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Goals:
- Introduce children to N. N. Nosov’s story “On the Hill” and the author’s biography.
- To develop students’ mental activity, fluent and correct expressive reading skills.
- Learn to feel, determine and predict the mood of a work; strengthen the skill of accented proofreading.
- Develop the ability to convey the mood and feelings of the characters with intonation, and draw up a story plan.
- Develop communication skills
Equipment: computer, multimedia projector, multimedia lesson support, envelopes with cards with names of parts of the plan.
DURING THE CLASSES
Start of the lesson
1) Emotional mood
The cheerful bell rang,
We are starting our lesson.
- We have a lesson literary reading, communication lesson. It's nice to communicate with a cheerful, friendly person. Let's start the lesson with the game "Hello, neighbor!"
- So, turn to each other, hold hands and smile...
The children recite the text in chorus:
Hi, neighbor!
Smile back at me.
I want you not to be sad
Gave smiles to everyone today.
– I am very pleased to see rays of curiosity and creativity in your eyes. I feel that you are ready to listen and hear me
– Who wants to become a real reader?
– What should be done for this?
- Be able to read correctly! To read quickly and correctly, let’s do a little speech warm-up and warm up our speech apparatus.
Slide 2: Exercises for the development of the articulatory apparatus.
(The deeper we breathe, the stronger the effect of the exercise): inhale through the nose, exhale through the mouth; inhale, hold your breath, exhale; stand up, straighten your shoulders, keep your head straight, 1,2 - take a deep breath (to yourself), 3 - hold your breath, exhale - smoothly count from 1 to 10 (or until you have enough breath);
A O U Y I E
A Y O U E I
O U A E I S
Z S F
Slide 3:
Ok-ok-ok – the snow is falling.
Ip-ip-ip - I hear the snow creak.
Re-re-re - mountains in snowy silver.
– Read the end of the 1st sentence with a questioning intonation.
– Read the end of the second sentence with an exclamatory intonation.
– In the third sentence, place the logical stress on the word snowy.
– Read the complete sentence in a whisper and slowly.
– Now read it loudly and quickly.
2) Communicating the topic of the lesson and its goals
Slide 4:
After completing the following task, you will find out which writer’s work we will get acquainted with today. Do you know the names of these writers, what works of theirs have we already studied?
Fill in the missing letters and you will find out the name of the wonderful children's writer
Ag*nia Bart*
Chukov*ky K*rney
Mikhalko* Sergei – NOSOV
Slide 5:(portrait)
Slide 6:(story about the biography of N.N. Nosov
– What works of this author do you know? Slide 7.
– Today we will read another story by this writer and learn how to retell it. What is the name of this story, try to guess... I’ll give you a hint: the title consists of two words.
Children solve the anagram:
Slide 8: A N K E G O R Slide 9.
3) Preparation for the initial perception of the text.
– We already know how many books there are in the world, but there is one from a special series that knows everything about the word. This book is our guest: “EXPLANATORY DICTIONARY OF THE RUSSIAN LANGUAGE.” Slide 10.
– How many of you want to know everything about the word “slide”?
– “A hill is a hill rising above the surrounding area. It's a bunch of stuff."
– A slide is also called the flight of a sports plane, or a glass cabinet for beautiful dishes.
– There is a concept “Red Hill”, it is very old. This is what they call the first week after Easter.
– At home we can see a hill of salt, a hill of sugar, a hill of flour, a hill of seeds, etc.
– What kind of slide does Nikolai Nosov want us to know about? ( about the snow slide)
– Tell me, what is needed to build a snow slide?
– Building a slide is not an easy job. It requires a lot of strength and patience.
- Guys, do you like to go to the slide?
- Why?
– What do you think this story will be about?
Vocabulary work. Slide 11.
– We read syllable by syllable and then in whole words:
GREG-BA-LI - RAGGED (Choose a word close in meaning: collected)
SVA-LI-VA-LI - Dumped
WORK-DYAT-SIA - WORK (Choose a word from opposite meaning: lazy)
SLIPPERY – SLIPPERY
CLIMBED - CLIMBED (Replace with a synonym)
Dvor-nits-ka-ya – Dvornitskaya (Find the interpretation of this word in the dictionary on the textbook page)
FROM-PUSH-ZERO-SIA – PULLED AWAY
CHET-VE-REN-KI - FOURS (How do you understand this word?)
NA-POR-TIL – SPOILED (Choose a word close in meaning: broke)
4) Primary perception of the text
5) Checking the initial perception of the text
Emotional-evaluative conversation
- Who liked the story?
– What moment of the story did you like most? Why?
Physical education minute: Slide 12.
Snowflakes are falling from the sky,
Like in a fairy tale picture.
