Occupation onr nominative plural noun. Formation of inflection in preschool children with general underdevelopment of speech

The formation of inflection in preschoolers with general underdevelopment speech is carried out taking into account the patterns of normal ontogeny of interaction in the development of vocabulary, morphological and syntactic systems of the language. In the process of correctional and speech therapy work, it is recommended to gradually complicate the forms of speech, tasks and speech material.

On the initial stage work is carried out to normalize inflection in dialogic speech (at the level of phrases, sentences), in the future - to consolidate inflection in coherent speech.

The program for the formation of inflection in preschool children with general underdevelopment of speech

Formation of inflection of nouns.

1. Differentiation of nouns in the nominative case of the singular and plural:

Forms plural with endings -s, -i, -a, -ya.

2. Formation of non-prepositional constructions of nouns singular:

• accusative;
• Genitive;
• dative;
• instrumental case.

3. Mastering the prepositional case constructions of the singular.

4. Fixing non-prepositional plural forms:

• dative;
• instrumental case;
• Genitive;
• accusative.

5. Prepositional-case plural constructions.

Formation of inflection of nouns

1. Differentiation of nouns in the nominative case of the singular and plural.

The consolidation of the plural form is carried out in the following sequence:

• with the ending -s (table - tables);
• with the ending -i (ball - balls);
• with the ending -a (home - at home);
• with the ending -ya (chair - chairs).

The differentiation of nouns in the nominative case of the singular and plural is carried out on the basis of the game "One - many". In this game, the child must necessarily accompany the speech with a gesture.

• This is a mouth, and this is ... (mouths).
• This is an ear, and this is ... (ears).
• This is a stump, and this is ... (stumps).
• This is a lion, and this is ... (lions).
• This is a brother, and this is ... (brothers).
• This is a house, and this is ... (at home).

2. Formation of non-prepositional constructions of singular nouns.

Taking into account the appearance of indirect cases of nouns in ontogenesis, the following sequence is recommended: nominative, accusative, genitive, dative, instrumental.

In the process of working with nouns in the nominative case, attention should be paid to the differentiation of the meanings of animation - inanimateness. Some words can name living objects and therefore the question is put to these words: Who? Other words denote inanimate objects and answer the question: What?

The game "Live - inanimate words"

Children are invited to put the appropriate question to the subject pictures.

What? (Sun, flower, stream...)

Who? (Hedgehog, grandfather, grandmother ...)

Game "Who? What?"

Worth who? (Boy, grandmother, mother, cow.)

Worth what? (Village, house, tree.)

Game "Be careful"- for the formation of forms of the accusative case

Ironed what? (Skirt.)

Stroked who? (Kitten.)

Washed what? (Arms.)

Washed whom? (Puppy.)

In working on the forms of the genitive case, the following sequence is recommended:

1. nouns m.r. with the ending -a, -ya (ball, bridge, pencil, table);
2. nouns cf. with the ending -a, -i (eggs, rings, buckets);
3. nouns With ending -i, -s(moons, desks, girls).

The game "No one?"

Children are invited to answer questions using nouns in the genitive case.

Whom did the owner feed? (Puppy, kitten, duckling...)

In the forest, the wolf scared who? (Hedgehog, fox, hare...)

When forming a system of inflection of nouns in the dative case, the following sequence is recommended:

• nouns m.r. with the ending -y, -y (hedgehog, cock, horse);
• nouns cf. with the ending -y, -y (window, bucket, ring);
• nouns m.r. with the ending -e and f.r. with the ending -a, -ya (fox, goat, bee).

Lost and found game

To whom to give a fox coat? Mane and tail? Spots and fangs? Horns and hooves?

The most productive instrumental ending is -om, the ending -oy comes later, so the sequence is:

• nouns m.r. with the ending -om, -em (key, knife, ax, heat);
• nouns cf. with the ending -om, -em (egg, ring, sun);
• nouns m.r. with the ending -a, -ya in v.p. and f.r. with the ending -oy, -ey (saw, oblique, paw, cloud);
• nouns with the ending -yu (door, notebook, bed).

Game "How can I help?"

Can I drink what? (Saw.)

