Lecturer senior logopist gr on sound m. Lecture notes for literacy classes in the senior group. Development of phonemic perception
Program tasks: to consolidate the skills of discrimination and clear pronunciation of sounds (m), (m) in syllables, words, phrases; develop phonemic hearing; teach to determine the position of sound in a word; learn to understand and correctly explain catch phrases; work on a proposal; introduce the letter M; develop attention, memory, thinking; to develop the ability to give in to each other, to be attentive to the answers of other children.
GCD move
1. Organizational moment.
The one who comes up with words with sounds (k), (k) at the beginning will sit down.
2. Articulatory gymnastics: "Smile", "Fence", "Watch", "Swing", "Cup".
3. Acquaintance with new material.
1) I exhibit pictures: poppy, car, matryoshka, soap, raspberries.
What is the first sound you hear in these words?
2) Articulation of sound (lips are compressed and tense).
Let's say this sound together loudly, quietly, one at a time.
3) Characteristic of sound.
What is the sound (m), consonant or vowel?
Hard or soft?
What color do we designate consonants, solid sounds?
(Children give a sound characteristic (m), (m).)
4) The game "Hit only the sound (m)".
5) Pure words.
Repeat the lines after me in turn:
Ma-ma-ma - we have built houses.
Mu-mu-mu - we came to visit who?
Mo-mo-mo - the children ate popsicle.
6) Working with diagrams. Determination of the place of sound (m) in a word.
(Each child receives a picture and places it under the corresponding diagram on the board: soap, bedside table, house, bag, aquarium.)
7) The game "Hard - soft".
(The children are given blue and green circles.)
A mouse is scratching on the floor
A brown bear sleeps in a den,
This bear is very cute
Only he did not wash his paws.
8) Make sentences with the words: bear, raspberry, fly agaric.
4. Acquaintance with catch phrases:
a) disservice - a service that brings harm, trouble instead of help;
b) give up - stop paying attention to something, stop doing someone;
c) muddy the waters - deliberately confuse some matter, make confusion.
5.Physical education.
We stamp our feet
We clap our hands
We nod our heads.
We raise our hands
We put our hands down
We squat together
And we all get up together.
6. Acquaintance with the letter.
1) Show letters.
2) What does the letter look like?
3) Writing on the board.
Stick and stick
There is a check mark between them.
And it's clear to everyone at once,
It turned out the letter M.
4) Drawing the letter M in the air.
5) Printing a letter in notebooks.
6) Finding the letter M at the box office of letters. Laying out and reading words: poppy, flour.
7) Solving the rebus (with the words flour, spider, duck).
7.Summing up.
Developed by the teacher - speech therapist Kazakova E.V.
Lesson objectives:
Correctional educational: introduce children to the sound M; to teach to characterize the sound M by acoustic and articulatory characteristics ("consonant voiced sound").
Correctional and developmental: to consolidate the concept of the place of sound in a word; train children in dividing words into syllables; develop phonemic processes.
Correctional and educational: develop the ability to listen to speech
an adult.
Equipment: a circuit for characterizing sounds, colored chips to indicate sounds; pictures with the sound M in the title; a picture for onomatopoeia, sets for drawing up syllabic schemes, the letter M, dolls Masha and Marina.
Course of the lesson
- Organizing time.
Today a girl named Masha came to visit us.
(the speech therapist brings the Masha doll in and asks the pupils to repeat her name.)
- Main part.
Speech therapist : Let's read a poem about Masha.
The development of fine motor skills. "Mitten".
Masha put on a mitten,
"Put on".
Oh, where am I going?
All fingers except the thumb are clenched into a fist.
No finger - gone
The thumb is also bent.
I didn't get into my house!
Show the "house".
Masha took off her mitten,
"They're filming."
Look, I found it!
Fingers clenched into a fist, except for the thumb
Speech therapist : Masha was going to go with her friend to the circus. She went to the mirror and began to smarten herself up.
Facial massage... (Stroking, undulating, zigzagging, stroking)
The development of facial expressions.
Speech therapist: Masha looked at herself in the mirror, "Oh, good!", And smiled. She remembered that it was cold outside and she needed mittens. I was scared that I almost forgot them. But then I was surprised to find them in my coat pocket. She smiled, masha and went to the circus with her friend.
