Cognitive development middle group Topic: “Shoes”

Weekly calendar plan on the topic “Shoes” for preschool educational institutions

Topic of the week: “Shoes”

Monday.

Morning.

1. Conversation “How I spent the weekend” - reinforce the concepts of “yesterday”, “tomorrow”, “today”, develop coherent speech, create an atmosphere of trust, cultivate polite communication.

2. D/I “It happens - it doesn’t happen” - develop attention, the ability to justify your answer, develop coherent speech, cultivate discipline

3. Interview “What are shoes for?” - teach children to ask and answer questions

4. Individual work: consolidate ordinal counting up to 5

5. D/I “Flag of Russia” - to help consolidate knowledge of the flag of your country, to consolidate the main colors of the flags, what do they mean?

6. P/i “Slippers” - develop coordination of movements with speech, motor skills, and cultivate responsiveness.

7. Practical exercise “Every thing has its place.” — teach to take care of things, remind that all things should be in their places.

GCD 1. Speech therapy

2. H.E.R. Modeling "

Slippers for grandma
."
Software tasks:

expand knowledge about house shoes; replenish children's vocabulary; teach children how to make house shoes - slippers without backdrops made of two parts (sole and upper part); consolidate the ability to use an unconventional image technique in work - plasticineography; consolidate the ability to use previously learned techniques for connecting parts, smoothing the place of fastening.

Material:

sole templates, plasticine, stacks, napkins, illustrations of slippers.

Vocabulary work:

pompom, ladies of the court, trimmed with fur.

Methodical techniques:

org. moment - a riddle, the history of the appearance of slippers, d / and “Form a word”, physical exercise, showing the stages of work, independent and ind. work, result.

3. H.E.R. Musical

Walk

1. Individual work:

jogging

2. Experiments “Winter Sun”. Objectives: Invite children to use simple experiments to find out whether the sun warms well. Bring the children to the conclusion that the sun weakly warms the earth, tell them that it does not rise high, its path across the sky becomes shorter.

3. Labor to organize snow removal. Objectives: to cultivate hard work and responsibility for the assigned work.

4. Physical exercises: Exercise your ability to jump on one leg.

5. Outdoor games: “Burners”, “Hunter and Hares”. Ts: Develop accuracy, speed, attention.

2nd floor day

1. Children's reading circle: C. Perrault “Puss in Boots.” Develop interest in fiction, improve listening skills, and develop emotional responsiveness. To develop an interest in the design of books.

2. C – p game “In the Obuv” store - to contribute to the formation of the ability to unite in the game, distribute roles, choose a convenient place, coordinate your actions with the actions of your partners, observe game relationships and interactions in the game, develop emotions that arise during game actions , contribute to the understanding of the received impressions, knowledge, and experience.

3. D/i “On the contrary”

. C: Develop the ability to compare objects by size (length, width, coordinate adjectives with nouns in gender, number, and select antonyms.

Walk.

1. Outdoor games “We are funny guys.” Goals: continue

teach to follow the rules of the game; intensify physical activity.

2. “Run to the tree.” Target:

strengthen dexterity.

3. Individual work “Drawing with a stick” (geometric figures, letters).

4. Fun games: “Let's go downhill” Develop general endurance, the ability to interact with peers, give in, help a friend.

Tuesday

Morning.

1. Game with the ball “Yesterday, today, tomorrow” - to consolidate the concepts of “yesterday”, “tomorrow”, to cultivate polite communication with peers and adults.

2. D/i “Dress the doll” - consolidate the names of clothes, shoes, develop the ability to select clothes for the season, cultivate aesthetic feelings, and interest in maintaining one’s health.

3. Individual work on the development of graphomotor skills

4. Games with Dienesh blocks - consolidate the names of geometric shapes, develop the ability to identify and abstract the properties of shapes, and cultivate determination.

5. D/I “Tell me about your family” - form an idea of ​​yourself as a family member. Show the importance of family in a person’s life. Develop a desire to talk about your family members, be proud of them, love them.

GCD 1. Speech therapy

2. P.R. FEMP "

Composition of the number 9
»
Program tasks:

Learn to form the number 9 from two smaller numbers and decompose it into two smaller numbers. Introduce the mathematical signs “+” and “-”, be able to “read” them,

Practice measuring the height of objects using a conventional measure. Continue to develop the ability to navigate on a sheet of squared paper.

