Development of prerequisites for coherent speech in younger preschoolers. "development of coherent speech in younger preschoolers"

KATERINA SHCHERBININA
"Development of coherent speech in younger preschoolers."

This year I chose the topic of self-education "Formation coherent speech of preschoolers» .

I consider this topic important because: development of dialogic speech plays a leading role in the speech process development child and occupies a central place in the overall system of work on speech development in kindergarten. Teaching dialogue can be considered both as a goal and as a means of practical language acquisition. Mastering different aspects speeches is a necessary condition development of dialogical speech, and at the same time development of dialogic speech promotes the child’s independent use of individual words and syntactic structures. Messenger speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and grammatical structure.

I started my work with diagnostics.

Based on the diagnostic results, I outlined a long-term plan for working with children on this topic.

Long-term work plan.

1) Classes to enhance communication.

2) Games and exercises that form speech etiquette.

"Dunno Learns to Say Hello", "Quick reply", “Dunno gives away toys”, "We're going for a walk", “Dunno Learns to Ask”, "Correct Dunno".

3) Games in pairs: "Cut pictures"(items of clothing, "Yes or no", "Who's screaming", “Who needs what?”, "Edible - inedible", "Shop".

4) Role-playing games: "Mothers and Daughters", "Shop", "Salon", "Polyclinic".

5) Educational games: "Data", "I agree - I disagree", "Don't talk "Yes" And "No".

6) Outdoor games: "Kite", "Geese - geese", "Paints".

7) Games - dramatizations: Russian folk tales "Teremok", "Turnip", "The Wolf and the Little Goats".

8) Conversations. Themes: “How did you spend your day off?”, "Your Favorite Book", "Your favorite toy", "Winter", "Your favorite fairy-tale hero", "How would you meet someone new" etc.

The goal of my work is to teach children to use dialogue as a form communication: answer an adult’s questions and ask them yourself, speak out proactively, establish interaction.

Tasks:

skills training:

Listen and understand spoken speech with or without support,

Make contact with others

Express your thoughts, feelings, impressions using verbal means,

Use forms of speech etiquette.

Conditions development of children's dialogical speech:

Organized speech environment, interactions between adults, adults and children, children with each other;

Created a friendly atmosphere in the group, emotional well-being;

Personality-oriented model of interaction between an adult and a child;

Social environment;

Individual personality characteristics;

Cognitive activity of the child.

In my work I use the following forms of organizing dialogue: children: work with subgroups, organization of communication space, non-disciplinary forms of attracting and maintaining attention, playful and communicative motivation of the lesson.

In specially organized speech situations, it occurs development skills to negotiate during communication, question the interlocutor, enter into someone’s conversation, follow the rules of speech etiquette, convince, prove your point of view.

For example, in a didactic game “Plant it in the flowerbed...”, the children were asked to play in pairs and agree among themselves on what they would plant in the flowerbed, what geometric shapes they would use for this, and distribute responsibilities. After completing the task, they were asked to talk through the actions they performed.

The best time for group conversations is a walk. For individuals - morning and evening hours. Conversations can be intentional or unintentional. Intentional conversations are planned in advance. Unintentional - not planned, they arise on the initiative of children or a teacher during walks, games, routine processes.

On a walk, for example, during a collective construction of sand, I first held a collective conversation “What would you like to build from sand?” and from the proposed options, the children chose an octopus, then the conversation began about how to build it (what it consists of, what we will do first, what then, who will do what work, and only after that start building). In a group, while dressing, washing, or playing, I use every opportunity to correctly and clearly name an object, parts of an object, characterize its features, qualities, and actions with it. At the same time, I clearly formulate the task in the correct grammatical form, without unnecessary words or additional explanations, I accurately pose questions, and especially clearly name the movements.

In my work, I try to ensure that every child easily and freely enters into communication with adults and children, I teach children to express their requests in words, answer adults’ questions clearly, and give the child reasons to talk with other children. I cultivate the need to share my impressions, talk about what I did, how I played, the habit of using simple formulas of speech etiquette (saying hello, saying goodbye in kindergarten and family, I encourage children to try to ask questions about the nearest environment: Who? What? Where? What is he doing? For what?

Conversational speech is the simplest form of oral speeches. It is supported by the interlocutors, situational and emotional, since the speakers use various expressive facilities: gestures, glances, facial expressions, intonations, etc. The interlocutors usually know the subject of discussion. This form speeches more simple and syntax: It consists of unfinished sentences, exclamations, interjections, questions and answers, remarks and short messages.

The topics and content of conversations are determined by the goals of education and depend on the age characteristics of the children.

IN youngest group circle of conversations related to what surrounds children, what they directly are watching: with toys, transport, street, family.

In the middle group, the topic of conversation expands due to new knowledge and experience that children receive from the surrounding life, books, and television. You can talk to a child about what he has not seen, but what he has been read about in books, what he has heard about.

Conversation should be liaison, understandable, logically consistent, otherwise it cannot serve as a means of communication.

Methods for forming a dialogical speeches:

Conversation between teacher and children (unprepared dialogue).

Reading literary works. Reading provides children with examples of dialogic interaction. Dialogues using questions and answers allow preschoolers master not only the form of various statements, but also the rules of turn, learn various types of intonation, help in development of conversation logic.

Conversations. It is necessary to clearly formulate the question so that children give the desired answer. During a conversation, I teach children to answer one at a time, not in chorus. But if a question is posed to which all or many children may have the same simple answer (for example, "were", "went", then the children can answer in unison. I have small conversations at the beginning of classes such as drawing, modeling, and didactic games. I mainly use conversations that are accompanied by the acquisition of new knowledge and accompany observations. (what objects are made of, our clothes, washing supplies).

Cooperative type activities (joint drawing, appliqué, design, artistic work). Joint visual activities, design, and manual labor provide ample opportunities for establishing dialogical communication between children. And even when the child performs individual work, he comments on his actions, addresses his neighbors with exclamations, exclamations, expressing a wide range of feelings and finding a response in the form of similar manifestations of his partner. Fine art classes in the art studio create in children a sense of belonging to the beautiful, interesting, exciting, awaken aesthetic feelings and create conditions for the exchange of these experiences.

Games:

Role-playing games contribute to the formation and consolidation of dialogical skills. At the same time development promotes children’s ability to use different dialogue cues and follow the rules of behavior in dialogue development of the game itself. To activate children's dialogues in the game, appropriate paraphernalia is required (toy phones, radio, TV, cash register and others).

Didactic games reinforce the speech skills children have acquired, develop speed of response to what is heard. For example: "I agree, I disagree", "Shop", "Talking on the phone", "Visiting the doll", "Edible - inedible".

Outdoor games that contain dialogues For example: "Geese - geese", "Ordinary blind man's buff", "Kite", "Paints" and others. They reinforce the ability to address speech to an interlocutor, think about what partners say, express one’s point of view, and formulate a question correctly.

Dramatization games bring children together with familiar text and an idea of ​​the plot and sequence of play actions. In these games, the child plays the role of a fairy-tale character, accepts his position, and thereby overcomes the egocentrism characteristic of age. The same text can be dramatized by different ways: with the help of toys, dolls, pictures, through expressive movements and speech.

There are many outdoor games that are built as a dramatization game based on a ready-made plot and include a variety of character dialogues. These are the kind of games How: "Swan geese", "Paints", “We won’t tell you where we were, but we’ll show you what we did.”, "Gardener" and etc.

The game uses different ways to establish dialogic communication between children and peers.

First. Focus on the partner, the need to listen and hear his voice, speech, look into his eyes. These are games like "Guess by Voice" (guess by voice who called); "What changed?"(carefully examine and remember your partner’s appearance and guess what changes he has made in his appearance).

The purpose of creating partner orientation is served by a variety of round dance games in which children speak and move at the same pace, holding hands. (tactile and auditory contacts).

Second. An attitude to respond, the need to listen carefully to your partner’s speech and the willingness to quickly answer him in a timely manner. Let's remember the game "Gardener". After the words “I’m tired of all the flowers except.” the partner must respond before the end of the count "one two Three".

Third. Maintaining dialogue through exchange of statements (questions, comments, prompts). These are various dialogues inside games that contain rituals (formulas) greetings, farewells, greetings, type: "Come up with a word".

Such traditional verbal didactic games as "Guess by touch"(differentiation of sounds, “What’s missing?”(genitive plural, “What got into our mouths, what got into our teeth?”(general names "Vegetables", "Fruits", “It happens - it doesn’t happen” (reasoning).

What could be more important than well-developed speech? Without it, there is no genuine success in learning, no real communication. The modern program places high demands on the speech development of schoolchildren.
Speech development is a complex and creative process. It is impossible without emotions, without passion. It is not enough to enrich the student’s memory with a certain number of words, their combinations, and sentences. The main thing is to develop flexibility, accuracy, expressiveness, and variety.

Speech development is consistent, constant educational work. Speech development has its own arsenal of methods, its own types of exercises, its own program of skills, which are provided by the appropriate methodology.
The foundations of speech skills are laid in elementary school: it is here that children first encounter the literary language, the written version of speech, and the need to improve speech.
The modern school aims to increase the level of moral education of students, preparing them for active participation in social and labor activities. The formation of a spiritually rich active personality helps and includes, as one of the tasks, language proficiency as a means of communication in various spheres of life. This task cannot be solved without the timely and age-appropriate development of various speech skills of schoolchildren, allowing children to carry out educational, socially useful, labor and other activities accessible to their age. Speech development lessons have inexhaustible possibilities in shaping personality.

There are three lines in the development of speech:

• work on the word;
• working on phrases and sentences;
• work on coherent speech.

The word is the basic meaningful unit of language. A rich vocabulary is a sign of the high development of every person. Therefore, very great importance is attached to the work on students’ vocabulary. The peculiarity of vocabulary work in elementary school (as, indeed, of many other types of speech development) is that it is carried out in the process of all educational activities.
Vocabulary work includes four areas:

• enrichment of the dictionary, i.e. mastering those new words that students did not previously know at all, new meanings of words;
• clarification of the dictionary, i.e. deepening the understanding of already known words, clarifying their shades, differences between synonyms, selecting antonyms, analyzing polysemy, allegorical meanings;
• activation of the dictionary, i.e. inclusion of the widest possible range of words in the speech of each student, introducing words into sentences, mastering the compatibility of words with other words, the appropriateness of their use in a particular text;
• eliminating non-literary words sometimes used by primary schoolchildren, correcting erroneous accents and pronunciations.

All these areas of work are closely interconnected. The main syntactic units of language are phrases and sentences. Working on word combinations leads students to higher levels of speech exercises - to composing sentences, to coherent speech. The ability to construct various types of sentences is the basis for the development of coherent speech in students. The sentence conveys the student’s thought; it implements the ability to choose the exact word, form the desired form, and create a phrase.
Exercises with sentences can be divided into three groups:

• Exercises based on a model or imitative, involve the assimilation of correctly constructed structures.
• Constructive exercises are the construction of sentences based on learned patterns. With the help of these exercises, schoolchildren learn to construct sentences without samples, in accordance with the theoretical information they have studied. Schoolchildren learn to rearrange sentences, expand them, and combine them.
• Creative exercises do not imply either a model or specific constructive tasks. When constructing sentences, schoolchildren rely on their sense of language and previously learned patterns.

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. Both vocabulary work and sentence writing are aimed at preparing students for coherent speech. Developing coherent speech in schoolchildren means instilling in them a number of specific skills and teaching them.

Basic skills that relate to students’ coherent speech:

• The ability to understand, comprehend the topic, subordinate the collection of material, its selection and arrangement, linguistic means to the topic and the intention of its disclosure; the ability to write on a topic without going beyond its scope, to fully disclose the topic, while expressing one’s own attitude to what is depicted.
• The ability to collect material, select what is most important, what relates to the topic and best implements the idea, and discard what is unimportant.
• The ability to plan work - first in general terms, then draw up a plan, write it down, arrange the accumulated and selected material in accordance with the plan, construct your own story, presentation or essay.
• Prepare language tools - vocabulary, phrases, individual sentences and text fragments, check the spelling of difficult words.
• Compose the entire text - correctly allocate the time for composing, concentrate and not miss something essential, gradually and consistently develop your thoughts, build sentences and connect them with each other, monitor spelling and punctuation, write the text in compliance with the margins and the red line, requirements calligraphy.
• The ability to improve what is written, correct mistakes, supplement the text, replace words with more accurate ones, eliminate repetitions, remove unnecessary things.

Let us highlight the general tasks of the teacher in the development of students’ speech:

• Provide a good speech (language) environment for students: perception of adult speech, reading books, listening to a variety of programs.
• To ensure the creation of speech situations that determine the motivation of students’ own speech, to develop their interests, needs and opportunities for independent speech, in general, to provide speech practice for students.
• Ensure that students correctly acquire sufficient vocabulary, grammatical forms, syntactic structures, logical connections, intensify the use of words, the formation of forms, the construction of structures, and ensure the formation of specific skills in the field of speech development.
• Carry out constant special work on the development of speech (levels: pronunciation, vocabulary, morphological, syntactic and level of coherent speech, text), connecting it with lessons in grammar, reading, and with the material being studied.
• Create in the classroom an atmosphere of struggle for a high culture of speech, for fulfilling the requirements for good speech.

Main requirements for student speech:

When assessing the performance of speech exercises by students, all of the listed requirements should be taken into account as criteria for mastering speech.

Speech is closely related to the process of thinking.

Modern school pays a lot of attention to the development of thinking in the learning process. Thinking cannot develop successfully without language material. Knowing the word denoting a concept helps a person operate with this concept, i.e. think. Conceptual thinking is formed in the elementary grades and develops and improves throughout a person’s life.
Thus, mastering the language, vocabulary and grammatical forms creates the prerequisites for the development of thinking. Psychologist N.I. Zhilkin wrote: “Speech is a channel for the development of intelligence... The sooner the language is learned, the easier and more fully the knowledge will be absorbed.”
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.
Thus, the complex of skills developed in students when learning coherent speech includes skills that ensure mastery of the following aspects of the text:

• Information-substantive, including the ability to obtain information for a statement, to reveal the topic and main idea in a presentation and essay.
• Structural-compositional, presupposing the ability to correctly structure a text: the ability to highlight parts of the text, the ability to coherently and consistently present the material, the ability to formulate the introductory and concluding parts of the text.
• Skills associated with the use of linguistic means corresponding to the purpose of the statement, its type and style.
• Ability to edit text in order to improve its content, structure and speech design.