We'll catch them with our hands
And we'll show mom at home. (Children raise their hands above their heads and make grasping movements, as if catching snowflakes.)
And there are snowdrifts around,
The roads were covered with snow. (Stretching - arms to the sides.)
Don't get stuck in field to,
Raise your legs higher. (Walk in place, knees raised high.)
There's a fox jumping in the field,
Like a soft red ball. (Jumping in place.)
Well, let's go, let's go (Walk in place.)
And we come to our house. (Children sit down.)
6) Analysis of the work, selective reading
– Who is the main character of the story? ( Kotka and his friends)
-What did the guys do?
– Read how they built the slide.
– What did Kotka do when the guys were working?
- Why didn’t he come out? (I didn’t want to work, but I wanted to ride)
-What is he like? ( Cunning)
– What happened when the guys left for lunch?
– Read how Kotka tried to climb the hill.
- Why did he sprinkle sand on the hill? ( He couldn't climb it)
– What came of it? Read it.
– How did the guys react when they came running to the hill after lunch? (They scolded Kotka and forced him to cover the hill with snow).
– Did Kotka immediately agree to do this? (No, he suggested waiting for the snow to fall)
– Did Kotka like working?
– Confirm with words from the text...
– Do you think Kotka has changed? ( Yes, he got better).
– Who helped him become better? ( His comrades)
– Close your eyes and imagine that a year has passed. What did Kotka become?
– Find a proverb that expresses the main idea of the story: Slide 13:
1. If you hurry, you will make people laugh.
2. Measure seven times and cut once.
3. Know how to make a mistake, know how to get better.
– Why did you choose the proverb number 3?
– You completed the task correctly. His comrades who worked with him helped Kotka correct his mistake.
Physical education (Relaxation) Slide 14.
Eyelashes droop
The eyes close.
We rest peacefully
We fall asleep in a magical sleep...
(pause)
We rested peacefully
We fell asleep in a magical sleep,
We open our eyes together,
And let's get to work.
7) Dividing the text into parts, drawing up a plan, retelling. Slide 15.
– The artist drew pictures for this story. Consider them.
– Does the order of the pictures correspond to the events of the story? (No)
- Let's put the pictures in order.
– What picture is missing?
– We have a picture plan. Let's title each picture.
Outlining a Story(by groups).
- Guys, you have envelopes on the table. Try to make an outline for this story. On the cards you need to put a number in order, and in the text find the beginning and end of each part, marking them with a pencil.
Plan
- Children building a slide.
- A sly man on a slippery slide.
- Kotka sprinkles sand on the hill.
- The guys forced their friend to work.
- Kotka liked to work.
– I think many of you are ready to retell the text now. But I want to make it more difficult. Maybe someone will try to retell the text from Kotka’s point of view?
8) Summarizing the material
– Choose the words that you think fit this story: Slide 16.
FRIENDSHIP
EVIL
HARDWORK
JOY
LAZINESS
ENVY
– For what purpose did Nikolai Nikolaevich write the story “On the Hill”? Slide 17.
- Make the reader laugh.
- Make fun of someone.
- Help you see your actions and reflect on them.
- Awaken your imagination.
- Help the reader distinguish a right action from a wrong one?
– So, all 5 conclusions are correct, and I hope that you guys will now be able to distinguish good from bad, and forgive your comrade for an ugly act and help him not to do it in the future.
9) Lesson summary
– Everyone has a snowflake on their desk. Take it. Write your name on it, evaluate your work in class and give yourself a mark.
- And now you and I will build our own slide. You will attach all your snowflakes to the board.
10) Giving and commenting on ratings
11) Differentiated homework
- Re-read the story and prepare a retelling according to the plan in the textbook.
- Choice creative assignment(optional):
- draw a filmstrip for the story;
- continue the story. “The next day the children decided to build a fortress...”
Lesson summary on literary reading, conducted by N.V. Rybakova. in 2-B grade
SUBJECT. N. Nosov “On the Hill”. Training in drawing up a picture and quotation plan.
OBJECTIVES: 1. To familiarize students with the content of the story.
2. Learn to divide a text into parts, make a plan, find main idea, present in detail what you read.
3. Develop reading skills, coherent speech, thinking, memory, attention.
3. Foster hard work and respect for other people’s work.
EQUIPMENT: textbook, proverbs, snowflakes.
DURING THE CLASSES
1. Organizing time. Emotional mood.
We have a literary reading lesson, a communication lesson. I am very glad to see you and our guests at our lesson. Let's give a piece of ours Have a good mood each other! Let's create a good mood: extend your palms to each other and smile, and now sit down. - I wish that a good and sunny mood accompanies you throughout the lesson.
2.Checking homework.
