Lesson Plans

Valentina Gerbova Lessons on speech development in the middle group of kindergarten Lesson plans Library “Education and training programs in kindergarten” under the general editorship of M.A. Vasilyeva, T.S. Komarova, V.V. Gerbova Valentina Viktorovna Gerbova – candidate of pedagogical

Lesson Plans

Appendix Examples of activities that promote dialogical speech development Children master the dialogical form of communication in the process of interaction with more experienced native language speakers - adults. Formation of dialogical speech is the most important program

1. Seminar lesson plans and laboratory practical exercises Seminar lesson 1 Topic: “History of the development of conflictology. Stages of formation" Plan1. Theoretical and socio-historical prerequisites for the emergence of conflictology

From kindergarten No. 69. Tale “Teacher of a group of idiots” Little Maksimka sat under the table in the kitchen in the evening and played with a typewriter. Mom was preparing dinner and verbally helping her son: “Yes, the car is moving.” B.B. W-w-w...Suddenly during objective play activity

No. 74. Tale “Soldier from kindergarten” Today there was modeling in kindergarten. All the children were sitting at tables and rolling out plasticine on boards. “They took a piece of blue plasticine!” - the teacher commanded. - Put down plasticine, take plastic knives, -

Choosing a Kindergarten Kindergarten teachers deserve the respect we give teachers. They are more than baby sitters with pigtails and bubble gum. These are people who replace parents for a child. Read what a real kindergarten should be like and look for one instead

Valentina Viktorovna Gerbova

Classes on speech development in the second junior group of kindergarten. Lesson Plans

The successful implementation of program objectives depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which the child is raised, and on a specially designed, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children and all preschool employees who communicate with preschoolers during the day.

The system of work on teaching children their native language, introducing them to fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten”, “Introducing children to fiction” (M.: Mozaika-Sintez, 2005).

The manual “Classes on speech development in the second junior group of kindergarten”, written within the framework of the “Program of education and training in kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, supplements recommendations on the most important direction of pedagogical activity - purposeful and systematic training of preschoolers in the classroom. The practical purpose of the book is to provide educators with approximate guidelines for planning lessons (defining topics and learning goals, ways to implement them).

Features of speech development in children of the fourth year of life

In the fourth year of life, special attention is paid developing the need to speak out independently .

Kids speak to communicate, explain, ask for something, and also accompany play actions with speech. One third of their messages and explanations consist of complex sentences, which allows them to improve the syntactic side of children’s speech.

By the age of three it appears speech analysis ability. A child, although he himself does not know how to pronounce words correctly, catches when someone else pronounces them incorrectly. Children can distinguish similar sounding words (Sashulka - icicle). However, it is too early to talk about speech perfection of hearing (coherent speech is more difficult to perceive by ear than individual words).

At this age, children begin to hear and reproduce some intonations (joyful, edifying, interrogative).

Although the fourth year is a period of intense sound acquisition, along with their correct pronunciation, omission, replacement, assimilation and softening of sounds are observed in children’s speech (the pronunciation of soft sounds is easier for the child than hard ones).

The correct pronunciation of sounds in a child is easily disrupted due to fatigue, illness, or communication with small children who speak poorly.

Pronunciation defects make it difficult to master the grammatical structure of speech and prevent the child from communicating with peers, since his statements are difficult to understand by others.

In children 3–4 years old, breathing is intermittent, and the rate of speech is accelerated (less often, slow), so it can be difficult to listen to them. In this regard, the content of work on developing the sound culture of speech includes exercises to improve breathing, strength, and pitch of the voice.

Problem formation of a dictionary also has many aspects. It is known that in the third year of life, children easily recognize individual objects (vegetables, furniture, dishes, etc.), but do not always name them correctly. By the age of three, children perceive objects, trying to characterize their signs, qualities, and actions with them.

Understanding some of an adult's questions regarding familiar objects can cause difficulties for children, in particular when the object acts as an object of action. Children, looking at the picture, accurately answer the question “Who (what) is this?” (girl, doll, pants, needle, thread), but to the question “Who does the girl sew pants for?” some of them answer “The bear is sewing” (just recently the teacher was sewing up the little bear’s pants).

In the dictionary of children of the fourth year of life, significant quantitative fluctuations are recorded, which are explained by the individual characteristics of the development of children.

Unfortunately, researchers still rely on E. Arkin’s data on the composition of vocabulary in children of the fourth year of life, published in 1968. (It is possible that a modern child has different quantitative characteristics.) So, according to E. Arkin, in a child’s dictionary: nouns and pronouns make up 50.2%, verbs – 27.7%, adverbs – 5%, adjectives – 11.8%.

Children quite successfully master the so-called everyday vocabulary, which helps them communicate. In addition, it is necessary to help children learn words denoting parts and details of objects, their qualities. Some generic concepts should be introduced into the dictionary, otherwise children group objects based on random rather than essential features.

At this age, children intensively master prepositions, conjunctions, and question words (the basis for improving syntax).

Vocabulary work is closely related to work on improving the grammatical structure of speech(word formation, inflection, etc.).

Children distinguish words based on the prefix, suffix (came - left - came, cup - cup). Kids master the agreement of singular past tense verbs with nouns, the correct forms of the genitive and accusative cases of plural nouns (boot, mitten, fox cubs), possessive adjectives (hare, fox); begin to use adjectives and adverbs in the comparative degree.

It is known that the development of the grammatical structure of speech occurs especially quickly in the second half of the third year of life. (According to researchers, up to three and a half years, and according to some indicators, up to four years, speech does not change significantly.)

In the fourth year of life, gradually the number of simple common sentences increases, complex sentences appear .

At this age, children ask questions that are not related to their direct experience. (“This is a rabbit. What’s his last name?” “At night the sun turns into the moon?” “What kind of relative are you?” (Addresses the teacher.))

In the second half of the year, the number of questions aimed at clarifying cause-and-effect relationships increases.

Features of working with children in the classroom

Special classes on speech development and fiction are planned for preschoolers in their fourth year of life. In these classes, work continues to improve the sound culture of speech, grammatical correctness of speech, to cultivate interest in the artistic word and the accumulation of literary baggage.

In the second junior group, classes are most often organized that consist of one part (reading fairy tales to children, practicing clear and correct pronunciation of sounds, etc.). In these classes, in addition to the main one, many other tasks are solved in parallel. So, for example, introducing children to a new fairy tale is the main task of the lesson, but using the same material, the teacher forms intonation expressiveness of speech in children, activates the vocabulary, improves sound pronunciation, etc.

Combined classes consisting of two independent parts are also conducted for children aged 3–4 years. A variety of combination options are acceptable:

Reading a work of fiction and practicing the ability to conduct a dialogue;

Reading (memorizing a poem) and improving grammatical correctness of speech;

Consideration of the plot picture and game (exercises) to enrich and activate the vocabulary;

Didactic game for the formation of sound pronunciation and games (exercises) for improving the grammatical structure of speech, etc.

How to achieve optimal “density” of classes, ensure maximum organization and discipline of children, while maintaining the atmosphere of spontaneity and emotionality necessary for their age - this question often arises when working with preschoolers. This problem can be solved by:

Alternating teaching techniques (such as explanation, showing a sample or method of action) with gaming ones. For example, a teacher tells children about a hedgehog song, teaches them to pronounce the sound clearly and correctly f(by imitation) and practices the pronunciation of sounds using the didactic game “Hedgehog, do you want milk?”;

Alternating choral and individual responses of children (both verbal and motor), which diversify the lesson, help to involve all the children in the work, and significantly increase the speech activity of each of them;

Using a variety of demonstration materials (toys, objects, pictures, tabletop theater figures, etc.). Their appearance pleases children and helps maintain steady attention;

Valentina Viktorovna Gerbova

Classes on speech development in the second junior group of kindergarten. Lesson Plans

The successful implementation of program objectives depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which the child is raised, and on a specially designed, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children and all preschool employees who communicate with preschoolers during the day.

