Pictures for dow on the development of speech. Educational and methodological material for the development of speech on the topic: The use of pictures in the classroom for the development of speech
The picture has great importance in the development of speech, primarily due to its concreteness, visibility.
The picture creates the basis for the conscious mastery of the word, reinforces and clarifies the word used by the children to express their thoughts.
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Painting as a means of developing the speech of preschoolers.
The picture is of great importance in the development of speech, primarily due to its concreteness and clarity.
The picture creates the basis for the conscious mastery of the word, reinforces and clarifies the word used by the children to express their thoughts.
Storytelling in the picture contributes to the development figurative thinking and figurative speech.
Children are faced with the task of inflecting nouns, conjugating verbs, and agreeing adjectives with nouns. According to Ushinsky, the picture puts in order a discordant phrase. The painting is one of effective means development of observation, attention.
When examining and discussing pictures, the teacher also solves educational problems.
To prepare children for life is not only to give them certain knowledge, develop skills, teach them to work, harden them physically and morally, but also instill a love for art. This is possible only when children learn to independently and correctly understand the pictorial canvas, will be able to determine their attitude to artistic images. In the classes on familiarization with the picture, the teacher develops an active attitude to life, teaches children to see and correctly understand the beautiful not only in art, nature, but also in public life, teaches themselves to create beauty.
That is why the picture takes an increasing place in the educational process.
The picture quite deservedly won a strong place in preschool practice as a means of developing the speech of children.
An interesting picture affects the feelings of preschoolers, develops not only observation, but also imagination.
But any work with a picture will be useful only if it is carefully prepared for it.
The picture should be accessible to preschoolers in terms of content and so emotional as to cause a desire to speak out. The emotional perception of the picture by children is a stimulus for their creative activity.
For the description, the teacher must select pictures that are simple in composition with a limited number of people and objects depicted on it, mainly with a plot containing a conflict situation.
Children are more excited about the picturesque image that revives in their imagination life situations. That is why the works of artists dedicated to small children, close people, animals, nature are especially close to preschoolers, first of all.
A realistic landscape is always imbued with a living feeling, carries a peculiar and deep thought, and therefore excites various emotions. As practice shows, it is advisable to use such landscapes as "The March Sun" by Yuon, " Early spring» Ostroukhova, « Golden autumn» Levitan. Organizing the work on the picture, the educator is based on children's impressions obtained as a result of observing nature.
The life experience of children is not only what they have seen and experienced, but also what they have learned and heard. One of the principles for selecting paintings is the closeness of the content of the painting and the literary work read to the children.
Work based on Vasnetsov's paintings "Bogatyrs", "The Knight at the Crossroads" is associated with listening to epics. Work on landscape paintings is associated with listening to poetic and musical works. Such work contributes to a deeper perception and understanding of works of art and painting.
Methods and techniques for working with a picture.
In working with a picture, the teacher adheres to approximately the following sequence.
1.Preparing children for the perception of the picture
2. Silent examination of the picture.
3. Free expression of children
4. Analysis of the painting.
5. Vocabulary and stylistic work.
6. Collective planning.
7. Oral story based on the picture.
Before showing the children a picture, it is necessary to prepare them for the active perception of the work of painting. The picture should not be posted immediately, because. children will consider it, get distracted and lose interest in the work proposed by the teacher. In opening talk it is useful to briefly introduce preschoolers to the author of the picture or to the history of its creation.
The forms of communication of information about the life and work of the artist are varied: a story, a disk, an excerpt from any art book. In order to better convey to children the content of the picture, especially the landscape, it is necessary to rely on the children's personal observations of nature.
When preparing children for compiling a descriptive story, you can take an excursion with children to a forest or park. The objects of observation of children can be: earth, air, sky, snow, trees, birds. Even before looking at the picture, the children will be mentally transported to an environment similar to that depicted in the picture.
During the conversation, the teacher helps to find bright words, figurative expressions to convey everything they saw during the tour.
In the introductory conversation, the educator often refers to literary works, the subject matter of which is close to the content of the analyzed picture. For example, consideration of Ostroukhov’s painting “Early Spring” is preceded by a conversation during which preschoolers recalled works about spring (Tyutchev “Spring Waters”, etc.).
Before moving on to examining Shishkin's painting "Winter", you can read to children how poets and writers describe beauty winter nature(Pushkin " Winter evening”,“ Winter Morning ”, Nikitin“ Meeting of Winter ”). can be attracted and musical composition, remember proverbs, sayings, riddles.
We take "March" Levitan. We note changes in nature, listen to Pushkin's "Driven by spring rays." And then we listen to Tchaikovsky's "The Seasons", "Snowdrop". Then a conversation.
What do you imagine when you listen?
How does the melody sound in Tchaikovsky's music? (timidly, tenderly)
Then, after the conversation, the picture "March" is offered. All this should set the guys up for a more complete and deep perception of the picture.
Analysis of the picture is the fourth stage of work. The problem of analyzing a painting is one of the main problems in solving the problems of educating thinking, the culture of oral and written speech, and the aesthetic taste of children. Skillful analysis of the picture, directed by the teacher, is one of the active means that helps to master the ability to think and speak figuratively. Analysis of the canvas is carried out in the process of conversation or story of the educator. The conversation helps children to see, feel and comprehend the work of art more subtle, deeper.
By asking questions, the teacher reveals the relationship between the objects depicted in the picture. In addition to questions related to the specific content of the picture, questions should be asked that encourage children to express their impressions. What impression does the picture make on you? What mood does the painting evoke for you? What impression does the landscape in the picture make on you? And then you need to find out why such a mood is created? The theme of the picture is revealed. It is not always possible for preschoolers to determine the theme of the picture on their own. This assignment can help. Title the picture, because The title expresses the idea for the most part. By the names that the children offer, we can conclude how they understood the main content of the picture, how they managed to generalize what they saw. It is useful to carry out such work twice: before and after analyzing the picture. Comparison of these two names will show how deeply and correctly preschoolers understood the content.
Sometimes you can do it differently: tell the children the name, and ask why the artist called the painting that way. Often the title speaks not only about the content of the picture, but also about the artist's intention, about what he considered the most important. One may ask why Shishkin I.I. called his painting “In the Wild North”, and not just “Pine”? It is necessary to remember the first line from Lermontov's poem “In the north, a lonely pine tree stands wild. This is the Lermontov pine, which dreams of a distant sunny land, is depicted on Shishkin's canvas. The title of the painting helps to understand the expressed feeling of melancholy and loneliness.
The picture has special figurative means, like any other art. Children should perceive it aesthetically. The teacher, working with the picture, should use the knowledge of children on fine arts. (-How is the picture built? What color prevails? Which colors are cold and which are warm? Where is the main character in the picture? Who is the main one? How did the artist show? Whom does he highlight?)
Questions should be feasible for preschoolers. The purpose of the questions is to help the mental development of children, to promote and strengthen their knowledge, to shape their grammatical thinking and improve their speech. This task obliges the teacher to bring his questions into the system in the classroom, but also to limit their number. The main thing is not quantity, but accuracy and consistency.
One of effective techniques work with a picture is a comparison, during which the children begin to develop their own attitude to the work. Comparisons can be different: two or more paintings, a comparison of paintings and a work of art, paintings and music. Comparison can be carried out in order to identify differences or establish similarities in the paintings under consideration. Sometimes a comparison is used to make it easier to understand the ideological direction. The comparison technique is successful when working with Grabar's painting " february blue"," March "Levitan.
Initially, work is underway only on Grabar's painting. (Levitanovsky "March" is not displayed). The name of Grabar's painting is not reported. After listening to the first statements of preschoolers about the picture, the teacher asks questions:
What time of year did the artist depict?
What time of day?
How are birch trunks painted?
On what background did the artist depict them?
The title of the painting is given. The meaning of the word "azure" is clarified, cognate words (azure) and synonyms (blue, light blue) are selected. Here you can tell about the history of the creation of the picture.
Then comes the question:
Does the painting live up to its title?
Then a reproduction of the painting "March" is hung out.
What changes do you notice in this picture?
How can you tell if it's spring?
How did Levitan convey the awakening of nature?
What colors did you use?
