Speech development. lexical topic "berries"

Drawing classes in kindergarten occupy a special place in the calendar and thematic plan of the preparatory group. By the age of 6–7 years, children already have a sufficient range of drawing techniques and have the skills to work with different materials and types of images. One of the topics for practicing these skills is the image of mushrooms and berries, as well as related objects. Let’s look at the methodological nuances of creating a lesson that will make it fun for children and make the teacher’s work easier.

Preparation

The result of achieving the set goals and objectives depends on how thoroughly the teacher prepares for the lesson - this is no secret. And taking into account all the subtleties of the preparatory process plays an important role in this process.

Materials

IN preparatory group Children are already familiar with the basic types of drawing materials. That is, they can use

• pencils;
• gouache;
• watercolor;
• wax crayons;
• markers.

This is interesting. Many methodologists categorically deny the possibility of using felt-tip pens in drawing classes in kindergarten, since children cannot use them to convey shades and elementary shadows in an image.

The basis

As a basis for drawing you can use:

• paper of different thicknesses (colored or printer paper);
• cardboard (thick and thin).

The only condition is that the drawing format should not be larger than A4 if we are talking about individual work. For group assignments, you can use sheets of A3 and even A1 format.

This is interesting. Images on whatman paper are allowed if the teacher takes an active part in creating the overall composition of the work.

Techniques and techniques in the preparatory group

It is assumed that in the preparatory group children already know a number of non-traditional drawing techniques (for example, blotography, when an outline is applied to random spots of paint, or palm painting, when various images are created based on the outline of the palms). However, classical techniques still remain a priority. Among them

• coloring picture templates;
• completing the composition on a ready-made background (for example, a forest background is complemented by a drawing of a hedgehog, squirrel, mushrooms, berries, etc.);
• sketching (this technique is being actively mastered in senior group and is practiced in the preparatory room);
• tracing and coloring stencils (in the group the figures depicted are becoming more complex, animals appear with traced contours of fur, small objects in the composition, etc.);
• drawing from life (natural materials are used as nature - branches, stumps, acorns, chestnuts, etc.).

To depict mushrooms and berries, it will be important to use additional drawing, sketching and drawing from life.

Drawing techniques are determined by the fact that children already have clear ideas about the point-boundaries of the image, determined by the idea of ​​the drawing. Available for children 6–7 years old

• any form of painting (small, large details, as well as elementary shadows);
• drawing thin and wide lines in any direction;
• vertical position of the brush when drawing thin lines and inclined position of the brush for wide lines (when using paints);
• dipping, when a brush dipped in paint is applied to the paper with all its bristles to make a print;
• mixing a watercolor palette to obtain different shades;
• techniques for painting in different positions of the pencil in relation to the sheet.

In a lesson on mushrooms and berries, you can combine all these techniques, depending on what materials will be used.

Photo gallery of drawings made using non-traditional techniques

Using semolina dyed in different colors using watercolor or gouache, allows you to quickly fill an image with color. Drawing with cotton swabs is one of the types of blotography, when an object takes shape from a spot of paint. To create this drawing, the technique of imprinting paint from fingers was used.

How to personalize work?

Implementation individual approach- one of the main goals educational process in kindergarten. This is easier to do in drawing classes than in others, since final product a priori unique. And yet, the teacher can already achieve the goal at the stage of setting the task. To do this, an adult can give the following drawing options:

• present the composition at different times of the day (day, night, morning) or different times of the year, which implies the use of different colors;
• depict a picture from life in different approximations (for example, with close range if the baby has vision problems);
• add one element to a given composition at your discretion and prove the validity of this detail.

This is interesting. To individualize the drawing, you can invite children to add elements of other types of visual activities, for example, appliqué made from natural materials, fabric, or three-dimensional plasticine parts.

Composition options

Drawing, as already mentioned, can be done individually and collectively. In the latter case, it is better if these are elements (for example, pine, squirrel, mushrooms, etc.) made on separate sheets and then placed against a general background. Alternatively, children can color individual blocks of the overall composition. As for the thematic variety of using images of mushrooms and berries as a task, this is traditionally an “autumn-winter” thematic block when kids study natural phenomena, animal life associated with seasonal changes. You can suggest the following ideas for wording the topic:

• “Supplies for a hedgehog”;
• "Rowan Branch";
• "Mushroom Glade";
• "Amanita";
• “Bullfinches on a rowan branch”;
• “Who hid there under the tree?”;
• “Gifts for a squirrel”, etc.

Motivation

The involvement of children in work depends on how much the teacher manages to interest them in the topic. To do this, you can use a whole arsenal of techniques, combining them depending on the topic and time frame of this stage of the lesson.

Songs

Musical accompaniment of classes allows not only to create a favorable atmosphere in the children's group, but also to present in an unobtrusive form necessary information, for example, about what they look like edible mushrooms. Moreover, you can select videos so that kids not only listen and sing along, but also perform certain rhythmic movements. In this case, motivation can be combined with physical education.

Video: Example of a video clip for children “Mushrooms and Berries”

Poems

Rhymed lines easily and accurately fit into children’s memory, which is why in preschool education, memorizing poems by heart is almost the main method of consolidating acquired knowledge. For a drawing lesson, poems can be selected separately by type of mushrooms and berries, or in general about the gifts of autumn, for example.

• They walked along the path - they found Borovik. The boletus hid its head in the moss. We could pass it, it’s good that we walked quietly.
• Golden foxes - Curious sisters. They wear red berets, they bring autumn to the forest in summer.
• I walk through the forest, I look at the berries: There is a raspberry on a bush, There is a rowan on a tree, There is a strawberry in the grass, There is a blueberry under the mountain, Klyukovka is on a hummock... - The box is empty!
• - Autumn! Tell me quickly, have you saved anything for the animals? - I will give the bear and wood grouse a lot of berries. And cloudberries, and raspberries, and ruddy rowan. - And for the forest squirrel I have a different surprise: I will give the red-haired baby Acorns, mushrooms and pine cones.

Puzzles

This is a quick and very productive way to get children into the mood for work, since solving riddles does not require much time, and kids listen with pleasure and try to give an answer as quickly as possible.

• This fungus is the son of a birch tree. Whoever finds it, everyone puts it in a basket (Boletus).
• The mushroom is red - dangerous to health (Amanita).
• Yellow-red foxes - sisters call us (Little Chanterelles).
• Near the stumps and on the lawn We always walk in a flock. Very friendly guys, They call us... (honey mushrooms).

