Summary of a subgroup speech therapy lesson in a preparatory group for children with special needs on the topic: “Wild animals.” Summary of the frontal lexical and grammatical lesson “Wild animals” Lesson “Wild animals”

Abstract frontal training on the lexical topic "Wild Animals" in the senior speech therapy group

Durneva Marina Alekseevna, teacher-speech therapist, MBDOU kindergarten No. 17, Kamensk-Shakhtinsky.
Description: This lesson was conducted in a senior speech therapy group. When preparing the lesson, the emphasis was on lexical topic"Wild Animals" This lesson will be useful for speech therapists and preschool teachers.
Target: Formation of the general concept of “wild animals” (in impressive speech).
Tasks:
1. Develop auditory attention (learn to distinguish between nouns that are similar in sound and differ in one sound).
2. Replenish the active dictionary with nouns - names of animals; teach how to answer questions fully.
3. Develop thoracic-abdominal breathing; develop sensations of movement of the respiratory organs.
4. Learn to form singular and plural nouns.
5. Develop gross motor skills; clarify targeted movements with spoken text.
6. Develop fine motor skills, constructive praxis.
7. Reinforce the concept of “horizontal line”. Introduce the concepts " vertical line", "oblique line".
8. Learn to trace an object along the contour; hatch the outline with vertical, horizontal, oblique lines.
9. Consolidate mental counting within ten in forward and reverse order.

Progress of the lesson

1. Org. moment.
Hello guys! Let's greet each other with the help of the Ball (everyone stands in a circle; passes the ball to a neighbor, greeting and calling him affectionately by name: “Hello, Mashenka!”).

2. Outdoor game “Jacques the Bear.”
Guess who will come to visit us today?

He stuck his paw into the hollow,
And let's growl, roar.
Oh, what a sweet tooth he is,
Clubfoot...
(bear)

The teacher puts on the doll, introduces himself and asks to play a game.

Jacques the bear has a cold (they walk in a circle, holding hands, 1 child in the center)
He needs honey today (they stop and extend their hands to the child)
Let's give him honey for dinner (hands like a ladle)
Because we are friends with him (they take the child in a circle and everyone walks together).

The game is repeated several times.

3. Speech development.
A). Conversation on issues.

Who was our game about?
- Who is the bear’s mother? And dad? (shema bear; bear)
-Where do bears live? (in the forest)
- What other wild animals do you know?
- Why are they called wild?

4. Development of auditory attention - the game “Stomp, clap, don’t yawn.”
I will name you animals and various other objects. If I name a wild animal, you will clap your hands. And if I name another item, you stamp your foot.

Teddy bear is a mouse, Lisa is a fox, a bear is a bowl, a hedgehog is a knife, a T-shirt is a bunny, a squirrel is a bun.

5. Development of the thoracic-abdominal type of breathing - exercise “Breathe correctly.”
And now you and I will turn into hippos.
Wrap around your leg,
Turn into hippos! (children turn around, the teacher puts “headbands” on them)
Sit down, place your palm on your stomach and feel how it rises when we inhale and falls when we exhale.
The hippos sat down,
We touched our bellies.
Then the tummy rises (inhale),
Then the tummy drops (exhale).

6. Speech development - the game “One - Many”.
The teacher names the noun in singular and throws the ball to the child, and the child names the noun plural and returns the ball (the animals and their cubs are called).

7. Development of fine motor skills.
A). Game “Fold the picture” (puzzles “Wild animals”).
- put together a picture;
- what a beast it turned out to be;
- tell us about him (writing a descriptive story).

B). Game "Draw a Bear"
- circle the bear according to the template;
- shade the outline with oblique lines;
- draw 2 Christmas trees (from 2 triangles);
- shade them: the 1st triangle with horizontal lines, and the 2nd with vertical lines.