* Brief retelling story "The Living Hat"
What can you say about the guys? What are they? How they showed themselves at the moment of meeting with the “living” hat: brave;
Playful;
Curious;
Resourceful;
Clever;
Kind?
Do you think such an incident could actually happen? Very good!
Ok - ok - ok - the snow is falling
Ip-ip-ip - I hear the snow creaking
Re-re-re - mountains in snowy silver
Read the first sentence with a questioning intonation.
Read the end of the second sentence with an exclamatory intonation.
In the third sentence, place the logical stress on the word snow.
Read the sentence in a whisper and slowly.
Now read it loudly and quickly.
4. Setting lesson goals.
What works are these?
Today we will read another story by this writer and learn how to retell it. What is the name of this story, try to guess... I’ll give you a hint: the title consists of two words.
Children solve the anagram:
A N K E G O R (ON THE HILL)
What is a slide? Explain.
- “A hill is a hill rising above the surrounding area. It's a bunch of stuff."
A slide is also called a flight of a sports plane, or a glass cabinet for beautiful dishes. This means that the word “slide” has multiple meanings.
At home we can see a pile of salt, a pile of sugar, a pile of flour, a pile of seeds, etc.
What kind of slide does Nikolai Nosov want us to know about? (about the snow slide)
Guys, do you like to go to the slide? Why? What can you do on the slide?
What do you think this story will be about?
Let's check if your assumptions are confirmed.
We will also answer 2 questions:
*To confess or not to confess to the wrongdoing?
*Why don’t Nosov’s stories age?
5. Preparation for primary perception of the text A.
- Open the textbook on page 60. Now I will read this work to you, and you need to carefully follow and underline incomprehensible words with a pencil.
(reading of the work by the teacher)
Guys, what unclear words did you underline?
Vocabulary work.
Strike - to quickly, with a sharp sound, run something over something. (IN
story - skating in the snow)
Plywood a – thin sheet of wood
Dvornitskaya – room for a janitor(Find the definition of this word at the end of the textbook)
All fours - a pose in which a person stands while leaning on both hands and legs.
6. Checking the initial perception of the text
What impression did the story make on you?
What moment of the story did you like the most? Why?
Physical education minute
We're getting higher
We reach the roofs with our hands.
One, two - got up,
Three, four - hands down.
7. Analysis of the work, selective reading
Who is the main character of the story? (Kotka and his friends)
What did the guys do?
Read how they built the slide.
What did Kotka do when the guys were working?
Why didn't he come out? (I didn’t want to work, but I wanted to ride)
What is he like? (cunning)
What happened when the guys left for lunch?
Read how Kotka tried to climb the hill.
Why did he sprinkle sand on the hill? (he couldn't climb it)
What came of it? Read it.
How did the guys react when they came running up the hill after lunch?
(they scolded Kotka and forced him to cover the hill with snow).
Did Kotka immediately agree to do this? (no, he suggested waiting for the snow to fall)
Did Kotka enjoy working? - Confirm with words from the text...
Do you think Kotka has changed? (yes, he got better).
Who helped him become better? (his comrades)
Find a proverb that expresses the main idea of the story:
1. If you hurry, you will make people laugh.
2. Measure seven times and cut once.
3. Know how to make a mistake, know how to get better.
Why did you choose the proverb number 3?
You completed the task correctly. His comrades who worked with him helped Kotka correct his mistake.
Everyone in childhood has to solve a very difficult question:
- “How to tell the truth?”
- “To confess or not to confess to the offense committed?”
What did Kotka do? How do you feel about this hero’s act?
- What does this story teach us? (If you did something bad, don't hide it. Confess, ask for forgiveness)
Physical education (Relaxation)
Eyelashes droop
The eyes close.
We rest peacefully
We fall asleep in a magical sleep...
(pause)
We rested peacefully
We fell asleep in a magical sleep,
We open our eyes together,
And let's get to work.
8. Dividing the text into parts, drawing up a quotation plan.
The artist drew pictures for this story. Consider them.
Does the order of the pictures correspond to the events of the story? (No)
Let's put the pictures in order.
What picture is missing?
We have it turned out to be a picture plan. Let's title each picture.
Plan
1. Construction of a slide by the children.
2. A sly man on a slippery slide.
3.Kotka sprinkles sand on the hill.
4. The guys forced their friend to work.
5.Kotka liked working.
This plan will help us divide the text into parts and create another plan - a quotation one.A quotation is an exact, verbatim excerpt from the text.
Find in the text the part that you would classify as the first point of the plan (2nd, etc.). Where does it end?
Sample plan:
- “The guys worked all day, building a slide in the yard.”
- “And Kotka Chizhov from the sixth apartment is so cunning!”
- “As soon as I climbed the hill, I hit my nose!”
- “He started dragging sand from the box up the hill.”
- “Skates don’t go on sand!”
