During the lesson, students consolidate the skills of pronunciation of sounds [l]–[l"], improve the grammatical structure of speech, the skill of sound analysis and synthesis, develop articulatory motor skills, phonemic perception, auditory and visual attention.

Tasks:

• Correctional educational: clarify the dictionary “Spring. Migratory birds."; consolidate the skill of pronunciation of sounds [L-L], isolated and in syllables, improve the grammatical structure of speech in the formation and coordination of possessive adjectives, improve the skill of sound analysis and synthesis (3-sound words); continue to learn how to compose complex sentences.
• Correctional and developmental: develop articulatory, fine and gross motor skills, phonemic perception, dialogical speech, auditory and visual attention, thinking (the ability to establish cause-and-effect relationships), learning to navigate on a plane and in space.
• Correctional and educational: cultivate respect for nature, develop cooperation skills, develop initiative and independence.

Materials and equipment:

• Flannelograph.
• Thematic pictures on the topic: winter, spring; migratory and wintering birds; signs of spring.
• Symbols of sounds; symbols for making sentences.
• Map. Compass. Binoculars. Flashlight. Ball. Parrot toy. A chest with “coins” - candies. Envelopes with letters. Nest, feeder, grain.

Lesson progress

Children enter the group and are greeted by a Parrot (toy):

– Guys, your group was visited by magical pirates and turned it into enchanted islands. The inhabitants of these islands are asking for your help, asking you to save them from evil spells. Are you ready to help them?

Children: - Yes, we are ready!

Teacher: - We will have to sail on the ocean, what can we use to travel?

Children: - On a boat, on a ship, on a raft, we choose a steamer.

Teacher: - For the trip we will need some items from this chest. Select suitable items.

(Children choose objects and explain their choice):

– We need a compass and a map (Figure 1) to know where to sail. Binoculars are needed to look into the distance. The lantern will light our way.

Picture 1

Teacher: - We say goodbye to the parrot and hit the road. Look at the map, where should we go? What's on the next island?

Children: - Two snowflakes.

Teacher: - What number should be on this island?

Children: – Number “2”

Teacher: - Let's look through binoculars (children use their fingers to pretend to be binoculars), is this island close?

Children: - Far away.

Teacher: – In order for our ship to set off, we need to say the magic words:

“The ship floats on the waves,
The steamer gives a whistle - L,
L-L-L-L-L-L.
And in the distance it hums - L,
L-L-L-L-L."

(Children move in the group to “island 2” and pronounce the sounds L-L).

On “island 2” they find an envelope containing a letter and pictures-symbols with signs of spring(Figure 2).

Figure 2

Teacher: - Guys, look, there is an envelope with a letter here. The inhabitants of this island wrote a letter: “The pirates confused and bewitched all the seasons. It’s cold here all the time, and we dream about...” What time of year do they write about in the letter if it’s cold all the time?

Children: - About winter.

Teacher: - What time of year will come after winter?

Children: - Spring.

(Pictures-symbols of “Winter” and “Spring” are placed on the flannelgraph).

Teacher: - Let's talk about spring, the little pictures from the envelope will help us.

(Using the symbolic pictures, they make up a story about spring, take the pictures out of the envelope, explain it and put it on a flannelgraph).

Children: – In spring the sun warms up. Thawed patches appear. The snow is melting and streams are flowing. It starts dripping. Birds are flying in. Insects appear.

Teacher: - In spring I want to say beautiful words, we will pass a flower to each other and say beautiful words about spring. Spring, what?

Children: - Sunny, warm, cheerful, joyful, singing, green.

Teacher: - On this island we completed the task, we go further, we’ll look on the map where to sail.

Children: - On the island marked by three birds, we look for the number 3.

Teacher: – Let’s say the magic words

“A cloud floated by.
Steamboats are humming - LA.
LA-LA-LA-LA-LA"

(Children move to the third table. On it there are pictures with images of a nest, a feeder, a feather, grain, bird tracks).

Teacher: - What is this? Whose nest? Children: - Bird.

-Whose feeder? - Bird.

- Whose food? - Avian.

-Whose traces? - Birds.

