Notes on educational activities in the Russian language in the senior group “Favorite time of the year”
Shonchalai Shanmak
Notes on educational activities in the Russian language in the senior group “Favorite time of the year”
Abstract of GCD in the Russian language in the senior group.
Conducted by the teacher of the senior group of MBDOU d/s "Khunchugesh"
With. Ak-Durug Shanmak Sh. O.
Topic: Favorite time of year
Goal: formation and development of skills and abilities of practical knowledge of the Russian language in oral form . Continue to introduce children to words meaning seasons - autumn , winter, spring, summer. Learn to make short sentences based on a picture, distinguish the seasons , understand and use words denoting the seasons . Repeat the words of the topic: Colors. Develop coherent speech and enrich children's vocabulary. Foster interest and respect for the Russian language .
Work on the pronunciation of voiced and soft consonants.
Visual aids: doll, images of the seasons ; snowflakes, flowers, green and yellow leaves cut out of paper.
On the topic: methodological developments, presentations and notes
Lesson notes for children with ODD in the sixth year of life. Designed to develop coherent speech and update vocabulary on the topic “Vegetables”.
Goal: to develop children’s interest in books and the need to read.
Objectives: - Introduce children to the flora and fauna of their native land - Teach children to write short stories about the animals of their native land - Cultivate in children a caring attitude towards wildlife and desire.
The summary is intended for children of the senior group of mental retardation.
The summary assumes that children will be introduced to Polkhov-Maidan painting during art classes.
The material may be useful to kindergarten teachers.
To acquaint children with the history of toys, to form children’s knowledge about the functional purposes of toys.
Source
Progress of the lesson:
Surprise moment. (Doll Katya arrives)
:
Q- Hello guys! Doll Katya, you haven’t forgotten the names of the children.
R- No. My name is Zhenia.
(The doll fits every child.)
Q- Let's tell the doll Katya what new words we learned in the last lesson. Look at the picture and name the season .
D-Spring, summer, autumn, winter.
B- And now each of you will tell the doll what time of year he likes (approaches each child with the doll.)
D- I like autumn. I like winter.
K-Misha, do you like winter?
K- Aidan, do you like spring?
B- Well done! Each season has its own color . What color is winter? That's right, white (ak)
. Repeat after me. Winter is white. What color is spring? Of course spring is green. What color is summer? Summer has red, yellow, blue and green colors. Autumn also has its own color. Autumn yellow color.
Bent over once, bend over twice
He spread his arms to the sides,
Apparently I couldn't find the key.
To get us the key,
You need to stand on your toes.
Q - Now let’s switch, I will name the time of year , and you pick up the corresponding object. (V-l calls Summer, the children pick up flowers, spring - the children pick up green leaves, etc.)
B- Well done guys! And now the Katya doll also wants to play with you. The game is called "Confusion"
.
(The doll points to the snowflake)
. Summer?
(The doll points to the flower)
. Spring?
Doll: do you like summer? Why do you like summer? All children love... what? That's right, summer.
Q- What can you do in the summer?
D- I can run. I can swim. I can jump. I can play.
B- And now we’ll play the game “Pantomime”
.
I will show you with the help of gestures what I do at this time of year , and you will name this time of year .
Educational lesson “Our Motherland is Russia, our language is Russian” in the preparatory group
Educational lesson: “Our Motherland is Russia, our language is Russian” (preparatory group) Objectives: 1. To consolidate children’s knowledge of Russian folklore; 2. Introduce children to the concept of “oral folk art”; 3. Activate children’s vocabulary with Russian proverbs and sayings; 4. To cultivate in children a love for their homeland and folk art; 5. Cultivate a love for the work of the great Russian poet A.S. Pushkin.
Progress of the lesson
Children stand around the teacher. (An excerpt from M. Matusovsky’s song “Where the Motherland Begins”) is heard.)
