Analysis of the tale: Like a donkey, he stopped singing. Retelling of the Italian fairy tale “How the Donkey Stopped Singing” (preparatory speech therapy group)

Tatyana Kunaeva
Lesson summary “How the donkey stopped singing”

Target. Create conditions for children in retelling of an Italian fairy tale"How the donkey stopped singing» (arranged by J. Rodari).

Tasks:

Educational

Develop skill retell small texts without significant omissions or repetitions;

Activate children's speech;

Strengthen children's knowledge about the proposal, develop the ability to analyze

Continue to develop phonemic awareness, improve intonation expressiveness of speech.

Educational

Develop skills of cooperation, initiative and independence - promote development aesthetic perception the surrounding world

Develop visual perception and thinking;

Developmental

Develop children's memory, logical thinking and creative imagination.

Develop children's ability to answer questions clearly and completely.

Activate children's vocabulary

Develop cognitive interest

Develop imagination.

Corrective work

Coordination of speech with movement

Orientation in space

Visual perception

Thinking

Tactile analyzers

Activities

Cognitive and research

Motor

Forms of organization: Frontal, individual

Forms of implementation of children's activities activities: Conversation, physical exercises, eye exercises, story from the teacher, children.

Previous work: Ask the music director to tell the children that male singers have different voices - bass, baritone, tenor, and confirm the story with musical fragments.

Progress of the lesson

1st part organizational

Educator - Hello children! What a wonderful morning! Let's greet each other and stand in a circle. Look who is on your right and who is on your left. Please repeat after me:

Good morning to the forests and fields! (hands up)

I'll say good morning to all my friends! (hands to the side)

Good morning, dear kindergarten!

I'm very happy to see my friends! (clap hands)

Educator: “Today I will introduce you to a very clever Italian fairy tale “How the donkey stopped singing“ arranged by Gianni Rodari. We know his fairy tale “The Magic Drum.”

Part 2 main

Educator: In ancient times donkey, as the tale tells, sang better than a tenor.

One day all the animals gathered in council, and the lion, who was their king, asked:

-Which of you is the most beautiful?

- Ya, ya! – he immediately shouted donkey.

- Okay, you are the most beautiful.

-Who is the strongest?

- Ya, ya! - shouted donkey before before the rest of the animals had time to open their mouths.

“Okay,” said the lion. - Who is the stupidest here?

- Ya, ya, ya! - he shouted in a hurry donkey, afraid that he might not ahead.

All the animals started laughing, and the poor thing donkey I lost my beautiful voice out of shame. And since then all he can do is roar:

- Ya, ya, ya!

Educator: Did you like the fairy tale? Is this really a fairy tale or a story?

Children: This is truly a fairy tale.

Educator: Why do you think this is a fairy tale and not a story?

Children: In fairy tales, animals talk.

Educator: This is truly a fairy tale and there are many miracles in it.

Educator: “How many of you, like me, think that this is a very smart and instructive fairy tale? -Can you prove it? (children's answers)

Educator: How do you understand the word instructive (history?

Children: You can learn something by listening to a story.

Educator: And now we will do some physical exercises, get up and go to the carpet.

Physical education moment

Donkey doing exercises

Raises shoulders higher

And then he lowers them

Hands put it in front of the chest

And we perform jerks

We will sit down 10 times

Our muscles don't hurt

You need to jump 10 times

Let's jump higher, let's jump together

We raise our knees

Perform a step on the spot

Educator: Well done, now let’s take our seats. Listen to the story again, try to remember it. Then we will retell. (a fairy tale is read)

Let's remember what the lion wanted to find out from the animals?

Children: Who is the most beautiful, the strongest and the stupidest.

Educator: What happened?

Educator: It’s a pity, of course, that donkey lost his beautiful voice and since then all the donkeys in all countries of the world roar: “Eey!” Eeyore! Eeyore!“

What do people call those who behave like a donkey from a fairy tale?” (children's answers)

Educator: All the children did a great job, they answered the questions together, and now let’s try this fairy tale retell it in person. Mark will play our role "Donkey", A donkey appoints lion. I will be your author. (retelling repeated with new performers.)

Educator: Who wants retell a fairy tale one, from the beginning to the end? To the narrator at the beginning of his retelling You must name the author who wrote the fairy tale and the title of the fairy tale.

Well done, you all did a good job.

Now let's do visual gymnastics.

"Vegetables".

The donkey walks and chooses

Doesn't know what to eat first.

The plum is ripe at the top,

And nettles grow below,

On the left - beets, on the right - rutabaga,

On the left is a pumpkin, on the right is a cranberry,

Below is fresh grass,

On top there are juicy tops.

I couldn't choose anything

And he fell to the ground without strength. Circle your eyes.

Look up.

Look down.

Look left - right

Left - right.

Look down.

Look up.

Close your eyes, then blink 10 times, (repeat 2 times)

Part 3 final

Educator: What we retold? What is the name of the fairy tale? Who is author? Did you like your fairy tales? What did you like about doing the most? What didn't you like? (children's answers)

Educator: I am glad that our meeting brought you great pleasure.

Publications on the topic:

Lesson summary “How is a shadow formed?” Summary of an integrated lesson on experimental activities with older children preschool age Topic: “How is a shadow formed?”

There is probably no person who does not know ditties. The ditty is topical. It vividly reflects the smallest social changes and events.

Questionnaire for parents “Does your child like to sing?” Questionnaire for parents “Does your child like to sing?” What importance do you attach to singing in the development of your child? 1. I believe that singing strengthens.

Lesson summary “How we help nature”“How we help nature” Goal: to develop children’s knowledge about various types of activities to protect nature; arouse the desire for this.

Summary of a music lesson for children of the middle group “The drum is beating - it tells you to dance and sing” Summary of a music lesson for middle group children. “The drum is knocking - it tells you to dance and sing” Author - Sadovaya Yu. V. MBDOU “DSKV No. 102”.

“Open the tap and water will come out.
How did she come here?

Answer! (Children often ignore the word “tap” and share their knowledge of where water comes from.)
And the answer is simple:

In the house, garden, vegetable garden
We installed plumbing."