Teacher: - Who lives on this island?

Children: - Birds.

(The flannelograph opens and contains pictures of wintering and migratory birds.(Figure 3)).

Figure 3

Teacher: - Wintering birds lived on one half of the island, migratory birds lived on the other, the pirates confused all the birds. Let's resettle the birds correctly, under the sign " Sun"we will place pictures with migratory birds, and under the sign " snowflake"with winterers.

- Take a picture of who you have, where you will live, why?

(Children complete the task, answer questions).

Teacher: Why are these birds called migratory?

Children: - In the fall they fly to warmer climes, and in the spring they return.

Teacher: - Why do birds fly away in autumn?

Children: - It becomes cold and there is nothing to eat.

Teacher: - What is more terrible for migratory birds: cold or hunger?

Children: - Hunger, because they only eat insects, and you can hide from the cold.

Teacher: - In the spring, birds have a lot of important things to do. What do birds do in spring?

Children: - Build nests, breed chicks, feed chicks.

Teacher: - Let's remember what the chicks are called.

Ball game "Who has who"

The rook has rooks, the jackdaw has chicks, the crane has chicks, the crow has chicks, the swift has swifts, the duck has ducklings, the starling has chicks.

Teacher: - On this island we also completed the task, we look at the map where we need to sail next.

Children: - There are four beetles drawn on the island, we are looking for the number 4.

(They move to the next “island 4”, pronouncing the phrase).

“We see the island in the distance
We pronounce it together - LI
LI-LI-LI-LI-LI."

Teacher: - We ended up on the island of insects, but I don’t see anyone here. Let's shine a flashlight, there's no one there.

(We found a bag and an envelope with a letter):“The pirates mixed up the sounds and the insects disappeared, to return them, you need to make up 2 words BEETLE and WASPS.”

Teacher: – Take one picture from the bag (Figure 4). Let's first make up the word BEETLE. Those who have the necessary pictures come out. What's the first sound? Second? Last? Did you get the word BEETLE?

Figure 4

Now let’s make up the word WASP (perform the task similarly to the first one, lay out the words on a flannelgraph).

You have completed the task, now insects will appear and the birds will have a lot of food. The birds will sing cheerfully, let's remember a cheerful poem about spring.

Speech with the Vesnyanka movement

(Find the next envelope with a letter): “Help! Pirates can do things that cannot be done in nature! They can hurt us!”

Teacher: - let's make signs on bird protection, tell you what you shouldn't do and why.

(Children in pairs make up pictures-symbols(Figure 5) phrases).

Figure 5

You can't shoot birds with a slingshot because you might hurt them.

Nests should not be destroyed because birds hatch their chicks in them.

You can't kill insects because birds eat insects.

Teacher: - Now all visitors to the island will know these rules, and you do not forget them. Let's see what the map shows. We arrive at the island where we started our journey.

Parrot meets children: - Guys, you have disenchanted all the islands, and we will hear the birds singing again. In gratitude, the birds left you a gift, you can find it using this note.

(Children read a note from symbol pictures(Figure 6)) .

Figure 6

The first note should say “Look into the vase.” The following note is found in the vase: “Look on the book.” On the book they find another note: “Look under the hat.” Under the hat they find a chest with “gold coins” (candies).

References:

1. Tkachenko, T.A. Special symbols in preparing 4-year-old children for learning to read and write: a guide for educators, speech therapists and parents. – M.: “Publishing house GNOM and D”, 2000. – 48 p.
2. Tkachenko, T.A. Lexico-grammatical representations: Formation and development. Methodological guidelines for conducting exercises. – M.: Publishing house “Knigolyub”, 2010. – 56 p.
3. Kulikovskaya, T.A. Speech therapy tongue twisters and counting rhymes. – M.: “Publishing house GNOM and D”, 2008. – 128 p.
4. Molodova, L.P. Playful environmental activities with children: Educational method. manual for kindergarten teachers and teachers. – Mn.: “Asar” – 1996. – 128 p.: ill.

