Tasks for students of type 8. Extracurricular activities for correctional classes. Choose a general concept
If a piece of ice is brought into the room, then...
The boy laughed merrily because...
If there is severe frost in winter, then...
If you fly high like a bird, then...
The girl stood and cried a lot because...
The boy got sick and had a high fever because...
When a birthday comes, then...
If all the snow melts, then...
The lights went out in the room because...
If it rains heavily, then...
Analysis of results
If there is a clear correct answer, 1 point is awarded for each sentence.
For a vague answer that is not sufficiently substantiated - 0.5 points.
No answer – 0 points.
High level– 9–10 points.
Average level– 6–8 points.
Low level– 5 points and below.
Understanding cause and effect relationships
Continue with the following sentences:
If a piece of ice is brought into the room, then __________________________________________
The boy laughed merrily because___________________________________________
If there is severe frost in winter, then ___________________________________________________
If you fly high like a bird, then _____________________________________________
The girl stood and cried very much because ______________________________
The boy got sick and had a high fever because ________________________
When your birthday comes, then_______________________________________________
If all the snow melts, then______________________________________________________________
The lights in the room went out because ________________________________________________
If it rains heavily, then_________________________________________________
"2"
Lesson No. 2
Read the text. Cover the text with a sheet of paper. Answer the questions at the end of the text.
Wonderful Christmas tree
It was snowing lightly. Fluffy flakes lay on the ground, bushes and trees. A young Christmas tree stood alone in the clearing. The guys decided to decorate it. They hung rowan berries, three apples, an orange on the tree, attached a carrot to the lower branches, and put a head of cabbage under the tree. In the morning, a flock of bullfinches was already sitting on the tree, in the evening two hares came running, they treated themselves to sweet carrots and cabbage. Suddenly a fox appeared, circled around the Christmas tree and disappeared into the darkness of the forest.
Remember and write it down.
Items that decorated the Christmas tree.
Animals mentioned in the story.
___________________________________________________________________________________________________________________________
Number of vegetables, fruits.
_______________________________________________________________________________________________________________________________________________________________________________________________________________
Lesson No. 2
Exercise 1
Cross it out:
- red,
- yellow,
- green
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"3"
Development of verbal logical thinking
Exercise 1
Can a table with 2 legs unscrewed still stand? Why?
Can a tram go around a girl standing on the tracks?
3. Will 2 balls hold together if they are placed on top of each other?
Can a cube roll? Why?
Can a bicycle overtake a car? Why?
If they show football on TV, can the ball fly out and hit the boy?
You have a small bag and a large sack, both containing potatoes. Which is easier to carry?
Who is hard to see in the forest? And who is easy?
Who is easy to spot in the snow and who is difficult?
10. A black kitten was running around the room and fell into a jar of flour. Suddenly a white kitten appeared in the room. Where did he come from?
11. Mom looked out the window and said: “There is a strong wind outside!” (“It rained at night.”) How did she guess?
12. Can a subway train collide with a bus?
Is it easier to walk or ski in deep snow?
What happens if a boy gets into a bathtub full of water?
Can you go skiing in summer? Why?
16. For the winter, the hare changes its fur coat from gray to white. Why?
17. How is a pillar different from a tree?
18. Why don’t the ice floes in the river stand still in the spring?
19. Dad bought his son ice cream, put it in his jacket pocket and forgot. When an hour later dad remembered the ice cream, it was not in his pocket. Where did it go?
Dad lifts a heavy weight, but the boy can’t. Why?
If a person jumps from a plane, it will crash. What about parachutists?
If you throw a handkerchief and a stone from the roof of a house, which will fall to the ground faster?
Why do people wear fur coats in winter?
If you put a fur coat on the snow, the snow underneath will melt
Exercise 2
Finish the sentence"
Target: complete the sentence with one of the words given in brackets and repeat the resulting phrase in its entirety.
The sailor saw a distant island because he picked up ( magnifying glass, binoculars, glasses)
Masha pricked her finger with a knitting needle because she didn’t know how to (wash, knit, sew)
The workers could not lift the piano into the apartment because the stairs in the entrance were (old, dirty, narrow).
The water in the jar rose because the boy threw (a twig, stones, crumbs) into it.
Katya pulled her hand away because she took hold of the hot (metal, wood, plastic) handle of the frying pan.
Exercise 3
"3rd wheel"
Target: select from 3 objects one extra one, taking into account the selected one
sign, and explain your choice in detail.
Color: chicken, lemon, cornflower
Cucumber, carrot, grass
Doctor's robe, tomato, snow
Shape: TV, book, wheel
Kerchief, watermelon, tent
Size: hippopotamus, ant, elephant
House, pencil, spoon
Material: jar, pan, glass
Album, notebook, pen
Flavor: candy, potato, jam
Cake, herring, ice cream
Weight: cotton wool, weight, barbell
Meat grinder, feather, dumbbell
Exercise 4
"Why did this happen."
Goal: complete the sentence by explaining the named event. Use construct complex sentence with the union because.
