Tatiana Andronova
A system for working on sentences with older children preschool age
Target: tell teachers a system for working on proposals with children of senior preschool age.
Working on a proposal in preschool contributes not only to preparation for learning to read and write, but also to the general speech and mental development of children. Without her a preschooler’s idea of a word is vague, and the ability to analyze verbal composition develops very slowly.
Features of selection preschoolers words from sentences in conditions of spontaneous formation of concepts about linguistic phenomena and in conditions of special training were studied by S. N. Karpova. With spontaneous formation, this process proceeds extremely slowly, the child’s orientation to the word is limited and unstable. He often singles out not one word, but a complex of words, repeats what he hears offer, without realizing the essential features of the word.
Every child should be able to divide before entering school offer into words and name the number of words in it, any word in order, come up with offers for a given number of words, compose a deformed offer, write down sentences graphically.
The teacher uses terms « offer» , "word", develops in children proposal idea.
Stage I. Isolation sentences from the stream of speech.
Working on a proposal should start with isolating proposals from the text and counting their number. To do this, use a short (at three or four offers) a story that is specially compiled by the teacher and a picture is shown. While reading, the teacher intonationally emphasizes the end offers and pauses between proposals“The children are playing ball. A boy throws a ball to a girl. Girl catches the ball". The teacher asks children: “Who was the story about?”, sets specific questions: what did I say about children? What did I say about the boy? What did I say about the girl?
Then the teacher says that in this story there were 3 offers: the first is about children, the second is about a girl, the third is about a boy. Children's attention is drawn to the lowering of the voice at the end. offers. After listening to how many times the voice was lowered, the children determine the number of proposals. The story is memorized so that children can tell it and name the first offer, second and third.
Next for children proposed compose a story yourself based on a picture, with several episodes. The story can be a collective one, each child makes up offer. The teacher repeats them, making short pauses and lowering his voice at the end offers. Children count offers, bending your fingers.
“The children are on duty in the dining room. Katya is laying out the plates. Kolya puts down the cups. Olya carries spoons.”
The teacher asks: How many suggestions in our story? What's the first offer(second) Then the story repeats itself, each the sentence is reproduced by children in a chain.
Questions that the teacher asks (about whom, what is said in the first proposal, What is said characterizes the semantic, semantic side offers, as units of speech. The teacher emphasizes that in sentence subject not just called, but something is communicated about it that is unknown to the listener.
Then the children make up their own toy offers, pictures. And every time the teacher helps them establish who or what it is written about. offer, what it says, i.e., isolate the semantic side offers.
In order to emphasize that in the proposal is laid down certain meaning , the teacher keeps asking who it’s about offer. What does it say about the girl?
Next, it is advisable to graphically depict offer, show children how it is possible "write" him - a long line; start proposals are marked with a corner, and put a period at the end. You can also use strips of paper. Subsequently, children are trained in determining the number of offers in finished text . The text is pronounced with pauses, and children indicate proposals on diagrams. Then the correctness of the task is checked. To secure ideas about the proposal the following techniques are used: How:
1. Inventing sentences with a given word;
2. Inventing offers, which would start with certain word ; compilation suggestions for two pictures;
3. Inventing "cheerful" offers;
4. Compilation proposals for"live scenes".
All these techniques are accompanied by the release proposals, their counting, analysis of semantic content. At this stage, children are led to the idea that our speech consists of their proposals what about everyone the subject can be said to be a sentence. But, first of all, these tasks are aimed at ensuring that children begin to understand and use the word « offer» .
Stage II. Familiarization with the vocabulary proposals.
At this stage, children understand that a sentence consists of words.
Learning begins with the analysis of simple sentences without prepositions and conjunctions consisting of 2 - 3 words (The doll is sitting. The doll is holding a ball). For analysis proposals visually effective methods are used and techniques:
Looking at toys
Demonstration of actions with toys,
Looking at paintings
Spatial modeling.
At the same time proposal writing work. The basis of learning is the spatial modeling of words using abstract symbols (lines, stripes). The latter helps the child understand linearity (subsequence) and discreteness (articulate) speech. In the first lessons, in the process of working with toys, children are shown that different things can be said about any toy. offers(The doll is sitting. The doll is lying. The doll is having breakfast). Sentences repeated by children. Then they make up their own suggestions about toys. One of proposals pronounced by the teacher with pauses after each word. At this time, children count how many words, which is the first word, which is the second. Similar Job carried out with others sentences of 2 - 3 words. As a result, children develop ideas about what about everyone subject can be said sentences, What sentences are made up of words. This is how the primary orientation in the analysis develops offers. It makes sense to use diagrams from the very beginning. The teacher draws lines on the board according to the number of words in the analyzed sentence and says: “One line represents one word. There are three features here, which means three words in a sentence. The first word is indicated not by a simple line, but by a line with a corner at the end sentences put an end to" It is advisable to have sets of cards with diagrams of different proposals. Children use these sets when analyzing and compiling proposals. Model diagrams provide subject support in the formation of speech analysis skills, are a means of forming generalized ideas about sentence structure.
Vocabulary modeling has become widespread in-game offers"Living Words". The words in this living model are represented by children. During the game, the teacher calls out as many children as there are words in proposal, and tells everyone what word it will be. Then "living words" proposed stand sequentially, from left to right, according to the verbal composition offers. When naming words in order, children can "read" intended or spoken offer. Thus, in this "alive" model, speech reality is highlighted as an object of observation and study. In different versions of the game, children learn to observe language, see, what happens when word order changes, distribution offers by adding one or two words, replacing one word, composing sentences from a set of words. In different versions of this game, analysis and synthesis exercises are used as components proposals(“What's the first word? What word comes next?).
In the future, children learn to compose and analyze offers from a different number of words, name the words sequentially and separately, relate them to the diagram. Offers children can take from fairy tales familiar to them, compose substantive and plot pictures, series of pictures.
In another version of the game - "Confusion"- the sequence of words in proposal, and the children restore order. Thus, children are led to the idea that proposal All words are interconnected in meaning and follow each other.
