Open lesson in the preparatory group on speech development. A comprehensive lesson on the development of speech in the preparatory group

Municipal budgetary preschool educational institution Kindergarten No. 27 "Charoit"

Synopsis of OOD on the development of speech in the preparatory group

Educator:

Shtol Natalya Alekseevna

April 2017

Krasnogorsk

Moscow region

Abstract of a lesson on the development of speech in the preparatory group

Lesson objectives:

1. Learn to select and use words with a generalizing meaning in speech.

2. Enrich the vocabulary of children with synonyms and antonyms, be able to select examples.

3. Recall and name fairy tales based on fairy-tale characters, develop the imagination and speech creativity of children.

Tasks:

1. Develop the ability to form diminutive words from the nouns given by the educator. The game "Call it affectionately."

2. Didactic game "Name your house" - teach you to name the animal's dwelling (house) correctly.

3. Learn to form adjectives from nouns (fox - fox).

4. Learn to use comparative words and phrases in your speech.

5. Develop the ability to recognize an animal by description (fur, nose, eyes) - a comparison method.

6. Repetition of home address and phone number.

Lesson type:

Consolidation of previously acquired knowledge.

Lesson form:

Direct educational activities

Duration:

30 minutes

Members:

Pupils of the group

Age of students:

6-7 years old

Equipment and materials:

A small ball,

Preliminary work:

Methods and techniques for working with children:

Visual: demonstrating illustrations, showing a method of action, showing a sample; verbal: teacher's story, children's explanation; practical: completing tasks.

Lesson structure:

Didactic game "Name your house" - teach you to name the dwelling (house) of an animal correctly.

Learn to form adjectives from nouns (fox - fox).

Learn to use comparative words and phrases in your speech.

To develop the ability to recognize an animal by description (hair, nose, eyes) - a method of comparison.

Repetition of home address and phone number.

20 minutes

End of class

Summing up the lesson, checking the acquired knowledge.

5 minutes

Lesson progress:

The guys stand in a semicircle. The teacher is in the center with a small ball in his hands.

Teacher: Guys! I asked you to stand in a semicircle, shoulder to shoulder, so that you feel like one organized, close-knit group, and in case of your failure, you can always feel the shoulder of your friend, comrade, who will always come to your aid.

Let's think about how you would like to be called in the group and how your mother affectionately calls you. As you pass the ball, please say your name loudly and clearly.

Children pass the ball to each other and affectionately call their names (Sveta - Svetochka).

Teacher: Guys! But you can affectionately call not only you, but also the objects around us. Let's try to form diminutive words, that is, let's play the game "Call it affectionately."

The teacher calls the word and passes the ball to the child, who forms a diminutive form from it. For example, a flower is a flower, a nose is a nose, a dress is a dress, etc. Then the children quietly sit on chairs at the tables.

The teacher checks the further readiness of the children for the lesson (the back is straight, the legs are straight, the arms are folded - the right one is at the top).

Educator: In the last lesson, we recalled words that are called synonyms, that is, we selected words that are close in meaning.

Asks one of the children to remind and give examples. Children select synonyms for the words "enemy", "work", "lazy".

Educator: Today we will work on the words work - mess around. What, guys, are these words in meaning, in meaning? What are such words called?

Asks one of the children to define antonyms, give examples.

Educator: Come on, guys, let's try to pick up antonyms, that is, words that are opposite in meaning to these words: day - night; kind angry; back and forth; polite - rude; industrious - lazy; high - low; neat - slovenly; narrow - wide; top - down; right left; friend - enemy; the brave is the coward.

For better understanding and memorization, the teacher refers to the poetic form.

Educator: “I will say the word“ high ”, and you will answer ... (low).

I will say the word "far", and you will answer ... (close).

I will tell you the word "coward", you will answer ... (brave).

Now I'll say "beginning" -

Well, answer ... (end! )

The teacher at the end of the game of antonyms praises the children.

Educator: Look now, guys, at the easel. Let's remember the poem by I. Tokmakova "Fish, fish, where do you sleep?"