The circus had a lot of interesting things, especially they liked the "Kingdom of Crooked Mirrors".
Development of articulatory motor skills.
- "Window". Open the mouth and hold it up to five.
- "Monkeys". Movement of the lower jaw to the right - to the left.
- "Scratching" the upper and lower lips with teeth.
- "Chatterbox". With a wide tongue, make back and forth movements along the upper lip, pronouncing sounds: bl-bl-bl ...
- "Hamster". Inflation of both cheeks.
Speech therapist: I went out, waving into the street, and there snowflakes fall from the sky. They began to blow them off themselves. How did Masha blow snowflakes?
Exercise for the development of diaphragmatic breathing "Blow off the snowflake."
Speech therapist : But suddenly, Masha remembered that she was not alone, but with a friend.
Masha looked for her, but did not find her. Let's help Masha find a girlfriend.
To find Masha's girlfriend, we need to guess her name. Girlfriend Machine's name begins with the same sound as Masha's.
What is the first sound in the name "Masha"?
Pupils: Sound [m].
Speech therapist: Let's think about which female names begin with the sound [m].
Pupils choose names.
Speech therapist: Masha, maybe your friend's name is Marina?
Speech therapist: Masha's eyes lit up with joy, and this is Marina.
The speech therapist brings in another Marina doll.
Speech therapist: Today we are going to study the sound [m].
Acoustic-articulatory image of sound.
Pronouncing the sound M while observing the articulation in front of the mirror individually for each child and everyone:
Speech therapist: the air does not come out freely, it meets an obstacle, and this obstacle is the lips. Hence, the sound M is a consonant sound.
Speech therapist: Now put your hand on the neck and pronounce the sound M. Gorlyshko “rings”. Sound [M] is voiced. (Repetition of sound characteristics by several children)
So what is the sound [m]? Give full characterization to the sound.
Pupils : Sound M is a consonant, voiced, denoted by a blue counter.
Speech therapist : Happy Masha and Marina that we met again, clap their hands and say [mmmmmmmm] (joyfully).
Speech therapist: Rejoice with them, say the sound [M]
Now let's play a game with dolls "Catch the Sound" [M]
Speech therapist: I will make sounds, and you will have to clap your hands to "catch" the sound [M].
Game "Catch the Sound".
Speech therapist: The sound M lives in the house of the letter M.
The letter M is as friendly as our guests, Masha and Marina.
The speech therapist puts the letter M and reads:
Friends joined hands
And they said: “You and me -
Meanwhile
It turned out the letter M.
Speech therapist: Masha and Marina love to play ball, let's play the game with the ball "1, 2, 3 catch the ball after me repeat"
Repetition of syllable rows.
Speech therapist : Masha and Marina have a lot of toys, but when they played with them, the toys ended up under the sand. Now I will try to find something.
A speech therapist finds an image of a hat in the sand.
Speech therapist: See what I found?
Children: Cap.
Let's all show together and tell you what kind of hat it is.
Physical education. "Cap".
Woolen hat,
There is a pom-pom at the top.
Depict a hat and pompom
And he is fluffy.
"Round ball".
There is also a hat
Colored lapel,
Show the lapel "ears" at the cap.
In this hat you can
Run in winter.
They are running.
Grandma knitted
Cap slowly
"Knit with knitting needles."
Woolen hat
It came out good.
Hands on the belt and then point to an imaginary hat.
Speech therapist: But the girls still have many toys left in the sand. Help them find the rest of the toys.
Children find toys with sound[M]
Poppy, car, castle, house, soap, coin, carrot, album.
Speech therapist: Determine the place of the sound [m] in words.
Children locate the sound [m] in words.
Speech therapist: Masha and Marina love to fantasize. Make sentences with these toys.
Pupils make sentences with these words.
Speech therapist: Now, let's arrange the toys on the shelves. Where 1 syllable for 1 shelf, 2 syllables for 2 shelf.
Children divide words into syllables and put them on the shelves.
Speech therapist: Let's all together, together with Masha and Marina, repeat the words of this poem and perform the movements.
Fixing the sound M in the text.