Fairy tales

One of win-win options setting kids up for work can be called fairy tales. As motivation for a drawing lesson on the topic of berries and mushrooms, you can suggest not just listening to ready-made stories, but coming up with your own (from 2-4 sentences) on a given topic. For example,

• Once upon a time there lived a friendly family of cheerful mushrooms. One day a misfortune happened: the little brother got sick, so much so that he turned green all over...
• A daughter was born to the mushroom king Boletus, and he threw a feast on this occasion. He invited distinguished guests: Borovik and Borovikha, Gruzdya and Volnushka and other mushroom inhabitants...
• Chanterelles grew up in a clearing, bright and orange, and the evil witch Toadstool White lived nearby...

Conversation and visibility

It’s hard to imagine drawing without pictures. Children need to see different variants interpretation of the image that they have to reproduce. That is, if we are talking about berries, the images should be made from different angles, always with enlargement (for example, individual rowan berries, and not just bunches). And, of course, looking at the pictures should take place during a conversation on the topic.

• How often do you go to the forest?
• What grows in the forest?
• Why are mushrooms and wild berries needed?
• What can you do with mushrooms or berries at home? etc.

Scheme for drawing up lesson notes

A detailed plan for working with children in a specific period of time is that part methodological work which determines the professionalism of the teacher. And you should start preparing your lesson by formulating your goals:

• teach children to depict mushrooms and berries on paper using different techniques;
• consolidate children's knowledge about the structure of forest flora, forms and color shades plants;
• train the skill of depicting several objects on one line;
• expand children’s understanding of natural phenomena;
• develop creative abilities;
• cultivate respect for the environment;
• instill a positive attitude towards creativity and communication with each other.

The tasks may be the following:

• consolidate knowledge about edible/poisonous mushrooms/berries;
• develop memory, cognitive sphere;
• automate the ability to distinguish mushrooms/berries from pictures or riddles/songs/poems;
• cultivate patience in work.

It is very important to observe the timing of each stage of work.

• Introductory part - 5 minutes (repetition of what we did last time, motivational techniques).
• The main stage of the work is 20 minutes (formulating the task, performing the work with the obligatory inclusion of physical education and finger gymnastics in the timing).
• Final stage - 5 minutes (drawing up a group composition or designing individual works at one stand, words of encouragement from the teacher and reflection from the child, for example, in the form of questions - Did you like the lesson? How? or What didn’t you like? Did you manage to draw everything you planned? How would you rate your picture? Which picture do you think is the most beautiful? Why? etc.).

Example of lesson notes

Vasilyeva Svetlana “V” autumn forest a lot of mushrooms". Open drawing lesson in the senior group (teaching the “dipping” method)” (fragment)

<…Давайте нарисуем на травке грибочки для белочки. Садимся за столы: А я сейчас покажу вам, как нарисовать белые грибы. Educator: Here is an autumn forest (showing a drawing). Here I have a picture of grass (I show it in the picture). I'll take a brush and dip it in white paint and immediately paint a lot of mushroom stems. The legs turned out to be straight (I show and talk through image techniques by applying the entire bristle of the brush to the paper). And now I’ll rinse the brush well, (I show how) I’ll dip it in brown paint and paint it on the legs of the hat. The legs stand, and the caps lie on them (showing a horizontal stroke). Educator: Guys, let's get to work. And the squirrel will help us. Children: Draw (the teacher helps). Squirrel: praises the mushrooms in the drawings, thanks the guys for their help. The squirrel calls several children to help them find strong porcini mushrooms. Squirrel, together with the children, places the drawings on the stand (discussing the drawings). Reflection: Guys, how did we help the squirrel? What did you draw? Where did you go? What did you like most?>

Stages of working on a drawing

"Basket with mushrooms for a hedgehog"

To complete this drawing, you can use both watercolor and gouache. First, children make a pencil sketch of mushrooms, and then complete the drawing (without a pencil outline) of the basket.

Instructions:

1. “We draw with a pencil the ovals of the caps and legs of the mushrooms.”
2. “We paint them in yellow-beige-brown colors.”
3. “We use beige paint to make an oval into which we write mushrooms.”
4. “We finish drawing the basket, color it yellow.”
5. “We let the background dry for 1-2 minutes and apply a pattern of cells with brown paint.”
6. “On the handle of the basket we also do brown imitation of weaving."

This is interesting. If there is no beige paint in the palette, then you can make it by mixing white with yellow, adding a little brown.

"Bunch of Rowan"

Instructions:

1. “Dip the brush into brown paint and paint a twig.”
2. “We apply thin short strokes like branches with green color.”
3. “We draw berries on each branch, making dots with orange or red paint.”
4. “Dip the brush into the green paint again and paint the branches for the leaves, making them thin but long.”
5. “Now we apply the leaves by applying the bristles of the brush in one direction to the long green branches.”

"Amanita"

This drawing can be an illustration for a poem or fairy tale you have listened to, and since it is done with felt-tip pens, it takes a little less time to create. That is why such pictures can be supplemented with accompanying elements (in this case, butterflies, clouds, etc.).

Instructions:

1. “We start by drawing the contours of the tree.”
2. “We show the branches and draw marks on the birch trunk.”
3. “Drawing the caps and legs of fly agaric mushrooms.”
4. “We color them, not forgetting to leave white spots.” You can use not only felt-tip pens for coloring, but also pencils.
5. “We draw butterflies. We draw an oval outline for the body, add wings in the form of the number 3, add a circle-head, and don’t forget about the antennae.”
6. "Coloring butterflies."
7. “We close the wavy lines into a shape similar to a circle - these are clouds.”
8. “Coloring the clouds, finishing the sun.”

(MONDAY)

Topic: “Garden. Fruits. Berries"

Mode

Group, subgroup

Individual

Morning

Morning exercises. Conversation “Autumn. What do you know about her?

Goal: to clarify knowledge about the autumn season. Examination of illustrations of trees and shrubs.

Goal: to consolidate changes in nature.

D/I “Let’s guess.”

Goal: to develop the ability to guess riddles about natural phenomena.

P/I "Wattage".

With Dima, Timofey, Nikita V. consolidate knowledge about the sequence of seasons and days of the week.

Conversation “The importance of being on duty in a corner of nature.”

Labor - watering the plants.

Goal: to foster responsible fulfillment of assignments.

Situational conversation “What will happen if plants on Earth disappear?”

Illustrations of fruits and berries, supporting pictures on the theme “Autumn,” a calendar of weather and seasons, equipment for work, independent play activities in employment centers.

Visual information for parents “First aid for poisoning poisonous berries and mushrooms."

Cognitive development(FEMP) “Composition of the number four.”

Target: teach children to form the number four from two smaller numbers; practice forward and backward counting; learn to make figures from counting sticks and then transform them

(V.P. Novikova, p. 36).

Music (according to the music director’s plan)

Walk

Observations of seasonal changes.

Goal: to form ideas about changes in nature, to teach to distinguish and name the characteristic signs of autumn.

P/I "Scarecrow".

Exercise Sasha, Polina, Yulia in jumping from the bench and landing on bent legs.

