The development of the speech of a preschooler circle plan. The work program of the circle for the development of speech "Talkers" a work program for the development of speech (middle group) on the topic. Forms and types of control

(Document)

Karpova S.I., Mamaeva V.V. The development of speech and cognitive abilities of preschoolers 6-7 years old (Document)

Lisina M.I. (ed.) Communication and speech: Development of speech in children in communication with adults (Document)

Plan-program of corrective speech therapy work for children of the older group, calendar plan for frontal speech therapist classes (Document)

Mikheeva I.A. Chesheva S.V. The relationship in the work of the educator and the teacher-speech therapist. Card file of tasks for children 5-7 years old (Document)

n1.doc

"SMART ASS"

(speech development and educational games)
Explanatory note
Everyone knows that correct speech is one of the most important conditions for the successful development of a person. The more developed a child’s speech is, the wider his ability to know the world around him, the more complete his interaction with peers and adults, the more perfect his mental and psychophysical development, since speech occupies a central place in the process of the child’s mental development and is internally connected with the development of thinking and consciousness in general. . Therefore, it is very important to take care of the timely formation of children's speech, its purity and correctness, preventing and correcting various violations.

This system of classes contains a set of exercises aimed at developing the lexical and grammatical structure of speech, the formation of the skill of building a coherent statement. Each lesson is devoted to a specific lexical topic. All topics resonate with the requirements of the Praleska program, which creates continuity in the work of the educator and the leader of the circle, and this, in turn, increases the effectiveness of classes.
TargetAnd:

• 
  to develop coherent speech of children 4-6 years old using educational and didactic games on topics;
• 
  develop the cognitive processes of children (memory, thinking, imagination).

Tasks:

• 
  to form the lexical and grammatical structure of speech;
• 
  to form the skill of constructing a coherent statement;
• 
  to form the cognitive activity of children;
• 
  teach effective communication skills.

The system of classes is designed for children of middle and senior preschool age.
The frequency of meetings is 2 times a week.
The number of children in the group is 10 - 14 people.
The duration of one lesson is 25-30 minutes.
The criterion of efficiency is the implementation of the tasks set.
Expected results:

• 
  increasing the level of cognitive activity of children, the formation of the ability to independently plan practical and mental actions;
• 
  enrichment of the nominative, predicative and qualitative vocabulary of children with grammatical categories;
• 
  the ability to independently build a coherent statement;
• 
  to cultivate a culture of speech communication as part of speech etiquette.

Criteria for selecting children - based on the request of the parents.

Approximate tthematic lesson plan

TOPIC OF THE LESSON	TIME SPENDING	NUMBER OF HOURS
FRUITS	4th week of September
VEGETABLES	1st week of October
GARDEN GARDEN	2nd week of October
AUTUMN	3rd week of October
MIGRATORY BIRDS	4th week of October
TREES	1st week of November
FOREST	2nd week of November
DISHES	3rd week of November
FOOD	4th week of November
WINTER	1st week of December
WINTER BIRDS	2nd week of December
WINTER ENTERTAINMENT	3rd week of December
NEW YEAR'S CELEBRATION	4th week of December
CLOTH. SHOES	1st week of January
HATS	2nd week of January
FURNITURE	3rd week of January
TRANSPORT	4th week of January
TOYS	1st week of February
WILD ANIMALS	2nd week of February
PETS	3rd week of February
OUR TOWN	1st week of March
MARCH 8	2nd week of March
SPRING	3rd week of March
POULTRY	4th week of March
HUMAN	1st week of April
FAMILY	2nd week of April
PROFESSIONS.	3rd week of April
TOOLS	4th week of April
FLOWERS. INSECTS	1st week of May
FISH	2nd week of May
SUMMER	3rd week of May
SCHOOL	4th week of May

Theme: FRUITS

Exercise 1

Name the fruits you know.

Exercise2

Name the color of the fruit according to the model: red apple, ... etc.

Exercise3

Name the shape of the fruit according to the model: "Orange round."

Exercise4

"What are we going to cook?"

From an apple - apple jam; from banana - banana puree; from lemon - lemon juice; from a pear - pear compote.

Exercise5

Exercise "Tell me!": Make up stories about fruits according to the proposed visual plan.

Exercise6

Exercise “Draw”: Draw a branch for each pear, a plum for each branch with a leaf, and color the apples. Don't forget that these fruits come in different colors.

Theme: FRUITS

Exercise1

"What do you like?" Making suggestions from pictures. Each child has pictures of fruits on the table. Children choose their favorite fruits and say: “I love banana (pear)”, etc.

The exercise is complicated by answers like: "I love a banana, and Vitya loves a pear."

Exercise2

Exercise "From what - what?": What kind of juice is it (jam, pie, compote)? (Apple pie. Plum jam, etc.)

Exercise3

Name the fruits. Draw fruits in the table. Make phrases according to the model: “A lot of lemons. Little Lemon."

Exercise4

"Make an offer." There are three pictures of fruits on the board. The speech therapist asks the children a question: “What will you eat yourself, what will you give to a friend, and what will you put in a vase?” Children take turns answering: “I’ll eat the apple myself, give the pear to a friend, and put the banana in a vase,” etc.

Exercise5

"The Fourth Extra". Assimilation of nouns in the genitive case. The use of complex sentences in speech. Development of logical thinking.

On the playing field - pictures or a bowl of fruit. The speech therapist asks: “What should not be in the vase?” Children answer: “There should not be a tomato in the vase, because it is a vegetable”, etc.

Exercise6

The development of coherent speech Story-description “Lemon”: “Lemon is a fruit. It grows on a tree. Lemon is round, yellow, firm, sour. It has bones inside. The lemon is covered with a peel. He's useful. They put it in tea."

Theme: VEGETABLES

Exercise1

Pictures of fruits and vegetables are laid out on the table. More needs to be determined.

Exercise2

Name the shape of each vegetable according to the model: "Oval cucumber."

Exercise3

Greedy game: Imagine that these are your vegetables. Answer the questions: Whose cucumber is this? (My cucumber.) Whose cabbage? (My cabbage.) Etc.

Exercise4

Tell the child what is cooked from vegetables. The game "What juice? What kind of casserole? What kind of puree? ”: Tell me, what is another name for juice (casserole, mashed potatoes) from carrots? (Carrot juice; carrot casserole; carrot puree.) Etc.

Exercise 5

Name the vegetables. Draw the vegetables on the table. Make phrases according to the model: “A lot of tomatoes. Little tomato."

Theme: VEGETABLES

Exercise1

Exercise "Cook": Tell me what you need to do to make soup? (Vegetables are washed, peeled, cut, boiled.) Juice? Puree?

Exercise2

Exercise "Tell me!": Make up stories about vegetables according to the proposed visual plan.

Exercise3

"Make an offer." Children must complete the sentence, and then repeat it completely (in chorus and individually).

The tomato is round, and the carrot..

An oval cucumber, and a pumpkin ... A bitter onion, and a carrot ... A green cucumber, and a beet ... A small radish, but a radish ... A large zucchini, and a pumpkin ... A sour tomato, and garlic ... Carrots in earth, and a tomato ...

Exercise4

"Make an offer." The use of sentences with the meaning of opposition in speech. Agreement of adjectives with masculine and feminine nouns.

The tomato is round, and the carrot ... (oblong).

The tomato is red and the carrot...

The tomato is soft, and the carrot...

Tomatoes are sour, and carrots...

Tomatoes have seeds inside, and carrots ...

A tomato grows on the ground, and carrots ... (in the ground).

Exercise5

The game "Hide the syllables in the palms." Slamming the syllabic structure of words: in-mi-dor; radish; ka-ba-chok, etc.
Theme: GARDEN - GARDEN

Exercise1

Exercise "Guess riddles, draw riddles." Guess riddles, draw riddles in empty "lambs". This item is yellow, oval, sour, juicy. (Lemon.) Blue uniform, yellow lining, and sweet in the middle. (Plum.) This item is yellow, round, bitter, juicy. (Onion.)

A red barrel, just about the size of a fist, if you touch it with your finger - it's smooth, and if you take a bite - it's sweet. (Apple.) This item is burgundy, round, sweet. (Beets.) Unsightly, lumpy, but when she comes to the table, the guys will say cheerfully: “Well, crumbly, tasty!” (Potato, potato.)

Exercise2

Exercise3

Exercise "The Fourth Extra"

Exercise4

Correct mistakes.

Potato grows in the swamp.

An apple grows under a bush.

Eggplant grows on a bush.

The pear grows in the forest.

The peach grows on the tree.

Exercise5

Exercise "Tell me": Make up stories about vegetables and fruits according to the proposed visual plan.

Sample response:

Theme: GARDEN - GARDEN

Exercise 1

Tell the child what grows in the garden on a tree, and what grows in the garden in the garden. Draw lines: from fruits to trees (garden), from vegetables to beds (garden).

Exercise2

Exercise "The Fourth Extra"

Exercise3

Correct mistakes.

Potato grows in the swamp.

An apple grows under a bush.

Eggplant grows on a bush.

The pear grows in the forest.

The peach grows on the tree.

Exercise4

Exercise "Tell me": Make up stories about vegetables and fruits according to the proposed visual plan. Sample response:

“An apple is a fruit. It is red (green, yellow), round, sweet, juicy, growing in the garden. The apple is firm and smooth to the touch. It is eaten raw, jam is made from it, delicious juice is prepared.

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hell5

Storyline work

Theme: AUTUMN

Exercise 1

Look at the pictures with your child. Remember the names of each season. Determine the sequence of seasons. Ask the child if he knows what season it is now? Ask the child to name the season preceding autumn; following the fall. Tell the children about autumn changes in nature.

Task 2

Look at the pictures with images of autumn and summer. Name the signs of these seasons. Compare these pictures.

Task 3

Say the opposite exercise: Help Tanya complete the sentences.

In summer the sun is bright, and in autumn ...; In summer, the sky is bright, but ...; In summer the day is long, but...; In summer, the clouds go high, but ...; In summer, birds teach chicks to fly, and ...; In summer, people dress lightly, but ... ; In summer, children relax, swim, sunbathe, and ...; In summer, people grow crops, but ...; In summer, the trees stand dressed in green foliage, and ...

Task 4

Exercise "Pick, name, remember": Name as many definition words as possible; action words.

a) The sky in autumn (what?) - gloomy, gray, dull.

Sun in autumn (what?) - ... Rain in autumn (what?) - ...

Wind in autumn (what?) - ... Leaves in autumn (what?) - ...

b) In autumn, the leaves (what do they do?) - turn red, turn yellow, wither, dry, fall, spin, rustle.

Rain in autumn (what does it do?) - ...

In autumn the sun (what does it do?) - ...

In autumn, birds (what are they doing?) - ...

In autumn, collective farmers (what are they doing?) - ...

Task 5

Exercise "Find mistakes": Determine what does not happen in the fall.

Children sunbathe, swim, wear light clothing.

Dry leaves crunch underfoot.

Buds swell, leaves bloom on the trees.

People harvest vegetables and fruits.

Wild animals do not store food.
Theme: AUTUMN

"Make an offer." Working with deformed sentences.

Blowing, autumn, wind, cold. Leaves, trees turn yellow. Earth, grass, on, fade. Fly away, south, on, birds. Small, autumn, drizzle, rain.

Task 2

"Guess the word". The use of singular and plural verbs in speech. Verb endings are highlighted in voice.

The wind blows and the winds...

The flower fades, and the flowers...

The bird flies away, and the birds ...

The cold is coming, and the cold...

The leaf turns yellow, and the leaves ...

The harvest is ripening, and the crops...

It's raining and it's raining...

The leaf falls, and the leaves...

Task 3(for children 5-6 years old)

Compilation of a coherent story “Autumn” according to the first words in the sentence: “Summer has passed, and it has come ... The days have become ... It has blown ... It has become ... People dress ... On the trees ... On the ground ... It is drizzling ... Fading ... To the south ... People are gathering ... Coming soon ... "

Children repeat the story without the help of an adult.

Task 4

Exercise "Dress Tanya": Tell the child what clothes, shoes and hats are worn in the fall.

