Open lesson on communication in the middle group on the topic: “Pets”
Open lesson on communication in the middle group on the topic: “Pets”
Goals and objectives:
Educational:
1. Learn to use the instrumental case of nouns, practice agreeing words by case.
2.To consolidate and clarify children’s knowledge about domestic animals and their cubs;
3. Exercise children to answer the teacher’s questions with a complete answer.
4. Compiling a descriptive story of the animal according to the diagram.
Developmental:
1.Develop auditory and visual perception, fine motor skills;
2.Improve thought processes;
Educational:
1. Cultivate a love for pets;
2. Develop the ability to listen carefully, develop the cognitive process;
3.Develop communication skills.
Equipment: easel, pictures of domestic and wild animals, toys of wild and domestic animals, model of the “village” and “forest”, rubber massage balls, sound panel “pets”.
Progress of the lesson:
Children enter the group and greet the guests.
Organizing time.
Educator: I invite you on a journey into the animal world. This morning a white-sided magpie flew into my window and brought a letter from my grandparents on its tail. Let's read it! He takes the letter out of the envelope and reads: Hello, dear boys and girls. We had a problem - all the animals from our yard fled. Please help me find them. And to find our animals, you need to solve riddles.
D/game “Riddles”
I serve my master -
The master's house is a watchman.
I growl and bark loudly
And I drive away strangers.
Educator:
The very first animal that man made his friend was a dog. Let's remember what a dog eats?
Soft paws, and scratches in the paws.
The cat is a flexible, graceful animal. She loves her owners, her home, she likes to bask in the warmth and comfort, bask in the sun or lie down in a soft chair. What does a cat eat? (children's answers)
She says “mu-mu!”
At night he sleeps in his stable,
During the day he goes to the pasture.
He gives us milk.
The cow's body is large, with rounded, swollen sides. The long tail resembles a whisk. The cow has a large head with upturned horns, erect ears with which she can hear well, and large eyes. The cow eats lush green grass and loves hay.
“M-e-e!” - Who’s calling the guys? Who's shaking his beard?
Who has twisted horns and berry-like eyes?
This is approaching the children along the path... (goat)
A goat, like a cow, eats grass and hay. A goat is a small animal, its body is covered with thick hair. The goat's legs are tall and slender, and its tail is short. The goat has sharp horns on its head.
I have a snout, instead of a tail there is a hook,
I love to lie in a puddle and grunt: “Oink! Oink!”
The pig has a large head ending in a round snout, large erect ears and small eyes. The pig sees poorly, but its hearing and sense of smell are excellent. The pig has a thick, round body, a ringed tail and slender legs with hooves. The pig is an omnivore.
Working on an easel
Educator:
Let's name these animals again. (Children take turns listing the animals posted on the board)
Educator:
What can you call these animals in one word? (Pets)
Educator:
Why are they called that?
Children:
Because pets are cared for by humans, housing for pets is built by humans, and pets are useful to humans.
Educator: While you and I were guessing the pets, all the animals got mixed up. Help me put things in order.
Modeling
(wild and domestic animals are located on the tables, children sort out the animals, who lives where).
Educator:
What is this?
Children:
Village house.
Educator:
And what's that ?
Children: Forest.
Educator:
Distribute the animals according to their habitats. Well done! Everyone completed the task!
Animals can communicate with each other just like people, but they all speak differently. Let's remember who says what... Now I suggest playing the game “Find your mother by voice”
D/game “Find your mother by voice” (Use of sound panel)
D/exercise “Find your mother” children find their baby by sound.
- Who's with the dog? - a puppy, and there are a lot of ... (puppies)
-Who is the cow? – a calf, and there are a lot of...(calves)
- Who is with the horse? - a foal, and there are many...(foals)
- Who is the cat? - kitten, and there are many... (kittens)
- Who's with the pig? - a piglet, and there are a lot of... (piglets)
-Who is the goat? - a kid, and there are a lot of ... (kids)
Educator: Well done guys! You found each cub its mother. Now let's take a little rest. Everyone come to me and take the ball.
Physical education minute
Pets
One two three four five,
What should we call animals? (we bend the fingers on the left hand one by one)
The closest, the most faithful -
Everyone probably knows them (clap our hands).
Horse, cow, dog and cat (use the index finger of the left hand to bend the fingers on the right hand).
What should we call them?
Think a little (we spread our arms to the sides, as if asking others).
They live together in the house with the owner (we depict the roof of the house above our heads with our hands),
So, everyone calls them home.
D/game
“Which picture is extra”
Children should see a wild animal among domestic animals.
Descriptive story according to the scheme
about any pet.
Lesson summary:
Guys, our journey into the animal world has come to an end. Who did we talk about today? What did you enjoy doing today? What new have you learned? Pets need to be protected and cared for.