Vocabulary work:

plus, minus

Material:

counting sticks, numbers, notebooks, pencils, mathematical signs, a conventional measure - a herringbone, a set of Christmas trees of different heights, a ball.

Methodical techniques:

org. moment - “What does it look like”, composing the number 9, getting to know the signs, “reading examples”, solving examples, measuring using a conventional measure, physical exercises, working in notebooks, summary.

3. F.R. Physical education No. 23

II
half.
day H.E.R. Drawing " Boots
"
Program tasks:

teach children to independently draw with paints from life, as well as based on a sample; to form a sense of color, aesthetic taste, to expand the horizons of children, to develop the ability to form from beings. adjective, develop gross motor skills of the hands,

cultivate perseverance.

Vocabulary work:

sole, shaft, fastener, fringe.

Material:

paints, brushes, napkins, palette, children's boot, album sheet in the shape of a boot.

Methodical techniques

: org.
moment - a song about shoes, d/i “What kind of shoes are there?”, “Help the heroes of a fairy tale”, physical exercise, looking at a boot, drawing from life, ind. help from the teacher, result. Walk
1. Observation of the bullfinch Purpose: to expand ideas about migratory birds; develop the ability to analyze, compare, and draw conclusions.

2. P/i “Sly Fox” - improve children’s ability to run and maneuver, develop spatial orientation skills, develop speed and dexterity by introducing a second fox into the game, cultivate compliance with the rules of the game and the ability to adequately respond to losses.

3. Labor activity: - to cultivate hard work, responsiveness, mutual assistance,

4. Self-service: game situation “Tidy locker”. - teach children to maintain order in their locker, form the habit of taking care of personal belongings, cultivate neatness and independence.

2nd floor day

1. Individual work on orientation in space

2. D/i “Yes-no” (TRIZ) - to develop the ability to classify objects, teach to find the intended object, cutting off unnecessary signs.

develop the ability to listen to each other to the end.

3. D/i “My parents’ names are...”. To consolidate knowledge of the first and patronymic names of parents, grandparents...

4. Children's reading circle: E. Permyak “How Masha Got Big” - introduce the work, develop the ability to express one’s attitude to what they read, to the actions of the characters, continue to get acquainted with the genre features of the works, and cultivate respect for peers.

5. Ex. “Stitches” - introduce the “forward needle” stitch, develop the ability to act according to a pattern, develop fine motor skills, attention, cultivate dedication and hard work.

Walk.

1. P/i “Fishing Rod” - develop dexterity and speed of reaction

2. D/i “Go I don’t know where, find something I don’t know what.” Goal: to arouse interest and desire to play a mathematical game.

Wednesday

Morning.

1. Conversation “What does it mean to be a friend” - introduce children to models of friendly behavior, teach them to evaluate the actions of cartoon characters, form an idea of ​​​​friendship, real friends, and cultivate compliance with the rules of personal safety.

2. Ex. “Let's decorate clothes with Udmurt ornaments” - develop creative thinking, artistic skills, fine motor skills, and cultivate aesthetic taste.

3. D/i “Guess the mood” - cultivate an attentive attitude towards others, learn to guess their mood, activate the vocabulary, develop observation skills.

4. Individual work to enrich vocabulary

5. Game of low mobility “Recognize by voice” - to form the ability to concentrate attention, develop auditory perception, learn to choose a driver and perform his functions in the game, cultivate compliance with the rules of the game.

GCD 1. Speech therapy

2. S.K.R. LIFE SAFETY FUNDAMENTALS "

If the child is lost
."
Software tasks:

clarify children's knowledge about the big city. To form knowledge about “strangers” and “our own”. Explain to children what dangers may await them when in contact with strangers. Check your home address and phone number. Explain safe behavior when interacting with strangers. Find out who you can turn to for help.

Vocabulary work:

avoid, later, terrorist

Material:

workbooks, pencils, d/i “Mail”, “Police”

Methodical techniques:

org. moment “Good-bad”, situational conversation “What would you do in this situation”, d/i “Postman” goal: to consolidate the knowledge and ability to name your full name, your address, s/r. game "Police". goal: to teach children to behave correctly on the street when they are alone; form the idea that you should not talk or leave with strangers.

