OD summary on speech development on the topic: Autumn clothes, shoes. Senior group
OD summary on the development of the lexical-grammatical structure of speech and coherent speech in the senior group “Autumn clothes, shoes and hats”
Goal: development of the lexical-grammatical structure of speech and coherent speech of preschool children. Tasks: 1. Activation of the dictionary on the topic of clothing, shoes, hats. 2. Exercise in the formation of the category of the genitive case, constructions with the preposition C. 3. Mastering the verbal dictionary on the topic being studied, the verb “put on.” 4. Develop fine and gross motor skills, attention, memory. 5. Practice writing a descriptive story. 6. Develop the ability to listen to the answers of your comrades without interrupting. Equipment: subject pictures depicting hats, clothes, shoes.
Progress of the lesson
Speech therapist: Hello, children. Please tell me what time of year it is now? Children: Autumn. Speech therapist: Correct! What changes in nature occur in autumn? Children: The leaves turn yellow and fall, it becomes cold, the wind blows and it rains. Speech therapist: Well done! Speech therapist: What things should you wear in the fall? Children: Jacket, hat, trousers, boots... Speech therapist: Yes, you said everything correctly. Children, you probably guessed what we will talk about today in class. Children: Yes. Speech therapist: That's right, guys. Today we will talk about clothes, shoes and hats. Speech therapist: Guys, how can you call a jacket, scarf, sweater in one word? Children: Clothes. Speech therapist: How can you call a cap, hat, beret in one word? Children: Hats. Speech therapist: Guys, how can you call boots, boots, shoes in one word? Children: Shoes Speech therapist: Well done, children. You see how much clothing, hats, and shoes you know. Speech therapist: Please tell me, if we wear clothes in the fall, what are they? Children: These clothes are called autumn. Speech therapist: Well done, right. Speech therapist: Guys, now we’re going to play a game called “What should we wear for a walk?” Look, you have pictures, I will ask a question, and you must answer. Speech therapist: What will you wear, and what will Tanya wear? Child: I will wear a shirt, and Tanya will wear a dress. Speech therapist: What will you wear, and what will Vova wear? Child: I’ll wear a sweater, and Vova will wear trousers. Child: I’ll wear a dress, and the girl will wear a sundress. Child: I’ll wear shoes, and the boy will wear a T-shirt. Speech therapist: Well done, guys. Let's play the game “Choose a Word” with you. We will select adjectives for the words: dress (which?), coat (which?), jacket (which?), sweater (which?), boots (which?). Children: The dress is elegant, red, new, beautiful... . The coat is warm, autumn, brown... The jacket is comfortable, autumn, warm, bright... . Knitted woolen sweater, yellow, comfortable... . Leather boots, comfortable, black... . Speech therapist: Okay, well done. Now let’s play the game “Say the opposite”, I say the word, and you say the opposite. Speech therapist: Put on Children: Take off Speech therapist: Put on shoes Children: Take off shoes Speech therapist: Buy Children: Sell Speech therapist: Tie up Children: Untie. (fasten - unfasten, iron - wrinkle, hang - take off, put on shoes - take off shoes). Speech therapist: Children, please tell me what can be done with clothes. Children: Clothes can be put on, worn, taken off, sold, bought, sewed, knitted, dressed, buttoned, ironed, darned, mended, patched, washed, dried, hung. Speech therapist: Well done! Guys, what elements or details of clothing, shoes, and hats do you know? Children: A detail of clothing is a pocket (collar, cuff, button, eyelet, fastener, button, belt, zipper, trouser leg, sole, heel, strap, brim. Speech therapist: Okay, you know a lot of details of clothing, shoes and hats. Look on your pictures and name the items of shoes and clothing, and also list the details of the named things. Child: I have a shirt with a collar. Child: I have a skirt with a belt. Child: I have a scarf with tassels. Child: I have shoes with heels. Speech therapist : Well done, children. You coped well with the task. Speech therapist: Let's rest a little. Together we help mom, We rinse the laundry ourselves. One, two, three, four - we stretched, bent over. We did a good job. (We repeat the movements after the speech therapist) Speech therapist: A little rested, sat down nicely in our seats, keeping our backs straight. Speech therapist: And now, guys, we will write a story - a description about a shirt, dress, coat, boots. According to plan: What is it? When are they worn? What are the clothes made of? Parts of clothing? Speech therapist: Please tell me what we talked about in class? Children: We talked about shoes, clothes and hats. Speech therapist: Right, what else did you do during the lesson? Children: Named details of clothing, performed physical exercises. for a minute, we played the game “Say it the other way around”, choosing words for clothes. Speech therapist: Well done, everyone answered well in class today. The lesson is over. Goodbye.