Educational field "Communication" (secondary group)
| Levels | Didactic games, exercises, questions | Criteria for evaluation |
| I. Level of vocabulary development | 1 Game “Describe the object.” Material: various subject pictures. Contents of the diagnostic task: The teacher shows one picture at a time, for example: a ball, a hat, a bucket, flowers. Asks to answer the questions: - What is this? (Ball.) - What is he like? (Red, big, airy.) - What can you do with it? (Play, roll on the floor, throw, kick.) 2 Didactic game “Finish the sentence.” Contents of the diagnostic task: The teacher invites the child to play the game “Finish the sentence.” “I’ll start the sentence, and you think about how you can finish it.” - Sugar is sweet, and pepper... (bitter). - The road is wide, but the path... (narrow). - Plasticine is soft, and stone... (hard). - The stepmother is evil, and Cinderella... - Karabas-Barabas is evil, and Papa Carlo... etc. | 1 point - poor vocabulary, difficulty in choosing antonyms. 2 points - understands and uses antonym words. Makes mistakes or finds it difficult to determine the various properties and qualities of objects, aesthetic characteristics. 3 points - the child actively uses words denoting emotional states (angry, sad), ethical qualities (cunning, kind), and aesthetic characteristics. |
| I. Level of vocabulary development | 3. Task “Tell me about the boys.” Material: plot picture depicting two boys: one is clean, neat, cheerful, the second is sloppy, sad. Contents of the diagnostic task: The teacher asks the child to look at a picture of two boys. Then he organizes a conversation on the following questions: - What can you say about boys? Are they in the same mood? - One boy is cheerful, but what about the other? (Sad.) - Is it good to be sloppy? - What should you do to be clean and tidy? - Which boy do you like? Why? And so on. | |
| II. Level of formation of the grammatical aspect of speech | 1. Didactic exercise “Setting the table.” Material: tea set (For dolls), object pictures depicting food products (models). Contents of the diagnostic task: The teacher offers to look at the dishes and answer questions. - How can you name all the objects? (Draws attention to the tea set.) Name famous pieces of utensils. — What products are needed to treat a person to tea? (Sugar, tea, crackers...) - Which bowl should I put the sugar in? (Into the sugar bowl.) - And what about the crackers? (Into the rusk bowl.) Etc. - Arrange the dishes beautifully. -Where is the teaspoon? (Next to the saucer or to the right of the saucer.) Etc. 2. Exercise “Complete the sentence.” Contents of the diagnostic task: The teacher asks the child to come up with the ending of the sentence: “Night came and...” “Mom and I went to the store and bought...”. “I like winter because...” “We are doing exercises because...” Etc. 3. Didactic game “Hide and Seek.” Material: sets of toy animals (bear cubs, kittens, hedgehogs, foxes) or object pictures with their image. Contents of the diagnostic task: The teacher arranges toys (lays out pictures) and asks the child to name groups of animals. - These are fox cubs. - These are hedgehogs. Etc. Then the teacher asks to remember all groups of animals and invites the child to close his eyes. The teacher removes one group of toys. After the child opens his eyes, the teacher asks to name who is missing (bear cubs, kittens, etc.). | 1 point - the child cannot cope with the tasks. 2 points - it is difficult to independently form new words (sugar - sugar bowl), comprehends cause-and-effect relationships, mainly uses simple or complex sentences in speech, excluding complex sentences. Makes mistakes in forming the plural of nouns denoting animals. 3 points - the child forms new words by analogy with already familiar ones. Understands and uses prepositions in speech. Comprehends cause-and-effect relationships and composes complex, complex sentences. Correctly forms the plural form of nouns denoting baby animals. |
| III. Level of development of coherent speech | 1. Didactic game “The postman came to us.” Material: plot pictures “Seasons”. Contents of the diagnostic task: 4 children can participate in the game. The teacher selects postcards with a simple plot, but in such a way that it is clear what time of year the action takes place. The teacher reports that the postman brought postcards to all the children. Once children receive a postcard, they should not show it to each other. It is necessary to tell the plot in such a way that it is clear what time of year the action takes place. 2. Didactic game “Tell me about the toy.” Material: a set of different toys: a car, a ball, a doll, a bunny, etc. Contents of the diagnostic task: The teacher shows the toys and offers a sample story about one of them. Repeats it again, paying attention to the plan of the descriptive story. Then he offers to describe any of the toys according to the same plan. 3. Dramatization of the fairy tale “The Cockerel and the Bean Seed.” Contents of the diagnostic task: The teacher takes out a chicken, a cockerel, and a bean seed from a fairy chest. - What fairy tale do these heroes come from? - What happened to the cockerel? - Why do you think the cockerel choked? — Who did the chicken run to first for help? — What was the butter needed for? (A brief conversation is held about the fairy tale in order to remember its content.) Then the teacher invites the child to act out the fairy tale using the present. theater | 1 point - the child cannot, even with the help of an adult, talk about the content of the plot picture. Not able to describe a toy based on a model. When dramatizing a fairy tale, he mainly uses situational speech and gestures. 2 points - the child composes a story using leading questions. There are isolated cases of violation of the sequence in the description of signs. With the help of an adult, he dramatizes a familiar fairy tale. 3 points - the child talks in detail about the content of the plot picture, consistently writes a story about the toy. Knows how to dramatize passages from a familiar fairy tale. |
| IV. Sound culture of speech. | Didactic exercise “Identify the first sound in a word.” Contents of the diagnostic task: The teacher suggests playing with words. Asks the child to listen carefully as he identifies the first sound with his voice. OOO-la, AAA-stra, UUU-tka, etc. When repeating words, he asks to name the first sound. | 1 point – pronounces a large number of sounds with distortion, making it difficult to identify the first sound. 2 points - does not pronounce all sounds clearly, emphasizes the first sound. 3 points - meaningfully works on his own pronunciation, emphasizing the first sound in a word. High level 10-12 points Average level - 6-9 points Low level - 4-5 points. |
"From birth to school."
