Educational program “Fundamentals of rhetoric in kindergarten. Children's rhetoric

We strive to ensure that our children feel comfortable in any environment, in any speech situation, so that they can easily enter into a dialogue, be attentive listeners and friendly interlocutors, so that they master non-verbal means of communication.

Small man very sensitive to everything that surrounds him. He conquers us with his sincerity and spontaneity. H The sooner his acquaintance with the rules of communication begins, the more conscious and natural will be those speech means that the child can use in a particular situation of communication.

Classes, games, exercises with children are designed to acquaint children with the issues of the culture of speech behavior as early as possible, which will undoubtedly have a beneficial effect on the results of subsequent work in this direction.

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TOPIC: “CHILDREN'S RHETORIC. GAMES AND EXERCISES FOR PRESCHOOL CHILDREN 5-7 YEARS»

PURPOSE: DEVELOPMENT IN OLDER PRESCHOOL CHILDREN OF A CONSCIOUS ATTITUDE TO THE EVALUATION OF SPEECH ACT, USE OF THE POTENTIAL POSSIBILITIES OF PUPILS IN THE DEVELOPMENT AND EDUCATION OF THE CULTURE OF SPEECH COMMUNICATION

Tasks: Learning preschoolers to see in the Word not only a means of communication, but also a way to influence the interlocutor to teach children to communicate with the interlocutor in different speech situations to improve verbal (speech) non-verbal (spin) means of communication: Mimic, gestures to consolidate the rules of communication to enrich and intensify SPEECH OF PRESCHOOL CHILDREN, TO DEVELOP A CULTURE OF SPEECH COMMUNICATION.

Planned results: A child of 5-6 years old evaluates his own speech behavior and the speech behavior of another (you can say this, you can’t say that); Oriented in different situations of communication; Owns his voice, understands when to speak loudly-quietly, quickly-slowly; Listens attentively to the interlocutor, adequately responding to the speaker's speech; Correlates verbal and non-verbal means of communication; Knows and uses the words of greeting, farewell, gratitude, apology, request.

slowly Topic: "What is speech for?" Aesop's mysteries What can be in the world better language! With the help of language, we study sciences and gain knowledge; with the help of language, people can communicate with each other, decide various questions, ask, express joy. And what in the world is worse than language? With the help of language, people upset and disappoint each other, deceive, cunning, quarrel. Language can make people enemies, it can cause war, bring grief and evil into our lives, it can offend. What do you think about language?

What proverbs about language and speech do you know? Name and explain A good word will build a house, and evil word destroy good word always to the point The word will say - it will give a ruble An unkind word burns more painfully than fire From a bad word - yes forever a quarrel A bad word will bring to an evil deed

silence What is communication? Why do people communicate? Topic: "Communication"

speaks Rules of communication Don't shout too loudly. You can speak more quietly! You can't keep up with your tongue barefoot. Explain this rule of communication Exercises What and how does silence say? Say these words Goodnight- Good night - silence says, Everyone can hear it now; He speaks in silent words: - Sleep, I will stay with you all night A. Kondratiev Listen carefully to the interlocutor

Say the poem so that everyone can hear how the thunder rumbles Thunder Say louder The word "thunder" - The word rumbles Like thunder. A. Barto Learn to pronounce these pure tongue twisters slowly and quickly. Ivashka has a shirt, A shirt has pockets. Down with the dew, and we are home.

m Means of communication (non-verbal) Facial expressions Tell me, who would you like to communicate with? Why? Explain. What story is this picture from?

Gestures Game “Me and grandfather, me and turnip, me and Zhuchka, me and granddaughter" An adult asks the child to depict the characters of the chosen fairy tale with gestures, movements, trying to convey their character. You can discuss with the baby the nature of the characters portrayed. Let's play!

Topic: "Speech etiquette" Greeting. What greetings do you know? Hello! Glad to see you! Hey! Good afternoon (evening)! Which greetings sound warmest? Hello girls! Hello uncles! Hello, Nastenka! Hello Fedor! Good to see you! Good morning!

Parting. What words of goodbye do you know? Good bye all the best! Till tomorrow! All the best! See you! Say a word! Katya baby Ignatka Put her to sleep in a crib - He doesn’t want to play anymore, Says ... (“ Goodnight!") Goodnight! Meeting friends and acquaintances, I look into their eyes with a smile, Being polite is very easy for me, I ... ("hello") will be the first to say.

Gratitude. Apologies. Request. Congratulation. “They say this word, If they thank you ...” What is this word? Thanks! Many thanks! Thanks to! Thank you very much! Voice the drawing

Guidelines teachers: - Games and exercises with children - this is the communication of the teacher with the children. The educator is the interlocutor of children, he must share his thoughts, knowledge, listen to the opinions of children, advise how best to act and what to say in a particular speech situation. He should rejoice at the successes with the children, be upset if they still do not succeed in something. - Make eye contact with children during play. - Playing and studying with children, you can use various types of theaters and theater puppets to include preschoolers in a specific situation of communication and speech activity. - Offering a certain type of tasks, use such forms of organization of activities as work in pairs, in groups. - Games and exercises with children should be carried out weekly

Conclusion We strive to ensure that our children feel comfortable in any environment, in any speech situation, so that they can easily enter into a dialogue, be attentive listeners and friendly interlocutors, so that they own non-verbal means of communication. A small person is very susceptible to everything that surrounds him. He conquers us with his sincerity and spontaneity. The sooner he begins to get acquainted with the rules of communication, the more conscious and natural will be those speech means that the child can use in a particular situation of communication. Classes, games, exercises with children are designed to acquaint children with the issues of the culture of speech behavior as early as possible, which will undoubtedly have a beneficial effect on the results of subsequent work in this direction.

Literature Z.I. Kurtseva Program for preschool training in rhetoric “You are a word, I am a word ...” Balass 2001 G.I. Sorokina I.V. Safonova NV Ladyzhenskaya Children's rhetoric in drawings, poems, stories. Enlightenment 1995

"Entertaining rhetoric" Using rhetoric with older children preschool age as a means of developing speech and communication skills Prepared by: Klaptyukh I.L., educator of MADOU "Kindergarten combined type 7 Shebekino, Belgorod Region"

Principles of the program: 1) Development of the child. 2) Respect for the freedom and dignity of every child. 3) Respect for the results of children's creativity. 4) Scientific validity and practical applicability and the possibility of implementing preschool education in mass practice, taking into account age and psychological features children in the selection of content and teaching methods. 5) The combination of a developing component with a training one. 6) Planning and selection of topics, taking into account the interests, skills and abilities of children. 7) Integration of speech activity with other activities (game, observation, etc.).

