Completeness of the Frontal Logopian

with group of students of the 1st grade (ONR ShUR.)

Theme lesson : "Words denoting the action of the subject."

Objective:

Tasks:

1. The development of the ability to allocate words denoting the effect of the subject, based on its lexical and grammatical meaning.

Development of the ability to ask a question to the word action.

Graphic designation of the word-action.

Differentiation of words-items and words-action.

The enrichment of the verbal dictionary due to the formation of verbs from sound-speaking words.

Motoric development.

Development of visual, auditory attention, selective braking.

Speech development.

Development of attention, memory, thinking.

Expansion and improvement of the vocabulary of students.

Development of visual perception, attention.

The formation of the ability to take a learning task.

Formation of adequate self-esteem.

Equipment:

music Center;

disk "Sounds of Nature";

printing registers;

prizes.

Travel course:

"Kva-kva-kva" yes "r.va-kva-kva "?

Jumper-panty,

Tail - short,

Eyes with kink

Ears along the back,

Coat in two colors -

For the winter and summer.

Who is the teeth of a pitch, yes puck?

The village wanders ...

Lives in mink,

Cork gnaws.

Small legs

Very afraid of cats.

Who is forgetting anxiety,

Sleep in winter in Berorga?

2). Name all words-raid.

3). What do these words mean?

Which subjects?

What question these words speak?

four). What kind of fairy tale these animals? Mouse-Norushka, bunny frog, bunny-blinding, wolf teeth lump and bear?

Children greets.

FROG

HARE

WOLF

Mouse

BEAR

Children remember, call words-rational.

Items.

Live.

Who!

"Teremok"

II. . Main part

Activation of the dictionary, clarification, enrichment of the dictionary.

Activation of the dictionary, clarification, enrichment of the dictionary. The formation of verbs from sound resistance.

Development of visual functions. Development of logical thinking.

Development of visual functions, attention, observation.

Today we are writing a new fairy tale today, in which the bear will not break our teremok. In our fairy tale, a teacher's bear. He is wise, smart. Will give tasks from the animals, and we will help them perform them.

Quest 1. How is it moving?

frog (what does?) - .......

mouse (what does?) - ...

hare (what does?) - ...

wolf (what does?) - ...

bear (what does?) - ....

frog (what does?) - .......

mouse (what does?) - ...

hare (what does?) - ...

wolf (what does?) - ...

bear (what does?) - ....

What words are we called? What do our words mean?

what question did the words respond?

What will we talk about what words today?

Task 3. The game "Most attentive"

It is very important for children to be obedient and obey the elders. Otherwise, different troubles happen to them. Look at the picture, what animal ran away from his place? Return it.

Task 4. Graphic dictation.

Remember how the words are designated - objects?

Remember how the words are indicated - actions?

Write down graphically words:

squirrel jumping, looking, howl, wolf, badger, root, floats, mole.

Check again; How many words did you do?

Task 5. game "HypeTs".

Bear sent friends fromAfrica photo.

Find in the picture, color and name animals, hid in the jungle.

jumps, swims, jumps

running

jumps, runs, jumps

runs chop go

walk steel , running

kvakes

flood

howl, Rug

rug

Actions.

What is he doing?

On words-actions.

Children view a picture, find patterns; Connect "Naughty" (protein)

animal line with a blank cell. Explain the answer.

One line.

Two lines.

Draw diagrams.

Children call animals and birds: elephant, rhino, tiger, crocodile, giraffe, zebra, monkey, cobra, parrot.

III . Fizkultminutka

The development of visual and auditory attention, selective braking.

The game "Do What I Show."

The game "Do what I say."

or

Girls and boys

Jump like bunnies,

How frogs jump

Never cry.
As foxes are wagged,

Gray mice catch up.

Dispersed, stretched,

Once bent, two bent

And smiled at each other.

Perform various movements.

Perform movements on the text of the poem.

II. . Main part (continued)

The activation of the dictionary, the development of the ability to ask the question to the word action, the formation of semantic fields.

Extension and enrichment of the dictionary due to the formation of verbs from the sound

word words.

Development of auditory perception, feelings of rhythm, rhyme.

Development of auditory attention, memory.

Task 6. What do items do?

1). Name the actions that are encrypted.

2). What can every item do? Connect the object with the action symbol of the color line by setting the question to the word.

Task 7. Compose a poem.

We completed all the bear tasks. Bear satisfied. I went to the school in my burgold, and we left the bag with gifts.

It is worthwhile, it sits, runs, jumps, rides (rolls), floats, lies (sleeping).

For example:

the ball (what does?) - jumps, rolls, floats, flies, lies.

