Sound m m senior group. Group speech therapy lesson on the topic “Sounds, Letter M”. Organization of the end of the lesson
Municipal autonomous preschool educational institution"Kindergarten "Alenka" Sovetsky"
Abstract directly educational activities on literacy preparation
Subject: " Introducing the consonant sounds [M] and [M"] and the letter "M"
in preparatory school group No. 12 “Rainbow”
Educator: Postovalova E.A.
Sovetsky
October 2014
OO integration:
Target : introduce children to the consonant sounds [M] and [M"] and the letter (M);
Educational objectives:
Characterization of sound using circuits;
Practice distinguishing between hard and soft consonant sounds in syllables and words;
Improve phonemic awareness (determine the place of sound in a word); selecting a given sound from a stream of sounds;
Strengthen the ability to answer questions;
Learn to compose and analyze sentences with the word “Poppy”;
Introduce the letter M;
Activate the dictionary;
Developmental tasks:
Develop visual perception, movement of the organs of the articulatory apparatus, phonemic hearing, memory, attention, thinking, fine motor skills hands
Educational tasks:
To cultivate the ability to give in to each other, to be attentive to the answers of other children. Develop skills for providing mutual assistance in a team.
Types of children's activities and methods of work:
types of children's activities | Methodical techniques |
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gaming | game situations, didactic game “Clap and Stomp”; game “Funny Tongue”, d/i “Say the opposite”, motivation: “An invitation to a journey through the magical land of sounds and letters.” |
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cognitive - speech | problem solving |
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productive | letter constructor (letter M), workshop for the production of children's creativity products - “complete the letter by dots.” |
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communicative | situational conversation, questions, guessing riddles; reading poetry. |
Location: group
Amount of children: 10
Materials and equipment:
Demo material:card with the image of the letter and the sound “M” (black font), a picture - a diagram of the word “poppy”, circles (green, blue, red), object pictures where the sound “M” is present, sentence diagrams, a diagram of the pronunciation of sounds, flannelgraph, typesetting canvas.
Handout: diagrams of the word “poppy” and blue and red chips for sound analysis of the word, diagrams for determining the location of sound in a word and chips, diagrams for composing a sentence, mirrors for articulation gymnastics, cards for identifying solid and soft sounds(blue, green), object pictures where the sound “M” is present, pictures - surprises.
Progress:
The bell rings (the teacher gives the bell to start the NOD) - the children stand in a semicircle.
Good morning children, I am glad to see you, today we will continue our journey through the magical land of sounds and letters, we will get acquainted with new sounds and letters. You are ready? - Yes. Come on in and stand in your chairs.- (children approach the chairs.)
I. Organizational moment:
The one who comes up with a word with the sound (A) at the beginning will sit down.
– Sit down correctly, now, as always, first we will play the game “Funny Tongue”, take the mirrors -articulation gymnastics:“Smile” - “Proboscis” “Fence” - “Chick”, “Clock”, “Swing”, “Cup” (diagrams - cards for showing exercises).
Repetition of learned material:
We have already become familiar with some sounds and letters. Name them.
A, O, U, I, E, Y.
What are they?
Vowels.
Why do we call them that?
Because they can be sung freely, easily, with voice, they do not encounter obstacles.
What color do we use to indicate vowel sounds? – red.
II. Introduction to the topic:
Listen guys, I have prepared riddles for you. Try to guess them.Listen carefully:
1. The girl is sitting in prison, and her braid is on the street!(Carrot)
The corresponding picture appears
Next riddle:
2. Drinks gasoline like milk
Can run far.
Carries goods and people.
Of course you know her. (car)
Listen to the third riddle:
3.Underground, in a closet
She lives in a hole
Gray baby
Who is this?
(Mouse.)
The corresponding picture appears.
Guys, let's call these words again - guesses. (carrot, car, mouse)
And what is the same sound heard at the beginning of a word? (M)
Today we will get acquainted with the sound (M) Sound characteristic (M)
- according to the scheme(Take the mirrors in your hands. Let's first pronounce the sound [M]) .
in chorus, individually
What happens to our lips?