It is necessary to compare the colors of Grabar and Levitan.
Analysis of the picture in the process of conversation is the most common, almost the only method of working on a picture. However, it is necessary to diversify the techniques and methods, and not to forget about the power of the spoken word. The teacher's lively story about the picture enriches perception, awakens preschoolers to active verbal action. The speech of the teacher serves as a model of the statement about the picture.
Familiarization with the story plan is the fifth stage of work.
An oral story based on a painting is the sixth stage of the work. TO oral story it is necessary to attract as many children as possible. At this stage, vocabulary work, work on constructing sentences is carried out. It is necessary to take into account the capabilities of weak children. They should take part in oral work with all the children, and then they should be given a facilitated individual task.
Analysis is the eighth stage of work.
Speech development of students is facilitated by exercises of various types.
I group of exercises - the formation of the ability to determine the topic.
- silent contemplation
- Looking to the music
- Mental reproduction of the previously considered picture (close your eyes and imagine)
- What sounds can be heard when looking.
- What would you like to do if you were in this picture?
- Definition of the topic (what do you see?)
Group II - the formation of the ability to compare, generalize.
- Comparison of the theme of a poem, a fairy tale, a story and a painting
- Comparison of the mood of a painting and a piece of music
- Comparison of the main idea of the picture with proverbs
- Comparison of paintings and different moods
- Comparison of images created by the same artist, but in different paintings
Group III - the formation of the ability to analyze the picture
- Name Explanation
- Inventing your own name, comparison with the author
- Multiple heading selection
- Definition by content title
- Color gamut analysis
- Determining the personality of a character based on his appearance(poses, facial expressions, clothes)
Group IV - vocabulary enrichment exercises
- The game "Say the opposite" (selection of antonyms)
- Selection of synonyms for color definition
- Selection of words by microthemes
- Selection of adjectives or verbs to describe the object.
Methodological developments
storytelling by plot pictures as a means of developing coherent speech of preschool children
Content
Explanatory note 3
Summary of classes on the development of coherent speech compiling the story "Dog-orderly" 4
Drawing up a story based on a series of plot paintings "The Hare and the Snowman." Synopsis of GCD (development of coherent speech) 7
Abstract of classes. Compilation and retelling of the story "Mother's Day" 12
Synopsis of GCD on the development of speech. Compilation of the story "Unsuccessful hunting" based on a series of story paintings.
Drawing up a story based on a series of plot paintings "How to help birds in winter." Synopsis GCD 20
Storytelling based on a series of plot paintings "The Boy and the Hedgehog" Synopsis GCD 24
Drawing up a story based on a series of plot pictures (on the development of coherent speech) “How a puppy found friends” Summary of GCD 27
Drawing up a descriptive story based on the plot picture "Snowman" Synopsis GCD 31
Drawing up a descriptive story based on a plot picture (development of coherent speech) "Girl and ice cream" 33
Explanatory note
Speech is a great gift of nature, thanks to which people get ample opportunities to communicate with each other. However, nature gives a person very little time for the appearance and formation of speech - early and preschool age. During this period, favorable conditions are created for the development of speech, the foundation is laid for written forms of speech - reading and writing, and subsequent speech and language development child. According to research, children of older preschool age reach relatively high level development of connected speech. The native language is of great importance for the formation of a full-fledged comprehensively developed personality of a person. The formation of coherent speech allows preschoolers to successfully engage in various forms of communication (business, cognitive, personal). The formation of coherent speech is of particular importance, since the readiness or unpreparedness of the child for the beginning of school education depends on the level of speech development. By the time they enter school, children should master a clear, correct sound pronunciation, have a rich vocabulary and be able to actively use it, compose stories, while using words in a practical grammatical form. Formation in children grammatically correct speech, lexically rich and phonetically clear, enabling verbal communication and preparing for learning at school - one of the most important tasks in common system training work mother tongue in kindergarten. child with well developed speech easily enters into communication with others, can clearly express his thoughts, desires to ask questions. But all this can be realized as a result of the organization of effective forms, methods and techniques, as a result of the use of the most rational teaching aids. In this regard, the development of coherent speech in preschool children becomes the subject of tireless concern of the kindergarten.
Summary of classes on the development of coherent speech compiling the story "Dog-orderly"
Purpose: Teaching children to compose a story based on a series of plot pictures along the chain as a whole
Tasks:
1) activate and expand the vocabulary on the topic;
2) to consolidate the knowledge of children about military professions;
3) education of patriotic feelings.
Equipment: a series of plot paintings "Dog-orderly"
Tankers, sailors, pilots, border guards, gunners, infantrymen, missilemen, orderlies, a hospital.
Preliminary work:
Reading literary texts Lev Kassil "Sister", Sergey Alekseev "Bear", Anatoly Mityaev "Why the army is dear", "A bag of oatmeal" with training to conduct a dialogue on what was read, modeling on the topic "Border guard with a dog".
Lesson progress
1. Organizing time.
(Remind children of straight backs, correct posture)
Guys, tell me, please, what holiday is coming up?
Children's answers.
Guys, do you know the names of those soldiers who serve in
-In tank troops - ... (tankmen).
-They serve at sea - ... (sailors).
-They guard the Motherland in the air - ... (pilots).
-At the border - ... (border guards).
-In artillery serve (who?) - gunners.
-In the infantry - ... (infantrymen).
-In the missile forces - ... (rocketmen), etc.
2. Announcement of the topic.
Guys, do you know that with any of these soldiers: with a tanker, and with a sailor, and with an infantryman, in war time there might be trouble: they might get hurt. And then people of another military profession come to their aid: orderlies. They help the wounded: they provide first aid right on the spot or take them out of the battlefield, if there is such an opportunity, and send them to the hospital - the hospital. Usually, nurses during the war were women (as in Lev Kassil's story "Sister"). But sometimes dogs became orderlies: under bullets, they looked for the wounded and brought help. Today we will write a story about one such dog.
3. Picture conversation.
Ask the children to arrange the pictures in the correct order.
Children look at the pictures in order to give a name to the future story.
-What time do you think this story could have taken place: peaceful or military? (During the war.)
-What happened to the soldier?
-Where was he wounded?
-Who came to the aid of the soldier?
-What did the soldier do when the dog approached him?
-Why did the dog leave the soldier?
-Who did she bring with her?
-What did the paramedics do?
-What do you think will happen to the soldier?
-Whom should he thank?
-Look again at the pictures and tell me who the soldier was in the war? What troops did he serve in? (Infantryman.)
-How can you say about a soldier what he is? (Brave, hardy, fearless.)
-How can you say it differently: soldier ... (fighter).
4. Physical education: "We are military"
We will all become military men, Walk in place.
Big, healthy. Hands stretch up, lower through
sides.
We will serve in the Army Military salute.
Let's love our country. Draw a heart in the air.
Protect your garden and house, Tilt forward, look through the binoculars.
We will protect the world! They walk in place.
(2nd time call baby)
5. Drawing up a story.
I ask one child to independently write a story from the pictures.
6. Children's stories.
(I call in groups of 3 people)
sample story compiled by children.
There was a war. The soldier fought bravely for his homeland. But in battle he was wounded in the leg and could not move. And suddenly he noticed how an unusual orderly approached him. It was a dog. On her back she carried a bag containing a bandage. The wounded bandaged his leg. And the dog went for help. She returned with three nurses. They put the soldier on a stretcher and carried him to a safe place. So the orderly dog saved the life of the defender of the Motherland.
7. The result of the lesson.
-Who can be called the defender of the Fatherland?
-How should war veterans be treated?
Tag active kids. Thank you for your work in class.
Drawing up a story based on a series of plot paintings "The Hare and the Snowman". Synopsis of GCD (development of coherent speech)
Synopsis of directly educational activities
for the implementation of the educational area
"Communication", (development of coherent speech) in senior group.
Target:
1. The formation of the ability to coherently, consistently compose a story based on a series of plot pictures.
2. Teach children to include direct speech of characters in the story.
3. Refine, activate and expand the children's vocabulary.
4. Develop explanatory speech: learn to explain, reason, prove your answer.
5. Encouragement of children's attempts to express their point of view, agreement or disagreement with the answer of a friend.