Gradually, children develop the ability to analyze the composition offers without relying on visual material. The mental action of analysis begins to take place on the internal plane.
Throughout the entire training period the following are used: techniques:
1. clearly pronounce words with a pause; highlighting words with a voice, their quantitative and ordinal counting (how many words, what is the first word, what comes next,
2. pronouncing words while clapping (teacher, individual children, the whole group); sequential naming of words in proposal;
3. jumping rope,
4. tapping on a drum or tambourine as many times as
5. word count offer on fingers, using counting sticks; in loud speech, to oneself;
6. different options games "Living Words";
7. pronouncing words separately;
8. pronouncing words in rows;
9. whisper analysis offers;
To strengthen the skills of analysis and synthesis offers at this stage the following are used assignments:
1. Determining the number of words in a sentence. How many words in proposal?
1. Definition sequences of words. Say the first word, the second, the third.
2. Definition the place of a word in relation to other words. Between what words does the word come... After what word does the word come... Before what word does the word come. Name your neighbors...
3. Name of the first and last word V proposal.
4. Which word...
5. Name the third word.
6. Naming words in breakdown: name the second, first, third word.
7. "Confusion". Compilation proposals according to the deformed phrase.
8. "Correct my mistake" Intentional error in graphic designation is allowed offers. Did I write it down correctly? offer? Do you agree with me?
9. Selection proposals for a given scheme. Which diagram is correct?
10. What word is missing? Children close their eyes, the teacher removes one strip.
11. Find the missing word. Cat...mouse. Hare...carrot.
12. Inventing sentences with a certain number of words.
13. Inventing sentences with the suggested word.
14. Invent offer two or three words.
15. Distribution proposals, by increasing the number of words using symbol strips.
16. Advise between which words to insert the word delicious. Sonya drinks juice.
Thus, proposed system for working on a proposal is integral part preparation preschoolers to literacy training. It helps not only to overcome the difficulties that children experience when isolating words from a composition proposals, but increase the level of free speech and promote conscious operation of language and its elements.
Abstract: Report from experience working with children speech therapy group. The system of work is aimed at the development of coherent speech in early preschool age and includes training in making sentences based on demonstrated actions, pictures, subject pictures, interconnected in meaning.
All great events begin with communication.
(Skilef)
One of the main tasks of raising and teaching preschool children is the development of speech and verbal communication. Coherent speech is the most complex shape speech activity. It has the character of a consistent, systematic, detailed presentation. In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observation is clearly evident.
The basis for the formation of coherent speech is the ability to correctly compose sentences and use them in everyday life.
The speech of preschool children develops rapidly, its semantic content is enriched, its vocabulary expands, and grammatically it begins to obey the norms of the language. From this time on, the child receives knowledge about surrounding objects, phenomena, and events not only visually, but also through verbal explanations from adults.
Using speech, a child can come into contact with other children and play with them, which also contributes to his development. Thus, speech contributes to the development of the child’s personality as a whole, expands his knowledge, his horizons, helps to communicate with others, and understand the rules of behavior.
The development of grammatical structure and coherent speech occurs simultaneously with the development of active and passive vocabulary child and the formation of correct sound pronunciation. That is why the main task of teachers is to develop the skills of constructing different types of sentences and the ability to combine them into a coherent statement.
Therefore, in correctional speech therapy work in kindergarten close attention focuses on teaching children how to write sentences. This problem is solved through a variety of methods and techniques: drawing up proposals for demonstrated actions, pictures, (several subject pictures interconnected), reference words, samples, etc. Forms of organization for the implementation of these methods can be educational activities, regime moments, games, productive activity etc.
Working on a proposal begins with working on a simple uncommon proposal. At this stage, children learn to feel the syntactic basis of a sentence, i.e. subject and predicate. Further work is aimed at the distribution and grammatical design of sentences. By developing in a child the ability to fully and grammatically correctly express his thoughts, we lead him to mastering coherent speech.
- Subject and predicate.
- Distribution of offers
- Grammar
- Mastering coherent speech.
Exercises for making sentences based on pictures (subject, situational, etc.) can be carried out using different methodological techniques. For exercises, two types of pictures are used:
1) pictures in which you can highlight the subject and the action he performs;
2) pictures depicting one or more characters and a clearly designated location.
Using them, children practice sequentially composing sentences of various semantic-syntactic structures. Let us give examples of sentence structures compiled from pictures depicting actions.
According to the pictures of the first type:
§ subject - action (expressed intransitive verb), for example: Boy runs, Plane flies;
§ subject - action (expressed by an indivisible predicate group): Children plant trees; A girl rides a bicycle;
§ subject - action-object: A girl reads a book;
§ subject - action - object - instrument of action: A boy hammers a nail.
According to the pictures of the second type:
§ subject - action - place of action (tool, means of action): The guys are playing in the sandbox; The boys are skiing down the hill.
Junior preschool age.
We begin to develop in children the ability to correctly compose sentences from the younger group. The speech of three-year-old children is situational, so we teach the child to construct phrases from two or three words (simple sentences). Already in the fourth year of life, the ability to construct sentences of different types - simple and complex - develops. For this purpose, pictures, communicative situations, didactic games, regime moments, dramatization games. The material can be toys, clothing, dishes, shoes, food.
The most common methods we use are: making a proposal based on the action being demonstrated and on the picture.
It is possible to draw up a proposal for the demonstrated action, as in specially organized activities, and on regime moments, in games dramatizations.
Making a sentence based on a picture is made easier by the fact that the action does not change, it is fixed. In dramatization games and routine moments, the word is combined with movement, the demonstrated action helps the child construct a sentence. Sentences drawn up based on the actions demonstrated are spoken out by the children.
You can teach children how to construct phrases in any game situation.