The system of work on teaching children their native language, introducing them to fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten”, “Introducing children to fiction” (M.: Mozaika-Sintez, 2005).

The manual “Classes on speech development in the second junior group of kindergarten”, written within the framework of the “Program of education and training in kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, supplements recommendations on the most important direction of pedagogical activity - purposeful and systematic training of preschoolers in the classroom. The practical purpose of the book is to provide educators with approximate guidelines for planning lessons (defining topics and learning goals, ways to implement them).

Features of speech development in children of the fourth year of life

In the fourth year of life, special attention is paid developing the need to speak out independently .

Kids speak to communicate, explain, ask for something, and also accompany play actions with speech. One third of their messages and explanations consist of complex sentences, which allows them to improve the syntactic side of children’s speech.

By the age of three it appears speech analysis ability. A child, although he himself does not know how to pronounce words correctly, catches when someone else pronounces them incorrectly. Children can distinguish similar sounding words (Sashulka - icicle). However, it is too early to talk about speech perfection of hearing (coherent speech is more difficult to perceive by ear than individual words).

At this age, children begin to hear and reproduce some intonations (joyful, edifying, interrogative).

Although the fourth year is a period of intense sound acquisition, along with their correct pronunciation, omission, replacement, assimilation and softening of sounds are observed in children’s speech (the pronunciation of soft sounds is easier for the child than hard ones).

The correct pronunciation of sounds in a child is easily disrupted due to fatigue, illness, or communication with small children who speak poorly.

Pronunciation defects make it difficult to master the grammatical structure of speech and prevent the child from communicating with peers, since his statements are difficult to understand by others.

In children 3–4 years old, breathing is intermittent, and the rate of speech is accelerated (less often, slow), so it can be difficult to listen to them. In this regard, the content of work on developing the sound culture of speech includes exercises to improve breathing, strength, and pitch of the voice.

Problem formation of a dictionary also has many aspects. It is known that in the third year of life, children easily recognize individual objects (vegetables, furniture, dishes, etc.), but do not always name them correctly. By the age of three, children perceive objects, trying to characterize their signs, qualities, and actions with them.

Understanding some of an adult's questions regarding familiar objects can cause difficulties for children, in particular when the object acts as an object of action. Children, looking at the picture, accurately answer the question “Who (what) is this?” (girl, doll, pants, needle, thread), but to the question “Who does the girl sew pants for?” some of them answer “The bear is sewing” (just recently the teacher was sewing up the little bear’s pants).

Valentina Viktorovna Gerbova

Library of the program of education and training in kindergarten – 0

annotation

The manual presents sample lesson plans for developing speech and introducing 3-4 year old children to fiction; Recommendations for organizing and conducting classes are given.

The book is addressed to a wide range of preschool education workers, as well as students of pedagogical colleges and universities.

2nd edition, corrected and expanded.

Valentina Viktorovna Gerbova

Classes on speech development in the second junior group of kindergarten. Lesson Plans

The successful implementation of program objectives depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which the child is raised, and on a specially designed, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children and all preschool employees who communicate with preschoolers during the day.

The system of work on teaching children their native language, introducing them to fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten”, “Introducing children to fiction” (M.: Mozaika-Sintez, 2005).

The manual “Classes on speech development in the second junior group of kindergarten”, written within the framework of the “Program of education and training in kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, supplements recommendations on the most important direction of pedagogical activity - purposeful and systematic training of preschoolers in the classroom. The practical purpose of the book is to provide educators with approximate guidelines for planning lessons (defining topics and learning goals, ways to implement them).

Acquisition of morphological means of language

The content of work on the morphological means of language is determined by the features characteristic of the speech of children of a given age. For the exercises, we take those grammatical forms, the use of which causes certain difficulties in children 3–4 years old, in particular, nouns that have a zero ending or endings in the genitive and accusative plural cases -ey, -ek, -ok, -ev, -ov.(Endings -hey, -ek, -ok children replace with -ev, -ov: hedgehogs – hedgehogs, cilia – cilia; zero ending – ending -ov: monkeys – monkeys.) The following types of work will help you practice the correct use of endings:

Completion of words with corresponding endings in phrases and rhymes (“Better than us forest... (hedgehogs), not in the world... (watchmen)."“No hands... (legs) No. Maybe this is a package?");

Didactic exercise “What is one, and what is many?” (Spoons, pillows, elephants, sparrows, geese, books, eyes, blankets.);

Didactic game “What (who) is missing?”

Particular attention in the second younger group is paid to working on nouns denoting:

Baby animals (in the genitive and accusative plural cases). When showing children toys or pictures, the teacher names the kids. Then he offers tasks included in didactic games (“Take any kids for yourself, asking them from me: “Give me kittens (mice, frogs).” If you ask incorrectly, the kids won’t come to you.” Or: “Ask that your kids be allowed in.” into the mansion. They will let you in, if you ask correctly, you can’t go wrong: “Let my little yellow chickens (little kittens) into the mansion”");

Names of cookware (with suffixes) -ik, -ic); teapot, milk jug, coffee pot; sugar bowl, candy bowl, bread box, napkin bowl. Children easily master these nouns (form them and actively use them in speech) with the help of such didactic exercises as “Show and name”, “What’s missing?”, “Add a word”.

The “Add a word” exercise is also used in tasks on the use of nouns with affectionate and diminutive suffixes -ik, -ichk-, -ichk– etc. For example: “A house is a house,” says the teacher, “a table?” “Table,” the children prompt. And so on.

Younger preschoolers often make mistakes in agreeing words (when agreeing nouns with adjectives, cardinal numerals, etc.). When teaching children to coordinate nouns with other parts of speech, it is advisable to use didactic exercises, such as: “Whose thing?” (when answering a question, the child must name the possessive pronoun and noun: my bucket, my doll, my elephant),“Please give it to me” (adjective and noun: green bucket, red blanket, white puppy, blue ribbon etc.), as well as didactic games “Which one?”, “What’s gone?”, “Wonderful bag”.

Preparing children to master monologue speech

The “Program of Education and Training in Kindergarten” does not set a special task for teaching younger children preschool age storytelling, however, preparatory work should be carried out already at this stage.

Monologue speech is formed in the depths of dialogue as the main form of verbal communication.

Dialogue is the first step in the development of a child’s coherent speech. That is why, when working with children of the fourth year of life, the closest attention should be paid to the development of speaking skills.

In the methodology of working with children, methods for forming dialogical speech have been developed:

Teaching children (at home and in the classroom) to understand questions and answer them;

Teaching children to ask questions. The teacher, communicating with a group of children (or a subgroup), teaches them to listen and actively participate in the conversation. At the same time, the teacher provides situations in which the child is given the opportunity to explain something to his peer (the content of the illustration, the rules of the game, the structure of a simple toy, etc.). In such cases, the child, as a rule, is forced to use detailed statements in speech and, often, his explanation takes the form of a short story;

Children’s participation in dramatizations: reproduction of an excerpt from a fairy tale close to the text (with tips from the teacher); dramatization-improvisation (children reproduce the text as best they can);

Active verbatim reproduction of answers to questions in a fixed dialogue (Russian folk songs: “Hen-Rabushechka”, “Kisonka-Murysenka”, “There are three hens on the street...”; Chuvash song “Conversations” (translation by L. Yakhnin); G. Sapgir. “Cat”, etc.).

Looking at plot paintings

Looking at pictures specially created for kindergartens is an effective means of developing coherent speech.

The success of this type of work is largely determined by the teacher’s ability to interest the child. For example, the teacher says: “It’s winter, there’s snow outside, you can go sledding, or you can make a slide out of snow. After class, you and I will go for a walk. And now I want to introduce you to the children who are already walking” (picture “On a walk in winter”).

