Making proposals based on the actions being demonstrated, on the picture, on subject pictures that are related to each other in meaning. Lesson on making sentences from two words (without prepositions) Summary of making sentences from words

Topic: “Writing proposals - complete answers
to questions about the text"
Target: develop the ability to compose complete answers to questions based on the text, observing the correct word order;
develop the ability to distribute an offer;
learn to pronounce sentences with different intonations;
. expand children's knowledge about birds;
develop syllabic analysis and synthesis of words.

PROGRESS OF THE CLASS:
1. Organizational moment
On the desk:
- JA - CHAN
- RABLIK - LENO
- ROBKA - FOR
- TICK - REN
The letters in every line cry. - From our words - only pieces. We all have one beginning and, as luck would have it, it disappeared. But if you find it, you will read all the words at once.
(Ya. Pishumov)
- Guess which identical syllable is missing in these
words. Read the words.
- The one who can name words of two syllables will sit down. All syllables of the word end in a vowel. (Leather. Goat
- The one who names a word of three syllables, in which
all syllables end in a vowel. (Knee.)
- The one who can name words of two syllables will sit down. Last
The consonant of the word sounds hard. (Kitty, head of cabbage.)
- The one who names a word of two syllables will sit down. Last
The consonant of the word sounds soft. (Root.)
- The one who pronounces the remaining words syllable by syllable will sit down.
(Boat, box.)
2. Record the date and topic of the lesson
3. Game “Full Answer”
■■- Name the birds. (The speech therapist teacher displays subject pictures (Fig. 2): “Duck (wild)”, “Nightingale”, “Swift”, “Magpie”, “Cuckoo”, “Owl”, “Sparrow”, “Tit”, “Woodpecker”, “Crane”, “Swan”, “Starling”, “Crow”.
- Give a correct and complete answer to my question? Count the number of words in the sentence.
What tree does a crow sit on after rain? (After the rain, a crow sits on a wet tree.)
What bird loves shiny things? (Magpie loves shiny things.)
Which bird lays its eggs in the nests of other birds? (The cuckoo lays its eggs in the nests of other birds.)
What bird hunts at night? (An owl hunts at night.)
What birds winter in our area? (Crowns, sparrows, magpies, woodpeckers, and tits winter in our area.)
What birds fly to warmer climes for the winter? (Cranes, swans, ducks, cuckoos, nightingales, and starlings fly to warmer regions for the winter.)
What bird is called the forest doctor? (The woodpecker is called the forest doctor because he saves trees from harmful insects.)
- What was your answer: complete or short, brief?
Explain your answer.
4. physical education lesson “Who’s last?”
- Listen to the proposal. Complete it with one word,
throw the ball to each other. The winner is the one who comes up with the very last word to the sentence and repeats the whole
the phrase is correct.
The bird has returned.
The bird returned in the spring.
The bird returned in early spring.
The migratory bird returned in early spring
5. Selection of related words according to this sample.
Vocabulary work
- Guess the bird:
[S], then [T], then [P], then [I], then [F]. (Swift.)
- Listen to related words.
Swift - swift, haircut, haircut, swift, haircut, swift, haircut.
- Guess the riddle.
Like a fox among animals,
This bird is the smartest of all.
Hiding in the green crowns,
And her name is (crow).
The speech therapist teacher displays a subject picture “Crow”.
- Choose related words to the word crow:
Crow - raven, crow, crows, crow, crow, crow...
6. Working with tongue twisters
On the board: THE CROW MISSED THE LITTLE RAVEN
- Read it.
- What is written? Why is it difficult to understand?
- Write the sentence correctly, indicating the beginning and
end of sentence.
- Read the recorded sentence with the intonation of the story.
- Read the sentence with exclamation intonation.
- Read the sentence with a questioning intonation.
7. Working with the text “Crow”. Complete answers to questions
A speech therapist teacher distributes cards with the text “Crow”
CROW
This bird is familiar to everyone. The crow has strong legs and a large beak. Her feathers are usually gray and black.
Crows live everywhere: in forests, mountains, deserts. Many crows live in cities. Crows eat harmful insects and rodents.
- Listen. (The text is read by a speech therapist teacher.)
- Read it. (Read by 1-2 students.)
- What did we read? (Text.) Explain your answer.
-Who is the text talking about?
- What benefits do crows bring? Read the answer sentence.
Crows eat harmful insects and rodents.
- How many words are in this sentence? (b)
- What was your answer: complete or short?
- Write down the sentence, indicate the beginning and end of the sentence (student’s spelling dictation.)