All speech skills are closely related to each other. The peculiarity of this training is that it is built taking into account the connections between the skills being formed. The assimilation of these connections by students is considered as one of the most important conditions for their conscious mastery, and, consequently, mastery of text and speech in general.
In the process of developing skills, the following connections become the subject of consideration:

Establishing a connection between the content and operational sides of a skill is expressed in the fact that the performance of certain actions (operational side) is based on the theoretical knowledge underlying the skill (the content side). The content side of speech skills consists of knowledge about the text and the requirements for its creation and reproduction. In this regard, in each class, training begins with work on the text as a speech unit, with the identification of its main features (ideological and thematic unity, the presence of a title, structural parts, connections between parts and sentences). Thus, students gradually master the features of the text and deepen their knowledge of the text from class to class. Knowledge about the characteristics of a text is of a practical nature and serves as the basis for determining those operations that need to be performed when working on a presentation or essay.
Conscious mastery of speech skills is facilitated by the assimilation of subordination between them and the identification of leading skills. The leading ones in the complex of speech skills are the ability to reveal the topic and main idea of ​​the text (in presentation and composition) and the ability to determine the topic and idea when perceiving the text. In order for students to understand these skills as leading ones in the methodology of working with text, special techniques are provided:

Selecting a title that reflects the main idea of ​​the text;
- establishing the dependence of the content, structure and verbal design of a text on its idea in preparation for presentations and essays and in the process of improving them, as well as in analyzing author’s texts;
- determining the role and significance of each skill being developed for mastery by the leading ones.

The creation of an artificial speech situation is used as a technique to ensure awareness of the purpose, conditions of utterance, and possible addressee. Orientation in a speech situation contributes to the emergence of a motive that encourages speech and specifies the tasks of constructing a text.
A certain connection exists between the skills to perceive, present and create text, that is, between presentations and compositions, as well as between different types of presentations and compositions. Mastery of these skills is built on the basis of students mastering a sequence of actions on the text: determining the topic and main idea, highlighting words and sentences that are important for their disclosure, dividing the text into parts, drawing up a plan. The connection between skills is realized by comparing the operations performed and identifying among them those that are similar and specific to a particular type of work with text. A technique that facilitates the assimilation of these connections is the compilation of notes for working on a trial presentation, on a summary, on an essay.

An important place in the system of work on the development of coherent speech is given to text editing lessons. Training in improving the text is provided from the 1st grade, and involves learning to edit all aspects of the text: content, structure and speech design. Editing lessons are a logical continuation of lessons in teaching presentations and essays and set the task of improving the skills developed in them.
All lessons in teaching coherent speech are included as an integral part in the study of grammatical and spelling topics. At the same time, the formation of speech skills in each class is built in stages. The content of the stages is determined by the purpose and objectives of training aimed at developing speech skills, based on which the types of exercises in coherent speech are selected.

The role of essays in the development of students' speech.

The teacher’s activities in the classroom should be clearly aimed at developing the independence and creativity of schoolchildren, and broadly involving them in the living process of close cooperation with the teacher and with each other. Creative activity should excite the student. Arouse the need for self-expression. Essays play an important role in this.
Writing is a creative work. It requires the student’s independence, activity, passion, and bringing something of his own, personal into the text. It contributes to the development of the student’s personality. In an essay, spelling and all the grammatical rules being studied acquire meaning for the student. In preparation for an oral story or written composition, students learn:

• Understand a given topic or find your own, determine its content and scope, its boundaries, stick to the topic at all stages of preparing and composing your story or essay.
• Approach the material, the topic as a whole, evaluatively, express your attitude to what is depicted, convey your own position in the text of the essay or story.
• Accumulate material: observe, highlight the main thing from your experience - what relates to the chosen topic; comprehend facts, describe, convey your knowledge, feelings, intentions.
• Arrange the material in the required sequence, draw up a plan and adhere to it in constructing a coherent text, and, if necessary, change the sequence.
• Select the necessary words and other means of language, build syntactic structures and coherent text.
• Write the text correctly in spelling and calligraphy, place punctuation marks, divide the text into paragraphs, observe the red line, margins and other requirements.
• Detect shortcomings and errors in your own essay, as well as in the speech of other students, correct your own and others’ mistakes, and improve what you have written. (Appendix No. 1)

A school essay is the result of productive activity and is, on the one hand, a subject of study, and on the other, a means of achieving the ultimate goal - the formation of communicative and speech skills of students.
Essays differ in sources of material, degree of independence, methods of preparation, genre and language. (Appendix No. 2)
Essays can also be classified into thematic groups. I suggest the following thematic groups and essay topics:

1) Creative:

What is kindness?
- What is beauty?
- Want to know everything. What for?
- I am especially concerned...
- My three wishes.
- Where would I like to visit? Why?
- The most expensive thing in our house.
- So that I can tell African children about winter.
- Three wonderful colors.
- Who doesn’t sleep at night?
- Journey of an autumn leaf.
- I am the Sun.
- My native country is wide.

2) Reproductive:

What do I know about protein?
- Favorite mathematical action.
- My faithful friend.
- How animals spend the winter.
- My toys.
- Our friendly family.

3) Phantograms.

What would happen if I saw that the book was crying?
- did the fountain pen tell you?
- the road rose into the sky?
- has evil always won?
- Was I a good wizard?
- Has the sun disappeared?

4) Essay-reasoning:

Why do leaves fall from trees in autumn?
- Why is it raining?
- Why do I love books?
- Why did they call me that?
- Why do you need a friend?

5) Essay-description:

My favorite toy.
- First snow.
- Our classroom.
- The house I live in.
- Christmas tree.

Speech exercises will be effective only when their system is superimposed on a number of other conditions that form the background for speech development. This background is created by an atmosphere of constant attention to language and speech, interest in it, and a healthy speech environment.

Speech exercises, as a rule, do not give a noticeable effect in the short term. Systematic work on speech development will definitely lead to success. Speech skills develop, so to speak, according to the laws of geometric progression: small success leads to more, speech is improved and enriched.
Thus, classes on speech development are multifaceted work aimed at ensuring that students master not only grammatical theory and spelling skills, but in the process of speech practice they also master the ability to correctly pronounce words and use them correctly in speech, and build phrases. Sentences, coherent speech. In general, speech development is work on the speech culture of students, and therefore work on the development of the child’s personality.

Development of a lesson on the Russian language in grade 2 (speech development).

Lesson topic: Speech development. Essay – description “First Snow” (based on observations).

The purpose of the lesson: developing the ability to write an essay based on direct observations, developing the ability to systematize the collected material, and determine the main idea of ​​the essay.

Lesson objectives: develop students' creative abilities; develop a sense of beauty; form coherent, correct speech of students; create a favorable psychological climate that contributes to the formation of students’ personality.

Lesson equipment: reproduction of A. Plastov’s painting “First Snow”; album with collected materials; exhibition of illustrations and children's drawings; book exhibition; music album by P.I. Tchaikovsky “Seasons”; cut out snowflakes, slides, presentation

During the classes

Lesson steps	Teacher activities	Student activities	Note
1. Checking homework.	Guys, remember your homework. Read the quatrain: "White snow, fluffy, Spinning in the air And the ground is quiet He falls, he lies down.”	Watch the first snow fall. - Find a description of the first snow, snowflakes. - Draw pictures. - Cut out snowflakes. Reading aloud in chorus.	There was an exhibition of drawings, books, and an album with collected materials. Slide number 1
2. Statement of the educational task.	What do you think the task will be for you in class? - What will you study?	Children's answers. -We will write an essay about how the first snow fell. -What do snowflakes look like? -It’s so beautiful outside when the snow is falling.
3. Goal setting.	Who enjoyed watching the snow fall? - What do you remember about the first snowfall? - Today we will write an essay describing the first snow. In your works you will have to talk about the first snow in such a way that everyone can imagine all the beauty and charm of the first snow.	Children's answers. Students briefly talk about their impressions using their drawings and work.	Working with an exhibition of drawings and books.
4. Conversation based on the picture.	Many artists painted our modest Russian nature, filled with quiet charm, with great love and warmth. The painting “First Snow” by the Russian artist A. Plastov is dedicated to the charm of the first snow, still tender and timid. - What feelings and desires does this picture give rise to in you? The artist gives us the opportunity to feel the beauty of the first snow, the beauty of life.	Examination of a reproduction of A. Plastov’s painting “First Snow”. Children's answers. - Feelings of joy, delight. - I want to feel the touch of light snowflakes. Reading an excerpt from N. Brown's poem: -Is it snow flying from the heights? To forests, fields and thickets, Is he like dead chalk? Just white, white, white? All needle-like from the frost, At dawn it is soft pink. He is far away, in the shadows, in the lowlands Blue and even blue!	Reproduction of A. Plastov’s painting “First Snow”.
5. Lexical preparation.	What will we talk about in the essay? - What will the essay be called? - The first snow (what does it do?)… -What words can be used instead of the word “falls”? -What does the sky look like during snowfall? - What is snow? How do snowflakes fall from the sky to the ground? -What do snowflakes look like?	Children's answers. - About the first snow. Let's call it "First Snow". -Flies, falls. It swirls, falls, falls, curls, flutters... - Like a big duvet... -Snow is a lot of beautiful snowflakes. - Slowly, smoothly, silently... - They are large, fluffy, shaggy, white, shiny, sparkling, wonderful, airy...	Writing words on the board. Slide number 2
6. Discussion of the structure of the essay.	What question will you have to answer in your essay? How to start an essay? What to write about in the introductory part? What should we write about in the main part? How can you finish your essay? What will help you in writing an essay?	Children's answers. - What does the first snow look like? -What is its beauty? Here comes winter. - Hello, winter - winter! We've been waiting for you for so long. We will describe the first snow. - What do snowflakes look like? - Express your feelings, emotions. - Write how wonderful the first snow is. - Our observations, lesson design, dictionaries. -Our conversation.	Reminders when working with an essay. Slide No. 3,4
7. Independent work.	The great Russian composer P.I. Tchaikovsky wrote a wonderful work “The Seasons”. -I think that the quiet sound of this work will help you express your impressions and feelings even brighter, more accurately.	Compiling and recording text.	Hearing. P.I. Tchaikovsky “Seasons”
8. Self-test.	Read your essay. - Check every part. - Do you like your essay?	Children read aloud if they wish.

Fragments of children's essays.

“... Fluffy snowflakes lie quietly on the ground. They are so tiny, snow-white, shiny and very patterned. I'm glad to look at them! " (Inna Avramenko).

“... The first snow falls slowly and beautifully. He is so soft and fluffy. The snowball is white-white and very shiny. I like this snow so much!” (Kristina Fomkina).

“...The first snow is so beautiful! Snowflakes are white, wonderful, fluffy. A snow carpet covered the entire ground. It's a good winter - winter! (Sergey Bystrov).

After checking the essays by the teacher, students design their works and prepare exhibitions.

Introduction

Chapter I. Scientific and methodological substantiation of the linguodidactic problem of the development of coherent speech.1 The role of the pedagogical approach to instilling coherent speech skills in primary schoolchildren.2 Methods and requirements for the development of coherent speech

Chapter II. Formation of coherent speech of primary school students.1 Work on words, phrases and sentences.2 Work on text

Chapter III. Methodological techniques for developing coherent speech.1 Individualization of tasks.2 Exercises to develop coherent speech skills

Conclusion

Literature

Introduction

Raising a comprehensively developed personality is impossible without improving such an important instrument of cognition and thinking as speech. The development of students’ speech in the light of modern requirements of school education is one of its urgent tasks, and first of all, Russian language lessons, which determined the topic of the thesis “Formation of coherent speech in younger schoolchildren.”

The Russian speech skills acquired by students during primary education serve as the basis that forms a linguistic personality; it is here that children first encounter the literary language, the written version of the language, and the need to improve speech.

The object of the study is the process of teaching the Russian language.

The subject of the research is the system of work on the formation and development of coherent speech of Dagestani primary school students.

Working hypothesis. Training using textbooks and educational and methodological kits of the new generation that meet linguistic and didactic requirements, taking into account the specifics of the Dagestan languages ​​(there are few of them, but they exist) gives a high effect in mastering knowledge, skills and abilities in language teaching, and also contributes to the development of coherent speech of students .

Research methods. The work examines the scientific, methodological, educational literature of the new generation, analyzes lessons in the development of speech, which involve enriching and activating the vocabulary, studying the methodology of working on word combinations, constructing sentences, improving the perception and generation of speech.

Today there are a lot of new programs that implement the idea of ​​teaching language as a speech activity. There are attempts to create partially integrated lessons in Russian language and literature, music and art, etc. Lessons with insight into the text, into the world of fiction, as the pinnacle of speech activity, are very productive. They contribute to students’ mastery of language units necessary for communicative purposes: to express a variety of thoughts, feelings and to awaken students’ potential for linguistic creativity, search for their own linguistic forms, methods of expressing thoughts and feelings, and constructing text.

A modern teacher teaches children a language in order to teach them to speak, i.e. the ability to correctly and expediently use linguistic means to receive and transmit information (both oral and written).

These programs and manuals are the effective activities of methodological scientists and primary school teachers to transform the educational process.

And the teacher was and remains the only conductor of this knowledge. Today, he must not only speak the Russian language, but speak it extremely professionally: master the theory and methodology of teaching and work creatively, with the goal of educating a linguistic personality.

Theoretical significance. The work outlines the theoretical foundations of the Russian language and its methodology, discusses concepts specific to the methodology of the Russian language in the national school, provides a description of methods, techniques, teaching principles and a system of various exercises recommended for use by primary school teachers.

Objectives: to analyze scientific and methodological literature on the formation of linguistic personality; study new requirements in language teaching, programs and textbooks; to identify effective methods and techniques that promote the development of coherent speech of a primary school student and their implementation in the practice of teaching Russian as a non-native language.

Tasks. Show, using individual examples, some ways and techniques for the development of coherent speech and its culture of communication, thereby realizing the principle of the communicative orientation of language teaching. Also, identify ways in which a teacher can develop his students’ linguistic sense, since the most important stages in mastering correct speech occur in the initial period of education.

In accordance with the goals and objectives, the following structure of the thesis was determined. It consists of an introduction, two chapters, a conclusion and a list of references.

Chapter I. Scientific and methodological substantiation of the linguodidactic problem of the development of coherent speech

1 The role of the pedagogical approach to instilling coherent speech skills in primary schoolchildren

The formation of a child’s holistic personality is impossible without its linguistic component. Language is an instrument of cognition and the main means of communication, and only by having a good command of all its riches, which provide the key to cognition and knowledge, does a speaker realize himself as a full-fledged person. At school, from the first days they try to teach a child to speak and write correctly, coherently and beautifully, although, in our opinion, they are largely overloaded with a powerful arsenal of rather disparate ideas about the laws, norms and rules of the language, containing a huge set of spelling patterns and difficult-to-mention algorithms. All this, unfortunately, does not contribute to the formation of a stable interest in the subject, nor the formation of a linguistic personality capable of correctly perceiving, understanding and transmitting the necessary information, competently and, most importantly, consciously correlating the plan of content and the plan of expression of linguistic units, effectively solving constantly arising problems. it has various kinds of communicative tasks.

