Cherny’s poem “The Bailiff” or the English song “The Brave Men” (translation by S. Marshak). When reading the song, you should ask the children who tailors are, compare the height of an adult man and the size of the snail from which 25 tailors ran away in fear.
Lesson 2. Reading the Russian folk tale “The Cat, the Rooster and the Fox”
Target.
Introduce children to the fairy tale “The Cat, the Rooster and the Fox” (arranged by M. Bogolyubskaya).
Progress of the lesson
The teacher reads the fairy tale so that the children worry about the simple-minded cockerel and rejoice at the successful ending of his adventures. Then he wonders if the children were worried about the cockerel, whom the fox was deceiving all the time.
“And I was very, very worried about him. After all, the fox could have eaten the cockerel on the way. And then it would be a terrible fairy tale. And we probably wouldn’t like her, would we?” – the teacher ends the lesson.
Note.
At the appropriate moment (in a group, at a site, during a music lesson), the teacher invites children who want to play a fairy tale, helping the performers of the roles of a fox, a cockerel and a cat musician to sing songs and recite simple texts (abbreviated).
V o p i t a t e l (speaks quietly).
The cat will go hunting, and the cockerel will clean up everything in the hut, sweep the floor clean
(the cockerel depicts the corresponding actions), and
sing songs.
P et u sh o k. Ko-ko-ko, koo-ka-re-ku, k-ko-ko, koo-ka-re-ku.
Fox.
Cockerel, cockerel, Golden comb. Look out the window - I'll give you peas.
The cockerel pretends not to hear the fox (the child covers his ears).
Fox.
Look out the window - I'll give you peas.
The rooster (“looks out”, the fox “carries him away” (drags him by the hand)).
Carries me forest after dark forest. Brother cat, help.
The fox “carries” the cockerel into her house.
Cat (puts on a hat and boots (imaginary situation), approaches the fox’s house. Plays the harp
[6]
and sings.)
Strain, strum, goosebumps, Golden strings. Is the fox at home? Come out, fox!
L and s a (baking pancakes).
Go, Petya, look who’s calling me, and come back quickly!
The cockerel comes out, sees the cat, they hug and run away.
Lesson 3. Sound culture of speech: sounds a, u.
Didactic game “Make no mistake”
Target.
Exercise children in the correct and distinct pronunciation of sounds (isolated, in sound combinations, words). Activate generalizing words in children's speech.
Progress of the lesson
The teacher seats the children, bringing together children with unclear speech, so that they are more often offered tasks for the pronunciation of individual sounds and sound combinations (ua, ay).
The teacher tells the children a fairy tale about the Merry Tongue: “Once upon a time there lived a Merry Tongue. He lived in his own house. And this house is a mouth. The house opens and closes. Like this! (Shows.) The tongue either runs out of the house (shows) or hides. He runs out again and hides again.”
The teacher invites the children to release the tongue from the house and hide it (3-4 times). Then he continues: “And Tongue also loves to sing different songs. He especially likes the song of little Alyonushka (shows the children a doll in rompers).
“A-a-a-a,” sings Tongue to Alyonushka.
And the baby opens her mouth wide, like this, and also begins to sing: “A-a-a.” She is the one who is happy that they are talking to her. How does Alyonushka sing?”
The teacher invites 3-4 children to sing Alyonushka’s song in turn.
“And now,” says the teacher, “we will sing a song and pull a long, long thread. Like this…"
Stretching his arms forward at chest level and tightly closing the fingers of both hands (as if holding a thread), the teacher says: “A-a-a-a” (2-3 sec). The exercise is repeated 3-4 times. The teacher makes sure that when “pulling the thread,” the children do not lower their heads.
“While we were “pulling the strings,” the teacher continues the lesson, “Alenka got tired, because she is still small, and began to cry: “Wa-wa-wa.” How do little children cry? (Choral and individual repetitions.)
