Homework on lexical topics. Tasks for fixing lexical topics in a corner for parents. Theme "Poultry"
- moscow (what?) ...,
- moscow (what?) ...,
- moscow (what?) ...
- Transport - Moscow (capital) transport,
- apartment - Moscow (metropolitan) apartment ...
NISCHEVA N.V.
TASK №1
We continue to work on the theme of "Autumn." Repeat assignments on this subject. Help your child remember that in the fall two periods can be distinguished:Early autumn.
Late fall.
Talk with your child about how these periods are characterized. Help your child draw pictures of early and late autumn. Sign the pictures in print letters. Let the child talk about the signs of early and late autumn from the pictures.
3. Learn with your child a quatrain that will help him remember the names of the months of autumn:
September October November
With rain and leaf fall
And the birds fly away
And children need to go to school.
Help your child type in the notebook the names of the months of autumn.
4. Remember the names of the trees known to the child. During the walk, train your child in recognizing maple, oak, birch, poplar, aspen, ash by the characteristics of the trunk, branches,
bark, leaves. Talk with your child about the color of autumn leaves using the adjectives yellow
red, scarlet, gold, crimson, crimson.
5. Learn any poem about autumn with your child. Work on sound pronunciation and
expressiveness of speech.
TASK №2
1. We continue to work on the theme of "Vegetables". Repeat assignments on this subject.
2. Help your child draw familiar vegetables, make a headline, independently sign each picture, divide the names of vegetables and syllables.
3. A child must come up with a description riddle about each of these vegetables. For example:
Long, green, crispy, bumpy. It grows in the garden in the garden.
What is it? (This is a cucumber).
4. A child should write a description about one of the vegetables. For example:
This is a tomato. Tomato is a vegetable. It grows in a garden on a bed. The tomato is round, red, smooth, juicy, soft, sweet and sour. From it you can make a salad, juice, tomato, put it in borsch.
5. Learn the poem "Garden" with your child. Work on sound pronunciation and
expressiveness of speech.
Come to the garden How to blush at the fence
See how everything blooms. Giant Tomatoes.
How to play hide and seek Everything grows, everything blooms,
Cucumbers in the garden. Not crowded.
Like sunflowers in potatoes Come to the garden:
Palms drawn to the sun. Very interesting!
Like morning dew
Beans have a mustache.
TASK №3
1. We are continuing to work on the topic “Fruits”. Repeat assignments on this subject.
2. Help the child draw and sign pictures on the topic, divide the names of fruits into syllables.
3. A child must write a riddle description about each fruit.
4. A child must make a story about one of the fruits.
5. Have your child remember the names of the fruits that begin with the sound [A].
3. Make headlines with your child: Clothing. Footwear. Hats. Help draw
sign, syllable pictures on the topic. The child must do a sound analysis of the words:
scarf, slippers, hat.
4. According to one of the pictures, the child should make a descriptive story. For example:
This is a jacket. A jacket is a warm clothing. It is worn in spring or autumn.
This jacket is red, waterproof. She has a hood and two pockets.
She zips up.
5. Train your child in the formation of adjectives from nouns on the topic:
Corduroy shorts (what?) - corduroy.
Rubber boots (which ones?) - rubber.
A straw hat (what?) Is a straw hat. Etc.
6. Learn a poem with your child:
They do not grow, unfortunately, the pants of the Master were put into action
And the dresses have sleeves. Needles, scissors, iron,
But hands, legs, neck, head grow all the time. Skillfully seized
Boys and girls Many quick, dexterous hands.
Get Big - Get Your Order!
It is necessary that the clothes are all by the measure, just right.
They sewed by the standards.
TASK №10
1. We continue to work on the topic "Winter". Repeat the assignment with the child on the topic.
2. Help your child remember the signs of winter and draw a picture in which there will be as many as possible. Let the child independently compose the story from the picture. For example:
This is winter. The land is covered with fluffy white snow. On the river lies ice.
On the branches of trees, shaggy hoarfrost. Bullfinches peck rowan berries. The boys
sledding from the mountain. Girls are making a snowman. Fun for the children in winter!
3. Help your child pick up adjectives for nouns.
Snow (what?) - white, soft, clean, light, fluffy, cold.
Ice (what?) - ...
Icicle (what?) - ...
Snowflake (what?) - ...
Snowdrift (what?) - ...
4. Learn the names of the months of winter with your child. The quatrain will help you:
December January February
Pass a series of
With frost, with snow
With a christmas star.
5. Pick up any poem about winter, write in a notebook, learn with your child, work on sound pronunciation and expressiveness of speech.
6. Find out if the child remembers which birds are called wintering, why, what they eat, where they live. Help your child draw wintering birds or pick up pictures and sign them. Let the child try to write a descriptive story about one of them.
TASK №11
1. We continue to work on the theme “Furniture”. Repeat the assignment with the child on the topic.
2. Talk with your child about what furniture should be in the kitchen, in the living room, in the bedroom, in the nursery. Help your child draw furniture, sign pictures, divide words into syllables.
3. A child should write a descriptive story about one of the pieces of furniture. For example:
This is a sofa. He is standing in the living room. It is big, soft, comfortable, red.
He has wooden polished armrests and legs. You can sit on the couch.
and relax.
4. Make the “chair and ball” manual in the notebook to work on prepositions. Let the baby comments on his actions:
- The ball in the chair.
- Ball under the chair. Etc.
5.
In our apartment is a new house, With legs, and without arms,
The dishes in the house live, With a seat, and without a stomach,
In it there is a place for sweets, With a back, and without a head.
It is called ... (Chair).
(Buffet).
TASK №12
1. We continue to work on the topic "Utensils". Repeat related activities. Play ball game
“Which?”, “Which?”, “Which?”
2. Talk with the child that the dishes are tea, coffee, dining, kitchen.
Help the child make headings, draw pictures, sign them, divide the words into syllables, do a sound analysis of the words: bucket, cup, knife.
3. A child must make a riddle-description about one of the utensils, and a story-description about another.
4. Learn with your child a small passage from the poem Fedorino Gore.
Follow the correct pronunciation, clarity of diction and expressiveness of speech.
TASK №13
1. We continue to work on the theme "New Year's holiday." Repeat the old tasks with the child.
2. Help your child draw a picture on the topic and make a story on it. Let the child answer the question:
- Why do you like the New Year holiday?
3. Consider the Christmas tree decorations that you have at home with your child. Talk about what they are made of. Play the game “What?”, “What?”, “What?” With the ball .. Let the child draw one Christmas tree toy and write a descriptive story about it.
4. Help your child solve and learn puzzles:
He with a gray beard, What a beauty
Fur coat, staff with a star. Stands light sparkling
He brought us presents. So magnificent.
Who is he? ... Tell me, who is she?
(Santa Claus). (Christmas tree).
5. Help the child print the words in the notebook: beads, a ball, a cracker. Let them do a sound analysis.
6. Select and learn a poem about the New Year with your child. Work on
sound pronunciation and expressiveness of speech.
TASK №14
1. We continue to work on the topic of "Transport". Repeat the old tasks with the child.
2. Help the child draw pictures on the topic, sign them, divide the words into syllables. Let him do a sound analysis of the words: headlights, car, hood.
3. Find out if the child remembers that the transport is passenger and freight, that there are five modes of transport: road, rail, water, air, underground.
4. According to one of his drawings, the child should make a descriptive story. For example:
This is a bus. Bus - road passenger transport. He is big,
Yellow, metallic. He has a spacious lounge, driver's cab. The bus has four wheels, two doors, large glass windows, large headlights. By bus drives by the driver.