3. H.E.R. Musical

Walk

1. Individual work Ex. "Throw and catch the ball"

2. Monitoring changes in snow depth. Tasks: Invite children to determine by eye the height of the snow cover in different places on the site, to determine where the “snow blanket” is thicker. Ask them to come up with a way to test their assumptions. Teach children to measure the height of snow cover using a ruler and compare using sticks.

3. D/i “It happens - it doesn’t happen” (with a ball)

. Develop coherent conversational speech.

4. Outdoor game “Higher than your feet off the ground.” - teach children to quickly respond to a signal, running to the opposite side of the playground, and teach them to comply with the rules of the game.

2nd floor day

1. Game “We tap the ball with our palm, repeat the sound together” - to develop gross motor skills

2. S – p game “Family”: plot “Family Holiday” - teach children to unite in the game, distribute roles, choose a convenient place, develop the ability to coordinate their actions with the actions of partners, observe game interactions in the game, cultivate responsiveness, mutual assistance. teach children to distinguish between categories of people such as relatives, relatives, friends, acquaintances. Contribute to the formation of competencies related to the fulfillment of social roles.

3. Introducing a mnemonic diagram for writing stories - descriptions about shoes

Walk.

1. D\i “How we dress.” Strengthen children's knowledge about shoes.

2. S/r and “Shop”: the plot “Choice of winter winter shoes”

3. Life Safety and Health “Winter Roads”. Goal: to expand children’s knowledge about the rules of behavior on the street and the road in winter.

Thursday

Morning.

1. D/i “Listen and count.” -development of auditory attention, elementary mathematical concepts.

2. Individual work on writing riddles-descriptions

3. Ball game “When does this happen?” -develop coherent conversational speech, the ability to accurately pass the ball to each other, consolidate knowledge about the seasons

4. Canteen duty – develop the ability to interact in the process of joint work: distribute responsibilities, negotiate among themselves

5. Game exercise “Hello, my name is...” - enrich children’s communicative and social experience, teach them to act politely and safely in various situations, understand what information can be shared about themselves and what cannot.

GCD 1. Speech therapy

2. P.R. FEMP "

Composition of the number 10
»
Program tasks:

Learn to form the number 10 from two smaller numbers and decompose it into two smaller numbers. Strengthen the ability to identify the previous, subsequent and missing number to the one named or indicated by a number within 10. Improve the ability to model objects using familiar geometric shapes. Continue to develop your orientation skills on a sheet of squared paper.

Vocabulary work:

subsequent, previous, skipped

Material:

numbers, counting sticks, Dienesh Blocks, notebooks, pencils.

Methodical techniques:

org. moment “Seasons”, composing the number 10, determining the previous and subsequent numbers, d/i “Find the missing number”, physical exercises, composing shoes from geometric shapes, working in notebooks, summary.

3. H.E.R. Drawing "

Boots for winter
»
Program tasks:

contribute to the formation of the ability to use an unconventional method of decoration (drawing with threads) to create a bright image. To introduce children to non-traditional drawing techniques, to form an idea of ​​composing a pattern through the use of colored threads. Develop intellectual initiative, the ability to predict future changes, imagination and creativity; the ability to interact with adults and peers in the process of creative activity.

To cultivate artistic taste and aesthetic perception of the world around us.

Vocabulary work:

Material:

gouache, palette, threads, paper doll “Winter” without shoes. Presentation “Winter Time”, subject pictures depicting different items of footwear, stencils of boots - winter, autumn, men's and women's.

Methodical techniques:

verbal game “Say a word”, d/i “Give a compliment”, finger gymnastics, explanation and demonstration of a new way of acting; exhibition and discussion of children's works, result.

Physical education in games on a walk No. 12

Walk

1. Excursion to a shoe workshop - expand children’s understanding of the shoemaker’s profession, their place of work, the necessary tools, develop dialogical speech, cultivate observance of rules in public places, polite communication.

2. Individual work: jumps

3. Labor Clearing snow from the path leading to the feeder. Tasks: teach correctly, use a shovel, finish what you start.

4. Physical exercises: “Run to the flag.” Tasks: teach to monitor compliance with the rules, perform the duties of a judge, coach. Develop dexterity and attention.

5. P/n: “Owl”. Develop attention

2nd floor day

1. Children's reading circle: composing and solving riddles-descriptions about shoes - to develop the ability to write stories - descriptions about shoes, to activate vocabulary, to arouse interest in small folklore, to improve the ability to listen to each other to the end.