Form verbs,

According to the picture plan, the poem is remembered.

IV . Outcome, reflection, self-esteem.

Development of logical thinking, formation of self-assessment of memory

Let's remember what words did we speak with you? What question did they speak?

What are we doing today?

What did you like in the lesson?

How did you do today? (What happened? It did not work? Why? Could it work better? What is needed for this?)

Choose Sunshine, Coloring.

Thank you all big. Bye.

Prizes

About words -

What is he doing?

Enumeration of types of work.

Reflex.

Choose "Sunny", paint.

Bye.

Self-analysis of frontal classes

teacher-speech therapist Chernetsky Natalia Vladimirovna

The occupation was conducted with a group of students of 1B class, in an amount of 4 people who have a speech therapy conclusion: general underdevelopment of speech w.

Subject lesson: "Words denoting the action of the subject."

Objective: Work on the word. The formation of the concept of words denoting the action of the subject.

There is a complexity when settingtasks:

educational (1-3, 5);

correctional (4, 6-12);

educational (13-15).

The classes of classes comply with speech therapy information (organizational moment, work on the material passed, the bulk, physical attack, summing up, reflection, self-assessment. The lesson is logically related to each other.

The tasks and speech material corresponded to the topic, the purpose of the lesson, the age of children and the speech therapy.

At the lesson were usedequipment :

didactic manual "The plot for the lesson (" Teremok ")";

magnetic pictures "Beasts" (mouse, frog, wolf, hare, bear);

music Center;

disk "Sounds of Nature";

printing registers;

The following were proposed in the lesson.didactic games:

"Guess the riddles" (development of auditory attention, activation of the dictionary, the development of logical thinking);

"The most attentive" (the development of visual functions, the development of logical thinking);

"Hyperships" (development of visual functions, attention, observation).

"Compose a poem" (expanding and enrichment of the dictionary due to the formation of verbs from sound-speaking words, the development of auditory perception, feelings of rhythm, rhyme, the development of auditory attention, memory).

Used educational exercises :

"Who is moving?" (development of word formation processes, activation, clarification and enrichment of the dictionary);

"Graphic dictation" (development of auditory perception, the development of logical thinking, differentiation of words-subjects and words-action).

"What makes items?" (lexical combination of words, the formation of the ability to ask a question for the word-action).

During the occupation, a differentiated approach was carried out, frontal work was combined with individual.

The mental activity of children was constantly activated. All forms of speech activity were worked out: hearing, speaking, letter, reading.

The following methods of maintaining interest and attention were used:

all exercises were gaming;

often changed activities;

used visuality;

oral work combined with writing.

The occupation was conducted at the right pace corresponding to the possibilities of this group of children.

During the lesson, fizminut was carried out. Exercises were aimed at the development of common motor skills, removal of fatigue, as well as the development of visual and auditory perception, attention, selective braking.

The occupation is built taking into account the principle of development: the tasks became more complicated, demanded overcoming difficulties. Work was carried out on the replenishment of gaps in the development of speech, work on the enrichment of the dictionary, the development of the grammatical system of speech.

The following were also implementedprinciples:

availability: Tasks, exercises corresponded to the level of knowledge achieved and skills;

consciousness: Children consciously performed tasks;

the principle of support on the saved links: the saved analyzers for fixing images were attracted.

The classroom was used by music therapy (musical support of the pedagogical process), thereby creating a positive emotional background in the class, a soft brain stimulation was carried out.

The following were used in the lesson.technologies:

correctional-developing

developing

health-saving

game

The occupation was carried out in a benevolent tone. During the occupation, the speech therapist followed his own speech and speech of the child, corrected the errors, forced to correctly repeat the words in which mistakes were made, sought a full answer to the question.

A teacher-speech therapist is prepared for classes, has a plan-abstract, prepared a visibility in advance.

the teacher-speech therapist benevolently applies to children, "feels" class, knows how to interest children and maintain discipline during the classes.

At the end of the lesson, the result was summed up: the children remembered what they did in the lesson, they learned, remembered, appreciated their work at the lesson.

During the classes, all the tasks were solved, the goal was achieved.

Faina Kolesnikova
Abstract speech therapy classes in the senior group for children with ONR "Words-Actions"

Subject: Word - action.

Tasks: Learning to allocate words-action words from the stream. Differentiate them with words of objects, asking the question: what does it do? Learn to designate words-actions by a green stripe. Develop articulation and finger motility, breathing, voice and mimic muscles. Educating attentiveness while working in the notebook.

Equipment: Skinnye pictures of toys (train, machine, doll, parsley, animals, box with symbols of sounds and words, manual for carpet "Proposals", a game with pictures "one,".