Mom scolded her son because _________________.
The boy decided to change clothes because ________________.
The girl got up from the bus seat __________________.
The boy quickly ran towards the school ____________________.
Sasha’s eyes hurt ___________________.
The teacher laughed cheerfully.
Grandma turned off the TV
The dog growled menacingly
Mom cried
The guests laughed loudly
The dog wagged its tail happily
The cat arched his back and hissed
Mom opened the window
Petya screamed loudly
A flock of crows rose above the field
The cars slowed down sharply
The policeman whistled loudly
Exercise 5
"What doesn't fit"
Target: analyzing 3 logically related concepts, highlight one that differs from the others in some way. Explain the reasoning. Example: book - album - notebook. A book will be an extra item, since it contains a story, but the album and notebook do not contain a story, they are just stapled paper .
Night light, floor lamp, candle
Eyes, nose, eyebrows
Bed sheet, duvet cover, pillowcase
Pond, river, lake
Plum, apple, peach
Pants, shorts, skirt
Table, shelf, chair
Jacket, sweater, shirt
Goat, pig, cow
Potatoes, carrots, cucumber
Christmas tree, birch, pine
Tram, train, trolleybus .
Frying pan, cup, saucepan .
Rooster, goose, sparrow .
Cow, horse, lion .
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"4"
Lesson No. 4
1. Look at the picture for a pyramid of cubes.
Write composite numbers in Arabic numerals.
_____________________________________________________________________
Write the same composite numbers in Roman numerals.
_____________________________________________________________________
2. Look at the picture for an example of writing Roman numerals into figures.
Sample:
Write the numbers in the figures using Roman numerals according to the model.
Count and write down how many times there are numbers in Roman numerals.
did you see the number 20? _________________________________
3. Remember what a polygon is. Look at the triangle in the table.
A triangle has three vertices, three sides, three angles, so the Roman numeral Ш is written in its inner area.
Fill out the table according to the example:
| Triangle | three peaks; three sides; three corners. |
|
| Quadrangle | ||
| Pentagon | ||
| Hexagon |
4. Write the numbers in Roman numerals in the inner area of the parallelogram
increasing each subsequent number by three.
5. Examples can be written using matches, for example,
example 2 + 5 = 7 would look like this:
Solve the examples and write down your answers in Roman numerals.
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"5"
Lesson No. 5
Exercise 1
In the village
This weekend we went to the village to visit grandfather Andrey. The village was not far, we got there quickly. A house appeared on the hill; from a distance it looked like a hut from a fairy tale. We drove into the yard, a calf was tied near the fence, a hen and chicks were walking nearby, and geese were strutting importantly. The dog Zhulka greeted us with a cheerful bark, and here was grandfather, he happily waved to us from the porch.
Answer the questions:
What animals are found in the story?
______________________________________________________________________________________________________________________________________________________________________________________________________
What names appear in the story
_______________________________________________________________
Exercise 2
gshpkoirosagpinspartashherghorsecheekswitchcastlefagetableshortsushroads
makfshshfvrolchimtgshpfclocksbprocuthaolsdanceshshchrejusjjshopatagshkliuaroisteamerspaitzrovedrosgshtsushrpmpolkatsvfoliamonthsvshrutparachutegiylforestsvrialdiglatzdytsvravolirollikschoprshvshchpiecebifvpfvtsylampashshtultsignalshrtsvylddoormoshtskrbeardukshschshoreblizzardfuaschshyraft
Lesson No. 5
Exercise 3
Find differences.
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"6"
Lesson No. 6
Exercise 1
Labor is a reward, laziness is...
Joy is light, sadness is...
Noise - crowd, silence -...
Reading - books, singing - ...
Wolves are the forest, people are...
Peace - movement, captivity - ...
Phone - ear, movie - ...
Yard - gate, house - ...
Spring - autumn, dawn - ...
A man is a dress, a tree is...
Exercise 2
Lesson No. 6
Exercise 3
hikevshrgysenoyshdprstepsfylazschmshkcrackwfyroturkeysvflivevenschfrtseverygsplitsvlpysongshopstationhallsrowsfallshrshhorekzhzzearthazvpuzzlebeamvidzhyareamrosaluoliarmelonzaschvsyrokvamzoyuyzhtsukatoishokokokofeelingappearancesltyvgglawnembroiderykadytssfasonsexplosionexplosiondropswintervasoflowercrloyfscarforxvlmachineheadsdragonyshshchorderresinmoldsflysheets
Exercise 4
Soft, fluffy, cold
Fragile, transparent, flat
Tall, blue, clean
Small, gray, nimble
Winding, forested, narrow
Juicy, green, prickly
Distant, bright, flickering
Exercise 5
the sun is shining brightly, the mighty tree has thrown down its green branches
How many nouns are there in the sentence?
_____________________________________________________
About what time year goes by speech?
_____________________________________________________
How many words are there in a sentence?
________________________________________________________
View document contents
"9"
Exercise 1.
