THEME: "CLOTHING, FOOTWEAR, HEADDRESS"
Di "Many-one"
Goal:the formation of nouns in singular. number
Boots - boots, socks - socks, mittens - mittens, boots - boots, gloves - gloves, slippers - slippers, sneakers - sneakers, etc.
D / and "Say the opposite"
Goal:formation of antonyms
long skirt - ... short skirt, big socks - ... small socks,
winterclothes - ... summer clothes,
clean shoes -…dirty shoes,
wide skirt - ...tight skirt, long coat - …short coat,
white jacket - ...black jacket. and t.
etc.
Sew on - cut off, Bright - pale, Take off - put on,
Thick - thin, Hang - shoot, Dry - wet,
Unbutton - fasten, Light - heavy, Tie - untie, Dear - cheap, Clean - get dirty, Long - short, Lace - untie, Hard - soft, Find - lose,
Buy - Sell, Old - New, Wet - Dry,
High-low, Many-few, Child-adult.
Di "Name it affectionately"
goal: to train children in the formation of nouns with diminutive-affectionate suffixes -chik-, -echk -, - ochk-, -enk-, -onk-.
The course of the game: the teacher calls the item of mother's clothes or shoes, and the child - Tanina, and calls it affectionately, for example,
- Mom has a dress, and Tanya has a dress. Mom has a blouse, and Tanya ...
- Mom has shoes, and Tanya has ... shoes. Mom has gloves, and Tanya ...
- Mom has trousers, and Tanya has… trousers. Mom has a jacket, and Tanya ...
- Mom has a jacket, and Tanya ... a jacket. Mom has a scarf, and Tanya ...
D / and "All the way around"
Goal: educationhusband verbs... and wives. gender and their agreement with the noun
Katya undressed, and Dima ... got dressed,
Katya buttoned the buttons, and Dima ... unbuttoned the buttons,
Katya put on her shoes, and Dima ...
Katya put on a sweater, and Dima ...
Katya untied the scarf, and Dima ... and so on.
Di "What from what?"
goal:
exercise in the formation of relative adjectives.
Game progress: the teacher reports:
- Mom and Olya have a lot of clothes. It is made of different fabrics. Let's tell you what and what items of clothing are made of.
- Silk dress(what?)
- silk.
- Jacket made of wool(what?)
- woolen.
- Leather boots(what kind?)
- leather.
- Rubber boots(what kind?)
- rubber.
- Wrap coat(what?)
- woolen.
- Corduroy trousers(what kind?)
- corduroy.
Cotton blouse(what?) - cotton.
Fur coat(what?) - fur.
Di "Pick up the words"
Goal:education noun Blames. case
What do they knit? .. a hat, mittens ...
What are they sewing? .. dress, coat ...
What do they wear? .. jacket, skirt ...
whatshoes?. boots, felt boots ...
What is being tied? .. laces, a scarf ... etc.
Di "Greedy" ( "Mine, mine, mine")
Goal:coordination of noun units and many others numbers with possessive pronouns mine, mine, mine.
Game progress: the teacher lays out items of clothing and shoes on the table. Invites the child to look closely at them and say to which subject the word "mine", "mine", "mine", "mine" is suitable.
My(what?)
- sweater, sundress, scarf, suit ...
My(what?)
- jacket, jacket, fur coat, skirt ...
My(what?)
- boots, shoes, shorts, trousers ...
My(what?)
- dress, coat
(can be complicated : my skirt, my skirts)
Di "Comparators"
Goal:development of logical thinking, the ability to compare objects
Children are encouraged to compare gloves and mittens, winterclothes and summer clothes, …
Di "What is it for?"
Goal:development of coherent speech
What is it needed for? (pocket, buttons, laces, sleeves, collar ... etc.).
Di "Add a word"
Goal:education noun Creates. case
We sew the button with what? (with a needle).
Ironing clothes with what? (with an iron).
We cut the fabric with what? (scissors)
Can we wash the blouse with what? (soap).
Can we clean our shoes? (brushed)
How do we knit mittens? (knitting needles), etc.
