The development of beautiful, competent speech in preschoolers is not only a way to get rid of speech defects, but also an opportunity to make the child feel more confident in communicating with peers and adults. Being able to correctly express and convey his feelings, and develop oral conversation skills, a preschooler will understand what he himself is talking about, what he wants to talk about. A teacher and speech therapist who conduct group and individual speech classes with children help preschoolers overcome difficulties in learning their native language and expressing their thoughts orally.

Theoretical aspects of speech therapy classes in kindergarten

Goals for speech therapy sessions, as a rule, general:

• Development of articulatory motor skills.
• Formation of pronunciation skills (depending on the stage of work on a particular sound).
• Development of phonemic awareness.
• Development of sound analysis skills.
• Improving lexical and grammatical structures.
• Development of fine motor skills in preparation for writing.

Mastery of the native language is the most important acquisition of a child in preschool childhood.

Children’s speech, which is beautiful in itself, also has scientific value, since by studying it, we thereby discover the bizarre patterns of children’s thinking.

K. I. Chukovsky

The methodological goal of an open speech therapy lesson is to demonstrate what teaching methods and techniques the teacher uses and how the material is presented in an accessible manner. If the lesson is held at the end of the semester, you can see what progress the children have achieved during their training.

Tasks for different age groups

For each lesson, one specific goal and several main tasks are set that will be solved in the process of educational activities.

Tasks for pupils of junior groups of preschool educational institutions:

• Dictionary expansion.
• Development of auditory and visual attention.
• Teaching correct sound pronunciation.
• Development of the ability to distinguish objects and describe their external signs for the ability to compose coherent descriptions.

In the middle group, speech therapy classes solve a number of problems:

• Activation of speech activity.
• Formation of correct breathing when speaking.
• Development of articulation and speech hearing.
• Development of associative thinking (helps to establish connections between various concepts, promoting the development of literate speech and logical construction of sentences).

In communicating with adults and peers, the child masters the rules of human speech and learns new words.

For preschoolers of the senior group, the following tasks will be relevant:

• Development of skills to characterize sounds (long, short, how they are pronounced, in which words they appear).
• Formation of ideas about deaf and voiced sounds.
• Development of dialogical speech.

Examples of tasks for preparatory group students:

• Improving the accuracy of facial expressions and gestures when speaking.
• Improving the ability to answer questions accurately and clearly.
• Development of intelligible, literate speech.
• Formation of the skill of correct speech breathing.

Studying with pupils of preschool educational institutions, speech therapist keeps cards speech development every child

The native word is the treasury of all mental development and the treasury of all knowledge.

K. D. Ushinsky

Table: speech therapy techniques in working with preschoolers

Reception name	Description	Why it's useful	Relevance of use in open classes	Examples of games
"Sand Games"	The choice of games depends on the age of preschoolers. To implement such techniques, the teacher needs to have several boxes one-third filled with sand, sets of small toys (people, vehicles, plants, animals), and you can also get a set of letters made of wood or plastic for word-composing games. Playing with sand is good for introducing sounds and teaching children how to spell words correctly.	Children remember better while playing educational material, learn to independently describe objects from memory and develop fine motor skills to prepare hands for writing. In addition, working with sand relieves unnecessary stress and increases the emotional background of children.	Tasks in the form of games help children to distract themselves and relax, since some of them may feel uncomfortable in the presence of strangers in class. On the other hand, this good way Let children express themselves, show their independence and imagination. The teacher can also demonstrate creative potential showing it to colleagues various options educational games interesting for preschoolers.	"A city with one sound." The speech therapist invites children to choose figures whose names have a certain sound and build a city in the sand with only these figures. In one game, children can create several towns, better remembering the sounds and words in which they are pronounced. “Treasure” (best done with older children). A child hides a figurine in the sand. Then he explains to others how many syllables are in the name of the object and names several sounds from this word. After the children guess what it is, they will have to find the figurine according to the instructions from the person who hid it (“to the left”, “to the right”, “dig deeper”, etc.). An analogue of the game "Magic Bag". The teacher hides several different letters in the sand. Children must find the letters by touch and name them, then they can list words that begin or end with the found letter.
Facial exercises	Reception is suitable for all pupils age groups. These exercises help develop the mobility of the facial muscles and allow you to further develop clear articulatory movements.	Exercises influence the further development of articulation, help the child control facial expressions during a conversation, so that it is easier for him to explain what he feels.	You can start the lesson with this technique by involving guests. For example, asking children with certain emotions to tell a story to guests, which will help the students not feel uncomfortable in the presence of strangers and will lift their spirits. The more emotions a teacher can use in their work, the better. There is an opportunity to demonstrate to colleagues the collected material, which they can also use in the future (pictures with emotions, images of various animals, “mood clouds”, cards with tasks, etc.).	In the first lessons, everything starts with simple exercises - frowning your eyebrows, opening and closing your eyes alternately, gradually the movements will become more complex (raising your eyebrows together and in turn, smiling broadly, making your lips a “bow”, wiggling your nose, etc.). It is necessary to develop in children voluntary movements and control of facial expressions. It is best to ask preschoolers to depict certain emotions - joy, sadness, surprise, fear, anger, happiness, cheerfulness, jubilation, fatigue, etc. To ensure that children, especially younger preschoolers, do not lose interest in the lesson, visual material with images of emotions is used ( “repeat what’s in the picture”) or the emotional states of animals, which can be given names (sly fox, angry wolf, kind bear).
Breathing exercises	Applicable to all age groups in every lesson. Rhythmic noisy breathing helps saturate the body with oxygen and get out of a stressful state.	Helps develop proper breathing when speaking, calms children and sets them up for learning.	It is worth starting a lesson with such gymnastics to make it easier for children to maintain attention and a positive attitude in the future. Habitual activities calm the pupils, despite the presence of strangers.	"Locomotive". Inhale noisily through your nose, hold your breath for 1 or 2 seconds, exhale loudly through your mouth, pursing your lips and making the sound “u”. The inhalation should be sharp and short, and the exhalation should be smooth and long. "Airplane Flight" The child, pretending to be an airplane, “flies” around the room and makes the sound “u”. When a student “flies”, the sound should be higher, directed towards the head; when “landing”, the sound becomes lower, coming from the body. The exercise helps regulate blood pressure and teaches breathing at a given pace.
Massage ball	Suitable for preschoolers of any age. Such balls are used to massage the palms and fingers, promoting the development of fine motor skills and preparing children's hands for writing, increasing the performance of each hand.	Develops fine motor skills, preparing the hand for writing. If children are already practicing with copybooks, then the massage ball can be used at the beginning of the lesson to warm up or in the middle to relieve fatigue.	Demonstration by the teacher of various exercises for children, showing the correct methodological instructions during the lessons.	You can use balls of different sizes to massage not only the entire hand, but also individual fingers, which the child will use to hold writing instruments in the future.
"Creating a situation of success"	The technique is suitable for children completing tasks in copybooks. The child writes in the workbook only with a pencil, and the teacher does not correct mistakes, only makes notes in the margins. This will allow the child to erase what he did wrong and correct the work himself. This technique helps to raise the student’s self-esteem, which will give him an additional desire to study.	Helps the child to believe in his own abilities, making him want to work better, try to complete tasks without errors and find flaws in his work himself.	This technique is relatively new, which makes it possible for the teacher to clearly show why it is not worth correcting mistakes for the child on his own and scolding him in case of failure.
"Find the picture"	Images for cards should be selected in accordance with the age of the children and their vocabulary. Each child is given a card with various images (objects, animals, plants). You need to find pictures according to the principle indicated by the teacher.	Develops attention, memory, helps to better assimilate material.	There may be many options for tasks for children to demonstrate their existing knowledge and reveal the topic of the lesson. The teacher demonstrates the material he has collected (the pictures can be thematic, divided by the number of syllables, letters, etc.) and tasks with cards developed for different age groups.	Preschoolers can do a number of different activities with the cards. For example, select pictures whose names contain the letter “r”, select pictures whose names begin with a certain syllable, select pictures ending with a certain letter.
Unconventional exercises using health-saving technologies	Suitable for pupils of any age. A series of exercises that will improve the physical and mental state of students, relieve muscle tension and charge them with positive energy.	Exercises allow you to teach children methods of maintaining health, restoring strength, developing switching attention, relieving tension, stimulating performance and thinking.	Exercises allow preschoolers to quickly restore their working capacity, prevent fatigue, which means that children will work actively throughout the entire lesson.	“Journey through the body” is aimed at relieving muscle tension. Visual gymnastics. Relaxation exercise “Curious Varvara”.
Gaming techniques	Suitable for preschoolers of any age. Leading children's activities preschool age- a game. IN game form Children perceive complex and tedious tasks with interest and complete them with pleasure.	They help maintain children’s interest in activities, develop positive motivation and cognitive interest.	Thanks to the game form, students are motivated to complete tasks.	"Magic chest" Descriptive stories are difficult for children. And they don't like them very much. Here you can use the “Magic Chest” - a box in which the masks are located. One child sits on a chair opposite the other children, the speech therapist puts a mask on him, which he takes out of a magic chest (masks on lexical topics: animals, birds, etc.). Children begin to describe who or what the child in the mask is based on questions or according to the plan, the child in the mask guesses. Game "Beads". Used in teaching sound analysis. The pictures are pasted onto bead circles. Children collect beads by attaching beads according to the last sound of the previous word. For example: cat-cake-pumpkin-shark.

