Synopsis of a speech therapy lesson (with ffnr) "wild animals of our forests". Synopsis of the speech therapy lesson "wild animals of our forests" outline of the speech therapy lesson (senior, preparatory group) on the topic Abstract of the speech therapy lesson on the topic

At the lesson, children learn to compose descriptive stories about wild animals of the forest based on mnemonic schemes, the vocabulary on the topic is expanded and acquisitioned, the skill of forming possessive adjectives is consolidated. The surprise moment and the methods of fairy-tale impersonation used support children's cognitive interest and attention throughout the lesson. In addition to achieving the main goal - the development of coherent speech in preschoolers, the tasks of developing general and fine motor skills are solved, exercises are included to change the strength of the voice, to develop perception, thought processes of analysis and synthesis. Children are taught to respect nature.

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Speech therapy lesson for children of the senior group with OHP

Theme "Wild Animals"

Target: learn to write descriptive stories about wild animals of the forest using a plan.

Correctional and educational tasks:

• expand children's knowledge about wild animals;
• activate the dictionary on the topic;
• learn to answer questions
• learn to write a descriptive story;
• to consolidate the skill of forming possessive adjectives;

Correction-developing tasks:

• develop perception, attention, memory, thinking;

Correctional and educational tasks:

• cultivate love and respect for nature.

Equipment: pictures depicting wild animals, their dwellings, a ball, mask caps (hare, fox, bear, wolf, squirrel, hedgehog, elk), hippo toy, split pictures, traces of wild animals, storytelling scheme, hoop.

Lesson progress

1. Organizing time

The children are in the group.

Riddles about wild animals.

Speech therapist throws the ball, the child guesses and gets the mask of a wild animal.

Red-haired cheat, cunning head,

The tail is fluffy, beauty.

And her name is ... ( fox)

Gray in summer and white in winter. (hare )

Grey, angry, toothy

Prowling through the forest, looking for prey. (wolf )

Red, small animal

Jump-jump through the trees. (squirrel )

An angry touchy lives in the wilderness of the forest.

There are a lot of needles, but not a single thread. (hedgehog)

He is in the lair serenely

Sleeps in winter under a snowy roof. (bear )

1. surprise moment

Speech therapist:

And we have a guest today.

A hippo toy appears, hello.

Hippo:

Guys, I sailed from hot Africa, I have never seen animals that live in your forest.

3. Descriptive stories about wild animals

Speech therapist:

Let's tell the hippo about our wild animals. will help us blueprint.

Story plan

1. What is the name of the animal (its appearance, parts of the body, what is the body covered with)?
2. Where does he live (burrow, hollow, den, lair)?
3. What does it eat (who does it hunt)?
4. What is the baby's name?

Speech therapist gives an example of a descriptive story.

It's an elk , big beast. The body is covered with brown hair.

The elk has a big head, huge horns on its head. Long legs, hooves on the legs. The tail is short

No home, sleeping under a tree.

Elk is a herbivore, eating grass in summer and twigs and tree bark in winter.

Elk cub - calf.

With the help of a speech therapist, children talk about their wild animals according to a plan-scheme.

This is a fox. Fur red, fluffy. The fox has a long tail.

The fox lives in a hole, in the spring foxes have cubs.

Fox is a predatory animal. Basically, it hunts mice, ground squirrels, less often hares. Fox cunningly catches hedgehogs. She rolls the hedgehog to the water, he spreads his spines in the water and swims to the shore. Here the fox is waiting for him.

A fox cub is a fox cub.

This is a squirrel little animal. In summer, the squirrel is red, and in winter it is gray. She has tufted ears. Squirrels have sharp claws. This helps her quickly climb a tree. The fluffy tail serves as a parachute for the squirrel.

The squirrel is a rodent. She eats nuts, berries, mushrooms, cones.

The squirrel lives in a hollow, insulates its nest with down. In winter, the squirrel sleeps almost all the time and looks out of the hollow a little. Squirrel is a thrifty hostess. She prepares nuts for the winter, dries mushrooms on tree branches. In the spring, squirrels appear at the squirrel.

It's a wolf - large, grey. The wolf has sharp teeth.Wolves live in dens to raise cubs. Wolf cubs appear in spring.

Wolves live in packs. A pack is a wolf family. Wolf- a predatory animal. Wolves hunt almost always for sick and weak animals. Wolves hunt at night.