Task: numbers 22; 35; 48; 51; 31; 45; 27; 24; 36; 20
divided into 2 groups: ____________ and _____________________.
On which line is the classification done correctly? ____
Write the numbers in the line _____________________________________________
31; 35; 27; 45; 51; 22 48; 24; 20; 36
31; 35; 27; 45; 51 27; 20; 24; 36; 22; 48
27; 31; 35; 45; 51 20; 24; 22; 36; 48
4. 26; 31; 36; 35; 45; 51 20; 24; 22; 48
Exercise 2.
Task: numbers 1; 2; 3; 5; 8; 12; 16; 24; 35; 48
divided into 2 groups: ______________ and ___________________
In which line is the classification carried out correctly?
1; 2; 3; 5; 12; 8; 16; 24; 35; 48
1; 2; 3; 5; 8 12; 16; 24; 35; 48
1; 2; 3; 5; 8; 16 12; 24; 35; 48
2; 3; 5; 8 24; 1; 12; 6; 16; 35; 48
Exercise 3.
Assignment: divide the words into groups by gender: TOWEL, FLOOR, SOAP, CEILING, FRAME, WALL, KNIFE, PORRIDGE.
Exercise 4.
Task: divide the words into two groups according to the number of syllables: DOOR, BROOCH, SUN, CINEMA, STAMP, NIGHTINGALE, PENCIL, BELL, MARCH.
In which table is the classification carried out correctly?
Exercise.
Task: on what basis are the words combined:IRON, BLIZZARD, STICK, CLOCK, LAMP, GLASS, SOFA?
Choose the correct answer:
these words have the same number of letters;
these words have the same number of syllables;
these words are masculine;
These words are feminine.
Exercise.
Task: three groups of words are given:
CAT WINDOW HAMMER
BROOCH APPLE HOUSE
MOUSE PORCH KNIFE
BOARD BUCKET FLOWER
What was the basis for this classification?
Choose the correct answer:
words are grouped by number of letters;
words are grouped by gender;
words are grouped by number of syllables.
This development of the extracurricular activity "Travel with the Snowman" was carried out as part of theme week"Zimushka-winter" and is intended for students primary classes correctional school I type.
Goal and tasks:
- consolidate students' knowledge about winter;
- clarify and consolidate students’ knowledge and ideas about nature and weather in winter, about the life of animals in the winter season, their tracks in the snow, about wintering birds, about winter fun children;
- to form an active cognitive interest in the world around us;
- develop horizons, curiosity, attention;
- activate and expand students' vocabulary.
The archive contains a detailed script, presentation and two video clips. Target audience: 1st grade students. During the lesson, children analyze well famous fairy tales and try to understand what lesson they are teaching. The presentation contains a slide on which a surprise video fragment is installed (Baba Yaga suddenly appears and gives the children tasks). The script has detailed navigation through the slides.
Target audience: for 1st grade
Goals:
Introduce students to poetry dedicated to the Great Patriotic War.
Foster patriotic feelings.
Tasks:
Develop Creative skills students.
Show the significance of the poetic word.
Target audience: for 6th grade
Goal: To consolidate knowledge about the concept of “passbook”.
Objectives: To educate children to become independent in overcoming life problems, communication culture, speech development, ability to handle money.
Target audience: for 7th grade
This material was prepared to speak at the teachers' meeting. I think it will be useful to teachers who work with deaf students. Since the formation educational motivation in junior school age without exaggeration can be called one of the central problems among deaf students modern school, a matter of public importance. Motivation has a direct relationship with both educational process, and to the development of personality in general. The appendix contains "Diagnostics of the level of school motivation in students primary school(author N.G. Luskanova)"
Target audience: for teachers
The presentation is intended for holding a club hour in a group extended day special correctional school. The lesson is organized in such a way that all students are involved in the work process; they will have the opportunity to tell themselves what they know about fairy tales.
Target audience: for 3rd grade
This event is aimed at developing students in the “Special Child” class vocabulary, expanding knowledge about objects and phenomena of the surrounding reality. The tasks offered to children can cause positive emotions from joint activities and contribute to the cohesion of the children's team.
Target audience: for the class teacher
1
Target. Determining the child’s ability to act in accordance with instructions; consolidation of the concept of “size of objects” (large - small, larger - smaller).
Name it geometric figures, drawn in the squares on the left. “Move” them to the squares on the right as indicated by the arrow. Reduce larger figures and increase smaller ones.
Draw exactly the same shapes in the empty cells. What shapes do they consist of?
2
Target. Identification of the level of formation of shape perception, its ability to analyze the arrangement of figures in space. Development of stability of attention, purposefulness of activity. Activation of the dictionary.
Look at and name the geometric shapes on the left side of the page. First name the smaller figure, then the larger one. For example, a circle in a square, a circle in an oval, an oval in a circle.
You need to move each smaller figure to a new place - to the corresponding larger figures.
3
Target. Identifying children's ability to establish identity, similarity and difference in drawings. Development of visual analysis and observation.
