These are five lines: the first rhymes with the second and fifth, and the third with the fourth. The limerick is plotted like this: the first line tells about who and where, the second - what he did or what happened to him, and then - how it all ended. In canonical limerick, the end of the last line repeats the end of the first.

The second line - two adjectives are written, revealing the theme of syncwine. > Third line - write three verbs describing actions related to the topic with "title =" (! LANG: First line - write one word - noun. This is the theme of syncwine.> Second line - write two adjectives, revealing the theme of syncwine. > Third line - three verbs are written, describing actions related to the topic with" class="link_thumb"> 14 !} The first line - one word is written - a noun. This is the theme of syncwine. > The second line - two adjectives are written that reveal the theme of syncwine. > Third line - three verbs are written, describing actions related to the topic of syncwine. > Fourth line - a whole phrase is placed here, a sentence consisting of several words, with the help of which the author characterizes the topic as a whole, expresses his attitude to the topic. > The fifth line is a word - a summary that gives a new interpretation of the topic, expresses personal The second line - two adjectives are written, revealing the theme of syncwine. > Third line - write three verbs describing actions related to the topic with "> Second line - write two adjectives that reveal the topic of syncwine.> Third line - write three verbs describing actions related to the topic of syncwine.> Fourth line - place here a whole phrase, a sentence consisting of several words, with the help of which the author characterizes the topic as a whole, expresses his attitude to the topic.> The fifth line is a word - a summary that gives a new interpretation of the topic, expresses the personal "> The second line - two adjectives are written , revealing the theme of syncwine. > Third line - write three verbs describing actions related to the topic with "title =" (! LANG: First line - write one word - noun. This is the theme of syncwine.> Second line - write two adjectives, revealing the theme of syncwine. > Third line - three verbs are written, describing actions related to the topic with"> title="The first line - one word is written - a noun. This is the theme of syncwine. > The second line - two adjectives are written that reveal the theme of syncwine. > Third line - three verbs are written, describing actions related to the topic with"> !} Silver snow flies over the earth And gently touches the face, And the Year of the Dragon is coming soon Spite all the predictors of the end. Let this beast - green and prickly - It will be pleasant like a fluffy cat, In the heavenly zoo it will become the best And only bring good luck on its back.

2. An important means of enhancing the learning process is rhyme ... The importance of working on the rhyme of verse exercises is closely related to the main task of the initial reading and writing - the development of phonemic hearing in schoolchildren. The formation of a sense of rhythm is precisely possible on the basis of strong phonemic ideas of junior schoolchildren, on the basis of their constant active state and such work, which is based on the desire of children not only to listen, but also come up with your, albeit not quite perfect at first, rhymes... Picking them up as if they were musical sounds on a little-known instrument, schoolchildren involuntarily improve their speech ear, developing through it a sense of their native language. Rhyme attracts children with a funny play on words and harmonies. KI Chukovsky, an excellent connoisseur of children's speech, wrote that children need to be taught to comprehend verse. Unpretentious rhymes, along with reading real poetry, create a speech environment in which children’s interest in genuine poetry awakens. This awakening goes through the gradual development of speech hearing, a sense of rhythm, from playing verbal rhymes to practical actions with poetic educational texts.

The purpose of rhymes is "memorization": to give an opportunity in the process of reading to remember the most frequently used words with double consonants.

Preview:

MBDOU "Bolsheelkhovsky kindergarten No. 1 of the combined type"

Abstract

organized educational activities to form

lexical and grammatical categories and the development of coherent speech

In the older group of compensating orientation

Theme. New Year. Compilation of syncwine.

Completed by: Boyarkina E.A.

Teacher-speech therapist MBDOU

"Bolsheelkhovsky children's

garden number 1 combined type "

2015

Lexical topic. New Year.

Theme. Compilation of syncwine.

Purpose: teaching children how to compose syncwine.

