Natalia Samsonova
Organization of full-fledged speech activity of children of a speech therapy group through the implementation of non-traditional forms
Application to the experience "Organization of full-fledged speech activity of children of a speech therapy group through the implementation of non-traditional forms of speech work"
Communication situations
"Why do they say that?"
Target: learn children understand the meaning of figurative expressions, find semantic inaccuracies, errors in their use.
The teacher asks the children to guess puzzles:
What kind of tree is
There is no wind, but the leaf is trembling?
(Aspen)
Nobody scares
And everything is trembling.
(Aspen)
Next, the teacher asks children, have they ever met such an interesting expression: "Shaking like an aspen leaf". Offers to remember when they say so, to think and explain why they say: not maple, not birch, but aspen.
The teacher brings children to conclusion: when there are interesting expressions in books, in the speech of others, one should try to think not only about what they mean, but also why they say so. This is necessary in order to use these expressions correctly in the future. The teacher tells the children the story of Dunno who went to the school of cheerful little men: “In the lesson, everyone learned to make sentences. Dunno learned the fastest. When he read the sentences that he himself came up with, the merry little men laughed for a long time.
The teacher invites the children to listen to the sentences that Dunno came up with and explain why everyone laughed and how it should have been. to tell:
1) Masha lay in bed all day long.
2) When Katya saw what a gift they brought her, she even pouted her lips with joy.
3) Oh, lion, you are so brave! You have such a hare soul!
4) The old man with daddy rushed along the path, and Sasha wandered into the sandbox.
"Who lost what?"
Target: develop speech creativity children: the ability to change the plot of a fairy tale depending on the changed conditions.
The teacher names the items that fairy-tale characters accidentally dropped. Children need to name who owns the object, from which fairy tale this hero is, how the plot of the fairy tale would change if the fairy-tale hero lost this object. For example, "glass slipper", "pomelo", "boots-walkers", "self-assembly tablecloth", "feather", "Golden Key", "talking mirror", "The Scarlet Flower", "arrow", "silver saucer and pouring apple".
"Joke Questions".
Target: activate speech activity of children, cultivate an attentive and careful attitude to the word.
The teacher asks joke questions, and the children give reasonable answers, that is, they give an answer and explain why they think so.
Questions:
1. Who were the thirty-three heroes of uncle Chernomor?
2. What kind of relationship did Koschey the Deathless and Baba Yaga have?
3. How old is Koshchei the Deathless?
4. How tall was the Boy-with-Thumb?
5. What metal was the resistant tin soldier made of?
6. Who was sitting on the golden porch?
7. Who has a long braid?
8. What position did Ivan from the fairy tale hold "Ivan Tsarevich and the Grey Wolf"?
9. In what climatic conditions did the Snow Queen live?
10. Who had a ruddy side?
11. How many thieves opposed Ali Baba?
12. What kind of cap did Little Red Riding Hood wear?
13. What was the Snow Maiden made of?
14. What shoes did Puss in Boots wear?
15. Who was Balda's priest?
"Tricky Questions".
Target: development of logical thinking, activation of speech.
1. The teacher asks the children "cunning" questions:
When the goat turn seven years old, what will happen next? (The eighth will go.) Why is the horse jumping? (On the way to.) Mickey the dog was born kittens: three white ones and one black one. How many kittens did Mickey have in total? (A dog cannot have kittens.
What do crocodiles eat at the North Pole? (Crocodiles don't live at the North Pole.) What color is the bun's hair? (The bun has no hair.) Who is louder mooing: rooster or cow? (The rooster does not roo.) How to catch a tiger in a cage? (There are no tigers in a box.) Answers children accepted only with justification.
2 Gymnastics for the mind: the teacher invites the children to answer, true whether:
The cat loves for lunch Grapes and vinaigrette.
Answer, right?
Grab your paw, click your teeth.
The predator is the tiger and the predator is the wolf.
Answer, right?
The dog Barbos cackled And laid an egg in the nest.
Answer, right?
Though the snail is small,
The whole house was taken away.
Answer, right?
The teacher invites the children to come up with and ask "cunning" question. If the children cannot answer "cunning" question, then the child who asked it, himself gives a reasonable answer.
"Relatives".
1. There are two sets of subject pictures on the table. The child takes out a picture from one set, for example, a hedgehog.
In turn, the children take out pictures from the second set and find something in common with the first, that is, with a hedgehog, in the next scheme: "The Christmas tree is a relative of the hedgehog, because." or "A ball of thread is a relative of a hedgehog, because."
2. Working with a key word "Without what does not happen?"
The children are given a reference word, and out of the three proposed they
must choose one, without which, in their opinion, the reference word cannot exist, for example: bread - baker, car, bag; loaf - seller, flour, dough; baker - man, oven, dressing gown.
"Tangle of fairy tales".
Target: cultivate attention, flexibility of thinking, form the ability to adequately defend one's point of view.
The teacher reads:
A fairy tale goes through the forest -
Leads the tale by the hand
A fairy tale comes out of the river!