The topic of the lesson in the senior speech therapy group kindergarten: "Migratory birds. The use of prepositions B-NA in the prepositional and accusative cases."
Purpose: to develop lexical and grammatical means of speech.
Speech tasks:
1. Expand and activate the vocabulary on the topic.
2. Develop the ability to use nouns in the prepositional and accusative cases with prepositions V-HA in speech.
3. Build short statement according to the subject picture.
Cognitive tasks:
1. To consolidate the ideas of children on the studied topic "Wintering Birds".
2. Form children's ideas on the topic "Migratory birds".

Equipment: subject and subject pictures on the topics studied, a musical recording of bird voices, a flannelgraph, silhouettes of a bird, a branch, a birdhouse, the roof of a house.
Progress of the lesson.
1.Organizational point:
The speech therapist invites children to prepare to listen carefully and say what they heard.
(The recording of bird voices is turned on. The children say that these are birds singing).
2. Repetition of the material covered:
The speech therapist shows the children object pictures depicting wintering birds (crow, sparrow, tit) and asks them to name each one, then remember how to call them in one word. The interpretation of the word “wintering” learned in previous lessons is repeated.
The speech therapist offers to depict the sounds made by these birds (kar-kar, chiv-chiv, hsin-hsin), and then asks to tell each picture according to the model: this is a crow, it croaks; it's a sparrow, it's chirping; It's a tit, it's blue.
3.Introduction to the topic “Migratory Birds”.
The speech therapist suggests checking who remembers how the lesson began. (The children listened to the birds singing.) Who liked listening to birds singing? Who wants to see these birds and learn their names?
The speech therapist presents one by one subject pictures depicting a nightingale, a lark, a starling, naming them and talking about each:
This is a starling. He flies to us in early spring, when the snow has not yet melted. People rejoice at the arrival of starlings and prepare special birdhouses for them.
This is a nightingale. It flies to our region at the end of spring, when the leaves have already begun to bloom on the trees.
This is a lark. It can be seen in our area at the beginning of summer, when it becomes very warm and the trees are covered with green leaves.
(The speech therapist accompanies each story by showing a plot picture with the seasons).
The conclusion is voiced: the birds whose singing we listened to today live with us only in the warm season, and for the winter they fly to warmer regions, therefore the nightingale, lark, and starling are migratory birds.
Fizminutka
“Sparrow, chirp!” The little sparrows (all children) stand in a row, the driver stands with his back to them at a distance of 4-5 steps and says: little sparrow, chirp. One of the children, at the direction of the speech therapist, “chirps”, and the driver guesses the sparrow. He becomes the driver.
4. Work with lexical and grammatical material in the context of the topic being studied.
The speech therapist says that now we will meet migratory birds. They will fly in and land on different objects: this is a branch, this is a roof, this is a birdhouse, this is a nest, this is a tree.
-The nightingale (lark, starling) has arrived. What did the nightingale (lark, starling) sit on? (the speech therapist moves the bird figurine so that the children answer: on a branch, on a roof, on a tree)
-The starling has arrived. Where will the starling live? (in the birdhouse)
-The lark has arrived. Where will the lark live? (in the nest)
The speech therapist suggests imagining that a bird has flown into the group.
-What can she sit on? (children name surrounding objects using the preposition NA and place a bird figurine on the named object).
-If she likes us, what will the bird live in? (children name surrounding objects using the preposition B and place a bird figurine inside the named object).
The speech therapist controls the correct use of word forms in the accusative and prepositional cases with prepositions V-HA and the adequacy of the proposed options. If the child’s answer is incorrect in meaning or grammatically, the speech therapist asks the children to think about how to say it correctly.
5. Summing up.
The speech therapist asks the children to remember the names of the birds that were talked about today, how to call them in one word, and why.
Find out what you liked about the lesson.
Children's successes are celebrated.

In this lesson, you can consolidate children's ideas about migratory birds.

Fix the name of the birds, their external signs, structure, food, habits, living conditions.

Systematize children's knowledge about bird species, practice classifying migratory and wintering birds and highlighting an unnecessary object.

Activation of the dictionary on the topic.

Formation of the grammatical structure of speech.

Practice forming complex adjectives.

Development of constructive praxis in drawing up cut-out pictures.

