Summarize knowledge about prepositions and prefixes: about the features of writing part of the word-prefix and part of speech-preposition.
Develop the ability to distinguish prefixes and prepositions; write them correctly; speech; memory; thinking; enrichment vocabulary student.
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Abstract speech therapy session in grade 3 on the topic: "Prefixes and prepositions."
Objectives: To generalize knowledge about prepositions and prefixes: about the features of writing the part of the word-prefix and the part of speech-preposition.
Develop the ability to distinguish prefixes and prepositions; write them correctly; speech; memory; thinking; enrichment of the student's vocabulary.
Equipment: 1. Cards with words, divided into parts of the word
2. offer scheme cards.
3. task cards.
1 . Organizing time: the one who makes up the word sits down: at, sea, sk, pieces, by, dear, by, to, deeds, but, by, oh, gift, for, to, reptile, a.
2 . Read the writing on the board.
I reached the birch
Ran down the path
Read about the city
Yelled at the dog
What is written on the board?
What groups can these words be divided into? (words with prefixes, words with prepositions).
Let's prove that there are prefixes and prepositions here.
Why should they be distinguished? (pronounced the same)
Do you remember what attachments are?
How are words spelled?
- Read the first phrase.
- Name the word with a prefix.
- How do you spell prefix?
What is a suggestion?
- How do you write a preposition with words?
- Try to insert another word between the preposition and the word.
Read the word with the prefix again.
What part of speech does it belong to?
Remember what you know about preposition and verb? (there are no prepositions before verbs).
Let's remember again how to distinguish a prefix from a preposition?
1) there is no preposition before verbs.
2) between the prepositions and the word, you can put one more word.
3 . Work in a notebook: open notebooks and write down the number.
Write down all the phrases in your notebook. Highlight the prefixes with a cap, and circle the prepositions in a triangle.
Examination. Grade.
4 . Fizkultminutka: if a word with a prefix - clap.
If the word is with a preposition, we stomp.
(under) drew, (under) the drawing, (from) the nose, (from) carried, (from) screwed, (from) screw, (c) cut, (for) took, (for) brother.
5 . Work with text: read the text silently
Who is the text about?
What did you learn from the fairy tale? (1)
Read aloud.
Read the sentences opening the brackets.
Write the text in a notebook, opening brackets and highlighting prefixes and prepositions.
Are there any words that give you trouble?
Check: Name the words with prefixes. Say words with prepositions.
Show me how a fox could ask a hare?
Correct the mistakes made by Dunno (right on the card).
High up in the mountains already crawling.
Titmouse flew into a cage.
Swap cards and check each other's work.
6. Read the short story. Think about opening parentheses.
The bear (under) the ear put (under) the ear.
Read at a fast pace 2 times.
Read with questioning intonation.
7. Outcome. What have we learned?
How to distinguish a prefix from a preposition?
How to write prefixes and prepositions correctly?
Synopsis of a group speech therapy lesson for students with
agrammatic dysgraphia, dysorphography
Subject.Differentiation of prepositions and prefixes.
Target – learn to differentiate prepositions and prefixes.
Tasks.
Educational: consolidate children's knowledge of prefixes and prepositions;to teach to distinguish practically prefixes and prepositions; to consolidate the ability to distinguish and highlight the prefix and preposition; to improve the ability to isolate and distinguish between a prefix and a preposition.
Correction - developing: replenish and activate the vocabulary through the selection of adjectives, mastery of educational terminology on the topic of the lesson; develop the ability to compare on the basis of self-selection of essential features for comparison; correct and improve reading and writing skills through training exercises; improve reading comprehension on the material of the deformed text.
Educational: to cultivate endurance, self-control, spelling vigilance;cultivate a culture of communication through the ability to listen to each other.
Equipment:cards, notebooks.
Course progress.
Organizing time. Psychological mood of children.
- Hello guys! I am glad to welcome you to class!
Today our motto will be:
And we start the lesson again
We are on our way to the pinnacle of knowledge.