Eat meatballs what? (Fork.)

I draw with what? (In pencil.)

What do I iron things? (Iron gom.)

3. Mastering the prepositional-case constructions of singular nouns.

Accusative

Game "Finish the sentence"

The seller stood behind ... (benchmark).

The sun hid behind ... (clouds).

The boy enters ... (bus).

The girl put the books on ... (shelf).

Dative

Game "Fairy Tale"

It is necessary to complete the sentence with the correct use of the noun in the dative case.

Piglet came to visit ...

The old man came to...

The Prince rushes to...

Instrumental case

The game "Who is with whom? Who is with what?

The boy goes with ... (dad).

The girl goes with ... (mother).

The girl is playing with ... (cat).

The boy is playing with ... (car).

Prepositional

Game "Food for animals"

The bear dreams of ... (fish).

The cat dreams of ... (milk).

The dog dreams of ... (a pigtail), etc.

4. Fixing unprepositional forms of plural nouns.

Dative

Game "Treat the animals"

Let's give a carrot ... (to a hare).

We will offer a bone ... (puppy).

Pour milk ... (to a kitten).

We will pour the grains ... (chicken).

Instrumental case

Journey game

We will go to Australia for ... (crocodiles, kangaroos ...).

We will go to Eurasia for ... (elephants, tigers ...).

We will go to the Arctic for ... (polar bears, seals ...).

Genitive

The game "Who lives where?"

There are a lot of ... (bears, seals, walruses) in the north.

Taiga has a lot...

There are many in the steppe...

Accusative

Game Hello!

Hello, I see ... (Kolya).

Hello, I see ... (Lena).

Good afternoon, I see ... (Tamara).

5. Formation of prepositional-case constructions of plural nouns.

Prepositional case constructions with plural nouns are of little use and are very difficult for preschoolers with OHP, their assimilation occurs over a long time according to the same patterns as assimilation of prepositional-case constructions of singular nouns.

1. Agreement of verbs of the 3rd person of the present tense with nouns:

Differentiation of 3rd person singular and plural verbs.

2. Differentiation of present tense verbs 1-, 2-, 3rd person:

differentiation in the singular;

plural differentiation;

differentiation of 1-, 2-, 3rd person singular and plural.

3. Agreement of past tense verbs with a noun in gender, number:

• agreement of verbs and nouns in the masculine gender;
• agreement of verbs and nouns in the feminine;
• agreement of verbs and nouns in the middle gender.

Formation of inflection of verbs

Much attention is paid to the formation of the inflection of the verb and its agreement with the noun, since the verb in the sentence most often acts as a predicate. In this regard, in the work on the formation of verb inflection in preschoolers with OHP, the following speech material is used.

1. Agreement of 3rd person present tense verbs with nouns in number.

3rd person singular and plural verb differentiation

Speech material: goes - they go, stands - they stand, speaks - they say, is silent - they are silent, sings - they sing.

2. Differentiation of present tense verbs of the 1st, 2nd, 3rd person.

Differentiation of verbs in the singular

The game "obedient child"(1st person singular)

Speech therapist. Now I will ask you to do something, and you - an obedient child - answer what you are doing, showing a picture.

Go! - I'm coming!

Stop! - I am standing!

Run! - I'm runing!

Read! - I am reading! etc.

The game "What did mom ask?"(1st-2nd person, singular)

The speech therapist asks questions, and the child answers.

Are you running? (I'm runing.)

Are you carrying? (I carry.)

You are eating? (I eat), etc.

Game "Tell me about him"(1st-3rd person, singular)

The speech therapist reads the first couplet to the children and shows how to change it, then pronounces only the couplet from the first column, inviting the child to change it himself.

I'm running, running, running

I don't stand still.

He runs, runs, runs

He does not stand still, etc.

Differentiation of plural verbs

Game "Friendly guys"(1st-2nd person, plural)

We go and you go...

We sing and you ... (sing).

We take, and you ... (take).

We carry, and you ... (carry).

