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The integrative method is very important when working with preschoolers. In connection with the increase in the flow of information that children master, there is a need to improve the quality of education, a departure from the transformation of traditional activities into “integrated” ones. Activities associated with a common semantic context become meaningful for children, understandable and fully responsive to their needs. A longer stay of children within a certain cognitive cycle, increases the emotional involvement of children. Allows you to look at the same event, a phenomenon with different sides, which gives a holistic view of it. With this approach, there is a fusion of logical and figurative thinking. The idea of children about the world around them becomes holistic.
Lesson objectives:
- To consolidate knowledge on the topic "Spring": signs of spring, the name of the spring months;
- To clarify and expand the vocabulary on the topic: to teach to select as many signs and words of actions for nouns as possible;
- Improve the skill of dividing words into parts;
- Continue teaching children how to spread sentences by definition;
- Form a coherent speech;
- Develop visual attention and memory.
Equipment: slides depicting the signs of spring, painting “The Rooks Have Arrived”; counting sticks.
Dictionary: thawed patches, snowdrops, willow - bloom, buds - swell, burst, rooks, starlings are the first messengers of spring.
Preliminary work: the creation of baby books with drawings of the first spring signs, we select words for each sign that answer the questions: What is he doing? Which one?
Description of the course of the lesson
Organizing time:
Teacher speech therapist:
Guys, guess the riddle -
I open my kidneys
In green leaves.
I dress trees
I water the crops
The movement is full.
My name is ... (Spring)
Speech therapist: Today we will continue our conversation about early spring. Who will name the first month of spring? And who knows the name of all the months of spring? (children call)
- Let's remember the signs of spring, which we have already drawn in the little book. (children call them in order, slides appear with a picture of signs)
- What sun? (bright, springy, blinding ...)
- What kind of drops? (spring, sonorous ...)
- What streams? (fast, cold, gurgling, sonorous ...)
- What are the thawed patches? (first, black ...)
- What kind of snowdrops? (first, spring, small, white ...)
- What other signs of spring do you know? (children call: buds swell on trees; birds return from warm edges; bear, hedgehog wake up after hibernation; change fur coat hare, squirrel; people put on spring clothes)
Children name the signs, slides appear with their images, then the children select adjectives and words of action for them.
Teacher speech therapist:
Guys, what am I talking about?
The brook runs ringing.
I have a shell.
I will make the boat myself
And send it on the waves.
(I suggest that the children lay out the boats from the sticks according to the pattern)
Game "Tell me a word", name how many parts in a word:
- Oh, trouble! Oh, trouble!
The snow is melting, water is everywhere.
Don't put on your boots,
In the snow ... (thawed patches)
- Happy spring brother Sasha
And the dog is glad Zhulka.
On fire, from the roof of our
In the morning hung ... (icicle)
- Snow in the forest. There are many snowdrifts.
But the trill of the titmouse is heard.
From the roof to the road
Sounds dripping ... (dripping)
- The very first day of spring
The very, very first.
At the edge of a pine tree
Blossoming ... (willow)
The game “Who sings the spring when meeting”, they select verbs for pictures: magpie - chirps, drops - rings, a sparrow - chirps, tits - tinkle or whistle, frogs - croak, mice - squeak.
Physical minutes: "Vesnyanka"
Sunshine, sunshine
Gold bottom.
Burn, burn clearly
In order not to go out.
A stream ran in the garden,
A hundred rooks flew in
And the drifts are melting, melting,
And the flowers are growing up.
The guys sit in front of the screen. On the screen A. Savrasov's painting "The Rooks Have Arrived"
Educator: What is the name of the picture? Who wrote it? What is it about? What picture do you still know about spring? (“March” by I. Levitan)
Guys, take the "telescopes" and look at the picture. What did you see?
Children give answers: “I see rooks”, “I see nests”, “I see birches”, “I see a rook under a birch”, “I see thawed patches”, etc.
On the blackboard, the teacher records all the children's answers, sketching them in circles.
Educator: Now let's play the game "Connectors", you connect two circles and make a sentence with these objects. For example: we connect rooks and nests. The sentence came out: "Rooks build and repair nests."
Children connect circles and come up with sentences: “Rooks arrived and settled on birches”, “Rooks pick up branches under birches”, “Snow melts and thawed patches appear”, “Snow melts on rooftops”, etc.
Educator: I invite you to step into the picture and listen carefully to what you hear? Children say: “I can hear the rooks screaming”, “I can hear a brook murmuring”, “I can hear a bell ringing in the bell tower”, “I can hear the snow crunching under my feet”, etc.
Educator: I suggest you come up with a story based on our picture. Where do you start?
Children: Warm spring has come. The sun is warming up, the snow is melting, the first thawed patches have appeared. The buds swell on the trees. Rooks came from the south. They started building nests. How good it is in spring!
Educator: guys, show how buds swell on trees? Finger game "Kidneys"- children show the kidney by joining their palms together, then, without separating their fingers, bend their palms.
Who wants to tell a story about a picture? Perhaps you will change something and tell it in your own way. (Children tell stories).
Educator: Guys, it's time for us to get out of the picture, but I invite you to a clearing under the birches. We are going to play the Magicians game. Who would you like to become (subject from the picture)? Need to say about yourself, how do you feel?
Game "Transformations".
