Synopsis of a speech therapy lesson, acquaintance with the proposal. Synopsis of the speech therapy lesson “Offer
Abstract speech therapy session
Topic. Sentence. Word.
Goals: to consolidate the concepts: “oral and written speech”, “word”, “sentence”, “text”. Develop the skills of language analysis and synthesis: dividing the text into sentences, sentences into words and making sentences from words; develop the articulatory apparatus, thinking, coordination of speech with movement, graphomotor skills; to form the duration, smoothness, strength of arbitrary speech breathing. Clarify children's ideas about the structure of the human body and purpose separate parts body, fix orientation in space. Cultivate the ability to listen to yourself and others; develop personal responsibility for the performance of work.
Equipment: Dragon toy, an envelope with written tasks for children, a computer, subject and plot pictures.
STUDY PROCESS
Repeat:
SA-sa-sa- here comes the wasp.
So-so-so - Sonya has a wheel.
Os-os-os - Sanya has a dog.
Su-su-su - in the forest they saw a forest.
II. Articulatory gymnastics and breathing exercises.
Guys, today we will do gymnastics for our tongue so that it pronounces sounds correctly. Place mirrors in front of you on the desk.
1. Delicious jam.
2. Needle.
3. Spatula.
4. Punish the naughty tongue.
5. Cup.
Breathing exercise - Sultans.
III. Work on the topic.
Guys, the Dragon has sent us a letter! And in the envelope is a letter with tasks.
Tell me what speech is for? (To communicate, to speak.)
What is the speech like? (Oral and written.)
How do we use spoken language? (Oral speech we hear and pronounce.)
What written or spoken language is the letter that Whelp wrote? (Written speech.)
Yes, if it weren’t for written language, would the Little Dragon be able to communicate with us? (No, I couldn't.)
To know what is written or printed, one must learn to read.
Review the drawings. Who in the drawings uses oral speech, and who uses written language?
Make a word from letters.
If you rearrange the letters, what new word will you get?
Drawing up proposals for the picture:
- Guys, look at the pictures and make sentences for them.
Leaves fall.
It rains often.
Birds fly south.
People are sunbathing on the beach.
The children went to school.
Can you tell me which of the above sentences is redundant? (People are sunbathing on the beach.)
Why? (All the other sentences are about autumn, but "People are sunbathing on the beach" is about summer.)
Drawing up graphic schemes of proposals.
Guys, what are your suggestions now? (Text.)
Why do you think so? (The sentences are united by a common theme - "Autumn".) Give a title to the text. (Autumn.)
What is the text? (The text consists of sentences.)
What does the offer consist of? (A sentence is made up of words.)
The first word in a sentence is spelled with what letter? (FROM capital letter.)
What separates one sentence from another in spoken language? (Pause - stop.)
What separates one sentence from another in writing? (A period, question mark, or exclamation mark.)
Are the words in a sentence written together or separately? (Separately.)
Let's remember how you can write a sentence without knowing the letters. Each sentence can be written down, marked with a diagram. This makes it easier to determine how many words are in a sentence and how many sentences we said.
The beginning of a sentence is shown by a dash protruding above the strip to the left, and the end of the sentence by a dot to the right of the strip.
Guys, the Dragon has prepared another task for you! Make graphic diagrams of these proposals.
Let's check who correctly compiled the graphic schemes of the proposals.
VI. Fizminutka
Dragon. (presentation)
VII. Determination of the boundaries of sentences in the text.
Guys, let's do one more task! Read the text. Determine how many sentences it contains. Mark the beginning and end of each sentence.
In autumn, there is silence in the forest, only the leaves rustle underfoot, suddenly a pine branch cracked, and the squirrels started a game.
VI I. Determination of body parts in Pinocchio.
Today we will find out what parts of the body a person has, why a person needs them. To know the structure of your body means to know yourself.
Guys, what part of the human body is the most "smart"? (Head).
Everyone should have a very smart head.
What other parts of the human body can you name and show?
There are nails on our fingers, On our hands - wrists, elbows.
Crown, shoulders, forehead and chest And don't forget the shoulder blades.
Hips, heels, two feet, Shin and ankle.
There are knees and a back, But she is only one.
We have two ears and two earlobes on our heads.
Eyebrows, cheekbones, and temples, And eyes that are so close.
Cheeks, nose and two nostrils, Lips, teeth - look!
Chin under the lip. This is such a person.
Name it in one word: head, back, nose, mouth - what is it? (Body parts).
The body has arms and legs.