- "The guys came running"
- “Get a shovel now!”
9. Generalization of the material.
What impression did the story make on you?
Has there been a similar situation in your life? Tell us about it.
Choose the words that you think fit this story:
FRIENDSHIP, EVIL, HARDWORK, JOY, LAZINESS, ENVY.
For what purpose did Nikolai Nikolaevich write the story “On the Hill”?
To:
To amuse the reader, to make fun of someone.
Help you see your actions and reflect on them.
Awaken your imagination.
Help the reader distinguish a right action from a wrong one?
So, all the conclusions are correct, and I hope that you guys will now be able to distinguish good from bad, and forgive a friend’s ugly act and help him not to do it in the future.
10. Reflection
Select and continue any sentence
* In today's lesson I learned...
*In this lesson I would praise myself for...
* After the lesson I wanted...
* Today I managed...
I propose to compose a syncwine for today's story.
1) – noun. Guys
2) - adj. Friendly, hardworking
3) –3 verb. They worked, built, watered
4) – phrase: It's good to work together
5) – noun. Well done!
Write your name on your snowflake, evaluate your work in class, and give yourself a mark. And now I ask you to come to the board with your snowflakes - grades. Pin them to the board. Look what a beautiful slide we made! You like? You are happy?
11. Summing up the lesson.
- Guys, what author’s work did we meet today?
What work did we read?
- Name the main characters of this work.
The main characters of Nosov's story "On the Hill":
1. The guys who built the slide.
2.Kotka Chizhov, the sly man from apartment 6
Guys, did Kotka do a good deed towards others? Do you condemn him?
What is the main idea of this story?
It’s fun and interesting to watch someone else’s work, but your own work can also be a joy.
Let's go back to the beginning of the lesson. What was the second question?
Why don’t Nosov’s stories age?
Can we answer this question?
Nosov's stories teach several things. First of all - Don’t break away from the team and don’t be lazy. If Kotka had worked with the guys who called him from the very beginning, then the stupid idea of filling the hill with sand would not have occurred to him. Second lesson The idea is that before you do something, you need to think about whether it’s a good idea. Well third lesson one should not forget about physical labor, which can bring joy and moral satisfaction.
12. Homework assignment.
1. Expressive reading of the entire work (pp. 60-63)
2. Retelling on behalf of Kotka.
3. Select proverbs for N. Nosov’s stories.
Only after good work comes good rest.
He who loves to work has something to boast about.
Labor does not punish, but corrects.
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Compiled by: Teacher primary classes Artemenko Larisa Anatolyevna KOU Abolmasovskoy main secondary school February 20212 SUBJECT. N. Nosov “On the Hill”. Teaching creativity I'll retell it. GOALS : 1. Introduce students to the content of the story. 2. Learn to divide the text into parts, make a plan, find the main idea, and present in detail what you read. 3. Develop reading skills, coherent speech, thinking, memory, attention. 3. Foster hard work and respect for other people’s work. EQUIPMENT : textbook, presentation
DURING THE CLASSES
1. Start of the lesson.
Emotional mood
We have a literary reading lesson, a communication lesson. It's nice to communicate with a cheerful, friendly person. Let's start the lesson with the game "Hello, neighbor!" - So, turn to each other, hold hands and smile... D The children recite the text in unison: Hi, neighbor! Smile back at me. I want you not to be sad, I want you to give smiles to everyone today.
Breathing exercises
Let's carry out breathing exercises and prepare your voice for work: * inhale through your nose, exhale through your mouth; * smell the flower; * extinguish the candle. Ok - ok - ok - the snow is falling Slide 1 Ip-ip-ip - I hear the snow creaking Re-re-re - mountains in snowy silver- Read the end of the 1st sentence with a questioning intonation. -Read the end of the second sentence with an exclamatory intonation. -In the third sentence, place the logical stress on the word snowy. -Read the sentence in a whisper and slowly. -Now read it loudly and quickly. 2. Statement of the topic of the lesson and its goals. - Which author’s works did we study in the last two literary reading lessons? Slide 2 - What works are these? - Today we will read another story by this writer and learn how to retell it. What is the name of this story, try to guess... I’ll give you a hint: the title consists of two words. Children solve the anagram: A N K E G O R Slide 3 3. Preparation for the initial perception of the text - We already know how many books there are in the world, but there is one, from a special series, that knows everything about the word. This book is our guest: EXPLANATORY DICTIONARY OF THE RUSSIAN LANGUAGE. Slide 4 - Which of you wants to know everything about the word “slide”? - “A hill is a hill rising above the surrounding area. It's a bunch of stuff." - They also call a slide the flight of a sports plane, or a glass cabinet for beautiful dishes. - There is a concept “Red Hill”, it is very old. This is what they call the first week after Easter. -At home we can see a hill of salt, a hill of sugar, a hill of flour, a hill of seeds, etc. - What kind of slide does Nikolai Nosov want us to know about? ( about the snow slide)-Tell me what is needed to build a snow slide? - Building a slide is not an easy job. It requires a lot of strength and patience. - Guys, do you like to go to the slide? - Why? - What do you think this story will be about?
