Funtikova Natalya Viktorovna
teacher-speech therapist MBDOU No. 421
Chelyabinsk
- Continue to develop your child’s linguistic sense and sense of rhyme.
- Learn to pronounce the sound “C” correctly.
- Improve the skills of sound-syllable analysis.
- Continue teaching your child to make sentences with the given word.
- Learn to identify words with a given sound from a text.
- Practice word formation and inflection.
Equipment:
- Mirrors for each child.
- Pictures for the sound "C".
- Handouts for performing sound-syllable analysis of words, split alphabet.
Lesson plan:
In a group, flowers are laid out on the carpet. Children enter the group and the speech therapist offers to take one flower each.
Guys, today we will introduce you to a new sound and a new letter. And from which one? I'll give you a hint now. You hold the hint in your hands. (Flowers) What sound does the word flower begin with? (to the sound C). Place the flowers in a vase and sit in your seats.
Now look in the mirrors and tell me what happens to your lips, teeth, and what your neck does when we pronounce the sound “Ts”
(The lips in the smile of the zouk are brought together, but not closed, the neck is silent).
Repeat after me, and don't forget to look in the mirrors. TSA-TSA-TSA, TSO-TSO-TSO, TSU-TSU-TSU, TZU-TZU-TZU. And vice versa AC-AC-AC, OC-OC-OC, OC-OC-OC, YTS-YTS-YTS. Well done!
Now look at the picture. How the grasshopper chirps “Ts-Ts-Ts-Ts-Ts.” Give me a description of this sound. (The sound is consonant, always hard, dull)
Now look at the board and name the pictures using the sound C.
(Children's answers)
It's time to play "One and Many" a little. I will name one, but you must name many.
(Chicken - chickens, mill - mills, mitten, button, onion, fox.)
If you like to solve riddles, then listen. You must not only guess, but also determine the first sound in the answer and divide the answer words into syllables.
"Dressy sisters
Guests are greeted all day,
They treat you with honey.” (Flowers)
(Colors, two syllables)
“He appeared in a yellow fur coat,
Goodbye two shells." (Chick)
(Tsy-plen-nok, three syllables)
Now take the sound patterns of words and sounds. We will now determine where the sound “C” is located. At the beginning, middle, or end of a word. Look, I have a little tip for you. Who is this? That's right, this is a kind dolphin, he will help you.
Tell me, what does a dolphin's head mean?
That's right, the sound is at the beginning of the word.
What about the body of a dolphin?
Sound in the middle of a word.
Sound at the end of a word.
Words (heron, water, singer, gypsy, cucumber.)
It seems to me that I need to rest a little.
Physical education minute.
“We ran into the garden one day. Running in place
Ten little chickens.
I got them from the street. Hands to the sides, up, down
Mother hen.
You're on the wrong street, body bends
At least the hen is smart left and right.
This nice kindergarten. At least in place
For kids, not for chicks. Hands to the sides, spread in a bow
and on the belt.
And now we will work with the alphabet. But first I want to introduce you to the letter “C”. Look at the picture.
“What kind of tail is at the end,
At the end of the letter C?
This tail doesn't wag
Doesn’t drive away mosquitoes.”
What does the letter C look like?
(Children's answers)
Sound-syllable analysis of the words TSYPA, CIRCUS, laying out a diagram of words, compiling a split alphabet from letters.
Working with beans. Lay out the letter C.
Let's remember once again what sound "C" is
(consonant, hard and voiceless). And tell me words that have the sound “C”
Children's answers.
Ekaterina Sherstneva
Abstract open class on literacy in preparatory group“The sound [Ts] and the letter Ts”
Summary of an open lesson on teaching children literacy in a preparatory group"Gnomes" Sound and letter C.
Tasks:
1. Introduce children to a new consonant sound - C; its articulatory and acoustic characteristics, methods of pronunciation sound.