Put two demonstration pictures on the easel.

Teacher: Guys! Which of you can read this poem to us? Please, Anya. It was not by chance that I called Anya to the easel. She read this poem very well and highlighted all the endings in the words with her voice. Let's repeat together: the fox has a trace of foxes. (Voice underline the ending of the adjective).

The teacher with the help of the ball conducts the game "Whose trace?" Children pass the ball to each other, say the answer:

cow - cow

hare - hare

Sheep - sheep

horse - equine

cat - feline

Goat - goat

Piglet - piglet

Hedgehog - hedgehog

Squirrel - squirrel

wolf - wolf

fox - fox

Educator: We learned from the poem that animals live in houses. What are their houses called?

With the help of the ball, the game “Who lives where?” is played: an ant is in an anthill, a bird is in a nest, a bear is in a den, a shark is in the sea, a pike is in a river, bees are in a hive, a fox is in a hole, a squirrel is in a hollow, a wolf - in a den, a beaver - in a hut, on a dam, a dog - in a kennel, a chicken - in a chicken coop, a sheep - in a sheepfold, a horse - in a stable.

Educator: Where do my children live? Who can give their home address?

Listen to the answers of 3 - 4 children.

At the end of the game you need to praise the guys. Then the children quietly stand near their places, the teacher conducts a physical education minute:

"We made a snowball,

The ears were made later.

And just instead of eyes

We have coals.

The bunny came out alive

He has a tail and a head.

Do not pull on the mustache -

From straws they

thin, shiny,

Like the real ones"

And now, guys, let's see how you know fairy tales. I will name fairy tale characters, and you tell me the name of the fairy tale. Listen carefully:

1. King, three sons, Sivka-burka, princess - "Sivka-burka".

2. Evil stepmother, two daughters, Santa Claus - "Morozko".

3. Tsar, three sons, Ivanushka, humpbacked horse, princess - “Humpbacked Horse”.

4. The king, three sons, an arrow, a swamp, a frog - "The princess is a frog."

5. “Father, stepmother, three daughters, king, prince, fairy -“ Cinderella ”.

Put a picture with the image of forest fabulous animals on the easel. (Application)

Assignment for children: carefully look at the picture, choose the animal you like, describe it, say at the same time how it differs from other animals. What is it called in fairy tales and in what fairy tales is it found? Children come out and talk about the animals they have chosen.

For example, a fox is cunning, a liar, red, fluffy, a very beautiful tail, ears on top. They call her fox-sister, fox-Patrikeevna. It is found in fairy tales: "Gingerbread Man", "Fox-sister and gray wolf", "Fox with a rolling pin"; the mouse is small, gray, with a long tail, eyes - like beads. Mouse-norushka. Tales: "Teremok", "Turnip", "Ryaba Hen"; wolf - gray wolf, teeth click, when he is hungry, he howls at the moon, his eyes are angry. Gray wolf. Fairy tales: "Teremok", "Sister Fox and the Gray Wolf", "Little Red Riding Hood".

Teacher: Well done guys. They did a good job. What did we do today? What new did you learn?

Literature:
1. Agapova I., Davydova M. Literary games for children; Lada - Moscow, 2010. - 192 p.

2. Bondareva L. Yu. Teaching literacy to preschoolers and younger schoolchildren. Exercises for every day; Academy of Development - , 2008. - 288 p.

3. Buneev R. N., Buneeva E. V., Kislova T. R. On the way to the ABC. Textbook-notebook for preschoolers 4-6 years old in 4 parts. Part 2; Balass - Moscow, 2008. - 450 p.
4. Varentsova N. S. Teaching preschool children to read and write. For classes with children 3-7 years old; Mosaic-Synthesis - Moscow, 2009. - 112 p.

