Synopsis of the GCD in the educational field "Reading fiction." Russian folk amusement "Cucumber, cucumber

Current page: 6 (total book has 10 pages) [accessible reading excerpt: 7 pages]

Lesson 1. Reading the fairy tale by A. N. Tolstoy "Three Bears"

Target. To acquaint children with the fairy tale "Three Bears", teaching them to listen carefully to relatively large works of art.

Lesson progress

Having told the tale, the teacher gives the children (optional) the opportunity to portray adult bears and a bear cub who saw their cups and ask (with different voice strengths): “Who sipped from my cup?” If there are those who wish and there is time left, you can repeat the improvisation.

Lesson 2. The game "Who called?". Didactic game "Is it winter?"

Target. To teach children to distinguish by ear onomatopoeic words; recognize peers by voice (game "Who called?"). Consider handout pictures (winter scenes) with children and explain what is shown on them.

Lesson progress

“Guess,” the teacher begins the lesson, “whose voices you will hear. Early morning. Silence. And suddenly: “Ku-ka-re-ku!” (This is a rooster woke up.)“Ko-ko-ko, ko-ko-ko,” someone sang in the yard ... “Kwa-kva-kva,” was heard somewhere nearby. "Ku-ku! Ku-ku! "- was heard from afar ... "

Next, the teacher offers the children a rather difficult task. The teacher asks one of the children to reproduce any of the voices they heard, and peers sitting with their eyes closed must guess who utters the onomatopoeia. (When the children close their eyes, the child-leader hides behind the screen.) Then the one who first recognized the voice of the child becomes the driver. If no one recognizes the voice of a peer, which is extremely rare, the child drives a second time.

The teacher puts a picture with a winter story on the easel. On his desk, he lays out handout plot pictures (medium size).

“Fun in winter, interesting! - says the teacher. - You can sled down the hill (takes from the table and shows the children the appropriate picture). And you can ... ”He calls the child, he takes a picture from the table and continues the story.

The pictures that the children have already considered, the teacher puts next to the big picture "Winter". In conclusion, he summarizes the children's answers with a story about winter and winter activities.

Lesson 3. Narrative without visual accompaniment

Target. To develop in children the ability to understand the content of the story without visual accompaniment, the ability to listen to the same story in an abridged and complete version.

Lesson progress

The teacher talks about a bunny (L. Slavina. “Bunny”): “Once upon a time there was a bunny, he wanted to eat, but he can’t find carrots anywhere. The bunny ran to the children, and they gave him a carrot.

The second story may be: “Once upon a time there was a bunny. He had a good life during the summer. There is a lot of food in the forest in summer: grass, berries, roots. Winter came. There is snow all around. A hare galloped to the garden, where in the summer carrots and cabbage grew. No carrot! No cabbage! People picked them up and took them home. The bunny jumped into kindergarten. The children saw him, were delighted, made a noise, clamored, began to stroke the bunny, feel sorry for him. And Anna Nikolaevna brought a carrot and an apple to the bunny. The hare ate them, cheered up and ran into the forest.

The final story can be even more detailed (include a description of the bunny): “Fluffy, white, with long ears and a pink nose” and a story about how he quickly gnawed a carrot (“Hrum-khrum! Khrum-khrum! And there is no carrot!”) .

The ending of this story may be completely different: “Anna Nikolaevna took the frozen hare in her arms and carried it to a living corner. There he lived until spring, and every day the children came to look at him and brought refreshments. In the spring, when it became warm, grass appeared, the hare was released into the forest. Let him live in freedom, long-eared, and tell the forest hares how he spent the winter, how the children loved him.

If there is time left, you can please the children, remind them of G. Lagzdyn's poem “Bunny, bunny, dance!”.

Bunny, bunny, dance!
Make our Masha (Sasha, Olya, Tanya) laugh!
Stomp, stomp your paws,
Gray slippers!
Like this! Like this!
Dancing hare hopak!

Lesson 4. Didactic game "Let's arrange a room for the doll." Didactic exercises for pronunciation of sounds d, d

Target. Exercise children in the correct naming of pieces of furniture; learn to pronounce onomatopoeic words clearly and correctly.

Lesson progress

Children sit in a semicircle, in the center of which is a coffee (children's) table.

The teacher brings in the doll. “Here it will be,” the teacher gestures around the surface of the table, “Katya’s room. Katya will live here. Katya, do you like your room? (Children also address the doll with these words.) “No,” Katya answers. - I don't like my room. There is no table, no chair. There is no bed."

The teacher sets up the bed. He asks the children: “What is this? Why does Katya need a bed? Invites the doll to lie down in bed. “Lie down. Lie down, Katya!” - offer and children. (Choral and individual repetitions.)

Katya lies down. Children sing a lullaby: "Bye-bye, bye-bye, fall asleep quickly" (repeated twice). “Let her sleep,” the teacher says, and we will put furniture in her room. We'll set up a table. Need a table? “And chairs are needed,” one of the children will surely say. "Why chairs?" the teacher is interested. He listens to the answers and puts chairs in the room.