-Where do crows live? Write a complete answer. (Students make up their own complete answer.)
- How many words are in this sentence? What was your answer: complete or short?
- Write down the sentence, indicate the beginning and end of the sentence (spelling dictation, pay attention to the placement of punctuation marks.)
- Underline the subject and predicate.
- Make a graphic diagram of the proposal. Indicate the intonation of the end of the sentence.
- Using the text and your observations, verbally describe the crow. (The speech therapist teacher edits the children’s proposals.)
8. Summary of the lesson
- What did you do in class today?
- What were your answers?
- Which answer can be considered complete?

Topic: development of skills in syllabic analysis and synthesis

Goal: learn to divide words into syllables and construct words from syllables

Tasks:

1. Corrective

• development of syllabic analysis and synthesis
• development of visual and auditory perception
• development of non-speech mental processes: memory, attention, thinking
• development of breathing, articulatory and finger motor skills
• development of communicative, cognitive, regulatory and personal universal educational activities
• prevention of specific errors in writing

2. Educational

Development and improvement of grammatical formatting of speech by mastering syllabic structures
- consolidation of spelling: zhi - shi
- work with dictionary words

3. Educational

Development of cognitive activity and communication skills

Equipment: individual mirrors, ball, rubber massage balls, colored pencils, self-assessment cards, syllabic dominoes, demonstration pictures with syllables, syllable cards, individual sheets for work in class, pictures for composed words.

Progress of the lesson:

Organizing time.

Finger gymnastics: warm-up with massage balls

• circular movements with palms,
• lateral movements with all fingers,
• circular movements with each finger, without lifting your palm from the table,
• passing the ball with your fingers,
• spinning balls in one hand.

Ear massage: kneading, pinching, stroking.

Cards for work and self-esteem: Today in class we will evaluate our work using self-assessment cards. You will evaluate the completion of each task. If you completed the task easily, then put a “V” in the circle, if the task caused difficulty and you made a small mistake - “?”, if the task was difficult for you and you did not complete the task - “-“.

Introduction to the topic.

1. Let's read the story.

Did we understand the story we read?
- The sentences are not fully understood, since not all words are written.
-Can you guess what words are missing here?
- Let's not guess, but during the lesson we will try to restore the text.
- What needs to be done to restore the text?
- You need to fill in the missing words.
- What are words made of?
- From syllables.
- I suggest you create a piggy bank of syllables, and then make words from them and restore the text.
- What tasks must we solve in order to achieve our goal? What do I need to do?

(plates on the board)

Compose syllables
- Divide words into syllables
- Listen attentively
- Compose words from syllables
- Highlight syllables in words
- Highlight vowels
- Read correctly
- Determine the number of syllables

Let's get down to solving our problems.
- How many tasks do we have to complete?
- 7
- I’ll give you a hint: in total, 21 syllables should appear in our piggy bank.

2. Working with cards.

(sha)rik, (di)van, ru(ba)shka, pana(ma) DI, SHA, BA, MA
- What knowledge did we need to complete this task?
- Remember the spelling of this word and highlight the missing syllable.
(evaluate the first task)

3. Remember again what sounds form syllables.

Before you is a task numbered 2. Try to guess what task we are going to do now?

4. Work on auditory perception. What are we going to do now?

Find the same syllables in the words. (What words do you not understand?)
Owls, hundred, juices, sable (at the beginning of words)



Galoshes, mice, lilies of the valley, pencils (ends with this syllable)

SO, MA, NOC, NA, SHI

- They listened carefully. They chose a common syllable and replenished the piggy bank.
(evaluate the third task)

5. Didactic game “Syllable Dominoes” (on the carpet)

Now we will play dominoes not with pictures, but with words. Explain the rule of our game.

