Differentiation of prefixes and prepositions of the task. Abstract of a speech therapy lesson on the topic "differentiation of prepositions and prefixes"

Generalize knowledge about prepositions and prefixes: about the features of writing part of the word-prefix and part of speech-preposition.

Develop the ability to distinguish prefixes and prepositions; write them correctly; speech; memory; thinking; enrichment vocabulary student.

Download:

Preview:

Abstract speech therapy session in grade 3 on the topic: "Prefixes and prepositions."

Objectives: To generalize knowledge about prepositions and prefixes: about the features of writing the part of the word-prefix and the part of speech-preposition.

Develop the ability to distinguish prefixes and prepositions; write them correctly; speech; memory; thinking; enrichment of the student's vocabulary.

Equipment: 1. Cards with words, divided into parts of the word

2. offer scheme cards.

3. task cards.

1 . Organizing time: the one who makes up the word sits down: at, sea, sk, pieces, by, dear, by, to, deeds, but, by, oh, gift, for, to, reptile, a.

2 . Read the writing on the board.

I reached the birch

Ran down the path

Read about the city

Yelled at the dog

What is written on the board?

What groups can these words be divided into? (words with prefixes, words with prepositions).

Let's prove that there are prefixes and prepositions here.

Why should they be distinguished? (pronounced the same)

Do you remember what attachments are?

How are words spelled?

1. Read the first phrase.
2. Name the word with a prefix.
3. How do you spell prefix?

What is a suggestion?

1. How do you write a preposition with words?
2. Try to insert another word between the preposition and the word.

Read the word with the prefix again.

What part of speech does it belong to?

Remember what you know about preposition and verb? (there are no prepositions before verbs).

Let's remember again how to distinguish a prefix from a preposition?

1) there is no preposition before verbs.

2) between the prepositions and the word, you can put one more word.

3 . Work in a notebook: open notebooks and write down the number.

Write down all the phrases in your notebook. Highlight the prefixes with a cap, and circle the prepositions in a triangle.

Examination. Grade.

4 . Fizkultminutka: if a word with a prefix - clap.

If the word is with a preposition, we stomp.

(under) drew, (under) the drawing, (from) the nose, (from) carried, (from) screwed, (from) screw, (c) cut, (for) took, (for) brother.

5 . Work with text: read the text silently

Who is the text about?

What did you learn from the fairy tale? (one)

Read aloud.

Read the sentences opening the brackets.

Write the text in a notebook, opening brackets and highlighting prefixes and prepositions.

Are there any words that give you trouble?

Check: Name the words with prefixes. Say words with prepositions.

Show me how a fox could ask a hare?

Correct the mistakes made by Dunno (right on the card).

High up in the mountains already crawling.

Titmouse flew into a cage.

Swap cards and check each other's work.

6. Read the short story. Think about opening parentheses.

The bear (under) the ear put (under) the ear.

Read at a fast pace 2 times.

Read with questioning intonation.

7. Outcome. What have we learned?

How to distinguish a prefix from a preposition?

How to write prefixes and prepositions correctly?

Synopsis of a speech therapy lesson for 4th grade students, presentation for the lesson and applications for students. The lesson is built in the form of a game-research. To study the next problem, children are offered route sheets. The results (conclusions) are recorded in a table, which eventually becomes a memo on the topic under study.

Download:

Preview:

Basic goals:

1. Educational:

1) form an idea of ​​the distinctive features of prefixes and prepositions;

2) to train the ability to write prefixes with words together, prepositions separately;

2. Correction-developing:

1) Improving the skills of a coherent monologue, dialogic speech.

2) Develop visual and auditory perception, attention, memory.

3) to train the ability to fix the steps of educational activity;

3. Educational:

Mobilizing students to actively participate in corrective work, increasing self-confidence.

mental operationsnecessary at the design stage: analysis, generalization, analogy, comparison, classification.

Demonstration material and handout:

1) Presentation for the lesson;

2) Route sheets (No. 1-3);

3) Table for filling in the algorithm "Signs of prefixes and prepositions";

4) Square and circle.

Lesson progress

1. Motivation for learning activities

Target: To create conditions for the student to have an internal need for inclusion in the educational process.

