Open speech therapy lesson in the senior group fair. Open group speech therapy lesson in the senior group "Professions
Abstract frontal occupation"Kolobok's journey" in the elder speech therapy group.
Abstract of a speech therapy lesson aimed at developing the phonetic-phonemic side of speech in children using health-saving technologies
Durneva Marina Alekseevna, speech therapist teacher, MBDOU Kindergarten No. 17, Kamensk-Shakhtinsky.Description: This lesson was conducted in the senior speech therapy group. When composing the lesson, the emphasis was on the lexical topic "Autumn". This lesson will be useful for speech therapists and preschool educators.
Targets and goals:
Correctional educational:
to teach children to characterize the sounds [y] and [a], to select words for a given sound.
to acquaint children with the sound [p] and the way of its characterization based on articulation and acoustic signs;
to acquaint with the concept of "consonant voiceless sound" and the location of the sound at the beginning of a word;
learn to highlight the sound in syllables and words.
Correctional and developmental:
develop the general, fine and articulatory motor skills of children;
develop phonemic processes;
develop breathing and voice;
to consolidate the concept: "sound";
improve communication skills and skills of children;
to raise speech activity;
develop melodic intonation and prosodic side speech;
develop mental processes;
improve performance and endurance.
Correctional and educational:
to educate in children the ability to complete the work begun, perseverance and the ability to handle handouts.
Equipment: pictures of fairy tale characters, leaves with pictures, river, bridge, counting sticks, pictures for articulatory gymnastics, illustration "Letter P", tape recorder, board.
Course of the lesson:
1. Organizing time.Speech therapist: To be polite, you need to say hello,
Everyone who has met - children know this.
Say hello, and in response, it will sound
Children: Hi Hi!
Speech therapist: Let's say hello to our guests (children say hello).
Now let's say hello to each other.
Logorhythm "Hello palms" (development of communication skills, initiative behavior, speed of reaction).
2. The main part.
Teacher: Guess the riddle: I did not tremble in front of the wolf,
I ran away from the bear
And the fox's teeth
I got caught ... (bun)
Let's come up with our own fairy tale about Kolobok.
And who will help us with this? (smart person)
Then let's do gymnastics for the brain. It will help you become attentive, active, relieve stress, fear, irritation and improve your achievements!
Kinesiological exercises.
"Ear - nose - clap" - with your left hand, grasp the tip of the nose, and with your right hand, grasp the opposite ear. Release your ear and nose at the same time, clap your hands, change the position of your hands "exactly the opposite."
"Fist - rib - palm."
Who else will help us? (tongue).
Articulatory gymnastics.
Children perform exercises according to the text they heard and the picture they saw:
“We open our mouth - the house, who is the boss in the house?
In it the owner is the Tongue, on the lip he lay down with a spatula ("Spatula").
The tongue goes out for a walk, he walks around the house (lick his lips in a circle).
Who is here and who is there? He looks around ("Watch").
Sees: lips are very flexible, deftly reach for a smile ("Fence"),
And now, on the contrary, the lips stretch forward ("Elephant").
The tongue became a painter, paints the house neatly ("Painter").
I found myself on a swing, took off upward and downward ("Swing").
Who could have guessed? Our tongue is like a fungus! ("Fungus")
The tongue became an accordion, played and did not get tired ("Accordion").
Tired of the transformation: the tongue licks the jam ("Tasty jam").
He loves to eat sweetly, after which he rides like a horse ("Horse").
Are you ready to come up with an interesting fairy tale now? Then let's get started. Grandma baked Kolobok. And how she baked it, we will now show.
Finger gymnastics "Let's bake a bun" - development fine motor skills.
“Gathering flour on the bottom” - children spread their fingers wide apart, then clench them into a fist.
"Kneading the dough" - children move their fingers of one hand on the palm of the other clockwise, then change the position of their hands.
“Roll out the dough” - rub with palm on palm.
"Sculpt Kolobok" - put palm on palm - "roll the ball".
Baked by Grandma Kolobok. I put it on the window to cool. The gingerbread man lay-lay. He jumped off the window and rolled (children perform movement to the music).
Logorhythm "Let's take a walk" (development of communication skills, initiative behavior, speed of reaction).
