Consultation for educators.
Subject: "Development of intonational expressiveness of speech in children of preschool age".
Even in ancient times, before the advent of speech as a means of communication, people tried to convey information using screams, sounds of various heights and strengths, gestures and facial expressions. Even a child who can hardly stand on his feet can tell a lot about: did he sleep well? happy about something? frustrated about something? And the wonderful ability of the baby to guess the voice of the mother among other voices, to understand whether she is angry or pleased with him!
Nature has given us a great opportunity to convey our feelings and mood through intonation. "Although the art of writing is very diverse grammatically, it is completely helpless when it comes to intonation. So, for example, there are fifty ways to say "yes" and five hundred ways to say "no", while you can write this word only once ( B. Shaw).
From practice, we know that many preschoolers imitate adults well, accurately convey their intonation, and pick up various shades of speech by ear. A well-developed speech hearing enables children to distinguish between an increase and decrease in the volume of the voice in adult speech, notice the acceleration and deceleration of the tempo of speech, and catch various shades of speech. It makes it possible for the children themselves to use various means of expression more widely: raise and lower the tone of voice, highlight individual words or a group of words in phrases, correctly pause, express an emotionally volitional attitude to what was said. All this helps preschoolers to more accurately convey their thoughts, read poems, nursery rhymes, counting rhymes.
Intonation - it is a complex set of phonetic means expressing a semantic attitude to what is being expressed and emotional shades of speech. Intonation is a means of emotional-volitional attitude of the speaker to the content of speech addressed to the audience. The intonational expressiveness of speech includes the following components:
- melodic - the movement of the voice in height, that is, its sliding from the main tone up and down; due to the presence of vowel sounds in speech, it gives it melodiousness, tenderness, flexibility;
- pace - speed of speech utterance: acceleration or deceleration of speech depending on the content of the utterance (it is one of the components of speech intonation, in contrast to the general rate of speech);
- pause - temporary stop in speech. Logical pauses give completeness to individual thoughts; psychological - are used as a means of emotional impact on listeners;
- voice power - change the volume of speech sounding depending on the content of the statement;
- l ogical stress- voice selection of individual words;
- phrasal stress- voice selection of a group of words;
- rhythm - uniform alternation of stressed and unstressed syllables, different in duration and strength of pronunciation;
- timbre - emotionally expressive coloring of speech; with its help, you can express joy, annoyance, sadness, etc.
Thus, intonational expressiveness of speechis provided by the ability to change the voice (raise and lower its tone, increase and decrease the volume), speed up and slow down the pace of speech, use pauses, highlight a single word or group of words with the voice, give the voice an emotionally expressive coloring. With the help of intonation, the speaker expresses his attitude to the expressed thought, conveys his feelings, experiences, brings his statement to full completion.
The correct use of intonational expressive means depends on the formation of speech hearing, the development of auditory attention, speech breathing, on the ability to correctly use the vocal and articulatory apparatus.
The child must be able to correctly use intonational means of expression in order to convey various feelings and experiences in his own speech.
Children master the intonational expressiveness of speech mainly by the age of five. As a rule, this happens in the process of communicating with adults. Work on the development of expressiveness of speech should be carried out sequentially in two stages:
- first to form the skills of perceiving intonation,
- then - the skills of its use in one's own speech.
Try to read the same text to the children, but in different ways: the first time - monotonously, inexpressively, and the second time - with intonational expressiveness. Do you think children will notice the difference? Yes, of course, and it will be easy to lead them to the conclusion that it lies in the expressiveness of speech.
Therefore, when organizing a special speech environment, we must create for each child all the opportunities to hear and assimilate intonationally correct speech and always remember that when listening, children reproduce in speech not only words, phrases and sentences, but also intonation in all its components, including number and melody.
monotonous- with a slight increase and decrease in voice;
Ascending form- with a voice raised towards the end of the sentence;
descending form- with a lower voice towards the end of the sentence;
Full form , which includes ups and downs.
Example:
- Yesterday I went to the market and bought apples and pears there. These are fruits. Why didn't you answer me? Okay, well, keep listening. I also bought cucumbers and tomatoes. Are these vegetables? Oh sure! How did you know that the first time I didn't ask you, but the second time I did?
If this technique is used when working with younger children, then we can explain to them that our voice can change - “go up and down the hill”, and when working with older children, we can introduce the terms “voice rises”, “voice falls”.
For the development of the perception of melodics, the conducting technique is effective, in which the rise and fall of the voice is accompanied by smooth movements of the hand up or down. This technique is best used when repeating a twice-said phrase, tongue twister, or poem. First, “draw” a melody in the air with the children, and then the child will conduct it on their own.
It is useful to use exercises aimed at developing voice change: for example, repeat the onomatopoeia of an adult animal and its cub, games like “Question - Answer”, where the analysis of two utterance samples with different melodies is compared.
Listen to the quatrain: “The hedgehog has needles, the siskin has a beak and wings, we will give milk to the hedgehog, tasty crumbs - the siskin.” Now I'll read it again, you finish the words. Good.
- Who has needles? - At the hedgehog. Who has a beak and wings? - At the siskin. Who will we give milk to? - I eat. - Whom will we give delicious crumbs to? - Chizhu.
You can split into two teams, one team asks questions and the other answers.
Poems containing interrogative and declarative sentences, such as “Chicken - Ryabushechka”, “Kisonka - Murysonka”, “Kuliki” can serve the same purpose.
- Who is wandering there by the river? - These are our waders. – What do they want? - Feed your kids. - Where are the guys? - On the sand. – How many are there? - Son and daughter. The feathers on the neck of the son were all wet, from the fact that, without asking, he stuck his beak right into the mud.
Each part of a poem, story or fairy tale is distinguished by its theme, content, mood, and accordingly we choose means of expression. So, a sad, depressed mood usually manifests itself in muffled low tones and is pronounced in a lowered voice; on the contrary, a cheerful, cheerful state of mind is pronounced in a higher tone, that is, in a raised voice. Excitement, sadness, joy - all this is reflected in the voice.
In a state of excitement and depression, the voice changes, deviating from the usual sound. This deviation is called emotional coloring - timbre. The stronger the excitement, the stronger the deviation of the voice from the usual sound. How to determine the desired coloring when transmitting unfamiliar text?
It is necessary to carefully read the content of the work, to understand the author's intention, the idea of the work. The intonational expressiveness of the performance, the emotional impact on children depends on how the content of the work is understood.
The formation of timbre perception skills in children should begin with acquaintance with two contrasting voice colors - joyful and sad. This will subsequently become the basis for the introduction of emotional manifestations that are less contrasting in timbre: anger, surprise, fright, etc.
At the same time, pictograms, photographs depicting emotionally expressed faces can be used as visual material; as speech material - texts and phrases. It is good to use "problem speech stories" related to the plots of literary works. Such "stories" should have a plot that can be understood by preschoolers, but not contain emotional vocabulary that could serve as a hint. When introducing children to the situation, you can give the following instruction: "Now I will tell you one story. And you choose the card (pictogram) that best suits the story."Let's give examples of "problem speech stories".
"Slava loves animals very much. He wanted to visit the zoo for a long time. But mom and dad work a lot, they have no time. Grandma came to Slava. Slava and grandma went to the zoo."(Joy).
"Winnie the Pooh was sitting at home and eating his favorite honey. But out of nowhere, a bee appeared and began to buzz loudly. The bee sat on Winnie - Pooh's head, nose, on a pot of honey. Now he could not eat calmly. rushed after her with a newspaper. He hit with a swing, the pot of honey swayed, fell to the floor and broke. And the bee flew away ... .."(Irritation, anger).
After the child determines the emotional coloring of the story with the help of cards, the task can be complicated: ask them to describe the emotional state of the main characters in words.
Pace is the acceleration or deceleration of the speed of spoken sentences. ForTo do this, it is necessary to introduce children to the concepts of "quickly", "slowly", "moderately". First, we introduce children to contrasting types of tempo: "slow" and "fast", and then a sample of a moderate pace is offered. Nursery rhymes, sayings, tongue twisters, which we often use in our practice, can serve as speech material. You can, for example, invite the child to perform a series of jumps, claps, and waved hands at the pace with which the teacher pronounces the text. If an adult speeds up speech, then children also speed up their movements. For example, we all know the well-known game "Carousel", the song "Drummer".
logical stress- this is the selection of the most important words in meaning, so you need to draw the attention of children to the meaning of each phrase and organize the analysis and evaluation of the text. For example, I will say a phrase and organize its analysis: " Bullfinches peck rowan."
What word did I highlight as the most important? Yes, I told you that it is bullfinches, and not other birds, that peck rowan.
- Listen, as I say now: "Bullfinches peck rowan". What did I clarify about bullfinches? How did I say an important word in meaning? Yes, and you can also say, quietly and drawn out, like this: "Bullfinches peck rowan."
Listen again: "Bullfinches peck r i b i n u ". What have I now clarified about the bullfinches? How did I highlight the important word? You are right, but I deliberately uttered the important word quietly and drawn out so as not to frighten the bullfinches.
As can be seen from the example, in case of difficulty, children can be helped in the form of leading questions, reminded of the means of expressing logical stress in oral speech.
Rhythm - this is an alternation of stressed syllables that can be set in the form of claps, drum beats, tambourines, a series of syllables, short poems. Children first need to be invited to slap the rhythm of syllabic series.
Ta-ta-ta-ta; ta-ta-ta-ta; Ta-ta-ta-ta-ta-ta.
Want to test how expressive you are?
- Then sit down in front of the mirror and try to change the meaning of the phrase several times "Give me the ball", "Here is my doll."
- With how many intonations can you say the words “hello”, “take”, “listen” so familiar to everyone?
- Well, and read a fairy tale, changing the voice depending on the character, say, speaking, now for Little Red Riding Hood, then for the wolf. Can you?
- You will be able to convincingly express fear, compassion, complaint, request while reading K. I. Chukovsky’s poem “Doctor Aibolit”.
Test yourself before telling the kids.
Games and exercises for the development of expressiveness of speech.
1. Purpose: to teach children to convey various feelings with intonation (joy, indifference, chagrin).
The speech therapist calls the sentence: "It's raining." Children must repeat it with different intonations - so that it is clear that they are happy, happy; that they are unhappy, it upsets them, etc.
The same task is performed with other sentences (The sun is shining. It is snowing. Mushroom rain. The snowdrop has blossomed. The snake is crawling).
2. Purpose: to teach children to come up with sentences and pronounce them with different emotional colors, conveying joy, grief and more with their voices.
The speech therapist invites the children to say something about spring or winter, so that it is clear that it pleases, that something beautiful, interesting has been seen. (Spring has come! The grass is turning green!). But in the spring, something can upset. You need to come up with a sentence and say it in such a way that it is clear that you are upset, dissatisfied (The rain is inopportune. A cold wind is blowing.)
3. The control exercise can be the use and distinction of intonations.
First, the children must pronounce the sentence so that it is clear that they are surprised (3-4 statements); responses are valued.
Further, it is proposed to say some sentence, either joyfully or interrogatively, or to express sympathy, or simply to report something. “Everyone listen carefully to the intonation. You will find out what is expressed in the sentence,” says the teacher.
Children determine the nature of intonation, if necessary, a speech therapist helps.
One of the effective techniques is reading by children in the faces of poems, nursery rhymes, counting rhymes:
white hare,
Where did you run?
Green forest!
What did he do there?
Lyko fought!
Kisonka - little mouse,
Where was?
At the mill.
Kisonka - little mouse,
What did she do there?
The flour was ground.
4. "Animals and their cubs" - the development and differentiation of a loud and quiet voice. An example is the game "Cow and calf".
5. "Crow and magpies" - training high and low voice, slow and faster pace of speech (carr - carr, tr-tr).
6. "Echo" - the development of the strength of the voice, tempo, speech breathing. Some children make sounds loudly and for a long time: uuu - the whistle of a locomotive, aaa - the cry of a child; syllables ha-ha - ha, ko - ko - ko; words ayy, names of people, nicknames of animals. Other children repeat the same thing in a fading voice, at the same pace, but for less time.
7. "Whose house?" - practicing interrogative intonation, diction, voice. One child knocks (knock - knock) and asks: “Who lives in the house? » He is answered with the voices of a fox, a bear, and he must find out whose house it is. In turn, they ask him: “Who are you?”
8. "Train" - working out the rhythm in speech and in movements: tuk - tuk - tuk, tu - tu-tu, woo. The green trailers run, run, run, And the round wheels go on and on and on and on.
9. "Guess who came" - developing the ability to control voice, intonation, observe the pace and rhythm of speech. The child enters, imitating the movements of one of the animals, birds, accompanying this with speech, onomatopoeia, respectively, for example: “I walked for a long time, I'm tired, I want honey” (the bear - in a “thick” voice).
11. "Kitten" (and other cubs). The kitten is looking for his mother, but does not know how to call her: the puppy advises to bark, the calf - to low, but the kitten does not have it. Finally he finds his mother.
Such games are well combined with the consolidation of delivered sounds in speech. So, practicing the sound [r,] you can offer the game "Foal", which all the time poiznitsya and-hoo! while looking for his mother. The number of characters in such games is not limited.
For more effective formation of the phonetic side of speech in children, a close relationship between learning in the classroom and the perception of sound pronunciation in everyday life is necessary. Such a relationship (in the content and methods of work) is that at all stages of training, in the classroom and in exercises, in everyday life, the same program tasks are solved. In all types of activities for teaching sound pronunciation, children's attention is constantly fixed on the sound side of speech.
I would like to note once again that the role of expressiveness of speech is extremely important. First of all, it provides the design of phrases as integral semantic units, and at the same time, it provides the transfer of information about the communicative type of utterance, about the emotional state of the speaker.
The education of rhythm and intonation is not only a problem of improving the expressiveness of speech itself, but, as the classics of pedagogy and psychology have repeatedly noted, rich rhythmic speech contributes to the overall mental development of the child and facilitates learning. KD Ushinsky noted the importance of rhythm for teaching writing.
Thus, the question of the education of expressive speech is connected with the general process of learning. The richer and more expressive the child's speech, the deeper, wider and more diverse his attitude to the content of speech: expressive speech complements and enriches the content of the preschooler's speech.
The development of intonation expressiveness as a necessary condition for the development of speech in preschool children.
Prepared by senior teacher
MBOU School No. 118 Samara
preschool groups
Currently, the saying "The word is the visiting card of a person" is known. How competently a person expresses himself depends on his success not only in everyday communication, but also in professional activities. This statement is especially relevant in relation to the speech of a teacher working with preschool children.
From the experience of working in a preschool educational institution, I have highlighted some shortcomings in the teacher's speech, for example, the haste of speech - an accelerated pace makes it fuzzy, blurry, difficult to perceive; slurred pronunciation; monotony of speech, pronunciation of words with the wrong stress; clogging of speech with unnecessary words (well, that's what it means), as well as the inexpressiveness of the educator's speech.
Working with preschool children, communicating with parents, a problem was identified: it is necessary to improve the quality of children's speech development through raising the level of teachers' speech.
The teacher needsbe able to correctly, accurately and expressively convey their thoughts by means of language. To solve this problem, you can define the followingadachi:
strict compliance of the content of the speech of the educator with the age of the children, their development, the stock of ideas, based on their experience;
teachers' possession of methodological skills, knowledge of the techniques necessary to exert an appropriate influence on the speech of children;
the ability of teachers to apply cultural and methodological requirements to their own speech in all cases of communication with preschoolers.
Children of each age group communicate with their teacher in various activities: household and labor, educational. The teacher organizes games with children, speaks with them in all classes, introduces children to the speech of the authors of works of art while reading, etc. Consequently, the developing potential of the speech environment depends entirely on the quality of the educator's speech. For a kindergarten teacher, mastery of exemplary speech is an indicator of his professional readiness. He is obliged to develop in himself a perfect mastery of those speech skills that he will then pass on to his children. Therefore, concern for improving the communicative and speech skills of the educator is of paramount importance in the pedagogical process of a preschool institution.
Children learn to speak through hearing and the ability to imitate. Preschoolers say what they hear, since the internal mechanisms of speech are formed in a child only under the influence of the systematically organized speech of adults.
One of the main mechanisms for children to master their native language is imitation. Imitating adults, the child adopts "not only all the subtleties of pronunciation, word usage, construction of phrases, but also those imperfections and errors that occur in their speech."
One of the requirements for the teacher's speech is itsexpressiveness - this is a feature of speech that captures attention and creates an atmosphere of emotional empathy. The expressiveness of the teacher's speech is a powerful tool for influencing the child. The educator who owns various means of expressiveness of speech (intonation, tempo of speech, strength, pitch of voice, etc.) contributes not only to the formation of the arbitrariness of the expressiveness of the child's speech, but also to a more complete understanding of the content of the adult's speech, the formation of the ability to express his attitude to the subject of conversation.
The expressiveness of the teacher's speechlies in the ability to use all language units in order to optimally express information. The rich lexicon of the educator contributes to the expansion of the child's vocabulary, helps to form his skills in the accuracy of word usage, expressiveness and figurativeness of speech, since the foundations of the child's vocabulary are formed at preschool age.
To art library of games for the development of means of intonational expressiveness.
auditory development.The game "Sun or rain?"
Target . Teach children to perform actions according to the different sound of the tambourine. Education in children the ability to switch auditory attention.
Short description:
An adult says to the children: “Now we will go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring a tambourine, it will be fun for you to walk to its sounds. If it starts to rain, I will start to knock on the tambourine, and you, having heard the knock, must run into the house. Listen carefully when the tambourine rings, and when I knock on it.
Guidelines . The teacher conducts the game, changing the sound of the tambourine 3-4 times.
Game "Come play with us"
Target . Teach children to speak loudly. Developing the ability to use a loud voice.
Preparatory work. Pick up toys: bear, bunny, fox.
Short description :
Children sit in a semicircle. An adult at a distance of 2-3 m from the children arranges toys and says: “It’s boring for a bear, a bunny and a fox to sit alone. Let's invite them to play with us. In order for them to hear us, we need to call loudly, like this: “Misha, go!” Children, together with the teacher, call a bear, a fox, a bunny, then play with them.
Guidelines . Make sure that children speak loudly when they call toys, and do not shout.
auditory development.
Game "Guess who's screaming"
Target . Education in children the ability to focus auditory attention. Teach children to identify a toy by onomatopoeia.
Preparatory work . Prepare voiced toys depicting domestic animals familiar to children: a cow, a dog, a goat, a cat, etc.
Short description:
The adult takes out the prepared toys (one at a time), beats them, imitating the cry of the corresponding animals, then asks the children to listen and guess by voice who will come to visit them. The child chosen by the adult leaves the door and, opening it slightly, gives a voice, imitating one of the animals, and the children guess who it is.
Guidelines . The game can be repeated 5-6 times. Make sure the children listen carefully. Activate the questions of all children.
development of the right
sound pronunciation.
Fairy tale "Hurry - laugh"
Target . To develop speech hearing and speech activity of children, encourage them to pronounce sounds by imitation. The development in children of the ability to correctly pronounce sounds by imitation. The development of speech hearing. Preparatory work. Prepare a house for display on a flannelograph, through the window of which a bear looks out; frog, mouse, chicken, goose, cow. Think of questions about the text of the story.
Short description:
The frog galloped to the bear's house. She croaked under the window: “Kwa-kva-kva - I came to visit you!” The mouse came running. She squeaked: “Pee-pee-pee - your pies are delicious, they say!” The chicken has arrived. Kvokhtala: “Ko-ko-ko - crusts, they say, are crumbly!” The goose hobbled. He cackles: "Go-ho-go - peas would be pecked!" The cow has arrived. Mumbles: “Mu-mu-mu - I would drink a flour drinker!” Then the bear leaned out of the window. He growled: “R-r-r-r-r-r-r-r-r!” Everyone fled. Yes, in vain the cowards hurried. Would listen to what the bear wanted to say. Here's what: “R-r-r-r-r-pleased guests. Come in, please!"
Guidelines . The telling of the tale should be accompanied by showing its characters on the flannelgraph. Onomatopoeia must be pronounced clearly, highlighting vowel sounds.
development of speech breathing.
Game "Butterfly, fly!"
Target . Achieve a long, continuous oral exhalation.
Preparatory work . Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between the two posts so that the butterflies hang at the level of the face of the standing child.
Short description :
Children sit on chairs. An adult says: “Children, look at how beautiful butterflies are: blue, yellow, red! How many! They are like alive! Let's see if they can fly. (Blows on them.) Look, they flew. Try to blow too. Who will fly further? The adult invites the children to stand one by one near each butterfly. Children blow on butterflies.
Guidelines . The game is repeated several times, each time with a new group of children. It is necessary to ensure that the children stand straight, do not raise their shoulders when inhaling. You should blow only on one exhalation, without getting air. Cheeks do not puff out, lips slightly push forward. Each child can blow for no more than ten seconds with pauses, otherwise he may feel dizzy.
auditory development.
Game "Where did you call?"
Target . Teach children to determine the direction of the sound. Development of the focus of auditory attention.
Preparatory work . An adult prepares a bell.
Short description :
Children sit in a circle. An adult chooses a driver who becomes in the center of the circle. At the signal, the driver closes his eyes. Then the teacher gives one of the children a bell and offers to call. The driver, without opening his eyes, must indicate with his hand the direction from which the sound comes. If he points correctly, the adult says: “It's time” - and the driver opens his eyes, and the one who called raises and shows the call. If the driver made a mistake, he guesses again, then another driver is appointed.
Guidelines . The game is repeated 4-5 times. It is necessary to ensure that the driver does not open his eyes during the game. Indicating the direction of the sound, the driver turns to face the place where the sound is heard. You don't have to call very loudly.
Game "Don't Wake Katya"
Target . Teach children to speak quietly. Developing the ability to use a quiet voice.
Preparatory work . An adult prepares a doll with closing eyes, a crib with bedding; small toys, such as a cube, a car, a turret, etc., as well as a toy box.
Short description :
The teacher puts a bed with a sleeping doll on his table and says: “Katya walked a lot, she was tired. I ate and fell asleep. And we need to put away the toys, but only quietly so as not to wake Katya. Come to me, Olya and Petya. Olya, quietly tell Petya which toy should be put in the box. So the teacher calls all the children two by two, and they remove the toys placed on the table.
Guidelines . Make sure that the children speak quietly, but not in a whisper.
development of speech breathing.
The game "Whose bird will fly further?"
Target . To achieve from each child the ability to make a long, continuous, directed exhalation. Education of a long directed oral exhalation.
Preparatory work . The teacher cuts out birds from thin paper and brightly colors them.
Short description :
Birds are placed on two tables (at the very edge of the table) at a distance of at least 30 cm from each other. Four children are called, each sits opposite the bird. At the signal “birds have flown”, the children blow on the figures, the rest follow whose bird will fly further.
Guidelines . Make sure that children do not puff out their cheeks when they blow on paper birds. You can advance the figure only on one exhalation. At first, the teacher shows this, warning that it is impossible to blow on the bird several times in a row.
auditory development.
Game "Guess what I play"
Target . Teach children to identify an object by ear by its sound. Education of stability of auditory attention.
Preparatory work . The teacher selects musical toys: a drum, an accordion, a tambourine, an organ, etc.
Short description :
An adult introduces children to musical toys: an accordion, a drum, an organ, a tambourine. Then he puts the toys away behind the screen. Having played one of the instruments, he asks the children to guess what he played. The one who guessed correctly takes out the instrument from behind the screen and plays it.
Guidelines . Make sure the children sit quietly and listen carefully. There should not be more than four different instruments in one lesson. The game should be repeated 5-7 times.
Loud and quiet game
Target . Teach children to change the strength of the voice: speak either loudly or quietly. Education of the ability to change the strength of the voice.
Preparatory work . The teacher selects paired toys of different sizes: large and small cars, large and small drums, large and small pipes.
Short description :
An adult shows 2 cars and says: “When a big car drives, it signals loudly: “beep”. How does a big car signal? Children loudly pronounce: "beep". The teacher continues: “And the small car honks softly:“ beep. How does the little car honk? Children quietly say: "beep." The teacher removes both cars and says: “Now be careful. As soon as the car starts, you have to give a signal, make no mistake, the big car honks loudly, and the small car honks softly.
Other toys are played in the same way.
Guidelines . Depending on the number of children in the group, one pair of toys or 2-3 can be used in the lesson. Make sure that with a quiet pronunciation of onomatopoeia, the children do not switch to a whisper.
development
correct pronunciation
A. Barto's poem “Who is screaming?”
Target . To achieve the correct reproduction of various onomatopoeia by children. The development of the ability to imitate, as well as speech hearing.
Preparatory work . Prepare toys: rooster, chicken, cat, dog, duck, cow. Think over questions to the text of the poem so that children actively use onomatopoeia in their answers.
Ku-ka-re-ku!
I guard chickens.
Where-tah-tah!
Ran down in the bushes.
Moore-murrr!
I'm scared of chickens.
Am-am!
Who's there?
Quack-quack-quack!
Rain tomorrow morning!
Mu-mu-u!
Milk to whom?
Guidelines . It is necessary to read the poem expressively, while reading, show the children the appropriate toys.
auditory development.
Game "Guess what they do"
Target . Teach children to identify actions by sound. Education of stability of auditory attention.
Preparatory work . The teacher selects the following items: a glass of water, a bell, a wooden mallet.
Short description :
The teacher shows the children the prepared objects and performs various actions with them: hits the table with a wooden mallet, rings a bell, pours water from glass to glass. Children watch and listen. Then the teacher removes everything behind the screen and repeats these actions there, and the children guess by the sound what he is doing.
Guidelines . If children find it difficult to determine the action, you need to demonstrate it again clearly. If they can easily cope with the task, you can increase the number of items or take items that are similar in sound.
development of speech breathing.
The game "Launching boats"
Target . To achieve from each child the ability to pronounce a sound for a long timef on one exhalation or repeatedly pronounce the soundn (p-p-p) on one breath. Cultivating the ability to combine the pronunciation of a sound with the beginning of an exhalation.
Preparatory work . An adult prepares a basin of water and paper boats.
Short description :
Children sit in a large semicircle. In the center, on a small table, is a basin of water. Summoned children, sitting on chairs, blow on the boats, making a soundf orP .
The teacher invites the children to ride a boat from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it slowly, folding your lips, as for making a soundf . You can blow by simply stretching your lips with a tube, but without puffing out your cheeks. The ship is moving smoothly. But here comes the gusty wind. "P-p-p..." the child blows. (When repeating the game, you need to drive the boat to a certain place.)
Guidelines . Make sure that when pronouncing a soundf the children did not puff out their cheeks; for children to make a soundP on one exhalation 2-3 times and did not inflate the cheeks.
The story "Who is screaming?"
Target . Teach children to speak in a "thin" voice and low voice. Developing the ability to raise and lower the tone of the voice.
Preparatory work . The teacher prepares pictures with images of a tree, a fence, a bird, a chick, a cat, a kitten, as well as a toy cat, kitten, bird, chick for work on a flannelograph.
Short description :
The teacher begins to tell, accompanying his speech with a display of the corresponding figures on the flannelograph: “In the morning, early in the country, we went out for a walk. We hear someone squeaking thinly: “wee-wee” (pronounces onomatopoeia in a “thin” voice). We look, this is a chick sitting on a tree and squeaking; waiting for his mother to bring a worm. How thin is the chick squeaking? (“Pee-pee-pee.”) At this time, the bird flew in, gave the chick a worm and squealed: “pee-pee-pee” (pronounces onomatopoeia in a lower voice). How did the mother bird squeak? ("Pee-pee-pee.")
The bird flew away and we moved on. We hear someone at the fence shouting thinly: “meow-meow-meow” (pronounces onomatopoeia in a “thin” voice). And a kitten jumped out onto the path. How did he meow? (Children reproduce the model of the educator.) It was he who called the cat mom. She heard, running along the path and meowing:
“meow-meow-meow” (says “meow-meow” in a lower voice). How did the cat meow? ("Meow meow meow".)
And now, children, I will show you who came to visit us. The teacher takes out the cat, shows how she walks on the table, then sits down. How does a cat meow? Children, lowering their voice, say: "meow-meow-meow."
Then the teacher takes out a kitten, a bird, a chick, and the children imitate their voices.
Guidelines . Make sure that the children do not scream, but speak calmly, raising and lowering their voice within the limits accessible to them.
development of auditory attention
Game "Guess what to do"
Target. To teach children to correlate the nature of their actions with the sound of a tambourine. Education in children the ability to switch auditory attention.
Preparatory work . Prepare 2 flags for each child.
Short description :
Children sit in a semicircle. Each person has 2 flags in their hands. If the teacher rings a tambourine loudly, the children raise the flags up and wave them, if it is quiet, they keep their hands on their knees.
Guidelines . An adult needs to monitor the correct posture of children and the correct execution of movements; alternating loud and soft sounding of the tambourine should be no more than four times so that children can easily perform movements.
development of correct pronunciation
The story "Song-song"
Target . Develop speech hearing and speech activity, encourage children to pronounce sounds and sound combinations by imitation. Clarification of sound pronunciation in children. The development of speech hearing.
Preparatory work . Pick up the following toys: a big doll, a rooster, a cat, a duck, a bear, a frog. Think over the questions about the story so that the children's answers include onomatopoeia that are given in it.
The girl sang a song. She sang and sang and sang.
Now you, cockerel, sing!
Ku-ka-re-ku! - crowed the cockerel.
You sing, Murka!
Meow, meow, the cat sang.
Your turn, duck!
Quack-quack-quack, - dragged the duck.
And you. Bear!
Ryav-ryav-r-i-jav! the bear growled.
You, frog, sing!
Kwa-kva-kwak-k-k! croaked the wahoo.
And you, doll, what will you sing?
Ma-a-ma-a-ma! Mum! Composite song!
Guidelines . The teacher should accompany his story with a display of character toys; pronounce onomatopoeia clearly, achieve the same from children when answering questions about the story.
DEVELOPMENT OF SPEECH BREATH.
Game "Poultry Farm"
Target. The development of speech breathing. Teach children on one exhale: pronounce 3-4 syllables.
Preparatory work . Pick up sounding toys: chicken, rooster, duck, goose, chicken.
Short description :
An adult shows toys to children and reproduces their sound 3-4 times in a row. Toys are removed. The teacher says: “We went to the poultry farm. Let's go, and meet us ... (shows a chicken) chicken. How will she greet us?" Children: "ko-ko-ko."
“We went further. I'll meet a goose. How will he greet us?" Children: ha-ha-ha. Then the teacher sequentially shows the remaining toys, and the children pronounce the corresponding onomatopoeia.
Guidelines . First, all the participants in the game speak, then you can ask three or four children one at a time. Watch out for onomatopoeia(ko-ko-ko, ga-ga-ga, pi-pi-pi, ku-ka-re-ku, quack-quack-quack) the children spoke on one breath. Some children can pronounce 2-3 onomatopoeia, others - 3 - 4.
DEVELOPMENT OF HEARING ATTENTION.
Game "Guess who's coming"
Target . Teach children to perform actions according to the tempo of the sound of the tambourine. Education of the ability to determine the tempo of the sound of a tambourine.
Preparatory work . The teacher prepares 2 pictures depicting a walking heron and a galloping sparrow.
Short description :
The teacher shows the children a picture of a heron and says that her legs are long, she walks importantly, slowly, as slowly as a tambourine sounds now. The teacher slowly taps the tambourine, and the children walk like herons.
Then the adult shows a picture of a sparrow and says that the sparrow is jumping as fast as the tambourine is about to sound. He quickly knocks on a tambourine, and the children jump like sparrows. Then the teacher changes the tempo of the sound of the tambourine, and the children, respectively, either walk like herons or jump like sparrows.
Guidelines . It is necessary to change the tempo of the sounding of the tambourine no more than 4 - 5 times.
The game "The wind blows"
Target. Teach children to use a loud or soft voice depending on the situation. Changing the strength of the voice.
Preparatory work . The teacher prepares 2 pictures. One depicts a light breeze shaking grass, flowers. On the other - a strong wind shaking the branches of trees.
Short description :
Children sit in a semicircle on chairs. The teacher says: “We went for a walk in the forest in the summer. We go through the field, the sun is shining, a light breeze is blowing and the grass is swaying, flowers (shows a picture). It blows softly, like this:woo "(quietly and for a long time pronounces the soundat ). We came to the forest, picked up a lot of flowers and berries. They were about to go back. Suddenly a strong wind blew (shows a picture). He hummed loudly:woo ... " (pronounces this sound loudly and for a long time). Children repeat after the teacher how a light breeze blows and how a strong wind hums.
Then the teacher shows the pictures, no longer pronouncing the sound, and the children imitate the corresponding wind.
Guidelines . The teacher makes sure that the children, repeating after him, observe the same power of voice.
DEVELOPMENT OF SPEECH HEARING.
The game "Who is attentive?"
Target . Teach children to correctly perceive verbal instructions, regardless of the strength of the voice with which they pronounce it. Development of physical hearing acuity.
Preparatory work . Pick up toys that are easy to perform various actions with.
Short description :
Children sit in 3 rows opposite the teacher's table. (The first row at a distance of 2-3 m). There are various toys on the table. The adult says: “Children, now I will give tasks to those who are sitting in the front row. I will speak in a whisper, so you need to sit quietly so that everyone can hear. I'll call each one by name and give you a task, and you check if it's done correctly. Be careful. Vova, take the bear and put it in the car.”
Tasks are performed in turn by all the children sitting in the first row. Then they change places: the second row takes the place of the first, the third - the second, the first - the third.
Guidelines . The teacher needs to make sure that the children sit quietly, do not prompt each other. Assignments should be short and simple.
DEVELOPMENT OF SPEECH BREATH.
The game "Whose ship is buzzing better?"
Target . To achieve the ability to direct the air stream in the middle of the tongue. The development of a long purposeful oral exhalation.
Preparatory work . The teacher prepares glass vials (according to the number of children) about 7 cm high, with a neck diameter of 1-1.5 cm, makes stickers with the names of the children on them.
Short description :
Each child is given a clean vial. The teacher says: “Children, listen to how my bubble buzzes if I blow into it. (Buzzing.) Buzzed like a steamer. And how will Misha's steamer hum? The teacher turns to each child in turn, and then invites everyone to hum together.
Guidelines . To buzz into the vial, stick out the tip of the tongue slightly so that it touches the edge of the neck. The bubble touches the chin. The jet of air should be long and go in the middle of the tongue. If the beep does not work, then the child does not comply with one of these requirements. Each child can only blow for a few seconds to avoid dizziness.
Game "Cat and Mice"
Target . Teach children to speak poetry quietly. Developing the ability to use a quiet voice.
Preparatory work . Prepare hats with the image of a cat. Teach the children the text of the poem.
Short description :
Children walk in a circle, in the center of which a child depicting a cat squats down. The children say in a low voice:
"Hush, mice.
Hush, mice.
The cat is sitting on our roof.
Mouse, mouse, watch out!
And don't get caught by the cat!
A child pretending to be a cat meows loudly and runs after the children. Those caught become cats.
Guidelines . Make sure that the children do not increase their voice, but do not speak in a whisper.
Exercise "Beep"
Target . Teach children to change the strength of the voice from loud to quiet. Developing the ability to regulate the strength of the voice.
Preparatory work . Prepare a picture of a steam locomotive.
Short description :
Children stand in one row facing the teacher and raise their hands through the sides up until their palms meet. Then slowly lower through the sides down. Simultaneously with the lowering of the hands, the children make a soundat loudly at first, and then gradually quieter (the locomotive moves away). Lowering their hands, they fall silent.
Guidelines . First, the teacher himself shows the exercise, then he calls two children who represent the beep with him. The rest of the children make only movements with their hands. Then the whole group takes part in the game.
DEVELOPMENT OF SPEECH BREATH.
Game "Pick by color"
Target . Teach children to pronounce a phrase of two or three words together. Development of a smooth speech exhalation.
Preparatory work . Pick up subject pictures of primary colors and make cardboard cubes of the same colors without one face.
Short description :
Children are given pictures on which objects of different colors are drawn. Showing the cube, the teacher says: "Whoever has pictures of the same color as the cube, come here." Children go out, show their pictures, name them (“Red Car”, “Red Ball”, etc.) and add them to this cube. The game continues until all the children have put their pictures into cubes.
Guidelines . Make sure that the children speak the words together, on one exhale.
DEVELOPMENT OF SPEECH HEARING.
The game "Guess the train is near or far"
Target . Teach children to correctly determine the strength of the voice. The development of the ability to distinguish by ear the power of sound.
Preparatory work . Pick up 3 pictures on which the train is drawn. In the first picture, the train is at the station. On the second, he moves away from her, the mourners wave after her. The third shows the station, in the distance, beyond the forest, the last car of the train is visible.
Short description :
The teacher puts 3 pictures of a train on the board. He says: “The train before leaving the station is buzzing -uuu . The train is standing close, and we hear a loud horn. (makes a soundat in a loud voice.) When the train left the station and honked, we heard a not so loud horn. (He pronounces onomatopoeia in a normal voice of medium volume.) And when the train has gone far and hummed, it is already barely audible. (Pronounces onomatopoeia in a low voice.)
Next, the teacher pronounces the soundat with different voice strengths, and the children indicate the corresponding picture.
Guidelines . If the children answer correctly, then they themselves can take turns leading (give a signal with a voice of different strength).
Rodionova Yu.N.
DEVELOPMENT INTONATIONAL EXPRESSION OF SPEECH OF PRESCHOOL CHILDREN
Children master the intonational expressiveness of speech mainly by the age of five. As a rule, this happens naturally in the process of communicating with adults. At the same time, many preschool teachers are faced with the problem of monotony and inexpressiveness of children's speech in preparation for performances at holidays, when reading poems, and when playing roles in dramatization games.
In most cases, the monotony of speech is due to the fact that preschoolers do not realize the meaning of intonation for conveying the meaning of statements and their attitude to what is happening.
It is advisable to carry out work on the development of expressiveness of speech sequentially, in two stages: first, to form the skills of perceiving intonation, then the skills to use it in one's own speech.
The method of comparative analysis of two samples of reading the same text makes it possible to show children the role of intonation in speech. The first time the teacher reads the text inexpressively, the second time - with intonational design. Children will certainly notice the difference, and it will be easy to lead them to the conclusion that it lies in the expressiveness of speech. It is advisable to explain to preschoolers that intonation helps not only to accurately convey their thoughts and feelings, but also to better understand the feelings and attitudes of other people towards us.
After that, you can proceed to the formation of the skills of perception of individual intonational components:
- melodics (raising and lowering the voice at the beginning, middle and end of the phrase);
- tempo (speeding up or slowing down the speed of pronouncing phrases);
- rhythm (alternation of stressed syllables);
- timbre (emotional coloring of the voice);
- logical stress (highlighting the most important word in terms of meaning).
First stage
Melodika. To draw the attention of children to the melody (basic tone of voice) and show its significance, you can use such a technique as "telling a problem story": "Yesterday I was in the store. I bought apples, pears, bananas. These are fruits." (Affirmation, tone of voice lowers.) After a pause, ask: "Why didn't you answer me?" Suggested response from the children: "You didn't ask us!" - "Well, listen further. I also bought cucumbers and tomatoes. Are these vegetables?" - "Oh sure!" - "How did you know that the first time I didn't ask you, but the second time I did?" Most likely, the children will not give the correct answer, but will suggest that the voice has changed.
The teacher explains that the human voice can change - "go up and down the hill" (when working with older preschoolers, you can enter the terms "voice rises", "voice falls").
When explaining, visual material should be used: cards on which an increase in melody will be indicated by an arrow pointing obliquely upwards, and a decrease in melody - by an arrow pointing obliquely down.
Conducting is an effective technique in which raising and lowering the voice is accompanied by smooth movements of the hand up or down.
Speech material can be:
- series of sounds and syllables;
- declarative sentences - are pronounced in a calm voice, decreasing evenly by the end of the sentence (Strawberries ripen in the clearing. A rainbow appeared after the rain.);
- interrogative sentences - the word containing the question is pronounced in a high voice, by the end of the sentence the melody goes down (Who spilled the milk? Andrey came from school?);
- exclamatory sentences with the so-called evaluative intonation - are pronounced with an increase in the melody (How beautiful in autumn! Kok is scary in the dark!);
- exclamatory sentences with the so-called "vocative" intonation - words of appeal, greetings are pronounced in a high voice, and by the end of the sentence the melody goes down (Hello, Natalya Sergeevna! Sveta, let's go for a walk in the park!), And an incentive intonation - on the word that contains the request , an order, the voice sounds high, and by the end of the sentence it drops evenly (Grandma, pour some milk! Stop, who's coming!).
To develop the perception of melody, the educator utters separate phrases or series of syllables twice and, when repeated, invites the children, first with him, and then independently "draw" the melody in the air, i.e. conduct (the games "Conductors", "Magic Line" - hereinafter, see the appendix).
A task is considered more difficult in which children, while listening to speech material, must raise a card over their heads with the designation of the corresponding melody (games "Make a diagram", "Point", "Exclamation mark", "Dictation").
One of the methods used in the work is a comparative analysis of two samples of statements with different melodies. Question-and-answer games can serve this purpose.
The most difficult are tasks for the perception of phrases with a change in the melodic pattern (the voice first rises and then falls). In the process of perceiving this speech material, children are first invited, conducting with their hands, to show changes in the melody, and then lay out on the tables a diagram of two cards with arrows (games "Questions", "Question mark", "Let's call together", "Request", " Balloon").
Pace. With the development of the perception of this intonational component, it may be necessary to carry out preliminary work: to acquaint children with the concepts of "fast", "slow", "moderately". First, contrasting tempo patterns are introduced: "fast" and "slow", after mastering them, a moderate tempo pattern is offered. Rhymes, sayings can serve as speech material. Initially, children develop the ability to subordinate the speed of their own movements to the pace specified in the speech sample, for example, they are asked to perform a series of claps, jumps, and wave their hands at the pace with which the teacher reads poetic texts. If an adult speeds up speech (goes from a slow pace to a fast or moderate one), then children should also speed up their movements (for example, the games "Carousels", "Hen and Chickens", "Drummer").
A more difficult task: after listening to a speech sample, say at what pace it is pronounced: "quickly", "slowly" or "moderately". To successfully memorize terms, you can use special symbols: a green circle means "fast", a yellow circle means "moderately", a red circle means "slowly" (for example, in the game "Autumn Leaves"). As children master these concepts, the use of visual supports stops.
Rhythm. Children can be offered to clap the rhythm of first syllable series pronounced by the teacher (Ta-ta-ta-ta, ta-ta-ta-ta, ta-ta-ta-ta-ta-ta, etc.), then poems having a two-syllable (iamb, trochee) or three-syllable (dactyl) rhythmic structure. If such tasks turn out to be difficult for children, first you can work on highlighting the accented shares against the background of sounding of equal strength (work on an unexpected accent). The skills of perceiving this accent can be fixed in motor actions (games "Teasing Tongues", "Buffoons-Cockerels" - hereinafter see the appendix).
1 Iambic - in versification - a two-syllable foot with an emphasis on the second syllable, for example: "Winter! The peasant, triumphant, / Renews the path on the firewood." Yamb wrote "Eugene Onegin" A.S. Pushkin.
Chorey - a two-syllable foot with an emphasis on the first syllable, for example: "A storm covers the sky with darkness, / Whirlwinds of snow are twisting" (A.S. Pushkin).
2 Dactyl - a three-syllable foot with an accent on the first syllable, for example: "Heavenly clouds, eternal wanderers!" (M.Yu. Lermontov).
In the future, you can move on to practicing the skills of perceiving a uniformly repeating accent and rhythmic patterns. In this case, not only motor actions are used, but also the compilation of various visual-visual schemes. For example, in the games "Kingles and balls", "Patterns", the teacher and children agree that some objects will indicate strong blows, while others will be weak. After that, the adult slaps a certain rhythm (two-part, four-part or three-part), and the children draw up its scheme, trying to convey the corresponding rhythmic patterns through the alternation of objects. The rhythm can be set by the teacher in the form of claps, drum beats, musical passages, a series of syllables, short poems, etc.
Timbre. The formation of timbre perception skills should begin with the acquaintance of children with two contrasting voice colors: joyful and sad. This will subsequently become the basis for the introduction of less contrasting in timbre emotional manifestations: anger, surprise, fright, etc.
At the same time, pictograms, photographs depicting emotionally expressive faces can be used as visual material; as speech material - texts and phrases. It should be borne in mind that the analysis of individual phrases is more complex than the analysis of phrases in context.
Also used are "problem speech stories" related to the plots of literary works or the personal experience of children. Such "stories" should have a plot that can be understood by preschoolers, a detailed description of the circumstances (which will allow the child to vividly and clearly imagine himself in the place of her heroes), but not contain expressive-emotional vocabulary that could serve as a hint. When introducing children to the situation, you can give the following instruction: "Now I will tell you one story. And you choose the card (pictogram) that best suits the story." Let's give examples of "problem speech stories".
"Slava loves animals very much. He has long wanted to visit the zoo. But mom and dad work a lot, and they have no time. Grandma came to Slava. Slava and grandma went to the zoo." (Joy.)
“Winnie the Pooh was sitting at home and eating his favorite honey. But out of nowhere a bee appeared and began to buzz loudly. The bee sat on Winnie the Pooh’s head, on his nose, on a pot of honey. behind her with a newspaper. He hit with a swing, the honey pot swayed, fell from the table to the floor and broke. And the bee flew away ... ". (Irritation, anger.)
After preschoolers determine the emotional coloring of phrases with the help of cards, the task can be complicated: ask them to describe the emotional state of the main characters in words.
In addition to listening to "problem speech stories", children can be offered the games "Who is afraid of vaccinations?", "Guess", etc.
These exercise games also enrich the emotional and expressive vocabulary and develop children's speech hearing.
logical stress. The work begins with an acquaintance with this concept, with a clarification of the sound means of its expression (usually in an utterance, a stressed word is logically distinguished by its louder and more intense pronunciation or quiet and stretched). They explain to preschoolers: those words that are considered especially important are pronounced louder and (or) slower (stretched) than the rest of the words in the sentence.
When listening to words that carry logical stress, it is very important to draw the attention of children to the meaning of each phrase and organize the analysis and evaluation of the text. When doing exercises, you should:
- listen to the speech material and name the word-carrier of logical stress, explain why this word is highlighted;
- listen to speech material; when it is repeated, having heard the highlighted word, clap your hands (stomp, sit down, etc.); explain why this word is highlighted;
- listen to speech material; when playing it again, choose from a set of pictures and show the one that depicts the word carrier of logical stress; explain why this word is highlighted.
For example, the teacher pronounces the phrase "Bullfinches peck rowan" and organizes its analysis:
What word did I highlight as the most important? Yes, I told you that it is bullfinches, and not other birds, that peck rowan.
- Listen, as I say now: "Bullfinches peck mountain ash." What did I clarify about snowmen? (That they are pecking, and not sitting or flying.) How did I say an important word in meaning? (You said this word loudly.) Yes, and you can also say quietly and stretched out, like this: "Bullfinches peck rowan."
- Listen again: "Bullfinches peck rowan." What have I now clarified about bullfinches? (They eat mountain ash, not grain or bread crumbs.) How did I highlight the important word? (They said it at length.) And how else can you distinguish? (Say it loudly.) You are right, but I deliberately uttered an important word quietly and drawn out so as not to frighten off the bullfinches.
As can be seen from this example, in case of difficulty, children can be helped in the form of leading questions, reminded of the means of expressing logical stress in oral speech.
Both individual phrases and familiar connected texts, small in volume, can serve as speech material for exercises. The use of unfamiliar texts will significantly complicate the performance of tasks, and when analyzing individual phrases, a single reproduction of the sample.
In the work on the development of the perception of logical stress, you can use the games "Listen, think, name", "Find an important word".
Second phase
Melodica. The formation of melodic reproduction skills begins with the repetition of a series of syllables and phrases after the teacher. Later, it is proposed to pronounce syllables and phrases without a sample (the arrows depicted on the cards or the conducting technique are used - see the first stage of work).
The performance of such tasks is organically woven into the structure of classes for the development of speech. For example, when automating the pronunciation of the sound [p], you can play the game "Tigers". Tiger cubs speak with a tiger mother (teacher) in tiger language:
- Rarora? Mom asks.
- Rarory, - the children answer.
- Rarora? the children ask.
“Rarory,” Mom replies.
Then you can offer games in which quasi-words (syllables devoid of meaning) are replaced by phrases and phrases. So in a playful way, the teacher not only reinforces the correct pronunciation of sounds, but also, by setting samples of melodic patterns of phrases, forms the skills of reproducing melodics with a decrease or increase in the fundamental tone.
Games in a question-answer form are also used to consolidate generalizing concepts, for example, "vegetables". In the Dunno game, the teacher (and then one of the children) takes out objects from the bag (models of vegetables, doll plastic utensils, furniture, toys, etc.) and asks (training an ascending melodic pattern): “Is this a vegetable?” . Children respond (individually or in chorus) with a full sentence (drilling the descending melodic pattern): "It's not a vegetable, but..." or "Yes, it's a vegetable."
In case of difficulty, the teacher can give a speech pattern of ascending or descending melody, and then offer the child to repeat the given phrase, saying only the beginning of it with him. The use of the conducting technique will greatly facilitate the fulfillment of tasks.
Pace. The formation of skills and abilities to arbitrarily change the tempo of their speech is based on the experience of perceiving and distinguishing patterns of speech tempo acquired by children at the first stage of work. First, tasks are given in which any actions or sounds act as a regulator of the speech rate (at this stage it is better to use automated speech formulas: recalculation from 1 to 5 or 10, listing the days of the week, etc.). For example, a teacher strikes a tambourine, changing the tempo of beats from slow to fast. At the same time, the children count the beats according to the given tempo. In the future, the child repeats the speech pattern given at a certain pace.
It will be more difficult for preschoolers to pronounce phrases without a sample, but in accordance with the instructions: "Tell a nursery rhyme (patter) quickly (slowly)." The skill is fixed in games-exercises for subordinating the tempo of movements and the tempo of speech (“Let's go, let's go”, etc.).
Children experience the greatest difficulties, as a rule, when the tempo of speech changes from slow to fast (or vice versa) in one speech segment. Auxiliary means for the formation of this skill can be visual supports. For example, a teacher lays out identical geometric shapes in a row at different distances from one another. The child is invited, pronouncing the phrases, on each word to successively close the figures with the palm of his hand. If the figures are located close to each other, the text is pronounced at a fast pace, if far away - at a slow pace.
Rhythm. When mastering the rhythmic component of intonation, vowel sounds, syllables, lines from poems, nursery rhymes with a clear two-syllable rhythmic pattern (iamb, trochee) serve as speech material. The speech sample is given by the teacher, and the children reproduce it. In case of difficulty, preschoolers, listening to speech samples, can make visual-visual schemes, which will later serve as a support for pronouncing the speech material. At the same time, children are first given tasks to reproduce accented and non-accented parts (i.e., stressed and unstressed syllables), which are indicated on the diagrams by large and small details of the designer. Children, listening to the sample, make up its visual-visual scheme on their tables. After the teacher checks the correctness of the drawn up scheme, the child pronounces the speech material based on it, reinforcing his speech with the appropriate hand movement. For example, covering a large part of the designer with his palm, the child pronounces the syllable loudly, emphasizing it, closing a small part, pronounces the syllable more quietly.
Similarly, work is being done to form the skill of conveying the duration and brevity of pronouncing syllables, which are indicated on the diagrams by long and short strips of paper. So, children, moving their fingers along a long strip, draw syllables for a long time; putting a finger on a short strip, they pronounce the syllable briefly, abruptly (see the game "Tracks"). To form this skill, you can also use "motor modeling": a long syllable is indicated by spreading the arms to the sides, a short one - by clapping above the head.
Gradually, the need to use auxiliary means (visual-visual schemes, conducting techniques) disappears.
Timbre. The essence of the work on the formation of timbre reproduction skills is to consolidate the ability to change the color of the voice when conveying feelings and emotions: joy, sadness, surprise, etc. At first, the children repeat speech patterns after the teacher in chorus and individually. In the future, they perform exercises without a sample. The same visual material is used as in the first stage of work. The teacher shows pictures or pictograms depicting the faces of people in a particular emotional state and asks to pronounce one (pre-selected) phrase in the voice of each character. In addition, he offers story pictures depicting a problem situation. Preschoolers should conduct a dialogue on behalf of the depicted characters (say hello, answer questions, exchange remarks), independently choosing an adequate timbre coloring of the voice. To successfully complete tasks, children need to analyze the image, correlate the facial expressions of the characters with their emotional state, and choose the timbre of the voice that is appropriate for this situation. If necessary, you can discuss in more detail with the child the emotional state and features of the timbre of the voice of a particular character.
logical emphasis. The formation of the skill of using logical stress in one's own speech is based on its allocation in the speech of the interlocutor and consists of such components as the ability to independently determine the word that should be highlighted, since it carries a large semantic load, and the possession of ways to highlight it: speak louder or quieter, stretched out.
The work begins with the development of methods for isolating words-carriers of logical stress based on the speech pattern of the teacher and should be carried out sequentially, taking into account the phonetic and grammatical complexity of the speech material: first in phrases, then in simple common two-part sentences. The acquired skills are consolidated in games that involve independent speech of children: “Who lives in what house?”, “What did you buy in the store?”, “Constructions” (carried out in a question-answer form). The question of the teacher guides the child to the choice of the word-carrier of logical stress, and the game situation helps to determine why this particular word should be considered the most important in meaning.
The listed games can be included in classes for the development of speech, since they contain the possibility of enriching the vocabulary, clarifying grammatical structures. For example, in the game “What did you buy in the store?” the skills of reproducing logical stress in simple two-part sentences and using the genitive case form of nouns are being improved. The teacher places small toys on the display shelves and asks to remember them. Then the children close their eyes, and the teacher removes one item and offers to guess what they bought. Answering, preschoolers formulate a complete answer and voice the name of the subject that has disappeared.
It is also necessary to differentiate the ways of highlighting “important” words, since, depending on the meaning of the phrase, loud pronunciation is not always justified. For example, a child who has highlighted the carrier word of a logical stress in a loud voice can be asked to pronounce it quietly (stretched) and determine the most successful way of highlighting.
The main means of synthesizing all acquired skills is learning dialogues, consisting of short replicas, saturated with expression, and staging fairy tales and stories.
So, to consolidate the distinction between the melody of declarative and interrogative sentences, as well as the skills of tempo-rhythmic organization of speech, timbre coloring, you can use short stories: “The Bear” (according to G. Vier), “Visiting the Queen” (according to S. Marshak), "Magpie and the Bear" (according to N. Sladkov).
To automate the skills of differentiating interrogative and exclamatory sentences, the following dialogues and plots can be role-played: “The Stork and the Frog” (according to S. Mikhalkov), “About the Beauty and the Rat” (according to M. Godovanets), “The Fox and the Rooster” (according to the fairy tale S. Marshak "Teremok"), "The Bear and the Sun" (according to N. Sladkov), etc.
Dramatization games are carried out according to the traditional plan: acquaintance with the content of the text, distribution of roles, selection or manufacture of equipment and costumes. When learning replicas in a question-answer form, it is necessary to identify what character traits are inherent in each character, what expressive movements should be, and most importantly, the intonation of the characters.
The presence of spectators during dramatizations increases the motivation of children and makes them want to play their part better. Therefore, one group of preschoolers shows a sketch, and the second one watches. Then they switch roles.
Games-exercises for the development of perception of melody
"Conductors"
Material. "Conductor's" sticks (according to the number of children).
Description. The teacher pronounces a series of sounds, syllables and phrases with a decrease in the basic tone. Children, when they are repeated by the teacher, conduct with a stick, depicting the movement of the melody down.
"Diagram"
Target. To form the skills of perceiving a decrease in the fundamental tone (melodics), to develop speech hearing.
Material. Sheets of A4 paper with an arrow pointing diagonally from the upper left corner to the lower right corner - according to the number of children.
Description. The teacher pronounces the text, each child lays out as many cards on the table as he marked declarative sentences in the text.
"Who's the boss?"
Misha and Senya had a dog. Her name was Buddy. The boys picked up Druzhok with a broken paw. They looked after him. The friend recovered. Who is the owner of Druzhka? Misha and Senya talked about it every day.
One day they were walking in the forest. The friend ran ahead. Suddenly, shepherd dogs attacked Druzhka. Misha screamed and climbed a tree. But Senya did not run away: he took a stick and protected Druzhok. The watchman came running and drove the sheepdogs away.
Misha no longer argued who was Druzhka's master.
(According to V. Oseeva.)
"Dot"
(the game is played with older preschoolers in the classroom preparing for literacy)
Target. Acquaintance with the punctuation mark - a dot, consolidating the skills of perceiving a decrease in the main tone.
Material. Sheets of paper in a cage, felt-tip pens - according to the number of children.
Description. The teacher explains to the children that in the letter at the end of sentences in which something is reported, a period is put. Then he shows a card with a dot. At the same time, you can recite: "The phrase should end if the point is nearby. The point must be respected, the point must be listened to" (S. Marshak).
Then the children are read various texts and are given the task to put as many dots on a piece of paper as they have marked declarative sentences.
"Magic Line"
Target. To form the skills of perception of increasing the fundamental tone, to develop speech hearing.
1st option.
Material. Sheets of A4 paper with an arrow pointing diagonally from the lower left corner to the upper right corner - according to the number of children.
Description. The teacher pronounces a series of sounds, syllables and phrases with an increase in the fundamental tone, the children simultaneously draw their index finger along the arrow shown.
2nd option.
It is carried out in a similar way, but the line, symbolizing the increase in the fundamental tone, the children "draw" in the air.
"Exclamation point"
Target. To consolidate the skills of perceiving the increase in the main tone, to introduce the exclamation mark.
Material. Cards with an exclamation mark - by the number of children.
Description. The teacher introduces children to the graphic representation of the exclamation point. The show is accompanied by a poem:
Freak - exclamation mark!
He is never silent
Deafeningly screams:
"Hurrah! Down! Guard! Robbery!"
Then the teacher pronounces the text, and the children, having heard an exclamatory sentence, raise the cards above their heads.
"On the edge".
Alyonushka went to the forest. What a beauty in the forest! How the birds sing! She went to the edge. On the edge of chamomile. Good daisies!
"Ladder"
Target. To learn to differentiate by ear two types of melody: with a decrease and an increase in the fundamental tone of the voice.
Material. Silhouette images of ladders with two steps, chips - according to the number of children.
Description. The teacher pronounces phrases, and the children rearrange the chip or leave it on the same step (depending on the increase or decrease in the melody).
"Questions"
Description. The teacher pronounces interrogative sentences, and the children, conducting with their hands, show an increase in the melody on the interrogative word and its decrease towards the end of the sentence.
"Question mark"
Target. To consolidate the skills of recognizing interrogative sentences with a question word, to introduce the question mark.
1st option.
Material. Question mark cards.
Description. The teacher pronounces the text. Children, when they hear an interrogative sentence, show a card.
2nd option.
Description. The teacher pronounces the text. Each child lays out as many cards on the table as the number of interrogative sentences he marked in the text.
"Kuliki".
- Who is wandering there by the river?
- These are our waders.
- What do they want?
- Feed your kids.
- Where are the guys?
- On the sand.
- How many of them?
- Son and daughter.
At the son's neck, All the feathers got wet, From the fact that, without asking, He stuck his beak right into the mud ... -
"Question answer"
Target. To improve the skills of isolating interrogative sentences without a question word, to learn to differentiate different types of melody by ear.
Material. Emblems with a dot and a question mark - by the number of children.
Description. Children stand in two lines facing each other: one line - "points", the other - "question marks". When the teacher pronounces a phrase-question, children with question mark emblems take a step forward, when a phrase-statement, children with dot emblems.
Note. When pronouncing interrogative sentences without an interrogative word, it is obligatory to highlight the word containing the question with the help of logical stress. In this regard, when answering in affirmative sentences, it is also necessary to highlight this word. For example: "Did the cat catch the mouse?" "The cat caught the mouse."
"Let's Call Together"
Target. To form the skills of perceiving phrases with a fracture of the melodic pattern.
Description. The teacher pronounces phrases with a "vocative" intonation. Children in the air “draw” with their hands the rise of the main tone at the beginning and the fall towards the end of the phrase.
"Request"
Target. To form the skills of perceiving phrases with a change in the melodic pattern, recognizing sentences expressing a request, advice, order.
Description. When the teacher repeats the text, the children should clap their hands when they hear a sentence containing a request, advice or order.
"Miscalculated."
The wolf lived in his lair. He did not repair or clean his dwelling. It was dirty and shabby.
An elephant passed by the wolf's lair. As soon as he touched the roof, she squinted.
- Dude, please forgive me! - said the elephant. - I accidentally, and now I'll fix it.
The elephant took a hammer and nails and fixed the roof. The roof has become even stronger than it was. And the wolf thought that the elephant was afraid of him, and decided to force him to make a new house for himself.
- Stop! cried the wolf. - What do you think, so easy to get off?! Please build me a new house! Yes, live, otherwise I will teach you a lesson.
The elephant didn't answer. He grabbed the wolf with his trunk and threw it into the pit. And then he took and sat on the wolf's house.
- Here's a new home for you! - said the elephant and left.
“I don’t understand anything,” the wolf was surprised. “He asked me for forgiveness, and then he acted so cruelly ...
- You're a fool! croaked the raven. - You do not see the difference between cowardice and education.
(According to S. Mikhalkov.)
"Balloon"
Material. Cardboard rectangle 20x55 cm in size with a vertical slot through which a "balloon" made of thick cardboard moves with a holder attached to it.
Description. Children alternately move the “balloon” along the slot, focusing on the rise and fall of the main tone of the voice (melody) of the teacher, who pronounces separate phrases.
"Dictation"
Target. To learn to differentiate by ear various types of melodics: with a decrease, an increase and a fracture of the basic tone of the voice.
Material. Cards with dot, exclamation and question marks.
Description. The teacher pronounces the texts, and the children on their tables lay out cards with signs corresponding to the melody of each sentence.
"Fox and Dogs".
The fox ran across the field. The dogs saw the fox and chased after it. The fox ran into the forest.
The dogs chased after her, but she went into the hole. The fox sits in a hole and says:
- Ears, ears, what did you do?
- We listened and listened so that the dogs would not eat the fox.
- Legs, legs, what did you do?
- We ran and ran so that the dogs would not catch the fox.
- Eyes, eyes, what did you do?
- We looked and looked, so that the dogs would not eat the fox.
- And you, tail, what did you do?
- I clung to the stumps, to the bushes.
-Ah, that's what you are! Nate, dogs, eat my tail.
The fox stuck out its tail. And the dogs grabbed and pulled the fox by the tail.
(L. Tolstoy.)
Games-exercises for the development of speech tempo perception
"Carousels"
Target. Learn to correlate the tempo of speech and movement with the tempo of the music.
Material. A long cord, the ends of which are tied so that a circle is obtained; phonogram "Horses" (music by M. Rauchverger).
Description. Children, holding the cord with one hand, begin to move in a circle in accordance with the text of the poem:
Barely, barely, barely, barely
(at a slow pace)
The carousels are spinning
(at a moderate pace)
And then around, around
(at a fast pace)
Everybody run, run, run
(run).
"Hen and Chicks"
Target. Learn to correlate the pace of movement and the pace of speech.
Description. Children sit on chairs in a semicircle. Listening to an excerpt of a tongue twister uttered by the teacher at a slow pace, with one hand, gathered into a pinch, they slowly touch the open palm of the other hand - "the chicken pecks the grains"; when listening to an excerpt at a fast pace, they make the same movements quickly - "chickens peck grains."
The hen went out for a walk
Pinch fresh grass
(slow pace)
And behind her guys -
yellow chickens
(fast pace).
"Drummer"
Target. Encourage children to reproduce the pace set by the teacher in speech with movements.
Material. "Drums" - tactile "rugs" measuring 18x25 cm (the size is not of fundamental importance, the main thing is that both hands of the child fit on the rug), made of different materials: a piece of carpet, plastic board, velvet paper.
Description. The teacher pronounces the text of the poem, arbitrarily changing the tempo (from fast to slow and vice versa), the children on their "drums" tap the given tempo with their palms. After one or two repetitions, the teacher offers each child a rug made of a different material.
Left, right!
Left, right!
The squad is going to the parade.
The squad is going to the parade.
The drummer is very happy:
Drumming, drumming
One and a half hours straight.
Left, right!
Left, right!
The drum is already full of holes.
"Autumn Leaves"
Target. To form an idea of the pace ("quickly", "moderately", "slowly").
Material. Red ("slow"), yellow ("moderately") and green ("fast") circles.
Description. Children sitting at a table or on a carpet are invited to lay out symbolic circles in front of them in the sequence in which the teacher changes the pace of speech while reading a poem.
leaf fall, leaf fall,
The yellow leaves are flying.
Yellow maple, yellow beech,
Yellow circle in the sky.
Yellow yard, yellow house.
The whole earth is yellow all around.
yellowness, yellowness,
So autumn is not spring.
The game is repeated several times. When you read it again, the tempo of pronouncing each line changes.
Games-exercises for the development of rhythm perception
"Teasing Tongues"
Target. To teach children to distinguish and, through movements, highlight accented beats against the background of sounding of equal strength (work on an unexpected accent).
Material. Toys "tongues" - individually for each child.
Description. The teacher pronounces syllables with equal voice power, arbitrarily emphasizing, for example: Ta-ta-ta-ta-ta-Ta-ta-ta-Ta-ta-ta-ta-ta-Ta-ta-Ta ... Children, highlighting the accented syllable, they should once blow into the "tongue". You can diversify the game by offering children whistles, pipes or tambourines.
"Rocker-cocks"
Target. To consolidate the skill of highlighting an unexpected accent by ear.
Material. Hats of roosters - for each child.
Description. The teacher slowly pronounces various syllables, arbitrarily focusing on one of them. Children stand in pairs facing each other, holding their hands behind their backs, and swing their legs back, raising their lower legs high. On the accented syllable, they raise their hands up, as if showing a beautiful comb of a rooster, then continue to move their foot until the next accent.
"Kingles and Balls"
Material. Skittles and balls cut out of cardboard, plywood or plastic.
Description.
1st option. Having explained to the children that "skittles" (K) denote strong blows, and "balls" (m) are weak, the teacher attaches them on the board using magnets in a certain sequence, for example: size), or KmmKmmKmmKmm (tripartite metric size).
Children make the same sequence on their tables and reproduce it by clapping their hands or hitting the table.
Complication. The teacher on the board can make only one fragment of a rhythmic pattern, and the children, having understood the sequence, must continue the series. In this case, it is advisable to check how each child made up the model, and only after that ask to reproduce the rhythm in speech.
2nd option. The teacher rhythmically pronounces a series of syllables with an evenly repeated accent, for example: Ta-ta-Ta-ta-Ta-ta ... or ta-Ta-ta-Ta-ta-Ta .., and the children lay out "balls" on the tables and pins in the given sequence. Then they are invited to slap the resulting rhythm.
"Patterns"
Target. Learn to convey metric relationships (uniformly repeating) given by a visual diagram.
Material. Children's mosaic - for each child.
Description.
1st option. The teacher and the children agree: for example, the red detail will indicate a strong blow with the palm of the hand on the table (or clap, or a wave of the hand), and the yellow one will indicate a weak blow. After that, the adult sets the sequence of details on the surface of his mosaic, the children repeat. Then, following the pattern, preschoolers reproduce the rhythm.
Complication. The adult lays out only one fragment of the rhythmic pattern and invites the children to continue it, guessing the sequence.
2nd option. The teacher conveys the rhythm by pronouncing a series of syllables, and asks the children to place the details of the mosaic in accordance with this.
Games-exercises for the development of timbre perception
"Who's afraid of vaccinations?"
Target. Learn to determine the emotional coloring of the phrase by the timbre of the voice.
Material. Subject pictures depicting people and animals.
Description. Object pictures are laid out in front of the children. The teacher pronounces the phrase: “I am not afraid of vaccinations, if necessary, I will inject myself” with different emotional coloring (joy, sadness, fear, etc.) on behalf of each depicted character. Children, by the voice of the teacher, determine what feelings the character is experiencing, and answer the question "Who is afraid of vaccination?"
"Guess"
Target. To consolidate the skills of perception of timbre coloring of the voice.
Description. The teacher pronounces phrases in a joyful, sad, angry, frightened or surprised voice. Children determine and name the timbre of the voice with which phrases are uttered.
Games-exercises for the development of the perception of logical stress
"Listen, think, call"
Description. The teacher pronounces phrases using various means to express logical stress. After listening to the phrase, the children are invited to name the carrier word of the logical stress and indicate how it is pronounced (loudly or quietly, quickly or stretched out).
"Find the important word"
Target. To form the skills of perception of logical stress.
1st option.
Material. Sets of subject pictures and cards with arrows replacing verbs - according to the number of children.
Description. The teacher pronounces phrases, highlighting the word-carrier of logical stress with his voice. Children make up a model of this sentence from pictures depicting the subject and object of the action and arrows.
For example: "The girl is playing ball." Children look for and post an image of a girl, an arrow, an image of a ball. Then the word-carrier of the logical stress is called.
2nd option.
Material. Audio recordings of texts, sets of subject pictures - according to the number of children.
Description. Children listen to an audio recording and, in accordance with the text, lay out subject pictures in front of them with the image of words that carry logical stress.
Cancer fish is neither friend nor foe.
The fish is hardly afraid of cancer.
The fish is afraid of the worm,
What's on the hook.
(V. Lunin.)
Exercise games for the second stage of work
"Call it sweetly"
Target. To consolidate the ability to convey the melody of the intonation of completeness in expressive speech.
Children are invited to repeat the phrase with the intonation of completeness after the teacher, replacing all nouns with “affectionate” nouns with the help of diminutive suffixes, for example, the sample phrase “The fox has a fluffy tail” should sound like this: “The fox has a fluffy (or “fluffy” is allowed) tail".
"What does anyone need?"
Material. Two sets of pictures: one - with the image of people of different professions, the second - with the image of the corresponding tools.
The teacher distributes pictures from the first set to the children, and shows pictures of objects, asking the question: “Who needs ... (a hammer)?” The child who has a picture of a carpenter replies, "The carpenter needs a hammer." A mark is given for a correct answer.
"What's with what?"
Target. To consolidate the ability to convey the melody of the intonation of completeness in expressive speech.
Material. Any household items (key, watering can, plate, etc.).
The teacher invites the children to find what soup is eaten from, what flowers are watered from, etc. The called child selects the desired object and answers with a full sentence: “The soup is eaten from a plate”, “Flowers are watered from a watering can”.
"Why"
Material. Story pictures.
The teacher tells the children that today they will be “why” - they will ask questions, and he will answer them. Children formulate questions according to the plot pictures that are displayed on the board. For example: “Why do people take umbrellas?”, “Why don’t they ski in the summer?” and etc.
"Letters-Riddles"
Target. To consolidate the ability to convey the melody of the intonation of the question in expressive speech.
Material. A set of cards on which phrases are encrypted using pictures that replace nouns and arrows that replace verbs. One or two phrases are encrypted on each card, symbols follow; one after the other, like words in a sentence.
The teacher asks to read the encrypted letter and shows the children one card. First, it shows the first character (noun-drawing), while the remaining characters are covered with thick paper. Since the children do not know the encrypted phrase, the teacher asks them to name each word with an interrogative intonation, i.e. with increasing melody. Then he shows the next symbol (arrow), the children select a verb that is suitable in meaning (it is advisable to listen to several suggestions) and pronounce two words together, but the melody rises already on the second word. This happens until all the characters are open, after which the whole phrase is pronounced in its entirety in accordance with the punctuation mark.
"Request"
Target. To consolidate the ability to convey the melody of the intonation of the assessment in expressive speech.
Following the example of a teacher, children give instructions to each other and, based on the results of their implementation, say words of approval with an evaluative intonation: “Well done!”, “What a great job you are!”, “Wonderfully done!” etc.
"Let's go, let's go"
Target. To consolidate the ability to coordinate the pace of movements and the pace of speech.
The children, holding hands, lead a round dance and pronounce the words of the nursery rhyme at a slow pace: “Let's go, let's go for mushrooms, for nuts”, then they go on a run and pronounce the continuation of the nursery rhyme at a fast pace: “Let's ride, ride with pies, with pies”.
"Tracks"
Target. To consolidate the ability to transform visual-visual schemes into sound rhythms and vice versa.
Material and equipment. Rectangles (3x8 cm) and squares (3x3 cm) made of velvet paper with pieces of Velcro glued to the back; tactile rugs (10x40 cm) made of carpet.
The teacher lays out a diagram of rhythmic patterns on the board, in which rectangles indicate “long” sounds (half, quarter), and squares - “short” sounds (eighths). Children model this sequence on their rugs. Then the teacher, together with the children, sings a given rhythmic pattern to any vowel sound.
It is important that the child's singing is reinforced by the movement of the hand along the resulting chain of rectangles and squares: by moving a finger along the rectangle, the child draws the sound; putting your finger on the square - pronounces the sound briefly.
"Bears"
Target. To consolidate the ability to arbitrarily change the timbre of the voice.
Material. Three bear masks.
Two children play the roles of cubs, one - a she-bear. The cubs ask their mother in a high voice: “Mammedunamm, mammolokabynammm.” The bear replies in a low voice: “Whoa, everything is small!” The cubs run away and sing their request in a low voice, the bear threatens them with her paw and answers in a high voice: “Wow, wow!”
"Constructions"
The children stand in a line. The teacher, addressing each child by name, asks to name the one who is standing to the right (left) of him. Only full answers are accepted, in which the names of children are highlighted with logical stress.
"Who lives in which house?"
Target. To form the skills of reproducing logical stress in expressive speech.
The teacher offers to answer the questions: “Where does the squirrel live?”, “Who lives in the swamp?”, “Whose house is the nest?” etc. Make sure that when answering, the children highlight the word-carrier of logical stress with their voice.
Yu.N. RODIONOV,
Candidate of Pedagogical Sciences, Moscow State Pedagogical Institute
(“A child in kindergarten”, 2006 No. 4-6, 2007 No. 1).
Master class for teachers of the preschool educational institution "Formation of intonational expressiveness of speech"
The objectives of our master class:- to clarify the theoretical foundations of the formation of expressiveness of speech;
- to consolidate the skills of forming expressive speech in a practical way.
Even in ancient times, before the appearance of speech as a means of communication, people tried to convey information using screams, sounds of various heights and strengths, gestures and facial expressions.
Question: Tell me, please, what is mimicry?
Facial expressions (Greek - imitator) - expressive movements of the muscles of the face, which are one of the forms of manifestation of certain feelings, moods of a person, one of the auxiliary ways of communicating people. Accompanying speech, facial expressions contribute to expressiveness.
I suggest you remember what emotions we can express with the help of facial expressions: you have cubes with clean edges, write or draw, please, different emotions on each of the faces.
Further: Gesture (from Latin gestus - body movement) - some action or movement of the human body or part of it, which has a certain meaning or meaning, that is, it is a sign or symbol.
Bernard Shaw said: “Although the written art is very diverse grammatically, it is completely helpless when it comes to intonation. So, for example, there are 50 ways to say yes and 500 ways to say no. While you can write these words only once.
Exercise: Please show with gestures the signals written on your cards:
I have free time;
I'm going to help;
I have a question;
Allow me to pass.
Next exercise:
Pass this pencil to each other, using only facial expressions and gestures, as if it were:
Magic world of sounds
Intonation always lies on the border of the verbal
and nonverbal, spoken and unsaid.
M. Bakhtin
When we speak, we set ourselves certain tasks: to convince the interlocutor of something, to tell something, to ask about something. In order to better convey your thoughts to the listener, you need to take care of the logical expressiveness of speech.
Intonation has always been recognized as the most important element of oral verbal communication, a means of forming any word and a combination of words in an utterance, a means of clarifying its communicative meaning and emotionally expressive shades. The components of intonation are melody, phrasal stress, tempo, timbre and pause, which, interacting with each other, perform various functions in speech, the most important of which are communicative, meaningful and emotionally expressive (Bondarko L.V., 1991; Zinder L.R. ., 1979; Svetozarova N.D., 1982).
The correct use of intonation in speech allows not only to accurately convey the meaning of the statement, but also to actively affect the listener emotionally and aesthetically. With the help of intonation, the speaker and the listener single out the statement and its semantic parts in the flow of speech. They oppose the statement according to the goal (question, narration, expression of will), express and perceive the subjective attitude to what was said (Bryzgunova E.A., 1963).
The concept of intonation consists of successive changes in pitch (melody), voice strength (sound intensity), intra-phrase pauses (logical and semantic), tempo (accelerated or slow) in the pronunciation of words and phrases, rhythm (combinations of strong and weak, long and short syllables) , timbre (aesthetic coloring) of sound.
Logical expressiveness is the most important condition for any kind of speech. This includes the following aspects.
Melody - alternation of raising and lowering the voice, depending on the meaning of the statement (question, statement, exclamation). Each phrase has its own melodic pattern.
Logical stress - highlighting the main word in the meaning of the phrase. Stands out - this means it is pronounced with more force and duration than the rest of the words in the sentence. The logical center can be any word in the sentence, depending on what the speaker wants to emphasize.
A logical pause is the division of a phrase into semantic segments. Each speech measure (syntagma) is separated from another by stops of different duration and fullness, which in the texts of exercises are indicated by symbols that usually coincide with punctuation marks, namely:
A short pause for air intake - a comma sign;
A pause between speech measures - a sign "slash";
The pause between sentences is longer - the sign "two slashes";
A pause to indicate semantic and plot pieces is the sign "three slashes".
It is important not only to understand the meaning of pauses, but, most importantly, to accustom yourself to making actual stops.
The rhythm of speech is determined to a large extent by the rhythm of breathing. Respiratory movements are rhythmic, uniform in nature, with the correct alternation of the phases of the respiratory cycle in duration and depth. At the same time, inhalation is shorter than exhalation, which is important for speech and voice formation and speaking itself. A change in the rhythm of breathing entails a change in the rhythm of speaking. The rhythm of breathing dictates the limit of the possible lengthening of the exhalation, this limit is determined by the individual vital capacity of the lungs.
Intellectual adjustment, the predetermination of the structure of the utterance as a whole usually do not allow the speaker to break with a breath words, phrases connected by a strong semantic-syntactic connection.
Thus, the rhythm of breathing, not by itself, but in interaction with the intellectual factor, determines and regulates the rhythm of speech. Individual fluctuations in the natural rhythms of breathing in different people determine the variety of rhythms of colloquial speech.
“Letters, syllables and words,” writes K.S. Stanislavsky, are musical notes in speech, from which bars, arias, whole symphonies are created. It is not for nothing that good speech is called "musical". Calling for the observance of tempo-rhythm in speech, he recommends: “Form whole speech measures from phrases, adjust the rhythmic ratio of whole phrases to each other, love correct and clear accentuations (stresses. - I.P.), typical of experienced feelings.
Intonation exercises
Work on intonation is carried out on the material of sounds, words, sentences, short texts, poems.
The main element of exercises 1-5 (according to the system of V.V. Emelyanov) is the development of a “sliding” ascending () and descending (↓) intonation with a characteristic “break” of the voice from the chest to the head sound (register) and vice versa.
Legend:
U - low chest sound;
y - high head sound;
Exercise 1.
When pronouncing a sequence of vowel sounds, reproduce a surprised question - bewilderment (rising intonation) and an exclamation in response (descending intonation). Make the sound simultaneously with a soft exhalation.
Exercise 2.
Make a light high sound, then, without interrupting the exhalation, convey a descending intonation with the same sound in your voice. Remember the nature of the sound.
Repeat the exercise.
By analogy, do the exercise with other vowels.
Exercise 3
Pronounce the combinations of vowels in succession, each on a separate exhalation, in a low, chesty voice, as if you were telling a scary tale.
Woo, woo, woo, woo, woo,
S, YE, YEA, YEAO, YEAOU.
Exercise 4
In a continuous line of sound, highlight the intonational vowel sound by slightly raising or lowering your voice, smoothly merging it with subsequent sounds.
(question) (answer) (question) (answer), etc.
Model a dialogue in which one phrase must be pronounced with a question intonation, and the other with an affirmative intonation.
SHTU-SHTO-SHTA-SHTE-SHTE-SHTY?
ZHTU-ZHTO-ZHTA-ZHTE-ZHTI-ZHTY!
SHTU-ZHDU SHTO-ZHDO SHTA-ZHDA SHTE-ZHDE SHTI-ZHDI
Exercise 5
Combine the skill of moving from the chest register to the falsetto register and vice versa with the pronunciation of consonants.
Sample 1.
Combination options (disyllabic with voiceless consonants):
u - shu u - su u - fu u - ku u - tu u - pu u - sho u - so u - fo u - ko u - then u - by
u - sha u - sa u - fa u - ka u - ta u - pa u - she u - se u - fe u - ke u - te u - pe u - shy
u - sy u - fu u - ky u - you u - py
Sample 2.
Combination options (trisyllabic with voiceless and voiced sounds):
u - shu - zhu u - sho - zho u - sha - zha
u - she - same u - shy - zhy
u - su - zu u - so - zo u - sa - for
u - se - ze u - sy - zy
u - fu - wu u - fo - u - fa - va
Exercise 6
Fatigue: U__________Ф___________!
Disgust: F__________U___________!
Contempt: F__________ And ___________!
Fright: A__________X___________!
O__________X___________!
Surprise: O__________Y...
Pain: A__________A__________A_________!
Delight: O__________O___________!
IN___________!
HURRAH___________!
Command: H__________O___________!
Doubt: N__________U__________?
Summon: A__U__!__E__Y...! Hey!! Hey gay!!!
Reproach: Ay-ya-yay! That's it!
Regret: Ouch!
Exercise 7
Say the interjection "o" with different intonation:
Surprised;
Joyfully;
Frightened.
Model situations in which you are asked for something and answer “yes”:
enthusiastically;
Calmly and benevolently;
Interrogative;
Thoughtfully;
Mournfully;
Ironically;
Regretfully.
Exercise 8
Speak sentences with the given intonation.
Commandingly: Stop! Stop! Give! Get up! Sit down! Read! Think! Go! Write! Come back! Do not Cry! Stop! Run! Attention! Carefully!
Interrogative: Here? There? Here? Where? Who? Where? Correctly? Can? What for?
Affirmative: Yes. No. Hello. Goodbye. It's time.
Requesting: Give. Help. Draw. Write it down. Read. Sorry. Wait. Save! Help!
Enthusiastic: Great!! Shine!! The beauty!! Great!! Well done!! Bravo!!
Exercise 9
"Open the door!" - angry, sad, joyful, arrogant, irritated, depressed tone.
"Come!" - with joy, anxiety, contempt, malice.
"Well done!" - admiringly, surprised, mockingly, menacingly.
"Dinner is served!" - affectionately, surprised, inquiringly, with chagrin, enthusiastically.
Exercise 10
Alternate between long and short pronunciation of syllables with a change in the strength of the voice.
mother Mother
pa pa pa pa
ta ta ta ta
ba bo bu would
la lo lu ly, etc.
Exercise 11
List the days of the week, seasons, months, gradually changing the strength and (or) pitch of the voice.
For example: winter, spring, summer, autumn.
Exercise 12
Chant the syllables (words), raising (lowering) the tone of your voice on each subsequent syllable. Speak syllables with different intensities: from quiet to normal and loud sounding voice.
For example: ta ta ta ta ta.
Exercise 13
When reading simple declarative sentences, lower the pitch of your voice towards the end of the phrase.
It rained at night.
Poplars rustled along the road.
Quiet Ukrainian night.
Speak sentences with great feeling.
Good winter in the forest!
Let the storm come on!
How old are you?
Do you live in a new house?
Do you have a phone?
Where do you work?
Exercise 14
Read the proposed phrases in accordance with the semantic task. Pay attention to the correct choice of intonation.
The snow has gone.
You ask, surprised - ?!
Admire, rejoice -!
Worried about changing weather.
Specify -?
Joyfully tell your friends - 1!
We'll go to the zoo.
Asking to clarify whether you go to the zoo or to the amusement park - ?
Specify who will go to the zoo - ?
Are you going to the zoo, you ask?
Exercise 15
Read the replicas of literary characters, conveying with intonation and tone the state of mind of the hero, noted by the author.
Haughty indignation:
“How dare you, insolent, with an unclean snout here muddy my clean drink with sand and silt?”
Flattery and subservience:
"Darling, how pretty! Well, what a neck, what eyes! To tell, so, right, fairy tales!
Arrogance:
“What is Leo to me?! Should I be afraid of him?"
Regret, reproach:
“And you, friends, no matter how you sit down, you are not good at musicians.”
Exercise 16
Practice shifting logical stress from one word to another. Say the sentence as many times as there are words in it. And each time, emphasize only one - a new word.
Did you call me this morning? - (I).
Did you call me this morning? - (To you).
Did you call me this morning? - (No, in the evening).
Did you call me this morning? - (Called).
Do a similar exercise with an affirmative sentence.
My book is on the table.
Make your own sentences and practice them.
Exercise 17
Read the proposed tongue twisters as replicas in a dialogue: the speaker asks, doubts, affirms, and the listener, understanding the purpose and intonation of the interlocutor's remark, answers him.
Response remark
a) question - doubt:
The apple never falls far from the tree?
Near the stake - the bell?
Near the stake - the bell?
Statement (yes, it is true):
The apple never falls far from the tree.
Near the stake - bells.
Near the stake - bells
b) question - surprise:
From the clatter of hooves dust flies across the field?
Did the fellow eat thirty-three pies with a pie, but all with cottage cheese?
Affirmation and admiration:
From the clatter of hooves, dust flies across the field!
Well done ate thirty-three pies with a pie, but all with cottage cheese!
c) affirmation - admiration:
Chagall jackal with a purse found a silk sash!
Doubt (distrust):
Chagall jackal with a purse, did you find a silk sash?
Choose tongue twisters and act out dialogue options: affirming, doubting, arguing and admiring.
Exercise 18
Using various intonational constructions, "build" the dialogues. Combine the elements of intonation: change the logical stress, the tempo of speech, the melodic coloring of the statement.
1. - Give me an album.
Give me an album.
Yes, an album.
Give me an album.
Yes, an album.
Ouch! What an album!
2. - Give me an album.
What album? That?
No, not that one.
Which one then?
Oh what an album!
3. - Who has an album?
I have. And you have?
I do not have. Give me an album.
Where is the album?
Yes, an album.
There is no album.
BUT! Paper!
Where is the album?
There's an album. Right?
Yes! Right. Here is the album.
Exercise 19
Read the dialogues, mentally imagine a life situation in which this or that dialogue is possible.
Hurt. Hurt!
Yes, it hurts.
Exercise 20
Read with correct logical stress.
Did you do it or someone else?
Did you do it or someone else?
Did you do it or didn't you?
Ask a question in such a way that the sentence serves as an answer to it.
I learned this fable yesterday.
I learned this fable yesterday.
I learned this fable yesterday.
I learned this fable yesterday.
methodological comment.
Logical stress - "accent" of the word, due to a special semantic or emotional significance. In the sounding text, the “accentuation” of words is created by various prosodic means: an increase in the duration of the word, strengthening and weakening of the voice, and a psychological pause.
Exercise 21
Read the proposed proverbs, highlighting the indicated turns with your voice.
Who wants to know a lot - that needs little sleep!
Darkness does not like light, evil does not tolerate good.
Everyone knows: red speech - listening.
Exercise 22.
Play the proposed texts like small stage dialogues, using the means of intonational expressiveness.
Auntie said:
Wow, football! (with disdain)
Mom said:
Fu, football! (with disgust)
Sister said:
Well, football! (disappointed)
And I answered:
Wow, football! (enthusiastically)
Get off your chair!
I do not want!
You will fall!
I won't fall!
I won't leave!
Will you come?
I won't come!
Will you come?
No, I won't!
Will you hear?
I won't hear!
Will you find it?
No, I won't!
Are you getting off?
I don't get down!
Do you decide?
I won't decide!
Do you dream?
I don't dream!
Are you silent?
No, I'm not silent!
Candy, would you like it?
Not! Yes, I want, I want!
(A. Shibaev)
Did you dig a hole?
Did you fall into a hole?
Are you sitting in a hole?
Are you looking for stairs?
Pit of cheese?
Like a head?
So it's alive?
Well, I went home.