UUD:

• communicative (planning educational cooperation with the teacher and peers)

We have guests in class today. Greet them with a smile.
slide 2

I'm glad to welcome everyone to this class,
Perhaps there are classes and better and more beautiful.
But let everyone in our class be light,
Let it be comfortable and very easy!

Let's start the lesson, let's save time.

slide 3

“To whom work is a burden, he does not know joy!”

Read the proverb. How do you understand it?

What kind of work do you do at school?

What does it mean to learn? (This means to understand what you do not know and to discover new knowledge yourself.)

Yes, today you have to figure out which is which.

II. Knowledge update

Target:

• To organize the actualization of the studied methods of action, sufficient for the problematic presentation of new material;
• fix the cause of the difficulty;
• organize a leading or encouraging dialogue on the problematic explanation of knowledge (if there are difficulties);
• organize clarification and coordination of the topic of the lesson.

UUD:

• regulatory (goal setting; planning);
• cognitive (general educational (search and selection of necessary information);

slide 4

Today we are joining the team of young researchers "Why". - What do researchers do?(something is researched)

So we will explore today in class. And what will be the subject of our study, you now tell me yourself. You have research route sheets on your desks, on which we will complete tasks, and enter the conclusions of our research into a table.

(Exercise for the development of orientation in space)

You have a circle and a square on your desks. Follow my instructions:

Put the circle on the square;

Put the circle near the square;

Hold the circle over the square;

Put the circle square;

Why couldn't you complete the last task?(missing word).

Guess what word I missed?(On, under...)

What are these words called?(Prepositions)

What are prepositions?(It's a part of speech)

What parts can be distinguished in a word?(Root, prefix ....)

What part of the word is the preposition similar to?(on attachment)

What do you think will be the topic of our lesson (the subject of our study)?(Prefixes and prepositions)

We can fill in the first line of the table, in which we indicate that the prefix is ​​\u200b\u200bpart of ....(words) , and the preposition is part of ....(speech).

slide 5

slide 6

(Determining whether the highlighted letters are prefixes or prepositions)

Take itinerary number 1. Decide if the underlined letters are prefixes or prepositions. If this is a prefix, then cross out the space sign that is not needed in this case and find opposite the numbers indicated in the “Prefix” column. If you have a preposition in front of you, find the numbers indicated in the “Preposition” column. Then in the figure, find the points that are near these numbers. Connect these points with straight lines. And see what happens.

What did you get?(Letters. They represent sounds that are difficult for us to pronounce.)

Right. Keep these sounds in mind throughout the lesson!

What is the reason if the letter did not work out? (So, we made a mistake in the definition of prefixes and prepositions).

Why do you have difficulty spelling words with prepositions and prefixes?(We do not know (or it is difficult) how to distinguish a preposition from a prefix).

Teacher: So, what is the learning problem we have to solve in this lesson?(We will learn to distinguish between prepositions and prefixes).

Why is it necessary to be able to distinguish between them?(To correctly write words with prepositions and prefixes, to be able to correctly use prefixes and prepositions in speech, to write a letter, statement and other documents correctly).

Slide 7

1. Work on the theme

Target: To organize the assimilation by children of the method of action when performing this task with pronunciation in external speech:

UUD:

• regulatory (volitional self-regulation);
• cognitive (general educational (extracting the necessary information from the listened texts); logical (analysis; building a logical chain of reasoning));
• communicative (planning educational cooperation with the teacher and peers);

Let's continue our research.Take itinerary number 2.

Slide 8

Look at this line. What do you see here?(Words)

TMU VESELY OL WALKS EA CRICKET KRMENIL POLYANKA TSO

Slide 9

Make up a sentence using only these words.(Children try to make a sentence)Does not work? Why?(No connection of words).

What is needed to connect words in a sentence?(requires a preposition in the sentence)

What preposition should be included?(children call on or on)

Slide 10

Make an offer now.(A cheerful cricket walks in a clearing).

slide 11

Why are prepositions needed in a sentence?(to link words in a sentence).

We write the result of our study in the table of conclusions.

slide 12

slide 13

- Read a joke poem:

ROUTE SHEET №3

Find the verbs and highlight the root in them.

What can be said about these words?(They are one-sided).

Highlight the part of the word before the root. What is it called?(Prefix).

What is the role of the prefix in the word?(forms new words).

We can put this conclusion in a table.

