Lesson summary: “Telling a story based on a set of toys”
Lesson summary: “Making a story based on a set of toys”
Developed by: Andrianova S.G.
Target:
teach children to compose a story to compose a plot story, choosing appropriate characters (toys) for it.
Tasks:
Educational:
develop the ability to compose a story using a set of toys, give descriptions and characteristics of characters, introduce dialogue into the story, learn to select definitions for given words, practice composing sentences from a set of words, independently come up with sentences of two or three words.
Educational:
continue to develop vocabulary, develop attention, memory, imagination, initiative.
Educational:
continue to cultivate a caring attitude towards the environment.
Material:
Toys: doll, bunny, kitten, puppy, bear, Christmas tree; pictures: owl, piglet, baby elephant, puppy, goldfinch, brush.
Progress of the lesson:
The teacher draws the children's attention to the toys on his table. He asks questions about each toy (What kind of doll (girl)? – description of appearance. What is her character like? – listing of character traits. What is the girl’s name?)
- Now write a story about a girl. The girl went into the forest. Who did she meet? (Bunny, bear cub.) What happened next, you will tell yourself.
- And if the girl didn’t go into the forest, who could she?! meet? (Kitten, puppy.)
– When you tell the story, take these toys and show what you came up with about them. Think about what the girl was talking about with the animals. What day was it?
The teacher suggests that several children unite in a group for storytelling. He asks: “What do you need to agree on?” (Who will talk about what, who will start the story, etc.)
Each child takes a toy, the children agree on what they will talk about. The rest listen to the story, come up with a title for it and give a rating.
Physical education minute
The teacher addresses the group:
- Let six children come to me now. They will be different words.
The teacher tells each child what word he is! After that, he checks how everyone remembers the words. A set of words: kitten, girl, fun, fast, runs, jumps.
The teacher explains the task:
– From these words you can make various sentences, about a girl or about a kitten. The sentence should consist of two or three words. Whoever comes up with a proposal will raise their hand. You shouldn’t say in advance what the sentence is - you need to arrange the words in order, and then “read”.
The child comes to the table and, without saying words, makes a sentence.
“Now tell me what sentence you came up with,” the teacher suggests. (The child names the sentence.) Let's check if you put the words correctly. Words, name yourself in order (this way, the correspondence of the sentence named by the child with the one he made from “living words” is checked).
NNOD MOVE:
Organizing time
Music sounds, the teacher asks a riddle:
Soft paws There are scratchy paws. Who is this? (Kitty).
The teacher shows a kitten toy; he says the kitten came to visit and wants to play with the children. Children sit down on chairs.
Main part of the lesson
Introduction. Arrival of guests.
Educator:
Which kitten came to visit us? (Small, fluffy, striped). What can a kitten do? (Jump, run, lap milk). What will his name be?
The kitten wants to ask you a riddle:
“Lies under the porch and the tail is like a ring.” (Dog)
A toy dog appears.
Educator:
What kind of dog came to visit us (white, spotted). What can a dog do (bark, growl).
Composing a plot story
Educator:
Guys, we have another guest today - the doll Tanya. Now we’ll all tell you together about Tanya, the kitten and the dog Zhuchka (accompanied by a show of toys).
She took the kitten in her arms and carried it home. At home I poured milk into a saucer. The kitten was delighted with the milk and meowed joyfully, like this: meow-meow. (Pronounce joyfully, cheerfully). How did he meow? (Children repeat the intonation).
The kitten drank milk. Then the dog Zhuchka came running and started barking loudly at the kitten, “Aw-aw!” How did she bark? (Children repeat).
The kitten got angry and meowed meow-meow. How did you meow? (Children show).
The bug got scared and fell silent. And Tanya said, “Let’s live together and play together. The kitten was delighted and meowed joyfully again. How? (Children show).
And the dog barked cheerfully. How?
And no one was afraid of anyone. They began to be friends. Which of you wants to tell about Tanya, Zhuchka, and the kitten?
The teacher calls the child. He begins to tell the story together, the story is repeated twice with different children.
Physical education minute
Musical accompaniment sounds.
Educator:
Imagine that you are kittens and run out for a walk. The kittens wash themselves, meow joyfully, hide (they hear the mouse), and jump. (Children repeat actions and imitation).
Onomatopoeia game
The teacher asks one child to come out and says in his ear to say “meow-meow” with a characteristic intonation (complaining, joyful, angry). The rest of the children guess.
