Retelling of N. Sladkov's fairy tale "The Bear and the Sun". Open lesson in the preparatory group. Summary of a lesson in literary reading Tale of N. Sladkova Bear and the Sun outline of a lesson in reading (grade 2) on the topic Bear and the sun what teaches
Target: keep teaching consistent and detailed retelling of the listened text based on the model.
Tasks:
Educational
- Continue to teach to retell a fairy tale close to the text, using words and phrases from the author's text in speech.
- Expand and activate the vocabulary on the theme "Spring" in the speech of children.
- Continue teaching children the logical sequence when retelling the text based on models.
Developing:
- Develop coherent speech.
- Develop memory, attention, creativity.
- Develop intonational expressiveness.
Educational:
Continue to develop the ability to listen to peers and the teacher.
Integration of educational areas: "Social - communicative development", "Cognitive development".
Materials (edit): N. Sladkov's fairy tale "The Bear and the Sun", reference pictures, masks for dramatization, musical recordings of spring sounds.
Vocabulary work: names of spring signs, natural phenomena(slush, seeped, etc.), mowed.
Types of children's activities: play, communicative, motional, theatrical, musical.
Methodical techniques:
Visual methods: considering illustrations for a fairy tale, reference models;
Verbal methods: reading a poem by F. Tyutchev, reading the fairy tale "The Bear and the Sun", reproducing a conversation about a fairy tale, lexico-grammatical exercises "Say otherwise", reading individual fragments from a fairy tale;
Practical methods: dramatization of a fairy tale, exercises in intonation expressiveness.
Preliminary work: getting to know lexical topic"Spring", viewing Savrasov's painting "The Rooks Have Arrived", reading N. Sladkov's story "Whose thaw patches", observing the signs of spring during a walk, reading and memorizing poems about spring.
Course of the lesson:
Educator: Friends, I want to start our conversation by reading a poem by F.I. Tyutchev "Winter is not for nothing to be angry." Listen and answer: Why did I choose this particular poem to read?
The teacher reads a poem by F.I. Tyutchev "Winter is angry for a reason"
Winter is not without reason angry
Its time has passed -
Spring is knocking on the window
And drives them out of the yard.
And everything was in a fuss
Everything is boring Winter out -
And the larks in the sky
Already raised the bell.
Winter is still busy
And grumbles at Spring.
She laughs in her eyes
And it only makes more noise ...
The wicked witch went berserk
And, capturing the snow,
She let go, running away
Into a beautiful child ...
Spring and grief is not enough:
I washed myself in the snow
And only became blush
Contrary to the enemy.
Educator:
Why do you think I read this poem? Children's answers.
What other signs of spring do you know? Children's answers.
Educator: I suggest you play the game "Say differently"
Speech exercise "Say it differently":
Educator: THE SUN SHINES, how else can you say?
The answers of the children: GLITTERS, CARS, BAKES, PLEASES, BURNERS.
Educator: SNOW SITS.
Children: BLACK, MELT, SETS.
Educator: WATER RUNS.
Children: FLOWING, RUMBLING, DRIPPING, DRYING.
Educator: BIRDS - SING.
Children: CHIRLING, CHIRLING.
Educator: What is SLUT? Explain the saying: SLUDGE IS SLEEPING.
Educator: In the spring, bears wake up in their dens. I will read you the tale of Nikolai Ivanovich Sladkov "The Bear and the Sun". We will retell it using models.
Educator: I want to tell you a little about this wonderful writer. Look at his portrait. Ever since the second grade, Nikolai, who then lived in the region of the city of St. Petersburg, loved to walk in the farthest corners of forest parks. Observe the life of the forest and its inhabitants. I read many books about animals and wrote down my observations and impressions in my diary. Then, using these notes, he wrote over 60 books about nature and its inhabitants. I invite you to remember the tales of animals. Will help us remember our book exhibition.
What kind of works about animals can be called tales?
Children's answers.
And now we will start listening to the fairy tale and will retell it using models, consider them and determine which ones are suitable for the images of the main characters. Children's answers.
