Oksana Dobler
Summary of an integrated lesson in the preparatory school group “Poultry”
Target: Develop an active vocabulary and grammatical structure of speech on the topic « Poultry»
Tasks:
Educational:
Enrich your vocabulary topic: “Poultry”.
To form a desire to express their opinion in the discussion.
Practice using prepositions in independent speech;
Practice word formation (nouns by combining stems, using diminutive suffixes, possessive adjectives)
Practice vocabulary (naming entities in the instrumental plural).
Clarify children's ideas about the ambiguity of words;
Develop attention, visual gnosis and mnesis;
Automate assigned sounds in independent speech;
Developmental:
Develop memory, imagination, thinking, creative imagination, interest in conducting experiments;
Develop children's communication skills and imagination.
Develop voluntary attention.
Developing friendships through play, developing empathy.
Work on developing self-control.
Educating:
Develop the ability to listen to the interlocutor’s answer, not interrupt, and not shout out your answer;
Foster a caring and responsible attitude towards poultry.
Develop the ability to work in a team;
To develop skills of cooperation, mutual understanding, goodwill, independence, and the ability to work in a team.
Pedagogical intent
In area "Cognitive Development":
Exercise in understanding the polysemy of words,
Learn to draw conclusions based on the results of the experiment,
Development of thinking in kindergarten "The Fourth Wheel".
In area "Speech development":
Practice word formation (using diminutive suffixes; by merging stems;) and the formation of possessive adjectives, to improve the skill of giving an answer with a full sentence.
In area “Socialization – communicative development”:
Develop the ability and desire to actively participate in the process classes, answer, listen to the opinions of others, justify your answer.
In area "Artistic and aesthetic development"
Exercise children in transferring a graphic image to the sand using various natural or waste materials
In area "Physical development":
Development of kinesiological skills and fine motor skills
Form of organization: subgroup lesson
erased dysarthria, EVN, attention deficit)
Forms of work:play, conversations, listening, discussion,
Equipment:
Audio recordings (song "My chickens", "baby cry", "vote poultry» , "Song of the Chicks", "Pee-pee-pee-food",
Slide show "Bird Families",
Presentations( "4 extra","Polysemantic word")
Demonstration illustrations with poultry,
Psychotherapeutic Jungian sandbox,
Figurines poultry and animals, house from designer"Chicken Coop"
Glove doll "Girl Katyusha",
Small sandboxes with kinetic sand,
Material for working in the sandbox (decorative pebbles, beans, natural and waste material,
Contour dotted image of a chicken,
Equipment for the experiment (paper pens, vegetable oil, hard brushes, boards (oilcloth) for working with oil containers with water - according to the number of children,
Colored fragments of a fence (according to Luscher,
Paired cards,
Illustrations poultry.
Progress of direct educational activities
Children playing group. The phonogram sounds "Baby Cry"
There is a psychotherapeutic Jungian sandbox on the table. It has 1 house ( birds, screen, glove doll (girl, toy figures poultry and animals.
Psychologist and children stand around sandboxes:
Guys, who do you think is crying? (girl)
Look at the animals and birds and try to guess what she is upset about?
Speech therapist. Phonogram - the noise of a poultry yard
Children: ….because, birds and the animals got confused.
Psychologist
Safe or small poultry walk among the big ones pets? (dangerous)
What do you think should be done? (drive away)
Psychologist
So why are you Katyusha? you can't drive away the birds?
The psychologist leans towards the doll, as if the doll is whispering.
Guys, it turns out Katyusha doesn’t know the name poultry. Shall we help Katyusha?
Guys, what safe place in the poultry yard can we hide poultry(in a house, chicken coop)
So that the birds are not afraid, let’s call them to the house tenderly?
1."Call me kindly"(word formation)
Children complete the task by calling the bird affectionately, they put her in the house.
Speech therapist:
Well done, you completed this task. We sent all the birds into the house, and their families were waiting there.
Now let's name them.
Illustrations are placed on a magnetic board with pronunciation birds.
1. Word formation (naming chicks and possessive adjectives)
Duck and drake with... ducklings
Whose family does the duck have? (duck)
Goose and goose, with….goslings
Whose family does the goose have? (goose)
Turkey and turkey with... turkey poults
Whose family does the turkey have? (turkey)
Chicken and rooster with... chickens
Does the rooster have a family? (cock)
Psychologist:
You guys are great, you know the names birds. Katyusha listens to you and remembers everything. Here's the next thing for you exercise: Standing in one place, find where the cockerel is hiding. (the cockerel stands on interactive table) .
2. "4th wheel"
Look carefully which picture does not fit.
Well done, let's take a rest, take some pads and play with the tongue
3. Articulation gymnastics
Pull the beaks forward
Let no one lag behind. (smile - tube)
We are sitting behind the fence (show teeth)
We look in all directions. (Watch)
Our turkey chatters loudly
He probably wants to scare you. (patting the upper lip with the tongue)
Chubby turkey poults
Life is very simple. ( "BBW")
And the baby ducklings
They drink water from the heart ( "Skinny" suck in cheeks)
Psychologist:
Let's play with our fingers and remember the name again poultry(children continue to sit on the cushions).
4. Finger gymnastics
The thumb touches the others in turn.
The hen has a chicken,
The goose has a gosling
The turkey has a turkey chick,
And the duck has a duckling.
The thumb touches the others one by one, starting with the little finger.
Every mother has babies
Everyone is beautiful and good!
They clench and unclench their fists.
Psychologist:
5. Playing with kinetic sand, beans, decorative pebbles "Who Plays in the Sand"
Chicks love to play in the sand. And you? Who is attentive, who noticed where our sandboxes are?
Today we will work in sandboxes in pairs. Take the pictures and find a mate and hold hands tightly. (Children look for each other using paired cards)
Let's come to the Little Sandboxes. We will work without breaking hands. Look, next to the sandboxes there are very unusual pictures. Who do you think is depicted on them?
(on the table there are small sandboxes designed for the joint work of two children, as well as a contour dotted image of chickens, decorative and waste material for laying out contour images in the sand).
Take the picture and the material that you like best.
Children use beans and decorative pebbles to lay out a picture according to the pattern. Speech therapist turns on music (Children's songs about chickens)
Speech therapist:
What wonderful chickens you have turned out to be! Now let's figure it out beautiful words to describe what they are.
6. Word formation by adding stems
The chicken has a sharp beak, which means it... (sharp-billed)
The chicken has a short tail...
The chicken has a short neck...
The chicken has short legs...
The chicken has bright and yellow fluff...