Word games. Pronunciation of pure talk. The kitten and the dog became friends and one day they went for a walk, but a wasp flew up to them at the edge of the forest.
The teacher shows a picture of a wasp and says:
Individually, each child is given a task (say it loud, say it like a mouse) by passing a kitten toy.
Educator:
Today you and I talked a lot about what we say (words). What words are there? Let's clap the words: Tanya, doll, kitten, house, dog, cat, milk wasp, friendship, children,...
Lesson summary:
Let's remember what we did today? What did you like? Who can praise themselves?
Source
Speech development of preschool children. Compiling a descriptive story about toys in the older group
Maria Kamyshnikova
Speech development of preschool children. Compiling a descriptive story about toys in the older group
Educational field "Communication"
Speech development.
Compiling a descriptive story about toys in the senior group “Journey to the Enchanted Forest”
.
• teach children to write descriptive stories ;
• continue to develop speech creativity and coherent speech of children;
• consolidate children's knowledge about wild animals, practice naming their cubs;
• develop the ability to understand the task at hand;
• cultivate a love for animals.
• continue to teach how to coordinate adjectives with nouns in number and gender;
•enrichment of the dictionary with words: long-eared, short-tailed.
• viewing albums with images of wild animals;
• modeling and drawing forest animals;
trees, bushes (to imitate a forest)
;
chest with toys ;
toys : fox, bear, squirrel, hare, wolf;
Node progress
I organize the children for the lesson, seat them at tables. I say: Children, on the street and at home you see different kittens. Tell me, what kinds of kittens are there? (small, fluffy)
.
And when they are played with, what are they like? (playful, mischievous, cheerful)
.
Let's talk about one kitten. What is he like? (affectionate, small, what can a kitten do? (jump, lap milk, play)
.
Now I will tell you a story about Masha and the kitten ( the story is accompanied by a show)
.
This is Masha, she comes home from a walk and sees a little kitten lying and meowing pitifully, like this: meow-meow (plaintive intonation)
.
How does a kitten meow? (children repeat intonation)
.
Masha took the kitten in her arms and carried it home. At home I poured milk into a saucer. The kitten was happy about the milk and meowed joyfully, like this: meow-meow (pronounced joyfully, cheerfully)
.
How did he meow? (children repeat intonation)
.
The kitten drank milk and fell fast asleep. Then the dog Bug came running and began barking loudly at the kitten: Af-Af! How did she bark? The kitten got angry and meowed . How did the kitten meow? The Bug got scared and fell silent. And Masha said: “Let’s play together, we must live together
. And the kitten meowed joyfully again. How? And the dog barked cheerfully. How? And no one was afraid of anyone.
Which of you wants to tell about Masha , the kitten and the dog Zhuchka with me? I call three children. I begin to tell the story together with the first child: “This is Masha. She is walking home from a walk. Suddenly she saw a kitten. He meowed pitifully: meow-meow. Masha took the kitten in her arms and carried it home.” Then, with my help, another child says : “Masha poured milk into a saucer, and he began to lap it up. When he got drunk, he meowed joyfully (meow-meow)
and went to bed."
Then the dog Bug came running and barked loudly (af-af)
.
The kitten got angry and meowed angrily (meow-meow)
.
The story continues with the third child. “The Bug got scared and fell silent. And Masha said: “Let’s play together, we must live together.”
.
The kitten meowed joyfully, the dog barked happily. The story is repeated twice , with a new group of children . Children talk on their own , and I provide help if necessary. Then one of the children tells the story in full .
I invite the children to imagine that they are kittens and run out for a walk. Kittens wash themselves with it happily, they meow joyfully. Children perform actions, repeat onomatopoeias with appropriate intonation.
The lesson continues. The children take their seats.
Guess how the kitten meows? (complaining)
.
And now? (angrily)
.
And now? (complainingly)
.
How does a kitten purr? (purr purr)
.
What does a mosquito call? (z-z-z)
.
Well done. Pronounce the sound “z”
loudly and protractedly with one exhalation.
Then I name the words, and the children clap their hands when they hear the sound “z” (bunny, bear, goat, mushroom, umbrella, etc.)
.
I praise the children, well done guys. I draw a conclusion from the lesson about what we did during the lesson. Today we had a good time with you, we talked about the kitten , the dog Zhuchka and the girl Masha. You told and listened attentively. This concludes our lesson, you can get up quietly and go play with toys .
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Source