From the tram! From the gate.
To Good again Evil Defeated!
To kind To evil Become good Persuaded.
“Once upon a time there was a grandfather and a woman. And they had a hen Ryaba. Once a chicken laid an egg - not a simple one, but a golden one. ( "Ryaba Hen") The woman put it on the window to study. And the fox am - and ate it ( "Kolobok")
Grandfather pulls, pulls, can't pull. Baba pulls, pulls, can't pull. , "Turnip") The grandfather is crying, the woman is crying. Yes, tears of grief will not help. Grandfather He speaks: “I will go to the city to the fair, and you sit at home, take care of your brother!”("Swan geese") A day passes, two passes. Baba took a pie and a pot of butter and went down the long road. ( "Red Riding Hood") How long, how short, she walked, saw a hut on chicken legs, about one window, turns around herself. ( "Princess Frog") She and asks:
Who, who lives in a teremochka? Who, who lives in the low?
I, Volchok - a gray barrel.
Let me live with you.
Pull the string and the door will open! ( "Teremok", "Red Riding Hood".)
She entered the hut: fur coat tattered, eyes angry, hungry. ( "Straw goby - tar barrel".) The wolf got scared and asks:
Grandma, grandma! Why do you have such long teeth?
This is to eat you soon! ( "Red Riding Hood".)
Don't eat me, I'll sing you a song. ( "Kolobok".)
I am a cheerful gray wolf, I know a lot about piglets! ( "Three pigs")
Here the grandfather returned from the fair. They rejoiced and began to live, live and make good! ( "Swan geese".)
Grandmother did not sew a hat for Little Red Riding Hood at all, but. what?
“Grandmother did not sew a cap at all for Little Red Riding Hood, but a red cloak with a hood for riding. After all, there is nothing surprising in the fact that walking everywhere in a hat. But if a girl does not want to part with a riding cloak, in which she should ride a horse, she gives a serious reason to call her "Little red riding cape!"
The slipper lost by Cinderella was not crystal at all, but. which?
“The slipper lost by Cinderella was not crystal at all, but leather. In the old days, shoes in European countries were made either from wood (cheap shoes - peasants walked in it, or from leather (expensive shoes). Cinderella's ball shoe was leather. The leather shoe could be worn on both the right and left foot. Therefore, it is not known from which leg the beauty lost her, running away from the palace. The skin, as you know, can stretch a little. This prompted the sisters of Cinderella to demand that they be helped to pull the shoe on their big feet.
"Toothed Scallop".
Target: continue acquaintance with polysemantic words; to learn to navigate in words, set expressions, to understand the meaning of phraseological units.
The teacher tells the children puzzles:
Frequent, toothy,
I grabbed a swirling forelock.
(scallop)
I walk, I wander not through the forests,
And in the mustache, in the hair,
And my teeth are longer
Than wolves and bears.
(scallop)
The teacher summarizes: these two riddles have one answer - this is a comb, that is, what they comb with, and asks: “What scallop do you still know? (At the rooster. At the mountain. At the wave. At the roof.) About the comb, which is combed, they say that it is toothy. Show his teeth. Who or what has teeth? (Answers children.)
The teacher invites the children to guess one more riddle:
Ate, ate oak, oak.
Broken tooth, tooth.
(Saw)
Then he asks: “And how do they rake hay? (Rake.) This means that the child has a tooth, and the saw, and the rake. Children, have you ever heard proverb: "Keep your mouth shut"? What does it mean?" (Be silent, do not say too much.)
At the end, you can ask how children understand the expression "An eye for an eye a tooth for a tooth", proverb "My tongue is my enemy".
"Forest animal".
Target: cultivate attention, flexibility of thinking, develop imagination.
1. The teacher invites children in the forest, invites them to choose a means of transportation. In an imaginary forest on a green meadow, children are arranged around (or semicircle). An adult reads the text, children help him and perform corresponding movements.
Good forest, old forest! Full of fabulous wonders!
And funny hares - Long-eared guys -
We are going for a walk now And we are calling you with us!
Jump and jump, jump and jump, Through the field for the woods.
Waiting for us at the edge of the forest Birds, butterflies, little animals, A spider on a cobweb And a grasshopper on a blade of grass. A gray wolf was walking through the forest, The gray wolf snapped his teeth!
He sneaks behind the bushes, Menacingly clicks his teeth. Mouse, mouse,
Gray coat.
Children imitate walking.
They jump like bunnies.
Depict any animal, insect or bird.
Depict how the wolf sneaks.
They imitate a mouse that carries a grain into a mink.
The mouse walks quietly
It carries a grain into the mink! Here is a frog jumping along the path, stretching out its legs, Through the swamp, hop-hop-hop, Under the bridge and silence.
And the bear followed the mouse, Yes, how did he start roar:
Woo! Woo.
I'm walking along!
Birds in nests
woke up, smiled, startled:
Chik-chirik, hello everyone, We are flying above all!
2. Joint creative activity: making a monocollage "In the woods".
Target: learn children coordinate their actions with their peers, cultivate interest in joint activities desire to help a friend.