Let’s console and calm the baby: “Don’t cry, Alyonushka!” Don’t cry, little one!’ (Choral and individual repetitions. Children should be told that these phrases need to be pronounced quietly and affectionately.) And we’ll sing her a lullaby: “Bai-bai-bai, rocking my daughter, bai-bai-bai.” (Children sing along with the teacher.)
Alyonushka fell asleep. He will sleep for a long time. And you and I can play. We will go into the forest to pick mushrooms and berries. But in the forest you can get lost, lost, so I will call you: “Children, au-oo-oo, Olya, au-oo-oo...” (The kids answer the call.)
Then the teacher calls the children to him, informs them that the lesson is over, but those who wish can play ball with him.
Children form a circle. The teacher explains the rules of the game: “You have to catch the ball and answer the question. Drop the ball, miss the move. If you don’t answer the question, you will also miss your turn. The game is not easy. It’s called “Make No Mistake.”
The teacher names the objects, for example: “Apple, plum, lemon?..”, and the child, having caught the ball, names a general word: “Fruit”, etc.
It is advisable to play the game during a walk with a subgroup of children (3–5 people).
Note.
Outside of class, to reinforce the sound
a
in words, the teacher invites the children to “bake pancakes”:
Okay, okay, let's bake pancakes.
Children treat the teacher and each other to pancakes. They report what is best to eat pancakes with: sour cream, butter, honey, jam, fish, caviar.
The teacher asks the children who are nearby:
Okay, okay, where were you?
By Grandma! What did you eat? Porridge! What did you drink? Mash! Russian folk song
Lesson 4. Sound culture of speech: sound
Target.
Exercise children in clear articulation of sound (isolated, in sound combinations); practice smooth exhalation; encourage to pronounce sounds in different tones with different volumes (by imitation).
Progress of the lesson
The teacher reminds how Tongue loves to look out of his house and hide: “Show me how he does it? He looked out and hid... He looked out again and hid... He stuck out a lot... and hid.
One day, Tongue heard a steam locomotive (electric train) humming: “U-oo-oo.” How does the locomotive sound?
Tongue really liked this song. And he decided to learn it. At first, the tongue sang quietly: “U-oo-oo.” How did he sing? Then he sang louder...
In order for you to get the song of a steam locomotive, you need to stretch out your lips with a tube (shows) and say in a drawn-out manner: “U-oo-oo.” (Choral and several individual repetitions.)
Next, the children all together and individually (3-4 children) sing a “long” song (2-3 seconds on one exhale).
“You must have seen a real steam locomotive that pulls cars with passengers or a train with cargo,” continues the teacher. - Such a locomotive hums loudly and protractedly. Something like this: “U-oo-oo-oo.” How does the locomotive sound? And the wind-up toy train hums more quietly, its voice is thin: “U-oo-oo-oo.” I’ll now ask one of you to sound the horn, and you will determine whether a real steam locomotive is moving or a toy one. Let's start with Andryusha... Let's listen to Olya..." (5-6 answers)
The teacher shows a toy duck (duckling). He explains that if you call a duck: “Duck-duck-duck,” then it will respond to the call and come closer. Then you will have to feed the bird some bread. Call the duck? (5–6 answers)
Then the teacher reads to the children the Chuvash song “Conversations” (translated by L. Yakhnin).
The cuckoo crows: - Ku-ku! Cuckoo! The dove coos: - Gu-gu! Gu-gu! The rooster is dawning: - Ku-ka-re-ku! The owl shouts in the night: - Yep! And the fish is silent - Not a gu-gu.
Before re-reading the song, the teacher asks the children:
- The cuckoo is cooing, and the dove?.. (Coos.)
- The rooster is dawning. When does he sing: during the day, at night, at dawn? (Dawn - dawn - dawns.)
The teacher reads the song again and invites the children to pronounce onomatopoeic words.
Note.
At this lesson or later, while training children in expressive reading of dialogues, the teacher introduces them to the poem “Bull” by V. Berestov.
A small bull, a yellow barrel, steps with its legs, shakes its head. -Where is the herd? Moo! It's boring to be alone!
