Lesson notes.
Possessive adjectives “Guess whose tails these are”
Consolidating ideas about wild and domestic animals.
Formation and use of possessive adjectives with suffixes -й- (й, я, е, ь).
Enrichment of vocabulary with synonyms and antonyms.
Agreement in the genitive case.
Equipment:
Text of the Russian folk tale "Tails". Subject pictures of animals with cubs: badger with badgers...
Tails: fox, squirrel, wolf, hare, cow, cat, dog, rabbit, badger, goat.
Magnetic board, mnemonic tables, outline pictures for tracing and coloring.
Progress of the lesson.
I Recall and name wild and domestic animals.
II Dramatization of the Russian folk tale “Tails”.
Act I Game “Who lives where and with whom?”- securing information about
animal dwellings and an exercise in word formation (on tables near
speech therapist and children pictures depicting animals with cubs).
The speech therapist is the first to open the picture and start the game: I am a badger and I live in a badger hole with a badger and badger cubs.
The children take turns continuing the game according to the pattern given by the speech therapist.
Act II Game “Whose tail?”- an exercise in word formation.
Speech therapist: The animals lived, they lived... But no one in those days had tails. And without a tail, a beast has neither beauty nor joy!
One day a rumor spread through the forest: they will give away tails! They brought many different tails: large and small, thick and thin, long and short, fluffy and smooth...
And the animals ran from all sides, rushed, rushed at full speed after their tails (the tails of different animals are displayed on the flannelgraph).
Children run with their pictures, each picks up the corresponding tail, verbalizing their actions after the speech therapist, and sit down.
Speech therapist (badger): I chose a thick fluffy and not very large, but very beautiful gray badger tail.
III Game “On the contrary”
IV Game “Say Otherwise”
V Game “Whose tail is better?”
VI Physical Education Minute.
Picture of animals with verses:
The fox has a sharp nose (the child points with his hands)
She has a bushy tail
Red fox fur coat
Indescribable beauty!
The bunny jumped through the forest
The bunny was looking for food
Suddenly the bunny is on top of his head
The ears rose up like arrows (the child depicts ears with his hands)
A bear wanders through the forest
Walks from oak to oak
Finds honey in hollows
And he puts it in his mouth.
VII Conversation on the content of an excerpt from K. Chukovsky’s poem “Toptygin and the Fox”
Why are you crying, you stupid bear?
How can I not cry or roar as a bear?
Poor, unfortunate orphan I am,
I was born without a tail.
Even shaggy, stupid dogs
Shaggy tails stick out behind his back.
Even mischievous tattered cats
Ragged tails lift up.
Only I'm an unfortunate orphan
I walk through the forest without a tail,
Doctor, good doctor, have pity on me,
Sew a tail on the poor guy as soon as possible!
The good doctor Aibolit laughed
The doctor says to the stupid bear:
Okay, dear, I'm ready.
I have as many tails as you want.
There are goats and horses.
I will serve you, orphan:
At least I’ll tie four tails...
Speech therapist: Does a bear need another tail?
The speech therapist briefly tells how the story of the stupid bear ended sadly: he tied a bright peacock tail to himself, and was immediately caught by hunters.
VIII Learning the poem “Wild Animals” using a mnemonic table
At the fox in the deep forest
There is a hole - a reliable home.
A prickly hedgehog under the bushes
Rakes up a pile of leaves.
A clubfoot sleeps in a den,
He sucks his paw there until spring.
Everyone has their own home
Everyone feels warm and comfortable in it.
IX Tracing along the contour of a drawing - an image of an animal.
X Summary of the lesson.
Reinforcement outside of class.
Tell Russian folk tale"Tails."
Game "Animals play hide and seek."
Game “Whose paw, whose tail, whose ear?”
Game “Whose fur coat is more beautiful, warmer”
Coloring pictures.
Summary of the sports festival in the preparatory group “Family Olympic Games”
Abstract... Subject: “Young ecologists” ( preparatory group) Tokmakova L.A. Abstract classes by... Well done, you're right guessed right, What This Zimushka - winter,... tail? Whose ears? call it." Whose tail? Whose bear ears? Children respond by using possessive adjectives ...
“Enriching and activating the vocabulary of children of senior preschool age through familiarization with the world around them”
Documentfigured feathers tails. Observation... October. NOTES CLASSES SUBJECT: SPACE... formation of relative and possessive adjectives, in selection... , mother's..... Glasses / whose?/ - grandfather's, grandmother's... this same class didactic game "Parsley" guess ...
