Every hollow in the forest is a mystery. A skilled tracker will figure out the hollow inhabitant from the tracks. There are hollow roosting places. Squirrels and woodpeckers spend the night in them. The owl spends the day in a hollow, and at night flies to hunt. There are hollow storage rooms. The squirrel hides nuts in them. The marten will keep a wood mouse in reserve. There are hollow bedrooms. A bat sleeps in a hollow all winter. She spends hibernation upside down. He doesn't eat or drink anything all winter. So many hollows, so many mysteries.
(According to I. Sladkov)
Tasks
Determine the idea of the text. Make a plan. Write a detailed summary and prove in writing that this is an argumentative text.
Answers
So many hollows, so many mysteries. Plan.
I. Introduction.
II. Main part:
Hollow roosting houses. Hollow storage rooms. Hollow bedrooms. III. Conclusion.
Before us is a text-reasoning, since it has a thesis, arguments, and a consequence. The first sentence is the thesis statement. Then there are three arguments: there are hollow shelters, hollow storage rooms, hollow bedrooms. The last sentence is a corollary that corresponds to the idea of the text: “How many hollows, so many riddles”;.
L. L. Strakhova “Executions for junior schoolchildren" Tips on the theory and practice of writing expositions. Texts and plans for presentations with the implementation of creative tasks.
Summary of a Russian language lesson in 3rd grade.
Lesson topic: Educational presentation based on visual perception of the text “What are hollows?” (According to N. Sladkov)
Lesson objectives: 1. Develop the ability to work with text, determine its main thought, idea, structure, divide the text into parts and title them in accordance with the type of argumentative text.
UUD: To develop the ability to construct a text in accordance with the structural and compositional features of a text-argument, the ability to construct a thesis and conclusion as structural components of a text-argument, to connect sentences using lexical and grammatical means of communication.
Lesson Objectives: 1. To promote the development of the ability to more accurately select words, expressions, and phrases for writing text.
2. Work on the development of students’ speech.
3. Develop the ability to prove your point by citing arguments and facts.
4. Develop students' spelling awareness.
5. Instill love for native nature.
6. Instill a love of reading and develop curiosity.
During the classes.
1. Organizational moment.
Who are called forest nurses? (Wolf. Woodpecker)
Guess the riddle: He is dressed for work - comfortable, simple, smart. He is wearing a crimson beret and a colorful overall. (Woodpecker)
What do you know about woodpeckers? (The woodpecker can be seen on tree trunks in the forest and park. The woodpecker is all motley - white and black, and has a red “cap” on its head. The woodpecker is small in stature - only larger than the starling.)
What is often found in a tree trunk after a woodpecker has worked? (Hollow.)
Woodpeckers make nests in hollows of dry trees, and usually hollow out these hollows themselves. And they change their “apartments” every year. And the old one is occupied by new residents, but not woodpeckers. Who? (Squirrels. Other birds.)
You will learn about the other inhabitants of the “apartments” in today’s lesson.
2. Setting the topic of the lesson.
Now we will prepare and write the summary. Why do we learn to write expositions? (To be able to convey in writing the content of what you read. To learn something new.)
We will write the presentation based on the story of Nikolai Ivanovich Sladkov.
/The teacher shows a portrait of the writer./
What works of this writer have you already read? (“Forest hiding places.” “Bear Hill.” “Night Hunters.” “Purr.” “Desperate Hare”)
/At the board there is an exhibition of books by N. Sladkov./
Nikolai Sladkov was born in Moscow, but grew up and lived all his life in St. Petersburg. As a boy, he studied in the youth circle at the Zoological Institute, over which Vitaly Bianki patronized. Vitaly Valentinovich became Sladkov's mentor, teacher and friend. A topographer by profession, Sladkov walked the roads of the Great Patriotic War and served in the army after the war. His first book, “Silver Tail,” appeared in 1953. Since then, many of his fairy tales and stories about nature have been published. Many of N. Sladkov’s books contain his photographic works - photographs of extraordinary beauty of his heroes: snakes, butterflies, bears, tigers, ants... Each inhabitant of the natural world is beautiful in its own way: Sladkov knows how to see this.
Our text is called “What types of hollows are there?”
