How to develop speech in elementary school? The most useful exercises for the development of speech in younger students. The development of speech of younger students in games and game exercises

Municipal budgetary educational institution "Secondary school No. 6 of the city of Dimitrovgrad, Ulyanovsk region"

Primary school teacher

Grushevskaya Elena Viktorovna

Card file of exercises

The development of speech of younger students through a system of exercises

Work on the ability to highlight the features of a sentence, to determine the boundaries of sentences in oral speech by intonation begins in grade 1, during the period of literacy. Each teacher in the arsenal has special exercises and tasks that help first-graders quickly and deeply learn the concepts of "text", "sentence", develop the ability to build an independent written statement. I offer the guys the following tasks.

Exercises for the development of phonemic processes.

Exercise number 1 "Name the words":

Name the words that start with a sound a (t, o, r etc.);

Name the words that end with a sound P (and oh s etc.);

Name the words that have a sound in the middle l (n, uh, g etc.).

Exercise number 2 "Claps":

Now I will call you words, and you, as soon as you hear a word that begins with a sound With (c, o, g etc.), immediately clap your hands: dacha, cat, hat, fox, road, beetle, window, hair etc. Task options: “catch” the sound at which the word ends or which we hear in the middle of the word.

Now I will call you words, and you, as soon as you hear a word that has a sound to, clap your hands 1 time, and if the sound G- 2 times: cow, kissel, mountain, mink, guitar, boots, bitches, hand, caught up etc.

Exercise number 3 "Playing with the word":

Think of a word that begins (ends) with the same sound as in the word "frog", "flag", "table";

What is the first (last) sound in the word "beam", "strength", "sofa";

Name all the sounds in order in the word "sky", "cloud", "roof";

What sound in the word "fish" ("chair", "carpet") is the second, fourth, first, third?

Exercise number 4 "New word":

I will now give you a word, and you will try to change the second sound so that you get a new word: smoke, juice, drank, chalk.

I will now give you a word, and you will try to change the first sound so that you get a new word: dot, bow, varnish, day, pedal, layout.

I will now give you a word, and you will try to change the last sound so that you get a new word: cheese, sleep, poppy, stop.

Exercise number 5 "Mugs":

Now we will write down a few words, but not in letters, but in circles. How many sounds in a word, so many circles: grass, paper, roll, star, tablet.

Exercise number 6 "Longer - shorter":

We will compare words. I will say two words, and you will decide which one is longer. Just remember to compare words, not the things they stand for: table - table, antennae - mustache, dog - dog, tail - tail, snake - snake.

Development Exercises

lexico-grammatical structure and coherent speech.

Exercise number 1 "Second half": when reading, only the second half of the word is pronounced. The mental dividing line runs approximately in the middle of the word. This allows you to emphasize the end of the word as an essential part that needs the same exact perception as the beginning: whatnie , thenonly , trAva , solohm , krovat , caststeering wheel , Creechal .

Exercise number 2 "Guess"

I'll look out ... the sun .... Delighted ... young ... blue ..., zape ... and gathered ... into the forest. The old sparrow ... says ... that it's early bird ... zape ..., there will still be frost ....

Exercise number 3 "Make a proposal":

Make up sentences using the following phrases: funny puppy, ripe berry, forest lake.

The words in the sentence are mixed up, you need to put them in their places: smoke, goes, pipes, from; stand, vase, flowers, c.

Exercise number 4 "Missing words":

Now I will read you a story, but some words are lost in it. Try to find them.

Silence reigns in the dense _____. Black _____ covered the sun. The birds are silent. Here comes ____.

Exercise number 5 "Find the mistake":

Listen to the sentences and say if everything is correct in them:

In winter, apple trees bloom in the garden. In response, I nod my hand at him. I soon succeeded in my car. The boy broke the ball with glass.

Exercise number 6 "Action":

I will name the words, and you will say what this item can do: blizzard - sweeps, thunder, wind, snow, rain, sun. It is important that you choose as many action words as possible. “What else does the sun do? It doesn't just shine, does it?

Exercise number 7 "Sign":

If the object is made of iron, what is it: iron, paper, wood, snow, fluff, glass.

Exercise number 8 "Words-friends":

How else can you say about a sad person? Valuable - what is it? Hard?

Which word is missing: sad, mournful, dull, deep; weak, brittle, long, fragile.

Exercise number 9 "Words-enemies":

Say the opposite: cold, dull, spacious, raise, low, spring.

Exercise number 10 "One and many":

I will name one item, and you change the word so that it becomes many: lake, name, friend, person, table.

I will speak a word denoting many things, and you - one: leaves, well done, claws.

Exercise number 11 "Reduce":

Say the name of the small object: ball - ball, hand, flag, hat, sun, chair.

Exercise number 12 "Explain the word": letter, nail, brave, umbrella, diamond.

EXERCISE: determine by ear and show (you can use a signal card) how many sentences are in the text.

Purpose: to teach to determine the boundaries of sentences in oral speech by intonation and pauses, to determine the number of sentences in the text.

(The text is read by the teacher.)

Winter.

The guys cleared the rink. The kids ride in pairs. Happy voices are ringing. Good in winter!

Repeat the sentence I read with feeling. What feeling did I convey?

How many words are in the given sentence?

What is a one word sentence?

How did you determine how many offers there are? (By pauses, by intonation).

How do we find the end of a sentence in spoken language? (By intonation, by voice).

Are these sentences connected in meaning and what do they say?

How else can you title the text?

Purpose: to develop the ability to highlight the signs of a coherent written text, its heading, to give a first idea of ​​​​editing the text.

Fox.

The fox walked through the forest. Suddenly she smelled meat. The fox ran towards the smell. And the trap of the fox by the paw! (According to P. Afanasiev).

Who is being talked about here?

What two pictures can be drawn to the text?

What happened to the fox first? Where did you find out about this offer? Read.

What happened next? Read.

How did it all end? Read.

Does the title match the content of the text?

Does it fit the content of each sentence?

What happened to the fox?

What sentence contains the main idea of ​​the story?

Choose from these sentences suitable for the title: "A case in the forest", "I've enjoyed it!". Justify your choice. What title can you suggest?

In a story (coherent text), all sentences must be united by a common meaning and can be titled. The title should be suitable for all content and cover all sentences. Read the sentences and name the one that fits the meaning of the content of the story:

“The forest was dense. The fox was hungry."

Will this sentence help you better understand the overall meaning of the story?

Where should it be inserted?

Why is the sentence “The forest was dense” redundant and should not be included in the story?

Read the supplemented text. What did you notice? (The word "fox" is repeated several times.)

What words can replace this word to avoid repetition? (she, redhead, poor thing)

Have we got a coherent text, a story? Prove it. (All sentences are connected by a common meaning, some case is reported, everything is told in order: what happened first, then, how it all ended). The edited text is read by students and written down (copying techniques, dictation, copying with assignments and other types of text work can be used.)

Creating text-mystery in a circle

This type of multifunctional text exercises can be used during the presentation of a new vocabulary word and at other stages of the lesson. Each student is presented with the text of a riddle that he must guess, or a word is encrypted that he needs to determine. The specifics of this exercise are as follows:

The first student reads the words written on the board, for example: bear, fox, hare, and one of the words stands out according to an independently found feature.

The same student justifies his choice: “You can highlight the word fox, because it has three syllables. It is feminine. It has voiced and voiceless consonants, and words bear and hare - masculine, disyllabic, and all consonants in them are voiced"

The second student, having read the riddle, guesses it, but does not write down the answer, but folds the text - the riddle of the first student - on the reverse side. Below he writes his riddle about the same animal. For example:

With a fluffy tail, but not a squirrel.

Fiery, but not flame.

Likes to steal eggs, but not chicken.

And so in a circle. The last student must write down his riddle and
clue.

The cheat approaches the tree on tiptoe, twirls its tail, keeps its eyes on the crow.

And he speaks so sweetly, breathing a little ...

Who is this heroine? (Fox)

Checking is carried out collectively, or the written versions of the texts change between groups. The task of the participants is to guess riddles and determine the encrypted word. An important role in this type of exercise is played by the first student, who must correctly determine the principle of highlighting the encrypted word.

Creation two texts from the same source material.

The teacher offers a learning material that represents a combination of two incomplete texts:

Birds build nests. Nests are made of grass, roots, moss. Inside they are lined with soft fluff. In spring, the female frog lays many eggs. They are called caviar. Each egg turns into a tadpole.