While the children are finishing their work, the speech therapist starts the presentation "Polysemantic word"
7. Working with ambiguous words
How beautiful and different all the chicks are. Let's remember the names of body parts birds...(the last ones are the wings)
Let's remember, is it only birds have wings? (airplane, bicycle fender, nose wings)
Do you want to see what else is fashionable to call "wing" or "wings". (Yes)
Then go to where you see a huge wing (on projector)
Presentation
Guys, what are the names of words that have many meanings? (Multi-valued)
8. Experiment with feathers
Psychologist:
Oh, I think Katyusha whined again. ( "whispers" in the psychologist's ear)
Katyusha asks us what the saying means "Like water off a duck's back" and invites us to watch the geese swim
The speech therapist plays a video clip
Psychologist
Does a goose come out of the water wet? (dry)
He wets the feather with water and finds out that water does not stay on the feathers.
What happens to the water? (rolls down)
Why does the water roll down?
To understand this proverb, let's do an experiment. Do you want to take part in it?
Children come to the table and look at the feathers (goose, chicken)
In waterfowl birds There is a special fatty gland, with the fat of which geese and ducks lubricate their feathers with the help of their beaks. That's why they say "Like water off a duck's back"
What do you think should be done with paper feathers to make them fat? (must be moistened with vegetable oil)
Children apply vegetable oil to paper, moisten the sheet with water, and see what happens. (the water rolled off, the paper remained dry) (children's reasoning)
Conclusion:
Psychologist
Guys, do you remember why they say "Like water off a duck's back"?
So Katyusha says thank you for helping to understand the saying. And they taught me a lot. Now Katyusha will not cry.
Speech therapist:
What did we teach Katyusha to say? (call affectionately, call chicks, etc.)
Psychologist:
How can you do it so that poultry Katyusha no longer ran away to pet? (need to build a fence)
Psychologist:
Right. We need to build a fence. Take the fragment of the fence, the color you like best.
9. Luscher fence.
Look what a bright little fence you got? This means that from this classes you leave in a good mood...
In the fall, when many preschoolers return after summer holiday with my grandparents in the village. The speech therapist is given the opportunity to find out how “healthy” the children had a rest and how fruitful their acquaintance with domestic animals and birds was.
Objectives of the kindergarten lesson:
- Correctional and educational: updating and consolidating knowledge on the topic “Poultry”, improving the grammatical structure of speech (formation of genitive noun forms
plural case, instrumental plural, the formation of possessive adjectives, agreement of numerals with nouns), dialogic speech skills. - Correction-developing: development of phonemic hearing, integrity of perception, thinking, voluntary attention, fine motor skills.
- Correctional and educational: the development of interpersonal relationships in the children's team, the education of love for wildlife.
Materials for kindergarten classes:
- "Bird yard" layout,
- a set of pictures for the flannelograph “Poultry” (goose, goose, gosling, chicken, rooster, chicken, duck, drake, duckling, turkey, turkey, turkey chick),
- paths with images of bird tracks,
- swimming pool with ducklings,
- large cut painting “Rooster”,
- a set of cards-schemes for writing a descriptive story, hats for children (rooster, duck, goose, chicken, turkey),
- noisy pictures,
- colour pencils,
- poultry feathers,
- audio recordings of the voices of poultry and musical fragments for physical education lessons “Dance of the Merry Ducklings”, “We are the Merry Chickens”.
Progress of classes in kindergarten
The speech therapist asks the guys to wish each other good morning, hands the ball to one of the pupils, who passes the ball to his neighbor, greets him and calls him by name. The children pass the ball along the chain, and the last child hands the ball to the teacher and everyone in chorus, addressing themselves by name and patronymic, says: “Good morning!”
In front of the children, there is a model of the “Bird Yard” on the tables. The speech therapist offers to examine it carefully and asks the children the following questions:
-Who lives in the poultry yard? What can you call these birds? (Poultry.)
– Why are they called pets? (Because they live next to a person, and the person takes care of them.)
– How does a person care for poultry? (A person gives food and water to the birds, builds chicken coops and a poultry house for them.)
– What benefits do poultry bring to humans? (Birds give humans eggs, meat, down and feathers.)
Game "Magic Transformations"
The teacher invites preschoolers to turn into birds by solving riddles. Whoever guesses the riddle about the bird first will become that bird, and our group will become the bird yard. Children guess riddles, and the speech therapist puts masks on their heads with images of poultry.
Puzzles
Long neck, red paws, nipping at the heels, run without looking back. (This is a goose.)
He clucks, fusses, calls the children, gathers everyone under his wings. (This is chicken.)
He walks around, chatters, and puts everyone in fear. (This is a turkey.)
He goes fishing leisurely, waddling: his own fishing rod, who is it? (This is a duck.)
Hisses, cackles, wants to pinch me. I'm walking, I'm afraid, who is it? (This is a goose.)
I live in the yard and sing at dawn. There is a comb on the head. (This is a cockerel.)
The speech therapist asks:
– Who takes care of the birds in the poultry yard? (Birdwoman.)
The teacher informs that she will be a birder in this lesson and offers the children a number of didactic games.
Children stand in a circle (cockerel, goose, goose, chicken, duck, turkey). The speech therapist says the following:
“I’m walking in a circle, I want to pick out a bird.” Who are you? (I'm a cockerel.)
- Cockerel, sing us a song. (Crow!)
-What is the rooster doing? (The rooster crows.)
Verbs for other birds are formed in the same way: the duck quacks, the turkey chatters, the chicken cackles, the goose cackles.
Find and color
Images of young poultry are hidden against the background of grass, reeds, fence (the so-called noisy
Pictures). The child needs to find the chicks, circle and color them, then talk about his actions, for example, “I found and colored a chicken.”
The kids are lost
The speech therapist gives children pictures depicting young poultry. The flannelgraph displays images of adult birds. Preschoolers use clue poems to find mothers and chicks. The child approaches the flannelgraph and places the chick next to its mother, calling them, for example, goose - gosling.
Poems-tips:
The gosling stretched out its neck
He looks around sleepily.
I can barely sleepy my son
I found ... (goose) under the porch.
What's wrong with the turkey?
Why is he in a hurry?
By the barn behind the tub.
Found a worm... (turkey).
Hey duckling, where are you going?
There's a doghouse here!
Waiting for you near the pond
Your mother... (duck).
Come on, go back, chicken!
You cannot climb into the beds.
Looking for you, worried
Your mother... (chicken).