This is a bear, big, brown. Wool is thick, shaggy. The tail is small. The bear is clumsy in appearance, but easily climbs trees and runs fast. They call it a clubfoot.

For the winter, a bear builds a lair for himself from twigs, fallen trees, and moss.The bear is an omnivore.He likes to eat honey, berries, fish, ants, roots. If a bear has accumulated little fat since autumn, then it wakes up in winter and walks through the forest hungry. For this, the bear was nicknamed the connecting rod.

In winter, the she-bear has cubs.

It's a hare . The hare is white in winter and gray in summer. This helps him hide from predators. Long, fast paws also save the hare from enemies. A hare runs uphill running, and somersaults downhill. The hare lives in the summer under a bush, and in the winter it digs a mink in the snow. In the spring, rabbits appear at the hare.

The hare is a rodent. The hare feeds on grass, leaves, bark of shrubs, mushrooms, roots. In winter, it gnaws at the bark of trees. Can climb into the garden and eat carrots and cabbage stumps.

This is a hedgehog . The body is covered with needles that save from enemies. Can curl up into a ball. The legs are small, but the hedgehog runs fast.

For the winter, the hedgehog rakes the leaves and sleeps in them until spring. The hedgehog feeds on lizards, bugs, larvae, mushrooms. A baby hedgehog is a hedgehog.

Behemoth:

Thank you guys. Very interesting what you said. But to visit the forest ourselves.

4. Journey to the winter forest

Speech therapist:

Do you guys want to be in the forest?

What season is it now?

Let's go to the winter forest with you and find out how wild animals winter.

Speech therapist offers to go through the hoop:

Who will pass through the magic hoop.

He will fall into the winter forest.

Music sounds.

Speech therapist:

What does the music sound like? (gentle, beautiful, calm)

What do you imagine to the sounds of this music?

(Snowflakes are spinning, frost is crackling, trees are rustling)

We have come to the winter forest!

How many miracles are around here!

On the right is a birch in a fur coat,

On the left, the tree is looking at us.

Snowflakes are spinning in the sky

And quietly fall to the ground.

So the bunny jumped -

He ran away from the fox.

This is a gray wolf roaming

He is looking for prey.

We all hide now!

Then he will not find us!

Only the bear sleeps in the den

So it sleeps all winter.

Children spin to the music.

Exercise "Traces of animals"

Speech therapist:

Whose footprints are these? (Hare, elk, squirrel, wolf)

How to say differently?

(Footprints of a hare - hare footprints,

moose footprints, moose footprints

squirrel tracks - squirrel tracks,

wolf footprints wolf footprints

Exercise "Who lives where"

Speech therapist:

Hare tracks led us to a clearing. And here is bunnies. What are they doing?

(Hares gnaw on twigs and tree bark)

Speech therapist:

Where is the squirrel's house?

(A squirrel has a hollow house)

What does a squirrel eat in winter? (Squirrel stores for the winter, she dries mushrooms and berries, collects nuts. She arranges a pantry in a hollow.)

valve opens, and children see squirrel stocks.

Elk ran away. Probably, wolf scared. And the wolf is not visible. Maybe he ran away to his house? What is it called?

(The house of the wolf is called the wolf's lair.)

Whose footprints in the snow will we not see in winter?

(We won't see a trace bear because the bear sleeps all winter.)

Hippo:

There is a very large snowdrift in this clearing.

Children:

This is the bear's home.

Hippo:

I don't see any house.

Children:

Under this snowdrift there is a bear's lair - his home.

The valve opens and the children see the bear sleeping.

Speech therapist:

Just don't make noise so as not to wake the bear. Hungry, not hibernating, the bear is very dangerous.

Dynamic pause - phonological exercise

(Children pronounce the text, performing hand movements and crouching, and also change the intonation and strength of the voice.)

Like snow on a hill, snow

And under the hill snow, snow.

And on the tree snow, snow,

And under the tree snow, snow.

And under the tree sleeps a bear -

Hush, hush, don't make noise.

Finger exercise "Everyone has their own home"

Speech therapist:

In order for the hippo to remember well what the houses of wild animals are called, let's tell him a poem.

Everyone has their own home.

Everyone is warm and cozy in it.

At the fox in the dense forest

There is a hole - a safe house.