Under the sounds of nature, children “turn” into “rooks”, “stream”, “birch”, “thawed out”, “bell tower”, “snow”, etc. They say about themselves: “I am a birch, I am very glad to come rooks and the coming of spring "," I am a thawed patch, the first grass has grown on me, the first flowers will soon grow "," I am a rook, I am hungry, I need to build a nest "," I am a stream, I am ringing and cheerful, I have many friends, streams ”and others.
Educator: The painting is very grateful to us, we told so much about it. Next time we will go on a visit to another picture.
Subject"Spring sun, shine affectionately!"
Integration educational areas: « Speech development», « Cognitive development"," Socially - communicative development"," Artistic - aesthetic development "," Physical development»
Tasks:
1) to achieve the ability to select comparisons on different grounds to the word "sun"; to work out the ability to make sentences with the meaning of the opposition of nature in winter and spring; to improve the ability to form diminutive - affectionate form of nouns; develop free communication with adults and children by means of dialogue speech in the process of working with the play set "Froebel's Gifts" ("Speech Development")
2) to consolidate and clarify children's ideas about seasonal changes in nature in spring ("Cognitive development")
3) to form readiness for joint activities ("Social and communicative development")
4) create an emotionally favorable background through the use of A. Vivaldi's musical work from the cycle “Seasons. Spring "(" Artistic - aesthetic development ")
Methods and techniques: - practical: working with the game set "Froebel's Gifts", games
Visual: pictures
Verbal: conversations, discussions
Materials and equipment: an envelope with the text of the letter, pictures with a picture of a light bulb, a fire and the sun, a play set "Froebel's Gifts" No. 7, 8, 9, 10, a ball, a multimedia projector
Children's activities
Forms and methods of organizing joint activities
Motor
People's outdoor game, play exercises
Playroom
Game situations, constructive play
Cognitive research
Solving a problem situation
Communicative
Conversations, speech situations, word games, questions
Musical
Listening to an excerpt from a piece of music
Construction
Logics educational activities
Educator activity
Pupils' activities
Expected results
Conversation that an envelope was found at the door of the group in the morning. The teacher offers to find out what is in it.
The letter is read (story):
“Once upon a time there were four seasons: Winter, Spring, Summer and Autumn. They lived together and in turn ruled the whole world. Three months - Winter, three months - Spring, three months - Summer and three months - Autumn. But once Winter decided that she was the most important and did not want to give way to Spring. The plants became sad under the snow cover. People are tired of stoking stoves in order to get at least a little warm, all the birds and animals are sad. Autumn and Summer are worried. And Vesna said: “Don't be sad! I have a miracle that can overcome the cold ".
Children to the music of A. Vivaldi "Spring" from the cycle "The Seasons" are included in the group and sit on the chairs around the teacher.
Children listen carefully to the letter.
Attention is drawn to the fact that the leaf is torn off, but the envelope contains pictures on which a light bulb, a fire and the sun are drawn. The question is asked: which of this can be a miracle that will help Spring? The teacher clarifies that, indeed, the sun is the greatest miracle.
Children look at the pictures and express their opinions in chorus.
The teacher offers to lay out the sun from the modules of the game set "Froebel's Gifts"
Children are divided into pairs, come to the table with a play set "Froebel's Gifts" and lay out the sun from the selected modules, using sets No. 7, 8, 9, 10
The game "Compare and name"
The sun is yellow, like ...
The sun is round, like ...
The sun is gentle, like ... ...
The sun is rosy, like ……
The sun is warm, like ………
The sun is huge, like ……
The sun is cheerful, like ……
The sun is good, like ………
Pupils compare in pairs on different grounds and call their laid out "sun"
Correctly and accurately compare the sun for various reasons ( like a lemon, like a ball, like mom, like bread, like a sea, like a mountain, like a clown, like a grandmother) and called.
Outdoor play
"Vesnyanka"
The sun, the sun - gold bottom
Burn, burn clearly, so as not to go out.
A stream ran in the garden, and a hundred rooks flew in.
And the drifts are melting, melting.
And the flowers are growing up.
Children walk in a circle holding hands.
They run in a circle on their toes, imitating flapping with their hands, like wings.
Squat down.
Go up, hands up
The interactive whiteboard has two pictures of winter and spring.
(In winter, the sun is dim, and bright in spring. In winter, there is snow on the trees, and in spring it has melted. In winter, children make a snowman, and in spring, boats are launched in streams).
Children sit on chairs, look at pictures of winter and spring, compare the two seasons.
Precisely make sentences with the meaning of opposition
Exercise for the development of speech breathing and voice.
“Spring says:
Sister, it's time for you to leave!
And Winter is the answer to Spring!
Not! Not! Not! Not!
Spring says then:
Is water dripping from the roof?
Yes! Yes! Yes! Yes!
Are slides melting in yards?
Oh! Oh! Oh! Oh!
Did the ice crack on the river?
So there you go! So there you go!
A. Loiko "
The words of a previously learned poem are spoken in chorus.
Pronounce the words of the poem clearly and harmoniously.
The game: "Select, name, remember"
What spring? - early, warm, long-awaited.
What is the sun? - warm, affectionate.
What kidneys? - sticky, swollen.
What leaves? - young, green.
What does the sun do in the spring? - it warms, bakes, caresses, warms.
What are the leaves on the trees doing? - bloom.
What are the brooks doing? - murmur, run.