2. Continue work on the development of the articulatory apparatus, methods of pronunciation sound;
3. Introduce letter C, practice differentiation of concepts « sound» And « letter» .
4. continue work on developing imagination, memory, logical thinking;
5. To develop the ability to independently complete a learning task;
6. develop attention and perseverance.
Progress of the lesson.
1. Introductory part.
Let's smile at each other
And to our guests
Wonderful discoveries
We wish you all.
Guys, we will be there again today learn to read and write, let's talk about sounds and letters.
2. Articulation gymnastics. Today I want to tell you a fairy tale. But first, guess the riddle.
There was a white house, a wonderful house,
And something knocked inside him.
And he crashed, and from there
A miracle ran out alive.
He appeared in a yellow fur coat,
Goodbye, two shells.
That's right, it's a chicken.
A chicken lived in one shell, it felt cramped and boring, and he wanted to be born. Let's draw a chicken sitting in an egg and show how it gets out shells: first he stuck out his head, then the right wing, then the left. And so he came out of his shell.
And what do you think the chicken said?
(Chick-chick-chick)
The chicken looked around him and surprised: “Ats - ots - uts!”
Children repeat with the same intonation and facial expressions.
But then a light breeze blew, and then a strong wind. (Children show).
- The chicken got scared: “Tsa-tso-tsu!”
The breeze began to subside and stopped completely. To keep the chicken from freezing,
Let's warm him up: deep breath through the nose, exhale slowly through the mouth.
The chicken calmed down and smiled: “Qi-qi-qi.” “What a wonderful world!”- said the chicken. Guys, let's invite the chicken to join us in the country sounds. Who can say what kind of country this is? (country in which they live sounds and letters) That's right guys, here's what sounds live in this country, now try to guess for yourself.
3. Updating basic knowledge
Exercise "Rays of the Sun".
Every day in kindergarten we do small discoveries. Each opening Like a ray of sunshine for us! Guys, look at the picture, what do you see? Sunshine, and placed on the rays of the sun, what? Right, letters that you already know.
You have your own rays of sunshine on your tables, move your work towards you! You see, on each ray are written letters! Now the task, try to place the rays around the houses. But first, let's remember. Guys, why the letter is different from the sound? (we see and write the letter, we hear and pronounce the sound) What are there sounds? (vowels and consonants) Than consonants sounds different from vowels? That's right, vowels - sounds we can sing and draw and they live in a red house, and the consonants sounds we can’t sing and draw, because some kind of obstacle always gets in the way and we live in a blue house.
Now it's time to post letters by house. And they will post it at the board letters Vasilisa and Sasha. We place rays in each house. Guys, who has the same thing? Well done! Now call Vasilisa letters, which you placed in the blue house, and Sasha in the red one? Why these letters you placed in this house, and Egor Kiselev, Zhora, Misha what letters placed in the red, blue house, why? Sasha, explain why you placed these letters in a red house.... Vasilisa, why did you post these letters in blue house?
Well done. And we continue our journey across the country sounds.
4. Formation of ideas about sound.
4.1. Guessing riddles. - Do you like riddles? I want you
ask riddles, and you try to guess them and try to guess which new sound we will meet in our country.
As you solve the riddles, a picture appears on the screen - the answer.
So, the first riddle:
Stands on one leg
He looks intently into the water.
Pokes his beak at random -
Looking for frogs in the river. (Heron)
Living in a difficult book
Cunning brothers.
Ten of them, but these brothers
They will count everything in the world. (Numbers)
Elegant sisters
Guests are greeted all day,
They treat you with honey. (Flowers)
Children are very interested in him
Always here doors are open,
Even animals perform here.
(circus)
4.2. Selection sound.
Guys, now let's say the words of the answer, highlighting the first one sound.
Now tell me Sasha? Masha? Alena?
Have you guessed which one? sound will be discussed in class today?
That's right, today we will get to know each other sounds"C".
First let's get to know sound"C".