We open all knowledge ourselves,
Therefore, be active!
- Words are written on the board, determine if the highlighted letters are prefixes and prepositions. The words are written on the board:
V..went, into..the plane, from..the pier, from..driving off, from..the roof, from..fell, on..took, on..the shore.
- Name words with prefixes. Name the words with prepositions (perform orally, explain each word).
-
What problem do we have to solve in the lesson?(Let's distinguish prefixes and prepositions)
- Why do we need to learn to distinguish between them? (To correctly write words with prepositions and prefixes, be able to correctly use prefixes and prepositions in speech, write correctly)
2. Reporting the topic of the lesson.
-
How do we formulate the topic of the lesson? (Prefixes and prepositions)
- Right. Today in the lesson we will learn to distinguish a preposition from a prefix, train attention and memory.
- I will now give you figures: one is a “cube”, and the other is a “pyramid”. I give you instructions and you take action. Ready? Let's start:
– put the pyramid on the cube;
- hold the pyramid over the cube;
- put the pyramid in front of the cube;
- put the pyramid .... cube.
– Why couldn't you complete the last task? (missing word)
- Guess what word I had to say (near, near, left, right, at ...)? (Put the pyramid near the cube.)
- Right.
3. Repetition of previously acquired knowledge.
What is a suggestion? (This word.)
- Why do you need a suggestion? (To link words in a sentence.)
How do you write a preposition with other words?(Apart.)
- What is an attachment?(A prefix is the part of a word that comes before the root and serves to form new words.)
- How do you spell a prefix with words? (Fluent.)
- Read the tongue twister, identify prefixes and prepositions.
Dogorod road uphill,
The fences are mountains.
4. Training exercises to distinguish between a preposition and a prefix.
Word work.
-
Read the words.Determine where the words are with prefixes, and where are the prepositions?On the car, sketched, copied, postcards, entered, on the plane, ran, along the path.
-
How can I do that?(You can insert a sign word between a preposition and a word, but nothing can be inserted between a prefix and a root.)
- Let's check: on the car, let's try to insert a sign word (on the red car). Conclude what is on prefix or preposition?
(On is a preposition, because you can insert the word: on a red car, it is written separately.)
- The next word: sketched, let's try to insert a word.
(Nothing works, so on is a prefix, it is written together.)
(Further similarly with all words).
- Name the words with prefixes from this exercise. (I sketched, sketched, entered, ran.)
- Name words with prepositions. (To the car, from a postcard, to the plane, along the path.)
The first desk will memorize and write down words with prefixes, and the second desk with prepositions. I give you time to memorize, at my command we write it down in a notebook. Don't forget to highlight the prefixes and underline the prepositions. Time has gone...
-
Swap notebooks and check if you have written the words correctly.
-
Let's repeat once again, how to distinguish prefixes and prepositions?
Working with phrases.
-
I will read the words, and you correctlywrite down the words with prefixes and prepositions.
Covered ran, drew in the sand, plucked, from a tree
Let's see how you completed this task. Name words with prefixes.
(Ran, drew, plucked.)
-
How were the prefixes recorded?(Fluent.)
- Name words with prepositions.(On the roof, on the sand, from a tree.)
How did you write prepositions with words?(Separately.)
What rule did you use when doing this exercise? Students: you can insert another word between a preposition and a word, but not between a prefix and a root.
- Make up a sentence with one of the phrases orally.
Fizkultminutka.
5. Work with handouts.
- You have task cards on the table. Read andInsert appropriate prefixes and prepositions. Define prefixes, prepositions.
Murka
In the morning we began to pull the net. ... the shore ... dragged together ... fish and sea crabs. ... the sea is lazy ... the cat Murka walked and ... climbed ... the water. With her paw ... she felt ... a small fish in the bottom. Murka ... clung to the fish with her claws and threw ... the shore to the kittens.
Let's check (each student reads a sentence and explains how they wrote it).
6. The result of the lesson. What did you learn in class?
Once again, remember what a prefix and a preposition are.
Well done! Thank you for your work.