3. Agreement of past tense verbs with nouns in gender and number.

The game "He, she, they"

Past tense verb agreement in gender and number. Asking a question such as “What was the bear doing?” or “What did the doll do?”, the speech therapist points to the corresponding picture. When a question is asked with the pronouns he, she they, the speech therapist shows two pictures at once with a gesture.

What was the bear doing? - He slept.

What was the doll doing? - She slept.

What they were doing? - They slept.

What was the bus doing? - He was driving.

What was the car doing? - She was driving.

What they were doing? - They were driving, etc.

Formation of inflection of adjectives

1. Correlation of masculine, feminine, neuter singular nouns and plural nouns with pronouns he, she, it, they.

2. Teaching the correct agreement of words.

Automation of speech skill, i.e. strengthening the ability to correctly coordinate words.

Formation of inflection of adjectives

The lack of correct agreement of adjectives with nouns in gender and number can be traced in all children with OHP without exception. At the same time, the agreement of words of the feminine gender of the singular is usually rarely violated, but the agreement with nouns of the middle gender (“sky of the dove”), masculine (“white bunny” instead of white), plural (“ the flags are white" or "balloons are in the air").

The formation of the inflection of adjectives in preschoolers with OHP is carried out in more late dates when children basically mastered the system of inflection of nouns, since adjectives "take" one or another grammatical meaning, one or another form, depending on the form of the noun.

Difficulties in mastering the system of inflection of adjectives are associated with their late appearance in the speech of children. The work of teaching children the correct agreement of word signs with nouns in gender and number can be divided into three stages:

1) preparatory - to learn to correlate masculine, feminine, neuter singular nouns with pronouns he, she, it, they; to fix the continuous pronunciation of combinations such as -ny, -my, etc .;

2) the main one is to teach children the correct agreement of words;

3) final - to consolidate the ability to correctly coordinate words.

On the preparatory stage work is carried out with the help of objects and toys in this sequence.

1. Speech therapist. Children, all the names of objects can be divided into several groups, for this you need to learn how to choose the right word for the names: he, she, it or they.

First, let's split the pictures into two groups. (Shows a sample.) Here is a pear. The word "pear" can be replaced by the word she. The subjects of which we speak of her will form the first group. And here is the ball. This word can be replaced by the word he. The subjects of which we speak he will form the second group.

Further, nouns of feminine and masculine singular are divided into these two groups. Initially, to help children in the correct correlation of nouns with the pronouns he, she, you can pay attention to the fact that if the word “breaks off” (ball, bunny, cabinet, etc.), then it can be replaced by the word he (which also seems to “break off”). If the word can be “pulled” (mother-ah-ah, roof-ah-ah), then we replace it with the word she.

2. When the children learn the correlation of feminine and masculine nouns with the words he, she, similar work carried out with neuter nouns (it), i.e. a third group of names is formed. To begin with, you should select pictures in the names of which the ending is under stress (wheel, bucket, window), and then add the rest.

3. After the children divide the objects into these three groups without errors (he, she, it), the speech therapist explains that when there are two or more objects, they can be said about them.

Sequence of work at the main stage.

1. First, two groups of pictures are placed in front of the children (he, she). The speech therapist takes a picture from a group of objects she (for example, a plate) and asks, highlighting the ending -ya with his voice: “Plate. What is she like? For the purpose of visual reinforcement, you need to use the conditional graphic notation ____ya, explaining

that the strip is a word, and at the end the letter i is written, since in the word which one is heard ya. The speech therapist asks to remember this letter, then places a slip of paper with the letter I under the pictures of the group she.

2. The same work is carried out with a group of objects he and the letter d (___ d) with those children who did not remember the letters used. Outside of classes, special work is needed to quickly recognize (read) them. It is important to note that in each lesson, the entire series of pictures of one group is first worked out, for example, he, then a series of pictures of the group she. Only after that, children will learn to quickly find the right form of the adjective. Pictures of these two groups can be shown mixed. This technique allows you to better master the matching system.

3. Working with a group of pictures, it is carried out according to the previous model (_____ e). Speech ped, removes the word-stripe and continues to work on the material of some pictures.

4. Similar work is carried out with pictures of the oni group.

Automation of the skill of correct agreement of adjectives with nouns in gender and number is the task of the final stage.