Material: a series of plot pictures "Hare and Carrot", pictures for
drawing up a chain of snowballs, a story scheme.
Course progress.
I. - Guys, I suggest you break into groups. I will name the words, and I suggest you pick up words with the opposite meaning. Whoever answers takes his place.
For example: Disappears - appears.
Lower - raise
Sad - rejoice
quarrel - reconcile
Laugh - cry
Shout - be silent
Throw - catch
close - open
Fall asleep - wake up
run away - run away
High Low
Wet - dry
Long short
II. - Guys, I have something in my chest. To find out what it is, guess the riddle: The little man is not simple,
Appears in winter
And disappears in the spring
Because it melts quickly.
What is a snowman made of? (from snow)
And to build a snowman, what should be the snow? (sticky, wet, flexible, obedient).
What are the parts of a snowman? (from round lumps)
Do you think our snowman knows how he was made?
To make a snowman, what needs to be done with snowballs? (connect them together).
We will show our snowman how to connect snowballs.
Each group has lumps with the image of different objects. It is necessary to connect the lumps so that the objects are somewhat similar to each other, according to some sign or property, or quality.
Fizminutka.
(pronounced with a show of movements and a gradual increase in tempo)
Come on buddy, dare buddy
Roll your snowball in the snow.
It will turn into a thick lump
And it will become a snowman.
His smile is so bright!
Two eyes, a hat, a nose, a broom!
But the sun will bake a little -
Alas! - and no snowman.
Guys, what time of year does the snow get sticky and wet? (spring)
And by what other signs do we determine that spring has come? (drops, the sun warms, the snow melts).
Does our snowman know what spring is?
What will happen to him in the spring?
I propose to write a story about a snowman.
But first, let's remember. What is a story? (narration of some story, plot).
What are the parts of the story? (beginning, middle, end) - scheme
Here is a series of pictures. Put them in the correct order to complete the story. Think about what happened at the beginning, what happened next, and what happened at the very end. (Child at the blackboard) Compare.
What picture will you start your story with?
1. Who do you see in the picture?
Where did the snowman come from in the yard?
How much does a snowman cost?
Where did the rabbit come from?
What did the bunny want? (get a carrot)
What was the rabbit like? (hungry).
What do you think the rabbit said? (How long delicious carrot) .
What did he do? (Jumped up)
Did the bunny manage to get the carrot? (No, because the snowman is big and the hare is small).
2. - What did the hare bring? (Ladder).
Where did he bring it from?
What did he do? (Subbed to the snowman).
How the hare got the carrot (The hare climbed the stairs and began to reach out with his paw)
Did the ladder help the hare? (No, because it was short)
How has the weather changed? (The sun came out).
3. - Why did the bunny sit on the ladder? (I decided to wait until the snow melts).
What bunny? (Smart, cunning, quick-witted).
How does the sun shine? (Bright).
What happened to the snowman?
Can you tell me how the snowman melted? (The snowman has become smaller and his nose - his carrot has fallen. The snowman has become sad.)
4. - Why did the snowman melt?
What has the snowman become?
What is left of him?
What did the hare do?
What was the carrot?
Guys, tell this story from beginning to end. Someone will start, and someone will continue, be careful. What words can start a story?
Hare and carrot.
One day, the children made a snowman in the yard. He turned out to be cheerful, handsome, tall. The children went home, and at that time a hare came running from the forest. He was very hungry. The hare saw a carrot and said: "What a long carrot." The hare jumped up, but could not get it - the snowman was tall, and the hare was small.
Near the house, the hare saw a ladder, brought it and set it up to the snowman. He climbed onto the stairs and began to reach for a carrot with his paw. The hare did not get the carrot even now, because the ladder was short.
At this time, the sun appeared. The hare was smart and quick-witted. He sat down on the stairs and waited for the snowman to melt. The sun was shining brighter. The snowman began to melt, became smaller, his arms and nose drooped, and the snowman became sad. Turned into water. Only a ladder, a bucket, twigs and a carrot remained on the ground. The hare sat down and began to gnaw on a carrot. She was juicy and delicious.
Who was the story about?
What is the rabbit in this story?
What helped the hare to get to the carrot?
What sun?
How can you title a story?
Do you think our snowman liked the story?
Unfortunately, what awaits the snowman in spring?
You have shown yourself as smart and quick-witted as a hare. I want you to be as kind and bright as the sun. Therefore, I give you the sun - stickers that you can place on the achievement daisies.
Abstract of classes. Compilation and retelling of the story "Mother's Day"
Objectives: learning to compose stories based on a series of plot pictures; Tasks:
to form in children the ability to logically sequence events, determining the beginning, middle and end;
develop coherent speech through complete and grammatically correct sentences;
activate mental processes;
Equipment: plot picture "Mother's Day", a series of plot pictures "Sasha and Sharik", handout "Cups"; “Connect the dots in order. Tulip".
Lesson progress:
1. Org. Moment. Children stand near their seats.
V: Hello guys! Spring has come. Tell me, please, what holiday do we celebrate at the beginning of spring? »
D .: “It's a holiday on March 8! It's International Women's Day! »
V: "That's right. And who are the most expensive women for us? »
D.: “These are mothers and grandmothers”
V: "That's right. And now the one who will name the name and patronymic of his mother will sit down.
Children call the name and patronymic of the mother and sit in their place.
2. Introduction to the topic.
V .: “Guys, they said what this holiday is called. It's March 8th! International Women's Day! Mother's day"
Speech therapist hangs a picture "Mother's Day".
V .: “Guys, please tell us how we help mothers on this day? What nice things can we do for moms? Let's choose words - actions "
D: “We can wash the dishes. We can help dad make the salad. We can clean the floor. We can give mom a cake. We can buy mom flowers. We can make a postcard for mom with our own hands"
V: "Good. Tell me about your moms. What are they? Choose words - signs "
D.: “My mother is affectionate and kind. My mother is caring and sensitive. My mother is beautiful and loving"
V: "Well done. And now I will read you a proverb, and listen carefully and tell me how you understand these words.
When the sun is warm - when the mother is good.
Children's answers
V .: “Guys, can we upset our mothers? Today we will make up a story about a boy who upset his mother and what came of it.
The speech therapist hangs mixed plot pictures on the board based on the story "Sasha and Sharik".
V .: “Guys, look carefully at the pictures. Dul strong wind and confused them. Let's put them in the correct order to make a story. But first, let's remember what is in any story and fairy tale? »
D.: "The beginning of the story, the middle and the end"
Q: Who are the characters in this story? »
D.: "Mom, boy and dog"
V .: "Let's come up with a name for the boy and the dog"
D.: "Sasha and Sharik"
Q: How do you think the story begins? »
D .: “Sasha dropped the cup. Sharik was lying on the rug nearby.
Q: What happened next? »
D: The cup is broken. Mom heard the ringing, came into the room and asked: “Who broke the cup? »»
V .: “What did Sasha say to mom? »
D .: “Sasha said that Sharik broke the cup”
D .: “Mom got angry and kicked Sharik out into the street”
Q: “Which picture will we put next? »
D.: “The weather was cold outside. Sasha saw Sharik from the window. He felt sorry for the dog."
V .: “And then what did Sasha do? »
D .: “Sasha decided to confess to his mother that he had deceived her and that it was he who broke the cup, and not Sharik”
Q: How did our story end? »
D .: “Mom let Sharik go home”
3. Phys. minute.
V .: “Guys, let's help moms together. Stand up and repeat after me."
Children perform movements together with a speech therapist, repeating in chorus:
“We help mom together - we walk on the spot
We wipe dust everywhere. raise your hands gently up
and gently lower
We're washing clothes now lean forward and swing
hands left, right
We rinse and squeeze.
Sweeping everything around - turn around yourself
And run for milk. running in place
We meet mom in the evening, standing on the spot to breed
hands to the side
We hug mom tightly, wrap our arms around ourselves
4. Drawing up a coherent story based on plot pictures.
V: "Very well. Have a seat. Now let's hear your story."
Children compose a story based on a series of plot pictures (in a chain):
“Sasha dropped and broke the cup. Sharik lay on the rug nearby. Mom heard the clinking of the cup and came into the room.
