Purpose of the lesson: to acquaint with the sounds [M], [M ’] and the letter M.

Tasks: differentiation of sounds [M], [M ’] by ear, acquaintance with the image of the letter M; improvement of phonemic representations, skills of sound analysis and synthesis; development of fine motor skills, auditory attention, memory, prosodic side of speech; fostering love and respect for your family.

Material: pictures: house, family, crown, cloud, bridge, snowball, sled, donkey, hammer, catfish, door, cucumber, car, carrot, stork, crane, poppy; sound houses, symbols of sounds, graphic representation of the letter “M”, individual mirrors, notebooks, counting sticks.

Course of the lesson

1. Organizational moment.

Psycho-gymnastics. Mimic exercises.

- What is the expression on the face of mom and dad when they are happy, sad, angry. Picture a joyful mom, an angry dad. Take a mirror, it will help you.

Breathing exercises. "We cook porridge"

Our mother cooks porridge
She feeds her daughter Masha with porridge.

I. p. - standing, one palm on the chest, the other on the stomach. Inhale through the nose, while exhaling, pronounce "puff-puff-puff" and stroking yourself on the stomach.

2. Communication of the topic of the lesson.

- Guys, guess the riddle:

Where is our family comfortable?
Where does porridge smell in the morning?
There are cats paws,
And there are slippers at the entrance. (House)

The picture “House” is displayed.

- What is the last sound you hear in the word "home"? [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.

3. Characteristics of sounds [M], [M '] by articulation and acoustic signs.

- Take the mirrors, pronounce the sounds [M], [M ’] in turn. What happens to the lips? ( The lips close. When we make the sound [M], the lips get a little angry, and when we make the sound[M ’] - smile a little). Is the air coming out through your nose or through your mouth? ( Through the nose). Is the voice “sleeping” or “waking up”? ( Wakes up)... So the sounds [M], [M ’] are what? ( Consonants, voiced). Sound [M] - ( solid), and [M '] - (soft). We denote the sound [M] by a square ( blue) colors, [M ’] - ( green).

4. Development of phonemic perception, differentiation of sounds [M], [M ’].

Listen carefully game

- 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 well, m just, m ost, m little, to m sweat, m one month, m bush, behold m ya.

5. Analysis and synthesis of syllables with sounds [M], [M ’]

Count the sounds game

- Listen, and count how many sounds I will utter, make diagrams with the help of token symbols. Be careful: MA, AM, YM, WE, etc. (Children count and lay out syllable schemes)

Let's be friends game.

- We are already familiar with several vowel sounds. Name them ( a, oh, y, s, and)... Let's "make friends" them with the sounds [M], [M ’]. I will name the vowel, and you add the sound [M], so that it is the first, and name the resulting syllable. A - MA, O - MO, U - MU, S - WE. Well done! Now add the sound [M '], so that it is the second, and name the resulting syllable.

6. Determination of the position of sounds [M], [M '] in words.

- Let's come up with names with the sounds [M], [M ’], all family members ( Dima, Mitya, Maya, Masha, Mila, etc..) Determine where the sounds [M], [M ’] are in these words: at the beginning, in the middle or at the end of a word. Working with sound houses

- How can children affectionately call their mother ( children's answers). And what do you affectionately call your mother? ( Mommy, Mommy, Mommy, etc.). What did you notice when you said these words? (These owls have two sounds [M]) What is your mother like? ( kind, affectionate, sweet, etc.).

7. Physical minutes.

Now let's “recharge”

We stamp our feet:
- Top - top - top.
We raise our hands:
- Clap - clap - clap.
We will open our hands
And let's run around.

8. Development of phonemic representations.

Game "Guess the word".

The course of the game: The speech therapist offers children cards with images of objects, children must highlight the first sound of each word, and, alternately folding them, form a new word. An example is given first.

Cards: crown, cloud, bridge - lump
sled, donkey, hammer - catfish
door, cucumber, car - House
carrots, stork, crane - poppy

9. Development of prosody.

- Mom bathed little Mila and said the following words:

Mom washed Mila with soap

Mila did not like soap.