Educational tasks: 1) Identification and development of children's speech abilities. 2) To give an initial understanding of the basic concepts of the rhetoric of everyday and business communication. 3) To teach to master the basic elements of correct accurate speech. 4) To form the initial skills to analyze and evaluate communication and speech. 5) Formation of a creative personality through introducing the child to rhetorical activity.

Developmental tasks of the program: 1) The development of children's speech through a system of special productive exercises. 2) Development of all components oral speech children (lexical side, grammatical structure speech, pronunciation side of speech; coherent speech - dialogic and monologue forms. 3) Development of free communication with adults and children. 4) The development of pronunciation and improvisational skills of a preschooler. 5) Development of the concept of the appropriateness of using non-verbal (non-verbal) means communication - gestures, facial expressions, body movements, intonation. 6) Development of the basic properties of oral speech of a preschooler: voice coloring, loudness, tempo, etc. 7) Development of the ability to interact with a communication partner; analyze your speech behavior; 8) Development of the child's communicative qualities.

2 component. Breathing exercises. Purpose: to teach the child to control his breathing, to breathe correctly, strengthening the respiratory muscles, increasing the "vital volume" of the lungs. These can be: - exercises for the development of speech breathing according to the method of A.V. Yastrebova, O.I. Lazarenko; - "Breathing" games; - elements respiratory system according to Strelnikova;

3 component. Articulation gymnastics. Purpose: - development of full-fledged movements and certain positions of the organs of the articulatory apparatus, necessary for the correct pronunciation of sounds. - bioenergy plastics (this is a combination of the movements of the articulatory apparatus with the movements of the hand according to the method of A.V. Yastrebov, O.I. Lazarenko); - conjugate gymnastics, or Theater of fingers and tongue (exercises for the simultaneous work of fingers and tongue).

4 component. Speech gymnastics. Purpose: -formation of the ability to control one's voice, development of diction. - diction exercises (tongue twisters, tongue twisters, counting rhymes, etc.) - orthological gymnastics (exercises for mastering pronunciation, word formation and other norms literary language)

5 component. finger games. Purpose: - the formation of speech by impulses coming from the hands. - exercises for massage (or self-massage) of the hands (Japanese finger massage technique) - exercises that develop interaction between the hemispheres of the brain; -exercises without objects; - exercises with various subjects; - gymnastics for fingers; - exercises that strengthen the muscles of the hands.

6 component. New information. Purpose: - to activate the value-semantic component of the consciousness and personality of children, to encourage them to comprehend universal human values, to realize their own inner position, to form their own value orientations; - to teach children to identify, analyze and evaluate behavior in terms of standards and patterns presented in culture; - develop the ability to feel and understand the other.

7 component. Modeling of speech situations. Purpose: Solving, acting out problem situations with elements theater games in accordance with the content of the sections "ABC of Communication" and "The Art of Dispute and Dialogue". This includes: communicative-linguistic games, games for the development of facial expressions, pantomime, external culture.

As a rest, physical education sessions are used for coordination and outdoor games. The value of coordination and outdoor games lies in the fact that they: - are one of the effective forms of psychological switching during classes; - give children the opportunity to "play" with their bodies as an instrument that conveys creative activity; - develop motor abilities, memory, sense of rhythm, speech intonation;

Reflection and accounting of performance goes through the principles of joint activities of the teacher and the child: - the principle of developmental education (Vygotsky L.S., Elkonin V.A., etc.); - the principle of nurturing education; - the principle of accessibility; - the principle of gradualness, consistency and systematicity; - the principle of visibility; - the principle of emotional saturation (selection of topics depends on the abilities and successful promotion of the child); - the principle of motivation for rhetorical practice; links between theory and practice.

The main activities in the lesson include: - gaming activities; - cognitive research activity; -showing by the educator the features of speech activity; -rhetorical analysis of texts of various speech genres; - consideration of visual material; - rhetorical games; - five minutes of speech gymnastics; - orthological warm-ups; - improvisational game tasks;

Literature: Belaya A.E., Miryasova V.I. Finger games. For the development of speech of preschoolers / A.E. Belaya, V.I. Miryasova. – M.: AST. Astrel, 2002 - 163 p. Gin A.L. Methods of pedagogical technique: A guide for the teacher./A.L.Gin. -M.: Vita Press, - 203 p. Grizik T. G. cognitive development children 4-5 years old / T.G. Grizik. - M.: TC Sphere, - 92 p. Eltsova O.M. Rhetoric for preschoolers. Program and methodological recommendations for educators of preschool educational institutions / O.M. Yeltsov. - St. Petersburg, 2009. – 208 p. Kurtseva Z.I. You are a word, I am a word ... Methodological recommendations for educators, teachers and parents / Z.I. Kurtsev. - M. : - 64 p.

Using the health-saving technologies of VF Bazarny in our work, we practice on massage mats arranged in a circle. The educator is the interlocutor of children, who helps them to liberate themselves; shares his thoughts, knowledge; advises how best to act and what to say in a particular speech situation.

Speaking beautifully and competently is not so difficult. It is necessary to create conditions and an atmosphere, because much in this matter depends on us, adults.

Shall we play?

The game perfectly practiced the skills of eloquence. Lots of options. For example, "Explain": a lexeme is selected, which must be given a detailed definition (what is a "dandelion"?).

: you need to recognize the object by a verbal description (“it is soft, warm, protects from the cold and wraps the neck” - a scarf).

"Rhymes": selection of rhymes (bump - barrel, mask - helmet).

"Find differences": the point is to find how one thing differs from another (for example, compare an orange and a ball).

Suitable and all known from childhood entertainment "City, Plant, Animal".

On the way from kindergarten or school, learn tongue twisters and tongue twisters, choose the funniest ones to attract the child's attention:

The parrot said to the parrot:

"I'll scare you, parrot, parrot."

