Child's speech. Speech development classes for children

Summary of a lesson on speech development on the topic
"Spring came"

Teacher Khorolskaya O.N.

(preparatory group)

Target:

To contribute to the generalization of ideas about spring as a time of year, about the life of animals, birds, about weather conditions in spring; to form a positive emotional attitude towards the beauty of spring nature.

Educational objectives:

Expand and activate children’s vocabulary on this topic; consolidate word formation and inflection skills; strengthen the ability to answer questions in complete sentences.

Developmental tasks:

Development of coherent speech, articulation, fine and general motor skills. Development of coordination of speech with movement, development of memory, attention, thinking.

Educational tasks:

Fostering activity, initiative, independence,

creativity, imagination.

Equipment:

Subject pictures (sun, stream, thawed patch, grass, buds, insects, birds), paintings from the series “Birds” (cuckoo, nightingale, rook, starling, swallow, woodpecker, bullfinch), “Primroses” (snowdrop, mother-and- stepmother, crocus, lumbago, lungwort, anemone), Snowman doll, audio recordings: P. Tchaikovsky “Seasons. Spring”, “Bird Voices”, painting “Early Spring”.

Progress of the lesson:

1. Organizational moment.

Guys, let's welcome our guests. On this sunny morning, I hope you are in a good mood, let's smile at each other and start the lesson. And today we’ll talk about a wonderful time of year - spring.

(Music by P. Tchaikovsky “Seasons. Spring” sounds.)

2. Conversation.

Look, we have a guest - Snowman. Guys, he has never seen spring. Let's tell him what it is?

What is spring like in our area? (Cold and warm, rainy, sunny, cheerful, etc.)

In spring, you want to speak only kind words.

Game "Say kindly."

I will say the sun, and you affectionately - the sun, a branch -..., a tree -..., a leaf -..., a stream -..., a puddle -..., a cloud -..., grass -.... Well done!

Now let's go on a spring trip. What kind of transport should we take to get a good look at everything? Children's answers. Of course, by train.

So, let's go. And we invite our guest with us.

While we're driving, let's remember some signs of spring using our tongue.

Articulation gymnastics:

the sun is warming up more and more, long icicles (“needle”) are growing on the roofs of houses, ringing spring drops are heard everywhere (den-den-den), puddles have appeared (“pancake”), buds are bursting on trees (“horse”), birds are howling nests (“calyx”).

The first station is “Fine Weather”.

Let's go out for a walk. The spring sun greets us. What's the sun like in spring? (Round, yellow, golden, affectionate, warm...)

Tell me, guys, who will the sun wake up in the spring? And my pictures will help you. Put them in order.

Game "What for what?"

The first picture is “sun”.

Children lay out pictures on the floor: sun - thawed patches - grass - buds - insects - birds. Children make up a story: The sun will warm up - the snow will melt - streams will run - the first thawed patches will appear - young grass will grow - buds will swell - insects will appear - birds will fly in.

You did well, well done! And you, Snowman, remember everything?

In spring, nature awakens from winter sleep. What do you do when you wake up? That's right, wash your face. The earth, plants, grass also want to wash themselves. But how? They are waiting for warm spring rain. He will wash everything and give everyone something to drink.

Finger game "Rain":

Drip-drip, drip-drip,

Who's walking down the street?

Drip-drip, drip-drip,

Does he sing this song?

Rain, rain, more fun,

Drip, drip, don't regret it.

The gardens are being washed,

The flowers are smiling.

You and I will be glad.

Let's hide from the rain in the trailers. Let's move on.

The next station is Lesnaya.

We guys found ourselves in a spring forest. What trees grow in the forest? Children list. Spin around on one leg and turn into any tree.

Children complete the task.

I see slender birches, mighty oaks, neat fir trees. Dear trees, feel how the sun gently warms you, how you wake up after a long winter, take in spring juices from Mother Earth, buds swell on your branches and the first tender leaves and young needles appear. What made you happy? How did you feel? Children's answers.

Spin around on one leg and become yourself.

And here are the first flowers! (There are pictures of primroses on the board.) Name them. Children's answers.

Breathing exercises:

Let us inhale the aroma of these flowers. Watch me do it. Slowly inhale air through your nose, hold your breath, and as you exhale say: “The flowers smell so delicious.” ( Repeat again.)

Guys, close your eyes, listen, what are these sounds? (Audio recording of “Bird Voices” plays.)

Many birds flew into the forest. What do we call birds that have returned from warmer climes? Children's answers. Select pictures of migratory birds.

Children choose pictures - rook, cuckoo, starling, swallow, nightingale and explain their choice.

How many nests appeared! Let's do the math.

Game "Count."

One is a nest, two are nests, three are nests, four are nests, five are nests.

Why do people love birds? How can we help birds in spring? Children's answers.

Why are there no animals visible? They are all very busy. What do you think? Children's answers.

We return to the city and board the train.

Game “Which one? Which? Which?"

Let's play with the word “spring”: for example, the month (which?) of spring, day -..., sun..., rays-..., sky-..., streams-..., weather-..., rain-..., flowers-...

The next station is “Kindergarten”.

Sit down on the chairs. Let's talk about how everything changed in the city in the spring.

Conversation on the painting “Early Spring”.

What time of year is shown in the picture? How did you guess?

What can you tell us about trees and birds?

Who do you see in the picture? Where are the children and what are they doing?

What mood are the children in?

How does this picture make you feel?

Conclusion.

What time of year were we talking about today?

Let's remember what we did today, where we went?

Well done! You did an excellent job with all the tasks. I think our guest Snowman is happy, he now knows what a wonderful time of year - spring. And he has prepared a small surprise for you - colored pieces of ice - a reminder of his favorite winter, but they are so bright, as if spring had painted them with its colors. Help yourself. And we say goodbye to our guest until next winter.

The development of speech in preschool childhood naturally plays a leading role. As speech develops, thinking develops. Speech acts as a communicative, educational, educational basis; the child’s further education at school depends on the quality of speech. In preschool age, it is important to develop the child’s vocabulary and create conditions for the development of children’s grammar and phonetics. In this regard, it is also important to develop fine motor skills of the fingers as a factor stimulating speech. In a preschool group, it is important to teach children to distinguish sounds and develop auditory attention. In general, all this serves to develop coherent speech. High results in the development of coherent speech in preschoolers are an indicator of the work of parents, educators, and speech therapists.