Then the teacher shows the children any confusing picture and explains the task: “I give you three minutes to look at the picture. You can't talk while doing this. Then you will tell me what is wrong with it. I'm timing... Show (on your fingers, on cards from the math set) how many nonsense you discovered. Now list what’s wrong in the picture.”
First, the teacher listens to those children who noticed the fewest irregularities.
At the end of the lesson, the teacher sums up: “We are convinced that being attentive is not at all easy. In our classes we will learn to be attentive.”

Lesson 2. Summer stories

Target. Help children create stories from personal experience, learn to select nouns for adjectives.
Preliminary work.“Schoolchildren are given homework,” says the teacher, “and I also want to give you homework. Remember some interesting incident that happened to you in the summer. You can consult with your parents."

Progress of the lesson

“Today we will hear your summer stories,” the teacher begins the conversation. “But first, think about how to start the story.” What proposals will there be?
The teacher listens to the children and evaluates their answers. Reminds you that you need to control your speech, avoid repetitions and unnecessary, unnecessary words.
The teacher can offer the children their summer story as a model.
Then several stories are heard.
Noticing that the children are starting to get tired, the teacher can invite them to complete the didactic exercise “Choose a word”, having previously informed them that the rest of the summer stories will definitely be heard later.
“The Russian language is very rich,” says the teacher. - How do you think he is rich? Money? Precious stones? The Russian language is rich in a variety of words. Many other words can be combined with the same word. For example, I will say the word blue, and you will add... Blue sky, blue eyes, blue scarf... And what words can be chosen to match the word fresh (deep...)?»

Lesson 3. Sound culture of speech (test)

Target. Find out how children master the skills that were developed in the older group.

Progress of the lesson

The teacher asks the children to explain what kind of objects are in front of them and why they are needed in a lesson on speech development (chips (small objects), pictures from math sets, pieces of paper, pencils).
The teacher monitors the correct use of words by children and the construction of sentences.
Then he reads A. Shabunin’s “Counting Table”:

We walked
Rams
On the way to,
Got wet
In a puddle
Legs.
Once,
Two,
Three,
Four,
Five.
Become
Legs
Wipe.
Who with a handkerchief
Who is a rag
Who has a holey mitten.

The teacher explains the task to the children: “Listen to the funny counting rhyme again. Be careful. Count words with sound ts and pick up the card you want... (Two words.) Now I will repeat the counting rhyme, and you count the words with sound h and pick up the corresponding card. (Three words.)
And now very difficult task. Count words with sound R. (Ten words.) It doesn't matter that you made a mistake. But the fact that you are not working independently is bad.
Now a new task. Quickly draw a lattice of three cells. Mark with a token(s) where in the word chest(or knot) sound is heard h; in a word cloak- sound sch, in a word ground beetle- sound and.
Show (you can use your fingers) how many sounds you hear when I say ka-. Do you think this is a word or part of a word? Let's try to remember words starting with ka-: porridge, reed, canary-. You remembered, and only with my hint, only a few words starting with ka-. In fact, there are a lot of such words in the Russian language. Let's open the dictionary: boar, heel, gentleman, stone, wicket, cadet, cactus, incident.
Do you know all the words? Who is a cadet? And the gentleman? What is an incident?
Then the teacher clarifies what time of year it is and what month it is.
“September is the first month of autumn. What do you think is the word or sentence I just said? Most often there are several words in a sentence. In this sentence their..? (Four.) Name the words in the order in which they appear in the sentence.”
At the end of the lesson, the teacher asks the children what they have learned today.
“And also,” the teacher adds, “we trained attention.”

Lesson 4. Lexico-grammatical exercises

Target. Activate children's vocabulary. Help preschoolers accurately characterize the subject and construct sentences correctly.

Progress of the lesson

The teacher tells the children that today he will find out how successfully future schoolchildren master their native language and how rich their vocabulary is. Then he gives the children the task: “What words can you use to answer the question “who is this?” (Sometimes children need a hint, for example, the name of an animal.) And to the question “what is this”?
Remember the words that answer the questions: “Which one?” (Blue.), "Which?" (Sweet.), "Which?" (Cold.)
List what a person can do. Remember the habits of animals."
Next, the teacher shows the children a picture of different bags and finds out which bag they will go to school with in September.
“Who needs the rest of the bags and for what?” – the teacher clarifies.
Offering to look at a picture of hats (from the same manual), the teacher asks: “Who will wear which hat to school? And who and in what cases will need a hat (polka dot scarf)?”

Lesson 5. What are poems for?

Target. Talk with children about why people write, read and recite poetry. Find out which program poems children remember.

Progress of the lesson

The teacher shows the children collections of poems: one author and different authors, regular and gift editions. He explains that all these books contain poems: about love, nature, human joys and sorrows, serious and humorous poems. Then he suggests discussing a number of questions:
– Why do people write poetry?
– How do you recognize a poem by ear? (In the poem, the lines are rhymed, very rhythmic. An extra or not very precise word in meaning can disrupt this rhythm.) Remember how Dunno composed poems, how he suffered and then refused to be a poet.
– Can everyone write really good poetry? Here are some, for example:

Winter morning
(excerpt)
Under blue skies
Magnificent carpets,
Glistening in the sun, the snow lies,
The transparent forest alone turns black,
And the spruce turns green through the frost,
And the river glitters under the ice.
A. Pushkin

– Listening to poetry, of course, is pleasant, but is it worth learning them by heart?
After listening to the children’s reasoning, the teacher generalizes: “The more good poems you hear and remember in childhood, the richer, brighter and more expressive your speech will be. People around you always enjoy a conversation with a friendly, cultured person. A cultured person is a person with good manners and rich, figurative speech.
In the middle and older groups we taught very good poems. Let's remember them."
The teacher reads the first lines from Russian folk songs: “Shadow-shadow-shadow”, “Grandfather wanted to cook fish soup”; from the poems by Y. Kushak “Little Deer”, A. Barto “I Know What I Need to Come Up with”, I. Surikov “Childhood”, V. Orlov “Tell Me, Forest River”, I. Belousov “Autumn”.
The teacher asks the children to read any poem (2-3 answers are heard). If children have forgotten the program poems, they need to read 2-3 works. (Program poems should also be read outside of class.)