1. First, the names of the colors are worked out.

The game "Spread the pictures"

Children add up different subject pictures according to the color on the playing field.

2. With special speech exercises relative adjectives are practiced.

Game "Cook"

What kind of soup can we cook from vermicelli? - vermicelli, from peas - pea, from rice - rice, etc. Next, the use of adjectives with the opposite meaning is practiced (the game "All the way around").

3. Possessive adjectives are practiced using nouns to form phrases: tail ( masculine), muzzle ( feminine), ear, feather ( neuter gender), traces (plural).

4. The skill of coordinating nouns with adjectives in connected speech is consolidated. For example, children are given a scheme for describing an apple:

"This Apple. It is red. Small. Round. Solid. Delicious. Fragrant".

Visual material for the formation of inflection is selected taking into account the lexical and grammatical topic, grammatical blocks are distributed from simple to complex and according to the principle of concentricity.

Manual "Magic Cube" (for children 5-6 years old).

The game "Who is more?"

Objectives: to enrich the verbal and predicative vocabulary; to consolidate the ability to coordinate words in gender and number.

Equipment: cube, object pictures.

The game "Pick up the object in shape"

Purpose: to consolidate the ability to coordinate a noun with an adjective.

Equipment: cube, cards depicting geometric shapes.

Game "Make a proposal"

Objectives: to consolidate the ability to build sentences, use prepositions correctly.

Equipment: cube, plot pictures.

The game "Who lives in the house?"(for children 5-6 years old).

Here is the house.

Who lives in it? Gnome?

Or maybe the game lives in it?

It's time for us to look here.

What a gift!

Listen to the rules of the game!

Game options:

The game "Whose head? Whose tail?(orange, big cube)

Purpose: to improve the skill of forming possessive adjectives.

Game "Tell me right"(yellow, big cube)

Purpose: to learn correctly, to coordinate nouns with numerals.

Game "Come up with action words"(pink, big cube)

Purpose: to learn to form verbs from nouns.

Game "Tell a story"(red, big cube)

Purpose: to develop coherent speech.

Game "Who's doing what?"(raspberry, large cube)

Purpose: to expand the verbal vocabulary on the topic "Professions".

The game "Who moves how?"(blue, big cube)

Purpose: to expand the verbal vocabulary on the topic "Transport".

Chamomile game(for children 5-6 years old)

Purpose: to consolidate general concepts - vegetables, fruits.

Game "Cook"(for children 4-6 years old)

Objectives: to form the skill of word formation; activate vocabulary; expand your understanding of the world around you.

Content: speech therapist distributes "pots", children examine different kinds cereals, clarify the names of products and dishes that can be prepared from them; they compare how vermicelli differs from pasta, peas from beans, etc., then they form adjectives, for example: vermicelli, millet, rice, peas. These adjectives are introduced into the sentences of various models: “Peas can be boiled pea soup”, “I will put the rice in a pot and cook rice porridge" etc.

The game "Split by color"

Goals: fix the name of the flowers; learn to agree nouns with adjectives.

Smart train game

Purpose: to teach to replace nouns with the words he, she, it; distinguish between feminine, masculine and neuter words.

Shamsutdinova L.A.,
teacher speech therapist

Summary of dysgraphia for 5th grade students with mild mental retardation

Topic: " Change of nouns by cases»

Objectives: educational -

- fix the change of animate nouns in the singular according to cases,

- to fix the use of case endings of animate nouns in the singular,

- to fix the practical use in phrases of animate nouns in the singular,

- fix the differentiation of sounds B and P in syllables, words, sentences,

- activate the dictionary on the topic "Pets" using the example of a cow, dog, goat, cat.

corrective -

- development of phonemic processes (hearing and perception),

- correction correct spelling lowercase letters B and P,

- development of fine and articulatory motor skills,

Equipment: mirrors, syllabary table, the image of the letters B and P,

sound characteristics table, capital letters patterns,

word cards (change by case),

text cards with a missing ending,

case name cards with questions,

animal pictures (cow, dog, cat, goat),

cards of body parts of animals, cards of animals with cubs,

animal cards with food,

plot picture "Grandfather's gift",

computer program "Delfa-142".