Motivating start to class

The organizational introductory stage must be carefully thought through, since the entire future success of the lesson may depend on it. The speech therapist needs to introduce children to the topic, interest them from the first minutes and maintain positive motivation for work until the end of the lesson. There are various methods of motivation and encouragement for this.

At the beginning of the year, a speech therapist can start a diary of his achievements for each pupil, where for each successfully completed task a beautiful sticker will be added, indicating the success of the preschooler. This method is more suitable for children of senior and preparatory groups in order to maintain interest in classes throughout the school year.

The outcome of the event largely depends on the motivation of the students at the beginning of the lesson.

For younger children, at the beginning of the lesson it is good to use wrist puppets, which “came to check” whether the children are ready for the lesson and what their mood is. For example, a teacher puts bear and bunny dolls in their hands, which ask the children questions (“Are you ready to start the lesson?”, “Have you taken them with you?” good mood?”, “Are you sitting nicely?” etc.).

In any age group, the lesson can begin with riddles on basic topics, so that the children themselves can guess what they will study today. This will help them immediately get involved in what is happening, start thinking and motivate them to give the correct answer.

Co middle group The introductory exercise “make a whole from parts” is used. Children are shown a picture with a plot from a familiar fairy tale, and then asked to tell what kind of fairy tale it is, who the characters are, what they are doing, where they are, and what words with the most letters are in this picture. The brighter and more complete the illustrations, the more interest children will have.

Pupils of the senior and preparatory groups can immediately be called into dialogue, for example, start a conversation about what they saw on a walk or on the way to kindergarten, what the weather was like, time of year, whether they saw animals and plants, what they remember most. This encourages children to immediately join the discussion, learn to competently retell what they saw, and clearly construct sentences.

New interesting game will attract the attention of preschoolers for a long time

At first open class for children of different ages can be used Organizing time with the participation of adults present. The teacher invites the preschoolers to say hello to the guests, but to do this in an unusual way. Each child receives a face cut out of cardboard depicting a certain emotion. Children say hello with the intonation that best suits their pictures. Pupils of senior and middle preschool age can be asked to compose short stories about themselves or each other to introduce themselves to guests. A teacher should help younger children. He can ask the kids to tell the guests where in the group there are objects starting with a certain letter or with a given number of syllables.

Table: examples of motivating start to classes in different age groups

Age group	Lesson topic	Purpose of the lesson	Example of a motivating start to a lesson	Relevance of the appointment
Junior	"In the village at grandma's"	Expand children's knowledge about pets.	A surprise moment at the introductory stage. The speech therapist shows the children a large decorated box and asks them to guess what is in it. Then he takes out a toy steam locomotive from the box and says that he will take the children to their grandmother in the village, where they will get acquainted with domestic animals. While children are “riding” on a steam locomotive, they perform speech exercises, imitating the sounds of riding (chug-chug, tu-tu).	This beginning of the lesson allows you to immediately include breathing exercises and simulating exercises, which will help children work better during the entire lesson.
Average	"In Search of Fairy Tales"	To strengthen children's ideas about numbers, time of day, and space.	Surprise moment. The teacher shows the children a book of fairy tales with completely blank pages. Having discovered the loss, you need to invite the children to go in search of fairy tales on the train to the library. The teacher says that the children will travel on tickets, and therefore they need to quickly find tickets that match the color of the train carriages (a didactic game, materials for which must be prepared in advance: tickets made of colored paper and a train made of cardboard carriages).	The game develops attention, logic, and allows you to reinforce the names of colors in a playful way, increasing children’s interest in the lesson and further tasks.
Older	"Zimushka-winter"	Summarize and systematize children's knowledge about winter.	Organizing time. Children each stand near their own chair. The speech therapist invites the children to play a game. He will ask riddles about winter, which preschoolers will take turns answering. The one who gave the correct answer sits on a chair. The game helps children to engage in the lesson with interest; it is necessary to prepare in advance a large number of riddles	Attention task, development of auditory attention. From the first minutes, children are involved in the process, begin to think about the topic of the lesson, try to give correct answers, and reinforce the correct pronunciation of familiar words.
Preparatory	“Composing a story about your favorite fairy tale hero”	Develop logical thinking and competent speech.	Organizing time. Paintings with images are placed on the board fairy tale characters. The teacher says that the characters don’t remember what they look like, so he will name the characters’ names, and the children, without pointing at the picture, must describe in their own words appearance character.	Children learn to compose descriptive stories, reproduce in oral speech what they see, and correctly construct sentences. The task develops attention and observation.

How to prepare and conduct an open speech therapy session at a preschool educational institution

An open lesson differs from a regular lesson in that it is developed and conducted according to a specially prepared form of organization, where the teacher can demonstrate to his colleagues his methods and techniques of work, which he successfully uses to achieve high-quality results. For pupils, this is a normal activity, no different from a number of others, with the exception of the presence of strangers.

To conduct speech therapy classes, you will need a set of mirrors so that children can independently monitor the correctness of the exercises.

Preschool age is a period of intensive mastery of the child’s native language, rapid expansion of vocabulary, as well as understanding of various speech shades and intonations.

When preparing an open lesson, the speech therapist relies on a technological map, which includes a description of the goals, objectives, and each stage of the lesson. Based on the results of the event, information about the results obtained and an assessment of the children’s work in the lesson are entered into the document.

The technological map will help in preparing an open lesson, and in the future in analyzing the results

Topic index

Each topic includes new words that should expand the child's vocabulary. In classes, nouns, verbs, attributes of objects (seasons, weather, animals, people, etc.), adverbs, prepositions are studied. List of topics that a speech therapist can implement throughout the year:

• Autumn. Trees.
• Forest. Mushrooms and berries.
• Garden. Vegetables.
• Fruits. Garden.
• Autumn (generalized knowledge about autumn, its weather, months, behavior of animals and birds at this time of year).
• The human body.
• Wild animals.
• Animals of cold and hot countries.
• Pets.
• Migratory and wintering birds.
• Clothes, shoes, hats.
• New Year's celebration.
• Winter.
• House. Construction.
• Apartment. Furniture.
• Dishes. Products.
• Spring.
• Family.
• House plants.
• Professions.
• Fish. Ocean World.
• Transport.
• Space.
• Our town.
• Our country.
• Flowers.
• Insects.

To conduct individual open speech therapy sessions with students, you can use the appropriate card index.

Photo gallery: didactic games and diagrams for classes

Funny pictures will help preschoolers remember the correct use of prepositions The “Continue the Row” game develops the logical thinking of preschoolers Didactic game“Look and Name” develops classification skills and the ability to generalize. The reference diagram will help the child write a story about himself. Older preschoolers learn to write descriptive and comparative stories from pictures. With the help of this game, the child consolidates knowledge about the methods of movement of animals. The “Make a Word” game trains knowledge of letters and sounds. This scheme will help consolidate preschoolers’ knowledge about professions

Lesson time plan

Like any other speech therapy session in kindergarten consists of several stages:

1. Organizing time.
2. Explanation of the topic of the lesson.
3. Description and characteristics of the sound that will be studied.
4. Pronunciation of the necessary sounds in syllables, words, sentences.
5. Physical education minute.
6. Working on pronunciation.
7. The use of sound in coherent speech, dialogue, and story.
8. Summary of the lesson.