Lesson 6. Retelling the Italian fairy tale “How the Donkey Stopped Singing”

Target. Introduce children to the Italian fairy tale “How the Donkey Stopped Singing” (arranged by J. Rodari). Help children retell short texts without significant omissions or repetitions.
Preliminary work. Ask the music director to tell the children that male singers have different voices - bass, baritone, tenor, and confirm the story with musical fragments.

Progress of the lesson

“Today I will introduce you to a very smart Italian fairy tale “How the Donkey Stopped Singing,” adapted by Gianni Rodari. We know his fairy tale “The Magic Drum,” the teacher begins the lesson.
The teacher reads or tells a new fairy tale.

In ancient times, a donkey, as the fairy tale tells, sang better than a tenor.
One day all the animals gathered for council, and the lion, who was their king, asked:
-Which of you is the most beautiful?
- Ya, ya! – the donkey immediately shouted.
- Okay, you are the most beautiful.
-Who is the strongest?
- Ya, ya! - the donkey shouted before the other animals had time to open their mouths.
“Okay,” said the lion. - Who is the stupidest here?
- Ya, ya, ya! - The donkey brayed hastily, afraid that he would be ahead of him.
All the animals began to laugh, and the poor donkey lost his beautiful voice out of shame. And since then all he can do is roar:
- Ya, ya, ya!

“How many of you, like me, think that this is a very smart and instructive fairy tale? – the teacher continues the conversation. -Can you prove it?
(Make sure the speech is correct.) How do you understand the word instructive(story)?
Let's remember what the lion wanted to find out from the animals? (Who is the most beautiful, the strongest and the stupidest.) What happened? It’s a pity, of course, that the donkey lost his beautiful voice and since then all the donkeys in all countries of the world have been roaring: “Eeyore!” Eeyore! Eeyore!“
What do people call those who behave like a donkey from a fairy tale?”
The teacher reads the story again. Then he offers to retell it in person. The teacher chooses a child to play the role of a donkey, and the “donkey” nominates a lion. The teacher tells the story for the author.
Then the retelling is repeated with new performers.

Lesson 7. Working with a plot picture

Target. Find out how children mastered the ability to title a picture and draw up a story plan.

Progress of the lesson

The teacher brings to the attention of the children any picture from the series intended for work on speech development in kindergarten. He asks what the picture is about and how to title it. At the same time, he reminds that the title of the picture should reflect its content and, if possible, it should be short.
The teacher listens to the children's answers and invites them to choose the most good name. If necessary, gives his own version of the name.
“Imagine that you have to compose a story based on this picture,” the teacher continues the conversation. -Where do you start? Remember that the first phrase can greatly enhance the story.”
Listens to the children's answers and, if necessary, offers his own introductory phrase.
Next, the teacher reminds the children that last year they learned to plan a story based on a picture. He wonders what it is and offers to draw up a plan for the story. Then evaluates the proposed options (3-4 answers).
“There is an introduction, there is a plan. It remains to complete the story with an assessment of the picture as a whole. Who has what options?”
The teacher invites one of the children to compose a story based on the picture. Then he asks the child if it was easy for him to tell.
The teacher explains to the children that, guided by the plan, they can avoid repetitions and unnecessary words in the story, for example, “and then”, “and also”, “and here”.
“So, what did we learn today?” - asks the teacher.
At the end of the lesson, he offers to play the game “I conceived an object.”
The teacher makes a guess about the object, and the children, trying to guess it, ask leading questions, for example: “Alive? Inanimate? In room? On the street? Big? Heavy? Made from…"
If there is time left, the teacher can invite the children to guess another object he has planned.

Lesson 8. Conversation about A. Pushkin

Target. Tell children about the great Russian poet; evoke a feeling of joy from the perception of his poems and a desire to hear other works of the poet.

Progress of the lesson

The teacher reads 2-3 fragments from the works of A. Pushkin to the children: “ It's a sad time! The charm of the eyes..." (from the poem "Autumn"), "A storm covers the sky with darkness..." (from the poem "Winter Evening"), "Near the Lukomorye there is a green oak..." (from the poem "Ruslan and Lyudmila"). Then he asks the children if they know the author of these poetic lines. And he clarifies: “What do you know about Alexander Sergeevich Pushkin?”
The teacher tells the children about the great Russian poet: “There is no person in our country who has not read the works of Pushkin. Many of you have already heard tales about the priest and his worker Balda, about the dead princess and the seven heroes, about the golden cockerel, about Ruslan and Lyudmila. You will hear these tales more than once, as they are often read on the radio, and plays based on them are staged in theaters. Cartoons and films were created based on the works of Alexander Sergeevich Pushkin. And very soon you will be able to read these wonderful fairy tales on your own.”
At the end of the lesson, the teacher reads excerpts from “The Tale of the Dead Princess and the Seven Knights” and “The Tale of Tsar Saltan...” (children’s choice).

October

Lesson 1. Lexico-grammatical exercises

Target. Activate children's speech.

Progress of the lesson

The teacher asks the children what time of year it is and what month replaced September.
“Autumn, autumn,” says the teacher. “And what can we say about autumn - autumn - autumn?”
The teacher evaluates the children’s answers, praises them for their ability to listen to the task and gives their options: autumn bad weather, autumn slush, autumn leaf, autumn mood, etc.
“In the fall, both people and animals make provisions for the winter,” the teacher reminds.

The hedgehog went out for a walk
Yes, pick mushrooms.

