Basic conversation starters. Starting a Conversation Assignments for self-study

09.04.2021

STRUCTURE OF A BUSINESS CONVERSATION

A business conversation consists of five phases:

1. Starting a conversation.

2. Transfer of information.

3. Argumentation.

4. Refutation of the arguments of the interlocutor.

5. Decision making.

Depending on the purpose, conversations can have, for example, the following goals:

Build good relationships with employees;

Increase employee satisfaction with various aspects of work

Encourage an employee, business partner, client to certain actions;

Ensure collective cooperation within the department, firm, between organizations;

Ensure better understanding.

This kind of long-term goals should certainly underlie all business contacts, regardless of the subject of the conversation. At the same time, its immediate goals and objectives are equally important for the optimal construction of the meaningful part of the conversation, for example, such as: to find out specific facts; to carry out emotional discharge of one of the parties; to check something, to tell about something important in order to find out the opinion, attitude, etc.

A very important part of the conversation is its beginning. Some believe that this process can be compared to tuning instruments before a concert. Indeed, the initiator of the conversation needs to develop a correct and correct attitude towards the interlocutor, since the beginning of the conversation is a "bridge" between partners in business communication.

Tasks of the first phase of the conversation:

Establishing contact with the interlocutor;

Creating a pleasant atmosphere for conversation;

Drawing attention to the subject of the interview;

Awakening interest in the conversation;

Seizure of the initiative (if necessary).

METHODS FOR AN UNSUCCESSFUL STARTING OF A CONVERSATION

1. Apologies, showing signs of insecurity should always be avoided. Negative examples: "Sorry if I interrupted...", "I would like to hear again...", "Please, if you have time to listen to me..."

2. It is also necessary to avoid any manifestations of disrespect, disregard for the interlocutor, such as the following examples: "Let's take a quick look with you ...", "I just happened to pass by and dropped in on you ...", "And I have this account is a completely different opinion ... "

3. The first questions should not force the interlocutor to look for counterarguments and take a defensive position.

Although this is a logical and completely normal reaction, but from a psychological point of view, this is a mistake.

EFFECTIVE TECHNIQUES TO START A CONVERSATION

There are many ways to start a business conversation, but, like in chess, practice has developed a number of "correct openings". The most promising approaches include the following:

Tension relief method. A few kind words can create a friendly atmosphere at the very beginning of the conversation. Compliments, a joke that caused laughter, also contribute to the creation of a friendly atmosphere.

The hook method. Allows you to briefly state the situation or problem, linking it to the content of the conversation, and use this "hook" as a starting point for the implementation of planned intentions. For these purposes, one can successfully use some small event, comparison, personal impressions, an anecdotal incident or a non-standard question.

Imagination stimulation method. It involves posing at the beginning of the conversation many questions on a number of problems that should be considered in it. This method gives good results when the business partner has a sense of optimism and a sober view of the situation.

Direct approach method. When business partners are limited in time or an issue requires immediate discussion and resolution, a direct approach can be used, without any introduction. Schematically, it looks like this: briefly report the reasons why the interview was scheduled, quickly move from general issues to private and proceed directly to the topic of conversation.

If the preliminary preparation for the conversation was thorough and all possible situations were carefully thought out, then in the main part of the business conversation, its initiator will feel confident.

PEACH COUNCIL No. 3

Topic: « Speech development of preschoolers in accordance with the requirements of the Federal State Educational Standard»

Conduct form: business game

Target: improvement of work in the preschool educational institution on the speech development of preschool children.

Tasks:

1) cause teachers to realize the need to expand their knowledge in the field of speech development in children;

2) to develop the ability to design, construct the processes of development of the speech of preschoolers;

3) to create in the team an atmosphere of creative search for the most effective forms and methods in working with children;

The course of the teachers' council.

Tikhomirova I.V.

I am glad to welcome you to the next meeting of the Pedagogical Council.

The topic of our meeting is "Speech development of preschoolers in accordance with the requirements of the Federal State Educational Standard."

Agenda:

Implementation of the decisions of the previous Pedagogical Council

The relevance of the problem of speech development of preschool children

The main directions and means of speech development of preschoolers

Results of a speech therapy examination

Results of thematic control

business game

Implementation of the decisions of the previous Pedagogical Council.

In the course of implementing the decisions of the Pedagogical Council No. 2 in kindergarten, within the framework of the methodological week, Smirnov V.P. held a methodological seminar "Technology of cooperation in directly educational activities", a master class "Organization of joint - individual activities in the classroom" and "Jointly - consistent activities in teaching children the skills of cooperation." Shipulina A.S. organized and conducted a psychological seminar "Technique of active listening".

In order to get acquainted with the forms of work of educators on the formation of cooperation skills in preschool children, a repeated thematic control will be organized in April.

2. The relevance of the problem of speech development of preschool children:

Everyone can speak, but only a few of us speak correctly. When talking with others, we use speech as a means of transferring human functions. It is through communication with other people that a person realizes himself as a person.

It is impossible to judge the beginning of the development of the personality of a child of preschool age without assessing his speech development. The development of speech is the main indicator of mental development. The main goal of speech development is to bring it to the norm determined for each age stage, although individual differences in the speech level of children can be extremely large.

Smirnova V.P.

In January, a speech therapy examination of children aged 3-7 years took place in the kindergarten, the purpose of which was to determine the level of speech development of children.

Results of speech therapy examination (reference)

Tikhomirova I.V.

The results are disappointing, to say the least. Children who have not received preschool age appropriate speech development, catch up with great difficulty, in the future this gap in development affects its further development. The timely and complete formation of speech in preschool childhood is the main condition for the normal development and further successful education at school.

The main tasks of speech development - this is the education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement - are solved at each age stage. However, from age to age there is a gradual complication of each task, teaching methods change. Specific gravity of a particular task also changes when moving from group to group. The educator needs to be presented with the main lines of succession of tasks for the development of speech, which are solved in the previous and subsequent age groups, and the complex nature of the solution of each task.

In addition, the development of speech and speech communication of preschoolers in kindergarten should be carried out in all types of activities, in various forms, as in special speech lessons, as well as in partnership and independent activities.

Smirnova V.P.

3. The game "Clever and clever"

Now I offer you the game "Clever and clever".

Rules of the game:

All teachers play

The time for thinking about one question is no more than 10 seconds.

If the teacher believes that he knows the answer to the question, he raises the signal.

If the answer is incorrect, other teachers can give their answer, but also on a signal.

For each correct answer to the question, the teacher receives a medal.

If the teacher scored 5 medals, there is an exchange for 1 order

As a result, whoever collects more orders will become"Wise teacher".

Topic our game "Methods of speech development of preschool children"

Questions:

1. Name the main tasks for the development of speech of preschoolers.

1. Development of the dictionary.

Formation of the grammatical side of speech.

Education of sound culture of speech.

Formation of colloquial (dialogical) speech.

Teaching storytelling (monologic speech).

Introduction to literature.

Preparing children for literacy.

2. Name the types of coherent speech.

(monologic and dialogical speech)

3. What forms of dialogic speech do you know?

(conversation, conversation)

4. Name the techniques for developing speaking skills

Unscheduled brief conversations during security moments

Specially organized planned conversations: individual and collective

Verbal errands

Joint viewing of pictures, children's drawings, books

Children's association different ages

Organizing a visit to another group

Story - role-playing games

Labor activity

5. Name the structural components of the conversation and describe the content of each

Structural components:

1.Start

2.Main part

3. End

Start of a conversation.

Its purpose is to revive the impressions received in the memory of children with the help of a question - a reminder, guessing a riddle, reading an excerpt from a poem, showing a picture, photo, object. It is also necessary to formulate the topic and purpose of the upcoming conversation.

Main part

It is divided into micro-themes or stages. Each stage corresponds to an essential, complete section of the topic, i.e. the topic is analyzed by key points. In the process of each stage, the teacher summarizes the statements of the children with a final phrase and makes the transition to the next micro-topic.

End of conversation

It is short in time. This part of the conversation can be practically effective: looking at the handout, doing game exercises, reading a literary text, singing.

6. What technique is considered leading when organizing a conversation?

(question)

7. What types of questions does the teacher use when organizing a conversation?

Questions of a search and problematic nature (Why? Why? Because of what? How are they similar? How to find out? How? For what?)

Summarizing questions

Reproductive questions (What? Where? How much?)

In what sequence should the different types of questions be placed in each completed part of the conversation (micro-topic)?

1. Reproductive issues

2.Search questions

3. General questions

9. What types of monologue speech exist?

1. Retelling

2. Telling a story

3. Telling about the toy

4. Telling children from experience

5. Creative stories

10. Name the means of speech development.

1. About communication between adults and children;

2. Cultural language environment, teacher's speech;

3. Educational subject environment;

4. Teaching native speech and language in the classroom;

5. Fiction;

6. Various types of art (fine, music, theater);

7. Labor activity;

8.Children's holidays

11. What are the main didactic principles of organizing an educational process focused on the development of speech.

1. Development of dynamic perception (tasks with gradually increasing difficulty, various types of tasks, change of activities)

2. Productivity of information processing (organization of dosed step-by-step assistance of the teacher, learning to transfer the proposed method of information processing to the task being performed, creating conditions for independent information processing)

3. Development and correction of higher mental functions (performing tasks based on several analyzers and including special exercises to correct higher mental functions in the lesson)

4. Providing motivation for learning (ensuring the child’s constant interest in what he is offered to complete in the form of a learning task with the help of instructions of various forms, problem situations, a reward system, prizes, a detailed verbal assessment)

12. Which of the means of speech development is the leading one?

(communication)

13. What techniques are focused on the development of communication?

1. Plot - role-playing game

2. Household activities

3. Verbal order

4. Conversation

5. Interview about paintings, drawings, books.

14. Name the verbal methods and techniques for the development of speech.

Methods:

1. Reading and telling fiction

2. Learning by heart

3. Retelling

4. Conversation

5. Telling from a picture, about a toy, from experience

6. Creative storytelling

Receptions:

1 question

2. Repetition

3. Explanation

4. Speech sample

15. Name visual methods for developing speech

Methods:

1. Observations

2. Excursions

3. Inspections of the premises

4. Consideration of natural objects.

5. Examination of toys, paintings, photographs,

6.Simulation

Receptions:

Showing a picture, toy, movement or action

Showing the position of the organs of articulation when pronouncing sounds

16. Name practical methods for developing speech

Didactic game

Game - dramatization

Labor activity

17. What is the essence of planning work on the development of speech?

(designing the formation and development of children's speech, predicting the dynamics of pedagogical influence on speech and its effectiveness).

18. What are the main tasks for the development of speech in children aged 1 year. 6 months up to 2 years.

1. Significantly expand the child's vocabulary

2. Teach children to speak in simple phrases

3. Cultivate the ability to answer simple questions

19. What are the main tasks for the development of speech in children aged 2 to 3 years.

1. Expand the child's vocabulary

2. Learn to use all parts of speech

3. Learn to speak in sentences, giving words grammatically correct endings

4. Learn to pronounce words clearly (correct articulation)

5. Teach a child to listen to the complex speech of an adult

20. What are the main methodological techniques for the development of speech in toddlers.

1. Display with naming

2. "Roll call"

3. Asking to "say" and "repeat"

4. Suggesting the right word

5. Orders

6. Questions

6. "Live" pictures

7. "Children's movie"

8. Shadow theater

9. The story of an adult without reinforcement by showing (from 2 years old 6 months to 3 years old)

21. What is the task of introducing children to literary works?

(Formation of the ability to elementarily analyze the content and form of the work)

22. What method of familiarization with fiction is used when discussing the content of a work?

(conversation)

23. What should be avoided when introducing children to a literary work that is not divided into parts?

(showing illustrations while reading the work)

24. What types of classes for the development of speech can be used in the work of a teacher?

(introductory, generalizing, classes devoted to the study of new material)

25. Describe the methodology for teaching children how to write a story - a description

Step by step learning:

Preparatory exercises for describing objects (game exercises for recognizing an object by its description - thematic lotto, comparing objects according to the main features - "Object and Image", for compiling phrases and sentences, taking into account the visual and tactile perception of the object)

Description of subjects according to the main features (with the help of a teacher on issues)

Toys with pronounced features are selected. A simple description - 4-5 sentences, including its name, listing the main external features (shape, color, size, material) and some of its distinctive properties. The preparation of a description by a child is preceded by a model given by the teacher.

In case of difficulty, the method of supplementing the sentence started by the teacher is used.

Teaching a detailed description of the subject (according to a preliminary plan - a diagram). As such a scheme, it is proposed to use a three-part compositional scheme for describing objects.

Define description object

Enumeration of the attributes of an object in a certain sequence

An indication of the belonging of an object to a particular group and its purpose, the benefits it brings.

In case of difficulty, techniques are used - gestural instructions, verbal instructions, description based on individual drawings, conditional visual symbols, parallel description by the teacher and the child of two objects of the same type, collective drawing up of a plan

The description can be a directly perceived object, a description of an object from memory (objects of the home environment, animals, plants), according to one's own drawing, the inclusion of descriptions in game situations.

Consolidation of the acquired skills in compiling a story - description takes place in game classes, including exercises for recognizing objects by description, comparing them, reproducing a sample description given by the teacher, and independently compiling a story - description by children.

Mastering the initial skills of comparative description of objects. Game exercises are used: supplementing the sentences started by the teacher with the necessary word denoting the attribute of the object (The goose has a long neck, and the duck ...), making sentences on questions (What do lemon and orange taste like?), highlighting and designating the contrasting features of two objects ( the orange is large, and the tangerine is small), the sequential selection of a number of features that distinguish objects of any one group (spruce and birch, white mushroom and fly agaric). The method of parallel description of two objects is used - the teacher and the child.

26. Describe the method of teaching children to compose a story from a picture.

In the younger group, preparation is being made for storytelling based on the picture. This is an examination of the picture and answers to the reproductive questions of the educator in the picture.

For viewing, pictures are used that depict individual objects and simple plots that are close to the personal experience of children.

In the classroom, riddles, nursery rhymes, sayings, poems, as well as game techniques are used (show a picture of a favorite toy, introduce a guest to a picture).