Then the teacher puts a wardrobe and sideboard. Ask the children what these pieces of furniture are called. The teacher explains their purpose, puts dishes in the cupboard, and hangs dresses in the closet.

After the room is equipped, the teacher offers to wake up Katya: “I have bells (shows), with their help we will wake up the doll. Listen to the little bell: ding-ding-ding. Repeat. (Children in chorus and one at a time pronounce the sound combination.) And the bigger bell rings like this: don-don-don. How does he call? And when the big bell sounds, we don't have it, we hear: ding dong, ding dong…”

Katya wakes up. She rejoices at the new furniture, asks the kids about the closet and sideboard. The children answer her questions. The doll does not learn new information immediately. So, she can confuse a sideboard with a wardrobe, a table with a chair, and the kids should notice and correct her mistakes.

At the end of the lesson, the teacher reads a Russian folk song (abbreviated):

Ay, doo-doo, doo-doo, doo-doo!
A raven sits on an oak
He plays the trumpet
In silver...

The teacher asks the children to play the trumpet (all together and 3-4 children individually).

Lesson 5. Repetition of familiar fairy tales. Reading the nursery rhyme "Cucumber, cucumber ..."

Target. Recall familiar fairy tales with children, help kids dramatize excerpts from works; to help memorize a new nursery rhyme.

Lesson progress

The teacher begins to tell the tale "Three Bears" and asks the children to remember how the bears behaved when they returned home. For those who wish, the teacher offers to portray bears and a teddy bear who discovered that someone was eating from their bowls.

The teacher asks the children to remember how the kids behaved, guessing that there was a wolf behind the door. The teacher sings the song of the wolf, and the goat children, after listening to the wolf, say: “We hear, we hear! You won’t sing in your mother’s voice!”

“It’s good that the kids were not only smart, but also obedient,” says the teacher. - Mom did not allow the goats to open the door to the wolf, and they did not break their promises. But the cucumber ... The cucumber tried to run away alone to the other end of the garden. And the mouse lives there. "Cucumber, cucumber! Don't go to that tip - a mouse lives there, it will bite your tail off.

The teacher repeats the joke.

Then the teacher invites the children to play. He chooses the kids to play the role of a mouse and a cucumber. The teacher reads a nursery rhyme (the kids help him), and the cucumber quietly approaches the mouse. The mouse jumps out of the mink, the cucumber runs away. The game is repeated with other children.

Lesson 6. Exercises to improve the sound culture of speech

Target. Exercise children in a clear pronunciation of sounds t, t, develop the vocal apparatus with the help of exercises for the formation of words by analogy.

Lesson progress

The teacher shows the children a large and a small mushroom. He asks to name them. Children say: "Big mushroom and small mushroom (fungus)." “It’s a mushroom,” the teacher confirms. - And about the fungus, you can say differently: "Mushroom". (Proposes to repeat the word.) This is a scoop, and next to it ... (scoop). Here is the scarf... (handkerchief). Hammer and... (hammer). Sock and… (sock)". And so on.

The teacher removes the objects, leaving only a wooden hammer, and offers to listen to how he knocks. The teacher asks: “Did you hear the hammer knocking? He knocks like this: Knock-Knock…" At the suggestion of the teacher, the children imitate tapping: they tap on the palm of their hand with a hammer and say: “Knock-knock”. Then the teacher offers to knock with a hammer 4-5 children in turn.

“My hammer can knock loudly (knocking on the table) and softly,” the teacher continues, “Help me knock loudly ... and softly (the children say “Knock-knock-knock” to the beat). And now the hammer will knock slowly and quickly.

Now I will tap a wooden object with a pencil and you will hear a different sound: bale bale bale.

The teacher knocks on the table and the wooden barrel, and the children repeat onomatopoeic words.

“Now,” the teacher continues, “repeat quietly after me:“ Knock-knock-knock-knock, knock-knock, knock-knock, knock-knock-knock-knock-knock-knock.

The teacher invites the children to play. He explains the rules: “Dima and I will knock on the apartment where you live, and you will ask:“ Who is there? Then open up the door (truck-truck) and let us in."

- Knock-Knock.

- Who's there?

- It's me, Valentina Viktorovna. And I, Dima Orlov.

- Trick-track! Track-track! Come in.

The game is repeated 3-5 times (each time other children play together with the teacher).

Lesson 7. Didactic exercise “Whose mother? Whose baby?

Target. Teach children to correctly name pets and their cubs; guess the animal from the description.

Lesson progress

The teacher exposes pictures on the flannelgraph depicting an adult animal and a cub (you can use the visual aid "Pets" from the series "The World in Pictures" (M .: Mozaika-Sintez, 2005) or the page "Pets" from the workbook "Development of speech in kids: Younger group ”(M .: Mozaika-Sintez, 2006)).

Having found out from the children who is drawn in the pictures, the teacher is interested in who likes which cub.

The teacher asks the children which of the animals has horns (mane, thin tail with a tassel at the end, fluffy tail, who has the longest tail). He asks how a foal calls a horse, a lamb calls a sheep, a puppy calls a dog. He is interested in who has fluffy soft fur, and who has smooth fur.