What kind of mushrooms do you think he came across?
Many words have related words, for example: hedgehog - hedgehog... ( hedgehog - hedgehog - hedgehog - hedgehog)».
Then the teacher invites the children to complete the exercise “One - Many”: “There is one heron, but there are many ... (herons), one pack of sugar, but a lot... (packs), one sock, but many... (socks), one stocking, but many... (stocking), one ear, but many... (ears).
“Now help me finish the sentences,” the teacher asks:
– If we pay attention during speech development classes, then...
- To study well, you need...
– We grow up healthy and strong because...
“When we return from our walk, then...”
After listening to the children’s answers, the teacher repeats the complete sentence.
The teacher invites the children to listen to the poem:

I tried different drinks,
I drank golden juices with a full cup.
They are - I do not belittle - excellent,
But they pale in comparison with yogurt.
A. Smirnov

“What drinks do you prefer? - asks the teacher. - Prefers - that means... (chooses from many others, loves)».

Lesson 2. Memorizing A. Fet’s poem “The Swallows Are Missing...”

Target. Help children remember A. Fet’s poem “The Swallows Are Missing...”.

Progress of the lesson

“We live in Russia, a country with a huge territory. I flew from Moscow to Khabarovsk all day. If I had traveled by train, I would have spent seven to eight days on the road, that is, a whole week. AND climatic conditions different in different regions of the country. Somewhere in the south it is still hot, and in the north there is already snow. And we have?
Each territory has its own autumn signs. But there are also common ones. Sooner or later, they will announce themselves. As in this beautiful poem by the wonderful Russian poet Afanasy Fet:

The swallows have disappeared
And yesterday dawned
All the rooks were flying
Yes, like a network, they flashed
Over there over that mountain.
Everyone sleeps in the evening,
It's dark outside.
The dry leaf falls
At night the wind gets angry
Yes there is a knock on the window...

A beautiful poem? Sonorous, elegant."
The teacher repeats the poem, after asking the children to remember the signs of autumn.
Then the children take turns naming the signs, and the teacher reads the corresponding lines of the poem. At the same time, he clarifies: “Are the swallows gone? Where did they hide? And the rooks flew and flashed like a net when?” (In the evening, at dawn.)
The teacher draws attention to the unusual comparison of a flying flock of birds with a net. Then the teacher reads the poem again, inviting the children to repeat it with him, but without a voice. Shows how it's done. (This technique is an effective means of training the articular apparatus.)
The teacher expresses confidence that this poem, if read to your family, will make them very happy.
“By the way, who are your relatives?” - the teacher clarifies and asks to name the words-relatives: “Kin - relatives ... (parents, born, pedigree, maternity hospital)».

Lesson 3. Sound culture of speech. Preparing for literacy

Target. Improve children's auditory attention and perception. Learn to determine the number and order of words in a sentence.

Progress of the lesson

The teacher asks the children what kind of objects are in front of them and why they are needed in a lesson on speech development (cards from math sets, small objects, sheets of paper, pencils).
The teacher monitors the correct use of complex sentences by children.
Then invites the children to clap their hands if they hear the sound in the word ts: heron, crane, scratched, wounded, blossomed, withered, singer, dancer, ballerina, kiss.
The teacher takes note of children who make mistakes or respond to a word late, focusing on the response of their peers. Additional work needs to be done with these preschoolers later. But this can also be done in class by asking only these children to complete a new task (explaining the reason): princess, too, stubborn, girl, but, written, beauty.
The teacher asks the children to listen very carefully to the lines from G. Lagdzyn’s poem “Tell”, count the words in the text with a growling sound R and show a card with the corresponding quantity geometric shapes(circles, triangles). The teacher reminds the children that they need to work independently.

Where are you going, magpie?
Tell!
Our way to the dense forest
Show me!

The teacher asks the children a riddle:

golden apple
Rolls across the sky
Smiles in the morning.
And smiles are rays
Very hot.
(Sun)

The teacher invites preschoolers to determine how many words with sound are in the text of the riddle h. Then he reads the riddle again, pronouncing the words slowly and clearly, and the children count the words with sound h.
The teacher asks the children to draw grids of three cell windows and determine the location of the sound h in words: cup, eyeglass case, hoop. Children use chips or small objects to mark the position of the sound. h in words. (After completing each task, the child removes the chip(s).)
"Word cup starts with cha-, - the teacher continues the lesson. – How many sounds do you hear? Name these two sounds. Two sounds are already a syllable, that is, part of a word. Try to remember words starting with the syllable cha-. (Tea, kettle, watch, cups.) There are quite a lot of such words.”
The teacher opens the dictionary and reads words starting with the syllable cha-, For example: seagull, sorcerer, czardash, cha-cha-cha, ditty, palisade. Interested in what czardash, cha-cha-cha, palisade is?
Then the teacher asks the children what a sentence is. (These are several words connected to each other.)
“The wonderful Russian poet Alexei Pleshcheev has a poem “Granddaughter”. It begins like this: “Grandma, you were little too...” Can you count the words in this sentence? Does it have four or five words? Let's count. Grandmother- once, You“two... Now say the words in strict succession.”
The teacher points to the child. He says the word, and all the children say his number.
Child. Grandmother.
Children. Once. (One.)
Child. You.
Children. Two.
And so on.
If someone was in a hurry and missed a word, everything starts all over again.
The teacher tells the children that in books there is a period at the end of the sentence: “When you look at the books, pay attention to the periods. You will see that there are long and very long sentences, and there are short and very short sentences. If you find something interesting, share your observations with me.”
At the end of the lesson, the teacher asks the children what they learned today. (We learned to hear words, explain their meaning, and prepared for school.)
If you have time, you can read A. Pleshcheev’s poem “Granddaughter” to the children (this poem can also be read during a walk or before going for a walk).

Grandma, you too
Were you little?
And she loved to run
And did you pick flowers?
And played with dolls
You, grandma, right?
What hair color was it?
Do you have it then?
So I will too
Grandma and I, -
Is it possible to stay
Can't you go small?
Very my grandmother -
I love my mother’s mother.
She has a lot of wrinkles
And on the forehead there is a gray strand,
I just want to touch it,
And then kiss.
Maybe I am like that too
I'll be old, gray-haired,
I will have grandchildren
And then, putting on glasses,
I’ll tie gloves for one,
And to the other - shoes.
Lesson 4. Russian folk tales

Target. Find out whether children know Russian folk tales.

