Speech therapy exercises for the sounds m and n. Lesson summary on the topic “Distinguish between optically similar letters and acoustically similar sounds M-N” Sounds m n in speech development
Sound TH
T sound
Differentiation of sounds M – N
After the sounds M, N have been introduced and automated, it is necessary to differentiate them so that the child does not confuse these sounds.
Practical material on differentiating sounds M - N
1. Repeat the syllables.
3. Repeat the sentences.
Tanya is at home. Masha is cleaning the room. Nata washes his hands. Anton drinks milk. Mom put on her coat. Masha wrote a letter. The subject is talking on the phone. Nina collects daisies. Roma saw an elephant. Nonna bought a bag. Vanya draws in an album. Galina saw smoke from the chimney. Tom wears a sundress. Lena washes the frame. Masha is carrying a sled. Mom forgot her umbrella. Masha put on high boots. Roma goes to the cinema. Masha loves viburnum. Roma takes care of the horses. Misha saw a rhinoceros. Misha wrote a note to Natya.
4. Repeat pure sayings.
Ma - na - ma - the lady is coming.
Ma - na - ma - winter has come.
Na - ma - na - Lena sings.
We - we - we - we wash the frames.
We - we - we - we eat bananas.
Mi - no - mi - we walk on our own.
Lots of water, lots of grass.
Skillful in words, incompetent in the eyes.
The century is long - it’s full of everything.
Skill is half the battle.
Once you lie, you become a liar forever.
6. Repeat the tongue twisters.
Behind the cockroach with a drum, behind the mosquito with an axe.
Called for raspberries
Marina Galina.
Galina Marina
Called across the viburnum.
7. Repeat the riddles.
What is the name of the bush? He
Throws the trash out.
(Broom)
Molten Arrow
An oak felled near the village.
(Lightning)
If sharpened well,
He cuts everything very easily -
Bread, potatoes, beets, meat,
Fish, apples and butter.
(Knife)
8. Learn a poem.
Don't argue, it's the letter "am"!
No, "mu"!
No, "meh"!
Not there"! Am! Am!..
Such a racket went up,
Such a terrible noise and scream!..
Completely confused
Scientist dog, goat and bull,
Seeing the letter M...
(A. Shibaev)
9. Game “Make sentences”.
10. Retell the story.
The adult asks the child to listen to the story and then retell it.
Mom bought Nina a doll. Nina really liked the new toy. She named the doll Masha. Masha had a lot of clothes, a crib, and a pacifier. Nina really enjoyed feeding Masha, dressing her, and walking with her. Even at night the girl did not part with her doll. Masha slept next to Nina on the pillow and had beautiful dreams. Masha became Nina's real friend.
Articulation of sound.
The lips in a neutral position take the position of the next vowel sound, the distance between the teeth is 5 mm. When pronouncing the vowel sounds A, O, U, Y, the tip of the tongue rests on the upper teeth or alveoli and forms a stop. When pronounced with the vowel sounds E, E, Yu, I, I, the tip of the tongue rests on the lower incisors and forms a bow. The soft palate is raised, the vocal folds are open, the air stream is jerky.
Sound production.
1 way: by imitation. Better in a word or in a syllable. Mainly from the syllable TA.
Method 2: start from the interdental position. Bite your tongue with your teeth and exhale forcefully. You will get an interdental T sound. Then remove your tongue behind your teeth.
Practical material on sound automation T.
1. Repeat syllables.
| Ta-ta-ta | Ta-to-tu-you | Ta-ta-ta-ta | At-from-ut |
| So-and-so | There you go | At-at-at-at | Yt-ut-at |
| Tu-tu-tu | You're the one | You-you-you-you | From-ut-yt |
| You you you | To-ta-too-you | Yt-yt-yt-yt | At-yt-ot |
2. Repeat the words.
Sound at the beginning of a word: There, so, basin, Tanya, slippers, wheelbarrow, taxi, container, Tamara, plate; you, poke, pumpkin; tom, tok, top, Tonya, Tom, Tosya, dot, turner, ax; cloud, curbstone, Tuzik, sheepskin coat, Turk, Turks.
