Target. Introduce children to the Italian fairy tale “How the donkey stopped singing” (in the arr. J. Rodari). Help children retell short texts without significant gaps and repetitions.
Preliminary work. Ask the music director to tell the children that male singers have different voices - bass, baritone, tenor, and confirm the story with musical fragments.
Lesson progress
“Today I will introduce you to a very clever Italian fairy tale “How the donkey stopped singing” in the processing of Gianni Rodari. We know his fairy tale “Magic Drum”,” the teacher begins the lesson.
The teacher reads or tells a new story.
In ancient times, the donkey, as the fairy tale tells, sang better than the tenor.
Once all the animals gathered in council, and the lion, who was their king, asked:
- Which of you is the most handsome?
- I, ya! the donkey immediately shouted.
- Well, you are the most beautiful.
- And who is the strongest?
- I, ya! - shouted the donkey before the rest of the animals had time to open their mouths.
“All right,” said the lion. - And who is the most stupid here?
- I, ya, ya! the donkey roared in a hurry, frightened lest they overtake him.
All the animals rolled with laughter, and the poor donkey lost his beautiful voice from shame. And since then, he only knows how to roar:
- I, ya, ya!
“Which of you, like me, thinks that this is a very clever and instructive tale? - the teacher continues the conversation. - Can you prove it?
(He monitors the correctness of speech.) And how do you understand the word instructive(story)?
Let's remember what the lion wanted to find out from the animals? (Who is the most beautiful, the strongest and the most stupid.) What happened? It is a pity, of course, that the donkey lost his beautiful voice and since then all donkeys in all countries of the world have been roaring: “Eeyore! Eeyore! Eeyore!“
And what do people call those who behave like a donkey from a fairy tale?
The teacher reads the story again. Then he offers to retell it in person. The teacher chooses the child to play the role of the donkey, and the "donkey" appoints the lion. The teacher tells the story for the author.
Then the retelling is repeated with new performers.
Lesson 7. Working with a story picture
Target. Find out how the children mastered the ability to title the picture and plan the story.
Lesson progress
The teacher offers the attention of children any picture from the series intended for work on the development of speech in kindergarten. Asks what the picture is about and how to title it. At the same time, he reminds that the title of the picture should reflect its content and, if possible, it should be short.
The teacher listens to the answers of the children and invites them to choose the most successful name. If necessary, he gives his own version of the name.
“Imagine that you have to make up a story based on this picture,” the teacher continues the conversation. - Where do you start? Remember that the first phrase can be very embellishing of the story.
Listens to the children's answers and, if necessary, offers his introductory phrase.
Next, the teacher reminds the children that last year they learned to plan a story based on a picture. He is interested in what it is, and offers to draw up a plan for the story. Then evaluates the proposed options (3-4 answers).
“There is an entry, there is a plan. It remains to complete the story with an assessment of the picture as a whole. Who has what options?
The teacher invites one of the children to write a story based on the picture. Then he asks the child if it was easy for him to tell.
The teacher explains to the children that, guided by the plan, it is possible to avoid repetitions and unnecessary words in the story, for example, such as: “and then”, “and also”, “and now”.
"So what did we learn today?" the teacher asks.
At the end of the lesson, he offers to play the game “I conceived an object”.
The teacher guesses an object, and the children, trying to guess it, ask leading questions, for example: “Alive? Inanimate? In room? On the street? Big? Heavy? Made from…"
If there is time left, the teacher can invite the children to guess another subject they have conceived.
Lesson 8. Conversation about A. Pushkin
Target. Tell children about the great Russian poet; cause a feeling of joy from the perception of his poems and a desire to hear other works of the poet.
Lesson progress
The teacher reads to the children 2–3 fragments from the works of A. Pushkin: “A sad time! Charm of the eyes ... ”(from the poem“ Autumn ”),“ A storm covers the sky with darkness ... ”(from the poem“ Winter Evening ”),“ A green oak near the seashore ... ”(from the poem“ Ruslan and Lyudmila ”). Then he asks the children if they know the author of these poetic lines. And he clarifies: “What do you know about Alexander Sergeevich Pushkin?”
The teacher tells the children about the great Russian poet: “There is no person in our country who would not read the works of Pushkin. Many of you have already heard fairy tales about the priest and his worker Balda, about the dead princess and the seven heroes, about the golden cockerel, about Ruslan and Lyudmila. You will hear these fairy tales more than once, as they are often read on the radio, performances based on them are staged in theaters. Based on the works of Alexander Sergeevich Pushkin, cartoons and films have been created. And very soon you will be able to read these wonderful tales on your own.”
Finishing the lesson, the teacher reads excerpts from "The Tale of the Dead Princess and the Seven Bogatyrs" and "The Tale of Tsar Saltan ..." (at the choice of the children).
October
Lesson 1. Lexico-grammatical exercises
Target. Activate the speech of children.
Lesson progress
The teacher asks the children what time of year it is and what month has replaced September.
“Autumn, autumn,” says the teacher. - And what can you say about autumn - autumn - autumn?
The teacher evaluates the answers of the children, praises the ability to listen to the task and gives his options: autumn bad weather, autumn slush, autumn leaf, autumn mood, etc.
“In autumn, both people and animals stock up for the winter,” reminds the teacher.
The hedgehog went out for a walk
Yes, collect mushrooms.
What mushrooms do you think he got?
Many words have related words, for example: hedgehog - hedgehog ... ( hedgehog - hedgehog - hedgehog - hedgehog)».
Then the teacher invites the children to complete the exercise “One - many”: “There is one heron, but there are many ... (herons), one pack of sugar, but a lot ... (packs), one sock, but a lot ... (socks), one stocking, but a lot ... (stocking), one ear, but many ... (ears).
“Now help me finish the sentences,” the teacher asks:
- If we are attentive in the classes on the development of speech, then ...
To study well, one must...
We grow up healthy and strong because...
“When we get back from the walk, then…”
After listening to the children's answers, the teacher repeats the full sentence.
The teacher invites the children to listen to the poem:
I tried different drinks
I drank golden juices with a full bowl.
They - I do not detract - are excellent,
But pale in comparison with yogurt.
A. Smirnov
“What kind of drinks do you prefer? the teacher asks. Prefers means... (chooses from many others, loves)».
Lesson 2. Memorizing A. Fet's poem "The swallows are gone ..."
Target. Help children remember A. Fet's poem "The swallows are gone ...".
Lesson progress
“We live in Russia, a country with a huge territory. I flew all day from Moscow to Khabarovsk. If I had traveled by train, I would have spent seven or eight days on the road, that is, a whole week. And the climatic conditions in different regions of the country are different. Somewhere in the south it is still hot, but in the north it is already snowing. And we have?