5.
Underground lights burn. They can be seen everywhere, they can be seen from the windows
Underground palaces stand. Along the street they move in a fast stream, Under the earth a miracle rushes, They transport various cargoes:
Everyone can ride. Brick and iron, grain and watermelons.
(Underground) For this work, we fell in love with them.
They're called … (cars)
TASK №15
1. We continue to work on the topic "Professions". Repeat assignments on this topic with your child.
2. help your child write a story about the profession of dad or mom. Record a story, draw a picture or stick a photo.
3. Help your child remember the names of the professions of kindergarten workers, ateliers, shops, the profession of builders and transport workers, the profession of postal workers. Let the child draw two or three pictures on the topic, sign them, divide the words into syllables, and write descriptive stories.
4. Let the child type in the notebook the words: doctor, painter, captain and make their sound analysis.
5. Learn with your child a passage about professions from S. Mikhalkov’s poem “What about you?”
Work on sound pronunciation and expression.
TASK №16
1. Talk with your child about the work of people on the farm in winter. Help him answer the questions:
- Where do the cows winter? (On the farm).
- Who cares for them? (Skotnik, milkmaid, calf).
- What does the milkmaid do?
- What does the cattleman do?
- What does the calf do?
2. Pick pictures or help your child draw them. Let him sign them and do a sound analysis of the word “cattle”.
3. Talk with your child about the work of rural machine operators in the winter. Find out if he knows that in winter a tractor driver repairs his tractor and prepares it for plowing. He also brings feed to the farm and takes manure to the fields. The harvester is preparing his harvester for harvesting.
4. Select or draw pictures that depict a tractor driver and a combine harvester. Let the child sign the pictures, draw up sentences from them, determine the number of words in each sentence.
TASK №17
1. Talk with your child about why people need tools. Help the child draw six or seven pictures on the topic, sign them, make a complex sentence for each picture.
For example: Hairdressers need scissors to do haircuts.
2. Play the game “Who is More?” With the child. You name the profession, and the child lists all the tools that a representative of this profession needs. For example:
- A carpenter.
- A carpenter needs a hammer, a planer, a chisel, a saw, a file.
Then you and the child change places.
3. Let the child type the word - saw - and make his sound analysis.
4. Guess and learn puzzles with your child:
I will tumble down the huge oak
I say not bragging. I'm not tired at all.
All that you want, I will cut, Who dug by me,
Sharp, toothy. He is tired.
(Saw) (Shovel)
TASK №18
1. Read the poem “Whatever the page is an elephant, then a lioness” to the child. Find out the names of the animals of hot countries that the child remembered. Let them list them, divide them into syllables. The child must know that these animals live in hot countries.
2. Help your child draw or paste pictures of animals from hot countries. Let the child independently sign them and do a sound analysis of the words: llama, elephant, tiger.
3. Play with the child the game “Who has who?” With the ball. For example:
The tiger has a tiger cub (cubs).
A lion has a lion cub (cubs). Etc.
4. Play the game “Whose ?, Whose ?, Whose ?, Whose?” With the ball. For example:
The tail of a lion (whose?) Is a lion's tail.
The tiger mustache (whose?) Is tiger. Etc.
5. Help your child write a story about one of the animals. For example:
This is a tiger. He lives in hot countries. I saw him at the zoo. He is big, red
Striped. He has a large head, powerful legs and a long tail. The tiger has keen eyes, sensitive ears and sharp teeth. He preys on other animals. His children are called - cubs.
6. Learn a poem by B. Zakhoder “Kangaroo” with your child:
Worn by a Kangaroo Mom
In a warm bag to the kids.
And the kangaroo guys
Hide and seek all day!
TASK №19
1. We continue to work on the topic "Indoor plants." Repeat assignments on this topic with your child.
2. Attract the child to care for indoor plants: let him loosen the ground, wipe the leaves, water the plants.
3. Help the child carefully cut one leaf from each houseplant, attach them to a notebook, sign. Leaves can be replaced with drawings or pictures.
4. Let the child type the words: violet, cactus, primrose - and make their sound analysis.
5. Help your child remember that indoor plants multiply in different ways:
Cuttings (geranium), leaves (violet), aerial roots (chlorophytum), rhizomes (fern), tubers (amaryllis).
6. A child should write a descriptive story about one of the indoor plants. For example:
This houseplant is amaryllis. He has long, wide, dark green
leaves. When it blooms, it has a thick straight stem, and on the stem two
orange flower - lily. Propagated by amaryllis tubers. Amaryllis need
often water, wipe leaves, loosen the ground.
7. Guess and learn a riddle with your child:
Hedgehog strange at Egor
On the window sits in a bucket.
He sleeps day and night
By hiding the legs in the ground.
(Cactus).
TASK №20
1. Remember with the child everything that he knows about the life of animal rivers, lakes, ponds. What freshwater fish he remembers. What does he know about the structure of the body of the fish.
2. Find or draw pictures of marine animals and fish with your child. Let him sign them, divide them into syllables, make a sound analysis of the words: ramp, shark.
3. Work on the pronunciation and clarity of diction in a tongue twister:
Carp is in the lake, and crab is in the sea.
4. A child should write a descriptive story about one of the sea fish or one of the sea animals.
5. Learn the poem E. Underwater Country with your child:
The underwater country lies No brighter than a star
Deep under water. She never shines
There the fish swims the moon And to stingrays and eels
Near the starfish. You could find your home
But even though the moon meets, Lanterns burn everywhere -
It does not shine at all. Glowing fish.
TASK №21
1. We continue to work on the topic "Spring". Repeat related activities.
2. Help your child remember what distinguishes two periods of spring: early spring and late spring.
The early spring has now begun:
Signs of early spring:
one). Snow still lies on the ground, but thawed spots have already appeared.
3). The sun shines brightly and begins to warm.
four). Drops begin, icicles appear on the roofs.
5). The first flowers - snowdrops bloom on the thawed patches: coltsfoot,
blueberries, goose onions, crested crest, violet.
3. Help your child draw or paste a picture of early spring. Let him sign it, make a story about early spring, make a sound analysis of the word - spring -.
4. Help your child draw or paste pictures of snowdrop flowers. Let him sign them and write a descriptive story about one of them.
5. Learn with your child a poem by V. Borodulin “Palm catkins”:
The sun gives us spring, The snow still lies
Melted stitches. The dispute is with the spring.
I'm carrying my bosom I'll put you in a jug
Palm catkins. I will drink water.
Soft down jackets, I won’t give you an insult
Little crumbs. Stand without care.
So fluffy and easy Mom smiles at you,
Palm catkins. How come from work.
TASK №22
1. Talk with your child about our homeland. Teach him to answer questions with complete answers:
- What is the name of our homeland? (Our Homeland is called Russia or the Russian Federation),
- What peoples live in Russia? (Different peoples live in Russia, but the main population is Russians).
- What is the name of the main city of our country? (The capital of our Motherland is Moscow).
- On which river is the capital? (Moscow stands on the Moskva River).
- What other cities are there in Russia? (St. Petersburg, Novgorod, Ryazan, Orel, Omsk).
- What rivers are there in Russia? (Volga, Don, Lena, Yenisei, Ob).
2. Pick up a picture of Russian nature with your child. Let the child sign it: Our Motherland -
Russia.
3. Let the child print the words in the notebook: Tula, Volga, Baikal. Explain to the child the meaning of these words. Let him make their sound analysis.