Goals:
- Educational.
- Learn to distinguish practically prefixes and prepositions.
- To consolidate the ability to distinguish and highlight the prefix and preposition.
- Improve the ability to isolate and distinguish between a prefix and a preposition.
- Educational.
- Replenish and activate vocabulary through the selection of adjectives, mastery of educational terminology on the topic of the lesson.
- Develop the ability to compare on the basis of self-selection of essential features for comparison.
- Correct and improve reading and writing skills through training exercises.
- Improve reading comprehension on the material of the deformed text.
- Educational.
- Raise interest in the word through the use of entertaining material.
- Improve the skill of self-control based on comparison with the sample.
- Cultivate a culture of communication through the ability to listen to each other.
Equipment. Cards, multimedia projector, computer, screen, notebooks.
STUDY PROCESS
1. Organizational moment
1. Greet the guests. Wish each other good luck in class. So that everything works out for you when doing grammar tasks. We learn something new in every lesson. To gain knowledge today, you need to complete the tasks prepared by the Queen of Grammar.
2. Determine if the selected letters are prefixes and prepositions.
The words are written on the board:
V..went, into..the plane, from..the pier, from..driving off, from..the roof, from..fell, on..took, on..the shore.
Teacher: If this is a prefix, cross out the space character that is not needed in this case. Read and name the sentences.
Students: Perform orally, explain each word.
Teacher: Why are you having difficulty?
Students: We do not know how to distinguish a prefix from a preposition.
Teacher: What problem do we have to solve in the lesson?
Students: We will distinguish between prefixes and prepositions.
Teacher: Why do we need to learn to distinguish between them?
Students: To correctly write words with prepositions and prefixes, to be able to correctly use prefixes and prepositions in speech, to write correctly.
2. Reporting the topic of the session(slide 1)
Teacher: What is the topic of today's lesson?
Students: Attachments and prepositions.
Teacher: Right. Today in the lesson we will learn to distinguish a preposition from a prefix, train attention and memory, but in an unusual way. We will go to the realm of Grammar.
3. Formation of the psychological base of speech
Teacher: I will now give you figures: one is a “cube”, and the other is a “pyramid”. I give you instructions and you take action. Ready? Let's start:
- put the pyramid on the cube;
- hold the pyramid over the cube;
- put the pyramid in front of the cube;
- put the pyramid .... cube.
Why couldn't you complete the last task?
Students: Missing word.
Teacher: Guess what word I said (near, near, left, right, at ...)?
Students: Put the pyramid next to the cube.
Teacher: Right.
4. Repetition of previously acquired knowledge
Teacher: What is a suggestion?
Students: This word.
Teacher: What is a suggestion for?
Students: To connect words in a sentence.
Teacher: How do you write a preposition with other words?
Students: Apart. (Slide 2)
Teacher: What is an attachment?
Students: A prefix is a part of a word that comes before the root and serves to form new words.
Teacher: How do you spell a prefix with words?
Students: merged. (Slide 2)
Teacher: So, let's go to the realm of Grammar. (Slide 3) Read the tongue twister, identify prefixes and prepositions:
Dogorod road uphill,
The fences are mountains.
5. Training exercises to distinguish between a preposition and a prefix.
Teacher: The Queen of Grammar sent us a letter with assignments.
1. Work with the word
Teacher: Read the words. (Slide 4) Determine where the words are with prefixes, and where are the prepositions?
on the car, threw, copied, postcards, entered, on the plane, ran, along the path.
Teacher: How can I do that?
Students: Between a preposition and a word, you can insert a sign word, but nothing can be inserted between a prefix and a root.
Teacher: Let's check: on the car, let's try to insert a sign word (on the red car).
Conclude what is on prefix or preposition?
Students: On is a preposition, because you can insert the word: on a red car, it is written separately.
Teacher: Next word: sketched, let's try to insert a word.
Students: Nothing happens, so on - a prefix, it is written together.
(Further similarly with all words).
Teacher: Name the words with prefixes from this exercise.