And on the way there is a river. How do we get to the other side?
Children offer options for answers (swim across on a boat, on a boat, on a ship).
Speech therapist: You can go over the bridge. But the bridge is not simple, this bridge is sound. The one who calls the words with the sound A or Y will pass. Children name words and walk across the bridge.
I crossed the river, sat on a tree stump and sang (children sing to music):
1. I left my grandmother,
I left my grandfather.
This is what a bun I am,
Gingerbread man - ruddy side.
2. Oh, how good I am!
How I love myself!
Many hugs,
I inhale with my nose.
Breathing exercise "Hug your shoulders" (according to A. N. Strelnikova).
Children stand straight and straight, their legs are slightly narrower. Than shoulder width apart; arms bent at the elbows, raised to chest level and spread apart. In this case, one hand should be placed slightly lower.
At the expense of "one" we hug ourselves so that the elbows come close one above the other in one place, the arms form a triangle - inhale!
Having made 4 breaths-movements, you need to rest for a few seconds and repeat this exercise 4 times. And so 4 times, 4 inhalation movements.
A bunny runs past. I saw the Hare Kolobok and says: "Kolobok, Kolobok - I'll eat you." And Kolobok says: "Don't eat me, let's play better." Hare thought and agreed.
Game "Collect the leaves".
Leaves are scattered around the room, children whirl like leaves to calm music. The music stops playing, everyone must take 1 leaf for themselves.
WITH back side picture.
Look at the picture and name the word.
What is the first sound in this word?
In all the words we met the sound "P". Let's say it again and watch how we do it.
How does the air escape easily or meets an obstruction?
And what is this barrier? (lips).
So will the "P" sound be a vowel or a consonant? (consonant)
Now put your hand on the neck and say the "P" sound. Is the neck silent or trembling? (is silent)
So this sound is deaf.
And in writing, this sound will be denoted by the letter "P" - showing the letter.
Bunny says that he has instructions on how to make the letter "P" from sticks, but he won't understand anything. Let's help him.
The letter P is a doorway.
We'll take three sticks.
Let us add two straight paths.
We put the third one at the top.
Have you guessed how to make the letter "P" from sticks? Then go to the tables and fold this letter for the bunny.
The hare thanks the children and leaves.
Only the hare ran away, runs to meet Kolobok Wolf and says: "Kolobok, Kolobok - I'll eat you." And Kolobok says: “Don't eat me, let me tell you what I learned about the“ P ”sound. The wolf thought and agreed.
The Wolf was surprised at Kolobok's knowledge and said: “Okay, I won't eat you. But you have to play with me. "
Development game phonemic hearing"Clap-stomp"
The wolf thanks the children and leaves.
Only the Wolf ran away, he goes to meet Kolobok Bear and says: "Kolobok, Kolobok - I'll eat you." And Kolobok says: “Don't eat me, let me tell you what I learned about the“ P ”sound.
Children repeat the characteristics of the sound "P" - the sound "P" is consonant and deaf, denoted by the letter "P".
The Bear was surprised and said. You know about the "P" sound, but not all. This sound can also be indicated in blue, because it is a consonant. I won't eat you if you complete my assignment.
Game "How many sounds?"
The speech therapist pronounces the syllables AP, UP. Children name sounds in syllables, characterize them and lay out schemes.
The bear thanks the children and leaves.
As soon as the Bear is gone, the fox-reticule is walking. She saw Kolobok and said: "Kolobok, Kolobok - I'll eat you." And Kolobok says: "Don't eat me, I'll tell you a rhyme":
Pa-pa-pa - cereals on the table.
Py-py-py - no cereal.
Op-op-op - all clap hands.
Up-up-up - Vanya has delicious soup.
Ip-un-un - Philip came to us.
Oo-oop-up - we ate the soup.
The fox listened to the rhyme and said. Okay, I'm not going to eat you, just let's play a game first.
Pa - pa - pa, here comes the fox!
Pa - pa - pa, so I'll eat Kolobok!
Py - py - py, and I'll hide from the Fox!
Pa - pa - pa, you won't catch Kolobok!
Children, standing in a circle, hum the words. In the center of the circle is the Fox, behind the circle is the Kolobok. Having sung all the words, the children raise their clasped hands high up, making "collars". And the Fox catches up with Kolobok, running after him through the circle. When the music ends, the game stops.