Who broke the cup, my mother asked.
This is Sharik, Sasha answered.
Mom got angry and kicked Sharik out into the street. The weather was cold outside. Sharik howled plaintively and begged to go home.
Sasha saw Sharik from the window and said to his mother:
I broke the cup.
Mom let Sharik go home"
B: “Okay, you did great. Guys, tell me, did Sasha do the right thing? What would you do in Sasha's place? »
D .: “Sasha did not do the right thing. I should have told my mom the truth.”
V: "That's right. This is an instructive story. What does she teach? »
D: "Never cheat"
V .: "Let's come up with a name for our story"
Children's answers.
V .: “And who will tell us the whole story from beginning to end? »
Listening to the stories of 2-3 children.
5. Summary of the lesson.
V .: “Well done guys, you did a very good job. You know that it is customary to give gifts on holidays. I have two tasks for you. You will do one thing with the teacher, this will be a gift for Sasha's mother "
Synopsis of GCD on the development of speech in the preparatory group. Compilation of the story "Unsuccessful hunting" based on a series of story paintings.
Purpose: learning to compose a coherent statement on a series of plot pictures, linking its content with previous series.
Tasks:
1) Learn to compose holistic story through a series of plot pictures, using different types offers.
2) To consolidate the ability to syntactically correctly build sentences.
3) Teach children to listen carefully to the stories of children, supplement and evaluate them.
Vocabulary and Grammar:
Activate the stock of adjectives and verbs in speech; exercise in the selection of definitions, actions, the formation of possessive adjectives.
To consolidate the use of spatial prepositions and adverbs by children (on, under, behind, before, between, about), exercise in coordinating words in sentences.
Learn to educate plural nouns, use case endings correctly.
Preliminary work:
Reading fairy tales, stories and poems. Looking at pictures of animals. Children's stories about their pets, observation on the street. Drawing, modeling, application on the topic.
Equipment: a series of plot paintings "Unsuccessful hunting"; toy - kitten.
Lesson progress
1. Organizational moment. (A meow is heard outside the door)
Guys, hear what these sounds are, what do you think, who is this? (children answer: cat) Exactly, how did you guess? (children's answer: because the cat meows) Let's quickly open the door and see who is meowing there. (a toy cat is brought in) The door quietly opened, And a mustachioed beast entered. He doesn't sleep at all at night.
The house guards from mice,
Drinking milk from a bowl
Well, of course it is ... (cat)
2. The game "What, what, what"
Let's repeat what kind of kitten we have (children choose definitions)
3. The game "Make a proposal."
(The kitten is hiding, the children make sentences: “Vasya the cat is sitting under the table”, “Vasya the cat hid behind a tree”, etc.
4. Announcement of the topic.
Cat Vasya wants to tell us a story about how he once hunted.
(I am exhibiting a series of plot paintings “unsuccessful hunting”)
5. Conversation with pictures.
What time of year is shown in the pictures?
(Autumn).
Why do you think so? (Because the trees have yellow leaves)
What is Vasya doing?
Why did he pay attention to the sparrows?
What thought came into his mind?
How does Vasya climb the tree trunk? (Quietly, silently, stealthily.)
Have the birds noticed it?
Why did Vasya's hunt fail?
6. Physical education.
Cat Vaska
Vaska the cat lived with us. (Stand up, hands on the belt.)
He got up from his bed at one o'clock. (Stretched, hands up - inhale.)
At two in the kitchen he stole sausages (Tilts left and right.)
At three he ate sour cream from a bowl. (Tilts forward, hands on the belt.)
He washed at four. (Tilts of the head to the shoulders to the left and right.)
Rolled on the mat at five. (Turns left and right.)
At six he dragged herring from the tub. (Jerking hands in front of the chest.)
At seven he played hide-and-seek with the mice. (Claps front-back.)
At eight slyly screwed up his eyes. (Squats.)
At nine ate and listened to fairy tales. (Clap hands.)
At ten I went to the couch to sleep, (Jumping in place.)
Because you have to get up at one o'clock. (We walk in place.)
7. Drawing up a story by children.
Collective compilation of a story by children, with the help of a teacher, from pictures. The teacher starts the story and the children continue. After the joint compilation of the story, the children compose the story individually. At the same time, an installation is given that the story does not need to be reproduced accurately.
sample story
After a delicious dinner, Vasya the cat decided to brush his fur. Warmed by the dim autumn sun. Vasya comfortably settled down under a tree. Suddenly, bird voices caught his attention. The sparrows were arguing with each other. The cat quietly approached the tree and silently began to climb its trunk. The sparrows ignored him and continued to argue. Vasya was already quite close to his goal. But then the branch crunched and broke. The sparrows flew away, and the cat Vasya ended up on the ground. He was very annoyed that he hunted so unsuccessfully.
8.Didactic game with the ball "Whose, whose, whose, whose?" (formation of possessive adjectives). Tail (whose? - cat's Body (whose?) - cat's Head (whose?) - cat's Eyes (whose?) - cat's Verbs)
10. Summary of the lesson.
What did we do in class today?
What features did you learn about hunting cats?
Drawing up a story based on a series of plot paintings "How to help birds in winter." Synopsis of GCD
Tasks:
1. Expansion and activation of vocabulary on the topic "Wild Birds".
2. Learning to retell a story compiled according to
series of plot pictures.
3. Raising a caring, caring and considerate
relationship with birds.
Course progress.
1. Intellectual warm-up.
Children solve riddles. Pictures appear from
nasty.
On an aspen in the thick of the crown In a gray feather coat
Makes its nest (crow). And in the cold he is a hero.
Chick-chirp!
Jump for grains!
Peck, don't be shy! Who is this?
(Sparrow) .
It is dark in the forest, everyone is sleeping for a long time.
One bird does not sleep, sits on a bitch,
Mice are guarded. (Owl) .
Far away is my knock
heard around.
I am an enemy to worms
and trees are a friend. (Woodpecker).
Like this rattle bird.
One with birch color. (Magpie).
Not a crow, not a tit -
What is the name of this bird?
Perched on a bitch
It was heard in the forest: “Ku-ku! "(Cuckoo).
What other wild birds do you know?
What wild birds live in the city?
Name wild forest birds.
2. The main part of the lesson.
1) Lexical ball games.
(passing the ball to each other, children call action words or sign words that suit birds).
Birds (what they do): fly, peck, jump, sing, jump, chirp, flutter.
Birds (what): funny, nimble, colorful, shy,
small, lively, funny, fluffy.
2) Work on a series of pictures.
Conversation on the content of each picture.
1st picture.
Who is in the picture?
Who did the guys find in the snow?
Why is she cold?
What did the children decide to do?
2nd picture.
What are the children doing in this picture?
Where did the guys put the sparrow?
Why do children walk fast?
3rd picture.
-Where are the children and the bird?
- What does a sparrow look like? What is he doing?
- Why did the sparrow get warm?
4th picture.
- What did the guys hang on a birch in the park? For what?
What do children feed the birds?
- What is the mood of the children?
Dynamic pause.
-Let's draw a sparrow.
Look sideways, sideways
(Children put their hands on their belts)
A sparrow walked past the windows.
(Jumping to the side)
Jump-jump, jump-jump.
(Jumping back and forth)
"Give me a piece of buns! »
(Children spread their arms to the sides)
3) Drawing up a story based on a series of paintings.
- Listen, looking at the pictures, the resulting story.
How to help the birds?
Cold and hungry birds in the winter on the street. One afternoon the children were walking in the park. They saw a sparrow freezing in the snow. The girl took off her mittens and warmed the sparrow with her warmth. Children
At the children's house, a sparrow pecked bread crumbs from a saucer. Sparrow warmed up and began to chirp cheerfully in gratitude. The guys released the sparrow back into the park.
The boy made and hung a feeder on a tree. Children began to feed other birds, take care of them.
4) Retelling the story by children (along the chain).
3. Summary of the lesson.
- What do you remember about the lesson?
- Which bird did the children help?
- How did the children react to the sparrow in the story?
- How should people relate to birds, to nature?
