Methodical manual "The art of sounding speech at school age" (for elementary school teachers, leaders of theater groups). Exercise to develop the sense of movement At night, the old pine tree is half asleep

07.06.2020

Control work is carried out at the end of the second half of the year. All students work at the same time. The text is provided to each student in printed form. The teacher reads the tasks and questions aloud, then the children reread them to themselves. When measuring the speed of reading, the teacher gives the first signal a few seconds after the start of reading and the second - a minute after the first signal. The number of characters in the passage is counted by the teacher. Students work on texts control works pencil.

1st class

It happened in winter: my skis sang! I ran on skis on the lake, and the skis sang. They sang well, like birds.
And around the snow and frost. Nostrils stick together and teeth freeze.
The forest is silent, the lake is silent. The roosters in the village are silent. And the skis are singing!
And their song is like a brook, it flows and rings. But it’s not the skis, in fact, that sing, where are they, wooden ones. Under the ice, someone is singing right under my feet.
If I had gone then, the under-ice song would have remained a wonderful forest mystery. But I didn't leave...
And the song is ringing. She is alive and pure; no stream, no fish, no icicles can sing like this. Only one creature in the world can sing such a song - a bird ...
I hit the ski on the ice. And just then, a miracle bird fluttered out of the dark abyss. She sat down on the edge of the hole and bowed to me three times.
- Hello, under-ice songbird!
The bird nodded again and sang an under-ice song in plain sight.
“But I know you!” - I said. - You are a dipper - a water sparrow!
Olyadka did not answer: he could only bow and nod. Again he darted under the ice, and his song thundered from there. So what if it's winter? Under the ice there is no wind, no frost, no hawk. There, if you whistle louder, everything will ring. What would a dipper not sing!
Why shouldn't we listen to him?

(N. Sladkov)

Questions and tasks

1. Read the text.
2. What wonderful forest riddle did the narrator guess while skiing?

a) In the cold skis ring and sing;
b) a fabulous mysterious bird sings;
v) singing water sparrow.

4. Which statement is true?

a) This text is strictly scientific - the secrets of nature are told strictly and logically;
b) this is a literary text - the narrator loves this world, discovers its wonders and secrets.

5. Find comparisons in the text, underline with a straight line.

6. Come up with a title for the story. Write it here: ... .

Task 2

FOREST RUSHES

Old pine tree at night
Half asleep from sleep
Whispering to little kids
Naughty Pine Cones:
"Quiet, bumps, don't be naughty!
Sleep better, sleep tight.
The wind blows over the peaks,
The wind roars through the hollows,
The wind whistles and roars
Looking for the wind, who does not sleep.
The wind seeks the disobedient.
Sleep, children. Sleep, children."
Cones eyes close,
The cones quickly fall asleep.
The wind is near them
He rustled ... and he calmed down.

(A. Aleksandrov)

Questions and tasks

a) Fun, provocatively;
b) quietly, penetratingly;
v) loudly, solemnly.

Circle the correct letter.

3. Find the lines where the inanimate is spoken of as living. Underline them with a straight line.

4. Find the correct statement:

a) this text is a poem;
b) this is a fairytale;
v) this text is a story.

Task 3

Read the two texts carefully.

Text 1

Each of us has a little sun. If we help a person in trouble, he says: "I will be warmed by your kindness." So, the sun that lives in people is called kindness.
It's okay that you're small. The sun in you can live the biggest.

(S. Kozlov, G. Tsyferov)

Text 2

The sun, like any other star, is a huge hot ball of gas. It shines due to the fact that complex chemical processes take place in its bowels. In size, this star is 109 times larger than the Earth. The sun shines and loses 4 million tons of weight in one second.

(A. Dolgova, T. Korolenkova)

Questions and tasks

2. Determine which text is artistic, which is scientific. Circle the correct statement with a pencil:

a)
b) the first is scientific, the second is artistic.

a) about human kindness;
b) about the heavenly body;
v) the sun is called a native person.

4. Underline the lines in the first text that you consider the most important.

5. In the scientific text, note the signs of the scientific language.

Work progress levels

Exercise 1

Reading technique test, story analysis

1. The pace of reading (at a rate of 25 words per minute):

4th level- above the norm;

3rd level– 20–25 words per minute;

2nd level– 15–20 words per minute;

1st level- less than 15 words per minute.

4. Comparisons: “like birds”, “like a stream”.

5. Possible titles:

Water sparrow. Dipper bird. A wonderful songstress.

4th level

3rd level– in general, everything is done correctly, but there are some shortcomings;

2nd level– completed 1 or 2 of the last 4 items of the task;

1st level

Task 2

Analysis of the poem

Right answers.

1.b).
2. Different stitches can be specified.
3. Personifications: “pine whispers”, “quietly, bumps, don’t be naughty, sleep better”, “wind fumbles”, “roaring wind”, “looking for wind”, “cones close their eyes, cones quickly fall asleep”, “the breeze rustled. .. and quieted down.
4. a).

4th level

3rd level- 1 out of 4 items of the task was completed incorrectly;

2nd level- 2 out of 4 items of the task were completed incorrectly;

1st level

Task 3

Comparison of scientific and literary texts

Right answers

1. –
2. a).
3. a).
4. The words can be underlined: “... kindness is called the sun that lives in people. It's okay that you're small. The sun in you can live the biggest.
5. The words are underlined: "... is a huge hot gas ball",
"... complex chemical processes take place in its bowels", "... 109 times larger than the Earth",
"...4 million tons."

4th level- Answered correctly to all questions;

3rd level– 1 of the last 4 tasks was completed incorrectly;

2nd level– 2 out of 4 tasks were completed incorrectly;

1st level- tasks are not completed or performed incorrectly.

2nd grade

Exercise 1

1. Seas, rivers, lakes keep many mysteries and secrets. In Sicily, for example, there is Lake of Death, which is considered the most dead on the planet. Anything creature that gets into this reservoir, instantly dies. Chemical analysis of water showed that it contains a large amount of sulfuric acid. As a result of the study, it became obvious that the acid enters the lake from two underground sources.

(A. Dolgova, T. Korolenkova)

2. Not far from the shore, a greenish fragment of the fortress wall protruded from the water, light waves rolled over it. I swam to it, lay flat and rested. It was like traveling to a desert island. However, the island was not so uninhabited. With the oncoming wave, a crab sometimes splashed out, clumsily ran to the edge of the cliff and, leaning out from behind the stone, followed me with angry, master's eyes. If you look into the depths, you could see some silvery fry that suddenly rushed by, flashing like sparks knocked out of a little firebrand. Sometimes I lay on my back and, as the wave rolled over me, I saw the disk of the sun, swaying and soft.

(F. Iskander)

Questions and tasks

1. At the teacher's signal, mark the place where you are reading with a simple pencil.

2. In which of the texts is the presence of the author felt, his mood? Circle the correct answer with a pencil:

a) In the first;
b) in the second.

3. Determine which text is artistic, which is scientific. Circle the correct statement with a pencil:

a) the first is artistic, the second is scientific;
b) the first is scientific; the second is artistic.

4. There is a comparison in one of the texts. Find and underline it with a straight line.

5. In the scientific text, find the words and expressions characteristic of the scientific style. Underline them with a wavy line.

Task 2

It's snowing, it's snowing
Snow roams the world.
And where does it come from
And where does it go?
Snowfall, snowfall,
Snow fall.
The snow is falling,
Like a dream
Dreams of the earth, dreams of heaven
Sees, falling asleep,
White garden, white forest
Falling asleep with snow.