Guys, tell me the parts of the arm / shoulder, elbow, palm, fingers, nails /.
What parts of the leg do you know? /thigh, knee, shin, foot, fingers, nails, sole, heels/.
And what animals do not have is faces.
Do you know what other body parts pets don't have, but humans do? /palm, fingers, nails, elbows, hands/.
Show your right hand, stamp your left foot, turn your head to the right.
The formation of plural nouns.
Ball game: "One - many."
And now we will play the game "One is a lot", I name one object, and you name a lot.
Ear - ears, neck -, eye -, hair -, head -, forehead -, mouth -, nose -, cheek -, finger -, elbow -, eyebrow - ....
Agreement of a noun with a numeral.
Game Think and Answer. Let's help Drakosha and Pinocchio
How many eyes do two children have? /two children have four eyes/
How many ears do three boys have? /those boys have six ears/
How many fingers are on the left hand? / there are five fingers on the left hand /
How many noses do three girls have? /three girls have three noses/
The formation of nouns with the help of diminutive suffixes and with the help of the suffix "ISCH".
not a nose - but ... / nose /, and the other / nose /.
not a mouth - but ... /mouth/, and the other /mouth/.
arms, legs, forehead, eyes, hair)
The use of antonyms. Game: "Say the other way around"
sad face - / cheerful /
hair dark - / light /
hair long-/short/
straight hair - /curly/
big nose - /small/
fat thin/
high Low/
Polysemy of words.
Guys, there are words that sound the same but have different meanings.
Nose - at the plane, at the ship, at the teapot;
Peephole - in the door, near the potatoes;
The neck is at the bottle, at the child;
Back - at the chair;
Brushes - paint brush, grape brush;
Tongue - at the boot, cake;
Legs - by the chair, by the mushroom.
VIII. Development of non-speech processes.
XI. Summary of the lesson
Speech therapy lesson in 1st grade
Topic of a speech therapy lesson :
"Making proposals from individual words, data in disarray"
We looked to the left, we looked to the right.
Dropped their eyes down. Now lifted up.
We looked at each other…..set to work!
1.- I read a quatrain to you, and you, from the description, guess what letter it is about and find this letter on the table:
The letter is very important, I imagined it was terrible.
The chest is a wheel, the stomach is inflated. As if there is nothing more important here. /AT
This letter is like a bookshelf ... .. shouting after everyone:
Friends, do not rush, you put books on the shelf for me ... "/E
The crescent moon was melting in the sky, the crescent bowed for damage.
And so the letter shone to us from heaven ... /FROM
I suddenly had a song about this letter:
NNNNN-got a song /H
Everyone knows the letter ..., the letter is very glorious.
And besides, this letter in the alphabet is the main /BUT
- What word can be formed from these letters? / SPRING
Today we will talk about spring, perform interesting tasks with letters and words.
2. Characteristics of sounds. Place the colored tokens on the corresponding letters and explain why you put it that way.
How many letters/sounds are in this word? How many syllables? What question does this word answer, who or what, why?
3. Game for auditory attention "Rattle ..."
And now we will play, I will call you words, if the word fits the description of spring, you will rattle with a rattle, if not, you will rest: affectionate, warm, gloomy, sunny, frosty, dark, noisy, talkative, murmuring, vociferous, boring, cloudy , snowy.
One of the signs of spring is the return of birds to their homes. And I suggest you build a birdhouse. And who will live in it? (starling)
4. Task for the development of fine motor skills: "Building a birdhouse"
We will build a birdhouse from colored lids: thumb and forefinger, large and medium, large and nameless, thumb and little finger.
Physical min. "Birds"
5. Word game "I, you, we, you, they" - changing the sentence with the addition of a pronoun:
I am building a birdhouse. You are building a birdhouse…….
And now say the opposite, with the transfer of the ball:
In winter, snow is clean, and in spring it is ... .. dirty.
In winter the days are cold, and in spring they are …….. warm.
In winter, the sun is dim, and in spring - ....... bright.
In winter the weather is often overcast, but in spring it is …….. sunny.
6. Dynamic pause. Vision correction "Birds" / on the computer.
7. Proposal work: "Make a sentence out of the given words."
I have a lot different words. Are you ready to deal with them?
You read a story or a verse, I will definitely be in them!
But confusing all the words, you will not be able to understand me.
A strong, gusty, spring wind blew and mixed up all the words.
(It has come, early, warm, spring,long awaited.
nests , twist, chicks, and, birds, hatch)
B) Draw up a proposal scheme (magnetic stripes).