Di "Correct the sentence"
Goal:developmenthearing and verbal attention and perception
The clothes were dirty because, that it was washed.
The dress was wrinkled because it was ironed.
Mom was ironing her skirt.
Dad tied his shoelaces. etc.
D / and "What's not there?"
Purpose: education noun in unit .. number Genus. case
Dress - not what? … No dress, no boots - what is missing? ... no boot,
Hats - not what? ... no hat, no cap - no what? ... no cap,
Blouse - not what? ... no blouse, no shoes - what is missing? ... no shoe, etc.
D / and "Pick up the words"
Purpose: the formation of the ability to select adjectives for a noun (synonyms)
What kind of fur coat? - ... warm, fluffy, soft, new, long, beautiful, winter ...;
What shoes? - ... black, comfortable, new, beautiful, leather ...
What dress? ... beautiful, long, evening, smart, silk
Blouse - what kind? - ... silk, multi-colored, light ...
Jacket - what kind? - ... autumn, comfortable, light ...
Sweater - which one? -... warm, knitted, woolen ...
Sneakers - what kind? - ... sporty, fashionable, soft ...
D / and "Put it on the shelves"
goal:
exercise in the classification of items of clothing, shoes and hats.
Game progress. The teacher shows a picture of a cabinet with shelves and says:
- Look - it's a wardrobe. Each item in the closet has its own place: hats are stored on the top shelf, shoes on the bottom, and clothes on the middle shelf. Let's put the pictures of various items of clothing, shoes and hats in their places. Children lay out pictures and explain:
- I put the hat on the top shelf, because this is a headdress;
- I put the jacket on the middle shelf, because it is clothes;
- I put the shoes on the bottom shelf, because they are shoes.
D / and "What's superfluous?"
Purpose: the formation of the ability to find an extra object and explain why it is superfluous.
Game progress. The teacher shows the child pictures (or verbally), asks to name them, indicate an extra picture in each row and explain why it is unnecessary.
Skirt, trousers,boots , blouse. What's superfluous? Boots - because they are shoes.
Clothes are washedbathe, ironed, dried. Highlight the extra word.
D / and "Finish the sentence"
goal: use of verbs in speech
Buying in the storefootwear, customer(what is he doing?) ... buys.
Courtingshoes, a person (what is he doing?) ... looks after.
Putting on a dress, the girl (what is she doing?) ... dresses.
While shoeing sandals, the boy (what is he doing?) ... shoes, etc.
Exercise "Pick a word and repeat"
Purpose: the use of nouns in speech in V.p. and R.n. plural numbers
Vanya has a shirt, the boys ... and the store has a lot ...
Masha has a jacket, girls ... and there are many in the store ...
Mom has a dress, women ... and there are many in the store ...
Dad has a hat, men ... and there are many in the store ...
D / and “What is Vanya wearing? Tanya? "
Purpose: skill formationcompose a description of clothes, the development of coherent speech.
D / and "Tell-ka" or "Writer"
Purpose: drawing up a descriptive story about garments according to a visual plan (mnemonic table).
Name?
Colour?
What parts does it consist of?
What material is it made of?
Who is it for?
Di "Countessayka"
Purpose: coordination of n. with numbers
One mitten, two mittens, three mittens, four mittens, five mittens ...
(can be complicated - one blue mitten, two blue mittens)
(hat, dress, boot)
Didactic exercise. "What happens if..."
Goal: development of coherent speech
The teacher invites children to think over the situation and offer their own answers using the following pattern: "If you wear a fur hat in the summer, then ...".
What happens if you wear a fur hat in the summer?
What happens if you wear shorts and a T-shirt in winter?
What happens if you put on slippers in the rain?
What happens if you don't wear panama hats in the heat?
What happens if you walk without a hat in windy weather?
What will happen if you walk without mittens in the cold? In autumn boots? In a cap?
D / and "Two - two" "
goal: the formation of the ability to coordinate the numerals two, two with nouns.
Game progress:
The teacher invites children to answer the questions:
- What can you say two?