(A pure phrase is read on behalf of all family members in turn, with a change in timbre and voice strength).

10. Acquaintance with the letter "M".

- Children, do you love your mothers? (Yes). To write this wonderful word, you need to get acquainted with the letter "M". See what the letter "M" looks like. (Children's answers). Let's try to depict the letter "M" together.

Friends joined hands.
And they said: "You and me - this is us!"
Meanwhile
It turned out the letter "M".

A. Shibaev.

(Children in pairs hold hands, depicting the letter "M").

- Well done! And also the letter "M" can be laid out from the counting sticks.

Laying out the letter "M" from the counting sticks.

The game "We fell asleep".

Course of the game: Children closed their eyes. The speech therapist removes one counting stick. Children must restore the letter "M".

While the eyes were fast asleep
The letters in the book have become smaller,
Open your eyes
What to add, guess! (Copyright words)

Finger gymnastics "My family"

Squeeze your fingers into a fist. Then, in turn, unbend them, starting with the thumb.

This finger is a grandfather
This finger is a grandmother
This finger is a daddy
This finger is mommy
But this finger is me
That's my whole family.

(On the words of the last line, rhythmically clench and unclench your fingers.)

Coloring letters in notebooks.

11. Lesson summary.

- What sounds have we met? What letter are they designated?

Surprising moment. Game "Magic box".

- Children today you called so many good, kind, affectionate words with sounds [M], [M ’]. Let's remember them again and say them in our palms, and put them in a magic box. ( Speech therapist takes multicolored stars out of the box). Now guys, look, your words have turned into stars, this is gratitude for the good work in the lesson.

Used Books:

  1. Pozhilenko E.A. The magic world of sounds and words \ A guide for speech therapists. - M .: Humanit. ed. center VLADOS, 2002
  2. Kartushina M.Yu. Logorhythmic classes in kindergarten. Method. allowance - M .: TC Sphere, 2004
  3. E.V. Novikova Articulation of sounds in a graphic image. Educational and demonstration material. - M .: Publishing house GNOM and D, 2003

The purpose of the lesson: we study the letter M, the formation of reading skills, the development of speech skills, the improvement of phonemic hearing, the basics of elementary graphic skills.

  • to acquaint the preschooler with the letter M, the correct pronunciation of the sound;
  • teach to write the block letter M in the cells;
  • to form an interest in learning poems and riddles.

Ask: How does a cow moo? (My! ..)
Tell me like me: MMMU. What was the first sound you uttered?

Name what is drawn in the pictures below:

Mouse Carrot Bear Ant

MOUSE, CARROT - tell me how I do. What is the first sound in these words?

When we say the sound [m], the lips first close, then open.

Say: MMM.

The lips prevent air from leaving the mouth freely when we make the sound [m]. Remember, please: if you pronounce a sound, and lips, teeth or tongue prevent air from leaving your mouth freely, then this sound is a consonant. Some consonants are pronounced with a voice, others without a voice.

If the child finds it difficult to determine the participation of the voice when pronouncing consonants, here and in the future, the child is invited to put his hand to his larynx. With the participation of the voice in pronouncing the sound, the child will feel the vibration of the larynx ("the throat is trembling"). This is observed when pronouncing voiced consonants.

Who is bigger?

  1. Remember which berry starts with the sound [M] and ends with [A]. (Answer: raspberries)
  2. What are the flowers that have the sound [M] in their names? (Poppy, chamomile, mallow, daisies)
  3. List the products with [M, M ’] in the name. (Meat, margarine, butter, pasta, semolina, milk, tangerines, flour.)

Assignment: Print M for Preschoolers

  • Consider the letter M. What does it look like?
  • Fold the letter M out of your fingers.
  • Write the letter M in the air.

Draw the sticks neatly in the cells with a simple pencil or ballpoint pen.

In cases where a child is asked to write a whole line of a letter, syllable or word, the adult gives a spelling pattern at the beginning of the line.
If a preschooler has difficulties, then an adult can draw two reference lines, or put anchor points that the child will connect with lines, or write the letters entirely, and the child will simply circle them in a different color. Calligraphy should not be required at this stage of training.