Lisa Kolobok did not catch, was offended and ran away.
Relaxation exercise "The gingerbread man is resting."
Children sing the words of Kolobok:
Children (singing): I'm tired, I was in a hurry,
I almost got lost.
I'll lie down in the clearing,
And I will look at the sky.
When they lose, the children lie down on the carpet and rest.
Speech therapy lesson in the senior group
Abstract of GCD on speech therapy "At the ball at Cinderella"
Rakutina Elena Viktorovna. Teacher - speech therapist MBDOU "Komsomolsk kindergarten" Kungurskiy district Perm regionDescription: Abstract of nodes on speech therapy for senior group kindergarten on the differentiation of the sound "L - L". Children in game form fix the pronunciation of the sounds set.
Target:
consolidating the skills of distinguishing the sounds L-L in coherent speech.
Tasks:
continue to teach to differentiate sounds by hardness-softness, sound analysis, drawing up sentences for schemes;
form plural nouns, coordinate nouns with numerals;
develop phonemic perception, coherent speech, imagination, thinking, attention, memory, general and fine motor skills;
develop facial muscles.
consolidate the ability to work in pairs 1. Organizational moment
- Hello guys.
- Do you love to travel?
- what type of transport can you travel on?
- Yes, you can travel by transport, or you can mentally go on a journey. Guess the riddle:
So quickly ran from the prince,
That even she had lost her shoe.
(children's answers)
- I propose to go on a journey through the fairy tale "Cinderella", which was written by Charles Perrault.
- Who are the main characters of this tale? (children's answers).
Psycho-gymnastics.
- Put up mirrors and depict on your faces the kind Fairy, the evil stepmother, the sad Cinderella, the surprised face of the prince.
2. Message of the topic.
-Together with "Cinderella" we will repeat correct pronunciation sounds l - l.
3. Characteristics of sound.
-Picked air in the tummy and uttered the sound of l. What sound is that? (Consonant, solid, sonorous). The sound is soft.
4. Pronunciation of sounds l - l in syllables, words.
What was Cinderella like? (Affectionate, sweet, kind).
- What kind of work did she do? Suggest the words you want. Cinderella floors ... (washing, sweeping, wiping, scraping), stove ... (heated), lunch ... (cooked, cooked), linen ... (washed, rinsed, ironed), beds ... (dug, weeded), dishes ... (soaps, cleaned).
- How are these words similar? What syllable do they end with? (The syllable is la).
- On points people not only dance, but also sing. Conductor game. The boys pronounce the syllable LA, and the girls pronounce the syllable LA I will lead our choir. (To the tune of the song "A Christmas tree was born in the forest")
- Why was the girl called "Cinderella"?
- What is ash?
- What was the stain on Cinderella's dress?
- What was she dreaming about?
- How can we help her?
- Do the job for her and make her dreams come true.
5. Development of fine motor skills of the hand.
- We work in pairs: girls collect beans, boys collect onions.
- What is the last sound in the word "beans"? Divide this word into syllables. How many syllables?
- Where is the L sound in the word? (Beginning, middle, end) How many syllables?
- Which word of these words is longer?
Formation of adjectives.
- What will Cinderella wear to the ball?
- What can a dress be made from? (Fabric samples)
- If we take silk, what will be the dress? (Silk). From satin - satin, from flax - linen.
6. Development language analysis and synthesis.
- The fairy wanted to give the beads, but they crumbled. Help collect. What is the first sound in the word BAL? What color do we designate? Correctly blue. The second sound in this word? What color? That's right, the vowel is in red. The last sound is a consonant, in blue.
7. Pronunciation in sentences.
- Where did the Fairy send Cinderella? (The fairy sent Cinderella to the garden)
- Look at the screen and name what is depicted in one word. (Vegetables)
- What kind of vegetable we need, describe it without naming it. Scheme (shape, size, color, what is the use). What can Cinderella cook with pumpkin?
(Pumpkin porridge, pumpkin soup, pumpkin jam)
Education plural nouns. "One - many"
- Look at the screen and tell what items Cinderella needs to get to the ball (horse - horses, dress - dresses, shoes - shoes, scarf - scarves, mouse - mice, lizard - lizards).