The parrot answers him:

"parrot, parrot, parrot"

Moreover, when repeating, it is not speed that is taken into account, but the correctness and clarity of reproduction. Such exercises are done by artists, presenters. If there are any problems with pronunciation of a certain sound, you can make a selection with an emphasis on it.

We read and listen

Let expressive reading aloud in the evenings become your tradition. Young children (and those who are older) are very fond of listening to stories performed by their parents. Let them be with the maximum number example dialogs colloquial speech. Unfamiliar kids can be provided with remarks, and schoolchildren can be asked to refer to a dictionary. Someone will like audiobooks, be picky about their choice: listen for yourself before demonstrating. If the style of the reader does not suit you, look for something else.

cultural trips

It's great if you can go with your child to performances and productions. Performance is the whole world. It is curious to watch the heroes of the action, to memorize funny or simply capacious phrases, to begin to understand how many possibilities the human voice has for expressing emotions: a word spoken with different intonation carries a different semantic load. In addition, a good play is first of all an excellent text delivered by professional actors. - this is just a case of combining benefits, pleasure and fresh impressions. Small scenes can be put on family holidays. Speaking in a circle of close people will help overcome shyness, stiffness, hone the ability to recite.

Sculpt, draw, sing

The development of fine motor skills contributes to the improvement of speech, since these two centers are located side by side in the brain. Drawing with pencils, crayons, paints, modeling from plasticine, clay, designing, assembling mosaics - all these activities have a positive effect on the quality and content of what our children say. Vocal lessons will be useful for correct breathing and necessary articulation (especially if there are difficulties such as interruption and speed of speaking).

Communication

Pay attention to how you speak yourself. First of all, the younger generation takes an example from their parents. Do not use the so-called parasitic words (“as if”, “this is the same”, “type”, etc.), pronounce everything clearly and distinctly. Ask about how your son or daughter had a day, what happened interesting. Listen without interrupting, even if you are tired. Encourage answers, discuss, express your point of view. Leading questions ("what do you think?", "what did you like?") come in handy. Watch TV less: some modern programs, cartoons and movies are rather harmful. But do not forget about the good old Soviet cartoons. There is an opinion that for today's children they are not very attractive, because they are not very dynamic. However, do not blindly trust this theory, in practice everything is individual.

Program additional education preschoolers of social and communicative orientation. It can be used in the work of institutions of general and additional education for preschool children from 4 to 7 years old.

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Municipal preschool educational institution

"Kindergarten No. 20 "Romashka" of the city of Novocheboksarsk, Chuvash Republic

Additional general developmental program

"RHETORIC FOR PRESCHOOL CHILDREN"

(Developed by Ph.D. Romanova I.V., senior teacher of the MBDOU "Kindergarten No. 20" Chamomile "on the conceptual basis of the scientific and rhetorical school of Professor T.A. Ladyzhenskaya)

The age of preschoolers is for children from 4 to 7 years old.

The term of the Program implementation is from 1 to 3 years.

Novocheboksarsk

2017

1. Explanatory note…………………………3
2. Contents of the Program………………………...7
3. Syllabus ……………………………………11
4. Methodical support …………………12
5. Organization of work …………………………… 13
6. Methodological support……………………...14

Explanatory note

Program focus- socio-pedagogical. Purpose - creation of conditions for the social and communicative development of a child of preschool age on the basis of the formation of a system of basic moral values(children's ideas, which are fixed through the experience of communicating with adults and peers) in close interaction between teachers and parents.

Relevance of the program.free, creative person having a feeling dignity and showing respect for people, is formed throughout life, but its foundations are laid at preschool age.Issues related to moral education and communicative development, for pedagogical science have always been important, but in the last twenty years they have been most acute.Preschool education is the first step in the child's social socialization, where moral values ​​and norms of cultural behavior are laid down, and the emerging personality of a small citizen of Russia develops.Effective communicative and moral development and education of the personality of Russian citizens throughout their lives can be provided by a system of continuous rhetorical education, which is an integral part of common system educational process(from preschool to postgraduate inclusive). Following Z.I. Kurtseva, we understand rhetorical education as a multi-level theoretical and pragmatic system, the main purpose of which is to teach communication, communication development and moral education of a functionally literate person who is able to successfully interact and fulfill himself in modern society.

The result of the development, upbringing and education of the child at the stage of preschool childhood is preparation for successful learning at school.The purpose of preparing for school is to form in a preschooler the qualities necessary for mastering educational activities - curiosity, initiative, independence, arbitrariness, creative self-expression of the child, etc., that is, the formation of the prerequisites for universal educational activities.

The proposed program is designed to complement the propaedeutic rhetoric course, which is presented in the comprehensive program "Kindergarten 2100" workbook for preschoolers “You are a word, I am a word ...” and to ensure systematic, purposeful work on teaching children to communicate at the initial stage of general education.

Program goals:

1. Development of social and communicative skills of preschoolers in communication with adults and peers.
2. Development in preschool children of a conscious attitude to the assessment of speech behavior in terms of moral values.
3. Development in preschoolers of a sense of communicative expediency of the statement.

Program objectives:

1. Acquaintance of children with non-verbal means of communication (gestures, facial expressions, body movements) and the main communicative goals of communication in typical communication situations for a child.
2. Development of the ability to evaluate one's own speech behavior and the speech behavior of another, taking into account the situation of communication, the addressee, the ratio of verbal and non-verbal means of speech expressiveness.

Distinctive features and addressee of the additional educational program:

The program "Rhetoric before school" is intended for children of preschool age (from 4 to 7 years old) attending institutions of general and additional education.The course of the program consists of 36 thematic meetings with children, it is variable for use, as it involves the implementation of:

• within one year(pre-school preparation),which is 36 weeks, i.e. one thematic meeting per week;
• during two years(senior and preparatory group), 36 weeks annually, thematic meetings are held every other week;
• within three years -starting from the middle group, according to a simplified version of the curriculum of the first year of studystarting from the second half of the year.

In the senior and preparatory groups(according to the plan of the first and second years of study, respectively) thematic meetings are held every other week.

Possible forms of holding thematic meetings with children: a game, a journey, a fairy tale, an excursion, a competition, a quiz, a creative evening, a concert, a holiday, etc.

Possible forms of organizing the activities of children at thematic meetings: group; individual; individual-group; work in pairs, etc.