(E. Fargen)

Questions and tasks

a) Fun, provocatively;
b)
v) quietly, thoughtfully;
G) loudly, solemnly.

Circle the letter you want.

2. What lines do you find the most beautiful? Underline them with a wavy line.

3. Find the lines where the inanimate is spoken of as living. Underline them with a straight line. Write the name of this technique ....

4. Read the last four lines thoughtfully. Write what the word falling asleep means: in the first case ..., and in the second: ....

5. Let's try to hear how the snow fell. To do this, read the entire poem slowly. What sound is repeated most frequently? Write: ... .

Task 3

Twelve-year-old Tinochka Rudneva flew like an explosive bomb into the room where her older sisters were dressing with the help of two maids for tonight. Excited, out of breath, with scattered curls on her forehead, all pink from fast running, she looked like a pretty boy ...
Tina only this year was admitted to the arrangement of the Christmas tree. Last Christmas, at that time, she was locked up with her younger sister ... in the nursery, assuring that there was no Christmas tree in the hall ... Now Tina was the most worried, fussed and ran for ten, every minute getting under someone's feet, and only increased the general fuss that reigned in the house.

(A. Kuprin)

Questions and tasks

1. What genre does this text belong to? Circle the correct letter:

a) story;
b) folk tale;
v) author's story.

2. Find a description of the main character in the text, underline these lines with a wavy line.

3. How would you characterize the main character:

a) the girl is poorly brought up, not restrained, rude;
b) a timid, impressionable girl;
v) the girl is very active, mobile, cheerful.

4. Find a comparison in the text, underline with a straight line.

5. Write with whom or with what you would compare the heroine of the text Tinochka.

Work progress levels

Exercise 1

Comparison of scientific and artistic text

1. Checking the pace of reading (at a rate of 50 words per minute):

4th level- above the norm;

3rd level– 40–50 words per minute;

2nd level– 30–40 words per minute;

1st level- less than 30 words per minute.

Right answers

2. b).
2. b).
3. In the 2nd text, the comparison is “like sparks”.
5. "Chemical analysis of water showed that it contains a large amount of sulfuric acid."; “As a result of the study, it became clear ...”

4th level- the task was completed correctly;

3rd level– 3 of the last 4 items have been completed;

2nd level

1st level- the task was not completed or performed incorrectly.

Task 2

Analysis of the poem

Right answers

1. v).
2. Any lines can be underlined.
3. Personifications in the text:

"It's snowing, it's snowing,
Snow ... wanders.
"And where does it come from?
And where does he go?
"Snow is falling at random ...";
"Dreams of the earth, dreams of heaven
Sees, falling asleep ... "

4. In the first case, the word means "to fall into a dream", in the second - "to throw snow."
5. The sound "s".

4th level- all tasks are completed correctly;

3rd level- 3-4 points of the assignment were correctly completed;

2nd level- 1-2 items of the assignment are correctly completed;

1st level- the task was not completed or performed incorrectly.

Task 3

Story analysis

Right answers

1. a).
2. "Excited, out of breath, with flying curls on her forehead, all pink from running fast, she looked like a pretty boy."
3. v).
4. Comparison - "like an explosive bomb".
5. The heroine can be compared with a rocket, with a high-speed car: the main thing is that the girl's energy should be emphasized in comparison.

Task completion levels

4th level- everything is done correctly;

3rd level

2nd level

1st level- the task was not completed or performed incorrectly.

3rd grade

Exercise 1

In a certain kingdom there lived a rich merchant; The merchant died and left three sons. The older two went hunting every day.
At one time, they asked their mother and younger brother, Ivan, to hunt, took him to a dense forest and left him there in order to divide the entire father's estate into two parts among themselves, and deprive him of his inheritance.
Ivan, the merchant's son, wandered through the forest for a long time, eating berries and roots, finally got out onto a beautiful plain and saw a house on that plain.
He entered the rooms, walked, walked - there is no one, everywhere is empty; only in one room the table is set for three cutlery, there are three loaves on the plates, and a bottle of wine is placed in front of each cutlery. Ivan, the merchant's son, bit off a small piece of each bread, ate it, and then drank a little from all three bottles and hid behind the door.
Suddenly an eagle flew in, hit the ground and became a fine fellow; a falcon flew after him, after a falcon - a sparrow - they hit the ground and turned into good fellows too. Sat down at the table to eat.
- And after all, bread and wine have been opened with us! the eagle says.
“And that’s true,” the falcon replies, “it’s clear that someone has come to visit.”
They began looking for a guest.
Eagle says:
- Show us! If you are an old man, you will be our father; if an old woman, we’ll call her mother; if you are a good fellow, you will be a brother, we will call the red maiden a sister.

Questions and tasks

3. Read the text.

a) Magic numbers;
b) magic items;
v) echoes of totemic ideas of ancient people;
G) transition to an "alien", magical world.

Task 2

The evening forest does not sleep yet,
The moon is rising bright.
And somewhere a tree creaks,
Like an old raven, croaking.

Everything tonight wants to sing.
And unable to sing
It remains to bend and creak,
Meeting the spring night.

(S. Marshak)

Questions and tasks

2. Underline with a straight line the words that create a visual, visible image of the night.

3. What sounds does the poet hear at night in the forest? Underline with a wavy line the words, sentences that create the sound image of the night.

4. Come up with a title for the poem.

5. Find a comparison in the text, underline it with two lines.

6. Find rhyming lines, connect them with a pencil.

Task 3

DOG WITH A PIECE OF MEAT

A dog with a piece of meat in its teeth was crossing the river and saw its reflection in the water. She decided that this was another dog with a larger piece, threw her meat and rushed to beat someone else's. So she was left without one and without the other: she did not find one, because it was not there, the other was lost, because the water carried it away.
You can't be greedy.

Questions and tasks

2. Determine the genre of the text. Circle the correct answer:

a) folk tale;
b) story;
v) fable;
G) author's story.

3. The dog in this work represents:

a) malice and cunning;
b) envy;
v) laziness and carelessness;
G) greed.

4. Underline the most important lines in the text.

5. Which proverb reflects the meaning of this story:

a)"Small spool but precious";
b)“From grief even to the sea, but from trouble - to the water”;
v)“Fled from trouble, but attacked another”;
G)“If you chase someone else, you will lose your own.”

a) Aesop;
b) I.A. Krylov;
v) this is a folk work.

Task 4(performed on request!)

Planted trees in the garden.
Quiet, quiet, to encourage them,
Whispering autumn rain.

1. What mood remains after reading these lines?

a) Cheerful, joyful;
b) sad, lyrical;
v) anxious;
G) solemn, elevated.

2. What picture would you paint to illustrate this poem? Describe it in a few lines.

Work Levels

Exercise 1

Reading technique check. Reading pace (at a rate of 70 words per minute):

4th level- above the norm;

3rd level– 60–70 words;

2nd level– 50–60 words;

1st level– less than 50 words.

Understanding the content, genre specifics of a fairy tale

Right answers:

4–5. a), v), G).

Magic number - 3; totemistic representations - the transformation of birds into good fellows; crossing the border - got out on a beautiful plain ....

6. "Three Bears", "Snow White and the Seven Dwarfs", Brothers Grimm, "The Tale of the Dead Princess and the Seven Bogatyrs" A.S. Pushkin.

Task completion levels

4th level- everything is done correctly;

3rd level- 2 of the last 3 items of the assignment are completed correctly;

2nd level- 1 of the last 3 items of the task was completed correctly;

1st level- the task was not completed or performed incorrectly.

