Summary of a lesson on the surrounding world in the second junior group “Describe the subject”

Notes “Describe the subject”

Let's check who's right. Let's play "Magic Bag". A small ball is placed in the bag. Children touch the object and determine its shape.

-What do you think it is? (Ball).

- We already have the ball. What colour is he? (Green)

— What color is the ball in the bag? (Cannot be determined)

The ball is taken out of the bag. It is concluded that the shape of an object can be determined by looking at it and touching it with your hands, but the color can only be seen.

4. “What color.” The speech therapist places a “color” symbol card on the board.

- What do you think we will call it? (Color)

Children pass the ball and name the object being demonstrated and its color: the pillow is blue...

5. “Say it kindly.” The children are shown balls.

- What do the balls have the same? (Color)

- What are the differences between the balls? (Size)

- Big ball, what should we call the small one? (Ball).

Children pass the ball and call the objects on display affectionately: sun - sun...

6.Phys. just a minute. Exercises are done by reciting a poem:

“We'll clap our hands, we'll stomp a little.

Let's shake our heads.

We shouldn't be discouraged. Let's raise our hands.

Now let’s sit down together, we really need to rest.

We'll clap our hands and stamp our feet a little."

7. “What it’s made of is what it’s called.” The speech therapist attaches a symbol card “what is it made of” to the board. It turns out that the objects that people made are made of different materials. Iron, wooden and plastic buttons are on display. Children examine and feel the buttons and, in conjunction with a speech therapist, form relative adjectives: a button made of iron is iron, a button made of plastic is plastic, a button made of wood is wooden. When passing the ball to each other, children use relative adjectives, giving characteristics to the objects being demonstrated: an iron top - an iron top.

8. “What does it feel like?” The speech therapist places a “what it feels like” symbol card on the board. What else can you say about an object if you don’t see it, but only touch it? Let's check. Game "Magic Bag". There is a small soft toy in the bag.

- What does the object feel like? (Soft).

-What do you think is in the bag? (Children's answers).

Show the toy. Children pass the ball and name the objects on display, characterizing their structure (hard, soft, prickly)

9. “What does it taste like?” The speech therapist places a “taste” symbol card; lips or tongue are depicted on it.

- What else can you say about edible items? (What do they taste like).

Children, passing the ball, remember foods that have a given taste.

- What's sweet? Sweet apple (sour, bitter, salty)

10. Exercise “Describe me.” Children, with the help of a speech therapist, using picture symbols, make up a descriptive story about a toy kitten, a spruce twig, a ball, an orange.

We describe the objects around us, our actions and sensations

The Child Development project offers parents, educators and teachers eleven original practical tasks for the harmonious all-round development of the child. Completing tasks will develop imagination and fantasy, expand your vocabulary and horizons, and will help you remember the spelling of words. During classes with such handouts, the child will acquire the ability to classify objects, develop attention and observation, improve the culture of speech, and interest in learning the language.

Completing the proposed tasks will contribute to the formation in children of a positive attitude towards learning, instilling self-confidence and their educational capabilities, which is an important key to the comprehensive development of the child.

Learning to describe sensations. This set of tasks will help your child expand his vocabulary and learn to more accurately describe objects in the world around him and his feelings. In this way, the child will develop figurative and abstract thinking and writing skills.

We describe the properties of objects, creatures and substances. This kit will help your child learn to compare and describe objects and creatures based on specific characteristics, while simultaneously developing drawing, reading, observation and attentiveness skills.

Describe the pictures: use of adjectives. This set of tasks will help your child learn to describe objects and creatures and use adjectives correctly in speech. The set contains 24 drawings, for each of which the child must select 5 adjectives that characterize him.

We describe the sequence of actions: skills of coherent written speech. This set of tasks will help your child learn to describe a sequence of actions and practice written, coherent speech skills. In each of the 8 tasks, the child is asked to describe the stages of performing a certain action.

