Project for middle school children preschool age"Cloth. Shoes and hats"
Tasks : To introduce children to the types of clothing, shoes and hats, to connect clothing with the seasons.
Program content: Generalize and expand children's knowledge. Introduce children to clothing with the properties and quality of fabric. To develop the mental activity of children, continue to teach them to examine objects, and form sensory standards. Develop children's active speech and enrich their vocabulary. Continue to introduce children to the meaning of the words “suit”, “dress”. To cultivate respect for the work of people who create and sew clothes. Develop aesthetic taste, memory, attention, imagination. Cultivate perseverance and interest.
HEALTH.
Conversation with children: "Cleaning up the clothes closet."
Target : teach children to keep their closet clean and tidy.
Conversation: "How to take care of your clothes."
Target: learn to dry and clean your clothes.
Conversation : ""What is it made of? "".
Target: learn to recognize sports shoes (shoes, sneakers, shoes).
SOCIAL AND PERSONAL DEVELOPMENT, SOCIALIZATION, LABOR, SAFETY.
Plot-wise -role-playing game"CLOTHING STORE".
Target : develop dialogic speech, learn to compose simple sentences using the names of clothes and shoes in the vocabulary.
Didactic game "Clothes or shoes."
Target: clarify the name of the clothing and their purpose.
Theatrical game "Guests have come to us."
Target: clarify the names of clothes; develop attention, memory, be able to name a piece of clothing and its details.
Didactic game: “Winter or summer”, “What boys and girls wear”.
Target: classification of clothing and footwear. Clarify the material of the item and its purpose.
Conversation with children on the topic: “Where do clothes come from, who sews them?”
Target: introduce children to the work of a seamstress, expand children’s knowledge about this profession and its significance.
ARTISTIC AND AESTHETIC DEVELOPMENT. WORKING WITH PARENTS.
Didactic game "Decorate Clothes".
Target: develop imagination and logical thinking.
Examination of illustrations based on the fairy tale "Cinderella".
WORKING WITH PARENTS:
1. Conversation on the topic: "Neatness in children's clothing."
Target: advise parents about comfortable clothes about shoes, neatness and cleanliness of children’s clothes.
2. Homework for parents "We sew things for dolls."
Target: joint activity of parents and children in creating clothes for dolls. Exhibition of dolls wearing clothes made by parents and children. Activate labor activity in the life of the group.
"Clothing studio" Abstract of GCD on OO "Cognition" in middle group
Tasks:
Educational: clarify the names and purposes of hats, items of clothing, and their details; form ideas about types of clothing according to the time of year; develop perception, visual attention; develop speech, actively use the generalizing word “clothes”; enrich your understanding of the environment
Developmental: develop memory, thinking, attention, dialogical speech.
Educators: cultivate the ability to engage in activities proposed by the teacher, listen to each other, evaluate their knowledge, the knowledge of their comrades and draw conclusions
Integration educational areas: cognition, communication, socialization.
Materials for the lesson: - images of items of clothing, hats; paper doll; envelopes with images of clothing items cut into parts.
Showing an item wrapped in souvenir paper
V. – Guys, what do you think could be here (children’s answers)
V. -And here (unfold) a book! It contains many interesting fairy tales, poems, and riddles. Try to solve these riddles:
Sportswear - I know it well, friends.
Only the ignorant does not know: What should I sleep in and what should I walk in?
To the tennis courts - During the day in the sun I'm wearing a Panama hat,
What do they wear? (shorts) What do I sleep in at night? (in pajamas)
V. - Yes, you guessed correctly. Guys, what do you call shorts and pajamas in one word? That's right - clothes. Why does a person need clothes? (To protect our body from cold, rain, sunburn).
V. - Where do they get clothes? (they buy in the store, mothers sew, in the studio they sew, in the factory)
V. - Let’s now play the game “Clothing Store”. To do this, let’s stand in a round dance and pass this basket to each other and name what clothes you can buy in the store.
Interactive game "Round Dance".
V. - Guys, do you want to work in a studio and sew clothes yourself? (Yes)
V. - Work in the atelier is very difficult, responsible and requires a lot of attention, so I suggest you work in the atelier in pairs. To do this, agree on who would like to work with whom in pairs.