Planned results of the development of the Program:

The formation of social and communicative skills develops the child's ability to communicate, which manifests itself at three qualitative levels:

"I WANT" the need and desire to communicate with others;

“I KNOW” knowledge of the norms and rules that must be followed when communicating;

“I CAN” the ability to organize communication with adults and peers.

The expected results, subject to the requirements for the conditions for the implementation of the additional educational program "RHETORIC BEFORE SCHOOL", at the final stage of its implementation, include the following targets:

• The child is able to build a dialogue and monologue using a variety of language tools, is able to build constructive relationships with participants in joint activities, shows initiative and independence in different types activities of the game, communication, cognitive research activities, design, etc.
• The child is able to determine the degree of polite behavior, is able to evaluate his own speech behavior and the speech behavior of another, taking into account the situation of communication (so polite - so impolite; you can say that - you can’t say that; a thought is expressed so correctly - a thought is expressed so incorrectly; speech sounds so good - speech sounds so bad, etc.).
• The child is able to navigate different situations communication and build a speech statement, taking into account who the speaker is addressing, for what purpose, what forms of speech etiquette he will use; knows how to obey different rules And social norms in various activities, tries to resolve conflicts.
• The child knows the means of expressiveness of oral speech quite well: he is able to control his voice, he understands when to speak loudly-quietly, quickly-slowly, with what intonation, etc.
• The child knows how to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings and responds to the speech of the speaker in communication with adults and peers.

Forms of pedagogical diagnostics.

Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They do not form the basis for an objective assessment of conformity with established requirements. educational activities and preparation of children. Mastering the program is not accompanied by intermediate certifications And final certification pupils. .

When implementing the program "Rhetoric before school", an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively for solving the following educational tasks:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the characteristics of his development);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (teacher-psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve problems psychological support and conducting a qualified correction of the development of children.

Forms of assessment of the individual development of the child:

• observation of manifestations of social and communicative behavior of a preschooler in various activities,
• analysis of products of children's speech activity (public speaking, text generation and word creation),
• questioning parents on the formation of a child's social and communicative competence, which implies the development of the following skills:

1. Ability to understand emotional condition peer, adult (cheerful, sad, angry, stubborn, etc.) and talk about him.
2. Ability to receive necessary information in communication.
3. The ability to listen to another person, respect his opinion, interests.
4. Ability to engage in simple dialogue with adults and peers.
5. The ability to calmly defend one's opinion.
6. The ability to correlate their desires, aspirations with the interests of other people.
7. The ability to take part in collective affairs (negotiate, yield, etc.)
8. The ability to treat other people with respect.
9. Ability to accept and provide assistance.
10. The ability not to quarrel, to respond calmly in conflict situations.

The results of fixing the development of the Program.The expected result of the work under the program is the social and communicative development of a preschooler based on the formation of a system of basic moral values ​​(children's ideas that are fixed through the experience of communicating with adults and peers). This process reaches content completeness and becomes relevant for the child himself when it is connected with life, real social problems to be decided on the basis of moral choice. The program "RHETORIC BEFORE SCHOOL" was developed on the basis of the conceptual provisions of the scientific-rhetorical school of T.A. Ladyzhenskaya, therefore, is practice-oriented in nature and involves only productive types of children's activities.

A possible outcome of the work on the program (that is, the external result of the activity) may be the creation of an accumulative folder - a portfolio of a preschooler on the topic “On the way to magical land"Rhetoric" (which stores photographs public speaking; drawings and crafts; texts of fairy tales and short stories, tongue twisters and counting rhymes, invented by the child and recorded on various media).

Thematic planning of the first year of study.

No. p / p	Topic	Number of meetings
	"Communication"
1.1.	"A sharp word pricks the heart" (What is communication?)
1.2.	“The word is not a sparrow, it will fly out - you won’t catch it”(oral communication).
1.3.	“What is written with a pen cannot be cut down with an ax”(Written communication.)
1.4.	"Courtesy opens all doors" (Why be polite?)
1.5.	“Better is a faithful friend than a precious stone”
1.6.	"From time immemorial, a book raises a person"(She speaks silently...)
	"Speech etiquette"
2.1.	"Kindness teaches those who listen" (Gratitude)
2.2.	“Ask beautifully - you will be very nice” (How to make a request)
2.3.	"What is hello, so is the answer" (Hello!)
2.4.	"Talking a lot - your head will hurt"(Rules of communication).
2.5.	"Red speech by hearing" (What kind of listener are you?)
2.6.	"The word burns worse than fire" (Don't forget to apologize).
	"Speech Technique"
3.1.	"Be your word master" (What tone?)
3.2.	"It's better to stumble with your foot than with your tongue"
3.3.	"Don't skimp on smiles, everyone makes mistakes"(From a smile it became brighter for everyone ...)
3.4.	“He who storms with his tongue will not fight much”(Quiet or loud?)
3.5.	"Word for word goes on" (Don't break your tongue!)
3.6.	"Where words are rare, they have weight" (Guess what I said!)
	Total

Thematic planning of the second year of study.

No. p / p	Topic	Number of meetings
	"Communication"
1.1.	"A good conversation is as good as a meal" (Why do people communicate?)
1.2.	“There is no friend - the white light is not nice” (There is no distance for friendship.)
1.3.	“Reading a book is like flying on wings”(She speaks silently...)
1.4.	“There is no friend, so look for it, but you found it, so take care” (Without friends I am a little bit, but with friends a lot).
1.5.	"Two people tell the truth: the one who tells and the one who listens" (Who? To whom? Why? How?)
	"Speech etiquette"
2.1.	“It happens that the same word torments one, heals another” (Don't forget to apologize!)
2.2.	"Without hello there is no answer" (Hello!)
2.3.	“What I let slip, I said goodbye to that” (Goodbye!)
2.4.	“Don’t be sorry for your thanks, but don’t expect someone else’s”(Gratitude)
2.5.	"Language - one, ear - two, say once, listen twice"(Rules of communication).
2.6.	"Speak without thinking - what to shoot without aiming"(How to make a request).
2.7.	“A horse is recognized in riding, a person is recognized in communication”(Talking on the phone)
2.8.	"To live in neighbors - to be in conversations" (Invitation)
	"Speech Technique"
3.1.	"A good word will build a house, but an evil one will destroy it"(What tone?)
3.2.	"The tongue speaks and the head answers" (Make up, make up, make up and don't fight anymore!)
3.3.	"The spoken word is silver, the unspoken is golden" (When is it good to be silent like a fish?)
3.4.	“You can’t keep up with her tongue even barefoot” (Hurry - you will make people laugh!)
3.5.	“Words are many, but deeds are few” (Guess what I said!)
	Total

The program "RHETORIC BEFORE SCHOOL" serves as an addition to the already existing course "You are a word, I am a word" for preschoolers by Z.I. Kurtseva - the goals, objectives and sections of the programs are the same, and, despite the fact that each section has its own specifics, its own educational and educational value, are closely interconnected, complement each other.