Safety rules in nature “How to find out” poisonous plants, berries, mushrooms."

Labor – collecting natural materials to make crafts.

Ball game “Edible - inedible”

Independent activity during a walk.

Baskets for collecting natural materials, balls.

Work before bed

Cultural and hygienic procedures. Reading fiction. And Sokolov-Mikitov “Leaf Faller”.

Evening

Gymnastics after sleep.

Ball game “Summer or Autumn”, game exercise “Autumn Leaves”.

Finger game "Trees".

S/R game "Hospital". Goal: consolidate knowledge about folk methods treatment.

Exercise Lesha, Danya P., Misha in orientation on a piece of paper, in a notebook “Write according to the model.”

Watching the cartoon “Autumn Boats”, discussing the content of the cartoon.

Attributes for s/r games, video equipment, pencils, notebooks, independent play activities in employment centers.

Walk

Observations of leaves floating in puddles, d/i “What do they look like?”

Goal: develop imagination, consolidate the names of trees.

P/N “Who is missing?” Goal: develop attention. Game activity.

Dinner

Games with building materials: “Flower City”.

Objectives: teach children to build various buildings, independently find design solutions to complete the building.

Planning educational work (TUESDAY)

Topic: “Garden. Fruits. Berries"

Mode

Joint activities of adults and children, taking into account integration educational areas

Organization of a development environment for independent activity children (activity centers, entire group room)

Interaction with parents and social partners

Group, subgroup

Individual

Educational activities in special moments

Morning

Morning exercises.

Conversation “What I saw on the way to the d/s.”

Goal: learn to compose a short, consistent story from personal experience.

D/i “Guess which tree the leaf and fruit come from.”

Goal: consolidate the names of trees.

P/n “Find your place.”

D/I “One – many.” Purpose: to exercise in plural education. h. noun in R.P.

D/I “Continue the series” Goal: consolidate quantitative calculation, knowledge of numbers, develop attention (Dasha F., Danya Kh., Dima).

Work in the classroom Goal: to develop attention when carrying out assignments.

Physical education lesson “Leaves”.

Goal: learn to coordinate movements with words.

Situational conversation “Why can’t you eat unwashed berries?”

D/I, ball, object pictures, independent play activities in employment centers.

Individual conversations with parents

about the well-being of children, about prevention against influenza and ARVI.

Consultation for parents “We walk and look closely.”

Ind. conversations about making crafts from natural materials

Direct educational activities

Speech development “Compiling a story based on pictures on the topic “Pets.”

Target : learn to compose a story based on one of the paintings, invent previous and subsequent events;learn to form relative adjectives; learn to select words that are similar in sound and rhythm (O.S. Ushakova, p. 143).

Drawing "Fruit Basket".

Target: continue to introduce children to still life. To consolidate knowledge about the genre of painting - still life, to give an idea of ​​composition, to show the role of the color background for a still life.

Physical training (Street)

Target: exercise children in running with a change of pace, in jumping on two legs while moving forward, in dribbling the ball with one hand, in passing the ball to each other. Game exercises“Penguins”, “Basketball Players”, p/i “The Artful Couple”.

Walk

Observations of leaf fall. Which trees have almost completely lost their leaves?

Goal: consolidate the names of trees, develop observation skills, and the ability to establish cause-and-effect relationships.

D/I “Does this happen or not?”

Goal: develop attention.

P/N “Who is faster to the tree.”

D/I “Say with the word “autumn.” Purpose: to practice the coordination of nouns. and adjective.

Exercise Seryozha, Egor, Sempen in throwing a small ball at a vertical target.

Situational conversation “If you are lost in the forest.”

Reading fiction (I.S. Sokolov-Mikitov “Autumn in the Forest”, A.S. Pushkin “The sky was already breathing in autumn...”, I. Bunin “Falling Leaves”, V. Avdeenko “Autumn”.

Target:remember and consolidate all the works you read about autumn.

Labor - collecting fallen leaves. Goal: to cultivate a desire to help adults.

Remote material: work equipment.

Work before bed

Cultural and hygienic procedures. Reading literature N. Sladkov “Why is October piebald.”

Evening

Gymnastics after sleep.

S/R game “Family. We're getting ready for the walk."

Round dance game “And we’ll go to the forest.”

Test your knowledge of poetry autumn holiday

(Sasha, Timofey, Nikita V.), exercise in expressive reading.

Exercise Katya, Dasha N., Sonya in the ability to draw a tree according to a sequential drawing scheme.

D/i “Which branch are the kids from?”

Goal: to consolidate knowledge of the fruits of trees and shrubs.

D/I “Recognize by the shadow.” Goal: consolidate knowledge about trees.

Attributes for s/r games, d/i, equipment in the drawing center.

Independent play activities in employment centers.

Walk

Watching the twilight, d/i “Name what it is now.” Goal: to consolidate the parts of the day.

P/N “Catch the ball.”

Independent play activity

Dinner

Unregulated activities of children.

Objectives: contribute to the prevention of emotional overstrain, develop the ability to find something to do to your liking, and communicate constructively with peers.

Planning educational work (WEDNESDAY)

Topic: “Garden. Fruits. Berries"

Mode

Joint activities of adults and children, taking into account the integration of educational areas

Organization of a developmental environment for children’s independent activities (activity centers, the entire group room)

Interaction with parents and social partners

Group, subgroup

Individual

Educational activities in special moments

Morning

Morning exercises.

Conversation “Floors of the forest.” Goal: to reinforce with children the concept of the “floors” of the forest.

D/I “How do berries grow?”

Purpose: to give an idea of ​​how berries (cranberries, lingonberries, etc.) grow and under what conditions. Learn the finger game “Autumn”.

P/I "Entertainers".

D/I “Say kindly.”

Goal: to train children in inflection (Dasha F., Dima, Lesha).

Exercise Seryozha, Sasha, Yulia in the ability to convey the shape of leaves in a drawing.

Printed board game “Along forest paths”.

Goal: learn to play by the rules, consolidate the names of plants.

Conducting the “Hedgehog Herbalist” experiment. Purpose: note changes, make sketches.

Scheme “Forest Floors”, object pictures depicting animals, printed board games, independent play activities in employment centers.

Consultation for parents “Raising children by example.”

Direct educational activities

Cognitive development (FCKM) "Berries".

Goal: to introduce children to the names of berries, to consolidate the general concept of “berries” in the dictionary (work in notebooks N.E. Teremkova, p. 18).

Modeling “Fruits, berries”.

Target: develop children's aesthetic perception of nature and teach them to convey images of fruits and berries through plasticineography. Strengthen children's ability to work with plasticine on a plane.

Physical training (according to the plan of the physical worker)

Walk

Observations of leaf fall. Examination of buds on branches after leaf fall and branch fall.