Lesson progress

Organizing time:

Speech therapist:

- Good afternoon guys!

The school day continues and the lesson begins.

We always speak beautifully, clearly and slowly,

remember what you learned in class.

Preparatory stage:

Speech therapist:

- Take mirrors. Let's do the exercises for the language:

"Turkey bobbles", "Frog", "Tube", "Swing", "Watch".

- Inhale deeply and exhale with a vowel

AAA, inhale-exhale: OOO, inhale-exhale: YYY, inhale-exhale:

Whoo, inhale-exhale: uh.

Why are these sounds called vowels? (The air comes out freely, they can be sung, pulled).

main stage

Acoustic-articulation characteristic

Speech therapist:

- Little mice, gray fur coats, long tails, squeak: wee-wee-wee.

- The gun scares the flies. He says loudly: boom!

- Guys, how does the mouse squeak? (Pee-pee-pee)

How scary is a gun? (Bang-bang).

- Today we will continue to work on distinguishing between the consonants B and P.

- Take the mirrors and say the sounds B and P. What are these sounds, how are they similar, how are they different?

Children's answers: These are consonant sounds. There is a barrier in the mouth, the lips are compressed and unclenched, the tongue is motionless, the air stream is short, intermittent. The sound P is deaf, the sound B is voiced.

Speech therapist:

We hear and pronounce sounds, but we see, read and write - what? (Letters).

Let's remember the poem about the letter B:

« Letter B c big belly, in a cap with a long visor ".

Let's remember the letter P: The letter P stands for doorway.

Development of phonemic processes

Speech therapist:

- Let's read the syllables in pairs according to the table: with the letter B - loudly, with P - quietly.

(BA-PA, BO-PO, BU-PU, BY-PY, BE-PE).

- Now repeat after me the syllables in reverse: PA - (BA), PO- (BO), PY- (BY), PU - (BU), PE- (BE).

Let's write small letters B and P in the air.

- Circle the letters B or P along the dotted lines on the leaves when you hear these sounds in words: weak, coarse, large, kolobok, sausage, hollow, drops, boots, shovel, heel.

- We continue to circle the letters, hearing the sounds in the sentence:

Barrels were placed on the grass. The trees are budding.

The old fence fell down. There is a strong lock on the gate.

- We check how many B sounds you heard and circled the letters (8), how many P (10).

Physical education:

- Let's get up, rest - having heard the sound B, we raise our hands up, on P - we lower them down: P, B, P, P, B, PA, BY, BE, PU, ​​AP, OP, album, folder, paper, briefcase, banana, cabbage, apple, turnip. Boris has an older brother, Pavlik. There is a bouquet of flowers on the shelf.

Development of the lexical and grammatical structure of speech

Speech therapist:

- Well done, sit down and solve riddles:

“Soft paws, and scratches in the paws”. Who is it? (Cat)

“He is friends with the owner, guards the house, lives under the porch, his tail is ringed”. Who is it? (Dog)

“Hungry - hums, full - chews, gives milk to children”. Who is it? (Cow)

“He walks, walks, shakes his beard. Weed asks: me-me, give me delicious to me» . Who is it? (Goat)

- Name it in one word: a cow, a goat, a cat, a dog - who is it? (These are pets).

Why are they called that?

Children's answers: they live near a person, he feeds them, builds their dwellings, takes care of them, and animals benefit him.

- The words cow, cat, dog, goat answer the question Who? And in nominative case have an ending A. (Writing on the board).

- Take the cards and add the endings in the words in the first line with the question Who? (-a).

Children complete the endings:

Who?cows…, goats…, cats…, dogs…

- name it, Whom do animals have horns? (for a cow), who has a mustache (for a cat), who has a beard (for a goat), who has a ringed tail (for a dog).

Let's repeat: the horns (who?) of a cow, the mustache (who?) of a cat, the beard (who?) of a goat, the ringed tail (who?) of a dog.

