Fruits: materials for games, conversations and activities with preschool children 

Fruits:

materials for games, conversations and activities with preschool children. Finger gymnastics. Entertaining speech exercises and games for children. Physical education minutes. Cartoons.

In this article you will find:

1. Conversation about fruits.
2. 10 speech games on the topic “Fruits”.
3. Finger gymnastics.
4. Three ideas for physical education minutes.

Additional material for the article - riddles about fruits can be found in the article "Riddles"

Conversation about fruits L.K. Schleger. 1913

Preparing for the conversation.

There are different fruits in front of the children. They name them, determine their shape, colors. Determined by touch and taste with eyes closed.

Catalogs of fruits should be at hand; drawings in paints (that is, color pictures); artificial fruit

Conversation.

What do fruits grow on? What is the name of the tree on which apples grow? Can plums grow on an apple tree? What does a ripe apple look like? What does it taste like? (Sweet, juicy). Who colored the apple so much? What protects the apple pulp? (Skin). When is the apple ripe? The beauty of an apple tree hung with ruddy apples. Has anyone ever seen an apple tree with apples? What are the apples sitting on?

Who can tell me how an apple grows? Is it always so big and ruddy? What color is an unripe apple? What does it taste like? Before the apple appears, the apple tree blooms. When does it bloom? In the spring. Has anyone seen an apple tree in bloom? We'll look at it in the spring, but for now let's look at the picture.

Let's see what's inside the apple , cut it - one lengthwise, the other across. What are the seeds in and how many are there? Why do apple trees need seeds? Why do you need pulp? She guards the seeds. What color are ripe seeds? What about the unripe ones?

What kind of seeds do cherries have? At the plum?

Who eats ripe fruits? Do some people eat and love them? Do people eat seeds? They spit them out. What do birds eat? Seeds fall on the ground, and what grows from them?

What do you sometimes find in apples, pears, plums? Worm. How did the worm get into the apple tree? Does the worm remain in the apple? He gnaws it and comes out (find an apple with a worm in it). A worm is made into a pupa, and a pupa is made into a butterfly.

What do we make from fruits? What do we make jam from? Has anyone ever seen dried fruit? Show and try. What else is made from fruits? Kvass, liqueur.

Do we grow grapes? What do they make from it? What other fruits do you know that grow in warm countries? Oranges, tangerines, lemons. Are the skins of oranges and lemons as thin as those of an apple?

What fruits does an oak tree or a Christmas tree have? Who collects and eats them? Is this fruit?

Children's work on the topic "Fruits".

• Modeling fruits, drawing them.
• Cutting and pasting (applique).
• Cutting out pictures of fruits from catalogs and magazines.
• Illustration “Apple picking”.
• Fruit stand (making a model for children's games together with the children)

Question for educators to consider:

Exactly 100 years have passed since the publication of this conversation for young children by the talented teacher Louise Karlovna Schleger! Have we and our children changed? What is different about the conversation about fruits by L.K. Schleger from modern conversations about fruits in kindergarten? What requirements for a conversation with children were taken into account when compiling this conversation? What would you change about it?

You will learn more about conversations with children and about our history of methods for developing children’s speech from the article “Conversation in kindergarten” based on materials from the book by E.A. Flerina “The Living Word in a Preschool Institution.”

Speech games with preschool children on the topic “Fruits”

Game 1. Ladder in the garden. Choose a word.

Together with your child, come up with as many words as you can about what kinds of fruits there are. For example, today we will play with the word “apple” - “What kind of apple can there be?”, and next time with the word “pear” - “What kind of pear can there be?” You can choose words on the road, on a walk, on the bus or in the car. But the best thing is to play!

How to generate interest in a word matching game?

Speech exercises are difficult for children, so it is best to carry them out in a playful way and so that the child can clearly see the result of his efforts. I came up with my own technique for this - “visual game assessment of the result of speech.” This is how I do it.

I usually draw a large tree on an easel with a felt-tip pen (you can also draw a tree on a piece of paper or on a board). On the tree I draw fruits, but they must be drawn very high from the ground. There is a ladder next to the tree. The staircase is drawn as two vertical parallel lines. But - this is important - there are no steps drawn on it!