Continue the phrase

He slept all winter in a fur coat,
Sucked a brown paw,
And when he woke up, he began to roar.
This is a forest beast ... (bear).

Look at the fellows:
Cheerful and brisk.
Drag from all ends
Construction material.
Here one stumbled suddenly
And a friend hurries to help.
The people here are good.
Without work, for the life of me.
Can't live ... (ant).

Lyudmila went to wash her hands,
She needed ... (soap).

Everyone in the forest is a talent -
Both the singer and ... (musician).

Our Tanya is crying loudly.
Dropped into the river ... (ball).

The distance of the fields is turning green,
The nightingale is singing.
The garden is dressed in white,
Bees are the first to fly.
Thunder rumbles.
Guess what month it is? … (May.)

We are a puppy in water and soap
Two hours with a washcloth ... (washed).

Under a heavy burden -
Underground, in a closet
She lives in a mink.
Gray baby.
Who is this? ... (mouse.)

In a black field, a white hare
He jumped, ran, made loops.
The trail behind him was also white.
Who is this hare? … (a piece of chalk.)

Riddles for children with the letter M

The giant is in the port
Lighting up the dark
And signals the ships:
"Come visit us!"
(Lighthouse)

Over the river, across.
The giant stretched out.
Across the river, on the back.
He allowed me to walk.
(Bridge)

The master of the forest wakes up in the spring,
And in winter, under the blizzard howl
He sleeps in a snow hut.
(Bear)

In the forest near the stump there is a bustle, bustle:
The working people are busy all day,
Builds a house for himself.
(Ants)

The red nose has grown into the ground,
And the green tail is outside.
We don't need a green tail
All you need is a red nose.
(Carrot)

Flies all day
Everybody gets bored;
The night will come.
Then it will stop.
(Fly)

Crowded, noisy, young,
The city rumbles underground.
And at home with the people here
They run along the street.
(Metro)

Slips away like a living
But I will not release it.
Foaming with white foam
He is not lazy to wash his hands.
(Soap)

What is this master applied to glass
And leaves, and herbs, and thickets of roses?
(Freezing)

Small stature, long tail,
Gray fur coat, sharp teeth.
(Mouse)

Molten arrow
I dumped an oak near the village.
(Lightning)

Liquid, not water.
White, not snow.
(Milk)

The white stone has melted
I left traces on the board.
(A piece of chalk)

Horned, not butting.
(Month)

Proverbs and sayings starting with the letter M

Peace builds and war destroys.

Whoever sows peace will reap happiness.

A lot of snow - a lot of bread, a lot of water - a lot of grass.

Moscow is the mother of all cities.

It is not enough to want, you have to be able to.

The tale of the letter M

Mouse Mouse and bear cub Misha lay in the meadow and ate raspberries. Mouse and says:
- Let's invent poems. Here's how I composed:

Every day and every hour we stubbornly repeat:
There is no one in the world better than ours ...

Raspberries! - Misha yelled.
- Yes, what does it have to do with raspberries! I wanted to say: "Better than our mother."
- That's great too! And now I will compose ... And about what?
- Well, at least about this fly agaric.

Don't eat white pasta
And eat the red fly agarics!

What are you, what are you! - the little mouse was frightened.
- Amanita muscaria cannot be eaten, you will get to the hospital. Here, listen to the verse about the doctor:

There is no doctor more important in the forest,
Than a lively redhead ...

Aybolit! - yelled the bear cub.
- Yes, not Aibolit, but an ant. Aibolit heals animals, and an ant heals the forest.
- How do you know so much?
- He who reads a lot, he knows a lot! - the mouse answered importantly ...