8. Summing up the lesson. Parting.
Guys, it's time for Mishka to go home. Let's tell him again what we did today:
- What animals did we talk about today?
- Why are they called wild?
- What wild animals do you know?
- How did we draw the bear?
- With the help of which geometric shapes did we draw a Christmas tree?
- What kind of shading did we do today?
Now let's say goodbye. The teacher says the words and passes the ball to the children in a circle:
The ball rolled and bounced along the path,
Jump-jump, jump-jump children's palms.
Goodbye... (we pass the ball around the circle, calling the names of the children).

WILD ANIMALS OF OUR FORESTS

TARGET: To deepen children's knowledge about the wild animals of our forests.

TASKS

Correctional and developmental:

• expanding and activating the vocabulary on the topic, consolidating the names of animals in our forests in children’s speech;
• develop coherent speech;

• develop mental activity, attention, memory;
• continue to develop phonemic awareness.

Correctional educational:

• consolidate the ability to form possessive adjectives from nouns denoting animals;
• teach correctly, use possessive adjectives;
• consolidation of the ability to compose sentences with given words according to the proposed scheme;

Correctional and educational:

• develop the ability to listen carefully to the teacher and children;
• to educate children to have a humane, caring attitude towards animals;
• develop curiosity and mutual assistance.

VOCABULARY WORK:possessive adjectives (Fox, wolf...), little fox, wolf cub,... lair, hole, den...

MATERIAL: Illustration of Masha from the fairy tale “Masha and the Bear”, images of wild animals, flannelgraph, pictures for flannelgraph, audio recording “Forest”, presentation on the topic “Wild animals of our forests”.

PROGRESS OF THE CLASS

Organizational moment.

SPEECH THERAPIST: Today in class we will have to complete many different tasks. To successfully cope with them, we need to be properly prepared.

Speech therapist: In order to hear everything carefully during class, you need to massage your ears diligently.

We smiled.

They took our ears

We pull to the top of the head,(Pull with index and thumb

We pull them diligently,finger the top edges of the ears upward)

Let's listen carefully.

We pull, we pull our ears,

But it’s no longer up to the top,(Pull the side edges of the ears to the sides)

We pull our ears to the sides,

To remember everything great.

We pull our ears again,(Earlobes down)

We pronounce every word clearly.

Breathing exercises.

Building up words in a sentence.

Speech therapist: What time of year is it now? That's right, summer!(Children behind the speech therapist repeat a deep breath through the nose and pronounce the following phrases as they exhale)

Summer.

It's hot in summer.

Summer days are hot.

Summer days can be hot.

It can be hot on sunny summer days.

On sunny summer days it can be very hot.

Speech therapist: Guys, today we have an unusual lesson. Masha from the fairy tale came to visit us (an object picture with her image is displayed).

Masha is a character from what fairy tale?

Together with her we will go for a walk in a fairy-tale forest (a picture of a forest is displayed). We stand in a circle, listen carefully and perform all actions diligently.

Physical education lesson “We are going into the forest with you”

We go into the forest with you (Children march in place.)

There are so many miracles around here! (They were surprised and threw up their hands.)

How many green Christmas trees?

Let's do so many bends. (One, two, three.)

How many toys do we have here?

We'll do so many jumps. (One, two, three...)

Ahead from behind a bush

The sly fox is watching.

We'll outwit the forest,

We'll run away on our toes. (Running on your toes.)

We've looked at everything around us

And everyone sat down quietly.

Speech therapist: So we have come to the forest, let’s listen to the sounds of the forest (an audio recording of the sounds of the forest is playing).

Although we haven’t met anyone yet, we hear that the forest is alive. What sounds did you hear?

Rustle, birdsong, crackling, rustling leaves...

Speech therapist: Look, they’re coming out to greet us forest creatures. Let us also say hello to them, but we should say hello not in the way we are used to, but in an animal way. We look at the picture, I show how the beast greets us, and you repeat.

Children perform articulation gymnastics.

Articulation gymnastics

Hedgehog - snorts (we stretch our lips)

Fox - smiles, we stretch our lips in a smile, while keeping our lips closed

Wolf - smiling, showing all his teeth.