5. Development of speech. Additional materials. Vegetables, fruits, berries; Corypheus - Moscow, 2010. - 112 p.

Natalia Medvedeva
A comprehensive lesson on the development of speech in the preparatory group

Summary of educational activities in preparatory group for the development of speech

Goals lessons:

1. Learn to select and use in speeches words with a general meaning.

2. Enrich the vocabulary of children with synonyms and antonyms, be able to select examples.

3. Recall and name fairy tales according to fairy-tale heroes, develop fantasy and speech creativity of children.

4. Develop the ability to form diminutive words from the nouns given by the teacher. The game "I am a weasel".

5. Didactic game "Name Your House"- learn to name the house correctly (house) animal.

6. Learn to form adjectives from nouns (fox - fox).

7. Learn to use in your speeches comparative words and phrases.

8. Develop the ability to recognize an animal by description (hair, nose, eyes)- method of comparison.

9. Repetition of home address and phone number.

The course of educational activities

The guys stand in a semicircle. The teacher is in the center with a small ball in his hands.

caregiver: "Guys! I asked you to stand in a semicircle, shoulder to shoulder, so that you feel like one organized, united group and in case of your failure, you could always feel the shoulder of your friend, comrade, who will always come to your aid. Today we start our morning as usual - we remember how you would like to be called in group and what your mother affectionately calls you. As you pass the ball, please say your name loudly and clearly.

Children pass the ball to each other and affectionately call their names. (Sveta - Svetochka).

caregiver: "Guys! But you can affectionately call not only you, but also the objects around us. Let's try to form diminutive words, i.e. let's play a game "I am a weasel".

The teacher calls the word and passes the ball to the child, who forms a diminutive form from it. For example, a flower is a flower, a nose is a nose, a dress is a dress, etc. Then the children quietly sit on chairs at the tables. The teacher checks the further readiness of children for occupation(the back is straight, the legs are straight, the arms are folded - the right one is at the top).

The teacher asks children: "We can continue our occupation, you are ready?"

Children nod their heads.

caregiver: "On the past lesson you and I remembered words that are called synonyms, that is, we selected words that are close in meaning.

Asks one of the children to remind and give examples. Children choose synonyms for words: enemy, work hard, lazy.

caregiver: “Today we will work on the words work - mess around. What, guys, are these words in meaning, in meaning? What are these words called?

Asks one of the children to define antonyms, give examples.

caregiver: "Let's guys try to pick up antonyms, that is, words that are opposite in meaning to the data words: day Night; kind angry; back and forth; polite - rude; industrious - lazy; high - low; neat - slovenly; narrow - wide; top - down; right left; friend - enemy; the brave is the coward.

For better understanding and memorization, the teacher refers to the poetic form.

caregiver: "I'll say a word "high" and you answer... (low).

I will say a word "long away" and you answer... (close).

I will tell you a word "coward" you answer... (brave).

Now "Start" I will say,-

Well, answer ... (end! )

The teacher at the end of the game of antonyms praises and thanks the children.

caregiver: “Look now, guys, at the easel. Let's remember the poem by I. Tokmakova "Fish, fish, where do you sleep?"

Put two demonstration pictures on the easel.

caregiver: "Guys! Which of you can read this poem to us? Please, Dasha. It was not by chance that I called Dasha to the easel. She read this poem very well and highlighted all the endings in the words with her voice. Let's do it together repeat: the fox has a trace of foxes. (Voice underline the ending of the adjective).

The teacher plays with the ball "Whose trace?" Children pass the ball to each other, say answer:

cow - cow

hare - hare

Sheep - sheep

horse - equine

cat - feline

Goat - goat

Piglet - piglet

Hedgehog - hedgehog

Squirrel - squirrel

wolf - wolf

fox - fox

caregiver: “We learned from the poem that animals live in houses. What are their houses called?

Playing with the ball "Who lives where?": an ant is in an anthill, a bird is in a nest, a bear is in a den, a shark is in the sea, a pike is in a river, bees are in a hive, a fox is in a hole, a squirrel is in a hollow, a wolf is in a den, a beaver is in a hut , on the dam, the dog is in the kennel, the chicken is in the chicken coop, the sheep is in the sheepfold, the horse is in the stable.

caregiver: “Where do my kids live? Who can give their home address?