Structure occupation

1. Organizational moment.

Exercise on relaxation.

Speech therapist: Children, now you will turn into clockwork toys. Turn around yourself, in the doll Masha turn. Masha's doll broke (the children are frozen in a certain pose.).

Feel the tension. And now show how you can relax. First, drop your head, then right hand, left hand, then torso. You feel sorry for a broken doll, show how you are upset. Dad repaired a doll. And you are very happy. Show how you are happy.

2. Differentiation of concepts "sound".

I exhibit pictures: doll, train, car.

How is the doll crying? (A-ah) What did we say? (Sound.)

How is the train buzzing? (U-U-y.) Is this a sound or word? (Sound.)

How does the car work? (R-r-r.) This is also a sound.

Name the words - the names of the toys.

We called a lot ... (words).

I exhibit stripes under the pictures - words symbols.

"Sound or Word" game

The speech therapist utters the word - the children raise the green strip;

The speech therapist utters a vowel sound - children raise a red circle.

3. Development of speech hearing and phonderatic perception.

Speech therapist: In the title of each subject there are sounds. If you replace at least one sound, we do not know the word. Now I will pronounce words correctly and wrong, and you slap into your hands only when you hear the right word:

Touch, doll, mucole;

Layer, trader, train;

Tie, ball, giant;

Dashinka, Masinka, machine.

4. Acquaintance with the concept of "word-action".

Speech therapist: Children, we already know that we are surrounded by a living and inanimate world. What question will you ask if you want to know the name of the living being? (Who is this) about the subjects of a non-living world How do you ask? (What is it) if we want to learn about the actions of a person or animals, as they ask? (What he does)

Putty pictures, kitten, cows, rabbit are exhibited.

Speech therapist: What does the rooster do? (It costs, sings, quacket, pecks.)

Selection of verbs to the words: kitten, cow, rabbit. These words indicate animal actions.

Non-fat items can fall, roll, stand, lie, break, thunder.

Fizkulminutka

The game "Where we were, we do not say, and what they did, show."

6. Practical assimilation of the verbs of a single and plural.

Speech therapist: What did we do? (Dancing, washed, cleaned, swam.)

We called words.

Show pictures:

The machine (what does) - it costs, rides, signal, slows down.)

And the cars (what they do) - stand, go, sign, brake.)

Cucumber grows, and cucumbers grow, etc.

7. Fastening the concepts of "words-action".

Speech therapist: Put with a box of word names.

And now "put" words denoting the actions of objects, animals, people.

A lot of words in my box. Thank you.

8. Outcome classes.

Positive assessment of the work of each child.

Publications on the topic:

The absence of frontal speech therapy classes "Freight birds" for children of the senior group with ONR Tasks: Learning to form and use beefing verbs; Develop the ability to make simple sentences, exercise in the ability to make up.

"Furniture". Abstract frontal speech therapy classes in the senior group Theme "Furniture" Correctional educational purposes. Expansion and concretization of ideas about furniture, its purpose, parts, of which it.

The speech therapy classes "multi-valued words" with children of the preparatory group of a compensation or Municipal budgetary educational institution Kindergarten combined species No. 15 "Sunny" The abstract of the speech therapy occupation.

Abstract speech therapy classes in the senior group. Subject: parts of the body. Objectives: Correction-educational: Activation and enrichment of the dictionary on the topic; Teaching children ability to navigate.

Abstract speech therapy classes in the senior group for children with ONR "Zimushka-Winter" Abstract speech therapy classes in the older group for children with ONR. Topic: "Winter - Winter." Olga Ermakova Abstract speech therapy occupation.

The abstract of the speech therapy occupation in the senior group "Transport. Letter sh Correctional - educational tasks: 1. To acquaint children with the sound [sh] and develop the ability to characterize it acoustic and articulating.

The abstract of the speech therapy classes in the older group "Journey to the Autumn Forest" OOD on the formation of a lexico-grammatical side of speech. Topic: "Journey to the autumn forest" Purpose: consolidating the knowledge of children on the topic "Autumn.

Abstract of open speech therapy classes in the preparatory groupon the topic: "Differentiation of words-items and words-action"

Objectives:

1. Correctional-developing:

Consolidation of concepts about words denoting objects and actions;

Development of auditory attention, linear resistant memory,

Verbral - logical thinking.

1. Educational:

Fastening a sequence account.

1. Educational:

Teaching children to interact with each other in the game.

Structure occupation

1. Organizing time.

Speech therapist: "Look at how many guests we have. Say hello and do not get distracted anymore.

