Lyubov Leontyeva
Summary of a typhlopedagogue's lesson on the formation of sensory standards in preparatory group
GBOU Gymnasium No. 1748 "Vertical" BEFORE "Smile"
Abstract
Classes on the formation of sensory standards in the preparatory group
teacher-defectologist Leontyeva L.M.
Software tasks:
Development of visual perception of contour and object images; forms, colors and sizes of objects;
Consolidating ideas about planar geometric shapes; the main colors of the spectrum and their shades;
Consolidating the ability to lay out objects in size from smallest to largest and vice versa;
Development logical thinking, visual memory, visual attention, fine motor skills and visual-motor coordination, orientation on a plane;
Improving visual functions of discrimination, localization;
Amblyopic eye training;
-formation children's group , ability to perform tasks individually, in pairs and in group;
-formation moral qualities: responsiveness, friendliness, sense of camaraderie and mutual assistance.
Progress of the lesson
Surprise moment: a message came to the computer via the Internet that a young wizard was asking for help from children who were ready for school. He knows a lot of magic spells, but they don’t take him to school because he doesn’t know many things a schoolchild needs.
For example, jars of potions fell from the shelves in the laboratory. How to find the one you need?
Didactic exercise "Logical squares"
To make an elixir of eternal youth and beauty, you need to put these jars in order.
Didactic exercise “Lay out according to the model”
The bottles contain a drink of the same color, but different shades. How to make a magic potion solution correctly?
Didactic exercise “Lay out from light to dark”
Didactic exercise "Find the right shade"
For the elixir to take effect, you must say magic spell. It consists of several words that are hidden in a confusing picture. I wonder if the children will be able to find these words?
Our friend, a young wizard, wears glasses. But before he had good eyesight. He just spends a lot of time at the computer and his eyes get tired. Let's teach him how to do visual gymnastics using his magic wand.
Visual gymnastics.
While we were doing gymnastics for the eyes, something new came from Petya. message: He has learned a lot from the children and hopes that they will take him to school. In the meantime, he met many fairy-tale characters and learned that they also have Problems:
Old Man Hottabych's magic carpet was torn.
Didactic exercise “Assemble a figure from parts”
Cinderella scattered beads
Didactic exercise "Continue the series"
7 dwarves got things mixed up -
Didactic exercise “Lay out from big to small and vice versa”
On "email" a new message arrives from Petya, encrypted. It says that children will now be able to see real wizards.
Didactic exercise "Find the Word"(graphic dictation"
The result is a word "Mirror". Children see themselves in the mirror - because they are real wizards: Helped a friend.
There's a song playing "Where Wizards Are"
Surprise moment.
Reinforcement of material from previous lessons (games and exercises that involve independent activity of children).
Presentation of new material (showing and explaining the teacher, jointly performing actions unfamiliar to children or difficult for them).
Physical education (exercises to relieve visual fatigue).
Consolidation of new material (games and exercises that involve partial or complete independence of children).
The final part (the teacher sums up the results of the lesson, evaluates the children’s activities).
The construction of correctional classes according to the above programs provides the typhlopedagogue with the opportunity to organize them in a clear, logical sequence, with gradual complication. The distribution of program material by year of study allows for correctional education taking into account the age of the children.
Let us dwell briefly on each of the named types of special correctional classes of typhlopedic teachers.
Directions of work of a typhoid teacher in a kindergarten for children with visual impairments Teaching spatial orientation
The typhlopedagogue teaches children how to navigate in space using specially developed methods. They include several stages. On each of them great attention is paid to the formation in children of a strong connection between words denoting the spatial characteristics of objects and their sensory perception. On first stage it is necessary to create in children clear ideas about their body and its symmetry, about the spatial arrangement of its parts; teach them practical orientation “on themselves”, Task second stage – to give children the idea that their own body is a reference point when orienting themselves in the surrounding space, that is, “from themselves.” Children are taught the skills of multisensory perception of objects, the ability to analyze information obtained with the help of vision and intact analyzers, combine it into a single image and apply it in practical orientation. Third stage – teaching children to model object-spatial structures. Fourth stage – learning to navigate in space using diagrams.