In different age groups, the duration of classes is different (from 10 to 30 minutes), so that children do not get tired and do not lose interest in educational activities. So, junior groups preschoolers should study for no more than 10 (first youngest) or 15 (second youngest) minutes, middle groups - no more than 20 minutes, senior groups - 25, in the preparatory group classes last up to half an hour. The same requirements apply to conducting open classes.

Table: examples of temporary lesson plan in different age groups

Age group	Introductory stage, motivating beginning	Didactic games	Physical education or outdoor game	Speech exercises	Summarizing
Junior	2 minutes.	3 minutes.	2 minutes.	7 minutes (in game form).	1 minute.
Average	3 minutes.	3 minutes.	3 minutes.	10 minutes.	2 minutes.
Older	3 minutes.	4 minutes.	3–5 minutes.	Exercises on making sounds and pronunciation - 5 minutes. Writing assignments, work with copybooks - 5 minutes.	2 minutes.
Preparatory	Introductory stage - 3 minutes. Conversation - 5 minutes.	5 minutes.	5 minutes.	Oral speech work - 5 minutes. Work with copybooks - 7 minutes.	2–3 minutes.

Pupils in the preparatory group already know a lot and are able to concentrate, so the conversation method is actively used in classes.

Examples of notes for open speech therapy sessions

Below are speech therapy options for different age groups. Each stage is described in detail, the goals and objectives of the lesson are indicated. There are examples of games, literary works, necessary equipment and materials. It is shown how to summarize the lesson, what methods and techniques a teacher can use.

(Bogatelia I.N.) is almost entirely created in poetic form, which can increase children’s interest in completing tasks and influence aesthetic development(create a desire to write poetry yourself, study fiction together with parents and teacher).

Video: speech therapist lesson in a senior group

Video: open speech therapy session in a school preparatory group

It is important to remember that any knowledge will be useful only with constant use in practice. Therefore, it is necessary to develop the speech of preschoolers not only in special classes, but also in everyday life, encouraging them to remember and tell as much as possible, studying fiction, offering interesting topics for games, excursions, holiday scenarios. In this case, each child will have the opportunity to talk about their impressions and communicate with others.

Notes of speech therapy classes on lexical topics. (preparatory group)

TOPIC: "VEGETABLES".

Tasks: form the plural of nouns;
affectionate suffixes;

and rhythm of speech;

Equipment: pictures of vegetables, a ball, material for the game “Where is whose shadow?”
Progress of the lesson:
1. Org. moment. Finger gymnastics “CABBAGE”
Speech therapist. Guess the riddle:
She grows in your garden bed, Dressed in noisy silks. We are preparing tubs for her and half a bag of coarse salt.
Children. Cabbage!
Speech therapist. Let's prepare cabbage for the winter.

Knock! Knock! Knock! Knock!
There is a knock in the house.
We chopped cabbage
Grinded
Salted
And they stuffed it tightly into a tub.
Everything is fine with us now. (Rhythmic strikes with the edges of the palms on the table.)

(Grasping movements with both hands.)
(The index and middle fingers rub against the thumb.)
(Blows both hands on the table.)
(They dust off their hands.)
2. Introduction to the topic. (pictures of vegetables)
What other vegetables do you know?
Where do vegetables grow? (on the ground, underground)
How to collect vegetables that grow on the ground. on a bush? (plucked, cut)
How do they collect vegetables that grow underground? (dig up, 3. pull out)
3. Game “Pick a sign”

Tomato-tomato carrot-carrot
Cucumber - cucumber pumpkin - pumpkin
Onion - onion beet - beetroot
Garlic - garlic cabbage - cabbage
Peas-peas potatoes-potatoes
5. Game “One - Many”
Tomato-tomatoes
Cucumber - cucumbers
Pumpkin - pumpkins
Zucchini - zucchini
Eggplant - eggplant



3 times.)

7. Game “Name the juice, salad.”
Carrot juice - carrot
Cabbage juice - cabbage
Beetroot juice
Cucumber salad - cucumber
Pea soup - pea
8. Game “Where is whose shadow?” (find the shadows of vegetables)

Game "Give me a word."
Where in winter it was empty in summer... cabbage grew.
From the ground, by the forelock, we pull a juicy...carrot.

TOPIC: "VEGETABLES".

Objectives: -learn to change nouns by case;
- learn to coordinate nouns with adjectives;
- learn to compose simple sentences;
-development of attention, memory, thinking.
story, ball.
Progress of the lesson:
(pictures of vegetables)
Before we ate it, everyone had time to cry. (onion)

A round side, a yellow side, a bun sitting on a bed.
It grew firmly into the ground. Who is this? (turnip)

When I put on a hundred shirts, I gritted my teeth. (cabbage)

I am growing in the ground in a garden bed, red, long, sweet. (carrots)

In the summer in the garden, fresh, green, and in winter in jars - delicious,
salted cucumbers)

How mysteries grew in our garden bed -
Juicy and large, so round.
They turn green in the summer and turn red in the fall. (tomatoes)
2. Game “What is missing”
Name all this (pictures of vegetables) in one word. (Vegetables)
eyes. What happened?)
3. Game “Pick a sign”
Carrots (beets, turnips, cabbage) - (what kind?) – tasty, crispy, orange, large, round, healthy, juicy, large, small….
Onion (cucumber, tomato, garlic, zucchini) - (which?) - tasty, crispy, red, large, round, healthy, juicy, large, small, bitter….
4. Compose a simple sentence (based on a picture).
For example: “I have a green cucumber,” etc.
5. Game “Name the juice, salad.”
Carrot juice - carrot
Cabbage juice - cabbage
Beetroot juice
Cucumber salad - cucumber
Potato salad - potato
Pea soup - pea
Caviar from zucchini - zucchini
6. Physical education lesson “Harvest”.
Let's go to the garden and collect the harvest. (marching)
We will drag carrots (“Drag”)
And we'll dig up some potatoes. ("Dig")
We will cut a head of cabbage, (“Cut”)
Round, juicy, very tasty, (They show the circle with their hands -
3 times.)
Let’s pick a little sorrel (“Tear”)
And let's go back along the path. (marching)

7. Compiling a story according to plan:
-What is this?
-what colour?
-Where does it grow?
-What does it taste like?
-what shape?
For example: “This is a cucumber. It is green and grows on the ground. The cucumber is juicy, tasty, crispy. It's oval. You can make cucumber salad from cucumbers.”
Analysis of stories.
8. Summary of the lesson. Remember what they talked about.
Game "Fourth wheel".
Cabbage, carrots, apple, garlic.
Cucumber, orange, carrot, pumpkin.

TOPIC: "FRUITS".

Goal: - expansion and activation of the dictionary.
Tasks: -form the plural of nouns;
-learn to form nouns with diminutive-
affectionate suffixes;
- learn to coordinate nouns with numerals;
- learn to form relative adjectives;
- develop phonemic awareness;
- develop coordination of speech with movement, work on tempo
and rhythm of speech;
- develop fine motor skills;
- form visual-object gnosis.

Equipment: pictures of fruits, ball.
Progress of the lesson:
1. Org. moment. Finger gymnastics “COMPOT”.


starting with more.)
We will chop the pear.
Let's squeeze it out lemon juice,
We'll put in some drainage and sand.
Let's treat honest people.

2. Introduction to the topic. (Pictures depicting fruits).
Name all this (pictures of fruits) in one word (fruit).
What other fruits do you know?
Where do fruits grow? (on trees, on bushes; in hot countries, in our area; in gardens).
3. Game “Pick a sign”
Pear (plum) - (what?) – tasty, healthy, soft, green, oval, sweet, juicy, large, small….
Banana (lemon, peach, orange) - (which one?) – tasty, sour, yellow, large, round, healthy, juicy, large, small,….
Apple (what?) - juicy, sweet, ripe, hard,….
4. Game " Big small»
Apple - apple lemon - lemon
Orange - orange banana - banana
Apricot - apricot tangerine - tangerine
Plum - cream (cream) pear - pear

5. Game “One - Many”
Apple - apples lemon - lemons
Orange - oranges banana - bananas
Apricot – apricots tangerine – tangerines
Plum - plums pear - pears
Peach - peaches fruit - fruit

I stand on my toes,
I get the apple
I run home with an apple,
My gift to mom.