The speech therapist draws the attention of the children to the fact that not all members of the bird families have gathered yet. There are not enough dads (drake, goose, rooster, turkey).
Magic tracks
The teacher invites the children to leave their tables and go to the carpet, on which there are tracks with images
traces of poultry. To the musical accompaniment, bird children go along their paths to the pool, then explain why they chose these particular paths.
funny ducklings
We need to help the little ducklings swim to the other side. Children blow on the water of the pool, thereby forcing the ducklings to swim. Toys can be counted: one duckling, two ducklings, three ducklings, four ducklings, five ducklings, six ducklings.
Physical education minute
The speech therapist informs the children that dancing is starting in their poultry yard, and invites everyone to dance. Children imitate the movements of poultry and perform the “Jolly Ducklings” dance.
Whose feathers?
The speech therapist says that during the dance, each bird dropped a feather. The guys need to determine who these feathers belong to (goose, rooster, chicken, duck, turkey).
Collect a picture
Children assemble a picture of a rooster from parts.
Describe the bird
Do you need to tell us who is shown in the picture the guys collected?
Sample children's story:
This is a rooster. He is beautiful, colorful, big, sharp-beaked, loud-voiced, brave. The rooster can sing, walk, run, sleep, and crow.
The postman Pechkin comes to the children and addresses them:
- Guys, I brought a package from Dunno for Cockerel. Which one of you is the Cockerel? Dunno ordered to give it to Cockerel personally, and so that I wouldn’t make a mistake, I attached a note to the parcel where everything was written about this Cockerel. Now I will read it to you.
Postman Pechkin reads a text in which erroneous and correct judgments are mixed, and preschoolers correct him:
- The cockerel lives in the forest and sings “ku-ku-ku-ku.” (No, that’s wrong! The cockerel lives in the poultry yard and sings “cuckoo.”)
– The rooster has a flat beak, a green comb, and a long neck. (No, that's wrong! The cockerel has a sharp beak, a red comb, a long beard and a short neck.)
– The cockerel’s feathers are multi-colored. (That's right. The cockerel's feathers are multi-colored.)
– The cockerel has two red legs with membranes. (No, incorrect. The cockerel has two legs with sharp claws and spurs.)
- The rooster has four wings and flies high. (No, the rooster has two wings, but it flies poorly.)
– The rooster laps up the milk and looks for worms. (No, the cockerel is pecking at the grain and looking for worms in the ground.)
– The cockerel and the hen have a lot of yellow fluffy ducklings. (No. The cockerel and hen have a lot of little fluffy
chickens.)
- A seamstress is taking care of the cockerel. Is it so? (No, that’s incorrect. The henwoman takes care of the cockerel.)
- How does she look after him? (She gives him food, lets him out for a walk, cleans the chicken coop.)
– A person gets eggs and wool from a cockerel. (No, that’s not true. From a cockerel a person gets tasty meat and soft
feathers.)
“What a great fellow you are, I couldn’t confuse you.” Oh, I'll have to give you the parcel.
Pechkin gives Petushka the parcel.
The speech therapist sums up the lesson in kindergarten, asks:
- Guys, what kind of birds have we turned into today? (We turned into poultry.)
Then he offers to look into the parcel and see what Dunno gave to Cockerel. There are chocolate eggs in the box, and the Cockerel treats all the children to them.
Material provided by No. 2, 2010
Teacher speech therapist:
Alexa Vera Nikolaevna
Summary of a subgroup speech therapy lesson on correcting the lexico-grammatical structure of speech with children of a preparatory group for school with general speech underdevelopment of the III level of speech development.
Lexical topic:"Poultry"
Target: improving the grammatical structure of speech
Tasks:
- Systematization of children's ideas about poultry: their habitats, how they call, their nutrition, members of bird families, benefits for humans ();
- Clarification and activation of vocabulary on the topic, consolidation of the general concept “Poultry” (conversation on issues, d/game “Who talks how?”, “Who has who in the family?”);
- Improving children's ability to form singular and plural nouns (d/game “One-many”);
- Improving the ability to form possessive adjectives (d/game “Whose, whose, whose?”);
- Strengthening the ability to form nouns with diminutive suffixes (d/game “Call me kindly”);
- Improving the ability to form nouns with the augmentative suffix –ishe- (d/game “Boasters”);
- Improving the ability to form nouns in R.p. (d/i “Who is missing?”).
- Development of logical thinking (guessing riddles);
- Development of visual attention and memory (d/game “Who is missing?”);
- Development of fine motor skills (finger gymnastics “Ducklings”, game “Collect a picture”)
- Development of general motor skills (ball game "One-many")
- Developing skills of cooperation and independence in the classroom;
- Fostering love and respect for poultry;
- Control over correct sound pronunciation.
Equipment: subject pictures on the topic depicting poultry (duck, goose, rooster, chicken, turkey), subject pictures on the topic depicting the family of each poultry (goose, goose, goslings; duck, drake, ducklings; turkey, turkey hen, turkey hen; rooster , chicken, chickens); subject pictures depicting a chicken’s head, a goose’s feather, a rooster’s tail, a duck’s footprint; rubber ball; Cut-out pictures of poultry
Vocabulary:
Nounsgoose, geese, goose, goose, geese, gosling, goslings, duck, ducks, duckling, drake, drakes, duckling, ducklings, rooster, roosters, cockerel, hen, hens, hen, hens, corydalis, chick, chickens, chick, turkey, turkeys, turkey, turkeys, turkey, turkey chick, turkey chicks, turkey chick, chicken coop, perch, nest, comb, spurs, egg, chick, chick, drinking bowl, feeder, food, millet, grain, bread crumbs, worms, midges, bugs , caterpillars, poultry yard, voice, paws, necks, wings, eyes, beak, feathers;
Verbs: crows, clucks, clucks, quacks, hisses, chatters, feeds, closes, opens, lays, hatches, hatches, feeds;
Adjectives: long-necked, red-billed, red-bearded, small, helpless, yellow, noisy, dissatisfied, nimble, chicken, gray, duck, pigeon, turkey, cock, goose, chicken.
Preliminary work:looking at poultry in pictures, talking about them, expanding the vocabulary on this topic.
Plan:
- Organizational moment (guessing riddles, introducing the topic)
- Conversation on questions on the topic studied.
- D/game “Who talks like this?”
- D/game “Who has who in the family?”
- Finger gymnastics “Ducklings”
- D / game "Whose, whose, whose?"
- D/game “One-many” (ball game)
- D / game "Bouncers"
- D/game “Who’s missing?”