Children, what do you think the Motherland is? What does this word mean to you? (children's answers)
- Yes, children, you said well and correctly that the Motherland for you is the place where you live, where your parents and friends live, where your kindergarten is, the city in which you live. And when you grow up, this concept will be much broader for you. We all hope that you will become people who increase the wealth and glory of our Motherland: workers, farmers, teachers, lawyers. But regardless of the profession you choose, you must speak well and be able to express your thoughts. If you speak and write well, then communicating with people will bring you pleasure and joy, you will be able to share your knowledge with them, and defend the correctness of your beliefs. Therefore, love and study your native language. Develop your gift of words! What country do you and I live in? We are Russians. Who will show our country on the map? Russia is a large country and it is inhabited by many peoples. But most of them speak Russian, and that’s what we’ll talk about in today’s lesson. (The teacher reads a poem by S. Baruzdin)
There are different words. There are all kinds of words. There are clear words. Hard and soft. Words can be bold, stubborn, harsh, but there is certainly action behind every word.
In ancient times, when Russian people did not know letters (that is, they had not yet been invented), and therefore could not write, they passed on from mouth to mouth what the most talented of them composed. The grandmother told the story to her granddaughter, the granddaughter grew up and told it to her daughter, and she told it to her daughter. In ancient times, lips were called mouths, which is why folk art is called oral. Oral creativity includes: fairy tales, songs, nursery rhymes, jokes, riddles, proverbs, lullabies that your mother or grandmother sang to you as a child. (The girls take turns singing lullabies, rocking the doll) And how melodious and tender Russian folk songs are. In the spring, when the first young leaves appear on the birch tree, girls and boys danced in circles. (guessed about the guys) People needed nursery rhymes and jokes in order to amuse small children, bring a smile to a sad child, and calm a crying one. (The child portrays an offended child, the others tell him nursery rhymes) In ancient times, as now, children loved to play games. As now, the driver was chosen using a counting rhyme. -White hare - Where did you run? - Into the green forest - What did you do there? - He tore the bast - Where did he put it? - Under the deck. -Who stole it? – Rodion – Get out!
Russian folk game "Corners".
Now let's talk about fairy tales. The Russian people have composed many fairy tales; they are interesting both for their plot and for their colorful, expressive language. What Russian folk tales do you know? What does a fairy tale consist of? (saying, content, ending) Please find out which fairy tale this excerpt is from? (Children show the theater an excerpt from the fairy tale “Teremok” on a flannelgraph).
The teacher leads the children to the book corner, where there is an exhibition of works by A.S. Pushkin. Paying attention to the portrait of the poet, he asks: “Who is this?” Why am I showing you his portrait, do you think?
A.S. Pushkin is a great Russian poet. He also loved Russian fairy tales that his nanny told him. When he became a poet, he himself began to write fairy tales for children. What tales by A.S. Do you know Pushkin? (illustrations for fairy tales, excerpts from works)
A.S. Pushkin left us not only fairy tales, but also beautiful poems. (Children read poetry). We will talk more than once about the poet’s work, listen to his fairy tales, memorize his poems in order to fall in love with the Russian language the way A.S. loved it. Pushkin.
Today I would like to end our conversation with you with a poem, which, it seems to me, is very suitable for the topic of today’s conversation.
Words burn like heat, Or freeze like stones, - Depends on what you endowed them with. With what hands I touched them at the right time and how much warmth I gave them.
Methods of teaching Russian to preschoolers
“Features of teaching Russian to preschoolers in kindergarten”
Target:
determination of the main possible directions in teaching Russian to preschool children.
Tasks
:
To identify the capabilities of preschool children in learning the Russian language.
Form the main goals and objectives of teaching the Russian language to preschool children
Determine the main methods of teaching preschoolers the Russian language.
It is known that the opportunities of an early age in mastering foreign language speech are truly unique. Even K.D. Ushinsky wrote: “A child learns to speak a foreign language in a few months, as he cannot learn to speak in a few years.”
Russian language teaching is carried out in middle, high school and kindergarten groups.
