Select sections of the pronunciation training program. Pronunciation training. Questions and tasks for independent work

What is the role of pronunciation in communication and, accordingly, the role of teaching pronunciation in a communicative approach? (discussion, real life examples, examples of communication failures due to phonetic errors)

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N.V. Sorokin

Lecture "Teaching foreign language pronunciation"

Plan:

1. The goals of teaching pronunciation in high school. Gosstandart requirements.
2. The content of teaching pronunciation. phonetic minimum. Methodical typology of sounds.
3. Principles of teaching pronunciation.
4. Pronunciation teaching methods. Typology of exercises.

1. Goals of teaching pronunciation

? What is the role of pronunciation in communication and, accordingly, the role of teaching pronunciation in a communicative approach? (discussion, real life examples, examples of communication failures due to phonetic errors) The section on pronunciation in the journal "Communicative Methodology" is called "The speaker's calling card". Why?

Pronunciation ensures the normative functioning of all types of speech activity.

Requirements of the State Standard (FGOS, program):

Which competencies include pronunciation skills?(Language competence (proficiency in linguistic means). Recall the structure of communicative competence.

Elementary School. English language.

The phonetic side of speech. Adequate pronunciation and aural discrimination of all sounds and sound combinations in English. Compliance with the norms of pronunciation: longitude and shortness of vowels, no stunning of voiced consonants at the end of a syllable or word, no softening of consonants before vowels. Diphthongs. Connecting "r" (there is / there are). Stress in a word, phrase.enumeration intonation. Reading by transcription of the studied words.

Elementary School. German.

Graphic arts. … Sound-letter correspondences. Transcription marks.

The phonetic side of speech. All sounds of the German language. Norms of pronunciation of sounds of the German language (longitude and shortness of vowels, stunning of voiced consonants at the end of a syllable or word, lack of softening of consonants before vowels). Diphthongs. Stress in an isolated word, phrase.Lack of stress on function words (articles, conjunctions, prepositions). Division of sentences into semantic groups.Rhythmic and intonational features of narrative, incentive and interrogative (general and special question) sentences.enumeration intonation.(i.e. the same as in English, but there is no “Reading from the transcription of the studied words”, although the transcription signs should be known).

Main school. English language.

Phonetic side of speech

The graduate will learn:

Distinguish by ear and adequately, without phonemic errors leading to communication failure, pronounce all the sounds of the English language;

Observe the correct stress in the studied words;

Distinguish between communicative types of sentences by intonation;

Adequately, without errors leading to a communication failure, pronounce phrases in terms of their rhythmic and intonational features, including observing the rule of the absence of phrasal stress on service words.

The graduate will have the opportunity to learn:

Express modal meanings, feelings and emotions with the help of intonation;

Distinguish between British and American English

language.

* Teaching phonetics or pronunciation? What is the priority in GEF?

The main goal of teaching pronunciation is to develop pronunciation skills.

Do I need to achieve authentic pronunciation? Is it possible to learn to speak without an accent?

Criterion of normative pronunciation (for secondary school) intelligibility of speech (A.N. Leontiev), i.e. her understanding. If the student achieves mutual understanding, then he basically owns the pronunciation.

Approximation principlein teaching pronunciation. Approximation approximation to the desired result. According to this principle, relatively correct pronunciation should be achieved.

Approximation means:

• limiting the number of sounds and intonation patterns that are subject to special development;
• presentation of minimum requirements for foreign language pronunciation;
• approximate articulation of some sounds.

There are also opponents of the idea of ​​approximation, for example, E.I. Passov believes that the inefficiency of teaching pronunciation in practice led to the emergence of the idea of ​​approximation. He also highlights other problems in teaching pronunciation:

• the weakening of attention to pronunciation by teachers;
• the teacher himself does not have a standard pronunciation;
• German pronunciation is considered easy, so little attention is given to it.

I.L. Beam includes in the content of teaching pronunciation:

1) language units: sounds, sound combinations, intotones;

2) units of speech: phrases (including various communicative types of sentences and coherent text);

3) specific actions with these units: perception, dismemberment and synthesis into integral meaningful images, retention in memory, pronunciation, reproduction, production.

The main goal of teaching pronunciation is to develop pronunciation skills. Pronunciation skills are very specific, they are motor-speech in nature, neither purely motor nor purely speech.

The structure of the pronunciation skill

articulation operation intonation operation

accentuation melody rhythmic pause tempo timbre

Coloring

logical phrasal emphatic

accent accent accent

Reliance on the principle of minimization implies the presencephonetic minimum.

Principles for selecting the phonetic minimum:

1. The principle of compliance with the needs of communication (phonemes are included as units of the language with a meaningful function)
2. The principle of normativity (dialectically colored variants are not included in the minimum)
3. Stylistic principle (mastery of the full style of pronunciation is assumed)
4. The principle of taking into account the mother tongue (includes what causes certain difficulties)

The phonetic minimum for a secondary school should include all sounds and phonetic phenomena that are characteristic of a given language and cause certain difficulties for students (I.L. Beam).

Phonetic minimum on the example of the German language:

1. longitude and shortness of vowels, their closeness and openness
2. sounds  ,  ,  e :  ,  h  ,  l  , labialized vowels, diphthongs
3. stability of articulation of long vowels
4. hard attack at the beginning of a word and syllable
5. aspiration of voiceless consonants
6. muffled voiced consonants
7. lack of palatalization
8. phrasal stress (unstressed article, negation and other functional words)
9. stress in words with separable and inseparable prefixes
10. stress in difficult words
11. intonation of an interrogative sentence without a question word (intoneme with rising melody) / (intoneme with falling melody is not included in the minimum, because it does not cause difficulties for students)
12. intonation of a sentence with an infinitive group or a subordinate clause

Methodical typology of sounds(O.Kh. Tsakher)

4 typological groups of phonemes according to the degree of difficulty in their assimilation:

1) phonemes that match in native and foreign languages m  ,  n 

2) phonemes of a foreign language, similar to one degree or another to the sounds of the native language, while the discrepancies are easily explained and accessible to hearing t  ,  k 

3) phonemes that are not found in the native language , 

4) phonemes of a foreign language that are almost identical to the corresponding phonemes of the native language, while the discrepancies are difficult to explain and hard to hear e :  (German),  æ  ,  e  (English)

Which groups of phonemes should be given the most attention and time in the lesson and why?(3, 4 groups, because they are the most difficult to master)

Assignment for a practical lesson: distribute all the phonemes of the foreign language into groups (in writing)

3. Principles of teaching pronunciation

(according to Bim I.L.)

1. Communicative orientation

This principle is important in the entire learning process, not just in teaching pronunciation. Teaching pronunciation should not be taken as an end in itself, but should be subordinated to the needs of communication. This principle involves working on those sounds that are needed for statements in this lesson.

1. Situational-thematic conditionality of phonetic material

Phonetic material should, if possible, be woven into the fabric of the lesson, correlating with it in terms of content.

1. Combining Consciousness with Intuition

For sounds that are not particularly difficult, imitation based on the intuitive adjustment of the organs of speech is sufficient. If a phonetic phenomenon is difficult, then explanations are needed so that students consciously overcome this difficulty (for example, a description of articulation).

There is a point of view that the assimilation of a foreign language pronunciation proceeds in the same way as the native one (mostly imitatively). But (!) in a foreign language, students have to overcome the already established pronunciation habits of their native language. At 11-12 years old, the ability to imitate is no longer so strong, but there is already an ability to analyze. In addition, the lack of a language environment negatively affects.

Conclusion: do not neglect consciousness when teaching pronunciation.

1. visibility

Can be used to teach pronunciation different types visibility:

visual (the teacher specifically shows articulation, uses gestures); auditory (multiple exemplary presentation); linguistic (phonetic oppositions that develop phonemic hearing, for example Saat satt , Beeren B ä ren ).

1. Student activity

This is a prerequisite for the strength of assimilation of the material. In frontal work, it is necessary to monitor the work of each student.

1. Individual approach

Pronunciation is different for everyone, so it is necessary to take into account individual characteristics (mobility of the speech apparatus, the development of phonemic hearing) and provide assistance.

1. Correcting mistakes with a sample(e.g. a recap).
2. Pronunciation teaching methods

? What teaching methods do you know? (introduction training application)

Stages of the formation of a pronunciation skill (E.I. Passov, "Communicative method", 2nd edition, 1991, pp. 180-185))

1. Perception-familiarization

Tasks: to get acquainted with the pragmatic aspect of the pronunciation phenomenon; create the correct auditory (sound) image. It is created on the basis of sensations and ideas in the process of presenting sound.

“Let the students hear enough of the sound that they have to learn.” The sound image is the basis of correct pronunciation, the standard against which we compare what we hear and say.

Students should not be allowed to immediately pronounce, repeat, until a sound image has formed. For some sounds, it is necessary to give an explanation of the method of pronunciation (give articulation settings), to prevent errors.

1. Differentiation-understanding

It is necessary to distinguish the right sound from the wrong one, or one sound from another.

1. Imitation

Connections of auditory and speech-motor images of a speech unit are fixed. Hearing control develops.

1. Isolated reproduction

Based on the purposeful use of sound (for speech purposes), its pragmatic meaning is fixed in unity with articulation.

1. Combination (switching)

Switching, shifting emphasis (attention) from one pronunciation phenomenon to another. Thus, all the operations that make up the pronunciation skill are strengthened.

Sometimes these stages can change (imitation immediately after perception).

Sequence of workover the pronunciation phenomenon (Bim I.L.):

Perception of the phrase by ear; comprehension of the phrase (the teacher uses visualization, translation, etc.); singling out by the teacher of the word to be phonetically worked out; pronouncing it by students; isolation by the teacher of a particularly difficult sound, if necessary, an explanation of its articulation; repeated reproduction of sound by students; repeated pronunciation of a word and phrase as a whole.

When forming pronunciation skills, adjustments are necessary.

The end of phonetic charging does not mean the end of work on pronunciation. It is necessary to pay attention to the phonetic side of students' speech throughout the lesson.

It is advisable to work on one phenomenon, and not immediately on many.

Pronunciation exercises(N.I. Gez, M.V. Lyakhovitsky)

2 groups

1) Listening exercises are aimed at developing phonemic hearing and establishing the differential features of studied or repeated phonemes and intotones. Listening should be active, there should be a task that directs the attention of students to a certain characteristic of the phoneme.

Such exercises can only be performed by ear and using a printed support.

Examples: listen to a series of sounds/words, raise your hand when you hear a sound ; in a series of words (on a printed basis), underline the one that the announcer / teacher says; mark pauses in the test with dashes; underline in the text the words that are stressed in the speaker's speech, etc.

2) Playback exercises

They must be preceded by listening to the sample.

Exercises can be organized according to the principle of analogy (all examples contain the same feature), according to the principle of opposition (training exercises), or in an arbitrary sequence (control exercises).

In addition, tongue twisters, rhymes, poems, counting rhymes, reading aloud and memorization are widely used. Objectives: to achieve the most correct pronunciation and fluency.

All exercises can be performed using visual support and without it. Functionsvisual support: 1) serve as a visual reinforcement of the correct pronunciation or be a signal for self-correction; 2) to promote the imprinting of auditory-visual images, the development of inner speech; 3) to promote the formation of sound-letter correspondences as the basis for the development of reading and writing.

Phonetic exercises on the level of organization of the material: at the level of individual sounds, sound combinations, words, phrases, sentences, SFU (Bim I.L.).

According to E.I. Passov, there are no special phonetic exercises. Pronunciation is practiced with the help of URU and RU. Improving pronunciation skills is carried out with the help of "non-special" exercises: lexical, grammatical, in the process of recording by ear, in the development of reading techniques, in memorizing poetry.

The formation of pronunciation should be carried out in close connection with the development of other aspects of speech, so that each of these aspects serves as a support for others. The formation of pronunciation skills occurs at the initial stage of training, then the maintenance of these skills.

Recommended for every lessonphonetic charginginclude in it the most difficult phonetic material from the upcoming lesson (a group of sounds, intonation model).

Control of listening skills:

by doing speech exercises in listening, with unprepared speaking, when reading aloud (when voluntary attention is directed to the purpose and content of the statement, then one can judge the formation of pronunciation skills).

Evaluation of the correctness of speech

Errors:

1. phonetic distort the sound quality, but do not violate the meaning of the statement; such errors are allowed in accordance with the idea of ​​approximation
   1. phonological distort the content of the statement, making speech incomprehensible; count as an error

Page 7

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* 1. The value of mastering oral speech

The formation of oral speech is the most important condition for the mental and speech development of deaf and hard of hearing children. Oral speech is the most natural and convenient means of everyday contact with people around. In human development, oral speech is formed earlier than other forms of speech. On its basis, written speech is later formed, which requires a higher level of development of mental processes.

The development of thinking, cognitive abilities of a preschooler largely depends on the presence of speech, primarily in oral form. The absence or severe underdevelopment of oral speech in a child with hearing impairment leads to a slowdown in the topics of cognitive development, which is corrected with great difficulty at other age stages.