Funny poems about the letter M for children

Let's sit in silence
Mom is sleeping, she is tired ...
Well, I didn't play either!
I don’t start a top,
And I sat down and sit.
My toys don't make noise
Quiet, the room is empty.
And on my mother's pillow
The ray sneaks golden.
And I said to the beam:
- I want to move too!
I would like a lot:
Read aloud and roll the ball,
I would sing a song
I could laugh.
Yes, I don't really want what I want!
But my mother is asleep, and I am silent!
The beam flew across the wall
And then he slid over to me.
- Nothing, - he whispered as if,
- Let's sit in silence ...
(E. Blaginina)

Confused
- Look - the letter! .. Here are the ones on:
Not in a book - on a track!
What is it called.
Horn-like?
Scientist dog, bull and goat
They goggle at her ...
Goat - figured in my mind,
Said: - This is the letter "me".
The bull objected: - Not "me", but "mu",
I know better what's what! -
And the dog exclaimed:
- Enough for you, do not argue, this is the letter "am"!
- No, "moo"!
- No, me!
- Not there"!
Om! Um! ..
Such a gaggle rose,
Such a terrible noise and scream! ..
Completely confused
Learned dog, goat and bull,
Seeing the letter M ...
(A. Shibaev)

We are multiplication tables
Took and hid
Give us to speed up
Microcalculators!
(E. Grigorieva)

Mom, grandmother, sister -
All smart in the morning.
Congratulations are accepted.
Though it's not their birthday.
Every holiday gift
And the bouquet is very bright.
And a surprise awaits them -
Dad and I baked a cake.
We washed all the dishes
Put things in order everywhere.
We have forgotten the word laziness.
That's what women's day means!
And the sister asked us:
- Will it be every time?
(V. Nesterenko)

Mother! Love you so much,
I don't know directly!
I am a big ship
I will give the name "Mom".
(Ya. Akim)

Lighthouse
... In the evening, as well as at night, it is very difficult to swim in the sea ...
The captain is so offended - not even the shore is visible.
Suddenly - the sailor is delighted: the LIGHTHOUSE lights up.
A red eye just appeared in the crown of the head.
Blinked - and again no, and again the light came on.
It's quiet here, they say - all ships sail here ...
Shows everyone the light - is it dangerous here or not.
(V. Mayakovsky)

Teddy bear Mishka climbed into the hive,
And now - sweet honey drips from the paw!
I began to laugh at him:
"The little bear has sworn!"
- What a joke! - he answered.
- I am a bear!
I - I suggested!
(M. Yasnov)

March is the month, and a blizzard, frost ...
We bought mimosa for mom!
(E. Blaginina)

Poor Bear got sick
- The bear ate a lot of honey.
The bear cries and shouts:
"My stomach hurts!"
The bear groans.
Tears are pouring -
He has a stomach ache.
Naughty Greedy Bear
I ate forest raspberry Lishka.
(F. Bobylev)

The feather runs up and down,
By drawing the letter M
How would you go down to the subway
And then you go up.
On smooth marble and granite
Soft light falls.
The staircase itself runs here -
And there is no end to it.
(S. Marshak)

Ball
The ball is jumping colored
In the yard in front of me.
This ball is very cute:
He hasn't broken glass yet.
(G. Vieru)

Bear march and bear waltz!
Bear in the arena with an accordion.
The she-bear is dancing with the bear.
The bear is waving its paw to them.
(V. Berestov) The ball flies striped.
Teddy bears are playing the ball.
- May I? - asked the mouse.
- What you!
You are still a baby.
(G. Satir)

Lesson summary:

  1. Pronunciation of new words increases the preschooler's vocabulary, develops speech and memory.
  2. Exercises on the cells develop fine motor skills of the hands.
  3. Riddles develop in children intelligence, the ability to analyze and prove. Educators use riddles in teaching children to increase interest in challenging tasks.
  4. Poems affect not only the development of memory. It has been proven that if you learn several lines every day, new neural connections appear in the brain, and the general ability to learn increases.

First grade reading and speech development session.

Topic: Introduce the sounds [M], [M ’], the letter M m.

Target: the formation of the ability to pronounce the sound m correctly, correlate it with the letter "Mm" and print it, find it among other letters.

Tasks:
1. didactic: learn to pronounce the sound m correctly, correlate with the letter "Mm" and print it, find it among other letters;
2. correctional: correct phonemic hearing and visual perception of students;
3. educational: to foster interest in learning, to form communication skills.

Equipment: the textbook "Primer" (author: VV Voronkova, IV Kolomytkina), illustrations (the Kremlin, the Savior Tower with the Kremlin chimes, Red Square, St. Basil's Cathedral).

During the classes.

1. Organizational moment.

The bell rang and fell silent, the lesson begins. Today we will continue our journey through the land of knowledge. To continue the journey, we must pass the test. We must determine whether the sound is a vowel or a consonant. Let's remember:

– What two groups are all sounds divided into? (Vowels and consonants.)

– How can you tell if a sound is a vowel? (Vowel sounds drag on.)(A N O U K T D And G E).

2. Introduction to the topic

Formatting new knowledge, skills and abilities

– We continue to travel through the land of knowledge, where we will get to know new sounds and a new letter. How does a cow bellow? (Mu Mu.)

– What sound is familiar? Which one did you not work with?

Acquaintance with the sounds [M] and [M ’]

1. Sound analysis of words (according to the picture and scheme).

a) Relate the figure and the diagram.

2. Selection of sounds [M], [m '] and their characteristics.

M is a consonant, solid sound. [M ’] is a consonant, soft sound.

– What sounds do we put in the invisible basket. ([MM'])

Hear the sounds game(if there is a sound [M], [M ’] - clap your hands).

Moscow, shooting gallery, capital, house, Kremlin, one.

– Ant, bear, subway, samovar.

Fizminutka

The mice came out once, to see what time it is.

One two three four. The mice pulled the weights.

Suddenly there was a terrible ringing, the mice ran out.

The game "Hard - soft"

The task:

Say a word and show how hard or soft the sound in this word is.

a) Our Tanya is crying loudly
Dropped into the river ... ( the ball)

b) Lyudmila went to wash her hands,
She needed ... ( soap).

c) Without a job for the life of me
Can't live ... ( ant)

d) Scratching on the floor ... ( mouse)
The brown sleeps in a den ... ( bear)

e) The boy is small and very cute with some water in his hand ... ( soap)

– What does this boy Misha teach us?

Outcome: What sounds did we meet today?

Acquaintance with the letter [M], [m ’]

1. Consonant sound.

[M], [m ’] - in the letter they denote by the letter M, m’ (-em)

2. Printing a letter. Mm'

– What does the letter M look like?

Game "Living Letters"

Friends joined hands
And they said: you and me -
This is us.
Meanwhile.
It turned out the letter M.
Hand in hand, we stood up
And M (uh) are like steel.
(V. Stepanov)

It is well known to all:
Where the metro is, there is the letter M (uh).
(A. Shibaev)

Here is the swing - the letter M!
Everyone can swing here.
(E. Tarlapan)

Stick and stick
There is a check mark between them.
And it is clear to everyone at once:
It turned out the letter M!
(G. Vanyukhina)

Reading syllables

Game "Say a word"

2. Moo ... Mo ... Ma ... We ... Mi ... Me ....

Fizminutka

She lived - she was a grandmother, but she lived by the river (we spread our arms to the sides, as if we were swimming)

The grandmother wanted to swim in the river, and the grandmother bought soap and a washcloth (first one hand "mine", then the other).

This tale is good, do not start from the beginning (hands on the belt).

Working with the tutorial

1. Reading words in columns.

– What words you read are called the most expensive?

– Why do you think so?

Peace

a) When there is no war, friendly relations, when they do not quarrel.

PEACE -

b) The world is the whole earth

The capital is the main city of the country.

– What is the capital of our Motherland?

Examining the illustration.

    Kremlin

    The saved tower with the Kremlin chimes

    the Red Square

    St. Basil's Cathedral.

Reading text.

– Where did the action take place?

– What lesson is this reading or writing?

– What did the teacher offer to Roma?

– What did the children write?

4. Lesson summary.

This is the end of our journey today. Let's summarize this journey.

– What new did you learn in the lesson?

– What did you particularly like? Why?

– What caused the difficulty? Why?

Summary of the lesson on the development of speech 2nd grade based on the study of objects and phenomena of the surrounding reality.

Topic: Birds of our area. Crow.

Target: clarification and expansion of the understanding of the habits and habits of birds on the basis of familiarity with the crow, the formation of the ability to independently describe the subject.

Tasks:

    didactic: to clarify and expand ideas about the habits and habits of birds on the basis of familiarity with the crow, the formation of the ability to independently describe the subject;

    correctional: correct speech , expand the active vocabulary, activate the verbal vocabulary of students, develop the horizons of students, create positive motivation to perform mental actions

    educational: education of an attentive attitude to the surrounding nature, respect for birds.

During the classes

    Organizing time(children sit in places) .

Speech correction exercise

"We clean, teeth"
smile, open your mouth
with the tip of the tongue on the inside, "brush" alternately the lower and upper teeth

"Dudochka"
pull the lips forward with tension (teeth closed)

"Hours"
smile, open your mouth
the tip of the tongue (like an hour hand) move from one corner of the mouth to another

"Horse"
stretch lips
open your mouth
percussion with a "narrow" tongue (like horses clatter with their hooves)

    Introduction to the topic

Repetition of the passed material.

What month is it? What time of the year does it belong? Name three autumn months.

What time of year is shown in the picture? Prove.

Knowledge update.

Name the birds in the pictures on the board. What groups can these birds be divided into? (migratory and wintering) Why are they called that?

Which wintering bird did you not see in the pictures?

Communication of the topic and purpose of the lesson.

Guess the riddle

Kar-kar-kar! the cheat shouts.
What a clever thief!
All the shiny things
This bird loves very much!
And she is familiar to you all,

What is her name? ...

Answer: Crow

Why did you decide it was a crow? (presentation) What kind of bird are we going to talk about today in the lesson?

Gymnastics for the eyes.

Let's look to the right, look to the left and look straight, raise our eyes up, down

3. Learning new material.

Puzzle game

I wanted to play with you. My picture is scattered, it needs to be assembled. But when assembling the picture, you must name the parts of the bird. I will begin, and you will continue: this is a crow's body, (crow's head, crow's wing, crow's beak, crow's legs, crow's tail)

Textbook work

Name the parts of the crow's body according to the picture on page 85 of the textbook

Fizminutka

The wind blows in our faces.

The tree swayed.

The breeze is getting quieter, quieter.

The tree is lower and lower.

The teacher's story about the raven (presentation by text).

Crows are birds that are well known to all of us. Nobody considers them outlandish birds. Some species of crows, considered by many to be pests, are now on the verge of extinction. A large number of people in cities are engaged in the methodical destruction of these birds.
But in fact, if they exist in nature, then it was conceived by nature itself. No wonder in ancient times people attributed power, majesty and a harbinger of change to this bird. A crow builds nests from branches on trees and feeds its chicks there, bringing worms to them in its beak. The crow is very useful in nature - it feeds on waste, cleaning the environment from debris and infections, destroys insects and small rodents. The crow has long been considered a city dweller, she knows how to perfectly adapt to any new conditions for her, her skill is sometimes simply amazed. Ravens are quite careful and observant. They have a good sense of smell, hearing and vision, very sensitive to everything that happens around them. These birds perfectly distinguish between people, taking into account the benefits or harm received from them, and behave accordingly.

Summarizing conversation

What kind of bird is a crow? (wintering)

What is the body of a crow covered with? (feathers)

What color are they?

What does a crow eat? (waste)

What houses do crows build? (build nests)

What are the habits of a crow? How can you characterize it? (cunning and dexterous)

Physical minutes "Migratory and wintering birds"

Birds are called in turn, if they are migratory - they wave their hands, wintering ones - squat.

4. Generalization.

Textbook work

but) P. 85 # 2, tell us about the raven according to plan

b) P. 85 # 3, change the words according to the pattern

in) A captive crow is easily tamed and becomes attached to its owner. She loves to play pranks, she can be taught to speak individual words and phrases. Ravens are distinguished by their peculiar intelligence and intelligence. With the right content, you will have a very good friend and protector who, in his aggressiveness towards the villain, can easily replace a guard dog.

5. Homework

Textbook page 86, task 3, restore the order of pictures, compose a story

6. Lesson summary

    What bird did we meet?

    What are the parts of a crow's body?

    What is the body covered with?

    What are the benefits of birds?

    How should the birds be helped?

Summary of the lesson of writing and speech development in grade 4

Topic:“Subject. The concept of the subject as the main member of the sentence "

Target: formation of the ability to recognize the subject in a sentence, to emphasize correctly.

Tasks:

    didactic: to form the ability to recognize the subject in a sentence, to emphasize correctly;

    correctional: correct and develop speech, mental activity, memory and attention in the course of performing operations of comparison, generalization, classification;

    correctional educational: foster motivation for learning, instill a love of nature, respect for the environment.

Equipment: drawings with the image of a forest, a mushroom, an anthill, a bear, birches, a diagram of the subject, an audio recording of birds singing, cards.

During the classes

1. Organizational moment

What's the date today? What day of the week is it today? What do you learn from your writing lessons?

Guys, guess the riddle:

Who, as soon as it gets hot,

He will pull a fur coat over his shoulders,

And an evil cold will come

Throw it off your shoulders? (Forest)

Today we have an unusual lesson. We will go for a walk in the forest, remember why it is forbidden to make noise in the forest, and on the way we will find out which word in the sentence is called the main one, and we will learn how to find it.

How pleasant it is to be in the forest, to breathe in the fresh air (drawing of the forest on the board).

Guys, why do people go to the forest?

Let's remember how to behave in the forest.

2. Repetition

Finger gymnastics.

In order for your hands to obey you well, and you write beautifully in notebooks, we will perform a warm-up for fingers.

“Flower". Hands on elbows, open fingers, squeeze.

“Painting the fence ”. Smooth movements of the hands up and down.

“Stroking the cat ”. Smooth movements of the hands to the left, to the right.

“Let's draw the sun. " Circular movements with the hands.

A minute of calligraphy

Dark brown caps on a white leg peep shyly from the pale green grass. Nicely, neatly, we will write a poem about a mushroom.

(On the chalkboard, an illustration of a mushroom and a note for calligraphy)

G g

The mushroom grows among the path -

Head on a thin leg

3. Explanation of the new material.

Acquaintance with the main member of the sentence - the subject.

We saw the mushrooms. Now let's listen to the silence (audio recording of birds singing sounds). What have you heard? How do birds sing?

1. A sentence opens on the board: Birds sing merrily in the forest.

Read the sentence:

Who does the sentence refer to? (about birds)

Birds are the main member of the proposal. We underline this word with one line.

Put the question to the main member of the proposal. (Who? Birds.)

Write this sentence in a notebook, underline the word bird with one stroke.

2. A sentence opens on the board: Slender birches grow in a forest clearing.

Read the sentence:

What does the proposal say? (about birches)

Birches are the main member of the proposal. We underline this word with one line.

Put the question to the main member of the proposal. (What? Birches.)

Write this sentence in a notebook, underline the word birch with one stroke.

Remember: the main member of the proposal answering the questions Who? or What? called the subject.

Physical education.

As soon as we all entered the forest, mosquitoes appeared.

Hands up - clap on the head. Hands down - another clap.

We go into the clearing, we find a lot of berries there.

The strawberries are so fragrant that we are not too lazy to bend over.

We walk, we walk, we raise our hands higher.

We do not lower our head, we breathe evenly, deeply.

4. Securing new material.

Work according to the textbook.

A) Working with the rule (reading and memorizing)

B) Performing exercise 35 p.67 in a notebook.

Independent work.

Exercise in finding the main members of the proposal (by cards).

· At the edge of the forest, the foliage of young birches is silvery. Birches are the most beautiful trees in our country. Nimble ants run to their house.

· Slender spruces doze in the forest. In a dense spruce forest, animals and birds wait out cold and rain. Even the owner of the forest - a brown bear - builds his den under an old spruce tree.

In these sentences, you need to find and emphasize the subjects.

Physics game "What will we see in the forest?"

I will ask you riddles. If the answer can be seen in the forest, get up.

