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The presentation on the topic “Peculiarities of teacher speech” can be downloaded absolutely free on our website. Project subject: Pedagogy. Colorful slides and illustrations will help you engage your classmates or audience. To view the content, use the player, or if you want to download the report, click on the corresponding text under the player. The presentation contains 10 slide(s).
Presentation slides
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FEATURES OF TEACHER'S SPEECH
Completed by: Olga Indyushkina, Ksenia Salimova
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Speaking publicly means expressing your thoughts, presenting arguments so that they resonate in the minds and hearts of listeners not only in the form of certain facts, but also as value orientations. Public speech is that which is characterized by an appeal to listeners, it is aimed at an audience, addressed to specific people. When addressing all students in the process of working with them, the teacher must see each one individually and individually address his words to them. This circumstance requires the teacher to have visual contact and work with students “eye to eye.”
1. PUBLICITY, AUDIENCE DIRECTION
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Audiovisuality as a specific feature of pedagogical speech means that what the teacher says is perceived by students not only by ear, but also by sight. The word, its meaning and intonation are perceived by ear (linguistic and paralinguistic sign system of pedagogical speech). Visually, in the process of the teacher’s speech activity, students perceive the teacher’s facial expressions and pantomime, the emotional expressiveness of his behavior, which accompany the statement (kinetic sign system of pedagogical speech). This feature requires the teacher to develop the ability to control his appearance in the process of speech activity, communication with students, and also to adequately perceive the reaction of listeners (social perception skills).
2. AUDIOVISUALITY
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The teacher’s speech is improvised, that is, it is created directly in a specific pedagogical situation, which cannot always be planned. It is this feature that determines the level of professionalism of the teacher, since Socrates said: “Speak so that I can see you.”
3. IMPROVISATION
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A feature of speech that captures attention and creates an atmosphere of emotional empathy. The expressiveness of a teacher’s speech is a powerful tool for influencing a child. The teacher’s mastery of various means of expressive speech (intonation, tempo of speech, strength, pitch of voice, etc.) contributes not only to the formation of the arbitrary expressiveness of a child’s speech, but also to a more complete awareness of the content of an adult’s speech, and the formation of the ability to express his attitude to the subject of conversation.
4. EXPRESSIVENESS
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This is an expression in the semantic connections of the components of speech and the relationships between the parts and components of thought. The teacher should take into account that it is at primary school age that ideas about the structural components of a coherent utterance are laid down, and the skills of using various methods of intratextual communication are formed.
5. LOGICAL
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This is the correspondence between the semantic content of speech and the information that underlies it. The teacher should pay special attention to the semantic (notional) side of speech, which contributes to the development of children's skills of accurate word use.
6. ACCURACY
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This is the correspondence of speech to language norms. The teacher needs to know and follow the basic norms of the Russian language when communicating with children: orthoepic norms (rules of literary pronunciation), as well as norms for the formation and modification of words.
7. CORRECTNESS
“Parts of speech grade 2” - Cheerful adj. Boil ch. Green adj. I'll get the chapter. Waiting for ch. Overgrown Ch. Responsive adj. We're sorry ch. Heights noun. Donkey noun Laugh ch. Passed ch. Business adj. They cost ch. Identify the parts of speech: I got hurt Ch. Foot adj. Bypassed the ch. Handles noun Let's note chap. Mark noun Long adj. Masters no. Greedy adj.
“Parts of speech lesson” - Feeling 3. Which words are not verbs? A). What part of speech do these words belong to? Arrange the words in three columns: noun, adjective, verb. Distribution by parts of speech. Verb 2. Choose nouns a). Sun Santa Claus Snowman Carrot. Preparing to study new material.
“Our Russian speech” - “The great mighty Russian language!” Let's figure out what's what! But a child absorbs everything like a sponge! To revive the moral (loving and devoted) attitude towards language. And here’s what we think... Dydychkin M. (9th grade student): Why should we write without errors? Kolya only knew the actors of foreign cinema.