They first close and then open.
What happens to our teeth?
They close.
Where is the tongue? (behind the teeth)
Yes, but does the air come out freely?
No, the air meets a barrier
What's stopping him?
Lips.
What is the sound (M)?
Agreeable, firm.
What color do we use to represent it?
Blue.
How do we pronounce it - softly, so what sound is it?
Consonant, soft.
What color do we represent it with?
Green. (in –l puts a circle of blue color)
And in order to remember all this better, I suggest playing the game “Clap - Stomp”
(I will name the sounds, and you will have to clap if you hear the sound M; and if M, stomp) -children play at tables.
Physical education moment.
Ball game "Say the opposite"
(v - l says for example: mo - mo - mo, throws the ball to the child, and the child answers mi - mi - mi, etc....) (sit down)
Working with diagrams.
Determining the place of sound (m) in a word.
Look at your pictures and determine where the sound is (M)
(Each child takes a picture and places it under the corresponding diagram on the table: (soap, bedside table, house, bag, aquarium, lemon, raspberry, mouse, paper, suitcase)
Gymnastics for the eyes.
Children look up, then down, blink, close their eyes.
Introducing the letter M.
Children, what can we say about sounds?
We hear and pronounce them.
What about the letters?
We are writing.
So, our sound [m] in writing is denoted by the letter M (m). Here she is.
(The image of the printed letter is hung on the typesetting canvas.)
What does the letter M look like? (children's answers)
Now let's write this letter in the air.
Stick and stick,
There is a tick between them.
And it’s clear to everyone at once:
The result is the letter M.
Well done.
Sound – letter analysis the words "Mac"
On the board there is a picture diagram depicting a flower (poppy).
On the children's tables are cards for analyzing a three-sound word and chips (blue and red).
Look what is drawn in this picture?(Poppy.)
Cells are drawn under the poppy,
What does it mean?
(These cells indicate how many sounds there are in the word “poppy”.)
- What's the first sound? - (m) – consonant, hard, blue.
What's the second one? - (a) - vowel, red.
What is the third? - (k) – consonant, in blue.
Poppy - m-aaa-k - poppy.(Each time the words are pronounced with the voice highlighting the desired sound). - One child performs at the board.
How many sounds are in the word "poppy"?(Three.)
How many consonants? - two, which ones? - (m), (k).
How many vowels? - one, which one? - (a)
How many syllables are in the word poppy? – determined by claps – one (indicated by a stripe).
Bring sounds to life, first and second. (children put letters instead of chips)
4) Pronouncing the word in accordance with the movement of the teacher’s pointer according to the diagram of the sound composition of the word.
Well done guys completed the task.
Making sentences with the word "Mac"
Make sentences with the word “Poppy” from three words (diagram) - children say their sentences. V – l suggests making one sentence according to the scheme.
(the sound diagram remains on the board, the sentence diagram is under it, the children at the tables make up the sentence diagram on their own) - one at the board.
Proposal analysis:
What letter does the sentence start with? – with capital.
What comes at the end of a sentence? - dot.
How many words are there in a sentence? - three
What's the first one?
What's the second one?
What's the third one?
If I remove one word, what happens? - children's answers. Puts it back.
Well done, you completed the task.
Let's move the letter M into our letter house (the children get up, go to the easel with the house, say what color the apartment is, what floor they are moving the letter M on).
- (children stand in a circle)
Reflection:
So, guys, what letter did we meet today?
With the letter M (m).
What sound does it represent?
Sound [m].
What sound is this? (consonant)
What kind of consonant sound is there? (hard and soft)
Right.
What did you like best?
What interesting things do you remember?
- You did a very good job, well done! - And for the fact that you completed all the tasks, I want to give you magical “invisible pictures”(with the image of the letter M in dots.)
You can connect the dots and see what you come up with.
Date of:
Class:
Subject:"Sound and the letter M."
secure clear pronunciation sounds and letters [m], [m‘], letters “M”, “m”;
Correctional and developmental
Correctional and educational :
Equipment:
During the classes
1. Organizational moment.
She lives in a hole
Underground, in a closet.