Autumn came, it got colder. Tanya is about to go to the park for a walk, but she does not know how to dress. Help Tanya. Outline the autumn clothes, shoes and headdress with a red line. What clothes, shoes and hats are not suitable for autumn? Why?

Task 5

Exercise "Bouquet for Mom": In the park, Tanya collected a beautiful bouquet of colorful leaves and fruits for her mother. Circle the leaves and fruits on the dots. Color them and tell what leaves and fruits Tanya made a bouquet of.

Theme: MIGRATING BIRDS

Exercise 1

Look at the pictures with the children. Introduce the names of migratory birds (rook, swallow, stork, cuckoo, nightingale, starling). Explain why these birds are called migratory. Fix in the dictionary the general concept of "migratory birds".

Task 2

Show by pictures and name the body parts of migratory birds (paws, neck, head, beak, tail, etc.). What is the body of birds covered with?

Task 3

Exercise "Say the opposite": Complete the sentences. The stork is large, and the nightingale .... The stork has a long neck, and the cuckoo .... The nightingale has a gray breast, and the swallow .... The stork is white, and the rook ....

Task 4.

Exercise "Pick, name, remember": Finish the sentences (pick up and name as many sign words and action words as possible).

Cuckoo (what?) motley, .... Black rook ... Important stork, .... Swift-winged swallow, ....

Task 5

Didactic game "What is missing?" The speech therapist exposes the silhouettes of birds (without a beak, paws, wings, eyes, tail, etc.). Children should say what the birds are missing.

Task 6

Didactic game "Compare Birds" The sparrow has a small body, and the heron ... The sparrow has a small head, and the heron ... The sparrow has a short beak, and the heron ... The sparrow has narrow wings, and the heron ... etc.
Theme: TREES

Exercise 1

Exercise “From which tree is the leaf, twig?”: Color the leaves and twigs located above. Draw a line from each of them to the corresponding tree. Name the leaves and twigs. (Birch leaf - birch. Etc.)

Task 2

Exercise "What happens to the leaves?" Make up a story based on the pictures and key words.

Task 3

Exercise "Count and name": Connect trees of the same type with lines of the same color. Tell me, what kind of trees are many (a lot of oaks, firs ...). Count (write in circles or draw the number of dots) and name them. (One birch, two birches, ..., five birches).

Task 4

Exercise "Tell me the words": Insert the missing words (the text is read by an adult). The squirrel sat (on) a tree and gnawed nuts. Suddenly one nut fell and the squirrel descended (from) the tree. The nut lay (under) the leaf. The squirrel grabbed the nut and hid (behind) the tree. Children walked by and saw that (because of) a tree a squirrel's tail was peeking out. The boys came closer (to) the tree. The squirrel heard footsteps and instantly climbed (up) the tree. She hid (in) a hollow.

Task 5

The fourth is redundant.
Theme: FOREST

Exercise 1

"Which!" Selection of adjectives for the word forest (large, green, beautiful, dense, native, beautiful, rich, useful, fabulous, young, old, lively, noisy, quiet, shady, magical, bare, birch, pine, oak, coniferous, deciduous, mixed, dense, light, dark, winter, autumn, spring, summer).

Task 2

Examining the illustration "Forest" and compiling a story based on it. “Children, look carefully at the picture. In front of you is a forest. There are many different trees in the forest. There are coniferous trees - fir tree, pine, and there are deciduous trees - birch, aspen, linden, oak, maple. The tree has a trunk, it is covered with bark. Branches with leaves - this is the crown. And the tree has roots, they feed the tree with juices from the earth. But - bushes, they are lower and thinner than trees. There are many different plants on the ground: grass, flowers, moss.

The forest is a home for animals, birds and insects. The forest benefits us: it gives wood, medicines, mushrooms, berries, nuts. In the forest we rest, enjoy nature.

The speech therapist invites the children (using leading questions) to tell what they remember about the forest.

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assignment 3
Theme: FOREST
Anya, Mitya and Kitty were already in the forest, and they did not see any wild animals, although they dreamed of meeting a hare, a hedgehog, a wild boar or a badger.

• 
  Where are the animals? - the children were surprised, looking around at the stumps and fallen trees.
• 
  Where there are many people, there are no animals. They go further away, into the depths of the forest, - Mom explained.
• 
  And what kind of animals can be found in our forests?

It must be said in secret that Anya, Mitya and Kis asked the artist E. Viktorov to draw them so that the animals were not afraid, did not run away from them, but believed in their good intentions and allowed them to be examined.

Do you think the artist succeeded?

Look and tell me who is next to Anya and Mitya.

Who does Kiss help?

Who cut the branches so neatly for him and the beaver?

Where are Kitty and the beaver carrying these twigs?

Say what you know about beavers. Pay attention to their beautiful fur.

Almost in the center of the picture is a giant oak. A squirrel jumps along its branches, under an oak a boar hunts with boars. What are they looking for under the oak tree?

Nearby is a huge she-bear with little cubs.

The fox behind the trees froze in surprise. He sees the hare, but he cannot catch it. It's a shame!

The handsome moose went out into the clearing, resting. And the horns, what luxurious horns!

A curious badger leaned out from behind a Christmas tree, stretched out all over, trying to figure out why this hedgehog and a hare were so brave, they came very close to human cubs.

And beauty all around! Forest! Trees! River! Grass and mushrooms!
Theme: WARE

Exercise 1

Look at the pictures with your child. Introduce him to the names of dishes and ask him to show the following parts: spout, lid, handles, edges (walls), bottom ... Fix the general concept of "utensils" in the dictionary.

Task 2

To acquaint the child with the concepts of "tea utensils", "dining utensils", "kitchen utensils".

Task 3

Exercise "Helper": Help the girl Tanya put the tea utensils on the tray, the dining room on the dining table, and the kitchen utensils on the cabinet. Draw colored lines from the corresponding dishes to the tray, table and cabinet.

Task 4

Exercise "Help Mom": Mom asked me to help her decompose salt, sugar,

Exercise 5

"Where do the products live?" The speech therapist explains to the children that each product has its own house and asks the children to guess the name of the house.

Sugar lives in ... (sugar bowl). Salt lives in ... (salt shaker). Rusks live in ... (rusks). Oil lives in ... (oiler). Pepper lives in ... (pepper box). Tea lives in ... (teapot). Coffee lives in ... (coffee pot). The herring lives in ... (herring). Sweets live in ... (candy bowl). Salad lives in ... (salad bowl).

Task 6

"Cup and Saucer". Children follow the instructions of the speech therapist and comment on their actions.

Put the cup on the saucer. - I put the cup on the saucer.

Take the cup from the saucer. - I took the cup from the saucer.

Place the cup next to the saucer. I put the cup next to the saucer.

Place the cup to the right of the saucer. - I put the cup to the right of the saucer.

Hold the cup over the saucer. - I hold the cup over the saucer.

Put the cup in front of the saucer. I put the cup in front of the saucer.

Put the cup under the saucer. I put the cup under the saucer.

Take the cup from under the saucer. I took the cup from under the saucer.

Give Tanya the cup, and take the saucer from her. - I gave Tanya a cup, and I took a saucer from her. Etc.
Theme: WARE

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task 1

Work based on the fairy tale "Fedoreno grief"

Fedora was very happy about the return of the dishes. She cleaned it, washed it, and called it affectionately. Name each item of utensils affectionately (cup - cup, etc.).

Task 2

Tell the child what materials the dishes are made of. Explain the meaning of the word fragile. Exercise "From what - what?": Complete the sentences: If the fork is made of plastic, it is plastic. If the knife is made of steel, it is.... If the plate is made of cardboard, it is....

If the spoon is made of metal, it is.... If the cup is made of porcelain, it is....

If the jug is made of clay, it ... . If the saucer is made of glass, it ....

Task 3

Exercise "Tell me": Make up stories about the items of utensils according to the proposed visual plan.

Task 4

"What doesn't happen?" The speech therapist shows any part of the dish, and the children comment. There is no kettle without ... (spout). There is no grater without ... (holes). There is no pan without ... (lid). There is no pan without ... (bottom). There is no coffee pot without ... (handles). There is no sieve without ... (holes). There is no knife without ... (blade), etc.

Task 5

"The Tale of the Teapot":

“Once upon a time there was a kettle. He had a family - dishes. The teapot was pot-bellied. It had a handle, a lid, and a small spout with one nostril. The kettle was iron and very useful. People loved it and drank tea from it.”

Questions to the fairy tale: “Who did the teapot live with? What size was he? What parts does a teapot have? What is the kettle made of? Why did people love him?
Theme: FOOD

Exercise 1

Introduce the child to the names of the departments of the grocery store (dairy, meat, grocery, vegetable, fish).

Task 2

Exercise3

Exercise "From what - what?": For cooking, the cook uses different types of oils. Name them. Sample: What kind of sunflower oil? (Sunflower.) Corn oil - .... Olive oil - .... Soybean oil - .... Cream butter - .... Name the dishes correctly. Sample: Vegetable salad - vegetable. Buckwheat porridge - .... Cottage cheese casserole - .... Berry puree - .... Fruit juice - ....

Exercise4

Exercise5

Exercise6

Theme: FOOD

Exercise 1

Introduce the child to the names of the departments of the grocery store (dairy, meat, grocery, vegetable, fish).

Task 2

Consider pictures. Connect flour with products from it with yellow lines, milk with products from it - blue, meat with products from it - red. What are these products? (Flour, dairy, meat.)

Task 3

Exercise "From what - what?": For cooking, the cook uses different types of oils. Name them. Sample: What kind of sunflower oil? (Sunflower.)

Corn oil - .... Olive oil - ....

Soybean oil - .... Cream butter - ....

Name the food correctly. Sample: Vegetable salad - vegetable.

Buckwheat porridge - .... Cottage cheese casserole - ....

Berry puree - .... Fruit juice - ....

Task 4

Exercise "Look and name": Look at the picture. What items are hidden? Name and circle them with colored pencils.

Task 5

Exercise "Say the other way around": Complete the sentences with words-signs.

Task 6

Prepare your favorite meal. There are pictures of food on the table. The child himself chooses which dish he will cook and selects pictures for this.
Theme: MUSHROOMS

Exercise 1

Look at the pictures with your child. Name edible and poisonous mushrooms. Note the features of their structure (hat, leg). Tell the child where the mushrooms grow (in the forest, more often, on a stump, in the grass). Fix in the dictionary the general concept of "mushrooms".

Task 2

Tell the child what is prepared from mushrooms (salad, caviar, casserole, soup) and how.

Task 3

To acquaint the child with polysemantic words, explain the difference in the meanings of these words.

Task 4

Name mushrooms. Draw the mushrooms in the table. Make phrases according to the model: “There are three chanterelles in the meadow among the grass, and after the rain five chanterelles grew up.”

Task 5

Exercise "Hedgehog-mushroom picker": Look at the picture. Find and circle all the mushrooms. Tell me where the hedgehog dried the mushrooms (watch for the correct use of prepositions in the child's speech). (The hedgehog was drying mushrooms under the table. Etc.)
Theme: BERRIES

Exercise1

Name the color of the berries according to the model: green gooseberries, ... etc.

Exercise2

Exercise “Wild berry, garden berry”: Connect the wild berries with the “forest” picture, and the garden berries with the “garden” picture with lines.

Exercise3

Tell the child what is prepared from berries (juice, drink, compote, jelly, jam, jam, syrup, jelly). The game "What juice? What kind of jam? ”: Tell me, what is another name for strawberry juice (jam)? (Strawberry juice; strawberry jam.) Gooseberries? (Gooseberry juice, gooseberry jam.) Etc.

Exercise4

Exercise "Tell me": Make up stories about berries according to the proposed visual plan.
Theme: FURNITURE

Exercise1

Tell your child about who makes and repairs furniture. Exercise "Look and name": Look at the picture. Name the items shown. Circle with colored pencils the objects that the carpenter uses when repairing furniture.

People carried broken furniture to the carpenter's workshop. The carpenter repaired the furniture, and it returned to its owners. When the carpenter was not in the workshop, the furniture talked to each other.