Benefits: illustration of a forest landscape on a dense basis, old books, magazines, subject pictures, glue, scissors, felt-tip pens.
"If only, if only."
Target: learn children build a logically complete statement, reincarnate, take the place of another, see the situation through his eyes.
1. An adult invites the children to finish the sentence he started. It is built according to the scheme "If I were (a) (to).»
For example: "If I were a fruit, then a green and tasteless tangerine so that no one would eat me."
Options:
If I were (a) grasshopper, then., what.
If I were (a) music, then I would. to ...
Subject pictures are laid out on the table (picture down). According to the sequence, the child takes any picture, opens it and, as if reincarnated as an object or object depicted in the picture, tells about himself according to the scheme “If I were (a) someone (something, then I would., because (to).»
Listen and draw.
Target: learn children communicate freely in the process joint drawing.
materials: paper, felt-tip pens.
The teacher says the word "a pen", which has multiple values. It is explained to children that they must draw this word in all its diversity. In the course of work, children should be able to comment on their drawings, to talk freely.
Similarly, objects are drawn with the word "leg" (on another sheet of paper).
The result of the work for each word is carried out in form of conversation(initiative statements are encouraged children) .
"Blurred Letter".
Target: educate the desire to actively participate in joint speech activity, exercise in the preparation of common sentences.
The teacher informs the children that the teddy bear Mishutka came to them for help. Children who want to help the teddy bear are seated around the table.
adult speaks: “The little bear received a letter from his brother. I began to read and saw that some of the words had been washed away by the rain. We need to help him read the letter. Here it: "Hello, Mishutka. I am writing to you from the zoo. "Once I did not listen to my mother and climbed so far that. I wandered through the forest for a long time and. Coming out into the clearing, I fell. I fell into a hole, because. It was so deep that. If I had ladder, then. I roared in the pit for so long that. The hunters came and. Now I live in. We have a playground for. There are a lot of young animals on the playground. We play with. We are looked after. They love us because. Soon we will have a trainer from. I hope to get in. How great to be able to. Wait for the next letter from. Goodbye, Toptygin ".
Reading the letter, the teacher encourages intonation children complete the sentence, and he adds "blurred" the words.
Teddy bear thanks children for help, takes "restored" letter, but does not leave, and the sad one sits at the table. The teacher asks Mishutka how else the children can help him. The teddy bear whispers his request to an adult in the ear, which he voices: “Children, Mishutka is very worried about his brother, because he has never been to the zoo. He does not know who lives there and how they live, how the dwellings of the inhabitants of the zoo look, what they eat. Let's tell our guest about the zoo."
Children take turns talking about their visit to the zoo, about what they saw interesting there.
"Composing rhymes".
Target: activate speech activity of children, develop them "linguistic ability", exercise in the use of difficult forms genitive plural nouns (boots, stockings, socks, slippers, mittens).
Material: subject pictures (boots, stockings, socks, slippers, mittens, two magpies, puppies, tits).
1. The teacher reads to the children an English folk song translated by S. Ya. Marshak.
I give you my word of honor:
Yesterday at half past six
I met two pigs
Without hats and boots
I give you my word of honor!
Teacher. Did you like the poem? Do pigs wear boots? Or maybe pigs wear mittens? Together we can also compose funny jokes about different birds and animals. I will start and you continue. To help, I will show hint pictures.
We give you our word of honor:
Yesterday at half past six
We saw two
Without. (boot) and. (stocking).
And no puppies. (socks,
And titmouse
Without. (slippers) and. (mitten).
Without. (boot) and. (stocking)
We met. (fourty).
No socks. (puppies,
No slippers or gloves. (titmouse).
We got funny jokes!
2. Subject pictures are laid out on the table (down image). Anyone from children takes any picture, turns it over, and all the children together come up with a rhyme for the word picture.
"Rhyming Riddles".
Target: learn children solve riddles, choosing a rhyming word-solution, independently rhyme words.
The teacher reads riddles to the children, the children guess them, determine which word in the riddle the riddle word rhymes with. They come up with their own rhymes for clue words.
Who sings songs there Shaggy, oh, big,
And he gnaws all the nuts, In the den he is in winter,
It flies from spruce to pine, chews berries in summer,
The tail is fluffy. Wild honey takes from bees.
just flickering? Terrible can roar
The clumsy beast will gnaw the shell finely. (bear).
And swallow the nut. (squirrel).
Winding through the snow - Harmless and unkind,
Traces swept, Only from fear it is prickly.
And the cheat disappeared. Don't scare him, don't touch him,
in the thicket of the forest. And it won't prick. (hedgehog).
Hunter keep up
could not for. (fox).
Carries any grain
Into the hole, into your little box.
In winter, when there is no sun,
The grain will feed. (mouse).
What's a fiddle? What's the crunch?
What is this bush?
How to be without a crunch,
If I. (cabbage!
And in cloudy weather
The sun is shining in the garden.
Grows in the villages and in the villages
Miracle sun. (sunflower).