Slide 14

slide 15

- The game "Find a prefix and an excuse."

slide 16

On the board you see phrases.

What task do you think you will receive?(We will select prefixes and prepositions)

Task: Pick up prepositions and prefixes and prove it.

(...) earth crossing - crossing (...) by earth

(…) city trip – trip (..) city

What interesting things did you notice while doing this task?(These phrases have the same prefixes and prepositions)

So, in Russian there are the same prefixes and prepositions.

If there are identical prepositions and prefixes, how to distinguish between them? Let's figure it out. What can you offer? (Try to insert a word or question after a preposition and a prefix. choose words)

The next conclusion that we will enter in the table is that a word or a question cannot be inserted between a prefix and a root, but it is possible between a preposition and a word.

Slide 17

Slide 18

IV. Fizminutka.

And now, after difficult research, you can relax a bit.

1. Consolidation of knowledge.

Target: Organize students to complete standard tasks for this method of action.

UUD:

• cognitive (general educational (modeling; reflection, control and evaluation); logical (summarizing concepts, deriving consequences));
• personal (the action of meaning formation, the establishment by students of a connection between the goal of educational activity and its motive);
• communicative (the ability to express one's thoughts with sufficient completeness and accuracy)

1. Work in pairs.

The game "The proposal crumbled."

We divide the children into 2 teams and distribute 2 envelopes with cut sentences.

What do you think we will do now(make proposals)

Right. You will need to collect a sentence from the words in the envelope.

1. The game "Compose phrases."

Task: make a phrase from these words. One condition: the preposition and the prefix in the phrase must be the same. Select preposition and prefix.

Read, middle.

Lez, window.

Shel, corner.

Wing, table.

Well done guys, they did a great job.

VI. Summary of the lesson.

Now let's sum up our research.

What was the task?(Learn to distinguish and correctly write prefixes and prepositions)

What conclusions have you drawn for yourself?(answers according to the table)

Will the table help you in your future work?

Whoever thinks that the lesson was difficult, could not achieve the goal, raise the blue box.

Who thinks they did a 100% job, raise the orange

square

Whoever thinks that he still needs to work out, raise both the square and the circle.

Our lesson is over.

Thank you very much for your work.

Slides captions:

Efremova R.V., speech therapist, secondary school №1040YUVAO, Moscow
Let's start the lesson, let's save time!
I am glad to welcome everyone in this class, Perhaps there are classes that are better and more beautiful.
But let it be light for everyone in our class, Let it be cozy and very easy!
To whom work is a burden, he does not know joy!
Compare!
prefix
pretext
This is part...
This is part...
Compare!
prefix
pretext
It's part of a word.
This is part of speech.
A cheerful cricket walks through the clearing.
Compare!
prefix
pretext
It's part of a word.
This is part of speech.
Serves for ... in a sentence.
Compare!
prefix
pretext
It's part of a word.
This is part of speech.
Compare!
prefix
pretext
It's part of a word.
This is part of speech.
Serves for … .
Used to connect words in a sentence.
Compare!
prefix
pretext
It's part of a word.
This is part of speech.
Used to form words.
Used to connect words in a sentence.
Compare!
prefix
pretext
It's part of a word.
This is part of speech.
Used to form words.
Used to connect words in a sentence.
It is written ... with a word.
It is written….
Between the prefix and the root ....... insert …….. .
Between the preposition and the word …….. insert ……… … ……. .
Compare!
prefix
pretext
It's part of a word.
This is part of speech.
Used to form words.
Used to connect words in a sentence.
It is written together with the word.
Written separately.
A word cannot be inserted between a prefix and a root.
Between the preposition and the word, you can insert a word or a question.

The lesson helps to consolidate the skill of differentiating prepositions and prefixes, developing the ability of word formation, expanding vocabulary, developing coherent speech of the student; and also, improvement of control functions.

Download:

Preview:

Filippova Anna Evgenievna - teacher-speech therapist,

secondary school №29.

Abstract of an open speech therapy lesson

with a group of students of the 2nd grade,

having the following speech therapy conclusion:

"Violation of writing and reading, due to n / in OHP."

Lesson topic:

"Differentiation of prepositions and prefixes".

Lesson objectives:

• strengthening the skill of differentiating prepositions and prefixes;
• development of the ability of word formation;
• vocabulary expansion;
• development of coherent speech;
• improvement of control functions.

