Logorhythmic lesson summary
Author: Biryulya Yulia Borisovna
Summary of a logorhythmic lesson in the preparatory group on the topic “Let’s help forest animals get dressed” (Clothes. Shoes. Hats)
Tasks of a speech therapist:
1. Development of coordination of movements with changes in tempo depending on the tempo of the music.
2. Clarification of the active and enrichment of the passive vocabulary on the topic: “Clothing. Shoes".
3. Formation of adjectives from nouns.
4. Formation of the form of nouns with a diminutive suffix.
5. Dividing words into syllables.
6. Development of the ability to coordinate a noun with a pronoun.
7. Work on improving coordination of speech with movement.
8. Development of strong smooth oral exhalation; activation of the labial muscles.
9. Development of auditory and visual attention, memory.
Tasks of the music director:
1. Teach various types of walking, running, jumping in accordance with the tempo and rhythm of the music.
2. Development of vocal and singing skills.
3. Cultivate emotional responsiveness to music of various types.
4. Learn to correlate speech with movement in accordance with music.
The teacher carries out preparatory work on the lexical topic on the instructions of the speech therapist, memorizes the speech material of poems for speech with movement. During physical education classes, he learns outdoor games, practices the accuracy of performing movements, which are performed to music in speech therapy rhythm.
I. _ Organizing time.
Speech therapist:
Guys, today I found a letter from a fox in my mailbox. Let's see what she wrote to us... (Speech therapist opens the letter)
“Dear children, girls and boys, it’s good for you in kindergarten, it’s warm, but in our forest it’s cold. The hare has a new coat, but I’m freezing, a moth has eaten my coat. Save, help! »
Speech therapist:
How can we help the fox? (to give a new fur coat) Oh, there’s something else written here in small handwriting, bunny, I think he added it.
“Dear guys, I have a new fur coat, warm, white and beautiful, and no one notices me in the snow, a fox runs past. But my paws are cold. Help me!"
Speech therapist:
What can we give to a bunny so that his paws don’t freeze? (Shoes).
This means we’ll have to go to the forest, but it’s cold in the forest, we need to get dressed! What are we wearing? What are we wearing? (Clothes, shoes, hats)
· Development of the ability to coordinate a noun with the pronoun “My, mine, mine.”
The speech therapist names the clothes and throws the ball. The child repeats the name of the clothing with the corresponding pronoun (T-shirt - my T-shirt, tights - my tights., returns the ball.
II . Introductory exercise:
Speech therapist:
We got dressed, put on our shoes - now we go into the forest.
| We'll go to the forest to see the animals And we'll save you from the cold | Normal walking |
| So as not to get stuck in the snow - You need to raise your legs up. | Walking with a high hip lift "Horses" of music. Kraseva M. |
| Let's kick the snowball with our heels And we'll go faster. | Walking on your heels music Russian traditional |
| We ran on our toes And not at all tired. | Running on your toes |
| Oh, the paths are confused - You won't get lost, legs. | Walking along landmarks with a cross step |
III.Main part:
1. Development of motor skills. Coordination of speech with movement.
Speech therapist:
Our hands are frozen without gloves, we need to put them on quickly.
| We put on our mittens | "flashlights" |
| Look at us: | point at each other and then at themselves |
| In our new mittens We'll start a merry dance | hands on the belt, spinning |
| We'll clap our hands | claps |
| We'll stomp a little | floods |
| Let's shake off the mittens | Sliding claps |
| And we'll start dancing again. | "springs" |
2. Development of strong smooth oral exhalation; activation of the labial muscles. (Breathing exercise “Breeze”)
Speech therapist:
Oh, and the cold wind is blowing.
3. Development of auditory attention, representation and memory. Fixing the names of items of clothing, shoes and hats. Game "Coat hanger"
Children move around the hall to the music. When the speech therapist names an item of clothing, they stop, spread their arms to the sides, when they hear the name of the headdress, they put their hands on the head, shoes - they stomp their feet (heels).