2. Game exercise “Helpers”. Teach children to come up with riddles - pantomimes, depict actions given by the driver, comment on which of them can be performed by children (wiping dust, watering flowers), which cannot (use a vacuum cleaner, iron, turn on the gas)

3. Game with the ball “One - many” - to develop the ability to coordinate nouns in the singular and plural, the use of plural nouns in the genitive case.

Walk.

1. Observation of a blizzard. Purpose: - to give an idea of ​​​​the movement of snow in windy weather

2. Didactic games “Tell me which one?” Train the ability to form relative adjectives.

3. Experiments “Transferring a sun bunny”. Purpose: to show with an example how light and the image of an object can be reflected repeatedly.

4. Labor Clearing the labyrinth from snow. Objectives: to cultivate a desire to collectively improve your site.

5. Physical exercises: Performing exercises to maintain balance. Goal: to develop endurance.

6. P/n: “The fox in the hen house.” Objectives: To teach children to gently jump from a height to a designated place, to maintain balance when landing. Develop creativity in motor activity, cultivate self-confidence.

Friday

Morning.

1. Morning greeting “Compliment” - continue to cultivate children’s friendly attitude towards each other, develop an atmosphere of warmth, love and affection, enrich their vocabulary

2. Didactic game “Wonderful bag”. - teach children to identify by touch and name objects what they are made of.

3. Ex. “Lacing” - develop fine motor skills, visual perception, cultivate patience and diligence.

4. Individual work with scissors

5. The game “Cobweb” - create conditions for the development of children’s ability to negotiate and interact in a peer group.

GCD 1. Speech therapy

2. H.E.R. Application "

Shoes for the centipede
»
Program tasks:

develop the ability to convey the characteristics of objects through construction from paper and cardboard, to form children’s understanding of the technology of making shoes - summer slippers; cultivate a desire to help the weak.

Materials and equipment:

interactive game “Shoe Classification”, sample “Paper Slippers”, scissors, glue, napkins, outline of the sole made of cardboard, colored paper, strips of paper 15*4, 30*2 – straps for slippers, decorative decorations made of colored paper, bows , rhinestones, fur, etc., memo “Construction sequence”.

Vocabulary work:

sandals, decor

Methodical techniques:

org. “Centipede” moment, walking along health paths, d/i “Shoe classification”, “What kind of shoes”, looking at a sample, TB reminder, p/g, independent and ind. work, exhibition of works, poem by O. Ashpo “Who walks along the path”

3. P.R. Ecology «

Eco-friendly shoes
»
Program objectives:

Expand children’s knowledge about the variety of shoes, give children an idea of ​​the concepts of “environmentally friendly shoes” and their purpose; consolidate with children previously acquired self-care skills and the skill of writing a descriptive story. Develop mental activity, creative imagination and fantasy, fine motor skills of fingers and hands. To instill a love of nature, a desire to take care of the cleanliness of the air and soil by creating environmentally friendly shoes, to cultivate a respectful attitude towards the work of scientists, and the desire to create something similar.

Vocabulary work:

environmentally friendly, natural, biodegradable.

Material:

pictures of shoes, examples of eco shoes, colored pencils, silhouettes of shoes

Methodical techniques:

org. moment - greeting, re-enactment of “Boots Quarreled”, d/i “Children’s Shoe Store”, conversation with children about shoes, teacher’s story, looking at pictures of shoes, physical exercise, creative game “We are eco-designers”, summing up.

II
half.
day F.R. Physical education No. 24 Walk

1. D/i “Does this happen or not?” Objectives: to develop logical thinking in children, to develop the ability to compare and contrast, and to identify inconsistencies.

2. Research activities. Rays of light always travel in a straight line, and if any object gets in their way, it casts a dark shadow. Conduct observation - morning, noon, evening. Take measurements. Conclude that at noon the sun is directly overhead, so the shadow is very short; Early in the morning and in the evening the sun drops in the sky, the shadows become long.

3. Labor to clear the floor of the veranda from snow. Objectives: teach how to perform labor actions.

4. Physical exercises: “Don’t knock down the flag.” Goals: continue to “snake” between objects without knocking them over; develop attention and observation.

