Abstract of the educational activity on speech development “Bird” for young children
Summary of a GCD lesson on speech development in an early age group.
Teacher Gabdinurova Nelly Mavlyutovna. Subject
: “A bird sat on the window”
Target:
Form an auditory perception of a literary text, understand the content, develop a sense of rhythm and timely repeat the exclamation “Ay” in the text; cultivate a love for small forms of folklore. Formation of children's elementary ideas about birds.
Tasks
:
Educational
1.Give an idea of the appearance of birds, their features (feathers, beak, tail, wings).
2. Introduce children to the habits of birds (flying, pecking, walking on the ground, jumping).
3.Form elements of research activity.
Developmental
1. Develop interest in the world around us and cognitive activities.
2.Develop tactile sensitivity and fine motor skills of the hands.
Educational
1. Cultivate a kind, caring attitude towards birds, a desire to take care of them.
2.Promote the accumulation of experience in friendly relationships with adults and other children.
Integration of educational areas:
“cognitive development”, “physical development”, “speech development”
Material:
Feather, toy bird, sounds of nature (bird singing), background with images of birds on the window, toy cat, real parrot in a cage
Previous work:
Watching birds from the window, on the street.
Looking at illustrations with birds.
Progress:
The teacher draws attention to the lying feather.
-Oh, look what is this? Yes, it's a feather. (picks up from the floor)
-What do we have? feather (repetition of the word by children together and individually).
- What is it like? (children's answers) Fluffy!
Stroke children's cheeks with a feather: Which feather? (children's answers) Soft!
-Blow on the feather (the teacher brings the feather to the children, the children blow).
-Blow hard! Look how the feather flies! The feather is light.
-Who knows where these feathers come from? Who left them? Who came to visit us? Who has feathers? (music sounds with sounds of nature depicting a bird singing)
-Who sings like that? (children look around, searching)
-Look, what kind of guests are on the window? Birds! (on the window are pictures of birds and a toy bird) That’s who gave us the feather! (The teacher takes the toy bird in his hands) - Look, this is what a bird is. She is afraid, let’s tell her “don’t be afraid, birdie” (the children pronounce the words, stroke the bird) - Which bird? (beautiful, small,) (repetition of words by children) - Let's get to know the bird (examining the toy). I run my finger over parts of the bird's body, encouraging him to repeat the words: - This is the bird's head (children stroke the head with their finger) And what are these (eyes) Do babies have eyes? Show. Why does a bird need eyes? The children look with their eyes and the bird looks with their eyes. The bird looks at Katya, at Vitalik (listing children by name).
LESSON SUMMARY ON SPEECH DEVELOPMENT “Birds.” lesson plan on speech development on the topic
LESSON SUMMARY ON SPEECH DEVELOPMENT
"Birds."
Goals: to develop children’s dialogical speech, to develop global reading, to encourage participation in conversation, to teach how to answer questions, to compose a descriptive story about an object; activate adjectives in children’s speech; learn to select accurate comparisons, learn to pronounce words and phrases with different voice strengths; cultivate a caring attitude towards birds. Preliminary work. Watching city birds while walking; looking at illustrations of birds; reading stories about the behavior of urban birds, memorizing poems, riddles, sayings about birds. Equipment: pictures depicting migratory and wintering birds according to the number of children, name plates, a picture of the sun, intonation mnemonic squares (3 pcs.), audio recording of bird voices Progress of the lesson Children sit on the carpet and pretend to sleep. The teacher enters. The teacher (P.). Good morning! The birds began to sing. Good people, get out of bed! All the darkness hides in the corners, the Sun rises and goes about its business. Children stand in a circle. The teacher invites the children to say to each other “Good morning!” P. How should you say this phrase? (Joyfully, smiling, cheerfully.) Why? It is advisable that all children say this phrase.P. Look at the tree, the birds have flown. The teacher and children name migratory and wintering birds. Physical education minute.
Little birds
Small birds
They fly through the forest,
They sing songs (we wave our arms like wings)
A violent wind blew in (hands up, swaying from side to side)
I wanted to take away the birds.
The birds hid in a hollow (we squat down, cover our heads with our hands)
No one will touch them there.
