Outline of a lesson in speech therapy (preparatory group) on the topic: Abstract of a frontal speech therapy lesson in the preparatory group "Differentiation of sounds -". Synopsis of an open frontal speech therapy lesson in the preparatory group "Weight

Topic: “Trip to Prostokvashino” (sounds P and Pb, letter P)

Target: to consolidate the skills of clear pronunciation and discrimination of sounds P and Pb; fix the image of the letter R.

Tasks: I teach children to listen carefully to the speech of an adult, to correctly understand logical and grammatical constructions; to consolidate the skills of clear pronunciation and distinguishing between the sounds P and Pb in words and sentences; develop phonemic perception; improve the skills of analytical and synthetic activities, develop the sound-syllabic representations of children; to fix graphic image the letters P, carrying out the prevention of dysgraphia; improve the practical use of nouns in indirect cases; II develop auditory attention, auditory and visual memory; III develop skills learning activities(the ability to answer questions with complete sentences, control the delivered sounds)

Material: phone, symbols of the sounds P and Pb, flannelograph, figures, pictures: train, village, pen, pictures on topics with sounds P and Pb and without sounds, a toy Zvukedik - evil and good, tokens, a ball, the letter P, letters of the split alphabet, counting sticks.

Lesson progress:

I Organizing moment. The one who answers will sit down, did I say the sentences correctly:

1. The cart is carrying a horse. (No, but how is it right?); 2. The cat caught the mouse; 3. The horse is carrying the cart; 4. The mouse caught the cat; 5. The lantern is illuminated by the street; 6. The street is illuminated by a lantern.

II (Phone rings) "Hello! Hello Matroskin! Hello Sharik! Are you inviting us to visit? Thanks for the invitation. Goodbye!" The guys, the cat Matroskin and the dog Sharik invite us to visit the village of Prostokvashino. Do you want to go to Prostokvashino? Matroskin and Sharik have favorite sounds. Guess what these sounds are, I will highlight them with my voice: Matrrroskin, Sharrrik. (P and Pb).

Today, at the invitation of the cat Matroskin and the dog Sharik, we will go to Prostokvashino and remember the sounds P and Pb.

III (Display of symbols of sounds) The dog growls menacingly: rrrr. The little puppy growls: rrrr. What does our tongue do when we pronounce these sounds? Is the mouth closed or open? What are lips doing? Describe the sounds P and Pb.

IV Game "Catch the sound". We catch the sounds P and Pb with our palms. Close your eyes: r, b, m, r, ra, zha, rya, byu, am, ru; cancer, cat, fish, house, primer, hedgehog, suitcase, axe,…

1. Since we are going to visit, we need to buy gifts for the inhabitants of the village of Prostokvashino. We go shopping. An evil Zvukoedik settled in the store. The sound-eater eats the sounds P and Pb in words. We pass the Zvukoedik, we correct the words: ... epka, ... fish, b ... yucca, g ... ear, topo ..., snows ... Well done, we corrected all the words correctly, and the evil Zvukodyk turned into a good Zvukovichka. And we will go shopping in the store, you need to buy gifts only with the sound P or Pb. Alyosha will go to a furniture store; Ksyusha - to the grocery store, Grisha - to the dishware store; Nikita - to the store "Products for giving"; Vlad - to the dishware store. What did you buy? What is the sound in your word, where is it?

VI Gifts have been prepared, we get on the train, let's go. (Showing a picture) And here is the village of Prostokvashino. (Showing figurines on a flannelograph) Who is waiting for us? (Uncle Fyodor, cow Murka, dog Sharik, cat Matroskin, calf Gavryusha, postman Pechkin). In what names is the sound P (Fedor, Matroskin, Murka) heard, and in which are the sound Pb (Gavryusha, Sharik)? Who do we greet? (With Uncle Fyodor, the dog Sharik, the cat Matroskin, the cow Murka, the calf Gavryusha, the postman Pechkin.) Who and what did we bring as a gift? Ksyusha, to whom and what will you give?

VII Matroskin wants to play the game "Whatever happened" with you. Look at the pictures, memorize them, close your eyes, now Matroskin, he will remove some picture. Whatever happened?

VIII Uncle Fedor offers to play the game “Think of a word by the first syllable”: Ra-ra-ra, the game begins, I ask you to name the words from the syllable Ra (rocket, rackets, wound, rainbow, work, radio, shell, crayfish, …) (Give tokens)

Fizminutka. Uncle Fyodor has a large garden, we will help him dig up the beds.

We took the spatulas

The beds were dug up.

Picked up a rake

The beds were leveled.

Seeds in rows

Together we planted

And then water

Watered warm.