Progress of the lesson

The teacher reminds the children that in previous groups every year they were introduced to Russian folk tales: “There is so much wisdom in fairy tales! They teach you to be strong, kind, generous, to help those who are in trouble, even if it’s just some little frog. Fairy tales teach, sparing no effort, to fight for a just cause and win. What Russian folk tales do you remember?”
Children often call the author's fairy tales. Then the teacher explains that folk tales no author: “These fairy tales appeared a very, very long time ago, and they were not read, but told to children, often adding something new to them. And the same fairy tale became either short or long.
But you and I read fairy tales in adaptation. The editors make ancient fairy tales understandable to modern children. And now I will definitely tell you the handlers. So, let's remember the names of Russian folk tales."
The teacher listens to the children's answers and reminds them of the names of the program fairy tales that they did not remember. Then he says that he wants to check whether the children remember the content of fairy tales. The teacher reads the passages and asks the children to determine which fairy tales they are from.
- People gathered, went to the river, threw silk nets and pulled them out... (Alenushka.)(“Sister Alyonushka and brother Ivanushka”, based on A.N. Tolstoy.)
“And she knows how to do everything, everything goes well with her, and what she doesn’t know how to do, she gets used to it, and once she gets used to it, she also gets along with things.” The father looks at his youngest daughter and rejoices. (“Finist – Clear Falcon”, designed by A. Platonov.)
“She took clean sieves, small sieves, sifted the wheat flour, kneaded the white dough, baked a loaf - loose and soft, decorated the loaf with various intricate patterns: on the sides there were cities with palaces, gardens and towers, flying birds on top, prowling animals on the bottom. (“The Frog Princess”, designed by M. Bulatov.)
End of free trial

Target. Introduce children to the Italian fairy tale “How the Donkey Stopped Singing” (arranged by J. Rodari). Help children retell short texts without significant omissions or repetitions.

Preliminary work. Ask the music director to tell the children that male singers have different voices - bass, baritone, tenor, and confirm the story with musical fragments.

Progress of the lesson

The teacher reads or tells a new fairy tale.

In ancient times, a donkey, as the fairy tale tells, sang better than a tenor.

One day all the animals gathered for council, and the lion, who was their king, asked:

-Which of you is the most beautiful?

- Ya, ya! – the donkey immediately shouted.

- Okay, you are the most beautiful.

-Who is the strongest?

- Ya, ya! - the donkey shouted before the other animals had time to open their mouths.

“Okay,” said the lion. - Who is the stupidest here?

- Ya, ya, ya! - The donkey brayed hastily, afraid that he would be ahead of him.

All the animals began to laugh, and the poor donkey lost his beautiful voice out of shame. And since then all he can do is roar:

- Ya, ya, ya!

“How many of you, like me, think that this is a very smart and instructive fairy tale? – the teacher continues the conversation. -Can you prove it?

(Make sure the speech is correct.) How do you understand the word instructive(story)?

Let's remember what the lion wanted to find out from the animals? (Who is the most beautiful, the strongest and the stupidest.) What happened? It’s a pity, of course, that the donkey lost his beautiful voice and since then all the donkeys in all countries of the world have been roaring: “Eeyore!” Eeyore! Eeyore!“

What do people call those who behave like a donkey from a fairy tale?”

The teacher reads the story again. Then he offers to retell it in person. The teacher chooses a child to play the role of a donkey, and the “donkey” nominates a lion. The teacher tells the story for the author.

Then the retelling is repeated with new performers.

Lesson 7. Working with a plot picture

Target. Find out how children mastered the ability to title a picture and draw up a story plan.

Progress of the lesson

The teacher listens to the children's answers and invites them to choose the most successful name. If necessary, gives his own version of the name.

“Imagine that you have to compose a story based on this picture,” the teacher continues the conversation. -Where do you start? Remember that the first phrase can greatly enhance the story.”

Listens to the children's answers and, if necessary, offers his own introductory phrase.

Next, the teacher reminds the children that last year they learned to plan a story based on a picture. He wonders what it is and offers to draw up a plan for the story. Then evaluates the proposed options (3-4 answers).

“There is an introduction, there is a plan. It remains to complete the story with an assessment of the picture as a whole. Who has what options?”

The teacher invites one of the children to compose a story based on the picture. Then he asks the child if it was easy for him to tell.

The teacher explains to the children that, guided by the plan, they can avoid repetitions and unnecessary words in the story, for example, “and then”, “and also”, “and here”.

“So, what did we learn today?” - asks the teacher.

At the end of the lesson, he offers to play the game “I conceived an object.”

The teacher makes a guess about the object, and the children, trying to guess it, ask leading questions, for example: “Alive? Inanimate? In room? On the street? Big? Heavy? Made from…"

If there is time left, the teacher can invite the children to guess another object he has planned.

Lesson 8. Conversation about A. Pushkin

Target. Tell children about the great Russian poet; evoke a feeling of joy from the perception of his poems and a desire to hear other works of the poet.

Progress of the lesson

The teacher reads 2-3 fragments from the works of A. Pushkin to the children: “Sad time! The charm of the eyes..." (from the poem "Autumn"), "A storm covers the sky with darkness..." (from the poem "Winter Evening"), "Near the Lukomorye there is a green oak..." (from the poem "Ruslan and Lyudmila"). Then he asks the children if they know the author of these poetic lines. And he clarifies: “What do you know about Alexander Sergeevich Pushkin?”

The teacher tells the children about the great Russian poet: “There is no person in our country who has not read the works of Pushkin. Many of you have already heard tales about the priest and his worker Balda, about the dead princess and the seven heroes, about the golden cockerel, about Ruslan and Lyudmila. You will hear these tales more than once, as they are often read on the radio, and plays based on them are staged in theaters. Cartoons and films were created based on the works of Alexander Sergeevich Pushkin. And very soon you will be able to read these wonderful fairy tales on your own.”

At the end of the lesson, the teacher reads excerpts from “The Tale of the Dead Princess and the Seven Knights” and “The Tale of Tsar Saltan...” (children’s choice).