October November
In October
It is advisable to recall with children (outside of class) the fairy tale “How a Goat Built a Hut” (model by M. Bulatov), and in the next 2-3 days introduce them to the fairy tale “The Wolf and the Little Goats” (model by A. N. Tolstoy). It is advisable to find out from the children who liked which fairy tale and why.
At the end of October, it’s time to read T. Alexandrova’s fairy tale “Burik the Bear” to the kids.
Repeatedly you need to read the works of K. Chukovsky (“Confusion”, “Moidodyr”) and listen to them in recordings.
At appropriate moments, children should read program poems about autumn (A. Blok, K. Balmont, A. Pleshcheev, A. Koltsov), an excerpt from “The Tale of the Dead Princess...” by A. Pushkin (“Wind, wind! You are mighty!” .").
You can ask the music director to sing A. Maikov’s “Lullaby” to the children and let them listen to it in a recording.
In November
outside of class, children should read the Russian folk tale “Teremok” (arranged by M. Bulatov, repetition of the material), and a few days later – the Ukrainian folk tale “Rukavichka” (arranged by E. Blaginina). Then you can ask the kids which animal that is in “Rukavichka” is not in the fairy tale “Teremok”; Which fairy tale did they like the end of? (In “Rukavichka” the animals were left without a home, and in the fairy tale “Teremok” they “built a tower better than before.”)
In November, you need to continue reading the already familiar poems of K. Chukovsky to children, and also introduce them to the work “The Stolen Sun”; the English fairy tale “Little Raccoon and the One Who Sits in the Pond” (L. Muur, translated by O. Obraztsova) and the fairy tale by A. Milne “The Three Little Foxes” (translated from English by N. Slepakova).
Windy weather is the best time to remind kids of A. Koltsov’s poem “The winds are blowing, the winds are violent...”. This poem is easy to remember, and children willingly help the teacher read it.
In the group you should continue the game “Make no mistake” (see September, lesson 3); at the site, play the game “Playing Words” (or “Give me a Word”) (see October, lesson 2).
October
Lesson 1. Didactic game “Whose thing?” Looking at plot paintings
(at the teacher's choice)
Target.
Practice agreeing possessive pronouns with nouns and adjectives. Help children understand the plot of the picture and characterize the relationships between the characters.
First option
Progress of the lesson
Part I
Before the start of the lesson, the teacher lays out pictures or small toys on the tables (one for each child), including buckets, molds and scoops. Gives children the opportunity to examine objects and exchange impressions.
The teacher asks the children to close their eyes (children should not be allowed to cover their eyes with their hands) and takes 5-6 objects (or pictures). Then he asks you to open your eyes and asks: “Whose thing? If it’s a draw, I’ll keep it for myself.” The teacher tells you how to answer the question: “This is my red bucket. This is my yellow owl."
The teacher invites the children to exchange objects. Then he finds out who exchanged what with whom. It tells you how to talk about it more correctly.
The children close their eyes again and the game repeats.
Part II.
The teacher asks the children to take chairs and, without pushing, place them near the easel.
The teacher brings to the attention of the children the plot picture “Don’t leave us, cat”[7].
“Do you think dolls and animals get upset if children stop playing with them,” the teacher begins the lesson. – I know a cat who was offended by the children and decided to leave them for other kids. Would you like to look at this brave, determined Fluffy?
?»
The teacher offers the children a picture. Gives you the opportunity to look at it and exchange impressions. Then he continues the conversation: “Do you like the cat? Describe it. He... (very cute, big-eyed, striped, looks like a tiger cub...).
The cat has turned away from the children, he doesn’t want to look at them.
But they don’t want Fluffy to leave them for other children. The kids fawn
over him.
Who does this? A girl in a red dress
is kneeling in front of Fluffy, about
to stroke and caress him.
She says something to him. What do you think?
A boy in a blue overalls... (holds a bow on a string).