We stamp our feet
We raise our hands
We will spread our hands
And let's run
Speech therapist: it's time for our guests to return home. And so that they don't get lost, let's lay out a soundtrack for them.
The speech therapist pronounces the syllables IM, UM and, together with the children, performs a detailed analysis of these syllables.
On the trail of analysis, children lay out a diagram.
Speech therapist: How many vowels are there in this scheme?
(One.) How many consonants? (One.) What gave you the right answer?
Speech therapist: Now our guests will get home safely.
3. The result of the lesson.
Speech therapist: What sound did you meet? What sound is that? Give full characterization to this sound. Name the words with the sound [m].
Sections: Working with preschoolers
The course of the lesson.
1. Organizational moment.
Guys, before going on a journey around the city of Beautiful Speech, Puss in Boots decided to play a game with you, but you must be very careful, complete the task only if you hear the word "please"
- Put your hands up, please!
- Put it down!
- Lower it, please!
- Touch your hand to your nose!
- Please touch your nose with your hand!
- Clap your hands, please!
- Stand up!
- Stand up please!
- March, please!
- Put your hands on your belt!
- Sit down please!
2. Work on the development of visual perception and memory.
Everything around is white-white
A lot of snow covered
How do we go further?
Look at the snowflakes
Find two the same.
3. Listen carefully to the riddle, and from the answer you will learn what fairy tale you will see today at the end of the lesson.
Girl sitting in a basket
Behind the bear.
He himself, without knowing it,
Carries her home.
Have you guessed the riddle?
Then answer quickly!
The name of this tale ... (Masha and the Bear), (picture opens)
Well done, right!
Define the first sounds in the words "Masha", "bear". ("M", "m"). These are the sounds that we will compare today.
4. Articulation gymnastics:
Lips:
We'll pull our lips to our ears
And you get frogs
Teeth:
We clench our teeth tightly and get a fence.
Language:
We have a tongue
Will become a pea now
Let it roll in the morning
All the kids are from the yard.
We will relax the tongue
And we will close our mouth on a hook
Cheeks:
Let's puff out our cheeks
Play with air.
5. Differentiation of sounds in isolation.
Let's call the sounds "m" and "m".
6. Comparative analysis and characterization of sounds in isolation.
- The sounds "m", "m" have come, try to compare them.
- Lips: closed, opened when a sound is pronounced.
- Teeth: open.
- “M” - the back of the tongue is down.
- “Мь” - the back of the tongue is raised to the palate.
- Vocal chords: working.
- Air jet - exits through the nose.
- What can we say about these sounds, what sounds are they?
- These are consonant sounds (there is an obstacle), voiced (vocal cords are working).
- “M” - hard (the back of the tongue is lowered).
- “Мь” - soft (the back of the tongue is raised).
7. Work on the development of phonemic hearing.
Try to catch the sounds
If you hear the sound "my"
Raise the green square
And if you hear "m"
Raise the blue square
M-L-H-M-L
MA-MYA-NI-MI-ME-NOT-MOU-MI
MAMA-WORLD-NINA-FLY-MEL-PAR-MOSS
8. Differentiation of sounds in words.
The sounds you've caught now,
Well, they didn't name the syllables.
Listen to syllables and
Repeat after me
I sewed the dress myself
MOTHER MOTHER MOTHER.
It went into the closet by itself
MO-MO-MO, MO-MO-MO
I won't understand anything
MU-MU-MU, MU-MU-MU
Maybe this is my dream
ME-ME-M E, ME-ME-ME
No it hangs, look
MI-MI-MI, MI-MI-MI
The guys Bear and Masha argue and do not know which syllable to give the clowns Tom and Tim, help them, please.
- Who will we give the MI syllable to?
- The syllable WE?