Children stand in a circle, at the suggestion of the teacher, catch the ball, answer the question and throw the ball back to the teacher.
They answer questions and select different adjectives and verbs for the nouns "spring, sun, leaves."
The game:
"Name it - kindly."
The sun is the sun;
ray - ray;
spring is a springtime;
stream - trickle;
snowdrop - snowdrop;
mimosa - mimosa;
tree - tree;
bush - bush;
leaf - leaf;
rain - rain;
cloud - a cloud;
flowers - florets;
grass - grass
Children sit on highchairs and one by one form
According to the rules, they form a diminutive form of nouns.
Reflection.
Little paper suns are taken out of the envelope and given to children for helping Spring to overcome the cold.
Final event: learning the call.
Spring, spring
Open the gate.
Come quickly
Warm our earth.
Sunny, show yourself
Red, equip.
Hurry, do not be shy
Warm us guys
Bring the spring
Cold - drive away the winter!
Everyone knows what an important function respiration performs in the life of the human body. In addition to its main physiological function - the implementation of gas exchange - respiration also provides such a function as speech respiration. Speech breathing (diaphragmatic) is the basis of sounding speech, the source of the formation of sounds, voices.
The mechanism of this type of breathing is laid down in us by nature from the very beginning. This is the oldest type of breathing, inherent in all warm-blooded and 90% of all the need for breathing is carried out due to it.
The main muscle that drives this type of breathing is diaphragm... It separates the abdominal and chest cavities. When inhaling, the diaphragm relaxes and, as it descends, presses on the abdominal organs, which in turn press against the abdominal wall, forcing it to bulge and round. As you exhale, the diaphragm contracts, compresses the lungs, and the abdominal wall retracts. In this case, the upper part of the chest remains motionless. Outwardly, it looks like belly breathing.
When correcting speech disorders, it becomes necessary to specially organize and develop speech breathing; breathing exercises are of particular importance. Appropriate gymnastics is aimed at developing the skills of correct rational breathing in children, voluntary control of the process of air flow movement.
Exercises to form diaphragmatic expiration
The child is in a supine position. The baby's hand rests on the upper abdomen (diaphragmatic area). The child's attention is drawn to the fact that his belly “breathes well”. You can put a toy on your belly to attract attention. This exercise lasts an average of 2-3 minutes. The exercise should be done effortlessly to avoid hyperventilation and increased muscle tone.
Blow out the candle
Children hold the strips of paper about 10 cm from their lips. Children are encouraged to slowly and quietly blow on the "candle" so that the flame of the "candle" is deflected. The speech therapist notes those children who blew on the "candle" the longest.
Tire burst
Starting position: children spread their arms in front of them, depicting a circle - a "tire". As they exhale, children pronounce slowly the sound "shhhh". At the same time, the arms are slowly crossed, so that right hand lies on the left shoulder and vice versa. The chest is easily compressed at the time of exhalation. Taking the starting position, the children take a breath involuntarily.
Inflate the tire
Children are offered to pump up the "burst tire". Children "clench" their hands in fists in front of their breasts, taking the imaginary handle of the "pump". A slow forward bend is accompanied by an exhalation to the sound "s-s-s". When straightening, inhalation is produced involuntarily.
Balloon
The exercise is similar to the Tire Burst exercise, but as they exhale, the children utter the sound "f-f-f".
Beetle buzzing
Starting position: raise your arms to the sides and take them back a little, like wings. Exhaling, the children say "w-w-w", lowering their hands down. Taking the starting position, the children take a breath involuntarily.
Crow
Starting position: raise your hands through the sides up. Slowly lowering their arms and squatting, the children pronounce with a drawn-out "K-a-a-a-r". The speech therapist praises those "crows" who slowly descended from the tree to the ground. Taking the starting position, the children take a breath involuntarily.
Firewood saw
Starting position: stand opposite each other in pairs, hold hands and imitate sawing wood: hands towards yourself - inhale, hands away from yourself - exhale.
Woodcutter
Starting position: stand up straight, legs slightly narrower than shoulders; as you exhale, fold your hands with a hatchet and lift up. Sharply, as if under the weight of an ax, lower your outstretched arms down as you exhale, tilt the body, allowing your hands to "cut through" the space between your legs. Say "uh". Repeat 6-8 times.
Starting position: sit down, clasping the legs of the chair with your legs, put your hands on your belt. Inhale, slowly turn the body to the side; on the exhale, show how the mosquito rings - "z-z-z"; quickly return to the starting position. A new breath - and a turn in the other direction.
"Vesnyanka"
The sun, the sun, the golden bottom (children go in a circle). Burn, burn, it is clear that it does not go out!
A stream ran in the garden (children run in a circle).
A hundred rooks flew in (children waving their hands, standing still).
And the drifts are melting, melting (children squat on the spot).
And the flowers are growing up. (children get up slowly).
"Gozd with grbundle "
Children stand in a circle. On a signal, they throw balls to each other (load the wagons). After the command “loading is complete”, children perform movements with their hands (imitation of a train ride), moving in a circle one after another and pronouncing “chukh-chukh-chukh” as they exhale (up to 1 min). After which the train stops, pronounced on the exhale "shhhh" as long as possible. A deep breath is taken through the nose - we gained strength and started unloading the cars. The balls are passed the other way.
"Traffic light"
Children become a chain one after another. At the signal of the educator ("We start the motors! Rrrrrr"), the children begin to move, and the teacher controls the movement by lifting a round sheet of cardboard of the corresponding color - red, yellow or green.
