Goals:
Educational: Expanding ideas about fish, their appearance, lifestyle and habits. Clarification, expansion and activation of the vocabulary on the topic "fish" (fish, pond, lake, aquarium, pond, sea, river, hunting, predator, carp, perch, catfish, pike, body, fin, tail, gills, scales;
toothy, predatory, long, mustachioed, striped, silvery; catch, hunt, swim, eat, breed, hide).
Correctional: Development of thinking, imagination, creativity, cognitive and speech activity with the help of words, figurative comparisons, imitations, development of visual perception and attention, articulatory motor skills, phonemic hearing, coordination of speech with movement.
Educational: Formation of skills of mutual understanding, goodwill, responsibility. Education of love and respect for nature.
Preliminary work: View pictures of fish, talk about the lifestyle of aquarium and freshwater fish. Learning finger gymnastics "Fish". Reading the fairy tale by A. S. Pushkin "Goldfish".
Equipment: Plane fish, related pictures, coloring fish, colored pencils.
Course progress.
1. Organization of the lesson.
Vos-l: Guys, if you got into the underwater kingdom, that in this kingdom "flows-flows - does not flow out, runs-runs - does not run out." (Water)
What is the water in the sea kingdom? (Transparent, clean, warm.)
If the water were dirty, what would happen to its inhabitants? (They would get sick, they would die.)
Who is the most in the sea kingdom? (Pisces)
Guess who it is. "Parents and children have all their clothes made of coins." (Fish.)
Where do fish live?
Why do they feel good in water?
What are they doing there? (They swim, dive, overtake each other, burrow into the sand.)
Who else can swim? (People, ships, animals.)
2. Finger gymnastics.
Swims in an aquarium (The palm is folded together and performed with them
undulating movements, rotating at the wrists
in the wrists to the right and left, like a fish with a tail.)
golden fish,
Look at her -
What a beautiful one.
3. Working with illustrations.
Children are offered pictures of fish.
Vos-l: Tell us what kind of fish you see. (Children's answers.)
Show how fish swim. (Children depict with their hands how fish swim.)
There are fish that live in an aquarium (aquarium fish - goldfish, swordtail, guppies, gourami, angelfish.)
Fish that live in ponds, lakes, rivers are called freshwater.
Wol-l: Let's look at the fish and talk about what parts of the body they have. Pay attention to which different shapes there can be a body and a head of a fish, what different tails and fins.
And all fish have gills to breathe.
The picture shows how sharp the teeth of the pike. Pike is a predator. She eats other fish. Carnivores include catfish, trout, and perch.
But crucian carp, ruff and bream are not predators, they feed on algae.
4. Conversation on the content of the poem.
Vos-l: Guys, let's listen to Irina Tokmakova's poem "Where the fish sleeps."
Dark at night, quiet at night.
Fish, fish, where do you sleep?
The fox trail leads to the hole,
Dog track to the kennel.
Belkin's trail leads to a hollow,
Myshkin - to a hole in the floor.
It is a pity that in the river on the water
There are no traces of you anywhere.
Only darkness, only silence.
Fish, fish, where do you sleep?
Vos-l: What animals are described in the poem?
Where do these animals sleep?
How does the fish sleep? (It freezes in the grass, near the bottom, eyes are open (no eyelids, but sees nothing.)
Why are there no traces of fish on the water?
5. The game "Call it affectionately."
A fish - …
Caviar - …
Catfish - ...
The river is...
Frog - …
Tail - …
Water is…
Snail - …
6. Analysis of the word fish.
Vos-l: Let's do a sound analysis of the word fish. How many sounds are in this word? (There are four sounds in this word.)
What sound do you hear first?
What sound comes after r?
Next sound? (b sound)
And the last sound? (sound a)
What is it, vowel or consonant? What color do we mark it when writing?
6. The game "Catch a fish."
Vos-l: Look at the fish. Imagine that we are fishing and catching fish. We start catching. (Children collect fish).
Count how many fish each of you has.
1 child. I have two fish.
2 child. I have one fish.
3 child. I have four fish.
4 child. I have five fish.
5 child. And I have three fish.
Vos: Well done! That's how many fish are caught.
7. Finger gymnastics.
Once upon a time there was one burbot, (They fold their hands,
make them move smoothly
imitate the movements of the fins.)
Two ruffs were friends with him. (Spread hands,
Make movements with two palms.)