October

Lesson 1. Lexico-grammatical exercises

Target. Activate children's speech.

Progress of the lesson

The teacher asks the children what time of year it is and what month replaced September.

“Autumn, autumn,” says the teacher. “And what can we say about autumn - autumn - autumn?”

The teacher evaluates the children’s answers, praises them for their ability to listen to the task and gives their options: autumn bad weather, autumn slush, autumn leaf, autumn mood, etc.

“In the fall, both people and animals make provisions for the winter,” the teacher reminds.

The hedgehog went out for a walk
Yes, pick mushrooms.

What kind of mushrooms do you think he came across?

Many words have related words, for example: hedgehog - hedgehog... ( hedgehog - hedgehog - hedgehog - hedgehog)».

Then the teacher invites the children to complete the exercise “One - Many”: “There is one heron, but there are many ... (herons), one pack of sugar, but a lot... (packs), one sock, but many... (socks), one stocking, but many... (stocking), one ear, but many... (ears).

“Now help me finish the sentences,” the teacher asks:

– If we pay attention during speech development classes, then...

- To study well, you need...

– We grow up healthy and strong because...

“When we return from our walk, then...”

After listening to the children’s answers, the teacher repeats the complete sentence.

The teacher invites the children to listen to the poem:

I tried different drinks,
I drank golden juices with a full cup.
They are - I do not belittle - excellent,
But they pale in comparison with yogurt.
A. Smirnov

“What drinks do you prefer? - asks the teacher. - Prefers - that means... (chooses from many others, loves)».

Lesson 2. Memorizing A. Fet’s poem “The Swallows Are Missing...”

Target. Help children remember A. Fet’s poem “The Swallows Are Missing...”.

Progress of the lesson

Each territory has its own autumn signs. But there are also common ones. Sooner or later, they will announce themselves. As in this beautiful poem by the wonderful Russian poet Afanasy Fet:

The swallows have disappeared
And yesterday dawned
All the rooks were flying
Yes, like a network, they flashed
Over there over that mountain.

Everyone sleeps in the evening,
It's dark outside.
The dry leaf falls
At night the wind gets angry
Yes there is a knock on the window...

A beautiful poem? Sonorous, elegant."

The teacher repeats the poem, after asking the children to remember the signs of autumn.

Then the children take turns naming the signs, and the teacher reads the corresponding lines of the poem. At the same time, he clarifies: “Are the swallows gone? Where did they hide? And the rooks flew and flashed like a net when?” (In the evening, at dawn.)

The teacher draws attention to the unusual comparison of a flying flock of birds with a net. Then the teacher reads the poem again, inviting the children to repeat it with him, but without a voice. Shows how it's done. (This technique is an effective means of training the articular apparatus.)

The teacher expresses confidence that this poem, if read to your family, will make them very happy.

“By the way, who are your relatives?” - the teacher clarifies and asks to name the words-relatives: “Kin - relatives ... (parents, born, pedigree, maternity hospital)».

Retelling of the Italian fairy tale “How the Donkey Stopped Singing” (preparatory group).

Target:

Introduce children toItalian fairy tale“Like a donkey stopped singing” (arranged by J. Rodari). Help children retell small texts without significant omissions and repetitions. Formation of compound adjectives. Develop the ability to form complex adjectives (long-legged), coordinate words in sentences, use simple prepositions in speech.

Progress of the lesson.

I Organizational moment.

1. Time of year, month, day of the week.

2. “Name your family” (pets : dad, mom, cub, cubs).

3. Picture “barnyard” (or “village”).

Today we will go on a trip around the village.

II Main part.

An exercise to develop fine motor skills of the fingers.

We walk through the village, (fingers"walking")

We see booths and sheds. (hands – cross – cross: one palm

closes the eye, the other one closes the ear, change)

Tiki-ti, tiki-ti, (hit the knees twice

with the edges of the palms, twice with fists)

We want to find animals. (one hand is a rib,

the other is a fist and vice versa)

Children take turns naming pets.

Game "Who Lives Where".

A cow lives (in a barn, calves-, pig-, dog-sheep-, etc.

A game "Pick a sign".

The foal has long legs, which means he(leggy) . The rabbit has a short tail, which means it...(short-tailed). The dog has long hair, which means it...(longhair). At the donkey long ears, that means he...(long-eared).

Exercise to develop speech breathing“Sniffing the air.”

I. p. - standing, legs apart, arms down along the body. When turning the head left or right, a short sharp breath is taken ("The dog sniffs the air") and voluntary exhalation. First, it is performed for 4 counts in 2-3 approaches, then the number of times increases. Tempo: 60 breaths per minute. Pause between doses 2-3 seconds.

Today I will introduce you to a very smartItalian fairy tale"How the donkey stopped singing» arranged by Gianni Rodari.

The teacher reads a new fairy tale.

In ancient times donkey like tells a tale, sang better than a tenor.

One day all the animals gathered in council, and the lion, who was their king, asked:

Which one of you is the most beautiful?

Ya, ya! – he immediately shouted donkey .

Okay, you are the most beautiful.

And who is the strongest?

Ya, ya! - shouted donkey before before the rest of the animals had time to open their mouths.

Okay, said the lion . - Who is the stupidest here?

Ya, ya, ya! - he roared in a hurry donkey , afraid that he might not ahead.

All the animals started laughing, and the poor thing donkey I lost my beautiful voice out of shame. And since then all he can do is roar:

Ya, ya, ya!

Did you like it fairy tale ? It's really a fairy tale, or maybe a story? No, it's a fairy tale , there are many miracles in it.

How many of you, like me, think that this is very smart and instructive? fairy tale ? (Children's answers.)

Can you prove it?(Answers.)

The teacher monitors the correct speech of children.

How do you understand the word instructive (history?

Listen to a fairy tale again and try to remember it. Then we'll have her retell .

Reads a second time, conducts a conversation based on the content.

Let's remember what the lion wanted to find out from the animals? (Who is the most beautiful,

the strongest and the stupidest.)