Exercise2

Exercise "From what - what?": And the stool remembered that when it was new, everyone paid attention to its beautiful shiny metal legs. Finish the sentences.

Metal stool legs. They (what?)...

Glass cabinet doors. They (what?)...

Plastic door handles. They (what?)...

Table top made of wood. She (what?)...

Upholstered in leather armchair. She (what?)...

Exercise3

Exercise "Name it affectionately": The bookshelf had nothing to brag about. But she remembered that the owners often called her affectionately - a shelf. Name affectionately and other furniture.

Shelf - shelf Chair - .... Wardrobe - .... Armchair - .... Table - .... Bed - ....

Exercise4

Exercise "Say in one word": Complete the sentences.

A table for newspapers and magazines is called a coffee table. The table at which they dine is called .... The table for the computer is called .... The table at which they write is called .... The shelf for books is called ....

The wardrobe is called .... The bookcase is called ....

Exercise5

Exercise "Say the opposite": Complete the sentences. The wardrobe is tall, and the bedside table.... The sofa is soft, and the stool.... The wardrobe is large, and the shelf.... The armchair is soft, and the table....

Exercise6

“What is “friends” with what and with whom?” Children must give a complete answer.

Is the chair "friends" with a crib or a notebook?

Is the table "friends" with the chair or dough?

Is the cabinet "friends" with a shelf or a needle?

Is the armchair “friends” with the sofa or Ivan?

Is the sideboard "friends" with Lyuda or dishes?

Are the shelves "friendly" with a book or a lid?

Is a stool "friendly" with a chair or a mule?

Is the sofa "friends" with a couch or candy?

Exercise7

"Fix the bug":

at the chair - a cover;

at the TV - back;

at the sofa - a screen;

closet has an armrest, etc.
Theme: CLOTHING

Exercise1

Look at the pictures with the children. Introduce them to the names of the items of clothing. Fix in the dictionary the general concept of "clothes".

Exercise2

Exercise “Let's help Tanya and Vanya get dressed Make sentences according to the model: “These are Vanya's trousers. This is Tanya's skirt.

Exercise3

Introduce the child to the details of clothing.

Exercise4

Show and name the details of your clothing (collar, cuffs, trouser leg, sleeve, pockets, etc.).

Exercise5

Tell the child about who sews clothes. What tools and materials are used in the work?
Theme: CLOTHING

Exercise1

Learn about the materials from which clothes are made. Introduce children to their names. Make phrases according to the model: leather coat, fur collar, etc.

Exercise2

Exercise "Tell me": Make up stories about garments according to the proposed visual plan.

Exercise3

"Speak the word." Assimilation of the vocabulary on the topic under study: brut ..., shirt ..., skirt ..., hat ..., fur coats ..., panama ..., tights ..., hats ..., dress ..., cap ..., tufa..., sapo..., pal..., bootin... etc.

Exercise4

"Say the opposite." Assimilation of the verb dictionary on the topic under study: put on - take off, shoe - take off shoes, buy - sell, tie - untie, fasten - unbutton, iron - wrinkle, hang - take off, put on shoes - take off shoes.

Exercise5

"Choose a word." Selection of verbs for the word clothes: put on, wear, take off, buy, sew, knit, dress, fasten, iron, sew up, darn, mend, patch, wash, dry, hang, etc.
Theme: SHOES

Exercise 1

Look at the pictures with your child. Introduce him to the names of different types of shoes. Fix the general concept of "shoes" in the dictionary.

Exercise2

Tell me what kind of shoes you can buy in the store.

Exercise3

Show the details of the shoes: shaft, sole, heel, straps, laces, tongue.

Exercise4

Exercise "Say the other way around."

Exercise5

Exercise "Tell me": Make up stories about different types of shoes according to the proposed visual plan.

Exercise6 (for children 5 - 6 years old)

"Fix the mistake." The speech therapist pronounces words with shifted stress. Children must correct the mistake: blouse, mitten, dress, shirt, sundress, apron.
Theme: WINTER

Exercise 1

Look at the pictures with your child and remind him of the names of the seasons. Determine the sequence of seasons.

Task 2

What season is it now? Name the season that precedes winter and the season that follows winter. What changes have occurred in winter in nature?

Task 3

Exercise "Say the opposite": Complete the sentences. The days are hot in summer and cold in winter.

In summer the sky is bright, and in winter - ....

In summer the days are long and in winter ....

In summer the sun is bright, and in winter - ....

In spring, the ice on the river is thin, and in winter - ....

The snow is soft and the ice is....

Some icicles are long, while others are ....

Task 4

Exercise "Choose, name, remember": Finish the sentences (pick up and name as many words-definitions and words-actions as possible).

Winter (what?) - cold, snowy, frosty, long.

Snow (what?) - ....

Snowflakes (what?) - ....

Ice (what?) - ....

Weather (what?) - ....

Snowflakes in winter (what do they do?) - fall, curl, spin, sparkle, shine, melt.

Ice in the sun (what does it do?) - ....

Frost (what is he doing?) - ....

Children on a winter walk (what are they doing?) - ....

Blizzard (what is he doing?) - ....

Exercise5

Exercise "Help Tanya": Choose winter clothes, shoes, hats. Tell me what you wear in winter.
Theme: WINTER

Task 1 (for children 5 - 6 years old)

"Finish the sentence." Compilation of complex sentences with the meaning of opposition.

Children must complete the sentence and then repeat it completely.

It snows in winter and in autumn...

It snows in winter and in summer...

Snow falls in winter, and in spring...

In the winter they go sledding, and in the summer...

In winter, the forest sleeps, and in spring ...

Ice skating in winter and summer...

It's cold in winter, but in summer...

Trees are white in winter, but in autumn...

In winter, snowdrifts grow, and in summer they grow ...

In winter, they make a snowman, and in summer ...

In winter, insects hide, and in spring ...

Task 2

Guess a riddle. Remember poems and riddles about winter.

What kind of stars are on the coat and on the scarf?

All through, cut, And you take it - water in your hand. (Snowflakes)

Task 3

Circle the picture along the dotted lines and connect all the numbers in order with lines. What happened?

Task 4

Color the picture. Draw snowflakes flying in the air.

Task 5(for children 5-6 years old).

Think of a story about a snowman.
Theme: WINTER ENTERTAINMENT

Exercise 1

Color the picture. Make up an interesting story about it.

Task 2

What can be done from snow and ice in the winter on the street? (Snowman, fortress, snow city, ice figures, skating rink).

Task 3

Explain the meaning of the words "snowfall, ice." Make up sentences with these words.

Task 4

Choose, name and circle items that are suitable for winter outdoor activities.

Task 5

Exercise "Choose, name, remember": Finish the sentences (pick up and name as many words-definitions and words-actions as possible). Winter (what?) - cold, snowy, frosty, long. Snow (what?) - .... Snowflakes (what?) - .... Ice (what?) - .... Weather (what?) - .... Snowflakes in winter (what do they do?) - fall, curl, swirl, sparkle, shine, melt. Ice in the sun (what does it do?) - ....

Frost (what is he doing?) - .... Children on a winter walk (what are they doing?) - .... Snowstorm (what is he doing?) - ....
Theme: NEW YEAR'S HOLIDAY

Task 1 (for children 5 - 6 years old)

"Fix the mistake." Working with deformed sentences. The mask loves to put on Masha. The Christmas tree is dancing near the Snow Maiden. The children decorated the toys with Christmas trees. The tree was lit up with light bulbs. Santa Claus brought a bag of gifts, etc.

Exercise2

Color the balls on the widest tree with a red pencil, blue on the highest. Color the stars to the right of the month with a yellow pencil, and to the left with orange.

Task 3

"What will you do?" The use of verbs in the form of the future simple and compound tenses with and without the particle sya.

At the holiday I will have fun - I will have fun - I will play, I will ride - I will ride, I will boast - I will boast, etc.).

Task 4

"What will happen after this?" Drawing up sentences on plot pictures.
Theme: HEADWEAR

Exercise1

Look at the pictures with your child. Introduce him to the names of hats. Fix in the dictionary the general concept of "headgear".

Exercise 2

Look at and show the details of the hats: fields, ribbons, pompom, visor.

Exercise3

Exercise "Look and name": What color are these hats? Make sentences according to the model. (This is a red hat. This is a white cap. Etc.)

Exercise4

Name the hats. Draw them in a table. Make sentences according to the model: “There are a lot of hats in the store. I have small hats.

Exercise5

Exercise "Tell me": Make up stories about hats according to the proposed visual plan.
Theme: TRANSPORT

Exercise1

Look at the pictures with your child. Introduce him to the names of various vehicles and ask him to show the following parts from the pictures: wheels, headlights, seat, oars, body ... Fix the general concept of “transport” in the dictionary.

Exercise2

To introduce the child to the types of transport: ground, underground, water, air.

Exercise 3

Circle the dots on the pictures. Name each item affectionately.

Exercise4.

Exercise "Say the opposite": Complete the sentences:
The train is long and the bus is ....

The plane is fast, and the steamer is .... The tram is heavy, and the bicycle is ....

Exercise5.

Consider and name the parts of the transport. About what subject can you say: "new", "new", "new"? Exercise "From what - what": Finish the sentences.

Door made of metal (what?) - metal.

Plastic steering wheel (what?) - ....

Seat trimmed with leather (what?) - ....

Rubber wheel (what?) - ....
Theme: TRANSPORT

Exercise1

Transport talk. What do you think we will talk about in class today? What types of transport do you know? (Air, water, land, underground, passenger, cargo, passenger, etc.). What do you think the name of the transport depends on. (From what it rides, flies, rolls.)

If by water - water. By air - air. On the ground - ground.

Exercise2

Didactic game "Correct answer". Program tasks:

A) air passenger transport (steamboat, plane, train);

B) water freight transport (barges, tankers, aircraft);

C) underground passenger transport (train, metro, bicycle);

D) land passenger transport (boat, bus, plane).

What else can be attributed to passenger transport? (Bus, trolleybus, metro, taxi.)

Exercise3

"Say the other way around":

Departed - drove up; flew out - flew in; entered - moved out; took off - landed; left - drove in; drove off - rolled; flew away - arrived; swam - swam, swam - swam; Speech therapist. What can be said about this?

Exercise4

"Finish the sentence." Formation of the comparative degree of adjectives. Children pronounce the sentence, first in full in chorus, and then in turn.

The plane flies high, but the rocket is higher. The plane flies far, but the rocket goes farther. The plane flies fast, but the rocket is faster. The plane is powerful, but the rocket is more powerful. The plane is big, but the rocket is bigger. The plane is heavy, but the rocket is heavier. The plane is spacious, but the rocket is more spacious. The plane is long, but the rocket is longer. The plane is fast, but the rocket is faster.

Exercise5

WITH

equal in size
Subject: WINTER BIRDS

Exercise1

Look at the pictures with your child. Introduce him to the names of birds (sparrow, titmouse, magpie, woodpecker, crow, dove). Fix in the dictionary the general concept of "wintering birds".

Exercise2

Explain to the child why these birds stay for the winter. Tell him about what winter birds eat and how adults and children help birds survive the cold winter.

Exercise3

Show the body parts of birds (body, head, tail, beak, wings, etc.). Remember their names.

Exercise4

Exercise "Look and name": Look at the picture and answer the questions.

Who is on the tree branch? - Sparrows. Who is under the feeder? - .... Who is on the tree trunk? - ....

Who is at the feeder? - .... Who flies to the feeder? - .... Who is next to the tree? - ....

Exercise5

"Call it kindly." Formation of words with diminutive suffixes:

Black feather - black feather, gray back - gray back;

Motley wings - mottled wings, white neck - white neck;

Red chest - red breast, cute eyes - pretty little eyes;

Sharp claws - sharp claws, long tail - a long tail;

White fluff - white fluff, round head - round head;

Nimble paws - nimble paws, soft feathers - soft feathers.

Exercise6 (for children 5-6 years old).