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Summary of a lesson in the preparatory group on the topic: “Shoes.”
Summary of a lesson in the preparatory group on the topic: “Shoes.”
Target:
update, clarify and expand students’ knowledge on the topic of shoes.
Tasks
Correctional and educational
— Clarify, expand and update knowledge on the topic of footwear (boots, boots, sandals, shoes, sneakers, slippers, felt boots).
-To develop skills in composing a story according to a pictorial and symbolic plan.
-Develop a vocabulary of signs on the topic of shoes.
— Learn to agree adjectives with nouns in gender.
-Update knowledge about the details of shoes (toe, heel, shaft, sole).
Correctional and developmental
-Development of visual perception (objectivity, integrity)
-Development of mental operations (analysis, synthesis)
-Development of auditory memory (long-term, short-term)
-Development of visual and auditory attention (switchability, concentration)
-Development of coherent speech.
Correctional and educational
-Develop the skill of correct behavior in class.
-Cultivate a respectful attitude towards each other when answering questions.
-Teach children to turn to teachers for help.
Equipment:
subject pictures with types of shoes, a picture of a consultant, a picture-symbolic plan.
Lexical material:
Nouns:
sole, strap, clasp, lock, boot, laces,
Adjectives:
men's, women's, children's, autumn, summer, winter, adult, children's, home, rubber
- Organizational moment
Educator: -Good morning, guys.
- Guys, we came to the store, but there is something extra on the shelves, look carefully and think about what was put wrong.
Game "Fourth wheel"
Boots, sneakers, shoes, dress.
Children: The dress was put on the shelf incorrectly.
Educator: Why the dress?
Children: Because a dress is clothing, and sneakers, shoes and boots are shoes.
- Main part
Educator: - That's right, therefore, today we are in a shoe store.
-Which store are we in? (We are in a shoe store)
-The shoe store also has a consultant, her name is Natasha, and now Natasha will show you and tell you what shoes are on sale and which ones are best to buy.
Consultant: - Our store has departments: for men - men's shoes, for women and girls - women's shoes, and for children - children's shoes.
-And also in the store there are departments that are divided by season for autumn - autumn, for winter - winter, for summer - summer.
-And the departments for children are children's shoes, and for adults - adult shoes.
-Now let’s look at the assortment of shoes and name what is sold here.
(The child goes to the board and lists the assortment of shoes.)
— And now, Natasha will tell you in detail about shoe models.
-These are summer, light sandals. They can be worn by children, girls and boys. Sandals have soles, straps and clasps. These shoes are very comfortable for summer walks.
— These are winter boots. Men can wear them. The boots have soles and laces. –
Guys, now one of you will be a consultant and advertise shoes. (The teacher calls the children to the board and they themselves describe the shoe models)
— These are summer, elegant shoes. They are female. They have a heel, a toe and a sole.
-These are sneakers. They can be worn by men, women and children. They have laces, a sole and a tongue.
— What are sneakers for? (They are comfortable to play sports in.)
-These are autumn boots. They are female. They have a toe, heel, sole and lock and shaft.
-The shaft is the part of the boot that covers the lower leg.
- Well done, you made excellent consultants.
Finger gymnastics (based on pictures)
| Like our cat has boots on her feet. Like our pig has boots on his feet. And the dog has blue slippers on his paws. And the little goat puts on felt boots. And son Vovka - New sneakers. | Bend the fingers of both hands one at a time, starting with the thumbs. |
| That's it, That's it, New sneakers. | “Walk” along the table with the index and middle fingers of both hands. |
Educator: Guys, our consultant Natasha is still a young and inexperienced specialist and she forgot what else is in stock. She needs help by solving riddles.
We don’t go outside either in summer or in winter.
But I don’t take a step without us,
When we get home. (slippers)
- Guys, how did you guess that these were slippers?
-Natasha, I’m very glad that you helped her remember about the slippers.
-These are house slippers. Both children and adults can wear them. They are very comfortable and warm.
On a clear day we sit at home,
If it rains we have work.
Stomp, splash through the swamps. (rubber boots.)
- Guys, how did you guess?
-These are autumn rubber boots. Both adults and children can wear them. They have a sole and a shaft.
You can hide two legs in them
And run for a walk in the cold
Everything is covered in wool, but there is no skin. (felt boots)
-How did you guess?
-These are winter boots. Both adults and children can wear them. They have a sole and a shaft.
Well done. Natasha thanks you for your help.
- Final part
-Guys, what store were we in?
- what departments were in the store - by season?
-according to the age?
-by floor?
- Children's assessment
Everyone did well today, they worked very actively.