— Words in Genitive answer the question Whom? And they have endings S, -I. (Writing on the board)

- Add in the cards the endings in the words in the second line with the question Whom?

who?at cows…, goats…, cats…, dogs…

- And now let's play a game: "To whom we will give what food." Connect the food with arrows to the animal:

To whom?

To whom shall we give the cabbage? (goat). Who wants a bone? (dog). Who needs weed? (cow). Who needs a fish? (cat).

— Nouns in Dative case answer the question To whom? And have endings – E. (Writing on the board)

To whom? In the third line:

To whom?cows…, goats…, cats…, dogs…

And now let's remember what the cubs of animals are called. Let's look at the pictures and call with By whom? they are drawn.

— Calves (with whom?) with a cow, kids (with whom?) with a goat, kittens (with whom?) with a cat, puppies (with whom?) with a dog.

- Let's repeat with whom? (Cow, goat, cat, dog). Nouns in instrumental case answer the question By whom? And they have endings OH.

- Add endings in words with a question By whom? In the fourth line:

By whom?cows…, goats…, cats…, dogs…

Physical education:

Let's play with fingers in the game "Five calves":

This calf drinks milk.

This calf has gone far.

This calf is eating grass.

This calf beats with its hooves.

This calf mooing: “Why did everyone disperse, I’m bored alone!”

Speech therapist:

- Now consider the painting "Grandfather's Gift." name Whom? You see from pets. Who do we see?

Children's answers: I see a cow, a goat, a cat, a dog.

— Nouns in Accusative answer the question Whom? And have endings –U. (Writing on the board).

- Add endings -U in words with a question Whom? In the fifth line:

Who (see)?cows…, goats…, cats…, dogs…

- Let's repeat: about Whom? We talked to you today

(About a cow, about a dog, about a cat, about a goat).

— Nouns in Prepositional answer the question about whom? And have endings –e.(Writing on the board).

- Add endings -e in words with a question about whom? In the sixth line:

about whom?about cows..., o goats..., o cats..., o dogs...

Work with text:

Read the sentences, fill in the missing endings. Write off, underline the letters B - with two lines and P - with one line.

My grandmother had cows in the village… Motley. Grandmother gave cows ... fresh hay. Every day she milked her cows .... The cows ... Pied had a lot of milk. Grandmother was proud of her beloved cows ... and talked about cows ... to her grandchildren, treated them to milk, sour cream, cottage cheese.

Fixing the material:

Let's repeat what case endings have singular nouns. (Reading the table on the board).

What sounds did you work with? What are they, how do they differ?

We fix the differentiation of sounds B and P on computer game"Delfa-142": "Which picture starts with the same letter?" (Letters. Pictures).

- Let's fix the use of words in a sentence on a computer game: "Choose correct form the words". (Suggestion. Choose the form of the word)

teacher speech therapist

Zamyatina Natalya Vladimirovna

GKOU SO "SKOSHI 111", Yekaterinburg

Synopsis of a speech therapy lesson

on the development of lexical and grammatical means of the language

in children of the group preparatory to school with general underdevelopment of speech

Topic "The instrumental case of the plural of nouns"

Target: development of lexical and grammatical means of the language.

Tasks:

educational:

Teach children how to correctly form nouns in the instrumental plural using different types endings of the given case form;

correctional-developing:

Continue learning to answer the teacher's question complete offer,

Develop the ability to coordinate words in sentences,

Develop language flair;

educational:

To educate children in self-control over speech.

Equipment: typesetting canvas, plot picture "Tiger-builder", subject pictures depicting tools, animals, vegetables, fruits, nature.

vocabulary material: activate the children's vocabulary on the topic "Professions" and other lexical topics.

Preliminary work: reading with subsequent discussion of D. Rodari’s fairy tale “What crafts smell like” and S. Marshak’s poem “Mail”, teaching the correct use of the instrumental form of nouns in the singular.

Lesson progress

1. Organizational moment.

The speech therapist invites children to answer the question "Who will you be?" (Each child speaks and sits down.)

2. Subject announcement.

People talk and pronounce ... (words). The words are consistent, friendly and it turns out ... (sentence). Today we will learn how to make sentences again.

3. The stage of training on the frontal visual material.

Game "Tiger-builder".