Storytelling based on a series of plot paintings "The Boy and the Hedgehog" Synopsis of GCD
Purpose: teaching children the ability to compose narrative stories from pictures.
Tasks:
Strengthen the ability to understand the content of the compiled story.
To form the ability to coherently, consistently describe the image.
Practice using compound sentences.
Cultivate a benevolent attitude towards all living things.
Methodological techniques: didactic games– « Spyglass», « Looking for friends»; joint storytelling with the teacher, a collective story, questions, instructions.
Preliminary work:
looking at the picture« hedgehogs» a series« Wild animals»;
reading nursery rhymes« I'm in the forest, in the green delirium ...»;
modeling« How does a hedgehog prepare for winter?»;
didactic games« Who will say more words», « Who got lost».
Activity progress:
Vos-l: Children, today the Wizard is our guest. He presented everyone with a telescope through which only one object or living being is visible in the picture. Look at the picture through your spyglasses and say:« Who or what do you see there?»
Children: Boy, hedgehog
Vos: Well done! Thanks to the Wizard for giving us spyglasses, you saw so much in them.
Vos-l: When do you think the boy was picking apples and why?
Children: The boy picked apples in summer because apples grow in summer.
Vos-l: How can you find out what season is in the picture?
Children: According to the boy's clothes, because hedgehogs do not sleep, according to the color of the leaves and grass in the forest.
Vos: That's right, guys! Consider carefully the boy's clothes, the color of the leaves and grass.
Children: the boy is dressed in shorts, the leaves and grass are green. So the boy picks apples in the summer.
Vos-l: That's right, of course, summer is drawn in the picture. After all, apples can only be picked in summer.
Vos-l: How can I start the story?
Children: Once ... once ... once ...
Vos-l: That's right, you can also add:« One summer…»
Vos-l: Look carefully at the picture and tell me where this story happened?
Children: In a forest clearing, on a forest edge, in a forest.
Vos: Right. But before we begin our story, let's have a little rest and warm up.
Fizkultminutka.
hedgehog stomping on the path
And he carried apples on his back.
The hedgehog stomped slowly
Quiet rustle of leaves.
And a bunny jumps towards
Long-eared jump.
In someone's garden deftly
I got a scythe carrot.
Vos-l: I will start the story about the boy, and you will continue it, think about what you will talk about
Vos-l: Once I went to the forest ...
Children: Collect apples.
Vos-l: The day was warm, summer. He walked and walked and left...
Children: To the forest edge.
Vos-l: And at the edge there was a tree on which there was ...
Children: Apparently, invisible apples.
Vos-l: The boy thought ...
Children:« How many apples! I'll take them all!»
Vos-l: I just collected half the basket, as I saw
Children: that there are no apples
Vos-l: thinks who thinned them ...
Children: and it was a hedgehog
Vos-l: but he did not know about it ....
Children: and continued to pick apples
(The teacher calls 3 children. Children tell).
1st child: One summer the boy went to the forest for apples. She went out to a forest clearing and saw that there were a lot of apples - a lot. He collected a full basket.
2nd child: He took the basket and wanted to go home. But I saw that there were no apples
3- th child: but he didn’t get upset and began to collect yaloks further, because there were still a lot of them
Vos-l: Your story, children, turned out to be even more interesting. You told together, and now let's repeat the story from beginning to end.
(The teacher calls two more children for a story. Children take turns telling. The teacher reminds that everyone should have their own story.)
Vos-l: wonderful today you told a story about a boy and hedgehogs.
Drawing up a story based on a series of plot pictures (on the development of coherent speech) “How a puppy found friends” Summary of GCD
Objectives: Teaching a coherent, consistent presentation of events in a series of plot pictures.
Tasks:
1) Enrichment of the active vocabulary with adjectives and verbs. Development of long-term memory, verbal-logical thinking and voluntary attention.
2) Improving the skill of sound and syllabic analysis of words; the skill of compiling a story based on a plan-scheme and with the help of words - prompts of a speech therapist.
3) Raising a caring attitude towards animals.
Equipment: a series of plot paintings “How the puppy found friends”, pictograms of the story plan, ball, ind. mirrors.
Lesson progress:
1. Guess my riddle:
He's funny, clumsy,
Licked me right on the nose
I let a puddle in the hallway
And wagged his tail a little.
I scratched him behind the ear
Tickled his stomach
He became the most best friend
And now we live.
(puppy)
2. Examination of pictures and acquaintance with pictograms.
- Painting #1:
What season is in the picture?
Why do you think so?
Who is in the picture?
What is the puppy doing?
What does he look like?
Why is the puppy so sad?
Why won't the puppy go anywhere?
- Painting #2
Who do you see in the picture?
How are the girls dressed and what do they have in their hands?
Why did the girls stop near the puppy?
How does the puppy feel?
- Painting #3:
Who do you see in the third picture?
Where are the girls and the puppy?
How are the girls dressed?
What does the puppy look like?
What is he doing?
How do girls look at a puppy?
What is depicted in the picture hanging on the wall?
- Painting #4:
What are the girls doing in this picture?
What is the puppy doing?
Why did he fall asleep?
What are the girls talking about?
Why did they decide to take the puppy home with them?
How do girls look at a puppy?
3. Reading a story compiled by a teacher:
It's rainy late fall. A small homeless puppy was left on the street in the rain all alone. He had no owner, he was hungry, very cold, wet and did not know where to go.
Two sisters walked by. They had a yellow umbrella and rubber boots. The girls saw a wet puppy right in the middle of a puddle and felt sorry for him.
They brought the poor fellow home. Wiped with a fluffy towel, warmed and fed.
The well-fed puppy immediately fell asleep on the warm rug, and the girls sat on the sofa for a long time and looked at him with kind, happy eyes. They named the puppy Druzhok and decided to keep him. Now the puppy has real friends.
4. Ball games "Pick up a sign", "Pick up an action."
Puppy (what?) - fluffy, smooth-haired, smart, affectionate, small, fat, red, gray, cheerful, funny, wet, cold, chilled (in pictures 1,2).
Puppy (what does it do?) - plays (with a ball), sleeps (sweetly), barks (loudly), whines (mournfully), bites (it hurts), gnaws (a bone), laps (water), jumps (high), runs ( fast). In the first picture - it gets wet, trembles, freezes.
5. Division into syllables of words: Umbrella, zone-tic, sa-po-gi, puppy-nok, braid-point-ka.
"Toothy wolf"
Once a week toothy wolf "Smile"
Brushes teeth with mint paste, "Let's brush our teeth"
Washes the cage, cleans the entrance, "Painter", "brush"
Lay a rug at the gate. "Spatula"
And with a flower at the door "Needle", "Cup"
Waiting for animals to visit.
But, alas! Other animals
Don't knock on the wolf's door. "Hammer"
Great, of course, honor,
But dangerous - they can eat! "Smile"
7. Repeated story on a series of paintings by the teacher, inventing a name for the story.
8. Mimic study "Flower"
9. Drawing up a story by children (along the chain) based on pictogram pictures. Storytelling by one child (optional)
10. End of the lesson, summing up, evaluation of the work.
Drawing up a descriptive story based on the plot picture "Snowman"
Target:
Learning to compose a descriptive story based on a plot picture, using key words and observing the structure of the sentence and building the story.
Tasks:
Educational: educate careful attitude To nature, to animals.
Move.
1. Organizational moment. A snowman enters to the music and invites children to solve riddles: Not a beast, but howls. (Wind) I twist, hum, I don’t want to know anything. (Snowstorm). I am small as a grain of sand, but I cover the whole earth. (Snow) .
What word starts with the sound s? (Snow) When does it snow? The teacher exposes the plot picture "Snowman" on the flannelograph.
2. The game "Find objects whose names begin with the sound with." Put the letter c on the flannelgraph and remember what sounds it means (solid consonant c and soft consonant c).
Children name the words: snowdrift, snowflakes, boots, plane, sled, bullfinches, dog, bench, sun, snowman, snowballs. (Name 2-3 words with a consonant soft sound).
3. The game "Name the round objects."
… lumps (snow), ... snowballs, ... rowan berries, ... snowman's eyes. Explain the meaning of the words lumps, snowdrift, bench.