Drawing, question, sign: we classify objects. The proposed task will familiarize children with the lexical meaning of words that name the characteristics of objects, will develop the ability to ask questions about words, and will enrich their vocabulary. The child is asked to select questions and a sign for each picture and connect them with arrows.

Item materials: distributing words. The proposed task will help the child learn about the names of materials (paper, wood, glass), learn to distinguish and name the properties and qualities of objects, and enrich their vocabulary. By completing tasks, the child will learn to compare, group, classify objects according to materials and properties, and find common and different things.

Describe the pictures and compare. This set of tasks will help your child learn to describe and compare creatures, and express their thoughts and conclusions in writing. The tasks will help you enrich your vocabulary, develop fine motor skills, writing and comparison skills, and learn to express thoughts consistently.

We describe concepts and learn to think. This unusual activity asks your child to think about important concepts that we use every day, but usually don't think about their deeper meaning. According to the terms of the task, the child needs to describe each of the proposed concepts using three adjectives.

Cold or hot? We analyze objects of the surrounding world. The proposed task will help the child learn to distinguish the properties and qualities of objects, determine the common and distinctive features of objects in the surrounding world, compare, combine, and divide into groups. By completing the task, the child will develop logical thinking, intelligence, and curiosity.

We describe imaginary places: develop imagination. This set of activities will help your child develop their imagination and learn to describe different places, drawing on their experience. By completing tasks, the child will develop creative abilities and fine motor skills, and learn to express thoughts consistently. During group work, you can ask children to read their descriptions out loud and compare.

Edible, inedible. We analyze objects of the surrounding world. The proposed task will help the child learn to distinguish the properties and qualities of objects, determine the common and distinctive features of objects in the surrounding world, compare, combine, and divide into groups based on common characteristics.

Each task can be printed on a regular or color printer and used an unlimited number of times. Downloading tasks for children is available to site users after quick registration.

“Classes on examining objects”

Topic: “Classes on examining objects”

Plan:

1. Features of descriptive stories of preschool children

2. Methods of teaching the description of toys and natural objects

1. Features of descriptive stories of preschool children.

The features of descriptive speech of preschoolers have been the subject of attention of many teachers (V.V. Gerbova, N.F. Vinogradova, O.S. Ushakova). An analysis of their research made it possible to identify the following errors that are typical for children of different ages:

- many of the children’s statements are inconsistent, one thought wedges itself into another, there is no definite order in describing the signs. For example, when describing a bear cub, a child can start the description from the head, then note the features of the costume and return to the head again;

- children do not know how to start and how to finish the description. Most utterances do not have a final clause; they end with some attribute or the word “all”. For example: “The bunny’s trousers are blue. He has paws and ears. There are more flowers in the basket. All"; “I have a bear in a red shirt and a red hat. He has red trousers";

- in children’s descriptions there is no bright, clear image of an object; they do not know how to convey the interaction of this object with the environment, or isolate its essential features. For example: “Rooster. Grass and flowers. Scallop. Tail. Wings and neck. Earth. Sky";

- children can make up a story without naming its object: “He has a red hat. He has a balalaika with a bow. He has a red and green blouse

»;

— in children's stories, simple sentences predominate, sometimes with homogeneous members. Lots of pauses, repetitions, words “here”, “there”, “here”, “such”. For example: “This bunny is made of wood. He's got a little bit of blue and gray here. He has a red dress and shoes too. His hands are gray, his bow is white”;

- the volume of children's descriptions is small, but it increases with age: for children 4 years old, on average, the text consists of 17 words and 5 sentences; for five-year-olds - from 28 words and 7 sentences.

The shortcomings of children's descriptions are most often associated with the fact that preschoolers do not know how to consider what they are talking about, and identify details and parts, from the characteristics of which the overall picture is formed, and do not know how to isolate essential features.