Lynx - opens mouth wide

The little bunny is a coward - he folded his ears and got scared. They opened their mouth wide, hooked their tongue over their lower teeth, so he listened to see if there were any predators nearby, and raised his ears up. The mouth is also wide open, the wide tongue is raised towards the upper incisors.

The snake is already greeting us, mouth wide open, sharp tongue sticking out back and forth.

The moose came out and clicked

There the squirrel jumped and saw big mushroom- “The squirrel collects mushrooms.” Mushrooms with short and long stems. – open and close your mouth without lowering your tongue.

The bear with a sweet tooth licks honey. Lick first only upper lip(tongue “cup”), then lick the upper and lower lips.

A bear wanders through the forest.

He walks from oak to oak.

Finds honey in hollows

And he puts it in his mouth.

Licking his paw

Sweet tooth clubfoot,

And the bees fly in,

The bear is driven away.

Focus blowing on bees

Speech therapist: Great, the animals understood that we don’t want to harm them and allow us to walk in the forest.

Development of the lexical and grammatical aspect of speech

"Whose? Whose? Whose?"

Speech therapist: Mashenka and I set off further, and we went into the very depths of the forest. We looked around and saw something unusual, it was as if someone was hiding around us, a tail was sticking out from behind a tree, and there was an ear over there. I think I guessed it, these animals decided to play hide and seek with us and they will only come out when we find out who was hiding and where. Shall we play? Guys, but you won’t just have to name who was hiding where. We must speak beautifully and correctly. Ave. The fox hid behind a tree, because I could see the fox’s spine...

Speech therapist: Well done, they found all the animals. Well, let's go next?

Physical education minute

"A bear wanders through the forest"

A bear wanders through the forest.

He walks from oak to oak. (Waddle, slightly bent, “raking” with slightly bent arms.)

Finds honey in hollows

And he puts it in his mouth. (Depict how he takes out and eats honey.)

Licking his paw

Sweet tooth clubfoot,

And the bees swoop in, (“Swing away the bees.”)

The bear is driven away.

And the bees sting the bear: (Move your hand forward and alternately touch your nose and cheeks.)

Don't eat our honey, you thief! (We follow the movement of the finger with our eyes, trying not to turn our heads.)

Walking along a forest road

The bear goes to his den. (Waddle walking.)

Lies down, falls asleep (Lie down, hands under your cheek.)

And he remembers the bees.

(I. Lopukhina)

Speech therapist: We had a great walk, but now we have a new task that the wolves have prepared for us. Let's do it and train our memory.

Development of visual memory.

“Who is missing?”

Speech therapist: The wolves have prepared a difficult task for you; guys with the best memory can complete this task. But I’m sure that all our guys have an excellent memory, so let’s get started.

Children are offered a number of cards and given the task to remember them, then one of the players closes their eyes, and the speech therapist removes one picture. The child opens his eyes and names the picture that has disappeared. (About two bunnies are missing, etc.)

Speech therapist: We coped with the task wonderfully, and the wolves let us pass further.

Development of the lexical and grammatical side of speech.

Game "Cubs"

Speech therapist: Masha and I went out into the clearing, and all the animals of the forest gathered there, some howled, some growled, some yelped, everyone was excited. Their cubs got wild and hid in the forest. Parents are very worried because they cannot find them. Let's help them together with Little Red Riding Hood so that the babies come out and they need to be named correctly. Ready.

Let's say full sentence:

The fox has one cub.

A hare has one bunny, etc.

Speech therapist: You did a great job. But now evening has come in our forest and it’s time for all the animals and their babies to go home, let’s help. You must name where and who lives. Be careful and do the exercises diligently.

Development of the lexical and grammatical aspects of speech

“Who lives where?”

Where do wild animals make their “homes”?

The fox lives (where?) - in a hole. The hedgehog lives in a hole.

The squirrel is in a hollow.

The wolf is in the lair.

Bear in a den.

Speech therapist: So our animals have gone to their homes and it’s time for us to return home.