6. One word will be superfluous, explain why. How do we determine the number of syllables in a word? Highlight the first syllable of the extra word. Cards for quick reading and individual cards-helpers.

What did we do in this task?
- We read the words, determined the number of syllables in the words, and highlighted the first syllable in the extra words.
- Why do we do all these tasks?
- We collect a collection of syllables to read the text.
- Or maybe we have already replenished our piggy bank enough and we won’t complete the remaining tasks?

7. Look at task 6. Read the syllables in the columns, think for yourself what task can be completed.

8. We filled the piggy bank, read out the syllables. Let's try to collect words from the story. (give children syllable cards)
Children make up words and write them down, the speech therapist displays pictures of the resulting words. Pay attention to the spelling of words.
There are 2 types of helper cards: based on consonants and with rearranged syllables. Invite the children to do this on the board.

Moon, lanterns, cars, people, Masha, dad, dog, mom, call.

(evaluate the seventh task)

The speech therapist displays pictures of the resulting words.
Read the text with the restored words.

- Where can we apply the knowledge of dividing words into syllables?
- When transferring words from one line to another.

In the next lesson we will try to remember the text based on the reference pictures.

Summarizing.

What did you learn in class today?
What happened?
Where was it difficult?
Did the lesson help you understand how to divide words into syllables?

Discussion of the lesson, implementation of assigned tasks and goals of the lesson, analysis of self-assessment cards.

You have learned to see syllables and form words from them. I wish you good luck in your future studies!

Cat, puddle, house, cancer

Beginning, village, wig, window
Forest, poppy, mother, house

Evening came. Appeared in the sky (na, lu). The streets lit up (na, fo, ri). Tires rustle on the asphalt (ny, shi, ma). (Di, liu) hurry home. (Sha, ma) sits on the windowsill and looks at the road. She's waiting (poo, poo). Sitting nearby (ka, ba, so) is a friend. (Ma, Ma) is preparing dinner in the kitchen. Suddenly the door rang (knock, ding). It's dad who's come!

Evening came. ___ appeared in the sky. The streets lit up ___. Tires rustling on the asphalt ___. ___hurry home. ___ sits on the windowsill and looks at the road. She is waiting ___. ___ Friend is sitting nearby. ___is preparing dinner in the kitchen. Suddenly the doorbell rang. It's dad who's come!

Bubbles, chicken, music, straw

U I A, U Y A, O O A, U Y Y I

Cat, puddle, house, cancer
Cat, leaf, bear, steamboat
Beginning, village, wig, window
Forest, poppy, mother, house

Evening came. A moon appeared in the sky. The streets were lit up with fnr. Tires rustle on the asphalt of the highway. The lads are rushing home. Msh sits on the windowsill and looks at the road. She is waiting for pp. SBK Druzhok is sitting nearby. Mm is in the kitchen preparing dinner. Suddenly the doorbell rang. It's dad who's come!

Evening came. Appeared in the sky (on, lu). The streets lit up (na, fo, ri). Tires rustle on the asphalt (ny, shi, ma). (Di, liu) hurry home. (Sha, ma) sits on the windowsill and looks at the road. She's waiting (poo, poo). Sitting nearby (ka, ba, so) is a friend. (Ma, Ma) is preparing dinner in the kitchen. Suddenly the door rang (knock, ding). It's dad who's come!

“Working on a phrase: Making three-word sentences. Four-word sentences with adding a definition” is intended for group work. Target: develop skills in composing three-word sentences, skills in grammatical presentation of sentences and their distribution by adding definitions.

Tasks: 1. teach children to correctly form three-word sentences;

2. teach how to distribute proposals;

3. teach how to compose sentences using a model;

4. teach how to compose your own sentences;

5. develop attention and logical thinking.

