Cloud sun rain wind definition. Correction of the emotional sphere of a preschooler with visual impairment

Class: 2

Target: introduce the main members of the sentence.

Tasks:

• develop the ability to find the subject and predicate in a sentence, establish connections between words;
• develop students’ logical thinking, attention, and memory;
• cultivate a love for autumn.

Equipment:

• pictures of Nyusha, Krosh, Barash;
• punctuation marks. ? ! ;
• card with the word “frost”;
• cards with the words “frost”, “light”, “puddles”, “dragged”, “stars”;
• printed texts on pieces of paper;
• cards with the words “cloud”, “sun”, “wind”, “rain”.

During the classes

1. Organizational moment.

Three children receive cards for independent work. ( Insert the missing unstressed vowel in the words.)

2. Mobilizing stage.

Listen to the task. Be careful, remember. ( Work with other students.)

Nyusha, Krosh and Barash wrote proposals. They put different marks at the end of sentences: a period, an exclamation mark, a question mark. Nyusha did not put a question mark. Krosh put an end to it. Determine what signs each of the animals made?

Krosh – . Nyusha - ! Barash - ? ( Pictures with punctuation marks.)

3. Students formulate the topic and purpose of the lesson.

While completing the task, we used oral speech. Tell me, what does oral and written speech consist of? ( From the proposals.)

What do we mean by proposal? ( A sentence is a word or several words that express a complete thought. Words in a sentence are related in meaning.)

A sentence cannot exist without a grammatical basis - a subject and a predicate.

What do you think we will talk about today? ( The subject and predicate are the main parts of a sentence.)

The purpose of our lesson: to develop the ability to find the subject and predicate in a sentence.

4. A minute of penmanship.

Guess the word we will be working on now: this is a natural phenomenon, it happens when the thermometer shows the temperature below 0, this word begins with a hard voiced unpaired consonant. ( Freezing)

Right.

On the desk:

Mma Mmb Mmv...

Establish a pattern for writing letters. ( We write a combination of the letter M - capital with the letter m - lowercase and add the letters in alphabetical order.)

Write a chain of letters in a given pattern throughout the entire line.

Write down the word frost, put an accent mark and underline the spelling.

Write down in brackets the sounds that we pronounce in the word frost. ([m a r o s ])

Result:

In the word frost we hear the vowel sound [a], we write the letter o. This is the “dangerous place” in the word, remember how to spell this word.

5. Work on a deformed sentence.

Make a sentence from these words. Find spellings.

the light frost covered the puddles with stars

What stars are we talking about in the sentence?

6. New topic.

Familiarization with the rules from the textbook.

Find the grammatical basis in the sentence:

7. Physical exercise.

It's time for us to take a break. Stretch and breathe.
Let's get started. To begin with, just rotate the body.
Turn your head and all fatigue is gone!
We stretch our shoulders, move our arms towards.
We stretch our hands to the sky and spread them to the sides.
We make smooth turns left and right.
And now we squat. This is important, we know it ourselves.
We stretch our knees and exercise our legs.
Finally, let’s take a step and raise our legs higher!
They pulled their shoulders and backs. And now the end of the warm-up.

8. Consolidation of new knowledge.

a) Work on the text.

Read the story and give it a title.

It's cold autumn days. The clouds cover the sun for a long time. Autumn rain pours from early morning until late evening. A fierce wind blows the last leaves off the trees. The animals hid in warm holes.

What time of year are we talking about?

What time of year is it now?

What's the weather like outside?

How would you title this story?

Change each sentence so that it contains only the main clauses.

Write the grammar basics in your notebook.

(1 sentence - at the board, 2 sentences - with commentary, 3, 4 sentences - independently).

b) Working on a poem.

...the sky covers
...doesn't shine
...howls in the field,
...it's drizzling.
(A. Pleshcheev.)

Words for reference: cloud, sun, wind, rain. (printed on sheets)

Read the poem.

What time of year is described in the poem?

Fill in the missing words. Orally find the main parts of the sentence.

9. Homework p.75, exercise 134

10. Assessment.

Oral answers, work using cards.

Along with the seasons, the time of day, children should know such common natural phenomena as the sun, rain, thunderstorm, rainbow, wind, leaf fall and other weather phenomena that we encounter every day on the street.

It is better to demonstrate natural phenomena for children with pictures and poems, to explain at what time of year this or that phenomenon occurs and what nature looks like, for example, in the summer after rain, when a rainbow appears, or in winter, when snow falls on the trees.

Presentation for children: natural phenomena

Sun

The sun is a bright star, it appears every day in the morning during dawn, and disappears in the evening after sunset. In the sky we see the sun in the form of a bright solar circle; we shouldn’t look for a long time, because our eyes will hurt. In winter the sun hardly gives any heat, but in summer its rays make it warm and even hot. The sun has a sister - the moon, which comes out only at night.

Moon

The moon is a satellite of the earth, as round as our planet, only much smaller in size. You can only see the moon at night, when it becomes completely dark. The moon can be round - it is called a full moon, and it happens when it is not at all - a new moon. And also during the period between the new moon and the full moon, the moon appears in the sky in the form of a month. Along with the moon, stars are visible in the sky at night.