Reading a fairy tale:
Water seeped into the den - soaked the bear's pants.
- So that you, slush, dry up completely! - the Bear swore. - Here I am you now!
- It's not me, Medvedyushko, to blame. Snow is to blame for everything. He began to melt, let the water go. And my business is water - flowing downhill.
- Oh, so it's Snow's fault? Here I am now! - the Bear roared.
Snow turned white, frightened.
Creaked with fright:
- It's not my fault, Bear, the Sun is to blame. It’s so hot, it’s so hot, you’re melting here!
- Oh, so the Sun soaked my pants? - the Bear barked. - Here I am now!
What now"? You can't grab the sun with your teeth or reach it with your paw. Shines for itself. The snow drowns, drives the water into the den. He wets his pants on a bear.
There is nothing to do - the Bear got out of the den. He grumbled and grumbled and did a little nap. Dry the pants. To meet the spring.
Conversation based on a fairy tale read. Teacher questions with the placement of models:
Who are the main characters, and what models will we designate them with? children's answers
Why did the bear wake up?
Whom did the bear scold?
What did the water answer?
How did you talk to the snow?
How did the snow respond?
How did the sun scold?
With what words does the tale end?
After each answer of the children, the teacher reads a fragment from the fairy tale.
Dynamic pause: exercise in intonation expressiveness (mimicry depicting snow, water, bear, sun: swearing, scared, babbling, shining, mumbled).
Repeated reading with a memorization mindset.
Dramatization of a fairy tale.
The result of the lesson.
Educator: What did we do in class? Did you like the acting? We would like to thank our young actors for an interesting little performance.
Listen to the answers of the children.
Lesson summaryN. Sladkov "The Bear and the Sun".
TargetTasks
Educational: teach determine the character and mood of the hero of the work, identify their motivation; work with illustrations, convey the content of a fairy tale in a drawing;to give opportunity to learn do elementary analysis of the text using the means artistic expression; work with illustrations in a book and understand its role in understanding the work.
Developing: cognitive – find the information you need in text; analyze work of fiction based on the artistic word of the author; regulatory - take into account the guidelines for action selected by the teacher when mastering a new literary text; develop the ability to expressive reading and reading in roles, develop students' speech, teach to express feelings, develop auditory perception, inner vision, creative imagination;communicative - take into account different opinions and strive to coordinate different positions in cooperation, develop the ability to form their own opinion and position.
Educational: foster an interest in learning about the world around us, a good attitude to nature, a love of reading, the ability to work in a team and in a group.
Methods and forms of training
Verbal methods: story, explanation, individual and frontal conversation, method of discussion or constructive dialogue.
Visual methods: observation, figurative and illustrative.
Practical methods: oral exercises, work with a textbook, work in notebooks, work in pairs, in groups.
Technologies: problem-dialogical, information-communicative.
Equipment
Textbook "Literary reading" O. V. Kubasova, 2nd class. Part 3, "A Notebook on Literary Reading" OV Kubasov, 2nd class, ed. "Association XXI Century" 2012 UMK "Harmony";
presentation on the topic of the lesson;
portrait of N. Sladkov;
multimedia projector;
interactive board;
a computer;
magnetic board;
illustrations.
Organizational structure of the lesson
I.
II.
Knowledge update. Statement of the topic of the lesson.
III.
Discovery of new knowledge.
Consolidation of new knowledge.
Reflection learning activities at the lesson.
Vii.
Greetings from students.
– Hello guys! I'm glad to see you. I ask you to come to me and stand in a circle. Let's wish each other good and good luck.
Students place their palm on their neighbor's palm and say: « I wish you well today. If it is difficult, I will help you » .
Today you will have an unusual reading lesson, instead of grades, you will receive bonuses. Bonuses will be received by everyone who will answer questions, express their opinion, and prove it.
Riddles
Guys, I'm going to tell you riddles now, and you try to guess them. You can answer in chorus.
To rain from the sky
So that ears of bread grow
So that the ships sail -
We cannot live without ... (Water)
You warm the whole world
You don't know fatigue
You smile at the window
And everyone calls you ... (Sun)
White as chalk, flew from the sky.