Listen to the answers of 3 - 4 children.

At the end of the game you need to praise the guys. Then the children quietly stand near their places, the teacher spends physical education minute:

"We made a snowball,

The ears were made later.

And just instead of eyes

We have coals.

The bunny came out alive

He has a tail and a head.

Do not pull on the mustache -

From straws they

thin, shiny,

Like real

And now, guys, let's see how you know fairy tales. I will name fairy tale characters, and you tell me the name of the fairy tale. Listen carefully:

1. King, three sons, Sivka-burka, princess - "Sivka-burka".

2. Evil stepmother, two daughters, Santa Claus - "Morozko".

3. Tsar, three sons, Ivanushko, humpbacked horse, princess - "The Little Humpbacked Horse".

4. King, three sons, arrow, swamp, frog - "Princess Frog".

5. “Father, stepmother, three daughters, king, prince, fairy - "Cinderella".

Put a picture with the image of forest fabulous animals on the easel. Exercise children: carefully look at the picture, choose the animal you like, describe it, say at the same time how it differs from other animals. What is it called in fairy tales and in what fairy tales is it found? Children come out and talk about the animals they have chosen. For example, a fox is cunning, a liar, red, fluffy, a very beautiful tail, ears on top. They call her fox-sister, fox-Patrikeevna. Found in fairy tales: "Kolobok", "Sister Chanterelle and the Gray Wolf", "Fox with a rock"; the mouse is small, gray, with a long tail, eyes - like beads. The mouse is a minnow. Fairy tales: "Teremok", "Turnip", "Ryaba Hen"; wolf - gray wolf, teeth click, when he is hungry, he howls at the moon, his eyes are angry. Gray wolf. Fairy tales: "Teremok", "Sister Fox and the Gray Wolf", "Red Riding Hood".

caregiver: "Well done boys. They did a good job. On this our we finish the job. In the end lessons I want to thank the most active guys and those who tried. Thanks to all the guys."

Integration of educational areas: "Social and communicative development"; "Cognitive development"; "Speech development".

Types of children's activities: playful, communicative.

Goals : to form the ability of children to work in mini-groups and find solutions to the questions posed.

Tasks:

Educational tasks:

form figurative speech.

ability to choose figurative expressions.

learn to answer questions, express their opinions.

updating the dictionary on the topic;

improving the grammatical structure (exercise in the selection of definitions for a given word, learn to form possessive adjectives, expand vocabulary);

Development tasks:

develop speech, memory.

imaginative thinking, imagination and creativity.

Educational tasks:

cultivate aesthetic qualities.

learn to listen to the words of comrades.

Develop the ability to work in a team.

GCD progress

Educator. Guys, what is the weather like in autumn most often?

Children. Cold, rainy, cloudy.

Educator. What mood does a person have in cloudy weather?

Children. Sad, sad, sad...

Educator. So that the cloudy mood does not settle in our group, I suggest that you hold hands, smile at each other and say affectionate and kind words. (done). Guys, what do you feel now?

Children. Tenderness, joy ....

Educator. And in the group it became light, joyful, cozy and warm from your smiles. How else can you say about a good mood?

Children. Kind, cheerful, warm, affectionate, joyful ...

There is a knock on the door. (the teacher opens the door, and there is an envelope under the door).

Educator. Look, this is what I found on the threshold of our group now. This is an envelope. Let's see what's in it. Letter and card. I'll read it to you now. Guys, sit on the chairs.

Everyone sits in a circle, the teacher reads.

The teacher reads : "Hello guys! I brought this letter, but I don’t know: did I get there or not? I carried him to the preparatory group No. 5. If you are funny, smart, resourceful, then read the letter. And first, guess the riddle and find out my name.

The children solve the riddle. This fairytale hero

With a ponytail, mustachioed,

He has a feather in his hat

All striped,

He walks on two legs

In bright red boots.