7. Game "Count the fruits."
One lemon, two lemons,...five lemons (orange, banana, peach,
apricot).
One pear, two pears,...five pears (plum).
One apple, two apples,...five apples.
8. Game “Guess what I want juice or jam.”
I want apple...
I want apple...
I want pear...
I want pear...
I want apricot...
I want apricot...
I want orange...
I want peach...
I want plum...
I want banana...
9. Game “What shall we cook?”
From lemon - lemon juice;
From banana - banana puree;
From apple - apple jam;
From pears – pear compote (orange, peach, plum).
From fruits – fruit salad.
What are more apples or tomatoes?

TOPIC: "FRUITS".

Goal: - development of coherent speech.
Objectives: -learn the categories of genitive and dative cases;
- learn to form relative adjectives;
- learn to compose a description story (according to the diagram);
Equipment: pictures of vegetables, diagram for drawing
story, ball.
Progress of the lesson:
1. Org. moment. Guessing riddles. (pictures showing
fruit)
Monkeys love to eat ripe...(bananas)

Round, ruddy, I grow on a branch,
Adults and little children love me. (apple)

Ripe, juicy, aromatic, I look like an apple.
If you cut it in half, you will find a pit inside. (peach)

Balls hang on the branches, blue from the heat. (plum)

We have one “last name”: we are a family of citrus fruits.
I'm an orange younger brother, I'm rich in vitamins. (mandarin)

2. Game “What is missing”
Name all this (pictures of fruits) in one word. (fruits)
(Children close their eyes, cover one of the pictures. Children open
eyes. What happened?)

3. Game “Guess what fruit I’m talking about”
Tasty, healthy, soft, green, sweet, juicy appetizing. (pear)
Sour, yellow, oval, healthy, juicy. (lemon)
Juicy, sweet, ripe, firm, red. (apple)
Delicious, yellow, soft, long. (banana)
Tasty, healthy, soft, blue, oval, sweet, juicy, small. (plum)
Delicious, orange, round, healthy, juicy, large. (orange)

4. Game "Let's treat the animals."
Children take turns treating the animals with fruit. “I’ll give an apple to the bear” (bunny, baby elephant,...).

5. Game “What shall we cook?” (based on pictures)
The children take turns saying what they will cook.
“I’ll make some apple juice. I'll make apple jam.
I'll make pear compote. I'll make pear jam.
I'll make apricot jam. I'll prepare apricot juice.
I'll make some orange juice. I'll make peach jam.
I'll make plum jam. I’ll make some banana juice.”
6. Physical education minute. (improvisation of movements to the beat of a poem)
I stand on my toes,
I get the apple
I run home with an apple,
My gift to mom.
7. Finger gymnastics “COMPOT”.
We will cook compote (hold left palm
You need a lot of fruit. Here: “bucket”, index
with the finger of the right hand they “interfere.”)
Let's chop the apples (bend fingers one at a time
starting with more.)
We will chop the pear.
Squeeze the lemon juice
We'll put in some drainage and sand.
We cook, we cook compote. (Again “cook” and “stir.”)
Let's treat honest people.

8. Compiling a story according to plan:
-What is this?
-what colour?
-Where does it grow?
-What does it taste like?
-what shape?
-What can you cook from it?
For example: “This is a lemon. He is yellow. Lemon grows on a tree. It is sour and oval. Lemon is healthy. They put it in tea. Lemon can be used to make lemon juice.”
Analysis of stories.
9. Summary of the lesson. Remember what they talked about.
Game "Fourth wheel".
Apple, tomato, lemon, banana.
Plum, pear, peach, cucumber.
Pear, banana, lemon, apple.

TOPIC: “FOREST. MUSHROOMS. BERRIES".

Goal: - expansion and activation of the dictionary.

affectionate suffixes;
- learn to form relative adjectives;
- consolidation of understanding and practical use in speech
prepositions;
- consolidation of verbs in speech: “search”, “pluck”, “collect”

Progress of the lesson:
1. Org. moment. Finger gymnastics.
starting with more.)

big.)
For lingonberries, for viburnum.
We'll find strawberries
And we'll take it to my brother.
2. Introduction to the topic. Game "Walk in the Forest". (Picture from the forest.)
A forest is a big house where different plants, animals and birds live.
We are going to the forest. “Who will you see in the forest?” or “What will you see in the forest?”
The children answer: “I will see trees. I'll see bushes. I will see flowers. I will see animals. I will see birds. I will see mushrooms. I will see berries."
We name the mushrooms (from the pictures) - porcini mushroom, boletus, russula, honey fungus, chanterelles, boletus - edible mushrooms; fly agaric, toadstool are poisonous mushrooms.
We call wild berries (from the pictures) - lingonberries, raspberries, blueberries, cranberries, blueberries, blackberries, strawberries.
3. Game “Big-small”

Leaf-leaf bird-bird
Flower-flower branch-twig.
4. Game “One - Many”
Mushroom - mushrooms berry - berries
Tree - trees bush- bushes
Leaf- leaves bird - birds
Flower - flowers branch - branches
Bough-bough trunk-trunks.

All the little animals are on the edge
They are looking for milk mushrooms and trumpet mushrooms.
The squirrels were jumping
The saffron milk caps were plucked.
The fox ran
I collected chanterelles.
The bunnies were jumping
They were looking for honey mushrooms.
The bear passed by

6. Game “What shall we cook?”
Mushroom soup
From raspberries - raspberry jam
From blueberries - blueberry jam
From strawberries - strawberry jam
From cranberries - cranberry jam
From lingonberries - lingonberry jam
7. Game “What is this?” (finish the sentence and repeat it in full).
Birch, aspen, oak are...(trees).
Hazel, rosehip, lilac are...(bushes).
Chamomile, cornflower, forget-me-not are...(flowers).
Honey fungus, russula, fly agaric are... (mushrooms).
A mosquito, a grasshopper, a beetle are...(insects).
Cuckoo, owl, eagle are...(birds).
A hare, a fox, a wolf are...(wild animals).
8. Game “Mosaic” (put a mushroom out of 6 triangles).
9. Game “Who, where, where” (answers to questions based on the picture).
Where is the caterpillar? And so on.

10. Summary of the lesson. Remember what they talked about.
Answer the question.
In a clearing near an oak tree, a mole saw two fungi,
And further away, near the aspen trees, he found another one.
Who is ready to tell me how many fungi the mole found?

TOPIC: “FOREST. MUSHROOMS. BERRIES".

Goal: - development of coherent speech.
Objectives: - teach how to form gender of nouns. case;
- learn to form relative adjectives;
- consolidation of verbs in speech: “search”, “pluck”, “collect”;
- training in retelling;
- develop fine motor skills, auditory attention, thinking.

Equipment: pictures of a forest, mushrooms, berries, a ball.
Progress of the lesson:
1. Org. moment. Game "Give me a word."
Near the forest on the edge, decorating the dark forest,
It grew motley, like parsley, poisonous... (fly agaric).

Look, guys, there are chanterelles here, honey mushrooms there,
Well, these, in the clearing, are poisonous... (toadstools).

There are many white legs along the forest paths
In multi-colored hats, noticeable from a distance.
Don’t hesitate to collect, these are... (russula).
Finger gymnastics.
One, two, three, four, five, (fingers of both hands “hello”,
starting with more.)
We're going for a walk in the forest. (both hands “go” with the index and
middle fingers on the table.)
For blueberries, for raspberries, (Bend your fingers, starting with
big.)
For lingonberries, for viburnum.
We'll find strawberries
And we'll take it to my brother. (both hands “go” with the index and
middle fingers on the table.)
2. Game “What is there a lot of in the forest?” (drawing up proposals)
For example: “There are a lot of mushrooms in the forest. Mushrooms grow in the forest."
Mushroom - mushrooms - a lot of mushrooms berry - berries - a lot of berries
Tree - trees - many trees bush - bushes - many bushes
Leaf - leaves - a lot of leaves honey fungus - honey mushrooms - a lot of honey mushrooms
Flower - flowers - many flowers branch - branches - many branches.
3. Game “What shall we cook?” (based on pictures)
I'll make mushroom soup from mushrooms.
I'll make raspberry jam from raspberries.
I'll make blueberry jam from blueberries.
I will make strawberry jam from strawberries.
I'll make cranberry juice from cranberries.
I will make lingonberry jam from lingonberries. And so on.