3. Getting to know the text.
/Printed texts are on the desks./
The teacher reads the text.
What types of hollows are there?
Every hollow in the forest is a mystery. A skilled tracker can recognize a hollow dweller from their tracks. There are hollow roosting places. Squirrels and woodpeckers spend the night in them. The owl spends the day in a hollow, and at night flies to hunt. There are hollow storage rooms. The squirrel hides nuts in them. The marten will keep a wood mouse in reserve. There are hollow bedrooms. A bat sleeps in a hollow all winter. She spends hibernation upside down. He doesn't eat or drink all winter. So many hollows, so many mysteries.
What words were unclear? (Dnuet, owl)
Who knows or can explain the meaning of these words? (An owl is a nocturnal bird of prey, similar to an owl.)
When he spends the night, he spends the night, and when he spends the day, he spends the day.
/The teacher shows illustrations of an owl, a woodpecker, a squirrel, a marten, a bat./
4. Repeated reading of the text aloud by students. Conversation on content.
What does this text say? (About hollows.)
What is the topic of the text? (There are different types of hollows in the forest.)
What type of text would you classify this story as? (Text-discussion.)
Prove it. (This text contains a thesis, evidence, conclusion.)
What does the word "thesis" mean? (This is a point that needs to be proven.)
Read the abstract of this text. (Every hollow in the forest is a mystery. A skilled tracker can recognize the hollow’s inhabitant by their tracks.)
It is this thesis that we must prove. Read the proof. (There are nesting hollows. Squirrels and woodpeckers spend the night in them. The owl spends the day in the hollow, and at night flies to hunt. There are storage hollows. The squirrel hides nuts in them. The marten will store a wood mouse in reserve. There are sleeping hollows. All winter A bat sleeps in a hollow. It spends winter hibernation upside down. It doesn’t eat or drink all winter.)
What types of hollows are mentioned? (Dupla-bedrooms, hollow-storage rooms, hollow-bedrooms.)
Read the conclusion to this text. (How many hollows, so many mysteries.)
Please note that the conclusion corresponds to the topic, title, and main idea.
What genre do you think the text is written in? (This is a story.)
5. Dividing the text into parts and drawing up a plan.
Is this text divided into parts? (No.)
How many parts can the entire text be divided into? (Into three parts.)
Reasoning texts often consist of three paragraphs.
How will you write each part? (From the red line.)
What is the first part about? (Every hollow in the forest is a mystery. A skilled tracker can distinguish the hollow’s inhabitant from its tracks. This is the thesis. Introduction.)
/The teacher records the children’s answers on the board./
What is the second part about? (This is the main part. The proof.)
Read the first proof. (There are hollow roosting places. Squirrels and woodpeckers spend the night in them. The owl spends the day in the hollow, and at night flies to hunt.)
Decide on a theme. (Dupla-roosting.)
Who spends the night in hollow roosts? (Squirrels and woodpeckers.)
What should we call the first proof? (Dupla-roosting.)
Read the second proof. (There are hollow storage spaces. A squirrel hides nuts in them. A marten will put a wood mouse in reserve.)
Determine its topic. (Hollow storage rooms.)
Who makes storage rooms in hollows? (Squirrel and marten.)
What should we call the second proof? (Hollow storage rooms.)
Read the third proof. (There are hollow bedrooms. A bat sleeps in a hollow all winter. It spends hibernation upside down. It does not eat or drink all winter.)
What is the theme of this part? (Dupla-roosting.)
Who sleeps upside down all winter? (Bat.)
What should we call the third proof? (Dupla-roosting.)
What is the third part about? (This is the conclusion. Conclusion.)
The presence of an output indicates that the text is complete.
Which part was the largest? (The second part is the proof.)
/A presentation plan appeared on the board./
1. Introduction.
2. Main part:
1) nesting hollows;
2) hollow storage rooms;
3) hollow bedrooms.
3. Conclusion.
How many times in the text will you start writing from the red line? (Three times.)
6. Physical education minute.
"Charging the baby squirrels"
In the wilderness on a Christmas tree
Once upon a time there were two little squirrels.
We lived together and didn’t bother
And they were friends with exercises.