Consider rugs. How are they similar? What is the difference? Draw the same rugs in the frames on the right.
4.
Target. Identification of the level of formation of thought processes of analysis, synthesis, comparison. Development of visual and figurative representations, the ability to recreate the whole based on visual correlation.
“Repair” your pillowcase. From different pieces of fabric, choose one that suits the size, color and pattern.
5
Target. Identifying the ability to establish patterns, the ability to retain instructions and control one’s actions during work. Development of attention and visual memory.
Find a pattern in the image of objects. What should be shown in the empty cell?
Name the mushrooms. Which one is poisonous? Which mushroom should be drawn in the empty cell? Remember the sequence of drawings in each row. Cover the table with a sheet of paper. Fill out the table on the right from memory.
6
Target. Identifying the ability to visually perceive and differentiate colors, correctly name colors and shades, recognize and name geometric shapes, indicate their color and size; count geometric shapes, indicate their number; write a descriptive story.
Consider the clown. What shape is the patch on his suit?
Compare patches of the same color. What is the difference?
Compare patches of the same shape. What is the difference?
Write a story about a clown.
Target. Determination of the purposefulness of perception, the nature of emotional reactions. Formation of the ability to establish the identity of objects based on visual correlation. Development of attention, self-control, speech.
“Look at the picture. Find in it the objects drawn in the cells, create a story based on the plot picture.
8
Target. Revealing the ability to search for patterns in the arrangement of well-known letters and numbers. Development of stability and concentration.
Identify the pattern in the same way as you did in the first task with letters. Draw the desired number in the empty cell.
9
Target. Identification of the maturity of the processes of analysis, synthesis, comparison. Development of the ability to reconstruct the whole based on visual correlation.
Consider a sample doll blanket. Ira collects the same blanket from scraps. What pieces of fabric should she sew onto it?
Choose markers of the desired color and fill the empty cells with drawings from the sample.
10
Target. Identification of features of visual perception, stability, concentration, attention span.
Friends went for a walk with their dogs, but the leashes got tangled. Determine whose dog is whose. Tell me the name of each boy's dog.
//
Target. Identifying the ability to establish patterns in the arrangement of drawings, retain instructions and control one’s actions during work. Observing the child’s activity (its pace, as well as dexterity and coordination of hand movements).
They lay out cards in front of the child, draw his attention to the alternation of drawings, and offer to continue the series.
Find a pattern in the arrangement of figures and objects and continue the series.
12.
Target. Identification of the maturity of three-dimensional thinking, observation skills, and features of speech development.
The castle doors are locked with three locks. Help Puss in Boots find the keys for them. Remember the fairy tale. Tell us how the story ended for the Cat and his owner.
13
Target. Identifying the ability to establish patterns in the arrangement of figures, determining the ability to retain instructions, and the characteristics of self-control. (The task is completed at a certain pace, the presence of errors is noted.)
Find a pattern in the arrangement of the figures and continue the series.
14.
Target. Determining the level of development imaginative thinking, understanding the absurdity of the situation.
Look carefully at the picture. She is funny? Does this happen or not? Did the artist draw everything correctly?
15
Target. Formation of techniques of correlative and spatial analysis (technique of identifying elements of an object with subsequent correlation of their spatial arrangement), the ability to work in accordance with a model.
Draw a fox on the right, as shown in the example, and color the heroes of the fairy tale. What fairy tale are these characters from? Remember and tell the fragment of the fairy tale that is shown in the picture.
16.
Target. Formation of the technique of combining two or more signs, development of visual-motor skills.
Find a butterfly that matches the color, shape and design in the empty square at the bottom of the page and draw it.
17
Target. Formation of techniques for analyzing observation and spatial analysis, development of the subtlety of analysis.
Student folding geometric pattern from individual squares according to the pattern, made mistakes. Review the student's work. Which squares are laid out incorrectly?
Choose from the proposed squares those that will allow you to correct the student’s mistakes.
Help: 1st type of help - divide the sample and the student’s work into four squares. To do this, connect the dots from top to bottom and from left to right.
2nd type of help - cut out the required squares and put them on the drawing in the place where the mistake was made.
18
Target. Formation of techniques for isolating the characteristics of an object and determining changing characteristics, developing the ability to arrange objects (objects) in a row according to any characteristic.
Look at the pictures. Name what changes from one drawing to another. Without breaking this condition, complete the row.
* Those signs that do not alternate, but change, children changearbitrarily, at your own discretion.
19
Target. Formation of the technique of correlative analysis, the ability to be guided in work by a model.
Find errors in the student's work. Trace them with a red pencil.
Look at the pictures. Complete the missing parts in each drawing so that they become the same. What did you get?*
20
Target. Formation of the technique of highlighting semantic supports in the task conditions, the ability to work according to multi-link instructions.
Color the flowers in the vase with different pencils so that in the middle of the bouquet there is a yellow flower, and the red one is between yellow and blue.
Draw the same figures below so that the square is between the rhombus and the triangle, and the circle is to the right of the rhombus.