Download:

Preview:

Speech therapy session summary

Subject: “Working on a phrase: Composing sentences from three words. Four-word sentences with added definition.”

Target: develop skills in composing three-word sentences, skills in grammatical presentation of sentences and their distribution by adding definitions.

Tasks: 1. teach children to correctly form three-word sentences;

2. teach how to distribute proposals;

3. teach how to compose sentences using a model;

4. teach how to compose your own sentences;

5. develop attention and logical thinking.

Equipment: Subject and subject pictures.

Progress of the lesson:

I Organizational moment.

II Subject message.

We worked with sentences that consisted of only two words. But a sentence can have three, four, five or more words. Today we will learn how to make three-word sentences.

III Study of the topic.

1. “Making three-word sentences based on plot pictures.”

Look carefully at the picture. (A picture is put on the board showing a girl reading a book). The girl is reading. Who is this? (Girl). What is she doing? (is reading). What is the girl reading? (Book).A girl is reading a book.

What word was added to the sentence? (Book). How many words are there in the sentence? (Three).

2. “Compiling sentences of three words based on two subject pictures.”

Look carefully at the pictures. (Two subject pictures are put on the board, for example: a boy and a fish). Let's try to make a sentence by matching the picture with a word that denotes an action:

The boy catches fish.

3. “Compiling three-word sentences by each child.”

Each child is given one story picture and is asked to independently compose a three-word sentence based on it.

4. Physical education minute:

We raise our hands to the top,

And then we lower them,

And then we'll separate them,

And we’ll quickly press you to us.

And then faster, faster

Clap, clap more cheerfully.

5. “Complicating sentences. Making four-word sentences with adding a definition.”

Now let's complicate these sentences. For example: A girl is watering flowers. Which flowers? (Beautiful)./ or: Which girl? (Small).

6. Exercise “Assemble a sentence from words.”

And now I will tell you the words, and you listen to them carefully and assemble sentences from them.

Example: Tanya catches the ball, big. – Tanya catches the big ball.

Sweater, mom knitted, beautiful. (Mom knitted a beautiful sweater)

The fishermen caught a big fish. (The fishermen caught a big fish)

Katya is reading a book, it’s interesting. (Katya is reading an interesting book)

Rita saw a dragonfly, a big one. (Rita saw a big dragonfly)

Vova, I bought a bun, it’s delicious. (Vova bought a delicious bun)

Children draw with pencils, colored ones. (Children draw with colored pencils)

Tree, storm, broken, old. (The storm broke the old tree).

IV. Result:

Well done today! We did very well. Now the children from the last row will stand up and go to the group, then from the second row, then from the first row.

Russian language lesson UMK OS "School 2100"

Primary school teacher, Municipal Budgetary Educational Institution Secondary School No. 3, Ardon

Kalaeva Svetlana Soslanbekovna

The lesson was taught using the activity method technology

Lesson type: OZ

Discovery of new knowledge

Subject: Drawing up proposals based on schemes.

Target: development of skills to read and draw up sentence diagrams and construct sentences using diagrams; development of the ability to compose sentences from words.

Computer.

Regional component. Song soundtrack “Hike Song” by R. Ilurov, Zh. Gabueva

Russian language textbook (R.N. Buneev, E.V. Buneeva) 2nd grade

During the classes

1.Self-determination for educational activities.

“Where there is a will, there is a way!”

Motivating students for learning activities through analysis of the lesson motto ( creating an emotional mood for joint collective activities).

Why do we have such a motto today? (We will discover new knowledge.)

Yes, you guessed it, today we have a lesson in discovering new knowledge, which means that you and I will be engaged in educational activities.

- Are you ready to go? Then let's go!

Wish each other good luck!

(The phonogram of the song “Marching Song” by R. Ilurov, Zh. Gabuev sounds)

I. Updating knowledge.

Cognitive UUD:

1) we develop ability to extract information from diagrams, illustrations, texts;

2) present information in the form of a diagram;

3 ) identify the essence and features of objects;

4) draw conclusions based on the analysis of objects;

5) generalize and classify according to characteristics;

6) navigate the spread of the textbook;

7) find answers to questions in the illustration.