Concluding the lesson, the teacher invites the children to portray a kitten (or puppy) that catches its own tail, rejoices “meows (yapps).

Lesson 8. Repetition of the material

It is necessary to repeat the lesson (without changes or with complication), the material of which caused difficulties for children.

Lesson 1. Telling the fairy tale "Teremok". Reading the Russian folk song "Ay, doo-doo, doo-doo, doo-doo"

Target. To acquaint children with the fairy tale "Teremok" (processed by M. Bulatova) and the song-saying.

Lesson progress

The teacher reads to the children the song "Ay, doo-doo, doo-doo, doo-doo." Children are familiar with the first part of the song, and hear the second part for the first time.

Ay, doo-doo, doo-doo, doo-doo!
A raven sits on an oak
He plays the trumpet
In silver.
Turned pipe,
gilded,
The song is fine
The story is complex.

The teacher tells the children the fairy tale "Teremok", wonders if they liked it. Confirms: "A foldable fairy tale, a glorious fairy tale."

Lesson 2. Drawing up a story on the topic "How we fed the birds." Exercise for sound pronunciation and strengthening of the articulatory apparatus

Target. To teach children to follow the teacher's story: add words, finish phrases; practice speaking clearly X(isolated, in onomatopoeic words and phrases).

Lesson progress

“It’s winter outside,” the teacher begins to tell. - On the ground, on the trees, in the gazebo lies white and cold ... (snow, snowball).

When it snows a lot, we take our shovels and… (digging, clearing paths, making a slide). You can sculpt from snow. We blinded... (snowman, bunny, snowballs ...). One day they came to our site ... (birds: bullfinches, crows, sparrows). They wanted to eat. We gave them... (grains and crumbs). We poured grains and crumbs ... (in the feeder). The birds have started... (peck). Since then, they have been arriving every day ... (to the feeder, to us, to our site ...). And every day we take them out ... (feed). Sometimes birds thank us for delicious food. They are singing… (chiv-chiv-chiv-chiv).

Oh! - says the educator. - A snowflake sat on my palm, big, beautiful (imaginary situation). And snowflakes fell on your palms. See them! Let's blow the snowflakes off our hands. Blow lightly, stretching and rounding your lips, blow long, like this (demonstrates). The snowflakes have arrived again. Let's blow them away (2-3 repetitions). My hands are cold! And you? Now I'll warm them up."

The teacher folds his palms in a cup, brings to his mouth and exhales: x-x-x. He invites the children to warm their hands too. Draws attention to how well Sasha and Olya do it.

“Uh-uh, uh-uh,” says the teacher, “this is how the Big Head owl screams. It was she who flew in from the forest (shows a picture). The owl has come to teach you how to owle like an owl. Try to hoot like owls (choral and individual responses).

And here is the cockerel! Oh, the fox is sneaking up on him. Wants to eat cockerel! (“Hurry, hurry, fly away, cockerel!”- the children rush him (choral and individual repetitions).)

The cockerel flew up on the fence. Fox can't get it. Cockerel is happy. Shouts to the fox: “Ha-ha-ha - I didn’t catch the rooster!”

The teacher pronounces the tongue twister, then pronounces it with the children (2-3 repetitions).

Leaving pictures with images of an owl, a rooster and a fox on the easel, the teacher finds out from the kids who has a “feather coat” and who has a fur coat: he suggests remembering (without relying on visualization) which of the animals, like the fox, walks in a fur coat thick and fluffy fur.

The teacher summarizes and clarifies the answers of the children.

Lesson 3. Reading the nursery rhyme “Our Masha is little ...”, poems by S. Kaputikyan “Masha is having lunch”

Target. Help children understand the content of the nursery rhyme, pay attention to the words alenka, black-browed; cause a desire to listen to a nursery rhyme repeatedly; to acquaint with the poem by S. Kaputikyan; to learn to finish the onomatopoeic words and small phrases found in the poem.

Lesson progress

The teacher shows the children a doll in a scarlet winter coat trimmed with fur. (You can use the cardboard doll that comes with the thick paper clothing set.)

Children repeat (in chorus and individually) the words fur coat alenka, beaver edge, confirm that Masha Chernobrova.

The teacher reads the nursery rhyme twice. Masha takes off her scarlet fur coat (there should be a dress or suit under it) and gives it to one of the girls to “wear” it. Now, repeating the nursery rhyme, the teacher calls the name of the girl who has a “scarlet coat”. Then the child passes the fur coat to the next girl (of his choice). This game gives kids joy, enhances the desire to listen to the nursery rhyme repeatedly.

“Masha is not only beautiful and elegant,” the teacher continues, “she is also very kind. She sat down to dine herself and did not forget about her favorite toys: she fed the dog, and the pussy, and the chicken.

The teacher reads a poem by S. Kaputikyan “Masha is having lunch” (translated from Armenian by T. Spendiarova).

The teacher sits Mashenka at the table, and with her the animals listed in the poem, and repeats the last 8 lines. Children complete the highlighted words:

... There is no refusal to anyone,
Served to everyone dinner".
Doggy - in a bowl,
In a saucer - pussy,
Laying hen -
millet in the skull
And Masha - in a plate,
Deep, not shallow.