Coordination of nouns with numbers.
-Look at the diagram and make a proposal based on it.
(Cinderella has 1 (3, 5) dress. Cinderella has 1 (3.5) ribbon).
-The pumpkin was turned into a carriage, mice - horses, lizards - into servants. The dress turned into a golden, beautiful outfit. Cinderella is ready to go to her first ball.
8. Analysis of the verbal composition of the sentence.
- Cinderella went to the ball. Lay out the outline of this sentence from the word strips.
- What word can replace the word went? (I left, I ran away, I got there)
- Which road was Cinderella driving? (Straight, winding, undulating)
- Draw a winding path in the sand with both hands.
9. Physical minutes.
- Cinderella was at the ball. What was she doing there?
(I met, danced, moved in, laughed, danced)
- Now we will dance the waltz with Cinderella. Boys invite girls.
Clarification of the semantic meaning of the word "midnight".
- Cinderella did not notice the time, but suddenly the clock struck midnight.
- How do you understand this word?
10. Development of coherent speech.
- Tell us what happened next.
- How did you find Cinderella?
- How did the fairy tale end?
11. Lesson summary.
- How did we help Cinderella?
- What was interesting to you, what difficulties you experienced.
- Thank you for your work.
Final lesson with children of the older group on the differentiation of sounds [S] and [W] in a syllable and a word. The lesson uses elements of fairy-tale therapy. The guys carry out all the tasks, helping the heroes of fairy tales to overcome the obstacles created by Miracle - Yudo. Children visit Little Red Riding Hood, Dunno, Snow Queen and Baba Yaga. The lesson is attended by parents, helping children in the differentiation of sounds by ear and syllabic analysis.
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Municipal budgetary preschool educational institution- kindergarten number 10 "Ogonyok"
Travel to the land of fairy tales
Open lesson in the senior group
Teacher-speech therapist O.N. Polynskaya
2016 Nov.
Goals:
- Differentiation of sounds [S] - [W] in a syllable and a word.
- Improving articulatory motor skills.
- Development of phonemic hearing.
- Development of syllabic analysis.
- Improvement of lexical and grammatical categories - the formation of diminutive forms of nouns.
Equipment:
Storyteller costume, chest with a book of fairy tales and souvenir stickers with a picture fairytale heroes, presentation of slides with the image of Miracle Yudo, soundtrack of the music "Visiting a Fairy Tale", imagesLittle Red Riding Hood, Dunno, Snow Queen, Baba Yaga.
On the desk :
letters S and W on cards, a river, logs of the "affectionate bridge" with images of objects for the formation of diminutive nouns, a composite image of crystals depicting objects with sounds [ S] and [W],
In children:
mirrors, napkins, on plates for children: signal cards, picture cards for dividing words into syllables.
Parents:
signal cards, picture cards for dividing words into syllables, reminders for parents on the differentiation of sounds S-Sh and Z-Zh.
Course of the lesson:
I. Organizational moment.
Storyteller: (The speech therapist enters in the Storyteller's costume to the soundtrack of music, sits down, the children stand around).
Hello guys! Today I want to read you a fairy tale that is in my magic chest, now I will open it.
But where is he? (disturbing music sounds, the voice of Chudo-Yudo):
You will not get your chest with fairy tales, look for it if you can! But you won't find it until you help the heroes of fairy tales to complete my tasks!
Storyteller:
Guys, this Miracle Yudo has bewitched our fairy tales! Can we help disenchant them?
Sit down rather at the tables.
II. Articulatory gymnastics.
Storyteller:
And in order to help the heroes of our favorite fairy tales, we need to prepare our tongue well, in order to complete the tasks, let us recall the tale of the Funny Tongue.
(performing articulatory gymnastics).
III. Development of phonemic hearing.
Storyteller:
So guys, we got into a fairy tale aboutLittle Red Riding Hood.
(On the screen Little Red Riding Hood).
Guys, before we hit the road, let's remember how the sounds differ. S and W when do we say them?