Equipment: thematic paintings "Forest", "Bee Hive"; bear,

Ind. pictures "Bees with prefixes", cards for

Dictionary work, ind. offer cards, etc.

Lesson progress:

I. Org. moment:

• greetings;
• duty;
• writing a number in a notebook.

II. Main part.

1. Repetition (children answer questions):

• What did we talk about in the last lesson?
• What is an attachment? (examples)
• What is a suggestion? (examples)
• What rule do we know about verbs and prepositions?
• How to prove that the preposition was correctly identified?

2. Listen to the riddle:

There are many berries and mushrooms,

Flowers, trees and bushes.

Different animals live there

And the birds are singing. (Forest.)

We open the picture "Forest".

Teacher: Today we will meet with one of the inhabitants of the forest, and guess which one.

forest owner,

Wakes up in the spring.

And in winter under the blizzard howl

Sleeping in a snow lair. (Bear.)

W: That's right, bear. And here is his lair . What is a den? (children explain the meaning of the word). Let's see how this word is spelled (we post a card with the word "lair" on the board, read in unison).

3. W .: Winter will come very soon, and our Bear decided for the last time before hibernationtake a walk in your forest. So, look carefully and answer my questions (further, each sentence is accompanied by the movement of the Bear in the picture).

Teacher:

• What did the bear do? (The bear came out of the den). Name the preposition and prefix that you met in this sentence.
• -//- (The bear went down the road).
• -//- (The bear approached the bridge).
• -//- (The bear crossed the bridge).
• -//- (The bear went into the den).

The students named all prepositions and prepositionsin every sentence and answer.

1. U .: And now, let's work in notebooks.("Selective dictation").

I will read sentences, students of the 1st row will write only words with prefixes, and students of the 2nd row will only write words with prepositions (we write the words in a column, with a small letter, immediately highlighting prefixes and prepositions).

/ Offers from ass. No. 3 /, / on the board - a card with the word walked /.

Mutual check (swap notebooks and check each other).

1. U .: Let's go back to our forest. While we were working, the bear had already fallen asleep.

What do you think he dreams about? /Honey/.

And who collects honey? /Bees/.

That's right, the bear dreams of summer, honey and, of course, bees.

(The picture opens"Bee hive" ).

Guys, what is the name of the house for bees? /Hive/.

Look at how this word is spelled (a card with the word is posted), let's read it together.

The bees flew to the meadow, and each wants to find its own flower. Let's help them. Each bee has a prefix (read them), and words are written on the flowers (read together). You need to correctly seat the bees on the flowers to get new words.

Children run to the board one at a time:

• read the prefix;
• make up a word;
• put a bee on a flower.

We all read the resulting words together.

1. And now bees will come to youvisit (we give each child a bee)

Compose 3 words with the prefix that the bee brought you, and write them down in a notebook (in a column, indicating the prefix).

1. Let's make up with each of your wordsphrases with preposition(remember how a phrase differs from a sentence - the thought is not finished).

Students write down phrases in a notebook, noting prepositions and prefixes. Check: everyone reads one phrase at a time.

1. Bear sent youadventure storythat happened to him in the forest. But he does not know how to write prefixes and prepositions correctly. Let's help him? I will give each of you one proposal; read it and determine where the prefix is, and where is the preposition.

"Adventure in the Forest"

1. One day I decided /to/walk /through/the forest at night.
2. In the evening I /followed/went/following/another fox cub.
3. And we /went/walked/along/the path.
4. The path / led us / to / the thicket.
5. Suddenly we /u/saw /in/the darkness two eyes.
6. Frightened, we very quickly /to/ran /to/at home.

• Each student reads his sentence aloud, identifying prefixes and prepositions.
• Students write their sentence in a notebook, highlighting prefixes and prepositions.
• Once again, we read the entire story in its entirety from the notebook, checking ourselves.

This is the story the bear gave you, we wish him pleasant dreams.

1. Summary of the lesson.

• What we were talking about?
• What is a preposition, prefix?
• Rules for writing prepositions and prefixes.
• Evaluation of the work of the student.

Goodbye!

Synopsis of a group speech therapy lesson for students with

agrammatic dysgraphia, dysorphography

Topic.Differentiation of prepositions and prefixes.

