Summary of a speech therapy lesson on speech development "Possessive adjectives." Speech therapy lesson notes, possessive adjectives. Lesson notes, possessive adjectives.

Goals: to strengthen children’s ability to form possessive adjectives from nouns and include them in a sentence.

Progress of the lesson

Organizing time. The speech therapist has various items of children's clothing on the table: a scarf, hat, jacket, etc. The speech therapist picks up the items one by one, asking: Whose scarf? Whose jacket? etc. If mistakes occur, he corrects the children, ensuring the correct formation of possessive adjectives (Olina, Katina, Serezhin and so on.). Those children who correctly pronounced the phrase sit down in their seats. (Dima's scarf etc.).

1. Behind the screen, the speech therapist has toys depicting different animals, for example a bear, a hare, a fox. Showing individual parts of the toy animal’s body from behind a screen, the speech therapist asks the children to guess and name: whose tail? whose ears? whose paw? (fox, hare, bear etc.).

The following questions require children's knowledge and imagination:

Whose paws are the strongest? Whose tail is the shortest? the fluffiest? Whose face is the longest? Whose ears are longer? And so on.

After the children have answered with a complete sentence and formed possessive adjectives, the speech therapist takes out toys from behind the screen and the children are convinced of the correctness of their statements. 2. The speech therapist brings in an envelope containing a letter from the country of Fictionland with a portrait of an unprecedented animal (the picture combines body parts of various animals: an elephant’s trunk, chicken paws, a camel’s hump, a tiger’s tail, a lion’s mane, etc.).

Speech therapist question: Whose body parts do you recognize?(Children answer in full sentences, emphasizing the possessive adjective.)

8. Dynamic pause. Ball game.

The speech therapist explains that children who receive the ball must correctly name any part of the body of the animal that the speech therapist indicates. For example: goat - goat's beard, cat - cat's paws, dog- canine muzzle. (It is advisable to choose those animals that have not yet been named: giraffe, crocodile, cow, horse etc. Possible errors are corrected immediately, and the child repeats the correct answer.)

Summary of the frontal lesson " Possessive adjectives. Wild animals"

Goals and objectives:

1. Strengthening the ability to form possessive adjectives with suffix. In, yn. 2. Consolidating the agreement of adjective and noun in gender and case. 3. Consolidation to form diminutive nouns. 4. Development of verbal and logical thinking. Progress of the lesson

1. Organizational stage

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 animal etc. Then the children give their pictures to the speech therapist and take their places at the tables.

2. “An Unseen Beast”

Look what interesting pictures I brought you. Tell me whose body parts you recognize.

(Bear's body, mouse's tail, squirrel's tail, fox's paws, frog's paws, hedgehog's head, hare's ears, wolf's mouth.)

3. Guessing the riddle.

If you guess the riddle, you will find out which fairy tale these animals came from.

He is neither short nor tall.

And it's not padlocked.

All made of logs and boards Stands in the field. (teremok).

Are all these animals from the fairy tale “Teremok”. Who's the odd one out? (Squirrel.)

Well, let her stay with us as a guest too.

4. “Whose, whose, whose”

Look carefully at these animals and say:

Whose paws are the greenest? - frog;

Whose ears are the longest? - hare;

Whose teeth are the sharpest? - wolf;

Whose paws are the strongest? - bearish;

Whose back is the most prickly? - hedgehog;

Whose fur coat turns gray in winter? - squirrel.

5. Physical education lesson “Squirrels do exercises”

Now you and I will become squirrels.

6. Guys, I also brought you a lot of pictures of wild and domestic animals that we can color.

7. Summary of the lesson.

Well done! You did well today. What did you like most?

I am in a good mood. Here it is (shows card).

What is yours? (Children show cards depicting their emotional state.)

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.

Raxeeva O.V., teacher-speech therapist, Ukhta.

Strengthen children’s ability to construct word combinations with a given word;

• automate sounds in independent and voluntary speech;

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 animal etc. Then the children give their pictures to the speech therapist and take their places at the tables.

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 cow's tail, whose is it? - This is a cow'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 names of other parts of the body, animals and birds are pronounced similarly: The speech therapist intonationally emphasizes the connection between the questions Whose? Whose? and masculine and feminine adjectives.

The speech therapist reports that a cat was supposed to come to visit us for class, but she arrived early and left an envelope with assignments for us. This envelope lies in a corner of nature under the game “The Living World of the Planet”. One child is selected, repeats the instructions and goes to get the envelope. The envelope contains small envelopes for each child. The speech therapist and his assistant distribute envelopes with cut-out pictures to the children. On the count of “one” - the pictures are taken out of the envelopes, on the count of “two”, they are laid out on the table, on the count of “three” - it is determined who needs which missing picture.

For example: I need a cat's tail (horse face, crow's beak, etc.)

Game “Who will guess first?” (for the development of logical thinking)

The speech therapist offers to listen to a riddle.

“The trees jump and jump, and the nuts click and click.” (Squirrel)

The child who gives the correct answer puts on a squirrel mask and hangs garlands consisting of outline pictures depicting animals and birds on a magic tree. Children remember which of them lives where, and attach cards in accordance with the contour samples of the correct answer: The bear lives in a den. This is a bear's den; the fox lives in a hole. This is a fox hole, etc.