"Construction"
Children are divided into teams and line up. From hand to hand, you need to transfer from the first child to the last a certain amount of large building material. Then all team members start building a common house. At the end of the game, the children tell what exactly they have built and a positive assessment of each building is given.
"The Bear and the Bees"
Guys, do you know which of the wild animals is very fond of honey? That's right, bear. Nobody makes hive houses for forest bees, so they are located in the hollows of trees. Here we will have a hollow. The bear wants to take honey from the hollow, but the wild forest bees do not let him go there, they drive him away, they buzz: "w-w-w-w-w-w-w-w" (children repeat).
Let's choose a bear with a little bit: "One-two-three, you will be a bear." (You can wear a mask-cap). The bear steps aside. Teacher's words: Bees flew to collect nectar and pollen from flowers. (Children-bees run, waving their arms, squatting) Here is a bear walking, (A child-bear comes out with a bear gait and goes to the hollow) Honey will take away from the hollow. Bees, home! (Children-bees run up to the hollow) Words of children-bees: This hollow is our house, Get away bear from us: "W-w-w-w-w-w-w-w-w!" (Baby bees flap their wings and chase the bear away)
"We are tailors, craftswomen"
We are tailors, craftswomen (alternately stroking hands from bottom to top)
We will sew a suit for you now (run your hands over the body from top to bottom and sit down)
We will not be afraid of difficulties (turning the head to the sides while sitting)
Let's dress up, decorate at once! (jump, show thumbs)
To begin with, we will measure (arms forward - to the sides)
How much fabric do we need -
Open and check again (bends to the sides, hands on the belt)
It will not be enough for you.
Cut straight out of the fabric(hands forward "scissors")
- And we will sew everything around the edges, (simulate movements with a needle)
Now let's decorate colorful (arms to the sides, fingers apart)
Feathers, beads, ribbons there. (xblades on the right, left, above the head) –
Now you can definitely (hands on the waist, turn around)
Dress up and go to the ball!
Let's admire - everything is solid ( hands on the belt, alternating feet on the heel)
- And beautifully sewn for you.
"Seagulls circling over the waves"
Seagulls are circling over the waves
Let's fly after them together.
Foam splashes, the sound of the surf.
And over the sea - we are with you... (Children waving their hands, imitating the flight of seagulls, running scatteringly on the carpet)
We're sailing on the sea now
And frolic in the open.
More fun to rake
And catch up with the dolphins. (Children sit on their knees, join hands behind their backs, take turns tearing their feet off the floor at a fast pace)
Island "Play-ka"
Children stand in a semicircle, the teacher asks questions and throws the ball. High - ... Small - ... Wide - ... Small - ...
One pencil - many ...
Say the word affectionately - mom, sun, etc.
"Friendship"
Friends in our group The fingers are clenchedinto fists,
Girls and boys. bthumbs down
We are with you make friends as if jumping
Little fingers. Pabout the table. Rhythmic movements
One, two, three, four, five, on the table with your fingers.Dwi-
One, two, three, four, five,rumpace... Slowmove-
"Friendly fingers"
This finger is small fingers of one hand clenched
Little finger is remote. infist, slowly unbend-
Nameless - the ring wears areone at a time starting with
He would never leave him.pinky.inat the end of the game they
Well, this one is medium, long,clenched into a fist again,
The strongest among the brothers. nabout thumb put
Fingers do not quarrelfrom above.
Together, the matter is arguing.
The flower slept and suddenly woke up, (Torso to the right, to the left.) He didn't want to sleep anymore, (Torso forward, backward.) He moved, stretched, (Hands up, stretch.) Soared up and flew. (Hands up, to the right, to the left.) The sun will only wake up in the morning, the Butterfly is circling and twisting. (Whirl around.)
Run, run from the yard
They run, run from the yard (We walk on the spot.) To walk, walk in the meadows: (Jumping in place.) Chick-garaburka-kaki-taki, (Clap our hands.) Duck-float-break-cracks, (Stomp our feet.) Goose-vodomus-eider-vagi, (We squat.) Turkey-hrypindyuk-shulty-buldy, (We clap our hands.) Pig-top hundred-back-chahi-ryakhi, (We stomp our feet.) Goat-deribosa-mehe-beke, (We squat .) Sheep-krutorogan-chiki-bryki, (We clap our hands.) A cow-kumol a-tpruki-flour, (We stamp our feet.) Horse-brykon-yigi-whigs. (We walk in place.)
Squirrels jump on branches, jump and jump, jump and jump! They often climb high, high! (Jumping in place.)
Let's play classics
We will play the classics, we will jump on one leg, and now we will jump a little more on the other leg. (Jumping on one leg.)
Let's jump and jump!
One, two, three, four, five! Let's jump and jump! (Jumping in place.) The right side bent over. (Tilts of the torso to the left and to the right.) One, two, three. The left side bends. One, two, three. Now we raise the arms (Hands up.) And we will reach the cloud. We will sit on the path, (Sit on the floor.) We will knead Legs Bend the right leg (Bend the knee.) One, two, three! Bend the left leg, One, two, three. Legs raised high (Raised their legs up.) And held them a little. They shook their head (Movement of the head.) And all stood together together. (They got up.)