Guys, the Marquis of Carabas, my good friend, told me that you like to play, solve riddles, solve problems, read books. And smart and hardworking, not afraid of any difficulties and in general - brave and friendly guys. Therefore, I decided to give you "the most valuable treasure in the world", and so that the Giant Cannibal does not get it, I hid it in your group. I am sending you a treasure hunt map. Be careful: difficulties await you. If you answer my questions that I hid in the group, you will find a treasure. Good luck ".

Educator. Guys, what did you decide, we will look for the treasure?

Children. Yes!

Educator. And so, go ahead. Look on the map for the first task. There should be a number 1 and a note.

Children go in search of a task. Find a note and a ball.

Educator. Listen to the task: “I offer you a ball game “Answer quickly”Children stand in a circle; The teacher throws the ball in turn and asks questions.

Purpose: To consolidate the ability of children to classify objects (by color, shape, quality), to develop the ability of children to quickly answer questions.

Game progress. The teacher, holding the ball in his hands, explains the rules of the game. If I name a color, the one who catches the ball must name an object of this color (for example, green-green grass). and offer your color to the next player. Similarly with the quality of the item and the shape (stone - house, round - the sun).

Educator. Well done! Guys, along with the first task, a card with a letterTO. Let's move on and find out. The second task, where are we located? Let's look at the map. Here, we found it. Listen to the next task - the game "Tell me differently" Purpose. Strengthen the ability of children to select words synonyms (Big, big, big... )

Educator. And we succeeded in this task. You can go further, but there is a letter here too - this is “H”, with number 2, we take it with us. Let's look at the map below. Did you find a place with the third task? Found.

Guys, I think we need to take a break and do a little warm-up.

Hey! We jumped on the spot. (jumps)

Eh! We wave our hands together. ("Scissors")

Ehehe! Bent backs (tilt in front, arm belt, bend back)

Looked at pictures.

(bending down, raise your head as high as possible)

Ege-ge bent down lower. (deep bend forward, hands on the belt)

Eee! What a lazy person (straight up and wag a finger at each other)

Stretch and do not yawn (hands reach up, rising on toes)

Turn around in place deftly (turn around)

In this we need skill.

Educator. Let's see what's in our task. “They lived - they were, and guess who:

I have one habit

I've been laying eggs since morning.

Do you think this is easy?

Ko-ko-ko. (Chicken)

He wanders importantly across the meadow,

Comes out of the water dry

Wears red shoes

Gives soft feathers. (Goose)

Educator. What kind of birds are these?

Children. Home.

Educator. Listen to more mysteries:

She's a little bird

And her name is ... .. (titmouse)

Red-breasted, black-winged,

Likes to peck grains.

With the first snow on the mountain ash

He will appear again. (Bullfinch)

Educator. And what kind of birds are these? Here you have completed the third task. And found the letter "I" under number 3. Don't forget it.

Educator. Looking for the fourth task? Let's look at the map. Here is the place with the fourth task. This note contains questions that need to be answered.

Who knows where the squirrel lives? (in the hollow.) And where is the hollow? (on a tree.) And where does the squirrel collect nuts? (under a tree.) Where is she hiding? (behind a tree.) How is the squirrel jumping? (from branch to branch.)

Educator. Well done, answered all questions. And we get a card with the letter "G" under number 4. We hurry on. We are waiting for the last task. Where is it hidden? Let's see our map. Come on, let's check. Here is a note, and in it is the game "On the contrary." Do we know this game?

Children. Yes!

Educator. Let's play, stand in a circle.

The teacher throws the ball to the children and says the words:high - low, wide - narrow, left - right, front - back, large - small, bottom - up, etc.

Educator. So we completed all the tasks of Puss in Boots. And with the last task, they received the letter “A” with number 5. But why do we need these letters with numbers? Guys, look, there's another letter in the envelope. Let's honor him.

"Congratulations! You answered all my questions and completed the tasks, you can pick up the "treasure". But to find out what it is, you need to lay out a word from letters with numbers from 1 to 5. And I also prepared for you medals "For the performance of a particularly important task." See you. Your Puss in Boots.