IX Ball game "Find a place for sound." Insert into the word in which I will call the sound P or Pb. It should be the second: a pud - a pond, a cat - ..., a battle - ..., a bale - ..., a chopper - ..., heels - ..., a cat - ...

X Pechkin loves to compose poems, listen to what poem Pechkin came up with about Uncle Fyodor, it has a lot of words with the sounds P and Pb:

Have Fedora garden

In him carrot growing

And peas, and tomatoes

Beside garden Fedora

Basically there tomatoes.

I read again, for each word with the sounds P and Pb, you take a counting stick.

Count how many sticks you have, how many words with the sounds P and Pb were in the poem?

XI Together with the inhabitants of Prostokvashino, we remembered the sounds P and Pb. What letter represents these sounds? (Show letter P)

The letter R is not difficult to write

Right to the stick carefully

We will draw a flag.

And you get a checkbox.

What are the elements of the letter R? What are these elements? The calf Gavryusha wrote letters on the board. Are all letters spelled correctly? Cross out the wrong letters.

XII Uncle Fyodor will soon go to first grade, just like you. Guess what you need to write to Uncle Fyodor at school. I will scatter this word into sounds, and you prepare your hands, “collect” the sounds into a whole word

Sound-syllabic analysis of the word PEN, lay out this word from the letters.

Summary of the lesson. Guys, it's time for us to go back to Kindergarten. Who did we visit? What sounds were repeated? Boarded the train.

Olga Krivorotova
Synopsis of the frontal speech therapy session in the preparatory school group "Differentiation of sounds [H] - [T ']"

Goals:

correctional educational:

Give children a concept of the mechanism of education sounds Ch - T in comparative terms;

To form coherent speech skills;

correctional and developmental:

Teach children differentiate sounds Ch - T in syllables, words and sentences;

Develop mental activity;

Develop phonemic awareness and perception;

Learn to coordinate speech and movement;

Perform exercises aimed at preventing dysgraphia;

correctional and educational:

Cultivate independence, observation;

To develop in children the skills of self-control of speech.

Equipment: table of acoustic-articulation image sound, chips, game guide "Where shall we put what?", pencils, notebooks, charting kits, mirrors, subject pictures depicting various plants, pictures that contain CH sounds, Th.

Lesson progress

1. Organizational moment.

The one who will name the words with the letter L will sit down.

1. General relaxation.

I put my hands on my knees

And now a little laziness.

The tension has flown

And the whole body is relaxed.

Our muscles are not tired

And they became even more obedient.

2. Articulation gymnastics.

Slowly open and close your mouth.

The same with tilting the head back.

Release your jaw with your hand.

Movement of the jaw to the right and left.

Kiss (butterfly kissed a flown flower).

And then she sang a thoughtful song (a card with a song from sounds) .

Alternate protrusion of the tongue back and forth.

After "kiss" the flower of the butterfly has pollen left, lick the upper lip. "Delicious jam".

Ay, ay, let's cheer the Butterfly up. chant the vowels sounds.

II. Exercises to develop pronunciation and literacy.

1. Announcement of the topic.

Speech therapist: Look at the blackboard, what kind of objects do you see?

Children: Phone, watch.

Speech therapist: Highlight the first word sound.

Children: H, T.

Speech therapist: Give these sounds acoustic-articulation characteristic.

Children: Sound Ch - consonant, deaf, always soft, denoted in green.

Sound Th - consonant, deaf, soft, denoted in green.

Speech therapist: What about these two sound different?

Children: differ in articulation, on sound H - articulation posture "Bagel", and on sound TH -"Smile", "Fence".

Speech therapist: Today we will learn to distinguish sounds Ch - T.

2. Development of phonemic hearing.

The game "Catch sound» .

Speech therapist: On the sound H - stomp, a sound t -"clap".

Ch, P, Th, A, Ch, N, Th, I, V.

3. Communication sounds and letters. The letters H and T are printed on the board with the missing elements. Children restore and name letters.

4. Differentiation of sounds in syllables, words, sentences and texts.

Playback syllabic rows: cha-cha-cha-cha ti-ti-chi-ti tu-chu-chu-ti, etc.

The game "Vice versa".

Ball - knead Stove - sing

Evening - wind Pechka - Petka

III. Phys. minute “Hey guys, hey-gay…”.

Hey guys hey gay

We cut vegetables for cabbage soup,

We cut cabbage

The soup will be delicious.

We peel potatoes

We clean very well.

We will grate carrots

Red head.

And then, and then

We'll cut the tomato

And the head of the beam

And a clove of garlic.

We'll salt the soup

We'll salt the soup

Try blueberry.

Work in notebooks:

Task number 1

Restore the letters and read the words:

Wind, evening.

Sound analysis of the words evening, wind.

Coloring sound word scheme WIND EVENING.