4.3. Learning to pronounce sound.
"C"- This name sound, and each name must be pronounced clearly and correctly. Tell me what is involved in pronunciation sound(lips, tongue and teeth)
Pick up the mirrors and say sound ts
What do lips do? (smile)
We pronounce t are your teeth visible? (teeth visible)
We pronounce T...What does the tip of the tongue do (rests on the upper teeth)
4.4. Characteristic sound
Put down the mirrors. Sound Is it a vowel or a consonant? Why (C – consonant! It is not sung, and a barrier appears in the mouth)
Guys, I tell you I'll tell you a secret, sound ts - it is always hard.
Now, please determine sound ts - voiced or voiceless? (deaf)
So, sound ts - consonant, hard, deaf.
4.5. Selection exercises sound ts from a stream of speech
A game "Attentive ears"
Let's play game: "Who is more attentive" and let's try to catch sound"C". Be careful, we're catching a hard one sound ts in words. I will say the words, and you clap if this there is sound in the word:
Words: Heron-stork; king-king; chicken egg; theater-circus; rose flower; chain bracelet; letters and numbers.
4.6. Phonetic exercise with sound ts: Word selection with sound [Ts].
Now come up with words where sound"C" stands at the beginning of a word.
Well done!
5. Physical education minute.
It's very difficult to stand like that
Don't put your feet on the floor
And don't fall, don't sway,
Don't hold on to your neighbor.
(The poem is recited by the children 2 times; the first time the children stand on one leg, the second time on the other)
6. Formation of an idea about letter C
6.1. Getting to know letter C. Look, you and I didn’t even notice how we approached the house sound. Every sound lives in his own house in this country. What house do you think he lives in? sound ts?
That's right, in letter c.
Guys, what does it look like? letter c?
Look (showing letter) :
That's what it is letter C-
With a claw at the end.
Claw - scratch,
Like a cat's paw.
6.2. Writing letters in the air C.
Let's see what elements the house is built from sound(from 4 lines).
Now get your index fingers ready. We will write letter C in the air. I raise my left hand and write in the air with my index finger. letter. The children repeat after me.
We draw one line from top to bottom. We retreat. We draw another line parallel to it. Then, from the first line, we draw a line to the second, stop and write a downward oblique line.
6.3. Writing letters C on the table. And now also, let's write letter c on the table.
7. Visual gymnastics. Guys, while you were writing, your eyes were tired.
Look at the screen and follow the umbrellas, the ball.... Now close your eyes open and we will continue to work.
8. Work in notebooks. Reinforcement tasks letters ts.
8.1. Now take a piece of paper, turn it over and what do you see? That's right, in front of you letter c. Let's shade it. What pencil will we use to draw with? (blue). Why? (denotes consonant, hard sound)
8.2. Draw next to letter c object starting at sound ts. Guys, think about what you can draw?
9. Summary classes. Well done boys. Our journey has come to an end, and look out the window, the sun is shining for us. And in the country sounds the sun also shone, and on a ray of sunshine began to shine sound ts. Guys, with what letter we met today (WITH letter C)
-“Chicken, did you like our trip to the country sounds?»
-“Of course, I liked it, and I want to stay and live in this house? Can?"
-"Of course you can. After all, your name also begins with this letters, which means this is also your house.”
And it’s time for us guys to say goodbye to the inhabitants of the country sounds and letters and return to our native kindergarten.
Well done boys! The lesson is over!
Krasakova O.A., teacher-speech therapist, Novokuznetsk.
Target:
Consolidate knowledge about the consonant sound [ts], letters Ts, ts;
Tasks:
Isolation of sound against the background of syllables, words;
Consolidating sound-letter analysis using the example of the words TSYPA TsUM CIRCUS;
Differentiation of whistling sounds;
Consolidating the sound C in words;
Development of general motor skills;
Formation of the syllabic structure of words;
Strengthening reading skills;
Formation of possessive adjectives;
Development of coherent speech;
Develop thinking, memory, phonemic hearing;
To cultivate diligence, independence, perseverance, consistency in actions.