Compilation of a story-description "Sparrow" according to reference subject pictures:

The sparrow is a wintering bird. He has a head, beak, body, wings, tail, paws, claws. The body of the bird is covered with gray feathers. The sparrow can fly, jump, peck, chirp, sit. The sparrow feeds on insects, crumbs, grains, seeds. The sparrow is man's friend because it destroys harmful insects."

The speech therapist invites one of the children to repeat the story.
Theme: TOYS

Exercise1

Look at the pictures with your child. Name the items shown. What parts does each toy consist of? (Minds - head, ears, eyes, nose, mouth, torso, paws. Etc.) Fix the general concept of "toys" in the child's dictionary.

Exercise2

Teach the child to answer in full the answer to the questions of an adult. For example: Which toy has wheels? (Wheels by the car.) What are the stripes on? (Stripes on the ball.) Etc.

Exercise3

Exercise "From what - what?": Finish the sentences.

Bus made of metal (what?) - metal. Plush bear - .... Rubber donkey - ....

Leather ball - .... Wooden pyramid - .... Plastic house - .... Iron bucket - ....

Exercise4

Game exercise "What has changed?" (a car is placed between the ball and the pyramid)

Exercise5

Exercise "Tell me": Make up stories about toys according to the proposed visual plan.

Theme: WILD ANIMALS

Exercise1

Look at the pictures with your child. Introduce him to the names of wild animals of our forest. To consolidate the general concept of "wild animals" in the dictionary.

Exercise2

Show the body parts of animals (body, head, tail, horns, hooves, etc.). Remember their names.

Exercise3

Exercise "Guess": Complete the sentences:

Legs, hooves, horns - at ... (moose). Tassels on the ears - at ... (squirrels, lynxes). Needles on the body - at ... (hedgehog).

Exercise4

Tell the child about what the wild animals of our forests eat and where they live (in a hole, lair, den, hollow, etc.).

Task 5

Guess and repeat"

Angry, hungry, gray ... (wolf). Cowardly, long-eared, gray ... (hare). Cunning, red, predatory ... (fox). Red, small, fast ... (squirrel) Big, brown, clumsy ... (bear).

Task 6

"Wild or Domestic". Ten pictures are arranged in a row on the board: a dog, a fox, a hedgehog, a cat, a sheep, an elk, a horse, a pig, a bear, a cow. Children comment: “A dog is a domestic animal, a fox is a wild one,” etc.

Task 7

Where is whose house?
Theme: WILD ANIMALS

1 option

Looking at this picture, Anya, Mitya and Kis thought: “What is it that the artist Evgeny Vitalyevich Viktorov depicted?”

• 
  This is Africa, Africa! - Kisis purred, I see a monkeys, an elephant and quietly: a girl and a boy.
• 
  No, this is probably Australia, - Anya entered the conversation, - because in the lower right corner of the picture there are a kangaroo and a koala bear cub. They are found in Australia. Mom told us about this recently.

- This is some kind of strange picture, - said Mitya. - Here is Africa, and Australia, and the North, and something else.

Mitya thought for a moment, and then suddenly suggested:


And then suddenly upset:

• 
  I would like to be next to a tiger, not a bear. I'm also a tiger, but only very small.
• 
  The artist depicted everything correctly, - Anya objected to Kisu.

- Why? Explain, - demanded Keys.

Anya complied with his request, and Keys agreed with her arguments.

What would you guys say to Keith?

And where would you like to be? Why?

Finishing the conversation with the children, read the first part of the text again to them (up to the words: “Oh, and we are ...”), read it slowly, show the animals and children that were discussed.

2nd option.

Oh where are we? - Kis was frightened, looking at the picture. - Oh, a huge bear took us prisoner. Guard! Anya and Mitya ran to his cry. They began to look at the picture with surprise, trying to figure out where they got to thanks to the artist's imagination.

Guard! - already quieter, but still with despair meowed Kis- We are in captivity! We are dead!

What a huge, but what a kind bear! It seems that we persuaded him to take a picture with us, - Anya spoke up.

Where are we? Mitya thought.

• 
  As where? In the forest, in the dense forest, far, far from home, visiting a bear. We left on a fast train, - the cheerful Kis began to explain to Mitya.
• 
  Why is Africa here? And the North?

-Where is Africa? Where is the North? Where is India? - Kees was taken aback.

Now all three are deep in thought. Come on, guys, let's figure out where the bowls of the heroes ended up.

You can use one of the options. Another option can be applied to fix the material. It is easier for children to talk about what they know less. Do not forget that your goal is verbal communication with children using a picture.
Theme: PETS

Exercise1

Look at the pictures with your child. Name the animals and their babies. Tell what pets are fed, what benefits they bring to a person, how he cares for them. Fix in the dictionary the general concept of "pets".

Exercise2

Pay attention to the distinctive features of animals. Exercise: “What does anyone have?”: Show from the pictures and name the body parts of pets.

A cow has horns, .... A horse has a mane, .... A pig has a piglet A dog has paws, ....

Exercise3

At

exercise "What did the artist forget to draw?": Whom did the artist draw? What is missing in every animal? (The rabbit is missing ears. Etc.) Help the artist. Draw the missing parts of the body.

Exercise4

The cow is mooing. Cat - .... Dog - .... Horse - .... Pig - ....

Task 5

Where are the pigs hiding?

Task 6

Activity "Tell me": Make up stories about pets according to the proposed plan
Theme: OUR CITY

Exercise1

"Where do you live?" Each child names his address (street, house and apartment number, floor); tells what institutions are near his house.

Exercise2

"Unravel the offer." Working with deformed sentences.

Located, house, square, front.

The house, near, a cinema, is.

Kindergarten, corner, stands behind.

Nearby, a hairdressing salon, a house, built.

Nearby, market, with, house.

Exercise3

What are the houses?

Exercise4

"Say the opposite." Assimilation of antonyms. The speech therapist starts the sentence, and the children finish.

My street is new... and my street is old.

My street is long...and my street is short.

My street is light...and my street is dark.

My street is dirty... and my street is clean.

My street is "happy" ... and my street is "sad".

My street is quiet... and my street is noisy.

My street is big...and my street is small. Etc.

Exercise5

The story "Children on the street":

“Children go to school along a wide street. They are walking on the sidewalk. On the right side of the street - a grocery store, it sells groceries. There is a cinema next to the store, they watch movies here. There is a hospital near the cinema where people are treated. There is a hairdressing salon next to the hospital where hair is done. And here is the crossroads. There is a traffic light at the intersection. The red light is on. The children are waiting for the cars to pass by. The light turned yellow and then green. Children cross the road. Here is the school. Children study here.
Subject: MARCH 8

Exercise1

The speech therapist exposes plot pictures, children should name only those that relate to spring and the holiday of March 8.

What season do you think these pictures belong to? (To spring.)

P What time of year does spring come after?

What is the name of the first month of spring?

What holiday do we celebrate in March?

Whose holiday is this?

Exercise2

Children's stories about mom What is mom's name?

Where does he work? By whom? What kind of work does it do?

What does he do at home? How do you help mom?

What gift did you prepare for your mother?

Exercise3

Children's stories "How I help my mother, grandmother"

Exercise4

Didactic game "Beautiful words about mom"

Mom - what? - kind, beautiful, patient, elegant, modest, cheerful, affectionate, smart, gentle.

Task 5

We draw a gift for mom.

A bouquet of flowers is a wonderful gift for any occasion. Color the bouquet and tell what flowers it was made of.
Theme: SPRING

Exercise1

Look at the pictures with your child. Remember and name the seasons. Determine the sequence of seasons. Ask the child if he knows what season it is now? Ask them to name the time of the year preceding spring and following spring. Watch with your child the spring changes in nature

Task 2

Look at the pictures of winter and spring. Name the signs of these seasons. Compare them with each other according to the model: In winter the sun is dim, and in spring it is bright.

Exercise3

Exercise "Pick up, name, remember": Name as many words-signs as possible; action words.

A) Spring (what?) - early, warm, long-awaited. Sun (what?) - .... Kidneys (what?) - ....

Leaves (what?) - ....

B) The sun in the spring (what does it do?) - warms, bakes, caresses, warms. Leaves on the trees (what are they doing?) - .... Streams (what are they doing?) - ....

Exercise4

Exercise "Hide and Seek":

What items are hidden in the picture? Name them and circle them with colored pencils. How do people use these items in spring?

Exercise5

Didactic game "Say kindly"

The formation of nouns with a diminutive suffix:

Stream - stream, puddle - ..., snow - ..., sun - ..., tree - ..., bud - ..., cloud - ... etc.

Exercise6

Didactic game "Say a lot of things" Formation of plural nouns:

Puddle - puddles, drops - ..., snow - ..., cloud - ..., tree - ..., stream - ..., thawed patch - ... etc.
Theme: SPRING

Exercise1

"Choose a word." Selection of adjectives for the word spring: early, late, friendly, beautiful, long-awaited, rainy, dry, sunny, noisy, cheerful, sonorous, blooming, cold, warm.

Exercise2

"First Signs of Spring". With the help of leading questions, a speech therapist finds out spring signs in children: the day has increased, a warm wind has blown, the sun is warming; the snow darkened, swelled and began to melt; thawed patches appeared; ice melts and cracks on the rivers; drops.

Exercise3

"Why". Establishment of elementary cause-and-effect relationships.

Why does snow melt in spring?

Why do streams run?

Why is ice melting?

Why does ice crack?

Why do buds swell?

Why do kidneys burst?

Why are flowers blooming?

Why is the grass breaking through?

Why do insects appear?

Why do birds fly?

Why do animals wake up from hibernation?

Why are people happy?

Why do people dress lighter?

Exercise4

"Fix the mistake." The use of complex sentences with the union because.

The sun shone because it was warm. Spring has come because the rooks have arrived. Snow melts because streams flow, etc.

Exercise5

Exercise "Saw, did not see": Tanya and Vanya walked in the park. Draw in the table the objects that they saw there. Complete the sentences according to the model. (Children saw three birdhouses, but did not notice five birdhouses.)

Item name

draw three... (three birdhouses, etc.)

draw five... (five birdhouses, etc.)

Theme: POULTRY

Exercise1

Look at the pictures with your child. Introduce him to the names of poultry. Talk about the benefits of birds. How does a person care for them, what does he feed and where does he keep them? Fix in the dictionary the general concept of "poultry".

Exercise2

Show from the pictures and name the body parts of poultry (paws, neck, head, beak, tail, etc.). What is the body of birds covered with?

Exercise3

Exercise "Name it right": Name the father, mother and baby of each bird. Rooster, hen, chick. Goose, goose, gosling. Drake, duck, duckling. Turkey, turkey, turkey.

Exercise4

Turkey - chatters. Chicken - ... Rooster - .... Duck - .... Goose - ....

Exercise5

Exercise "Say the opposite": Complete the sentences.

The duck is big, and the duckling is .... The goose has a long neck, and the chicken has ....

The chicken is young, and the rooster is .... The chicken has paws without membranes, and the duck has ....

Exercise6

Exercise "Tell me": Make up stories about poultry according to the proposed visual plan.
Theme: MAN

Exercise1

Look at the picture with your child. Show and name parts of the face and body first on yourself and then on the doll.

Exercise2

Tell me how many ears, eyes, tongues, noses, cheeks, legs, arms, stomachs you have. Show your left hand, right hand (left eye, right ear, right leg, etc.).

Exercise3

Exercise "Say the opposite":

Pierrot has a sad face, while Pinocchio has ... Malvina has blond hair, and Karabas Barabas has ... Karabas Barabas has long hair, and Piero has ... Malvina has curly hair, and Piero has ... Pinocchio has kind eyes , and Karabas Barabas ... Pinocchio has a long nose, and Malvina ...

Exercise4

Exercise "Pick, name, remember": Name as many action words as possible:

Eyes are needed in order to see, look, consider, read ... The nose is needed in order to .... Ears are needed in order to .... Language is needed in order to ....

Hair is looked after like this: they are washed, combed, wiped, dried ... They take care of their teeth like this: .... They take care of their face like this: ....

Exercise5

Exercise "One - many": Pick up words according to the model. (Eye - eyes, ear - ears, etc.)