Squirrel in a hollow on a spruce

Snowstorms are not terrible in winter.

And the bunny has a home -

Buried in the snow under a bush.

Sleeping in a lair clubfoot,

Until spring, he sucks his paw.

Everyone has their own home.

Everyone is warm and cozy in it.

Speech therapist:

It's time for us to go back to kindergarten.

We will pass through the magic hoop.

Let's go back to kindergarten.

5. Exercise "Make a picture from parts"

Children sit at tables and collect pictures of wild animals from parts.

6. Bottom line

Hippo:

Thank you guys for the stories about wild animals - forest dwellers, for the trip to the winter forest. I really liked it.

Speech therapist:

Did you like it? (Children answer)

Hippo:

I scooped up magical snow in the winter forest, and it turned into a sweet treat. This is for you, and I will take this to Africa to my friends: crocodiles, elephants and giraffes.

Correctional and educational goals. Generalization and systematization of knowledge about the wild animals of our forests, their appearance and lifestyle. Refinement, activation and updating of the dictionary on the topic "Wild Animals". Improving the skills of sound and syllabic analysis of words. Improving the syntactic side of speech. Automation of the correct pronunciation and differentiation of sonorous sounds in gaming activities.

Corrective and developmental goals. Development of coherent speech and communication skills, speech hearing, general speech skills, memory, thinking, articulatory and general motor skills, development of visual perception.

Correctional and educational goals. Education of activity, initiative, independence, skills of cooperation, respect for nature.

Equipment. Easel, melody "Sounds of the Forest", a noisy picture depicting wild animals, sound word patterns with the name of animals and their "houses" and small pictures of animals, A. Klykov's story "Bear", a dance melody for the game "Bears", slides with an image wild animals, mirrors according to the number of children for articulation gymnastics, “traffic lights” and chips, a toy train with three wagons, small toys of wild animals.

Course progress.

1. Organizational moment.(Message of the topic of the lesson, creation of a positive emotional background, development of visual perception).

Children enter the hall to the tune of "Sounds of the Forest." They sit down in their seats.

The speech therapist places a noisy picture of wild animals on the board.

Look carefully at the picture and tell me what animals are hiding in this picture? (squirrel, fox, wolf, elk, bear, hare).

What are these animals? (wild).

Well done! Tell me, do you like to travel?

Today we will go on a trip to the forest to see wild animals. Do you agree? Now close your eyes and say the magic words:

Turn left, turn right
And you will find yourself in the forest.

Here we are with you and found ourselves in the forest. Tell me how to behave in the forest?

Say what animals we can meet in the forest, name them.

2. The game "Find a home for the animal."(Development of the ability to correlate the sound-letter scheme with the word).

On the easel, an image of “houses” for animals is displayed, and under them there is a sound-letter scheme of the name of the animal and small pictures of wild animals (fox, squirrel, wolf, hedgehog, bear).

Guys, the animals are lost. It is necessary to correctly resettle them in houses. It is necessary to settle animals in houses according to the scheme.

(Fox hole, squirrel hollow, wolf den, hedgehog hole).

3. Reading by a speech therapist A. Klykov's story "Bear". Text conversation. Vocabulary work.(Generalization and systematization of knowledge about wild animals and their way of life. Development of speech hearing, development of dialogic speech).

Who was left without a house? (bear).

Let's read the story about the bear.

Bear.

By autumn, the bear's molting period ends, its fur becomes thick, long, and lush. In winter, the fur protects the bear from severe frosts.
During the autumn, the bear puts on a lot of fat.
With the onset of cold weather, he chooses a place for a lair, rakes moss and fallen leaves there, and throws branches from above.
When the first snowflakes fall, the bear is already in the den.

You listened to a story about the life of a bear in autumn. Do you remember when he ends his molting period?

How do you understand the word molt?

Why does bear fur need to get warmer?

How do you understand the expression the bear puts on a lot of fat?

What does a bear do with the onset of cold weather?

When does a bear go into hibernation?

You listened very well and therefore were able to answer all the questions.

4. Fizminutka "Bears".(Development of speech with movement).

We continue our journey. Imagine that you and I have turned into cubs.