Make everyone around cry
Although he is not a fighter, but. (onion).
Will rise at dawn
Singing in the yard
comb on the head,
Who is this?
(Cockerel)
cunning cheat,
red head,
Fluffy tail - beauty!
And her name is. (Fox).
Shell stone -
And in a shirt. (turtle).
Near the forest on the edge, Decorating the dark forest,
Do the rings keep you warm?
"Me-me-me-me", - answer (sheep).
Round and smooth
Take a bite - sweet.
She sat down firmly in the garden. (turnip).
We fry it in oil, stew it and "in uniform" brew. When I grow up a little, I will dig myself.
(potato).
From threshold to threshold Will lead us all. (road).
In the summer and in the swamp you are her find.
Green frog -
(Frog)
And don't swim in the sea
And they don't have bristles
But still they are called Marine. (pigs).
Vereshchunya, white-sided,
And her name is. (magpie).
I'm growing in a red cap Among the roots of aspens.
You will recognize me from a mile away, I am called. (boletus).
On the pole - the palace,
In the palace - a singer,
And his name is. (starling).
Grew colorful,
like parsley,
Poisonous. (fly agaric).
All migratory birds are blacker,
Cleans the arable land from worms,
Jump back and forth across the arable land.
And it's called a bird. (rook).
"How do people relax".
Target: learn children to reason, make assumptions, adequately defend their point of view, respect the opinions of others.
1. The teacher conducts an express survey among children on the topic"What is rest?"
Issues for discussion: "What is rest?"; Why does a person need rest?; "What is 'vacation' and "holiday"?
2. Together with the children are considered situations: "How does a person rest (adult and child) during the day, day? "Why do we call Saturday and Sunday days of rest?"; Why do students need holidays?; What do adults do on vacation?; “What places of rest are there in the city?”; "How can you relax in nature?"
WMC L. F. Klimanova
Topic: Folk tales. Y. Moritz "A fairy tale goes through the forest ..."
Goals: introduce students to the genre of folk tales; develop memory, coherent speech, expressive and conscious reading skills, the ability to find the main idea of a fairy tale; instill an interest in reading.
Planned results: students should distinguish between small genres of oral folk art; find consonant endings in texts, as well as words that help to present the hero of a work of oral folk art.
Equipment: cards (text for speech warm-up, tasks).
During the classes
I. Organizational moment
II. Checking homework
Working with riddles on p. 24-25.
Can there be different answers to the riddle “Without windows, without doors - the room is full of people”: watermelon, cucumber, pumpkin, sunflower, zucchini, eggplant?
- Divide the puzzles into thematic groups: animals, garden and vegetable garden, book and letter. Complete each group with riddles you knew before.
III. Speech warm-up
Fairy tales have been known for a long time.
Don't trust the one who says
What is this fiction and nonsense,
Don't even listen to him.
Rather, read fairy tales
remember them better
And learn the ancient wisdom -
They will teach everything.
We know fairy tales by heart,
After all, since childhood we read them,
But something new, my friend,
Let's find out about them now.
Read slowly (still: with acceleration; sad, cheerful).
Read expressively.
IV. Introduction to the topic of the lesson
- Do you like fairy tales? How would you explain: what is a fairy tale? (Children's statements.)
Teacher material
The very first creator of fairy tales was the people. People lived hard: they plowed arable land, sowed, harrowed, reaped, threshed, cut wood, spun, weaved, fished and hoped for a better life. And in fairy tales they portrayed the same. The fiction inspired confidence in victory over forces hostile to man. Fairy tales do not know irreparable troubles and misfortunes. Fairy tales taught to be firm in troubles, advised not to put up with evil, but to fight it.
Fairy tales are different. There are magical ones - they must necessarily contain miracles and magical objects. There are fairy tales about animals, in which animals can talk, visit each other and even go to school. There are household tales - they describe the life of ordinary people: a poor peasant or a clever soldier. A fairy tale necessarily teaches people something, contains a wise thought.
Today we begin the study of Russian folk tales.
V. Work on the topic of the lesson
(Reading the article by Yu. Koval "Tales" on p. 28.)
What did A. S. Pushkin say about the fairy tale?
What does a fairy tale teach? (Distinguish good from evil, good from bad.)
VI. Physical education minute
(To the teacher's chants, the children do exercises to correct inhalation and exhalation, imitating the smell of flowers.)
Flowers
Let's smell the flowers
Unusual beauty.
Smell the aster, sniff the poppy,
Sniff mallow, purslane,
Smell a rose, a lily,
Sweet chrysanthemum.
And violets and peonies.
We are the champions by smell.
VII. Consolidation of the studied
1. Working with illustration
- Look at the illustration on p. 29. What fairy tales do you remember? What are they teaching?
2. Teacher's story about Yu. Moritz
Today we will get acquainted with a poem by Yunna Moritz about fairy tales.
Teacher material
Yunna Petrovna Moritz is a Russian poetess. She was born on June 2, 1937 in Kyiv. Her father worked as a transport engineer, her mother gave French and mathematics lessons, worked in art crafts, as a nurse in a hospital, and even as a lumberjack.