(Read these syllables again)
9. Physical minutes with phono rhythm elements (sing "AM", (quietly, loudly)
10. Differentiation of sounds in words
D. game "Wonderful bag" with a note
- Guys, distribute the items between Masha and the bear. Give Masha objects that have the sound "M", and the objects in the name of which have the sound "Мь", words with the sound "Мь"
11. Sound analysis
- Laying out words from the letter constructor (mom, world)
12. Show of Russian - folk tale "Masha and the Bear"(table theater)
13. Outcome:
- What sounds did you compare in class today? ("M" and "m")
- How do these sounds differ from each other? ("M" is a hard consonant, "m" is a soft consonant)
14. Homework - tell a story at home.
Summary of literacy classes in the senior group Sound "M", letter "M"
Software content:
1. Develop the skill of a clear pronunciation of the sound "m".
2. Form the concept of "consonant sound".
3. Develop auditory attention.
4. Introduce the letter "M".
5. To develop fine motor skills, visual attention, memory, thinking.
Course of the lesson:
1. Organizational moment:
White snow lies all around
Snowflakes falling
Ouch! Frost is behind the tree
Sit down children, hide your nose.
Guys! Do you like to guess riddles?
The cold came
Water turned to ice.
The bear stopped roaring:
A bear fell into hibernation
Who will say, who knows
When does this happen? That's right guys, it happens in winter.
2. Main part:
Game "What do words have in common?"
Fly - soap - raspberry - skein 3 - 4 chain options
Let's remember what sounds are? (This is what we hear and say).
Let's make the sounds [m], [m].
How did we make these sounds?
Articulation of sounds (position of lips, teeth, tongue, air passage, voice).
Let's designate the sound [m] with a sound circle.
We denote the sound [m] by a sound circle.
Put your finger on the blue circle - "revived" this sound, now on the green circle - "revived".
Characteristics of sounds by acoustic characteristics.
Guys, what can we tell you about these sounds?
Sound [m] - consonant, solid, voiced, denoted in blue.
The sound [m] is a consonant, soft, voiced, denoted by green.
How are these sounds different?
How are they similar?
Guys, how is the sound different from the letter? That's right, we hear and pronounce the sound, but we write and see the letter.
Listen to syllables and
Repeat after me
I sewed the dress myself
MOTHER MOTHER MOTHER.
It went into the closet by itself
MO-MO-MO, MO-MO-MO
I won't understand anything
MU-MU-MU, MU-MU-MU
Maybe this is my dream
ME-ME-M E, ME-ME-ME
No it hangs, look
MI-MI-MI, MI-MI-MI
The game "Sit down when you hear the sound [m]" p, n, m, k, l, m, pa, na, ma, po, mo, mi.
Ball game "name it affectionately" (bullfinch, tit, pigeon, sparrow, starling, crow, swallow)
Game "Stone and cotton wool" (Sea, peace, monkey, ant, subway, bowl, March, car, soap)
Acquaintance with the letter M.
Speech therapist: Guys, do you know that the sounds [m], [m "] are designated by one letter?
Children: No.
Speech therapist: They are designated by the letter m (I show it on the board: m).
Speech therapist: Guys, how many elements does the letter M consist of?
Children: The letter M consists of 4 sticks.
Speech therapist: What are the size of the sticks?
Children: Two long and one short.
Speech therapist: Take sticks and lay out the letter M. (Children lay out the letter).
3. The result of the lesson.
Speech therapist: What new sounds and letters have we met?
Children: We got acquainted with the sounds [m], [m "] and the letter M.
Tikhonenkova Elena Pavlovna
Speech therapist, MBDOU of general developmental type, kindergarten No. 62 "Pearl in Mytishchi, Moscow
Tikhonenkova E.P. Summary of a lesson in preparation for teaching literacy: "Sounds M, M and the letter M"// Owl. 2016. N4 (6) .. 10.2019).
Target: clarification of knowledge about sounds [M], [M "]
Tasks:
- Educational: To acquaint with the sound [M] and the graphic image of the letter, to teach children to correctly give an acoustic-articulatory characteristic, to form the skills of sound analysis.
- Developing: develop the skills of word formation of adjectives from nouns, develop fine and general motor skills, speech breathing and voice power, phonemic hearing, attention, thinking, spatial perception;
- Educational: To cultivate respect for the answers of a comrade.
Equipment:
Demo material: a beautiful envelope with the specified address of the group, pieces of light paper, “stones” - letters, a “river” carpet, a large labyrinth with “minks”, a toy mouse, a drawing of a house, a sample letter, samples of tasks from a worksheet, three different boxes magnitudes.
