Technological map in the second junior group. Technological maps for femp in the second junior group

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Surprise moment.

(a bear in a box with a geometric figure - a square).

Includes a recording with the roar of the Bear. Interested in children and asks:

Who is this roar? He seems to be roaring somewhere in our group, let's look for him.

Oh, and the Bear brought us something and takes out a square geometric figure from the box.

Bear suggests to remember:

What geometric shapes do you already know?

Do you want to get acquainted with a new geometric figure?

Look, I brought you a square. Open your notebooks, find the same figure.

They show interest.

Listen to the record with a roar, call Bear.

Together with the teachers, they find a box that moves, open it and take out a bear toy.

Open notebooks.

Izdenu uyimdastyrushy

Organizational search

The game "Circle the square"

Working with a workbook

(task 1, fig. 1)

Offers to consider a new geometric figure-square.

Vocabulary work: square.

Bilingual component: square-tortburysh

Gives the task to run a finger along the arrows, as shown in the figure. Draw a large square with a red pencil, and a small square with blue.

Which square is circled in red pencil?

And which square was circled in blue pencil?

What is the name of the geometric figure you circled?

Game "Guess first"

(task 2, fig. 2)

Draws the attention of children to the drawing and says that these are two sisters, they are very similar, and only the most attentive children will be able to name and find the differences between the sisters.

What is the difference?

Physical education "Misha"

Like a clubfoot Misha,

Let's all be quiet

Then we'll go on our heels.

And then on socks.

Then we'll go faster

And quickly move on to the run.

Game "Show me the way"

(task 3, fig. 3)

Guesses a riddle:

He sleeps in a lair in winter, under a huge pine tree,

And when spring comes

Wakes up from sleep.

The bear is happy that the riddle is about him. The bear offers to find him in the picture, says that he loves honey.

Who is to the left of the bear?

What is to the right of the mouse?

The bear asks the children:

In which direction should he go to find honey?

And he asks the children to draw a path from the bear to the barrel of honey.

Consider.

Repeat: square.

They repeat: square-tortburysh.

Perform tasks.

Small.

Consider the drawing.

One sister has short braids and the other has long braids.

Perform movements in the text of the poem.

Listen and guess the riddle.

Barrel with honey.

Draw a path from the bear to the barrel of honey.

Reflective - correction of ears

Reflective-corrective

The bear thanks the children for helping him get out of the box, helping him to lead the path to the honey, and for this he gives them a geometric figure - a square. Says goodbye and leaves.

What new geometric figure did the bear present to the children?

They show joy.

Say goodbye to the bear.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Game "Behind-Ahead"

Working with a workbook

(task 1, fig. 1)

Draws the children's attention to the picture where the car is going.

Who is driving?

Who is driving in front of the car?

Who is driving behind the car?

Vocabulary work: ahead, behind.

Bilingual component: aldynda-ahead, artynda-behind.

Finger gymnastics

"Bes Sausak"

(in Kazakh).

bass barmak,

Balan үyrek,

Ortan Terek,

Shyldyr Shumek,

Kishkentai bobek.

Consider the drawing.

Repeat: in front, behind.

They repeat: aldynda-ahead, artynda-behind.

Izdenu uyimdastyrushy

Organizational search

Game "Draw the balls"

(task 2, fig. 2)

Guesses a riddle:

Everyone rejoices today!

In the hands of a child.

Dancing for joy

Balloons)

Asks to find the balls in the picture.

What do we tie to the balloon so that it does not fly away and is not blown away?

Who is holding the balloons?

What are her balls?

Does the boy have balloons in his hands?

What is in the boy's hands?

Gives the task to draw the boy the same balls as the girl.

What balls did you draw for the boy?

Conducts individual work.

Rope.

Balloon rope.

Drawing balloons for a boy.

Big red and little blue.

Reflective - correction of ears

Reflective-corrective

The game "Guess the neighbor".

He asks the children to stand up like a train, one after another.

Approaches everyone and asks to look and name the child who is in front and who is behind each of them.

Become a steam locomotive.

Call the names of those children who stand in front and behind.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Surprise moment "Bear".

Today, when I was going to kindergarten, I met this bear (toy) on the way. The bear asks to help him find out if his cubs will have enough barrels of honey.

Let's help him?

They show interest.

Listen to the teacher's story.

Izdenu uyimdastyrushy

Organizational search

What can please the cubs? Let's treat them with a keg of honey and check if all the cubs have enough kegs?

How do you know if each bear cub has enough barrel of honey?

Did the cubs have enough barrels?

Who is more: cubs or barrels of honey?

What is needed to make them equal?

Gives everyone one more keg.

How many barrels are there?

Who is more bear cubs or barrels of honey?

Vocabulary work: equally.

Bilingual component: birdey-equally.

Physical education "Bunny".

Jump-jump, jump-jump,

Bunny jumped on a stump.

It's cold for a hare to sit

You need to warm up the paws, paws up, paws down, Pull yourself up on your toes,

We put our paws on the side,

On toes jump-jump.

And then squatting

So that the paws do not freeze.

The game "Treat the bunny"

Working with a workbook

(task 1, fig. 1)

Draws the attention of children to the drawing with bunnies.

What do rabbits like to eat?

Who is more: rabbits or carrots?

Do all rabbits have enough carrots?

Let's check, draw a path from each Bunny to a carrot and treat them like that.

Logic game "Collect the beads"

(task 2, fig. 2 work with stickers)

Handout - stickers.

Invites children to assemble a garland using stickers from geometric shapes in the same way as shown on the garland above.

Stick the same geometric shapes.

From what geometric shapes did you assemble a garland?

Conducts individual work.

It is necessary to attach a barrel of honey to the bear.

More cubs.

We need another barrel of honey.

Add another barrel to the bear image.

As many as bears.

They are equal.

Repeat: equally.

They repeat: birdey-equally.

Perform movements in the text of the poem

Carrots, cabbage, etc.

Bunnies as many as carrots.

Draw a path.

Perform tasks.

Glue on the lower thread the same geometric shapes as shown above in order from left to right.

Square, circle, triangle.

Reflective - correction of ears

Reflective-corrective

The bear thanks the children for their help. Says goodbye and leaves.

They are glad that they completed the tasks. Say goodbye to Mishka.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Then go.

Izdenu uyimdastyrushy

Organizational search

Guesses a riddle:

The wheel rolled

After all, it looks like

Like a visual nature

Only for a round figure.

Got it, dear friend?

Well, of course it is... (circle)

Asking questions:

What is round?

What is triangular?

What is square?

Working with a workbook

(task 1, fig. 1 work with stickers).

How many of them became?

Offers to check the correctness of the task, using overlay techniques.

Again he asks to put as many triangles on the bottom strip as on the top strip (3 triangles)

-

Where did you put them?

How many of them became?

Offers to check the correctness of the task, using overlay techniques.

Vocabulary work: mound, triangle, square.

Bilingual component: doңgelek-circle, үshburysh-triangle, tortburysh-square.

Finger gymnastics

"Bes Sausak"

(in Kazakh).

bass barmak,

Balan үyrek,

Ortan Terek,

Shyldyr Shumek,

Kishkentai bobek.

The game "What geometric figure do objects look like?"

(task 2, fig. 2)

Asks children to look at the picture and name the objects that are drawn there.

Gives the task to draw a line from objects to the geometric figure they look like.

Conducts individual work.

Listen and guess the riddle.

They answer questions.

Triangle, square.

Watermelon, apple, etc.

Roof, etc.

Cube, etc.

They take the squares from the plate and lay them out in the direction from left to right on the bottom strip.

They take squares from the bottom strip and apply them to the top ones.

They take mugs from the bottom strip and apply them to the top ones.

To the bottom strip.

Triangles are taken from the bottom strip and applied to the top ones. Geometric shapes are glued on.

Repeat: circle, triangle, square.

Perform finger gymnastics, alternately bending fingers, starting with the thumb.

Draw a path from objects to a geometric figure.

Reflective - correction of ears

Reflective-corrective

Find and name.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

"Give me a smile"

All the children gathered in a circle.

I am your friend and you are my friend.

Let's hold hands tightly

And we smile at each other.

Children stand in a circle.

Izdenu uyimdastyrushy

Organizational search

Offers to review the contents of the basket.

Working with visual material:

Let's compare the bars in thickness, find out their size - which one is wider - already.

Fizminutka "Eyes"

Eyes see everything around

I will circle them.

Eye to see everything is given-

Where is the window, and where is the cinema.

I will circle them

I look at the world around.

The guys were tired, they decided to relax, they see 2 shops. Same shops?

One shop is wide, and the other? (narrow)

training exercise

Compare pencils, ribbons; compare guys.

Children listen and answer questions

Reflective-corrective stage:

D / and "Find your home"

Consider.

Compare.

Children in a place with a teacher do exercises for the eyes

Compare items and draw conclusions. They answer that it is wide, narrow, of the same (equal) width.

Children find in the group a house corresponding to their strip.

Reflective - correction of ears

Reflective-corrective

Thanks children, praises. Asks questions: Guys, what did we do with you today?

Children talk about what they liked today, what they learned today, what they learned new.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Motivating the child to the process of activity:

Circle of joy.

Creating a problem situation

Organization of a surprise moment - an invitation to the "Mathematical Country".

Showing interest in what is going on.

Rejoice.

Show interest

Izdenu uyimdastyrushy

Organizational search

1. Orienting children to problem solving:

Statement of the problem situation "At the gates of the mathematical country".

"The Riddle of the Circle"

I don't have corners
And I look like a saucer
On a plate and on a lid
On the ring, on the wheel.
Who am I, friends?
Call me! Circle

Demonstration of the form - a circle with the image of a smile.

"The Mystery of the Square"

I'm not an oval and not a circle,
The triangle is not a friend.
I am the brother of the rectangle
And my name is... square.

The form display is a square with a sad expression.

Statement of the problem situation: the square was large, but crumbled into many small squares. How to help?

Organization and leadership of the d / and "Collect a square".

Purpose: to develop the ability to make a whole out of parts using Gyenesh blocks.

Providing individual assistance and support during the game.

Organization and holding of a physical minute "Funny figures".

Organization and conduct of d / and

"Find one."

Purpose: to consolidate the ability to correlate the shape of objects, the ability to examine the object in a tactile-motor way.

