EntranceStandards for agreeing adjectives with nouns. Group speech therapy lesson “Coordination of nouns and adjectives by gender and number
, teacher-speech therapist, Municipal Educational Institution “Secondary School No. 28”, Syktyvkar.
Of particular importance in common system to overcome speech underdevelopment in students primary classes given order grammatical structure speech. The main attention here should be paid not only to correcting errors, but also to the formation of linguistic generalizations so that children understand correct usage gender and number of the noun, its agreement with adjectives, numerals; plural formation, use of prepositions, forms of case management.
With OHP, the formation of the grammatical structure of speech occurs with greater difficulties than mastering active and passive vocabulary. This is because grammatical meanings are always more abstract than lexical ones, as well grammatical system language is organized on the basis large quantity language rules.
Negotiation training various parts speeches should begin with coordination adjectives with nouns. At the same time, it is necessary to carry out parallel work on developing students’ vocabulary.
Mastering the practice of agreeing adjectives with nouns begins with mastering the agreement of an adjective with a noun in the nominative case of the singular and plural, then in the oblique cases, as well as how to use phrases built on the basis of agreement when composing your own coherent statement.
A specific difference when teaching this material is that, using the example of agreement, students master the conditions that determine the correct construction of a phrase: the words in a phrase must be connected in meaning and grammatically.
The specifics of using agreement in children’s independent speech are related to general
deficiencies that make it difficult for children with speech pathology to master grammatical structure. In their oral speech There are numerous shortcomings:
- generalization of endings - the ending of the adjective completely coincides with the ending of the noun, for example, “under the big oak tree.”
- erroneous identification of grammatical features of a noun leads to the fact that the same incorrect categories are assigned to the adjective. This indicates not so much a lack of agreement as an inability to determine the grammatical categories of a noun, for example, “under a huge oak tree.”
- difficulties in maintaining grammatical connections in distant constructions. For example, a student, choosing definitions for the word “sun,” loses the formal connection between the adjective and the noun as he moves away from this word: “the sun is bright, brilliant, warm, spring, etc.”
Naturally, these shortcomings will later appear in writing and can serve as a significant obstacle when writing essays and presentations.
A special feature of working on mastering coordination is the use of written material for analysis. This allows you to achieve visual representations about the phenomenon of coordination.
If in Russian language lessons coordination is the object of only linguistic analysis, then in speech therapy classes it primarily turns out to be an object of practical development. Therefore, in a Russian language lesson, they teach you to select the ending of an adjective based on a question posed by a noun, for example:
Which? wood
which? wooden
which? wooden
which one? wooden
Which? wooden
which one? wooden
The algorithm is as follows: the child intuitively determines grammatical form noun and selects the necessary question for this form.
An attempt to directly transfer this experience to speech therapy classes usually requires a lot of effort and time. To avoid problems, it is necessary to divide the training into two stages.
- At the first stage, students develop the ability to pose a question from a noun to an adjective in the nominative case.
- At the second stage, methods of asking questions in indirect cases and using questions as auxiliary means are mastered.
Let's take a closer look at the first stage.
Students ideas about the gender of nouns should already be formed based on sound analysis. For this purpose, systemic forms are selected whose endings indicate gender. Students are able to relate these nouns to the personal pronouns “he”, “it”, “she”, “they” and possessive pronouns“my”, “mine”, “mine”, “mine”. Based on this correlation, coordination training is carried out. On the board and by voice in oral speech, endings are highlighted, which are a guideline for the formation of the desired form of the adjective:
spoon she is my big ending).
the dish is MY big
Isolating and correlating endings is a mechanism that will subsequently provide skills in formalizing agreement both verbally and in writing. Next, students are asked to correlate the sound and spelling of the endings of adjectives and the endings of questions to them. Students find common and different, identifying variants of endings for adjectives. An algorithm for grammatical action is formed:
|
Ending titles subject |
Ending titles sign subject |
|
Gradually, questions begin to play the role of an auxiliary tool. As students master posing questions from the main word to the dependent word in a phrase, the range of questions expands and students master posing questions in indirect cases in the singular and plural.