Each territory has its own autumn signs. But there are also common ones. Sooner or later, they will announce themselves. As in this beautiful poem by the wonderful Russian poet Afanasy Fet:
The swallows are gone
And yesterday dawn
All the rooks flew
Yes, like a network, flickered
Over that mountain.
In the evening everyone sleeps
It's dark outside.
The leaf falls dry
At night the wind is angry
Yes, knocking on the window ...
A beautiful poem? Sound, graceful.
The teacher repeats the poem, after asking the children to remember the signs of autumn.
Then the children take turns calling signs, and the teacher reads the corresponding lines of the poem. At the same time, he clarifies: “Are the swallows gone? Where did they hide? And the rooks flew yes, like a net, flashed when? (In the evening, at the evening dawn.)
The teacher draws attention to the unusual comparison of a flying flock of birds with a net. Then the teacher reads the poem again, inviting the children to repeat it with him, but without a voice. Shows how it's done. (This technique is an effective tool for training the articular apparatus.)
The teacher expresses confidence that this poem, if read to his relatives, will please them very much.
“By the way, who are your relatives?” - the teacher clarifies and asks to name the relative words: “Kin - relatives ... (parents, born, pedigree, maternity hospital)».
Answer! (Children often ignore the word "faucet" and share their knowledge of where water comes from.)
“Open the faucet, water will flow.
How did she get here?
And the answer is simple:
Then the teacher shows the children any confusing picture and explains the task: “I give you three minutes to look at the picture. It is impossible to talk about it. Then you tell me what's wrong with it. I keep track of time ... Show (on your fingers, on cards from the math set) how many nonsense you found. Now list what is wrong in the picture.
In the house, garden, vegetable garden
They did the plumbing."
First, the teacher listens to those children who noticed the least irregularities.
At the end of the lesson, the teacher sums up: “We were convinced that being attentive is not at all easy. In our classes, we will learn to be attentive.”
Lesson 2. Summer stories
Target. Help children make up stories from personal experience, learn to select nouns for adjectives.
Preliminary work.“Schoolchildren are given homework,” says the teacher, “and I also want to give you homework. Recall some interesting incident that happened to you in the summer. You can talk to your parents."
Lesson progress
“Today we will listen to your summer stories,” the teacher begins the conversation. “But first think about how to start the story. What will be the proposals?
The teacher listens to the children and evaluates their answers. Reminds you to control your speech, avoid repetition and unnecessary, unnecessary words.
The teacher can offer the children their summer story as a model.
Then several stories are heard.
Noticing that the children are starting to get tired, the teacher can offer them to do the didactic exercise “Pick up the word”, after informing them that the rest of the summer stories will be heard later.
“The Russian language is very rich,” says the teacher. What do you think he is rich in? Money? Precious stones? The Russian language is rich in a variety of words. There are many other words for the same word. For example, I will say the word blue, and you add ... Blue sky, blue eyes, blue scarf ... And what words can you pick up for the word fresh (deep…)?»
Lesson 3. Sound culture of speech (testing)
Target. Find out how children master the skills that were formed in the older group.
Lesson progress
The teacher asks the children to explain what kind of objects lie in front of them and why they are needed in a speech development lesson (chips (small objects), pictures from mathematical sets, pieces of paper, pencils).
The teacher monitors the correct use of words by children, the construction of sentences.
Then he reads "Counting" by A. Shabunin:
The teacher explains the task to the children: “Listen to the funny counting rhyme again. Be careful. Count words with sound c and pick up the right card... (Two words.) Now I will repeat the counting rhyme, and you count the words with sound h and hold up the appropriate card. (Three words.)
walked
Sheep
On the way to,
Wetted
in a puddle
Legs.
Once,
Two,
Three,
Four,
Five.
Become
Legs
Wipe.
Who with a handkerchief
Who is a rag
Who has a holey mitten.
And now a very difficult task. Count words with sound R. (Ten words.) The fact that you are wrong is not a problem. But the fact that you do not work independently is bad.
Now a new task. Quickly draw a grid of three cells. Mark with a chip(s) where in the word chest(or knot) sound is heard h; in a word cloak- sound sch, in a word ground beetle- sound and.
Show (you can use your fingers) how many sounds you hear when I pronounce ka-. Do you think this is a word or part of a word? Let's try to remember words that begin with ka-: porridge, reed, canary-. You remembered, and even then with my hint, only a few words starting with ka-. In fact, there are a lot of such words in Russian. Let's open the dictionary: wild boar, heel, cavalier, stone, gate, cadet, cactus, incident.
Do you know all the words? Who is a cadet? And the cavalier? What is a case?
Then the teacher specifies what time of year it is and what month.
September is the first month of autumn. What do you think, the word or sentence I just said? A sentence usually contains a few words. In this offer their..? (Four.) List the words in the order they appear in the sentence.
At the end of the lesson, the teacher asks the children what they have learned today.
“And yet,” the teacher adds, “we trained attention.”
Lesson 4. Lexico-grammatical exercises
Target. Activate children's vocabulary. Help preschoolers accurately characterize the subject, correctly build sentences.
Lesson progress
The teacher tells the children that today he will find out how successfully future schoolchildren master their native language and how rich their vocabulary is. Then he gives the children a task: “What words can answer the question“ who is this ”? (Sometimes children need a hint, for example, the name of an animal.) What about the question “what is this”?
Remember the words that answer the questions: “What?” (Blue.), "Which?" (Sweet.), "Which?" (Cold.)
List what the person can do. Remember the habits of animals.
Next, the teacher shows the children a picture of various bags and finds out with which bag they will go to school in September.
“And who needs the rest of the bags and why?” - specifies the educator.
Offering to consider a picture depicting hats (from the same manual), the teacher asks: “Who will go to school in which hat? And who and in what cases will need a hat (a handkerchief with polka dots)?
Lesson 5. Why do we need poetry?
Target. Talk to children about why people compose, read and recite poetry. Find out which program poems the children remember.
Lesson progress
The teacher shows the children collections of poems: one author and different authors, regular and gift editions. He explains that all these books contain poems: about love, nature, human joys and sorrows, serious and comic poems. Then he proposes to discuss a number of questions:
Why do people write poetry?
How do you recognize a poem by ear? (The lines in the poem are rhymed, very rhythmic. An extra or not very precise word in meaning can break this rhythm.) Remember how Dunno wrote poetry, how he suffered and then refused to be a poet.
Can everyone write really good poetry? These are, for example:
- Listening to poetry, of course, is pleasant, but is it worth learning them by heart?