– Open your notebook.

– What should you write down? (Date.)

Commented number entry.

– What entry should be made next?

– Write the words “Cool Job.”

1. Copying from the board. Creative task: add words that suit their meaning.

After the rain it started to shine... ( Sun ).

Appeared in the sky... ( rainbow ).

What a good... ( weather )!

Questions and tasks:

– What did you end up with while recording? (Sentences, text.)

– What signs of proposals can you name? (The words are related in meaning, the first word is written with a capital letter, and there is a period or exclamation mark at the end.)

2. Vocabulary work.

– Underline the vocabulary word in the last sentence.

Working with the word weather in the “Spelling Notebook” on p. 29.

3. Checking homework.

– How many sentences from ex. 14 did you write out? (3.)

– What are these offers called? (These are proverbs.)

– What do they have in common? (These are proverbs about work.)

P.– Has anyone written down a proverb with the same or similar meaning?

Children read proverbs they found at home.

P.– What other proverbs did you find?

– Find the vocabulary word among the unwritten words. ( Job .)

– Write it down and highlight the dangerous part.

II.Problem formulation, activity planning.

Regulatory UUD:

1) We develop the ability to express our assumptions based on working with the textbook material;

2) evaluate learning activities in accordance with the task;

3) predict upcoming work (make a plan);

4) carry out cognitive and personal reflection.

The diagrams on the board are:

– What is shown on the board? (Word scheme and sentence scheme.)

– How did you tell them apart? (In the word scheme there is no capital letter, there is no sign at the end of the sentence; in the sentence scheme there are several words, the first is with a capital letter, at the end of the sentence there is a period.)

– Which of the sentences written on the board and in notebooks does this diagram fit? (1 and 2.) Why? (They have four words.)

– Try to compose a sentence yourself using the same scheme. ( A dog jumped out of the house. It is raining outside. )

– How does a scheme differ from a specific proposal? (There is only one scheme, but many proposals can be made for it.)

– Formulate the topic of the lesson. (“Scheme of words and sentences. Composing sentences using schemes”.)

– What actions will we perform, what skills will we develop? (Make diagrams of words, sentences; make sentences using diagrams.)

– Let's make a lesson plan.

Plan ( exemplary).

Repeat patterns of words and sentences.

Learn to write sentences using diagrams.

Learn to write a sentence correctly.

– What were we doing now? (We were planning our activities.)

ΙΙ I. Development of skills – application of new knowledge.

Communication UUD:

1) develop the ability to listen and understand others;

2) construct a speech utterance in accordance with the assigned tasks;

3) express your thoughts orally;

4) ability to work in pairs.

Work according to the textbook.

Ex. 16 (the ability to distinguish between word patterns and sentence patterns develops)

Make sentences based on the diagrams based on the pictures.

Ex. 17 (develops the ability to read sentence patterns and determine the number of words in them)

Make up your own sentences based on the diagrams.

Questions after completing the task.

Personal results:

1) We develop the ability to show our attitude towards the characters and express our emotions;

2) evaluate actions in accordance with a specific situation;

3) we form motivation for learning and purposeful cognitive activity.

– Exiled, what should have been done?

– Were you able to put together a proposal?

– Have you made any interesting proposals?

– Did you put it all together yourself or with the help of a friend?

– Well done! You not only composed the proposal correctly, but also objectively assessed your work.

Ex. 18 (speech and communication skills develop)

Match pictures, visual information with words and sentences, argue your position, make sentences from words.

Text on the board:

The bunny was jumping around the clearing. He saw a tree stump and mistook it for a wolf. The cowardly bunny got scared and ran away.

2. Auditory dictation.

The teacher reads words and sentences, and students make diagrams for them by ear.

Spring... The holidays will begin soon. Will we go to Kosta Khetagurov’s homeland? The excursion was wonderful!

– What work were we doing now?

– What did you study?