Clouds

During the day, clouds are clearly visible in the sky along with the sun. These are white steam molds that can take different shapes in the form of animals, boats and horses, depending on who you see. Clouds can be white or they can be gray, then they are called clouds. As the cloud becomes darker, water forms in it and it can rain and even thunderstorm with thunder and lightning.

Rain

Rain falls from the clouds as they darken and become dark, heavy and seem to loom over us. You can hide from the rain under any canopy and roof or under an umbrella. Depending on the strength and amount of water falling from the sky, rain can be simple rain, mushroom rain, when the sun is shining and it rains, downpour, when rain pours like buckets, or maybe with thunder and lightning, such bad weather is called a thunderstorm.

Storm

During heavy rain, it happens that lightning flashes and then thunder rumbles. This natural phenomenon is called a thunderstorm. During a thunderstorm, lightning may flash and thunder may rumble many times. It is better to hide from a thunderstorm in a safe shelter with a roof over your head, because during a thunderstorm the wind rises and the rain is so strong that an umbrella becomes insufficient, but under no circumstances should you hide under a lonely tree in a field, because lightning may strike it . There are thunderstorms of such strength that hail can fall from the sky along with raindrops.

hail

Sometimes, during a thunderstorm, hail falls from the sky along with raindrops. Hail is small pieces of ice, cold droplets of rain that have not yet melted. Just like from a thunderstorm, you need to hide from hail in a safe shelter with a roof over your head. As a rule, a thunderstorm does not last long and after that the clouds quickly part and a rainbow may appear.

Rainbow

After heavy rain or thunderstorms, you can sometimes observe such an unusual natural phenomenon as a rainbow. This is when bright sunlight is broken up into several different colors. A rainbow looks like an arc in different colors. Here there are red, blue, purple, and yellow other colors. And then, when the water quickly evaporates in the sun, the rainbow also quickly disappears.

Wind

Sometimes you look outside the window, and the trees are waving their branches. In fact, it is not the trees that wave their branches, but the wind, which blows with such force that the branches with leaves bend in different directions. The wind can be light and warm, or it can be strong and cold. You can protect yourself from such strong winds, for example, during the cold season in autumn and winter, with a scarf and hat.

Leaf fall

In autumn, trees prepare for winter and shed their leaves. But before that, the leaves turn into amazingly beautiful yellow and red colors. Then the wind throws off the leaves and in the forest, where there are many trees, there is a feeling of rain from yellow leaves. This phenomenon is called leaf fall.

Ice

In late autumn, when it gets cold outside and the temperature drops below zero degrees, the water in the puddles freezes and ice forms. Ice also forms on ponds, lakes and rivers. The ice is flat and very slippery, so you need to walk with caution in autumn and winter, but in winter you can have fun skating on the ice. As soon as it gets warmer and the temperature rises above zero degrees, the ice will melt and turn back into water.

Snow

In winter it gets so cold that water freezes and turns into ice, and in the sky raindrops turn into snowflakes and fall to the ground in the form of white flakes. Unlike rain, snowflakes do not evaporate as quickly, because in winter it is cold and paths, trees and benches are covered with snow. When it’s not very cold, the snow is wet and it’s good to make a snowman out of it, and when it’s frosty, the snow becomes dry and not sticky and doesn’t mold well, but it’s easy to ski on. In spring it becomes warmer and as soon as the temperature rises above zero degrees, the snow begins to melt and turns into water.

Children with visual impairments experience stiffness, clumsiness in general movements, and inadequate facial and gestural speech, which makes it difficult for children in this category to communicate with each other and with adults. Misunderstanding on the part of peers and adults often causes fear, alienation, hostility and even aggression in children with visual impairments, which also affects their success in interpersonal communication. Equally important are the abilities to listen and understand oneself, that is, to be aware of one’s feelings and actions at various moments of communication with other people. Adults accompanying children with visual impairments can teach them to understand the “language of emotions” - teach them to look closely at a person’s faces and gestures, to the expression of their eyes, to detect changes in the intonation of speech, to notice and understand the various nuances of its sound. The concept of “emotional intelligence” covers the following abilities:

The ability to recognize one's own emotions;

The ability to control your own emotions;

Ability to self-motivate;

Communication ability.

Introducing a child to an emotional culture will help the formation of an emotionally bright, morally rich personality that is in control of its feelings. For this purpose, we can recommend various games and exercises for correctional and developmental activities with visually impaired children that contribute to the development of the emotional world of preschoolers. These games not only develop children’s ability to recognize various emotional states, but also contribute to the development of visual perception of color, auditory and visual attention, develop children’s oculomotor function, develop interpersonal relationship skills, and adequate self-esteem.

1. Game "Sun, Rain and Wind". Goal: to develop in children attention associated with the coordination of visual, auditory and motor analyzers, facial expressions and pantomime.