C) Find the main members, determine what questions they answer, put the appropriate symbols (m.p., f.p., word-action + underline with 2 chopsticks, word-sign)
8. -And now a minute of calligraphy: add letters in the words of the sentence you have compiled. Read the offer (printed on the card)
Which tasks in the lesson were interesting to you, and which were difficult?
This is a surprise for you from the starling in gratitude for the built birdhouse. Thanks for the activity.
Stupidlyvein.
Birds they build nests and hatch __ chicks.
P__ile__ayu__ migratory__birds.
From the mountains they ran _talking_lives__hand _ yk __.
Equipment: toys (ball, doll, flag, kitten, dog).
Lesson progress
Educator. Children, today we will talk about toys, what they are and what you can do with them. We will speak loudly, distinctly, clearly pronouncing every word. (Takes the ball and shows it to the children). What's this? Children. Ball. Educator. Say two words about the ball, what it is. Children. The ball is beautiful; the ball is big; the ball is red. Educator. Tell me, Seryozha, how many words about the ball Lyuba said. Seryozha. Lyuba said two words about the ball. The first word is "ball", the second is "red". Educator (drops the ball on the floor). Children, say two more words about the ball. Educator. Tell me, Galya, how many words Gena said about the ball. Galya. Gena said two words about the ball. The first word is “ball”, the second is “rolled”. Educator (puts the doll on a chair). Say two words about the doll. Sveta. Beautiful doll. I said two words about the doll. The first is beautiful, the second is a “doll”. Educator (puts a flag on the table). Now say two words about the flag. (The children also disassembled these sentences by words, determined their place in sentences). Educator (approaches the kitten toy, presses the button - the kitten makes a squeak). Say two words about the kitten. (These sentences are also parsed by words.) Educator. Valya, come and press the button on the dog. Say a two-word sentence about the dog. Valya. The dog is barking. I said two words: the first - "dog", the second - "barks". Educator. Today we talked about toys in two words. At school, they will say this: “We learned to make two-word sentences about toys. They noticed which is the first, which is the second word in the sentence. And who knows the riddles about these toys? Seryozha. They beat him, but he doesn't cry. Only higher, higher jumps. (Ball.) Gena. On a holiday I carry it, I walk with it and sing. (Flag.) Marina. He is friends with the hostess, guards the house. He barks at strangers, does not let him into the house. Children. Dog.
Lesson in the senior group for an exercise in the selection of words to characterize the subject
Software content. Consolidation of knowledge about the word: words are different, they sound, are pronounced one after another. Teach children to listen to words that sound similar. Exercise in self-selection of words and a clear pronunciation of sounds in them. Selection of different words for the subject (nouns - the names of toys, adjectives for the word bear).
Lesson progress
The teacher shows the children two playing bears. - Look at these two toys. What can be said about them? - These are bears. - That's right, it's bears. What is this bear? - Big. - And this one? - Small. - And how can you call this little bear in another way? After all, they are different, and we call one and the other with the same word bear. (The teacher gestures at the bears, emphasizing the difference in size.) - What other word can you choose for this bear? (Points to the smaller one.) What word can you call him to show that he is small? - Mishenka, - offers Sasha. - That's right, honey. What an affectionate word Sasha suggested, and it sounds pleasant: "Mishenka"! Well done Sasha. How else can you say? - Mishutka, - says Tanya. - Lucky word: bear! - Teddy bear, - adds Tolya. - Very well! Now it is clear what kind of bear we are talking about. If we say the words teddy bear, teddy bear or teddy bear, then we are talking about this little bear, and the big one will be just a bear. The teacher removes the little bear cub to the side, and puts the big one on the edge of the table. - Look, children, at the bear and think about how you can tell about him what he is. I remembered such a word: beloved; beloved bear. Now offer your words: what kind of bear? - Plush, nice, clumsy, clumsy, shaggy, brown, big, handsome. - That's how many different, interesting words you have chosen for the word bear! - What kind of animal is this? (Shows a mouse toy) That's right, it's a mouse, a small animal that lives under the floor. Bear and mouse. These are different animals, and I also call them differently, listen to these words: a bear is a mouse. - M-iii-shka. M-yy-shka. (When pronouncing these words, the difference in sounding s and u is emphasized intonation.) - These are the words that are interesting in sound to us, let's say it all together again. Very well! - And here are two more words, they are similar to each other and not similar, listen: kit-cat, k-ii-t, k-oo-t. Pronounce them the same way. (The words are pronounced by children 2-3 times.) - And here are two more words that sound different and at the same time similar - poppy and cancer: mmm-ak, rrrr-ak. Say these words. (When naming the words kit - cat, the pronunciation of vowel sounds intensifies, when pronouncing the words poppy - cancer, the children's attention is focused on the first consonant sounds.) - I will name, children, one word, and you pick up another, similar in sound, to it, - says the teacher ,- rubber. "Basket," one of the children says. Teacher. Tire. Child. Car. And so on. Children are especially encouraged to independently search for two consonant words. Next, the children are invited to the game "Guess what song the words are from?". One child leaves the room. The teacher agrees with the rest of the children which song they will name the words from and in what order they will offer them to the driver. One of the children calls out the words from the song "Solar Circle": "Let there always be sunshine." Children are divided into four groups, each group says only one word, but not in the order as in the song. The driver determines the name of the song and pronounces the words in the correct order. One of the children at the blackboard graphically depicts the sequence of pronouncing the words in the song, and the rest - on their tables with the help of counting sticks.