4. Physical education minute. "FOR MUSHROOMS"

All the little animals are on the edge
They are looking for milk mushrooms and trumpet mushrooms.
The squirrels were jumping
The saffron milk caps were plucked.
The fox ran
I collected chanterelles.
The bunnies were jumping
They were looking for honey mushrooms.
The bear passed by
The fly agaric crushed. (Children walk in a round dance.)

(They jump in a squat and pick imaginary mushrooms.)

(They run and collect imaginary mushrooms.)

(They jump while standing and “pick” mushrooms.)

(They waddle, at the end of the line they stomp with their right foot.)

5. Learning to retell. Ya. Tayts “For mushrooms”.
Grandmother and Nadya went to the forest to pick mushrooms. Grandfather gave them a basket and said:
- Well, whoever gets the most!
So they walked and walked, collected and collected, and went home. Grandma has a full basket, and Nadya has only half. Nadya said:
- Grandma, let's exchange baskets!
- Let's!
So they came home. Grandfather looked and said:
- Oh yes Nadya! Look, I've gained more than my grandmother!
Here Nadya blushed and said in the quietest voice:
- This is not my basket at all... it’s completely grandma’s.
Q: Why did Nadya blush and answer her grandfather in a quiet voice?
-Where did Nadya and her grandmother go?
- Why did they go into the forest?
- What did grandfather say when he saw them off into the forest?
- What were they doing in the forest?
- How much did Nadya gain and how much did grandma gain?
- What did Nadya say to her grandmother when they went home?
- What did grandfather say when they returned?
- What did Nadya say?
Repeated reading.
Children's retellings.
Analysis of stories.
6. Summary of the lesson. Remember what they talked about.
Answer the question.
As soon as I went into the bushes, I found an aspen boletus,
Two chanterelles, a boletus and a green moss.
How many mushrooms did I find? Who has the answer?

Goal: - expansion and activation of the dictionary.
Tasks: - form the plural of nouns;
- learn to form nouns with diminutive
affectionate suffixes;
- learn to form relative adjectives;
- select adjectives for the noun;
- agreement of nouns with numerals;
- develop fine motor skills, auditory attention, thinking.
Equipment: pictures of autumn, leaves, ball.
Progress of the lesson:
1. Org. moment. Finger gymnastics. "AUTUMN"

The wind flew through the forest,
The wind counted the leaves:
Here's an oak one,
Here's a maple one,
Here is a carved rowan tree,
Here from the birch tree - golden,
Here is the last leaf from the aspen tree
The wind blew it onto the path.

2. Introduction to the topic.
What time of year is it now? (autumn)
What are the autumn months? (September October November)
What are the signs of autumn? (rain, falling leaves, cold, wind, vegetables, fruits, mushrooms).
3. Game “Big - small”
A gnome came to visit. He is from a fairyland. In the land of the gnome, everything is small, that’s why they talk about everything affectionately. And we will speak kindly.
Mushroom - fungus, mushroom berry - berry
Tree - sapling - bush - bush
Leaf-leaflet sun-sun
Flower-flower branch-twig
Forest - forest grass - grass
Rain - rain - wind - breeze
cloud-cloud
4. Game “One - many”
Mushroom - mushrooms berry - berries
Tree - trees bush - bushes
Leaf - leaves puddle - puddles
Rain - rains branch - branches
Bough - bitch cloud - clouds.
5. Physical education minute. "FOR MUSHROOMS"

All the little animals are on the edge
They are looking for milk mushrooms and trumpet mushrooms.
The squirrels were jumping
The saffron milk caps were plucked.
The fox ran
I collected chanterelles.
The bunnies were jumping
They were looking for honey mushrooms.
The bear passed by
The fly agaric crushed. (Children walk in a round dance.)

(They jump in a squat and pick imaginary mushrooms.)

(They run and collect imaginary mushrooms.)

(They jump while standing and “pick” mushrooms.)

(They waddle, at the end of the line they stomp with their right foot.)
5. Game “On the contrary”

6. Game “Pick a sign”.
Autumn (what?) – early, late, golden, rainy, sunny, fruitful, cold,…
Leaves (which ones?) – yellow, red, multi-colored, dry,…
7. Game “Name the leaf” (based on pictures).
Birch, oak, rowan, linden, maple, aspen,…
8. Game “1, 2, 5”
One oak, two oaks, five oaks;
(maple, poplar, leaf)
One linden, two lindens, five lindens;
(pine, viburnum, aspen)
9. Summary of the lesson. Remember what they talked about.
Game "Fourth wheel".
Birch, aspen, lilac, oak.
Rosehip, hazel, lilac, linden.

TOPIC: “AUTUMN. CHANGES IN NATURE".

Goal: - development of coherent speech.
Objectives: - learn to extend sentences with adjectives;
- learn to compose a story based on a picture based on a diagram.
- learn to form gender nouns. case;
- learn to select antonym words;
- develop fine motor skills, attention, thinking.
Equipment: painting with the image of autumn, flannelgraph, pictures for the flannelgraph, supporting pictures.
Progress of the lesson:
1. Org. moment. Guessing riddles.
When does this happen? (Autumn)
It makes noise in the fields and in the forest, but it won’t get into the house.
And I don’t go anywhere while he goes. (Rain)
Gold coins fall from a branch. (Leaves)

2. Game “What’s missing?”
(picture on flannelgraph).

3. Game “What has changed?”
(picture on flannelgraph).

4. Game “On the contrary”
Tree tall - short leaf wide - narrow
Trunk thick - thin trees wet - dry
The path is dirty - clean, the day is short in autumn - long in summer

5. Spreading sentences with adjectives.
Autumn has come. Cold, rainy, late autumn has arrived.
It's raining. It's cold, fine, drizzling rain.
The wind blows. A strong, cold wind is blowing.

6. Physical education minute. "FOR MUSHROOMS"

All the little animals are on the edge
They are looking for milk mushrooms and trumpet mushrooms.
The squirrels were jumping
The saffron milk caps were plucked.
The fox ran
I collected chanterelles.
The bunnies were jumping
They were looking for honey mushrooms.
The bear passed by
The fly agaric crushed.
(Children walk in a round dance.)

(They jump in a squat and pick imaginary mushrooms.)

(They run and collect imaginary mushrooms.)

(They jump while standing and “pick” mushrooms.)

(They waddle, at the end of the line they stomp with their right foot.)
8. Finger gymnastics. "AUTUMN"

The wind flew through the forest,
The wind counted the leaves:
Here's an oak one,
Here's a maple one,
Here is a carved rowan tree,
Here from the birch tree - golden,
Here is the last leaf from the aspen tree
The wind blew it onto the path.
N. Nishcheva (Smooth, wave-like movements of the palms.)

(Bend one finger on both hands.)
(Calmly place their palms on the table.)

9. Compiling a story based on a picture based on a diagram.
Cold autumn has arrived. The sky in autumn is gray, gloomy, and there is often light rain. Cold wind is blowing. The leaves turn yellow and fall to the ground. The grass dries and turns black. Birds gather in flocks and fly away to warmer regions. I like autumn because there are beautiful trees in autumn.

10. Summary of the lesson. Remember what they talked about.

TOPIC: "TOYS".

Tasks: - form the plural of nouns;
- learn to form nouns with diminutive
affectionate suffixes;
- learn to select adjectives for nouns;
- develop coordination of speech with movement;
- develop fine motor skills;
- develop auditory attention;
- carry out and verbalize 1-2 step instructions.

Progress of the lesson:


And cheerful Cipollino,
And a kitten and a baby elephant.