TOTAL CLASSES

Correctional educational goals: to form the word-formation function of speech on the basis of children’s exercises in education and practical use of possessive adjectives; teach children to agree possessive adjectives with nouns; consolidate children’s skills in the formation of related words; strengthen the skills of sound-syllable analysis and word synthesis.

Corrective and developmental goals: develop children's visual and auditory attention and memory, mental abilities children.

Correctional and educational goals: to cultivate in children perseverance, kindness, and respect for nature and animals.

Preliminary work: sound-syllable analysis of words on the topic “Wild Animals”; learning the dramatization game “Where is my house?”; learning riddles about wild animals; tracing stencils of figures of wild animals.

Equipment: subject pictures depicting wild animals and their cubs, reading cards, cards with sound patterns of words, cards with animal silhouettes, black and white plot picture, bear head cards, portrait of Cheburashka the artist, envelope, Pinocchio doll, masks - headbands of wild animals, CD with sounds spring forest, board-typesetting cloth, pointer.

Progress of the lesson

1. Organizational moment (children read the names of wild animals on cards)

Who do you think we will talk about today? That's right, about the wild animals of our forests
Game “Chains of Words” (Naming baby wild animals)

2. Repetition of previously studied.

a) children make riddles about wild animals
b) a speech therapist reading a poem to the sounds of a spring forest (L. Ag Racheva. AU!)
Spring came cheerfully from the forest.
The bear responded to her, purring from sleep.
Bunnies galloped towards her, a rook flew up to her.
The hedgehog rolled after him like a prickly ball.
The squirrel was alarmed, looking from the hollow,
The fluffy one is waiting for light and warmth!
The brightened forest stood proudly,
A chorus of birds rang out on the brown branches.
The whole transparent forest smiled joyfully.
And the frost behind the trees, grumbling, disappeared!

What time of year is it in the forest? - That's right, spring. And then one spring morning the animals woke up in their homes.
Ex. “Where did the animals wake up?” (Children's answers: The bear woke up in a den. The wolf woke up in a den. Etc.)

The animals woke up in their homes and dispersed through the spring forest...

Game "Hide and Seek" (I expose black and white picture with an image of a spring forest and various parts of the animal’s body visible among the branches) Who did you see? Who's hiding here?

3. Studying new material.

You saw only animal body parts in the picture.
a) Game “Name it differently” (bear's face - bear's face, fox's ears - fox ears, deer's horns -, hedgehog's spines -, elk's horns -, badger's face -, wolf's head -, squirrel's paws -, hare's ears - and etc.)

b) Game “Choose related words”

Tell me, what are the names of words that are similar in sound and meaning to each other? For example: squirrel, squirrels, squirrel... That's right, related words. Buratino came to us. Instead of school, he ended up in a puppet theater and therefore did not study. This is how he picked up related words for the word BEAR. Pick up the silhouette of a bear (on everyone’s table) and pick it up if you hear related words to the word BEAR. (medal, bear, jellyfish, first aid station, honey, bear cub, bugbear, medicine, bear, lungwort, bear). You see, Pinocchio, you didn’t choose the related words quite correctly. Stay with us and see how our guys are doing. (Children select related words for the names of wild animals in their pictures).



4. Physical education minute.

We have a nice posture, we have brought our shoulder blades together.
We walk on our toes and then on our heels.
Let's go softly, like little foxes, and like a clumsy bear.
And like a little bunny coward, and like a gray wolf-wolf.
The hedgehog curled up into a ball because he was cold.
The ray touched the hedgehog. The hedgehog stretched sweetly.
(Children walk in a circle, imitating the habits of animals.)