In order for children to master multivariate endings of adjectives, it is necessary to carry out long-term work on automating and differentiating inflections. Only during long-term practice do students form stable sound-letter ideas about their composition. Therefore, throughout the entire training period, the speech therapist returns to the topic of coordination, asking students to complete different kinds exercises:
* Wildcard character:
- add endings to adjectives according to the example /wise proverb, green... street/ in phrases, sentences;
“Match the object to the sign” - Frosty..., frosty..., frosty...
“Pick a sign to the object” - Christmas tree (which one?) - ..., Santa Claus (which one?) - ...
Find as many features as possible for the word winter: snowy, harsh, cold...
Insert the appropriate feature into the phrase (sentence).
*Corrector type, for converting ready-made samples
“Correct the mistake” - beautiful boots, warm hat...
*For classification
Select pictures to which you can ask the question - Which one? (which one?, which ones?)
Write out adjectives from the proposed words;
*Composing phrases and sentences
make up a phrase with this word /snowy, slippery, frosty/;
* Didactic games : “Name the color” - carrot (what?)… orange, etc.
“Name the shape” - cucumber (which one?)…oval, etc.
“Pick the sign” - apple (which one?)…
“Guess what it is?” - Round, striped, sugar?,
“Magic bag”, “Loto” (1: speech therapist – subject, children – color (material), 2: speech therapist – color, children – subject).
The difficulty of mastering the system of inflection of adjectives is associated with their abstract semantics, i.e., with the absence of rigidly tied meanings of words to features. The late appearance in children’s speech of adjectives denoting attributes and properties of objects is due to the fact that in order to isolate any attribute from the image of an object, it is necessary to high level intellectual development.
Taking into account the grammatical features of adjectives (the dependence of their form on the grammatical category of the noun), it is convenient to practice the coordination of these parts of speech in gender and number through increased attention to the ending of the adjective.
Presentation of material with increased visibility and highlighting components words greatly simplifies the child’s learning of the categories of gender and number.
First option. The coordination of adjectives denoting color with masculine, feminine and neuter nouns is practiced.
Cards are prepared, painted in primary colors. They are accompanied by a set of color pictures representing different kinds of nouns. Under the pictures, the generic endings of adjectives are written in large (3-4 cm) sizes. The speech therapist names the object in the picture and the corresponding adjective, but does not say the ending. The child finds a card of the corresponding color. Places the picture on the card and pronounces the adjective in full.
Pictures of corresponding colors:
Second option.
On large format cards (half a landscape sheet), the endings of singular and plural adjectives are printed in one of the primary colors. Transparent pockets are attached to the bottom of the card (you can staple rectangles from corner folders with a stapler).
The child is asked to choose a picture of a certain color, name a phrase (for example, “yellow turnip”) and put the picture in the pocket with the corresponding ending of the adjective.
Third option. On a large card with pictures of food products (cards from various lotto cards are used), the corresponding words are printed under the pictures. The endings of the adjectives “delicious”, “edible” or “fragrant” are written large on squares of a size suitable for the pictures. The speech therapist asks the student: “What kind of cucumber?” “Ice cream – what kind?” The child answers: “Delicious.” “Delicious.” Then he finds the desired ending of the adjective and places the card on the picture with the word.
Endings.
Fourth option. Pictures of ungulates are selected (cow, wild boar, giraffe, sheep, horse, donkey, zebra, hippopotamus). Reading cards are prepared with the names of these animals. On a separate card the word “ungulate” is printed without ending. The endings – Я, – й are written on squares (6x6 cm). First, the child selects captions for the pictures, then looks for the desired ending for the words “ungulate” or “ungulate” and places it on the card with the word without ending.
The topic “Animals” can be similarly worked out with the adjective “tailed”, coordinating it with masculine and feminine nouns.
Consolidation of agreement between an adjective and a noun is carried out first in phrases, then in sentences of various structures, and later in coherent speech.
Types of tasks.
Selection of definition words for nouns.
The speech therapist says that now it will be necessary to say as much as possible more words about snow, snowflake, wind, frost. For each word, the child receives a snowflake or chip. At the end of the exercise, the chips are counted.Selection of nouns for adjectives.
Adjectives are written on strips of paper. Students must choose nouns for them.Fresh, fresh, fresh, fresh.
Peas, berries, milk, lily of the valley, towel.
Students recognize an object by its characteristics and write down its name.
Spring, clean, blue... (sky).Loud, fast, transparent... (stream).
Interesting, funny, instructive... (book).
Predatory, hungry, angry... (beast).