From the middle group, the direct teaching of children to tell a story from a picture (telling on a question, model) begins.

Lesson structure:

Preparation for the emotional perception of the picture (poems, sayings, riddles on the topic, the presence fairytale heroes, all types of theaters)

Questions to the teacher's picture

Sample story based on the picture of the educator

Children's stories

The teacher helps the children to tell supporting questions, suggests words, phrases.

At the end of the year, a story plan is introduced, and visual modeling is used.

In the senior and preparatory groups, it is possible to use not only plot pictures, but also a series of plot pictures to compose a story with a plot, a climax, a denouement. We teach children to see not only what is depicted in the foreground, but also the background of the picture in detail at the moment, but also what preceded and subsequent events.

Lesson structure:

Preparing for the emotional perception of the picture

Lexico-grammar exercises on the topic of the lesson

Looking at the big picture

Questions of the educator on the content of the picture

Drawing up a story plan by the teacher together with the children

A story based on a picture of a strong child, as an example

Stories 4-5 children

Evaluation of each story by children with comments by the educator

In the preparatory group, it is possible to learn storytelling from a landscape painting.

27. Describe a technique for teaching children to compose a story from memory.

Memory learning begins with senior group. In this age group, children are offered light topics from a common, collective experience that have left a bright mark on the mind and feelings of the child. In the preparatory group, topics of a more general nature are proposed, requiring a generalization of experience, moral judgments. Narrative from memory from shared collective experience.

There are 2 types of lessons for teaching storytelling:

It is advisable to divide the general topic into small subtopics and compose a story in parts. The same subtopic can be offered to several children in succession.

Writing a letter

Narrative from memory from individual (personal) experience

In the older group, it is proposed to talk about single facts (describe your favorite toy, etc.), then the topics become more complicated: describe some event (how was your birthday). In the preparatory group, ethical topics are added. (my friend, etc.).

28. Name the leading forms, methods and techniques for the formation of a sound culture of speech

Front forms:

Lessons

Game - dramatization

round dances

Holidays

Entertainment

Speech gymnastics

Group forms:

Didactic games

Jokes - gossip

Methods:

Didactic game

Mobile and round dance games with text

Didactic stories with the inclusion of educational tasks for children (in nursery, junior, middle groups, the story is accompanied by showing pictures on a flannelgraph or a demonstration of toys).

retelling

Memorizing poems

Learning and repeating familiar tongue twisters

Game exercises

Receptions:

A sample of correct pronunciation with a brief or extended explanation of the demonstrated qualities of speech or speech movements - locomotive apparatus

Exaggeration (with emphasized diction) pronunciation or intonation of sound

Figurative sound naming (in younger groups)

Showing and explaining articulation

Quiet pronunciation of sound, sound combinations

Justification of the need to complete the task of the teacher

Individual task motivation

Individual instruction before the child's answer

Joint speech of the child and the teacher

- Reflected speech (immediate repetition by the child of speech - sample)

- Evaluation of response or action and correction

- figurative physical culture pause

- Showing articulatory movements

29. What method of developing a monologic form of coherent speech is most often used in teaching children of primary preschool age?

(composing a story in parts with visual support)

30. Name the methods and techniques of work, types of exercises for the development of coherent speech in the process of working on a sentence.

For exercises, two types of pictures are used:

Pictures on which you can highlight the subject and the action performed by him

Pictures depicting one or more characters and a clearly defined setting

According to them, children exercise in the consistent compilation of sentences of various structures.

According to the pictures of the first type, sentences are made:

– subject - action (expressed by an intransitive verb), for example, The boy is running

– the subject is an action (expressed by an inseparable predicate group), for example, a girl rides a bicycle.

– subject - action - object, for example, A girl is reading a book.

– subject - action - object - instrument of action, for example, the Boy hammers a nail with a hammer.

According to the pictures of the second type, sentences are made:

- subject - action - scene of action (tool, means of action), for example, Guys play in the sandbox

When teaching children to make sentences, setting appropriate questions to pictures and a sample answer is used. The latter is used at the beginning of work with this type of pictures, as well as in the future - in case of difficulties.

If necessary, the first word of the phrase or its initial syllable is suggested. Can be applied

- and joint compilation of a sentence by 2-3 children (one is the beginning of the phrase, the others continue)

- and drawing up sentences on pictures using chips.

At the senior preschool age, the transition to the compilation of sentences of a more complex structure is carried out:

- sentences with homogeneous predicates (Grandfather sits in a chair and reads a newspaper)

- compound constructions of two symmetrical parts, where the second part duplicates the first in structure (the Hare loves carrots, and the squirrel loves nuts).

Further, from compiling a sentence for a separate situational picture, you can subsequently proceed to compiling a phrase for several subject pictures (at first, 3-4, then 2 each).

31. Describe a technique for teaching children to retell

In the younger group - preparation for learning to retell.

Methodology for teaching retelling of children 3-4 years old:

1. Reproduction by the educator of well-known fairy tales built on the repetition of actions

2. Remembering the sequence of appearance by children fairy tale characters and their actions with the help of visibility? Table or puppet theater

3. Repetition by the child after the teacher of each sentence from the test or 1-2 words from the sentence.

Methodology for teaching retelling of children 4-6 years old:

1. Introductory conversation, setting up the perception of the work, reading poetry, looking at illustrations on the topic

2. Expressive reading of the text by the educator without setting for memorization

3. Conversation on the content and form of the text

4. Drawing up a retelling plan. The plan can be oral, pictorial, pictorial-verbal and symbolic. In the middle and senior groups, the plan is drawn up by the teacher together with the children, in the preparatory group - by the children.

5. Re-reading the text with the installation of memorization

6. Retelling the text by children

7. Evaluation of children's retelling In the middle and senior groups, the teacher gives along with the children, in the preparatory group - children.

A short text is retold in full, a long one - in a chain.

In the preparatory group, more complex forms of retelling are introduced:

- from several texts, children choose one, at will

- children come up with a continuation to an unfinished story by analogy

- children's dramatization of a literary work.

32. Name the methods of vocabulary work

- Excursions

- Examination and examination of objects

- Surveillance

- Name (or sample pronunciation) of a new or difficult word

- Naming followed by object display

- Name followed by interpretation

- Including a word in a sentence

- Repetition (repeated) of the word by the teacher, individual children, in chorus during the lesson

- Explanation of the origin of the word (senior groups)

- Question

- Game exercises in the selection of words

- Didactic games

- Word games to classify objects

- Puzzles

- Item comparison

33. Name the methods and techniques for teaching children grammatically correct speech

- Game exercises

- Didactic games

- Word exercises

- Narrative didactic story

- Playable characters when repeating material

- Speech sample teacher

- Comparison

- related speech

- Fix

- Prompt questions - riddles

(At the end of the game, the medals are counted, they are exchanged for orders, the winner is determined)

Tikhomirova I.V.

Well done. So, the “wise teacher” became ………………. Congratulations! (we present the certificate).

The game showed your knowledge of the methodology for the development of speech of preschool children. You own the theory. Now let's see how things work in practice. Thematic control was carried out in our kindergarten"Speech development in kindergarten"

Smirnova V.P.

Results of thematic control (reference).

Tikhomirova I.V.

Thus, we see that for our kindergarten this problem of speech development is relevant. I propose to discuss this problem and find ways to solve it.

Smirnova V.P.

Brainstorm

Think and say what problems in the field of formation of speech development should be noted.

(Practical part)

(Ineffective organization of the developing environment for speech development

Lack of methodological base

Not efficient system work of kindergarten teachers on the development of phonemic perception and pronunciation of phonemes)

Smirnova V.P.

I propose to unite in pairs, choose one of the directions and determine ways to solve the tasks. You have 5 minutes to work.

Practical part

(planning)

Smirnova V.P.

Time has come to an end. We are finishing. And I will ask you to submit your work.

Plan Presentation

Each pair of teachers tells the audience what ways of improvement they have found.

Tikhomirova I.V.

Our meeting of the Pedagogical Council is coming to an end. Today we recalled the methodology for the development of the speech of preschool children, outlined the main ways of the speech development of children in our kindergarten.

In conclusion, I would like to know:

- What will you personally change in your work to improve the speech development of children in your group?

Write down the answer. And the second question:

- What forms of work should be introduced into the kindergarten system for the effective development of pupils' speech?

Draft decision of the Pedagogical Council (discussed and approved).

Improving the subject-developing environment in groups in accordance with the age of children

A) organization of a consultation for educators "Creating a speech center in a group" until 04/15/2016.

B) organization of the review - competition "Center for Speech Development" until 05/15/2016.

Optimization of the methodological support for the speech development of pupils until January 2017.

Responsible: senior teacher

A) Replenishment of methodological literature

B) Creation of a library of children's fiction

C) Selection of didactic games for the development of speech

D) Update visual material

Implementation of the program of E.V. Kolesnikova into the practice of work of teachers until 09/01/2016.

Responsible: Smirnova V.P., Zabrodina T.G.

A) Acquisition of a set of teaching materials

B) Study guidelines

The study of modern educational technologies for the development of speech in kindergarten students.

Responsible: educators, senior educator

A) Organization of a series of methodological seminars “Teaching preschoolers to compose a story-description”, “Teaching preschoolers to creative storytelling in a picture”, “Methods of teaching preschoolers to work with a series of pictures” until 04/15/2016.

B) Organization of a master class “Game exercises for the development of the grammatical structure of the speech of preschoolers”, “Development of the phonemic perception of children”, “Activation of the vocabulary of children” until 04/15/2016.

Presented material for the teachers' council on the development of speech of preschoolers

TEACHING COUNCIL 3.

Event form: business game

Goal: improving the work in the preschool educational institution on the speech development of preschool children

Tasks: - to cause teachers to realize the need to expand their knowledge in the field of speech development in children;

To develop the ability to design, construct the processes of development of the speech of preschoolers;

To create in the team an atmosphere of creative search for the most effective forms and methods in working with children.

Agenda:

1. Problems of speech development of preschoolers on present stage.- speech of the senior educator N.G. Ponomarenko.

2. The use of technology of sensory - graphic schemes in the construction of speech statements in children of senior preschool age - a speech by the educator of the compensatory orientation group E.G. Taranenko.

3. Innovative technologies in working with preschoolers on the development of speech - speech of the teacher - speech therapist F.M. Kolesnikova.

4. Theatrical activity in the speech and communicative development of preschoolers - performance by the teacher of the senior group O.F. Vishnyakova.

5. Business game.

6. Results of thematic control.

7. Decisions of the pedagogical council.

The course of the teachers' council.

1. The relevance of the problem of speech development of preschool children.

When talking to others, we use speech as a means of transferring function. It is through communication with other people that a person realizes himself as a person. It is impossible to judge the beginning of the development of the personality of a child of preschool age without assessing his speech development. The development of speech is the main indicator of mental development. The main goal of speech development is to bring it to the norm determined for each age stage, although individual differences in the speech level of children can be extremely large. Children who have not received appropriate speech development at preschool age make up for lost time with great difficulty, in the future this gap affects its further development. The timely and complete formation of speech in preschool childhood is the main condition for the normal development and further successful education at school. The main tasks of speech development - this is the education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement - are solved at each age stage.

However, from age to age there is a gradual complication of each task, teaching methods change. The specific weight of this or that task also changes when moving from group to group. The educator needs to be presented with the main lines of succession of tasks for the development of speech, which are solved in the previous and subsequent age groups, and the complex nature of the solution of each task. In addition, the development of speech and speech communication of preschoolers in kindergarten should be carried out in all types of activities, in various forms, both in special speech classes, and in partner and independent activities.

2, 3, 4 - performance of teachers

5. The game "Smarts and smarts" Now I offer you the game "Smarts and smarts". Rules of the game: - all teachers play - the time to think about one question is no more than 10 seconds. - if the teacher believes that he knows the answer to the question, he raises the signal. - if the answer is incorrect, other teachers can give their answer, but also on a signal - for each correct answer to the question, the teacher receives a medal - if the teacher scores 5 medals, there is an exchange for 1 order - as a result, whoever scores more orders will become the "Teacher" wise."

The theme of our game is "Methods of speech development of preschool children"

1. 1. Development of the dictionary. 2. Formation of the grammatical side of speech. 3. Education of sound culture of speech. 4. Formation of colloquial (dialogical) speech. 5. Teaching storytelling (monologic speech). 6. Acquaintance with fiction. 7. Preparing children for literacy.

2.Name the types of connected speech.(monologic and dialogical speech)

3 (talk, conversation)

4. - Unscheduled short conversations during regime moments - Specially organized planned conversations: individual and collective - Verbal assignments - Joint examination of pictures, children's drawings, books - Combining children of different ages - Organization of a visit to another group - Role-playing games - Labor activity

5. . Structural components: (Beginning Main part Ending)

6. (question)

7. - Questions of a search and problematic nature (Why? Why? Because of what? How similar? How to find out? How? For what?) - Generalizing questions - Reproductive questions (What? Where? How much?)

(Retelling. Telling from a picture. Telling about a toy. Telling children from experience. Creative stories)

9. (Communication between adults and children. Cultural language environment. Speech of the educator. Developing subject environment. Teaching native speech and language in the classroom. Fiction. Various types of art (fine, music, theater). Labor activity. Children's holidays)

(communication)

(Role-playing game. Household activities. Verbal assignment. Conversation. Interview about paintings, drawings, books)

12. (Didactic game - Dramatization game - Labor activity)

(Show with naming. “Roll call”. Request to “say” and “repeat”. Suggesting the right word. Instructions. Questions. “Live” pictures. “Children's movie”. Shadow theater. Adult story without reinforcement by the show)

Speech colloquium "Quick response"

What does speech development include? (proficiency in speech as a means of communication with peers and adults; development of coherent, grammatically correct dialogic and monologue speech; enrichment of the active dictionary; development of speech creativity; development of sound culture of speech, etc. in accordance with the requirements of the Federal State Educational Standard).

What forms of work are used when teaching children monologue speech. (retelling, description of toys and plot pictures, storytelling from experience, creative storytelling)

What forms of work are used when teaching children dialogic speech (conversation, unprepared conversation)

Leading technique for teaching correct pronunciation (tutor sample)

How to organize work on the development of speech in the 2nd half of the day (logo-rhythm, mnemotables, didactic games, theatrical activities, reading fiction, etc.)