Bears walked through the forest,	We go waddling
The bears were looking for berries. Like this, like this.	We put one hand under the side - this is the "Basket"
The bears were looking for berries. Sweet berry raspberry Put everything in a basket Like this, like this.	We collect berries and put them in a basket
They put everything in a basket. How they treated themselves to raspberries, All fell apart on the grass Like this, like this.	Stroking our belly
All fell apart on the grass And then the bears danced Paws raised up Like this, like this.	We put the legs on the heel, raise our hands up.

- Well done! We take our seats.

5. "The fourth extra."(Development of thinking).

Let's look at the slides (there are pictures of animals on the slides).

Who is pictured here?

What animal is superfluous and why?

Fox - squirrel - cow - elk.
Badger - wolf - giraffe - bear.
Hedgehog - boar - rooster - hare.
Polar bear - hedgehog - hare - fox.

Well done! We continue our journey.

6. Articulation gymnastics.(Development of articulatory motor skills).

Now let's listen to a fairy tale about a cheerful squirrel. Listen carefully and do the articulation exercises with the squirrel.

Little funny squirrel
Slept in a warm hollow	"Shovel"
Then she woke up	Touch the tip of the tongue to the alveoli.
smiled happily	"Smile"
The squirrel peeked out of the hollow	"Shovel"
I quickly looked around	"Chatterbox"
The squirrel was very neat, she washed herself	Circular movements of the tongue on the lips
I brushed my teeth	Circular movements of the tongue behind closed lips
Then the squirrel went for a walk. She jumped up and down the branches.	Movement of the tongue up and down with an emphasis on the upper, then on the lower teeth, alternately.
With the tongue of a squirrel tsokala	"Click" in closed teeth
Picked mushrooms	"Fungus"
After the walk, the squirrel returned to the hollow and fell into a deep sleep.	The mouth is wide open, the tongue is relaxed.

7. "Traffic lights".(Development of phonemic representations, phonemic hearing).

A “traffic light” and chips are placed on the easel - magnets.

Now I will guess riddles for you, and you will guess and in a guess determine where you hear the sound [l], [l ']; at the beginning, middle or end of a word. You need to determine whether it is a hard or soft sound and take the appropriate chip.

Gray wolf in dense forest
I met a redhead ... (fox).

And we are in the forest, and in the swamp,
You will always find us everywhere -
In the meadow, on the edge.
We are green ... (frogs).

hare to hare says:
- We would have a wolfish appetite!
- Appetite is of little use,
We would have teeth like ... (wolf).

Very well, you coped with this task, we continue the journey further.

8. Finger game "Orange".(Development of fine motor skills).

We shared an orange	Children break an orange into slices
A lot of us	Show 10 fingers
And he is alone	Show 1 finger
This hedgehog slice	Curl left thumb
This slice for a swift,	Curl the index finger of the left hand
This slice is for ducklings,	Bend the middle finger of the left hand
This slice is for kittens	Bend the ring finger of the left hand
This slice is for the beaver	Bend the little finger of the left hand
And for a wolf - a peel.	Throwing movement with the right hand
He is angry with us - trouble!!!	Clench fists and press to chest
Run away in all directions.	"Run" fingers on the table.

9. The game "Let's ride the animals."(Development of the ability to divide words into syllables).

A train with two wagons and small toys of wild animals are exhibited.

Our forest animals love to ride on a train. Let's take them for a ride. Animals with 1 syllable in the name will go in the first trailer, animals with 2 syllables in the name will go in the second trailer.

Wolf, bear, hedgehog, fox, hare, elk.

10. End of class.(Summing up the results of the lesson. Evaluation of the work of children).

This is the end of our journey through the forest. Let's say the magic words:

Turn left, turn right
Feel at home again.

Who did we meet in the forest?

Well done! You did a very good job today.

We invite teachers of preschool education in the Tyumen region, YaNAO and Khanty-Mansi Autonomous Okrug-Yugra to publish their methodological material:
- Pedagogical experience, author's programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including video), forms of work with families and teachers.

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Group (ONR) on the topic:

"Inhabitants of our forests"

( on the lexical topic "Wild animals")

Conducted by a speech therapist:

MBDOU No. 24

Almetyevsk, RT

Lesson objectives

1. Expansion and activation of the nominative and verbal vocabulary of children, fixing in speech the names of wild animals of our forests, their cubs, body parts, dwellings.