How we play: we select words and climb up the stairs to get fruit. One word = one step.

As soon as we have chosen one word, I draw one step. We found another word - I draw another step. How many words were chosen - so many steps appeared on the ladder! With each word, more steps are added, and we climb higher and higher (you can rearrange the children’s figures according to the image of the ladder). The task is to get to the top of the tree, and for this you need to choose a lot of words!

There should definitely be a pleasant surprise waiting for children at the top of the tree! When children take an apple (or plum) from the crown of a tree, on the back of the picture they should find something - a plan indicating the place where a surprise is hidden, a riddle, a small gift, a beautiful piece of paper, words of congratulations from the Gardener, a drawn medal, magic words etc.

Hint for adults

Words for the game: fragrant, big, tasty, tasteless, sour, sweet, rosy, tender, fragrant, juicy, bulk, red, yellow, golden, striped, ripe immature, ripe, round, oval, elongated, soft, hard, rotten , wormy, dried, large, small, boiled, summer, early, early ripening, southern.

Helpful advice:

• It is better if you say in this game words that are rarely found in everyday communication (“fragrant apple”, “fragrant apple”, “ripe apple”), and the children will select simpler words (“sweet apple”, “round apple”) ", "ruddy apple"). If children find it difficult, then you can suggest words to the kids with a gesture, suggest the first syllable, remind them of a familiar line from a poem in which this word appears

• This game is difficult for children at first. But later, interest and attention to words and expressive speech develops. Children begin to be very attentive to the words and literary texts that are read to them, listen to the speech of adults and notice vivid figurative epithets in it. Therefore, the game is very useful for developing attention to language, for enriching and activating children’s vocabulary, and for preparing for school.

• I really love reading Y. Akim’s poem to children, which contains many expressive epithets. Listen to it as a child and find beautiful, special, expressive words in it.

“The apple is ripe, red, sweet, the apple is crisp, with a smooth skin. I’ll split the apple in half, I’ll share the apple with my friend.” (Ya. Akim).

Here are more poems about apples, in which there are many beautiful figurative words for speech play.

Fragrant, rosy, Some are sweet, some are spicy, Some are sour, some are tart, Some are soft, some are strong. There are fresh, dried, and even soaked.

The most important sweet fruit grows in our garden. It is amber and fragrant, sweet and sour, golden. Large, round and crispy, the King's son is real! There is one with a ruddy side and a cheerful worm. Our apple tree amazingly gave us a lot of apples: very sweet, aromatic, and so pleasant to the taste.

Game 2. I know.

The first player begins: I know a lot of fruits: an apple. The second player continues: I know a lot of fruits: apple and pear. The third builds the chain further: “I know a lot of fruits: apple, pear and plum.” The task is to continue the chain and not confuse anything. An adult can make a deliberate mistake in a game, for example, naming a vegetable instead of a fruit. Will children notice this mistake?

The game develops attention and memory.

Tips for playing the game:

For children, the chain should not be too big! If there are a lot of children playing, then it is better to compose not one long chain of words, which is difficult to remember, but several chains.

When making a chain, you can string large wooden parts onto a cord. This way we can clearly see how many words we have remembered and selected.

Game 3. Let's collect fruits in a basket.

Each player names one fruit. If he named correctly, then he puts the cube in the basket. One word is one cube. The task is to fill the basket with words - cubes, remembering and naming as many fruits as possible. You can play against the clock - you need to fill the basket in 2 minutes. This is a fairly long period of time, sufficient to complete the task.

What children can name: apple, pear, quince, cherry plum, shadberry, apricot, peach, plum, lemon, orange, grapefruit, tangerine, pomegranate, pineapple, persimmon, banana, mango, avocado, kiwi and other fruits.

You can “put” in the basket not only the names of fruits, but also phrases. For example: “fragrant apple” - put a cube. Now we need to come up with the next phrase - “golden pear”. Next is a new phrase – “blue plum”. And so we fill the basket.