Taking into account the specifics of description as a type of monologue speech and the characteristics of children's descriptive stories, the researchers determined the range of knowledge and skills that children should master. These include:

- the ability to see the beauty and uniqueness of each object (phenomenon);

- the ability to identify essential, characteristic features in objects, to connect, group features, adequately denoting them in words;

- the ability to correlate your description with the object in question;

- knowledge of the structure of a descriptive story, the ability to follow it, using different types of sequence (left - right, right - left, top - down, bottom - up, in a circle, diagonally);

- the ability to speak about features using sentences of different syntactic structures;

- ability to use various connections between sentences;

- ability to use a variety of means of expression;

- the ability to give a detailed, detailed, and concise, brief description;

- the ability to include descriptions in other types of statements.

The above-mentioned knowledge, abilities and skills constitute the content of teaching children descriptive stories in kindergarten, which is specified in the program for each age group.

1. Methods of teaching the description of toys and natural objects.

Children describe what they perceive at the moment. The visible object precisely determines the content of the future story. Its clearly perceived qualities facilitate the selection of the appropriate vocabulary, combination of words in a phrase, and forms of coordination between different parts of speech.

The objects of the description can be favorite toys, pets, animals of a corner of nature, a New Year tree, costumes of characters from children's parties, etc. The main thing is that the evoked image leaves a bright mark not only in the minds of the kids, but also influences their feelings. To look at objects and write stories about them, you should select toys with a pronounced personality. For example: a kitten with a funny expression on its face; a clumsy, wide-eyed duckling.

The display of an object must be accompanied by an accurate and emotionally vivid verbal description of its qualities, characteristics, and actions.

In the process of teaching younger preschoolers, it is advisable to introduce the object of description into the group before the lesson, so that the children have the opportunity to better examine it and touch it with their hands, which allows them not to distract the children during the lesson while reporting about it.

In older groups, it is better to bring toys directly to class, but closed in a box or drawer.

After the lesson, the object can be left in a visible place so that the children can continue to play with it and practice writing stories.

As description skills are mastered, it is recommended to introduce new types of work into training: in the middle group - description from memory; in the older class - description based on imagination.

Teaching children narrative-description is preceded by preparatory work.

Its goal is to develop observation skills in children, to achieve the level of speech development necessary for composing stories (formation of vocabulary, development and consolidation of sentence construction skills, communication skills and abilities for full communication of children with the teacher and among themselves during classes).

are used to develop observation skills :

“Find out what has changed”; “What is the same and different”; “Who has what item”; “Guess by the description”, etc.

To prepare colorful, figurative descriptions, various exercises are carried out on the use of expressive means:

selection of epithets (“This is an apple. What is it?”), comparisons (“What are the clouds in the sky like?”; “What can snow be compared to?”), synonyms (“The rope is strong. How can I say it differently? Strong”), antonyms (deep - shallow).

Methods of preparatory work are also used when teaching children description in the classroom.

Description classes begin with examining objects, i.e., a sensory examination, including:

- perception of the subject as a whole;

- identification of its characteristic features;

— determination of the spatial relationships of the parts relative to each other (above, below, left, right, etc.);

— isolating smaller parts or details of an object and establishing their spatial location in relation to the main parts;

- repeated holistic perception of the subject.

(Other sequence options are possible.)

The teacher draws children's attention to the characteristic features of their appearance (shape, color, material), monitors the correct use of words when defining them.

The description is based on the teacher’s questions. Various questions are used:

- straight (“What color is the duckling?”);

— prompting the desired signs (“Guys, have you seen the yellow toy duckling?”); — search (“Why was the little bunny called Ushastik? Why was the puppy called Chernysh?”);

- encouraging comparison, metaphor (“What do the little fox’s eyes look like?”; “What do the duckling’s paws resemble?”).

After the children’s answers, the teacher makes a generalization, offering to listen to a sample story

which should serve as an example of the exact correlation of speech with the perceived object, with the qualities, features, and details identified in it.

A teacher’s sample story should be meaningful, interesting, concise, clear in construction and emotionally expressive.

The sample can be used at the beginning, middle and end of the lesson: this is determined by the level of the children's skills. To prevent the children from copying it entirely, the teacher needs to talk not about the exact toy that the children will talk about, but about one of the same type (a doll with pigtails and a doll with bows, red and green pyramids, etc.). Then children will be able to show independence and initiative.