Winter morning
(excerpt)Under blue skies
splendid carpets,
Shining in the sun, the snow lies,
The transparent forest alone turns black,
And the spruce turns green through the frost,
And the river under the ice glitters.
A. Pushkin
After listening to the reasoning of the children, the teacher summarizes: “The more good poems you hear and remember in childhood, the richer, brighter and more expressive your speech will be. People around are always pleased to have a conversation with a benevolent cultured person. A cultured person is a person with good manners and rich, figurative speech.
In middle and senior groups we learned very good poems. Let's remember them."
The teacher reads the first lines from Russian folk songs: “Shadow-shadow-sweat”, “Grandfather wanted to cook an ear”; from the poems of Y. Kushak "The Deer", A. Barto "I know what I need to think up", I. Surikov "Childhood", V. Orlov "Tell me, forest river", I. Belousov "Autumn".
The teacher asks the children to read any poem (2-3 answers are heard). If the children have forgotten the program poems, they need to read 2-3 works. (Program poems should be read outside of class.)
Lesson 6. Retelling the Italian fairy tale "How the donkey stopped singing"
Target. Introduce children to the Italian fairy tale “How the donkey stopped singing” (in the arr. J. Rodari). Help children retell short texts without significant gaps and repetitions.
Preliminary work. Ask the music director to tell the children that male singers have different voices - bass, baritone, tenor, and confirm the story with musical fragments.
Lesson progress
“Today I will introduce you to a very clever Italian fairy tale “How the donkey stopped singing” in the processing of Gianni Rodari. We know his fairy tale “Magic Drum”,” the teacher begins the lesson.
The teacher reads or tells a new story.
In ancient times, the donkey, as the fairy tale tells, sang better than the tenor.“Which of you, like me, thinks that this is a very clever and instructive tale? - the teacher continues the conversation. - Can you prove it?
Once all the animals gathered in council, and the lion, who was their king, asked:
- Which of you is the most handsome?
- I, ya! the donkey immediately shouted.
- Well, you are the most beautiful.
- And who is the strongest?
- I, ya! - shouted the donkey before the rest of the animals had time to open their mouths.
“All right,” said the lion. - And who is the most stupid here?
- I, ya, ya! the donkey roared in a hurry, frightened lest they overtake him.
All the animals rolled with laughter, and the poor donkey lost his beautiful voice from shame. And since then, he only knows how to roar:
- I, ya, ya!
(He monitors the correctness of speech.) And how do you understand the word instructive(story)?
Let's remember what the lion wanted to find out from the animals? (Who is the most beautiful, the strongest and the most stupid.) What happened? It is a pity, of course, that the donkey lost his beautiful voice and since then all donkeys in all countries of the world have been roaring: “Eeyore! Eeyore! Eeyore!“
And what do people call those who behave like a donkey from a fairy tale?
The teacher reads the story again. Then he offers to retell it in person. The teacher chooses the child to play the role of the donkey, and the "donkey" appoints the lion. The teacher tells the story for the author.
Then the retelling is repeated with new performers.
Lesson 7. Working with a story picture
Target. Find out how the children mastered the ability to title the picture and plan the story.
Lesson progress
The teacher offers the attention of children any picture from the series intended for work on the development of speech in kindergarten. Asks what the picture is about and how to title it. At the same time, he reminds that the title of the picture should reflect its content and, if possible, it should be short.
The teacher listens to the answers of the children and invites them to choose the most successful name. If necessary, he gives his own version of the name.
“Imagine that you have to make up a story based on this picture,” the teacher continues the conversation. - Where do you start? Remember that the first phrase can be very embellishing of the story.
Listens to the children's answers and, if necessary, offers his introductory phrase.
Next, the teacher reminds the children that last year they learned to plan a story based on a picture. He is interested in what it is, and offers to draw up a plan for the story. Then evaluates the proposed options (3-4 answers).
“There is an entry, there is a plan. It remains to complete the story with an assessment of the picture as a whole. Who has what options?
The teacher invites one of the children to write a story based on the picture. Then he asks the child if it was easy for him to tell.
The teacher explains to the children that, guided by the plan, it is possible to avoid repetitions and unnecessary words in the story, for example, such as: “and then”, “and also”, “and now”.
"So what did we learn today?" the teacher asks.
At the end of the lesson, he offers to play the game “I conceived an object”.
The teacher guesses an object, and the children, trying to guess it, ask leading questions, for example: “Alive? Inanimate? In room? On the street? Big? Heavy? Made from…"
If there is time left, the teacher can invite the children to guess another subject they have conceived.
Lesson 8. Conversation about A. Pushkin
Target. Tell children about the great Russian poet; cause a feeling of joy from the perception of his poems and a desire to hear other works of the poet.
Lesson progress
The teacher reads to the children 2–3 fragments from the works of A. Pushkin: “A sad time! Charm of the eyes ... ”(from the poem“ Autumn ”),“ A storm covers the sky with darkness ... ”(from the poem“ Winter Evening ”),“ A green oak near the seashore ... ”(from the poem“ Ruslan and Lyudmila ”). Then he asks the children if they know the author of these poetic lines. And he clarifies: “What do you know about Alexander Sergeevich Pushkin?”
The teacher tells the children about the great Russian poet: “There is no person in our country who would not read the works of Pushkin. Many of you have already heard fairy tales about the priest and his worker Balda, about the dead princess and the seven heroes, about the golden cockerel, about Ruslan and Lyudmila. You will hear these fairy tales more than once, as they are often read on the radio, performances based on them are staged in theaters. Based on the works of Alexander Sergeevich Pushkin, cartoons and films have been created. And very soon you will be able to read these wonderful tales on your own.”
Finishing the lesson, the teacher reads excerpts from "The Tale of the Dead Princess and the Seven Bogatyrs" and "The Tale of Tsar Saltan ..." (at the choice of the children).
October
Lesson 1. Lexico-grammatical exercises
Target. Activate the speech of children.
Lesson progress
The teacher asks the children what time of year it is and what month has replaced September.
“Autumn, autumn,” says the teacher. - And what can you say about autumn - autumn - autumn?
The teacher evaluates the answers of the children, praises the ability to listen to the task and gives his options: autumn bad weather, autumn slush, autumn leaf, autumn mood, etc.
“In autumn, both people and animals stock up for the winter,” reminds the teacher.
What mushrooms do you think he got?
The hedgehog went out for a walk
Yes, collect mushrooms.
Many words have related words, for example: hedgehog - hedgehog ... ( hedgehog - hedgehog - hedgehog - hedgehog)».
Then the teacher invites the children to complete the exercise “One - many”: “There is one heron, but there are many ... (herons), one pack of sugar, but a lot ... (packs), one sock, but a lot ... (socks), one stocking, but a lot ... (stocking), one ear, but many ... (ears).