Game 4. Classification. Fruits and vegetables.

Children are given pictures of mixed fruits and vegetables. You need to put fruits in one basket and vegetables in another.

Be sure to ask your child: “Why do you think this is a fruit?”

To summarize children’s ideas about fruits and clarify the general concept of “fruit,” with children 4 years of age and older, you can conduct an exercise with pictures to develop logical thinking, “What are fruits?”

Step 1. Place 3-4 pictures of fruits in front of the child. For example, apple, pineapple, banana, plum. You can also use real fruits or dummies. Ask what's different

these items?
Let the child compare
them with each other and tell them that they differ: a) in color - “the plum is purple and the apple is scarlet”, b) in size “the plum is small and the pineapple is large”, c) the nature of the surface (smooth, rough), d) shape (round, oval, long - short).

Step 2. After this, ask the main question: “ How are these pictures similar?” What do these items have in common?

" It's a difficult question. If necessary, help your child with guiding questions.

• What do people do with them? Are eating. So, they are similar in that they are what? Right! Edible.
• Where do they grow?
  Yes, they all grow not on the ground, but on trees, in the garden.
• Can they grow on their own in a field or forest?
  No. Who planted them? Human! Can they grow without care or watering? So how are they similar?

Step 3. After discussion, conclude with your child that all these pictures depict plants - fruits. And again discuss the main characteristics of fruits. Fruits are plants, they are always edible, they grow in the garden, they are planted and grown by people, people take care of them. People make jam, compotes, jellies, marmalade and other delicious treats from fruits.

Step 4. Ask them to select fruits from pictures of different foods. Why is this a fruit, you ask? Maybe it's a vegetable? Emphasize the difference - fruits grow on trees in the garden. And vegetables grow on the ground in the garden.

Game 5. What is made from fruits? Cheerful cooks.

At the beginning of the game, we remember all the dishes that are made from fruits. Remember the most favorite dishes of your children and your family.

Hint for adults: juice, compote, jelly, fruit drink, jam, jelly, marmalade, candied fruits, raisins, dried apricots and other dried fruits, Turkish delight are made from fruits. Do you remember anything else? I will be glad to see your additions in the comments after the article.

And then we start playing with the children - “cooking” their favorite dish. For example, let's make marmalade. We depict how we stir the mass in a saucepan, how we spread it with a spoon on a baking sheet, and then cut it into slices with a knife and treat the toys. And at this time we talk about marmalade, learning to form adjectives from nouns.

Let's make marmalade from different fruits, and we will succeed (we start the phrase, and the children suggest the answer). Apple marmalade - what should we call it? Apple.

• Plum marmalade – what kind? Plum. (A common mistake is “creamy”! Please note to the child that creamy is made from cream. And made from plums is plum)
• And from pears? Attention! There are common mistakes here, the correct option is pear.
• And what kind of peaches? Peach!
• From apricots - ? Apricot.
• From orange - ? Orange.
• From tangerine - ? Tangerine.

And then we start playing in the cafe. Each time we don’t just say a word, but depict a whole scene - we treat visitors, taste it, lick our lips, make suggestions, ask questions. And at this time we say: “Oh, how fragrant our apple marmalade turned out. Would you like to try the pear one? Maybe you’ll like plum better?” If a child makes a typical mistake, for example, says “apple” instead of “apple,” then it is best to treat the guests – the toys – with apple marmalade, saying this word many times in the game in different phrases: “Would you like to treat yourself to apple marmalade? It is very tasty!". Or: “Our apple marmalade is very aromatic and not cloying, you will like it!”

One of the options for such a game is to persuade the character to try apple marmalade, praising it in every possible way. And each time repeating its name and reinforcing the correct version of the word in speech. Naturally, at first the toy refuses, and then agrees. And she really, really likes apple marmalade. And your baby, while playing, masters a new word for him, and will no longer make mistakes in it! And before you know it, you will learn to speak grammatically correctly!