He lay in the winter, ran into the ground. (Snow)
The words appear on the magnetic board.
Guys, what time of year does all these words have in common? (Spring)
(the guys have envelopes with the same words) Open envelopes with words.
Find a pattern and build a sequence from these words. Explain. (one student at the blackboard)
SNOW (snow fell in winter) SUN (sun warmed up in spring) WATER (snow melted and turned into water)
Spring is the awakening of vitality, the mood of joy and fun.
In front of you reproductions of paintings by the artist Isaac Ilyich Levitan. "March", "Big Water".
What signs of spring have you seen in the illustrations?
Which picture corresponds to our current state of nature? (The artist depicted spring nature, expressed his attitude towards it. Levitan teaches us to observe nature.)
Tell me, is it good or bad when the snow melts?
What do you think is the topic of today's lesson?
Today we will talk about spring. Let's get acquainted with a new work and find out what a work plan is.
1. Getting to know the writer.
We will get acquainted with the work of Nikolai Sladkov "The Bear and the Sun"
A portrait of the writer appears
N. Sladkov is children's writer... He was very fond of nature, traveled a lot, entered his observations in a notebook, and then wrote works that became very famous. He himself photographed animals, painted them and put these photographs and drawings in his books.
Guys, what genre could a writer write? (What can a writer write?) (assumptions of children - stories, fairy tales, poems, fables, plays, riddles, proverbs, sayings)
The work with which we will get acquainted is called "The Bear and the Sun".
Guess what it is about?
(children's assumptions - about animals, about nature, about travel, about adventure, about friendship, about enmity, about the desire to live)
To find out for sure, we need to read the work.
2. Primary perception of the text. The teacher is reading. (Section p. 4)
3. Testing of primary perception.
Were your assumptions about this piece correct?
What genre is it? (fairy tale)
Why do you think so?
What is this piece about?
N.I. Sladkov has written over 60 books. In his works, he teaches to appreciate and love the beauty of nature.
If you want to see, become invisible.
If you want to hear, become inaudible.
If you want to know - hide.
With these words, the writer expressed his attitude to nature.
At the exhibition you see only a few of the books. N. Sladkov. I advise you to read them, from them you will learn a lot of interesting things.
What do you remember in the fairy tale?
Name the heroes of this tale. (Bear, water, snow, sun)
4. Preparing students for reading. (textbook, p. 3)
Read fluently first in syllables, and then in whole words.
PRO-SO-CHI-LASI - LEAKED
PRO-MO-CHI-LA - WASTE
PRO-THIEF-CHAL - Grumbled
Dictionary work.
Leak out - about liquid - gradually penetrate through something;
Soaked - having passed moisture, become wet, damp;
Read quickly a sequence of words
COX – COX LA - PERE DRY
RUGAL – RUGAL SIA - FOR Swearing
ROAR – REB EL - OT REVEL
Amusement - Amusement ALA - Scared CH
CREAK – CREAK EL - FOR CRIPPEL
Dictionary work.
Creaked - start doing something, producing a sharp, sound.
Dictionary work.
From what words did the word “Have a mackerel "? ( oblique paws).
Read it right. NECH HIS
5. Student self-reading ("Buzzing" reading)
Who is the main character of the tale? (bear)
How do you imagine the bear? (Shaggy, big, angry, clubfoot, hungry, dirty, with big teeth and claws.) Ka picture on the board
It is around the bear that the events take place in the fairy tale.
Who woke the bear?
Did anything surprise you in this tale? ( bear pants)
What are the pants of a bear?
Does the bear really have pants?
Was it so good or bad for the Bear that the snow melted?
Why? (it became wet, uncomfortable, unpleasant and he got angry.)
6. Characteristics of the images of the work.
(in the classroom, the words on the stripes are everywhere: kind, rude, grumpy, cocky,
affectionate, calm, angry)
Guys, there are words in the classroom, read them.
What kind of bear is in character, choose the words you want. (students walk, read, choose)
barked, grumbled) Words are hung around the class, the students call them,
tracked down and attached to a magnetic board next to the picture of the bear.
