The use of modern educational technologies: games technology student-centered teacher interaction with children.
Objectives: Consolidation and synthesis of the views of children about the inhabitants of the aquarium. To strengthen the understanding of children about what aquarium — a freshwater model of the reservoir. To consolidate children’s knowledge about the characteristics of the appearance of aquarium fish they need for life and movement under water. The ability to make comparative descriptive stories. The development of the grammatical structure of speech (the use of nouns with prepositions, enrichment of speech words – antonyms). Improving syntactical structure of speech (a compilation of difficult-composed sentences with adversative Union but). The development of coherent speech, General language skills, visual perception and attention. To raise the interest of the children to the aquarium and its inhabitants, a desire to watch the fish and their habits.
Refining, expanding and strengthening vocabulary: aquarium, aquarium fish, Valuehost, catfish, guppies, swordtail, female, male, snail, smooth, streamlined, torso, head,tail, fins, gills, scales.
Equipment: aquarium, aquarium fish, counting sticks, card-scheme.
1. Organizational moment. The introductory talk. Chairs arranged in a semicircle in front of the aquarium so that all the children settled down close enough to him and could easily be monitored.
Children stand in a semicircle around the teacher.
Guess my riddle:
This house is not wood,
Not of stone this house.
It is transparent, it’s made of glass,
Teacher: Right, children, aquarium. And who lives in our aquarium?
Children: Aquarium fish.
Teacher: what kind of aquarium fish live in our aquarium?
Children: Valuehost, catfish, guppies and swordtails.
Teacher: Who, besides, fish live in the aquarium?
Teacher: What is in our tank?
Children: clean water, plants, rocks, house.
Teacher: Well Done. children, you have a good memory without looking at the aquarium you remembered how he equipped and who lives in it.
Teacher: does that sound Like our aquarium water? What is different?
Children: it’s small, but it has everything that is in the pond: water, sand, plants, rocks, snails, fish.
Teacher: Well Done!
The teacher invites children to sit on chairs near the aquarium.
2. Watching fish, looking at and comparing different species.
Teacher: Children, let’s compare our different types of aquarium fish
How do they differ? Color, size, tail, eyes, fins.
Than they resemble each other? They all have sleek, streamlined body. Has a head, trunk, flexible tail and fins. Have gills with which they breathe under water. Fish body covered with scales. It consists of separate scales. Colour scales are often silver. All fish have eyes and they see perfectly well. Fish can hear, distinguish smells and tastes, felt the touch. Most fish have the back darker than the belly. All fish have the ability to change the color depending on color of bottom, algae.
What fish are brighter, more colorful? The brightest fish in our aquarium Valuehost.
Where fish swim? In which layers of water, why?
What fish swims faster?
The same or different behavior of the fish? Pour food like eating fish?
How fish relate to each other?
Let’s see together whether the behavior of the fish in the aquarium?
Teacher: As you can tell by comparing vualehvostki and guppies in size, shape, color, tail shape, habits?
Children: Valuehost –big fish and little guppy.
Vualehvostki bright orange color, as in guppies nondescript grey.
Vualehvostki large eyes, and small guppies.
Vualehvostki oval body and elongated in guppies.
Vualehvostki the tail is beautiful, like a veil, and common guppies.
Valuehost slow fish, guppies and nimble. (etc.)
The teacher invites children to go on the carpet and invite them to do finger gymnastics.
Finger gymnastics “Fish”.
We want you to catch. Slowly bring together the palms.
Fish the back curved, Again to show how floating fish.
The bread crumbs took to Make grasping movements with two
3. A descriptive comparison of male and female: guppies and swordtail.
The teacher invites children to compose a comparative descriptive story card scheme:
What is the name of the fish?
And why do they differ from each other?
What fish are brighter, more colorful, the male or the female?
As male and female relate to each other?
4-5 teacher offers the children to make comparative descriptive story. (as described above). Other children choose the best narrator. Argue your choice.