Summer, yellow, hot... (sun).
Green, fragrant, fresh... (lily of the valley).
Agreement of adjectives with nouns.
Game “What am I thinking about?” Several pictures are hung on the board depicting the sun, clouds, snowfall, clouds... The speech therapist names the adjective, and the children select the right word, based on the picture. Another option is for children to finish the sentence in this way, then repeating the entire sentence, for example: “A cold... wind is blowing. Clouds are floating across the sky.”Wonderful pouch
Goal: consolidate the names of objects and their properties.
Equipment: opaque bag, items on the topic.
Procedure: before the game, familiarize the child with their properties, let the child touch the object.
Option 1: The child takes turns taking objects out of the bag, naming them and answering the adult’s questions about their properties.
Option 2: The child must feel the object in the bag and name it without looking.
Option 3: the child must feel the object in the bag and, without naming the object, list its properties; the children guess the object from the description.
What happens at this time of year
Goal: to consolidate the concept of phenomena occurring at this time of year, to activate vocabulary on the topic.
Equipment: pictures depicting phenomena occurring in different time year (for example, “Winter Forest”, “Blooming Meadow” and so on).
Sweet.. (cookies), light.. (task), small.. (lake), heavy.. (briefcase).
The night is silent. (Night silence.)
Spring is wind.
Forest - lake.
Pooh is a blanket.
Taste is food.
Tea is a bush.
Auditory dictation.
Students write singular phrases in the first column and plural phrases in the second.New school. Summer rains. Far fields. Summer night. Tall tree. Far field. Tall trees. Summer rain. New schools. Summer holidays.
Working with deformed sentences.
Students make up sentences, write them down in a notebook and underline the adjectives with a wavy line, and the nouns related to them with a straight line.Fragrant, on, buds, trees, swollen. (Fragrant buds swelled on the trees.)
By, beak, dry, drummed, tree, woodpecker. (The woodpecker drummed its beak on a dry tree.)
Above, fluttered, a clearing, a motley butterfly. (A motley butterfly fluttered over the clearing.)
There is a sweet word - candy,
There is a quick word - rocket,
There is a sour word - lemon,
There is a word with a window - a carriage,
There is a prickly word - hedgehog,
There is a word for wet - rain,
There is a green word - spruce,
There is a word stubborn - goal.
Color, shape, size, taste of a vegetable (fruit), dishes that can be prepared from it.
Interesting book - interesting books.
Ripe pear - ...
Fragrant lily of the valley -...
Full bucket -...
Clean glass -...
Juicy watermelon -…
Rainy day - …
Thundercloud - ...
Reverse ball game. One student names a phrase and throws the ball to another. He names a phrase that has the opposite meaning.
Cold water - hot sand.
Blonde hair - …
A kind person - …
Hardworking girl -...
Early spring - …
Tall tree - …
Happy song - …
Deep pond - ...
Sunny day - …
Good hostess - …
Working with individual cards.
Students find adjectives in the text and underline them with a wavy line.Working on noun-adjective agreement
Teacher. Select the necessary features for the supporting words, putting them in the desired form.
Cards with attribute words are placed on the board.
Sign words: warm, light, affectionate, airy, gentle, migratory, bright.
The sun is warm, gentle, bright.
Clouds are light and airy.
Flowers are delicate.
Birds are migratory.
List of used literature.
- Yastrebova A.V., Spirova L.F., Bessonova T.P. To the teacher about children with speech impediments - M.: ARKTI, 1997
- Gribova O.E. Methodology for the development of speech of second-grade students of type V school (I department) in the lessons “ the world(speech development)” - w. “SCHOOL Speech Therapist” No. 4, 2009, p. 5-8
- Lalaeva R.I. Speech therapy work in correctional classes - M.: VLADOS, 1999
- Mazanova E.V. Correction of agrammatic dysgraphia. Lesson notes for a speech therapist - M.: GNOM i D, 2008
- Agranovich Z.E. A collection of homework to help speech therapists and parents to overcome lexical and grammatical speech underdevelopment in preschoolers with ODD - St. Petersburg: DETSTVO-PRESS, 2003
- Nurieva L.G. Speech development in autistic children. - https://med-tutorial.ru/med-books/book/70/
§ 1 Agreement of an adjective with a noun
Let's start the lesson with an observation.