4. Help the child explain the meaning of the saying: A man without a homeland, that a nightingale without a song.
5. Learn with your child the poem Z. Alexandrova "Homeland":
If they say the word HOMELAND, Or the steppe from poppies is red,
Immediately in memory rises Golden virgin ...
An old house, in the garden currants, Motherland is different,
Thick poplar at the gate. But everyone has one!
TASK №23
1. Read the text about Moscow to your child:
Moscow is the capital, the most important city in Russia. Russian works there
Government, our president. The heart of Moscow is the Kremlin, Red Square. In the Kremlin on the Spasskaya Tower, the most important clock in Russia is the Kremlin chimes. In Moscow there are many factories, factories, theaters, museums, stadiums, parks.
2. Have the child retell the text.
3. Stick some cards with views of Moscow with your child. Let the child sign them. Learn a poem by F. Glinka “Moscow” with your child:
A wonderful city, an ancient city, On your old churches
You have placed at your ends Growing wood.
And the villages and villages, the Eye does not grab the long streets.
Both chambers and palaces! This is mother - Moscow.
Belted on a plowed field, Prosperity with everlasting glory,
All of you are full of gardens. The city of temples and chambers!
How many temples, how many towers The middle city, the heart city,
On your seven hills! Indigenous Russia city.
TASK №24
1. Repeat the assignments on the topic "St. Petersburg" for the past year. Help your child remember your full address, the name of the main avenue of the district, the address of the kindergarten, the names of the main avenue, square, river of St. Petersburg.
2.
St. Petersburg is one of the largest cities in Russia, it is called
northern capital. It was founded by Peter - I. Petersburg stands on the Neva, on the shore
Gulf of Finland. There are many rivers and canals in the city: Moika, Fontanka, Nevka, Obvodny
channel, hooks channel. The most important avenue of the city is Nevsky Prospect.
There are many museums in St. Petersburg: the Hermitage, the Russian Museum, the Apartment Museum, the Arctic Museum, the Zoological Museum and others. They are famous throughout the country
St. Petersburg enterprises: Kirov Plant, Electrosila, Svetlana.
3. Stick with your child several types of St. Petersburg. Let the child sign them and make a short story about what memorable places and museums of the city he visited.
4. Learn a passage from the poem The Bronze Horseman with your child:
I love you, Peter the creation, Your fences cast-iron pattern,
I love your strict, slender look, Your brooding nights
Neva Sovereign, Transparent Dusk,
Its coastal granite, moonless shine ...
TASK №25
1. Remember with your child the names of the works of Samuel Yakovlevich Marshak that you read:
“Cat's House”, “The Tale of the Stupid Little Mouse”, “The Tale of the Smart Little Mouse”, “The Story of the Unknown Hero”, “The Mustachio-Striped”, etc.
2.
Write the passage in the notebook.
3. On the album sheet with paints, the child must make an illustration for his favorite work.
TASK №26.
1. Remember with your child the names of the works of Sergei Vladimirovich Mikhalkov: “What do you have?”,
"Uncle Styopa", "Trezor", "Kittens" and others.
2. Learn with the child a passage of twenty lines from his favorite work.
3.
TASK №27
1. Remember with your child the works of Korney Ivanovich Chukovsky that you read:
“Moidodyr”, “Fedorino Gora”, “Doctor Aibolit”, “Cockroach”, “The Stolen Sun” and others.
2. Learn with the child a passage of twenty lines from his favorite work.
3. On the album sheet with paints, the child must make an illustration for this work.
TASK №28
1. Read the poems of Agniya Lvovna Barto with the child: “Assistant”, “Bullfinch”,
"Mashenka", "In Defense of Santa Claus" and others. A child can read the poem "Toy" himself.
2. Learn your favorite poem with your child.
3. Let the child illustrate this poem with paints.
TASK №29
1. Learn the names of the months of spring with your child. The quatrain will help you:
March, April and May Green
They give leaves to limes, maples.
Gardens wake up
Flowers are blooming.
2. Observe the signs of late spring on a walk, help the child remember them.
Signs of late spring:
one). Days became longer and nights shorter.
2). It is warm outside, the sun shines brightly and warms.
3). Warm winds blow.
four). It is raining warmly.
5). Migratory birds have arrived, they build nests and hatch chicks.
6). The first green grass appeared, and on the trees and shrubs - leaves.
3. Help the child draw a picture on the topic, sign it, make a story on it.
4. Learn the poem E. Lily of the Valley by E. Serova:
A lily of the valley was born on a May day, And the meadow will hear this ringing,
And the forest keeps him. Both birds and flowers ...
It seems to me: his backside - Let's listen, what if
He will ring quietly. Hear - me and you?
TASK №30
1. Repeat assignments with the child on the topic “Migratory birds”.
2. Have the child retell the text:
Spring comes into its own. Migratory birds began to return to us.
The rooks opened spring. They arrived even in the snow and immediately set about repairing old ones and building new nests. Following the rooks, starlings flew in, then larks, finches, and blackbirds. Then waterfowl and swamp birds will arrive: ducks, geese, cranes. And when the forest is covered with a green haze, flytraps, nightingales, cuckoos, swallows and swifts will fly.
3. Help your child draw or paste some pictures on the topic, sign them up
syllabic and sound analysis.
4. Learn a poem by S. Drozhzhin with your child:
The kingdom of spring days has returned:
Rings pebbles
The river is noisy
And with a cry a flock of cranes
Already flies to us.
TASK №31
1. Remember with the child the works that you read with him:
“The Tale of the Fisherman and the Fish”, “The Tale of Tsar Saltan”, “The Tale of the Dead Princess and the Seven Knights” and others.
2. Learn with the child the passage "At the Lukomorye, green oak ...".
3. For a favorite fairy tale, the child must make an illustration
4. The child should know that the monument is located on the square of Arts, in front of the Russian Museum.
TASK №32
1. Draw school supplies with your child: a satchel, pencil case, primer, notebook, pencil, pen, etc. Let the child sign the pictures, make a syllabic and sound analysis of the words.
2. A child must make a complex sentence about each subject. For example:
A pencil case is needed to carry pencils and pens in it.
3. Talk with your child about why the children are in school.
4. Guess and learn puzzles with your child:
Not a bush, but with leaves, Black Ivashka,
Not a shirt, but sewn. Wooden shirt.
Not a man, but a story. Where the nose goes -
(Book) He puts a note there.
(Pencil)
5. Learn a poem by Z. Alexandrova “To School” with your child:
Yellow leaves are flying, Sad dolls are sitting
The day is fun. On the empty terrace.
Seeing off kindergarten Our fun kindergarten
Kids to school. Remember in the classroom.
Flowers faded from us, Remember the garden,
Birds fly away. A river in the far field ...
You go for the first time. After all, we are also in a year.
In first grade to study. We will be with you at school.
https://pandia.ru/text/77/511/images/image003_11.gif "width \u003d" 628 "\u003e FOREWORD
This kit is designed for children 5-7 years old with OHP and consists of four albums with speech therapy homework on various lexical topics. Work with albums is designed for three periods of training at the preschool educational institution.
On the practical material of lexical topics, the child accumulates and enriches the vocabulary, develops coherent speech skills and improves mental processes (attention, memory, thinking). There is also a gradual overcoming of violations of the grammatical structure of speech. Many years of experience working with children from a speech therapy group proves the effectiveness of this kind of homework.
The purpose of this tutorial is to help the speech therapist plan corrective work and involve parents and educators in simple homework with their children. Thus, the knowledge gained in frontal classes is consolidated.