In this regard, the importance of the teacher as an influencing personality has increased many times over, since other stereotypes have almost lost their relevance. At the same time, the teacher, realizing that he is not the only factor in the formation of the student’s personality, must build a system of education and upbringing taking into account the fact that the student receives knowledge and educational impulses through the social environment and the media, etc. However, the surrounding linguistic environment certainly negatively affects the formation, development and expression of feelings and emotions. Having a limited number of words in reserve to reveal his inner state, he gradually withdraws into himself, since in his memory there are no words that can be used to describe what he saw, heard, felt. This is where the teacher should come to the rescue.

Developed speech presupposes possession of a sufficiently large vocabulary, the ability to use the entire arsenal of phonological, morphological, word-formation and syntactic means of language in accordance with the norms of literary speech, as well as the ability to use these means in various situations, taking into account the task of accurately transmitting information, the task of being understood by the interlocutor and tasks of influencing the interlocutor.

Linguistic science has already approached such an understanding of the essence of language, in which it is the subject of communication, the linguistic personality, who becomes the main character in the corresponding coordinate system and the main object of study. Methodological science is still at the distant approaches to this frontier, although certain steps are already being taken. One of the attempts of this kind can, in our opinion, be considered the system of developmental education in operation in primary schools by D.B. Elkonin and V.V. Davydova. The potential for the development of the personality of a junior schoolchild, which is the basis of this system, is, to one degree or another, realized in the content of a number of textbooks and teaching aids on the Russian language. These include a new learning kit for M.S. Primary School. Soloveichik and N.S. Kuzmenko "To the secrets of our language", built taking into account the active-communicative principle of learning." The authors, in an entertaining way, with the help of “end-to-end images” of first-grader Anton and a foreign boy, show how the Russian language can and should be used.

The same goal is pursued by the published new and varied programs and sets of textbooks on the Russian language. For example, "Russian language in primary school: theory and practice of teaching" edited by M.S. Soloveichik, “Culture of speech communication: theory and practice of teaching” by O.M. Kazartseva, “Russian language in primary school: theory and practice of teaching” T.G. Ramzaeva and others. These manuals build work on the development of communicative competence based on traditional directions in work on speech development: work on words (lexical level), work on sentences (syntactic level) and work on coherent speech (text level). It is important to remember that all areas of dictionary work are possible only on a practical basis, mainly based on the text.

It seems important to use the situational method (analysis of both artificial and natural speech situations) as a component of the communicative aspect of teaching the Russian language.

In the context of a wide choice of school programs and textbooks, it became obvious: the difference between the new manuals and the traditional ones, where speech history information is given for comprehension, analysis and generalization.

In modern learning conditions, rhetoric lessons provide great opportunities for the formation of communicative competence, since it is this science that studies, along with other aspects, the patterns of human speech behavior in various speech situations. But here too, methodologists express fears that some teachers will pay less attention to the practical side of lessons than to the theoretical.

Among the various teaching aids (didactic materials, reference books, dictionaries, visual aids, etc.), the textbook is the main one. The textbook sets out the basics of scientific knowledge in the Russian language in accordance with the program. It is the textbook that defines in detail the content of the subject and reveals the essence of the concepts named in the program. The material is presented in an accessible form. A variety of exercises, when used skillfully, should contribute to the development of educational, linguistic, speech, spelling and punctuation skills. Many texts are designed to solve educational problems, develop students’ cognitive interests, and broaden their horizons. Interest in the subject can be aroused by proverbs, sayings, riddles, joke problems, various rules in poetic form, periphrases, etc. used in the exercises. Further in the work are fragments of lessons using this kind of material.

In uniform textbooks intended for students of different nationalities, there cannot be, and cannot be, direct comparisons of facts between Russian and native languages, but hidden comparisons do take place. The teacher himself must be well aware of the differences in the systems of the languages ​​being compared, keep these facts in mind, and at the right time use his knowledge to prevent interference errors.

Educational and methodological kits in the Russian language for grades I-IV, created in recent years, take into account the features of the Dagestan comprehensive school with the native language of instruction. A distinctive feature of these textbooks is that they make it possible to take into account the linguistic, cultural, and ethnopedagogical characteristics of our region.

Dagestan has accumulated some positive experience in creating Russian language textbooks for national schools. They were compiled based on different methods of teaching a non-native language: translation-grammatical, natural-natural and combined.

For example, a textbook for second grade for Dagestani students implements the following principles:

practical orientation, i.e. the exercises give tasks for using the acquired language material in speech practice;

the thematic principle of organizing its material. At the same time, the core of the lesson, around which everything else is grouped, is the text that meets the program requirements. Post-text exercises are aimed at clarifying the content of what was read through question and answer, verbal illustration, and retelling. These exercises help to activate coherent speech; children master the simplest act of speaking, which is consolidated and improved in small dialogues that contribute to the formation of speech skills;

the principle of taking into account the native language in the learning process. The Russian language textbook for primary grades of the Dagestan national school is nationally oriented.

A textbook of the Russian language in a national school, according to N.M. Shansky, is “the main manual that, in principle, determines the entire joint work of the teacher and students in the complex process of teaching speech activity and learning language as a social phenomenon.” .

In the process of pedagogical activity, the teacher uses mainly oral speech, which should be distinguished by purity, clarity, accuracy, argumentation, etc. And for this, at present, simple knowledge of the Russian language, suitable only for communication purposes, is not enough. It is necessary to master the literary norms of the Russian language with all the richness of its expressive means.

The content of work on the development of coherent speech in the primary grades is determined by the content of training in all academic subjects, ensuring consciousness in the acquisition of knowledge and skills. When teaching students, the teacher connects their assimilation of knowledge with the development of their speech, using the same pedagogical techniques in a multifaceted manner, simultaneously both for the purpose of mastering educational material and for the purpose of developing coherent speech. The teacher’s word, as well as the printed word, thus performs a dual function in the learning process: it serves as a means of teaching and nurturing the thinking of students and at the same time as a means of developing their coherent speech. Both of these tasks are closely interrelated, but not identical. Therefore, we should talk not only about the methodology for developing students’ coherent speech, but also about the methodology for teaching and nurturing children’s thinking through speech. These are the two aspects we mean when we talk about the development of coherent speech during the learning process. In the primary grades of school, this problem should be approached on the basis of the specifics of primary education, the characteristics of its tasks and its place in the general education system.

The main task of the primary classes is the development of the child’s mental and moral strength, carried out in the process of learning about the world around him. The main task of learning at this stage is the accumulation of specific ideas about the world around us, the creation of distinct quantitative, spatial and temporal ideas and the enrichment of vocabulary and living speech with a variety of grammatical forms, and the ability to construct a statement. Only on this basis is it possible to master a systematic course and abstract concepts in subsequent grades.

The second task of primary education, closely related to the first, is to prepare children for serious, systematic educational work in high school.

A distinctive feature of a speech development lesson is targeted work on the main types of speech activities - writing, speaking, reading and listening. Traditional methods and techniques, as well as exercises, for Russian language lessons are no longer enough if we consider the work on speech development as a system. The fact is that teaching only the skills of coherent speech does not exhaust the whole variety of tasks in this area, since it usually comes down only to the generation of statements (texts). At the same time, one cannot ignore the tasks of enriching the vocabulary and grammatical structure of students’ speech, work on speech culture (teaching language norms), which should also be carried out purposefully. The main objectives of lessons for the development of coherent speech:

) purposefully enrich the lexical and grammatical structure of children’s speech;

) teach them to perceive (and understand) other people’s speech;

) construct your own statements (texts) in accordance with the norms of the Russian language.

In addition, in speech development lessons, targeted, systematic, rather than aspect-based work is carried out to enrich the vocabulary and grammatical structure of students’ speech, and attention is also focused on nurturing a culture of speech.

The specificity of the speech development lesson (SDL) is inherent in its very name: priority here is given to the development of linguistic personality. In addition, it manifests itself in the goals, content, typology of lessons, as well as in teaching methods and techniques. Based on the above main goals of the lesson on speech development, you can expand the objectives of such lessons:

) enrichment of vocabulary and grammatical structure of students’ speech;

) teaching language norms and their use in speech;

) formation of communicative competence and development of linguistic personality, improvement of communication skills;

) training in speech culture and verbal communication skills;

) development of basic types of speech activity: speaking, writing, listening and reading;

) development of thinking and formation of processes of mental activity (analysis and synthesis, abstraction and generalization) by means of language used in speech.

) acquaintance with basic speech science concepts as a theoretical basis for teaching language and speech development.

The communicative principle occupies a prominent place in the Russian language teaching system, especially in national schools. This principle is understood as the connection between teaching the Russian language and objective reality, the ability to use acquired knowledge in everyday life practice.

And in this regard, education in the Dagestan national school primarily pursues a practical goal: to instill in students the skills of competent oral and written speech, as well as the ability to accurately apply the studied grammatical phenomena in communicative activities, in constructing phrases and various structural and functional types of sentences, in composing connected texts.

An important role in establishing the connection between learning theory and speech practice is played by phonetic-orthoepic, lexical-grammatical and spelling exercises. However, excessive enthusiasm for them to the detriment of theory or, conversely, unjustified memorization of rules and spellings inevitably leads to fragile, superficial knowledge in the field of one or another section of the language being studied. Since the principle of communicativeness is of great importance when teaching the Russian language, the entire system of work at school should be aimed at developing in children strong skills in using in speech those forms that do not coincide in Russian and their native languages, are methodologically relevant and cause interference. The main goal of communicating theoretical information is to promote the conscious formation of skills and self-control over the use of one or another grammatical form. This is how one of the important requirements of training is realized: from practical activities to develop skills to theoretical knowledge and again to practical training exercises. In essence, this means the accumulation by students of phonetic-orthoepic and lexical-grammatical material in the process of reading, listening, retelling, speaking, etc., their familiarization with various speech forms and structural patterns and models. Therefore, the work must be organized in such a way that the repetition of the necessary linguodidactic material is ensured.

The most important stage of working on linguistic material is the targeted use of various mental operations: comparison, contrast, contrast, analogy, generalization, etc.; communication of the most appropriate theoretical information that helps the formation of skills and abilities on the basis of comparative typological characteristics and identification of methodologically significant similarities and differences between Russian and native languages. The final stage is practical exercises to achieve an automatic level of proficiency in the material being studied.

2 Methods and requirements for the development of coherent speech

The ultimate goal of teaching the Russian language is for students to master coherent speech, meaningful, thematically complete speech that meets the requirements of established language norms, representing a single semantic and structural whole. This mastery can be achieved with the help of a system of exercises for retelling the content of a given text, answering questions in connection with the text read; highlighting segments of speech of varying degrees of completeness, their main idea; composing stories, miniature essays, etc. It is important that exercises for the development of coherent speech are based on variable linguodidactic material, taking into account the stage and purpose of the work, are varied and based on different analyzers, depending on word-formation capabilities, connections between words and other syntactic units, etc. From a linguistic point of view, coherent speech is “a segment of speech that has a significant length and is divided into more or less complete independent parts.” . In linguodidactics, the term “coherent speech” is used in three meanings: a) process, activity of the speaker, writer; b) the result of this activity, text, statement; c) the name of the section of work on speech development.

At the heart of the requirements for the development of coherent speech is the question of skills that are common to oral and written speech. In relation to oral speech, this is free (and perhaps with elements of improvisation), correct and emotional speech. Written speech presupposes the ability to reveal the topic and main idea of ​​a statement, collect and systematize material for a statement, improve what is written, and construct a statement in a certain plot sequence. To develop and improve these skills, tasks that require text analysis should be developed (determining the main idea of ​​the statement formulated by the author;

coming up with a title for a passage using the words of the text), comparing and contrasting it with other text, abstracting and generalizing (formulating the theme of the statement and the main idea of ​​the author, drawing up a compositional diagram), restructuring the story with the subsequent drawing up of a plan and theses for it.

The principle of taking into account the specifics of the native language is one of the most important principles of conscious teaching of the Russian language to non-Russian students. It ensures a deep and comprehensive assimilation of the characteristics of the language being studied, significantly increases the interest of schoolchildren in the Russian language, and activates their attention. Taking into account methodologically relevant similarities and differences in the Russian and native languages, comparison and linguistic analysis of common, similar, isomorphic and different facts of the two languages, allows not only to avoid re-learning what students already know, but also contributes to the appropriate distribution of practical exercises between those or other lessons and more active training of students in order to master language and didactic material; contribute to the rational choice of linguistic units that are the most complex, difficult and at the same time relevant for a certain stage of learning; facilitate the selection of exercises to consolidate theoretical knowledge and develop their oral and written speech literacy and, as experimental work shows, stimulate the relaxed and natural instillation in students of various classes of love and interest in learning the Russian language. Moreover, conscious reliance on the native language makes possible a fundamentally new sequence in the study of theoretical material and a unique approach to it, different from the didactics of the Russian school; involves teaching students of a national school, first of all, similar (or outwardly similar), and then nationally specific linguistic phenomena and facts.

The school imposes certain cultural and speech requirements on the speech of teachers and students.

First of all, this is a requirement for content. You can only speak or write about what you know well. Then the student’s story will be good, interesting, useful both to himself and to others, when it is built on knowledge of facts, non-fictional experiences; of course, we are not against fairy tales, especially in the elementary grades.

The requirement of logic, consistency, clarity in the construction of speech. Good construction is knowing what the student is talking or writing about. This helps him not to miss anything important, to move logically from one part to another, and not to repeat the same thing several times. The content determines the structure and plan of the verbal presentation. But whatever the plan for an oral response or a written essay, both the answer and the essay must be logically consistent and clear in their construction. The teacher makes sure that the student does not miss significant episodes in the story, does not rearrange them randomly, does not make unnecessary insertions, but that he conveys his impressions and knowledge according to plan, logically moves from one part of the story to another, and connects them with each other , reasoned correctly, made the right conclusions, knew how to start and finish his statement well. Correct speech presupposes the validity of conclusions, the ability not only to begin, but also to complete a statement.

Accuracy of speech is understood as the ability of the speaker and writer not only to convey facts, observations, feelings in accordance with reality, but also to choose for this purpose the best linguistic means - such words, combinations that are inherent in the depicted object. Accuracy requires a wealth of linguistic means, their diversity, and the ability to choose different words in different cases that are most suitable to the content.