Sound in the middle of a word: Nata, Nikita, jacket, captain, sour cream, rocket, company, Rita; cats, notes, hoof, candy, honeycombs, shorts; skating rink, skein, Anton, scarf, hammer, coat, twig, mesh, sieve, bus, flower.
Sound at the end of a word: Cat, whale, here, rope, sinking, blowing, walking, running, thinking, compote, whip, plane, sonnet, writing, hammer, mouth, murmur, Marat, jumping.
Confluence of consonant sounds in syllables and words:
Weave, weave, weave; tla, tla; hundred, hundred, hundred, hundred; tra, tro, tru. Stork, bush, cake, port, March, briefcase; fabrics, weaver, weaver, thread, aptly, shawls; broom, cauldrons; become, stately, machine, steel, joint, freeze, bushes, bridges, skirmish, cool down, groan, stop, table, clean, knock, knock, chair; ladder, waste, grass, injury, tram; throne, path, sidewalk, cane, trolleybus, morning; labor, trumpet, trumpeter, drones, coward, cowards.
3. Repeat the sentences.
Tonya carries a hammer. Nata and Nikita have candy. Anton put on his slippers. Tanya, Tosya, Tonya go to the skating rink. A weaver weaves a coat. People are traveling on the bus. The captain leads the ship to the port. Tanya is skating on the skating rink. Marat is taking a taxi. Anton carries notes. There is candy on a plate. Nikita sees the ax. Nata put on her coat. Nikita and Tolya have new slippers. Tanya carries flowers. Tom sings the notes. Pumpkin growing in the garden. Stomp, stomp, stomp baby. There is a plane at the airport. Tom washes the table and chair. Tonya is riding the tram. There is a wheelbarrow under a bush.
4. Repeat pure sayings.
Ta - ta - ta - our house is clean. You - you - you - the cats ate all the sour cream. Now and then we started playing lotto. At - at - at - we take a scooter with us.
5. Repeat proverbs and sayings.
A coward will consider a cockroach a giant.
Labor feeds and clothes.
He who loves to work cannot sit idle.
6. Repeat the tongue twisters.
From the clatter of hooves, dust flies across the field.
Weaver weaves fabric
For scarves for Tanya.
Only Tanya will get up in the morning,
Tanyusha is drawn to dance.
They stomped and stomped,
We reached the poplar,
We reached the poplar,
Yes, my feet stomped.
7. Repeat the riddles.
Fluffy cotton wool floats somewhere.
The lower the wool, the closer the rain.
(Cloud)
The golden head is large and heavy.
The golden head lay down to rest.
The head is large, only the neck is thin.
(Pumpkin)
He bows, bows, when he comes home he will stretch out.
(Axe)
8. Learn a poem.
An elephant weighs three hundred tons:
Ton - ear,
tonnipede,
That's it, baby!
(G. Tsyferov)
9. Game “Give me a word.”
The adult reads the poem, the child listens to it and adds the missing word.
Long, long time crocodile
The sea is blue... (put out).
The poet finished the line,
At the end I put... (dot).
Across the skies in a horde
Sacks with holes are running,
And sometimes it happens:
Water is leaking from the bags.
Let's hide better
From the holey... (clouds).
10. Game “One - many”.
The adult names the object in the singular, and the child in the plural.
11. Game “Be careful.”
An adult invites the child to listen to a short story, and then name all the words with the sound T that appear in it.
At the piano are Tonya, Tanya and Anyuta. Anyuta has sheet music. Anyuta sits at the piano and plays a melody from the notes. Tonya and Tanya sing. The girls sing a song about their mother. This is a gentle and beautiful song. Well done, Tonya, Tanya and Anyuta!
Articulation of sound.
The lips are in a neutral position, taking the position of the next vowel, the distance between the teeth is 5 mm. The tip of the tongue rests on the lower incisors. The soft palate is raised, the vocal folds are open, the air stream is jerky.
Sound production.
1 way: by imitation.
Method 2: the child pronounces the syllable TA. The speech therapist presses the tip of the tongue with a spatula, lowers it behind the lower teeth, and the syllable TY is obtained.
Practical material on audio automation TH.
1. Repeat syllables .
| Cha-cha-cha | Tee-tee-tee-tee | Whoops |
| Te-te-te | Tee-tee-tee-tee | Yip-yat-yat |
| Te-te-te | Tee-tee-tee | Yuck-yuck-yuck |
| Ti-ti-ti | Tee-tee-tee-tee | Yum-yut-yut |
2. Repeat words .
Sound at the beginning of a word: Tyapa, tyap-blunder, traction, pull, pull, hoe, yap; tick, Tit, Tima, tina, quietly, tick, Tikhon, tick-tock, Timka, Tishka, silence, shooting gallery, tiger, Timur; shadows, theme, shadow, crown, body, darkness, dark, calf, calves, veal, telephone, dough, cramped, cramped, TV; Subject, aunt, dark, grater; bale, bales, mattress, tulle, seal, prison.
Sound in the middle of a word: Petya, Vitya, Katya, Mitya, Motya, Kostya, Nastya; children, cat, boots, Kostya, umbrella; kitten, duckling, dress.
Sound at the end of a word: Drink, sing, way, five, mother, muddy, wash, knead, blow, whine, howl, buy, think, walk, run, catch, wave, walk, love, sculpt, cry, swim, essence, write, get tired, sleep, have time, knead, carry, mow, listen, hurry, eat, walk, fight, dig, cry, be sad, cook, talk, decide.
3. Repeat sentences .
Vitya received five. Vitya has five A's. Mitya is pulling the net. Vitya goes for a walk. Petya works as a hoe. Potatoes are hoeed with a hoe. Chopper, chopper, chopper works. Mitya loves his brother Vitya. Kostya has a new suit. Vitya has five coins. Tikhon sings quietly. Petya's cat gave birth to five kittens. The kittens want to eat. Petya has a kitten. Katya has a duckling. Tikhon goes to the shooting range. Hush, hush, the cat is on the roof. Kostya has five calves. Tikhon sings quietly. Tikhon has five bales. Tima is walking with Tyapa. Vitya will sing a song. Timosha goes for a walk in the yard. Aunt Dusya can buy a TV. Mom needs to be loved. Tema has five kittens. Ducklings on the pond. The ducklings will swim. The duck is watching the ducklings. Auntie has tulle on the window. The tulle was hung on the window. Dima caught up with Vitya. Dima overtook Kostya. Nastya and Mitya were taken to the Christmas tree. Petya was called home to eat. Tina has a new suit. There are five children in our family. Mitya wrote a letter to his aunt. The children sat quietly. Aunt Tina was kneading the dough. Titus, go sing. The iron is on the stove. Ducklings on the water. I have Aunt Nastya. Tim is sitting in the shade. Tim walks quietly. What's ticking "tick-tock"? “Tick-tock” the alarm clock is ticking. Petya has a hoe. Petya has honey mushrooms. Petya goes to eat. Nastya needs a bath. Nastya has a kitten. Mitya has an umbrella. Nastya, Vitya, Tima are children. Vitya pulls her aunt’s dress. Timka got ready to go for a walk. Nastya will walk and run.
Change the sentences.
I (you, he, we, you, they) are walking with Tyapa.
I (you, he, we, you, they) must knead the dough.
I (you, he, we, you, they) am running after Vitya.
I (you, he, we, you, they) will swim.
4. Repeat pure sayings .
Cha - cha - cha - here comes Vitya. Cha - cha - cha - Nastya is coming. Tya - tya - tya - Mitya sings. Tya - tya - tya - here is my child. Ti-ti-ti-they ate almost all the porridge. Those - those - those - we put off sewing.
At - at - at - I will fly. It's - it's - it's - we need to wake everyone up. Ut - ut - ut - get ready to go. At - at - at - we are going for a walk. At - ah - ah - the room needs to be cleaned.
5. Repeat the proverb .
Where is the bungler and the grouse -
There is no profit, but loss.
6. Repeat the tongue twister .
Rake - row,
Oars - to carry,
Skids - crawl.
7. Repeat the riddles.
The whole universe lives in it,
But it's an ordinary thing.
(TV)
I'll turn the magic circle
And my friend will hear me.
(Telephone)
No arms, no legs, but he’s climbing uphill.
(Dough)
8. Learn the poem .
Heifer, heifer, there's a panicle on her tail,
Pink mouth, white belly.
Where did you grow up, chick?
How did you live, chick?
9. Game “Give me a word.”
The adult invites the child to listen to the poems and suggest the right words at the end.
An elephant is blocking the window,
It became in the room... (dark).
We all became silent out of fear:
They entered the arena... (tigers).
To have a place to write,
At school we need... (notebook).
I am the antonym of noise, knocking,
Without me you will suffer at night.
I am for rest, for sleep,
I call myself... (silence).
10. Game “Name it kindly.”
The adult asks the child to affectionately name the following objects (objects):
11. Game “Be careful.”
The adult invites the child to listen to a short story and name all the words with the sound Т that appear in it.
Kostya and Petya go to school. They carry notebooks, pencil cases, and books in their backpacks. They sit quietly in class. You can't make noise, you need to listen to the teacher. You can run and play during recess. How good and interesting it is at school!
After the sounds T and Т have been introduced and automated, it is necessary to differentiate them so that the child does not confuse the hard and soft variants of pronunciation.
Practical material on differentiating the sounds T – T.
1. Repeat the syllables.
| Ta-cha | That's it | T-you | Tu-tu |
| Yay | Those | T-you | Bye-bye |
| Cha-ta-cha | That's it | Tee-tee-tee | Tu-tu-tu |
| Ta-ta-ta | Those-those-those | You-you-you | Bye-bye-bye |
2. Repeat the words.
| Tuk - bale | Tom - Theme | Cat - kitten |
| Tick tock | Nata - Mitya | Mouth - mouth |
| Here - Titus | Walks - walk | Cardboard - painting |
| Current - shadow | Runs - run | Thinks - think |
| Tuk - bale | Carry - carry | Cooks - cook |
| That - shooting gallery | Trains - prepare | Builds - build |
3. Repeat the sentences.
Tanya and Mitya are carrying the TV. Vitya pulls Tonya’s dress. Katya and Tolya are running. Mitya feeds the tiger. Tolya goes to the shooting range. Vitya goes for a walk. Nastya loves silence. Katya is afraid of the dark. The theme carries Tome's umbrella. Vitya carries a hammer. Nata and Mitya are children. The tiger has a mouth, the cat has a mouth. Tolya loves to cook. There's a picture hanging here. The picture was drawn by Toma. Tom feeds the kitten. The cat is big, the kitten is small.
4. Repeat pure sayings.
Cha-ta-cha - Mitya is coming. You - you - you - bought shorts. Ti - you - ti - children are walking. Bye - bye - bye - I see Katya. This - that - that - the house is clean.
5. Repeat proverbs and sayings.
A coward is afraid of his shadow.
Patience and work will grind everything down.
It takes years to learn hard work
It only takes three days to learn laziness.
Life is hard for those who run away from work.
He who wants to know a lot needs to sleep less.
6. Repeat the tongue twisters.
Don't be hasty, but be patient.
Grandma Julitta looks like
And stern and angry.
You go visit her
Yes, try some sweets.
7. Repeat the riddles.
Now I'm in a cage, now I'm in a line,
Feel free to write on me.
You can also draw.
What am I?
(Notebook)
I'm running, holding on to the wires
I will never get lost.
(Trolleybus)
You fell at my feet
Stretched out along the road.
And I can't lift you up
And we can’t drive you away.
You look so much like me
It's like I'm walking lying down.
(Shadow)
8. Learn poems.
The tiger is a ferocious animal.
But still
A tiger can be quiet too.
The tiger is quiet with the tigress,
Because he himself is afraid of her.
(V. Lunin)
Petya is afraid of the dark:
He's a bit of a coward, apparently, kids!
(B. Timofeev)
9. Game “Hard - Soft”.
There are blue and green squares in front of the child. If the words spoken by the adult contain a hard T sound, the child picks up a blue square. If the soft sound is Т - a green square.
Whip, bend, quietly, Tanya, tiger, current, bale, you, here, thrust, Tom, ask, turner, Tina, picture, Tonya, skinny, theme.
10. Game “Make sentences”.
The adult asks the child to make sentences based on the following reference words:
11. Retell the story.
The adult asks the child to listen to the story and then retell it.
Tonya really loved watching TV. From the very morning she turned on different TV shows. Either they showed an interesting film, then how to cook a pumpkin correctly, or a game of tennis, Tonya watched TV from morning to night. And one day she had such a headache that she had to take pills. It was then that Tonya realized that she couldn’t watch TV without interruption, she needed to walk more.
Open lesson on the topic: Sound-letter analysis of words. Sounds and letters M-NLesson objectives:
Educational:
Improving phonemic analysis and synthesis skills;
Learn to isolate the consonant sounds M-N from syllables, words, phrases, and relate sounds to letters and symbols.
Correctional and developmental:
Development of sound analysis and synthesis, syllabic analysis, language analysis.
Vocabulary enrichment (word features)
development of phonemic perception and hearing
development of general, fine and articulatory motor skills, auditory memory, attention, logical thinking
Educational:
develop the ability to work throughout the lesson;
develop the ability to interact with each other;
Equipment:
Progress of the lesson:
Organizing time.
Guys, guests came to our lesson today. Let's say hello! We sat down.
Updating knowledge
Articulation gymnastics
"Elephant" - "Fence"
"Frog" - "Bunny"
"watch"
"Swing"
"Needle" - "Pancake"
"Delicious jam
"Boat - cup"
"Painter"
"Mushroom"
"Horse"
Breathing exercises:
Let's smell the flower "Oh, how it smells!"
Gymnastics for fingers “Bunnies”
Now, let's do gymnastics for the fingers.
"Bunnies"
"Once upon a time there were bunnies
On the edge of the forest,
Once upon a time there were bunnies
In a little white hut
Wash your ears
We washed our little paws.
Bunnies dressed up
We put on slippers."
Development of auditory attention and perception
- Listen patter (iPad) and name a sound that is often found in words.
Patter:
Mom didn’t regret soap
Mom washed Mila with soap
Mila didn't like soap
Mila dropped the soap. (we fix the letter on the boardM )
Let's read
Senka is carrying Sanka and Sonya on a sled,
Sledge jump, Senka - off his feet,
Sanka - in the side, Sonya - in the forehead,
From the sled everything goes into a snowdrift (we fix the letter on the boardN )
Let's read
- Formulate the topic of the lesson
Today we will learn how to identify the consonant sounds M-N in words, phrases and sentences. Let's learn to select words for signs.
Characteristics of sounds M-N (slide)
Let's make a sound"M" ( lips closed,air passes through the nose.Tip of the tongue moves away slightly from the lower teeth,language flat.
Neck rings.Sound "M" - voiced, hard consonant.)
When pronouncing a sound"N" ( Tip of the tongue pressed against the upper teeth.Dorsum of tongue omitted.Air passes through the nose.Neck rings.
Sound "N" - voiced, hard consonant.
Development of graphic writing skills
Guys, guess the riddles
Guess the riddles:
Lives in a hole
chews the crusts.
Short legs
afraid of cats.(mouse)
Fun cap.
And he's only tall
With a child's shoe.
With a flashlight and a song
Walking in the forest at night.
You can't go wrong if
You will say: -This is...(dwarf)
Let's help the mouse and the gnome. Draw paths from one object to another without lifting your hand from the sheet of paper.
Who did we help?(to the mouse and the gnome)
V. Sound analysis of words.
Let's do a sound-letter analysis of the word:mouse [Mouse]
- How many syllables? (2)
Identify the stressed syllable(1 syllable)
Say the first syllable. (mouse)
What sounds do we hear? (M - hard, voiced consonant, unstressed vowel sound -Y , hard, voiceless consonant -Sh)
Tellsecond syllable . (ka)
What sounds do we hear?(TO - Hard, dull consonant sound,A - stressed vowel sound)
How many vowels?(2)
How many consonants?(3)
Conclusion: We pronounce and hear sounds. And we see and write letters. There are as many vowel sounds, as many syllables.
Determine the locationsound M in words: Mouse, (at the beginning) house (at the end)
Determine the locationsound N in words: Nora (at the beginning) gnome (in the middle)
Meeting the heroes of the lesson (task 2 from 18)
Look at the picture and determine which fairy tale they came from and what their names are? (Nastenka, stepmother, Marfusha,Morozko ,)
Activating the dictionary actions.
A lot of work in the stepmother's house. The hardworking girl, Nastenka, manages to cope with everything. Remember and write down what Nastenka did in the house. Indicate the presence and location of lettersM and N in a word.(pinned on the board)
Sweeps
Carrying water
Feeds the cattle
Sets the table
Is washing dishes
(emphasizesfelt-tip pen lettersM AndN )
VI . Physical education “Super physical education”
Guys, let's rest a little and have some physical exercise.
Activation of the feature dictionary.
Let's write down the heroes of the fairy tale in our notebooks:
Nastenka –
Stepmother -
Marfusha –
Dissatisfied stepmother: she gave so much work, but her stepdaughter managed it. What was she up to?(She decided to destroy her. And she ordered the old man to take Nastenka to the forest. The old man grieved for a long time and took his beloved daughter to the forest and her there)
- Match the words with signs and write down only those that contain lettersM-N
Nastenka (which one?) –m Elijah, listenn ah, kind, hardworking
Stepmother (which one?) –powern ah, jaden and I,dissatisfiedn and I
Marfusha (which one? – len fierce, stubborn.
VIII . Working on a proposal.
Now, make up a sentence about Nastenka.
I made homemadeNastenka,all, work(Nastenka did all the housework)
Conclusion : A sentence consists of words. And the words in a sentence are related in meaning.
Lesson summary :
- Name the wordswith sounds M and N
What is the “M” sound? (hard voiced consonant)
- What is the "N" sound? (hard voiced consonant)
Topic: Differentiation of lowercase handwritten letters mn.
Goals: - introduce children to letters mn;
Teach children to relate sounds, symbols and letters;
Differentiate the letters of the lesson in isolation, in syllables, words and phrases;
Give a comparative description of the sounds and letters of the lesson;
Clarify knowledge about the elements of letters in the lesson;
UUD: enrich the dictionary with the letters being studied; develop children's ability to construct word combinations; develop visual and auditory perception, kinetic concepts, logical thinking
Progress of the lesson.
1.Self-determination for activity.
a) Formation of sound culture of speech. "Clown", "Kitten", "Air Battle".
b) Working with stencils.
2. Statement of the educational task.
a) “Prove the word”
* We are a puppy in water and soap * In the underground, in the closet
Two hours with a washcloth (washed) She lives in a hole,
* In a black field there is a white hare, a gray baby
Jumped, jumped, made loops. Who is this? (mouse)
The trail behind him was also white.
Who is this hare? (chalk)
* And the rooster with the prickly hedgehog * Who alone has a horn?
They cut the lard with a sharp knife. Guess! (rhinoceros)
*Dogs, don't touch the camel,
This will end badly for you:
He deftly fights enemies
With your big (feet)
Name the first letters in the guess words.
b) Game "Echo" - name the first sound in words
Nata-n fly
nose-sock-
poppy people
bridge-milk-
pump-mouse-
shop - scissors -
c) Write the names of the pictures, highlight the letters of the activity.
3. Construction of a project for getting out of difficulties.
Working with the letters m-n and sounds [m]-[n].
a) Comparison of lesson letters in printed and handwritten fonts among uppercase and lowercase handwritten letters.
b) Construction and reconstruction of lesson letters.
*collection of cut parts of letters;
* work with letter stencils: circle, shade;
* collecting letters from threads, sticks
c) comparison of the articulatory characteristics of sounds and their printed designation.
G )"Teases"
I pronounce syllables and phrases, and you repeat after me.
Ma-na-ma-na
Ma-na-ma - winter is coming.
We-we-we-we wash the frames.
4. Primary consolidation in external speech.
Differentiation in syllables.
a) letter from dictation
* ma, mo, na, but, un, om, im, eyn, ym, eat, en, yam, eat, yang, eat, mi, ni, no, my
b) reading syllabic tables
c) name and write down the words in 2 columns, highlighting them in different colors (based on the pictures)
jellyfish scissors
ant sky
bear thread
gnome phone
ice cream car
d) RULES: I will name the words, if you hear the sound [m], clap, and when you hear the sound [n], stomp. Be careful.
M, N, A, K, N, O, D, M
MA, PA, NA, VA, MU, NU
NOSE, MOTHER, SLEEP, CATFISH.
e) Pure sayings for distinguishing mn.
Write the words in pairs, highlighting the letters that distinguish one word from the other.
A mustachioed catfish sleeps at the bottom,
Soma is having a strange dream.
Misha hid the soap in a niche,
How should we wash Misha now?
Move away from the pit, Yana,
The hole is deep for Yana.
Yana fell into a hole,
We are dragging Yana out of the pit.
Need to sweep away the trash
Sweep and take out.
We ourselves sit in the sleigh,
The sled races down the hill on its own.
Working up a sweat Klim
Knocks out a wedge with a wedge.
A boy was traveling with his mother
By car to the city of Nalchik.
In a mouse hole,
Mink in a niche.
5. Independent work.
a) Make up phrases: match the signs and actions to the words.
b) Name and write down the words - names of objects, highlight m.
6. Phys. just a minute.
Take, kids, a white lump (make a small circle in the air with your hands (leaning forward)
We will pour water on it, (sit down, lift the bucket and pour water -2 times)
The house will be icy (torso tilts left and right, hands on the belt)
We place lump by lump (tilts left and right, taking lump by lump and folding them one on one)
So we sculpted the house (stretch on tiptoes, hands up (big house))
7. Incorporation of knowledge and repetition into the system.
a) Write down the sentences and highlight m- in different ways.
* Smart machines make candy.
* Kind machines issue tickets.
* Strict machines sweep the area.
* Strong machines extract coal.
* Nice machines sow corn.
* Fast cars transport goods.
b) “Pick up a pair” -d.i.
Put the words in pairs and highlight mn in different ways.
small car
sea crimson
man slow
peaceful ball
ice cream museum
chalk fine
meat musical
c) Working with riddles.
Write the answers, highlight the letters of the answer words in different ways.
* Red beads hang, * A giant stands in the port,
They are looking at us from the bushes. Lighting up the darkness
They love these beads very much and signal to the ships:
Children, birds and bears. "Come and visit us!"
(raspberry) (lighthouse)
* Red-hot arrow * People always have it,
An oak felled near the village. Ships always have them.
(Lightning) (nose)
* Five steps - a ladder, * All their lives they have been chasing,
On the steps there is a ladder. But they cannot overtake each other.
(notes) (feet)
8. Reflection.
* Smart machines make candy.
* Kind machines issue tickets.
* Strict machines sweep the area.
* Strong machines extract coal.
* Nice machines sow corn.
* Fast cars transport goods.
mn in different ways.
small car
sea crimson
man slow
peaceful ball
ice cream museum
chalk fine
meat musical
Put the words in pairs and highlightmn in different ways.
small car
sea crimson
man slow
peaceful ball
ice cream museum
chalk fine
meat musical
Put the words in pairs and highlightmn in different ways.
small car
sea crimson
man slow
peaceful ball
ice cream museum
chalk fine
meat musical
Card No. 1
Exercise 1
SA...OLYOT, - KARA...DASH.
Card No. 2
Exercise 2
Insert syllables
BUT or MO MA or NA
You ___ma
Loko weight___
November ___bor
Rose zi___
Card No. 1
Exercise 1
Fill in the missing letter N or M
…IR, - ...OGA, - ...OROS, - FOX...OK,
SA...OLYOT, - KARA...DASH.
Card No. 2
Exercise 2
Insert syllables
BUT or MO MA or NA
You ___ma
Loko weight___
November ___bor
Rose zi___
A mustachioed catfish sleeps at the bottom,
Soma is having a strange dream.
Misha hid the soap in a niche,
How should we wash Misha now?
Move away from the pit, Yana,
The hole is deep for Yana.
Yana fell into a hole,
We are dragging Yana out of the pit.
Need to sweep away the trash
Sweep and take out.
We ourselves sit in the sleigh,
The sled races down the hill on its own.
Working up a sweat Klim
Knocks out a wedge with a wedge.
A boy was traveling with his mother
By car to the city of Nalchik.
In a mouse hole,
Mink in a niche.
The adult invites the child to listen to the story and then retell it.
Pinocchio nose
For the New Year, all the children in kindergarten had to dress up as someone. Nikita decided to make himself a long nose and paint his cheeks, well, as if he were Pinocchio.