Task 2

Analysis of the poem

Right answers:

2. "The moon rises bright."

3. “And somewhere the tree creaks,
Like an old raven, croaking";
“Everything wants to sing this night”;
"... It remains to bend and creak..."

4. It is important that the motives of the night, the night sounds of the forest, sound in the invented headings, for example: “Sounds of the night”, “Spring night”.

5. Comparison: "like an old raven cawing."

6. Rhymes: sleeping - creaking, bright - croaking, singing - creaking, singing - spring.

Task completion levels

4th level- everything is done correctly;

3rd level- 3-4 points of the task are completed correctly;

2nd level– 1–2 out of 5 items of the assignment are completed correctly;

1st level- the task was not completed or performed incorrectly.

Task 3

Fable analysis

Right answers:

2. v).
3. b), d).
4. You can't be greedy.
5. G).
6. a).

Task completion levels:

4th level- everything is done correctly;

3rd level- 3-4 points of the task are completed correctly;

2nd level– 1-2 out of 5 items of the task are completed correctly.

1st level- the task was not completed or performed incorrectly.

Task 4

haiku analysis

1. b).
2. Everyone draws their own image.
3. Personification.

Task completion levels

4th level- everything is done correctly;

3rd level

2nd level– 1 out of 3 points is correct;

1st level- the task was not completed or performed incorrectly

4th grade

Exercise 1

Once upon a time there was a merchant, he had three daughters. He had to go to foreign lands for goods. He asks his daughters:
What can you bring back from overseas?
The eldest asks for a new thing, the middle one - the same, and the youngest took a piece of paper and drew a flower.
“For me,” he says, “father, bring here such a flower.”
The merchant traveled for a long time to different states, but he never saw such a flower anywhere.
He began to toss and turn home and saw on the way a glorious high palace with towers, towers, with a garden. I went for a walk in the garden: what are all kinds of trees, what are all kinds of flowers! One flower is more beautiful than the other! He looks, and here he grows exactly the same as his daughter painted for him. “Give,” he thinks, “I’ll pick and take my beloved daughter; it seems that there is no one, no one will see! He bent down and plucked it, and just as he did so, at that very moment a violent wind rose, thunder rumbled, and a terrible monster appeared before him - an ugly winged serpent with three heads.
How dare you take care of my garden? the snake shouted at the merchant. Why did you pick the flower?
The merchant was frightened, fell to his knees and began to ask for forgiveness.
- Well, - says the serpent, - perhaps I will forgive you, only on the condition: whoever meets you first upon arrival home, give him to me for the rest of his life. And if you deceive, then do not forget that you cannot hide from me anywhere; I will find you everywhere!

(Russian folktale)

Questions and tasks

2. At the teacher's signal, mark the place where you are reading with a simple pencil.

3. Read the text.

4. What features of a folk fairy tale can be found in this fragment?

a) Magic numbers;
b) a journey into an "alien" magical world;
v) actions of a magical assistant;
G) a promise that the hero will definitely keep.

5. Underline those fragments of the text that confirm your previous answer. Above each fragment, put the corresponding letter.

6. In what fairy tales (author's and folk tales) that you have read, have you already met similar situations, events? Write the names of these stories.

Task 2

Through the blue sky
The roar of thunder passed
And again everything is silent.

And a moment later we hear
How fun and fast
All over the green leaves
On all iron roofs,

On flower beds, benches,
By buckets and watering cans
The pouring rain is noisy.

(S. Marshak)

Questions and tasks

a) Fun, provocatively;
b) with indignation and indignation;
v) quiet, thoughtful, sad;
G) loudly, solemnly.

Circle the letter you want.

3. Reread the first two lines. What sounds helped us to hear the rumble of thunder? Circle them in the text. What is this technique called in the literature?

a) Epithet;
b) sound recording;
v) comparison;
G) contrast.

4. Find the personification in the text, underline with a straight line.

Task 3

Behind the wall of our house, someone started a long conversation. You can't make out the words, but the conversation is affectionate. Or maybe they don’t talk, look into each other’s happy eyes and laugh. Quietly and so well that I myself smile, I get up ... Outside the window, the morning rain is a mumbler. He is talking to the river.
I go out under our pines. They stand like a wall along the beautiful Kirzhach River.
The earth, filled with rain, smells of bark, shining palms of leaves, last year's cones.
I go down to the river carefully, get into the boat so as not to disturb the water. The boat still sways a little, and the mirror of water sways, and pine trees, the sky, pimples of rain sway in it.
I close my eyes to listen again to the conversation of the rain and the river, but I hear the birds and do not feel the rain.
Something has changed in the world. I open my eyes - the forest is enveloped in a bright red fire. I intercept fear on the fly: this is not a fire - the sun has risen.

(V.A. Bahrevsky)

Questions and tasks

1. How do you feel after reading this text? Mark one or more correct answers:

a) bright joy;
b) sadness, melancholy;
v) fear;
G) Delight.

Underline the lines in the text that evoke such feelings.

2. Find in the text a fragment where the narrator draws visual images-pictures; mark it with a "+" in the margin.

3. Find sound images, mark them with the sign "!" on the fields.

4. Find a fragment that describes the smells of the morning. Mark it with a tick in the box.

5. Think of a title for the text.

Work Levels

Reading pace (at a rate of 90 words per minute):

4th level- above the norm;

3rd level– 80–90 words per minute;

2nd level– 70–80 words per minute;

1st level- less than 70 words per minute.

Right answers:

1. a), b), d).

2. Magical numbers: three daughters, three serpent heads; a journey to a "foreign" world - "the merchant saw on the way a glorious high palace with towers, towers, a garden."

3. Similar motifs were found in S. Aksakov's fairy tale "The Scarlet Flower", Russian folk tale"Vasilisa the Wise and the Sea King" (a promise to send someone to a "foreign" world).

Task completion levels

4th level- everything is done correctly;

3rd level– 2 out of 3 points are correct;

2nd level b – 1 out of 3 items was completed correctly;

1st level- the task was not completed or performed incorrectly.

Task 2

Analysis of the poem.

Right answers:

3. Sound recording. The sounds [p], [gr] are repeated.

4. Personification "A roar of thunder passed through the blue sky."

Task completion levels

4th level- everything is done correctly;

3rd level- 2 out of 3 items of the task are completed correctly;

2nd level- 1 of the last 3 points is correct;

1st level- the task was not completed or performed incorrectly.

Task 3

Story analysis

Right answers:

1. a), G).

2. Visual images: “I go out under our pines. They stand like a wall along the beautiful river Kirzhach”; “The boat still sways a little, and the mirror of water sways, and pine trees, the sky, pimples of rain sway in it”; "... the forest is engulfed in bright red fire... the sun has risen."

3. Sound images: “Outside the window, the morning rain is a mumbler. He is talking to the river”; “I close my eyes to listen again to the conversation of the rain and the river, but I hear the birds and don’t feel the rain.”

4. Smells of the morning: "The earth, filled with rain, smells of bark, shining palms of leaves, last year's cones."

5. The headline should contain the theme of a beautiful morning, for example: “Beautiful morning”, “Sunrise”, “Morning of the world”, “Summer morning”.

Task completion levels

4th level- everything is done correctly;

3rd level- 3-4 points of the task are completed correctly;

2nd level- 1-2 of the five items of the task are completed correctly;

1st level- the task was not completed or performed incorrectly.

Whispers to little .. kids, Naughty pines .. bumps: “Quiet, bumps, don't be naughty! Sleep better, sleep tight..."