2. Introduction to the topic. (pictures of toys, toys)
What was considered in finger gymnastics? (toys)
Name your favorite toy.
Everyone wants to have a lot of toys?
Let's play.
3. Game “One - Many”
Ball – balls elephant – elephants
Car - cars doll - dolls
Duck - ducks bear - bears
Bunny – bunnies cube – cubes
Matryoshka - nesting dolls scoop - scoops
Drum – drums bucket – buckets
4. Game “Big - small”
There are a lot of toys, and now let’s call them affectionately.
Ball - ball - balls elephant - elephant - elephants
Car - machine - cars doll - doll - dolls
Duck - duck - ducks plane - airplane - airplanes
Hare - bunny - bunnies bucket - bucket - buckets
Matryoshka - matryoshka - nesting dolls scoop - scoop - scoops

5. Game “What is what?”
Dunno has a lot of toys, but he doesn’t know what they are made of. Toys are made from different materials. Let's help Dunno.
Who knows what toys are made of? (made of wood, iron, plastic, rubber, fabric, paper,...).
If a toy is made of wood, what is it? (wooden)
If a toy is made of iron, what is it? (iron)
If a toy is made of plastic, what is it? (plastic)
If a toy is made of rubber, what is it? (rubber)
If a toy is made of paper, what is it? (paper)
If the toy is made of plush, what is it? (plush)
If a toy is made of glass, what is it? (glass)

6. Physical education “Ball”.
. would hit the ball)

They bounce like balls.

7. Game “Do what I say and say what you did.”
- Katya, take the typewriter from the table and give it to Timur.
- What have you done?
- Timur, what did you do?
- Alina, take the doll from the table and give it to Zhenya.
- What have you done?
- Zhenya, what did you do?
- Nikita take the ball from the table and give it to Grisha.
- What did you do?
- Grisha, what did you do?
- Pasha, take the bear from the table and give it to Lera.
- What did you do?
- Lera, what did you do?
- Vova, take the bunny from the table and give it to Ulyana.
- What did you do?
- Ulyana, what did you do?
- Kirill take the chicken from the table and give it to Anya.
- What did you do?
- Anya, what did you do?

8. Game “Which, which, which”
Toys (what?) – small, large, beautiful, colorful, soft, favorite….

9. Game “Mine, mine, mine, mine.” (based on pictures)
Mine is a ball, a plane,….
Mine is a doll, a car,...
Mine is a bucket...
Mine are toys, blocks, dolls,...
10. Summary of the lesson. Remember what they talked about.
“Help Andryushka.”
Andryushka arranged the toys in two rows.
Next to the monkey is a teddy bear.
Together with the fox there is a bunny with a scythe.
Following them are a hedgehog and a frog.
How many toys did Andryushka place?

TOPIC: "TOYS".

Goal: - development of coherent speech.
Objectives: -learn the categories of the genitive case;
- differentiate prepositions on, under;
- strengthening the ability to select adjectives for
noun;
- learn to compose sentences using a model;
- learn to write a story - description;
-develop attention and thinking.

Equipment: pictures of toys, ball, toys.
Progress of the lesson:
1. Org. moment. Finger gymnastics “TOYS”
On a large sofa in a row, (alternately clapping and
Katina's dolls are sitting: banging their fists)
Two bears, Pinocchio, (bend all their fingers one by one.)
And cheerful Cipollino,
And a kitten and a baby elephant.
One two three four five. (bend fingers alternately)
We help our Katya (alternately clap and
We count the toys. knocking fists).
Guessing riddles.
He was small in stature and galloped away from me. (ball)
There are girls hiding in this young woman,
Every sister is a little prison.
Red cheeks, colorful scarves.
Merry people clap their hands...(matryoshka dolls)
When April takes its toll and the streams run, ringing,
I jump over her, and she jumps over me. (jump rope)
Today everyone is rejoicing: in the hands of children
Balloons are dancing with joy...
I received these miracle bricks as a gift.
Whatever I put together, I break, I start all over again. (constructor)
2. Game “What’s missing?”
(picture on flannelgraph).

3. Game “Which, which, which”
Let's say what kind of toys we have.
Toys (what?) – small, large, beautiful, colorful, soft, favorite, rubber, wooden….
Doll (what?) – elegant, beautiful, big, talking,….
Car (what?) - beautiful, big, passenger car, truck,….
The ball (what?) is beautiful, colorful, small,...
The plane (which one?) is beautiful, toy, plastic,...

4. Game “What is what?” (making sentences according to the model)
Toys are made from different materials.
The matryoshka is made of wood, which means it is wooden.
The machine is made of iron, which means it is iron.
The cube is made of plastic, which means it is plastic.
The ball is made of rubber, which means it is rubber.
The airplane is made of paper, which means it is paper.
The bear is made of plush, which means it is plush.
The dog is made of glass, so what is it like? (glass)

5. Game “Where are the toys”
(drawing up proposals for the action being demonstrated)
The cube is on the table, and the machine is under the table.
The doll is on the table, and the matryoshka doll is under the table. And so on.

6. Physical education “Ball”.
One, two, jump, ball. (waves your right palm like
would hit the ball)
One, two, and we'll jump. (rhythmic jumps on
Girls and boys wearing socks, hands on the belt)
They bounce like balls.

7. Game “1, 2, 5”
One ball, two balls, five balls. (elephant, cube, scoop, drum, bunny,
bear)
One car, two cars, five cars. (doll, duck,
matryoshka)
one bucket, two buckets, five buckets.

8. Writing a descriptive story.
This is a Masha doll. The doll has a head, blond hair, blue eyes, black eyelashes and eyebrows. There is a torso, arms and legs. on it White dress and white shoes. Masha doll is a toy. They play with her. WITH
The doll must be handled carefully.

9. Summary of the lesson. Remember what they talked about. What did you like?

TOPIC: “OUR BODY”

Goal: - expansion and activation of the dictionary.
Tasks: - form the plural of nouns;
- learn to form nouns with diminutive
affectionate suffixes;
- learn to select words - antonyms;
- practical use of the preposition na in speech;
- learn to use possessive pronouns in speech;
- develop fine motor skills.

Equipment: pictures of a person, a ball, pictures, a doll, Doctor Pilyulkin.

Progress of the lesson:
1. Org. moment. Finger gymnastics (repetition of previously learned exercises).

2. Introduction to the topic.
Doctor Pilyulkin came to visit. He will introduce us to those parts
bodies we don't yet know.
This is (head). What's on your head? (On the head there is hair, face, ears.)
What's on the face? (eyes, nose, mouth, cheeks, chin, eyebrows).
What's on your hand? (fingers, nails, elbow)
What's on your leg? (knees, heels, toes, nails).
What's on the body? (belly, chest, back, hips).

3. Game “One - many”
The doctor cured many people, which means he cured more than one nose, mouth….
The doctor treated the eye - eyes leg - ... mouth - mouths
nose - ... hand - ... forehead - ...
ear - ... finger - ... belly - ...

4. Game “What do you have and what does the doll have?”
You have a face, and the doll has a face.
You have ears, and the doll has ears.
You have eyes, and the doll has eyes.
You have a leg, and the doll has a leg.
You have a cheek, and the doll has a cheek.
You have a belly, and the doll has a belly.
You have a forehead, and the doll has a forehead.
You have a nose, and the doll has a nose. Etc.

5. Game “On the contrary” (based on pictures).
Tall girl - (girl short).
Dark hair – (light hair).
Hair long – (short)
Curly hair – (straight)

The boy is plump - (the boy is thin). Strong – (weak).
A sick person is (healthy). Elderly – (young).
Cheerful - sad.

6. Physical education minute.

7. Game “Mine, mine, mine, mine.” (based on pictures)
Mine – (forehead, nose, etc.) Mine – (face, body, etc.)
Mine - (arm, back, etc.) Mine - (legs, ears, etc.)

8. Game “Find the mistake”.
They jump with their hands and touch with their feet.
They smell with their eyes and look with their nose.
They eat with their ears and listen with their mouths.
They clap their feet and stomp their hands.
They take it with their nails and scratch it with their hands.

9. Summary of the lesson. Remember what they talked about.
What did you like?

TOPIC: "OUR BODY".

Goal: - development of coherent speech.
Objectives: - to master the categories of the genitive case;
- learn to coordinate nouns with numerals;
- learn to select nouns for adjectives;
- teach retelling;
- teach solving riddles;
-develop attention and thinking.

Equipment: numbers, ball.
Progress of the lesson:
1. Org. moment. Guessing riddles.
They live across the street, but don’t see each other. (eyes)

People always have it, ships always have it. (nose)

If it weren’t for him, they wouldn’t have said anything. (language)

Five brothers will be born together, but of different heights. (fingers)

All their lives they have been racing, but they can’t overtake each other. (legs)

One speaks, two watch and two listen. (tongue, eyes, ears)

2. Game “What is not visible?” (parts of the face and body are covered)

3. Game “What can you say about...”
Small - nose, mouth, finger.
Small - arm, leg, head.
Small - ear.

4. Game “1, 2, 5”
One nose, two noses, five noses. (eye, mouth, finger)
One cheek, two cheeks, five cheeks. (arm, leg, head)
One ear, two ears, five ears.