Topic: “Philological analysis of text as a path to the successful development of students’ competencies in the field of Russian literature”
Document... Notes ... adjectives, we call for help the hero of the Western detective KOP (K - qualitative, O - relative, P - possessive ... classes creative association "Russian Literature" No. Subject classes ... tail ... Whose ... This warning. You just need guess ...
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Abstract of GCD No. 38. Word formation.
Possessive adjectives
Lexical topic: WILD ANIMALS OF OUR FORESTS
Program tasks: learn to form possessive adjectives using visual support in the form of objects and pictures (subject, subject);
learn to answer questions correctly: WHOSE? WHOSE? WHOSE? WHOSE?
learn to accurately select possessive adjectives and include them in phrases and sentences;
activate vocabulary on previously studied lexical topics;
Equipment: Panel “Forest” with images of wild animal dwellings with slots; contour monochromatic images of wild animals: wolf, fox, hare, bear, squirrel; contour traces of animals; pictures: hare ears sticking out from behind a tree, a fox tail from behind a stump, squirrel ears from a hollow, wolf paws from a hole, drawings for the game “Who has who?”; color contour images of animals, babies; GCD move:
1.Organizing time.
Children stand in a circle. The speech therapist approaches each child with a fan of pictures and asks them to choose one picture. Next, the speech therapist instructs the children to name the animal or bird shown in the picture and remember the picture until the end of the lesson. The speech therapist only names a general word (pets, birds, wild animals). Children must pick up the corresponding picture and name it. For example: I have a moose.
Elk is a wild animal, etc. Then the children give their pictures to the speech therapist and take their places at the tables.
2. Finger gymnastics:
The older target walks: stomp, stomp, stomp.
The bear raises his legs: stomp, stomp, stomp.
(Stomp).
The middle bear catches up: clap - clap-clap.
And he hits his hands: clap - clap-clap.
(claps on the right and left cheeks.)
The youngest bear is in a hurry:
slap - slap - slap.
The bear splashes through the puddles:
slap - slap - slap.
(Hit your knees with your palms.)
3. Stage of training using frontal visual material.
Pictures of animals and birds are displayed on the board on the right side, and missing parts are displayed on the left side.
The speech therapist draws children's attention to how different animals and birds name body parts differently. Appropriate samples are provided. For example:
This is a hare's tail, whose is it? - This is a hare's tail.
This is a fox's tail, whose is it? - This is a fox tail.
This is a squirrel's tail, whose is it? - This is a squirrel tail.
This is a bear's tail, whose is it? - This is a bear's tail. Etc.
Children repeat the sentences in chorus and individually: “This is a bear’s tail,” etc. The speech therapist intonation emphasizes the connection between the questions Whose? Whose? and masculine and feminine adjectives.
4. Practical use of possessive adjectives, development of visual perception.
Speech therapist. Look carefully, are all the animals in their place?
(Children look at the drawings.)
Speech therapist. In whose hollow is the fox sitting?
Children. The fox is sitting in a squirrel hollow.
Speech therapist. In whose hole should the fox be sent?
Children. The fox must be sent to the fox hole.
Speech therapist. In whose hole is the bear sleeping?
Children. A bear sleeps in a fox hole.
Speech therapist. Where will you send the bear?
Children. I'll send the bear to the bear's den. (Etc.)
5. Game “Whose traces?”
(There are animal tracks on the floor. They go in different directions.) Speech therapist. Whose tracks these are, the animals themselves will help you guess.
Children with a speech therapist follow the tracks and approach the first picture: a fox’s tail sticks out from behind a tree stump. Speech therapist. Whose tail is this? Children. This is a fox tail. Speech therapist. Whose footsteps were we following? Children. We followed the fox's tracks. (This way they find a hare, a wolf, a squirrel.) Speech therapist. Whose traces cannot be seen in the forest in winter? Children. Bear, hedgehog. Speech therapist. Why? (Children give their explanations.) Consolidation.
6. Game “Who has who?”
The speech therapist attaches contour images of wild animals to the flannelgraph. On the carpet there are colored contour images of cubs: a little hare, a squirrel, a bear cub, a fox cub, a wolf cub.
Speech therapist. Who is the hare?
Children. The hare has a baby hare (attach an image of the baby next to the hare). Speech therapist. Whose baby is this? Children. This is a baby hare. (Etc.)
7. Physical exercise.
A squirrel sits on a cart, (Clap your palms alternately and hit your fists against each other alternately)
She sells nuts.
To the little fox-sister, (Bend your fingers one at a time, starting with the thumb)
Sparrow, titmouse,
To the fat-fifted bear,
Bunny with a mustache.