The importance of oral speech as a means of communication with others, the basis for mastering the language, the conditions for the development of thinking of deaf and hard of hearing children is revealed in the works of F. A. Rau, F. F. Rau, V. I. Beltyukov, K. A. Volkova, N. F. Slezina and others. Methods for the formation of oral speech in children with hearing impairments of early and preschool age are described by N. A. Rau, E. F. Rau, N. I. Belova, E. I. Leongard, A. D. Salakhova, N. D. Shmatko, T. V. Pelymskoy and others.

The formation of children's oral speech plays a special role in early and preschool age, which is associated with the special sensitivity of this period to the formation of speech perception mechanisms and the formation of pronunciation skills. Of particular importance is the early beginning of the formation of pronunciation skills, given the fact that some components of pronunciation, in particular the rhythmic-intonation side of speech, the baby begins to master in the first or second years of life. The formation of speech in the preschool period allows you to include the child in natural communication with other children and adults, to form forms of communication appropriate for age periods. The use of oral speech by a deaf or hard of hearing preschooler stimulates language acquisition, the use of statements of various communicative orientations, and practical assimilation of grammatical patterns.

Deaf children at the age of two or three years entering preschool institutions do not speak even at the most elementary level, although they have some prerequisites for mastering oral speech: a sonorous voice, various voice reactions, sound combinations, unrelated babble, soundless articulation.

Hearing-impaired two-three-year-old children with severe hearing loss at first glance, in their speech reactions, are similar to the deaf, although a closer study reveals a small amount of onomatopoeia, babble words; some of them, in imitation of an adult, try to give an "outline" of familiar words. Children with hearing loss over the age of four tend to accumulate a small stock of babbled and truncated words, although this state of speech cannot provide even the minimum needs for communication. Another part of hearing-impaired children with better hearing at the age of four or five years has few words in stock, which are reproduced in oral speech with grammatical and phonetic distortions. Some children have a simple phrase.

Without special consistent work, the oral speech of deaf and hard of hearing preschoolers does not tend to improve and cannot be a means of communication and development of the child. The work on teaching pronunciation is one of the central sections of the education and training program, since in the process of systematic work, oral speech acquires qualities that allow it to be a means of communication and influence various areas preschooler development.

* 2. Tasks, organization and content of work on teaching pronunciation

The main task of teaching pronunciation to children of early and preschool age is to create their need for oral communication, the formation of intelligible, as close as possible to natural oral speech. This task is realized in the process of all correctional and educational work. For the proper organization of work on teaching pronunciation, certain conditions must be provided, the most important of which include the creation of an auditory-speech environment that involves oral communication between teachers and parents with children, maintaining the desire of children to communicate using oral speech and other verbal means (tablets, fingerprinting) .

The formation of the pronunciation of deaf and hard of hearing children is associated with the widespread use of sound amplifying equipment and the development of auditory-visual and auditory perception as the basis for the most complete perception of speech. Under the conditions of using sound-amplifying equipment, it is possible to spontaneously develop some pronunciation skills in deaf and especially hearing-impaired preschoolers in the process of imitation of the teacher's speech, based on developing auditory-visual perception. In training, sound amplifying equipment of a stationary type and individual hearing aids are used, the effectiveness of which is determined by the correctness of the reversed amplification mode.

Success in the work on the formation of pronunciation is also associated with the quality of adults' speech, since their speech is a role model for the child. Speech communication with children should be carried out in a voice of normal volume, without exaggeration, at a normal pace, in compliance with logical and verbal stress and orthoepy norms.

A number of studies have shown that the constant development and use of auditory perception in the process of all correctional and educational work makes it possible to form some pronunciation skills in deaf and hard of hearing preschoolers by imitating the speech of teachers (E. I. Leongard, N. D. Shmatko and T. V. Pelymskaya). In this regard, there are two ways to master the pronunciation of preschool children with hearing impairments.

The first way is informal, which involves mastering pronunciation without special training on the basis of imitation of the teacher's speech with the constant use of sound-amplifying equipment in the process of auditory-visual perception of speech, as well as in the course of perceiving a limited part of speech material only by ear. Depending on the initial state of hearing and the individual characteristics of the child, children can learn the rhythmic-syllabic structure of words, perceive word stress, learn the pronunciation of a number of sounds, primarily vowels and some consonants.

The second way is systematic targeted teaching of pronunciation, the main forms of which are special and individual lessons, speech exercises. In frontal and individual lessons, the time for working on the development of auditory perception and for teaching pronunciation is divided in half.

The task of individual lessons is the formation of primary skills of sound pronunciation or their correction, the elimination of defects in voice, speech breathing, and violations of word reproduction. Individual classes with children of the pre-preschool group are carried out daily. In kindergarten groups, depending on the occupancy of the group - every day (with a occupancy of the group of six children) or 3-4 times a week (with an occupancy of eight or more children) for a duration of 20 minutes. In individual classes, work is carried out on such aspects of pronunciation that are poorly acquired by children without special training: In addition, in these classes, work is carried out to correct or automate those sounds that appeared spontaneously in the child's speech. Individual classes provide opportunities for approaching each child of the group, taking into account the state of hearing, initial speech data, features of intellectual and emotional development. The content of individual lessons with a child is determined by the peculiarities of the pronunciation of each child and program requirements. These features are revealed using specially selected speech material in the course of examining the state of various aspects of oral speech: speech breathing, voice, sounds.

For the implementation of consistent correctional work in individual classes, a variety of methodological techniques should be used that allow the use of the material being worked out in different types of speech activity: in the form of one's own speaking, at the level of auditory-visual and auditory perception, reading and writing. Given the characteristics of preschool age, it is advisable to include the material being worked out in the content didactic games, its connection with drawing, designing and other types of children's activities.

The main task of the frontal lessons is to consolidate the pronunciation skills formed in individual lessons. The material of the frontal lessons should be available to all children both in terms of vocabulary and in terms of the possibilities of its pronunciation. In frontal lessons, work can be carried out on such characteristics of pronunciation as tempo, confluence, verbal stress, which can be corrected on an auditory-visual basis in the process of imitating the teacher's speech. In order to work on the tempo-rhythmic side of speech, phonetic rhythm is widely used. For the children of the nursery and junior group Of particular importance in the process of phonetic rhythm is learning to imitate movements, to combine movements with speech, which for a long time has been difficult for children, given the level of their motor development. At the frontal lessons, work is carried out to automate or differentiate the existing sounds, the material for which are words and phrases selected taking into account their need for communication.

One of the forms of organizing work on teaching pronunciation is speech exercises, the main tasks of which are to evoke sounds using phonetic rhythm, to consolidate and automate the acquired skills of sound pronunciation on the material of syllables, words, phrases, sentences; work on the rhythmic-intonation side of speech; development in the speech of children of the skill of reproducing words and sentences that are most necessary and often used in speech; words with a complex structure that need to be systematically worked out. The main methodological method of work is phonetic rhythm, which is used to work on various aspects of pronunciation. Its use makes it possible to form a rhythmic-intonation and syllabic structure of the word in deaf and hard of hearing preschoolers, which makes their oral speech more natural. The content of speech exercises has something in common with work in individual classes, since in some cases the skills of pronouncing the sound that appeared during speech exercises are fixed in individual classes, and vice versa, on the material of words and sentences, the automation of those sounds that were worked on in individual classes takes place.

In addition to the above forms of teaching pronunciation, work and control over pronunciation are carried out in frontal classes in other sections of work, in the free activities of children, in games, in the family. Educators, a music worker, a psychologist should be informed about the state of pronunciation of each child of the group, about the requirements that may be presented to the child's oral speech in everyday life and various activities. Parents should be systematically consulted about the state of children's oral speech, ways to control it at home.

The basis for teaching pronunciation to preschool children is the principle of natural mastery of speech, especially at the initial stage. This principle can be implemented under the condition of formation and development of skills of auditory-visual and auditory perception of oral speech.

In teaching children with hearing impairments, the analytic-synthetic method is used, in which the work is carried out on meaningful speech material. In accordance with the analytical-synthetic method of teaching pronunciation, children are initially offered integral units for auditory-visual perception - words, phrases, phrases. Their meaning is clarified, and then, in order to work out individual components, for example, sounds, the necessary sound is extracted from the word, and work is carried out to correct it. It is included in a word or phrase that is used in the child's oral speech. The analytical-synthetic method was widely used in the work on the pronunciation of deaf preschool children by N. A. Rau (1947).

In the work on pronunciation, two stages are distinguished, taking into account the patterns of mastering pronunciation by deaf and hard of hearing preschoolers and the methods of work used.

The first stage - from the beginning of training to four or four and a half years. Its peculiarity is that as a method of forming pronunciation, imitation of an adult's speech is used, perceived auditory-visually and by ear, that is, on a bi-sensor basis. The main tasks of this period are the formation of the need for oral communication; development of the ability to imitate sounding speech; motivation to use oral speech in communication, despite its imperfection.

The basic unit of teaching pronunciation is the word. In the process of imitating the speech of an adult, children master the word as a syllable-rhythmic structure, while assimilating the pronunciation of certain sounds. The first period of the formation of pronunciation is the period of unregulated assimilation of sounds. Each child during this period may have different sounds. The program requirements guide the teacher only to the number and nature of the sounds that most children may have. Considering the variety of pronunciation abilities of deaf and especially hard of hearing children, at the first stage it is allowed to pronounce words in several forms: a) accurately, with the correct reproduction of the sound composition; b) approximately, with the replacement of missing sounds with other sounds that appeared in the child (car - “makinya”, dog - “tobacco”); c) truncated, with the omission of some sounds (dog - “apaka”).

Reflected and conjugated speaking, phonetic rhythms, and special games are used as the main methodological techniques at the first stage of teaching pronunciation. Initially in work with children of pre-preschool age or younger preschoolers beginning education great importance is attached to learning not only the imitation of speech, but also movements. It is known that articulatory motor skills are determined by the state of the general motor skills of the child. Therefore, children are first taught to imitate large and small movements: in imitation of the teacher, raise or lower their hands, clap their hands, stomp one or two feet, perform movements of the lips, tongue, etc. These exercises are included in the game actions with dolls and other toys, which makes them performance for children more motivated. At this stage, particular importance is attached to the use of phonetic rhythms, during which children are offered to imitate various types of movements, combined with the pronunciation of words, phrases, phrases, syllables, sounds perceived by children auditory-visually, with the obligatory use of sound amplifying equipment. Phonetic rhythm contributes to the formation of the rhythmic-intonational side and the syllabic structure of words, the development of breathing and voice in deaf and weak-sounding preschoolers, and makes children's speech more emotional and natural. At the first stage, the emphasis is on working on the syllabic and rhythmic structure of the word, and work is also being done on evoking and automating sounds.

The second stage starts from four to four and a half years. On it, the sound composition of speech is specified, the formation of the rhythmic-intonational side continues. Teaching pronunciation is becoming more regulated. The work on teaching pronunciation during this period is carried out in accordance with the analytical-synthetic concentric polysensory method used in the system of teaching pronunciation to deaf schoolchildren.

The method is called polysensory in connection with the use of various analyzers, since the use of only auditory and visual analyzers is not enough to work on various aspects of pronunciation, primarily on sounds. Therefore, at the second stage of teaching pronunciation, in addition to visual and auditory, tactile and motor analyzers are used, which are involved in the formation of the pronunciation side of speech and whose activities together can create more favorable conditions for mastering pronunciation. At this stage, the tactile-vibrational sensations of children are attracted, and special techniques for correcting pronunciation are used. Auxiliary tools such as spatulas, probes, etc. are being used. The number of means of controlling pronunciation with the use of visual control devices (vibroscopes, computer programs "Visible Speech") is expanding.

From the point of view of working on the sound composition of a word, at this stage of learning, a concentric method is used, associated with the use of a “reduced system of phonemes” (F.F. Rau, N.F. Slezina, 1981). Of the 42 phonemes of the Russian language, the main seventeen are distinguished, which differ quite sharply from each other, which should be put in the first place. Other sounds that are not among the main ones can be temporarily replaced in speech by the main sounds close to them. Thus, children can accurately pronounce words consisting of basic sounds, and approximately, using corresponding substitute sounds instead of missing sounds: for example, the word “winter” in the absence of “z” can sound like “sima”, “drum” - like "parapan". Important when using the concentric method is the ability of children to actively use speech even before the pronunciation of all sounds is formed. The use of substitute sounds does not sharply disrupt the intelligibility of children's oral speech, on the contrary, it allows you to fix the syllabic composition of words, to introduce them into active speech.

At the second stage of teaching pronunciation, reflected and conjugated speech, some special speech therapy techniques for setting sounds, and phonetic rhythm are used as methods. In the process of automating pronunciation skills, the number of speech games and exercises increases, in accordance with the conditions of which the naming of objects and their images, answers to questions, assignments, reading sentences of texts, descriptions, reciting poems, riddles, compiling stories from pictures, compiling text from individual sentences, selection of missing words.