Questions for children are the leading technique when viewing a painting. Questions should be carefully thought through. They should help children understand the general meaning of the picture, the interconnection of individual details of the picture, and promote a targeted description of objects (phenomena). In addition, when looking at a picture, you need to use questions that will give the child the opportunity to express his conclusion, to assume something, to doubt something. These questions can be divided into the following groups:

Questions that require a comparison of facts and a simple conclusion based on the child’s experience. For example: “Why does Lena make such a beautiful fence out of sand and the sand doesn’t crumble?”, “The children make a small slide out of snow. What kind of snow is there in the yard this day?”;

Questions that require an answer-assumption that goes beyond what is depicted. For example: “I wonder what it is customary to feed very small chickens?”, “Why do kids butt?”

Having chosen a picture to look at, the teacher must understand its content well, compose a story, and only then outline questions. It's good if the story has a plot. These can be 1-2 phrases that reveal the meaning of the picture, convey emotional attitude the narrator to the depicted. For example: “It’s so good that dad made the baby a nice house, a swing and a sandbox!”

You need to look at the picture sequentially, moving from topic to topic: “Do you like swings? Tell us who swings on them... There is a sandbox next to the swing. And in it... Now there is no one in the beautiful house. Is this house beautiful?”

If the teacher’s story is not emotional enough, it is necessary to include phrases containing a question, exclamation, or direct speech. If the content of the picture allows, it is better to end the story so that the last phrases, like the first, express the narrator’s attitude to the events depicted.

Lesson Plans

Aug. Sept

While it’s still warm and you can work with children on the site, it’s advisable to introduce them to folk songs, the lyrics of which are good for playing calm and active games. For example, you can play the following game: the teacher reads the nursery rhyme “I’m on my way to see my grandmother, my grandfather...”, and the children first jump “along a level path on one leg,” and then move on two legs “over potholes, over bumps” to veranda, where they complete the journey (“Into the hole! Bang!”).

When the children come running around, the teacher invites everyone to come and, while reading a nursery rhyme, treats them to porridge. One gets porridge in a saucer, another in a plate, a third in a spoon, a fourth gets “scraps,” and a fifth gets nothing. (“Soroka, soroka...”, Russian folk song). Then the game is repeated, the “magpie” treats the other magpies.

Or, having gathered the willing kids, the teacher reads to them the Russian folk song “Finger-boy...”. At the same time, he touches the fingers of one or the other child.

In the game based on P. Voronko’s poem “The Cunning Hedgehog,” the leading role is played by the child. He sews a jacket from needles, collects pears from the garden, strings them on thorns, returns to the hedgehogs and gives them gifts: “A pear for you, a plum for you, an apple for you, and a mushroom for you” (improvisation).

When putting away toys, the teacher can ask the children to help him: “If there is no help for him, the ant will stretch out his legs” (“Help”, Czech song, translated by S. Marshak). Children form a chain and, pretending to be ants, help clean up the toys. (The chain is headed by the teacher.)

Games using Russian folk songs “Zainka, dance...”, “We lived with grandma...” are performed in music classes, and then children play them in their free time (at the site, in a group). The song “Night has come” should be recommended to parents to read to their child before bedtime.

In August - September (on site, indoors) it is advisable to introduce children to the following program works:

– fairy tales: “Three Greedy Little Bears” (Hungarian, sampled by A. Krasnov and V. Vazhdaev), “Stubborn Goats” (Uzbek, sampled by Sh. Sagdulla), D. Bisset. “The Frog in the Mirror” (English, trans. N. Shereshevskaya), Ch. Yancharsky. “Games”, “Scooter” (from the book “The Adventures of Mishka Ushastik”, translated from Polish by V. Prikhodko), G. Tsyferov. “About Friends”, “When There Are Not Enough Toys” (from the book “About the Chicken, the Sun and the Little Bear”);

– stories: M. Zoshchenko. “Smart Bird”, K. Ushinsky. “Cockerel with his family”, “Ducks”.

It is more advisable to introduce children to some poetic works (4–5), which are recommended in the program for reading to children in September - November, in the winter months in classes (before classes), in particular, on the sound culture of speech, since these texts contain a sufficient amount words containing practiced sounds.

On warm days, before going out for a walk, you can offer children plot paintings. Let's give an example.

Looking at the painting “Playing with Sand”

“I’ll introduce you to the children I really like,” says the teacher. “The girl’s name is Lenochka, and the boy’s name is Seryozha.”

"Where are they?" - the kids ask.

“They are playing. I even know where and what they play. Do you want to meet them?

The teacher puts a picture on the easel and says: “In a red dress is Lenochka, and next to him is Sergei. Can you guess where they are playing? (In the sandbox .) Look how many toys they have. Eat… (flags in a bucket, molds, scoops, spatula, machine, chickens). Sergey is lucky... (sand). Who is Seryozha bringing the sand to? (Lenochka is lucky.) Why does Lenochka need sand? What is she building? (Builds a house for the hens. And the little white hen. And the speckled hen. And the cockerel.) Why doesn’t Lena’s sand crumble? (They poured water on him. He is wet (wet).) Why do children need molds?” (They will make Easter cakes (pies) and treat the children.)

In conclusion, the teacher can invite the children to listen to a story about Lena and Seryozha (accompanied by a show): “It’s good to play in the sandbox. At Lena and Seryozha's flags, molds, machine. And also chickens And cockerel It's for them, the chickens, that the children make a house from sand. Lenochka is building, and Seryozha brings her sand. The children will make a fence for the chickens and bake pies. They'll bake a lot. And you will be treated. They will say: “Help yourself, help yourself!” Delicious pies!“”

Note. In the evening, children can talk about how they played in the sandbox during a walk.

Looking at the painting “In the Sandbox”

The teacher talks about how all children love to play with sand, that sand can be poured into buckets, made into Easter cakes, slides, etc.

“Would you like me to show you children who are happily playing in the sandbox?” – the teacher continues the conversation, showing the picture. The teacher gives the children the opportunity to look at it and exchange impressions.

“You see how big the sandbox is. Which wide“It has sides,” says the teacher. - Sandbox... (large), her sides... (wide).

How much sand is in the sandbox? (A lot. A whole mountain.) What color is the sand? (Yellow.)

A whole mountain of sand, and at the top of the mountain stands... (striped car). Whose car is this, do you think? (Children's answers.) I also think it's a car black-haired boy with a blue scoop in his hand. The black-haired boy is talking... (with a boy playing with a green car). I wonder what they are agreeing on? (The teacher listens to the children’s answers. He agrees that the boys are going to dig in grief tunnel.)

What is the girl in the red dress doing in the sandbox? She doesn't just make Easter cakes. She decorated the corner sandboxes... (small colored toys - red and blue).

Do children like to play in the sandbox? They happy? Do you see this? (Yes, the children are smiling.)"

You can end the lesson with the following story: “It’s good to play in the sandbox, Interesting. Sandbox very large, with wide sides, with pure yellow sand. There is a lot of sand in the sandbox, a whole mountain. Boys with cars settled down on opposite sides of the sand mountain. They come to an agreement dig a tunnel to visit each other. Pretty girly decorated in a red dress corner of the sandbox with toys and baking Easter cakes. He invites you to enjoy some Easter cakes too.”

When planning to feed the birds on the site, the teacher can invite the children to look at the painting “Taking care of the birds.”

Looking at the painting “Taking care of the birds”

“You have a new picture in front of you,” says the teacher. “It’s called “Taking care of birds.” Is the picture called correctly? And who takes care of the birds?”