(A. Alexandrov.)

Sh. 20. Theme "Adjective name"

Read. What is the name of the story? Continue it yourself, answering the question: “What do you have in your yard?” Write off by inserting the missing endings of adjectives.

What's in our yard?

What's in our yard? Our house. He is big. White ..-white .., and his roof is pink ... On the roof - television antennas .., like masts on a ship. So beautiful .. I saw the ship in the picture.

(G. Tsyferov)

Sh. 21. Theme "Adjective name"

Read. Try to come up with a story about the origin of the name of the forget-me-not flower. Write by inserting the endings of adjectives. Write the adjectives in two groups.

Forget-me-nots were chenille in the cheese.. depressions. They were so bright .. and so blue .. as if they reflected the spring .. sky. Forget-me-not lakes are surrounded by golden buttercups. And poppies burned on dry manes. The poppies looked like red lanterns lit in the green grass.

(N. Sladkov)

forget-me-not

Buttercup

Sh. 22. Theme "Adjective name"

Write off. Title the text with an exclamatory sentence. Insert the endings of adjectives, mark the case.

And in the spring, the sun continued to heat the earth. The first spring breeze, which flew in from the warm sea, breathed with warmth. Buds swelled on birches, and hairy .. branches of fir trees were covered with soft .. light .. buds. They were young .. shoots of new needles, looking green .. with eyes. Through the wet .., blackened snow, the first snowdrop broke through with its yellow .. head.

(D.N. Mamin-Sibiryak)

Sh.23. Topic "Adjective"

Have you ever watched the leaves of trees and shrubs bloom? Read how the author writes about it. Write out phrases from nouns and adjectives. Define cases.

The linden leaves come out shriveled and hang, and above them the buds that enclose them stick out like pink horns.

The oak sternly unfolds, asserting its leaf, albeit small, but even in its very infancy some kind of oak.

Aspen begins not in green paint, but in brown, in its very infancy with coins, and sways.

The maple is blooming yellow, the palms of the leaf, clenched embarrassedly and large, hang with gifts.

Oh, how slowly it crawls - we go in a circle, we turn the snails with our hands -

Snail on the ground. ku on the head.
She carries on her back. - move horns - fingers

Chocolate bar - move very slowly.
If I became a snail
I would run right away. Everyone runs as best they can.

2. Long-legged crane
Long-legged crane - we go with a straight back, hands
I walked around the meadow all day - on my belt, raise my legs high
Just wet your feet - shake off the water from your feet.
Got completely exhausted. - the body went limp, the hands hung.
And when you're really tired
He raised one leg - we stand on one leg.
And he stood a little… - we stand as long as we can.
Then take a deep breath - deep breath, wave your hands
He waved his wings lightly - the body is stretched out,
And it flew beautifully - we “fly” in a circle faster and faster
flew, flew,
And then he sat on the roof. - stop, sit down.

Mouth a la blizzard -
All cases a, yes affairs a,
Hall e evil on spruce
And trace s swept up a.
per l a smell of green
Svern at she lazed.
And the forest is relieved
sigh at L: “Silence…..”

T. Zolotukhina.

(this poem is read to highlight the main words in the text, for their correct intonation, sometimes it is called " expressive reading»)

SECOND CLASS
In the second grade, a three-syllable foot is taken to work with rhythms, which harmoniously connects breathing (movement of the lungs) with the beating of the heart and blood circulation. Movements accompanied by verses must be comprehended, and the rhythm must be accurately perceived through clapping and steps.
Legs- on short sounds, children work on tiptoe, on long sounds they sink to the full foot.
Arms- on short sounds, the clap is very quiet, on long sounds, a strong blow with the palms.
The child must hear the sound, and the artistic aspect of speech coming from the depths of the soul, therefore it is not recommended to scream and read poetry loudly
Dactyl– falling rhythm, helps to develop a sense of thinking (-vv-vv-vv-)

Thought after thought, wave after wave,
Two manifestations of one element;
Whether in a tight heart, in a boundless sea,
Here in prison, there, in the open,
The same eternal surf and end,
The same ghost is disturbingly empty.
(F. Tyutchev)

There is a time of nature special light
The dim sun, the gentlest heat,
It's called Indian Summer.
And in charms he argues with spring itself.
(O. Bergolts)
(the exercise can be spoken through the transfer of balls in a circle)

Forest rustles
Old pine tree at night
Half asleep from sleep
Whispering to little kids
Naughty Pine Cones:
"Quiet bumps, don't be naughty!
Sleep better, sleep tight
The wind blows over the peaks,
The wind roars through the hollows,
The wind whistles and roars
Looking for the wind, who does not sleep!
The wind seeks the disobedient.
Sleep, children. Sleep, children."
Cones eyes close,
The cones quickly fall asleep.
The wind is near them
He rustled ... and he calmed down.
(A. Alesandrov)
(On the first 2 lines, the children work in rhythm, either through a step or through their hands, they pronounce it, the children stage the second quatrain, as if lulling them to sleep, then they show the movements of the wind with their hands, the last quatrain, the children calm down with their eyes closed and everyone freezes)
Anapaest– rising rhythm, forms a feeling (vv-vv-vv-)

Amphibrachius- swinging rhythm, forms the will (v-vv-vv-vv-)
I'm sitting behind bars in a damp dungeon,
A young eagle raised in captivity.
My sad comrade, waving his wing
Bloody food pecks under the window.
(A. Pushkin)

Amphimacre - (-v-)
Quiet as fur
Quiet as a lion
Lips in laughter
Eyebrows in anger
above the stars
Above words
Full length
Pied Piper.
(M. Tsvetaeva)
(These poetic quatrains can be "stepped" in rhythm, you can work with balls or sticks).

Falling rhythm to form "I"
Falling, falling leaves
Leaf fall in our garden
yellow red leaves
They curl in the wind, they fly.

Birds fly south
Geese, rooks, cranes,
Here is the last flock
Wings flapping in the distance.

Rising rhythm

Snow is still whitening in the fields,
And the waters are already rustling in the spring -
They run and wake up a noisy shore,
They run and shine and say ....
They say all over the place:
"Spring is coming! Spring is coming!
We are messengers of young spring,
She sent us ahead!”
(F. Tyutchev)
(running in a circle, or through one, on the last word of each line, jump, or clap over your head. You can include the transfer of balls in a circle, counting "twos", "threes").

Quiet verse
This is a quiet quiet verse, -step
Quiet walks around the apartment, -step
Walks quietly on toes, step
In warm knitted socks. -step
"Don't make noise, walk like me, step
Your grandmother is napping "- step
Whispers a verse in my ear, step
This quiet quiet Quiet! -step

(the exercise is related to the “three-part step” and it “walks” as follows: children walk in a circle, raising and lowering their right or left foot for the length of one line, it is important to watch how they raise their knee and transfer slowly in the rhythm of the verse and leg and the weight of your body, after the Rubicon you can read this poem, stepping back).

My cheerful sonorous ball!
(starting to pronounce these verses, the teacher distributes balls from the basket and lets them go around)

We walked after school
We just walked on. - steps in a circle
Directly and to the right, - according to the text
And then back! - backward movement
And then left, turn left
And then around! - turning around
And then skipping, jumps
And then run! - running in a circle.