1. Let's help Little Red Riding Hood get to her grandmother. To do this, you need to go through the forest in which the echo disappeared. But the echo is not simple, but magical. You must repeat the syllables correctly
SA - SHA, SO-SHO, SU-SHU, SI-SHI, CE-SHE, AS-ASH, OS-OSH, US-USH, IS-ISH, YAS-YASH, YUS- YUSH, SO-SHO, SA- SHA, SU-SHU
2. And now the sounds have disappeared in the forest, help Little Red Riding Hood to find them. You need to turn on the red signal card if you hear a sound[WITH] , and blue - if you hear a sound[NS] ... But we cannot do without the help of our parents!
SHA - SO - USH - SHE - SU - SHU - IS - SHO - YUS - ASH - SYA
Well done, the forest is gone, we helped Little Red Riding Hood to get to her grandmother.
IV. Differentiation[S] - [W] in the word. (Division into syllables).
Storyteller:
And now, guys, we got to visit Dunno.
(Dunno on the screen).
Let's help him figure out the pictures that have our sounds in their names. They are on your table. It is necessary to put the syllables on the palm of your hand with claps. But we cannot cope alone, we ask our parents to help us.
Well done, helped Dunno!
V. Physical education.
Tired on the way! Let's rest! Come out into the circle!
The wind is blowing in our faces.
The tree swayed.
The wind is quieter, quieter, quieter.
The tree is getting higher, higher!
Vi. Differentiation[S] - [W] in a word
Storyteller:
And now we are in a fairy tale aboutSnow Queen.
On the screen The Snow Queen).
We will help Gerda to disenchant Kai, for this you need to collect magic crystals, 1 with pictures, in the name of which there is a sound[S], another [W]
(The Snow Queen is on the screen, on the board C, S. Children go to the board and collect crystals, naming objects.)
Vii. Work on lexical and grammatical categories.
Storyteller:
Guys, on the way to the chest with fairy tales I got up Baba Yaga
(on the screen Baba Yaga)
She will let us through if we go along the bridge across the river, only it is broken, we need to fix it. The bridge is not simple, but Affectionate, on each log there is an object that must be called affectionately.
VIII. The result of the lesson.
Storyteller:
Well done! Our guys are very friendly and smart!
Ouch! What is it? This is our box with fairy tales!(a chest appears)Fairy tales will stay with us, and what will we learn in them another time. (The book of fairy tales remains in the group) In memory of our journey, you deserve fabulous stickers!
And parents are reminders.
Lesson objectives.
Consolidation of clear articulation of vowel sounds [a], [y], [and], [o]; rules about vowel sounds.
Development of phonemic hearing, memory and attention.
Speech therapist: - Guys, let's look out the window. It's cold and cloudy outside, we frowned. Then they looked at each other, saw bracelets on our hands and were surprised. We liked how we looked unusual - we smiled.
Speech therapist: - Before starting the journey, let's remember what a clever tongue we have.
Exercises:
Smile-pipe
Self-massage of the face based on symbols.
Speech therapist: - To make our cheeks rosy, we will do a facial massage according to my prompts.
The sun woke up
Lobik touched
Spent a ray
And stroked.
Stroking movements.
Card 2. Picture: rain.
Rain, rain, more fun
Drip, drip, do not regret!
Just don't get us wet!
Don't knock on the window in vain!
Tapping movements.
Card 3. Pattern: zigzag.
A finger walks along the path:
Up and down, up and down.
Cheeks will be pink:
Up and down, up and down.
Zigzag movements.
Card 4. Drawing: apple.
Fingers went out for a walk
They began to pick apples.
What a wonderful picture:
The basket became full.
Tingling movements.
Card 1. Picture: sun.
The sun woke up
Lobik touched
Spent a ray
And stroked.
Stroking movements.
The beginning of the journey.
Speech therapist: - The road to the Land of vowel sounds lies through the autumn forest.
Now let's go!
Children go to the music in the "snake" group.
Speech therapist: - Guys, who is this sitting on a tree stump?
Children: - Gingerbread man!
Speech therapist: - Hello, Kolobok! We are going to the Land of vowel sounds. Do you want to come with us? Guys, let's take Kolobok with us!
Speech therapist: - Here we are! What's that on the tree?
Children: - These are red circles - symbols of vowel sounds.
The speech therapist attaches symbols to the board.