Organization of task No. 3 "Comparison".

Offers to compare round and square object.

Show comparison method.

Organization and holding of the gesture game "Drive by car".

2. Psychological and pedagogical support of the child in the process of activity

Inclusion of children in the process of activity

Children follow the teacher in a group, consider geometric shapes (circles and squares of different sizes and colors). Find a chest. Show interest, think, express opinions. Listen carefully to the task from the chest.

Children listen to the riddle, think, make assumptions, give an answer-circle.

Children examine the circle, make assumptions about the cheerful mood of the circle.

Children listen to the riddle, think, guess the answer.

Consider the shape, suggest why the square has a sad expression.

Children think and make assumptions.

Children look at cards-schemes with the image of a square made of Gyenesh blocks. The corresponding blocks are found, the square is assembled by applying the blocks to the sample.

Children repeat the movements after the teacher.

Children find round and square objects in the group, examine the objects, following the teacher's display.

Children compare round and square objects, name the differences.

They express their opinions, try to justify the answers, using the union “because”.

Repeat the words and movements of the game.

They return to kindergarten with a chest.

Asking a child for help from an adult

Listen and correct mistakes.

Reflective - correction of ears

Reflective-corrective

Analysis of the results of children's activities

Letter from the chest.

Organization of dialogue communication: question - answer.

Gift from the chest - round and square cookies

Awareness by the child of the results of his activities

Children accept gratitude from geometric shapes.

Recall and name the stages of the journey.

Children are satisfied with the result, receive a surprise, thank

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Surprise moment.

Brings an invitation to the farm.

Guys, today we will go for a walk, and where I will tell now. Who knows where pets live? What pets do you know? Guys, and pets still live on the farm besides the house. And today we will go to visit the pets on the farm. Follow me.

They react emotionally.

They follow the teacher.

Izdenu uyimdastyrushy

Organizational search

Oh, look, what is growing on our road? Mushrooms.

And how many mushrooms? (A lot of).

And here? (One).

What size mushrooms? (Large).

What color are the mushrooms? (Reds).

What is the length of the stream? (Narrow), so it can be .... (jump over).

And how many mushrooms? (One).

What size mushroom? (Small)

Look at the fungus growing near the river. Let's try to jump over the river.

Can't, why? (Because the river is wide.)

Who is swimming in the river? (Duck).

What color is she? (Yellow).

How many ducks? (One).

How many pets? (a lot of).

Look here who is this? (goby).

How many bulls? (one).

And how many cows? (two).

How do cows scream? (moo).

What do cows give? (milk).

How many horses? (three).

How do horses cry? (yoke-go, yoke-go).

And how many geese? (a lot of).

Well done boys! See how many pets live on the farm. Guys, when the night comes, the animals go to bed. Let us settle them in houses, but the houses are not simple. Look here (geometric shapes, upside down, lie on the table) Here is my house.

What is this? (square).

What colour? (red).

We will put cows and a bull in this house.

And what's that? (circle).

What colour? (yellow).

We will put geese in this house.

What is this? (triangle).

What colour? (blue).

This is where we put the horses.

fi zcult minute (game)

The hen went out for a walk

Pinch fresh herbs.

And behind her are the boys, the yellow chickens. Ko-ko-ko, ko-ko-ko (tap the finger on the floor)

do not go far (threaten with a finger)

They ate a fat beetle, an earthworm. We drank some water (throw your head up) A full trough (arms to the sides).

They go along the way and answer questions about what they see.

They scream like cows and horses.

Repeat geometric shapes.

Perform a physical exercise.

Reflective - correction of ears

Reflective-corrective

It's time to go back to kindergarten.

I suggest you come back quickly. How can this be done?

They return to the group, at the choice of the children (some by plane, some by car)

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

A mouse with a cloth comes to visit the group, to which patches need to be sewn.

My baby mice have gnawed holes in their blankets and can freeze. I prepared the patches, you need to arrange them correctly: so that the color and shape match the hole.

They show interest, consider and name the figures, their color.

They greet M. and express their desire to help.

Izdenu uyimdastyrushy

Organizational search

Didactic game "darn a blanket"

Mouse: My rascals have made a mess in the pantry, help.

Didactic game "Clean up the pantry"

The blue jars were on the top shelf, the red ones on the bottom.

Mouse: Thanks guys!

Fizminutka "We clap our hands"

Mouse: Maybe you can help someone else? The mice lost their toys, let's roll them out of paper a lot of colorful balls

Didactic game "Make paper balls"

What paper is easier to make a ball from and why?

Mouse: Well done guys, I have one more request left - help me hang handkerchiefs on a rope.

Didactic game "Hang up handkerchiefs"

Close the holes with appropriate patches.

Arrange jars.

They crumple paper of different textures, roll up balls, name the color

They hang handkerchiefs on a rope, naming its color.

Reflective - correction of ears

Reflective-corrective

The mouse treats the children and thanks for the help.

Say goodbye to the mouse

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Surprisemoment.

There is a knock on the door, the teacher comes in and brings in the doll Grandmother. She greets the children and shows them that she brought two plates and sweets with her.

Game "Help Grandma"

Shows the children two plates - they are empty, asks her to help. Calls one child and asks to put one candy in a small plate, then calls the next child and asks to put a lot of sweets in a large plate.

They show interest.

Greet with grandmother.

They approach the grandmother and complete the task.

Izdenu uyimdastyrushy

Organizational search

Game "Put it right"

Draws the attention of children to the drawing, where the plates are drawn, and to the handout (candy stickers - 4)

Gives the task to stick one candy on a small plate, about a lot of sweets on a large one.

What geometric shapes do you know?

Today we will get acquainted with a new geometric figure. They are different: large and small, red and blue.

The game "Get acquainted with the triangle"

Offers to open notebooks and get acquainted with a geometric figure called a triangle.

Vocabulary work: triangle.

Bilingual component: triangle-

Gives the task to run a finger along the arrows, as shown in the picture. Circle the large triangle with a red pencil, and a small one with blue.

What triangle was drawn with a red pencil?

What triangle was drawn with a blue pencil?

Conducts individual work.

Physical education minute

"Zhattygu"

(in Kazakh).

Zhattygudy zhasaimyz!

Bіr degende- bіz turamyz!

Eki degende ekі ret bіz ainalamyz.

Ysh degende- ysh ret biz sekiremiz.

Tort degende- otyramyz!

The game "What figure

similar items?

Suggests to consider the objects in the picture and name them.

What geometric shape do objects resemble?

Offers to color triangles in objects.

Conducts individual work.

Pay attention to the pattern of plates and handouts.

Glue sweets on plates.

They answer the question.

Listen to the teacher carefully.

Repeat: triangle.

Repeat: triangle

Perform the task, circle the triangles by points.

Small.

Perform movements.

They stand up straight.

They spin around themselves twice.

They jump three times.

Consider the drawing.

They call it: a house, a boat, a Christmas tree.

To a triangle.

Coloring triangles in objects.

Reflective - correction of ears

Reflective-corrective

Grandmother thanks the children for helping her put the sweets on plates correctly, and for this she treats them with sweets.

Glad to be treated by grandma.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Today we will go to visit the country of geometric shapes. Do you agree?

Then go.

Agree with the teacher's suggestion.

Izdenu uyimdastyrushy

Organizational search

Guesses a riddle:

The wheel rolled

After all, it looks like

Like a visual nature

Only for a round figure.

Got it, dear friend?

Well, of course it is... (circle)

Asking questions:

What geometric shapes besides the circle do you still know?

What is round?

What is triangular?

What is square?

Working with handouts

Draws the children's attention to the drawing and suggests sticking as many squares on the bottom strip as drawn on the top strip (4 squares).

How many squares did you put on the bottom lane?

How many squares are on the bottom strip?

Then he asks to put as many circles on the bottom strip as drawn on the top strip (2 circles).

How many circles did you put on the bottom bar?

How many of them became?

Again he asks to put as many triangles on the bottom strip as on the top strip (3 triangles)

- How many triangles did you put on the bottom strip?

Where did you put them?

How many of them became?

Glue at the bottom of each card as many of the same geometric shapes as on the top strip.

Vocabulary work: mound, triangle, square.

Bilingual component: doңgelek-circle, үshburysh-triangle, tortburysh-square.

Finger gymnastics

"Bes Sausak"

(in Kazakh).

bass barmak,

Balan үyrek,

Ortan Terek,

Shyldyr Shumek,

Kishkentai bobek.

The game "What geometric shape do objects look like?"

Asks children to think about what objects have the shape of a circle, square, triangle.

Gives the task to draw a line from objects to the geometric figure that the object looks like.

Listen and guess the riddle.

They answer questions.

Triangle, square.

Watermelon, apple, etc.

Roof, etc.

Cube, etc.

They take the squares and lay them out in the direction from left to right on the bottom strip.

As many squares as on the top strip.

Spread on the bottom strip of the mug.

As many circles as on the top strip.

Triangles are taken and laid out on the bottom strip.

As many triangles as on the top strip.

To the bottom strip.

Paste geometric shapes.

Repeat: circle, triangle, square.

They repeat: dongelek-circle, ushburysh-triangle, tortburysh-square.

Perform finger gymnastics, alternately bending fingers, starting with the thumb.

They are called: sun, ball, pyramid, Christmas tree, cube, TV, lemon, gift box.

Draw a path from an object to a geometric figure.

Reflective - correction of ears

Reflective-corrective

Find and name objects that look like geometric shapes (square, circle and triangle) in our group.

Find and name.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Motivating the child to the process of activity:

Circle of joy.

Creating a problem situation

Surprise moment - in the group space, a train was made up of chairs placed in two rows.

Invites children to go to the land of magical mathematics.

Manifestation interest in what is going on.

They tell each other their wishes.

Show interest

Children are interested, accept the invitation.

They sit on chairs and go to the music of E. Tilicheeva "Train"

Izdenu uyimdastyrushy

Organizational search

1. Orienting children to problem solving:

Organization d / and "Tickets"

Purpose: to learn to compare one group of objects with another, to distinguish between equality and inequality of objects, using expressions in speech: “more”, “less”

Offers to complete the first task.

Organization d / and "Let's Treat the Squirrel with Nuts"

Purpose: to teach to compare one group of objects with another, to distinguish between equality and inequality of objects. Demonstration by the teacher of overlay and application techniques.