THIRD CLASS

In the third grade, a four-syllable foot is taken to work with rhythms, peon. During this period, the child begins to separate the world from himself and it is recommended to take landscape lyrics, rhymes, "Kalevala" into work. Children begin to understand the inner beauty of language. Working with consonants he imitates the outside world and action, in work with vowels he expresses his feelings. And then the language is the meeting place of sympathy and antipathy. What is told and read should attract the attention of the child, interest, and when it is, a kind of quiet pleasure awakens in the soul, and it is physically manifested in the subtle secretion of the glands, which dissolves the salt deposits that occur when reading, telling and memorizing uninteresting material. Children should not be allowed to get bored otherwise the body will produce and distribute insoluble salts, thereby contributing to metabolic diseases. Especially for girls, cramming and the inability to dress the material in the form of emotional stories that cause pleasure, as a result, migraine-like conditions appear and the body is stuffed with small spurs that do not resolve. And if the children move in different peons, then the flow of rhythm is experienced as the flow of a river.

Falling peon - (-vvv-v)

Fluffy white snow
Spinning in the air
And the earth is quiet
Falling, laying down.
And from the snow immediately
The field turned white
Like a veil
All dressed him up.
(A. Surikov)

The grass is green
The sun is shining
Swallow with spring
It flies to us in the canopy.
With her the sun is more beautiful
And spring is sweeter ....
Chirp out of the way
Hello to us soon.
I will give you grains
And you sing a song
That their distant countries

I brought it with me.
(A. Pleshcheev)

ABOUT CHAPTER

Introduction……………………………………………………………………………………………………………..

Theoretical material……………………………………………………………………………………
The role and importance of rhythms in life and the child

Practical part
Working with rhythms First year of study…………………………………………………………….
Working with rhythms Second year of study…………………………………………………………………
Working with rhythms Third year of study…………………………………………………………………
Working with rhythms Fourth year of study………………………………………………………..

Conclusion

"Soul of Man, you live in the beat
heart and lungs. There is the center
life…” R. Steiner.

This is how the creator of anthroposophy, Rudolf Steiner, addresses the human rhythmic system. It is in the middle part of our being that the center of life is located. The change of seasons, day and night, flourishing and fading, ebb and flow, indicate that life is organized by rhythm.
A great world rhythm is inherent in the Cosmos. The World Word lives on the waves of this cosmic rhythm. On earth, a person lives in a small rhythm - in the rhythm of human speech. The speech of the ancient Greeks consisted of an alternation of long and short vowels. A reflection of this is the division of vowels into long and short, preserved in many European languages. So in the system in English vowels have 2-3 degrees of longitude.

The rhythm of speech modern man corresponds to the alternation of stressed and unstressed syllables.
The rhythmic poetic flow of speech is directly related to the life processes in a person and can be of exceptional importance both in pedagogy and in medicine.
Rhythm can be powerful pedagogical tool harmonizing human temperament. For example, the poetic rhythm SPONDEUS is useful for a CHOLERIC;
phlegmatic - trochaic, dactyl, hexameter;
SANGUINE - IMB, ANAPEST;
MELANCHOLIC - AMPHIBRACHY.
The rhythm of human speech is closely related to the rhythm of breathing. We pronounce speech by exhaling, the stressed syllable accounts for the largest amount of exhaled air. And therefore, the pronunciation of poetic texts when reciting, reciting. Poetry is a revelation of the higher "I" of a person, which lives in ascending (iamb), descending (trochee), swinging (sponde) rhythms.

Developing a child's sense of rhythm
At the age of 7-8 years, children, as a rule, master the usual step, on which the two-syllable poetic foot of iambic and chorea easily falls. In contact with these rhythms, the child performs timing through the "pacing" of verses, correlating a strong beat with a long step, a weak one with a short one. This leads to primary stable rhythmization. In the process of work, he gets acquainted with the rhyme, experiencing it internal laws and beauty. As a rule, during this period of learning, the development of a sense of rhythm and the development of speech are linked together.
The next stage in the development of a sense of rhythm is a more complex three-part step, working with which helps to rhythmize physiological processes, because. in a child of this age, it is considered normal that one breath corresponds to three beats of the pulse.
Thus, through the poetic rhythms of iambic and chorea, the beats of the pulse are balanced with the movement of blood. .
In the second year learning work on developing a sense of rhythm and speech becomes more difficult. The basis for working with the child's rhythmic system is the three-syllable poetic foot (dactyl and anapaest), which helps balance the pulse rate and breathing. Working with this rhythm is difficult for a child, because. arms and legs, fixing the syllable in motion, as well as its length are constantly changing. For the accuracy of designating the stressed syllable, an object is introduced (ball, stick, gas handkerchief, etc.). Exercises with rhythms and speech are complicated by clapping in conjunction with step acceleration, alternating step on the heels, on tiptoe, long and short steps.
For artistic knowledge and perception of the sound of one's voice, counting rhymes, round dance games, works related to the world of plants and animals, including fables, are taken. Thus, within two years of study,the main task – instinctive living of rhythm through rhymes and beats.
The result of mastering the poetic rhythms of dactyl, anapaest, amphibrachs is the harmonious reunion of breathing (lung movement) with the heartbeat and blood circulation.
In the third year learning work on the development of the child's speech is of primary importance. By this time, he had acquired a sufficient understanding of rhythm and tact, and now for the first time he awakens the ability to comprehend everything that he had previously experienced musically and rhythmically. Thanks to language exercises, the child begins to feel the dynamics of the language and the formative foundations of speech, since the vowel sound carries something musical, the consonant - plastic, and human speech combines both. The child learns to speak in a slow manner in order to speak directly to thought. The mastered form-building foundations of vowel and consonant sounds are being replaced by work on the dynamics of speech, on mastering the stressed syllable (epic epic, proverbs, sayings, tongue twisters). Work on the development of speech is based on the rhythm of the four-syllable peon foot (falling, forward striving, agitated, rising, horiyamb, yonicus). This poetic rhythm is able to give a variety of forms of movement, their dynamics.
After three years of training, children basically master poetic rhythms: two-syllable, three-syllable foot, three-part step, which help them coordinate their body in space through work with the corresponding poetic rhythms.
Working with a child on the development of speech and rhythm in the third grade, we bring his metabolic system into proper order.
Transition to the fourth year learning coincides with the exit from the age crisis, when the child has experienced his break with the world and now can feel like an external observer. Now he has a need to build bridges with this separate world from him. At this age, the ability to think independently, on the one hand, and the will, on the other hand, is born. Therefore, to give the child a sense of a certain power within himself, leading to harmony, work with alliteration (the rhythm of the wand in which conscious pulsation lives) and special speech exercises for the development of clear diction, experiencing the smoothness and beauty of the speech flow, for rounding sounds and for articulating speech. Thanks to these five components, the child establishes the correct relationship between blood circulation and respiration.
in the development of the child's creative potential, in the form of dynamic pauses during lessons.
imbalance The rhythmic system of the child causes a violation of the coordination of the body in space. Therefore, a block of exercises is necessarily introduced into the program for: body balance, movement along straight and curved lines, in a circle, dividing the circle into internal and external, fixing right-left-hand movement, searching for a fulcrum through jumps.
This rhythmic part can be carried out by any teacher, if he is interested. in the development of the child's creative potential, in his health saving in the form of dynamic pauses during lessons.
FIRST GRADE
In the first grade, a two-syllable poetic foot is taken to work with rhythms, which is associated with the movement of blood in his body. And then it is important that in working with him, three rhythms live:
Chorey- falling rhythm, lives in consonants, expressed through the ideas that live in us, and is responsible for the development of intelligence (- long sound, v - short sound.)
(- v - v - v - v )
Leaves. M. Lisovaya.
The leaves were flooded with sunshine
The leaves are saturated with the sun
Poured, weighed down,
Run and fly
Rustled through the bushes
Jumped on the knots
The wind turns gold
Sounds like golden rain.
(poetic rhythm, perhaps to be recited by the whole class walking in a simple step, or making movements with the hands - a long, short, long short hand gesture to the center and down)
Yamb- the rising rhythm, living in vowel sounds, is expressed through the development of feelings.
(v - v - v - v -)
Swallow's nest. I.Nikitina
The water is boiling, the stream is making noise,
At the mill and noise and thunder
Wheels make noise in the water
And the sprays fly upwards with fire
From the foam, a hillock stands,
That the bridge is alive, the whole floor is trembling.
Noisy water, the sleeve is shaking,
Rye flows like rain on the stones.
Under the millstone will give birth to flour,
There is flour, dust in the eyes.
(a poetic rhythm, perhaps to be recited by the whole class walking in a simple step, or making movements with the hands - a short long, short long gesture of the hands down and to the center)
Spondee- a calm rhythm that balances the intellect and feelings through the development of the will.
(- - - - - -)
Wing flap. A. Natteri
Wing flap. I rush up.
I am. That was.
One hundred suns weave life.
I drink light. Light is color
At the bottom of the eyes - a splash of spray,
Seven gates - the entrance to heaven,
Yes, to hell - just lied.
Two waves rose shaft
God waited for three days.
(poetic rhythm "steps" smoothly and calmly)
Particular attention is paid to Rhythm, Tact, Sound, Rhyme. And this means that it is simply necessary to work with children on the development of these qualities.
Step- revitalizes speech, helps articulation. Through the movement of the legs, the child learns to build sentences correctly.
Spring waters. F. Tyutchev
Snow is still whitening in the fields,
And the waves are already rustling in the spring_
They run and wake up the sleepy shore,
They run and shine, and they say ....
They are talking all over
"Spring is coming! Spring is coming!
We are messengers of young spring,
She sent us ahead!”
(children walk in a circle and on the last syllable you can either jump, or if there are balls, hit them on the floor, or clap your hands)
We walked and walked
We just walked on.
Forward and to the right,
And then back.
And then to the left
And then around.
And then jump!
And then run!
(the exercise is illustrated according to the text)
Involvement of the hands explains the inner gesture of speech, its flow, fills speech with harmony. If the child does not have harmony in the movement of the hands, his speech will be croaking and dissonant.
Left and right - - we spread our arms
They drive trains. - spin a huge wheel
Left and right - we spread our arms
They build cities. - lay bricks up
Can sew and darn. - We sew with a needle
Left and right - we spread our arms
They can clap loudly! - clap your hands
And when the night comes - palms under the cheek
The hands are so tired, we show our palms
Left and right - we spread our arms
They sleep on a blanket. - lay hands on each other