Target – learn to differentiate prepositions and prefixes.

Tasks.

Educational: consolidate children's knowledge of prefixes and prepositions;to teach to distinguish practically prefixes and prepositions; to consolidate the ability to distinguish and highlight the prefix and preposition; to improve the ability to isolate and distinguish between a prefix and a preposition.

Correction - developing: replenish and activate the vocabulary through the selection of adjectives, mastery of educational terminology on the topic of the lesson; develop the ability to compare on the basis of self-selection of essential features for comparison; correct and improve reading and writing skills through training exercises; improve reading comprehension on the material of the deformed text.

Educational: to cultivate endurance, self-control, spelling vigilance;cultivate a culture of communication through the ability to listen to each other.

Equipment:cards, notebooks.

Course progress.

Organizing time. Psychological mood of children.

- Hello guys! I am glad to welcome you to class!

Today our motto will be:

And we start the lesson again

We are on our way to the pinnacle of knowledge.

We open all knowledge ourselves,

Therefore, be active!

- Words are written on the board, determine if the highlighted letters are prefixes and prepositions. The words are written on the board:

V..went, into..the plane, from..the pier, from..driving off, from..the roof, from..fell, on..took, on..the shore.

- Name words with prefixes. Name the words with prepositions (perform orally, explain each word).

- What problem do we have to solve in the lesson?(Let's distinguish prefixes and prepositions)
- Why do we need to learn to distinguish between them? (To correctly write words with prepositions and prefixes, to be able to correctly use prefixes and prepositions in speech, write correctly)

2. Reporting the topic of the lesson.

- How do we formulate the topic of the lesson? (Prefixes and prepositions)
- Right. Today in the lesson we will learn to distinguish a preposition from a prefix, train attention and memory.

- I will now give you figures: one is a “cube”, and the other is a “pyramid”. I give you instructions and you take action. Ready? Let's start:

– put the pyramid on the cube;
- hold the pyramid over the cube;
- put the pyramid in front of the cube;
- put the pyramid .... cube.

– Why couldn't you complete the last task? (missing word)
- Guess what word I had to say (near, near, left, right, at ...)? (Put the pyramid near the cube.)
- Right.

3. Repetition of previously acquired knowledge.

What is a suggestion? (This word.)
- Why do you need a suggestion? (To link words in a sentence.)
How do you write a preposition with other words?(Apart.)
- What is an attachment?(A prefix is ​​the part of a word that comes before the root and serves to form new words.)
- How do you spell a prefix with words? (Fluent.)
- Read the tongue twister, identify prefixes and prepositions.

Dogorod road uphill,
The fences are mountains.

4. Training exercises to distinguish between a preposition and a prefix.

Word work.

- Read the words.Determine where the words are with prefixes, and where are the prepositions?On the car, sketched, copied, postcards, entered, on the plane, ran, along the path.
- How can I do that?(You can insert a sign word between a preposition and a word, but nothing can be inserted between a prefix and a root.)
- Let's check: on the car, let's try to insert a sign word (on the red car). Conclude what is on the prefix or preposition?
(On is a preposition, because you can insert the word: on a red car, it is written separately.)
- The next word: sketched, let's try to insert a word.
(Nothing works, so on is a prefix, it is written together.)
(Further similarly with all words).
- Name the words with prefixes from this exercise. (I sketched, sketched, entered, ran.)
- Name words with prepositions. (To the car, from a postcard, to the plane, along the path.) The first desk will memorize and write down words with prefixes, and the second desk with prepositions. I give you time to memorize, at my command we write it down in a notebook. Don't forget to highlight the prefixes and underline the prepositions. Time has gone...
- Swap notebooks and check if you have written the words correctly.
- Let's repeat once again, how to distinguish prefixes and prepositions?

Working with phrases.

- I will read the words, and you correctlywrite down the words with prefixes and prepositions.
Covered ran, drew in the sand, plucked, from a tree
Let's see how you completed this task. Name words with prefixes.
(Ran, drew, plucked.)

- How were the prefixes recorded?(Fluent.)
- Name words with prepositions.(On the roof, on the sand, from a tree.)
How did you write prepositions with words?(Separately.)
What rule did you use when doing this exercise? Students: you can insert another word between a preposition and a word, but not between a prefix and a root.