In the year of Yunna's birth, his father was arrested on a denunciation, and a few months later he was found not guilty. He returned, but began to quickly go blind.
The war found the family in Kyiv. A four-year-old girl began to compose poetry “out of fear” in a world where bombs were falling, a train with refugees was on fire, where the basement in which ice cream was previously stored had become a home. Tuberculosis dulled the constant feeling of hunger, but it awakened the imagination. Stuttering and a strong tic did not allow the girl to go to kindergarten, removed her from her peers.
At the age of 6-7, Yunna went to the hospital, read poetry to the wounded, wrote letters to the front, embroidered pouches. The usual classes for children of those years became something like the first lessons in poetic literature.
Later, this time was reflected in a number of poems: “Walls are crying” (1975), “Lemon trees, cabbages, whites ...” (1977), “After the war” (1980), “A wonderful moment” (1986), “On a moonlit night in January...” (1986), “Childhood is a quiet street...” (1988), etc.
In 1954, Yunna graduated from high school in Kyiv and entered the correspondence department of the Faculty of Philology. She always studied well: both at school (a gold medalist) and at the philological faculty of Kyiv University. In 1955, she entered the full-time department of poetry at the M. Gorky Literary Institute and graduated in 1961.
In the summer-autumn of 1956, on the icebreaker Sedov, she sailed in the Arctic and was on winter quarters, including at Cape Zhelaniya, on Novaya Zemlya. Winterers, pilots, sailors, their way of life, work, the laws of the Arctic community greatly influenced her personality.
In 1961, Moritz's first book, The Cape of Desire, was published. The second book - "Vine" - was published in Moscow only 9 years later, in 1970, since the poetess was on the "black lists" for the poem "In Memory of Titian Tabidze", written in 1962.
Her poems for children were published in 1963 in the magazine "Youth", where on this occasion a heading "For younger brothers and sisters" appeared. Joy predominates in Yu. Moritz's work for children - either festively ringing, or muffled lyrical.
3. The poem "A fairy tale goes through the forest ..."
(The teacher reads the poem on pages 30-31.)
Explain how you understand the expressions “A fairy tale goes through the forest”, “A fairy tale comes out of the river”, “Fairy tales run in a crowd”.
The heroes of which fairy tales are depicted on p. 30-31?
Read the poem on your own. Determine what mood the author conveys in the poem.
What words will we highlight while reading?
Let's read together slowly and determine where we will make short pauses, and where we will make long ones.
Let's read the poem out loud.
4. Quiz "Heroes of fairy tales"
1. He is both a fool and a prince; fulfills the tasks of kings, rescues young princesses from trouble. (Ivan.)
2. Lives in Russian fairy tales, indescribable beauty. It brings a lot of sorrows and troubles to Ivan Tsarevich, and its feathers are very much appreciated by the kings. (Firebird.)
3. She will go out into the field, hug her pockmarked cow, lie on her neck and tell how hard it is for her to live and live ... (Tiny-havroshechka.)
4. Lives in the forest, all living things obey him. And the one who gets into the forest will be twisted, deceived and will not be released back. (Goblin.)
5. Hanging on chains, asking for a drink. And his death is in an egg, an egg in a duck, a duck in a hare, a hare in a casket, a casket on an oak, an oak on an island, and the island is unknown where. (Kashchei.)
6. He caught a pike, and rode a stove, and married the king's daughter. (Emelya.)
7. She is the most cunning in Russian fairy tales. She circled everyone around her finger: a hare, a wolf, a bear, and an old man with an old woman. (Fox.)
8. The fox deceived him, and the prince took him into service. (Wolf.)
VIII. Reflection
Choose and continue with any offer.
In today's lesson, I learned...
In this lesson, I would commend myself for...
After class I wanted...
Today I managed...
IX. Summing up the lesson
What did you learn about fairy tales?
What are fairy tales?
What is the most important thing that folk tales teach us? Homework
Learn a poem by Yu. Moritz (p. 30-31).
Natalia Tikhonenko
Target: Teaching children to invent fairy tale by reference pictures. Develop connected speech, creative thinking, attention, purposefulness and perseverance in finding solutions to emerging problems. educate at preschoolers communication skills and abilities, confidence when communicating with strangers; interest in creativity.
Tasks:
1. To form the ability to follow a logical sequence when compiling fairy tales.
2. Introduce the phantom method, with the values words: chest, miracles.
3. Improve the skills of dialogue, the formation of phrases.
4. Strengthen children's ability to form possessive adjectives.
preliminary work: reading fairy tales
Material and equipment: screen,
Multimedia projector, laptop, tape recorder; 2 easels; a chest, a pot, a wooden spoon, a vessel, a bell, a mirror, a ball with knots, soft modules, a pipe, traces of animals, an illustration for fairy tale"Red Riding Hood", magic wand, picture - a miracle animal.
Organizing time
Etude "Friendship".