Let's jump like a frog
Let's jump like a frog, Champion-jumping. After the jump - another jump, We'll jump higher, my friend! (Jumping.)
Up hand and down hand
Up hand and down hand. Pulled them slightly. Quickly change hands! Today we are not bored. (One straight arm up, the other down, jerk to change hands.) Squat with claps: Down - clap and up - clap. Legs, arms knead, We know for sure - there will be good. (Squats, claps over the head.) Twist-twist the head, knead the neck. Stop! (Rotation of the head to the right and to the left.)
Funny jumps
One, two - there is a rocket. Three, four - an airplane. One, two - clapping, (Jumping on one and two legs.) And then for each count. One, two, three, four - Hands are higher, shoulders are wider. One, two, three, four -And they were like on the spot. (Walking in place.)
The wind blows in our face, The tree swayed. The wind is quieter, quieter, quieter. The tree is getting higher, higher. (Children imitate the blowing of the wind, swinging their bodies in one direction or the other. Children squat on the words "quieter, quieter", on "higher, higher" they straighten up.)
Funny geese
(Musical physical training) (Children sing and perform different movements for the teacher.) Lived with a grandmother Two funny geese: One gray, Another white, Two funny geese. Stretched out their necks - Someone is longer! One is gray, the other is white, Someone is longer! Washed geese paws In a puddle near the groove. One gray, another white, Hid in a groove. Here the granny shouts: Oh, the geese are gone! One gray, Another white - My geese, geese! The geese came out, Bowed to the granny - One gray, the other white, Bowed to the granny.
The wind blows over the fields
The wind blows over the fields, And the grass sways. (Children gently shake their hands over their heads.) A cloud floats above us, Like a white mountain. (Stretching - hands up.) The wind carries dust over the field. The ears are tilted - Right and left, back and forth, And then vice versa. (Tilts left and right, back and forth.) We climb the hill, (Walking in place.) There we will rest a little. (The children sit down.)
The wind quietly shakes the maple
The wind quietly shakes the maple, To the right, to the left tilts: One - tilt and two - tilt, The maple leaves rustled. (Legs shoulder-width apart, hands behind the head. Tilts of the body to the right and left.)
In the evening, the girl Mila (We walk on the spot.) In the garden, she broke a flower bed, (Jumping on the spot.) Her brother, a boy, Ivan (Squats.) He also broke ... a glass! (Clap our hands.)
See the butterfly flies
You see, the butterfly flies, (We wave our wings-arms.) Counts flowers in the meadow. (We count with a finger.) - One, two, three, four, five. (Claps of his hands.) Oh, you can't count it! (Jumping in place.) In a day, in two and in a month ... (We are walking in place.) Six, seven, eight, nine, ten. (Claps of hands.) Even a wise bee. (We wave our winged hands.) Couldn't count! (We count as a finger.) (G. Vieru)
Here is a big bird flying
Here is a big bird flying, Smoothly circling over the river. (Hand movements imitating flapping wings.) Finally, she sits on a snag above the water. (Children sit down for a few seconds in a deep squat.)
We walk together through the forest
We walk together through the forest, We are not in a hurry, we are not lagging behind. Here we go out into the meadow. (Walking in place.) A thousand flowers around! (Stretching - arms to the sides.) Here is chamomile, cornflower, Lungwort, porridge, clover. The carpet is spreading both to the right and to the left. (Bend over and touch your left foot with your right hand, then vice versa - with your right foot with your left hand.) The arms were stretched to the sky, the spine was stretched. (Stretching - hands up.) We all had time to rest And sat down again. (The children sit down.)
A sunflower grows in the yard
A sunflower grows in the yard, In the morning it reaches for the sun. (Children stand on one leg and stretch their arms up.) Next to him is a second, similar one, He also reaches for the sun. (Children stand on the other leg and again pull their arms up.) We turn the arms in a circle. Do not accidentally hit a friend! A few circles forward, And then vice versa. (Rotation of straight arms forward and backward.) We rested wonderfully, And it's time for us to sit down. (The children sit down.)
There is a pine tree in the yard
There is a pine tree in the yard, It stretches towards the sky. The poplar has grown next to it, He wants to be more authentic. (Standing on one leg, we stretch - arms up, then the same, standing on the other leg.) A strong wind flew in, All the trees swayed. (The body bends back and forth.) The branches bend back and forth, The wind shakes them, oppression. (Jerks in front of the chest.) Let's squat together - One, two, three, four, five. (Squats.) We have warmed up from the heart And we are in a hurry again. (Children go to their places.)
Here under the tree
Here, under the green Christmas tree (We got up.) The crows are galloping merrily: (We are jumping.) Kar-kar-kar! (Loudly.) (Claps over their heads.) All day they shouted, (Turning the body left and right.) The guys were not allowed to sleep: (Tilting the body left and right.) Kar-kar-kar! (Loudly.) (Claps over his head.) They fall silent only towards night (They wave their arms like wings.) And they all fall asleep together: (Sit on their haunches, hands under their cheeks - fall asleep.) Kar-kar-kar! (Quiet) (Claps over your head.)
On Monday
On Monday I swam, (We represent swimming.) And on Tuesday I drew. (We depict drawing.) On Wednesday I washed my face for a long time, (We wash.) And on Thursday I played football. (Running on the spot.) On Friday I jumped, ran, (We jump.) I danced for a very long time. (We are spinning in place.) And on Saturday, Sunday (Claps of hands.) I rested all day. (Children squat, hands under their cheeks - fall asleep.)