The teacher repeats the passage and puts the appropriate dishes in front of each character

Note. During lunch, children should be reminded: "Soup (shchi, borscht) at Kolya's (Masha, Olya, Sasha) in a plate" deep, not shallow "".

Lesson 4. Repetition of the poem by S. Kaputikyan "Masha is having lunch." Didactic game "Whose, whose, whose"

Target. Arouse in children the pleasure of perceiving a familiar work and reading it together with a teacher; learn to coordinate words in a sentence.

Lesson progress

Children sit at tables. The teacher reads them a poem by S. Kaputikyan “Masha is having lunch”, giving them the opportunity to finish onomatopoeia and words. At the request of the children, you can read the poem again.

Then the teacher invites the kids to come to the table and take one picture (subject pictures).

The children return to the tables. The teacher asks the children what objects are drawn in the pictures. Then he asks the kids to close their eyes. They fulfill his request, and the teacher takes the pictures from 5-6 children. The teacher offers to open your eyes and explain what happened.

“It's me,” the teacher says, “I want to check if you remember the objects shown in the pictures. Whose bucket? (Shows a picture, seeking an answer: “My bucket.”) Whose boat? Whose helicopter? .. "

The teacher invites the children to exchange pictures. The kids close their eyes and the game repeats.

Lesson 5. Consideration of illustrations for the fairy tale "Teremok". Didactic exercise "What did I do?"

Target. Let children feel (on an intuitive level) the relationship between the content of a literary text and drawings to it. Learn to correctly name actions that are opposite in meaning.

Preliminary work. The teacher places illustrated editions of the fairy tale "Teremok" in the book corner (drawings by E. Charushin, A. Eliseev, E. Rachev, I. Kuznetsov). Asks children during the day, without taking books from each other, to carefully consider the drawings; show a picture that you especially like.

Lesson progress

The teacher invites the children to the tables, shifted in a row.

The teacher shows and tells which of the children liked which drawing (4-5 examples), praises the kids for their observation, for their desire to carefully examine the books; vividly and emotionally talks about two drawings that he personally likes.

The teacher puts away the books, except for one. “Look carefully,” he says to the children, “what I will do now. I am a book... (opened). And now… (closed). A jar (in the course of naming it shows the corresponding objects) ... (closed, opened). Fingers ... ( squeezed, unclenched; on each hand and on two at once). I sat on a chair and... (gets up). Handkerchief… (put on, take off). Beanie... (put on, take off). Mitten... (put on, take off). Hands… (raised, lowered). Handkerchief… (raised, lowered). Checkbox… (raised, lowered). And so on.

Lesson 6. Staging the fairy tale "Teremok"

Target. To help children better remember a fairy tale, to arouse a desire to reproduce dialogues between fairy-tale characters (introduction to a theatrical game).

Lesson progress

Using any visual material (table, puppet, finger theater, etc.), the teacher plays the fairy tale "Teremok".

The teacher gives the children the opportunity to express their impressions of what they saw, and then provides them with dolls and props at their own disposal (not allowing them to take away objects) and offers to play a fairy tale. If necessary, the teacher helps the kids (prompts the text, advises something, etc.).

Note. In the following days, during moments of independent activity of children, the teacher lays out a familiar set of toys in the field of view of the kids and helps them act out the fairy tale.

Lesson 7. Acquaintance with the story of Y. Thais "Train"

Target. Improve the ability to listen to a story without visual accompaniment.

Lesson progress

The teacher reads the story of Y. Tayts to the children (you can change the names of the children and use the names of the pupils of the group): “There is snow everywhere. Masha has a sled. Misha has a sled. Tolya has a sled. Galya has a sled. One dad without a sled.

He took Galina's sled, hitched it to the Tolins, Tolins to the Mishins, Mishins to the Mashins. Got a train.

Misha screams:

He driver.

Masha screams:

- Your tickets!

She conductor.

And dad pulls the rope and says:

- Choo-choo... Choo-choo...

So he is a ship.

Can I tell you again about the sleigh train?” the teacher asks.

Telling, the teacher calls the names of other pupils of the group.

The teacher repeats the story again, and the children finish the highlighted words.

Lesson 8. Considering the plot picture

For examination, the teacher offers the children already familiar pictures (see lessons 6 (October), 7 (November), 7 (December)).

Target. Analyze: do children try to convey the content of the picture or basically list objects, actions; whether the number of initiative statements of children has increased, whether they have become more diverse.

March April May

During these months, it is advisable to offer children new games, focusing on program works of fiction. For example, you can read the nickname “Sun-bucket” with the children, rejoicing, if you’re lucky, with his appearance. Or play outdoor games using the lyrics of songs and poems, for example, a Moldovan song "Doggy, don't bark..."(translated by I. Tokmakova):

Doggy don't bark
Don't scare our ducks!
Our ducks are white
Without that, they are not brave.

Children depicting ducks timidly approach the driver - the dog. She barks, the ducks quack and leave, then again approach the dog.