Development of attention, memory, thinking.

To instill in children an interest in the feathered inhabitants of nature and a caring attitude towards them.

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Preview:

Municipal budgetary preschool educational institution

“Kindergarten No. 147 “Smile” combined type”

V senior group children with ODD 5 - 6 years old

Topic: “Migratory birds. Spring."

Venue: Skazka Group

Date: May 2012

Teacher-speech therapist: Afanasyeva

Olga

Cheboksary

year 2012

Speech therapy session summary

in the senior group No. 3 “Fairy Tale” for children with ODD

MBDOU "Kindergarten" No. 147 "Smile" of a combined type"

city ​​of Cheboksary, Chuvash Republic

Teacher-speech therapist Olga Vladimirovna Afanasyeva

Lesson topic: Migratory birds. Spring.

Using ICT Educational presentation.

Tasks:

Strengthen children's ideas about migratory birds.

Fix the name of the birds, their external characteristics, structure, nutrition, habits, living conditions.

Systematize children's knowledge about bird species, practice classifying migratory and wintering birds and highlighting an unnecessary object.

Activation of the dictionary on the topic.

Formation of the grammatical structure of speech.

Practice forming complex adjectives.

Development of constructive praxis in drawing up cut-out pictures.

Development of attention, memory, thinking.

To instill in children an interest in the feathered inhabitants of nature and a caring attitude towards them.

Equipment: Educational presentation “Birds of Migratory”, Presentation of the game “The Fourth Wheel”, laptop, screen, projector, pictures of birds, cut-out pictures.

Literature: Kuznetsova E.V., Tikhonova Development and correction of speech of children 5-6 years old Moscow 2007; Nishcheva N.V. System correctional work in a speech therapy group for children with ODD. St. Petersburg 2001; Vokhrintseva S.V. The world. Birds. Didactic material.

Internet resources: Pictures: yandex.ru; Sounds of nature: viki.rdf.ru

http://zvuki-tut.narod.ru/zaryanka_malinovka/

http://allsoundsaround.com/

Previous work:Introducing children to migratory birds during teacher classes, reading fiction on the topic, telling riddles about birds.

Progress of the lesson:

1. Organizational moment.

1-4 slides The long-awaited, warm, sunny spring has arrived. Migratory birds are returning from warm countries. They are also happy about spring.

5-7 slides They fly in flocks and scream. Birds are in a hurry, because during the spring they need to have time to build and repair their houses, lay eggs, hatch them and hatch their offspring - chicks. And when the chicks hatch from the eggs, their parents, the birds, will feed them and teach them to fly. And in the fall they will gather in flocks again and fly away to warm countries for the winter.

Today we will continue our conversation about migratory birds.

2. A conversation about birds with a presentation.

8-11 slides Rook. Black rooks are the first to arrive to us. They are the first harbingers of spring. Rooks are large birds, covered with black feathers. They have a large, slightly curved beak. Rooks build nests in trees. They feed on insects and seeds. Listen to them scream.

12-17 slides Crane. The crane is a large bird. The crane has a long neck, long beak, wide wings, and long legs. Cranes are gray and white. Listen to the crane scream, stretching out its long neck. Here is a family of cranes: dad, mom and their chick. Look at the crane's nest. Whose nest is this? - Crane's nest.

18-21 slides Stork. He looks like a crane. The stork is also a large bird. The feathers are white, the edges of the wings are black. The beak is long, sharp, red. The wings are wide, long, and have a large span. The tail is meek, wide, the paws are long, thin, powerful. The stork feeds on frogs, fish, insects and plant foods. Look at the stork's nest with chicks. Listen to the sounds they make. Whose nest is this? - Stork's nest.

22-25 slides Heron. The heron is a large bird. She lives near ponds. The heron has a large body, long, powerful beak, and long legs. Look how important she strides through the water and listen to how she screams. There are herons with white and gray plumage. The heron feeds on frogs, fish, insects and plants. A heron can stand for a long time and even sleep on one leg. Let's try to stand like a heron.

Statistical exercise “Heron”.

Children stand on one leg, bending the second at the knee, hands on the belt. Then they change the leg.