– Who dealt with it easily?

– Who has had a hard time so far?

– Who or what helped you cope?

– What were we doing now?

– What skills did you develop? (Ability to work with information.)

Ι V. Lesson summary. Reflection.

– Read the lesson plan points.

Great hard work and your thirst for knowledge helped us overcome all difficulties and make a discovery in the lesson.

Ex. 18 – write down 1–2 sentences from the words chosen for the drawing (you can use the sentences you made in class) and make diagrams for them.

Target: enrichment of vocabulary, formation of grammatical structure of speech.

Subject: Professions. Making sentences based on pictures using supporting words and diagrams.

Tasks.

Corrective:

· Clarify and consolidate spatial concepts.

· Form interhemispheric interaction.

· Formation of language analysis and synthesis.

· Develop abstract, verbal-logical, creative thinking, voluntary attention.

· Expand the active dictionary.

· Form adequate self-esteem.

Educational:

· Continue to formulate the concept of professions.

· Develop the ability to compose sentences based on a plot picture using supporting words and diagrams.

· Practice grammatical formatting of sentences.

· Develop word formation skills.

Educational:

· Foster moral and ethical behavior patterns.

· Learn to interact with each other.

· Work on awareness.

· Develop reflection.

Equipment: multimedia presentation, album sheets, colored pencils, Morse code card, card with a radio operator’s message, individual “Women’s professions” cards, “Establish a pattern” cards, notebook, pen, pencil, eraser, ruler.

Progress of the lesson.

Organizational moment (kinesiology).

Guys, let's do exercises that will set us up for work, activate speech, attention, and memory.

1. Exercise “Pinocchio”

The palm of the left hand is vertical near the face, with the thumb placed on the nose. Press the thumb of your right hand to the little finger of your left hand. All fingers move except the thumbs and little fingers. Then change hands.

2. Breathing exercises:

Stand straight, shoulders down, stomach forward. Inhale for three counts through your nose and exhale for five counts through your nose.

3. “Blink.”

And now, guys, as you inhale, blink your right eye, and as you exhale, blink your left eye. The children take a deep breath. Exhale slowly.

Formulating the topic and purpose of the lesson.

Game "Add a magic syllable."

Guys, add the missing syllable -tel, -chik, -nik or -schik.

Trained___

Machine___

What do these words mean? What is the topic of today's lesson? (Professions). Say this word syllable by syllable. (Write the topic in a notebook).

For what purpose are we going to talk about professions today?

Consolidating knowledge on the topic “Semantic and intonation completeness of narrative, exclamatory, interrogative sentences.”

Game “Say it in the right intonation.”

Today in class there will be a quiz game, the name of which is encrypted:

ALL PROFESSIONS AND ALL PROFESSIONS ARE IMPORTANT!

How many words are there? Name 1, 4, 6, 3. What is the punctuation mark at the end? What is this proposal called? Pronounce with the correct intonation.

ARE ALL PROFESSIONS NEEDED, ALL PROFESSIONS IMPORTANT?

What's the punctuation mark at the end? What is this proposal called? Say with a questioning intonation on the 1st, 3rd, 5th, 6th word.

Division into teams.

Distribution of children into teams: each team represents children with different leading modalities and dominant hemispheres.

Each team receives 10 tokens that can be used for clues during the quiz.

Competition 1. “Be careful!”

Instructions: listen carefully to the poem by J. Rodari “What do crafts smell like?” and name all 10 professions discussed in the work. The winning team receives 1 point.

The speech therapist reads a poem accompanied by a presentation. Children remember. After reading, the slides are turned off, the teams name 1 profession in turn. If you have difficulty, you can pay a token for a hint in the form of a slide show with photos of professions.

Each case has a special smell:

The bakery smells of dough and baked goods.

You walk past a carpentry workshop—

It smells like shavings and fresh boards.

The painter smells like turpentine and paint.

The glazier smells like window putty.

The driver's jacket smelled of gasoline.

Worker's blouse - machine oiled.

The confectioner smells like nutmeg.