“Independent parts of speech” - The main question of our project: Verb Adjective Participle. Duration of the project: We will study the following independent parts of speech: Can there be an independent part without a formal one? Methodological tasks: Independent parts of speech. Presentation of research results: Distribution by group:
“Service parts of speech” - Parts of speech are divided into: - Prepositions - Conjunctions - Particles. - Do not have independent stress; - phonetically adjacent to the significant parts of speech. Functional parts of speech are... Members of a sentence; - are used as formal grammatical means of the language. Main features of auxiliary parts of speech: Difference between auxiliary parts of speech and independent parts:
“Projects for speech development” - Language and speech, functions of language. Advertising text. And soon I will regain everything I had. Advertising image. Skilef. The main types of language norms: orthoepic, lexical, grammatical. Slogan as part of advertising text. Business telephone conversation etiquette. Criteria for language norms. Communicative qualities of speech: accuracy, clarity, purity, richness.
A lot of attention has always been paid to the culture of human speech. This is no coincidence. Because it testifies to his erudition, intelligence, ethics, and upbringing. Mastery of speech culture means success in society, authority, prospects, and advancement at work. And who else but the Teacher is obliged to master the culture of speech.
The specificity of the teaching profession lies in constant active contact with other people. The teacher’s work is aimed at shaping the student’s personality, developing certain rules of behavior, and intellectual development. The teacher must have not only psychological, special knowledge, but also professional communication skills.
Fundamentals of pedagogical communication.
Back in 1968, in the film “We'll Live Until Monday,” there was an episode dedicated to the culture of teacher speech. A dialogue between a young teacher and a colleague was shown: “I tell them: don’t put the mirror on the desk, but they keep putting it down and looking at it.”
And the teacher’s speech is the main instrument of pedagogical influence and at the same time a model for students.
What is Speech Culture?
There is no unambiguous understanding of the term.
Professor L.I. Skvortsov gives a definition according to which “Culture of speech” is “mastery of the norms of oral and written literary language (rules of pronunciation, stress, grammar, word usage, etc.), as well as the ability to use expressive language means in different conditions of communication in accordance with the goals and content of speech.”
In the Russian language, to improve the culture of speech, mastering the norms of the literary language is crucial. Varieties of norms are distinguished in accordance with the forms of speech and levels of the language system: orthoepic (pronunciation), accentological (stresses) - norms of oral speech; spelling and punctuation - norms of written speech; lexical (word usage), word-formation and syntactic, collectively called grammatical, manifested in oral and written speech; and stylistic.
Now I suggest turning to the norms of the language and checking yourself.
Accent rate: contract, extraction, dispensary, leisure, conspiracy, catalogue, aches, drowsiness, wrinkle, provision, wholesale, chaos, petition, phenomenon, aches, yawning
Choose the correct form of agreement between subject and predicate.
Most poets (considered, considered) themselves to be his students. (our, our) doctor Ivanova (came, came) to us. Marina Tsvetaeva is (one, one) of the best poets of the 20th century. In the living room (there was, there was) a sofa bed. The mother and child (went, let's go) to the doctor.
Compliance with the norms of the literary language is mandatory for the teacher’s speech.
What are the features of pedagogical communication?
The teacher's public speech itself serves to convey information to listeners. In addition, it always has a didactic orientation, i.e. Simultaneously with the transfer of information, learning tasks are solved. This puts forward special requirements for the selection, methods of organizing and presenting information, i.e. to the content and forms of pedagogical speech.
The teacher’s speech serves as a model that the child perceives and by which he learns to build his speech. It should be remembered that for a student, the teacher’s speech is often the only example of literary norms and correct presentation of speech in general. Because of this, special attention should be paid to the form of pedagogical speech, its normative nature, and made accessible not only for perception, but to a certain extent for imitation.
