Methodological development. Recommendations for parents on developing vocabulary on lexical topics. Lexical topic "Fruits" - Grammar homework on lexical topics for children with

Consolidating the knowledge of 5-6 year old children on the lexical topic Fruits

Speech therapy lesson in the senior group
Author: Sotnikova Valentina Nikolaevna - teacher-speech therapist MADOU "Child Development Center - Kindergarten No. 33 "Rainbow"
I suggest parents consolidate their children's knowledge at home on the lexical topic "Fruits"

Fruits
Children of the older group should know: 1). Name of fruits and their parts; 2). Where and on what do fruits grow; 3). Properties of fruits: taste, smell, color, size, shape (be able to distinguish by external wine, identify correctly). 4). What fruits can be used to make juices, compotes, preserves, marmalade, jam, etc. 5). That fruits are healthy, they contain a lot of vitamins. 1. Learn with your child the names of fruits: apples, pears, plums, apricots, oranges, lemons, peaches, bananas, etc. 2. Ask the children where fruits grow? — Fruits grow in the garden, on trees. 3. Play the game “Find out by description” 1). Oval, yellow, sour, juicy... What is it? (lemon). 2). Round, soft, dark blue, sweet, juicy. What is this? (plum) 3). Round, yellow-red, large, juicy, hard. What is this? (apple) Invite your child to ask you similar riddles. 4. Learn the riddle about the apple: It’s the size of a fist, the red side. If you touch it with your finger, it’s smooth, And if you bite it, it’s sweet. 5. Teach children to write descriptive stories about fruits according to the following plan: 1). What is this? 2). Where does it grow? 3). What is the appearance like? (size, shape, color) 4). What does it taste like? 5). What is made from it? 6. Reinforce with your child the ability to form relative adjectives. Invite him to take turns taking pictures of a fruit and say what kind of juice it will make. From apples - apple juice, from pears - pear juice, from plums - prune juice, from apricots - apricot juice, etc. 7. With your child, make up complex sentences with the conjunction a, according to the example: a lemon is sour, and an apple is sweet, a lemon is oval, and the apple is round, the lemon is yellow, and the apple is red. 8. Invite your child to shade the apple, drawing lines from left to right. Shade the lemon, drawing lines from top to bottom.

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Summary of an individual educational activity with a 5-6-year-old pupil for the correction of sound pronunciation. Notes of an educational activity in a senior speech therapy group. Notes of a lesson in a senior speech therapy group. Notes of an individual correctional and developmental speech therapy lesson. Senior group

MAGAZINE Preschooler.RF

G.V. Lomaga Teacher-speech therapist of the highest category MBDOU No. 19, head of the city methodological association of teachers of compensatory preschool educational institutions; Yuzhno-Sakhalinsk; graduated in 1998 Yuzhno-Sakhalin State Pedagogical Institute; Classes to overcome speech disorders are structured according to a specific system that takes into account the nature and severity of the defect, with mandatory consideration of the individual characteristics of the student. The main task of the work is the formation of mental operations on the word as a unit of speech, the development of an attentive attitude to the process of “speaking”. Two main areas of work can be distinguished: development and improvement of oral speech (pronunciation, vocabulary, grammar) and correction of written language disorders. In many ways, this work is propaedeutic, warning, in nature. For example, before starting to study parts of speech as part of a program in our native language, we try to learn to distinguish between them, as they say, in the flow of speech, i.e. on a practical level.

I would like to present a summary of a speech therapy session. Goal: to introduce children to articulation exercises; talk about speech sounds; continue to introduce children to finger exercises and massage techniques; continue work on the prosodic components of speech; clarify lexical and grammatical concepts on the topic “Fruit”; teach children to form words using suffixes with diminutive and increasing disparaging meanings on the topic “Fruit”; remember general concepts; start introducing children to the syllabic structure of words; develop auditory attention, thinking, auditory and visual memory, and sense of smell. Equipment: speech sticks, mirrors (according to the number of children), cards with symbols of articulation exercises, pictures of fruits (large and small), a toy saucepan, fruits, cards with emotions (large and small), aroma lamp with orange or lemon oil, cards with numbers , doll, fruit bowl, board, cards for developing intonation. Progress of the lesson: 1. Organizational moment. (Standing). Greeting: Speech therapist: Listen more carefully and repeat after me. Good morning! Birds and animals! Good people, get out of bed, All the darkness has spread into the corners, The sun rises and goes home. Good morning to both the sun and the birds. Good morning to smiling faces!