With what age group Does the work on teaching children monologue speech begin? (middle group)

What age group does the work on teaching children dialogic speech begin with? (younger group)

· What are the main areas of work in the preschool educational institution through which the educational area is realized - speech development? (educational activities carried out with children in various types activities; educational activities organized during regime moments; independent activity of children; cooperation with the families of pupils)

What are the forms of work with children on speech development known to you? (OOD, conversation, excursion, reading competitions, sensitive moments, etc.)

What are the main achievements in the speech development of an older preschooler? (manifestation of speech activity in communication with adults and peers; actively asks and answers questions; is proactive in inventing stories of riddles, etc.; has a rich vocabulary; speech is clear, grammatically correct, expressive; owns the means of sound-letter analysis of words; knows how to convey summary of the text; distinguishes between the main genres (poem, fairy tale, story)

How are children introduced to book culture? (Through acquaintance with classical and modern literary works (poems, fairy tales, stories, fables, riddles, nursery rhymes, sayings, etc.)

(At the end of the game, the medals are counted, they are exchanged for orders, and the winner is determined) Well done. So, the teacher of the senior group, Lyubov Fedorovna Pulenets, became the "wise teacher". Congratulations! (we present the certificate). The game showed your knowledge of the methodology for the development of speech of preschool children. You own the theory. Now let's see how things work in practice. In our kindergarten, a thematic control was held "Development of speech in a kindergarten"

Thus, we see that for our kindergarten this problem of speech development is relevant. I propose to discuss this problem and find ways to solve it.

Brainstorm Think and say what problems in the field of formation of speech development should be noted. (Practical part) (Ineffective organization of the developmental environment for speech development Lack of methodological base Inefficient system of work of kindergarten teachers to develop phonemic perception and pronunciation of phonemes) I propose to team up in pairs, choose one of the directions and determine ways to solve the tasks. You have 5 minutes to work.

Practical part(planning) The time has come to an end. We are finishing. And I will ask you to submit your work. Presentation of the plan Each pair of teachers tells the audience what ways of improvement they have found.

In conclusion, I would like to know: - What will you personally change in your work to improve the speech development of children in your group?

Write down the answer. And the second question: - What forms of work should be introduced into the kindergarten system for the effective development of pupils' speech?

Council decision.

Chairman ___________ N.G. Ponomarenko

Secretary ___________ T.V. Kolomitskaya

Topic:"Organization of work on the development of speech in preschoolers."

Based on the annual plan of MBDOU Kindergarten combined type No. 21 and order No. 03-M dated January 12, 2018, from January 17 to January 24, 2018, a thematic audit was carried out in order to determine the effectiveness of educational and educational work in preschool educational institutions for the development of speech.

The thematic check was attended by the middle, senior, preparatory groups and the compensatory group

Object of study: the system of the educational process in the preschool educational institution.

Subject of study: conditions and factors stimulating and hindering the development of children's speech.

Research methods:

Analysis of the results of diagnosing the level of speech development of children;

Analysis of documentation, work plans of teachers;

Studying the system, methods of educational work;

Analysis of the created conditions for the speech development of preschoolers;

Analysis of the professional skills of teachers;

Analysis of visual information for parents.

Commission consisting of:

Head of MBDOU O.V. Taranenko.

Senior teacher N.G. Ponomarenko.

Teacher - speech therapist F.M. Kolesnikov.

Teacher - psychologist L.V. Polyanskaya.

Diagnosis of the level of speech development of children was carried out according to the method of O.S. Ushakova. Children's speech was assessed in 4 sections: 1. Vocabulary 2. Grammar 3. Phonetics 4. Coherent speech (Appendix 1).

Children of younger groups master the skills of speaking, express their thoughts in simple and complex sentences and lead to the compilation of coherent statements of a descriptive and narrative type. The intonational side of speech requires improvement, work is needed both on the development of the child's articulatory apparatus and on the development of such elements of sound culture as tempo, diction, voice power. Not all children are able to coordinate words in gender, number and case. Coherent speech of children is manifested in answers to questions, use the words of speech etiquette (thank you, please, hello).

Active Dictionary middle group children enriched with words denoting the qualities of objects, actions performed with them. They begin to select words with opposite meanings, compare objects and phenomena, and use generalizing words. At the same time, there are violations in the speech of children of the fifth year of life. Not all children pronounce sounds correctly, some have insufficiently developed intonational expressiveness. There are also shortcomings in mastering the grammatical rules of speech (coordination of nouns and adjectives in gender, number, case). Children master coherent speech and begin to build an independent statement, consisting at first of only a few sentences, compose a story from a picture or about a toy together with an adult; describe the object shown in the picture, naming signs, qualities, actions, use a variety of polite forms of speech.

speech development reaches a higher level. Most children correctly pronounce all the sounds of their native language. By the senior preschool age, the child accumulates a significant vocabulary. The development of the dictionary is characterized not only by an increase in the number of words used, but also by the child's understanding of the different meanings of the same word (multi-valued). At the senior preschool age, the most important stage of the speech development of children is basically completed - the assimilation of the grammatical system of the language. The number of simple common sentences, compound and complex sentences is increasing. Children develop a critical attitude towards grammatical errors. Coherent speech is manifested in the retelling of literary works, children intonation convey the dialogue of the characters, the characteristics of the characters; develop the storyline in a series of paintings.

The analysis of diagnostics for the development of children's speech allows us to note that in order to achieve high results in this direction, it is necessary to continue working in the system.

Planning analysis on the development of speech indicates compliance with the requirements of the program, taking into account age characteristics, the consistency of the studied material. When organizing and planning work on the development of speech, educators of age groups use the exemplary educational program "The World of Discoveries", edited by L.G. Peterson and Ushakova's teaching aid "Speech Development in Kindergarten". Teachers are always ready for classes, conduct them regularly, plan and organize work on the development of children's speech.

In the classroom vocabulary work is being carried out, the education of the sound culture of speech, the formation of the grammatical structure of speech, the formation of coherent speech and storytelling, the education of love and interest in the artistic word.

In regime moments individual and subgroup conversations with children on the topic are organized, didactic games, examination of objects, toys, natural phenomena, work in book corners, leisure, entertainment. Teachers are planning articulation, finger, breathing exercises, word games aimed at expanding and activating the children's vocabulary. Individual work on the development of speech is planned - memorization of poems, songs, nursery rhymes. Role-playing games and theatrical activities are planned for the manifestation of creativity by children.

Work with the family: consultations, conversations, folders, sliders, stands, memos, questionnaires.

However, in the plans of teachers, insufficient attention is paid to guessing, inventing riddles, which is very important for the development of children's speech.

Thus, in the course of observations, conversations with children and educators, thematic and operational control, it was revealed that work on the development of children's speech is built on a level.

During the control, attendance at classes in all age groups on the development of speech was organized: preparatory group- a generalizing conversation on the topic "Winter" (educator A.V. Chekhovskikh); "Animals of different countries" Lexical games and exercises (teacher E.G. Taranenko.) grammatical side (teacher - speech therapist F.M. Kolesnikova); middle group- "Forest walk" didactic games for the development of speech (educator D.I. Narozhnaya); senior group- Journey to the winter forest "Wild animals in winter" (teacher O.F. Vishnyakova), first junior Group- acquaintance with Zaikin's friends (educator I.V. Mikhailovich), second junior group- "Gifts from the Bunny" (teacher T.V. Kolomitskaya).

It was found that the program content of classes on speech development corresponds to the tasks of speech development, the age characteristics of children. In the classroom, conditions were created for the qualitative organization of work on the development of speech: demonstration and handout material, rational placement of children was thought out, sanitary and hygienic conditions were observed. Classes are organized in accordance with the methodology of conducting: in the organizational moment, children's interest in the lesson is created. Reasonable and properly selected methods, techniques and teaching aids allow you to constantly keep the attention of children and achieve their assimilation of the material. The lessons are timed according to the age of the children, the dynamic pause is timely.

In the 1st junior group, Irina Vasilievna encouraged children to communicate. Some children answered her in separate words, but very emotionally. All children imitate a dog and a cat, they know how to change the strength of their voice: how a big dog speaks and how a small one. Mostly children are non-speaking, and if they speak, then in separate words. They don't have phrases.

Middle group. Daria Ivanovna, having read the letter that arrived on a snowflake, invited the children for a walk in the winter forest. There they were met in turn by an owl, a squirrel and a bunny. Each forest dweller in the form of Darya Ivanovna gave tasks to the children. Children by ear determined the given sound in a series of words by clapping their hands, called a generalizing word, recognized animals from the description, changed the word using diminutive suffixes. It is recommended to teach children to compose common sentences of different types, to develop coherent speech. Continue to teach children to describe objects and toys, naming signs, qualities, actions.

In the senior group, Olga Fedorovna conducted a final lesson on the topic “Wild Animals in Winter”. Children remembered fairy tales about wild animals, remembered how they are called in fairy tales. They solved riddles about them. The children then identified what all wild animals have in common. Based on a picture of a wild animal, children came up with ideas about them short stories. In the course of the whole lesson, several word games were held: “Continue the sentence”, “Where do they live”, “Name it in one word”. They made up words about winter. Educators of the senior group teach children to speak coherently, select antonyms and synonyms for given words of different parts of speech, activate complex sentences in children's speech, teach them to divide words into parts and determine the place of sound in a word.

There was no discipline at all in the preparatory group at an open lesson on the development of speech. The children were noisy, distracted, did not listen and did not hear the teacher. Until the end of the lesson, Alla Vasilievna could not set the children up, did not capture their attention. At some points it was possible to listen to the correct answers of the children. Children have knowledge of language development. Many children made up a story based on pictures, solved riddles. Word games "Pick up a sign", "Name it affectionately", "Name the sounds" were held. The teacher had to turn to the children several times, repeat the questions, but the children were not interested.

A lesson on the development of speech with the teacher L.V. was also viewed. Tereshchenko. Acquaintance with S. Yesenin's poem "White Birch". Sometimes two children were distracted, but Lyubov Valerievna reassured them with a look. The session was very interesting. Children expressed their emotions from the verse they heard through the available pictures with winter landscapes. Then, with the help of the children, the teacher drew a mnemonic table. And the children with her help recited the poem by heart.

Compensating group. Elena Georgievna started the lesson. Organizational moment - the appearance of a lion cub. He asks the children to help him, to gain knowledge in order to eventually become a king. Children do all sorts of things. The lesson is held with the use of ICT - presentations. Children solve riddles about animals of hot countries, play lexical games “Say it differently” - to use possessive adjectives, “Find a family” - the name of members of the animal family, “What a huge one” - to form words with the suffix -shche-, +sha -, "What did the artist forget to draw?" - Attention, “The fourth extra. Name and explain. The session was very interesting. The children answered both in full answers and in monosyllables. The answers were well thought out. The density is good. The teacher made sure that all the children answered: she gave the order to the order, called the children by name.

The second half of the lesson was conducted by a speech therapist F.M. Kolesnikov.

Exercise "Spread the words correctly" - the children worked with a deformed phrase, correctly coordinated the words in the sentence.

Interactive game "Russell the animals into houses." We consolidated knowledge about the definition of syllables in words. The children showed very good knowledge.

We can say that the knowledge of speech development in this group is good.

The lesson in the second junior group was also viewed. Tamara Vladimirovna also used ICT. The children examined the appearance of the Bunny. All of its components were noted. They said that his ears are long and his tail is short. Then we examined what was in his bag. They named fruits and vegetables, then solved riddles about them. We played the game "Wonderful bag" - they determined the dummies of vegetables and fruits by touch. Then the children put vegetables and fruits separately in two baskets. The children gave monosyllabic answers to the teacher's questions. Named color and shape. They said where vegetables grow and where fruits grow. And at what they marked the difference. Tamara Vladimirovna encouraged me to pronounce the words all the time.

In groups, work is being done on teaching colloquial speech and storytelling. Educators direct their efforts to ensure that the children's speech is meaningful and understandable to others, especially with children of the older group and preparatory. In the classroom, educators ensure that children speak loudly, clearly, expressively, without rushing, and the educators themselves work on the power of the voice, emotionality. All teachers conduct classes on speech development with the integration of educational areas and the use of gaming technologies.

However, the speech density of the lesson is average in all age groups. Only some children speak in the classroom, the majority answers in monosyllables, although teachers encourage children to answer with phrases (younger ones) or sentences (older ones).

To offer educators, for the development of colloquial speech, to monitor the participation and conversation of children between themselves and educators in everyday life.

In groups, conditions are created for the speech activity of children, all fiction corresponds to the age, the shelves are located at the height of the children, the places for using the books are in a well-lit place, the books are accompanied by bright illustrations.

In all groups, in a sufficient number of didactic, developing, desktop-printed and creative games factory and handmade. In the zone of plot-role-playing games, appropriate conditions have been created for the emergence and deployment of the plot of games. The groups have created a play and theatrical zone, in which there are attributes according to different types theater. Attributes, aids for games are made of environmentally friendly materials. The safety regulations have been observed. Attributes, benefits exclude the possibility of child injury. Glass, sharp, cutting and other dangerous objects are absent.

All groups have methodological literature and manuals on the speech development of pupils. To establish children's mastery of the content educational program there is diagnostic material that provides verification of children's possession of all components of speech.

However, there are rarely thematic exhibitions in book corners, not all groups have materials about writers, poets, illustrators.

It is recommended to arrange thematic exhibitions periodically, to change the material in time. In the book corners place pictures for retelling and compiling stories, as well as mnemonic tables and modules of fairy tales and works.

However, replenishment of visual materials is required: handouts, story paintings, subject paintings, series of paintings.

Showed that teachers know the program content educational field, goals and objectives of their age group. Able to choose effective methods and techniques based on individual characteristics the speech of the children in their group. The speech of teachers is accurate, emotionally expressive, understandable to children, they are able to accurately and easily formulate questions to children, they are able to build individual work with children at different regime moments.

In groups, work is being done with parents on this issue through parental corners, information folders, parent meetings, festive events, individual conversations.

But, nevertheless, it is necessary to talk more with parents individually, explaining to them the importance of the speech development of children and finding a timely solution to correct violations in speech.