Handout: cut pictures for a subgroup of children, worksheets with assignments, pencils, trays with elements of letters, strips, words, circles (green, red, blue).
Course of the lesson
1. Organizational moment
Children are greeted at the entrance to the group. "Good morning, guys! Many of you came to the kindergarten very early, and you did not forget to wash and brush your teeth? Let's remember how we do it ”
- Self-massage and articulatory gymnastics
Water, water, wash my face ( with the palms of our hands we move along the forehead from the center to the temples)
To make your eyes shine ( from the corners of the eyes along the cheekbones to the temples)
To make your cheeks blush (rub the cheeks in a circular motion with our palms)
So that the mouth laughs (with the index fingers of the hands from the center above the upper lip, and then under the lower lip, we lead to the edges of the lips)
The tooth was clean and white (smile, show teeth and hold for a long time)
Speech therapist: Today a message has come to the kindergarten for you from the land of sounds and letters! (Shows an envelope) “Dear guys! We invite you to visit our country, get acquainted with a new sound and learn how to write a letter for this sound ”
- work on the strength of speech breathing
When the children give their consent and hit the road, a “fast river” blocks the road. But there is no crossing.
The speech therapist asks the children what time of year it is outside and offers to justify the answer. (Children name signs of winter.)
Speech therapist: And our snowflakes covered everything on the tray. Let's all take a deep breath together with our noses and blow hard on the snowflakes, folding our lips into a tube.
Children blow off the leaves and see “stones” with the letters A, O, U, E, I.
Speech therapist: We use these stones to cross the river.
The stones are placed across the river, and each child, following the teacher's model, jumps from stone to stone, calls the letter loudly and clearly on a firm attack.
Moving to the other side, the children see the house. "Who lives in the house?" Children guess the riddle:
Underground, in a closet
She lives in a mink
Gray baby
Who is this? ... (Mouse)
3. Message of the topic.
- Work on word formation of an adjective from a noun
The speech therapist takes out the mouse-hostess. “The mouse is different. How can you name a mouse that lives in a person's house? (home mouse). Mouse at the computer? (computer). And what about a mouse living in a field? " (field) Here is the field mouse Mila and has prepared tasks for you today.
- Work on orientation on a sheet of paper and the development of auditory attention.
A tablet appears in front of the children - a labyrinth.
Speech therapist: The field mouse has many storerooms and they are all connected by underground passages. At my prompting, we will go to the first storeroom and find out what sound they want to introduce us to.
The speech therapist says the route, and the child leads the mouse along it: “We go up from the arrow, turn right, down, past the flower”. The mink is removed from the tablet, turned over and seen "?" (question). The teacher shows a card with objects: flowers, table, chair, bed. Asks to list the items: "What is superfluous on the card? (Machine. Why? (Children's answers) This superfluous picture will help us in revealing the topic of the lesson. Let's say the word "machine" again and call the first sound "(mmmachine).
Children give off the sound [M].
And here is another task, who is superfluous on this card?
Let's say the word “bear” again and name the first sound ”(mmbear).
Children give off the sound [L].
Say again the first sounds of these words.
Mmmmashina. [M]
Mmm, bear. [U]
Speech therapist: Yes, and it is about these sounds that we are going to talk about today.
4. Characteristics of sounds by articulation and acoustic characteristics.
Speech therapist: Look in the mirror and say the sound [M] first. And now the sound [Мь]. (in chorus, then individually)
Questions on the scheme:
Are the lips open or closing? (They first close and then open.)
Where is the language? (he lies at the bottom of his mouth)
Is there anything obstructing the air blast from your mouth? (yes, lips)
Conclusion: What do we call the sounds, during the pronunciation of which the air stream meets an obstacle? (consonants) So, what sounds [М] and [Мь]? (consonants).
Speech therapist: And we know that consonants can be voiced or deaf. Let's determine which of our sounds are voiced or deaf. To do this, put our palm to the throat, and pronounce the sounds [M] and [M]. ... Do you feel how your voice is ringing? So what sounds [М] and [Мь]? (voiced).
Speech therapist: Yes, and consonants can also be soft and hard. What color do we designate solid sounds? (in blue). And soft? (in green).