V. - The atelier takes orders from people to sew clothes, so you have envelopes with orders here on the table. Agree as a couple, among yourself, which order to choose.
V. - Now take your jobs, take out the order and “sew” it correctly, that is, assemble a piece of clothing from these parts. Don't forget that we work together and in the middle of the table.
Interactive game “Work in pairs”
V. - Well done, was it interesting to model and sew clothes? (Yes)
V. - I also didn’t waste my time and “sewed” these hats and I’ll tell you a secret that they are not simple, but magical, and whoever puts them on can turn into someone. Let's try.
Physical exercise “Magic hats”.
While telling the poem, I show the hats one by one.
V. - We became chickens in yellow hats (the children wave their hands like chickens with their wings).
Wearing white hats, we became little bunnies (show bunny ears)
Wearing red hats, we became mushrooms (join hands above head).
In black hats there are blueberries on the hummocks, (they squat down).
They wore blue rain caps (they stood up and put their hands on their belts).
And they easily galloped along the paths. (jump forward on two legs).
V. - Guys, look, while we were trying on hats. The doll Masha came to us. She's getting ready to go out, but doesn't know what to wear. Let's help her, choose clothes that suit our time of year.
Interactive game "Chain"
V. - What time of year is it now? (winter)
V. -So, you need to take one picture at a time with the kind of clothes that we wear in winter, and stand in a chain, but so that the Masha doll can dress in order like you and me when we dress for the street.
V. - Have you determined the sequence of who will stand behind whom? Now go up to Masha and tell her what you suggest she wear.
V. - Well done! Masha won’t freeze outside now. With your help, she dressed correctly.
V. - We did a great job, dressed up the doll, and now I suggest you play the game “Journalists”. Can I do an interview today?
Interactive game “Journalists”
V. Alina, please tell me what you liked about the lesson?
V. Artyom, please tell me what you didn’t like about the lesson?
V. -Lena, please tell me what we did today?
V. – Dasha, please tell me who you liked playing with?
V. - Vera, please tell me what game did you like to play the most?
V. - Alyosha, please tell me what you remember most?
V. - Misha, please tell me, at your discretion, which of the children was the most active today?
V. - Guys, I also really enjoyed playing with you today, you were all active, attentive, and friendly. I liked the way you communicated and agreed with each other.
Now let's take our gift and play "Minutes of Riddles and Guessing."
Hat
I carry fields on my head,
But this is not land at all.
Panama
I'm for any girl
I'll cover my hair
I'll cover the boy too
Short haircuts.
I am protection from the sun -
That's what it's made for.
Cloak
I'm like an umbrella, I don't get wet
I protect you from the rain
And I will protect you from the wind.
So what am I?
Scarf
It's not a tie, it's not a collar,
And I’m used to squeezing my neck.
But not always, but only then,
When it's cold.
Stretched out in winter
And in the summer it curled up.
Mittens
It's dark in both houses
But it's really hot.
And if the window lights up -
Mom will fix it.
Two sisters, two braids
Made from fine sheep's wool,
How to walk - so to wear,
So that five and five do not freeze.
They gave the brothers a warm home,
So that five of us could live.
Big brother didn't agree
And he settled separately.
Come on guys, who can guess:
For ten brothers
Are two fur coats enough?
Gloves, glove
As soon as it departs
She goes for a walk in winter,
Residents move into houses
And in each - as many as five.
Five woolen bags -
The brothers warm themselves in them.
There are no fingers like people have
But her fingers are without nails.
A stable for five sheep was built.
Shoes, shoes
We always walk together,
Similar as brothers.
We are at lunch - under the table,
And at night - under the bed.
Boots
Two brothers
Can't separate:
In the morning - on the road,
At night - to the threshold.
They were sewn from black leather,
Now we can walk in them.
And along the slushy road
Our feet won't get wet.
Rubber boots
Guess the riddle - who we are:
On a clear day we sit at home.
If it rains, we have work:
Stomp, splash through the swamps.
Felt boots
Not shoes, not boots,
But they are also worn by legs.