- D/game “Call me kindly”
- D/game “Assemble puzzles”*
- Summing up the lesson (evaluating children, analyzing their work)
Progress of the lesson:
1. Organizational moment(welcoming children, guessing riddles, introducing the topic, announcing the topic of the lesson). - Hello guys! Now the one whose name begins with the sound S will sit first, the second will sit the one whose name begins with the sound K, the rest, those whose name begins with the sound D will sit down. Now listen carefully to me. Now I will make riddles for you, and you will have to say who I am talking about. Answer in complete sentences and ensure correct pronunciation. (The speech therapist reads riddles and displays pictures of poultry)
I'll eat a worm and drink some water.
I'll look for bread crumbs,
And then I’ll lay an egg -
I’ll feed the kids... (Chicken)
The time is marked loudly.
The sun greets you in the morning.
The last ray has gone out.
Time to sleep!" - sings... (Rooster)
He walks importantly through the meadow,
It comes out of the water dry.
Wears red shoes.
Gives soft featherbeds... (Goose)
Pied mallard
Catches frogs.
Waddles and stumbles (Duck)
The body is covered with feathers.
The beard hangs angrily.
The tail is almost like a peacock's
The claws are sharp, the legs are long.
I'll disperse everyone around.
And my name is... (Turkey)
That's right, guys! You guessed it right! Who do you think we will talk about today? (We will talk about poultry). Right! The topic of our lesson today is poultry.
2. Conversation on questions on the topic studied. -Now let’s go with you to the poultry yard. Tell me again, who lives here? Answer in complete sentences and pronounce all sounds clearly. (Poultry live in the poultry yard).
– What is the name of the house where the birds live? (The house where birds live is called an aviary). Right!
Why do you think these birds are called “domestic”? (These birds are called domestic because they live close to humans.)
Well done! How does a person care for poultry? What does he do for them? (A person feeds them, gives them water, cleans their home)
- What do poultry eat? (Poultry feed on special food, cereals, bread crumbs, insects, worms)
Fine! Who among you can tell me what benefits birds bring to humans? What do they give us? (Poultry gives us eggs, meat, fluff, feathers)
Tell me, what do the birds look like? What they have? What is their body covered with? (Domestic birds have a body, a head, paws, wings, and a tail. Their body is covered with feathers). Well done! You all answered correctly!
3. Didactic game“Who talks like that?”- Guys, birds also know how to talk to each other. Let's say which of them casts their vote.Sample: rooster crows.
chicken - cackling
duck - quacks
goose - hissing, cackling
turkey - chattering
chicken - squeaks
Well done! You did a very good job with this task too!
4. Didactic game “Who has who in the family?”
Sample:
rooster - hen - chicken.
goose - goose - gosling;
duck – drake – duckling;
turkey - turkey - little turkey
5. – Now let’s go to the river with the ducklings for water. (Children, together with a speech therapist, perform finger exercises)
First, second - the ducklings were walking.
The third, fourth - for water.
And the fifth one trudged behind them,
The sixth man ran behind,
And the seventh fell behind them,
And the eighth one is already tired.
And the ninth caught up with everyone,
And the tenth one was scared.
He squeaked loudly:
- Pee-pee-pee!
- Not food, look!
6. Didactic game "Whose, whose, whose?"- Oh, guys, whose tail is this? Answer in complete sentences and make sure to pronounce the words correctly. - This is a rooster's tail.
Whose pen? - This is a goose feather.
Whose trace? - This is a duck trail
Whose head? - This is a chicken head.
Well done! You said everything correctly.
7. Ball game “One-many”,- Now let’s go out into the clearing and play with the ball. I will now throw the ball to you and name one poultry, and you will catch him and call him when there are a lot of birds. For example, duck - ducks (The speech therapist then throws the ball to each child in turn and calls different birds, the child returns the ball, answering)
chicken - hens, hens,
rooster - roosters,
goose - geese,
duck - ducks,
turkey - turkeys,
gosling - goslings,
duckling - ducklings,
turkey - turkey poults,
chicken - chickens
Well done! Now sit back on your chairs!
8. Didactic game "Boasters".- Guys, look how self-important the poultry are. They are bragging about something. Let's get a look? Sample: The rooster speaks not my voice, but my little voice,
Turkey - I don’t have a tail, but a tail,
Duck - I don’t have paws, but paws,
Goose - I don’t have a neck, but necks,
Chicken - I don’t have a wing, but a wing,
Drake - I don’t have a beak, but a beak,
Goose - I don’t have a feather, but a feather.
9. Didactic game “Who’s missing?”- And now the poultry will play hide and seek with you. They will now hide from you, and you will have to tell who is missing. Answer with the words “It’s gone...” (the duck is gone, the rooster is gone, the chicken is gone, etc.)
10 . Didactic ball game "Name it affectionately."- Guys, let's show the birds how kind you are - let's address them kindly. For example, How do you address the chick? What will you tell him? – You tell him chick (then the speech therapist asks about each poultry separately)
rooster - cockerel,
chicken - chicken,
goose - goose,
duck - duck,
chicken - chicken,
turkey - turkey,
little turkey - little turkey.
11. Didactic game “Assemble puzzles”*- Guys, look, someone tore the pictures; they need to be collected. Will you help me? (the speech therapist distributes cut-out pictures depicting poultry, children collect). Tell me, who did you gather? (Children take turns answering “I collected ....”).
12. End of class. -Our excursion has now come to an end. And we need to part with the inhabitants of the poultry yard. Let's say goodbye to them.Tell me, who did we talk about today? (We talked about poultry). What did you find out about them? What have you learned? (children answer questions from a speech therapist). You all answered my questions very well and listened to me carefully. I'm very glad that you learned a lot. Now let's leave something as a memory of our excursion. Now you and Vera Ivanovna try to make little chickens.
Homework for the 1st and 2nd weeks of December.
For children 4-5 years old
Theme "Poultry"
- Rooster-hen-chick
- Goose-goose-gosling
- Drake-duck-duckling
- Turkey-turkey-turkey.
- Explain to the child that these birds are called domestic birds and why they are called that. Help you remember information.
- Consider the body structure of birds: head, tail, body, paws, beak, spurs, comb, beard. Pay attention to what the birds' bodies are covered with.
- Tell where poultry live, what they eat, how people care for them, and what benefits they bring to humans.
- Duck - "quack-quack" - quacks
- Goose - “ga-ga” - cackling, etc.
- The duck has a duckling (ducklings)
- Rooster, cockerel,
- Duck-duck, etc.
- One duck - many ducks
- 1 duck, 2 ducks, 3..., 4..., 5...