Making sentences with the words evening and wind (words must be in the same sentence).

Offer analysis.

Task number 2. Graphic scheme of the proposed proposal.

IV. finger game "Stroke my palms hedgehog." with a su-jok ball

Stroke my palms, hedgehog,

You're prickly, so what.

I want to stroke you

I want to get along with you. (text movements)

V. Exercises for the development of the lexical and grammatical side of speech. The game "Where are we going to plant?"

VI. Task number 3 (in notebooks).For the game, a special manual is used. A garden, a vegetable garden, a forest are drawn on sheets of paper. And next to it are pear, tomato, radish, mushroom, cherry, spruce.

Children need to combine subject pictures with garden, garden and forest plants.

Children connect pictures and comment on their own. actions: These are cucumbers. Cucumbers are vegetables. We will plant their seeds in the garden in the garden. This is raspberry. Raspberry is a berry. We will plant her bushes in the garden. This is a boletus mushroom. It grows in the forest." Etc.

Task number 4. Carry out hatching according to the pattern.

Carrot, raspberry, mushroom.

VII. Outcome lessons and evaluation of children's work. What kind sounds we learned to distinguish today?

1. Describe these sounds.

The choice of words that sound Ch is in the middle of a word.

The choice of words that sound t is at the beginning of a word.

Dividing words into syllables. Scheme.

V. Reflection.

Speech therapist: think if it was easy for you to complete the proposed tasks today, raise cheerful"smiley" if it's hard - sad "smiley" .

Related publications:

Abstract of the frontal speech therapy lesson Differentiation of sounds [B] - [P], letters B - P. (preparatory group) Topic: differentiation of sounds [B] - [P], letters B - P. Purpose: strengthening the skill of differentiating sounds [B] - [P], letters B - P. Tasks: Educational:.

Synopsis of a frontal speech therapy lesson with children of a preparatory group for school with TNR (ONR) "The sound and the letter H" Purpose: to promote the formation of ideas about the sound and the letter Ch. Tasks: Correctional and educational: - to contribute to the formation of the image.

Synopsis of the frontal speech therapy lesson in the preparatory group "Sounds [A], [U] and letters A, U" Purpose: acquaintance with the sounds [a, y], letters A, U. Tasks: To consolidate the articulation and pronunciation of the studied sounds; Develop phonemic.

Abstract of the frontal speech therapy lesson in the preparatory group of children with ONR "Our city of Togliatti" Topic: Drawing up a narrative story based on the painting "Accident on the Street". Purpose: To consolidate the ability to compose a narrative story.

Synopsis of a frontal speech therapy lesson in the preparatory school group "Frosts rush to the aid of Santa Claus" Objectives: Educational: to consolidate knowledge about characteristics winters; clarify and expand children's knowledge about winter;

Topic: Sound and letter A.

Goals: 1) Clear pronunciation of the sound "a"; highlighting the sound "a" from a number of vowels, from words;

2) Acquaintance with the letter "A".

3) Development of attention, memory, thinking;

4) Development of sensory and motor functions;

5) Education of curiosity, purposefulness.

Equipment; subject pictures (stork, aster, watermelon, pineapple), sound symbol A (red circle), sound house, alphabet (cut), cash register of letters, emery. letters, pencils, notebooks, demonstration letters, a globe, character sets for sound-letter analysis, velvet paper, 2 colored threads for each child.

Lesson progress:

1. Organizational moment.

Children, I recently read an interesting article about America. About people's lives, about nature. What did you read? Do you want to learn?

A-a-a! Help!..

What happened? Why, the first letter is gone! And here is the note: “If you complete all the tasks, I will give you the letter!” Letterhead.

Can we help the letter A?

2. Characteristics of sound A according to acoustic and articulatory features.

Task number 1. Listen and say what sound is repeated in the words (bus, Alla, Andrey, August). We pull the thread: a - a - a ... What thread? (Long). The mouth is open wide, the air comes out easily, without obstruction. Who helps to sing the sound? Voice. And these sounds are called vowels.

3. Development auditory attention. Game "Catch the sound".

4. Inventing words with the sound A and sentences.

Which circle represents the vowel A? (Red). In which house does the sound A live? (In red). Why in red? The hostess of the house is called so that the first sound is A. (Anya). Click on the circle and "revive" it (a - a - a). Make up your own words with the A sound.

The bookworm left a postcard. Name what is drawn on it (stork, aster, watermelon, pineapple). 1) What sound is repeated? (A). 2) Can the word goose be drawn here? Why?

Drawing up a word scheme with the sound A on the strip (determining the position of A). independently on the strip determine the place of the sound A in the word stork. (Compare with my scheme. That's right, in the word stork, the sound A is the first).

3) Anya has girlfriends. Their names start with A. What are their names? (Alla - Asya, Angela - Alena).