You can offer kids a game using a poem A. Vvedensky "Mouse":

The mouse crawled out of the hole
The mouse is very hungry.
Is there a dried crust somewhere,
Maybe there is a crust in the kitchen?
And in the kitchen near the cupboard
The mouse sees - someone's paw.
paw mottled,
The claws are sharp.
Hey mouse, don't yawn
Run away quickly!

Children are chosen to play the roles of cats and mice. The kids form a circle, in the center of which is a mouse, a cat - behind the circle. The cat runs into the circle and the mouse runs out of the circle. The cat is behind her, but the children do not let the cat in, do not let her catch the mouse. Then the cat and mouse choose other performers.

excerpt "Sleep baby..." from the work M. Lermontov "Cossack lullaby" teachers should read while putting their children to sleep, and parents should read before bed at night.

"Country song» A. Pleshcheeva it is more expedient to read on a walk in April-May, pouring food into the feeder.

nursery rhyme “A fox with a box ran through the woods ...” can also be included in the game.

The teacher reads the poem. A child representing a fox runs and falls into a circle formed by children. A dialogue unfolds between the fox, the teacher and the children:

ran through the woods
Fox with box.
- What's in the box?
- wild mushrooms
mushroom mushrooms
For a son, for a daughter.

“If there’s not a cockerel or a hen in the box, run, fox, to your cubs - son and daughter,” says the teacher.

- Run Run! - allow the children and break the circle.

Then another child depicts a fox with a box. The fact that a baby fox is put on a backpack gives the baby great joy. And if you manage to get a real box, the joy will be even greater.

Used technologies:

1. Conversation about vegetables;

2. Didactic game "Vegetables";

3. Drawing up a descriptive story on the topic "Vegetables";

4. Finger game "Salting cabbage";

5. Chest massage "Borschik";

6. Physical education "Cucumber";

7. Dramatization of the nursery rhyme "Cucumber-Cucumber"

Download:

Preview:

The story of the cucumber. Learning the nursery rhyme "Cucumber, cucumber."

Program content:

To form the ability to answer questions and make a short descriptive story together with the teacher.

Teach children to recognize dummy vegetables in the picture. Pay attention to their color, shape, taste.

Learn to understand and correctly carry out the tasks of the educator. Use words in speech: long, round, oval. Give the concept of the generalizing word "vegetables".

Introduce children to folklore text containing game elements.

Enrich the children's vocabulary with the introduction of words of the same root but with a different shade: "cucumber", "cucumber", "cucumber". Explain the meaning of these words based on the size: “cucumber” is large, “cucumber” is smaller, and “cucumber” is very small.

In order to develop the imagination, introduce an element of a fairy tale into the lesson, distributing the roles as follows: “cucumber” - dad, “cucumber” - mom, “cucumber” - son.

With the help of a folklore work, introduce children to a folklore character - a mouse, giving the image realistic features.

Highlight the most characteristic external features: small, covered with gray fur, long, thin and smooth tail. Pay attention to habits: runs fast, lives in a mink, squeaks (wee-wee-wee).

Demo material:

1. Illustrations "Basket with vegetables", "Basket with fruits";

2. Didactic cards with vegetables;

3. Scheme of the descriptive story "Vegetables";

4. Basket with moulezhami vegetables;

5. A sheet of plastic is like a bed on which two parallel slots are cut in the middle. each slit is adorned with a garland of cucumber leaves, giving the appearance of a thick vegetable patch. Under the lower slot, a triangle is glued to the upper corner. This is the "mink" where the mouse hides;

6. Characters - cucumber, cucumber, cucumber, mouse.

In the working position, the cucumber moves along the top of the slot, and the mouse moves along the bottom.

Used technologies:

1. Conversation about vegetables;

2. Didactic game "Vegetables";

3. Drawing up a descriptive story on the topic "Vegetables";

4. Finger game "Salting cabbage";

5. Chest massage "Borschik";

6. Physical education "Cucumber";

7. Dramatization of the nursery rhyme "Cucumber-Cucumber"

Lesson progress:

A conversation about vegetables.

Grandmother once came from the market,

Grandmother brought home from the market - two baskets: one basket with fruits, and the second with vegetables. She put them on the shelves in the pantry.

On which shelf did Grandma put the basket of vegetables?(upper)

And on which shelf is the basket of vegetables?(lower)

Guys, tell me where the fruits grow? (in the garden)

Can you tell me where the vegetables grow?(in the garden)

What vegetables grow in the ground?(onions, garlic, potatoes, carrots, beets, radish)

What vegetables grow on earth?(cucumbers, tomatoes, cabbage, pumpkin, zucchini, pepper, eggplant)

What are vegetables for?

You know so much about vegetables, but tell me about each vegetable.

Didactic game "Vegetables"

One two three four five

Brought from the store

We are a huge cart.

Lots of vegetables in it

Tell me about them soon.

There are vegetables on a tray in front of the children. The teacher takes a picture and shows it to the children. Without naming or demanding it from the children, he says: "We need to find the same vegetable as mine." Name a vegetable.

The teacher shows the pictures to the children. Focusing on the picture, the child finds the desired vegetable on the tray. With the help of a teacher, based on the scheme, the children make up a story about vegetables.