I got up in a car, patted, will count in order of numbers. The one who will pick up the words - actions to the word "ball". What does the ball do?
Children: "Rides, rolls, flies, falls, hits, jershits, bounces, blown away, bursting, breaking, lying, lying, flies, spinning, rotates, ...".

1. Introduction to the topic.

Speech therapist: "Now I will guess you riddles. You first listen attentively and think. Who is the first to raise your hand, he will answer.

Lies, buzz. (Bee)

Miley, cheers. (Cow)

Starts, barks. (Dog)

Swims, silent. (A fish)

Gryukiet, chavits. (Pig)

Speech therapist: "Who will call all the deposits? What is this word? What questions do I bet to the words-subjects? And how words are the items are depicted graphically? (one feature) and hands? " (hand horizontally in chest)

Speech therapist: "And now you tell me what people of the named professions do:

Doctor ... (treat).

Teacher ... (teaches)

Fisherman ... (catches)

Seller ... (sells)

Writer ... (writes)

He treats, teaches, catches, sells, writes - What is this word?

And what questions do we put to the words-action?

And as words - actions are depicted graphically? (two features) and hands? (two hands in parallel in the chest)

Speech therapist: "Today we will learn to distinguish words-items and words-actions."

3. Refines the material of previous classes. (Game: "Let's play

In speech therapists ")

Speech therapist: "We will play in the" speech therapists ": one of you goes to the board - it will be a student, and all the others are" speech therapists ".

"The speech therapists" call the words-items and words, and the student sets questions to them. " (Kids are playing)

Speech therapist: And now on the contrary: "speech therapists" put questions: "Who? What? What is he doing? And the student chooses words to questions.

4.Fizminutka.

Speech therapist: "Tell the poem with hands"

Kids are playing.

5. Developing auditory attention, linear auditory memory.

("Who is the most attentive?)

Speech therapist: "Before each on the table is a stack of cards with a graphic image of words-actions and words-items. I call words, and you post a graphic image of words in the order in which I called. Someone will play at the board.

6. Development of verbal - logical thinking (Game "4th extra")

Speech therapist: "I call four words, one of them is superfluous. Guess what? "

7. Employment of the words of actions and words-items from the offer.

Speech therapy classes for the senior group.

Subject: words-action. Animals

Objectives:

Educational:

Practical assimilation of children words denoting actions,

The formation of the ability in children to ask the question to words and respond to them.

Correctional:

Development of common, small, articulation motility, facial expressions, voices,

Development of phonderatic hearing

Development of attention, memory, thinking.

Educational:

Education of interest in the lesson,

Education of self-control for his speech,

EQUIPMENT: Scene pictures, signal cards, animal pictures, chest.

1. Organizational moment.

Today in the lesson we will show and call many different actions, movements, ask questions and answer them

Smile to each other and tell me:

We will do, we will try.

Answers faithful to give and help each other!

2. Psychodstastics.

Picture affectionate kitten, which asks the milk. Show the disappearance of a small chicken that wanted to sing as a rooster, but he did not succeed, to portray cheerful asked.

3. Speech therapy gymnastics.

Charging lips. "A smile"

Our sponges smiled,

Streamed greatly.

"Smile-tube"

Smile and tube.

Streamed in a dull.

Charging for tongue.

4. Development of phonderatic hearing.

I will utter words correctly and wrong, and you slap into your hands only when hear the correct word said:

(Bunny, Dike, Zuyka, Yosik, Hedgehog, Yuzik, Kotunok, Kitten, Cute ..)

5. Work on the topic.

The game "Who cares about?"

Cow what makes? - Mischit

Horse what does? -Ruzet

Cat What does? -Mouse

Dog doing? -Let

Goose what does? - Humane

Duck What does it? -Cryakets

Chicken what does? -Hechchee

Speech therapist: - Children, you called many different words. To these words, you can ask the question "What does?" All these words indicate various actions. We will call themword-actions.

Speech therapist: just we remembered what sounds can emit animals. And in the pictures that animals are located in front of you perform various actions. Name these actions. Children, consider each of their picture and answer in one word to the question "What does?"

(Sleeping, jumps, runs, barks, jumps ..)

Viewing plot pictures

Rooster stands. The word action is worth.

The kitten lacques milk. Word action-lacquet.

Bunny nibbles carrots. The word action is nibble.

The cow grazing in the meadow. The words action is grazing.

6. Fizkultminutka.

On the forest, the Bear goes,

This teddy bear is looking for honey.

He is hungry, awesome.

Where do forest bees live? (Walking in place.)

To the right turn,

That is left to look.

Where is the swarm smoke here?