Students: Sketched, sketched, entered, ran.
Teacher: Name words with prepositions.
Students: To the car, from a postcard, to the plane, along the path.
Teacher: The first desk will memorize and write down words with prefixes, and the second desk with prepositions. I give you time to memorize, at my command we write it down in a notebook. Don't forget to highlight the prefixes and underline the prepositions. Time has gone...
- Swap notebooks and check if you have written the words correctly.
- Well done, you all coped with the task of the Queen of Grammar.
- Let's repeat once again, how to distinguish prefixes and prepositions?
2. Working with a phrase
Teacher: Write the correct words with prefixes and prepositions. (Slide 5)
ran on top, drew in the sand, plucked, from a tree
Teacher: Let's see how you completed this task. (Slide 6) Name the words with prefixes.
Students: Ran, drew, tore.
Teacher: How were the prefixes recorded?
Students: merged.
Teacher: Name words with prepositions.
Students: On the roof, on the sand, from the tree.
Teacher: How do you write prepositions with words?
Students: Separately.
Teacher: What rule did you use when doing this exercise? Students: you can insert another word between a preposition and a word, but not between a prefix and a root.
3. Compiling a sentence with one of the phrases (exercise 2) - orally.
Physical education minute(slide 7)
Game "Fly"
4 commands (up, down, right, left). Start of the game from the center.
| fly | ||
Preparatory stage: update attention. Children see the playing field and the fly. The leader shows the way of the fly. Chain command: up, right, down, down, left, up - where did the fly stop? (In the center).
main stage: monitoring the development of attention. There is no playing field, i.e. the host does not show the fly's path, but gives instructions: left, up, right, right, down, down. Where did the fly stop? (Lower right square). The pace is quiet, but more instructions are offered.
Eyes closed game: giving arbitrary instructions to switch attention. At the end we ask: “Where did the fly stop?”.
You can repeat several times.
4. Working with a proposal (text)
Teacher: Read the sentences. (Slide 8)
(In) the courtyard was a mountain.
(In) the hall is a fragrant Christmas tree.
There are many children (on) the mountain all day long.
(On) branches of a toy.
(To) the fluffy beauty (came) children ran.
Mitya (on) sleds (c) rolled (c) mountains.
How many stories can be made from these sentences?
Students: 2.
Teacher: What will the first story be about?
Students: About the hill.
Teacher: Read the sentences that relate to this story. Students: (In) the yard there was a mountain. There are many children (on) the mountain all day long. Mitya (on) sleds (c) rolled (c) mountains.
Teacher: How can you title a story?
Students: Slide.
Teacher: What is the second story about?
Students: About the tree.
Teacher: Read it.
Students:(In) the hall is a fragrant Christmas tree. (On) branches of a toy. (K) fluffy beauty (came) children ran ..
Teacher: What shall we call this story?
Students: Christmas tree.
Teacher: Make up stories from the sentences that you have in the envelopes. Highlight the prefixes and underline the prepositions.
Mutual verification. (Slide 9)
There was a mountain outside. There are many children on the mountain all day long. Mitya rolled down the mountain on a sled.
There is a fragrant Christmas tree in the hall. On the branches of toys. To the fluffy beauty
5. Selection of prepositions and prefixes. Handouts on cards.
Teacher: Insert appropriate prefixes and prepositions. Define prefixes, prepositions.
In the morning we began to pull the net. ... the shore ... dragged together ... fish and sea crabs. ... the sea is lazy ... the cat Murka walked and ... climbed ... the water. With her paw ... she felt ... a small fish in the bottom. Murka ... clung to the fish with her claws and threw ... the shore to the kittens.
5. Summing up
Teacher: What did you learn in class?
Once again, remember what a prefix and a preposition are.
Well done! You have successfully completed the tasks of the Queen of Grammar.
Thank you for your work, see you at the next lesson. (Slide 10)
Differentiation of prepositions and prefixes
Synopsis of an open speech therapy lesson on dysgraphia correction
(for 2nd grade students general education schools)
Goals:
Correctional and educational
Formation of full-fledged ideas about the morphemic composition of the word (prefix - part of the word) and the morphological structure of the language.