Teacher(s): Read the entry. Having established its feature, formulate a task for the exercise.

Children(D).\ The entry is a combination of two texts: the first is about birds, the second is about frogs. Both texts need to be restored.

DW: Read each of the passages and prove that they are different texts.

D.: (reading passages): These are different texts, as they have different themes: the first one talks about the nests of birds, the second birth of a frog

W: What parts of the texts are given?

D.: The first text has a beginning, the second has a beginning and a middle.

Further, the teacher proposes to distribute these texts with new sentences that can be placed in any part of the original text. Students express their suggestions, and the teacher writes on the blackboard. Then the students, by choice, write down and supplement one and the texts. Here's what happened after the job was done:

Caring parents.

Birds build nests. Nests are made of grass, roots, moss. Inside they are lined with soft fluff. This is a very difficult job! Soon the chicks are born. The female and male teach them to fly and bring them food. They will not abandon their chicks. What caring parents!

How a frog is born.

In the spring, when the bright sun peeps out, the female frog lays many eggs. They are called caviar. Each egg turns into a tadpole. After a few days, the tadpole grows legs and tail. After four months, the tadpole turns into a frog.

Compilation of two texts based on the identified word.

The source material is recorded with omissions of the same word, which is replaced by a symbol. As an additional entry, a scheme is proposed.

For example:

lives on a rug protects its belly in the form of a wheel

"Tail" does not allow me to crawl away from me far, I draw

Not only a complex device, but also a useful animal

helps to work on the computer and maintain the ecosystem.

W: Read the entry. Look carefully at the diagram for it. Formulate a task for the exercise.

D: It is necessary to determine who or what the text is talking about. Based on this, make two texts.

W.: Right. What did you get?

D.: The word mouse is missing in the text -

1) a computer device used to enter information and move the cursor;

2) small rodent.

Students find out and analyze the semantic errors of the text, supplement it with new sentences, by choosing to record texts, formulate additional tasks themselves.

Exercises for the development of communicative qualities of younger students. (Grade 1)

TOPIC: FRUITS.

Consider natural fruits with children: apple, pear, peach, plum, grape, apricot, orange, tangerine, lemon. Specify how all this can be called in one word ("fruit"). Tell that lemon, orange, tangerine, grapefruit are citrus fruits. Help remember information.

Pay attention to the characteristic features of fruits: taste, color, shape, smell.

Ask the child if he knows where the fruits grow (in the garden, on the tree).

Find out if the child knows what fruit can be made.

Exercise "Name the color, shape" to agree nouns with adjectives.

Plum (what?) - blue, oval.

Lemon (what?) - ...

Apricot (what?) - etc.

Exercise "Count" to agree numerals with nouns.

1 lemon, 2 lemons, 3..., 4..., 5 lemons.

1 drain, 2..., 3..., 4..., 5...

1 apricot, 2..., 3..., 4..., 5...

1 pear, 2..., 3..., 4..., 5... etc.

Exercise "Call me affectionately" on the formation of nouns with the help of diminutive suffixes.

Plum - cream, apricot - apricot, etc.

One-to-many exercise on the use of nouns in the genitive plural.

One orange - many oranges.

One pear - many pears, etc.

An exercise in the formation of the plural of a noun in the nominative case.

Plum - plums.

Apple - apples.

Pear - pears, etc.

Exercise "Finish the sentence" on the use of case forms of a noun.

Mom bought fruit, washed it, put it on a plate. We enjoyed eating them. We ate apples. There was not a single ... (apple) left on the plate. We ate everything ... (apples). We ate pears. Not a single one was left on the plate ... (pears). We ate everything ... (pears). We ate plums. Not a single one was left on the plate ... (plums). We ate everything ... (plums). We ate cherries. Not a single one was left on the plate ... (cherries). We ate everything ... (cherries).

Exercise "Name the jam"(learn to form relative adjectives).

Jam was made from apples, it will be called ...

The jam was made from pears, it will be called ...

The jam was made from peaches, it will be called ...

The jam was made from cherries, it will be called ...

Jam was made from plums, it will be called ... etc.

Exercise "What will be the fruits?"(learn to form verbal adjectives).

If fruits are boiled, they will be boiled.

If you freeze fruits, they will become ...

If you bake apples, then they will turn out ...

If you dry the pears, then they will become ...

Work out the exercise using the example of all fruits.

Exercise "What grows where?" for the formation of single-root words.

Apples grow on an apple tree.

Pears grow on...

Plums grow on...etc.

The development of coherent oral speech.

A) Making sentences from words.

apples, lie, apple tree, under.

pear, grow, garden, c.

B) Compilation of complex sentences (exercise "Finish the sentence")

Mom picked apples in the garden to...

Mom washed the pears to...

Mom bought plums from the store to...

C) Compilation of complex sentences according to the model.

The plum is blue and the apple is green.

Lemon is sour, and pear is ... etc.

The development of fine motor skills.

Finger exercises.

We will cook compote,

You need a lot of fruits. Here.

Let's chop apples

We will cut the pear.

Squeeze lemon juice

Put the drain and sand.

(bend fingers one at a time, starting with the thumb)

We cook, we cook compote.

Let's treat honest people.

(hold the left palm with a "ladle", with the index finger of the right hand "interfere" compote)

Development of logical thinking(Learning to solve riddles).

In a yellow skin, it is sour,

It's called -...

In golden skin

Sweet and fragrant.

(Orange)

It looks a little like beads,

Each leaf is like a palm.

Was green, but he ripened -

Became amber, blue, white.

(Grape)

The development of auditory memory.

Learn a poem (any).

Ripe, red, sweet apple

Crispy apple with smooth skin.

I'll break the apple in half

I will share an apple with my friend.

Our autumn garden is beautiful.

It has plums and grapes.

On branches like toys

Both apples and pears.

And the night is chilly

And the yellow leaf rustles at your feet.

We will pick the fruits in the morning

And we will call all the neighbors.

And wave the sun

"Thank you, autumn!" - let's say.

Organization: MBOU "Kuzedeevskaya secondary school"

Location: Kemerovo region, p. Kuzedeevo

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. First appearing in early childhood as

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 the subjects of a comprehensive school will depend.

By the time the child enters school, the child’s vocabulary increases so much that he can speak freely with another person on any occasion, shows the ability to listen and understand the speech addressed, maintain a dialogue, answer questions and ask them independently. But here a lot of “ifs” should be included: if the child developed in a cultural language environment, if the adults around him demanded an intelligible statement, understanding what he says for 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 has speech means that he appropriated from adults and used in his contextual speech. It is she who primarily interests the teacher as an indicator of human culture, as an indicator of the level of development of the child. But even a very well-developed oral speech of a six-seven-year-old is a child's speech. Per further development contextual speech will be answered by the teacher. Having come to school, the child is forced to move from the "own program" of teaching speech to the program offered by the school.

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

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

It is necessary to know that at the initial stage of education, the oral speech of children is stronger and richer than their written language, and in the learning process it plays a major role. Oral speech is the beginning and end point of the process of assimilation of new knowledge by students: first, the teacher orally explains new facts and phenomena, and then students verbally express their knowledge about these facts and phenomena. Consequently,

development of oral speech of younger students - a very important aspect of working on the language, because on this basis the ability to express one's thoughts in writing develops. The teacher needs to develop dialogical speech – formation culture of speech communication . Dialogic speech is extremely important, because it contributes to the development of social relations in children. Coming to school, the formation of culture continues his speech communication and formation monologic speech. This task for the teacher is difficult, especially in relation to children from asocial families, where there is a lack of a cultural language environment.

So, how should education go, in what direction should it go?

oral development of the child's speech today in the context of the modernization of the educational process? The development of oral speech of younger schoolchildren today is formation and the formation of a 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 the work on the development of children's oral speech.

My work focuses on three areas:

1. I teach the norms of the language, educate the culture of speech;
2. enrich vocabulary;
3. I teach the skills of oral speech activity:

• ability to navigate in a situation of communication: to whom , why and what I'll speak;
• the ability to consistently express one's thoughts: how I'll speak;
• the ability to speak strictly on the topic;
• the ability to control one's speech;
• the ability to make adjustments to your speech.

Requirements for the level of speech development of younger students.