Vocabulary work
Before we start reading the story, let's get ready to read difficult words that appear in the text. - Read syllable by syllable and then in whole words: Slide 5 GRAVE-BA-LI - RAGGED (Choose a word close in meaning: collected) SVA-LI-VA-LI - DUMPED WORK-DYAT-SIA - WORK (Choose a word with the opposite meaning: lazy) SLIP-KA-YA - SLIPPERY THROAT -RAL-XYA - CLIMBED (Replace with a synonym) YARD -NITs-KA-YA - WITNESSER (Find the interpretation of this word in the dictionary on page 214 of the textbook) FROM-PUSH-ZERO-XYA - PULLED AWAY QUARTER-VE-KI-FOURS ( How do you understand this word?) NA-POR-TIL - SPOILED (Choose a word close in meaning: broke) 4.. Primary perception of the text -We will read the text “in a chain” until my signal. -Whose reading did you like the most? 5.. Checking the initial perception of the text
Emotional-evaluative conversation
Who liked the story? -What moment of the story did you like most? Why?
Physical education minute
Like snow on a hill, snow
And under the hill there is snow, snow.
And there is snow on the tree, snow,
And under the tree there is snow, snow.
And a bear sleeps under the tree.
Quiet, quiet, don't make noise!
6. Analysis of the work, selective reading
Who is the main character of the story? ( Kotka and his friends) - What did the guys do? - Read how they built the slide. - What did Kotka do when the guys were working? -Why didn’t he come out? ( I didn’t want to work, but I wanted to ride) -What is he like? ( cunning)- What happened when the guys left for lunch? - Read how Kotka tried to climb the hill. - Why did he sprinkle sand on the hill? ( he couldn't climb it) - What came of it? Read it. -How did the guys react when they ran up the hill after lunch? ( scolded Kotka and forced him to cover the hill with snow). - Kotka immediately agreed to do this? ( no, he suggested waiting for the snow to fall)- Did Kotka like working? - Confirm with words from the text... - Do you think Kotka has changed? ( yes, he got better). - Who helped him become better? ( his comrades) - Close your eyes and imagine that a year has passed. What did Kotka become? - Find a proverb that expresses the main idea of the story: 1. If you hurry, you will make people laugh. Slide 6 2. Measure seven times and cut once. 3. Know how to make a mistake, know how to get better.- Why did you choose the proverb number 3? - You completed the task correctly. His comrades who worked with him helped Kotka correct his mistake.
Physical education minute(Relaxation)
Eyelashes droop
The eyes close.
We rest peacefully
We fall asleep in a magical sleep...
(pause)
We rested peacefully
We fell asleep in a magical sleep,
We open our eyes together,
And let's get to work.
7. Dividing the text into parts, drawing up a plan, retelling
The artist drew pictures for this story. Consider them. Slide 6 - Does the order of the pictures correspond to the events of the story? (no) - Let's put the pictures in order. - Which picture is missing? - We have a picture plan. Let's title each picture.
Plan. Slide 7
Children building a slide.
A sly man on a slippery slide.
Kotka sprinkles sand on the hill.
The guys forced their friend to work.
Kotka liked working.
8. Generalization of the material
Choose the words that you think fit this story:
FRIENDSHIP Slide 8
HARDWORK
JOY
LAZINESS
For what purpose did Nikolai Nikolaevich write the story “On the Hill”? To: Slide 9
- Make the reader laugh. Make fun of someone. Help you see your actions and reflect on them. Awaken your imagination. Help the reader distinguish a right action from a wrong one?
9. Lesson summary.
Everyone has a snowflake on their desk. Take it. Write your name on it, evaluate your work in class and give yourself a mark.
The work program is created on the basis of an example or original program. The development of exemplary programs is the competence of the Russian Federation represented by its federal government bodies
Working programm- Main educational program
Primary educational program general education(OPP) Municipal educational institution secondary school in the village of Ayatskoye for 2011-2015, developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education
The work program for literary reading was created on the basis of the federal component of the state standard of primary general education, the 2006 model program of the Ministry of Education in mathematics,
Working programmThe work program for literary reading was created on the basis of the federal component of the state standard of primary general education, the 2006 model program of the Ministry of Education in mathematics, the basic educational
Working curriculum for literary reading (learning to read and write) UMC “Harmony” Developers: Terebilova G. B.
