Methodological guide for the development of speech of preschoolers. Methodological guide for the development of speech of preschool children “House The wasp has not a mustache, not a mustache, but antennae

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

Methodological guide for speech development of preschool children

From work experience

teacher

I qualification category

MBDOU No. 22 “Goldfish”

Sevryukova N.V.

Bugulma

2012

"The magical world of sounds and words"

Speech development.

Methodological manual for teachers of preschool educational institutions

The manual presents materials from the teacher’s work experience I qualification category MBDOU No. 22 “Goldfish” Sevryukova N.V. on speech development and intellectual development of preschool children.

The manual is addressed to teachers working in preschool educational institutions, and can also be used by parents in home schooling of children.

Used Books

Veraksa N. E., Komarova T. S., Vasilyeva M. A. From birth to school. Basic general education program for preschool education. - Mosaic-Synthesis 2010. Ushakova O.S. Speech development classes in kindergarten. Moscow, 2001 Volchkova V.N., Stepanova N.V. Summary of classes in the senior group of kindergarten. Speech development. – Voronezh, 2008 Arushanova A.G. Speech and verbal communication of children. Formation of the grammatical structure of speech. - Moscow, 2004. Sevostyanova E.O. Want to know everything. Development of intelligence in children 5-7 years old. – Moscow, 2005 Repina Z.A., Buyko V.I. Speech therapy lessons. – Ekatirenburg, 2001 Chistyakova M.I. Psycho-gymnastics. - Moscow, 1990.

Gerbova V.V. Book for reading in kindergarten and at home: 5-7 years old: A manual for kindergarten teachers and parents. - Moscow, Onyx Publishing House, 2008.

Kartushina M.Yu. Logorhythmics for kids. Scenarios for classes with children 3-4 years old. – Moscow, 2005

From the compiler.

“There is every factual and theoretical basis to assert that not only the intellectual development of a child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech.”

L.S.Vygotsky

Language and speech have traditionally been considered in psychology, philosophy and pedagogy as a “knot” in which various lines of mental development converge - thinking, imagination, memory, emotions. Being the most important means of human communication and knowledge of reality, language serves as the main channel for introducing the values ​​of spiritual culture from generation to generation, as well as a necessary condition for education and training. The development of oral monologue speech in preschool childhood lays the foundation for successful learning at school.

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

the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner learning the native language begins, the more freely the child will use it in the future.

Working with older children, I was faced with the fact that many of them have poorly developed coherent speech, they have difficulty talking about the events of their lives, and cannot retell literary works. That is why I pay special attention to the development of speech of preschoolers, trying to diversify classes, achieve maximum efficiency, I use in my work such methods and techniques as logorhythmics, the method of visual modeling, as well as methods of psychocorrection that contribute to the development of children’s communication skills and the cultivation of a friendly, tolerant attitude to each other, to the world around us.

This book contains materials intended not only for preschool workers, teachers and methodologists, but also for parents who want to independently develop the speech of their own preschool children.

Visual modeling method in speech development classes

Practice shows that of all the existing methods of teaching children coherent speech, the most effective is the modeling method. It allows the child to visually imagine abstract concepts (sound, word, text) and learn to work with them. This is especially important for preschoolers, since their mental problems are solved with the predominant role of external means; visual material is absorbed better than verbal material.

Visual modeling is the reproduction of the essential properties of the object being studied, the creation of its substitute and work with it.

Modeling consists of the following stages:

assimilation and analysis of sensory material;

translating it into sign-symbolic language;

working with the model.

The formation of visual modeling skills occurs in a certain sequence with a constant increase in the proportion of independent participation of preschoolers. When developing visual modeling skills, the following didactic tasks are solved:

familiarity with the graphical method of presenting information;

development of model deciphering skills;

formation of independent modeling skills.

The use of the modeling method gives children the necessary freedom, the opportunity for creative movement, a variety of forms of constructing classes, allows them to effectively enrich their vocabulary, develop the grammatical structure of speech, coherent speech, and expressiveness; teach children to construct complete and expressive answers; develop children's thinking and imagination, emotional responsiveness, and memory.

in II younger group

Retelling the Russian folk tale "Teremok" using modeling.

Purpose of the lesson:

Develop speech in children.

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

Learn to retell the Russian folk tale “Teremok” using the modeling method;

Learn to expressively reproduce words and phrases from a fairy tale in the process of retelling;

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

Continue teaching children to solve riddles;

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

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

Strengthen knowledge of geometric shapes and colors;

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

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

Preliminary work:

Reading the Russian folk tale “Teremok” and looking at the illustrations;

Staging of the Russian folk tale "Teremok" using flannelgraph theater and table theater;

Conducting games and exercises: “Teremok”, “Tell me kindly”, “What has changed?”, “What shape? What color?”, “What is round (square, triangular, rectangular)?”, “What is green (red, yellow, etc.)?”

Materials and equipment:

Hare - bibabo; white sheets of A4 size for each child; square, triangle, 6 multi-colored stripes of different sizes for each child; white sheet of A3 size, square, triangle, 6 multi-colored strips of different sizes for the teacher’s sample; beautiful box; animal figurines from the Teremok table theater.

Progress of the lesson:

/Children sit on chairs that stand in a semicircle on the carpet./

Educator: Guys, listen carefully to the riddle and try to guess it, and then you will find out who came to visit us:

Gray in summer, white in winter,

Jumps deftly

Loves carrots.

Educator: Not an ordinary bunny came to visit us, but a fairy tale one. Tell me, please, in which fairy tales there is a hero, Bunny? (“Kolobok”, “Teremok”, “Zayushkina’s hut”, etc.)

Bunny: Hello, guys. (crying)

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

Bunny: The evil witch bewitched my friends from the fairy tale “Teremok” and turned them into multi-colored stripes.

Educator: Zainka, how can we help you? How can you disenchant heroes?

Bunny: We need to lay out the stripes in order of who came to the mansion for whom, and tell a fairy tale.

Educator: Guys, let's help Bunny get his friends back?

/Children are seated at tables on which attributes for each child are prepared./

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

Educator: What is shown on the sheet?

Educator: Who came to the tower first? What stripe do you think the mouse has turned into? (What shape is this?) What color is this stripe? Why is she gray?

We apply a strip (rectangle) next to the house so that all the characters fit on the white sheet.

Educator: Who came after the mouse? What stripe do you think the frog turned into? What color is this stripe? Why is she green?

Place the strip next to the mouse.

/This work is carried out for each hero/

Game exercise “Call kindly”

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

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

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

Musical game “The little white bunny is sitting...”.

Educator: Guys, now we are going to tell a fairy tale. Be careful, someone will start a fairy tale, and someone will continue.

Children, with the help of a teacher and a compiled model, tell the Russian folk tale “Teremok”.

Educator: Well done, guys. Everyone told a fairy tale together.

A musical instrument sounds.

Educator: Oh, what is this? What are those sounds?

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

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

Educator: Guys, did you like our lesson? What did you and I do? What have the heroes become? Did the heroes turn into the same or different stripes? What tale were we telling?

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

"Winter's Tale"

Purpose of the lesson:

Develop the ability to understand the meaning of figurative expressions in riddles

Practice selecting definitions for a given word

Learn to form possessive adjectives (the meaning of belonging) and adjectives from the stems of nouns

Develop the ability to construct coherent statements such as reasoning, use various means of connecting parts of a sentence

Develop creative storytelling skills, the ability to adhere to the chosen line in creative storytelling

Forming the skill of expressing one’s own opinion

Develop logical thinking and the ability to defend your opinion

Vocabulary work: activation of the dictionary; selection of definitions for a given word; formation of adjectives from noun stems, for example, strawberries - strawberry, apples - apple, etc.

Materials and equipment:

Photo illustrations depicting a winter forest

Pictures for the game “Logic chains”

Cards with pictures for composing a fairy tale

Plane images of houses of different animals

“Jars of jam” with pasted pictures of berries

“Pies” with a picture of the “filling”

Preliminary work:

Conversation about the seasons

Making and inventing riddles about natural phenomena

Game exercises “Choose the word”, “Say the opposite”, “Associations”, “Name it correctly”

Compiling stories according to plan, from personal experience

PROGRESS OF THE CLASS

Educator:

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

Puzzles

Troika, troika arrived. The horses in that trio are white. And in the sleigh sits the queen - White-skinned, fair-faced. How she waved her sleeve - She covered everything with silver!

- What kind of queen do you think is being discussed in this riddle?

- Why is winter called the queen here?

- Are the definitions “white-skinned” and “fair-complexioned” suitable for winter?

- Which troika did winter arrive on? What kind of horses are in this trio? (children's answers)

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

- Listen to another riddle about winter:

Guess who? The gray-haired housewife: shakes the featherbeds - over the world of fluff!

- Tell us what winter is called in this riddle.

- Why is winter called the gray-haired mistress?

- What feather beds shake in winter and what kind of fluff flies out of them?

And here are some more “winter” riddles, listen carefully and guess. He entered - no one saw. He said no one heard. He blew through the windows and disappeared. And a forest grew on the windows.

(Freezing)

What kind of artist applied leaves, grass, and thickets of roses to the glass?

(Freezing)

White Tikhon has been pushed out of the sky, Where he runs, he covers it with a carpet.

(Snow)

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

Educator:

- You can’t get into a fairy tale by regular transport. I propose to create an unusual train, all the cars of which are connected to each other using a logical connection. The first one I put on the flannelgraph is a picture of a New Year's tree, because the New Year is the main holiday of winter, and the tree is the main attribute, a symbol of this holiday. There are other pictures laid out here on the table. You have to think about what kind of picture you can put next to the Christmas tree to logically explain their proximity. For example, I will put a picture of fir cones next to the Christmas tree, because cones grow on the Christmas tree. Please continue this thread. Everyone must choose at least one picture, include it in the chain and explain their choice.

Game "Logic chains"

/Examples of logical chain: 1) Squirrel , because in winter it shells spruce cones and feeds on spruce seeds. - Cat , which can climb trees as deftly as a squirrel. - Piglet , because he is also a pet, just like a cat. - Chick , he is also a pet, or rather a bird. - Parrot , since he is also a bird. - Sheet from the tree because the parrot is sitting on the tree. - Boots for autumn walks, because the leaf is autumn. - Mittens , since this is also a piece of clothing, like boots. Coat , because these are winter clothes, and the spruce branches in the picture are covered with snow. - Cat , because she is also “dressed” in a warm fur coat. - Mouse , which the cat loves to hunt for. - The mouse is holding a piece of cheese. Cheese Usually they put it on bread and eat this sandwich with tea. We put a picture with teapot. - Jar of jam for tea. - Apple , because delicious jam is made from apples. - Sunflower because it is also a plant. - Shovel , because the plant needs to be dug up. - Watering can because the plant needs to be watered.

2) Christmas tree . - Christmas tree toy for decoration. - toy bike (also a toy). - Automobile, because this is also transport. - Telephone , because it is also red (such a selection can also happen; it is important that the child explains his choice). - Gnome, whom I can call on the phone. - Flowers , because the gnome also holds a flower . - Butterfly , because she loves flower nectar. - Peacock , it has the same variegated coloring as a butterfly. - Parrot because he is also a bird. - Month the same yellow color as the parrot. - Rainbow , she is also a natural phenomenon. - Rainbows happen after rain. Needed during rain umbrella./

Educator:

- Guys, our pictures turned out to be a real train, long, with many carriages. Now we can get to the fabulous winter forest.

Physical exercise "Train"

- We arrived in the winter forest. In winter, the forest looks fabulous: the trees are covered with snow, ski tracks wind under them, anthills are hidden under snowdrifts. Let's try to find colorful words to describe the forest.

Selection of epithets

- What kind of snow is there in the forest? (Fluffy, glitters in the sun, soft, prickly, sparkling, silver.)

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

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

Educator:

- After a walk through the forest, I suggest you take a little rest. To do this, let's go visit Lesovich. But here in the clearing there are a lot of houses of forest inhabitants.

Game exercise “Whose house?”

/Formation of possessive adjectives (meaning of belonging)/

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

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

- A wolf and his family live in this crowbar. Whose house? (Wolf.)

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

- And in this house there is a boar grunting. Whose house? (Boar.)

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

- I have raspberry jam - raspberry. And you?

Game exercise “Jam”

Currant jam - currant,

from strawberries - strawberry, from apples - apple,

from cherries - cherry, from plums - plum,

from apricots - apricot, from peaches - peach,

from strawberries - strawberry, from blueberries - blueberry,

from lingonberries - lingonberry, from cranberries - cranberry.

- Now let's try the pies. Mine has a gooseberry on it, so it's a pie with gooseberry filling, a gooseberry pie. And you?

Game exercise “Pies”

/Formation of adjectives from noun stems/

With strawberries - strawberry,

with strawberries - strawberry,

with cherries - cherry,

with apples - apple,

with plum - plum,

with apricots - apricot,

with peaches - peach,

with currants - currant,

with blueberries - blueberry,

with lingonberries - lingonberry,

with cranberries - cranberry,

with raspberries - raspberry.

Educator:

- Now that you have refreshed and rested, come to this table. Cards with pictures are laid out on it. Please take one at a time. Now try making commands. There is one condition: each team must have four people. Look at the pictures drawn on the cards. And now the task for each team: try to come up with a fairy tale using four key words from your cards. You decide how you will tell the story - one from the team, or everyone in turn.

Compiling a fairy tale from pictures

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

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

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

yellow chips if you didn’t like something in the lesson;

blue chips if you didn’t like the activity at all.

Then the teacher invites the children to evaluate their own work in class using the same chips. This helps children develop the skills to actively monitor their work. If self-esteem is incorrect, the teacher asks other children to express their opinion about a friend’s work and his relationships with other children.

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

Methods of psycho-emotional correction in speech development classes

One of the most important techniques used in speech development classes is the use of psycho-emotional correction (psycho-gymnastics, group creativity, dramatization), which are aimed at relieving emotional stress, regulating stress in children, and also contribute to the development of communication skills, teaching children to be friendly and tolerant. attitude towards others.

After all, working with children should be dynamic and emotionally enjoyable. It is for this purpose that, along with traditional methods and techniques in speech development classes, I also use non-traditional speech therapy methods and exercises to develop auditory attention and phonemic perception, speech breathing, fine and articulatory motor skills, and general coordination of movements.

These non-traditional exercises, which are playful in nature, evoke positive emotions in children.

In order to normalize muscle tone, you can start the session with breathing and relaxation exercises.

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

Psycho-gymnastics also promotes the education of emotions, the development of expressiveness of movements, and the acquisition of self-relaxation skills. Its main goal is to relieve mental stress and create opportunities for self-expression.

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

At the end of classes, it is advisable to use relaxation exercises to relieve excessive excitability, muscle tension and restore a good emotional state.

The introduction of psycho-gymnastics and relaxation elements into speech development classes is a very important point. Children become more open, begin to communicate more actively with peers and adults, they overcome many neurotic manifestations (fears, aggression, various kinds of concerns, uncertainty)

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

"Pets"

Purpose of the lesson:

Clarify, expand and activate vocabulary on the topic “Pets”.

Continue to form children's understanding of domestic animals and their cubs, their habitat, and what they eat.

Call animals in a diminutive form.

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

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

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

Preliminary work: asking riddles about pets, looking at illustrations depicting pets, writing descriptive stories, getting acquainted with a picture-graphic plan, practicing articulatory gymnastics “Horse”, “Cat”.

Materials and equipment: small pet toys, a diagram for writing a descriptive story, cut-out pictures of pets.

Progress of the lesson:

Psychological attitude: an exercise aimed at developing arbitrariness and self-control

"Shouters - whisperers - silencers."

/Children sit in a circle, the teacher raises cards one by one - silhouettes of palms of different colors.

Red – “Chant” - you can make noise, shout, clap.

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

Blue - “Silent” - sit quietly, don’t make noise./

Game exercise “Tell who it is”

/ Display of animal figures. Find out what they are called, what their cubs are called, what they eat./

Didactic game “Who is screaming?” (onomatopoeia)

/ Cat...(meows - meow), dog... (Barks - woof, woof), cow... (moos - moo-oo), horse... (neighs - yoke-go), etc./

Compiling descriptive stories using a pictorial and graphic plan.

Animal name

Wild or domestic

Housing

Size

Color

Smooth or prickly

Body parts

Cubs

What does it eat?

Educator. This plan will help us compose a story /shows a picture-graphic plan/. First you need to tell us the name of your animal. Is it wild or domestic? Where does it live, in the forest, or with a person? Then describe what size and color it is, what kind of fur it has. What are the features of the body structure? Remember and name the cubs as they voice. What do they eat?

Physical education minute

The cat sat down under a bush (squat down)

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

The cat stood up, stretched, (stand up, stretch)

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

Didactic game “Add a whole from parts” (working with cut-out pictures)

/Everyone has cut pictures on their tables, cut into 4-6 pieces. Children collect a whole image of an animal./

Didactic game “Name it affectionately.”

Cat...(kitty).

Cow...(cow).

Goat...(goat).

Dog...(dog).

Ram...(lamb). Etc.

Logorhythmic exercise “Sheep”.

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

The sheep have rings on their coats,

Those sheep are grazing by the river.

They are herded by two shaggy dogs,

That they wag their shaggy tails.

And the shepherd on the hill near the tree

He plays the flute intricately.

Nimble fingers run quickly,

Dandelions are blooming in the meadow.

The bell sways in the wind,

We hear a wonderful melody.

Reflection “My mood”

/The teacher invites children to determine their mood using pictures depicting a cheerful and sad bear. Anyone who considers his mood to be good chooses a picture with a cheerful bear, and a bad one – a sad bear./

Lesson summary on speech development

in the older group (with elements of psycho-emotional correction)

"Visiting the Rainbow"

Purpose of the lesson:

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

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

Dictionary. Develop and enrich children's active vocabulary.

Sound culture of speech. Practice pronouncing the isolated sound R, as well as the sound Ш in words.

To promote the moral development of a child by developing his ideas about goodness, friendship, and a culture of communication; cultivate tolerance and a friendly attitude towards each other; develop cognitive processes: attention, memory, imagination.

Equipment and materials: colored pencils (spectrum colors); cardboard model of a rainbow with magnets; reference pictures – rain, meadow, insects, sun, rainbow; didactic game “Magic Flowers”; cardboard model of a house; a children's high chair decorated with appliqué; audio recording of V. Shainsky’s song “The world is like a colorful meadow.”

Preliminary work: studying the colors of the spectrum; viewing the illustration “Rainbow”; teacher’s story “How the Rainbow Appeared”; didactic game “Butterflies and Flowers”; learning speech exercises on sound pronunciation; asking riddles about the seasons; word game “Say the opposite”; learning Kondratiev’s poems “Hello!”, “Good Day”; reading by V. Oseeva “The Magic Word”; conversation with children on the topic “What should you call a person?”

Progress of the lesson:

Educator: /holding a box of colored pencils in his hands/ Guys, today I prepared colored pencils for class, but we won’t draw with them. Today I would like to read you a fairy tale about words that will help you draw the world in colors and without colored pencils.

/The teacher reads a fairy tale by M. Stoyan to the children, displaying a cardboard model of a rainbow on a magnetic board as they read/

-Often when it rains, you stand at the window, look, listen, and it begins to seem to you that all things have a voice, that they all talk and your pencils, right?

Do you hear, red says: I am a poppy, I am fire, I am a banner... After him, orange responds: I am an orange, I am a carrot, I am a fox... Yellow is also not silent: I am duckling fluff, I am wheat, I - the sun... And the green one rustles: I am the grass, I am the gardens, I am the forests... And the blue one does not lag behind: I am the bell, I am the sky, I am the sea... And the purple one whispers: I am the twilight, I am the lilac in bloom, I am a plum...

But then the rain stops, and with it the colored pencils stop.

- Look! - says red, Rainbow - it’s me! “Me too,” adds the orange one. “Me too,” the yellow one smiles. “Me too,” the green one rejoices. “Me too,” shouts the blue one. “Me too,” the blue one says cheerfully. “Me too,” the purple one laughs.

Educator: What did we do? A painted yoke hung across the river. What is this? That's right, it's a rainbow! Have you ever seen a rainbow? /children's answers/ Which one of you will tell you when you can see her? (You can see a rainbow after rain if the sun comes out.)

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

And who in the meadow was happy about the rain? /exhibits a picture of a flowering meadow/

Children: The grass and meadow flowers were happy about the rain. The water filled the earth, the grass turned green, and the flowers bloomed.

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

Children: Butterflies, dragonflies, flies were afraid of the rain. They hid under leaves, in cracks and holes. Insects will not be able to fly if rain gets their wings wet.

Children: The rain stopped, the sky became blue again. The bright, radiant sun shone.

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

Children: A multi-colored rainbow appeared in the sky.

Educator: The story turned out just wonderful. Now imagine that you and I find ourselves in this meadow. I invite you to the meadow

Relaxation exercise “Let's draw what we talked about” / Children sit on the carpet in a circle one after another and on the back of the person sitting in front “draw” rain, flowers and grass, insects, the sun, etc./

Educator: In the rainbow above the horizon - all the colors of the miter: oranges, and wheat, and the sky, and the sea, and lilacs in bloom. Look at the sky above the meadow after the rain, and you will see a huge multi-colored rainbow there. She is like a gate leading to a fairyland. Do you want to go there? This is a very kind fairy-tale country. Only kind and good children can get there. Are you like that? Then let's remind each other of this.

Communication game “Praise your neighbor”

/Children, sitting in a circle, praise their neighbors, characterizing them with the help of adjectives, coordinating adjectives with nouns, for example: Sasha - brave, Nikita - kind and strong, Nastya - affectionate, Irina - cheerful, etc. /

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

Pronunciation exercise

“Who has what?”

The wings of the midge, the cat of Lusha,

The cat has fluff, Tanyusha has a mouse,

Masha has pebbles, Bear has ears,

Natasha's box, the monkey's tail.

Educator: And in this country there live different animals. Although they growl, they don’t bite anyone, because this country is kind. Remember and name the animals that can growl. (tigers, bears, lions, wolves, panthers, etc.)

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

Physical education minute.

Psycho-speech gymnastics “Animals”

The teacher stands in the center of the circle and lightly taps the “legs” of the “animals”, saying the words:

Don't knock on these doors

The animals are probably already asleep!

If you knock -

Animals can roar!

After the word “growl,” the children unanimously look out from their hiding places and growl: R - R - R!

Educator: Guys, look at what extraordinary flowers grow in a magical land. In the middle of the flower there is a question - “When?”, which means you and I will answer it. How many petals, so many questions. Listen to the first question.

Game exercise “Magic flowers”

It's time for us to get up. The cockerel has been singing since ..../morning/; We all go to lunch and this happens.../in the afternoon/ etc.

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

Let's try to answer it too.

How does the mouse squeak? /quietly/ How does a lion roar? /loud/ How does the hare run? /quickly/ How is it outside in winter? /coldly/ How do you answer? /correct/ etc.

Educator: And what bright and elegant houses are in the country of the rainbow. Let's look at this house and answer the question that is written on its roof: “Where?

Game exercise “Name where?”

Where is the foundation of the house? /below/ Where is the roof? /above/ Where is the porch? /left/ etc.

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

Ball game "Say the opposite"

/Children stand in a circle. The teacher throws the ball to the children one by one, naming an adverb; the children must return the ball, choosing an adverb that has the opposite meaning. For example: warm - cold, dirty - clean, fast - slow, etc. /

Educator: Guys, listen to the poem - a riddle

"What a word?"

Masha knew a lot of words, But one of them was missing, And it is, as luck would have it, that is spoken most often. This word follows behind a gift, at dinner, This word is said, If you are thanked.../thank you/ V. Golyakhovsky

That's right, it's a polite word "thank you." The inhabitants of a magical land know and very often say polite or, as they are also called, magic words. You and I also know these words. Remember them and name them. (Please, hello, be kind, thank you, etc.)

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

/Children read poems learned in advance:/

"Hello!"

- Hello! - you tell the person - Hello! – he will smile in response. And, probably, he won’t go to the pharmacy, And he will be healthy for many years.

"Good afternoon"

- Good afternoon! - they told you - Good afternoon! – you answered. You are connected by two strings of warmth and kindness.

Educator: And indeed, kind words seem to connect us with each other, it turns out to be a chain of kindness

Psycho-gymnastics “Chain of Kindness”

Educator: Let's feel each other's warmth. Let’s close our eyes and imagine how warmth spreads throughout the body, and now we’ll try to transfer this warmth to our neighbor by touching our palm or stroking our arm, we can hug, and then the warmth and kindness will be transmitted to everyone along the chain, from one to the other. So, the magic words became our friends, and so much kindness remained in our hearts.

/There is a knock on the door and a crying girl appears. The role is played by a teacher or a child of the preparatory group./

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

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

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

/The teacher shows the children a chair decorated with colored appliqué/

Educator: This miracle chair is not simple; the one who sits on it can only be called with kind, affectionate words. Let's put Katya on it and call her. (Katya, Katyusha, Katenka, etc.)

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

Educator: Look, guys, Katya is no longer sad, she is smiling. Which one of you wants to sit on a miracle chair?

Game exercise “Miracle chair”

/The children take turns sitting on the chair, and the rest try to call them affectionately by name or something else./

Educator: These are the interesting names our children have! How beautifully and affectionately you can call them! It will be very good if we in the group call each other with affectionate, gentle and kind words. Then our mood will be kind and joyful. So that you want to sing and dance, like now.

/Children perform the song “The World is Like a Flowered Meadow”, music by V. Shainsky, lyrics by M. Plyatskovsky./

Educator: Guys, our lesson has come to an end. We visited the rainbow today. Rainbow! We are leaving your domain, but the secrets of your flowers and words with which we became friends will forever remain with us.

Logorhythmics – a celebration of beautiful speech for children

Logorhythmics is a system of motor exercises in which various movements are combined with the utterance of special speech material.

Logorhythmics helps strengthen the musculoskeletal system, develops breathing, motor functions, a sense of balance, correct posture, gait, and graceful movements.

Speech is one of the main elements in motor-spatial exercises. The rhythm of speech, especially the rhythm of poems, sayings, and proverbs, contributes to the development of coordination, general and fine voluntary motor skills. With the help of poetic rhythmic speech, the correct tempo of speech and breathing rhythm are developed, speech hearing and speech memory are developed.
The structure of logorhythmic classes includes the development of memory, attention, optical-spatial functions, auditory functions, motor sphere, manual motor skills, articulatory motor skills, speech functional system, sound pronunciation. Classes include finger games or finger massage, eye gymnastics, various types of walking and running to music, poems accompanied by movements, speech therapy gymnastics, facial exercises, and there may also be relaxation exercises to music, speaking, speech and musical games.
As a result of logorhythmic exercises, the following tasks are realized:

clarification of articulation

development of phonemic awareness

vocabulary expansion

development of auditory attention and motor memory

improving gross and fine motor skills

development of clear, coordinated movements in conjunction with speech

development of creative imagination and imagination.

Practice shows that regular logorhythmics classes help normalize a child’s speech, form a positive emotional mood, teach communication with peers, and much more.

Summary of a lesson on logorhythmics in the middle group

"A toy shop"

Goal: to develop phonemic perception, auditory attention, speech breathing, visual memory. Improve gross and fine motor skills and articulation. Develop coordination of speech and movements. Developing expressiveness of movements. The ability to transform, the ability to coordinate music with movement.

Materials and equipment: toys - soldiers, bear, matryoshka, tumbler, doll; half masks - doll, monkey, ball, horse, cat; large cubes.

Preliminary work: learning outdoor switchgear “Toys”, logorhythmic exercises “Snow”, “Teremok”, words for the logorhythmic game “Shop”, singing the song “Bear scratched his paw”

Progress of the lesson:

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

Look at all the toys on display in the store: Wind-up bunnies, dolls and balls, fluffy kittens, nesting dolls, bear cubs. Everyone is sitting on the shelves, they want to play with us. In our store, each toy has its own song.

A set of general developmental exercises to music

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

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

Here are the cars running, their tires rustling. Yellow and red are all so different. /moving in a flood/

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

Here are tiny nesting dolls, colorful clothes, / spring / Bright handkerchiefs, rosy cheeks. /show cheeks/

Take a quick look! The dolls went dancing. They expose their legs and invite you to visit. /put one foot on the heel one by one, raising the arms bent at the elbows up/

What a funny ball. So he jumps! So he jumps! I wish I could catch him soon so I can play again! /jump on two legs, squat at the end of the phrase/

Vanka-stand up, Vanka-stand up, squat down, squat down, how naughty you are! We can't handle you! /leans in different directions, shakes a finger/

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

/Continuing to move, they sing the song “Steam Locomotive” (music by Z. Kompaneets, lyrics by O. Vysotskaya), “reach” the carpet, sit down/

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

Let's make houses out of sand in the courtyard. Things are moving quickly, the doll's house is being built.

Finger game

We can make whatever we want out of sand, / they clap their hands / Gosha makes a bun, / they “make” a bun / And Albina is a little mansion, / they connect their hands above their head / Lyuba makes different fish, / they press their palms against one another and move them right-left / Well, Sasha is a white mushroom. /one hand is clenched into a fist, covered on top with the palm of the other hand - a mushroom cap/

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

Logorhythmic game "Shop"

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

Bom-bom! Bim-bim! We are opening a store. Come in, come in, buy what you want!

Doll. /a child in a half mask walks into a circle/ Look at me and take me home with you. I will love and listen to you. And my name is Katyusha.

Educator. Who buys a toy and takes it with them?

Child. I'm buying a toy!

Doll. Before you take me, you must catch me!

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

Ball

. I am a jumper, a cheerful ball, I don’t love the one who cries, I don’t love the one who cries, but I love the one who jumps!....

Monkey.

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

Horse. I am not a simple horse, I am a groovy horse. Top-top! Clack-clack! Take me, my friend!....

Kitty. I am a kitty cat and I am good at catching mice. I sing a song to the kids: “Meow! Baiushki bye!"….

Educator. We have sold out all the toys in the store, it’s time for the store to close / The children move in a circle, pronouncing the words / Bom-bom! Bim-bim! We are closing the store.

Educator. There is a teremok-teremok in the field. He is neither low nor high. The doll lives in that little house; she is expecting all her friends to visit today. Let us also look into the little mansion, to see the doll for a light. The only problem is that the mansion is locked. Maybe the little kitten will open the little house for us?

Finger game “Track-Track!”

Kitty. /comes forward, shows the movements, all the children follow him/ There is a mansion in the field with a lock hanging on the door. A little kitten came: Tryk-trok! Trick-trick! And the tower opened!

Educator. Thank you, kitty cat!

The doll invites you to visit and treats you to sweet tea: “Come, all the toys! There will be cake and buns for you!”

Let's go in too, just knock on the door first.

Logorhythmic exercise “Knock-knock!”

- Knock-Knock. /three blows with fists against each other/ - Yes, yes, yes. /three claps of hands/ - Can I come to you? / three blows with fists against each other / - Always happy! /three clapping hands/

/Children enter an imaginary little house and sit down on cubes/

Educator. The doll wants to treat you and me to hot tea with jam and sweets.

Articulation gymnastics

Exercise “Delicious jam”. The mouth is open. The lips are parted in a smile. With the wide front edge of the tongue, children lick the upper lip, making a movement from top to bottom, then draw the tongue into the mouth, towards the center of the palate.

Exercise “Blow on tea.” Children place their wide tongue on their lower lip and exhale onto the tip of their tongue.

Exercise “Roll a candy in your mouth” with your mouth closed. The tip of the tongue rests on the cheek and moves up and down.

Educator. Guys, look, a naughty bear came to visit the doll. Let's sing a song about him.

Song “The bear scratched his paw...”

Educator. The bear drinks hot tea and sucks candy. Don’t accidentally get yourself wet, tie a napkin! But the bear doesn’t listen to us, he’s naughty. The bear tries different treats from the table.

Facial exercises

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

Educator. For some reason our bear became quite sad; he probably ate a lot of chocolate. Let's take pity on the bear.

Breathing exercise “Let’s feel sorry for the bear”

/children blow into their palms for as long as possible, trying to ensure that the air comes out in a uniform stream/

Educator. Our bear is completely healthy - he’s even ready to dance. What a joy it is for the doll and the bear - they dance the dance without a break.

Dance “Teddy Bear with a Doll”

Educator. The bear liked the doll’s visit, he didn’t notice how winter had come. It became quiet and cold in the forest. A bear is walking through the forest. He is cold, his fur coat is wet, his paws are frozen. Show how cold it is for the bear in the winter forest.

Psycho-gymnastics “Sad Bear”

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

Logorhythmic exercise “Snow”

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

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

Summary of logorhythmic lesson in II junior group “VISITING GRANDMOTHER”

Target:

Activate your vocabulary on the topic “Pets.”

Strengthen the articulation and characteristics of the sound [y].

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

Develop speech exhalation.

Develop expressiveness of movements and speech.

Instill a love for animals.

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

Preliminary work: learning poems for logorhythmic exercises “Ladushki”, “Cockerel”, “Horse”, “Train”; learning finger games “Geese”, “Let’s pet the cat”; articulation gymnastics “Horse”;

Progress of the lesson:

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

Educator: Today we will go to visit our grandmother. Do you rejoice when you go to visit your grandmother?

And when people are happy, they clap their hands. Let's clap too.

Logorhythmic exercise “Ladushki”

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

Lada, fret, okay,

We're going to visit grandma.

To our dear grandmother,

To Grandma Zabavushka.

The boys are coming to her,

Dear grandchildren.

Educator: We need to hurry, because the train gives a signal to depart and sings its song.

Musical chant “tuuuuuuuuuuuuuuuuuuuuuu” /Development of speech exhalation/

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

Articulation of sound [y]

Educator: The train is picking up speed.

Logorhythmic exercise “Train” /Development of rhythmic movements/

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

We are sitting in trailers,

We are sitting, we are sitting!

And we look out the window,

Have fun watching!

The locomotive is moving, moving -

One hundred wheels, one hundred wheels.

He took the kids

Good luck.

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

Educator: Listen to the music and guess who meets us along with grandma? / Cockerel./

/The child who guessed the animal before others puts on a rooster mask and recites a poem, accompanying the speech with movements (rhythmic raising of arms and legs)/

Child: Here comes the cockerel,

He proudly raised his comb,

red beard,

Prance.

Educator: The horse sleeps standing, head down. So she opens her eyes and laughs: yikes.

/A child in a mask imitates a horse, accompanying his speech with movements, clicking his tongue and snapping his fingers/

Child: I am a horse - gray side,

Clack, clack, clack!

I'll knock my hoof

If you want, I'll give you a ride,

Clack, clack, clack, clack!

Educator: Shall we ride a horse?

Articulation gymnastics “Horse”

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

Educator: And the goose wants to show off, he has a new addition to his family. Show with your fingers what kind of beaks geese have?

Finger gymnastics “Geese”

/Children connect the thumbs and index fingers of both hands and rhythmically pronounce the text, opening and closing their “beaks”/

Ha-ga-ga - the goose cackles,

I'm proud of my family

To the goslings and to the goose

I keep looking and can’t get enough of it.

Educator: But most of all we were waiting for the cat, because she loves to be petted.

Psycho-speech gymnastics “Cat”

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

Kitty, little mouse,

Eats, drinks, sings songs,

Soft Paws,

And there are scratches in the paws.

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

Logorhythmic exercise “Cat”

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

The cat is very nice

Walks softly, slowly,

He sits down, washes himself,

He wipes himself with his paw.

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

Finger gymnastics “Let’s pet the cat”

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

Educator: The cat saw a mouse. Show her how she jumps.

Exercise to develop speech exhalation “The cat catches the mouse”

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

Educator: Now let’s play the game “Cat and Mouse”. The cat goes out to hunt for mice. As soon as the cat falls asleep, the mice go out for a walk.

Outdoor game "CAT - MOUSE"

/Children choose a cat using a rhyme: the child recites the rhyme, pointing at each child with his hand/

Counter:

Here comes the black cat

Hidden, waiting for the mouse.

Mouse, mouse, beware

And don't get caught by the cat.

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

Logorhythmic exercise “Ladushki” /Rhythmic recitation with clapping/

Lada, fret, okay,

Where were you? By Grandma.

Goodbye, grandma,

Grandma Fun.

Summary of logorhythmic lesson in the senior group “House - Teremok”

Target:

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

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

Development of speech breathing, speech hearing, fine, general and articulatory motor skills, pantomime, attention, melodic-intonation side of speech, sense of rhythm, ear for music, auditory-motor coordination. Increased memory capacity.

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

Equipment and materials: Phonograms of lyrical melody and lullaby; flashlight; pictures: bear, goose, cat with kitten, mouse, frog, kitten, kid, little mouse, gosling, calf; house made of modules; noise toy “russling” for every child.

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

Progress of the lesson:

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

Educator: Guys, do you like fairy tales? Then get ready, now I’ll tell you about the little mansion the Bear built. (One, two, three - fairy tale come.) /Calm music sounds/

Who lives in a fairy tale? (bear) Which bear? (big, brown, clubfooted)

So, the fairy tale begins. Forest. Winter. It became quiet and cold in the forest in winter. Misha the Bear is walking through the forest.

Let's show how Mishka walks.

Imitation movement "Bear"

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

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

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

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

/Children sit on chairs/

“How will I spend the winter?” - thinks the Bear. I thought and thought and came up with an idea. I decided to build myself a house, warm and strong. Misha began to collect tools. But the trouble is, Misha doesn’t know what tools are needed. Let's help him collect the necessary tool.

Articulation gymnastics.

"Spatula". Place the wide, spread out and motionless tongue with the front edge on the lower teeth.

"Saw". Having arched the back of the tongue, we rest its tip against the lower teeth. Slowly move the protruding tongue from left to right and back

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

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

Poem with movements "Home"

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

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

I am building a tall house, They raise their straight arms up.

I will live in that house. They clap their hands.

Yu. Sokolova

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

A new house has been built
Mishka settled in it.

Very big bear's house,
It has both a stove and a chimney.

Educator: What did Misha build? (new house)

How did the house turn out? (large, with stove and chimney)

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

Breathing exercises.

Exercise “Light a flashlight.”

/Teacher invites children to approach the house, lower their hands, take a calm breath, “send air into their tummy,” and as they exhale, make a tube with their lips and blow into the flashlight/

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

- Come out onto the mat, let's play the game "Geese."

Logorhythmic exercise “Geese”

(musical accompaniment)

The gray geese were flying. / They run on their toes, waving their arms /

They sat quietly on the lawn, / Crouching /

Let's go. /Walk on toes/

They pecked it. / Tilt their head forward /

Then they quickly ran. / They run after each other and sit on chairs /

Yu.Sokolova

Educator: Who now lives in Misha’s house? (geese)

The geese began to chop wood and light the stove so that the house would always be warm.

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

/Children are invited to stand near their chairs. They are given noise toys “russling”/

Rhythmic game "Tsapki"

(the game is repeated 2 times)

The pussy played with its paws, /They hit the knees with both palms at the same time/

Pussy pounded with its paws: /Make a sound in quarter notes/

Tsapa - tsapa - tsapa - tsapa, /They make a sound in eighth durations/

Tsapa - tsapa - tsapa - /Alternately slapping the knees/

Tsap! / Quickly hide their hands behind their backs /

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

Good for Mouse
Donuts from the oven.
And the Frog -
Cheesecakes for tea. V. Khesin

Finger game "Cheesecakes"

Let's bake cheesecakes!

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

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

Berries, cottage cheese - / “Make pies” (one hand on top, then the other)/

Let's make a pie.

Tyushki-tyutushki! /Clap their hands/

Eat cheesecakes! / Stretch their arms forward, palms facing up /

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

/Children go out onto the carpet to play. A child is chosen to play the role of a cat. The remaining children turn into mice under a “magic” blanket/

The song is the game "Mice".

Mice sitting under the floor /Hands raised above head/

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

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

We are not afraid of the cat. /Waving their index finger left and right/

Let's go out and let the mice take a walk / They walk in small steps on their tiptoes around the hall /

And show yourself to everyone!

In the meantime, the cat is not here, /They wag their tail/

We will dance “mouse ballet”!

/Music sounds. Children place their legs alternately on their toes forward, to the side, and back. Spinning in place left and right/

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

The Bear is happy that everyone lives in harmony. And in the evenings he and his friends remember the warm summer days and sing songs.

Song "In the meadow"

(from the collection “Funny Songs for Children”)

Educator: The bear sings, and all the animals sing along with him. Help , guys, figure out who sings what song.

Educator shows a picture and asks questions, the children answer.

Mu Mu! Who's screaming? Small ……. (calf).

Meow meow! Who's screaming? Small ……. (kitty).

Oink-oink! Who's screaming? Small ……. (pig).

Me-me! Who's screaming? Small ……. (kid).

Ha-ha! Who's screaming? Small ……. (gosling), etc.

Educator: Our fairy tale is over, it’s time to say goodbye.

Logorhythmic exercise “Teremok”

Well, in the evening we’ll lock our beautiful painted mansion / hands like a “house” / The inhabitants will sleep in it until the morning / hands under the cheek / The fairy tale is over. It's time to say goodbye. /wave goodbye/

/Children leave the hall to the sound of the song “In My House”/

For parents about the speech development of preschoolers

Speech is one of the important inventions of a child in preschool childhood. Precisely acquisitions, since speech is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner.

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

Many parents rely on kindergarten to solve the problem of speech development, but it is parents who are the first and main “teachers” of their child. And, of course, a child masters speech more successfully when he is taught not only in a preschool educational institution, but also in the family.

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

In the process of working with parents, the teacher can recommend poems, riddles, proverbs, nursery rhymes, counting rhymes, tongue twisters, and pure sayings for children to memorize at home; advise which books children of different preschool ages should read; suggest what and how to do with the child at home, how to use practical material; prepare consultations on children’s speech development.

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

Speech alphabet for parents

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

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

Always tell your child about what you see, remember that if everything around you is familiar and familiar to you, then your baby needs to be introduced to everything that surrounds us. Explain to him that the tree grows, the flower blooms, why there is a bee on it. It depends on you whether your baby will be developed.

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

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

If the child is over 3 years , he must be able to speak in phrases. The absence of phrasal speech indicates a delay in speech development, and the absence of words at 3 years of age indicates gross violations of general development.

Gestures complement our speech. But if your baby uses gestures instead of speech, do not try to understand his speech without words. Pretend you don't know what he wants. Encourage him to ask. The longer you understand your child’s sign language, the longer he will remain silent.

"Golden mean" - this is what we should strive for in the development of a child, i.e. to the norm. Take a closer look at the baby. Is he different from his peers? Don't overload him with information, don't speed up his development. Until a child has mastered his native language, it is too early to learn a foreign language (it is not for nothing that in bilingual families children often experience general underdevelopment of speech).

Illustrations in children's books that are appropriate for the child's age are an excellent aid for speech development. Look at the illustrations with him, talk about what (who) is depicted on them; Let the baby answer the questions: where? Who? When? What does it do, etc.

Parents should know the criteria by which a child’s speech can be assessed. For example, the pronunciation standards are as follows: 3-4 years – S, Z, C should already be pronounced correctly; 4-5 years – W, ​​F, H, Sh; 5-6 years – L, J; up to 5-6 years of age, it is allowed to replace the most complex sound P with a simpler sound or its absence in speech. Left-handedness – not a deviation, but an individual characteristic of a person that does not accept retraining. This can lead to neuroses and stuttering.

Fine motor skills - this is what the movements of the hands and fingers are usually called. The better developed the fingers, the better developed the speech. Therefore, strive to develop the muscles of your baby’s hand. Let it first be a finger massage, games like “Magpie, Magpie”, then games with small objects under your control, lacing, modeling, buttoning, etc.

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

General speech underdevelopment (ONR) is often found in those children who speak late: words - after 2 years, phrases - after 3. We can talk about OHP when a child has underdevelopment of all components of speech: sound pronunciation is impaired, vocabulary is limited, phonemic hearing is poorly developed, impaired grammatical structure of speech.

The pacifier is harmful if the baby sucks on it for a long time and often. Firstly, he develops a high (Gothic) palate, which affects the formation of the correct pronunciation of sounds. Secondly, the pacifier interferes with verbal communication. Instead of pronouncing words, the child communicates using gestures and pantomimes.

Only the complex influence of specialists (speech therapist, doctor, educators, parents) will help to qualitatively improve or correct complex speech disorders.

Folklore – the best speech material accumulated by the people over the centuries. Nursery rhymes, sayings, tongue twisters, poems, songs develop children's speech and are accepted with pleasure.

Mental development is inseparable from speech Therefore, by working with your child on speech development, you develop all mental processes: thinking, memory, speech, perception.

Consultation for parents

Where does “porridge in the mouth” come from?

Quite often you hear parents say “Porridge in your mouth” with hints of displeasure and irritation. Where does “porridge in the mouth” come from? How to independently help your child master correct speech? What should you pay attention to?

“Porridge in the mouth” can be the result of disturbances in the structure of the articulatory apparatus: deviations in the development of teeth, incorrect positioning of the upper teeth in relation to the lower ones, etc. To prevent this, it is very important to monitor the condition and development of the dental system and promptly seek advice from a dentist . Also, distorted sound pronunciation may be a consequence of impaired muscle tone of the articulatory apparatus. And here a consultation with a speech therapist and a psychoneurologist is necessary.

Particular attention should be paid to hearing. Hearing plays an important role in a child’s mastery of speech and in the correct and timely assimilation of sounds. Hearing speech, individual words, sounds, the child begins to pronounce them himself. Even with a slight hearing loss, he is deprived of the ability to perceive speech normally. Therefore, it is very important for parents to pay attention to the development of their baby’s hearing. It is necessary to protect the child’s hearing from constant strong sound influences (radio and TV turned on at full volume), and in case of diseases of the hearing organs, they should be treated in a timely manner.

Parents should take care of the child’s still fragile vocal apparatus and avoid excessively loud speech.

Adults should help the child master correct sound pronunciation, but should not force speech development. It is also harmful to burden a child with complex speech material, force him to repeat words he does not understand, memorize poems that are complex in form, content and volume, teach him to correctly pronounce sounds that, due to the unpreparedness of the articulatory apparatus, are not yet available to him (for example, at 2-3 years old to teach correctly pronounce sounds [w], [zh], [r]), read works of fiction intended for older children.

A child masters speech by imitation. Therefore, it is very important that adults monitor their pronunciation, speak slowly, and pronounce all sounds and words clearly and correctly.

Often the reason for incorrect sound pronunciation is the child’s imitation of the incorrect speech of adults, older brothers, sisters, and peers with whom the child often communicates.

Parents should also pay attention to the fact that when communicating with a child, especially in early and early preschool age, one should not pronounce words distorted, use truncated words or onomatopoeias instead of common words (“bibika”, “lyalya”, “yum-yum” and etc.) This will only slow down the assimilation of sounds and delay the timely mastery of the dictionary. The frequent use of words with diminutive suffixes, as well as words that are inaccessible to the child’s understanding or that have a complex sound-syllable composition, does not contribute to the development of a child’s speech. If your child pronounces any sounds, words, or phrases incorrectly, you should not imitate him, laugh, or, conversely, praise him. It is also impossible to demand the correct pronunciation of sounds at that period of the baby’s life when the process of formation and automation is not completed.

Some child speech disorders can only be corrected with the help of specialists, speech therapists. But a number of shortcomings can be corrected at home. The family usually corrects the child when he pronounces this or that sound or word incorrectly, but sometimes they do this with mockery or irritation. Correcting speech errors must be approached very carefully. Under no circumstances scold your child for his bad speech and do not demand from him to immediately correctly repeat a word that is difficult for him. Such methods lead to the child refusing to speak at all and withdrawing into himself. Mistakes must be corrected tactfully and in a friendly tone. You should not repeat a word your child pronounces incorrectly; it is better to give a sample of its pronunciation.

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

Very often children ask us different questions. Sometimes it is difficult to immediately find the correct answer to them. But you shouldn’t brush off your child’s questions. In this case, you can promise to give an answer later, when the child has eaten (taken a walk, completed some task, etc.), during which time you can prepare for the story. Then the baby will receive the correct information, see in the person of the parents an interesting interlocutor and will strive to communicate.

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

An example of creating such an environment would be a complete or at least partial refusal to watch television films and television programs in the presence of a child; an exception, perhaps, would be the children's program “Good Night Kids” and only as preparation for bed. And as the parents themselves notice, communication with the child becomes longer, more conscious and filled with educational games, activities, and joint creativity.

How to learn poetry with a child?

Ways to memorize poems (practical advice for parents)

Of course, memorizing poems is not a problem for all kids. For some, it’s even the opposite: they remember with lightning speed what they especially like. So, in families where loved ones talk a lot and often with the child, read, children already at one year old, clicking their tongues funny, finish the lines from the poem by A. Barto “I love my horse.” But there are also children for whom it is difficult to memorize poetry, for whom it is simply hard labor. Why? Most often, because he teaches the poem incorrectly. We want to tell you how to properly teach poetry to your child, taking into account his psychological characteristics, age, temperament and even literary preferences.

Method number 1.

In order for the child to remember the rhyme easily and well, it is necessary to introduce him to the “melody” of the poem and it is worth starting as early as possible. The baby is still lying in the stroller, and you are already reciting to him the rhythmic “The bull is swinging”, “Our Tanya is crying loudly.” When the child grows up, this first experience, embedded in the subconscious, will make it easier for him to take a conscious approach to the learning process. And remember that the most favorable age for memorizing poems is 4-5 years. It is during this age period that the baby’s memory begins to develop especially quickly. And if until the age of four we do not set the child the task of memorizing a piece, but simply “recite” a number of them - what he remembers, he will remember, then after four years we purposefully teach the child to memorize the text by heart. Moreover, you need to learn as much as possible - this is the best way to form the amount of memory necessary for learning.

Method number 2.

In order for a poem to be easy to learn, its content must correspond to the age and temperament of the child. There is no need to force a four-year-old baby to memorize excerpts from Onegin for the amusement of guests. It is best to learn children's classics by Mikhalkov, Barto, Chukovsky.

It is better to offer rhythmic, funny poems for memorization for naughty children, measured, smooth ones for calm children. Of course, at school no one will take their temperament into account, but while we are just learning to learn poetry, it is better to do just that. The main thing for a child is to understand the memorization technique, and this is easier to do with the material that is “closer to the heart.” And one more thing - you can’t just learn a poem. This must be a gift for someone: mother, grandmother, or, for example, for the arrival of Santa Claus. Only at seven or eight years old will we slowly direct the child to the fact that he needs to know poetry by heart for himself.

Method number 3.

You should memorize a poem emotionally and with expression - such is the nature of children! Otherwise, it will be meaningless for the child. By the way, some kindergarten teachers teach children an inexpressive manner of reading poetry. There are a lot of kids in the group, and collective memorization involuntarily turns into a monotonous “Ta-ta, ta-ta, ta-ta, ta-ta...” This is wrong! It is better to learn a poem individually, so remember this and keep the situation under control. A child who was not imbued with the beauty of the poetic literary form in childhood, upon becoming an adult, is unlikely to often turn to poetry.

Method number 4.

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

Method number 5.

We know that some of us remember poems better by ear, others definitely need to read them several times themselves, others need to walk around the room to the rhythm of the poem, and others, on the contrary, need absolute stillness. These features are characteristic not only of adults, but also of children. There are different methods of memorizing poems that focus on these differences. Try each of them in turn and you will see how easier it is for your child to memorize verses. At the same time, you can draw a conclusion about what type of memory the baby has.

You may use several methods or combine one with another. The main thing is the result: the process of memorizing poems is easy and brings joy from communicating with poetry.

Method number 6.

And one more general advice for everyone. Draw each poem you learn with your child. A unique personal illustration for it. Sign the title and author. Place these drawings in a separate folder. Periodically take it out, look at it with your loved ones, remember and read by heart previously learned poems. This is a wonderful way to support the child’s memory capacity and literary poetic knowledge.

Home speech therapy for caring parents

RULES FOR CONDUCTING CLASSES

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

All classes should be built according to the rules of the game, since otherwise you may encounter the child’s stubborn reluctance to study.

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

Classes should be held 2-3 times a day; The best time to practice is after breakfast and after an afternoon nap.

Don't force your child to study if he doesn't feel well.

Designate a special place for classes where nothing can disturb the child.

When explaining something to a child, use visual material.

Do not use the word “wrong”, support all your child’s endeavors, praise even minor successes.

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

Conduct seasonal themed classes at the appropriate time of year.

Don't be afraid to experiment: you can come up with games and exercises yourself.

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

Don't forget that communication with you is very important for your child. And not only during classes, but also every minute of your time together.

Be patient and don’t give up what you started, even if the result is not visible right away. As they say, patience and work will grind everything down. And you and your baby will definitely achieve success.

Good luck and patience!

Developing children's speech

Sets of exercises for practicing at home

Articulation gymnastics

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

“CUP” smile, open your mouth wide, stick out your tongue wide and give it the shape of a “cup” (i.e. slightly raise the tip of the tongue)

“PIPE”, stretch your lips forward with tension (teeth closed)

“FENCE” smile, exposing closed teeth with tension

“PUSSY” lips in a smile, the mouth is open, the tip of the tongue rests on the lower teeth, arch the tongue in a slide, resting the tip of the tongue on the lower teeth

“LET’S CATCH THE MOUSE” lips in a smile, open your mouth slightly, say “ah-ah” and bite the wide tip of your tongue (caught the mouse by the tail)

“HORSE” stretch out your lips, open your mouth slightly, click your “narrow” tongue (like a horse’s hooves click)

“TURKEYS CHATTER” quickly move the tongue along the upper lip - “bl-bl-bl-bl...”

“Pancake” smile, open your mouth slightly, put your wide tongue on your lower lip

“TASTY JAM” smile open your mouth with a wide tongue in the shape of a “cup” lick your upper lip

“BALL” inflate cheeks deflate cheeks

Finger games

Finger games not only influence the development of speech, but their beauty is also that they instantly switch the baby’s attention from whims or nervousness to bodily sensations - and calm them down. This is a great activity when the child has nothing else to do (for example, on the road or in line). Just touch your finger and say:

Hello, little finger, come out,

Look at Yulia (say your child’s name).

Here's your palm - bend over, baby. (Touch your palm with your finger.)

Here is your palm - get up, baby. (Straighten your finger.)

Then take the next finger and repeat the same thing. And so on with all ten.

Soon you will notice how the child begins to “help” you by giving the next finger. This means that your baby’s fingers become “smarter”, the speech center is activated and speech development improves.

Kids love rhythmically organized speech, so simple poems or fairy tales will bring them special joy: We planted a turnip (“dig” a hole in the child’s palm with your fingers),

The turnip was watered (you show with your fingers how water is pouring from a watering can),

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

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

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

We can’t pull it out (we shook our hands),

Who will help us? (all the heroes of the fairy tale come running one by one and help pull)

Pull-pull, pull-pull!

Wow (unclasp hands, shake hands)!

They pulled out a turnip.

Simple rules of the game:

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

Logorhythmic exercises

WATER Water, water,
(with both hands, take turns showing how water is pouring from above)
Wash my face. (use your palms to imitate washing your face)
To make your eyes sparkle,
(touch the peepholes one by one)
To make your cheeks blush,
(rub cheeks)
The mouth smiled
(smile, stroke your mouth with your hands)
And the tooth bit.
(chatter your teeth, show with your hands how your mouth closes)

KNOCK KNOCK - Knock-Knock.
- Yes Yes Yes. (three hand claps)
- Can I come to you? (three blows with fists against each other)
- I'm always glad! (three hand claps)

BUNNIES Once upon a time there were bunnies

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

SNOW Like snow on a hill, snow,
(show “slide” with hands)
Snow, snow, snow, snow.

And under the hill there is snow, snow,
(show with hands “under the hill”)
Snow, snow, snow, snow.
(move your hands, fingering them)
And a bear sleeps under the snow.
(first place your palms under the cheek, and then draw the ears of a bear)
Quiet, quiet, don't make noise!
(finger to mouth, wag finger)

Anastasia Vatekhova

Submitted Toolkit Suitable for both older and younger preschool age, which is definitely a huge plus when working with children. Given the manual promotes the development of coherent speech, cognitive activity preschool children and stimulate learning. It can be used for both group and individual work.

Benefit It is a flat model of a multi-storey building, with windows with balconies into which various subject pictures are inserted.

Options for tasks.

1 task "What fairy tale?":

Target: develop children's coherent speech, practice using ordinal numbers.

An adult shows plot pictures of fairy tale heroes.

Guess what story the heroes came up with?

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

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

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

An adult portrays fairy tales characters: fox, mouse, bear, wolf, cockerel, cat. The child guesses. Then the child and adult change roles.

Task 3 “Who lives where?”:

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

An adult places animals in pocket windows, asks them to look carefully and guess who they are?

What animal lives above the mouse? This…

What animal lives above the hare? This …

What animal lives under the fox? This …

What animal lives under the bear? This …

What animal lives between the fox and the hare. This…

Then the child himself makes riddles and pronounces the words above, below, between.

4 task "New Residents":

Target: fix spatial representations to the left, right, top, bottom.

The teacher offers to place the animals in apartments.

The giraffe will live on the third floor on the left

Fairy – on the second floor on the right

Mouse on the third floor on the right

Clown on the second floor from the left

The chicken is on the first floor on the right.

Task 5 “Find pictures with the given sound”:

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

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

Task 6 "Divide into syllables"

Target: an exercise in dividing words into syllables.

The adult places syllabic patterns in the window on the right side and encourages the child to accommodate residents on the left side in accordance with the pattern.

The name of each resident. Clap your hands for the number of syllables in each word and you you'll know who lives in which apartment.

Publications on the topic:

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

Dear colleagues, I would like to introduce you to my author’s manual: “Tales in a clearing.” The purpose of the manual: development of coherent speech in preschool children.

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

Playbook for children of middle and senior preschool age “House for Fairy Tales” Playbook for children of middle and senior preschool age “House for Fairy Tales”

Games to develop speech for preschool children“Guess what it sounds like” Goal: To introduce children to the sounds of the world around them, to isolate and recognize them. Progress: The teacher shows objects.

Methodological development for young children "Kolobok" Every teacher has the habit of "Don't throw away anything - you need everything.

The methodological manual “Under the Stump” was conceived by me in the format of cognitive development of an environmental orientation, but in the process of development.

Elena Valerievna Lapteva

1000 Russian tongue twisters for speech development: study guide

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

All tongue twisters are divided into groups depending on the most common sound(s) and combination of sounds. First, consonant sounds are given, and the sounds being practiced are arranged in accordance with the alphabet. In any case, the table of contents will help you find variants of tongue twisters with the desired sound(s). If a tongue twister is given for one sound and then for another, the same number is indicated again, only enclosed in brackets. In addition to the number in brackets, next to such tongue twisters (at the end) those sounds (combinations of sounds) in the section in which they were encountered earlier are indicated. Tongue twisters intended for an adult audience are marked with the letter “B”. The second part is completed by a list of references used.

At the end of the book there is an explanatory mini-dictionary with an explanation of some rare words and an alphabetical index.

In the alphabetical index you will find words that appear in the text of tongue twisters and present some, and sometimes significant, difficulties in terms of pronunciation. Here, mainly only the initial forms of words are given, i.e. nouns in the nominative singular (with the exception of significantly different plural forms), verbs in the indefinite form, masculine adjectives in the singular, as well as a number of adverbs, participles and others significant and auxiliary parts of speech. You can also find proper names in the index (names of people, animals, names of cities, etc.). After each word, separated by commas, the numbers of tongue twisters in which this word occurs are indicated.

We hope this guide will be not only interesting, but also useful for readers of all ages. We wish you a pleasant and useful time!

Part 1 How to use the manual Methodological material

Tongue twisters and us

Without a doubt, any of us knows what a tongue twister is. In childhood, every child tries to repeat after an adult funny words with repeating sounds, which make up a short funny story - for example, about Sasha, which walked along the highway and sucked on a dryer. AND How proud a little man is of himself when he can do it almost like an adult! But such a game gives no less pleasure to both dad and mom. So why are these simple rhymes, and sometimes just a few words put together without much meaning, just for the sake of the same sounds, so popular among both children and adults? Here we have tried to answer this question.

1. Tongue twister and children

In tongue twisters intended for the development of children's speech, very often there are children's images - the names of their peers, which make the tongue twister closer to the child:

They gave Valenka mittens and felt boots.

Most tongue twisters talk about animals, birds or insects:

The wasp does not have whiskers, not whiskers, but antennae.

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

Lyosha is clumsy

Flopped into a puddle.

I tore and wet my panties,

Got a big bump on my forehead.

Each tongue twister, especially a well-known one, already carries a certain character, mood, coloring and even tempo. (No doubt, the authors of tongue twisters sought to make learning to pronounce words correctly a pleasure, so the pictures of life depicted in them often evoke positive emotions: a smile, laughter.) By the way, it would be quite appropriate to ask the child himself to describe his perception of the tongue twister, and then his attitude towards this phonetic exercise will become more emotional, and sound practice will become more effective. For example, tongue twister

Marina called Galina, Galina called Marina over the viburnum.

seems summer, warm and sunny, and from the tongue twister

Senka is carrying Sanka and Sonya on a sled.

Sleigh jump, Senka off his feet, Sanka on his side,

Sonya in the forehead, everyone in a snowdrift - bang!

It blows with frost, although her mood is quite cheerful and perky. Thus, a preliminary analysis - description of a tongue twister can increase the effectiveness of its use, since for the child it will become more intimate and less formal. In principle, you can use tongue twisters even when teaching Russian to young children. In this case, after the children describe the character of the tongue twister and find out their attitude towards it, you can even come up with an independent name for it - a name, thereby making it their friend. Yes, tongue twister

The mouse whispers to the little mouse:

“You keep rustling, you’re not sleeping.”

The little mouse whispers to the mouse:

“I’ll rustle more quietly.”

can be called “Shurshashka”, “Shurshik”, etc.

2. Tongue twister and adults

Despite the fact that there are special tongue twisters that are not for children’s perception, this type of phonetic exercise is not as popular among adults as among children. First of all, the reason may be that, firstly, they have already learned to speak and pronounce the sounds of their native language, and secondly, there are many other exciting entertainments with words - for example, crossword puzzles so beloved by many. Although at various parties an adult tongue twister can create a real sensation and become a highlight of the holiday. For example, imagine a person trying to say the following after drinking a lot of alcohol:

I am a vertical climber.

I can fall vertically

I can twist my stump.

There is a sack on a hill, I’ll go up the hill and straighten the sack.

It can be assumed that the uncontrollable laughter on the part of those around and their equally hopeless attempts to pronounce it all better will be remembered by all guests for a long time. However, there are several cases where tongue twisters for adults appear not only as entertainment, but also as a very useful way to improve your pronunciation in your native language. We are talking about students of theater universities, patients of speech therapists and, of course, those who simply need good diction for work.

3. Tongue twister as an effective phonetic exercise for improving pronunciation in Russian

When correcting problems with the pronunciation side of speech and practicing correct pronunciation, phonetic exercises are absolutely necessary. And here the tongue twister will provide invaluable help.

Tongue twisters can be found in many textbooks on phonetics, but the number of tongue twisters given in educational literature is small and they “cover” a limited number of sounds and sound combinations. However, with a little effort on the part of both the teacher and the student himself, mastering and using tongue twisters can bring great benefits. A tongue twister, just like a poem or a song, can help a student feel every sound and practice correct pronunciation.

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

MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION VOLGOGRAD STATE UNIVERSITY S.R. Omelchenko, T.N. OMELCHENKO LEARNING TO SPEAK RUSSIAN A textbook on speech development for foreign trainees Volgograd 1999 BBK 81.411.2-96 O57 Reviewers: Ph.D. Philol. Sciences, Associate Professor L.V. Salaznikova, Ph.D. Philol. Sciences, Associate Professor S.P. Kushneruk Published by decision of the Library and Publishing Council of VolSU Omelchenko S.R., Omelchenko T.N. O57 Learning to speak Russian: A textbook on speech development for foreign trainees. - Volgograd: VolGU Publishing House, 1999. - 144 p. ISBN 5-85534-265-4 A manual on speech development is intended for foreign students of advanced levels of study who come to Volgograd for short-term Russian language courses. The book includes sociocultural texts containing information about various areas of everyday communication. Words and expressions in Russian and English that make up the lexical and grammatical material of the topic, as well as a system of dialogues and exercises, are given taking into account the communicative principle. To control the introduced material, tests are offered after each topic. ISBN 5-85534-265-4 © S.R. Omelchenko, T.N. Omelchenko, 1999 © Volgograd State University Publishing House, 1999 2 Contents Preface......................................... ........................................4 Topic 1. Come on( -let's get acquainted......................................................... ...5 Lesson 1. Tell us about yourself.................................... ............5 Lesson 2. Where do you study?.................................. .........................10 Lesson 3. Tell us about your family............. ...........................17 Topic 2. Where do we live?..................... ........................................26 Lesson 1. Hotel and hostel........................................26 Lesson 2. House and apartment ........................................................ .....34 Topic 3. City.................................... ....................................41 Lesson 1. Where is what?..... ...........................................41 Lesson 2 Attractions...................................................47 Topic 4. Means movement........................................................ ..55 Lesson 1. Urban transport.................................................... .....55 Lesson 2. How to get there?.................................... ...................61 Topic 5. Store.................................... ................ ...........................67 Lesson 1. What can you buy where?........... ................................67 Lesson 2. At the grocery store.......... ....................74 Lesson 3. In a department store.................................... .................81 Topic 6. Nutrition................................. .........................................88 Lesson 1. Breakfast , lunch, dinner......................................................... .88 Lesson 2. In a restaurant.................................................... ...................95 Topic 7. Leisure......................... ........................................................ .102 Lesson 1. Tell us about your hobbies..................................102 Lesson 2. Sports....... ........................................................ ..............108 Lesson 3. What is your favorite type of art?................................. ..115 Topic 8. Travel................................................. ...........................123 Lesson 1. Choosing a route.................................... ..........................123 Lesson 2. It's good to travel by train............ ...............................129 Lesson 3. It’s good by train, but better by plane......... .......135 References.................................... ...............................143 3 PREFACE The proposed manual is a book on the development of speech in the field of everyday communication, taking into account the communicative principle and can be used in a course system for advanced students. Each lesson opens with the heading “This may be useful to you,” which provides a list of words and expressions in Russian and English that make up the lexical and grammatical material of the topic. In addition, a special section “Pay attention!” allows you to comment on individual cases of word usage. The rapid development of students' speech skills and abilities is facilitated by short dialogues, which contain standard communication tactics. The texts reflect the most common implementations of communicative intentions. Questions and tasks are given in a certain sequence: from observation and comprehension of linguistic facts to their use in speech, and also encourage conversation based on the foreigners’ own experience. To control the introduced material, tests are given after each topic to test the assimilation of thematic vocabulary, mastery of certain grammatical forms, and knowledge of certain regional studies facts. 4 Topic 1 LET'S GET ACQUAINTED Lesson 1: Tell us about yourself These words may be useful for you: I - we I / we You - you Уou/you He, she, it - they He, she, it Address as “you”/“you”* To address smb. with “you” / “you” Student, student - students Student, students University University Country, state, city Country, state, city Let’s get acquainted Hello! How do you do! Good morning! Good morning! Good afternoon Good afternoon! Good evening! Good evening My (his, her, you) name is My (his, her, your) name is... I (you, you, him, her)... I am(you are, he/she is).. . year(s), years old First name Last name Last name Read and learn the dialogues by heart: 1. - Let's get acquainted. My name is Maxim, what about you? - Robert. - What's your last name? - My last name is Porter. - How can I call you? - Just call me Rob. - Shall we be on “you”? * - Yes, sure. 2. - Ben, where did you come from? - I came from Mansfield, Pennsylvania. - How old are you? - I am 20 years old. 5 - What do you do, do you study or work? - I study at the university, at the Faculty of International Relations, and work in the evenings. - What is your future profession? - I will work as a journalist. 3. - Bill, how long have you been learning Russian? - I’ve been learning Russian for only a year. - What foreign languages ​​do you speak? - I also speak French. - What are your hobbies? - I'm interested in sports. *Note! Friends and close acquaintances usually address each other as “you.” The phrase: “Let’s be on first-name terms” indicates the desire of your interlocutor to establish an informal, closer relationship with you. When formally, politely addressing an older person or an unfamiliar (barely familiar) person, the pronoun “you” is used. After the pronoun you (You), when addressing one person, the verb is used in the second person plural form: you (You) have arrived... you (You) are studying... you (You) are studying... Attention! Friends and good acquaintances usually address each other with “you”. Saying: “We’ll be on first-name terms,” the person whom you have just met implies that he/she wants to get on closer terms with you. In the context of formal relations or when you address an older or unknown person you should use “you” . Even if you address ONE person - the verb after YOU is used in the 2nd person plural form. Read and retell the text below: Finally, I arrived in Volgograd. I am studying Russian language courses at Volgograd State University (VolSU). Now I live in a hostel on 2nd Prodolnaya, 28, room 3-10. I've already met my roommate. His name is Kostya, and his last name is Ivanov, he studies at the Faculty of Philology, learns English. At first he addressed me as “you”: “What is your name? Where are you from? Where are you studying? What do you do? Etc." And then he suddenly said to me: “Shall we use “you”?” I agreed: “Yes, of course.” Learn the poem “You - we - you”/Learn the verse by heart: “These are the words he ran to his mother one day: If you washed your hands, if we wash your hands, if you wash your hands, then your hands are you-we-you " LEARNING how to use the verbs CALL - CALL - CALL - CALL: I. The verb to call is transitive and is used with animate nouns, and the verb to call is intransitive and is used with inanimate nouns (Attention: the verb call is transitive and is used with animate nouns, and call is intransitive and is used with inanimate nouns): My name is Steve. Volgograd used to be called My new friend Stalingrad, and even earlier his name was Andrey. Tsaritsyn. My dog's name is Rex. Our district is called Sovetsky. This river is called Volga. This street is called 2nd Longitudinal. The nearest store is called “Hopper”. II. The verb to call is transitive and has several meanings: 1. “To give smb. a name, a nickname” - The parents named their son Andrei. His friends called him Gray. 2. “To address someone using a name, a nickname, a nickname” (to address smb. with a name, a nickname) - His name is Kolya, at work he is called 7 only by his first and patronymic - Nikolai Leonidovich. 3. “To define (with some word), to characterize (by referring to someone)” (to define smb. with some word) - He can answer any question, it’s not for nothing that he is called a walking encyclopedia. Let's train: 1. Insert instead of dots the verbs to call, to be called/Fill in the gaps with the verbs to call or to be called. 1. Older sister... Lena, younger brother... Misha. 2. I forgot how... this book. 3. You don’t know how... this stop? - I know, this stop... “Shoe factory”. 4. He couldn’t remember how... his new teacher. 5. What... is the river on which this city is located? 6. The street where the shopping center is located. .. Workers' and Peasants'. 7. I didn’t hear you..., please repeat. 2. Instead of dots, insert the verbs to call, call, be called. 1. Volgograd used to be... Tsaritsyn, then it was renamed Stalingrad, now they want it again... Tsaritsyn. 2. Me... Dima. 3. How... is this stop? 4. Volgograd is rightly... a hero city. 5. This store... “Hopper”. 6. The boy... Artem, grandfather affectionately... him with Artyusha. 7. He always... only by name and patronymic. 8. ... I’m just Max. 9. These places are often... Russian Switzerland. 9. Antonyms... words of one part of speech that have the opposite meaning. 10. He is his older sister... his mother, because after the death of his mother she raised him. 11. I'm... Alexander, this is my full name, but you can... I'm just Sasha. 12. Her... Lena, and at home everything... her Elena. 13. I want... a daughter just like... my mother. 3. Answer the questions: 1. What is your name? 2. What can you be called? 3. What do they call you at home? 4. Do you have a nickname or nickname? 5. What is the name of your mother, sister, father, brother? How do you address them? 6. What is the name of the city where you live? 7. What is the name of the city you came to? 8. What is the name of the area in which the university is located? 9. What is the name of the street where the hostel is located? 10. What is the name of the stop next to which the hostel is located? 11. What is the name of the nearest store? 12. What is the name of the poem that you learned? 4. Compose dialogues for the situations given below. Use the verbs to call, call, be called in them. 1. A new teacher joined the group. Acquaintance with a new teacher. 2. You get to know your roommate. You meet your room-mate. 3. You get lost in a new city. You have got lost in a new city. 4. This is your first time on a Volgograd bus. Your first ride on a Volgograd bus. 5. At a party you meet a Russian girl. You meet a Russian girl at a party. 9 Lesson 2: Where do you study? This may be useful to you: Verb Compatibility Meaning Teach / a) poem, “I taught, learned to learn (what?) song, role, and now I remember the text, rule, words, (know)” verbs - “by heart”; (I learned, have learned b) language, lesson, and now I know). homework. Teach / a) speak, read, “I was taught and now teach (who?)+ to write; I can do this” inf. or (what? ) b) language, reading, (They taught me, and writing. now I know how to do it). Study (where?) a) at school, in college, “I studied somewhere and (how?) at the university, somehow” (I was a student at the historical faculty of..., and the way to my aunt, in the second year, I studied was...). Russian language courses; b) good - bad, excellent, average, willingly, persistently, with pleasure, with interest. Learn / a) read, speak, “I studied (myself) and you- learn + write, swim, play, I can do this inf. or (what?) chess, go to do” (I learnt it skiing, driving a car; myself, and now I b) reading, swimming, khow to do it). drawing, driving a car... Study / a) nature, society, “I studied and studied (what?) the life of animals, now I know - I have space, creativity, scientific knowledge” (I writer... studied smth. and now 10

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

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Title: 1000 Russian tongue twisters for speech development: study guide

About the book “1000 Russian tongue twisters for speech development: a textbook” Elena Lapteva

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

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

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

Quotes from the book “1000 Russian tongue twisters for speech development: a textbook” Elena Lapteva

They gave Valenka mittens and felt boots.

White snow. White chalk.
White sugar is also white.
But the squirrel is not white.
Wasn’t even white, /l/ /l’/

The method of working with already chosen or independently invented tongue twisters is quite well known: starting with the slow and distinct pronunciation of each word and each sound, reaching the most clear and quick pronunciation of the entire tongue twister. Small tongue twisters are pronounced in one exhalation; for long ones, it is necessary to mark the intonation (direction of tone movement, pauses, etc.).

Lyosha is clumsy
Flopped into a puddle.
I tore and wet my panties,
Got a big bump on my forehead.

Thus, the tongue twister broadens the child’s horizons and develops his imaginative thinking.

The wasp does not have whiskers, not whiskers, but antennae.

The Greek was driving across the river, he saw the Greek: there was cancer in the river. He put the Greek’s finger in the river, and the crayfish grabbed the Greek’s finger.”

The city in Draban is Draban-Drabadan.
There the drabadaks are drabdak.
There's a lot of fights there
Drabros are torn in drab-drabak.
The fucking rubbish is being torn out,
Drab-dragging bastards are being drab-dragged.
It’s rubbish there, it’s rubbish and drabad,
I've been going there for a very long time.
I'll be going to Drab-Drabadan soon!
It's a pity that I don't know the way there...