In the future , you will only need to remind him of the correct option in everyday communication: “Remember, we played with fruits. What is the correct name for apple marmalade? Correct your mistake. What a clever girl! Yes, apple!” Never repeat your child's mistakes. It is very important for a child to hear grammatically correct speech from adults!

Game 6. Call me affectionately.

• Apple - ? Bullseye.
• Plum - ? — Slivka
• Apricot - ? - Apricot.
• Pear - ? - Grushka.
• Orange - ? - Orange.
• Mandarin - ? - Tangerine.
• Lemon - ? Lemon.

Game 7. Wizards.

Give your child a magic wand and let him turn into a wizard. An ordinary pencil wrapped in foil can act as a stick. For beauty, you can attach a brush, bell or other attribute of magic to the pencil.

The task of our little wizards is to grow a lot of fruit. An evil wizard bewitched the garden, and only one apple grew in it. But our little wizard waves his magic wand, and a lot of things happen? Apples!

• There was one plum, a wave of the stick, and it turned out to be a lot? Drain.
• Instead of one orange, many grew? Oranges.
• There was one pineapple, but now there are a lot of other things? Pineapples.
• There was one pear. Has it become too much? Grush.
• There was one banana hanging on a branch, but now there are a lot? Bananas.

In this grammar game, your child gets to know the genitive plural of nouns. You will be able to see and correct common grammatical errors. For example, children may say that there are a lot of “apples” instead of the correct version of “apples.” Children often say that there are a lot of “pears” or “pears” instead of the correct version of “pears”. If the kids make mistakes, then play the following game with them to consolidate their speech skills.

Game 8. What happened.

Place 6 pictures in front of your child. Each picture depicts fruits: bananas, apples, pears, plums, pineapples (you can take another list of pictures). Let the baby close his eyes, and at this time you remove one of the pictures. What's missing? Grush.

In this game, the child also learns to correctly use words in the genitive case.

Visual material (pictures)+ for this game and other games in the article

has already been posted in the section of the website “Library of games, pictures and materials for activities with children” - “Fruits: pictures for children, tasks, speech games.”

Game 9. Fourth wheel.

• Lemon, tangerine, orange, cucumber.
• Pineapple, boletus, apple, pear.
• Pear, plum, fruit, kiwi.
• Plum, pear, compote, apple.

Be sure to ask children why they chose this particular word as extra. Children have their own logic, and it also has the right to life! In addition, the ability to explain and prove one’s point of view, to build arguments is very important in life and begins to develop in a child in preschool age! Take advantage of these baby development opportunities!

Game 10. Guess who?

This entertaining and fun game makes it very easy to learn how to use genitive plural nouns correctly. It happens so naturally! Children love to play, they play the game many times, and each time they develop and consolidate their speech skills without any teaching, boring exercises or long explanations - naturally and playfully!

To play you will need pictures, each of which depicts several fruits. You need two identical sets.

One of the children is the leader. He is given one set of pictures. All participants in the game take a picture from another set.

The presenter's task is to guess who has what. The dialogue goes like this:

— Do you have lemons? No, I don't have lemons! Do you have oranges? No, I don't have any oranges ! Do you have apples? No, I don't have apples ! Do you have pears? No. I don't have pears! Do you have tangerines? Yes, I have tangerines.

It is discussed in advance how many questions the presenter can ask one player. Usually this is 4-5 questions. If he was able to guess, then the children change roles in the game. The presenter becomes the player, and the child whose picture was guessed goes on to guess further.

If the presenter has not guessed right after 4 questions, then he continues to guess.

You can play this game together with your baby. Then the adult asks questions, and the child answers. Then switch roles.

Prepared by: teacher-speech therapist Yakovleva Natalya Nikolaevna

MBDOU No. 181, Rostov-on-Don

Target:

1. Expand, clarify and activate the vocabulary on the topic “Fruits”;

2. Reinforce the general concept of fruit;

3. Learn to distinguish and use singular and plural nouns in speech;

4. Learn to build a phrase from 2-4 words.

5. Develop attention, memory, thinking.

6. Consolidate knowledge of primary colors.

7. Learn to count to 5. Develop the ability to name the final number.

Equipment : projector, screen, presentation “Fruits” in Power Point mode.