It should be noted that the work is carried out by a typhology teacher in conjunction with the teacher. Moreover, the typhlopedagogue, as a rule, carries out advanced training, preliminary acquaintance of children with what will be presented in the teachers’ classes. It prepares children to master difficult activities, forms an algorithm of actions, shows and practices the methods of visual, tactile, auditory, bisensory and polysensory perception of the world around them. The teacher consolidates and improves those methods and techniques of understanding the world around us that were formed in the classes of the typhlopedagogue, teaches how to use these methods and techniques in independent activities (game, educational, everyday).
When teaching orientation on one’s own body, the following techniques are used: visual-tactile examination of the child’s body; a child looking at himself in the mirror; finding and naming parts of your body; the child’s correlation of parts of his body with the body of another child: verbal designation of their spatial location; visual-tactile examination of the doll by the child; identifying and naming parts of her body; verbal designation of their location.
Particular attention is paid to children’s ability to distinguish between the right and left sides “on themselves,” since orientation in these directions is a necessary basis for mastering not only their body, but also the space around them. Children's real sensory experiences are used in teaching. For example, left-hand side body is associated with the location of the heart. Children put their hand to their chest, find the heart, listen to how it beats. The tag system used is application images. Mugs, flowers, flags, bows, etc. They are attached to clothes and explained to the child that this side of his body is the left.
To teach orientation in the surrounding space with a reference point “from oneself,” the typhlopedagogue forms in children the skills of using vision in orientation, develops the ability to identify various landmarks (light, color, sound, tactile). The basis of learning at this stage is the correlation of the location of toys and objects with the already mastered directions of one’s own body. Much attention is paid to mastering the concepts of “close - far”, “closer - further”. Children practice visually assessing distances during games and exercises: “Which toy is further, which is closer?”, “Where is the toy?”, “Which child is standing close and which is far?”). These exercises are quite difficult for children with impaired vision, so visual perception of space must be supplemented with motor sensations. For example, a teacher asks a child to walk to a toy and count how many steps he has taken. Then walk to another toy, also counting steps, and compare to which toy he took more steps.
To develop multisensory perception of space, it is necessary to teach children to recognize various toys, objects, and the actions of others by their sound characteristics. Children practice recognizing objects using vision and touch, and then determine their location in space using auditory perception. They learn to isolate, analyze and use any information for practical guidance. Thus, children’s attention is drawn to the smells characteristic of certain objects or accompanying some natural phenomena (for example, the smell of autumn leaves), to temperature changes in different rooms (for example, it’s hot in the kitchen, but it’s cool in the doctor’s office).
The next stage of correctional education is to develop in children the ability to create the simplest models of spatial relationships between toys, objects and their substitutes. Classes are held in which children learn to explore the space that they have to model. Such classes are held individually in the form of didactic games: “The doll bought herself furniture,” “The doll is moving to a new apartment,” etc. First, the child examines and tactilely examines the layout of the doll’s room and pieces of doll furniture. With his instructions and questions, the typhlopedagogue directs the child’s visual-tactile perception, activates his activity, and maintains interest. When examining the model of a doll's room and pieces of furniture by touch, he takes the child's hands in his own and directs the movements, helping to perceive the shape and structural features of each object. Then the pieces of doll furniture are placed by the child on the layout. All actions of the child and the teacher are accompanied by verbal explanations with the gradual involvement of the child in this. Later, relying on the skills developed in children, you can move on to learning how to model spatial relationships using substitute objects. Children are given the idea that parts of building materials can be used instead of pieces of doll furniture. With the help of a typhlopedagogue, children choose which building part can replace this or that piece of furniture for a doll's room, and correlate their shape with the shape of the parts. Having mastered the skills of modeling microspace, children use them when modeling macrospace (for example, a typhoid teacher’s office).
Teaching children to navigate in space using diagrams is the next, more complex stage of work. It is carried out sequentially in the following areas: teaching orientation in space using a picture plan; familiarity with conventional (schematic) images of objects; developing the ability to correlate the location in space of real objects with a diagram; learning to independently draw up simple diagrams of a confined space.