Consolidation of the skill of continuous writing of prefixes and separate writing of prepositions.
Correction-developing
Work on the development of coherent speech of students.
Development mental processes(memory, ability to switch).
Educational
Formation of interest in speech therapy classes.
Development of independence in the process of solving problem situations.
Equipment:
"Merry House" (image of a house with "men-prepositions")
Suggestion cards
Card number 1
Card number 2
Card number 3
Lesson progress
Organizing time.
Hello guys. Sit down.
What is today's date? What day of the week was yesterday? What month will be after the current one? Can you name the season between autumn and spring?
Playback stage basic knowledge students. Knowledge update.
Guys, with what large groups of words we are already familiar, we can define them in speech, in sentences, put questions to them.
words denoting an object are nouns;
words denoting the action of an object are verbs;
words denoting a sign of an object are adjectives;
(Students give relevant examples on their own)
Today we are invited to a housewarming party. Look how many tenants this house has. Let's get to know them.
(work with "Merry House")
Answer the question by making sentences.
(For the correct answer, the student receives a card with a preposition and attaches it to the “necessary” man-preposition on the layout.)
Parity where? soars above home
Sitting where? is sitting on roof
Running for what? running By roof
Where is located? located V home
Comes out from where? coming out from Houses
Hiding where? hid behind house
Looking out from where? peeps out because of house corner
Suitable for what? fits To home
Departing from what? departs from Houses
Worth where? costs near Houses
So, what words live in the "Magic House"?
These are suggestions.
Name the prepositions that we remembered.
What other suggestions can you name?
What are suggestions for?
Prepositions are used to connect words in phrases and sentences.
The stage of initial fixation. Typical and constructive tasks.
So, prepositions are independent words, therefore, with other words they are written as: together or separately?
That's right, separate.
Collective work on card No. 1
Winter days are short. Birds have little time to find food. The birds are weakened by hunger and cold. Help the birds! A handful of seeds with pieces of bacon in the feeder will save the birds in the cold winter. Our care will help the birds survive until spring.
Who is this story about?
Why do birds need help in winter?
How can we help birds?
Title the text.
Oral analysis of the text by sentences, selection of prepositions.
(Students highlight the prepositions in their cards)
Written analysis of a phrase with a preposition from the last sentence.
prefix preposition
before live before spring
Independent written analysis of an excerpt from S. Marshak's poem "The Ball".
Before rolled before gate
Under rolled under gates
Before fled before turn
The joint conclusion from this stage:
Prefixes and prepositions can be the same.
Prefixes are written together, this is part of the word.
Prepositions are written separately, they are independent words.
The stage of creative application of knowledge in a new situation. Completing problematic tasks.
1) Work on card number 2
Open parenthesis. Write prefixes together, separate prepositions.
Pupils (you) go (from) the school.
The guys (c) were hiding (from) the rain (under) a sprawling spruce.
Bees (re) fly (from) a flower (to) a flower.
(From) a new coat (from) a button was torn
2) Writing from memory.
The wind walks on the sea
And the boat is pushing.
To whom do these lines belong?
From what work?
Write down from memory, highlight the preposition, designate the prefix.
3) Work on card number 3
Instead of dots, insert appropriate prepositions and prefixes.
Gingerbread man …… rolled ……. path.
The rider ….. knitted ….. the horse ….. wood and ….. jumped ….. the saddle.
The shepherds….. set off….. the mountains….. the valley.
(After completing each task of this stage, it is checked.)
Wrap-up stage. Reflection.
What have we learned to distinguish today?
How are suggestions written?
How are prefixes spelled?
Today we learned to distinguish between prepositions and prefixes. We repeat that a preposition is an independent word, written separately. A prefix is part of a word and is written together. Verbs can have a prefix in their composition, nouns can be used with various prepositions.
Subject. Differentiation of prefixes and prepositions.