Working with fingers promotes the perception of speech and the development of the ability to speak. If there is no life in the fingers, then he will not have a sense of how to modulate his voice when speaking.
One, two, three, four, five!- bend the fingers of the left hand in turn
Let's count fingers!
Strong! - clench your fist.
Friendly!
All so necessary! - unclench fist

One, two, three, four, five! - repeat the count as at the beginning.
Fingers are fast! - fingers run along the body and knees.
Not very clean though! - hide behind the back.

Two sisters, two hands
They cut, they build, they dig.
Weeds are falling together
And wash each other.
Two hands knead the dough
Left and right
Sea and river water
They row while swimming (imitation of words in movements)

Exercise for stretching the vertebrae.

What is higher than the forest? -pull up.
What is more beautiful than the world? - hands go down to shoulder level.
Perhaps the sun is in the heart? - the hands go down smoothly, from below they reach - - the chest, while connecting them into a house.
Dandelion

The sun dropped a golden ray - hands from above descend down along with the body
The first dandelion grew, young! - lifting the body with hands. sun.
He has a wonderful, - turn with outstretched arms to the right.
Golden light! - turn with outstretched arms to the left.
He big sun, - hands go up.
Little portrait! - palms gather in a house and go to the chest.

Exercise "Gnomes"

(for warming up the legs, and developing creative imagination)
There is a stone grotto in the mountain gorge.
Lives there cheerful and friendly people! - rhythmic movement
Underground gnomes do not sleep for a minute - put the palms of your hands under your cheek
Forge and forge and forge! - fists knock on fists
And they hide their secret from the eyes of the curious! - mysteriously
No one will ever know their secrets!
Freeze! Don't breathe! Just listen and listen! -children indicate action
And don't rush!

An exercise to develop a sense of movement

Ah, how slowly it crawls - we go in a circle, we turn the snails with our hands -

Snail on the ground. ku on the head.
She carries on her back. - move horns - fingers

Chocolate bar - move very slowly.
If I became a snail
I would run right away. Everyone runs as best they can.

Mouth a la blizzard -
All cases a, yes affairs a,
Hall e evil on spruce
And trace s swept up a.
per l a smell of green
Svern at she lazed.
And the forest is relieved
sigh at L: “Silence…..”

T. Zolotukhina.

(this poem is read to highlight the main words in the text, for their correct intonation, sometimes this is called “expressive reading”)

SECOND CLASS
In the second grade, a three-syllable foot is taken to work with rhythms, which harmoniously connects breathing (the movement of the lungs) with the beating of the heart and blood circulation. Movements accompanied by verses must be comprehended, and the rhythm must be accurately perceived through clapping and steps.
Legs - on short sounds, children work on tiptoe, on long sounds they sink to the fullfoot.
Arms - on short sounds, the clap is very quiet, on long sounds, a strong blow with the palms.
The child must hear the sound, and the artistic aspect of speech coming from the depths of the soul, therefore it is not recommended to scream and read poetry loudly
Dactyl– falling rhythm, helps to develop a sense of thinking (- vv - vv - vv -)

Bells.
How many of them bloomed recently
Like a white sea in the forest
Warm evening rocked them so smoothly
And save the youthful beauty.
(To Solovyov)
Don't ask for anything, don't want anything.
Let only love overflow.
Let only love grow like a shaft,
You created me. You gave me this world.
(Z. Mirkina)
(the anapaest is associated with the cult of Dionysius and the warriors performed a rhythmic dance before leaving for the war and it was called the “Dance of War”, then upon arrival from the war they again danced the dance in the same rhythm, but already the “Dance of Peace” (Dance of Energies). This dance helps to make the most grumpy and restless children calm and peaceful.
Amphibrachius- swinging rhythm, forms the will (v - vv - vv - vv -)
I'm sitting behind bars in a damp dungeon,
A young eagle raised in captivity.
My sad comrade, waving his wing
Bloody food pecks under the window.
(A. Pushkin)
Amphimacre - (-v-)
Quiet as fur
Quiet as a lion
Lips in laughter
Eyebrows in anger
above the stars
Above words
Full length
Pied Piper.
(M. Tsvetaeva)
(These poetic quatrains can be "stepped" in rhythm, you can work with balls or sticks).
falling rhythm to form "I"
Falling, falling leaves
Leaf fall in our garden
yellow red leaves
They curl in the wind, they fly.

Birds fly south
Geese, rooks, cranes,
Here is the last flock
Wings flapping in the distance.