-Smile at me and at each other. Say each person's name affectionately in turn.

2. Announcement of the topic and purpose of the lesson. L.: -Today we will get acquainted with Tongue’s house and we’ll also talk about this. Guess what. The one who guesses the riddles will sit down: *This yellow fruit grows Where it is summer all year round. He is like the edge of the moon. You all should know him! BANANA

*Grows in the garden, tastes like honey; Pick and eat, And it’s called... PEAR.

*Only in the south does it ripen, In a melon patch under a clear sky, And then it treats us with a sweet, fragrant slice. MELON

*A round, ruddy thing fell from a tree and got into the children’s mouths. APPLE

*Jam is as sunny as the south, There is a demand for pies with jam. In dried form it is apricot, and in natural form it is APRICOT.

- How, everything you mentioned is called in one word? (Fruits) - Today we’ll talk about them. (Sit down)

3. Lexico-grammatical exercise “COMPOT”.

The children went to the market and bought a lot of fruit there. Dad then asked them: “Who cooked what compote?”

L. – There are fruits in this pan. You will come up to the table one by one, with your eyes closed, take out the fruits and guess which fruit you took. And then tell me what kind of compote can be cooked from your fruit. (They answer with a complete answer: “I made a pear compote.”) - Now let’s cook a compote from 2 fruits (the speech therapist shows these fruits) (Pear - apple).

4. Finger gymnastics.

Playing with fingers (connecting fingers with pads, starting with the little fingers, one pair of fingers for each line of poetry; in this case, the palms do not touch each other).

We went to the market, Little fingers There are a lot of pears and persimmons, Unnamed There are lemons, oranges, Medium Melons, plums, tangerines, Index fingers But we bought a watermelon - Large This is the most delicious load! The fingers are clenched into a fist, and the thumb is pulled up.

5. Articulation gymnastics.

(Repeat the names of the organs of articulation, name and show them using a speech stick (with a mirror, without a mirror as demonstrated by the speech therapist, and without it - your choice).

L.: -Today we will go to visit Tongue. He lives in a house. This house is a mouth. Sounds live in it. Tell me, how many floors are there in the house? The first floor is the lower teeth. Point them out with the speech stick and touch them with your tongue. On the first floor there live vowel sounds: A O U Y Y E I. Name them again. There also lives a family of whistling sounds S Z S S Z Z C - repeat them. The second floor is the upper teeth - show them with a stick. There are also many sounds living here. Some of them like to hiss and are called hissing: Ш Ж Ш Ш. There are also sounds that love to sing sonorous songs - sonorous sounds - L L R R R'. L R sounds with a strong character; L'R - with soft. Let's name them. There are also other sounds on the second floor, but we will get acquainted with them in other classes. This is what a house of sounds is like. And the owner of this house...Tongue. A little later I will tell you the Tale of the Tongue. In the meantime...let's play.

6.Dynamic pause. Attention game "Orange, apple, banana." L.: - When I name fruits, we make the following movements: ORANGE - the thumb is connected into a ring with the index finger; APPLE - fist; BANANA – the palm of the hand is open. (You can confuse children - say plum, but show banana).

7. Lexico-grammatical exercise on the topic “Fruits”.

Exercises “Fruits for the doll.” L.: The doll Lena came to visit us. Let's treat her to fruit. To do this, you need to call them affectionately. (The speech therapist shows the children pictures, and they take turns calling them affectionately and putting them in a bowl (models of fruit).) The full answer: “I will treat the doll with an apple,” etc.

Game “What did the doll hide?” L.: - Look at the pictures. The doll wants to test how attentive you are. You close your eyes, the doll will remove one picture. And you tell me what picture she hid.

Game "Count" L.: -Help the doll count the fruits. (The speech therapist puts a picture with a number from 1-5 over the picture with the fruit and asks to make an answer according to the model (Five pears)).

Game "Carry On". L.: -The doll decided to compare the fruits with each other. Help her. Complete the sentences. The apple is big and the pineapple is…BIGGER. Orange is sour, but lemon is SOURER. The pear is juicy, but the tangerine is JUICIER.

8.Articulation gymnastics.

