These are five lines: the first rhymes with the second and fifth, and the third with the fourth. The plot of the limerick is structured 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 the canonical limerick, the end of the last line repeats the end of the first.

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 "title=" First line - one word is written - a noun. This is the theme of the syncwine. > Second line - two adjectives are written that reveal the theme of the syncwine. > Third line - three verbs are written that describe 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. > Second line - two adjectives are written that reveal the theme of syncwine. > Third line - three verbs are written that describe actions related to the topic of syncwine. > The fourth line – here is 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, which gives a new interpretation of the topic, expresses a personal The second line - two adjectives are written that reveal the theme of syncwine. > Third line - three verbs are written that describe actions related to the topic c"> Second line - two adjectives are written that reveal the topic of syncwine. > Third line - three verbs are written that describe actions related to the topic of syncwine. > Fourth line - placed 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 - three verbs are written describing actions related to the topic with "title=" First line - one word is written - a noun. This is the theme of the syncwine. > Second line - two adjectives are written that reveal the theme of the syncwine. > Third line - three verbs are written that describe actions related to the topic with"> title="The first line - one word is written - a noun. This is the theme of syncwine. > Second line - two adjectives are written that reveal the theme of syncwine. > Third line - three verbs are written that describe actions related to the topic with"> !} Silver snow flies over the earth And gently touches the face, And the Year of the Dragon is soon coming In spite of all the predictors of the end. Let this animal – green and prickly – be as pleasant as a fluffy cat, May it become the best in the heavenly zoo, And only carry good luck on its back.

2.An important means of activating the learning process is rhyme . The importance of working on the rhyme of poetic exercises is closely related to the main task of initial reading and writing - the development of phonemic awareness in schoolchildren. The formation of a sense of rhythm is precisely possible on the basis of strong phonemic concepts junior schoolchildren, based on their constant active state and work that is based on the desire of children not only to listen, but also come up with your own, even if not quite perfect at first, rhymes. By selecting them, as if they were musical sounds on a little-familiar instrument, schoolchildren involuntarily improve their speech hearing, developing through it a sense of their native language. Rhyme attracts children with a funny play on words and consonances. K.I. Chukovsky, an excellent expert on children's speech, wrote that children must be taught to perceive poetry. Simple rhymes, along with the reading of real poetry, create a speech environment in which children awaken an interest in real poetry. This awakening occurs 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 - “memories”: provide an opportunity to remember the most frequently used words with double consonants during the reading process.

Preview:

MBDOU "Bolsheelkhovsky" kindergarten No. 1 combined type"

Abstract

organized educational activities for the formation

lexical and grammatical categories and the development of coherent speech

In the senior group of compensatory orientation

Subject. New Year. Compiling a syncwine.

Completed by: Boyarkina E.A.

Teacher-speech therapist MBDOU

"Bolsheelkhovsky children's

garden No. 1 of a combined type"

2015

Lexical topic. New Year.

Subject. Compiling a syncwine.

Goal: teaching children how to compose a syncwine.

Correctional educational tasks:

To consolidate children's knowledge about the features of the holiday (they decorate the Christmas tree; they dress up in masquerade costumes; Father Frost and the Snow Maiden come and give gifts; everyone has fun and rejoices);

Activate and expand children’s vocabulary on the topic “New Year”;

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

Practice composing sentences with past tense verbs and the preposition “on”, extending sentences with definitions;

Practice selecting words-signs, words-actions.

Correction and development tasks:

Develop auditory attention;

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

Develop fine motor skills.

Correctional and educational tasks:

Develop the ability to work in a team;

Create a positive emotional background of joy and anticipation of the holiday.

Equipment : Christmas tree toy, New Year's decorations, Santa Claus, Snow Maiden, syncwine composition scheme.

I. Org. moment.

Practical use of the instrumental case of nouns in speech.

Game "Who will you be?"

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

II. Setting a goal.

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

Why do you like New Year's holiday?

III. Guessing the riddle.

What a beauty.

Stands, sparkling brightly,

How magnificently decorated!

Tell me, who is she? (Christmas tree)

IV. Spread sentences with definitions.

Practical use of past tense verbs and the preposition “on”.

Game “Decorate the Christmas tree”

(There is a Christmas 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 decorate the Christmas tree and take turns hanging toys on the tree)

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

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

What ball did you hang on the Christmas tree? (I hung a blue ball on the Christmas tree.) etc.

V. Finger gymnastics “Herringbone”

In front of us is a Christmas tree (fingers locked and straightened, thumbs connected)

Cones (fists)

Yes needles (index finger forward)

Balls (thumb and index finger connected)

Flashlights (rotate your hands)

Bunnies (middle and index fingers up)

Candles (palms cupped and connected, pointing upward)

Stars (all fingers spread and palms together)

Little men (middle and index fingers “run”)

VI. Selection of feature words.

Game "Which, which, which?"

Christmas tree (what kind?) – beautiful, elegant, green, slender, etc.

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

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

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

VII. Selection of action words and attribute words.

1. Game “Guess who?”

Speech therapist. Guys, guests are rushing to us. Guess who they are.

Smiles, sings, dances, plays, who is she? (Snow Maiden)

He dances, freezes, plays, has fun, listens to (poems), gives (gifts), who is he? (Father Frost)

2. Game “Which one?”

Santa Claus (which one?) – kind, cheerful, bearded, old, etc.

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

3. Game “What is he doing?”

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

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

VIII. Compiling a syncwine.

1. Correction and improvement of the finished syncwine.

The 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.

Evil, harmful. Small, young, sad. Dancing, flying, whistling. Gives, freezes, sad.

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

Bird. Dwarf.

2. Compiling a syncwine.

(Work in groups)

The speech therapist suggestsDivide into two groups and compose a syncwine story about the Snow Maiden and Father Frost.

IX. Bottom line.

Assessment of children's activities.

The speech therapist says that they liked the children's stories.

Santa Claus treats children with sweets.