Reflection:Did you enjoy today's lesson? What did you like? What was difficult about the tasks? What tasks seemed easy?

Program content:

• Retell the content of the story.
• Strengthen the ability of children to use prepositions in speech (for, in, on, before, between).
• Strengthen the ability to navigate in space. To consolidate the ability to determine the spatial direction relative to another person: to the left, to the right, in front, behind, above, below.
• Consolidation of counting skills by ear within 10.
• To consolidate knowledge about folk crafts, the ability of children to see and highlight the characteristic elements of Khokhloma and Gzhel painting, to develop logical thinking.
• To consolidate the ability to guess and guess riddles based on visually perceived information.
• To help make children participants in fairy-tale events, to give them the opportunity to feel the peculiar algorithm of a fairy tale, the logic and interconnection of events.
• Formation in children of ideas about the moral norms of relations with others: benevolence, mutual assistance, responsiveness.
• To cultivate the ability to see and understand, empathize and sympathize.

1. Organizational moment.

Greeting guests.

Good afternoon!

Children:

Let's start in a circle
How much joy around!
We'll all hold hands
And we smile at each other.

We're ready to play
We can start the meeting!

2. Introduction to the topic.

We turned, circled and we found ourselves in a fairy tale.

Cartoon. There lived a man and a woman. They had a daughter and a little son.

Daughter, - said the mother, - we will go to work, take care of your brother. Don't leave the yard, be smart - we'll buy you a handkerchief.

The father and mother left, and the daughter forgot what she was ordered to: she put her brother on the grass under the window, and she ran out into the street for a walk. Geese-swans flew in, picked up the boy, carried away on wings.

The girl returned, looks - but there is no brother! Gasped, rushed to look for him, back and forth - nowhere! She called him, burst into tears, lamented that it would be bad from her father and mother, - the brother did not respond.

She ran out into an open field and only saw: geese-swans rushed in the distance and disappeared behind a dark forest.

Educator: Guys, do you know this fairy tale, what is it called?

Children: Yes, we know - this is a Russian folk tale "Swan geese" .

Do you hear someone crying? Look, who is this girl? Why are you crying?

Masha: I lost my brother. Don't know what to do, where to go?

Educator:

Let's help Masha, guys,
Should she get her brother back?
We need to urgently find Ivanushka,
But there are obstacles in our way.

Educator: And how can we help Masha?

Children: 1. You need to go in the direction where the swan geese flew.

2. We may meet someone on the way who saw where they flew.

3. Maybe someone knows where the swan geese take the children.

Educator: - Then let's go.

Let's first take a closer look around, what surrounds us?

3. Physical education for the eyes "Eyes see everything around"

Eyes see everything around
I will circle them.
Eye to see everything is given -
Where is the window, and where is the cinema.

I will circle them
I look at the world around.

Guess which road the swan geese flew over? Where should Masha go?

Children: Geese flew over the road, which is located in the center.

Teacher: Why did you decide that?

Children: Because when the swan geese flew by, they dropped some of their feathers on the road.

Educator: - Guys, what do you think we will meet further on the way?

Children: We think that we will meet a stove.

Masha:

* Stove, dove, tell us you
Where did the Geese go?
Where did you dare to take Vanya?
And the stove in response:

I will help you kids
And I will show you the way.
But you help me
Decorate my magic cakes, then I'll tell you.

Educator: - Sit down at the tables. (Paint the pies with gouache).

Music sounds.

productive activity.

"The Fourth Extra"

The group is divided into 4 subgroups of 3 children. 4 pies are offered, 3 of them are the same (Khokhloma painting, 4th pie is different (Gzhel painting). Task: find a different pattern (murals) draw a pie and his drawing on your pie.

Educator: And what kind of friendly guys are we?

4. Finger gymnastics "Friendly Guys"

Fingers extended together
And now you need to chain them.
Which of the fingers is stronger?
Who else will squeeze faster?

(Close the straightened fingers of both hands (without the thumb) and, without bending, they press them strongly against each other, pinching each finger between the other two. Then they lower their hands and shake them slightly.)