Speech only affects the reader and listener with the necessary force when it is expressive. Expressiveness of speech is the ability to clearly, convincingly, concisely convey a thought, it is the ability to influence people with intonations, selection of facts, construction of phrases, choice of words, and general moods of the story.

Clarity of speech is its accessibility to those people to whom it is addressed. Speech always has an addressee. The speaker or writer must take into account the capabilities, interests, and other qualities of the addressee. Speech is harmed by excessive confusion; it is not recommended to overload speech with terms, quotes, and “beauties.” The choice of linguistic means depends on the situation, on the circumstances of the speech: for example, a friendly conversation between boys differs sharply from an essay by the same boys on the topic “Meeting of Friends.”

Richness (relative) of linguistic means for expressing the same thought, lack of monotony, repetition of the same words and constructions in a small segment of text.

All these requirements apply to the speech of primary schoolchildren. Good speech can only be achieved if the entire set of requirements is met. It should not be allowed that in the elementary grades serious work is carried out only on certain aspects of speech, for example, on spelling literacy, and other aspects of speech development are postponed until the upper grades. Unfortunately, in practice, such a mistake is made: some teachers do not work on the variety of speech means used by students, on the requirement of clarity of speech, they underestimate the careful selection of words from a number of synonyms, they do not teach children to correct speech defects in their friends and improve their own speech.

It must be remembered that the foundations of speech skills are laid in elementary school: it is here that children first encounter the literary language, the written version of the language, and the need to improve speech.

Speech is a broad sphere of human activity. In order to master speech in all its manifestations, it is necessary to develop a sense of language, skills, and unmistakable adherence to speech norms in the field of vocabulary, word formation, syntax, and stylistics. For the system of work on speech development in morphology lessons, as in the study of other sections of the language, it is important to strictly select language material that is exemplary in the language and sufficiently rich in grammatical structures and words new to students.

Success depends on resolving the issue of methods and techniques of work.

The method is a system of techniques for teaching the Russian language in a national school, it is a way of orderly and interconnected activities of the teacher and students, aimed at solving the problems of education, upbringing and development in the learning process.

Methods based on the objectives of educational activities are divided into cognitive, practical (speech training) and control.

Reception is a method of educational action.

The use of methods and techniques depends on what subject, what educational material is taught to students, what knowledge and skills they have, what their age is and how much time is allocated to the subject or phenomenon being studied.

The methods of teaching the Russian language in a national school differ in many ways from the methods of teaching the native language (or Russian as a native language in a Russian school).

Due to the fact that the vocabulary, sound system and grammatical structure of the Russian language in the vast majority of cases differ from the structure of the student’s native language, the information on the Russian language communicated by the teacher and the skills that need to be instilled in students will be new for them, different from what they know , they can, depending on what they are used to (for example, sounds that are absent in their native language, skills of agreement in gender, case and number, verbal control, etc.).

When learning the Russian language, knowledge, skills and abilities in your native language help in some cases, but hinder in others. If the information about the Russian language communicated to students is to some extent close or similar to the children’s knowledge of their native language, then the process of perceiving it (by the children) proceeds without any particular difficulties, and new skills are instilled quickly and quite steadily. If children are given information in a second language (in this case, the Russian language) and skills are formed that do not correspond to the skills and knowledge of students in their native language, then the latter have an inhibitory effect on children’s assimilation of the material being studied, since children consciously or unconsciously perceive and reproduce unusual for them, phenomena are in accordance with the norms and characteristics of their native language. In order to correctly perceive and reproduce such phenomena of a second language, the student has to rebuild his previous linguistic and mental ideas and concepts, which is very difficult for children.

The teacher’s task is, using the most rational and effective techniques, to help students quickly overcome specific difficulties that arise from habitual skills in their native language, to free themselves from the influence of features of their native language that differ from the patterns of the Russian language.

In the history of learning a second language, three main practical methods are known - natural (direct), translation (comparative-grammatical) and combined (mixed) with the development of the school, methods of teaching the Russian language also changed

Natural (direct) method. The essence of this method is that teaching the Russian language is carried out without relying on the native language, without taking into account its features. The Russian language is studied directly, through direct assimilation of Russian words and phrases: the teacher pronounces the word or phrase, the children repeat after him. Objects or illustrations are widely used to explain the meaning of words and phrases. The students’ native language is not used when explaining unclear words, learning grammar, or reading. The natural method takes into account the age characteristic of children of primary school age - concrete thinking. The child simultaneously sees the object, hears and pronounces its name. The use of visualization in teaching is the main positive feature of the natural method. In addition, during lessons, children are not distracted by various kinds of excursions and comparisons; their attention is focused on one thing - Russian words, Russian speech. Finally, the natural method evokes student activity, which is based on their desire to quickly learn to speak Russian. This is facilitated by direct lexical lessons associated with lively spoken language, free from bookishness and dry grammatical rules. Russian words are learned by children in coherent speech, in sentences.

The natural teaching method also has a number of very significant disadvantages. As a result of the fact that with the direct method, a large place is occupied by students' mechanical memorization and imitation of models, facts and phenomena of the second language are acquired without sufficient consciousness. This leads to the fact that children, having unconsciously learned certain elements, quickly forget them.

Despite the fact that with the direct method, the students’ native language is completely excluded and teaching is conducted without taking into account its characteristics, children, if they speak their native language well, will think (whether they want it or not) in their native language and learn a second language through their native language. and by analogy with it. One way or another, the influence of the native language is reflected in the language being studied (in the form of so-called typical errors).

Supporters of the natural method, pinning their hopes on imitation and auditory perception, ignored special articulatory work, as a result of which the skills of conscious correct pronunciation and competent writing were poorly developed.

Translation (comparative grammatical) method. The essence of the translation method is that the Russian language is studied with the constant help of the native language. All new words and phrases are certainly translated into your native language. The organizational aspect of the lesson and the explanation of the educational material are carried out in the native language. Everything that is read is immediately translated.

The translation method provides a more accurate understanding of the meanings of words and everything read; the assimilation of material is carried out consciously, quickly and without stress, thanks to a comparison of the grammatical structure of the native and Russian languages. With this method, much attention is paid to students’ independent work, working with books in class and at home. However, the transfer method also has many serious disadvantages. When teaching using this method, students’ attention is constantly divided between their native and studied languages, while the Russian language takes second place; Practical Russian speech skills are being developed extremely slowly. Thus, what needs to be taught - the Russian language, Russian speech - remains in the shadows, unlearned.

Combined (mixed) method. Neither direct nor translation (comparative grammatical) methods met the goals and objectives of the national school. Therefore, methodologists believe that no method can be basic and universal.

The practice of non-Russian schools has confirmed that neither the transfer nor the direct (natural) method in its pure form gives the desired effect. Therefore, progressive teachers began to promote and implement the so-called combined or mixed method. For example, the order of learning sounds and letters during the period of learning to read and write a second language is established with strict regard to the phonetic system; those facts of the language being studied are reported that have correspondences in the students’ native language, and then those that have no analogues.

When presenting educational material using this method, the teacher not only takes into account the students’ knowledge of the laws and rules of grammar and spelling of their native language, but also relies on them. For example, when studying parts of speech, there is no need to dwell in detail on revealing concepts and memorizing definitions, since children know these concepts and rules from lessons in their native language. A Russian language teacher can refer to them or give only a translation of the term. Along with this, it is recommended to directly assimilate the phenomena of the Russian language through the widespread use of visualization and imitation of repeated repetition of typical phrases and forms.

As can be seen from the above, the combined method does not have uniform principles and characteristics. This is most likely a complex of methods and techniques.

Learning a second language is a very complex, multifaceted and lengthy process. Teaching methods and techniques, even within one lesson, can vary depending on the learning situation, the subject and means of instruction, the level of knowledge and skills of students, their age and intellectual characteristics, etc. Therefore, there cannot be one universal or basic method.

The level of preparation of children in the Russian language usually varies. Some come to school with some knowledge of the Russian language, others do not know it at all, some find it easier to learn a second language, others find it more difficult. In this regard, the teacher should know his class well, each student and, according to the individual characteristics of individual students or their groups, give them easier or more complicated tasks. Weak students need to be given constant attention in class (sit closer to the board, ask more often, encourage, etc.) and outside of class (give feasible tasks, help parents with advice). But even strong students should be busy with academic work in class and at home. To do this, it is recommended to give such students additional educational material (homework, reading, writing in class, etc.). Each student should be in the teacher's field of vision and feel like an active member of the educational team.

Chapter II. Formation of coherent speech among primary school students

1 Work on words, phrases and sentences

Today there are a lot of new programs that implement the idea of ​​teaching language as a speech activity. There are attempts to create partially integrated lessons in Russian language and literature, music and art, etc. Lessons with insight into the text, into the world of fiction as the pinnacle of speech activity, are very productive. Students’ mastery of language units necessary for communicative purposes: to express a variety of thoughts, feelings and to awaken students’ potential for linguistic creativity, search for their own linguistic forms, methods of expressing thoughts and feelings, and constructing text.

A modern teacher teaches children a language in order to teach them to speak, i.e. the ability to correctly and expediently use linguistic means to receive and transmit information (both oral and written). This is especially true in conditions of Dagestan-Russian bilingualism.

In the development of coherent speech, three lines are distinguished: work on the word, work on phrases and sentences, work on coherent speech. All these lines of work develop in parallel, although at the same time they are in subordinate relationships: vocabulary work provides material for sentences, for coherent speech; when preparing for a story or essay, preparatory work is carried out on words, phrases and sentences

The vocabulary of any language, from the point of view of its internal organization and interaction, forms a system. The vocabulary of the modern Russian language is a very complex system. It consists of groups of words that differ in origin, sphere of use, and stylistic significance. Systemic relationships are also characteristic of other groups of words. “Acquaintance with the lexical system of the Russian language allows us to deeply penetrate into the complex and varied life of Russian words,” says N.M. Shansky. . And this is very important for the national school. One of the main features of the lexical system of the Russian language is the vastness and practical innumerability of its units.

Various dictionaries testify to the huge number of words in the Russian language. It must be borne in mind that many commonly used words have multiple meanings. This adds many thousands more new lexical items, the meanings of which can only be understood in context. It should also be taken into account that explanatory dictionaries include only commonly used words. And the language also has many terms, geographical names, professional vocabulary, names, etc.

In its vastness, the lexical system differs from other language systems, for example, from phonetic and grammatical systems (the number of phonemes is limited, amounting to dozens; a relatively small number of inflectional and word-forming elements - affixes). For learning purposes, such a feature of the lexical system is important as the widespread use of only a relatively small part of its units, the presence of a core and periphery. The core, or basic vocabulary, includes words that are essential in any communication setting. Without these words it is impossible to organize speech activity in Russian. Words are combined into the main vocabulary based on the characteristics of common knowledge, high frequency of use, and their familiarity to native speakers. Based on this feature of vocabulary, lexical minimums for the national school have been compiled (taking into account which, in standard programs, lists of words are given for active learning by grade).

One of the significant features of the lexical system, in comparison with other aspects of language, is its direct appeal to the phenomena of reality. Vocabulary is the most direct and immediate reflection of all the changes occurring in the surrounding life. Language names all new phenomena that arise in society. The appearance of such words as computer, Internet, cosmodrome, nuclear-powered rover, lunar rover and many others is explained by the enormous achievements of science and culture, and the way of life of modern people. Not only new words appear, but also new meanings of existing words, for example: a device on the windshield of a car, used to clean the glass from dirt and raindrops, is called a wiper for a function similar to that performed by a human wiper.

Changes in lexical composition are associated not only with the appearance of new words. In life, along with the emergence of new things, with people’s comprehension of new phenomena, the reverse process also occurs - the disappearance of realities, forms of social relations, etc. In this regard, words and their individual meanings become obsolete. We have to talk about outdated words because some of them are still used in the right cases today (and require clarification).

Changes in vocabulary occur imperceptibly, but constantly, continuously. L.V. Shcherba, in the article “Literary language and ways of its development,” wrote: “From the fact that the basis of any literary language is the wealth of all still readable literature, it does not at all follow that the literary language does not change. Pushkin is, of course, still very much alive for us: almost nothing in his language shocks us. And yet, it would be ridiculous to think that now it is possible to write in the sense of language quite like Pushkin. In fact, is it possible to write today: All my brothers and sisters died in infancy (“The Captain’s Daughter”)? This is quite understandable, but no one writes or speaks like that.” . The vocabulary reflects contacts between different peoples, hence it contains words that are common to many languages. These are primarily international words, which are usually created on the basis of Greek and Latin roots: revolution, socialism, progressive, radio, theater, telephone, television, etc.

This feature of the vocabulary of the Russian language, which is intensively enriched through borrowing, poses the following tasks for the teacher: to create conditions for students to accumulate vocabulary, to teach them to correctly correlate words with objects, features, actions that they denote, as well as with the names of these objects in their native language.

Vocabulary is not a mechanical sum of words isolated from each other. “The lexical composition,” writes Yu. S. Sorokin, “is also a specific system... One can note at least five constantly operating forces that, in their collision and interaction, determine the fate of individual words in the language. This is, firstly, the power of the independent special meaning of a word, its relationship to reality; secondly, the relationship of word production, the connection of a word with other words in its form, the attribution of a word to a certain grammatical general category, both the widest (part of speech) and the most limited and relatively closed (nest of words); thirdly, the relationship of the word to other words in meaning...; fourthly, connections between words according to the contextual contiguity of their meanings, semantic-phraseological connections in the broad sense of the word...; fifthly, connections between words in speech contexts, groupings of words of a stylistic nature.” . When organizing vocabulary work at school, all connections between words are used whenever possible, which greatly facilitates the acquisition of vocabulary. “A characteristic feature of the Russian language,” notes V.V. Vinogradov, “is the tendency to group words in large groups around the main centers of meaning.” .

These semantic (thematic) groups of words are to some extent taken into account when identifying topics that form the basis of Russian language programs for national schools. Thus, in the preparatory class, a minimum dictionary should ensure that students are familiar with the following topics: “Our Motherland”, “Holidays”, “Teacher and student”, “Educational things and toys”, “Our family. Family members", "Our home. In the yard", "School. Russian language lesson”, “At recess”, “We draw”, “We count”, “Parts of the human body. Personal hygiene", "Nature. Animals and birds”, “Dishes and food”, “Clothing and footwear”, “Sports”, “Profession and work”, “City and countryside”, “Work in the city and in the countryside”. When not a single word, but a group of words related in meaning and included in one lexical topic is introduced into the active memory of students, the word is easier to remember and is recalled and reproduced faster when necessary.