The content of the work on teaching the pronunciation of deaf and hard of hearing preschoolers is regulated by the requirements of the section; "Development of auditory perception and teaching pronunciation" in the programs of education and training of deaf and hard of hearing children, in which, given the different state of hearing, the 1st level of development of oral speech of deaf and hard of hearing children is initial, program requirements are given differently. In the content of both programs (both for the deaf and hard of hearing) similar areas (sections) of work are highlighted: on speech breathing, voice, sounds, words and phrases. Work on various aspects of pronunciation is carried out in parallel and is included in our individual and frontal classes for the development of auditory perception and teaching pronunciation.

Work on speech breathing is aimed at developing the ability to use breathing correctly, to reproduce words and phrases together (in one breath). In order to develop speech breathing at all stages of training, and especially at the first, numerous game exercises are used related to blowing up small objects and toys. Teaching children to reproduce words, phrases, short phrases using phonetic rhythm also contributes to the development of speech breathing.

Work on the voice involves the formation of the ability to use a voice of normal height and strength. The appearance of voice reactions, and further development of the voice, is associated with the constant use of sound amplifying equipment and the correct choice of its mode of operation. Work on the strength, height of the voice is carried out in connection with the development of the pronunciation of sounds, syllables, words, phrases in the process of phonetic rhythm. The appearance of voice defects (twang, falsetto, etc.) requires special work on their elimination in individual lessons.

Working on sounds. This area of ​​work is one of the main ones and involves the formation of the ability to correctly reproduce the sounds of the Russian language in words and phrases. At the first stage of training, work on sounds is carried out using phonetic rhythms. When forming individual groups sounds, movements are used, the nature of which is determined by the characteristics of the articulation of sounds. For example, when pronouncing vowels, smooth and fairly long movements are used. The movements accompanying the pronunciation of the explosion of Ny deaf consonants are fast, sharp, tense. Detailed descriptions of movements in connection with the pronunciation of sounds of different articulation groups are contained in guidelines to the program of education and training of deaf children of preschool age (N. D. Shmatko and T. V. Pelymskaya, 1991, 1993), special benefits (T. A. Vlasova, A. II. Pfafenrodt, 1989, 1998),

At the second stage of teaching pronunciation, work on sounds is carried out in accordance with the use of an abbreviated system of phonemes. During this period, children can reproduce some of the sounds correctly, and when pronouncing some, use regulated and acceptable substitutions. Scheduled replacements are provided by the concentric method (for example, replacement ringing sounds deaf, soft - hard), in the speech of preschoolers, acceptable substitutions can also be used that appear spontaneously in the speech of children and do not contain gross defects (for example, replacing “n” with “m”). At the second stage, phonetic rhythms are also widely used to evoke sounds; in cases where it is impossible to evoke a sound with the help of rhythms, traditional methods of staging and correcting sounds are used.

Work on the word involves learning the correct reproduction of words: fused in compliance with the sound and syllabic composition, stress, orthoepic rules. Work on the word occupies one of the important places in the work on pronunciation, since in the process of working on the word its sound and syllabic structure, rhythm, tempo, orthoepic pronunciation norms are worked out. The formation of the skill of reproducing words begins in the process of imitating the speech of adults. However, it is rarely possible to achieve an accurate reproduction of a word by a deaf child according to a model. Phonetic rhythm is used to teach the pronunciation of words. In the initial period, when working on a word, the main attention was given to work on the sound-syllabic composition; later, phonetic rhythm is used to work out the tempo-rhythmic side and intonation. When working out a word using phonetic rhythm, the word is initially divided into parts, the pronunciation of which is accompanied by movements. As the word is worked out, the number of movements decreases. At the same time, it is important to observe continuity and stress, the tempo may initially be slightly slowed down. If it is necessary to work on individual sounds or their combination, they can be isolated from the word with subsequent reproduction in the structure of the word. The sample of pronunciation of the word by the teacher, as well as the conjugated-reflected pronunciation, is important. In conclusion, the children should pronounce the word on their own, at a normal pace. In the process of working on a word, it is necessary to pay attention to the assimilation of word stress, work on which is carried out using the pronunciation of syllable combinations with different rhythms, provided that they are reproduced with clapping, tapping, emphasizing the stressed word with other movements.

The work is carried out on the material of words familiar to children, often used in everyday life and in the classroom. In addition to phonetic rhythm, when working on a word, there are such types of work as naming pictures, holistic reading of words and dividing a word into parts in order to clarify the sound-letter composition, answering questions, guessing riddles, selecting a missing word, etc.

Work on a phrase consists in the formation of the ability to reproduce phrases together, at a normal pace, with the correct logical stress. Working on a phrase reflects the highest level of working out the pronunciation side of speech material, since the phrase is a unit of communication. Carrying out work on phrasal material contributes to its implementation for communicative purposes. The phrase should reflect all those pronunciation skills that were formed on the material of sounds, syllables, words. As well as when working on sounds and words, the main methodological technique for teaching the pronunciation of phrases is phonetic rhythm. However, the movements used in the pronunciation of phrases acquire the character of smooth conducting. If it is necessary to clarify the pronunciation of individual words, they can be isolated from the phrase, and then again included in its composition. For work, phrases are used that are selected taking into account the phonetic principle, material related to the development of speech and other sections of the program. Very often, the material is poetry, nursery rhymes, which children subsequently read at holidays, small fairy tales and stories can be learned, on the material of which it is convenient to work on the formation of the intonational aspect of speech. The speech material is saturated with interjections, words and phrases with a pronounced intonational pattern, suggesting a change in the strength and height of the voice. Mastering the intonational side of speech by deaf and hard of hearing children makes their speech emotional, expressive, brings it closer to

hearing preschoolers.

Systematic work on teaching pronunciation in the classroom of a teacher should be supported by control over the pronunciation skills of children by educators and other adults.

A particularly important role in controlling the pronunciation of children, automating pronunciation skills on new speech material belongs to parents. Teachers conduct special consultations for parents, at which they characterize the state of pronunciation of each child, teach parents to listen to children's speech and notice errors in pronunciation, and demonstrate the simplest methods for correcting shortcomings in oral speech.

Questions and tasks for independent work

1 What is the importance of the formation of oral speech for a child of early and preschool age with hearing impairment?

2. Name the ways of forming the pronunciation of children with hearing impairments.

Z. What are the forms of work on the Iro-encoding of children of early and preschool age with hearing impairments?

4. Attend private lessons in a special kindergarten and analyze the techniques and methods of working on pronunciation.

5. During teaching practice, familiarize yourself with the state of pronunciation of deaf or hard of hearing children of one of the kindergarten groups.

b. What is the reason for the separation of two periods in teaching pronunciation to children of early and preschool age with hearing impairments?

7. What is the essence of the concentric method of teaching pronunciation?

8. Analyze programs for teaching pronunciation to deaf and hard of hearing preschoolers of the preparatory group. What differences in the requirements for the pronunciation of children do they contain?

Literature

Vlasova T. M., Pfafenrodt A. N. Phonetic rhythm. - M., 1989, 1998.

Kuzmicheva E. P., Shmatko N. D. Formation of speech hearing and pronunciation skills in deaf preschoolers. L. P. Noskova. - M., 1984.

Leonhard E. I. Features of teaching oral speech in kindergarten for deaf and hard of hearing children / 7 Methods of teaching deaf oral speech / Ed. F. F. Rau. - M., 1976.

Leonhard E. I. Bisensor approach in teaching pronunciation to preschool children with hearing impairments // Defectology. - 1975. - No. 5.

Leonhard E.I. Formation of oral speech and development of auditory perception in deaf preschoolers. - M., 1971.

Programs for special preschool institutions: Education and training of deaf children of preschool age. - M., 1991.

Programs for special preschool institutions: Education and training of hearing-impaired children of preschool age. - M., 1991.

Rau F. F. Oral speech of the deaf. - M., 1973.

Rau F. F., Slezina N. F. Methods of teaching pronunciation in the school of the deaf. - M., 1981.

Shmatko N. D., Pelymskaya T. V. Development of auditory perception and pronunciation training // Preschool education of abnormal children / Edited by L. P. Noskova. - M., 1993.

Teaching pronunciation in the school of the deaf is carried out both during school hours and after school hours.

The widespread use of hearing in the course of the entire pedagogical process introduces fundamental changes in the way deaf students acquire pronunciation skills. These changes cover work in and out of the classroom. There are two ways to master pronunciation.

The first way is informal (i.e. without special training). In lessons on any subject and in individual lessons on the development of auditory perception, students constantly use sound-amplifying equipment. Thus, they perceive the teacher's speech addressed to them mainly auditory-visually, and a certain part of the material - only by ear. The ability to perceive oral speech (its elements) allows the student to imitate it to one degree or another. And the teacher's speech - continuous and at a normal pace, with observance of stress and orthoepic rules - serves as a model that the deaf person imitates. On the basis of this imitation, most students can learn to highlight word stress when reproducing words, speak smoothly, at a pace close to normal, and even learn the articulation of some sounds.

The second, main, way is special pronunciation training. It is carried out in the form of frontal and individual lessons. Their content is determined by the tasks of forming pronunciation skills.

The collective (frontal) forms include a lesson in speech technique and phonetic exercises, while the individual forms include special individual classes in teaching pronunciation, developing and using auditory perception.

At the pronunciation lesson (speech technique) and at phonetic exercises, all the students of the class are present (except for the sick, of course), at the individual lesson - one (and if a dialogue of students is planned at the lesson, then two students).

Frontal work is a type of pronunciation training session in which the content of the educational material itself is focused on the class as a whole and a common task is set for students.

Pronunciation lessons are taught by the main class teacher (in the lower grades) or the language teacher (in the middle and upper grades).

Speech technique lessons are held in a room equipped with sound amplifying equipment.

Phonetic exercises, as a rule, take 3-5 minutes and are carried out mainly in the first lesson. It is useful to carry out phonetic exercises at the beginning of the lesson for the preparation of lessons outside the classroom. The charging material is planned jointly by the teacher and the educator, while it is important, while maintaining a single phonetic theme, which is usually determined for a week, to select Lexical material related to the activities of children outside of class.

Individual classes make it possible to provide an individual approach to each student as much as possible, taking into account the state of his hearing, the ability to master sound speech, etc. The main goal of these classes is the primary formation, automation and correction of pronunciation skills.

Individual classes are conducted, as a rule, by a class teacher or an educator with a special workload.

Thus, some of the students in the class (usually 3-4 people) are engaged in individual lessons with the main teacher of the class (in the middle classes - with a teacher of their native language), some of the students - with a teacher (who must have special training), and some of the students - with a teacher who conducts only hours of individual work on developing hearing and teaching pronunciation (if there are such in the school).

A mandatory requirement for teachers conducting individual classes is special training. In the process of such training, they master the ability to hear and qualify the peculiarities of the student's pronunciation, the methods of forming pronunciation skills and the ability to use equipment.

Thus, the organization of teaching pronunciation can be schematically represented as follows:

PLANNING WORK FOR THE SCHOOL TERM. PRONUNCIATION LESSONS

Plan for a quarter - a document that reflects the content of the work on teaching pronunciation for a given period of time (for an academic quarter).

The basis for drawing up the plan is a program that determines the content of the work for each year of study. However, the state of pronunciation skills in the vast majority of deaf schoolchildren is such that it would be a mistake to focus only on the program when drawing up a work plan. At the same time, it should be pointed out that the section of the program that provides for work on sounds and their combinations is most dependent on the quality of pronunciation of students. Precisely because the quarter plan for teaching pronunciation is compiled not only on the basis of program requirements, but also taking into account the state of pronunciation skills of students, in parallel classes quarter plans may coincide, may be partially identical (i.e., in one section of the program they will be the same , according to others - different) or (in some cases) completely different.

Teaching pronunciation, as you know, is carried out in the form of collective and individual lessons.

In accordance with this, the fourth plan for teaching pronunciation in all grades from preparatory to eighth inclusive contains three sections: 1. Lessons. 2. Individual lessons. 3. Phonetic exercises.

In the senior (IX-XII) classes, the plan has only two sections: 1. Individual lessons. 2. Phonetic exercises. This is due to the fact that the lessons on the technique of speech are not provided for in the curriculum.

All these sections are interconnected. This circumstance should be reflected in the preparation of the plan for the quarter.

Let us name two of the main requirements for this important document.

Correct determination of the content of work with the whole class and individual students, taking into account the real state of pronunciation skills of students in this class.

Compliance with the correct balance between frontal and individual lessons.

There is no need to recommend a rigid, unshakable form of a plan for a quarter, since the methodological associations of the school develop for themselves convenient scheme. It is important that the "Lessons" section indicate a) the specific content of the work (topics, titles of poems), b) the number of hours allocated for each topic, c) the timing of the lessons. The section "Individual lessons" should contain the content of work with each student and the schedule of classes. Calendar dates are not indicated, since all content is determined for a long period of time - for the academic quarter.

In the "Phonetic exercises" section, you should indicate the content of the work, time (in weeks) and calendar terms.

A lesson is one of the organizational forms in which pronunciation is taught in conditions of frontal work with all students in the class. In the lesson, students are united by a common task for all; the content of the lesson is also common to all.