4. Listening to “Put on your felt boots” by Stepanov
5. Singing “Put on your felt boots” by Stepanov (in a round dance)
6. Consolidation and activation of vocabulary on a lexical topic. Dividing words into syllables (tapping with cubes) Game “Clap the words”
Speech therapist:
What did we want to give to the bunny (fox)? (Shoes (clothes))
Speech therapist:
What kind of shoes (clothes) do you know? Please remember that words are divided into parts. We will separate them with the help of claps. How many times we clap our hands - there are so many syllables in a word.
Children take turns naming items of footwear (clothing), clapping the words with their hands, syllable by syllable.
Children give gifts (a fur coat, shoes) to the fox and the hare and say goodbye to them.
IV . Final part
:
Speech therapist:
Guys, we helped the animals, took a walk, played, and now it’s time for us to return home.
Children lie on the carpet on their backs and listen to the music of “November” “On the Troika” album “Seasons” by Tchaikovsky.
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MAGAZINE Preschooler.RF
Levchenko Victoria Viktorovna Teacher-speech therapist MBDOU DS KV No. 12 Art. Vyselki, Krasnodar region Objectives: To consolidate knowledge, skills and abilities on a lexical topic. Develop auditory-motor and speech-motor coordination using the material of poems, songs, dynamic exercises, and dances.Progress of the lesson 1. Introductory walking Poem “Feed the birds in winter” (read by a child) Feed the birds in winter! Let flocks of people flock to your porch from all over, as if it were home. 2. Singing the names of wintering birds. 3. The poem Whitened outside the window: Everything is covered in snow. What a vastness! Like a rosy nesting doll - There is a live bullfinch on the porch. You will see bullfinches through the window: Hello, dear winter guest! Hurry up and go out onto the porch and throw them a handful of ripe grains! 4. Massage of biologically active zones “Bullfinches” (to prevent colds)
Ra-ra-ra - Look, kids. Place your palms to your forehead with a “visor” and rub your forehead with sideways movements towards the center. Rya-rya-rya - The red dawn has risen. Spread your index finger and thumb and rub the points in front and behind your ears. Re-re-re - Rowan grows on the mountain. Run your fists vigorously along the wings of your nose 7 times Ri-ri-ri - Bullfinches peck at rowan berries. It's easy to run your fingers over your cheeks. 5. Outdoor game “Bullfinches” Work on the tempo and rhythm of speech, coordination of speech with movement. Here on the branches, look, (4 claps of hands on the sides and on the bullfinches in red T-shirts, 4 tilts of the head per line) They fluffed up the feathers, (for the first word - frequent shaking of the hands. Bask in the sun. for the second - clap on the sides) They turn their heads, (2 head turns for each line) They want to fly away. - Shoo, shoo! Let's fly away! (children run away, flapping their arms like wings) Behind the blizzard! Behind the blizzard! 6. Breathing exercise “Bullfinch” The snowflake sat on a branch - the children waved their hands F-f, f-f, exhaled briefly actively. The rain splashed - it got wet; they hit the palm of the other with their index finger F-f, f-f. They exhale briefly, softly Breeze, blow lightly, shake their raised arms above their head Dry the bullfinch for us! F-f-f-f-... exhale for a long time. And besides bullfinches, titmice also arrive! 7. Exercise for coordinating speech with the movement “Titmouse” A nimble tit is jumping, children are jumping scattered on two legs. She can’t sit still, Jump-jump, jump-jump, Spinning like a top. They're circling, they've sat down for a minute, they're crouching, they're scratching their chest with their beak, they're combing their chest with their fingers, and from the path to the fence, they're running to their places Tiri-tiri, shadow-shadow-shadow! sitting, they wave their hands. Also, frequent guests at the feeding trough are crows and little sparrows. 8. Songs “Crow”, “Sparrows” 9. Finger gymnastics “Feeder” How many birds flew to our feeder to rhythmically clench and unclench their fists? We'll tell you. Two tits, a sparrow, bend one finger for each name of the bird. Six goldfinches and pigeons; A woodpecker with motley feathers. Everyone had enough grains to clench and unclench their fists again. In the winter park you can hear a woodpecker knocking on a tree. 10. Rhythmic echo (using wooden spoons) It’s hard for birds in winter; the frost crackles, the blizzard howls. 11. Development of speech breathing and voice Vyuga. Old, gray-haired, with an icy stick, Vyuga hobbles like Baba Yaga. The blizzard howls: “Z-z-z-z-z-z-z” (with increased sound) The forest groaned from the blizzard: “M-mm-mm-mm-mm” (quietly, in a high voice) The oak trees groan heavily : “Mmm-mm-mm-mm” (loud, low voice) The spruce trees rustle: “Sh-sh-sh-sh-sh-sh” The blizzard subsides: “S-s-s-s-s- s-s” 12. Dance about birds And bird tracks remain in the snow. 13. Development of kinesthetic sensations “Bird tracks” 14. Summary Poem: Train the birds in the cold to your window, So that we don’t have to welcome spring without songs.