A doctor in a robe - a pleasant medicine.

Loose earth, field and meadow

It smells like a peasant walking behind a plow.

The fisherman smells of fish and sea.

Only the slacker doesn't smell at all!

Competition 2. “Draw your profession.”

Instructions: while the music is playing (1 min), you must have time to draw what you want to become in the future. The drawing should be clear to the guys from the other team. If your opponents guess their profession, your team gets 1 point.

At the second stage of the competition, you need to make a proposal based on the drawing and diagram, write it down in a notebook:

Who?_____ _____ by whom? .

For each correctly written sentence, the team receives 1 point.

Phys. min. "Learn the Rhythm"(orientation in the diagram of the body facing opposite) .

Each child has a card with a drawn rhythm: rectangle - clap your hands, square - stomp with your right foot, square in a frame - stomp with your left foot. The speech therapist, standing facing the children, shows a certain rhythm. The child whose rhythm was shown must repeat it.

Competition 3. “Find out the profession by description.”

Instructions: listen to the message about the profession, guess it, use the right to give hints.

This man is the eyes and ears of the ship and the captain. He transmits messages to the port about the location of the ship in the ocean, negotiates with other ships and listens sensitively to whether any ship in distress is calling for help. All sailors in the world know the distress signal. In all languages ​​it sounds the same, SOS, and means “save our ship.” Negotiations are conducted using a special language, Morse code (Morse code), where each letter, number, and punctuation mark corresponds to a certain set of sounds (an audio file with Morse code sounds is played).

The special alphabet was invented by the American inventor and artist Samuel Morse (1791-1872). Messages are transmitted using a simple radiotelegraphic device.

Competition 4. “Decipher the radio operator’s message.”

Instructions: decipher the radio operator's message written in Morse code. Use the code written on the cards to decipher. From the resulting words, make up a sentence according to the following scheme (the endings of the words can be changed):

Who?______ What? .

Write the sentence in your notebook, underline the main parts. Correctly completed task—1 point.

Competition 5. “Women’s professions.”

Instructions: form the name of the female profession according to the model: teacher-teacher. Victory in the competition—1 point.

(Individual work on a card—one participant per team).

Pianist-

Tailor-

Writer-

Salesman-

Guitar player-

Drummer-

Cyclist-

Artist-

Violinist-

Guitar player-

Astronaut-

Competition 6. “Name professions starting with the letter P.”

Instructions: name professions starting with the sounds P or P, one by one. Use the right to hints. Victory in the competition—1 point.

Professions: carpenter, baker, fireman, hairdresser, programmer, salesman, singer, pianist, tailor, poet, postman, etc.

Competition 7. “Establish a pattern.”

Instructions: establish how the first two words are connected, and in the same connection, select the concept for the third word.

For each correct answer—1 point.

Competition 8. “What is it and who needs it?”

Instructions: guess the riddles and tell what profession people need the guessed item. For each riddle and profession of a person guessed, the team receives 1 point.

If you throw it into the river, it won’t drown,

You hit the wall, it doesn’t moan,

You'll throw it on the floor—

It will begin to fly upward.

Runners on a walk

Same length

They run through the meadow to the birch tree,

Two stripes are drawn.

toothy saw

I went into the dense forest.

I went around the whole forest,

I didn't cut anything down.

(Comb)

Will not agree at all

She lies there to no avail.

Who knows the craftswoman,

Diligent...(needle)

In a black field there is a white hare,

Jumped, ran, did loops.

The trail behind him was also white.

Who is this hare?

The river is flowing - we are lying.

Ice on the river - we are running.

I'll sit under your arm

And I’ll tell you what to do:

Or I'll put you to bed,

Or I'll let you go for a walk.

(Thermometer)

Summing up, reflection.

Scoring, announcement of winners.

Raise your hands if you did a good job in class.

Raise your hands those who have encountered difficulties.

Raise your hands who have successfully overcome all difficulties.

Raise your hands if you were interested.

Raise your hands if you learned something new.

Thanks guys, see you again!