Thematic classes fully address the issues of speech development. The complex impact on a child’s speech remains one of the leading ones in preschool practice. Therefore, it is advisable to conduct speech therapy classes with a group of children thematically.

Note 1

Subject: Dentist Day

Target: children's speech development

Tasks: clarify the correct articulation of the sound C, consolidate the ability to determine the position of the sound C in words, enrich children’s vocabulary with the concepts of profession, dentist, benefit, approval, develop the mobility of the articulatory apparatus, speech breathing, creative thinking, cultivate the correct attitude to health, “sense of language.”

Equipment e: a disc with a recording of the song “Smile”, a disc with a recording of cheerful music, models of products, cards - symbols for the stages of classes, toothbrushes, booklets with tips on how to keep your teeth healthy, a picture of a tongue - a dentist, a Svetlana Sergeevna doll in a doctor’s costume.

Progress of the lesson:

1. Organic moment

– guys, do you like to learn new things and tell them something interesting? Then I invite you to class, come in and sit on the chairs.

2. Main part

– at the beginning of February (that is, this month), many countries celebrate Dentist Day.

- Who is this dentist? This is a doctor. But the doctor is special, he has his own specificity, he is a dentist.

– So on Dentist’s Day we will congratulate... And how do they congratulate you on the holidays? (they wish well, give gifts)

– All dentists consider good, healthy teeth for their patients to be the best gift. Who are these patients? (clients, visitors)

– What teeth can be called healthy and good? (which don’t hurt, don’t bother)

– We will look at 4 signs of dental health.

– So, the first sign is light, fresh breath. Tell me, guys, when do they say “a tooth doesn’t match a tooth”? When it’s cold, a frozen person’s teeth chatter and they say that tooth doesn’t touch tooth. When can a person get very cold? What time of year? In winter. Let's catch a light winter cloud and tame it. Training a cloud - when you inhale, release the cloud, inflate your stomach, when you exhale, pinch the cloud, pull in your stomach.

- And now let’s remember the winter proverb and repeat it all together while standing (for a word a lot - spread your arms wide, red, beautiful cheeks - rub your cheeks with your palms, have flown - raise and lower your hands):

We're in January frost
Brought a lot of freshness.
The cheeks are red and beautiful!
And February snowstorms
They circled and flew.

– Do we have fresh, easy breath? This means that next to the first sign we will place a smiley face (any symbol - a smiling sun, a face).

– What does the next symbol mean? That's right, healthy teeth are clean teeth. A tongue came to visit us, and he will help us do a language warm-up. Do everything with me, be careful and diligent.

The tongue is familiar to you, children,
We will greet him with a smile.
Let's smile broadly
Just one more time!
(smile, held wide, all teeth visible)
Dentist is our language
I'm used to taking care of my teeth.
Let's open our mouth wide
We can easily knock all our teeth.
Skim the teeth
We all need it silently.
(we brush our teeth, hit our teeth with our tongue)
Let's hide the upper teeth,
Let's hide the lower teeth.
We won't shut our mouths,
We will definitely do it.
The doctor looked at his watch,
Patients - come in.
(watch)
Our doctor advises everyone
Keep the sky clean.
Rinse your mouth with water
We start everything in a crowd.
(cleaning the sky)
Listen to me
The horse's teeth are strong
The horse galloped on its way,
Stopped to rest.
(horse, fungus)
Our tongue has become a spoon
He stirred some syrup for us.
(cup, twist the cup)
The doctor was detained by the coward,
And the brave man let the doctor in
The coward has a toothache
The brave man never does.
(we hold our tongue with our teeth and push it towards ourselves with force)
We said goodbye to the doctor.
They waved a handkerchief after him.
(swing)

Our teeth became clean after performing articulation exercises. Let's put a smiley face on this symbol too.

– What does the next, third symbol mean? Only healthy teeth are strong. Our teeth need protection, and the food we eat greatly affects the strength of our teeth. You know which products are beneficial to teeth, or in other words - which products a dentist would approve for us, and which ones would be said to be harmful and not beneficial. I will now distribute the food to you, and you come to the table and put healthy foods on a pink dish, and harmful foods on a brown dish. Dummies of apples, pears, ice cream, chocolate, onions, carrots, walnuts in shell and without. So, let's check. I'm showing the products from the pink dish, if you agree that they should be there, clap. Have you checked? Well done! We also put a smiley face on this symbol.

– What does the next symbol mean? A beautiful, open smile. Guys, do you remember the song that talks about smiling? Of course, this song is called “Smile”. Let's sing a verse of this song.

– What holiday are we talking about today? About Dentist Day. Who is being congratulated on this day? Dentists. Let's say this word again and listen to what the first sound is in it. WITH tomatologist Sound S. Guys, what do our lips, teeth, tongue do when we pronounce this sound? The lips smile, the mouth is slightly open, and the tongue is hidden behind the lower teeth and allows air to pass through the middle of the tongue.

– Today, guys whose names have the sound S in their names will come to see the dentist Svetlana Sergeevna. Do you know these guys? Let's name them. (Semyon, Savely, Sasha, Oksana, Vasya, Larisa, Denis, Suzanna, Styopa, Sonya, Kostya),

– Now we have listed all the patients, but tell me, is the sound C in the same place or in a different place in all words? Indeed, the sound C can be at the beginning of a word, in the middle or at the end. I name the word, and you try to determine where the sound is. If at the beginning, then the word begins with this sound, if in the middle, then there are other sounds before and after the sound C. And if at the end, then the word ends with this sound. Let's define it.

– What great fellows you are! I'm having a telephone conversation. Dentist Svetlana Sergeevna was in a hurry to come to our lesson, but on the way she was kidnapped by the evil witch of bad teeth and does not want to give her to us. How can we help Svetlana Sergeevna out? Your suggestions. I know one little secret - the evil witch of bad teeth is very afraid of the cheerful dance of the fairies of tooth cleanliness, and if we managed to ask the fairies to perform the dance, then the evil witch of bad teeth would disappear, and Svetlana Sergeevna would be saved. The fairies of dental cleanliness agreed to help us, we just need to get everyone ready to dance, and for this we need to say - “ace - ace - ace - the dance is waiting for us.” The fairies and we will dance a merry dance, guys, let’s dance more merry, the fairies need our help! From such a dance the evil witch of bad teeth disappeared.

- And here is Svetlana Sergeevna. “Hello guys, thank you very much for your help, I’ll dance for you too.” (The doll dances a cheerful dance.)