From the TV program we will write down three names of TV shows that include adjectives, and also remember and write down three names works of art, including adjectives.
I found the following TV show titles: “Local Time”, “Road ABC”, “Miracles” solar system", you will have to find other names that correspond to our task.
Of the titles of works of art, I propose to write down: “Mad Evdokia” (author of the story Anatoly Aleksin), the title of the story “Spring Changelings” (V. Tendryakov), the title of the story by V.A. Bakhrevsky "Dog in a Potato Field".
Let us determine the gender, number and case of nouns, which include adjectives, as well as the gender, number and case of adjectives.
Let's enter the obtained data into a table consisting of three columns, where
Column 1 is the name of works of art and television programs,
2nd - gender, number, case of the noun,
3rd - gender, number and case of the adjective.
Let's compare the results.
|
Name |
Gender, number, case of a noun |
Gender, number and case of the adjective |
|
"Local time" |
time - avg., units, i.p. |
Local |
|
"Road ABC" |
alphabet - zh.r., singular, i.p. |
Road |
|
"Wonders of the Solar System" |
systems |
Sunny |
|
"Mad Evdokia" |
Evdokia - zh.r., unit, in them. P. |
Mad |
|
"Spring Changelings" |
shifters |
Spring |
|
"Dog in a Potato Field" |
(on the field |
potato |
What conclusion can be drawn?
By naming the characteristics of objects, adjectives explain nouns, and therefore morphological characteristics adjectives help him adapt to the noun.
Adjectives agree with nouns in gender, number and case, i.e. have the same gender, number and case as nouns. If the noun is feminine, then the adjective takes the feminine form (road alphabet), if the noun is used in prepositional case, then the adjective is used in the same case (in the potato field), if the noun is in the plural form, then the adjective takes the plural form: spring shifters.
Adjectives change according to gender, number and case. Even in the most complex cases, the adjective tells us the gender of the noun.
For example,
valuable parcel (adjective valuable in the feminine gender),
spacious lobby (masculine adjective spacious).
What if the noun is unchangeable? Cockatoo, coat, chimpanzee, penalty. Again, the adjective comes to the rescue, because by its form you can determine the gender of an unchangeable noun:
decisive penalty adjective in m.p.,
fashionable coat adjective,
funny cockatoo adjective in m.p.,
caring chimpanzee adjective in female form, here we are talking about a female chimpanzee.
In the plural, the gender of the adjective does not differ: spring shifters, spring birds, spring trees. Regardless of the gender of the noun in the singular (shifter, bird, tree), the form of the adjective is the same (spring).
§ 2 How the adjective appeared
An adjective is a very flexible word: it can adapt to any noun. There is a fairy tale about this by Sergei Schumacher “How the adjective appeared.”
The fairy tale tells that
I think this story will help you remember that adjectives agree with nouns in the forms of gender, number and case.
§ 3 Examples
Since the adjective agrees with the noun according to such grammatical features as gender, number and case, then these features can be determined by the gender, number and case of the noun.
Adjective + noun. You need to be able to find such phrases in the text.
Let's practice. Let's read an excerpt from D. Zuev's text about July:
July is the peak of summer. The hot afternoon trembles and trembles. The dense thickets of grasses and bushes do not stir in the shadows. In the golden haze there is a green mirage of the July landscape.
Let's write down the phrases corresponding to the adjective + noun scheme:
1 sentence - it is said (about what?) about July, there are no adjectives that explain the noun July.
Sentence 2 tells (about what?) about midday. The afternoon is (what?) hot.
The first phrase is hot afternoon.
Sentence 3 talks about thickets of grasses and bushes. The thickets (what?) are dense. Dense thickets - The second phrase.
Sentence 4 talks about a mirage. Mirage (what?) green. Mirage of (what?) landscape. Landscape (what?) of July. Mirage (in what? where?) in the haze. In a (what?) golden haze. We write down the phrases: green mirage, July landscape, golden haze.
The grammatical features of both the noun and the adjective in each phrase are the same. Adjectives have the same gender and case as nouns.
§ 4 Writing unstressed endings of adjectives
We may make mistakes in writing unstressed endings of adjectives:
spring.. shifters, in a potato.. field, solar.. system, in a golden.. haze, July.. landscape.