For example:
Looking at the picture, first we teach the child to answer the questions in monosyllables:
- What does mom do? (reads)
- What is the dog doing? (Barks)
- What are the children doing? (Sing)
Then, we teach children to form simple sentences by answering questions completely so that the child feels the basis of the sentence - the subject and the predicate. (It is possible to compile both from the picture and from the demonstrated action)
- What is Ksyusha doing? – Ksyusha is drawing.
- What are the guys doing? - The guys are playing.
Work on the grammatical design of the sentence and its distribution is carried out in parallel.
The formation of the ability to construct common sentences is facilitated by tasks like “finish the sentence”: according to the picture and according to the action demonstrated (The teacher or speech therapist begins to voice the sentence, and the child finishes) For example:
- Nastya is watering what? (Flowers)
- The postman delivers what? (Letters, newspapers)
- Masha catches what? (Ball)
- Who is the doctor treating? (Sick)
When looking at the picture, children spread the sentence with the help of a speech therapist or teacher.
- For example: Who is this? - Cat.
- What cat? Cat. - says the teacher, lowering his voice...
- ... fluffy,” the children finish.
- What does a fluffy cat do?
- Fluffy cat. lies on the rug.
- That's right, a fluffy cat is lying on the rug.
A similar technique can be reinforced with the help of a demonstrated action. For example:
Who is this?
Is Vanya happy or sad?
Funny!
What is cheerful Vanya doing?
Cheerful Vanya is sitting on a chair.
5) B younger group We also teach children how to spread sentences at the expense of homogeneous members.
In front of the children I lay out sets of pictures: vegetables (carrots, onions, cucumbers, potatoes), fruits (apples, oranges, lemons), animals (cat, dog, cow, calf), furniture (tables, chairs, cabinets).
First, we make simple sentences about what (who) is drawn in the picture.
Then I start a sentence and the children continue:
- Mom bought carrots and onions at the store.
- Grandmother has a cat, a dog, a cow and a calf in her village.
Children practice using generalizing words before homogeneous members offers. The teacher begins:
- IN kindergarten brought new furniture: tables, chairs, cabinets.
- The greengrocer sells delicious fruits: lemons, apples, oranges.
Children first continue the sentence, and then repeat it after the teacher or speech therapist.
6) A plot picture provides more opportunities for composing a sentence than a subject picture, because it is, as a rule, dynamic. For example, I ask a child the question “What do children do?” and thus I lead him to the construction of a simple sentence, to an awareness of the syntactic basis of the sentence. In his answer “The children go to the forest” there is a subject, a predicate and an adverbial.
At a younger age, we already begin to teach children to make sentences not only based on the action being demonstrated and one picture, but also based on two pictures that are related to each other in meaning. For example: bear and honey, cat and milk, flowerbed and watering can, doctor and syringe, etc.
The structure of the work of composing sentences based on two or more subject pictures related in meaning is the same as listed above.
At first, children simply name each picture individually. And then, using questions, they create a proposal. For example, based on two subject pictures: a bear loves honey, a doctor gives an injection, etc. Based on three subject pictures: bear, honey, tree - The bear climbed up the tree for honey.
To exercise children in constructing sentences, you can use the following games-exercises) in accordance with the lexical topic of the week (based on the actions demonstrated, pictures)
For example: “Day of the Doll” - Lexical topic: “Furniture” or “Dishes”. (What is the doll doing? The doll is sleeping on the bed. The doll is drinking tea. The doll is sitting on a chair. The doll is eating with a spoon. etc.)
“The Day of the Bear Cub” - Lexical topic “Wild Animals” (The bear cub loves honey. The bear cub plays in the clearing. The bear cub is looking for its mother).
A walk gives especially a lot for the development of speech: preparation for it, organization of observations and speech activity during the walk, appeal to impressions. Unlimited opportunity to create proposals for demonstrating action!
So, when getting the children together for a walk, we make sure to talk to the children: “Now we’ll go for a walk. Where will we go? (We'll go for a walk outside) Take the hat out of the closet. Give me your hat. Let's put it on our head. (I put on a hat) Look how beautiful your hat is (I have a beautiful hat).”
While walking you need to constantly pay attention to the beauty surrounding nature, teach children to observe the weather, changes in nature. For example: “The clouds are floating”, “The wind is rustling”, “The trees are swaying” “The trees are waving their leaves” “They are blooming” beautiful flowers», « Little ant crawls”, “Butterfly flutters”, etc.
The dynamics of the game action promotes children's interest and facilitates the solution of the didactic task.
Thus, we can trace the sequence of work on the formation of syntactic skills in children younger age: children learn to answer questions in monosyllables, construct a simple sentence, formulate and distribute it (with the help of the teacher) using homogeneous members, and then use generalizing words before homogeneous members; finally they are brought to the composition of complex sentences.
Middle and senior preschool age.
In the speech of children of middle and senior preschool age, the number of simple, common and complex sentences increases.
Work continues on the grammatical design of the sentence and its distribution.
The use of nouns in indirect cases - accusative, dative, instrumental, genitive - without prepositions and accusative, dative, instrumental, genitive, prepositional cases with prepositions:
a) nouns in the accusative case without a preposition after transitive verbs: Tanya is washing the floor; Mom bought a toy; I'm watching TV.
b) nouns in the dative case: Seryozha gave a pencil to Petya; Tanya helps the nanny;
c) nouns in the genitive case without a preposition: this is Igor’s hat, this is Mishka’s house, my brother’s book; I brought one pencil, two pencils; He ate three pears; Petya gave Tanya four cubes (stamps, pencils);
d) nouns in the instrumental case without a preposition (instrument of action): I draw with a pencil, chalk; Children wash their hands with warm water; Tanya brushes her teeth with toothpaste; You need to dry your hands with a towel;
e) nouns with prepositions in, on, with, at, by, under, above, which serve to express spatial relationships, composing phrases that answer the questions where? Where? where from?: I’m going to kindergarten (to?); I was in kindergarten (where?); I’m coming from kindergarten (why?); The bear climbed a tree (why?); A bear sits on a tree (where?); The bear climbed down from the tree (from where?); A bird sits on a branch (where?); The bird flew away from the branch (why?); Katya entered the forest (why?); Katya was in the forest (where?); Katya came, returned from the forest (where?); Children walk in the park, through the park (where?); The truck drives through puddles (where?); I was on the street (where?); Walked around the garden (where?); The cabinet is located by the window, against the wall (where?).
f) nouns with prepositions to, from, serving to express spatial relations, corresponding to their questions where? where from?: Petya went up to the tree (to the tree?); Petya moved away from the tree (what?).