- Well, guys, how do they congratulate you on the holidays? They wish for something good. Let us also congratulate Svetlana Sergeevna, because Dentist Day is her professional holiday (we wish you happiness, health, success).

– Was it a good Dentist Day?

3. Summary

– What do you remember from today’s lesson? What new did you learn?

Guys, I really liked the way you worked today. So that you remember about our lesson, I want to give you a reminder bookmark Annex 1, which says that you need to strengthen your teeth. And the toothbrushes are from our dental cleanliness fairies. Be healthy guys!

Note 2

Subject: Circus.

Target: differentiation of sounds S - C, development of vocabulary, speech breathing, mobility of the articulatory apparatus, sound discrimination, education of correct pronunciation, curiosity, activity.

Equipment: poster, monkeys - simulator (board game “Catch the Monkey” by Samyonok), dodgers, drawing of a circus tongue, clown coloring pages, clown for reflection.

Progress of the lesson:

1. Organic moment

– Urgent announcement:
The circus is preparing a show!

Guys, what is a circus? Do you want to go to the circus? Then welcome to class!

2. Main part

– What is the name of the stage in the circus? Arena. I invite you to take your seats, do you have your tickets to the circus? What is the name of the person who checks the availability of a ticket? Ticketer, controller.

– The program begins, our first guest is a fakir. Who is this, guys, what does he do at the circus? Yes, he casts spells and controls fire - a very courageous profession. And you and I, after watching the fakir’s performance, will put out the fire and cool his hot body. Fire on your palms, bring it to your mouth, blow it out, making sure your cheeks don’t puff out. Inhale through your nose, exhale through your mouth. And now an interesting trick - while inhaling, bend over and do a swallow, hold your breath and, exhaling through your mouth, lower your leg to the floor. Three times.

Here in the circus the audience is noisy
The magician is already standing.
He's a real acrobat
And I’m very glad to see all of us!

Let's do exercises for the tongue, and our acrobat will help us.

The tongue is our circus performer,
The highest class will show us

Now we'll go to the circus,
We open the door wider,
Let's smile broadly
Very clever and easy!
Fence smile
We are greeted by a kind elephant,
He pulls his long trunk.
The elephant is famously trained,
Learn to twirl your trunk!
tube
Tiger Fred licked his lips
He's looking forward to breakfast and lunch.
Delicious jam
He's hurrying towards us on horseback
A dashing circus horseman!
horse
Clown Petya is like a ball
Jumps for teeth from above!
He cleverly made the bridge,
A true champion.
Sail-slide
In the arena - a famous yogi,
He is very interesting to us.
He lay on the nails,
Without even moving, “ah!”
Wind paddle
Goodbye, we'll say
And let's wave one, two, three!
Swing
The circus performer can prance,
Train animals and birds,
And spin on the trapeze
And dance on a tightrope!

The circus performer can also bend and bend very strongly. Guys, what letter have we become like? C. Let's pronounce the sound C. What does our tongue, lips and teeth do when we pronounce this sound. Very good. Now listen to what I call you, and you will hear what sound I highlighted. Good fellows and beautiful girls. What sound did I highlight? Sound T. And when we pronounce it, what do our teeth, lips, tongue do. What is the difference between the two sounds we named? What do they have in common? Both whistle, both are deaf, the tongue of both sounds is below, behind the lower teeth. But when we say S, the smile is in a constant position, and C, the mouth opens wider.

- When you hear C, clap, when you hear C, stamp. SSTSSPISTSATS

- Hear in the syllable c - clap, c - stomp. sa so tsa tsy si tsu

- And in the word which sound is one of these: heron, cheese, chicken, circus, beets, tsits, hat.

– Correct the sentences: Sveta and Seryozha came to the circus. What were the guys' names? What do the guys' names have in common? They start with the same sound.

The heron was eaten by a frog.

- Let's learn a simple phrase:

Tsa-tsa-tsa, the sheep is running
And behind her are two pigs.

– Who are these trainers? Who can be trained in the circus? Name it. Today we will train monkeys. Let's split into two teams. Everyone must run with the monkey to the chair opposite and bring a fishing rod to their friend. Who will be the real trainers?

– And today we’ll exercise our hands: we’ll sing a circus tent. But first, let's remember what sounds we sing - a o u and y e. Welcome, arena, tiger, lion, donkey, cat, clown. (Use of T.S. Ovchinnikova’s manual “Speech therapy chants”)

- Oh, someone is coming towards us. A clown comes in while music is playing. You recognized me? Do you know what I do at the circus? I can do everything that an ordinary circus performer can do, but I do it all funny. Let's juggle, do you guys know who a juggler is? This is a person who moves various objects in his hands at high speed, causing objects to fly in the air. (Children are offered “Dodgers” - exercise equipment made from plastic bottles; balls and caps from plastic bottles can be used as a roller)

– Let’s lift the barbell, but it’s very heavy. Psycho-gymnastics. We imagine how difficult it is for us to lift the barbell, how we bend under the weight first in one direction or the other. And now we’ll pull the rope in teams, right? We imagine a rope in our hands, and together we all pull it together.

– The clown says goodbye to us, because he still has performances waiting for him, and he has prepared coloring books for you as a gift. Look how wonderful they are.

3. Summary

– did you like the lesson? What did you like about the lesson? Our clown is missing something on his face, draw a clown (sad or happy) that matches your mood during class.

Abstract

lesson on speech development in secondary group No. 7 on the topic:

"My dear mother"

Compiled by the teacher

Serebryakova N.A.

Nizhnekamsk.

Republic of Tatarstan.

Topic: "My dear mother."

Target: develop dialogical speech, encourage monologue; continue to learn how to answer questions clearly; write a descriptive story based on a photograph; activation of adjectives and verbs in children's speech.

Material: photographs of mothers, whatman paper, sheets (petals) of paper for making a collage.

Progress of the lesson.

Introductory part.

The teacher reads a poem by Ubair Rajai, addressing the children:

Who came to me this morning? Mommy!
Who said: “It’s time to get up? Mommy!
Who managed to cook the porridge?...
Who poured tea into the cup?...
Who braided my hair?...
Cleaned everything at home, swept it?....
Who as a child loves laughter?...
Who is the best in the world?....Mommy!

Who is this poem about?

What are your mothers names? (give first name, patronymic).

What beautiful names your mothers have.

Main part.

Guys, do you love your mothers? (Yes). Do you want to give a gift to mothers? (Yes). Here, look how magical this chest is. Let's choose the most tender, kind words for our mother and put them in our chest. (Children select words. The teacher helps the children with leading questions. Writes the words on a piece of paper in the form of a petal).