When planning work for a quarter (section "Lessons"), a number of requirements must be taken into account.

In principle, the content of the lessons can be any section of the program for teaching pronunciation: the pace and continuity of speech, verbal and logical stress, spelling rules, hard-to-pronounce words, differentiation of similar sounds, sounds, etc. The exception is the formation of the primary skill of reproducing a particular sound (so called "staging" of sounds), correction of voice and sounds.

When determining the content of the work for a quarter, not only program requirements are taken into account, but also the state of the pronunciation skills of students in each class. This applies most of all to the material on the topic “Sounds”.

This material can be used for frontal work only if the majority of students in this class have the opportunity to pronounce the selected sound correctly on their own or at the request of the teacher.

For example, let us turn to the nature of the pronunciation of a number of sounds by students of grade I.

Let us first explain the nature of the mistakes made by the children.

The sound k is characterized by: a) the presence of an overtone (k' - the words onion and who sound like luke and keto, respectively); b) the front position of the tongue (k "- the words hand and cat sound like rukya and kyosh-kya, respectively); c) semi-voiced articulation (gk - the words hand and cat sound like rugka and gkoshgka, respectively); d) exhale in place to (h ).

At the same time, only three students have the coexistence of correct and defective articulation, which is noted in the protocol by the entry "+, kъ". In all other cases, stable erroneous articulation was recorded.

It would be inappropriate to plan a lesson on the topic "Sound to" in the current quarter. Such a lesson should be preceded by a series of individual lessons, during which each student masters the correct articulation. After that, he is able to reproduce this sound in an imitation lesson.

The students in this class are not yet ready for the lesson on the topic “Sound from”.

The situation is different with the sounds n, f, v, m. Most students reproduce them unstable; along with the correct articulation, pronunciation errors are noted, for example, the sound in is reproduced either correctly or deafened (in the protocol this is noted as “+, f”), the sound f is sometimes correct, then it is voiced (“+, b”), the sound m - then correctly, then as mp or n ("+, mp", "+, n"). This means that the student can pronounce the words apron, coffee adequately, but at the same time, the word candy is reproduced as conveta, the word mom sounds correct, and the word minus is erroneous (mpintus). It is extremely useful to include such material in the content of the frontal lessons (lesson), since there are all the prerequisites for working to consolidate the correct pronunciation.

Therefore, in the plan for a quarter in this class, it is necessary to provide for work on the sounds f, v, m, p. The purpose of these lessons is to differentiate similar sounds. Thus, if a work plan is planned for the first academic quarter in grade I, then nine pronunciation lessons (one lesson per week) can be distributed approximately as follows: 1. Sounds f, v - 2 hours. 2. Word stress - 2 hours. 3. Sounds m, p - 1 hour. 4. Sounds n, t - 1 hour. 5. Hard to pronounce words - 2 hours. 6. Control lesson - 1 hour.

Summarizing all of the above, it should be noted that one of the requirements for the fourth plan under the "Lessons" section is the correct definition of their content, taking into account the program and the state of pronunciation of students.

The second requirement is the need to ensure that the lessons are linked to individual lessons. It is expressed in the fact that students acquire primary pronunciation skills in individual lessons, and training exercises are carried out to a large extent in pronunciation lessons.

Suppose that the class teacher (a fragment of the characteristics of the pronunciation of students is given above) plans to correct the sound c during individual lessons in this quarter and assumes that by the end of the second month of work (the first quarter, as you know, covers September and October), he will achieve that all children will learn to reproduce the articulation of this sound (that is, they will reach a level where, along with an erroneous articulation, a correct one appears). In this case, it is already advisable to conduct frontal exercises to consolidate the correct skill. Therefore, in the plan for the quarter (end of October), it is possible to provide for a lesson on the topic “Sound from”.

The connection of lessons with individual lessons is also expressed in the fact that the information received by students in the lessons (for example, the rules for the pronunciation of words) is fixed in the course of individual lessons.

Each lesson is something whole, complete and at the same time is in close relationship with previous and subsequent lessons.

It is necessary to observe a number of conditions when planning a separate lesson. As has been repeatedly pointed out, the content of the lesson should be available to all students of this class, all of them should be prepared to fulfill the requirements for them in the conditions of frontal work. Otherwise, the teacher will be forced to stay for a long time at work with individual students, disrupting the planned course of the lesson, or agree with the mistakes made by the students and thereby help to consolidate the wrong skills.

The planned lesson on speech technique should have a clear, logically justified structure. The latter may vary depending on the content of the lesson, its didactic goals and place in the system of lessons on this topic.

When drawing up a lesson plan, the teacher, of course, determines it theme and purpose(goals). It should be borne in mind that several lessons can be held on the same topic. Separate lessons on this topic, as a rule, have different goals.

So, for example, the teacher plans three lessons on the topic “Deaf consonants p, t, k” in grade II, whose students reproduce these sounds with overtones. These lessons differ from each other in the tasks they solve: strengthening the ability to correctly pronounce the sounds p, t, k at the end of words (first lesson), in conjunction with consonants (second lesson); checking the skill of correct reproduction of the indicated sounds in all positions (third lesson).

Let's take another example. The theme "Poem" in the fourth grade is devoted to two lessons. The objectives of the first lesson: a) familiarizing students with the rhythm of the poem, b) teaching notation of the text of the poem (arrangement of pauses, stress marks and orthoepy). The objectives of the second lesson: a) practicing hard-to-pronounce words, b) correct reading of the text of the poem.

Thus, the topic and purpose(s) of the lesson cannot be identical.

The topic, as a rule, is formulated close to the program, and the goal or goals are determined based on the program requirements and the degree of preparedness of students.

The lesson is planned taking into account the method of teaching pronunciation. We are talking, in particular, about the combination of work on the whole word and its elements. Therefore, during the lesson, children practice pronouncing syllables, words, phrases and sentences. The pronunciation of syllables should not take more than 10-12 minutes. At the same time, it must be borne in mind that students may encounter words that are difficult to pronounce. In this case, the word must be presented in dismembered form. Let's take an example. In the text of the poem there is the phrase multi-colored balls. Students may experience pronunciation difficulties at the same time: for some, the pronunciation of z in the confluence of no will be critical, for others - the pronunciation of the sound in the same combination of n, etc. Therefore, it is advisable to present this word in the following form: multi-colored, s ... but, color, s ... but, color, times ... but colored ... s, multi-colored.

The above example illustrates the peculiarities of mastering the pronunciation of a word and its individual elements (zno, color, ny...).

It should be noted in passing that the analytic-synthetic method can also be successfully used in correcting mistakes made by children.

Sometimes the teacher corrects the mistake only within the whole word.

The student makes one mistake after another. For example, he pronounces the words one hundred, how many, the story, how full, sykolko, rasykas (i.e., it allows overtones when the sound coincides with other consonants). The teacher tries to eliminate the error by requiring repeated repetition of the mispronounced word. Success is not achieved or is achieved with a great investment of time.

Often the teacher points out to the student the mistake made and offers to reproduce the incorrectly pronounced element. For example, a student says: ruka instead of ruka (voicing the consonant k). The teacher shows dactyly to - to - to; the student repeats the sound k correctly in isolation, but does not repeat the whole word. Thus, the individual sound and the word in which it enters remain severed. Here, work on individual elements is not combined with working out the whole.

Compliance with the concentric method is expressed in the fact that when selecting speech material, sound substitutions are provided in cases where the child has not yet mastered the necessary articulation (for example, the content of the lesson on the topic “Sound s” also includes material with the letter q (twelve, fifteen, etc.). d.), which children are still reading as c).

The assimilation of the phonetic side of speech is closely related to the use of hearing, with which you can not only perceive sounding speech or its elements, but also control your own pronunciation.

Therefore, a speech technique lesson must certainly be held in a room equipped with sound-amplifying equipment.

In some cases, the tactile-vibrational sensations of children are also involved. So, for example, if a student has a closed nasal (see p. 94), he can check himself by putting his finger to his nose while reproducing words with nasal sounds. Tactile-vibrational control is used to help the auditory one (the optical images of the sounds m and p or n and t are similar and mix when reading from the lips; thus, the deaf cannot rely on the visual analyzer when correcting the pronunciation of nasal sounds).

The teacher of the deaf must know in what cases it is necessary to resort to one or another method of transmitting sound information. So, for example, he needs to keep in mind that word stress is poorly recognized on the basis of lip reading and is well perceived with the help of sound amplifying equipment, even for children with minor hearing remnants.

In order to get rid of the nasal v, it is advisable to involve tactile-vibrational control (one hand of the student is attached to the neck in the region of the larynx, the other is brought to the mouth), since auditory control alone is often clearly not enough to eliminate a pronunciation error.

This is how the polysensory method is implemented in pronunciation lessons.

The correct selection of speech material for speech technique lessons is very important for successful work.

Such material includes: syllables, words, sentences, poems, riddles, proverbs and sayings, prose texts. When selecting speech material, the teacher must adhere to the following provisions.

The material is familiar to children in terms of content and grammatical forms.

As you know, in all classes (from preparatory to eighth) there is one lesson in speech technology per week. These lessons should be about speaking. The teacher does not smolder the opportunity to work on revealing the meaning of unfamiliar words, phrases, grammatical forms. All this should be pre-worked out in the lessons of reading or speech development. Let's take an example.

Suppose, in a lesson on the differentiation of sounds m and p, the teacher, among other words, includes the word aquarium, which is unfamiliar to children. As a result, the teacher is forced to explain the purpose and arrangement of the aquarium. All this has nothing to do with the pronunciation lesson. In this and similar cases, the lesson in speech technology in this part essentially turns into a lesson in the development of speech. It is not right.

The material corresponds to the phonetic theme of the lesson.

If the lesson is devoted to a certain sound (sounds) or the differentiation of similar sounds, etc., then the speech material spoken by the children should contain words that include these sounds.

Let's consider such an example.

Lesson topic: "Deaf explosive consonants n, t, k."

The purpose of the lesson: to consolidate the skill of reproducing the indicated sounds at the end of words without overtones.

If this lesson is on a Wednesday, the teacher can ask students questions: What day of the week was yesterday? What day of the week will be tomorrow? Giving an answer to the question posed (Tuesday or Thursday), the student performs the standing on this lesson task: correctly, without overtones, reproduce the sound k at the end of words. But the teacher will make a mistake if in this situation he asks students the question: what day of the week is today ?, because the answer to it (Today is Wednesday) does not contain words with sounds p, t, k at the end.

If the topic of the lesson is "Sound with in words and phrases", the situation is just the opposite and the teacher should ask: "What day of the week is today?" (Wednesday.)

c) material colloquial speech ceteris paribus, preference is given.

It is very important that the formation and consolidation of pronunciation skills take place on the actual material necessary for students in their daily speech practice. Let's take an example.

A lesson is being held, for example, on the topic “Sound with in words and phrases”. From a phonetic point of view, the lesson material (Grade I) can include words such as catfish, owl, rice, bough, and phrases like Owl sits on a bough. Sasha has catfish, etc. However, there is essentially nothing for children to do with this material. At the same time, they need words and expressions that they use all the time: thank you, Wednesday, Saturday, Sunday, I don’t hear how much, tea with sugar, bread with cheese, I wrote (a), I drew (a), etc. d.

Naturally, it is this material that should be included in the lessons of speech technology.

It is very important that the principle of opposition of close articulations be reflected in the selection of material for pronunciation lessons. This is effective in relation to any type of speech material - syllables, words, phrases, etc.

When planning lessons in speech technology, it is very important to correctly resolve the issue of using various types of speech activity and types of work.

There are many types of work. In their creation and choice, the creativity of the teacher himself is most of all affected. It is not possible or necessary to describe all types of work. But they all fit into a relatively small number of types of speech activity.

It is extremely important that various types of speech activity are practiced in the lesson. From less independent, relatively easy types of this activity, one should move on to more independent and therefore more difficult ones.

A change in the types of work must certainly be associated with a change in the types of speech activity. Let's take an example.

The lesson is devoted to the differentiation of voiced and deaf consonants. For choral and individual reading, students are offered syllables like wa - fa, sa - za, sha - zha, and then words with oppositional sounds like: window leaf - eight, apron - jam, etc. After that, the game "Labyrinth" is played. During this game, children make their way through the maze and at the same time linger voiced and deaf fricative consonants (f ... a, v ... y, s ... o, etc.).

As we can see, the lesson uses different types of work, but they are all related to reading. Consequently, the type of speech activity remains unchanged, despite the change in types of work. Such a construction of the lesson cannot be considered successful. When planning it, it is necessary to provide, as already mentioned, the transition from less to more independent types of speech activity.

As an example, let's turn to a brief lesson plan on speech technique in grade II on the topic "Sound with".

1. Organizational moment.

2. Syllabic exercises - reading the syllables written on the board.

3. Verification homework- reading words chosen by students from the story.

4. Compilation of sentences with the words read.

5. Answers to the teacher's questions.

6. Solution of examples (students say only the answer).

7. Learning tongue twisters.

8. Homework.

From the above lesson plan, you can see how the types of speech activity change - reading, making sentences on key words, answering questions, solving examples, tongue twisters.