Working curriculumThe program is developed based on Sample program on literary reading of the draft Federal State Educational Standard on primary school second generation and is implemented through the educational complex,
Work program on literary reading for the 2011/2012 academic year, 1st grade
Working programmSince speech activity is the main means of cognition and communication, literary reading is one of the leading educational subjects in the system of training primary schoolchildren, promoting general development, education
UMK L. F. Klimanova
Goals: introduce students to N. Nosov’s story “On the Hill” - develop the ability to read fluently, divide the text into parts, find the main idea, retell in detail what they read; develop logical thinking, memory, attention; cultivate hard work and respect for the work of others.
Planned results: students should be able to predict the content of a work; explain the lexical meaning of some words based on the textbook dictionary and explanatory dictionary; tell your opinion; talk about the heroes, expressing your attitude towards them; characterize the hero using antonyms; correlate the meaning of proverbs and the content of the text; draw up an outline of the work, retell the text in detail based on the outline.
Equipment: portrait and exhibition of books by N. Nosov; audio recording of the story; cards (text for speech warm-up, tasks).
Lesson progress #1
I. Organizational moment
II. Checking homework
A brief retelling of the story “The Living Hat.”
III. Speech warm-up
Read the poem, choosing the appropriate reading method.
Kolya Knopkin lives
This is our fifth year in our house.
Doesn't make trouble, doesn't get sick,
Doesn't fight, doesn't roar...
This boy is growing up
Not by days, but by hours...
This boy can't
Nothing in the world myself.
Nor make your bed,
Not a shoe to lace.
V. Volina
What qualities are valued most in people?
What do you do best?
Read the poem expressively.
IV. Setting lesson goals
Today we will get acquainted with N. Nosov’s story “On the Hill”. What do you think this story is about? (Children's guesses.)
Let's check if your assumptions are confirmed.
V. Work on the topic of the lesson
(The teacher and students read the story “On the Hill” on pp. 60-63.)
— What impression did the story make on you?
—Has there been a similar situation in your life? Tell us about it.
VI. Physical education minute
One, two - head up.
Three, four - arms wider.
Five, six - sit down quietly.
Seven, eight - let's throw away laziness!
VII. Consolidation of what has been learned
(Reading the text by students.)
- Open p. 64. Answer questions 1-4.
VIII. Reflection
Today I managed...
IX. Summing up the lesson
- What story did we read in class?
— Did you like Kotka? Why?
Homework
Prepare expressive reading story.
Progress of lesson No. 2
I. Organizational moment
II. Speech warm-up
- Read the proverbs. Explain their meaning.
If you hurry, you will make people laugh.
Measure seven times and cut once.
If you do it hastily, you do it for fun.
— Can any of them be attributed to N. Nosov’s story “On the Hill”?
III. Setting lesson goals
Today we will continue working on the story “On the Hill”. We will learn to divide it into parts and compose quotation plan.
IV. Work on the topic of the lesson
- Us. 65 of the textbook is given a plan from drawings (drawing plan). Check whether the order of the pictures matches the events of the story.
What pictures are missing?
We have restored the drawing plan. He will help us break the text into parts and create another plan - a quotation one.
A quotation is an exact, verbatim excerpt from some text or statement.
(Under the teacher's guidance, students create a quotation plan, then read each part and highlight the main sentence in it.)
Rough plan
1. The guys worked all day - they built a slide in the yard.
2. And Kotka Chizhov from the sixth apartment is so cunning!
3. As soon as I climbed the hill, I hit my nose!
4. He began to drag sand from the box onto the hill.
5. Skates don’t go on sand!
6. Then the guys came running.
7. Take a shovel now!
V. Physical education minute
There is a hut in the dark forest,
It's standing backwards.
There is an old woman in that hut,
Baba Yaga lives there.
Crochet nose, big eyes,
Like embers, they burn.
Wow, how angry!
Your hair is standing on end!
VI. Consolidation of what has been learned
1. Preparation of a retelling according to the quotation plan
2. Definition of the image of Kotka
What was Kotka like? Think and choose the necessary definitions.
small
Kotka is evil
patient
hardworking
What else would you say about him?
3. Crossword based on the story
- If you guess everything correctly, a word related to the title of the story will appear in the highlighted cells. (Slide.)
1. Something you could have waited a whole week for. (Snow.)
2. A tool used to work in the yard. (Shovel.)
3. Who worked in the yard? (Guys.)
4. The boy from apartment six decided to ride them. (Skates.)
5. The name of the one who carried the sand. (Kotka.)
VII. Reflection
- Select and continue any sentence.
In today's lesson I learned...
In this lesson I would praise myself for...
After the lesson I wanted...
Today I managed...
VIII. Summing up the lesson
— What new did you learn in the lesson?
- What types of plans do you know?