Gray baby
Who is this? (mouse)
Say this word several times. What sound is heard at the beginning of a word?
- (Sound [m])
What kind of vowel or consonant is it?
-(Consonant, when pronounced a barrier is formed from the lips)
Voiced or voiceless?
Name words that have the sound [m]
-(Car, milk, baby, tape recorder, March, May)
Did you get the letter M? - Yes!
3. Main part.
Introducing the sound [M].
Hungry - mooing,
Full - chews,
Gives milk to all children. ( Cow)
The air comes out through the nose;
The neck "works".
Phonetic exercise.
The cow moos: MMMMMMMMMMM... (following the adult, pronounce the sound [M] for a long time).
Didactic exercise “Clap your hands.”
m, a, y, m, m, and; am, ar, or, om, ma, mu, ka, sa, we; poppy, Olya, fly, house, soup, flour;
The adult invites the child to listen carefully and repeat the syllables, while the child should feel the lips closing when pronouncing the sound [M]:
ma, mo, mu, we; am, om, mind, im.
Repeat the syllable sequence:
ma-mo, ma-we, moo-ma, moo-we; um-om, um-im, um-am, om-im.
Patter: Mom washed Mila with soap.- Say the tongue twister with different intonations (surprise; joy; sadness).
Game “Catch up”(The work continues until the children’s pronunciation reaches the pace of the tongue twister)
This finger wants to sleep
This finger went to bed
This finger took a little nap,
This finger has already fallen asleep,
This finger is fast asleep
Nobody makes any noise anymore.
-
Take the child's palm in your hand and bend your fingers one by one, starting with the little finger.
Game “Complete syllables to words”
ma- (car, raspberry, matryoshka, fry)
mo- (sea, walrus, sink, bridge, moss)
mu – (garbage, fly, ant)
we – (mouse, mouse, thoughts)
mi – (bear, bowl, minute, world)
me – (month, meter, furniture, fur, chalk)
Reading syllables and phrases.
Ma-ma-ma - I'm at home myself.
Mu-mu-mu - milk for anyone?
Mo-mo-mo - we eat popsicle.
Mi-mi-mi - sing the note E. (Slide 17).
Letter M in a notebook.
5. Summary of the lesson.
talked in class?
What sound is this?
What color do we use?
Date of:
Class:
Subject:"Sound and the letter M."
Correctional educational: Introduce children to new sounds [m], [m‘], letters “M”, “m”; learn to compare sounds, distinguish letters; .
Correctional and developmental to develop the skills of conscious, correct, syllabic, fluent reading; divide words into syllables; develop the ability to analyze words, cognitive interests and abilities; develop speech, attention, memory; enrich lexicon;
Correctional and educational : develop attention and self-control; develop communication and speech skills.
Equipment: individual mirrors, pencils, ball,
During the classes
1. Organizational moment.
Game "Remember - repeat"
Gnome – album – house – com 3 – 4 chain options
- What do the words have in common?
Fly – soap – raspberry – skein 3 – 4 chain options
- What do the words have in common?
Mila - pyramid - machine gun
- What do the words have in common?
What does the letter M look like? What does it remind you of? Come out and hold hands.
Did you get the letter M? - Yes!
Let's say this sound together loudly, quietly, in a whisper, without sound.
Today in the lesson we will not only repeat what we studied earlier, but we will get acquainted with a new letter.
2. Articulation gymnastics:
3. Main part.
Introducing the sound [M].
The adult asks the child to guess the riddle and answer the question:
Hungry - mooing,
Full - chews,
Gives milk to all children. ( Cow)
“How does a cow moo?” - "MMM..."
An adult shows the child in front of the mirror and explains the articulation of the sound [M]: when we pronounce the sound [M]:
The lips are closed without tension;
The air comes out through the nose;
The neck "works".
The sound [M] cannot be sung, because the sponges create a barrier to the air. This sound is a consonant, hard, voiced (the neck “works”), so we denote the sound [M] with a blue circle with a bell. In this way, the child learns the characteristic of the sound [M].