- 1 duckling, 2…, 3…, 4…, 5…
- Duck (what does it do?) - swims, walks, flies
- Turkey (what is he doing?) -...
- Chicken (what is it doing?) -…
- Rooster (what is he doing?) -...
- Development of logical thinking. Exercise “Correct the mistake”
- The duck has goslings
- The turkey has ducklings
- The hen has chicks
- The goose has turkey poults.
- The development of fine motor skills. Exercises for fingers
First, second - the ducklings were walking
The third, fourth - for water.
And the fifth one trudged behind them,
The sixth man was running behind.
And the seventh fell behind them,
And the eighth one is already tired.
And the ninth caught up with everyone,
And the tenth one was scared
He squealed loudly:
"Pee-pee-pee!"-
“Not food, we are here nearby, look!”
(alternately bend your fingers, starting with the thumb, and with the words “pee-pee” rhythmically bend and straighten the fingers of both hands) - The development of auditory attention, memory.
Learn a poem:
Chickens on the street
A. Prokofiev
Ku-ka-re-ku! Chicken,
Is it nice outside?
Ku-ka-re-ku! Tenth time
I'm worried about you.
I worry, I bustle, I knock loudly with my wings.
I'm screaming at the top of my lungs
Because I'm a rooster.
Stop bawling! Ko-ko-ko….
We are all here...Not far... - Familiarization with fiction. Read fairy tales to your child:
- "Swan geese"
For children 5-7 years old
Theme "Poultry"
- Consider with your child illustrations depicting poultry and their families:
- Rooster-hen-chick
- Goose-goose-gosling
- Drake-duck-duckling
- Turkey-turkey-turkey.
- Ask the baby how these birds are called domestic, why they are called that.
- Ask your child about the body structure of birds: head, tail, body, paws, beak, spurs, comb, beard. Clarify what the body of birds is covered with.
- Find out where poultry live, what they eat, how people care for them, and what benefits they bring to humans.
- Tell me about the profession of a birder.
- Fix the names of birds and the words that designate and define them in the child’s dictionary appearance, habits.
- Exercise on word formation (formation of verbs from onomatopoeic complexes). “Who talks like that?”
- Duck - "quack-quack" - quacks
- The goose - “ga-ha” - cackles, etc.
- An exercise in the formation of the suppletive form of noun. in units and many others. number. “Who has whom?”
- The duck has a duckling (ducklings)
- The goose has a gosling (goslings), etc.
- Educational exercise n. using suffixes. "Call me kindly"
- Rooster - cockerel,
- Duck - duck, etc.
- An exercise in the use of nouns. genus. pad. in plural number "One - many"
- One duck - many ducks
- One drake - many drakes
- One duckling - many ducklings, etc.
- An exercise in coordinating numerals with creatures. "Count"
- 1 duck, 2 ducks, 3..., 4..., 5...
- 1 duckling, 2…, 3…, 4…, 5…
- 1 drake, 2…, 3…, 4…, 5… etc.
- Exercise in the selection of verbs to nouns. “Who moves how?”
- Duck (what does it do?) - swims, walks, flies
- Turkey (what is he doing?) -...
- Chicken (what is it doing?) -…
- Rooster (what is he doing?) -...
- Exercise in the formation of possessive adjectives "Whose beak, whose paws?"
- Duck beak - duck beak
- Duck feet - duck feet, etc.
- Exercise in the selection of antonyms "Say the opposite"
- The duck is big and the duckling is small
- The chicken is young, and the rooster is...
- The goose has a long neck, and the chicken has...
- A chicken's feet have membranes, and a duck's...
- Continue to introduce your child to popular expressions. (See the beginning in the topic “Pets”)
Introduce your child to catchphrases, help them remember and activate them in the dictionary.
- Like water off a duck's back (He doesn't care)
- Chickens laugh (Nothing could be funnier)
- Development of logical thinking. Exercise “Guess the riddle”
Pied Quack
Catches frogs.
Waddles and stumbles
( Duck )
He wanders importantly through the meadow,
Comes out of the water dry,
Wears red shoes
Gives soft featherbeds
( Goose )
He is in a bright uniform,
Spurs for beauty.
During the day he is a bully
In the morning - hours
( Rooster ) - The development of auditory attention.
I will read the story only once, and then I will have to answer the questions. Be careful.
“You need to enter the courtyard of house No. 16, go around the house on the left, go into the barn, count the 4th cell on the right. A black rooster named “Roger” will sit in it. You should say hello to him from his second cousin the white rooster Rex."
Questions:
- Give the house number
- Which side should you go around the house from?
- Are you counting cells on the left or right side?
- Do you need a third or fifth cell?
- What color is Roger?
- What is the name of Roger's second cousin?
- The development of fine motor skills. Exercises for fingers.
The duck walked along the shore,
The gray one walked along a steep path.
(“They walk” with two fingers on the table, waddling)
Led the children along
Both small and large
(Bend the ring finger, thumb)
Both average and smaller
(Bend middle finger, little finger)
And the most beloved
(Bend index finger) - Familiarization with fiction.
Read fairy tales to your child:
- "Swan geese"
- "The Ugly Duckling" by G.H. Andersen
- "Gray Neck" Sokolov-Mikitov
If your child is familiar with these works, offer him a little quiz.
“I read you an excerpt, and you guess from which work”
- -I still can’t believe my luck: I turned into a beautiful swan...
(Swan from G.Kh. Andersen's fairy tale "The Ugly Duckling") - - Baba-Yaga sent us in pursuit of a girl and her brother. We circled over the river, the apple tree, and the stove, but found no one.
(Geese are swans from the fairy tale of the same name)
General lesson in a preparatory speech therapy group on speech development on the topic "Poultry"
1. Continue to develop the mobility of the cheeks, lips, and tongue.
2. Consolidate the work on developing speech breathing.
3. Continue to work on developing correct voice delivery and fluency of speech.
4. Develop fine and gross motor skills.
5. Consolidate vocabulary on the topic.
6. Systematize children’s ideas about poultry, their habitats, how they call, their nutrition, members of bird families, and benefits for humans.
7. Improve children’s ability to form singular and plural nouns.
8. To develop in children the ability to agree adjectives with nouns, to form relative and possessive adjectives.
9. Strengthen the ability to correctly use simple prepositions in speech.
10. Improve the ability to coordinate numerals with nouns.
11. Strengthen children’s ability to form nouns with diminutive suffixes.
12. Continue working with children on ways to form verbs.
13. Continue to work on the formation and use of verbs with various prefixes in speech.
14. Continue to improve children’s ability to form nouns with dimensional-evaluative suffixes.
15. Repeat counting up to 10.
16. Develop memory, attention, thinking, speech.
17. Cultivate a good attitude in children towards birds and the work of people on a poultry farm.
Equipment.