Equipment:
- individual sets of sound symbols and proposal schemes,
- a set of magnetic sentence diagrams and magnetic sound symbols for a speech therapist,
- image of the letter C,
- painting “Circus”,
- cards with written words and subject pictures for them,
- images of a motorcyclist, juggler, magician,
- subject pictures with sounds S, Z, C
- pictures of animals and their tails,
- a set of gnome cards - prepositions.
Progress of the lesson
- Org. moment.
Guys, today we are going to the circus. Now I will give you tickets. You must each sit in your own place.
Children are given tickets - cards with words written on them. There are pictures on the chairs. Children must sit on the chair on which lies the picture whose name is written on their card.
2. Motorcyclists.
The show begins! Meet the first artist!
A picture of a motorcyclist is displayed.
What is this artist driving? (On a motorcycle.) What does the artist do? (motorcyclist). Let's show how we ride a motorcycle (onomatopoeia). Who are we now? (Motorcyclists.)
Guys, what is the sound that we met in the last lesson? ( Sound Ts) Let's remember what sound this is? ( Consonant, voiceless, always hard) What circle do we designate it with? ( Blue circle, no bell)
An image of the letter C and a sound symbol are displayed.
3. Jugglers(sound analysis)
And now the jugglers are performing. ( A picture of a juggler is displayed)
Look, they are juggling with colored balls - red, blue and green. Guys, what do these balls look like? ( The balls are similar to sound symbols, round and of the same colors) Let's juggle with you too. Let's put out the words TSYPA TsUM CIRCUS from our “balls”.
Children lay out sound patterns of the words TSYPA TsUM CIRCUS.
- Checking the task. Well done!
There are funny monkeys in the arena. Let's play with the monkeys.
We are funny monkeys.
We play too loud.
We clap our hands
We stomp our feet
Puff out our cheeks
Let's jump on our toes,
And even to each other
We'll show you the tongues.
Let's jump to the ceiling together
Let's put our fingers to our temples,
Let's stick out our ears,
Ponytail on top of head.
Let's open our mouths wider,
We'll make all the faces.
I’ll just say the word “three”
Everyone, freeze with grimaces!
One two Three!
Children perform movements during the poem.
5. Trained animals.(possessive adjectives)
Guys, now trained wild animals will perform, but so far only their tails are visible. Let's try to guess whose tails these are.
Pictures of tails are displayed on the board. Children answer the question “Whose tail?” ( wolf, fox, bear, tiger, lion, hare)
When children correctly name whose tail, a picture of an animal opens.
6. Intermission.(development of phonemic awareness)
And now intermission! What does this word mean? (Break) We go to the foyer. For tasty and interesting shopping, for souvenirs.
Children are divided into 3 teams - queues. Pictures are laid out on the table. Children of one team select pictures with the sound C, the second with the sound S, and the third with the sound Z. Then the children voice their purchases.
7. Gnomes.(drawing up proposals)
Our show continues! And now the dwarfs are performing.
Children are shown gnomes (preposition schemes - IN, ON, UNDER, OVER, WITH, TO, BY, THROUGH, FOR).
Come up with a speech text for each gnome.
Children come up with sentences with each preposition. Lay out schemes of proposals.
8. Magician.(words with the sound T)
A magician is in the arena. Objects appear out of nowhere in his magic box. Guess what the magician has in his box. But remember that names always have the sound Ts.
Children come up with words with the sound T.
9. Alle Parade.(result of the lesson)
Let's remember who spoke today. Who did you like the most?
Svetlana Tsedilenko
Municipal preschool educational budgetary institution
general developmental kindergarten No. 33 "Stream"
With. Mikhailovka Mikhailovsky municipal district
Lesson notes
according to ZKR, sound"ts"
teacher Tsedilenko S.A.
With. Mikhailovka
Subject: Lesson notes on ZKR, sound"ts"
Target: formation correct pronunciation sound"ts" in words and sentences
Tasks:
Educational:
train children in clear pronunciation sound"ts" (isolated sound, in words and sentences);
develop the ability to determine by ear the presence sound"ts" in words;
develop the ability to pronounce words with sound"ts" in a sentence;
improve intonation expressiveness of speech;
practice word formation;
Developmental:
develop fine motor skills of the fingers;
develop the articulatory apparatus of children;
develop phonemic awareness and auditory attention.