When does mom hug, stroke, kiss? Which? (affectionate).

When mom smiles and laughs? Which? (cheerful).

When children are naughty, but mother doesn’t scold? Which? (good).

And if you love your mother, what is she like? (affectionate).

Well done! That's how many wonderful words we collected in a chest for mom.

In the meantime, we will close it so that our words are not lost and forgotten.

Game “Tell about Mom”

The teacher starts first. He shows the children a photograph and talks about his mother. For example: “My mother’s name is Valentina Anatolyevna. She works in a hospital as a doctor. My mother heals people. She is kind, cheerful, affectionate, beautiful, beloved....”Then the children show a photo of their mother and talk about her.

Physical exercise “Mom”.

The teacher reads a poem, the children perform the appropriate movements.

I love my mom
I will always help her:
I wash, rinse,
I shake the water off my hands.
I'll sweep the floor clean
And I’ll chop firewood for her.
Mom needs to rest
Mom wants to sleep.
I'm walking on tiptoes
And never, and never
I won't say a word.

It’s so good when every child has his own mother. What kind of mothers do animals have? (Game with illustrations).

The rabbits mother is a hare.

The mother of fox cubs is a fox.

The cubs' mother is a bear.

The mother of wolf cubs is a she-wolf.

Baby squirrels' mother is a squirrel.

Game “Find a pair”.

The teacher lays out inverted pictures of domestic and wild animals and their young on the table, so that they form pairs, and invites the children to take one picture each, but not show it to anyone. As soon as the music starts, “mother animals” and “cubs” begin to move around the group, imitating the movements of a bear, a fox, a squirrel... If they find it difficult to find a pair based on their movements, they call each other with characteristic sounds.

Animal mothers love their children just as much as your mothers. They teach them everything: to wash themselves, brush their fur, run, jump, get food for themselves.

Guys, show how your mothers taught you everything (children show movements, repeat verbs).

Walk
Jump
Wash your face
Comb your hair
Eat with a spoon
Stomp your feet
Clap your hands

Guys, let's say loudly to our mothers for teaching us everything: “Mommy, thank you!”

Preview:

Municipal budgetary preschool educational institution

"General developmental kindergarten No. 17"

Class

on speech development in the middle group

"Forest inhabitants - animals"

Compiled by the teacher

Serebryakova N.A.

Nizhnekamsk.

Republic of Tatarstan.

Program content:

Clarify children's knowledge about wild animals, their homes, and what they eat.
Teach children to distinguish and highlight adjectives and nouns in gender and number in phrases.
Teach children to write short descriptions of stories about wild animals according to the proposed plan.

Dictionary: den, hollow, hole, lair, fluffy, golden, toothy, dexterous, agile, clubfooted, shaggy.
Equipment: subject pictures depicting wild animals, subject pictures depicting wild animal dwellings.

Progress of the lesson.

Listen to the story “Who sleeps where”

Educator: Children: . Teacher: Children: Agile, nimble,.

Children: Teacher: Children: M. .

Children: duh. Teacher: , h Children: .

Children: Hare. Educator: Children: B. Children: Children: .

Educator:

Children: Oh. (Children's stories)

Preview:

OOD on speech development in the second junior group.

Journey through the fairy tale "Teremok"

Target: development of coherent speech in children.

Tasks:

Educational: development of attention, visual and auditory perception, intonation expressiveness of children’s speech, the ability to coordinate words with movements,development of creative imagination: depiction of the habits of animals, imitation of the movements of animals - heroes of a fairy tale.

Educational: familiarization with national culture, nurturing interest in Russian folk art and the native language, nurturing friendly relationships, friendship, and mutual assistance.

Educational:enter adjectives into the active dictionary (Russian folk, gray, nimble, green, fluffy, angry, cunning, red, clubfoot),enrich children's ideas about wild animals, note their characteristic features.

Preliminary work:reading the fairy tale “Teremok”, looking at the toy characters and illustrations for the fairy tale.

Equipment and materials:a toy squirrel, a basket of nuts, a screen, equipment for showing slides (laptop), sheets of paper with the image of a wolf's face (according to the number of children), pencils.

GCD move:

Educator: Guys, today we will remember the fairy tale “Teremok”.

A toy squirrel appears.

Squirrel : Hello guys! I came to you with nuts so that you could help me count them (shows a basket of nuts).

Finger gymnastics “Squirrel”

A squirrel sits on a cart

She sells nuts

Little fox-sister, sparrow, titmouse,

Thick-fisted bear, big-eared bunny

(children count their fingers).

Educator : How many nuts did the squirrel sell? (children's answers)

Squirrel : Guys, I also really love nut jam.

Articulation gymnastics “Let’s lick our lips”, “Delicious jam”.

Squirrel : Guys, I also brought you a riddle. Try to guess it.

A house appeared in the field,

It turned into a home

For the mouse and the tit,

Hare, wolf and fox.

Educator : Have you guessed which fairy tale the riddle is about?

Children : About the fairy tale “Teremok”.

Educator : Guys, today in class together with Belka we will remember this fairy tale. Belka, what kind of fairy tale is this - Russian folk tale or not?

Squirrel : Russian traditional.

Educator : Guys, why Russian folk?

Children : Russian folk, because people invented it.

Educator : Guys, how does the fairy tale “Teremok” begin?

Children : “There is a tower in the field.”

Educator : Guys, what is a teremok?

Children: House.

Educator : That's right, this is such a small elegant house.

Guess the riddle and find out who was the first to discover this house.

Lives in a hole

Gnawing on crusts.
Short legs;

afraid of cats.

Children : Mouse. Little mouse.

Educator : Right. First, the mouse found the mansion. Describe the mouse, what is it like?

Children : Small, gray, nimble.

Educator : What does a mouse like to eat?

Children: Crusts, cheese.

Educator : How does a mouse run? Show.

Children imitate a mouse running - on its toes, with its front paws tucked in, in small steps.

Educator : The mouse knocked on the little house and asked what?

Children : “Terem-teremok! Who lives in the mansion?

Educator : It turned out that there was no one in the house. What happened then?

Children : The mouse settled in the little house.

Educator : Who was the next to find the tower? Guess it!

What a strange little animal
Jumping along the path?
And not a soft toy,
And not a round ball.
She has only words:
He only knows “Kwa, kwa, kwa...”

Children: Frog.

Educator : What kind of frog? What does he eat?