Basic general education program for preschool education / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva
Summary of OOD on OOO “Social and communicative development” for children of the middle group “We are friends”
Summary of OOD on OOO “Social and communicative development” for children of the middle group “We are friends”
Target
: promote the psychological development and socialization of children;
Tasks:
clarify and expand children’s understanding of friendship, camaraderie, friendly relationships between people; develop communicative and speech abilities, the ability to communicate easily and naturally, negotiate with adults and peers, find a way out of various situations; cultivate kindness, sensitivity, goodwill, friendly relationships between children
Equipment:
a “magic” bell, the text of V. Oseeva’s story “Before the First Rain,” illustrations for works, the “Friendship” flower, the didactic game “Rules of Conduct in Kindergarten.”
Preliminary work
: conversation with children on the topic: “What is friendship”, didactic game “Who is friends with whom?”, round dance and outdoor game “In this house we are a family”, consideration of illustrations for the development of emotions and empathy.
Progress of OOD
The teacher rings the bell and invites everyone to stand in a circle. The bell is calling you to play with me. Give me your hand, you are my friend Let's stand together in a friendly circle. Children join hands and stand in a circle. —
Guys, I'm glad you heard the bell! After all, it is not simple, but magical. He gathers only good, kind children into the circle. Are you doing good deeds? What good deeds have you already done today? (Children's answers.) - Well done! And I know another good deed that will immediately make everything fun. Let's give each other a smile and give each other compliments
And I’ll start first: “Ksyusha, you have a very beautiful smile...” The children smile at each other and, passing the bell, compliment each other.
Didactic game "Compliments"
- What wonderful words you said to each other!
We will put a bell; it will remind us of your wonderful compliments and pleasant words throughout the day.
- Children, do you know what friendship is? How should you behave with friends and people in general? I invite you to listen to a story about 2 girls...
Reading and discussion of V. Oseeva’s story “Before the First Rain”
Tanya and Masha were very friendly and always went to kindergarten together. First Masha came for Tanya, then Tanya came for Masha. One day, when the girls were walking down the street, it started to rain heavily. Masha was in a raincoat, and Tanya was in one dress. The girls ran.
- Take off your cloak, we will cover ourselves together! - Tanya shouted as she ran.
- I can’t, I’ll get wet! - Masha answered her, bending her hooded head down.
— In kindergarten, the teacher said:
- How strange, Masha’s dress is dry, but yours, Tanya, is completely wet, how did this happen? After all, you walked together?
“Masha had a raincoat, and I walked in one dress,” Tanya said.
“So you could cover yourself with just a cloak,” said the teacher and, looking at Masha, shook her head.
- Apparently, your friendship is until the first rain!
Both girls blushed: Masha for herself, and Tanya for Masha.
(The teacher asks questions, and the children give answers and choose the appropriate pictures for the work)
Questions for children about the work.
Why did Masha blush?
Why did Tanya blush?
Were the girls real friends? Why?
What should you have done in this situation?
- Well done guys, you answered everything correctly.
Kids, it’s immediately obvious that you are friendly, know how to make friends and know how to behave in kindergarten. Let's play a game together.
Round dance game “In this house we are family”
Children with a teacher stand in a circle, sing, and perform appropriate movements.
In this house we are a family (they go in a circle).
In this house we are family, we are you, you and me! (stop, arms to the sides, forward to the chest).
Give your hand to the one on the left (left hand to the side - down).
Give your hand to the one on the right (right hand to the side - down)
We are a family! (take hands, raise them).
In this house we are a family, (they walk in a circle)
We are a family in this house. We are you, you and me!
(stop, arms to the sides, forward, to the chest).
Smile at the one on the left (turn their head to the left, smile at the neighbor).
Smile at the person on the right (turn their head to the right, smile at the neighbor).
We are a family! (They hold hands and raise them.)
- It’s so good to be friends, you and I have truly become like one family. I hope you don’t forget the rules of friendship and the rules of behavior in kindergarten. I suggest you fold the “Friendship” flower as a souvenir
Didactic game “Flower of Friendship”
Children name the rules and lay them out on flower petals using the didactic game “Rules of Conduct in Kindergarten”
Reflection:
Did you enjoy today's lesson?
What do you remember most today?
It was also very pleasant and interesting for me to be with you, because you are real friends!