To teach children spatial orientation using a picture plan, large color pictures with realistic images of toys located in microspace (for example, on a table, on a shelf) are selected. Children learn to place toys in real space in the same way as in a picture plan. In the following lessons, children get the idea that each toy or object can be depicted conditionally, schematically, using a contour. Conventional (contour) images that children become familiar with must be very simple, accurate, convey the basic shape and structure of toys and objects, that is, easily recognizable. Confined space layouts should also be simple. For example, one of them shows a conventional image of a table (side view) and three toys located on it (left, right and middle). The following diagram shows the table as children see it from above. It already shows five toys. Gradually, the teacher introduces children to more complex schemes (doll room, play corner, teacher’s office, etc.).
Children learn to correlate the location of objects in a real enclosed space with a diagram. For example, the following tasks are offered: “Find in the doll’s room (in play corner, in the office) the objects shown in the diagram”, “Find on the diagram the image of a window (door, cabinet, table, etc.)”, “Tell me where the object shown in the diagram is located”, etc. Children are asked questions to encourage them to use spatial terminology. For example: “Which side of you is the closet with toys?”, “Which side of the table is the toy?”, “Where did you find the toy?”
Forming the skills of independently drawing up spatial diagrams in preschoolers with visual impairments is the final stage of correctional work on teaching spatial orientation. First, the typhlopedagogue teaches children to draw conventional (contour) images of toys and pieces of furniture. With this whole stencils are used. Later, children learn to draw contour images using dots. Further tasks become more complicated. Each child is given a diagram sheet (for example, a diagram of a table), on which children draw conventional images of toys that are located on the table in front of them. First, children examine and examine the table with toys using touch and tell how they are located.
The skills acquired by children in working with diagrams contribute to the development of their spatial thinking, which greatly facilitates visual-spatial orientation. Ideas about the surrounding space are expanding. Children master the skills of free independent navigation not only in familiar rooms (in a group, bedroom), but also in an unfamiliar confined space.
Social and everyday orientation training
In the course of social and everyday orientation, the typhlopedagogue actively uses the compensatory skills developed in children (the ability to use impaired vision, obtain information about the environment and navigate in space on a polysensory basis). Skills in subject-specific practical activities are formed. Children learn to independently perform the necessary actions with the rational use of impaired vision and all intact analyzers, control their actions with the help of vision and perform them without visual control, with the help of touch.
Of great importance is the gradual development of skills, which involves mastering first the simplest and then more complex actions. The typhlopedagogue uses the method of step-by-step demonstration and practice of all elements of the action with each child. Verbal regulation and correction of children's actions are also used. Visual material for classes in social and everyday orientation, it is selected taking into account obtaining the maximum of comprehensive information about the objects or phenomena being studied. Children are introduced to the objects of their immediate environment (furniture, dishes, clothing, etc.) and taught to perform certain actions with them in accordance with their purpose.
The received ideas are expanded and consolidated in specially organized didactic and role-playing games, on excursions and in conversations. The purpose of the excursions may be to familiarize yourself with the work of adults (doctor, cook, teacher, nanny, etc.). Knowledge about the work of adults is expanding: children are introduced to professions that go beyond the range of professions of kindergarten employees. For this purpose, the teacher conducts excursions to shops, the post office, a facility under construction, etc. It should be noted that preschoolers with visual impairments need to form realistic ideas about professions, about what requirements are imposed on people employed in them. This is extremely important in terms of creating an understanding that a number of professions are inaccessible to them due to visual impairment. At the same time, it is necessary to provide as complete and interesting information as possible about the types of professional work in which they can realize themselves. In some cases, before the excursion, the teacher conducts a special preliminary familiarization of children with the subjects that will then be observed on the excursion. This need is caused by the low cognitive abilities of preschoolers with visual impairments and their distorted perception of objects at a distance. For example, before an excursion to the kitchen, you need to introduce them to kitchen utensils, various appliances and equipment, let them look at them, and examine them using their sense of touch. You can conduct a role-playing game “Let’s cook the doll’s lunch.” Children guess riddles about kitchen utensils, make up descriptive riddles on their own, etc. During excursions, the teacher constantly guides the visual perception of preschoolers, provides them with the opportunity to perceive the objects or phenomena being studied with the help of other analyzers: touch, hearing, smell. Excursions to nature at different times of the year are usually carried out without prior preparation. This is due to the fact that on such an excursion you can come into direct contact with the objects and phenomena being studied and sense them. For example, during excursions to the park, children examine fallen leaves, collect them, relate them to certain trees, compare them by color, shape and size, recognize them by appearance and smell, gusts of wind and falling leaves are observed.