A number of psychologists and methodologists use the term “ pedagogical style communication"- this is a set of behavioral reactions in which the qualities of a teacher’s personality are manifested, the teacher’s manner of communication with children, as well as his behavior in various situations of professional activity. The style of pedagogical communication depends on the individual qualities of the teacher: mental properties of the individual, intelligence, as well as on the role setting that the teacher defines for himself. There is no generally accepted classification of pedagogical communication styles. The most common are the following:
1) communication - intimidation (the teacher suppresses children, dictates his own conditions, plays the role of a “despot”, “dictator”);
2) communication - flirting (a teacher, unsure of his knowledge and teaching skills, seems to be trying to make a “deal” with students);
3) communication with a clearly defined distance (the teacher constantly emphasizes the difference between himself as more experienced, knowledgeable, understanding and the students, whom he perceives as students obliged to obey him;
4) communication of friendly disposition (the teacher acts as an older friend, friend, more knowledgeable, willing to come to the aid of the student);
5) communication of joint passion (teacher and students - colleagues involved in the process of intellectual joint activity in the lesson).
Without extremes, these styles can be used in different communication situations depending on the specific circumstances.
Stages of speech preparation
For the success of his speeches, the Teacher prepares his speech in stages.
Stage 1 . Introducing the subject of the upcoming speech and formulating a topic.
At this stage, a transition is made from a general attitude to familiarization with the problem and selection of information. An in-depth study of a particular issue allows you to formulate the topic of the upcoming speech.
Stage 2 . Statement of the goal of the speech and comparison of the plan.
After familiarizing yourself with the necessary material, you should move on to defining your position and formulating the purpose of your statement.
Based on a deep understanding of the subject of the upcoming speech and the formulated goal, a plan is prepared that should logically develop the main provisions and speeches. Scheme of reasoning: thesis - evidence - conclusion.
Stage 3. Formation of the speech text.
Here the process of selecting information, evidence, examples, illustrations that reveal the main provisions of the plan continues. There are different points of view regarding pre-writing the text. It is necessary to proceed from specific conditions: the level of training and experience of the teacher, the complexity of the material underlying the speech, the degree of its mastery, the communication situation and the specifics of the audience. It should be borne in mind that any presentation must contain sufficiently vivid and convincing examples illustrating the issues being analyzed, in compliance with the rules of citation.
Stage 4. Working on the speech side of the speech.
Based on your knowledge of the Russian language, at this stage you should choose linguistic means that most fully correspond to the topic, purpose and specific situation of communication. Such work requires strict adherence to the norms of the Russian language. New and unclear words should be checked in the dictionary and their lexical meaning understood.
Stage 5. Editing and remembering a speech. Processing begins in two directions:
1) checking the content and compositional side (depth of information, completeness, logic, persuasiveness);
2) not only the compliance of speech with the norms of the literary language, but with basic communicative qualities is assessed.
The written text should be condensed to the main points, which can be presented in the form of abstracts, and guide the flow of the speech. Such a detailed plan helps the speaker remember the composition of his speech and the sequence of development of thoughts. Memorization is also facilitated by preliminary psychological preparation.
Stage 6. Psychological preparation.
After the performance has been completed, it is advisable to conduct a rehearsal, which will help check the prepared material, time it, make the necessary clarifications and corrections, and select the necessary intonations.
Stage 7 . Saving information(archive, bibliography).
The culture of mental work presupposes certain rules for working with sources of information and collected material. Every knowledge worker has a work archive. Usually it includes a personal bibliographic file and various kinds of extracts.
Teacher's speech quality
One of the components of speech culture is the quality of the teacher’s voice.
Voice- the most important element of speech technique. For a teacher, it is the main tool of work. The teacher's voice is presented with a series of requirements, which are determined by the conditions of pedagogical communication and the tasks solved in professional activities.
- The voice should not cause unpleasant sensations in listeners, but should have euphony.
- The teacher needs to change the characteristics of his voice taking into account the communication situation.
- The teacher must be able to control his voice in communication with the audience, direct it, “give it” to the listeners, speak not for himself, but for the students, i.e. the voice must have flight.
- The voice, as already mentioned, is the main instrument of pedagogical influence, therefore, with its help, the teacher must be able to instill in the student certain requirements and achieve their fulfillment.
- The teacher constantly has to withstand significant loads on the speech apparatus, so his voice must be quite durable.
Based on these requirements, we can say that the most important professional qualities of a teacher’s voice are euphony, flexibility, flight, and endurance.