Working on the development of children's speech, I follow the fact that the oral speech of children must meet certain requirements. First, the speech must be meaningful. Children must not be allowed to talk

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

Secondly, oral speech should be different logic , which

manifests itself in consistent presentation of thoughts. Consistently expressing thoughts is, first of all, coherently expounding according to a plan. Separate sentences should be sequentially located and connected connected to each other. It is important that in the oral answers of students there are no omissions of essential facts, repetitions, contradictions.

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

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

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

truthfully depict the reality surrounding the child, right

convey facts, skillfully choosing for this purpose the best language

means - words and sentences that convey all the signs inherent in the depicted.

Fifthly, oral speech should be expressive . Human speech is not

dispassionate, it always carries expression in itself - expressiveness that reflects the emotional state. The emotional culture of speech is of great importance in human life. The development of oral speech of younger schoolchildren also covers work on how the child addresses another person, how the message is pronounced, i.e. what are intonation,

loudness, tempo - expressiveness speech. I to these parties of speech

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

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

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

and the second signaling systems in higher nervous activity showed:

the first signal system is ahead of the second in response time. This means that psychologically the child reacts more sharply to the emotional tone of speech and the 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, diverse), if he has a good rate of speech, then the children, by imitating, will undoubtedly learn the features of the teacher's speech expression. Later, rationality will dominate over this property, and the teacher in the senior classes will be deprived of the possibility of 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 stresses, 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 a gesture should be restrained

Supplement oral information, drawing attention to it. If you can do without gestures - do not gesticulate.

These requirements are closely interconnected and act as a complex 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 younger schoolchildren and diagnostic tools.

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

research on the levels of development of oral speech in children , focusing on

the main criteria accepted in science:

1) pronunciation level (clarity, expressiveness,

means of expressiveness of speech):

high - good diction, distinct pronunciation of sounds, observance of the rules of orthoepy, the ability to speak expressively, quite competently own intonation, logical stress;

average - good diction, distinct pronunciation of sounds, speech is inexpressive, does not have intonation, logical stress;

short - poor pronunciation of individual sounds, speech is inexpressive, does not have intonation, logical stress;

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

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

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

average - the use of phrases and sentences in speech

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

short - the same type of phrases and sentences (nominative and uncommon) predominate, speech is inconsistent;

4) text level (logicality, consistency, means

expressiveness):

high - accurately conveys the content of the text, composes a story from the picture logically, without speech errors;

average - for an accurate retelling, one or two leading questions of 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 - competently uses parts of speech, can form forms from variable parts of speech, correctly uses forms of declension and conjugation, owns word-building skills;

average - uses parts of speech quite competently, allows inaccuracies in the formation of forms from the changed parts of speech, in general, owns word-formation skills, but allows inaccuracies;

short - allows inaccuracies in the use of certain parts of speech (pronouns, verbs), errors are observed in the formation of forms from the changed parts of speech, it is difficult in word formation.

To conduct a study of the levels of development of oral speech of younger students, the following tasks were used.

1. What am I?

Instruction: “There are several sets of words in front of you. Imagine that you met

with a person who does not know the meaning of any of these words. You must try

explain to this person what each word means, such as "bike". How would you explain it? Any of the five proposed sets is chosen at random.

The following sets of words are suggested.

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

2. Plane, button, book, raincoat, feathers, friend, move, unite,

hit, stupid.

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

4. Bus, paper clip, letter, hat, fluff, sneak, twirl, folding, pushing, cutting.

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

2. How I spent the summer.

Instruction: “Imagine that you meet a friend whom you have not seen for a very long time. Tell him about how you spent the summer so that a 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 compose a short story about it (with the help of a teacher).

Types of work on the development of oral speech of younger students.

The development of children's oral speech, in my understanding, is not separate classes 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 how it contains elements of speech development.

To achieve this goal, I organize purposeful systematic work on development in the lessons of oral speech. The work includes the following types:

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

Work on diction.

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

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

correct articulation of sound a) and close lips tightly (this

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

• clarification of the pronunciation of sounds: woo- the locomotive beeps, fff- hedgehog snorts, uh-uh- a bear roars, etc.;
• onomatopoeia: mice - pi-i-pi-i, bells - ding dong, a hen guarding chickens - quoh quoh, alarmed chicken - where-where-where etc.;7

• the teacher pronounces the word, the sentence loudly, and the children quietly and vice versa;
• the teacher pronounces the word, the sentence slowly, and the children quickly and vice versa;
• pronouncing a sentence at different paces: with acceleration towards the end, then with a slowdown;
• pronunciation of a word, sentences with different loudness: very loudly, loudly, quietly, very quietly, in a whisper and vice versa;
• intelligible and distinct pronunciation of words and phrases (first in chorus, then independently, listening to your speech);
• exercise in voice modulation (strength of voice, pitch, tempo of speech, timbre) when expressing various feelings: joy, annoyance, approval, affection, surprise, etc .;
• inhale - exhale (deflate the ball or blow out the candle);
• inhale - exhale (count up to 10);
• portioned inhalation - exhalation (we smell the flowers);
• for example mother Mother on the inhale sa-sa-sa-sa on exhalation or 1, 2, 3, 4, 5 on the inhale 6, 7, 8, 9, 10 on the exhale;
• "Pulling the string": the hand is in front at the level of the mouth, the thumb and forefinger are closed; pronouncing a vowel sound, the child leads the hand forward, as if “pulling the thread”;
• exercises for the tongue: “Needle”, “Swing”, “Pull out your nose”, “Reach for the chin”, “Horse”, “I 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”: lived - there was a tongue - stick out his tongue, decided to put things in order in the house: he washed the floor - driving his tongue along the bottom of his mouth, washed the ceiling - driving his tongue along the palate, washed the walls - driving his tongue along his cheeks, went out and waits guests - stick out your tongue and put it on your lower lip.

When performing these exercises, I give the children the following recommendations: breathing is free, the throat is not compressed, for this you can not lower your head to your chest, raise it higher, sit straight.

The children performed these exercises vividly 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 studied sounds.

Actually listening.

One of the components in the development of oral speech of younger students 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 an “immersion” of a child in the speech of an adult, borrowing speech patterns from it. Children "sculpt" themselves by observing the way the teacher speaks, copying his gestures. The teacher's story is also educational in nature. Experience shows that children listen to my stories with interest, ask questions, willingly give their advice, and always ask for something else to tell.

This type of work also includes listening to audio recordings.

Games and practical speech exercises and tasks.

It is on the game with the word child

learns the intricacies of the native language,

assimilates his music and what

philologists call the "spirit of language".

M. Gorky

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

• “Talk on the phone”: staging a dialogue on a specific topic (call an ambulance, police, teacher, friend, etc.);
• “Let's be polite”: drawing up verbal politeness formulas (ask for forgiveness, apologize, thank, compliment, etc.);
• “Finish the word”: kar…, mor…, ra…, ta… etc.;
• “Start the word”: ... lina, ... chik, ... on, etc .;
• "Many - one": foals - ..., elephants - ..., chicks - ... etc.;
• "One - many": table - ..., house - ..., chair - ..., pen - ... etc .;
• “Say kindly”: son - son, son, son, son, etc.;
• “Compound words”: a garden breeds - a gardener, he flies - ..., snow falls - ... etc .;
• “Who has whom”: the elephant - ..., the tigress - ...., the cow - ... etc.;
• "Magic bag": get any item out of the bag and tell everything about it;
• “Name the middle name of the son, daughter”;
• “What to whom?”: dressmaker - ..., teacher - ..., painter - ... etc .;
• “Who is doing what?”: children are shown one subject picture each (hammer, umbrella, watch, etc.), children explain what can be done with them;
• “Where is my soul mate”: selection of synonyms for this word;

• “Pick up the words”: the guys are offered to name objects that perform certain actions, for example, who and what floats, who and what flies, who and what warms, etc .;
• “Make a sentence”: make sentences using the categories: right - left, above - below, deeper - smaller, already - wider, thicker - thinner, in front - behind, shorter - longer, before - after, then - now, etc. .;
• "Missing word": say any phrase or sentence, skipping one word, but replacing it with the syllables ta-ta-ta or la-la-la, for example, and here is..., ... shabby dog etc.;
• “Who (what) was?”: for this word, choose a pair that reflects its past, for example, sunflower - ...,the male - … etc. (opposite task “Who (what) will be?”);
• "Echo": play the spoken phrase (word) as an echo, for example, car - ... tire, laughter - ... fur etc.;
• "Journey": announce to children that they are going, for example, to India, ask what they will take with them and why;
• “Collect the word”: make words from the selected letters or from the proposed word, for example, cinema, make up all sorts of words;
• “Guess the word”: during vocabulary work, through the description of a word, children guess it;
• “Steps”: the children stand in one line, the task is given to name as many words as possible, naming all round objects, all sweet, all soft objects, etc., who named - takes a step forward;
• "Hill": arrange synonyms in ascending or descending order according to the degree of any feature, for example, huge, gigantic, large, small, tiny etc.;
• “Words are enemies”: selection of an antonym for a given word;