Slides 26-31 Swan. This is a proud, graceful, medium-sized bird. The swan has a long curved neck. The beak is flat and strong. Swans come in white and black. The swan's feet are short and webbed. The swan is a waterfowl that lives on lakes, ponds and rivers. It feeds on fish, algae and small crustaceans.

32-37 slides Starling. Small bird. The feathers are black with a purple tint and white speckles. The starling's beak is powerful. There is a black tuft on the head. The starling lives in a birdhouse. The starling feeds on beetles, caterpillars, butterflies and other insects.

38-40 slides Nightingale. The nightingale is a small, gray, inconspicuous bird. But the nightingale sings beautifully, you will listen to it. Listen to the song of the nightingale. The nightingale lives in a nest. Feeds on insects.

41-44 slides Cuckoo. The cuckoo is a small, gray, mottled bird. The cuckoo lives alone. She throws her eggs into other people's nests. And the cuckoo chicks are fed by other birds. Listen to the cuckoo cuckoo.

45-50 slides Goldfinch. The spotted goldfinch, a small bird. There are red, white and black spots on the head. The breast is light, the back is brown. On the wings are black and yellow feathers. The goldfinch feeds on insects. Listen to the goldfinch sing. The goldfinch lives in a nest.

51-55 slides Swallow. Swallow is a small bird. Swallows are the last to arrive when it gets warm and insects appear. The back, wings, head are covered with dark feathers, white feathers on the stomach. The swallow's tail is long and forked. The voice is not loud, listen to the swallows cry. There are city, village and coastal swallows. A swallow lives in a nest. Most of the time, swallows fly in the air, chasing prey. Catches mosquitoes, midges, flies, small insects.

56-59 slides Swift. The little bird looks like a swallow. The plumage of the swift is gray. The tail is shorter than that of the swallow, also forked. Swifts feed on insects. Listen to the swifts sing.

60-63 slides Lark. Little gray bird. The lark flies high. The lark's trills can be heard early in the morning. Listen to the lark sing.

3. Physical education minute.

Outdoor game “Swallows flew”Coordination of speech with movement.

4. The game “What? Which?" Formation of compound adjectives.

Guys, you got acquainted with migratory birds. They are very beautiful and different. Tell me what you can call a stork if it has a long beak.

What kind of stork? - Long-beaked.

The Stork has a red beak - red-billed.

Rook has black eyes - black-eyed.

The Swan has a long neck - long-necked.

The crane has wide wings - broad-winged.

The Heron has long legs - long-legged.

The Swan has short legs - short-legged.

5. Game “Migratory or wintering”

Pictures depicting different birds. Children are asked to choose only migratory birds. Children are then invited to turn into the chosen birds and fly.Moving pause.

6. Physical education minute.

Birds jump and fly. Children are jumping

Birds collect crumbs. "peck"

Feathers cleaned depict

The beaks were cleaned.

Birds fly, sing, waving their hands,

The grains are pecked. They squat and peck.

7. Game “Fourth wheel?” Presentation.

The slides show images of different birds, and children choose an extra object and verbally justify their choice.

Pigeon , swallow, starling, cuckoo. Who's the odd one out? - dove, as it is a winter bird.

Crow, sparrow, dove, starling

Nightingale, lark, sparrow, swallow.

Magpie, rook , bullfinch, tit.

Swan, heron, dove, stork.

8. The game "Collect a split picture"

Each child is given envelopes with split pictures depicting birds. As the task progresses, the names of the birds are fixed with the children.

9. Summary of the lesson.

Who are we talking about today? What birds come to us in spring from warm countries? Birds are of great use in nature. They eat harmful insects. Therefore, birds need to be protected. In winter we fed the birds. And in the summer, birds can find their own food. Birds must not be frightened or offended, and nests must not be destroyed.