Let's hold hands, shake them slightly, look affectionately into each other's eyes, smile at each other.
Main part
Guys, what do you like most in the world? (children's answers)
And I love miracles more than anything in the world ... And what are miracles? (children's answers). That's right, miracles are magic, mystery. Do you want to find yourself with me in a wonderful fairyland(children's answers). And with us on the road we will take a good mood, smiles and imagination. Look I have old Grandma's chest Do you know what a chest is? (children's answers). A chest is a large box with a hinged lid and a lock for storing things.
Let's take a look at it. Look, it contains old recipe: how to cook fairy tales and interesting stories.
Well, what shall we start conjuring? Pour boiled water into the pot, add a thousand smiles. Everyone smiled together! One grimace for witticism, pour laughter, from hee-hee to ha-ha! Gently mix, add a little imagination and .... (sounds magical music)
A fairy tale goes through the forest -
Leads the tale by the hand,
Coming out of the river story!
From the tram! From the gate!
To, to, to again
Good has conquered evil!
To kind, to evil
Learned to be good.
The first task from the grandmother's chest.
To fall asleep in fairyland, you need to find the correct answer to the question of the magic mirror.
1. What did the month of April give to your stepdaughter? (ring, dress, car, house).
2. What is the name of the girl with blue hair? (Barbie, Malvina, Cindy, Alyonushka).
3. Name Snow White's little friends. (snowflakes, gnomes, trolls, birds).
4. What flower did the Beast love the most? (Scarlet flower, tulip, bluebell, chamomile).
5. What transport did Emelya use? (on a sleigh, in a carriage, on a broomstick, on a stove).
6. Who did the wolf turn to to change his voice? (to the doctor, to the blacksmith, to the nightingale, to the thrush).
7. Who destroyed the tower? (elephant, bear, rhino, hippo).
8. Where should a bear not land? (on a bench, on a log, on a stump, on a swing).
Well done guys, answered the questions of the mirror, and now on the road. (Children walk, stepping over imaginary trees, walking along a narrow road, etc.). Let's see what lies in our way (takes a ball on which knots are tied).
And in a ball fairy tales,
They came to us without fear,
just like people
only as yet unnamed.
And so that they are not confused, not offended
Guess them guys
The story needs to be guessed,
knot untie.
Task 2. "Clew fairy tales» .
caregiver tells a tale, children guess it and untie the knot. On the screen
Lived - there were Grandfather and Baba and the hen Ryaba lived with them. Once the Hen laid an egg - not a simple one, but a golden one (Hen Ryaba). The woman put it on the window to catch a cold. And the fox ate it. (Kolobok). Grandfather pulls - pulls - can not pull. Baba pulls - pulls - cannot pull. (Turnip). Grandfather is crying, Baba is crying. Yes, tears of grief will not help. Grandfather He speaks: “I will go to the city to the fair, and you sit at home, take care of your brother!” (Swan geese). Baba took a pie and a pot of butter and went down the long path. (Red Riding Hood). How long, how short was it, I saw teremok:
She asks:
Who, who lives in a teremochka? Who, who lives in the low?
She entered the hut: and asks: “Grandma, grandma, why do you have such long teeth?”
This is to eat you faster.
Don't eat me, I'll sing you a song. (Kolobok).
Here the grandfather returned from the fair. They rejoiced and began to live - to live and to make good.
Children approach the easel on which the picture from fairy tales"Red Riding Hood"
Task 3. The story needs to be redone..
Who is it? (children's answers). What is the name of story? Who wrote it? What happened to Little Red Riding Hood?
- you know the story. And what would happen if mom asked Little Red Riding Hood not to go, but to run to her grandmother? As if developed a fairy tale? (children's answers). Little Red Riding Hood would run through the forest. She had no time to stop. She would just make it tell the wolf: "Hi"- and would have swept past him like a rocket.
And what would happen if mom said Little Red Riding Hood go to Grandma slowly, like a turtle? (children's answers). So Little Red Riding Hood would have walked slowly. Stopped to talk to everyone. And in the forest she stopped near every bush, but the wolf had long passed through the forest, and they did not meet. Again it turns out another story.
Fikultminutka.
We are like a fairy tale,
Everything about her has changed dramatically. The children go where they are.
We stomp our feet
We clapped our hands.
Will be in fairy tale remember us. Clap in palms.
We leaned over. Lean forward
Two climbed straighten up
Everyone smiled. Smile
And again they stomp
And they clapped their hands
Here are some good fellows
Here are some daredevils!
Look what I found, this is a magic pipe, it will help us compose a magic fairy tale. (Children sit on stumps near the screen. Pictures on the screen).
Task 4. Creative productive speech activity"Compose a magical fairy tale» by reference pictures. Pictures: girl. Brother, geese - swans, Baba Yaga, helicopter, invisible hat.
You are given pictures, using the pictures we have to compose a new one. fairy tale.
Wonderful turned out story. We go further, the way will be shown to us by magic traces.
(children follow in the footsteps and meet a magical beast). Let's look at what animals it consists of. Head (whose, tail, etc. how do you think what to call it.