Speech therapist: - The gingerbread man saw something under the tree. Look, this is a Fabulous chest! Let's sit down and find out what's inside.
Sound-letter analysis.
Here is a picture: a boy is lost in the forest, he is calling his friends. What is he screaming?
Children: - AU.
Speech therapist: - How many sounds did we hear? (2). What is the 1st sound? [a] What is the II sound? [y].
What sounds are they? (Vowels)
What chips will we designate them with? (Red circles).
What letters are needed to represent these sounds in writing? (A; Y).
Lay your rugs so that the red stripe is on the left.
The speech therapist lays out the chips and letters on the board, the children - on individual rugs.
Speech therapist: - There are other pictures in the Fairytale chest. (Exposes a picture "crying baby"). How is the baby crying?
The sound-letter analysis "UA" on the board is performed by a child called by the speech therapist, all children - on individual rugs.
The speech therapist exposes the picture "donkey".
Speech therapist: - How does a donkey cry?
Sound-letter analysis "IA" is performed by all children on individual rugs on their own.
Self-control.
Speech therapist: - Each of you will check whether he completed the task correctly. If everything is correct, put a drop of autumn rain on your rug.
That's how many drops! After such a rain, you can go for mushrooms!
Physical minute "We will go to the woods."
We will go to the woods, we will find the fungus. Children are marching.
In a smart hat, light chocolate. Depict a hat.
Don't hide, fungus, Cover your face with your hands.
From the guys your side! Hands on the belt.
Speech therapist: - The gingerbread man says that someone hid under this fungus. Yes, this is his acquaintance, the Smart Caterpillar and her girlfriends.
(They sat down).
Game with the Caterpillar.
The caterpillar wants to play with you. She really likes vowel sounds, especially the [a] sound. In the Fairy Chest there are more pictures: watermelon, poppy, snail, shark. Determine the place of the sound [a] in these words. If the sound is at the beginning of the word, put the chip on the caterpillar's head, if in the middle, on the belly, at the end, on the tail.
Caterpillar letters.
Speech therapist: - The caterpillar liked the game, but it's time for her and her friends to return home. At parting, she brought each of you a letter on autumn leaves. Read your letter and step your fingers through each letter.
Work with a proposal.
Speech therapist: - It's time for us too. But how do we get back to kindergarten?
Kolobok: - I will help you, but first you help me. Today I wanted to write a story about autumn, but the wind scattered all the words. Tell me how to say it correctly?
The tree fell from the leaf. - A leaf fell from the tree.
The tree is hanging on a pine cone. - The pine cone hangs on the tree.
The birch is blowing into the wind. - The wind blows on the birch.
Kolobok: - Thank you guys! The path to kindergarten lies through syllable paths.
Syllabic tracks.
Each child has a subject picture. Children take turns walking along the syllable paths, determining the number of syllables in their word.
Kolobok: - So we are back! Thank you for an interesting journey, I am returning to my fairy tale.
Purpose: In the process of creative approaches in regime moments, to familiarize children with folk customs, folk crafts.
Tasks:
Correctional educational:
- expand knowledge of folk customs; folk crafts;
- to familiarize with the origins and traditions of the Russian people;
- improve the ability to work in a team;
- to form clear, energetic movements of the lips, tongue, necessary for the development of diction.
Correctional and developmental:
- develop the mimic muscles of the language, enrich words and activate the speech of children;
- develop fine motor skills of hands through visual activity;
- develop creativity;
- develop auditory perception, attention, memory.
Educational:
- educate communication skills;
- to acquaint with different genres of theater, to maintain interest in theatricalization, to encourage the desire for creativity;
- instill love and respect for Russian traditions.
Methods and techniques:
Practical, visual, verbal, playful.
Equipment.
Children in folk costumes, music, individual mirrors, photographs and reproductions of various fairs; speech therapy set "Bees in a hollow", wooden spoons, brushes, gouache, jars of water (according to the number of children), exhibits of folk crafts, treats for children, doll - Petrushka glove.
Preliminary work.
Conversation, what is "Fair". Explanatory dictionary Russian language, ed. D.N.Ushakova. We looked at photographs and reproductions depicting various fairs, exhibits of folk crafts. We learned massage, poems.
Event progress
Organizing time.