4. The game "Tell me a word."
The snowman gives a pattern: The sun, like a ball, is round. Snow is like fluff (soft). Ice, like glass ... (transparent). Hoarfrost, like gems ... (brilliant).
5. Dynamic pause "Bullfinches". Children are given bullfinch masks.
Over there on the branch, look (Children slap their sides with their hands down)
Bullfinches in red T-shirts. (Pointing to chest)
Feathers fluffed out, basking in the sun. (Finely shake the hands of the lowered hands).
Head turn (Turn head left and right)
They want to fly. Shy. Shy. Fly away! After the blizzard, after the blizzard
(Run in a circle, waving their hands)
6. Compilation of a descriptive story based on the plot picture “Snowman”, using the key words: winter, snow, snowman, four-legged friend, lumps, rowan berries, red-breasted bullfinches, feast on (explain the meaning).
"Snowman".
The long-awaited winter has come. Soft, like fluff, snow fell. Vova and his four-legged friend Tuzik went for a walk. Snowflakes sparkled in the sun. There are bare trees around, only berries hang on the mountain ash. Red-breasted bullfinches flew in to feast on berries. Friends decided to make a snowman. The boy rolled up the lumps, and the puppy brought branches. Vova put the lumps on top of each other and put a hat on the snowman, instead of a nose - a carrot, instead of eyes - coals, instead of arms and legs - branches. Now the guys and Tuzik have a friend, it’s only a pity that he will melt when spring comes. But the guys weren’t upset and instead of a snowman they made a new friend a scarecrow
Drawing up a descriptive story based on the plot picture "Girl and Ice Cream"
Purpose: learning to compose a story based on plot pictures
Tasks:
Educational; distinguish sound from among others
Developing: develop coherent speech
Nurturing: respect for elders
Lesson progress:
Vosp: poem "You need to help mom"
mom is very tired.
Houses are busy.
I am alone at moms daughter,
I'll try to help her.
Put away my toys
Doll, bear and crackers,
I'll sweep the dining floor
I'll help set the table.
And lie down on the sofa
I'll give her a pillow.
I'll put a blanket on my feet
I'll sit quietly next to you.
Wash the dishes in the kitchen
And I won't make any noise.
Very, very much I love
My dear mother!
Brings up: Guys, do you help your mother around the house?
Children: (yes)
Educate: And how do you help her?
Children: (wash dishes, go to the store, wash our things, sweep
Educate: Is it necessary to do this?
Children: of course
Educate: today we will compose a story based on the picture.
But first, let's have a physical
Fizminutka
Fizminutka "Helpers" (speech with movement)
One two three four,
We washed the dishes.
Teapot, cup, ladle, spoon,
And a big ladle
We washed the dishes
We just broke a cup.
The bucket also fell apart
The nose of the teapot broke off,
We broke the spoon a little,
So we helped together.
Children clench and unclench their fists.
Rubbing one hand with the other.
Fingers are bent one at a time, starting with the big one.
Rub your hands again.
Bend fingers
Now let's play a game
Game "Set the table"
– So we cleaned everything, put things in order, rested and now we can set the table. We will drink tea. What utensils do we need? (Tea house).
– What utensils are available? (Dining room for lunch; kitchen for cooking.)
(Children set the table for tea).
Brings up: well, what did they play, rested. And now let's make up a story. I will start and you will continue.
Brings up: Mom asked her daughter to go to the store for
Children: cold water
Brings up: mom gave her
Children: money
Brings up: on the way, the girl saw the store
Children: with ice cream
Bring up: and she really wanted ice cream
Children: and she completely forgot about the water
Brings up: and bought ice cream
Children: and I went home happy
Guys, tell me if the girl did well?
No, my mother asked me to buy water, but she did not listen to her.
And now you guys tell the story yourself
(the teacher chooses 3 children)
Tanya: mom asked her daughter to buy water, and she bought ice cream
Igor: Mom asked her daughter to go to the store for water, on the way the girl saw an ice cream store and bought it for herself, did not listen to her mother.
Irina: mother sent her daughter for water and gave her money, the girl went, on the way she saw an ice cream shop and bought it for herself, forgetting that her mother asked her to buy water. She acted very badly
Brings up: well done guys! We got a very good story.
The description of subject pictures is a coherent sequential description of the objects or animals depicted in the picture, their qualities, properties, actions, lifestyle.
The description of the plot picture is a description of the situation depicted in the picture, which does not go beyond the content of the picture. Most often, this is a statement of the type of contamination (both a description and a plot are given).
Story by serial story series paintings.
In essence, the child talks about the content of each plot picture from the series, linking them into one story. Children learn to tell in a certain sequence, logically linking one event to another, master the structure of the narrative, which has a beginning, middle, end.
A narrative story based on a plot picture (conditional name), according to the definition of K. D. Ushinsky, "a story that is consistent in time." The child comes up with a beginning and an end to the episode depicted in the picture. He is required not only to comprehend the content of the picture and convey it in words, but also to create previous and subsequent events with the help of imagination.
Mood-inspired descriptions of landscape paintings and still lifes often include narrative elements. Here is an example of a description of the painting by I. Levitan “Spring. big water"A child of 6.5 years old:" The snow melted and flooded everything around. Trees stand in the water, and houses are on the hill. They didn't flood. Fishermen live in the houses, they catch fish.”
There are several stages in teaching children storytelling from a picture.
In early preschool age, preparatory stage, which aims to enrich the vocabulary, activate the speech of children, teach them to look at pictures and answer questions about their content.
In the middle preschool age, children are taught to consider and describe subject and plot pictures, first on the questions of the educator, and then according to his model.
In older preschool age, the mental and speech activity of children increases. Children, on their own or with a little help from a teacher, describe subject and plot pictures, compose plot stories according to a series of paintings, come up with the beginning and end of the plot of the picture.
Young children are brought to storytelling in a picture gradually, through other classes, in which they learn to perceive the content of the picture, correctly name the objects and objects depicted on it, their qualities, properties, actions, answer questions and write a description with their help. This goal is served by didactic games with subject pictures: kids must match a pair to the specified picture, name the object, say what it is, what they do with it.
"Hide and seek" - the pictures are hidden (placed in different easily accessible places), the children find them, bring them and call them.
In work with kids, subject and plot pictures are used that are close to the experience of children, causing an emotional response: "Cat with kittens", "Dog with puppies", "Cow with a calf", "Our Tanya". The main type of painting lesson in junior group- conversation. Before showing the picture, they find out the experience of children, arouse interest in it. In the conversation, the following parts can be distinguished: examining the picture (see above about the methodology for its implementation) and the educator's story about it.
Children gradually develop the ability to coherently, consistently talk about the content of the picture with the help of the questions of the educator, his additions, together with him according to a logical scheme: “Murka the cat lies on ... (rug). She has small ... (kittens). One ... (kitten) "etc. In the process of such storytelling, the children's vocabulary is activated (kittens, lapping, purring, basket with balls). The lesson ends with a short generalizing story of the educator, which combines children's statements. You can read any author's story. Thus, the content of the picture “Chickens” corresponds to the story of K. D. Ushinsky “The Cockerel with the Family”. Rhymes, riddles, short poems can be used at the very beginning, during the conversation, at its end.
It is important to motivate speech activity: show a picture and tell a new girl, doll, your favorite toy, mother about it. You can offer to look at the picture carefully again, remember it and make a drawing at home. IN free time you need to consider the picture and invite the child to tell about it. At the end of the fourth year of life, it becomes possible to move on to independent statements of children. As a rule, they almost completely reproduce the sample of the teacher's story with minor digressions.
Middle preschool age is characterized by the formation monologue speech. At this stage, learning to describe subject and plot pictures continues. The learning process goes on consistently here as well. Subject pictures are considered and described, a comparison is made of the objects and animals depicted in the picture, adult animals and their cubs (cow and horse, cow and calf, pig and piglet).
Examples of comparisons made by children: “A pig’s tail is big, like a rope, with a squiggle, and a piglet’s tail is small, with a squiggle, like a thin rope.” “A pig has a big snout on its nose, and a piglet has a small snout.”
Conversations are held on plot pictures, ending with a generalization made by the teacher or children. Gradually, children are brought to a coherent, consistent description of the plot picture, which is initially based on imitation of a speech pattern.