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“Pyramid of Health” development of a logorhythmic lesson for the senior preparatory group
Eremina Tatyana Leonidovna
musical director of MBDOU D\S No. 47
Zlatoust
Logorhythmic lesson in st.-under. gr
"Pyramid of Health".
Goal: by integrating musical activities and speech therapy tasks, work to improve the articulatory speech and motor coordination of children of senior preschool age.
Objectives: to cultivate children’s interest in their native language;
instill in children the desire to speak clearly and correctly;
teach children to give complete and clear answers to questions;
strengthen skills of coordination of speech and facial expressions, movements;
consolidate children’s ability to perform familiar musical and rhythmic movements to music and intone familiar songs.
Equipment: tape recorder, 2 tables, 2 basins, small balls (dry pool), 2 hoops (red and green), unhealthy foods (chips, soda, etc.), healthy foods (eggs, juice, pear, carrots, etc. .d.), doctor’s coat, 4 modules with signs “Exercise”, “Tempering”, “Healthy Eating”, “Movement” and 5 module - “Healthy Lifestyle”. Vitamins ascorbic acid.
Preliminary work:
- speech therapist - introduce children to the articulation gymnastics “Fun Tongue” and the finger game “Porridge”
- music director - repeat the song “Cook the Porridge”. Introduce children to the speech therapy chant “Umyvalochka”.
- In the group - a conversation with children about healthy and unhealthy foods.
Progress of the lesson:
Children enter the hall in a subgroup (5 girls and 5 boys). They are met by a speech therapist and a doctor (music director). The children stand in a circle.
Log: Hello guys. Today we will find out. What is a healthy lifestyle". And let's remember what we need to do to be healthy and smart. And the Doctor will help us with this (points to the musical hand).
Doc: Hello guys! I want to ask you to help me build a health pyramid. Can you help?
D: Guys, do you know what is good for health? - children's answers.
D: Well done. And I, as a doctor, recommend everyone to do exercises in the morning to be vigorous and healthy! Scatter the peas and let's begin.
Ri muses by V. Shainsky. Children stand in a checkerboard pattern.
At the end of the song, the children march behind the doctor onto the chairs.
Log: Loves exercises and a funny tongue.
A speech therapist conducts articulation gymnastics “Fun Tongue”
(Speech games and exercises, No. 2, 2005)
1. There lived a cheerful tongue. (Smile) – stretch your lips in a smile, performing voluntary movements with your tongue at a fast pace.
2. Locked on a hook. (Hook) - make the tongue narrow, the tip is raised up.
3. Even though he lived alone, he never lost heart,
In the morning I woke up early and started doing exercises. (Swing) - move the tongue up and down behind the teeth
4. He went to wash his face; he found a brush in the bathroom.
I brushed my teeth (Let's brush my teeth) - using the tip of the tongue behind the upper and lower teeth, moving from top to bottom and vice versa.
5. Rinse. (Rinse) - imitates rinsing the mouth.
6. And he washed himself and sparkled. (Lick) - use the tip of your tongue to make circular movements across your lips.
7. And for breakfast, the tongue drank warm tea,
With delicious jam. (Lick the jam) - with the front wide part of the tongue, lick either the upper or lower lip
8. With great pleasure - smile, closing your teeth.
Pl: So, the first step of our health pyramid is exercise!
The Doctor places the first die - “Charge”.