Organization of the game "Magic Lake"

Purpose: to form the ability to move on a signal, determine the number of pebbles, fish.

2.Psychological and pedagogical support of the child in the process of activity

Conducts individual vocabulary work.

Inclusion of children in the process of activity

Listening to the task

Distributes tickets (there are more tickets than passengers).

Working with handouts.

They compare one group of objects with another, using the techniques of overlay and application, using expressions in speech: “more”, “less”, “equally”, “so much”

Children move freely in the play space. At the signal of the teacher, the "fish" hide behind the chairs.

They answer what more pebbles or fish.

Asking a child for help from an adult

Listen and correct mistakes.

Reflective - correction of ears

Reflective-corrective

Analysis of the results of children's activities

Say goodbye to the magical land of mathematics. They get on the train and go to the group.

Awareness by the child of the results of his activities

Thanks for the fun. Say goodbye.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Greetings

We get up early in the morning

Let's go to kindergarten.

Tell everyone "Good morning!"

We never get tired.

Good morning heaven! (show)

Good morning sunshine!

Good morning earth!

Good morning our planet Earth!

Good morning our big family!

Exercise "Rain"

Rain, pour more fun

Don't feel sorry for the warm drops

For forests and fields

And for little kids

A house decorated with dots is brought in. Question: “Guess who lives in this house?”

They sit on the carpet.

Welcome.

Show places.

The fingers of the right hand tap on the palm of the left hand.

They answer the question.

Izdenu uyimdastyrushy

Organizational search

The story of the teacher about the mistress of the house (about the Point).

A point is the smallest geometric figure, but very necessary and important. She helps big figures. For example: a triangle is easier to depict by putting dots first (shows).

Introduction to the concept of point.

Actions Point (runs, jumps, walks, leaving traces).

The dot looks like raindrops. Let's play in the rain.

Fizminutka "Rain".

Rain

Drop - one, drop - two,
Very slow at first

And then, then, then -
Everyone run, run, run.

Run.
Drops began to ripen
To catch up with a drop.
Clap your hands for every word.
Cap-cap, cap-cap.
Free finger movements.
Let's open the umbrellas
We'll shelter ourselves from the rain.
Join your hands above your head.

Surprise Dots for kids - fill in the contours of objects with dots (ball, typewriter).

They listen and consider.

Perform actions for the teacher.

They receive sheets where the contours of various objects are depicted, the children put dots in them.

Reflective - correction of ears

Reflective-corrective

Exhibition of bitmaps. Praise.

What is the name of the smallest geometric figure?

What does a dot look like?

They exhibit their work.

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Stages of activity

Mұgalіmnіn іs-аreketі

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Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Reading the counting rhyme:

One two three four five

A month went out for a walk,

And after the month - the moon,

We will always be together.

Three pigs come to visit.

Problem situation:

Piglets live far from each other, deprived of communication. To bring joy to the brothers, you need to help them.

They learn counting.

They show a desire to help.

Izdenu uyimdastyrushy

Organizational search

Offers:

- to pave the way from Naf-Naf to Nuf-Nuf, starting from the smallest and ending with the largest;

- from Nuf-Nuf to Nif-Nif build a road of squares, starting from the largest to the smallest;

- from Nif-Nif to Naf-Naf, alternating geometric shapes - a square, a circle, a triangle.

Fizminutka"Piglet"

Individual work

- define the figure with your hands and find a place for it.

- exercise "What is superfluous?".

Pave expensively from short and long paper strips.

Build a road from squares.

Build a road from different shapes.

Perform a physical exercise.

Carry out the task.

Reflective - correction of ears

Reflective-corrective

Offer to say goodbye to the piglets.

Say goodbye to piglets.

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Motivationlyқ-

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Motivational-incentive

Time is not a pity:

One two three four…

One hundred - that's the whole rhyme!

Guys, Masha came to visit us again.

Learn the counting.

They react emotionally.

Izdenu uyimdastyrushy

Organizational search

How many pigtails does Masha have?

How many eyes do you have?

How many fingers are on the hand?

Put the same number of red small triangles on your plate.

Well done!

And how many polka dots are on Masha's skirt, put yourself the same number of squares.

Fizminutka

"I go and you go"

"Collect the car"

Each group of geometric shapes will assemble a car for Masha. Prior to this, the teacher divides the children into groups (2 people per group).

Flowers are counted.

Small red triangles and squares are counted and placed on a plate.

Perform a physical exercise.

They work in a group, make up a car from figures.

Reflective - correction of ears

Reflective-corrective

Offers to take Masha home. Final conversation.

Saying goodbye to the guest

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Motivationlyқ-

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Motivational-incentive

Organization of the game "Salem!"

“Salem altyn kүn!

Salem kok aspan!

Salem Zherana!

Salem balalar!”

Izdenu uyimdastyrushy

Organizational search

Guys, now we will see an exhibition of paintings by famous artists about winter.

How many of you know who the artists are, what they do?

Offers to look at pictures.

Tell me, what season did the artist depict in the picture?

Why do you think so?

The teacher offers to repeat in the Kazakh language - kөp қar, ақ қар.

What can you say about snow?

The teacher invites the children to listen to an excerpt from I. Surikov's poem.

Tell me, where does the snow fall?

Fizminutka "We walk through the snowdrifts"

Do you want to become an artist and paint a beautiful picture about winter?

The teacher puts an album sheet in front of each child, on which a house, a Christmas tree, a tree are drawn.

Invites the children to draw how the snow painted everything white.

See what is shown here?

And what is not here if this is a winter picture.

We will draw fluffy snow.

To do this, you need to draw quite a bit of white gouache on a dry brush and hold the brush vertically, poke on top, placing snow on the house, trees, and ground.

The teacher vertically shows the technique of drawing with a poke. The teacher offers to get to work.

Individual assistance of the educator to children.

Children look at reproductions of paintings that depict the winter season.

They draw pictures.

The children look at the pictures.

Winter, kys.

Lots of snow, trees without leaves, etc.

Fluffy, white, cold, soft.

On trees, houses, streets, roads, rivers.

Children coordinate their movements in accordance with the text of the poem.

Children's answers.

House, tree, bushes.

Independent work of children.

Reflective - correction of ears

Reflective-corrective

What kind of snow did you get?

Where is the snow?

Children are looking at work.

Children's answers.

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Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Organization of the game "Salem!"

Children together with the teacher repeat the words in the Kazakh language.

Izdenu uyimdastyrushy

Organizational search

The toys really liked your New Year's holiday. And they decided to arrange a Christmas tree holiday in the play corner. They got a Christmas tree, but they don’t know how to decorate it.

The teacher shows the children an artificial Christmas tree - a baby.

You need money to buy jewelry, but toys don't have it. You can make beautiful decorations on paper, but they don't know how. And then I advised them to seek help from you guys.

They really want to decorate their Christmas tree. And for this you need a lot of Christmas decorations. They have prepared boxes for us and ask in each cell (shows the children a sheet of paper) to put a Christmas tree toy.

These can be multi-colored balls (the teacher depicts a ball in the cell), round and beautiful, or any other Christmas decorations that you have seen and know how to draw.

Having received the consent of the children to help the toys, the teacher distributes sheets of paper to the children and pairs the children:

What Christmas decorations will he draw.

Offers to get to work.

Individual assistance to children.

Children listen to the teacher.

Children's answers.

Independent work of children.

Reflective - correction of ears

Reflective-corrective

The teacher offers to consider the work, analyze each drawing.

The toys thank the children and ask them to decorate the Christmas tree with Christmas decorations.

The teacher thanks each child for a good job.

Children are looking at work.

Children agree to decorate the Christmas tree with toys.

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Stages of activity

Mұgalіmnіn іs-аreketі

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Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

Organization of the game "Salem!"

“Salem altyn kun! (Hello, golden sun)

Salem kok aspan! (Hello, blue sky)

Salem zher ana! (Hello, mother earth)

Salem Balalar!” (Hello, children)

Guesses a riddle:

A ball of fluff, a long ear,

Jumps smartly, loves carrots. (hare).

Children together with the teacher repeat the words in the Kazakh language.

Solve the riddle.

Izdenu uyimdastyrushy

Organizational search

Shows images of a hare. Explains where he lives, why he has long ears, how he jumps.

Vocabulary work:

Does vocabulary work.

Fizminutka:

The teacher offers to conduct a physical minute.

A gray bunny is sitting

And wiggles his ears.

Like this, like this

He moves his ears!

It's cold for a bunny to sit

You need to warm up your paws.

Like this, like this

Gotta warm up the paws!

It's cold for a bunny to stand

Bunny needs to jump.

Like this, like this

Bunny needs to jump.

The wolf scared the bunny

The bunny immediately ran away.

Drawing way:

Invites children to draw a gray hare with long ears. Explains that the body of a bunny consists of round and oval parts. In order for it to become beautiful, it must be painted gray from left to right.

Children say that the hare loves carrots, is very cowardly and lives in the forest.

Repeat the words: hare, hare, long ears.

Children under the poem perform simple movements: raise their palms above their heads and wave, depicting ears, rub their forearms, jump in place, sit on chairs at their tables.

Connecting the dots with each other with a pencil, draw a hare. The finished drawing is colored with a colored pencil.

Reflective - correction of ears

Reflective-corrective

The teacher praises the children: they beautifully painted a bunny.

Children talk about what they know about the bunny and how they drew it.

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Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

The teacher asks the children to stand in a circle. Surprised, he asks what kind of basket is in the middle. What is in it? Children will find out if they guess the riddle: “It happens only in winter, when you hold it, your hands freeze. What is this?” (Snowball). Ask the children to look into the basket. Did they guess correctly? The teacher scatters paper balls and offers to play snowballs. After the game, he asks for help to collect everything in the basket. Thank the children for their help. The teacher asks what time of the year you can play snowballs. What color is the snow?

Does vocabulary work.

Children stand in a circle, guess the riddle, go to the basket, look at what is inside. These are snowballs.

Children throw paper snowballs. Collect them in a basket.

You can play snowballs only in winter. Snow is white.

They repeat in a whisper "snowball, snowball."

Izdenu uyimdastyrushy

Organizational search

Today we will draw snowballs.

Finger gymnastics:

Ex. "Snowball".