• "Pick up a couple": from a list of words, for example, cold, white, sweet, hot, young, bitter, sharp, black, old, dumb, form antonymic pairs;
• “What does the expression mean”: explain the phraseological unit;
• “How can I say otherwise?”: for example, snowing(falls, flies, spins);
• “Who will name more words with a letter ...” (children choose a letter);
• “Necessary prepositions”: give children subject pictures, using words that name the depicted objects and these prepositions, make different combinations;
• exercises with tongue twisters and tongue twisters, where there is “its own game” of sounds and syllables and which are especially popular with children;
• disclosure of the meanings of new words by the children themselves, the assumptions are supplemented by the teacher;
• vocabulary work: enrichment, clarification, activation of the children's vocabulary and elimination of non-literary words;
• naming words that make you smile, be sad, be surprised, etc.;
• exercises on the compatibility of words: selection of adjectives for a noun, nouns for an adjective, nouns for a verb, etc.;
• clarification of the ambiguity of words;
• an explanation of the etymology of words, for example skipper, rocket carrier, refrigerator etc.;
• the formation of single-root words;
• naming will take the seasons, bad and good weather;
• retelling of texts in a chain;
• retelling by illustration;

• exchange of opinions when working in pairs, mutual posing of questions and mutual answers;
• exercises with the dictionary "The mood of the work": synonymous rows of words with a synonym - a dominant are given, the "main" synonym is selected that characterizes the work and is 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, sayings.

It is impossible to know the secrets of the 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 invariable word order.

Creative writing.

Types of tasks used:

• “It happens - it doesn’t happen”: talk about what doesn’t happen in the world, for example, the tail washes the cat;
• “What are the words?”: name the words, for example: house, thunderstorm, rainbow, and children give their definitions of what they can be;
• "Interview": staging questions (reporter) and answers (respondent) on various topics (a trip to the circus, discussion of the 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;
• independent inventing of riddles;
• anticipation (at 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 the animal;
• verbal drawing of pictures to the given text;
• "Sound the picture";
• "Talking Drawings": voicing your own drawings;
• "Journey": imagine to the children that they suddenly got into a picture, illustration, tell what they heard, felt, whom they met, etc .;
• "Compliments": children say different compliments to each other;
• Reasoning: invite children to reason on a wide variety of topics (“If I became a magician?”, “If I became invisible?”, “How to redeem an elephant?”, “Why is the 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": tell about your pets;
• "Revitalization": invite the children to imagine that this or that object suddenly came to life and spoke;
• “Continue the story or fairy tale”: after reading the text, offer

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

can receive those events with which the text ended;

• oral story based on the picture;
• selection of rhyming words, for example: knot-cricket, chamomile-bug etc.;
• drawing up sentences for 1 or 2-3 key words, or for a given turn of speech;
• “Who is more interesting”: children are shown a subject picture, they compose sentences so that the name of the depicted object is present in it.

Conclusion.

Developed oral speech is the ability, in accordance with the requirements for speech, to determine which word, which turnover, which intonation, which manner of speech are appropriate and which are 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. Considering all this, I define the work on the development of oral speech of younger students in my practice as one of the most important and I recommend starting it from the very first days of the child's stay at school. As V. A. Sukhomlinsky wrote, to teach how to convey a thought in a word 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, correspond to their age and should be organized systematically, systematically throughout all the years of primary school education. Such work helps children comprehend the meaning of language as a tool for communication, understanding the world around them and master the richest resources of their native language. At the lesson, I create an atmosphere of verbal communication, interviews, exchange of opinions, so that there is a dialogue "teacher-student" or "student-student", where the student's personal position is expressed, where the student does not feel constrained, not clamped, not afraid of his own mistakes. In my work, I always give children the opportunity to speak, I do not criticize the speech of children, 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 lesson to become our helpers, friends. Experience has shown that over time, even my weak students and those whom we call silent, begin to work more actively in the classroom.

It is important that my students understand that the ability to convey information, to maintain a conversation, to establish contact, to find the ability to avoid 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 rhetoric. I teach them to feel the difference between chatter and conversation, between wit and a set of stamps, I teach them to use the gift of words. Talk without thinking - shoot without aiming. To word must be treated responsibly!

Literature.

1. Belobrykina O.A. Speech and communication. - Yaroslavl: "Academy of Development", 1998.

2. Gerbova V.V. The development of speech in kindergarten. - M .: Mosaic-Synthesis, 2007.

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

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

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

6. Politova N.I. The development of speech of primary school students in the lessons of the Russian language: A guide for the teacher. – M.: Enlightenment, 1984.

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

Attachment 1.

DICTIONARY

GHOST MOOD

FUN QUIET EXCITED

joyful good anxious

playful friendly swift

perky leisurely blizzard

loud soothing blizzard

naughty lullaby

playful soft disturbing

brisk smooth hurried

funny melodious

funny drawl SERIOUS

frisky round dance restrained

sunny

smiling

SAD CEREMONIAL MYSTERIOUS

sad festive fabulous

mournful cheerful magical

dreary important prickly

mournful clear fearful

gloomy proud shy

offended mighty cautious

weeping victorious alert

asking for the mysterious

touching spicy

prompting

GENTLE COURAGELY TERRIBLE

affectionate fearless evil

heartfelt martial rough

dreamy bold heavy

light courageous angry

bright resolute dissatisfied

transparent 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. Cooked meals. 33. Surnames.

6. Drinks. 34. Patronymic.

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. Relationships.

Speech games as a technique for the development of coherent oral speech of younger students

Collection
"Didactic games and exercises in Russian language lessons"
Primary School

Compiled by: Kuznetsova Elena Vladimirovna,
primary school teacher
MBOU "Gymnasium No. 26"