Later, during the typhlopedagogue’s classes, the ideas gained during the excursion are consolidated and expanded. Children look at leaves and seeds brought from the park, correlate them with subject, silhouette and contour drawings, look at pictures, make up stories based on them, come up with riddles, and do graphic work on the topic of the excursion.
A large place in special correctional classes on social and everyday orientation is given to role-playing games. In games, objective-practical actions are improved, compensatory ways of understanding the world around us are formed. During the games, norms of generally accepted behavior are learned in an accessible and entertaining way, and skills of interaction and communication with peers and adults are developed. The typhlopedagogue acts as a direct participant in the game, activating children and directing their actions in accordance with the rules of the game.
Conversation is one of the methods of correctional teaching in classes on social and everyday orientation. When planning a conversation, the teacher takes into account what excursions were conducted on this topic, what subjects the children became acquainted with, what visual material they studied, what didactic and role-playing games were held. Questions for the conversation are planned in advance. They should be clear, specific, making it possible to clarify ideas on the topic and help formulate the correct answers. Conversations are accompanied by the use of visuals. It is selected in accordance with the topic of the conversation and taking into account the visual capabilities of the children.
In the section of the course on social and everyday orientation “For the child about himself and the people around him,” the typhlopedagogue forms in each child adequate ideas about himself: about the functional significance of various organs, about sensory capabilities, about appearance etc. Games and exercises are carried out in which the child examines himself and the child standing next to him in the mirror, the children compare external signs each other, talk about their appearance, explain their facial expressions. Later, the typhlopedagogue offers to draw up a portrait of himself and another child on a flannelgraph; draw it, compare it with the original. Gradually, children develop an idea of themselves as a person who has their own appearance and character traits that are not similar to other people. They begin to better understand themselves, other children and adults, and feel their mood.
Thus, in special correctional classes on social and everyday orientation, children develop an understanding of their sensory capabilities, adequate self-esteem, and the ability to independently navigate in the simplest everyday and social situations.
Maria Borilo
Subgroup summary correctional lesson teacher - defectologist (typhlopedagogue) with children 5 years old. with concomitant pathology.
Purpose of the lesson: development of visual perception.
Tasks:
Reinforce subject concepts according to the letter. themes “Trees”, “Fruits”, “Autumn”, “Wild Animals”;
Learn to perceive images of different modalities;
Development of orientation in space, the ability to understand and use the prepositions FOR, UNDER, IN;
Development of central vision, responsible for color perception;
Accommodative apparatus training;
Development of safe analyzers;
Development of fine motor skills of the hands, coordination of speech with movement;
Fostering a positive attitude towards participation in the lesson;
Fostering an attentive, caring attitude towards nature.
Equipment:
Presentation on the IAD (interactive whiteboard); record player; magnetic board; Pictures autumn trees; multi-colored leaves for a bouquet; leaves for leaf fall, basket; “Wonderful bag” (mouse - backpack); cards for ind. works (wild animals and gifts for them); simple pencils; colored linings (depending on the visual diagnosis); natural fruits; juice packs (tetrapacks 200ml); artificial spruce; pointer.
1. Org. moment. Guys, guess the riddle!
It's been raining since morning
It's time for the birds to go on their long journey,
The wind howls loudly.
When does this all happen?
Children: It happens in the fall!
The weather in autumn is very changeable. Help me finish this sentence!
If the sun is shining, then it is called ( solar)
If there are clouds in the sky, then it is called... ( cloudy)
If it rains, then it is called... ( rainy)
If the wind blows, then it is called ... ( windy)
The sound of a strong wind is heard. On the IAD there is a picture of an autumn forest.
2. Ex. "Big small"
The teacher asks children questions, seeking an answer with a sentence.
Where did we end up? We found ourselves in the autumn forest.
What do you see there? I see trees, bushes etc
What trees grow in our forest? Birch trees grow in the forest.