Nikita sat down on the floor, cut the paper with scissors, smeared it with glue and rolled it into a tube. I looked, and it wasn’t a nose, but a whole nose.
“I’m tired of making this Pinocchio nose,” Nikita mutters. - I’d rather tie it to my head with threads and be a rhinoceros.
I started winding the threads. I reeled and reeled, but nothing worked. Nikita pouted.
I'd rather stick it directly on my head.
I smeared glue on my head and applied my nose. My hair was stuck together and my nose had fallen to one side.
I'm tired of this rhinoceros. It’s better to come after the New Year and say that I was dressed as invisible, that’s why they didn’t see me.
Differentiation of sounds M – N
After the sounds M, N have been introduced and automated, it is necessary to differentiate them so that the child does not confuse these sounds.
Practical material on differentiating sounds M - N
1. Repeat the syllables.
| Ma-na | Ma-na-ma-na |
| Na-ma | We - we - we - we |
| Na-ma-na | Mo - but - mo - but |
| Ma-na-ma | Mu - well - mu - well |
279. These sounds are sonorant. Articulation sonorous m the same as sounds p-b, only a stream of exhaled air passes through the nose, since the velum is lowered.
Articulation sonorous n the same as articulation of sounds etc., only a stream of exhaled air passes through the nose; the velum is lowered. These two sounds are m And n are called nasals.
Compared to other sounds from the group of sonorant consonants m And n do not require special training. It is necessary to pay attention to double m And n in words and at the junction of words. As a rule, many students, having dialect pronunciation, do not pronounce double n or m at the endings of adjectives such as long, strange, excellent, temporary, as well as at the junction of words, when one word ends in n or m , and the other begins with the same consonant, for example:
|
He does not know[He does not know] |
we are being disturbed[interfering] |
|
he does not understand[he does not understand] |
they are taking revenge on us[names] etc. |
In these combinations, some students make a spelling error, which should be taken into account from the very beginning of working on sounds. They soften final consonants n And m in words like us, he resulting in a distorted pronunciation: [he doesn’t know], [they will take revenge].
280. To master the correct pronunciation of double consonants n And m We recommend practicing the following words and phrases:
|
usand then |
they're smearing us[smeared] |
|
uss pour |
they are soaping us[humming] |
|
uso whip |
we'll get wet[get wet] |
|
use tit |
we should mark[outline] |
|
Namesand t |
knead for us[knead] |
|
usI am |
we crumple[remember] |
|
he's a loser[he's a loser] |
he is unsettled[he is unsettled] |
|
he was not mistaken[he was not mistaken] |
he's hard to touch[he's touchy] |
Note. Please note that in phrases in which there are hard and soft sounds next to each other n And m , one consonant is pronounced firmly and the other softly.
281. Assignment
To master the pronunciation of sonorant consonants m, n work on several poetic texts, having first analyzed them for their meaning.
m, n
If
Havana
take a quick glance -
Paradise -
country, country, whatever is needed.
Under the palm tree
a flamingo stands on a leg,
Collario blooms
throughout Velado.
(V. Mayakovsky)
She sits in front of the window;
The fourth volume is open before her
Sentimental novel:
The love of Eliza and Armand,
Or correspondence between two families -
Classic, ancient novel,
Excellently long, long; long,
Moral and decorous
No romantic ideas.
(A. Pushkin)
I was going down.
Reached the bottom
Went to the bottom -
And not scary -
I don't have any depth.
(L. Martynov)
I'm leafing through a volume of my poems,
Everything is familiar, familiar for a long time.
Youth! You're like a hunting lodge.
The window still doesn't go out.
(M. Svetlov)
The more clumsy the sword,
The more menacing it rings.
The more unreasonable the speech,
The noisier the talker.
(R. Gamzatov)
282. Sonorant l And R the most complex sounds in their articulation. Among the students there are such; which have sound l sluggish and in sound R there is no good roll - the so-called “one-hit R ».
Sonorant consonants l-l anterior lingual, fissure, lateral. When articulating l-l the teeth are exposed, the tip of the tongue rests on the upper teeth; the back of the tongue along with the edges drops; the root of the tongue rises to the soft palate and is pulled back somewhat. Air flows through the sides (lateral sound). The vocal cords are closed and vibrate. The velum is raised.