- Make up a sentence with one of the phrases orally.

Fizkultminutka.

5. Work with handouts.

- You have task cards on the table. Read andInsert appropriate prefixes and prepositions. Define prefixes, prepositions.

Murka

In the morning we began to pull the net. ... the shore ... dragged together ... fish and sea crabs. ... the sea is lazy ... the cat Murka walked and ... climbed ... the water. With her paw ... she felt ... a small fish in the bottom. Murka ... clung to the fish with her claws and threw ... the shore to the kittens.

Let's check (each student reads a sentence and explains how they wrote it).

6. The result of the lesson. What did you learn in class?
Once again, remember what a prefix and a preposition are.
Well done! Thank you for your work.

Topic. Differentiation of prefixes and prepositions.

Goals:

Consolidate children's knowledge of prefixes and prepositions

Note the word-forming and semantic role of the prefix;

Develop and clarify spatial representations, their expression through prepositions;

exercise in separate spelling prepositions; in continuous spelling of prefixes;

To carry out the prevention of dysorphography;

Overcoming agrammatisms of impressive and expressive speech.

Equipment: didactic material on the board, diagram-table of prepositions, cards, diagrams - stages of classes, presentation. Queen Grammar, train, ticket cards, Traffic lights-evaluators

Orgmoment Actualization

Breathing exercises tuning exercises

The development of the abdominal type of breathing with the inclusion of elements of respiratory gymnastics A.N. Strelnikova.

Purpose of the stage: further development contractile activity of the diaphragmatic muscle, as well as the development of coordinating relationships between two functions: breathing and movements of the trunk or limbs.

We automate and differentiate smooth and fast inhalation and exhalation, with quick breaths. The game "Flowers", "Hedgehogs", "Dogs". We sniff the air."

Learning to take a quick double breath (sniff-sniff)

Performing quick breaths while turning the head to the right and left

Performing a pair of "quick breaths" while tilting the head to the right, then to the left shoulder

The development of chest-abdominal type of breathing in the process of walking. We play soldiers.

By training a noisy, short, active breath through the nose, breathing exercises restore lost nasal breathing as soon as possible.

" Flowers". Take a deep breath and exhale with a smile. And it will help us control our mirrors. Imagine that you are lying in a meadow and inhaling daisies, cornflowers, bluebells, marigolds, clover. What are these flowers.

In the garden: roses, gladioli, hyacinths, daffodils, daisies, dahlias, asters. What are these flowers? Garden.

Guys, what did you notice when you called garden and meadow flowers.

Chamomile is a garden color and may be meadow.

Right. Chamomile is also called medicinal plant.

Seryozha. I know my grandmother always treats me with chamomile tea when my throat hurts or I catch a cold. http://www.calend.ru/moon/ (about Chamomile)

And what reserve is formed in the air when brewing chamomile. Chamomile.

Game "Hedgehog". Now imagine that we are hedgehogs and found chamomile and sniffing only with a nose

Right. From chamomile inflorescences prepare infusion, tea, decoction, tincture, used in traditional medicine. An aqueous infusion or tincture is prescribed for many diseases: as an anti-inflammatory, analgesic, sedative, chamomile vapors are inhaled with the flu. rheumatism, scrofula, gout.

Game "Hedgehog". Now imagine that we are hedgehogs and found a camomile and sniff only with a nose. We perform quick breaths while turning the head to the right and left

. “We play dogs.” Dogs bring flowers to their owner. We sniff the air.

While we were breathing, Queen Grammar flew to our lesson. She brought us a chest of knowledge. And in this chest of tasks.

1. Determine if the selected letters are prefixes and prepositions.

The words are written on the board.

Behind...mountain ,behind... run, from.. returned, from.. roofs, on the..envelope, on the…cut, on the... sheet, on ... drew.

Speech therapist.

If this is a prefix, then connect it with the word and designate it with a cap. If this is a preposition, underline the gap and circle the preposition in a triangle.

As we did in previous lessons.

Children:. Perform orally, explain the spelling of the word

Speech therapist.

Guys, it was hard. And why?

Children. We do not know how to distinguish a prefix from a preposition.

Speech therapist.

What are we going to study in class?

Children:. Prepositions and prefixes

Speech therapist.

What problem do we have to solve in class?