He knows that kittens love to play with pieces of paper. He also says something to the cat.
A boy in a green overalls... (brought a sausage).
He asks the cat...
(don't be angry with us. Eat the sausages. They're delicious...).
Why do you think the boys are in overalls, and one even wears a cap? (Getting ready to go for a walk.)
Why did they prepare a ball and a plane?
I wonder if the children will be able to persuade Fluffy to stay?
I advise you to stop by our dolls and animals immediately after class, caress them, take a liking to them.
their".
In this case, a sample description of the picture is not necessary, since the kids go to the play corner and demonstrate to the teacher how they “communicate” with toys.
Second option
Progress of the lesson
Part I
The same as in the first version of the lesson.
Part II.
The teacher invites the children to look at the painting “The Ball Flew Away”[8] and asks them to think about what happened in the picture, and how, in the kids’ opinion, the story depicted by the artist will end.
Children take their places (at tables or sit on chairs arranged in a semicircle, in a checkerboard pattern, etc.).
“Have you looked at the picture? - the teacher begins the lesson. – Can you guess what happened? (A blue ball flew away from a girl in a smart dress.)
And the boys... What can you say about them?
How did you guess that the boy is wearing shorts
and
the vest
will give his ball to the girl?
Does he give away the yellow
or blue ball? (Listens and clarifies the children’s answers.)
Do you approve of the action?
this cute baby?
No need to judge
a boy in a cap who has
three
balls.
He will still learn to be kind
and
help others.
Look at the dog. Whose do you think she is? What is she like?
Is it beautiful where children walk? This is probably a corner of the park.
Do you like the picture called “The ball flew away”?”
This concludes the lesson. Or you can end it with the teacher’s story[9]: “It was a holiday. The children were walking in the park. It's beautiful there: clean sandy
paths,
an elegant
playhouse.
The children received balloons as a gift, some one, some two, and some three.
The girl in a beautiful red dress
walking with
a charming little
dog, the ball
escaped
from her hands and flew away.
But the kid in short pants rushed to her aid. Now he will approach the girl and say: “ Take my ball.”
If you want, take the yellow one. If you want, take the blue one."
Lesson 2. Reading the Russian folk tale “Kolobok”. Didactic exercise “Playing with words”
Target.
Introduce the fairy tale “Kolobok” (design by K. Ushinsky). Exercise children in forming words by analogy.
Progress of the lesson
Part I
Many children read the fairy tale at home, and many watched a cartoon based on the fairy tale. Therefore, at the beginning of the lesson, the teacher finds out from them who the bun is. He listens to the answers and reads out an excerpt, summarizing the children’s statements: “I kneaded the dough with sour cream, rolled it into a bun (the children show how to roll a bun), fried it in oil.”
The teacher reads the fairy tale so that the children rejoice when the bun safely escapes from the animals, and are upset when they realize that the fox will outwit him.
The teacher gives the children time to exchange impressions. He clarifies what the hare, wolf and bear said to the bun when they met him. (“Kolobok, Kolobok! I’ll eat you!”)
“What did the sly fox say when he saw the bun? - the teacher is interested. - “Hello, bun!” How handsome and ruddy you are!” the fox praised the bun, he was delighted, but did not feel the fox’s cunning. His journey ended sadly. How did it end? (“And his fox – am!”
–
and ate it!”)
Part II.
“Let's play with words,” the teacher suggests.
– I will name words denoting large objects, and you will pronounce words denoting smaller or very small objects. For example, a house is a house, a pot is a pot, a book is a little book...”
Example words: scoop, bucket, ribbon, flower, button, dress, wheel, branch, bush, etc.
Concluding the lesson, the teacher informs the children that many famous artists made drawings for the fairy tale “Kolobok” (Yu. Vasnetsov, E. Rachev, A. Savchenko, L. Tokmakov, V. Gildyaev, A. Eliseev, etc.). Shows the children books about koloboks, asks them to look at them carefully, show them the drawing they liked the most and tell them why.