For storytelling, pictures are given that were considered in the younger group, and new ones, more complex in content (“Cubs”, “Visiting Grandma”).
The lesson structure is simple. At first, the children silently examine the picture, then a conversation is held, clarifying the main content and details. Next, a sample is given and it is proposed to talk about the content of the picture. The need for a model is explained by the insufficient development of coherent speech, the poverty of the dictionary, the inability to consistently state events, since there is still no clear idea of the structure of the narrative. The model teaches the sequence of presentation of events, the correct construction of sentences and their connection with each other, the selection necessary vocabulary. The sample should be short enough, presented lively, emotionally.
At first, the children reproduce the pattern, and later they tell on their own, introducing their creativity into the story.
Let us give an example of a sample story based on the painting “Cat with Kittens”. “One little girl had a cat Murka with kittens. One day the girl forgot to put away her basket of balls of yarn. Murka came with the kittens and lay down on the rug. One of the kittens, white with black spots, also lay down next to his mother cat and fell asleep. The gray kitten was hungry and began to eagerly lap up milk. And the playful red kitten jumped onto the bench, saw a basket with balls, pushed it with its paw and dropped it. Balls rolled from the basket. I saw a kitten how a blue ball was rolling, and began to play with it.
To begin with, you can invite one child to describe the kitten he liked, another child to describe the cat, and then tell about the whole picture.
In order of complication in the picture “Dog with Puppies”, you can give a sample description of one puppy, and let the children describe the other one on their own by analogy. The teacher helps with explanations that relate to the sequence of descriptions, vocabulary, sentence connections. According to the same picture, a plan for describing the whole picture is given, and a speech sample is offered at the end of the lesson.
The next stage of work - telling a series of plot pictures (no more than three) - is possible if children have the ability to describe pictures. Each picture from the series is considered and described, then the statements of the children are combined into one plot by the teacher or children. Moreover, already in the process of consideration, the beginning, middle, end of the plot developing in time are distinguished. For this purpose, the series “How Misha lost his mitten” is most suitable /
At the senior preschool age, the tasks of teaching monologue speech in the classroom with pictures become more complicated. Children should not only understand the content of the picture, but also coherently, consistently describe all the characters, their relationships, the situation, using a variety of language tools more complex grammatical structures. The main requirement is greater independence in stories based on pictures.
description and comparison of subject pictures;
Description of plot pictures;
narration based on a series of plot pictures.
The lesson begins with viewing or re-viewing the paintings, clarifying the main points of the plot. Depending on the children's skills, their level of description or narration, the teacher uses different methodological techniques: questions, plan, speech pattern, collective storytelling, discussion of the narration sequence, creative tasks.
The main method of teaching is still the sample. As children master speech skills, the role of the model changes. The model is no longer given for reproduction, but for development. own creativity. To some extent, imitation remains - children borrow the text construction scheme, means of communication, language features. In this regard, there are possible options for using the sample: it concerns one episode of the picture or individual characters; the sample is given according to one of the two pictures proposed for storytelling; offered as a beginning (children continue and finish it); may be given after several children's stories if they are monotonous; may not be used at all or replaced literary text. In the latter case, other methods of leading children are needed.
For example, a plan in the form of questions and instructions. So, according to the painting “Winter Entertainment” (author O. I. Solovyova), children are invited to tell first about how children sculpt a snowman, then about those who take care of the birds, then how they ride down the hill and, finally, what others do children.
In the senior group, learning continues to build a story based on a series of plot pictures. This type of storytelling contributes to the development of the ability to build a storyline of an utterance, forms ideas about its composition, activates the search for figurative means of expression and ways of intratextual communication.
Developed various options presenting pictures for drawing up collective story according to the plot series: a set of pictures with a deliberately broken sequence is put on the board. Children find a mistake, correct it, come up with the name of the story and the content for all the pictures; the whole series of pictures is on the board, the first picture is open, the others are closed. After describing the first one, the next one is opened in order, each picture is described. At the end, the children give the name of the series, select the most successful one. This option develops imagination, the ability to anticipate the development of the plot; children place incorrectly placed pictures in the correct sequence, then make up a story for a whole series. They agree among themselves who will tell in what sequence (the idea of the composition of the story is fixed).
The method of presenting pictures can be varied further. Each option solves a number of problems: the formation of ideas about the composition, the development of skills to describe the plot, to anticipate its development, to come up with a beginning and a middle when the end is known, etc.
Stories based on a series of plot pictures prepare children for creative storytelling based on a picture, for inventing a beginning and an end to the depicted episode.
In the preparatory group for school, children should be able to independently compose descriptions and narratives from pictures, with the correct transmission of content, in compliance with the appropriate structure, using figurative speech.
All types of pictures and all kinds of children's stories are used for teaching. Particular attention is paid to independence and creativity. Often used as a sample piece of art: short stories by L. N. Tolstoy, K. D. Ushinsky, E. Charushin, V. Bianchi.
In this group, teaching continues on storytelling based on a series of paintings, storytelling is carried out on multi-episode paintings (“Winter Entertainment”, “Summer in the Park”, “City Street”). Examination of paintings is carried out in parts, creative tasks are used, children are invited to ask questions themselves; vocabulary is activated, enriched figurative expressions(epithets, comparisons, metaphors).
The teacher can start a story about one of the episodes, the children will continue. You can use instructions on who to start, what to tell first, in what sequence to develop the plot. After such explanations and instructions, the children take part in a collective storytelling.
E. P. Korotkova recommends organizing the compilation of stories and inventing fairy tales based on humorous pictures. She advises to conduct the review in such a way that the content for the stories is provided. The beginning of the conversation should not be traditional, but somewhat unusual (“Why is it fun to look at the picture?” Or “How did the picture cheer you up?”).
To come up with a creative story-narration (sequential in time), a picture familiar to the children (“The ball flew away”, “New Girl”, “Gifts to Mom by March 8”) is taken, its content is specified, and a description is drawn up. Then the children are asked to come up with what could have happened before, for example, how the girl Tanya came to kindergarten (based on the painting “New Girl”).
Until the children master the ability to come up with a beginning and an end to a picture, you can suggest a plot for development storyline(“Maybe Tanya often saw how children play in the kindergarten area, how much fun they have, and she also wanted to be with them. Or maybe one day mom came home from work and said: “Tomorrow, Tanya, you will go to kindergarten ". Was Tanya happy or upset? How was she going to?").
Immediately after that, you can come up with an ending. The teacher or children summarize children's stories into one narrative. It is possible to compose a collective story. The task of the educator is to give clear instructions. The task to tell about what is drawn leads to a description of the plot, the task to come up with a beginning and end to the plot obliges the child to compose something new.
To maintain children's interest in describing paintings, M. M. Konina advised using the compilation and guessing of riddles.
Of particular interest are classes using reproductions of landscape paintings and still lifes by masters of art. The technique of their consideration and description was developed by N. M. Zubareva. Let us dwell briefly on the features of this technique.
Perceiving a landscape or still life, children should see the beauty of the depicted, find words to convey beauty, respond emotionally, get excited about what the artist is excited about, and realize their attitude to what they perceive.
Viewing landscape paintings must be combined with observations of nature (autumn and winter forest, sky, shades of green colors in different sunlight, etc.) and with perception poetry describing nature. The stock of direct observations of natural phenomena helps children perceive works of art and experience aesthetic pleasure.
N. M. Zubareva recommends original techniques for viewing landscape paintings. It enhances the emotional perception of the picture by looking at it accompanied by music (“Golden Autumn” by I. Levitan and “October” by P. I. Tchaikovsky). The very form of the lesson causes joy and satisfaction in children.
Simultaneous viewing of two pictures different artists on the same topic Birch Grove» by I. Levitan and A. Kuindzhi) helps children to see various compositional techniques used by artists to express their ideas. The proposal to mentally enter the picture, look around, listen stimulates creativity and gives a complete sense of the image. Next, a description of the paintings by children is organized.