The teacher gives the children pictures depicting migratory and wintering birds, invites the children to look at them and complete the task. Place pictures depicting wintering birds on the carpet, and pictures with migratory birds place them on the table. The teacher offers a riddle: A person known to everyone, She is a local screamer, She sees a dark cloud - She flies up to a green spruce. And he looks as if from a throne. Who is she? (Crow.) Children show signs. The children find it on the carpet and note that the crow is the largest among the city birds. The teacher reads the second riddle: The bird is small, has legs, but cannot walk. Wants to take a step - It turns out to be a jump. Who is this? (Sparrow.) Children show signs.P. Look and tell me what kind of sparrow it is? (Small, nimble, brown...)(description according to the diagram) • What will we affectionately call him? (Little sparrow, little sparrow...) • Now compare the crow and the sparrow. • What are the sparrow's legs like? (Small paws, tiny.) • What kind of paws does a crow have? (Big, huge paws.) • What kind of head does a sparrow have? (Small head, tiny.) • And the crow? (The big head is the head.) • What kind of beak does the sparrow have? (Small beak.) • And the crow? (The beak is large, black - the beak.) • What kind of eyes does a sparrow have? (The eyes are small - beady.) • What about the crow? (The eyes are large - blue eyes). • What kind of tail does a sparrow have? (Tiny tail.) • What about the crow? (The big black one is the tail.) The teacher offers finger games.1. "Bird." The palms are turned towards you, the thumbs are straightened away from you and intertwined, as if clinging to each other, the thumbs are the head, the remaining closed fingers are the wings. Wave them. Children, together with the teacher, perform movements and read a poem. The bird flaps its wings and flies to its nest. She will tell her chicks where she got the grain.2. "Chicks in the nest." Children clasp the fingers of their right hand with their left palm and move them.
The birds are sitting in the nest,
They are waiting for mom and want to eat.P. What are the baby birds of a crow and sparrow called? (Crow chicks are crows, sparrow chicks are sparrows.) The teacher invites the children to listen to the words of the saying and repeat them with different voice strengths - first quietly, then louder and finally loudly:
“Where the bird does not fly, but knows its nest.”
Then he offers the children intonation masks. This time say this saying: - interrogatively; - surprised; - scared (using mnemonic squares of “emotion”). Relaxation “voices of birds” The teacher invites children to lie on the carpet, close their eyes, relax and listen to the singing of birds in an audio recording.
The music changes to upbeat. The children get up. (While the children were lying down, the teacher exhibits migratory birds.
P. Look, while we were resting, other birds flew to us. What are they called (swallow, rook, cuckoo). Select signs for them. What do birds do in the spring (children's answers). How can you call these birds in one word? (migratory birds) What about the birds that were with us all winter? (wintering birds).
P. Guys, what did we do in class? (Children’s answers).
P. Well done guys. You know a lot about birds. And then the birds also asked me to give you something. (children receive chocolate eggs).
The lesson is over.
Progress of the lesson
Introductory conversation with elements of theatrical performance
The teacher asks the children to take their seats, drawing their attention to the fact that an unusual envelope has appeared in the group from somewhere (which should be attached in advance in a visible place). The teacher reads the letter aloud. It says:
"Dear Guys! Autumn is writing to you. Help me please! Very soon my time will end, my sister Winter will replace me. I need to check the forests, fields, birds, animals. Did they all have time to prepare for the arrival of frosts, snowstorms, and cold? I can’t do everything alone, I need help! If you agree to become one, then I will send my faithful friend to you, he will explain everything.”
The children agree to help Autumn, and cheerful music begins to sound in the group. A Woodpecker bibabo doll appears on the screen, the toy says:
“Hello, girls and boys! I am so glad to meet you! Do you recognize me?
The teacher reads a trick riddle:
All day long in the forest I knock on all the trees. Doctor of the forest, but not a doctor. Did you guess it? I am…. (Children should not answer “rook”, but name another bird - woodpecker)
There are several more similar verses on the topic that could be used.
The doll continues the monologue: “Oh, how attentive and smart you are! We immediately guessed that this riddle was not about my friend the rook! Do you think it’s possible to see a rook in the forest now?”
The children answer, the teacher asks everyone to explain the answer.