Didactic exercise “Say the word, name the first sound in the word.”
In the underground, in the closet
She lives in a hole
Gray baby.
Who is this?., ( mouse)
He slept in a fur coat all winter,
I sucked a brown paw,
And when he woke up, he began to roar.
This is a forest animal... ( bear)
Guess the riddles, name the first sound in the answer:
In winter he sleeps
In the summer - he stirs up the hives. ( Bear)
No arms, no legs,
And he can draw. ( Freezing)
The girl is sitting in prison,
And the braid is on the street. ( Carrot)
Flying all day long
Everyone gets bored
The night will come
Then it will stop. ( Fly)
4. Finger gymnastics“Hammers”.
O.S. – feet – shoulder-width apart, arms down. Fingers clenched into a fist.
- They knocked fist on fist - clink and clink. Hammers knock-knock-knock. Knock-knock-knock on the nails. Hammers knock-knock, knock-knock on nails. Hammers knock-knock-knock. Knock-knock-knock on the nails. (Repeat - 2 times to the music, children perform the appropriate movements
Sounds M – M in sentences
The next task has been prepared for us.
October's sentences are scattered and we need to help him put them together, add words that start with the letter M
Olya drinks...
On the way he eats...
Sleeping in a den…..
A berry grows in the garden.....
Letter M in a notebook.
5. Summary of the lesson.
Guys, remember what sound we are talking about today talked in class?
What sound is this?
What color do we use?
What did you like most?
Learn pure sayings:
Ma-ma-ma - I'm at home myself.
Mu-mu-mu - milk for anyone?
Mo-mo-mo - we eat popsicle.
We-we-we - we read the book.
Mi-mi-mi - sing the note E.
Me-me-me - give me some grass.
The adult says a couple of words and asks the child to determine what the first sound is in these words, and then make a sentence with each word:
mouse - bear; soap - Mila; small - crumpled.
Exercise19. Exercise for fingers and development of coordination of speech with movements:
We wrote, we wrote, Squeeze your fingers rhythmically
And now everyone stood up together. into your fists.
They stomped their feet, Carry out the appropriate
Hands patted. movements.
We wrote, we wrote, Squeeze your fingers rhythmically
Our fingers are tired. into your fists.
We'll take a little rest -
Let's start writing again.
Exercise20. Introducing the letter M.
Letter M with two humps,
Like a camel - see for yourself!
O. Hoffman
What does the letter M look like? Letter M from fingers: close the tips of your index fingers, lower them down along with your middle fingers, and squeeze the rest into a fist.
Letter games.
Exercise21. Syllable analysis: AM, MA. Drawing up diagrams from circles. (A consonant sound is a blue circle with a bell, a vowel sound is a red circle.)
Composing the syllables AM, MA from the letters of the split alphabet. Reading, copying, writing in block letters under dictation.
, Competition "Presentation for the lesson"
Presentation for the lesson
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Purpose of the lesson: to consolidate children's knowledge of consonant sounds and letters; learn to distinguish sounds by articulation, distinguish between sounds and the letter that represents them. Develop phonemic awareness, attention, logical thinking, memory, fine motor skills.
Equipment: presentation, multimedia device, notebooks, red, blue and green pens.
Progress of the lesson
1. Organizing time
.The one whose name contains the sound [I] will sit.
Psycho-gymnastics. Speech therapist: What is the facial expression of mom and dad when they are angry? What do you do when you are scolded (Slide 1) (crying, being sad, hiding, defending yourself, being silent, apologizing - children express different emotional states with facial expressions). 2-3 scenes are played out.
2. Report the topic of the lesson.
(Show slide 2)
Speech therapist: What is this? - House. What is the last sound in the word house? (Sound [M]). Grandmother, grandfather, father, mother, and children live in this house - a son and daughter named Mikhailov. Say in one word - “family” (Slide 3). What is the third sound in this word? (Sound [M’])– Today we will learn to distinguish sounds [M] – [M’] and the letter that represents these sounds in writing. Letter M. (Slide 4)
3. Characteristics of sounds according to articulatory and acoustic characteristics.
Speech therapist: Look at my lips, they smile a little when they pronounce the sound [M’], and they get a little angry when they pronounce the sound [M].