Purpose: to learn to draw conclusions during observation.

D/i “Who can name more?”

Goal: consolidate the names of trees and shrubs

P/I “Traps on one leg.”

Exercise Dasha N., Sonya, Katya in standing long jumps - p/i “From hummock to hummock”, “Across the stream”.

Situational conversation “Why can’t you break branches of trees and bushes?”

Labor on a walk - collecting leaves in a hole to obtain humus.

Goal: to develop the ability to work in a team. Remote material: work equipment. Independent play activities on the site.

Work before bed

Cultural and hygienic skills. Reading the story “The Trees Are Sleeping” by K. Chashev.

Evening

Gymnastics after sleep. S/R game “We are foresters.”

Purpose: to give an idea of ​​the forester profession.

Repeat the words of songs and poems for the “Autumn Ball” holiday.

Goal: develop memory.

Exercise children in working in notebooks. Purpose: to practice orientation in a notebook.

D/I with the ball “Name a lot.”

Goal: to train children in inflection (I have a leaf, but on the tree... leaves).

Design activity “House for a forester.”

Goal: to consolidate the ability to build various houses, to encourage them to play with crafts.

Printed board game "Plants". Goal: to develop hand motor skills.

Attributes for s/r games, d/i, board and printed games, independent gaming activities in employment centers.

Walk

Observing the sky, noting changes in its color, learning to choose words to describe a natural phenomenon.

P/N “Freeze.” Independent play activity.

Dinner

Didactic game“Think and put it together.”

Purpose: to exercise children in inventing and laying out various figures from counting sticks, recalculating their number. Develop imagination and observation skills.

Planning educational work (THURSDAY)

Topic: “Garden. Fruits. Berries"

Mode

Joint activities of adults and children, taking into account the integration of educational areas

Organization of a developmental environment for children’s independent activities (activity centers, the entire group room)

Interaction with parents and social partners

Group, subgroup

Individual

Educational activities in special moments

Morning

Morning exercises. Conversation “Berries, fruits.”

Goal: to consolidate knowledge about berries and fruits and their benefits.

D/I “What grows and how?” Goal: consolidate knowledge about forest vegetation. P/N “You and I are in the forest now.”

"I'm painting autumn." Goal: with Sonya, Dasha N., Katya, to consolidate the concept of “landscape”, to learn how to compose a drawing.

Board and printed game “Find your place.”

Work in a corner of nature - caring for plants.

D/I “Good - bad.”

Printed board games, educational activities, equipment for work in a corner of nature, independent play activities in employment centers.

Design of an exhibition of crafts made from natural materials “Fantasy of Nature”.

Ind. conversations with parents “Your child’s behavior.”

Direct educational activities

Speech development (literacy training).

Target: continue to teach children to conduct a sound analysis of words, to identify a stressed vowel sound; learn to make two-word sentences about the actions of a toy; continue to learn to name words according to a given model(N.V. Durova, p. 116).

Drawing from life “Rowan Branch”.

Target: to develop the ability to convey the characteristic features of nature: the shape of parts, the structure of branches and leaves, their color. Exercise children in watercolor painting. Strengthen different techniques of painting with a brush (T.S. Komarova, p. 42).

Music (according to the music director's plan)

Walk

Observing plants on the site. There are almost no flowers visible, the grass has withered because it has become cold. Teach children to look for and find the causes of observed phenomena themselves. D/I “When does this happen?”

Goal: to consolidate the signs of all seasons, to clarify changes in nature in the fall.

P/I "Wattage".

P/N “Hit the hoop.”

Goal: to develop the ability to throw a ball at a horizontal target, improve coordination of movements (Yulia, Egor, Danya P.)

Situational conversation “How do children understand proverbs”: “In the autumn storm there are seven weathers in the yard - it sows, blows, twists, stirs, tears, pours from above and sweeps from below”, “Spring is red, but hungry”, “Autumn is rainy, but nourishing” , “Autumn time - a bird from the yard.”

Game with leaves “Find the same ones.”

Research activity “What does a tree need?” Goal: to consolidate the conditions necessary for the growth and development of trees.

Equipment for farming and labor on site. Independent play activities of children.

Work before bed

Cultural and hygienic skills. Reading Literature: S. Nikolaeva “Excursion to the Forest.”

Evening

Gymnastics after sleep. Reading literature: E. Serova “Green Country”,

Z. Shefner “Forest Fire”.

S/R game “We work as foresters.”

Goal: to consolidate the idea of ​​this profession.

“Draw a sad and happy tree.”

Goal: to strengthen the ability to draw trees.

Exercise children in expressive reading of poetry for the Golden Autumn holiday.

Learning proverbs and sayings about trees.

D/I “What’s extra?” Goal: develop logical thinking.

D/I “Find the object.” Goal: to consolidate knowledge about objects made of wood.

Design of a book corner, attributes for s/r games, children's play, independent play activities in employment centers.

Walk

Observe the autumn rain, compare it with the summer rain. Ask the children why people say: “Autumn chills the water.”

P/N “Don’t hurt me.”

Children's games in the area.

Dinner

Didactic game "Finish the sentence."

Objectives: to develop the ability to understand the causal relationships between phenomena, to develop children’s speech, creative thinking, and imagination.

Independent play activities of children.

Planning educational work (FRIDAY)

Subject : "Garden. Fruits. Berries"

Mode

Joint activities of adults and children, taking into account the integration of educational areas

Organization of a developmental environment for children’s independent activities (activity centers, the entire group room)

Interaction with parents and social partners

Group, subgroup

Individual

Educational activities in special moments

Morning

Morning exercises. Conversation “My mood.”

Goal: to teach children to describe their condition and identify factors that influence their mood.

D/I “Invent it yourself.” Goal: teach children to come up with short funny stories.

P/N “Guess who you caught.”

Exercise Dima, Yulia, Dasha F. in memorizing a poem using a mnemonic table.

Situational conversation about the benefits of trees for wellness of people. (Air purification, alternative treatment, environment).

Game with counting sticks "Our trees".

Goal: to develop hand motor skills.

Work in a corner of nature.

Goal: Find out which plants need to be watered more than others before the weekend. Independent play activities in employment centers.

Ind. conversations with parents about the well-being of children.

Consultation for parents “Weekend route”.

Direct educational activities

Cognitive development (FEMP) “Money” (integrated lesson).

Target: conduct a conversation on the topic: “Money yesterday, today, tomorrow”; practice counting within 10; learn to compose an object from eight triangles (V.P. Novikova, p. 40).

Cognitive development (FCCM) “Garden and vegetable garden.”

Target: teach children to differentiate vegetables and fruits ( work in notebooks N.E. Teremkova,

page 12).

Physical training ( according to the physical plan employee)

Walk

Observing the sun. It is lower above the horizon, so it began to get dark earlier.