Three ducks flew to them (They fold their arms crosswise, make
wave your hands.)
Four times a day
One, two, three, four, five. (Bend fingers in turn.)
8. The game "Imagine that you ..."
Vos-l: Guys, remember the fairy tale "Goldfish".
What did the fish do? (The fish fulfilled all the wishes of the greedy old woman who wanted to become the "mistress of the sea".)
Picture a greedy old woman.
And if you saw a goldfish, what would you ask for?
What do you think a goldfish looks like?
9. Individual work at the tables.
Vos-l: Guys, you have fish on your table. Color them as you wish. Create your own goldfish. (Children do the task.)
10. Summary of the lesson.
The teacher invites the children to remember the most interesting task.
Topic:"Who are the fish?"
Target: develop children's ideas about fish as living creatures living in water, having a typical structure - body shape, fins, tail, etc .; develop the ability to establish cause-and-effect relationships of a different nature; to use a subject-schematic model for generalization, to build judgments conclusively; develop an interest in nature.
Lesson progress
On the carpet - a picture of a swallow in flight. Chepuhar comes to visit.
Chepuhar. Guys, what do you have? What a beautiful fish!
Children. No, Chepuhar, this is a bird - a swallow.
Chepuhar. But she does look like a fish. Look: the tail, the fins... (points to the wings), this is a real fish.
Children. No, Chepuhar, you're wrong.
Chepuhar. Again, I'm confused. I will never learn to tell birds from fish. And your swallow still looks like a fish. Maybe you are all wrong? I saw such a fish in an aquarium - the scalar is called.
caregiver. Guys, let's teach Chepuhar to recognize fish and not confuse them with other animals. Here, Chepuhar, look. (On the carpet - pictures with fish.) There are many different fish. Guys, let's tell Chepuhar what fish are depicted here. (Children call.)
Chepuhar. Oh how different they are. And the names are complicated. How do you guys remember them all?
caregiver. That's right, Chepuhar, you noticed that the fish are all different. But how are they all alike? (Answers of children).
Chepuhar. Some kind of fluff. Understood nothing. Everyone spoke at once.
caregiver. You see, guys, when you say everything at once, nothing is clear. (Children agree to speak in turn.) Let's tell everything in order. First, about the shape of the body. What is the shape of the body in fish? Why is this form useful? (Answers of children).
caregiver. The body shape of the fish is streamlined - convenient for swimming. What do fish breathe? (Gills.)
Chepuhar. Why don't fish have a nose? Why do they breathe with gills?
Educator. Fish have a completely different respiratory system, since they live in water, and they "choose" air from the water through the gills.
Chepuhar. But what is this called? (Pointing to fins and tail.) (Fins.)
Chepuhar. Why do fish have fins? (Answers of children).
caregiver. Fins help fish swim like boat oars. And the tail helps to keep the direction, like the steering wheel of a car.
Chepuhar. Blimey! How interesting! What else do fish have that no other animal has?
caregiver. Even fish have a difference from all animals. Animals are covered with wool, birds with feathers, and fish ... What is the body of fish covered with? (Scales.)
caregiver. Guys, what is the difference between fish from each other? (Color, shape, size, habits, nutrition.) Let's tell Chepuhar why fish are all different. (Answers of children).
Educator. That's right, coloring helps fish hide from predators. See how cleverly the flounder hid at the bottom of the sea, you can't even see it. (Illustrations.) And multi-colored coral fish are not at all visible in the corals and algae of tropical seas.
caregiver. Guys, all fish cannot live without water. Their habitat is the same, only river fish that live in fresh water, and marine that live in salty sea water.
How are fish born? (Answers of children).
Educator. Most fish lay eggs, and fry emerge from the eggs. And some immediately give birth to live fish. We have already observed the appearance of small fish in guppies and swordtails in the aquarium. Chepuhar, and now our guys will tell you again according to the scheme, how fish differ from birds and animals, and you look and remember. (Children tell according to the scheme.)
Habitat + Scales + Fins + Tail + Streamline Tepa + Gills + Emergence of fry from eggs or birth of live fry
Chepuhar. Well, now I will never confuse the fish. Give me pictures, I will choose all the fish. (Chepukhar chooses fish, chooses a submarine and an armadillo.) Look, what kind of fish. Did I guess correctly? (Children correct Chepuhar, they say that the armadillo has scales, but it is an animal, they prove it, and the submarine is similar, but it is inanimate ...)
caregiver. Nonsense, in order to correctly recognize the fish, you need everything specific traits were all at once: the habitat, and the scales, and the fins, and the tail, and the streamlined shape of the body, and the gills, and everything else. Now understand?