“Now help me finish the sentences,” the teacher asks:
- If we are attentive in the classes on the development of speech, then ...
To study well, one must...
We grow up healthy and strong because...
“When we get back from the walk, then…”
After listening to the children's answers, the teacher repeats the full sentence.
The teacher invites the children to listen to the poem:
“What kind of drinks do you prefer? the teacher asks. Prefers means... (chooses from many others, loves)».
I tried different drinks
I drank golden juices with a full bowl.
They - I do not detract - are excellent,
But pale in comparison with yogurt.
A. Smirnov
Lesson 2. Memorizing A. Fet's poem "The swallows are gone ..."
Target. Help children remember A. Fet's poem "The swallows are gone ...".
Lesson progress
“We live in Russia, a country with a huge territory. I flew all day from Moscow to Khabarovsk. If I had traveled by train, I would have spent seven or eight days on the road, that is, a whole week. And the climatic conditions in different regions of the country are different. Somewhere in the south it is still hot, but in the north it is already snowing. And we have?
Each territory has its own autumn signs. But there are also common ones. Sooner or later, they will announce themselves. As in this beautiful poem by the wonderful Russian poet Afanasy Fet:
A beautiful poem? Sound, graceful.
The swallows are gone
And yesterday dawn
All the rooks flew
Yes, like a network, flickered
Over that mountain.In the evening everyone sleeps
It's dark outside.
The leaf falls dry
At night the wind is angry
Yes, knocking on the window ...
The teacher repeats the poem, after asking the children to remember the signs of autumn.
Then the children take turns calling signs, and the teacher reads the corresponding lines of the poem. At the same time, he clarifies: “Are the swallows gone? Where did they hide? And the rooks flew yes, like a net, flashed when? (In the evening, at the evening dawn.)
The teacher draws attention to the unusual comparison of a flying flock of birds with a net. Then the teacher reads the poem again, inviting the children to repeat it with him, but without a voice. Shows how it's done. (This technique is an effective tool for training the articular apparatus.)
The teacher expresses confidence that this poem, if read to his relatives, will please them very much.
“By the way, who are your relatives?” - the teacher clarifies and asks to name the relative words: “Kin - relatives ... (parents, born, pedigree, maternity hospital)».
Lesson 3. Sound culture of speech. Preparing for literacy
Target. To improve the auditory attention and perception of children. Learn to determine the number and order of words in a sentence.
Lesson progress
The teacher clarifies with the children what kind of objects lie in front of them and why they are needed in a speech development lesson (cards from mathematical sets, small objects, sheets of paper, pencils).
The teacher monitors the correct use of complex sentences by children.
Then he invites the children to clap their hands if they hear a sound in the word c: heron, crane, scratched, hurt, blossomed, wilted, singer, dancer, ballerina, kiss.
The teacher takes note of the children who make mistakes or react to the word late, focusing on the response of their peers. These preschoolers need to be worked on later. But this can also be done in class by inviting only these children to complete a new task (explaining the reason): princess, too, stubborn, girl, but, written, beauty.
The teacher asks the children to listen very carefully to the lines from G. Lagdzin's poem "Tell", to count the words with a growling sound in the text R and show a card with the appropriate number of geometric shapes (circles, triangles). The teacher reminds the children to work independently.
The teacher asks the children a riddle:
Where are you going, forty?
Tell!
We have a road to the dense forest
Show me!
The teacher invites preschoolers to determine how many words with sound are in the text of the riddle h. Then he reads the riddle again, slowly and clearly pronouncing the words, and the children count the words with sound h.
golden apple
Rolling across the sky
Smiling in the morning.
And smiles are rays
Very hot.
(Sun)
The teacher asks the children to draw lattices of three cells and determine the place of the sound h in words: cup, eyeglass case, hoop. Children, using chips or small objects, mark the position of the sound h in words. (After completing each task, the child removes the chip (chips).)
"Word cup starts at cha-, - the teacher continues the lesson. - How many sounds do you hear? Name these two sounds. Two sounds are already a syllable, that is, part of a word. Try to remember words that start with a syllable cha-. (Tea, kettle, clock, cups.) There are quite a few words like that."
The teacher opens the dictionary and reads words that begin with a syllable cha-, For example: seagull, sorcerer, chardash, cha-cha-cha, ditty, palisade. He is interested in what a chardash, cha-cha-cha, palisade is.
Then the teacher asks the children what the sentence is. (These are several words related to each other.)
“The wonderful Russian poet Alexei Pleshcheev has a poem “Granddaughter”. It starts like this: “Grandma, you were little too…” Can you count the words in this sentence? Does it have four or five words? Let's count. Grandmother- once, You- two ... And now pronounce the words in strict following one after another.
The teacher points to the child. He says the word, and all the children - his number.
Child. Grandmother.
Children. Once. (One.)
Child. You.
Children. Two.
And so on.
If someone hurried, missed a word, everything starts all over again.
The teacher tells the children that in books a period is put at the end of the sentence: “When you look at the books, pay attention to the dots. You will see that there are long and very long sentences, and there are short and very short sentences. If you find something interesting, share your observations with me.
At the end of the lesson, the teacher asks the children what they learned today. (They learned to hear words, explain their meaning, prepared for school.)
If there is time left, you can read the poem “Granddaughter” by A. Pleshcheev to the children (this poem can also be read on a walk or before going for a walk).
Grandma, you too
Was it small?
And she loved to run
And plucked flowers?
And played with dolls
You, grandma, right?
What hair color was
Do you have then?
So I will also
Grandma and me -
Is to stay
Can't be small?
Very my grandmother -
Mother mother - I love.
She has a lot of wrinkles
And on the forehead a gray strand,
So I want to touch
And then kiss.
Maybe I am like that
I will be old, gray-haired,
I will have grandchildren
And then, putting on glasses,
I will knit gloves for one
And the other - shoes.Lesson 4. Russian folk tales
Target. Find out if the children know Russian folk tales.
Lesson progress
The teacher reminds the children that in the previous groups every year they were introduced to Russian folk tales: “There is so much wisdom in fairy tales! They teach to be strong, kind, generous, to help those who are in trouble, even if it's just some little frog. Fairy tales teach, sparing no effort, to fight for a just cause and win. What Russian folk tales do you remember?
Children often name author's fairy tales. Then the teacher explains that folk tales do not have an author: “These tales appeared a very, very long time ago, and they were not read, but told to children, often adding something new to them. And the same tale became either short or long.
But we are reading fairy tales in processing. Processors make old fairy tales understandable to modern children. And now I will definitely call you handlers. So, let's remember the names of Russian folk tales.