When planning a lesson, it is necessary to provide not only frontal, but also individual work. The fact is that it is impossible to consider a lesson correctly constructed, during which students speak only in chorus. Choral pronunciation must necessarily be combined with the answers of individual students. In this case, various options are possible: “Say all together (in chorus)”, “Say, Tanya”, “Say, boys”, “Say, girls”, “Say, Marina and Yura, together”, etc.

Involving individual students or their groups in the answers helps to maintain interest in the lesson material throughout the 45 minutes. In addition, and this is very important, with such an organization of the lesson, the teacher has the opportunity to pay special attention to students who need it.

Along with the general task, the whole class can also be given individual, installation instructions: “Now we will read a poem. Speak well, with emphasis. Marina, speak well the words with the sound sh, and you, Vitya, say the sounds m n n correctly, etc.

The lesson plan includes equipment. It includes technical tools and teaching aids.

The speech technique lesson is held in a room equipped with sound-amplifying equipment for collective use. If the teacher assumes that one of the students in the class will use an individual device during the lesson, this should be indicated in the lesson plan.

As you know, teaching aids include textbooks, tables, didactic handouts (cards with text, pictures, tablets with words, etc.).

When planning a lesson, you need to specify which teaching aids will be used during this lesson.

INDIVIDUAL LESSONS ON TEACHING PRONUNCIATION AT THE SCHOOL OF THE DEAF. THEIR PLANNING AND CONDUCTION

Individual lessons are provided for in the curriculum of the school for the deaf in all grades, from preparatory to twelfth.

The inclusion of individual lessons in the curriculum of the school is a huge achievement of Soviet deaf pedagogy, which creates an important prerequisite for the successful formation of oral speech in deaf schoolchildren.

The task of individual lessons includes, first of all, work on such aspects of pronunciation that are poorly acquired by the deaf informally, that is, without special training.

Work on the voice, speech sounds and their combinations, the word is the task and content of individual lessons. It is here, in individual lessons, that the teacher achieves the primary ability to reproduce one or another phonetic element, consolidates the acquired skill, and also conducts a series of exercises that prevent the decay of those pronunciation skills that may be lost under the influence of unfavorable conditions for them.

Individual lessons allow you to ensure an individual approach to each child as much as possible. This also applies to the use of auditory perception, and techniques for overcoming motor difficulties, and the rate of progress of the child, etc.

The plan of individual lessons for a quarter is drawn up in relation to each of those students with whom the teacher works. Individual classes up to grade V, inclusive, are taught by several teachers (for example, the main teacher of the class deals with two or three students, and one more, and sometimes two teachers, with the rest). But the main teacher cannot get away from planning work with those students with whom he does not conduct individual lessons. The class teacher must know the content of the work in individual lessons with each of his students. This is necessary, first of all, in order to ensure continuity in work, to observe the unity of requirements for the child, to take into account his capabilities to the maximum.

When determining the content of the plan for a quarter, the teacher must keep in mind a number of requirements.

First, it is necessary to take into account the base on which a new pronunciation skill is formed. So, for example, if it is planned, let's say, staging the sound w, you need to look at what skills you can rely on (on the articulation of the sounds r or sh, s or z); depending on this, it is possible to predict the timing of the formation of a new articulation; if the child is characterized by sonance on all whistling and hissing consonants (replacing them with vowels similar to and or s) and at the same time there is no lingual p, then it is not advisable to include work on the sound w in the plan at this time.

Secondly, when determining the content of work with a particular child, it is necessary to assess the character of pronunciation defects inherent in this student.

First of all, the most gross defects that adversely affect the intelligibility of speech should be corrected. These include sonance, which can cover the entire group of whistling (s, s, c), hissing (w, f, h, u), as well as the sounds x and r, closed nasality, covering the group of nasal sounds (m, n), open nasality, extending to vowels and consonants such as v, l, universal voicing (when deaf consonants are reproduced with a voice). Gross voice defects include falsetto, raising the voice on some sounds (most often on the sounds y, i, m, n). The most gross defects should be considered in terms of sounds, all reproduction of a word and violations of its sound composition (omissions of sounds, their gross distortions). Therefore, when drawing up a plan for individual work, it is absolutely necessary to take into account the nature of pronunciation defects inherent in each student.

Thirdly, when planning work with a student, it is necessary to provide the right combination the requirements placed on it. For example, it would be wrong to outline the student's simultaneous formation of the articulation of sounds s, sh, x or sh, p, x and fixing it in words, phrases, independent speech. In this case, the specifics of neighboring sounds are not taken into account.

The fact is that a long exercise on the material of any of these sounds is tiring for a child. Therefore, in the classroom, this material must certainly alternate with another, easier to assimilate.

Thus, when outlining a work plan for teaching pronunciation in individual lessons, the teacher should proceed not only from the requirements of the program and the state of pronunciation of each student, but also from the characteristics of those phonetic elements that are included in the content of the classes.

Let's move on to considering the requirements for an individual lesson.

Choosing a topic and setting a goal. The topic of the lesson is determined based on the plan for the quarter. In one lesson, as a rule, two topics are studied, for example: “Elimination of closed nasality. Sound sh. "The sound of Work on the word (elimination of sound reproduction).

Well, if one of the topics is new, and the other is already in the works.

Let's take an example. Two topics were planned for one lesson: “Sound sh”, “Sound m”. It turned out that the student did not know how to pronounce sh. In its place, he pronounces the labialized s in words or reproduces it sonantly (the word six sounds, respectively, like set. or like yest). In place of the sound p, the student pronounces j; hence it follows that it is not possible to obtain the sound sh from p.

In this regard, work on the sound sh had to be started from the very beginning. Attempts to obtain the desired articulation on the basis of auditory or auditory-visual imitation did not lead to success. Therefore, with the help of appropriate techniques, the primary correct articulation was obtained. This was followed by a series of exercises aimed at consolidating adequate articulation in syllables, words, phrases, and independent speech.

It turned out that the student can correctly reproduce the sound m in isolation, in reverse syllables, and before the vowels a, o. But in some positions - before the vowels y, and and in combination with consonants - mp appears in place of m (i.e., a defect called incomplete closed nasality is noted). The task was to ensure the transfer of the skill to reproduce the nasal sound m to everything on the left and phrases.

Based on this, the goals of the work are defined differently in relation to each of the topics studied in the lesson.

Here are the lesson plans devoted to mastering the pronunciation of sh and m.

Lesson 1. Sound sh. Development of blast at the upper lip. Sound m. Differentiation of sounds m and p before the vowel y on the material of syllables and words.

Lesson 2. Sound sh. Blowing at the upper lip. Sound m. Differentiation of sounds m and p before vowels a, o, y on the material of syllables and words.

Lesson 3. Sound sh. Fixing articulation sh. (with an open mouth) on the material of syllables and words. Sound m. Fixing the correct articulation in all positions on the material of colloquial speech. And so on.

The above example shows how the objectives of the lesson change within the same topic.

As the student learns the material, the content of the lesson also changes. In the example discussed above, the elimination of closed nasality can be achieved before the work on fixing the correct pronunciation of words and phrases with the sh sound is completed. Then in the content of the lesson is introduced new topic: “Sound, sh” and, for example, “Sound b” (instead of the topic “Elimination of closed nasality”).

And again, one of the topics will be in the process of consolidation, and the other - at the beginning of work. This creates favorable conditions for alternating easier and more difficult material during one lesson.

Compliance with the method of teaching pronunciation. When teaching the pronunciation of deaf students, the analytical-synthetic, concentric, polysensory method is currently used.

This means that in the course of learning pronunciation, a combination of work on the whole word and its elements (syllables, individual sounds) is provided.

The ultimate goal is a continuous reproduction of the word, in compliance with the word stress, orthoepic rules and sound composition.

In individual lessons, the teacher can start from the whole word, highlighting for practicing difficult combinations and then returning to the whole word.

Home…om…home home

· Suit…um…tyum kos…tyum suit

Since the child already has the ability to reproduce sound, it is advisable to start from the word, highlighting the necessary syllable and without fail returning to the whole word.

But in individual lessons, such a construction of work is far from always possible. The task of individual lessons includes the formation of the primary ability to reproduce one or another phonetic element, in particular one or another sound. Often the work starts from scratch. If the child does not pronounce the sound sh, reproducing it in its place with or simply omitting it, one has to resort to various methods of staging it. Without touching now on the methods of evoking a sound, in this case sh, let's consider the moment when the student can arbitrarily reproduce the sound sh for the first time, holding the tongue in the desired position at the upper alveoli (still with the mouth open).

This skill needs to be reinforced. Trying to pronounce the words at once, as a rule, does not lead to success. In this case, syllables will serve as the first material for the exercise. In our example: w ... a sh ... a sh ... a (with a long pronunciation of the sound). After that, words like ball, sh ... apka are immediately given.

Thus, the order of the material changes somewhat - the consolidation of articulation begins with syllables with the indispensable completion of the exercise by reproducing the whole word.

The pronunciation teaching method is defined as concentric. With regard to individual lessons, following the concentric method involves the use of some sounds as a basis for the assimilation of others. So, for example, when eliminating such a severe defect as sonance, covering groups of whistling and hissing consonants, it is not possible to immediately correct the articulation of sounds s, z, ts, sh, zh, ch, u. Therefore, at first the teacher teaches the child to correctly reproduce s and pronounce words not only with this sound, but also with s and ts. At the same time, z and ts are temporarily replaced with (the words call, twelve are pronounced, respectively, as posov and dvenasat). The labialized sound with acts as a temporary substitute for hissing sounds. Then they proceed to setting w; after the child has mastered this articulation, the sound w becomes a temporary substitute for the remaining members of the hissing consonant group.

The polysensory method especially clearly and fully finds its expression in individual lessons. The teacher has the opportunity to maximize the use of hearing, vision, tactile and vibrational sensations of a deaf child.

The formation of pronunciation skills in deaf preschoolers occurs on the basis of their developing hearing and with the participation of vision (i.e., with auditory-visual perception), which fundamentally expands the ability of children to learn pronunciation while imitating the speech of adults.

The initial unit in teaching pronunciation is the word, since it is it that is the main unit of the language and all aspects of pronunciation are realized in it. Usually, preschoolers learn the reproduction of a word by imitating the speech of adults, perceived auditory-visually or by ear. In this case, they first of all master the word as a syllabic-rhythmic structure, and also learn the pronunciation of a number of sounds in it. This is also facilitated by the widespread use of phonetic rhythms. Children are offered to imitate various types of movements, combined with the pronunciation of phrases, phrases, words, syllables and sounds. Phonetic rhythm contributes to the formation of a rhythmic-intonational structure of a word and a phrase in deaf preschoolers, more natural, continuous, rhythmic speech.

There are two stages in the work on pronunciation in the preschool period.

At the first stage - from the beginning of teaching children up to 4-4.5 years old - it is necessary: ​​a) to develop in children the ability to imitate sounding speech (at first this imitation is extremely imperfect, gradually it becomes more and more accurate); b) encourage the preschooler to express desires, feelings, messages orally in any design available to him (similar to the babbling of a hearing child); c) to form the need for oral communication with a word or phrase at the level of the pronunciation capabilities of each child.

The first stage of training is characterized by the fact that the assimilation of pronunciation skills is carried out by imitating the speech of the teacher and educators, perceived by the auditory-visually and by ear. At the same time, phonetic rhythm is widely used as a methodological technique. The first stage of teaching pronunciation is a period of unregulated assimilation of the sound composition of speech.

The assimilation of the pronunciation side of speech in this period is extremely individual. This is due to the fact that the remnants of hearing, imitative ability and motor abilities in children are different. In the speech of preschoolers, along with the correct reproduction of sounds, there are numerous substitute sounds. Assimilation of the word can also go differently for all children.

A significant violation of the auditory function does not allow the formation of a full-fledged oral speech only on the basis of imitation of it. Therefore, at the second stage of work (starting from 4 - 4.5 years), teaching pronunciation becomes regulated. First of all, a certain system of sound substitutions is established to reproduce the composition of the word. If at the first stage of work children use in speech a large number of substitutes in place of those sounds, the pronunciation of which they have not yet mastered, then at the second stage the task of the teacher is to regulate these replacements in accordance with the reduced system of phonemes.

At the first stage of work, pronunciation skills are formed, mainly on the basis of speech imitation during its auditory-visual perception. At the second stage, the tactile-vibrational sensations of children are also widely involved, and, if necessary, special speech therapy techniques. However, the ability of preschoolers to master pronunciation skills remains different. This is due not only to the different ability to imitate, different motor abilities, the degree and nature of the impairment of the auditory function, but also to those specific pronunciation skills that each child mastered at the first stage. The individual characteristics of children should be taken into account when carrying out further work on pronunciation.

The formation of oral speech is carried out during the entire educational process. Throughout the day, and not just in the classroom of the teacher and educators, it is necessary to encourage children to make independent oral statements. All employees of the children's institution, to the best of their ability, should control the oral speech of the pupils. If the teacher and educators, knowing the pronunciation capabilities of each child, require their maximum implementation in speech, then, for example, a nanny or a cook can only offer the child to repeat what he said badly (I didn’t understand. Repeat).