Conclusion: The thematic control carried out showed that the problem of the development of the speech of preschoolers is relevant, and it is solved in the preschool educational institution through classes, through regime moments, and interaction with parents. Organization of the educational process in the preschool educational institution for the development of children's speech at a satisfactory level. Teachers comply with the requirements of the program, take into account age characteristics, the consistency of the material being studied.

Teachers are always ready for classes, conduct them regularly, plan and organize work on the development of children's speech.

In groups, conditions have been created for the speech activity of children, didactic and role-playing games, theatrical activities, group and individual conversations are organized. The created conditions make it possible to develop the speech of preschoolers in accordance with their age and individual characteristics.

Qualified and competent teachers work in the kindergarten, ready to create conditions for the development of children's speech.

1. Teachers pay great attention to guessing, inventing riddles, which is very important for the development of children's speech.

2. To teach children to make common sentences of different types, to develop coherent speech.

3. Encourage inactive children to statements, answers with phrases (younger groups) or sentences (middle and older groups) to increase the speech density of the lesson.

4. Apply multimedia presentations which will make the lessons interesting and rich.

5. Regular monitoring by educators for a clear sound pronunciation of the child in the classroom and in free activities.

6. Continue to plan daily vocabulary work with children, individual work on the sound culture of speech, pay attention to speech education, staging and practicing the necessary sounds using a playful form.

7. Carry out individual work on the development of fine motor skills of the hands (performing tasks in class and in your free time).

9. In the book corners, place pictures for retelling and compiling stories, as well as mnemonic tables and modules for fairy tales and works.

10. Replenish visual materials: handouts, story paintings, subject paintings, series of paintings.

12. Teachers of groups to expand the card file of games for the development of fine motor skills, prepare a card file of poems, speech games.

13. Talk with parents individually, explaining to them the importance of the speech development of children and finding a timely solution to correct violations in speech.

Deadline: permanent

MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION COMBINED KINDERGARTEN № 21 OF THE VILLAGE OF OCTOBER MUNICIPAL FORMATION LENINGRAD DISTRICT

PROTOCOL #3

Chairman: Ponomarenko N.G.

Secretary: Kolomitskaya T.V.

Present:

O.V. Taranenko, T.V. Kolomitskaya, F.M. Kolesnikova, N.G. Ponomarenko, L.M. Belik, T.Yu. Dankovskaya, L.V. Polyanskaya, N.N. Laktionova, O.F. Vishnyakova, L.F. Pulenets, A.V. Chekhovskikh, L.V. Tereshchenko, S.V. Mostipan, I.V. Mikhailovich, E.G. Taranenko, M.V. Bogdan.

Absent: S.E. Ilchenko - parental leave, E.S. Bogdan - parental leave.

Agenda:

1. On the implementation of the decisions of the pedagogical council No. 2.

2. Problems of speech development of preschoolers at the present stage - speech by the senior educator N.G. Ponomarenko.

3. The use of technology of sensory - graphic schemes in the construction of speech utterances of children of senior preschool age - the speech of the educator of the compensatory orientation group E.G. Taranenko.

4. Innovative technologies in working with preschoolers on the development of speech - speech of the teacher - speech therapist F.M. Kolesnikova.

5. Theatrical activity in the speech and communicative development of preschoolers - performance by the teacher of the senior group O.F. Vishnyakova.

6. Business game similar to the game "Clever and clever" for speech development.

7. Analytical report on the results of thematic control.

8. Decisions of the pedagogical council.

1. listened head O.V. Taranenko. She said that all the decisions of the previous teachers' council were implemented, namely: work continues on the moral and patriotic education of preschoolers, using new technologies for teaching and educating, improving the forms, methods and techniques of work on this direction- Excursions are conducted to the Cossack's House of the kindergarten, children continue to get acquainted with the life and history of the Cossacks, etc. Joint events were organized with parents - a visit to the school children's museum preparatory group together with parents. In the senior and middle groups, the corners for moral and patriotic education were replenished - toys in Cossack costumes and various utensils were purchased. The collection and registration of a card index of Russian proverbs and sayings in all age groups, reflecting different aspects: kindness, diligence, love for mother, for the Motherland. An electronic collection of works on moral and patriotic education is being created in the form of educational presentations.

2. listened senior teacher N.G. Ponomarenko. She spoke about the relevance of the speech development of children, noted that the development of speech is the main indicator of mental development. The main tasks of speech development were also noted and how they become more complicated at each age stage.

Decided:

3. listened educator of the compensatory orientation group E.G. Taranenko. She told what kind of technology it was, shared how she uses it in her work.

Decided: take note of the information.

4. listened speech therapist teachers F.M. Kolesnikov. She shared her experience of making games using modern technologies using the Mercibo website. She showed a master class and an open lesson on this topic.

Decided: take note of the information.

5. Listened teacher of the senior group O.F. Vishnyakov. She spoke about the great importance of theatrical activities in the speech development of children. Here, children play roles, use all the expressive means of the language, all the tasks of the speech development of children are performed.

Decided: take note of the information.

6. Business game.

All teachers took part. Jury members - head O.V. Taranenko and teacher - speech therapist F.M. Kolesnikov. As a result of the competition, the teacher of the senior group L.F. Bullet.

Decided: the game was interesting, the tasks were to solve all the problems of speech development.

7. Listened senior teacher N.G. Ponomarenko. She read out an analytical report on the results of the thematic control (attached).

1. Continue to create conditions in the preschool educational institution for the development of children's speech:

Replenish groups with didactic games for the development of speech (responsible group educators, term during the school year)

Design stands for parents "Development of coherent speech of a preschooler" (responsible group teachers term - April).

Use in practice the models and schemes for the development of coherent speech of preschoolers.

2. Reflect in the calendar plans individual work on the development of children's speech. (responsible senior educator, analysis calendar plans monthly)

3. To improve the level of speech development, use effective forms of work. (responsible senior educator - visiting OOD in groups)

4. Continue working in groups with parents on the topic "Development of the speech of a preschooler"

5. Improve the subject-developing environment in groups in accordance with the age of the children. Responsible educators, term within a year.

Chairman __________________ N.G. Ponomarenko.

Secretary ___________________ T.V. Kolomitskaya.

Download:

Preview:

TEACHING COUNCIL 3.

Topic: "Using innovative technologies in the educational field on the speech development of preschool children in the context of the Federal State Educational Standard "

Event form: business game

Goal: improving the work in the preschool educational institution on the speech development of preschool children

Tasks: - to cause teachers to realize the need to expand their knowledge in the field of speech development in children;

To develop the ability to design, construct the processes of development of the speech of preschoolers;

To create in the team an atmosphere of creative search for the most effective forms and methods in working with children.

Agenda:

Problems of speech development of preschoolers at the present stage. - speech of the senior educator N.G. Ponomarenko.
The use of technology of sensory - graphic schemes in the construction of speech statements in children of senior preschool age - the performance of the educator of the compensatory orientation group E.G. Taranenko.
Theatrical activity in the speech and communicative development of preschoolers - performance by the teacher of the senior group O.F. Vishnyakova.
Business game.
Results of thematic control.

The course of the teachers' council.

The relevance of the problem of speech development of preschool children.

2, 3, 4 - performance of teachers

The game "Smarts and smarts" Now I offer you the game "Smarts and smarts". Rules of the game: - all teachers play - the time to think about one question is no more than 10 seconds. - if the teacher believes that he knows the answer to the question, he raises the signal. - if the answer is incorrect, other teachers can give their answer, but also on a signal - for each correct answer to the question, the teacher receives a medal - if the teacher scores 5 medals, there is an exchange for 1 order - as a result, whoever scores more orders will become the "Teacher" wise."

The theme of our game is "Methods of speech development of preschool children"

Questions:

1. What are the main tasks for the development of speech of preschoolers.1. Development of the dictionary. 2. Formation of the grammatical side of speech. 3. Education of sound culture of speech. 4. Formation of colloquial (dialogical) speech. 5. Teaching storytelling (monologic speech). 6. Acquaintance with fiction. 7. Preparing children for literacy.

2. Name the types of connected speech.(monologic and dialogical speech)

3 . What forms of dialogical speech do you know?(conversation, conversation)

4. What are the methods of developing speaking skills- Unscheduled short conversations during regime moments - Specially organized planned conversations: individual and collective - Verbal assignments - Joint examination of pictures, children's drawings, books - Combining children of different ages - Organization of a visit to another group - Role-playing games - Labor activity

5. Name the structural components of the conversation. Structural components: (Beginning Main part Ending)

6. What technique is considered leading in organizing a conversation?(question)

7. What types of questions does the teacher use when organizing a conversation?- Questions of a search and problematic nature (Why? Why? Because of what? How are they similar? How to find out? How? For what?) - Generalizing questions - Reproductive questions (What? Where? How much?)

8. What types of monologue speech exist?(Retelling. Telling from a picture. Telling about a toy. Telling children from experience. Creative stories)

9 . Name the means of speech development. (Communication between adults and children. Cultural language environment. Speech of the educator. Developing subject environment. Teaching native speech and language in the classroom. Fiction. Various types of art (visual, music, theater). Labor activity. Children's holidays)

10. Which of the means of speech development is the leading one?(communication)

11. What techniques are focused on the development of communication?(Role-playing game. Household activities. Verbal assignment. Conversation. Interview about paintings, drawings, books)

12. Name practical methods of speech development(Didactic game - Dramatization game - Labor activity)

13. What are the main methodological techniques for the development of speech in young children.(Show with naming. “Roll call.” Request to “say” and “repeat.” Promptthe right word. Orders. Questions. "Live" pictures. "Children's Cinema". Shadow theater. The story of an adult without reinforcement by showing)

Speech colloquium"Quick response"

What does language development include? (proficiency in speech as a means of communication with peers and adults; development of coherent, grammatically correct dialogic and monologue speech; enrichment of the active dictionary; development of speech creativity; development of sound culture of speech, etc. in accordance with the requirements of the Federal State Educational Standard).
What forms of work are used when teaching children monologue speech. (retelling, description of toys and plot pictures, storytelling from experience, creative storytelling)
What forms of work are used when teaching children dialogic speech (conversation, unprepared conversation)
Leading technique for teaching correct pronunciation (educator sample)
How to organize work on the development of speech in the 2nd half of the day (logo-rhythm, mnemotables, didactic games, theatrical activities, reading art. Literature, etc.)
From what age group does the work on teaching children dialogic speech begin? (younger group)
What are the main areas of work in the preschool educational institution through which the educational area is implemented - speech development? (educational activities carried out with children in various activities; educational activities organized during regime moments; independent activities of children; cooperation with families of pupils)
What are the forms of work with children on speech development known to you? (OOD, conversation, excursion, reading competitions, sensitive moments, etc.)
What are the main achievements in the speech development of an older preschooler? (manifestation of speech activity in communication with adults and peers; actively asks and answers questions; is proactive in inventing stories of riddles, etc.; has a rich vocabulary; speech is clear, grammatically correct, expressive; owns the means of sound-letter analysis of words; knows how to convey summary of the text; distinguishes between the main genres (poem, fairy tale, story)
How are children introduced to book culture? (Through acquaintance with classical and modern literary works (poems, fairy tales, stories, fables, riddles, nursery rhymes, sayings, etc.)

6. Results of thematic control (reference).

Thus, we see that for our kindergarten this problem of speech development is relevant. I propose to discuss this problem and find ways to solve it.

Brainstorm Think and say what problems in the field of formation of speech development should be noted. (Practical part) (Ineffective organization of the developmental environment for speech development Lack of methodological base Inefficient system of work of kindergarten teachers to develop phonemic perception and pronunciation of phonemes) I propose to team up in pairs, choose one of the directions and determine ways to solve the tasks. You have 5 minutes to work.

Practical part(planning) The time has come to an end. We are finishing. And I will ask you to submit your work. Presentation of the plan Each pair of teachers tells the audience what ways of improvement they have found.

In conclusion, I would like to know: - What will you personally change in your work to improve the speech development of children in your group?

Write down the answer. And the second question: - What forms of work should be introduced into the kindergarten system for the effective development of pupils' speech?

Council decision.

Chairman ___________ N.G. Ponomarenko

Secretary ___________ T.V. Kolomitskaya

Help on the results of thematic control

Topic: "Organization of work on the development of speech in preschoolers."

Based on the annual plan of MBDOUcombined type kindergarten №21and Order No. 03-M dated January 12, 2018from 17 to 24 January 2018subject check was carried outin order to determine the effectiveness of educational and educational work in preschool educational institutions for the development of speech.

The thematic check was attended by the middle, senior, preparatory groups and the compensatory group

Object of study:the system of the educational process in the preschool educational institution.

Subject of study:conditions and factors stimulating and hindering the development of children's speech.

Research methods:

Analysis of the results of diagnosing the level of speech development of children;

Analysis of documentation, work plans of teachers;

Studying the system, methods of educational work;

Analysis of the created conditions for the speech development of preschoolers;

Analysis of the professional skills of teachers;

Analysis of visual information for parents.

Commission consisting of:

Head of MBDOU O.V. Taranenko.

Senior teacher N.G. Ponomarenko.

Teacher - speech therapist F.M. Kolesnikov.

Teacher - psychologist L.V. Polyanskaya.

Analysis of the results of diagnosing the level of development of children's speech.Diagnosis of the level of speech development of children was carried out according to the method of O.S. Ushakova. Children's speech was assessed in 4 sections: 1. Vocabulary 2. Grammar 3. Phonetics 4. Coherent speech (Appendix 1).

Children of younger groupsmaster the skills of speaking, express their thoughts in simple and complex sentences and lead to the compilation of coherent statements of a descriptive and narrative type.The intonational side of speech requires improvement, work is needed both on the development of the child's articulatory apparatus and on the development of such elements of sound culture as tempo, diction, voice power.Not all children are able to coordinate words in gender, number and case.Connected speech of children is manifested inanswering questions, use the words of speech etiquette (thank you, please, hello).