- What similar girlfriends! How does Anya distinguish them?

They have different belts and different bows (red - yellow, blue - green).

Making proposals.

Alla has a red belt, and Asya has a yellow belt.

Alla has a wide belt, and Asya has a narrow belt.

Alena has a blue bow and Angela has a green bow.

Alena has a bow in the middle, and Angela has a bow on the side.

4) Globe.

How much different countries on the globe! It seems to me that the Bukvoyed in the country, which is called on A.

What do you think, K., where is the Letterhead?

(I think Letterhead is in Antarctica because it's cold there)...

5. Physical minute.

Stork, long-legged stork, show us the way.

The stork replies: “Stomp with your right foot, stomp with your left foot.

Step with your right foot, step with your left foot, then you will come home! (To Bukvoed).

5. Look, kids! Someone has appeared in the ABC - the country of letters! Letterhead, please give me the letter. "I'll let you see - I'll take it. I'll be watching you through binoculars. (leaves).

Acquaintance with the letter A a.

Elements similar to the roof of a house, a hut, a- hook, belly).

Read: A.

Working with a split alphabet (Reading A, a.)

Poem: “Two sticks obliquely, and between them a belt. Do you know this letter? BUT? Before you is the letter A. (S. Marshak).

· Letter printed letter BUT.

1) Show on the board.

2) Circle the emery letter with your finger.

3) "Letter in the air."

4) A letter on the table with a finger.

5) A letter in a notebook.

Landing (Cam, back), hold the pencil correctly (Raise the index finger, lower it). Notebook at an angle.

Replace on the diagram (the word STORK), the circle with the letter A, read STORK.

The poem "A fairy-tale magic house, the alphabet is the mistress in it ..."

What letter did you meet? (A a). what can we say about the letter? (We see, we write, we read. A letter is a sign.) And what about sounds? (we hear and speak).

· Bookvoed offers to identify oranges by smell. Feeds children.

Abstract of an individual speech therapy lesson in preparatory group.

Topic: Setting the sound J.

Target: development of speech motor skills, phonemic perception and phonemic analysis, clarification of the articulation of the sound Zh, staging the sound Zh and fixing normal articulation in isolated pronunciation, fixing the connection between the sound and the letter Zh.

Lesson progress:

1. Organizational moment.

2. Post subject.

There are several pictures on the board (beetle, spider, cat). The speech therapist reads the riddle:

Zhu- zhu-zhu, zhu-zhu-zhu,

I'm sitting on a branch

I'm sitting on a branch

I keep repeating the letter Z.

knowing firmly this letter,

I buzz in spring and summer.

Who is that buzzing on the branch? Find a picture. (Bug). Yes, it's a beetle. Show the letter that begins the word BEETLE. (The letter Z is posted on the board). This letter stands for the sound Zh. This sound resembles the buzzing of a beetle: f-zh-zh-zh. Today we will learn how to pronounce the sound Zh. For this, the lips and tongue must work well.

3. Articulatory gymnastics.

For lips: smile-tube.

For the tongue: make the tongue wide, wide tongue on the upper lip, wide tongue on the lower lip; raise the wide tip of the tongue to the upper teeth, lower the wide tip of the tongue to the lower teeth, the same for the upper teeth, for the lower teeth; make a "boat", make a cup outside oral cavity, put the cup in your mouth, blow on the cup.

3. Staging the sound Zh. The method of staging is used by voicing the sound Sh.

4. - Put your hand on the neck. Say the sound Sh, and now say it loudly, so that the neck trembles. It makes a J sound.

After a long pronunciation, it is clarified that the beetle is buzzing like that. In case of difficulty, one hand of the child is applied to the speech therapist's throat, the other is placed on the area of ​​the child's larynx. The speech therapist reproduces the sound Zh, the child imitates using tactile-vibrational sensations.

You can use the setting of the sound Z from the sound Z. When pronouncing the sound Z, the child is invited to raise the tip of the tongue up behind the upper teeth.

5. Clarification of the articulation of the sound Zh.

Let's say the sound J again. In what position of the lips when pronouncing the sound J?

The lips are pulled forward.

In what position are the teeth closed or open?

Slightly open, small gap between teeth.

Where is the tip of the tongue?

After each question, the speech therapist again shows the articulation of the sound Zh, the child also pronounces the sound again.

The tip of the tongue is raised upward, but does not touch the upper teeth. The tip of the tongue and the lateral edges are curved and cup-shaped.

The speech therapist shows the position of the tongue with the help of the hand.

Show with your hand which tongue?

What does the tongue look like?

Cup.

The speech therapist as a whole describes the articulation of the sound Zh, accompanying it with the movement of the hand, depicting the shape of the cup. The child repeats.