Learn to distinguish and correctly write prepositions and prefixes. In order not to make mistakes in the spelling of prepositions and prefixes in written works, it is correct to use in speech.

Speech therapist. How can we cope with this difficult task?

Children perform the game-auto-training "Magic words"

They take a breath and say, burst their imaginary ball. It can be large or small, heavy or light, etc. “I will succeed!”. Then they rub their fingers and warm hands I apply to the ears and neck, maintaining a positive affirmation.

Speech therapist.

Our guest of the lesson will tell you a fairy tale. In my country, Grammar, prepositions always had their own houses. They were important, strict and very independent. They always had their place in the proposal. Some prepositions indicated a place. Yes, you know them (children call them) B, ON, UNDER, OVER, FOR, Y (scheme of squares), others showed where to move K, FROM, TO, C (scheme)

And the prefixes did not have houses. They did not know how to live independently, they were very helpless. And they thought up to cling to other words. In order not to be driven away, they began to give words different meanings (ran up, ran in, ran out) and formed new words (exit, transition, approach).

But many prefixes were similar with prepositions and they turned to me, the Queen of Grammar, for advice. Came to the rescue sign words. They offered to put themselves into words. And the word-sign "Beautiful" was appointed as the main word. If this main word red is inserted, then it is a preposition. Write it separately, and if it cannot be inserted, then this is a prefix. So prefixes stuck forever to words, especially to words of action, and prepositions began to make friends with words-signs.

Now we will learn to distinguish prefixes from prepositions and write them correctly.

Guys, everything is clear in this fairy tale.

Repetition of previously acquired knowledge

Let's remember what we know about prepositions and prefixes (slide) TABLE!!

Children: A preposition is a separate word.

Speech therapist:. What is it for?

Children: It is needed to link words in a sentence. Written separately

And we denoted it in a triangle.

Speech therapist: What is a prefix?

Children: A prefix is ​​a part of a word that comes before the root and serves to form new words.

Speech therapist: How is it spelled?

Children: Written with words. It also serves to form new words.

What new things did we learn about prepositions and prefixes?

Children. From the Queen of Grammar, we learned that a word-sign can be inserted between a preposition and a word. The main word sign is “red”. And before words-actions, prepositions are never written, but only prefixes.

Recording the number, topic of the lesson.

Let's do the task from the Queen of Grammar in notebooks. Write the words correctly in two columns. What letter should we start with the first word in the column? Children.With big

The words are written on the board.

1 column

Behind...mountain

from.. roofs

on the..envelope

on the... sheet.

Behind run away

from returned

on the cut

on the drew.

Speech therapist: How we discussed ?

Children: Action algorithm. We determined if this word is an action, then we boldly write a prefix, and if this is not a word-action, then we inserted the word sign “Beautiful”, if the word is inserted, then this is a preposition, if it is not inserted, then this is a prefix.

Checking the task (slide CHECK)

And now, using the knowledge of the Queen of Grammar, he takes the train to the station « Seekers".I give tickets to everyone. But in order to go, you need to find words with prefixes and prepositions and mark them correctly. Prefixes with a lid - blue pen, and prepositions in a triangle - green pen. You can use any other 2 colors of the handle

Work in pairs. Each ticket-card-

Behind (school) On (shallow)

On (ice)………….In (yard)

By (run)………….Under (snowfield)

For (freeze) At (slides)

At (road) Under (pine)

Now exchange tickets-cards and check. Mutual verification. If the word is indicated correctly, put a “+” above the word, if it’s wrong, then put “-”

Check on SLIDE

Now explain why you wrote this way and not otherwise. (Children explain in a few words)

Travel music sounds. Look out the window, we are shining "Caring Sun"

Game show verses with your hands.

The sun sends from the sky get up stretch, hands up)

ray, ray, ray alternately lift the right and left hand unclenching fingers clenching into a fist

And they boldly disperse ( crossing arms over head)

Clouds, clouds, clouds .(bend arms alternately over head ,unclenching fingers clenching into a fist)

Gently warms in summer self-massage of the face, rhythmic rubbing of the cheeks)

Cheeks, cheeks, cheeks ( puff out cheeks 3 times for each word).