Special pronunciation training is carried out in the form of frontal and individual special classes. Their content is determined by the tasks of forming pronunciation skills.

In individual lessons, sound reproduction skills are formed, defects in voice, sounds, combinations of sounds, shortcomings in word reproduction are corrected. These classes are usually somewhat ahead of the frontal ones in their content. First of all, they work on such aspects of pronunciation, which are poorly acquired by deaf children only by imitation. In individual lessons, the teacher achieves the primary ability to reproduce a particular sound, consolidates pronunciation skills that may be lost. In addition, in these classes, work is carried out to consolidate unplanned sounds that appeared spontaneously in the child.

Pronunciation skills are also fixed at the frontal lessons. The material of the lessons must meet the program requirements of a given year of study and be accessible to all or most of the children in the group both in terms of content and grammatical design, and in terms of sound reproduction capabilities. Despite the fact that children's pronunciation skills are still fragile and they sometimes pronounce incorrectly, this is not an obstacle to conducting the lesson. It is important that children can, at the request of the teacher, reproduce the necessary word, syllable, individual sound correctly.

The purpose of the daily 3 - 5-minute phonetic rhythm is, on the one hand, to consolidate pronunciation skills, on the other hand, to prevent their decay. In this regard, the material for classes is selected. Firstly, the speech material includes those sounds that are being worked on with most children at a given time. Secondly, such material is taken, on the sounds of which work was carried out earlier, but now it is not planned, but without it, pronunciation skills may fall apart.

The speech material should also correspond to the phonetic topic of the lesson: if, for example, work is being done on the sounds f, p, then the speech material should contain words that include these sounds. Speech material should be selected in such a way that there are no two (or more) sounds in one word that are equally difficult for children at this stage of work. For example, if work is being done to automate the sound k and correct the sound c, then words containing both of these sounds cannot be used as speech material, for example, such as: dog, scythe, sand, etc. It is more expedient to use words in which these sounds do not occur together (cat, window, movie, soup, thank you, mustache, nose).

In the choice of speech material, other things being equal, preference is given to colloquial vocabulary. It is necessary to choose words and expressions that children use constantly.

As already noted, the pronunciation skills of deaf preschoolers are formed on the basis of imitation of the speech of adults, perceived by them auditory-visually. But most deaf kids, by the beginning of their education in a special institution, do not know how to consciously imitate even a large movement of their hands. Therefore, at the initial stages of training, especially when working with children in the first year of classes, much attention is paid to learning to imitate. This work is carried out individually and collectively from the very first days of the child's stay in kindergarten. The teacher conducts it during classes, the teacher - during outdoor games and for a walk.

Children are offered to imitate various movements, accompanied by the pronunciation of words, syllables or sounds. For example, fast and slow walking in single file is accompanied by the pronunciation of the phrase pa-pa-pa at a pace corresponding to the pace of movement; clapping is accompanied by the pronunciation of the syllable combination ta-ta-ta (also at a different pace); with a smooth spread of the arms to the sides, children are taught to pronounce the sound a (shortly and long), etc.

The task of the teacher is to teach children to reproduce as accurately as possible not only the movement itself, but also its character: energetic, sharp and smooth, one-time or repetitive (for example, clap your hands once or a lot). Not only the effectiveness of using phonetic rhythm as a methodological technique depends largely on how children master this skill, but also how natural, coherent, rhythmic and expressive the children's speech will be in the future.

In the process of communication, children, on the basis of imitation of the speech of adults, with a constant impulse to oral reproduction, master the word as a rhythmic-intonational structure. The child can reproduce some words exactly (mom, give, there), others - approximately, with sound substitutions ("tamalet" - an airplane, "papa" - bye, "vata" - water) or truncated ("paka" - dog, "ma" or "ko" - milk). Some children reproduce one or more sounds of the word, others - the syllabic composition of the word, its rhythmic pattern, not observing the sound composition ("mame" - thank you, "papape" - well done).

Clarifying and developing the pronunciation abilities of children, the teacher in special classes carries out work on evoking, automating and correcting sounds with the obligatory consolidation of them in a word and phrase. At the same time, on other speech material, he teaches children to pronounce words together, in compliance with the sound-syllabic composition, with stress, at a normal pace, in compliance with the norms of orthoepy. This work is carried out with words, the sound composition of which the children have already mastered.

It is not enough to teach children to pronounce isolated words correctly. They should form the ability to reproduce the phrase: together, on one exhalation, dividing it into syntagmas if necessary, while maintaining the correct reproduction of the words included in it, taking into account the mutual influence of neighboring ones. On the material of the phrase, children master the elements of intonation.

If necessary, work is carried out with children to develop speech breathing and voice, to eliminate their defects.

Work on various aspects of pronunciation is carried out in the system. This is not just a consistent presentation of methods of working on speech breathing, voice, sounds, words and phrases. Each lesson includes comprehensive pronunciation training. The saturation of the lesson is determined by its content and the learning objectives facing it.

Work on speech breathing

From the first days of the child's stay in kindergarten, work is underway on speech breathing. For this, various exercises are used: blowing pieces of cotton wool, small toys, blowing a ball through tubes of different lengths and other exercises of this kind. The work is carried out during the entire first year of study (first in individual, and then only in frontal classes).

The development of speech breathing in children is facilitated by all the work on the formation of the skill of reproducing sounds, syllables, words and phrases using phonetic rhythm.

The constant use of sound amplifying equipment, the presence of reverse microphones allows you not to resort to the child's tactile sensations when calling a voice. The child determines by ear the presence or absence of a voice in himself and in the teacher. The first arbitrary vocal reactions appear in children when they imitate the speech of an adult. Work on sounds (mainly vowels), syllables, and syllable combinations using phonetic rhythms as a methodical technique involves simultaneous work on the voice. Eliminating the voice defects that have arisen (violation of its height and strength, nasality, hoarseness), it is necessary first of all to use the residual hearing of children.

Working on sounds

The first stage of learning (the use of phonetic rhythms when working on speech sounds).

Here are some examples of hand movements that can be used when pronouncing sounds with the same articulation method. At the same time, the nature of the movements remains constant.

Vowel sounds. The movements accompanying the pronunciation of vowels should be smooth and long enough.

A: i. n. - hands in front of the chest. Pronouncing the sound a - ·, spread your arms wide to the sides. Weak in terms of dynamics

O: i. p. - hands below. Pronouncing the sound o - ·, raise your hands through the sides up and connect above your head. Weak in terms of dynamics.

U: i. n. - hands at the shoulders. Pronouncing the sound y - ·, stretch your arms forward. Dynamically tense.

E: i. n. - hands forward - to the sides. Pronouncing the sound e - ·, raise your hands to your shoulders. Weak in terms of dynamics.

I: i. n. - hands at the shoulders. Pronouncing the sound and - ·, pull your hands up, rise on your toes. The dynamics are very tense.

consonant sounds. Consonants are produced mainly in combination with vowels. According to the nature of articulation, consonants can be distinguished: deaf plosives (n, t, k), voiced plosives (b, d, e), stop-passing (m, n, l), deaf fricatives (f, s, w, x), fricative-voiced (c, a, g), vibrant (r), affricates (c, h). Special work on the formation of soft consonants in preschoolers is not carried out, but some of these sounds often appear in the independent speech of children (sometimes in place of hard ones).

Explosive voiceless consonants. The movements accompanying the pronunciation of the sounds of this group are fast, sharp, tense in dynamics.

P: pronouncing the syllable pa, sharply lower your hands with clenched fists down; sharply lowering his hands with clenched fists down, at the same time pronounce pa-pa-pa-pa.

T: pronouncing the syllable ta, sharply open the clenched fist, opening the clenched fists, at the same time pronounce ta-ta-ta-ta.

K: pronouncing the syllable ka, sharply throw back the head, at the same time, hands, bent at the elbows, sharply pull back.

Explosive voiced consonants. The movements accompanying the pronunciation of the sounds of this group are fast, but relaxed.

B: i. n. - arms bent at the elbows. Saying ba-ba-ba-ba, shake your hands in a relaxed manner, while slowly leaning forward; pronouncing the syllable ba, sharply, but relaxed, lower your hands down.

D: i. n. - hands in front of the chest. Saying yes-yes-yes-yes-yes-yes, shake the brushes in front of the chest; When saying yes, nod your head in the affirmative.

G: pronouncing ha-ha, ha-ha, repeatedly connect the index and thumb fingers; pronouncing ha, connect the index and thumb fingers.

Stop-passing consonants. The movements accompanying the pronunciation of the sounds of this group are slow, smooth, somewhat tense.

M: i. n. - arms bent at the elbows at chest level. Pronouncing the syllable ma, on m, stretch the arms forward, as if overcoming air resistance, on a - the arms are freely spread apart. There is no interval between movements, one movement smoothly passes into another.

N: i. n. - hands in front of the chest with palms facing you. Pronouncing the syllable on, on n - hands forward, on a - hands are freely spread apart.

L: i. n. - arms bent at the elbows, raised at shoulder level. Saying la-la-la-la, make rotational movements with the hands.

fricative voiceless consonants. The movements accompanying the pronunciation of the sounds of this group are smooth, long, and very intense.

F: i.p. - hands at neck level, palms away from you, elbows down. Pronouncing the sound f, spread your arms to the sides.

X: sp - arms bent at the elbows, palms away from you, elbows down. Pronouncing the sound x, stretch your arms forward.

C: i.p. - hands in front of the chest. While pronouncing the sound with, lower your hands down or spread them apart.

Thorn. - hands in front of the chest. Pronouncing the sound Sh, make wave-like movements down.

fricative voiced consonants. The movements accompanying the pronunciation of the sounds of this group are very tense, trembling.

B: i.p. - hands to the side. Pronouncing the sound in - ·, slightly shake with straight arms and torso.

3: i.p. - hands in front of the chest. Pronouncing the sound z - ·, carry out vibrating movements of the hands in front of the chest.

F: sp. - hands in front of the chest. Pronouncing the sound w - ·, lower your hands down with a sharp wave-like movement.

Vibrant. Pronouncing the sound p, arms bent in front of the chest rotate one around the other. Dynamically tense.

Affricates. The work of evoking affricates can only be started if the child correctly reproduces both components of these sounds. First you need to teach the child to pronounce both consonants (ts, t) without an interval. There should also be no interval between the movements accompanying the pronunciation of these sounds. Then, reducing the time of pronouncing the sound c (w), it is necessary to switch to one movement, for example, sharply, with great force, open the fists. It is possible, using the tactile sensations of the child, to feel the power of the air stream.

Diphthongs. The work is carried out in two stages: first, the child is taught to pronounce the sound and together with another vowel sound (ia, io, ie, well, ai, oi) together so that one sound, as it were, flows into another. The pronunciation of sounds is accompanied by movements that also smoothly pass one into another. When pronouncing the diphthong itself (ya, yu, yo, etc.), the upward movement of the hands, which previously accompanied the pronunciation of the sound and, is replaced by the upward movement of the index fingers.

Imitating the teacher, children sometimes instead of the proposed sound (syllable) pronounce another one (instead of ta-pa, instead of na-ma). In this case, the movement should be assigned to the sound that most children get, while the rest of the children should be gradually transferred to this movement.

When a sound is called, it should be put into a word. Words are selected in such a way that the practiced sound is in the most convenient position for it: an open syllable (for all consonants, for example: there, here, bye. Dad, soup), reverse (for stop and fricatives, for example: house, nose , son), between vowels (for voiced, for example: water, fur coat, hello). Then consonants are pronounced in combination with all vowels (in syllables, syllables and words) in various positions: at the beginning, in the middle and at the end of a word, in consonant clusters.

When pronouncing consonants in combination with various vowels, the movements accompanying the pronunciation of sounds are somewhat modified depending on the vowel included in the syllable.

Carrying out work on evoking sound, the teacher first gives a sample of the sound: pronounces the sound (syllable, syllable). Then the children pronounce 2-3 times together with the teacher, after which the pronunciation of several children is checked (individually), and in conclusion they repeat everything together. The pronunciation of sounds by the teacher and children is accompanied by the corresponding movements.

The first stage is the period of unregulated assimilation of sounds as part of a word. At this time, work should be done using phonetic rhythm to form all sounds except affricates. Some sounds will appear in children, some will not. Experience shows that there is a certain regularity in the sequence of the appearance of sounds in children's speech. Of the vowels, a, o, u, e usually appear first. Among the consonants are labial-labial (p, b, m), labial-dental (f, c), some lingual-dental (t, n, l), i.e. those sounds that are most accessible to auditory-visual perception and the reproduction of which does not require fine motor differentiation. These sounds should be the first to be included in the phonetic rhythm.

The second stage of work on the sounds of speech. By the age of 4 - 4.5 years, children master a number of sounds that they can reproduce correctly, replace them with regulated and acceptable substitutions, but still pronounce the sounds defectively.