Drawing way:

The teacher introduces the technique of drawing snowballs with toothpaste. Reminds you how to draw with cotton swabs and toothpaste.

Conducts individual work. Monitors the actions of children, helps.

Children imagine snow and make a snowball out of it.

Children draw snowballs with toothpaste and cotton swabs.

Reflective - correction of ears

Reflective-corrective

Offers to relax and do breathing exercises. It's cold in winter, while we were making snowballs, our fingers were frozen. Let's blow on them and warm them up. Hangs up drawings drawn by children, praises them, wonders how they did it.

They blow on their fingers and rub their palms together.

Children talk about their work, then help the teacher put everything back in place.

Таsіlder

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Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

The teacher asks the children what season it is now in the yard, stops at the characteristic weather conditions. Each child is interested in what game he likes to play in winter, about his favorite activities. Guesses a riddle:

We made a snowball

They made a hat on him

Nose attached - and instantly

It turned out ... (snowman).

Children name the season - winter. It's cold, it's snowing. In winter, they love sledding and playing snowballs.

Solve the riddle.

Izdenu uyimdastyrushy

Organizational search

The teacher asks to find a hidden toy snowman.

Conducts a conversation: what a snowman is made of, what color it is, what figures a snowman is made of.

Vocabulary work:

Drawing way:

The teacher explains to the children how to draw a snowman. First you need to circle the dashes with a pencil, draw a contour, then use a brush to paint the snowman without going beyond the edges.

Fizminutka:

Snowman.

Well, my friend, hurry my friend,

Roll your snowball out of the snow!

It will turn into a thick lump,

And become a snowman!

His smile is so pure

Two eyes, a hat, a nose, a broom.

But the sun will bake a little -

Alas, there is no snowman.

While drawing, it reminds children how to outline the contour correctly, draw with paints. Please remember to be careful.

Conducts individual work with children, observes their actions, helps.

Children find a snowman in a group. They say that they mold it from snow, from snow balls, large and small. The snowman is white, has a carrot instead of a nose, and a bucket on his head.

Repeat the word "snowman".

Perform exercises.

With a pencil, draw a contour along the dashes. Paint over the snowman with the tip of the brush without going beyond the edges.

After using each paint, the brush is washed, wiped with a cloth.

Reflective - correction of ears

Reflective-corrective

The teacher comments on each work, praises the children. He is interested in what color they used, what snowman balls remind them of, what additional details they drew.

Children talk about their work and winter fun, evaluate how their snowman turned out.

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Stages of activity

Mұgalіmnіn іs-аreketі

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Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

The teacher invites the children to stand in a cheerful circle. He asks to smile at those around him.

From a small beautiful chest he takes out the things of the Aisana doll, asks to name them. He asks which ones are needed in winter, and which ones can be removed until warm days.

Form a circle, hold hands, smile.

They say what time of the year the doll wears things lying in the chest. Choose those that are needed in winter: a scarf, a hat.

Izdenu uyimdastyrushy

Organizational search

Shows different children's scarves. He asks what color they are, what they are decorated with. Offers to touch.

Other toys do not have scarves, the teacher offers to draw beautiful scarves for them.

Vocabulary work:

Does vocabulary work.

Fizminutka:

The wind blows in our face

The tree swayed.

The wind is quieter, quieter, quieter,

The trees are getting higher and higher.

Drawing way:

Shows the children how to trace the stripes on the scarf. He asks what color these stripes are. Explains how to guide the brush gently so as not to cross a line of a different color. He asks you to put your finger on the top line and draw your finger along it, then along the next lines. You can suggest doing it with different fingers.

Conducts individual work with children, observes their actions, helps.

Children look at scarves, name their color, pattern. They are said to be soft.

Work with the word "scarf".

Children listen to the teacher, name the colors, draw along the lines of the drawing with their fingers.

Circle the strips with colored pencils from left to right. Paint them with paints, choosing the necessary color.

Reflective - correction of ears

Reflective-corrective

The teacher reports that the toys really liked their scarves. He asks who used what colors, praises everyone. He is interested in what toy each child will give his scarf to.

Children show their drawings, name the colors used and their favorite toy for which they drew a scarf. Clean up the workplace.

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kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

The teacher finds a beautiful box on his desk. He asks the children if they know who brought it. Offers to see what's inside. Reads to children a poem by N. Radchenko "Rattle":

Rattle, rattle,

My first toy

I'll take the rattle

I will make noise and rattle.

And understandable to all relatives

That I have become quite big!

He asks what the lines of poetry are about. He takes out rattles, distributes them to children. He asks to make some noise, to rattle them.

Children listen to the poem and answer questions.

Izdenu uyimdastyrushy

Organizational search

Asks what size and color of the rattle. What sounds do they make?

The rattle is a toy for the smallest children.

Vocabulary work:

Does vocabulary work. Offers to draw the baby's favorite rattle.

Drawing way:

Shows the finished drawing of a rattle to the children. It is necessary to circle it along the contour and color it with colored pencils. Suggests to draw circles in the air, and then in the workbook.

While drawing, reminds children how to draw correctly with pencils. Please remember to be careful.

Conducts individual work with children, observes their actions, helps.

They answer questions in detail and tell how they will play with the kids.

Under the guidance of a teacher, they work with the words "toy", "rattle".

Children listen and follow the teacher.

Draw with a pencil in the air. On the finished silhouette, rattles are drawn around the edges and in the center of circles, painted with colored pencils.

Reflective - correction of ears

Reflective-corrective

The teacher studies the children's drawings, asks what colors they used, reads S. Loseva's poems:

What nice toys

These miracle rattles

Wonderful in appearance

Sounds attractive.

Rattles should make noise - offers to pick them up and rattle. The teacher praises the children.

Children talk about their drawings, what shape the rattle is, what color it is now.

They make noise with rattles.

Clean up their workspace.

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Mұgalіmnіn іs-аreketі

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Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

The teacher invites the children to the circle, says that the Aisulu doll came to visit them. She put on a new dress, beautifully combed her hair. I wonder why she dressed up like that? Aisulu prepared a gift for her mother and drew beads.

They greet the doll Aisulu. They say that they like the gift that the doll has prepared for her mother. They express their readiness to draw beautiful beads as a gift to their mother.

Izdenu uyimdastyrushy

Organizational search

Talks about beads: what they are made of, what color and shape. Does vocabulary work.

Drawing way:

The teacher shows how to draw circles on the line: first, the outline, and then you need to color inside. Each bead should not hang in the air, but should be on a string.

Finger gymnastics:

The teacher distributes small strings of beads and asks you to feel each bead with your fingers.

Suggests to draw circles-beads first in the air, and then on the sheet of the album.

While drawing, it reminds children how to draw with paints. Please remember to be careful.

Conducts individual work with children, observes their actions, helps.

Children speak about the color and shape of the beads they want to give to their mother. Repeat the word "beads".

Children sort through the strings of beads with their fingers.

Draw beads with a brush in the air. Then they start drawing on the sheet. On the finished line, draw the outline of the bead, and then carefully paint over it and proceed to the next one. At the end, rinse and wipe the brush with a napkin.

Reflective - correction of ears

Reflective-corrective

He invites you to show your work. Did the doll like the beads that the children painted for their mothers? Aisulu says he liked it very much. He praises everyone, offers to collect drawings and give them to mothers for the holiday.

Children tell what they did, what color of paints they used. They say goodbye to the Aisulu doll and clean up their jobs.

Таsіlder

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Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

The teacher invites the children to the window. What is happening outside the window? Right. The sun is shining. Warm outside. The grass has grown. Leaves appeared on the trees. Everything around is green. Yesterday, on a walk, the children touched the grass with their hands. It is soft and tender, somewhere long, somewhere short, different in color - dark green and light green.

Children come to the window, watch. They say that spring has come, the sun is shining brightly, green grass has grown.

Izdenu uyimdastyrushy

Organizational search

Offers to draw the same grass as outside the window.

Fizminutka:

You need to rest before work.

By the sun, by the sun

Meadow path

Walking on soft grass

We are summer time.

The birds are chirping,

Moths flutter,

yellow dandelions,

Blue cornflowers.

Does vocabulary work.

Drawing way:

The teacher explains: you need to dip the tip into the green paint and make a smear, moving your hand from bottom to top. From below, the brush should be slightly pressed down, and at the top, draw only with the tip of the brush. While drawing, it reminds children how to draw with paints. Please remember to be careful. Then he asks to draw flowers in this grass, also helping and supporting the children.

Conducts individual work with children, observes their actions, helps.

Children repeat the movements after the teacher.

Walking in place.

Walking, lifting my hips high.

Walking, arms up.

Walking with arms swinging to the sides.

Inhale the scent of flowers.

The words "sun", "shines", "flowers", "grass".

Children in the air repeat the movements of the brush after the teacher.

Children draw grass with the tip of the brush from the bottom up.

They try to draw flowers with dots.

Reflective - correction of ears

Reflective-corrective

The teacher watches the work of each child, analyzes the drawings, praises, says that she really liked them, and offers to make an exhibition for parents in the evening.

Look at each other's drawings. They say whose they liked the most. Help to put on an exhibition.

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Stages of activity

Mұgalіmnіn іs-аreketі

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Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

The teacher reads a poem by Z. Petrova "My toys":

We have good toys.

Dolls, bears and crackers;

They are fun to play with.

Let the toys be friends with us

We won't offend them.

Let's play later

We'll take everything in place.

He asks what the poem is about. Asks to show and name a favorite toy.

The children brought their favorite toys with them. Show and name them.

Izdenu uyimdastyrushy

Organizational search

The teacher puts the children in the play corner and reads E. Utetleuov's poem "Toys". Takes each child's favorite toy and describes it.

Vocabulary work:

Conducts vocabulary work with the names of toys.

Ask the children to draw their favorite toy. Gives recommendations, answers questions on drawing the selected toy. How to make a body, head, legs, etc.

While drawing, reminds children how to draw correctly with pencils. Please remember to be careful.

Conducts individual work with children, observes their actions, helps.

Listen to the poem and answer the questions. Talk about their toys.

Repeat the names of new toys.

Children say what kind of toy they will draw, what parts it consists of, determine what color they will paint.

They draw their favorite toy on their own with pencils or paints of their choice.