Goals:
Consolidate children's knowledge of prefixes and prepositions
Note the word-forming and semantic role of the prefix;
develop and refine spatial representations, their expression through prepositions;
Practice writing separate prepositions; in continuous spelling of prefixes;
To carry out the prevention of dysorphography;
Overcoming agrammatisms of impressive and expressive speech.
Equipment: didactic material on the board, diagram-table of prepositions, cards, diagrams - stages of classes, presentation. Queen Grammar, train, tickets - cards, Traffic lights - appraisers
Orgmoment Actualization
Breathing exercises tuning exercises
The development of the abdominal type of breathing with the inclusion of elements of respiratory gymnastics A.N. Strelnikova.
Purpose of the stage: further development contractile activity of the diaphragmatic muscle, as well as the development of coordinating relationships between two functions: breathing and movements of the trunk or limbs.
We automate and differentiate smooth and fast inhalation and exhalation, with quick breaths. The game "Flowers", "Hedgehogs", "Dogs". We sniff the air."
Learning to take a quick double breath (sniff-sniff)
Performing quick breaths while turning the head to the right and left
Performing a pair of "quick breaths" while tilting the head to the right, then to the left shoulder
The development of chest-abdominal type of breathing in the process of walking. We play soldiers.
Training a noisy, short, active breath through the nose, breathing exercises in as soon as possible restores lost nasal breathing.
" Flowers". Take a deep breath and exhale with a smile. And it will help us control our mirrors. Imagine that you are lying in a meadow and inhaling daisies, cornflowers, bluebells, marigolds, clover. What are these flowers.
In the garden: roses, gladioli, hyacinths, daffodils, daisies, dahlias, asters. What are these flowers? Garden.
Guys, what did you notice when you called garden and meadow flowers.
Chamomile is a garden color and may be meadow.
Right. Chamomile is also called medicinal plant.
Seryozha. I know my grandmother always treats me with chamomile tea when my throat hurts or I catch a cold. http://www.calend.ru/moon/ (about Chamomile)
And what reserve is formed in the air when brewing chamomile. Chamomile.
Game "Hedgehog". Now imagine that we are hedgehogs and found chamomile and sniffing only with a nose
Right. From chamomile inflorescences prepare infusion, tea, decoction, tincture, used in folk medicine. An aqueous infusion or tincture is prescribed for many diseases: as an anti-inflammatory, analgesic, sedative, chamomile vapor is inhaled with the flu. rheumatism, scrofula, gout.
Game "Hedgehog". Now imagine that we are hedgehogs and found a camomile and sniff only with a nose. We perform quick breaths while turning the head to the right and left
. “We play dogs.” Dogs bring flowers to their owner. We sniff the air.
While we were breathing, Queen Grammar flew to our lesson. She brought us a chest of knowledge. And in this chest of tasks.
1. Determine if the selected letters are prefixes and prepositions.
The words are written on the board.
Behind...mountain ,behind... run, With.. returned, With.. roofs, on..envelope, on…cut, on... sheet, on ... drew.
Speech therapist.
If this is a prefix, then connect it with the word and designate it with a cap. If this is a preposition, underline the gap and circle the preposition in a triangle.
How did we do on previous lessons.
Children:. Perform orally, explain the spelling of the word
Speech therapist.
Guys, it was hard. And why?
Children. We do not know how to distinguish a prefix from a preposition.
Speech therapist.
What are we going to study in class?
Children:. Prepositions and prefixes
Speech therapist.
What problem do we have to solve in class?
Learn to distinguish and correctly write prepositions and prefixes. In order not to make mistakes in the spelling of prepositions and prefixes in written works, it is correct to use in speech.
Speech therapist. And we'll get through this challenging task?
Children perform the game-auto-training "Magic words"
They take a breath and say, burst their imaginary ball. It can be large or small, heavy or light, etc. “I will succeed!” Then they rub their fingers and put warm hands on my ears and neck, maintaining a positive affirmation.
Speech therapist.