Pl: There is a proverb: “Cleanliness is the key to health.” And I, as a doctor, advise everyone: “You must, you must wash your face in the mornings and evenings. Both the big ones and the little ones need to toughen up.” I suggest you start water hardening procedures.
WHILE the Doctor speaks, the speech therapist brings out 2 tables and 2 dry pools (a basin with balls). Children are divided into 2 subgroups and approach the pools.
D: Before hardening, let’s wash our hands. - children stand by the chairs.
1. “Washbasin”
(speech therapy chants by L. Gavrishchev, N. Nishchev)
We will soap our hands - rub one palm against the other in a circular motion
One two Three. One two Three. - perform three rhythmic claps 2 times
And above the arms, like clouds, they throw their hands up
Bubbles, bubbles. – 4 rhythmic jumps on two legs, hands on the belt.
2. “Playing with water”
— children “harden” their hands in a dry pool to the sounds of flowing water (an element of relaxation) or to a song about water.
After the children sat down, put away the attributes.
D: So, the second step of the pyramid is Hardening.
The Doctor places the second Hardening die.
The presenters bring out a basket of food (models: chips, soda, candy, milk, eggs, porridge, etc.) 5 healthy and 5 unhealthy foods.
D: This basket contains food. As a doctor, I declare that if you want to be healthy, eat only healthy foods. Guys. What are some healthy foods? (children's answers)
D: And there are other products that are also tasty, but very harmful to health. Name them. (children's answers)
Log: Is porridge a healthy or harmful product? (children's answer)
Finger gymnastics “Porridge”
- in places
The porridge grew in the field - they raise their hands up, move their fingers
It came to our plate - they “walk” their toes
Let's treat all friends - interfere with the index finger of the left hand in the right palm
We’ll give each plate: to a small bird, bend it on both hands, starting with the big ones, with
Hare and fox, cat and matryoshka, naming each friend
And the guys all have a spoon - they make a “cup” from their palms.
The doctor suggests singing a song about porridge.
Song: “Cook, boil the porridge” -
on chairs
Pl: Now help us divide these products into healthy and harmful.
Game: “Divide foods into healthy and harmful”
The products are poured onto the carpet and mixed. The girls come up and take 1 harmful product each and stand in a red hoop (not allowed). The boys take 1 healthy product each and stand in a green hoop (possible). Children check each other. Collect attributes. We sat down.
D: So the third step of the health pyramid is ready. This is healthy eating.
Places 3 dice – “Healthy eating”.
Pl: Guys, do you like to walk, run, jump and play? (children's answer)
Then you will be healthy, because movement is life. Therefore, the last step of our pyramid is movement.
The presenter puts 4 dice - “Movement”
(prepare chopsticks)
D: Children dress according to the weather,
Both in the heat and in any cold.
If you move actively in nature,
You will always be healthy.
I suggest you go for a walk! - hand out chopsticks
3. Speech games with sticks “Legs”
"(with acceleration, sitting on chairs)
When finished, collect the sticks. Children approach the pyramid.
D: So we built a healthy lifestyle pyramid. Thank you guys.
The doctor puts the roof on it - “Healthy lifestyle”.
Log: Let's read and remember all the steps of a healthy lifestyle. (children read the names of the steps)
D: And as a farewell, the Doctor will give you a tasty and healthy treat.
The doctor gives the children vitamins (ascorbic acid), says goodbye and the children leave the room.
Theme of the logorhythmic lesson: “In the autumn forest”
Non-speech goals:
- development of coordination of movements, orientation in space;
- development of auditory perception, attention, memory;
- developing the ability to work in a team of peers;
- development of a sense of rhythm and ear for music;
- development of creative thinking;
- normalization of muscle tone.
Speech goals:
- development of speech breathing and voice formation;
- development of facial and articulatory motor skills;
- synchronization of speech with movement;
- development of prosodic components;
- activation of the dictionary on lexical topics “Autumn”, “Forest”, “Trees”, “Wild Animals”.
Equipment: plot painting “Autumn Forest”; toy trees; dummies of mushrooms (or object pictures); fairy-tale characters - hedgehog, bear; wooden spoons, rattles, technical means for playing music.