And in the spring he puts it on his nose

Dots, dots, dots.( alternately touch the cheeks with a finger, drawing imitating freckles)

Children's freckles are gilded ( holding a smile and proboscis)

They like it very much! stretch up and stand on their toes. « Moment of Growth»)

Speech therapist. Here we are at the station Znayki"

Proposal work.

Guys, read the sentences

A mountain is visible on (street).

In (school) there is a fluffy Christmas tree.

There are many children on the hill all day long.

New Year's toys on the branches.

(To) the green beauty came (came) guys.

Seryozha (on) a sled (c) rolled from (a mountain).

How many stories can be made from these sentences

Children: Two

Speech therapist: What will the first story be about.

Children: About the slide

Speech therapist. Read these sentences

A mountain is visible on (street). There are many children on the hill all day long. Seryozha (on) a sled (c) rolled from (a mountain).

Speech therapist. ? Slide

Speech therapist: What will the second story be about?

Children: About the Christmas tree

Speech therapist: Read it.

In (school) there is a fluffy Christmas tree.

New Year's toys on the branches

To) the green beauty came (came) guys.

Speech therapist. How can you title this story? ?Christmas tree

Speech therapist: There are two envelopes in front of you - blue and green. They contain tasks of texts of different levels of complexity.

In the blue envelope is the text about the slide. It needs to be written off and highlighted with prefixes and prepositions.

In a green envelope, the text is about the Christmas tree. It must be written off, opening brackets and highlighting prepositions and prefixes.

Speech therapist: Check the completed task with each other. mutually verification.

Speech therapist. But at the end of the journey, border guards entered the train.

Game "Border guards"

Target: Development of auditory attention, spelling vigilance, expansion of vocabulary

Speech therapist: Border guards, they suggest that we find puns in verse Guys, what are puns? The scientist Kotofey Ivanovich will tell us. Our master of the Wikipedia encyclopedia.

scientist cat Vasily

Scientist Kotofey Ivanovich

Pun(fr. Calembour) - a literary device using in one context different meanings of one word or different words, phrases similar in sound.

In a pun, either two adjacent words give a third when pronounced, or one of the words has a homonym or is ambiguous. The effect of a pun, usually comic (humorous), is the contrast between the meaning of words that sound the same. https://ru.wikipedia.org/wiki/%CA%E0%EB%E0%EC%E1%F3%F0

V. Z. Sannikov. Pun as a semantic phenomenon // Questions of linguistics. - No. 3- 1995. - S. 59.

Read, listen to a poem - a pun about me. Kotofey Ivanovich and determine where you need to write a prefix, and where is a preposition.

1. Kotofey Ivanovich

The sun hides behind the forest

Kotofey Ivanovich.

Climbing the FENCE-

Take a walk at night.

Children: For boron separately. Bor is a forest., for a beautiful forest - the word sign is inserted.

Fence - I write together, because the word is not inserted

2. Freckles

Freckles do not have DEMOLITION

Do not disappear from the NOSE.

I, not sparing SOAP,

The nose was washed patiently.

It would depend on SOAP.

Freckles I would WASH.

Children: SNOSA - prefix, from the nose - preposition, From soap - preposition, laundered - prefix

Speech therapist: Find in the second pun all the words with the same root.

Laundered, washed.

3.Winter

Snowdrifts of snow blizzards NAMELI

And at the gate, like a barge on the rocks,

The lorry is worth it. Well, SKID!

I went out the gate, and the frost

How crackling - and grab my nose!

4. Bear

The bear roared SO SNA,

And in the dense forest

Startled, the PINE knocked

A fox cone.

9. "Find the mistakes."

Is it possible to see Vasya's mistakes without a smile? Help Vasya quickly, correct all mistakes.

Read the sentences. Find the mistakes you made. Prove the correctness of your correction. Write the sentences correctly.

10. Summary of the lesson.

What did you learn for the lesson? Once again, remember what a preposition and a prefix are. How can you tell a preposition from a prefix? What algorithm will we use to prevent a mistake in writing prepositions and prefixes? What do you remember? What did you like about the lesson? Who found it difficult? Who tried to overcome difficulties? Who got it? And who doesn't?

Well done! You have successfully completed the tasks of the Queen of Grammar.

traffic lights

Red - it was difficult

Yellow - doubtful

Green - everything is clear, I coped with everything.

How to distinguish a preposition from a prefix?