Purpose: compare the length of the day in summer and autumn.

D/I “All year round”.

P/I “Path of Agility”, “Across the Log”.

Exercise Timofey, Egor, Danya Kh. in hitting the ball against the wall and catching it with both hands (p/i “Ball against the wall”).

Empathy exercise “If I were a tree.”

Game with leaves “Images from leaves”.

Research activity “Studying leaves, bark, trunk, seeds.”

Work on the site - collecting fallen leaves.

Goal: to teach to see the results of work, to receive satisfaction from teamwork.

Independent play activities on the site.

Work before bed

Cultural and hygienic procedures. Reading Literature: S. Prokofiev “The Tale of a Little Oak Tree.”

Evening

Gymnastics after sleep.

Production of the fairy tale "The Three Little Pigs".

To train girls in precise dance performance for the Golden Autumn holiday.

D/I “What for what.” Goal: consolidate the sequence of days of the week.

Situational conversation about the benefits of berries as a vitamin for human health “Are all berries healthy?”

D/i, object pictures (berries), independent play activities in employment centers.

Walk

Observing people's clothes. People wore jackets and windbreakers. What is this connected with? Establish the relationship between natural phenomena and human activity (it got colder - people put on warm clothes).

P/I “Knock down the cones”, “Trees in the forest”.

Dinner

Printed board games of children's choice.

Objectives: to develop observation, attention, the ability to notice similarities and differences in objects, to activate the vocabulary.

Teaching visual arts is an important component educational program kindergarten. Drawing, sculpting and appliqué are children’s favorite activities, craving for creativity stronger year from year. Receiving positive emotions From the process of creating crafts, the children simultaneously develop the skills necessary for their future school life. By the age of 6–7 years, the fine motor skills of preschoolers are well developed, the ability to predict and analyze, to identify relationships between objects and phenomena of the surrounding world appears. In visual arts classes, children are given maximum freedom of choice in completing a task: independently thinking through a plan, planning actions for its implementation, determining execution techniques, necessary tools and materials. Today we will tell you how a lesson on the topic “Mushrooms and Berries” should be held in a preparatory group of children.

Preparation for a drawing lesson on the topic “Mushrooms and Berries” in the preparatory group of a kindergarten

Drawing is one of the main forms creative activity child. The activities held in kindergarten serve harmonious and emotional positive development preschooler preparing for primary school and develop personal qualities. Working with brushes, pencils and felt-tip pens develops fine motor skills and prepares the hand for mastering an important skill for future life - writing. In drawing classes, a child gains knowledge about colors and shades, learns to see beauty in different color combinations. Spatial thinking develops, the concepts of composition and perspective are reinforced. Figurative memory and thought processes are activated.

Objectives of teaching drawing in the preparatory group

1. Development of aesthetic feelings: color and compositional perception of objects, sense of form, rhythm, proportion. By directing children to a specific visual perception of objects, the teacher must teach them to see the beauty of objects and the unique properties of objects.
2. Development of spatial thinking, consolidation of compositional abilities. Older preschoolers should be able to create a three-plane composition.
3. Learning to highlight the main or most significant properties of an object using color, image size, and location in the foreground of the picture.
4. Development of drawing skills based on ideas (on themes of the surrounding reality, based on fairy tales).
5. Encouragement for independent creative activity, activation of the child’s imagination.

Pupils of the preparatory group are familiar with main types of drawing and use various techniques and techniques to realize the creative concept:

1. Subject drawing.

   Children learn to realistically convey in a drawing the characteristic shape of an object or its parts, respecting proportions, color, volume, and movement. Children aged 6–7 years actively develop analytical thinking, they learn to identify general signs Objects also have features by which they differ from one another. Drawing is not carried out in classes in the senior and preparatory groups. It is possible to examine samples of finished works on a given topic, discuss execution techniques, and drawing techniques. There is no direct demonstration of actions. It is recommended that, while studying technology maps and visual instructions, together with students, build an oral plan for performing actions. Great importance is given to drawing objects from life: the children learn to convey the characteristic features of structure and form on specific examples. In the preparatory group, children draw objects based on their imagination, using images from their visual memory and following their imagination.

2. Subject drawing.

   Preschoolers learn to convey their impressions and sensations by drawing objects and displaying their understanding of the connection between them and interaction. In the preparatory group, children are given the opportunity to come up with a plot on their own ( a small scene) on the topic of the lesson. The compositional abilities of young artists develop: they arrange the drawing over the entire area of ​​the sheet, learn to determine the position of objects - foreground and background. IN graduation group Kindergarten children master the ability to convey the characteristic movements of objects, overcome the conventionality and static nature of the image.

3. Decorative drawing.

   Learning to decorate a paper blank or papier-mâché figurine fulfills the requirement of developing aesthetic taste in art classes. Preschoolers get acquainted with the folk crafts of our country, learn to see beauty in the products of craftsmen from the people. The children use the acquired knowledge about the features of Gzhel, Khokhloma, and Gorodets paintings in creating their own patterns based on folk painting.

For the topic “Mushrooms and Berries” in the preparatory group, the most relevant is subject drawing from life or from an idea: “ Fir branches", "Bunch of Rowan", "Fly Agaric", "Mushrooms in the Forest", "Family of Honey Mushrooms", etc. The children practice the skills of creating a composition, arranging objects on a sheet of paper, learn to fill the entire sheet with a drawing, and create an unusual background. Drawing from life will be the main method in school. In the preparatory group, students are not tasked with depicting the volume of an object or creating light and shade. The goal in teaching children 6–7 years old is to learn to identify the features of an object in front of them and display them in a drawing: the shape of the object, its parts, the relationship of parts with the main figure. Analyzing an object and conveying its details is successfully carried out by children 6–7 years old when the object is close to each other. Classes that have a game element at their core are effective. For example, in front of each student, a sprig of rowan is placed on the table, which, according to the assignment, must be drawn from life. Each person studies only his own branch, identifies and depicts its features (one or two clusters of berries, a forked branch, the number of leaves, fresh or withered foliage). At the end of the lesson, the teacher collects the twigs and places them on the common table, inviting the children to find from the drawings who drew which branch.

Work on this topic is often carried out using the method of plot drawing: “Bullfinches pecking a rowan tree”, “A squirrel jumped onto a branch”, “Mushroom hedgehog”, “Who hid under the fungus”, etc. Pupils of the preparatory group learn to depict the characteristic movements of birds and animals, think through small story scenes. IN decorative painting Mushrooms and berries are also used to create floral patterns on the workpiece.

As a basis for drawings, sets of white and colored paper, special for watercolor and gouache, and Whatman paper are used (usually for creating collective works or implementation creative projects). Tinted paper is rarely used for work, mainly to create a decorative pattern based on folk painting. In subject and subject drawing classes, children learn to create a background on their own (plain or with smooth transitions).