M - the sound closes our lips!
The voice helps the sound.(Sound profile [M]– (Slide 5),
Designation of sounds with color symbols and “bells” (Slide 6)
4. Development of phonemic hearing. Game “Hard - Soft”
Speech therapist: The Mikhailov family is friendly. They work together and relax together, they love to play various games. Papa Matvey invites you to play the game “Hard - Soft”. If you hear the sound [M], then raise the blue square, and if you hear the sound [M’], then raise the green square. ( Words: plane, raspberry, honey, bridge, cute, small, meat, flour, bear, fly) Speech therapist: What does the letter M look like?
Letter M with two humps, Like a camel - see for yourself (Slide 6)
Friends held hands.
And they said: “You and I are us!”
Meanwhile
it turned out to be the letter M.
A. Shibaev (Slide 7)
Speech therapist: My grandchildren Mitya and Maya really like to play with grandmother Masha.
5. Development of attention, memory, logical thinking. Game “Fourth wheel”.
Speech therapist: Look at the pictures, name them, find “ superfluous word”, explain why you think so.
Sample answer: I think that the word “house” is “superfluous” because the sound [M] is at the end of the word, but in all words it is heard at the beginning of the word.
(Oil, car, baby, house - Slide 9),
(Ball, honey, crayons, sea-Slide 10)
(Ice cream, meat , soap, fly-Slide 11), (2 answer options)
(Mother, coins, bridge, motorcycle-Slide 12).
How are the words similar? (milk, hammer – Slide 13) ( They begin with a hard consonant sound [M], each word has 3 syllables, written with the vowel letter O). What is the difference? (Milk is a product, and a hammer is a tool. The word “milk” has 6 letters and 6 sounds, the word “hammer” has 7 letters and 7 sounds)
Speech therapist: With grandfather Misha, children love to make something, knock with a hammer and watch interesting films (slide 15)..
6. Physical exercise – “Hammers”(slide 14).
O.S. – feet – shoulder-width apart, arms down. Fingers clenched into a fist.
- They knocked fist on fist - clink and clink. Hammers knock-knock-knock. Knock-knock-knock on the nails. Hammers knock-knock, knock-knock on nails. Hammers knock-knock-knock. Knock-knock-knock on the nails. (Repeat - 2 times to the music, children perform the appropriate movements)
7. Reading syllables and phrases.
Ma-ma-ma - I'm at home myself.
Mu-mu-mu - milk for anyone?
Mo-mo-mo - we eat popsicle.
We-we-we - we read the book.
Mi-mi-mi - sing the note E. (Slide 17).
8. Writing syllables with the letter M (
multi-colored pens ) in a notebook.Speech therapist: Mom teaches Mitya and Maya to write letters, syllables and words.
Syllables – MA, MU, MO, WE, MI,
Words - Mom, am, mind.
9. Summary of the lesson.
What sounds did you become familiar with? How are they similar? What is their difference?
Synopsis of a frontal speech therapy session to prepare for literacy training for older children with special needs development.
Topic: SOUND AND LETTER “M”
TASKS:
Correctional educational:
- learn to determine the first consonant sound, hardness - softness, sonority - deafness, position of sound in a word (beginning, end);
- consolidate the skills of clear pronunciation of the sound M, the concept of “syllable”;
- practice sound analysis and synthesis of syllables, dividing words into syllables;
- activate your verb dictionary.
Correctional and developmental: develop auditory attention, phonemic awareness, articulatory and general motor skills, visual-motor coordination, memory, thinking.
Correctional and educational: cultivate a positive attitude towards classes; the ability to control one’s own speech; develop the skill of cooperation, the ability to listen to the interlocutor; cultivate respect for each other.