The thematic principle of organizing lexical material most of all corresponds to the communicative goal of teaching Russian to non-Russian students. “The assimilation of thematic connections significantly facilitates the memorization of words due to the formation of associative connections between them and contributes to the development of skills to intuitively correctly use words in accordance with the communication situation.” .

Words can also be grouped according to grammatical characteristics, namely: nouns, adjectives, verbs, pronouns, adverbs. Such grouping can be practiced in elementary grades after a certain accumulation of words, and already at the end of the first year of study, children can be asked to name words that answer the question who?, and then - to the question what? This work will help students develop the skill of distinguishing between words denoting animate and inanimate objects. At the same stage of learning, students can select and group words that answer the question what? (which one? which one? which ones?). This grouping of words helps to develop the skills of correctly agreeing adjectives with nouns in grammatical gender, i.e., it will contribute to the development of linguistic flair. To do this, each time you need to ask children not only to name an adjective that answers the question what? (which one? which one?), but also choose a word for it that answers the question who? (What?). For example, a student, at the teacher’s suggestion, calls the word big, answering the question what? The teacher asks who or what can be said big about. The student makes phrases with this word: big boy, big house, big watermelon, etc.

Asking students to name words that answer the questions What did you do? What did you do? The teacher requires the children to make sentences with these words, for example: The boy wrote. The girl wrote. The boy wrote. The girl wrote. Systematic exercises of this kind help students not only remember the meaning of these words more easily, but also prepare them for the correct use of verbs of the perfective and imperfective form, as well as for the correct agreement of words, i.e., such lexical exercises help children master the grammatical structure of the Russian language. Exercises on grouping words according to grammatical criteria can be carried out in all primary grades during Russian language lessons.

It is estimated that younger schoolchildren learn more than half of new words through Russian language lessons. Therefore, for the normal enrichment of children’s vocabulary, for each lesson you should plan to work on 3-4 new words and meanings, as well as work on polysemy, shades of meaning, emotional connotations, compatibility and peculiarities of use - another 5-6 words. It is important that the assimilation of new words does not occur spontaneously, that the teacher manages this process and thus makes it easier for students and ensures the correctness and completeness of assimilation of words.

In the Russian language there are words that are non-derivative (water, river, etc.) and derivatives, and there are many of the latter in the language. Most words are formed using morphemes (suffixes and prefixes) existing in the language, using word-formation models. We can start< самых простых примеров, которые позволят учащимся запомнить простейшие словообразовательные суффиксы, например: дом -домик, стол - столик, двор - дворик, карандаш - карандашик, мяч - мячик, кот - котик, еж - ежик. Приведенные слова без уменьшительно-ласкательного суффикса -ик полностью вошли в словник для подготовительного класса. Знакомя детей с такими парами слов, одновременно можно значительно расширить их словарный запас.

It is advisable to introduce into children’s active speech words with another diminutive suffix, namely the suffix -k-, for example: head - head, candy - candy, fish - fish, horse - horse, fir tree - fir tree, bird - bird, dog - dog, leg - leg, hand - pen. These words without diminutive suffixes are also included in the vocabulary for the preparatory class. Presenting them in pairs will not only increase the students' vocabulary, but will also teach them to recognize similar words in speech.

Grouping of words is also possible according to word-formation connections, for example: snow, snowflake, snowballs, snowdrop, snowman, snow maiden; forest, forester, forest (path), forest (residents); garden, plant, gardener, gardener, planting, replanting, seedlings, etc.

The habit of noticing words with unfamiliar semantics, the desire to find out what they mean, to clarify the meaning of seemingly familiar words develops depending on many reasons, but the main one is the organization of vocabulary work in the classroom. But it is very difficult to organize a system of lexical work so that it is continuously connected with the improvement of students’ speech activity, to constantly remember all its directions, and to use vocabulary exercises rationally and productively.

When conducting vocabulary work in Russian language lessons, it is important to remember and take into account the polysemy of Russian words and the discrepancy between the scope of their meaning and the words of the students’ native language.

The phenomena of lexical-semantic interference, due to the non-equivalence of some concepts of Russians and Dagestanis, are often found in the speech of Dagestanis. For example, the nouns road and path are synonyms, but the derivatives road builder and traveler formed from them by the same suffix are not synonymous: a road builder is a specialist in road construction, and a traveler walking on foot is a traveler. Considering that traveler and road builder are also synonymous, just like path and road, the non-Russian schoolboy used road builder instead of traveler.

Or you can often hear: put your notebook on your desk. This kind of error is explained by the fact that in the native language the verbs “put” and “put” are not distinguished.

A primary school teacher should remember about errors of this kind and prevent them in his work.

In mastering the grammatical structure and lexical richness of the Russian language by students of the national school, word combinations are an important transitional step between words and sentences. One of the important problems of mastering the combinability of words in the Russian language is mastering word order. In the Russian language, phrases of certain constructions have a relatively stable order, the arrangement of components, which differs from the order of words in equivalent phrases of Dagestan languages. Consequently, the need for targeted work on the order of the components of a word combination is also associated with the influence of the peculiarities of word order in the Dagestan languages. So, for example, the Russian phrase “verb + noun” corresponds in Dagestan languages ​​to the phrase “noun + verb.” As a result of discrepancies in the speech of Dagestan students, very common errors such as “read the book,” “father’s house,” etc. appear.

Students perceive word order much better after learning that some members of a sentence occupy a certain stable place in a phrase and sentence. It is not enough for the Russian language teacher to only incidentally point out the similarities and discrepancies between the facts of the Russian and native languages. It is important that the student realizes; linguistic facts, only under this condition can non-Russian students develop the skills of correctly combining words in the Russian language.

In the learning process, you can use the conscious-communicative method of studying the syntactic structure of the Russian language. At the same time, it is possible to apply a functional approach to teaching using data from a structural and typological analysis of the material being studied, etc.

Quite common are exercises of an analytical nature: finding phrases in a text of a certain structure, writing out phrases indicating parts of speech, classifying phrases by a certain type, etc. Exercises of a synthetic nature can be used: students compose various phrases from these words or according to a given scheme, spread a given word in other words, compose phrases by analogy, etc.

One of the main places in the training system is the gradual transition from simple tasks to tasks of increased complexity. In the Russian language, the presence of a certain logical connection between words is often expressed by placing both words in the same gender, number and case. In the Dagestan languages, such a technique of agreement as a type of syntactic connection in some cases may not be expressed morphologically, which is mostly due to the invariability of adjectives by case, with the exception of the Tabasaran language. Thus, information about word combinations is more easily acquired by Dagestani students in close connection with the facts of their native language, other related categories and forms, and practically in a speech situation.

The sentence is the basic unit of syntax. It is in the sentence that the most essential functions of language - cognitive and communicative - are expressed.

In a sentence as a unit of speech, the vocabulary of the language, the derivational morphological forms of words are realized, and the skills of correct, appropriate and expressive use of all linguistic means are manifested. This determines the initial methodological position - the need for daily continuous work on the sentence based on the use of natural connections of the material from different sections and the use of basic syntactic concepts. The main features of the proposal are the following:

expresses a thought;

expresses the speaker’s attitude to what is being communicated indicating the time;

is a means of communication;

can be divided into “given” and “new”;

has specific structural diagrams;

A word receives its specific meaning in a sentence, and a sentence - in coherent speech.

According to the program, primary school students must learn to use: common and common sentences, as well as declarative, incentive and interrogative sentences.

Must be able to construct sentences with homogeneous members, compound and complex sentences. The skills of highlighting and composing sentences are developed on the basis of knowledge and skills acquired in native language lessons. The term sentence is gradually being introduced into children's speech. These skills are improved in the process of developing oral and written speech and performing exercises that involve changing or adding words 1 to sentences. During the work, students experience difficulties in composing and independently constructing sentences. This may be due to some inconsistencies in the constructions of the Russian and native languages.

It is very difficult for students to learn the order of words in a sentence at the initial stage of learning the Russian language; the influence of the order of words of their native language on the Russian oral speech of students is very strong and stable, and children make a lot of mistakes in constructing sentences and placing words in a sentence.

Here it is appropriate to show students the significant differences between the main parts of a sentence in Russian and their native languages.

As you know, you distinguish sentences in Dagestan languages; the way of its grammatical design, the way of expressing the relationships between the members of a sentence. The main difference is that if in the Russian language the predicate formally depends on the subject and is consistent with it in the corresponding grammatical features, then in the Dagestan languages, on the contrary, the main, defining member in the sentence is the predicate, which predetermines the form of not only the subject, but also the sentence in in general. And therefore, syntactic analysis begins with finding the predicate, while in Russian language lessons they first highlight the subject, then only the predicate. In addition, students should pay attention to the fact that if in the Russian language the only form of expression of the subject is the nominative case, then in the Dagestan languages ​​there are several such cases. And, finally, if in the Russian language there are two main members of the sentence, then in the Dagestan languages ​​there are three: subject, predicate and direct object.

Therefore, the teacher’s main attention should be paid to preventing and eliminating lexical, grammatical and other errors that are typical for students in the Dagestan national school. It should be remembered that all errors made in the agreement of subject and predicate come down to a violation of the connection in gender and number, which is explained by the complexity of the grammatical categories of gender and number in the Russian language and discrepancies in the Dagestan languages.

When teaching Dagestan students the Russian language, a teacher must know and take into account these and other difficulties in students’ logically and grammatically correct expression of their thoughts, in their choice of the right words and word forms, in combining them into phrases and sentences.

coherent speech junior schoolchild

II.2 Working on the text

Text - in linguistics, is the highest syntactic unit, an internally organized sequence of semantic units, the main properties of which are coherence and integrity. The correct construction of a text, which can be oral or written, is associated with such requirements as external coherence, internal meaningfulness, the possibility of timely perception, the implementation of the necessary conditions for communication, etc.

Work on the text must be carried out in a certain sequence. The most appropriate and common scheme for working on text is:

preparatory work for reading;

exemplary teacher reading of the entire text;

reading the text in parts and semantic analysis;

reading text by students (circular reading, chain reading);

final conversation;

reproduction of what has been read.

Preparatory work for reading is carried out in order to ensure that children understand the content of the text and its parts. First, it is necessary to explain the topic of the lesson and its purpose, briefly introduce the content and intent of the text, and introduce the author. It is necessary to work with words that are difficult to pronounce, warning in advance about possible errors in oral and written speech, and it is also necessary to explain the purpose and topic of the lesson, all this will arouse interest in the text being read. Sometimes visual aids are used, excursions are conducted, etc. It is during the preliminary conversation that children learn to read, hear and understand new, difficult words correctly, associate them with specific objects, and apply them in their speech. Teacher exemplary reading in the national primary school is one of the means of developing students' correct and expressive reading skills. Children listen to the first reading with the books closed; during the second reading, they follow the books, repeating to themselves.

The teacher’s reading must meet the requirements for correct, standardized reading.

Reading in parts and semantic analysis is carried out after the entire text has been read. Their goal is to check how well the text has been learned. Here additional work is possible on the content, pronunciation, and meaning of difficult words. When reading, children will inevitably make mistakes; they must not be missed; they must be corrected, forced to repeat words, and prompted for correct reading.

Circular reading of students is carried out in parts if the text is large. Or the entire text. The texts contained in the primer and textbooks for the first and second grades make it possible to organize a circular reading of the entire text. In third grade, circular reading should be carried out throughout the entire text. Along the way, you can ask questions to find out how much he understood what he read, and also comment on his reading.

The final conversation is conducted to clarify and deepen children's understanding of the content of what they read, to develop their oral speech, and also to establish the main idea of ​​the text. The work can be carried out on the questions that are in the textbook after each text.

In order to reproduce what was read in the second and third grades, it is possible to retell what was read in Russian. Sometimes a simple outline is given for retelling. The task can be complicated: change the duration of the action, use words of a different kind. In the lower grades, answers to questions are used to develop speech; sometimes retelling in the native language is allowed.

In recent years, significant attention has been paid to working on the text. One of the main criteria for selecting a text for teaching is its genre and degree of accessibility for students. Texts should be interesting, meaningful, informative, capable of stimulating thought, thereby enriching students’ speech, helping to develop coherent speech skills, and cultivating in children a taste for precise, concise, figurative words.

Based on the example of the work of several students during teaching practice (MOU-Lyceum No. 8, 2 4class) we were able to observe what level of proficiency in written language the children rose to in the second year of study:

Description of fantasy

Latipov Murad

My ship "Snow Leopard"

Tomorrow he will fly to Mars.

I'll spread your greetings

Residents of other planets.

Story in verse (based on plot pictures)

Rasulov Arsen

The cat and the mouse became friends

They wanted to be together.

We thought and decided for a long time,

Whose house should they live in?

The fact is that the cat is bigger

And the muzzle does not fit into the hole.

Well, the mouse is a problem!

Mistress Aida doesn't like her at all.

What to do? How should they be?

How to please the hostess?

Please guys decide!

And send the answer by the next mail!

Alypkacheva Said

"My fantasies"

Meeting in the park.

One day I went to the park. And suddenly I saw a big gray elephant there. He looked at me very sadly. I walked up to him and stroked his trunk. The elephant lifted me onto his back and took me for a ride around the park. The elephant said that he ran away from the circus. He was probably tired of living in a cage. He became a real friend to me.

Arslanov Rasul

One day I had an amazing dream. I flew at night like a bird. It was easy and very interesting for me! It's great to sit on the roof of houses, see the whole city from above, and look into the windows of friends and relatives. I managed to fly to the ninth floor and look into the window of my sister’s apartment. I saw that she was sleeping. And the next morning, when I told her about it, she didn’t believe it.

More than half a century ago, L.S. Vygotsky wrote about the importance of developing written speech in the cultural development of a child, which leads the student to the education of his own “I”, helps to overcome constraint, and teaches him to look at the world through the eyes of others. The child learns to compare his own actions with the actions of the heroes of his favorite stories, fairy tales, parables, etc. He tries to think about his behavior when comprehending those works that are specially selected and offered to children so that they can evaluate themselves. After all, it is from them that children learn about such qualities as friendship, kindness, love, nobility, etc. How important it is that these concepts remain not only on a piece of paper, but are perceived and understood by the heart of a junior schoolchild! That is why education of tolerance is relevant in modern schools. All academic subjects, and especially reading, must be taught on the basis of universal human values. It is also recommended to conduct “Moral Lessons” in the classroom. The lessons conducted consist of fairy tales, conversations, games and tasks for deep understanding of a particular topic, to develop the creative potential of children. The children learn to express their thoughts, work in groups, stage plays, draw, and fantasize. Personal changes occur, there is constant improvement and enrichment of the child’s inner world.