To whom in a scarf, (Rhythmic clapping of palms and fist bumps).
Who cares,
Who cares?
8. The stage of consolidating the acquired knowledge on individual visual material.
Each child has on the table a picture of a wild animal, tell whose tail, paws, head, etc.
9. Game “Guess who?”
Guess the animal based on the outline image.
10. Summary, assessment of children’s activities.
The results are summed up and the children’s activities are assessed.
The speech therapist sums up the lesson and rewards children who worked more actively than others with sunshine.Summary of a lesson on the formation of lexical and grammatical categories in children in a preparatory group for school.
Possessive adjectives.
Lexical topic: How do animals spend the winter?
Program content:
1. Create conditions for expanding, clarifying and activating children’s active vocabulary on the topic of the lesson;
2. Create conditions for exercise in the practical use of possessive adjectives;
3. Create conditions for exercises in selecting related words.
Equipment: laptop, multimedia presentation, subject pictures on the topic, ball.
PRESENTATION(Game “Who’s Hiding?”)
Move educational activities:
Organizing time
Take a deep breath and exhale. Let's get ready for the lesson. Let's remember our rule(talk together): “Our ears listen carefully, our eyes look carefully, our hands do not interfere, but help.”
(In front of the children there are images of wild animals on the board)Who do you think we will talk about today?(We will talk about wild animals)
How do wild animals winter?? (we pronounce and imitate the movements: a hare jumps, a wolf runs through the forest, hunts, a fox covers its tracks with its tail, a squirrel jumps from branch to branch, a bear sleeps sweetly in a den).
Main part
1. Game “Whose traces?”
Guys, if we come to the forest in winter, will we be able to see wild animals?(No)Why?(because they will hide from us)That's right, what can we see in the snow?(animal tracks)Right! I have prepared cards for you with different traces and invite you to determine whose they are?
wolf tracks - wolf; fox tracks - fox tracks;
squirrel tracks - squirrel tracks; boar tracks - boar tracks;
elk tracks - moose tracks; hare tracks - hare tracks;
bear tracks are bearish. (The bear sleeps in winter, but sometimes the bear may wake up if it is disturbed, or if the winter is very, very warm).
Now you yourself choose a card with an image of a wild animal’s footprint, compare it with the pictures, and tell me whose footprint is it?
Example: This is a wolf trail.
2. Game “Who is hiding” using ICT (see presentation) .
We have dealt with the traces. And now I suggest you play one more game. You have already said that animals are good at hiding. And now we will try to guess who is hiding in our pictures.(The teacher includes a multimedia presentation. Children are asked to look at the picture on the slide and answer the question “Whose legs/paws? Whose ears? Whose tail?”)
3. Ophthalmic pause
Our eyes need rest. Let's blink quickly, quickly, lightly, and now close our eyes.
"We close our eyes,
These are the miracles.
Our eyes are resting
They do the exercises.”
4. Phys. minute “Walk in the winter forest.”
And now it’s time to relax and go for a walk in the winter forest.
We came to the winter forest -walking in place.
Snowflakes swirl in the skyA tsya -hands with a flashlight, circling around themselves.
They lie beautifully on the ground -hand movement (flashlights)
So the bunny galloped, he ran away from the fox- jumping on two legs.
This is a gray wolf prowling here, he is looking for prey -hands on the belt, bending over.
We'll hide now, then he won't find us -let's squat.
There is peace and quiet in the forest, and we came home again -walking in place.5. Ball game “Choose related words”
Now I suggest you stand in a circle and play a little. But for this, let's remember how we select related words.(The teacher throws the ball to the children one by one and offers to choose related words for the words: WINTER, SQUIRREL, etc.)
6. Games “Whose tail is longer?”, “Whose paw is bigger?”
Word formation and use of possessive adjectives with suffixes -y, -ya, -ye, -y based on images of animals.
Whose tail is longer:
Hare or fox?
Bear or wolf?
Wolf or squirrel?
Bear or squirrel?
Hare or wolf?
Foxy or bearish?
Whose paw is bigger?
Bear or fox?
Squirrel or bearish?
Hare or wolf?
Fox or squirrel? Etc.
Summarizing.
Who did we talk about today?
What games did we play?
What did you like most?
Assessment of children's activities by the teacher.
Lesson No. 1. Topic: Relative adjectives.
Goals: develop word formation skills. Exercise in the formation of relative adjectives, develop visual and auditory memory. Develop self-control skills.
Equipment: bags of cereals, dried fruits, vermicelli; object pictures, a toy or picture with the image of Carlson, a ball.
Progress of the lesson:
1. Organizational moment.
The speech therapist asks the children if they know the fairy tale about Carlson and asks them to portray an angry, sad, cheerful Carlson. The speech therapist shows Carlson’s toy and says that he flew to them for a lesson.
2. The teacher tells the children that today we will talk about what Carlson loves very much, what can be prepared for him from products.
3. Didactic game"Guess what's in the package."
The children have small plastic bags on their tables containing various cereals, noodles, jelly, and dried fruits. Children determine by touch what is in the bag, then tell what can be prepared from these products. (Buckwheat, rice, barley, pearl barley porridge; vermicelli soup; fruit jelly; apple, pear, apricot compote.)
4. Didactic game “Find the extra picture”
The panels display pictures of food and other items. Children must say what food cannot be made from and remove the extra picture. The game is repeated 2-3 times.
5. Physical exercise. "Flying with Carlson."
Children run around the group, performing circular movements with their arms, like a propeller.
6. Didactic game “Say it in one word.”
Children stand in a circle. The speech therapist explains that the one to whom the ball is thrown must answer in one word. The teacher throws the ball and says the following phrases:
- lingonberry drink - lingonberry,
- apple pie - apple,
- jelly with strawberries - strawberry,
- plum juice - plum,
- pear jam - pear jam,
- cottage cheese casserole - cottage cheese,
- apple juice – apple juice.
7. Making proposals based on subject pictures.
On the children's tables there are pictures of fruits, vegetables, and food products. The speech therapist offers to come up with “tasty” suggestions for Carlson.
8. Letter from Carlson.
The speech therapist takes out the letter and says that Carlson made many mistakes. He asks the children to correct their mistakes:
- Mom bought apple juice (apple juice).
- Misha ate strawberry ice cream (strawberry ice cream).
- Grandma made cherry jam (cherry jam).
- Dad bought linden honey (linden honey).
9. Summary of the lesson.
Assessment of children's activities. Carlson treats the children to sweets, says goodbye and flies away.
Lesson No. 2. Topic: Possessive adjectives.
Target: form possessive adjectives from nouns. Develop memory and thinking. To develop the ability to understand and follow the instructions of a speech therapist.
Equipment: subject pictures depicting wild animals, a model of a forest, a ball, a picture of a goblin.
Progress of the lesson:
1. Organizational point:
Logorhythmic exercise: using the left hand, children bend their fingers right hand, starting with the big one:
Squirrel sitting on a cart
She sells nuts:
Little fox-sister,
Sparrow, wolf,
To the fat-fifted bear,
Bunny with a mustache.
The speech therapist asks who is being talked about in the nursery rhyme, who is the odd one out.
3. On the speech therapist’s table is a model of a forest (Christmas trees, trees). The speech therapist says that there is trouble in the forest. A little goblin named Leshik learned to cast magic and mixed up all the body parts of animals. The speech therapist tells the children that the animals are asking you to correct mistakes and restore order in the forest.
3. The speech therapist shows a part of the body from behind the screen and asks to name: whose tail, whose head, whose horns? If the child answered correctly, the teacher shows the toy and tells the child that he helped the animal find its body part.
4. Didactic game “Whose traces?”
The speech therapist shows a picture with animal tracks on it and says that Leshik doesn’t know whose tracks it is, and asks to help him. The teacher shows and asks: “Whose traces?” (Fox, hare, wolf, bear, etc.).
5. Physical exercise. Ball game.
The teacher throws the ball to the children and asks them to name the part of the body of the animal that the speech therapist indicates:
- the bear's head is… bearish,
- the squirrel has squirrel ears,
- the wolf has a wolf's tail,
- the fox has fox paws,
- deer have stag antlers, etc.
6. Didactic game “Name the parts of the body”
On the children's tables there are object pictures depicting wild animals. Children name all parts of the animal's body. (Fox head, fox tail, fox face, etc.)
7. Didactic game “Guess whose steps.”
The speech therapist makes certain sounds, creating an image of animals, and asks them to guess whose steps the children hear. (Bear, hare, deer, etc.)
8. Summary of the lesson.
Assessment of children's activities. Leshik distributes incentive nuts to children.
Abstract of GCD No. 38.Word formation.
Possessive adjectives
Lexical topic: WILD ANIMALS OF OUR FORESTS
Software tasks:learn to form possessive adjectives using visual support in the form of objects and pictures (objective, plot);
learn to answer questions correctly: WHOSE? WHOSE? WHOSE? WHOSE?
learn to accurately select possessive adjectives and include them in phrases and sentences;
activate vocabulary on previously studied lexical topics;
Equipment: Panel “Forest” with images of wild animal dwellings with slots; contour monochromatic images of wild animals: wolf, fox, hare, bear, squirrel; contour traces of animals; pictures: hare ears sticking out from behind a tree, a fox tail from behind a stump, squirrel ears from a hollow, wolf paws from a hole, drawings for the game “Who has who?”; color contour images of animals, babies;
GCD move:
1. Organizational moment.
Children stand in a circle. The speech therapist approaches each child with a fan of pictures and asks them to choose one picture. Next, the speech therapist instructs the children to name the animal or bird shown in the picture and remember the picture until the end of the lesson. The speech therapist only names a general word (pets, birds, wild animals). Children must pick up the corresponding picture and name it. For example: I have a moose.
Elk wild animaletc. Then the children give their pictures to the speech therapist and take their places at the tables.
2. Finger gymnastics:
The older target walks: stomp, stomp, stomp.
The bear raises his legs: stomp, stomp, stomp.
(Stomp).
The middle bear catches up: clap - clap-clap.
And he hits his hands: clap - clap-clap.
(claps on the right and left cheeks.)
The youngest bear is in a hurry:
slap - slap - slap.
The bear splashes through the puddles:
slap - slap - slap.
(Hit your knees with your palms.)
3 . Stage of training using frontal visual material.
Pictures of animals and birds are displayed on the board on the right side, and missing parts are displayed on the left side.
The speech therapist draws children's attention to how different animals and birds name body parts differently. Appropriate samples are provided. For example:
- This is a hare's tail, whose is it? - This is a hare's tail.
- This is a fox's tail, whose is it? - This is a fox tail.
- This is a squirrel's tail, whose is it? - This is a squirrel tail.
- This is a bear's tail, whose is it? - This is a bear's tail. Etc.
Children repeat the sentences in chorus and individually:“It's a bear's tail.”etc. The speech therapist intonationally emphasizes the connection between the questions Whose? Whose? and masculine and feminine adjectives.
4. Practical use of possessive adjectives, development of visual perception.
Speech therapist. Look carefully, are all the animals in their place?
(Children look at the drawings.)
Speech therapist. In whose hollow is the fox sitting?
Children. The fox is sitting in a squirrel hollow.
Speech therapist. In whose hole should the fox be sent?
Children. The fox must be sent to the fox hole.
Speech therapist. In whose hole is the bear sleeping?
Children. A bear sleeps in a fox hole.
Speech therapist. Where will you send the bear?
Children. I'll send the bear to the bear's den. (Etc.)
5. Game “Whose traces?”
(There are animal tracks on the floor. They go in different directions.)
Speech therapist. Whose tracks these are, the animals themselves will help you guess.
Children with a speech therapist follow the tracks and approach the first picture: a fox’s tail sticks out from behind a tree stump. Speech therapist. Whose tail is this? Children. This is a fox tail. Speech therapist. Whose footsteps were we following? Children. We followed the fox's tracks. (This way they find a hare, a wolf, a squirrel.) Speech therapist. Whose traces cannot be seen in the forest in winter? Children. Bear, hedgehog. Speech therapist. Why? (Children give their explanations.) Consolidation.
6. Game “Who has who?”
The speech therapist attaches contour images of wild animals to the flannelgraph. On the carpet there are colored contour images of cubs: a little hare, a squirrel, a bear cub, a fox cub, a wolf cub.
Speech therapist. Who is the hare?
Children. The hare has a baby hare (attach an image of the baby next to the hare). Speech therapist. Whose baby is this? Children. This is a baby hare. (Etc.)
7. Physical exercise.
A squirrel sits on a cart, (Clap your palms alternately and hit your fists against each other alternately)
She sells nuts.
To the little fox-sister, (Bend your fingers one at a time, starting with the thumb)
Sparrow, titmouse,
To the fat-fifted bear,
Bunny with a mustache.
To whom in a scarf, (Rhythmic clapping of palms and fist bumps).
Who cares,
Who cares?
8. The stage of consolidating the acquired knowledge on individual visual material.
Each child has on the table a picture of a wild animal, tell whose tail, paws, head, etc.
9. Game “Guess who?”
Guess the animal based on the outline image.
10. Summary, assessment of children’s activities.
The results are summed up and the children’s activities are assessed.
The speech therapist sums up the lesson and rewards children who worked more actively than others with sunshine.