What one word can be used to replace them? ( Said).
What do they help you understand? (The bear is not happy with the spring, dissatisfied, angry).
Who is the bear angry with? (water, snow, sun)
Guys, you have cards with words on your tables. Arrange them in the order that a bear meets them in a fairy tale. (student on the board)
7. Selective reading. Work in a notebook.
Find the conversation between the bear and the water in the text.
What words help you understand this? (frightened, purred in a low voice)
Mark the words of Water in the notebook. (write letter B)
At whom did the bear roar? (on the snow)
Why do you think so? (scared, turned white, creaked with fright)
What do you think, why did each of the heroes shift the blame onto the other? ( scared of the Bear)
Why did the water and snow scare the bear? ( He is big, angry - he can hurt, hurt).
What do the highlighted words indicate in the text? (They show that the bear is getting more and more angry.)
Why didn't the bear do anything to the sun? Why did you submit?
(The sun cannot be reached.Nothing can be done against the laws of nature! Like it or not, life goes on as usual.)
Mark the Bear's lines with a pencil(write the letter M)
Now get out the pictures. Arrange them in the desired order. (one student on a magnetic board, one on a computer)
Look, the words and pictures are arranged in order, you told, relying on words, in other words - retold according to plan.
Plan Is a certain sequence of parts in a work.
Based on the pictures on the desk, we can say that this is a plan.
Can you retell the text based on pictures and reference words?
Retelling- presentation of the content of the text.
1. Working in groups
Divide roles, read by role.
After independent work, the children demonstrate the completed tasks.
Show when reading how the heroes of the fairy tale relate to what is happening.
2. Assessment of reading by the students themselves.
Guys, look at how many bonuses each of you earned per lesson. You will take them, show them to your teacher, and receive a mark in return.
What interesting things did we do in the lesson today? (read by role, convey the character of the hero when reading, draw up a text plan)
What results did we get? (distributed the words of the heroes, made a picture and verbal plan of the text)
Where can the obtained data be applied? (make a plan for texts of different genres)
What did you do well in the lesson?
What else needs to be worked on?
Guys, the Bear left to meet the spring, but he suggested that you choose which task you will perform at home:
2. Retell the tale. (Advanced level)
3. Come up with a continuation of this tale. (Creative level)
(homework cards are distributed on cards to each student)
Guys, thank you for the lesson.
I was very pleased to work with you !!!
Involve students in activities on a personal level.
Identify the studied methods of action sufficient to build new knowledge, generalize them.
Record individual difficulties in performing an educational activity.
Testing hypotheses, assumptions put forward by students. Substantiation or refutation of hypotheses, Bringing arguments "for" or "against".
Characteristics of the characters of the work.
Determination of the nature of reading by roles.
Acquaintance with new concepts.
Assimilation of ways of activity by applying information in exercises.
Assessment of students' performance.
Determination of the level of achievement of the set goal of the lesson.
Psychological training.
Verbal - conversation, dialogue. Illustrative.
Work in pairs.
Partially problem-search.
Problematic dialogue. Sign-symbolic modeling
Statement of the educational problem.
Search for a solution.
Teacher's story.
Working with a book - choral reading.
Conversation.
Working with a book is an independent reading.
Conversation.
Working with a book - working with information.
Conversation.
Working with a book - selective reading.
Work in a notebook.
Conversation.
Group work.
Working with the book - reading by roles.
Determination of the criterion for the assessment of students by the students themselves.
Conversation, dialogue.
Differentiated approach - multilevel assignments.
Bear and sun
Water seeped into the den - soaked the bear's pants.
- So that you, slush, dry up completely! - the Bear swore. - Here I am you now.
- It's not me, Medvedushka, to blame. Snow is to blame for everything. Began to melt. Let the water go. And my business is water - flowing downhill.
- Is it Snow's fault? Here I am now! - the Bear roared.
Snow turned white, frightened.
Creaked with fright:
- It's not my fault, Bear. The sun is to blame. So hot, so scorched - you melt here!
