The system of exercises for the development of coherent speech includes the following types of tasks:
Making sentences on the given words;
Drawing up the text on the submitted proposals;
Determination of the boundaries of proposals;
Answers on questions;
Compiling a story on questions;
Drawing up a story based on drawings and questions;
Drawing up a story based on a series of drawings;
Composing a story with a beginning, inventing a beginning, compiling a story with a main part, inventing a main part, compiling a story with an ending, inventing an ending;
Question to each part of the text, inventing a name;
Dividing the story into finished parts, drawing up a plan, inventing a name;
Changing the text style.
Let's give examples of exercises for the development of coherent speech for schoolchildren of the 2nd grade.
Make sentences using the given words
There are a lot of birds, wintering, us, at, remains; it is difficult, in winter, to get food, to them; feeders, do, birds, for, they, will thank, in the summer, we will be destroyed, insects, feathered, harmful.
Camels, in, live, in the desert;
they, cacti, thorns, eat; camels, get angry, often; it happens, it's, they, when, it's hot.
A relative, chipmunk, squirrel, is; cheeks, for, him, have, have, bags; he, in, lives, northern, forests, chipmunk, eats, nuts, loves.
At, magpies, nest, hidden, well, often, magpies, in, dense, hidden, bushes; to approach, to, difficultly, her, nest; magpies, y, sight, sharp, hearing, good.
Write a text based on the given sentences.
Rain.
The first heavy drops fell to the ground.
A huge black cloud covered the whole earth.
Lightning flashed, thunder struck.
Drop by drop, and the downpour rustled.
How does a hare live in winter?
The cold winter has come.
And the bunny has neither a hole nor a nest.
All animals hid from the cold.
So he spends the night: either he sleeps under a bush, or he lies down in a dimple.
Divide text into sentences.
Tiger
The tiger is one of the most predatory animals; it has a good striped skin and sharp teeth. The tiger comes out at night to hunt either a deer or a wild boar.
Morning
Have you seen how the sun rises and with every ray of it, every flower around comes to life, every leaf tries to catch a ray of sunshine, neither plants nor animals can do without the sun.
Answer the questions
Captive
Once Petya and Danil went to the forest. They ran, walked to their heart's content, and sat down to rest in the shade of an old oak tree. Suddenly they hear something rustling in the bushes. They came closer, suddenly they see it is a hedgehog. The kids really wanted to have a hedgehog! They ran home, took the box, guarded, guarded, and finally caught a hedgehog. Joyful brought him home. Either milk was given to him, then apples - the hedgehog does not want anything. Curled up into a ball - and that's all for you.
How is it, thought Danil and Petya, he doesn’t need to run around to look for food, or a place to sleep - everything is ready for you! The boys decided to let the hedgehog into the garden.
Let them, they think, run around for themselves, maybe they will find some grass or a bug.
But the hedgehog, as soon as he felt the will, rather into the bushes and ran away. For a long time the guys climbed through the bushes, trying to find a hedgehog. They thought and thought: why did he run away?
Questions to the text:
Where did the guys find the hedgehog?
Why did they take him home from the forest?
Why did the hedgehog refuse to eat?
Do the guys understand why the hedgehog ran away?
Write a story about:
What season is it?
How does the length of the day change in spring?
What changes in the life of plants and animals occur at this time of the year?
What kind of birds do you know that come back from the south in spring?
How do you understand the proverb "Spring day feeds the year"?
What kind of trees do people plant in the garden?
For what purpose do they do it?
What time of the year do you like the most?
How does one take care of a garden?
Who harms trees?
Who guards the garden from pests?
How should birds be taken care of?
Make up a story using pictures and questions:
Rice. - Bunny
What animal is in the picture?
Have you ever seen him?
Describe the appearance of a bunny?
Where does he live?
What does it eat?
Rice. - Pets.
What kind of animals are shown in the picture?
Are they wild or domestic animals?
For what purpose does a person grow them?
Do you know their wild relatives? Who are they?
Write a story based on a series of drawings.
Write a story from the beginning.
Compose a story according to the main part, come up with the main part.
Compose a story at the end, come up with an ending.
Write a story from the beginning.
The golden autumn has arrived. Lena and Sasha gathered in the forest for mushrooms. For a long time they walked through the forest, picked up full baskets of mushrooms. They sat down to rest under a bush of thorns, suddenly they see ...
Write a story at the end.
The children met the starlings. And the starlings thanked the children: they settled in the garden and protected the trees from harmful insects all summer.
Ask a question for each part of the text, give a name
A beautiful young birch grew in the clearing. Every time people came out of the forest, they squatted beside her to rest. It was cozy in the shade of its branches.
On one autumn day, the guys gathered in the forest for mushrooms. They collected full baskets of mushrooms and go home happy. They reached the birch, sat down to rest, lit a fire. We rested under its branches, warmed ourselves by the fire. We put it out and ran home.
The snowy winter has passed. Spring has come. The children gathered with their teacher in the spring forest. It's good in the forest, it's green around, the birds are chirping. The children came out of the forest, rather ran to the birch. But what is it? The birch was black, bare, there was not a leaf on it. The guys felt ashamed, they lowered their heads, but nothing could save the birch.
Nest
One day in May, the students went with Anna Petrovna into the forest. How good it is in the forest! Everything around is green, bluebells, lilies of the valley bloomed, hear the sleep of birds.
The children decided to go down with the teacher to the ravine, to the stream. Everyone ran downstairs. Only Vanya hesitated. It will bend to one flower, then to another. He goes to himself, not in a hurry, he looks at everything.
The boy bent down to examine a beautiful flower, and sees - under a bush a nest of some bird. And in the nest are testicles.
The boy carefully stepped away from the nest. He knew: you can not touch the nests of birds, because the bird may not return to the nest. Vanya stepped back and hurriedly ran to catch up with his classmates.
Divide the story into complete parts, make a plan, give a title.
Write the text in a different style.
The squirrel is a small forest animal. She has a fluffy red coat and a big beautiful tail. The squirrel has strong teeth - with them it can crack nuts. She has long claws on her paws, which allow her to quickly get to the very top of the tree.
Interesting tasks.
The game "Make up a story."
Equipment: each player receives an envelope. It contains cards with individual words.
Game progress: Participants simultaneously open envelopes and, using word cards (they are mixed), make up sentences so that a coherent story is obtained.
The first person to correctly compose a story receives 10 points, the second - 9, and so on.
material for the game.
Spring has come.
Nature has awakened from its winter sleep.
The first spring flowers bloom: snowdrops, blueberries, saffron.
Polar bears have thick fur. It protects them from the cold of the Arctic winter. The fur is white as snow.
The game "Who will collect more."
Game progress. The teacher asks the children to start a story. Two players take turns trying to continue it, at the suggestion of each, to make a single story.
1. Autumn has come. Animals in the forest began to prepare for winter...
2. In a cold winter, a clumsy little bear cub was born to a mother bear ...
3. Somehow Alyonushka went to the spring forest. I came across a wonderful clearing full of snowdrops.
Well, - he thinks - now I will pick up a handful of these glorious flowers.
As soon as she bent down to pick the first flowers, she hears...
In addition to language jokes and interesting exercises, it is advisable to use tongue twisters in the lessons. By writing them down during calligraphy minutes, students not only repeat certain elements of writing, but also improve their speech. You can offer tongue twisters for studying at home.
Tongue Twisters
The cat was bitten by a fly
And the cat's ears hurt.
couch potato red cat
He took care of his stomach.
Grishka ran out onto the path,
A cat is sitting on the path.
I took a cat from the path Grishka -
Let the cat catch the mouse.
Philip sowed millet,
The millet is ripe
The birds have flown
They ate millet.
Municipal budgetary educational institution "Secondary school No. 6 of the city of Dimitrovgrad, Ulyanovsk region"
Primary school teacher
Grushevskaya Elena Viktorovna
Card file of exercises
The development of speech of younger students through a system of exercises
Work on the ability to highlight the features of a sentence, to determine the boundaries of sentences in oral speech by intonation begins in grade 1, during the period of literacy. Each teacher in the arsenal has special exercises and tasks that help first-graders quickly and deeply learn the concepts of "text", "sentence", develop the ability to build an independent written statement. I offer the guys the following tasks.
Exercises for the development of phonemic processes.
Exercise number 1 "Name the words":
Name the words that start with a sound a (t, o, r etc.);
Name the words that end with a sound P (and oh s etc.);
Name the words that have a sound in the middle l (n, uh, g etc.).
Exercise number 2 "Claps":
Now I will call you words, and you, as soon as you hear a word that begins with a sound with (c, o, g etc.), immediately clap your hands: dacha, cat, hat, fox, road, beetle, window, hair etc. Task options: “catch” the sound at which the word ends or which we hear in the middle of the word.
Now I will call you words, and you, as soon as you hear a word that has a sound to, clap your hands 1 time, and if the sound G- 2 times: cow, kissel, mountain, mink, guitar, boots, bitches, hand, caught up etc.
Exercise number 3 "Playing with the word":
Think of a word that begins (ends) with the same sound as in the word "frog", "flag", "table";
What is the first (last) sound in the word "beam", "strength", "sofa";
Name all the sounds in order in the word "sky", "cloud", "roof";
What sound in the word "fish" ("chair", "carpet") is the second, fourth, first, third?
Exercise number 4 "New word":
I will now give you a word, and you will try to change the second sound so that you get a new word: smoke, juice, drank, chalk.
I will now give you a word, and you will try to change the first sound so that you get a new word: dot, bow, varnish, day, pedal, layout.
I will now give you a word, and you will try to change the last sound so that you get a new word: cheese, sleep, poppy, stop.
Exercise number 5 "Mugs":
Now we will write down a few words, but not in letters, but in circles. How many sounds in a word, so many circles: grass, paper, roll, star, tablet.
Exercise number 6 "Longer - shorter":
We will compare words. I will say two words, and you will decide which one is longer. Just remember to compare words, not the things they stand for: table - table, antennae - mustache, dog - dog, tail - tail, snake - snake.
Development Exercises
lexico-grammatical structure and coherent speech.
Exercise number 1 "Second half": when reading, only the second half of the word is pronounced. The mental dividing line runs approximately in the middle of the word. This allows you to emphasize the end of the word as an essential part that needs the same exact perception as the beginning: whatnie , thenonly , trAva , solohm , krovat , caststeering wheel , Creechal .
Exercise number 2 "Guess"
I'll look out ... the sun .... Delighted ... young ... blue ..., zape ... and gathered ... into the forest. The old sparrow ... says ... that it's early bird ... zape ..., there will still be frost ....
Exercise number 3 "Make a proposal":
Make up sentences using the following phrases: funny puppy, ripe berry, forest lake.
The words in the sentence are mixed up, you need to put them in their places: smoke, goes, pipes, from; stand, vase, flowers, c.
Exercise number 4 "Missing words":
Now I will read you a story, but some words are lost in it. Try to find them.
Silence reigns in the dense _____. Black _____ covered the sun. The birds are silent. Here comes ____.
Exercise number 5 "Find the mistake":
Listen to the sentences and say if everything is correct in them:
In winter, apple trees bloom in the garden. In response, I nod my hand at him. I soon succeeded in my car. The boy broke the ball with glass.
Exercise number 6 "Action":
I will name the words, and you will say what this item can do: blizzard - sweeps, thunder, wind, snow, rain, sun. It is important that you choose as many action words as possible. “What else does the sun do? It doesn't just shine, does it?
Exercise number 7 "Sign":
If the object is made of iron, what is it: iron, paper, wood, snow, fluff, glass.
Exercise number 8 "Words-friends":
How else can you say about a sad person? Valuable - what is it? Hard?
Which word is missing: sad, mournful, dull, deep; weak, brittle, long, fragile.
Exercise number 9 "Words-enemies":
Say the opposite: cold, dull, spacious, raise, low, spring.
Exercise number 10 "One and many":
I will name one item, and you change the word so that it becomes many: lake, name, friend, person, table.
I will speak a word denoting many things, and you - one: leaves, well done, claws.
Exercise number 11 "Reduce":
Say the name of the small object: ball - ball, hand, flag, hat, sun, chair.
Exercise number 12 "Explain the word": letter, nail, brave, umbrella, diamond.
EXERCISE: determine by ear and show (you can use a signal card) how many sentences are in the text.
Purpose: to teach to determine the boundaries of sentences in oral speech by intonation and pauses, to determine the number of sentences in the text.
(The text is read by the teacher.)
Winter.
The guys cleared the rink. The kids ride in pairs. Happy voices are ringing. Good in winter!
Repeat the sentence I read with feeling. What feeling did I convey?
How many words are in the given sentence?
What is a one word sentence?
How did you determine how many offers there are? (By pauses, by intonation).
How do we find the end of a sentence in spoken language? (By intonation, by voice).
Are these sentences connected in meaning and what do they say?
How else can you title the text?
Purpose: to develop the ability to highlight the signs of a coherent written text, its heading, to give a first idea of editing the text.
A fox.
The fox walked through the forest. Suddenly she smelled meat. The fox ran towards the smell. And the trap of the fox by the paw! (According to P. Afanasiev).
Who is being talked about here?
What two pictures can be drawn to the text?
What happened to the fox first? Where did you find out about this offer? Read.
What happened next? Read.
How did it all end? Read.
Does the title match the content of the text?
Does it fit the content of each sentence?
What happened to the fox?
What sentence contains the main idea of the story?
Choose from these sentences suitable for the title: "A case in the forest", "I've enjoyed it!". Justify your choice. What title can you suggest?
In a story (coherent text), all sentences must be united by a common meaning and can be titled. The title should be suitable for all content and cover all sentences. Read the sentences and name the one that fits the meaning of the content of the story:
“The forest was dense. The fox was hungry."
Will this sentence help you better understand the overall meaning of the story?
Where should it be inserted?
Why is the sentence “The forest was dense” redundant and should not be included in the story?
Read the supplemented text. What did you notice? (The word "fox" is repeated several times.)
What words can replace this word to avoid repetition? (she, redhead, poor thing)
Have we got a coherent text, a story? Prove it. (All sentences are connected by a common meaning, some case is reported, everything is told in order: what happened first, then, how it all ended). The edited text is read by students and written down (copying techniques, dictation, copying with assignments, and other types of text work can be used.)
Creating text-mystery in a circle
This type of polyfunctional text exercises can be used during the presentation of a new vocabulary word and at other stages of the lesson. Each student is presented with the text of a riddle that he must guess, or a word is encrypted that he needs to determine. The specifics of this exercise are as follows:
The first student reads the words written on the board, for example: bear, fox, hare, and one of the words stands out according to an independently found feature.
The same student justifies his choice: “You can highlight the word fox, because it has three syllables. It is feminine. It has voiced and voiceless consonants, and words bear and hare - masculine, disyllabic, and all consonants in them are voiced"
The second student, after reading the riddle, guesses it, but does not write down the answer, but folds the text - the riddle of the first student - on the reverse side. Below he writes his riddle about the same animal. For example:
With a fluffy tail, but not a squirrel.
Fiery, but not flame.
Likes to steal eggs, but not chicken.
And so in a circle. The last student must write down his riddle and
clue.
The cheat approaches the tree on tiptoe, twirls its tail, keeps its eyes on the crow.
And he speaks so sweetly, breathing a little ...
Who is this heroine? (Fox)
Checking is carried out collectively, or the written versions of the texts change between groups. The task of the participants is to guess riddles and determine the encrypted word. An important role in this type of exercise is played by the first student, who must correctly determine the principle of highlighting the encrypted word.
Creation two texts from the same source material.
The teacher offers a learning material that represents a combination of two incomplete texts:
Birds build nests. Nests are made of grass, roots, moss. Inside they are lined with soft fluff. In spring, the female frog lays many eggs. They are called caviar. Each egg turns into a tadpole.
Teacher(s): Read the entry. Having established its feature, formulate a task for the exercise.
Children(D).\ The entry is a combination of two texts: the first is about birds, the second is about frogs. Both texts need to be restored.
DW: Read each of the passages and prove that they are different texts.
D.: (reading passages): These are different texts, because they have different topics: the first one talks about the nests of birds, the second birth of a frog
W: What parts of the texts are given?
D.: The first text has a beginning, the second has a beginning and a middle.
Further, the teacher proposes to distribute these texts with new sentences that can be placed in any part of the original text. Students express their suggestions, and the teacher writes on the blackboard. Then the students, by choice, write down and supplement one and the texts. Here's what happened after the job was done:
Caring parents.
Birds build nests. Nests are made of grass, roots, moss. Inside they are lined with soft fluff. This is a very difficult job! Soon the chicks are born. The female and male teach them to fly and bring them food. They will not abandon their chicks. What caring parents!
How a frog is born.
In the spring, when the bright sun peeps out, the female frog lays many eggs. They are called caviar. Each egg turns into a tadpole. After a few days, the tadpole grows legs and tail. After four months, the tadpole turns into a frog.
Compilation of two texts based on the identified word.
The source material is recorded with omissions of the same word, which is replaced by a symbol. As an additional entry, a scheme is proposed.
For example:
lives on a rug protects its belly in the form of a wheel
"Tail" does not allow me to crawl away from me far, I draw
Not only a complex device, but also a useful animal
helps to work on the computer and maintain the ecosystem.
W: Read the entry. Look carefully at the diagram for it. Formulate a task for the exercise.
D: It is necessary to determine who or what the text is talking about. Based on this, make two texts.
W.: Right. What did you get?
D.: The word mouse is missing in the text -
1) a computer device used to enter information and move the cursor;
2) small rodent.
Students find out and analyze the semantic errors of the text, supplement it with new sentences, by choosing to record texts, formulate additional tasks themselves.
Exercises for the development of communicative qualities of younger students. (Grade 1)
TOPIC: FRUITS.
Consider natural fruits with children: apple, pear, peach, plum, grape, apricot, orange, tangerine, lemon. Specify how all this can be called in one word ("fruit"). Tell that lemon, orange, tangerine, grapefruit are citrus fruits. Help remember information.
Pay attention to the characteristic features of fruits: taste, color, shape, smell.
Ask the child if he knows where the fruits grow (in the garden, on the tree).
Find out if the child knows what fruit can be made.
Exercise "Name the color, shape" to agree nouns with adjectives.
Plum (what?) - blue, oval.
Lemon (what?) - ...
Apricot (what?) - etc.
Exercise "Count" to agree numerals with nouns.
1 lemon, 2 lemons, 3..., 4..., 5 lemons.
1 drain, 2..., 3..., 4..., 5...
1 apricot, 2..., 3..., 4..., 5...
1 pear, 2..., 3..., 4..., 5... etc.
Exercise "Call me affectionately" on the formation of nouns with the help of diminutive suffixes.
Plum - cream, apricot - apricot, etc.
One-to-many exercise on the use of nouns in the genitive plural.
One orange - many oranges.
One pear - many pears, etc.
An exercise in the formation of the plural of a noun in the nominative case.
Plum - plums.
Apple - apples.
Pear - pears, etc.
Exercise "Finish the sentence" on the use of case forms of a noun.
Mom bought fruit, washed it, put it on a plate. We enjoyed eating them. We ate apples. There was not a single ... (apple) left on the plate. We ate everything ... (apples). We ate pears. Not a single one was left on the plate ... (pears). We ate everything ... (pears). We ate plums. Not a single one was left on the plate ... (plums). We ate everything ... (plums). We ate cherries. Not a single one was left on the plate ... (cherries). We ate everything ... (cherries).
Exercise "Name the jam"(learn to form relative adjectives).
Jam was made from apples, it will be called ...
The jam was made from pears, it will be called ...
The jam was made from peaches, it will be called ...
The jam was made from cherries, it will be called ...
Jam was made from plums, it will be called ... etc.
Exercise "What will be the fruits?"(learn to form verbal adjectives).
If fruits are boiled, they will be boiled.
If you freeze fruits, they will become ...
If you bake apples, then they will turn out ...
If you dry the pears, then they will become ...
Work out the exercise using the example of all fruits.
Exercise "What grows where?" for the formation of single-root words.
Apples grow on an apple tree.
Pears grow on...
Plums grow on...etc.
The development of coherent oral speech.
A) Making sentences from words.
apples, lie, apple tree, under.
pear, grow, garden, c.
B) Compilation of complex sentences (exercise "Finish the sentence")
Mom picked apples in the garden to...
Mom washed the pears to...
Mom bought plums from the store to...
C) Compilation of complex sentences according to the model.
The plum is blue and the apple is green.
Lemon is sour, and pear is ... etc.
The development of fine motor skills.
Finger exercises.
We will cook compote,
You need a lot of fruits. Here.
Let's chop apples
We will cut the pear.
Squeeze lemon juice
Put the drain and sand.
(bend fingers one at a time, starting with the thumb)
We cook, we cook compote.
Let's treat honest people.
(hold the left palm with a "ladle", with the index finger of the right hand "interfere" compote)
Development of logical thinking(Learning to solve riddles).
In a yellow skin, it is sour,
It's called -...
In golden skin
Sweet and fragrant.
(Orange)
It looks a little like beads,
Each leaf is like a palm.
Was green, but he ripened -
Became amber, blue, white.
(Grape)
The development of auditory memory.
Learn a poem (any).
Ripe, red, sweet apple
Crispy apple with smooth skin.
I'll break the apple in half
I will share an apple with my friend.
Our autumn garden is beautiful.
It has plums and grapes.
On branches like toys
Both apples and pears.
And the night is chilly
And the yellow leaf rustles at your feet.
We will pick the fruits in the morning
And we will call all the neighbors.
And wave the sun
"Thank you, autumn!" - let's say.
The richer and more correct the child's speech, the easier it is for him to express his thoughts, the wider his ability to know reality, the more fully his future relationships with children and adults, his behavior, and, consequently, his personality as a whole. Conversely, a child's unclear speech will make his relationships with people very difficult and often leaves a heavy imprint on his character.
At the age of 5, children with speech deficiencies feel them painfully, become shy, withdrawn, and some even irritable. In such children, one can observe the manifestation of aggression towards peers, and sometimes towards adults.
Our task is to educate a full-fledged personality. To do this, it is necessary to create conditions for free communication of the child with the team. To do everything to ensure that children master their native language as early as possible, speak correctly and beautifully.
In the family, the child is understood perfectly, and he does not experience any particular inconvenience if his speech is imperfect. The circle of connections of the child with the outside world is gradually expanding, and it is very important that both peers and adults understand it. Therefore, the sooner you teach your child to speak correctly, the freer he will feel in a team.
The question of the purity of speech acquires special significance with the arrival of the child in school. In school, speech impediments can cause student failure. From the first day of being at school, the child has to make extensive use of speech: answer in the presence of the whole class, ask questions, read aloud, and speech defects are immediately detected.
Of particular importance is the correct pure pronunciation of sounds and words during the period of teaching the child to read and write, since written speech is formed on the basis of oral speech.
A close relationship has been established between the purity of the sound of children's speech and spelling literacy. Younger students write mostly the way they speak. Among the underachieving primary school students, there is a large percentage of children who are tongue-tied.
What should be paid attention to in the organization of homework? How to help a child?
Deficiencies in pronunciation can be the result of violations in the structure of the articulatory apparatus: deviations in the development of teeth, incorrect positioning of the upper teeth in relation to the lower ones, etc. In order to prevent speech defects, it is very important to monitor the condition and development of the dentoalveolar system, Time to seek advice from a dentist, eliminate defects, treat teeth.
Particular attention should be paid 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 diseases of the hearing organs, treat them in a timely manner, and not with home remedies, but in medical institutions.
Adults should help the child master the correct pronunciation, but speech development should not be forced. It is harmful to load the baby with complex speech material, force him to repeat words he does not understand, memorize poems that are complex in form, content and volume, learn correctly, pronounce sounds that, due to the unpreparedness of the articulatory apparatus, are not yet available to him (for example, at 2-3 years old, learn correctly, pronounce hissing sound p), read works of art intended for school-age children.
The child learns speech by imitation. Therefore, it is very important that you adults watch your pronunciation, speak slowly, clearly pronounce all sounds and words.
Often the reason for the incorrect pronunciation of sounds is the child's imitation of the defective speech of adults, older brothers, sisters, comrades, with whom the baby often communicates.
Parents should also pay attention to the fact that in communicating with a child, especially at an early and younger preschool age, one should not “fake” a child’s speech, pronounce words distortedly, use truncated words or onomatopoeia instead of generally accepted words. (“bibika”, “lyalya”, etc.), lisp. This will only slow down the assimilation of sounds, delay the timely mastery of the dictionary. The frequent use of words with diminutive or affectionate suffixes, as well as words that are inaccessible to his understanding or complex in sound-syllabic terms, does not contribute to the development of the child's speech. If your child pronounces any sounds, words, phrases incorrectly, you should not mimic him, laugh or, conversely, praise him. It is also impossible to demand the correct pronunciation of sounds during that period of the baby's life when this process is not completed.
Some shortcomings in the speech of children may be eliminated only with the help of specialists, teachers, speech therapists. But a number of shortcomings are easy to eliminate, and accessible to parents. In the family, they usually correct the child when he pronounces this or that sound or word incorrectly, but they do this not always correctly. Correction of speech errors must be approached very carefully. You can not scold the child for his bad speech and demand that he immediately and correctly repeat a difficult word for him. Often this leads to the fact that the child refuses to speak at all, closes in on himself. You need to correct mistakes in a tactful, friendly tone. You should not repeat the word incorrectly pronounced by the child. It is better to give an example of his pronunciation.
Studying with a child at home, reading a book to him, looking at illustrations, parents often offer him to answer questions about the content of the text, retell the content of the tale (story), answer what is shown in the picture. Children cope with these tasks, but make speech errors. In this case, the child should not be interrupted, he should be given the opportunity to complete the statement, and then point out errors, give a model.
Very often children ask us different questions. Sometimes it is difficult to find the correct answer to them. But it is impossible to evade the questions of the child. In this case, you can promise to give an answer when the child eats (walks, completes some task, etc.), while the adult prepares for the story during this time. Then the kid will receive the correct information, see an interesting interlocutor in the face of an adult, and in the future will strive to communicate with him.
In the family, it is necessary to create such conditions for the child so that he feels satisfaction from communicating with adults, older brothers and sisters, receives from them not only new knowledge, but also enriches his vocabulary, learns to build sentences correctly, correctly and clearly pronounce sounds and words, it is interesting to tell.
Games and poems, exercises that you can use at home, serve to develop the correct pronunciation, help to reflect on the sound, semantic, grammatical content of the word, develop the small muscles of the fingers, which helps to prepare the child's hand for writing.
Exercises for the development of the articulatory apparatus
"Spatula". The mouth is open, a wide relaxation tongue lies on the lower lip.
One, two, three, four, five,
We go, we go for a walk
Take all spatulas
Let's go to the sandbox.
I have a spatula
Wide and smooth.
"Cup". The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.
Do you like to drink tea?
Then don't yawn!
Open your mouth
Get the cup.
"Arrow". The mouth is open. Narrow tense tongue pushed forward.
open your mouth wide
And pull your tongue forward.
One, two, three, four, five -
We will execute the arrow.
Dynamic tongue exercises
"Horse". Suck the tongue to the sky, click the tongue. Click slowly and strongly, pull the hyoid ligament.
Tsok-tsok-tsok!
We all said
How the horses galloped.
Here the horses galloped
Tongue, click with us
Hey, where's the smile?
Teeth and sticky.
"Harmonic". The mouth is open. Stick your tongue to the sky. Without lifting the tongue from the palate, strongly pull down the lower jaw.
Antoshka has an accordion.
Let's play a little.
"Painter". The mouth is open. With a wide tip of the tongue, like a brush, we lead from the upper incisors to the soft palate.
We carefully paint: back and forth,
I smile, but the language does not understand
How will he paint the hard sky in time?
Let's paint the ceiling!
The house painter was in a hurry
And dragged the brush away.
"Delicious jam" The mouth is open. Lick the upper lip with a wide tongue and remove the tongue deep into the mouth.
Oh what a meal!
Very tasty jam!
Put your tongue wide
And lift up the edges.
Lick the upper lip
I love jam very much.
To everyone's surprise
Delicious jam.
Who loves jam
Makes a move -
Lick your lip
Show tongue.
Lip exercises
"Fence". The teeth are closed. Upper and lower teeth are exposed. Lips stretched into a smile.
Smile and you
Show me your strong teeth.
We will paint the boards
And let's put it like this.
Ducks walk behind the fence
And scream quack-quack!
We opened our mouth wider
Teeth showed
Lips stretched out
Drowned in a smile.
"Tube". Protrude lips forward barrel.
Chi-chi-chi like trumpeters
Let's all pull lips
Let's show the tubes.
"Proboscis". Pull closed lips forward.
Look, who is this? This is an elephant with a proboscis.
Exercises for finger gymnastics
"House". Fingers spread downwards rest on the table.
"Bunny". The index and middle fingers are separated, the ring and little fingers are half-bent and tilted towards the thumb.
The index and middle fingers are raised up - these are the ears; the remaining fingers are gathered into a fist - the torso.
Complexes of finger gymnastics (in games and exercises)
"Buildinghouse". The hands are clenched into fists, the thumb is raised up - this is a hammer. Throughout the poem, the hammer hammers in the nails (movement from top to bottom with the thumb - first straight, then bent).
An adult reads poetry:
All day long here and there.
There is a loud knock.
Hammers are knocking
We are building a house for rabbits.
Hammers are knocking
We are building a house for squirrels.
This house is for squirrels
This house is for bunnies.
Chukomina N.V.
Educator AU DO "Kindergarten Berezka
Uvatsky municipal district "Tyumen region, with. Uvat.
Games for the development of conversational speech
The basis for such games is ordinary speech. The child gets a useful experience of free and grammatically correct colloquial speech. Games are useful for stimulating positive emotions if the child is fenced off, withdrawn, offended.
"Skillful rhymes". It is useful to refer to such a game when offended by a peer, brother or sister.
Make peace, make peace, make peace and don't fight anymore, and if you fight, you'll be left without a friend.
* Hey, hand, shake, shake, just don't fight anymore.
* Relax arm, relax and don't pinch anymore.
* Oh, the hand is stuck! I let go of my hand, I grab it by the torso. You call a good one, I release my hand.
Game rhymes that help to survive the feeling of resentment.
Away with resentment - you are forgotten anyway,
Run to the yard, climb over the fence,
Get on your horse, ride from me!
Development of the child's grammatical abilities
These games help develop grammatical abilities in children without cramming the letters of the alphabet, without dull reading of syllables from a book.
"Memorize Letters" Purpose: to help the child remember the letters of the alphabet, relying on auditory, visual, muscle memory.
* An adult circles the letter along the contour, naming it, and the child strokes the letter with a pencil or paints over it.
* The adult draws the contours of the intended letter in the air, the child tries to guess and name it. In a similar way, an adult draws a letter on the back of a child.
* The letter is molded from plasticine, constructed from matches, counting sticks, seeds.
* An adult with a child in turn name the similarity of a letter with objects from the outside world.
"Hide and seek with letters". Purpose: to train ingenuity, imagination, the ability to recognize familiar letters in graphic contours.
An uncomplicated pattern is drawn on a sheet of paper, on sand, on asphalt. It is necessary, having carefully looked at it, to see the outlines of letters in its lines and show them in a pattern along the contour in turn.
fairy tale games
At home, all family members can participate in such games.
"Guess the name of the story" All participants alternately throw the ball to each other and name the first word or syllable of the conceived fairy tale. The one who caught the ball guesses and pronounces the full name.
Sivka… Zayushkina… Skate… Ugly… Frost… Princess… Geese… Boy… Red… Tiny… Inch… Flower… Scarlet… Gold… Bremen… Doctor…
"What's extra?"
One of the players names several words that are found in the conceived fairy tale, and one does not apply to this fairy tale. Other players guess the fairy tale and name an extra word.
Fox, hare, hut, palace, dog, rooster (fairy tale "The Fox and the Hare").
Grandfather, grandmother, granddaughter, turnip, cucumber (tale "Turnip").
Mashenka, ducks, Vanyusha, Baba Yaga, geese - swans (fairy tale "Geese - swans").
Emelya, old man, pike, sons, swan, Marya - princess (fairy tale "At the command of a pike").
An old man, a fish, an old woman, a washing machine, a trough ("The Tale of the Fisherman and the Fish").
"Fairy tale fluff". This game unites all participants, develops a sense of humor in both adults and children, gives a boost of joy, helps to defuse tension, switch from monotonous business.
A small fairy tale is taken as the content basis of the game, a game modification is invented. It is more interesting to play fairy tales in which actions are repeated repeatedly: "Turnip", "Teremok", "Fox and Hare". Roles are distributed between the participants, each character is assigned a duty phrase, which he pronounces every time in the course of the tale after the name of his character.
For example: the fairy tale "Turnip".
An approximate set of duty phrases for the characters of the fairy tale:
Turnip - "Wow!"
Grandfather - "I'll show you!"
Grandmother - "To you ..."
Granddaughter - "Cool."
Bug - "I'll sing now."
The cat is "Bubble Gum".
Mouse - "Come out, vile coward!".
Grandfather (...) planted a turnip (...). A turnip has grown (...) big - very big.
The grandfather (...) began to pull the turnip (...): he pulls - he pulls - he cannot pull it out.
The grandfather (...) called the grandmother (...). Grandmother (...) for grandfather (...), grandfather (...) for turnip (...) - they pull - they pull - they cannot pull it out.
The grandmother (...) called her granddaughter (...). Granddaughter (...) for grandmother (...), grandmother (...) for grandfather (...), grandfather (...) for turnip (...) - they pull - they pull - they cannot pull it out.
The granddaughter (...) called the bug (...). A bug (...) for a granddaughter (...), a granddaughter (...) for a grandmother (...), a grandmother (...) for a grandfather (...), a grandfather (...) for a turnip (...) - they pull, they pull, they cannot pull. The bug (...) called the cat (...). Cat(...) for Bug(...), Bug(...) for granddaughter(...), granddaughter(...) for grandmother(...), grandmother(...) for grandfather(...), grandfather(...) for turnip(...)- they pull, they pull, they can't pull.
The cat (...) clicked the mouse (...). Mouse(...) for the cat(...), cat(...) for the Bug(...), Bug(...) for the granddaughter(...), granddaughter(...) for the grandmother(...), grandmother(...) for the grandfather(...), grandfather (...) by the turnip (...) - pull - pull - pulled the turnip (...)!
Cheerful ABCs
This group of games helps children learn a lot of new words from the life, replenish vocabulary, knowledge about the language.
Ball game "Say the other way around".
Winter summer. Heat - cold. True False. The rich man is the poor man. Bitter - sweet. Useful - harmful ...
"Magic Wand Fairy Vocabulary"
The game requires a "magic" wand. One end of the wand reduces and the other increases.
An adult player calls a word, then touches one of the children with a stick. The child calls the given word either diminutive or augmentative, depending on the end of the stick that was touched to the child.
House - house - house. Bridge - bridge - bridge. Rain - rain - rain. Cat - cat - cat ...
Everyone knows what an important function in the life of the human body is performed by breathing. In addition to its main physiological function, the implementation of gas exchange, breathing also provides such a function as speech breathing. Speech breathing (diaphragmatic) is the basis of sounding speech, the source of the formation of sounds, voices.
The mechanism of this type of breathing is inherent in us by nature from the very beginning. This is the oldest type of breathing inherent in all warm-blooded and 90% of the total need for breathing is carried out due to it.
The main muscle that powers this type of breathing is diaphragm. It separates the abdominal and thoracic cavities. When you inhale, the diaphragm relaxes and, descending, puts pressure on the abdominal organs, which in turn are pressed against the abdominal wall, causing it to bulge and round. On exhalation, the diaphragm contracts, compresses the lungs, and the abdominal wall retracts. In this case, the upper part of the chest remains motionless. Outwardly, it looks like belly breathing.
When correcting speech disorders, it becomes necessary to specially organize and develop speech breathing, breathing exercises are of particular importance. Appropriate gymnastics is aimed at developing in children the skills of proper rational breathing, arbitrary control of the process of air flow movement.
Exercises for the formation of diaphragmatic exhalation
The child is in the supine position. The child's hand lies on the upper abdomen (diaphragmatic region). The child's attention is drawn to the fact that his stomach "breathes well." You can put a toy on your stomach to attract attention. This exercise lasts an average of 2-3 minutes. The exercise should be performed effortlessly to avoid hyperventilation and increased muscle tone.
Blow out the candle
Children hold strips of paper about 10 cm from their lips. Children are invited to slowly and quietly blow on the "candle" so that the flame of the "candle" is deflected. The speech therapist notes those children who blew on the “candle” the longest.
busted tire
Starting position: children spread their hands in front of them, depicting a circle - a “tire”. On exhalation, the children pronounce the sound “sh-sh-sh” slowly. At the same time, the arms are slowly crossed, so that the right hand rests on the left shoulder and vice versa. The chest at the moment of exhalation is easily compressed. Occupying the starting position, the children involuntarily take a breath.
Inflate a tire
Children are offered to pump up a “burst tire”. Children “squeeze” their hands into fists in front of their chest, taking an imaginary handle of the “pump”. A slow forward bend is accompanied by an exhalation to the sound “ssss”. When straightening, inhalation is made involuntarily.
Balloon
Performing the exercise is similar to the exercise "Break-la tire", but during the exhalation, the children pronounce the sound "ffff".
beetle buzzing
Starting position: raise your arms to the sides and take them back a little, like wings. Exhaling, the children say “zhzhzh”, lowering their hands down. Occupying the starting position, the children involuntarily take a breath.
Crow
Starting position: raise your arms through the sides up. Slowly lowering their hands and crouching, the children pronounce a long “K-a-a-a-r”. The speech therapist praises those "crows" that slowly descended from the tree to the ground. Occupying the starting position, the children involuntarily take a breath.
sawing firewood
Starting position: stand opposite each other in pairs, hold hands and imitate sawing firewood: hands on yourself - inhale, hands away from you - exhale.
Woodcutter
Starting position: stand straight, legs slightly narrower than shoulders; as you exhale, fold your arms with an ax-com and lift up. Sharply, as if under the weight of an ax, lower the outstretched arms as you exhale, tilt the body, allowing the hands to “cut through” the space between the legs. Say "uh". Repeat 6-8 times.
Komarik
Starting position: sit down, clasping the legs of the chair with your legs, put your hands on your belt. Inhale, slowly turn the torso to the side; on the exhale, show how the koma-rik rings - “z-z-z”; quickly return to the starting position. A new breath - and turn in the other direction.
MADOU Sladkovsky kindergarten "Fairy Tale"
Hello dear parents! Evgenia Klimkovich is in touch.
Do you like the way your children speak? Agree that the speech of students in elementary school does not always sound beautiful. Often this is “porridge in the mouth”, words are pronounced through teeth, endings are swallowed in a hurry and, as a result, teachers in the classroom cannot understand what the child said. Repeated questions lead children to a dead end, they begin to doubt whether they answered correctly, fall silent and close, although they know everything very well. And: "Sit down, two!"
Is it possible to teach oratory and put a child's word so that it is:
- It's clear;
- right;
- and beautiful too?
Can! To do this, teachers have in stock exercises for the development of speech of younger students, which are applicable not only in oral classes at school, but are also great for training at home.
Lesson plan:
What is the basis of speech exercises?
The necessary conditions for a well-constructed children's speech are:
- good phonetic hearing;
- grammar literacy;
- rich vocabulary.
In the teacher's set for training clear pronunciation, there may be:
- entertaining games with words;
- articulation charging;
- breathing exercises;
- Tongue Twisters.
All these techniques are in a hurry to help poorly speaking students.
So, constant breathing exercises will teach you to pronounce words with the right intonation, clear pauses, the necessary volume on exhalation, making full use of the air reserve, distributing the breath into long phrases without a crumpled interruption of speech.
Articulation exercises allow you to train your lips and tongue so that you can easily pronounce complex sounds.
A well-developed phonetic ear helps to hear and pronounce words correctly with the sound with which they came to our Russian language.
Grammar literacy is aimed at the correct declension of words, especially their endings, so that the child’s speech does not hurt the ear.
Vocabulary helps you pick up the right word at the right time, rather than floating around chaotically thinking about how to say it.
And now everything is in order.
Breathing and articulatory gymnastics to help speech
Breathing and articulation training can be done when there is a free minute. With them, probably, it is worth starting the whole complex of entertaining exercises.
Working with breath
We teach the child to blow.
When breathing exercises, you need to remember that deep breaths are taken through the nose, and the air is exhaled smoothly through rounded lips.
Making faces
In articulation, which helps to speak faster and more clearly, we become well, real monkeys, for which we consistently
- open wide - close your mouth,
- stretch lips with a tube,
- we tease with the tongue, sticking it out as far as possible, trying to reach the chin.
Breathing was restored, the muscles of the mouth were warmed up, let's move on to the play on words.
Develop phonetic awareness
Learn to distinguish between sounds and words with the following exercises
catch the sound
At the time when you pronounce the word where the given sound is hidden, the child should clap his hands, catching it by ear. You can make this task more difficult by setting boundaries. For example, clap only when the sound is not just in the word, but is at the beginning / end / middle.
Draw sounds
With the help of symbols (any lines or circles), we draw as many elements as we hear sounds in the spoken word.
Inventing words
Prepare for the task words in which you need to change one or more letters to get a new word. For example, dot-daughter, dream-juice.
The main condition for such classes is that everything is done orally, without written prompts, so that the child learns to hear.
Learning grammar
Very often our children distort the endings. Such exercises help to determine the end of the word as their essential part.
Only half
Take your favorite story and read it together. You pronounce the beginning of the word, and the child reads only his soul mate. For example: a man caught a goldfish.
We make offers
This can be done according to given models, written on a sheet in the form of a diagram. For example, for the scheme “Who? What is he doing? What? For whom?" you can compose "Mom cooks dinner for the family." You can also offer to dilute the composed sentence with other parts of speech. For example, in our case it could be like this: "Mom cooks a very tasty dinner for the whole family."
Looking for loss
We are looking for the correct endings of words and put the confused words in their places. You start saying a word, the child continues. You offer in a confused word order, the child makes up a correctly constructed sentence from them. Take texts from textbooks into service: repeat the topic and practice your speech.
We replenish vocabulary
The presence of a large number of words familiar to the child is one of the conditions for well-structured speech.
name the word
It is very similar to the well-known game "Cities", which can also be taken as a basis. Do you love competition? But weakly, who will name more words for a certain letter, for example, for “I”?
Or those that end with the specified letter, or those that have a given letter in the middle? Then get to work!
Associations
In such an entertaining exercise, children look for objects according to given signs. For example, what can be red?
And what happens hot? If you want to complicate the task, ask questions that involve first identifying signs, and then choosing the right one. For example, name the same as snow (paper as white as snow, featherbed as soft as snow). Synonyms and antonyms and all kinds of explanations of words will take root here.
guessing game
Puzzles, crossword puzzles and riddles live here. Moreover, the child can not only guess, but also ask. By the way, if your family loves the gallows game, then you can take it as a basis: both exciting and useful.
Russian folklore in the development of speech
Proverbs, sayings and tongue twisters will not only replenish your student's speech with beautiful words, but also teach him to use them at the right time in the right place.
Play Who Wants to Be a Millionaire at home by preparing question templates in advance.
For example:
- When are chickens counted? (when they hatch, in the fall, when they grow up, in the spring).
- What can't you hide in a bag? (gift, cat, awl, hole).
- Where do not look to a gift horse? (in the eyes, in the teeth, up to the tail, under the hooves).
- Which friend is better than the new two? (serious, old, handsome, smart).
- Repetition is the mother of what? (mind, memory, learning, man).
By the way, it is by repetition that the child will lay down all the knowledge in the subcortex and will apply it in his eloquence.
By the way, as scientists have calculated, there are almost 500,000 words in the Russian language, of which about 2,500 are used the most. up to 50,000 words!
So we and our children have something to strive for!
Would you like to know three secret exercises that will help you, parents, improve your diction in just a week? What for? So that the child has someone to look up to)
With wishes to speak competently and beautifully, and in anticipation of your comments, I say goodbye.
I will be glad to meet again.
Always yours, Evgenia Klimkovich.