Every week, a speech therapist informs about the name of the lexical topic and notes the terms for its study in frontal classes. During this week, parents and educators, on the instructions of a speech therapist, dosed with a child on an album. At the beginning of next week, a speech therapist in individual lessons checks the homework, noting the assimilation of lexical and grammatical material on the topic and discussing with the teachers of the group mistakes typical for each child. This allows you to evaluate the effectiveness of the work done and outline a plan for further corrective work.
Performing the exercises proposed in the albums based on the pictures:
Parents get more accessible information about what they need to know and be able to
child on each topic;
Children have the opportunity in a playful way to perform tasks in the album under the guidance of an adult.
The advantage of these albums is that parents do not need to rewrite the speech therapist's homework, select pictures, draw or paste them into a notebook. Colorful illustrations help keep your child interested in activities. All this contributes to overcoming lexical and grammatical disorders and the development of coherent speech skills of the child.
The exercise system proposed in these albums is based on the principle of gradually complicating tasks. In the process of work, children master various speech abilities and skills, transfer them to free speech communication. Thus, children improve speech, manifestations of general speech underdevelopment disappear.
https://pandia.ru/text/77/511/images/image005_12.gif "width \u003d" 608 "\u003e The author and publisher thank the SYNERGY studio
and personally Yuri Petrovich Borovsky and Dmitry Ivanovich Petrovsky for the help provided in the publication of this book.
Topic: PRODUCTS FOOD
1. Visit the grocery store with the child and introduce him to the names of various
products. To fix in the dictionary the generalized concept of "food".
2. To acquaint the child with the names of the departments of the grocery store (dairy, meat, grocery, vegetable, fish).
3. View the pictures. Combine flour with products from it in yellow lines, milk with
products from it are blue, meat with products from it is red. What are these
products? {
Flour,
dairy,
meat.)
4. The exercise "Greedy":
Imagine these are your products. What is each product?
using the words “mine”, “mine”, “mine”, “mine”. {
My cheese.
My bun.
My milk.
My sausages.
Etc.)
5. The exercise "Help cook »: Select and circle the items the cook will need to cook.
6. The exercise “Pick up,
call,
remember ":
Tell how the cook cooks using utensils and products (name as many action words as possible). (AT
pan cooks,
warms up,
boils.
Etc.)
7. The exercise "Of why -
which?
»
:
For cooking, the cook uses different
types of oils. Name them. Sample: What kind of sunflower oil? (Sunflower.)
Corn oil - .... Olive oil - ....
Soybean oil - .... Cream butter - ....
Name the dishes correctly.
Sample: Vegetable - Vegetable Salad.
Buckwheat porridge - .... Cottage cheese casserole - ....
Berry puree - .... Fruit juice - ....
8. The exercise "Consider and name it ": Consider the drawing. What items are hidden? Name and circle them with colored pencils.
9. The exercise "Say vice versa ": Complete sentences with feature words.
10. To acquaint the child with the names of some first, second and third courses. Show at home in the kitchen what products your meals are made of.
11. The exercise "Cook": Help mom cook the first, second and third dish. Combine the lines of food and utensils with the appropriate dish.
12. The exercise "Fourth excess": Listen to the words and say another word. Explain why it is superfluous.
Plate, fork, breadknife. Waffles a cup, bagel, crackers. Cottage cheese, cheese, yogurt, sausage.
Topic: CLOTHES
1. Consider pictures with the child. Introduce him to item names
clothes. To fix in the dictionary a generalizing concept of “clothing”.
2. The exercise “Help Tanya and Van get dressed ":
Draw the red lines from Tanya to her
clothes and blue lines from Vani to his clothes. Make a sample proposal: "It
Vanilla pants.
it Tannin skirt".
3. Introduce the child to the details of clothing.
4. Show and name the details of your clothes (collar, cuffs, leg, sleeve, pockets
etc.).
5. A game "Greedy":
Imagine that your clothes are in the pictures. Make a proposal for
sample: "My jacket.
My skirt.
My dress.
My socks" etc.
6. Together with the child, stick pieces of materials from which clothes are sewn into empty cells. Introduce the child to their names. Make phrases according to the model: leather cloak, fur collar etc.
7. Tell the child who sews clothes. What tools and materials are used in the work?
8. The exercise “Help mom: Choose the items you need to make clothes and circle them with red lines.
9. The exercise “Pick up,
call,
remember ":
Answer the questions (pick up and
call as many action words as possible).
How do clothes appear? (Clothes model, cut out, sew, knit.) Buying clothes at the store, the buyer (what is doing?) - .... Caring for clothes, a person (what does?) - ....
10. The exercise "Fourth excess": Listen to the words. Highlight the extra word and explain why it is superfluous.
Wash clothes bathe , ironed, dried. Clothes wash , clean, squeeze, fold.
11. The exercise "Of why -
which?
»
:
Mom sewed various clothes. Name that of
what materials did mom sew? Finish the sentences. (Pants sewed of wool.
They
woolen.
AND t.
d.)
The jacket was sewn of wool. He .... The jacket was stitched from leather. She....
The dress was sewn from silk. It .... The cloak was made of leather. Is he....
2. View and show the details of hats: fields, ribbons, pompoms, visors.
3. The exercise "Consider and name it ": What color are these hats? Make sample sentences. (it red hat. it white cap. Etc.)
4. A game "Greedy": Imagine your hats in the pictures. Make a sample proposal: "My cap. My a cap. » etc.
5. Tell the child how hats are made and what tools and
accessories are used for this.
6. The exercise "Help sort out": Select and circle the items that are needed to make hats.
7. The exercise "Say vice versa ": Finish the sentences. (Mom’s hats fields wide, but at father’s hats - narrow . Etc.)
The girl’s hat is light, and the policeman has a cap .... Katya takes a new one, and his grandmother’s scarf .... Viti’s cap is dirty and Kolya’s ....
Mom’s hat is big, and Tanya’s hat ....
The cook has a high cap, and the cook has a cap ....
8. The exercise "Of why - which? » : Finish sample sentences: "Cap of skin
(which?) - leather cap".
A scarf from chintz (which?) - .... A felt hat (which?) - .... A fur hat (which?) - .... A straw hat (which?) - ....
9. Name the hats. Draw them to the table. Make a sample proposal: "AT
the store a lot of hats.
At me small hats ».
10. The exercise “Pick up,
call,
remember ":
Finish the sentences (pick up and
name as many action words as possible).
When buying a headgear in a store, the buyer (what does he do?) - considers, chooses, tries on, buys.
Caring for hats people (what does?) - ....
11. The exercise "Count and call ":
Dunno, Doctor Pilyulkin and Znayka were presented with hats. Count (write in circles or draw dots on the number) and
call them. Make a sample proposal: “Dunno presented six blue
hats ".
12. The exercise "Help Dunno ": Friends gave Dunno many colored hats. But he wore only blue, and the rest just scattered around the room. Once he decided to collect all the hats, but could not. Help Dunno. View pictures
ku, find all the hats in the room and make sentences according to the model: “Red hat underby the table. Dunno got of- under backgrounds red hat. "
13. The exercise "Tell me- ka: Make stories about hats according to the proposed visual plan.
Topic: WINTER
1. Consider pictures with the child and remind him of the names of the seasons. Clarify the sequence of seasons.
2. What time of year is it now? What are the preceding winter and the following winter time of the year? What changes have occurred in the winter in nature?
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3. To acquaint the child with the names of the winter months.