Exercise6

Exercise “What for what?”: Answer the questions: What do we see? What are we listening to? What do we like? What do we eat? (We see the picture with our eyes. Etc.) Connect the objects and the corresponding sense organs with lines.
Theme: MAN

Exercise1

Exercise "Help the Artist": Look at the portraits. What did the artist forget to draw? What parts of the face were the puppet characters left without? (Pinocchio was left without a nose. Etc.) Draw the missing parts of the faces of the heroes of the fairy tale and paint the portraits.

Exercise2

Didactic game "Pick up the words" The speech therapist asks the children questions in turn:

What eyes do you have? (My eyes are beautiful, gray, large, etc.).

What kind of hair do you have? (My hair is thick, long, shiny, etc.)

What are your nose, mouth, ears like? (Similar work is being done.)

Exercise3

Didactic game "What things a person needs to be clean and tidy"

Various items are laid out on the table: a toothbrush, soap, an iron, a washcloth, etc.

Children choose any subject and make sentences.

For example: A person needs a comb to comb his hair, etc.

Exercise4

"Find the mistake." The use of the grammatical category of the dative case.

The eyes need nostrils. Ears need eyelashes. The chin needs a fist. Legs need elbows. Neck needs knees. The head needs nails. The back of the head needs heels. The shoulder blades are needed by the stomach, etc.

Exercise5

"Think and answer." Agreement of nouns with numerals. Children must give a complete answer to the speech therapist's question.

How many eyes do two children have? (Two children have four eyes.)

How many ears do three boys have?

How many paws do two chickens have?

How many paws do two cats have?

How many fingers are on two hands?

How many ears do two boys have?

How many ears do two dogs have?

How many toes are on the right foot?

How many noses do four boys have?

Exercise6

Fairy tale "The Giant and the Gnome". Formation of words with magnifying and caressing shades.

“Once upon a time there was a Giant.

He didn’t have a nose, but ... (nose),

Not eyes, but ... (eyes),

Not lips, but ... (lips),

Not hands, but ... (hands),

Not fists, but ... (fists),

Not elbows, but ... (elbows),

Not a leg, but ... (knives),

Not nails, but ... (nails).

The Giant did not have a house, but ... (house). And next to it stood the house in which the Gnome lived. He did not have a nose, but ... (nose), etc.

The Giant was huge, and the Dwarf was tiny. But they lived happily and were close friends.”

Exercise7

Exercise "Tell me": Describe the portrait of your favorite fairy tale hero according to the proposed visual plan.

MBDOU Kindergarten

WORK PLAN OF THE CIRCLE

"TALKERS"

MIDDLE GROUP #4

"Berry"

Circle leader:

2014-2015 academic year

Explanatory note.

Preschool childhood is the time of the formation of the fundamental principles of personality, individuality, the most sensitive period for the development of curiosity, general and special abilities. Thanks to a special process of cognition, which is carried out in an emotional and practical way, each preschooler becomes a small explorer, a discoverer of the world around him. The fuller and more varied the child's activity, the more significant it is, the more successful the development is, the happier his childhood.

The development of children's speech is one of the leading tasks that preschool educational institutions and parents solve.

The successful development of speech at preschool age is of decisive importance for the subsequent systematic teaching of the native language in primary and then in secondary school.

The levels of speech development of children of the same age are different. These differences are especially clear in the middle preschool age. Work on the education of a sound culture of speech should include the formation of the correct pronunciation of sounds, the development of phonemic perception, the vocal apparatus, speech breathing, the ability to use a moderate rate of speech, intonation means of expression. In children of middle preschool age, it is important to form and consolidate the correct pronunciation of all the sounds of the native language.

At this age, the active vocabulary of children noticeably increases due to words denoting the properties and qualities of objects, actions with them, and their functional features. Individual differences in vocabulary are observed, which is due to a number of factors, including the environment in which the child lives, is brought up and learns. At the same time, children have a special sensitivity, susceptibility to the sounds of speech, which is why this age is very important for learning the elements of literacy. Children master almost the correct pronunciation of all the sounds of their native language. They develop awareness of their pronunciation skills.

Speech - this is the most important creative mental function of a person, the area of ​​manifestation of the inherent ability of all people to cognize, self-organize, self-development, to build their personality, their inner world through dialogue with other personalities, other worlds, other cultures.

Satisfying the need of children for verbal communication is one of the most important pedagogical tasks.

Target: complex development of cognitive-speech activity of children, development of phonemic hearing.

Tasks:

Develop speaking and listening skills;

To develop interest and attention to the word, to one's own speech and the speech of others;

Enrich active and passive vocabulary;

Develop the sound culture of children's speech;

Develop the ability to analyze the sound side of oral speech.

Develop the articulatory apparatus;

Improve the intonational expressiveness of speech;

Promote the development of graphic skills,

Build skills of self-control and self-esteem,

Develop fine motor skills;

Cultivate positive relationships among children.

Ways and methods of implementation:

1. The correct model of the teacher.

2. Finger gymnastics, verbal outdoor games, counting rhymes, nursery rhymes.

3. Drawing with a finger, brush, chalk, pencil.

4. Laying out rhythmic patterns (seeds, cereals, sticks, etc.) according to the model and by ear.

5. Showing words, poems, fairy tales, riddles with hands.

6. Articulatory gymnastics combined with hand exercises.

7. Proper selection of furniture, lighting.

8. Gymnastics for the eyes.

9. Dynamic pauses (alternating load and rest).

10. Change of activities in the classroom, compliance with the regulations.

List of children:

Attendance card

2014 / 2015 academic year year SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY

F.I.CHILD

PRESENT:

ABSENT:

Time of the circle: Wednesday 16-00

Perspective work plan of the circle "Talkers"

September.

	Class	Target	Methodological techniques
	Acquaintance with a variety of words, modeling, drawing short jerky lines.	Learn to understand and use the term "word". Get to know a variety of words. Strengthen the skills of correct pronunciation of sounds in words. Learn to draw short, jerky lines. To form an interest in speech activity.	Game exercise "Circle correctly" Fizkultminutka. ball game" Modeling. Game exercise "Draw a picture"
	Memorizing a poem by O.G. Zykov.	To teach children to memorize a poem, to understand its content, to develop memory, thinking, speech.	Conversation with children about autumn. Note what has changed in nature

October.

	Class	Target	Methodological techniques
	"Lariska has two radishes"		Finger game "Lariska has two radishes" Game with sticks "House" (square, triangle)
	Compilation of the story "My room"	To teach children when compiling a story to connect sentences with each other in meaning. Develop creative imagination. Invite the children to note what they like best in their room. After compiling the story, sketch your room.
	Comparison of words by sound, familiarity with the length of words (long, short)	Learn to solve riddles. Develop attention, logical thinking. Continue with modeling. To form interest in speech activity, initiative in solving cognitive problems. Develop the skills of self-control and self-esteem.	Riddles game Fizkultminutka. Friends meeting game The game "What are the words." Drawing "Needle"
	"Vegetables" Memorizing a poem N. Konchalovskaya.	Consolidate knowledge about vegetables. Develop the ability to find the right word in confusing words. Develop intonation expressiveness of speech.

November.

	Class	Target	Methodological techniques
	Acquaintance with the variety of words, their sound is loud, loud, quiet; sun drawing.	Continue to introduce the sounding word. Practice identifying similar-sounding words. Learn to compare words by sound. Learn to draw rounded and straight lines. To form an interest in speech activity.	Game exercise "Who lives in the house" Physical education "Charging" Game "Give me a word" Game exercise "Connect correctly" Sunshine drawing.
	Evening of riddles.	Continue to teach children to guess riddles according to the description, to think logically; create a festive atmosphere, cheer up children.	Material: objects on a tray, a needle, a hedgehog, a Christmas tree, a potato, an elk, a goose, a toy bicycle, a boletus (it is possible to replace pictures).
	Acquaintance with the variety of words, the game "Tell me a word", finding inconsistencies in the pictures	Familiarize yourself with the length of words. To teach to listen carefully to the poem, to select words not only close in sound, but also suitable in meaning. Learn to find inconsistencies in a drawing.	Game exercise "Connect correctly" Game "Give me a word" Physical education "Meeting friends" Game exercise "Find the artist's mistake"
	Memorizing a poem by N. Sakonskaya.	Invite the children to sing a poem, choose the right intonation. Develop attention, ear for music, intonation expressiveness of speech. Learn to express your opinion and explain why I chose this melody for this poem.	Questions: What would you do? Why? Where does the berry come from? What color is the strawberry flower?

December.

	Class	Target	Methodological techniques
	"Incredible Stories"	Invite the children to compose some interesting story from a personal wholesale. Develop coherent speech, thinking, fantasy, imagination. Cultivate the desire to share your stories. Learn to describe interesting stories.	Stories are recorded, drawn up by children's drawings
	"Snowball"	Work on the pace and rhythm of speech.	Finger game "Snowball" The game "A lot of snow has fallen" (Tearing paper)
	The sound "Sh" (song "wind"), drawing balls, memorizing nursery rhymes.	To learn intonation to highlight the solid consonant sound "Sh" in words. Learn to pronounce sounds clearly and clearly. Learn to expressively read the nursery rhyme, using natural logical pauses. To form interest in speech activity	Game "Give me a word" Game exercise "be careful" Physical education "Ball" Drawing "Balls" Learning fun.
	Didactic game "Travel the path"	Teach children to make sentences related to each other in meaning. Talk about family. Cultivate a desire to play together.

January.

	Class	Target	Methodological techniques
	Sound "Zh" (beetle song), drawing acorns, memorizing a poem I. Soldatenko	To learn intonation to highlight the sound "g" in words. To consolidate the ability to divide words into syllables, use the model of words. Develop attention, visual-figurative. To form an interest in speech activity. Develop the skills of self-control and self-esteem.	The game "riddles and riddles" Game exercise "stripped correctly" Game exercise "Be careful" Physical education "Beetles" Drawing "Acorns"
	Sounds "Sh-Zh", drawing tracks, repeating poems.	To promote the development of phonemic hearing, to distinguish between consonant sounds "Sh-Zh" in words. Continue to introduce the term "sound". Develop a poetic ear. To form the selectivity of visual perception, interest in speech activity. Develop graphic skills.	Game exercise "Help the animals find their car" Game "Give me a word" Physical education minute Game exercise "Connect correctly", "Repeat verses"
	"My favorite animals"	Work on the pace and rhythm of speech.	Finger game "At the deer" Drawing "My favorite animals".

February.

	Class	Target	Methodological techniques
	Dramatization of the fairy tale "Gingerbread Man"	Continue to teach children to distribute roles among themselves, get used to the images of fairy-tale characters, use different intonational expressiveness of speech. To cultivate love and respect for artistic creativity.
	Writing a story about winter.	Encourage children to make up stories from personal experience. Develop imagination, thinking, coherent speech.	Stories are recorded, drawn up by children's drawings
	"Merry Snowman"	Work on the pace and rhythm of speech.	Finger game "Pallets - palms" The game "A lot of snow has fallen" (Tearing paper).
	Sound "C", drawing cucumbers, memorizing a poem G. Sapgira.	Learn to distinguish and pronounce the solid consonant sound "Ts" in words and phrasal speech. To learn to listen carefully to the story and answer questions on the text, to develop coherent speech, to form interest in speech activity.	Reading A. Maksakov's story "Chicken Chick" Game "Finish the sentence" Physical education minute "Game exercise "Heron" Drawing "Cucumbers".

March.

	Class	Target	Methodological techniques
	Learning vocabulary.	Improve the distinct pronunciation of words and phrases, intonation expressiveness of speech.
	"Mimosa for Mom"	Work on the pace and rhythm of speech. Teach children to draw with poke, learn to draw by creating a flower shape.	Finger game "Flower" Drawing "Mimosa for Mom"
	Didactic game "Garden"	Learn to actively accompany your activities with speech, develop attention.	Improvisation (we collect vegetables in baskets).
	"Friendship"	Work on the pace and rhythm of speech.	Finger game "Friendship" Game "Drivers"

April.