Summary of the final speech therapy lesson on the formation of grammaticalconstructing speeches on the topic “Migratory Birds”

Correctional educational goals:

- consolidate the idea of ​​migratory birds, their appearance, lifestyle, body parts, ability to generalize;

- continue to expand and activate the vocabulary on the topic (migratory birds, rook, rook, starling, starling, cuckoo, swan, crane, crane, swallow, beetle, caterpillar;

- passive vocabulary: agile, perched, killer whale;

- continue to improve the grammatical structure of speech (formation of nouns with the suffixes -at, -yat);

Formation of the plural of nouns in the nominative case;

Corrective and developmental goals:

- continue to develop speech activity, coherent and dialogic speech; auditory and visual attention, perception, thinking, articulatory and general motor skills;

Correctional and educational goals:

— continue to develop skills of cooperation, mutual understanding, initiative, and cultivate a caring attitude towards nature.

Equipment: subject pictures of migratory birds, tape recorder, easel, pointer, magic wand.

Preliminary work:

Reading poems, stories about migratory birds,

— learning the finger game “Swallow”;

- asking riddles;

- looking at pictures;

(children sit in a semicircle)

- Guys, today we have an unusual lesson, fabulous and full of different miracles. This magic wand will help you perform miracles. All you have to do is wave it, say the magic word, and a miracle will happen. Do you want to see a miracle? Then everyone close your eyes and count to three with me. 1-2-3 - a miracle happens! (A recording is turned on with the sounds of the forest and birdsong).

- Well, what miracle happened? - Yes!

- Guys, we found ourselves in a fairy forest! Listen, who is singing like that?

- These are birds!

If the snow melts everywhere, the day becomes longer.

If everything turns green,

And a stream rings in the fields. If the sun shines brighter. If the birds have no time to sleep, If the wind has become warmer, It means that... (spring) has come to us.

- Yes, with the arrival of spring everything comes to life around. The first grass is turning green, the sun is shining brighter and warmer, the streams are ringing merrily, the birds are singing loudly. Migratory birds that had flown to warmer climes for the winter are returning home. What birds have arrived? You will recognize them by solving riddles. Listen carefully.

Black, agile, Shouts: “Krack!” The enemy of worms.

There is a palace on a pole, There is a singer in the palace, And his name is...

(starling).

A rope stretched across the sky.

(Crane).

Not a crow, not a tit, - What is the name of this bird? Perched on a bitch, There was a "cuckoo" in the forest.

(Cuckoo).

- Well done! (I expose birds on a typesetting canvas).

- And how, these birds can be called in one word?

What other migratory birds do you know?

Why are they called migratory?

- Well done! And now we will play the game "What shall we treat?". I will name the bird, and you have to say what they eat.

- The rook is a worm, the crane is a fish, the starling is a beetle, the swallow is a mosquito, the cuckoo is a caterpillar.

- Well done! Do you know what our birds eat?

Now we stand near our chairs and let’s play with our fingers. (Finger gymnastics “Swallow” is carried out).

Swallow, swallow,

Dear killer whale,

Where were you,

What did you come with?

Been overseas

I got the spring.

I carry it, I carry it

Spring is red.

- Let's play another game, this game is called “Name how many chicks?”

I show you a picture where an adult bird and its chicks are drawn, and you must say what this bird is called and how many chicks are with it.

- The cuckoo has one cuckoo.

— The starling has two little birds.

— The rook has three rooks.

— The crane has four babies.

- The swan has five cubs.

- Well done! The next game is called "What's Missing?" You have to guess what the bird is missing.

— The bird is missing a beak, etc.

- Well done boys! I really liked you today. What do you remember most today?

- What did we talk about today?

— Why are they called migratory birds?

- Well done! You know the chicks of migratory birds living in our forests, you know what the adult birds and their chicks are called, what they eat, you can determine what parts birds consist of.

(A knock is heard. A surprise moment - a starling appears).

- Who came to visit us, did you recognize him?

- Yes, I'm a starling. I flew past your kindergarten and heard that you know so much about us migratory birds and I really liked it. For your good knowledge, I want to give you gifts of these coloring books, which depict birds. I see that you love nature and will take care of us.

Teacher speech therapist

MADOU No. 12

Uchaly, rep. Bashkortostan

Zagirova Albina Shavkatovna

Tatiana Nuzhnaya
Summary of educational activities in the senior speech therapy group “Return of migratory birds”

Subject:"Return of migratory birds".