21
Target. Formation of techniques for identifying and combining features.
Look at the rows of figures. In each row, some attribute changes from figure to figure. Name and write above the arrow the sign or signs that change.
Signs should be designated as follows: COLOR - C; SHAPE - F; SIZE - R; THICKNESS - T.
22
Target. Formation of the technique of perceiving an object as a whole, the ability to establish cause-and-effect relationships, and understand the emotional states of people.
Define emotional condition people in each picture. Choose the appropriate word and complete the sentence.
Change each sentence as follows:
“Because Misha...., he...”.
Words for reference: 1) happy, upset, angry, angry;
happy, upset, angry, angry;
joyful, angry, angry, upset.
23
Target. Formation of synthesis techniquesobject (filling in missing linkswhole), perception of the object as a whole.
Look carefully at the picture. Guess what is covered in the picture with a sheet of paper. Explain your answer.
Make up a story based on the picture.
24
Target. Formation of a generalization technique based on identifying the features of a presented object (concrete or abstract), distinguishing between essential and non-essential features, and combining concepts according to an essential feature.
From six pictures, choose two that can be combined into a group and give her one common name. Explain your answer.
From six words, choose two that can be combined into one group based on an essential feature.
frost snow ice autumn rain skates
root word subject ending adjective rule
stop bus wheel tram ticket driver
sweet cunning bright red beautiful kind
25
Target. Formation of the technique of synthesis, perception of an object as a whole.
Look at the pictures. They depict the beginning and end of the story that happened to the boys. Think about what happened to the boys on the river. Draw the two missing pictures.
Read the beginning and end of the story. Complete its content very briefly so that it turns out to be a story. Write the story in your notebook.
Sasha and Kolya agreed to go to the cinema this weekend.
Therefore, Kolya stayed with Sasha and helped his friend.
26
Target. Formation of techniques for isolating and combining features, development of the ability to arrange objects in a row according to any characteristic.
Consider the rows of volumetric figures. In each row, some attribute changes from figure to figure. Name which feature changes from figure to figure, and what remains unchanged in each of the rows.
To depict the thickness of the figure, the child can be asked to useits schematic designation;* JKs * - fat figure; A> - slim figure,
For example:
27
Target. Formation of the technique of highlighting semantic supports in the task conditions, formation of the ability to establish cause-and-effect dependencies.
Read the problem. Underline only those with a red pencil
data in the condition that will be required to answer the
task question. Cross out the extra data with a blue pencil
from the condition.
Andrey, Igor, Seryozha and Vova participate in a running competition - Andrey runs after Igor. Igor runs slower than Vova. Seryozha runs quickly. Which boy is running ahead of everyone?
Using the drawing, solve the problem. Draw segments on the file,
showing how each of the boys ran. Remove from
file, a sheet of paper that covered the correct
answers and check your work.
r -WIlJ |SlVrw
28
Target. Formation of the technique of considering an object from different points of view, the ability to highlight the hidden meaning of an expression, and understand the figurative meaning of proverbs.
Read the proverbs. In every three proverbs, two are connected by a common meaning, and the third does not fit them. Find the extra proverb.
Look at the pictures. Connect with arrows the picture and the proverbs that suit its meaning.
The outfit is like a falcon, and the gait is like a crow.
The eyes are eagle, and the wings are mosquito.
And the sparrow does not live without people.
A bee stings with a sting, but a man stings with a word
One bee doesn't make much honey.
You can't cover the whole field with one horse.
If you chase two hares, you won't catch one.
A wolf is a stump for a cowardly bunny.
Chasing two birds with one stone will not catch either one.
29
Target. Formation of methods of analyzing observation and spatial analysis (technique of identifying elements of an object with subsequent correlation of their spatial location), development of the subtlety of analysis.
Which parts in the picture on the right are located differently than in the picture on the left?
What squares should be used to replace the details in the pattern on the right so that the patterns become the same?
Help: divide the drawings into squares measuring 1.5 cm by 1.5 cm. Compare each element of the patterns separately and find the parts that do not match.
30
Target. Forming the ability to correctly use (use) prepositions denoting spatial relationships.
Show the kitten inside the closet, the dog behind the box and in front of the box, the lampshade above the table, the kitten under the chair, behind the closet, in the closet, on the chair, in the desk drawer.
ANSWER THE QUESTIONS:
Where did the kitten hide? (In the closet, behind the closet, under the chair.)
Where is the kitten sitting? (On a chair, in a drawer.)
Where is the dog? (Behind the box, in front of the box.)
Make up phrases answering the question “Where is...?” For example: Kitty V closet.
31
Target. Formation of skills for isolating prepositions as independent separate words using a scheme.
I will read the prepositions, and you show me where the preposition man is (in box, under box, on box, behind box, comes out of the box).
Remember the preposition words “on”, “for”, “under”, etc. Make up a sentence with any preposition.
Target. Development of reading interest in six- to seven-year-old children in the process of global word reading, formation of interest in letters, development of memory, attention, preparation for analytical-synthetic reading. Consolidating the use of prepositions.