- Two dresses, two socks, two raincoats ...
- What can you say two?
- Two T-shirts, two fur coats, two jackets, two skirts, two jackets ...
Д / и "Slap the names of clothes, shoes", "Correct the mistake"
Purpose: development of attention, syllabic structure, auditory perception. The teacher pronounces words with the wrong stress, and the children correct: blouse, mitten, dress, shirt, sundress, apron.
D / and “Whose? Whose? Whose?"
Goal:the formation of the ability to use possessive adjectives in speech
Whose scarf? This is Vikin's scarf. Whose shirt? This is Misha's shirt. Whose dress?
This is Yulino's dress, etc.
Didactic game "Guess the clothes, shoes or headwear"
goal:
developing the ability to describe clothes, hats or shoes and recognize them by description.
Didactic material: cards depicting clothes, shoes and hats.
Course of the game: The teacher distributes cards to the children with the image of clothes, shoes and hats. Children don't show their cards to anyone. The teacher invites one child to describe what is shown in his picture, or to make a riddle. Other children have to guess what is in the picture.
For example: This is a headdress worn by girls in summer. It is made of straw. (Straw hat). These are the shoes that boys and girls wear in spring or fall after rain. It is tall and made of rubber. (Rubber boots) etc.
D / and "Who will name more"
Purpose: fixing the names of clothes, shoes, hats.
Game rules: children are divided into three teams, 1- names of clothes, 2- shoes, 3- hats. They answer in turn, the team that calls more wins.
D / and "What kind of clothes are there?"
Goal:
What clothes for sports? (sports).
Clothes for summer? (summer).
Clothes for winter? (winter).
Party clothes? (festive).
Homewear? (home).
Clothes for spring? (spring).
Clothes for kids? (for children).
Clothes for women? (female).
Clothes for men? (male).
Fall clothes? (autumn).
Clothes for work? (working).
Finger games
1). One, two, three, four, five - Connect the fingers of both hands,
starting with the big ones.
We will wash things. Squeeze your palms into fists, raise and lower your palms.
Dress, pants and socks Bend the fingers first on the right and then on the left hand, starting with the thumb.
Skirt, blouse, handkerchiefs.
We won't forget the scarf and hat -
We will also wash them. Rub your fists against each other.
2) .We will calculate now, Bang your fists against each other, clap your hands.
How many shoes do we have. Circular movements of the cams.
Shoes, slippers, boots, Connect your right thumb along
queues with index, middle, ring and little fingers.
For Natasha and Earrings.
And even boots Then do the same with the left hand.
For our Valentine.
But these boots
For baby Galenka. Clap your hands.
3). I put on a glove, Children stroking one at a time
With your other hand
I don't get into it. as if putting on a glove.
Count - ka, guys, Cams are compressed rhythmically.
How many fingers does the glove have? Bend the fingers on both hands
One, two, three, four, five".
Coordination of speech with movement.
"Helpers"
Together we help mom, (They get up, bend over, move their hands to the right, to the left) We rinse the linen ourselves. (One two three four).
Stretched, (Stretch, wipe sweat from their forehead with their right hand). They bent over. (Rinse again).
We did a good job. (Wipe hand on hand).
Fizminutka
Oh, the clothes got dirty, Children spread their arms to the sides,
We did not take care of her, they shrug their shoulders.
Treated her casually
Crumpled, soiled in dust. Children clench and unclench their fingers.
We need to save her, Children "shake" their fingers.
And put in order.
Pour water into a basin, Imitation of movements: "Pour water".
Pour the powder. Fingers are pinched together, children
imitate the movement of powder pouring.
We will soak all the clothes
We rub the stains thoroughly, For every action they perform
We wash, rinse, simulate movements.
Let's wring it out, shake it up.
And then easily and dexterously, for each action they perform
We'll hang everything on the ropes. imitating movements
In the meantime, the clothes are drying
The two of us will circle around. Children spin in pairs.
Poems
Hats
If the sun is shining brightly
Don't walk without a panama.