Diction – clear and precise pronunciation of speech sounds. Good diction is ensured by strict adherence to the articulatory characteristics of sounds.
Diction is one of the mandatory elements of speech technique; it is especially important for the teacher, since his speech is a model. In addition, normal communication is simply impossible without diction. Unclear articulation results in unclear speech and makes it difficult for listeners to understand the speaker. Work on a teacher's diction involves studying the articulatory characteristics of sounds and training exercises that allow one to develop good diction. (Tongue twisters, lip exercises)
The concept of expressiveness of speech
The teacher’s speech must be filled with emotional and intellectual content, which can be called expressiveness. It is the same mandatory element as, for example, technicality and diction. This is due to the specifics of oral speech, in which intonation, gestures, facial expressions, conditions of contact between interlocutors, etc. acquire particular importance.
Conclusion
The teacher faces a serious task: behind a series of anxieties and worries, he is obliged to discern the personality of the future person whom he creates, primarily with the help of our language. The teacher's language should be a standard for students. With the help of this powerful weapon and the most precise instrument, the teacher develops the historical memory of the people, introduces those for whom this culture is perceived, first of all, through the influencing word, to the riches of a multinational culture.
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“Watch your own speech; do not use vulgarisms, do not repeat speech mistakes" V.A. Kan-Kalik
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In the successful organization of the pedagogical process, much depends on the teacher’s communication culture. Culture is the spiritual reserve of society. External culture is a set of positively valued goals and norms. A person’s upbringing should be determined through awareness of the normative-integral system and the implementation of their knowledge in life and the transfer of that N.C.S., the bearer of which he is.
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Speech culture is a set of human skills and knowledge that ensures the expedient and easy use of language for communication purposes, mastery of the norms of oral and written literary language (rules of pronunciation, stress, word usage, grammar, stylistics), as well as the ability to use expressive means of language in various conditions communication in accordance with the goals and content of speech.
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“A norm is a set of language means that are most suitable (“correct”, “preferred”) for serving society, emerging as a result of the selection of linguistic elements (lexical, pronunciation, morphological, syntactic) from among coexisting, existing, newly formed or extracted from a passive stock the past in the process of social, in a broad sense, assessment of these elements” (S.I. Ozhegov).
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norms
Strictly mandatory Violation of these norms is regarded as poor command of the Russian language. Not strictly mandatory: i.e. options are possible.
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examples of variant use of language norms 1) by place of stress: born - born, rust - rust, xAos - chaos; 2) associated with the pronunciation of individual sounds or their combinations: bulo[chn]aya - bu-lo[sh]aya, d[e]kan - d[e]kan; 3) phonemic, differing in the composition of phonemes: zero - zero, galosh - galosh, tunnel - tunnel; 4) morphological: hangnail - hangnail.
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Put on - put on The verb WEAR ON denotes an action performed in relation to oneself or (in constructions with the preposition on) in relation to another person or object: put on a coat, shoes, gloves, glasses, ring; put a fur coat on a child, put a cover on a chair, put a pillowcase on a pillow. The verb DRESS denotes an action directed at another person or object, expressed by a direct object (i.e., a noun or pronoun in the accusative case without a preposition): dress a child, dress a doll.
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SHOE
SHOE, shoe, shoe; shod; shod, -a, -o; St. someone or something. Forms of the incentive mood: put on shoes - put on shoes, put on shoes - put on shoes. Shoe on (perfective verb) - 1) put shoes on yourself or someone else; 2) provide shoes for someone (The whole family needs to be dressed and put on shoes). Shoe is an imperfective verb with the same meaning. Owl verbs species denote a completed or time-limited action, ness verbs. type - unlimited in time. Thus, when you say: “Put on your shoes,” you expect an immediate execution of the action, and when you say: “Put on your shoes,” you expect the beginning of a “long” process. In principle, the difference in value is very small.
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Eat - eat The verb EAT is stylistically limited in its use. In the modern literary norm, the word eat is not used in the 1st person form (you cannot say: I eat, we eat; you must: I eat, we eat. In the 3rd person this verb is usually used only in relation to a child to express affection. It is also possible to use it with a polite invitation to food (eat, eat, please), where the forms eat, eat, sound somewhat familiar.