Goals:

educational:

Expanding children's understanding of migratory birds, their appearance and lifestyle, activation, enrichment, generalization of vocabulary on the topic;

correctional and developmental:

Development of the ability to compose simple sentences;

Formation of the grammatical structure of speech (formation of adjectives by merging stems, formation of nouns with diminutive suffixes, changing nouns by cases, numbers, agreement of nouns with numerals);

Consolidating the skill of determining quantities syllables in a word,

Development of perception, attention, memory, thinking, general, articulatory and fine motor skills;

Coordination of speech and movement;

educational: nurturing interest in environment and a caring attitude towards her, the development of goodwill.

Equipment:subject picture depicting spring and return of birds, subject pictures on the topic of the lesson, ball, drawings with dotted images migratory birds, pencils.

Progress of the lesson:

1. Org. moment:

Speech therapist:Hello guys. Our fingers will suggest the topic of our meeting today.

Finger gymnastics: fingers move ( "walk") on the table back and forth, changing direction for each poetic line:

"Spring sunshine"

Get up early

Wake us up early!

We should run outside

Birds to meet from warm countries!"

2. Speech therapist: - Guys, I hope you guessed who we will talk about today in class? Tell me which ones birds are we waiting from warm countries?

Children:list: rooks, starlings, swans, cranes, storks, nightingales.

Speech therapist:What do we call birds, which are returning to us from warm countries?

Children:Migratory.

Speech therapist:Look at the picture and tell me who was the odd one out in this flock of birds and why (rook, swallow, goose, nightingale, titmouse)

Children: Titmouse, because she is a wintering bird, and the rest are migratory.

3. Speech therapist:Look how many bird flocks are in the picture. Let's count how many birds are in each of the flocks.

Children: 1 rook, 3 swallows, 5 geese; 2 nightingales, 5 swans.

4. Speech therapist: And now we will try to describe those depicted in the picture birds:

The rook has black wings, so what is it? - ... black-winged,

The swallow has a long tail, so it is ... long-tailed,

The goose has a long neck, which means it is... long-necked,

5. Speech therapist: Birds rejoice in spring, and everyone speaks cheerfully in their own language. Tell me, who gives the voice?

The swallow chirps joyfully...

The crane...crows,

The cuckoo...crows,

The nightingale...clicks,

The lark...is ringing,

Goose cackling.

6. Speech therapist:Let's now try to quickly remember what we know about birds. I'll start telling you, and you finish my sentences with appropriate meaning. words:

-Birds return from....(warm countries).

-Birds built a lot on trees (nest).

The guys do it for the starlings (birdhouses).

In nests the birds will lay(eggs).

The eggs will hatch (chicks).

Rooks search in the ground (worms).

-Birds fly with the help. (wings).

-Birds, which returning from the south we call(migratory) .

7. Phys. just a minute:

The birds were flying (flapping their arms,

people stared (moves head in different directions).

The birds sat down (sat down,

People marveled (stand up, gesture of surprise).

Sit down, sit (squats,

They flew and sang (wave hands).

8. Speech therapist:Tell me who the people I named are taking out birds?

Who are the cranes bringing out? -... the cranes,

Rooks-...rooks,

Starlings-...starlings,

Geese. goslings,

Cuckoos...cuckoo

Swans...swans.

9. Speech therapist: Well done! And now our palms will work again. I will say the words slowly and clearly birds, and you clap to show how much is in it syllables. (goose, swan, rook, cuckoo, heron, lass, starling...)

10. Speech therapist:And now the game with ball: the one to whom the ball flies must catch it and correct my sentence.

The worm pecked the swallow.

The song was sung by the nightingale.

A goose is smaller than a sparrow.

A cuckoo lives in a birdhouse.

A furry caterpillar ate a starling.

11. Speech therapist:And now each of you will receive a picture. By connecting the dots, you can guess which bird is in your picture.

Children will recognize by the outline of the resulting birds.

12. Speech therapist:We had a great time. Let's stand in a circle and, in conclusion, gently palm to palm we'll pass it on a little bird to each other and with it a smile and a good mood.