1. The very scarlet, sugar, green caftan, velvet. (Watermelon)

2. Who deftly jumps on the trees and flies up the oak trees?

Who hides nuts in a hollow, dries mushrooms for the winter? (Squirrel)

3. Who is this girl? Not a seamstress, not a craftswoman,

She doesn't sew anything herself, but in needles all year round? (Christmas tree)

4. He is in a bright uniform. Spurs for beauty

During the day he is a bully, in the morning he is a clock. (Rooster)

5. I knock on wood, I want to get a worm,

Even though it hid under the bark, it will still be mine. (Woodpecker)

(I write the words of a squirrel, a tree, a woodpecker on the board)

3. Homework

With these words, make up sentences, find the subject in them.

4. Lesson summary.

How many of you liked the lesson - the walk? What new did you learn in the lesson? Which assignment was difficult? What came out best?

Treat the forest with care, be observant. And you will learn many, many interesting things.

, Competition "Presentation for the lesson"

Lesson presentation


























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Attention! Slide previews are for informational purposes only and may not represent all the presentation options. If you are interested in this work, please download the full version.

The purpose of the lesson: to consolidate the knowledge of children about consonants and letters; learn to distinguish sounds by articulation, distinguish sounds and the letter that denotes them. Develop phonemic hearing, attention, logical thinking, memory, fine motor skills.

Equipment: presentation, multimedia device, notebooks, red, blue and green pens.

Course of the lesson

1. Organizing time

.

The one in whose name there is a sound [I] will sit.

Psycho-gymnastics. Speech therapist: What kind of facial expressions do mom and dad have when they are angry? What do you do when you are scolded (Slide 1) (crying, sad, hiding, defending ourselves, keeping silent, apologizing - children mimic a different emotional state). 2-3 scenes are played out.

2. Communication of the topic of the lesson.

(Slide show 2)

Speech therapist: What is it? - House. What's the last sound in the word home? (Sound [M]). In this house live grandmother, grandfather, dad, mother, children - a son and a daughter named Mikhailovs. 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 by articulation and acoustic characteristics.

Speech therapist: Look at my lips, they smile a little when they say the sound [M ’], and get a little angry when they say 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. The game "Hard - soft"

Speech therapist: The Mikhailov family is friendly. They work together and relax together, 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 joined hands.
And they said: “You and me - this is us!
Meanwhile
it turned out the letter M.
A.Shibaev (Slide 7)

Speech therapist: The grandchildren Mitya and Maya really like to play with their grandmother Masha.

5. Development of attention, memory, logical thinking. The game "The fourth extra".

Speech therapist: Look at the pictures, name them, find the "extra 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 a word, but in all words it is heard at the beginning of a 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 words similar? (milk, hammer - Slide 13) ( They begin with a solid consonant sound [M], each word has 3 syllables, written with a vowel 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 tinker with something, knock with a hammer and watch interesting films (slide 15) ..

6. Fizminutka - "Hammers"(slide14).

O.S. - legs - shoulder-width apart, arms down. Fingers are clenched into a fist.

- Cam knocked on cam - choke and choke. Hammers knock knock knock. Knock-knock-knock on nails. Hammers knock-knock, knock-knock on nails. Hammers knock knock knock. Knock-knock-knock on nails. (Repeat - 2 times with music, children perform appropriate movements)

7. Reading syllables and phrases.

Ma-ma-ma - I'm at home myself.
Mu-mu-mu - milk to whom?
Mo-mo-mo - we eat popsicle.
We-we-we - read the book we.
Mi-mi-mi - we sing the note mi. (Slide 17).

8. Writing syllables with the letter M (

 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, um, mind.

9. The result of the lesson.

What sounds did you meet? How are they similar? What is the difference between them?

Tikhonenkova Elena Pavlovna

Teacher-speech therapist, MBDOU of general developmental type kindergarten № 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 carpet - “river”, 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 index fingers 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 the 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:

In the underground, in the 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. He 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 name 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. [M]

Speech therapist: Yes, and it is about these sounds that we will 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 [U]. (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: How do we call the sounds, when pronounced, 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 now?" (learn to write the letter M).

Guys, here we were talking about the sounds of M and M. We heard them, pronounced them, 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 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 children's attention 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 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, then 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.