The teacher suggests paying attention to the boy: "Strange he's worth it somehow. For some reason my hand holds it palm up. (There are seeds on the palm. A bird sits on a small tree, looking at the seeds. The boy hopes that the bird will peck his seeds.)

Mother stands near the bird feeder. She is already poured out the food to the feeder. She also looks at the bird: suddenly the bird will make up its mind and grab the grain from her son’s palm. This will be wonderful!

A girl in a red coat is watching the feeder. There on the side Another bird is sitting, waiting for mom to leave and it will be possible... (eat the grains).

What does the crow do?

Birds are not very afraid of mothers and children. And this means that they often come to feed the birds.

The rowan berries have ripened, the leaves on the trees have turned yellow, the children are wearing hats and warm shoes. This means that it has arrived (autumn)".

September

Lesson 1. Who is good and who is handsome. Reading of S. Cherny’s poem “Pstavalka”

Target. To arouse children's sympathy for their peers with the help of a teacher's story (game); help kids believe that each of them is a wonderful child, and adults love them.

First option

Progress of the lesson

This activity option is suitable for a group with many new children or most babies under 3 years 6 months of age.

The teacher arranges the chairs in a semicircle and begins the lesson:

Who's good?

Who is our handsome one?

The teacher takes the child to the center.

Petenka (Vasenka, etc.) is good,

Petenka is handsome.

The teacher talks about the child, emphasizing his merits, for example: “Petya is really handsome. Black-haired, with beautiful dark eyes.

Good child, smart, already counts to six, doesn’t lose track. Isn't it true? Then do the math.

And he puts together animals from cubes very quickly. And he is friends with girls and does not offend them.

And for a long time now she hasn’t cried over trifles.

And how he tenderly says goodbye to his mother in the morning! Nice to see!”

The teacher again pronounces the rhyming lines and brings out another child: “Katenka is beautiful. Pretty, fair-haired (they say blondes about girls with fair hair), with a bright blush on her cheeks.

Katyusha is a wonderful girl. Doesn't quarrel with anyone. Playing with dolls - a sight for sore eyes! Her daughters are fed. She sings songs to them and speaks kind words.

Katyushka knows a lot of poems. Read the poem “They dropped the bear on the floor...”, I really, really like it.”

The teacher asks the children who else they want to hear a story about. Be sure to talk about the newcomer, draw the attention of preschoolers to how important it is to be friends with this child now, so that he quickly gets used to it and understands how wonderful the children are in the group.

The teacher promises that every day he will definitely talk about one of the children.

Children should hear stories like these throughout the year. It is advisable to pay special attention to “problem” children (nervous, brawlers, crybabies, etc.), each time emphasizing how successfully they cope with their problems and how they grow up.

If the teacher notices that children are starting to get tired of stories about good and handsome peers, he invites them to listen to S. Cherny’s poem “Pustalka.”

- Why does mommy

Are there two dimples on your cheeks?

- Why does the cat

Legs instead of arms?

- Why chocolates?

Don't grow on the crib?

- Why does the nanny

Hair in sour cream?

- Why do birds

No mittens?

- Why frogs

Sleeping without a pillow?..

- Because my son has

Mouth without a lock.

The teacher is interested in who is called a “molester.” Listens to the children's answers and offers to make sure their assumptions are correct.

Note. In the following days, especially during the hours when children are getting dressed for a walk and some of them have an increased need for communication (to the detriment of the main everyday process), it is appropriate to read the poem “Presser”.

Second option

Progress of the lesson

This lesson option is more suitable for groups where the majority of children are over 3 years 6 months.

Having sat the children down and thanked them for their ability to hear the teacher’s request and quickly switch from games to activities, the teacher says that he will talk about how smart, kind, and cheerful they are. For example: “I’ll tell you about one wonderful boy. Today he is wearing blue shorts and a gray T-shirt. And on the T-shirt there is a picture of a serious gnome who has built himself a beautiful house. Who do you think I'm going to talk about?

Many children and I call this boy affectionately: Sasha, Sashok, Sashulya. So, Sasha’s shorts are... blue, and his T-shirt... grey, on the T-shirt... a gnome near his house.

At Sasha's blonde hair and cheerful dark eyes. Sasha is our assistant, he works great on duty, gets along well with the kids, and doesn’t offend them. True, he often forgets his handkerchief at home, but he promised to improve. I believe him. Sasha loves to draw and sculpt, and sings well. Sing, Sasha, your favorite song, and we will sing along for you.

I will also tell you about a girl who today is wearing a beautiful checkered dress with lace frills. And her name is... (children say the girl’s name). Olenka recently came to us, she hasn’t quite gotten used to it yet. She is a very sweet funny person. Yesterday Olya forgot to hide her shoes in the closet, and they got lost and ended up under the banquette. We consoled Olenka and wiped away her tears, like this... Then we found the shoes and helped her put them on.

Olya does a wonderful job of portraying a horned goat and scares us. Want to see how she does it? Aren't you scared? (The girl portrays a goat.)

Now I will tell you about a boy with big dark eyes. This is a wonderful boy, but he doesn’t like and doesn’t know how to sit quietly in a chair. It immediately starts spinning. Just now he was spinning, but now he’s quiet. He must be afraid that the chair will get angry with him and drop him on the floor.

But our Vasenka (he recognized himself) runs the fastest. And Zainka - Long Ear told me in great confidence that this morning Vasya wanted to take Yura’s car away, he already extended his hands, but then hid it behind his back. I didn't want to offend my friend. What a great guy. Develops willpower in oneself. Becoming an adult. I’ll kiss him for that.” And so on.

At the end of the lesson, you can read to the children S. Cherny’s poem “The Bailiff” or the English song “The Brave Men” (translation by S. Marshak). When reading the song, you should ask the children who tailors are, compare the height of an adult man and the size of the snail from which 25 tailors ran away in fear.

Lesson 2. Reading the Russian folk tale “The Cat, the Rooster and the Fox”

Target. Introduce children to the fairy tale “The Cat, the Rooster and the Fox” (arranged by M. Bogolyubskaya).

Progress of the lesson

The teacher reads the fairy tale so that the children worry about the simple-minded cockerel and rejoice at the successful ending of his adventures. Then he wonders if the children were worried about the cockerel, whom the fox was deceiving all the time.

“And I was very, very worried about him. After all, the fox could have eaten the cockerel on the way. And then it would be a terrible fairy tale. And we probably wouldn’t like her, would we?” – the teacher ends the lesson.

Note. At the appropriate moment (in a group, at a site, during a music lesson), the teacher invites children who want to play a fairy tale, helping the performers of the roles of a fox, a cockerel and a cat musician to sing songs and recite simple texts (abbreviated).

V o s p i t a t e l (speaks quietly). The cat will go hunting, and the cockerel will tidy up everything in the hut and sweep the floor clean. (the cockerel depicts the corresponding actions), sings songs.

P et u sh o k. Ko-ko-ko, koo-ka-re-ku, k-ko-ko, koo-ka-re-ku.

Cockerel, cockerel,

Golden comb.

Look out the window -

I'll give you some peas.

The cockerel pretends not to hear the fox (the child covers his ears).

Look out the window -

I'll give you some peas.

Petushok (“looks out”, the fox “carries him away” (drags him by the hand)). Carries me forest after dark forest. Brother cat, help.

The fox “carries” the cockerel into her house.

Cat (puts on a hat and boots (imaginary situation), approaches the fox’s house. Plays the harp and sings.)

The noise, the noise, the goosebumps,

Golden strings.

Is the fox at home?

Come out, fox!

Fox (bakes pancakes). Go, Petya, look who’s calling me, and come back quickly!

The cockerel comes out, sees the cat, they hug and run away.

Lesson 3. Sound culture of speech: sounds a, y. Didactic game “Make no mistake”

Target. Exercise children in the correct and distinct pronunciation of sounds (isolated, in sound combinations, words). Activate generalizing words in children's speech.