First, children repeat the answers after the speech therapist, and then independently name the home of animals and birds, focusing on the questions: Whose? Whose? Whose? - squirrel hollow, dog kennel, swallow’s nest, etc.

Ball game

Children stand in a circle, the speech therapist is in the center. When throwing a ball to the child, he names possessive adjectives from those that were practiced in class. The child, giving the ball back, pronounces the combination with this word. For example:

Raven - crow's beak;

Duck - duck tail;

Deer - deer face;

Bearish - bearish torso;

Ram - a ram's face.

(In case of difficulty, you can hang pictures-hints on the board, based on which, children will be able to give the correct answers).

Abstract speech therapy session in the pre-school group.

Topic: Possessive Adjectives.

Goals:
1. Strengthen the ability to form and use possessive adjectives in speech lexical topic"Animals". 2. Develop coherent speech through the theatricalization of the fairy tale “Teremok”. 3. Develop mental processes: attention, memory, thinking. 4. Develop skills of cooperation, initiative, and independence.
Progress of the lesson:
1. The speech therapist invites the children to stand in a circle. Reads an excerpt from K. Chukovsky’s poem “Confusion”; students must correct the mistakes that are in the poem. The pigs meowed: Meow, meow! The cats grunted: Oink, oink, oink! The ducks croaked: Kwa, kwa, kwa! The chickens quacked: Quack, quack, quack! The little sparrow galloped up and mooed like a cow: Moo-oo! The bear came running and let's roar: Ku-ka-re-ku! 2. There is a chest in the clearing. The children come up to him and stand around him. The speech therapist suggests looking into the chest. From the chest, the children take out masks - the caps of the heroes of the fairy tale “Teremok”. The speech therapist hands out masks and hats to children and asks - Guys, what fairy tale heroes did you become?
- We became the heroes of the fairy tale “Teremok” 3. The heroes go to their places. The speech therapist reads a fairy tale. - Animals live in a high mansion: a mouse - norushka, a frog - a frog, a bunny - a jumping bunny, a fox - a little sister, a clumsy bear and a cockerel - a golden comb. The cockerel wakes everyone up in the morning, the mouse cooks porridge, the frog carries water, the bunny collects berries, the fox cleans the house, the bear chops wood. Everyone has their own affairs and concerns. Suddenly the animals heard a knock on the door. - Who's there? - Postman. I brought you letters, but I can’t figure out who gets what? But there are symbols here, can you help me? - Of course we can! The postman gives letters. The children take them apart. Reading mnemonics. - There are bunny ears on the envelope, which means the letter is for a hare. - There is a fox tail on the envelope. This letter is for the fox. - This is a letter for a bear, because there is a bear's tail on the envelope. - And this letter is for a rooster, because there is a rooster’s comb on the envelope. - A letter for a mouse, because... There is a mouse tail on the letter. - And this is a letter for a frog, there are frog legs drawn on the envelope. All the animals received their envelopes. They contain cut pictures that need to be assembled. - Well done, you collected the pictures correctly. Now pick up that part of the picture that shows the tail (head, paws....) The speech therapist asks each child: - Whose tail (head,...) is shown on yours? Mouse: “I have a hare’s tail” (hare’s head, ....) Cockerel: “I have a bear’s tail” (bear’s head, ...) Dynamic pause. A melody sounds. Which of the heroes heard his music performs the movement, the rest of the children repeat after him. - It was a fun walk. You're probably hungry. And I prepared lunch for you. The speech therapist puts out a basket. Children choose an object, name it, and say whose food it is.
- This is a carrot. This is rabbit food. - This is a spikelet of grain. This is mouse food. - It's a mosquito. This is frog food. - This is honey. This is bear food. - The animals walked, had lunch, it’s time to relax. The children return to their seats. Music sounds, children close their eyes and dream. - The animals fell asleep with a dream, and we’ll soon find out which one. The speech therapist attaches a card next to each child. The music ended and the children woke up. They look at the cards and answer the question: - What did you dream about in your dream? What happened? Mouse: “Oh, how long ago I wanted a fox tail! Finally, my dream has come true!” Hare: “I always wanted a rooster’s tail! Hooray!" Frog: “I liked bear paws.” Bear: “What beautiful frog legs.” Cockerel: “Look, I’ve grown a little hare’s tail.” - The animals are glad that their dreams came true. They began to live life with new tails and paws. A lot of time has passed, you never know. But it’s bad for animals with new tails and paws. They cry and complain to each other. The animals decided to return everything as it was. The frog approached the bear: “It’s inconvenient for me to carry water, the bear’s paws are very large.” Take them back. - It’s hard for me to chop wood. Take your frog ones. The mouse approaches the fox: “The fox’s tail is stopping me from cooking, take it.” -But a mouse tail doesn’t suit me at all. The hare approaches the rooster. - Hunters will see a bright rooster’s tail and catch me. - And no one will recognize me with a hare’s tail. Let's change. - The animals returned everything to their places and began to admire each other and themselves. They are glad that they are the way they were.