	Class	Target	Methodological techniques
	Sounds "L-L", drawing a tumbler, memorizing a poem E. Alexandrova	Learn to distinguish between hard and soft consonants. Learn to name the first sound in words. To develop children's active speech, answer questions with lines from a poem, convey their attitude to the environment. Develop graphic skills.	Drawing "Tumbler" Game "Give me a word" Fizkultminutka. "We drew a little" Game exercise "Divide correctly" Memorizing a poem
	Memorizing a poem A. Kochergina	Develop intonation expressiveness of speech, memory, attention. Cultivate interest in the artistic word.
	Sounds "M" Mb", drawing a bear, memorizing a poem T. Shorygina.	To acquaint with hard and soft consonant sounds "M-M". To teach intonation selection of hard and soft sounds in words. Learn to name the first sound in a word. Learn to guess riddles, develop graphic skills.	Memorizing a poem Drawing "Bear" Physical education minute Game exercise "Color correctly"
	Reading a fairy tale S. Marshak "Little Red Riding Hood"	Continue to teach children to listen carefully to a fairy tale, retell its content, distinguish between positive and negative characters. To develop the ability to understand the content of a fairy tale, to empathize with the heroes of a fairy tale. Continue to build interest in the book.

May.

	Class	Target	Methodological techniques
	Compilation of an unusual, interesting story about forest dwellers in the spring.	Learn to use the most consumer adjectives, verbs, adverbs, prepositions in speech. Develop coherent speech, imagination, fantasy. Activate children's vocabulary.	Using pictures of wild animals to compose a story.
	Sounds "g-k", painting over objects, memorizing a poem T. Shorygina.	To promote the development of phonemic hearing, to distinguish between consonant sounds "G-K". Continue to learn to name the first sound in words. Help develop graphic skills. Develop active speech. I. TARGET BLOCK Explanatory note The federal state standard for preschool education defines the target guidelines - the social and psychological characteristics of the child's personality at the stage of completion of preschool education, among which speech occupies one of the central places as an independently formed function, namely: by the end of preschool education, the child understands well oral speech and can express their thoughts and desires. Speech is also included as an important component, as a means of communication, cognition, creativity in the following targets: - actively interacts with peers and adults, participates in joint games; - is able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts; - can fantasize aloud, play with sounds and words; - shows curiosity, asks questions about near and distant objects and phenomena, is interested in cause-and-effect relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people's actions; - has initial knowledge about himself, about the objective, natural, social and cultural world in which he lives. In fact, none of the targets of preschool education can be achieved without the development of speech culture. To achieve the targets, systematic prevention and correction of speech disorders in children is necessary, since many of them have features that can disrupt the favorable course of speech ontogenesis, which is most pronounced by the age of five. In connection with the growing trend of the appearance in mass kindergartens of a large number of children with speech disorders of varying severity, including children with severe speech educational standards of preschool education, which provide for the possibility of organizing and creating special conditions for children with disabilities, on the other hand, there is a need for the functioning of a speech center in a preschool educational institution for such children. The program is compiled in accordance with:  Law of the Russian Federation “On Education”;  Federal state educational standard for preschool education.  UN Convention on the Rights of the Child.  Declaration of the Rights of the Child.  The main educational program of MBDOU kindergarten "Rainbow".  Instructive letter of the Ministry of Education of Russia dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center of a general education institution”.  Regulations on the speech therapy room MBDOU kindergarten "Rainbow".  A program of speech therapy work to overcome phonetic and phonemic underdevelopment of speech in children. Authors: T. B. Filicheva, G. V. Chirkina, T. V. Tumanova.  Kashe G. A. Correction of speech defects in preschool children.  Fomicheva M. F. Education of correct pronunciation in children.  Nishcheva N.V. “The program of correctional and developmental work in a speech therapy group for children with general underdevelopment of speech”  Developments of domestic scientists in the field of speech therapy, general and special pedagogy and psychology. Relevance of the program. This correctional and developmental program was developed in order to provide speech therapy assistance to preschoolers who have impaired sound pronunciation with various speech therapy conclusions. Mastering the correct pronunciation of speech sounds is one of the important links in the development of a child's speech. The process of formation of sound pronunciation ends by the age of 5-6, when the child can correctly pronounce all sounds. However, the successful formation of the sound-producing side of speech does not always occur. In many children, defects in sound pronunciation, having arisen and consolidated in childhood, are overcome with great difficulty in subsequent years and can persist for life. Correctional and educational work with children of preschool age leads to their significant compensation. The circle program is designed for children 5-6 years old who are not enrolled in a speech center, but who need speech therapy assistance. Scientific validity This work program was developed on the basis of modern achievements in speech therapy science and practice, special and child psychology, special pedagogy (S.N. Shakhovskaya, O.G. Ushakova, T.B. Filicheva, S.V. Konovalenko, N. Nishcheva etc.), reflecting ideas about the structure of a speech disorder, the developmental features of children with speech disorders, as well as the specifics of providing correctional and developmental assistance to children of preschool age. The working program is based on the following theoretical ideas: 1. In children under 7 years of age, speech, as a functional system that has not yet been formed, is most susceptible to damaging factors. 2. Speech development is mediated by a number of conditions, primarily the development of intellectual processes and communication. 3. The impulse to verbal utterance arises in the child under the influence of the emotional experience of the perceived. 4. The content of speech is made up of the impressions received by the child when getting acquainted with the environment, therefore, an important point for the development of children's speech is the formation of broad interests in preschool children. The program implements the idea of ​​comprehensive support for a child with developmental disabilities in a preschool educational institution (L. M. Shipitsyna). The leading principle of this work program is the principle of complexity, expressed in the unity of the approach to the prevention and correction of speech disorders in pupils, the personal-activity approach to the prevention and correction of speech disorders, as well as in understanding the unity of mental and speech development, the relationship of sensory, mental and speech development . Also, the working program implements the principles of developmental education, taking into account the zone of proximal development, consistency, workaround, general didactic (visibility, accessibility, individual approach, consciousness), integration of educational areas in the organization of the correctional and pedagogical process. The program also reflected the ideas of a number of scientists: L.S. Volkova, V. A. Kovshikov, R. I. Lalayeva, L. G. Paramonova, O. V. Pravdina, M. F. Fomicheva, M. E. Khvattseva on the problem of oral speech correction. The purpose of the circle: the development in children of attention to the sound side of speech; promoting the development of children's speech, the assimilation by children of sufficient vocabulary, grammatical forms, the creation of speech situations that stimulate the motivation for the development of speech. The tasks of the circle: to form arbitrary, coordinated movements of the organs of articulation; develop general and fine motor skills; develop the strength and height of the voice, speech breathing; to form the lexical and grammatical structure of speech; to form the correct speech development by reading poetry, nursery rhymes, rhymes, riddles while performing actions; to form the cognitive activity of children; improve mental processes: attention, memory, thinking; teach effective communication skills. The program of the circle for the development of speech "Talkers" is designed for children aged 5 to 6 years. The program is based on the following principles:  the principle of a humane and personal attitude towards the child, which allows for the developmental education of preschoolers, the formation of the basic foundations of the culture of the personality of children, the comprehensive development of intellectual and volitional qualities, makes it possible to form all mental processes in children;  principle of conformity to nature, i.e. synchronous alignment of speech and mental development of children with speech disorders;  ontogenetic principle, taking into account the patterns of development of children's speech in the norm;  the principle of individualization, taking into account the possibilities, developmental characteristics and needs of each child;  the principle of recognizing each child as a full participant in the educational process;  the principle of supporting the children's initiative of the cognitive interests of each child; and formation  the principle of specificity and accessibility of educational material, compliance of requirements, methods, techniques and conditions of education with individual and age characteristics of children;  the principle of systematic and interconnectedness of educational material;  the principle of gradual presentation of educational material;  the principle of the relationship of work on various aspects of speech;  the principle of ensuring active language practice. These principles make it possible to ensure the integrity, consistency and continuity of the tasks and content of teaching and development activities. The main form of work is play activity - the main form of activity for preschoolers. All classes in accordance with the Program are of a playful nature, full of various games and developing game exercises. Age and individual characteristics of children of senior preschool age (5-6 years). In the sixth year of a child's life, important changes in the development of speech occur. For children of this age, the correct pronunciation of sounds becomes the norm. Comparing his speech with the speech of adults, a preschooler can detect his own speech shortcomings. A child of the sixth year of life freely uses the means of intonation expressiveness: he can read poems sadly, cheerfully or solemnly, he is able to adjust the volume of his voice and the pace of speech depending on the situation (read poetry loudly at a holiday or quietly share his secrets, etc.). Children begin to use generalizing words, synonyms, antonyms, shades of meanings of words, polysemantic words. The children's vocabulary is also actively replenished with nouns denoting the names of professions, social institutions (library, post office, supermarket, sports club, etc.); verbs denoting the labor actions of people of different professions, adjectives and adverbs reflecting the quality of actions, the attitude of people to professional activities. Children learn to independently build game and business dialogues, mastering the rules of speech etiquette, use direct and indirect speech; in descriptive and narrative monologues, they are able to convey the state of the hero, his mood, attitude to the event, using epithets, comparisons. The reading circle of a 5–6 year old child is replenished with works on a variety of topics, including those related to family problems, relationships with adults, peers, and the history of the country. The kid is able to retain a large amount of information in memory, reading with continuation is available to him. Children are attached to the literary context, which also includes the author, the history of the creation of the work. The practice of text analysis, work with illustrations contribute to the deepening of the reader's experience, the formation of reader sympathy. By the age of 5, they have a fairly large stock of ideas about the environment, which they receive through their activity, the desire to ask questions and experiment. There is no exact orientation in seasons, days of the week. Children learn well the names of those days of the week and months of the year with which bright events are associated. Children's attention becomes more stable and arbitrary. They can do something that is not very attractive, but necessary, for 20-25 minutes together with an adult. A child of this age is already able to act according to the rule that is set by adults. The amount of memory does not change significantly. Improves its stability. At the same time, for memorization, children can already use simple techniques and tools (cards or drawings can act as a hint). At 5-6 years of age, visual-figurative thinking acquires leading importance, which allows the child to solve more complex problems using generalized visual aids (diagrams, drawings, etc.) and generalized ideas about the properties of various objects and phenomena. Children resort to visual-effective thinking in those cases when it is difficult to identify the necessary connections and relationships without practical trials. Characteristics of children with phonemic-phonemic underdevelopment of speech (FFN) Phonetic-phonemic underdevelopment of speech is a violation of the formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes. The defining feature of phonemic underdevelopment is a reduced ability to analyze and synthesize speech sounds that provide perception of the phonemic composition of the language. In the speech of a child with phonetic and phonemic underdevelopment, there are difficulties in