Woodpecker: “That’s right, the rook has already flown to warm countries. We also need to remember other migratory birds that visit us only in the summer. This is what autumn asked me to ask you. Who do you know?
Ball game “Flying to warmer climes...”
All the children sit in a circle, the teacher takes the ball and says: “I know that the rook flew to warmer climes, but who do you remember?” The game continues as long as new names are heard.
The author Zatulina includes similar games in most of the notes for comprehensive classes on speech development in the senior group of kindergarten.
Lesson notes G.Ya. Zatulina
Woodpecker: “Oh, the little helpers worked hard! All my forest neighbors were remembered. That's right, they've all already flown away, the cold won't scare anyone. I’ll fly and say hello to Autumn from you, and tell you that we remembered all the migratory birds, and now we won’t be able to see any of them.”
The doll hides behind the screen.
Phys minute
The teacher invites everyone to stand up, repeating the words and movements after her (sequentially):
- The autumn rain is knocking: drip-drip, drip-drip! (we knock our feet softly on the floor).
- The sun is sleeping behind a cloud: bye-bye, bye-bye! (put your hands under your cheeks, sway from side to side).
- We have reaped the entire harvest: oh-oh, oh-oh! (Raises an imaginary load from the ground, raise it above your head).
- And they began to walk less often: br-rrrr, br-rrrr! (We hug ourselves with both hands, trembling).
A story about lovely birds based on a pictogram
The teacher draws the children's attention to the pictures she holds in her hands. She says:
“Guys, let's play an interesting game with you! These pictures contain clever icons that will help us teach about migratory birds. Let's try together! "
She shows the first picture and asks him to say what is drawn on it. Gradually all the pictures are posted on the board. The teacher takes out a card with a picture of a woodpecker and asks her to remember the riddle about him that she read at the beginning of the lesson. Everyone remembers the decoy poem together.
The teacher suggests talking about the bird using reference pictures and diagrams. Children take turns talking about the woodpecker (appearance, where it lives, what it eats, how it differs from other birds). The teacher reminds that the woodpecker is a wintering bird and can be found all year round. She asks the children to take one picture of migratory birds and tell about each one according to the diagram. Those who want to tell us.
Game “Which one has arrived?”
All cards with migratory birds are turned face down. She rises alone, at random. Children recognize the bird and name it (nightingale, rook, swallow, etc.). The teacher invites everyone to come up with a word that can be said about this bird (fast, swift, migratory, bright, motley). From time to time, the teacher helps the game by asking the question “Which one (which) flew/arrived to us…. swallow, starling, other migratory birds).
Riddle "The Fourth Wheel"
The teacher names four birds, three migratory and one wintering. For example: swallow, woodpecker, starling, thrush. Children must call the one that does not fly away to warmer climes for the winter “superfluous.”
You can find a list of similar logical tasks in the notes of classes on speech development in the senior group, devoted to other topics about birds.
All cards with birds are collected in an envelope that contained a letter from Autumn. Children say goodbye to them until next spring. The teacher asks them to recall the names of all the birds they collected and explain why they were given such a name.
Poetic pause
The teacher reads I. Tokmakova’s poem “Windy” and discusses it with the children. He asks everyone what he would draw in the picture for these lines. Several autumn pictures are hung on the board:
- early (September);
- golden (October);
- late (November).
Children are asked to identify the time of year that the poetess is talking about and the one outside the window now. The teacher asks to name the differences. She then suggests placing the pictures on the board in the correct order, from first to subsequent.
Game “Name it kindly!”
The teacher puts toy vegetables and fruits in an opaque bag. Invites each child to get one toy. Then the teacher calls out the words “vegetable” or “fruit” in turn and asks only those who are holding exactly what she just named to lift the toy.
After this, each student, in turn, must find an affectionate name for the “gift of autumn” that is in his hands. For example, a tomato is a tomato, an eggplant is an eggplant. The teacher suggests that almost all vegetables are easy to call affectionately, but fruits are more difficult.
Now two baskets are placed in front of the children. Everyone puts their toy either with vegetables or fruits. Then the contents of each basket are laid out on the table, then everyone looks for mistakes. If they are, then the fruits are laid out differently, correctly.