Our guest of the lesson will tell you a fairy tale. In my country, Grammar, prepositions always had their own houses. They were important, strict and very independent. They always had their place in the proposal. Some prepositions indicated a place. Yes, you know them (children call them) B, ON, UNDER, OVER, FOR, Y (scheme of squares), others showed where to move K, FROM, TO, C (scheme)
And the prefixes did not have houses. They did not know how to live independently, they were very helpless. And they thought up to cling to other words. In order not to be driven away, they began to give words different meanings (ran up, ran in, ran out) and formed new words (exit, transition, approach).
But many prefixes were similar with prepositions and they turned to me, the Queen of Grammar, for advice. Came to the rescue sign words. They offered to put themselves into words. And the word-sign "Beautiful" was appointed as the main word. If this main word red is inserted, then it is a preposition. Write it separately, and if it cannot be inserted, then this is a prefix. So prefixes stuck forever to words, especially to words of action, and prepositions began to make friends with words-signs.
Now we will learn to distinguish prefixes from prepositions and write them correctly.
Guys, everything is clear in this fairy tale.
Repetition of previously acquired knowledge
Let's remember what we know about prepositions and prefixes (slide) TABLE!!
Children: A preposition is a separate word.
Speech therapist:. What is it for?
Children: It is needed to link words in a sentence. Written separately
And we denoted it in a triangle.
Speech therapist: What is a prefix?
Children: A prefix is a part of a word that comes before the root and serves to form new words.
Speech therapist: How is it spelled?
Children: Written with words. It also serves to form new words.
What new things did we learn about prepositions and prefixes?
Children. From the Queen of Grammar, we learned that a word-sign can be inserted between a preposition and a word. The main word sign is “red”. And before words-actions, prepositions are never written, but only prefixes.
Recording the number, topic of the lesson.
Let's do the task from the Queen of Grammar in notebooks. Write the words correctly in two columns. What letter should we start with the first word in the column? Children.With big
The words are written on the board.
1 column
Behind...mountain
With.. roofs
on..envelope
on... sheet.
Behind run away
With returned
on cut
on drew.
Speech therapist: How we discussed ?
Children: Action algorithm. We determined if this word is an action, then we boldly write a prefix, and if this is not a word-action, then we inserted the word sign “Beautiful”, if the word is inserted, then this is a preposition, if it is not inserted, then this is a prefix.
Checking the task (slide CHECK)
And now, using the knowledge of the Queen of Grammar, he takes the train to the station « Seekers".I give tickets to everyone. But in order to go, you need to find words with prefixes and prepositions and mark them correctly. Prefixes with a lid - blue pen, and prepositions in a triangle - green pen. You can use any other 2 colors of the handle
Work in pairs. Each ticket-card-
Behind (school) On (shallow)
On (ice)………….In (yard)
By (run)………….Under (snowfield)
For (freeze) At (slides)
At (road) Under (pine)
Now exchange tickets-cards and check. Mutual verification. If the word is indicated correctly, put a “+” above the word, if it’s wrong, then put “-”
Check on SLIDE
Now explain why you wrote this way and not otherwise. (Children explain in a few words)
Travel music sounds. Look out the window, we are shining "Caring Sun"
Game show verses with your hands.
The sun sends from the sky get up stretch, hands up)
ray, ray, ray alternately raise the right and left hand, unclenching the fingers, clenching into a fist
And they boldly disperse ( crossing arms over head)
Clouds, clouds, clouds .(bend arms alternately over head ,unclenching fingers clenching into a fist)
Gently warms in summer self-massage of the face, rhythmic rubbing of the cheeks)
Cheeks, cheeks, cheeks ( puff out cheeks 3 times for each word).
And in the spring he puts it on his nose
Dots, dots, dots.( alternately touch the cheeks with a finger, drawing imitating freckles)
Children's freckles are gilded ( holding a smile and proboscis)
They like it very much! stretch up and stand on their toes. « Moment of Growth»)
Speech therapist. Here we are at the station Znayki"
Proposal work.
Guys, read the sentences
A mountain is visible on (street).