Section "Communication"

Communication, its importance for a person. Communication is different (written and oral). Speech situation (Who? To whom? Why? How?). Rhetoric of respect for the interlocutor (rules of communication and listening).

Target:

Show preschoolers the importance of communication in the life of every person and lead to an understanding that the word is the most important means of communication, the exchange of thoughts and feelings between people. Give an idea of ​​rhetoric and what it teaches.

Tasks:

1. Formation in children of a careful attitude to the word, understanding that the word is a means of influencing the imagination and behavior of people.
2. Acquaintance with the main communicative goals of communication in typical communication situations for a child.
3. The development of preschoolers' ability to build a dialogue and monologue using a variety of language tools.

Section "Speech etiquette"

Greetings. Parting. Gratitude. Apology. Talking on the phone. Rules and norms of speech etiquette.

Goals:

1. To acquaint preschoolers with the most common (for a given age) oral speech genres.
2. Formation of ideas about the norms and rules of speech etiquette, development of the ability to use them depending on communication situations.

Tasks:

1. Formation of ideas about the speech genres of greeting / farewell, gratitude / apology, their appropriate use, taking into account the addressee and the situation of communication.
2. Acquaintance of children with the rules of speech behavior during a telephone conversation.
3. The development of the ability to evaluate one's own speech behavior and the speech behavior of another, taking into account the situation of communication.

Section "Speech Technique"

Non-verbal means of communication (facial expressions, gestures, body movements). Means of speech expressiveness (speech breathing, diction, intonation, voice and its properties).

Target:

Formation of preschoolers' ideas about the communicative qualities of speech and the means of its expressiveness - facial expressions, gestures, body movements, voice.

Tasks:

1. Acquaintance of children with non-verbal means of communication (gestures, facial expressions, body movements).
2. Work on intonation, voice and the formation of speech breathing.
3. The development of children's skills to use a variety of means of speech expressiveness, to correlate verbal and non-verbal means of communication, to control their own voice.

Program section	Children's age
	4 to 5 years	5 to 6 years old	6 to 7 years old
COMMUNICATION	types of communication non-verbal means of communication (facial expressions, gestures, body movements)	components of the speech situation, communicative goals of communication	communication rules
SPEECH ETIQUETTE	greetings, farewell, gratitude, apology	request, refusal	talking on the phone
SPEECH TECHNIQUE	Tongue Twisters, counting rhymes, rhetoric	proverbs, sayings,	short stories, essay writing.

The variability of the organization of children's activities, taking into account the characteristics of preschool educational institution makes detailed recommendations on the amount of hours allocated to a thematic meeting under this program meaningless.

An independent choice and creative use by teachers of the program is assumed - its volume and forms of presentation of information, didactic material necessary for the social and communicative development of preschoolers, taking into account the available time, the level of development of children and their own preparation. The duration of continuous direct educational activity for children from 4 to 5 years old - no more than 20 minutes, for children from 5 to 6 years old - no more than 25 minutes, and for children from 6 to 7 years old - not more than 30 minutes.

3. Curriculum of the Program.

Period of study	Section Programs	Topic	Number of hours			form of control
			Theory	Practice	Total duration
September-November	COMMUNICATION					portfolio "On the way to the magical land" Rhetoric "
December-February	SPEECH TECHNIQUE
March-May	SPEECH ETIQUETTE

4. Methodological support of the Program.

Teaching methods and pedagogical technologies:

	Structural component of the thematic meeting on the program	Methodological techniques that ensure the productive activities of children	Developmental learning methods (based on OS School 2100 technologies)
	"Rhetoric in Folklore"	Conversation-reasoning with children about the proverb on the topic of the meeting	problematic dialogue method
	"Problem Situation"	Performing communicative and speech tasks based on typical communication situations for preschoolers
	"Magic Rhetoric"	Reading a rhetorical tale and works by a teacher fiction on the topic of the meeting	productive reading method
	"Rhetorical Sketches"	Working with illustrations, books, drawing, modeling, acting out and staging mini-performances
	"News from Home"	Children's performances based on the results of creative homework with parents	portfolio method
	"Rhetoric in games"	Organization of communicative speech games - exercises, modeling life situations communication
	"Kindergarten visiting school"	Implementation of the succession mechanism with the next level of education for the child "elementary school"	method projects

Forms of organization of the educational process.

The variability of the program allows teachers to independently plan work, depending on the allocated hours. The system of holding thematic meetings within the framework of the program does not imply strictly regulated forms of organization and can be implemented in two ways:

one). Comprehensive - in the form of thematic meetings with children in the afternoon, when one or two are organized for each topic, in which elements of various kinds activities of preschoolers. The consolidation of the material occurs in regime moments and independent activities of preschoolers (on a walk, through reading literature, in dramatization games, etc.), as well as in everyday communication in a family environment.

2). dispersed - as a through element of any event in the preschool educational institution (games, entertainment, holidays, competitions, etc.), that is, in the structure various forms educational activities of preschoolers.

Forms of organization of the lesson.Thematic meetings depend on the use of the following teaching methods in them:

1. verbal methods learning:

• conversation;
• text analysis, etc.

2. Visual teaching methods

• display of video materials, illustrations;
• display, performance by the teacher;
• observation;
• sample work, etc.

3. Practical teaching methods

• creative tasks;
• communicative and speech exercises;
• rhetorical games, etc.

Classes in the form of a game-journey, conversation-reasoning, a creative workshop are possible.

5.Organization of work on the Program.

Implementation period.The program "Rhetoric for Preschoolers" can be adapted to the conditions of various preschool institutions and implemented in preschool institutions of any type, in institutions of additional education for preschool children and in schools where pre-school preparation of future first graders is carried out for one or three years.