Course of the lesson 1. Game exercise “What the truck brought us.” Slide 2.3 Tell the children that a truck came to the lesson and brought crops that were harvested in the garden.

Offer to say what the truck brought, ask a riddle:

Pear, apple, banana.

Pineapple from hot countries.

These delicious foods

Together everyone is called... (Fruit)

Examine and name each fruit.

Fix the general concept of “fruit”. (The truck brought an apple, pear, peach, etc. - these are fruits).

2. Exercise “Fragrant fruits”. Slide 4

Say the poem to the children:

Autumn has come to us again.

Autumn brought rain.

Fruits were stored in the garden.

I really like fruit!

As you exhale, learn to pronounce phrases (inhale through your mouth, without raising your shoulders, exhale through your mouth):

- Ah! What fragrant fruits!

- Ah! What fragrant, aromatic fruits!

To find out where the fruits grow, ask:

- What is this? (This is a garden (tree, branch).)

—Where do fruits grow? (Fruits grow in the garden.)

—What do fruits grow on? (Fruits grow on a tree (on a branch).)

3. Didactic game “What juice?” Slide 5

Children name the pictured fruit and say what the juice from this fruit will be called. For example: “This apple is apple juice.” Then they show how they drink the juice, take a light breath through their nose, and when exhaling, say: “Ah! What a delicious juice”, “Ah! What a healthy juice!”, “Ah! What a fragrant juice!”

4. Game “Count the fruits” Slide 6

Count with the children how many fruits were picked from the tree.

- One two three four five. How many apples?

- How many apples did we pick?

Also count lemons, pears, plums, kiwis.

5. Physical exercise “The wind is blowing.” Slide 7

The wind blows in our faces

Hands forward, move your hands forward, backward.
The tree swayed.	Hands on the waist, bending to the sides.
The wind blows quieter, quieter.	To squat.
The tree grows higher and higher	Stand up, raise your arms up, stretch.
You and I will go to kindergarten,	Steps in place.
Let's pick fruits from the tree.	Raise your hands up, throw them down.

6. Game "Find a pair." Slide 8

Ask your child to name each fruit. Find a shadow for each of them.

- What did you find? (I found an apple.) Etc.

7. Game “4th odd”. Slide 9.10

Strengthen the ability to find the fourth extra object and explain why it is extra:

• only in size,

• only by color.

8. Summary of the lesson.

The teacher summarizes the material studied in class. Thanks the children for their good work in class.

Download presentation

Orange.

We bend our fingers one by one.

We shared an orange. There are many of us, but he is alone! This slice is for hedgehogs, This slice is for urchins, This slice is for ducklings, This slice is for kittens. This slice is for the beaver, And for the wolf it is the peel!

Compote.

We depict actions in accordance with the text:

We will cook compote, We need a lot of fruits: We will chop apples, We will chop pears. Squeeze out the lemon juice, drain, and add sand. We cook, we cook compote. Let's treat honest people.

Fruits.

We bend our fingers one by one.

This finger is an orange, He is, of course, not alone. This finger is a plum, delicious, beautiful. This finger is an apricot, growing high on a branch. This finger is a pear, Asks: “Come on, eat it!” This finger is a pineapple, a fruit for you and for us.

MAGAZINE Preschooler.RF

G.V. Lomaga Teacher-speech therapist of the highest category MBDOU No. 19, head of the city methodological association of teachers of compensatory preschool educational institutions; Yuzhno-Sakhalinsk; graduated in 1998 Yuzhno-Sakhalin State Pedagogical Institute; Classes to overcome speech disorders are structured according to a specific system that takes into account the nature and severity of the defect, with mandatory consideration of the individual characteristics of the student. The main task of the work is the formation of mental operations on the word as a unit of speech, the development of an attentive attitude to the process of “speaking”. Two main areas of work can be distinguished: development and improvement of oral speech (pronunciation, vocabulary, grammar) and correction of written language disorders. In many ways, this work is propaedeutic, warning, in nature. For example, before starting to study parts of speech as part of a program in our native language, we try to learn to distinguish between them, as they say, in the flow of speech, i.e. on a practical level.

