• Involve children in playing and a voice interaction with their peers;
• encouraged to build a small text-description;
• formulate proposals of different grammatical structure;
• strengthen vocabulary, focusing on adjectives;
• develop diction, articulation apparatus children;
• clarify and reinforce the correct pronunciation of sounds w, w;
• to raise the interest in writing, elementary understanding of linguistic reality.
Materials and equipment: mouse, bear, fox (toys); cards with the words: bear, mouse and; cover for the puppet theater.
TABLE OF CONTENTS
Mentor offers kids play the game «Guess the description»:
— Guess who is she red, sly, her sharp ears and a big bushy tail. She lives in the woods, hunting for hares. (Fox).
— It’s small, a little gray. She has small ears and a long tail. He likes bread crumbs and collects seeds in a field. He lives in a burrow. (Mouse).
— He’s a big, clumsy. He had a tidy little ears and a tiny, short tail, which can not be seen. He loves honey, raspberries, fish. He lives in the forest. In winter, sleeping in the den. (Bear).
Children conjectures do not find the right answer. As an educator demonstrates guessing riddles toys.
Mentor appeals to children:
— And now you will make come true your puzzle-description.
5-6 wanting to listen. If necessary, the teacher provides assistance by asking leading questions: where does he live? he loves? What’s his tail? It is necessary to explain to the child that zagadyvaya puzzles, no need to pick up a toy and it should not be called. No need to also work on a full description of the child’s toys. It is sufficient that it will feature listed 2-3.
— With our baby animals occurred here what history:
Mouse wandered across the field, collected seeds. Suddenly, her fox ran. The mouse ran away. (The words are accompanied by a teacher’s actions with toys.)
— Help, Help!
— Now I’ll eat you! The mouse ran to the woods and ran into the bear’s den.
— Who’s stopping me to relax?
— Teddy bear, teddy bear, help! For me, being chased by a fox!
— Do not be afraid, to me it does not finds itself.
Fox ran to the den, licked her lips, and left with nothing. A bear and a mouse become friends.
The provider offers to any of the children’s show and tell how the fox hunted mouse. The teacher presents baby toys, is speaking on behalf of the author, and encourages the child to pass a dialogue role. Possible and this option when a child acts with toys and says dialogue itself. In this case it is from the author to say is not necessary. (Wanting to listen to 4-5.)
The teacher provides the children stand and say chistogovorki:
Bear, my friend,
(Read the first at a moderate pace, quietly, helping himself with his hands, clenching and unclenching his fingers. Then read chistogovorki teams embracing.)
Mentor appeals to children:
— Bear and Mouse want to play with you. They will call the words and sounds. If you hear the sound Well — clap your hands, and if you hear — sit quietly.
Educator says, sounds and words, intonation emphasizing sound w: w, x, and, to, well, my friend, pie, raspberry, fish, honey bear.
— And now the job is changing. If you hear the sound of sh — put a finger to his lips, and if you hear — sit quietly.
The teacher says, sounds and words, intonation emphasizing sound w: w, w, and t, u, bear, mouse, cheese, coat, milk, sour cream.
The teacher appeals to children:
— Today we played with a teddy bear and a mouse. Guess what words will appear on the board right now? (The teacher puts the cards on the board with the words bear and mouse.)
First he read tutor written, then the children read the words of the chorus and individually. Cards with the words changed places again and read them in order: mouse and bear.
When reading the teacher draws the children’s attention to the fact that the word «mouse» is heard the sound of a hard m, and the word «bear» — a soft sound NIL. To do this, he utters words with the release of intonation sounds m, NIL and underlined isolation shock vowels: m mmmyyyshka, NIL mmmiiishka.
At the end of class the teacher offers children to come up with proposals with the word «bear». (To listen to everyone.)
In the afternoon, the teacher brings the group of toys, the screen for the puppet theater, and offers children an idea about the play by a fox, bear and mouse to the other dolls.
Some children will be able to accurately reproduce the actions, events and content of history that in the early days they offered caregiver. Others may improvising, make changes to the already well-known to them the story. For example, a game of «Puppet Theatre» kids can go to the evening acting out fairy tales for kids or for a celebratory concert with the participation of singers, musicians and readers, reflecting their significant emotional experience.
The content of these activities contributes to the enrichment of amateur games. Children take the initiative in the creation of game design and implementation of its content. You may notice some of them are trying to take on different roles and perform them one by one in a single plot. For example, a child may initially offer its partners on the game Mothers and Daughters role of «mother» and then «children».
Visit the theater turns children into «artists» who act out scenes from fairy tales, improvising, inventing new adventures. Thus, the combination of roles within a single plot indicates that the focus of attention are the relationship of the characters.
In addition, the use of gaming devices in class extends a personal gaming experience children. The child has to offer peer ball game «Spell the word», which include information provided by the teacher on different themes: animals, transportation, etc