(The speech therapist exposes a picture of a construction worker tiger cub on a typesetting canvas.) Now you yourself will come up with a fairy tale, and I will help you. This is a tiger cub. Look at the picture and tell me who the tiger cub works for? (Children answer.) Right! The tiger cub works as a builder. Who does he work with? (A picture is displayed depicting mice / or any other animals /) (Children answer in full sentence.) What do mice do? (Children's answers in full sentences). That's right, mice work as builders. (The speech therapist pronounces sentences, highlighting the endings of nouns in the instrumental case with his voice and asks the children to pronounce it the same way.) He decided to build a school in the forest and called his friends for help. (The speech therapist next puts up subject pictures depicting other animals and asks questions for children to make sentences.) With whom did the tiger cub begin to work? (Children's answers in full sentences.) So that the building does not collapse, the work must be observed. Who was the tiger cub watching? (Children's answers in full sentences.) What did the builders hammer nails with? What did they drink? What did they cut? (Children's answers in full sentences.) Elk cubs could not chop with axes, and the tiger cub began to laugh at them. Who was the tiger laughing at? To whom did you apologize? (Children's answers in full sentences.) Finally, the school is built. There is a lot of garbage around. How did the animals clean up the garbage? (Children answer in full sentences.)

Game "Good gnomes".

(An image of gnomes, as well as fruits and vegetables, is displayed on the typesetting canvas.) Good gnomes lived in the same forest. They came to admire the school and brought treats for the workers - fruits and vegetables. (Showing pictures with treats, the speech therapist asks the children to answer: what did the good gnomes treat the animals to? The children answer the question with a full sentence. For example, “The good gnomes treated the animals to apples”)

Ball game.

The animals worked, got treats and decided to play with the ball. And we will play. (The speech therapist asks a question and throws the ball to the child. The child answers the question with one or two words and throws the ball to the teacher.)

What are they looking at? What are they stomping?

What are they listening to? What are they clapping?

What do they bite? What are they squeezing?

What do they scratch? What are they smiling at?

What do they go? What are they frowning at?

What are the eyes covered with? What do they see?

4. Physical education.

Performing movement along the text of the poem.

5. The stage of consolidating the acquired skills in working with individual visual material.

(The speech therapist exposes the image of the pilot on the typesetting canvas.) Name who controls the planes. (Children's answers. For example, "Airplanes are controlled by pilots and pilots.") Our plane flew high, high. Now we will find out what the plane was flying over? (Children have pictures on the tables on which houses, people, mountains, forests, etc. are drawn.) Be careful and listen to the task. Consider pictures. The one I name will come out with his picture and correctly say what our plane was flying over? (The child comes out, puts the picture on the board and answers with a full sentence).

6. Bottom line.

What do you think it takes to become a pilot, driver, builder, tailor...? (Children's statements.) That's right! To get a job, you need to study.