We run in them in winter:
In the morning - to school,
In the afternoon - home.
They trample, they roll,
And they drag it through the winter.
Belt
We'll hoop in the afternoon,
At night like a snake.
Bow
Not a moth, not a bird -
Holds two braids.
Fur coat
Black, not the earth,
Fluffy, not snow,
It heats, not the stove.
A cap
I'm sitting on horseback
I don't know who.
I'll meet an acquaintance,
I’ll jump off and pick you up.
Shoes
Who has heel after nose?
Shirt
You enter through one door,
and you come out of three.
You think you're out
but actually came in.
Valentina Tyunina
Summary of the lesson “Clothing and footwear”
Topic: “Clothes and shoes”
Target: children must understand the purpose and basic types of clothing; shoes and their types.
Tasks:
1.correctional and educational tasks:
1) consolidation of the general concept of “clothes, shoes”.
2) clarify and expand the idea of clothing, shoes, fabrics.
3) activation of the dictionary of adjectives and verbs.
2.correctional and educational:
1) develop independence and confidence when performing tasks.
2) education of aesthetic feelings in the process of working with clarity.
3) fostering curiosity and accuracy while working with visual material.
4) increase the volume of the dictionary.
3.correctional - developmental:
1) develop the ability to analyze and generalize.
2) develop visual, auditory attention, memory, thinking.
3) formation of classification skills.
4) develop coherent speech, complete answers.
Equipment: subject pictures.
Progress of the lesson
1- Organizing time : Hello children, now the person who will sit down will tell me any thing that he is currently wearing, but one condition - you cannot repeat the named words! (children name and take turns sitting down). And who guessed what the topic of our lesson is today? (children call it, correctly: “clothes and shoes.”
2- And now children, we must remember what kind of clothes are there? (warm, light, winter, summer). Now let’s remember about shoes, what kind are they? (winter, summer, winter season).
3- What can you do with clothes? For example: if it gets dirty, torn, wet, wrinkled, or leaky?
4- Phys. Just a minute: today, children, you and I will be our mother’s assistants, let’s imagine that the clothes are dirty: we first wash them, caress them, wring them out, hang them up, put them on, put them on. (children show with their hands how they will do it).
5- Let's compare the clothes of two dolls:
One big doll
Another little doll.
The big doll has a dress, and the little one? (dress).
The big doll has shoes, and the little one? (shoes).
The big doll has a skirt, and the little one? (skirt).
6 - game “little - much”.
Dress - dresses, shirt - shirts, fur coat - fur coats, skirt - skirts, scarf - scarves, boots - boots, blouse - blouses, robe - robe, etc.
7 – give each child a picture of clothing and ask them to describe it, for example: a jacket – knitted, woolen, beautiful, warm, elegant.
Boots - rubber, new, beautiful, blue.
Hat – fur, knitted, winter, etc.
8– game: now I’ll check your attention; It will be boring to repeat a chain of words, but skip the unnecessary ones.
For example: dress, doll, scarf
Fur coat, coat, sled
Bag, scarf, shorts
Airplane, sundress, T-shirt
Shoes, frame, shirt
Blouse, drum, robe
Cloak, overalls, steering wheel
Boots, T-shirt, pencil case, etc.
Lesson summary: Let's take stock and remember what we talked about today? Correct about clothes and shoes. Everyone did a good job today, well done, the lesson is over.
Publications on the topic:
Didactic lotto “Clothes, hats, shoes” for children from 2 to 7 years old. The game consists of 8 large cards and 48 small cards. Play.
Didactic manual “Clothing and footwear” Equipment: subject pictures - jacket, hat, scarf, trousers, dress, skirt, shirt, mittens.
Topic of the week: “Clothes and shoes” 03/14/2016 Monday. The first half of the day. 1. Meeting children: Katya the doll greets the children and says: “Hello.”
Integrated lesson for the preparatory group “Spring. Seasonal changes. Clothes, shoes" Goal: Systematize knowledge about spring and seasonal changes. Tasks: - activate cognitive activity children; - introduce.