Progress of the lesson

The teacher seats the children, bringing together children with unclear speech, so that they are more often offered tasks for pronunciation of individual sounds and sound combinations (whoa, whoa).

The teacher tells the children a fairy tale about the Merry Tongue: “Once upon a time there lived a Merry Tongue. He lived in his own house. And this house is a mouth. The house opens and closes. Like this! (Shows.) The tongue either runs out of the house (shows) or hides. He runs out again and hides again.”

The teacher invites the children to release the tongue from the house and hide it (3-4 times). Then he continues: “And Tongue also loves to sing different songs. He especially likes the song of little Alyonushka (shows the children a doll in rompers).

“A-a-a-a,” sings Tongue to Alyonushka.

And the baby opens her mouth wide, like this, and also begins to sing: “A-a-a.” She is the one who is happy that they are talking to her. How does Alyonushka sing?”

The teacher invites 3-4 children to sing Alyonushka’s song in turn.

“And now,” says the teacher, “we will sing a song and pull a long, long thread. Like this…"

Stretching his arms forward at chest level and tightly closing the fingers of both hands (as if holding a thread), the teacher says: “A-a-a-a” (2-3 sec). The exercise is repeated 3-4 times. The teacher makes sure that when “pulling the thread,” the children do not lower their heads.

“While we were “pulling the strings,” the teacher continues the lesson, “Alenka got tired, because she is still small, and began to cry: “Wa-wa-wa.” How do little children cry? (Choral and individual repetitions.)

Let’s console and calm the baby: “Don’t cry, Alyonushka!” Don’t cry, little one!’ (Choral and individual repetitions. Children should be told that these phrases need to be pronounced quietly and affectionately.) And we’ll sing her a lullaby: “Bai-bai-bai, rocking my daughter, bai-bai-bai.” (Children sing along with the teacher.)

Alyonushka fell asleep. He will sleep for a long time. And you and I can play. We will go into the forest to pick mushrooms and berries. But in the forest you can get lost, lost, so I will call you: “Children, au-oo-oo, Olya, au-oo-oo...” (The kids answer the call.)

Then the teacher calls the children to him, informs them that the lesson is over, but those who wish can play ball with him.

Children form a circle. The teacher explains the rules of the game: “You have to catch the ball and answer the question. Drop the ball, miss the move. If you don’t answer the question, you will also miss your turn. The game is not easy. It’s called “Make No Mistake.”

The teacher names the objects, for example: “Apple, plum, lemon?..”, and the child, having caught the ball, names a general word: “Fruit”, etc.

It is advisable to play the game during a walk with a subgroup of children (3–5 people).

Note. Outside of class to reinforce sound A in words, the teacher invites the children to “bake pancakes”:

Okay, okay,

Let's bake pancakes.

Children treat the teacher and each other to pancakes. They report what is best to eat pancakes with: sour cream, butter, honey, jam, fish, caviar.

The teacher asks the children who are nearby:

Okay, okay,

Where were you?

By Grandma!

What did you drink?

Russian folk song

Lesson 4. Sound culture of speech: sound at

Target. Exercise children in clear articulation of sound (isolated, in sound combinations); practice smooth exhalation; encourage to pronounce sounds in different tones with different volumes (by imitation).

Progress of the lesson

The teacher reminds how Tongue loves to look out of his house and hide: “Show me how he does it? He looked out and hid... He looked out again and hid... He stuck out a lot... and hid.

One day, Tongue heard a steam locomotive (electric train) humming: “U-oo-oo.” How does the locomotive sound?

Tongue really liked this song. And he decided to learn it. At first, the tongue sang quietly: “U-oo-oo.” How did he sing? Then he sang louder...

In order for you to get the song of a steam locomotive, you need to stretch out your lips with a tube (shows) and say in a drawn-out manner: “U-oo-oo.” (Choral and several individual repetitions.)

“You must have seen a real steam locomotive that pulls cars with passengers or a train with cargo,” continues the teacher. - Such a locomotive hums loudly and protractedly. Something like this: “U-oo-oo-oo.” How does the locomotive sound? And the wind-up toy train hums more quietly, its voice is thin: “U-oo-oo-oo.” I’ll now ask one of you to sound the horn, and you will determine whether a real steam locomotive is moving or a toy one. Let's start with Andryusha... Let's listen to Olya..." (5-6 answers)

The teacher shows a toy duck (duckling). He explains that if you call a duck: “Duck-duck-duck,” then it will respond to the call and come closer. Then you will have to feed the bird some bread. Call the duck? (5–6 answers)

Then the teacher reads to the children the Chuvash song “Conversations” (translated by L. Yakhnin).

The cuckoo crows:

- Ku-ku! Cuckoo!

The dove coos:

- Gu-gu! Gu-gu!

The rooster is dawning:

- Ku-ka-re-ku!

Eagle owl screams

And the fish is silent -

Before re-reading the song, the teacher asks the children:

- The cuckoo is calling, and the dove?.. (Coos.)

- The rooster is dawning. When does he sing: during the day, at night, at dawn? (Dawn - dawn - dawns.)

The teacher reads the song again and invites the children to pronounce onomatopoeic words.

Note. At this lesson or later, while training children in expressive reading of dialogues, the teacher introduces them to the poem “Bull” by V. Berestov.

Little bull

Yellow barrel,

He steps with his feet,

Shakes his head.

-Where is the herd? Moo!

It's boring to be alone!

October November

IN October It is advisable to recall with children (outside of class) the fairy tale “How a Goat Built a Hut” (model by M. Bulatov), ​​and in the next 2-3 days introduce them to the fairy tale “The Wolf and the Little Goats” (model by A. N. Tolstoy). It is advisable to find out from the children who liked which fairy tale and why.

You can ask the music director to sing A. Maikov’s “Lullaby” to the children and let them listen to it in a recording.

IN November outside of class, children should read the Russian folk tale “Teremok” (arranged by M. Bulatov, repetition of the material), and a few days later – the Ukrainian folk tale “Rukavichka” (arranged by E. Blaginina). Then you can ask the kids which animal that is in “Rukavichka” is not in the fairy tale “Teremok”; Which fairy tale did they like the end of? (In “Rukavichka” the animals were left without a home, and in the fairy tale “Teremok” they “built a tower better than before.”)

In November, you need to continue reading the already familiar poems of K. Chukovsky to children, and also introduce them to the work “The Stolen Sun”; the English fairy tale “Little Raccoon and the One Who Sits in the Pond” (L. Muur, translated by O. Obraztsova) and the fairy tale by A. Milne “The Three Little Foxes” (translated from English by N. Slepakova).

Windy weather is the best time to remind kids of A. Koltsov’s poem “The winds are blowing, the winds are violent...”. This poem is easy to remember, and children willingly help the teacher read it.

In the group you should continue the game “Make no mistake” (see September, lesson 3); at the site, play the game “Playing Words” (or “Give me a Word”) (see October, lesson 2).

Lesson 1. Didactic game “Whose thing?” Looking at plot paintings

(at the teacher's choice)

Target. Practice agreeing possessive pronouns with nouns and adjectives. Help children understand the plot of the picture and characterize the relationships between the characters.

First option

Progress of the lesson

Part I Before the start of the lesson, the teacher lays out pictures or small toys on the tables (one for each child), including buckets, molds and scoops. Gives children the opportunity to examine objects and exchange impressions.

The teacher asks the children to close their eyes (children should not be allowed to cover their eyes with their hands) and takes 5-6 objects (or pictures). Then he asks you to open your eyes and asks: “Whose thing? If it’s a draw, I’ll keep it for myself.” The teacher tells you how to answer the question: “This is my red bucket. This is my yellow owl."

The teacher invites the children to exchange objects. Then he finds out who exchanged what with whom. It tells you how to talk about it more correctly.