Children: Green, eats mosquitoes and midges.

Educator: Show our guest Belka how frogs jump.

Children jumping on the rug. Then they sit again in a semicircle on the carpet.

Educator : What did the frog ask when she came to the tower?

Children: “Terem-teremok! Who lives in the mansion?

Educator: And the mouse answered, “I, little mouse,” and invited the frog to live with her. The two of them began to live together: the little mouse and the frog.

Educator : After the frog, who came to the tower?

A ball of fluff, a long ear,

Jumps deftly and loves carrots.

Children: Runaway bunny.

Squirrel : Guys, I know an interesting game “The little gray bunny is sitting” and I suggest you play it on the rug.

Game “The gray bunny is sitting”

Gray bunny sitting

And he wiggles his ears.

(raise your palms above your head and wave, pretending to be ears)

Like this, like this

He's moving his ears!

It's cold for the bunny to sit

We need to warm our paws.

(rub your forearms)

Like this, like this

We need to warm up our little paws!

It's cold for the bunny to stand

The bunny needs to jump.

(jumping in place)

Like this, like this

The wolf scared the bunny!

The bunny immediately ran away.

(sit down)

Educator: So the runaway bunny settled in the little house. Three people live together: a small mouse, a frog and a running bunny.

Educator: Who came to the tower next?

Children: Foxy sister.

Educator : Describe the fox. What fox?

Children : Cunning, red-haired, playful.

Finger game: “About a fox.”

A fox runs across the bridge.

Sweeps the railing with his tail.
And towards you there are bunnies,

Little fingers.
“We are not afraid of the fox,

Let’s quickly hide in the forest!”

Educator: The four of us began to live together:mouse-norushka, frog-frog, bunny-runner and little fox-sister. And the next one to come to the tower...

Children : Top-gray barrel.

Educator : Which wolf is on the screen?

Children: Gray, angry.

Educator: How does a wolf growl?

Children: Rrrr.

Educator : Guys, is the wolf evil in this fairy tale?

Children: No.

Squirrel: Guys, it’s true that in this fairy tale the wolf is not at all evil. I have pictures of a wolf, let's draw a smile for him.(work with pencils, draw a smile on the wolf’s face)

Educator : The five of them began to live: the mouse-norushka, the frog-frog, the bunny-runner, the little fox-sister and the top-gray barrel.

Educator: Well, who was the last to come to the tower?

Children : The bear is clubfooted.

Educator: Why is the bear called clubfoot? Show me how he walks(children show how a bear walks: clubfoot, waddle).

Squirrel : Who, guys, knows a poem about a bear?

Reading poetry by A. Barto

“A bear with a clubfoot is walking through the forest”

Teddy Bear
walking through the forest
Collects cones
sings songs.
Suddenly a cone fell
straight to the bear's forehead.
Mishka got angry
and with your foot - top!

" Bear"
Dropped the teddy bear on the floor
They tore off the bear's paw.
I still won't leave him,
Because he's good.

Educator: The animals invited the bear to live with them. But the bear is big - he climbed and climbed into the Teremok, there was no way he could fit. And then he decided to climb onto the roof. What came of it?

Children : The tower fell apart

Educator: At first the animals were upset, and then what did they do?

Children: We decided to build a new mansion, all together. And they built it better than before. And they began to live and get along together and make good things.

Squirrel : Guys, what does this fairy tale teach?

Children : This fairy tale teaches that we need to be friends and help each other.

Squirrel : Guys, I really enjoyed visiting you.

What fairy tale did we remember today? (Children's answers)

Did you enjoy talking and playing with me today? If yes, then clap your hands, if not, then stomp your feet.

You just jumped, played, helped me remember the fairy tale “Teremok”, for your help I give you this basket of nuts.

Educator : Thank you, squirrel. Goodbye.

Preview:

OOD on speech development in the senior group.

"In the land of fairy tales."

Program content: Develop the ability to recognize individual fairy tales by characteristic features and be able to play them out, activate speech, enrich vocabulary, learn to form adjectives from nouns that define heroes; maintain interest in fairy tales and theatrical and play activities, cultivate a friendly attitude towards the heroes of fairy tales and towards each other.

Demo material:A panel for composing the fairy tale “Zayushkina’s hut”, cards for word formation with drawn animal body parts, a teaching aid - a cube with fairy tales, a TV model, elements of the costume of a storyteller, a hare, a bear, a fox, a rooster.

Progress of the lesson.

Educator: Hello, children!

Children: Hello!

Educator: Children, do you know what this magic word “Hello” means?

Children: Be healthy, when we say hello to someone, it means we wish these people health.

Educator: Now let’s play a game called “Hello” (children perform the movements along the lines of the words together with the teacher)

Game "Hello"

Educator: Hello legs!

Children: Hello! (Hands on the belt, march in place, raising your knees high and extending your toes on each syllable)

Educator: Hello, palms!

Children: Hello! (Clap your hands for each syllable, simultaneously with the words).

Educator: Hello cheeks!

Children: Hello! (head turns right left)

Educator: Hello sponges!

Children: Hello! (Blow kisses to each other)

Educator: Well done. Guys, would you like to be wizards? What magical items would you like to have?

Children: Boots are walkers, a carpet is an airplane, an invisible hat, a magic pipe).

Educator: What do you need them for? Do you want to meet a fairy tale today? Then we go to fairyland. But the riddle will help us figure out how we will get there.

Mystery:

He will take you anywhere

Wherever you want

And before you have time to look back

How to suddenly meet miracles

And he doesn't need a pilot at all

After all, this is magical... (airplane carpet)

Well done, you guessed right, and here is my magical assistant, sit down on the carpet - the plane will take us to the land of fairy tales. 1,2,3 we take off, we all close our eyes

We are flying to a wonderland, past the blue skies 1, 2, 3, 4, 5 you can open your eyes (the teacher transforms into a fairytale with the help of costume elements: a kokoshnik and a fairy-tale sundress-apron)

Greeted by the storyteller: Hello, guys! I'm a storyteller. Who knows why they call me that? Today we will meet with various good fairy tales. But trouble happened in my fairyland. Guys, an evil wizard got angry with me and enchanted all my fairy tales, maybe you can help me unenchant them?

Children: Yes, we will help.

Here is the first task: This is my cube with fairy tales, if you answer my questions correctly, then you will find out what fairy tales are hidden in this cube.