A school of properly directed play opens a wider and more reliable window to the child than reading.
Fabre J.
How to make a Russian language lesson interesting, entertaining, loved and understandable for a child? One of the means of preserving and getting joy while studying is the game. It's no secret that play is part of the learning process.
The use of games in education develops activity, logic, thinking, observation, attentiveness, and creative imagination. As a result, children have an interest in the Russian language.
The purpose of the game is to help make serious hard work entertaining and interesting for students. Didactic games are used to increase interest in the lessons of the Russian language, to create the psychological readiness of children for verbal communication.
Games and exercises
1. A mini-essay on the supporting words that we will come up with ourselves, except for one - frost: (you can use the ball, throw the ball to the student, and the student in response - the word):
h and mao stiffen the trees
snowy call
dream kettlebell
c numb2. To repeat the rules, the game "Auction" is used to sell the name of a noun, adjective, verb. Children protect these parts of speech in an unusual form - they come up with fairy tales, for example: “There was a king verb in the world, he liked to ask “what to do?”, “What is he doing?”, “What to do?” etc., most often the king of the verb was friends with the noun, together they were sometimes in the singular, sometimes in the plural. The verb in the family was the main one, ”etc.
3. Burime
At the lesson of the Russian language, instead of physical education minutes, in order to develop speech, logical thinking, and enhance mental activity, you can write poetry - they played in burim:
Falling, falling white snow.
And covers the green meadow.
The guys made a snowball
Cheerfully stood in a wide circle.
The guys began to play in the snow,
The dog Druzhok plays with them.
Everyone has fun, everyone is happy for winter,
These winter days will not be forgotten to me.
4. Game "Postman":
Purpose: to consolidate students' knowledge of the selection of a test word, expand vocabulary, develop phonemic hearing.
Progress: The postman distributes invitations to a group of children (4-5 people each).
Children determine where they are invited.
vegetable garden park sea school cafeteria zoo
mud-kidoro-kiplo-tsikni-kihle-tsykle-ka
kali-ka bere-kifla-kyoblo-cypiro-kimarty-ka
redi-ka du-kilo-kitetra-ka sli-kitra-kamorko-ka li-kyostro-kipromoka-ka golu-tsireshe-ka
Tasks:
Explain spellings by choosing test words.
Make sentences using these words.
5. The game "Cryptists"
Purpose: automation of sounds, development of phonetic and phonemic perception, processes of analysis and synthesis, understanding of the semantic-distinctive function of sound and letters, enrichment of students' vocabulary, development of logical thinking.
Move: They play in pairs: one as a cryptographer, the other as a guesser. The cryptographer conceives a word and encrypts it. Players can try their hand at deciphering phrases and sentences. It is necessary not only to guess the words, but also to choose an extra word from each group.
For example:
1. Aaltrek, lazhok, raukzhk, zoonkv (plate, spoon, mug, bell)
2. Oars, straa, enkl, roamksha (rose, aster, maple, chamomile)
3. Plnaeat, zdzeav, otrbia, sgen (planet, star, orbit, snow)
6. Didactic game "Hard - soft"
Purpose: repetition of the spelling of hard and soft signs.
The students are divided into two teams. One team is called “Stone”, the other is called “Water”. The “Stone” team gets up if I read a word with a hard sign, if I read a word with a soft sign, the “Water” team gets up.
Words: congress, drive in, blizzard, pours, entrance, pour, announcement, stakes, runners, detour, ears, drink, shooting, etc. 7. Didactic game "Be careful."
Purpose: to activate memory, attention, vocabulary, based on knowledge of the rules.
From the proposed poems write out words with combinations of zhi, shi:
1. They lived in a hut siskins,
Mice, hedgehogs, swifts,
Walruses come to visit them
And giraffes and snakes.
2. Vest, animal, belly,
giraffes, painting, lives,
Rosehip, tires, reeds,
Cars and pencils
Circle, serve, make friends and live,
Hurry, mix
Hiss and sew.
All combinations of ZhI and SHI
Only with the letter And write!
8. Game "Boomerang"
educates children's attention and speed of reaction: the student needs to remember the right word and "return" it to the teacher.
Find a synonym.
Simple man (simple), simple task (easy), simple truth (capital); restless person (restless), restless look (anxious); strong friendship (reliable), strong sole (strong).
Find an antonym.
Close shore (distant), close person (alien); funny comedy (boring), cheerful mood (sad); deep well (shallow), deep knowledge (superficial); small fish (large), shallow river (deep). 9. "Phraseological menagerie".
Purpose: to expand the vocabulary of students.
Add the missing word - the name of the animal. Hungry like ... (wolf). Cunning, like ... (fox). Cowardly, like ... (hare). It's like ... (fish). Prickly like ... (hedgehog). Healthy as ... (bull).
10. "How many points - so many sounds"
Equipment: a cube, on the sides of which there are a different number of points: two, three, four, five, six; one face is empty. Children take turns throwing a die and calling out words in which the number of sounds is equal to the number of dots on the top face of the die. If zero is rolled, the player skips a turn and passes the die to the next player.
11. Didactic game: "In a word."
Purpose: to activate the vocabulary of children, to develop the ability to generalize.
Students are invited to replace combinations of words and sentences with one word that has the syllables cha, shcha, chu.shu.
1. Stump of a tree - ... (block).
2. Sixty minutes - ... (hour).
3. Dense frequent forest - ... (thicket).
4. Predatory fish with sharp teeth - ... (pike).
5. What heavy pans are made of - ... (cast iron).
6. Cover your eyes from the sun - ... (squint).
7. A vessel with a handle and a spout for boiling water or brewing tea - ... (teapot) and
12. Didactic game: "All the way around."
Purpose: to fix the spelling of words with the combination -ch-
The teacher invites the children to replace the word combinations of the noun + noun type proposed by them with another one so that one of the words includes the combination -ch- in its composition.
Christmas tree toy - ... (Christmas tree toy)
Fairy tale hero - ... (fairy tale hero)
Apple juice-… (apple juice)
Milk soup - ... (milk soup)
Strawberry jam - ... (strawberry jam)
Buckwheat porridge - ... (buckwheat porridge)
Water from the river - ... (river water)
Well in the castle - ... (keyhole)
Wheat flour - ... (wheat flour), etc.
13. Didactic game: "Replace the letter."
Purpose: to activate the mental activity of students, to develop spelling and phonetic vigilance, attentiveness, logical thinking.
Children are offered the original word with a spelling, they change either one or two sounds in it sequentially, while maintaining the combination -chk-, and get new words. The one with the most words wins.
daughter pen
barrel river
night candle
tussock stove
kidney point
cloud daughter
wheelbarrow night
14. Didactic game "Find the mistake."
Purpose: to develop the ability to highlight in speech words denoting an object.
The teacher names a number of words denoting the names of objects and makes one "mistake". Pupils must determine which word is superfluous and why.
1. Doll, house, sea, left, student.
2. Map, sun, iron, door, sailor.
3. Girl, chalk, more, pencil, toad.
4. Castle, hard, rooster, plate, cherry.
5. Runs, book, window, gate, elephant, etc.
15. Didactic game "Find a couple."
Purpose: to develop the ability to correctly correlate the name of the object and action.
Equipment: each student has a card on the desk, on which the words are written in one column: blizzard, thunder, sun, lightning, wind, rain, snow, clouds, fog, frost, and in the other column the action words: dripping, floating, falling , creeps, floats, sweeps, rattles, bakes, sparkles, blows, cracks.
For each word denoting the name of the phenomenon, students select a word denoting the action of the object, marking with an arrow.
16. Didactic tasks and exercises.
Purpose: to consolidate children's knowledge on the topic "Dividing soft sign", develop memory, thinking.
1. First name the words in which you need to write the letter b at the end, and then in the middle.
2. Find words with a dividing soft sign. Emphasize them: drink, sew, beat, family, ring, spear, pony, dress, coat, sparrow, sew, etc. 3. Write out the words with a separating b:
The seal lies all day
And he is not too lazy to lie down.
It's a pity, seal diligence
Not a role model.
(B. Zakhoder)
Here you are, hare, and fox teeth!
I wish you gray, but wolf legs!
Here you are, oblique, and lynx claws!
-Uh, what do I need fangs and claws?
Soul - then I still have a hare.
4. Charades.
I'm with L softened - underground With hard L I'm on the wall
I am stone and brown. (books, for example, on me),
And with a hard one - in any room, But as soon as you soften L,
in a geometric figure. Turn it into a dance.
(Coal-corner) (Polka-shelf).
Without M - in the forest I show off;
With M - the courts are afraid of me.
(Spruce strand).
17. The game "Compositor" - write one word for each letter;
Book: k- cat; n- nose; i-needle; Mr. goose; a- watermelon;
18. The game "Find the letter", for example: t..kv. (pumpkin), b.n.n (banana), sh.o.l. (school). it.d19. The game "Confusion" - watermelon rabouz, onkfety-sweets, kaley-watering can, beyrovo-sparrow; feltrop (briefcase), malbo (album), migazian (gymnasium), dinaro (Motherland), tsoyai (egg).
20. The game "Snake", for example: aster-stork-shoes-needle-orange-nose-sled-toy, etc. Who gives a voice? Sparrow (chirps), crow (croaks), dog (barks), etc.
Who is whose child? Point with arrows:
cow foal,
Chicken calf;
horse chick
21. Compose words from syllables: mo, ko, lo; (milk); a, blue, pel (orange); re, for, be (birch); ko, lo, yab (apple); after all, honey (bear), etc.22. Correct mistakes:
camel (d), kaza (o), achki (o), call (o), agarot (o, o, d), zagatka (d), daska (o), so\ntse (l), garoh (o) , granddaughter (h), ana (o), krushka (f).
23. Missing syllables: .... strulya; ..chik; ... for the sake of; ... sa; ... after all; ...nan; .... la; In this game, children give many answers to one word, for example (chick) - boy, bunny, tip, finger, etc., that is, again, interest in the subject, vocabulary is replenished, activity develops, logic, pronunciation is honed words.
24. Complicated types of tasks: "Anagram" by rearranging letters to form new words. Here children learn new words
Forest - sat down; spoon-sorry; pine pump; bank-boar; mole court; lama-mala, Kazan- punishment;
"Who lives where?" match with arrows:
bear hole
squirrel lair fox hollow