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Hint - tell
The verb TO PROMPT is used in its literal meaning: to whisper or imperceptibly tell someone something they have forgotten or unknown to them: to suggest a poem, to suggest the course of a decision, and also in a figurative meaning: to suggest an idea: experience suggests a different solution. Therefore, you cannot say: please tell me how to get there... You must: please tell me how to get there...
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Pay - pay.
The verb PAY (to make a payment, giving money for something, in compensation for something) is used in cases where we are talking about reimbursement of expenses, costs, loans, the receipt of a monetary document (check), etc. This verb is used only in constructions with the accusative case without a preposition (to pay for a purchase, travel...). The verb PAY is used to indicate the giving of money (or other valuables) for a purchase, as well as as a fine or reward. We must say: pay a bonus, pay a fine, but: pay for work, pay for travel.
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“put” and “lay down”.
the norm is to use the word “put”, while “lay down” is colloquial. ...The verb “put” is used without prefixes. But this only applies to verbs of the imperfect form; with the perfect form, the situation is completely opposite - saying and writing “put” is considered correct, “poklast” is considered colloquial. These norms are enshrined in all kinds of dictionaries and reference books, and therefore are considered the only correct ones.
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Verbs OVEN, BURN, CUT When using these verbs, the difficulty is created by the different alternations of consonants in the root: K/CH and G/Z NORM: BAKE, BAKE, BAKE, BAKE, BAKE, BAKE. But not! You bake, bake, bake, bake NORMAL: BURN, BURN, BURN, BURN, BURN, BURN. A common mistake is not alternating. WRONG: you burn, you burn, you burn, you burn. Similar errors occur when using the verb CUT. NORM: CUT, CUT, CUT CUT, CUT, CUT. BUT NOT! cut, cut, cut.
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t`torts, b`ants, l`ifts
Words under stress must have the first vowel sound in all forms (t'orts, b'ants, l'ifts; in t'orts, in b'ants, in l'ifts; on t'orts, on b'ants, on lifts; lift, lift, lift, lift, lift).
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Call
Verbs formed from the verb zvon`it with different prefixes (call, call back, call back) in all forms are pronounced with the same stress as in the verb to call (call, call back, call back, etc.). ).
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turn on
Verbs with the same root as in the verb include, but with different prefixes (connect, switch, connect, conclude) in all forms are pronounced with the same stress as in the verb include (connect, switch, connect, connect) you eat, etc.).
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Let's REPEAT together
CORRECT Spoiled newborn garbage pipeline oil pipeline gas pipeline medics table yar catalog og partner kitchen production center invention motion to request a piece given acquisition growth divorced Ukrainian aggravate in the elections WRONGLY spoiled newborn garbage pipeline oil pipeline gas pipeline medicines carpenter catalog p'arter ear'arrest d'usage tsentn'er F'arfor invention of motion to seek l'mot' given acquisition pr'iost divorced Ukrainian to aggravate 'to ruin in elections'
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SO:
Of course, it is impossible to remember the stress in all Russian words. but it is quite possible: do not make gross mistakes (lay down, call) do not violate the norms in prepared speeches
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Adverbs are unchangeable words, so there are no morphological errors. But there are erroneous variants of the composition of the adverb word. NORMAL: Back (NOT back, back) Back (NOT back) Behind (NOT back) Back forward (NOT back back) Inside (NOT in) Where (NOT where) There (NOT there) Here (NOT here). Normally there are no words there, here There (NOT tama) Here (not here) T ut (NOT tut) About (NOT kolo) In vain (NOT in vain) Immediately (NOT at once) First (NOT first, first of all) Then (NOT after) For the first time (NOT for the first time) Again (NOT anew) Deeply (NOT deeply) Indifferently (NOT without a difference) In truth (NOT for real) On purpose (NOT in vain) In vain (NOT in vain) On purpose (NOT in vain, but quite acceptable children) Wider (NOT wider) Longer (NOT longer) In half (NOT in half) One by one (NOT one by one)
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Teacher-speech therapist Golovina E.M. MBDOU "Combined kindergarten No. 77"
Speech technique is the skill of public speaking, business communication between people through language structures created on the basis of certain rules of oratory, associated with strength, height, euphony, flight, mobility, tone of voice and diction. Speech technique is, first of all, correct diction, speech breathing, articulation, and voice.