5. Consolidation of new material.

Look, guys, we have an envelope here. Who sent him? Here is a portrait of Cheburashka and some drawings. Cheburashka grew up in Africa, and he does not know the wild animals of our forests very well. This is how he drew them.

a) Game “Confusion”
Children: Wrong. The wolf has hare ears. The boar has a fox tail. The squirrel has deer antlers. Etc.

b) Game “Curious”
- Cheburashka also sent us questions about wild animals. Let us answer them.
- Whose howl is heard in the forest at night? (wolf)
- Whose reserves are in the hollow?
- Whose habit is it to enjoy honey?
-Whose ears are longer?
- Whose horns break the branches of the bush?
- Whose feet walk quietly? (lynx)
-Whose face with fangs? (boar)
-Whose ears are with tassels?
-Whose eyes don’t close during sleep? (hare)
- Whose roar scares the birds and animals in the forest?
- Whose cunning face peeks out from behind the bush?
- Whose fur coat is red in summer and gray in winter?
-Whose hole is the deepest? (badger)

c) The game “Who is looking for whom?”
-In spring, wild animals give birth to their young. They may get lost in a world unfamiliar to them. And then their parents look for them.
Children: This is a hedgehog. The hedgehog and the hedgehog are looking for him. (also about other animals).

G) Dramatization game“Where is my house?”
(in the manual by V.V. Konovalenko, S.V. Konovalenko. Frontal speech therapy classes in preparatory group for children with FFN. Moscow 1998, pp. 152-153)
- One day a little fox got lost in the forest. Today we will show our guests the fairy tale “Where is my house?” (Children put on masks-headbands of wild animals and find their “houses”, indicated by sound-syllable patterns.).

6. Summary of the lesson.

You guys are real artists, and you did a great job today. What new have you learned? What games and tasks did you like best? Thank you! Well done!

Kazakova Yu.V., teacher-speech therapist at GBOU d/s No. 586 “Ordinary Miracle”, Moscow.

Objectives: 1. Updating the dictionary on the topic: “Wild animals of our forests and their cubs.”

2. Consolidating practical skills in inflecting nouns in the dative and instrumental cases of the singular.

3. Formation of practical skills in word formation of possessive adjectives with suffixes -ya, -yo, -ye.

4. Development of dialogical speech.

5. Development of attention, visual perception, thinking, memory.

6. Development of general and fine motor skills.

7. Education careful attitude to nature.

Equipment:

The room in which the lesson will take place is designed as a “forest clearing”;

In an improvised clearing there are chairs with cards (wolf's den, fox's hole, squirrel's hollow, bear's den);

Toy “Lesovichok”;

Subject pictures (hare, fox, wolf, elk, squirrel, bear, little hare, little fox, little wolf, little elk, little squirrel, little bear);

A bag with small toys (carrot, barrel, bunny, mouse);

Cards with noisy images of animals;

Hats (fox, fox, bunny, bear, wolf, squirrel).

Progress of the lesson.

1. Organizational moment.

Speech therapist: “Guys, today I received a letter. I wonder where it came from?”

Children's guesses about where the letter could have come from.

Speech therapist, examining the envelope with the letter: “The letter came from a magical forest, and it was sent by an old forest man. Let's read it"

Text of the letter.

Dear guys! In my fairy forest An unpleasant story happened, the forest inhabitants disappeared, help me find them. I am sending you riddle photos. You will guess the riddles and find out who is lost.

2. Guessing riddles.

You and I will recognize the animal

According to two such signs:

He's wearing a white fur coat in winter,

And in a gray fur coat in the summer (hare).

I confess I'm guilty

I'm cunning and cunning.

I'm going to the chicken coop in the evening

I often run in secret (fox).

From branch to branch

Fast as a ball

Jumping through the forest

Red-haired circus performer.

So on the fly he picked a cone,

He jumped onto the trunk and ran into the hollow (squirrel).

He looks like a shepherd

What is not a tooth is a sharp knife.

He runs with his mouth bared,

The wolf is ready to attack the sheep.

Under the green pine tree

The forest trumpeter blew his trumpet,

Lowered his horns to the ground

And disappeared in the autumn darkness (moose).

Children guess riddles, and the speech therapist puts pictures of wild animals on the board.

3. Game “Hide and Seek”.

Speech therapist: “We learned what wild animals look like, and now we will need to find them in the forest.”

The speech therapist hands out sheets of paper with noisy images of wild animals to the children.

Speech therapist: “Find wild animals in the pictures and outline them with a felt-tip pen.”