Task 5. Game "Good or bad" (NC)
Children examine the animal and answer questions "Good", "poorly". Our animal has horns. It's good why? And bad, etc.
(bell rings)
The magic bell reminds us that it's time to go home, and this will help us with a magic wand.
One two Three.
Wand bring us home.
Final part:
What did you like the most about fairyland? (children's answers). And all the magical things that we met in this country, we will give a grandmother's chest so that in her fairy tales good triumphed over evil.
Fairy tales. "A fairy tale goes through the forest" |
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The goals of the teacher | Create conditions for acquaintance with the genre of folk tales; promote the development of speech, reading skills, the ability to correlate illustrations with text |
Lesson type | Setting and solving educational problems |
Planned | Subject (the volume of development and the level of competence): they will learn: to characterize the heroes of a fairy tale, to correlate the qualities of the heroes of a fairy tale with their actions, to name Russian folk tales and their heroes; will have the opportunity to learn: to tell a fairy tale according to an illustration, according to a plan; correlate the proverb and the fairy tale text, the drawing and the plot of the fairy tale; invent your own fairy tales. Meta-subject: cognitive: identify and generally fix groups of essential features of objects in order to solve specific problems; regulatory: they perform educational actions in a materialized, loud-speech and mental form, use speech to regulate their actions; communicative: they ask questions necessary for organizing their own activities and cooperation with a partner. Personal: accept and master the social role of the student; realize the motivation for learning activities |
methods and forms | Forms: frontal, individual, collective. Methods: verbal, visual, practical |
Educational | http://sweetsdetki.ru/index.php/kabinet-poezii-detskie-stixi/12-emma-moshkovskaya.html |
Equipment | Interactive whiteboard (screen), computer, projector |
organizational structure (script) of the lesson
Stages | Educational | Teacher activity | Activity |
organization of interaction | Formed Skills (universal educational actions) | Intermediate control |
I. Motivation (self- definition) to learning activities | Emotional, psychological and motivational preparation of students for the assimilation of the studied material | Greets students, checks the readiness of the class and equipment; emotionally tunes in to learning activities. Imagine for a moment How would we live without books? What would a student do? If there were no books If everything disappeared at once, What was written for children: From magical good tales For funny stories... You wanted to dispel boredom Find an answer to a question. He reached out for a book, But it's not on the shelf! No, you can't imagine For such a moment to arise And you could be left | Listen to teachers. Participate in a dialogue with the teacher. Demonstrate readiness for the lesson | Frontal, individual | Personal: have positive motivation Communicative: plan educational cooperation with the teacher and peers | Oral responses, teacher observations |
II. Knowledge update | Speech warm-up | On the desk: Tsarap-Tsarapych climbed into the throat E. Moshkovskaya – Read the poem slowly (with acceleration; sad, cheerful). - Read aloud | Perform tasks | Frontal, individual | Cognitive: carry out semantic reading. Regulatory: accept and maintain the goals and objectives of educational activities | Oral responses, teacher observations, completed assignments |
III. Statement of the learning task | - Do you like fairy tales? How would you explain what a fairy tale is? - The very first creator of fairy tales was the people. Fairy tales are different. A fairy tale necessarily teaches people something, contains a wise thought. – Today we begin the study of Russian folk tales | They answer questions. Listen carefully | Frontal, individual | Regulatory: accept and save the goals and objectives of educational activities. Communicative: able to listen to the interlocutor |
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IV. Work on the topic of the lesson | 1. Reading an article Y. Kovalya "Fairy tales" | What did he say about the story? What does a fairy tale teach? | Read the article on your own. Answer questions, draw conclusions | Individual, frontal | Cognitive: extract the necessary information from the textbook. Regulatory: guided in the textbook; control learning activities, notice mistakes made |
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V. Consolidation of knowledge and methods of action | 1. Work 2. Teacher's story 3. The poem "A fairy tale is going through the forest ...". 4. Quiz "What fairy tale is this from?" | - Look at the illustration on p. 29. What fairy tales do you remember? What are they teaching? See resource material. The poem is performed by the actor (audio application). - Explain how you understand the expressions “A fairy tale goes through the forest”, “A fairy tale comes out of the river”, “Fairy tales run in a crowd”. - The heroes of which fairy tales are depicted on p. thirty- - Read the poem yourself. What words will we highlight while reading? - Let's read together slowly and determine where we will make short pauses, and where we will make long ones. - Read it out loud. See resource material | They answer questions. They listen carefully. Listen to a poem. They answer questions. Read on their own. Carry out the task. Read expressively. Answer the quiz questions | Frontal, individual. Collective | Cognitive: carry out comparison, generalization, search for the necessary information, conscious and arbitrary construction of a speech statement, construction of a logical chain of reasoning, proof. Regulatory: exercise control, correction, evaluation, volitional self-regulation in a situation of difficulty. Communicative: express their thoughts with sufficient completeness and accuracy, adequately use speech means to solve communication problems; formulate and justify their opinion and position | Oral responses |
VI. Lesson results. Reflection | Summarizing the information received in the lesson. Final conversation. Grading | What did you learn about fairy tales? - What are fairy tales? - What is very important to teach us folk | Answer questions | Frontal, individual | Cognitive: oriented in the knowledge system. Personal: show interest in the subject, strive to acquire new knowledge. Regulatory: evaluate their own activities in the lesson | Oral responses |
Homework | Homework instruction | Learn a poem by Yu. Moritz (p. 30– | Ask clarifying questions | Frontal, individual | Regulatory: accept and save the learning task |
resource material
Teacher's story about Yu. Moritz
Yunna Petrovna Moritz was born on June 2, 1937 in the city of Kyiv. She graduated from high school in 1954. In the same year, her first poems were published. In 1955 she entered the Literary Institute. in Moscow. Soon her first collection of poems “A Conversation about Happiness” was published, and in the year of graduation from the institute, in 1961, her second collection “Cape of Desire” was published, after the name of the cape on Novaya Zemlya, under the impression of traveling through the Arctic on the icebreaker Sedov in the fall of 1956.