You want to get a roof
Stretch up higher -You want to get the roof. (Stretching - arms up.) One, two, three, Turn the body to the left. And help with your hands, knead your lower back. (Turning the torso to the sides.) Pull arms to the sides (Stretching - arms to the sides.) And sit down again. (The children sit down.)
Doing the exercise
We perform the exercise, We quickly make movements. We need to stretch our shoulders, One-two-three-four-five. (One hand up, the other down, jerking hands change.)
The trees grew in the field
Trees have grown in the field. It is good to grow in the wild! (Stretching - arms to the sides.) Everyone is trying, Towards the sky, toward the sun. (Stretching - hands up.) Here a cheerful wind blew, branches swayed right there, (Children wave their hands.) Even thick trunks bent to the ground. (Tilts forward.) Right-left, back-forward -So the trees are beaten by the wind. (Tilts left and right, back and forth.) He turns them, he turns them. But when will there be rest? (Torso rotation.)
Bunny came out
The bunny went out for a walk, and the wind began to subside. (Walking in place.) So he gallops down the slope, Runs into the green forest. And rushes between the trunks, Among the grass, flowers, bushes. (Jumping in place.) Little bunny is tired. He wants to hide in the bushes. (Walking in place.) Measure the bunny among the grass And now we will freeze too! (The children sit down.)
The clown came out
The clown entered the arena
Bowed to everyone from the stage
Right, left and forward ...
Bowed to everyone as best he could. (Bows.)
Mice came out
The mice came out once (Walking in place or moving forward in a column.) Look what time it is. (Turns left, right, fingers "like a tube" in front of the eyes.) One, two, three, four (Claps over the head.) The mice pulled the weights. (Hands up and squatting with the lowering of the hands “pulled the weights.”) Suddenly there was a terrible ringing, (Claps in front of you.) The mice ran away. (Running in place or to your place.)
The ducks went out to the meadow
The ducks came out to the meadow, Quack-quack-quack! (We are walking.) A cheerful beetle flew by, W-w-w! (We wave our arms-wings.) Geese arch their necks, Ha-ha-ha! (Circular rotation of the neck.) The feathers are straightened with their beak. (Turns the torso to the left and to the right.) Did the wind swing the branches? (We swing our hands raised up.) The ball growled too, Rrr! (Hands on his belt, bent forward, looking in front of us.) He whispered reeds in the water, Shhhhh! (They raised their hands and stretched.) And again there was silence, Shhhh. (Sit down.)
The elephant shakes his head
One, two, three - forward tilt, One, two, three - now back. (Tilts forward, backward.) The elephant shakes his head - He is glad to do exercises. (Chin to chest, then tilt your head back.) Although the exercise is short, we rested a little. (The children sit down.)
Head three nods
One - rise, stretch, (Stretch.) Two - bend, straighten, (Bent back, hands on the belt.) Three - three claps in your hands, (Claps in your hands.) Three nods to your head. (Head movements.) Four - arms wider, (Hands to the sides.) Five - wave your hands, (Swing your arms.) Six - sit down again. (Sit down.)
Grisha walked
Grisha walked - walked - walked, (We walk on the spot.) Found a white mushroom. (Claps of hands.) One-fungus, (Leaning forward.) Two - fungus, (Leaning forward.) Three - fungus, (Leaning forward.) Put them in a box. (We walk in place. Reciting the poem, the children imitate the movements of the mushroom picker: they walk, bend over and put the mushrooms in the box. The movements should be unhurried, rhythmic.)
Two funny frogs
We see, jumping along the edge Two funny frogs, Jump-jump, jump-jump, Jump from heel to toe. (Children depict frogs in motion.)
Two birds
Two birds flew, Small of themselves. As they flew, All the people looked. As they sat down, All the people were amazed. (The teacher invites the children to depict these birds as they flew, sat down, flew again. Children repeat the words together after the teacher.)
Children are driving
Children are driving a car, (Walking in pairs, holding on to the shoulders of the one in front.) Looking at the road - To the left - the guard is standing, (Turning the body left and right.) To the right - the traffic light is on.
Children with sticks are walking
One, two - bend forward. (Leaning forward.) Three, four - a little faster! Get up, pull yourself up, (Hands up, stretched.) Take a deep breath. (Hands lowered, sighed.) One, two - bend back, (Bend back.) Do not bend your knees at all. One, two, three, four, Sweep your arms, legs wider! (Hands on the belt.) Children with sticks are walking, (Walking on the spot.) All are carrying sticks. One, two, three, four! The sticks are put together, They began to run and jump, (Jumping.) Well, that's enough, take the sticks!
Children with sticks are walking (continued)
Again they walk with sticks, Exactly all carry sticks. They put the sticks together, Run and jump again! They began to raise the sticks, They began to lower the sticks, Raise and lower, Raise and lower. The children began to bend over, The children began to stand up, Bend over, straighten up, Bend over, straighten up The children began to squat, Then they all get up together, Squat, then get up, Squat, then get up. Again they walk with sticks, Exactly all carry sticks. Then they put down the sticks, One, two, and three, four! (In the course of the poem, certain movements are performed that the teacher shows.)