The Russian language in Kazakhstan has a constitutionally enshrined status as a language of interethnic communication and plays an important role in the development of the economy, culture and education. Good knowledge of the Russian language is the basis for successful schooling.
Taking into account the importance of the Russian language, the state compulsory education standard of the Republic of Kazakhstan has introduced compulsory teaching of the Russian language to children who are raised and studied in groups with the Kazakh language of education and training, starting from the age of three.
Preschool age is an important sensitive period for the development and cognition of language, a time of active vocabulary development. Teaching the Russian language to Kazakh children in the preschool period ensures the strength of knowledge acquisition during schooling.
For preschoolers, the main activity is play. The methodology for teaching the Russian language involves conducting games such as role-playing games, moving games, round dances, finger dances, board games, theatrical games, as well as interesting speech physical education minutes.
So, it is important to take into account the individual characteristics of the child. However, we must not forget such basic principles as respect for the child’s personality. If a child, when communicating with a teacher, feels like an individual, that he is respected, that he is taken into account, then, of course, he will try to prove himself, will be active and sociable.
Considering that at this time children are oversaturated with information, it is necessary that the learning process be interesting, entertaining, and developmental for them
It should be taken into account that in order to realize the great positive opportunities of preschoolers in teaching the Russian language, work must be built on the basis of a clearly thought-out methodological system that takes into account the age characteristics of children 4-6 years old. During the learning process, children must learn to perceive and understand Russian speech by ear and speak Russian within the range of topics available to them, learned words, grammatical forms, syntactic structures and simple examples of coherent speech.
The main form of teaching the Russian language is the lesson. The main goal of the classes is to stimulate the speech activity of children, stimulate spoken language, and achieve the correctness of Russian speech. When planning work on teaching children the Russian language, the teacher must take into account the specifics of Russian-Kazakh bilingualism, the speech situation in the group, in families, and the level of understanding of the Russian language by children. Each lesson provides a comprehensive solution to speech problems, where, regardless of the topic and specific tasks, work is simultaneously carried out on phonetic, lexical, grammatical aspects of the language, and coherent speech skills are developed.
The structure of the lesson could be as follows:
Organizing time;
vocabulary - consolidation of words learned in the previous lesson, introduction of new vocabulary;
phonetics - articulation of sounds of the Russian language, pronunciation of sounds in Russian words, games and exercises to consolidate sounds;
- coherent speech - examination of plot pictures, conversation and composing stories according to the model given by the teacher; writing descriptive stories; stories about personal life events,
retelling of works of art;
— grammar — games and exercises for mastering grammatical forms (gender, number, case) of the Russian language;
-games and exercises to reinforce the topic; memorizing poems and rhymes; telling tales, etc.
All basic teaching methods are reinforced in the classroom with appropriate visual examples - showing objects, pictures, toys, dummies, etc. In order for a Russian word to enter the child’s memory without translation into the native language, it is necessary to connect not only vision and hearing (names of objects, but also touch (touch an object, smell (smell, taste). Visual learning helps children consciously and firmly master the Russian language.
Demonstration of objects in nature or their images in a painting makes the lesson lively and interesting. For example, when studying the topic “Clothing”, the teacher in the group, in appropriate situations, constantly uses expressions like:
Put on/take off/hang/put on/put down...red/blue/green t-shirt/jacket/hat...red/blue/green scarf/sweater/sock...red/blue/green shorts/socks/boots. Is this your jacket? Are these your sneakers? Is this your shoe? Where is your dress/your scarf? What color are your pajamas – blue or red? Etc.
During individual lessons with bilingual children, the teacher in the group conducts didactic games, which also use vocabulary on the topic “Clothing”. These can be games like “Memory”, “Match a Pair”, “Loto” or “Who can dress the fastest”, in which, in accordance with the number of points rolled on the dice, children put different clothes on paper figures of two dolls.