Reflective - correction of ears

Reflective-corrective

Analyzes finished drawings. He asks who they drew. Praise children.

Children tell what they have drawn, express their feelings. Put the toys away.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

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Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

The teacher tells the children that the artist Brush has come to them. She brought the children drawings with Kazakh ornaments and plates to be decorated. Asks children to remember what Kazakh ornaments they know.

Children get acquainted with the artist Brush. They talk about the ornaments depicted in the drawings.

Izdenu uyimdastyrushy

Organizational search

The teacher shows the plate, asks what it is for. Indicates the ornament: what it looks like, what it is called, where it is located.

Vocabulary work:

Does vocabulary work.

Drawing way:

The teacher invites the children to decorate the plate with an ornament. Explains how to draw it. In the center with a cotton swab draw a “tumarchik”, and then, using the finished print, apply a triangular ornament along the edge of the plate from left to right.

Fizminutka:

Choice of teacher.

Conducts individual work with children, observes their actions, helps.

They talk about the use of a plate in everyday life. They answer questions.

Work with the word "plate".

The center of the plate is decorated with a cotton swab. The edges are decorated with finished printing or with a brush.

Reflective - correction of ears

Reflective-corrective

Tassel says the kids did a great job. We got beautiful bowls. Praises everyone. Says goodbye and leaves.

Children tell how they decorated the plates, what colors they used. Farewell to the brush.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

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Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

The teacher tells about an unusual guest who came to our kindergarten.

Guesses a riddle:

Who is rustling in the grass

And funny so snorts?

All in needles, you won’t take it,

Who is it, children? (Hedgehog)

Today in the lesson we will learn how to draw needles on a hedgehog.

The children solve the riddle.

Izdenu uyimdastyrushy

Organizational search

Show children illustrations of a hedgehog. Tells about his way of life, where he lives, what he eats.

Vocabulary work:

Work with the words "hedgehog", "hedgehog", "prickly", "needles".

Fizminutka:

The teacher imitates a “hedgehog”: ideas with minced steps, turning either to the left or to the right and snorting “fu-fu-fu”.

Drawing way:

The teacher shows how to draw needles with a pencil - short sticks from top to bottom. Offers to draw them in the air, and then on the worksheet. While working, it reminds you how to draw with a pencil. Conducts individual work. Observe the actions of children, helps.

They look at hedgehogs in pictures, they say that hedgehogs need needles for protection.

Actively involved in work.

Repeat the movements after the teacher.

Children lead a pencil in the air, repeating after the teachers. Then, in the workbook, needles are drawn to the hedgehog - short straight sticks.

Reflective - correction of ears

Reflective-corrective

He looks at the children's drawings, comments on each work, asks the child how he drew, what the hedgehog's needles look like.

Answer the teacher's questions. Review the work of other children. Clean up the workplace.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

The teacher reminds the children how they picked dandelion flowers while walking. He asks what color it is, what shape it is, what color the leaves are. Shows pictures of dandelions. Reads a poem by E. Serova "Dandelion":

wears a dandelion

Yellow sundress.

Grow up-dress up

In a white dress

light, airy,

Obedient to the wind.

After the yellow sarafan, which dress will the dandelion wear? What will happen to him?

Breathing exercises "Dandelion":

Imagine that you have dandelions in your hands, repeat the words and do the exercises:

We blow high

We blow low

We'll blow far

We'll blow close.

Does vocabulary work.

Children say that dandelions are yellow, round, and their leaves are green.

Listen to a poem.

The children answer that the dandelion will wear a white dress. If you blow on it, it will shatter.

Raise your hands up and blow on them. They squat down and blow on the "flower" in their hands.

They bend forward, stretch their arms, blow on them. They stand straight. Bring your hands closer to your face and blow on them.

Repeat the word "dandelion".

Izdenu uyimdastyrushy

Organizational search

The teacher says that today in the lesson the children will learn how to draw a dandelion. Offers to look at the worksheet. What do they see, what season, what is missing there? There are no dandelions, yellow dresses are lost.

Drawing way:

The teacher explains how to make dots with the tip of the brush, dipping her yellow paint, to make a dandelion. You can also try with your finger. The teacher asks the children to draw dandelions. Shows how to properly hold a brush in your hand.

Conducts individual work with children, observes their actions, helps.

Children see on a sheet: dragonflies fly, a snail crawls, the sun shines, grass grows. It is spring. There is not only a dandelion, one stalk with leaves.

Children paint a dandelion by dipping the tip of the brush into yellow paint and making dots.

After work, the brush is washed, wiped and put in place.

Reflective - correction of ears

Reflective-corrective

The teacher praises the children. He proposes to make a “blooming meadow” on the board - an exhibition of drawings.

Children share their impressions, help the teacher to make an exhibition. Clean up the workplace.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

The teacher invites the children to the mound. She asks to smile at each other. Represents the guest - donkey Eeyore. He's sad, let's ask why. Eeyore says he doesn't have a cart. Ask the children to draw it.

The children stand in the mound, smiling warmly at each other.

They ask Eeyore why he is sad.

Izdenu uyimdastyrushy

Organizational search

The teacher leads a conversation: what is the cart for, what parts does it consist of? What color is her body and wheels? What is the shape of the wheel?

Vocabulary work:

Does vocabulary work.

Drawing way:

Shows how to draw a cart. First, circle the lines with a pencil, and then paint with a brush and paints. The brush should be moved from left to right, do not press on it, paint over carefully, without leaving the contour.

The teacher pays attention to the color of the body and wheels.

Fizminutka:

The teacher puts the children in a line one after another. He himself gets up in front and leads the children with a snake. Whoever breaks away is out of the game. The teacher asks to trace the outline of the cart with a pencil and color it. While drawing, reminds children how to draw with paints and pencils. Please remember to be careful.

Conducts individual work with children, observes their actions, helps.

Children answer questions.

Repeat the word "cart".

Children get acquainted with the drawing of the cart. Listen to the teacher. Paint in the air with a brush.

Have fun participating in the game.

Connecting dashes, circle the wheels, body. Paint the body, and then the wheels.

Reflective - correction of ears

Reflective-corrective

The teacher studies the children's drawings, comments on the work of each, praises. Offers to send them to the donkey Eeyore.

Children evaluate their drawings. Clean up the workplace.

Таsіlder

kezenderі

Stages of activity

Mұgalіmnіn іs-аreketі

Actions of the educator

Balalardyn іs-аreketі

Children's actions

Motivationlyқ-

kozgaushy

Motivational-incentive

The teacher puts on a chicken hat mask and sings, inviting the children to the circle:

Chick-chick, my chickens

Chick-chick-chick, my killer whales

cheerful friends,

My yellow lumps. (2 times)

Here in the thick free grass

real expanse,

You can take a walk,

All of you will be happy.

Chick-chick, my chickens

Chick-chick-chick, my killer whales

cheerful friends,

My yellow lumps. (2 times)

The teacher asks who this song is about.

Children sing a song with the teacher.

Children: a song about chickens.

Izdenu uyimdastyrushy

Organizational search

The teacher is talking with the children about chickens: whose children are they, what color, size, what they look like, what they eat. In the lesson, they will draw chickens on the grass.

Vocabulary work:

The teacher asks to repeat after him: chick, chick, chicks.

Drawing way:

The teacher explains how to get started. Trace the lines with a pencil. He takes yellow paint and with the end of the brush outlines the outline of the drawing first, and then paints the middle. The beak and eyes are drawn with pencils.

He asks the children: what is missing here? Herbs. Asks to remember how to draw her. Tassel from top to bottom. So the picture turned out-chickens on the grass.

Finger gymnastics"Chicks":

Offers to feed the chickens, sprinkle them with crumbs. And the chickens are pecking at them.

Asks the children to trace the outline of the chicken with a pencil, color and draw grass.

While drawing, reminds children how to draw correctly with pencils.

Conducts individual work with children, observes their actions, helps.

These are chicken babies, they are small, round, like balls, they are yellow, they eat grains, bread crumbs and worms.

Children repeat in chorus: chick, chick, chicken.

Children watch and listen to the teacher's explanations.

Children, imitating the movements of their fingers, sprinkle crumbs with the words "chick-chick-chick." Forefingers knock on the table-peck. Children trace the dotted lines, carefully color the outline and paint over the middle. Pencils draw a beak, eyes. Wash the brush. Draw grass. Clean up the workplace.

Reflective - correction of ears

Reflective-corrective

Marks those who completed the task very carefully, encourages them.

Children talk about their drawings, rejoice for those who have been marked.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher engages the children in the conversation by asking the following questions:

How did you get to the kindergarten (by car, bus, tram, on foot)?

What did you see when you went to kindergarten?

What kind of houses did you see on the streets?

Where do cars go?

Where do people go?

The teacher draws the attention of the children to the unfinished street, which Aisha and her friend Adlet began to build dolls.

There are houses here, but they are all low and small, there are no roads. Let's help Aisha and Adlet - increase the height and build paths.

Children take part in the conversation and answer questions.

I came to kindergarten with my dad by car.

I came with my mother by bus (tram).

I came with my grandmother on foot.

On the way to kindergarten, I saw a lot of cars, trees, houses, people.

The streets are tall and big houses.

Cars drive on the roads.

People walk on the sidewalk, footpath.

Children show interest and desire to help dolls Aisha and Adlet.

Organizational search

The teacher shows how to finish building houses in height - you need to remove the roof (prism) and put another cube or several cubes on top, and put a prism on top.

Further, the educator shows and explains how to build narrow paths along the houses according to the pattern of bricks - attach the bricks tightly to each other. The teacher draws the attention of the children to how long the street turned out to be, there are different houses on it, paths are laid out, but they are narrow, only for people - pedestrian (sidewalk). Aisha and Adlet will walk along these paths. Now let's build a wide lane for the cars. The teacher begins to build a wide path of plates, then invites the children to continue.

Children follow the model to build houses in height.

Build along the houses

narrow paths according to the pattern. They consider what a long street with narrow paths for a pedestrian turned out to be. They show interest and desire to build a wide road for cars. Children, together with the teacher, build a wide path of plates. beat their

The teacher organizes the children's play with buildings and dolls, helps the children to decorate, "revive" the street, using trees, shrubs, and flowers made of cardboard.

buildings, arrange figures of people on footpaths, on a wide path of cars, and trees, shrubs, flowers, grass near houses.