5. Physical education minute.
With the left handle - on the shoulder, with the right handle - I'll twist it,
On your toes and on your heels, that’s when you run out of charge.
Game “Ear, nose, hand...” (show what they call it).

6. Retelling the story “What are hands for” (E. Permyak)
Petya and grandfather were great friends. We talked about everything.
Grandfather once asked

Lexical

• activation and enrichment of the vocabulary on the topic “Ground transport”;
• clarification and consolidation of knowledge about the main purposes of transport (passenger, cargo, special);
• repeating the meaning of traffic lights;
• updating of words denoting the components of a truck.

Grammar

• development of skills in constructing statements and reasoning;
• an exercise in the formation of plural nouns, strengthening the ability to coordinate a numeral with a noun.

2. Corrective and developmental:

• development of children's mental activity;
• development of fine and gross motor skills;
• development of ingenuity and intelligence in children;
• development of memory and attention;
• development of coordination of speech with movement;
• development of dialogical speech (ability to answer teacher’s questions).

3. Educational:

fostering independence and activity in the classroom.

Equipment:

• demonstration material - drawings depicting ground transport;
• circles made of colored cardboard: YELLOW, RED, GREEN;
• a cardboard truck for repeating “The Joke” using a poster;
• a poster depicting the components of a truck;
• markers.

Lexical material:

Ground transportation: passenger car, bus, trolleybus, tram, train, truck, excavator, fire truck, ambulance

Priority educational areas: "Cognition", "Communication"

Expected result (for a speech therapist teacher): Organize activities for students to consolidate knowledge about ground transport.

Expected result (for students): Consolidate knowledge about ground transport, improve the grammatical aspect of speech using the material of this topic.

Lesson time – 30 minutes

Progress of the lesson:

I. Organizational moment

Target: Activate substantive vocabulary on the topic “Transport”.

Speech therapist: Hello guys, today we have a very interesting activity, and what it is dedicated to, you will soon understand for yourself. Today you will not just be students, you will be car drivers! Take one upside-down card each and get into your cars (they sit at desks, with images of ground transport on the back of the chairs).

Speech therapist: Now, one by one, we will name who has what is shown in the picture. I will begin. I have a truck...(The children continue along the chain.) What is the name of all this, in one word?
Children: Cars, transport.

Speech therapist: That’s right, so you named the topic of the lesson yourself, it’s transport! This is exactly what we will talk about.

II. Main part

Conversation with children on the topic “Types of transport”

Purpose of the conversation: Review the main types of transport.

Speech therapist: In the last lesson I told you about types of transport. Which ones do you remember? I'll help: what kind of transport is it that moves underground? — underground; transport that moves on what water?, on the sky? — air, on the ground? – ground.
Children: Ground, air, water and underground.

Speech therapist: Well done, you tried to remember all types of transport, but today we will talk about one of them that surrounds us every day - ground transport.

Speech therapist: So, guys, the transport that moves on the ground is ground. Name the ground transport that you see every day on the streets of our village.

Children: Cars, trucks, buses, etc. What other ground transport do you know? Those who find it difficult to answer, look at your chairs, there are clues there!

Children: trolleybuses, trams, etc. (if there is difficulty, images are shown).

Speech therapist: Well done guys, you were attentive and accurate. So, we named: cars and trucks, buses, trams, trolleybuses.

Physical education lesson “Machine”

Target: Practice coordination of speech and movement.

Speech therapist: Let's stand at our seats and repeat after me.

Doesn’t fly, doesn’t buzz, (We push our hands forward twice, then put them on our belts.)
A beetle is running down the street. (We extend our arms to the sides twice, then place them on the belt.)
And they burn in the beetle’s eyes (We push our hands up twice and place them on our belts.)
Two shiny lights (Sit down.)

Speech therapist: Think and tell me, what is transport needed for?
Children: It transports people and goods.

Speech therapist: Well done, every day we see different vehicles on the streets that transport goods and people. But cars are created not only to drive or transport goods. There are cars that are designed to assist in different situations. They are called special or service vehicles. Garbage trucks remove garbage, snow removal and watering machines clean the roads, " ambulance» helps people who have been in an accident, or those who need medical help, etc. To help us remember some of these cars, I suggest you guess the transport that I encrypted for you. Two people will need to rearrange the letters on the board in reverse order, and the rest will check!

Special equipment:

YSCHOMOP YAROX Ambulance
ANISHAM JANRAJOP Fire truck

Traffic signals

Speech therapist: You cope well with tasks. And now we will repeat the traffic lights. Do you know what the red signal means? Children (...) And yellow, green? (Children answer).
Speech therapist: Right. The red light tells us: - Stop! Dangerous! The path is closed! Yellow: Wait for the signal to move. The green light is open for us.

Speech therapist: Guys, imagine yourself as drivers for a few minutes. Rotating an imaginary steering wheel with our hands, we will quickly rush along conditional paths, turning left and right. And you, as drivers, must react correctly to green, red, yellow signals. When I show the red circle, you “freeze” (you can call the presenter)

And at the end of our lesson, in order to better remember transport, I suggest you connect the drawn car and its outline (individual cards are offered on which it is proposed to connect drawings of transport and their silhouettes with lines)

III. Bottom line

Speech therapist: What did we talk about today?
Children: About ground transport.

Speech therapist: What other groups can transport be divided into according to purpose?
Children: For passenger, cargo and special.

Synopsis of a frontal speech therapy lesson on the lexical topic “Kindergarten”

for senior logogroup

Lesson objectives:

Correctional educational:

teach the ability to agree nouns with possessive pronounsmy my.

Correctional and developmental:

practice case endings of singular nouns;

consolidate, activate and expand children's knowledge on the topic;

expand and activate the vocabulary of verbs.

Correctional and educational:

to cultivate children's interest in words and the ability to work individually.

Equipment: toy - Hedgehog, photographs of kindergarten premises, object pictures depicting a cake, cupcake, tea, juice, book, ball, pyramid.

Progress of the lesson

Organizing time.

Speech therapist (holding a toy in his hands - hedgehog - and on his behalf greets the children): Hello guys! I'm a funny hedgehog. I decided to open a kindergarten in the forest kingdom, but I don’t know how to do it. Will you tell me about your kindergarten?(Yes!)

Announcement of the topic.

Speech therapist: Well, guys, today we will try to tell Hedgehog about what a kindergarten is and what we do here. Now listen carefully!

Introductory conversation.

Kindergarten

The first kindergarten was opened in Scotland. And in Russia, kindergartens appeared more than a hundred years ago. Teachers with special education work with children here. Classes in kindergartens alternate with games, work with rest.

In classes, children get acquainted with the world around them, learn drawing, modeling, design, singing, basic literacy and mathematics. Children develop speech and thinking, they are taught to listen and understand the teacher’s explanations, and to complete their work. Children are taught to observe natural phenomena, develop a love for it and respect for the work of people. Kindergarten prepares children for school.

Development of lexical and grammatical categories.

Speech therapist: And now, with your help, I will give Hedgehog a tour of the kindergarten.

Game "Where does this happen?" Can be carried out game using photographs of kindergarten premises.

Undressing (where?) - ...(In the locker room.)

Wash your hands, wash your face -...(In the washroom.)

Learn to speak correctly -...(In the speech therapy room.)

They play, study, draw -...(In the group room.)

They dance, they sing -... (In the music room.)

Sleeping -... (In the bedroom.)

They run, jump - ... (In the gym.)

Cut, cook -...(In the kitchen.)

They examine, listen, treat -...(In the medical office.)

Formation of singular and plural nounsRoom - rooms - many rooms, bedroom - bedrooms - many bedrooms, corridor - corridors - many corridors, locker room - locker rooms - many locker rooms, office - offices - many offices, hall - halls - many halls, playground - playgrounds - many platforms, veranda - verandas - many verandas, swimming pool - swimming pools - many pools, game - games - many games, kitchen - kitchens - many kitchens, toy - toys - many toys.

Speech therapist: Guys! The hedgehog is our guest. Let's treat him and give him gifts.