EQUIPMENT: pictures: girl Masha, cat Murka, flowers - daisies, poppies, tulips, asters, bells; semolina porridge and milk, pictures with and without sound M, capital letter M, mosaic, red and blue chips, sound track.
PROGRESS OF THE CLASS:
1. Go through the audio tracks, naming each vowel letter.
Today I want to tell you one amazing story about one amazing girl Masha. And she was amazing because every day she invented a new game for herself. So today Masha woke up, washed her face, did exercises and didn’t forget about her lips and tongue.
2. Articulation gymnastics.
a) Frogs smile - they pull their lips straight to their ears (“Smile” with
closed lips);
b) I imitate an elephant - I pull my lips with a “trunk”;
c) The tongue is wide, smooth - it turns out to be a “scapula”
Today Masha thought: “This is the first sound I’ll hear, and I’ll be friends with it all day long.”
Suddenly the cat Murka came running and started talking to Masha: “Mu-u-u-r-r...”
Masha smiled - that means today I’m playing and making friends with the sound... (which one, guys?) with the sound M.
3. Articulation and characteristics of the sound M
The lips are closed, the teeth are slightly open, the tongue is calm
lies below. Consonant (there is a barrier - lips), hard, sonorous.
Masha went to the kitchen. Mom was preparing breakfast there. What kind of porridge did your mother cook, do you think: buckwheat, semolina or rice? Why?
Masha went to the garden where the flowers grow, and sang songs along the way:
4. Reproduction of syllable series: we-ma-mo, mo-we-mu, we-mo-ma...(everyone in turn helps Masha sing a song)
There were many flowers growing in the garden (pictures on the floor), but Masha chose flowers only with the sound M. ( asters, daisies, bells, poppies, tulips).
What flowers should I pick? Why? (children's answers)
What is a bouquet of poppies called if a bouquet of tulips is called a tulip bouquet? From poppies? ( poppy), from daisies? ( chamomile). Masha returned to the kitchen with flowers. And it was already on the table semolina porridge and milk. What was on the table? (semolina porridge and milk). Masha laughed: “Mommy, what a great fellow you are, you help me in my game.”
- Why did Masha say that?
Masha ate everything and said thank you.
Now we will show Masha how we can play with sounds.
5. Sound analysis and synthesis of syllables.
Mark the syllables with chips: ma, om, mu.
Game "Live Sounds"
Masha took the book and began to look for pictures with the sound “m”. We also have pictures, take them under the chairs.
6. D/i “Find a picture with the sound “m.”
Determine where the sound M is at the beginning or end of the word. The one with the pictures with the sound M at the end, at the beginning, the pictures without the sound M will come out.
Let's divide the words you chose into syllables:
7. D/i “Divide the words into syllables” (children’s choice).
fly- clap,
car- we stomp,
mu-ho-mor- let's jump.
When dad returned from work, Masha talked about pictures with the sound “m” that she had been looking for all day. She also came across pictures - fly, car, mouse. Dad asked what these objects do?
8. D/i “Choose an action word”
Fly- flies, buzzes, bothers, sits, crawls...
Car- drives, stops, drives, drives in, leaves...
Mouse- squeaks, makes noise, gnaws, rustles, runs, jumps...
9. Introducing the letter.
Guys, we remember that we hear and pronounce sounds, but we see, read and write letters. So the sound “m” has its own letter “M”.
Stick and stick,
There is a tick between them.
And now it’s clear to everyone
The result is the letter "M".
Children lay out a letter from the mosaic.
10. Summary of the lesson.
What sound was there in class today? Is it a vowel or a consonant? Voiced or voiceless? Hard or soft?
PHYSMINUTE(in the middle of class)
We use our hands - clap-clap-clap (6 times),
We kick - stomp, stomp, stomp (6 times).
Let's knock with our fists (6 times),
Let's turn around and remain silent (cover mouth with hand).
Anzhero - Sudzhensky urban district
Municipal budgetary preschool educational institution
kindergarten combined type No. 42
The author of the material is a speech therapist teacher:
Literacy lesson notes
“Sounds M-M. Letter M" in preparatory group
Topic: M-M sounds. Letter M.