Features of the organization of the pedagogical process.Methods for organizing joint educational activities of an adult with a child under the program "Rhetoric for Preschoolers" are described in detail in the corresponding section "Developmental Education Methods in Implementing the Content of the Program" of the author's manual "Rhetoric before School" (see references).

Staffing.The implementation of the Rhetoric for Preschoolers program does not imply the introduction of additional specialists to work with children in a group.

The effectiveness of the program implementation is due communicative competence adults surrounding the child kindergarten and at home. Methodological support for the process of improving the teacher's communicative and speech skills is presented in the author's teaching aid "Speech Culture of the Teacher's Dialogue with Parents" (M: Balass, 2012. -192 p.).

Material and technical equipment.In the process of implementing the program, it is advisable to use television and video equipment, audio and visual means that allow children to visually demonstrate all aspects of oral speech in its repeated repetition (watching cartoons, recording voices, etc.) and dynamics (video recordings of speeches of preschoolers, etc.). ).

Information Support.The Rhetoric for Preschoolers program is a logical continuation and addition to the propaedeutic rhetoric course, the content of which is disclosed in the guidelines for educators, teachers and parents. You are a word, I am a word ... Z.I. Kurtseva (M.: "Balass", 2002. - 96 p.).

Didactic supportThe implementation of the program is described in detail in the corresponding section "Didactic support for the course" RHETORIC BEFORE SCHOOL" of the author's manual "Rhetoric before school" (see references).

Summing up forms for each topic or section.All sections of the Program are interrelated, intersect, and do not follow each other. The main indicators of the child's social and communicative development are the products of children's speech activity (public speaking, text generation and word creation) in dynamics, that is, a comparison of the child's achievements with his own achievements at earlier stages, and not in comparison with other children.

Compatibility with other educational programs.The program can be used in conjunction with other programs of various kinds.

6. Methodological support of additional educational program

• Literature used by the teacher to develop the Program and organize the pedagogical process:

1. Law "On Education in Russian Federation»FZ of December 29, 2012 N 273-FZ (as amended on November 25, 2013) (as amended and supplemented, effective from December 5, 2013). Article 10., p.4.http://www.consultant.ru/document/cons_doc_LAW_147353/ Consultant Plus, 1992-2013.
2. The concept of spiritual and moral development and education of the personality of a citizen of Russia. Project (A. Ya. Danilyuk, A. M. Kondakov, V. A. Tishkov) // Bulletin of Education. No. 17. September 2009. Official reference and information publication of the Ministry of Education and Science of the Russian Federation www.vestnik.edu.ru/proect.html.
3. Kurtseva, Z.I. Communicative and moral development of students in the system of continuous rhetorical education: Monograph / Z.I. Kurtseva [Text] - M.: MIOO, 2007, S. 12.
4. Kurtseva, Z.I. Continuous rhetorical education / Z.I. Kurtseva// Primary School plus before and after. -2007. - No. 4. - S. 15-19.
5. Kurtseva, Z.I. You are a word, I am a word ... (options for classes in preschool rhetoric with a theoretical commentary). Methodological recommendations for educators, teachers and parents / Z.I. Kurtseva [Text] - M .: "Balass", 2002.
6. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow "On approval of the federal state educational standard for preschool education." Registered with the Ministry of Justice of the Russian Federation on November 14, 2013 Registration N 30384.
7. Romanova I.V. Rhetoric before school: a teaching aid for teachers and parents. Ed. Kurtseva Z.I. - Cheboksary: ​​TsDIP "INet", 2017. - 255 p.
8. SanPiN 2.4.1.3049-13 dated May 15, 2013 No. 26. Registered with the Ministry of Justice of Russia on May 29, 2013 No. 28564.
9. School of Professor T.A. Ladyzhenskaya. Collective monograph / Ed. ON THE. Ippolitova and others [Text] - M .: "Prometheus" MPGU, 2005. 224 p.
10. Romanova I.V. , Speech culture of the teacher's dialogue with parents. Ed. Z.I. Kurtseva, -M: Balass, 2012. -192 p.

• Literature recommended for children and parents on this Program:

Poems	Fairy tales	stories
Barto A.L. “Toys”, “Goby”, “Goat”, “Bear”, “Ball”, “Ship”, “Shoes”, “Spring is coming”, “We are lucky!”, “Sparrow”, “Meeting”, “In honor of Andrey”, “Thunderstorm”, “It was in January”, “Children's program”, “Wild”, “The house woke up at dawn”, “Rain in the forest”, “Two sisters look at their brother”, “Music started playing”, “ Bunny in the Window”, “Winter Dream”, “Game”, “Katya”, “Mosquitoes”, “Boiler Room”, “Kitten”, “Whoever Screams”, “Bathing”, “Lemon”, “Frogs”, “Mom goes to work”, “Younger Brother”, “Carrot Juice”, “On the Slope”, “Colds Came”, “Deer”, “Autumn”, “Before Sleep”, “Rattle”, “Sink”, “Conversation with Mom ”, “River”, “Rubber Zina”, “Scary bird”, “How many times they scolded me”, “Funny flower”, “Thank you”, “One hundred clothes”, “Watchman”, “In the morning on the lawn”, “Sveta thinks”, “Uchi-uti”, “Flashlight”, “Cap”, “Miracles” Belozerov T. "Forest weeper". Blaginina E. "Let's sit in silence" Zakhoder B. "Chauffeur", "Bindery", "Change", "Nobody", "Bad Cat", "Barbosa", "Bird School" Kushak Yu. "How good are polite kids" Marshak S.Ya . "Children in a Cage", "The Tale of the Stupid Mouse", "About the Hippo", "The Tale of the Stupid Mouse", "That's how absent-minded", "Cat's House", "Where did the sparrow dine?", "Mustached Striped", "Visiting the Queen", Mayakovsky V.V. "What is good, what is bad" Mikhalkov S. “What do you have?”, “Puppy”, “Uncle Styopa” “How the old man sold the cow”, “Ship”, “Sashina porridge”, “Elephant-painter”, “Callwriting”, “Wonderful pills”, “My puppy ”,“ Greedy Hare ”,“ Vaccination ”,“ Miscalculated ”. Pchelnikova A.A. "Bird", "Playing with Flowers" Tokmakova I. "I'm sad", "Where the fish sleeps" Kharms D. “Liar”, “Bulldog and taxi driver”, “I already ran, ran, ran and got tired ...”.	Tales of K.I. Chukovsky "Aibolit" "Stolen Sun" "Moydodyr", "Fly Tsokotukha", "Confusion" "Cockroach", "Phone", "Fedorino grief", Tales of A.S. Pushkin "The Tale of the Golden Cockerel" "The Tale of the Fisherman and the Fish", "The Tale of the Dead Princess and the Seven Bogatyrs" "The Tale of the Priest and his Worker Balda", "The Tale of Tsar Saltan..." Fairy tales by G.H. Andersen "Ugly duck", "Wild Swans", "Princess on the Pea" "The Snow Queen", "Tin soldier" Tales of A.N. Tolstoy "The Golden Key or the Adventures of Buratino", "The Three Little Pigs" A. Lindgren "Baby and Carlson", "Pippi Longstocking" A.Volkov "The Wizard of Oz" Brothers Grimm "Bob, Straw and Coal""The Bremen Town Musicians", "The Pot of Porridge", "Lady Snowstorm", "The Bremen Town Musicians" V. Garshin "Frog traveler" IN AND. Dal "Girl Snow Maiden", "Old Man-Year-Old Man", "Fussy Woman", "Fox - Lapotnitsa". V.F. Odoevsky "Town in a Snuffbox", "Moroz Ivanovich" D. Mamin-Sibiryak:collection "Alyonushka's Tales", "Gray Neck", "The Tale of the Brave Hare long ears- slanting eyes - short tail", "The Tale of the Goat". D. Rodari "Cipollino" L. Carroll "Alice in Wonderland" P. Ershov "The Little Humpbacked Horse" S. Aksakov "The Scarlet Flower" S. Ya. Marshak "Twelve months" S. Lagerlöf "Niels' Journey with the Wild Geese" C. Perrot « red Riding Hood», "Puss in Boots" Y.Olesha "Three fat men", Fables of I. A. Krylov"Quartet", "Monkey and Glasses", "Dragonfly and Ant", "Crow and Fox", "Dragonfly and Ant", "Swan, Cancer and Pike", "Elephant and Pug", "Wolf and Cat". Russian folk tales “Wolf and kids”, “Geese-swans”, “Zayushkina hut”, “Hare - brag”, “Wintering of animals”, “How the donkey stopped singing”, “Kolobok”, “Cat, rooster and fox”, “Tiny - Khavroshechka”, “Ryaba Hen”, “Hen, Mouse and Black Grouse”, “Fox and Crane”, “Fox and Jug”, “Fox, Hare and Rooster”, “Chanterine Sister and grey Wolf”,“ Chanterelle with a rolling pin”, “Frost, sun and wind”, “Frost”, “Golden Scallop Cockerel”, “By Pike”, “Turnip”, “Mitten”, “Sister Alyonushka and Brother Ivanushka”, “ Sivka - Burka", "Resin barrel", "Teremok", "Three Bears", "Princess Frog", "Princess Nesmeyana", "Chicken, Mouse and Black Grouse", "Stupid Wolf", "Clay Guy", "Goat - Dereza", "Fear has big eyes."	A. Mitta "Ball in the window" A. Pleshcheev "Granddaughter", "My garden" A. Sukontsev "How the hedgehog changed his coat" A. Tolstoy "Hedgehog", "Like a dog was looking for a friend" B. Zhitkov "On the ice floe", "What I saw" V. Berestov “Who will learn what?”, “Hat”, “Good news” V. Bianchi "Musician", "First Hunt" V. Biryukov "Why does the cloud run away from the wind" V. Garshin "Frog traveler" V. Dragunsky "Childhood Friend", "Enchanted Letter", "Where Have You Seen This?", "Chicken bouillon", « My sister Xenia”, “What I love”, “... And what I don’t like”, “Puss in Boots”, “Knights” V. Oseeva "Magic word", "What is easier?" “Three comrades”, “Until the first rain”, “Bad”, “Who is the dumbest of all?” (“In the same house”), “Good”, “Revenge”, “Three comrades”, “Sons”, “Who punished him?”, “Blue leaves” V. Suteev "Who said "Meow?", "Chicken and duckling" V. Bianchi “Like an ant hurried home” and “Sinichkin calendar”, “Fox and mouse”, “Mouse Peak”, “Owl”, “Whose nose is better”, “First hunt”, “Forest houses” V. Kataev "Flower - seven-flower" G. Oster "A Kitten Named Woof", "38 Parrots", "Echo" E. Charushin: "Bears", "Oleshki", "Tomka's dreams", a cycle of stories "Nikitka and his friends", "About animals", "About hunting", "About myself", "Duck with ducklings", "About Tomka" E. Permyak "Pen and Inkwell", "A Case with a Purse", "Hurrying Hedgehog", "Someone's Gate", "The Most Terrible" E.Blaginina "Bird cherry", "Overcoat" K. D. Ushinsky: "The Blind Horse", "How the Shirt Grew in the Field", "The Pranks of the Old Woman of Winter", "Four Wishes", "Playing Dogs", "Know How to Wait", "The Hen", "Two Goats", "Two Plows" K. Paustovsky « hare paws"," Frog", "Disheveled Sparrow" L. N. Tolstoy: “Bone”, “Bird”, “Shark”, “Jump”, “Philippok”, “Lipunyushka”, “Lion and Dog”, “Liar”, “How the Geese Saved Rome”, “Three Rolls and One Bagel”, “ Father and Sons”, “Crow and Cancer”, “Fox and Dogs”, “Squirrel and Wolf”, “Mice”, “Old Grandfather and Granddaughter”, “Crow and Cancer”, “Squirrel and Wolf” L. Panteleev "How a Piglet Learned to Talk", "Coward" M. Plyatskovsky “How the Duckling lost his shadow”, “I wanted to become a strongman” M. Prishvin “Squirrel Memory”, “Hedgehog”, “Guys and Ducklings”, “Birch Bark Tube” M. Gorky "Sparrow" Mark Twain "Adventures of Tom Sawyer" N. N. Nosov “Dunno on the Moon”, “Live Hat”, “Mishkin's Porridge”, “Cucumbers”, “Knock-Knock”, “Patch”, “Bobik Visiting Barbos”, “On the Hill”, “Entertainers”, “Dreamers” , "Resourcefulness" N. Sladkov “The Bear and the Sun”, “Why is November piebald”, “The hedgehog ran along the path”, “Egg”, “Winter Summer”, “Winter Debts”, “Mysterious Beast”, “Judged-rowed”, “Magpie and the Bear”, "Magpie and Hare", "Fox and Mouse", "Dandelion and Rain" E. Uspensky “Rout”, “Uncle Fedor, dog and cat”, “Cheburashka”, “Prostokvashino”, “Colorful family”« Crocodile Gena and his friends", " Everything is fine " Y. Ermolaev "Spilled" Yu.Koval "The Fox and the Grouse" Ya Tayts: "Shoo", "To the waist", "Train".