the process of forming sounds that differ in subtle articulatory or acoustic features. Characteristics of children with a phonetic defect (FN). A phonetic defect is a violation of speech, manifested in its sound (phonemic) design during the normal functioning of all other utterance operations. Violation of the sound design of speech is due to incorrectly formed articulatory positions. Most often, the wrong sound in its acoustic effect is close to the right one. The reason for the distorted pronunciation of sounds is usually insufficient formation or impaired articulatory motility. There are the following violations of sounds: - distorted pronunciation of sound; - lack of sound in speech; These deviations in the development of children suffering from speech anomalies are not spontaneously overcome. They require specially organized work to correct them. Characteristics of children with general speech underdevelopment (OHP) General speech underdevelopment in children with normal hearing and primary intact intelligence is a speech anomaly in which the formation of all components of the speech system suffers: sound pronunciation, sound analysis skills, vocabulary, grammatical structure, coherent speech. The speech experience of children with OHP is very limited, the language tools they use are imperfect. Therefore, the colloquial speech of children with these speech disorders turns out to be poor, laconic, closely related to a specific situation. Outside of this situation, it often becomes incomprehensible. Coherent (monologue) speech, without which there can be no full assimilation of the knowledge acquired by children, either develops with great difficulty, or, in general, is completely absent. The level of general underdevelopment of speech can be different: from the complete absence of speech means of communication, to extended speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment. In children with mildly expressed general underdevelopment of speech (NV OHP), residual phenomena of underdevelopment of the lexical-grammatical and phonetic-phonemic components of the language system are noted. For children of this level, a somewhat sluggish articulation of sounds, insufficient expressiveness of speech, and fuzzy diction are typical. The incompleteness of the formation of a sound-syllabic structure, the mixing of sounds, the low level of differentiated perception of phonemes are an important indicator that the process of phoneme formation in children has not been completed. Correctional and developmental work with children with FFN and OHP is built taking into account the peculiarities of their mental activity. Thus, speech therapy influence is organically connected with the development of attention, memory, and the ability to control oneself and other mental processes in preschoolers. Based on the heterogeneity of the composition of children at the speech center, due to the different etiology of the disorder, it is important, as a result of the examination, to differentially assess the degree of lag in the assimilation of educational material, and the program requirements of this age should also be taken into account. Brief description of the group of children: FN FN (phonetic nar-e) FFNR ONR (phonemic nar-e) 1 15 children Dyslalia 15 Polymorphic pronunciation of children Dysarthria Stuttering 0 0 violation Monomorphic violation of the pronunciation of children Girls Boys Work schedule of the Talking circle for 2016 -2017 Quantity No. Events days week 1 Circle at Time Responsible for holding 1 time at 15.30 - week 16.00 Meleshko N. A. II. Organizational section of the program Content and forms of speech therapy impact This system of classes contains various exercises for the development of articulatory, finger motor skills, speech breathing, strength, pitch of voice and a complex of various poetic exercises with elements of neuropsychological impact (“speech with movement”, aimed at developing all coherent speech generalizing concepts, the formation of ideas about the properties of surrounding objects and natural phenomena. The development of the articulatory apparatus includes: articulatory gymnastics with the display of colored cards associated with the name of the exercises. In the development of manual motor skills: making figurines from fingers with poetic accompaniment. In the development of speech breathing: breathing exercises aimed at developing the correct speech exhalation. In the development of the strength and height of the voice: various voice exercises. In "Speech with movement": memorizing and telling rhymes, nursery rhymes, riddles, rhymes while performing actions. Each articulatory gymnastics complex prepares certain movements and positions of the lips, tongue, produces a directed air stream, that is, everything that is necessary for the correct formation of sound, and work on the development of finger motor skills of the hands has a beneficial effect on the development of speech in general, as well as prepares the child's hand for drawing and writing. The development of the strength and pitch of the voice, speech breathing develops a sense of rhythm, diction, intonational expressiveness of speech. The poetic text will be the rhythmic basis for performing movements, and the movements will help children better remember the text of the exercise itself. Along with the development of motor activity, children will develop speech, attention, memory and thinking. Each lesson is devoted to a specific lexical topic. All topics resonate with the requirements of the kindergarten program, which in turn increases the effectiveness of classes. Each lesson includes the following elements: 1. Learning a new articulation exercise. 2. Exercises and tasks for the development of fine motor skills (finger games, self-massage of hands and fingers with cones, Su-Jok balls, massage hedgehogs, sand therapy, etc.). 3. Exercises aimed at the formation of correct (diaphragmatic) breathing, phonopedic exercises. 4. Physical Minute. 5. Didactic games for the development of phonemic ideas. The integration of the following areas is taken into account: communication, socialization, cognition, reading fiction, health, artistic creativity. 1. Communication - vocabulary enrichment, sound culture of speech, development of the ability to maintain a dialogue. 2. Cognition - conversations, didactic games, improving the meaning of understanding spatial relationships. 3. Fiction - works of a cognitive orientation (poems, nursery rhymes, fairy tales) are used. 4. Music - musical works, songs for exercises, games are used. 5. Socialization - familiarization with the generally accepted norms and rules of relationships with peers and adults 6. Health - strengthening the muscles of the articulatory apparatus through special exercises, physical education minutes, strengthening the physical health of children self-massage - for This program is designed taking into account and using modern innovative technologies and methods in the field of proper breathing, the development of finger and general motor skills, which provides motor functions of the hand, coordinated eye actions and hands, positively influencing the improvement of cognitive abilities and the development of speech of preschoolers. Classes are held in the afternoon, once a week for 30 minutes. III. CONTENTS CONTENT BLOCK Thematic planning of the work of the circle Theme October Course of the lesson, form of work 1. Articulatory Goals and objectives of gymnastics “How the tongue drank tea with friends” development of movements of the organs of the articulatory apparatus; (see N.V. Ryzhova pp. 6-7) 2. Finger gymnastics: - Development of finger motor skills; "In the 'In the Animal World' forest." 1 week - Teach children to perform articulation exercises; - Development of general motor skills; - Formation of speech breathing skills; the ability to change the voice by 3. Outdoor game: "Wonderful Fox". strength and height; 4. Exercises "Blow off the butterfly"; “Sound imitation of animals” 5. Imitation game “Hare exercise” (see Ladutko L.K., p. 69, task 5) - Consolidation of the skills of correct pronunciation, expressive intonation of speech; - Removal of emotional tension; - Consolidation of knowledge on the lexical topic "Wild and domestic 6. Etude" Meeting with a friend ". animals". - Development of auditory attention. 7. Didactic game: "Who lives here?" 8.D.i. "What does it sound like?" 1. Articulatory gymnastics “As the tongue marked the day, the development of movements of the organs of the articulatory apparatus; birth "- Development of finger motor skills; “Vegetables and Fruits” Week 2 (see N.V. Ryzhova, pp. 7-9) 2. Finger - Teach children to perform articulation exercises; gymnastics: "Depict" 3. Didactic game: "Who is in the garden" 4. A set of exercises "Rocket" - Development of general motor skills; - Formation of speech breathing skills; - Development of speech hearing and memory; - Removal of emotional stress; - Drawing up a descriptive story on algorithms. 5. The poem "Boots" 6. The game "Klubok" - Development of auditory attention. 7. "Collect a basket of vegetables or fruits." 8. "Who called?" 1. Articulation gymnastics - Continue to teach children to perform articulation exercises “How the tongue went to visit gymnastics; development of movements of the organs of the articulatory apparatus; squirrel" (see N.V. Ryzhova pp. 9-10) - The use of the comparative degree of adverbs; - The use of case forms of nouns in the plural 2. Ball game "Say the opposite" number; 3. The game “Who will name more words, “Trees” 3 weeks related to autumn? 4. Clean tongues (krtoteka). 5. You hear the sound "A" - jump. - development of memory. - development of phonemic perception. 1. Articulatory gymnastics "How the tongue cooked mushroom soup" (see N.V. Ryzhova pp. 10-11) 2. Finger - Use plural nouns. 4. The game "Lucky mushroom picker" - Development of phonemic perception. hand. "Mushrooms" - Development of finger motor skills; 3. Guessing riddles on the topic 5. If you hear the sound "O" - raise the 4th week of gymnastics; development of movements of the organs of the articulatory apparatus; gymnastics - Distinguish and use prepositions; "Mushrooms" November - Continue to teach children to perform articulation exercises in the genitive case 1. Articulation gymnastics - Continue to teach children to perform articulation exercises "How the tongue built the house" gymnastics; development of movements of the organs of the articulatory apparatus; (see N.V. Ryzhova, pp. 37-39) - Development of finger motor skills; 2. Finger gymnastics "House" - Use plural nouns; 3. The game "Here and there" - the use of nouns in a diminutive 4. The speech game "Giant and Dwarf" form. 5. Clean tongues (file cabinet). "My city" 1 week 6. If you hear the sound "U" - clap your hands. - development of phonemic perception. 1. Articulation gymnastics - Continue to teach children to perform articulation exercises “How the tongue found a friend” (see N.V. Ryzhova, p. 19-20) gymnastics; development of movements of the organs of the articulatory apparatus; - Development of finger motor skills; “My family” Week 2 2. Finger gymnastics “My - Relieve emotional stress; family "Development of spatial 3. Etude "Friendly family" - To form the imagination; submissions; 4. The game "My house" - Encourage to engage in game and speech interaction. 5. Game: "Daughters-mothers." - development of phonemic perception. 6. You hear the sound "E" - raise your hand. 1. Articulation gymnastics - Continue to teach children to perform articulation exercises "Poultry" Week 3 "How Mishka looked for honey" gymnastics; development of movements of the organs of the articulatory apparatus; (see N.V. Ryzhova, pp. 22-24) - development of thinking, expansion of the dictionary, consolidation of cases 2. Guessing riddles on the topic of endings; 3. Speech game "Who was who" - the development of finger motor skills; 4. Finger game with music - learn to highlight the excess; "Five ducks" 5. The game "Who is superfluous and why" 6. Riddles 7. If you hear the sound "P" - get up. - development of phonemic perception. 1. Articulation gymnastics - Continue to teach children to perform articulation exercises "How the tongue walked in the forest" gymnastics; development of movements of the organs of the articulatory apparatus; (see N.V. Ryzhova, pp. 24-25) - strengthening the ability to form nouns with the help of 2. KRD "Helping Mom" ​​diminutive - 3. Guessing riddles on the topic of reaction speed; 4. Ball game “Say it kindly” - Formation of possessive adjectives using a suffix - 5. Game: “Whose thing is this?” caressing suffixes, in- “Clothes and shoes” Week 4 - Development of phonemic perception. December 6. You hear the sound "T" - jump up. development of dexterity, 1. Articulatory gymnastics “How the tongue visited beloved pets” “Winter” - Changing nouns by case; correct use of prepositions; 2. Game "Tell me a word" - Removal of emotional stress; 3. Plastic sketches "Winter" - Development of speech breathing and voice; 4. Exercise "Blizzard" - Development of attention. 5. The game "It happens - it doesn't happen" 1 week - Teach children to perform articulation gymnastics exercises; 1. Articulation gymnastics “Snowmen rejoice in the frost” 2. Finger gymnastics 3. Onomatopoeia for birds Bullfinch: “Fu-fu-fu” Seagull: “Ha-ak-ag-ag, gre-gri” “Wintering birds” Week 2 Tit: “ Kick-kick-kick "Sparrow: "Chik-chi-rik" 4. The game "Call it affectionately" 5. The game "Explain the words to Dunno" 6. You hear the sound "K" - clap. - Continue to teach children to perform articulation gymnastics exercises; - Development of finger motor skills; - Development of speech breathing and voice power; - learn to use words in a diminutive form; - learn to explain difficult words. - development of phonemic perception. 1. Articulation gymnastics gymnastics; “How the tongue saved the crow from the cat” (see N.V. Ryzhova, pp. 40-41) 2. Finger gymnastics with music “Warm-up” - Continue to teach children to perform articulation exercises - Development of finger motor skills; c - learn to answer in full sentences; - develop attention; "Human. Parts of the body "3 week 3. Speech game" Why? 4. The game "Find the Dunno's mistake and say it right" 5. The game "One-Many". 6.Hear raise your hand. the sound "M" - - the development of phonemic perception. 1. Articulation fairy tale "New Year" - Development of finger motor skills; 2. Finger gymnastics 3. Playing the situation "New Year" 4 week "New Year" January - Teach children to perform articulation exercises; 4. Finger theater "Teremok" 5. If you hear the sound "B" - clap. - Learn to portray the actions of fairy-tale characters and animals; - The formation of all components of speech through the staging of a fairy tale. - Development of phonemic perception. 