They put their work on a tray and show it to the stove.

Pechka: Well done, completed the task! The stove says you have to go straight ahead.

Children: Masha met a tree.

Educator: - Guys, what kind of tree is this, who knows?

Children: This is an apple tree.

Masha:

Apple tree - darling,
Be our friend
Tell me, where did the geese fly?
Where did you dare to take Vanya?

Educator: Guys, the apple tree will help us if you complete its task.

Guess who wants to taste the forest apple? Who hid in the forest clearing?

Children: - A squirrel, a deer, an owl, a bear, a hare hid in the picture.

A hare hid in the bushes.

The bear hid behind a bush or small trees.

An owl sits in a hollow in a tree.

The squirrel hid behind a big tree

A deer lurks between the trees.

Educator: You guys, well done! They did an excellent job.

Educator: - Well, let's continue looking for Ivanushka?

Children: We think - a river.

Educator: - Let's ask her where the swan geese flew?

Masha: - River, river, tell me, where did the swan geese fly?

River: - I'm glad to help you, but the wind came up and broke the bridge.

Educator: - The river itself needs our help. How can we help the river?

Children: We need to repair the bridge.

Teacher: How can this be done?

Children: Correctly lay the boards of the bridge so that they coincide with each other.

(music plays)

Work in 4 subgroups of 3 children.

Children assemble a bridge across the river in the form of puzzles.

The sound of a bird flock (goose).

Educator: Guys, do you hear any sounds?

Children: Listen.

Teacher: Where do they come from?

Children: It seems from under the clouds.

Teacher: Let's look at the sky. High in the sky, several flocks of birds flying to roost for the night appeared. Where are we to go? For what flock? Do you know what these birds are?

On the window glass there are silhouettes of three flocks of birds.

Children: We know. The first flock is cranes, the second is pigeons, the third is goose. We need to follow a flock of swan geese - flying at the bottom right.

Masha: In the meantime, a flock of swan geese took me to the edge of the forest, there is a hut on a chicken leg, about one window, it turns around itself. The old Baba Yaga lives in a hut. Well, finally we got to my brother Ivanushka.

Baba Yaga: - I know a lot about you, kids, but do you know anything about me?

Children: - Yes, we know.

Educator: - Let's tell Baba Yaga what we know about her.

5. Physical education

There is a hut in the dark forest (we walk)

Standing backwards (turn)

In that hut there is an old woman (tilts)

Grandmother Yaga lives (turn back)

crochet nose (show nose)

Big eyes (show eyes)

Like coals are burning

Wow, what an angry! (throw finger)

Hair stands on end.

Baba Yaga: But I won't give up Ivanushka so easily. You must solve my tricky riddles. Do you guys know how to solve riddles?

Children: Yes! We like to solve riddles.

Educator: - And you will find answers to riddles in my hut.

Puzzles:

1. He stood in the forest,

Nobody took him

In a fashionable red hat

Good for nowhere. (Amanita)

2. Over the water, over the river,

Stands with a red beard. (Kalina)

3. Lots of friendly guys

They sit on the same pole.

How they start to frolic -

Only dust swirls around. (Broom)

4. Our dough hit,

To a hot place.

Got - not lost

It became a ruddy bun. (Bake)

5. I spin, I spin - I don’t sweat,

I just get fatter. (Spindle)

6. I look a little like a table,

There are in the kitchen and in the hallway,

I rarely go to the bedroom

And I'm called... (Stool)

Baba Yaga: - That's all you know!

Now I want to offer you a more difficult task.

Guess how many silver apples are on my stove?

Children: There are 7 apples on the stove. You can count their number along the contour of the picture.

Educator: - Guys, do you know riddles, you know how to guess them!

Children: - Yes, we know riddles and we can guess them.

Children's riddles:

1. I am in any bad weather,

I have a lot of respect for water.

I stay away from dirt

clean gray (goose)

2. Not the sea, not the river,

And worries? (ears)

3. Hat on one side,

Hid behind a stump.