Chepuhar. Got it, I'll work on it later.
caregiver. Now let's play the game "Catching fish".
Players are divided into two groups, stand against each other. One group is fishermen (there are fewer of them), the other is fish. First, they have a conversation.
Fishes. What do you knit?
Anglers. Seine.
Fishes. What will you catch?
Anglers. Fish.
Fishes. What?
Anglers. Pike.
Fishes. Catch!
Fishermen are chasing fish.
The game is repeated, but each time a new fish is called.
Theme: "River fish"
Tasks:
Educational:
1. Teach children to generalize and classify (marine fish, aquarium fish, freshwater fish).
2. Learn to highlight signs of difference and similarity between fish.
3. Exercise children to draw conclusions in compiling a story - comparisons according to plan.
Developing:
1. Develop thinking and memory, the ability to analyze, express them in speech.
2. Develop the emotional sphere of children
Educational: To educate communication skills, environmental literacy in children.
Download:
Preview:
Abstract of the frontal speech therapy lesson
Theme: "River fish"
Purpose: To summarize the material on the topic: "Fish".
Tasks:
Educational:
1. Teach children to generalize and classify (marine fish, aquarium fish, freshwater fish).
2. Learn to highlight signs of difference and similarity between fish.
3. Exercise children to draw conclusions in compiling a story - comparisons according to plan.
Developing:
1. Develop thinking and memory, the ability to analyze, express them in speech.
2. Develop the emotional sphere of children
Educational: To educate communication skills, environmental literacy in children.
Materials and equipment: pictures with the image of river, sea, emergency fish; cards with river fish.
Lesson progress:
Bring in a large atlas of the world, pay attention to the fact that there is a lot of blue on the map.
Speech therapist: Guys, what does blue and blue mean on the atlas?
Children: This is water: oceans, rivers, lakes.
Speech therapist: Do you know who inhabits these expanses of water? (Children's statements.)
The fish lives in the water. It cannot live on land. There are eyes, but not blinking. "Wings" is, but does not fly. What are these wings? (fins). Does not walk, does not fly, but moves quickly. How does she move? (swims). There is a tail. Why do fish have a tail? (steering wheel). Coin clothes. What coins are these clothes made of? (this is a scale). The fish lives in the water. Where can fish live? (in an aquarium, in the sea, etc.). What are the names of the fish that live in the sea (marine), in the river ..., in the aquarium ...
Then the children list the distinguishing features of the fish: “It has a head, mouth, eyes, gills, body, tail, fins. The body is covered with scales. From the parts a picture is made, which depicts a fish.
Speech therapist: Let's look at the pictures and determine what kind of fish it is.
Catfish is the largest predator of our reservoirs. It has an elongated body, covered with small, tight-fitting scales, and a huge head. the mouth is equipped with brushes of small but sharp teeth, a pair of long whiskers on the upper jaw and four shorter whiskers on the lower jaw. Catfish is able to swallow prey, sometimes slightly inferior to it in volume and weight (however, it succeeds extremely rarely, most often small bottom fish, mollusks and crayfish serve as food).
Flounder is a marine fish. Small flounders are found in shallow waters, large flounders live in deep waters. Flounder can change color to match the color of the bottom, which helps it protect itself from enemies. Hiding in the sand, flounders cover themselves with sand, loosening it with their fins.
Pike is one of the largest river fish. Well camouflaged, thanks to stripes and spots on the back and sides, it waits motionless in ambush until prey appears nearby. Then the pike suddenly rushes forward and grabs it with its sharp teeth.
Speech therapist: And now, I will give you riddles and check how you remember.
One at the bottom
Lies flat pancake. (Flounder.)
tail wags,
Toothy, not barking. (Pike.)
I live deep
I swim easily.
Toothy, big
I am a sea fish. (Shark.)
Speech therapist: Guys, what other fish do you know that live in the river? (carp, carp, ide, bream, roach, etc.)
Have you ever taken a fish in your hands? What does she feel like? (slippery)
Fizminutka:
The fish swam, splashed (hand movements)
In cool sea water.
