Text of the book “Classes on speech development in the middle group of kindergarten. Lesson Plans"
Lesson Plans
September October November
The recommendation to read to children every day remains valid in the middle group of kindergarten.
Many songs and nursery rhymes of the Russian people, original poetic works are good material for outdoor games and improvisations: “Little Bunny…”, “Geese, you geese…”, “Don! Don! Don!..” and others.
Before introducing the children to the song “Don! Don! Don!..”, it is advisable to remind them of the song “Tili-bom! Tili-bom!”, in which the efforts of neighbors managed to save the cat’s house. “In the new song, the cat’s house burned down. Try to guess why this happened?” - the teacher asks the children.
“Everyone was in a hurry, fussing, scared,” the children say, and the teacher confirms their answer with lines from the song: “The goat jumped out, its eyes bulged, it couldn’t fill it”; “A duck is running with a ladle, but it dropped the ladle and spilled water,” etc.
You can start the game of hide and seek with “The Counting Table” by V. Vitka (translated from the Belarusian I. Tokmakova).
One, two, three, four, five, There is nowhere for a bunny to jump: A wolf walks everywhere, a wolf, He clicks, clicks his teeth!
And we will hide in the bushes, Hide, little bunny, and you too. You wolf, wait! When we hide, go.
Before napping, children should read works that do not make them worry about the fate of the characters, for example: the fairy tale “The War of Mushrooms and Berries” in arr. V. Dahl, “The Hare and the Hedgehog” (from the fairy tales of the Brothers Grimm, German, trans. A. Vvedensky, edited by S. Marshak); chapters from A. Milne’s book “Winnie the Pooh and All-All-All” (translated from English by B. Zakhoder) and chapters from A. Vvedensky’s book “About the girl Masha, about the dog Cockerel and about the cat Thread.”
A nursery rhyme will help lull children to sleep:
Sloth and laziness, Go to Fedot, From Fedot to Yakov, From Yakov to everyone...
“The Tale of Round and Long Men” by R. Sefa is a cheerful and wise work, it helps to easily prevent any conflict situation, you just have to read the lines: “Oh, don’t, oh, don’t quarrel over trifles.”
It is useful for preschoolers to read already familiar works from the program repertoire for children 3–4 years old: D. Lukich “Three Plush Tales” (translated from Serbo-Croatian by L. Yakhnina), B. Potter “Ukhti-Tukhti” (translated from English O . Obraztsova), J. Capek (chapters from the book “The Adventures of a Dog and a Cat,” translated from Czech by G. Lukin), G. Tsyferov (chapters from the book “About the Chicken, the Sun and the Little Bear”), S. Prokofiev (chapters from the book “Fairy Tale Machines”), etc.[1]
Work on introducing children to looking at illustrations in books, which began at a young age, should continue. Books should be displayed weekly in the book corner for viewing. The teacher should admire the children’s powers of observation, encouraging them to describe the illustrations: “Guess what the book is about. Tell us who particularly liked which drawing and why.” Later, he should talk about what the children did not notice, describe a drawing that they did not like at all, encouraging them to turn to the book again.
You should definitely look at collections of Russian folk songs with your children, for example those illustrated by Yu. Vasnetsov, A. Eliseev, V. Konashevich; “New ABC” by L. Tolstoy with drawings by A. Pakhomov, M. Petrov, T. Morkovkin.
Convenient for viewing “Fairy Tales in Pictures” with drawings by N. Shevarev, M. Mezheninov and other artists.
After the children have examined the book and described the contents of the drawings in sufficient detail, it is important to explain to them why this particular book has taken pride of place in the book corner. In this case, you should definitely mention the name of the artist. You can ask the children to ask for help in the methodological office or to their parents with a request to find out what other books exist with drawings by this artist. When working with children, you should pay attention to sound pronunciation; on what and how children tell, prompt them to the correct forms of words, help them construct sentences without distortion, and treat children’s fantasies with care.
September
Lesson 1. Conversation with children on the topic “Do we need to learn to speak?”
Target.
Help children understand what and why they will do in speech development classes.
Progress of the lesson
“All year long, every week in classes on speech development, we will learn to speak correctly and beautifully in our native Russian language,” the teacher begins the lesson. “Why do you think it is necessary (and whether it is necessary!) to have a good command of your native language?” The teacher listens to the children’s answers and summarizes them: “A rich vocabulary, the ability to make statements understandable to others, and friendly speech are indicators of a person’s culture.”
Continuing the conversation, the teacher reminds that children do not yet pronounce all words correctly, without errors, and sometimes they do not have enough words to talk about something. “Let's check if I'm right?” - the teacher suggests. He shows a brightly colored stuffed toy, such as a fox. The children describe her.
“Well done,” the teacher praises them, “they remembered wonderful words. But I will add to your description of the fox. Her fur is shiny, of different colors: light yellow, orange, bright red. The tail is shaggy, the ears are erect, the cheeks are snow-white, and under the neck there is a fluffy white cape.”
The teacher offers the children a drawing with tissue samples[2].
“We offer you fabrics for pillowcases, duvet covers, and sheets,” explains the teacher. “Who chooses which fabric?”
The teacher helps the children correctly characterize the fabric. It tells you how you can start your answer differently: “I want a pillowcase made of fabric...”, “I liked the fabric...”, “I think the most beautiful fabric...” And so on.
The teacher explains that it is customary to say a sheet
, not
a sheet
.
Asks to explain the meaning of the word duvet cover
.
At the end of the lesson, the teacher asks the children if they are convinced that they need to learn to speak Russian correctly.
Lesson 2. Sound culture of speech: sounds s and s
Target.
Explain to children the articulation of the sound
s
, practice in its correct, distinct pronunciation (in words, phrasal speech).
Progress of the lesson
“Lison lives and lives in his house,” the teacher begins the lesson. - And Tongue’s house is a mouth. The house opens and closes. (Slowly closes and opens teeth. Lips in a smiling position.) The tongue either looks out of the house or hides.”
The teacher invites the children to let the tongue out for a walk, and then return it to the house.
“The tongue really loves to sing different songs,” continues the teacher. “One day he sang: “E-and-and.” How did he sing? Would you like to sing along with me? Then help me: “E-and-and-and.” (They sing quietly.)
“Sssssss,” water poured out of the tap. “Tongue, please learn my song too.” “Okay,” agreed the tongue and sang: “S-s-s-s.” (Pronounced abruptly.)
Let's sing the water song together. To make the song sound good, you need to press the tip of your tongue to your lower teeth.
Close your mouth and rest. Now press the tip of your tongue against your lower teeth again and softly sing: “Ssss.”
Let's listen to how Oleg (Sasha) produces the water song. (Calls 4-5 children, including those who have not mastered the pronunciation of the sound.)
Now let's sing a song all together.
The water flows in a small stream and sings a quiet song.
Now the water began to gurgle louder. Quiet. Very quiet. The tap was closed.
If you sing the song of water slowly and abruptly (like this!), it seems that the wind is dancing around your lips. Want to make sure of this? Then make the same fence as mine (raises your palm to your lips, but does not press it to them), and let the breeze dance.
Look: now I will sing the song of water, and the piece of paper that I hold in front of my mouth will begin to move. What did you saw? ( The paper moved
.)
Take the same strip of paper (narrow strips of tissue paper lie on the tables) and sing the water song. Let's look at Dima's stripe when he sings a song (Katya, Olenki...).
Put the papers aside and listen: The tongue began to compose other songs, similar to the song of water. First he sang: “Sa-sa-sa.” What did the tongue sing? Then: “Xia-xia-xia, axis-axis-axis.”
Su-su-su - berries in the forest, Us-us-us - there are a lot of beads on the tree.”
The teacher reads the Russian folk song “Soroka, Soroka...”:
Magpie, Magpie, White-sided Magpie. She cooked porridge, jumped
invited
guests .
The guests heard
, They promised to be.
Guests - to the yard, Kashitsu - to the table
.
The teacher repeats the song, encouraging the children to finish the words with the sound
(in italics).
Then he offers the children a riddle: The tablecloth is white and covers the whole world. (Snow)
Note.
For individual work with children who have poorly mastered the pronunciation of sounds
s, s
, you can use the corresponding pages of the workbook.
(Literacy lessons for kids. Middle group. - M.: Mozaika-Sintez, 2006. - Topic: “Sound s
.”)
Lesson 3. Teaching storytelling: “Our tumbler”
Target.
Teach children, following the plan for viewing the toy, to talk about it with minimal help from the teacher.
Progress of the lesson
The teacher places a tumbler on the table with his back to the children. They ask in chorus and one at a time (2-3 children): “Tumbler, turn around!” The teacher invites the kids to call the tumbler differently: “Tumbler with big blue eyes and long eyelashes, turn to us!” (Choral and individual requests.)
Tumbler turns around, the children look at her huge blue eyes and long black eyelashes, and exchange impressions.
“Our tumbler is very beautiful,” says the teacher. “She has big blue eyes...” ( long eyelashes, rosy cheeks
).
“Our tumbler is not only beautiful. She’s smart, isn’t she?” – the teacher asks, moving on to the second part of the description. ( Yes, she is smart: she is wearing a bright red coat with white buttons and a red cap with a white lapel.
)
“Our tumbler is a funny toy,” continues the teacher. “You touch it a little, and it starts to ring and sway.” Show me how." Children swing and “ring” like tumblers.
The teacher gives a sample description of the doll. Then he asks the children to tell about the tumbler, giving them a plan for the story: “Our tumbler is pretty. She has... Our tumbler is an elegant doll. On it... Our tumbler is a funny toy..."
The teacher calls 2-3 children. If the child needs help, he suggests an initial phrase, for example: “Our tumbler is a smart doll. Continue…"
“Today we learned to tell stories,” the teacher reminds the children, “and we told them very well about the tumbler. She decided to stay with our group for the rest of the day. Suddenly one of you will please her by telling her how beautiful, elegant and cheerful she is.”
Note
. Before getting ready for a walk, the teacher reminds the children that the tumbler has blue eyes. “A person who has blue eyes is often said to be blue-eyed. But our Andryusha is black-eyed, Alyonushka is grey-eyed...”
Children find out who has what eyes. This will allow you to avoid typical mistakes: “The eyes are a little white and a little black.”
Lesson 4. Reading I. Bunin’s poem “Falling Leaves.” Writing a story about a doll
Target.
Continue teaching children to write stories about the toy. Introduce a poem about early autumn, introducing them to poetry and developing a poetic ear.
Preliminary work.
The day before, during a walk, “look” for signs of autumn: describe its colors, listen to the rustling of leaves and, if possible, Fr.
Progress of the lesson
The teacher asks the children what time of year it is and what month autumn begins. “The beginning of autumn is early autumn, a very bright and beautiful time of year, about which many wonderful poems have been written. I will read one of them to you."
Reads I. Bunin’s poem “Falling Leaves” (2 times).
“Agree,” the teacher addresses the children, “you can tell so beautifully about autumn nature only in a poetic work. Even the doll that came to our lesson froze in silent delight!”
The teacher explains that the tumbler told the toys about how the children pleased her, noting her beauty, describing her clothes and musicality. Now this beautiful doll wants to hear about all this. “Shall we please her? - asks the teacher. - Then let's begin. And this doll is very beautiful. She has... An elegant doll. She has... The doll is not a simple one, but a talking one..."
The teacher asks one of the children to tell about the doll. Explains why the story turned out without repetitions.
The teacher ends the lesson by reading I. Bunin’s poem “Falling Leaves.”
October
Lesson 1. Reading K. Chukovsky’s fairy tale “Telephone”
Target.
Please children by reading a funny fairy tale. Practice dramatizing excerpts from the work.
Preliminary work.
In the morning, put an illustrated edition of K. Chukovsky’s fairy tale “Telephone” in a corner of the book (preferably with drawings by V. Suteev).
Progress of the lesson
The teacher asks if the children noticed the new book and if they remembered its name. Reminds me of the name of the author of the work. Asks to remember other fairy tales by K. Chukovsky. Then he reads the fairy tale “Telephone”.
The teacher asks the children which telephone conversation seems funniest. “Personally,” says the teacher, suggesting how to answer the question posed, “the pig’s request and the author’s answer seemed funny:
- Couldn't we send a nightingale? Today we are together with the nightingale. We will sing a wonderful song. - No, no, the nightingale does not sing for the pigs! You’d better call the crow!”
The teacher invites the children to play on the phone. He reports that now the call will be made from Dima’s (Olina’s, Sasha’s, etc.) phone. Before the child speaks, children say: “Ding-di-lazy, ding-di-lazy.”
"Hello! They are listening to you,” says the teacher. “It’s me, a crocodile (bear, rhinoceros...).” Next, the excerpt is played (if necessary, with the help of an adult).
Note.
This game should be played on subsequent days (indoors, outdoors), helping children memorize and read dialogues expressively.
Lesson 2. Sound culture of speech: sounds z and z
Target.
Exercise children in pronunciation of the isolated sound
z
(in syllables, words);
learn to pronounce the sound z
firmly and softly;
distinguish words with the sounds з
,
з
.
Progress of the lesson
The teacher asks the children to remember the whistling song of water flowing from the tap. Children sing this song together and individually.
“Now listen especially carefully,” the teacher turns to the children and pronounces sounds with (s-s-s-s-s)
and
z (z-z-z-z-z)
.
– What did you hear? Well done. We managed to hear two similar songs, two sounds that are easy to confuse. When performing them, the tongue is pressed against the lower teeth. Shall we check? The sounds are pronounced similarly, only the sound з
is voiced.
Z-z-z-z
– This ringing song is very good for mosquitoes.
In the evening in the summer, s-z-z-z-z
is heard from the left, right, behind, above your head.”
The teacher offers to play. One group of preschoolers depicts mosquitoes that sing, sometimes quietly, sometimes loudly, and the rest of the children wave them away and drive away the mosquitoes. Then the guys change roles.
By individually performing a mosquito song (3-4 answers), the best singer is selected - the mosquito soloist.
The teacher continues: “In the mosquito music school, there are little mosquitoes (they can also be called differently: you are guys, and they... ( mosquitoes
), you are kids, and they... (
mosquitoes
)) perform complex songs. For example:
For-for-for, zy-zy-zya
- I lost my queen.
Who lost what? The queen is... (chess piece)
. This means that the chess player lost his queen.
Zya-zya-zya, for-for-for
- a dragonfly flew in. (Children repeat the phrase.)
Zyu-zyu-zyu, zu-zu-zu
– don’t tease the goat.
Why shouldn’t you tease this horned animal?”
The teacher twice reads to the children an excerpt from A. Prokofiev’s poem “On the Green Lawn”:
On the green
lawn
began to play
,
began to hum
, and the pipe blew.
The teacher asks to name words with the sounds з, з
. Explains that in the poem three words begin with this sound.
The teacher suggests playing: “I will pronounce words. When you hear a word starting with the sound z
, clap your hands." The teacher pronounces the following words: hare, rabbit, blueberry, strawberry, green, blue, lilac, dawn - the sun's sister.
The teacher reports how many times this or that child made mistakes. “Next time, be more careful,” the teacher advises.
In conclusion, he reads the quatrain:
Zarya-zaryanitsa, sister of the sun, closes the day, lights up the month.
The teacher asks the children to observe whether there will be a lightning dawn today.
Lesson 3. Learning the Russian folk song “Shadow-shadow-sweat”
Target.
Help children remember and read the song expressively.
Preliminary work.
The day before, find out which poems the children remember. Remind them of A. Barto’s poems (from the “Toys” series: “Bear”, “Ball”, “Boat”), Russian folk songs “The cat went to the market...”, “Cucumber, cucumber...”, “Finger-boy...”
Progress of the lesson
The teacher tells the children what he knows now, what poems they remember.
“It was especially pleasant to listen to...” names 3-4 children. “I think that you will also be pleased to listen to poetry performed by them.”
Children (2-3 children) read poetry (of their choice).
The teacher tells the children that he knows a Russian folk song, which is worth remembering in order to later please one of his loved ones by “giving” them a wonderful poem:
Shadow-shadow-shadow, There’s a fence in the garden. The stove is burning in the hut, Grandma is in a hurry: She bakes turnips, puts them in plates. Cat to the plate - hop! I burned my nose.
“Shadow, shadow, shadow, is there a hedge in the garden?” – the teacher asks, inviting the children to repeat these lines with an affirmative intonation (choral and 3-4 individual answers).
“Is the stove heated in the hut? Is grandma in a hurry? - the teacher is interested.
Then he reads the first six lines and explains: “If grandma is in a hurry and puts already baked turnips on plates, it means someone is about to come for dinner. But the first one came running... ( cat
).
Cat to the plate - hop! I burned my nose."
Children take turns repeating these lines.
The teacher reads the poem in full. Then he invites the child to his place, inviting him to choose a peer to play the role of a cat.
The first two lines are spoken by all children. Next, the text is read by the summoned child, showing how he puts the turnips on plates (an imaginary situation). Another child, pretending to be a cat, jumps towards the plate, rubs his burnt nose and meows (offended or indignantly).
Then the children change roles.
If time permits, you can once again act out the skit with the participation of other children.
Lesson 4. Reading poems about autumn. Writing stories - descriptions of toys
Target.
To introduce children to the perception of poetic speech. Continue learning to talk about the toy according to a certain plan (by imitation of the teacher).
Progress of the lesson
The teacher reminds us that early autumn has passed and the second autumn month is ending: “The weather is changing, big changes are taking place in nature. And in the poems about autumn there was sadness, Listen..."
The teacher reads poems by A. Pushkin “The sky was already breathing in autumn” (an excerpt from the novel “Eugene Onegin”), A. Pleshcheev “Autumn has come.” He wonders who liked which poem. Promises to read them again at the end of class or during a walk.
The teacher offers the children two soft toys that are different in appearance, for example, two Cheburashkas (cats, dogs, etc.).
“Today we will continue to learn how to talk about toys,” explains the teacher. – I will talk about one, you – about the other. Choose a toy. Let's start working. My Cheburashka is a charming toy. He has big soft ears and beautiful black sad eyes. What can you tell us about Cheburashka?”
Children, imitating the teacher, describe their toy.
“My Cheburashka is made of smooth dark brown fur, and his face is made of beige fur. What about your Cheburashka?
My Cheburashka is so touching and sweet that you want to pick him up and press him to your chest. What can you say about your Cheburashka?”
“You did a great job,” says the teacher and invites the children to exchange toys. - I will talk about your Cheburashka, and you about mine. So…"
“Our Cheburashkas are lucky. They learned so many interesting things about themselves and each other,” the teacher concludes this part of the lesson.
Then he reads a poem that most children like. If children's opinions are divided when evaluating poems, you should read both works.
November
Lesson 1. Reading the fairy tale “The Three Little Pigs”
Target.
Introduce children to the English fairy tale “The Three Little Pigs” (translated by S. Mikhalkov), help them understand its meaning and highlight the words that convey the fear of the piglets and the suffering of a wolf scalded by boiling water.
Progress of the lesson
“Today I will read you a fairy tale about the three little pigs. This is an English fairy tale, and Sergei Mikhalkov translated it into Russian,” the teacher begins the lesson. - Listen. Get smart. The fairy tale is a lie, but there is a hint in it, a lesson for good fellows.”
The teacher reads a fairy tale.
“So, good fellows and beautiful maidens, has this fairy tale taught you anything?” – the teacher continues the lesson. Listens to the children’s answers and summarizes them: “Being lazy, hoping that something will work out without difficulty is a bad habit. Imagining and boasting is also not good. Remember how scared the piglets were when they were running away from the wolf: “From fear they... ( their legs were taken away
), every bristle... (
trembled
), noses... (
dried
). And they screamed throughout the whole forest.”
The teacher asks you to remember what the fairy tale says about the wolf. “With what roar did the scalded wolf fly out of the chimney? ( With wild
.) He... (
rolled down
) from the roof.
How many times did the wolf flip over his head? ( Four
.)
If you have time, you can sing the Naf-Naf song with your children:
No beast in the world
, no cunning
beast
, no terrible
beast
, will open this door. No!
Note.
With children who do not distinguish between the sounds
s
and
z
, the teacher repeats the song Naf-Nafa and asks them to name the words first with one, then with another sound (in italics).
beast is repeated in the song.
, finds out the difference between the words
beast
and
door
.