The basis of such lessons is made up of five methods: saying, sitting in silence, history, fairy tale or story, singing in chorus, group activity. All these methods help create harmony between soul and body and achieve inner peace and confidence. They help the child express his own “I”, realize his creative abilities, and relieve nervous tension.

At moral lessons, children get acquainted with the stories of V. Sukhomlinsky by A. Nilova, M. Skrebtsova, D. Bisset, T. Vershinina and others, which teach them kindness, truthfulness, compassion, love, unity, friendliness.

The modern world is complex and contradictory. Life does not stand still, it moves forward, changes, develops, and is renewed. But there is something eternal, for the sake of which all these processes occur - our future. And the future is children. And in order for our future to be bright, healthy, happy, it is necessary today to try to fill the present with spirituality, humanity, and high morality. This is the highest duty of a teacher. All children want to be good and, seeing themselves in the mirror of our kind words, they become them!

Chapter III. Methodological techniques for developing coherent speech

1 Individualization of tasks

Speech development is at the center of the educational process in primary school. For the speech, emotional, and intellectual development of their students, primary school teachers try to diversify these lessons by selecting new methods and techniques in their work. For this purpose, it is useful to turn to phraseological expressions, since in Russian folk tales children encounter exaggerated phraseological expressions: In the distant kingdom; By magic; Visible-invisible; Milk rivers, jelly banks, etc. To fully understand the true meaning of these expressions, it is necessary to include them in lexical work. Information about the origin of certain phraseological units not only enriches students, but also generates curiosity and contributes to the development of observation and speech. For example, the phraseological unit Counting crows means being inattentive, spending time aimlessly, being idle. An inattentive student often looks out the window. Maybe he really does. But why the raven? Probably because it is a large bird and lives close to humans. Therefore, in the classroom we need to explain to children how important it is to pay attention in class.

Through logical reasoning, students should be led to understand the meaning of such phraseological units as You are welcome: To celebrate; Reckless.

Information about the origin of certain phraseological units not only enriches students’ knowledge, but also generates curiosity and contributes to the development of observation skills. For example, the phraseological phrase In seventh heaven (to be) is “to be happy, to be content.” But why in heaven and in the seventh! Ancient people believed that the firmament consisted of seven spheres, surfaces, and that paradise was located on the seventh. So it turns out that being in seventh heaven means “to be joyful, happy, as in heaven.

Phraseological units have an evaluative meaning, i.e. contain a positive or negative personality characteristic. Often phraseological units help to clearly reflect the internal (mental) state of a person, the world of his experiences and the nature of relationships with other people: Wasn’t! It's amazing; A great weight off one's mind; Get into the soul; With all my soul.

They talk about a kind, honest person with the Soul wide open. This expression is associated with old folk beliefs that the soul of a person is located in the dimple on the front of the neck where the collar is fastened. If the collar is not buttoned, then it is open, the neck is visible and the soul is open to people. And the soul is always kind! We call an evil, cruel person soulless.

Information about the origin of certain expressions contained in the texts enriches children’s knowledge; only the teacher should be able to find the answer.

Getting acquainted with the etymology of the phraseological unit Pull the gimp, students learn that the gimp is a thin metal thread that is pulled from molten copper, and more often from gold or silver. These threads are used for embroidery on velvet or thin soft leather called saffiano. A lot of patience was required to pull such threads by hand, what painstaking, tedious, monotonous work it was! This is where the modern expression “Pull the gimp” comes from, meaning “to do a tedious, monotonous task.”

A dictionary of figurative expressions broadens a child’s horizons, since phraseological units are either a factual or historical source. All this is the basis for familiarizing students with the facts of national culture, history, and folk traditions. For example, the phraseological unit Not at ease, (to be, to feel) - “to be in a depressed, sad mood.” This expression came to us from the French language, and there the word “plate” means not only “dishes”, but also “position, seat in the saddle.” Literally, To be at ease in French means “to be in good condition, to be well in the saddle.” The figurative expression of being out of place has acquired a figurative meaning.

When studying the topic “Measures of time”, you can include the following expressions in the lesson: Not by days, but by hours; From hour to hour; Without a year, a week, etc. Phraseologism It is appropriate to apply the multiplication table when studying the multiplication table.

A large number of figurative expressions related to nature and animals can be included in lessons on the “world around us.” For example: Ladybug; At a snail's pace (move); Blue bird; Reckless; Some into the forest, some for firewood and many others.

Phraseological phrases based on human observation of animals contribute to the development of observation skills in children. For example: Sleeping without hind legs; Ears on top of head (keep). .

After such lessons, children’s taste for activities, for language, and the incentive to learn new words and expressions arise and strengthen.

The proposed lesson fragments have a clear goal - to develop and expand their vocabulary. The development of speech in the primary grades of the national school is the main task, an integral part of all types of educational work and topics. All types of work are carried out with the active participation of children. The teacher must ensure that all students are included in the dialogue and do not hesitate to speak Russian. For example, when studying adjectives, tasks like the following are useful and interesting: choose adjectives for the noun person that denote the following characteristics: height, character, nationality, intelligence, etc. (Children select and write words on the board and in notebooks - tall, low, kind, etc.)

State the lexical meaning of these adjectives. You can also work on your own. Children are offered a choice of texts such as:

Excerpt from a poem by S. Marshak

The school is quiet and bright at this early hour. Through the window glass Twigs look into the classroom. Write it down, find adjectives, indicate a sign.

An excerpt from a poem by S. Yesenin.

The blizzard sweeps the ----- path, Wants to drown in the ----- snow. Insert adjectives denoting color, density.

Find the adjectives: blacken, black, evening, evening, evening, thorn, prickly, prick, cloud, cloudy, snow, snowy, strongman, strong, strength, etc.

Then you can give creative work, for example, make up sentences in notebooks from the words found, always adding your own adjectives. The result will be sentences that are meaningfully connected to each other, so it can turn out to be a story.

New task: compose and write down a story. This type of work evokes positive emotions and motivation in students, and develops speech well. .

And yet, children need to be connected with national roots. The ethnocultural orientation of the process of teaching the Russian language is an important and urgent task of modern humanitarian education, and in the conditions of a multi-ethnic region, multilingual Dagestan, its importance increases.

Reflection of ethnocultural heritage occurs, first of all, in the lexical composition of the language, its paradigmatic relations

For example, when studying the topic “The Word and its Lexical Meaning,” you can prepare a text for the lesson that reflects the spirit of the Dagestan people, a text about traditional rituals, beliefs of the people, national clothing, etc. Everything depends on the creative activity of the teacher, on his preparedness.

You can practice the following homework assignments. For example, many nations bake cookies in the shape of birds. Ask grandparents, mothers and fathers if the Dagestanis have a similar ritual, prepare a detailed or short story.

And it really existed, but, unfortunately, it was preserved only in the high mountainous regions of Dagestan: a sweet flatbread was baked, which was decorated with grain, dolls, animals, birds, an egg, symbolizing the sun, on Navruz Bayram, such information is useful for teachers to include in their work, especially in urban areas schools where children are cut off from folk traditions and customs. Appeal to the cultural materials of the Dagestanis and Russian peoples makes it possible to form an ethnocultural personality. The teacher will be able to select text materials for lessons, based on the possibility of introducing the principle of integration, to find rich material in the manual on the culture and traditions of the peoples of Dagestan, in Dagestan fiction, and folklore. .

A primary teacher (and not only) must always remember that the main sources of enriching the speech of schoolchildren are works of fiction, because it uses all the means of the national language to create artistic images and influence the mind and feelings of the reader. Fiction is a special way of reflecting and understanding reality. Imagery here is created by special lexico-syntactic devices. The imagery and poetic power of a word sometimes lies in special phrases in which the most ordinary words acquire great power. One of the important, essential means of language that enhances the expressiveness of artistic speech can be periphrasis. Periphrases are figures of speech consisting of replacing the name of an object or phenomenon with a description of its essential features or an indication of its characteristic features. . They give speech imagery, expressiveness, make it beautiful and accurate. This is a scientific definition, and children know a paraphrase as a riddle.

The primary school curriculum does not provide for special work on paraphrases. Consequently, periphrases found in fiction should be explained by the teacher. Paraphrases are metaphorical, i.e. rely on allegory, on the ability of a word to appear in “figurative” meanings. Therefore, the semantics of periphrases should be carried out using a detailed explanation, paying attention to the figurative meaning of the periphrase.

Acquaintance with periphrases begins already in the 1st grade. A large number of paraphrases are found in riddles, which in a playful, entertaining way teach children observation skills and develop ingenuity. For example: The red fox does not come out of its hole. (Language).

Red doors in my cave, White animals sit at the doors. Both meat and bread - all my spoils - I gladly give to these animals. (Mouth and teeth)

Black Ivashka, wooden shirt, Where he leads with his nose, he puts a note there. (Pencil)

Basically, objects and natural phenomena are encrypted in riddles. Blue scarf, Red bun. Rolls around on a scarf, grins at people, looks at everyone, but doesn’t look at himself. (Sky and sun)

The red bull stands, trembles, the black one runs to the sky. (Fire and smoke)

The black cow conquered the whole world. (Night)

A white cat climbs into the window. (Dawn)

The white tablecloth covered the whole world. (Snow)

Periphrases with “color” adjectives denote objects of flora and fauna.

Red Dairy

Day chews and night chews.

After all, grass is not so easy

Convert into milk. (Cow)

White sheepskin coat Sewn without a hem. (Egg)

White kibitka

No windows, no doors. (Egg)

The sisters are standing in the field

Yellow eyes look at the sun.

Each sister has white eyelashes. (Daisies)

There was a white house, a wonderful house,

And something knocked inside him.

And he crashed, and from there

A living miracle ran out -

So warm, so

Fluffy and golden. (Egg and chicken)

The use of riddles in Russian language lessons when studying vocabulary words and grammatical rules introduces playful elements into the educational material that enliven the lesson. This helps the teacher avoid the monotony of the lesson, which can lead to fatigue and loss of attention of students.

Already during the period of learning to read and write, children become familiar with the concept of polysemy of a word. They come to understand polysemy from allegory, the “figurative” use of the word. In grade III, students can be shown how many meanings, in addition to the direct one, the word gold takes on depending on the adjective with which it is used:

scarlet gold (donor blood)

white gold (cotton)

blue gold (natural gas)

green gold (forest)

brown gold (brown coal)

gray gold (cement)

black gold (petroleum)

Children practically learn the metaphorical nature of the word. Gold is something that is highly valued as useful, rare, and expensive.

From polysemy of words, children move on to homonymy, words that sound the same but have different semantics. The use of paraphrases will help transfer as many words as possible from the passive vocabulary to the active one. For this purpose, you can conduct dictations. For example: the teacher writes down a periphrase, and the students write down its meaning, or, conversely, the teacher reads out the meaning, and the students must match the periphrase to this word as much as possible. Dictionaries are very useful tools for work. Practice shows that many teachers use their own didactic developments; they also compile short dictionaries of synonyms, epithets, etc.

2 Exercises to develop coherent speech skills

Experienced teachers suggest starting work on developing and improving all aspects of oral speech - pronunciation in accordance with the norms of the language, grammatical correctness, coherence and sequence of statements, expressiveness - from the 1st grade. Thus, already from the first grade, N.P. Rasskazova’s students perform creative tasks, the ultimate goal of which is learning to compose stories. Here are some of them: .

Based on a series of plot pictures, complete the story orally and come up with a title.

It was a warm day. Alyosha went into the forest. He walks and sees a hedgehog lying...

Compose a coherent story based on the picture “Family”, using answers to the questions: who writes? Who's playing? What is grandma doing?

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

Nadezhda Petrovna often uses the following tasks: completing stories at the beginning and end, working with deformed texts, naming, drawing up plans and abbreviated stories. For example, children are asked to change the story so that it talks not about one fly, but about several. Sample:

First fly.

The sun became hotter. The streams began to gurgle. The first birds have arrived. A ray of sunshine peered into a dusty corner and woke up a fly. She slept there all winter. The 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 develop the skill of composing an oral story, the teacher uses observations organized during excursions. So, in the 1st grade, on an excursion to the park under her leadership, the students looked at a birch tree and noticed it. That it has a white trunk with black specks, a curly crown, and branches hanging down. As a result, a descriptive story was collectively compiled.

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

“- I don’t want to be a pillar noblewoman, but I want to be a free queen! The old man got scared and prayed:

What, woman, have you eaten too much 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 meaning “completely crazy,” etc.

Equally important for expanding the active vocabulary is this m o l o gical 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, earth; 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 is the part “agro-”: “agrotechnician”, “agrarian”, “agricultural college”, etc.

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

It is known that dialogue is born out of a person’s need for communication. For younger schoolchildren, such a need exists; it arises in students during various exercises in class. In the work experience of advanced teachers, two types of communication-dialogue can be noted: through the 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 a “mediator” between the children in their questions, comments, and suggestions to each other. In this regard, there are different opinions among teachers and methodologists, according to which mediated communication “deprives younger schoolchildren of the opportunity to fully cooperate in the lesson, 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 teacher-“intermediary”, with the help of which organized communication between two students is built. The teacher, entering as a “third wheel,” does not spoil the dialogue, but guides the student and eliminates speech errors associated with pronunciation, word usage and the formation of various syntactic structures.

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

Only when primary schoolchildren learn the mechanism of constructing oral forms of communication (dialogue and monologue) and can carry on a conversation, the need for certain topics and situations arises.

The teacher must 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 to a speech situation: Imagine that you have just met and you are interested in learning about each other, about your families, place of residence, parents’ profession, etc.

The teacher can offer various topics: “Getting acquainted”, “Invitation to your place”, “In the store”, “Profession”, “My school”, “My day off” and many others. etc. It is important that each topic has a specific purpose. A very important stage in teaching dialogical speech to primary schoolchildren using text material is the construction of free dialogical speech based on ready-made samples.

Let’s say the topic is “Knitting circle.” Goal: invite an interlocutor. Method of execution: question, invitation - answer, question, agreement. Sample:

Marina, haven’t you signed up for a knitting club yet?

No, I doubt it.

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

What is “face knitting”?

I'll 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 (drew, wrote, helped my mother, watched on TV, learned a poem, played checkers with my sister).

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

In the summer we relaxed at the camp (went hiking, played volleyball, football, picked mushrooms, sang by the fire).

How to do it:

· students ask questions and answer them in a chain;

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

Speech training exercises in the form of associative dialogue also seem methodologically appropriate. In this case, the teacher describes the situation, for example: “The two of you were vacationing at the Druzhba camp. You have different impressions of this place,” after which a dialogue arises:

Ali, did you like it at 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; be sick).