6. Development of phonemic analysis.

A) The game "Raise the flag." The speech therapist calls the words: toad, school desk, lamp, door, leather, shovel, giraffe, hedgehog. The child raises the flag if the word contains the sound Zh.

b) Distribute the pictures. Pictures are displayed on the board: fire, puddle, jasmine, beetle, toad, skis, pajamas, acorns, jacket. The child must divide the pictures into two groups: on the left put the pictures, in the name of which the sound Zh at the beginning of the word, and on the right those pictures, in the name of which the sound Zh in the middle of the word. At the same time, the speech therapist clearly names all the pictures first, highlighting the sound Zh.

C) Find the place of the sound Zh in words. The child has numbers 1,2,3. The speech therapist pronounces the words, the child determines the number of sound Zh in the word (first, second, third) and raises the corresponding number. Sample words: hot, dinner, yellow, burn, iron, fire, liquid, plant.

7. Fixing the connection between the sound and the letter Zh.

Look at the letter J. What does it resemble, what does it look like?

On a beetle.

Put the letter Zh out of the sticks. And then pick up pictures that have the sound Zh in the name.

8. Summing up the lesson.

What sound did we learn to pronounce?

How to pronounce J sound? (The child repeats the articulation of the sound Zh).

Target: Learn to differentiate the sounds L, L′ in words.

1. Develop sound-letter analysis skills.
2. Develop phonemic hearing, activate the selection of words with the sounds L, L′.
3. Strengthen the ability to form possessive adjectives.
4. Develop visual attention, the ability to navigate on a sheet of paper.
5. Develop fine and general motor skills, coordination of speech with movement.
6. To form the skills of cooperation, mutual understanding, goodwill, independence.

Dictionary: words with sounds L, L′.

Equipment: a table with pictures in the name of which sounds L, L′, chips, pictures: coat, dress, tights, scarf, shawl, blouse, shawl, vest, swimming trunks, swimsuit; picture Alien.

Course progress.

I. Organizational moment

Say hello to guests

Smile to everyone around you.

Give a hand to a friend on the left

And quickly get up in a circle.

We are calm and kind, we are friendly, we are healthy. Take a deep breath through your nose and breathe in freshness, kindness, beauty. Exhale through your mouth all the resentment and grief.

Look at the table.

What I ask, then call.

Who is depicted in the upper right cell;

In the lower left cell;

Top row, middle;

In the upper left cell;

In the lower right cell;

Bottom row in the middle?

Highlight the first sounds in words. (L, L′).

Today we have landed a space dish, look here. Who flew on it? ( Alien.) Why is it called that? ( He came to us from another planet.)

The guest addresses the children in his own language, the children repeat:

LA-LA-LA (how to say hello);

LU-LU-LU (with joy);

LY-LI-LI (with chagrin).

What is your name? (Lolik.)

Lolik flew to our earth to learn more about our planet and about objects. Let's tell him. Take a card with your name on it and sit down at the tables.

II main part.

1. What are you sitting on? ( on the chair). Where are the cards? ( on the table). The words chair table similar? How? ( analysis of words at the board and at the tables with colored chips, and then lay out the letters).

What is the word for these items? ( Furniture.) What is the last sound in this word? ( le- consonant, soft).

2. And now we will tell Lolik what clothes we wear (pictures: coat, dress, tights, scarf, shawl, blouse, shawl, vest, swimming trunks, swimsuit). Arrange the pictures to the blue and green chip (sounds L - L).

3. Let's tell Lolik what we eat. Remember the dishes in the name of which there are sounds L, L (salad, goulash, belyashi, cutlets, jelly); guess the berries and fruits: the first sound is I, the last is O (apple); the last syllable ZHAN (eggplant); the first syllable is MA, the last is HA (raspberry); the first sound is C, the last is A (plum); the last syllable is mon (lemon).

4. Listen to what fruits and berries Lolik chose: (we pronounce with the wrong accent, the children correct) raspberry, lemon, plum.

Physical education "Frog"

The exercise activates the central nervous system, improves mood.

I.P. - standing, legs together.

Imagine that we have become a frog.

We bend the "legs", press them to the chest. Being in this position, we squat slightly and take a breath. While exhaling, pronouncing “kva-a-a”, we suddenly make a sharp jump forward, spreading our arms and legs in a jump.

Warm rain dripping

The grass has grown.

The frog croaks:

"Kwa-kva-kva-kva-kva!"

Tired of midges -

It's time to swallow it!"

Feel. Did you like frog jumping? Why? What was the mood like?

5. What other animals in the name of which have the sound L live on our planet? (wolf, squirrel, elk), and name the animals with the sound L (fox, deer).