If the snow swirls, the wind
Then put on your hat.
Handkerchiefs go to girls
Fashionable women always wear hats
And the boys have garrison caps
And baseball caps for a reason.
Headwear for clothes
They pick it up slowly
So that not just warmed, but before.
Was to the face and decorated.
In any season
For a very long time
Protects the head
Headdress.
Footwear
We often wear boots
If it's snowy and white
And everything was flooded with rain.
In the summer we wear sandals
To keep your legs from getting tired.
We try on shoes on a holiday
We walk into them for the matinee.
And in sneakers we skilfully jump.
And we chase a round ball.
We can't live without shoes
In bad weather it will help us
She is healthy
Every shoe is important.
Lesha 2 g 3.5 months
clothing
We started by watching various clothing presentations.
We talked about what clothes are, why we need them. Clothes are the things that we put on ourselves. Clothing protects us from the heat in summer and from the cold in winter. Clothing protects us from mosquitoes and midges so that they do not bite. Also, to show a person beautiful. Beautiful clothes give us a good mood.
Then they began to look at what clothes Lyosha had, then mom, dad, Ira.
I made pictures of details of clothes, shoes, hats (idea of \u200b\u200bZhenya (Levon)).
We looked at pictures and real clothes.
We watched what was missing in the pictures depicting trousers without one leg, dresses without sleeves, shirts without buttons. 
We looked at how the mum's down jacket and the dad's sheepskin coat differ and what are the similarities (differences: the down jacket is synthetic fabric, the sheepskin coat is leather, the sheepskin coat is men's clothing, this down jacket - female, color, length, weight; similarities: warm, there are sleeves, pockets, buttons, collar).
Made up a riddle. What did I think: a down jacket or a sheepskin coat? These clothes are warm, made of leather, black, and my dad wears them. She named the signs gradually, making it possible to guess earlier.
We also looked at how Lesha's jacket and Ira's overalls differ and how they are similar (differences: length, color, overalls are worn on hands and feet and have trousers, but the jacket does not; similarities: warm, hood, sleeves, zipper, pockets).
Made up a riddle. What am I thinking: jumpsuit or jacket? These clothes have a hood, they are long, have trousers, they are light, they are worn by Ira.
Conductors on the board. Lesha helped mom, dad, Lesha walk along the way to the store. 
Spread out panties)) 
We examined the types of clothing: outerwear, winter, summer, demi-season. On real things and in pictures in the book The first book for the little ones 
men's, women's and children's clothing. Lesha crossed out / circled the word I called / shown. 
Sorted by pictures. Made three pieces. 
One to many. Passengers were transported - pictures at stops One, Many. 
Postman. We transported mail-pictures on a dump truck to addresses-words in a unit. or pl. number. No photo.
In a real wash, clothes were divided into light and dark. Then they were hung to dry. 
We played laundry with words (Idea of \u200b\u200bLyuba (Senya)). That we don't wash clothes. 
We watched the presentation What our clothes are made of and showed them on real things.
Introduced a bunch of new word cards.
We studied using lexical notebook No. 1 by Kosinova. There are as many as seven pages on clothing, shoes and hats. 
Played the store. More details and types of store and how to play here Game Store 
Dress up, put on. It turns out that I myself am misusing these words.
Quote:
The verbs put on and put on are polysemantic. The meanings in which actions towards a person are indicated are as follows:
Dress - who, what. 1. Clothe smb. into some clothes. Dress a child, sick, wounded; Wed dress a doll, a mannequin ...
Wear - what. 1. Pull on, pull on (clothes, shoes, cover, etc.), covering, wrapping something on someone. Put on a suit, skirt, coat, jacket, shoes, mask, gas mask ...
The verb to dress is combined with animate nouns (and with a small number of inanimate nouns denoting the likeness of a person: doll, mannequin, skeleton); put on - with the inanimate.
Now I follow how I speak.