Proper breathing is the basis of beautiful speech. The purity, correctness and beauty of the voice depends on proper breathing.
1. Exercise “Palms” is one of the exercises in the health improvement system of A.N. Strelnikova. I.p.: stand (sit) straight, show your palms, while lowering your elbows, do not move your hands far from your body - a psychic pose. Take a short, noisy, active breath through your nose and at the same time clench your palms into fists (grasping movement). The hands are motionless, only the palms are clenched. Immediately after an active inhalation, the exhalation leaves freely and easily through the nose or mouth. At this time, we unclench our fists. Having taken 4 short noisy inhalations through the nose (and, accordingly, 4 passive exhalations, pause - rest for 3-5 seconds. In total, you need to perform 24 times of 4 short noisy inhalations and exhalations. 2. Raise your arms above your head, palms facing (hands touch each other) - inhale, lower your hands - exhale - Spread your arms to the sides - inhale, hands in front of you - exhale, etc.
3. Pronounce the syllables in one exhalation (SPA - SPO - SPU - SPA - SPE); 4. Say words on one exhale (days of the week, counting to 10, names of months); 5. Phrases in one breath. Proverbs: You can’t take a fish out of a pond without difficulty. If you like to ride, you also like to carry a sled. Riddles: “A grandfather sits wearing a hundred fur coats, whoever undresses him sheds tears.” 6. Read the poems on one exhalation under the ball (each word of the sentence is accompanied by throwing the ball on the floor). The grass is turning green, the sun is shining, a swallow is flying towards us in the canopy with spring. Our Tanya is crying loudly and dropped a ball into the river. Hush, Tanechka, don’t cry, the ball won’t drown in the river.
Correct diction Diction is the pronunciation of sounds. A person who is naturally endowed with literate speech is rare. The very concept of “diction” represents a set of sounds and words included in the speech apparatus of each person. Problems with diction, as a rule, occur due to incorrect pronunciation of certain sounds (hissing, whistling, swallowing, pronouncing one sound instead of another). This usually occurs due to incorrect placement of the articulatory apparatus, and it is necessary to develop the muscles of the lips and tongue. But even if diction defects are associated with such shortcomings as an incorrect bite, a gap between the front teeth, etc., it is possible to achieve clear, intelligible, expressive speech.
To clearly pronounce sounds, there are many different exercises from diction gymnastics. 1. Lower the lower jaw, slowly moving it down in different directions. 2. Without changing position, carefully move the jaw forward and back. 3. In a standing position, lean forward, holding your hands on your chest and lingeringly pronounce the sounds [u], [o] in an extremely low voice as you exhale. 4. Tighten the tip of your tongue and alternately rest it on the left and then on the right cheek, then do the same, but with your mouth open. 5. Stretch your lips in a smile with your mouth open, moving your tongue left and right to the corners of your mouth. When performing the exercise, the lips and jaws remain motionless, and the tongue does not slide over the lower lip. 6. Run your tongue over the lower and upper rows of teeth, counting each of them, jaws motionless, mouth open in a smile.
In order to improve diction, you need to learn how to pronounce sounds correctly, creating a beautiful flow of speech. The following exercise will do: say out loud for some time - rly-rly-rly, rlu-rlu-rlu, rlo-rlo-rlo, rla-rla-rla, rle-rle-rle, rli-rli-rly. Tongue twisters and tongue twisters will also help make your speech clear, intelligible and clear. Each tongue twister and tongue twister is unique and created in such a way that it combines sounds that are difficult to match. And in order to completely get rid of defects, you need to have in your arsenal about 5 tongue twisters or tongue twisters with various combinations of incompatible sounds. Here are the most popular: “Sasha walked along the highway and sucked on a dryer.” “In Fedora’s garden there are tomatoes, behind Fedora’s fence there are fly agaric mushrooms.” “The ships tacked and tacked, but did not tack” and others.