To correctly write the unstressed ending of an adjective, you need:
1. find out which noun it refers to;
2. ask a question from this noun to the adjective;
3. at the end of the question, determine the ending of the adjective.
We have already completed the first step earlier: we found out which nouns the adjectives refer to:
spring shifters,
in a potato field,
solar system,
in the golden haze,
July landscape.
Let's move on to step 2: ask a question from a noun to an adjective:
§ 5 Brief summary lesson
So, adjectives change according to gender, number and case, agree with nouns in the forms of gender, number and case. In the plural, the gender of the adjective does not differ; the gender is determined only for adjectives in the singular form. Unstressed endings of adjectives are determined by questions from the noun to the adjective. The endings -й, -й are not checked by questions.
List of used literature:
- Babkina M.V. Thematic and lesson planning for the textbook “Russian Language” for grade 5, edited by Bystrova E.A./Babkin M.V. - M.: LLC " Russian word- textbook", 2011. - 152 p.
- Gdalevich L.A., Fudim E.D. Russian language lessons in 5th grade: A book for teachers: From work experience. - M.: Education, 1991. – 176 p.
- Calendar and thematic planning “Russian language grade 5” according to the textbook: “Russian language grade 5.” Tutorial for educational institutions. Authors and compilers: Ladyzhenskaya T.A., Baranov M.T., Trostentsova L.A. and others - M.: Education, 2012. Federal State Educational Standard.
- Kapinos V.I. Speech development: theory and practice of teaching [Text]: grades 5-7: Book for teachers / Kapinos V.I., Sergeeva N.N., Soloveychik M.S. - 2nd ed. - M.: Linka - Press, 1994.
- Knigina M.P. 5th grade. Tests: at 2 o'clock - Saratov: Lyceum, 2006. - Part 1. – 64 s.
- Kozhina M.N. Stylistics of the Russian language. – M., 1983.
- Lvov M. R. Dictionary-reference book on the methods of the Russian language. - M., 1988. - 240 p.
- Nikitina E.I. Russian language. Russian speech. 5th grade. 19th ed., erased. - M.: 2010. - 192 p.
- Ozhegov S.I., Shvedova N.Yu. Dictionary Russian language. - M., 1992.
- The program of the course “Russian language” for textbooks edited by Bystrova E.A. for grades 5-9 of general education institutions / ed. Bystrova E.A., Kibireva L.V. - M.: LLC "Russian Word - Textbook", 2012. - 64 p.
- Romanova S.A. Thematic development of Russian language lessons. 5th grade. - M.: School - Press, 1999. - 176 p.
- Russian language 5th grade. Textbook for general education institutions. Authors and compilers: Ladyzhenskaya T.A., Baranov M.T., Trostentsova L.A. and others - M.: Education, 2012. Federal State Educational Standard.
- Russian language reference materials: tutorial for students Baranov M.T., Kostyaeva T.A., Prudnikova A.V.; edited by Shansky N.M. - M.: Education, 1993. - 287 p.
- Russian language. Textbook for students pedagogical institutes in specialty No. 2121 “Pedagogy and methodology primary education" In 2 parts. Part I. Introduction to the science of language. Russian language. General information. Lexicology of the modern Russian literary language.
- Russian language: textbook for 5th grade of general education institutions: at 2 p.m. Part 1 / Bystrova E.A., Kibireva L.V., Gosteva Yu.N. and etc.; edited by Bystrova E.A. - M.: LLC "Russian Word - Textbook", 2013. - 280 p. - Federal State Educational Standard.
Task 7.
Complete the sentences by adding the missing words. Retell the text as you remember.
(If it is difficult for students to complete the task on their own, the speech therapist can use pictures. When reading sentences, the speech therapist should highlight the incompleteness of the sentence with the appropriate intonation. When students answer, monitor the correct agreement of the verb with the noun.)
a) It came running... . Hidden... . Blown... . Wrinkled... . Darkened. . . . Watered. . . . It thundered. . . . It sparkled. . .
Words for reference: cloud, sun, wind, dust, forest, rain, thunder, lightning.
b) Cloud... Sun... Wind... Dust... Forest... Rain... Thunder... Lightning...
Agreement of the adjective with the noun in gender and number
Lesson notes
Subject. Agreement of an adjective with a noun.
Target. Teach children to correctly agree an adjective with a noun in gender and number.
Progress of the lesson.