Let's take a basket in our hands,
Let's go to the forest for mushrooms.
The forest paths smell
Delicious autumn mushroom.
We won't get wet in the rain
Let it drizzle from above.
We jump through the puddles
And open umbrellas.
(M. Evensen)
(For each line of this poem, it is recommended to make a large falling movement in a circle, or in a circle).
Rising rhythm
Snow is still whitening in the fields,
And the waters are already rustling in the spring -
They run and wake up a noisy shore,
They run and shine and say ....
They say all over the place:
"Spring is coming! Spring is coming!
We are messengers of young spring,
She sent us ahead!”
(F. Tyutchev)
(running in a circle, or through one, on the last word of each line, a jump, or a clap above your head. You can include the transfer of balls in a circle, counting "twos", "threes").
Quiet verse
This is a quiet quiet verse, -step
Quiet walks around the apartment, -step
Walks quietly on toes, step
In warm knitted socks. -step
"Don't make noise, walk like me, step
Your grandmother is napping "- step
Whispers a verse in my ear, step
This quiet quiet Quiet! -step
(the exercise is related to the “three-part step” and it “walks” as follows: children walk in a circle, raising and lowering their right or left foot for the length of one line, it is important to watch how they raise their knee and transfer slowly in the rhythm of the verse and leg and the weight of your body, after the Rubicon you can read this poem, stepping back).
My cheerful sonorous ball !
(starting to pronounce these verses, the teacher distributes balls from the basket and lets them go in a circle)

My cheerful ringing ball
Where did you jump off to?
Yellow, red, blue,
Don't chase you!
I clapped your hand
You jumped and stomped loudly.
You, fifteen times in a row,
Jumped to the corner and back.
(collects balls)
And then you rolled
And didn't turn back
Rolled into the garden
Ran up to the gate
Rolled under the gate
Ran to the turn
Got hit by a wheel
Popped, popped
That's all! (clap hands, the ball can be passed both to the left and to the right side)
We walked after school
We just walked on. - steps in a circle
Directly and to the right, - according to the text
And then back! - backward movement
And then left, turn left
And then around! - turning around
And then skipping, jumps
And then run! - running in a circle.

THIRD CLASS
In the third grade, a four-syllable foot is taken to work with rhythms, peon. During this period, the child begins to separate the world from himself and it is recommended to take landscape lyrics, rhymes, "Kalevala" into work. Children begin to understand the inner beauty of language. Working with consonants he imitates the outside world and action, in work with vowels he expresses his feelings. And then the language is the meeting place of sympathy and antipathy. What is told and read should attract the attention of the child, interest, and when it is, a kind of quiet pleasure awakens in the soul, and it is physically manifested in the subtle secretion of the glands, which dissolves the salt deposits that occur when reading, telling and memorizing uninteresting material. Children should not be allowed to get bored otherwise the body will produce and distribute insoluble salts, thereby contributing to metabolic diseases. Especially for girls, cramming and the inability to dress the material in the form of emotional stories that cause pleasure, as a result, migraine-like conditions appear and the body is stuffed with small spurs that do not resolve. And if the children move in different peons, then the flow of rhythm is experienced as the flow of a river.
Falling peon -(- vvv - v )
Fluffy white snow
Spinning in the air
And the earth is quiet
Falling, laying down.
And from the snow immediately
The field turned white
Like a veil
All dressed him up.
(A. Surikov)
The grass is green
The sun is shining
Swallow with spring
It flies to us in the canopy.
With her the sun is more beautiful
And spring is sweeter ....
Chirp out of the way
Hello to us soon.
I will give you grains
And you sing a song
That their distant countries

I brought it with me.
(A. Pleshcheev)

Forward Peon -( v - vvv - vv )
I love Russian birch
Either bright or sad
In a bleached sarafan,
With handkerchiefs in my pocket.
With beautiful clasps
With green earrings.
I love her sideways
With elegant mantles,
THAT is clear, seething,
That sad, prickly.
(A. Afanasiev)

Worried Peon - ( vv - vvv - v )
Through the wavy mists
The moon is creeping
To sad glades
She pours a sad light.
On the winter road, boring
Troika greyhound runs
Single bell
Tiring noise.
(A. Pushkin)

Rising Peon - ( vvv - vvv - v )
Chased by spring rays,
There is already snow from the surrounding mountains
Escaped by muddy streams
To flooded meadows.
Nature's clear smile
Through a dream meets the morning of the year;
The skies are shining blue.
Still transparent, forests
As if they are turning green.
Bee for tribute in the field
Flies from the wax cell.
The valleys dry and dazzle;
The herds are noisy, and the nightingale
Already sang in the silence of the nights.
(A Pushkin)
(the exercise is read along with the rhythmic movement of steps in a circle

It's spring again!
After so many blizzards
How pure and naive
Desire to do good
thaw the kidneys
Young sprouts cherish
In darkened rivers
Throw silver in handfuls!

Horiyamb - (- vv -)
The garden is in bloom
Evening on fire
So refreshing-joyful to me!
Here I stand
Here I go
Like a mysterious speech I'm waiting for.
This dawn
This spring
So incomprehensible, but so clear!
Is it full of happiness
Do I cry
You are my blessed secret.
(A. Fet)
Will to humble
curb anger,
strong hand
Raise the weak.
World to win -
Means soul
Give peace.
Light is in the head
In the heart is love
There is peace in the body.
(A. Natteri)
(horiyamb in translation “choir of iambs”, but maybe there is a fusion of iamb and chorea, two counter-rhythms. And when these two rhythms are balanced, a complete and very pleasant rhythm appears, giving joy, food for imagination. When passing balls in a circle in this rhythm there is a feeling as if we are swinging on the waves of this rhythm).
Yonikus- - ( vv - vv )
Where are you my days
spring days,
summer nights,
Blessed?

Where are you my life
Dear joy,
ardent youth
Is the dawn red?

With what pride
I looked then
To the foggy
Far magical!

There was a light
blue eyes;
There my dreams
There was no end!

But in the middle of spring
In the bloom of youth
I ruined your
Pure soul...

Without you alone
I look sadly
Like the darkness of the night
Covers the day...
(A. Koltsov)

Ay, ay, auk,
On the damp borks we priukiem.
A handful in a basket -
We have a little berries
Aw, wow, wow!

FOURTH CLASS S
In the fourth grade, a new rhythm properly enters, which is called alliteration. This poetic rhythm is built on the rhyme of the wand, which is able to captivate the will, directing it into speech and breath. This poetic form is revealed very well when the child no longer has a ball in his hands, but a stick (copper or wooden) and he releases it from his hand at an alliterative sound and immediately picks it up, it should not fall. This poetic rhythm gives speech instead of a loud accent, often coming from the head, a euphonious filling. Sometimes the alliteration sounds like a choral group reading, which is quite difficult for children at this age to perform.

Is T ina! Iss T ari
WITH lovo we With we hear
O d overgrowth d anov,
O To onungah dats To their,
whose glory is b itvah b before b yta!... (an alliterative sound is highlighted in black font, which is pronounced with throwing the stick down).

Longing boat.(choral reading)
Evening. Seaside. Sighs of the wind.
The majestic cry of the waves.
Storm is near. Beats on the shore
Uncharmed black boat.
Alien to the pure charms of happiness,
Boat of languor, boat of worries,
Threw the shore, beats with the storm,
The hall is looking for bright dreams.
Rushing by the sea, rushing by the sea,
Surrendering to the will of the waves.
Matte moon looks
The month of bitter sadness is full.
Evening died. The night turns black.
The sea murmurs. Darkness is growing.
The boat of languor is engulfed in darkness.
The storm howls in the abyss of waters.
(K. Balmont)
Speech exercises for four regular speaking processes that are alliteration
Due to the fact that German carries an impulse associated with the formation of the will, the exercise is given in this language, English, in turn, develops intellectual abilities, and the Russian language is the basis for the development of feelings in a person.
By doing these exercises, in which meaning does not play a role, it becomes noticeable how wonderfully the forces of sounds modulate and develop children's voices, and the outward appearance of speech becomes clearer, more energetic and more colorful.
1 . Exercise for the development of clear diction (the exercise is done with the ball, which is intercepted by the hand with an alliterative sound).