Matching prefix and preposition.
2. Verbs: a) verbs of movement: go, ride, run, etc.; b) state verbs: sleep, eat, talk; c) action verbs: draw, sculpt, touch, etc.; d) prefixed and non-prefixed verbs: went to... - came to...; painted - painted; ask for... - ask for...; d) reflexive verbs: prepare a matinee - prepare for a matinee; lift a toy - climb the stairs, take the elevator.
3. Adjectives denoting color, shape, material; adjectives in comparative degree: smaller, larger, narrower, taller, shorter, longer, etc.
4. Unions of composition and submission. The use of coordinating conjunctions (a, but, and, that), which serve to connect words in a sentence and to connect sentences, and subordinating conjunctions (that, that, because, if, when, since) to connect sentences.
For example, I offer the children several pictures:
1) the girl washes the floor with a brush;
2) the boy makes a boat for the girl;
3) the girl draws a clown.
When answering questions (who? is doing what?), children first build two-word sentences, then use auxiliary questions to expand them.
1. The boy makes a boat.
A boy makes a boat for a girl.
A boy makes a paper boat for a little girl.
2. The girl draws a clown.
The girl draws a clown with pencils.
A girl draws a clown with colored pencils.
For correct construction sentences, mastering verbal vocabulary is essential. In the process of teaching children to compose phrases and sentences with verbs, the child is led to construct a coherent statement. For this purpose, we use “Complete the Sentence” exercises or specially created everyday situations.
- Masha took the iron, she will (iron the clothes).
- Dima took a saw, he will (cut a log).
- Yura took an ax and he will (chop).
- Dad bought Alyosha a bicycle, Alyosha will (ride a bicycle).
- Productive exercises are those in which the child must answer questions in complete sentences.
- Who is taken to kindergarten?
- Whom does the teacher teach?
- What does the artist draw?
Let's move on to complex sentences. Mastering the skills of constructing complex sentences requires understanding the meanings of composition and subordination conjunctions.
You can introduce conjunctions into speech through exercises in which you need to answer questions with a whole sentence or complete a sentence. Such exercises help develop the ability to use complex sentences.
“Finish the sentence.”
Little Nastya slid down the hill on a sled, although (she was scared).
Tanya was given a doll because... We went for a walk outside when... The children went to school to. That's why Nadya didn't listen to her mother. It started to rain, but we...
"Answer the questions".
Why do birds fly south in the fall? When can you cross the street? What is a vacuum cleaner for? Why did Misha go to the library?
Questions “why?”, “when?”, “why?”, “for what?” develop in the child the ability to establish cause-and-effect, temporary, target connections and relationships.
The appearance of complex sentences in children’s speech indicates the child’s knowledge and understanding of the connections and relationships that exist in real life.
Selection homogeneous definitions to agree a noun with an adjective in gender and number.
- What's the weather like today? (Good)
- Why good? (The sun is shining, it's warm, there's no wind, there's no rain)
- What day is it like when it's warm? (Warm)
- What day is it like when the sun is shining? (Solar)
- And when there is no wind? (Windless) Etc.
Listening to sentences and composing answers to questions with the correct use of prepositions.
Offers
- The children were at school. The boy went behind the house.
- There was snow on the roof. The cat crawled under the floor.
- The sparrow was sitting on the fence. The swimmer dived under the water.
- Motor ships dock at the pier. The man turned the corner.
- The dishes were placed on the table.
- Where did the children come from? (From) Where did the boy come from? (Because of)
- Where did they dump the snow from? (C) Where did the cat come from? (From underneath)
- Where did the sparrow come from? (C) Did the swimmer surface? (From underneath)
- Where do the ships depart from? (From) Where did the person come from? (Because of)
- Where did the dishes come from? (So)
The teacher begins the phrase, the children finish it.
- Today you need to wear galoshes, because... (there are puddles in the yard).
- Seryozha took a pencil to... (draw).
- Seryozha can’t reach the bell because it’s... (small).
- Children water carrots so that... (they grow well).
“One starts, the other continues.”
The teacher invites the children to continue the sentence:
- Mom bought Kolya... a red flag.
- In the morning the children go... to kindergarten.
The teacher begins. In our flowerbed. Who wants to continue? Galya. The red carnation blossomed. Educator. Can we continue? Vitya. She smells very good. Educator. Now say it all at once.
Galya. A red carnation has blossomed in our flowerbed and it smells very good. Etc.
Exercises for constructing sentences with subjunctive verbs.
Subject. Drawing up proposals for story picture.
Target. Set the rules for writing a proposal.
Tasks:- learn to compose sentences based on a plot picture, improve the ability to compose sentences;
Develop visual and auditory perception, spelling vigilance, and the ability to correlate what is written with a picture; ability to work in pairs;
Correct thinking based on exercises in solving riddles and selecting generalizing words, when working with cards;
Cultivate positive motivation and perseverance.
Progress of the lesson.
I. Org. moment.
1. Landing, checking readiness.
The long-awaited call was given,
The lesson begins.
Everyone stood up at their desks beautifully,
We greeted each other politely.
They sat down quietly, with their backs straight.
I see our class anywhere!
Well, let's start the lesson, friends!
2. Psychological attitude.
-
What kind of mood do you need to make the lesson successful?
Let's get ready for work and smile at each other.
3. Motivation.
What's the lesson now? (lesson of writing and speech development)
What do we learn in a writing and speech development lesson? (write and speak correctly)
Why do we need to be able to write? (to sign cards, write letters, fill out documents)
How should you work in class?