Reflective-corrective

To analyze the work of children, the teacher "attracts" puppets - Aisha and Adlet. They note that the children selected the material, correctly named the shape, color (bricks, cubes, prism, plasticine), and now the children are playing together with their buildings. The dolls thank the children for their help. The teacher helps the children to dismantle the buildings.

The children listen to the puppets, Aisha and Adlet.

They dismantle their buildings, group them according to their shapes, put away materials and toys in their places.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher organizes a didactic game "What's gone?". On the table there are dishes familiar to children: a glass, a spoon, a plate, a tostagan, a teapot, and among them an unfamiliar dish - torsyk. The teacher invites the children to close their eyes, hides one of them, asks: "What's wrong?".

The last one is the torsyk. The teacher says:

Torsyk is a dish made of leather, milk, ayran, koumiss are poured into it. Torsyk is convenient to take with you on the road.

Children show interest and desire to play.

The children name the dishes.

Children carefully examine the torsyk.

Organizational search

Then the teacher invites the children to consider a technological map with the image of a whole and a torsyk divided into 4 parts.

The teacher names the parts of the torso - neck, lid, base, bottom.

The teacher helps the children, encourages them.

Children look at a map depicting a torsyk.

Repeat the name of the parts of the torsyk.

Children collect torsyk from parts.

Reflective-corrective

The teacher analyzes the work of the children, notes that the torso turned out to be beautiful, one-piece.

The teacher suggests fixing the name and purpose of the torsyk.

Children admire their work.

They name what kind of dishes they have collected, from how many parts, why the torsyk is needed.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher offers the children the game "Find the cubs."

The teacher shows this animal (toy or illustration).

Children, it turns out, these pets are asking to find their cubs. Let's help them.

The teacher offers the children to build fences for kids and camels, so that they do not run far from their parents.

Children show interest and desire to play.

Children find cubs in a set of toys (or illustrations), lay them out to adult animals. Children show interest and desire to build fences.

Organizational search

The teacher invites the children to consider a technological map depicting animals in fences.

He asks what parts the fences are built from. Offers to take a brick and consider. Find the narrow and wide side.

Then he shows and explains how to make a fence for animals: you can put the bricks close to each other on a narrow short edge, or on a narrow long one.

Consider a map showing animals in the fences.

They name who is depicted, what is built, from what part. Consider the bricks, show the narrow and wide side.

They observe, listen to the process of building a fence.

Reflective-corrective

The teacher pays attention to neatly and correctly placed bricks.

Offers to play with their buildings.

The children look at their buildings.

Children play with their buildings.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher invites the children to talk about observations of leaf fall, about the signs of autumn.

The teacher reads a poem with movements.

And the wind thick cheeks

Puffed up, puffed up, puffed up.

And on the colorful trees

Blow, blow, blow.

Red, yellow, gold,

Flew around the entire sheet of color.

How embarrassing, how embarrassing

There are no leaves, only branches are visible.

Guys, let's make autumn leaves on the trees so that they turn red again.

The children take part in the conversation. They answer questions.

Children listen to the poem and perform the corresponding movements.

They show interest and desire to make beautiful trees with multi-colored bays.

Organizational search

What can leaves be made from? What color paper can we make autumn leaves from?

How we will make leaflets, I will show you.

I take yellow paper and tear it into small pieces - these are yellow leaves, put them on a tray. I suggest you pick up the leaves.

Now we will prepare leaves of orange and red paper, put them on a tray. Here are the finished leaves.

I glue leaves of different colors to make a beautiful autumn tree.

Children answer that leaves can be made from paper. From paper yellow, orange, red.

Children take paper and tear it into small pieces, put them on trays.

Glue yellow, red, orange pieces on the green crown of the tree.

4Reflexive-corrective

The teacher invites the children to admire what beautiful autumn trees they got.

The teacher distributes autumn leaves to the children and offers the game “Colorful leaf fall”.

Children rejoice at the beauty of the autumn trees they have made.

Children take leaves, throw them up and admire the fall of the leaves.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher invites the children to remember what they built in the last lesson (high and low fences for animals).

The teacher suggests building different gates for the toy cars, as shown in the handout.

Children show interest in the conversation. They answer questions.

Children are looking at cars.

Children show interest and desire to build gates.

Organizational search

The teacher explains and shows the sequence of the structure of the gate for a passenger car: you must first put a plate, build columns of cubes to the left and right of it, and then raise the crossbar plate and put it on the posts.

Let's check if a passenger car can pass (carrying a car).

Appeals to children:

Can a truck pass through this gate? Why not? What gate should be built?

Then the educator shows and explains which gates need to be built for the truck.

Draws the attention of children to the details for wide gates (long plate, cubes).

The teacher conducts individual work with children.

Clarifies with children what kind of gate they are building.

Children listen and watch how to build a gate for a car.

Watch as the car drives through the gate.

Children identify the discrepancy between the size of the gate with the size of the gate with the size of the cars. The gates are wide and tall. Compare plate sizes.

Children build narrow gates for a passenger car, wide gates for a truck.

Reflective-corrective

The teacher analyzes the buildings of the children - the gate is strong, stable.

The teacher invites the children to beat their buildings.

Children play with their car buildings: they drive in and out through the gate.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher invites the children to the carpet and draws their attention to the fact that there are beautiful kurak korpe on the carpet. Asks children to consider and sit on them, to tell about their feelings and impressions.

Then the teacher invites the children to assemble a corps for toys from triangular parts. Let them also sit on beautiful korpeshki.

Children show interest. Consider the corps. They sit on the huts. They talk about their feelings - soft, comfortable, beautiful.

Children examine and name the shapes of patches. Children show interest and desire to make a korpe from parts.

Organizational search

The teacher invites the children to open their sets and name what details are there.

Then the teacher draws the attention of the children to the technological map, which shows a sample and the sequence of making a corps of triangles.

The teacher explains that the triangles must be selected according to color and shape, placed close to each other so that there are no holes in the body. Helps children who

have difficulty compiling a corpus. Encourages children to independently compose and modify the korpe.

Children get acquainted with sets for korpe. They are called red and yellow triangles.

Children make a korpe from Triangles according to the model.

Self-modify korpe

Reflective-corrective

The teacher analyzes the work of children. Clarifies the purpose of the korpe for the home. Invites children to put toys on their backs.

Children admire the composed korpe. They tell us why we need corps at home. They put small toys on huts and beat them.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

Dolls Aisha and Tanya come to visit the children.

Dolls Aisha and Tanya offer children the game "A house and everything that can be in it." The children are given the silhouettes of the house, but what you can put in it, you need to guess. Aisha doll makes a riddle:

“My picture shows what they are sitting on. Guessed? That's right, it's a chair. Show the picture so that the children make sure that they guessed correctly. Give the children a picture of a chair.

Doll Tanya thinks:

“In my picture, everyone knows an object - we eat after it every day. That's right, a table. The dolls call the children to make riddles.

The teacher helps the children to guess riddles about the bed, armchair, locker. The teacher asks the children what they have in the house. How to call all this in one word? (Furniture).

Did you like the game?

Thanks to the dolls for an interesting game. Invites children to build a room with beautiful furniture for Aisha and Tanya dolls and other toys.

Children welcome dolls, show interest and desire to play.

Children listen and solve riddles. They have a picture in the house (chair, table, armchair, bed, locker).

Children make riddles, hand out pictures - riddles to children. Consider and name what they have in the house.

Children show interest and desire to build for dolls.

Organizational search

The teacher shows a handout with a picture of the room.

This is a chair. What parts is it made from? Right. And how was it built? What does the chair have?

It is a table. What parts is it made from? How to build a table?

This is a chair. What parts is it made from?

How was the chair built? What does the chair have?

The teacher invites the children to perform finger gymnastics:

Children look at a map with a picture of a room.

The chair is made of a red cube and a blue brick. The chair has a seat and a back.

The table is made of a red cube and a blue brick. A brick was placed on top of the cube.

The chair is made of green bricks. One brick was placed, another brick was placed next to it.

The chair has a seat and a back.

The back of the chair is high.

Perform finger exercises.

This is a chair, we sit on it. (Forefinger and little finger - up, the rest of the fingers together - forward).

This is a table, we eat at it (hands opposite each other, fingers bent at a right angle).

This is a chair, we sit on it (straight fingers of one hand rest against the palm of the other hand).

Then the teacher invites the children to build the same furniture as shown in the picture.

Children build furniture.

Reflective-corrective

At the end of the lesson, the dolls Aisha and Tanya go to visit the children, thank the children for making beautiful furniture.

The teacher invites the children to carefully disassemble their buildings and put the parts in place.

Children admire their buildings, tell the dolls about their built room, about what kind of furniture it has.

Children dismantle their buildings, put parts and toys in place.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher asks the children:

What will soon be a fun holiday?

Guesses a riddle:

She lives in her forest

And thinks about

What is essential in the New Year

Someone will come to the house.

(Christmas tree)

Right. What should we do to make the Christmas tree smart and beautiful?

Dei answer questions:-

Soon there will be a cheerful New Year's holiday.

Children guess the riddle - Christmas tree.

We will decorate the Christmas tree, decorate, hang bright ones,

What will we find under the tree?

And who will bring us a Christmas tree and gifts?

Right. And for our toys, we will make a Christmas tree ourselves.

beautiful toys.

Present.

Santa Claus.

Children show interest and desire to make a Christmas tree for toys.

Organizational search

The teacher shows the handout.

See what kind of Christmas tree the toys-animals have.

Oga is made of paper.

The teacher shows how to fold the rectangle in half - this will be the leg of the Christmas tree.

The teacher puts it aside for now.

Having shown how to fold a square diagonally, combining corners and sides, he asks:

What figure did you get? - triangle.

Also adds two more squares.

Glue a wide triangle to the leg with the folded side, as shown in the picture.

Now open the triangle, apply glue to the upper corners and glue the next triangle, also with a wide side, and press it with a napkin.

We will also glue another triangle.

Here is the tree. We will open the leg and the Christmas tree will stand.

The teacher conducts a show-explanation gradually as the children complete the actions.

Conducts individual work.

Children are looking at the flow chart. Listen and observe the actions of the teacher.

Then they repeat the actions of the educator - they take the prepared small brown rectangle, fold it in half.