We played with these words like this:
1. They put a hat and socks on the dog. 
It was Lesha who decided to breastfeed the dog)) Well, Ira got into the frame))
2. I gestured to show what I was wearing on the dog, Leshka tried to guess.
3. I showed with gestures what I was putting on. It was more difficult, but together we guessed it. Leshka also showed what he was wearing, and I guessed.
Shoes, Hats.
We watched the presentations.
Picked up a pair for toys. The difficulty is that the type of shoe is different: from the side and straight. But Lesha coped easily. 
They laid out word cards for real shoes.
Orientation in space. From Miracle Education made by Maria Kostyuchenko. Lay the shoes down and the hats up. 
Put the correct figure to the number of hats. 
and this option. I called the garage "5 helmets" and Lesha put a car next to it. Also no photo.
Expand the caps by the number of points. It's easier than with panties, because hats are different. 
Creation.
Application. Build a whole jacket from parts. (Zhenya's idea (Levon)). 
T-shirt for dad. It was supposed to decorate with plasticine, but Leshka did not want to, so they simply painted with different pencils. 
Dress for mom. Sprinkled with colored millet. 
Fur coat for Ira. 
Application. Wear ties for men. 
Scarf for Lesha. At the age of 2 years and 3 months. Lesha has mastered scissors.)) 
A plasticine scarf was decorated with plasticine and buttons. No photo, I didn't have time.
CLOTHES
HATS
FOOTWEAR
GAME "FOURTH EXTRA"
GAME "SAY WITH THE WORD A LOT OF»
Game "Name it affectionately"
Summer T-shirt - Summer T-shirtWarm gloves - warm gloves
Light Panama - Light Panama
Home slippers - home slippers
Favorite shoes - favorite shoes
Pink cap - pink cap 
Game "Tell me which, which, which, which?" wool mittens - woolen, leather boots - leather,
felt hat - felt, chintz sundress - chintz,
fur hat - fur, silk dress - silk
drape coat - woolen, 
Game "Find Similar Words" TO THE WORD "SEW"
PERSEW
AtSEW
UNDERSEW
FROMSEW
ATSEW
PERSEW
YOUSEW
ONSEW 
GAME "SAY WITH THE WORD MY, MY, MY, MY " Long coat - ... my long coat,
Warm mittens - ... my warm mittens,
Knitted hat - ... mine knitted hat,
New boots - ... my new boots,
Bright swimsuit - ... my bright swimsuit,
Baby jumpsuit -…. my baby jumpsuit 
Game "Collect the offer"
Put on, smart, girl, dress. -
The girl puts on an elegant dress.
Shop, shoes, many, in, for sale. -
The store sells a lot of shoes.
Buy, mom, fashionable, me, checkered, cap. -
Mom bought me a trendy plaid cap. 
CONVERSATION PURPOSE: To activate knowledge about clothing. CONVERSATION PROCESS: Ask the child about clothes, adhering to the following plan: - Why do people need clothes? -What is it like (men's - women's - children's, sports - business, festive - everyday, summer - winter, etc.) -How should you take care of your clothes?
FROM WHAT? PURPOSE: To exercise in the selection of adjectives. PROCESS OF THE GAME: You name a piece of clothing, shoes or a headdress and say what material it is made of. Invite your child to combine two nouns in a phrase. For example, you: "Chintz dress" Child: "Chintz dress". Possible options: Cotton shorts, wool mittens, leather boots, rubber boots, etc. Ask your child what the plaid shirt will be called? Striped?
MALE, WOMAN, CHILD PURPOSE: Development and refinement of the dictionary on the lexical topic. PROCESS OF THE GAME: Agree in advance what kind of clothes you will talk about: men, women or children. The game consists in the fact that you in turn list the names of clothes (hats) related to this or that type.
WHO WILL CALL MORE? PURPOSE: activation of the vocabulary on the topic, the development of long-term memory, the development of the ability to represent the subject in detail, the development of analysis and synthesis operations. PROCESS OF THE GAME: try together with the child to name as many details of one thing as possible. At the beginning, you can look at the object, and in the future, to complicate things, invite the child to act without reliance on visualization.