Similar work is carried out on the examination and description of still life. Its aesthetic perception is facilitated by examining dishes, flowers, vegetables, fruits, getting to know their color, shape, texture, smell and composing “living still lifes” on the table from them. So the children are brought to the description of the still life (“Flowers” by D. Nalbandyan, “Lilac” by I. Levitan).
The main goal pursued by plot pictures for compilation short story, - the desire for the development of speech and thinking of children. Looking at the picture, the guys try to describe what is depicted on it, striving to compose a single, logically coherent story. Unfortunately, the speech of today's young people is far from perfect. Children, teenagers read little, communicate. Therefore, the development of the right literary speech should pay attention to the family, teachers, all adults surrounding the child. There are a huge number of ways to do this.
How can they be used?
One of them, already mentioned, is pictures for composing a short story. On our site you will find plot pictures for children. It is extremely important that the images are subject to a single theme, which means that the child, looking at them, will be able to compose a coherent message or play role-playing games for preschoolers. It is not for nothing that when teaching a foreign language, students are asked to describe a picture, come up with a dialogue according to the situation presented, and create role-playing games. This technique is also applicable when teaching the native language in a kindergarten or an aesthetic center. You can download the illustrations for your short story and print them out to work with.
The technique for developing speech based on pictures for compiling a short story is simple. We advise parents to play role-playing games with the baby, lay out illustrations in front of him, come up with some kind of story together, a story in which the baby's family or friends will be involved. Make sure that when describing, the child does not jump from one action, object to another, but expresses thoughts consistently, logically. After conducting such a lesson once, return to the worked out picture after a while: ask the baby if he remembers the story he compiled, what details he did not take into account, what he could add. A series of plot pictures for compiling a short story are good for lessons on the development of speech in primary school, in the lessons of native or foreign language. Description of the illustration, role-playing games, a story based on it can be a good basis for creative work. Usually, children respond to such tasks with pleasure, since the children's fantasy is not yet rooted, its flight is free and unhindered.
The method of working with pictures for children will require attention and regularity of classes from parents. It is the family that should be interested in the development of the baby. They should help him write a story, role-play for preschoolers, and then discuss them together.
A series of pictures for kindergarten or home use for children are focused on different topics. For example, you can compose a story on the topic "Family", "Seasons", "Forest", "House", etc. The methodology for the development of speech for children involves a comprehensive coverage of topics on which a story can be compiled. Also, the technique involves the use of a game for kindergarten, in which there will be illustrations or a story on the chosen topic. As a result of a series of such activities, kids begin to speak much more coherently, logically, a single thread can be traced in their speech.
Educational materials on the topic
Kindergarten
Pictures on different topics
Olga Vasilyeva
perspective classes in speech development in the preparatory group. Examining the painting(painting from a series for kindergartens ).
work prepared teacher Vasilyeva O.S.
Educational area: Speech development.
Integration educational areas "Socialization", "Communication", "Artistic Creativity".
Program content:
Target:
Improve writing skills stories about the content of the picture.
To teach children to express their impressions in speech, to express judgments, assessments.
Continue to exercise the children in matching the words in the sentence.
Enrich the dictionary with social science words.
-Develop the ability to name words with a given sound.
Use means of expression language.
Continue to learn to pronounce words clearly and distinctly.
- Activate dictionary: seedling, color name (irises, marigolds, kasmeya, chrysanthemums)
Development tasks: Develop verbal description skill paintings.
Educational tasks: Cultivate love for work; respect for the work of an adult; desire to help
Material to occupation:
Painting from a series for kindergartens "Working on the school grounds", cards with flowers, artificial flowers.
Methods and techniques:
1. Organizational moment.
The teacher reads an introduction to the topic poem:
We, flowers do not offend,
We do not tear them, but plant them,
Give them warm water
At the roots we loosen the earth.
There will be our forget-me-nots
Above Olya, above Anyutka
S. Semenova
2. Work on picture"Working on the school grounds".
Let's silently watch the guys on picture and share our impressions of what we saw.
Whatever, wonderful painting.
Heroes pictures - who are they what they are wearing, mood and character actors? (children's answers).
What are the children doing? (planting flowers)
Remember in the summer on the site we also planted flowers with you, and what kind of flowers did we plant? What were they called? (velvet, iris, chrysanthemum, daylily, asters, zinnia)
Guys, what do you think what flowers children plant on picture? (children's answers)
Why do they do it? (what would be nice near the school)
What time of year is shown in picture? (Spring)
How did you guess? (Planting always takes place in the spring)
Guys, if we get closer to picture do you think we can hear what sounds?
Guys with what event introduced us painting? (with hard teacher and children)
Guys, let's come up with a name for this picture? (children's answers)
What title did you like the most?
3. Vocabulary work.
Children, this painting made in the technique of plot. The plot is a certain event, the situation depicted on picture. Let's say this new word all together clearly and loud: PLOT.
4. The story of the teacher in the picture.
And now I give you a little I'll tell you about this picture and you carefully listen: "In the center paintings the children and the teacher are depicted. The weather is warm and sunny, which can be understood from the clothes of children. Children are dressed in light, almost summer clothes. Pay attention no one interferes with each other everyone busy with their work. A kindergarten is visible in the background, and a school is depicted a little further. Young birch trees have been planted in the school yard. They are not large, perhaps they were also planted by schoolchildren quite recently.
5. Physical education "Rain clouds".
Now let's rest a little. Repeat after me.
Rain clouds have arrived: pour, rain, pour! (We walk in place and clap our hands).
The raindrops dance as if alive! Drink, earth, drink! (We walk in place).
And the tree, leaning, drinks, drinks, (Leaning forward).
And the restless rain pours, pours, pours! (clap hands).
6. Didactic game "Collect a bouquet".
Children, I suggest you play a game "Collect a bouquet". You need to make bouquets of flowers, list how many and what kind of flowers you have in your bouquet.
7. The story of the children in the picture.
Guys, today we described the plot picture"Working on the school grounds", we answered questions, listened to my story, and now I want to listen to any of you (the teacher calls at will, if there are no volunteers, he offers to start one child, then connects the next, ideally it should turn out to be connected story of 7 - 8 sentences, divided between two or three children).
Well done, you did your best today, thanks for class!
8. Analysis story.
Involve a child or several children in the analysis, the answers that described picture. Explain why you liked one or the other answer more. Highlight more vivid performances, together with the children.
Related publications:
Synopsis of the integrated lesson in the preparatory group "Examining the painting by I. Levitan "Golden Autumn" and drawing" Software content. Topic: “Examining the painting by I. Levitan “Golden Autumn” and drawing” The purpose of the lesson: to acquaint children with creativity.
Synopsis of a comprehensive lesson on the development of speech "Assignment for Antoshka." Examination of the painting by A. K. Savrasov "The Rooks Have Arrived" Demonstration material: Painting by A. K. Savrasov “Rooks have arrived” Handout: Pictures with the sound “L”, tables. Preliminary.
Synopsis of the GCD on the development of speech in the senior group "Examining the painting" Autumn "using the OTSM-TRIZ technology Purpose: To promote the formation in children of a conscious attitude to the process of compiling a story on a landscape. Create conditions for learning.
Abstract of the lesson on the development of speech "Examining the painting" Santa Claus " Municipal Autonomous Preschool educational institution « Kindergarten No. 4 combined type "683030, Petropavlovsk-Kamchatsky,.
Abstract of a lesson on the development of speech in the first junior group. Consideration of the plot picture "Saving the ball" Abstract of a lesson on the development of speech in the first junior group. Consideration of the plot picture "Saving the ball" PROGRAM CONTENT: 1. Teach.
Abstract of a lesson on the development of speech in the senior group. Examining the painting "Hedgehogs" and compiling a story based on it Target. Help the children look at and label the picture. Learn to compose a story on the picture yourself, adhering to the plan. Software.
Summary of the lesson on speech development “Examining the painting by V. D. Ilyukhin “The Last Snow” Software content. To acquaint children with the painting by V. D. Ilyukhin “The Last Snow”. Develop an interest in art. Learn to see.
Abstract of a lesson on the development of speech in the preparatory group. Examination of the painting by I. I. Levitan "March" Abstract of the lesson. preparatory group. The development of speech. Subject: Consideration of the painting by I. I. Levitan "March". Program content: Continue.