Oak trees grow in the forest.
On the IAD – pictures of large and small trees appear alternately
The appearance of pictures with a “chess” effect. Goal: stimulation of the subcortical parts of the brain.
The teacher gives a sample sentence, the children make up sentences on their own.
In our forest there are large oaks and small oaks.
In our forest there are large birches and small birches.
In our forest there are large pines and small pines.
3. Breathing exercises.
What happens to trees in autumn?
In autumn, the leaves on the trees turn yellow and fall off. Fruits ripen on the trees.
On the IAD there is a picture of leaf fall.
Guys, when many leaves fall from a tree at once, what is this natural phenomenon called? This is called leaf fall.
Let's arrange leaf fall ourselves! Blow on these leaves!
Children are offered small sheets of thin paper.
I remember the rules of correct exhalation. Children blow leaves from their palms.
4. Coordination of speech with movement.
Let's play with the leaves!
Autumn leaves are quietly spinning, Spin on tiptoe, hands up
Leaves fall quietly under our feet Squat smoothly
And they rustle and rustle underfoot, Hand movements right - left
It’s like they want to get dizzy again! Rising and spinning
What were our leaves doing? - The leaves were spinning, rustling, lying down, rustling.
5. Finger gymnastics.
Look how many colorful fallen leaves are under your feet!
One two three four five, Children bend their fingers into a fist.
Let's collect leaves! WITH clench and unclench their fists
Birch leaves, rowan leaves, Bend your fingers into a fist
Poplar leaves, aspen leaves, starting from the big one
We will collect oak leaves,
To kindergarten autumn bouquet we'll take it! They walk in place.
6. Ex. “Which branch are the kids from?”
There are colorful tree leaves on the floor.
Let's make a bouquet of them! 1 child collects yellow leaves. 2 child collects orange leaves. 3 child collects brown leaves.
Children collect leaves by color according to the instructions.
Guys, look at your bouquet! What shape are your leaves? The leaves are different in shape.
Why are they different? Because they fell from different trees.
There are pictures of trees on a magnetic board.
Let's find and name the trees they fell from. What are the leaves called?
Children determine which trees their leaves come from and name them.
My leaves fell from the maple tree. They are called maple.
My leaves fell from the oak tree. They are called oak.
My leaves fell from the chestnut tree. They are called chestnut.
Let's put them in a basket and then make a garland out of them. Children give their bouquets to the teacher.
7. Visual gymnastics. At IAD.
The wind blew and our leaves flew again! Look where they went!
The maple leaf flew down and to the right. The oak leaf flew down and to the left.
The birch leaf flew down and to the right. The chestnut leaf flew down and to the left.
8. Ex. "Find the animal."
Guys, who can live in our forest? Wild animals and birds live in the forest.
Where are they? They were probably hiding from us.
Let's look for them!
On the IAD there is a b/w picture with hidden animals (part of the body is visible).
I found a hare. He is sitting under a bush.
I found a squirrel. She hid in a hollow.
I found a fox. She hid behind a tree.
I found a wolf. He hid behind the tree.
I found a hedgehog. He hid under a mushroom.
I found a mouse. She hid in a hole.
9. Work in individual cards. Ex. "Draw a Line"
The animals hid because they were afraid of us. But we will not offend them!
Let's treat the forest dwellers! Sit down at the tables and hand out gifts!
On the tables are pencils, sheets of paper with the image of an animal and a “gift”, with a path between them. Children draw a pencil path from the animal to the gift.
Tell me, what did you treat them to? On the IAD, images of animals appear one by one.
Children look at the board - at their card and answer according to the picture.
I treated the hare to cabbage. I gave the squirrel some nuts.
I treated the fox to a fish. I treated the wolf to sausage.
I treated the hedgehog to a mushroom. I gave the mouse some cheese.
10. D/game “Wonderful bag”. Mouse - backpack with fruit.
The forest inhabitants are very grateful to you and decided to treat you too!
Let's guess what the mouse brought you? Tell us about your gift.
Children determine by touch what the mouse brought, name it, and take it out.
They gave me an apple. It is red, round, hard.
They gave me a pear. It is yellow, soft, fragrant.