Educational:
cultivate goodwill, attention, perseverance, and the ability to finish what you start.
Planned results:
the child fulfills with desire articulatory gymnastics; willingly takes part in games; shows interest in technical drawing "Scratch".
Material:
1. a picture of a tit;
2. items for the game "Wonderful bag" (scissors, flower, hare, book, ring, paints, doll, telephone);
4. items for the game "What Sounds" (spoons, accordion, tambourine, drum, bell, rattle, abacus);
5. pictures: lion cub and lioness, tiger cub and tigress, bear cub and she-bear, wolf cub and she-wolf, chicken and hen;
6. a picture depicting a hen, a chick and a heron;
7. a picture depicting a chicken and a rooster;
8. sample drawing of a chicken using the technique "Scratch";
9. green sheets;
10. brushes, stacks, glue sticks, decorative eyes, napkins, plates, cups;
11. chicken costume for children, chicken costume for the teacher.
Preliminary work:
a story was written "Tit";
learned articulation exercises "Watch", "Swing", "Let's brush our teeth" etc. ;
learned finger gymnastics "Fruit Palm";
prepared sheets for drawing techniques "Scratch".
Progress of the lesson:
The teacher invites the children to rub their palms, stretch their fingers, clench and unclench their fists, and shake their hands.
Finger gymnastics "Fruit Palm".
(Children alternately extend their fingers from their fist, starting with the big one, and pronounce the words).
This finger is an orange
He is, of course, not alone.
This finger is a plum
Delicious, beautiful.
This finger is an apricot,
Grew high on a branch.
This finger is a pear
Asks: “Come on, eat it!”
This finger is a pineapple
Fruit for you and for us.
Then he suggests developing a tongue.
Articulation exercises.
“The tongue greets the chin”
The tongue wakes up -
He was not used to sleeping for a long time.
And asked the chin:
- Hey, what's the weather like there?
“The tongue greets the upper lip”
Smile, don't be rude
Hello, upper lip!
"Watch" (tongue movement left and right).
"The cat laps up the milk" (use a wide tongue to move back and forth).
"Swing" (stretch your tongue either to your nose or to your chin).
"Slide" (the tip of the tongue rests on the lower teeth, the back of the tongue is arched).
"Let's brush our teeth" (move your tongue either behind the upper teeth or behind the lower ones).
Educator: That's how clean our teeth are. Reads a story "Tit" (puts a card with a tit on the board).
"Tit"
It was a cold, snowy winter. And it became increasingly difficult for the birds to find food. The tit flew up to the house and sat on the porch. The door to the house was open. She flew onto the veranda. The children saw her and gave her bread crumbs. The tit was hungry. She began to peck bread crumbs and sang cheerfully "tsk-tsk" and flew away. Do you know how to sing a tit song?
(How did the tit start singing? Let’s all sing the tit’s song together). Individual and choral responses.
A game "Wonderful bag"(V pouch: scissors, flower, ring, hare, book, paints, doll, telephone).
Children take an object out of the bag and say whether there is a tit song or not.
A game “What does it sound like?”
Children look at sounding objects (accordion, bell, abacus, rattle, spoons, metallophone). Then the objects are put away behind the screen and the children must determine what it sounds like.
The teacher praises the children for correctly identifying by ear what it sounds like, even without seeing the object.
Educator: Guys, each of us has a mother. And the chick has, who is it? (chicken)– display a picture.
The teacher reads a story about a hen, a chick and a heron (a picture for the story is put on the board).
The mother hen laid an egg, and from the egg Chick hatched. Mother hen rejoices and sentences: “Chick-chick-chick, my chicken!”. The heron came to congratulate the hen and gave her a mirror.
Children must name which words from the text contain the tit song (chicken, egg, chick, Chick, heron, mirror).