Help the bunnies hide from the fox. Draw a line from each bunny to the place where he wants to hide, according to the note he left.
PreliminaryJob. An adult reads the words on separate cards, having previously made photocopies of them from this picture. After reading the card out loud, the adult places it on the picture, inviting the child to remember what is written on it. This is how each card is processed.
33 Target. Prevention of biography and dyslexia. youdrilling the correct image block letter Wednesdaydi pairs or rows of letters printed in mirror images.Activation of the lexicon.
Show the correctly typed letters by covering the mirror images with your finger in each pair or row. Come up with 2-3 words with each of these letters at the beginning of the word.
34
Target. Teaching children global reading of syllables and words. Development of memory, attention, interest in letters and syllables. Prevention of dysgraphia and dyslexia. Development of logical thinking, visual and auditory attention, spatial perception. Working with isographs. Reading words written in different fonts. Recognition of objects represented by letters. Look at the pictures in order. Read the highlighted words. Match each picture with a corresponding sentence.
40
Target. Learning to compose a story based on a series of sequential pictures.
Look at the pictures. You can make a story out of them. The pictures are mixed up. Think and determine the sequence of events. Place the required numbers in the small squares. Read the sentence cards and think about which pictures they relate to. For which picture is the card missing? Make a sentence based on this picture.
Target. Exercises in highlighting and clearly pronouncing the first sound of words of different syllable structures. Expanding the stock of species concepts on the topic “Birds and Insects”, differentiating these generic concepts. Exercises in eliminating the 4th extra object, independent grouping of images according to the categorical principle (birds - insects).
Look at the pictures in the top row. Three of them are possible
combine into one group and call it a generalizing (general) word, and
the fourth is superfluous. Give a general word. Which subject
extra? Why?
Name each picture. Try to pronounce the word so that
the first sound in it was clearly audible. How are these words similar? Write
V small square letter S.
Look at the pictures in the second row. Divide all the pictures into two
groups: insects and birds.
42
Target. Learning to construct statements. Consolidating knowledge of the names of job duties corresponding to various construction specialties.
Read each card and match it with the corresponding picture. Tell us about the work of the plasterer, tiler, fitter, glazier, painter, whom you see in the pictures. How to name in general terms all these professions?
Make sentences by combining cards with the names of construction specialties and cards with descriptions of labor actions. Who should do what work?
43
Target. Learning to construct statements about the purpose of individual objects (from 2-3 sentences). Formation of the general concept of “medical supplies”, introduction of the exact names of objects into the active dictionary.
Look at the pictures. Tell us what medical supplies the doctor needs and what supplies the nurse needs.
ADD TO THE STORIES.
The doctor listened to the patient's heart and lungs. I measured the pressure with a tonometer. Then he measured the patient’s body temperature. (What happened next?)
The nurse took cotton wool, a pipette and eye drops. (What happened next?)
The doctor looked at the patient’s throat, found out what his temperature was, and ordered the nurse to urgently bring a syringe. (What happened next?)
Target. Study of impressive speech (understanding the meanings of words denoting objects and actions). Exercises in recognizing the position of sounds in a word.
Find pictures for the following words (objects and actions).
Ice drift, den, leaf fall, autumn, starlings, winter, wind, winter crops, field, haystacks, seedlings, ice floes, mushrooms, birdhouse, spring, rowan bunches, new settlers.
Blowing, rising, arriving, sleeping, floating, plucking, hanging, melting, turning green,
chirping, circling, hibernating, crumbling.
Name words with the sound [l] ([l"]). Determine its place in the word.
Nadezhda Permyakova
“What do we do when we eat?” Lesson notes for children of the first stage of special (correctional) VIII schools kind
Subject: "What we we do, when we eat?»
Target: Introduce children with the purpose and operation of the digestive system.
Tasks: Show the body’s dependence on each organ. Familiarize yourself with the digestive system and nutritional rules.
Correction and development oral speech through conversation.
To interest the child in himself, to arouse interest in himself and the desire to know himself.
Equipment: "Food hygiene", "Digestive organs" And
others, gingerbread, lemon, sugar, salt, cranberries, tea in a thermos, glasses, sweet carrots, pictures for the game "Lay it out correctly".
Progress of the lesson.
Educator. Everyone knows that being healthy is very important. A healthy person is always joyful, optimistic, and it is easy for him to work and study. One wise man once asked: “What is the most important and valuable for a person in his life - wealth or fame?” Thinking, sage answered: neither wealth nor fame do another happy person. Only health can truly know the joy of life.”
To be healthy, necessary:
To overcome obstacles,
To conquer all roads,
A person needs in life
Be strong and fleet of foot.
L. Daineko.
Educator. After all, the whole meaning of human life is to maintain health longer, be able to work, be energetic, and achieve high results. And so we carry on topic: "Human organism" And "Protecting his health".
Today we will learn a lot of new and interesting things. The knowledge gained will definitely be useful to you in life. Today we will talk about digestion. Tell me, what is digestion?