Scheme of a descriptive story on the topic "Vegetables".

Story plan:

What is this?
Is it a vegetable or a fruit?
Where does it grow?
What does it taste like?
Which is outside, which is inside?
What colour?
What form?
What does it feel like?
What can be prepared from it?

Let's cook something delicious.

Finger game "Cabbage"

What's a fiddle?

What's the crunch?

What is this bush?

How to be without a crunch,

If I am a cabbage?

We are cabbage mode, mode,

We three, three carrots,

We salt cabbage, salt,

We press cabbage, we press.

Guys, let's cook something delicious.

Chest massage "Borschik"

Chiki-chiki-chiki-chok! Clap your hands.

We are preparing borscht.

I'll cut potatoes, tap the ribs of the palms.

Beets, carrots,

Half the head of the bow, Beat with fists.

Yes, a clove of garlic.

Chiki-chiki-chiki-chok! Stroke with palms.

And the borsch is ready!

Guys, we have prepared a lot of dishes from vegetables, but where

did they grow? (In the garden).

The game "Cucumber-cucumber".

I will be a grandmother, and you will be my cucumbers. The sun sparkled, warmed the earth, the grandmother planted cucumbers in the garden (touches the children - they squat). It rained (waving a sultan over the heads of children), cucumbers began to grow.

(Children rise slowly, shake their arms raised up). Cucumbers have grown.

The teacher asks to listenfairy tale "The Tale of the Cucumber".

There was a cucumber, it was small, green. Cucumber grew in the garden, among the green leaves(examine the cucumber, pay attention to the tail).

Papa cucumber and mother cucumber loved their little son very much(Shows three images).

- “Daddy” is a big cucumber, “mom” is a smaller cucumber, and “son” is completely small (The teacher pays attention to their size).

The whole cucumber family lived in the garden, among the green leaves.

- And at the other end of the garden there lived a mouse(the teacher puts forward the image of the mouse).

(The teacher with the children examines the mouse, pays attention to the features and habits).

V - The mouse is small, it has a long tail, it is nimble, runs fast, lives in a mink(the teacher hides the mouse in a mink).

Papa cucumber and mother cucumber did not allow the little cucumber to go far. Papa said:

Cucumber, cucumber!

Don't go to that end

The mouse lives there

Your tail will bite off.

And mother cucumber said to cucumber:

Cucumber, cucumber!

Don't go to that end

The mouse lives there

Your tail will bite off.

(The nursery rhyme is repeated at an average pace, the timbre of the voice is natural).

(In the course of reading the nursery rhyme, the teacher arranges all three images in one line).

Educator (addressing the children):

Do you remember what mom and dad said to the cucumber?

(The teacher repeats expressively, referring to the cucumber, the whole nursery rhyme, highlighting the last line: “Your tail will bite off.”)

But the cucumber did not obey and decided to go to the “other tip” of the garden where the mouse lived. A cucumber is walking along the garden and does not see that a mouse has crawled out of a mink. Here she is hiding under a leaf. And the cucumber does not listen to anyone andgoes further. The mouse jumps out, rushes towards the cucumber, jumps on it, is about to grab it. The cucumber barely escaped. The cucumber sat a little, rested and decided to go again to see where the mouse lives.

Guys, maybe we'll ask the cucumber "not to go to that tip."

(The teacher encourages the children to repeat the entire text on their own).

The mouse realized that we would not give offense to a small cucumber and went to her mink.

And we will say to the cucumber again:

"Cucumber, cucumber!

Don't go to that end

The mouse lives there

Your tail will bite off.

Papa cucumber and mother cucumber thank the children for being children

“they didn’t let the cucumber go to the other end” and cooked

"Surprise from the Garden"The teacher distributes treats to the children from the garden (Canape with cucumber).

And the cat, - the teacher continues, - has long since run away. Do you want to know what he does? He helps the hostess clean the onions. Crying and wailing: "Uk-uk-uk" - the cat cleans the onion. Why is the cat crying, lamenting?" (Children repeat the joke-pure tongue 2-3 times).

Next, the teacher invites the children to help him figure out who is doing what wrong. He shows the children a cat that cuckoos. Then - the cuckoo, which "meows". Children laugh, explain what is wrong. Then a chicken appears, which shouts: "Ku-ka-re-ku!"; a chicken that jumps and croaks.

The teacher offers to listen to the poem "Kotausi and Mausi". Clarifies who they are. Praise the children for their ingenuity.

The teacher reads the poem. Finds out from the children what smart Mausi answered Kotausi? (You can't fool me, Kotausi!)

Lesson 1. Reading the fairy tale by A. N. Tolstoy "Three Bears"

Target. To acquaint children with the fairy tale "Three Bears", teaching them to listen carefully to relatively large works of art.

Lesson progress

Having told the tale, the teacher gives the children (optional) the opportunity to portray adult bears and a bear cub who saw their cups and ask (with different voice strengths): "Who sipped from my cup?" If there are those who wish and there is time left, you can repeat the improvisation.

Lesson 2. The game "Who called?". Didactic game "Is it winter?"