Abstract of GCD in the senior group of compensatory orientation. Lexical topic: “Clothing. Shoes. Hats" Educational area: “Cognitive development” (FEMP) Integration of educational areas: socio-communicative development, cognitive,.
Summary of OOD in the middle group on speech development “Winter clothes and shoes” Purpose: to introduce children to the names of objects outerwear, shoes, hats for winter period. Objectives: Educational: teach.
Summary of a lesson on speech development with children of the junior group “Clothes and shoes” Topic: Clothes and shoes "Types of children's activities: play, communication, cognitive, productive, labor Objectives of the activity.
Goals:
Expand children's knowledge about clothing.
Enrich children's vocabulary on the topic.
Teach children to classify clothes according to a given criterion (winter or summer, women's or men's).
Introduce the profession of a seamstress and some of the tools she uses for her work.
Reinforce the concepts of color, size, shape, quantity.
Introduce the musical work “Polka” by S. Rachmaninov.
Continue teaching children to finger paint, sculpt and stick.
Develop thinking, attention, fine and gross motor skills.
Develop differentiation of auditory and visual perception.
Equipment:
Pictures with the image various clothes.
Dolls in various clothes, box.
Stencils of various clothes, cut out of white cardboard, pieces of fabric of similar size.
Cut-out pictures of clothes.
Demonstration picture of a “seamstress”, toy sewing machine, needle, scissors.
Cut-out pictures depicting a boy and a girl, various clothes, rectangles in pink and blue colors.
Multi-colored clothespins, silhouette images of dresses made of cardboard in yellow, green, red and blue.
Pictures depicting clothes of different colors, with “holes” in the form geometric shapes; similar geometric shapes.
Pictures “What did the artist mix up?”
Pictures “Find the extra object.”
Coloring drawing various types clothes, Finger paint, wet wipes.
Pencils. Pictures for shading with images of clothing.
Ribbons of different lengths.
Silhouettes of clothes cut out of colored non-glossy cardboard, pockets cut out of paper, glue sticks, plasticine, buttons.
Various equipment for dynamic pause: benches, tunnel, arches, paths, stumps, etc.
Audio recording: “Polka” by S. Rachmaninov, music for a dynamic pause.
Progress of the lesson:
Greeting "Everyone clapped their hands"
Everyone clapped their hands
Friendship, more fun!
Our feet began to knock
Louder and faster!
We'll hit you on the knees.
Hush, hush, hush.
Handles, hands up,
Higher, higher, higher!
Our hands began to spin.
They went down again.
Spun around, spin around
And they stopped.
Surprise moment “The dolls are coming”
Tryndi-bryndi, balalaikas,
The dolls are riding in a cart.
Hey guys, don't yawn
Choose your own doll!
The teacher takes out a box of dolls, the children choose one doll for themselves.
Didactic exercise “Name the clothes and their parts”
The teacher draws the children’s attention to the doll’s clothes, similar clothes to the children, and asks them to name the details (collar, pocket, hood, buttons, etc.)
Didactic game “Pick up a patch”
You need to choose a patch piece of a suitable shape and color to sew up holes in your clothes.
Visual activity “Clothes with pockets and buttons”
You can choose your own clothes that you will now decorate.
Children choose colored silhouettes of coats, overalls, raincoats and stick pockets on them. Then small balls are molded from plasticine, pressed onto the clothes, and buttons are placed and pressed on top.
Didactic exercise “Find half of the clothes”
Here you guys have halves of different clothes, find other halves for them, so that two halves make a whole.
After the child completes the task, the teacher asks him what kind of clothes he got.
Listening to the music “Polka” by S. Rachmaninoff
Children listen to the first part of the musical composition, and while listening to the second part they play along with musical hammers.
Game with clothespins "Dress"
Let's use clothespins to make the dress long sleeves and frills at the bottom.
You can choose clothespins of the same color as the dress, you can alternate them, or you can make them multi-colored.
As the children work, the teacher asks them what color clothespins they used.
Didactic game “Clothes for boys and girls”
The mother washed the clothes for her son and daughter and asked them to neatly put their clothes in the closets. Show your son, daughter. The girl has a closet Pink colour- like this, and the boy’s is blue, like this. Help the children organize their clothes correctly in their closets.