Then they sink, then they float, (squats)
They will bury themselves in the sand. (children lie down on the mat)
Like in our aquarium
The golden fish are dancing.
They play merrily
In clean warm water
They will shrink, they will unclench,
They burrow in the sand
They wave their fins
Then they will spin in circles (movements in the text).
Speech therapist: I will now call you fish, and you tell me which one is superfluous and why
Roach, perch, bream, whale
Shark, jellyfish, dolphin, catfish
Game at the bottom. Coordination of speech with movement, development of general motor skills. Speech therapist. Get in a circle. Let's remember the game "At the bottom".
Snails crawl, (Move in a circle in a semi-squat position, arms folded behind their backs.)
They bring their houses. They move their horns, (They make "horns" from their fingers, rhythmically tilt their heads left and right.)
They look at the fish. The fish swim, (They move in small steps, lowering their arms, moving only their palms.)
They paddle with fins. Left, right turn, (Smooth turns of the body to the left, right and vice versa.)
And now vice versa.
Draw a fish
Conclusion: What did you learn? What were they talking about?
Lesson on the topic "Pisces" in the senior group
Tasks:
the formation in children of the idea of \u200b\u200bfish as living creatures living in water;
the formation of knowledge in children about the characteristic structure of fish: body shape, fins, gills, etc.
activation and enrichment of children's vocabulary.
arouse a desire to take care of the riches of nature, help to understand that only then there will be a lot of fish in the reservoirs, when the water in them becomes clean, and each fish will have the opportunity to leave offspring;
develop an interest in nature.
Preliminary work:
1. Examining an aquarium - an aquatic ecosystem.
2. Observations of aquarium fish.
3. Acquaintance with the models "Fish", "Who lives in the pond."
4. Reading fiction: A.S. Pushkin "The Tale of the Goldfish", Permyak "The First Fish", I. Tokmakova "Where the Fish Sleeps", Russian folk tale "By the Pike's Command".
5. Drawing Fish in an aquarium.
b. Acquaintance with the names of aquarium and river fish.
7. Watching the video film "On the rivers and reservoirs."
The game "The fish swims in the water"
Bring in a large atlas of the world, pay attention to the fact that there is a lot of blue on the map. Educator: Guys, what does blue and blue mean on the atlas?
Children: It is water: oceans, rivers, lakes.
Educator: Do you know who inhabits these expanses of water? (Children's statements.)
Yes, it's not just water. This is a house where a variety of creatures live. Name them.
Children's answers.
Fizminutka: "Journey along the bottom of the sea"
Educator: Let's look at them.
Examination of illustrations, pictures depicting aquatic animals.
Educator: Guess the riddle: “Parents and children have all their clothes made of coins”
Children: These are fish.
Educator: That's right, well done! Select pictures of fish.
Educator: Guys, think and tell me how fish differ from other animals?
Children's answers.
Educator: All fish are distinguished from other animals by common features.
Invite the children to draw on the board the shape of the body of the fish (option - a clockwork fish toy).
Educator: Look, the body is elongated, the head smoothly passes into the body, and the body into the tail. Fish have fins, scales and gills.
Have you ever taken a fish in your hands? What does she feel like?
Children: Slippery.
Educator: The body of the fish is covered with scales and mucus, which makes it slippery, so it easily slides in the water.
The fish constantly lives in the water, where it finds food, fry hatch from the eggs in the water, from which a new fish then grows.
Educator: How do fish breathe underwater? Nobody thought about it?
(Children's statements.)
Educator:"It's dark at night, it's quiet at night, fish, fish, where do you sleep?"
Where does the fish sleep and how? Children's answers.
Yes, she has a special device for breathing underwater - gills.
Considering the "Fish" model
Educator: Look at this diagram and tell us about the main distinguishing features of the fish.
Educator: Guys, tell me what is needed so that the fish does not die, but lives?
Consideration of another model: "What is needed for fish."
Discussion with children. To bring to the fact that the fish needs water, food, air and aquatic plants.
Educator: Tell me, how does a fish appear?
Model review.
Educator: Yes, indeed, guys, fish appear from eggs, eggs - into fry, and a big fish grows from fry.
Educator: Who knows the names of the fish? Name!
Children's answers.
Educator: How should people take care of the fish so that they feel good, so that they have cubs? Will they be able to survive if the water in the seas and rivers is dirty? Can you do something useful for fish?