Drawing techniques and techniques

Let's consider in the form of a table what techniques senior schoolchildren should master as part of learning drawing in the preparatory group:

How a drawing is created	Techniques and drawing techniques
Pencils, felt-tip pens	Creating a sketch: using a light line, without pressing on a sheet of paper, the contours of the object are transferred. Pencil pressure adjustment. Creating hatching with varying degrees of pressure and scope without going beyond the contours of the image. Using colored markers to draw outlines and details of objects.
Paints: watercolor, gouache	Mixing paints on a palette. Blurring paint on a large surface. Applying strokes and strokes to the shape of an object. Baking (overlaying vertical strokes). Drawing with the tip of a brush (overlaying lines or pokes). Drawing on a wet background.
Dry pastel	Mastering graphic drawing techniques (pastels of one color). Creating the main tone by shading using a hard brush. Drawing smooth lines. Developing accuracy when drawing with pastels: holding a sheet of paper while drawing, shaking off dust on a napkin.

On the topic “Mushrooms and Berries,” classes are held on non-traditional drawing techniques: wax crayons with sketching with watercolor paint, cotton swabs, chalk on sandpaper, scratch paper techniques, monotype, etc.

Examples of drawings of mushrooms, branches and berries made using non-traditional techniques

Drawing with prints Scratchboard Blotography Finger painting Monotype Blotography Finger painting Drawing with wax and watercolor Dot painting Drawing with crayons on sandpaper “Poke” method

In progress educational activities a person-centered approach should be implemented. When preparing to conduct drawing classes in a preparatory group, the teacher must take into account individual characteristics every child. This is the degree of proficiency in specific drawing techniques, the ability to work in mixed media, the degree of involvement in collective activities. All students must achieve the goal set at the beginning of the lesson. For those who have difficulties in the process of creating a drawing, the teacher uses a form of individual demonstration. Successful students are additionally given tasks to decorate a finished drawing or design a general composition in a subgroup (creating a panel on a sheet of Whatman paper).

The personal approach is implemented through the freedom of choice by students of drawing materials. Children should be given access to sets of paper, pencils and markers, paints and crayons. Older preschoolers, based on an assessment of their capabilities, have the right to independently choose a drawing technique to complete the task.

The main thing in the implementation of a student-centered learning concept is to provide freedom of design. The child is given a topic that involves activating the imagination. Drawing with a plot is especially conducive to imagination: the child comes up with images for the drawing, a situation, the relationship of objects.

Options for individual and collective compositions on the theme “Berries and Mushrooms”

Lesson topic	Class organization form	Training and development tasks	Techniques and drawing techniques
"Rowan Branch"	Individual.	Formation of the ability to draw from life, analyze an object and identify its characteristic features. Development of compositional skills.	Drawing with watercolors. Honing the techniques of painting with a brush (all lint/bristles and tip).
"Mushroom hedgehog"	Individual.	Formation of artistic thinking, development of imagination.	Creating a preliminary sketch with a simple pencil. Creating a background. Elaboration of details (shading, lines, strokes, pokes).
"Mushroom Glade"	Collective.	Development of compositional skills. Formation of the concept of perspective (foreground and background). Consolidating the skill of object drawing with transfer characteristic features items.	Drawing on a common sheet of Whatman paper in subgroups. Dipping technique with a brush (mushrooms). Method of drawing with crumpled paper (grass).
	Individual.	Consolidating the skill of object drawing. Development of visual perception.	As a rule, in the preparatory group a lesson on this topic is conducted using the finger painting technique: Drawing vertical lines - long and short. Drawing dots.
"Mushrooms in the Forest"	Collective.	Activation of memory and attention processes. Consolidating the skill of object drawing.	Drawing in subgroups. Drawing with pencils: Hatching within the contours of the sketch with varying degrees of pressure. Creating outlines with colored felt-tip pens.
"Who hid under the fungus"	Individual.	Activation of memory and imagination.	Drawing in mixed media - watercolor and gouache. Preparation of the background. Drawing on a wet background. Drawing with strokes of different directions. Working on small details with a thin brush.
"Bullfinches on a Rowan Branch"	Individual.	Development of plot drawing skills. Activation of figurative memory, development of the ability to analyze and predict.	Gouache painting: Preparation of the background. Drawing with strokes. Drawing details with a thin brush.
"Fairy Mushroom"	Individual.	Development of drawing skills based on ideas. Activating the imagination.	Drawing with colored pencils: Creating a sketch. Thinking through the background. Hatching with varying degrees of pressure. Drawing details (possibly with a felt-tip pen).

Motivating start to a lesson on “Berries and Mushrooms”

A mandatory stage of a visual arts lesson in a preparatory group is a motivating beginning. It creates an emotionally positive atmosphere, activates the pupils’ figurative memory, expands children’s knowledge about the surrounding reality, and sets them up for the subsequent creative process. The following are used as motivating material at the beginning of a drawing lesson:

• Visual material: thematic posters, cards, illustrations in books, toys and figurines.
• Reading poems, fairy tales, proverbs and sayings, excerpts from prose works of art on the topic of the lesson.
• Conducting a conversation.
• Creation of problem and game situations, surprise moments.
• Usage technical means: Listen to audio recordings, show slides on a projector.

Examples of using motivating materials at the beginning of a lesson on the topic “Mushrooms and Berries”

Lesson topic	Motivating start
"Fairy Mushroom"	Listening proverbs about mushrooms: Mushrooms grow in the village, but they are known in the city too. Spring is red with flowers, and autumn is red with mushrooms. Berries love day, mushrooms love night and shade. and etc. Conversation with pupils: how they understand this or that proverb, where mushrooms grow, what kind of weather they like, etc. Learning with students Tongue Twisters about mushrooms.
"Rowan Branch"	Creation surprise moment: A squirrel (bear cub, hare, hedgehog or other forest animal) comes to visit the children. She brought the children a bouquet of rowan branches as a gift. Squirrel hands out a branch to the guys and notices that they have sheets of paper, brushes and paints on their tables, but will the guys be able to draw rowan branches? After completing the task, the squirrel promises to play the game “Find your twig in the bouquet” with the guys.
"Mushroom clearing"	At the beginning of the lesson, the teacher asks the children puzzles about mushrooms and attaches pictures with guesses to the board (or puts figures of guessed mushrooms on the table). Carrying out conversations about mushrooms: where they grow, what places certain mushrooms like, which mushrooms are inedible. Children are given the task of dividing the images of mushrooms into two groups - edible and poisonous. Physical education minute"For mushrooms".

Drawing up notes for a drawing lesson on the topic “Mushrooms and Berries”

Temporary plan for a drawing lesson in the preparatory group

The duration of a drawing lesson for pupils aged 6–7 years is no more than 30 minutes.