Progress of the game: to different 3 signals - pictures: sun, cloud, wind - children perform the corresponding movements with facial expressions. “Look, don’t yawn! Distinguish the sun, rain and wind! Live what you see in the picture!”

"Sun"- jump up, clap their hands, smile.

"Cloud"- the body is tense, the shoulders are raised, you can grab yourself by the elbows and press them to the body. There is sadness and dissatisfaction on the face. It's very unpleasant because the children don't have an umbrella.

"Wind"- children sway their bodies a little from side to side, with a calm expression on their faces.

To develop attention, you need to change the signal and its name.

2. Game “Apple Mood”. Goal: to strengthen children’s skills in recognizing various emotional states (feelings) by facial expressions, to develop an emotional vocabulary, to continue to teach them to experience various emotions, to develop color perception and color perception.

Progress of the game: look at the beautiful unusual apples (a fairy-tale character can bring them, they are different in color). Conversation:

What is the mood of this apple? (cheerful, joyful)

What feeling does it experience? (fun, joy?)

What color is a sad apple? Etc.

Playing off and showing the apple mood.

3. Game “Sun, Clouds and Moon”. Goal: to teach children to recognize various emotional states by facial expressions in drawings, to develop an emotional vocabulary, and to continue to learn how to experience different emotions. Develop visual attention, perception: oculomotor function, tracing the function of gaze.

Progress of the game: tell children a fairy tale using illustrations.

“In the night sky, the stars shine with a bright light, like lanterns. When morning comes, the sky becomes bright and the good Sun rises. He is loved by all people, nature: animals, birds, flowers, trees. Clouds float around the Sun, different in shape and color. They move either slowly or quickly, overtaking each other and playing catch-up.

One day the Sun was delayed and did not appear in the sky on time. The clouds stopped smiling and playing. One Cloud got scared and kept repeating: “How scary it is without the Sun. I'm afraid, I'm afraid! “The other Cloud was so upset that he even began to cry: “Drip-drip! " And this Cloud was offended, angry with his friends, with the Sun, frowned, began to swear and even fight with other Clouds. This caused lightning to appear and thunder to roar. Only one Cloud was not afraid, did not cry or get angry. It reassured everyone: “Don’t be afraid, don’t be sad and don’t be angry! The sun will definitely rise soon, and we will all calm down. Let’s dance, smile and then the Sun will return to us.” The clouds obeyed and stopped being angry and sad, began to smile, sing songs and dance.

And a miracle happened - the Sun came out and warmed everyone with its rays. Everything became the same as before. In the evening the Sun went to sleep, and the Moon appeared in the sky. He sang a lullaby to the Clouds, and everyone fell asleep in a magical sleep. The moon smiled and even closed his eyes with pleasure.

And the stars lit up the sky and were happy that everyone was resting, that peace and friendship reigned in the sky.”

Questions and tasks:

Find with your eyes a cloud that smiles? Sad? Angry?

What is the mood of the cloud on the right from the sad one?

Which cloud is to the left of the evil one?

Which cloud hangs the lowest? Above everyone?

Who is tallest (the sun)?

Who in heaven has the same mood?

Try to follow with your eyes (draw) a path from a cheerful cloud to an angry cloud, from a frightened cloud to the sun. Etc.

4. Game “New Ball”. Goal: develop confidence, pride in your successes, new knowledge and skills; develop a sense of closeness with others; promote children's acceptance of each other; develop a sense of value for others and self-worth.

Children, sitting in a circle, pass the ball to each other and say:

What is their mood today?

Compare their mood with some natural phenomenon;

Convey wishes to each other;

Then tell the children that everything is changing in the world, and a new ball has come to them (a ball of a different color and size). He has matured, become bigger, because he has more knowledge. Tangle wants to hear from his friends what new things they learned, what new things they learned, what mood they are in now and why? Ball wishes to his friends that they strive to learn something new and interesting and want to change for the better in order to be smart, interesting people.

5. Games: “Handshake in a circle”; "Broken phone"(we convey joyful words, scary words, sad words, etc.); "Compliments"; “It’s fun to walk together...” (singing songs in a circle); “Magic chair” (a sad or offended child sits on a chair, the children take turns putting their hand on his shoulder and saying kind and affectionate words).

6. Exercises:

. “Stand up, everyone who... loves to run, enjoys good weather, loves to give flowers, etc. "

. “Mirror” (showing your emotions in front of the mirror).

. “Magic bag” (leave all bad words in the bag).

. "Rug of Anger"

. “Pull yourself together” (in an unpleasant situation, clasp your elbows with your palms and press your hands tightly to your chest - this is the pose of a self-possessed person).

. “Shapes of emotions”, “Score the emotion”, “Guess the emotion”.

. "The Connecting Thread"

7. Relaxation exercises: Sunbeam, Balloon, Airplane, Tropical Island, Save the Chick.

8. Use of rituals:

Greetings - the joy of meeting, the desire to play with everyone, wishes for a joyful mood, we say hello to the sun and sky, to all the children;

Farewells - wishes to each other, farewell with kind words.

Based on site materials http://www.maaam.ru/

Material prepared by Irina Kharlamova