Active Dictionarymiddle group childrenenriched with words denoting the qualities of objects, actions performed with them. They begin to select words with opposite meanings, compare objects and phenomena, and use generalizing words. At the same time, there are violations in the speech of children of the fifth year of life. Not all children pronounce sounds correctly, some have insufficiently developed intonational expressiveness. There are also shortcomings in mastering the grammatical rules of speech (coordination of nouns and adjectives in gender, number, case). Children master coherent speech and begin to build an independent statement, consisting at first of only a few sentences, withleave a story about a picture or a toy together with an adult; describe the object shown in the picture, naming signs, qualities, actions, use a variety of polite forms of speech.

In older preschool childrenspeech development reaches a higher level. Most children correctly pronounce all the sounds of their native language. By the senior preschool age, the child accumulates a significant vocabulary. The development of the dictionary is characterized not only by an increase in the number of words used, but also by the child's understanding of the different meanings of the same word (multi-valued). At the senior preschool age, the most important stage of the speech development of children is basically completed - the assimilation of the grammatical system of the language. The number of simple common sentences, compound and complex sentences is increasing. Children develop a critical attitude towards grammatical errors.Coherent speech is manifested in the retelling of literary works, children intonation convey the dialogue of the characters, the characteristics of the characters;develop the storyline in a series of paintings.

The analysis of diagnostics for the development of children's speech allows us to note that in order to achieve high results in this direction, it is necessary to continue working in the system.

Planning analysiseducational workon the development of speech indicates compliance with the requirements of the program, taking into account age characteristics, the consistency of the studied material. When organizing and planning work on the development of speech, educators of age groups use the exemplary educational program "The World of Discoveries", edited by L.G. Peterson and Ushakova's teaching aid "Speech Development in Kindergarten". Teachers are always ready for classes, conduct them regularly, plan and organize work on the development of children's speech.

In regime momentsindividual and subgroup conversations with children on the topic are organized, didactic games, examination of objects, toys, natural phenomena, work in book corners, leisure, entertainment. Teachers are planning articulation, finger, breathing exercises, word games aimed at expanding and activating the vocabulary of children. Individual work on the development of speech is planned - memorization of poems, songs, nursery rhymes. Role-playing games and theatrical activities are planned for the manifestation of creativity by children.

Work with the family: consultations, conversations, folders, sliders, stands, memos, questionnaires.

However, in the plans of teachers, insufficient attention is paid to guessing, inventing riddles, which is very important for the development of children's speech.

The study of the system, methods of educational work.During the control, attendance at classes in all age groups on the development of speech was organized:preparatory group- a generalizing conversation on the topic "Winter" (educator A.V. Chekhovskikh);compensating group"Animals of different countries" Lexical games and exercises (teacher E.G. Taranenko.) grammatical side (teacher - speech therapist F.M. Kolesnikova); middle group - "Forest walk" didactic games for the development of speech (educator D.I. Narozhnaya); senior group - Journey to the winter forest "Wild animals in winter" (teacher O.F. Vishnyakova), first junior group - acquaintance with Zaikin's friends (educator I.V. Mikhailovich),second junior group- "Gifts from the Bunny" (teacher T.V. Kolomitskaya).

In the senior group, Olga Fedorovna conducted a final lesson on the topic “Wild Animals in Winter”. Children remembered fairy tales about wild animals, remembered how they are called in fairy tales. They solved riddles about them. The children then identified what all wild animals have in common. Based on a picture of a wild animal, the children came up with short stories about them. In the course of the whole lesson, several word games were held: “Continue the sentence”, “Where do they live”, “Name it in one word”. They made up words about winter. Educators of the senior group teach children to speak coherently, select antonyms and synonyms for given words of different parts of speech, activate complex sentences in children's speech, teach them to divide words into parts and determine the place of sound in a word.

The second half of the lesson was conducted by a speech therapist F.M. Kolesnikov.

Exercise "Spread the words correctly" - the children worked with a deformed phrase, correctly coordinated the words in the sentence.

Interactive game "Russell the animals into houses." We consolidated knowledge about the definition of syllables in words. The children showed very good knowledge.

We can say that the knowledge of speech development in this group is good.

In groups, work is being done on teaching colloquial speech and storytelling. Educators direct their efforts to ensure that the children's speech is meaningful and understandable to others, especially with children of the older group and preparatory. In the classroom, educators ensure that children speak loudly, clearly, expressively,slowly, and the educators themselves are working on the strength of the voice, emotionality. All teachers conduct classes on speech development with the integration of educational areas and the use of gaming technologies.

To offer educators, for the development of colloquial speech, to monitor the participation and conversation of children between themselves and educators in everyday life.

Analysis of the created conditions for the speech development of preschoolers.

In groups, conditions have been created for the speech activity of children, all fiction is age-appropriate, the shelves are at the level of children's growth, the places for using books are in a well-lit place, books are accompanied by bright illustrations.

In all groups, there are a sufficient number of didactic, educational, desktop-printed and creative games, factory-made and hand-made. In the zone of plot-role-playing games, appropriate conditions have been created for the emergence and deployment of the plot of games. The groups have created a play and theatrical zone, in which there are attributes for different types of theater. Attributes, aids for games are made of environmentally friendly materials. The safety regulations have been observed. Attributes, benefits exclude the possibility of child injury. Glass, sharp, cutting and other dangerous objects are absent.

All groups have methodological literature and manuals on the speech development of pupils. To establish the mastery of the content of the educational program by children, there is a diagnostic material that provides verification of children's mastery of all components of speech.

However, there are rarely thematic exhibitions in book corners, not all groups have materials about writers, poets, illustrators.

However, replenishment of visual materials is required: handouts, story paintings, subject paintings, series of paintings.

Analysis of the professional skills of teachersshowed that teachers know the program content of the educational area, the goals and objectives of their age group. They know how to choose effective methods and techniques based on the individual characteristics of the speech of children in their group. The speech of teachers is accurate, emotionally expressive, understandable to children, they are able to accurately and easily formulate questions to children, they are able to build individual work with children at different regime moments.

Analysis of visual information for parents. In groups, work is being done with parents on this issue through parental corners, information folders, parent meetings, festive events, and individual conversations.

Conclusion : The thematic control carried out showed that the problem of the development of the speech of preschoolers is relevant, and it is solved in the preschool educational institution through classes, through regime moments, and interaction with parents. Organization of the educational process in the preschool educational institution for the development of children's speech at a satisfactory level. Teachers comply with the requirements of the program, take into account age characteristics, the consistency of the material being studied.

Teachers are always ready for classes, conduct them regularly, plan and organize work on the development of children's speech.

Qualified and competent teachers work in the kindergarten, ready to create conditions for the development of children's speech.

The state of work on the development of speech is considered satisfactory.

1. Teachers pay great attention to guessing, inventing riddles, which is very important for the development of children's speech.

2. To teach children to make common sentences of different types, to develop coherent speech.

3. Encourage inactive children to statements, answers with phrases (younger groups) or sentences (middle and older groups) to increase the speech density of the lesson.

4. Apply multimedia presentations that will make the lessons interesting and rich.

5. Regular monitoring by educators for a clear sound pronunciation of the child in the classroom and in free activities.

7. Carry out individual work on the development of fine motor skills of the hands (performing tasks in class and in your free time).

9. In the book corners, place pictures for retelling and compiling stories, as well as mnemonic tables and modules for fairy tales and works.

10. Replenish visual materials: handouts, story paintings, subject paintings, series of paintings.

12. Teachers of groups to expand the card file of games for the development of fine motor skills, prepare a card file of poems, speech games.

13. Talk with parents individually, explaining to them the importance of the speech development of children and finding a timely solution to correct violations in speech.

Responsible: group educators

Deadline: permanent

MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION COMBINED KINDERGARTEN № 21 OF THE VILLAGE OF OCTOBER MUNICIPAL FORMATION LENINGRAD DISTRICT

PROTOCOL #3

pedagogical council of the municipal budgetary preschool educational institution Kindergarten of the combined type No. 21 of the Oktyabrsky settlement municipality Leningradsky district

Chairman: Ponomarenko N.G.

Secretary: Kolomitskaya T.V.

Present:

Absent: S.E. Ilchenko - parental leave, E.S. Bogdan - parental leave.

Thematic teachers' council "The use of innovative technologies in the educational field "Speech development" of preschool children in the context of the Federal State Educational Standard of DO".

Agenda:

On the implementation of the decisions of the pedagogical council No. 2.
Problems of speech development of preschoolers at the present stage - the speech of the senior educator N.G. Ponomarenko.
The use of technology of sensory - graphic schemes in the construction of speech utterances of children of senior preschool age - the speech of the educator of the compensatory orientation group E.G. Taranenko.
Innovative technologies in working with preschoolers on the development of speech - speech of the teacher - speech therapist F.M. Kolesnikova.
Theatrical activity in the speech and communicative development of preschoolers - performance by the teacher of the senior group O.F. Vishnyakova.
A business game similar to the game "Clever and clever" for speech development.
Analytical reference on the results of thematic control.
Decisions of the pedagogical council.

1. Listened head O.V. Taranenko. She said that all the decisions of the previous teachers' council were fulfilled, namely: work continues on the moral and patriotic education of preschool children, using new technologies for teaching and educating, improving the forms, methods and techniques of work in this area - excursions are conducted to the Kindergarten Cossack's House, acquaintance continues children with the life and history of the Cossacks, etc. Joint events were organized with parents - a visit to the school museum of children of the preparatory group with their parents. In the senior and middle groups, the corners for moral and patriotic education were replenished - toys in Cossack costumes and various utensils were purchased. The collection and registration of a card index of Russian proverbs and sayings in all age groups, reflecting different aspects: kindness, diligence, love for mother, for the Motherland. An electronic collection of works on moral and patriotic education is being created in the form of educational presentations.

2. Listened senior teacher N.G. Ponomarenko. She spoke about the relevance of the speech development of children, noted that the development of speech is the main indicator of mental development. The main tasks of speech development were also noted and how they become more complicated at each age stage.

Decided:

3. Listened educator of the compensatory orientation group E.G. Taranenko. She told what kind of technology it was, shared how she uses it in her work.

Decided: take note of the information.

4. Listened teacher-speech therapist F.M. Kolesnikov. She shared her experience in compiling games using modern technologies with the help of the Mercibo website. She showed a master class and an open lesson on this topic.

Decided: take note of the information.

5. Listened teacher of the senior group O.F. Vishnyakov. She spoke about the great importance of theatrical activities in the speech development of children. Here, children play roles, use all the expressive means of the language, all the tasks of the speech development of children are performed.

Decided: take note of the information.

6. Business game.

All teachers took part. Jury members - head O.V. Taranenko and teacher - speech therapist F.M. Kolesnikov. As a result of the competition, the teacher of the senior group L.F. Bullet.

Decided: the game was interesting, the tasks were to solve all the problems of speech development.

7. Listened senior teacher N.G. Ponomarenko. She read out an analytical report on the results of the thematic control (attached).

8. Decisions of the pedagogical teachers' council:

1. Continue to create conditions in the preschool educational institution for the development of children's speech:

Replenish groups with didactic games for the development of speech (responsible group educators, term during the school year)

Design stands for parents "Development of coherent speech of a preschooler" (responsible group teachers term - April).

Use in practice the models and schemes for the development of coherent speech of preschoolers.

2. Reflect in the calendar plans individual work on the development of children's speech. (responsible senior educator, analysis of calendar plans monthly)

3. To improve the level of speech development, use effective forms of work. (responsible senior educator - visiting OOD in groups)

4. Continue working in groups with parents on the topic "Development of the speech of a preschooler"

5. Improve the subject-developing environment in groups in accordance with the age of the children. Responsible educators, term within a year.

Chairman __________________ N.G. Ponomarenko.

Secretary ___________________ T.V. Kolomitskaya.

Teachers' Council "Features of modern forms, methods of work in preschool educational institutions for the development of speech of preschoolers"

Target:

The plan of the teachers' council

1. Theoretical part:

1.1. Speech by the Deputy Head of Educational Resources "Relevance of the problem of speech development of preschool children."

1.2. Analytical report on the results of thematic control "Fulfillment of program requirements for the section "speech development". Attendance at classes, analysis of plans. Intermediate diagnostics. The level of speech development of children" - Deputy Head of Educational Resources

1.3. Consultation for teachers "Modern educational technologies for the development of coherent speech of preschoolers".

2. Practical part:

Business game for teachers.

3. Development of decisions of the teachers' council.

The course of the teachers' council

Exercise for teachers "Gift"

Now we will make gifts to each other. Starting with the leader, each in turn depicts an object using pantomime and passes it to his neighbor on the right (ice cream, hedgehog, weight, flower, etc.).

Theoretical part.

Target:

Activation of forms of advanced training for preschool teachers.

Systematization of teachers' knowledge about the features of modern forms and methods of work on the development of speech of preschoolers.

The relevance of the problem of speech development

When talking to others, we use speech as a means of conveying our thoughts. Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as a person.

It is impossible to judge the beginning of the development of the personality of a child of preschool age without assessing his speech development. In the mental development of the child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all mental processes. Therefore, determining the directions and conditions for the development of speech in children are among the most important pedagogical tasks. The problem of speech development is one of the most urgent.

The speech culture of the teacher also plays a very important role in the development of speech. Employees ask children examples of correct literary speech:

The speech of the teacher is clear, clear, complete, grammatically correct;

The speech includes a variety of samples of speech etiquette.

Parents do not always understand their function - communication with the child should begin from birth to his birth.

In African countries, up to three years old, children are ahead of European children in speech development, because they are behind their mother, attached to her - a comfortable stay contributes to successful development.

Conditions for successful speech development.

1.B preschool conditions should be created for the development of children's speech in communication with adults and peers:

Employees encourage children to turn to adults with questions, judgments, statements;

Employees encourage children to verbal communication with each other.

2. Employees ask children examples of correct literary speech:

The speech of employees is clear, clear, colorful, complete, grammatically correct;

The speech includes a variety of samples of speech etiquette.

3. Employees ensure the development of the sound culture of speech on the part of children in accordance with their age characteristics:

They monitor the correct pronunciation, correct and exercise the children if necessary (organize onomatopoeic games, conduct classes on the sound analysis of the word, use tongue twisters, tongue twisters, riddles, poems);

Observe the pace and volume of the children's speech, if necessary, delicately correct them.