Lesson progress

“Guess,” the teacher begins, “whose voices you will hear. Early morning. Silence. And suddenly: “Ku-ka-re-ku!” (This is a rooster woke up.)"Ko-ko-ko, ko-ko-ko," someone sang in the yard ... "Kwa-kva-kva" - was heard somewhere nearby. "Coo-coo! Coo-coo!" - heard from afar ... "

The teacher puts a picture with a winter story on the easel. On his desk, he lays out handout plot pictures (medium size).

"Fun in winter, interesting! - says the teacher. - You can sled down the hill (takes from the table and shows the children the corresponding picture). Or you can ..." He calls the child, he takes the picture from the table and continues the story.

Lesson 3. Narrative without visual accompaniment

Target. To develop in children the ability to understand the content of the story without visual accompaniment, the ability to listen to the same story in an abridged and complete version.

Lesson progress

The teacher talks about a bunny (L. Slavina. "Bunny"): "Once upon a time there was a bunny, he wanted to eat, but he would not find carrots anywhere. A bunny ran to the children, and they gave him a carrot."

The second story may be: “Once upon a time there was a bunny. In the summer he lived well. There is a lot of food in the forest in summer: grass, berries, roots. Winter has come. There is only snow all around. A bunny rode to the garden, where carrots and cabbage grew in summer. "No cabbage! People picked them up, took them home. The hare galloped to the kindergarten. The children saw him, were delighted, made a noise, roared, began to stroke the hare, feel sorry. And Anna Nikolaevna brought the hare a carrot and an apple. The hare ate them, cheered up and ran away to forest".

The ending of this story may be completely different: “Anna Nikolaevna took the frozen hare in her arms and carried it to a living corner. He lived there until spring, and the children came every day to look at him and bring treats. In the spring, when it became warm, grass appeared, let the hare go into the forest. Let him live free, long-eared, and tell the forest hares how he spent the winter, how the children loved him.

If there is time left, you can please the children, remind them of G. Lagzdyn's poem "Bunny, Bunny, Dance!".

Bunny, bunny, dance!
Make our Masha (Sasha, Olya, Tanya) laugh!
Stomp, stomp your paws,
Gray slippers!
Like this! Like this!
Dancing hare hopak!

Lesson 4. Didactic game "Let's arrange a room for the doll." Didactic exercises for pronunciation of sounds d, d

Target. Exercise children in the correct naming of pieces of furniture; learn to pronounce onomatopoeic words clearly and correctly.

Lesson progress

Children sit in a semicircle, in the center of which is a coffee (children's) table.

The teacher brings in the doll. “It will be here,” the teacher gestures with his hand around the surface of the table, “Katya’s room. Katya will live here. Katya, do you like your room?” (The children also address the doll with these words.) “No,” Katya answers. “I don’t like my room. There is no table, no chair. There is no bed.”

The teacher sets up the bed. He asks the children: "What is this? Why does Katya need a bed?" Invites the doll to lie down in bed. "Lie down. Lie down, Katya!" - offer and children. (Choral and individual repetitions.)

Katya lies down. Children sing a lullaby: "Bye-bye, bye-bye, fall asleep quickly" (repeated twice). “Let her sleep,” the teacher says, and we will put furniture in her room. We will put a table. Do you need a table? “And chairs are needed,” one of the children will surely say. "Why chairs?" the teacher is interested. He listens to the answers and puts chairs in the room.

After the room is equipped, the teacher offers to wake up Katya: “I have bells (shows), with their help we will wake up the doll. Listen to how the little bell sounds: ding-ding-ding. Repeat. (Children in chorus and one at a time pronounce the sound combination.) And the bigger bell rings like this: don-don-don. How does he call? And when the big bell sounds, we don't have it, we hear: ding dong, ding dong...

At the end of the lesson, the teacher reads a Russian folk song (abbreviated):

Ay, doo-doo, doo-doo, doo-doo!
A raven sits on an oak
He plays the trumpet
In silver...

The teacher asks the children to play the trumpet (all together and 3-4 children individually).

Lesson 5. Repetition of familiar fairy tales. Reading the nursery rhyme "Cucumber, cucumber ..."

Target. Recall familiar fairy tales with children, help kids dramatize excerpts from works; to help memorize a new nursery rhyme.

Lesson progress

The teacher asks the children to remember how the kids behaved, guessing that there was a wolf behind the door. The teacher sings the song of the wolf, and the children-goats, after listening to the wolf, say: "We hear, we hear! You won't sing in a mother's voice!"

“It’s good that the kids were not only smart, but also obedient,” says the teacher. “Mom didn’t allow the kids to open the door to the wolf, and they didn’t break their promises. But the cucumber ... The cucumber tried to run away alone to the other end of the garden. And there the mouse lives "Cucumber, cucumber! Don't go to that tip - a mouse lives there, it will bite your tail off.

The teacher repeats the joke.

Lesson 6. Exercises to improve the sound culture of speech

Target. Exercise children in a clear pronunciation of sounds t, t, develop the vocal apparatus with the help of exercises for the formation of words by analogy.