Children enter a group in Russian folk costumes and sit in a semicircle on chairs.
Speech therapist. Hello guys and you are dear guests. Low bow to you. I invite you today to take a trip to magic land called the Fair. What is a fair?
Children. The fair is fun, good mood, games.
Speech therapist. The fair was always eagerly awaited, it was an important event in people's lives. The best goods were transported there, and many useful and beautiful things could be bought there. And the fair was also famous for its fun, good mood and a festive atmosphere. At fairs, puppet and theatrical performances were shown, buffoons and life-size puppets performed. This is how interesting the fairs were.
During the story, the speech therapist demonstrates to the children photographs and reproductions, which are placed in advance on a magnetic portable board.
Speech therapist. Guys, have you been to a real fair? Let's go there now. But to get there, you need to complete the task.
Main part.
Respiratory warm-up.
Speech therapist: Guys, prepare your palms for the massage. Sit up straight, inhale air deeply through your nose and exhale smoothly through your mouth, then exhale sharply, as if free of all the air, inhale quickly and exhale strongly (fixed exhalation). Do not lift your shoulders, you need to sit freely. After a breathing warm-up, rub your palms lightly, pressing on the fingertips, preparing them for self-massage, and at the same time for massage of the hands.
Self-massage (stroking, patting, stroking)
We will wash our eyes
Wipe your nose clean
Redden your cheeks
Let's paint an eyebrow -
Right and left
And now like this (both),
Let's run along the ear
And stroke your neck
Sprinkle a little water.
Spank with fingertips.
And we'll dry off soon.
Well, you can go to the fair.
You just need to dress up
So go to the fair -
Well, just no good.
Children look in the mirror, smile, girls straighten their kerchiefs, and boys' sashes.
Acquaintance with folk crafts.
Children follow the speech therapist to the area of the "Fair" device. One part of the children becomes “buyers”, the other “sellers”. "Sellers" get up at the tables, on which are laid out various items of folk crafts. The speech therapist and "buyers" move from one table to another and examine the offered product. The speech therapist praises the crafts, fixing the attention of children to the variety of the presented material and its originality. The freed "sellers" are gradually joining the speech therapist and "buyers".
Hurry to our Fair,
We are very glad to see you,
Do not hesitate, come on,
All products here are for you!
1st child:
And at the Fair we have
All products are top class!
2nd child:
We invite, come,
Have a look at the goods.
3rd child:
Come take a look
And buy something!
4th child:
Folk crafts
All are very noble:
Haze, gzhel and khokhloma,
Uglich, Zhostov, Kostroma -
All to the Fair with us,
We invite you to visit.
5th child (seller):
Printed gingerbread
Very aromatic.
Adding honey to the dough,
The baker bakes gingerbread.
Come on, don't yawn
Buy yourself a gingerbread!
6th child (seller):
And here are the clay crafts!
The craft is very old.
There are pots, jugs, mugs
And funny toys.
7th child (seller):
Look what a miracle -
How blue and beautiful everything is!
How convenient it is to use -
And for tea and jam,
For sweets and cookies.
You do not pass by
Buy Gzhel soon!
8th child (seller):
But Khokhloma, hurry here!
You will buy a painting on a tree.
Salt shakers and dishes, beautiful ducks.
And even, look,
There are buns - babies.
9th child (seller):
And to whom the trays?
Brought from Zhostovo.
The craftswomen tried
Beauty painted:
What is not a bouquet, then a summer garden,
You will be glad to purchase ours!
10th child (seller):
Goose - Crystal
The whole sparkles.
Come, honest people,
Who does not miss now
It won't leave without a purchase!
11th child (seller):
There is an old Russian city -
This is Pavlovsky Posad.
Famous Posad scarves
And beautiful scarves.
Every handkerchief is a miracle garden,
Everyone will be happy about this.
So that's where my shawl comes from
Now I will know.
And to everyone about the trades
I can tell you.
Ay yes Fair!
Here is a miracle
Having been - you will not forget!
But at the Fair we have
And there is fun for you.
Children go to tables, sit on high chairs and do articulatory gymnastics(exercises "Tube", "Shovel", "Needle", "Watch", "Cup", "Horse", "Swing", "Tasty jam", "Painter")
After the articulation warm-up, the speech therapist invites the children to come to the Fair again and see what else is interesting there. All children come to a tree with a hollow.