The teacher listens to the answers of the children and recalls the names of the program fairy tales that they did not remember. Then he says that he wants to check whether the children remember the content of fairy tales. The teacher reads the passages and asks the children to determine what fairy tales they are from.
- The people gathered, went to the river, threw down silk nets and pulled out ... (Alyonushka.)(“Sister Alyonushka and brother Ivanushka”, in the arr. A. N. Tolstoy.)
- And yet she knows how, everything goes well with her, and what she doesn’t know how to get used to, and when she’s used to it, she also gets along with business. The father looks at the youngest daughter and rejoices. (“Finist - the Clear Falcon”, in the arr. A. Platonov.)
- She took clean sieves, fine sieves, sifted wheat flour, kneaded white dough, baked a loaf - loose and soft, decorated the loaf with various intricate patterns: on the sides of the city with palaces, gardens and towers, flying birds above, roaring animals below. (“The Frog Princess”, arr. M. Bulatov.)End of Free Trial
Tatyana Kunaeva
Summary of the lesson "How the donkey stopped singing"
Target. Create conditions for children in retelling an italian fairy tale"How the donkey stopped singing» (in arr. J. Rodari).
Tasks:
educational
Develop skill retell small texts without significant gaps and repetitions;
Activate the speech of children;
Consolidate children's knowledge about the proposal, develop the ability to analyze
Continue to develop phonemic hearing, improve the intonational expressiveness of speech.
Educational
To form the skills of cooperation, initiative and independence - to contribute to the development of aesthetic perception of the world around
Develop visual perception, thinking;
Educational
Develop children's memory, logical thinking and creative imagination.
To develop the ability of children to answer questions clearly and completely.
Activate children's vocabulary
Develop curiosity
Develop imagination.
Correctional work
Coordination of speech with movement
Orientation in space
visual perception
Thinking
Tactile Analyzers
Activities
Cognitive research
Motor
Forms of organization: Frontal, individual
Forms of implementation of children's species activities: Conversation, physical minute, gymnastics for the eyes, the story of the educator, children.
Previous work: Ask the music director to tell the children that male singers have different voices - bass, baritone, tenor, and confirm the story with musical fragments.
Lesson progress
1 part organizational
Teacher: Hello kids! What a wonderful morning! Let's greet each other and stand in a circle. See who is on your right and who is on your left. Please repeat for me:
Good morning woods and fields! (hands up)
Good morning to all my friends! (hands to the side)
Good morning, dear kindergarten!
I am very glad to see my friends! (clap hands)
caregiver: “Today I will introduce you to a very clever Italian fairy tale“ How the donkey stopped singing“ arranged by Gianni Rodari. We know his fairy tale "The Magic Drum".
part 2 main
caregiver: In ancient times donkey, as the tale tells, he sang better than a tenor.
Once all the animals gathered in council, and the lion, who was their king, asked:
- Which of you is the most handsome?
- I, ya! - immediately shouted donkey.
- Well, you are the most beautiful.
- And who is the strongest?
- I, ya! - shouted ass before than the rest of the animals had time to open their mouths.
“All right,” said the lion. - And who is the most stupid here?
- I, ya, ya! - shouted in a hurry donkey, frightened, as if it were not ahead of.
All the animals rolled with laughter, and the poor fellow donkey I lost my beautiful voice out of shame. And since then, he only knows how roar:
- I, ya, ya!
caregiver: Did you like the story? Is this really a fairy tale or a story?
Children: It's really a fairy tale.
caregiver: Why do you think this is a fairy tale and not a story?
Children: In fairy tales, animals talk.
caregiver: It's really a fairy tale and there are many miracles in it.
caregiver: “Which of you, like me, thinks that this is a very clever and instructive tale? - Can you prove it? (children's answers)
caregiver: And how do you understand the word instructive (history?
Children: You can learn something by listening to a story.
caregiver: And now we will do a physical minute, get up and go to the carpet.
Physical education minute
Donkey doing exercises
Raises shoulders higher
And then drops them
Hands put in front of the chest
And jerks we perform
We will squat 10 times
Our muscles don't hurt
10 times you need to jump
We jump higher, we jump together
We raise our knees
Taking a step on the spot
caregiver: Well done, and now sit down in your seats. Listen to the story again, try to remember it. Then we will retell. (fairy tale is read)
Let's remember what the lion wanted to find out from the animals?
Children: Who is the most beautiful, the strongest and the most stupid.
caregiver: What happened?
caregiver: It's a pity, of course, that donkey lost his beautiful voice and since then all donkeys in all countries of the world roar: "Ya! Eeyore! Eeyore!“
And what do people call those who behave like a donkey from a fairy tale? (children's answers)
caregiver: All the children are great, they answered the questions in unison, and now let's try this fairy tale retell in person. Mark will play the role "Donkey", A the donkey appoints the lion. I will be your author. (paraphrase repeated with new performers.)
caregiver: Who wants retell the tale one, from the beginning to the end? The narrator at the beginning of his paraphrase it is necessary to name the author who wrote the fairy tale, and the name of the fairy tale.
Well done, you all did a great job.
And now let's do visual gymnastics.
"Vegetables".
The donkey walks chooses
He doesn't know what to eat first.
Plum ripened upstairs
And nettles grow below,
On the left - beets, on the right - swede,
On the left is a pumpkin, on the right is a cranberry,
Below is fresh grass,
Above - juicy tops.
Couldn't select anything
And without strength fell to the ground. Circle your eyes.
Look up.
Look down.
Look left - right
Left - right.
Look down.
Look up.
Close your eyes, then blink 10 times, (repeat 2 times)
3part final
caregiver: What we retold? What is the name of the fairy tale? Who is author? Did you like your stories? What did you like about doing the most? What didn't you like? (children's answers)
caregiver: I am glad that our meeting brought you great pleasure.
Related publications:
Summary of the lesson "How is a shadow formed?" Synopsis of an integrated lesson on experimental activities with children of senior preschool age Topic: "How is a shadow formed?".
Probably, there is no such person who would not know ditties. The ditty is topical. It vividly reflects the smallest social changes and events.
Questionnaire for parents "Does your child like to sing?" Questionnaire for parents "Does your child like to sing?" What importance do you attach to singing in the development of your child? 1. I believe that singing strengthens.
Summary of the lesson "How we help nature""How we help nature" Purpose: to form children's knowledge about a variety of activities to protect nature; evoke a desire for this.
Synopsis of a musical lesson for children of the middle group "The drum knocks - dance and sing orders" Abstract of a musical lesson for children of the middle group. “The drum is knocking - it orders to dance and sing” Author - Sadovaya Yu. V. MBDOU “DSKV No. 102”.