- Oh, so the Sun wet my pants! - the Bear barked. - Here I am now!
What now"? You can't grab the sun with your teeth or reach it with your paw.
Shines for itself. The snow drowns, drives the water into the den. He wets his pants on a bear.
There is nothing to do - the Bear got out of the den. He grumbled and grumbled and did a little nap. Dry the pants. To meet the spring.
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Transcript
1 Municipal autonomous preschool educational institution"Kindergarten combined type 44" Cinderella "OOD abstract on the development of speech in preparatory group with the use of the educational complex "Bear and the sun" N. Sladkov Retelling of a fairy tale Compiled by Gulshat Mudarisovna Khatypova, educator of the first quarter. Categories Naberezhnye Chelny, 2015
2 Program content: Purpose: to improve the ability of children to retell the text. Educational tasks: to foster interest and love for nature and its inhabitants; cultivate self-control over speech. Educational tasks: to form the ability to coherently, consistently, expressively and grammatically correctly convey the content of a fairy tale in roles without the help of an adult, close to the text, using the author's words and expressions. Developing tasks: exercise in the coordination of the adjective with nouns in gender and number; develop intonational expressiveness of speech; develop coherent speech. Vocabulary work: den, slush, trying on a role. Preliminary work: learning proverbs and sayings about spring; learning words for the game "Aydәgez, biybez" Materials: ball; medal masks bear, fox, hare, hedgehog (for the game); masks bear, snow, water (for dramatization); illustrations "Bear and Sun", "Den", "Slush", "Spring"; track "Aydәgez, biybez", means for playing music.
3 Course of the lesson 1. Organizational moment. - Guys, we have an unusual lesson today. Imagine that you are theater actors, and our guests are spectators who will evaluate our work. - To turn into real artists, you need to remember the proverbs. (children call proverbs and sayings about spring) - Guys, now I'll check if you know how to choose the right endings. I will name the words, and you will speak them with the word "spring". For example, I say sky, and you say spring sky. Sun spring sun Ray of spring ray Drops of spring drops Leaf of spring leaf Grass of spring grass Morning spring morning Month of spring month Flower spring flower Spring brook stream River spring river Wind spring wind 2. Main part. - We will play the tale "The Bear and the Sun", which was written by N. Sladkov. Sit down more comfortably. (Children sit in a comfortable position on the floor or chairs) Primary reading without setting for memorization. "The Bear and the Sun" N. Sladkov Leaked into the den Water - Soaked the bear's pants.
4 - So that you, slush, dry up completely! - the Bear swore. - Here I am you now! The Water was frightened, and began to purr in a low voice: - It's not me, Medvedushko, to blame. Snow is to blame for everything. He began to melt, let the water go. And my business is watery - I am flowing downhill. - Oh, so it's Snow's fault? Here I am now! - the Bear roared. Snow turned white, frightened. He creaked with fright: - It's not my fault, Bear, the Sun is to blame. It’s so hot, it’s so hot, you’re melting here! - Oh, so the Sun soaked my pants? - the Bear barked. - Here I am now! What now"? You can't grab the sun with your teeth or reach it with your paw. Shines for itself. The snow drowns, drives the water into the den. He wets his pants on a bear. There is nothing to do - the Bear got out of the den. He grumbled and grumbled and did a little nap. Dry the pants. To meet the spring. Dictionary work. - Guys, this tale is sad or funny, why do you think so? (funny, funny, funny) - Guys, tell me, did you understand all the words? What is a den? (Bear's winter den) - How do we say: Where did the bear winter? (The bear spent the winter in a den). Where did the bear come from? (The bear came out of the den). What prepositions (small words) did we use in these sentences? (the preposition "in" and the preposition "from") - And who knows what "slush" is? (liquid mud on the ground from rain or sleet).