They gave me an orange. It is orange, round, juicy.
11. Ex. "Making Juice"
How can you call an apple, a pear and an orange in one word? These are fruits.
What can you cook from them? You can make juice, compote, jam from fruits.
What kind of juice can be made from an apple? You can make apple juice from an apple.
What kind of juice can be made from pears? You can make pear juice from pears.
What kind of juice can be made from an orange? You can make orange juice from an orange.
One, two, three, get your juice! - Children are given small packets of juice.
12. Summary of the lesson.
Guys, it's time to go back to kindergarten! The sound of the wind is heard.
Oh, that wind again! We're going back to kindergarten! Did you enjoy your trip to the autumn forest?
Children's answers.
Publications on the topic:
Summary of an individual lesson by a teacher-defectologist (typhlopedagogue) in the senior group “Garden Berries” Goal: I. To consolidate knowledge about garden berries (names, where they grow, parts, continue to teach understanding and using general concepts in speech:.
Goal: Clarification and consolidation of ideas about summer and its signs, expansion and activation of vocabulary on the topic, development of fine motor skills and auditory skills.
Summary of an individual lesson by a teacher-defectologist (typhlopedagogue) in the senior group “Wintering Birds” Goal: I. To consolidate knowledge about wintering birds, continue to teach to understand and use the general concept in speech: wintering birds. Continue.
Summary of an integrated lesson for a teacher-speech therapist, teacher-defectologist with children 6–7 years old with visual impairment “Teremok” Summary of an integrated lesson for a teacher - speech therapist, teacher - defectologist in a preparatory group for children with visual impairments. Fairy tale:.
Summary of a correctional and developmental lesson by a speech pathologist teacher with children of primary school age with disabilities (first grade) Summary of correctional and developmental classes of a speech pathologist teacher with younger children school age with disabilities, 1st grade (second half of the year).
Summary of a lesson by a speech pathologist teacher on hand development and visual control in preschoolers with developmental problems Topic: Drawing arcs Purpose: to strengthen children’s ability to draw rounded continuous lines; develop rhythmic motor function of the hand.
Corrective-developmental and therapeutic-health direction in the work of typhlopedagogue with children with visual pathology Corrective-developmental and therapeutic-health direction in the work of typhlopedagogue with children with visual pathology (consultation for.
In correctional work in the first month of the summer health season, I carried out a number of events in accordance with the promising comprehensive thematic one.
Social and everyday orientationLesson objectives:
- Expanding ideas about the surrounding reality, about people’s physical education and sports.
- Formation of attitudes towards healthy image life.
- Form ideas about different sports, the concepts of “winter and summer” kind of sport, “team and single”.
- Establish the simplest relationships between a sport and its attributes, place of practice and time of year.
- Learn to compare sports based on a diagram.
- Develop visual, tactile and auditory perception, thinking.
- Cultivate an interest and desire to engage in physical education and sports. Equipment: Tennis racquet, basketball, puck with stick, jump rope, ski poles. Big box with a set of balls, a headscarf. A set of illustrations of different sports, sports equipment and sports facilities. Layout: summer/winter view;
Progress of the lesson
place of classes; attributes and form;
team/single view. Pointer-flashlight. Charade (“Sports”) on the board, chalk.
1. The teacher draws the children’s attention to the “interesting things” brought into the office.
Children, in physical education classes you play many games and perform various exercises. These items are sports equipment, attributes for physical education and sports. Consider them. What sports games are they needed for?
2. Find these items in the pictures. What are the people who practice these sports called?
Children, why do you think people do physical education and sports? (Listen to the children’s answers, bring to the conclusion that physical education and sports improve human health).
- Compare what is common and what is different:
basketball and football; hockey and cross-country skiing; running and swimming.
Comparison according to the plan-scheme.
3. Physical education minute:
Stand up, children, in order,
We all do exercises
We need to sit down and stand up.
For health, mood
We are doing exercises.
Hands up and hands down
We stood up on our toes.
They sat down and bent over.
And they smiled at each other.
We keep pace on the spot,
It was like going to a parade.