I would like to present a summary of a speech therapy session. Goal: to introduce children to articulation exercises; talk about speech sounds; continue to introduce children to finger exercises and massage techniques; continue work on the prosodic components of speech; clarify lexical and grammatical concepts on the topic “Fruit”; teach children to form words using suffixes with diminutive and increasing disparaging meanings on the topic “Fruit”; remember general concepts; start introducing children to the syllabic structure of words; develop auditory attention, thinking, auditory and visual memory, and sense of smell. Equipment: speech sticks, mirrors (according to the number of children), cards with symbols of articulation exercises, pictures of fruits (large and small), a toy saucepan, fruits, cards with emotions (large and small), aroma lamp with orange or lemon oil, cards with numbers , doll, fruit bowl, board, cards for developing intonation. Progress of the lesson: 1. Organizational moment. (Standing). Greeting: Speech therapist: Listen more carefully and repeat after me. Good morning! Birds and animals! Good people, get out of bed, All the darkness has spread into the corners, The sun rises and goes home. Good morning to both the sun and the birds. Good morning to smiling faces!

-Smile at me and at each other. Say each person's name affectionately in turn.

2. Announcement of the topic and purpose of the lesson. L.: -Today we will get acquainted with Tongue’s house and we’ll also talk about this. Guess what. The one who guesses the riddles will sit down: *This yellow fruit grows Where it is summer all year round. He is like the edge of the moon. You all should know him! BANANA

*Grows in the garden, tastes like honey; Pick and eat, And it’s called... PEAR.

*Only in the south does it ripen, In a melon patch under a clear sky, And then it treats us with a sweet, fragrant slice. MELON

*A round, ruddy thing fell from a tree and got into the children’s mouths. APPLE

*Jam is as sunny as the south, There is a demand for pies with jam. In dried form it is apricot, and in natural form it is APRICOT.

- How, everything you mentioned is called in one word? (Fruits) - Today we’ll talk about them. (Sit down)

3. Lexico-grammatical exercise “COMPOT”.

The children went to the market and bought a lot of fruit there. Dad then asked them: “Who cooked what compote?”

L. – There are fruits in this pan. You will come up to the table one by one, with your eyes closed, take out the fruits and guess which fruit you took. And then tell me what kind of compote can be cooked from your fruit. (They answer with a complete answer: “I made a pear compote.”) - Now let’s cook a compote from 2 fruits (the speech therapist shows these fruits) (Pear - apple).

4. Finger gymnastics.

Playing with fingers (connecting fingers with pads, starting with the little fingers, one pair of fingers for each line of poetry; in this case, the palms do not touch each other).

We went to the market, Little fingers There are a lot of pears and persimmons, Unnamed There are lemons, oranges, Medium Melons, plums, tangerines, Index fingers But we bought a watermelon - Large This is the most delicious load! The fingers are clenched into a fist, and the thumb is pulled up.

5. Articulation gymnastics.

(Repeat the names of the organs of articulation, name and show them using a speech stick (with a mirror, without a mirror as demonstrated by the speech therapist, and without it - your choice).

L.: -Today we will go to visit Tongue. He lives in a house. This house is a mouth. Sounds live in it. Tell me, how many floors are there in the house? The first floor is the lower teeth. Point them out with the speech stick and touch them with your tongue. On the first floor there live vowel sounds: A O U Y Y E I. Name them again. There also lives a family of whistling sounds S Z S S Z Z C - repeat them. The second floor is the upper teeth - show them with a stick. There are also many sounds living here. Some of them like to hiss and are called hissing: Ш Ж Ш Ш. There are also sounds that love to sing sonorous songs - sonorous sounds - L L R R R'. L R sounds with a strong character; L'R - with soft. Let's name them. There are also other sounds on the second floor, but we will get acquainted with them in other classes. This is what a house of sounds is like. And the owner of this house...Tongue. A little later I will tell you the Tale of the Tongue. In the meantime...let's play.