They take a green square, fold it diagonally, and get a triangle.

Two squares are added in the same way.

Children follow the instructions of the teacher in sequence and make a Christmas tree.

They put their Christmas tree on a leg.

Reflective-corrective

At the end of the lesson, the teacher examines the Christmas trees, notes that they turned out to be beautiful, stable and the toys are very happy.

Children are looking at Christmas trees. They love them. Arrange toys. Read poems by heart, sing a song.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher remembers with the children what kind of furniture they built for toys in the last lesson. The teacher invites the children to continue learning how to build furniture for toys.

Children name the furniture they built in the last lesson.

Children show interest and desire to design new furniture.

Organizational search

The teacher shows the children what kind of furniture they will build.

This is a sofa. What parts is it made from?

That's right, one brick is attached to another on a narrow surface and 2 cubes (sidewalls).

It's a bed. The bed is built of bricks and a new part - bars. The bed is wide, 3 bricks are attached to each other with a wide side, the backs of the bed are attached to them - 2 bars.

The teacher offers to build the same furniture, or you can build it as you wish.

The teacher helps with advice, questions, encourages the child if he makes furniture in his own way.

The children look at the patterns. Answer questions:

The sofa is built from cubes and bricks.

The bed is made of bricks. Children repeat the name of the new part - a bar.

Children build a sofa, a bed.

Reflective-corrective

At the end of the lesson, the teacher reinforces the concepts of "wide", "narrow", the names of furniture.

The teacher asks the children to put their toys to bed.

Then they, together with the children, dismantle the buildings and lay out the parts and toys in place.

Children analyze their buildings, beat them, put toys to sleep on a sofa, bed.

Children carefully dismantle their buildings and put toys away.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher draws the attention of the children to a card depicting geometric shapes.

Invites the children to name what they saw on the card.

Invites children to make these objects according to the model of geometric shapes.

Children show interest. Examining cards.

They call it: a cube, a tower, a Christmas tree, cars, planes, fish.

Children name geometric shapes and show: squares, triangles, rectangles, ovals. Children show a desire to make different objects.

Organizational search

The teacher shows the children how to "see" and complete, add the missing details. For example: the oval resembles the body of a fish, and the added triangle is the tail of a fish.

Then he invites the children to build figures using the card. The teacher does individual work.

Children listen to the explanation and observe the actions of the teacher. Consider the sample in the handout.

Children construct crafts from flat geometric shapes.

Reflective-corrective

During the analysis, the teacher notes the samples of figures made by the children on their own, and praises the children for resourcefulness. The teacher invites the children to collect geometric figures and put them in boxes.

Children look at different figures, compare and choose the best ones. They collect geometric figures and put them in boxes.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

Aisha doll and other toys appeal to children:

We all want to go far for a walk together, please help us.

The teacher asks the children:

What helps us to move far and fast? That's right, cars and different types of transport. There are not enough seats in the car, but Aisha and her friends want to go together. Let's build a bus for them.

The bus is ground transportation. The driver is at the wheel. He drives the bus and transports passengers.

Children show interest and desire to help toys.

Children name different types of transport.

Children show interest and desire to build a bus.

Organizational search

The teacher offers to consider the handout.

Look, the bus is larger than a car, it has a salon with seats for passengers, windows, a cab for the driver. Let's build this bus together:

We take 2 bars, put them at a small distance from each other, we will make wheels;

We take a long plate and put it with the wide side on the bars;

We put cubes on the plate, as shown on the card, at a small distance from each other - we will make windows near the bus;

Align the cubes and cover them with another plate, make the roof of the bus.

Now the bus is ready, you can sit down and go for a walk together.

Children build buses by showing and verbally instructing.

Consider a bus they made themselves.

Reflective-corrective

When analyzing, the teacher asks the children what parts the bus is built from, the color, who drives the bus.

Invites children to sit passengers at the windows - small toys on the bus and play.

The teacher invites the children to disassemble the building and lay out the parts and toys in place.

Children tell what parts the bus was built from, name the color of the parts, answer the teacher's questions. Children play with buildings.

Carefully stack parts and toys.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher remembers with the children how they watched the falling snow.

Snow quietly fell on the roofs of houses, trees, the ground. Around white-white, snow-covered street.

Look, I wanted to show you a picture of a winter street, but a breeze blew, the snow swirled and flew away.

I suggest you make a beautiful winter street. Silently it's snowing...

Shows the technological map.

Children share their impressions when they watched the falling snow.

Examine the unfinished painting.

Children show interest and desire to make a picture.

Organizational search

The teacher distributes unfinished paintings to the children.

Predalaget for children to make snowballs from a soft white napkin. Shows and explains how to cut a napkin into pieces, then crumple and roll in a circular motion between the palms, put on a tray.

Next, glue the finished snowballs with glue on the unfinished picture. The painting is complete. The teacher helps children who find it difficult to cope with the task - tear the napkin into pieces, crumple, roll it between the palms and place the lumps all over the picture.

Reminds me of the rules for working with glue. Glue should not be taken by mouth, hands should be wiped with a napkin.

Children look at the technological map, pay attention to how the snow is located.

Children take a white napkin (or a piece of toilet paper), tear it into pieces, crumple it and put it on trays.

Finished white lumps are glued onto an unfinished picture.

Reflective-corrective

At the end of the lesson, the teacher invites the children to make an exhibition of paintings and admire them. The teacher notes how the children tried, carefully worked.

Children admire, consider their paintings.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher puts a toy train or illustrations on the table in front of the children and reads the riddle, shows the pictures, changing them (forest, river, forests, cities).

I went to the green house

I felt comfortable in it

I saw forests in the windows,

Rivers, villages, skies.

Soon there was a house

The city is completely different.

Children, did you guess what kind of house this is?

That's right, it's a train with wagons. When the train travels along the rails far, far away, forests, rivers, mountains, villages and cities are visible in the window.

A train is a vehicle driven by a driver. The train has many carriages for passengers.

I suggest you build a train with trailers for your toys so that they go far, far away and see a lot of interesting things from the windows of the trailers.

Children show interest.

Children guess (in case of difficulty, the teacher prompts).

Children show interest and desire to build a train for toys.

Organizational search

The teacher invites the children to build together:

First, I will build a steam locomotive, and you are wagons.

I put a cube, another cube on it, and now I put a cube on the side of them - the train is ready. Now we will add trailers to the train. Let's put a plate, cubes on it at a distance from each other to make windows, cover the cubes with another plate - this is the roof of the trailer. The wagon is ready.

The teacher invites the children to put trailers one after another. The train is ready. The teacher helps to put the cubes at a distance, level them.

Then he proposes to consider in the handout how to seat passengers (small toys).

Children are watching.

They admire how long the train is and how many trailers it is. Children are seated on trailers of toys.

Reflective-corrective

The teacher invites the children to beat the building.

Finishes the lesson with the musical game "Semaphore Train".

The train goes fast and the wagons are carrying, choh-choh, choo-choo, I will rock you far.

The train is going fast

Singing songs loudly

Choo-choo, choo-choo.

I'm spinning wheels.

In the hands of the educator, a red circle, a green circle.

Explains the purpose of a semaphore.

The teacher shows a red circle - the children stop, a green circle - continue to move.

Children play with the building.

Children play the musical game "Semaphore Train".

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

Educator:

Children, we have learned poems, songs, dances for the holiday of mothers. And today I suggest you make greeting cards with flowers for moms. Mothers love flowers very much.

Children show interest and desire to give their mother a gift.

Organizational search

Invites children to consider different postcards with the image of flowers, as well as a bouquet of flowers.

Draws attention to the beauty, color, parts of the flower: stems, leaves, lumps - flowers depicted in the handout.

The teacher invites the children to choose soft paper of different colors and sizes for flowers, crumple it, roll up lumps of flowers, put ready-made lumps on trays.

Performs finger exercises.

Our scarlet flowers open their petals (spread fingers)

The breeze breathes a little, the petals sway, (wiggle fingers)

Our alyn flowers close their petals, (put fingers together)

They fall asleep quietly, shake their heads (shake their arms from side to side).

Then he distributes blanks to the children: postcards, stems, leaves. He suggests arranging the stems, gluing them, then gluing the leaves to the stems, then arranging the lumps-flowers, pressing the ribbon and gluing them. The postcard is ready.

The teacher helps to choose different colors, lay out the details of the flower, make a bouquet and glue the details.

Children consider postcards, a bouquet of flowers, handouts. Name the parts of a flower.

Children choose paper, crumple. Roll up, make lumps-flowers, put them on trays.

At the direction of the teacher, the details of the flowers are sequentially glued onto the postcard, then lumps of flowers are glued. Finish off by gluing the ribbon.

Reflective-corrective

During the analysis, the teacher notes that the cards turned out beautiful, that the children tried very hard for their mothers.

Children will present postcards to their mothers at the holiday, they will say the kindest words to them.

Children admire postcards made by their own hands, show them to each other.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher says to the children:

Children look, something our toys are bored. Let's build a street for them to live on. We will build different houses: for a giraffe - high, for cubs - wide, long, for a mouse - low, for monkeys - a house with many rooms.

Today we will be builders. Builders build houses, shopping centers, circuses, theaters, schools, they build different buildings.

Children show interest, attention and desire to build different houses for toys.

Children show interest and desire to play the role of builders.

Organizational search

Then let's build small houses for mice, kittens, puppies.

Take a cube and a prism.

Put a cube on it - a prism - this is a roof. The house is ready.

Let's build the same house, only higher: two-story. Let's take two cubes, put them on top of each other, and on top of the prism-roof.

The tall house is ready, a giraffe can live in it.

The monkey has a big family, so we will build a house for him on our street, where there will be many rooms.

Let's see how we build.

Distributes handouts.

What house? Tall two storey. Put two cubes at a distance, this is the first floor, then put an overlap-plate, on it two cubes-this is the second floor and another overlap-plate, at the very top a large prism-roof. The monkey house is ready.

Now on our street we will build a house for bears.

See what parts it is built from. That's right, from cubes and large prisms. What house? That's right, long. Let's take two cubes, put them at a distance from each other, put a prism-roof on them, trim them, and now we attach 2 cubes behind, put a large prism-roof on top of the cubes. The house for the bears is ready.