What happened?(Answers.) It’s a pity, of course, that the donkey lost his beautiful voice and since then all donkeys in all countries of the world roar: “Eey! Eeyore! Eeyore!”

What do people call those who behave like donkeys from fairy tales ?

Let's imagine this story as if we were in a theater.

The teacher chooses a child to play the role of a donkey, and the child nominates a lion. Educatortells the story for the author.

Fizminutka:

(Donkey does exercises)

Raise our shoulders higher

And then we lower them.

Hands put it in front of the chest

And we perform jerks.

We will sit down 10 times

Our muscles don't hurt.

You need to jump 10 times

Let's jump higher, let's jump together!

We raise our knees -

We perform the step on the spot.

Well done! Now let's tell this story So : one starts, the second and third continue, and the fourth finishes. The one who starts retelling , announces the titlefairy tales and their author.

The teacher draws attention to the fact that the first child who started retelling , definitely mustsay the title of the story and its author.

Who wants tell the whole story alone? Don't forget to announce the titlestory and its author.

All stories The teacher gives an assessment.

Reading : The donkey can't read. Shall we teach him to read?

Reading : ay, oy, yy, ey, yy, wasps.

III Result.

The teacher sums up: what did we retell? (Fairy tale.) What is the name of the fairy tale . Who is author? Asks if the children liked them fairy tales What did you like about the lesson? What didn't you like?

Summary of a lesson on speech development on the topic:

A retelling of the Italian fairy tale “How the Donkey Stopped Singing.”

Target: Introduce children to the Italian fairy tale “How the Donkey Stopped Singing” (arranged by J. Rodari). Help children retell short texts without significant omissions or repetitions.

Preliminary work.Ask the music director to tell the children that male singers have different voices - bass, baritone, tenor, and confirm the story with musical fragments.

Progress of the lesson:

The teacher reads or tells a new fairy tale.

In ancient times, a donkey, as the fairy tale tells, sang better than a tenor.

One day all the animals gathered for council, and the lion, who was their king, asked:

-Which of you is the most beautiful?

- Ya, ya! – the donkey immediately shouted.

- Okay, you are the most beautiful.

-Who is the strongest?

- Ya, ya! - the donkey shouted before the other animals had time to open their mouths.

“Okay,” said the lion. - Who is the stupidest here?

- Ya, ya, ya! - The donkey brayed hastily, afraid that he would be ahead of him.

All the animals began to laugh, and the poor donkey lost his beautiful voice out of shame. And since then all he can do is roar:

- Ya, ya, ya!

“How many of you, like me, think that this is a very smart and instructive fairy tale? – the teacher continues the conversation. -Can you prove it?

(Make sure the speech is correct.) How do you understand the word instructive story)?

Let's remember what the lion wanted to find out from the animals?(Who is the most beautiful, the strongest and the stupidest.)What happened? It’s a pity, of course, that the donkey lost his beautiful voice and since then all the donkeys in all countries of the world have been roaring: “Eeyore!” Eeyore! Eeyore!“

What do people call those who behave like a donkey from a fairy tale?”

Then the retelling is repeated with new performers.

Summary of the modeling lesson “Basket with mushrooms for a squirrel.”

Target :

Give an idea about mushrooms that grow in the forest.

Tasks :

Educational:

To cultivate the ability to enjoy a beautiful craft, the desire to sculpt it as best as possible;

Develop the ability to achieve sculpting

Educational:

Develop the ability to convey some characteristic features mushrooms : depression, curved edges, thickening legs.

Develop the ability to use familiar techniques sculpting : rolling, rolling out, flattening.

Educational:

Teach children to sculptbasket with mushrooms.

Strengthen the ability to classify mushrooms (edible-inedible).

Progress of the lesson:

Educator : Guys, guess riddle:

Red ponytail here and there

Suddenly flashed through the bushes

The girl looks after her,

Knows this. (squirrel)

Educator : That's right, she came to visit us today squirrel

Educator : Where she lives? Children's answer.

That's right - in the forest.

Educator : What does she eat? The children answer. That's right, berries mushrooms .

Educator : Listen to poems about squirrel O. Denisova

The sun warmed up in the park,

The squirrel was sitting on a branch.

We fed her by hand, -

Squirrel is our furry friend!

Educator : Did you like the poem?

Well done!

Educator: Children, ours the squirrel was running, galloped from branch to branch, completely played, did not notice that evening had come. She needs to collect mushrooms , for their squirrels. Let's help squirrel, let's blind her baskets with mushrooms. I've already made it, look.

The teacher shows the children the finished sample, and then sculptsbasket and mushrooms for children.

In the middle of the game situation is carried out physical minute:

The squirrel is not too lazy to exercise

Study all day.

From one branch, jumping to the left,

She sat down on a branch.

Then she jumped to the right,

She circled around the hollow.

Left and right all day long

The squirrel is not too lazy to jump.

Then the children continue to sculpt, the teacher helps. At the end of the integrated situation, the results are summed up. An exhibition is being organized for parents: " Basket with mushrooms for a squirrel» .

Summary of GCD for modeling in preparatory group"Basket with mushrooms."

Educational area: Artistic and aesthetic(modeling).

Target :

Expand knowledge about mushrooms

Promote speech development.

Learn to answer the teacher's questions.

Cultivate attention.

Tasks :

Educational:

Continue learning to work with plasticine.

Teach children to sculptbasket with mushrooms.

Strengthen the ability to classify mushrooms (edible - inedible) .

Educational:

Clarify, expand, vocabulary about"Mushrooms" (forest, mushroom , leg, cap. Boletus, boletus, boletus, chanterelle, fly agaric, honey fungus, russula. Collect, prepare, hide, hang. Poisonous, edible, fragrant, soft, smooth)

Develop the ability to convey some characteristic features mushrooms

(deepening, curved edges, thickening legs)

Develop the ability to use familiar techniques sculpting:

modeling an object from separate parts,

rolling the ball

rolling out columns by moving your palms back and forth on a board,

connecting parts into a single whole and smoothing the joints.