5 Make a sentence with the word slush. (The spring slush spoils the roads. Cars are driving on the slush. There is only slush all around. In the spring there is slush from the snow.) Fizminutka. - Real artists know how to transform into anyone. Try to do gymnastics like bears. And now the guys get up, Hands slowly raise, Fingers squeeze, then unclench, Hands down and stand like that. Lean to the right, to the left And we get down to business again. (Accompanied by movements along the text) Repeated reading with a set to memorize. - Now, guys, sit on the chairs. Listen to the story again and try to remember. (Reading) Conversation over the text. - What is the name of the tale? Who is author? - ("The Bear and the Sun", Nikolai Sladkov) - What happened in the bear's den? - (Water seeped into his den) - How was the bear angry with the water? (So that you, slush, dry up completely) - How was the water justified? (It’s not me, Medvedushko, it’s to blame. The snow is to blame for everything. I started to melt, let the water go. And my business is watery - I’m flowing downhill.)
6 - How was the snow justified? (It’s not my fault, Bear, the Sun is guilty. It’s so hot, it’s so hot, you melt here!) - Why the bear couldn’t punish the sun? (Because the sun is high, he can't get it.) - Remember how water, snow, bear spoke. (The bear spoke angrily, loudly, and the water and snow timidly, fearfully, quietly) Physical Minutes (EMC for narrow specialists, track 2) - Guys, who remembers how the bear will be, in Tatar? (Ayu) The bear does not live alone in the forest, does it? And all forest animals are very fond of singing and dancing. I think that real artist must also be able to sing and dance. Come out in a round dance, disassemble the masks. Kyrly-biyule uen Aydәgez, biybez. 1) Bar monda zur tөlke. Zur tolke, matur tolke. Tolke, tulke kil әle, Biep-bep kit әle (2 tapkyr). 2) Bar monda zur ayu, Zur ayu, matur ayu. Ayu, ayu kil әle, Biep-bep kit әle (2 tapkyr). 3) Bar kechken kuyan, Kechken, matur kuyan. Kuyan, kuyan kil әle, Biep-bep kit әle (2 tapkyr). 4) Bar kechkenә kerpe, Kechkenә, matur kerpe.
7 Kerpe, kerpe kil әle, Biep-bep kit әle (2 tapkyr). (sat on chairs) The third reading of the text to restore the memory of the children. - Guys, I will read you a fairy tale again, and then we will, as the artists say, "try on the roles" Retelling by roles with a hint from the teacher. (The words of the author are read by the teacher) Repeated retelling without prompting from the teacher. (The words of the author are spoken by the child) 3. The final part. Unfortunately, the time for our unusual lesson has come to an end. Those who did not have time to "try on the role" will do it later. - What was the most interesting thing in today's lesson? (Listen to a fairy tale, play roles, dance in a round dance) - What was the most difficult thing? (Play roles, memorize the words of the characters) - What will you tell at home about today's lesson? (that the lesson was fun, like a bear scolded water, snow and sun) - I really liked you today, everyone tried to give correct and complete answers. I think that the audience was satisfied with our theater actors.
8 Literature: 1. Zatullina G. Ya. Summaries of complex lessons on the development of speech (preparatory group). Tutorial... Second edition. M., Center teacher education. From birth to school. Approximate basic general educational program of preschool education / Ed. N. Ye. Veraksy, T. S. Komarova. 2nd ed., Rev. and add. Moscow: Mosaic synthesis, 2012.
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Educational complex "Harmony"
Literary reading lesson. Grade 2.
Prepared by Bazaeva Lyudmila Vasilievna.
date. 14.03.2016.
Lesson topic. N. Sladkov "The Bear and the Sun".
Tasks
Educational: teach determine the character and mood of the hero of the work, identify their motivation; work with illustrations, convey the content of a fairy tale in a drawing; to give opportunity to learn do an elementary analysis of the text using the means of artistic expression; work with illustrations in a book and understand its role in understanding the work.
Developing: cognitive- find the information you need in the text; analyze a work of art based on the artistic word of the author; regulatory- take into account the reference points of action selected by the teacher when mastering a new literary text; develop the ability to expressive reading and reading in roles, develop students' speech, teach to express feelings, develop auditory perception, inner vision, creative imagination; communicative - take into account different opinions and strive to coordinate different positions in cooperation, develop the ability to form their own opinion and position.
