Elena Valerievna Lapteva
1000 Russian tongue twisters for speech development: study guide
The collection of Russian tongue twisters that you hold in your hands will be interesting and useful to both adult and children's audiences. This manual offers tongue twisters as a way to practice the pronunciation of specific sounds by both children and adults, therefore, when using the above material in a children's audience, it is advisable to entrust the choice of tongue twisters and explaining the meaning of some words to adults. The manual contains a thousand Russian tongue twisters, some of which are folk, and some are created by various authors, including the author of the manual itself (tongue twisters invented by the author of this manual are marked with an "*"). We apologize in advance if someone's authorship is not indicated, since many author's tongue twisters have become popular, passed from mouth to mouth. The book can be recommended to high school students, individuals who study Russian on their own, as well as teachers and speech therapists as a manual for teaching the phonetics of the Russian language.
All tongue twisters are divided into groups depending on the most common sound (s) and the combination of sounds. First, consonants are given, while the practiced sounds are arranged in accordance with the alphabet. In any case, the table of contents will help you find options for tongue twisters with the desired sound (sounds). If a tongue twister is given for one sound, and then for another, the same number is repeated, only enclosed in brackets. In addition to the number in brackets, next to such tongue twisters (at the end), those sounds (combinations of sounds) are indicated in the section in which they met earlier. Tongue twisters intended for an adult audience are marked with the letter "B". The second part is completed by the list of used literature.
At the end of the book are: an explanatory mini-dictionary with an explanation of some rare words and an alphabetical index.
In the alphabetical index you will find words that occur in the text of tongue twisters and present some, and sometimes significant, difficulties in terms of pronunciation. Here, basically, only the initial forms of words are given, that is, nouns in the nominative case of the singular (with the exception of significantly different forms plural), verbs in the indefinite form, singular masculine adjectives, as well as a number of adverbs, participles and other significant and service parts of speech. You can also find proper names in the index (names of people, animals, names of cities, etc.). After each word, separated by commas, the numbers of tongue twisters in which this word occurs are indicated.
We hope that this manual will be not only interesting, but also useful for readers of all ages. We wish you a pleasant and useful time!
Part 1 How to use the manual
Tongue twisters and we
What is a tongue twister, no doubt, any of us knows. In childhood, every child tries to repeat funny words with repetitive sounds after adults, which make up a short funny story - for example, about Sasha which walked along the highway and sucked dry. And how proud the little man is when he succeeds almost like an adult! But both dad and mom enjoy this game no less. So why are these simple rhymes, and sometimes just a few words, put together without much meaning, just for the sake of the same sounds, so popular with both children and adults? Here we have tried to answer this question.
1. Patter and children
In tongue twisters intended for the development of children's speech, very often there are children's images - the names of their peers, which make the tongue twister closer to the child:
They gave Valenka mittens and felt boots.
Most tongue twisters talk about animals, birds or insects:
A wasp does not have a mustache, do not have a mustache, but a mustache.
Thus, the tongue twister expands the horizons of the child and develops imaginative thinking in him. Funny tongue twisters can create a certain mood in a child and arouse a desire to learn it:
Lyosha is clumsy
Slipped into a puddle.
I tore and soaked my pants,
He got a big bump on his forehead.Each tongue twister, especially a well-known one, already carries a certain character, mood, coloring and even tempo. (Without a doubt, the authors of tongue twisters tried to make it possible to learn to pronounce words correctly with pleasure, therefore the pictures of life depicted in them often evoke positive emotions: a smile, laughter.) By the way, it would be quite appropriate to ask the child himself to describe his perception of the tongue twister, and then his attitude to this phonetic exercise will become more emotional, and sound processing will become more effective. For example, a tongue twister
Called Marina Galina for raspberries, Galina Marina called for viburnum.
it seems summer, warm and sunny, and from the tongue twister
Senka is carrying Sanka and Sonya on a sled.
Sledge lope, Senka from his feet, Sanka - to the side,
Sonya in the forehead, all in a snowdrift - bang!it blows with frost, although her mood is quite cheerful and provocative. Thus, a preliminary analysis - a description of the tongue twister can increase the effectiveness of its use, since for the child it will become closer and less formal. In principle, tongue twisters can be used even when teaching Russian to young children. In this case, after the children describe the nature of the tongue twister and find out their attitude towards it, you can even come up with an independent name for it - a name, thereby making it their friend. Yes, patter
The mouse whispers to the mouse:
"You're all rustling, not sleeping."
The mouse whispers to the mouse:
"I'll rustle quieter."can be called "Shurshashka", "Shurshik", etc.
2. Patter and adults
Despite the fact that there are special tongue twisters and not for children's perception, in adults this type of phonetic exercise is not as popular as in children. First of all, the reason may be that, firstly, they have already learned to speak and pronounce the sounds of their native language, and secondly, there are many other exciting entertainments with words - for example, crossword puzzles so beloved by many. Although at various parties, an adult tongue twister can make a splash and become an event of the holiday. For example, imagine a person trying to say the following after drinking a lot of alcohol:
I am a vertical.
I can vertically kick
I can twist the cult.There is a sack on a hill, I'll go up the hill - I'll fix the sack.
It can be assumed that the unbridled laughter from the people around and their equally hopeless attempts to say it all better will be remembered by all the guests for a long time. However, there are several cases when tongue twisters for adults appear not only as entertainment, but also as a very useful way to improve your pronunciation in your native language. We are talking about students of theater universities, patients of speech therapists and, of course, those who simply need good diction for work.
3. Patter as an effective phonetic exercise to improve pronunciation in Russian
When correcting violations of the pronunciation side of speech and practicing the correct pronunciation, phonetic exercises are absolutely necessary. And here the tongue twister will be of invaluable help.
Tongue twisters can be found in many textbooks on phonetics, but the number of tongue twisters given in educational literature is small and they “cover” a limited number of sounds and sound combinations. However, with a little effort on the part of both the teacher and the student himself, mastering and using tongue twisters can be of great benefit. A tongue twister, like a poem and a song, can help the student feel each sound and work out the correct pronunciation.
Before starting work with tongue twisters, explanatory work is necessary and useful. In this regard, we recall that the tongue twister is called "specially designed a phrase with a difficult to pronounce set of sounds that needs to be pronounced quickly, without stammering. In some cases, when working with a tongue twister, it may be difficult not only to pronounce it (phonetic side), but also with understanding (lexical side), since in some variants of tongue twisters there are either obsolete words or words borrowed from other languages. To facilitate understanding, as well as explain the meaning of some words, it may sometimes be necessary dictionary Russian language.
1000 Russian tongue twisters for speech development: study guide Elena Lapteva
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Title: 1000 Russian tongue twisters for speech development: study guide
About the book "1000 Russian tongue twisters for the development of speech: a study guide" Elena Lapteva
The manual includes: Russian tongue twisters, methodological and reference material. The methodological and reference material includes: phonetic exercises based on tongue twisters; methodology for working with tongue twisters; an explanatory mini-dictionary with an explanation of rare words found in the text of tongue twisters; alphabetical index of words found in the text of tongue twisters.
The manual is intended for: schoolchildren and students; persons who independently study the Russian language; teachers; speech therapists; anyone who wants to improve their diction.
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Quotes from the book "1000 Russian tongue twisters for the development of speech: a study guide" Elena Lapteva
They gave Valenka mittens and felt boots.
White snow. White chalk.
White sugar is also white.
But the squirrel is not white.
She wasn't even white, /l/ /l'/
The technique of working with already chosen or independently invented tongue twisters is quite well known: starting with the slow and distinct pronunciation of each word and each sound, reach the most clear and fast pronunciation of the entire tongue twister. Small tongue twisters are pronounced on one exhalation, for long ones it is necessary to mark the intonation (the direction of movement of the tone, pauses, etc.).
Lyosha is clumsy
Slipped into a puddle.
I tore and soaked my pants,
He got a big bump on his forehead.
Thus, the tongue twister expands the horizons of the child and develops imaginative thinking in him.
A wasp does not have a mustache, do not have a mustache, but a mustache.
Grek rode across the river, he sees Grek: there is cancer in the river. He put the finger of the Greek into the river, the crayfish for the finger of the Greek tsap.
The city in Draban is Draban-Drabadan.
There, drabadans are drabadaki in drabadak.
There are drabadan-drabaki drabaki
Drabro are draped in drag drabs.
Drab drabs are draped drabs,
Drab drabadanchiks are draped.
Drabno there, drabnenko and drabadno,
I've been going there for a very long time.
Soon I will go to Drab-Drabadan!
Too bad I don't know how to get there...
MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION VOLGOGRAD STATE UNIVERSITY S.R. OMELCHENKO, T.N. OMELCHENKO LEARN TO SPEAK RUSSIAN Tutorial on the development of speech for trainees-foreigners Volgograd 1999 LBC 81.411.2-96 O57 Reviewers: Ph.D. philol. Sciences, Assoc. L.V. Salaznikova, Ph.D. philol. Sciences, Assoc. S.P. Kushneruk Published by decision of the library and publishing council of the VolSU Omelchenko S.R., Omelchenko T.N. O57 Learning to speak Russian: A textbook on the development of speech for trainees-foreigners. - Volgograd: VolGU Publishing House, 1999. - 144 p. ISBN 5-85534-265-4 Speech development manual is intended for advanced level foreign students coming to Volgograd for short-term Russian language courses. The book includes sociocultural texts containing information about various areas of everyday communication. Words and expressions in Russian and English, which make up the lexical and grammatical material of the topic, as well as the system of dialogues and exercises, are given taking into account the communicative principle. To control the introduced material, tests are offered after each topic. ISBN 5-85534-265-4 © S.R. Omelchenko, T.N. Omelchenko, 1999 © Volgogradsky Publishing House state university , 1999 2 Contents Foreword............................................... ....................................4 Topic 1. Let's get to know each other.... ...............................................5 Lesson 1. Tell (those) about yourself .............................................. ....5 Lesson 2. Where do you study? ....................................... ..................................10 Lesson 3. Tell us about your family.................................. ..............17 Topic 2. Where do we live? .............................. ....................................26 Lesson 1. Hotel and hostel....... .................................... 26 Lesson 2. House and apartment .......... ...............................................34 Theme 3 . City................................................ ...............................41 Lesson 1. Where is what?............... ...............................................41 Lesson 2. Landmarks....... ...............................................47 Topic 4. Means of transportation....... .................................... ..........................55 Lesson 1. Public transport .......................................... ......................55 Lesson 2. How to get there?.................................. ..........................61 Topic 5. Shop .................. ................................................. ..67 Lesson 1. What can I buy where? ....................................... ..................................67 Lesson 2. At the grocery store.............................74 Lesson 3. At the department store ...............................................81 Topic 6. Nutrition...... ................................................. .................88 Lesson 1. Breakfast, Lunch, Dinner.......... .......................................88 Lesson 2. At a restaurant..................... .........................................95 Topic 7. Leisure.... ................................................. ...............................102 Lesson 1. Tell us about your hobbies............... ..........102 Lesson 2. Sports .......................... ..................................108 Lesson 3. In What is your favorite art form?...............................115 Theme 8. Travel.......... ................................................. ......123 Lesson 1: Choosing a Route............................... ..............123 Lesson 2. It’s good to ride a train .............................. .............129 Lesson 3 ................................................. ..............143 3 FOREWORD The proposed manual is a book on the development of speech in the field of everyday communication, taking into account the communicative principle and can be used in the course system for students of an advanced level of education. Each lesson opens with the heading “It may be useful to you”, which contains a list of words and expressions in Russian and English that make up the lexical and grammatical material of the topic. In addition, a special section “Pay attention!” allows you to comment on individual cases of word usage. The rapid development of students' speech skills and abilities is facilitated by short dialogues that contain standard communication tactics. Texts reflect the most common realizations of communicative intentions. Questions and tasks are given in a certain sequence: from observation and comprehension of linguistic facts to their use in speech, and also encourage conversation based on the foreigners' own experience. To control the introduced material, after each topic, tests are given, which check the assimilation of thematic vocabulary, possession of certain grammatical forms, knowledge of individual regional facts. 4 Unit 1 LET'S GET ACQUAINTED Lesson 1: Tell us about yourself These words may be useful for you: I - we I / we You - you Uou/you He, she, it - they Not, she, it Refer to “you”/”you”* To address smb. with “you” / “you” Student, student - students Student, students University University Country, state, city Let’s get acquainted Hello! How do you do! Good morning! good morning! Good afternoon! Good afternoon! Good evening! Good evening My (his, her, your) name is... I (you, you, him, her)... I am(you are, he/she is).. year(s), years years old First name Last name Last name Read and learn the dialogues by heart: 1. - Let's get to know each other. My name is Maxim, what's yours? - Robert. - What's your last name? My surname is Porter. - How can I call you (How may I call you)? - Just call me Rob (Just call me Rob). - Will we be on "you"? * - Oh sure. 2. - Ben, where did you come from? - I came from Mansfield, Pennsylvania. - How old are you? - I am 20 years old. 5 - What are you doing, are you studying or working? - I study at the university, at the Faculty of International Relations, and in the evenings (in the evening) I work. - What is your future profession? - I will work as a journalist. 3. - Bill, how long have you been learning Russian? - I have been learning Russian for only a year (I’ve been learning Russian for only a year). - What foreign languages do you speak? - I also know French (I also speak French). - What are your hobbies? - I am fond of sports. *Note! Friends and close acquaintances usually address each other as “you”. The phrase: “Let's be on “you”” indicates the desire of your interlocutor to establish an informal, closer relationship with you. When formally, politely addressing an older or unfamiliar (unfamiliar) person, the pronoun “you” is used. After the pronoun you (You), when referring to one person, the verb is used in the form of the second person plural: you (You) have arrived... you (You) are studying... you (You) are engaged in... Attention! Friends and good aсquaintances usually address each other with “you”. Saying: "Let's talk about you", the person whom you have just met implies that/she wants to get on closer terms with you. In the context of formal relations or when you address an older or unknown person you should use “you” . Even if you address ONE person - the verb after YOU is used in the 2nd person plural form. Read and retell the text below: Finally, I arrived in Volgograd. I am a Russian language student at Volgograd State University (VolGU). Now I live 6 in a hostel at 2nd Longitudinal, 28, room 3-10. I've already met my roommate. His name is Kostya, and his last name is Ivanov, he studies at the Faculty of Philology, learns English. At first he addressed me with “you”: “What is your name? Where are you from? Where are you studying? What do you do? Etc." And then he suddenly said to me: “Will we be on“ you ”?”. I agreed: "Yes, of course." Learn the poem “You - we - you” / Learn the verse by heart: “Here are the words with which he once ran to his mother: If you washed your hands, if we wash our hands, if you wash your hands, then you-we-you hands ". LEARNING TO USE verbs (learn how to use the verbs) CALL - CALL - CALL - CALL: I. The verb call is transitive and is used with animate nouns, and the verb to be called is intransitive and is used with inanimate nouns (Attention: the verb call is transitive and is used with animate nouns, and be called is intransitive and is used with inanimate nouns): My name is Steve. Volgograd used to be called Stalingrad of my new friend, and even earlier - his name is Andrey. Tsaritsyn. My dog's name is Rex. Our district is called Soviet. This river is called the Volga. This street is called 2nd Longitudinal. The nearest (the nearest) shop is called “Khoper”. II. The verb to name is transitive and has several meanings (the verb to name is transitive and has several meanings): 1. “Give someone a name, nickname, nickname” (to give smb. a name, a nickname) - Parents named their son Andrey. Friends called him Grey. 2. “To address someone using any name, nickname, nickname” (to address smb. with a name, a nickname) - His name is Kolya, at work he is called 7 only by his first name and patronymic - Nikolai Leonidovich. 3. “Define (with some word), characterize (attributing to the number of someone)” (to define smb. with some word) - He can answer any question, it is not without reason that he is called a walking encyclopedia. We train: 1. Insert instead of dots the verbs to call, to be called / Fill in the gaps with the verbs to call or be called. 1. Elder sister... Lena, younger brother... Misha. 2. I forgot how... this book. 3. You don't know how... this stop? - I know, this stop... Shoe Factory. 4. He could not remember how ... his new teacher. 5. How ... the river on which this city is located? 6. The street on which the shopping center is located ... Workers and Peasants. 7. I didn't hear you... repeat, please. 2. Insert instead of dots the verbs to call, call, be called. 1. Volgograd used to be... Tsaritsyn, then it was renamed Stalingrad, now they want it again... Tsaritsyn. 2. Me... Dima. 3. How... is this stop? 4. Volgograd is rightly... a hero city. 5. This shop... Khoper. 6. A boy... Artyom, grandfather affectionately... his Artyusha. 7. He is always ... only by name and patronymic. 8. ...me just Max. 9. These places are often... Russian Switzerland. 9. Antonyms ... words of one part of speech that have the opposite meaning. 10. He is an older sister ... mother, because after the death of her mother she raised him. 11. Me... Alexander, this is mine full name but you can... me just Sasha. 12. Her... Lena, and everyone at home... her Alena. 13. I want... a daughter just like... my mother. 3. Answer the questions: 1. What is your name? 2. What can you be called? 3. What are you called at home? 4. Do you have a nickname or nickname? 5. What is the name of your mother, sister, your father, brother? How do you contact them? 6. What is the name of the city where you live? 7. What is the name of the city where you arrived? 8. What is the name of the area where the university is located? 9. What is the name of the street where the hostel is located? 10. What is the name of the stop next to which the hostel is located? 11. What is the name of 8 the nearest store? 12. What is the name of the poem you have learned? 4. Compose dialogues based on these situations and using the verbs to call, call, be called / Compose dialogues for the situations given below. Use the verbs to call, call, be called in them. 1. A new teacher has joined the group. Acquaintance with a new teacher. 2. You get to know your roommate(s). You meet your roommate. 3. You are lost in a new city. You have got lost in a new city. 4. You are riding a bus in Volgograd for the first time. Your first ride on a Volgograd bus. 5. You meet a Russian girl at a party. You meet a Russian girl at a party. 9 Lesson 2: Where do you study? This may be useful to you: Verb Compatibility Meaning Learn / a) a poem, “I taught, learned to learn (what?) A song, a role, and now I remember the text, rule, words, (I know)” verbs - “by heart”; (I learned, have learned b) language, lesson, and now I know). homework. To teach/ a) to speak, to read, “I was taught and now I will be taught (whom?)+ to write; I can do it” inf. or (what?) b) language, reading, (They taught me, and writing. now I know how to do it). Study (where?) a) at school, at college, “I studied somewhere and (how?) at the university, somehow” (I was a student of the Faculty of History..., and the way to my aunt, in my second year, I studied was...). in Russian language courses; b) good - bad, excellent, average, willing, persistent, with pleasure, with interest. Learn / a) read, speak, “I studied (on my own) and those- learn + write, swim, play, I know how to do this inf. or (what?) chess, walking, doing” (I learned it skiing, driving; myself, and now I b) reading, swimming, khow to do it). drawing, driving a car... Study / a) nature, society, “I studied and study (what?) animal life, now I know - I have space, creativity, scientific knowledge” (I writer... studied smth. and now 10
Department of Education of the Executive Committee of Bugulminsky municipal district Republic of Tatarstan
Methodological guide for the development of speech of preschoolers
From work experience
educator
MBDOU No. 22 " gold fish»
Sevryukova N.V.
Bugulma
2012
"The Magical World of Sounds and Words"
The development of speech.
Methodical manual for educators of preschool educational institutions
The manual contains materials from the experience of the educator I qualification category MBDOU No. 22 "Goldfish" Sevryukova N.V. on the development of speech and intellectual development of preschoolers.
The manual is addressed to teachers working in preschool educational institutions, and can also be used by parents in the conditions of home schooling of children.
Used Books
Veraksa N. E., Komarova T. S., Vasilyeva M. A. From birth to school. Main general education program preschool education. - Mosaic-Synthesis 2010. Ushakova O.S. Classes for the development of speech in kindergarten. Moscow, 2001 Volchkova V.N., Stepanova N.V. Cospectives of classes in senior group kindergarten. The development of speech. - Voronezh, 2008. Arushanova A.G. Speech and verbal communication of children. Formation of the grammatical structure of speech. - Moscow, 2004. Sevostyanova E.O. Want to know everything. The development of the intellect of children 5-7 years old. – Moscow, 2005 Repina Z.A., Buyko V.I. Logopedic lessons. - Ekatirenburg, 2001 Chistyakova M.I. Psycho-gymnastics. - Moscow, 1990.
Gerbova V.V. A book for reading in kindergarten and at home: 5-7 years: A guide for kindergarten teachers and parents. - Moscow, Oniks Publishing House, 2008.
Kartushina M.Yu. Logistics for kids. Scenarios of classes with children 3-4 years old. – Moscow, 2005
From the compiler.
"There are all factual and theoretical grounds for asserting that not only the intellectual development of the child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech."
L.S. Vygotsky
Language and speech have traditionally been considered in psychology, philosophy and pedagogy as a "knot" in which various lines of mental development converge - thinking, imagination, memory, emotions. Being the most important means of human communication, knowledge of reality, language serves as the main channel for introducing the values of spiritual culture from generation to generation, as well as a necessary condition for education and training. The development of oral monologue speech in preschool childhood lays the foundation for successful schooling.
Preschool age is a period of active assimilation by a child spoken language, formation and development of all aspects of speech - phonetic, lexical, grammatical. Full ownership
mother tongue in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner the teaching of the native language is started, the freer the child will use it in the future.
Working with children of the older group, I was faced with the fact that many of them have poorly developed coherent speech, they hardly talk about the events of their lives, they cannot retell literary works. That is why I pay special attention to the development of the speech of preschoolers, trying to diversify classes, achieve maximum efficiency, I use in my work such methods and techniques as logorhythm, the method of visual modeling, as well as psycho-correction methods that contribute to the development of children's communication skills, the education of a benevolent, tolerant attitude to each other, to the environment.
This book contains materials intended not only for workers preschool institutions, educators and methodologists, but also for parents who want to independently engage in the development of the speech of their own children preschool age.
The method of visual modeling in the classroom for the development of speech
The practice of work shows that of all the existing methods of teaching coherent speech of children, the most effective is the modeling method. It allows the child to visually represent abstract concepts (sound, word, text), learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal.
Visual modeling is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it.
Modeling consists of the following steps:
assimilation and analysis of sensory material;
its translation into sign-symbolic language;
work with the model.
The formation of visual modeling skills occurs in a certain sequence with a constant increase in the proportion of independent participation of preschoolers. With the development of visual modeling skills, the following didactic tasks are solved:
familiarity with the graphical way of presenting information;
development of the ability to decipher the model;
formation of the skill of independent modeling.
The use of the modeling method gives children the necessary freedom, the possibility of creative movement, a variety of forms of building classes, allows you to effectively enrich the vocabulary, develop the grammatical structure of speech, coherent speech, expressiveness; to teach children to build complete and expressive answers; to develop in children thinking and imagination, emotional responsiveness, memory.
in II junior group
Retelling of the Russian folk tale "Teremok" with the help of modeling.
Purpose of the lesson:
Develop speech in children.
Continue to teach to emotionally perceive the content of the tale, memorize the characters;
Learn to retell the Russian folk tale "Teremok" using the modeling method;
To teach intonation expressively reproduce words and phrases from a fairy tale in the process of retelling;
Continue to educate responsiveness in children, teach to empathize and understand the heroes of a fairy tale;
Continue to teach children to solve riddles;
Teach children to navigate on the surface of a sheet of paper;
Develop the ability to highlight the height parameter when comparing objects;
To consolidate knowledge of geometric shapes and colors;
Develop mental operations, imagination, attention, memory, creativity.
Vocabulary work: to consolidate the ability to form words with diminutive suffixes (fox-chanterelle-fox, fox-sister);
Preliminary work:
Reading the Russian folk tale "Teremok" and looking at the illustrations;
Dramatization of the Russian folk tale "Teremok" with the help of a theater on a flannelograph and a table theater;
Conducting games and exercises: “Teremok”, “Say kindly”, “What has changed?”, “What form? What color?”, “What happens round (square, triangular, rectangular)?”, “What happens green (red, yellow, etc.)?”.
Materials and equipment:
Hare - bibabo; white sheets of A4 size for each child; square, triangle, 6 multi-colored strips of various sizes for each child; white sheet A3 size, square, triangle, 6 multi-colored strips of various sizes for the teacher's sample; beautiful box; figurines of animals from the table theater "Teremok".
Lesson progress:
/Children sit on chairs that stand in a semicircle on the carpet./
Educator: Guys, listen carefully to the riddle and try to guess it, and then you will find out who came to visit us:
Gray in summer, white in winter,
Jumping smartly
Loves carrots.
Educator: Not a simple bunny came to visit us, but a fabulous one. Tell me, please, in which fairy tales is the hero Bunny? ("Kolobok", "Teremok", "Zayushkina hut", etc.)
Bunny: Hello guys. (Crying)
Educator: Zainka, why are you crying? What happened?
Bunny: An evil witch bewitched my friends from the fairy tale "Teremok", turned them into multi-colored stripes.
Educator: Zainka, how can we help you? How can you disenchant heroes?
Bunny: It is necessary to lay out the strips in order, who came to the tower for whom, and tell a fairy tale.
Educator: Guys, can we help Bunny get his friends back?
/Children are seated at the tables, on which attributes are prepared for each child./
Educator: Guys, look carefully, each of you has a sheet on the table on which we will collect in order fairytale heroes.
Educator: And what is shown on the sheet?
Educator: Who was the first to come to the tower? What stripe do you think the mouse turned into? (What figure is this?) What color is this stripe? Why is she grey?
We apply a strip (rectangle) next to the house so that all the heroes fit on a white sheet.
Educator: Who came after the mouse? What stripe do you think the frog has turned into? What color is this stripe? Why is she green?
Apply a strip next to the mouse.
/This work is carried out for each hero/
Game exercise "Call kindly"
/ The teacher asks about each hero, how can he be called differently, affectionately? For example, fox-fox-chanterelle, wolf-top-wolf, etc. /
Educator: Are the strips the same or different in height? What is the lowest bar? And what is the highest? Are there stripes of the same color? What color are they? Which heroes have turned into these stripes? What do the stripes lined up look like?
Bunny: Guys, you are great! Lined up correctly. Let's play with you, you will also turn into little bunnies for a while.
The musical game "A little white hare is sitting ...".
Educator: Guys, now we are going to tell a fairy tale. Be careful, someone will start a fairy tale, and someone will continue.
Children, with the help of a teacher and a compiled model, tell the Russian folk tale "Teremok".
Educator: Well done, guys. They all told the story together.
Sounds like a musical instrument.
Teacher: Oh, what is it? What are the sounds?
The teacher takes out a beautiful box, opens it and takes out fairy-tale characters. Educator: Guys, look, these are our heroes. We helped Bunny, saved his friends!
Bunny: Thank you guys! It's time for us to go to our fabulous forest. But we will definitely come to visit you again! Goodbye!
Educator: Guys, did you like our lesson? What did we do? What have the heroes become? Have the heroes turned into the same or different stripes? What story are we telling?
Abstract of a lesson on the development of speech in the senior group (with modeling elements)
"Winter's Tale"
Purpose of the lesson:
Develop the ability to understand the meaning of figurative expressions of a riddle
Exercise in the selection of definitions for a given word
Learn to form possessive adjectives (meaning belonging) and adjectives from noun stems
Develop the ability to build coherent statements such as reasoning, use various means of connecting parts of a sentence
Develop creative storytelling skills, the ability to stick to the chosen line in creative storytelling
Formation of the skill of expressing one's own opinion
Develop logical thinking and the ability to defend your opinion
Vocabulary work: dictionary activation; selection of definitions for a given word; formation of adjectives from noun stems, for example, strawberries - strawberry, apples - apple, etc.
Materials and equipment:
Photo illustrations depicting a winter forest
Pictures for the game "Logic chains"
Picture cards for composing a fairy tale
Flat images of houses of different animals
"Jars of jam" with pasted pictures of berries
"Pies" with the image of "filling"
Preliminary work:
A conversation about the seasons
Guessing and inventing riddles about natural phenomena
Game exercises "Choose a word", "Say the opposite", "Associations", "Call it right"
Drawing up stories according to a plan, from personal experience
STUDY PROCESS
Educator:
- Dear Guys, our lesson today will be fabulous. And we will start it with a fabulous riddle.
Puzzles
Troika, trio arrived. The horses in that trio are white. And in the sleigh sits the queen - White-skinned, fair-faced. How she waved her sleeve - She covered everything with silver!
- What do you think, what kind of queen are we talking about in this riddle?
- Why is winter called the queen here?
- Are the definitions of “white-skinned”, “light-skinned” suitable for winter?
- On which troika did winter arrive? What kind of horses are in this trio? (children's answers)
- That's right, it's the winter months. Remember their names.
- Listen to another riddle about winter:
Who, guess what? The gray-haired hostess: shakes the feather beds - over the world of fluff!
- Tell us what winter is called in this riddle.
- Why is winter called in it a gray-haired mistress?
- What kind of feather beds does winter shake and what kind of fluffs fly out of them?
And here are some more “winter” riddles, listen carefully and guess. He entered - no one saw. He said no one heard. He blew on the windows and disappeared. And a forest grew on the windows.
(Freezing)
What kind of master put on the glass And leaves, and herbs, and thickets of roses?
(Freezing)
White Tikhon is knocked down from the sky, Where he runs, he covers him with a carpet.
(Snow)
- Guys, you managed to solve all the riddles and we can go on a trip. We're off to a winter wonderland.
Educator:
- You can't get into a fairy tale by ordinary transport. I propose to create an unusual train, all the wagons of which are interconnected using a logical connection. I put the picture of the Christmas tree on the flannelgraph first, because New Year is the main holiday of winter, and the Christmas tree is the main attribute, symbol of this holiday. There are other pictures on the table here. You should think about what picture you can put next to the Christmas tree in order to logically explain their neighborhood. For example, I will put a picture of fir cones next to the tree, because the cones grow on the tree. Please continue this chain. Everyone must choose at least one picture, include it in the chain and explain their choice.
Game "Logic chains"
/Examples of logical chain: 1) Squirrel , because in winter it peels spruce cones and feeds on spruce seeds. - Cat , which can climb trees as dexterously as a squirrel. - Piglet because he is also a pet, like a cat. - Chick , he is also a pet, or rather a bird. - Parrot because he is also a bird. - Sheet from the tree, because the parrot is sitting on the tree. - Boots for autumn walks, because the leaf is autumn. - Mittens , since it is also a piece of clothing, like boots. Coat , because it is winter clothes, and the fir branches in the picture are covered with snow. - Cat because she is also "dressed" in a warm fur coat. - mouse , for which the cat loves to hunt so much. - The mouse is holding a piece of cheese. Cheese usually put on bread and eat this sandwich with tea. We put a picture with teapot. - jar of jam for tea. - Apple because apples make delicious jam. - Sunflower because it is also a plant. - Shovel because the plant needs to be dug. - Watering can because the plant needs to be watered.
2) Christmas tree . - Christmas toy for decoration. - toy bike (also a toy). - Automobile, because it is also transport. - Telephone , because it is also red (this selection can also be; it is important that the child explains his choice). - gnome, whom I can call. - Flowers , because the dwarf is also holding a flower . - Butterfly because she loves flower nectar. - Peacock , it has the same motley coloring as a butterfly. - Parrot because he is also a bird. - Month the same yellow color as the parrot. - Rainbow She is also a natural phenomenon. - A rainbow comes after the rain. Needed in the rain umbrella./
Educator:
- Guys, our pictures turned out to be a real train, long, with many trailers. Now we can get to the fabulous winter forest.
Fizminutka "Train"
- We arrived in the winter forest. In winter, the forest looks fabulous: the trees are covered with snow, a ski track winds under them, anthills take refuge under snowdrifts. Let's try to find colorful words to describe the forest.
Selection of epithets
- What is the snow in the forest? (Fluffy, shiny in the sun, soft, prickly, sparkling, silver.)
What do trees look like in winter? (Quiet, thoughtful; covered with snow, like a blanket; dressed in snow coats; dozing under a snow blanket; frozen, chilled; the needles of the Christmas trees are like ice fingers.)
- Snowfall in the forest, what is it like? (Snow flakes, quiet snow, fluffy snowflakes, quiet swirling.)
Educator:
- After a walk in the forest, I suggest you take a break. To do this, let's go to visit Lesovichka. But here in the clearing there are a lot of houses of forest dwellers.
Game exercise "Whose house?"
/ Formation of possessive adjectives (meaning of ownership) /
- In this house, the yapping of a fox is heard. Whose house? (Fox.)
- A bear lives in another house. Whose house? (Bearish.)
- A wolf lives in this crowbar with his family. Whose house? (Wolf.)
- Hares live together in the house. Whose house? (Hare.)
- A wild boar grunts in this house. Whose house? (Boar.)
- Finally, we found Lesovichka's house. Let's go visit him. Lesovichok wants to treat us to tea. Sit at the table. There will be pies and jams for tea. Take the jars that are on the table in front of you. The stickers depict berries from which jam is made.
- I have raspberry jam - raspberry. And you?
Game exercise "Jam"
Currant jam - currant,
from strawberries - strawberry, from apples - apple,
from cherries - cherry, from plums - plum,
from apricots - apricot, from peaches - peach,
from strawberries - strawberry, from blueberries - blueberries,
from lingonberries - lingonberry, from cranberries - cranberry.
Now let's try the pies. Mine has a gooseberry on it, so it's a gooseberry pie, a gooseberry pie. And you?
Game exercise "Pies"
/Formation of adjectives from noun stems/
With strawberries - strawberry,
with strawberries - strawberry,
with cherry - cherry,
with apples - apple,
with plum - plum,
with apricots - apricot,
with peaches - peach,
with currant - currant,
with blueberries - blueberry,
with lingonberries - lingonberry,
with cranberries - cranberry,
with raspberries - raspberry.
Educator:
“Now that you have refreshed yourself and rested, come to this table. It has picture cards on it. Please take one. Now try to make commands. There is only one condition: each team must have four people. Look at the pictures on the cards. And now the task for each team: try to come up with a fairy tale using four keywords from your cards. You decide how you will tell the story - one of the team, or all in turn.
Making up a story from pictures
/ If necessary, the teacher helps the children by asking questions, thus guiding the development of the plot.
Examples of pictures: bear, hare, lake, forest, Christmas tree, snowdrift, gift, paint, snowfall, blizzard, thaw, Snow Maiden, fox, holiday, deceit, punishment, month, squirrel, tinsel, Baba Yaga./
The teacher offers to evaluate the results of the lesson for the children. To do this, he asks them to choose red chips if the children liked the activity and were interested;
yellow chips, if you didn’t like something in the lesson;
chips of blue color if you didn't like the activity at all.
Then the teacher invites the children to evaluate their own work in the classroom using the same chips. This helps children develop the skills to actively control their work. With incorrect self-esteem, the teacher asks other children to express their opinion about the work of a friend, his relationship with other children.
In turn, the teacher emphasizes that the best, most interesting fairy tales came from those teams where the children managed to agree, coordinate their actions.
Methods of psycho-emotional correction in the classroom for the development of speech
One of the most important techniques used in speech development classes is the use of psycho-emotional correction (psycho-gymnastics, group creativity, dramatization), which are aimed at relieving emotional stress, regulating stress in children, and also contribute to the development of communication skills, teach children benevolent, tolerant in relation to those around you.
After all, working with children should be dynamic and emotionally enjoyable. For this purpose, along with traditional methods and techniques in speech development classes, I also use non-traditional speech therapy methods and exercises to develop auditory attention and phonemic perception, speech breathing, fine and articulatory motor skills, and general coordination of movements.
These non-traditional exercises, which are playful in nature, evoke positive emotions in children.
In order to normalize muscle tone, you can start the lesson with breathing and relaxing exercises.
The use of psycho-gymnastics, relaxation exercises, psycho-physical gymnastics in the classroom helps to relieve increased muscle tension (relaxation exercises), improves the functioning of the facial muscles, promotes the mobility of the articulation apparatus (psycho-gymnastics), helps to relax children, develops imagination, and overcomes motor awkwardness.
Psycho-gymnastics also contributes to the education of emotions, the development of expressiveness of movements, mastering the skills of self-relaxation. Its main goal is to relieve mental stress and create opportunities for self-expression.
In classes with elements of psycho-gymnastics, children learn the ABC of expressing emotions - expressive gestures, facial expressions, movements.
At the end of classes, it is advisable to use relaxation exercises in order to relieve excessive excitability, muscle tension and restore a good emotional state.
The introduction of psycho-gymnastics and relaxation elements into speech development classes is very important point. Children become more open, begin to communicate more actively with peers and adults, they get rid of many neurotic manifestations (fears, aggression, various kinds of fears, insecurity)
Abstract of a lesson on the development of speech in middle group(using modeling and psycho-emotional correction)
"Pets"
Purpose of the lesson:
Clarify, expand and activate the vocabulary on the topic "Pets".
Continue to form children's ideas about domestic animals and their cubs, their habitat, what they eat.
Name animals in a diminutive form.
Correctional and educational goals: to teach children to compose descriptive stories according to a picture-graphic plan.
Correction-developing goals: development of coherent speech, visual attention, thinking, articulation, fine and general motor skills, coordination of speech with movement.
Correctional and educational goals: the formation of skills of goodwill, independence, responsibility. Raising love and respect for animals.
Preliminary work: guessing riddles about pets, looking at illustrations depicting pets, compiling descriptive stories, getting to know the picture and graphic plan, practicing articulatory gymnastics “Horse”, “Kitty”.
Materials and equipment: small toys of pets, a diagram for compiling a descriptive story, split pictures depicting pets.
Lesson progress:
Psychological attitude: an exercise aimed at developing arbitrariness and self-control
"Screamers - whisperers - silence."
/ The children sit in a circle, the teacher raises cards one by one - silhouettes of palms of different colors.
Red - "Screamer" - you can make noise, shout, clap.
Yellow - Whisperer "- a signal that you can whisper quietly.
Blue - "Silent" - sit quietly, do not make noise. /
Game exercise "Tell me who it is"
/ Show figurines of animals. Clarify what they are called, name their cubs, what they eat. /
Didactic game "Who is screaming?" (onomatopoeia)
/ Cat ... (meows - meow), dog ... (Barks - woof, woof), cow ... (mumbles - moo-woo), horse ... (neighs - yoke-go), etc. /
Drawing up descriptive stories using a picture-graphic plan.
Animal name
wild or domestic
dwelling
The size
Color
Smooth or spiky
Body parts
cubs
What does it eat
Educator. This plan will help us to compose a story / shows a picture-graphic plan /. First you need to tell the name of your animal. Is it wild or domestic? Where does he live, in the forest, or with a person? Then describe what size and color it is, what kind of fur it has. What are the features in the structure of the body. Remember and name the cubs how they give voice. What do they eat.
Physical education minute
The cat sat under the bush, (squat down)
Cheese ate a piece. (pat yourself on the stomach)
The cat got up, stretched (get up, stretch)
Her fur unfurled. (stroke belly with hands)
Didactic game "Fold the whole from the parts" (work with split pictures)
/ Everyone has split pictures on the tables, cut into 4 - 6 parts. Children collect the whole image of the animal./
Didactic game "Call it affectionately."
Cat ... (kitty).
Cow ... (cow).
Goat ... (goat).
Dog ... (dog).
Sheep ... (lamb). Etc.
Logarithmic exercise "Sheep".
/ Children stand in a circle, music sounds: “Sounds of Nature”, movements are performed in accordance with the text of the poem /
Sheep have rings on their coats,
Those sheep are grazing by the river.
They are grazed by two shaggy dogs,
That wag their shaggy tails.
And the shepherd on the hill by the tree
He plays the flute intricately.
Dexterous fingers run fast,
Dandelions bloom in the meadow.
The bell sways in the wind
We hear a wonderful melody.
Reflection "My mood"
/ The teacher invites the children to determine their mood with the help of pictures depicting a cheerful and sad bear. The one who considers his mood to be good, chooses a picture with a cheerful bear, bad - a sad bear.
Abstract of a lesson on the development of speech
in the senior group (with elements of psycho-emotional correction)
"Visiting the Rainbow"
Purpose of the lesson:
Connected speech. Learn to compose a story based on reference pictures; tell coherently and vividly, without deviating from a given topic; develop communication skills.
Grammar. Teach children to understand and use adverbs in speech; to consolidate the ability to coordinate adjectives with nouns.
Dictionary. Develop and enrich children's active vocabulary.
Sound culture of speech. Exercise in the pronunciation of the isolated sound R, as well as the sound Sh in words.
Contribute to the moral development of the child, by forming his ideas about kindness, friendship, culture of communication; cultivate tolerance, a friendly attitude towards each other; develop cognitive processes: attention, memory, imagination.
Equipment and materials: colored pencils (colors of the spectrum); cardboard mock-up of a rainbow on magnets; reference pictures - rain, meadow, insects, sun, rainbow; didactic game "Magic Flowers"; cardboard layout of the house; children's high chair, decorated with appliqué; audio recording of the song by V. Shainsky "The world is like a colored meadow."
Preliminary work: studying the colors of the spectrum; viewing the illustration "Rainbow"; teacher's story "How the rainbow appeared"; didactic game "Butterflies and Flowers"; learning speech exercises for sound pronunciation; guessing riddles about the seasons; word game "Say the opposite"; learning Kondratiev's poems "Hello!", "Good afternoon"; reading by V. Oseeva "The Magic Word"; conversation with children on the topic "How to call a person."
Lesson progress:
Educator: / holding a box of colored pencils / Guys, today I have prepared colored pencils for class, but we will not draw with them. Today I want to read you a fairy tale about words that will help you draw the world in colors and without colored pencils.
/ The teacher reads the fairy tale of M. Stoyan to the children, in the course of reading, exposing a cardboard layout of the rainbow on a magnetic board /
-Often during the rain, you stand at the window, look, listen, and it starts to seem to you that all things have a voice, that they all talk and your pencils, right?
Hear, says the red one: I am a poppy, I am a fire, I am a banner ... Orange responds after him: I am an orange, I am a carrot, I am a fox ... Yellow is also not silent: I am a duckling fluff, I am wheat, I - the sun ... And the green rustles: I am the grass, I am the gardens, I am the forests ... And the blue does not lag behind: I am the bell, I am the sky, I am the sea ... And the purple whispers: I am the twilight, I am the lilac in bloom, I am plum...
But now the rain stops, And with it the colored pencils stop.
- Look! - says red, Rainbow - it's me! “Me too,” orange adds. - And I, - smiles yellow. - And I, - rejoices green. - And I, - cries blue. - And I, - blue has fun. "Me too," Violet laughs.
Teacher: What did we get? A painted yoke hung across the river. What's this? That's right, it's a rainbow! Have you ever seen a rainbow? / children's answers / Which of you will tell when you can see it? (Rainbows can be seen after rain if the sun comes out.)
Educator: Right. Let's come up with a story about the rainbow together, and the pictures will help us. /puts up a picture of rain/ So, one day it was raining heavily over the meadow.
And who in the meadow was happy with the rain? /exposes a picture of a flowering meadow/
Children: Grass and meadow flowers were happy with the rain. Water watered the earth, the grass turned green, flowers blossomed.
Educator: Who was afraid of the rain in the meadow? /picture depicting insects: butterflies, flies, dragonflies/
Children: Butterflies, dragonflies, flies were afraid of the rain. They hid under leaves, in cracks and minks. Insects will not be able to fly if the rain wets their wings.
Children: The rain is over, the sky is blue again. The bright, radiant sun shone.
Educator: But we know that if the sun peeks out after the rain, then ... / a picture of a rainbow /
Children: A colorful rainbow appeared in the sky.
Educator: The story turned out just wonderful. Now imagine that you and I ended up in this meadow. I invite you to the meadow
Relaxation exercise “Let's draw what we talked about” / Children sit on the carpet in a circle one after another and “draw” rain, flowers and grass, insects, sun, etc. on the back of the person sitting in front of them /
Educator: In the rainbow above the horizon - all the colors of the miter: and oranges, and wheat, and the sky, and the sea, and lilacs in bloom. Look at the sky above the meadow after the rain, and you will see a huge multi-colored rainbow there. She is like a gate leading to a fairy-tale land. Do you want to go there? This is a very kind fairyland. Only kind and good children can get there. Are you like that? Then let's remind each other of this.
Communicative game "Praise your neighbor"
/ Children, sitting in a circle, praise their neighbors, characterizing them with the help of adjectives, coordinating adjectives with nouns, for example: Sasha is brave, Nikita is kind and strong, Nastya is affectionate, Irina is cheerful, etc. /
Educator: In a magical country, everyone knows how to speak correctly and beautifully, pronounce all the sounds. Do you know how? Let's practice pronouncing the sound Sh
Sound pronunciation exercise
Who has what?
Midge's wings, Lusha's cat,
Fluffy cat, Mouse Tanyusha,
Pebbles at Masha, Ears at the bear,
Natasha has a box, a monkey has a tail.
Educator: And different animals live in this country. Although they growl, they do not bite anyone, because this country is kind. Remember and name such animals that can growl. (tigers, bears, lions, wolves, panthers, etc.)
Educator: Now stand in a circle, imagine that you are animals, cover your “muzzles” with your “paws”. Let's play a game.
Fizkultminutka.
Psycho-speech gymnastics "Beasts"
The teacher stands in the center of the circle and lightly taps on the “legs” of the “animals”, pronouncing the words:
Don't knock on these doors
The animals must be sleeping already!
If you knock -
Animals can roar!
After the word "roar", the children look out of their hiding places and growl: R - R - R!
Educator: Guys, look at what unusual flowers grow in a magical land. In the middle of the flower, the question is “When?”, So we will answer it. How many petals, so many questions. Listen to the first question.
Game exercise "Magic Flowers"
It's time for us to get up. The Cockerel has been singing since .... / in the morning /; We all go to dinner And it happens .... / in the afternoon / etc.
Educator: And in the middle of the next flower is the question "How?".
Let's try to answer it.
How does the mouse squeak? /quietly/ How does a lion roar? /loudly/ How does the hare run? /quickly/ How is it outside in winter? /coldly/ How do you answer? /correct/ etc.
Educator: And what bright and elegant houses in the country near the rainbow. Let's look at this house and answer the question that is written on its roof: “Where?
Game exercise "Tell me where?"
Where is the foundation of the house? /below/ Where is the roof? /above/ Where is the porch? /left/ etc.
Educator: Well done, you diligently answered the questions, and now let's have a rest and play a ball game.
Ball game "Say the other way around"
/Children stand in a circle. The teacher alternately throws the ball to the children, naming the adverb, the children must return the ball, picking up the adverb opposite in meaning. For example: warm - cold, dirty - clean, fast - slow, etc. /
Educator: Guys, listen to the poem - a riddle
"What a word?"
Masha knew a lot of words, But one of them was gone, And it is - as if it were a sin - It is said most often. This word follows For a gift, for dinner, This word is said, If you are thanked ... / thank you / V. Golyakhovsky
That's right, it's a polite word "thank you." The inhabitants of the magical land know and very often say polite or, as they are also called, magic words. We also know these words. Remember them and name them. (Please, hello, be kind, thank you, etc.)
Educator: Well done, they remembered a lot of words. Now let's listen to poems about polite words.
/Children read pre-learned poems:/
"Hello!"
- Hello! - you say to the person - Hello! he smiles back. And, probably, will not go to the pharmacy, And will be healthy for many years.
"Good afternoon"
- Good afternoon! - you said - Good afternoon! – you answered. Two threads connected you with warmth and kindness.
Educator: And indeed, kind words seem to connect us with each other, it turns out a chain of kindness
Psycho-gymnastics "Chain of kindness"
Educator: Let's feel the warmth of each other. Let's close our eyes and imagine how warmth spreads throughout the body, and now we will try to transfer this warmth to a neighbor by touching our palms or stroking our hands, we can hug, and then warmth and kindness will be transmitted to everyone along the chain, from one to another. So the magic words have become our friends and there is so much kindness left in our hearts.
/ There is a knock on the door and a crying girl appears. The role is played by the teacher or the child of the preparatory group. /
Teacher: What happened? Who are you and why are you crying?
Katya: My name is Katya, and I cry because the girls with whom I played in the yard call me Katya. I don't like it at all, I'm not Katya, but Katya.
Educator: I know what to do, we will take you with us to a magical land, because there is a magic miracle chair, and it will help us calm and please you.
/ The teacher shows the children a chair decorated with colored appliqué /
Educator: This miracle chair is not simple, the one who sits on it can only be called kind, affectionate words. Let's put Katya on it and call her. (Katya, Katyusha, Katya, etc.)
Educator: But a person can be called not only by name, but also by other affectionate words, for example, the sun, sweetie. Maybe some of you are also called such an affectionate word? Let's try to find such words for Katya. (Kitten, honey, hare, etc.)
Educator: Look, guys, Katya is no longer sad, she is smiling. And who among you wants to sit on a miracle chair?
Game exercise "Miracle - high chair"
/Children take turns sitting on a chair, and the rest try to call them affectionately by name or in some other way./
Educator: Here are interesting names our guys! How beautiful and affectionate you can call them! It will be very good if we in the group call each other affectionate, gentle and kind words. Then our mood will be kind and joyful. So that you want to sing and dance, as now.
/Children sing the song "The world is like a colored meadow", music by V. Shainsky, lyrics by M. Plyatskovsky./
Educator: Guys, our lesson has come to an end. We visited the rainbow today. Rainbow! We are leaving your domain, but the secrets of your colors and words, with which we have made friends, will forever remain with us.
Logorhythm - a holiday of beautiful speech for children
Logorhythm is a system of motor exercises in which various movements are combined with the pronunciation of special speech material.
Logorhythm helps to strengthen the musculoskeletal system, develops breathing, motor functions, a sense of balance, correct posture, gait, and grace of movement.
Speech is one of the main elements in motor-spatial exercises. The rhythm of speech, especially the rhythm of poems, sayings, proverbs, contributes to the development of coordination, general and fine voluntary motor skills. With the help of poetic rhythmic speech, the correct tempo of speech, the rhythm of breathing are developed, speech hearing, speech memory are developed.
The structure of logorhythmic lessons includes the development of memory, attention, optical-spatial functions, auditory functions, motor sphere, manual motor skills, articulatory motor skills, speech functional system, sound pronunciation. The classes include finger games or finger massage, eye gymnastics, different kinds walking and running to music, poems accompanied by movements, speech therapy gymnastics, facial exercises, and there may also be relaxation exercises to music, tongue twisters, speech and musical games.
As a result of logarithmic classes, the following tasks are implemented:
clarification of articulation
development of phonemic perception
vocabulary expansion
development of auditory attention and motor memory
improvement of general and fine motor skills
development of clear, coordinated movements in conjunction with speech
development of creativity and imagination.
Practice shows that regular practice of logorhythmics contributes to the normalization of the child's speech, forms a positive emotional mood, teaches communication with peers, and much more.
Abstract of a lesson on logarithmics in the middle group
"Toy shop"
Purpose: to develop phonemic perception, auditory attention, speech breathing, visual memory. Improve general and fine motor skills of hands, articulation. Develop coordination of speech and movements. Education of expressiveness of movements. The ability to transform, the ability to coordinate music with movement.
Materials and equipment: toys - soldiers, bear, matryoshka, tumbler, doll; half masks - doll, monkey, ball, horse, cat; large cubes.
Preliminary work: learning outdoor switchgear “Toys”, logarithmic exercises “Snow”, “Teremok”, words for the logarithmic game “Shop”, singing the song “Bear scratched his paw”
Lesson progress:
Educator. Do you guys want to go to the toy store? This is not a simple store, but a magical one: toys can come to life in it, and customers can turn into toys for a short time.
Look in the store for all the toys in the window: Clockwork bunnies, dolls and balls, fluffy kittens, nesting dolls, cubs. Everyone is sitting on the shelves, They want to play with us. In our store, each toy has its own song.
A set of general developmental exercises to music
/ the educator reads poems about each toy; children pronounce words and do exercises /
Here the soldiers are standing, the parade begins. One, two, three, four, five - we begin to walk. /marching/
Here are the cars running, rustling their tires. Yellow and red are all so different. / move in a flood /
The little bear took the harmonica and decided to play a little. One, two! Turn... he dances and sings. / imitate playing the harmonica /
Here are baby dolls, colorful clothes, / spring / Bright handkerchiefs, pink cheeks. /show cheeks/
You better look! The puppets are dancing. The legs are exposed, they are invited to visit. /put one foot on the heel one by one, raising arms bent at the elbows up/
What a fun ball. So it jumps! So it jumps! I would rather catch him to play again! / jump on two legs, squat at the end of the phrase /
Roly-up, Roly-up, squat, squat, What a naughty you are! We can't handle you! / tilts in different directions, threaten with a finger /
The most beautiful locomotive of all: two pipes and a hundred wheels. Well, toys ride in it - dolls, bunnies, parsley. / move in fractional steps, arms bent at the elbows /
/ Continuing to move, they perform the song “Steam Engine” (music by Z. Kompaneyts, lyrics by O. Vysotskaya), “reach” the carpet, sit down /
Educator. Now let's play with sand in the yard.
Let's make houses out of the sand in the courtyard. Things are quickly arguing, the doll's house is being built.
finger game
We’ll make everything we want out of the sand, / clap your hands / Gosha sculpts a bun, / they “sculpt” a bun / And Albina is a teremok, / they connect their hands above their heads / Lyuba sculpts different fish, / they press their palms one to another and move them right-left / Well, Sasha is a white mushroom. / one hand is clenched into a fist, covered from above with the palm of the other hand - a mushroom cap /
Educator. Interested in playing in the sand? And even more interesting in our magical toy store. Here the children themselves have become toys. Get in a circle. It's time to open our store.
Logo-rhythmic game "Shop"
/ children put on half masks, move in a round dance, pronouncing words /
Bom-bom! Bim-bim! We open a store. Come in, come in, buy what you want!
Doll. / a child in a half-mask goes into a circle / You look at me and take me home with you. I will love and listen to you. And my name is Katyusha.
Educator. Who buys a toy and takes it with him?
Child. I'm buying a toy!
Doll. Before you can pick me up, you must catch me!
/ the child catches the toy and stands with it in a circle. Children move in a circle, pronouncing the words: “Bom-bom! Bim-bim! Opening the shop…”, the game continues/
Ball
. I am a jumper, a funny ball, I don’t like the one who cries, I don’t love the one who cries, but I love the one who jumps! ....
Monkey.
I am a funny monkey, monkey, naughty. One, two, three, four, five! I want to play with you!....
Skate. I am not a simple skate, I am a clockwork skate. Top top! Tsok-tsok! Take me, my friend!....
Kitty. I'm a cat-cat, I'm good at catching mice. I sing a song to the children: “Meow! Baiushki bye!"….
Educator. We sold out all the toys in the store, it's time for the store to close / The children move in a circle, pronouncing the words / Bom-bom! Bim-bim! We close the store.
Educator. It stands in the field of a teremok-teremok. He is neither low nor high. The doll lives in that little house, she is waiting for all her friends to visit today. Let's take a look into the teremok, to the doll for a light. Only here is the trouble of the tower-teremok is locked. Maybe a kitten-cat will open a teremok for us?
Finger game "Tryk-trok!"
Kitty. / steps forward, shows movements, all the children follow him / There is a teremok in the field on the door a lock hangs. Trick-trock! And the tower opened!
Educator. Thank you kitty kitty!
The doll invites you to visit, treats you with sweet tea: “Come, all the toys! There will be a cake for you and buns!
Let's go in, just knock on the door first.
Logo-rhythmic exercise "Knock-knock!"
- Knock-Knock. /Three blows of fists against each other/ - Yes, yes, yes. /three claps/ - May I come to you? / three punches against each other / - Always glad! /three claps/
/Children enter an imaginary teremok, sit down on cubes/
Educator. The doll wants to treat you and me with hot tea with jam and sweets.
Articulation gymnastics
Exercise "Delicious jam." The mouth is open. Lips parted in a smile. With a wide front edge of the tongue, children lick the upper lip, making a movement from top to bottom, then pull the tongue into the mouth, towards the center of the palate.
Exercise "Blow for tea." Children put a wide tongue on the lower lip and exhale on the tip of the tongue.
Exercise "Roll candy in your mouth" mouth closed. The tip of the tongue rests on the cheek and moves up and down.
Educator. Guys, look, a naughty bear came to visit the doll. Let's sing a song about him.
The song "The bear scratched his paw ..."
Educator. Bear drinks hot tea and sucks on candy. Don't get wet by chance, tie a napkin! But the bear does not listen to us, he is naughty. The bear tries different treats from the table.
Mimic exercises
/ children with the help of facial expressions show how the bear eats a lemon, pickle, cake, candy, chocolate, etc./
Educator. Something our bear became quite sad, probably ate a lot of chocolate. Let's take pity on the bear.
Breathing exercise"Sorry Bear"
/children blow on the palm as long as possible, trying to make the air come out in a uniform jet/
Educator. Our bear is completely healthy - even ready to dance. Well, the doll and the bear have fun - they dance the Polechka without a break.
Dance "Bear with a doll"
Educator. The bear liked visiting the doll, he did not notice how winter had come. It was quiet and cold in the forest. A bear is walking through the forest. It’s cold for him, his fur coat got wet, his paws froze. Show how cold the bear is in the winter forest.
Psychogymnastics "Sad Bear"
Educator. It's time for the bear to sleep in the lair. He climbed into the lair, filled the lair with snow, a whole mountain of snow grew. The bear got warm under the snow and fell asleep.
Logarithmic exercise "Snow"
Like on a hill there is snow, snow, / show a “hill” with your hands / and under a hill there is snow, snow, / show with your hands “under a hill” / and on a Christmas tree there is snow, snow, / show a “hill” with your hands / and under a Christmas tree snow, snow, / show with your hands “under the hill” / and under the snow a bear sleeps. /hands under the cheek/ Hush! Quiet! Keep quiet! / wag your finger, then bring it to your mouth /
Educator. And it's time for the doll to sleep, our tower with toys is closing.
Synopsis of a logarithmic lesson in II junior group "VISITING GRANDMA"
Target:
Activate the dictionary on the topic "Pets".
Fix the articulation and characterization of the sound [y].
Develop articulation, fine motor skills, coordination of movements and speech.
Develop speech exhalation.
Develop expressiveness of movements and speech.
Instill a love for animals.
Materials and equipment: half masks for domestic animals: cockerel, horse, goose; half masks of cats according to the number of children; train made of large building material.
Preliminary work: learning verses for the logarithmic exercises “Ladushki”, “Cockerel”, “Horse”, “Train”; learning finger games "Geese", "Let's stroke the cat"; articulation gymnastics "Horse";
Lesson progress:
/ Children enter the hall to a cheerful melody and stand in a circle /
Educator: Today we will go to visit grandma. Do you rejoice when you go to visit your grandmother?
And when people are happy, they clap their hands. Let's clap too.
Logorhythmic exercise "Pancakes"
/ Children pronounce the text, clap for each word, the last word in the line is highlighted with a clap above their heads /
Frets, frets, frets,
We're going to visit grandma
To our dear grandmother,
To Grandma Zabavushka.
The kids go to her
Dear grandchildren.
Educator: We need to hurry, because the train gives a signal for departure and sings its song.
Musical chant "tuuuuuuuuuuuuuu" / Development of speech exhalation /
Educator: Which song is long or short? Why? What sound helps pull it? Let's sing it again.
Sound articulation [y]
Educator: The train is picking up speed.
Logo-rhythmic exercise "Train" / Development of the rhythm of movements /
/Children sing and perform rhythmic movements to the music according to the text/
We sit in wagons
We are sitting, we are sitting!
And we look out the window
Have fun looking!
Rides, rides a steam locomotive -
One hundred wheels, one hundred wheels.
He took the kids
Have fun.
Exercise for coordination of movements and speech, development of auditory attention "Guess who came?"
Educator: Listen to the music and guess who meets us with my grandmother? / Cockerel./
/ The child, who guessed the animal before others, puts on a mask of a rooster and recites a poem, accompanying the speech with movements (rhythmic raising of arms and legs) /
Child: Here comes the cockerel,
Proudly raised the comb,
red beard,
Prance.
Educator: Standing asleep, head down, horse. Here she opens her eyes and neighs: wow.
/ A child in a mask depicts a horse, accompanying speech with movements, clicks his tongue and snaps his fingers /
Child: I am a horse - a gray side,
Click, click, click!
I will knock with a hoof,
If you want, I'll ride
Click, click, click, click!
Educator: Shall we ride a horse?
Articulation gymnastics "Horse"
/ Children rhythmically click their tongues and click their fingers to the soundtrack /
Educator: And the goose wants to show off, he has an addition to his family. Show with your fingers what beaks do geese have?
Finger gymnastics "Geese"
/Children connect large and index fingers on the hands of both hands and rhythmically pronounce the text, opening and closing the "beaks" /
Ha-ha-ha - the goose cackles,
I'm proud of my family
For goslings and goose
I look, I don't look.
Educator: But most of all, the cat was waiting for us, because she loves being stroked.
Psycho-speech gymnastics "Cat"
/Children with a relaxed hand under the poetic text imitate stroking a cat/
Kisonka, murisenka,
Eats, drinks, sings songs,
Soft Paws,
And scratches in the paws.
Educator: Let's ask the cat to teach us how to walk as gently as she does.
Logarithmic exercise "Cat"
/ Children put on cat masks and imitate her movements, accompanying them with words /
The cat is very good
Walks softly, slowly
Sit, wash
Wipes off with a paw.
Educator: Let's stroke the cat behind the ears.
Finger gymnastics "Let's stroke the cat"
/Children to the music rhythmically imitate stroking with each finger/
Educator: The cat saw the mouse. Show how she jumps.
Exercise for the development of speech exhalation "The cat catches the mouse"
/ Children clench their fingers into fists, inhale through their nose. As you exhale, throw your hands forward, pronouncing "meow" /
Educator: And now let's play the game "Cats and mice". The cat goes hunting for mice. As soon as the cat falls asleep, the mice go out for a walk.
Mobile game "CATS AND MOUSE"
/Children choose a cat with the help of a rhyme: the child pronounces the rhyme, pointing to each child with his hand/
Rhythm:
Here comes the black cat
Hiding, waiting for the mouse.
Mouse, mouse, beware
And don't get caught by the cat.
Educator: Oh, how interesting it was visiting my grandmother! But it's time to go back to kindergarten. Let's say goodbye to grandma and her pets.
Logo-rhythmic exercise "Ladushki" /Rhythmic pronunciation with claps/
Frets, frets, frets,
Where were you? By Grandma.
Goodbye, grandma
Grandma Fun.
Synopsis of a logarithmic lesson in the senior group "Domok - Teremok"
Target:
Overcoming speech disorders through the development, education and correction of the motor sphere in combination with the word and music.
Improving the grammatical structure of speech (the formation of nouns with suffixes -onok, -enok).
The development of speech breathing, speech hearing, fine, general and articulatory motor skills, pantomime, attention, melodic-intonational side of speech, sense of rhythm, musical ear, auditory-motor coordination. Increasing the amount of memory.
Education of expressiveness of movements, switchability from one field of activity to another, the ability to transform, the ability to coordinate music with movement, a positive attitude to the lesson.
Equipment and materials: Phonograms of lyrical melody and lullaby; torch; Free Images: bear, goose, cat with a kitten, mouse, frog, kitten, kid, mouse, gosling, calf; modular house; noise toy "shurshunchik" for each child.
Preliminary work: learning poems by Yu. Sokolova "House", "Geese"; articulation gymnastics; finger games; didactic game "Whose baby?"; singing songs from the children's collection "Funny Songs for Children"
Lesson progress:
/ Children enter the hall to a calm melody and stand in a circle /
Educator: Guys, do you like fairy tales? Then get ready, now I will tell you about what house-teremok the Bear built. (One, two, three - a fairy tale come.) / calm music sounds /
Who lives in a fairy tale? (bear) What bear? (large, brown, clumsy)
So the fairy tale begins. Forest. Winter. It became quiet and cold in the forest in winter. Misha the bear is walking through the forest.
Let's show how Bear walks.
Imitation movement "Bear"
/Children stand in a circle on the carpet and show the gait of a bear to the musical accompaniment/
Educator: The bear is cold, the fur coat got wet, the paws are frozen, show how the Bear is cold and sad.
/Children show the bear's gait and emotional state to the music/
Educator: Well done! Now sit down and listen to the story further.
/Children sit on chairs/
"How will I winter the winter?" - Thinks the Bear. Thought and thought and thought. I decided to build a house for myself, warm and strong. Misha began to collect tools. But the trouble is, Misha does not know what tools are needed. Let's help him collect the right tool.
Articulation gymnastics.
"Shovel". Put a wide, flattened and motionless tongue with the front edge on the lower teeth.
"Saw". Having arched the back of the tongue, we rest its tip against the lower teeth. Slowly move the protruding tongue from left to right and back
"Axe". Having arched the back of the tongue, we rest its tip against the lower teeth. We slowly bring together and squeeze the teeth, unclench them again, check whether the tongue is held in a given position.
Educator: Misha collected the tools and began to build a house, and we will help him.
Poem with movements "House"
I knock with a hammer, They strike each other with fists.
I want to build a house. Connect the tips of the fingers above the head.
I'm building a tall house, Raise straight arms up.
I will live in that house. They clap their hands.
Y. Sokolova
caregiver recites a poem and shows the child m house built from modules.
Here is built new house,
Mishka settled in it.
Very big bear's house,
It has both a stove and a chimney.
Educator: What did Misha build? (new house)
What is the house like? (large, with stove and chimney)
It's dark for Misha the bear in the big house, let's light a flashlight in it.
Breathing exercises.
Exercise "Light the flashlight."
/Educator invites the children to approach the house, lower their hands, take a calm breath, “send air into the tummy”, and as you exhale, make your lips a tube and blow on a flashlight /
Educator: Mishka lives in a new house, enjoys warmth and comfort. Yes, he began to think: “I feel good, warm. And what about my buddies? They'll be cold in the winter." Mishka decided to invite his friends to the house-teremok. The geese came first. Their paws are red from the cold.
- Come out on the mat, let's play the game "Geese".
Logorithmic exercise "Geese"
(musical accompaniment)
Gray geese flew. / Run on toes, waving their arms /
They quietly sat down on the lawn, / Squat /
Like. /Walk on socks/
They pecked. / Tilt your head forward /
Then they quickly ran. / They run one after another and sit on chairs /
Y.Sokolova
Educator: Who has now settled in Misha's house? (geese)
The geese began to chop wood and heat the stove, so that it would always be warm in the house.
A cat with a kitten came to the teremok and also found a job. The cat grinds the grain to make flour, and the kitten plays.
/Children are invited to stand near their chairs. They are given noise toys "shurshunchiki" /
Rhythmic game "Tsapki"
(the game is repeated 2 times)
The pussy played with her paws, / They hit the knees with both palms at the same time /
The pussy paws pounded: /Make a sound in quarter durations/
Tsap - tsap - tsap - tsap, / Make a sound in eighth durations /
Tsap - tsap - tsap - / Alternately slap on the knees /
Tsap! / quickly hide their hands behind their backs /
Educator: And then the girlfriends came - the Mouse with the Frog. They bake pies out of flour.
Good for Mouse
From the oven donuts.
And at the Frog -
Cheesecakes for tea. V. Khesin
Finger game "Cheesecakes"
Let's bake cheesecakes!
We kneaded the dough, /Pinch themselves on the thighs/
We put sugar, / “Sprinkle granulated sugar” with the fingers of both hands /
Berries, cottage cheese - / “They make pies” (one hand on top, then the other) /
We bake a pie.
Tutu-tutyushki! /clap hands/
Eat the cheesecakes! / Stretch your arms forward, turning your palms up /
Educator: The Mouse and the Frog are happy that the cheesecakes are delicious. The treat is baked, it's time to play. I invite you to play the game "Cat and Mice".
/Children go to the carpet to play. A child is chosen to play the role of a cat. The remaining children turn into mice under the "magic" coverlet /
The song is the game "Mouse".
Mice sit under the floor / Hands raised above their heads /
They follow the cat. / Hands alternately placed with a visor /
The cat is close here, it doesn't matter / They threaten with an index finger /
We are not afraid of the cat. / Waving the index finger to the right - to the left /
Let's go out, the mice take a walk / Walk in small steps on toes around the hall /
And show yourself to everyone!
In the meantime, the cat is not here, / They twirl their tail /
We will dance "mouse-ballet"!
/ Music sounds. Children put their feet alternately on the toe forward, to the side, back. Circling in place right-left /
Educator: So, guys, let's remember what animals live in Misha's house-teremka?
The Bear is happy that everyone lives together. And in the evenings, he and his friends recall warm summer days and sing songs.
Song "In the Meadow"
(from the collection "Funny Songs for Children")
Educator: The bear sings, and all the animals sing along with him. Help , guys, figure out who sings what song.
caregiver shows a picture and asks questions, the children answer.
Mu Mu! Who is screaming? Small ……. (calf).
Meow meow! Who is screaming? Small ……. (Kitty).
Oink-oink! Who is screaming? Small ……. (piglet).
Me-me! Who is screaming? Small ……. (kid).
Ha-ha! Who is screaming? Small ……. (caterpillar), etc.
Educator: Now our fairy tale is over, it's time to say goodbye.
Logorhythmic exercise "Teremok"
Well, in the evening we will close the lock / fingers in the lock / our beautiful painted tower / hands "house" / There will be residents in it until the morning / hands under the cheek / The fairy tale is over. It's time to say goodbye. /waving goodbye/
/Children leave the hall to the sound of the song "In my house"/
Parents about the development of speech of preschoolers
Speech is one of the important inventions of a child in preschool childhood. It is acquisitions, since speech is not given to a person from birth. It takes time for the child to start talking. And adults should make a lot of efforts so that the child's speech develops correctly and in a timely manner.
Children learn colloquial speech imitating the language of others. Unfortunately, parents often forget about this and let the process of developing the baby's speech take its course. The child spends little time in the company of adults, sitting at the computer, watching TV or with his toys, which replace his parents' stories and fairy tales. As a result, by the time the child enters school, there are many problems.
Many parents rely on kindergarten to solve the problem of speech development, but it is the parents who are the first and main "teachers" of their child. And, of course, the child masters speech more successfully when they are engaged with him not only in the preschool educational institution, but also in the family.
Therefore, one of the tasks of the teacher's work is to promote knowledge among parents on the speech development of children. A correct understanding by parents of the tasks of upbringing and education, knowledge of some of the methodological techniques used by the educator in the development of children's speech will undoubtedly help them in organizing speech classes at home.
In the process of working with parents, the educator can recommend poems, riddles, proverbs, nursery rhymes, counting rhymes, tongue twisters, pure proverbs for memorizing with children at home; to advise what books should be read to children of different preschool age; suggest what and how to do with the child at home, how to use the practical material; prepare consultations on speech development children.
Other forms of work are also effective: organizing stands where tables are posted indicating the correct stress in words that are difficult for children; small notes, articles on the development of the speech of preschool children, etc.
Speech alphabet for parents
Articulation gymnastics - this is gymnastics for the lips, tongue, lower jaw. Teach your baby to open and close his mouth in front of the mirror, raise his tongue up, make it wide and narrow, and hold it in the correct position.
fast speech - unacceptable in a conversation with a child. Speak clearly, clearly, correctly. Don't let your baby talk too fast.
Always tell your child about what you see, remember that if everything around you is familiar and familiar, then the baby needs to be introduced to everything that surrounds us. Explain to him that the tree is growing, the flower is blooming, why there is a bee on it. It depends on you whether your baby will be developed.
The main components of beautiful speech: correctness, clarity, intelligibility, moderate pace and loudness, richness of vocabulary and intonational expressiveness. This is how your speech should be.
Breathing exercises important in the development of speech. To develop the correct air jet necessary for pronouncing many sounds, teach your child to blow in a thin stream on light toys, balls, boats on the water (you can’t inflate your cheeks!)
If the child is over 3 years , he must be able to speak in phrases. The absence of phrasal speech indicates a delay in speech development, and the absence of words at 3 years of age indicates gross violations of general development.
Gestures complement our speech. But if the baby uses gestures instead of speech, do not try to understand his speech without words. Pretend you don't know what he wants. Encourage him to ask. The longer you understand the sign language of the child, the longer he will be silent.
"Golden Mean" - that's what you need to strive for in the development of the child, that is, to the norm. Take a look at the baby. Is he different from his peers? Do not overload it with information, do not speed up its development. Until the child has mastered his native language, it is too early to learn a foreign language (it is not for nothing that children in bilingual families very often have a general underdevelopment of speech).
Illustrations in children's books, appropriate for the age of the child, are an excellent tool for the development of speech. Consider illustrations with him, talk about what (who) is depicted in them; let the baby answer the questions: where? Who? When? What does, etc.
Parents should know the criteria by which a child's speech can be assessed. For example, the norms of sound pronunciation are as follows: 3-4 years - C, Z, C should already be pronounced correctly; 4-5 years - W, F, H, W; 5-6 years - L, Y; up to 5-6 years, it is allowed to replace the most complex sound P with a simpler sound or its absence in speech. left-handedness - not a deviation, but an individual feature of a person, does not accept retraining. This can lead to neurosis and stuttering.
fine motor skills - this is usually called the movements of the hands and fingers. The better the fingers are developed, the better the speech is developed. Therefore, strive to develop the muscles of the baby's hand. Let it first be finger massage, games like "Magpie, Magpie", then games with small objects under your control, lacing, modeling, buttoning, etc.
You can’t work with a child if you are in a bad mood, the baby is upset or sick with something. Only positive emotions provide high efficiency of the lesson.
General underdevelopment speeches (OHP) is often found in those children who spoke late: words - after 2 years, phrases - after 3. You can talk about OHP when the child has underdevelopment of all components of speech: sound pronunciation is impaired, vocabulary is limited, phonemic hearing is poorly developed, impaired grammatical structure of speech.
The nipple is harmful if the baby sucks it for a long time and often. Firstly, it forms a high (Gothic) sky, which affects the formation of the correct pronunciation of sounds. Secondly, the nipple interferes with verbal communication. Instead of speaking words, the child communicates through gestures and pantomime.
Only the complex impact of specialists (speech therapist, doctor, educators, parents) will help to qualitatively improve or correct complex speech disorders.
Folklore - the best speech material accumulated by the people for centuries. Nursery rhymes, sayings, tongue twisters, poems, songs develop the speech of children and are perceived with pleasure by them.
Mental development is inseparable from speech Therefore, when you develop speech with your child, you develop all mental processes: thinking, memory, speech, perception.
Advice for parents
Where does "porridge in the mouth" come from?
Quite often one hears from parents the statements "Porridge in the mouth" with notes of displeasure and irritation. And where does the "porridge in the mouth" come from? How can I help my child learn to speak correctly? What should you pay attention to?
"Porridge in the mouth" may be the result of violations in the structure of the articulatory apparatus: deviations in the development of teeth, incorrect positioning of the upper teeth in relation to the lower ones, etc. To prevent this, it is very important to monitor the condition and development of the dentoalveolar system and consult a dentist in time . Also, distorted sound pronunciation may be the result of impaired muscle tone of the articulatory apparatus. And here it is already necessary to consult a speech therapist and a psychoneurologist.
Special attention should be listened to. Hearing plays an important role in the child's mastery of speech, in the correct and timely assimilation of sounds. Hearing speech, individual words, sounds, the child begins to pronounce them himself. Even with a slight decrease in hearing, he loses the ability to perceive speech normally. Therefore, it is very important for parents to pay attention to the development of the baby's hearing. It is necessary to protect the child's hearing from constant strong sound influences (radio, TV turned on at full volume), and in case of diseases of the hearing organs, treat them in a timely manner.
Parents should take care of the still fragile voice apparatus of the child, not to allow excessively loud speech.
Adults should help the child master the correct pronunciation, but speech development should not be forced. It is also harmful to load the baby with complex speech material, force him to repeat words that he does not understand, memorize poems that are complex in form, content and volume, learn to pronounce sounds correctly, which, due to the unpreparedness of the articulatory apparatus, are not yet available to him (for example, at 2-3 years old, learn correctly pronounce sounds [w], [g], [r]), read works of art intended for older children.
The child learns speech by imitation. Therefore, it is very important that adults monitor their pronunciation, speak slowly, pronounce all sounds and words clearly and correctly.
Often the cause of incorrect sound pronunciation is the child's imitation of the incorrect speech of adults, older brothers, sisters, peers with whom the baby often communicates.
Parents should also pay attention to the fact that when communicating with a child, especially at an early and younger preschool age, one should not pronounce words distortedly, use truncated words or onomatopoeia instead of generally accepted words (“bibika”, “lyalya”, “yum-yum” and etc.) This will only slow down the assimilation of sounds, delay the timely mastery of the dictionary. The frequent use of words with diminutive suffixes, as well as words that are inaccessible to his understanding or complex in sound-syllabic composition, does not contribute to the development of the child's speech. If your child incorrectly pronounces any sounds, words, phrases, you should not mimic him, laugh or, conversely, praise him. It is also impossible to demand the correct pronunciation of sounds during that period of the baby's life, when the process of formation and automation is not completed.
Some violations of children's speech can only be corrected with the help of specialists, speech therapists. But a number of shortcomings can be corrected at home. In the family, they usually correct the child when he incorrectly pronounces this or that sound, word, but sometimes they do it with mockery or irritation. To fix speech errors must be approached very carefully. In no case do not scold the baby for his bad speech and do not demand from him an immediate correct repetition of a difficult word for him. Such methods lead to the fact that the child refuses to speak at all, closes in himself. You need to correct mistakes in a tactful, friendly tone. You should not repeat the word incorrectly pronounced by the child, it is better to give an example of its pronunciation.
Studying with a child at home, reading a book to him, looking at illustrations, invite him to answer questions on the content of the text, retell the content of the tale (story), answer what is shown in the picture. In the event that the child makes mistakes, you should not interrupt him, give him the opportunity to complete the statement, and then correct his mistakes.
Very often children ask us different questions. Sometimes it is difficult to immediately find the right answer to them. But you should not dismiss the questions of the child. In this case, you can promise to give an answer later, when the child eats (takes a walk, completes some task, etc.), during which time you can prepare for the story. Then the baby will receive the correct information, see, in the face of his parents, an interesting interlocutor for himself and will strive to communicate.
In the family, it is necessary to create such conditions for the child so that he feels satisfaction from communicating with adults, receives from them not only new knowledge, but also enriches his vocabulary, learns to build sentences correctly, pronounce sounds and words clearly, and tell interesting stories.
An example of creating such an environment can be a complete or at least partial refusal to watch TV movies and TV shows in the presence of a child, an exception, perhaps, may be the children's program "Good night kids" and only as a preparation for sleep. And as the parents themselves notice, communication with the child becomes longer, more conscious and filled with educational games, activities, and joint creativity.
How to teach poetry with a child?
Ways to memorize poems (practical advice for parents)
Of course, memorization of poems is not a problem for all kids. For some, it’s even the opposite: they remember with lightning speed what they especially like. So, in families where relatives talk a lot and often with a child, read, kids, already at the age of one, are funny clattering their tongues, finishing the lines from A. Barto's poem “I love my horse”. But there are also children who find it difficult to memorize poetry, for whom it is just hard labor. Why? Most often, because he teaches the poem incorrectly. We want to tell you how to teach poetry with a child, given his psychological features, age, temperament and even literary preferences.
Method number 1.
In order for the baby to easily and well remember the rhyme, it is necessary to introduce him to the “melody” of the poem and it’s worth starting as early as possible. The baby is still in the stroller, and you are already reciting to him the rhythmic “A bull is swinging”, “Our Tanya is crying loudly”. When the child grows up, this first experience embedded in the subconscious will make it easier for him to take a conscious approach to the process of memorization. And remember that the most favorable age for memorizing poems is 4-5 years. It is during this age period that the baby's memory begins to develop especially rapidly. And if up to four years we do not set the task for the child to memorize the work, but simply “read” their number - what he will remember, he will remember, then after four years we are already purposefully teaching the child to memorize the text by heart. And you need to learn as much as possible - this is the most The best way form the amount of memory necessary for training.
Method number 2.
In order for a poem to be easy to learn, its content must correspond to the age and temperament of the child. No need to force a four-year-old baby to memorize excerpts from Onegin for the amusement of guests. It is best to teach children's classics Mikhalkov, Barto, Chukovsky.
It is better for naughty people to offer rhythmic, cheerful verses for memorization, for calm children - measured, smooth. Of course, no one will take their temperament into account at school, but while we are just learning to learn poetry, it is better to do just that. The main thing for a child is to understand the memorization technique, and this is easier to do on the material that is “closer to the heart”. And yet - you can’t just learn a poem. This must be a gift for someone: mom, grandmother, or, for example, the arrival of Santa Claus. Only at the age of seven or eight, we will slowly aim the child at the fact that you need to know the verses by heart for yourself.
Method number 3.
A poem should be memorized emotionally and with expression - such is the nature of children! Otherwise, it will be meaningless for the child. By the way, some teachers in kindergartens accustom children to an inexpressive manner of reading poetry. There are many children in the group, and collective memorization involuntarily turns into a monotonous “Ta-ta, ta-ta, ta-ta, ta-ta ...” This is wrong! It is better to learn a poem individually, so remember this and keep the situation under control. A kid who was not imbued with the beauty of the poetic literary form in childhood, becoming an adult, is unlikely to turn to poetry often.
Method number 4.
Before memorization begins, the adult who will learn the poem with the child must read it himself with expression. Even better if an adult knows it by heart. Then you should definitely find in the text words unfamiliar or incomprehensible to the baby and explain them. When all the words are explained, the poem must be read again, slowly, placing semantic accents. After re-reading, tell the child who wrote such a wonderful work, about how and when this poem was written. This approach teaches the little person to the culture of memorization and facilitates the perception of poetry. After showing the child the illustrations that the artist drew, inspired by the beauty of the poem, and while the child is looking at them, read the poem again. Thus, the image of the work is formed in the baby. And only after such preliminary work proceed directly to memorization.
Method number 5.
We know that some of us remember poems better by ear, others need to read them several times ourselves, others need to walk around the room to the rhythm of the poem, and the fourth, on the contrary, needs absolute immobility. These features are inherent not only to adults, but also to kids. There are different methods of memorizing poems that focus on these differences. Try each of them in turn and you will see how easier it is for your child to memorize the verses. At the same time, you can conclude what type of memory the baby is leading.
Perhaps you will use several methods or combine one with another. The main thing is the result: an easy and joyful process of memorizing poems from communication with poetry.
Method number 6.
And one more general advice for everyone. Draw with your child each learned poem. A peculiar own illustration to it. Sign the title and author. Put these drawings in a separate folder. Periodically take out, examine with loved ones, remember and read by heart previously learned poems. This is a wonderful way to support the memory capacity and literary poetic baggage of the baby.
Home speech therapy for caring parents
RULES OF CLASSES
To make your homework speech therapy classes passed as efficiently as possible and were not difficult for the child, you should follow certain rules in their conduct.
All classes should be built according to the rules of the game, otherwise you may encounter a child’s stubborn unwillingness to study.
The duration of the lesson without a break should be no more than 15-20 minutes (you need to start from 3-5 minutes).
Classes should be held 2-3 times a day; best time for classes - after breakfast and after daytime sleep.
Do not force your child to study if he is not feeling well.
Set aside a special place for classes where nothing can interfere with the child.
When explaining something to a child, use visual material.
Do not use the word "wrong", support all the undertakings of the baby, praise even for minor successes.
Talk to the baby clearly, turning to face him; let him see and remember the movements of your lips.
Conduct seasonal thematic classes at the appropriate time of the year
Do not be afraid to experiment: you can come up with games and exercises yourself.
In addition to conducting specific classes, you should read as much as possible to the baby.
Do not forget that communication with you is very important for your child. And not only during classes, but every minute of your time together with him.
Be patient and do not give up the work you have begun, even if the result is not immediately visible. As they say, patience and work will grind everything. And you and your baby will definitely succeed.
Good luck and be patient!
We develop the speech of children
Sets of exercises for practicing at home
Articulation gymnastics
"Knead the Dough" smile slap the tongue between the lips - "pya-pya-pya-pya-pya ..." bite the tip of the tongue with your teeth (alternate these two movements)
"CUP" smile open your mouth wide stick out a wide tongue and give it the shape of a "cup" (i.e. slightly raise the tip of the tongue)
"PIPE" with tension pull forward lips (teeth closed)
"FENCE" smile, with tension exposing closed teeth
"PUSSY" lips in a smile, mouth open tip of the tongue rests on the lower teeth bend the tongue in a slide, resting the tip of the tongue on the lower teeth
“WE CATCH THE MOUSE” lips in a smile, open your mouth, say “ah” and bite the wide tip of your tongue (caught the mouse by the tail)
"HORSE" stretch out lips, open mouth slightly, click with a "narrow" tongue (like horses click with their hooves)
"TURKEYS TALK" quickly move the tongue along the upper lip - "bl-bl-bl-bl ..."
"Pancake" smile open your mouth put a wide tongue on your lower lip
"DELICIOUS JAM" smile open your mouth with a wide tongue in the shape of a "cup" lick your upper lip
"BALL" inflate cheeks blow off cheeks
finger games
Finger games not only affect the development of speech, but their beauty is also that they instantly switch the baby's attention from whims or nervousness to bodily sensations - and soothe. This is a great activity when the child has nothing else to do (for example, on the road or in line). Just touch your finger and say:
Hello, finger, come out,
Look at Julia (say the name of your child).
Here's your palm - bend over, baby. (Touch your palm with your finger.)
Here's your palm - get up, baby. (Straighten your finger.)
Then take the next finger and repeat the same. And so with all ten.
Soon you will notice how the child will begin to "help" you by giving the next finger. This means that your baby's fingers become "smarter", the speech center is activated and speech development improves.
Kids are very fond of rhythmically organized speech, so uncomplicated verses or fairy tales will bring them special joy:
They watered the turnip (show with your fingers how water flows from the watering can),
A turnip grew (show how it grows, gradually straighten your fingers)
Good and strong (leave your palms open and bend your fingers like hooks)!
Pull-pull (the hooks of the left and right hands interlock and pull - each in its own direction),
We can’t pull out (shocked hands),
Who will help us? (all the heroes of the fairy tale come running in turn and help to pull)
Pull-pull, pull-pull!
Wow (hands unhooked, shaken with brushes)!
Pulled out the turnip.
Simple Rules games:
Try to get all fingers involved in the games (especially the ring and little fingers - they are the laziest). Be sure to alternate three types of movements: compression; stretching; relaxation.
Logarithmic exercises
VODICHKA
Water, water,
(with both hands, take turns showing how water is pouring from above)
Wash my face.
(palms imitate washing)
To make your eyes sparkle
(touch the eye in turn)
To make cheeks blush
(rubbing cheeks)
Smiling mouth
(smile, stroke your mouth with your hands)
And he bit his teeth.
(knock teeth, show with hands how the mouth closes)
KNOCK KNOCK
- Knock-Knock.
- Yes Yes Yes.
(three hand claps)
- Can I come to you?
(Three punches against each other)
- Glad always!
(three hand claps)
BUNNS
Once upon a time there were bunnies
On the edge of the forest.
(raise your arms in front of you, describing a circle)
Once upon a time there were bunnies
(show bunny ears on head)
In a gray hut.
(fold hands over head in the shape of a house)
Wash your ears
(run hands over imaginary ears)
Washed their paws.
(imitate washing hands)
Bunnies dressed up
(hands on the sides, slightly turn to both sides, in a semi-squat)
They wore slippers.
(hands on the sides, alternately put forward the right and left legs)
SNOW
Like snow on a hill, snow,
(showing "hill" with hands)
Snow, snow, snow, snow.
And under the hill snow, snow,
(pointing with hands "under the hill")
Snow, snow, snow, snow.
(move hands, fingering)
A bear sleeps under the snow.
(first, palms under the cheek, and then depict the ears of a bear)
Hush, hush, don't make noise!
(finger to mouth, threaten with a finger)
Anastasia Vatekhova
Represented Toolkit Suitable for both older and younger preschool age which is definitely a huge plus in working with children. Given the manual promotes the development of coherent speech, cognitive activity preschool children and stimulate learning. It can be used for both group and individual work.
Benefit is a planar model of a multi-storey building, windows with balconies into which various subject pictures are inserted.
Task options.
1 task "What fairy tale?":
Target: develop coherent speech of children, exercise in the use of ordinal numbers.
An adult shows plot pictures of the heroes of fairy tales.
Guess what story the characters came up with?
tell a tale (the child alone or with an adult tells a fairy tale).
Who found the first tower? Who is second? Third? Who came last and broke the tower?
Target: develop pitch and timbre of the voice, intonation expressiveness speeches.
Adult depicts fabulous characters: fox, mouse, bear, wolf, cockerel, cat. The child guesses. Then the child and adult switch roles.
Task 3 "Who lives where?":
Target: learn to use prepositions over, under, between.
An adult puts animals in pocket windows, offers to look carefully and guess who it is?
What animal lives above the mouse. It…
What animal lives above the hare. It …
What animal lives under the fox. It …
What animal lives under a bear. It …
What animal lives between the fox and the hare. It…
Then the child himself makes riddles and pronounces the words over, under, between.
4 task "New Residents":
Target: Pin spatial representations left, right, top, bottom.
The teacher offers to settle the animals in apartments.
The giraffe will live on the third floor on the left
Fairy - on the second floor on the right
Mouse on the third floor on the right
Clown on the second floor on the left
The chicken is on the first floor on the right.
Task 5 "Find pictures with a given sound":
Target: development phonemic hearing, to learn to highlight a given sound in a word, to automate the sound in words.
The teacher puts a letter denoting the sound in the upper window and invites the child to find pictures with this sound.
6 task "Divide into syllables"
Target: an exercise in dividing words into syllables.
The adult places syllabic schemes in the window on the right side and encourages the child to settle the tenants on the left side in accordance with the scheme.
The name of each occupant. Clap your hands for the number of syllables in each word and you you will know who lives in what apartment.
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