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4. View the picture. Write a story about what changes occurred in nature in winter.
4. The exercise "Say vice versa ": Finish the sentences. Days are hot in summer and cold in winter.
In summer, the sky is bright, and in winter - ....
In summer, the day is long, and in winter - ....
In summer, the sun is bright, and in winter - ....
In spring, ice on the river is thin, and in winter - ....
The snow is soft and the ice is ....
Some icicles are long, while others are ....
6. What can be done from snow and ice in the winter on the street? (Snowman,
fortress,
snow
city,
ice figures,
rink).
7. Explain the meaning of the words "snow, ice." Come up with sentences with these words.
8. Select, name and circle objects that are suitable for winter outdoor activities.
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11. Vania from impatiently was waiting approximations winters. Parents have bought him to winter skiing, sled, snow scooter. Here went long awaited snow and at night Van atdreamed sleep, as as if it found himself at snowy the kingonly. Him met woman, which all onwere calling Snowy Beauty. Passing by ownershippits Snowy Beauties, Vania heard, what familiarmy the words at kingdom sounded at all by to another, affectionately.
The exercise "Name affectionately ":
Snow - ... Sun - ... Ice - ... Winter - ...
Snow Beauty received Vanya very well in her possessions, treated them to ice cream. She invited Vanya to count various objects and promised for this to fulfill his desire.
12. The exercise "Count and call ": Help Van. Count (write in circles or draw dots on the number) and name the objects.
13. Snowy Beauty liked how Vanya coped with her task, and she decided to fulfill the boy’s desire - she allowed him to ride a fabulous snowmobile from a large hill. The exercise “Pick up, call, remember ": Finish the sentences.
On a snow scooter Vanya to the hill pulled up.
To the hill ... (drove in) . Around the hill ... (traveled around) .
Downhill... (moved out). From the park ... (left) .
14. Snow Beauty promised to show Vanya her treasures, if he fulfills yet
one task. The exercise "Of why -
which?
»
:
Help Vanya complete the task
Snow Beauty - finish the offer.
|
A hill of snow (what?) Is snowy. A path made of ice - .... Weather with frost - ....
15. Snow Beauty invited Vanya to find a treasure chest
mi The exercise Labyrinth:
Help Van. Consider and remember what the chest looks like. Find the path that leads to it.
16. Vanya found a chest. Help open it. The exercise "Fourth excess": Listen to the words and find the extra word. This is the wealth of the Snow Beauty.
Sleds, clubs ice , skates. Color the ice in different colors.
Topic: WINTER BIRDS
1. Consider pictures with the child. Introduce him to the names of birds (voro
beat, tit, magpie, woodpecker, crow, dove). Fix a generalizing concept in the dictionary
tie "wintering birds."
2. Explain to the child why these birds remain to winter. Tell him what
wintering birds feed and how adults and children help birds survive the cold
in the winter.
3. Show the body parts of the birds (body, head, tail, beak, wings, etc.). Remember them on
rank.
https://pandia.ru/text/77/511/images/image048_1.jpg "width \u003d" 529 "height \u003d" 769 "\u003e
Who is on the tree branch? - Sparrows. Who is under the trough? - .... Who is on the tree trunk? - .... Who's on the manger? - .... Who flies to the feeding trough? - .... Who is next to the tree? - ....
7. Say the other way around: Finish the sentences.
8. Exercise “Pick up the words”: Finish the sentences.
Some sparrows to the feeding trough (what were they doing?) ... (flew up).
Other sparrows from the feeding trough (what did they do?) ... (flew off).
A small lively little sparrow feeder around (what did?) ... (circled).
Nimble little sparrows in the feeding trough (what did he do?) ... (flew in).
Sparrow grabbed a grain from the feeding trough (what did he do?) ... (flew away).
9.
The exercise "Whose feathers?
»
:
When the birds flew away, the girl Tanya found on a feeding trough
different feathers. Help Tanya figure out whose feathers were on the manger. Finish the sentences.
The feathers of the crow (whose?) Are crow's. Sparrow feathers (whose?) - ....
Feathers of a pigeon (whose?) - ....
10. The exercise "Find out birdie ":
Find the missing part of the bird's body from the pictures.
Circle her in a circle. What kind of bird is this?
11. The exercise "Tell me- ka: View pictures on p. 30. Listen to an adult's story and answer full questions with questions.
Was winter. Stood strong frosts. Children at park on the snow found frozen sparrow. is he lay and not moved. Children warmed up sparrow at hands, butthen put him at warm mitt and suffered home. Houses sparrowswarmed up and has become to fly by the room. Children fed sparrow breadcrumbs, sunflower seeds. When are over strong frosts, children released inrobes on the will and hanged at park feeding trough from feed, so that to help to birdslive through cold winter.
Questions:
1. What was the season?
2. Who did the children find in the park in the snow?
3. What was the little sparrow?
4. What did the children do to prevent the frozen sparrows from dying?
5. When did the children let loose the sparrow?
6. What did the children hang in the winter in the park? What for?
Make a story yourself from these pictures.
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Topic: PRODUCTS FOOD..................................................... 1
Topic: CLOTHES.......................................................................... 5
Topic: FOOTWEAR10
Topic: HEADS DEVICES......................................................... 15
Topic: WINTER............................................................................. 20
Topic: WINTER BIRDS.................................................... 26
Teremkova N.E.
Logopedic homework for children 5-7 years old with OHP. Album 2 /. - M .: Publishing house "GNOM and D", 20s.
Album 2 is designed to work with children 5-7 years old with OHP. It is part of a set of four albums with speech therapy homework on various lexical topics.
The purpose of this tutorial is to help the speech therapist plan corrective work and involve parents and educators in simple homework with their children.
The advantage of these albums is that parents do not need to rewrite homework, select pictures, draw or paste them into a notebook on the instructions of a speech therapist. Colorful illustrations help maintain the child’s interest in activities.
The manual is addressed to speech therapists, teachers of speech therapy groups and parents of children with speech impairments.
18.10.2019
Lexical theme: "Our body."
1. Considerdrawing depicting a doll or person. Have a chatwith a child about the human body, callhis body parts let bechild will showthem on yourself.
Speakrules of personal hygiene. Explainwhy hygiene is important.
Repeatpoem:
We washed today
And they smiled at each other.
Our eyes sparkled
Our cheeks turned red.
We made the bed
They did a good charge.
We grow strong
Friendly, beautiful.
2. The development of speech breathing.
Warm your fingers: "X-x-x". (We blow on the fingers with force, repeat 4-5 times.)
3. The development of fine motor skills.
4. The game "Show and name."
The child shows parts of the body and tries to pronounce all the words.
These are the eyes. Here. Here.
These are ears. Here. Here.
This is the nose. Here. Here.
There is a back. There’s a stomach.
These are pens. Clap. Clap.
These are the legs. Top Top
Oh, tired. Wipe your forehead.
5. The game "One - two."
| Look at me | |
| Two eyes and two ears. | |
| Two arms and two legs. | (We show, we pronounce together with the child.) |
| One nose and one mouth. | (We show, we pronounce together with the child.) |
| One back, one belly | (We show, we pronounce together with the child.) |
| And my heart is one | (We show, we pronounce together with the child.) |
| Well it is very kind. |
6. The game "Do - Repeat."
Ask your child:
What are we doing with our feet? (Child's answer: “To-pa-em.”)
What are we doing with our hands? (Child's answer: "Chlo-pa-em.")