Educational: foster an interest in learning about the world around us, a good attitude to nature, a love of reading, the ability to work in a team and in a group.
Formed UUD
Personal:
Metasubject:
R.)
P1.
- Make a plan for the text. ( P-1.)
P-2.)
TO.)
TO.)
Subject:
Make a plan. (P)
Methods and forms of training:
Verbal methods: story, explanation, individual and frontal conversation, method of discussion or constructive dialogue.
Visual methods: observation, figurative and illustrative.
Practical methods: oral exercises, work with a textbook, work in notebooks, work in pairs, in groups.
Technologies: problem-dialogical, information-communicative.
Equipment:
Textbook "Literary reading" O. V. Kubasova, 2nd class. Part 3, "A Notebook on Literary Reading" OV Kubasov, 2nd class, ed. "Association XXI Century" 2012 UMK "Harmony";
presentation on the topic of the lesson;
portrait of N. Sladkov;
television;
a computer;
magnetic board;
illustrations.
| Lesson steps | Teacher activity | Students' activities | Formed UUD |
| Organizing time | Greetings from students You splash with a smile like the sun, Leaving the gate in the morning. You see, everyone in life There are a lot of troubles and worries. Do we love the gloomy faces Or someone's angry speech? And ignite the spark in return. Inspiration for the lesson | Welcome. Wish each other well | |
| Knowledge update. | 1 checking homework 2. Riddles: Guys, I'm going to tell you riddles now, and you try to guess them. You can answer in chorus. To rain from the sky So that ears of bread grow So that the ships sail - We cannot live without ... (Water) You warm the whole world You don't know fatigue You smile at the window And everyone calls you ... (Sun) White as chalk, flew from the sky. He lay in the winter, ran into the ground. (Snow) The words appear on the magnetic board. Guys, what time of year does all these words have in common? Find a pattern and build a sequence from these words. Explain. SNOW (snow fell in winter) SUN (sun warmed up in spring) WATER (snow melted and turned into water) Spring is the awakening of vitality, the mood of joy and fun. In front of you reproductions of paintings by the artist Isaac Ilyich Levitan. "March", "Big Water". What signs of spring have you seen in the illustrations? Which picture corresponds to our current state of nature? (The artist depicted spring nature, expressed his attitude towards it. Levitan teaches us to observe nature.) Tell me, is it good or bad when the snow melts? What do you think is the topic of today's lesson? Announces the topic of the lesson | Reading V. Rakhmanov's poem "Dandelions" Answer one student at the blackboard Answer | - Develop aesthetic taste; (L) - Set and implement the performing task. ( R.) - Engage in communication, express your point of view, listen to another, follow the rules of communication. ( TO.) - Argue statements. ( TO.) To improve the reading technique, especially expressiveness. (P) |
| Discovery of new knowledge. | Guys, do you know who Nikolai Sladkov is? N. Sladkov is a children's writer. He was very fond of nature, traveled a lot, entered his observations in a notebook, and then wrote stories that became very famous. He himself photographed animals, painted them and put these photographs and drawings in his books. The work with which we will get acquainted today is called "The Bear and the Sun". Guess what it is about? What genre do you think it is? Primary perception of the text.. Primary perception test. Were your assumptions about this piece correct? Name the heroes of this tale. Was it so good or bad for the Bear that the snow melted? Why? Did anything surprise you in this tale? What happened in the den? | Answer Express their assumptions Answer Answer questions | - Set and implement the performing task. ( R.) - Analyze the features of the language design of the text. ( P-2.) - Argue statements. ( TO.) To improve the reading technique, especially expressiveness. (P) |
| Preparing for student reading aloud . (textbook, p. 3) Read fluently first in syllables, and then in whole words. PRO-SO-CHI-LASI - LEAKED PRO-MO-CHI-LA - WASTE PRO-THIEF-CHAL - Grumbled Dictionary work. Leak out- about liquid - gradually penetrate through something; Soaked - having passed moisture, become wet, damp; Read quickly a sequence of words COX – COX LA - PERE DRY RUGAL – RUGAL SIA - FOR Swearing ROAR – REB EL - OT REVEL Amusement - Amusement ALA - Scared CH CREAK – CREAK EL - FOR CRIPPEL Dictionary work. Creaked - start doing something, producing a sharp, creaky sound. Dictionary work. From what words did the word “ Have a mackerel "? ( oblique paws). Read it right. NECH HIS | Reading chain | To improve the reading technique, especially expressiveness. (P) Observe the accuracy of the choice of language means by the writer. (P) |