– What did the mother hen say? (Chick-chick-chick, my chicken)
Dance break
“Chick-chick-chick, my chickens! (children have chicken hats)
Educator: Tell me what kind of chicken (small; weak; fluffy, like a lump). What colour is he? (yellow, golden).
What about the mother hen? (kind, caring, attentive).
Then a painting of a chicken and a rooster is displayed. The teacher calls the child, and he tells what kind of chicken it is.
Educator: What kind of rooster? (big, strong, important, bright, colorful, motley).
- Guys, do you like small, yellow, fluffy, lump-like chickens? (Yes)
– Let us draw them (drawing a chicken using the technique "Scratch").
– Whose song did we learn to sing today?
In conclusion, the children sing a song "Chick".
Summary of correctional educational activities “The Adventures of Little Chicken” for older children preschool age
Goal: teaching children how to maintain health, stimulating performance, thinking and speech activity.
Correctional educational tasks: clarify the pronunciation of the sound [ts]; develop phonemic hearing, improve sound-syllable analysis of words. Correctional and developmental tasks: to develop intonation expressiveness of speech, thinking, auditory memory, visual perception, coherent speech, speech breathing.
Corrective educational task: to form mutual understanding, goodwill, independence, initiative, responsibility.
Equipment: mirrors, individual diagrams, object pictures, finger puppets “chickens”, cane puppets: horse, chicken, fox, hare, bear, plot picture “In the yard”.
1. Organizational moment.
Speech therapist:- One, two, three, four, five - stand in a circle to play! A new day has come, let's greet it with a smile. I will smile at you, and you will smile at each other. We are calm and kind, we are friendly and affectionate.
- Take a deep breath through your nose and inhale kindness, beauty, health, and exhale through your mouth all the grievances, anger, grief (Lyrical music sounds.)
2. Report the topic of the lesson.
Speech therapist: Children, guess the riddle: “He appeared in a yellow fur coat, goodbye, two shells. Who is this?" (Chick)
Psycho-gymnastics: Depict a chicken sitting in an egg. Show how he gets out of the shell: first he sticks out his head, then the right wing, then the left. Chicken in the rain, chicken basking in the sun.
Listen to the story that once happened to Little Chicken. The hen took her chicks out into the yard for a walk and to look for worms. And Little Chicken was the most naughty, at first he looked out from under the gate, saw a flower bed (showing a large flower: color therapy - blue color) and decided to go smell the flowers, then he played tag with the grasshopper, then he studied the path of the caterpillar for a long time and... got lost.
A chicken doll appears
Chick: What should I do, how to find my way home.
(Audio recording of hooves sounds horses tsk tsk tsk)
Chick: Oh, do you hear what that strange sound is?
Speech therapist: Children, who do you think is jumping? (Horse) How do its hooves sound? (tsk tsk)
Today we will study the sound [ts] and help Chick return home.
3. Sound characteristics
Say the sound [ts] while observing the articulation in the mirror. Children analyze the pronunciation of the sound [ts] according to the diagram. The lips are in a smile, the teeth are close together but not closed, the wide tip of the tongue is lowered behind the lower teeth, the back of the tongue is pressed behind the upper teeth. Strong air jet breaks this barrier. The voice doesn't work.
Speech therapist: -What sound [ts]? Children: (The sound [ts] is a consonant, always hard, deaf.)
4. Pronunciation exercise with elements of su-jok therapy, development of motor skills, prosodic components of speech.
Speech therapist: The Queen Horse will show us the way
a.) Pronunciation of the poem
Pronouncing the poem by tapping each syllable with the fingers of both hands, alternately from the thumb to the little finger (applicator casts).
Clack-clack-clack!
You are a horse, gray side.
Knock your hoof
Get us home quickly.
b.) pronunciation of syllables
jumps merrily over the pebbles: tsa-tso-tsa-tso
neatly jumps over streams: ts-ts-ts
climbs hard up the mountain: tsva-tsvu-tsvy
Horse: Walk two squares to the right and one down from the well. There is a yats-za sitting under the tree, he will show you the way further. (One of the children makes a move on a lined sheet of paper)
Speech therapist: Children, who is this? (Hare).
