Municipality"Saratov city"
Municipal educational institution"Grammar school № 5"
Lesson literary reading in 2nd grade
UMK "Harmony"
« N. Nosov. On the hill"
Performed:
teacher primary classes
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 educate standards of morality and morality through accepting the ideological load of a work of art;
teach children to analyze their behavior through the actions of literary characters;
develop 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 Have 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.
Working on reading difficult words and interpretation of 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 on 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 what passage is suitable for the second point of the plan?
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 main idea 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
KOU Abolmasovskaya 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
Gave smiles to everyone today.
Breathing exercises
Let's carry out breathing exercises and prepare the voice for work:
* inhale through the nose, exhale through the mouth;
* smell the flower;
* extinguish the candle.
Ok - ok - ok - the snow is falling Slide 1
Yip - 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 snow.
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.
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
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 called “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?
What do you think this story will be about?
Vocabulary work
We 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 - FUCKED
WORK-DYAT-SIA - WORK (Choose a word with the opposite
meaning: lazy)
SLIP - KA-I - SLIPPERY
VZOB-RAL - SYA - CLIMBED (Replace with a synonym)
Dvor –NITs-KA-YA - Dvornitskaya (Find the interpretation of this word in
dictionary on page 214 of the textbook)
FROM-PUSH-ZERO-XYA - PULLED AWAY
CHET-VE-REN-KI - FOURS (How do you understand this word?)
ON-POR-TIL - SPOILED (Choose a word close in meaning:
4.. Primary perception of the text
Whose reading did you enjoy 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 the 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).
Did Kotka immediately agree to do this? ( no, he suggested waiting for the snow to fall)
Did Kotka enjoy working?
Support 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.
What picture is missing?
We have a picture plan. Let's title each picture.
Plan. Slide 7
1. Children building a slide.
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.
Find in the text the part that you would classify as the first point of the plan (2nd, etc.). Where does it end?
What must be said in this part?
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. 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
1. Make the reader laugh.
2. Make fun of someone.
3. Help you see your actions and reflect on them.
4. Awaken your imagination.
5. 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 a friend’s 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.
The main character of Nosov's story “On the Hill” is called Kotka Chizhov. Kotka is a cunning boy. When the guys were making a slide in the yard, he sat by the window and looked at them. The guys called him to help, but Kotka refused, pretending that he could not leave the house.
But as soon as the slide was finished and the yard was empty, Kotka immediately went outside. He decided to go ice skating. But riding in the snow was no fun. Then Kotka decided to slide down the brand new slide. However, when he tried to climb it, he fell - it was very slippery. Then Kotka began to think and came to the conclusion of how he could climb the hill.
There was a box of sand in the yard, which was used to sprinkle the yard when it became slippery. So Kotka covered the entire hill with sand, after which he calmly climbed to its top. But he couldn’t slide down - his skates didn’t move on the sand. At that moment, the guys who were building the slide came out into the yard and began to find out who had ruined it. Having learned that Kotka was the culprit, they forced him to cover the sand on the hill with snow, and then watered it again.
And Kotka enjoyed fixing the slide so much that he also made steps with a shovel to make it easier to climb.
That's how it is summary story.
The main idea of Nosov’s story “On the Hill” is that before doing anything, you need to think about what consequences it will lead to. Kotka figured out how to climb the slippery slide, but did not think about how he would slide down it when it stopped being slippery. If the hero of the story had thought carefully, he could have immediately made the steps and not spoiled the slide. The story teaches you to appreciate the results of other people's work. Kotka covered a hill with sand that he did not build and thereby ruined it. And the guys had to refill it with water so they could ride.
In the story I liked the guys who built the slide. They know what friendship and mutual assistance are, since they built the slide together. And when the slide was damaged by Kotka, they did not give up, but restored it, at the same time teaching Kotka a lesson in hard work.
What proverbs fit the story “On the Hill”?
You don't need a lot of intelligence to do stupid things.
I outsmarted myself.
Managed to ruin it, managed to fix it.
Compiled by: Primary school teacher Artemenko Larisa Anatolyevna KOU Abolmasovskaya basic 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 do breathing exercises and prepare the voice for work: * inhale through the nose, exhale through the 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 snow. -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 prepare ourselves to read the difficult words that will appear in the text. - Read syllable by syllable and then in whole words: Slide 5 GRAVE-BA-LI - RAKED (Choose a word close in meaning: collected) SVA-LI-VA-LI - DUMPED WORK-DYAT-SIA - WORK (Choose a word with opposite meaning: lazy) SLIP-KA-YA - SLIPPERY VZOB-RAL-SYA - CLIMBED (Replace with a synonym) YARD -NITs-KA-YA - GIRDOR (Find the interpretation of this word in the dictionary on page 214 of the textbook) FROM-PUSH-ZERO-SIA - PUSHED OFF FOUR-VE-REN-KI-FOURS (How do you understand this word?) ON-POR-TIL - SPOILED (Choose a word close in meaning: broke) 4.. Primary perception of the text -We will read the text “chain by 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 training system for primary schoolchildren, promoting general development, education