|
| NS Characteristics of the images of the work (on the board, the words on the stripes: kind, rude, grumpy, cocky, affectionate, calm, angry) Guys, there are words on the board, read them. What kind of bear is in character, choose the words you want. What one word can be used to replace them? What do they help you understand? Who is the bear angry with? Arrange them in the order that a bear meets them in a fairy tale. How do you imagine the bear? Why did the bear behave this way? What can you say about the character of the bear? Work in pairs and discuss which Bear is in this tale. Why did the water and snow scare the bear? | Students read, choose Swore, roared, barked, grumbled Answer Mood The bear is not happy with spring, dissatisfied, angry. Angrily, loudly Water, snow, sun Carry out the task. One child at the blackboard. Shaggy, big, angry, clubfoot, hungry, dirty, with big teeth and claws. It became wet, uncomfortable, unpleasant, and he got angry. Answer | - Set and implement the performing task. ( R.) - To navigate in the text of the work. P1. - Make a plan for the text. ( P-1.) - Analyze the features of the language design of the text. ( P-2.) - Engage in communication, express your point of view, listen to another, follow the rules of communication. ( TO.) - Argue statements. ( TO.) To improve the reading technique, especially expressiveness. (P) Improve the searching way of reading. (R) Make a plan. (P) Observe the accuracy of the choice of language means by the writer. (P) |
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| Selective reading. Work in a notebook. | Find the conversation between the bear and the water in the text. What words help you understand this? Mark the words of Water in the notebook. (write letter B) At whom did the bear roar? Why do you think so? What do you think, why did each of the heroes shift the blame onto the other? Why did the water and snow scare the bear? What do the highlighted words indicate in the text? Why didn't the bear do anything to the sun? Why did you submit? Mark the Bear's lines with a pencil (write the letter M) Look, the words and pictures are arranged in order, you told, relying on words, in other words - retold according to plan. Plan Is a certain sequence of parts in a work. Based on the pictures on the desk, we can say that this is a plan. Can you retell the text based on pictures and supporting words? Retelling- presentation of the content of the text. | Guilty, quiet Frightened, turned white, creaked with fright Scared Bear He's big, angry - he can hurt, hurt. They show that the bear is getting more and more angry. The sun cannot be reached. Nothing can be done against the laws of nature! Like it or not, life goes on as usual. Retell text | - To navigate in the text of the work. P1. - Make a plan for the text. ( P-1.) - Analyze the features of the language design of the text. ( P-2.) - Engage in communication, express your point of view, listen to another, follow the rules of communication. ( TO.) - Argue statements. ( TO.) To improve the reading technique, especially expressiveness. (P) Improve the searching way of reading. (R) Make a plan. (P) Observe the accuracy of the choice of language means by the writer. (P) |
| Reflection of educational activities in the lesson. | I have prepared an exhibition of books with works by N. I. Sladkov. At recess, you can get to know her and if a book interests you, you can take it from the library and read it. What is the name of the tale with which we met today? You have pictures on your desks: the sun, a cloud and a droplet. Raise one of them up: Sunny - I was interested in the lesson; Cloud - it was difficult for me; A drop - I was sad. | Answer | - Develop the ability to reflect. (L) - Engage in communication, express your point of view, listen to another, follow the rules of communication. ( TO.) |
| Homework | Guys, the Bear left to meet the spring, but he suggested that you choose which task you will perform at home: 2. Retell the tale. (Advanced level) 3. Come up with a continuation of this tale. (Creative level) (homework cards are distributed on cards to each student) Guys, thank you for the lesson. I was very pleased to work with you !!! |
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