L.: - Once upon a time there was a tongue. he woke up early in the morning. Opened the WINDOW. I looked LEFT, RIGHT, DOWN to see if there were puddles, UP to see if there was sun. I closed the WINDOW - it became hot: AAA... I opened it again - it became cold: DDD... The tongue ran into the bathroom. I opened the door and the door creaked... “We need to lubricate the door,” thought Tongue. He turned on the water. First, hot water poured out. The tongue pulled back his hands “Oh!” Turned on the cold water. The hot water connected with the cold water and the water became warm SSS...Finally he began to brush his teeth. First the upper ones, then the lower ones (BRUSHING YOUR TEETH). I brushed my teeth, closed the creaky door III... And ran to the kitchen to bake pancakes. I started kneading the dough YA-YA-YA (lips), YA-YA-YA (teeth). Let's see if the dough is ready? (Use a cotton swab to check by “tingling” the tongue). No, it’s not ready. Knead the dough again and check. Ready! Baked Tongue Pancakes. I ate them with DELICIOUS JAM, washed them down with milk from a CUP. I looked at my WATCH. And I decided to go for a walk. There was a SWING in the yard. He swayed on it and moved on. You will find out what happened next in the next lesson.

9. Physical exercise “We shared the orange” (Get up from the chairs. Perform the appropriate movements) We shared the orange There were many of us, but he was alone

10. Work on prosody and breathing.

Exercise “Name the fruit affectionately” Introduce children to pictures-symbols of different emotions: Cheerful, Sad, Feisty, Little Surprised. Then invite the children to pronounce the fruits in the pictures with the appropriate intonation.

Exercise to develop breathing and smell. L.: -Guys, inhale air through your nose with your eyes closed and tell me what fruit smells in our room? (Orange or lemon - use an aroma lamp with the appropriate essential oils)

Exercise “Songs of vowel sounds” (for the development of speech exhalation) Conducted using cards. The speech therapist, while reading the poem, alternately shows the children cards and images of vowel sounds and their “songs.” The children must reproduce the corresponding song.

Next >

Fun physical education minutes:

Harvest.

Show actions: carry a ladder, set up a ladder, pick pears, put them in boxes, load them into the car.

2. How a gardener grew an apple tree.

Show actions: the gardener digs a hole, plants an apple tree, whitewashes the trunk of the apple tree, waters, fertilizes, prunes, and collects fruits.

3. Apple.

That's an apple! It's full of sweet juice! (stand up, arms to the sides, stretch) Stretch your hands, pick an apple! (hands up, stretch up) The wind began to shake the twig, it’s hard to pick an apple! (arms up, bend to the sides) I’ll jump up, stretch out my hand and quickly pick an apple! (jumping up, clapping overhead)

Prepared by: teacher-speech therapist Yakovleva Natalya Nikolaevna

MBDOU No. 181, Rostov-on-Don

Target:

1. Expand, clarify and activate the vocabulary on the topic “Fruits”;

2. Reinforce the general concept of fruit;

3. Learn to distinguish and use singular and plural nouns in speech;

4. Learn to build a phrase from 2-4 words.

5. Develop attention, memory, thinking.

6. Consolidate knowledge of primary colors.

7. Learn to count to 5. Develop the ability to name the final number.

Equipment : projector, screen, presentation “Fruits” in Power Point mode.

Course of the lesson 1. Game exercise “What the truck brought us.” Slide 2.3 Tell the children that a truck came to the lesson and brought crops that were harvested in the garden.

Offer to say what the truck brought, ask a riddle:

Pear, apple, banana.

Pineapple from hot countries.

These delicious foods

Together everyone is called... (Fruit)

Examine and name each fruit.

Fix the general concept of “fruit”. (The truck brought an apple, pear, peach, etc. - these are fruits).

2. Exercise “Fragrant fruits”. Slide 4

Say the poem to the children:

Autumn has come to us again.

Autumn brought rain.

Fruits were stored in the garden.

I really like fruit!

As you exhale, learn to pronounce phrases (inhale through your mouth, without raising your shoulders, exhale through your mouth):

- Ah! What fragrant fruits!

- Ah! What fragrant, aromatic fruits!

To find out where the fruits grow, ask:

- What is this? (This is a garden (tree, branch).)

—Where do fruits grow? (Fruits grow in the garden.)

—What do fruits grow on? (Fruits grow on a tree (on a branch).)

3. Didactic game “What juice?” Slide 5

Children name the pictured fruit and say what the juice from this fruit will be called. For example: “This apple is apple juice.” Then they show how they drink the juice, take a light breath through their nose, and when exhaling, say: “Ah! What a delicious juice”, “Ah! What a healthy juice!”, “Ah! What a fragrant juice!”

4. Game “Count the fruits” Slide 6

Count with the children how many fruits were picked from the tree.

- One two three four five. How many apples?

- How many apples did we pick?

Also count lemons, pears, plums, kiwis.