Tempo is the speed of our speech, the time during which we pronounce the text. The normal speech rate is 120 words per minute. Two extremes of speech tempo can be observed: - too fast a tempo (“scratches like a machine gun”), - slow speech (“like a strainer of water”). Both extremes bore the audience. The speaker needs to change the pace: if something needs to be emphasized, slow down the pace; if the speech is pronounced with pathos, then vice versa, speed up the pace.
Voice timbre is the sound “color” of the voice. It is used along with the concepts: volume, height, duration. Voice timbre plays an important role in communicating with people. A beautiful, pleasant timbre is attractive, but if the voice is aspirated, a harsh voice causes irritation. Under no circumstances should you raise your voice, much less break into a squeal: this will make you completely unconvincing. This is the injustice: “The more we try to shout, the less we are heard.”
Voice hygiene and prevention 1. The best way to maintain a professional sounding voice is exercise, which includes breathing and articulation exercises. 2. Don't overwork your voice box. The standard voice load for teachers is no more than four consecutive academic hours per day. 3. Before the performance, it is advisable to drink a glass of warm (but not hot) tea or Borjomi. Give your muscles a rest, bringing them into a relaxed state, take 5-10 slow, calm inhalations and exhalations, and then get into a working mood. 4. The condition and strength of the voice are directly related to all physiological processes occurring in the body. Gymnastics, water treatments, sleep as needed, alternating work and rest, proper nutrition increase the body's defenses and have a beneficial effect on the vocal apparatus. Food should be varied, rich in vitamins, and limit the use of spicy seasonings. Hot food dilates the blood vessels in the pharynx, constricts the blood vessels from cold food, and both have a harmful effect on the vocal cords.
5. Temper the nervous system, because neuropsychic trauma, experiences, fear directly affect the voice, it begins to break down, purity, endurance, and intonation mobility are lost. Diseases of the upper respiratory tract, such as chronic runny nose, inflammation of the nasopharynx, pharynx, ligaments, certainly affect the voice. Therefore, prevention is necessary. If you experience discomfort, you can gargle with chamomile infusion. To do this, brew 1-2 tablespoons of dry chamomile with a glass of boiling water, leave for about an hour and filter. The same infusion is also used to relieve dryness in the nose, instilling 5-6 drops into each nostril. You can put 5-6 drops of peach, apricot or olive oil into your mouth or nose. To harden the nasopharynx, daily rinsing with cold water with a gradual decrease in temperature from +20 to +12 is useful.
6. Remember that smoking and drinking alcohol have a negative effect on your voice. Alcohol leads to dilation of blood vessels, thereby disrupting the functions of the glands of the mucous membrane of the upper respiratory tract. The vocal cords “dry out”, the voice becomes low, hoarse, and less durable. Smoking causes spasms of the smooth muscles of the trachea and bronchi, disrupting the natural breathing process. The frequent dry cough of smokers constantly injures the vocal cords, they lose elasticity, a hoarseness appears in the voice, and the lightness and softness of the sound disappears.
Intonation In addition, speech should not be monotonous. It must be colored with intonations. But do not forget that shrill intonations are very annoying to others. We need to get rid of them. In general, a high voice is attractive only when it is fairly even, without drops. A number of experiments have found that deep voices are more attractive. Therefore, in order to learn to speak beautifully, you need to work on your pitch. This is facilitated by a simple exercise - reading poems, fairy tales, stories aloud with different intonations, “by role” - changing your voice, depending on whose remarks you are reading.
Body position Correct posture also contributes to the formation of a confident, free voice. Therefore, when sitting at your workplace, try to keep your back straight, straight, do not hunch, lean on the back of the chair. Keep your head straight, look in front of you while talking (turning your head, tilting your head downward pinches your voice). Smile. A smile will help you not only relax your muscles and free your voice, but will also make your speech emotionally expressive and create a good mood for you and your children.