Children. Digestion is When food is digested in the stomach, etc.
Educator. Where do you think digestion begins?
Children. From the oral cavity.
Educator. What's going on there, in the mouth?
The children answer.
Educator. Food is initially processed through the lips, cheeks, tongue, teeth and salivary glands. It is crushed and moistened with the help of the salivary glands. Currently, there are many views on nutrition, many theories of proper nutrition. Sometimes these views differ significantly from each other. For example, some preach vegetarianism (plant foods, others argue that the human diet must include food of animal origin. Some preach a raw food diet (eating unprocessed foods, others - separate meals. But everyone agrees that food should be carefully prepared). way chewed.
Educator. There is even a saying “He who chews long lives long”. Once upon a time the planters When choosing slaves for themselves, they looked at their mouths and the condition of their teeth. They did not take slaves with bad teeth or without teeth. Why is food processing so important?
Children. If the teeth are diseased, then the person chews food poorly, which means it will be difficult for the stomach to digest food.
Educator. Grinding food with the help of teeth - chewing thoroughly ensures that food particles are reduced, making it easier to digest. This facilitates the work of all organs of the digestive system and the stomach in the first place, maintaining their normal functioning. In people who have difficulty chewing their food or who are missing some teeth, food particles remain large and place additional stress on the stomach that it may not be able to handle. This often leads to gastrointestinal disease. This is why planters did not take slaves without teeth, they did not want to spend their money on their treatment, and a sick slave would not be able to work well. What is an important rule we must remember, When start chewing food?
Children. You need to chew food long and thoroughly.
Educator. Let's play an experiment "How many times have I chewed".
Children share their results.
Educator. We talked to you about the process of processing food with the help of teeth. Now name the digestive glands whose ducts open into the oral cavity?
The children answer.
Educator. These are the salivary glands. There are three pairs of large ones - parotid, submandibular, sublingual and many small ones in the oral mucosa. What do the salivary glands secrete?
Children. Saliva.
Educator. “That’s Mrs. Saliva! Look, what a beauty!”- the great Russian physiologist Ivan Petrovich Pavlov said about saliva. Indeed, the liquid, which a person secretes about two liters per day, is unique and performs many important functions. Saliva is 99.5% water, has a slightly alkaline reaction, and also contains bactericidal substances that kill bacteria ingested with food, mucus, which contributes to the formation of a food bolus and its easy movement through the esophagus. Saliva also contains enzymes - biologically active substances. What is their role? They speed up the breakdown of food products.
What chemical transformations occur in food under the influence of saliva? How can this be explored?
The children answer.
Educator. Let's conduct an experimental game and answer the question: Is it difficult to chew and swallow dry food without water?
Experiment “Without water, neither here nor there”
Educator. Do you happen to know why we need language?
Children. To eat.
Educator. We'll check it now, play a game "Find out by taste"- children are offered sweet, salty, sour, bitter foods.
Educator. Children, what feelings did you experience? when you ate sweets, sour food? Salty Bitter?
The children answer.
Educator. Guys, do you know that your tongue consists of small magic cells, each of which is responsible for either sweet, salty or bitter food. Now I’ll put garlic on your tongue, and you tell me how you feel, tell me about your feelings. Guys, we told you that the tongue is needed in order to eat. Why do we need to eat? Why do we need food?
The children answer.
Educator. Children, imagine that your tongue is sore. What then?
Children. We won't be able to eat.
Educator. That's right, we won't be able to eat, which means we might get sick. Since food enters our body arrive nutrients, without which our body cannot grow and develop.
Guys, you said that food can be sweet, salty, sour, bitter. What other groups would you divide food into?
Children. Plant and animal.
A game. "Lay it out correctly".
Educator Guys, tell me, do you like to eat the same thing or do you like a variety of foods?
Children. Diverse.
Educator Why do people eat different foods?
Children. Because different foods enter our body different vitamins are supplied
Educator That's right. When a person has heart pain, doctors advise him to eat raisins, because raisins contain vitamins that improve heart function. For example, potatoes are used to quickly heal wounds. Carrots, tomatoes, onions - to improve the functioning of the stomach and intestines. Garlic kills germs and is very beneficial for the sick and healthy. Grapes, watermelons, cabbage, raspberries are useful for maintaining the functioning of the heart and all organs. When coughing, it is recommended to eat lemons, black currants, apricots, and bird cherries.
A car cannot run without gasoline or oils. Gasoline and oils burn in the engine, a lot of energy is produced, and the car moves. And a person has energy comes from food. She also burns up in his body in special organs and thanks to this man lives: walks, runs, talks, works. Listen to this story. Dad and Misha are going skiing. Dad said: “Misha, you need to refuel well at breakfast, otherwise you’ll get cold outside.’” But Misha quickly wanted to go skiing, he hastily ate half a sandwich, washed it down with tea and was ready. Dad and Misha rode a little, and Misha felt hungry, and dad felt warm. Misha didn’t say anything to dad for a long time, but then he admitted that he was cold and his hands were freezing. Then dad said“I knew, son, that this would happen, you have little fuel,” and he served Misha sandwiches and poured tea from a thermos, taking it all out of his backpack.