Target: enrichment vocabulary, the formation of the grammatical structure of speech.
Topic: Professions. Drawing up sentences on the picture using key words, diagrams.
Tasks.
Corrective:
Refine and consolidate spatial representations.
· Form interhemispheric interaction.
· Formation of language analysis and synthesis.
Develop abstract, verbal-logical, creative thinking, voluntary attention.
· Expand the active vocabulary.
· Shape adequate self-esteem.
Educational:
Continue to form the concept of professions.
· Develop the ability to make sentences on a plot picture using key words, diagrams.
· Exercise in the grammatical arrangement of sentences.
· Develop vocabulary skills.
Educational:
· Educate moral and ethical models of behavior.
Learn to interact with each other.
Work on awareness.
Develop reflection.
Equipment: multimedia presentation, album sheets, colored pencils, Morse code card, radio operator message card, individual Women's Professions cards, Set a Pattern cards, notebook, pen, pencil, eraser, ruler.
Course progress.
Organizational moment (kinesiology).
Guys, let's do exercises that will set us up for work, activate speech, attention, memory.
1. Exercise "Pinocchio"
The palm of the left hand is vertically at the face, put the thumb to the nose. Press the thumb of the right to the little finger of the left hand. All fingers move except thumbs and little fingers. Then change hands.
Stand up straight, lower your shoulders, stomach forward. Inhale through your nose for three counts, exhale through your nose for five counts.
3. "Blink".
And now, guys, on the inhale - blink your right eye, and on the exhale - blink your left eye. Children take a deep breath. Exhale slowly.
Formulation of the topic and purpose of the lesson.
The game "Add a magic syllable."
Guys, add the missing syllable -tel, -chik, -nick or -schik.
Trainers___
Machine___
What do these words mean? What is the topic of today's lesson? (Professions). Pronounce this word in syllables. (Recording the topic in a notebook).
Why are we talking about professions today?
Consolidation of knowledge on the topic "Semantic and intonational completeness of narrative, exclamatory, interrogative sentences."
The game "Say in the right intonation."
Today in the lesson there will be a quiz game, the name of which is encrypted:
ALL PROFESSIONS ARE NEEDED ALL PROFESSIONS ARE IMPORTANT!
How many words are there? Name 1, 4, 6, 3. What is the punctuation mark at the end? What is the name of such an offer? Speak with the right intonation.
ALL PROFESSIONS ARE NEEDED, ALL PROFESSIONS ARE IMPORTANT?
What's the punctuation mark at the end? What is the name of such an offer? Say with interrogative intonation on the 1st, 3rd, 5th, 6th word.
Division into teams.
Distribution of children into teams: each team includes children with different leading modalities and dominant hemispheres.
Each team receives 10 tokens, which can be used for hints during the quiz.
Competition 1. "Be careful!"
Instruction: carefully listen to the poem by J. Rodari “What do crafts smell like?” and name all 10 professions that were discussed in the work. The winning team gets 1 point.
The speech therapist reads a poem, accompanied by a presentation. Children remember. After reading the slides are turned off, the teams call 1 profession in turn. In case of difficulty, for a token, you can get a hint in the form of a slide demonstration with photographs of professions.
Each case has a special smell:
The bakery smells of dough and pastries.
You walk past the carpentry workshop—
It smells of shavings and a fresh board.
The painter smells of turpentine and paint.
The glazier smells like window putty.
The driver's jacket smelled of gasoline.
Worker's blouse - machine oil.