Orthoepic norms. The difficulty in mastering correct literary pronunciation lies in the fact that pronunciation does not always coincide with spelling. Therefore, generally accepted norms of literary pronunciation should be learned from radio and television announcers, from masters of artistic expression, from people around them who have exemplary cultural speech. The teacher must adhere to literary pronunciation standards. 1. Vowel sounds that are under stress always sound clear and distinct, since they are indicated in writing by the corresponding letter. Compare the pronunciation of the sound O in the following words: youth (pronounced as moladst - a weak, unclear sound, pronounced as the middle sound between A and ы, conventionally denoted by the sign b); contract (pronounced: d'gavor); centipede (pronounced: сърьканожкъ)
2. Unstressed vowels A and O weaken in pronunciation (the sound O is replaced and pronounced as the sound A or as the middle sound between A and Y: vada (water), akno (window), m'lako (milk), etc. vowel sounds U , Yu, Y, E and in some cases the sound I and in an unstressed position do not change (iron, spinning top, fisherman, exam, game) 3. In colloquial speech, when pronouncing patronymics, when combining names and patronymics, sometimes some sounds and endings are dropped : Aleksan Ivanovich (Alexander Ivanovich), Michal Palych (Mikhail Pavlovich), Mary Ivanna (Maria Ivanovna) 4. Non-literary pronunciation refers to the letter-by-letter pronunciation of words, when words are pronounced as they are written: what (instead of what), his (instead evo), happiness (instead of happiness), etc.
5. Deviation from the norm of literary pronunciation is speech with a national accent, with characteristic features of local dialects: yakan (vyasna instead of spring), clatter (tsto instead of shto, etc.), it is known that the child absorbs the peculiarities of the speech of the area where he grows up. If he hears the so-called “oaking” speech (with an emphasized sound “o”), or “yacking” (“yum” instead of “a little”), then he himself will begin to speak the same way. Therefore, the teacher needs to monitor his own speech and not deviate from the norms of literary pronunciation. The so-called “Moscow” speech, which is characterized by “akanye,” is considered an example of correct pronunciation. For example, the words Moscow, I'll go, water, window, wave are pronounced Maskva, paidu, vada, akno, valna.
The teacher’s speech and reading works of fiction to children must be impeccable. An incorrectly acquired pronunciation form of speech is difficult to correct. It follows from this that the teacher’s correct speech must comply with the norms of the Russian language. To saturate your speech with new words, try to memorize at least one new word every day. The Russian language is so rich that you can spend your whole life doing this activity. Therefore, do not be afraid to look into explanatory, etymological and phraseological dictionaries.
Game “Pronounce it correctly” (the words we most often use) CAKES YOU WILL CALL LEISURE KITCHEN TAKEN DAL ON WEDNESDAYS (day of the week) MORE BEAUTIFUL BLINDS SORREL DOCUMENT SECURITY
BEET CATALOG AT THE SAME TIME PAMPER THE PLUM SAUSAGES WEAR, WEAR THE MEANS DANCER STRENGTHENING THEIR CHAIN
The ability to speak correctly and beautifully is an important skill that must be mastered. We all live in a society, and our success largely depends on how convincingly we can convey our thoughts to other people. Expressing your thoughts consistently and convincingly is not some innate talent. This can be learned. In conclusion, I would like to read out a few recommendations on this issue.
Thus, when working with children, the teacher should pay attention to the following: 1. Correctly pronounce all the sounds of their native language, eliminate speech defects. 2. Have clear, precise and distinct speech, that is, good diction. 3. Use literary pronunciation in your speech, that is, adhere to spelling standards. 4. Strive to correctly use intonation means of expression, taking into account the content of the statement. 5. When communicating with children, use speech at a slightly slower pace and moderate voice volume. 6. Tell and convey the content of texts in a coherent and accessible form, accurately using words and grammatical structures (in accordance with the age of the children). 7. Do not use raised voices or rude expressions when speaking with children and staff.
“The most important thing in the art of speech is, firstly, pronunciation, secondly, pronunciation, and thirdly, pronunciation” Demosthenes.
REFERENCES USED: http://technics-speech.ru (© 2007 – 2012 “Speech Technique”). http://mirsovetov.ru (© 2006 – 2012 “MirSovetov. Ru”).