5. Pronunciation of sounds in words, development of phonemic concepts.
Hare: I’ll show you the way if you help me name the words a). Game "Be careful". - Look at the picture “In the yard.” Name a word with the sound [ts], which has one syllable (two syllables, three syllables).
(Chain; eggs, porch, flowers, sheep, starling; stairs, hen, chickens, greenhouse, cucumbers, well.)
Hare: Go two cells down and three to the left, there is someone waiting for you near the old mill (Children guess the word fox by the first sounds)
6. Development of auditory attention and memory, sound-syllable analysis and synthesis of the word “chicken”.
Fox: Oh, what wonderful children. Do you want to play with me
“Remember-repeat” game with elements of self-massage
Open up, third eye
Teach us quickly. Massage the point on the bridge of the nose
Our memory will become better
Check it out for yourself. Massage the points on the temples.
Suggested words: heron, ring, scissors, flowers
Starling, singer, lollipop, well done
Fox: Tell me, what is the name of the chicken’s mother?
Children: Chicken.
Sound analysis words chicken
Speech therapist:
-How many syllables are in the word chicken? (Three)
-Name the first syllable. (Ku)
-How many sounds does it have, name them. (K, y)
The syllables “ri” and “tsa” are parsed similarly.
Children independently lay out the diagram of the word.
Fox: Well done, you did everything right. Go four cells down and one to the right, there is someone sitting in the clearing, eating candy.
Speech therapist: Guess who is sitting in the clearing. In the name of this animal, the first sound is [m], the last is [a], its cubs are little bear cubs.
Bear: You guessed correctly, well done. Smell the way my flowers smell.
7. Formation of a long speech exhalation, relaxation.
Exercise “Oh, how candy smells!”
Now rest in my clearing, and then I will show you the way further.
Muscle relaxation “Magic Mat”
Together with the speech therapist, the children take hold of the edges of the mat. Everyone lifts it up together, inhaling, and as you exhale, lower the rug down and say in a drawn-out manner: “Oooh.” The exercise is repeated 3 times.
Then the rug is spread out, the children stand around it and say the “magic” words: “One, two, three - rest!” Then the children walk onto the mat, make a circle (sun) and lie with their heads in the center of the circle (calm music sounds)
Eyelashes droop...
Eyes are closing...
We rest peacefully... (2 times)
We fall asleep in a magical sleep...
Our hands are resting...
They get heavy, fall asleep... (2 times)
The neck is not tense
And she's relaxed...
Lips part slightly...
It's so nice to relax. (2 times)
Breathe easily, evenly, deeply.
We are having a wonderful holiday.
We fall asleep in a magical sleep...
It's good for us to rest,
But it's time to get up.
8. Prevention of visual fatigue and myopia.
Speech therapist: Look at what a beautiful butterfly flies over the clearing.
Let's follow the flight of the butterfly with our eyes. (Trainer “Butterfly”)
Children follow with their eyes along a given trajectory.
Bear: Well, guys, did you have a rest? Listen, where should you go next: go three cells to the right and one up, there on the outskirts of the village there is a house in which a chicken lives.
(One of the children makes a move)
Speech therapist: And here is the house where the chicken Tsyp lives. (The picture “Chickens in the yard” is displayed) The chickens saw Little Chicken, were delighted and invited him to play with him and invent tall tales.
9. Development of coherent speech.
Children come up with a fabled dream about what happened to the chicken and the object that is drawn in the picture.
10. Reflection.
Speech therapist: Today we did a good deed, we helped the chicken find its way home. And who helped us and showed us the way? (Children's answers).
Municipal budget preschool educational institution « Kindergarten No. 8 of the combined species of the Novooskolsky district of the Belgorod region."
Prepared by the teacher-speech therapist MBDOU d/sno.8:
