Summary of a lesson on speech development on the topic: ": "Composing stories based on a series of pictures"

The main goal pursued by plot pictures for composing a short story is the desire to develop the speech and thinking of children. Looking at the picture, the guys try to describe what is depicted on it, trying to compile a single, logically coherent story. Unfortunately, the speech of today's young people is far from perfect. Children and teenagers read and communicate little. Therefore, family, teachers, and all adults surrounding the child should pay attention to the development of correct literary speech. There are a huge number of ways to do this.

How can they be used?

One of them, already mentioned, is pictures for making a short story. On our website you will find story pictures for children. It is extremely important that the images are subordinated to a single theme, which means that the child, looking at them, will be able to compose a coherent message or play role-playing games for preschoolers. It is not for nothing that when teaching a foreign language, students are asked to describe a picture, come up with a dialogue according to the presented situation, and create role-playing games. This technique is also applicable when teaching the native language in a kindergarten or aesthetic center. You can download illustrations for writing a short story and print them for work.

The technique for developing speech based on pictures for composing a short story is simple. We advise parents to play role-playing games with their baby, lay out illustrations in front of him, and come up with a story together, a story in which the baby’s family or friends will be involved. Make sure that when describing, the child does not jump from one action or object to another, but expresses his thoughts consistently and logically. Having conducted such a lesson once, return to the worked picture after a while: ask the child if he remembers the story he compiled, what details he did not take into account, what he could add. A series of plot pictures for composing a short story are good for lessons on speech development in primary school, in native or foreign language lessons. Descriptions of illustrations, role-playing games, and a story based on them can be a good basis for creative work. Usually children respond with pleasure to such tasks, since children's imagination has not yet taken root, its flight is free and unhindered.

The method of working with pictures for children will require attention and regular practice from parents. It is the family that should be interested in the development of the baby. They should help him create a story, role-playing games for preschoolers, and then discuss them together.

A series of pictures for kindergarten or home use for children are focused on different topics. For example, you can compose a story on the topic “Family”, “Seasons”, “Forest”, “Home”, etc. The methodology for developing speech for children involves comprehensive coverage of topics on which a story can be compiled. The technique also involves the use of games for kindergarten, which will contain illustrations or a story on the chosen topic. As a result of a series of such activities, children begin to speak much more coherently, logically, and a single thread can be traced in their speech.

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WE TEACH CHILDREN 5-6 YEARS OLD TO RELL, COMPLETE STORIES FROM PICTURES.
Retelling the story “A Rich Harvest” using plot pictures.

1.Reading a story. A bountiful harvest. Once upon a time there lived hardworking goslings Vanya and Kostya. Vanya loved to work in the garden, and Kostya loved to work in the vegetable garden. Vanya decided to grow a crop of pears and grapes, and Kostya decided to grow a crop of peas and cucumbers. Vegetables and fruits have grown wonderfully. But then insatiable caterpillars began to eat Kostya’s harvest, and noisy jackdaws got into Vanya’s garden and began pecking at the pears and grapes. The goslings were not at a loss and began to fight the pests. Kostya called the birds to help, and Vanya decided to make a scarecrow. At the end of summer, Kostya and Vanya harvested a rich harvest of vegetables and fruits. Now they were not afraid of any winter. 2. Conversation. - Who is this story about? — Where did Vanya like to work? What can it be called? — Where did Kostya like to work? What can it be called? — What did Vanya grow in the garden? - What’s in Kostya’s garden? - Who interfered with Vanya? Who is Kostya? —What can you call caterpillars and jackdaws? — Who helped Vanya get rid of the caterpillars? - What did Kostya do to scare away the jackdaws? — What did the hardworking goslings rejoice at at the end of summer? 3.Retelling the story. Retelling the story “Swans” using plot pictures.

1.Reading a story. Swans. Grandfather stopped digging, tilted his head to the side and listened to something. Tanya asked in a whisper: “What’s there?” And grandfather answered: “Do you hear the swans trumpeting?” Tanya looked at her grandfather, then at the sky, then again at her grandfather, smiled and asked: “So, do swans have a trumpet?” Grandfather laughed and answered: “What kind of pipe is there?” They just scream so long, so they say they are blowing trumpets. Well, do you hear? Tanya listened. Indeed, somewhere high up, drawn-out, distant voices were heard, and then she saw the swans and shouted: “I see, I see!” They fly like a rope. Maybe they will sit somewhere? “No, they won’t sit down,” said grandfather thoughtfully. - They fly away to warmer climes. And the swans flew further and further. 2. Conversation. - Who is this story about? -What was grandfather listening to? - Why did Tanya smile at her grandfather’s words? - What does “swans trumpet” mean? - Who did Tanya see in the sky? - What did Tanya really want? - What did grandfather answer her? 3.Retelling the story. Compiling the story “How the Sun Found a Shoe” based on a series of plot paintings.

1. Conversation on a series of paintings. - Where did the boy Kolya walk? — What was there a lot around the house? - Why is Kolya standing in one shoe? — What did Kolya do when he noticed that he didn’t have a shoe? - Do you think he found it? - Who did Kolya tell about his loss? — Who started looking for a shoe after Kolya? - And after grandma? — Where could Kolya lose his shoe? - Why did the sun find the shoe, but everyone else didn’t? - Is it necessary to do what Kolya did? 2. Compilation of a story based on a series of paintings. How the sun found a shoe. One day Kolya went out into the yard for a walk. There were a lot of puddles in the yard. Kolya really enjoyed wandering through the puddles in his new shoes. And then the boy noticed that he didn’t have a shoe on one foot. Kolya began to look for the shoe. I searched and searched, but never found it. He came home and told everything to his grandmother and mother. Grandma went into the yard. She searched and searched for the shoe, but never found it. My mother followed my grandmother into the yard. But she couldn’t find the shoe either. After lunch, the bright sun came out from behind the clouds, dried up the puddles and found a shoe. 3.Retelling the story. Common slide. Retelling based on the picture.

1. Conversation on the picture. — What time of year is shown in the picture? - By what signs did you guess that it was winter? -Where are the children gathered? - Think about who built the slide? - Which of the children just came to the slide? - Pay attention to the boys. What do you think they argued about? - Look at Natasha. What does she tell the boys? - How did this story end? - Give the picture a title. 2. Sample story. Common slide. Winter came. White, fluffy, silver snow fell. Natasha, Ira and Yura decided to build a slide out of snow. But Vova did not help them. He was sick. It turned out to be a good slide! High! Not a hill, but a whole mountain! The guys took a sled and had fun riding down the hill. Three days later Vova came. He also wanted to sled down the hill. But Yura shouted: “Don’t you dare!” This is not your slide! You didn't build it! And Natasha smiled and said: “Ride, Vova!” This is a shared slide. 3.Retelling the story. Compiling the story “Family Dinner” based on a series of plot paintings.

1. Conversation on a series of paintings. — What time of day do you think is shown in the pictures? - Why do you think so? — Where did Sasha and Masha come home from? -Where did dad and mom come from? — What is the name of the evening meal in the family? - What did mom do? For what? — What work does Sasha do? — What can you cook from potatoes? - What is Anya doing? - What will she do? — Who didn’t you see in the kitchen at work? — What kind of work did dad do? — When everything was ready, what did the family do? - How can we finish our story? — What do you think parents and children will do after dinner? - What can we call our story? 2. Compilation of a story. Family dinner. In the evening the whole family gathered at home. Dad and mom returned from work. Sasha and Natasha came from school. They decided to cook a family dinner together. Sasha peeled potatoes for mashed potatoes. Natasha washed the cucumbers and tomatoes for the salad. Mom went into the kitchen, put the kettle on the stove and began to brew tea. Dad took the vacuum cleaner and cleaned the carpet. When dinner was ready, the family sat down at the table. Everyone was happy to see each other at a family dinner. 3.Retelling the story. Compilation of the story “New Year is on the threshold” based on a series of plot paintings.

1. Conversation on a series of paintings. —What holiday is approaching? - How can you prove this? — What are the guys doing? — Tell me what kind of Christmas tree decorations they will make? — What do children use to make Christmas tree decorations? — Do they work with pleasure or not? —What kind of decorations did they make? -Where did they hang their toys? — How did the children spend the holiday? -What were they wearing? — What surprise awaited them at the end of the holiday? 2. Compilation of a story. New Year is just around the corner. The favorite children's holiday was approaching - New Year. And the tree stood in the corner and was sad. Olya looked at the Christmas tree and suggested: “Let’s decorate it not only with balls, but also make toys ourselves!” The guys agreed. Each of them armed themselves with scissors, paints and colored paper. They worked with pleasure. Soon the bright, colorful decorations were ready. The children proudly hung their work on the tree. The tree sparkled and glowed. The holiday has arrived. The guys put on fancy dress and went to the Christmas tree. They sang, danced and danced in a circle. Well, and of course, Grandfather Frost came to the children with long-awaited gifts. 3.Retelling the story. A retelling of the story “How We Communicate”, compiled from individual plot pictures.

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1. Conversation. — How do we communicate with each other if we are nearby? - And if a person is not nearby, then what do we do? — What can be classified as means of communication? — What can be sent by mail? — How was mail delivered before? — How did the telegraph work? — How long does it take now to send a message? - What do people use for this? — How does the postal service deliver letters and greeting cards to us? — Why do people write letters and greeting cards to each other? 2. Compilation of a story. How do we communicate? By talking, we communicate with each other. But sometimes a loved one is far away. Then telephone and mail come to the rescue. Having dialed the desired phone number, we will hear a familiar voice. And if you need to send a letter or a greeting card, you can go to the post office. Previously, mail was delivered on horseback. Then the Morse telegraph machine appeared, and messages began to be transmitted over wires using electric current. Engineer Bell improved the Morse machine and invented the telephone. Nowadays, messages with text and pictures can be transmitted very quickly. To do this, people use a cell phone and a computer. But even now people continue to write letters to each other, send greeting cards and telegrams by mail. Mail is delivered by car, rail or air. 3.Retelling the story. Compiling a story based on the plot painting “In a Living Corner.”

1. Conversation. -Who do you see in the picture? - Name the plants that are in the living corner. — Do children like to work in a living area? Why? -Who is working in the living area today? — What are Katya and Olya doing? — What kind of leaves does ficus have? — Why does Dasha like to take care of fish? What are they? — What should you do if a hamster lives in a living area? What is he like? — What birds live in the living area? —Where is the cage with the parrots? What parrots? — How do the guys do their work? — Why do they like to take care of animals and plants? 2. Compiling a story based on the picture. In a living corner. There are many plants and animals in the living area. Children enjoy watching and caring for them. Every morning when the children come to kindergarten, they go to the living corner. Today Katya, Olya, Dasha, Vanya and Natalya Valerievna are working in the living corner. Katya and Olya are caring for a ficus: Katya wipes its large shiny leaves with a damp cloth, and Olya waters the plant. Dasha likes fish: they are very bright and happily eat the food that she pours into the aquarium. Vanya decided to take care of the hamster: he cleans its cage and then changes the water. Natalya Valerievna feeds motley parrots. Their cage hangs high and the kids can’t reach it. Everyone is very focused and trying to do their job well. 3.Retelling the story. Compiling the story “The Hare and the Carrot” based on a series of plot paintings.

1. Conversation on a series of paintings. — What time of year is shown in the picture? — What can you say about the weather? - How much does a snowman cost? -Who ran past the snowman? -What did he notice? - What did the bunny decide to do? - Why couldn’t he get the carrot? - What did he plan to do next? — Did the ladder help him get to the carrot? Why? — How has the weather changed compared to the first picture? — What can you say about the mood of the bunny in the second picture? - What's going on with the snowman? — How does the sun shine in the third picture? -What does a snowman look like? — What is the bunny’s mood? Why? 2. Compilation of a story. Hare and carrot. Spring has come. But the sun rarely peeked out from behind the clouds. The snowman that the children made in winter stood there and didn’t even think about melting. One day a bunny ran past the snowman. He noticed that the snowman had a tasty carrot instead of a nose. He started jumping up and down, but the snowman was tall and the bunny was small, and he couldn’t get the carrot. The bunny remembered that he had a ladder. He ran into the house and brought a ladder. But even she didn’t help him get the carrots. The bunny became sad and sat down next to the snowman. Then the warm spring sun peeked out from behind the clouds. The snowman slowly began to melt. Soon the carrot ended up in the snow. The joyful bunny ate it with pleasure. 3.Retelling the story. A retelling of the fairy tale “Spikelet” using a series of plot paintings. 1.Reading a fairy tale. 2. Conversation. - Who is this fairy tale about? — What did the little mice do all day? - What can you call the mice, what are they like? And the cockerel? - What did the cockerel find? - What did the little mice propose to do? - Who threshed the spikelet? — What did the little mice propose to do with the grain? Who did it? - What other work did the cockerel do? - What were Krut and Vert doing at that time? — Who was the first to sit down at the table when the pies were ready? — Why did the little mice’s voices become quieter after each question from the cockerel? - Why didn’t the cockerel take pity on the mice when they left the table? 3.Retelling a fairy tale. Compiling the story “Where the bread came from” based on a series of plot paintings.

1. Conversation. — What time of year is shown in the first picture? — Where does the tractor work? What is the name of the profession of a person who works on a tractor? — What work does the tractor do? — What is the name of the technique that you see in the third picture? What work does a seeder do? — What work does the plane do? Why do you need to fertilize the field? — When does the wheat ripen? —What is used to harvest wheat? What is the name of the profession of a person who works on a combine? -What is bread made from? — What needs to be done with wheat grains to make flour? —Where are the buns and loaves baked? Who bakes them? —Where is the bread taken then? — How should you treat bread? Why? 2. Compilation of a story. Where did the bread come from? Spring has come. The snow has melted. Tractor drivers went out into the field to plow and loosen the soil for future grain. The grain growers poured grain into seeders and began to scatter it across the field. And then a plane took off into the sky to fertilize the wheat field. The fertilizer will fall into the ground, and the wheat will grow and ripen. By the end of summer, the wheat field will be in full bloom. Combine operators will go out into the field. Harvesters will float across a wheat field, as if across a blue sea. The threshed grain is ground into flour. In the bakery they will bake it into warm, fragrant, delicious bread and take it to the store. 3.Retelling the story. Compiling a story based on the plot of the picture “Home Alone” with inventing the beginning of the story.

1. Conversation. — Who do you see on the go-kart? — What toys do you see in the picture? —Which child likes to play with a teddy bear? Who's with the cars? - How is mommy in the mood? What is she unhappy about? - When could this happen? -Where do you think mom went? -Who was left at home alone? What did the children promise their mother? — What was Katya doing? And Vova? —Whose beads are scattered on the floor? - Do you think mom allowed me to take the beads? -Who took them? — Why were the beads torn? — How did the children feel when their mother returned? 2. Compilation of a story. Alone at home. Mom went to the store to do some shopping. And Katya and Vova were left at home alone. They promised mom that everything would be fine. Katya took her favorite bear and began to tell him a story, and Vova played with cars. But suddenly Katya saw her mother’s beads. She really wanted to try them on. She took the beads and began to try them on. But Vova said that mother did not allow Katya to touch them. Katya did not listen to Vova. Then Vova began to remove the beads from Katya’s neck. But Katya didn’t let them take them off. Suddenly the thread broke and the beads scattered on the floor. At this time, mom returned from the store. Vova hid under the blanket out of fear, and Katya stood and looked guiltily at her mother. The children were very ashamed that they had not kept their promise. 3.Retelling the story. Compiling the story “The Border of the Motherland is Locked” based on a series of plot paintings.

1. Conversation. -Who do you see in the first picture? -Where are they going? — What did the border guard notice? -Who did he show the tracks to? - Who did the tracks lead to? — What does the offender have in his hands? - Look at the second picture. What can you say about Trezor? Why is he so angry? — What did the intruder do when Trezor attacked him? — What can you call the border guard and Trezor, what are they like? - If all the defenders are like this, then what will our Motherland be like? 2. Compilation of a story. The border of the Motherland is locked. The border of our Motherland is guarded by border guards. One day, soldier Vasily and his faithful friend, the dog Trezor, went out on patrol. Suddenly the border guard noticed fresh tracks. He showed them to Trezor. Trezor immediately followed the trail. Soon the border guard and Trezor saw the border violator. He was armed, and when he saw the border guard and Trezor, he pointed a pistol at them. Trezor became tense and attacked the criminal. He grabbed the intruder by the hand, and he dropped the gun in fright. Faithful friends arrested the offender. Let everyone know that the border of our Motherland is locked. 3.Retelling the story.

Developmental materials on the topic

Kindergarten

Pictures on different topics

Class

Subject. Development of coherent speech

Goal: learning to retell; expansion and activation of vocabulary; formation of an internal retelling plan; development of attention, memory, logical thinking.

Equipment:

magnetic board (composition board); subject picture “Summer” and subject pictures: Masha, house, flowerbed, chickens, rooster, cow, kitten; card with exclamation mark.

Note. Teachers should supplement the set of pictures with a card with an exclamation mark, which will indicate sentences reflecting the assessment of events and attitude to what is happening. For example: Masha likes to relax with her grandmother. “What a beautiful fish.” - thought Masha. Goodbye! and so on.

Progress of the lesson

The teacher attached pictures from top to bottom, one under the other, to a magnetic board (typesetting board), and read the text:

- The long-awaited summer has come. Masha went to visit her grandmother in the village. Grandma has a big beautiful house. Under the windows there is a flower bed with flowers. Variegated chickens roam around the yard. An important rooster is watching over them. The cow Zorka moos for a long time. A small gray kitten yawns and squints on the porch. Masha likes to relax with her grandmother.

Pointing to each picture in turn, the teacher asks the children to remember what was said in each sentence. Then the children retell the entire text in a chain. At the end of the retelling, the teacher turns the pictures over one by one and invites one of the children to reproduce the content of the story.

This arrangement of pictures is explained by the fact that at subsequent stages not only object pictures (denotations) are used, but also graphic schemes of sentences.

Note. If difficulties arise, the child can turn the picture over and, using visual support, restore the content of the sentence.

After a successful retelling, you can turn all the pictures over. The number of cards on the board will correspond to the number of sentences in the text.

Note. Please note that the texts will contain sentences with homogeneous members. In this case, two pictures can be located in one row. And the number of sentences in the text will correspond to the number of rows of pictures. At the end of the lesson or the next day, a more complex type of work is carried out. Pictures for the story are displayed in free order on the board. The teacher reads the text and after reading asks one of the children to arrange the pictures in the desired sequence. All children help and monitor the correctness of the task. After which you can repeat the retelling of the entire text again.

Teaching preschoolers how to work with a series of pictures

At this stage, the training sequence is as follows:

• laying out the picture in one line from left to right;
• finding the main characters and common objects and phenomena in all pictures;
• determining the location of action in each picture and establishing connections based on an analysis of the location of characters and objects;
• determining the time of events in each picture (time of year, time of day);
• highlighting cross-cutting characters, naming their actions and leading to thoughts about the goals of their actions (why does he do this?);
• establishing a sequence of actions (what comes first, what comes next?);
• compiling a coherent story based on the laid out series.