5. Individual work. Jumping on two legs

2nd floor day

1. Experiments with paints, color “Wonderful transformations of blots” - to form an idea of ​​​​the arrangement of colors in the rainbow, develop color perception and color discrimination, the ability to distinguish colors by saturation, name shades of colors (blue, bright blue, light blue, dark blue and etc.), arouse interest in research activities, develop imagination, cultivate independence, accuracy

2. S – p game “Family”: the plot of “Cafe” - to cultivate goodwill, politeness, friendly relationships in the game, continue to teach children how to build dialogue in the game.

3. Children's reading circle. M. Smirnova “Tanya is an incompetent” - improve the ability to understand questions about the work and answer them. Develop an interest in fiction

4. Household work - cultivate diligence, neatness, teach children to restore order in the group

Walk.

1. D/i: “Let’s dress the doll for a walk.” Develop the ability to find shades darker or lighter.

2. S/r game “Livestock Breeders”. Objectives: to develop children’s social skills, the ability to negotiate, agree on a game, distribute roles, look for ways out of conflict situations

3. Life safety “Winter roads” Purpose: to expand children’s knowledge about the rules of behavior on the street and roads in winter.

MAGAZINE Preschooler.RF

Purpose: to teach paper design.

Tasks:

• Learn to fold a rectangular sheet of paper in half, aligning the sides and corners. Strengthen the ability to cut a rectangle into two long strips along the fold line. Reinforce safety rules when working with scissors.
• Develop coordination in the work of eyes and hands.
• Cultivate neatness.
• Activate subject and verb dictionary on the topic “Shoes” . Develop fine motor skills of the fingers. Develop attention and memory.

Equipment: box - postal parcel, paper sandals - sample, scissors, glue, napkins according to the number of children and adults, cardboard (rectangle with a drawn outline of the shoe footprint 16.5 cm x 8 cm - sole) and colored paper (strip 15 cm x 4 cm and a strip 30 cm x 2 cm - straps for sandals) according to the number of children and adults (the color of the cardboard matches the color of colored paper), decorations for straps made of colored paper (circles, hearts, etc.)

GCD move:

1. Parents sit on chairs next to the carpet, children and the teacher sit on the carpet. The teacher shows the parcel.
2. - Children, guess who this package is from (the teacher reads the riddle glued to the box).

They put dexterous two hands. Heels for shoes, And heels for heels - Also the work of these hands.

(shoemaker)

-What does a shoemaker do?

The teacher looks into the package

— Children, the parcels contain shoes, what kind of shoes do you know?

The teacher takes sandals from the package.

— What is the name of these shoes, why?

The teacher reads a letter from the shoemaker. “Please help me complete a large order for sandals. I am sending you the details: soles and straps. They need to be prepared and glued. Thank you in advance. Shoemaker"

3. The teacher takes cardboard rectangles from the parcel.

Game "Find a pair" .

Children are given one rectangle (with a trace outline). The rest are laid out on the table. Children need to choose a matching left or right pair of shoes.

4. The teacher takes strips of colored paper from the parcel and places them on the table.

Game “Match by color”

Children need to choose matching color straps (wide and narrow stripes) for their soles.

5. Physical exercise “Here is the right one, here is the left one” (song with words and music by Ekaterina and Sergei Zheleznov). The teacher, parents and children perform actions in accordance with the text of the song.

6. Adults and children sit down at the tables. The teacher shows how to make sandals from parts and explains who will do what.

Parents cut out the sole from cardboard along the contour.

Children: - fold a wide strip in half (long side to long side), iron the fold, unfold and cut the strip into two parts along the fold line.

— fold a narrow strip in half (short side to short side), iron the fold, unfold and cut the strip into two parts along the fold line.

Parents and children together glue decorations onto narrow strips, then glue straps to the sole (a narrow strip on the toe, and a wide strip at an angle on the heel).

7. The teacher talks with the children about the rules of working with scissors.

— Do not hold the scissors with the ends up.

— Do not leave scissors open.

— When working, watch the fingers of your left hand.

— Place the scissors on the table so that they do not hang over the edge of the table.

— Pass the closed scissors in rings towards a friend.

- Do not cut with scissors while walking, do not approach your friend while cutting.

8. The teacher conducts finger gymnastics with children and parents.

Five fingers on your hand Call by name sumey. The first finger is the lateral one - called the thumb. The second finger is a diligent pointer, it is not for nothing that they call it the index finger. Your third finger is right in the middle. Therefore, the middle one is given a name. The fourth finger is called the ring finger, it is clumsy and stubborn. Just like in the family, Brother Junior is the favorite. He is the fifth in a row, called the little finger.