Mеuse m essen m ein esse n /
(in this phrase, individual sounds and consonances are experienced, the pronunciation should be distinct, not a single sound should be lost).
M azat m aslom in m isto m food -
There is no better sandwich. (smear the butter on the sandwich with effort)
M azat m going to m isto m asla,
It's delicious and wonderful. (spread honey on a sandwich)
2. Exercise for experiencing the smoothness and beauty of the speech flow.
L e mm er l ei st e n l ei s e s L ёu t e n.
(figurative picture: water flows from above, and the hands seem to follow the stream until it flows into the river below in waves; the water again moves up, then down, and repeat this phrase four times in a row)
Once l and v ae T from v and R e eh v With v no l th l a ck O v th a etc e l b.

L and l and P at h uy l and l and P at T and To l e d e n ec l and h a l l and l O v th.

You are my wave, wave
You are playful and free.
You splash wherever you want
You sharpen sea stones ...
(A. Pushkin)
(It is important not to lose a sound and keep a fluid and smooth movement and make sure that speech simply breathes unconsciously, because at this age it is still impossible to permeate the process of breathing with consciousness).

3. Exercise for the roundness of speech (enveloping).
(We depict with our hands how we form beautiful silver balls, starting from a small ball to the largest)
B ei b idern B auern b lei b b rav.

They will sound the alarm in the tower,
And wake up all the guys.

There were two friends
Bagel and Baton
Waiting for a buyer
Bagel and Baton.
Bagel liked
Schoolboy in a cap.
And Baton is a grandmother
In a beige dress.
The bagel thumped in the satchel
And jumped off
And Baton quietly
In the network, quality and quality.
(M. Boroditskaya)
(in these exercises it is very important not to lose a single sound, and indeed to round them out).

4. Exercise for articulation of speech
(mainly palatal sound works, which makes speech plastic, legs are connected to work with text - on each sound TO the heel rises and is confidently placed on the floor, then it can be moved to a step)
K omm k urzer k raftiger K erl.
(Russian variant)
TO knotter under To uy To onya,
TO wasp To axes To elk.

Tale of the Stone King
stone castle
Blackened on the stone.
The king is very stone
Stoned there.
And the guard
Stone very soldier
Arranged on a stone
Eternal Parade.
In the garden among the stones
apple trees and lilies
Troops in training
They fired stones.
And sowed stones
On the stone field
And the stones on the stone field
Weeded.
One hundred stone dishes
For royal feasts
Cooked a hundred
Royal chefs.
And stone bread
Taking out a shovel
Grunted stone
The baker is fat.
And six queens
Were like
Like stones
On a daddy with a stone face.
stone lovers
Chess and checkers,
They played
Without any misses.
in stone fashion
For stone citizens
Pants and coat
Stones on each.
They walked
putting forward,
Six stone foreheads
And the same beards.
And firmly believed
stone lie,
With a stone heart
Should be proud
What is stone eternal
palace chambers,
A stone age
Has no end.
(Ellen Niith)
(in the exercise with this text, it is important not to lose a single soundTO and touch the heel of the floor exactly at the moment of its pronunciation).
Some sounds now need our special loving care. First of all, the sounds"B", "H".
Sound "V" it is often formed distortedly, it sounds more superficial and motionless, most often it is not formed at all, the power of the breath that accompanies it is lost by us and does not blow over us. Two lips are involved in its formation, but the correct position is when the upper teeth touch the lower lip, which gives it the desired vibration.W asser,W elle,W asserwelle-
W asser,W elle,W yo ge-
W asserw ellenw yo ge!
V full v whether v anaya v olny v ether ,
V no v v air v ysyah v spring !

Many children have trouble with sound. "Ch", it sounds flat
I ho h y y h to go.
I ho h u work.
I ho h y y h ace to work,
I ho h u working u h to go.
(To strengthen memory and will, it is recommended to practice speaking backwards more often)
The king is an eagle
The king is an eagle
King is an eagle!
Eagle is king
Eagle is king
Eagle is king!
The breadth of sound, its amplification, the development of its range are fruitfully influenced by diphthongs which children say with pleasure:
Ay! Ouch! Hey! Whoa! He-ge-ge-gay!!!
In the fourth grade, a huge role is played by the power contained in sound and word, rhythm, form and its content. The finale of this great and fruitful work is choral reading, when the class recites a poetic work together, uniting the entire school community.

“Evening Bell Prayer"

Admire the beauty
Be a defender of the truth
Respect nobility,
Strive for good
This is the way of man
To lofty ideas
To righteous deeds
To a pure heart
To clear thoughts.
It teaches trust
To Divine Power
In everything that is
In the Universe ,
In our soul.
(R. Steiner)
Work with poetic rhythms is built on the basis of deep insight into the essence of the formation of Man, and taking care of the healthy development of children in school years, we must not lose sight of their connection with the declamatory manner of speech. Thus, we are working to ensure that in the future children will establish the correct relationship between blood circulation and respiration, which is formed at this age. And we are pursuing a second equally important goal - the child has a great desire to live in poetic rhythms, not to be afraid to read any poetic works correctly, harmoniously, conveying the beauty of their sound, the beauty of the person who pronounces them.

Whispers to little .. kids, Naughty pines .. bumps: “Quiet, bumps, don't be naughty! Sleep better, sleep tight..."

(A. Alexandrov.)

Sh. 20. Theme "Adjective name"

Read. What is the name of the story? Continue it yourself, answering the question: “What do you have in your yard?” Write off by inserting the missing endings of adjectives.

What's in our yard?

What's in our yard? Our house. He is big. White ..-white .., and his roof is pink ... On the roof - television antennas .., like masts on a ship. So beautiful .. I saw the ship in the picture.

(G. Tsyferov)

Sh. 21. Theme "Adjective name"

Read. Try to come up with a story about the origin of the name of the forget-me-not flower. Write by inserting the endings of adjectives. Write the adjectives in two groups.

(N. Sladkov)

forget-me-not

Buttercup

Sh. 22. Theme "Adjective name"

Write off. Title the text with an exclamatory sentence. Insert the endings of adjectives, mark the case.

(D.N. Mamin-Sibiryak)

Sh.23. Topic "Adjective"

Have you ever watched the leaves of trees and shrubs bloom? Read how the author writes about it. Write out phrases from nouns and adjectives. Define cases.

The linden leaves come out shriveled and hang, and above them the buds that enclose them stick out like pink horns.

The oak sternly unfolds, asserting its leaf, albeit small, but even in its very infancy some kind of oak.

Aspen begins not in green paint, but in brown, in its very infancy with coins, and sways.

The maple is blooming yellow, the palms of the leaf, clenched embarrassedly and large, hang with gifts.

Pine trees open the future with closely compressed resinous yellow fingers. When the fingers open and stretch up, they will become completely like candles.

(M. Prishvin.)

Sh. 24. Theme "Adjective name"

Read. Write off by inserting the missing endings. Compare the endings of adjectives and questions.

The day was soft .. and hazy .. . Reddish .. the sun hung low over