Lead the children to the fact that water cannot be polluted, not to destroy the fry of different fish, not to catch a lot of fish. Tell me who is a poacher.
The game "We are fish."
Outcome: What have you learned? What were they talking about? What or who else would you like to know?
Note: according to all schemes, children with a high level tell, according to separate - children with an average and low level development.
PAINTING
"What would you ask a goldfish"
Program content:
To form the ability of children to depict images large, on the entire plane of the sheet, to observe proportionality between parts of the image; evenly and accurately paint over with paints; complete the image with details. To teach children to make sentences on a given topic: "What would you ask a goldfish." Encourage to briefly tell the content of the cartoon "The Tale of the Goldfish". Activate the children's vocabulary on the topics: "Sea", "Sky". To acquaint with an excerpt from "The Tale of the Goldfish" by A. S. Pushkin; explain the meaning of the words "net", "scales". Develop coherent speech, a sense of rhyme, small muscles of the hands. Cultivate a desire to kindly discuss the image.
Equipment:
Recording the noise of the surf, background music. Illustrations for "The Tale of the Goldfish" by A. S. Pushkin. Sheets of paper tinted in blue. Palette with multi-colored gouache. Drawing equipment.
Preliminary work:
Watching fish in an aquarium. Watching the cartoon "The Tale of the Goldfish".
Lesson progress:
Guys, listen! (The sound of the sea surf sounds). What is this noise? This sea is noisy. What is the name of our sea? Black Sea. Let's imagine that we left the kindergarten and came to the seashore. Overhead we have a blue sky with clouds, golden sand under our feet, and in front of us is the sea. How beautiful it is around!
And how many words can be found if you look closely and think. After all, words can be found everywhere:
I can find words everywhere
Both in the sky and in the water
On the floor, on the ceiling
On the nose and on the arm.
Haven't you heard this?
No problem! Let's play word!
Didactic exercise "Find words"
Find words in the sky.
(Clouds, birds, wind, clouds, plane, lightning, blue, sun.)
Find words in the sea.
(Water, wave, fish, algae, storm, crab, dolphin, jellyfish, ship.)
There are many different types of fish living in the sea. There are fish that are edible for humans. Fishermen catch them, and we buy, cook and eat. These are anchovy, herring, gobies, horse mackerel, flounder. There are dangerous fish. They can prick with a poisonous thorn, like a sea cat and a sea dragon; and even shock like a stingray. Fishermen do not catch them, because meeting with such fish is very unpleasant.
All fish have a tail. He serves as their helm. Fish also have fins. Why do you think fish have fins? The very word will tell you. Fins are needed for fish to swim.
Of course, fish have eyes. What are the eyes for? The body of the fish is covered with plates - scales.
Guys, listen to a funny poem about how fish like to smile. And don't just listen, but give me words.
Didactic game "Tell me a word"
If it's a fish, it has a smile.
If this is a fish, she has ... (smile).
If it's a fish, it has ... (smile).
If this is a fish, she has ... (smile).
If this is a fish, she has ... (smiles).
Not only in our sea are the princesses of the sea - a goldfish that can speak in a human voice and fulfill wishes. Alexander Sergeevich Pushkin wrote a fairy tale about such a fish. This tale is called “The Tale of the Goldfish”. Listen to an excerpt from this tale, which tells how an old man threw a net into the sea - such a large fishing net for catching fish, and a goldfish got into this net.
Reading an excerpt from "The Tale of the Goldfish" by A. S. Pushkin
For the third time he threw a net, -
A seine came with one fish.
With a difficult fish - gold.
How the goldfish will beg!
He says in a human voice:
"Let me go, old man, into the sea,
Dear for myself, I will give a ransom:
I'll buy whatever you want."
The old man was surprised, frightened:
He fished for thirty years and three years
And I never heard the fish speak.
He released the goldfish
And told her sweet Nothing:
"God be with you, goldfish!
I don't need your ransom;
Step into the blue sea
Walk there for yourself in the open."
And now let's play. Get out on the carpet.
Dynamic pause"Ocean is shaking"
The sea is worried
The sea is worried two,
The sea is rough three
Show me how the fish swim!
(Feet shoulder-width apart, swaying arms from right to left, depicting waves)
The fish swam and dived
In blue sea water.