In the concentric method, using an abbreviated system of phonemes, 17 so-called basic sounds were identified: a, o, y, e, i, p, t, k, f, s, w, x, v, m, n, l, p. These sounds are substitutes for those the pronunciation of which the child has not yet mastered. In the preschool period, the composition of regulated substitutions is somewhat expanded in comparison with the school. The regulated substitutions also include: replacement of the sounds r and l with semi-soft l; replacement of the vibrant p by a fricative or single-stressed p; replacing the sound x with consonants k; sound replacement in the deaf consonant f; interdental articulation of sounds t, n, s, replacement of the sound sh with interdental labialized s.

Not provided for by the reduced system of phonemes, but acceptable substitutions are such initial articulations of sounds that appear spontaneously in the speech of children and do not contain gross defects. Differing from the regulated substitutions, the permissible ones fit into certain standards: the replacement of sounds t and k - n; replacement n - m; replacement of fricative with explosive t; replacement of sh with buccal sh or labialization without voice. The rest of the substitutions are considered defective. These include: the replacement of deaf consonants with voiced ones, oral ones with nasal ones, nasal ones with oral ones, sonance, throat p, etc.

In the independent speech of children at this time, different substitutions of the same sound can coexist (for example, in the word dog, the sound с is replaced by the sound t, and in the word table, it is pronounced with interdental articulation). When planning work on speech sounds, the teacher must take into account which sounds and their defects most affect the intelligibility of speech. First of all, the sounds that are part of the 17 basic ones are formed, and their most gross defects are also eliminated. Those sounds that the child cannot yet pronounce are replaced by regulated substitutions. As a methodological technique when working on sounds, along with phonetic rhythm, techniques for staging and correcting sounds are used.

Phonetic rhythm during this period contributes to the formation of sounds by imitation, prepares the articulatory apparatus to reproduce the sound, which is then easily introduced into the word.

Word work

Under the correct reproduction of the word is meant a continuous pronunciation in compliance with the sound-syllabic composition, stress, orthoepic norms. The system of working on a word covers various aspects of its phonetic design - sound-syllabic and rhythmic structure, orthoepy and tempo.

When working on a word, such types of work are used as reproduction of words by imitation, reading with decomposition into parts, reading without decomposition into parts, naming pictures, answering questions, etc.

Reproducing words by imitation

In the formation of the skill of correct reproduction of words, the perception of the sample by children plays an important role. The speech of the teacher is such an example. Conditions and bases for imitation may be different. In some cases, the child is able to immediately pronounce the word correctly. If he, imitating the speech of the teacher, reproduces the word defectively, then special techniques are used, for example, phonetic rhythm. Let's consider the method of its application.

The word is divided into parts. The performance of any movement is emphasized by the pronunciation of stop-transitive and fricative consonants, especially when they are at the end of a word or in consonant clusters (tam - ·, mish - · ka). This somewhat prevents the appearance of overtones and the omission of one of the consonants in confluences.

The pronunciation of each part of the word is accompanied by movement. At the same time, the movements should be continuous, the transition of the sound of one articulation into another determines the same character of the execution of hand movements accompanying the pronunciation. Each movement continues the next without a time interval. During special work on the word, at the first stages, a somewhat slower pace of pronunciation is acceptable compared to the natural one. At the same time, the fusion and stress in the word must be preserved. As necessary, individual syllables and even sounds are isolated from the word, subject to the obligatory subsequent continuous reproduction of the word. In order for the child to observe the natural pace of pronouncing the word, the number of movements should be reduced, striving to ensure that the word is pronounced in one movement.

In the classroom, the work is carried out as follows. The teacher pronounces the word at a normal pace, smoothly, observing the stress and orthoepic norms, i.e. gives a sound sample. Then the children, together with the teacher, pronounce the word together, but at a somewhat slower pace, fixing their attention on the sounds, the reproduction of which in the word causes difficulty; after which the children, together with the teacher, pronounce the word at a pace close to natural (at this stage, you can try to reduce the number of movements). In conclusion, the children pronounce the word on their own. All words that are used for special work on the formation of word reproduction skills should be familiar to children and be the most commonly used in speech.

Consider the stages of work on the word.

Mother. 1. The pronunciation of the word is accompanied by two movements corresponding to the syllable ma. 2. Ma (first syllable) - left hand to the side, mother - both hands down at the same time. 3. The word mom is pronounced in one movement - hands down or to the sides.

In the case of pronouncing the word as mbamba (mpampa), you should highlight the sound m and work out its pronunciation in isolation, then in the syllable ma. In the case of the appearance of a closed nasal sound, the sounds m and a can be pronounced several times with a pause between them: m - · a - ·, while the child's attention is drawn to the fact that the lips do not open when pronouncing the sound m. Each time the pause between sounds is reduced, and finally the syllable is pronounced together, in one movement. After that, the pronunciation of the whole word is repeated again.

Give. The natural gesture of the request, performed with one or two hands (syllable yes), continues with a movement corresponding to the sound and.

There. An energetic pointing gesture (on ta) ends with a tense movement of the hand down (on m).

Help. On the syllable pa (o pronounced like a) a sharp downward movement of the fists; on ma (o pronounced like a) hands smoothly forward - to the sides (when m is pronounced, the dynamics increase); on the gi - hands up (emphasize the sound and like a percussion).

1. Fists open sharply (p), hands rotate one around the other (p) and rise up (i); ve - hands smoothly lower, at chest level, the fingers are connected into a pinch (on t).

2. When - fists open sharply; vet - fingers sharply connected into a pinch.

To develop the skill of highlighting a stressed syllable, children are first taught to pronounce three-syllable reduplicates with a different rhythm: Ta-ta-ta, ta-ta-ta, ta-ta-ta. The pronunciation of the stressed syllable is accompanied by a wider and stronger movement. Then the skill is transferred to the word, after the reduplicate, the word is pronounced with the same rhythmic pattern: Ta-ta-ta - grandmother (mitten, apple), ta-ta-ta - shovel (dog); ta-ta-ta - milk (there is a coat). In the future, more complex rhythmic structures are used - 4 - 5 - complex, not only on the material of words, but also phrases.

Types of work related to reading

On two recent years learning, children sufficiently master the skills of analytical reading in order to use it when working on pronunciation.

Reading words with its decomposition into parts is aimed at ensuring the unity of work on the whole word and its elements. The method of dividing a word into parts is dictated by the patterns of mastering pronunciation skills by deaf preschoolers and the peculiarities of the sound-letter composition of a particular word. Many words are decomposed because the critical sound is in positions that can cause erroneous reproduction. For example, the sounds m and n after such consonants as w, t, p, etc., pronounced with an energetic exhalation, are often reproduced erroneously (mp, mb, b, l, nt, nd, d, d). The sounds s, sh, z, zh are often pronounced weakly in words, disappear completely or are replaced by vowels. Basically, words with difficult concatenations of sounds are decomposed to prevent the most common mistakes: overtones in confluences of consonants, omissions of one of the consonants, their rearrangement.

The teacher takes a tablet with a written word and, in the presence of children, cuts it at the confluence of consonants. He puts the parts of the tablet at some distance from each other and invites the child to read the word. If the first consonant in the confluence is fricative or stop-passing, then at the moment of pronouncing the sound (lingering), the first part of the tablet is pulled up to the second and the word is read further without a pause. If the first consonant is stop or fused (affricate), then it is more convenient to pull up the next part. After the word is read in parts without errors, the parts of the tablet are connected and the word is read again. If the child again cannot reproduce the word correctly, then it is again divided into parts. In the case of particularly persistent reading disorders, the word should be repeated conjugated, reflected, using the techniques of phonetic rhythm, followed by its reading. The result of the work should be an independent correct pronunciation of the word by the child, without relying on its graphic image.

Reading a word without breaking it apart suggests a higher level of pronunciation skills. The child must read the word together, observing the stress (orthoepic), correctly reproducing the sound composition of the word. In case of errors, you should return to reading with decomposition into parts or to syllabic exercises.

Types of work related to naming pictures, answering questions, etc., create conditions approaching situations of independent utterance. It is important that children name pictures, answer questions without relying on a letter image. We must not forget that in pronunciation classes the main task is to achieve good pronunciation. Therefore, one should not be content with the correct answer only in terms of the content of the question, it is necessary to achieve correct pronunciation at the level of those pronunciation capabilities that the child currently owns.

Phrase work

This work includes the formation in children of a continuous pronunciation of words in syntagmas, in small phrases, dividing large phrases into syntagmas with the help of pauses, highlighting logical stress, observing the proper tempo of pronunciation of phrases, and also, if possible, changing the basic tone of voice in accordance with the or some other intonation. In addition, children must implement in the phrase all the sound reproduction skills that they have mastered on the material of syllables, syllables and words.

Significant assistance is provided in the work on the phrase by phonetic rhythm. The movements accompanying speech acquire the character of smooth conducting. A short phrase or syntagma is pronounced for one movement. Separate words are taken when intonation is being worked out.

Among the speech exercises used to form the skill of pronouncing a phrase, one can single out such exercises that are built on limited sound material. They are aimed at ensuring that children learn to pronounce a large volume of speech material and do not experience difficulties in sound reproduction. These are exercises like Pa, ma. Dad, ma. Dad mom. Pa, ma. Mom here, mom there, mom, mom here and there.

Phrasal material is used, selected according to the phonetic principle:

It's dark in the forest

Hush, mice

Everyone has been sleeping for a long time.

rooftop cat,

One owl does not sleep -

And the kittens are even taller.

He sits on a bitch.

As exercises, there can be various verses that children learn for the holidays.

In order for the speech of children to be intoned, the following conditions must be observed:

* adult speech should be rich in intonation;

* it is necessary to create and use various situations in which the manner of communication can be expressed by interjections: Ay-y-yy! Oh! Oh! Hooray! and so on.;

* conduct special exercises that use opposite intonations, for example: Yes? No! Yes; I? No you!;

* use speech material with a pronounced intonation pattern:

Rain, rain - ah-ah-ah!

Umbrella, umbrella - give me! give! give!

How high!

conduct speech games involving voice movements in height and intensity:

Papa bear is coming.

TOP-TOP-TOP,

Mama bear is coming.

Top top top

There is a little bear.

Top-top-top-top. Etc.

Deaf children, having certain pronunciation skills, often do not implement them in speech. At the same time, one fixation of the child's attention on pronunciation with the help of the instruction "Speak well!" sometimes it is enough to significantly increase the intelligibility of their speech. This indicates the great importance of systematic control over the phonetic aspect of speech. Such control should have a different degree of exactingness depending on the age of the children and their skills. In the smallest, any attempt to speak should be encouraged and fewer comments should be made, otherwise the desire to speak can be discouraged from children.

There must be continuity in the work of the teacher and educators. They need to know the phonetic capabilities of each child, monitor the emergence of new pronunciation skills and their implementation in speech.

According to the dynamics, it is weak - the exercise is performed without strong muscle tension, according to the dynamics it is tense - with significant muscle tension.

The pronunciation of the syllables pa, ta can be accompanied by the stamping of a foot or by two feet alternately.

See Pay F.F., Slezina N.F. Methods of teaching pronunciation in the school of the deaf - M .: Education, 1981. APPENDIX

Literature

1. Belova N.I. Special deaf pedagogy. - M.: Enlightenment, 1985.

2. Boschis R.M. A teacher about children with hearing impairments. - M.: Enlightenment, 1987.

3. Venger A.A. Teaching deaf preschoolers visual activity. - M.: Enlightenment, 1972.

4. Issues of upbringing and education of abnormal children of preschool age: Sat. scientific tr. // Ed. L.P. Noskovy. - M.: Publishing House of the APN USSR, 1980.

5. Issues of speech formation in anomalous preschool children, Ed. L.P. Noskovy. - M.: Publishing House of the APN USSR, 1982.

6. Vygotsky L.S. Imagination and creativity in childhood. - 2nd ed. - M.: Enlightenment, 1967.

7. Vygotskaya G.L. Teaching deaf preschoolers role-playing games. - M.: Enlightenment, 1975.

8. Zykov S.A., Kuzmicheva E.P., Zykova T.S. Asterisk: A picture guide for the development of speech for the 1st grade of schools for the deaf. - M.: Enlightenment, 1985.

9 .. Correctional education as a basis for the personal development of abnormal preschoolers // Ed. L.P. Noskovy. - M.: Pedagogy, 1989.

10. Korsunskaya B.D. I read myself. Reading book for deaf preschoolers: Guidelines. - M.: Education, 1980-1982. - Issue. 1-3.

11. Mukhina V.S. Psychology of a preschooler. - M.: Enlightenment, 1975.

12Noskova L.P. Teaching language in preschool groups of schools for the deaf - M .: Education, 1987.

13. Rau F.F., Slezina N.F. Methods of teaching pronunciation in the school of the deaf. - M.: Enlightenment, 1981.

14 Sensory education in kindergarten // Ed. N.P. Sakulina, N.N. Poddyakova, V.N. Avanesova. - 2nd ed., corrected. and additional - M.: Enlightenment, 1981.