1. Articulatory tale “Masha - Teach children to perform articulatory gymnastics exercises; "In the world of fairy tales" 2 weeks and a bear "- Development of memory and fine motor skills; 2. Finger game “About a chicken - Formation of all components of speech through staging a fairy tale; Ryaba "- Learn to guess a fairy tale from illustrations. 3. Finger theater "Turnip" - Development of phonemic perception. 4. Didactic game "Guess the tale" 5. If you hear the sound "P" - clap. 1. Articulation fairy tale - Continue to teach children to perform articulation exercises "Once Upon a Winter's Day" gymnastics; "Winter Fun" Week 3 2. Finger games based on - Relieve emotional stress; folk tales "Teremok" - Development of memory and fine motor skills; 3. KRD "Games in winter" - Development of phonemic perception. 4. Etudes "What will you do on a walk." 5. If you hear the sound "D" - jump up. 1. Articulation gymnastics - Continue to teach children to perform articulation exercises 2. Finger gymnastics gymnastics; 3. Speech game with a ball “Who is what - Development of memory and fine motor skills; "Professions" 4 weeks engaged in "February - consolidating children's knowledge about the profession, enriching the verb 4. The game" Who works with what "of the children's dictionary, developing attention, dexterity; 5. You hear the sound "Sh" - get up. - Development of phonemic perception. 1. Articulation gymnastics - Continue to teach children to perform articulation exercises 2. Finger gymnastics “A lot of gymnastics; "Furniture" 1 week of furniture in the apartment "- Development of memory and fine motor skills; 3. The game "What kind of furniture is this" - Formation of adjectives; 4. Riddles on the topic - Learn to guess riddles; 5. The game "Nothing happens without" - Develop memory, attention. 6. You hear the sound "B" - raise - Development of phonemic perception. hand. 1. Articulation gymnastics "Materials and tools" 2nd week 2. simple gymnastics; “Drawing up proposals for - Continue to teach children to perform articulation demonstration exercises - develop coherent speech, thinking, fine and general motor skills, actions” dexterity, coordination of movements. 3. Game "One-Many". - The development of breathing. 4. Breathing exercise "Blow off dust particles". - The development of phonemes. play. 5. You hear the sound "G" - jump. 1. Articulation gymnastics 2. “Compilation of simple gymnastics; suggestions for demonstrating "Defenders of the Fatherland" actions "3 week - Continue to teach children to perform articulation exercises - Develop coherent speech, thinking, fine and general motor skills, dexterity, coordination of movements. 3. The game "What they do" - Consolidation of knowledge about military professions. 4. The game “Who needs it for - Development of breathing. service "5. Breathing control" Blow the bees. 6. If you hear the sound "H" - raise the green card. - Development of phonemic perception. 1. “Finger games based on - Development of memory and fine motor skills; folk tales “About the Hen - Development of the muscles of the art apparatus. Ryabu "- Formation of adjectives; 2. Art. hymn "Machine" - The use of verb forms 3. The game "What is the name" 4. Clean phrases (card file) "Food" 4 week 5. The game March "What was done with this product" 6. Breath. exercise "Mishka football player". 7. You hear the sound "L" - get up. - Development of breathing. - Development of phonemic perception. 1. Finger games "Houses for fingers" 2. Art. anthem "For girls". 2. KRD "Playful icicles" "Spring. Signs of spring "1 week 3. Game "Answer correctly" 4. "Say the opposite." 5. Breathing control “Clouds”. 6. “If you hear the sound “Sh” - clap. - Development of memory and fine motor skills; - Development of the muscles of the art. apparatus. - Learn to answer with a full sentence; - Using words with opposite meanings. - The development of breathing. - The development of phonemes. play. "March 8 - Women's Day" Week 2 1. Finger game "Our mothers" - Development of memory and fine motor skills; 2. Art. hymn "Machine". - Development of the muscles of the art apparatus. 2. The game "Tell me affectionately" - Learn to compose stories, use common speech in speech 3. "Tell me what your mother is" sentences. - The development of breathing. 4. Breathing control "Kolobok". 5. You hear the sound "R" - get up. - The development of phonemes. play. 1. Finger games based on - Development of memory and fine motor skills; "Dishes" 3rd week of folk tales "Cat, rooster and - Development of the muscles of the art apparatus. fox "- Develop speech, use prepositions correctly in speech. 2. Art. hymn "Tales" - Development of breathing. 3. The game "What dishes do we have?" - Develop the ability to highlight the 1st sound in a word (vowel). 4. "Where products live." 5. Breathing control “Titmouse”. 6. Name the first sound in the word "1. Finger game" What's the noise in this kitchen "2. Art hymn - Development of the muscles of the art apparatus. "With the cat "Electrical appliances" 4 weeks Murzik." April 3. Breathing exercise "Blow out the candle." 4. The game “What - Development of memory and fine motor skills; do we have a device? 5. Name the 1st sound in syllables. - The development of breathing. - Consolidation of knowledge about electrical appliances. is - Development of skills to allocate the first sound in syllables (vowel, consonant). hot 1. Articulation fairy tale - Continue to teach children to perform exercises of articulation "Zoo" gymnastics; development of movements of the organs of the articulatory apparatus; Animals 2. Finger game with music “U-Development of breathing. giraffes" 3. Respiratory control "Feather". countries” “Zoo. 1 week 4. Name the first sound in the word (acc.) - Development of the ability to highlight the 1st sound in the word (acc.). 1. Speech therapy gymnastics 2. Finger gymnastics "Cosmos" 2nd week "Stargazer" - Strengthening the muscles of the articulatory apparatus; - Development of finger motor skills; - Expansion of the volume of the dictionary, clarification of ideas about signs 3. The game "Sending" objects, the development of coherent speech. 4. Breathing exercise “Blow on the planets” - Development of breathing. 5. Name the first sound in syllables. -Developing the ability to distinguish the first vowel and acc. sound in syllables. 1. Speech therapy gymnastics 2. Finger gymnastics - Development of finger motor skills; "Migratory birds" "Rooks flew to us" Week 3 - Strengthening the muscles of the articulatory apparatus; - Expansion of the volume of the dictionary, clarification of ideas about signs 3. The game "Sending" objects, the development of coherent speech. 4. Breathe. exercise "Blow off the chick." - The development of breathing. 5. Name the first sound in words. -Developing the ability to highlight the first chapter. and acc. sounds in words. 1. Speech therapy gymnastics - Strengthening the muscles of the articulatory apparatus; 2. Lotto game: "Transport" - Development of finger motor skills; 3. Outdoor game: "Visiting" (see - Development of dynamic coordination of large motor skills; N.P. Meshcheryakova "Correction of speech and non-speech disorders in preschoolers") 4. Complex of mobile exercises game "Transport" 4th week of imagination and Development - Didactic spatial in relation to “Choose to your own body; - game Tasks on “Where is knowledge on a lexical topic. if you go there, you will find it "May Development of the directions of the car" 6. - associative-figurative thinking; "Rocket" 5. - Formation of speech breathing skills; 7. Lexical theme "Transport". 8. Name the first sound in the word. -Developing the ability to distinguish the first sound in words. consolidation 1. Articulatory tale “God's - Strengthening the muscles of the articulatory apparatus; cow "- Development of finger motor skills; 2. Finger game with music "Spider" "Insects" strength and height; 3. Exercise “Onomatopoeia - Development of breathing. insects "- Development of the ability to highlight the first sound in a word. 4. Riddles. 1 week - Formation of speech breathing skills; the ability to change the voice by 5. Breathing control "Blow off the butterfly." 6. Name the first sound in the word. 1. Finger gymnastics "In" School supplies "2 week portfolio" - Development of memory and fine motor skills; - Agreement of nouns with numerals. 2. The game "Count to 5" - Learn to guess riddles and explain the answer; 3. Riddles - Learn to complete sentences. 4. The game "Complete the sentence" - Development of breathing. 5. Breathing exercise "Blow off the fluff" - Development of the ability to allocate the 1st star. in a word. 6. Name the first sound in the word. 1. Articulatory fairy tale "Lily of the valley" - Strengthening the muscles of the articulatory apparatus; - Development of finger motor skills; 2. Finger gymnastics "Flowers"; - Learn to guess riddles and explain the answer 3. Riddles on the topic - Development of breathing. "Primroses" 3 week 4. Didactic game "Name the flowers - Development of the ability to highlight the 1st star. in a word. Right". 5. Breathing exercise "Blow off dandelions." 6. Name the first sound in the word. 1. Articulatory fairy tale "Summer Day" 2. Finger - Strengthening the muscles of the articulatory apparatus; - Development of finger motor skills; gymnastics - Learn to compose descriptive stories using "Rain" in speech. common sentences 3. Drawing up a story “What am I - Development of breathing. I'll do it in the summer." 4. Breathing exercise "What's under the napkin?" "Summer" 4 week 5. Name the first sound in the word. -Development of the ability to allocate the 1st star. in a word. Software and methodological support  1. Agranovich Z.E. A collection of homework assignments to help speech therapists and parents to overcome lexical and grammatical underdevelopment of speech in preschoolers with OHP. - SPb.: "Childhood-Press", 2005.  2. Vorobieva V.K. Methodology for the development of coherent speech in children with systemic underdevelopment of speech.- M .: AST: Astrel; Transitbook, 2006. 3. Guskova A.A. Mobile and speech games for children 5-7 years old. Volgograd, 2011  4. Kolesnikov E.V. The development of sound-letter analysis in preschoolers. - M.: AKALIS, 1999.  5. Konovalenko V.V., Konovalenko S.V. The formation of coherent speech and the development of logical thinking in children of senior preschool age with OHP: Methodological guide .- M .: Izd. GNOM i D, 2003.  6. Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in the preparatory group for children with FFN (1, 2, 3 periods): A guide for speech therapists. - M .: Publishing house GNOM and D, 2005.  7. Kosinova EM Learning to speak correctly. M.: "ROSMEN", 2008  8. Ladutko L.K. Card file of didactic games and exercises for the development of speech of preschoolers to the section "Man and Nature": Assistance, 2010.  9. Pozhilenko E.A. The Magic World of Sounds and Words: A Handbook for Speech Therapists. - M., Ed. VLADOS, 2002.  10. Smirnova L.N. Speech therapy in kindergarten. Handbook for speech therapists, speech pathologists. - M.: Mosaic-synthesis, 2004. MKDOU "TsRRDS" Zvezdny " The program of the literary circle "Learning to speak." Compiled by the teacher of the senior group: Kuleshova L.I. Zvezdny Explanatory note: The development of speech is of great importance in the development of the child. The degree of formation of which depends on the further successful education of the child in school. Currently, due to the lack of communication with adults, the percentage of children with speech disorders is very high. According to the World Health Organization, the level of speech development of children admitted to the 1st grade does not reach the norm and requires additional corrective actions of specialists. Adequate perception and reproduction of text educational materials, the ability to give detailed answers to questions, to express one's own judgments independently - all these and other educational actions require a sufficient level of development of coherent monologue speech. The formation of the coherence of speech, the development of the ability to meaningfully and logically build a statement is one of the main tasks of the speech education of a child of senior preschool age. That is why it is so necessary to carry out systematic work on the formation of this side of speech activity. Unfortunately, direct educational activities with children with speech disorders are not enough to solve these problems, and therefore I decided to create a “Learning to Speak” circle, which includes the following types of children's activities: Reading fairy tales, stories, nursery rhymes, tongue twisters, guessing riddles. Observation, demonstration of TCO. Verbal, didactic games, logorhythmics, kinesiology exercises. Staged and dramatized. Fairy tale therapy. Relevance. Speech is of fundamental importance for the development of thinking and activity of the child as a whole. The problem of speech underdevelopment in children and the development of evidence-based content and methods of correctional work aimed at overcoming it is important and is a complex speech therapy problem. The importance of the problem is: in an increase in the number of children with speech development problems, both at preschool and school age; in the difficulty of the ability to conduct a monologue statement, both in the classroom and in free activity; in the insufficiency of the dictionary, in the inability to use figurative expressions, comparisons, direct speech in speech; in the difficulty of constructing sentences and combining them into a whole text, as well as in the pronunciation of words; in the inability to convey the character of the heroes of fairy tales, the motives of their actions, in the inability to convey the emotional state of the characters; Related materials: Ryakhovsky) test on the topic Voll diagnostics measuring skin resistance Test: Are you a conflict person? Test on the topic whether you are a conflict person Educational Methods: Waldorf Education System The Purpose of Waldorf Pedagogy Ancient Sparta: features, political system, culture, history Where was the ancient Greek Sparta Time of Troubles reign of false Dmitry 1 tweet Live Journal Facebook Twitter Subscribe to the weekly aurumrp.ru newsletter Subscribe Site Map Documentation Master Class Techniques Beginners Experience exchange