9. Children and parents begin making sandals.

10. Summary. Exhibition of sandals.

Bibliography:

Preschool speech center. Handouts for working with children 5-7 years old. Appendix to the book “Preschool speech point. Documentation, planning and organization of work"

Summary of a lesson on the lexical topic “Shoes” for senior preschool age

Lexical topic “Shoes”

Target:

1.Expand and activate the vocabulary on the topic. 2. Learn to correctly name the parts of shoes. 3.Practise the formation of relative adjectives. 4. Practice using diminutive and affectionate suffixes in nouns. 5. Practice using nouns in the genitive case with a preposition. 6. Develop attention, thinking, fine motor skills.

Progress of the lesson.

1. Didactic exercise “Repeat without mistakes, don’t miss anything”

Repeat the words in the same order: Shoes - slippers - boots - boots Felt boots - sandals - shoes - boots Children, what can we call these items in one word? -SHOES.

2. Children, tell me, why do we need shoes?

(To put shoes on your feet)

3. History of shoes (presentation)

4. Which store do we buy shoes from? (in a SHOE store) In a shoe store there are a lot of different shoes on the shelves. Exercise “Agree on a word” If the shoes are for winter, then they are WINTER. If shoes are for summer, then they are – If shoes are for home, then they are – If shoes are for sports, then they are – If shoes are for holidays, then they are – Shoes for women – Shoes for men – Shoes for children –

5. Tell me, children, what kind of shoes do you need for winter? (warm, closed, winter, high) Why do you need to wear such shoes in winter? What materials are winter shoes made from? What shoes do we wear in summer? (light, open, summer) Why? Exercise “Form a word”

If the shoes are made of leather, then they are LEATHER. If the shoes are made of fur, then they are FUR. If the shoes are made of rubber, then they are RUBBER. If the shoes are made of wool, then they are WOOL In what weather should you wear felt boots, why?

6. Finger gymnastics “BOOTS”

Everywhere, everywhere, the two of us. The middle and index fingers “walk” along the table.

Let's go, inseparable.
We walk through the meadows, Children bend one finger at a time, starting with the big one.
Along the green banks, they ran down the stairs, and walked along the street.
Then we crawl under the bed and sleep quietly there. Place your palms on the table.
7. Examination and naming of shoe parts.

Kids, let's compare winter boots and snow boots. What is more comfortable for walking through deep snowdrifts, and why?

Comparing shoes and sneakers. Comparing boots and sandals A boot has a clasp and a sandal has a clasp. A boot has a heel, but a sandal does not have a heel. A shoe has a heel, but a sandal does not have a heel. A boot has a shaft, but a sandal does not have a shaft. Leather boots and leather sandals. The shoes are closed and the sandals are open. The boots are warm, winter, and the sandals are light, summer.

8. Exercise “Let’s affectionately name” your favorite shoes. Boots - boots. Felt boots – Shoes – Slippers – Boots – Sneakers –

9. Tell me, children, how to take care of your shoes so that they are in order? (children repeat verbs)

Shoes need to be washed, dried, wiped, cleaned, repaired, put away. Who mends shoes? (shoemaker) Where do we go if our shoes need to be repaired? (to the shoe shop)

Correct me: They brought it to the shoemaker for repairs (the children repeat the entire phrase) Shoes WITHOUT (sole) Boots WITHOUT (zipper) Slippers WITHOUT (heel) Sandals WITHOUT (strap) Boots WITHOUT (tongue) Sneakers WITHOUT (lace)

10. Conversation about the polysemy of the word LANGUAGE using pictures and objects. The mischievous boy showed you his TONGUE, and the mischievous shoe also stuck out his TONGUE.

11. “Learn to speak correctly”

When we come home, we take off our shoes. When we go for a walk, we put on our shoes. In kindergarten we CHANGE SHOES (that means we take off dirty shoes and put on clean ones)

12. D.i. “4 extra” (pictures on the board - hat, fur coat, boots, scarf; boots, felt boots, sandals, jacket)

Choose the correct extra picture and explain why it is extra.

13. Result (what was discussed during the lesson, what we liked, assessment of the children’s activities)