4. Employees provide children with conditions for enriching their vocabulary, taking into account age characteristics:

Employees provide children with conditions for the inclusion of objects and phenomena named by children in the game and objective activities;

Help the child to master the name of objects and phenomena, their properties, talk about them;

Provide the development of the figurative side of speech (figurative meaning of words);

Introduce children to synonyms, antonyms, homonyms.

5. Employees create conditions for children to master the grammatical structure of speech:

They learn to correctly connect words in case, number, time, gender, use suffixes;

They learn to formulate questions and answer them, build sentences.

6. Employees develop coherent speech in children, taking into account their age characteristics:

Encourage children to storytelling, a detailed presentation of a certain content;

Organize dialogues between children and adults.

7. Pay special attention to the development of children's understanding of speech, exercising children in the implementation of verbal instructions.

8. Employees create conditions for the development of the planning and regulatory function of children's speech in accordance with their age characteristics:

Encourage children to comment on their speech;

Exercise in the ability to plan their activities.

9. Introduce children to the culture of reading fiction.

10. Employees encourage children's word creation.

Modern educational technologies

The native language plays a unique role in the formation of a person's personality. Speech is traditionally considered in pedagogy and psychology as a center in which various aspects of mental development converge: thinking, imagination, memory, emotions. The development of oral monologue speech at preschool age lays the foundation for successful schooling.

Health saving technologies(physical minutes, outdoor games, mood minutes; finger gymnastics; some self-massage techniques (acupressure), etc.).

Gaming technologies(board-printed games, plot-didactic dramatization games, games With didactic toysmotor character (games with inserts, collapsible balls, turrets), didactic games with objects, word games, theatrical and gaming activities, finger theater)

Visual modeling method

The methods of visual modeling include mnemonics.

Vorobyeva Valentina Konstantinovna calls this technique sensor-graphic schemes,

Tkachenko Tatyana Alexandrovna - object-schematic models,

Glukhov V.P. - in blocks-squares,

Bolsheva T.V. - collage,

Efimenkova L. N - a scheme for compiling a story.

Mnemonics helps to develop:

Associative thinking

visual and auditory memory

Visual and auditory attention

Imagination

Mnemonics is a set of rules and techniques that facilitate the process of remembering information.

An example is the familiar phrase "Every Hunter Wants to Know Where the Pheasant Sits", which helps to remember the colors of the rainbow.

A large place is occupied by the use of mnemonics in preschool age. In order to develop certain skills and abilities in children from a very early age, so-called mnemonic tables (schemes) are introduced into the learning process. For example, in kindergartens, algorithms for the processes of washing, dressing, etc. are often used.

Mnemotables are especially effective when learning poems. The bottom line is this: for each word or small phrase, a picture (image) is thought up; thus, the whole poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the entire poem. At the initial stage, an adult offers a ready-made plan - a scheme, and as he learns, the child is also actively involved in the process of creating his own scheme.

An example of a mnemonic table

Try to find out what kind of poem is encoded on the slide.

Methods of formation of skills and abilities of coherent speech V.K. Vorobyova includes sections:

Formation of indicative skills to highlight the essential features of the story.

Acquaintance with the rules of the structure of the story (the rule of the semantic connection of the sentence; the rule of the lexical-syntactic connection of the sentence).

Consolidation of the acquired rules in the independent speech of children.

Make a story according to the scheme

T.A. Tkachenko, the process of formation and development of coherent speech using visualization and modeling of the utterance plan is divided into several stages:

Reproduction of a story based on the demonstrated action.

Compiling a story based on the demonstrated action.

Retelling the text using a magnetic board.

Retelling of the text with a visual reference to a series of narrative paintings.

Drawing up a story based on a series of plot pictures.

Retelling of the text with visual support for one plot picture.

Compilation of a story based on one plot picture.

T.V. collage technique Bolsheva

Mnemonics helps:

Enrich vocabulary.

Learn to write stories.

Retelling literature.

Solve and solve riddles.

Name the forms of speech. (dialogical and monologue)

What skills are developed in dialogue. (listen to the interlocutor, ask a question, answer depending on the context)

What forms of work are used in teaching children connected speech. (retelling, description of toys and plot pictures, storytelling from experience, creative storytelling)

Name the structure of the story. (introduction, climax, denouement)

A conversation between two or more on a topic related to a situation. (dialog)

The speech of one interlocutor, addressed to the audience. (monologue)

A story is a story that unfolds over time. (story narration)

From what age group does the work on teaching children monologue speech begin? (middle group)

A leading technique for activating speech and thinking. (sample teacher)

Task: Translate proverbs into Russian

The son of a leopard is also a leopard (Africa). /The apple never falls far from the tree/

You can’t hide a camel under a bridge (Afghanistan) /you can’t hide an awl in a bag/

Fear the quiet river, not the noisy one. (Greece) / There are devils in still waters /

Silent mouth - golden mouth (Germany) / Words are silver, and silence is gold /

He who asks will not get lost. (Finland) /Language will bring to Kyiv/

Task: explain the expressions

In our language, there are set expressions that are called idioms, they are not determined by the meanings of the words included in them. For example, the expression "keep your mouth shut" means to keep quiet.

Enrich and enliven the Russian language folk proverbs and sayings. They are excellent examples of Russian speech, the imitation of which allows the child to more successfully master his native language. They are short, clear, full of deep wisdom worked out over centuries. The proverb can be used in any situation.

Words that are opposite in meaning are called antonyms.

Task: replace each word with the opposite and get the name of fairy tales

Hatless Dog - Puss in Boots

Red mustache - Blue beard

Beautiful chicken - Ugly duckling

Silver Hen - Golden Cockerel

Black shoe - Little Red Riding Hood

Didactic cinquain developed in the practice of the American school. In this genre, the text is based not on syllabic dependence, but on the content and syntactic specification of each line.

Strict observance of the rules for writing syncwine is not necessary. For example, to improve the text in the fourth line, you can use three or five words, and in the fifth line, two words. Other parts of speech are also possible.

On the topic of love:

Love.

Fairytale, fantastic.

Comes, inspires, runs away.

Few can keep it.

Dream.

On the topic of life:

Life.

Active, stormy.

Educates, develops, teaches.

Gives you the opportunity to express yourself.

Art.

Compose a syncwine on the topic of the teachers' council

Summing up and awarding the winners

Rules for courageous and persistent teachers

If you are having difficulty in working on the development of speech, then plan this type of activity not sometimes, not often, but very often. It will get easier in 5 years.

Never answer your own question. Be patient, and you will wait for your children to respond to it. You can only help with one more question, or two, or ten ... But know: the number of questions is inversely proportional to the level of skill.

Never ask a question that can be answered with yes or no. It does not make sense.

After the lesson, review the summary again, remember all the questions that you asked the children, and replace it with one more accurate one.

If the story did not work out or turned out with difficulty - smile, because it's great, because success is ahead.

Council decision.

1. Continue to create conditions in the preschool educational institution for the development of children's speech:

Replenish groups with didactic games for the development of speech (responsible group educators, term during the school year)

Design stands for parents "Development of coherent speech of a preschooler" (responsible group teachers term - April).

Use in practice the models and schemes for the development of coherent speech of preschoolers.

2. Reflect in the calendar plans individual work on the development of coherent speech of children. (responsible senior educator, analysis of calendar plans monthly)

3. To increase the level of development of coherent speech, use effective forms of work. (responsible senior educator - visiting OOD in groups)

4. Continue working in groups with parents on the topic "Development of the speech of a preschooler"

Analytical report on the results of thematic control

"The development of speech in children in a preschool educational institution"

The certificate was prepared by: the head of the kindergarten Plotnikova Nina Yuryevna

In the MBDOU "Pozhvinsky kindergarten" Beryozka "in the period February 20 to February 27, 2015, a thematic control was carried out

Preparing for a conversation

Includes:

1. Planning:

preliminary analysis of the participants and the situation;

the initiative to conduct a conversation and determine its objectives;

definition of strategy and tactics;

a detailed plan for preparing for the interview.

2. Operational preparation:

collection of materials;

selection and systematization of materials;

thinking and arranging materials;

work plan;

development of the main part of the conversation;

start and end of a conversation.

3. Editing:

control (i.e. checking the work done);

shaping the conversation.

4. Workout:

mental rehearsal;

oral rehearsal;

rehearsal of the conversation in the form of a dialogue with the interlocutor.

Planning a conversation comes down to the following steps:

compiling and checking the forecast of a business conversation;

establishing the main, promising tasks of the conversation;

search for suitable ways to solve these problems (strategy);

analysis of external and internal opportunities for the implementation of the conversation plan;

definition and development of medium-term and short-term objectives of the conversation, their relationship and priority;

development of measures for the implementation of these tasks (development of a program of work, a plan for individual elements of the conversation), etc.

Phase I. Starting a Conversation

establishing contact with the interlocutor;

creating a pleasant atmosphere for conversation;

to attract attention;

arousing interest in the conversation;

"interception" of the initiative.

Any business conversation begins with an introductory part, which takes up to 10-15% of the time. It is necessary to create an atmosphere of mutual understanding between the interlocutors and relieve tension.

The tasks that are solved at the beginning of the conversation are primarily related to establishing contact with the interlocutor, creating an atmosphere of mutual understanding, awakening interest in the conversation. It is from the first phrases of each participant in the meeting that their further attitude to the subject of the conversation and their interlocutor as a person depends.

Ways to start a conversation:

The method of stress relief - allows you to establish close contact with the interlocutor.

The method of "hook" - allows you to briefly state the situation or problem, linking it to the content of the conversation, and use this "hook" as a starting point for a planned conversation.

The method of stimulating the game of imagination - involves posing at the beginning of the conversation many questions on a number of problems that should be considered in it.

The method of direct approach - means a direct transition to the case, without a speech.

The right way to start a conversation is to:

an accurate description of the goals of the conversation;

mutual introduction of interlocutors;

topic name;

representation of the person conducting the conversation;

announcement of the sequence of consideration of issues.

What you need to pay attention to when establishing personal contact with the interlocutor:

a) clear, concise and meaningful introductory phrases and explanations;
b) addressing interlocutors by name and patronymic;
c) appropriate appearance (clothing, smartness, facial expression);
d) showing respect for the personality of the interlocutor, attention to his opinions and interests;
f) asking for an answer, etc.

The initial stage of the conversation is primarily psychological. The first phrases often have a decisive effect on the interlocutor; decision to listen to you further or not.

Phase II Transfer of information - transfer of information with which you want to acquaint them. Such a transmission should be accurate, clear (no ambiguity, confusion, understatement), professionally correct and, if possible, visual (use of well-known associations and parallels, as well as visual aids).

The purpose of this part of the conversation is to solve the following problems:

collection of special information on the problems, requests and wishes of the interlocutor;

identifying the motives and goals of the interlocutor;

transmission of scheduled information;

analysis and verification of the position of the interlocutor.

5 main groups of questions:
1. Closed questions are questions that are expected to be answered "yes" or "no". What is the purpose of these types of questions? Get reasonable arguments from the interlocutor for the expected answer from him.
2. Open questions- these are questions that cannot be answered "yes" or "no", they require some kind of explanation ("What is your opinion on this issue?", "Why do you consider the measures taken insufficient?").
3. Rhetorical questions - these questions are not answered directly, because their purpose is to raise new questions and point out unresolved issues and to secure support for our position from the participants in the conversation through tacit approval (“We are of the same opinion on this issue, right?”).
4. Critical questions - keep the conversation in a well-established direction or raise a whole range of new issues. ("How do you imagine the structure and distribution.?").
5. Questions for reflection - force the interlocutor to reflect, carefully consider and comment on what was said ("Did I understand your message correctly that.?," Do you think that.?).

Particular attention should be paid to the brevity of the presentation. It is necessary not to forget about the time frame of the conversation. Voltaire once said: "The secret to being boring is to tell everything."

You should always keep in mind the direction of the conversation, i.e. keep in mind its main tasks and not deviate from the topic, even if the interlocutors bombard the speaker with questions.

When informing, you need to listen sincerely and with interest to the speaker. And at the same time, try to remain yourself: natural, polite without formalism, a hospitable host, alien, however, to Manilov's outpourings.

In the process of informing, you should carefully monitor everything that the interlocutor asks, the meaning of his words. If something is unclear, be sure to ask a clarifying question, but in such a way that the interlocutor, when answering, expresses his own opinion, and does not try to speak using well-worn stereotypes.

Phase III. Argumentation

Argumentation is a way of persuading someone through meaningful logical arguments. It requires great knowledge, concentration of attention, presence of mind, assertiveness and correctness of statements, while its result largely depends on the interlocutor.

What matters here is:

1. Operate with simple, clear, precise and convincing concepts.
2. The method and pace of argumentation must correspond to the characteristics of the interlocutor's temperament.
3. Conduct arguments correctly in relation to the interlocutor, tk. this, especially with long-term contacts, will be much more profitable for you:

always openly acknowledge the correctness of the interlocutor when he is right, even if this may have adverse consequences for you;

you can continue to operate only with those arguments that are accepted by the interlocutors;

avoid empty phrases.

4. Adapt the arguments to the personality of your interlocutor:

direct the argument to the goals and motives of the interlocutor;

avoid simply listing facts;

use terminology that your interlocutor understands.

5. Avoid non-business expressions and formulations that make argumentation and understanding difficult.
6. Try to present your evidence, ideas and considerations to the interlocutor as clearly as possible.

There are two main constructions in argumentation: evidence-based argumentation, when you want to prove or substantiate something, and counterargumentation, with which you refute the statements of negotiating partners.

To construct both constructions, the following basic argumentation methods (logical) are used.

The fundamental method is a direct appeal to the interlocutor, whom you acquaint with the facts and information that are the basis of your argument. If we are talking about counterarguments, then we must try to challenge and refute the arguments of the interlocutor.

The contradiction method is based on identifying contradictions in the opponent's argument. By its very nature, this method is defensive.

The method of drawing conclusions is based on exact reasoning, which gradually, step by step, through partial conclusions, leads you to the desired conclusion. When using this method, one should pay attention to the so-called apparent causality. Finding an error of this kind is not as easy as in the example of using apparent causality in one physics lesson. The teacher asked the student: "What do you know about the properties of heat and cold?" All bodies expand in heat and contract in cold. "That's right," said the teacher, "and now give some examples." Student: "It's warm in summer, so the days are longer, and in winter it's cold, and the days are shorter."

