The sound of the task. Organization of the end of the lesson. Lesson summary on fiction

Our next online literacy lesson is dedicated to new sounds and new letters. Which? First let's play echo. What is an echo?

Game "Echo"…
House - ... mmmm
Smoke - …
Album -…
Volume -….
There - …
Com - ...
Som - ...

Have you guessed what sound our Internet lesson will be about today?

Sound [m]... What kind of vowel or consonant is it? Voiced or voiceless?

Remember words with sounds [m],[m`], which will be found in G. Yudin’s fairy tale “Poets”.

The mouse Mouse and the bear cub Misha were lying in the clearing and eating raspberries. Mouse says:

- Let's come up with poems. Listen to what I wrote:

Every day and every hour

We stubbornly insist:

There's no one in the world

Better than ours...

- Raspberries! - Misha yelled.

- What does “raspberry” have to do with it! I wanted to say: “Better than our mother.”

- That's great too! And now I’ll write... What about?

- Well, at least about this fly agaric.

- Don't eat white pasta

And eat red fly agarics!

- What are you, what are you! - The mouse was scared. “You can’t eat fly agarics, you’ll end up in the hospital.” Here, listen to the verse about the doctor:

There is no more important doctor in the forest,

What a lively redhead...

- Aibolit! - the bear cub yelled.

- Yes, not Aibolit, but an ant. Aibolit heals animals, and the ant heals the forest.

- How do you know so much?

– He who reads a lot knows a lot! - Mouse the mouse answered importantly.

1. Name the words , which have sound [m]….

2. Guess the riddle …

Sleeps in winter
In summer he stirs up the hives

Say this word several times. What sound do you hear at the beginning of a word? How does the sound differ? [m’] from sound [m]?

3. Name the words with soft sound [m’](ball, world, seven, eight, chalk, month)

4.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.

Mi-mi-mi - sing the note E.

5. Game “Who is bigger?”

1. Remember which berry starts with a sound [m] and ends with a sound [A] . (Raspberries, cloudberries.)

2. Name the flowers that have a sound in their name [m] . (Poppy, daisy, mallow, chamomile.)

3. List products that have a sound in their names [m] . (Meat, margarine, butter, pasta, semolina, milk, flour, tangerines.)

6. Say the word

He slept in a fur coat all winter,

I sucked a brown paw,

And when he woke up, he began to roar.

This animal is a forest animal... (bear)

White hare in a black field

Jumped, ran, did loops.

The trail behind him was also white.

Who is this hare?.. (Chalk)

In the underground, in the closet

She lives in a hole

Gray baby.

Who is this?.. (Mouse).

There are a lot of them in the summer,

And in winter they all die out.

Jumping, buzzing in your ear,

What are they called?.. (Flies).

Everyone here in the forest is talented -

And the singer and... (musician).

Our Tanya is crying loudly,

Dropped it into the river... (ball)

Even if they lie in the cold,

But they don’t shiver from the cold.

Let the winds and water be fresh,

Covering the beach... (walruses).

The distance of the fields is green,

The nightingale sings.

The garden is dressed in white,

The bees are the first to fly.

Thunder rumbles. Guess,

What month is this?.. (May).

We are a puppy in soap and water

Two hours with a washcloth... (washed).

7. Game “Say the phrase”

• The horse neighs, and the cow... (moos).
• The dog barks and the cat... (meows).
• The moon is shining and the stars... (flicker).

8.

I represent the letter - M!

1. Find the hidden letters M. Circle them.

2. Color the big letter blue and the small letter green. Place dots in the letter according to the example. Find and color the letter M on right.

3. Connect with the letter M only those objects whose names begin with sounds [m] [m`] .

4. Underline the same letter as the one below on the left side of the picture. Circle all the letters M on right.

5. Connect the dots in numerical order and color what you get. How are squares different?

6. Game “Magic chain”

Convert mouse V bowl.

(Mouse – midge - bear - bowl.)

7. Game “The letter is lost”

Find the lost letter.

– skva, – insk, – ak, – etro, – a – a, – ir.

8. Game “On the contrary”

Name words that begin with the sound [ m], opposite in meaning to these words,

War - ( world), argue - ( put up), fast - ( slowly), solid - ( soft), silly - ( wise), big - ( small).

9. Game “One - many”

Present these words in the plural: bridge – ( bridges), museum - ( museums), flour - ( flour), soap - ( soap), metro - ( metro).

10. Game “A word for you”

Mac... (- ears), mask... (- glad), meat… (- cutting), mouse… (- yak).

11. Game “Match a pair”

small car

sea ​​crimson

the man is slow

peaceful ball

fine chalk

ice cream museum

meat musical

12. Game “Six Magicians”

1. m– – – a – d.

This one was invented by people in Australia.

2. magician – – – – – – –.

This one includes jazz, ditties, and arias.

3. magician – – – – –.

This one is a beautiful oriental flower.

4. – – – – – – magician.

In this there is a flow of various goods.

5. ma – g – – – – – –.

This one is in the flowerbed, it is small but beautiful.

6. – – magician –.

If it weren't for this one, or rather this one,

I wouldn't expect an answer from you.

Answer: mustang, tape recorder, magnolia, department store, daisy, paper.

13. Game “Find the words”

14. Game “Playing hide and seek”

Question. Who else lived in the house? Read the proposal carefully. Maybe you'll see someone else.

15. Game "Syllable Lotto"

1. Read the syllables and make words with them. ( Milk, mother, soap, frost etc.)

2. A syllable is printed on the typesetting canvas ma, you need to add another syllable (syllables) to make a whole word. ( Ma-ma, ma-lina, ma-ki.)

3. Make up words in which one of the syllables must begin

starting with the letter “m”: ma, ti, ma, si, ma, ra, ma, ro, ma, mu, lo, la, ma, lo, we. (For example: mom, little, soap, Roma, flour, frame, Sima, Tim.)

16. I gram “Magic letter”

L

And R? AND I

Answer: army, lamp

17. Game "Tailhead"

We are short babies.

We will be glad if you

Think about it and find out

And beginnings and tails.

Stranded mol poppy

Answer: bumblebee, mill, hops; milk, well done, mole, resin, molecule; pasta, hammock, mockup etc.

18. Reading..

19. We write..

20.

Proverbs and sayings

1. Peace builds, but war destroys.

2. A lot of snow means a lot of bread.

3. It’s not enough to want, you have to be able to.

Dictionary

• Market- from English market - market
• Master Class— exchange of experience
• Megapolis — This a city that reached a population of one million people
• Manager- specialist manager.

Catchphrases or phraseological units

• Throw thunder and lightning - to become furious, to become very angry.
• It's a small world - about an unexpected meeting with an old acquaintance.

Back forward

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

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 hearing, attention, logical thinking, memory, fine motor skills.

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

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.

(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)

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)

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 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 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).

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?

Ivanova Farida Fanurovna
Summary of a literacy lesson in the preparatory group “Sound and letter M”

Subject: Sounds [M], [M"] and letters M, m.

Goals: clarification of knowledge about sounds [M], [M"]; exercise children in highlighting sounds [M], [M"] in words and position definitions sounds in words; acquaintance with letters M, m; learn to read reverse and forward syllables; continue to strengthen graphic skills; develop visual perception, phonemic hearing; develop fine motor skills of the hands.

Equipment: toys of Phil and Karkush, colored squares for making word patterns, toys - car, ball; tumblers (blue and green, drawings of a car and a ball, drawings for games, card with letter, houses for letters, syllabic tables, typesetting, cash register letters; on everyone's table set: mirror, signal cards, word diagram and colored squares for sound analysis, counting sticks, colored pencils, pencil, notebook.

Progress of the lesson:

I Organizational moment:

IN: Guys, today is we have guests visiting us. Who is this?

Filya and Karkusha.

IN: Where did they come to us from?

From the program "GOOG night kids"

IN: Karkusha and Filya really want to work out with you today. Can?

IN: Then, come in, take your seats. And you guests, please take a seat. And we begin our class.

II. Repetition of what has been learned material:

IN: Guys, today we will continue our journey through a magical land sounds and letters, let's meet new ones sounds and letters. Tell me what's different letter from sound?

+ The sounds we hear, we pronounce, but do not see, but we see the letters, write, read.

IN: With some sounds and letters we have already met. Name them.

A, O, U, E, I.

IN: What are they?

Vowels.

IN: How are they pronounced?

IN: Look at the diagram of this word. From which sounds it consists?

From vowels.

IN: How many are there?

IN: Choose short words for this diagram.

Aw! Wow! Eeyore!

III. Learning new things material:

1) Introduction to the topic.

K.: Guys, can I tell you a riddle?

K.: He drinks gasoline like milk,

Can run far.

Carries goods and people.

You are familiar with her, of course. /car/

(a toy car is shown)

K.: Jump - jump, jump - jump,

The bun played out,

Ani jumps higher

Our cheerful...

IN: Guys, let's call these words again - guesses.

Car, ball.

IN: Name the first the sounds of these words. Mmmachine.

IN: Mmmball.

IN: Yes, and exactly about these sounds we will talk today.

2) Clarification of articulation sound.

IN: Take the mirrors, smile. Let's say it first sound [M](in chorus, individually).

IN: And now sound [M"](in chorus, individually)

IN: What happens to our lips?

They first close and then open.

IN: Yes, but does the air come out freely?

IN: What's stopping him?

3) Characteristics sounds.

IN: What are they called? sounds, when pronouncing which something bothers us?

Consonant.

IN: Means, what are the sounds [M] and [M"]?

Consonants.

IN: And we know that consonants sounds may be voiced or unvoiced. Let's determine what our voiced or unvoiced sounds. To do this, put your palm to your throat and say sounds [M] and [M"]. ... Do you feel the voice ringing?

IN: Means what are the sounds [M] and [M"]?

Voiced.

IN: Yes, and also consonants sounds can be soft and hard. Solid sounds What color do we use?

IN: What about soft ones?

Green.

IN: Look at our assistants Tumblers. What does the blue Tumbler have in his pocket?

Drawing with a car.

IN: Which one is first? sound in this word?

IN: And since the blue Tumbler has a car, it means sound [M] what?

Solid and will be indicated in blue on the diagram.

IN: What about the green Tumbler, what is written on his pocket?

IN: Which one is first? sound?

IN: Is it hard or soft?

Soft and will be indicated in green on the diagram.

IN: So, let's summarize. Sounds, [M] and [M"] what?

Consonants, voiced, [M] - hard, indicated in blue, [M"] - soft, indicated in green.

4) Games for the development of phonemic awareness

F: And in order to remember all this better, I suggest playing a game "Hard, soft"

F: You have signal cards on your tables, one green and the other blue. I will name new words sounds if you hear hard sound We pick up a blue card, if it’s soft, we pick up a green card.

F: Poppy, frost, broom, honey, milk. (showing pictures)

TO: And I want to play words with you. Name the vegetables with sounds M or M.

Carrot, tomato.

TO: Name fruits and berries with these sounds.

Currant, tangerine, raspberry, lemon.

TO: Now name the spring months from sound M.

March, May.

IN: And I know another game, it’s called "Where the sound lives?»

IN: You must determine the location sound in a word, in the middle, at the end or at the beginning, and also determine whether it is hard or soft and indicate it in the diagram with its color.

(children take cards and colored squares)

IN: Mask, gnome, catfish, fly agaric, lemon, jellyfish. (showing pictures).

5) Physical education minute.

IN: Now let's rest a little. (go out onto the mats)

Girls and boys will run in circles,

They bounce like balls. Then they will sit down and rest.

Hands clap, And let's jump again.

They stomp their feet. Well, there’s no way to stop them!

6) Getting to know letters M m(capital and uppercase).

IN: Guys, we were talking about sounds M and M. We heard them, pronounced them, and what to do to see them. What do we need for this?

+ Letter.

IN: IN: Yes, we need letter, which denotes these sounds. Here she is.

Stick and stick,

There is a tick between them.

And it’s clear to everyone at once:

It turned out letter M.

IN: Look at her carefully. What does she look like?

IN: How many elements does it have?

IN: Make it out of sticks.

IN: Now let's write this letter in the air.

IN: And we also need to settle this letter to her apartment. Tell me, what house will she live in?

With a blue roof.

IN: That's right, because it's a consonant letter- it means two consonants sound. And since they are loud, the apartment will be on the left side, in the second entrance on the third floor. (Selim letter)

IN: Now open your notebooks and do the same for yourself. First we paint the roof of the house, and then we enter letter to her apartment.

+ (monitor posture and correct task completion, encouragement)

IN: Please note that this apartment will be shared by two sound, which are designated by one letter.

7) Reading syllables according to the syllable table.

F: Guys, let's read the new syllables letter.

(individually, in chorus)

IV. Work in a notebook.

IN: And now I suggest stretching our fingers.

(finger gymnastics)

IN: Well done. Look again how it's written letter M. (show on the board) And now we write one line at a time in capital and lowercase letters M.

V. Sound-letter analysis.

IN: Guys, tell me, what do you think is the favorite word for all children in the world?

IN: Let's take this word apart and make a diagram of it, and then read it.

(drawing up a word diagram, signing it letters from the box of letters(at the blackboard)

IN: Now come up with beautiful sentences with this word.

VI. Bottom line. Generalization.

F: Well done guys, thank you all very much. We really enjoyed your stay. But it’s time for us to say goodbye to you and hurry to film a new program "GOOG night kids". And we will definitely come to you again. Goodbye!

IN: Here's ours the lesson has come to an end, tell me which ones we met through sounds?

What are they?

IN: Which the letters represent these sounds?

Subject: M-M sounds. Letter M.

Correctional educational goals: teach children to characterize the sounds M and Mb based on various types of control.

Correctional and developmental:

• develop phonemic awareness, attention, memory, thinking, graphic skills;
• develop general, fine and articulatory motor skills;
• expand and clarify the vocabulary.

Correctional and educational:

• develop children's powers of observation;
• instill self-control over speech in children.

Material: costumes for Bear and Mouse, object pictures (poppy, airplane, house, motorcycle, carrot, tomato, pyramid, honey, ball), mirrors, small stone, cotton balls, ball, individual envelopes with blue and green chips and counting sticks , a container of water, napkins, homework sheets to reinforce the topic.

Progress of the lesson

Introductory part

The defectologist organizes a greeting. Creating motivation.

Defectologist: Guys, guests will come to you now. And you will find out who they are if you guess my riddles. Listen to the first riddle:

Loves raspberries, loves honey,
In winter, he only sucks his paw.
By spring he wants to lose weight.
... (a bear) sleeps in his den. Well done! And now the second 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.
The pencil also chews on books.
Did you guess it? This is... (mouse)

Defectologist: Well done! Mouse and Bear will come to you today. After a knock on the door, Mouse and Bear enter. Greeting children:

- Hello guys. We brought you pictures as a gift.

Envelopes with pictures are given to a defectologist (in the envelope there are pictures with objects whose names contain the sounds M and Mb)

Defectologist: Thank you Mouse and Bear.

— Guys, what time of year is it now? (Autumn)

“We know that you need to hurry to the forest and prepare for winter.” We were glad to see you. Goodbye Mouse and Bear!

Main part

Frontal work, organization of dialogue

The defectologist takes out from the envelope pictures from Mouse (pictures with a hard M sound in the title), then pictures from Mishka (with a soft M sound). Children name the objects depicted on them. The speech pathologist pronounces words with exaggeratedly pronounced sounds being studied.

Defectologist: Guys, you named different pictures. What sounds did you hear most often? That’s right, and the topic of our lesson is “the sounds of M and M.”

Characteristics of sound by articulatory and acoustic characteristics. Working with mirrors

Defectologist: 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.

Defectologist: What is the sound of M? (consonant, hard, voiced) how is it indicated? (blue chip) how are the lips located? (close tightly)

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)

Development of phonemic hearing. Game “Signalers”

The speech pathologist 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

Defectologist: 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 ball game “On the contrary”.

The speech pathologist 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 y - ... (mu) UM - ... (um)

We -...(mi) ym -...(im)

Me -... (me) EM -... (um)

Defectologist: Well done boys! Now let's sit down and do some exercises for our arms. Exercises on the rhythmic organization of movements, switchability.

Development of interhemispheric interaction

Game “Fist – edge – palm”. On the plane of the table, three positions of the hand successively replace each other.

Game “Sun”

Didactic game “Stone - cotton wool”. Differentiation of hard and soft sounds

Defectologist: We did a good job with our hands, and now let’s play the game “Stone - cotton wool”. Children choose pictures for themselves. There are two tables on the carpet. On one there are pebbles, and on the second there are cotton balls. The child names the object in his picture and determines the hardness or softness of the sound M. Then he assigns his picture to either pebbles (hard sound) or cotton balls (soft sound). Children are allowed to touch the pebbles and balls.

Introducing the letter “M”

Defectologist: Let's remember how letters differ from sounds (slide No. 1). You and I know that each sound has its own sign by which it is designated. Let's get acquainted with the letter “M” (slide No. 2). The defectologist reads the poem: “Holding hands we stood up, and became like M,” and two children at this time depict the letter M. The rest lay it out from counting sticks, then write the letter on the water.

Game “Field of Miracles”.

Defectologist: Now we will play the game “Field of Miracles”! I thought of a word! You can find out what I wished for if you make up a word based on the first sounds of the names of the pictures on the board.

Pictures appear on the screen one after another (slides No. 3-6). Children consistently identify the first sounds in words and form the word mom.

The image of the guessed word appears on the monitor screen.

The result is the word “MOM”. Children read it.

Defectologist: Guys, I have prepared homework for you. After sleeping with the teacher, you will complete it and consolidate the material you have covered.

Results. Well done! You guys did a great job today. What sounds did we study? What was the most interesting part of the lesson? What was the most difficult? Shapovalova N., teacher-speech therapist.

Open lesson on the subject: Teaching literacy

Subject : Sounds [M] , [M"] andletters M , m.

Goals : clarification of knowledge aboutsounds [M] , [M"]; exercise children in highlightingsounds [M] , [M"] in words and position definitionssounds in words ; acquaintance withletters M , m; learn to read reverse and forward syllables; continue to strengthen graphic skills; develop visual perception, phonemic hearing; develop fine motor skills of the hands.

Equipment : toys of Phil and Karkush, colored squares for making word patterns, toys - car, ball; tumblers (blue and green, drawings of a car and a ball, drawings forgames , card withletter , houses forletters , syllabic tables, typesetting, cash registerletters ; on everyone's tableset : mirror, signal cards, word diagram and colored squares forsound analysis , counting sticks, colored pencils, pencil, notebook.

Progress of the lesson:

I Organizational moment :

IN : Guys, today iswe have guests visiting us . Who is this?

Filya and Karkusha.

IN : Where did they come to us from?

From the program"GOOG night kids"

IN : Karkusha and Filya really want to work out with you today. Can?

Yes.

IN : Then, come in, take your seats. And you guests, please take a seat. And we begin ourclass .

II. Repetition of what has been learned material :

IN : Guys, today we will continue our journey through a magical landsounds and letters , let's meet new onessounds and letters . Tell me what's differentletter from sound ?

+ The sounds we hear , we pronounce, but do not see, butwe see the letters , write, read.

IN : With somesounds and letters we have already met. Name them.

A, O, U, E, I.

IN : What are they?

Vowels.

IN : How are they pronounced?

IN : Look at the diagram of this word. From whichsounds it consists ?

From vowels.

IN : How many are there?

Two.

IN : Choose short words for this diagram.

Aw! Wow! Eeyore!

III. Learning new things material :

1) Introduction to the topic.

K.: Guys, can I tell you a riddle?

K.: He drinks gasoline like milk,

Can run far.

Carries goods and people.

You are familiar with her, of course. /car/

(a toy car is shown)

K.: Jump - jump, jump - jump,

The bun played out,

Ani jumps higher

Our cheerful...

Ball.

IN : Guys, let's call these words again - guesses.

Car, ball.

IN : Name the firstthe sounds of these words . Mmmachine.

+ [M]

IN : Mmmball.

+ [M"]

IN : Yes, and exactly about thesesounds we will talk today.

2) Clarification of articulationsound .

IN : Take the mirrors, smile. Let's say it firstsound [M] (in chorus, individually) .

IN : And nowsound [M"] (in chorus, individually)

IN : What happens to our lips?

They first close and then open.

IN : Yes, but does the air come out freely?

No.

IN : What's stopping him?

Lips.

3) Characteristicssounds .

IN : What are they called?sounds , when pronouncing which something bothers us?

Consonant.

IN : Means,what are the sounds [M] and [M"] ?

Consonants.

IN : And we know that consonantssounds may be voiced or unvoiced. Let's determine what ourvoiced or unvoiced sounds . To do this, put your palm to your throat and saysounds [M] and [M"] . ... Do you feel the voice ringing?

IN : Meanswhat are the sounds [M] and [M"] ?

Voiced.

IN : Yes, and also consonantssounds can be soft and hard. Solidsounds What color do we use?

Blue.

IN : What about soft ones?

Green.

IN : Look at our assistants Tumblers. What does the blue Tumbler have in his pocket?

Drawing with a car.

IN : Which one is first?sound in this word ?

+ [M]

IN : And since the blue Tumbler has a car, it meanssound [M] what ?

Solid and will be indicated in blue on the diagram.

IN : What about the green Tumbler, what is written on his pocket?

Ball.

IN : Which one is first?sound ?

+ [M"]

IN : Is it hard or soft?

Soft and will be indicated in green on the diagram.

IN : So, let's summarize.Sounds , [M] and [M"] what?

Consonants, voiced, [M] - hard, indicated in blue, [M"] - soft, indicated in green.

4) Games for the development of phonemic awareness

F : And in order to remember all this better, I suggest playing a game"Hard, soft"

F : You have signal cards on your tables, one green and the other blue. I will name new wordssounds if you hear hardsound We pick up a blue card, if it’s soft, we pick up a green card.

F : Poppy, frost, broom, honey, milk.(showing pictures)

TO : And I want to play words with you. Name the vegetables withsounds M or M .

Carrot, tomato.

TO : Name fruits and berries with thesesounds .

Currant, tangerine, raspberry, lemon.

TO : Now name the spring months fromsound M .

March, May.

IN : And I know another game, it’s called"Where the sound lives ?»

IN : You must determine the locationsound in a word , in the middle, at the end or at the beginning, and also determine whether it is hard or soft and indicate it in the diagram with its color.

(children take cards and colored squares)

IN : Mask, gnome, catfish, fly agaric, lemon, jellyfish.(showing pictures) .

5) Physical education minute.

IN : Now let's rest a little.(go out onto the mats)

Girls and boys will run in circles,

They bounce like balls. Then they will sit down and rest.

Hands clap, And let's jump again.

They stomp their feet. Well, there’s no way to stop them!

6) Getting to knowletters M m (capital and uppercase) .

IN : Guys, we were talking aboutsounds M and M . We heard them, pronounced them, and what to do to see them. What do we need for this?

+ Letter .

IN : IN : Yes, we needletter , which denotes thesesounds . Here she is.

Stick and stick,

There is a tick between them.

And it’s clear to everyone at once :

It turned outletter M .

IN : Look at her carefully. What does she look like?

IN : How many elements does it have?

IN : Make it out of sticks.

IN : Now let's write thisletter in the air .

IN : And we also need to settle thisletter to her apartment . Tell me, what house will she live in?

With a blue roof.

IN : That's right, because it's a consonantletter - it means two consonantssound . And since they are loud, the apartment will be on the left side, in the second entrance on the third floor.(Selim letter )

IN : Now open your notebooks and do the same for yourself. First we paint the roof of the house, and then we enterletter to her apartment .

+ (monitor posture and correct task completion, encouragement)

IN : Please note that this apartment will be shared by twosound , which are designated by oneletter .

7) Reading syllables according to the syllable table.

F : Guys, let's read the new syllablesletter .

A A

Oh Oh

M U U M

E E

And And

(individually, in chorus)

IV. Work in a notebook.

IN : And now I suggest stretching our fingers.

(finger gymnastics)

IN : Well done. Look again how it's writtenletter M . (show on the board) And now we write one line at a time in capital and lowercaseletters M .

V.Sound-letter analysis .

IN : Guys, tell me, what do you think is the favorite word for all children in the world?

+MOM

IN : Let's take this word apart and make a diagram of it, and then read it.

(drawing up a word diagram, signing itletters from the box of letters (at the blackboard)

IN : Now come up with beautiful sentences with this word.

+

VI. Bottom line. Generalization.

F : Well done guys, thank you all very much. We really enjoyed your stay. But it’s time for us to say goodbye to you and hurry to film a new program"GOOG night kids" . And we will definitely come to you again. Goodbye!

+

IN : Here's oursthe lesson has come to an end , tell me which oneswe met through sounds ?

+

What are they?

+

IN : Whichthe letters represent these sounds ?

+

IN : Well done!

Literacy preparation lesson notes. Topic: “Sound and letter N. Visiting a rhinoceros”

Tasks:

1. Teach children to hear the sound N in words.

2. Teach children to characterize the sound N using a reference diagram.

3. Strengthen the skill of phonemic analysis of the reverse syllable.

4. Develop phonemic awareness.

5. Strengthen the visual image of the letter N.

6. Practice agreeing the possessive pronouns mine, mine, mine with nouns.

7. Develop voluntary attention, visual, auditory, tactile perception

8. Develop thinking, constructive praxis, orientation on a sheet of paper, fine motor skills.

Equipment:

Rhinoceros picture, subject pictures for a flannelgraph, the names of which have the sound N and those whose names do not have this sound, flannelgraph, a diagram for characterizing sounds, a diagram for differentiating the concepts of sound-letter, forms for the game “Tic-Tac-Toe”, simple pencils, counting sticks, strips for laying out sound patterns, chips for laying out patterns, plastic letters, “Wonderful bag”, arrows of different colors, sound rulers, boats.

Progress of the lesson:

1. Organizational moment .

- A guest came to our lesson. Who is this? (rhinoceros) He found out that the kids in kindergarten could tell him about his favorite sound.

2. Isolating a sound from the beginning of a word, characterizing the sound according to the diagram.

- What is the first sound heard in the word rhinoceros? Let's tell the rhinoceros everything we know about the sound N (characteristics of sound according to the diagram).

3. Development of phonemic perception, the ability to hear the sound N in words, development of orientation on a sheet of paper.

- Rhinoceros has prepared a game for you, it’s called “tic-tac-toe.” I will name words, if the word has the sound N, we put a cross, if not, we put a zero (they work with a simple pencil).

- How many words with the sound N did I name? How can this be determined (count the crosses). Let's remember what words with the sound N I named.

4. Physical exercise.

5. Sound analysis of the word OH based on the sound diagram.

- Guys, the rhinoceros heard that you know how to spell out some words with chips, let's teach him too. Let's lay out the diagram of the word OH in squares.

Questions for children (individual)

- How many sounds are in the word OH? Name it.

- How many vowel sounds are in the word OH? Name it.

- How many consonant sounds are in the word OH? Name it.

- What sound is at the beginning of the word OH?

- What sound is at the end of the word OH?

6. Development of phonemic representations.

- Let's give our guest gifts (pictures for a flannelograph), but we will give only those whose names contain the sound N.

7. Agreement of possessive pronouns with nouns.

- Our rhinoceros liked the gifts and he says: “These are my socks,” etc. Let’s teach the rhinoceros to speak correctly. How should I say it? (my socks, etc.).

8. Development of auditory attention, highlighting the first and last sound in sound combinations.

- It’s time for the Rhino to move on to the land of sounds and letters. Do you want to go with him? He will take with him only the most attentive. I need to show on the sound line how many sounds I will make (ANU, NAO, etc.). What's the first sound? What's the last sound?

9. Differentiation of sound-letter concepts. Rhinoceros decided to first go to the letters to find his favorite letter N. What is the difference between sounds and letters? (according to the reference diagram).

10. Consolidating the visual image of the letter N.

- Spin and spin and find yourself in a sound-letter land!

- we will travel along the arrows. First, let's follow the purple arrow. Which way is she pointing (to the right). And here is our letter N, it is denoted by the sound N. What does the letter N look like? Let's stand in pairs and draw the letter H. How many sticks will be needed to lay out the letter H (lay out from sticks).

11. Development of tactile perception, fine motor skills.

Let's go further. Now let's follow the orange arrow. Where is she pointing? (left)

- Oh, what kind of bag is this? There are letters in it. It turns out that you need to find the letters N in it by touch.

- Now let’s trace these letters with a pencil (circle). Let's turn them into sailors, put vests on them (shading).

12. Reading forward and backward syllables. Let's go together with the sailor letters across the sea on boats. The ships sail past the islands (the letters A, O, U are on the islands). Children read the syllables (NA, AN, NO, OH, NU, UN, depending on where the boat landed).

13. Summarizing.

- Rhino really enjoyed traveling with you. Now it's time to go back to kindergarten.

- What have you learned? What did you like? What were the difficulties?

Dear readers, if you are interested in this activity, write in the comments and I will post a photo of the visual material.

Lesson topic: “Introduction to the number zero and its corresponding digit”

Goals: 1. Create conditions for the formation of students’ ideas about the number zero as the absence of objects of recalculation, introduce them to the corresponding number and develop the ability to write the number zero. Strengthen students' ability to establish relationships between numbers and write inequalities, write the numbers they have studied.

2. Create conditions for the development of observation, attention, mathematical speech, and mental operations in students.

3. Contribute to the development of friendly relationships, mutual understanding, and the ability to work with each other; nurturing interest in the subject.

Equipment: drawing of the starry sky, stars, posters with a motto and a learning task, a sample of writing the number 0, cards with inequalities, cards with numbers, handouts - cards with images of animals, cut numbers, typesetting canvas, drawings of the sun and the sun with a cloud, cards with children's names, fans with numbers from 0 to 10.

Progress of the lesson.

Ι. Organizing time.

ΙΙ. Emotional mood.

- Today in class, “Happy Counting” we will make a fabulous space journey.

Distant stars are burning in the sky,

They invite smart guys to visit.

It won’t take long for us to get ready for the journey -

And now we are ready to fly.

- We will all become astronauts. Let us repeat after me in chorus the words that will become the motto of our lesson-journey.

Do you want to become an astronaut?

Must know a lot!

- During the flight, you will master new knowledge, and a new star will light up in the sky every time.

ΙΙΙ. Updating of background knowledge and problem statement.

(On the children’s desks are sheets of animals (a bird, a bumblebee, a dragonfly, a mouse), cards with the numbers 2, 2, 3, 4, 4, 5, and a blank card.)

- These animals are asking for help. What did you notice? (Children's statements.)

- I suggest working in pairs. Determine how many wings each animal has and place the correct card next to it. If you find it difficult to choose a number, put down a blank card. (Work in pairs.)

(Check using fans.)

- Well done, you helped the animals. We light a star.

- What did you notice while completing this task?

- What can you say about the number of wings a mouse has?

- Yes, the mouse has no wings. Can you write this down using a number?

- Do you know this number?

- What educational task will you set for the travel lesson? (Get acquainted with the new number.)

- Well done, we are opening another star.

(I attach a star to the starry sky.)

ΙV. Learning new material.

- Your thoughts,

- What number will help us indicate the number of wings a mouse has?

- Who thinks differently?

- The number zero is written as 0.

(I show an example of writing the number 0.)

- Guys, what does the number 0 look like? (Children's statements.)

A number like the letter O -

This is zero or nothing.

The round zero is so pretty

But it doesn’t mean anything!

(- I can comment. On the right side of the cell, slightly below the upper corner, we begin to write an oval, which falls to the middle of the bottom side of the cell. Then again we move upward in a rounded manner to the beginning of the oval.)

Children write numbers in a printed notebook.

- I suggest highlighting the most beautiful number, showing it to the teacher and your desk neighbor.

- Amazing! Another bright star lights up on our way.

(I attach a star to the starry sky.)

V. Physical exercise.

Are you probably tired?

Well, then everyone stood up together.

They stomped their feet,

Hands patted.

Bend lower to the right (4 tilts),

Bend to the left too (4 tilts).

Spun around, twirled around

And everyone sat down.

We close our eyes tightly,

We count to five together.

Let's open it. Let's blink

And we start counting.

VΙ. Reinforcing the material learned .

-Listen to the riddle:

I, friends, am not evil at all.

A stranger comes to a stranger’s house and I bark.

Tricky? Bully?

No! Regular... (Dog)

-Who will we take with us on the flight? (Dog.)

- A dog is man's friend. Dogs flew into space before the first human flight. What were the names of these dogs? (Belka and Strelka.)

1.Now let’s see how quickly you can count .

Clap as many times as the dog:

ears; (2)

paws; (4)

tails; (1)

horns (not at all)

- What number will we use to indicate the number of horns on a dog? (Zero)

2. Comparison of numbers.

5*0 0*0 0*3

0*2 4*0 6*0

- Another bright star lights up in the sky. The astronauts can rest a little.

(I attach a star to the starry sky.)

3. Attention distribution task: Find the number.

- Various surprises can happen in space. Imagine that our rocket collided with some kind of cosmic body. She swayed so much that the merry

clowns, all the numbers scattered and got lost. Help the clowns find the hidden numbers.

- What numbers are hidden?

(Children name, I put numbers on the typesetting canvas: 1, 3, 0, 6, 4, 9, 5.)

- I propose to put them in ascending order.

(The student displays it on the typesetting canvas.)

- Did you manage? Well done! Another star has lit up in the sky! All numbers are in place. The problem has been fixed.

Congratulate everyone! The journey to the Sun is over. Look what a beautiful sky we have, how many stars lit up on our way. This means that you have gained so much new knowledge.

VΙ Summary of the lesson.

- What number and what figure did you get acquainted with in class?

- How many objects does the number 0 represent?

VΙ Encouraging children.

- Thanks to all participants in our flight! For excellent work in class, each of you receives a star.

Class

"Wild Animals of Our Forests"

Target:

teach children to answer questions, solve riddles, develop dialogical speech;

teach children to use adjectives in speech, to correlate words denoting the names of animals with the names of their cubs;

strengthen the articulatory apparatus, practice the skill of correct pronunciation of the sound “s” and work on intonation expressiveness of speech, teach children to clearly pronounce words and individual phrases.

Progress of the lesson:

Speech gymnastics:

Su-su-su, su-su-su,

We saw a squirrel in the forest.

We pronounce the clear phrase with different voice strengths (quiet  louder  loud):

Sa-sa-sa, sa-sa-sa,

Here the fox is running.

The children pronounce the pure phrase first all together, then individually with different intonations (surprised, scared, joyful).

When working with pure tongues, I pay attention to the clear pronunciation of sounds.

- Who were we talking about now? (About the squirrel and the fox.)Are these animals wild or domestic? (Wild.)Why do we call them wild? (Because they live in the forest.)What else do animals live in the forest? (Children's answers.)

Didactic game “Who lives in the forest?”

The teacher asks riddles. The game uses pictures of wild animals and a flannelgraph.

Who is cold in winter

Walking around angry and hungry? (Wolf.)

A “wolf” appears on the flannelgraph.

- What kind of wolf? (Gray, shaggy, big... wild.)

- What is the name of his house? (Lair.)

I walk around in a fluffy fur coat,

I live in a dense forest.

In the forest on an old oak tree

I'm gnawing nuts. (Squirrel.)

- What kind of squirrel? (Red, fluffy, small....) Next to the wolf I put a squirrel on the flannelgraph.

- What is the name of the house where the squirrel lives? (Hollow.)

The tail is fluffy,

Golden fur,

Lives in the forest

And in the village he steals chickens. (Fox.)

A fox appears on the flannelgraph.

Lisa, which one? (Red-haired, fluffy, cunning.)

What is the name of the fox's house? (Nora.)

A ball of fluff,

Long ear

Jumps deftly

Loves carrots. (Hare.)

A hare appears on the flannelgraph.

- Tell me which hare? (Small, cowardly, gray in summer and white in winter...)

- What is the name of the hare's house? Does he have a home? (The hare brings out her cubs in a nest in the tall grass. When the bunny grows up, the whole forest becomes its home.)

In summer he walks without a road

Near pine and birch trees.

And in winter he sleeps in a den,

Hides your nose from the frost. (Bear.)

A bear appeared on the flannelgraph next to other animals.

- Tell me about the bear. What bear? (Big, shaggy, club-footed....)

- What is the name of the bear's house? (In winter - the den, in summer - the whole forest.)

Word game “Say a word”

- It's cold in the forest in winter, and hot in summer. In summer, all the animals are looking for somewhere to drink water. Animals with their cubs rush to the watering hole (the teacher reads a poem, the children, finishing the phrases, name the cubs of wild animals). Pictures depicting wild animals and their cubs are used.