The children got up early in the morning
The children got up early in the morning, went to the forest for mushrooms. (Walking on the spot.) We squatted, squatted, we found a white mushroom in the grass. (Squats.) Honey mushrooms grow on a stump, Bend over to them, guys, Bend over, one-two-three, And pick it up in a basket! (Bends.) There is a nut on the tree. Who will jump the highest? (Jumping) If you want to reach, You have to stretch strongly. (Stretching - hands up.) We wandered in the forest for three hours, All the paths went out. (Walking on the spot.) Tired of all the long journey - The children sat down to rest. (The children sit down.)
For a start we are with you
To begin with, you and I turn our heads. (Head rotation to the sides.) Raise your hands up, Smoothly lower them down. Again, pull them up. Well, my friend, do not be lazy! (Children raise straight arms above their heads, then lower them down and take them back, then up again, then down again, etc.)
For a start we are with you
To begin with, you and I only twist our head. (Rotation of the head.) We also rotate the body. This we, of course, can do. (Turns to the right and left.) And now we squat. We perfectly understand - You need to strengthen your legs, One-two-three-four-five. (Squats.) Finally, stretched up and to the sides. Have caved in. (Stretching up and to the sides.) Warm-up blushed And sat down again. (The children sit down.)
Rain! Rain! We need to go home! (We walk in place.) Thunder! Thunder like cannon. Today is a feast for frogs. (Jumping in place.) Hail! Hail! Pours hail, Everyone is sitting under the roofs. (Sit down, claps.) Only my little brother in a puddle is catching fish for us for dinner. (We walk in place.)
Long long time
For a long, long time we sculpted, (Hands are clasped in a lock; circular rotation of hands.) Our fingers are tired. (Shaking hands.) Let them rest a little (Stroking each finger in turn.) And again they will begin to sculpt. Together we spread our hands (We spread our arms to the sides.) And we will start sculpting again. (Clap our hands.)
We got up together
They stood up together, once! Two! Three! We are now heroes! (Hands to the sides.) We will put our palm to our eyes, We will set our strong legs. Turning to the right, (Turn to the right.) Look around majestically, And we must also to the left (Turn to the left.) Look out from under our palms. And to the right, and again (Turn to the right .) Over the left shoulder. (Turn left.)
We got up to warm up
Together we got up for a warm-up and bend the back back. One-two, one-two, one-two-three, Don't fall, look. (Children bend backwards, resting their palms on the lower back for insurance.) Leaning forward. Who can reach the floor? This difficult work is also done according to the count. (Forward bends.)
The wind blows from above
The wind blows from a height. Grasses and flowers bend. Right-to-left, left-to-right Flowers and herbs are bending. (Bends to the sides.) Now let's all jump in place. (Jumping) Higher! More fun! So, let's go one step. (Walking in place.) Now the game is over. It's time for us to study. (The children sit down.)
Let's go, let's go
We are going, we are going, we are going for a long time, This path is very long. Soon we will reach Moscow, There we can rest. Here is our train going, Wheels are knocking, And in our train Guys are sitting. Chu-chu-chu-chu-chu! A locomotive is running. Far away. - He drove the guys far away. (Walking on bent legs.)
Barely, barely, barely, barely The merry-go-rounds spun, (Hands on the belt, body tilts left and right.) And then around, around, All running, running, running, (Running in place.) Hush, hush, do not rush! (Jumping in place.) Stop the carousel, (We walk in place.) One, two, one, two! (Clap our hands.) So the game is over!
If you like
(The teacher sings a song and shows the movements. Children sing along and follow the teacher making movements.) If you like it, then do it. (2 clicks above your head.) If you like it, then do it. (2 claps.) If you like it, then do it. (2 claps on the knees.) If you like it, then do it. (2 taps with your feet.) If you like it, then you say: “Good.” If you like it, then you show it to others. If you like it, then do everything!
There is in the forest
There are three shelves in the forest: (Clap our hands.) Fir-trees - fir-trees. (Hands up - to the sides - down.) The heavens lie on the fir trees, (Hands up.) On the trees - bird voices, (Hands to the sides.) Below, on the trees - dew. (Hands down, sit down.)
The hedgehog stomped along the path And carried the mushroom on the back. The hedgehog stomped slowly, Quietly rustling with leaves. (Walking on the spot.) And a bunny gallops towards him, Long-eared bouncy. In someone's garden deftly He got a scythe carrot. (Jumping in place.)
Little kids have a big Christmas tree. Christmas tree sparkles with lights and balls. Oh yes, Christmas tree, look, look, (Children clap their hands.) Children, Christmas tree, shine, shine. (Children raise their hands above their heads and turn their palms to the right and left, then read poetry.) Do not prick us, Christmas tree, With a shaggy twig, (Threatening with a finger.) Remove the needles Away from the children. Oh yes, Christmas tree, look, look, (Children clap their hands .) Children, Christmas tree, shine, shine. (Children raise their hands above their heads and turn their palms to the right and left, then read poetry.)
Once upon a time there was a mouse
Once upon a time there was a mouse Mousei (We are walking in place.) And suddenly she saw Kotausi. (They sat down.) Kotausi has evil eyes. (They covered their eyes with the palms of their hands.) And evil, despicable teeth. (They closed their mouths with their hands.) “Ah, Mousey, Mousey, Mousey, (Stand up, hands on your belt.) Come to me, dear Mousey! (We wave with our right - with our left hand.) I'll sing you a song, Mousei, (Hands on your belt, tilting your torso to the left and right.) Wonderful song, Mousei! " (Hands on the belt, turns the torso left and right.) But clever Mousei answered: (Clap our hands.) “You won't fool me, Kotausi! (They got up, hands on their belt.) I see your evil eyesusi (They covered their eyes with the palms of their hands.) And evil, wicked teeth! " (They closed their mouths with their hands.) So clever Mousei answered, (They got up, hands on their belt.) And rather run away from Kotausi. (Running in place.)