7. The game "Greed".
Sample:
Whose nose (mouth, eyes, ears, cheeks, back, stomach, arms, arm, legs, leg)?
My nose (mouth, eyes, ears, cheeks, back, stomach, arms, arm, legs, leg).
1. The game "You - with us."
| "At you" + noun. in units h., I. p. | "With us" + noun. in many h., I. p. |
|
you have a head you have an eye you have a nose you have a mouth you have a cheek you have an eyebrow you have a neck you have a shoulder you have a hand you have a leg you have a back you have a stomach |
we have ... we have ... we have ... we have ... we have ... we have ... we have ... we have ... we have ... we have ... we have ... |
2. The game "One - many."
3. The game "One - two - many"(adult asks, the child answers) .
What does a person have “one”?
A person has one ... (nose, mouth, forehead, ...).
What does a person have "one"?
A person has one ... (head, neck, back).
What does a person have “two”?
A person has two ... (ears, eyes).
What does a person have “two”?
A person has two ... (arms, legs, eyebrows).
What does a person have “a lot” of?
A person has a lot ... (hair, fingers).
4. The game "Call me sweetly."
The head is the head, the nose is ..., the eye is ..., the ear is ..., the mouth is ..., the arm is ..., the leg is ..., the finger is ..., the heel is ....
5. Didactic exercise "What are we doing?" (adult asks, the child answers).
Sample:
What do we do with our eyes?
With the eyes we look.
Questions for exercise: “What do we do with our ears?”, “What do we do with our mouth?”, “What do we do with our teeth?”, “What do we do with our nose?”, “What do we do with our hands?”, “What do we do with our feet?”.
6. Didactic exercise “Think and Answer”(an adult asks, the child answers, preferably with a full sentence).
How will we take a spoon? ("... hands.")
What will we consider the book? ("... eyes.")
How will we listen to music? ("... with your ears.")
How will we bite an apple? ("... with teeth.")
How will we lick ice cream? ("... in tongue.")
What do we eat, sing, say? ("... by the mouth.")
What do we hold, hug? ("... hands.")
What do we walk, run, jump? ("... kicked.")
What do we touch, iron, draw? ("... with your fingers.")
What are we watching, winking, squinting? ("... eyes.")
How do we listen, hear? ("... with your ears.")
7. Didactic game "Find a mistake"(atthe adult pronounces the sentence, and the child finds a mistake and repeats the correctly constructed sentence).
Hands jumping and touching.
Sniff with eyes, and look with a nose.
They eat with ears and listen with their mouths.
They clap their feet and stamp their hands.
They take it with nails and scratch it with hands.
8. The game “Listen and answer” (an adult makes a proposal and invites the child to answer questions about it).
**************************************************
9. Game Finish Offer (you must end the sentence with the same word in the right form).
1. EARS.
Man has ...
Some people know how to move ....
The fish do not have ....
I warm my ....
It’s cold in the cold ....
Girls wear earrings in ....
2. HAND (S).
Take the pencil to the right ....
I draw right ...
I have two ....
I rub my ...
I take the ball in two ...
3. LEGS (LEGS).
I jump on the left ....
Take a step right ....
Man has two ....
The fish do not have ....
I lowered into the water ....
I put on socks on ....
10. The game "Say the opposite."
Big - ..., hardworking - ..., low - ..., stupid - ..., wide - ..., children - ..., sad - ..., raise - ..., long - ..., bold - ..., evil - ..., black - ....
11. The game "Explainers."
Find out if your child understands phraseological units. Suggest calling the expression one word:
"Nick down" (remember),
hang up (sad)
"headlong" (quickly),
at hand (close),
"drive by nose"(cheat, trick)
"get water in your mouth" (be silent)
"not a tooth in the foot" (dont know).
12. Retelling of the text(the adult reads the text, the child answers questions on the text and retells it).
About nose and tongue
Katya had 2 eyes, two ears, two arms, two legs, and one tongue and one nose too.
Tell me, grandmother, ”Katya asks,“ why do I have only two, but only one tongue and one nose? ”
And so, dear granddaughter, only two, ”the grandmother answers,“ so that you see more, hear more, do more, walk more. ” But there is one tongue and one nose, so that you talk less and your snub nose doesn’t pop.
E. Permyak.
Questions on the text:
What body parts does Katie have in two?
What parts of the body does Katie have one at a time?
What did Katya ask her grandmother?
What did Kate's grandmother answer?
What does it mean to "chat with your tongue"?
What does it mean to poke your nose wherever you need to?
11.10.2019
Lexical theme: "Mushrooms".
1. Consider with a child pictures of mushrooms or, if possible, natural mushrooms.
Explainthat mushrooms are divided into edible and poisonous, note child poisonous mushrooms that can not be eaten.
Name parts of the mushroom (leg, hat).
Lay out with a child a mushroom from sticks.
*** Learn the names of mushrooms: "boletus", "boletus", "chanterelle", "russula", "boletus", "mushrooms", "butterdish", "fly agaric", "grebe".
Explainwhich mushrooms are edible and which are inedible; where the mushrooms grow.
Consider pictures of mushrooms, stick them into a notebook.
2. The development of speech breathing "In the autumn forest. "
Inhale the autumn air deeply {!LANG-170ce932a6b9e8ce4751b5382bfeea02!}{!LANG-ca4a4d9c383f5ad4202b388834d5f9c4!}
{!LANG-8c0c5508d8e75107aaf38e13e75009e3!} {!LANG-dd0bcb304e5302e125fe20d7de883b21!}
3. The development of fine motor skills.
{!LANG-15ebe4c7db2090fb47aa03964a538d72!} {!LANG-6a9a341b82b03b88cec6e06d6af4bb8a!}
{!LANG-9618b59f526acca708ae7557e5009eed!}
{!LANG-901a34a06ee5bbdf2b171a2a927bfacc!} {!LANG-cb1cf70084bfc16388d114d917344bad!}
{!LANG-686a0855e074d73f5bbfe27d9c737e9b!} {!LANG-8f315e50fe73398af57fcf3411d12dec!}
{!LANG-b5bb6f068dc10db8f087d30991a26bcc!}
{!LANG-3785c0161cc5de576e87ff60bea8d11a!}
{!LANG-e832c3ca4894fdd9946ec680883b26b1!}
{!LANG-b2038ab51254187fcfc09ab2cc8ab89f!}
{!LANG-cc8e862785b6811b989ea1fafb575cdb!}
{!LANG-54ab03f473aff8ce57d68e5292860373!}
Sample:
{!LANG-fe7cb20604429483793badf3e010ca53!}
{!LANG-0e72baf63c8fcc8b829c79b64ba19614!}
{!LANG-bf126fe016c41665adab6cd5ebeb14cc!}
{!LANG-e2c500e1b18e0bc652baa384c308d324!}
{!LANG-ef8fbf8d0c41e893c5e9accaf79ee321!}
{!LANG-e33910dc90ecbc14993c69cd8a35b8fe!}.
{!LANG-cd83bac1ef340358816c29d4817a9d25!}
*********************************************
{!LANG-fd808cd666ff5c60d15080017bef1255!}
{!LANG-7f256384ec4c7ce0c196b2f852584383!}
{!LANG-d683c85e7a6e869e4c19dda7a35e71d9!}
{!LANG-a7043b36313df3906317aaa3be294fa3!}
{!LANG-faea6a5486af0b6889ae0b1712dad9a6!}
9. {!LANG-e5fccf422c70a7f7953fd7c3bd818cf9!}
{!LANG-5ffc2bf58928dc5fea9c57d345482ecf!}
{!LANG-b379ef8d0161ea8695509126e318f395!}
{!LANG-a5af8c369a5431f2cdc357a5bab42735!}
{!LANG-e33dac3cb3efd6f35a0141562d130778!}
{!LANG-8928e889c0a25a56b8ead7d592f0ec1d!}
{!LANG-721075b9298924976704bc4884fff6ed!} {!LANG-0eb1b65b028740cda454c4ad178c1099!}.