Who among bushes is buzzing? (Turns to the right and left.)

7. Refill the material has passed.

Listen to the Couples of Proposals. In each second sentence, the word is missing - action. Your task can guess what word is missing.

Cat catches a mouse. Mouse from a cat ... (runs away)

Dog barks on the cat. Cat from a dog .... (saves, surprises)

The chanterelle went hunting. Foxing prey .... (caught)

The bear fell from the tree. Bear from the tree ... (fell, fell)

Guys, and now a new task: Listen to the sentences and from everyone, only name the word denoting the action and "Put" the word in the chest.

Zhenosokfood bark. Bearloves honey. Wolfcaught Prey. Dogstorozhit house.

Outcome.

Speech therapist: - Children, today at the lesson you performed different actions, called words, actions, learned to ask questions to the words (what does?)

The speech therapist estimates the work of children and encourages them.

give the concept of words actions.

development of training skills and skills, listen to the instructions of the teacher - speech therapist, self-control, self-organization, independence of action.

learning to work in a team, mutual assistance, mutual support.

check out the grammatical system, development and clarification of the dictionary of action, conduct work on word formation

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State budgetary educational institution of the general development

Kindergarten №1444 Svao G. Moskva

An abstract of individual classes for senior preschool age
"Words of action"

prepared

educator GBOU Kindergarten №1444

Rubakova Natalia Alexandrovna

Moscow 2012.

Abstract

individual classes for children of senior preschool age.

Subject: "Words of action"

Objectives:

Educational - to give the concept of words of action.

Training - development of training skills and skills, listen to teacher's instructions - speech therapist, self-control, self-organization, independence of action.

Educational - to learn to work in a team, mutual execution, mutual support.

Correctional is to improve the grammatical system, the development and clarification of the dictionary of action, to work on word formation.

Equipment: pictures with words actions, cards with words of objects.

Travel course.

Organizing time. Greeting, familiarity with the child.

Subject: words of action.

1. Developing visual perception.

Speech therapist: consider pictures and name, who does what?

Pictures: Girl sews, grandmother knits, girl embroiders, Mom cooks lunch, grandmother fries fish, grandmother bakes pies.

Cow, goat, horse, chicken, duck.

Cards with words - objects (record on cards).

The child is responsible according to these pictures.

Speech therapist: correctly Dima.

2. Developing auditory attention. Differentiation of verbs from other words.

Speech therapist: slamming your hands, if you hear the words of action.

Words: Running, flying, road, swim, sun, sleep.

The child slaps his hands if hears the words of action.

Speech therapist: correctly Dima.

3. Development and clarification of the dictionary of action.

Pictures: Cow, goat, horse, chicken, duck, goose.

Child:

Cow - Middle

Goat - Bleet

Horse - Rzhet

Chicken - Caught

Duck - Cracking

Speech therapist: right, well done.

4.Pizkultmintumka. Moves in the text.

Topney left foot!

Left step! On the spot stand.

Turn to the right to a friend

Right give to a friend.

Turn to the left to a friend.

Left give a friend's hand.

Step back and two forward!

Right, left turn!

5. Work on word formation.

The speech the heart distributes cards with words - objects, and asks to pick up the words for them from which they are formed. For example: creak - creak.

Words: murmur, buzzing, squabble, rye, crackling.

I spend the speech therapist: I, write down these words on the board, are you in a notebook.

Child:

Jumble - Bog

Buzz - Buzz

Knocking - Cyat

Режания - laugh.

Crack - crack

Speech therapist: correctly Dima.

Outcome classes: Dima! What did you like in the lesson? What new have you found out today?

You studied well today. Bye!

List of used literature

1. Bogomolova A.I. Speech therapy manual for classes with children. - SPb.: Biblio Folis, 1994.
2. Volina V.V. Russian Language / Series "Learning Playing". - Ekaterinburg: Publishing House "Publishing House Argo", 1996.
3. Games in speech therapy work with children: KN. For speech therapist. Red.-Cost. V.I. Seliverstov. - M.: Enlightenment, 1979.
4. Games in speech therapy work with children / ed. V.I. Seliverstov. - M., 1981.
5. Karpova E.V. Didactic games in the initial period of study. Popular benefit for parents and teachers. / Artists M.V.Dushin, V.N.Kurov. - Yaroslavl: "Academy of Development", 1997.-240s., Il.

1. Kashe G.A. Preparation for school children with laptops: allowance for speech therapist, - M.: Education, 1985, -207c., Il.
2. The program of training and education in kindergarten (ed. Vasilyeva). - M., 1985
3. Development of the speech of children of preschool age (ed. Sokhina F.A.)