6. Let's play the game "Whose, whose, whose?" (with a ball).

Paws of a wolf (wolf);

The muzzle of a fox (fox), etc.

7. Make sentences with the words: elk, deer, squirrel, wolf(children make sentences, lay out diagrams, determine how many words are in a sentence).

8. Our guest liked our place, he learned a lot of interesting things. Lolik wants to ask you questions, try to answer them.

What would happen if all the animals and birds suddenly disappeared on earth?

What will you do if you see an unextinguished fire in the forest?

What can be done for our planet to prosper? (reasoning of children).

Guys, what does it mean to be inquisitive? Ask your questions about the Earth, about space.

III. Summary of the lesson

Our guest says goodbye to us, he leaves you an encyclopedia in which you will find answers to your questions.

What did we do today? What was interesting, what task seemed difficult? D / s, complete the tasks on the sheets “Sounds L, L ′”.

Irina Kotkova
Abstract of the frontal speech therapy lesson in the preparatory group "Country of Knowledge"

Synopsis of the frontal speech therapy lesson.

Theme: "Land of Knowledge"

Integration of educational areas:

"Cognitive Development"

"Physical development"

"Social and communicative development"

"Artistic and aesthetic development"

Target: speech development of children 6-7 years old with speech disorders.

Tasks:

Correctional and educational:

Expand and clarify children's ideas about school and holiday

Activate the dictionary on the school topic;

Develop the grammatical structure of speech (coordination of numerals with nouns, the formation of the plural of nouns, word formation (to form single-root words);

Develop the skill of phonemic word analysis;

Develop the skill of forming compound sentences;

Correct the features of the intonational side of speech, namely: the perception and reproduction of various intonations of the sentence (narrative and interrogative); the perception and reproduction of the logical stress in the sentence.

Correction-developing:

Develop the skill of drawing up a proposal for a picture;

Activate visual attention and perception;

Develop fine and general motor skills;

Improve the ability to select a rhyme and logically answer the question;

Develop creative imagination;

Develop speech hearing, memory;

Correctional and educational:

To form the skills of cooperation, interaction, goodwill, independence, responsibility, initiative;

To promote the development of the ability to follow the rules during the game;

To create conditions for stimulating creative imagination.

Dictionary:

Nouns autumn, september, day of knowledge, school, teacher, student, break, call, school supplies, textbook, ruler, pencil case, pen, notebook, diary, briefcase, call, stop, question and others.

Adjectives: autumn, special, joyful, happy, long-awaited, interesting, attentive, educated, smart, school, sonorous, exciting, amazing and others.

Verbs: mark, listen, teach, read, decide, write, ring, do not interrupt, rest, do not shout, help, receive, do, take, answer, sing, draw and others.

Equipment. Recording of the song "Teach at school"; songs "Friendship" of the group "Barbariki" electronic presentation"; bus model, soft cubes with the letters W, K, O, L, A; three-color cubes for the phonemic analysis of the word, school supplies: briefcase, pens, pencils, sharpeners, rulers, textbooks, notebooks, diaries, pencil cases; mirror, beads, soft toys, plastic gun, doll, bell; ball; strips for laying out a sentence scheme, question marks and dots; emoticons with emotions.

preliminary work. Viewing the electronic presentation “September 1. Knowledge Day. Reading children's classical literature: A. Barto "I grew up", "On the way to class", "To school", V. Dragunsky "The Enchanted Letter", S. Mikhalkov "School". Holding children's holiday"Knowledge Day" with the invitation of the children's creative team.

Course progress.

Organizing time.

Target: Creation of an emotionally positive background, mood for work, acquaintance with the topic of the lesson.

Children enter the office to the song "Teach at School" to the words of M. Plyatskovsky, the music of V. Shainsky. Children stop in the center of the office near the speech therapist.

Speech therapist. Good morning, guys!

Today we have an unusual day. Take a look out the window.

If the leaves on the trees turn yellow,

If the birds have flown to a distant land,

If the sky is cloudy

If it's raining.

Is this the time of year?

Children. It's called autumn.

Speech therapist. Exactly, it's called autumn. But what happens on the very first day of autumn?

Children. Children go to school in autumn.

Speech therapist. That's right, children on September 1 go to school for new knowledge. And exactly in a year you will become schoolchildren and go to school. In the meantime, we will encourage the preschoolers a little more, do you agree?

Children. Yes, we agree.

Well, since we have an unusual day today, I suggest that we all go on an exciting journey together. Look what a beautiful bus came to us. Read what is written on it.

Children read the inscription on the bus: "Land of knowledge."

Speech therapist. That's right, "Land of Knowledge". Would you like to ride in this amazing country?

Children. Yeah, that would be nice.

Speech therapist. Well, then I invite everyone to quickly take their seats on the bus. Get comfortable.