The confectioner smells like nutmeg.
A doctor in a dressing gown is a pleasant medicine.
Loose earth, field and meadow
It smells like a peasant walking behind a plow.
The fisherman smells of fish and the sea.
Only a loafer does not smell in any way!
Competition 2. "Draw your profession."
Instruction: while the music is playing (1 min), you should have time to draw who you want to be in the future. The drawing should be clear to the guys from the other team. If your opponents guess the profession, then your team gets 1 point.
At the second stage of the competition, you need to make a proposal according to the drawing and diagram, write it down in a notebook:
Who?_____ _____ by whom? .
For each correctly written sentence, the team receives 1 point.
Phys. min. "Know the Rhythm"(orientation in the diagram of the body opposite) .
Each child has a card with a drawn rhythm: a rectangle - clap your hands, a square - stomp your right foot, a square in a frame - stomp your left foot. The speech therapist, facing the children, shows a certain rhythm. The child whose rhythm was shown must repeat it.
Competition 3. "Know the profession by description."
Instruction: listen to the message about the profession, guess it, use the right for hints.
This man is the eyes and ears of the ship and the captain. He transmits messages to the port about the location of the ship in the ocean, negotiates with other ships and listens sensitively to see if any ship in distress is calling for help. The distress signal is known to all sailors in the world. In all languages, it sounds the same, SOS, and means "save our ship." Negotiations are conducted using a special language, Morse code (Morse code), where each letter, number, punctuation mark corresponds to a certain set of sounds (an audio file with Morse code sounds).
A special alphabet was invented by the American inventor and artist Samuel Morse (1791-1872). Messages are transmitted using the simplest radio telegraph apparatus.
Competition 4. "Decipher the message of the radio operator."
Instructions: decipher the radio operator's message written in Morse code. Use the code written on the cards to decrypt. From the resulting words, make a sentence according to the scheme (the endings of words can be changed):
Who?______ what? .
Write the sentence in a notebook, underline the main terms. Correctly completed task - 1 point.
Competition 5. "Women's professions."
Instruction: form the name of the female profession according to the model: teacher-teacher. Winning the competition - 1 point.
(Individual work on the card - one participant from the team).
Pianist-
Tailor-
Writer-
Salesman-
Guitar player-
Drummer-
Cyclist-
Painter-
Violinist-
Guitar player-
Astronaut-
Competition 6. "Name the professions with the letter P."
Instruction: name in turn the professions that begin with the sounds P or Pi. Take advantage of hints. Winning the competition - 1 point.
Professions: carpenter, baker, fireman, hairdresser, programmer, salesman, singer, pianist, tailor, poet, postman, etc.
Competition 7. "Set the pattern."
Instruction: establish how the first two words are connected, and in the same connection, select a concept for the third word.
For each correct answer, 1 point.
Competition 8. "What is it, and who needs it?"
Instructions: Guess the riddles and tell what profession people need the guessed object. For each guessed riddle and the profession of a person, the team receives 1 point.
Throw in the river - do not drown,
You hit the wall - do not moan,
Will you throw on the floor -
Will fly upward.
Runners on a walk
same length
Through the meadow they run to the birch,
Pull two strips.
toothy saw
Went into the dense forest.
Walked around the whole forest
Didn't cut anything.
(Comb)
Will never agree
She lie useless.
Who knows the master
Diligent ... (needle)
In a black field, a white hare,
Jumped, ran, made loops.
The trail behind him was also white.
Who is this hare?
The river is flowing - we are lying.
Ice on the river - we run.
I'll sit under my arm
And I'll tell you what to do:
Or I'll lay you in bed
Or let me walk.
(Thermometer)
Summing up, reflection.
Scoring, announcement of winners.
Raise your hands those who did a good job in class.
Raise your hands those who have faced difficulties.
Raise your hands who have successfully overcome all difficulties.
Raise your hands if you're interested.
Raise your hands who learned something new.
Thanks guys, see you soon!
Program content: learn to pronounce an interrogative sentence; continue to form an idea grammatical concept"sentence"; exercise children in coordinating words in a sentence; with the help of modeling, exercise children in compiling a sentence from a given number of words; develop fine motor skills, intonational expressiveness of speech, thinking, attention, memory, perseverance.
Material: plot picture, models for making sentences, sentence schemes with a given number of words, question marks, exclamation marks, paper napkins, music disc.
Come on, guys, we will sit down on the rug and play the game "Put the words in the palm of your hand." I will name the word, and you will give me your any word in the palm of your hand.