15. Deaf pedagogy // Ed. M.I. Nikitina. - M.: Enlightenment, 1989. 16. Trofimova G.V. The development of movements in preschool children with hearing impairments. - M.: Enlightenment, 1979.

Explanatory note

The work program on the subject of pronunciation for the 1st grade was developed on the basis of:

1) Federal State Standard of the second generation,

2) an exemplary program of primary general education, prepared within the framework of the project “Development, testing and implementation of the Federal State Educational Standard of General Education of the Second Generation”, implemented by the Russian Academy of Education and Science of the Russian Federation and the Federal Agency for Education,

3) programs of special general education schools for children with severe speech disorders.

This program is designed for 112 hours in accordance with the curriculum of the school, is designed for 1 year and is an entry-level program.

The proposed course is aimed at solving the following problems:

• development of articulatory motor skills of students;
• the formation of the skill of correct speech breathing in children;
• automation of the skill of correct pronunciation of sounds in syllables, words, sentences and texts;
• the formation of the ability to distinguish by ear and in pronunciation of hard and soft, deaf and voiced, whistling and hissing consonant sounds;
• the formation of the ability to make schemes of the sound composition of words;
• development of the rhythmic and sound-syllabic structure of the word;
• clarification and enrichment of the vocabulary of students, taking into account the requirements of the program for the development of speech;
• consolidation in oral speech of forms of inflection and word formation (use of prepositional-case constructions; differentiation of prepositions expressing spatial relations; formation of aspectual-temporal forms of verbs, possessive adjectives and nouns with diminutive suffixes).

The tasks to be solved make it possible to achieve the goal of the course - the education of younger students in a clear, intelligible, expressive speech.

The teaching of the course is connected with the teaching of other courses of the state educational standard: literacy, speech development (the world around) and is based on their content.

The upbringing of clear, intelligible, expressive speech is carried out in several directions at special pronunciation lessons and at individual speech therapy classes between which there is a close relationship. In individual lessons, individual speech difficulties of students are overcome, which impede the assimilation of the program in the lessons of pronunciation and literacy.

Literacy education is associated with the formation of pronunciation, so the program requirements are the same. Each sound is first studied in pronunciation lessons in words and phrases of varying complexity, differentiated from other sounds; then, in literacy classes, the corresponding letter is studied. Reliance on correct pronunciation is necessary for most students in order to prevent difficulties in distinguishing and isolating speech sounds, in their correct correlation with the corresponding letters.

In speech development lessons and pronunciation lessons, students master speech for everyday communication with others, receive the basis for mastering literacy, grammar, spelling and reading. Clarification and enrichment of the vocabulary of students in pronunciation lessons is carried out taking into account the requirements of the program for the development of speech.

Due to the fact that the work on pronunciation is aimed at educating younger students in clear speech based on the assimilation of words of a gradually increasing sound-syllabic structure, as well as the development of phonemic perception, the program has three sections that are closely related to each other:

I. Formation of skills of pronunciation of sounds.

II. Development of skills in the analysis and synthesis of the sound composition of words.

III. The development of the rhythmic and sound-syllabic structure of words.

Work in these areas in pronunciation lessons is carried out in parallel.

One of the distinguishing features of the course content is the sequence of assimilation of speech sounds, which is determined depending on their articulatory complexity and phonological opposition.

In order to prevent specific errors in the writing of students, in particular errors in the replacement of letters, the study of acoustically similar sounds ([s] - [w], [n] - [b], [h] - [c], etc.) goes through a certain time and after a firm and lasting assimilation of each of the initial sounds.

Attention is paid to the development of phonemic processes, since the ability to isolate individual sound elements of a word and understand that words consist of sounds arranged in a certain sequence is a necessary condition for successful literacy.

In close connection with the assimilation of speech sounds and the development of auditory perception, the program provides for teaching children the pronunciation of words of a gradually increasing sound-syllabic structure. Correctly pronounced words should be used by children in coherent speech with the necessary phrasal stress and intonation.

Also, attention is paid to the differentiation of sounds according to various characteristics (according to the method of articulation, hardness-softness, presence-absence of vibration of the vocal folds).

I. Formation of skills of pronunciation of sounds and development of phonemic perception.

1.1. The development of motor skills of the articulatory apparatus, the formation of the skills necessary for the correct pronunciation and correction of sounds.

1.2. Correct pronunciation and distinction of the following sounds:

• vowels [a], [y], [o], [s], [i], [e];
• hard consonants that do not require correction: [m], [p], [c], [k], [n], [f], [t], [x];
• differentiation of sounds [k] - [x];
• soft consonants in combination with vowels [i], [e];
• differentiation of studied hard and soft consonants in combinations pee-pee (dust - drank);
• correct pronunciation and distinction of sounds [s], [s "], [b], [b "], [d], [d "], [h], [h "], [g], [g "], [l], [l "], [g], [ p], [p"];
• differentiation of sounds [s] - [w], [h] - [g], [r] - [l], voiced and deaf consonants;
• the correct pronunciation of the sound [j] at the beginning of the word, before the vowel after the dividing b and b ( pit, sings, pour, entrance);
• differentiation of hard and soft consonants in combination with vowels (dy-di, ba-bya) and at the end of a word (at-at);
• sound [c];
• differentiation of sounds [ts] - [t "], [ts] - [s], [ts] - [s"];
• sound [h];
• differentiation of sounds [h] - [t "], [h] - [s"], [h] - [c];
• sound [u];
• differentiation of sounds [u] - [s "], [w] - [h], [u] - [w].

1.3. The development of attention, memory, the ability to remember 3-4 instructions and perform actions in a given sequence. The ability to repeat a syllable series in a given sequence, consisting of two or three combinations ( pa-po, ka-ha-ka, us-as-os, spa-sta-ska etc.), the ability to memorize in a given sequence 3-4 words of different and similar rhythmic and sound composition ( flour, cat, cotton wool, linden, ribbon, lemon, raspberry), memorizing poems, nursery rhymes, tongue twisters.

II. Development of the rhythmic and sound-syllabic structure of speech.

2.1. Mastering the pronunciation of various combinations of sounds and syllables.

• Pronunciation of a series of vowel sounds ( uiua uiua uiu and so on.).
• Pronunciation of various combinations of direct, reverse, closed syllables and syllables with a confluence of consonants: pa-pa-pa-ap; sas-sos-sus; pru-great-pro; great-kra-tra; se-se-si; le-le-li-li; ple-ple-plo; ply-ply-ply; stra-stra-stra; bra-bro-bro-bra; bra-ora-great-great; with an acceleration of the tempo and a change in the sequence or structure of syllables: i-a-y, y-a-i; ta-ta-ka, ka-ka-ta; pa-ta, bird.
• Pronunciation of combinations of syllables different type with opposition sounds: sa-sa-za, bra-bra-great, zha-sha-zha-sha; cha-cha-cha, bee-five-bee.
• Assimilation of words of the following syllabic composition: Tom, poppy, panama, ice rink, branch, tank; gradual incorporation of trisyllabic words (boots, airplane) and with a confluence of consonants at the beginning of a word ( cup, plate).
• Pronunciation of syllable rows with alternation of stressed and unstressed syllables (exercises are carried out at a fast pace on well-learned sound material); without alternating sounds: tatatatatata..., tata-tatata-tata-tata, ta-tatata-ta-tatata-ta etc.; with alternating vowels and consonants: tatotutato tutatotu, sha-sasa-sha-sasa..., tadanatadanatadana... etc.
• Correct pronunciation of combinations with sound [j]: you-tya-t-te-tye-tye-te.
• Repetition in this sequence of a syllable series perceived by ear, consisting of three or four syllables.

2.2. Formation of pronunciation skills of words and sentences

• Clear, correct, stressed pronunciation of two-syllable and three-syllable words, separate four-syllable words, consisting of syllables of the specified type (wagon, wolf, machine, needle cloud, let's go, blanket), a clear pronunciation of the endings of words when changing the forms of the word. Correct and continuous pronunciation of sounds in words with a confluence of three consonants, selection of sounds from words with a confluence of three consonants (arrow, camel). Correct pronunciation of words with oppositional sounds.
• Correct allocation of the stressed syllable in two-syllable and three-syllable words; drawing up a word scheme with stressed syllables.
• Compilation and correct pronunciation of sentences using words of learned sound-syllabic complexity.
• Memorization of poetic and prose texts with the inclusion of learned sounds, words and in compliance with the rhythm.
• Memorization and repetition in a given sequence of 3-4 words; remembering a series of instructions.

III. Development of skills in the analysis and synthesis of the sound composition of words.

3.1. Isolation of the initial, stressed vowel from words (Olya, duck). Determining the sequence of a vowel in a series of 2-3 vowels: [ay] , [aiu].

3.2. Analysis and synthesis of reverse syllables; highlighting the last consonant of words (cat).

3.3. Isolation of a syllable-forming vowel from words moss, fluff etc.

3.4. Analysis and synthesis of direct syllables sa, su. Isolation of the first consonant and derivational vowel from words sleigh, owls and so on.

3.5. Sound analysis of words soup, nose etc. (drawing up diagrams).

3.6. Dividing words into syllables, drawing up a syllabic scheme of a one-syllable, two-syllable and three-syllable word.

3.7. Sound-syllabic analysis of words owl, braids etc. (drawing up diagrams).

3.8. Assimilation of the terms “sound”, “word”, “vowel sound”, “consonant sound”, “soft sound”, “hard sound”, “syllable”. Assimilation of the syllable-forming role of vowels.

Thematic planning of pronunciation lessons for grade 1 (Annex 1)

Planned results of studying the subject

Personal Outcomes

The student will have:

• positive attitude towards school and learning activities,
• idea of ​​a new social role student, the rules of school life (responsibly treat the pronunciation lesson - be ready for the lesson, take care of the textbook),
• knowledge and implementation of personal hygiene rules in pronunciation lessons,
• ethical standards of behavior (cooperation, mutual assistance) based on the interaction of students in the performance of joint tasks,
• the need for cooperation with adults and peers through familiarity with the rules of conduct in the lesson (in order not to interfere with the successful work of comrades), the rules for working in pairs, with adults,
• knowledge and implementation of the rules of work in a group, a friendly attitude towards peers, conflict-free behavior, the desire to listen to the opinions of classmates.

Subject Results

The first grader will have the opportunity to learn:

• correctly pronounce the sounds worked out in speech therapy classes in independent speech,
• correctly reproduce words of 3-4 syllables with a confluence of consonants,
• reproduce intonation correctly, observing pauses and logical stresses, sentences and texts,
• to differentiate by ear and in pronunciation voiced and deaf, hard and soft, whistling and hissing sounds,
• analyze the sound-syllabic structure of words of 2-3 syllables with a confluence of consonants, determine the stressed syllable and stressed vowel in a word,
• determine the number of words in a sentence of 4 - 5 words,
• clarification of the meanings of words available to children and further enrichment of the vocabulary both through the accumulation of new words and through the development of the ability to actively use various methods of word formation,
• clarification of the meanings of the used syntactic constructions,
• further development and improvement of the grammatical design of speech by mastering phrases, the connection of words in a sentence.

Metasubject Results

Regulatory

The student will learn:

• understand and accept the learning task formulated by the teacher,
• save the learning task of the lesson (reproduce it during the lesson at the request of the speech therapist teacher),
• determine the ways and means of achieving the educational goal,
• with the help of a speech therapist teacher, plan a learning task by establishing cause-and-effect sequences,
• highlight the main educational material with the help of a speech pathologist
• exercise control over the course of their activities (from the ability to use samples to the ability to use special methods of self-control),
• work at a certain pace
• apply knowledge in new situations.

cognitive

The student will learn:

• navigate in the textbook (on the spread),
• understand and interpret conventional signs and the symbols used in the textbook to convey information ( conventions, highlighting),
• find and highlight, under the guidance of a teacher, the necessary information from texts, illustrations of the textbook,
• with the help of a speech therapist teacher, analyze objects (words, phrases, sentences) with the identification of distinctive features,
• compare and classify objects (sounds, words) according to specified criteria;
• group objects (sounds, words) based on essential features.

Communicative UUD

The student will learn:

• listen carefully and hear the teacher-speech therapist, without switching to extraneous influences,
• subordinate their actions to the instructions and comments of the speech therapist teacher,
• understand and accept the learning task set in verbal form,
• to be fluent in verbal means of communication in order to clearly perceive, retain and concentrate on the learning task in accordance with the instructions received,
• purposefully (in accordance with the task) to carry out learning activities,
• observe the rules of speech etiquette when communicating (appeal, request),
• answer questions in strict accordance with the instructions, the task, adequate use of the acquired terminology,
• explain the instruction, the learning task using the necessary terminology,
• ask a teacher or group mate for clarification,
• apply instructions when preparing a speech statement in the course and results of educational work,
• adequately respond to monitoring and evaluation by a speech therapist teacher.

Control of students' achievement of the level of the state educational standard is carried out in the form of starting, current and final control in the form of auditory dictations, tests, performing control exercises, monitoring the quality of students' sound pronunciation in the course of conversations, didactic games.