We rested a little Again the desks are waiting for the guys. 4. Gymnastics for the eyes: follow the pointer - a flashlight along the grid, in the corners of which there are images of sports attributes (barbell, gymnastic ribbon, swimmer's cap and goggles, boxing gloves). The flashlight beam moves clockwise, counterclockwise, diagonally. Children name the indicated objects. 5. – I have different balls hidden in the box: football, volleyball, basketball, gymnastics and tennis. I suggest you guess these balls by touch.(A blindfolded child chooses a ball, but does not take it out of the box, but tells what the ball feels like and gives his own answer. The children agree or correct their friend, then the ball is taken out of the box). 6. – And now I invite you to play another game: I show you a picture, one of you names the sport depicted on it and looks for a picture on the grid that shows the place where this sport is practiced.
(Basketball court, swimming pool, football field, gymnastics platform, tennis court, hockey rink). 7.
– You learned a lot about physical education and different sports. Help me solve the charade:
My beginning is in lead,
Both in silver and steel.
And if you are friendly with me,
Persistent in training
You will be in the cold, in the rain and in the heat
Hardy and dexterous.
8. Summary of the lesson.
1) - Tell us what sport you do or would like to do and why, what you like about it.
2) – I wish you success in your physical education and sports activities. Grow up healthy, strong, agile! Great victories to you!
Development of visual perception
Goal: Formation of interest and positive attitude towards observation, search, analysis of visually perceived objects.
- Activate and train the visual functions of discrimination, tracking, fixation, localization, convergence and accommodation.
- Exercise children in comparing images based on the principle of similarity and difference.
- To develop in children the ability to compose and complete a whole object or plot image from parts.
- Consolidate knowledge of basic colors and shades, correctly use color standards when describing objects.
- Exercise the ability to visually analyze the height of objects. Arrange images on a flannelgraph in descending (increasing) order, to exercise the eye in children.
Equipment: Ball. Demo pictures for comparison. Planar figures-images of boys-athletes of different heights, flannelgraph. For each child: pictures of a weightlifter under tracing paper, markers; cut pictures in envelopes; maze cards.
Progress of the lesson
1. Game with the ball “Give a word” - recalling sports. The teacher throws the ball to the child and asks him to name a winter (summer, team, single, water, etc.) sport. The child catches the ball and returns it to the teacher, naming the sport corresponding to the task.
2. – Children, I have prepared a very difficult task for you: hidden under the tracing paper is a picture, which you must trace around and name who is depicted in the picture.
Children trace the image of a weightlifter through tracing paper. Conditions for difficulty in perception.
3. The teacher draws the children’s attention to two pictures placed on the board:
– Look carefully at these two pictures and find all the differences.
Children find and name the differences.
4.- Children, look what is in the envelopes on your tables? 11 Try to put these parts together into a whole image, and then find out what the artist got wrong? Children put together a cut picture and point out the artist’s mistake.
5. Physical education minute:
Comparison according to the plan-scheme.
One two three four five.
3. Physical education minute:
Stand up, children, in order,
We all do exercises
We need to sit down and stand up.
For health, mood
We are doing exercises.
Hands up and hands down
We stood up on our toes.
They sat down and bent over.
And they smiled at each other.
We keep pace on the spot,
It was like going to a parade.
6. Gymnastics for the eyes: follow the pointer - a flashlight along the grid, in the corners of which there are images of wolf cubs playing volleyball and football. The flashlight beam moves clockwise, counterclockwise, diagonally. The teacher names these wolf cubs: White-nosed, White-sided, White-tailed, White-footed. Then he clarifies why they are called that?
7. - And now, children, I offer you new game– labyrinth. You should follow the lines connecting the top pictures on your cards to the bottom pictures with your eyes and determine what each athlete needs.
Children follow the lines of the maze with their eyes and name the items needed by a skier, hockey player, parachutist, football player and boxer.
8. The teacher invites the children to “build according to height” the athletes - place images of boy athletes on the flannelgraph in descending/ascending order. Athletes are identified by the color of their suits: The tallest boy is in a blue tracksuit. The boy in the yellow suit is shorter than the boy in the blue, but taller than the boy in the green suit. Etc.
9. Summary of the lesson.
Children, did you like today's lesson? What did you like most? What tasks were difficult for you? Why?