Speech therapist: Oh, guys, look, what a miracle - a tree with a hollow appeared? Knock - knock, who lives in the hollow? (Comes closer to the tree and pretends to listen.) Yes, this is the Bee - buzzers - sound repeaters! And how I had not guessed before! Bees, fly out, and you guys substitute your fingers. We will play with them - we will guess what they will guess.
Children put bees on their index fingers. Children stand in a semicircle.
Are you ready? Begin. Pronounce sounds clearly, work well with your lips, tongue and voice. Listen to the riddle, then tell the whole answer.
Give me a loud sound
Like a woodpecker you knock on a tree (d - d - d).
And now the mosquito is flying
It rings very loudly (h - h - h).
Let's pump it like a cow
We want to give milk to everyone (m - m - m).
The neck is pulled by a formidable goose,
He hisses, I'm afraid of him (w - w - w).
A beetle flies over a flower
It makes a loud sound (w - w - f).
A cricket is sitting behind the stove.
Every sound, then a click (chk - chk - chk).
Well done, everyone guessed
The sounds are correctly named.
Theatrical performance.
Come over here.
Who is this here with us?
Suddenly there is a terrible
Karabas?
Knock - knock - knock, show us
Have fun with us at the Fair.
I don't want to have fun
Today I am only sad ...
Speech therapist (addressing the children):
Let's say together:
“We will help you,
We can cheer you up
Parsley appears (in his hands he holds a doll - Parsley's glove).
We'll sit on the chairs
Let's listen to Petrushka,
And maybe we can
Cheer up Parsley.
Children sit on high chairs.
What, Petrushka, are you sad?
Or is our product not cute?
What's wrong at the Fair?
Maybe he lost his penny?
Maybe who offended you?
Or didn’t you see the holiday?
Why are you sad?
You all sigh and be silent.
Parsley:
I wanted to surprise you
Invite everyone to the performance.
But I lost all the dolls
Ah, gone, gone, gone ...
Lost your dolls? Which ones?
Parsley:
Theatrical, not simple.
Our guys also know dolls
They often play with them.
You, Petrushka, ask them, they will tell you what dolls we have.
Parsley. And what kind of dolls do you have?
1st child: These are the finger-type ones. Very interesting, beautiful. They put them on the finger and portray different fairy tales.
Parsley:
Good, but not true.
I will not surprise you in any way.
2nd child: We also have dolls - gloves. It is also convenient to show performances with them.
Parsley: No, not that! I myself am. What's so surprising about that?
3rd child:
Yes, Petrushka, bad luck ...
But meeting us is good luck.
4th child:
We will help you now.
We can make dolls.
Parsley: Craft, but from what?
Two boys:
We, Parsley, are spoonfuls,
How many spoons, look!
Parsley:
Yes, what is the use of spoons,
I'm not a buffoon for you!
Children laugh at Petrushka.
You find it funny,
And at least I should cry ...
Children (surrounding Petrushka): Don't be sad.
5 – child:
That's right, stop grieving
Spoon Theater
We will create!
6th child:
Well guys, everyone to the cause!
We will write the spoons with you boldly.
7th child:
Brushes, paints and gouache
And, of course, a pencil.
8th child:
Let's draw the characters
And we'll show them to Petrushka!
Development of the creative abilities of children.
Speech therapist: Guys, you are great! How interesting they came up with.
Children come to tables where wooden spoons, jars of water, paints, gouache, brushes are prepared.
Dear guests,
Who wants to visit us
Join,
On wooden spoons
Create your own image
For the theater of spoons -
The more characters
That will be more fun.
After finishing drawing, children show their work and name the character and fairy tale from which this character is.
Parsley:
Oh, thank you friends,
I see that I was sad in vain.
1st child:
Bagels and rolls
We got it out of the oven.
2nd child:
Dryers, butter biscuits -
A treat for everyone today!
Children treat guests, speech therapist treats children.
Plut Svetlana Nikolaevna,
teacher-speech therapist I quarter. categories,
MBDOU Krasnozersk kindergarten number 6,
R. settlement Krasnozerskoe
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