Elena Anosova
Retelling of the Italian fairy tale "How the donkey stopped singing" (preparatory speech therapy group)
Theme of the week "Pets".
Introduce children to Italian fairy tale"Like a donkey stopped singing» (in arr. J. Rodari). Help children retell small texts without significant gaps and repetitions. consumption of the prepositional pad. n.): The formation of compound adjectives. Develop the ability to form complex adjectives (long-legged, coordinate words in sentences, use simple prepositions in speech. Develop reading skills. Enrich and expand the vocabulary on the topic. Form speech breathing, develop general and fine motor skills.
Equipment.
Picture "Barnyard"(or "Village", letters.
Course progress.
I organizational moment.
1. Season, month, day of the week.
2. "Name the Family" (home animals: dad, mom, cub, cubs).
3. Picture "barnyard"(or "village").
Today we will go on a trip to the village.
II main part.
Exercise for the development of fine motor skills of the fingers.
We walk through the village, (fingers "walk")
We see booths and sheds. (hands - cross - crosswise: one palm
closes the eye, the second - the ear, change)
Tiki-ti, tiki-ti, (twice hit the knees
with the edge of the palms, twice with fists)
We want to find animals. (one hand is a rib,
the other is a fist and vice versa)
Children take turns naming pets.
The teacher conducts games for the development of grammatical categories.
A game "Who lives where".
The cow lives (in the barn, calves-, pig-, dog-sheep-, etc.
A game "Pick a Sign".
The foal has long legs, so he (leggy). The rabbit has a short tail, which means he ... (short-tailed). The dog has long hair. (longhair). The donkey has long ears, so he ... (long-eared).
Exercise for the development of speech breathing "Smell the air".
I. p. - standing, legs apart, arms lowered along the body. When turning the head to the left - to the right, a short sharp breath is taken ( dog sniffing the air) and voluntary exhalation. Initially, it is performed on 4 accounts in 2-3 sets, then the number of times increases. The pace is 60 breaths per minute. The pause between doses is 2-3 seconds.
Today I will introduce you to a very smart Italian fairy tale"How the donkey stopped singing» edited by Gianni Rodari.
The teacher reads a new fairy tale.
In ancient times donkey, How tells a fairy tale, sang better than a tenor.
Once all the animals gathered in council, and the lion, who was their king, asked:
Which one of you is the most handsome?
I, ya! - immediately shouted donkey.
Okay, you are the prettiest.
And who is the strongest?
I, ya! - shouted ass before than the rest of the animals had time to open their mouths.
OK, - said the lion. - And who is the most stupid here?
I, ya, ya! - hastily roared donkey, frightened, as if it were not ahead of.
All the animals rolled with laughter, and the poor fellow donkey I lost my beautiful voice out of shame. And since then, he only knows how roar:
I, ya, ya!
Did you like fairy tale? It's really fairy tale, maybe story? No it's fairy tale, there are many miracles in it.
Which of you, like me, thinks that this is a very clever and instructive fairy tale? (Children's answers.)
Can you prove? (Answers.)
The teacher monitors the correct speech of children.
And how do you understand the word instructive (history?
Listen fairy tale again and try to remember it. Then we'll be her retell.
Reads a second time, conducts a conversation on the content.
Let's remember what the lion wanted to find out from the animals? (Who is the most beautiful,
the strongest, and the most stupid.)
What happened? (Answers.) It is a pity, of course, that the donkey lost his beautiful voice and since then all donkeys in all countries of the world roar: “Eeyore! Eeyore! Eeyore!”
What do people call those who act like a donkey from fairy tales?
Let's present this story as if we were in a theater.
The teacher chooses the child to be the donkey, and the child assigns the lion. caregiver tells a story for the author.
An exercise in coordinating speech with movement.
(Donkey is doing exercises)
Raise your shoulders higher
And then we drop them.
Hands put in front of the chest
And we do jerks.
We will squat 10 times
Our muscles don't hurt.
You need to jump 10 times
Let's go higher, let's go together!
We raise our knees
We take a step on the spot.
Well done! Now let's tell this story. So: one starts, the second and the third continues, and the fourth finishes. The one who starts paraphrase, announces the title fairy tales and their author.
The teacher draws attention to the fact that the first child who started paraphrase, must necessarily say the name of the story and its author.
Who wants tell the whole story alone? Don't forget to announce the name story and its author.
Everyone stories the teacher evaluates.
Reading: ay, oy, yy, ey, oy, wasps.
The teacher summarizes: what we retold? (fairy tale.) What is the name of fairy tale. Who is author? Asks if the kids liked them fairy tales What did you like about the lesson? What didn't you like?
Retelling of the Italian fairy tale "How the donkey stopped singing" (preparatory group).
Target:
Introduce children toItalian fairy tale"How the donkey stopped singing" (in arr. J. Rodari). Help children retell small texts without significant gaps and repetitions. Formation of compound adjectives. Develop the ability to form complex adjectives (long-legged, coordinate words in sentences, use simple prepositions in speech.
Course progress.
I organizational moment.
1. Season, month, day of the week.
2. "Name the family" (pets : dad, mom, cub, cubs).
3. Picture "Animal farm" (or "village").
Today we will go on a trip to the village.
II main part.
Exercise for the development of fine motor skills of the fingers.
We walk through the village, (fingers"walk")
We see booths and sheds. (hands - cross - crosswise: one palm
closes the eye, the second - the ear, change)
Tiki-ti, tiki-ti, (twice hit the knees
with the edge of the palms, twice with fists)
We want to find animals. (one hand is a rib,
the other is a fist and vice versa)
Children take turns naming pets.
The game "Who lives where".
The cow lives (in the barn, calves-, pig-, dog-sheep-, etc.
A game "Pick a Sign".
The foal has long legs, so he(leggy) . The rabbit has a short tail, which means he ...(short-tailed). The dog has long hair.(longhair). The donkey has long ears, so he ...(long-eared).
Exercise for the development of speech breathing"Sniffing the air".
I. p. - standing, legs apart, arms lowered along the body. When turning the head to the left - to the right, a short sharp breath is taken (dog sniffing the air) and voluntary exhalation. Initially, it is performed on 4 accounts in 2-3 sets, then the number of times increases. The pace is 60 breaths per minute. The pause between doses is 2-3 seconds.
Today I will introduce you to a very smartItalian fairy tale"How the donkey stopped singing» edited by Gianni Rodari.
The teacher reads a new fairy tale.
In ancient times ass like tells a fairy tale, sang better than a tenor.
Once all the animals gathered in council, and the lion, who was their king, asked:
Which one of you is the most handsome?