FUNNY PEOPLE OBJECTIVES: Development fine motor skills, consolidation of ideas about geometric shapes, development of imagination PRELIMINARY WORK: Cut out multi-colored geometric shapes. PROCESS OF THE GAME: Invite the child to collect funny little people. And what kind of little people will the child come up with?
MULTI-COLORED BUTTONS PURPOSE: Development of thinking, the ability to classify on various grounds, consolidation of ideas about the color and shape of objects. PRELIMINARY WORK: Cut out multi-colored geometric shapes. Use a hole punch to punch holes in them. Invite your child to arrange the buttons into groups, first by color, then by shape, by the number of holes in them, etc.
RIDDLES Guess the riddle - who we are: On a clear day we sit at home. If it rains, we have a job: Stomp, paddle in the swamps. (boots) Two sisters, two braids Made of fine sheep yarn. How to walk - so put on, So that five and five do not freeze. (Gloves) I'm like an umbrella ~ I don't get wet, I protect you from the rain, And I will cover you from the wind, Well, what am I? (Cloak) I will cover any girl's hair, I will cover the boy's short haircuts. From the sun I am protection For this and sewn. (Panama) PURPOSE: Development and activation of the dictionary, development of logical thinking, sense of language. PRELIMINARY WORK: Before asking the riddle, explain to the child all the unfamiliar words contained in it. INSTRUCTIONS: Let's try to solve riddles together.
PROBLEMS AND SPELLS PURPOSE: activating the dictionary, clarifying the meanings of words, developing an understanding of the figurative meaning of words. CONVERSATION PROCESS: Read proverbs and sayings. Pick one to start with. Explain to your child the meaning of each of the words used in the proverb. Then try to explain its meaning to the child in your own words. Try during the following days to use this proverb in your speech so that the child begins to better understand its figurative meaning. You can also work with the rest of the sayings. Take care of your clothes while you are new, and your health while you are young. Do not judge by clothes, by deeds look.
Plan - compendium of GCD for developing speech on« clothing, footwear, hats».
Tasks :
A. To form generalizing concepts - clothes, footwear, hats... Refine names clothes, shoe, hats and their purpose... Learn to group clothes, footwear according to seasonal characteristics. Activate the dictionary on the topic. Continue learning how to answer questions, make simple sentences. Form a grammatical structure speeches: the formation of possessive adjectives; nouns with a diminutive suffix. To form the ability to decorate the silhouettes of hats with a geometric pattern, beautifully combining colors and shapes.
R. Continue develop monologue speech (compose a story-description about clothes, shoes and hats according to the schemes). Develop memory, Attention, logical thinking. Develop speech activity, intonational expressiveness. Develop articulatory motor skills, general motor skills.
B. Cultivate neatness to your appearance. Foster responsiveness, kindness.
Materials : doll, pictures with clothes, shoes, headwear, clothes for doll, silhouettes of caps, glue, geometric shapes.
Methods, techniques :
Verbal : conversation, questions, reading thin. literature,
Visual : showing pictures clothes, shoe, hats.
Practical, surprise moment.
Preliminary work. Conversation on the topic clothes... Examination of tissues, (jeans, synthetics, chintz, fur, drape) from which they sew clothes... Examining illustrations. Solving riddles, memorizing tongue twisters. A role-playing game “shop « clothing » , "Studio" .
Our feet walked
Amicably along the path
We walk on our toes
Now on your heels
Look all around
How are the guys going.
1. Organizational stage.
Come on in, come on in
I am very glad to see you.
With an interesting desired topic
I will introduce you now.
Come closer and closer
Show your eyes.
Hello guys! A new day has come. Look at each other smile : how good it is that we are all here today. We are calm, kind, friendly and affectionate. We are all healthy.
2. Play exercise : "What am I wearing today?"
Educator : Look at each other. We are wearing beautiful, smart, comfortable clothes and shoes... On me nice dress, black shoes on my feet.
Whoever wears a T-shirt will sit on the chair now (children sit in T-shirts)
Now the children dressed in dresses will sit down (children sit down, dressed in dresses) .