Rhetoric exercises for caring parents and their curious children

1. Exercise "Explain the word"

Give your child a couple of words to define. Let him explain what a nose is, a dandelion, a chair, a tree, a ball.

But understand what follows at the beginning you need to attribute the word to more general class items.

For example:

A tree is a plant that... A nose is an organ that... A dandelion is a flower that has... and so on. Then you should name the external features, function or structure. So, a tree is a plant that has many legs and leaves, is very hardworking and lives on the street. This will be enough. It will be nice if the child gives the definition of the word "dandelion": a dandelion is a flower that is yellow at the beginning, then white. He has fluffs and if you blow on him, they scatter in all directions. He lives in the summer. He can also heal people. Do not be surprised: some children can say worse definitions! Teach them this. Start by defining the word "dog".

2. Exercise "Remember the word"

Your task and the task of the child is to remember all the known words that are suitable for the chosen topic. Everything you already know about him.

For example:

Theme "man" (you name)

Man, creature (the child repeats the previous word and names his own)

Man, creature, ears

The loser calls the funny phrase "sheep's head."

3. Exercise "Come up with a rhyme for a word"

Take any simple words known to the child and let him choose a rhyme for them.

For example:

Thunderstorm - dew

4. Exercise "Read and repeat"

Take interesting book, which will correspond to the age of the child. Read the phrase aloud. The task of the child is to repeat verbatim what was said. The fairy tales of Alexander Sergeevich Pushkin are best suited for this rhetoric workshop, but you can take prose, which will be more difficult. But it all depends on the child, his level. First, take part of the sentence, its short passages, then - gradually the child can cope with long sentences. Developing RAM much needed for rhetoric and expanding lexicon. This exercise requires the tenacity of the parent, as well as humor and positivity. You can kill the desire to play with you with a strict word and a menacing look.

Read the phrases aloud, and let the child try to repeat what was said.

5. Exercise "Let's listen to the silence"

This game brings up the ability to quickly focus.

First, measure for one and a half to two minutes and listen to all the sounds around you: in the room, in the apartment, outside the window. And then, in turn, tell about the sounds you heard and depict with the help of words. Naturally, it cannot be repeated. The one who calls these sounds the most wins.

For example:

I heard the clock tick in the room

And I heard a car drive by on the street: “trrr-trrr”

It was raining outside the window: "drip-drip-drip"

Footsteps were heard in another room: “top-top-top”

6. Exercise "Find the missing item"

The leader is chosen. For example, this is a child who is invited to carefully look around himself and remember the surrounding small objects lying on the tables. He then turns away and leaves the room as you remove one of the items. When the driver returns, he must detect a change that has occurred on the tables or in the room in general (if the game is played on a larger scale and it involves objects located throughout the room). Your task is to prompt the driver by coming up with an original definition of the subject, without naming it directly. The task of the child is to ask leading questions to the parent and try to guess the removed object.

For instance:

What animal does this item look like?

On a hamster

-… This item can only be used in the classroom?

You can take it with you wherever you want!

Is this a penalty?

Yes! Well done.

7. Exercise "Find the differences"

Children and you are invited to explain in one or two words what is the difference between two outwardly similar objects.

For example:

You: What is the difference between a ball and a lemon?

Child: the ball is round

You: A lemon is also round. Wrong.

Child: It's yellow!

You: Both of these items can be yellow.

Child: The ball is empty.

You: Not all balls inside are empty.

Child: You can't eat the ball.

You: Absolutely right! Therein lies the difference.

.Exercises “Imagine you are an artist”

The story from the picture, all kinds of presentations, have long been used in the school educational process. Their benefits are undeniable. In our opinion, such rhetorical exercises for children can also be successfully practiced. Like drawing, a story based on a picture develops associative color perception. sounding word, which contributes to a more harmonious formation of rhetorical skills in a child.

1) "What I remember"

The meaning of the exercise follows from the name. The child looks at the reproduction for a while, then turns it over so that he can no longer see it, and tells what he remembers. At first, this may be just a listing of the objects depicted in the picture, but gradually you need to come to a coherent description.

2) "What's going on?"

This task is much more difficult than the previous one. The child should not just describe the picture, but try to understand what is happening there, show some directorial qualities, notice the action taking place in the picture, or fantasize it if it is a landscape or a still life.

3) "What happened before?"

The speaker expresses his assumptions about what happened in the picture before the artist stopped the moment he liked and captured it in paint.

4) “What would I name the painting if I were an artist”

Your child offers his own version of the name of the picture and tries to prove its legitimacy.

9. Exercise "Funny tongue twister"

An exercise that develops a sense of rhythm and logic of speech. A simple well-known a tongue twister to everyone, for example: “About a white bull”.

The text is divided into more or less logically completed passages - phrases. The pauses separating phrases from each other are filled with clapping. Stomping and any other movements can be added to the claps.

It all looks something like this:

Grandma had a bull! (you and your child do two handclaps and two stomp)

White bull. Two claps and two stomps. (child)

There was a bull stupid lips! Two claps and two stomps. (again you)

Stupid bull. Two claps and two stomps. (child again)

The bull has a white lip .... Two claps and two stomps.

Was dumb! (chorus)

The first time the tongue twister is read slowly, thoughtfully. It is necessary to immediately determine what this tongue twister is about. What happens in it, how we relate to its heroes. Then, reading the second and third times, you can increase the tempo, observing the general rhythmic structure, the striking points of which are our playing pauses - claps and stomps, as well as explosive consonants - an explosive sound predominates in this tongue twister " B". It should be pronounced especially distinctly "explode" on the lips.