- (in chorus) I’m not in a hurry in class,
I write carefully
So that the teacher in my notebook
I gave the lesson a "5".
I wish you to work well and get good grades.
You will evaluate yourself using self-assessment sheets.
If you complete the task correctly and accurately, give 2 points; if you make 1-2 mistakes or do it sloppily, give 1 point; if you can’t complete the task, don’t give anything. Anyone who earns 9 or more points will receive a “5” rating, 6 – 8 points will receive a “4” rating, and less than 6 points will receive a “3” rating.
Today in class we will all work together, in pairs and independently.
II. AOD
1. Repeatedly - generalizing conversation.
- Guys, let's remember what topic we studied in the last lesson? (sentence)
What is speech? (Everything we say, read, hear)
What is speech needed for? (To communicate)
What does our speech consist of? (Speech consists of sentences)
What does the proposal consist of? (From words)
What is the difference between a set of words and a sentence? (in a sentence we talk about objects)
How to correctly formulate a proposal in writing? (I write the first word with capital letters, I put a period at the end)
Today in the lesson we will go on a journey through the Kingdom of Proposals, where various interesting tasks will await us, which are written on tablets.
2. Checking homework.
And to go on a trip we must check homework. What task did you have to do at home? (write down a sentence that matches the picture, highlight the beginning and end of the sentence.)
Open your notebooks, let's check your homework. Prepare signal cards.
What were we doing now? (checked homework)
Why did we check our homework? (to check if everyone has done it correctly)
3. Statement of the topic and purpose of the lesson.
The topic of our lesson: “Making sentences based on a plot picture.”
Today in the lesson we will reinforce the rule for writing a sentence, we will learn to compose sentences based on a plot picture.
III. Consolidation of the studied material.
Let's get our fingers ready for work.
Finger gymnastics"Point of Attention"
| A little bit at a time | the fingers of one hand lightly tap the palm of the other |
| The middle of the palm | same with the other hand |
| To become more attentive, | press the center of the palm with the finger of the other hand (switch hands) |
| Massage in a circle | circular movements index finger one hand in the center of the palm of the other (switch hands) |
| Now relax your hand. | move your fingers easily |
| clench your fists tightly |
|
| stretch your fingers tensely |
|
| Let's rest. | relax the hand |
| We will become attentive! | cross your arms over your chest |
1. Write the number in a notebook.
What date is today?
How many lines do you need to move down to write down a number? (2)
How many fingers from the edge? (4)
2. A minute of penmanship.
Guys, look, there is an apple tree growing in the Kingdom of Offer, and there is a sign on it with a task for you. A minute of penmanship.
For a minute of penmanship, we will write a letter that does not have an angle, which is why it is round. She was so round that she could roll.
What letter is this? (O)
What letter is this? (vowel)
What letters do we write in writing class? (uppercase and lowercase)
What capital letter is this? (large)
And the lowercase one is... (small)
For a minute of penmanship, we will repeat how to write the uppercase and lowercase letter “O o”
See how this letter is spelled correctly.
Take a pen and write this letter in the air.
Write on the next line, alternating between capital and lowercase letter"Oh oh."
What were we doing now? (they wrote a minute of penmanship)
Why are we writing a minute of penmanship? (to be able to write letters beautifully and correctly)
3. Vocabulary work.
Who's walking around the yard?
Climbing into the kennel.
Big Ruffnut
Terrible (Dog.)
What letter is missing? (unstressed vowel o)
We will write vocabulary work on the board and in notebooks. How will we write in notebooks? (one line down, 2 fingers from the edge, I’ll start writing with a capital letter)
Denis will write on the board.
Which syllable is stressed? (on the second ba)
Which letter do you need to remember? (unstressed hard vowel o)
And when the dog was walking around the yard, she heard someone's voice. Try to guess.
Anya will write on the board, the rest in notebooks.
Guys, what does a cow give us? (milk)
What letter is missing? (unstressed hard vowel o)
Stas will write on the board, the rest in notebooks.
Guys, what two groups can these words be divided into? (Dog and cow are domestic animals, milk is a product)
What were we doing now?
Why are we writing vocabulary words? (to remember them and write them without errors)
Now let’s rest a little and have some physical exercise.
Physical exercise.
Quickly all the guys stood up
Hands quickly raised up
Quickly clapped 5 times
And now the blink of the eyes:
Quickly - quickly blinked
And they knocked their feet
Quickly leaned to the left
And now they straightened up
Right - left 10 times
The tired class rested.
The first row will be quiet, the second row will be even quieter, and the third row will be the quietest.
4. Work according to the textbook.
And now we are returning to the kingdom, and we read the following sign: “work according to the textbook.”
Open your textbooks on page 157, find exercise 4
Look at the pictures. Who is drawn in the first picture? (girl with kitten and puppy)
What does she do with them? (holds in his arms)
Who is drawn in the second picture? (kitten and puppy)
What are they doing? (they lap up milk)
Who is shown in the third picture? (kitten and puppy)
What are they doing? (chasing butterflies)
Let's make up a story. The beginning of each sentence is written below the picture. The first proposal will be made by Danil. The next sentence is Pasha. And the last proposal is Stas Isakov.
Let's write our story in a notebook. We will write carefully, without going beyond the line. Let's remember how to correctly formulate a proposal in a letter? (I write the first word with a capital letter, and put a period at the end.)
Move 1 line down, 3 fingers from the edge, write down “Exercise 4.”
On the next line, 2 fingers from the edge, and Denis will write the first sentence on the board, the rest in notebooks.
Write the second sentence yourself. What sentence will Julia write down? - And Denis, Aniyaz, Stas will also write down a third sentence. What other sentence will Aniyaz write down?
We're done. Let's check. Julia starts reading.
How did you write the first word? (with a capital letter)
What did you put at the end of the sentence? (dot)
The next sentence is read by Aniyaz.