25. Game "What word is hidden?" inside-three, basement-two, agave-one hundred, years; fishing rod-daughter; mustache beads; a sharp wind drove Moska into the doorway - a thermos;
26. The game “Replace the numbers with words” os3ё (point), 100l (table), pi100let-gun, o5- again, ose3na (sturgeon), vi3na (showcase), za1ka (hairpin),
before the whole family sits down for 100l, derogatoryly check all 100l sets (before the whole family sits down at the table again, first wipe all the cutlery sets)
27. The game "What is superfluous?" tinasplin, lake, malbo, teerv, kaline (plasticine, glue, album, ruler, excess wind)
28. Guess the words: ВLGEUCRNA- SPRING; SDUFVTRKLA- DUCK: GWURZUSHFA-PEAR; such games develop observation, attentiveness, teach to distinguish and find "extra" letters;
One of the favorite tasks for children is solving puzzles in the form of encrypted numbers; from A to Z - correspond to numbers; 33 letters - 33 numbers.
A, B, C, D, D, E, E, F, Z, I, Y, K, L, M, N, O, P, R, C, T, U, F, X, C, H, W, W, b, S, b,
1 2 3 4 5 6 7 8 9 10 1 12 13 14 1516 17 1819 20 22 23 24 25 26 27 28 2930
E, Yu, I
31 32 33
Task: Write words and phrases. 1416? 1213 1 1919; 1416? 14 1 14 1 ; 4 10 14 15 19 10 33
12 16 18 10 5 16 18 (corridor), 13 6 19 20 15 10 24 1 ; 23 16 13 13; 21 25 10 20 6 13 30 15 10 24 1.
29. Pick a word
The goal is to teach to carry out phonetic analysis, to expand vocabulary.
The teacher shows a graphic diagram of the word, the children select words for it. The one who picks up the most words wins.
For example:
(table, fish window, throne).
You can complicate the condition: mark - vowel sound [one, two (optional) squares]. The most difficult option is to give the complete sound scheme of the word.
30. Do you know Russian?
The goal is to teach how to use the forms of units. hours and more h. n., forms of childbirth n.
a) - I will call the words in the singular, and you in chorus in the plural.
Cat-cats arc-arc bucket-bucket
Raft-rafts arm-arm hip-hip
Mole-moles flour-... feather-feathers
Grotto - grottoes trouble-troubles metro -...
Flower-flowers day-days calf-calves
Man-people stump-stump chick-chickens
Vessel-ship laziness-... goat-kids
Carrots-... food-... keg-kegs
b) - I will name masculine nouns, and you will name the corresponding feminine nouns.
Cook-cook weaver-weaver
Tailor-dressmaker merchant-merchants
Hare-bunny brave-...
Elephant-elephant doctor-... Rooster-.... teacher-teacher
Perch - ... student-student
c) -And now the opposite: I will call feminine nouns, and you, respectively, masculine.
Turkey-turkey dragonfly-.... Fox-fox lioness-lion
Goat-goat cat-cat
Wasp-... squirrel-...
31. Writing with drawings
The goal is to teach how to make sentences, words based on a picture, sound-letter analysis of a word, semantic unity of words in a sentence.
Given pictures. Two teams are playing. The guys from the first team have to "write a letter" by composing the drawings in a certain sequence. Children from the second team must "read" this letter, add the first letters of the names of objects.
For example: mushroom, fish, watermelon, tea, game, moving, cancer, game, ice, one, podium, one, ice, game (rooks have arrived)32. Come up with a proposal
The goal is to teach how to use indeclinable nouns in sentences.
The teacher names unchanging words: coat, subway, coffee, cocoa, etc.
Children make up sentences with these words. Then the teacher builds questions so that the unchangeable words in the students' answers are used in indirect cases.
33. What can be high (long, wide, low, narrow)?
The goal is to teach to agree on nouns. and adj.
The leader calls an adjective and throws the ball to one of the players, who must name an object characterized by this feature.
For example: high (house, tree). The student who named the object throws the ball to another player.
34. How much will it turn out?
The goal is to teach to distinguish semantic stress in a sentence depending on the order of words in a sentence.
From the words written on the board, make up several sentences that differ in the order of the words used.
For example, yesterday, I came home, in the evening, I. How many different proposals will there be?
35. Chain questions
The goal is to teach to reveal the unity of the text.
Children sit in a circle. The host asks a question to one of the players, he answers it and, based on his answer, builds his question to the next student, etc.
For example:
- What season is it now?
- Winter. What trees are in winter?
- All white, as if dressed in fur coats and hats. What do white drifts look like? etc.
36. Picture game
The goal is to teach how to make sentences according to plot pictures, to work out the intonation of sentences.
Schoolchildren are given pictures that depict the actions of people or animals. For example: a girl draws, children play, a cat plays with kittens. Students must make sentences based on the picture, and then, changing the purpose of the statement, make these sentences interrogative.
For example:
Mother cat plays with kittens. (Does the mother cat play with the kittens?).
37. What word is suitable?
The goal is to learn to select stable phrases.
For each animal drawn in the pictures (donkey, dog, ant, fox, wolf), choose a word that correctly characterizes it (loyal, stubborn, cunning, toothy, hardworking).
38. Lowercase or uppercase?
The goal is to learn to distinguish between words in common and proper meaning.
The teacher writes words on the board (fluff, faith, etc.);
The players are divided into two teams. The first one comes up with a sentence with one of the given words so that it is written with a lowercase letter, and the second one with an uppercase letter.
39. Tell me a word
The goal is to teach how to distribute offers.
The teacher starts the sentence, the students finish it. The teacher can start a sentence with homogeneous members of the sentence, so that the children continue to pick up other homogeneous members. (The train rushed past forests, fields, ...). 40. Make a combination
The goal is to teach how to make verb phrases with a preposition.
The players are given cards with prepositions: from, because of, from under, from, from, to, y, without, on, under, over (2-3 cards each). Children, using prepositions, make up combinations of a verb with nouns . For example: drove away from the house, got down from the tree.
The teacher calls the verbs:
contribute
flash
sparkle
drive off
jump
run
stand
leave
drink
get up
go out
get
run away
cry
walk
laugh
to study
be treated
be treated
read
come back
The one who came up with the combination correctly receives a card with a word-verb, the one who scores ten such cards the fastest wins.
41. Who is the last one?
The goal is to learn to select adjectives as descriptions.
To the word named by the teacher, come up with definitions.
For example, a grandmother (old, kind, gray-haired, affectionate), a bus (small, new, blue, roomy), a carriage (empty, children's, covered), etc. The winner is the one who names more definitions or who is the last to say.
42. Four answers - one sentence
The goal is to teach how to make sentences, to consider the relationship of words in a sentence.
Children are divided into 4 teams. The teacher names an object, for example, a steamer.
1 team answers the question: What is he?
Team 2: What is he doing?
Team 3: How is the action going?
Team 4: Where does the action take place?
A sentence is made up of response words. The first proposal can be done by everyone together. For example: A large steamboat is moving fast down the river.
Changed version of the game:
Each team is given a question and given the word to which the answer is selected. When all the answers are ready, a whole story is compiled. Key words are selected by the teacher according to a pre-planned plan.
43. Curious
The goal is to consolidate the ability to produce a sound-letter analysis of words, to highlight the first sound in a word.
Children sit in a circle, in the center of which is the leader; he is called "curious" in this game.
Having named some letter loudly and waiting a little so that the players can prepare, the “curious” bombards them with questions: “Who?”, “With whom?”, “Where?”, “Why?”. You need to answer them quickly with words starting with the letter that the host called. Anyone who does not immediately answer the question or gives the wrong answer (with a different letter) pays a forfeit.
44. Answer questions
The goal is to learn to select words of different parts of speech in verb phrases.
a) The teacher shows a picture with an image and asks the question: What is wrong with him
made? The answer must be unambiguous.
For example:
Tree - cut down
Potato - dug up
Porridge - eaten
Lamp - lit
Flag - Raised
Apple - plucked
b) Who will come up with more answers to the question "How?" for these verbs.
Talk-
Go-
Read-
Look-
45. Vegetables, fruits, berries
The goal is to fix the spelling of words with a capital letter.
Write in a notebook the names of vegetables, fruits, berries that you know.
How are these words spelled?
Can they be capitalized?
46. ​​Two sentences
The goal is to fix the spelling of words with a capital letter.
Make sentences with the words Frost-frost, Starling-starling, etc. Write it down.
47. How to turn...
The goal is to consolidate the use of b in words as an indicator of the softness of the consonant.
Turn: chalk into a shallow place.
angle into fuel.
six in number.
48. How do you spell?
The goal is to consolidate the continuous and separate spelling of prefixes and prepositions.
How to write a sentence with parentheses open?
The sun hid (behind) the forest.
Kotofey Ivanych Climbs onto (over) the forest-
Take a walk at night.
Ya. Kozlovsky.
49. Questions - riddles
The goal is to consolidate the knowledge that the preposition is a service part of speech.
Answer the tricky questions:
a) What two prepositions make up the name of a pet? (cat)
b) The name of which tree consists of four prepositions? (pine)
c) When does the personal pronoun we consist of two prepositions in the oblique case? (us)
50. Can't bear it
The goal is to work out the rules for word wrapping.
Write 5 words that have two syllables, but these words cannot be transferred (iron, deer, family, food, neck-). develop spelling vigilance and much more. Such puzzles, games, puzzles in the Russian language lessons contribute to the enrichment of vocabulary, broaden their horizons. They carry a huge emotional charge, bring up such qualities as initiative, perseverance, purposefulness. The atmosphere in the class is friendly. If they do not fit in before the call, they regret that they did not have time. In games, especially collective ones, moral qualities are formed. During the game, children learn to help their comrades, a sense of responsibility, collectivism appears, character, will, desire to win are brought up, a different worldview on the subject opens up - it has become accessible, understandable for him, and most importantly - interest and love for the Russian language.
"Grammar" coloring pages