In (school) there is a fluffy Christmas tree.
There are many children on the hill all day long.
New Year's toys on the branches.
(To) the green beauty came (came) guys.
Seryozha (on) a sled (c) rolled from (a mountain).
How many stories can be made from these sentences
Children: Two
Speech therapist: What will the first story be about.
Children: About the slide
Speech therapist. Read these sentences
A mountain is visible on (street). There are many children on the hill all day long. Seryozha (on) a sled (c) rolled from (a mountain).
Speech therapist. ? Slide
Speech therapist: What will the second story be about?
Children: About the Christmas tree
Speech therapist: Read it.
In (school) there is a fluffy Christmas tree.
New Year's toys on the branches
To) the green beauty came (came) guys.
Speech therapist. How can you title this story? ?Christmas tree
Speech therapist: There are two envelopes in front of you - blue and green. They contain tasks texts different levels difficulties.
In the blue envelope is the text about the slide. It needs to be written off and highlighted with prefixes and prepositions.
In a green envelope, the text is about the Christmas tree. It must be written off, opening brackets and highlighting prepositions and prefixes.
Speech therapist: Check the completed task with each other. mutually verification.
Speech therapist. But at the end of the journey, border guards entered the train.
Game "Border guards"
Target: Development of auditory attention, spelling vigilance, expansion of vocabulary
Speech therapist: Border guards, they suggest that we find puns in verse Guys, what are puns? The scientist Kotofey Ivanovich will tell us. Our master of the Wikipedia encyclopedia.
scientist cat Vasily
Scientist Kotofey Ivanovich
Pun(fr. Calembour) - a literary device using different meanings of one word in one context or different words, phrases similar in sound.
In a pun, either two adjacent words give a third when pronounced, or one of the words has a homonym or is ambiguous. The effect of a pun, usually comic (humorous), is the contrast between the meaning of the same sounding words. https://ru.wikipedia.org/wiki/%CA%E0%EB%E0%EC%E1%F3%F0
V. Z. Sannikov. Pun as a semantic phenomenon // Questions of linguistics. - No. 3- 1995. - S. 59.
Read, listen to a poem - a pun about me. Kotofey Ivanovich and determine where you need to write a prefix, and where is a pretext.
1. Kotofey Ivanovich
The sun hides behind the forest
Kotofey Ivanovich.
Climbing the FENCE-
Take a walk at night.
Children: For boron separately. Bor is a forest., for a beautiful forest - the word sign is inserted.
Fence - I write together, because the word is not inserted
2. Freckles
Freckles do not have DEMOLITION
Do not disappear from the NOSE.
I, not sparing SOAP,
The nose was washed patiently.
It would depend on SOAP.
Freckles I would WASH.
Children: SNOSA - prefix, from the nose - preposition, From soap - preposition, laundered - prefix
Speech therapist: Find in the second pun all the words with the same root.
Laundered, washed.
3.Winter
Snowdrifts of snow blizzards NAMELI
And at the gate, like a barge on the rocks,
The lorry is worth it. Well, SKID!
I went out the gate, and the frost
How crackling - and grab my nose!
4. Bear
The bear roared SO SNA,
And in the dense forest
Startled, the PINE knocked
A fox cone.
9. "Find the mistakes."
Is it possible to see Vasya's mistakes without a smile? Help Vasya quickly, correct all mistakes.
Read the sentences. Find the mistakes you made. Prove the correctness of your correction. Write the sentences correctly.
10. Summary of the lesson.
What did you learn for the lesson? Once again, remember what a preposition and a prefix are. How can you tell a preposition from a prefix? What algorithm will we use to prevent a mistake in writing prepositions and prefixes? What do you remember? What did you like about the lesson? Who found it difficult? Who tried to overcome difficulties? Who got it? And who doesn't?
Well done! You have successfully completed the tasks of the Queen of Grammar.
traffic lights
Red - it was difficult
Yellow - doubtful
Green - everything is clear, I coped with everything.
How to distinguish a preposition from a prefix?