The children close their eyes again and the game repeats.

Part II. The teacher asks the children to take chairs and, without pushing, place them near the easel.

The teacher brings to the attention of the children the plot picture “Don’t leave us, cat.”

“Do you think dolls and animals get upset if children stop playing with them,” the teacher begins the lesson. – I know a cat who was offended by the children and decided to leave them for other kids. Do you want to look at this brave, determined Fluffy?»

The teacher offers the children a picture. Gives you the opportunity to look at it and exchange impressions. Then he continues the conversation: “Do you like the cat? Describe it. He… (very pretty, big-eyed, striped, looks like a tiger cub...). The cat has turned away from the children, he doesn’t want to look at them. But they don’t want Fluffy to leave them for other children. kids suck up to him. Who does this? Girl in a red dress standing in front of Fluffy on his knees, gathering his stroke, caress. She says something to him. What do you think?

Boy in a blue jumpsuit... (holds a bow on a string). He knows that kittens love to play with pieces of paper. He also says something to the cat.

Boy in a green overalls... (brought sausage). He asks for a cat... (don't be angry with us. Eat the sausages. They're delicious...).

Why do you think the boys are in overalls, and one even wears a cap? (Getting ready to go for a walk.) Why did they prepare a ball and a plane?

I wonder if the children will be able to persuade Fluffy to stay?

I advise you to look at our dolls and animals immediately after class, caress, caress their".

In this case, a sample description of the picture is not necessary, since the kids go to the play corner and demonstrate to the teacher how they “communicate” with toys.

Second option

Progress of the lesson

Part I The same as in the first version of the lesson.

Part II. The teacher invites the children to look at the painting “The Ball Flew Away” and asks them to think about what happened in the picture, and how, in the kids’ opinion, the story depicted by the artist will end.

Children take their places (at tables or sit on chairs arranged in a semicircle, in a checkerboard pattern, etc.).

“Have you looked at the picture? - the teacher begins the lesson. – Can you guess what happened? (The girl in elegant dress The blue ball flew away.)

And the boys... What can you say about them?

How did you guess that the boy shorts And vest will he give his balloon to the girl? He gives yellow or a blue ball? (Listens and clarifies the children’s answers.)

Do you approve act this cute baby?

Current page: 1 (book has 9 pages in total) [available reading passage: 7 pages]

Valentina Viktorovna Gerbova

Classes on speech development in the second junior group of kindergarten. Lesson Plans

The successful implementation of program objectives depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which the child is raised, and on a specially designed, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children and all preschool employees who communicate with preschoolers during the day.

The system of work on teaching children their native language, introducing them to fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten”, “Introducing children to fiction” (M.: Mozaika-Sintez, 2005).

The manual “Classes on speech development in the second junior group of kindergarten”, written within the framework of the “Program of education and training in kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, supplements recommendations on the most important direction of pedagogical activity - purposeful and systematic training of preschoolers in the classroom. The practical purpose of the book is to provide educators with approximate guidelines for planning lessons (defining topics and learning goals, ways to implement them).

Features of speech development in children of the fourth year of life

In the fourth year of life, special attention is paid developing the need to speak out independently.

Kids speak to communicate, explain, ask for something, and also accompany play actions with speech. One third of their messages and explanations consist of complex sentences, which allows them to improve the syntactic side of children’s speech.

By the age of three it appears speech analysis ability. A child, although he himself does not know how to pronounce words correctly, catches when someone else pronounces them incorrectly. Children can distinguish similar sounding words (Sashulka - icicle). However, it is too early to talk about speech perfection of hearing (coherent speech is more difficult to perceive by ear than individual words).

At this age, children begin to hear and reproduce some intonations (joyful, edifying, interrogative).

Although the fourth year is a period of intense sound acquisition, along with their correct pronunciation, omission, replacement, assimilation and softening of sounds are observed in children’s speech (the pronunciation of soft sounds is easier for the child than hard ones).

The correct pronunciation of sounds in a child is easily disrupted due to fatigue, illness, or communication with small children who speak poorly.

Pronunciation defects make it difficult to master the grammatical structure of speech and prevent the child from communicating with peers, since his statements are difficult to understand by others.

In children 3–4 years old, breathing is intermittent, and the rate of speech is accelerated (less often, slow), so it can be difficult to listen to them. In this regard, the content of work on developing the sound culture of speech includes exercises to improve breathing, strength, and pitch of the voice.

Problem formation of a dictionary also has many aspects. It is known that in the third year of life, children easily recognize individual objects (vegetables, furniture, dishes, etc.), but do not always name them correctly. By the age of three, children perceive objects, trying to characterize their signs, qualities, and actions with them.

Understanding some of an adult's questions regarding familiar objects can cause difficulties for children, in particular when the object acts as an object of action. Children, looking at the picture, accurately answer the question “Who (what) is this?” (girl, doll, pants, needle, thread), but to the question “Who does the girl sew pants for?” some of them answer “The bear is sewing” (just recently the teacher was sewing up the little bear’s pants).

In the dictionary of children of the fourth year of life, significant quantitative fluctuations are recorded, which are explained by the individual characteristics of the development of children.

Unfortunately, researchers still rely on E. Arkin’s data on the composition of vocabulary in children of the fourth year of life, published in 1968. (It is possible that a modern child has different quantitative characteristics.) So, according to E. Arkin, in a child’s dictionary: nouns and pronouns make up 50.2%, verbs – 27.7%, adverbs – 5%, adjectives – 11.8%.

Children quite successfully master the so-called everyday vocabulary, which helps them communicate. In addition, it is necessary to help children learn words denoting parts and details of objects, their qualities. Some generic concepts should be introduced into the dictionary, otherwise children group objects based on random rather than essential features.

At this age, children intensively master prepositions, conjunctions, and question words (the basis for improving syntax).

Vocabulary work is closely related to work on improving the grammatical structure of speech(word formation, inflection, etc.).

Children distinguish words based on the prefix, suffix (came - left - came, cup - cup). Kids master the agreement of singular past tense verbs with nouns, the correct forms of the genitive and accusative cases of plural nouns (boot, mitten, fox cubs), possessive adjectives (hare, fox); begin to use adjectives and adverbs in the comparative degree.

It is known that the development of the grammatical structure of speech occurs especially quickly in the second half of the third year of life. (According to researchers, up to three and a half years, and according to some indicators, up to four years, speech does not change significantly.)

In the fourth year of life, gradually the number of simple common sentences increases, complex sentences appear.

At this age, children ask questions that are not related to their direct experience. (“This is a rabbit. What’s his last name?” “At night the sun turns into the moon?” “What kind of relative are you?” (Addresses the teacher.))

In the second half of the year, the number of questions aimed at clarifying cause-and-effect relationships increases.

Features of working with children in the classroom

Special classes on speech development and fiction are planned for preschoolers in their fourth year of life. In these classes, work continues to improve the sound culture of speech, grammatical correctness of speech, to cultivate interest in the artistic word and the accumulation of literary baggage.

In the second junior group, classes are most often organized that consist of one part (reading fairy tales to children, practicing clear and correct pronunciation of sounds, etc.). In these classes, in addition to the main one, many other tasks are solved in parallel. So, for example, introducing children to a new fairy tale is the main task of the lesson, but using the same material, the teacher forms intonation expressiveness of speech in children, activates the vocabulary, improves sound pronunciation, etc.

Combined classes consisting of two independent parts are also conducted for children aged 3–4 years. A variety of combination options are acceptable:

Reading a work of fiction and practicing the ability to conduct a dialogue;

Reading (memorizing a poem) and improving grammatical correctness of speech;

Consideration of the plot picture and game (exercises) to enrich and activate the vocabulary;

Didactic game for the formation of sound pronunciation and games (exercises) for improving the grammatical structure of speech, etc.