Wonderful! What do you think our speech consists of? (from suggestions) Words must be friends to make a clear sentence.
Let's get up and continue playing the Living Words game. You will be "living words". Alena will be the "word" falls, and Valera "word" snow. What needs to be done to get an offer? (make friends words)
Take the "words" by the hand. Did we get an offer? (Yes)
Let's read - "It's snowing." How many words are in a sentence? (2)
Have we got a long or short sentence? (a short)
Let's add more words to the sentence to make a long, beautiful sentence. What words are suitable? (fluffy, white)
We read the "live" sentence. Falls fluffy, white.
How many words are in a sentence? (4) "Living words" - disperse. The words "ran away" and there is no sentence. Children - "words", stand in place, give each other hands. Say your own word. We have made with you ... (offer).
- Wonderful! What season is it now? (Winter)
- Let's go to the easel. What a beautiful picture the artist painted, and the writer saw and wrote a story. Listen:
WINTER COME.
SNOW, A LOT, LOT.
COM, PETIA, HUGE, ROLL.
Sculpt, VERY, PETIA, SNOWMAN, LIKE.
A very interesting story, and you understand what it is about. Why didn't they understand? (each word on its own)
What needs to be done so that we understand what this story is about? (need to make friends)
Let's try, make the first sentence from the words: come winter.
Winter came. Great offer! Let's make friends words from the story: snow, lots of snow.
There was a lot of snow. Wonderful! How many words are in a sentence? (3)
There are still words in the story that we have not yet made friends : com, Petya, huge, jump. What sentence can be formed from these words? (Petya rolled up a huge ball.)
How many words are in this sentence? (4)
There are still words in the story that we have not made friends. Please listen carefully: sculpt, very much, Petya, a snowman, like it. What sentence can be formed from these words? (Petya really likes to sculpt
snowman.) How many words are in this sentence? (5)
Let's read the writer's story in beautiful, complete sentences:
WINTER CAME.
THERE IS A LOT OF SNOW.
PETYA ROLLED A HUGE ROOM.
PETER REALLY LIKE TO MAKE A SNOWMAN.
And let's now make sentence schemes that make up the story. The first sentence consists of two words. Remember what is the first word? (come)
The first word in a sentence always begins with a capital letter. What strip do I need? (with corner)
What is the second word? (winter)
At the end of the sentence, what do we put? (dot)
The dot indicates that the sentence has ended.
(showing the diagram of the first sentence)
Children at easels draw up diagrams of the following sentences. Questions on parsing proposal schemes:
1. Scheme, what offer?
2. How many words are in the sentence?
3. What strip is needed to start a sentence?
4. What was put at the end of the sentence?
5. Is it possible to make a sentence of 2–3 words?
Guys, look, on your diagrams, everyone has a dot at the end of their sentences. And why? (offer ended)
But, guys, they don’t always put a period at the end of a sentence. Sometimes there is a question mark at the end of a sentence. This sign is placed at the end of a sentence when they want to ask about something or someone. Let's change the dot to a question mark in the sentences. What offers will we get? (interrogative)
Listen to the first interrogative sentence.
Winter came? Hear, I asked, has winter come? Turning from a simple sentence into an interrogative sentence helps me voice and intonation.
Katya ask me if winter has come. And ask Dima.
Now you try to say your sentences interrogatively. The child pronounces sentences interrogatively, and the children answer the question.
You did great! What was your offer? (simple)
What was the offer? (interrogative)
What was the sign? (dot)
Changed to what sign? (interrogative)
PHYSICAL MINUTE.
(turn on music)
Let's do a workout now
Take the leaves, make lumps.
And let's play snowballs
And with guests too.
Great, collect snowballs and put under the tree.
Look, you have models and proposal schemes on your tables. Come in and sit comfortably. Come up with a sentence with a model that matches the schema. Be careful, help with your finger so as not to go astray.
(independent work)
you made up simple sentences, at the end of the sentence you have? (dot)
Now turn over the card. What sign is at the end of a sentence? (question mark)
Read your sentences inquiringly. Wonderful! What was the offer? (simple)
So, what's the offer? (interrogative)
There is also an unusual sign. It's an exclamation point! Such a sign is placed at the end of a sentence when they speak with joy, an exclamation. Now I will tell you sentences with an exclamation point.
What wonderful children!
You answered well today!
What wonderful suggestions!
We'll get to know the exclamation point next time. Whoever wants to can exchange models and schemes and come up with new proposals or play snowballs.