They will come together, they will disperse,
They will bury themselves in the sand.
(Hands in front of the chest with folded palms, running in all directions, bending over, approaching-divergence, squatting).
And now I suggest you draw a goldfish.
Drawing "Goldfish"
Pay attention to what shape the body of the fish is? What color is a goldfish?
What does a fish have?
Show work progress.
To make the fish beautiful, let's draw its scales.
And we will also draw pebbles and algae so that the fish have somewhere to hide.
Show work progress.
Children doing work with background music.
Finished work children lay out on a common surface.
Guys, do you like the drawings of your comrades? What kind of drawings did you like? Why did you like them?
Guys, let's get creative. And what would happen if a goldfish offered us to fulfill our desires? What would you ask a fish for? Think! So I would ask the fish so that my grandfather recovers quickly and does not get sick anymore, and my whole family goes on a long and interesting journey. What are your desires? Children tell their desires, and the teacher writes them down on the back of the picture.
Methodological development: Abstract of the lesson on the formation of lexical and grammatical categories of the language and the development of coherent speech for children of the senior group of compensatory orientation for children with severe speech disorders.
Theme: "Pisces"
- to consolidate nouns on the topic “Pisces” in the active dictionary, to consolidate the skills of agreeing the numeral with nouns; teach children to work with deformed text.
Equipment:
- Dunno picture, an envelope with a letter, object pictures with fish, a fishing rod with a magnet, fish for the game "Fishermen", a laptop, Teremkova N.E. "Speech therapy homework for children 5-7 years old with ONR" album 4 (lexical theme "Fish"), pictures of a goldfish (11 pieces).
Lesson progress
I. Organizational moment.
Speech therapist: Guess the riddle: “Parents and children have all the clothes made of coins”
Who is this? How did you guess? (children's answers)
Who do you think we are going to talk about today? (About fish).
II. Main part.
1. Game "Classification"
What kind of fish live in our aquarium? (Guppy, swordtail, angelfish, goldfish, mollies.)
If fish live in an aquarium, what are they called? (Aquarium, decorative.)
(Viewing the aquarium and fish from the pictures using a laptop).
What if the fish live in the river? (River)
In the lake? (lake)
In the sea? (Marine)
What fish live in the river? Show and name. (Carp, ruff, perch, pike).
In the lake? (Trout)
In the sea? (Flounder, herring, hammerhead fish, shark, dolphin).
What body parts do fish have? Name it, show it. (Work at the blackboard).
2. The game "Fishermen"(coordination of numerals with nouns).
The fish are in the "pond" - on the table. The speech therapist calls the children one at a time, gives a fishing rod and offers to catch fish. Caught fish children consider: "I caught one fish." When re-catching fish, the child says this: “The first time I caught one fish. I have two fish.
You can invite children to catch several fish at once. "I caught two (three, four, five) fish." Whoever manages to catch the most fish is the winner.
3. Working with deformed text.
The speech therapist opens the envelope and addresses the children:
A stranger sent us a story. But I can't understand anything. I will read it to you.
They put the pike in a bucket and brought it home. They took a fishing rod and a bucket. On the river they caught a big pike. Pasha and Lyosha went to the river.
Got a story from Dunno? Why? (He told everything out of order.)
Let's fix this story. Tell everything in order. What do you think it was first?
What happened next?
How did the story end?
Why is the story called "Fishing"?
Retelling of the story "Fishing".
4. Physical education. The game "We are fish."
The children stand in a row on one side of the room, the driver in the middle, he is a fisherman. Before the start of the game, children each come up with the name of the fish for themselves.
Rybak says:
I throw nets into the sea,
I will catch many, many fish.
After that, the children run to the other side of the room. The driver asks the caught child: “What is your name, fish? - Carp. The winner is the one who did not immediately fall into the fisherman's net.
5. Work in workbooks.
Teremkova N.E. "Speech therapy homework for children 5-7 years old with ONR" album 4 (lexical theme "Pisces").
Task 1: distribute the fish, in what places they live (sea, river, aquarium).
Task 2: draw the missing part of the body for the pike.
6. The game "Words-relatives."
Pick up related words: fish - fish, fish, angler, fish, fishing, fishing.
III. Final part.
Speech therapist: Who did we talk about today? Remember what kind of fish are. A stranger has prepared a surprise for you. Everyone gets a goldfish for their work in class.