{!LANG-f432d2da80485085e0bdf847917041bd!} {!LANG-d5760a98440f5293bdc3c831103207ae!}
{!LANG-c27ed1ada4f0bb8d63aec5ee50ab9aff!} {!LANG-c625492d0779427ff7c58d0e0d6adf24!}
{!LANG-d168fcb05d027ee2829e7f3005c5f871!} {!LANG-8d98db6150f83771a95abce1b7e634bc!}
{!LANG-f930633a03dd94cedc5866f76bb19c61!} {!LANG-5d3ea00dbfa138145aa42b7b55b2b229!}
{!LANG-e83f43d2143606d2ae680130e069c6bc!} {!LANG-3085b882f334b656612413da58a5db1e!}
{!LANG-b2e94da40d040655035b9245154ecd2b!} {!LANG-a447ed7e022fe08a563d1a18e9dc1656!}
{!LANG-6d353d1ccbf551ce9052cd164b3102e2!}{!LANG-ed37b96e76118250c763fb825073d7e7!}
{!LANG-ce53a047726672eea70d00cd6c7a3fed!}
{!LANG-682e4da2cdd0a1000c0c709de0bed56b!}
{!LANG-80cda7a21eb4811131d3e9fc93f25cca!}
{!LANG-53afc9cbb4800f7b61670f591e77f547!}
{!LANG-b5f8eb911d9fc9063114de91c5e44631!}
{!LANG-f09043512d840a630b8ef6e90a73ca0e!}
{!LANG-fb272159093c3ebb626ca2ce1d5a29e6!}
{!LANG-b33bf5abd778ce2623f498981573f3e8!}
{!LANG-034ec1aaf84648df4cb8b3ed0164f7c0!}
{!LANG-0f9a8f53b39b9a836e466c41c1acf1d9!}
{!LANG-1af7623668c628438de6a2c846eb0df5!} {!LANG-2096bcc9f3e499693a00b78b74408712!}
{!LANG-22e222aba94522b0dcd756f364bb2c1a!}
{!LANG-7d29319b4fc8b5524d46d736347ba57d!}
{!LANG-086cfa99ce206da6a21b3435a81f45a4!}
{!LANG-f1b445d94942e02d263a07bfe226336a!}
********************************************************
{!LANG-6158dec7d6ffc8bf19f0bfc3f538fea3!}
{!LANG-dafc9ac49635b8cf66a525a49a80e29d!}
{!LANG-973431b6263feef671a72c40d8d5dfc6!}
{!LANG-a6ceb93ba31aa5806570ce4e85d3e5ee!}
{!LANG-81649cb8065daecf1a3574d3a688c63d!}{!LANG-74dbdfc5a1bb42386983f1447ee6a69a!}
{!LANG-a41182148efcac058c1d0b37903f4d7d!}
{!LANG-db1a2f86f24c24813add5e16aa2b13c5!}
{!LANG-560c9f7a30f59fea8de269c7ff3546e7!}
{!LANG-2ed83220cffe73f509eee14338e03989!}
{!LANG-8aeb9cd5d3c76304438d704d55c8a31a!}
{!LANG-c201dee3eb7ebe4f31f7074bb3aeb674!}
{!LANG-fe627f7baff2c9ba4d7415467b2ec06f!}
{!LANG-c305ac5248f6fd6e632c4f133486f7b5!}
{!LANG-5c5e14c419c4ac262cb5f347e590e125!}
{!LANG-e463d40fc06ea84c9be763f00c3870e5!}
{!LANG-2d3b5205041314a19492f753ff2ad227!}
{!LANG-c198b52e878840a364167b55586f9a9b!}
{!LANG-551ca2f7744182367208083d37412fc1!}
{!LANG-aed505d925346315c9428d9643a92985!}
{!LANG-cb73cb494ad43ef7f627fbea74006ed9!}
{!LANG-a22fb24e52e56e6b4b0e48eb73725a9a!}
{!LANG-ced303e9ac06877071f6476e0ba7b387!}
- {!LANG-0fe9ef886410f763de45bec48356b8e3!}
- {!LANG-06cfb3366059aba750d731dfd567dba8!}
- {!LANG-cb678bbc05a52911edd7aa4bad425edb!}
- {!LANG-8fbbd4972d8784fb0381b4420b238923!}
- {!LANG-148317bd69607e0a98988d528e466da0!}
- {!LANG-e7eaec7c1be060f04e9fd07020cc923a!}
- {!LANG-64eb8a21eccbd26389b3db0098ec8ca5!}
{!LANG-0ae3d24c94177ab743ecc9dbf6c08f5b!}{!LANG-9a0f5207c31549f3d9bab429ad089847!}
04.10.2019
{!LANG-af2569b1e04724601992ea3a06187d0a!}
1. Consider{!LANG-08847c11243692dcb11794fa84ed4a78!} {!LANG-918f3f6f29fc2eca15bb6eb6a5dc3b35!}{!LANG-8e3a31c7b10daf6878db117a61155a87!} {!LANG-e48b439b5c82f2f9e2a9eee6f4ae0dc6!}{!LANG-883b6e56835226f72a90500265d0b8a4!} {!LANG-8a8933b8d82a94288d8a99f98a600643!}{!LANG-9545573157a7aac430653ea22e260862!} Lay out{!LANG-ca72fa457e54688b883e705b6b21c50a!}
{!LANG-2f9cd4ace0b7fa937a699abd18a43709!}
{!LANG-083fc9f257bb29634f92ca130f1508ac!}
{!LANG-3f2b5d2eee823ea66cd091a8e2533675!}
Sample:
{!LANG-cbc97e16b4628225eb6d8d057ae27c00!}
{!LANG-4e86bdba59051819a58ce004889205c1!}
{!LANG-a398d039fffe0a4d13f5c3b3867c8d2d!}
{!LANG-43631dd5475dfe5c7a826d1a6bcd429f!}
{!LANG-2863a8e9106c1bcb8a7280e74b50f2fb!}
{!LANG-17d69da1bb2fa35a78460f52161de683!}
{!LANG-51c0737e2939c14507cf14546bb5ed3d!}
{!LANG-33365df600728d6675046559957778dc!}{!LANG-46411e44504a49623b1991b3e827683f!}
{!LANG-811456b13571fcf707b6cf262bf1030d!}
{!LANG-245e1a5a440bf47151b8353adbe9d585!}
Sample:
{!LANG-1e02bfc4b2d71d3a02aa64f16d3e2ff6!}
{!LANG-2f598246113747efd7c917d1a55b952e!}
************************************************
5. {!LANG-156bb27fe20ac546a533368ff4e8fe9e!} {!LANG-b2e1d187ba5edd3117cdb56a772e58db!} ».