TOPIC: ACTIVE PLURAL OF NOUNS (SENIOR GROUP FOR CHILDREN WITH OHP) Objectives: To teach children to use nouns in the instrumental plural, matching nouns with the verb; to teach to notice and correct errors in the case agreement of a verb and a noun; clarify and activate children's vocabulary. Course of the lesson: Organizational moment. The speech therapist asks the children to answer: What do we listen to (stomp, look, chew, hold a pencil)? How do we close our eyes from dust? (with eyelids, palms), do we touch the floor in a physical education class? (feet). Etc. 1. The speech therapist puts pictures on the board with images of various trees and flowers. Names them. It reminds you that various mushrooms grow in the forest. Where do mushrooms grow? Pointing in turn at the displayed pictures, the speech therapist achieves the transformation of the singular noun of the nominative case into the plural noun of the instrumental case, for example: birch - mushrooms grow under birches, Christmas tree - ... under Christmas trees, pine - ... under pine trees (under bells, under daisies, under bushes, under oaks, under mountain ash, under buttercups, etc.). In addition to the grammatical task, the exercise also contains a lexical one - the children's dictionary is actively replenished on the topic “Trees, flowers, plants”. 2. The game "In the zoo." On the board - a picture of "Zoo" and a portrait of an old man. The speech therapist says that grandfather Kolya has been working at the zoo for many years as a servant. He loves animals and birds very much and cares for them. The speech therapist asks you to think and answer, who is grandfather Kolya caring for? Children's answers: Grandfather Kolya takes care of swans (elephants, giraffes, snakes, wild boars, roe deer). In this exercise, the vocabulary on the topic "Animals" is also actively replenished. 3. Dynamic pause. Ball game. Before throwing the ball to one of the children, the speech therapist asks them to imagine what people get on the train with, but only talk about many objects. Each child who catches the ball answers with a phrase, for example: Passengers get on the train with suitcases (with bags, with bags, with briefcases, with backpacks, with groceries, etc.). All unfamiliar words are explained and spoken in unison. It is obligatory to highlight the endings of nouns in the instrumental plural. 4. Work with individual visual material. The game "Grandma's basket". Children have pictures on the tables with "gifts of the forest" (mushrooms, berries, etc.). The speech therapist shows the children a beautiful wicker basket and says: “When I was little, my grandmother gave me this basket. Grandmother said that this basket is not simple, and whoever goes into the forest will definitely be lucky.” The speech therapist asks the children to look at their pictures, imagine that all this was collected in the forest, and say what was grandma's basket with? Children's answers: The basket was with acorns (with russula, with chanterelles, with honey mushrooms, with berries, with cones, with nuts, etc.). 5. The result of the lesson, evaluation of the activities of children.

Marianna Egorova
Synopsis of the frontal speech therapy lesson. Nominative plural nouns

Topic: Nominative plural nouns.

Target: learn how to use nouns in I. n. pl. h.

Tasks:

1. Learn to educate correctly nouns in I. n. pl. h.

2. Consume nouns in I. n. pl. h. in words, in sentences on the material of lexical topics.

3. Develop attention, logical thinking, fine motor skills.

4. Cultivate interest in speech therapy classes and the ability to listen to a friend.

Equipment: pictures depicting wild animals, plot picture (forest, individual cards, pencils, shading.

Lesson progress

1. Organizational moment.

Hello guys!

The one who will tell me his name will sit down.

2. Announcement of the topic lessons.

Now I will give you riddles.

In the summer he wanders without a road,

Between pines and birches

And in winter he sleeps in a lair,

Hides the nose from the cold. (Bear)

White in winter, gray in summer. He does not offend anyone, but he is afraid of everyone. (Hare)

Gray, toothy, prowling through the fields. Looking for calves, lambs. (Wolf)

What are these animals (These are wild animals)

Where do they live (They live in the forest)

Many different animals live in the forest. Not just a bear, but bears. Not one hare, but hares. Not just one wolf, but wolves.

Listen, bear bears. How do these words sound? That's right, they sound different. Today on lesson we will learn to name objects when there are not one, but many. And to make it more interesting for us to study, we will close our eyes and find ourselves in the forest.

See what other animals live in the forest (A canvas depicting animals in the forest is hung on the board. (Squirrels live in the forest, etc.)

3. Game: "Who's Lost".

In our forest, the animals played and got lost. And their mothers can't find them.

Let's help mothers find their babies. (Pictures depicting an animal are gradually displayed on the board, children call its cubs.)

4. Dynamic pause.

On a hot day through a forest path

The animals went to the watering place

Moose cubs followed the mother moose

The cubs ran after the mother fox

Hedgehogs rolled after mom hedgehog

The cubs followed the mother bear

The squirrels rode behind the mother squirrel

For mom hare - oblique bunnies

The she-wolf led the cubs,

All mothers and children want to get drunk.

5. Fixing.

In the forest we have not only animals. What else is in the forest (There are flowers, mushrooms, etc. in the forest)

What mushrooms do you know (Birch trees grow in the forest, etc.)

6. Individual work.

Look carefully at your cards. And name each item. What else can we see in the forest.

7. Development of fine motor skills.

We walked through the forest and found photographs of animals. But they are not colored. Let's color them.

8. Bottom line lessons.

What did we learn today lesson.

What did you like the most about lesson?

You were all great today. Lesson finished. Goodbye!