How did you write the proposal? (first word with a capital letter, put a dot at the end)
What were you doing now? (written down sentences)
What were the proposals? (story)
5. Work using cards.
Guys, look, do we still have a sign with what task? (work with cards)
You will work in pairs. Our kingdom of Proposals is home to pets. (slide)
There is an envelope on your table containing cards with words. You need to make sentences using these words about these pets.
Take the envelope and get to work.
(A rooster is sitting on the fence. A dog is barking at goats. Goats are eating cabbage. Ducklings are swimming in the pond. A hen and chicks are pecking at grain. A horse and a foal are grazing in the meadow.)
Let's start checking. What proposal did Katya and Danil get?
How did you determine the order of words in a sentence? (the first word is capitalized, there is a period at the end of the sentence)
What proposals do Denis and Yulia have?
(all others read in order)
What are all these proposals about? (about pets)
1. Explanation of homework.
Guys, put the cards back in the envelope. At home, write these sentences in your notebook, underlining the beginning and end of the sentence.
What are we working with now? (with card)
What task did you perform? (made a proposal)
IV. Bottom line.
2. Summing up.
Guys, our journey has come to an end. And we can return to class if we repeat the topic of our lesson.
What is the topic of our lesson? (Making proposals based on a plot picture)
What did you learn in the lesson? (make sentences based on the picture)
How to correctly formulate a proposal in writing? (I write the first word with a capital letter, put a period at the end)
What tasks did you perform? (a minute of penmanship, vocabulary work, work from the textbook and from cards)
3. Assessment.
- Stas, who do you think did the best job in class today?
Julia, who was more active in class today?
Take self-assessment sheets. Count how many points you have scored.
Raise your hand if you scored 9 or more points. I agree with your assessment, you get a “5” for the lesson. Raise your hand who scored from 6 to 8 points. You get a "4". Raise your hand if you earned 5 points or less. Your grade for the lesson is “3”.
4. Reflection.
Guys, finish this sentence.
Today in class
I learned...
I would praise myself for...
I was wondering...
The lesson is over. Thanks everyone.
Physical pause. Development fine motor skills, prosodic components of speech
Our ducks in the morning -
Quack-quack-quack! Quack-quack-quack!
Our geese by the pond -
Ha-ha-ha! Ha-ha-ha!
And the turkey in the middle of the yard -
Ball-ball-ball! Bullshit!
Our chickens through the window -
Kko-kko-kko-ko-ko-ko-ko!
And our Petya the Cockerel
Early in the morning
He will sing to us ka-ka-re-ku!
Development of coherent speech
Name your favorite animal and tell us why you love it.
Stories-reasonings of children.
Singing familiar pet songs
14. Introducing the letter To
Two pillars stood side by side. Suddenly one broke and leaned against the other.
L. Leonova
Reading syllables ka, ku, ki.
Summary of the lesson.
Topic “Sound and letter o”
WE'RE GOING ON VACATION TO GRANDMOTHER OLA AND GRANDFATHER OSIP
Material. Figures (grandfather and grandmother), pictures (house, cat, horses, sheep, cows, donkey, perch, catfish, tomatoes, dill, potatoes, beans, peas, cloud), Sound houses, symbol of the sound o.
Progress of the lesson
Organizational moment
Psycho-gymnastics
Children, imagine that we are on desert island. At first we were surprised: ABOUT! Then they got upset: Ooo! They saw the ship and joyfully exclaimed: Ooo!
Children express different emotional states with facial expressions.
Lesson topic message
Where did we just return from? (From a desert island.) Listen to the word island. What was the first sound you heard? (Sound o.) Today we will listen and pronounce words with sound O, let's get acquainted with the letter O.
3. Sound characteristics O. Repetition of vowel sounds
What happens to your lips when you pronounce a sound? O? (Lips
are pulled out into a tube. Rounded up.) Sing the sound o. Wind the thread onto the ball. Sound O sings, stretches. What sound is this? (Vowel.) In which castle did the sound settle? O? (In Red.) What vowel sounds do you know?
Pronunciation of vowel sounds with simultaneous finger movements: A - index and middle fingers right hand connected with the left index finger; at - index finger rises And middle fingers; O- a ring is made.
Development of auditory memory and prosody
Listen to a poem about vowel sounds:
The vowels sing a sonorous song - and-and-and.
They may cry - ooo and moan - o-o-o-o-
They can rock Alenka in her cradle - ah-ah-ah.
They can shout like an echo in the forest: “Ay! Ay!”
They fly high easily - a-i-o-u!
Repetition of sounds by children - a-o-u-i.
What sound disappeared from the series a-u-i?
5. Pronunciation of sound O in words. Sound Isolation O
from the middle of words
Figures of grandparents are on display. This is Grandma Olya and Grandpa Osip. Repeat their names. What is the first sound in these words? (Sound o.) And here is their house. Is there sound O in a word house? Where is the sound heard? O in a word house? (In the middle of a word.) There's sound in your Sound House O will occupy the middle window. The house of grandmother Olya and grandfather Osip stood by the lake. Where was their house? (By the lake.) They invited us on vacation. What time of year is it now? (Autumn.) We will have a vacation... (autumn). Repeat words with sound O. (Vacation, rest, autumn, lake.) Where did you make the sound? O in these words? (At the beginning of the word.)
We get on the train, go to grandpa... (Osip) and grandma... (Ole). Steam locomotive, steam locomotive, took all the trailers. Here we are. Say hello: “Good afternoon!” Who is sitting on the porch of the house? (Cat.)“Scatter” the sounds of the word cat. Will the location of the sound change? O at the Sound House? Explain why it won't change. Who did we see in the yard? (Donkey.) They walk on the lawn... (goats, sheep, horses, cows). Repeat the words in which the sound O heard in the middle. What words have the sound O comes first? (Sheep, donkey.)
