Sounds [M]-[Мь], letter M - summary of frontal lesson
Development of phonemic hearing.
Frontal lesson. Senior group ONR-III
First year of study (I period)
Topic: Sounds “M” - “M”. Letter M. Second lesson.
- Further differentiation of the concepts “sound-word”, “sound-letter”
- Clarification of auditory perception.
- Formation of phonemic representations.
- Development of phonemic analysis.
- Development of auditory-verbal memory.
- Object pictures, signals (symbols), ball, magnetic letters, chips
Lesson plan.
1. Organizational moment.
2. Game “Count the vowel sounds.”
- Raise as many fingers as you can hear vowel sounds (AU O AUI).
- What sounds were counted? (vowels)
Clarification of articulation of vowel sounds.
3. - What consonant sounds do we learn to distinguish?
Comparative characteristics of M - Mb according to articulatory-acoustic properties.
- What kind of “houses” do they live in?
- What letter do we denote? Clarifying the image of the letter M
4. Game “Whose ears hear better?”
ball, poppy, mouse, bear, washes, cute, home, brave, wet, funny.
- What will I do? (say words)
- And you? (raise the desired signal)
- What signal will you raise when you hear the sound M? (blue)
- Sound M? (green)
Children raise the necessary signals.
5. Ball game “Remember and repeat.”
Speaking “chains” of words. Three words each with the sounds M Мь.
- What sounds or words did you say? (words)
6. Game “Who can remember the most words?”
Colored chips (stripes) are distributed.
- What did you remember? Words)
7. Game “Don’t yawn, choose the right picture.”
The pictures are laid out on the carpet. Boys choose the sound M, girls choose the sound Mb. One by one they are carried to their places. The game begins and ends at the speech therapist's signal. Examination.
8. Game "Wizards".
Analysis of syllables AM MA MI.
- How many sounds do you hear?
We work on a marker board. First, we designate the sound with the desired signal. We draw with colored markers, then substitute magnetic letters.
9. Reading syllables.
AM MA OM MO UM MU IM MI EM ME WE
When reading the second column, instructions are given:
— The letters are “friends.” First, look at the second one, it will tell you which vowel sound you should open your mouth to next, and how to read: softly or firmly. The letter I suggests that the letter M in front of it represents a soft sound. Here these “clothes” (M) were put on by the soft “brother” Mb.
Group speech therapy lesson on the topic “Sounds [m], [m']. Letter M"
Sections: Speech therapy
Purpose of the lesson: to introduce the sounds [M], [M'] and the letter M.
Tasks: differentiation of sounds [M], [M'] by ear, familiarization with the image of the letter M; improving phonemic awareness, sound analysis and synthesis skills; development of fine motor skills, auditory attention, memory, prosodic aspects of speech; nurturing love and respect for your family.
Material: pictures: house, family, crown, cloud, bridge, snowball, sleigh, donkey, hammer, catfish, door, cucumber, car, carrot, stork, crane, poppy; sound houses, sound symbols, graphic representation of the letter “M”, individual mirrors, notebooks, counting sticks.
Progress of the lesson
Organizing time.
Psycho-gymnastics. Mimic exercises.
– What kind of facial expressions do mom and dad have when they are happy, sad, angry. Portray a joyful mom and an angry dad. Take a mirror, it will help you.
Breathing exercises. “Cooking porridge”
Our mother cooks porridge and feeds her daughter Masha with porridge.
I.p. – standing, one palm on the chest, the second on the stomach. Inhale through your nose, as you exhale say “puff-puff-puff” and stroke your stomach.
Report the topic of the lesson.
- Guys, guess the riddle:
Where is our family comfortable? Where does it smell like porridge in the morning? Cats' paws step there, And there are slippers at the entrance. (House)
The picture “House” is displayed.
– What is the last sound you hear in the word “house”? [M]. A family lives in this house. Listen to what consonant sound is in the middle of the word family [M']. ( The picture “family” is displayed)
– Today we will get acquainted with the sounds [M] and [M'], as well as with the letter “M”, which denotes these sounds.
Characteristics of the sounds [M], [M'] according to articulatory and acoustic characteristics.
– Take the mirrors, pronounce the sounds [M], [M'] alternately. What's happening to your lips? ( The lips close.
When we pronounce the sound [M], our lips become a little angry, and when we pronounce the sound
[M']
, they smile a little).
Does the air come out through the nose or through the mouth?
( Through the nose
).