The focus of the teacher’s attention should always be on developing and improving children’s skills in correct Russian pronunciation and eliminating existing deficiencies. Each lesson should include a 2-3 minute phonetic exercise aimed at developing children’s phonemic hearing and developing pronunciation skills. Such an exercise can be carried out in the form of games “Echo”, “Clock”, “Chain”, etc., recommended by the program. To reinforce new words, a variety of game exercises and situations are widely used in each lesson. (For example, the game “Let’s arrange furniture for a doll” (fixing the names of pieces of furniture). On the teacher’s table there is a doll, children’s furniture, a car. Educator: “Children, our doll Masha has moved to a new apartment. She bought herself new furniture. Furniture brought by car. Let's help Masha unload the furniture" (calls the children one by one and invites them to find the right thing in the car). An effective method of enriching children's vocabulary is games - dramatization based on the plots of poems, Russian folk tales, works of Russian writers, which help to consolidate the new vocabulary, developing the ability to build dialogue and coherent texts. Even silent, inactive children want to participate in such games. Children also easily learn vocabulary and grammar by dramatizing these fairy tales in Russian.
In classes, teaching the lexical side of speech is based mainly on visual aids: toys, pictures, images of actions, gestures, facial expressions. The vocabulary includes vocabulary on topics that are well known to children in their everyday lives (“Games and toys”, “Family”, “Home”, “Animals”, etc.) The selected vocabulary is specific. Basically, children learn the names of objects in the material world, the names of typical actions and signs of objects that are already familiar to them in their native language. Vocabulary is introduced gradually in large thematic groups and practiced in various games. Words are not introduced in isolation, but in combination with other words or in a meaningful situation in the game.
Teaching grammar presents certain difficulties. Mastering grammatical skills is built on the basis of speech patterns using the principle of analogy with the native language. The child must realize that any language is built according to its own laws, which must be observed in order for the statement to be understandable. To do this, you can use specially designed grammar games, fairy tales, stories and poems. It is important to adhere to the stages of speech skills and abilities. The child perceives a new linguistic phenomenon, reproduces it under the guidance of the teacher, and includes this linguistic phenomenon in his speech during games, tasks, and speech exercises. We also work on teaching the Russian language in our free time.
The family plays an important role in a child’s acquisition of Russian speech. I conduct consultations, conversations, give recommendations and advice on language learning. In the future, I would like to involve parents in the preparation of folklore holidays in Russian, such as “Broad Maslenitsa”, “Russian gatherings”, “Alyonushka’s fairy tales”. These events make it possible to achieve high results in the development of children’s Russian speech, provide an opportunity to immerse them in the culture of the Russian people, and contribute to the establishment of friendly and productive contacts with parents.
The language environment must be developmental in nature. The concept of a language development environment includes both the language environment itself and the child’s subject-development environment in the classroom. In the language learning classroom, the subject-development environment is created in accordance with the age characteristics, interests of children, taking into account program requirements. Speech games are presented in the form of separate cards. Using these unique cheat sheets it is always convenient to remember this or that game. All material has been systematized and a card file has been compiled.
According to all kindergarten teachers, in this case we can talk about the child’s actual bilingualism, which was formed through the joint efforts of parents and teachers, each of whom tried to do everything possible for this. The coordination of the actions of all kindergarten specialists also played a significant role in this.
Bibliography:
1.B.S.Omar.A.T.Sadyk, N.V.Domanova Methodological manual for teachers of preschool organizations with Kazakh language of education and training for the educational and methodological complex “Speaking Russian”
2.Protasova E.Yu., Rodina N.M. Methods of speech development for bilingual preschoolers: a textbook for university students studying in the specialty “Preschool Pedagogy and Psychology”,
3. Developmental activities for children 5-6 years old. Ed. L.A.Paramonova. – M.: Olma Media Group, 2008.
4. Developmental activities for children 4-5 years old. Ed. L.A.Paramonova. – M. – Olma Media Group, 2010.
5. Shtanko I.V. Project activities with children of senior preschool age. Journal “Management of a preschool educational institution