How to do it:

· The teacher conducts a conversation by asking the same question in turn to each student, who, using the words written on the board, correctly constructs 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 serves as a model. A conversation on the phone in the form of a “question-answer” seems to be fruitful for the development of speech of primary schoolchildren. One of the specific situations is offered as an example (One student meets a friend whom she has not seen for the whole summer. Or: One student asks another for help with the Russian language, etc.).

How to do it:

· the teacher describes the situation, the students conduct 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 getting ready to go to school):

Hello, Zurab, hello!

Hello Arsen, how are you feeling?

OK, thank you. 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 diagram.

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

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

What was the last time you read?

Yesterday I read a fairy tale about Dobrynya 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 quickly 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 training, students may be assigned the following tasks:

· learn by heart 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 (that, so, his, etc.; coat, one sock, one sandal but coat, socks, sandals, etc.; I want, you want, I can, but we can, etc.), Z. D. Lobanovskaya shares her work experience. So that the sample is perceived consciously, I accompany it with an explanation. For example, when explaining the meaning of a new word, I compare it with one already familiar to the student: a highway is an asphalt road, a guardsman is a soldier of the guard. When teaching the correct pronunciation of sounds, I use such works of art as “The Word Game” by A. Barto, “How the boy Zhenya learned to say the letter “r”” by E. Charushkin, I play the games “Echo”, “Telephone”, “Finish the Sound” and others ; I give a special place to vocabulary exercises, because they not only teach you to understand and use the necessary terms, but also activate the student’s speech.”

When improving students' oral speech, it is necessary to pay great attention to such facts as logic, accuracy, clarity, expressiveness and correctness of speech. Accuracy of speech presupposes the student’s ability not only to skillfully convey observational facts, but also to find the best language means. Improving the culture of speech follows from these requirements.

So, after explaining the spelling of the word wasp and making sentences with it, Z. D. Lobanovskaya informs students that, thanks to these insects, cheap paper appeared. She based her message on a short excerpt from the magazine Young Naturalist (1969):

“One scientist, walking in the garden, found a wasp nest knocked down by the wind. He wanted to see if there were any larvae left in the nest. While tearing apart the nest, the scientist suddenly discovered that it was made of paper. The wasps made their nest in a special way from wood. This means that paper can be made from wood. This is how wasps helped people find new raw materials!”

A child must live in a world of beauty, fairy tales, fantasy, and creativity, even when we want to teach him to read and write. For example, children read the words cucumbers and cabbage and pronounced them syllable by syllable. 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 and look at the teacher in surprise, you can read them a little joke.

Cucumber and cabbage. One day a head of cabbage and a cucumber went to the river for a swim. The cucumber immediately threw itself into the river, and the head of cabbage began to undress on the bank and continued to undress until the evening. The cucumber waited and waited for him and became covered with pimples from the cold.

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

Work experience Z.D. Lobanovskaya suggests that music also helps in the development of children’s speech; small pieces of music and 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 student become closer to each other.

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

Our bear.

Here's a bear. It's small. He looks at us kindly. Nice bear!

Poems are a pattern in the souls of children. Beginning in 1st grade, five minutes can be devoted to poetry in each reading lesson. 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 are becoming adults, but their expressive reading will be listened to by children newly admitted to school.

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

EXERCISE 1

Shorten the sentence to 4, 3, 2 words.

The teacher pronounces a sentence - the children comprehend it, the teacher repeats the sentence - the students remember it, and then I shorten it! the sentence is sequential, arbitrary, but maintaining 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. Olya is reading.

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

EXERCISE 2

Rearrange the words in the sentence.

The teacher says a sentence and asks the children to change the order of the words. As a result of the work, it becomes clear what and how changes in this case. Children learn to pronounce a sentence expressively, changing logical stress, clarifying the meaning, for example:

This morning Masha went to school.

Masha went to school this morning.

This morning Masha went to school.

Masha went to school this morning.

Masha went to school this morning.

Based on this exercise, the game “Such the same and different sentence” is played.

Students make sentences and offer variations. The winner is the one who can come up with the most options and demonstrate the ability to pronounce the phrase expressively.

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 a statement, prepares for conscious perception of the text and for retelling.

EXERCISE 4

Listen, remember, answer: is everything correct?

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

Snow fell, Alyosha went out to sunbathe. The boys went into the forest on skis to pick strawberries. The frog opened his umbrella because it was raining.

This exercise is aimed at developing attention to the text, conscious mastery of what is being read, the ability to construct a statement exactly in accordance with the plan, meaningfully using this or that word. After completing the educational exercises, children will be able to organize the game “Distinguish between fables and fables, notice nonsense.” Children select the materials for the game themselves.

EXERCISE 5

Complete the sentence.

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

EXERCISE 6

Finish the sentence.

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

The girl walked along...

The girl walked along the path home.

The girl walked through the forest and hummed.

The girl was walking down the street and carrying a heavy bag of groceries.

The girl was walking along a narrow mountain path.

These exercises teach you to listen and understand your interlocutor, read based on guesswork, understand complex structures and use them in speech.

Conclusion

Particular responsibility falls on the primary school teacher, who performs a task of paramount importance. The teacher needs to form the desire and ability to learn, develop skills and communication skills.

Students need to be shown that it is the Russian language that provides the opportunity to understand another and be understood, to become involved in the historical fate of the people, and to experience aesthetic pleasure from the culture of speaking.

It would be wrong, citing the insufficient preparation of students in bilingual conditions, to limit their creative, independent work to tasks of a lower level of complexity. It is known that in order for a person to develop certain skills and capabilities in their implementation, it is necessary to consistently systematically overcome difficulties (for example, in lifting weights - for a weightlifter, in running speed - for a runner...) ... without overcoming intellectual difficulties and complicating educational tasks, the child cannot achieve a high level in the development of thinking, in the development of creative capabilities.

It is possible to create a feasible high level of learning difficulty for students both by increasing the share of a well-thought-out system of independent work for schoolchildren as a whole, and by enriching this system with elements of tasks of a creative (search) nature.

So, the goal of lessons in the development of coherent speech may be to develop the ability to retell text in oral and written forms, to develop the ability to compose a text about what is seen and heard. They may involve enriching and activating the vocabulary, working on phrases and sentences.

The given situational exercises, creative tasks, and communication trainings can be adapted for Dagestan schools and widely used in educational activities.

Purposeful, consistent and systematic work will help students avoid unnecessary repetition, make their speech figurative, vivid and expressive, and most importantly, will contribute to the enrichment and activation of vocabulary.

In recent years, oral speech has expanded its boundaries and has ceased to be associated only with everyday speech communication. It has become possible to study a particular subject without the help of a book through educational television, the Internet, radio, film lectures, etc.

Oral speech is becoming richer and more diverse in its functions, becoming a means of obtaining a variety of information, a form of multifaceted communication between people in all spheres of their activity.

The task of developing coherent speech among students, especially in conditions of bilingualism, is currently, and at all times, one of the main tasks of the school, and first of all, Russian language lessons, and speech development lessons are the most difficult in this system.

Today, a lot depends on the knowledge and skills of the teacher and the quality of his lessons. The teacher was and remains the main figure in the formation of a linguistic personality. Modern educational and methodological kits contain rich material that indicates and helps the teacher in which direction to search for the best methodological solution. Therefore, a modern teacher must be professionally trained, actively cognizing, searching, implementing the principle of educational teaching, interested in developing in students immediate, uninhibited, complex, like time itself, progressive views and a thirst for knowledge, be open to students, and not be directly afraid express your position. The teacher must manifest himself as a person and form a personality.

The need for a special lesson in the development of coherent speech in primary school has become an urgent necessity, since they pose a serious difficulty for both teachers and students, which increases many times over in the conditions of Dagestan multilingualism.

The school makes certain cultural and speech requirements for the speech of teachers and students: compliance with logic, consistency, clarity, accuracy, expressiveness, clarity, purity, richness, in which the principle of taking into account the specifics of the native language is one of the most important principles of consciously teaching the Russian language to non-Russian students. It ensures a deep and comprehensive assimilation of the characteristics of the language being studied, significantly increases the interest of schoolchildren in the Russian language, and activates their attention.

To summarize what has been said, let us draw several conclusions.

The initial teaching methodology uses the following techniques to explain new words and their meanings:

Explaining the meaning of words using various types of visualization (showing an object, action, quality, showing a picture, etc.)

Selection of synonyms or antonyms from studied words.

Selection of words-actions and qualities to words-objects.

Interpretation of the meaning of words in your native language.

Students learn a new word in certain grammatical forms. Techniques for performing exercises taking into account interference that help consolidate the grammatical forms of words are students' answers to the teacher's questions. They teach children to choose the necessary forms of coordinated and controllable words

The formation of coherent speech is facilitated by composing phrases and sentences into thematic groups.

The main type of mastering grammatical forms is oral and written exercises, and in primary school preference is given to oral exercises. Oral exercise techniques:

Inserting the missing word in the form being studied into a sentence.

Making sentences from the named words changing their form.

Adding word endings to auditory phrases.

Replacing the grammatical form of a word in these sentences

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Currently, problems associated with the process of development of coherent speech are the central task of speech education of children. This is primarily due to social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech and mental activity, which determines the level of speech and mental development of the child.

Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech, and verbal communication is one of the main ones. This general task consists of a number of special, private tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, cultivating interest in the artistic word, preparing for learning to read and write.

Coherent speech, being an independent type of speech-thinking activity, at the same time plays an important role in the process of raising and teaching children, because it acts as a means of obtaining knowledge and a means of monitoring this knowledge.

Connected speech - this is a consistent and logically connected series of thoughts, expressed in specific and precise words, connected into grammatically correct sentences.

The implementation of a coherent, detailed utterance involves retaining a compiled program in memory for the entire period of the speech message, using all types of control over the process of speech activity, relying on both auditory and visual perception.

Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature. Regardless of the form (monologue, dialogue), the main condition for the communicative nature of speech is its coherence.

The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them. The development of the prerequisites for coherent speech depends on the characteristics of children of primary preschool age.

First of all, it is necessary to comprehensively solve the following problems:

Encourage the child to respond to speech addressed to him;

Teach to listen to the teacher;

Learn how to carry out simple tasks following verbal instructions;

Induce speech imitation (the activation of children's speech should be closely related to the child's practical activities, to a visual situation, to play - only in this case do motives arise that encourage the child to speak);

Accumulate and expand the child’s passive vocabulary.

The development of the prerequisites for coherent speech occurs:

a) in working on the sound side of speech, when, in addition to exercises on sound pronunciation, an important place is given to intonation, rate of speech, diction, and voice strength);

b) in the development of the dictionary, when work is done on the semantic side of the word (since it deepens and clarifies the child’s understanding of the meaning of the word);

c) in the formation of the grammatical structure of speech, when great importance is attached to working on the construction of different types of sentences, morphology and word formation.

Everyday life provides great opportunities for developing the prerequisites for coherent speech. In early preschool age, the teacher must ensure that every child easily and freely enters into communication with adults and children, teach children to express their requests in words, answer adults’ questions clearly, and give the child reasons to talk with other children. You should cultivate the need to share your impressions, talk about what you did, how you played, the habit of using simple formulas of speech etiquette (saying hello, saying goodbye in kindergarten and family), encouraging children to try to ask questions about their immediate environment (Who? What? Where? What does it do? Why?).

Active speech is considered the foundation for the development of coherent speech and is widely used during conversation, looking at toys, pictures, and illustrations. Therefore, we periodically change books and illustrations in the book corner, and introduce new toys. Thus, looking at them activates conversational speech and the desire to discuss what is seen. In this case, the child’s story, as a rule, is addressed to 1-2 listeners, so it is easier for the child and easily turns into a dialogue. Such verbal communication has not only an educational, but also an educational effect.

The development of speech in the process of organizing routine moments includes:

Telling children what they will do now (for example, getting dressed) - commenting on the children’s actions;

Invite one of the pupils to talk about what he is doing (here the child’s commentary speech is formed);

Inviting the child to independently tell how he will carry out this or that routine moment;

Use of literary words (rhymes, short poems) to discuss routine issues.

Individual work with children plays a major role in the development of the prerequisites for coherent speech. Individual work with children includes describing toys, pictures, writing joint stories with an adult, and then independently. This work is carried out not only with children who have missed a number of classes on speech development and are lagging behind other children in the development of communication skills, but also with children who have a high level of speech development.

Individual work takes place in the morning and evening hours and aims to develop the speech abilities of each child; it is offered in the form of a game, without excessive didacticism, in an atmosphere of natural communication between play partners.

All the work we do with children is frontal and game forms of education, compiling descriptive and narrative stories, retelling familiar fairy tales, games and exercises, games in the form of dramatizations and dramatizations, board speech didactic games, outdoor games - all this is aimed at solving the main problem. tasks - the development of coherent speech.

Children of three years old already have access to a simple form of dialogic speech (question and answer), but in this case the child is often distracted from the content of the question. Children of primary preschool age are just beginning to master the ability to correctly express their thoughts, making many mistakes in constructing sentences, especially complex ones, and in coordinating words. The first statements of three-year-old children consist of two to three phrases, but they must be considered as a coherent statement. Based on the relevance of this problem, I set myself the task of developing the prerequisites for coherent speech. In young children, the success of this work depends on optimizing the process of speech development. To this end, I have identified several areas in my work:

1. The use of various forms of training (frontal, subgroup, and individual, which combined: vocabulary work, grammatical structure of speech, sound culture of speech).

2. The relationship between work on speech development in different types of activities (games, music, theater).

3. Planning for the development of speech monitoring. When planning, it is necessary to take into account the initial level of speech development of each child and the team as a whole. As well as the personal characteristics of children (passive, silent, insecure).

4. The family’s capabilities in solving problems of the child’s speech development.

Parents do not accurately represent the level of development of their child’s speech, noticing, first of all, shortcomings in sound pronunciation when memorizing poetry. Therefore, it is necessary to familiarize parents not only with the results of monitoring on speech development, but also to offer a system of homework. For example: by highlighting the characteristic features and qualities of an object, by the ability to conduct a dialogue, to use games - dramatization, by connecting 2-3 sentences, by activating verbal vocabulary. When carrying out an organized educational activity on speech development, the work should be carried out in three stages.