Educational:

Cultivate interest in GCD

Cultivate a positive response to NOD

Cultivate a desire to sculpt as best as possible

Cultivate the ability to enjoy crafts made

Cultivate skill achieve when sculpting greatest similarity to the sample.

Equipment/material for occupation:

Demo material:

Cards with images mushrooms on the board.

Mushroom dummies.

Equipment :

Modeling board.

Plasticine, stack.

Organizing time

Educator:

Guys come to me.

Let us sit comfortably on the carpet, close our eyes, and imagine.

Sketch “Fairy Forest”

(music “Sounds of the Forest” plays)

Educator:

Imagine a forest that is warm and sunny, like in summer. Listen to the birds sing. Tall pines, slender birches, mighty oaks grow here, and clear brooks gurgle. A squirrel jumps from branch to branch. There are a lot of strawberries in the clearings, different mushrooms

Introduced?

(children's answers)

Now open your eyes.

Did you like it in this forest?

(children's answers)

What a wonderful forest. Did it fill you with a good mood?

Progress of the lesson:

Educator:

Now let's take our seats for our further conversation.

Guys, look at the board. I have prepared cards with images for you.

What do they show?

(children's answer - mushrooms)

Which of the presentedmushrooms you can name?

(children's answers)

Educator:

Guys, as you already knowmushrooms growing in the forest: in clearings, on the edges, under trees, in the grass and even on stumps. Umushrooms have a cap and a stem. Mushrooms there are edible and inedible(poisonous). What does "edible" mean?

(children's answers)

Educator:

Guys, now I’ll tell you about edible and non-edible mushrooms

WHITE MUSHROOM - brown cap, round, thick leg.

I’m used to standing in a remote forest

White mushroom growing under the tree

Loves rotten needles.

Feel free to look under the tree

There is a white mushroom growing there

Strong, tasty and delicious

Tsar mushrooms are good

I'm on a thick, strong leg.

Try to find me.

BEREOZOVIC - grows mainly under birch trees, the cap is round, the stem is thin, tall, the cap is dark brown.

Under the birch tree by the path

Who stands on a strong leg?

He, in a brown beret,

The most delicious mushroom in the world.

The boletus is a strong one.

Let's collect it baby.

ASPEN - with a red hat, a high leg.

Hidden under an aspen tree,

Covered with a yellow leaf

Mushroom on a strong gray leg,

Wearing a red hat, tanned.

Baby boletus.

Really, nice, strong guy.

CHANTERELLE - yellow in color, with a low stem, concave cap.

Looks like red-haired sisters

Chanterelle mushrooms are hiding

Under a burnt hummock

There are a lot of them there

Forests are wonderful gifts

Suitable for frying

Mushrooms - mushrooms light brown on thin legs with“collar”, grow up in “families”.

And on an old stump,

And especially in the shade,

Growing up as a family mushrooms –

Together, like soldiers,

Honey mushrooms are stretching.

Russulas - caps can be red, yellow, green and other colors, legs are white, mushrooms are fragile.

In the clearing, along the path

She will meet you everywhere

Russula is a good mushroom

The hat is visible from a distance.

Yellow and red

Russula is different.

Fly agaric is the most common poisonous mushroom . The leg is long, there is a white collar. The hat is red, round, with white speckles.

The bunny looks at him point-blank

What a miracle fly agaric is!

With a red hat

With a white leg.

U mushroom beautiful view,

It's just a shame - it's poisonous!

Educator:

Guys, tell me what you need to take with you to the forest to collect mushrooms ?

Children's answer: Basket.

Educator:

That's right guys.

Let's try to do it with youmushroom basket.

(children's answer)

But before we start making baskets , let's warm up a little and go along

“Mushrooms” (physical minute)

Come out to me and let's go into the forest.

My friends and I will go into the forest, we will walk in place

Let's go to the forest.

We will find a lot of mushrooms, body tilts to the right - left legs

them in Let's collect the baskets, let's collect. imitation of movements

Let's shout in the forest: "Ay - ay" ! hands mouth to mouth

Echo lives there in the forest. right hand on the waist, left to the ear, tilt

We walked a little, we stand straight and hold cart

We picked a lot of mushrooms , we show how much picked mushrooms

And now it's time to go home

Let's cook some soup mushroom

(we take our seats)

Educator:

First we need to take a piece of black or brown plasticine and divide it into two unequal parts : the smaller part will go to the bottom, and from the larger part flagella for the walls and handles are molded baskets

To make the bottom we need to roll a ball. Then we flatten it and get the bottom.

For walls baskets prepare 5 flagella. Having made them, we place them on the bottom, apply the first layer of sausage, then it is wound in a spiral, layer by layer.

A handle is attached to the top. For pen baskets one long flagellum is made and intertwined.

(After production baskets finger gymnastics is performed).

Educator:

Guys, our fingers are probably tired, let's give them a little rest and stretch them.

Finger gymnastics" Mushrooms "

One two three four five!"Walking" fingers on the table.

We're going to look for mushrooms.

This finger went into the forest, They bend one finger at a time,

This finger found a mushroom , starting with the little finger.

I began to clean this finger,

This finger began to fry,

This finger ate everything

That's why I got fat.

(gymnastics is performed twice)

Educator:

Now guys, look again at mushrooms . Let's repeat what parts they consist of.

How are they similar?

Children : (suggested answers)

In two parts.

Hat, leg.

Educator:

Right.

How are they different?

Children : (suggested answers)

Size, color of the cap.

Educator:

That's right guys. Now let's go blindmushrooms and put them in the basket.

First of all, we blind the leg. To do this, we need to roll plasticine of the color you choose into a column, you will get a leg mushroom

Then take plasticine of the color you need for the hat. Roll into a ball and flatten it between your palms - you get a hat for mushroom . Now we connect the leg with the cap, smoothing them together. Here you go guys, we got it mushrooms . Let's put them in cart

End of class

The teacher invites the children to remember what they did.

Prompts to list the name mushrooms

The teacher asks what they were interested in doing.

Then everyone evaluates the children's work together.