Goals:
Correctional educational : teach children to characterize the sounds M and Мь based on different kinds control,read both forward and backward syllables;
Correctional and developmental : develop phonemic awareness, attention, memory, thinking, graphic skills;
Develop general, small and articulatory motor skills;
Expand and clarify the vocabulary.
Correctional and educational :
Develop self-control of speech in children.
Material: mirrors according to the number of children, symbols of sounds, pictures with the sounds M, M, envelopes - 2 pcs., blue and green chips according to the number of children, ball
Progress of the lesson
Introductory part
- Guys, today the postman brought 2 letters to our kindergarten. And who they are from, you will find out if you guess my riddles.Listen to the first riddle:
Loves cheese and crumbs.
It's a cat? No, not a cat.
Knocked a testicle with her tail.
Is this a bird? No, not a bird.
Pencil chews books too.
Did you guess it? This …(mouse)
And now the second riddle:
Loves raspberries, loves honey,
In winter, he only sucks his paw.
By spring he wants to lose weight.
Sleeping in his den...(bear).
Well done!
- Well done! You quickly guessed who sent us the letters. We will find out what Mouse and Bear wrote to us a little later.
Main part
– What sounds do we hear first in the words Mouse and Bear?
That's right, today in class we will work with the sounds M, M.
Characteristics of sound by articulatory and acoustic characteristics. Working with mirrors.
- Look in the mirror and say the sound M. Lips are pressed together, they do not let in Air. But he found a way: The air goes through the Nose. When we say the sound M, the nose gets angry, “buzzes,” and the lips “buzz.” You can feel it if you touch them with your fingers.
- What is the sound of M? (consonant, hard, voiced) how is it indicated? (blue chip) how are the lips located? (close tightly) - lay out the symbols on the board.
The sound M has a brother, the sound M. Let's say it.
What is the sound of M? (consonant, voiced, soft) how is it indicated? (green chip) in what position are the lips? (lips close in a smile) - lay out the symbols on the board.
Development phonemic hearing. Game “Signalers”
The speech therapist pronounces sounds, syllables and words with the sounds M, M. Children must determine whether the sound is hard or soft and show a blue or green chip.
Sound analysis of the syllables WE and MI
- Name the first sound in the word WE. Name the second sound (the word MI is analyzed in the same way). Well done!
Well done! Now I invite you to play with the ball. Come out to me and sit down on the carpet.
Differentiation of hard and soft sounds in syllables. Didactic game with the ball “On the contrary”.
The speech therapist throws the ball to the child and says the syllable MA, for example, and the child throws the ball back and says MY.
MA - ... (m i) AM - ... (am) Mo - ... (m e) OM - ... (om)
M u - ... (mu) UM - ... (um) We - ... (mi) YM - ... (ym)
Me -... (me) EM -... (um). – Let’s play the game: “Say the word”: MA – raspberry, car, ……, MO – milk, moth, ……. Etc.
Today is our friends Masha and Misha’s birthday, let us congratulate them and give them gifts (pictures).
Introducing the letter “M”
- Let's remember how letters differ from sounds? You and I know that each sound has its own sign by which it is designated. Let's get acquainted with the letter “M”: -A stick and a stick, with a tick between them. And it’s clear to everyone right away that the result is the letter M.
““Holding hands, we stood up and looked like M” (two children depict the letter M), and the rest lay it out using counting sticks, then depict it with their hands.
Let's now move the letter M into the house and read the syllable rows: MA, MO, MU, WE, MI.
Getting to know catchphrases:
a) disservice - a service that brings harm or nuisance instead of help;
b) give up - stop paying attention to something, stop doing something with someone;
c) muddy the waters - deliberately confuse some matter, create confusion.
Now let's see what Mouse and Bear sent us?
Mouse (labyrinth) Task: go through the labyrinth and get cheese.
Make a bear using colored pencils sound analysis words: HONEY, RASPBERRY.
Results
Well done! You guys did a great job today.
What sounds did we study? - What was the most interesting thing in the lesson? - What was the most difficult?