6. Development of phonemic representations
Grandma Olya sent us to the garden. She asks to bring
vegetables that have an o sound in their name. Name them. (Peas, potatoes, beans, dill, tomatoes.) Grandma prepared us a treat, guess what? Made from fruit... (compote). I baked it with flour... (cake, pastries, pie). Grandfather Osip loves coffee very much. What is the first sound in a word coffee? (Sound k.) What sound is heard after the sound To?(Sound o.) Which is the sound O? (Second.)
Fizminutka
Show grandma Olya and grandpa Osip how we can depict vegetables.
Pantomime game "Fat and Thin"
Draw a grumpy pea.
Oh, oh, oh! - the peas grumbled. -
Oh, it's hard to live in a pod,
If the door is on a hook.
Grandfather Osip asks if you can show how they clean vegetables?
Children imitate harvesting different vegetables.
Case management
And now grandfather Osip invites us to go fishing. Where are the fish found? (In the lake.) Where have we come? (To the lake.) Look what big waves. Show with your hands how they roll. Is there sound O in a word waves? Where did you pronounce it? Where do the waves splash? (On the lake.) I see a big bass. Who did you see? (Perch.) Cast your fishing rods. We drag, we drag - we pulled out. This... (catfish). Where did you hear the sound? O? (In the middle of a word.) It's time to return to grandma Olya. We walk along the path. Look at the sky. What's floating above us? (Cloud.) The cloud is large, pale blue. Repeat words with the sound o. (Cloud, large, blue.)
Working on a proposal
Let's tell grandma Olya where we were and what we saw. I'll start the sentence, and you finish it. We've arrived... (to the lake). Floating above us... (blue cloud). On the lake we caught... (perch). Big fish... (som) almost dragged us into (lake). Huge... (waves).
Reproducing a sentence one word at a time. Analysis of the sentence “We caught a perch.” Game "Living Words".
10. Introducing the letter O
The Red Castle is displayed, in which the letter o is already located.
What new letter appeared in the castle? What does she look like? (On the wheel, on the steering wheel.)
There is no angle in this letter
That's why it's round.
She was so round before
I could ride.
E. Tarlapan
Reading syllables co, That and words cat. Changing a word by rearranging letters: current - cat.
Lesson summary
What new letter did you learn? How many vowel sounds do you know? Say goodbye to Grandma Olya and Grandpa Osip. Tell them thank you.
Theme "Sounds" n, n" and the letter ""
THE THREE LITTLE PIGS
Material. Toys (three little pigs - Naf-Naf, Nif-Nif, Nuf-Nuf, a wolf cub, a puppy, a lion cub, a foal, a baby camel); images of houses (thatch, wood, brick); color symbols of sounds, split alphabet, sticks.
Progress of the lesson
Organizational moment
A song from the cartoon “The Three Little Pigs” sounds: “...There is no animal in the world, scary beast, will not open this door, this door..."
Whose song is this? (Song of the Three Little Pigs.) What were their names? (Naf-Naf, Nuf-Nuf, Nif-Nif.) Draw an angry wolf. Now imagine how scared the piglets were. Show me how
they were hiding. Now draw brave piglets, joyful piglets.
Lesson topic message
Today we will compose our own fairy tale about Nif-Nif, Naf-Naf, Nuf-Nuf and study the sounds n, n."
3. Characteristics of sounds n, n" according to articulatory and acoustic characteristics
Do the first sounds in the words Naf, Nif sound the same? Designation of sounds n, n" color symbols.
In which castle will sound live? n? (In the Blue Castle.) The sound "n" will be placed in... (Green castle.)
4. Pronunciation of sounds n, n" in syllables
Tasks are given on behalf of the piglets.
Guess which syllable is extra in these rows: na-no-ma, well-na-no-we, na-no-well-ni.
Syllable analysis on, Well, neither.
5. Isolating vowel sounds from the middle of words
Tell Naf-Naf what vowel sound is in his nickname.
(Vowel a.) And in the nickname Nuf-Nuf? (Sound y.) What sounds are these? (Vowel sounds.)
6. Pronunciation of sounds n, n" in words and phrases
Today is Naf-Naf, Nuf-Nuf and Nif-Nif's birthday.
What sound did you hear in the words? day, Nif?(Sound n.") What did the piglets send to their friends? (Invitations.) Who came to them?
Toys are exhibited: baby elephant, tiger cub, calf, lion cub, foal, camel.
What sound is in the names of these animals? (Sound n.)
A wolf cub toy is shown.
Who didn't they invite? (Wolf cub.) He decided to “annoy” them. How do you understand this word?
Children's reasoning.
The Wolf Cub headed towards the piglets, and the Puppy met him. He has lost his way and does not know where to go next - right, left or straight ahead.
Showing children directions.
The Wolf Cub directed the Puppy to the right, along a long path, and he himself ran straight. Repeat words with the sound n. (Long path, straight, right, left.)
A diagram is hung in front of the children, the word is specified directly.
The little wolf ran up to Nuf-Nuf's house. What rods is it made of? (Made of wood.) So, the house... (wooden). Nif-Nif has a house made of straw, which means he... (straw). Naf-Naf has a house... (brick).
7. Pronunciation of sounds n, n" in sentences. Making sentences based on given words
What did Little Wolf want to do? How did the friends of Naf-Naf, Nuf-Nuf and Nif-Nif teach the Wolf Cub a lesson? Children's answers.
Make sentences with words rushed off, pounced, ran away, uninvited guest, played pranks, drove away.
Children make up sentences with the named words.
Fizminutka
Children dance to the music of V. Shainsky from the cartoon “The Three Little Pigs.”
9. Mastering the preposition on as part of proposals. Selection of antonyms
Nif-Nif, Naf-Naf, Nuf-Nuf invited the guests to the table. Where were the plates? (On the shelf, on the table.) Where were the guests sitting? (On a bench, on a chair.) Nif-Nif offers our guests and us the game “Say the other way around.” Under... (on), high... (low), right... (left), up... (down), day... (night), top... (bottom), upper... (lower), forward... (back).