2. Consolidation of skills to correctly use the prepositions "in", "from", "y", "from" when making sentences.

3. development of thinking on the material of descriptive riddles.

4. Formation of the ability to form possessive adjectives from nouns.

5. Development of visual and auditory perception of tactile sensations.

6. Consolidation of the ability to compose a story based on reference pictures.

7. Development of general and fine motor skills of the fingers.

For the lesson you will need:

Panel "Forest";

flannelgraph;

Type-setting canvas;

Silhouette and subject pictures depicting wild animals;

Model of dwellings of wild animals;

Didactic games: “Whose tail, whose head”, “Forest glade”, “Wonderful bag”.

Introductory part

There is a knock on the door.

Speech therapist: Who's there?

The postman Pechkin appears with a letter.

Pechkin: It's me, the postman Pechkin, who brought you a letter from the cat Matroskin and Sharik.

Speech therapist: Thank you Pechkin!

Riddles

Silhouette photographs of animals are laid out on the typesetting canvas. The speech therapist invites the children to sit on the carpet and opens the envelope, which contains riddles and riddles in the form of already colored images. The child who guessed the riddle receives this image and puts it on a typesetting canvas, combining it with the corresponding silhouette.

Speech therapist: Tail with a fluffy arc,

Do you know such an animal?

Sharp-toothed, dark-eyed,

Likes to climb trees.

(Squirrel.)

cunning cheat,

Red head.

Fluffy tail - beauty.

Who is this? (A fox.)

The owner of the forest

Wakes up in the spring.

And in winter under a blizzard howl

Sleeping in a snow hut

(Bear.)

fluff ball,

long ear,

Jumping smartly

Loves carrots. (Hare.)

Who is cold in winter

Gray, angry walks in the forest,

hungry? (Wolf.)

Angry touchy

Lives in the wilderness of the forest.

Too many needles

And not a single thread. (Hedgehog.)

Making sentences with the preposition "in"

Speech therapist: What are these animals? (Forest, wild.) Where do these animals live? (In the woods.) That's right, all these animals live in the forest, but each of them has its own home, just like people. Let's play now.

The game "Who lives where"

On the tables of children subject pictures. On the speech therapist's table is a manual depicting animal dwellings.

Speech therapist: Where does the bear live? (In the den.) Where does the wolf live? (In the lair.) Where does the squirrel live? (In the hollow.) Where do foxes and hedgehogs live? (In holes.) Where does the hare live? (Under the bush.)

Answering the question, the child must take a picture of an animal and place it on the image of the dwelling in which it lives. The speech therapist praises the children for correct answers.

Formation of possessive adjectives from nouns: didactic game "Whose tail, whose head?"

On the flannelgraph behind the Christmas trees are hidden drawings of body parts of wild animals (tails, ears, paws). On the second flannelograph there is an image of wild animals that lack these parts. Children should take a picture of the parts of a body part and attach it to a drawing of an animal that does not have it. While doing the task, the children answer the questions.

Speech therapist: Whose tail is this? (Fox tail, squirrel tail.) Whose ear do you have? (Bear ear, hare ear.) Well done, you correctly named the body parts of animals.

Fizminutka with elements of finger gymnastics

Children perform movements to the music and poems that the speech therapist reads.

Speech therapist: And now let's play "Teremok".

Children open the tower: spread their arms to the sides.

There is a teremok in the field, a teremok,

Raise your arms above your head.

He is not low, not high.

Squat and rise to the toes.

There is a lock on the door.

The fingers are folded into the castle.

Who could open it?

Make movements with the wrists back and forth.

On the left - a bunny, on the right - a bear -

They turn their heads.

Move the latch!

Try to pull the lock to the sides.

On the left - a hedgehog, on the right - a wolf -

Make head turns.

Click on the lock!

Squeeze, unclench the wrists.

Bunny, bear, hedgehog, wolf

Open the teremok.

Raise your arms to the sides.

Making sentences with the preposition "y":

didactic game "Help the cubs find their mother"

Children must memorize the names of animals and their cubs.

Speech therapist: Animals with their cubs walked on the lawn, the kids played and got lost. Guys, help the cubs find their mothers and name them!

Fox cub (cubs) - at the fox;

Hare (hare) - at the hare;

Squirrel (squirrels) - in squirrels;

Hedgehog (hedgehog) - at the hedgehog;

Wolf cub (wolf cubs) - at the she-wolf;

Teddy bear (cubs) - at the she-bear.

Well done, helped the cubs find their mothers!

Drawing up a story based on reference pictures on a flannelgraph

The speech therapist invites the children to listen to the story "Hunter" and retell it according to the reference pictures that he hangs on the flannelgraph.

Speech therapist: One day a hunter went into the forest. I took my gun with me. He walks, walks, suddenly sees a bear's lair. In it, a she-bear with cubs sleeps. And next to the tree is a squirrel hollow. There lives a squirrel with squirrels. The hunter goes on. I saw a wolf's lair. There lives a she-wolf with cubs. I walked a little more and saw a fox hole. A fox lives in it with cubs. Only the hare has no home. The hare house is under a bush. The hunter did not disturb anyone, because in his hands he did not have a hunting rifle, but a photo gun. It was he who took pictures of animals as a keepsake.

Children retell the story in a chain and in its entirety.

Development of tactile sensations:

didactic game "Gifts from animals"

The speech therapist invites children to find a wonderful bag under the Christmas tree in which the animals left gifts. Children must guess by touch what is in the bag, and say who this gift is from. For example, squirrel nuts. In a wonderful bag are nuts, carrots, cabbage, a barrel of honey, apples, berries.

At the end, the lesson is summed up.

SUMMARY OF A SUB-GROUP SPEECH THERAPY LESSON

IN THE PREPARATORY GROUP FOR CHILDREN WITH LEVEL III OHP

ON THE THEME "WILD ANIMALS"

Lesson topic: Wild animals of our forests.

Target: Clarify and systematize children's knowledge about wild animals.

Tasks:

Educational:

Exercise in the formation of nouns in the nominative case of the singular and plural, nouns in the genitive case of the plural (a lot of things);

Noun agreement with numerals 2 and 5;

To consolidate the ability to form nouns with diminutive suffixes (the formation of the names of baby animals);

Exercise in the formation of complex adjectives, possessive adjectives, nouns with the suffix ISH.

Developing:

Expand, enrich and activate the vocabulary on the topic;

To promote the development of the prosodic side of speech;

Contribute to the development of phonemic perception;

Development of the skill of coherent speech;

The development of fine motor skills.

Educational:

Formation of a positive attitude to participate in the lesson, friendly relations, cooperation skills;

Cultivate respect for nature.

Equipment:

Box-chest, house, Finger puppets, subject cards "Wild Animals", "Baby Animals".

Lesson progress:

Organizing time. (Formation of a positive attitude of children to participate in the lesson. Announcement of the topic of the lesson.)

Speech therapist: Today is an unusual day, friends, but because Masha came to us, she brought riddles and asked us to solve them and get fairy-tale characters from the chest. (The speech therapist shows the children a finger puppet Masha, then takes envelopes with riddles out of the box.)

Who breaks with a windbreak,

Backed up with honey?

Very simply answer me -

Who sleeps in winter? ...

(Bear)

Who is cold in winter

An angry, hungry walks in the forest!

Roaring across the field

Looking for calves, lambs.

Sister of the wolf, cunning, dexterous,

In a red coat-new thing,

Hunter for hares, chickens, eggs,

Her tricks are woven with fables.

White in winter

And gray in summer

Doesn't offend anyone

And he is afraid of everyone.

To the ears green mouth.

She lives in the reeds.

And in the swamp laughter

Loud croaking....

(Frog)

Itself with vershok!

Climbed into the bag at night.

She called the children.

Let the grits rustle!

Rustling would rustle!

Only the cats got in the way...

Speech therapist: Now that they have guessed the riddles, they took the little animals in their hands, it was the turn to train the forest people.

Speech therapist conducts finger gymnastics:

BEAR

Brown bear in winter

He slept soundly in the den.

He woke up in the spring

Yawned and stretched:

“Hello, gray wolf cub!

Hello little white bunny!

Hello red fox!

Hello green frog!

Hello, little mouse!

With the tip of the thumb of the right hand, alternately touch the tips of the index, middle, ring fingers and little finger.

Do the same with the left hand.

Speech therapist: Well, friends, our animals are all ready, we will listen to Masha again:

On her birthday, Masha called all her friends to her place, invited them and said: “Come to my house, knock on the door from the outside. The cat will come out on the threshold, tell her a little bit how to answer questions, riddles, poems that the dwarf Pi left. If we find out, we guess all the answers, then we celebrate the holiday and get surprises.

Speech therapist: We go on the road, knock on the door, wait.

1st child (Mouse): Knocks on the door of the house (knock-knock).

The speech therapist puts a cat near the door.

Speech therapist: I’ll let you into the house then if you name the house of a fox, a wolf, a bear, a hare, a mouse and a frog. Where do animals live in the forest?

Children answer (in turn, each for his animal): The fox lives in a hole, the wolf lives in a den, the bear lives in a den, the hare lives under a bush, the mouse lives under the floor, the frog lives in a swamp.

2nd child (Frog): Knocks on the door of the house (knock-knock).

Speech therapist: I’ll let you into the house then, if you say one beast and animals, many animals knock on my door.

Children: fox - foxes - many foxes, wolf - wolves - many wolves, bear - bears - many bears, hare - hares - many hares, mouse - mice - many mice, frog - frogs - many frogs.

3rd child (Hare): Knocks on the door of the house (knock-knock).

Speech therapist: I will let you into the house if you name 2 hedgehogs and 5 hedgehogs, each of all his animals.

Children: 2 mice, 5 mice, 2 frogs, 5 frogs, 2 hares, 5 hares, 2 foxes, 5 foxes, 2 wolves, 5 wolves, 2 bears, 5 bears.

4th child (Fox): Knocks on the door of the house (knock-knock).

Speech therapist: I will let you into the house when you affectionately name the animals - a mouse and a frog, a hare and a wolf, a bear, a fox and all the children of the animals.

Children: Mouse - mouse, frog - frog, hare - bunny, fox - fox, wolf - cub, bear - bear.

A mouse has a mouse, a frog has a frog, a hare has a hare, a fox has a fox, a wolf has a wolf cub, a bear has a teddy bear.

5th child (Wolf): Knocks on the door of the house (knock-knock).

Speech therapist: L: I’ll let you into the house then, if you guess whose paws, ears, tails they are, I’ll tell you one thing they are not mine.

Children: Mouse paws - mouse, frogs - frog, hare ears - hare, fox tail - fox, wolf - wolf, bear ears - bear.

6th child (Bear): Knocks on the door of the house (knock-knock).

Speech therapist: I will let you into the house when you name these complex words.

Children: If the mouse has a thin tail, then it is thin-tailed,

The frog has a yellow belly - yellow-bellied,

The hare has long ears - long-eared,

The fox has a red tail - red-tailed,

The wolf has sharp teeth - sharp-toothed,

The bear has a short tail.

If a mouse has a tail, a tail, a mouse has a tail,

then the frog has paws, the toad has paws, the frog has paws.

a hare has ears, a hare has ears, a hare has ears.

a fox has a tail, a tail, a fox cub has a tail.

a she-wolf has a mustache, a wolf has a mustache, and a wolf cub has a mustache.

a she-bear has paws, a bear has paws, a bear cub has paws.

Speech therapist: Well, the doors have opened for us, we have reached our goal. Birthday came here and Masha's house. The animals walked merrily, sang, ate, danced. A lot of joy, guys, got all the animals. That's why they say thank you and thank you.

Correctional and educational goals: to form the word-building function of speech on the basis of children's exercises in the education and practical use of possessive adjectives; teach children to coordinate possessive adjectives with nouns; to consolidate the skills of children in the formation of related words; consolidate the skills of sound-syllabic analysis and synthesis of words.

Correction-developing goals: develop visual and auditory attention and memory of children, mental abilities of children.

Correctional and educational goals: to educate in children perseverance, goodwill, respect for nature, animals.

Preliminary work: sound-syllabic analysis of words on the topic "Wild Animals"; learning the dramatization game “Where is my house?”; memorizing riddles about wild animals; tracing stencils of figures of wild animals.

Equipment: subject pictures depicting wild animals and their cubs, reading cards, cards with sound word patterns, cards with animal silhouettes, a black and white plot picture, bear head cards, a portrait of Cheburashka the artist, an envelope, a Pinocchio doll, masks headbands of wild animals, a disk with the sounds of a spring forest, a type-setting board, a pointer.

Lesson progress

1. Organizational moment (children read the names of wild animals on cards)

Who do you think we are going to talk about today? That's right, about the wild animals of our forests
The game "Chains of words" (We call the cubs of wild animals)

2. Repetition of previously learned.

a) children make riddles about wild animals
b) reading a poem by a speech therapist to the sounds of a spring forest (L. Agracheva. AU!)
Spring came merrily out of the forest.
The bear responded to her, purring from sleep.
Bunnies jumped to her, a rook flew up to her.
The hedgehog rolled after him like a prickly ball.
The squirrel was alarmed, looking out of the hollow,
Fluffy light and warmth awaited!
The brightened pine forest proudly posed,
On the brown branches a bird choir rang out.
The whole transparent forest smiled joyfully.
And the frost behind the trees, grumbling, disappeared!

What time of year is it in the forest? - That's right, spring. And then one spring morning the animals woke up in their homes.
Ex. "Where did the animals wake up?" (Children's answers: The bear woke up in the den. The wolf woke up in the den. Etc.)

The animals woke up in their dwellings and dispersed through the spring forest...

The game "Hide and Seek" (I expose a black and white picture depicting a spring forest and various parts of the animal's body visible among the branches) Who did you see? Who is hiding here?

3. Learning new material.

You saw in the picture only parts of the body of animals.
a) The game “Call it differently” (bear muzzle - bear muzzle, fox ears - fox ears, deer horns -, hedgehog spines - elk horns - badger muzzle - wolf head - squirrel paws - hare ears - and etc.)

b) The game "Pick up related words"

What are the names of words that are similar in sound and meaning to each other? For example: squirrel, squirrel, squirrel ... That's right, related words. Pinocchio came to us. Instead of school, he ended up in a puppet theater and therefore did not study. Here's how he picked up related words for the word BEAR. Pick up the silhouette of a bear (each on the table) and pick it up if you hear related words to the word BEAR. (medal, bear, jellyfish, first-aid post, honey, bear cub, bear cub, medicine, bear, lungwort, bear). You see, Pinocchio, you did not quite correctly choose related words. Stay with us and see how our guys are doing. (Children select related words for the names of wild animals in their pictures).



4. Physical education.

We have a nice posture, we brought the shoulder blades together.
We walk on toes and then on heels.
Let's go softly, like cubs, and like a clumsy bear.
And like a hare-coward, and like a gray wolf-wolf.
Here the hedgehog curled up into a ball, because he was cold.
The hedgehog's ray touched. The hedgehog stretched sweetly.
(Children walk in a circle, imitating the habits of animals).

5. Consolidation of new material.

Look, guys, here we have an envelope. Who sent him? Here is a portrait of Cheburashka and some drawings. Cheburashka grew up in Africa, and he does not know the wild animals of our forests very well. Here's how he drew them.

a) The game "Confusion"
Children: Wrong. The wolf has rabbit ears. The boar has a fox tail. The squirrel has deer antlers. Etc.

b) The game "Inquisitive"
- Cheburashka also sent us questions about wild animals. Let's answer them.
- Whose howl is heard at night in the forest? (wolf)
- Whose reserves are in the hollow?
- Whose habit is it to feast on honey?
- Whose ears are longer?
- Whose horns break branches of a bush?
- Whose paws are walking quietly? (lynxes)
- Whose muzzle with fangs? (boar)
- Whose ears with tassels?
- Whose eyes do not close during sleep? (hare)
- Whose roar frightens birds and animals in the forest?
- Whose sly muzzle peeks out from behind a bush?
- Whose fur coat is red in summer and gray in winter?
Whose hole is the deepest? (badger)

c) The game "Who is looking for whom?"
- In the spring, wild animals have cubs. They can get lost in an unfamiliar world. And then their parents look for them.
Children: This is a hedgehog. The hedgehog and the hedgehog are looking for him. (also about other animals).

d) Dramatization game “Where is my house?”
(in the manual of V.V. Konovalenko, S.V. Konovalenko. Frontal speech therapy classes in the preparatory group for children with FFN. Moscow 1998, pp. 152-153)
One day a fox got lost in the forest. Today we will show our guests the fairy tale “Where is my house?” (Children put on masks-rims of wild animals and find their "houses", indicated by sound-syllabic patterns.).

6. The result of the lesson.

Guys, you are real artists, and you did great today. What new did you learn? What games and tasks did you like the most? Thank you! You are great!