5. Development of phonemic perception.
The speech therapist offers another child with a mouse to go to the second mink. (We go up, turn left, up, past the bell, past the boletus mushroom) On the other side of the mink, an ear is drawn.
Speech therapist: Let's play the game "Catch the sound." I will name different sounds. If you hear [M], clap your hands, and if [M], stamp your foot ... (With a small screen, the speech therapist covers his mouth from the eyes of children and makes sounds) -sh-n-n-m-m-m-m. (Then the syllables) Ma-so-we-mi-you-th-om-im-no-no-no. Then the words: spoon, fish, honey, cats, smoke, tomato, raspberries, skis, pen, peace, bull, smoke ...
And now the physical minute.
Fizminutka
6. Pronunciation of sound in words. Determining the position of sound in a word
Children on the tables work with cut pictures for each child: on the 1st row there are 5 cut pictures: raspberries, carrots, honey, lemon, ice cream, tomatoes.
On the 2nd row there are cut pictures: an airplane, a car, a tram, a dump truck, a motorcycle, a subway.
Speech therapist: Name the collected pictures in one word. (food (food), transport)
Each child names the assembled picture again, highlighting the sound [m] or [m] with his voice, and explains where he heard the given sound. (At the beginning, in the middle, at the end of the word). And puts the circle in the right place.
7. Designation of sounds [М] and [Мь] by the letter "EM".
One of the children again approaches the labyrinth and follows the path to the mink according to the instructions. A pencil is drawn on the back of the mink. "Guys, what do you think we are going to do with you now?" (learn to write the letter M).
Guys, here we are talking about the sounds M and M. We heard them, pronounced, and what to do to see them. What do we need for this? (Letter).
Speech therapist: Yes, we need a letter that represents these sounds. There she is.
Children sit at desks for writing. The teacher shows the letter M. on the card. How many elements are there in the letter? Which? (four vertical sticks),
Speech therapist: Collect the letter M according to the pattern of 4 elements that are each on the table.
- Development of visual perception.
Speech therapist: Pencil decided to test you and almost completely closed the letter from our eyes, hid it behind the drawing (shows the card and directs the attention of the children to their worksheets) (Appendix)
Find the letter behind the lines and color it in half blue, half green with a pencil. And to make the letter beautiful, you need to stretch your fingers.
- Finger gymnastics.
|
In our little house |
|
|
Gray mice got started |
|
|
So they dart around Everything in the kitchen is tumbling |
Circular finger movements |
|
They stomp under the table Eat milk |
|
|
They want to sit on the bench And they scare the guys there |
"Bench" |
|
Then mice will climb on the closet |
|
|
That on the chair the naughty ones |
|
|
I just want to catch And they sniffed under the bed |
Quickly hide mice |
Then the children color in the letter.
Speech therapist: Now let's write a letter in the air: (Speech therapist explains and shows)
Stick and stick
There is a check mark between them.
And it is clear to everyone at once:
It turned out the letter M.
Several times the children together with the speech therapist “write” a letter in the air. Then the speech therapist puts a sample of the next task on the board. For children, the assignment is printed on worksheets. The guys learn to write a letter with a simple pencil along the dotted lines. Children circle a letter on the pieces of paper, then write the letter on their own using the model.
8. Development of phonemic representations and work on sound analysis and the scheme of the word "house".
Our invitation envelope contains sounds: we cannot see them, but we can hear them. If you name the sounds quickly in the order you caught them, you will recognize the word from the envelope.
The speech therapist takes out and “throws” sounds [d] (Masha, what sound did you catch?), [O] (Ivan, what sound did you catch?), [M]. What was the word in the envelope? (House). Well done, you did a good job.
Children have envelopes with circles on their tables for sound analysis. They need to make the correct scheme out of the circles.
Now come up with beautiful sentences with this word.
9. Organization of the end of the lesson.
Our lesson has come to an end.
What sounds did you meet?
Which task did you like the most?
Speech therapist: I liked traveling with you, so a surprise has been prepared for you as a keepsake. It is not in the first and not in the high box.
Children guess. This is a picture of the last assignment from the worksheet. Children are invited to complete the task - to lead the mouse through the maze to the cheese - at will, on their own or with their parents at home.