Game "Gifts" And a treat for the Hedgehog." Each child has object pictures on the table depicting a doll, cake, apples, tea, juice, book, ball, mushrooms, etc. Children take them and take turns making sentences with wordsI'll treat you AndI'll give it to you (depending on the picture).

This is my juice. I'll treat the Hedgehog with juice.

It is my book. I will give Hedgehog a book, etc.

Speech therapist: And now I invite you and Hedgehog to a fun physical education session.

Physical education minute. Performing movements according to the text of the poem.

Two slams, two slams, hedgehogs, hedgehogs.

(fingers forward)

Anvil, anvil, scissors, scissors.

(fist to fist)

They jumped and jumped: bunnies, bunnies.

(jumping in place)

Come on, let’s say it louder, let’s say it louder: “Hello!”

Speech therapist: Guys! Hedgehogwants should I say something?(The speech therapist leans towards the toy and listens.) He is very ashamed, but he forgot what you do in kindergarten. Let's help the Hedgehog remember: I will show you pictures, and you will tell me what and where you do.

Game "Pick up the action." The speech therapist calls

room, and the children say what it is forin kindergarten.

In the medical office (what are they doing?) - ... (They examine, listen, vaccinate, bandage.)

In the music room (what are they doing?) - ...(They dance, sing, celebrate holidays.)

In the gym (what are they doing?) - ... (They jump, run, train, play sports, compete.)

In the speech therapy room (what are they doing?) - ... (They tell stories, play, guess, learn to speak correctly.)

In the kitchen (what are they doing?) - ... (Cook, boil, fry, cut, bake, pour, distribute.)

In the locker room - ...

In the group room -...

In the washroom -...

In the bedroom - ...

Summary of the lesson.

Speech therapist: What did we talk about in class to the cheerful Dwarf? Why did he come to us?

What do children do in kindergarten?

Explanatory note.

Methodological topic of the lesson: speech therapy toy library.

The topic of the lesson, called children: developmental gaming competitions, united by the lexical theme “School”.

Purpose of using gaming technology: instilling interest in speech therapy classes at school.

Audience: 2-3 grades of secondary school.

Place of the lesson in the correctional program: held at the beginning of the school year as the first lesson or during extracurricular activities as an extracurricular activity.

Technologies used:

Health-saving.

Equipment: computer: screen, projector, signal cards, balloons for class decoration, sweet prizes for all participants.

Estimated correctional and developmental results:

development of phonemic hearing;

expansion of the active dictionary;

development of thinking, memory, attention;

development of educational motivation.

References.

Ozhegov's explanatory dictionary.

Marshak S.Ya. “He’s so absent-minded”

Russians folk proverbs, sayings, riddles.

Puzzles and charades about school.

Eye trainers.

Summary of the open lesson “Speech therapy game library” for students in grades 2-3

Progress of the lesson:

1) Introduction.

Speech therapist: Hello, dear guys! Today we called our lesson speech therapy toy library. Throughout the entire lesson, we will be accompanied by a cheerful, tireless, mischievous... (a slide appears with the image of Dunno, the children call him) Dunno. He is very happy to meet us and wants us to greet with both hands at once (children greet right hand with the left hand of a comrade, and the left with the right; criss-cross). Well done!

We all love to play. So today we are waiting for diverse, exciting, interesting tasks, where everyone can express themselves. For each correct answer you will be awarded a colored token, and at the end of the lesson we will determine our winner. So here we go!

2) Speech therapist:

One day the letters played

They stood up out of order in the word,

But how can they find a place?

The words cannot be understood at all.

And the letters cry loudly, together:

Who will arrange us as needed?

(The words appear on the slide:

SENIO autumn)

LASHKO(school)

BYATARE (guys)

ZHBADRU (friendship)

GROW UP (joy)

Speech therapist: You see, guys, what wonderful words we have. How important it is for every letter in a word to be in its place.

3) Speech therapist: Guys, we received an urgent letter. Who is its author? We will find out this quickly if we guess the first letters of the names of the pictures. (Pictures appear on the slide one by one: Nose, raccoon, star, note, watermelon, yogurt, horse, stork). I think you guessed it. Of course it is... (Dunno) That's right, this is our mischievous and inventor Dunno. What is he writing? You can't understand anything! Again Dunno mixed everything up:

What day? I'm going for second jokes! I want to get to the tiger cubs as quickly as possible; at school I can ask them difficult answers!

Well done! You see, you need to use words in correct value. Everything becomes clear immediately.

4) Riddle competition from Dunno:

The lesson was going on, but he was silent -

Apparently, he was waiting for a change.

Lesson just ended

It rang loudly... (call)

We will write the whole lesson,

It will be useful for us......(notebook)

He worked all lesson

It creaked from effort.

He lay down to rest on the board.

Well, of course it is....(chalk)

All the drawings will be erased in an instant,

If she comes into play. (Rubber)

She lives in a textbook

Finds the pages you need,

And he knows, apparently, in advance,

What topic are we covering? (Bookmark).

Speech therapist: Guys, what topic did our Dunno choose riddles for? (About school)

Dunno wants, like you, to go to school and become an exemplary student. Is it true?

5) Physical exercise.

Speech therapist: Together with Dunno, our computer friend is helping us today. And now he will help our eyes rest. (slide with an eye trainer to music)

6) Speech therapist: And to give you a boost of energy, Dunno and I have prepared funny poems for you. You have to be very careful and answer yes or no. Ready? (Yes!) (Awareness game)

Give me the answer in rhyme

The word “yes” or the word “no”.

Just take your time,

Don't get hooked!

Is there a labor lesson at school? (Yes)

Is borsch a healthy food? (Yes)

Lunch after breakfast? (Yes)

Do rockets have wheels? (No)

Do we go to the dentist's office with a smile? (No)

Do we need light in the evening? (Yes)

Does the bike eat gas? (No)

Are you always cheerful? (Yes!)

Speech therapist: Now it’s time

Guess us, kids,

Puzzles, charades,

May we all be happy! (Slide with puzzles about school)

Solving charades and puzzles is a fun game! They train your mind, memory and attention! Now we will become two teams, and each team will receive its own task. (The speech therapist makes 3 charades and puzzles for each team)

You will find my first syllable then,

When in the boiler

the water is boiling,

TA - second syllable,

But in general -

your school table (desk)

The beginning is called a tree,

The end is my readers,

Here in the book the whole thing will be found,

And they are in every line. (Letters)

The first pretext

The second is a summer house,

And sometimes the whole

difficult to solve. (Task)

S K I'm at school on the wall,

There are mountains and rivers on me.

I won’t hide it from you -

I'm also standing at school. (Map-desk)

I can't get into the branchy forest -

My horns are stuck in the branches

But exchange L for S for me -

And the leaves of the forest will all wither (Deer-autumn)

I'm in the notebook

Oblique and straight.

And finally, sometimes

I'll line you up. (Ruler)

8) Speech therapist. Our Dunno, seeing how well you solved all his riddles and coped with difficult puzzles and charades, wants to become just as smart and knowledgeable. Let's give it to him now useful tips. And, of course, Russian proverbs will help us.

The next game is a competition for knowledge of Russian proverbs. Finish the proverb (slide with the beginning of proverbs about learning)

Learning is light and ignorance is darkness.

Learning is always useful.

What I learned firmly is remembered for a long time.

A guess is good, but knowledge is better.

He who loves science knows no boredom.

To teach is to sharpen the mind.

Speech therapist: School.. What role does it play in our lives? (At school we learn to read and write, we acquire new knowledge). I think that proverbs about the role of knowledge in a person’s life will be useful not only to Dunno, but also to you.

8) Summing up the lesson.

Speech therapist: Today in class we talked a lot about school. Even Dunno wanted to come to us and study with us. The speech therapy toy library made us think about a lot. Let's think about what important things were discussed today?

(All letters must be in their places in the word, they cannot be confused; you need to use words in the right meaning, then everyone will understand you;

It takes a lot of work to become literate)

Now let’s express our thoughts and feelings about the speech therapy toy library (slide Speech therapy toy library is... Children come up with words with which they would like to express their emotions from the activity: interesting, cool, exciting, etc.)

Speech therapist: Who became the winner of our speech therapy toy library today? (Tokens are counted and the winner is given a medal)

Today there are many more winners, including Dunno, who wanted to study at school, and all the guys who took part in Active participation in our event. Well done! (Sweet prizes are distributed)