The great Mikhail Lomonosov was right when he considered rhetoric the queen of all sciences. It is known that the success of his education depends on how clearly and correctly the child is able to express his thoughts - first at school, and later at the university. His self-confidence and self-esteem will depend on the ability to communicate and find friends, and the ability to argue and prove his own point of view will help him become successful in business, providing a good income. Teaching a student the art of oratory can be a good basis for future successful life.

The art of rhetoric

What is rhetoric? Rhetoric, in other words - oratory, is the skill to speak correctly and beautifully, to accurately express one's thoughts, to convince. Today, rhetoric is both a science and an academic subject. And the task of such a discipline is to educate. Rhetoric is based on the achievements of modern linguistics, psychology and other sciences.

Today, the center of rhetoric is the Person who needs to be taught how to effectively use speech, communicate. The priority now is to educate a person who, having information, would be able to competently speak out, build a dialogue, and express the course of his thoughts. This means that such useful skills and abilities need to be taught.

At what age can one begin to comprehend the wisdom of oratory?

Parents and teachers often face the fact that children, having entered primary school, do not always know how to ask questions and answer them, communicate information, and communicate with classmates. Sometimes a student who is ready for a lesson cannot answer either from his seat or at the blackboard. The student is worried, confuses words, stumbles. This speech problem is associated with slow processes of perception and reproduction of information. And one more thing: you can be quite developed mentally, he has a bad pronunciation, the wrong pace of information transfer. Such a child does not know how to successfully build his speech, his statements are dull and uninteresting. The experience of teachers of literature indicates that it is impossible to solve the tasks of developing confident speech and acquiring communication skills at lessons of native speech alone.

All these problems are successfully solved by rhetoric.

Based on this, it becomes clear that the age of 6 to 12 years is a very good moment for teaching a child to clearly, clearly and confidently express his thoughts on various topics, as well as acquiring the necessary communication skills:

• ask questions correctly and formulate answers quickly
• correctly use intonation, facial expressions, gestures
• build a good presentation
• improve diction
• become more self-confident
• communicate information in a clear and understandable way
• learn to communicate.

Goals and objectives

"Advice. Starting the lessons of oratory, you need to remember the main goal of such classes: we, first of all, are trying to form a harmoniously developed, spiritual personality of the child.

The tasks of rhetoric:

• beautiful speech training
• improvement of communication culture
• moral education
• stimulating the ability to think deeply and express thoughts correctly
• expressive reading
• teaching literary pronunciation
• diction training
• acquiring public speaking skills
• gaining self-confidence
• development of creative and literary abilities.

Regular and serious classes in rhetoric will not only form the diction and articulation of the student, his ability to clearly communicate, establish contact with people, but also reveal his creative potential. As a result, the student will not only learn to speak, but will also become more confident in himself, will show, learn to communicate.

Lessons in rhetoric

Where can a child learn rhetoric? It is good if it is included in the school curriculum or the school has an appropriate elective (circle). In schools with advanced humanities, such a subject is most likely to be studied. If a student attends a theater studio, then there he will also have the opportunity to study the elements of oratory, to practice consolidating skills. If there are special courses in your city, and parents have the financial opportunity to take their child there, that's great: classes will be taught by business coaches or actors. In the absence of opportunities, but subject to a great desire, parents can try to deal with the child themselves.

1. "Communication". Students will learn about:

• goals, objectives and reasons for communication
• choice of tone and tempo of speech
• the need to take into account facial expressions, posture, gestures
• the importance of being able to listen to the interlocutor
• the power of the word
• verbal and non-verbal communication
• rules of courtesy.

1. "Speech genres". Children get an idea of:

• oral and written speech
• letter, greeting, announcement
• dictionary entry
• story
• information, chronicle, note.

Primary school students work out the technique of speech (tongue twisters, tongue twisters, counting rhymes), argue on moral topics, learn polite communication, and invent a lot themselves. Older students are already learning the first skills of self-presentation and public speaking.

Learning to speak

Not every adult can overcome the excitement of speaking in front of an audience. But you can teach a child to speak successfully in public even in childhood. Here are some tips for parents:

1. Consider the character and temperament of the child. Liberated children (sanguine and choleric) often take the initiative to speak up, to tell something, but the quiet ones (melancholic, phlegmatic) need help, support them.
2. Do not force, but interest. Coercion can discourage the desire to appear in public as an adult. It is better to interest the child.
3. We rehearse at home. Ask the child to tell (read) some interesting text with an expression. First, be an attentive spectator, then switch roles. Fear of speaking will help to remove the fact that the student will be both in the role of a speaker and in the role of a mentor.
4. We play well. Special psychological games, role-playing games will help relieve stress.
5. Improvising is helpful. Invent and improvise with the whole family at family reunions and home concerts. Compose fairy tales, poems and songs together, have fun from the heart. Let both adults and children participate in the performances.
6. Your example. Show your child how to perform beautifully. Read the text expressively, with the right intonation, pauses, punctuation marks, pronouncing the sounds clearly.
7. Listen carefully. Always be an attentive listener when your child speaks. Otherwise, he may realize the worthlessness of his statements and will not want to speak in public.
8. Make an audio or video recording. Record the moment of training the performance of the child. Listen or review afterwards together to analyze and gently point out errors.
9. Freedom of choice. Let the student choose what he will read: his favorite fairy tale, poem or report for the lesson.
10. We teach to read. A child who reads a lot gets used to the correct written language. Discuss what you have read, building your speaking skills.

Speech technique exercises

There are a huge number of exercises for the development of speech technique: for diction and breathing, for logical thinking and memory, and others. Here are just a few that parents can easily use at home:

1. "Explain." Showing the usual ones, we ask the child to give a detailed description of each of them.
2. "Words on the topic". We name the topic (for example, “man”, “city”, “kitchen”, etc.) and ask the student to name all the words that he can remember on this topic. The exercise can take the form of a competition where several people play.
3. "Think of a rhyme." Offer the child words or pairs of words for which you need to come up with rhymes.
4. "Repeat verbatim." Take out a children's book, read one sentence at a time and ask the child to repeat it verbatim. It is better to do it playfully and with humor, otherwise interest in the game can quickly disappear.
5. "Listen to silence." A game of concentration. Offer to be silent and listen to the sounds around you: in the house and outside the window. Have the child describe what they heard.
6. "Looking for the Lost". The child remembers everything that he sees in the room, leaves, and then he is told that one object is missing. With the help of leading questions, the child tries to guess which item is missing.
7. "Differences". Briefly describe the difference between the two words. For example, an orange ball.
8. "The story of the picture." This school technique is effective at home. Ask the child to describe the picture in detail. You can describe the picture while looking at it, or you can remove it and ask the child to remember what he saw. You can try to show your imagination in various ways: “What is happening in the picture? What do you think, what happened before this action? What's next? How would you name the picture yourself?

"Advice. To master the technique of speech, tongue twisters are very useful. Do not just pronounce them, but theatricalize the action.

Learning to communicate

The child begins to communicate very early. Already from preschool age, the baby comes into contact with peers and adults. Note that communication is not always successful and it needs to be taught. Again, rhetoric can handle this task perfectly, one of the tasks of which is to teach how to communicate effectively.

Effective communication is the correspondence of the speech norms of the interlocutor to the norms of the literary language. Starting to study in elementary school, children comprehend the features of the educational and scientific style of presenting the material, but they immediately face the development of coherent speech. The speech of a primary school student loses its looseness and emotionality, acquires a certain cliché. This trend is not at all conducive to students acquiring real communication skills. The desired results in the formation of a child's normal coherent speech can be achieved by practicing oratory with him.

By studying rhetoric, the child will learn the norms of behavior when communicating, learn how to conduct a conversation correctly - live and on the phone, learn which communication style is better to choose in certain situations, learn how to make requests, speak correctly and be an attentive listener.

During the course, students will learn:

• evaluate and analyze communication situations
• communicate according to speech etiquette
• correctly use verbal (verbal) and non-verbal means of communication (facial expressions, gestures, postures, body movements)
• choose the right way to communicate
• navigate different communication situations
• make contact successfully.

Realizing the importance of rhetoric at an early school age, parents should contribute to the easy and interesting learning of their child. Here are some tips:

1. Regularity of lessons. It doesn't matter if it's at school, at home or at home. Only constant training will provide a high result. It's better to exercise daily.
2. Theory without practice is ineffective. Offer your child more practical exercises, games, tasks.
3. Development of creativity. A lesson in public speaking will become truly effective and exciting for a child if you allow the child to express himself creatively in every possible way. Let him invent stories and descriptions, write poetry, invent and compose.

“Advice to parents. Remember that you can achieve high results even in the short term, if you start practicing from a fairly early age and on an ongoing basis.

findings

By paying attention to such a necessary aspect of children's development as the formation of effective speech skills, using rhetoric methods, your child will not only learn to speak correctly, but will also be self-confident, learn to communicate, make many friends, and become more successful in learning.

The ability to speak beautifully is worth spending some of your time learning. A speaker instantly appears in the head, every word of which is heard by a large number of people. In fact, things are somewhat different. How to learn to speak beautifully is a question that should arouse keen interest in almost every person.

Variety of daily contacts

Each of us lives among people. A new day brings many contacts. Among them - communication with old acquaintances, work colleagues, relatives and random strangers. Therefore, for many of us, the question of how to learn to speak beautifully is very important. If we are listened to and understood correctly, then we quickly get what we want.

These can be short dialogues related to everyday topics:

1. Shopping for bread in the store.
2. Order to the waiter.
3. Settlement with a courier.

Equally important is communication in the family, which is usually not given special importance. After all, such dialogues take place in a relaxed atmosphere. It is already more difficult to speak at a meeting in front of colleagues, telling them about the features of a new project. Therefore, the question of how to learn to speak beautifully worries almost everyone.

Which speeches are most important

Speaking in the workplace seems to be the most difficult for us. Our career, that is, earnings and standard of living, depends on meetings or important meetings. Equally important is the reputation and success among colleagues.

But how do you make the performance interesting? You need to be able to grab the attention of your audience. But an interesting and relevant topic is not enough for this. How to learn to speak beautifully is a concern for many people building a career. It is very difficult to develop a good project. And just imagine it is unsuccessful. This is possible only because the presentation lacks communication skills.

In order for the subject of conversation to be interesting to listeners, you need to express yourself competently and clearly. But for the most part, people talk differently. Some people tend to have difficulty communicating. As a result, the subject of conversation is easy to lead to a dead end.

People who know how to express thoughts correctly are able to captivate behind them. It is necessary to strive to learn how to present information to interlocutors colorfully. This is also the art of oratory. Books are the best help here.

Vocabulary expansion

To feel free when expressing thoughts, it is easy to find the right words, you should engage in self-study and enrich your vocabulary. For this purpose, you can use such an improvised tool as a TV. Only for this purpose it is preferable to be at home alone. You just need to turn on the news program and imitate the announcer. All pauses should also be observed. As a result, vocabulary will increase, and speech will become more even.

In order to clear speech, it is very convenient to use a voice recorder, which is now in any mobile phone. You need to record a conversation with a friend, and then listen to it. All unnecessary words should be identified and their number counted.

Since we are learning to speak beautifully, we need to try to get rid of all unnecessary words. It is quite difficult to do this. Self-improvement involves controlling every spoken word. Over time, you will be able to make your speech correct.

Getting rid of the fear of the public

Communication in front of an audience of unfamiliar listeners or with colleagues is often overshadowed by embarrassment, excitement, and a feeling of constraint. But even at a celebration, it is very difficult to express congratulations aloud. At a birthday, wedding, anniversary, it's easy to experience the excitement of speaking to guests. We learn to speak beautifully, so you need to think about your speech in advance, write it down on paper. This will allow her to remember and better speak to the public.

A person is often able to tell a lot about the topic of his activity. In this case, the formation of vocabulary is carried out involuntarily and due to the daily repetition of similar phrases and terms.

Simple exercise

This exercise requires a mirror. You need to stand in front of him and tell about the events that happened during the day. You need to talk only with yourself, so it is preferable to be at home alone.

It is preferable to record the performance on video. Thus, when viewing it, it will be possible to identify all unnecessary and repulsive gestures. After that, you should work on their elimination. After purposeful efforts, you will be able to speak beautifully. Exercises aimed at improving communication skills do not require a lot of time. But you need to work regularly and purposefully.

Don't take it too seriously. You should think about how people will perceive the facial expressions of the speaker. Facial expression should be moderately official and inviting. Do not forget about a pleasant easy smile. To achieve the result, you need to devote a few days to training at least.

The Importance of Speech Technique

The performance must sound good. Without improving the functioning of the speech apparatus, it is unthinkable to increase the level of speech culture. Listeners should not be annoyed by crumpled phrases, incoherent speech, and problems with the correct combination of words. The impression of such a speech, to put it mildly, is unpleasant. The meaning of what was said is completely distorted, so listeners quickly lose interest in the speaker.

The speech technique must be worked out, so you need to strengthen your voice and breathing. At the same time, the development of good diction and correct pronunciation is of great importance.

Exercises for the development of breathing involve its economical use. For this purpose, texts from art books can be used. Breaths should be taken after the end of sentences. However, they should not be heard.

Working with pronunciation of sounds

The technique of speech develops significantly when performing a series of exercises. They are represented by various combinations of vowel sounds. For example:

1. and, oh, s, u, uh, a.
2. i-e, i-a, i-o, i-u.
3. ah-ah, ah-ah, ah-ah, ah-ah.
4. uh, uh, uh, uh.
5. ooh, ooh, ooh, ooh, ooh
6. ooh, ooh, ooh, ooh

The exercise is to find the correct voice. It represents clear and pure sounds, the pronunciation of which does not require effort. The pace must be different. While performing the exercise, the voice should be lowered and raised. Since many of us need to speak beautifully and competently, it is preferable to spend time on regular tasks.

Exercises that improve speech technique should also be done with sonorant consonants n, m, v, l, which are combined with vowels e, o, a, i, u, s. Examples:

1. mi, ma, mo, me, mu, we.
2. li, lu, le, lo, ly, la.
3. neither, well, but, ne, us, on.
4. mmmmm, mmmmm, mmmmm.
5. mmmmm, mmmmm, mmmmm.
6. llumm, llumm, llumm.
7. llmm, lllamm, llmm.
8. nnmm, nnmm, nnmm.
9. nnmmm, nnmmm, nnmmm.

Using tongue twisters

To improve the beauty of diction, one should remember tongue twisters. At first they should be read without the participation of the voice. It is only necessary to make the right movements with the help of the tongue and lips. Then the exercise must be said aloud. The pace must be chosen completely different. In this case, the text must be combined with proper breathing. That is, after reading the tongue twister, you need to take an inaudible breath.

1. Buy a pile of spades.
2. There is a mop with a podprikopenkom.
3. The weaver weaves the fabric.
4. My spoon is curved.

What does it mean to speak beautifully if you do not own your voice perfectly? For this, of course, you need to work hard. Exercise should be treated with due care. But the result will justify all the hard work. After all, it is really nice to talk beautifully at office meetings, corporate events and just in a circle of acquaintances. You can’t do yourself any favors, you should take rehearsals with due seriousness. If the exercise is not performed correctly, then it must be repeated until it starts to work.

We hope this article turned out to be useful and interesting for you, and you learned how to learn how to speak beautifully.

As you know, the impressions of people from communicating with each other are 55 percent based on body language, 38 percent - on the timbre of voice and diction, and only 7 percent - on the words they pronounce. Therefore, the problem of a good voice for a person is extremely relevant, since it determines almost 40 percent of his life success.

It is very important to breathe correctly. And the first few exercises will teach us that:

1. Inhale at the expense of 1, 2, 3, 4, at 5, 6 - hold your breath, at the expense of 7, 8, 9, 10, 11, 12, 13, 14, 15 - exhale.

2. Repeat exercise 1, but while exhaling, count aloud: 7, 8...15.

3. Take a short breath, hold your breath a little, while exhaling start counting: 1, 2, 3, 4, etc. Do not speed up the counting rate, do not get air.

4. Pronounce the counting tongue twister, taking a breath in the place indicated by *, and continue on the exhale, as far as there is enough air: "As on a hill, on a hillock there are thirty-three Egorka *: one - Egorka, two - Egorka, three - Egorka and so on Further".

6. This is a diaphragm exercise. Say the text below without closing your mouth. You can imagine that you have a filling and you can not close your mouth:

Two hours without food? Terrible!
I didn't eat breakfast in vain.
I want to eat like never before!
Wait two hours? Nonsense!
There is a character, there is a will,
If I can't, I won't eat!

We are on the right track and the following exercises are aimed at voice development: his strength, mobility and euphony

7. Name the floors on which you mentally rise, raising the tone of your voice each time, and then “go down” down.

8. Say the words slowly at first, then gradually speed up the pace to a very fast pace, followed by slowing down: "We drove fast, we drove fast, we drove fast ... we drove fast ... we drove fast."

9. Pronounce lingeringly and smoothly (as when singing) the syllables: mi, me, ma, mo, mu, we.

The most interesting is ahead, bringing us closer to the success of performances in front of any audience: exercises for the development of diction.

10. Say difficult combinations of sounds, first slowly, then faster:

Tlz, jr, vrzh, mkrtch, kpt, kft, ksht, kst, kshch, kzhda, kkzhde, kzhdo, kzhdu, kshta, kshte, kshtu, kshto.

11. Say words with difficult consonant combinations at first slowly, then faster:

Stay awake, philosophize, postscript, invigorate, transplantation, supersonic, tousled, counter-break, explosion point, protestantism, stir up, over-alarmed, hit the barrel, department, hose, supersonic, ornate, philosophize, monster, snort a lot.

12. Practice pronunciation of long consonants:

To Clara, to whom, to the throat, to the tour, to Galya, to Katya, to Kyiv, to the end, to the city, distant, get involved, give, kindle, vent, get rid of, without a fur coat, ruthless, immortality, restore, confirm, repel;

13. Work on the combination of sounds can be carried out in the form of a game, using onomatopoeia:

• Hammer nails: Gbdu! Gbdo! Gbde! Gbdy! Gbda! Gbdi!
• Imitate horse stomp: Ptku! Ptko! bird! Birds! Ptke! Birds!
• Throw imaginary plates to your partner: Kchku! Wow! Kchke! Kchka! Kchky! Kchki!

14. Say tongue twisters with difficult combinations or alternations of consonants:

• Tell me about shopping. - What kind of purchases? - About purchases, about purchases, about my purchases.
• Buy a pile of spades.
• There is a shock with a podkopenkom, and under the shock there is a quail with a quail.
• Standing, standing at the gate, the bull is stupid-mouthed and short.
• A cap is sewn, a cap is knitted, but not in a cap style; a bell was poured, a bell was forged, but not in Kolokovo style; it is necessary to recap and recap the cap, it is necessary to re-bell and re-bell the bell.

This is a small part of the existing exercises aimed at developing speech and voice. But if you devote 15 minutes a day to such training, you can learn to control your voice and easily win over others.

“A poet is born, but a person becomes an orator himself” (Mark Tullius Cicero)

Even such a famous speaker of the 20th century as the "Iron Lady" Margaret Thatcher from birth had a shrill voice, not very pleasant to hear. She was lost in front of a large audience, frightened by hundreds of human eyes, while she forgot the words and did not know where to look.

But in fact, Thatcher became the “iron” later. Having perfectly understood and realized that without oratory she would not be able to achieve significant success in politics, Margaret began to work on herself. The "Iron Lady" signed up for voice training classes, took public speaking courses.

Long months of preparations for a public speech, rehearsals and trials, consultations with a theater teacher, an experienced image maker, led her to the result that we all know well.

As you can see, each of us can become a great orator. The main thing is desire. If it is, then the first step towards your comprehension of the art of eloquence has already been taken.

To be continued...

Oratory is one of the most valuable skills that will help you concisely, beautifully and without any problems convey your point of view to your interlocutor. There are people who are speakers by nature, just give them a topic and you can listen for hours. But what about those who want to master these skills, but the nature of innate abilities did not give?
Oratory, like any other skill, can be developed, trained, improved. In this article, we will give 6 useful tips, thanks to which you can develop incredible abilities in yourself, and in less than a month, speak freely in public, focusing the attention of listeners on your speech.

1. What causes the greatest difficulty for beginner speakers? As a rule, this is an insufficient vocabulary and a limited vocabulary. The solution is simple, you need to talk, talk and talk again. You can do this at home. Take any item you see - a hair dryer, a vase, a frying pan, in general, it doesn't matter what it will be. And then, for 5 minutes, try to talk about it, describe all the features of this subject, explain how wonderful and necessary it is. At first it will be difficult, but over time you will easily cope with this task. When you see that five minutes is not enough, then increase the time, tell 10, 20, 30 minutes. I knew people who, without any problems, could talk for hours on a given topic, while never repeating themselves in phrases and their thoughts.

3. The pace of speech is another feature worth mastering. Watch how you speak. Too fast speech the listener can not make out, and slow drives into boredom. Try to pause, highlight the right places with intonations, raise and lower your voice, thereby attracting the attention of the audience.

4. Talking about subjects at home is good, but in order to hone the skill of oratory, you need to communicate more with real people. The easiest way to hone oratory is for students. You have access to performances in front of your group, and during the performance you can track the reaction, behavior of the audience, their mood and desire to listen.

5. Your speech should not be dry. Try to use sayings, quotes from famous people, as well as humor from time to time. By the way, humor plays a very important role. The ability to joke in time and accurately is the quality of a good speaker who can easily keep his audience, and at the right time remove the accumulated tension.

Over time, when you expand your vocabulary and begin to apply all the knowledge gained in practice, you will notice how your speech has changed, how the interlocutor carefully listens to every word spoken, how the audience is closely following your statements and phrases.

It should be noted with regret that very little space is given to the issues of speech technique in the school curriculum. Usually, tasks on speech technique are reduced to requirements of the type read the text expressively or read the words correctly, while the concept of “speech technique” is broader and includes practical skills acquired in the process of training in the field of breathing, articulation, diction, staging and developing voice, etc.

Of course, a qualified specialist should deal with the issue of setting and developing the voice, however, the foundations of correct pronunciation should be laid by a language teacher.

The proposed system of tasks consists of four sections. One part of the exercises is devoted to the processing of clear pronunciation and sound combinations. The second group of tasks, organically related to the first, involves work on the intonation of speech. The third block of exercises is aimed at eliminating some of the shortcomings of dialect pronunciation. The fourth part is devoted to exercises of an accentological nature.

1. Practicing the pronunciation of sounds and sound combinations

Exercise 1

Read the tongue twisters slowly at first, clearly pronouncing all the sounds. Then the pace of reading accelerates. It is necessary to monitor the clarity of pronunciation:

• Senka is carrying Sanka and Sonya on a sled.
• The ships tacked, tacked, but did not catch.
• Osip is hoarse, and Arkhip is hoarse.
• From the clatter of hooves, dust flies across the field.
• You can't repeat all the tongue twisters.
• Clara stole corals from Karl, Karl stole the clarinet from Clara.
• Pashka beats Troshkin's mongrel with his hat.
• Four black, grimy little imps were drawing a drawing in black ink.
• In the darkness, crayfish make noise in a fight.
• The hedgehog has a hedgehog, the snake is shrunk; hedgehogs do not live where snakes live.
• Bristles at the pig, scales at the pike.
• Pavka on the bench weaves bast shoes to Klavka.
• A black grouse sits on a tree, a black grouse with cubs.
• Cuckoo cuckoo bought a hood. How funny he is in the hood.

Exercise 2

Assimilation of the meaningful function of sound. In each riddle, two words were hidden, different in meaning, but similar in sound. It is only necessary to replace one sound (letter) with another. Find the clue:

With "k" I'm on the wall at school -
Mountains, rivers are on me.
With “p” - I won’t hide from you -
I am also at school. (card - desk)

Though I am small, but look:
I reflect the whole world in myself.
But change “k” to “c” -
And I'll walk through the swamp. (drop - heron)

With "p" I'm in the house, with "v" I'm in the field,
With "m" I'm in the sea, with "g" - in football,
With “k” they drive in, with “t” they blow up,
With "d" the valley is called. (half-wall-mol-goal-col-toll-dol)

With "b" I am painful,
With "m" I devour clothes,
With "r" the actor needs me,
With "s" for the cook is important. (pain-mol-role-salt)

Of course, this mystery
At first glance, it is complicated:
I with "y" - a distant planet,
And with “and” - I am a country in Asia. (Uranus - Iran)

In conclusion, it should be concluded whether a clear articulation of sounds is really important.

Exercise 3

BUT) Practicing the R sound:

Thunder rumbles all over the area.
Thunder is happy - exactly a friend.
With a crash, with a roar, it thunders,
So that everything around is trembling ...
Well, crack! Here is the thunder!
Oh, thunder! Fire around:
So it will sparkle around suddenly brightly!
The sky is hot from the storm!
Thunder people thanked:
Thunder gave coolness!

What sound and combination of sounds are repeated most often? For what purpose did the author do this? Write out words with these sounds and combinations of sounds

(a variation of the question: what sounds help convey the cheerful sound of heavy rain?)

Let's try to “burr”: let's pronounce the sound L instead of the sound R. Will the sound image of a thunderstorm be preserved?

Why is the R sound less common at the end of the poem, and the L sound more often?

B) Sound development L:

The downpour is pouring! The downpour is pouring!
Dancing drops in a puddle.
The raft is floating! The raft is floating!
The raft is spinning in a puddle.
The frog got on the raft
And shouts: “Hurrah! Forward!"
The waves are splashing! The waves are crashing!
Pour over the head.
What are the waves to me! The most complete! -
The steering wheel does not give up.

What sound and combination of sounds are repeated most often? For what purpose did the author do this? Write out words with these sounds and combinations of sounds.

(question option: what sounds help convey the cheerful sound of heavy rain?) Write out words with these sounds in two groups:

Where this sound is pronounced firmly

Where is this sound pronounced softly

Is there a relationship between articulation and figurative speech?

AT ) Practicing sounds С and Ш:

Dry leaves, dry leaves
Dry leaves, dry leaves
Under the quiet wind, whirling, rustling.
Dry leaves, dry leaves
Under the quiet wind, dry leaves,
Whirling, what are they whispering, what are they saying?

Is it a coincidence that there are so many S and S sounds in this poem? What sound image do these sounds create? Does this sound image amplify the repeatedly repeated sound X?

G) Sound development B:

It was nice for Vanya in the bath,
But the bath faucet broke.
To screw in a new tap,
The master had to be returned.
It took a long time to screw the crane
To screw it in tight.

Pay attention to the long and short sound B. How to depict a long sound B in a letter? Write down words with one and a double letter V.

D) Practicing paired sounds: W - F, Z - S, G - K:

Mice walked along the narrow road well ke
From the village of Peshki to the village of Lo well ki.
And in the village of Lo well but they are tired well ki.
Back to Pawns, the mice arrived on a cat.
And sang along the way well ke, and cracked nuts -
From the village of Lo well ki to the village of Peshki.
Don't go on foot h when you go back.
And on the fluffy pussy and me G ko, and nice.
If the cat is on the way - why not let me down h you?!

Pay attention to the underlined letters. What sounds do we make? What orthoepic law “forces” us to do this? How many sh sounds are in this text? How many C sounds are in this text?

Let's try to say “according to writing”: spoons, legs ...

Independent work

Observation of vowels and consonants in a poetic passage:

A storm covers the sky with mist,
Whirlwinds of snow twisting;
Like a beast, she will howl
He will cry like a child...

What vowels and consonants paint a picture of a storm? How should this poem be read? What mood arises?

Note: these tasks can be offered for individual work to those students who have shortcomings in the pronunciation of a particular sound.

Work on intonation

Exercise 1

Pronounce the proverb first with an affirmative, and then with an interrogative intonation.

• The truth is more valuable than gold.
• Fun is not a hindrance.
• To be afraid of death is not to live in the world.
• There is no goodness without hard work.
• An old proverb does not pass by.
• Motherland is more beautiful than the sun, more precious than gold.

Exercise 2

Pronounce the proverb with irony, with admiration. Does the meaning of the sentence change? What is the role of intonation in our speech?

• Don't look for beauty - look for goodness.
• On someone else's side, I'm happy with my little funnel.
• A wise man is silent when a fool screams.
• A head without a mind is like a lantern without fire.
• If there was a head, there would be a beard.
• Without wings and a bird - com.

Exercise 3

Change the logical stress, i.e. highlight different words in a sentence.

I love the storm in early May.

How does the meaning of the sentence change?

I love (I don't love)

Thunderstorm (rain, sun)

At the beginning (in the middle, at the end)

May (April, June, September)

Exercise 4

White birch under my window.

Construct an interrogative sentence in such a way that it can be answered:

-) yes, white. -) yes, birch. -) yes, under mine. -) yes, under the window.

Determine the role of intonation in speech.

Exercise 5

Say a phrase with different intonation: with delight, doubt, contempt, anger, indifference.

Without changing a word in this phrase, do we change the meaning of what was said? With what help do we achieve this?

What a great guy you are.

Exercise 6

Write a short story based on a proverb or tongue twister. In the text, the proverb (patter) should sound three times with different intonations: interrogative, exclamatory, affirmative. Prepare a story for class reading.

Note: this exercise can be offered to students when studying types of speech (descriptions, narration, reasoning).

Exercise 7

Practicing phrasal stress. By highlighting one or another word, change the meaning of the statement. Suggestion given:

I think you are my friend.

-) Say this sentence as a statement. What word will we highlight in this voice?

I think that you are me friend.

-) If I need to emphasize that this is my opinion, and not someone else's, then what word do I emphasize with my voice?

I think you are my friend.

-) If it is important to emphasize that this person is a friend, and not some other?

I think that you me a friend.

-) Pronounce this phrase so that there is no doubt to whom this person is a friend.

I think that you to me friend

Independent work

As an independent work, students are offered a role-playing game. The situation is being modulated. For example, two friendly friends are talking. Or: one has sinned before the other and is trying to make amends. Or: one of them treats the other with condescension. Or: the first tries to interest the other.

Independent work option:

Exupery's Little Prince says the words: "Draw me a lamb!"

Pronounce the phrase like:

• neutral request
• urgent request
• Urgent requirement
• soft request

Try to pronounce these words as an order, as a threat. Why didn't the Little Prince say that phrase as an order or as a threat?

Exercise 8

Detection of the intonation pattern of a poetic work. Using an arbitrary combination of sounds (muttering), reproduce the intonation of the verse. For reading and analysis, a poem from the textbook “Literature” (grade 5) can be used.

After the students have seen the intonation pattern of the work, the text is read aloud expressively (you can suggest learning it by heart).

Exercise 9

Processing the pace of speech.

“The concept of the rate of speech includes:

1. speed of speech in general;
2. the duration of the sound of individual words;
3. interval and duration of pauses” (Paul Sauper, p.155)

The pace of speech depends on the situation of communication, on the genre of speech. “Private conversation, especially on casual topics, proceeds at a faster pace than public speaking. As a rule, the more important the content, the more reserved the speech; the exception is faster speech in tense or emotionally connected positions. No one will say: “Your house is on fire!” - slowly, if he is serious about it. But even here, the corresponding expressiveness slows down the pace compared to a conversation on random topics ”(Paul Soper, p. 159) Among the violations of the pace of speech, P. Soper calls haste of speech, lethargy of speech, uncertain, labored speech. (Paul Sauper, p.170 - 171)

After acquainting students with these observations, you can invite them to take part in the competition of announcers. To do this, you need to work out the correct pace of speech. According to the requirements of the Russian language, the speaker's speech must be clear, expressive and proceed in a certain rhythm.

(70 - 80 wpm)

Text to read

Of course, you know that the expression BOARD TO BOARD means “read from beginning to end”. Do you know how this expression came about?

The bindings of old books were massive. They were made from a whole piece of wood and covered with leather. The books were of great value. After reading, such a book was locked with fasteners.

And this expression is connected with the Moscow Kremlin. The square in the Kremlin, where the bell tower of Ivan the Great stands, was called Ivanovskaya. On this square, special people-clerks announced decrees, orders and other documents relating to the inhabitants of Moscow and all the peoples of Russia. So that everyone could hear well, the clerk read very loudly - he shouted all over Ivanovskaya.

3. Work on the correction of dialect pronunciation

When working on the correct pronunciation, the language teacher should not forget that “the literary language, the leading form of the national Russian language, is not isolated from the territorial varieties of the latter - local dialects. The linguistic intuition of many people and specific studies of the literary speech of individual territories allow us to assert with confidence that native speakers of the literary language from Moscow and Yekaterinburg, Krasnoyarsk and Voronezh speak differently.

(Krzhizhanovskaya, Matveeva, pp. 55 - 56) Therefore, according to scientists, we can talk about the regional variation of the literary language - this is a phenomenon that weakens, shakes a single literary norm, but does not destroy the status of literature. The dialect variant of the literary language is created by minor deviations from the exemplary norm, due to the speech environment of a certain territory, but qualitatively or fundamentally different from vernacular phenomena. (Ibid p.56) Further, the authors of the article list the most characteristic phonetic regionalisms in the Urals, which include:

1. incomplete okanye, or erased okanye - a common Ural pronunciation feature. “The overtone 1o1, created due to the labilization of an unstressed non-front vowel after hard consonants, is very common in the Ural literary speech both in the first unstressed syllable and in other unstressed positions (ibid., p. 58);
2. Incomplete screaming, i.e. “The predominance of the qualitative characteristics of the phoneme 1e1 in an unstressed position after soft consonants in place 1i1 (ibid., p. 58);
3. “a particularly striking regional feature is the stretching of stressed vowels. At the absolute end of a word form, an unstressed vowel is often not inferior in duration to a stressed one. Due to the phenomenon of multi-stress, a non-relief, monotonous word is created, in which the stressed syllable is lost among the unstressed ones and the general rhythmic pattern deviates from the exemplary literary one. The multi-stress effect also affects the syntagmic level, depriving the phrase of an integral intonational pattern, obscuring the syntagmatic stress, imparting homogeneity and heaviness to the segment of speech” (ibid., p. 59).

From the foregoing follows the task that the teacher of the Russian language of the Ural school must constantly keep in the spotlight, working on the eradication of phonetic regionalisms.

We can distinguish two directions in the problem of interest to us:

• firstly, the development of phonetic hearing of students,
• secondly, an individual system of exercises to eliminate phonetic regionalisms.

Exercise 1

The purpose of this exercise is to observe students for the manifestation of regional coloring in the speech of the Urals.

To do this, it is necessary to acquaint fifth-graders with the peculiarities of the Ural pronunciation and offer a long-term task: to highlight in the speech of comrades, as well as those around them, pronunciation features (without taking into account speech defects: stuttering, fuzzy modulation of sounds, unmotivated non-pronunciation of individual syllables, etc.) that are different from pronunciation announcers of the central radio and television. Write down the brightest examples on a card.

Exercise 2

Work on the elimination of incomplete okanya.

To do this, it is necessary to remove the excessive rounding of the unstressed vowel 1o1. Stretch your lips in a smile and read the words at an average pace:

WATER, GOOD, HELP, TRIP, THEN, ALGAE,

ROAD, GATE, HIKE, MANY, OPPORTUNITY, FROZEN, SPELL, HEAD, VOICE, POWDER, PEA, HAMMER, GINGER, CROWN, BOX.

For reading, words are offered, during the pronunciation of which it is necessary to observe orthoepic norms:

Leisure, call, contract, sentence, conspiracy, favor, etc.

Exercise 3

Work on the elimination of multi-hit.

1. disyllabic words: long, field, greenery, sky, mother, age, shadows -
2. words with stress on the first syllable;
3. play, ball, hike, earth, read, nickel, leaf - words with an emphasis on the second syllable;
4. newspaper, raspberry, nettle, shock, opportunity, twig, large - three-syllable words;
5. characteristically, repeatedly algae, without fail, Monday, comma, laugh - four-syllable words;
6. alternation, expression, state, literary - polysyllabic words.

It should be noted that the work on the elimination of phonetic regionalisms presents a certain difficulty due to the fact that the topic has not been sufficiently studied in theoretical and practical aspects, and a sufficient number of proven and reliable methods have not been developed to eliminate pronunciation shortcomings.

4. Work on the accent

In literary speech, “an important role is given to normative pronunciation and stress. Deviations from orthoepic norms become a hindrance in communicating with the audience: they divert attention from the content side of the speech, direct the thought to minor details. (Golub, Rosenthal, p.176)

Tasks on standard pronunciation permeate the entire course of the Russian language. In our classes, we strive to streamline, systematize the knowledge of orthoepic norms of students. For this purpose, we used the so-called “orthoepic warm-ups”.

Exercise 1.

Each lesson begins with reading small sentences in which there is a word that requires knowledge of the orthoepic norm.

1. In the evenings, my mother and I love to do housework.
2. They call - open the door.
3. Medallion on a thin chain.
4. We talked all the way to the airport.
5. I took a look at the catalog.
6. Large crop of beets.

Exercise 2

Explain the role of stress in the given pairs of words. If necessary, refer to the spelling and explanatory dictionaries.

HANDS - HANDS, lingual - lingual, shelves - shelves,

abyss - abyss, strings - strings, soar - soar,

my - my, mugs - mugs, cotton - cotton.

Exercise 3

Independently select poetic lines in which there are deviations from the norms of stress. Show the appropriateness or inappropriateness of these digressions. Explain why these deviations from the norm are caused.

Exercise 4

This exercise is aimed at developing attention to the spoken word. How many words are written?

Later (later), eyes, crying, cities, sharpness, deeds, arrow, words, braids, heels, candles, forty, ferry, blue, scatter.

Exercise 5

The game "The Fourth Extra"

You can ask students to make up a similar chain of words on their own.

• monologue, dialogue, catalogue, philologist
• tied up, took, accepted, started.
• pamper, pipeline, affliction, facilities.

Exercise 6

From the spelling dictionary, select 10 words on one topic, make up a short story with them and read it in class.

Exercise 7

From the spelling dictionary, students independently choose

10-15 words, write them out on a jacket and offer the class:

• write off (previously these words are written on the board) and place stresses;
• Read the words written on the board and make up phrases or sentences with them.

Exercise 8

Conduct a speaking contest. Each speaker is invited to read the text for 1-2 minutes. Reading is evaluated according to the following criteria: correct pronunciation (observance of orthoepic norms of pronunciation and stress), expressive intonation, tempo, clarity and clarity of pronunciation of sounds and sound combinations.

The system of exercises for speech training can be supplemented by students' reports about the great orators of mankind, about their work on correcting the shortcomings of speech and diction.

Conclusion

It is necessary to teach expressive, persuasive speech, to teach the art of communication gradually and methodically, forming the skills of correct speech throughout the course of studying the Russian language and literature.

In our work, we tried to present one aspect, one technical development, affecting the correct pronunciation. It seems to us that it is precisely such a stepwise, differentiated to one of the sections of the Russian language course that makes it possible to form the skills of pure, correct speech. In the future, it is necessary to touch upon other aspects of work on the correctness, richness of speech, consistency of presentation, semantic load of speech, motivation of vocabulary and intonation of speech construction.

List of used literature

1. Bezmenova N.A. Essays on the theory and history of rhetoric. - M.: Nauka, 1991.
2. Brezgina M.P. Communicative orientation of teaching the Russian language at school. - Yekaterinburg: Institute for the Development of Regional Education, 1993.
3. Volina V.V. Fun grammar. – M.: Knowledge, 1995.
4. Golub I.E., Rosenthal D.E. Secrets of good speech. – M.: International relations, 1993.
5. Graudina L.K., Miskevich G.I. Theory and practice of Russian eloquence. – M.: Nauka, 1989.
6. Erofeeva T.I. Experience in studying the speech of citizens (territorial, social and psychological aspects). - Sverdlovsk: Ural State University Press, 1991.
7. Irtlach S. Experience of intonation-melodic analysis of Russian speech. – L.: 1978.
8. Kokhteev N.N. Fundamentals of oratory. - M.: Publishing house of Moscow State University, 1992.
9. Kokhteev N.N. Rhetoric. – M.: Enlightenment, 1994.
10. Kryzhanovskaya O.D., Matveeva T.V. Phonetic regionalisms in literary speech in the Urals and ways to eliminate them in the preparation of actors (Live speech of the Ural city). - Sverdlovsk: Ural State University Press, 1988.
11. Makarova S.K. Speech technique (textbook for television and radio announcers). – M.: 1994.
12. Soper P. Fundamentals of the art of speech. – M.: Progress; Progress Academy, 1992.
13. Stepanov G.V. Language. Literature. Poetics. – M.: Nauka, 1988.
14. Sternin I.A. Culture of communication. Program for students in grades 8-11 of secondary schools. - Voronezh: Voronezh University Publishing House, 1993.
15. Sternin I.A. Practical rhetoric. - Voronezh: Voronezh University Press, 1990.
16. Pastukhova L.S. Materials for the school course "Fundamentals of speech culture and stylistics". - Simferopol: Tavria, 1993.
17. Yakovlev K.F. How we spoil the Russian language. - M .: Young Guard, 1976.