4. Game “Find the cub”.

The speech therapist gives children pictures of animals. On the board there are pictures with the cubs of these animals.

Speech therapist: “Every animal has a baby. Let’s help mothers find their children.”

The speech therapist asks each of the children to name the cub that is lost and take the corresponding picture.

Speech therapist: “Who did the fox find? Answer in a complete sentence,” etc.

5. Game “Magic bag”.

Speech therapist: “Guys, something is hidden here behind a stump. Oh, this is the old forester's magic bag. He probably left some food for his forest dwellers.”

Speech therapist: “Guys, now we are touching, without looking into the bag,

Let’s guess for whom and what the forester has prepared.”

Speech therapist: “What did you find in the bag? Who will you treat? Answer in a complete sentence,” etc.

6. Physical education minute.

Speech therapist: “Guys, let’s stand in a circle. Turn around yourself and turn into a bear.”

From the book by Irina Lopukhina “Speech therapy - speech, rhythm, movement” (St. Petersburg: Delta, 1997) pp. 76-78

A bear wanders through the forest,

He walks from oak to oak.

The children are coming

depicting the gait of a bear.

Finds honey in hollows

And he puts it in his mouth.

They depict how a bear takes out and eats honey.

Licking his paw

The clubfooted sweet tooth,

And the bees are flying in

The bear is driven away

“Waving away the bees.”

And the bees sting the bear

Don't eat our honey, you thief!

They pinch themselves on the nose, cheeks, lips,

Palms depicting stinging bees.

Walking along a forest road

The bear goes to his den.

The children are coming

depicting the gait of a bear.

Lies down, falls asleep

And he remembers the bees.

They squat down and

folded hands are placed under the cheek.

7. Dramatization of the fairy tale “Where is my house?”

The teachers conducted preliminary work, aimed at introducing this fairy tale.

Speech therapist: “Guys, let’s tell a story about a little fox for the old forest man? And the old forester will watch it on magic TV. One, two, three, turn us into different animals with a magic wand.”

The speech therapist invites the children to put on “animal hats” and run to their houses.

Adapted text “Where is my house?”

Speech therapist: “One day, alone, without his mother, a little fox went traveling through the forest. He ran and ran and realized that he was lost. The little fox knew that his house was a fox hole. Suddenly he sees someone’s house in the clearing, a little fox ran up to it and knocked.”

Little Fox: “Whose house is this?”

Little Bear: “Whose do you need?”

Little Fox: “I’m looking for a fox hole.”

Little Bear: “No, this is not a fox’s hole, this is a bear’s den.”

Speech therapist: “The little fox burst into tears and can’t find his home. And a little bunny runs towards him.”

Little Bunny: “Little Fox, why are you crying?”

Little Fox: “I lost my house.”
Little Bunny: “Don’t cry, little fox, I’ll take you to the fox’s hole.”

Speech therapist: “The little hare brought the little fox to the fox hole and rushed away.”

And the little fox cried: “Mommy, mommy, I’m home, I miss you so much.”

Fox: “I’m so glad that you were found. Don’t upset me like that again and don’t run far from the fox hole.”

8.Result of the lesson.

Speech therapist: “What did the old forest man ask us in his letter? Have we fulfilled his instructions?

You helped find the animals, and he gave you a treat - raspberry jam.”

References:

1. I. Lopukhina “Speech therapy - speech, rhythm, movement”, St. Petersburg: Delta, 1997.

2. V.V.Konovalenko, S.V.Konovalenko “Frontal speech therapy classes in the preparatory group for children with functional disabilities”, Krasnodar: Experimental Center for Educational Development, 1994.

3.1000 riddles. A popular guide for parents and teachers. – Yaroslavl: Academy of Development, 1997.