5. Physical exercise “The wind is blowing.” Slide 7

The wind blows in our faces

Hands forward, move your hands forward, backward.
The tree swayed.	Hands on the waist, bending to the sides.
The wind blows quieter, quieter.	To squat.
The tree grows higher and higher	Stand up, raise your arms up, stretch.
You and I will go to kindergarten,	Steps in place.
Let's pick fruits from the tree.	Raise your hands up, throw them down.

6. Game "Find a pair." Slide 8

Ask your child to name each fruit. Find a shadow for each of them.

- What did you find? (I found an apple.) Etc.

7. Game “4th odd”. Slide 9.10

Strengthen the ability to find the fourth extra object and explain why it is extra:

• only in size,

• only by color.

8. Summary of the lesson.

The teacher summarizes the material studied in class. Thanks the children for their good work in class.

Download presentation

Orange.

We bend our fingers one by one.

We shared an orange. There are many of us, but he is alone! This slice is for hedgehogs, This slice is for urchins, This slice is for ducklings, This slice is for kittens. This slice is for the beaver, And for the wolf it is the peel!

Compote.

We depict actions in accordance with the text:

We will cook compote, We need a lot of fruits: We will chop apples, We will chop pears. Squeeze out the lemon juice, drain, and add sand. We cook, we cook compote. Let's treat honest people.

Fruits.

We bend our fingers one by one.

This finger is an orange, He is, of course, not alone. This finger is a plum, delicious, beautiful. This finger is an apricot, growing high on a branch. This finger is a pear, Asks: “Come on, eat it!” This finger is a pineapple, a fruit for you and for us.

Conversation about fruits L.K. Schleger. 1913

Preparing for the conversation.

There are different fruits in front of the children. They name them, determine their shape, colors. Determined by touch and taste with eyes closed.

Catalogs of fruits should be at hand; drawings in paints (that is, color pictures); artificial fruit

Conversation.

What do fruits grow on? What is the name of the tree on which apples grow? Can plums grow on an apple tree? What does a ripe apple look like? What does it taste like? (Sweet, juicy). Who colored the apple so much? What protects the apple pulp? (Skin). When is the apple ripe? The beauty of an apple tree hung with ruddy apples. Has anyone ever seen an apple tree with apples? What are the apples sitting on?

Who can tell me how an apple grows? Is it always so big and ruddy? What color is an unripe apple? What does it taste like? Before the apple appears, the apple tree blooms. When does it bloom? In the spring. Has anyone seen an apple tree in bloom? We'll look at it in the spring, but for now let's look at the picture.

Let's see what's inside the apple , cut it - one lengthwise, the other across. What are the seeds in and how many are there? Why do apple trees need seeds? Why do you need pulp? She guards the seeds. What color are ripe seeds? What about the unripe ones?

What kind of seeds do cherries have? At the plum?

Who eats ripe fruits? Do some people eat and love them? Do people eat seeds? They spit them out. What do birds eat? Seeds fall on the ground, and what grows from them?

What do you sometimes find in apples, pears, plums? Worm. How did the worm get into the apple tree? Does the worm remain in the apple? He gnaws it and comes out (find an apple with a worm in it). A worm is made into a pupa, and a pupa is made into a butterfly.

What do we make from fruits? What do we make jam from? Has anyone ever seen dried fruit? Show and try. What else is made from fruits? Kvass, liqueur.

Do we grow grapes? What do they make from it? What other fruits do you know that grow in warm countries? Oranges, tangerines, lemons. Are the skins of oranges and lemons as thin as those of an apple?

What fruits does an oak tree or a Christmas tree have? Who collects and eats them? Is this fruit?

Children's work on the topic "Fruits".

Modeling fruits, drawing them.
Cutting and pasting (applique).
Cutting out pictures of fruits from catalogs and magazines.
Illustration “Apple picking”.
Fruit stand (making a model for children's games together with the children)

Question for educators to consider:

Exactly 100 years have passed since the publication of this conversation for young children by the talented teacher Louise Karlovna Schleger! Have we and our children changed? What is different about the conversation about fruits by L.K. Schleger from modern conversations about fruits in kindergarten? What requirements for a conversation with children were taken into account when compiling this conversation? What would you change about it?

You will learn more about conversations with children and about our history of methods for developing children’s speech from the article “Conversation in kindergarten” based on materials from the book by E.A. Flerina “The Living Word in a Preschool Institution.”

Summary of a speech therapy lesson in a senior group on the lexical topic “Fruits”