Elena Valerievna Lapteva

1000 Russian tongue twisters for the development of speech: a study guide

The collection of Russian tongue twisters that you are holding in your hands will be interesting and useful to both adult and children's audiences. This manual offers tongue twisters as a way of practicing the pronunciation of specific sounds for both children and adults, therefore, when using the given material in a children's audience, it is advisable to entrust the choice of tongue twisters and an explanation of the meaning of some words to adults. The manual contains a thousand Russian tongue twisters, some of which are folk, and some were created by various authors, including the author of the manual itself (tongue twisters invented by the author of this manual are marked with a "*"). We apologize in advance if someone's authorship is not indicated, since many copyright tongue twisters have become popular, passed from mouth to mouth. The book can be recommended for senior schoolchildren, individuals who independently study Russian, as well as teachers and speech therapists as a guide to teaching the phonetics of the Russian language.

All tongue twisters are divided into groups depending on the most common sound (s) and 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 variants of tongue twisters with the desired sound (s). 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, near such tongue twisters (at the end) are indicated those sounds (combinations of sounds) in the section of which they were encountered earlier. Tongue twisters intended for an adult audience are marked with the letter "B". The second part is completed by a list of used literature.

At the end of the book are given: an explanatory mini-dictionary with an explanation of some rare words and an alphabetical index.

In the alphabetical index, you will find words that appear in the text of tongue twisters and present some, and sometimes significant, difficulties in terms of pronunciation. Here, mainly only the initial forms of words are given, that is, nouns in the nominative singular (with the exception of significantly different plural forms), verbs in an indefinite form, masculine adjectives in the singular, as well as a number of adverbs, participles and others 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, the numbers of tongue twisters in which the given word occurs are indicated, separated by commas.

We hope this tutorial 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 Teaching material

Tongue twisters and we

No doubt any of us knows what a tongue twister is. As a child, every child tries to repeat, after adults, funny words with repetitive sounds that make up a short funny story - for example, about Sasha, which walked down the highway and sucked dryer. AND how proud a little man is when he does it almost like an adult! But for dad and mom, this game is no less fun. 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, are so popular among children and adults? Here we have tried to answer this question.

1. Patter and children

In tongue twisters designed for the development of children's speech, children's images are very often present - the names of their peers, who make the tongue twister closer for the child:

We gave Valenka mittens and felt boots.

Most tongue twisters talk about animals, birds or insects:

The wasp does not have a mustache, do not whisker, but antennae.

Thus, the tongue twister broadens the child's horizons and develops imaginative thinking in him. Tongue twisters that are funny in content can create a certain mood in a child and awaken a desire to learn it:

Lyosha is clumsy

Plopped into a puddle.

I tore and wet my pants

I got a big bump on my forehead.

Each tongue twister, especially a well-known one, already carries a certain character, mood, coloring and even pace. (Without a doubt, the authors of tongue twisters strove to learn how to pronounce words correctly, it was possible 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 twisters, and then his attitude to this phonetic exercise will become more emotional, and the sound processing will become more effective. For example, tongue twister

Marina called Galina for raspberries, Galina called Marina for the viburnum.

seems summer, warm and sunny, and from tongue twisters

Senka is carrying Sanka with Sonya on a sled.

Sled skok, Senka off his feet, Sanka on the side,

Sonya on the forehead, all in a snowdrift - bang!

blows frost, although her mood is quite cheerful and perky. Thus, a preliminary analysis - the description of the tongue twister can increase the effectiveness of its use, since it will become closer and less formal for the child. 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 clarify their relationship to it, you can even come up with an independent name for it - a name, thereby making it their friend. So, tongue twister

The mouse whispers to the mouse:

"You are still rustling, not sleeping."

The mouse whispers to the mouse:

"I will rustle more quietly."

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, this type of phonetic exercise is not as popular in adults as in children. First of all, the reason, perhaps, is that, firstly, they have already learned to speak and pronounce the sounds of their native language, and secondly, there are many other fascinating entertainments with words - for example, crosswords so loved by many. Although at various parties, an adult tongue twister can make a splash and become a holiday event. For example, imagine a person trying to say the following after drinking a lot of alcohol:

I am a vertikultap.

I can stumble

i can twist myself.

There is a sack on a hill, I will go up the hill - I will correct the sack.

It can be assumed that the unrestrained laughter from those around them and their equally hopeless attempts to pronounce it all will be better remembered by all guests for a long time. However, there are several cases where 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 theatrical universities, about patients of speech therapists and, of course, about those for whom good diction is simply necessary for work.

3. Patter as an effective phonetic exercise to improve pronunciation in Russian

When correcting violations of the pronunciation side of speech and working out 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 cited in the 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, just like a poem and a song, can help the student feel each sound and work out the correct pronunciation.

Before starting to work with tongue twisters, explanatory work is necessary and useful. In this regard, we recall that a tongue twister is called "Specially designed a phrase with a difficult to pronounce set of sounds, which must be pronounced quickly, without stuttering. " In some cases, when working with a tongue twister, difficulties may arise not only with its pronunciation (phonetic side), but also with understanding (lexical side), since in some variants of tongue twisters there are either already outdated words or words borrowed from other languages. To facilitate understanding, as well as to explain the meaning of some words, an explanatory dictionary of the Russian language may sometimes be required.

Anastasia Vatekhova

Submitted toolkit suitable for both senior and junior preschool age, which is definitely a huge plus in working with children. This 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.

Manual is a plane model of a multi-storey building, windows with balconies into which various object pictures are inserted.

Job options.

1 task "What fairy tale?":

purpose: 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 heroes came to?

Tell a fairy tale (a child tells a fairy tale alone or with an adult).

Who found the first teremok? Who's second? Third? Who came last and broke the teremok?

purpose: develop pitch and timbre of voice, intonation expressiveness speeches.

Adult portrays fabulous characters: fox, mouse, bear, wolf, cockerel, cat. The child guesses. Then the child and the adult switch roles.

3 task "Who lives where?":

purpose: learn to use prepositions over, under, between.

An adult puts animals in the window-pockets, offers to look carefully and guess who it is?

What animal lives above the mouse. It…

What animal lives above the hare. It …

What kind of animal lives under the fox. It …

What animal lives under the bear. It …

What animal lives between a fox and a hare. It…

Then the child himself makes riddles and pronounces words over, under, between.

4 task "New tenants":

purpose: Freeze spatial representations to the left, right, top, bottom.

The teacher offers to settle the animals in apartments.

The giraffe will live on the third floor from 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

Chicken on the ground floor on the right.

5 task "Find pictures with a given sound":

purpose: development phonemic hearing, learn to highlight a given sound in a word, automate the sound in words.

The teacher puts in the upper window a letter representing the sound and invites the child to find pictures with this sound.

6 task "Divide into syllables"

purpose: Exercise in dividing words into syllables.

The adult places syllabic schemes in the window on the right side and encourages the child in accordance with the scheme to settle the tenants on the left side.

The name of each tenant. Clap your hands the number of syllables in each word, and you will knowwho lives in which apartment.

Related publications:

Purpose: the development of coherent speech of children and speech creativity, thinking and imagination, consolidation of children's knowledge about the seasons, time of day,.

Dear colleagues, I would like to acquaint you with my author's manual: "Fairy Tales in the Pole". The purpose of the manual: the development of coherent speech in preschool children.

The didactic manual for sensory development is intended for preschool children from 2.5 to 7 years old. The purpose of the didactic manual: to develop.

Game guide for children of middle and senior preschool age "House for fairy tales" Game guide for children of middle and senior preschool age "House for fairy tales"

Games for the development of speech for children of early preschool age “Guess what sounds” Purpose: To acquaint children with the sounds of the surrounding world, to isolate and recognize them. Move: The teacher shows objects.

Methodical development for young children "Kolobok" Each teacher has such a habit "Don't throw anything away, everything is needed.

The methodological manual "Under the hemp" was conceived by me in the format of cognitive development of ecological orientation, but in the process of development.

MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION VOLGOGRAD STATE UNIVERSITY S.R. OMELCHENKO, T.N. OMELCHENKO LEARNING TO SPEAK IN RUSSIAN Textbook on the development of speech for trainees-foreigners Volgograd 1999 LBC 81.411.2-96 O57 Reviewers: Cand. philol. Sciences, Assoc. L.V. Salaznikova, Cand. philol. Sciences, Assoc. S.P. Kushneruk Published by the decision of the library and publishing council of VolSU Omelchenko S.R., Omelchenko T.N. О57 Learning to speak Russian: A textbook on the development of speech for foreign trainees.- Volgograd: VolGU Publishing House, 1999. - 144 p. ISBN 5-85534-265-4 Speech development manual is intended for advanced foreign students who come to Volgograd for short-term Russian language courses. The book includes sociocultural texts containing information on 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 entered material, tests are offered after each topic. ISBN 5-85534-265-4 © S.R. Omelchenko, T.N. Omelchenko, 1999 © Publishing House of Volgograd State University, 1999 2 Contents Foreword ..................................... ............................................ 4 Topic 1. Come on ( -te) let's get acquainted .............................................. ... 5 Lesson 1. Tell me 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 Topic 3. City ........................................ ..................................... 41 Lesson 1. Where is what? ..... ............................................... 41 Lesson 2 . Sights........................................ ... 47 Topic 4. Means of transportation ......................................... .......... 55 Lesson 1. Urban transport .................................. ............. 55 Lesson 2. How to get there? .............................. .......................... 61 Topic 5. Shop ................... ........................ .............................. 67 Lesson 1. Where can you buy what? ........... ................................. 67 Lesson 2. In the grocery store .......... ..................... 74 Lesson 3. In a department store ...................... ................. 81 Topic 6. Nutrition ............................ ............................................. 88 Lesson 1. Breakfast , lunch, dinner .............................................. .88 Lesson 2. In a Restaurant ........................................... ................... 95 Topic 7. Leisure .......................... .................................................. .102 Lesson 1. Tell us about your hobbies ............................. 102 Lesson 2. Sports ....... .................................................. ............ 108 Lesson 3. What is your favorite art form? ............................. ..115 Topic 8. Travel ........................................... ...................... 123 Lesson 1. Choosing a route ...................... .............................. 123 Y rock 2. It's good to ride the train ......................................... 129 Lesson 3. It is good by train, but better by plane ................... 135 References ................... ................................................. 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 at an advanced level of learning. Each lesson opens with the heading “This 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 heading "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, which contain standard communication tactics. The texts reflect the most common implementations 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 experience of foreigners. To control the introduced material, after each topic, tests are given in which the assimilation of thematic vocabulary, mastery of some grammatical forms, knowledge of certain regional geographic facts are checked. 4 Topic 1 LET'S GET ACQUAINTED Lesson 1: Tell us about yourself These words may be useful for you: I - we I / we You - you Уou / you He, she, it - they He, she, it Address “you” / “you” * To address smb. with “you” / “you” Student, student - students Student, students University University Country, state, city Сountry, state, city Let's get acquainted Let’s get acquainted Hello! How do you do! Good morning! Good morning! Good day! Good afternoon! Good evening! Good evening My (his, her, you) name is My (his, her, your) name is ... To me (you, you, him, her) ... I am (you are, he / she is) .. . year (s), years years old Name Name Surname Last name Read and learn the dialogues by heart: 1. - Let's get to know each other. My name is Maxim, and you? - Robert. - What's your last name? - My name is Porter. - How can I call you? - Just call me Rob. - Shall we be on the "you"? * - Yes of course. 2. - Ben, where did you come from? “I come from Mansfield, Pennsylvania. - How old are you? - I am 20 years old. 5 - What do you do, do you study or work? - I study at the university, at the Faculty of International Relations, and work in the evening. - What is your future profession? - I will work as a journalist. 3. - Bill, how long have you been learning Russian (How long have you been learning Russian)? - I’ve been learning Russian for only a year. - What foreign languages \u200b\u200bdo you speak? - I also speak French. - What are your hobbies? - I am fond of sports. *Note! Friends and close acquaintances usually turn to each other on “you”. The phrase: "We will be on the" you "" indicates the desire of your interlocutor to establish an informal, closer relationship with you. In an official, polite address to 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 second person plural: you (you) have arrived ... you (you) are studying ... you (you) are studying ... Attention! Friends and good asquaintances usually address each other with “you”. Saying: “Let's get on with you”, the person whom you have just met implies that he / 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 studying Russian language courses at Volgograd State University (VolSU). Now I live 6 in a hostel on the 2nd Longitudinal, 28, room 3-10. I already met my roommate. His name is Kostya, and his surname 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 suddenly he said to me: "Shall we be on the" you "?" I agreed: "Yes, of course." Learn the poem "You - we - you" / Learn the verse by heart: "These are the words with which he once ran to his mother: If you washed your hands, if we wash your hands, if you wash your hands, then you - we - you ”. LEARN HOW TO USE THE VERBS TO CALL - TO USE - TO CALL - TO CALL: I. The verb to call is transitive and is used with animate nouns, and the verb to be called is intransitive and is used with inanimate nouns. name is transitive and is used with animate nouns, and called is intransitive and is used with inanimate nouns): My name is Steve. Volgograd used to be called Stalingrad, my new friend, and even earlier it was called Andrei. Tsaritsyn. My dog's name is Rex. Our area is called Sovetsky. This river is called the Volga. This street is called 2nd Longitudinal. The nearest store is called “Hopper”. II. The verb name-name is transitive and has several meanings (the verb name-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 Andrew. Friends called him Gray. 2. “Addressing someone using a name, nickname, nickname” (to address smb. With a name, a nickname) - His name is Kolya, at work he is called 7 only by name and patronymic - Nikolay Leonidovich. 3. “Define (with a word), characterize (referring to the number of someone)” (to define smb. With some word) - He can answer any question, no wonder he is called a walking encyclopedia. Practice: 1. Insert instead of the dots the verbs to call, be called / Fill in the gaps with the verbs to call or be called. 1. Older 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 ... is 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 how you ..., please repeat. 2. Insert verbs instead of dots to call, call, be called. 1. Before Volgograd ... 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 store ... "Hopper". 6. Boy ... Artem, grandfather affectionately ... his Artyushe. 7. He is always all ... only by name and patronymic. 8. ... I'm just Max. 9. These places are often ... Russian Switzerland. 9. Antonyms ... words of one part of speech that have the opposite meaning. 10. He's an older sister ... a mother, because after the death of his mother, she raised him. 11. Me ... Alexander, that's my full name, but you can ... just me Sasha. 12. Her ... Lena, and everything is 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 I call you? 3. What is your name 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 address them? 6. What is the name of the city where you live? 7. What is the name of the city you are visiting? 8. What is the name of the district where the university is located? 9. What is the name of the street on which the hostel is located? 10. What is the name of the bus stop next to which the hostel is located? 11. What is the name of the 8 nearest store? 12. What is the name of the poem you learned? 4. Compose dialogues for the situations given below, based on these situations and using the verbs call, call, be called. Use the verbs call, call, be called in them. 1. A new teacher came to the group. Acquaintance with a new teacher. 2. You get to know your roommate (your roommate). You meet your room-mate. 3. You are lost in a new city. You have got lost in a new city. 4. This is the first time you ride a Volgograd bus. Your first ride on a Volgograd bus. 5. At a party, you meet a Russian girl. You meet a Russian girl at a party. 9 Lesson 2: Where do you study? This may be useful to you: Verb Compatibility Meaning Teach / a) a poem, “I taught, learned to learn (what?) A song, a role, and now I remember the text, the rule, the words, (I know)” verbs - “by heart”; (I learned, have learned b) language, lesson, and now I know). homework. Teach / a) speak, read, “I was taught and now teach (who?) + 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, in college, “I studied somewhere and (how?) At the university, somehow” (I was a student of the historical faculty of ..., and the way aunt, in the second year, I studied was ...). at Russian language courses; b) good - bad, excellent, average, willingly, persistently, with pleasure, with interest. Learn / a) read, speak, “I learned (myself) and te- learn + write, swim, play the pen, I can do it inf. or (what?) chess, go to do ”(I learned it skiing, drive a car; myself, and now I b) reading, swimming, khow to do it). drawing, driving a car ... To study / a) nature, society, “I studied and study (what?) the life of animals, now I know - I have space, creativity scientific knowledge” (I writer ... studied smth. and now 10

1000 Russian tongue twisters for the development of speech: a study guide Elena Lapteva

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Title: 1000 Russian tongue twisters for the development of speech: a study guide

About the book "1000 Russian tongue twisters for the development of speech: a tutorial" Elena Lapteva

The manual includes: Russian tongue twisters, methodological and reference material. The methodological and reference material includes: phonetic exercises based on tongue twisters; method of working with tongue twisters; explanatory mini-dictionary with an explanation of rare words found in the text of tongue twisters; an alphabetical index of words found in the text of tongue twisters.

The manual is intended for: schoolchildren and students; persons who independently study Russian; teachers; speech therapists; anyone who wants to improve their diction.

On our site about books, you can download the site for free without registration or read the online book "1000 Russian tongue twisters for the development of speech: a study guide" Elena Lapteva in epub, fb2, txt, rtf, pdf formats for iPad, iPhone, Android and Kindle. The book will give you a lot of pleasant moments and real pleasure from reading. You can buy the full version from our partner. Also, here you will find the latest news from the literary world, find out the biography of your favorite authors. For novice writers, there is a separate section with useful tips and advice, interesting articles, thanks to which you yourself can try your hand at literary skill.

Quotes from the book "1000 Russian tongue twisters for the development of speech: a tutorial" Elena Lapteva

We 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 method of working with already chosen or independently invented tongue twisters is quite well known: starting with a slow and distinct pronunciation of every word and every sound, to 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 intonation (direction of tone movement, pause, etc.).

Lyosha is clumsy
Plopped into a puddle.
I tore and wet my pants
I got a big bump on my forehead.

Thus, the tongue twister broadens the child's horizons and develops imaginative thinking in him.

The wasp does not have a mustache, do not whisker, but antennae.

He rode the Greek across the river, sees the Greek: a crayfish in the river. He thrust the Greek's finger into the river, the cancer behind the Greek's finger. "

The city in Draban is Draban-Drabadan.
There they will be dragged into drabdak drabadaki.
There are drabadan-drabye drabaki
Drabro are fought in drab-drabaks.
The slave traders snatch the tramp,
Drabny drabadanchikov drab-drabanyut.
Nice there, crappy and crappy,
I've been going there for a long time.
Soon I will go to Drab-Drabadan!
It's a pity that I don't know the way there ...

Education Department of the Executive Committee of the Bugulma Municipal District of the Republic of Tatarstan

Methodological guide for the development of speech in preschoolers

From work experience

educator

I qualification category

MBDOU №22 "Goldfish"

Sevryukova N.V.

bugulma

2012

"The magical world of sounds and words"

Development of speech.

Methodological guide for teachers of preschool educational institutions

The manual contains materials from the experience of the teacher I qualification category MBDOU No. 22 "Goldfish" NV Sevryukova 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 home schooling of children.

Used Books

Veraksa N.E., Komarova T.S., Vasilyeva M.A.From birth to school. The main general educational program of preschool education. - Mosaic-Synthesis 2010. Ushakova O.S. Classes on the development of speech in kindergarten. Moscow, 2001 Volchkova V.N., Stepanova N.V. Kospekty occupations in the senior group of kindergarten. 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 intelligence of children 5-7 years old. - Moscow, 2005. Repina Z.A., Buiko V.I. Speech therapy lessons. - Ekatirenburg, 2001 Chistyakova M.I. Psychogymnastics. - 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, Onyx Publishing House, 2008.

Kartushina M.Yu. Logos for kids. Scenarios for lessons with children 3-4 years old. - Moscow, 2005.

From the originator.

"There are all the factual and theoretical grounds to assert that not only the intellectual development of a 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, cognition of reality, language serves as the main channel of familiarization with the values \u200b\u200bof 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 foundations for successful schooling.

Preschool age is a period of active assimilation of the spoken language by a child, the formation and development of all aspects of speech - phonetic, lexical, grammatical. Full ownership

native language 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 earlier the teaching of the native language begins, 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, striving to diversify classes, achieve maximum efficiency, I use in my work such methods and techniques as logo rhythm, the method of visual modeling, as well as psychocorrection methods that contribute to the development of children's communication skills, foster a friendly, tolerant attitude to each other, to the surrounding world.

This book contains materials intended not only for workers of preschool institutions, educators and methodologists, but also for parents who want to independently engage in the development of the speech of their own preschool children.

Visual modeling method in speech development classes

Practice shows that of all the existing methods of teaching children's coherent speech, the modeling method is the most effective. 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:

acquaintance with the graphical way of presenting information;

development of the ability to decipher the model;

developing 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 lessons, allows you to effectively enrich the vocabulary, develop the grammatical structure of speech, coherent speech, expressiveness; teach children to build complete and expressive answers; develop in children thinking and imagination, emotional responsiveness, memory.

in II younger group

Retelling of the Russian folk tale "Teremok" with the help of modeling.

The purpose of the lesson:

Develop speech in children.

Continue to teach to emotionally perceive the content of the fairy tale, to remember the characters;

Teach to retell the Russian folk tale "Teremok" using the modeling method;

To teach intonationally expressive reproduction of words and phrases from a fairy tale in the process of retelling;

Continue to foster responsiveness in children, teach them to empathize and understand the heroes of the fairy tale;

Continue teaching children to guess riddles;

Teach children to navigate the surface of a sheet of paper;

Develop the ability to highlight the height parameter when comparing objects;

Reinforce knowledge of geometric shapes and colors;

Develop mental operations, imagination, attention, memory, creativity.

Vocabulary work: to consolidate the ability to form words with diminutive-affectionate suffixes (fox-fox-fox, fox-sister);

Preliminary work:

Reading the Russian folk tale "Teremok" and viewing illustrations;

Staging of the Russian folk tale "Teremok" with the help of a flannelgraph theater and a tabletop theater;

Games and exercises: "Teremok", "Say kindly", "What has changed?", "What shape? What color? ”,“ What is round (square, triangular, rectangular)? ”,“ What is green (red, yellow, etc.)? ”.

Materials and equipment:

Hare - bibabo; white sheets of A4 size for each child; square, triangle, 6 multi-colored stripes of various sizes for each child; a white sheet of A3 size, square, triangle, 6 multi-colored stripes of various sizes for the teacher's sample; beautiful box; figurines of animals from the Teremok tabletop theater.

Course of the lesson:

/ Children sit on high chairs, which 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:

In summer it is gray, in winter it is white,

Jumps deftly

Loves carrots.

Educator: Not a simple bunny came to visit us, but a fabulous one. Please tell me which fairy tales have the hero Bunny? ("Kolobok", "Teremok", "Zayushkina hut", etc.)

Bunny: Hello, guys. (Crying)

Educator: Zainka, why are you crying? What happened?

Bunny: The wicked 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 in order the strips of who came for whom to the teremok, and tell a fairy tale.

Educator: Guys, will we help the Bunny get his friends back?

/ Children sit down at the tables, where attributes are prepared for each child. /

Educator: Guys, look carefully, each of you has a sheet on the table on which we will collect fairy-tale characters in order.

Educator: And what is shown on the sheet?

Educator: Who was the first to come to the teremok? What strip do you think the mouse has turned into? (What shape is this?) What color is this strip? Why is it gray?

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 strip do you think the frog has become? What color is this strip? Why is it green?

We apply the strip next to the mouse.

/ This work is carried out for each hero /

Game exercise "Call affectionately"

/ The teacher asks about each hero, how can he be called differently, affectionately? For example, fox-fox-fox, wolf-top-wolf, etc. /

Educator: Same or different stripes in height? What's the lowest bar? What's the highest? Are there stripes of the same color? What color are they? What heroes turned into these stripes? What do the stripes lined up look like?

Bunny: Guys, you are great! The stripes were lined up correctly. Let's play with you, you too will turn into little bunnies for a while.

Musical game "Little white hare sits ...".

Educator: Guys, now we are going to tell a fairy tale. Be attentive, someone will start the story, 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. All together together they told a fairy tale.

A musical instrument sounds.

Educator: Oh, what is it? What sounds?

The teacher takes out a beautiful box, opens and takes out the fairy-tale characters. Educator: Guys, look at these are our heroes. We helped Bunny, saved his friends!

Bunny: Thank you guys! It's time for us to go to our fairy forest. But we will definitely come to visit you! Goodbye!

Educator: Guys, did you like our lesson? What did we do with you? What have the heroes become? Have the heroes turned into identical or different stripes? What tale did we tell?

Summary of the lesson on the development of speech in the senior group (with elements of modeling)

"Winter's Tale"

The purpose of the lesson:

Develop the ability to understand the meaning of figurative expressions of the riddle

Exercise in the selection of definitions for a given word

Learn to form possessive adjectives (meaning of 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 adhere 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: vocabulary activation; selection of definitions for a given word; the formation of adjectives from the stems of nouns, for example, strawberry - strawberry, apples - apple, etc.

Materials and equipment:

Photo illustrations depicting a winter forest

Pictures for the game "Logic Chains"

Picture cards for making up a fairy tale

Plane images of houses of different animals

"Jars of jam" with pasted pictures of berries

"Pies" with the image of "filling"

Preliminary work:

Conversation about the seasons

Guessing and inventing riddles about natural phenomena

Game exercises "Choose the word", "Say the opposite", "Association", "Spell it correctly"

Composing stories according to plan, from personal experience

LESSON PROCESS

Educator:

- Dear guys, our today's lesson will be fabulous. And we will start it with a fabulous riddle.

Puzzles

Three, three arrived. The horses in those three are white. And in the sleigh sits the queen - White-skinned, light-faced. As she waved her sleeve - All covered with silver!

- What do you think about which queen is in this riddle?

- Why is winter called the queen here?

- Are the definitions "white skin", "light face" suitable for winter?

- Which troika did winter fly in? What are the horses in this trio? (children's answers)

- That's right, these are the winter months. Remember their names.

- Listen to another riddle about winter:

Who, guess what? The gray-haired mistress: shakes the feather beds - over the world of fluff!

- Tell us what winter is called in this riddle.

- Why is winter called the gray mistress in her?

- What 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 - nobody saw. He said nobody heard. He blew through the windows and disappeared. And a forest grew on the windows.

(Frost)

What kind of a master applied both leaves, and herbs, and thickets of roses to glass?

(Frost)

White Tikhon is pushed out of the sky, Where he runs - he carpeted.

(Snow)

- Guys, you managed to guess all the riddles and we can go on a journey. We are going on a winter wonderland.

Educator:

- You cannot get into a fairy tale by ordinary transport. I propose to create an unusual train, all the cars of which are connected to each other using a logical connection. The first thing I put on the flannelegraph is a picture of a Christmas tree, because New Year is the main holiday of winter, and the tree is the main attribute, a symbol of this holiday. There are other pictures laid out on the table here. You should think about what picture you can put next to the 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 thread. Everyone should choose at least one picture, include it in the chain and explain their choice.

Game "Logic Chains"

/ Examples of logical chaining: 1) Squirrel , because in winter she peels fir cones and feeds on spruce seeds. - Cat who can climb trees as well as a squirrel. - Piglet because he is also a pet like a cat. - Chick , he is also a pet, or rather a bird. - Parrot since 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 this is also a piece of clothing, like boots. Coat because this is winter clothing and the spruce 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. - 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. - An Apple because delicious jam is made from apples. - Sunflower because it is also a plant. - Shovel , because the plant needs to be dug in. - Watering can because the plant needs to be watered.

2) Christmas tree ... - Christmas tree toy for decoration. - Toy bike (also a toy). - Car, because it is also transport. - Telephone , because it is also red (such a selection can also be; it is important that the child explains his choice). - Gnome, whom I can call on the phone. - Flowers because the gnome is holding a flower too ... - 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 as the parrot. - Rainbow , she is also a natural phenomenon. - The rainbow happens after the rain. During the rain you need umbrella./

Educator:

- Guys, our pictures turned out to be a real train, long, with many trailers. Now we can drive to the fairytale winter forest.

Physics minute "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 have taken refuge under the 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, silvery.)

- What do trees look like in winter? (Quiet, pensive; covered with snow, like a blanket; dressed in snow coats; dozing under a snow blanket; frozen, chilled; the trees have needles like icy fingers.)

- Snowfall in the forest, what is it? (Snowflakes, quiet snow, fluffy snowflakes, quiet whirling.)

Educator:

“After walking through the woods, I suggest you take a break. To do this, we will visit Lesovichk. But here in the meadow there are a lot of forest dwellers' houses.

Game exercise "Whose House?"

/ Formation of possessive adjectives (meaning of belonging) /

- In this house you can hear the yapping of a fox. Whose house? (Fox.)

- A bear lives in another house. Whose house? (Bearish.)

- In this crowbar lives a wolf with his family. Whose house? (Wolf.)

- Hares live amicably in the house. Whose house? (Hare.)

- And in this house a boar grunts. Whose house? (Boars.)

- Finally, we found Lesovichka's house. Let's visit him. Lesovichok wants to treat us to tea. Sit at the table. Tea will be accompanied by pies and jam. Take the jars that are on the table in front of you. The stickers depict berries from which the jam is made.

- I have raspberry jam - raspberry jam. And you?

Game exercise "Jam"

Currant jam - currant,

from strawberries - strawberry, from apples - apple,

cherry - cherry, plum - plum,

from apricots - apricot, from peaches - peach,

from strawberries - strawberry, from blueberries - blueberry,

from lingonberry - lingonberry, from cranberry - cranberry.

- Now let's try the pies. Mine has a picture of a gooseberry, which means it's a pie with a gooseberry filling, a gooseberry pie. And you?

Game exercise "Pies"

/ Formation of adjectives from the stems of nouns /

With strawberries - strawberry,

with strawberries - strawberry,

with cherry - cherry,

with apples - apple,

with plum - plum,

with apricots - apricot,

with peaches - peach,

with currants - currant,

with blueberries - blueberry,

with lingonberries - lingonberry,

with cranberries - cranberry,

with raspberries - raspberry.

Educator:

- Now that you have refreshed and rested, go to this table. On it are cards with pictures. Please take one at a time. Now try to compose commands. There is only one condition: each team must have four people. Look at the pictures drawn on the cards. Now the task for each team is: try to come up with a story using the four keywords from your flashcards. You decide how you will tell the story - someone is one of the team, or all in turn.

Drawing up a fairy tale from pictures

/ If necessary, the educator helps the children by asking questions, thus directing the development of the plot.

Examples of pictures: bear, hare, lake, forest, tree, snowdrift, gift, paint, snowfall, blizzard, thaw, Snow Maiden, chanterelle, holiday, deception, punishment, month, squirrel, tinsel, Baba Yaga. /

The teacher proposes to evaluate the results of the lesson for children. To do this, he asks them to choose red chips if the children liked the lesson and it was interesting;

the chips are yellow, if you didn't like something in the lesson;

chips in blue if you didn't like the lesson at all.

Then the teacher invites the children to evaluate their own work in class using the same chips. This helps children develop skills to actively monitor their work. In case of incorrect self-esteem, the teacher asks other children to express their opinion about the friend's work, his relationship with other children.

In turn, the teacher emphasizes that the best, most interesting fairy tales came from those teams where the children were able to come to an agreement, coordinate their actions.

Methods of psychoemotional correction in speech development classes

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 children's stress, and also contribute to the development of communication skills, teach children to be friendly, tolerant. relation to others.

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 unconventional exercises, which are playful in nature, evoke positive emotions in children.

In order to normalize muscle tone, you can start with breathing and relaxing exercises.

The use of psycho-gymnastics, relaxation exercises, psychophysical gymnastics in the classroom helps to relieve increased muscle tension (relaxation exercises), improves the work of facial muscles, promotes the mobility of the articulatory apparatus (psycho-gymnastics), helps to relax children, develop imagination, and overcome motor awkwardness.

Psycho-gymnastics also contributes to the upbringing of emotions, the development of expressive movements, and the mastery of self-relaxation skills. Its main goal is to relieve mental stress and create opportunities for self-expression.

In classes with elements of psycho-gymnastics, children learn the alphabet of expression of emotions - expressive gestures, facial expressions, movements.

At the end of the session, it is advisable to use relaxing 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 a 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)

Summary of the lesson on the development of speech in the middle group (using modeling and psycho-emotional correction)

"Pets"

The purpose of the lesson:

Refine, expand and intensify the dictionary on the topic "Pets".

To continue to form the idea of \u200b\u200bchildren about pets and their cubs, their habitat, what they eat.

Name animals in diminutive form.

Correctional educational goals: to teach children to compose descriptive stories according to a picture-graphic plan.

Correctional and developmental goals: the development of coherent speech, visual attention, thinking, articulatory, fine and general motor skills, coordination of speech with movement.

Correctional and educational goals: the formation of the skills of goodwill, independence, responsibility. Fostering love and respect for animals.

Preliminary work: guessing riddles about pets, examining illustrations depicting pets, composing descriptive stories, getting acquainted with the picture-graphic plan, practicing articulatory gymnastics "Horse", "Kitty".

Materials and equipment: small toys for pets, a diagram for composing a descriptive story, cut pictures with the image of pets.

Course of the lesson:

Psychological Attitude: An Exercise to Develop Freedom and Self-Control

"Chants - whispers - silent".

/ Children sit in a circle, the teacher picks up cards in turn - silhouettes of palms of different colors.

Red - "Shouting" - you can make noise, shout, clap.

Yellow - Whisper "- a signal that you can whisper quietly.

Blue - "Silent" - to sit quietly, do not make noise. /

Game exercise "Tell who it is"

/ Display of animal figures. Clarify what they are called, call their cubs, what they eat. /

Didactic game "Who screams how?" (onomatopoeia)

/ Cat ... (meows - meow), dog ... (Barks - woof, woof), cow ... (moo - moo), horse ... (whinnies - yoke), etc. /

Drawing up descriptive stories using a picture-graphic plan.

Animal name

Wild or domestic

Dwelling

The size

Colour

Smooth or scratchy

Body parts

Cubs

What eats

Educator. This plan will help us to compose a story / shows a picture-graphic plan /. First you need to tell what your animal is called. Is it wild or homemade? 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 as the voice is given. What they eat.

Physical education

The cat sat under a bush, (squat down)

I ate a piece of cheese. (pat yourself on the belly)

The cat got up, stretched, (get up, stretch)

Her fur unfolded. (pat your belly with your hands)

Didactic game "Fold the whole out of parts" (work with cut pictures)

/ Each of them has cut pictures on the tables, cut into 4 - 6 parts. Children collect the whole image of the animal. /

Didactic game "Name affectionately".

Cat ... (kitty).

Cow ... (ladybug).

Goat ... (goat).

Dog ... (dog).

Ram ... (lamb). Etc.

Logorhythmic exercise "Sheep".

/ Children stand in a circle, music sounds: "Sounds of nature", movements are performed in accordance with the text of the poem /

The sheep have rings on their fur coat,

Those sheep graze by the river.

Two shaggy dogs graze them,

That wag their shaggy tails.

And the shepherd on the hillock by the tree

He plays the pipe intricately.

Dexterous fingers run fast

Dandelions are blooming in the meadow.

The bell sways in the wind

We hear a wonderful melody.

Reflection "My mood"

/ The teacher invites children to determine their mood with the help of pictures depicting a cheerful and sad bear. Anyone who considers his mood to be good chooses a picture with a funny bear, bad - a sad bear. /

Summary of the lesson on the development of speech

in the older group (with elements of psychoemotional correction)

"Visiting the Rainbow"

The purpose of the lesson:

Coherent speech. Learn to compose a story based on reference pictures; to tell coherently and vividly, without deviating from the given topic; develop the skills of coherent speech.

Grammar. Teach children to understand and use adverbs in speech; to consolidate the ability to coordinate adjectives with nouns.

Vocabulary. Develop and enrich children's active vocabulary.

Sound culture of speech. Exercise in the pronunciation of the isolated sound P, as well as the sound Ш in words.

To contribute to the moral development of the child by forming his ideas about goodness, friendship, culture of communication; foster tolerance, a benevolent attitude towards each other; develop cognitive processes: attention, memory, imagination.

Equipment and materials: colored pencils (spectrum colors); cardboard layout of a rainbow with magnets; reference pictures - rain, meadow, insects, sun, rainbow; didactic game "Magic Flowers"; cardboard model of the house; high chair decorated with applique; audio recording of V. Shainsky's song "The world is like a colored meadow."

Preliminary work: studying the colors of the spectrum; viewing the illustration "Rainbow"; the teacher's story "How the Rainbow Appeared"; didactic game "Butterflies and Flowers"; learning speech exercises for sound pronunciation; making riddles about the seasons; word game "Say the opposite"; learning Kondratiev's poems "Hello!", "Good afternoon"; V. Oseeva's reading "The Magic Word"; conversation with children on the topic "How to call a person."

Course of the lesson:

Educator: / holding a box with colored pencils / Guys, today I have prepared colored pencils for the lesson, but we will not draw with them. Today I would like to read you a fairy tale about words that will help you draw the world in paints and without colored pencils.

/ The teacher reads M. Stoyan's fairy tale to the children, placing a cardboard model of the rainbow on a magnetic board during the reading /

-Often during the rain, you stand by 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?

You hear, says the red: I am a poppy, I am a fire, I am a banner ... Following it, an orange responds: 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 violet whispers: I am the twilight, I am the lilac in bloom, I am a plum ...

But then the rain stops, And with it the colored pencils fall silent.

- Look! - says the red one, Rainbow is me! - And me, - adds orange. - And me, - the yellow one smiles. - And me, - the green one rejoices. - And me, - the blue shouts. - And I, - the blue has fun. - And me, - purple laughs.

Educator: What did we do? The painted rocker hung over the river. What is it? 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? (A rainbow can be seen after rain if the sun comes out.)

Educator: Right. Let's come up with a story about a rainbow together, and pictures will help us. / displays a picture with a picture of rain / So, one day it was raining heavily over the meadow.

And who in the meadow was happy with the rain? / displays a picture of a flowering meadow /

Children: The grass and meadow flowers were happy with the rain. The water made the earth drunk, the grass turned green, the flowers bloomed.

Educator: Who in the meadow was afraid of the rain? / picture depicting insects: butterflies, flies, dragonflies /

Children: Butterflies, dragonflies, flies scared of the rain. They hid under leaves, in cracks and holes. Insects cannot fly if the rain gets their wings wet.

Children: The rain is over, the sky is blue again. The bright, radiant sun shone.

Educator: But we know that if the sun peeps out after the rain, then ... / a picture with a rainbow /

Children: A multicolored rainbow appeared in the sky.

Educator: The story turned out to be just wonderful. Now imagine that you and I are in this meadow too. 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 on the back in front of the seated person "draw" rain, flowers and grass, insects, sun, etc. /

Educator: In a rainbow over the horizon - all the colors of the miter: 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 multicolored rainbow there. She is like a gate leading to a fairyland. 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 bold, Nikita is kind and strong, Nastya is affectionate, Irina is cheerful, etc. /

Educator: In a magical land, everyone knows how to speak correctly and beautifully, pronounce all sounds. Do you know how? Let's practice how to pronounce the SH sound clearly

Sound pronunciation exercise

"What's with whom?"

Midge's wings, Lusha's cat,

Fluffs at the cat, Mouse at Tanyusha,

Masha's pebbles, Bear's ears,

Natasha's casket, Monkey's tail.

Educator: And also 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 roar. (tigers, bears, lions, wolves, panthers, etc.)

Educator: Now stand in a circle, imagine that you are animals, close your "muzzles" with your "paws". Let's play a game.

Physical education.

Psychoverbal gymnastics "Beasts"

The teacher stands in the center of the circle and gently taps on the "paws" of the "animals", pronouncing the words:

Don't knock on these doors

The animals are probably already asleep!

If you knock -

Beasts can roar!

After the word "growl" children look out of their hiding places and growl: R - R - R!

Educator: Guys, look at what extraordinary flowers grow in a magical land. In the middle of the flower there is a question - "When?", Which means 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 sings from .... / morning /; We all go to dinner And it happens ... / during the day / etc.

Educator: And in the middle of the next flower is the question "How?"

Let's try to answer it too.

How does a mouse squeak? / quietly / How does a lion roar? / loud / How does the hare run? / fast / In winter, how is it outside? / cold / How do you answer? / correct / etc.

Educator: And what are the bright and elegant houses in the country near the rainbow. Let's look at this house here 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? / top / Where is the porch? / left / etc.

Educator: Well done, you diligently answered questions, and now let's rest and play a game with a ball.

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 by choosing the opposite adverb. 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’s something - like a sin - Is spoken most often. This word follows a gift, a dinner, This word is spoken, If they thank you ... / thank you / V. Golyakhovsky

That's right, that's a polite word for "thank you." The inhabitants of the magical land know and very often speak polite or, as they are also called, magic words. We also know such words. Remember them and name them. (Please hello, please, thank you, etc.)

Educator: Well done, we remembered a lot of words. Now let's listen to poems about polite words.

/ Children read pre-learned poems: /

"Hello!"

- Hello! - you tell the person -Hello! - he will smile back. And, probably, will not go to the pharmacy, And he will be healthy for many years.

"Good day"

- Good day! - you were told - Good afternoon! - you answered. Warmth and kindness tied you two strings.

Educator: 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 the warmth spreads throughout the body, and now we will try to transfer this warmth to a neighbor by touching the palm or stroking the hand, you can hug, and then warmth and kindness will be transferred to everyone along the chain, from one to another. So the magic words became our friends and so much kindness remained in our hearts.

/ There is a knock on the door and a crying girl appears. The role is played by the caregiver or kindergarten child. /

Educator: What happened? Who are you and why are you crying?

Katya: My name is Katya, and I'm crying because the girls with whom I played in the yard call me Katka. I don’t like it at all, I’m not Katka, but Katya.

Educator: I know what to do, we will take you with us to a magical land, because there is a magical miracle chair, and it will help us calm and please you.

/ The teacher shows the children a chair, decorated with colored applique /

Educator: This miraculous 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, Katenka, etc.)

Educator: But a person can be called not only by name, but also by other affectionate words, for example, sun, sweetheart. Maybe some of you are also called such an affectionate word? Let's try to find such words for Katya. (Kitten, honey, bunny, etc.)

Educator: Look, guys, Katya is no longer sad, she smiles. And which of you wants to sit on a wonderful chair?

Game exercise "Miracle - chair"

/ Children take turns sitting on a high chair, and the rest try to call them affectionately by name or in some other way. /

Educator: These are some interesting names our guys have! 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. Someone who wants to sing and dance like now.

/ Children perform 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 leave your domain, but the secrets of your flowers and words, with which we became friends, will forever remain with us.

Logo rhythm - 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, breathing, motor functions, a sense of balance, correct posture, gait, and grace of movement develop.

Speech is one of the main elements in movement-spatial exercises. The rhythm of speech, especially the rhythm of poetry, 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 is developed, speech hearing, speech memory are developed.
The structure of logorhythmic classes 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, gymnastics for the eyes, various types of walking and running to music, poems accompanied by movements, speech therapy gymnastics, mimic exercises, and there can also be relaxation exercises with music, catchphrases, speech and musical games.
As a result of logorhythmic lessons, the following tasks are realized:

clarification of articulation

development of phonemic perception

expansion of vocabulary

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 creative imagination and imagination.

Practice shows that regular logo rhythm classes help to normalize the child's speech, form a positive emotional attitude, teach communication with peers, and much more.

Abstract of a lesson in logo rhythmics in the middle group

"Toy store"

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 reincarnate, 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 the ORU "Toys", logorhythmic exercises "Snow", "Teremok", words for the logarithmic game "Shop", singing the song "Teddy bear kissed a paw"

Course of the lesson:

Educator. Do you guys want to go to the toy store? This is not a simple store, but a magical one: toys in it can come to life, and customers can briefly turn into toys.

Look in the store for all the toys on the showcase: Clockwork bunnies, dolls and balls, fluffy kittens, matryoshka dolls, bears. 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 with music

/ the teacher reads poems about each toy; children speak words and do exercises /

Here are the soldiers, the parade begins. One, two, three, four, five - we begin to walk. / marching /

There are cars running, rustling their tires. Yellow and red are all so different. / move under the flood /

The bear took the accordion and decided to play a little. One, two! Turning ... he dances and sings. / imitate playing the accordion /

Here are nesting dolls, crumbs, colorful clothes, / spring / Bright kerchiefs, pink cheeks. / show cheeks /

Take a look! The dolls went to dance. Legs are exposed, they are invited to visit. / put one leg on the heel alternately, raising the arms bent at the elbows up /

That's what a funny ball. And so it jumps! And so it jumps! I'd rather catch him so I can play again! / jump on two legs, squat at the end of the phrase /

Roly-vstanka, Vanka-vstanka, squat down, squat down, you are naughty! We can't handle you! / tilts in different directions, shake a finger /

The most beautiful steam locomotive: two pipes and a hundred wheels. Well, toys are going in it - dolls, bunnies, parsley. / move in fractional steps, arms bent at the elbows /

/ Continuing to move, they perform the song "Steam Locomotive" (music by Z. Kompaneits, lyrics by O. Vysotskaya), "reach" the carpet, sit down /

Educator. Now let's play with sand in the yard.

Let's make houses in the courtyard out of sand. Things are going well quickly, the dollhouse is being built.

Finger game

We will make whatever we want from the sand, / clap our hands / Gosha sculpts a bun, / "sculpts" a bun / And Albina is a teremok, / they join their hands above their head / Lyuba sculpts different fish, / press their palms together and move them left-right / Well, Sasha is a porcini mushroom. / one hand is clenched into a fist, from above they cover it with the palm of the other hand - a mushroom cap /

Educator. Is it interesting to play in the sand? And even more interesting in our magical toy store. Here the children themselves turned into toys. Stand in a circle. It's time to open our store.

Logorhythmic game "Shop"

/ children put on half masks, move in a round dance step, pronouncing words /

Bom bom! Bim bim! We open a store. Come in, come in, buy whatever you want!

Doll. / a child in a half mask goes into a circle / You look at me and take me home. 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 pick me up, you must catch me!

/ the child catches a toy and stands with it in a circle. Children move in a circle, saying the words: “Bom-bom! Bim bim! We are opening a store ... ", the game continues /

Ball

... I am a jumper, a funny ball, I don't like the one who cries, I don't like the one who cries, but I love the one who jumps! ...

Monkey.

I am a funny monkey, monkey, playful. One, two, three, four, five! I want to play with you! ...

Skate. I am not an easy skate, I am a groovy skate. Top top! Clink, clink! Take me, my friend! ...

Kitty. I am a cat-cat, 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 / Children move in a circle, pronouncing the words / Bom-bom! Bim bim! We close the store.

Educator. There is a teremok-teremok in the field. He is neither short nor tall. The doll lives in the little house, she is waiting for all her friends today. Let us, too, look into the teremok, to the doll at the light. Only the trouble is the tower-tower is locked. Maybe the kitten-cat will open the teremok for us?

Finger game "Tryk-trok!"

Kitty. / goes forward, shows the movements, all the children are behind him / There is a castle in the field, a lock hangs on the door A kitten-cat came: Tryk-trok! Tryk-trok! And the teremok opened!

Educator. Thank you kitty cat!

The doll invites to visit, treats him with sweet tea: “Come, all the toys! You will have a cake and buns! "

Let's go in and we'll just knock on the door first.

Logorhythmic exercise "Knock-knock!"

- Knock-Knock. / three blows with fists against each other / - Yes, yes, yes. / three claps / - May I come to you? / three blows with fists against each other / - I'm always glad! / three claps /

/ Children enter an imaginary house, sit down on blocks /

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. The lips are parted in a smile. With the 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 on tea." Children put a wide tongue on their 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 "Bear scratched his paw ..."

Educator. The bear is drinking hot tea and sucking on a candy. Do not accidentally douse yourself, tie a napkin! But the bear does not listen to us, he is naughty. The bear is trying different treats from the table.

Mimic exercises

/ children use facial expressions to show how the bear eats lemon, pickled cucumber, cake, sweets, chocolate, etc. /

Educator. Something our bear became completely sad, probably, he ate a lot of chocolate. Let's take pity on the bear.

Breathing exercise "Take pity on the bear"

/ children blow on the palm as long as possible, trying to let the air out in a uniform stream /

Educator. Our bear is completely healthy - he is even ready to dance. Well, the doll and the bear have fun - they dance the pole without a break.

Dance "Bear with a doll"

Educator. Liked the bear at the doll's visit, he did not notice how winter came. It became quiet and cold in the forest. A bear-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.

Psycho-gymnastics "Sad Bear"

Educator. It's time for the bear to sleep in the den. He climbed into the den, covered the den with snow, a whole mountain of snow grew. The bear warmed up under the snow and fell asleep.

Logorhythmic exercise "Snow"

Like snow, snow on the hill, / show the “slide” with your hands / and under the hill there is snow, snow, / show with your hands “under the hill” / and on the tree there is snow, snow, / show the “slide” with your hands / and under the tree there is snow, snow, / show with hands "under the hill" / and a bear sleeps under the snow. / hands under the cheek / Hush! Hush! Keep quiet! / shake your finger, then bring it to your mouth /

Educator. And it's time for the doll to sleep, our mansion with toys is closing.

Abstract of a logo-rhythmic lesson during II to the younger group "VISITING GRANDMA"

Purpose:

Activate the dictionary on the topic "Pets".

Reinforce articulation and sound characterization [y].

Develop articulatory, fine motor skills, coordination of movements and speech.

Develop speech exhalation.

Develop the expressiveness of movements and speech.

Instill a love for animals.

Materials and equipment: half masks of domestic animals: cockerel, horse, goose; half masks of cats by the number of children; train made of large building material.

Preliminary work: learning poems for the logo-rhythmic exercises "Ladushki", "Cockerel", "Horse", "Train"; learning finger games "Geese", "Pet the cat"; articulatory gymnastics "Horse";

Course of the lesson:

/ Children enter the hall to a cheerful melody and stand in a circle /

Educator: Today we will go to visit grandma. Are you happy when you go to visit your grandmother?

And when people are happy, they clap their hands. Come on and we'll clap.

Logorhythmic exercise "Okay"

/ Children pronounce the text, clap at each word, highlight the last word in the line with a clap over their heads /

Frets, frets, okay,

We are going to visit grandmother,

To our dear grandmother,

To grandmother Zabavushka.

The guys are going to her,

Lovely granddaughters.

Educator: We need to hurry up, because the train gives the signal for departure and sings its own song.

Musical chant "tuuuuuuuuuuuuuu" / Development of speech exhalation /

Educator: Which song is long or short? Why? What sound helps to pull it? Let's sing it again.

Sound articulation [y]

Educator: The train is picking up speed.

Logorhythmic exercise "Train" / Development of rhythm of movements /

/ Children sing and perform rhythmic movements to music from the text /

We're sitting in trailers

We sit, we sit!

And we look out the window,

Have fun looking!

A steam locomotive goes, goes -

One hundred wheels, one hundred wheels.

He took the kids,

Cheerfully lucky.

Exercise for coordination of movements and speech, development of auditory attention "Guess who came?"

Educator: Listen to music and guess who meets us with grandmother? / Cockerel. /

/ The child, who guessed the animal earlier than others, puts on a rooster mask and recites a poem, accompanying 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. So she opens her eyes and laughs: hoo.

/ A child in a mask depicts a horse, accompanying speech with movements, clicks his tongue and snaps his fingers /

Child: I am a horse - gray side,

Clink, clink, clink!

I will knock with my hoof

If you want, I will pump it

Clink, clink, clink, clink!

Educator: Let's ride a horse?

Articulatory gymnastics "Horse"

/ Children rhythmically clap their tongues and snap their fingers to the soundtrack /

Educator: And the goose wants to brag, he has an addition in his family. Show with your fingers what beaks the geese have?

Finger gymnastics "Geese"

/ Children connect thumbs and forefingers on both hands and rhythmically pronounce the text, opening and closing the "beaks" /

Ha-ha-ha - the goose cries,

I'm proud of my family

Goose and goose

I keep looking, not getting enough of it.

Educator: But most of all, the kitty was waiting for us, because she loves to be stroked.

Psychoverbal gymnastics "Cat"

/ Children with a relaxed hand under a poetic text imitate stroking a cat /

Little kitty, murysenka,

Eats, drinks, sings songs,

Soft Paws,

And there are scratches in the paws.

Educator: Let's ask the kitty to teach us to walk as softly as she does.

Logorhythmic exercise "Cat"

/ Children put on masks of cats and imitate her movements, accompanying them with words /

The cat is very nice

He walks gently, slowly,

Sits down, washes,

Wipes with a foot.

Educator: Let's pet the cat behind the ears.

Finger gymnastics "Let's pet the cat"

/ Children rhythmically imitate stroking with each finger to the music /

Educator: The cat saw the mouse. Show how she jumps.

Exercise for the development of speech exhalation "Cat catches a mouse"

/ Children clench their fingers into fists, inhale through their noses. As you exhale, throw your arms forward, saying "meow" /

Educator: Now let's play the game "Cats and mice". The cat goes out to hunt mice. As soon as the cat falls asleep, the mice go out for a walk.

Outdoor game "CATS - MOUSE"

/ Children choose a cat using a counting rhyme: a child recites a counting rhyme, pointing to each child /

Reader:

Here comes a black cat

He hid, waiting for the mouse.

Mouse, mouse, beware

And don't get caught by the cat.

Educator: Oh, how interesting it was to visit my grandmother! But it's time to go back to kindergarten. Let's say goodbye to grandma and her pets.

Logorhythmic exercise "Okay" / Rhythmic pronouncing with claps /

Frets, frets, okay,

Where were you? By Grandma.

Goodbye grandma

Granny Funny.

Abstract of a logo-rhythmic lesson in the senior group "Domok - Teremok"

Purpose:

Overcoming speech impairment through the development, education and correction of the motor sphere in combination with words and music.

Improving the grammatical structure of speech (the formation of nouns with the suffixes -onok, -onok).

Development of speech respiration, speech hearing, fine, general and articulatory motor skills, pantomime, attention, melodic-intonational side of speech, sense of rhythm, musical ear, auditory-motor coordination. Increase the amount of memory.

Education of expressiveness of movements, switchability from one field of activity to another, the ability to reincarnate, the ability to coordinate music with movement, a positive attitude towards the lesson.

Equipment and materials: Phonograms of lyric melody and lullaby; Lantern; pictures: bear, goose, cat with a kitten, mouse, frog, kitten, kid, mouse, gosling, calf; a house of modules; noise toy "rustle" for each child.

Preliminary work: learning poems by Y. Sokolova "House", "Geese"; articulatory gymnastics; finger games; didactic game "Whose baby?"; singing songs from the children's collection "Funny Songs for Children"

Course of the lesson:

/ Children enter the hall to a calm melody and stand in a circle /

Educator: Do you guys like fairy tales? Then get ready, now I will tell you about what house the Bear built. (One, two, three - a fairy tale come.) / Calm music sounds /

Who lives in a fairy tale? (bear) Which bear? (large, brown, clubfoot)

So the 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 the Bear walks.

Simulation movement "Bear"

/ Children stand in a circle on the carpet and show the gait of a bear to music /

Educator: Mishka is cold, his fur coat is wet, his paws are frozen, show how cold and sad Mishka is.

/ Children show the gait and emotional state of the bear to music /

Educator: Well done! Now sit down and listen to the tale further.

/ Children sit on high chairs /

"How will I spend the winter in winter?" - the Bear thinks. I thought and thought and came up with it. 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 put together the right tool.

Articulatory gymnastics.

"Shoulder". Put a wide, spread and motionless tongue with the front edge on the lower teeth.

"Saw". Having humped the back of the tongue, we rest its tip on the lower teeth. Slowly move the crooked tongue from left to right and back

"Ax". Having humped the back of the tongue, we rest its tip on the lower teeth. We slowly bring the teeth together and clench them, unclench them again, check whether the tongue is held in the given position.

Educator: Misha gathered his tools and began to build a house, and we will help him.

Poem with movements "House"

I knock with a hammer, They hit each other with their fists.

I want to build a house. Connect the fingertips above the head.

I am building a tall house, Raise straight arms up.

I will live in that house. Clap their hands.

Yu Sokolova

Educator recites a poem and shows the child m house built of modules.

Here's a new house built
Mishka settled in it.

Very big mishkin house,
He has both a stove and a pipe.

Educator: What did Misha build? (new house)

What is the house like? (large, with stove and chimney)

It is dark for Misha Bear in a big house, let's light a flashlight in it.

Breathing exercises.

Exercise "Let's light a flashlight."

/ Educator invites children to come to the house, lower their hands, take a calm breath, "send air to the tummy", and as they exhale, make their lips a tube and blow on the flashlight /

Educator: Mishka lives in a new house, rejoices in the warmth and comfort. Yes, he began to think: “I feel good, warm. What about my buddies? They will be cold in winter. " Mishka decided to invite his friends to the little house. The geese came first. Their paws reddened from the cold.

- Come out on the rug, let's play the game "Geese".

Logorhythmic exercise "Geese"

(musical accompaniment)

Gray geese flew. / Run on tiptoes, waving their arms /

They sat quietly on the lawn / Squat /

They were like. / Walk on toes /

Pecked. / Tilt head forward /

Then they ran quickly. / Run one after another and sit on chairs /

Y. Sokolova

Educator: Who is now living in Misha's house? (geese)

The geese began to chop wood and heat the stove so that it was always warm in the house.

A cat with a kitten came to the teremok and also found something to do. The cat grinds the grain to make the flour, and the kitten plays.

/ Children are encouraged to stand near their chairs. They are given noise toys "rustling" /

Rhythmic game "Tsapki"

(the game is repeated 2 times)

The pussy played with its paws, / They hit simultaneously with both palms on the knees /

Pussy pounded its paws: / They make a sound in quarter durations /

DAC - DAC - DAC - DAC, / They make a sound in eighth durations /

DAC - DAC - DAC - / Alternately clapping on the knees /

DAC! / They quickly hide their hands behind their backs /

Educator: And then the girlfriends came - the Mouse with the Frog. They bake pies from flour.

Good at the Mouse
From the oven crumpets.
And the Frog -
Cheesecakes for tea. V. Khesin

Finger game "Cheesecakes"

Let's bake cheesecakes!

We kneaded the dough, / Pinch ourselves on the thighs /

We put sugar in, / "Sprinkle granulated sugar" with the fingers of both hands /

Berries, cottage cheese - / "They make pies" (either one hand on top, then the other) /

We make a pie.

Tyushki tyuushki! / Clap their hands /

Eat cheesecakes! / Stretch your arms forward with your palms up /

Educator: Happy Mouse and Frog that cheesecakes are delicious. The treats are baked, it's time to play. I invite you to play the game "Cat and Mouse".

/ Children go to the carpet to play. A child is selected for the role of a cat. The remaining children turn into mice under the "magic" blanket /

The song is a game of "Mice".

Mice sit under the floor / Hands are raised above the head /

They are watching the cat. / Hands are alternately placed with a visor /

The cat is close here, it doesn't matter / They threaten with the index finger /

We are not afraid of the cat. / Wave the index finger to the right-left /

Let's go out, mice for a walk / Walk in small steps on tiptoes around the hall /

And show yourself to everyone!

In the meantime, the cat is not here, / Twirl the tail /

We will dance "mouse ballet"!

/ Music sounds. Children put their feet alternately on their toes forward, to the side, back. Circling in place right-left /

Educator: So guys, let's remember what animals live in Misha's house?

The Bear is happy that everyone lives together. And in the evenings, he and his friends recall the 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 which song.

Educator shows a picture and asks questions, children answer.

Mu Mu! Who is screaming? Little ……. (calf).

Meow meow! Who is screaming? Little ……. (Kitty).

Oink oink! Who is screaming? Little ……. (piglet).

Me-me! Who is screaming? Little ……. (kid).

Ha ha! Who is screaming? Little ……. (gosling), etc.

Educator: Now our fairy tale is over, it's time to say goodbye.

Logorhythmic exercise "Teremok"

Well, in the evening we will lock it / fingers in the castle / our beautiful painted teremok / hands with a "house" / There will be residents in it spar until the morning / hands under the cheek / The fairy tale is over. It's time to say goodbye. / wave 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. Precisely acquisitions, since speech is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort so that the child's speech develops correctly and in a timely manner.

Children learn spoken language by imitating the language of others. Unfortunately, parents often forget about this and let the baby's speech development process take its course. The child spends little time in the company of adults, sitting at the computer, watching the TV or with his toys, which replace his parents' stories and tales. As a result, a child has many problems by the time he enters school.

Many parents rely on kindergarten in solving 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 is more successful in mastering speech when he is taught not only in preschool educational institutions, but also in the family.

Therefore, one of the tasks of the teacher's work is to promote knowledge among parents on the issues of speech development of children. The correct understanding by parents of the tasks of upbringing and education, knowledge of some of the methodological techniques used by the educator in the work on the development of the speech of children will undoubtedly help them in organizing speech classes at home.

In the process of working with parents, the teacher can recommend poems, riddles, proverbs, teshki, rhymes, tongue twisters, pure talk for memorizing with children at home; advise which books should be read to children of different preschool ages; suggest what and how to deal with the child at home, how to use the practical material; prepare consultations on speech development of children.

Other forms of work are also effective: organizing stands where tables are hung out showing the correct stress in words that are difficult for children; small notes, articles on the development of speech in preschool children, etc.

Speech alphabet for parents

Articulation gymnastics Is gymnastics for lips, tongue, lower jaw. Teach your baby to open and close his mouth in front of a mirror, raise his tongue up, make it wide and narrow, and hold it in the correct position.

Fast speech - unacceptable in conversation with a child. Speak clearly, clearly, correctly. Don't let your baby talk quickly.

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 is there a bee on it. It depends on you whether your baby will be developed.

The main components of a beautiful speech: correctness, clarity, intelligibility, moderate tempo and volume, richness of vocabulary and intonation expressiveness. This should be your speech.

Breathing exercises important in the formation of speech. To develop the correct air stream necessary for pronouncing many sounds, teach your child to blow in a thin stream on light toys, balls, boats on the water (you cannot inflate your cheeks!)

If the child has turned 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 child's sign language, the longer he will be silent.

"Golden mean" - this is what we should strive for in the development of the child, that is, towards the norm. Take a closer look at the baby. Does he differ from his peers? Do not overload it with information, do not accelerate 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 in bilingual families, children often have a general speech underdevelopment).

The illustrations in children's books that are appropriate for the child's age are an excellent guide 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 it do, 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 - S, Z, C should already be pronounced correctly; 4-5 years old - W, F, H, U; 5-6 years old - 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 neuroses and stuttering.

Fine motor skills - this is usually called the movement of the hands and fingers. The better the fingers are, the better the speech is. Therefore, strive to develop the muscles of the baby's arm. Let it first be a finger massage, games like "Magpie, magpie", then games with small objects under your control, lacing, modeling, buttoning, etc.

You cannot work with a child if you are in a bad mood, the child is upset or sick with something. Only positive emotions ensure high efficiency of the lesson.

General speech underdevelopment (OHP) is often found in those children who spoke late: words - after 2 years, phrases - after 3. You can talk about OHP, when a 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 long and often. First, a high (gothic) palate is formed in him, which affects the formation of the correct pronunciation of sounds. Secondly, the nipple interferes with verbal communication. Instead of pronouncing words, the child communicates using gestures and pantomime.

Only the complex influence 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, engaging in the development of speech with the child, you develop all mental processes: thinking, memory, speech, perception.

Consultation for parents

Where does "porridge in the mouth" come from?

Quite often we hear from parents the statements "Porridge in the mouth" with notes of displeasure and irritation. And where does "porridge in the mouth" come from? How can you help your child to master the correct speech on their own? What should you pay attention to?

"Porridge in the mouth" can be the result of violations in the structure of the articulatory apparatus: deviations in the development of teeth, improper 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 dentition and consult a dentist in time ... Also, distorted sound reproduction can be a consequence of impaired muscle tone of the articulatory apparatus. And here it is already necessary to consult a speech therapist and psychoneurologist.

Pay particular attention to hearing. 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 hearing loss, 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 effects (radio, TV turned on at full volume), and in case of hearing diseases, treat them in a timely manner.

Parents should take care of the child's still fragile vocal apparatus, not to allow excessively loud speech.

Adults should help the child to master the correct sound pronunciation, but speech development should not be forced. It is also harmful to load a baby with complex speech material, force him to repeat words he does not understand, memorize poems that are complex in form, content and volume, teach him 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 pronounce the sounds [w], [w], [p]), read works of art intended for older children.

The child masters 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 reason for the incorrect pronunciation is the child's imitation of the incorrect speech of adults, older brothers, sisters, peers with whom the baby often communicates.

Parents should pay attention to the fact that when communicating with a child, especially at an early and junior preschool age, one should not pronounce words distorted, use truncated words or onomatopoeia instead of conventional words ("bibika", "lala", "yum-yum" and etc.) This will only slow down the assimilation of sounds, delay the timely mastery of the dictionary. Frequent use of words with diminutive-affectionate suffixes, as well as words that are inaccessible to him or her, or are complex in sound-syllable composition, does not contribute to the development of the child's speech. If your child mispronounces any sounds, words, phrases, you should not imitate him, laugh or, conversely, praise him. Also, you cannot demand the correct pronunciation of sounds during that period of a baby's life when the process of formation and automation is not completed.

Some violations of children's speech can be corrected only with the help of specialists, speech therapists. But a number of disadvantages can be corrected at home. In a family, a child is usually corrected when he mispronounces a particular sound or word, but sometimes they do it with ridicule or irritation. Correction of speech errors must be approached very carefully. In no case do not scold the kid for his bad speech and do not demand from him to immediately repeat correctly a difficult word for him. Such methods lead to the fact that the child generally refuses to speak, withdraws into himself. You need to correct mistakes in a tactful, benevolent tone. You should not repeat a word incorrectly pronounced by a child; it is better to give a sample of its pronunciation.

Studying with the child at home, reading a book to him, looking at the illustrations, invite him to answer questions about the content of the text, retell the content of the fairy tale (story), answer what is shown in the picture. If the child makes mistakes, you should not interrupt him, give him the opportunity to finish the statement, and then correct his mistakes.

Very often children ask us different questions. Sometimes it is difficult to find the right answer to them right away. But you shouldn't dismiss the child's questions. In this case, you can promise to give an answer later, when the child has eaten (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 the parents, an interesting interlocutor for himself and will strive for communication.

In a family for a child, it is necessary to create such conditions so that he feels satisfaction from communicating with adults, receives from them not only new knowledge, but also enriches his vocabulary, learns to correctly form sentences, clearly pronounce sounds and words, and it is interesting to tell.

An example of creating such an environment can be a complete or at least partial refusal to watch television films and television programs in the presence of a child, an exception, perhaps, can be a children's program "Good night, kids" and only as preparation for bed. And as the parents themselves note, communication with the child becomes longer, conscious and filled with developing games, activities, joint creativity.

How to learn poetry with a child?

Ways to memorize poems (practical advice for parents)

Of course, memorizing poems is not a problem for all toddlers. For some, it's even the opposite: they instantly remember what they especially like. So, in families where loved ones talk a lot and often with the child, read, the kids already at the age of one year old funny clicking their tongue, finish the lines from A. Barto's poem "I love my horse." But there are also those 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 correctly teach poetry with a child, taking into account his psychological characteristics, age, temperament and even literary preferences.

Method number 1.

In order for the kid to easily and well remember the rhyme, it is imperative to acquaint him with the "melody" of the poem and it is worth starting as early as possible. The baby is still in the carriage, and you are already declaiming to him the rhythmic "The bull is swinging," "Our Tanya is crying loudly." When the child grows up, this first experience inherent in the subconscious will facilitate his conscious approach to the learning process. And remember that the most favorable age for memorizing poems is 4-5 years old. It is in this age segment that the baby's memory begins to develop especially rapidly. And if up to four years old we do not set tasks for the child to memorize a work, but simply "read" their number - what he will remember, we will remember, then after four years we purposefully teach the child to memorize the text by heart. Moreover, you need to learn as much as possible - this is the best way to form the amount of memory required for learning.

Method number 2.

In order for the poem to be easy to learn, it must correspond in content to the age and temperament of the child. There is 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 by Mikhalkov, Barto, Chukovsky.

It is better for naughty ones to offer rhythmic, cheerful verses for memorization, measured, smooth verses for calm children. Of course, at school no one will reckon with their temperament, 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 it is easier to do this 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, for the arrival of Santa Claus. Only at the age of seven or eight will we slowly aim the child at the fact that you need to know the verses by heart for yourself.

Method number 3.

You should memorize a poem emotionally and with expression - this is childish nature! Otherwise, it will be meaningless for the child. By the way, some kindergarten teachers teach children to read poetry in an expressionless manner. 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 study the poem individually, so keep this in mind and keep the situation under control. A kid who was not imbued with the beauty of a poetic literary form in childhood, becoming an adult, is unlikely to often turn to poetry.

Method number 4.

Before starting memorization, an adult who will learn a poem with a child must read it himself with expression. It is even better if an adult knows it by heart. Then you should definitely find words that are unfamiliar or incomprehensible to the baby in the text and explain them. When all the words are explained, the poem should be read again, slowly, placing semantic accents. After re-reading, tell your child who wrote such a wonderful work, how and when it was written this poem. This approach teaches the little person to the culture of memorization and facilitates the perception of poetry. After that, show the child the illustrations that the artist painted, inspired by the beauty of the poem, and while the child looks at them, read the poem again. Thus, the image of the work is formed in the child. And only after such preliminary work proceed directly to memorization.

Method number 5.

We know that some of us memorize poems better by ear, others need to read them themselves several times, 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 in adults, but also in babies. There are different methods of memorizing poems that focus on these differences. Try each one in turn, and you will see how it is easier for your child to memorize the verses. At the same time, you will be able to draw a conclusion about what type of memory the baby has leading.

Perhaps you will use several methods or combine one with the other. The main thing is the result: an easy and joyful process of memorizing poems from communicating with poetry.

Method number 6.

And one more general advice for everyone. Draw each poem you learn with your child. A kind of my own illustration for him. Sign the title and author. Put these drawings in a separate folder. Take it out from time to time, look at it with loved ones, remember and recite previously learned poems. This is a wonderful way to both maintain the memory and literary poetic baggage of the baby.

Home speech therapy for caring parents

RULES FOR CONDUCTING THE CLASS

In order for your home speech therapy classes to be as effective as possible and not to be difficult for the child, you should adhere to certain rules in their conduct.

All classes should be built according to the rules of the game, since otherwise you may run into the child's stubborn unwillingness to study.

The duration of a lesson without a break should be no more than 15-20 minutes (you need to start with 3-5 minutes).

Classes should be held 2-3 times a day; the best time to exercise is after breakfast and after a nap.

Do not force your child to exercise if they are not feeling well.

Set aside a dedicated classroom space where nothing can interfere with your child.

Use visuals when explaining to your child.

Do not use the word "wrong", support all the baby's endeavors, praise even minor successes.

Talk to your baby clearly, turning to face him; let him see and remember the movements of your lips.

Conduct seasonal themed classes at the appropriate time of year

Feel free to experiment: you can create games and exercises yourself.

In addition to doing specific activities, you should read as much as possible to your baby.

Remember that communication with you is very important to your child. And not only during classes, but also every minute of your stay with him.

Be patient and do not give up what you started, even if the result will not be visible immediately. As they say, patience and work will grind everything. And you and your baby will definitely succeed.

Good luck and patience!

We develop the speech of children

Complexes of exercises for practicing at home

Articulation gymnastics

"Knead the dough" smile, slap the tongue between the lips - "five-five-five-five-five ..." bite the tip of the tongue with teeth (alternate these two movements)

"CUP" smile open your mouth wide, stick out your wide tongue and give it a "cup" shape (that is, slightly raise the tip of the tongue)

"DUDOCHKA" pull the lips forward with tension (teeth are closed)

"ZABORCHIK" smile, revealing closed teeth with tension

"PUSSY" lips in a smile, mouth open the tip of the tongue rests against the lower teeth bend the tongue with a slide, resting the tip of the tongue against the lower teeth

"LET'S CAPTURE THE MOUSE" lips in a smile open your mouth to say "ah" and bite the wide tip of the tongue (caught the mouse by the tail)

"HORSE" to stretch the lips to open the mouth to click with a "narrow" tongue (like horses clatter with their hooves)

"TURKEYS BREAK" their tongue quickly move 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 deflate cheeks

Finger games

Finger games not only affect the development of speech, but their beauty is also in the fact 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 is your palm - get up, baby. (You 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 feeding the next finger. This means that your baby's fingers become "smarter", the speech center is activated and the development of speech improves.

Kids are very fond of rhythmically organized speech, so simple poems or fairy tales will bring them special joy: We planted a turnip (we dig a hole with our fingers in a children's palm),

The turnip was watered (show with your fingers how water flows from the watering can),

The turnip grew (show how it grows, gradually straighten your fingers)

Nice and strong (keep your palms open and bend your fingers like hooks)!

We pull-pull (the hooks of the left and right hand interlock and pull - each in its own direction),

We can't pull it out (shook it with our hands),

Who will help us? (all the heroes of the fairy tale come in turn and help to pull)

Pull-pull, pull-pull!

Wow (uncoupled hands, shook hands)!

They pulled out the turnip.

Simple rules of the game:

Try to keep all fingers involved in games (especially the ring and little fingers - they are the laziest). Be sure to alternate between three types of movements: compression; stretching; relaxation.

Logorhythmic exercises

VODICHKA Water, water,
(with both hands, in turn, show how water is pouring from above)
Wash my face. (imitate washing with your palms)
To make your eyes shine
(touch the peephole in turn)
To make your cheeks turn red
(rub your cheeks)
Smiled rotok
(smile, stroke your mouth with your hands)
And the tooth bit.
(knock teeth, show with hands how the mouth closes)

KNOCK KNOCK - Knock-Knock.
- Yes Yes Yes. (three claps)
- May I see you? (three punches against each other)
- I'm always glad! (three claps)

Bunnies Once upon a time there were bunnies

At the edge of the forest.
(spread your hands in front of you, describing a circle)
Once upon a time there were bunnies
(show bunny ears on the head)
In a gray hut.
(fold your arms over your head in the shape of a house)
We washed our ears
(run your hands over imaginary ears)
We washed our little paws.
(simulate hand washing)
Bunnies were dressing up
(hands on your sides, turn slightly in both directions, in a semi-squat)
They put on slippers.
(hands on the sides, alternately put forward the right and left legs)

SNOW Like snow, snow on a hill
(show the slide with your hands)
Snow, snow, snow, snow.

And under the hill there is snow, snow,
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Snow, snow, snow, snow.
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