• Organizational moment 1–2 minutes.
• Motivating start 6-7 minutes.
• Practical work 15–17 minutes.
• Demonstration and discussion of finished works for 2–3 minutes.
• Summing up 1 minute.

The teacher analyzes each lesson conducted according to the following criteria:

• Achieving the goal of the lesson.
• Fulfillment of educational and educational tasks.
• The emotional mood of the pupils at each stage of the lesson (what caused this or that state of the children).
• The presence of delays at any stage of the lesson: identifying the causes and ways of correction in subsequent educational activities.
• Analysis of students’ work: which drawing techniques require additional reinforcement.
• Self-analysis of the teacher’s work: which teaching methods and techniques were effective in conducting the lesson, which were not.

Outline of a drawing lesson (preparatory group) on the topic “Rowan Branch”.
Creating a drawing using various techniques (dipping, poking, drawing with the end of a brush, elements of finger painting). TasksCreate comfortable conditions for positive creative activity.
Improving watercolor painting skills.
Strengthening the skill of mixing paints on a plastic palette or sheet of paper.
Developing a sense of beauty through observing natural objects. Progress of the lessonThe teacher reads a poem about the beautiful mountain ash. Tells the children about the structural features of this tree and how the color of its leaves changes with the onset of autumn.
Study and discussion of visual material - pictures depicting rowan trees in different seasons.
Practical part:
Tinting a sheet of paper using paint and a piece of foam rubber.
While the paper is drying, the teacher once again examines the image of a rowan branch with the children, discussing the structural features, shapes of berries and leaves, and color qualities.
Drawing branches and leaves with a brush, rowan berries with fingertips.
Drawing small details with the tip of a brush: leaf veins with strokes, berry centers with dots.
Demonstration and analysis of finished works.
Gratitude to the students for the work done.

The order of drawings on the theme “Mushrooms and berries”

Pupils of the preparatory group actively develop the ability to follow the teacher’s verbal instructions. Therefore, before the children complete the practical part of the task, the teacher should discuss with them in what ways and in what sequence they will draw the landscape, and through leading questions and tips, lead them to the recommended order of actions. You can look at examples of finished works on a given topic and invite the children to determine the techniques used to create these drawings. For those children who have difficulty completing the task, cards with schematic instructions for drawing objects can be offered. The teacher performs a direct demonstration of actions for pupils of the preparatory group only in the case of performing a particularly difficult element or individually in a situation of extreme difficulty for the pupil.

"Rowan Branch"

Creating a sketch Creating a sketch Coloring with shading Drawing with shading of leaves The process of shading Painting the contours of the berries Painted brush The process of tracing the contours of a branch Drawing the contours Drawing the veins of leaves Tracing the contours of the berries Brush with outlined berries Drawing the cores of the berries (crosses or stars) Brush with the traced cores Drawing the cores with dots Finished work

"Rowan Branch"

Drawing a sketch with a simple pencil Tracing the contours of a branch Coloring the branch Tracing the contours and coloring the leaves Painted branch and leaves Tracing the contours of the berries Coloring the berries Painted branch and bunches of rowan Drawing the veins Drawing the cores of the berries (crosses) Intermediate stage of drawing Drawing small details Finished work

"Mushroom hedgehog"

Creating a watercolor background While the background is drying, draw the body of the hedgehog Draw the grass with strokes Draw the legs of the hedgehog Draw the face and nose Apply brown strokes - needles Apply strokes with black paint Gouache draw the legs of the mushrooms Draw the caps of the mushrooms Let the gouache dry Use the tip of the brush to outline the legs of the mushrooms The mushrooms are also outlined on the hedgehog Ready Job

"Who hid under the fungus"

We draw the background of the sky with watercolor paint. We draw the grass in a smooth transition. On the wet background we draw clouds in the sky. We draw drops with strokes on the wet watercolor background. We draw grass and leaves with strokes on the wet watercolor background. With gouache we draw the leg of a mushroom. With gouache we draw the hat. beetles Draw details with the tip of the brush Finished work

Natalia Vinogradova
Summary of a lesson on speech development in the preparatory group ( lexical topic- “Berries”) “Mishutka’s delicacies”

Target: Strengthen children’s ability to distinguish berries: forest, garden.

Tasks:

1) Improving grammatical structure speeches, skills word formation: form nouns with diminutive suffixes; form relative adjectives.

Development of coherent speech: learn to write descriptive stories.

Replenishment of vocabulary stock: word assorted.

2) Development visual attention and perception, thinking, memory, fine and gross motor skills, coordination speech with movement.

3) Formation of skills of cooperation, mutual understanding, goodwill, independence, responsibility. Nurturing love and careful attitude to nature.

Equipment: Pictures showing berries, ball, visual diagram for writing a descriptive story, glue, cardboard jar.

Progress of the lesson:

Guys, he came to visit us bear and he wants to tell you riddles about his favorite treats. Let's try to guess them.

Red beads hang

They are looking at us from the bushes.

Love these beads very much

Children, birds and bears. (Raspberries)

I'm red, I'm sour

I grew up in a swamp

Ripened under the snow,

Come on, who knows me? (Cranberry)

She was green, small,

Then I became scarlet.

I turned black in the sun,

And now I'm ripe. (Blueberry)

I'm a drop of summer

On a thin leg.

Weave for me

Bodies and baskets.

Who loves me

He is happy to bow.

And she gave me a name

Native land. (Strawberry)

Well done guys, you guessed everything right. Tell me, what were these riddles about? How to say it in one word?

What kind are there? berries? (garden and forest)

What kind of gardening do you know? berries? Which forest ones?

Finger gymnastics

One, two, three, four, five, The fingers of both hands shake hands.

We're going for a walk in the forest. Both hands "they're coming" index fingers

For blueberries, for raspberries, and middle fingers on the table.

For lingonberries, for viburnum. Bend your fingers, starting with the thumb.

We'll find strawberries

And we'll take it to my brother.

A game “Make pictures and name them”

Each child has an envelope with cut-out pictures. berries.

The child collects the picture and names berry.

Writing a story according to plan

Where does it grow?

What colour?

What can you cook?

Physical education minute

We walked, walked, walked. (Legs slightly apart. Hands on the belt. Steps in place, watch the position of the torso)

Found the strawberry.

They sat down, ate and went again. (Sit down, touching the floor with your hands, look forward)

We walked, walked, walked,

Blueberry found...

Ball game "Call me kindly", "One is many".

Words: cranberries, raspberries, lingonberries, blueberries, blackberries, wild strawberries, strawberries. (sit down at the table)

Guys, what can you cook from berries? (jam, compote, juice, pies).

Guys, Mishutkina grandma sent you treats, including juice, jam, and pies. Now I’ll give it to everyone and you name what you want. Gotcha:

Strawberry jam – strawberry jam;

Cherry pie – cherry pie;

Raspberry juice – raspberry juice, etc.