Is the voice “sleeping” or “waking up”? ( Wakes up)
.
So what are the sounds [M], [M']? ( Consonants, voiced
).
The sound [M] is ( hard
), and [M'] is
(soft).
We denote the sound [M] with a (
blue
) square, [M'] – (
green).
Development of phonemic perception differentiation of sounds [M], [M'].
Game “Listen carefully”
– Now I’ll see how attentive you are. I will name the words, and if you hear the sound [M], raise the blue square, if [M'] is green.
Words: m
milk,
bear
,
bridge
,
hammer
,
compote
,
month
,
mouse ,
family
.
Analysis and synthesis of syllables with sounds [M], [M']
Game “Count the sounds”
– Listen, and count how many sounds I make, and use the symbol chips to make diagrams. Be careful: MA, AM, YM, WE, etc. (Children count and lay out patterns of syllables)
Game “Let's be friends.”
– You and I are already familiar with several vowel sounds. Name them ( a, o, y, s, and)
. Let's “make friends” with the sounds [M], [M']. I will name the vowel, and you add the sound [M], so that it comes first, and name the resulting syllable. A – MA, O – MO, U – MU, Y – WE. Well done! Now add the sound [M'], so that it is the second, and name the resulting syllable.
Determining the position of the sounds [M], [M'] in words.
– Let's come up with names with the sounds [M], [M'] for all family members ( Dima, Mitya, Maya, Masha, Mila, etc.
.) Determine where the sounds [M], [M'] are located in these words: at the beginning, in the middle or at the end of the word.
Working with sound houses
- How children can affectionately call their mother ( children's answers
).
What do you affectionately call your mother? ( Mommy, mummy, mummy, etc.
).
What did you notice when you said these words? (These owls have two sounds [M])
What is she like, your mother?
( kind, affectionate, sweet, etc.).
Physical exercise.
Now let's “charge up”
We stamp our feet: - Top - top - top. We raise our hands: - Clap - clap - clap. We will spread our hands and run in circles.
Development of phonemic representations.
Game “Guess the word”.
Progress of the game: The speech therapist offers the children cards with images of objects, the children must highlight the first sound of each word, and, alternately adding them, form a new word. First an example is given.
Cards: crown, cloud, bridge – com
sleigh, donkey, hammer -
catfish
door, cucumber, car -
house
, carrot, stork, crane -
poppy
Development of prosody.
– Mom bathed baby Mila and said the following words:
Mom washed Mila with soap
Mila didn't like soap.
(The clear speech is read on behalf of all family members in turn, with a change in timbre and strength of voice)
.
Introducing the letter “M”.
- Children, do you love your mothers? (Yes). To write this beautiful word, you need to get acquainted with the letter “M”. Look what the letter “M” looks like. (Children's answer options). Let's try to draw the letter “M” together.
Friends held hands. And they said: “You and I are us!” Meanwhile, the letter “M” turned out.
(Children join hands in pairs, depicting the letter “M”).
- Well done! You can also make the letter “M” from counting sticks.
Laying out the letter “M” from counting sticks.
Progress of the game: Children closed their eyes. The speech therapist removes one counting stick. Children must restore the letter “M”.
While your eyes were fast asleep, The letters in the book became smaller, Open your eyes What to add, guess! (Words by author)
Finger gymnastics “My family”
Clench your fingers into a fist. Then straighten them one by one, starting with the thumb.
This finger is grandpa, This finger is grandma, This finger is daddy, This finger is mommy, But this finger is me. That’s my whole family.
(To the words of the last line, rhythmically clench and unclench your fingers.)
Coloring letters in notebooks.
Summary of the lesson.
– What sounds did we get acquainted with? What letter are they denoted by?
Surprise moment. Game “Magic Box”.
– Children, today you called so many good, kind, affectionate words with the sounds [M], [M']. Let's remember them again and say them into our palms, and put them in a magic box. ( The speech therapist takes out multi-colored stars from the box
). Now guys, look, your words have turned into stars, this is gratitude for the good work in class.
- Pozhilenko E.A. The magical world of sounds and words A manual for speech therapists. – M.: Humanite. ed. VLADOS center, 2002
- Kartushina M.Yu. Logorhythmic activities in kindergarten. Method. manual - M.: Sphere shopping center, 2004.
- Novikova E.V. Articulation of sounds in a graphic image. Educational and demonstration material. – M.: Publishing house GNOM and D, 2003.