The first fairy tale is hidden under the number 1, listen to my question: In which fairy tale “is a girl sitting in a basket behind someone’s back” (Masha and the Bear) or

The second tale numbered 2

Guess the fairy tale from the riddle:

"There is neither a river nor a pond

Where can I get some water?

Very tasty water

In the hole from the hoof" (Sister Alyonushka and brother Ivanushka)

The next tale is number 3

We need to find out which fairy tale this excerpt is from (any excerpt from the fairy tale Geese and Swans)

Well done.

And you can guess the rest of the fairy tales if you untie the knots of the fairy tale ball. We need to guess which fairy tales have curled up into a ball:

“Once upon a time there lived a grandfather and a woman, and they had a chicken, Ryaba. Once the hen Ryaba laid an egg. The woman put it on the window to cool. And the grandfather went to pull the turnip. He pulls and pulls, but he can’t pull it out.” (“Chicken Ryaba”, “Kolobok”, “Turnip”).

Thank you for helping me disenchant my fairy tale. But that is not all. I have a magic TV that shows different fairy tales, but it was also broken by an evil sorcerer, the image disappeared, all the heroes became invisible, so you need to guess the hero of the fairy tale from one fragment of the body.

Working with cards (word formation):

The rooster's comb is cock's, the bear's paws are bear's, the fox's tail is fox, the hare's ears are hare.

So what fairy tale is enchanted on my TV?

Children: “Zayushkina’s hut.”

What kind of fox was in this fairy tale? (evil, cunning, clever)

Look carefully and tell me: what kind of hut did the bunny have in the fairy tale?

Children: The bunny had a bast hut.

What does bast mean? (wooden)

What kind of hut does the fox have?

Icy.

What happened to the bunny in this fairy tale?

(the fox asked the bunny to warm up, and then kicked him out)

And who helped the bunny in his trouble?

(dog, bear and cockerel)

How did the fox scare the animals? (as soon as I jump out, as soon as I jump out, scraps will go through the back streets)

Who wasn’t afraid of the fox and helped the bunny drive the fox away? (cockerel)

What words did he say? (I carry the scythe on my shoulders, I want to whip the fox)

Now let's play with you

Finger play in pairs “Zayushkina’s hut”

(children stand opposite each other)

Our bunny lived in a hut (arms above his head, fingers connected to each other in the form of a house)

He never grieved (his head is turned from side to side)

He sang the song cheerfully (nod his head)

And I played the pipe (imitation of playing the pipe)

But the fox knocked (they knock fist on fist)

She drove away our hare (clap hands).

Now the little bunny is walking (spinning) sadly.

He doesn’t find a place for himself (they sigh and spread their arms to the sides)

Both the dog and the bear (wag their tail, then sway from side to side)

They approach our hare (they approach each other),

And they leave (divorce) with nothing.

Only one rooster

Helped our hare (wave hands up and down).

And now they live in the house (arms above head, fingers connected to each other in the form of a house)

Happily, in harmony (hug each other).

Well, well done, we remembered this fairy tale a little. Now do you want to see it and show it yourself?

Dramatization of the fairy tale “Zayushkina’s hut”

Storyteller:

The guys were artists,

And you guys showed a fairy tale.

The artists and the audience were all good

Let's clap from the bottom of our hearts!

Thank you guys, yours is very interesting.

You are all so great, thank you for reviving my fairy-tale characters, helping to dispel the evil spell of the sorcerer, and for this I want to thank you and give you these coloring books with fairy tales. Well, now it’s time for you to fly back to your group, everyone get on the plane carpet and it will take you wherever you want.

1,2,3 we take off, close our eyes again

1,2,3,4,5 here we are in the group again, you can open your eyes. (while pronouncing words, the teacher takes off the storyteller costume)

Educator: Our lesson has come to an end, and you and I are back in our group.

Lesson on developing coherent speech

in the middle group

Topic: “Retelling of E. Charushin’s story “Cat”

TEACHER

MALYSHEVA LYUBOV NIKOLAEVNA

R.p. North Yenisei

Program content.

Educational objectives:

learn to retell previously unfamiliar text; strive to convey its content without omissions or distortions; encourage the use of copyright words and phrases; encourage expressive speech; practice matching the names of animals and their babies

Developmental tasks:

Educational tasks:

develop the ability to listen to your comrades, and provide assistance if there are difficulties in retelling; cultivate a friendly attitude towards animals.

Enrichment of vocabulary: snorts, puffs up, puffs up

Activation of the dictionary: closet, purrs, well-fed, satisfied.

Visual material: pictures of animals with babies (cat, kittens, dog, puppies, hen, chicks, duck, ducklings, magpie). Cards are diagrams for a sequential story.

Progress of the lesson.

Children enter the group and greet those present. The teacher invites them to sit on the chairs.

Educator: Let's play with you guys. Remember the gymnastics for fingers “Claws”

Finger gymnastics.

The cat's daughter

There are claws on the paws.

Don't rush to hide them,

Let the kids watch!

(Bend the fingers of the right hand one by one, pressing it firmly to the palm. The thumb is pressed to the index finger. After the last phrase, forcefully open your palm and say “Meow!”

Repeat with left hand, then both hands)

Educator. And now I'll tell you a riddle. To guess it correctly, you need to listen carefully and think before giving an answer.

Although velvet paws,

But they call me “scratchy”.

I catch mice deftly,

I drink milk from a saucer.

(children's answers)

How did you guess that it was a cat? (children's answers are summed up)

I invite you to listen to a new story about a cat. It's called "Cat". The author of the story is a writer you already know, Evgeny Charushin. (draw the children’s attention to the portrait of the writer)

Evgeny Charushin

This is the cat Maruska. She caught a mouse in the closet, for which the owner fed her milk. Maruska is sitting on the rug, well-fed and contented. She sings songs and purrs, but her little kitten is not interested in purring. He plays with himself - he catches himself by the tail, snorts at everyone, puffs up, puffs up.

What words do you not understand?

What is a closet?

Second reading

Who is the story talking about?

During the conversation, vocabulary work is carried out on the content, the words are repeated individually: closet, housewife, well-fed, satisfied, purrs, snorts, puffs up, puffs up; phrases: sings songs, little kitten.

The teacher displays pictures - diagrams.

Installation. Guys, I'll read the story again. Listen carefully, try to remember everything in order. Pay attention to the intonation with which I read, because you will later retell it yourself.

Third reading.

After reading, there is a short pause to prepare the children for the retelling. 3 - 4 children retell the story.