{!LANG-fb306268704707b13237980cd302f151!}
{!LANG-28e3d41d3b8b7835bce222f9b88031ab!}
{!LANG-eda50eaf88b222d6e2a379c0f682021d!}
{!LANG-28c57cc970e08b5efa99e9d153a55c8d!}
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{!LANG-92c94581743e20bc1a5b2b2eec8e1663!}
{!LANG-2a395445259d63efabc212db36d7733b!}
{!LANG-c42812bb93c7c69ff74de7828965da4e!}
{!LANG-9e7e0774d33f8b21b7d1f9e20c165515!}
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{!LANG-eadc14276a79d8f211d1cfd50ca75a34!}
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{!LANG-0ae3d24c94177ab743ecc9dbf6c08f5b!}{!LANG-82e47289a464551fb2cf2431239b7dd5!}
***************************************************
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{!LANG-400d6eb7801fe2fe485e0a91cedcaf2b!}
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{!LANG-9884d26fbc1400caa14e734ba081859e!}
{!LANG-ac361ba0fed86d0511f651840ecdc1f7!}
{!LANG-73786acd4e98fea4168d2790cd45bf1d!}
{!LANG-1ab22bfa170c909aea731c5e640aef95!}
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{!LANG-65d3633ca2387ebf636bc65f6eaf1ab7!}
27.09.2019
{!LANG-2a22a110b09437027edd96d02474ab36!}
{!LANG-aab5b336f2be1d68e0d88ec13390cf8f!}{!LANG-7c7fa3ed9820248fde1dba7d41446c1c!} {!LANG-fa78a343ff45dda69cc19a3397d1ae8c!}{!LANG-f1d814cbf1e83388db05606b57602904!}
{!LANG-bd36b8961d6278767208da0796218cc2!}
{!LANG-d69af2a86cf8b7ee59028d015e4936c0!}
{!LANG-c8f4fe4a708c8cb564dbade8a9e7c181!}
Sample:
{!LANG-d27cba8e2ba276969111ff2f964c571e!}
{!LANG-f059b496095692615048c585410d3c10!}
{!LANG-e9b9af1035e9dc9cba1f8cbf074d9008!}
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{!LANG-5de4550eb121c94940ed8367fa24282b!}
*************************************************************
{!LANG-0f2a8151f4724da9c79651d6303f5809!}{!LANG-aeb37501c2923ee56946663170bfe945!}
Sample:{!LANG-301b9eb2de4158581e83f8085eadb3b7!}
{!LANG-f6b85abbbe4b719ea276e0fc51cf4b0f!}
{!LANG-ad49d8ed96c21b022ea396e4e435df5c!}
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*******************************************************
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{!LANG-6d24817cf9376932a28e962a64a9b21e!}
{!LANG-ba03242e9db91d96e92572e65fd2b7a6!}
{!LANG-3e6f0b0d4a08630ba7e67072b2e3c669!}
{!LANG-6d63cafa6edbe0f126ab8d480685fb74!}
{!LANG-918a22be8cc61c73bb751d79ae4c33fd!}
{!LANG-ce4aa66f80daf8ba02aee390ee4796c8!}
{!LANG-693ee36276e63af6a877e36e5b8dc4a7!}
{!LANG-df6753458061b26ea3407147ad016f2b!}
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{!LANG-a5b001332b01c6e345c0285459b58589!}
{!LANG-4b655496e016e82afa555b75f654a73c!}
20.09.2019
{!LANG-db0197e965ee11036093c20897bd4268!}
{!LANG-a8b1e07a85ca644383d7e4e67666ceb8!}{!LANG-2c3b39428f03be151a65bb48031cb138!} {!LANG-ff404a57eb9a2473bcfb50a93f466d6d!}{!LANG-94fc1031d33b259b94678a61d5207a45!} {!LANG-2bbb875a8fa2771ca29bad6efa4f596e!}
{!LANG-cd4e797e5d19e85708e9234f35589fc4!}{!LANG-8121de668b3394e59de2d2f794dc6d77!} {!LANG-c6f8daf6cba71591058117933f022ad6!}{!LANG-4217512bc5698ea6f9485008ea2b1688!} {!LANG-25358afc42e32b70e93b135ed2606029!} "{!LANG-bf4671b89cba673ca846a7dcbe9c229b!}).
{!LANG-98fa4636ba82a0cd7b79c2573f7218a3!}{!LANG-b25d473d1ae6901c04d7708d06c4fc54!} {!LANG-1077a3e2b12fe12c57478608b3171a41!}{!LANG-f35bf385a9a81273dd3a4f8ce005bf35!} {!LANG-099d0e226b33e6d5fbbfad5cece9651d!}.
2. {!LANG-ac539f2c043312fb0f21923d641113e9!}
{!LANG-b30c32fbdc8e5fc8130fbda78756c96b!}
Sample:
{!LANG-f34ebf8d6a64e8d7353fbec0361c62dc!}
{!LANG-47465272ceddd43f8de9dbfdec277e41!}
{!LANG-1a24141455c158f2fc7f91e6cd679b26!}{!LANG-35a062441ce566d5da54127101a60ce3!}{!LANG-63bd233c0533a317f032d7970a0912e0!}
Sample:{!LANG-674af72ac44ec282892cac33958dd796!}
{!LANG-7b755a0f2c9300512c5e32e02f15a5f2!}
{!LANG-aa12b18dd6e3e01ed874b5b66a3a9f9c!}
4. {!LANG-95480223533e6596d66236ef266883e6!}
Sample:{!LANG-8500eb51e74d8648ea18b114cf776ae2!}
{!LANG-d131e42b589c2c7152529cbf4da3a6c3!}
5. {!LANG-1de11000d6bb128d8dc6daed20b6d84b!}
{!LANG-ab98367e09ec3856b04c2be80417082a!}
{!LANG-1d96a4cbd18ee99a4ff8e5fd0250ddd7!}
6. {!LANG-7fa849d215c2b9d5c0e372be34a60476!}
{!LANG-61b2ddc2b5a10034b84501abcf404cb4!}
{!LANG-13f7d6766bacfe69e23cd4b7505f671f!}
{!LANG-07354ccbbc16e0ff42e54c5291ce476a!}
7. {!LANG-58073a9dc53a99f145be8b81fa0eef18!}
{!LANG-2f5c69e83392dbfdf5e931dc793ba746!}
{!LANG-b4991df4a1348162f76e25c462436eb7!}
{!LANG-c8235699de34ac93196328f347528011!}
{!LANG-a2e0156f8d522fa84f1bf53a566cc4be!}
{!LANG-ee08ffadfa5959d08240e1e9ff0b6754!}
{!LANG-5fcd2ab1e21d41804a5258734876e3c4!}
{!LANG-fbb0297c2a943a33fb23ea2d32784567!}
{!LANG-30f3bbbca05935a3c53ffb6a8ee0f9ec!}
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{!LANG-7489c604965f2fc643128a31605c08fe!}
{!LANG-8ed9fdb48abea14fa5ce1e6f725f58d9!}
{!LANG-c99baf7faac10a1aab886534f382671c!}
{!LANG-3c58562cb2dd7dd4a7dd7d310f838ad4!} {!LANG-eaae169591ba2ca1a4370c7108571e69!}{!LANG-7615400823332fffab5f4ade4fee59fc!}
{!LANG-d1edd69d1ffb6be0fc8408653184a15a!}
{!LANG-bf832494f9d936404da82aee16b18b59!}
{!LANG-848b8fff1ab0917c5d8ca99448e33b68!}
{!LANG-ffc814c455512a2023bbedc43dbddfc0!}
{!LANG-2c7b5033a8dc419db77ff22a2ead6d19!}
{!LANG-ae701dd21c6a64a5f691a48e6be5b998!}
{!LANG-d2bd7f28d081215d00c7237448bc110b!}