Lesson progress

The teacher shows the children a large and a small mushroom. He asks to name them. Children say: "Big mushroom and small mushroom (fungus)". “This is a mushroom,” the teacher confirms. “But about the fungus, you can say differently: “Mushroom.” (Proposes to repeat the word.) This is a scoop, and nearby ... (scoop). Here is the scarf... (handkerchief). Hammer and... (hammer). Sock and… (sock)". And so on.

Abstract on the development of speech with children of the first junior group

Acquaintance with the nursery rhyme "Cucumber, cucumber"

Usagina Ludmila Alekseevna,
teacher GBDOU kindergarten №75
Kalininsky district of St. Petersburg

Target :

To acquaint children with folklore text containing elements of ditties and jokes.

Activation of the children's vocabulary with new words of the same root, but with a different shade of cucumber, cucumber, cucumber.

Explain the meaning of the words based on the size of the cucumber - large, cucumber - smaller, cucumber - small.

Introduce the folklore character-mouse to highlight the characteristic external features (small, covered with gray fur, long thin tail).

Material :

Brown leaf (bed), cucumber garland of leaves, mouse mink, three cucumbers of different sizes.

Course of the lesson: "The Tale of the Cucumber"

Once upon a time there was Cucumber, he was small, green. He grew up in the garden among the green leaves. (Consider a small cucumber what kind of tail it has). Dad and mom loved him. (Consider "father" - a cucumber, "mother" - a smaller cucumber). Repeat with the children several times the words cucumber, cucumber, cucumber. All cucumbers lived in the garden, and a mouse lived nearby in a mink (Consider a mouse: a small, long tail, runs fast, lives in a mink).

"Daddy" - cucumber and "mother" - cucumber did not allow little Cucumber to go far

Papa said:

Cucumber, Cucumber!

Don't go to that end

The mouse lives there

Your tail will bite off.

And my mother said: Cucumber, Cucumber! ....

But Cucumber did not listen and went to another garden where the mouse lived. He walks and sees no one. And the mouse, small, gray, nimble, saw Cucumber jumped out of the mink and rushed to catch up with him, was about to grab him. Barely Gherkin ran away. He sat, rested a little, and again decided to go and see where the mouse lives.

Come on, guys, we will ask him “not to go to that tip”, the mouse runs fast and can eat him

Repeat the nursery rhyme with the children again.

WE READ - WE PLAY. Rhyme "Cucumber, cucumber!" with children from 2 to 3 years old.
===============================================================
Rhyme "Cucumber, cucumber!"
Cucumber, cucumber,
Don't go to that end
The mouse lives there
Your tail will bite off!
Props:
- A picture depicting 3 cucumbers,
and mice
- mask-rim cucumber,
- mouse mask

Lesson progress:

There lived a Cucumber, he was small, green. The cucumber grew in the garden, among the green leaves. Papa Cucumber and mother Cucumber loved their little son very much. We show three pictures. We compare the size of “father” - large, “mother” - smaller, and “son” - very small.
We offer the baby to sort the cucumber family by height. We repeat the words: “cucumber”, “cucumber”, “cucumber”, paying attention to their size.
- The whole family lived in the garden, among the green leaves. At the other end of the garden there lived a mouse. Here she is! Show a picture with a mouse.
- Look how small the mouse is, and what a long tail it has.
We offer to consider a picture with a mouse, once again we pay attention to its features and habits. She is nimble, runs fast, lives in a mink.
-Papa Cucumber and mother Cucumber did not allow little Cucumber to go far.
Papa said:
We read the text of the nursery rhyme slowly, the timbre of the voice is low, imitating a man's.
- And my mother said to Cucumber:
We read the nursery rhyme at an average pace, the timbre of the voice is natural. We arrange the pictures first large and small, then medium and small. As if we are playing a scene in which Cucumber is given instructions.
- Do you remember what Mom and Dad said to Cucumber?
We repeat the whole nursery rhyme, highlighting the last line:
-But, Cucumber did not listen and decided to go to the “other tip” of the garden where the mouse lived.
Preparing for the game of "Catch-up".
We put on the cap of a cucumber for the child, and the mask of the mouse itself, during the game you can change roles.
- Cucumber is walking along the garden and does not see that a mouse has crawled out of the mink. Look how small she is, gray, with a long ponytail. Here she is hiding under a leaf. But Cucumber does not listen to anyone and moves on.
At these words, the "mouse" jumps out and rushes towards the Cucumber-child, trying to grab him just about. We repeat 2-3 times.
You can use elements of the folk game "Hide and Seek": Cucumber hides under a leaf, and the mouse runs past, then the mouse hides, and Cucumber does not see it.
-And the mouse realized that it would not catch up with the little Cucumber and went into its hole. And we will say to Cucumber again:
Reading a story with a child.
Cucumber stick.
- Let's make a plasticine cucumber today. Such a plasticine cucumber will help us keep the real one. The mouse will taste it, but it will be tasteless. So she will run away from the garden.
We help the child choose the color of plasticine and roll up the sausage.
-What a wonderful cucumber turned out! Will he now help protect the harvest from the mouse.
Real Cucumber:
Thanks for the help, now I'll run home. I realized that you always need to listen to mom and dad and not go far alone.