The first two retellings are evaluated. Do you need to point out 1-2 positive qualities and involve children in the assessment?

If the children find it difficult, the teacher suggests difficult words and invites them to repeat the phrase or word again in chorus.

Fizminutka

Educator. And now I invite you to play. Stand in a circle.

I will be the mother cat, and you will be my kittens. With the help of my magic wand and a spell, I will turn you into real kittens. Close your eyes and extend your hand: “Meow - meow - meow - kitty, you become a kitten!”

(Touch the children’s hands with a stick)

Oh, my dear kittens, you have been sleeping for so long, but now the sun has risen and it’s time for you to wake up. Open your eyes. Wake up, wipe your eyes with your paws. Stretch up, (get on your knees), paws up, head up, bend your backs, and now lower your paws, tilt your head down, round your backs. They sat down, brushed the fur with their paws, and wiped their face. What clean kittens!

They wanted to eat. They meowed: “Meow - meow, give us some milk, mom!” (Children repeat the sentence)

Drink to your health!

We've eaten, now we can play. Kittens love to play with each other (jumping in pairs) and with their tails (wagging).

We've played enough, we're tired, it's time to rest. It's time for you to turn into children. Close your eyes and stretch out your paw. “Meow - meow - meow - kitty, you become a child!”

After physical exercise, the children sit on chairs.

Educator.

Reading a story with showing pictures and children's agreement.

The girl Varya had a cat with kittens, a dog with puppies, a chicken with chickens, a duck with ducklings.

One day the kids ran to the river. The ducklings began to dive and swim, and the kittens, puppies, and chickens looked at them. When suddenly “Tra-ta-ta-tah!” The kids got scared and ran to their mothers: kittens to the cat, puppies to the dog, chickens to the hen, ducklings to the duck. The mothers calmed their children and they ran to the river again. Kittens run from a cat, puppies from a dog, chickens from a hen, ducklings from a duck. As soon as they ran to the river, they said again: “Tra-ta-ta-tah!” The kids were even more frightened than before and ran back to their mothers. Kittens run to a cat, puppies to a dog, chickens to a hen, and ducklings to a duck. They came running and asked: “Who is that cracking so terribly?” They look and a bird rushes towards the forest: it is black, its sides are white, its tail is long. She crackled: “Tra-ta-ta-tah!” - and disappeared.

If the children do not name it, show a picture of a magpie.

Do you know now?

And the kids recognized the magpie and calmed down and each went about their business - some to look for worms, some to play.

View document contents
“Lesson on speech development”

MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION "NORTH YENISEIK KINDERGARTEN No. 3"

Lesson on developing coherent speech

in the middle group

Subject:“Retelling of E. Charushin’s story “Cat”

TEACHER

MALYSHEVA LYUBOV NIKOLAEVNA

R.p. North Yenisei

Program content.

Educational objectives:

learn to retell previously unfamiliar text;

strive to convey its content without omissions or distortions;

encourage expressive speech;

practice matching the names of animals and their babies

Developmental tasks:

develop coherent speech through the reproduction of a work of art.

Educational tasks:

develop the ability to listen to your comrades, and provide assistance if there are difficulties in retelling;

cultivate a friendly attitude towards animals.

Dictionary enrichment: snorts, puffs up, puffs up

Activating the dictionary: closet, purring, well-fed, contented.

Visual material: pictures of animals with babies (cat, kittens, dog, puppies, hen, chicks, duck, ducklings, magpie). Cards are diagrams for a sequential story.

Progress of the lesson.

Children enter the group and greet those present. The teacher invites them to sit on the chairs.

Educator: Let's play with you guys. Remember the gymnastics for fingers “Claws”

Finger gymnastics.

The cat's daughter

There are claws on the paws.

Don't rush to hide them,

Let the kids watch!

(Bend the fingers of the right hand one by one, pressing it firmly to the palm. The thumb is pressed to the index finger. After the last phrase, forcefully open your palm and say “Meow!”

Repeat with left hand, then both hands)

Educator. And now I'll tell you a riddle. To guess it correctly, you need to listen carefully and think before giving an answer.

Although velvet paws,

But they call me “scratchy”.

I catch mice deftly,

I drink milk from a saucer.

(children's answers)

How did you guess that it was a cat? (children's answers are summed up)

I invite you to listen to a new story about a cat. It's called "Cat". The author of the story is a writer you already know, Evgeny Charushin. ( draw children's attention to the portrait of the writer)

Cat.

Evgeny Charushin

What words do you not understand?

How do you understand the words - snorts, puffs up, puffs up?

What is a closet?

Second reading

Who is the story talking about?

What happened to the cat Maruska?

What kind of kitten did Maruska have?

The teacher displays pictures - diagrams.

Installation. Guys, I'll read the story again. Listen carefully, try to remember everything in order. Pay attention to the intonation with which I read, because you will later retell it yourself.

Third reading.

After reading, there is a short pause to prepare the children for the retelling. 3-4 children retell the story.

The first two retellings are evaluated. Is it necessary to point out 1–2 positive qualities and involve children in the assessment?

How did Polina tell it loudly or quietly?

Do you think she told everything? Did you miss anything? Did you tell everything in order?

If the children find it difficult, the teacher suggests difficult words and invites them to repeat the phrase or word again in chorus.

Did you like retelling it yourself?

Fizminutka

Educator. And now I invite you to play. Stand in a circle.

I will be the mother cat, and you will be my kittens. With the help of my magic wand and a spell, I will turn you into real kittens. Close your eyes and stretch out your hand: “Meow - meow - meow - kitty, you become a kitten!”

(Touch the children’s hands with a stick)

Oh, my dear kittens, you have been sleeping for so long, but now the sun has risen and it’s time for you to wake up. Open your eyes. Wake up, wipe your eyes with your paws. Stretch up ( get on your knees) paws up, head up, bend your backs, and now lower your paws, tilt your head down, round your backs. They sat down, brushed the fur with their paws, and wiped their face. What clean kittens!

They wanted to eat. They meowed: “Meow - meow, give us some milk, mom!” (Children repeat the sentence)

Drink to your health!

We've eaten, now we can play. Kittens love to play with each other ( jumping in pairs) and with their tails (wiggle).

We've played enough, we're tired, it's time to rest. It's time for you to turn into children. Close your eyes and stretch out your paw. “Meow - meow - meow - kitty, you become a child!”

After physical exercise, the children sit on chairs.

Educator.

I have another interesting story for you. But I will need your help, you will tell me.

Reading a story with showing pictures and children's agreement.