Purposeful, consistent and systematic work will help students avoid unjustified repetitions, make their speech figurative, vivid and expressive, and most importantly, will help enrich and activate the vocabulary.

Work on the development and improvement of all aspects of oral speech - pronunciation in accordance with the norms of the language, grammatical correctness, coherence and sequence of statements, expressiveness - experienced teachers suggest starting from grade 1. So, already from the first grade, students of N. P. Rasskazova perform tasks of a creative nature, final goal which - learning to compose stories. Here is some of them: .

1. Based on a series of plot pictures, finish the story orally, come up with a heading.

It was a warm day. Alyosha went into the forest. He goes and sees - a hedgehog lies ...

2. Make up a coherent story based on the picture “Family”, using the answers to the questions: who writes? Who plays? What is grandma doing?

At the same time, the children are offered to help the beginning of the story, (The whole family is assembled ...) and its ending (Everyone is busy in the family. Adults and children live well in it).

Often Nadezhda Petrovna also uses such tasks: finishing stories at the beginning and end, working with deformed texts, heading, drawing up plans and abbreviated stories. For example, children are encouraged to change the story so that it is not about one fly, but about several. Sample:

First fly.

The sun got hotter. Streams gurgled. The first birds have arrived. A sunbeam peeked into a dusty corner, woke up a fly. She slept there all winter. A fly crawled out covered in dust and cobwebs, sleepy and lethargic. She warmed herself in the sun by the window, flew and buzzed merrily.

To form the skill of compiling an oral story, the teacher uses observations organized on excursions. So, in the 1st grade, on an excursion in the park under her guidance, the students examined the birch and noticed. That she has a white trunk with black speckles, a curly crown, the branches are lowered down. As a result, a story-description was collectively compiled.

The birch has a trunk with dark specks. The leaves are carved, green in summer, yellow in autumn. Our birch is good at any time of the year.

In our opinion, great importance should be attached to the work on phraseological expressions. For example, during teaching practice in the 3rd grade, I suggested to the children the expression "I ate too much henbane." Children at home in the dictionary had to find the meaning of this phraseological unit, along the way explain the meaning of the word "henbane". At the next lesson, the children talked about their research, and I invited them to listen to an excerpt from A.S. Pushkin:

“- I don’t want to be a pillar noblewoman, but I want to be a free queen! The old man was frightened, he begged:

What are you, woman, ate henbane? You can neither step nor speak, you will make the whole kingdom laugh. I ask the children how they understood this expression in the text and why the poet chose this particular expression, and did not use the equivalent in meaning "completely mad", etc.

Of no small importance for expanding the active vocabulary is this mological analysis of vocabulary words. For example, the word "agronomist". It turns out that the "origins" of this word are in the Greek language. In Greek "agros" - field, arable land, land; and nomos is the law. It turns out that an agronomist knows the laws of agriculture. The word "agronomist" came to us from the French language. And now there are many words in the Russian language, the first part of which was the part "agro-": "agrotechnician", "agrarian", "agrocollege", etc.

Teaching the speech activity of primary school students in Russian involves, first of all, mastering the skills and abilities in the most natural form - dialogic.

It is known that dialogue is born because of the human need for communication. For younger students, such a need exists, it arises in students in the course of performing various exercises in the lesson. In the experience of the work of advanced teachers, two types of communication-dialogue can be noted: through a teacher and without him. In the first case, students do not interact directly with each other, but communicate through the teacher, who in this case is an "intermediary" between the children in their questions, comments, suggestions to each other. In this regard, there are different opinions among teachers and methodologists, according to which mediated communication "deprives younger students of the opportunity to fully cooperate in the classroom, interferes with their self-expression, creativity, looseness and naturalness in speech activity." . On the other hand, it is necessary to take into account the positive role of the intervention of the “intermediary” teacher, with the help of which organized communication between two students is built. The teacher, entering the "third wheel", does not spoil the dialogue, but directs the student and eliminates speech errors associated with pronunciation, word usage and the formation of various syntactic constructions.

“Using the situation,” suggests A. Sh. Asadullin, “it is possible to teach not only dialogic, but also monologue (oral) speech. So, for example, in a lesson on the topic “Family”, after question-and-answer work on the classroom environment, the children proceed to its description: This is a class. Here is the table. Here is a chair. There's a board. Etc.". .

Only when younger students learn the mechanism for constructing oral forms of communication (dialogue and monologue) and can carry on a conversation, there is a need for certain topics and situations.

The teacher should teach children to apply the acquired knowledge not only in this speech situation, but also in other speech situations. So, after studying the topic "Family", the teacher can call two students and invite them to talk to each other. At the same time, the teacher introduces them into a speech situation: Imagine that you have just met and you are interested in learning about each other, about your families, place of residence, about the profession of your parents, etc.

The teacher can offer various topics: "Introduction", "Invitation to Myself", "In the Store", "Profession", "My School", "My Day Off" and many more. etc. It is important that each topic traces a specific goal. A very important step in teaching dialogic speech to younger students on the basis of texts is the construction of free dialogic speech based on ready-made samples.

Let's say the topic is "Knitting Circle". Purpose: to invite an interlocutor. Method of execution: question, invitation - answer, question, consent. Sample:

Marina, have you signed up for a knitting circle yet?

No, I doubt it.

You know, I go there and I already know how to cast on knit stitches.

What is "face knitting"?

I will definitely show you if you come with me.

Thank you, Uma, I agree, let's go.

For methodological purposes, substitution exercises are used, for example:

a) - Amina, what did you do at home yesterday?

I read a book (drawing, writing, helping my mother, watching TV, learning a poem, playing checkers with my sister).

b) -Zaire, what did you do in the summer camp?

In the summer, we rested in the camp (went hiking, played volleyball, football, picked mushrooms, sang around the fire).

Execution method:

students ask questions and answer them in a chain;

each student reproduces successively all the answers in a short form (phonetically correct, at a normal pace), in incomplete sentences.

Training and speech exercises in the form of an associative dialogue also seem to be methodically appropriate. The teacher in this case describes the situation, for example: “You two rested in the Friendship camp. You have different impressions of this place”, after which a dialogue appears:

Ali, did you enjoy the camp? (yes; have fun, play volleyball, go to the forest, pick mushrooms);

Murad, did you like the camp? (no; miss your parents; catch a cold; get sick).

Execution method:

the teacher leads the conversation, asking the same question to each student in turn, who, using the words written on the board, competently builds sentences.

Speech exercises are carried out in situations presented by the teacher. The dialogue in the initial speech situation is written on the board and is a model. Fruitful for the development of speech of younger students is a telephone conversation in the form of "question-answer". One of the specific situations is offered as a model (One student meets a girlfriend whom she has not seen all summer. Or: One student asks another for help in Russian, etc.).

Execution method:

the teacher describes the situation, the students have a coherent conversation in the form of a dialogue. Sample: (topic: “Back to school”; speech situation: a boy who has been sick for 2 days is finally going to go to school):

Hello, Zurab, hello!

Hi Arsene, how are you feeling?

Thank you, OK. Are you going to school tomorrow?

Of course I'm going.

How many lessons do we have tomorrow?

Do you know if there will be physical education?

I know it will.

Will you take a soccer ball with you?

Okay, I'll take it.

Thanks, bye.