Correctional educational tasks:

To consolidate the knowledge of children about the features of the holiday (they dress up the Christmas tree; dress up in fancy dress; Santa Claus comes with the Snow Maiden and gives gifts; everyone is having fun, rejoicing);

To activate and expand the children's vocabulary on the topic "New Year";

To consolidate the category of the instrumental case of nouns in speech;

Exercise in making sentences with past tense verbs and the preposition "on", spreading sentences with definitions;

Exercise in the selection of words-signs, words-actions.

Correctional and developmental tasks:

Develop auditory attention;

Learn to think, reflect, reason on a given topic;

Develop fine motor skills.

Correctional educational tasks:

Develop the ability to work in a team;

Create a positive emotional background of joy, expectations of the holiday.

Equipment : Christmas tree toy, Christmas decorations, Santa Claus, Snow Maiden, syncwine compilation scheme.

I. Org. moment.

Practical use of instrumental nouns in speech.

Game "Who will you be?"

Speech therapist. Guys, soon you will have a New Year's holiday. Tell us who you will be at the holiday?

II. Goal setting.

Speech therapist. Do you like New Year's Eve?

Why do you like New Year's Eve?

III. Guessing the riddle.

What a beauty.

Stands, sparkling light,

How sumptuously removed!

Tell me who is she? (Christmas tree)

IV. Dissemination of sentences by definitions.

Practical use of past tense verbs and the preposition "on".

Game "Decorate the Christmas tree"

(There is a tree on the table)

Speech therapist. Look, is this tree ready for the new year?

How to help the Christmas tree prepare for the holiday?

(Children offer to dress up the tree and take turns hanging toys on the tree)

What have you done)? (I hung up the ball.)

Where did you hang the ball? (I hung the ball on the tree.)

Which ball did you hang on the tree? (I hung a blue ball on the tree.) Etc.

V. Finger gymnastics "Yolochka"

Before us is a Christmas tree (fingers in the lock and straighten, thumbs are connected)

Bumps (fists)

Yes needles (forefinger forward)

Balls (connect thumb and forefinger)

Flashlights (rotate hands)

Bunnies (middle and index fingers up)

Candles (palms like a boat and connected, pointing up)

Stars (all fingers apart and palms together)

Little people (middle and index fingers "run")

Vi. Selection of words-signs.

The game "What, what, what?"

Christmas tree (what?) - beautiful, smart, green, slender, etc.

Toys (what?) - bright, shiny, silvery, gold, multi-colored, etc.

Tinsel (what?) - shiny, sparkling, etc.

Rain (what?) - shiny, gold, multi-colored, sparkling etc.

Vii. Selection of words-actions and words-signs.

1. Game "Guess Who?"

Speech therapist. Guys, guests are in a hurry to visit us. Guess who they are.

Smiling, singing, dancing, playing, who is she? (Snow Maiden)

Dances, freezes, plays, cheers, listens (poetry), gives (gifts), who is he? (Father Frost)

2. The game "What, what?"

Santa Claus (what?) - kind, cheerful, bearded, old, etc.

Snow Maiden (what?) - beautiful, kind, sweet, young, cheerful, etc.

3. The game "What is he doing?"

Snow Maiden (what is she doing?) - ...

Santa Claus (what is he doing?) - ...

VIII. Compilation of syncwine.

1. Correction and improvement of the finished syncwine.

Speech therapist suggestslisten to the finished syncwine story and figure out if everything is correct?

(Children make corrections after each line)

Snow Maiden. Father Frost.

Angry, harmful. Small, young, sad. Dances, flies, whistles. Gives, freezes, sad.

The Snow Maiden is very harmful. Santa Claus is eating gifts.

Bird. Dwarf.

2. Compilation of syncwine.

(Group work)

Speech therapist suggestswill split into two groups and compose a syncwine story about the Snow Maiden and about Santa Claus.

IX. Bottom line.

Assessment of the activities of children.

The speech therapist says that they liked the stories of the children.

Santa Claus treats children to sweets.