The children get on the bus. The speech therapist rings the bell.

Speech therapist. This ringing bell, almost like a school bell, will warn us today that the bus has arrived at a new stop. So, are you ready?

Children. Ready!

Speech therapist. Then go!

The continuation of the song "Teach at school" sounds.

Main stage.

The speech therapist rings the bell.

Speech therapist. Guys, how are we going to the land of knowledge? You and I do not know the rules that prevail in this country at all. I'll tell you a secret: the "Country of Knowledge" lives by the same rules of conduct as in school. How should you behave at school? So?

A slide showing fighting children appears.

Children. No. At the lesson, you must listen to the teacher, be attentive, do not distract your neighbor, do not push during breaks, you must not shout, you must greet other teachers.

Speech therapist. That's right, but whether everyone knows these rules, we will now check.

Conducted verbal school rules game

Goal: Development of auditory attention, speech, thinking, sense of rhyme.

Be diligent in class

Be calm and ... (attentive)

All write, do not lag behind,

Listen don't... (interrupting)

Speak clearly, clearly

For everything to be ... (understandable).

If you want to answer

You have to raise your hand.

In mathematics, they count

At recess (rest)

If a friend began to answer,

Don't rush (interrupt)

And if you want to help a friend -

Raise calmly (hand).

Know that the lesson is over

Kohl, you heard ... (call).

So that doctors do not worry,

At recess, don't (shout).

Speech therapist. Very well! You are right about the school rules. What you don’t need to do at school, we figured it out. What do kids do at school anyway? (Rings the bell). Our bus makes a stop. And we will go out and stand in a circle. Let's recap what students do at school.

Game "Pick up the word-action"

Purpose: activation of the verb dictionary.

The speech therapist invites the children to go to the center of the office, stand in a circle and pass the ball in a circle, naming the word-action.

Speech therapist. Let's say what do students do at school?

Children. Listen, study, greet, practice, draw, write, count, read, memorize, sing, draw, relax, run, etc.

Speech therapist. Well done, look how much we have learned about what children do in school. But, it's time for us to go. Take your seats.

Children get on the bus, the continuation of the song "Teach at school" sounds. The speech therapist rings the bell. A slide appears on the board with a picture of a stop called "School".

Purpose: development of phonemic analysis of the word.

Speech therapist. And we came to a stop.

Speech therapist. Guys, get off the bus. See what interesting cubes are on the floor! They have some letters on them. Let's take a closer look at them, maybe we can make a word out of them.

Children with a speech therapist get off the bus. Scattered on the floor are soft, large cubes with the letters W, K, O, L, A. Children spread the word "school" on the floor. If they fail, the speech therapist gives a hint.

Speech therapist. Guys, you heard this word more often than others in the song under which you entered the office and rode the bus.

Children. The word is "School".

Speech therapist. That's right, school. But what is a school?

Children. This is the place where children learn and gain new knowledge.

Speech therapist. How many sounds are in this word?

Children pronounce all the sounds in order and count them.

Children. Five sounds.

Speech therapist. Well done guys, you're right. Now break into pairs and try to complete the task: there are cubes of three colors on the floor, each pair will have to choose the right number of cubes and make a sound scheme for the word “school”. The task is carried out on the tables.

The children are doing the task. The speech therapist checks the correctness of the task.

Speech therapist. Let's see if everyone is up to the task, shall we?

A slide appears on the board with the image of the school and four sound schemes for the word "school". Children choose the correct one, the rest disappear.

Speech therapist. They did an excellent job. But it's time for us to move on.

The speech therapist rings the bells and invites the children to board the bus. The continuation of the song "Teach at school" sounds.

Speech therapist. Next stop "Finger warm-up".

Purpose: development of rhythm, development of memory, fine motor skills, coordination of speech with movement.

Speech therapist. Guys, you tried so hard, laid out diagrams from large cubes, your hands are probably a little tired. Let's work a little with our fingers so that they rest a little.

Children with a speech therapist perform finger gymnastics"To school".

I will go to school in the fall.

There I will find friends for myself, Children “walk” with their fingers on their knees.

I will be such a scientist!

But I will not forget my garden. Bend one finger on both hands

Threaten with the index finger of the right hand

Speech therapist. Well, well stretched fingers, and it's time for us to go.

The song "Teach at school" sounds again. The speech therapist rings the bell.

Speech therapist. Next stop "Collect a portfolio."

Purpose: to develop the ability to respond complete offer to form compound sentences.

The speech therapist invites the children to get off the bus. Together with the children, they approach the table, on which school supplies lie along with various other items.

Speech therapist. Guys, look, someone forgot their things. There are so many things here. And even a briefcase someone left. Probably some not very diligent student. Can we help him get ready for school?