The locomotive hummed
The locomotive hummed And the trailers drove. Chu-chu-chu, chu-chu-chu I'll rock them far. (Children get up and read the first line. After the words "The locomotive hummed" they say: "Tu-tu", put their hands on the shoulders of the student in front. This is how steam locomotives were formed that can "drive" through the hall and return to their seats. The teacher shows the trains brought by children from home.)
We go for firewood
We go for firewood and carry the saw with us. (Walking.) Together we saw a log, It is very thick. To heat the stove, We need to saw a lot. (Children make movements that repeat the movements of the sawers.) So that the wood gets into the stove, We will cut them into planks. (Children make movements, as if chopping wood.) And now we will collect them and take them to the shed. (Bends.) After hard work You should always sit. (The children sit down.)
(Musical exercise minute) (This exercise minute can be conducted to music in N. Rimsky-Korsakov's adaptation "Zainka".) (Children sing and perform different movements behind the teacher.) Zainka, turn around, Serenky, turn around, Like this, turn around. , stomp your foot, Gray, stomp your foot, Like this, this way, stomp your foot. Zayinka, dance, Gray, dance, Like this, dance this way.
One, two, three, four, five, He began to jump the bunny. The bunny jumped a lot, He jumped ten times. (Jumping.)
Leap-leap, leap-leap, (Jumping.) The bunny jumped on a stump. He beats loudly into the drum, He calls to play leapfrog. The hare is cold to sit, (Sit down.) You need to warm your paws. Legs up, legs down, Pull up on toes. We put our paws on the side, On the toes skip-skok-skok. (Jumping.) And then squatting down, So that the paws do not freeze.
The gray hare washes his face, Apparently, he is going to visit. He washed his tail, washed his ear, wiped it dry. (Children imitate washing movements)
Come on, bunny, jump, jump, Knock, knock, knock on the grass, fall, fall on the grass, Lie down and rest, rest. Rested, now get up, Start jumping again! Run quickly to the Christmas tree And jump back quickly. (Children jump on two legs, clasping their arms to their chest, imitating the movements of bunnies. Then they squat down and rest. Get up and jump again. At the command of the teacher, they run quickly to the "Christmas tree" (the teacher chooses the place), and then scatter to their places and sit down into place.)
Gray bunnies sit, (Crouched.) Long ears stick out. (We show our ears with our hands.) Here are our ears, Here are our ears; Ears on the top of the head. Here is a chanterelle running, (Running in place.) Sly sister. Hide, hide, (Sit down.) Bunnies-jumping. Through a forest clearing Bunnies scattered. (Jumping in place.) These are the bunnies, Bunnies-jumping.
(The "little bunnies" jumped out. Their paws tucked to their chest. They have fun, they jump.) A gray bunny is sitting and wiggling its ears. (Children show.) The bunny is cold to sit, It is necessary to warm the paws, (Children show.) One or two, we need to warm the paws. The bunny is cold to stand, It is necessary for the bunny to jump. (Children are jumping.) Someone scared the bunny - Bunny - jump - and ran away. (The children sit down.)
They grabbed the hare by the sides, Danced the hopak, The ducks flew in, Played the pipes. Oh, what a beauty, Played the pipes. (Children dance with their hands on their belts, imitate playing a tune.)
Children are divided into groups in rows. Each of the groups mimics the sounds of familiar birds or animals. For example: 1 - geese (Ga-ha-ha.) 2 - pigeons (Gulya-guly-guly.) 3 - donkeys (Igo-go.) 4 - dogs (Woof-woof.) The teacher, passing by the child, knocks on the back of the chair and asks: "Who-who lives in this house?" (The children answer.) Then he says: “Geese, stand up! Pull out the necks and twist them three times. " (The geese get up.)
We are looking for strawberries
We walked, walked, walked, we found Strawberries. Once, and two, and three, and four, and five, We start looking again. (Hands on the belt, feet shoulder-width apart. Bending over, we need to touch the tips of the toes of the right foot with the left hand, the right the hand remains on the belt - exhale. Straighten up - inhale. Collect the strawberries. Now the berry at the left leg - quickly collect it. We'll have to bend over again.)
Like a typewriter
Like on a typewriter Two pretty pigs Knock-knock-knock-knock! The hand quickly bounces off the imaginary machine along with the sound on the stressed vowels. At first, the rate of speech is not fast, then faster. Children "type on a typewriter" faster and faster, depicting pigs.)
On the lawn in the morning We started a game, You are Chamomile, I am a bindweed, Stand in our wreath. (Children stand in a circle.) One, two, three, four, Spread the circle wider. And now we are streams, Let's run in a race. (Running in a circle.) We are in a hurry straight to the lake, The lake will become big. One, two, three, four, Spread the circle wider. Become in a circle again, We will play in the Sun. We are cheerful rays. We are fast and hot. Once, two, three, four, Spread the circle wider!
How pleasant it is to swim in the river!