— What did you learn in class?
Homework
Repeat the works studied in this section.
Municipal entity "City of Saratov"
Municipal educational institution"Grammar school № 5"
Literary reading lesson in 2nd grade
UMK "Harmony"
« N. Nosov. On the hill"
Performed:
primary school teacher
Municipal educational institution "Gymnasium No. 5"
Volodina Irina Nikolaevna
2010
UMK "Harmony", textbook by O.V. Kubasova “Favorite Pages” 2nd grade.
Lesson topic: “N. Nosov. On the hill"
Lesson type: combined.
Lesson objectives: introduce students to the biography and work of N. N. Nosov, his story “On the Hill”; analyze this work.
Lesson objectives:
Educational:
introduce children to the story “On the Hill” and its ideological meaning;
continue to work on improving the skills of conscious, fluent, expressive reading;
teach how to draw up a picture plan and retell it;
develop reading skills when working with text.
Developmental :
develop oral speech students, imaginative and logical thinking;
develop articulatory apparatus, vocabulary, diction;
broaden the horizons of students.
Educational :
To foster morality and ethics through accepting the ideological load of a work of art;
teach children to analyze their behavior through the actions of literary characters;
develop an interest in the world fiction and the lives of talented people;
develop the ability to work in harmony and coordinate with classmates.
Equipment: textbook, printed notebook, multimedia projector, screen, presentation, flashcards lexical meaning words, snowflakes.
During the classes.
Organizing time.
U . - Look at each other and smile. Look at me. I wish you a good mood and interesting work at the lesson.
Checking homework.
Close to the text retelling of the first part of V. A. Sukhomlinsky’s story “Blizzard” (Survey of 2 students and grading).
Preparation for perception.
1. Speech warm-up.
U. — In order to read expressively and competently, let’s start the lesson with a speech warm-up.
a) Game "Mirror".
U. - I name the sounds, and you repeat after me only with facial expressions of your mouth.
[A, O, L, E, U, S, I.]
b) Work on the table of vowels. (Slide No. 1)
U. — We work according to the table of vowels. Say them with different emotional intonations.
You have a ball in your hand and you need to throw it as far as possible, pronouncing sounds (the children read the letters in chorus, which the teacher shows).
Now imagine that you have a small fluffy kitten on your desk and you want to pet it. We stroke and make sounds.
Now the kitten has been attacked by a dog, let's drive it away. How will the vowels sound now? (in chorus according to the table following the teacher’s pointer).
c) Work on the tongue twister.
U . —You pronounce sounds well. Read the tongue twister.
(Slide No. 2)
U . - What word gives a tongue twister a cheerful mood?
D. - Funny.
U. - Now let’s get ready to read the tongue twister,
We read with our eyes.
And now in a whisper.
A little louder.
Even louder.
And now we read loudly and clearly.
Reading canon.
We read quickly and quickly.
U. — How can you read a tongue twister from the perspective of a person who mocks Marusya? Read it. (1-2 people).
U. — We met a polite man. He felt sorry for Marusya. How will he read this poem? (1-2 people).
U. — It was not in vain that we read tongue twisters in different intonations; this will be useful for us when reading works.
2. Report the topic of the lesson. Setting a goal .
U. — Today in class we will get acquainted with a new piece. And we learn what it is called from the anagram of this word. The name consists of two
words (Slide No. 3)
D . - On the hill.
U. - Right. The work is called “On the Hill”.
U. -Guys, there are 4 names in front of you famous writers and poets. Guess which of them could be the author of the story “On the Hill”?
(Slide No. 4)
D . - N. Nosov.
U . - Guys, you guessed correctly - this work was written by N. Nosov. (Slide No. 5)
(Slide No. 6)
3. A story about N. N. Nosov.
(Slide No. 7)
(Slide No. 8)
(Slide No. 9)
(Slide No. 10)
(Slide No. 11)
(Slide No. 12)
(Slide No. 13)
(Slide No. 14)
(Slide No. 15)
IV. Assimilation of new knowledge.
U . — Before we begin to get acquainted with N. Nosov’s work “On the Hill,” let’s read the words that appear in the text.
1. Vocabulary work.
Work on reading difficult words and interpreting their lexical meaning.
U . — For accuracy and speed of reading, we read smoothly, syllable by syllable, and then as a whole word.
D. - They raked.
U . -Choose a synonym for the word “raked.” Why did the author insert this particular word into the story?
D . - We collected them.
D. - They left.
D. - They're working hard.
U. - Can you find an antonym for this word?
D. - They are lazy.
D. - Slippery, I'm slippery.
D. - I spoiled it.
U. - Choose a synonym for this word.
D. - Broke it.
D. - Fours and fours.
U. -What do you think it means?" On knees" ?
(An interpretation card is posted on the board.)