I, ya! - immediately shouted donkey .
Okay, you are the prettiest.
And who is the strongest?
I, ya! - shouted ass before than the rest of the animals had time to open their mouths.
Okay, said the lion. . - And who is the most stupid here?
I, ya, ya! - hastily roared donkey , frightened, as if it were not ahead of .
All the animals rolled with laughter, and the poor fellow donkey I lost my beautiful voice out of shame. And since then, he only knows how roar:
I, ya, ya!
Did you like fairy tale ? It's really a fairy tale, or maybe a story? No, it's a fairy tale , there are many miracles in it.
Which of you, like me, thinks that this is a very clever and instructive fairy tale ? (Children's answers.)
Can you prove?(Answers.)
The teacher monitors the correct speech of children.
And how do you understand the word instructive (history?
Listen to a fairy tale again and try to remember it. Then we'll be her retell .
Reads a second time, conducts a conversation on the content.
Let's remember what the lion wanted to find out from the animals? (Who is the most beautiful,
the strongest, and the most stupid.)
What happened?(Answers.) It is a pity, of course, that the donkey lost his beautiful voice and since then all donkeys in all countries of the world roar: “Ya! Eeyore! Eeyore!”
What do people call those who act like a donkey from fairy tales ?
Let's present this story as if we were in a theater.
The teacher chooses the child to be the donkey, and the child assigns the lion. caregivertells a story for the author.
Fizminutka:
(Donkey is doing exercises)
Raise your shoulders higher
And then we drop them.
Hands put in front of the chest
And we do jerks.
We will squat 10 times
Our muscles don't hurt.
You need to jump 10 times
Let's go higher, let's go together!
We raise our knees
We take a step on the spot.
Well done! Now let's tell this story. So : one starts, the second and the third continues, and the fourth finishes. The one who starts paraphrase , announces the titlefairy tales and their author.
The teacher draws attention to the fact that the first child who started paraphrase , must necessarilysay the name of the story and its author.
Who wants tell the whole story alone? Don't forget to announce the namestory and its author.
To all stories the teacher evaluates.
Reading : Donkey can't read. Shall we teach him to read?
Reading : ay, oy, yy, ey, oy, wasps.
III Outcome.
The teacher summarizes: what did we say? ( Fairy tale.) What is the name of the fairy tale . Who is author? Asks if the kids liked them fairy tales What did you like about the lesson? What didn't you like?
Abstract of a lesson on the development of speech on the topic:
Retelling of the Italian fairy tale "How the donkey stopped singing."
Target: Introduce children to the Italian fairy tale “How the donkey stopped singing” (in the arr. J. Rodari). Help children retell short texts without significant gaps and repetitions.
Preliminary work.Ask the music director to tell the children that male singers have different voices - bass, baritone, tenor, and confirm the story with musical fragments.
Lesson progress:
“Today I will introduce you to a very clever Italian fairy tale “How the donkey stopped singing” in the processing of Gianni Rodari. We know his fairy tale “Magic Drum”,” the teacher begins the lesson.
The teacher reads or tells a new story.
In ancient times, the donkey, as the fairy tale tells, sang better than the tenor.
Once all the animals gathered in council, and the lion, who was their king, asked:
- Which of you is the most handsome?
- I, ya! the donkey immediately shouted.
- Well, you are the most beautiful.
- And who is the strongest?
- I, ya! - shouted the donkey before the rest of the animals had time to open their mouths.
“All right,” said the lion. - And who is the most stupid here?
- I, ya, ya! the donkey roared in a hurry, frightened lest they overtake him.
All the animals rolled with laughter, and the poor donkey lost his beautiful voice from shame. And since then, he only knows how to roar:
- I, ya, ya!
“Which of you, like me, thinks that this is a very clever and instructive tale? - the teacher continues the conversation. - Can you prove it?
(He monitors the correctness of speech.) And how do you understand the word instructive story)?
Let's remember what the lion wanted to find out from the animals?(Who is the most beautiful, the strongest and the most stupid.)What happened? It is a pity, of course, that the donkey lost his beautiful voice and since then all donkeys in all countries of the world have been roaring: “Eeyore! Eeyore! Eeyore!“
And what do people call those who behave like a donkey from a fairy tale?
The teacher reads the story again. Then he offers to retell it in person. The teacher chooses the child to play the role of the donkey, and the "donkey" appoints the lion. The teacher tells the story for the author.
Then the retelling is repeated with new performers.
Summary of the modeling lesson "Basket with mushrooms for squirrels."
Target :
Give an idea about mushrooms that grow in the forest.
Tasks :
Educational:
To cultivate the ability to enjoy a beautiful craft, the desire to sculpt as best as possible;
Cultivate the ability to achieve modeling
Developing:
Develop the ability to convey some characteristic features mushrooms : deepening, curved edges, thickening legs.
Develop the ability to apply familiar techniques modeling : rolling, rolling, flattening.
Educational :
Teaching kids how to sculptbasket with mushrooms.
Strengthen the ability to classify mushrooms (edible-inedible).
Lesson progress:
caregiver : Guys guess riddle:
Red tail here and there
Flashed suddenly through the bushes
The girl looks after her,
Knows this. (squirrel)
caregiver : That's right, today she came to visit us squirrel.
caregiver : Where she lives? Children's answer.
That's right, in the woods.
caregiver : What does she eat? The children answer. That's right, berries mushrooms .
caregiver : Listen to poems about squirrel O. Denisova
The sun is warm in the park
The squirrel sat on a bitch.
We fed her by hand
The squirrel is our furry friend!
caregiver Q: Did you like the poem?
Well done!
Educator: Children, our a squirrel ran, jumped from branch to branch, played completely, did not notice that the evening had come. She needs to pick up mushrooms , for their squirrels. Let's help squirrel, blind her baskets with mushrooms. I'm already blind, look.
The teacher shows the children the finished sample, and then sculptsbasket and mushrooms with children.
In the middle of a game situation, physical minute:
Physical exercise squirrel is not lazy
Engage all day long.
From one branch, jumping to the left,
She sat down on a branch.
Then jumped to the right
Circled over the hollow.
Left and right all day long
The squirrel is not too lazy to jump.
Then the children continue to sculpt, the teacher helps. At the end of the integrated situation, the results are summed up. An exhibition is being set up for parents: " Basket with mushrooms for squirrels» .
Summary of GCD on modeling in the preparatory group "Basket with mushrooms."
Educational area: Artistic and aesthetic(sculpture).
Target :
Expand knowledge about mushrooms.
Contribute to the development of speech.
Learn to answer teacher questions.
Cultivate attention.