I. Organizational moment.
The speech therapist asks students what date, day of the week, month it is.
II. Formation of adjectives. Making up phrases.
The speech therapist asks questions to students without requiring a detailed answer:
What is the weather 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.)
Speech therapist. Let's find out what day it is today. (The day is warm, salty, windless.) How can we say about the weather, it has the same tricks? (The weather is warm, sunny, calm.)
Good afternoon, dear student!
Today I would like to write a little about the adjective name in Russian.
For Russian-speaking people, an adjective denotes a characteristic (of a person or an object), but the most important thing that needs to be remembered and always known is that the adjective agrees in gender, number and case with the noun. What does this mean, you ask? Adjectives are almost always used in a sentence together with a noun, for example:
Nice dress(A beautiful dress) = beautiful is an adjective + dress is a noun
In this sentence, an adjective and a noun are paired. So, before determining the form of the adjective and putting the correct ending, we must look at the noun that is paired with it - we need to determine the number, gender, case. In our example, the noun is singular, neuter and nominative.
To correctly put endings in adjectives, let's decline a few examples by case:
1. Nominative- Nominative case
This is new AND I bag - This is a new bag
2. Genitive- Genitive case
I don't have new WOW pencil - I don"t have a new pencil
In this example we see that the word "pencil" is in genitive case, accordingly, we put the adjective in the same form and, if the adjective is in the genitive case, it acquires the ending - WOW, because "pencil" male.
3. Dative- Dative case
I approached the beautiful WMD tree - I came to the beautiful tree.
IN dative case the adjective will end with the ending OMU, because neuter noun "tree".
Thus, you can make a table (in the Nominative case), which will reflect important changes in the endings of adjectives by gender:
| Masculine (Male) | Feminine | Neuter gender(Neuter) | Plural(Plural form) |
| Which? | Which | Which | Which |
| New YY | New AND I | New OE | New EE |
| Star YY | Star AND I | Star OE | Star EE |
| Good II | Good AND I | Good HER | Good IE |
Sometimes you can find the ending -Ой in the masculine column, for example,
Bad OH Bad
Sections: Speech therapy
Target. To develop the ability to coordinate nouns and adjectives by gender and number.
Tasks.
Correctional and educational:
- learn to correctly agree nouns and adjectives by gender and number;
- consolidate the ability to correctly identify nouns (words-objects) and adjectives (words-features);
- consolidate the ability to identify the first sound in words;
- consolidate the ability to divide words into syllables;
- improve the ability to compose sentences according to a given scheme;
- improve reading technique.
Correctional and developmental:
- develop phonemic awareness;
- develop sound-syllable analysis and synthesis;
- develop auditory and visual attention;
- develop word formation skills;
- expand lexicon;
- develop attention, memory, ability to switch.
Correctional and educational:
- create conditions for cultivating a positive attitude towards the process of writing and reading.
- cultivate organization, independence and self-control of speech;
- cultivate cognitive interest.
Equipment.
- Demonstration material: houses (Appendix 1), subject pictures of dolls and cars (Appendix 2), subject pictures (hedgehog, mushroom), arrow, two yellow triangles (Appendix 3), table (Appendix 5), ball.
- Handouts: notebooks, pens, pencils, printed assignments (Appendix 4), subject pictures (Appendix 6).
Progress of the lesson
1. Organizational moment
Exercise “Choose a word.”
Speech therapist: “Hello. We are starting our lesson. The one who names the word that begins with a vowel sound will take his place.”
Students name the word and the child who answers correctly takes his place.
2. Repetition of what has been covered.
Exercise “Where does the word live?”
The speech therapist gives students subject cards: watermelon, cherry, squirrel, magpie, mole, car, matryoshka, scarf, bus. (Annex 1).
Speech therapist: “Determine how many syllables are in the word, and place the card in the appropriate house.”
3. Reporting the topic of the lesson
Speech therapist: “Now I’ll tell you riddles, and you try to determine which of the word-objects that are on the board I guessed.”
1. Round, round
Sweet, sweet
With striped skin smooth,
And if you cut it, look:
It's red, it's red on the inside. (Watermelon)
2. She was a little green one,
Then I became scarlet.