Who comes close

Bows low. (mushrooms)

4. Gritting his teeth,

Drives the nose

And the Russian spirit can not stand.

The old woman with the bone leg

It's called... (Baboy-Yaga)

5. They fly everywhere,

Children are selected.

They are taken into the dark forest. (Swan geese)

6. White swans float across the sky. (clouds)

Educator: - Well done, guys! You did an excellent job with all the tasks of Baba Yaga and therefore she, as promised, lets Ivanushka go home.

Educator: Guys, Baba Yaga did well, right?

Children: Yes, promises must be kept, and if you are not sure that you cannot fulfill the promise, then it is better not to promise.

Masha: - Guys, I am grateful to you for your help.

Educator: - Since it’s time for Mashenka to go home to her parents, we will let her go and tell her "Goodbye!"

6. Reflection:

Do you think we helped Masha?

Was it hard for Masha to help?

Guys, what was the most interesting? Merry?

And which one was the easiest?

What task did you find the most difficult?

Why do you think you completed all the tasks?

Children: - Because we are very friendly, we can solve difficult tasks, we help each other. We worked in a team.

I thank you all for your active participation.

And now each of you praise yourself, say I - Well done! (children pat themselves on the head).

Summary of OD on the development of speech in the preparatory group "Find your own house for each word."

Target: Repetition and consolidation of children's skills in dividing words into syllables, expanding vocabulary.

Tasks:
Educational tasks:
1. To form a rich and active vocabulary in children;
2. Learn to answer questions, express your opinions;
3. Encourage children to actively participate.

Development tasks:
1. Develop speech, attention, imagination;
2. Develop visual perception;
3. Develop phonemic hearing.

Educational tasks:
1. Cultivate aesthetic qualities.

Attributes: On the interactive board there is a picture with a forest and stray letters on it and a picture with an empty forest, pictures of 3-room houses - with an open window, two shutters and three shutters, cards with words - with one syllable, two, three syllables and one word with four syllables (to create difficulty)

Integration of educational areas:"Cognition", "Communication", "Socialization".
The course of educational activities:

Educator: Oh guys, what is this? Where is this sound coming from? (The teacher turns his attention to the box on the table. He brings the box to his ear, listens. He opens the box.) Yes, these are words, they are lost in the forest and want to get into their houses. Who can help them?

Children: children's answers

Educator: Of course we will help them. In order to get the words into their houses, you need to complete the tasks:
1. Words containing one syllable live in a house with an open window;
2. Words containing 2 syllables live in a house with two shutters;
3. And in a house with three shutters live words containing 3 syllables.
Guys, what words will we put in the first house?

Children: children's answers

Educator: That's right, but what are the words in the second house?

Children: children's answers

Educator: Well done! And what about the third house?

Children: children's answers.

Educator: And here are our houses (the teacher distributes the houses to the children, then the words). Now let's get to the task! (children perform the task, the teacher provides assistance in case of difficulty). Is everyone finished?

Educator: Come on, let's all check together whether the words got into our houses? Guys, where did you put the word turtle?

Children: nowhere

Educator: Why?

Children: Because the word turtle has 4 syllables, and we do not have such a house with 4 shutters.

Educator: Great, let's think about how we can help this word?

Children: You can make a house with 4 shutters (and a variety of children's answers)

Educator: What good fellows you did not leave a word with 4 syllables in trouble. (The teacher calls one of the children who had difficulties during the assignment)

Educator: So Tanya put the word house in the first house. Tanya, tell me why the word house “lives” in your first house?

Children: Tanya's answers

Educator: Correctly! Guys, do you have the word house settled in the first house?

Children: children's answers

Educator: Why is the word house in Sasha's first house?

Children: because it is one syllable.

Educator: Guys who had difficulties during the task? Why?

Children: children's answers

The teacher helps to understand the children who have difficulties.

Educator: What good fellows you are, that have coped with this task. Look at all the words that got into their houses (showing a picture of an empty forest)

As an option: