Exercises for speech development in elementary school. Compiling coherent text from given paragraphs

Organization: MBOU "Kuzedeevskaya Secondary School"

Locality: Kemerovo region, Kuzedeevo village

Introduction.

Pleasant to the ear

speech is a kind of music.

Aristotle

One of the most important indicators of the level of a cultured person, his

intelligence is his speech. Appearing for the first time in early childhood in the form

individual words that do not yet have a clear grammatical design, speech is gradually enriched and complicated. And depending on how the child’s speech develops, his success in studying secondary school subjects will depend.

By the time a child enters school, the child’s vocabulary has increased so much that he can freely express himself with another person on any subject, demonstrates the ability to listen and understand spoken speech, maintain a dialogue, answer questions and ask them independently. But here we should include many “ifs”: if the child developed in a cultural language environment, if the adults around him demanded an intelligible statement, an understanding of what he is saying to others, if the child already understands that he must control his speech in order to be understood. Throughout his childhood, he intensively mastered speech. A child with developed oral speech exhibits speech means that he appropriated from adults and used in his own contextual speech. It is she who is primarily interested in the teacher as an indicator of a person’s culture, as an indicator of the child’s level of development. But even the very well-developed oral speech of a six- or seven-year-old is childish speech. The teacher will be responsible for the further development of contextual speech. Arriving at school, the child is forced to move from his “own program” for teaching speech to the program offered by the school.

The child must be taught the language - the general norms that the people have established in the course of their life and history. By mastering these norms, the child

Such speech is successfully copied by children and they use it everywhere, including within the walls of school, without thinking about why, what and how they say it. The problem of speech development, including oral speech, at the present stage is completely assigned to the school, and is characterized by increased attention to students, especially to those who did not attend kindergarten.

You need to know that at the initial stage of education, children’s oral speech is stronger and richer than their written one, and it plays a major role in the learning process. Oral speech is the beginning and end point of the process of students acquiring new knowledge: first, the teacher explains orally new facts and phenomena, and then students verbally express their knowledge about these facts and phenomena. Hence,

development of oral speech in younger schoolchildren – a very important aspect of language work, because on this basis the ability to express one’s thoughts in writing develops. The teacher needs to work on developing dialogical speech – formation culture of speech communication . Dialogical speech is extremely important because it contributes to the development of social relationships in children. Arriving at school, the formation of culture continues his speech communication and formation monologue speech. This task for a teacher is difficult, especially in relation to children from asocial families where there is a lack of a cultural language environment.

So, how should learning proceed, in what direction should it go?

Oral speech development of a child today in the context of modernization of the educational process? The development of oral speech among primary schoolchildren today is formation And formation of linguistic personality , which is armed with terms, has mastered the norms of the language and has the ability to communicate everywhere. This became the goal of my pedagogical activity in working on the development of children's oral speech.

My work is built in three directions:

1. I teach language norms, cultivate a culture of speech;
2. I enrich my vocabulary;
3. I teach oral speech skills:

• ability to navigate a communication situation: to whom , For what And What I'll speak;
• the ability to consistently express one’s thoughts: How I'll speak;
• ability to speak strictly on the topic;
• the ability to control your speech;
• the ability to make adjustments to your speech.

Requirements for the level of speech development of primary schoolchildren.

When working on the development of children's speech, I follow the principle that children's oral speech must meet known requirements. Firstly, oral speech must be meaningful. Children should not be allowed to talk

without knowing well the object, phenomenon or event they are talking about. Behind the words that children use in speech there must be specific objects and phenomena. The most negative signs of oral speech are: 1) vacuity, emptiness of thought; 2) verbalism, i.e. the use of words whose objective meaning the speaker does not know.

Secondly, oral speech must be different logic , which

manifests itself in sequential presentation of thoughts. To present thoughts consistently means, first of all, to present them coherently according to a plan. Separate sentences must be sequentially arranged and coherently connected to each other. It is important that in students’ oral responses there are no omissions of essential facts, repetitions, or contradictions.

Thirdly, oral speech must be clear , i.e. such that she could

be understood equally by everyone and without much difficulty. Clarity depends on

Fourthly, oral speech must be accurate , i.e. if possible

truthfully depict the reality surrounding the child, correctly

convey facts, skillfully choosing the best language for this purpose

means - words and sentences that convey all the characteristics inherent in the image.

Fifthly, oral speech should be expressive . A person's speech is not

dispassionate, it always carries within itself expression - expressiveness that reflects the emotional state. The emotional culture of speech is of great importance in a person’s life. The development of oral speech in younger schoolchildren also includes work on How the child turns to another person, How the message is pronounced, i.e. what are intonation,

volume, tempo - expressiveness speech. I'm on these sides of speech

I treat the child with close attention, because his speech can

be careless, excessively fast or slow, words can be pronounced gloomily, sluggishly, quietly. By the way the child speaks, how he

the expressive function of speech is developed, I can judge the speech environment that shapes his speech. At the same time, we must not forget about the amazing imitation of children. Special studies of the interaction of the first

and second signaling systems in higher nervous activity showed:

The first alarm system is ahead of the second in response time. This means that psychologically the child reacts more acutely to the emotional tone of speech and accompanying expression than to the semantic content of the word. This means that if the teacher speaks, clearly pronouncing the words, if the intonations are intelligent (deep, varied), if he has a good speech rate, then the children will undoubtedly, by imitating, learn the peculiarities of the teacher’s speech expression. Later, rationality will dominate over this property, and the teacher in high school will be deprived of the opportunity for direct figurative influence.

At sixth, expressiveness oral speech is one of the important conditions for its correct perception by the addressee. Especially widely used in oral speech are such means of expression as promotion And lowering the voice, logical stress, pauses, facial expressions, gestures .

The expressiveness of oral speech makes it a powerful means of persuasion and motivation. Therefore, starting from primary school, I try to teach children to speak expressively. At the same time, I teach children to be more economical in gestures, not to get carried away with them, because the gesture should be restrained

complement oral information, drawing attention to it. If you can do without gestures, don’t gesticulate.

These requirements are closely related to each other and appear as a whole in the school system. From the first grade, I gradually introduce students to these requirements.

Criteria for the levels of development of oral speech of primary schoolchildren and diagnostic tools.

A child’s oral speech at primary school age undergoes various changes and develops comprehensively under the influence of the educational process. And how noticeable these changes are, how in the future the teacher should plan his work on the development of children’s oral speech, it is necessary at the very beginning of training, then at the end of the year

research on the levels of development of children's oral speech , focusing on

basic criteria accepted in science:

1) pronunciation level (clarity, expressiveness,

means of expressive speech):

high - good diction, distinct pronunciation of sounds, adherence to the rules of orthoepy, the ability to speak expressively, sufficiently competent control of intonation and logical stress;

average - good diction, distinct pronunciation of sounds, speech is inexpressive, lacks intonation and logical stress;

short – poor pronunciation of individual sounds, speech is inexpressive, lacks intonation and logical stress;

2) lexical level (content, clarity of speech):

3) syntactic level (logic, consistency, accuracy of speech):

high – use of phrases and sentences of different types in speech, speech is logical and consistent;

average - use of different phrases and sentences in speech

types, admits inaccuracies, speech is not always logical and consistent;

short – the same type of phrases and sentences (nominal and uncommon) predominates, speech is inconsistent;

4)text level (logic, consistency, means

expressiveness):

high – accurately conveys the content of the text, composes a story based on the picture logically, without speech errors;

average – for an accurate retelling, one or two leading questions from the teacher are required, retells without errors, composes a story from a picture with little help from the teacher;

short – can compose a story from a picture and retell it only with the help of a teacher, makes speech errors;

5) morphological level :

high – correctly uses parts of speech, can form forms from variable parts of speech, correctly uses forms of declension and conjugation, has word-formation skills;

average – uses parts of speech quite competently, admits inaccuracies in the formation of forms from variable parts of speech, generally has word-formation skills, but admits inaccuracies;

short – admits inaccuracies in the use of individual parts of speech (pronouns, verbs), errors are observed in the formation of forms from variable parts of speech, and difficulty in word formation.

To conduct a study of the levels of development of oral speech of primary schoolchildren, I used the following tasks.

1. What am I?

Instructions: “You have several sets of words in front of you. Imagine that you met

with a person who doesn't know the meaning of any of these words. You gotta try

Explain to the person what each word means, for example “bicycle.” How would you explain this? Any of the five proposed sets is selected at random.

The following sets of words are offered.

1. Bicycle, nail, newspaper, umbrella, fur, hero, swing, connect, bite, sharp.

2. Airplane, button, book, cloak, feathers, friend, move, unite,

beat, stupid.

3. Car, screw, magazine, boots, scales, coward, run, tie, pinch, prickly.

4. Bus, paper clip, letter, hat, fluff, sneak, spin, fold, push, cutting.

5. Motorcycle, clothespin, poster, boots, skin, enemy, stumble, collect, hit, rough.

2. How I spent the summer.

Instructions: “Imagine that you have met a friend whom you have not seen for a long time. Tell him about how you spent your summer so that your friend would be interested in listening to you.”

3. Tell me about me.

Children are offered story pictures. First, the child is asked to tell in more detail what is shown and what is happening in the picture. Then try to write a short story based on it (with the help of a teacher).

Types of work on the development of oral speech of primary schoolchildren.

The development of children’s oral speech, in my understanding, is not separate lessons in special separate lessons, but everyday work on speech in all lessons, when not a single lesson in elementary school is exempt from speech exercises. I also consider each lesson from the point of view of the extent to which it contains elements of speech development.

To achieve this goal, I organize targeted, systematic development work in speaking lessons. The work includes the following types:

• work on diction;
• the actual hearing;
• games and practical exercises;
• creative writing.

Working on diction.

Diction is clarity and distinctness in the pronunciation of words and is an important quality of oral speech. Some children have speech defects: either it is slurred, or the speech apparatus is sluggish, or diction is impaired. This is largely the reason for the low speech activity of the children. Such children are less willing to engage in communication, are constrained in the process of speech, and speak as if embarrassed. Therefore, I pay special attention to the pronunciation side of speech, that is, I work on diction, since distinct and clear pronunciation requires energetic, clear work of the speech apparatus and can occupy any place in the lesson. From the very first day of teaching children at school, in every literacy lesson, as well as in other lessons, I taught speech exercises , developing the necessary muscles, breathing, so that speech is understandable and clear. Types of exercises used:

• teach children to open their mouths well (this is achieved, in particular,

correct articulation of sound A) and close your lips tightly (this

promotes clear pronunciation of sounds m, P, b);

• clarification of the pronunciation of sounds: oooh- the locomotive honks, f-f-f- the hedgehog snorts, uh-uh– the bear roars, etc.;
• sound modulations: little mice – pee-pee-pee, bells - ding dong, a hen guarding the chickens - cluck cluck, anxious chicken - cluck cluck cluck etc.;7

• the teacher pronounces a word or sentence loudly, and the children speak quietly and vice versa;
• the teacher pronounces a word or sentence slowly, and the children quickly and vice versa;
• pronouncing a sentence at different rates: accelerating towards the end, then slowing down;
• pronouncing words, sentences with different volumes: very loud, loud, quiet, very quiet, whispering and vice versa;
• intelligible and distinct pronunciation of words and phrases (first in chorus, then independently, listening to your speech);
• exercise in voice modulation (voice strength, pitch, speech rate, timbre) when expressing various feelings: joy, annoyance, approval, affection, surprise, etc.;
• inhale – exhale (deflate a balloon or blow out a candle);
• inhale – exhale (count to 10);
• portioned inhalation - exhalation (smelling flowers);
• For example mom mom while inhaling, sa-sa-sa-sa on exhalation or 1, 2, 3, 4, 5 while inhaling, 6, 7, 8, 9, 10 on exhalation;
• “Pulling the thread”: the hand is in front at the level of the mouth, the thumb and index finger are closed; when pronouncing a vowel sound, the child moves his hand forward, as if “pulling out a thread”;
• exercises for the tongue: “Needle”, “Swing”, “Reach your nose”, “Reach for your chin”, “Horse”, “Lick the jam”, etc.;

• lip exercises: “Ring”, “Blow on a snowflake”, “Blow on your forehead”, “Refresh your cheeks”, as well as circular movements left and right, up and down;
• exercise “Once upon a time there was a tongue”: once upon a time there was a tongue - stick out your tongue, decided to put the house in order: washed the floor - running your tongue along the bottom of your mouth, washed the ceiling - running your tongue across the roof of your mouth, washed the walls - running your tongue across your cheeks, went out and waited guests - stick out your tongue and place it on your lower lip.

When performing these exercises, I give children the following recommendations: breathing freely, the throat is not compressed, for this, the head should not be lowered to the chest, raise it higher, sit straight.

The children performed these exercises lively and with great interest also because I used mirrors for this (for each child). Among other things, the children observed their own articulation of the sounds they were studying.

The actual hearing.

One of the components in the development of oral speech of primary schoolchildren is the teacher’s frequent and interesting stories about various phenomena and events in general or from his own life. Any such vivid story is a child’s “immersion” in the adult’s speech, borrowing speech patterns from it. Children “sculpt” themselves by observing the teacher’s manner of speaking and copying his gestures. The teacher’s story is also educational. Experience shows that children listen to my stories with interest, ask questions, willingly give their advice, and always ask to tell me something else.

This type of work also includes listening to audio recordings.

Games and practical speech exercises and tasks.

It is at the word game that the child

learns the intricacies of his native language,

assimilates his music and what

philologists call it the “spirit of language.”

M. Gorky

This is a natural, exciting activity that requires speech actions, develops students' oral speech and attracts them to the desire to speak. Possible types of games and exercises:

• “Talking on the phone”: staging a dialogue on a certain topic (calling an ambulance, the police, a teacher, a friend, etc.);
• “Let's be polite”: drawing up formulas of verbal politeness (ask for forgiveness, apologize, thank you, give a compliment, etc.);
• “Finish the word”: kar..., mor..., ra..., ta... etc.;
• “Start the word”: ...lina, ...chik, ...na, etc.;
• “Many - one”: foals -..., elephant calves -..., chicks -... etc.;
• “One is many”: table -..., house -..., chair -..., feather -... etc.;
• “Say kindly”: son - son, son, son, son, son, etc.;
• “Complex words”: a gardener plants a garden, flies himself - ..., snow falls - ... etc.;
• “Who has whom”: the elephant has ..., the tigress - ...., the cow - ... etc.;
• “Magic bag”: take any item out of the bag and tell everything about it;
• “Name the middle name of your son or daughter”;
• “What to whom?”: for a dressmaker -..., for a teacher -..., for a painter -... etc.;
• “Who is doing what?”: children are shown one object picture each (hammer, umbrella, watch, etc.), children explain what can be done with them;
• “Where is my soulmate”: selection of synonyms for this word;

• “Choose words”: the children are asked to name objects that perform certain actions, for example, who and what floats, who and what flies, who and what heats, etc.;
• “Make a sentence”: make sentences using categories: right - left, higher - lower, deeper - smaller, narrower - wider, thicker - thinner, ahead - behind, shorter - longer, before - after, then - now, etc. .;
• “Missing word”: say any phrase or sentence, omitting one word, but replacing it with the syllables ta-ta-ta or la-la-la, for example, and here it is..., ...mangy dog etc.;
• “Who (what) was?”: for this word, choose a pair that reflects its past, for example, sunflower - ...,man - … etc. (the opposite task “Who (what) will it be?”);
• “Echo”: play a spoken phrase (word) as an echo, e.g. car -...tire, laughter - ...fur etc.;
• “Travel”: announce to the children that they are going, for example, to India, ask what they will take with them and why;
• “Make a word”: form words from selected letters or from a given word, for example, cinema, make up all kinds of words;
• “Guess the word”: during vocabulary work, through the description of a word, children guess it;
• “Steps”: children stand in one line, the task is given to name as many words as possible, naming all round objects, all sweet objects, all soft objects, etc., whoever named it takes a step forward;
• “Gorka”: arrange synonyms in ascending or descending order according to the degree of any attribute, for example, huge, gigantic, big, small, tiny etc.;
• “Words are enemies”: selection of an antonym for a given word;

• “Match a pair”: from a list of words, for example, cold, white, sweet, hot, young, bitter, sharp, black, old, dull, form antonymous pairs;
• “What does the expression mean”: explain the phraseological unit;
• “How can I say it differently?”: for example, It is snowing(falls, flies, spins);
• “Who can name the most words starting with the letter...” (children choose the letter);
• “Necessary prepositions”: give children object pictures, using words that name the depicted objects and given prepositions, make different combinations;
• exercises with tongue twisters and tongue twisters, which have their own game of sounds and syllables and are especially popular among children;
• disclosure of the meanings of new words by the children themselves, assumptions are supplemented by the teacher;
• vocabulary work: enrichment, clarification, activation of children's vocabulary and elimination of non-literary words;
• naming words that make you smile, sad, surprised, etc.;
• exercises for combining words: selecting adjectives for a noun, nouns for an adjective, nouns for a verb, etc.;
• clarifying the ambiguity of words;
• explanation of the etymology of words, e.g. navigator, missile carrier, refrigerator etc.;
• formation of cognate words;
• naming signs of the seasons, bad and good weather;
• retelling texts in a chain;
• retelling based on illustration;

• exchange of opinions when working in pairs, mutual posing of questions and mutual answers;
• exercises with the dictionary “Mood of the work”: synonymous rows of words with a dominant synonym are given, the “main” synonym is selected, characterizing the work and supplemented with other synonyms chosen by the children in their opinion (Appendix 1.);
• generalization of groups of subjects (Appendix 2.);
• revealing the meaning of proverbs and sayings.

It is impossible to know the secrets of a language without understanding the meanings of proverbs and sayings. Their peculiarity is that they are used in a constant, as if “forever frozen” form, that is, there is an unchanging word order.

Creative writing.

Types of tasks used:

• “It happens - it doesn’t happen”: talk about something that doesn’t happen in the world, for example, the tail washes the cat;
• “What words are there?”: name the words, for example: house, thunderstorm, rainbow, and children give their definitions of what they can be;
• “Interview”: dramatization of questions (reporter) and answers (respondent) on various topics (a trip to the circus, discussion of a holiday

or exhibitions of drawings, etc.); possible options: 1) the student interviews the teacher; 2) the teacher interviews the student; 3) the student interviews the student;

• distribution of the proposal given by the teacher;
• independently inventing riddles;
• anticipation (in a reading lesson) - anticipation of the content of the text by title, illustration, etc.;
• “Animal alphabet”: for each letter of the alphabet, if possible, choose the name of an animal;
• verbal drawing of pictures for a given text;
• “Sound the picture”;
• “Talking Drawings”: voicing your own drawings;
• “Journey”: imagine to children that they suddenly found themselves in a picture, illustration, tell what they heard, felt, who they met, etc.;
• “Compliments”: children say different compliments to each other;
• “Rationales”: invite children to speculate on a wide variety of topics (“If I became a wizard?”, “If I became invisible?”, “How to ransom an elephant?”, “Why is a tomato red?”, etc.);
• “I want to be”: children are offered various properties, characteristics, qualities, for example: strong, beautiful, fast, invisible, fat, tall, lucky, etc., children choose and explain why they would like to become like that;
• “Our friends”: talk about your pets;
• “Revival”: invite children to imagine that this or that object suddenly came to life and spoke;
• “Continue the story or tale”: after reading the text, suggest

children to think about what its continuation could be, what development

can receive the events that ended the text;

• oral history based on the picture;
• selection of rhyming words, for example: bitch-cricket, daisy-bug etc.;
• drawing up sentences based on 1 or 2-3 key words, or based on a given figure of speech;
• “Who is more interesting”: children are shown a picture of an object, they compose sentences so that it contains the name of the object depicted.

Conclusion.

Developed oral speech is the ability, in accordance with the requirements for speech, to determine which word, which phrase, which intonation, which manner of speech is appropriate and which is undesirable in each specific case. The development of oral speech is also an effective condition for the development of thinking. Speech is a channel for the development of thinking, and thinking stimulates speech. Taking all this into account, in my practice I define the work on developing the oral speech of younger schoolchildren as one of the most important and recommend starting it from the very first days of the child’s stay at school. As V. A. Sukhomlinsky wrote, teaching how to convey thoughts in words is the main task of elementary school. Experience shows that for this it is effective to use speech exercises and other types of work described above. They attract the attention of children, are appropriate to their age and should be organized systematically, systematically throughout all years of primary school. This kind of work helps children understand the meaning of language as a tool of communication, understanding the world around them, and master the rich resources of their native language. During the lesson, I create an atmosphere of verbal communication, interview, exchange of opinions, so that there is a “teacher-student” or “student-student” dialogue, where the student’s personal position is expressed, where the student does not feel constrained, is not pressed, and is not afraid of his own mistakes. In my work, I always give children the opportunity to speak out, I do not criticize children’s speech, I encourage their statements in the form of any praise. Such training contributes to the development of the child’s desire to speak, helps children in the classroom to become our assistants and friends. Experience has shown that over time, even my weak students and those whom we call silent ones begin to work more actively in lessons.

It is important that my students understand that the ability to convey information, maintain a conversation, establish contact, and find the ability to get away from a quarrel during an argument is necessary in everyone’s life. Children must understand that eloquence and the ability to speak are not

idle talk, not eloquence. I teach them to feel the difference between chatter and conversation, between wit and a set of cliches, I teach them to use the gift of speech. To speak without thinking is to shoot without aiming. TO word must be handled responsibly!

Literature.

1. Belobrykina O.A. Speech and communication. – Yaroslavl: “Academy of Development”, 1998.

2. Gerbova V.V. Speech development in kindergarten. – M.: Mosaika-Sintez, 2007.

3. Methods of the Russian language for school pedagogical colleges. – M.: Education, 1976.

4. Mukhina V.S. Six-year-old child at school: A book for the teacher. – M.: Education, 1990.

5. Pekelis V.D. How to find yourself. – M.: Det. lit., 1988.

6. Politova N.I. Development of speech of primary school students in Russian language lessons: A manual for teachers. – M.: Education, 1984.

7. Shevchenko N.D. Development of cognitive interest, thinking and speech in reading, Russian language, and rhetoric lessons. // Elementary School. - No. 4, 1998.

Annex 1.

DICTIONARY

GHOST MOOD

FUN CALM EXCITED

joyful kind alarmed

playful friendly fast

perky leisurely blizzard

ringing lulling blizzard

naughty lullaby stormy

playful soft disturbing

brisk smooth hasty

funny sing-song

funny drawl SERIOUS

frisky round dance restrained

sunny

smiling

SAD SOLEMN MYSTERIOUS

sad festive fabulous

plaintive cheerful magical

sad important prickly

mournful clear cautious

gloomy proud fearful

offended powerful cautious

crying victorious alert

asking mysterious

touching spicy

suggestive

GENTLE COURAGEOUS SCARY

affectionate fearless evil

soulful combat rough

dreamy bold heavy

light brave angry

bright decisive dissatisfied

clear strong dark

confident

brave

heroic

Appendix 2.

GENERALIZATION OF GROUPS OF SUBJECTS

1. Educational things. 29. Days of the week.

2. Toys. 30. Seasons.

3. Furniture. 31. Months.

4. Dishes. 32. Names.

5. Prepared meals. 33. Surnames.

6. Drinks. 34. Middle names.

7. Clothes. 35. Professions.

8. Hats. 36. Educational institutions.

9. Shoes. 37. Genres of texts, etc.

10. Buildings.

11. Transport.

15. Insects.

18.Trees.

20. Fruits.

22. Shrubs.

23. Metals.

24.Precious stones.

25. Plants.

27. Family relationships.

Recently, in pedagogy, as well as in many other areas of science, there has been a restructuring of practices and methods of work, in particular, various types of games are becoming more widespread.

The need to increase the level of communication culture among students in the didactic process is dictated by the need to increase the cognitive activity of schoolchildren and stimulate their interest in the subjects being studied.

For children of preschool and primary school age, play is of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education.

Games that promote the development of perception, attention, memory, thinking, and the development of creative abilities are aimed at the mental development of the student as a whole.

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Games for speech development

Game "Pictures-riddles".

One driver is selected from a group of children, the rest sit on chairs, and they must guess. The teacher has a large box containing small pictures depicting various objects (you can use pictures from children's lotto).

The driver approaches the teacher and takes one of the pictures. Without showing it to the other children, he describes the object drawn on it. Children offer their versions.

The next driver is the one who first guessed the correct answer.

Game "Identify the toy".

Each child brings some kind of toy. One driver is selected from the group. For 3-5 minutes he goes out the door. In his absence, the teacher and the children come up with some kind of story in which the main character is one of the toys they brought.

All toys, including the selected game character, are placed on tables or chairs. A child driver is welcome. The guys from the group take turns telling him an invented story, without naming the main character, but replacing his name with the pronoun “he” or “she”. The story is told within 3-5 minutes. The driver must show the toy, which is the main character of the story being told.

If the guess is correct, another driver is chosen and the game is repeated. If the answer is incorrect, the children complement the story told in such a way as to help the driver with new details, without naming the planned toy.

Game "Write a sentence".

The teacher offers the group 2 cards from children's lotto, which depict objects. The group sits in a semicircle, and in turn, each child comes up with a sentence that contains the names of two planned objects. Then two other objects are shown, and again in a circle the children come up with new sentences.

Notes:

1. Stimulate in children the desire to compose non-standard, original proposals.

2. If children can easily come up with sentences based on two given words, next time offer them three words to make sentences.

Note: Parents can also use this game for individual lessons with their child, competing to see who can come up with the most sentences. Naturally, the child must win.

Game "Opposite".

The presenter shows a group of children one picture. The task is to name the word that denotes the opposite object. For example, the presenter shows the object “cup”. Children can name the following objects: “board” (the cup is convex and the board is straight), “sun” (the cup is made by a person, and the sun is part of nature), “water” (water is the filler, and the cup is the shape) etc.

Each child takes turns offering his answer and making sure to explain why he chose that particular item.

Game "Bridge".

The presenter shows one card on which an object is drawn, then another. The task of the game is to come up with a word that is located between two intended objects and serves as a kind of “transition bridge” between them. Each participant answers in turn. The answer must be justified.

For example, two words are given: “goose” and “tree”. The following words can be “transition bridges”: “fly” (the goose flew up a tree), “cut” (a goose was cut out of a tree), “hide” (the goose hid behind a tree), etc.

Note: the game is also suitable for individual lessons with a child.

"What does the expression mean?" or "Proverbs".

It is impossible to know the secrets of a language, its richness and expressiveness without understanding the meanings of set phrases: phraseological units, proverbs, sayings.

The sources of phraseological units are different. Some arose as a result of human observation of social and natural phenomena, others are associated with real historical events, and others came from mythology, fairy tales, and literary works.

The peculiarity of these expressions is that in our speech they are used in a constant, as if forever frozen form. As a rule, they have an invariable word order; a new component cannot be introduced into them.

Phraseologisms are used in a figurative sense. However, children often perceive such expressions in their own way, replacing words with synonyms. The meaning of expressions does not change with such replacements, but its so-called internal form is lost.

For example:

The child said: Adults say:

go to the mend go to the mend

where the eyes see where the eyes look

the soul is in the dust the soul is in the heels

free bird free bird

discover Africa discover America

the eye fell on the book the eye fell on something

for a fresh mind for a fresh head

nerves are in turmoil nerves are in turmoil

no good for your heels no good for your heels

Understanding phraseological units in the literal sense leads to funny incidents. For example, a boy was very worried when he heard that his cat was sleeping without its hind legs. He woke up the cat, counted his paws, and, reassured, returned. The mother, who said she had a mouth full of worries, was advised to spit them out quickly. Three-year-old Irochka does not want to put on a new suit, she cries because she heard one of the adults remark: “She will drown in it.”

Completing the task "What does the expression mean?" will help the child correctly use phraseological units in his own speech.

Proverbs:

1. “The master’s work is afraid.”

2. "Every master in his own way."

3. "Jack of all trades."

4. “If the tailor ruins it, the iron will iron it out.”

5. “The potatoes are ripe - get down to business.”

6. “Without labor there is no fruit in the garden.”

7. “As is the care, so is the fruit.”

8. "More action - less words."

9. “Every person is learned in action.”

10. “If there is grief, grieve, if there is business, work.”

11. “Without discipline, living is not good.”

12. “Bread earned is sweet.”

13. “He who has dexterity acts dexterously.”

14. “Without beginning there is no end.”

15. “Without order there is no point.”

16. “You can’t buy gingerbread without work.”

17. "The eyes are afraid - the hands are doing."

18. “In order not to make mistakes, there is no need to rush.”

19. “Without labor there is no good.”

20. “Work is the best medicine.”

21. “Patience and work will grind everything down.”

23. “A house without a book is like without windows.”

24. “Bread nourishes the body, but a book nourishes the mind.”

25. “Where there is learning, there is skill.”

26. “Learning and work live together.”

27. “Learning is light, and ignorance is darkness.”

28. “Honor your teacher as you would a parent.”

Game "Steps. (Who gets to... faster)"

With the help of this simple game with elements of competition, you can work with your child to expand his vocabulary and develop speech in general.

The players stand next to each other and agree on where the finish will be (at a distance of 8-10 steps). And they discuss the topic of steps. For example, "Polite words." Each child can take a step just by saying some polite word. We give a minute to think and “Start!”

Other themes: “Everything is round”, “everything is hot”, “everything is wet”. "Kind words for mom." "Words of comfort", etc.

Option: Children stand in pairs opposite each other and take steps towards each other. The conditions of the game are the same: a step can be taken only by saying the right word.

Attention! Wanted! (Developing coherent speech, attention and observation)

This game is played by at least 5 people. Otherwise it's not interesting. The presenter says: I'm looking for a friend (friend). She has blue eyes, dark long hair, loves cats and hates milk.

The one who first guesses which child we are talking about becomes the leader.

When playing with young children, it is allowed to describe clothes.

Game "Two circles".

Children are lined up in two circles - outer (large) and inner (3-4 people).

Children from the large circle stand, and from the small circle they walk along with the leading adult and say: “We walk in a circle and take with us... sweets.”

Large circle players must quickly name something sweet, such as sugar. The child who names the object first stands in the inner circle. The game continues (“...we take with us something soft, liquid, sour, hard,” etc.). The last child remaining in the large circle must complete some task as punishment for being slow.

Let's make up a story.

The adult reads the sentences, the children insert the subject, predicate, explanatory words, etc. The stories of Suteev and Bianki can be taken as a basis.

For example:

"She sat on the threshold and meowed pitifully... (who?). The cat sat in front of a cup of milk and greedily... (what did she do?). The cat caught in the garden... (who?). The cat's fur... (which?), claws... (which?).The cat was lying with the kittens... (where?).The kittens were playing with a ball... (how?).

Distribution of proposals.

An adult says: “The gardener is watering... (what? where? when? why?). The children are going... (where? why?), etc. We must pay attention to the correct construction of sentences.

Add proposal.

Ask the child to complete the sentences: “The children water the flowers in the flower beds because...”. “There is not a single leaf left on the trees, because...” “In winter, the bear sleeps because...”, etc.

"I was at the circus..."

To play you will need cards with letters and syllables. You can play together or with a group. The participants in the game are given cards with letters, or all the cards are placed in a pile on the table and the players take turns taking them.

The first player takes a card with a letter or syllable and says: “I was at the circus and saw...” He must name something that starts with the letter on his card. You can name not only nouns. For example, the letter “K” can be used to name a clown, a tumbling gymnast, and a red curtain.

If you use cards with syllables, it is not necessary that the syllable be at the beginning of the word.

Options: “I was at the sea...”, “I was in the forest...”, “I was at the theater...”, etc.

Prepositions.

Take a disposable cardboard plate and draw it into sectors. In each sector, write prepositions - “on”, “in”, “under”, “above”, “with”, etc.

You can play like roulette - throwing a ball onto a plate. Or you can make an arrow in the center of the plate and rotate it. The meaning remains the same - whichever preposition the ball or arrow lands on, you need to make a sentence with that preposition.

Homemade alphabet.

Take a thick album or office folder. On each sheet, draw the letters of the alphabet. Although you will need more sheets for each letter later. Cut out pictures from old magazines; pictures from different boxes are also suitable - in general, any pictures, stickers. Together with your child, stick pictures on the page with the letter that the word begins with. Under each picture, write a signature in block letters.

Later, when the child masters the letters, complicate the task - cut out words from magazines. With a certain letter, with a certain syllable.

Chain.

A game with words for any number of participants. Choose a few consonants and write them down on a piece of paper. Think of words that include all these letters. Letters can be swapped and other consonants added. For example, take the letters “s”, “l”, “m”. We make up words with them: airplane, butter, salami, thought.

The one who comes up with more words wins.

Add a letter.

At least two players. Make up singular nouns. The first player names any letter from the Russian alphabet. The next person in turn must add his letter at the beginning or end, having in mind any word with such a letter combination. Players continue to lengthen the letter combination in this manner. The one who names the whole word wins.

Another option for older children. The one who names the whole word or the one who cannot add a letter, implying a word, loses. The player can "bluff", i.e. add a letter for which he does not know the words. In this case, two options are possible: the player following him can either ask the previous one to name the word, and if the previous one cannot do this, he loses, or the next player himself continues the bluff further until one of the following players finally asks to name the word.

This option is difficult; often the player cannot add a letter to a letter combination from a well-known word.

Journey. Family game.

One says: “Our ship is leaving for... for example, India. What will we take with us?” Someone asks: “What letter?” "The letter "K"!" The first one starts and says: “Let's take the cat!” Another: "Cacti!" "Pots!" If a lot of words starting with this letter have already been said, you can continue like this: “The first deck is already occupied. Let’s fill in the next one, starting with the letter “R.”

Another version of "Travel".

Prepare sets of cards with letters. One identical for each. We draw a steam locomotive with carriages. On each trailer we write a large letter of the alphabet. (You can also draw other vehicles).
Let's set a task. For example, today we are going to the sea. We take our places. Who will go with us? What will we take with us? One says: “The giraffe will come with us” and places a card with the letter “F” on the trailer with the corresponding letter.

The next one says: “And I’ll take the TV with me,” and puts the card with the letter “T” on the trailer with the letter “T.”

And so on until you run out of letters or words. You only need to name nouns. At the same time, we will explain to the child what a noun is - This is a word about which you can say “WHAT is this?” or "WHO is this?"

Continue the series.

In order to construct sentences in accordance with the norms of their native language, the child does not need to invent suffixes and prefixes or learn the rules of grammar - he learns them in the process of communication.

This exercise is aimed at developing the ability to change words by analogy, that is, to detect certain grammatical patterns. By changing words according to a pattern, by analogy, the child discovers both language rules and exceptions to them.

For example: fox, bear, but hedgehog; sugar bowl, bread bowl, but salt shaker, butter dish.

Another outstanding German scientist, Wilhelm von Humboldt, the founder of linguistics, wrote: “When mastering a language, every child vaguely relies on analogies, which is more noticeable in creatively developed children. It is only important to find the spirit of these analogies, and this in any language learning is the critical point from which real mastery of the language and real enjoyment of it begins."

The ability to use analogies will also serve as a support for your child when learning foreign languages.

Parents and educators can easily come up with tasks for the “continue the row” exercise themselves. Here are examples of tasks:

People - people, children -...

Son - daughter, grandson - ..., nephew - ...

A team of horses - horse-drawn, a team of dogs - ..., a team of deer - ...

Tundra - deer, jungle - ..., desert - ...

Sleepers are wooden, rails are...

The passenger has entered the carriage, the passenger is traveling to ..., the passenger is getting out of ..., the passenger is standing next to ...

Boat - boat, boat - ..., ship - ..., steamer - ...

Pilot - airplane, helicopter pilot - ..., astronaut - ...

Sugar - in a sugar bowl, butter - in..., bread - in..., salt - in...

Spoon - spoons - many spoons, fork - ... - many ..., knife - ... -

a lot of …

Snowball.

Players take turns adding words to the suggested beginning of a phrase.

Game options:

1. "Getting ready for the road"

Presenter: “I’m going on a trip and putting it in my suitcase...”.

Child: “I’m going on a trip and putting soap in my suitcase.”

Other situations are played out using the same principle, for example:

1. "We prepare breakfast, lunch, afternoon snack, dinner"

Presenter: “We are preparing breakfast, let’s make a menu.”

Child: “I usually eat a sandwich for breakfast.”

Next player: “I don’t eat a sandwich for breakfast, I prefer...”. Next” “I don’t like either a sandwich or..., I prefer...”, etc.

1. "We're setting the table"

Host: “Let’s set the table for dinner. I’ll put a bread basket on the table.”

Child: “Let’s set the table for dinner. I’ll put a bread basket and napkin stand on the table.”

The next player repeats the phrase and adds what else he considers necessary, etc.

4. "Let's go for a walk"

Presenter: “We are going to the forest. I will put on rubber boots.”

Child: “We’re going to the forest. I’ll put on rubber boots and take a basket.”
The next player repeats the phrase and adds what he still considers necessary, etc.

5. "Waiting for guests"

Presenter: “We have guests coming to us today. Let’s put together an entertainment program. We can arrange attractions.”

Child: “We have guests coming to us today. Let’s put together an entertainment program. We can arrange attractions and show tricks.”

The next player repeats the phrase and adds what he still considers necessary, etc.

A story to be continued.

Invite the children to put together a story. The first player says the first sentence, the second repeats what the first said and adds his own sentence, etc.

What words are there?

Read M. Plyatskovsky’s poem “What Words Are There” to your child.

There is a sweet word - candy.
There's a quick word - rocket.
There is a sour word - lemon.
There is a word with a window - a carriage.
There is a prickly word - hedgehog.
There is a word for wet - rain.
There is a word stubborn - goal.
There is a green word - spruce.
There is a book word - page.
There is a forest word - tit.
There is a fluffy word - snow.
There is a cheerful word - laughter.

Then you name a word (for example, house, thunderstorm, joy) and ask what it could be. Each player comes up with his own definition.

"Similar words" are synonyms.

The selection of synonyms helps to learn different meanings of the same word, teaches you to choose the most accurate words, and avoid repeating the same words.

The adult explains that the same thing can be said in different words. Such words are called close in meaning.

Adult: “I’ll start, and you continue. Winnie the Pooh is funny (cheerful, funny, amusing, comical...).

Eeyore is sad (sad, joyless, upset...)."

Adult: The hare is cowardly. How else can you say it? (Tearful, timid, fearful..)

Adult: “The hare is running away from the fox. How else can you say it?” (He runs away, rushes, flees, flies at full speed, takes off his feet).

Multiple meaning words.

Adult: “Sometimes we call different objects with the same word. For example, onion is a vegetable plant, onion is a weapon.

What meaning does the word needle have? (Sewing needles, needles from conifers, needles from a hedgehog).

Discuss what meanings the words may have: handle, spout, tongue; strokes, runs, flies, rushes; rosy, expensive, strong, fresh.

Read and discuss the poems with your child.

B. Zakhoder
(from Winnie the Pooh songs)

I'm moving forward
(Tirlim-bom-bom),
And it's snowing
(Tirlim-bom-bom),
Although we are completely
Not at all on the road!
But only here
(Tirlim-bom-bom),
Tell me from-
(Tirlim-bom-bom),
Tell me from-
Why are your feet so cold?

The pin has a head.
(V. Lunin)

The pin has a head, but no hair, alas!
The teapot has a spout, but no head.
The needle has an eye, but it does not hear,
The shoes have a tongue, but the shoes are still silent.
The road has holes, but no chin and cheeks,
There is a foot of the mountain, but somehow you can’t see your feet.
The rowan tree has brushes, but the poor thing has no arms,
With its white eye, the potato looks around without seeing.
The key is silvered in a thicket to which there is no lock,
A river lazily runs across the field, having no legs.
The comb has teeth, but it can't eat,
The month passes after the month, and not after the moon the moon passes.
The stream has sleeves, although the stream is not dressed,
The folder is carried under the arm, but not under the cat.

Noses.
(A. Usachev)

Cranes have noses
Ships have bows
The teapot has a spout, only a very small one.
Unusual beast - Nosuha,
Nosukha has a nose up to her ear.
And the huge Rhinoceros
He wears a horn instead of a nose.
The devil's nose is knotted,
And the pig has a snout.
But both the pig and the sailor
You must wipe your nose!

Who is carrying what?
(M. Yasnov)

Semyon carries the briefcase in his hand,
Pavlusha gets a bad mark in the diary.
Seryozha boarded the ship -
He is on sea watch.
Andryusha walks around as a strongman -
He carries the backpack on his shoulders.
Peter beat the bully Misha -
Mikhail is suffering losses.
Stepan does not close his mouth:
He talks nonsense all day!

Watch.
(V. Orlov)

They say: the clock is standing,
They say: the clock is rushing,
They say: the clock is ticking,
But they are a little behind.
Mishka and I watched together,
And the clock stands still.

On the contrary (antonyms).

Many words can be matched with words with opposite meanings.
The adult begins the phrase, and the child finishes it, for example:
sugar is sweet and pepper...
the road is wide, and the path...,
plasticine is soft, and stone...,
the tea is hot, and the ice cream...,
The jelly is thick, and the fruit drink...
a sheet of emery is rough, but a sheet of paper...
The hare runs fast, and the tortoise crawls...
It's light during the day, but at night...

Another variant:
The porridge is cooked thick and...(liquid). Animals can be brave and...(cowardly). Carrots can be eaten raw and...(boiled). Apples can be small and...(large).

Read D. Ciardi's poem "The Farewell Game" to your child.

Here's the farewell game...
Give us a book
It's time to close;
We all hope
What with her
You became
A little smarter

You learned a lot
Funny words
And more
All sorts of things
And if you
I remembered them
Not in vain
Your day is wasted!

And you and I
The turn has come
Play the game
"Vice versa".
I'll say the word
HIGH,
And you will answer:...
I'll say the word CEILING,
And you will answer:...
I'll say the word LOST,
And you will say:...!
I'll tell you a word
COWARD,
You will answer:
BRAVE.
Now
START
I will say, -
Well, answer:
…!

Painting “Successful fishing”

The psychologist shows the children a picture and asks the following questions:

1.What time of year is shown in the picture?

1. Where did the man and the boy go?

3. What is each of them holding in their hands?

4. What is the fishing rod used for? What parts does it consist of? (Rod, float, line, sinker, hook.)

5. Why is it not a rope that is attached to the rod, but a fishing line?

6. What is the float for?

7. What do fishermen put on their hook? (a worm, a grain of corn, a piece of bread or some specially cooked porridge)?

8. How do you catch fish with a fishing rod?

9. Why do they put caught fish in a bucket of water?

10.What is a cage? What is it for?

11. Which of the people depicted in the picture is easier to catch fish: a man or a boy? Why?

Games for developing fine motor skills

"Lanterns"

Initial position. Place your palms in front of you, straightening and spreading your fingers. Squeeze and unclench the fingers on both hands alternately on the count of “one - two.”

For “one”: the fingers of the right hand are straightened, the fingers of the left hand are clenched.

On “Two”: the fingers of the left hand are straightened, the fingers of the right hand are clenched.

Perform the exercises slowly at first, then speed up the pace. The exercise can be performed first by counting, and then by accompanying the movements with rhythmically spoken lines:

We'll light the lanterns

And then let's go for a walk!

Here the lanterns are shining,

They light our way!

"Brothers - sloths"

Five brothers sleep in a hut. (The palm lies on the table.)

In the morning my elder brother woke up,

I stretched, but was too lazy to get up myself. (The thumb stretches up, the rest lie tightly on the table. The thumb taps the index finger several times and lies on the table).

Brother - the pointer woke up, stretched... (The index finger stretches upward).

He began to wake up his brother in the middle:

Get up, it's mid-morning!

And he goes to bed. (The index finger taps the middle one and lies on the table).

My brother stretched, looked, and it was really time to get up. (Middle finger raised.)

I woke up the second brother - the pointer:

Come on, brother, raise your family!

And he went to bed to get some sleep. (Knocks on the nameless one, lies down on the table).

It’s hardest for the lazy brother to stand up, and it’s hardest for him to stretch. (The ring finger is pulled upward with effort.)

He wakes up his younger brother:

Pinky, lift everyone up! (Nameless taps his little finger and lies down on the table).

The little finger woke up and stretched. (The little finger reaches up.)

Yes, how he screams:

Get up, brothers, it's time to get down to business!

I woke up the fourth brother, the laziest one.

And he himself is under the blanket. (The little finger drums on the table to the beat of the words.)

This is where all the brothers woke up. (All fingers stretch upward, bending. The palm remains pressed to the table).

"Teremki"

Palms are closed in front of the chest.

Pressing the tips of your index fingers together, bend these fingers as much as possible so that they bend at the first joints. The mansion is ready for Mikhaila Potapych!

We are building a second mansion for his wife Nastasya Ivanovna - The middle fingers pressed against each other with their tips are bent.

For little Mishutka, the tower is built with ring fingers, and for Mashenka - with little fingers. Happened? Then you can try to build all four towers at once.

“Preparing cabbage”

We imitate the corresponding actions with our hands:

• We're chopping cabbage! (2 rubles)
• We're cutting cabbage! (2 rubles)
• We salt the cabbage! (2 rubles)
• We're pressing cabbage! (2 rubles)
• We are three carrots! (2 rubles)

"Bird"

The hands are crossed at the wrists in the same way as in the game “Butterfly”, but the fingers - the wings lie relaxed on the forearms - the bird is resting.

So she moved one wing, then the other. Takes off. The flapping of the arms - wings - is light, smooth, in a wave from the base of the palms to the tips of the fingers.

"Guests"

(Palms are closed, fingers pressed together. Little fingers tap each other four times.

Mom mom!

What, what, what? (Tap your index fingers three times.)

The guests are coming! (Tapping little fingers).

So what? (Tap the index fingers).

Hello, hello! (The middle and ring fingers cross twice with the same fingers of the other hand, going around them first to the right, sometimes to the left).

Smack, smack, smack! (Guests kiss) (The middle and ring fingers tap the same fingers of the other hand).

Psychomuscular training

Goal: relieving muscle and emotional tension, developing imagination and fantasy.

1. Description. Let's drink some well water. Once - draw water from the well. Two - bring your palms with water to your mouth. Be careful not to spill the water. Three - drink, take a breath. Four - shake the water from your hands and exhale. (3-4 times.)

2. "Blind Man's Bluff"

Didactic material: scarf.

Task description. A blindfolded child must catch an adult (or another child).

3. Description. Let's smell the flower. Show me how you smell flowers. Once - bring both hands to your nose, imagining that there are flowers in them, inhale their aroma, smile, holding your breath. Two - lower your arms, exhaling. (3-4 times.)

4. Description. I see apple trees with apples ahead! Do you want to try these apples? Then let's go faster. (The child stands up.)

Once - raise your right leg, hold it in this position, hold your breath. Two - lower your leg, exhale. Three - lift your left leg, inhale, hold your leg in this position, hold your breath. Four - lower your left leg, exhale. (3-4 times.)

5. Description. Look, a bear has appeared on our path! Let's get scared and curl up into a ball. (The child lies down on the floor, on the carpet.)

One - turn on your right side and curl into a ball, inhaling. Listen with bated breath. Two - straighten up, exhaling. Three - turn on your left side and curl into a ball, inhaling. Four - straighten up, exhaling. (3-4 times.)

6. Description. Straighten your hand, close your fingers tightly and slowly squeeze them into a fist. Perform with each hand alternately. (5 times.)

7. "Rag Doll"

Goal: relieving muscle and emotional tension.

Task description. The children are lying on the rug. Psychologist: “Imagine that you are a rag doll.” Relax. You can't move. I take your hand and let go. The hand falls to the floor." Etc.

8. Description. Let's try to see everything that awaits us at the end of the road. Once - turn your head to the right, inhaling. Take a closer look, hold your breath. Two - turn your head forward, exhaling. Three - turn your head to the left while inhaling. Take another look, hold your breath. Four - turn your head forward, exhaling. (3-4 times)

9. "Smile"

Goal: training in targeted control of facial muscles; teaching the properties of nonverbal communication.

Task description. Children alternately smile, then relax their facial muscles. Repeat 6-8 times.

10. Description. Let's drink some well water. Once - draw water from the well. Two - bring your palms with water to your mouth. Be careful not to spill the water. Three - drink, take a breath. Four - shake the water from your hands and exhale. (3-4 times.)

11. “We meet and say goodbye with a smile”

Goal: enhancing positive emotional experience.

Task description. Psychologist: “Now we’ll play this game. A smile will appear on my face. As soon as you see my smile, you should smile back at me too. Our smiles will meet. If I don't have a smile on my face, you shouldn't smile either." The game is played 6-8 times.

12. "Breathing"

Goal: learning rhythmic breathing techniques to relieve tension; achieving a state of calm and rapid psychotechnical relaxation.

Task description. 1. Breathe normally. 2. Exhale twice as long as inhale. 3. Take a deep breath, hold your breath for 20-30 seconds. Perform exercises for 5 minutes.

The basic course of the Russian language is based on the comprehensive development of speech. This task is subject to the study of phonetics, morphology, elements of vocabulary and syntax. What could be more important than well-developed speech? Without it, there is no genuine success in learning, no real communication.

The main task of working on the development of coherent speech in primary school is to teach children to freely and correctly express their thoughts orally and in writing. The solution to this problem is carried out by developing in students a set of speech skills that allow them to perceive a statement, convey its content and create their own. What is common in this is that both when perceiving, and when conveying content, and when creating their statement, students’ actions are directed towards the text, towards such aspects as content, structure and speech design.

All of these exercises go in parallel at all stages of schooling. The most important requirement for speech exercises is systematicity (consistency, perspective, interconnection of various exercises, the ability to subordinate them to a single goal). It is important to provide a specific, specific goal for each speech exercise. This means determining what new skill, compared to what has already been learned, will be formed by this exercise.

A set of exercises to develop the speech of primary schoolchildren.

1. Dividing continuous text into separate sentences.

Task: Divide the text into sentences. Add the necessary punctuation marks.

№ 1. At the Christmas tree festival

The children's favorite holiday is coming at school, there will be a matinee, the guys are preparing costumes, masks, hats, boys are cutting out glasses from paper, girls are sewing skirts, dresses from gauze, and now the winter ball is in the hall, the music is blaring, light snowflakes are circling in the dance, it is difficult to recognize the guys at the masquerade who is in a costume Emelya who is in wearing a hat and boots, Cinderella lost her glass slipper while dancing, the prince ran up the stairs after the unknown beauty, the ball was in full swing, the joy of the children had no end. (75)

№ 2. fontanel

A spring flows out from under a rocky shore; hunters discovered it; they dug a hole, lined it with stone; the spring filled the hole and started flowing; now they draw water from the hole, just like from a well, I was in the Caucasus and saw springs in the mountains; they are found by the dewy moisture on the rocks; they cut through the rock and bring it out. a spring is laid out from stones along the path; a well can be quenched by a traveler; a spring in the mountains is named after the person who discovered it. (66)

2. Dividing continuous text into paragraphs.

Task: Divide the text into paragraphs.

№ 1. Berry places

Strawberries love to grow in forest clearings and bright places. You will find scarlet, fragrant berries near forest stumps. Not every bush can grow in a shady spruce forest. But there are a lot of blueberries there. A blueberry bush can live for many years. The cranberry's address is a swamp where moss grows. Cranberries have creeping stems. They rise with the moss and float on the water. The berries ripen and lie in the moss like red beads. (64)

№ 2. Builder

There was a mound of red clay in the yard. The boys were building a fortress. Everyone had fun. Suddenly they noticed another boy to the side. He dug into the clay and dipped his red hands into the water. He built tall houses. The boys approached him and began to break down the buildings with their feet. The kid was silent. The last wall has collapsed. The merry fellows left. The next day the baby was sitting in the same place. He diligently built the house. (62) (According to V. Oseeva)

3. Compiling a coherent text from these paragraphs.

Task: Arrange the paragraphs to form a coherent story.

№ 1. Grandfather Krylov

At his monument in the Summer Garden in St. Petersburg, children are always playing on the playground. She examines with great attention the pensive poet sitting in a chair, the heroes of his fables - various animals and birds.

Many years later. But the fables of Ivan Andreevich Krylov are known, loved and appreciated.

Lines from many of his fables have long become proverbs and sayings.

Our people have long called the great Russian fabulist Ivan Andreevich Krylov Grandfather Krylov. (65)

№ 2. Golden Rain

Golden rain rustles in the forest. All summer the leaves exposed their palms, cheeks, and backs to the sun. They were saturated with the sun and turned golden.

Leaves are flying, jumping, floating. They gilded the paths and paths. The Christmas trees were decorated with leaves. The mushrooms hid under the leaves.

Autumn came. Golden rain rustled in the forest. The leaves flew like orioles in the wind. They jumped on the branches like squirrels. They rushed across the ground like martens. The forest gold swirls merrily in the wind. (According to N. Sladkov)

4. Compiling a coherent text from these sentences.

Task: Arrange the sentences to form a coherent story.

№ 1. Our observations

We saw delicate peony petals and red poppy heads.

They ended in late autumn, when the leaves fell from the maple, ash, elm, poplar and other trees.

We loved watching the dewdrops tremble on the clean lily.

In the spring, summer and fall, our whole class studied the vegetation of our area.

We also admired the colorful carpet of wildflowers.

Our observations began in early spring, when we saw the first flowers.

Task: Add the missing punctuation marks.

The air was surprisingly clean.

Its head and back are black, with red spots on the back of its head.

I see a woodpecker perched on one of the trees.

The first snow fell.

There are white spots and stripes on the black wings.

The earth, branches of bushes, trees - everything is white and fluffy.

I was walking through the forest at that time.

How elegant he is! (According to G. Skrebitsky)

Assignment: Title the resulting story.

5. Composing a coherent text from deformed sentences. Task: Compose and write down a coherent text from deformed sentences. Choose a name for it.

winter, sparkled, amber, lit; snow, light, above, sun,

rose, forest, and

from, ray, solar, sparkled, snowy, on, window, pattern, glass,

sparkle, bright

on, intricate, traces, snow; intertwined, white, pattern, birds

boy, snort, hear, beast

here, grass, nose, from, beast, protrude, wet

long, air, sniff, tremble, and, from, greed, nose

from, show off, first, herbs; muzzle, sharp, then, a, skin, striped

thickets, from, get out, badger, small

squeeze, he, paw, carefully, and, look, me, on

Task: Change the highlighted words according to their meaning.

6. Free dictations

Assignment: Read (listen) to the text paragraph by paragraph. Write down each part of the story as you remember it.

№ 1. Wheat ear

1. Serezha’s brother serves on the border. He protects our Motherland. The harsh and mighty sea rages there day and night. There is stone all around.

2. One day my brother asked Seryozha to send him a spike of wheat.

The wheat field began behind the village. Why does a soldier need a spikelet? What does he hide within himself?

3. Sergei went to the field and picked an ear of corn. He put it in an envelope. In the letter, the boy wrote that the ear grew in the field that begins behind the house. Seryozha wrote this, and immediately guessed why his brother asked for a spikelet. (78)

(According to V. Sukhomlinsky).

Words for reference: protects, rages, began, why, needed, in itself, went, which, begins, him.

№ 2. Sparrow

1. I was returning from hunting and walking along the garden alley. The dog ran ahead of me.

2. Suddenly she stopped. I looked along the road and saw a young sparrow. He fell from the nest and sat motionless.

3. My dog ​​was slowly approaching him. An old sparrow fell like a stone from a nearby tree. He obscured his brainchild. His whole little body trembled with fear. He froze. He sacrificed himself.

4. My Trezor stopped and backed away. I hastily called him away and left the garden. (According to I. Turgenev)

Words for reference: motionless, child, trembling, freezing, sacrificing.

7. A story with descriptive elements.

№ 1. Elegant bird

I sat down to rest on the young grass. He turned off the car engine.

A magpie flew onto the road. The magpie has a nickname - white-sided. The feathers on the sides are completely white. But the head, wings, and tail are black, like a crow’s. The magpie's tail is very beautiful - long, straight, like an arrow. And the feathers on it are not just black, but with a greenish tint. The magpie rarely sits quietly, it fusses more and more. A dexterous, agile bird and very elegant.

A column of cars left. The bird fluttered and flew towards the forest.

Assignment: Find in the text and write down a description of the magpie.

№ 2. Wonderful flower

A lovely golden flower was brought from distant America.

The rare miracle was very tall. The overseas handsome man was planted in the center of the flowerbed. He reigned over the rest of the garden flowers. The flower was held on a straight thick stem. It was decorated with wide elegant leaves. On the large round head there was a crown of delicate yellow petals. The head of the wonderful flower resembled the sun.

The plant loved warmth and always turned its face towards bright sunlight. The time could be recognized by the marvelous flower. The flower was named sunflower. Named after the bright sun. (81) (According to E. Permyak)

Assignment: Find in the text and write down a description of the sunflower.

8. Selective copying from the text according to assignment.

№ 1. Spruce

The spruce forest is gloomy. In such a forest there is always a smell of dampness.

The prickly paws of spruce trees scratch your face and hands. Lush fir trees grow along the edge of the forest. Beautiful little forest beauties! The resinous spirit comes from the tree. How to decorate such Christmas trees with your favorite children's holiday!

Spruce is a very valuable tree. Paper is made from spruce wood. El sings in the violin and piano. A lot of different furniture is made from spruce. Spruce feeds forest inhabitants. In a dense spruce forest, birds take refuge from cold and blizzards. (73)

Assignment: Write out an excerpt from the story that says what benefits spruce brings.

№ 2. What kind of snow is there?

The first snowball lay timidly and quietly on the black ground. The sky is gray and the snow is white and light.

In January, snow covers the fields with a heavy and cold blanket. There was knee-deep snow all around. Or even up to the waist. He took a slight step off the path and drowned in a loose snow swamp.

Prickly February snow falls from the low and hazy sky. The snow is falling, hitting the traveler on the cottony back, throwing him like paper.

The last snow is in March and April. It became dense and sticky. Skis do not glide well on holey snow. (81) (According to S. Ivanov)

Assignment: Find in the text the words that the author uses to describe snow. Write them out.

9. Written answers to questions.

Task: Write down answers to questions.

A sparrow settled by the window of my room. I named him Filka. He got to know me with great caution. A bell hung near the frame. Its ringing amused Filka. He himself began to try to pull the lace.

I watched the sparrow. His skill grew every day. He soon became a good bell ringer. I gave him tasty seeds for this.

Where did the sparrow settle?

How did he meet me?

What was hanging near my window?

How did Filka react to the ringing of the bell?

What did I notice while watching the bird?

What did I feed the sparrow?

№ 2. Enemies of snakes

Snake venom is very dangerous for all animals. But some animals boldly enter into battle with snakes. The hedgehog is especially adept at dealing with snakes. He exposes his thorns to the snake. When the snake gets tired of jumping, the hedgehog sinks its teeth into the snake's body.

Mongooses became famous for their victories over snakes. This is a small animal. The mongoose has hard fur and thick skin.

In the fight against the spectacled snake, the animal is helped by jumping. He jumps very high and in any direction. A jump - and the mongoose's teeth pierce the snake's neck. The mongoose won. (82) (According to N. Korostelev)

How does a hedgehog deal with a snake?

What does a mongoose look like?

How does a mongoose defeat a spectacled snake?

10. Writing a short story.

№ 1. How a squirrel prepares for winter

Agile squirrels flash in the spruce forest from morning until late evening. So the squirrels climbed to the top of a tall spruce tree, jumped from branch to branch and descended to the ground for nuts.

In the fork of a spruce knot, a squirrel hung a strong aspen and thin honey mushrooms to dry. I hid delicious nuts in the forest pantries.

In late autumn, the squirrel will change its red dress for a gray winter coat. At the top of a thick fir tree, a squirrel made a warm nest. In this nest she raises her little squirrels.

The nimble squirrel is the most cheerful and agile animal in our forests. (83)

(According to I. Sokolov - Mikitov)

Assignment: What is the main idea of ​​the story. Read the first part of the text.

Find sentences that are important to express the main idea, leave out the details. Write it down.

Read the second part of the text. Find sentences that are important to express the main idea, leave out the details. Write it down.

Read the third part of the text. Find sentences that are important to express the main idea, leave out the details. Write it down.

№ 2. Chick

The storm knocked the nest from the tree. A chick was lying on the ground. He flapped his wings, but could not fly. The paw caught on a branch. The chick opened its long beak and shouted

Then the cat Vaska appeared. His tail stood up like a pipe, his eyes lit up with green fire. The cat was ready to jump. Kostya pushed the cat away with his foot and freed the chick.

He brought him home and put him in a cage. My brother dug up worms in the garden. The boy fed the bird. Every day he released the chick, but it could not fly yet. At this time Vaska was locked in a closet. (87)

Words for reference: hit, caught fire, at that time, locked.

Assignment: What is the main idea of ​​the story?

Read the first part of the text. Find sentences that are important to express the main idea, leave out the details. Write it down.

Do this work on individual parts of the text. Write the text briefly.

11. Creative dictation.

Assignment: Complete the sentences.

Winter has come. Fluffy snow covered the fields, meadows... On rivers and lakes the ice is as clear as... Snowflakes sparkle like... The spruce and pine trees stand in the snow, as if they had put on... and.... The trees were decorated with frost, as if...

It was... day. I look at... the sky. Clouds are floating across the sky. Swallows are circling high under the clouds. Swifts fly by with a ringing whistle.

12. Compiling text using key words (phrases).

Task: Compose a text using these words (phrases)

№ 1. Day in the park

Morning frosts, autumn outfit, colorful leaves, a holiday at the birch tree, a wonderful mood.

Task: Compose a text from these words (phrases). Choose a name for it.

Summer, village, vegetable garden, garden, dill, salad, carrots, parsley, apple trees,

pears, berries, vegetable garden.

13. Compiling a text based on a given beginning or end.

Assignment: Write a story based on its beginning.

Vaska the cat and the old man often fished. The old man was fishing. Vaska was sitting next to him. One day…

The rain rustles on the leaves. The leaves are wet and shiny! Droplets from them roll down onto the grass. ...

There was severe frost at night. The puddles are frozen. Smooth transparent ice appeared. The kids ran out into the yard. ...

14. Editing text.

Task: Read the text. Replace repeated words with synonyms.

№ 1. Woodpecker

I walked quietly through the forest. Suddenly I noticed a woodpecker. A woodpecker sat on the trunk of an old tree. The woodpecker began to chime loudly into the dry bark. The sound of a woodpecker could be heard in the distance. Nimble tits hover around the woodpecker. They pick up bugs and worms. The woodpecker helps everyone.

№ 2. Fox

There is a bad reputation about the fox, as if the fox carries chickens. But in reality, the fox rarely succeeds. Most often, the fox hunts for mice. The fox has sensitive hearing. As soon as the mouse squeaks, the fox is already right there.

15. Write down the sentences, choosing a more precise word.

A beautiful rose (grew, grew) by the stream. A nightingale (sat, perched) on a branch in front of her. He (stared, looked) at the rose and (praised, sang) its beauty. Nightingales (trills, songs) sounded over the stream. The stream echoed them quietly (ringing, gurgling, gurgling).

№ 2. Meeting on the road.

I (met, encountered) such a miracle for the first time in my life. My friend and I were driving a car. Suddenly a little fox (ran out, jumped out) onto the road from the forest. The driver stopped the car. The little fox began to (examine, examine) her with curiosity. He (wanted, strove, tried) to guess what kind of animal it was.

We (called, beckoned) the little fox. He came closer (ran, jumped, came) to the car. The animal was red, had a light tie on its chest, and its paws were in black stockings. He sat down in front of the car. We began to (talk, talk) with him. The little fox listened carefully. What a curious little boy! At the edge of the forest a column of cars (hummed, rustled). The animal (rushed, rushed, rushed) into the forest. So that's the meeting!

The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities to know reality, the more complete his future relationships with children and adults, his behavior, and, consequently, his personality as a whole. Conversely, a child’s unclear speech will greatly complicate his relationships with people and often leaves a heavy imprint on his character.

At the age of 5, children with speech defects feel them painfully, become shy, withdrawn, and some even irritable. In such children, one can observe the manifestation of aggression towards peers, and sometimes towards adults.

Our task is to educate a full-fledged personality. To do this, it is necessary to create conditions for free communication between the child and the team. Do everything so that children can master their native speech well and speak correctly and beautifully as early as possible.

In the family, the child is understood perfectly, and he does not experience any particular inconvenience if his speech is imperfect. The child’s circle of connections with the outside world is gradually expanding, and it is very important that both peers and adults understand him. Therefore, the sooner you teach your child to speak correctly, the freer he will feel in a group.

The issue of purity of speech acquires particular significance when the child enters school. At school, speech deficiencies can cause student failure. From the first day of school, the child has to make extensive use of speech: answer in the presence of the whole class, ask questions, read aloud, and speech deficiencies are immediately revealed.

Correct, pure pronunciation of sounds and words is especially important during the period of a child’s literacy education, since written speech is formed on the basis of oral speech.

A close connection has been established between the purity of the sound of children's speech and spelling literacy. Younger schoolchildren write mainly as they speak. Among low-achieving primary schoolchildren, there is a large percentage of tongue-tied children.

What should you pay attention to when organizing home activities? How to help a child correctly?

Pronunciation deficiencies can be the result of disturbances in the structure of the articulatory apparatus: deviations in the development of teeth, incorrect placement of the upper teeth in relation to the lower ones, etc. In order to prevent speech defects, it is very important to monitor the condition and development of the dental system, including It is time to seek advice from a dentist, eliminate defects, and treat teeth.

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 decrease in hearing, 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, treat them in a timely manner, and not with home remedies, but in medical institutions.

Adults should help the child master correct sound pronunciation, but should not force speech development. It is harmful to burden a child with complex speech material, to force him to repeat words he does not understand, to memorize poems that are complex in form, content and volume, to teach him correctly, to 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 hissing sounds, p sound), read works of fiction intended for school-age children.

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

Often the reason for incorrect pronunciation of sounds is the child’s imitation of the defective speech of adults, older brothers, sisters, and friends with whom the baby 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 “imitate” the child’s speech, pronounce words distorted, or use truncated words or onomatopoeia instead of conventional words. (“Bibika”, “Lala”, etc.), lisp. This will only slow down the assimilation of sounds and delay timely mastery of the dictionary. Frequent use of words with diminutive or affectionate suffixes, as well as words that are inaccessible to his understanding or complex in terms of sound and syllables, 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 during that period of the baby’s life when this process is not completed.

Some deficiencies in children’s speech can only be eliminated with the help of specialists, speech-language pathologists. But a number of shortcomings are easy to eliminate, and accessible to parents. The family usually corrects the child when he pronounces this or that sound or word incorrectly, but this is not always done correctly. Correcting speech errors must be approached very carefully. You cannot scold a child for his bad speech and demand that he immediately and correctly repeat a word that is difficult for him. This often leads 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 an example of its pronunciation.

While studying with a child at home, reading a book to him, looking at illustrations, parents often 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. Children cope with these tasks, but make speech errors. In this case, you should not interrupt the child, you should give him the opportunity to finish the statement, and then point out mistakes and give an example.

Very often children ask us different questions. Sometimes it is difficult to find the correct answer to them. But you cannot avoid the child’s questions. In this case, you can promise to give an answer when the child has eaten (takes a walk, completed some task, etc.), while the adult will prepare for the story during this time. Then the child will receive the correct information, see in the adult an interesting interlocutor, and in the future will strive to communicate with him.

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

Games and poems, exercises that you can use at home, serve to develop correct pronunciation, help to reflect on the sound, semantic, and grammatical content of a word, and develop fine muscles of the fingers, which helps prepare the child’s hand for writing.

Exercises for the development of the articulatory apparatus

"Spatula". The mouth is open, the wide relaxed tongue lies on the lower lip.

One two three four five,

We're going, let's go for a walk,

Let's take all the spatulas

And let's go to the sandbox.

I have a spatula -

Wide and smooth.

"Cup". The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.

Do you like to drink tea?

Then don't yawn!

Open your mouth

Get the cup.

"Arrow". The mouth is open. The narrow, tense tongue is pushed forward.

Open your mouth wider

And push your tongue forward.

One two three four five -

We will follow the arrow.

Dynamic exercises for the tongue

"Horse". Suck your tongue to the roof of your mouth, click your tongue. Click slowly and firmly, pulling the hyoid ligament.

Clack-clack-clack!

We all said

How the horses galloped.

Here the horses galloped,

Tongue, cluck with us

Hey, where's the smile?

Teeth and stickiness.

"Harmonic". The mouth is open. Suck your tongue to the roof of your mouth. Without lifting your tongue from the palate, strongly pull the lower jaw down.

Antoshka has an accordion.

Play for us a little.

"Painter". The mouth is open. Using the wide tip of the tongue, like a brush, we move from the upper incisors to the soft palate.

We paint carefully: back and forth,

I smile, but my tongue won’t understand,

How will he paint the hard palate on time?

Let's paint the ceiling soon!

The painter was in a hurry

And the brush was dragged away.

"Delicious jam." The mouth is open. Using a wide tongue, lick your upper lip and move your tongue deep into your mouth.

Oh, what a treat!

Very tasty jam!

Put your tongue wide

And raise the edges.

Let's lick the upper lip -

I love jam very much.

To everyone's surprise

Delicious jam.

Who loves jam?

Makes a move -

Lick your lip

Show me your tongue.

Lip exercises

"Fence". The teeth are closed. The upper and lower teeth are exposed. The lips are stretched into a smile.

Smile too

Show me your strong teeth.

We will paint the boards

And let's put it like this.

Ducks walk behind the fence

And they scream quack-quack!

We opened our mouths wider,

Teeth showed

Lips stretched

They drowned in a smile.

"Tube". Stick your lips forward sideways.

Chi-chi-chi, like trumpeters,

Let's all stretch our lips

And we'll show you the tubes.

"Proboscis". Pull your closed lips forward.

Look, who is it? This is an elephant with a proboscis.

Exercises for finger gymnastics

"House". The fingers spread downwards rest on the table.

"Bunny." The index and middle fingers are spread apart, the ring and little fingers are bent and inclined towards the thumb.

The index and middle fingers are raised up - these are the ears; the remaining fingers are gathered into a fist - the body.

Finger gymnastics complexes (in games and exercises)

"We are buildinghouse". The hands are clenched into fists, the thumb is raised up - this is a hammer. Throughout the poem, the hammer hammers in nails (moving from top to bottom with the thumb - first straight, then bent).

An adult reads poetry:

All day long here and there.

A loud knock is heard.

The hammers are knocking

We are building a house for bunnies.

The hammers are knocking

We are building a house for baby squirrels.

This house is for squirrels

This house is for bunnies.

Chukomina N.V.

Teacher of the Autonomous Educational Institution "Kindergarten Beryozka"

Uvat municipal district" Tyumen region, p. Uvat.

Games for developing speaking skills

The basis for such games is ordinary speech. The child gains useful experience of fluent and grammatically correct spoken language. Games are useful for stimulating positive emotions if a child has isolated himself, withdrawn, or become offended.

"Skillful rhymers." It is useful to turn to such a game when you are offended by a peer, brother or sister.

Make up, make up, make up and don’t fight anymore, and if you fight, you’ll be left without a friend.

* Hey, hand, shake, shake, just don’t fight anymore.

* Relax your hand, relax and don’t pinch anymore.

* Oh, my hand is stuck! I let go of my hand and grab him by the body. You call it good, I let go of my hand.

Playful rhymes to help you overcome feelings of resentment.

Take away the insult - you are forgotten anyway,

Run into the yard, climb over the fence,

Get on your horse and ride away from me!

Development of a child's grammatical abilities

These games help develop children's grammatical abilities without cramming the letters of the alphabet, without the dull reading of syllables from a book.

"Let's remember the letters." Goal: to help the child remember the letters of the alphabet, relying on auditory, visual, and muscle memory.

* An adult traces the letter along the outline, naming it, and the child shades the letter with a pencil or paints it over.

* The adult draws the outlines of the intended letter in the air, the child tries to guess and name it. In a similar way, an adult draws a letter on the child’s back.

* The letter is molded from plasticine, constructed from matches, counting sticks, and seeds.

* An adult and a child take turns naming the similarity of a letter with objects from the surrounding world.

"Hide and seek with letters." Goal: to train intelligence, imagination, and the ability to recognize familiar letters in graphic contours.

A simple pattern is drawn on a sheet of paper, on sand, on asphalt. You need to look closely at it, see the outlines of letters in its lines and show them in the pattern along the contour one by one.

Games with fairy tales

At home, all family members can participate in such games.

"Guess the name of the fairy tale." All participants take turns throwing the ball to each other and calling out the first word or syllable of the intended tale. The one who caught the ball guesses and says the full name.

Sivka... Zayushkina... Horse... Ugly... Frost... Princess... Geese... Boy... Red... Tiny... Inch... Flower... Scarlet... Golden... Bremen... Doctor...

"What's extra?"

One of the players names several words that appear in the intended fairy tale, and one that does not relate to this fairy tale. Other players guess the fairy tale and name the extra word.

Fox, hare, hut, palace, dog, rooster (fairy tale "The Fox and the Hare").

Grandfather, grandmother, granddaughter, turnip, cucumber (fairy tale "Turnip").

Mashenka, ducks, Vanyusha, Baba Yaga, geese - swans (fairy tale "Geese - Swans").

Emelya, old man, pike, sons, swan, Marya the princess (fairy tale “At the command of the pike”).

Old man, fish, old woman, washing machine, trough (“The Tale of the Fisherman and the Fish”).

"Fairytale nonsense." This game unites all participants, develops a sense of humor in both adults and children, gives a boost of joy, helps relieve tension, and switches from monotonous work.

A small fairy tale is taken as the content basis of the game, and a game modification is invented. It is more interesting to act out fairy tales in which actions are repeated several times: “Turnip”, “Teremok”, “The Fox and the Hare”. Roles are distributed between the participants, each character is assigned a duty phrase, which he pronounces every time during the course of the tale after the name of his character.

For example: the fairy tale "Turnip".

An approximate set of stock phrases for fairy tale characters:

Turnip - "Wow!"

Grandfather - “I’ll show you!”

Grandma - “For you...”

Granddaughter - “Cool.”

Bug - “I’ll sing now.”

Cat - "Buble Gum".

Mouse - “Come out, you vile coward!”

Grandfather planted (...) a turnip (...). The turnip grew (...) big - very big.

The grandfather (...) began to pull the turnip (...): he pulls - he pulls - he cannot pull it out.

Grandfather (...) called grandmother (...). Grandma (...) for grandfather (...), grandfather (...) for the turnip (...) - they pull - they pull - they cannot pull.

The grandmother (...) called her granddaughter (...). Granddaughter (...) for grandmother (...), grandmother (...) for grandfather (...), grandfather (...) for a turnip (...) - they pull - they pull - they cannot pull.

The granddaughter (...) called the bug (...). A bug (...) for a granddaughter (...), a granddaughter (...) for a grandmother (...), a grandmother (...) for a grandfather (...), a grandfather (...) for a turnip (...) - they pull, they pull, they cannot pull. The bug (...) clicked the cat (...). Cat (...) for Bug (...), Bug (...) for granddaughter (...), granddaughter (...) for grandmother (...), grandmother (...) for grandfather (...), grandfather (...) for a turnip (...) - they pull and pull, but they cannot pull.

The cat (...) clicked the mouse (...). Mouse(...) for cat(...), cat(...) for Bug(...), Bug(...) for granddaughter(...), granddaughter(...) for grandmother(...), grandmother(...) for grandfather(...), Grandfather (...) by the turnip (...) - pulling, pulling - pulled out the turnip (...)!

Fun ABC lesson

This group of games helps children learn a lot of new things from the life of words, expand their vocabulary, and knowledge about language.

Ball game "Say the opposite".

Winter summer. Heat - cold. True False. Rich man - poor man. Bitter - sweet. Useful - harmful...

"The Magic Wand of the Fairy Slovarina"

To play you need a "magic" wand. One end of the stick decreases, and the other increases.

An adult player names a word, then touches one of the children with a stick. The child calls this word either diminutive or increasing, depending on the end of the stick with which the child was touched.

House - house - house. Bridge - bridge - bridge. Rain - rain - rain. Cat - cat - cat...

Everyone knows what an important function breathing performs in the life of the human body. In addition to its main physiological function - gas exchange - breathing also provides such a function as speech breathing. Speech breathing (diaphragmatic) is the basis of sounding speech, the source of the formation of sounds and voices.

The mechanism of this type of breathing is inherent in us from the very beginning. This is the oldest type of breathing, inherent in all warm-blooded animals and 90% of the total need for breathing is carried out due to it.

The main muscle that powers this type of breathing is diaphragm. It separates the abdominal and thoracic cavities. When you inhale, the diaphragm relaxes and, falling, presses on the abdominal organs, which in turn are pressed against the abdominal wall, causing it to protrude and round. As you exhale, the diaphragm contracts, compresses the lungs, and the abdominal wall retracts. In this case, the upper part of the chest remains motionless. Outwardly, it looks like belly breathing.

When correcting speech disorders, there is a need to specially organize and develop speech breathing; breathing exercises become of particular importance. The corresponding gymnastics is aimed at developing in children the skills of correct rational breathing and voluntary control of the process of air flow movement.

Exercises to form diaphragmatic exhalation

The child is in a supine position. The child's hand lies on the upper abdomen (diaphragmatic region). The child’s attention is drawn to the fact that his stomach is “breathing well.” You can put a toy on your stomach to attract attention. This exercise lasts on average 2-3 minutes. The exercise should be performed effortlessly to avoid hyperventilation and increased muscle tone.

Blow out the candle

Children hold strips of paper about 10 cm from their lips. Children are asked to slowly and quietly blow on the “candle” so that the flame of the “candle” is deflected. The speech therapist notes those children who blew on the “candle” the longest.

Tire burst

Starting position: children spread their arms in front of them, depicting a circle - a “tire”. As they exhale, children slowly pronounce the sound “sh-sh-sh”. At the same time, the arms are slowly crossed, so that the right hand rests on the left shoulder and vice versa. The chest contracts easily at the moment of exhalation. Taking the starting position, children involuntarily inhale.

Inflate the tire

Children are asked to pump up a “blown tire.” Children “clench” their hands into fists in front of their chests, taking an imaginary “pump” handle. Slowly bending forward is accompanied by exhaling to the sound “ssss.” When straightening, inhalation is involuntary.

Balloon

The exercise is similar to the “Burst the tire” exercise, but while exhaling, children pronounce the sound “f-f-f”.

The beetle is buzzing

Starting position: raise your arms to the sides and move them back a little, like wings. Exhaling, children say “w-w-w”, lowering their hands down. Taking the starting position, children involuntarily inhale.

Crow

Starting position: raise your arms up to your sides. Slowly lowering their arms and squatting, the children pronounce protractedly “K-a-a-a-r.” The speech therapist praises those “crows” that slowly descended from the tree to the ground. Taking the starting position, children involuntarily inhale.

Wood cutting

Starting position: stand opposite each other in pairs, hold hands and imitate sawing wood: hands toward you - inhale, hands away from you - exhale.

Woodcutter

Starting position: stand straight, legs slightly narrower than shoulders; As you exhale, fold your arms like an ax and lift them up. Sharply, as if under the weight of an ax, lower your outstretched arms down while exhaling, tilt your body, allowing your hands to “cut” the space between your legs. Say "uh." Repeat 6-8 times.

Komarik

Starting position: sit down with your legs clasped around the legs of the chair, hands on your belt. Inhale, slowly turn your body to the side; as you exhale, show how the mosquito rings - “z-z-z”; quickly return to the starting position. A new breath - and a turn in the other direction.

MADO Sladkovsky kindergarten "Fairy Tale"