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Hello two-students. I was recently wandering around the Internet and came across a textbook on the Russian language. I remembered this school, which I had to go to every day and sit through my pants. Even though I always studied well... Let’s say it’s good, I wouldn’t want to repeat this experience. I found a lesson in the textbook about how to correctly structure sentences. And I decided to write an article about this, so that you, caught by nostalgia for your school days, or, suddenly, by necessity, would not wander around looking for textbooks on the Russian language, but would come to my blog. And here’s a quick check for you:
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Task 1 of 10
1 .
Find the structure [ __ and __ ====== ] among the sentences presented.
Task 2 of 10
2 .
Find the structure [│О│,…] among the sentences presented.
Task 3 of 10
3 .
Find the structure [│ВВ│,…] among the sentences presented.
Task 4 of 10
4 .
Find the structure [│DO│, X...] among the sentences presented.
Task 5 of 10
5 .
Find the structure [X,│PO│,…] among the sentences presented.
Task 6 of 10
6 .
Find the structure “[P!]” - [a] among the sentences presented.
Task 7 of 10
7 .
Find among the presented sentences the structure “[P..,│O│!] - [a]. - [│BB│,…P..].”
Task 8 of 10
8 .
Find the structure […..], and […..] among the sentences presented.
Task 9 of 10
9 .
Find among the sentences presented the structure […..], (that….).
Task 10 out of 10
10 .
Find among the sentences presented the structure […..], (which….).
Someone will object: “School is over long ago, let’s write without diagrams.” This point of view is quite fair. For those who communicate via SMS and game chats. So, today the topic of our lesson is: “How to create a sentence diagram?” Moreover, if you are a copywriter or want to become one and earn more than your teacher, knowledge of sentence patterns, unfortunately, is necessary.
The procedure for drawing up a proposal outline
To draw up a diagram you will need graphic symbols. Equivalent clauses within a complex sentence are denoted by square brackets. The subordinate together with the conjunction is in parentheses. The main word from which the question is asked is a cross.
Simple sentence diagram
Let's look at an example right away. Let's start with the easiest task for elementary school.
This is a simple two-part sentence. A distinction is also made between one-part sentences, when the main members of a sentence are expressed by one subject or one predicate. Simple sentences can be common, as in our case, or uncommon, for example:
Let's pay attention to the predicate. It can be simple or complex:
- Simple: " Michael composed ».
- Compound verb: “ Misha wanted to write on the sofa».
- Compound nominal: " Misha was a friend for me».
A simple sentence may include:
Ivan, sit in the left row. The proposal outline is as follows
[│О│,…..].
It is important to highlight the address with commas in the same way as introductory words.
Unfortunately, this happened quite often
[│ВВ│,…..].
Don’t forget to find and highlight the adverbial or participial phrases.
The dog looked at her without taking his eyes off
[│DO│, X...].
The view that opened before him was like an enchanted kingdom of cold.
[X,│PO│,…..].
Direct speech is often found in literary texts and reasoning texts.
“Don’t go into the yard!” the stranger shouted loudly.
“[P!]” - [a].
“Hurray, brothers!” he shouted. “It seems like our business is starting to improve.”
“[P..,│O│!] - [a]. - [│BB│,...P..].”
So, an English teacher. Imagine I got all A's (80 percent), I'm going to a college with honors, Olympiads, conferences - everyone knows me. And this...... well... the woman gives me a hard time. I tell her: aren’t you normal, look at my grades, what are you doing? And nothing - supposedly a principle. Although what the hell is the principle when she gave fours to athletes who did not come to classes at all and gave fives for a can of coffee. And everyone told her this: Pasha needs to give at least a four. In short, it's tough. Already at the defense of the diploma, the director himself intervened and she gave me a 4 after the defense, but the honors diploma was lost.
Complex sentence diagram.
There are several types of complex sentences. Let's look at them in order.
A compound sentence is two simple, equal sentences joined by a coordinating conjunction.
The walls of the tunnel moved apart, and the travelers found themselves in a huge sublunar grotto.
The scheme here is simple […..], and […..].
In a complex sentence, one part is main, the second is subordinate, accompanies the first.
The individual columns were so huge that their tops reached right up to the vault.
[…..], (What ….).
The air around him was much cleaner than what he breathed at home.
[…..], (which….).
Subordination in such sentences occurs with the help of subordinating conjunctions.
A non-union sentence is similar to a compound sentence, but does not have a conjunction.
The television studio offered a ridiculously small amount - Miga got angry.
[…..] — […..].
In our example, Migi's dissatisfaction is caused by the actions performed in the first part of the complex sentence. But there is no conjunction; it is replaced by a dash.
Don't get confused when drawing up a diagram with different types communications. Break such offers without losing main idea, it can be very difficult.
The bottom of the tunnel went down, so it was easy and simple to walk: it seemed that someone was pushing in the back, and the light would soon turn on ahead.
[…..], (therefore….): [│BB│,...], and [....].
Complex sentence may have several subordinate parts arising from one another. This is consistent submission.
The children were informed that tomorrow there would be a holiday that would end with a carnival procession.
(which ….).
There are also parallel subordination. From the main clause they are asked various questions to subordinate parts. Subordinate clauses in in this case can be made into separate simple sentences almost without modification.
When the photographer arrived, Serenky wrapped the stock in a handkerchief to hide it in his bosom.
↓ when? ↓ why?
(when ....), (to ....).
In the Russian language, homogeneous subordination is distinguished. This listing simple sentences. They are asked the same question from the main part, and they are connected by the same union.
Watching nature in the spring, you can notice how birds fly in, how tender leaves appear, how the first flowers bloom.
↓ what? ↓ what? ↓ what?
(like ....), (like ....), (like ....).
The main types of proposals are considered. When reading and analyzing the text, carefully look at sentences that are large in construction. Highlight main information. Mentally ask questions from the main word or main part to the subordinate or subordinate. This will help you grasp the essence and place punctuation marks correctly.
Everyone creative success. Well, find 10 differences in these pictures and write how long it took you to do it.
Find 10 differences