How to achieve optimal “density” of classes, ensure maximum organization and discipline of children, while maintaining the atmosphere of spontaneity and emotionality necessary for their age - this question often arises when working with preschoolers. This problem can be solved by:

Alternating teaching techniques (such as explanation, showing a sample or method of action) with gaming ones. For example, a teacher tells children about a hedgehog song, teaches them to pronounce the sound clearly and correctly f(by imitation) and practices the pronunciation of sounds using the didactic game “Hedgehog, do you want milk?”;

Alternating choral and individual responses of children (both verbal and motor), which diversify the lesson, help to involve all the children in the work, and significantly increase the speech activity of each of them;

Using a variety of demonstration materials (toys, objects, pictures, tabletop theater figures, etc.). Their appearance pleases children and helps maintain steady attention;

Using tasks in which children can change their position and move around (look under chairs, looking for a “hidden” dog; show how an important goose stretches its neck, etc.). The playful nature of such tasks encourages the child to accept an imaginary situation. This brings excitement to the activity and prevents fatigue; teaches children play actions. However, this technique will be effective only if the adult himself acts enthusiastically and cheerfully, infecting the children with his mood;

Specially organized communication between the teacher and children immediately after the lesson. At the invitation of the teacher, the kids look at the toys that were used in the lesson, talk with the teacher, and continue the game that ended the lesson. Inactive children are more willing to answer the teacher’s questions at this time. Such moments allow you to consolidate program material with individual children or a group of children (3–4 people) within 3–5 minutes.

The success of the lesson is largely determined by how the children sit: they must clearly see the teacher and the material being demonstrated. In some classes, it is more convenient for children to sit at tables that are separate from each other; For other children, it is more advisable to seat them in a semicircle; on the third, it is more convenient for younger preschoolers to study at tables located in a row, etc. Children should be seated so that they do not touch each other (especially when imitating actions and movements). It is advisable to have balanced, non-capricious peers sitting next to easily excitable children. You should not ask three-year-old children to raise their hand to demonstrate their readiness to answer, or to stand up when answering a question; this is difficult for children and is associated with a significant investment of time.

The entire way of life of the kindergarten contributes to the development of children's speech.

Work to enrich the knowledge and ideas of preschoolers in all areas of their activities (play, everyday, educational - visual arts, music, the formation of elementary mathematical concepts, etc.) and the development of speech are inextricably linked.

Accurate terminology, based on specific concepts, acquired in a timely manner by preschoolers significantly increases their level of speech development, improves the culture of speech communication.

As at the previous age level, in the second younger group the following are used: vocabulary work techniques:

Examination of an object, establishing its purpose; telling children the name of an object, showing characteristic actions with it;

Naming children the details of an object and their qualities (the teapot has a long nose) characteristics of features appearance (lid on top, handle on side);

Using questions that require an action response. These questions allow you to find out whether the desired word is in the child’s passive vocabulary;

The combination of showing an object with the child’s active actions to examine it (palpation, auditory perception, discrimination by taste, smell). For example, the teacher shows a ficus leaf and says: “Look how big the ficus leaves are. It seems to me that they are larger than Andryusha’s palm. Shall we check? And even bigger than my palm!”;

Repeated repetition of a new word by the child: following the teacher; when answering a teacher’s question; when learning rhymes, etc.

In the second younger group, didactic games are planned to group objects familiar to children: dishes, clothes, toys, furniture, vegetables. Younger preschoolers master and learn to use generalizing words in their speech, name specific objects included in a group, and point to a sign that allows them to combine certain objects that differ in name and appearance.

When working with children, the following sequence is usually used. First, the teacher, using the appropriate moment, shows a group of objects and explains how and why they can be called in one word. Next, he clarifies, concretizes and enriches children’s ideas about the objects included in this group, conducts exercises to activate the vocabulary and, finally, offers tasks for grouping objects.

The acquired knowledge is consolidated in classes and in children’s independent activities.

Many classes, especially in the first half of the year, end with the didactic game “Make no mistake!”, which is carried out as follows. The teacher approaches the child and asks him to complete the task: “A pear, an apple, an orange - this is... (fruits)",“Name any vegetable... (any piece of utensils)”, etc.

For the correct answer, the child receives a reward - some small object: a Christmas tree, a chip, a nut, a pebble, an acorn, etc.

At first, the teacher waits for the child to answer the question, but in the second half of the year, teaching children to work at a certain pace, he sets aside a certain time for the answer (for example, he quietly counts to five with the children (later - to three)).

Outside of class, these exercises are carried out during ball games (the child must catch the ball, and while the children count to five (or three), answer the question).

When clarifying children's spatial representations, we need to help them master concepts such as next to me, behind me, in front of me. The didactic game “What has changed” and various didactic exercises can serve this purpose. For example, the teacher says to the children: “Today you very quickly put up the chairs and got ready to listen. Who is sitting with whom today? Olechka, who is sitting next to you? Who's on the left? On right? Behind? Ahead? And so on.

When mastering color, younger preschoolers experience certain difficulties. They confuse blue and green colors, make mistakes in determining shades, etc. In the process of observations, looking at toys, pictures, clothes, the names of colors should be clarified and activated in children’s speech. This manual provides an example of such an activity - “The nesting doll has a housewarming party.”

One of the complex program tasks is to teach children to use nouns in their speech in the plural form of the nominative and genitive cases. To solve it, everyday processes provide rich opportunities. For example: “So, you got dressed,” the teacher says to the children. – Look, what items of clothing are most abundant today? (Fur coats, jackets, overalls, hats, scarves, mittens...) What's one thing? (My coat.) One? (Olina's sheepskin coat.) Alone? (Dima’s gloves.)” And so on.

In accordance with the “Program of Education and Training in Kindergarten,” in the second junior group, four classes are allocated for the development of speech and familiarization with fiction.

This manual contains lessons on:

Education of sound culture of speech. The volume of speech material that is used in these classes allows us to simultaneously solve problems of activating children’s vocabulary and forming dialogical speech;

Familiarization with fiction (reading Russian folk tales and poems to children, exercises in dramatization, memorization);

Looking at plot paintings. These activities include didactic games and exercises, looking at book illustrations, and dramatization games.

Education of sound culture of speech

In this age group, children are trained to clearly pronounce almost all the sounds of their native language. Only hissing ones are excluded (f, w, h, sch) and sonorous (r, l) sounds that are most difficult to pronounce.

Most children in the fourth year of life clearly pronounce all vowels and many consonants. Then is it worth spending time practicing the pronunciation of these sounds? In answering this question, let us analyze some methodological provisions.

Clear pronunciation of vowels and the simplest consonant sounds in many cases contributes to the appearance of more complex sounds in the child. So, in order for speech to be distinct and clear, children must learn to open their mouths well, which is achieved, in particular, by correct articulation of the vowel sound A; close your lips tightly - this is facilitated by clear pronunciation of sounds m, p, b and so on.

There is a lot in common in the formation of some vowels and consonants, for example, the sounds And And h. In both cases, the front of the tongue is tense and raised, air passing through the passage created by the tongue and palate (producing a vowel) or the tongue and the alveoli of the upper teeth (producing a consonant). Or: when pronouncing sounds t, d, n the tongue is behind the upper teeth, as with sounds w, f. Tongue position for vowels and, uh, similar to tongue position during articulation s, z.

Clear pronunciation of sounds OU largely determines the appearance of hissing in a child w, f, h, sch; pronunciation f, v - whistling h, s and sonorant l; t, d, n– sibilant and sonorous r, l.

Nurturing the sound culture of speech is not only about practicing correct pronunciation, although this task is one of the main ones. When practicing sound pronunciation, the ability to distinguish between sounds improves, that is, phonemic hearing, speech breathing, rate of speech, strength and pitch of voice, diction, etc. All these tasks are easier to solve if you use sounds that the child can pronounce well.