Name: Abstract speech therapy session for senior preschool age “Wild animals of our forests”
Nomination: Kindergarten, Lesson notes, GCD, speech therapist classes, Senior preschool age

Position: speech therapist teacher
Place of work: MADOU No. 96
Location: Tomsk

Summary of a speech therapy lesson on the topic “Wild animals of our forests”

Type of violation: OHP level III

Age: senior preschool age

Type of lesson: training

Goals:

Correctional and educational:

1. Clarification and expansion of the vocabulary on the topic.

2. Clarification of the generalizing word.

3.Composition exercise simple sentences with a noun in the prepositional case.

4. Exercise in the formation of related words.

5.Develop the ability to form singular and plural nouns.

6. Exercise in the formation of possessive adjectives.

7. An exercise in composing descriptive riddles.

Correctional and developmental

1. Development of thinking, general and fine motor skills.

2. Development of breathing.

Correctional and educational:

1. Fostering a sense of love for wild animals and respect for them.

Equipment: pictures - wild animals (bear, wolf, fox, hare, hedgehog), a picture depicting animal “houses”, pictures of baby animals, an audio recording of animal voices, sounds of the forest, a cut-out picture of an animal and a tail glued to a clothespin.

Progress of the lesson:

1.Creation of a motivational field.

Children stand in a circle.

Speech therapist. Every day, always, everywhere,

In class, in play,

We speak clearly, clearly,

We are never in a hurry.

2.Updating knowledge

Speech therapist. Children, close your eyes and listen to the silence.

(The speech therapist quietly turns on an audio recording - sounds of the forest. Children listen and name what sounds they heard)

Speech therapist. Where have we ended up? What sounds did you hear?

Breathing exercises

We walk through the forest more quietly, more quietly.

And let's breathe easily, easily.

Speech therapist. Guess who lives in the forest?

Game "Guess who it is?"

Goal: match nouns to adjectives.

The speech therapist names adjectives, and the children select a picture with an animal in accordance with the description.

Brown, clubfooted, clumsy...

Gray, toothy, scary...

Sly, fluffy, red...

Small, long-eared, timid...

Small, gray, prickly...

Speech therapist. How to call these animals in one word? Why?

Speech therapist. You and I live in houses, but where do animals live?

The speech therapist suggests game "Help the animals find their home."

Target: An exercise in composing simple sentences with a noun in the prepositional case.

The speech therapist shows a picture in which animals are in other people's houses. Example: a fox in a hollow, a squirrel in a den, a bear in a hole, etc.

Speech therapist. The animals have mixed up their houses. Help them find their home. Where does the bear live?

Child's answer. The bear lives in a den. Thus, we make up sentences about a fox, a squirrel, a hedgehog, a hare.

Speech therapist. Do you have a family?

Speech therapist. Animals also have a family: mother, father and the baby itself.

Game "Who is with whom?"

Purpose: Exercise in the formation of related words.

Children look at the pictures and sort out who goes with whom. Then all family members are named.

Speech therapist. Look, all the animals are mixed up. Help them find each other.

Speech therapist. Now let's name each member of the animal family.

Speech therapist. Listen and tell me who voices like that?

Children. The hedgehog puffs and snorts.

Physical education minute

Speech therapist. Do you like to jump?

Let's jump with the squirrel and the hare.

I'm like a squirrel in a wheel, jumping on the spot.

To make it more fun, let's ride together.

1,2,3.4.5 – the bunny began to jump.

The little gray one is good at jumping, he jumped ten times.

Game "Whose Tail?"

Purpose: Exercise in the formation of possessive adjectives.

The speech therapist invites children to assemble a cut-out picture (animal and tail)

Speech therapist. The animals were playing and lost their tails. Help the animals find their tails?

Children find necessary tails and they tell whose tail it is.

Children. This is a fox tail. This is a wolf's tail. This is a squirrel tail. Etc.

Make a riddle yourself, tell it to your friends.

The speech therapist distributes the pictures so that the children do not see them from each other. He asks you to come up with a riddle approximately according to the following plan.

Plan:

What size is the beast?

What kind of fur does he have?

What character?

What does it eat?

What is the name of this beast's home?

Speech therapist. Our journey through the forest is over. Close your eyes and listen to the silence. What sounds did you hear? Where did you return?