Children. Yes, let's help.

Speech therapist. Then let each of you take two items, one of which will definitely come in handy at school, and the other is not needed there, put the desired item in the briefcase, and leave the other in this basket. And about your subjects, you should say a beautiful full sentence. For example, "At school I will need a pencil case, but I will leave the rattle to the kids."

Children choose two subjects.

1 child. I will take a notebook to school, and I will leave the flashlight in the garden.

2 child. I will put pens in the briefcase, and I will give the soft toy to my younger brother.

3 child. I'll take a ruler to school, and bubble I will let them in the street, etc.

Speech therapist. Guys, how to call in one word all those items that we put in a briefcase?

Children. School supplies.

Speech therapist. Well done guys, they did a great job. Let's hurry to the next stop.

The speech therapist rings the bell. The children get on the bus.

Children "ride" to the song "Teach at school."

Speech therapist. Well, we continue our journey.

Next stop "Family of words".

Purpose: development of the ability to form single-root words.

Speech therapist. Guys, remind me again what do children do at school?

Children. Learn.

Speech therapist. What are the names of children who go to school?

Children. Students.

Speech therapist. And who teaches children at school?

Children. Teacher.

Speech therapist. What are the names of the special books that students use to study?

Children. Textbooks.

Speech therapist. And what is the name of a person who studied a lot, learned a lot, became very smart and educated?

Children. Scientist.

Speech therapist. Guys, but they say that not learning is darkness, but what then is light?

Children. Teaching.

Speech therapist. Guys, what a great fellow you are, what a big family of words you have made! And we arrived at the next stop.

Well, I'm even a little tired. And you? Learning is not easy, right? I suggest you take a break and move to the music. But first, answer me one question: what should the guys be like in the garden, and at school, and in the “Land of Knowledge”?

Children. Friendly.

Speech therapist. That's right, friendly and never quarrel.

The song of the group "Barbariki" Friendship sounds.

Dynamic pause.

Purpose: development of general motor skills, change of activity, development of a sense of rhythm.

Children perform movements to the music for a speech therapist.

Speech therapist. We've made good progress, and it's time for us to the next station. Take your seats.

Game "Make a proposal".

A slide appears on the board with the plot picture "The teacher teaches a lesson."

Target. Development of the skill of making sentences on a plot picture, development of the skill of reproducing intonation (narrative and interrogative, development of the skill of reproducing logical stress in a sentence.

Speech therapist. Guys, look carefully at what is shown on the board and try to make a sentence.

1 child. The teacher leads the lesson.

2 child. Children raise their hands.

3 child. The kids love going to school.

4 child. There is a math lesson, etc.

Speech therapist. You have made very good suggestions. And let's try to count the number of words in your sentences and make diagrams of these sentences. To do this, again break into pairs and go to the tables. First sentence: "The teacher is teaching the lesson."

Children lay out a sentence scheme from strips.

Speech therapist. Guys, what letter does the sentence begin with?

Children. Capitalized because the beginning of a sentence is capitalized.

Speech therapist. What sign did you put at the end of the sentence?

Children. Period, because it's a declarative sentence.

Speech therapist. And if you put a question mark at the end, what would that sentence be?

Children. Interrogative.

Speech therapist. That's right, interrogative. But how will it sound?

Children. Is the teacher teaching?

Children. Leads.

Children. Teacher teaching a lesson?

Speech therapist. Well done, and now the word lesson.

Children. Teacher leads lesson?

Speech therapist. You see, guys, the words in the sentence remained the same, and depending on the word that you highlighted with your voice, the meaning of what was said changes. Let's go further?

The children take their seats on the bus.

Speech therapist. Station "Mathematics".

Slides with different amounts of school supplies appear on the board.

The game "Tell by the model."

Purpose: To develop the ability to coordinate numerals with nouns, form plural nouns, develop elementary mathematical concepts.

Speech therapist. Let's count the items and name them accurately. For example, one sharpener, three sharpeners, many sharpeners.

1 child. One pencil case, three pencil cases, many pencil cases.

2 child. One handle, two handles, many handles.

3 child. One brush, four brushes, many brushes.

4 child. One pencil, five pencils, many pencils.

If the child calls incorrectly, the speech therapist asks the rest of the children to help and all together clearly repeat again.

The final stage.

Purpose: the result of the activity, the development of the ability to assess one's emotional state.

Speech therapist. Well done guys, they did a great job. And our journey to the "Land of Knowledge" has come to an end. Did you like it?

Speech therapist. For my part, I want to wish you, next year, when you go to school, it is very good to study only for fours and fives, listen to teachers, parents, grow up smart, kind, educated people.

And now I will give you two emoticons, and you, please choose the one that matches your mood now.

Children choose emoticons.