The method of comparison is of exceptional importance, especially when the comparisons are well chosen.

The yes-but method. Often the partner gives well-chosen arguments. However, they cover either only the benefits, or only weak sides. But since in reality any phenomenon has both pluses and minuses, it is possible to apply the "yes-no" method, which allows us to consider other aspects of the subject of discussion. In this case, you need to calmly agree with your partner, and then begin to characterize this subject from the opposite side and soberly weigh what is more here, pluses or minuses.

The "boomerang" method makes it possible to use the partner's "weapon" against him. This method has no force of proof, but it has an exceptional effect if applied with a fair amount of wit.

Ignore method. It often happens that a fact stated by a partner cannot be refuted, but it can be successfully ignored.

The survey method is based on the fact that questions are asked in advance. Of course, it is not always advisable to immediately open your cards. But you can still ask your partner a series of questions in advance in order to at least basically reveal his position.

Visible support method. It consists in the fact that, for example, the partner has stated his arguments, and now you take the floor. But you do not object to him at all and do not contradict him, but, to the amazement of all those present, on the contrary, come to the rescue, bringing new evidence in his favor. But only for appearances. And then a counterattack follows, for example: “You forgot to cite such facts in support of your thought ...“ But all this will not help you, because ...” and then comes the turn of your counterarguments.

Thus, it seems that you studied the partner’s point of view more thoroughly than he did, and after that you were convinced of the inconsistency of his theses. However, this method requires particularly careful preparation.

Phase IV End the conversation and make a decision.

The last stage of the conversation is its completion. Successfully completing a conversation means achieving predetermined goals. At the last stage, the following tasks are solved:

decision-making

achievement of the main or (in an unfavorable case) secondary (alternative) goal;

providing a favorable atmosphere;

stimulating the interlocutor to perform the intended actions;

maintaining in the future (if necessary) contacts with the interlocutor, his colleagues;

compiling a summary with a clear main conclusion, understandable to all present.

There are two ways to accelerate decision making: direct and indirect acceleration.

DIRECT ACCELERATION. An example of such a technique: "Are we going to make a decision right away?" most often the interlocutor has not yet had time to make a decision, and therefore he answers: "No, not yet. I still have to think it over."

Using the "direct acceleration" technique, you can make a decision in the shortest possible time. But such a technique often does not achieve its goal, since in 50% of such cases the interlocutor says "no".

INDIRECT ACCELERATION. This technique allows you to bring your interlocutor to the desired goal gradually. It has the advantage that you start working towards your goal fairly early, reducing the risk of failure.

There are four variations of this approach.

hypothetical approach. Almost all people experience some fear when they find themselves in a situation where they need to make a decision. In this regard, it is advisable to talk only about a conditional decision, so that the interlocutor relaxes and gets used to it gradually. The following formulations are suitable for this: "If ...", "If ...", "Suppose that ...".

step by step solutions. The final conclusion of the interlocutor can be prevented by assuming that the main decision of the conversation has already been made. Then only preliminary or partial decisions are made. Thus, you capture individual moments of decisions even before the interlocutor has given his consent. As a result, a strong influence (by suggestion) on the interlocutor in the right direction is achieved.

Alternative solutions. The essence of this approach is that you offer the interlocutor alternative solutions to the issue. It is important that both options suit you.

All of the above methods of indirect decision-making acceleration are productive on their own, and if they are used in combination, their efficiency will be even higher.

Using these methods, you kind of lead your interlocutor into a harmless dead end. He goes deep into it and involuntarily approaches the final decision.

The interlocutor remembers the final part of the speech best of all. This means that the last words have the most powerful effect on him. In this regard, it is recommended to write down and memorize the last few sentences, or at least the final one.

A few general tips for ending a conversation:

Feel free to ask the other person if they agree with your goal.

Do not show uncertainty in the decision phase. If you hesitate at the moment of making a decision, then do not be surprised if the interlocutor also begins to hesitate.

Always leave one strong argument in reserve to support your thesis, in case the interlocutor begins to hesitate at the time of making a decision.

Use credible arguments, as it is better if the interlocutor makes a decision now than later.

Don't back off until the other person says "no" clearly several times.

Do not surrender to the mercy of the interlocutor until you have tried all known forcing methods.

Watch the behavior of the interlocutor in order to understand in time that the conversation is coming to an end. End the conversation at the right time.

Having reached the goal, say goodbye to the interlocutor. As soon as a decision is made, thank the interlocutor, congratulate him on a reasonable decision.

The end of a conversation cannot be reduced to a mere repetition of its most important points. The main ideas should be formulated very clearly and concisely. You must give the general conclusion an easily digestible form, i.e. make a few logical statements full of meaning and significance. Every detail of the generalizing conclusion should be clear and understandable to all those present, there should be no place for superfluous words and vague formulations. In a generalizing conclusion, one main idea should prevail, most often stated in the form of several provisions that consistently express it in the most concise form.

With all the variety of forms business communication business conversation is the most common and most commonly used.

A business conversation is an oral contact between business partners who have the necessary authority from their organizations and firms to establish business relations, solving business problems or developing constructive approaches to their solution.

The main task of a business conversation is to convince the partner to accept specific proposals.

Among the most important functions business conversations include:

Mutual communication of employees from the same business area;

joint search, promotion and prompt development of working ideas and plans;

- control and coordination of already started business events;
- maintaining business contacts;
- stimulation of business activity.

As a form of communication, a business conversation is subject to all the laws and rules - psychological and ethical interpersonal communication. However, the business conversation has its own characteristics. They concern primarily structures and types business conversation.

Structure and characteristics of the main stages of a business conversation. Methods and techniques

What is the structure of a business conversation? As the main stages business conversations traditionally distinguish the following.

1. Preparation for a business conversation.
2. Establishing the place and time of the meeting.
3. Start a conversation.
4. Statement of the problem and transfer of information.
5. Argumentation.
6. Parrying the remarks of the interlocutor.
7. Making a decision and fixing an agreement.
8. Completion of a business conversation.
9. Analysis of the results of a business conversation.
1. Preparing for a business conversation. Before you make contact, you need to demonstrate your readiness to communicate with a smile turned to your partner with your head slightly tilted forward with your torso.

When choosing a behavior model, carefully look at the interlocutor. What he really is? What state is it in? What prevails in it - rational or emotional? What is his life experience? How did he arrive at the position he presents?

It is known that US President Franklin Roosevelt received a list of persons every evening who would have to give an audience the next day. Next to each name, the president's adjutant put down the visitor's profession and hobbies. At the same time, relevant literature was brought into the office. The next day, Roosevelt stunned and delighted his interlocutors by talking with one about fishing, with another about steelmaking, with a third about philately. For many years, Roosevelt was considered an unsurpassed interlocutor.

2. Setting the place and time of the meeting. When agreeing on the place and time of the meeting, you can use the following positions:
- a) position "from above": "I'm waiting for you at 16.00 in my office";
- b) position "from below": "I would like to consult with you. When and where should I drive up?" ("When will you be able to receive me?");
- c) position "on an equal footing": "We should discuss this issue thoroughly. Let's agree on a place and time for our meeting."
3. Start of a conversation. The beginning of the conversation is the most difficult for the interlocutors. Partners know very well the essence of the subject, the goal they pursue in this communication, they clearly represent the results they want to get. But almost always there is an "internal brake" when it comes to starting a conversation. How to start? Where to begin? What phrases are the most suitable?

Some partners make the mistake of ignoring the beginning of the conversation and going straight to the heart of the problem. Figuratively speaking, they immediately go to the beginning of the defeat. Why?

Starting a conversation can be compared to tuning musical instruments before a concert. How you set it up is how you play it. And many business conversations end before they even begin. The reason often lies in the fact that the first phrases spoken by partners turn out to be too insignificant. But after all, it is they, these first two or three sentences uttered by us, that form the partner’s internal attitude towards us, towards the conversation itself, determine the degree of trust or alertness of the interlocutor.

Here are some examples of the so-called "suicidal" beginning of the conversation.

1. Begin with an apology or show signs of uncertainty: "I'm sorry if I interrupted...", "I would like to hear again...", "Please, if you have time to listen to me...", "I'm not a speaker ...", "Of course, I'm not an expert ...", etc.
2. Start with a display of disrespect and disdain for the interlocutor: "Let's quickly consider with you ...", "I just happened to pass by ...", "I have a different opinion on this matter ..."
3. Force the interlocutor to make excuses, take a defensive position and look for counterarguments: "What are you doing here ...", "What kind of disgrace is going on with you ..."

There are many ways to effectively start a business conversation, the so-called "right openings", but we will focus on only a few of them.

Stress Relief Method allows you to establish close contact with the interlocutor. It is enough to say a few warm sincere words - and you will easily achieve this.

You just need to ask yourself: how would your interlocutors want to feel in your society and what words do they expect from you? An appropriate joke that will cause a smile or laughter in those present also helps to defuse the initial tension and create a friendly atmosphere.

The method of "hooking" or - "stimulating the imagination" allows you to briefly state the situation or problem, linking it to the content of the conversation. For this purpose, one can successfully use some small event, comparison, personal impressions, an anecdotal incident or an unusual question.

The direct approach method means going straight to the point, without any introduction. Schematically, it looks like this: we briefly report the reasons why the interview was scheduled, quickly move from general questions to specific ones and proceed to the topic of the conversation. This technique is "cold" and rational, has a direct character and is most suitable for short-term and not very important business contacts.

Of course, difficulties at the beginning of the conversation cannot be avoided.

Any person, communicating with many other people, gradually accumulates his personal experience and forms their own ideas about the techniques of effective communication. This should be borne in mind if difficulties arise at the beginning of a conversation, especially with unfamiliar interlocutors. A typical example is the spontaneous emergence of liking or disliking, which is based on a personal impression caused by the fact that our interlocutor reminds us of someone.

This can have both a positive and a negative impact on the course of the conversation. It is especially dangerous if prejudices and prejudices arise. In such cases, you need to act prudently, without haste.

4. Statement of the problem and transfer of information. For the success of a business conversation, it is important to ask yourself: what goal can a partner set and what result does he expect from a meeting with you? In addition, it is necessary to foresee which outcome of the conversation will suit you, and which option you consider the most acceptable for both parties.

Informing about the case with which you came to the meeting should be as specific as possible and based on knowledge of the following important communication features:

- one should speak in the "language" of the interlocutor in order to minimize the losses that occur in the process of conversational communication when decoding information;
- convey information from the position of "you-approach", taking into account the goals and interests of the interlocutor, making him a co-author of his ideas, and not an opponent.

To do this, for example, instead of the phrase "I came to the conclusion ..." say "You will be interested to know that ..."; instead of "I would like ..." say "Do you want ..."; instead of "Although you are not interested in ..." convincingly state "As you have obviously already heard ...", etc .;

- take into account the motives and level of awareness (competence) of the interlocutor on a specific problem;
- try to abandon the monologue and move on to a dialogue, using specific questions for this and thinking with the interlocutor;
- observe the reactions of the communication partner and flexibly change their behavior based on the situation (change the complexity, speed, "loudness" of the presentation of information).

When presenting your position, one should not be afraid of the questions of the interlocutors, but on the contrary, one should be able to encourage them to do so. Then you will have the opportunity to find out what your opponents are most interested in, what they themselves know about the problem, what they are afraid of (fear) and where they will try to persuade you. In addition, at this stage of a business conversation, you yourself, receiving information about the partner’s opinion on a specific issue, should actively ask him (information does not come to us by itself, it must be “extracted” with the help of questions). Therefore, you need to know which questions are best to use.

There are five main groups of questions.

Closed questions. These are questions that are expected to be answered with a clear "yes" or "no". They contribute to the creation of a tense atmosphere in the conversation, as the interlocutor gets the impression that he is being interrogated. Therefore, it is better to ask closed questions not when we need to obtain additional information, but in those cases when we want to quickly obtain agreement or confirmation of an earlier agreement (i.e., at subsequent stages of a business conversation).

Open questions. These are questions that cannot be answered "yes" or "no", they require some explanation. These are the questions "what?", "who?", "how much?", "why?". They are given when needed. additional information or it is necessary to find out the motives and position of the interlocutors. The danger of such questions is that by asking too many of them, you can lose the thread of the conversation, get away from discussing the topic, lose initiative and control over the course of the conversation.

Rhetorical questions. These questions are not directly answered, as their purpose is to raise new questions and point out unresolved problems. By asking a rhetorical question, the speaker hopes to "turn on" the interlocutor's thinking and direct him in the right direction.

An excellent example of the role of rhetorical questions was given by the outstanding Russian lawyer F. N. Plevako. One day he defended a beggar old woman who was accused of stealing a French muffin. She was of noble origin and therefore subject to the jurisdiction of a jury. The prosecutor, speaking before Plevako, delivered an hour-long accusatory speech, the meaning of which boiled down to the fact that, although the crime that the old woman committed was small, she should be condemned to the fullest extent of the law, since the law is the law, and any, even insignificant, of its violation undermines its foundations, the foundations of autocracy, and ultimately causes irreparable harm to the Russian Empire.

The prosecutor's speech was emotional and made a great impression on the public. The lawyer's speech consisted of several phrases, and the main semantic load fell precisely on the rhetorical question. He said the following: “Dear gentlemen of the jury! It’s not for me to remind you of how many trials our state has experienced, and how many of them Russia emerged victorious. , French. Do you think the Russian Empire will bear the loss of one French bun?" The defendant was acquitted.

Breaking questions. They keep the conversation in a fixed direction or raise a whole range of new issues. Similar questions are asked in those cases when we have already received enough information on one problem and want to "switch" to another. The danger of using these questions lies in the possibility of imbalance between partners.

Questions for reflection. They force the interlocutor to reflect, think carefully and comment on what was said. The purpose of these questions is to create an atmosphere of mutual understanding.

5. Argumentation. The greatest influence on partners in a business conversation is exerted by argumentation (from Latin - judgment) - a way of persuading someone through meaningful logical arguments. It requires great knowledge, concentration of attention, presence of mind, assertiveness and correctness of statements, while its result largely depends on the interlocutor. In order for the argumentation to be successful, it is important to enter into the partner's position, to "feel" him.