1. Small mirrors on a stand for each child.
2. Flannelograph.
3. A doll in a scarf and with a bucket.
4. Ball.
5. Bird yard made from toys.
6. Pictures and illustrations on the topic.
7. Numbers on cards.
8. Pointer.
Dictionary.
Nounsgoose, geese, goose, goose, geese, gosling, goslings, duck, ducks, duckling, drake, drakes, duckling, ducklings, rooster, roosters, cockerel, hen, hens, hen, hens, corydalis, chick, chickens, chick, turkey, turkeys, turkey, turkeys, turkey, turkey chick, turkey chicks, little turkey, dove, pigeons, dove, dove, doves, dove, pigeons, chicken coop, perch, nest, comb, spurs, dovecote, egg, chick, chick, drinking bowl, feeder, feed, millet, grain, bread crumbs, worms, midges, bugs, caterpillars, poultry yard, poultry farm, poultry house, poultry house, voice, paws, necks, wings, eyes, beak, feathers;
Verbs: crows, clucks, clucks, quacks, hisses, chatters, coos, feeds, feeds, feeds, overfeeds, closes, opens, covers, covers, builds, lays, incubates, hatches, feeds;
Adjectives: long-necked, red-billed, red-bearded, small, helpless, yellow, loud, dissatisfied, nimble, chicken, gray, duck, pigeon, turkey, rooster, goose, chicken.
I. Organizational moment.
- Today, guys, you and I will go to the poultry yard and once again meet the cockerel with his family, the turkey, geese, ducks, we will look into the dovecote to the dove, together with the henkeeper we will feed all the poultry, we will remember what kind of voice someone has, and with what poultry helps us.
- And now - visit the poultry yard!
II. Articulatory gymnastics to develop the correct sound [r].
– Guys, when you meet your friends and acquaintances, do you smile?
– We will smile at the poultry when we meet. But first, let's brush our teeth so that our smiles are beautiful. Let's play the game “Whose teeth are cleaner?”: open your mouth, stretch your lips in a smile, and use the wide tip of your tongue to “clean” your upper teeth from the inside, moving your tongue up and down. Make sure that your lips do not cover your teeth and that your lower jaw does not move (children do the exercise together with a speech therapist, each in front of their own mirror).
“And now let’s smile at each other and the poultry worker Varya, who works in the poultry yard and greets us.”
III. Working on speech breathing.
– And I know a poem about Varya:
"Tara-bars, rastabars,
Varvara’s chickens are old.”
- Let’s tell you about it too.(children talk in chorus). This poem can be told very quietly(children speak quietly in chorus); I can tell you something sad(children talk sadly from the front).
IV. Consolidation of what has been learned.
1. Conversation on questions on the topic studied.
- Well, here we are in the poultry yard. Whose is this house?(Poultry)
-What else is their home called?(Poultry farm)
– Who takes care of the poultry here?(Birdwoman)
- Can anyone else?(Poultry house)
“And what do the poultry-keeper and the poultry-keeper do?”(They feed, water, clean, look after)
What do the birds eat here?(From the feeder)
- What do they drink from? (From the drinking bowl)
- What do poultry eat?(Special food, grain, millet, bread crumbs, worms, midges, bugs, caterpillars)
2. Didactic game "Look and name".
- What kind of poultry did we meet here?(The speech therapist shows pictures with: rooster, chicken, goose, duck, turkey, pigeon)
- Let's remember what the rooster has.(The speech therapist points out the parts of the rooster’s body with a pointer in the picture, and the children name: head, torso, tail, paws, spurs, claws, beak, feathers, wing, eyes, comb, beard)
3. Didactic game "Who is talking like?".
- Guys, how do birds talk to each other?
Sample:
rooster crows,
chicken - cackling, clucking,
chicken - squeaks,
duck - quacks,
the goose hisses,
the turkey is chattering,
the dove is cooing.
4. Didactic game "Who has who in the family?".
- Now let's remember the family members of each poultry.(The speech therapist shows pictures, and the children name)
Sample:
rooster - hen - chicken. Where do they live?(In the chicken coop)
goose - goose - gosling;
duck – drake – duckling;
turkey - turkey - little turkey;
dove - dove - dove. Where do they live?(In the dovecote)
Finger gymnastics "Ducklings".(Alternately bend the fingers, starting with the thumb, and with the words "pee-pee-pee" rhythmically bend and unbend the fingers of both hands)
First, second - the ducklings were walking.
The third, fourth - for water.
And the fifth one trudged behind them,
The sixth man ran behind,
And the seventh fell behind them,
And the eighth one is already tired.
And the ninth caught up with everyone,
And the tenth one was scared.
He squeaked loudly:
- Pee-pee-pee!
- Not food, look!
5. Didactic game "One - many".(The speech therapist throws a ball with a word, the child returns the ball, answering)
– I saw a chicken in the poultry yard, but when there are more than one of them, how shall we say?
Sample:
chicken - hens, hens,
rooster - roosters,
chicken - chickens,
goose - geese,
goose - geese,
gosling - goslings,
duck - ducks,
drake - drakes,
duckling - ducklings,
turkey - turkeys,
turkey - turkeys,
turkey - turkey poults,
dove - doves
dove - doves
dove - pigeons.
6. Didactic game “What first, what then?”
- Guys, let's look into the chicken coop and see how the chickens have babies.. (The speech therapist invites the children to lay out the pictures in sequence, they do it collectively, and the result is spoken out)
Sample: roost – nest – egg – chick.
– What does the chicken do first?(lays eggs)
- And then? (Chicks hatch, chicks hatch)
- And then? (Feeds the chicks)
7. Didactic game with a ball “Pick up a sign.”
– Look how beautiful poultry grows from chicks.
Sample:
rooster (which one? ) – red-bearded, loud,
goose - long-necked,
chick - helpless,
turkey - dissatisfied,
duck ( which? ) - red-billed,
dove - small, fast,
ducklings(which?) - nimble,
doves are gray.
8. Didactic game "Who has what?".
Let's take a closer look at our birds. What can they boast about?(Children look at toys or pictures)
Sample:
the rooster (what is there? ) – red scallop,
the turkey has a beautiful tail,
the chicken has colorful feathers,
the goose has a long neck,
the dove has a small beak,
The duck has wide legs.