6.Dynamic pause. Attention game "Orange, apple, banana." L.: - When I name fruits, we make the following movements: ORANGE - the thumb is connected into a ring with the index finger; APPLE - fist; BANANA – the palm of the hand is open. (You can confuse children - say plum, but show banana).

7. Lexico-grammatical exercise on the topic “Fruits”.

Exercises “Fruits for the doll.” L.: The doll Lena came to visit us. Let's treat her to fruit. To do this, you need to call them affectionately. (The speech therapist shows the children pictures, and they take turns calling them affectionately and putting them in a bowl (models of fruit).) The full answer: “I will treat the doll with an apple,” etc.

Game “What did the doll hide?” L.: - Look at the pictures. The doll wants to test how attentive you are. You close your eyes, the doll will remove one picture. And you tell me what picture she hid.

Game "Count" L.: -Help the doll count the fruits. (The speech therapist puts a picture with a number from 1-5 over the picture with the fruit and asks to make an answer according to the model (Five pears)).

Game "Carry On". L.: -The doll decided to compare the fruits with each other. Help her. Complete the sentences. The apple is big and the pineapple is…BIGGER. Orange is sour, but lemon is SOURER. The pear is juicy, but the tangerine is JUICIER.

8.Articulation gymnastics.

L.: - Once upon a time there was a tongue. he woke up early in the morning. Opened the WINDOW. I looked LEFT, RIGHT, DOWN to see if there were puddles, UP to see if there was sun. I closed the WINDOW - it became hot: AAA... I opened it again - it became cold: DDD... The tongue ran into the bathroom. I opened the door and the door creaked... “We need to lubricate the door,” thought Tongue. He turned on the water. First, hot water poured out. The tongue pulled back his hands “Oh!” Turned on the cold water. The hot water connected with the cold water and the water became warm SSS...Finally he began to brush his teeth. First the upper ones, then the lower ones (BRUSHING YOUR TEETH). I brushed my teeth, closed the creaky door III... And ran to the kitchen to bake pancakes. I started kneading the dough YA-YA-YA (lips), YA-YA-YA (teeth). Let's see if the dough is ready? (Use a cotton swab to check by “tingling” the tongue). No, it’s not ready. Knead the dough again and check. Ready! Baked Tongue Pancakes. I ate them with DELICIOUS JAM, washed them down with milk from a CUP. I looked at my WATCH. And I decided to go for a walk. There was a SWING in the yard. He swayed on it and moved on. You will find out what happened next in the next lesson.

9. Physical exercise “We shared the orange” (Get up from the chairs. Perform the appropriate movements) We shared the orange There were many of us, but he was alone

10. Work on prosody and breathing.

Exercise “Name the fruit affectionately” Introduce children to pictures-symbols of different emotions: Cheerful, Sad, Feisty, Little Surprised. Then invite the children to pronounce the fruits in the pictures with the appropriate intonation.

Exercise to develop breathing and smell. L.: -Guys, inhale air through your nose with your eyes closed and tell me what fruit smells in our room? (Orange or lemon - use an aroma lamp with the appropriate essential oils)

Exercise “Songs of vowel sounds” (for the development of speech exhalation) Conducted using cards. The speech therapist, while reading the poem, alternately shows the children cards and images of vowel sounds and their “songs.” The children must reproduce the corresponding song.

Next >

Fun physical education minutes:

Harvest.

Show actions: carry a ladder, set up a ladder, pick pears, put them in boxes, load them into the car.

2. How a gardener grew an apple tree.

Show actions: the gardener digs a hole, plants an apple tree, whitewashes the trunk of the apple tree, waters, fertilizes, prunes, and collects fruits.

3. Apple.

That's an apple! It's full of sweet juice! (stand up, arms to the sides, stretch) Stretch your hands, pick an apple! (hands up, stretch up) The wind began to shake the twig, it’s hard to pick an apple! (arms up, bend to the sides) I’ll jump up, stretch out my hand and quickly pick an apple! (jumping up, clapping overhead)