They build a low house at the direction of the educator.

They build a two-story house according to instructions and explanation.

Children are looking at the flow chart.

Children answer:

Tall, double storey.

Build according to the pattern.

Children look at the card and name the details.

Build a long house by attaching.

Reflective-corrective

Here is what a beautiful long street we got. You were good builders. What houses are on our street? That's right, high, long, low, wide.

Let's decorate our street with trees, bushes, grass and invite toys to our homes.

Let's play in our street.

At the end of the lesson, the teacher offers to carefully disassemble the buildings, lay out the parts and put the toys back in place.

Children admire their buildings, show each other.

Children arrange trees, bushes, cars, small, toys-residents near the houses.

Play buildings. Children dismantle buildings, fold parts, put toys back in place.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher invites the children to go to zhailau. There is a very beautiful nature. What are we going with you?

Okay, let's take the bus.

Imitate a bus ride on chairs.

Come on, come on out, kids. See how beautiful it is all around. -Points at the illustrations, at the toys of pets (the audio recording “Sounds of Nature” sounds).

Read the poem:

On zhailau, on zhailau,

Herbs will cover your head.

Everyone is happy for zhailau

Hand feed the lambs

Rush to the river barefoot

Competing with the wind

And wallow on pebbles

Sunbathe and heat up.

To our green, wondrous land

Come on zhailau. (N. Zhanaev)

Children, did you like zhailau. Let's make the picture "Lambs on Zhailau" ourselves.

Children show interest and desire to go to zhailau. Children offer different types of transport, including a bus.

Children sit on chairs one after another, imitating a bus ride. Examine illustrations, toys of pets sheep, lambs. Listen to the audio recording "Sounds of Nature".

Listen to a poem.

Children show interest and desire to make lambs, a river.

Organizational search

The teacher shows the handout to the children. Pays attention to the lambs, they are white, their coat is soft, wavy. Then he points to the river, which is made by cutting paper. Offers children an unfinished composition. Explains and shows how to make white balls and stick them on the lambs.

First, let's pick up pieces of a white napkin, roll up lumps, collect them on a tray.

Now grease the lamb with glue and stick lumps to it close to each other. Here we have a curly white lamb, and now we will also make another lamb. The teacher provides individual assistance. So that the lambs can drink water, we will make a river.

We take a strip of blue (blue) paper and begin to tear it off the edge into short strips, fold the strips onto trays. Next, we lubricate the river with glue and glue the strips from top to bottom as water runs. Here is the river.

Look at our zhailau. In the process of children's work, the teacher conducts individual work.

Consider handouts.

Children look at the prepared paper.

They tear off a white paper napkin, make lumps, crumple, roll up and put them on trays.

Lubricate the silhouette of the lamb with glue and stick lumps. They make another lamb in the same way.

They take strips of blue paper and, as shown by the teacher, cut it into short strips. Lubricate the river in its entire length and stick short strips from top to bottom.

Reflective-corrective

At the end of the lesson, the teacher invites the children to enjoy a beautiful zhailau with lambs, with a river. The teacher invites the children to place their work in the reception room so that parents can admire the beautiful painting “Lambs on Zhailau”.

Children admire the works, show each other.

Children help place their work in the parents' reception area.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher recalls with the children the types of transport that they have already designed.

In case of difficulty for children, the teacher shows handouts with the image of a car, bus, train.

The teacher shows the children a tram toy (or an illustration depicting a tram). That's right, this is an urban form of transport-tram. The tram runs on rails and transports passengers around the city. The tram is driven by a driver.

Children name the types of transport that they have already built: bus, car, train.

Children are considering a toy tram.

Organizational search

Involves children in the examination:

What does the tram have? Wheels, interior, windows, doors, roof, on the roof there is a special arc for connecting electric current. The tram runs on electricity.

Switches the attention of children to the technological map, asks to name:

What parts is the tram made of? (cubes, plates, prism);

What parts is the interior built from? (from cubes);

What parts is the roof made of? (plate);

What part is the arc for current built from? (prism);

What parts are the wheels made of? (from bars).

Let's build a tram together and ride our toys on it.

Let's take two bars, put them at a distance from each other - these are wheels, put a plate on them - this is half a salon. On the plate we put the cubes at a distance from each other to make windows, on top of the cubes we put another roof plate.

We put a prism on it, as shown on the card - this is an arc for supplying current. The teacher consistently shows the implementation of parts of the building by the children.

Provides individual assistance.

They examine the tram, name its details.

Consider the technological map. They call the details-bars, plates, cubes, prism.

Salon-cubes.

Roof plate.

Arc for current-prism.

Wheels - from the bars.

Children listen to the explanation and, at the direction of the show, they build a tram.

Reflective-corrective

The teacher analyzes the construction of the tram, notes that they turned out to be stable, convenient for toys.

Offers to put small toys in the tram and play.

Children examine their trams, compare with the model.

They put toys in trams, beat them.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher invites the children to guess the riddle:

On a sunny summer day

Golden blossomed flower.

On a high thin leg,

He dozed all along the path.

And woke up and smiled.

“Here I am fluffy,

Ah, I'm afraid I'll fall apart.

Hush, meadow wind.

Solve the dandelion riddle.

Organizational search

That's right, it was such a dandelion (shows a handout), then it became fluffy (shows an illustration-white dandelion), the meadow wind blew, the dandelion scattered (shows an unfinished composition).

Let's make a new dandelion and the meadow will be beautiful.

Let's make our dandelions, weed out of paper, tearing, crushing, rolling it.

See what the dandelion has.

Correct stem, leaves, petals.

First, we will make a stem from a long green strip, crumple it along its entire length, then roll it up a little. The stem is ready. From short green strips (shows stripes), crushing, we will make dandelion leaves. We crush first one strip, then another. Leaves are ready. Now let's prepare a lot of petals so that the dandelion is fluffy. We cut off the yellow stripes into small pieces and put them on the trays. The petals are ready.

It is necessary to glue a dandelion on a clearing.

Take a stem and glue it in the center.

The teacher helps the children work with glue, press the stalk with a napkin. Glue the leaves to the left and right of the stem, and press them with a napkin. The teacher helps arrange the papers. On the top of the stem we glue a lot of petals in a circle so that the dandelion is fluffy. Dandelion is ready.

We will prepare a long green strip by cutting off the grass and stick it on the clearing. The teacher draws the attention of the children to the sequence of actions: in the left hand the child holds the paper, and with the right hand, starting from the edge of the strip, cuts off the narrow strips.

We paste the grass at the bottom along the entire length of the "glade".

Here the dandelion bloomed again, and the glade became beautiful.

Consider handouts.

Consider the unfinished composition.

Children show interest and desire to make dandelion grass.

Consider the technological map. Name the parts of a dandelion (stem, leaves, flower, petals).

Children take green strips, paper, crumple. Roll on display.

They take short green strips, crush them, make two leaves. They master the method of cutting off - in the left hand there is a yellow strip of paper, and with the right hand, starting from the edge of the strip, it cuts off. She puts the pieces on trays.

Listening to the sequence of execution, stick the stem, leaves, petals.

Breaks off the green strip, then glue the resulting pieces along the entire length of the "glade".

Reflective-corrective

Analyzing the children's work, the teacher notes "a fluffy dandelion, thick grass, a beautiful meadow."

Invites children to organize an exhibition of paintings in the reception area so that parents can admire the beautiful paintings.

Children admire their work.

Help the educator to place the work at the exhibition.

Stages of activity

Actions of the educator

Children's actions

Motivatz - motivator

The teacher engages the children in the conversation by asking different questions on the topic.

Show interest and answer questions.

Organizational search

A doll comes to the children. She brings pictures of fountains.

What are these structures called?

What are fountains for?

The teacher tells the children that fountains are very beautiful designs. In the center and on the sides there are points of falling water. Water is supplied under pressure, which allows the streams to rise up. To prevent water from flowing out of the fountain, each fountain has sides.

The teacher draws attention to the different designs of fountains.

Show how to do it:

We construct an elevation in the center of the fountain - any: from cubes, or from bricks placed on a narrow short edge, or from blocks.

To prevent water from flowing out, we build a side, laying bricks tightly around the central structure.

Do you want to build a fountain? Let's see whose fountain is the most beautiful.

Independent constructive activity.

If necessary, individual assistance is provided.

Consider the doll and the pictures that she brought.

They answer questions.

They listen carefully.

Actively participate in the conversation.

Carefully observe the actions of the teacher.

Carry out the task.

Reflective-corrective

The doll tells the children that everyone tried, so the fountains turned out very beautiful. Special attention is paid to creative, not similar to other designs.

They rejoice and say goodbye to the doll.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher invites the children to the carpet and draws the attention of the children to the materials lying on the tables.

Asks different questions, attracting them to the conversation.

They sit on the carpet, pay attention to objects.

Emotionally tune in.

Organizational search

The teacher asks what is the name of the material lying on the children's tables?

What can be constructed from a constructor?

What would you like to build from a constructor today?

The teacher invites the children to design whatever they want.

They answer questions.

Get to work and be active.

Reflective-corrective

The result and analysis of the constructive activity of children.

All children's works receive a positive assessment. The teacher asks the children to tell about their work.

They rejoice, consider each other's work, play.

Stages of activity

Actions of the educator

Children's actions

Motivational and incentive

The teacher offers to solve a riddle to find out what they will build today.

Guesses a riddle:

Doors in it

Windows in it

We live in it.

They show interest and agree to solve the riddle.

Solve the riddle.

Organizational search

Pinocchio comes to visit the children. He sees the designer on the tables and asks the children what they can build. Then he proposes to build a one-story house.

What is the house made of?

The teacher offers to consider illustrations depicting houses. The teacher shows the children a cube and offers to see what part of the designer can be used to build a roof.

Show how to do it.

Pinocchio builds a house: puts a cone on top of the cube. It turns out a one-story house.

Fixing the execution method.

What will we build?

Show me the cube. Show cone.

What will happen to the roof if it is crooked?

Independent constructive activity of children.

They show interest.

Agree.

Answer: walls, floor, windows, doors.

Children choose the necessary part-cone.

Closely follow the actions of Pinocchio and remember.

They answer questions.

Show a cube and a cone.

Carry out the task.

Reflexively-corrector

Ends with questions.

They answer questions.