The girl Varya had a cat with kittens, dog with puppies, kritsa s chickens, duck with ducklings.

One day the kids ran to the river. The ducklings began to dive and swim, and the kittens, puppies, and chickens looked at them. When suddenly “Tra-ta-ta-tah!” The kids got scared and ran to their mothers: the kittens to cat, puppies to dog, chickens to chicken, ducklings to duck. The mothers calmed their children and they ran to the river again. Kittens are running away from cats, puppies from dogs, chicks from Chicken, ducklings from ducks. As soon as they ran to the river, they said again: “Tra-ta-ta-tah!” The kids were even more frightened than before and ran back to their mothers. Running to the cat kittens, to the dog puppies, to the chicken chickens, to the duck ducklings. They came running and asked: “Who is that cracking so terribly?” They look and a bird rushes towards the forest: it is black, its sides are white, its tail is long. She crackled: “Tra-ta-ta-tah!” - and disappeared.

Have you guys guessed what kind of bird this is?

If the children do not name it, show a picture of a magpie.

Do you know now?

And the kids recognized the magpie and calmed down and each went about their business - some to look for worms, some to play.

It's time for you and me to relax too.

Summary of a lesson in the middle group on speech development “Sly fox, where are you?” Goal To expand and clarify children’s ideas about predatory animals (fox), its appearance and way of life. Objectives: 1. Clarify and expand the vocabulary on the topic “Wild Animals”. 2. Improve the grammatical structure of speech (formation and use of nouns with diminutive suffixes in the plural, possessive adjectives from animal names, agreement of nouns with adjectives; practice selecting related words). 3. Exercise children in the ability to make a sentence based on a picture diagram (mnemonic table). 4. Develop coherent speech, the ability to coordinate speech with movement, and imitation. 5. Cultivate curiosity and a desire to help.

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MINISTRY OF EDUCATION AND SCIENCE OF THE RF

LLC Training Center "PROFESSIONAL"

Additional professional program

(professional retraining)

Raising preschool children

Educational project: Development of lesson notes on speech development

Completed by: Chudochkina Inna Alekseevna

Lesson summary for the middle group on speech development

“Sly fox, where are you?”

Target

Expand and clarify children's ideas about predatory animals (fox), its appearance and way of life.

Tasks:

1. Clarify and expand the vocabulary on the topic “Wild Animals”.

2. Improve the grammatical structure of speech (formation and use of nouns with diminutive suffixes in the plural, possessive adjectives from animal names, agreement of nouns with adjectives;

Practice selecting related words).

3. Exercise children in the ability to make a sentence based on a picture diagram (mnemonic table).

4. Develop coherent speech, the ability to coordinate speech with movement, and imitation.

5. Cultivate curiosity and a desire to help.

Preliminary work:

Reading fairy tales “The Cat, the Blackbird and the Rooster”, “Zayushkina’s Hut”, K. Ushinsky “Fox Patrikeevna”,

E. Charushin “Fox and cubs”, conversation about wild animals.

Working with mnemonic tables.

Outdoor game “Fox and chickens”

Equipment:

A book with RNS, a mnemonic table “Fox”, a demonstration panel “Where, whose traces”, a flat fox house, toys: a cockerel, a fox.

Progress of the lesson.

Educator. Guys! Today I looked into our favorite book of fairy tales and saw that the rooster had disappeared from this book. Instead, in every fairy tale, in every picture, only white spots remained. Where do you think he could have gone?

Children's answers.

Educator. I agree with you. Most likely, predatory animals are to blame for this.

Guys, who are predators and what predators do you know: fox, wolf, bear.

Animals that live in the forest and eat meat.

Educator. You can't leave a friend in trouble. Guys! Do you agree to go in search of a cockerel?

Yes.

Educator. Let's see if there are any traces of a cockerel left here, a cockerel feather.Traces of an unknown animal are discovered. Children try to guess who it is.

Educator. Guys, we need help, I suggest you look at the tracks of wild animals and find out whose track it is.

The teacher suggests going to the tablet and looking at “Where, whose trace?”

Ask one by one to show the wild animals and the tracks they left, naming where whose tracks are - fox, wolf, bear. Pay attention to the fact that some tracks are similar, but differ in size: wolf and fox.

They come to the conclusion that there are fox tracks.

Educator . But to find the fox we must make a verbal portrait. Find out where she lives, find her house and free the cockerel. Sit down.

And picture diagrams will help you create a verbal portrait of the fox. Each sentence must contain the word - fox. The teacher sets up the mnemonic table “Fox”.

1. This is a fox. 2. Red fox.

3. The fox lives in a fox hole. Fox is a wild animal.

4. A fox has a long nose, small, pointed ears, a long, fluffy tail, etc.

5. The fox hunts mice, hares, and eats meat.

6. The fox has enemies - a wolf, a bear. 7. Fox is a fairy-tale hero.

8. In the spring, the fox gives birth to cubs. 9. There is a fox in the word

Educator . Well done! Now it's time to rescue the cockerel! The tit bird told me how to find the fox's house.

(stand with your back to the window, listen to the magic words “Turn around yourself and find yourself in the forest”, close your eyes, open your eyes without turning your head, look to the right, etc.).

Children perform eye exercises.

Here we are in the forest, I see a clearing and in the clearing, wild animals, let’s go closer and see if there’s a fox there. Work at the correction board “Name the cubs.”

Stand in a circle and let's play a game“The animals were going to water.”

And now turn around and turn into a forest animal,

"The animals were going to water"

Once upon a time along a forest path(walk in a circle one after another

The animals went to water one after another)

Did you follow mama bear? (cubs)(go to the transshipment)

Who was sneaking after the mother fox? (fox cubs)(sneak, on tiptoes)

Who rolled after the hedgehog's mother? (hedgehogs) (move in a half-squat)

Who jumped after the mother squirrel? (squirrels) (jumping)

Behind the mother hare - oblique Who? (hares)(jump, making ears out of their palms)

Who was the she-wolf leading? (wolf cubs)(sneak with big steps)

Everyone - mothers and children want to get drunk(face in a circle, get on all fours)

Turn around yourself and turn into children.

So we came to the fox's house. Just be quiet! Let's come closer. Sit down. The fox is cunning, but we are more cunning. Let's lure her out of the house and free the cockerel.

Let's call her: “Fox, come out!”

Fox. Who's there? What would you like?

Children . This is us. Give us the cockerel!

Fox. How did you find me?

Educator.