9. Didactic ball game "Call it affectionately."
- Guys, let's show the birds how kind you are - turn to them affectionately.
Sample:
chick - chick,
rooster - cockerel,
chicken - chicken,
goose - goose,
duck - duck,
chicken - chicken,
dove - little dove,
turkey - turkey,
little turkey - little turkey.
10. Didactic game "Count":
Sample: one rooster – two roosters – three roosters – four roosters – five roosters,
one dove -
one duck -
one chicken -
one goose -
one nest -
Let's count the birds in order.
Sample: first goose - second goose - third goose - fourth goose - fifth goose,
first chick -
the first turkey
the first egg
V. Physical exercise.
HEN-CORTED
The crested hen came out,
(children follow the speech therapist in a circle)
She has yellow chicks with her.
The chicken cackles: "Ko-ko!
Don't go far!
On a bench by the path
(children squat down,
hands are put on the cheek,
eyes closed)
The cat has settled down and is dozing.
The cat opens its eyes
(then eyes open,
stand up, clasping your fingers together)
And the chickens are chasing."
VII. Consolidation of what has been covered(continuation).
11. Didactic game “Whose, whose, whose?”
- Oh, guys, whose tail is this? - cock.(Speech therapist shows a picture)
whose feather? - chicken,
whose trace? – duck,
whose fluff? – goose,
whose cooing? - pigeon,
whose squeak? - chicken,
whose feeder? - turkey.
12. Didactic game "Helpers":
- Guys, how can we help the poultry worker Varya feed the birds? Let's remember all the actions with the word "feed":
Sample: feed, feed, overfeed.
– What about the word “close”?
Sample: will open, cover, cover.
13. Didactic game “Words are Lost.”
- And now you guys need to help the birdie Varya find the right excuses to tell us poems about poultry.(Speech therapist with a pointer in the pictures or on a toy bird yard tells the children a guess)
Yellow chickens
Looking for grain... ( On the ground )
The turkey showed the turkey
Lots of grains...(In the feeder)
– Tomorrow the sun will come out again! -
The rooster crowed...(From the fence)
The ducklings will sleep warmly,
When the duck hides them...(UNDER WING)
My little dove
Flew by...(OVER your head)
Chicks can't be naughty -
You can fall out...(FROM NEST)
Beautiful turkey feather
The bird lady got it...(FROM UNDER THE PILLOW)
When you decided to walk barefoot,
No need to stand...(BEFORE the turkey)
Ducklings go merrily in single file
To the distant pond...(behind the worm)
Chicks little squad
Insects are looking for ...(BETWEEN the ridges)
As soon as the grains are placed in the feeder,
The rooster will come out...(From the corner)
14. Didactic game "Boasters".
- Oh, guys, look how pompous the poultry are. They are bragging about something.(The speech therapist, using a pointer in a picture or on a toy, shows the part of the bird’s body that he calls)
Sample: at the rooster (what? ) – not a voice, but a voice,
the turkey has not a tail, but a tail,
a duck has paws, not paws,
a goose has not a neck, but necks,
a chicken has not a wing, but a winglet,
the dove has not eyes, but little eyes,
the drake has not a beak, but a beak,
the goose has not a feather, but a feather.
VIII. Bottom line.
– Well, it’s time to say goodbye to the birds. Let's say thank you and goodbye to them and the bird-keeper Vara.(Children speak in chorus, the speech therapist removes the pictures from the flannelograph, removes the toy bird yard)
- Guys, what birds did we visit today?
– Who did you help?
– Which domestic birds have you met?
– Are poultry healthy for humans?
- How?(They give meat, eggs, feathers, fluff)
– Does a person need to take care of birds?
- Why?
– We remembered and repeated a lot today. Well done.
Classes in the senior group of compensatory orientation
Topic: "Poultry"
Speech therapist: Kuznetsova M.Yu.
Target : To form children’s ideas about poultry, to develop creative cognitive abilities in the process of solving assigned problems.
Tasks:
1. Consolidate vocabulary on the topic.
2. Systematize children's ideas about poultry, their habitats, how they call, their nutrition, family members, and benefits for humans.
3. To develop observation, creative imagination, cognitive interest in the life of poultry, memory, and coherent speech.
4. Learn to compare, analyze, establish cause-and-effect relationships.
5. Foster a caring and attentive attitude towards poultry.
Equipment: pictures and illustrations on the topic, magnetic board, feathers, blanks for applique, glue.
Progress of the lesson.
I. Org. moment.
Today we have a guest. Guess who it is.
He's loud-mouthed
In the morning he shouts: “Hello!”
On his feet are boots,
There are earrings on his ears,
On the head - a scallop,
That's what he is...!
Look what an unusual cockerel came to visit us. What's wrong with our rooster? (the artist did not color the cockerel’s tail) Can we help him?
Of course we will help him! It will become colorful when we complete various tasks. After completing each task, we will give the cockerel one paint.
II. Main part.
1. - Look at the cockerel.What does the cockerel have? (head, body, tail, paws, spurs, claws, beak, feathers, wing, eyes, comb, beard)
Complete the sentences:
The cockerel has one...
The cockerel has one...
The cockerel has one thing...
The cockerel has two...
The rooster has two...
2. Exercise “Bird Voices”
Where does the rooster live? Who else lives with him? Listen and guess who lives in the poultry yard.
Rooster crows
Chicken - clucking
Goose cackles
Duck - quacks
Turkey is swamping
Well done, you completed the task well and correctly. Let's give the rooster some paint.
3. Conversation on the painting “Bird Yard”
Look where we ended up. There is great excitement here - birds in different plumage. What kind of birds are these? Why are they called pets? Who takes care of the birds? What are they eating? What are the benefits of birds?
The rooster can boast of a beautiful comb, but what can other birds boast of?
Turkey with a beautiful tail
Chicken - colorful feathers
Goose - long neck
Duck has wide legs.
Well done! We give the cockerel paint.
4 . Physical exercise. Phonetic rhythm with sounds.
5 . Research activity with pen.
Pay attention to the feathers on the table.
What is this? What is it like? (color, weight) What is the pen for? How does a person use it?
Well done, we're giving the cockerel another paint.
6 . Game “It happens - it doesn’t happen”
Instructions: if this happens, clap, if it doesn’t happen, stomp.
The chicken flew away to warmer climes.
The chicken laid an egg.
The rooster dived into the river.
The chicken flew up onto the fence.
The rooster found a grain.
The duck crowed loudly.
Geese clucked loudly on the pond.