A sample may be a complete complete description or just part of a story. This depends on the selection of objects and toys, their quantity, the age and level of speech development of the children.

As they master descriptive skills, children begin to compose stories according to the teacher's plan .

First, the plan consists of 2 - 3 questions (“First, tell us the name of the toy, what color and size it is, how you can play with it”). Gradually it becomes more complicated, questions are added to it: “What material is this toy made of?”; "Do you like her?"

The following techniques can help increase interest in a descriptive story .

1. Motivation,

which gives meaning to activity. Researchers (L.S. Slavina, T.N. Doronova, S.G. Yakobson, V.V. Gerbova, etc.) proposed a play type of motivation that puts the child in the position of a natural assistant or defender of a character who, for some reason, finds himself in a difficult situation. (For example: make an announcement on the radio, help a hare find little bunnies that are lost.)

The motive may be the child’s desire to participate in the game. V.V. Gerbova proposed didactic games of a role-playing nature: “Light Dress Atelier”; "Masters

kaya for sewing shoes"; “Demonstration of clothing models”; “Car Exhibition” and others, in which it is assumed that certain roles are performed related to the need to describe a particular object.

The motive may be the desire to receive a toy. For example: the game “Toy Store”. A toy will only be sold if a detailed, interesting story is written about it.

2. Parallel description of two objects by the teacher and the child.

For example, this is how descriptions on the topic “Who has what animal” can be composed:

First, you should take toys that are similar in appearance and differ in a small number of characteristics. Then you can use very different toys (a frog and a gosling, a bear and a hare, a chicken and a goat).

3. Competition games,

in which children learn the ability to identify and designate in words the parts and characteristics of an object (“Who will see and say more about the bear cub”; “Tell me what you know about the doll Tanya”).

4. Surprise moments

(telling riddles, presenting a new toy, the appearance of a child or adult in an unusual image, receiving a parcel, etc.).

5. Collective story writing:

one child describes the character’s face, another describes the clothes, the third describes the object in his hands or behind his back.

6. Use of diagrams, models

.

7. Reading works of fiction.

8. Encouragement for the story, for supplementing the listened stories with different objects

(ribbons, flags, chips). For example, the teacher addresses the group: “Today you will talk about things that are familiar to you. You must listen carefully to the presentations of your peers and try to complement them. For each addition you will receive a green chip. At the end of the lesson, we will count the chips and find out who completed the stories they listened to best. Children who tell stories can also receive a chip of a different color, such as orange, if their descriptions are accurate and detailed and no one can complete them.”

9. Evaluating children's stories.

Its point is that children strive to imitate the story that the teacher praised. Studies have shown that children are better able to perceive evaluations coming from a game character or related to game motivation. They are not offended and try to correct these mistakes. For example: “Well done. You described the bunny in great detail, you didn’t miss anything, but you told it out of order, and it was difficult to listen to you. Try again".

A rating is given to each story. You need to try to find in every statement something that deserves praise (effort, consistency, successful words and phrases, etc.). The assessment should be short and to the point. In older preschool age, children can be involved in mutual assessment.

10. Changing the form of their conduct helps to increase interest in classes. Teaching description can be carried out through didactic games, travel games, organizing various exhibitions at which children act as guides, etc.

Literature:

1. Alekseeva, M. M. Methods of speech development and teaching the native language of preschoolers: textbook. aid for students higher and Wednesday ped. textbook institutions / M. M. Alekseeva, V. I. Yashina. — 3rd ed., erased. - M.: Academy, 2000. - 400 p.
2. Starodubova, N. A. Theory and methods of speech development for preschoolers: textbook. aid for students universities, / N. A. Starodubova - 4th ed., erased. - M.: Academy, 2009. - 256 p.
3. Yashina, V.I. Theory and methodology of children's speech development / V.I. Yashina, M.M. Alekseeva; under general ed. IN AND. Yashina. – M.: Publishing House, 2013.