Yunna Moritz is the author of the collections of poems Vine (1970), Harsh Thread (1974), In the Light of Life (1977), Third Eye (1980), Favorites (1982), Blue Fire ( 1985), "In the lair of the Gulos" (1990), "Face" (2000), "Thus" (2000), "By law - hello to the postman!" (2005), as well as poetry books for children - "Big Secret for a Small Company" (1987), "Bouquet of Cats" (1997)) and others.
The poems of the poetess have been translated into all European languages, as well as into Japanese, Chinese, and Turkish. She herself did a lot of translations: from Georgian, Estonian, etc.
Some collections of poetry are decorated with drawings by the author himself ("Face", "Thus"). Yunna Moritz also embodied her thoughts in graphics, painting, “which are not illustrations, these are such poems, in such a language” (Yu. Moritz).
In Yunna Petrovna Moritz, two different poets coexist: part of her work is dedicated to a children's audience. She began to write poems for children in 1963, after she was blacklisted because of the poem "In Memory of Titian Tabidze." For 9 years her books were not published, and she began to write for the best audience - for children. And she ended up in a worthy company - Kharms, Marshak, Moshkovskaya, Sapgir. The books “A Big Secret for a Small Company”, “A Dog Can Biting”, “A Bouquet of Cats” are known and loved by adults and children. Yunna Petrovna herself says that adults read books to children and only then do children begin to read poetry themselves. Therefore, she writes such poems for children that would be of interest to both adults and herself.
She plays with words easily and beautifully, thus developing the child’s imagination: “Here is a big fight, It is snowing, a dog is coming, I am walking, the clock is ticking, the mustache is ticking for the King!”, showing that the word “go” can be interpreted in different ways. that, in addition to the literal meaning, this verb also has a figurative meaning. Moritz generally loves verbal shifters: “dance-laughing”, “rabbit on rabbit skates, king on roller skates”, “riding an elephant cat”. “Once a Horse sat down in a galosh And said: I am a Galosh.” She speaks to the children in their language. Moritz's poems are kind and funny, it's not without reason that many of them have been written songs, and some of them have been made into cartoons: "Rubber Hedgehog", "Big Secret for a Small Company", "Favorite Pony".
In 2004, a large beautiful book of the poetess was published - “Move your ears”, on its cover there is an inscription that the poetess herself came up with “For children from 5 to 500 years old”. This is Yunna Petrovna's favorite audience, for whom, according to her, she always writes, even in her sleep.
Songs written by Sergei Nikitin and poems by Yunna Moritz gained particular popularity. Many children, together with their parents, come to concerts to “whistle with a hole in their right side”, sing “When we were young”, “Big secret for a small company”, etc. And when you see how the whole audience, of all ages, selflessly sings, then you understand that at the moment children and parents are in the same age category - from 5 to 500 years old, the same one for which Yunna Petrovna Moritz loves to write most of all.
In 1995, Moritz was elected an academician of the Russian Academy of Natural Sciences. She is an award winner. - "For Civil Courage of the Writer", awards "Triumph" (Russia), "Golden Rose" (Italy), awards of the International Moscow Book Fair in the nomination "Book of the Year" - "Poetry 2005", awards to them. A. Delvig - 2006
Quiz "What fairy tale is this from?"
1. An arrow flew and hit the swamp, 3. The kids opened the door
And in that swamp someone caught her. And they all disappeared.
Who, having said goodbye to green skin, (“The wolf and the seven kids.”)
Did you instantly become beautiful, comely?
(“Princess Frog.”) 4. Under the window, she sat down by the yarn
Wait for the owners, but looked
2. There is no river, no pond, Everything is for an apple. It
Where to drink water, Juice is full of fresh.
Very tasty water, so fresh and so fragrant,
In the hole from the hoof. So ruddy, golden.
(“Sister Alyonushka and brother Ivanushka.”) (“The Tale of the Dead
the princess and the seven bogatyrs.")