The exercise can also be performed on the basis of dialogues with a different structural scheme.

In the development of dialogue, a significant place is occupied by the speech activity of children: the ability to quickly orientate, find the right one, and if necessary, a sharp, witty answer, the ability to start a dialogue - ask a question. Some children do not show activity due to shortcomings in pronunciation skills, therefore it is very important, especially in grade I, speech therapy work, as well as work on diction.

Fiction is an excellent material for the development and enrichment of children's speech. A typical school version of the dialogue is a conversation between a teacher and students: as a rule, full sentences are used in it, speech approaches the literary norm, and the correct construction of sentences and text is taught. The school also practices dialogues between students: role-playing games, dramatizations, disputes, collective discussions, etc.

What did you read last?

Yesterday I read a fairy tale about Dobryn Nikitich.

Tell us who Dobrynya Nikitich is.

Dobrynya Nikitich is a Russian hero. He is very strong and brave.

How was Dobrynya's childhood?

From the age of seven, Dobrynya learned to read books briskly and wield an eagle feather. And at the age of twelve he played the harp.

Teacher A. S. Gasparyan notes that, depending on the stage of education, students may be given the following tasks:

memorize and conduct a conversation between the characters;

expand and supplement the dialogue given in the text;

independently express in the form of direct speech the thoughts expressed in the text.

“The speech of our children should be correct without errors in pronunciation, declension of conjugations of words (what, to, him, etc.; coat, one sock, one sandal but coat, socks, sandals, etc.; I want, you want, I can, but we can, etc.), - ZD Lobanovskaya shares her work experience. In order for the sample to be perceived consciously, I accompany it with an explanation. For example, explaining the meaning of a new word, I compare it with a student already familiar: a highway is an asphalt road, a guard is a soldier of the guard. Teaching the correct pronunciation of sounds, I use such works of art as “Word Game” by A. Barto, “How the Boy Zhenya Learned to Say the Letter “r” by E. Charushkin, I conduct the games “Echo”, “Phone”, “Finish the Sound” and others ; I give a special place to vocabulary exercises, because they not only teach to understand and use the necessary terms, but also activate the student's speech.

Improving the oral speech of students, it is necessary to pay great attention to such facts as logic, accuracy, clarity, expressiveness and correctness of speech. The accuracy of speech implies the ability of the student not only to skillfully convey the facts of observation, but also to find the best language means. The improvement of the culture of speech follows from these requirements.

So, having explained the spelling of the word wasp and made sentences with it, Z. D. Lobanovskaya informs the students that, thanks to these insects, cheap paper has appeared. She based her message on a small excerpt from The Young Naturalist (1969):

“One scientist, walking in the garden, found a hornet's nest knocked down by the wind. He wanted to see if there were any larvae left in the nest. Tearing the nest, the scientist suddenly discovered that it was made of paper. Wasps made a nest in a special way from wood. So paper can be made from wood. So the wasps helped people find new raw materials!

The child must live in the world of the beauty of a fairy tale, fantasy, creativity, and even when we want to teach him to read and write. For example, children read the words cucumbers, cabbage, said them in syllables. And here it is recommended to ask them a question: “Guys, do you know why the cucumber is covered with pimples?” If the children shrug their shoulders, look at the teacher in surprise, you can read them a little joke-tale.

Cucumber and cabbage. One day a head of cabbage and a cucumber went to swim in the river. The cucumber immediately rushed into the river, and as soon as the head of cabbage began to undress on the bank, it undressed until evening. The cucumber waited for him, waited, and from the cold all covered with pimples.

Very simple words, written down next to a small moment of the game, bring their own emotional coloring to the work. For example, when getting acquainted with a new sound and a new letter “k”, we hang a picture with the image of a saucer of milk on the board and tell the first graders “Milk is getting cold in the saucer, and the kitten is far away. I can’t find a naughty girl, help me, kids!” Children compose and write down sentences, for example: “Kiss-kiss, for milk!” or “Kiss, Murka, for milk!” When the sentence is written down, next to the saucer we place a drawing depicting a kitten. Children can make many sentences, but only those that contain letters familiar to children should be selected for writing.

Work experience Z.D. Lobanovskaya suggests that music also helps in the development of children's speech, small pieces of music, fragments from them give children the opportunity to work creatively and with inspiration. Listening to a melody, experiencing or admiring its beauty, the teacher and the student become closer to each other.

In a writing lesson, when consolidating what has been passed, you can show the children a small Olympic bear. A cute bear will help them. The work can turn out to be small (after all, you can’t write much yet: children still know few letters), for example:

Our bear.

Here is a bear. He is small. He looks at us kindly. Good teddy bear!

Yes, there are few words, but in these words, sentences, compiled together with young schoolchildren, their sensitivity and kindness will be expressed. And the song “Goodbye, Moscow” (music by A. Pakhmutova, lyrics by N. Dobronravov) will help to awaken a vivid performance in children, make them write. With great excitement, the guys will listen to a song about the Olympic bear. This moment in the lesson is an incomparable means of education. Even the most silent will want to say something about the bear.

Poems are a pattern in the soul of children. Beginning in 1st grade, five minutes of each reading lesson can be devoted to poetry. On them, students read poems about the seasons, about friendship, about school, about the Motherland. The best reading is recommended to be recorded on a tape recorder. Often practiced reading is accompanied by music. Our pupils become adults, but their expressive reading will be listened to by children who have entered school again.

Very often, teachers complain that children do not know how to listen to each other, they build statements poorly. By themselves, students will not acquire the ability to listen and speak - they must be systematically taught this. Below are examples of exercises that contribute to the development of these skills in younger students.

EXERCISE 1

Reduce the sentence to 4, 3, 2 words.

The teacher pronounces a sentence - the children comprehend it, the teacher repeats the sentence - the students memorize it, and then shorten it! the sentence is sequential, arbitrary, but retaining the main content, for example: Olya is reading an interesting book to her grandmother. Olya reads a book to her grandmother. Olya reads to her grandmother. Olga is reading.

The work ends with the answer to the question: what changed when the supply was reduced?

EXERCISE 2

Rearrange the words in the sentence.

The teacher pronounces a sentence and invites the children to change the word order. As a result of the work, it turns out what and how changes in this case. Children learn to pronounce a sentence expressively, changing the logical stress, clarifying the meaning, for example:

Masha went to school this morning.

Masha went to school this morning.

Masha went to school this morning.

Masha went to school this morning.

Masha went to school this morning.

Based on this exercise, the game "Such the same and different proposal" is played.

Students write sentences and offer alternatives. The winner is the one who can make up more options and demonstrate the ability to expressively pronounce the phrase.

EXERCISE 3

Change one word.

The teacher invites the children to listen to the sentence and repeat it, replacing only one word in it, for example:

The children came from school. The guys came from school.

The boys came from school. The students came from school.

The girls came from school.

The sons came from school.

This exercise develops the ability to be attentive to the content of the statement, prepares for the conscious perception of the text and for retelling.

EXERCISE 4

Listen, remember, answer: is everything right?

Children listen to sentences and determine: can what is described really be? If so, when and where might this happen? If the described cannot be, then it is necessary to convincingly explain that this is a fiction or nonsense, for example:

Snow fell, Alyosha went out to sunbathe. The boys went to the forest on skis to pick strawberries. The frog opened the umbrella because it started to rain.

This exercise is aimed at developing attention to the text, conscious mastering of what is being read, the ability to build a statement exactly in accordance with the plan, meaningfully using a particular word. After completing the training exercises, the children will be able to organize the game "Distinguish were and fables, notice the absurdities." Children choose the material for the game themselves.

EXERCISE 5

Add an offer.

The teacher pronounces a sentence and invites the children to increase it by successively adding one or two words, for example: We are playing. We're playing football. We play football in the stadium. In the summer we play football at the stadium. In the summer we play football at the school stadium. The exercise forms the ability to quickly assimilate the meaning of what is read, read by guesswork, memorize, build a statement using all language possibilities, and also follow the statements of the interlocutor.

EXERCISE 6

Finish the offer.

The teacher starts the sentence and the children have to finish it. It is assumed that there are many possible answers or just one case, for example:

The girl was walking...

The girl was walking along the path home.

The girl walked through the forest and sang.

The girl walked down the street and carried a heavy bag of groceries.

The girl was walking along a narrow mountain path.

These exercises teach to listen and understand the interlocutor, to read, relying on a hunch, to understand complex constructions and use them in speech.