And now I ask you to pass the others and take their places.
A knock on the door.
Oh guys! Someone is coming to us. Look, the doll Katya has come to visit us. But for some reason she trembles violently. What happened to her? She froze! Guys, why do you think she froze?
(the doll came to visit us in one thin dress)
Is it possible to walk in a thin dress now? (children's answers)
What time of year do we have now? (children's answers) Right : Spring!
Spring is in the yard (boys)
Shu-shu-shu I wear a jacket. (girls)
In the summer, during hot hours -
Just a shirt and panties.
And in winter we need :
Sweater, warm pants,
Scarf, coat, sandals,
Fur coat, sweater ...
However, I ...
I'm confused, friends!
I think many of you have already guessed what we are going to talk about today.
("About clothes » (you remove the fabric from easel No. 1, "ABOUT shoe » (you remove the fabric from easel No. 2, "ABOUT headdress » (you remove the fabric from easel number 3)
Every season we wear clothes appropriate for the season.
Summer - summer clothes,
in autumn - ... clothes,
in winter - ... clothes,
in the spring - ... clothes(children's answers) .
Guys, why do you think you can't walk in the spring in the summer clothes(Answer : In the spring you can not walk in the summer clothesbecause you can get sick. (full offer1)
Guys, Katya says that she doesn't have a spring clothes... How can you help her (Children's answers)
Let's go to "Score" and we will pick her clothes for walking on the street.
(We go to the store)
Fizminutka
We gathered Katya on the street.
Quietly, everyone stood up on the carpet
They patted the pens
Trampled feet
Sat down, got up, sat down
And they didn't hurt each other
We will rest a little
We'll all go to the store.
Here "Score" ... Come on, I will be the seller and help you find clothes, shoes and headwearand you will be buyers. Here we have a shopping cart, we will add clothes, which we will select for Katya. (different on the table clothes, children choose a spring jacket, hat and boots)
Back from the store Sat down :
Guys, let's tell you what we chose for the doll? (by algorithms)
ANSWERS CHILDREN complete offer!
Well done, we did the job. Now let's play a little.
(The teacher invites the children into the circle, brings the ball. Throwing the ball to the children in turn, names the objects clothes, and children, returning the ball, form nouns with diminutive suffixes).
A game "Name it affectionately" (jacket - blouse, socks, socks, shoes, shoes, shorts - shorts, jacket, jacket, coat - coat, T-shirt - T-shirt, fur coat - fur coat, hat - cap, skirt - skirt, boots - boots).
Katya is very grateful to you for helping her choose clothes ....
Katya asks you.
If clothes will tearhow to deal with her (Let us give her a hint to fix or sew it up.)
What is sewn up with? (Needle and thread, sewing machine)
If clothes are rememberedhow to deal with her (pat.)
How are things ironed? (With an iron.)
If clothes get dirtyhow to deal with her (Wash) .
Where or how are things washed? (In the washing machine.)
Don't cry, my doll, you are left alone
I can't play with you, I need erase :
Your dresses and socks, your skirts and stockings
Sweater, mittens, jacket,
Cap, colored beret.
I'll pour a little water
Pour powder into the basin,
Whisk the snow froth
I'll wash it and go.
Guys, doll Katya is a great fashionista. As a gift, I prepared many different hats for her. (all the hats on the tray) ... Look, Katya was not very happy with the gift. Why do you think? What needs to be done to make the hats beautiful and fashionable? Will you help me (Children's answers) We approach the table.
Look, there are geometric shapes on the table. (Children's answers) Let's decorate "Hats" for Katya doll with different figures.
We give "Hats" doll Katya.
Katya, now you have a spring clothes, put it on soon and we'll meet for a walk.
Reflexive-evaluative stage.
Guys, what were we doing today? (They helped the doll Katya to choose clothes ) ;
Where did you go? (To the store) ;
What did you buy? ( list clothes ) ;
What did you like the most today? (Children's answers)
Raise your right hand, now your left hand and clap each other and say WE ARE GOOD!