Tasks :
Educational:
Continue learning to work with plasticine.
Teaching kids how to sculptbasket with mushrooms.
Strengthen the ability to classify mushrooms (edible - inedible) .
Developing:
Clarify, expand, vocabulary about"Mushrooms" (forest, mushroom , leg, hat. Boletus, boletus, boletus, chanterelle, fly agaric, honey agaric, russula. Collect, harvest, hide, hang. Poisonous, Edible, Fragrant, Soft, Smooth)
Develop the ability to convey some characteristic features mushrooms
(deepening, curved edges, thickened legs)
Develop the ability to apply familiar techniques sculpting :
modeling object from separate parts,
ball rolling,
rolling out the columns with the movements of the palms back and forth on the plank,
connecting parts into a single whole and smoothing the joints.
Educational:
Cultivate interest in NOD
Cultivate a positive response to GCD
Cultivate the desire to sculpt as best as possible
Cultivate the ability to rejoice at the craft done
Cultivate skill achieve while sculpting the most similar to the sample.
Equipment / material for occupation:
Demo material:
Image cards mushrooms on the chalkboard.
Models of mushrooms.
Equipment :
Modeling board.
Plasticine, stack.
Organizing time
Educator:
Guys come to me.
Let us sit comfortably on the carpet, close our eyes, and imagine.
Etude "Fairy Forest"
(music sounds "Sounds of the forest")
Educator:
Imagine a forest that is warm and sunny like summer. Listen to the birds sing. Tall pines, slender birches, mighty oaks grow here, sonorous streams murmur. The squirrel jumps from branch to branch. There are a lot of strawberries in the clearings, different mushrooms.
Represented?
(children's answers)
Now open your eyes.
Did you enjoy this forest?
(children's answers)
What a wonderful forest. Did he fill you with a good mood?
Lesson progress:
Educator:
Now let's sit down in our seats for our further conversation.
Guys look at the blackboard. I have prepared picture cards for you.
What do they show?
(children's answer is mushrooms)
Which of the presentedmushrooms you can name?
(children's answers)
Educator:
Guys as you already knowmushrooms grow in the forest: in clearings, on the edges, under trees, in grass and even on stumps. Atmushrooms have a cap and a stem. Mushrooms are edible and non-edible(poisonous). What does "edible" mean?
(children's answers)
Educator:
Guys, now I'll tell you about edible and non-edible mushrooms.
WHITE MUSHROOM - brown hat, round, thick leg.
I'm used to standing in a deaf forest
White mushroom grows under the tree
Loves rotten needles.
Feel free to look under the tree
A white mushroom grows there
Strong, tasty and good
Tsar mushrooms are good
I am on a thick strong leg.
Find try me.
BOBEREZOVIK - grows mainly under a birch, the hat is round, the leg is thin, high, the hat is dark brown.
Under the birch along the path
Who stands on a strong foot?
He, in a brown beret,
The most delicious mushroom in the world.
The boletus is strong.
Let's take it baby.
Boletus - with a red hat, a high leg.
Hidden under the aspen,
Covered with yellow leaves
Mushroom on a strong gray leg,
In a red hat, tanned.
Boletus baby.
Right, nice, strong guy.
Chanterelles - yellow, with a low leg, a concave hat.
Bud something red sisters
Chanterelle mushrooms hiding
Under the burning bump
There are a lot of them
Forests are wonderful gifts
Suitable for frying
MUSHROOMS - mushrooms light brown color on thin legs with"collar", grow "families".
And on an old stump,
And especially in the shade
Already growing as a family mushrooms -
Friendly as soldiers
Honey mushrooms are stretching.
RUSSUS - hats can be red, yellow, green and other colors, legs are white, mushrooms are fragile.
In the meadow, along the path
She will be found everywhere
Russula is a good mushroom
The hat is visible.
yellow and red
The cheesecake is different.
Fly agaric - the most common poisonous mushroom . The leg is long, there is a white collar. The hat is red, round, with a white speck.
The hare looks at point-blank range
That's the miracle fly agaric!
With a red hat
With white legs.
At mushroom beautiful view,
Just a pity-poisonous!
Educator:
Guys, tell me what you need to take with you to the forest to collect mushrooms ?
Children's answer: Basket.
Educator:
That's right guys.
Let's try to makemushroom basket.
(children answer)
But before you start making baskets , let's warm up a bit and go to
"Mushrooms" (physical minute)
Come out to me and let's go to the forest.
My friends and I will go to the forest, we walk on the spot
Let's go to the forest.
We will find a lot of mushrooms, torso to the right - left legs
them in collect baskets, we will collect. imitation of movements
Let's shout in the forest: "Ay - ay" ! hands mouth to mouth
The echo lives there in the forest. right hand on the belt, left to the ear, tilt
We walked a little, we stand exactly holding basket
We collected a lot of mushrooms , show how much mushrooms
And now it's time to go home
Soup for us to cook mushroom.
(we sit down)
Educator:
First we need to take a piece of black or brown plasticine and divide it into two unequal parts : a smaller part will go on the bottom, and flagella for the walls and handles are molded from the larger part baskets.
To make the bottom, we need to roll the ball. Then we flatten it and get the bottom.
for walls baskets prepare 5 flagella. Having made them, we lay them on the bottom, the first layer of sausage is applied, then it is wound in a spiral layer by layer.
A handle is attached to the top. For pen baskets one long flagellum is made and intertwined.
(After making baskets finger gymnastics).
Educator:
Guys, our fingers are probably tired, let's give them a little rest and stretch them.
Finger gymnastics" Mushrooms "
One two three four five!"Step" fingers on the table.
We're going to look for mushrooms.
This finger went to the forest, They bend one finger at a time,
This finger mushroom found starting with the little finger.
This finger began to clean,
This finger began to fry,
This finger ate everything
That's why he got fat.
(gymnastics is performed twice)
Educator:
Now guys look again at mushrooms . Let's repeat what parts they consist of.
How are they similar?
Children : (suggested answers)
From two parts.
Hat, leg.
Educator:
Right.
And how do they differ?
Children : (suggested answers)
Hat size and color.
Educator:
That's right guys. Now let's blindmushrooms and put them in the basket.
First of all, we blind the leg. To do this, we need to roll the plasticine of your chosen color into a column, you get a leg mushroom.
Then take the plasticine of the color you need for the hat. Roll into a ball and flatten it between the palms - you get a hat for mushroom . Now we connect the leg with the hat, smooth them together. Here are the guys, we got it mushrooms . Let's put them in basket .
End of class
The teacher invites the children to remember what they did.
Offers to name mushrooms.
The teacher asks what they were interested in doing.
Then everyone evaluates the work of the children together.