The rooster spread his tail like a fan.
A turkey hatches poults.
Well done, you completed the task well and correctly. Let's give the rooster some paint.
7 . Game “Say the Word”
The gosling stretched out its neck
Looks around sleepily,
I can barely sleepy my son
Found under the wing... (goose)
Who is the goslings' daddy? (gander) (picture “Geese” is posted)
Hey ducklings, where are you going?
There's a doghouse here!
Waiting for you near the pond
Your mother... (duck)
Who is the ducklings' daddy? (drake) (picture “Ducks” is hung)
What happened to the turkey poults? Why are they in a hurry?
I found a worm behind the tub in the barn... (turkey)
Who is the turkey's daddy? (turkey) (the picture “Turkeys” is posted)
Come on, march back, chickens.
You can't climb into the beds!
Your mother is looking for you, worried... (chicken)
Who is the chickens' daddy? (rooster) (the picture “Chickens” is hung)
Well done, let's give the cockerel one more paint.
III. Summary of the lesson.
Guys, who did we help today? Do you think the cockerel was satisfied?
What birds are you talking about today?
Are poultry good for humans? How?
Does a person need to take care of birds? Why?
We remembered and repeated a lot today. Well done!
Notes on Nod “Cognition” for children 5-6 years old
Topic: Poultry
Target: Expand and systematize children’s knowledge about poultry (clarify what parts their body consists of, what it is covered with; tell what birds eat, where they live, who cares for them).
Educational objectives:
- Develop children's interest in oral folk art: mystery.
- Expand children’s knowledge about poultry; pay attention to their distinctive features.
Developmental tasks:
Develop memory, attention, thinking.
- Enrich the emotional, speech and motor development of children.
Educational tasks:
- Foster a friendly attitude towards nature
Materials and equipment:
Toys: chicken, rooster, chickens, goose, goose, gosling, duck, duckling, drake, turkey, turkey, turkey, chicken and chicken masks, a bag of grain.
Lesson progress
1. Organizational moment: (Children sit in a semicircle)
2. Working with riddles:
Educates: Guys, do you like to solve riddles?
Children: Yes.
Educates: Great, then guess my riddles too!
Not a rider, but with spurs,
Not a watchman, but wakes everyone up.(Rooster)
Clucking, clucking,
Gathers children under his wing.(Chicken)
Yellow baby
Looking for a crumb of bread.
If you meet a worm -
He'll peck his sides.(Chick)
Sleeping or bathing
Everything doesn't take off:
Day and night on legs
Red boots.(Goose)
Who lives in our barn?
They get into formation without a command,
They go to the pond.
Who walks in a long chain,
Who loves discipline so much?(Goose with goslings)
Educates: Well done, guys! All the riddles were solved.
Educates: Guys, where do these birds live?
Children: In the poultry yard.
Educates: Guys, do you want to go to the poultry yard!
Children: Yes!
Presentation "Poultry yard"
A conversation about poultry and their young.
Poultry yard, whose house is this? (Poultry)
What else do they call home? (Poultry farm)
Who takes care of the poultry here? (Birdwoman)
Who else can? (Poultry house)
What do poultry house and poultry house do? (They feed, water, clean, look after)
What do the birds eat here? (From the feeder)
What do they drink from? (From the drinking bowl)
What do poultry eat? (Special food, grain, millet, bread crumbs, worms, midges, beetles, caterpillars)
Game “Look and Name”
I will show pictures of poultry, and you will name them.
What kind of poultry did we meet here? (Rooster, chicken, goose, duck, turkey)
Let's remember what a rooster has (head, body, tail, paws, spurs, claws, beak, feathers, wing, eyes, comb, beard)
Finger gymnastics " Ducklings"
We will bend our fingers one by one, starting with the thumb, and with the words “pee-pee” we will rhythmically bend and straighten the fingers of both hands.
First, second, the ducklings walked.
The third, fourth - for water.
And the fifth one trudged behind them,
The sixth man ran behind,
And the seventh fell behind them,
And the eighth one is already tired.
And the ninth caught up with everyone,
And the tenth one was scared.
He squeaked loudly:
Wee-wee-wee, wee-wee-wee,
Not food, look!
Will educate : And here is a chicken with chickens. The hen walks around the yard, takes the chicks for a walk. Beautiful chicken?
Children (Yes. Beautiful)
Educates: What’s on the chicken’s head?
Children (Scallop)
Educate: What is the difference between a chicken and a cockerel?
Children (The cockerel has a large tail and comb, and the hen has small ones)
Educates: What does a hen call her chicks?
Children (Ko-ko-ko)
Educates: What kind of chickens are they?
Children (Small, yellow, fluffy)
Educates: Well done! Let's play! I will be a chicken, and you will be my chickens (You can use masks)
The chicken went out for a walk (we walk in a circle, hiding our hands behind our backs)
Pinch fresh grass (squat down and pretend to pinch grass)
And behind her are chickens,
Yellow guys (run and wave your winged arms)
Co-co-co, co-co-co,
Don't walk too far (shake your right index finger)
Row your paws,
Look for grains (fold your hands in front of your chest and show how you row)
Ate a fat beetle (put your palms together)
Earthworm (use your index fingers to draw spirals)
We drank some water
Full trough (we stretch our lips and seem to drink from clasped hands)
Educates: Well done, guysYou can determine the grain by touch
Game "Who has who in the family"
I will show poultry birds in the picture and you will name the members of each poultry bird.
Rooster-hen-chick
Goose-goose-gosling
Duck-drake-duckling
Turkey-turkey-turkey.
Educates: Well done! So we visited the poultry yard. Let's get acquainted with its inhabitants, let's play with the ball and affectionately name all the domestic birds.
Ball game “Call me kindly”
Baby chick
Rooster is a cockerel.
Chicken-chicken.
Goose-goose.
duck duck
Chick chick.
Turkey-turkey.
Turkey-little turkey.
Raises:
Game "Boasters"
I will show in the picture the part of the body that the bird boasts of, and you will praise this bird.
The turkey has a tail, not a tail.
A duck has paws, not paws.
The goose has not a neck, but necks.
A chicken has not a wing, but a winglet.
The drake has not a beak, but a beak.
Gooses are not feathers. And the perische.
Lesson summary:
Did you enjoy our trip?
Who did we visit? (A cockerel, a hen, a goose, a goose, a turkey, a turkey, a duck, a drake and their babies).
Are poultry good for humans? What? (they give meat, eggs, feathers, down).
Does a person need to take care of birds? Why? Thanks to all.
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