In the argumentation, as a rule, two main constructions are distinguished:

- evidence-based argumentation, with the help of which you can prove something to your partner;
- counterargumentation, with which you can refute the partner's beliefs.

Moreover, both constructions include two categories of arguments:

1) facts or considerations indicating that this proposal(position, decision) will allow the interlocutor to receive some benefits;
2) facts or considerations that convince the interlocutor that this proposal (decision) will avoid any specific troubles.

For general constructions of argumentation, the same techniques are used, which consist in a thorough study of all factors and information (the leader can adopt the argumentation methods described by P. Mitsich):

The fundamental method is a direct appeal to the interlocutor, whom we acquaint with the facts and information that are the basis of our evidential argument. An important role here is played by digital examples, which are a great background. In contrast to verbal information, numbers look more convincing. This is happening to a certain extent also because at the moment no one present is in a position to refute these figures.

contradiction method based on identifying contradictions in the partner's argument. In essence, this method is defensive.

Inference Extraction Method is based on precise reasoning, which will gradually, step by step, through partial conclusions, lead us to the desired result.

Comparison Method is of exceptional importance, especially when the comparisons are well chosen, which gives the performance exceptional brightness and great power of suggestion.

The yes...but method. It often happens that the interlocutor gives well-formed arguments. However, they cover either only the advantages or only the weaknesses of the proposed alternative. But since it really rarely happens that everyone says only "for" or "against", it is easy to apply the "yes ... but" method, which allows you to consider other sides of the decision. We can calmly agree with the interlocutor, and then comes the so-called "but".

boomerang method will make it possible to use the "weapon" of the interlocutor against himself. This method has no force of proof, but it has an exceptional effect if applied with a fair amount of wit.

For example, the famous Athenian statesman and orator Demosthenes and the Athenian commander Phocion were sworn political enemies. Once Demosthenes said to Photon: "If the Athenians get angry, they will hang you." To which Phocion replied: "And you, of course, too, as soon as they come to their senses."

Ignore method. It often happens that the fact stated by the interlocutor cannot be refuted, but its value and significance can be successfully ignored.

Visible support method. It is very effective both in relation to one interlocutor and in relation to several listeners. Its essence lies in the fact that after the argument of the interlocutor, we do not object to him at all and do not contradict him, but, on the contrary, we come to the rescue, providing new evidence in favor of his arguments. And then a counterattack follows, for example: "You forgot to cite more facts to support your thesis ... (we list them). But this will not help you, because ...", - now comes the turn of our counterarguments. It should be added that this method requires particularly careful preparation.

Mention must also be made of speculative methods argumentation. These methods can even be called ordinary tricks and, of course, they should not be used. But you should still know them and distinguish when your partners use them.

exaggeration technique consists in generalization and any kind of exaggeration, as well as drawing premature conclusions.

joke technique. One witty or jocular remark, said at the right time, can completely destroy even a carefully constructed argument.

Technique of discrediting a partner. If the essence of the question cannot be refuted, then at least the identity of the interlocutor must be questioned.

Isolation technique is based on the "pulling out" of individual phrases from the speech, isolation and presentation in a truncated form so that they have a meaning completely opposite to the original.

Direction Change Technique lies in the fact that the interlocutor does not attack our arguments, but moves on to another issue that is essentially irrelevant to the subject of discussion.

Technique of deception relies on the communication of confusing information. The interlocutor consciously or unconsciously proceeds to a discussion on a specific topic, which can easily turn into a quarrel.

delay technique. Its purpose is to prolong the discussion. The interlocutor uses nothing meaningful words, asks exhausted questions and requires clarification on trifles in order to buy time for reflection.

Appeal technique. The interlocutor does not act as a business person and specialist, but appeals for sympathy. By influencing our feelings, he deftly sidesteps unresolved business issues.

Distortion technique represents a blatant perversion of what we have said, or a resetting of acceptances.

It is not enough just to master the methods of argumentation, you also need to master the tactics of argumentation, which consists in the art of applying individual techniques in each specific case of conducting business conversations. According to this, technique is the ability to make logical arguments, and tactics - to choose from them psychologically effective.

What are the main provisions argument tactics?

1. It is better to arrange the arguments in the following order: strong - less strong - the strongest (the one that is especially significant for the interlocutor).
2. Operate with clear, accurate facts and arguments that are reliable for the interlocutor.
3. The method and pace of argumentation must correspond to the moral and psychological characteristics of the interlocutor (his temperament, value system, beliefs, attitudes).
4. A simple enumeration of facts should be avoided, focusing on the benefits or consequences arising from these facts and of interest to your interlocutor.
6. Parrying the remarks of the interlocutor. The interlocutor's comments mean that he is actively listening to you, following your performance, carefully checking your argument and thinking everything over. It is believed that an interlocutor without comments is a person without his own opinion. That is why the comments and arguments of the interlocutor should not be considered as obstacles in the course of the conversation. They facilitate the conversation, as they give us the opportunity to understand what else needs to be convinced of the interlocutor and what he generally thinks about the essence of the matter.

There are the following types of remarks:

- unspoken remarks;
- prejudice;
- ironic remarks;
- remarks in order to obtain information;
- remarks for the purpose of self-expression;
- subjective remarks;
- objective comments;
- remarks for the purpose of resistance.

Let's consider them in more detail. We will be interested in what are the reasons for such comments, how they should be treated and how to respond to them.

Unspoken remarks. These are such remarks that the interlocutor does not have time, does not want or does not dare to express, therefore we ourselves must identify and neutralize them.

Prejudice. They are among the reasons that cause unpleasant remarks, especially in cases where the interlocutor's point of view is completely erroneous. His position has an emotional basis, and all logical arguments are useless here. We see that the interlocutor uses "aggressive" arguments, puts forward special demands and sees only the negative aspects of the conversation.

The reason for such remarks is, most likely, the wrong approach on your part, antipathy towards you, unpleasant impressions. In such a situation, you need to find out the motives and point of view of the interlocutor, come to an understanding.

Ironic (sarcastic) remarks. Such remarks are the result of the interlocutor's bad mood, and sometimes his desire to test your endurance and patience. You will notice that the remarks are not closely related to the course of the conversation, they are defiant and even offensive.

How to act in such a situation? In any case, you can not go on about the interlocutor. Your reaction can be either witty, or you should not react to such remarks.

Notes for the purpose of obtaining information. Such remarks are proof of the interest of your interlocutor and the existing shortcomings in the transfer of information.

Most likely, the reason is that your argument cannot be called clear. The interlocutor wants to get additional information or he listened to some details. You must give a calm and confident answer.

Notes to express yourself. These remarks can be explained by the desire of the interlocutor to express his own opinion. He wants to show that he did not succumb to your influence and that in this matter he is as impartial as possible. Remarks of this nature may be caused by too strong an argument on your part and, perhaps, by your self-confident tone. How to act in such a situation? It is necessary that your interlocutor find confirmation of his ideas and opinions.

subjective remarks. Such remarks are typical for a certain category of people. A typical formulation of such interlocutors: "Everything is fine, but it does not suit me." What is the reason for such remarks?

Your information is unconvincing, you pay insufficient attention to the personality of the interlocutor. He does not trust your information and therefore does not appreciate the facts given. How to act in such a situation? You should put yourself in the place of the interlocutor, take into account his problems.

objective remarks. These are remarks that the interlocutor makes in order to dispel his doubts. These remarks are sincere, without any gimmicks. The interlocutor wants to get an answer in order to develop his own opinion. The reason for such comments is that your interlocutor has a different solution to the problem and does not agree with yours. How to behave in such a situation? You should not contradict the interlocutor openly, but bring to his attention that you take into account his views, and then explain to him what advantage your solution gives to the problem.

Remarks for the purpose of resistance. Such remarks usually come at the beginning of a conversation, so they are not and cannot be specific. The reason for them most often is that your interlocutor has not read your arguments, and the topic of the conversation is not clearly defined.

How to act in such a situation? The topic of the conversation should be clearly defined, and if resistance increases, then tactics should be reconsidered, and in extreme cases, the topic of the conversation should also be changed.

We have reviewed the most commonly used remarks. Quite naturally, two important tactical questions:

- how is it best to comment?
- when respond to comments made?

Let's start off with, how to make comments to the interlocutor.

Localization. The tone of the response should be calm and friendly, even if the remarks are caustic or ironic. An irritable tone will significantly complicate the task of persuading your interlocutor. An unconventional approach, goodwill, clear and convincing intonations are especially important in neutralizing complex remarks and objections.

Respect. The position and opinion of the interlocutor should be treated with respect, even if they are erroneous and unacceptable to you. Nothing makes a conversation so difficult as a dismissive and arrogant attitude towards the interlocutor.

Therefore, one should never object openly and rudely, even if the interlocutor behaves incorrectly. If you contradict, you will only lead the conversation to a dead end. The following expressions should not be used: "In this case, you are completely wrong!"; "This has no basis in any ground!" etc.

Righteousness acknowledgment. If you notice that the remarks and objections of the interlocutor are only a desire to emphasize your prestige, then it is tactically beneficial to more often recognize the correctness of the interlocutor. For example: "This is an interesting approach to the problem, which I honestly overlooked. Of course, after the decision, we will take it into account!" After the tacit consent of the interlocutor, the conversation should continue according to the plan.

Restraint in personal assessments. Personal judgments should be avoided. For example: "If I were you..." etc. First of all, this applies to those cases when such an assessment is not required or when the interlocutor does not consider you an adviser or a recognized specialist.

The conciseness of the answer. The more concisely, in a businesslike way, you answer the comments, the more convincing it will be. There is always uncertainty in long explanations. The more wordy the answer, the greater the danger of being misunderstood by your interlocutor.

Reaction control. When neutralizing the remarks of the interlocutor, it is very useful to check his reaction. The easiest way to do this is with intermediate questions. Calmly ask the interlocutor if he is satisfied with the answer.

Avoidance of superiority. If you successfully parry each remark of the interlocutor, then he will soon get the impression that he is sitting in front of a seasoned professional, against whom there is no chance to fight. That is why you should not fend off every remark of the interlocutor, you need to show that human weaknesses are not alien to you. You should especially avoid an immediate response to each remark, because by doing this you indirectly underestimate the interlocutor: what he thought about for many days, you decide in a few seconds.

Consider the second tactical question: when to respond to comments made.

The following options can be offered:

- before the remark is made;
- immediately after it was done;
- later;
- never.

Let's consider these options in more detail.

before the remark is made. If it is known that the interlocutor will sooner or later make a remark, then it is recommended that you pay attention to it yourself and respond to it in advance, without waiting for the interlocutor's reaction. In this case, we get the following benefits:

- you will avoid contradictions with the interlocutor and thereby reduce the risk of quarreling in a conversation;
- you will get the opportunity to choose the wording of your opponent's remarks yourself and thereby reduce its semantic load;
- you will have the opportunity to choose the most appropriate moment for the answer and thereby provide yourself with time to think it over;
- trust will be strengthened between you and the interlocutor, as he will see that you are not going to circle him around your finger, but on the contrary, clearly state all the arguments for and against.

Right after it was done. This is the most good option response, and should be used in all normal situations.

Later. If there is no desire to directly contradict the interlocutor, then it is better to postpone the answer to his remark until a moment more convenient from a tactical and psychological point of view. It often happens that due to the delay, the need to respond to a remark may disappear altogether: the answer arises on its own after a certain time.

Never. Hostile comments, as well as comments that constitute a significant nuisance, should be ignored as completely as possible.

We have reviewed the main types of comments and have given possible options what might be the reaction to them. It is impossible to foresee all options, since real circumstances always make certain adjustments.

7. Making a decision and fixing an agreement.

If you managed to convince your partner, you can move on to reaching an agreement. It is recommended to do this using a chain of questions.

First of all, you need to ask questions to which the interlocutor will most likely answer "yes". Such questions are called confirming. For example: "Perhaps you are also glad that ...?", "I am not mistaken in assuming that you ...?" Confirmatory questions set up a partner for a positive attitude towards your proposal. The last questions should be formulated in such a way that they give the possibility of a detailed answer. At this stage of the conversation, it is especially important to show composure and restraint and observe some regulations:

- you can not hesitate, demonstrate uncertainty;
- should remain calm;
- leave one strong argument in reserve;
- do not give up your positions to the last, until you have tried all the possibilities or until the interlocutor clearly repeats “no” several times.

The reached agreement should be fixed. You can offer to sign the prepared document, you can fix it orally. The main thing is that it should sound not only from your mouth. Then the partner will feel more responsible for the implementation of the joint agreement.

8. The end of a business conversation. If it was not possible to reach an agreement, then it is necessary to beautifully get out of contact.

If an agreement has been reached, then one should not abuse the location and time of the partner.

Leaving a good impression about yourself is necessary for any result of the conversation. A well-educated person who knows the culture of communication knows how to say goodbye in such a way that you want to meet him again.

The results of the conversation should be summarized. Very useful for gaining experience:

- make notes about the essence of the decision in a working notebook in the presence of a partner;
- draw up an official protocol of the decision;
- establish specific deadlines for the implementation of the decision and a way to inform each other about the results of the planned actions;
- thank the interlocutor and congratulate him on the decision reached;
- exit from contact first non-verbally (change posture, look away, stand up), and then verbal farewell.
9. Analysis of the results of a business conversation. Any conversation after its completion must be analyzed. This makes it possible to realize the miscalculations made, to accumulate useful experience for the future.

The analysis of the conversation involves answering the following questions.

1. Do you remember the purpose of the conversation?
2. What is the specific outcome of the meeting?
3. Could he be the best?
4. Have you used all the arguments?
5. Did you answer questions well?
6. Did you successfully parry your partner's remarks?
7. What was the atmosphere of the conversation like?
8. Did you and your partner take the right psychological position?
9. What impression did you make on your partner?
10. Is it possible to meet again?

When analyzing a conversation, do not reproach yourself for possible omissions. The meeting is not considered in vain if it left an opportunity for future contacts.

Every conversation shows your ability to communicate, and therefore every meeting takes you one step closer to mastering the culture of business communication.