D. - Yard-face-ka-I'm a janitor.
U. - What do you think is called?"janitor" ? What word does it come from?
(An interpretation card is posted on the board)
U. — Guys, do you like to go to the slide? Why? What do you think this story will be about?
(Children's assumptions).
U. - Let's read and find out.
2. Reading the work.
Primary reading by the teacher.
U . — Did you like the story? In what mood did you listen to him?
U. —Are there guys like Kotka among your friends?
Physical education minute.
Show the movements of the guys who built the slide.
Show how Kotka sprinkled sand on it.
Show with facial expressions how surprised the guys were when they saw that the slide was in the sand?
V. Initial check of students' understanding of new material.
1. Discussion of what you read.
Let's reread the story in a chain.
Work in pairs.
U . — Guys, I prepared a lot interesting questions through the text to figure out why the author told us about the incident. I suggest you work in pairs and come up with your own question for the story. Discuss with each other what you would like to ask your comrades.
We answer questions.
What did the guys do?
(The guys were building a snow slide in the yard).
How did they do it?
(They raked snow with shovels and dumped it under the wall of the barn, and then filled it with water).
— Who didn’t build a slide with the guys?
(Kotka Chizhov from apartment six).
- Why didn’t he come out?
(He was cunning).
— What happened when the guys left for lunch?
(Kotka went out into the yard on skates. He climbed up the hill to skate. He couldn’t climb the hill. Kotka, taking plywood and sand from the janitor’s room, began to sprinkle it).
- Why did he sprinkle sand on the hill?
(To climb the hill).
- What came of it?
(I didn’t manage to slide down the slide).
How did the guys react to this?
(The guys began to scold Kotka and forced him to sprinkle snow on the hill).
- How does the story end? Why is that?
(The guys finished the work together, and Kotka liked the work so much that he made steps with a shovel).
— Could this story have ended differently?
Imagine that you went out into the yard, and there was a new ice slide and it was impossible to climb on it. How would you behave?
2. Making a plan.
U. -The artist drew pictures for this story. Consider them. Name the pictures in order. One picture is missing. Draw it in words and give it a name.
U. -What did we do?
D. -Picture plan.
U. - Let's title each picture.
Plan:
Children building a slide.
Sly Cat on a slippery slide.
Kotka sprinkles sand on the hill.
The guys are unhappy.
They made me work.
- Guys, what did we get? (Verbal plan)
U. — What does a plan help us do? Which plan is easier to retell?
3. Selective reading.
U. - Find in the text and read the part that you would classify as the first point of the plan.
U. - And for the second point of the plan, which passage is suitable?
U. - Find the part in the text that relates to the third point of the plan.
U. - Read what concerns the fourth part.
U. - Find in the text the passage for the fifth part of the plan.
4. Retelling.
U. - I think many of you are ready to retell the text now. But let's make it more difficult. Maybe someone will try to retell the text from Kotka’s point of view?
Retelling from the perspective of the hero of the story.
U. -Fine! Well done.
VI . Consolidation of new knowledge.
Working with proverbs in groups.
A)U. - Now we will do group work in rows. Each row receives a piece of paper with proverbs (Proverbs are the same for groups).
Find a proverb that expresses the main idea of the story.
(After group discussion, ask: “What is your group’s decision?”)
(Slide No. 16)
U. — Guys, everyone chose the proverb number three. Why?
D. -Kotka covered the hill with snow and made steps. His comrades who worked with him helped Kotka correct his mistake.
b)Now I invite you to imagine yourself as artists.
- You must use facial expressions and gestures to play out an excerpt from this story. Each row is given a task.
VII. Summarizing.
U. — What kind of writer did we meet in the lesson?
— What did N. Nosov’s story “On the Hill” teach us?
— — Which of you wanted to read some more stories by N. Nosov?
Reflection. — There is a snowflake in front of you, take it.
U. - Put a mark in the middle of it that you would give yourself for this lesson. And now we will build our own slide with you. You will attach all your snowflakes to the board.
Making marks.
VIII. Information about homework and instructions for completing it.
U. -Homework I offer you a choice. Prepare a retelling of the text or retell this text on behalf of Kotka, or on behalf of another character.
I would also like to wish you:
(Slide No. 17)
Literature.
Methodological foundations of language education and literary development younger schoolchildren. Under the general editorship of T.G. Ramzaeva. Ed. St. Petersburg “special literature” 1997
Collection of practical materials for deputy directors for educational work ( primary classes). Published by the Moscow branch of the Pedagogical Society of Russia. Moscow 2002
We teach primary schoolchildren to understand the text. E.I.Matveeva. Ed. "VAKO" Moscow 2005
Introduction to the art of words. Belenky G.I. Moscow 1999