I turned dark in the sun,
And now I'm ripe. (Cherry)
3. Motley fidget -
Long-tailed bird,
Talkative bird
The most chatty one. (Magpie)
4. You and I will recognize the animal
According to two simple signs:
He's wearing a fur coat in the gray winter,
And in a red fur coat - in the summer. (Squirrel)
Speech therapist: “Tell me what words helped you understand what subject I’m talking about (Words-signs). Right. Today we will learn to select words-attributes to words-objects.”
4. Main part.
1. Shop “Toy”
The speech therapist hangs pictures of dolls and cars on the board. (Appendix 2)
Speech therapist: “Imagine that we went to a toy store and want to buy ourselves a toy (a doll or a car). Choose which toy you want to buy and describe it, and the “seller” will find it and give it to you.”
The speech therapist takes turns choosing the children who play the role of the seller.
2. Match the sentence to the diagram. (Appendix 3)
The speech therapist places images of a hedgehog and a mushroom on the board.
Speech therapist: “Tell me how to find out what is shown in the pictures. (Ask the question: Who is this? What is this?).
Make up a sentence using these pictures, and one more word will help you with this. (The speech therapist shows an arrow and places it between the pictures). What word does arrow mean?” (Action word).
Students make sentences of 3 words.
The speech therapist selects one of the listed sentences: “Let's draw a diagram of this sentence. How do we indicate the beginning of a sentence in a diagram? (Vertical line) How do we indicate the end of a sentence?” (We put a period).
The called child draws a diagram of the sentence. Children sketch the diagram in their notebooks.
Speech therapist: “How many words are in a sentence? (Three). Now I'll put a triangle in front of the hedgehog. The triangle represents a feature word. Let’s repeat our sentence and add a feature word, say what kind of hedgehog?”
Speech therapist: “How many words are in our sentence now? (Four). And now I'll put another triangle, but in front of the mushroom. To which word should the attribute word be added?” (By the word “mushroom”).
The speech therapist listens to the children's answers and asks one child to draw a diagram of the resulting sentence. Children sketch the diagram in their notebooks.
Speech therapist: “How many words are in our sentence now? (Five). What words helped us increase the number of words in a sentence? (Words-signs). Well done."
5. Physical education minute. Let's do the math.
The speech therapist invites students to stand in a circle and count each item up to 5 items (a large ball, a white cloud, a delicious candy). Students pass the ball and name a phrase with the desired numeral.
6. Main part
1. Connect.
The speech therapist gives children tablets with sign words and subject pictures. (Appendix 4)
Speech therapist: “Let’s read the sign words and determine what subject they are talking about.”
Students select the corresponding object picture for the attribute words and connect them with a line.
2. Opponent signs.
Speech therapist: “I’m now going to read a poem to you and ask you to help me find the missing adversary word. But this will not be a simple sign word, it will be a word with the opposite meaning.
“I’ll say “high”, answer - ... (low),
I’ll say “distant”, you will answer... (close),
I’ll say “rough”, you say “smooth”,
If I say “sour”, you will answer... (sweet).
Speech therapist: Well done. And now I will tell you phrases, and you try to find the opposite meaning of the sign word: new house, good berry, bright room, young man, small dog, hot day, good wizard, silent parrot, clean snow, sad clown, long ribbon , narrow road".
3. Fill out the table.
The speech therapist posts a table on the board. (Appendix 5)
Speech therapist: “Let’s fill out the table: I’ll give you a subject picture (Appendix 6), and you find where her house is in the table and place the picture in the appropriate cell. Pay attention to two main features: the color and shape of the object.”
8. Summary of the lesson. Fly.
Speech therapist: “Tell me what words you learned to choose today. A fly wants to play with us. I will tell you where the fly flew, and you will tell me what object it landed on. The fly begins its flight from the ball. The fly flew 2 cells to the right and 3 cells up. What object did the fly land on? (On the Christmas tree). Find such an object in the classroom and take a card with a letter. Fly, fly further. The fly flew 1 square to the left and 2 cells down. What object did the muse sit on? (On a flower). Find such an object in the classroom and take a card with a letter. The fly flies 1 square up, 1 square to the left and 1 square up. What object did the fly land on? (On the tree). Find such an object in the classroom and take a card with a letter. Use the letters you receive to form a word. What word did you get? (Hooray). Well done.”
9. Reflection educational activities in class (result).
Speech therapist: “What new did you learn in class?
What did you like about the lesson?
You did well today.”