On a hot day along a forest path

The animals went to water.

The wolf was following the mother... Who? (Wolf cub.)

Sneaking after the mother fox... Who? (Little fox.)

The hedgehog was following his mother... Who? (Hedgehog.)

He was following the mother bear... Who? (Teddy bear.)

Jumped after the mother squirrel... Who? (Little squirrel.)

Jumped after the mother hare... Who? (Little bunny.)

Children display wild animals and their babies on a flannelgraph.

All the guys are great!

We will clap for you all

Let's stomp our feet,

Let's wave our hands,

We will dance together with you.

Children dance freely to musical accompaniment.

Lesson summary on fiction

Educational region : Communication.

Sections : Fiction.

Subject : Memorizing a poem by Muzafar Alimbaev

"Leaves Are Falling" .

Target : To enrich children’s ideas about the poets of Kazakhstan, to teach them to express a sad mood when reading a poem, to capture the musicality, sonority, and rhythm of poetic speech. Introduce and teach children to memorize the content of a poem according to the scheme, develop memory, thinking, and imagination.

Material to occupation. A box with a crystal key, a portrait of M. Alimbayev, a color illustration about autumn, a diagram of the content of the poem, a didactic game “When does this happen?”

Vocabulary work. Ocher.

Bilingual component :kz, yryek, azan, arasha, zhapratar, aash.

Progress of the lesson:

Introductory part

1. Playing with a magic box.

The teacher contributes to group magic box.

Tells the children that the queen Literatures Gave the children a magic box. That today she wants to introduce children to something new a work of art.

But in order for the box to open, you need to solve riddles.

The teacher makes riddles about natural phenomena.

(children guess riddles)

I paint with yellow paint

Field, forest, valleys.

And I love the sound of rain,

Call me!

(autumn)

He came and filled the tubs.

I diligently watered the beds.

He washed the windows noisily.

I danced on the porch.

Wandered around on the roof to my heart's content

And went through the puddles into the field

(rain)

Knocking loudly

Screams loudly

And what does he say -

No one can understand

And the wise man will not know.

(Thunder)

Rooted into the ground for a minute

Multi-colored miracle bridge.

The miracle master made

The bridge is high without railings.

(Rainbow)

Walking in the field, but not a horse.

It flies freely, but is not a bird.

(Wind)

The teacher praises the children for good answers and draws attention to what is in the box

Something clicked - it was the box opening.

“And in the box, guys, there is a magic crystal key.

Which today will reveal a new work to us, but for this we will now all say the magic words together”:

(children say magic words)

"Crystal key"

We love poetry

The poet composed them -

Find it!”

The teacher opens the magic book with the help of a key and magic words.

“Guys, today the magic book wants to introduce us to the poets

Muzofaram Alimbayev.

2. Look, queen Literatures sent you a portrait of the poet, she wants you to remember the poet and recognize him.

Poet Muzofar Alimbayev is a very talented and respected poet. He is one of the authors of our main song - the anthem of the Republic of Kazakhstan.

He wrote a lot of beautiful poems about the Motherland, about nature, for children.

Composers write music based on the words of his poems.

Today our magic book "Droplet" I prepared a poem for us about autumn.

What can you guys tell us about autumn?

- What autumn months do you know?

Who can tell me what autumn is in Kazakh? (kz)

What are the months of autumn in Kazakh? (yryek, azan, arasha)

What is the mood of autumn in our city today?

What poems about autumn do you remember?

What kind of dress do trees have in autumn?

Tell me what is the Kazakh word for tree, leaves? (aash, zhapratar)

Guys, we're tired. Come out and stand in a circle, physical minute "Aashtar"

Terbeledi, aashtar

Aldymnan zhel esedi

Kip-kishkentai, aashtar

lken bolyp sedi

The teacher draws the children's attention to an illustration depicting autumn.

“Guys, look at the illustration and describe her :

What is shown in the picture?

What's the sun like in autumn? (not bright, does not heat much) .

What happened to the sun? (the sun is less in the sky)

Why did it become worse at heating?

What kind of rain happens in the fall?

Why do the leaves turn yellow?

Why do the leaves fly off?

What can autumn leaves be compared to? (with gold coins) .

What is the name of the phenomenon when leaves fall? (leaf fall)

Guys, today we will get acquainted with a poem by Muzafar Alimbaev

"Leaves Are Falling" ", in the poem he talks about all the natural phenomena that occur in the fall."

3. Working with a poem.

The teacher reads a poem.

(children listen carefully to the teacher)

The rain just wants to be angry

Leaves are falling. They sparkle.

It can be seen that the yellow leaves

They want to go back to the branches

Autumn. Dreary and wet

So it goes day after day

Bright, yellow ocher

Shines with cold fire.

Then the teacher conducts a short conversation on the content of the poem.

What was the poet's mood when he wrote this poem?

What is the tone of the poem?

In what voice and at what tempo should this work be read?

The teacher introduces children to a new technique for memorizing a poem according to the scheme

(you can create your own diagram together with the children) .

Working with the diagram. Reading in chorus according to the symbolism depicted - 2-3 times.

Then individual reading in parts and at the end reading of the whole text.

Didactic game “when does this happen?”

Final part.

Summing up classes. Encouraging active children. Closing the book with a crystal key.