Guys, let's also prepare a gift for Teddy bear and his grandmothers. (On everyone’s table there is an image berries, the teacher has a cardboard jar). Each child glues his own to the jar. berry and says: I add strawberries to the compote, blueberries to the next, etc.

What is the name of this compote? (assorted, repeat a new word.

Summarizing.

Publications on the topic:

Summary of the lesson “Reinforcing the prepositions B-IZ”. Lexical topic “School” Goal: To consolidate the children’s acquired knowledge about school, school supplies. Objectives: Educational: to consolidate the prepositions in, from; consolidate agreement.

Individual work on speech development. Lexical topic: “Furniture” Goal: to consolidate children’s knowledge on the topic; continue work on the formation of the grammatical structure of speech; sound culture speeches; communication development.

Summary of a frontal speech therapy lesson in a senior group on the lexical topic “Transport” Target: Correct pronunciation R sounds, improving word formation skills. Objectives: Correctional and educational. 1. Expansion.

Summary of a speech therapy lesson for children of a speech therapy group preparatory to school. Lexical topic “Wild animals” Correctional and educational goals. Activation and updating of the dictionary on the topic “Wild animals of our forests.” Improving grammar.

Abstract of educational activities on ecology and speech development in the preparatory group Topic: “Charming autumn” Objectives: to consolidate children’s knowledge about the signs of autumn; remember poems, proverbs, sayings about autumn; develop observation and cognitive skills.

Lesson summary Lexical topic: “Journey to the spring forest” Goal: overcoming and preventing speech disorders through the development, education and correction of the motor sphere in children in combination with the word.

Svetlana Agafonova
Summary of a lesson on the surrounding world in a preparatory group on the topic “Wild berries”

Familiarization with the world around us in the preparatory group on the topic"Berries"

Tasks:

Generalization and systematization of ideas about the changes occurring in the life of the forest in autumn, about wild berries , places of their growth;

Activation and updating of the dictionary topic« Berries» .Forest in autumn” (forest, swamp, berry, cranberries, lingonberries, blueberries, cloudberries, blackberries, raspberries)

Fostering a caring attitude towards nature.

Progress of the lesson

1. Organizational moment

spherical shape,

Berries have,

In the swamps in autumn,

They know how to ripen! (cranberry)

A lot of berries in baskets,

There are blueberries and cloudberries.

Here the blackberries are turning black,

Nearby is red. (cowberry)

IN:- What did I ask a riddle about?

D:-O berries

IN:- Today we will talk about late berries. Cranberries ripen in the swamps in late autumn. It grows on hummocks berries lie directly on the moss. Berries are visible from afar, and the stems are invisible. But if you look closely, you will see that there are thin threads stretching across the moss cushion, and on them are hard shiny leaves.

-« Little black berry“, little, sweet, cute for the kids” - this is what people say about blueberries. Blueberry bushes grow in peat bogs.

She was born in a swamp,

Hidden in the soft grass.

Yellow brooch- berry(cloudberry)

It is large, juicy, beautiful berry.

Grows in the north. Found in mossy swamps, along the banks of rivers and lakes, on forest glades. It is a medicinal product.

Lingonberry is a small creeping shrub. Taste the berries resemble lingonberries. From berry jam, and the leaves are used to make medicine.

Blackberries resemble raspberries. The berries look black, but in fact these are black the berries only seem, they are painted in a thick dark purple color. From berries blackberries get very delicious jam, jam, jelly. Late autumn In the forest you can only collect cranberries, lingonberries and rowan. Rest berries at this time you will no longer meet.

2. Physical exercise "By berries»

IN:- And now I suggest you go into the forest for berries. And we will take baskets with us to collect berries.

We to went out to the forest meadow,

Lifting your legs higher

Through bushes and hummocks,

Through branches and stumps.

Who walked so high -

Didn't trip, didn't fall.

So we came to the clearing.

(Children go one after another, bend over, pretending to gather berries).

We collect in the forest

Cranberries and lingonberries, (There are pictures on the carpet depicting berries)

And we will carry it home Children only collect berries.)

Full basket.

2. “What taste?”

Blueberries have a sweet taste, cranberries have a sour taste, lingonberries have a bitter-sour taste, cloudberries have a sweet taste, blackberries have a sweet and sour taste, and rowan berries have a bitter taste.

3. Game "The Fourth Wheel"

IN:- When berries are brought from the forest, they are usually sorted out, cleaned of leaves, unripe berries, miscellaneous forest waste, which could end up in the basket.

Lingonberries, blueberries, sticks, cloudberries;

Blackberry, rowan, cranberry, leaf;

Cranberries, cloudberries, flowers, lingonberries;

Blueberries, cranberries, twigs, blackberries.

4. Ball game “These are the kind of chefs”

IN:- There are blueberries, wild strawberries, blackberries and lingonberries.

All you have to do is talk about Boil some berries for us.

I'll throw you a ball and start a sentence. You will catch the ball and finish the sentence.

IN:-You can make… from blueberries.

D:-Blueberry jam.

IN:-Cranberries can be used to prepare...

D:- Cranberry compote.

IN:- Lingonberries can be used to prepare...

D:- Lingonberry jam.

IN:- Cloudberries can be used to make...

D:- Delicious fruit drink.

IN:-What else can be prepared from berries?

D:- Delicious pie, cakes, pastries.

6. Summing up classes

IN:-Who needs berries?

D:-Animals, birds, insects, people.

IN:- "What kind of benefits of berries?»

D:- They contain many vitamins that are beneficial to humans. Medicinal decoctions and fruit drinks are prepared from them.

IN:- Among the people They say: “To live near a forest, you won’t be hungry. Why do they say this?

D:-The forest is our wealth, it must be preserved and protected.

Bibliography:

1. Nishcheva N.V. Modern system correctional work in speech therapy group for children with general underdevelopment speech. -SPb.: Publishing House LLC "Childhood-Press",2013.-624 p.

2. Lozbyakova M.I. Learning correctly and clearly speak: A manual for speech therapists, educators, parents. M.: Ventana - Graff, 2003. - 304 p.

Publications on the topic:

Summary of a lesson on the world around us in the middle group “Space Travel” Space trip. Goal: Development of patriotism. Socialization. Show that people's dreams come true (flight into space). Objectives: 1. Educational.

Summary of a lesson on the surrounding world in the senior group "Cosmos" Summary of a lesson on the surrounding world in the senior group on the topic “Space” Objectives: - Formation of ideas about space, space exploration by people, work.

Lesson summary for the middle group on the environment “Pets” Topic: “Pets” Objectives: To introduce children to such concepts as “pets” and their “cubs”. Develop attention.

Cognitive and creative project with children of senior preschool age