The formation of sound pronunciation is carried out in three stages: preparation of the articulatory apparatus; clarification of sound pronunciation; fixing sounds in words, phrasal speech. Let's take a closer look at the last two stages.

Clarifying the pronunciation of a sound(working on the pronunciation of isolated sounds and onomatopoeia). Almost all vowels (except O) and some consonants (v, f, s, z, c) easy to correlate with any real object: a-a-a - a small child babbles, o-o-o - a locomotive honks, f-f-f - a hedgehog snorts. This greatly facilitates the work of sound pronunciation and makes it possible to explain to the child in an entertaining way the need for the next repetition of a sound. For example: “Let's learn to growl as well as a big bear (uh-uh); let's remind the little bear who forgot the song; Let’s help the little bear call the she-bear,” etc. A variety of techniques increases children’s performance and maintains interest in the material being mastered.

Let's look at the techniques that are used to form sound pronunciation:

A combination of choral repetition and individual repetitions (3-4 repetitions). For example, the teacher says: "Oooh - The locomotive honks. How does he signal? (Choral answer.) Now let’s listen to how Olin’s locomotive honks... Sashin... Natashin...";

Usage didactic games"Wind-up toys" type. In this game, children pretend to be baby squirrels (airplanes, mosquitoes, foals). The teacher “winds up” the baby squirrel with a “key”. “Tsk-tsk-tsk” - says the squirrel. (If the baby is silent, you should not seek an answer; you can explain to the children that the toy is broken.)

Children play these games outside of class, repeating familiar songs (sounds);

Using the "magic cube". On the sides of the cube (10–15 cm in size) there are pictures glued: little Alyonushka, a locomotive, a steamship, a foal, etc.

“Turn around, spin around, lie down on your side!” - the children say, while the teacher turns the cube over from side to side. One of the pictures is offered to the attention of the children, and the children sing in chorus or individually the corresponding song (if there is an airplane in the picture, the children say in-in-in; water tap – ssss; mosquito - z-z-z). The faces of the cube are filled with pictures gradually as children become familiar with new sounds. By the end of the year, 2-3 cubes are used (alternately) in classes.

It is worth highlighting a group of techniques in which practicing sound pronunciation is a secondary task, and the main thing is the development speech breathing, rate of speech, intonation expressiveness:

Children perform “long songs”. Practicing the pronunciation of vowels and sibilants (s, h) sounds, it is advisable to invite the child to pronounce the sound for a long time (for 2-3 seconds) on one exhalation. You can use the technique of “pulling the thread” (hands are in front - at chest level, the thumbs and index fingers are closed. The child pronounces a vowel sound and at the same time spreads his arms to the sides, as if “pulling the thread”). In this case, you need to monitor the baby’s posture: often, when “pulling the thread,” children lower their heads;

Performing songs (vowels and whistling sounds) with different voice strengths. The song of a large locomotive (steamboat) should be sung in a bass voice, and a toy one - in a higher key (thinly).

Pronunciation of consonants m, b, p, n, t, d, k, g, x younger preschoolers master it by practicing onomatopoeia. The techniques that help keep children active and ensure their performance when repeating the same onomatopoeia many times are the same as for practicing the pronunciation of an isolated sound. So, in chorus and one by one, the kids pronounce onomatopoeia while playing with wind-up toys (mice - pi-i-pi-i, bells - ding dong and so on.). The “magic cube” is also used. Ko-ko-ko (kwoh-kwoh, cluck-tah-tah)- children say if there is a chicken on the side of the cube.

It should be emphasized that at this age stage, onomatopoeia is not so much a means of activating the speech of children - this task was leading in early age groups - but rather a convenient material for developing the sound culture of speech.

When training children to clearly pronounce onomatopoeias, it is easy to provide tasks for distinguishing them ( don-don And ding dong), on the formation of the tempo of speech, its intonation expressiveness ( kwok-kwok-kwok- the hen clucks quietly, guarding the chickens, cluck-clack-clack - she cackles loudly, alarmed by something).

Consolidating sound in words and phrasal speech. At this stage, your own teaching techniques are used. Let us dwell on their characteristics.

Drama games. As the dramatization progresses, children repeat words and phrases in which the sound being mastered is often found. At the same time, work is being done to develop intonation expressiveness of speech: children pronounce interrogative and exclamatory sentences with intonations of sadness, edification, joy, etc.

Speech material for dramatization games should be selected taking into account the following points:

– sounds that are difficult to pronounce should first be practiced in words in which the syllables are constructed according to the principle of “consonant + vowel”, and not “consonant + consonant + vowel”, since the latter are difficult for a three-year-old child;

– words should be selected so that the paired sound being practiced is hard in some cases, soft in others ( Mila - soap, umbrella - zebra);

– the vowel, the pronunciation of which the child masters, must be stressed.

Use of poetic lines. The teacher reminds the children of the passage, then repeats it with them 2-3 times. Repetition can be done in a playful way. For example, children “bake pancakes and say: “Oh, okay, okay, let’s bake pancakes” (reinforcing the sound A).

The teacher clarifies which book (fairy tale) the passage was read from and recalls its name. (This technique allows you to repeat program works with children without additional time.)

Reading short new software works in classes on sound culture of speech. After reading, the teacher quotes passages from it, rich in words with sounds being practiced, and the children repeat. For example, to reinforce the pronunciation of a sound With it is advisable to use the folk song “You Geese, Geese”, sound X- poem by V. Berestov “Merry Summer” (“Amazing rooster - feathers on top, fluff below; the cunning tail curls, it doesn’t get caught in the teeth; the girl laughs, she wants to laugh,” etc.).

Children repeating words from the teacher’s story. For example, reinforcing the pronunciation of a sound P, The teacher “introduces” the children to three little mice (toys, pictures) – Pik, Pak, Pok. The teacher sings or recites a song for the little mice, and the names Pik, Pak, Pok that appear periodically in it are pronounced by the children.

Repetition of pure sayings. Pure sayings are widely used in working with children. Their effectiveness is beyond doubt. However, in order to develop children’s taste for good literary language, one should be more strict in the choice of pure tongues intended for collective work with children.

So, practicing the pronunciation of any sound necessarily involves clarifying the pronunciation of an isolated sound, and then consolidating it in words and phrasal speech. In a number of cases, this is preceded by the development of a certain position of the tongue and lips, which contributes to the correct articulation of sound.

Classes on developing the sound culture of speech with children of the fourth year of life have the following structure.

I. An exercise that promotes the mobility of the organs of the articulatory apparatus (tongue, lips, etc.) and to some extent ensures clear and correct pronunciation of the sound that children will be introduced to in this lesson.

II. Introducing children to a new sound or onomatopoeia (the teacher pronounces it repeatedly). If possible, the teacher associates a sound or onomatopoeia with a specific image ( f-f-f- hedgehog song; tsk-tsk - squirrel song; pee-pee-pee - the mouse squeaks; beep-beep- car honks, etc.)

III. Repeated pronunciation of sound (onomatopoeia) by children. For this, the teacher offers 3-4 onomatopoeias (ugh, ew, uff; bam, bim-bom, bye-bye-bye). The teacher, as a rule, includes onomatopoeia in his story (or dramatization), accompanied by the display of visual materials. In this part of the lesson, kids perform tasks to distinguish onomatopoeia; reproduction of a given speech tempo, strength and pitch of voice; practicing free, smooth, long (2-3 seconds) exhalation.

IV. Consolidating sound in words and phrasal speech. For these purposes, the following are used: the teacher’s story (without showing or with showing individual objects and actions); dramatization of a short story (fiction text; story invented by the teacher); finishing words in poems familiar to children; didactic and outdoor games.