Didactic exercise “Find the extra object”
In the picture you see different clothes, but one item is not clothes. Cover this excess item with your palm. What did you cover? Why? A teapot (ball) is not clothing.
The sheet is cut into two parts horizontally and distributed to the children.
Didactic game “What did the artist mix up?”
Look at the picture. What did the artist get wrong? What clothes do people wear in warm weather? What clothes do you wear in winter when it's cold?
Dynamic pause “Journey”
Children move around the perimeter of the room to the music, overcoming various obstacles.
Didactic exercise “Long-short ribbons”
There are ribbons in front of you. Let's count them. How many tapes? Three ribbons. You could say. Are these tapes the same? No, these tapes are different. They have different colour and length. Show the longest ribbon. What color is it? Show me the shortest feed? What color is it? Which tape didn't you show?
Looking at the painting “The Seamstress”
Today we saw a lot of different clothes, but who makes them? Do you know who sews clothes? Look, this picture shows a seamstress - that’s what they call a person who sews. This seamstress is sewing a skirt. Another seamstress made my dress. Other seamstresses have made your clothes.
What tools does a seamstress use? Needle, scissors, sewing machine.
Exercise “Choose fabric for clothes”
You already know what kinds of clothes there are, who sews them, what clothes are made with. What are clothes made from? Clothes are made from fabric. Here in front of you are pieces of various fabrics. Spread them evenly in front of you and place a stencil on top. What happened? Try changing the fabric. Now change the stencil. Show me the fabric stencil that you think is the most beautiful.
Finger gymnastics “Washing”
I'll wash it thoroughly
(Movements with fists, imitation of washing)
Shirt, jacket and T-shirt,
(Rubning all fingers one by one)
Sweater and trousers -
My hands are tired.
(Shaking hands)
Exercise "Hatching"
Take pencils and draw stripes on the clothes.
Finger painting “Color the clothes”
Children are invited to choose their own clothing model and color it using finger paints.
Preliminary work. Excursion with parents to a children's clothing store; conversation about the purpose of clothing, types of clothing, where clothing is produced; learning finger gymnastics “Gnomes”; learning, together with the music director, the musical physical exercise “Nodding our heads...”; learning with children the roles of a seamstress, fashion designer, cutter; reading N. Nosov’s story “The Living Hat”; examining and feeling scraps of fabric, introducing fabric names (wool, silk, satin, chintz) into the active dictionary, talking about what fabrics are made from.
Vocabulary work: explain the origin of the names of professions: seamstress, cutter, fashion designer; what do people in these professions do; explanation of the word fitting room, meaning of words: bodice, frill, shelf, cuffs, sketch.
Correctional and educational goals. Consolidating ideas about clothing, its purpose, details, materials from which it is made. Clarification, expansion and activation of the dictionary on the topic “Clothing” (clothing, dress, trousers, shirt, sleeve, collar, bodice, skirt, frill, shelf, cuffs, belt, pocket, elegant, woolen, silk, sew on, types of clothing). Improving the grammatical structure of speech (coordination of adjectives with nouns in gender; formation of prefixed verbs, relative adjectives, nouns in diminutive form). Improving performing skills. Strengthening the ability to fold material in half. Learning to create expressive images using proportions and significant details; training in mastering the technique of symmetrical, silhouette cutting, and using a stencil.
Corrective and developmental goals. Development of dialogic speech, visual attention and perception, memory, thinking, fine and gross motor skills, coordination of speech with movement, and orientation skills on a plane. Developing the ability to highlight the main thing and convey the relationship between objects.
Correctional and educational goals. Formation of self-service skills, neatness, accuracy, independence. Developing skills of cooperation in play and in class, initiative, and responsibility.
Equipment: 3 easels; screen, attributes of the game “Atelier”; costumes from a fashion designer, cutter, seamstress; record player; a cassette with a recording of the physical education lesson “Nodding our heads...”, “magic music”, a silk bedspread; doll in dress; demo material: a sketch (drawn sample) of the work, a poster depicting clothing details, fabric samples (silk, wool, chintz, satin), dress details (like on a doll) with Velcro at the stitching points; Handout: patterns (front, collar, cuffs, trousers, dress bodice, skirt, belt), pieces of fabric, soap, scissors, glue, lining oilcloths, napkins; figures of a boy and a girl in panties, drawn on whatman paper.
Progress of the lesson
I. Org. moment.
Speech therapist. Guys, you and I have already gone on an excursion before. Where we were? ( We were in the library)
And today we want to invite you to the studio. Who knows what they do in the studio? (Sewing clothes) What are clothes made from? (Fabric or material)
1. This magical piece of fabric will help us get into the studio. Just throw it on your head and it will take you to the studio. Stand in a circle next to each other. (Music sounds)
2. Fashion designer. (Children approach the table where the girl is sitting and stand in a semicircle opposite the table)
Speech therapist: Well, here we are in the studio.
A girl is sitting at the table:
Hello, my name is Christina. I'm a fashion designer. In the atelier I come up with new clothing models.
Speech therapist. Dear Christina, please introduce us to the work of your atelier.
- We're very busy right now.
- Why?
- Don't you know what time of year it is? (Winter)
- What holiday is celebrated in winter? (New Year)
Our atelier was ordered New Year's costumes for kindergarten children. The holiday is coming, but the costumes are not ready yet.
Speech therapist. We will help you, because our guys know a lot about clothes.
Can you name the types of clothing? (Children give complete answers: Men's clothing, it is worn by men; women's, children's, holiday, work, home, autumn, winter...)
Fashion designer. Well done! Come on, I'll introduce you to other masters.
3. Cutter. (The children go to the next table, at which a boy is sitting and cutting out something. The children stand in a semicircle opposite him. The boy stands up, begins to speak and accompanies his speech with a demonstration of actions)
Hello, my name is Stas. I work as a cutter and make patterns for new clothing models. To do this, I first take measurements. Measuring the length (shows) and width (shows) products. The left and right sides of the product are the same, so the pattern is made into half of the piece.
The pattern is then transferred to the material.
The material must be folded in half.
We combine the red line on the pattern with the fold line of the material and outline it. We cut out the finished pattern and get the details of the clothing. This is how I got the bodice.
Speech therapist. Our guys know the details of clothing and can name them.
Take turns naming and showing one detail of the dress in the picture.
Cutter. I give the finished clothing items to the seamstress.
4. Seamstress. (The children go to the next table, at which a girl is sitting and sewing something. The children stand in a semicircle opposite her)
Hello, my name is Yulia. I sew clothes. To do this, I fold the pieces of clothing and sew them on a sewing machine.
And now the client is waiting for his dress in the fitting room.
Speech therapist. Guys, let's help Yulia sew a dress. Here are the details of the dress. This is the bodice of the dress. Now, one by one, you will take a piece of the dress, connect it to the product and tell us what you did. For example me I sew the skirt to the bodice.
1, 2 - sleeve.
3, 4 - cuffs.
5 - collar.
6, 1 - pocket.
8 - frill.
Educator: Well, the dress is ready. You can try it on (take out the doll from behind the screen).
Doll. Hello.
Very Nice dress you did it.
5. FKM. - I sat for a long time, my back hurt.
Educator. The guys and I know a great warm-up so that your back doesn’t hurt. Go out to the middle. On the left is a friend and on the right is a friend, it turns out to be an even friend. “We nod our heads”
(Children go out onto the carpet, stand in a circle. The FKM recording plays)
Seamstress(stretching): The back is gone! Thanks for the workout!
6. Speech therapist. Thank you very much, dear masters, for an interesting excursion.
The guys and I promised to help you, tell us what needs to be done.
Fashion designer. Sketches of New Year's costumes are already ready. (Gives sketches). (The speech therapist attaches it to the easel)
Cutter. The patterns are also ready. All that remains is to make the parts and connect them into costume models. (Gives patterns)
Educator. Guys, let's look at the costume designs. (A hand-drawn sample of the work is placed on the easel - a sketch)
What clothes do you see on the boy? (Shirt, trousers)
What does the fashion designer suggest girls do for New Year's Eve? (The designer offers the girls to make a dress)
What fabric is suitable for a dress, trousers, shirt? (For a dress - silk, for a shirt - chintz, for trousers - wool)
Speech therapist. Silk dress, what kind of dress? (Silk dress) Calico shirt, what kind of shirt? (calico shirt) Wool trousers, what kind of trousers? (Wool trousers) We will make a belt from satin, what kind of belt? (Satin belt) We will also make the collar of the shirt from satin, what kind of collar? (Satin collar)
Educator. Let's look at the patterns.
What is suitable for a boy's costume and what is suitable for a girl's costume?
What detail? (This is a bodice, a front, trousers)
Let's remember how to use the pattern correctly.
What should you do with the fabric?
How to attach a pattern correctly? (Red line to the fold line of the fabric)
Lubricate the surface of the cut out parts with glue and paste it onto the outline image of a boy or girl. Gently smooth it out with a napkin. (Similar drawing, glue one part, the rest are already there)
Take one piece at a time and go to the table.
What will you do?
Place the part in your tray.
To make the costumes beautiful, let's get our fingers ready for work.
7. P/G. "Gnomes".
8. Children doing work independently.The children sit down at the table. The teacher reminds about correct seating. Calm music sounds.
9. Review of work.
Educator: Well done, guys. You made very beautiful costumes. So beautiful that you just want to call them affectionately, not a dress, but... (dress); not trousers, but... (pants); not a shirt, but... (shirt).
Thank you, masters, for an interesting excursion. It's time for us to return to kindergarten. Come with us and see how the children in kindergarten live.
Speech therapist. Stand in a circle next to each other. (Throw on a scarf, music)
Educator: Where were you? What they were doing? What did you like?
Application
Finger gymnastics “Gnome-washerwomen”
Gilmanova Ramilya Mizkhatovna
Educator speech therapy group
MBDOU "Rainbow" No. 15
Zainsk
Lesson on speech development in senior group
TOPIC: "CLOTHING"
Program content:
Learn to describe items of clothing.
Learn to correctly name items of clothing and know their parts.
Practice forming relative adjectives; the ability to coordinate words according to gender.
Develop motor skills of the speech-motor apparatus, phrasal speech; auditory attention, memory.
Cultivate interest in the activity; careful handling of clothing.
Equipment:
big ball.
Demo material:
illustrations from the “Clothing” series (5-6 illustrations);
clothing models.
Handout: pictures, pencils, notebooks, mirrors.
Vocabulary work: fashion designer, cutter, seamstress, demi-season, collar, cuffs, ruffles.
Preliminary work of the teacher:
prepare clothes;
choose words for the game.
Preliminary work with children:
conversations about seasonal changes;
observing people;
experiments with fabric.
Individual work: encourage active speech activity inactive children.
Methods: visual, verbal, practical,
Structure:
1. Introductory part -5 minutes:
A) Game for auditory attention.
B) Articulation gymnastics.
2. Main part -20 minutes:
A) Conversation on the topic “Clothing”.
B) The “Ask - Answer” game to activate children’s existing knowledge.
C) Experiment.
C) Game “Show of clothes”.
D) Physical education minute.
E) Ball game “What can you do with clothes?”
E) Game “Greedy” (played depending on time)
3. Final part -5 minutes:
A) Game “Color”.
B) Result.
Progress of the lesson:
1 part.
A) Children are included in the group.A game for auditory attention.
Now the one wearing a yellow T-shirt and black shorts will sit in his place (children wearing yellow T-shirts and black shorts will sit).
Now the children dressed in dresses will sit down (children dressed in dresses will sit down).
Now everyone else sit down.
Educator: Children, today we have a lesson on speech development. During the lesson we will learn: to correctly name objects, parts of clothing, and describe it. We will learn a lot of interesting things.
B) "Charging for the tongue"
Articulation gymnastics.
Educator:
Imagine that your lips are a zipper on a jacket, and we will unbutton and fasten it.
Exercise “Buttoning and unfastening a lock”: smile, close your lips tightly, hold them in this position for the count of five (fasten the lock). Open your lips (unfasten the lock).
Before us are large and small buttons. First we choose the big ones, then the small ones.
Exercise “Big and small buttons”: round your lips as much as possible (large button), stretch your lips into a “tube” (small button).
We will sew on the buttons with this thin and sharp needle.Exercise “Needle”: pull the “sharp” tongue out of the mouth as far as possible and hold it in this position (counting up to “five or six”)
We have collars with wide and sharp edges.
Exercise “Collar with wide and narrow edges”: alternate between “wide” and “narrow” tongue positions. Place your “wide” tongue on your lower lip (“round collar”). Pull out the “sharp” tongue (“collar with sharp edges”).
Our collars were sewn on.
The line should be thin and even.
Exercise “Stitch”: the tip of the tongue “needle” rhythmically touches the upper lip, starting from the corner of the mouth.
Part 2.
A) Conversation on the topic “Clothing”. Illustrations of clothes on a magnetic board.
Educator: Please look at the board. What do you see on it? Tell me, what will we talk about today? (About clothes)
What are the clothes for?
Clothes are sewn at a garment factory by specially trained people. First, the fashion designer comes up with a style, then the cutter cuts out all the details separately, and the tailor sews them together.
(on the board, the dress is assembled piece by piece and all the details are named)
The upper part, the lower part of the dress is called a skirt, two long sleeves, two cuffs, round collar, frill, belt.
What are clothes made from? (made of fabric, material)
B) Game “Ask and answer” to activate children's existing knowledge.
Teacher questions:
Silk fabric, what kind of fabric? (silk) dress? (silk).
Leather fabric, what kind of fabric? (leather) cloak? (leather).
Fur fabric, what kind of fabric? (fur) coat? (fur).
Denim fabric, what kind of fabric? (denim) trousers? (denim).
Drape fabric, what kind of fabric? (drape) coat? (drape).
Same or different clothes are worn by men, women, children? (different)
What is it called? (men's, women's, children's)
What is the name of the clothes we wear in summer? (summer). What summer clothes do you know? (shorts, T-shirt, dress, skirt, sundress)
What is the name of the clothes we wear in winter? (winter). Which winter clothes You know? (fur coat, coat, fur jacket, hat)
What is the name of the clothes we wear in the fall? (autumn)
Autumn clothing is called demi-season (autumn is between winter and summer)
What demi-season clothes do you know? (jacket, coat, trousers, tights, jacket)
C) Experiment.
Demi-season clothing is mainly made from waterproof fabric (leather, raincoat). Why try to guess for yourself.
An experiment is being conducted: water is passed through leather, raincoat fabric and chintz.
Conclusion: since it can be damp in the fall and it rains, you need clothing that does not allow moisture to pass through, and leather and raincoat do not allow water to pass through. That's why autumn clothes sewn from these fabrics.
B) Display of clothes.
Educator: Guys, you will be the models yourself. You need to tell about the thing that you are wearing: what is it, what fabric is it, what color, what does the thing have, what is this thing for? Take your seats in the “auditorium”.
Educator: So, we meet the model... (child's name).
The child goes to the podium and talks about clothes. In case of difficulty, the teacher asks leading questions. (use the diagram)
2–3 stories are listened to.
D) Physical education lesson: “Shall we go for a walk?”
Children imitate getting dressed.
Educator: Let's help each other tie a scarf. Let's put on mittens. Educator: Look how sticky the snow is! Shall we play in the snow? (children “make” and “throw snowballs”). It's snowing! Let's blow on a snowflake (imitation).
D) Game “What can you do with clothes”
Educator: Now we will play a game. You will pass the ball to each other and talk about what you can do with the clothes.
Children: buy, lose, wrinkle, tear, repair, give, hang, fold, wash, hide, iron, etc.
E) Game "Greedy" (conducted depending on time)
Pictures of clothes are distributed, children must agree on personal pronouns with nouns.
Children : my scarf, my coat, my trousers...
Part 3.
A) Game “Color” - consolidation of new words.
B) Summing up.
Educator: Tell me, which of the games in class did you like? Why? What did you learn in class today? What new did you learn?
Children's answers.