Misha ate, he felt warm, and they continued their skiing. "Now I understand what it means to refuel, When going outside in the cold! "
Educator. Dad gave Misha not ordinary tea, but one brewed with herbs.
Why do you think?
Children. To stay warm and healthy.
Educator. What herbs do you use in your family for brewing?
Children. Oregano, St. John's wort, chamomile, linden blossom.
Educator. When do you drink herbal tea?
Children. After the bath, when we get sick, before bedtime.
Educator. Yes, guys, herbs are very useful. They take juice from the earth, and there is a lot of power in it. St. John's wort is especially useful; it gives vigor to a person. Now we will drink tea brewed with various herbs, and our sweets will be dried, that is, lightly baked, carrots. Bon appetit everyone. /Children take bowls and disperse into the group. /
Sources:
1. Novikova I. M., Formation of ideas about healthy way life preschoolers. For working with children 5-7 years old - M.: Mozaika-Sintez, 2009. - 96 p.
2. E. Islamova "Nutrition and Digestion", 2012
3. V. N. Zimonina "Child education". M.: Humanitarian Publishing Center VLADOS, 2004. - 304 p.
4. Encyclopedia "Human anatomy".
5. Yu. V. Akhtyrskaya Lesson summary on the topic"Nutrition and Digestion".
Sections: Corrective pedagogy
Children with developmental problems have insufficiently, and sometimes not at all formed, higher mental functions, such as perception, memory, thinking, speech, imagination. One of the ways to increase activity and awaken interest in children with disabilities in an educational subject is a didactic game.
The collection contains specially selected correctional activities and didactic games that help develop mental processes. Their use is aimed at compensating for damaged parts of the brain and promoting the formation of new functional systems necessary for learning at school.
The collection of exercises is compiled by quarters, indicating the number of hours in each quarter. (34 hours per year, 2 lessons per week)
These exercises help organize and direct the child’s activities in terms of developing mental activity. The corrective exercises that the author uses in his lessons are presented.
A collection of exercises for correcting the development of cognitive abilities of children studying in grades 1-2 of special education, type 8
Children with developmental problems have insufficiently developed higher mental functions, such as perception, memory, thinking, speech, and imagination. The basic curriculum includes hours correctional classes in classes of 8 types. The idea of creating a collection of exercises arose.
The collection contains specially selected correctional classes and didactic exercises that help develop mental processes. Their use is aimed at the development of the affected parts of the brain and contributes to the formation of new functional systems necessary for learning at school.
Basic directions of correctional work of the collection:
1. Improving movements and sensorimotor development:
– fine motor skills of the hand and fingers (let’s draw a Christmas tree with both hands at the same time);
– calligraphy skills (o – element of which letters?);
– articulatory motor skills(as you exhale, pronounce the vowels: A, O, U, Y, E).
2. Correction of certain aspects of mental activity:
– visual perception and recognition (from which figures the flags are drawn
– visual memory and attention (look at what the little men are doing, remember and draw from memory);
– formation of generalized ideas about the properties of objects: color, shape, size;
– spatial representations of orientation (game-task “What was, is, will be?”, compiling stories on the topics: What happened to me yesterday. What I did today. What will happen to me tomorrow);
– auditory attention and memory (sound signals are given alternately with a key, a tambourine, knocking on the table, etc. After listening, the child must produce these sound signals in order);
– phonetic-phonemic representations (determine in which words the stress falls on the third syllable: shell, mitten, drawing).
3. Development mental operations:
– skill of correlative analysis (find a pattern: 1, 3, 5, ...,...,...,; 5, 7, 9, .... ...)
– grouping and classification skills (letters E, E, Zh, 3, I, K, L, M, N, O, divide vowels and consonants into 2 groups);
– ability to work according to an algorithm (drawing an animal according to manuals);
– ability to plan activities (games “Shop”, “Hospital”, “Chauffeur”);
– development of combinatorial abilities (arrange the action signs in the required order: 6 6 6 6 -24, 6 6 6 6 = 2);
4. Development of visual-figurative thinking (find similar figures);
5. Development of cause-and-effect relationships
(Joke problems: 9 steamships were sailing at sea. 2 of them landed at the pier. How many steamships are at sea? Suddenly it started to rain. But Tanya, Olya and Sasha did not get wet. Why?)
6. Correction of disturbances in the development of the emotional and personal sphere (relaxation exercises for facial expressions, dramatization, role reading, etc.)
7. Expanding ideas about the world around us and enriching the vocabulary (in one word: a small table, a small chair; the one who builds, the one who teaches; the person who repairs the clock; the person who works in the canteen).
8. Contains exercises that help preserve children’s vision (let’s draw the number 123 with our eyes. These exercises help organize and direct the child’s activities in terms of developing mental activity.
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