Main types of educational activities of schoolchildren. Lesson summary “Visiting Masha and Misha”
Target:
Consolidation of skills correct pronunciation sounds [M], [M’].
Introduce the letter M.
Tasks:
Correctional and educational:
Reinforce the skill:
- determine the position of a sound in a word;
Analysis and synthesis of the word “mother”;
Find a given sound in words,
Differentiate between hardness and softness of sound,
Strengthen the connection between the sound image and the visual (graphic);
Improve the skills of phonemic analysis and synthesis;
Clarify the articulation of sounds [M], [M’];
Agree nouns with possessive pronouns my, my, mine, mine.
Corrective and developmental:
Develop:
Auditory memory, attention, perception;
Ability to concentrate;
Auditory-speech memory, phonemic perception, facial expressions, prosodic components of speech (rhythm, stress, intonation expressiveness);
Speech breathing.
Identify a plant by smell.
Correctional and educational:
Bring up:
Ability to work in microgroups and groups;
Desire to help each other;
Interest in playing with sounds.
Vocabulary work: poet, letterer.
Preliminary work: Facial massage, watching and talking about the cartoon “Masha and the Bear”, playing “Make a Picture”, learning physical education lessons, massage with a large bead
GCD integration:"Cognition", "Socialization", " Physical development", "Safety", "Health".
Equipment:
Heroes of the animated series Masha and Misha, crocodile, letter reader;
6 envelopes with one part from the whole painting;
Two daisies with green and green centers blue colors, petals with subject pictures whose names contain the sounds [M], [M’];
- “magic” beads;
Bags with the aroma of lemon and fir;
Cash registers;
Sheets with letters M that are missing some elements;
Basket for chips;
Chips for reflection;
Raspberry jam.
GCD move.
Organizing time.
A) – Invented by someone simply and wisely
When meeting, greet “Good morning.”
Good morning! I'm glad to see you! Let's warm up our palms, greet each other with our palms.
Face massage.
Performing massage together with a speech therapist
The sun woke up stroking movements
The forehead was touched
Spent rays of light
And it stroked, and stroked.
B) Listen carefully to the riddle and guess who will come to visit us today.
An animated series about a girl who gives no rest to anyone, and first of all, to her own friend. All the living creatures in the house are afraid of her! You might think that she is a real hooligan. However, she is driven not by a simple desire to do something, but by ordinary curiosity. And if it turns into something unpleasant, the girl always tries to improve the situation. She made jam and cured the wolves. The girl's friend in the cartoon is also kind. Instead of eating or scaring the girl, he tolerates her every day.
Masha and the Bear from the cartoon "Masha and the Bear".
Masha comes up with ideas every day different games. So today she wants to play with you.
Masha and Misha brought envelopes, the envelopes contain part of the whole picture, in order to collect the picture you need to unite in groups of three people.
Take each envelope for yourself, look at the picture on the envelope, go to the table on which the same picture is located.
Children unite in microgroups and assemble whole pictures from three parts.
Each microgroup shows and pronounces the name of its subject in chorus.
With all the children we determine which identical sounds are repeated in words.
III. Post topic GCD.
Have you guessed what sounds Masha and Misha are offering to play with today?
(With sounds [M], [M’]).
Children characterize the sounds “M” and “M” based on the speech therapist’s questions and the demonstration material “House of Consonants” sonorous sounds"and the table "Characteristics of sounds":
Is the sound “M” a consonant or a vowel? Why?
Is the sound “M” voiced or unvoiced? Why?
Is the “M” sound hard or soft?
What color chip represents the sound “M”?
Is the sound “M” a consonant or a vowel? Why?
Is the sound “M” voiced or unvoiced? Why?
Is the sound “M” hard or soft?
What color chip do we use to indicate the sound “M”?
V. Game No. 2. "Poets"
Masha really likes to write simple sayings and wants to play poets with you.
Do you know who poets are? Poets write poetry.
For example: MA-MA-MA - I’m at home by myself.
I pronounce the syllable and the last word pure talk, and you make up the whole pure talk.
ma - ma - ma - winter will come to us soon
mu - mu - mu - milk to whom
MO ESKIMO
mo - mo - mo - we love popsicles
mi-mi-mi - take us into the game
VI. Game No. 3 “Daisies for Masha and Misha”
Next game, we need to collect daisies. One chamomile has a green center, the other has a blue center. Children take petals.
Assignment: Look carefully at your object, determine what sound is heard in the word “M” or “M” and place the petal to the corresponding middle.
The first team must make a flower with a center of blue color(from the petals, select those in the names that have a hard sound “M”).
The second team must make a flower with a green center (from the petals, choose those in the names that have the hard sound “Mm”).
Name the object, determine the position of the sound in the word.
VII. Physical exercise.
We stomp our feet
We clap our hands
We nod our heads.
We raise our hands
We stomp our feet:
Top - top - top.
We give up:
Clap - clap - clap.
We'll spread our hands
Let's all go in circles.
VIII. Game No. 4 “Let’s teach Masha and Misha to speak correctly.”
Mastering the pronouns MY, MY, MY, MY.
One day Masha came to visit Misha, he decided to treat her with honey and said:
Drink tea with honey.
What did Misha say correctly?
Misha doesn't know how to play with words, let's teach him!
Look at your item and think about how you can say MY, MY, MY, MY about it.
Sample: My furniture.
Working with individual pictures.
IX.Aromatherapy.
Masha and Misha, no matter how sick they are, drink tea with honey. And I also know a magical remedy that you should definitely drink tea with - lemon.
There are magic bags on the tray. Take each bag for yourself, and we will determine (using our noses) where the lemon is.
We will give magic bags with lemon to Masha and Misha.
I suggest sitting down at the tables and listening to the story that happened to Masha.
One day Masha went fishing and caught a fish. Suddenly a crocodile came out of the river and said: “Masha, I will eat you.” Masha was frightened and wanted to shout: “Mom!”, but from fright she mixed up everything and shouted “Am-am.” The crocodile heard and was also scared. At first he wanted to shout “Am-am,” but out of fear he also mixed everything up and he managed to say “Mom.”
So they stood and talked. Masha said “Am-am”, and the crocodile said “mother”.
B)Manipulations with letters.
How did Masha scream? "Am - am."
Lay out these two syllables from the letters of the split alphabet.
How did the Crocodile scream? "Mother".
Rearrange the letters to make the word "mother".
How many syllables are there in MAMA?
How many vowel sounds?
How many consonants are there?
Let's label each sound with sound chips.
I roll circles with a bead,
I drive it back and forth.
I'll stroke her palm
And then I’ll squeeze it a little.
While Masha and Misha were making jam, the evil Bukvoezhka ate the elements of the letter “M” and the letter broke. Help Masha - fix her, please.
Remember how many elements a letter consists of.
Well done, you coped with all the games of our guests. If during the game it was easy for you, give Masha and Misha a gnome, and if it’s difficult - Luntik and tell me what you found difficult (chips in the basket).
A surprise from our guests - real raspberry jam!
List of references and addresses of Internet resources:
1. Nishcheva N.V.. Subgroup notes speech therapy sessions in the preparatory school group kindergarten for children with OHP.
2. Zhurova L.E., N.S. Varentsova, N.V. Durova, L.N. Nevskaya“Teaching preschool children to read and write”
3.A.V.Nikitina"33 lexical topics»
4. T.B. Filicheva, G.V. Chirkina“Elimination of OHP in children preschool age»
5.E.V. Borodina“The use of modeling and symbolism in preparing preschoolers to learn literacy in a kindergarten setting”
6. http://www.radionetplus.ru/izobrazhenija/krasivye_kartinki/23165-masha-i-medved-20-kartinok.html
Music lesson 1st grade
according to the program “Music” T.V. Chelysheva, V.V. Kuznetsova
Chapter: "Musical meetings of Masha and Misha"
Lesson topic: “Music about different things”
Target: establishing natural connections between children and the music that accompanies them in life.
Tasks:
Organize meetings between children and their favorite characters;
Create search situations so that children figure out what music can tell about;
Draw children's attention to how musical sounds are recorded during recording;
Planned results:
Subject results – learn what music can tell you;
Meta-subject results:
Personal :
Express your emotional attitude to musical images in word, gesture, singing;
Show an internal position when giving reasoned answers to problematic issues;
Cognitive :
Compare different musical works and find common and different features in them;
Explain the features of the musical language of different musical works;
Regulatory :
Build solutions educational tasks in accordance with the questions and tasks proposed in the textbook;
Communication :
- participate in the collective performance of songs;
Lesson type: primary assimilation of new knowledge.
Didactic support of the lesson: multimedia presentation.
Lesson technical support: piano, (laptop), screenand a projector.
Methods: activity approach
Types of student activities:
viewing the presentation
singing
discussion
Musical material :
R. Rogers "The Sound of Music";
Tchaikovsky "Baba Yaga"
During the classes.
Organizing time
.
1. Children enter the classroom to the music of the song “Musical ABC. The letter a".
2. Musical greeting:
“The bell rings - we’ll start the lesson”
Updating knowledge
Initial motivation.
Introductory conversation.
U.: Guys, do you know the song you walked into class to?
What do you think we'll talk about today?
That's right, today we will talk about the musical alphabet.
2. Creation of a learning-problem situation.
U.: What is the “musical alphabet”?
In general, what is the alphabet?? What does it consist of?
(That's right, from the letters )
Why do we need letters?
(Write down words)
How many letters are there in the alphabet?
(That's right, 33)
3 Setting the goals and objectives of the lesson.
U.: How do you think the musical alphabet differs from the ordinary alphabet?-
Maybe music also has letters that can be written down?
Perhaps they will help us see how music lives on.
III stage (main) – p immersion in the topic of the lesson
1.Formulation of the main educational task.
U.: Pay attention to the screen - the topic of the lesson is indicated on the 1st slide, and on the other slides we will see:
Where do the notes live?
What can they talk about?
Why do you think we will study all this?
That's right, so that we can sing any song purely, correctly and beautifully
2.Primary assimilation of new knowledge
Who knows what the musical letters are called?(Notes).
How many notes are there in the musical alphabet?(7).
What is the name of the musical alphabet?(Scale).
Where are notes written?(On the staff)
How to get to the music staff?(Treble clef required).
Here is the house in front of us,
And the Family of cheerful notes lives in it.
Everyone will call them:
Do, re, mi, fa, salt, la, si, do.
Do, si, la, sol, fa, mi, re, do.
Now let's get acquainted with the voices of our notes.(Perform the scale, naming the notes).
Now we will listen to the song"Sounds of music".
Did you like the song?
We will teach it to you now. I will sing phrases to you, and you repeat them after me.
(Slide 2,3)
3.Initial check of understanding
Well done. Now, if you have been paying attention, answer my questions.
What is the music in this song about?
( Each note tells about something different: a sparrow’s bay, trees in the yard...)
Who is involved in the performance?
- (Teacher and students )
Musical physical exercise
Guys, when you and I sang a song about a musical scale, we found out that music and notes can tell us a lot. About what? Let's remember again.
What else can music tell us?
Let's listen to a musical piece by Tchaikovsky.
What kind of hero do you think is represented in it? (Baba Yaga )
How is Baba Yaga depicted? (insidious, evil, scary, harmful, etc.)
- Why do you think so? What in music helped you discover this? (music is fast, sharp, galloping, with accents)
Let's listen to it again.
Listen, Baba Yaga is barely walking, hobbling(listen further) . And now she’s grumbling, plotting something, casting a spell(listen further) . But then sharp sounds appear - it’s Baba Yaga flying away, rising higher and higher. What objects does Baba Yaga use to move around? (mortar, broom)
–Now listen, she comes downstairs, swears, grumbles(listen) . And at the end of the melody composer depicts the disappearance of Baba Yaga. Musicit shows very clearly.
- Guys, what other heroes? folk tales Do you know anyone similar to Baba Yaga? (Leshy, Kikimora)
Remember, you and I listened to the musical play “Kikimora,” which was written by a Russian composer whose last name consists of two notes. Who remembers the composer's last name? (Lyadov).
Let's listen again musical theme Kikimora and compare it with music about Baba Yaga.
What in musical plays What do they have in common and how do they differ?(Music depicts evil heroes; in “Kikimora” there are two themes, and in “Baba Yaga” there is one)
- IV stage - the result of the lesson.
1.Reflection:
U.: Our lesson is coming to an end. Who was bored in class? Well, if everyone liked it, does that mean we worked “good” or “excellent”?
Let's remember what question we should answer at the end of the lesson? (what can music tell you?)
But it’s too early to draw a conclusion. In the next lesson we will continue the conversation on this topic.
2. Homework:
Draw an illustration for Tchaikovsky's play Baba Yaga and come up with a short poem.
“Once upon a time a Sorceress appeared in that country. She liked it there so much that she wanted to get to know its residents better. And when I found out that all its inhabitants were invisible, I was very upset. But she was still a Sorceress, and a very kind one at that. And she decided to give each resident a magic dress.
Each sound received a dress unlike the others. As soon as you put it on, the sound became visible and turned into a letter. The letter could be seen, depicted, drawn, written. The sorceress was very pleased. After all, now, having read, sung or whispered it, she called the sound by name. That's how they met.
− Look at the alphabet column, where sounds are shown next to the letters (p. 29).
− What sounds are indicated in red?(Vowels.)
- Say them in chorus.
The words are written on the board:aster, donkey, bunny, snail, lemon, street, painting, oriole.
− Write down the words in which the first and last letter− vowels.
- What words did you write down?
− Remember why vowels were called vowels.
- Stand up, those whose names begin with a vowel.
− Come up with names with remaining vowels.
− Why were two colors used to indicate consonant sounds: green and blue?
− Say a few consonant sounds, indicated in green, and listen to yourself. Did you use your voice?
Conclusion: when pronouncing consonants marked green, used voice. Z indicated in green h stinky consonants. (Similarly about voiceless consonants: g blue color - g weak consonants.)
− Say all voiced consonants. Notice in which part of the sound column (mostly) the voiced consonants are located?(At the top.)
− Pronounce all voiceless consonants. In what part of the sound column (mostly) are voiceless consonants located?(In the lower part.)
Reading the textbook article (p. 30) and answering questions.
− Which hard consonants do not have a paired soft consonant?
− How is this shown on the sound bar?
The teacher demonstrates a diagram on the board - square brackets with a space in the middle and a soft symbol.
− Which soft consonants do not have a paired hard consonant?(Those with square brackets with a space in the middle.)
Game "Name the chain."
Students in a chain pronounce one pair of paired consonants according to hardness - softness. (You can play the game in rows.)
− “Consonant sounds can be paired and in terms of sonority - deafness! - declared the Sorceress.
Work according to the instructions of the textbook (p. 31).
Guess:
With a dull consonant I pour into the field,
With the ringing one I ring in the open space.(Spike - voice.)
She cuts the grass with the deaf,
With a voiced sound - it eats leaves.(A braid is a goat.)
With a deaf consonant we read it,
With the voiced one we dwell in it.(Tom is a house.)
Listening to music. Experience of emotional and figurative perception of music, different in content, character and means musical expressiveness. Enrichment of musical and auditory understanding of the intonational nature of music in all the diversity of its types, genres and forms.
Singing. Self-expression of a child in singing. Embodiment musical images when learning and performing works. Mastering vocal and choral skills to convey the musical and performing concept and improvisation.
Instrumental music playing. Collective music-making on elementary and electronic musical instruments. Participation in the performance of musical works. Experience of individual creative activity.
Musical and plastic movement. General overview about plastic means of expression. Individual and personal expression of the figurative content of music through plasticity. Collective forms activities in the creation of musical and plastic compositions. Dance improvisations.
Dramatization of musical works. Theatrical forms of musical and creative activity. Musical games, dramatization of songs, dances, dramatization games. Expression of the figurative content of musical works using the means of expressiveness of various arts.
Class (33 hours)
"The world of music in the world of childhood"
1 quarter– "Sounds Around Us"
Topics: Sounds in Masha and Misha's house. The birth of a song. Lullaby singing clock. "Cat" songs. What does nature “sing” about?
2nd quarter – "Musical meetings of Masha and Misha"
Topics: Music about various things. Sounding image of the Motherland. Hello, guest - winter.
3rd quarter - “That’s how the sounds themselves flow from the soul!”
Themes: winter fun. Musical pictures. Melodies of life. Spring tunes. “Let’s talk” in musical language.
4th quarter – « Magic power music"
Topics: composer – performer – listener. Music in the country "Multi-remote". Music lives everywhere.
The 1st grade program is aimed at developing junior schoolchildren ability to listen to the music sounding around them, to develop positive motivation and the need to “communicate” with music in different life situations: on weekdays and holidays, in connection with calendar dates, during meetings with a fairy tale, with movie or cartoon characters, etc.
Curriculum permeate the idea of childhood and its natural connection with music that accompanies the life of a child, the idea that different music you can learn to recognize by listening to the world around you.
Realizing main idea concept of educational complex "Perspective Primary School”, expressed by the phrase “I understand the world”, as well as the super task music education, the 1st grade program is designed as a kind of ABC of musical literacy.
In keeping with the elementary nature of the curriculum, the curriculum includes pieces of music that are distinguished by everyday truths and reflect a child's view of the world. It presents 34 songs and chants, both folk and original.
Musical-rhythmic movements, playing elementary musical instruments and music game. Substitutions are possible during the course of classes. musical material in accordance with the interests and passions of students and teachers.
In the 1st grade, a system has been built for the accumulation of general musical and artistic concepts and applied concepts related to the means of musical expression and having continuity with the 2nd grade program.
Class (34 h)
1st quarter – "Three pillars" in music: song, dance and march"
Topics: The main whale is the song. Melody is the soul of music. What is dance like? We are dancers no matter what! Everyone is marching. "Musical whales" meet together.
2nd quarter – "What does the music say"
Topics: Masha and Misha learn what music can do. Musical portraits. Imitation of voices. How does music depict movement? Musical landscapes.
3rd quarter - “Where the three pillars lead us”
Topics: “Open Sesame!” "Journey through musical countries" Opera. What is ballet? "Country Symphony". What is a concert like?
4th quarter – “What is musical speech?”
Topics: Masha and Misha are learning musical language. An entertaining musical fairy tale. Main song countries.
The 2nd grade curriculum, organically linked to the content of the 1st grade program, is also permeated by the idea of connecting music with life. However, the boundaries of this connection are expanded through the penetration of students into the features of music as an art form, awareness of it as a sounding art.
By listening to music, schoolchildren learn that it evokes feelings and awakens thoughts, they empathize with the heroes of musical works, and perceive the melody as the “soul” of music. Encountering music in different life situations, second-graders observe and sensually perceive it as a special sounding phenomenon, penetrate into expressive capabilities music, reflect on figurativeness. Children learn to love and understand music, gradually mastering musical literacy.
The variety of musical forms and genres begins for second-graders with three pillars, three main areas, main areas of music. They are accessible and understandable to everyone who has encountered them many times in their lives. With the help of song, dance and march, students will easily and imperceptibly penetrate into any sphere musical arts, and its connection with life will become obvious and natural to them.
Entering the world great music- This an amusing trip in large and complex musical genres - opera, ballet, symphony, cantata, concert. Introduction to these areas of music should show second graders that mastery of musical language gives them the ability to penetrate into the depths of any musical genre, simple or complex, and with their help to understand the world.
It is important that the program content of grade 2 is aimed at accumulating musical impressions in students, musical concepts and terms, acquisition of auditory experience. This will allow them in the next grade to move on to a more in-depth mastery of music as “the art of intoned meaning.”
Class (34 h)
“Music is the art of intoned meaning”
1st quarter – “Song, dance, march develop into singing, dancing, marching”
Themes Misha and Masha discover new qualities of music. Does melody mean songfulness? Danceability is not only about dancing. Where is marching heard? Meetings with song-dance and song-march music.
2nd quarter – "Intonation"
Topics: comparing spoken and musical speech. Grain intonation in music. How are expressive and figurative intonations related to each other?
3rd quarter - "Development of Music"
Topics: Why does music evolve? What means of musical expression help music develop? What is performance development? Development inherent in the music itself. What new things will we hear in musical fairy tale"Peter and the Wolf."
4th quarter – "Construction (form) of music"
Topics: Why are musical works one-part? When do essays have two or three parts? Rondo is interesting musical form. How are variations constructed? About the most important means of constructing music.
Thanks to the method of “looking ahead and returning to what has been covered,” students have already encountered song, dance and marching music in grades 1-2. In the 3rd grade they realize that these qualities of music are very important and play a big role in it.
The key topic of the 3rd year of study is the topic “Intonation”. It is considered in two musicological senses: in in a broad sense– as an incarnation artistic image V musical sounds; V in the narrow sense– as a melodic turn, smallest part melodies that have expressive meaning.
Class (34 h)
"Music of the World"
1st quarter – "Music of my people"
Topics: Russia - My Motherland. folk music like an encyclopedia of life. "The legends of deep antiquity." Music in the folk spirit. Fairytale images in the music of my people.
2nd quarter – “There are no uncrossable boundaries between the music of my people and the music of other peoples of my country.”
Topics: “From Moscow to the very outskirts.” Songability, dancing and marching in music different nations countries. Masha and Misha get acquainted with intonation portraits of the music of the peoples of Russia.
3rd quarter - “There are no uncrossable boundaries between the music of different peoples of the world”
Topics: Expressiveness and figurativeness of music of the peoples of the world. The uniqueness of musical intonations in the world. How does music help people become friends? Which musical instruments do different peoples of the world have? How beautiful this world is!
4th quarter – “Composer – performer – listener”
Topics: The composer is the creator of beauty. Gallery of portraits of performers. Listen and you will hear!
Related information.