At the first stage, it is necessary to select tasks in which children would learn to see and name the characteristic features and qualities of an object. The entire GCD is carried out in the form of games like: “Find out by the description? ", "Guess what kind of animal? ", "Find a toy", "What is this object? " For GCD, select bright toys that differ significantly in their characteristics, then ask the children to find the toy. Children repeat after the teacher with pleasure and interest. Then use objects: vegetables, fruits, clothes, when describing which you should not only name the visible signs, but also show your knowledge of their properties, the ability to coordinate nouns and adjectives (apple - round, beautiful, tasty). To form verbal vocabulary, I suggest using games like: “Who can do what? ", "Where, what can I do? ", "Tell me what comes first and what comes next? "- these games form in children an idea of ​​the sequence of actions of the characters by arranging pictures with the help of exercises that activate verbal vocabulary. Thus, the first stage determines children’s ability to quickly and variedly characterize objects according to their basic characteristics.

At the second stage, it is necessary to teach children to connect two sentences and form the idea in children that every statement has a beginning, middle and end, that is, it is built according to a certain pattern. First, we teach how to describe an object collectively, and then we instill the skills to independently describe an object through games: “Shop”, “Zoo”, “Riddles”, etc. To teach children to observe the sequence and connection between parts, I suggest using games: “Who knows, he continues further.” Offer several sentences, pronouncing them with a certain intonation, so that the children feel what the character of the story is. For example: “The donkey went...” “There he met...” “They began...”

In joint stories, we gradually complicate the main part of the text, include elements of description, and the actions of the characters. We include verbs of communication in the plot: asked - answered, asked - said, shouted - offended. This is how we teach children to convey the dialogue of the characters. We reinforce joint storytelling with leading questions so that children can identify the main connections between the parts.

The purpose of the third stage: to teach children to conduct a monologue, dialogue in games - dramatizations, stories, to lead children to compose a story with elements of creativity. When solving the problem of the third stage, we teach children to give detailed remarks when answering a question. On the initiative of the children, we stage the already familiar fairy tales “Turnip”, “Kolobok”, “Ryaba Hen”. Increasingly, dialogues between characters are played out both in joint and independent games. Dramatization games develop children's communication skills. Since each child’s speech in a group is developed differently, great attention must be paid to individual work with children on speech development. In this work we use descriptions of toys, composing joint stories, and performing lexical, phonetic and grammatical exercises. We carry out this work both in the morning and in the afternoon, in a playful way, in an atmosphere of natural communication between children, taking into account the individual characteristics of the children and their inclinations. The purpose of such individual lessons is to develop the speech abilities of each child. The results of such activities cannot but affect the children. Shy children will become more active, begin to take on roles, and turn to the teacher for help less often. At the end of the school year, monitoring of speech development shows that children can answer questions when looking at objects, toys, illustrations, can repeat after the teacher a story of 2-4 sentences compiled about a toy or the content of a picture, can conduct a dialogue using “telephone » Conversations or dramatizing nursery rhymes, actively participate in games - dramatizations of familiar fairy tales.

The work of developing coherent speech is labor-intensive and always falls almost entirely on the shoulders of teachers. The teacher has a great influence on children's speech. In this regard, his own speech should, first of all, take into account the age of the children. The teacher must educate with his speech. As K.D. Ushinsky said: “The word of a teacher, not warmed by the warmth of his conviction, will have no power.”

So, the development of the prerequisites for coherent speech in younger preschoolers and its importance for the development of the child cannot be overestimated.

Children of primary preschool age are able to create a narrative type of statement during special training based on the use of pictures. At the same time, children use various types of connections in texts. The syntactic structure of preschoolers’ speech is improving; they more often include a variety of syntactic structures. And it is precisely when the teacher turns to children for help, offers to tell a story for their peers, involves them in selecting more beautiful, better statements, their speech becomes coherent and interesting for listeners. Children try to select precise, accessible words and phrases that express their intentions and correspond to the content of the text. The game form of learning makes it attractive for the child and more effective.

Didactic games for the development of coherent speech.

Game exercise "If..."

The goal is to develop children's coherent speech, imagination, and higher forms of thinking - synthesis, forecasting, experimentation.

The teacher invites children to fantasize on topics such as:

If I were a wizard, then...

If I became invisible...

If spring never comes...

“The birthday of the doll Alyonka.”

Goal: Development of coherent speech in children.

Game material: figurative toys depicting household objects familiar to children: household utensils and utensils (cup, spoon, saucer, saucepan, frying pan, bucket, watering can); personal hygiene items (toothbrush, soap, basin, broom, bath, comb); items of clothing (apron, knitted jacket, scarf, coat, mittens, scarf, cap); toys for dolls (stroller, ball, rattle, car).

Rules of the game:

1. Words of greeting and congratulations must be spoken loudly and expressively so that the birthday girl and guests can understand them.

2. You can choose any toy you like as a gift, but only one.

3. Name the gift correctly and explain to the doll what its purpose is, accompanying the explanation with actions with the object.

“What's in the picture? »

Goal: To teach children to independently identify the purpose of an object and designate it using words.

Game material: subject lotto, which consists of large cards and subject pictures. The pictures show household objects familiar to children. These can be: items of clothing - coat, dress, shirt, pants, hat, scarf; dishes - saucer, glass, soup plate, spoon, knife, kettle, frying pan, saucepan; furniture - table, chair, bed, wardrobe; toys - ball, bucket, watering can, stroller, doll.

Rules of the game:

1. You cannot name the object shown in the picture, you can only say what it is for.

2. You cannot show your picture until the children solve the riddle.

3. Everyone needs to guess the riddle together, and only the one who has the same picture on the big card and who asks for it in time gets it.

Didactic games for vocabulary formation.

“Where, what can I do? »

Goal: To activate the use of verbs in children’s speech that correspond to specific instructions.

Progress of the game:

Children, answering the teacher’s question, must choose a systematic verb series. The game is played in the form of a competition.

Educator:

What can you do in the forest? (walk, pick berries, mushrooms, hunt).

What can you do while near the river? (swimming, diving, boating, fishing, sunbathing).

What does a doctor do in a hospital? (listens to patients, prescribes medicine, treats, gives injections).

“Tell me what he’s doing and what he’ll do next? »

Goal: To teach children to select a word that corresponds to the present and intended action.

Progress of the game:

The teacher shows the picture and asks to name not only what the character is doing, but also his expected further actions.

For example: A girl feeds a doll. He will feed you and put you to bed.

“Who can do what? »

Goal: To teach children to select verbs that denote the characteristic actions of animals.

Progress of the game:

The teacher names or shows an animal. Children list his characteristic actions. For example: Squirrel - galloping, jumping, gnawing. The cat meows, purrs, scratches, drinks milk, catches mice, plays with a ball. The dog barks, guards the house, chews a bone, growls, wags its tail, runs. Bunny - jumps, runs, gnaws carrots.

Irina Shevchenko
Development of prerequisites for coherent speech in young children

Municipal preschool educational institution general developmental type of second category kindergarten "Teremok" Art. Burannaya.

Development of preconditions

coherent speech

young children.

(from work experience)

Subject: Development of prerequisites for coherent speech in young children.

Speech development is a complex matter.. Timely and complete formation speech in preschool age- one of the main conditions for normal child development. Any delay and any disruption in the course of speech development the child is reflected in his behavior, as well as in his activities in various forms. It is important development of all aspects of speech - especially coherent speech. Usually in kindergartens teaching coherent speech systematically and purposefully carried out only in senior age, the capabilities of younger preschoolers are underestimated.

This is facilitated: - insufficient theoretical development of this problem; - lack of systematic recommendations, manuals - all this creates certain difficulties in the work of a teacher.

Children of three years old already have access to a simple form of dialogical speeches(question and answer, but in this case the child is often distracted from the content of the question. The ability to correctly express their thoughts in children of primary preschool age are just beginning to master it, making many mistakes in construction proposals, especially difficult to agree words. First statements children three years consists of two to three phrases, but they must be considered as related summary. Based on the urgency of this problem, I set myself the task of development of prerequisites for coherent speech. U young children the success of this work depends on process optimizations speech development. To this end, in my work I have identified several directions:

1. The use of various forms of training (frontal, subgroup, and individual, during which they combined (vocabulary work, grammatical structure speeches, sound culture speeches).

2. The relationship between work on speech development in different types of activities (game, musical, theatrical).

3. Planning according speech development monitoring. When planning, I took into account the initial level speech development each child and the team as a whole. As well as personal characteristics children(passive, silent, uncertain).

4. Family capabilities in solving speech problems child development.

Parents are not entirely sure represent the level of speech development of your child, noticing first of all shortcomings in sound pronunciation when memorizing poetry. Therefore, I introduce parents not only to the results of monitoring speech development, but also I suggest homework system. For example: By identifying characteristic features and qualities subject, on the ability to conduct a dialogue, I use games - dramatization, on connections 2-3 sentences, to activate verbal vocabulary. Conducting an organized NOD on speech development, the work was carried out in three stages.

At the first stage, I selected tasks in which children would learn to see and name characteristic features and qualities subject. The entire GCD took place in the form of games type: “Recognize it from the description?”, “Guess what kind of animal?”, "Find a toy", "What the item?» . For GCD, I selected bright toys that differed significantly in their characteristics, then asked children find a toy. The children repeated after me with pleasure and interest. Then I used items(vegetables, fruits, clothes, when describing which it was necessary not only to name visible signs, but also to show knowledge about their properties, the ability to coordinate nouns and adjectives (apple – round, beautiful, tasty).To form verbal vocabulary, I used games type: “Who can do what?”, “Where, what can I do?”, “Tell me what comes first and what comes next?”- these games formed children performance about the sequence of actions of characters by laying out pictures using exercises that activate verbal vocabulary. So the first stage determined children's skills characterize quickly and variably items according to the main features.

At the second stage I taught children to connect two sentences and formed an idea in children, that every statement has a beginning, middle and end, that is, it is built according to a certain scheme. First we learned to describe subject collectively, and then instilled the skills of self-description subject through games: "Shop", "Zoo", "Puzzles" etc. To teach children maintain consistency and connection between parts, I used games: “Who knows, continues further”. Made several suggestions, pronouncing them with with a certain intonation so that children can feel the character of the story. For example:

"The donkey has gone..."

"There he met..."

"They became…"

In joint stories, I gradually complicated the main part of the text, included elements of description, and the actions of the characters. The plot included verbs communication: asked - answered, asked - said, shouted - offended. That's how I taught children convey the dialogues of the characters. Joint storytelling was reinforced with leading questions so that children could highlight the main connections between parts.

The purpose of the third stage was to teach monologue for children, dialogue in games - dramatizations, stories, summarize children to compose a story with creative elements. While solving the problem of the third stage I taught children give when answering a question expanded replicas. On the initiative children re-enacted already familiar fairy tales "Turnip", "Kolobok", "Chicken Ryaba". Increasingly, dialogues between characters were played out both in joint and independent games. Games - dramatization develop in children communication skills. Since every child in the group speaks developed differently, I pay great attention to individual work with children on speech development. In this work, I used descriptions of toys, composing joint stories, and performing lexical, phonetic and grammatical exercises. I carried out this work both in the morning and in the afternoon, in a playful way, in an atmosphere of natural communication children. Taking into account individual characteristics children, their inclinations. The purpose of such individual lessons is develop speech abilities of each child. The results of such activities could not but affect the children. The shyer children of the pack became more active, took on roles, and began to turn to me for help less often. At the end of the school year, monitoring showed speech development that children can answer questions when looking at items. toys, illustrations, can repeat after the teacher a story from 2 - 4 proposals compiled about a toy or based on the content of a picture, can conduct a dialogue using "telephone" conversations or dramatizing nursery rhymes, they actively participate in games - dramatizations of familiar fairy tales.

Of the 16 people examined:

At a high level - 4 people

These children can tell 2 – 4 suggestions about what he saw adverbs

At the average level – 10 people

Not all children can tell 2 – 4 suggestions about what he saw, with the help of a teacher; enrich your vocabulary with verbs; adverbs.

At low level – 2 people

U children's speech is passive, not active, cannot talk 2 – 4 suggestions about what he saw, with the help of a teacher; enrich your vocabulary with adjectives, verbs, adverbs; correctly pronounce consonant sounds in onomatopoeia and in individual words; agree nouns and pronouns with past tense verbs; make up phrases of 3-4 words.

Didactic games for development of coherent speech.

“Birthday of the doll Alyonka”.

Target: Development of coherent speech in children.

Game material: figurative toys depicting things familiar to children household items: items household utensils and dishes (cup, spoon, saucer, saucepan, frying pan, bucket, watering can); personal hygiene items(toothbrush, soap, basin, broom, bath, comb); items of clothing(apron, knitted jacket, scarf, coat, mittens, scarf, hat); toys for dolls (stroller, ball, rattle, car).

Rules of the game:

1. Words of greeting and congratulations must be spoken loudly and expressively so that the birthday girl and guests can understand them.

2. You can choose any toy you like as a gift, but only one.

3. Name the gift correctly and explain to the doll what its purpose is, accompanying the explanation with actions subject.

"What's in the picture?"

Target: Learn children independently allocate an appointment subject and denote it by means of a word.

Game material: subject lotto, which consists of large maps and subject pictures. The pictures show people familiar to children household items. It can be: clothing items - coats, dress, shirt, pants, hat, scarf; dishes - saucer, glass, soup plate, spoon, knife, kettle, frying pan, saucepan; furniture - table, chair, bed, wardrobe; toys - ball, bucket, watering can, stroller, doll.

Rules of the game:

1. Can't be named item, shown in the picture, we can only say what it is needed for.

2. You cannot show your picture until the children solve the riddle.

3. Everyone needs to guess the riddle together, and only the one who has the same picture on the big card and who asks for it in time gets it.

Didactic games for vocabulary formation.

“Where, what can I do?”

Target: Activate in children's speech use of verbs according to specific instructions.

Progress of the game:

When answering the teacher’s question, children must choose a systematic verb series. The game is played in the form of a competition.

Educator:

What can you do in the forest? (walk, pick berries, mushrooms, hunt).

What can you do while near the river? (swimming, diving, boating, fishing, sunbathing).

What does a doctor do in a hospital? (listens to patients, prescribes medicine, treats, gives injections).

“Tell me what he’s doing and what he’ll do next?”

Target: Learn children choose a word, corresponding to the present and intended action.

Progress of the game:

The teacher shows a picture and asks to name not only what the character is doing, but also his proposed next steps.

For example: The girl feeds the doll. He will feed you and put you to bed.

“Who can do what?”

Target: Learn children select verbs, indicating the characteristic actions of animals.

Progress of the game:

The teacher names or shows an animal. Children list his characteristic actions. For example: Squirrel - galloping, jumping, gnawing. The cat meows, purrs, scratches, drinks milk, catches mice, plays with a ball. The dog barks, guards the house, chews a bone, growls, wags its tail, and runs. The bunny jumps, runs, chews carrots.