We got up early in the morning,
Depicted a kangaroo:
They grabbed their ears with their paws
And they leaned left and right.
They clapped their hands together
And they stretched out like cats.
They stomped their feet,
They batted their eyes,
They turned their heads,
They followed each other.
“There are three shelves in the forest”
There are three shelves in the forest: /Clap their hands./
Fir trees - fir trees - fir trees. /Hands up - to the sides - down./
The heavens lie on the fir trees, /Hands up./
There is dew on the Christmas trees below. /Hands down, crouch down./
7. Language analysis of text. (Text analysis)
Read the first sentence. (Every hollow in the forest is a mystery.)
Choose a synonym for the word “every”. (Anything, any.)
Why is this word needed in a sentence? (There are many hollows in the forest, but they are all different.)
Which word indicates the place where the event takes place? (In the forest.)
What role does the word “riddle” play in the sentence? (To make it interesting for us.)
Read the second sentence. (A skilled tracker distinguishes a hollow inhabitant from its tracks.)
Find a synonym for the word “skillful”. (Experienced.)
What word can replace the word "pathfinder"? (Nature lover.)
What does the word “hollow” indicate? (Resident of some hollow.)
Read the third sentence. (There are hollow roosting places.)
Choose a synonym for the word “there are.” (Eat.)
And who spends the day in them? (Owl.)
Why does N. Sladkov call other hollows storerooms? (Animals store food in them.)
Choose a synonym for the word “hides”. (Folds. Covers from prying eyes.)
Why are hollows called bedrooms? (A bedroom is a place to sleep. Some animals hibernate during the winter.)
What verb can replace the phrase “hibernates”? (Wintering.)
Read the last sentence. (How many hollows, so many mysteries.)
What word is repeated in the first and last sentences? ("Mystery".)
Why do you think? (Usually the thesis coincides with the conclusion. The conclusion is a proven thesis.)
Determine the type of connection of sentences in the text: chain or parallel? (Chain connection.)
Name the means of communication. (Repetition of the word “dupla”, pronoun (in) them, she.)
Absolutely right. In texts with a chain connection, the connecting words can be synonyms, pronouns, repetitions of words.
Are there special linking words in the text after the thesis and after the proof: “let’s prove it”, “undoubtedly”, “because”, “thus”, “firstly” and others? (No.)
Right. Here the parts of the argument are connected by meaning and with the help of intonation.
Why do you think chain sentences were used in this text? (The object of the argument is a hollow. Each sentence tells something new about the hollow. Each time it is specified who lives in the hollow.)
/The unified time plan of the text is not discussed, since the topic “Changing verbs by tense” has not been studied./
8. Spelling preparation.
In order to write the text of the presentation without errors, let’s remember the spelling of some spellings.
/Words from the text are written out on the board and divided into groups./
(c) l...su zaga...ka z...tel (pro)divide
(on) the word...I'll give the night...ki owl... (once) guesses
l... cloud... I look... mouse... (on) lays down
g...l...howl (about) zap...at night...y (not) eating
Kl...dovaya hibernation... (not) drinks
By what principle are words with missing spellings combined into the first column? (Words with an unstressed vowel, which can be checked by stress.)
Let's name the test words and insert the missing letters, and open the brackets where necessary. We work “in a chain” at the board.
/ Pupils take turns going to the board, inserting the missing spelling with red chalk, and explaining it./
What rule are the words in the second column based on? (Paired consonants.)
Name the test words and fill in the missing letters. We continue to work along the chain.
What rule corresponds to the words in the third column? (Spelling words with sibilant consonants.)
Insert the missing letters where necessary.
/ Children continue to work “in a chain” at the board./
What rule unites the words in the fourth column? (Spelling of verbs.)
Explain how these verbs are written.
/Children “in a chain” go to the board./
What other questions do you have?
/At the end of the work, the words are closed./
9. Recording the text of the presentation.
Read the text again to yourself.
Close the leaves with the text. Write it down.
/Students write the text independently, without a draft.
10. Homework.
At home you will need to write an essay on the topic “If I were a teacher...”
11. Lesson summary.
Guys, what did you learn in Russian language class today? (We learned to write a statement.)
What type of text did you work with? (We worked with a reasoning text.)
The lesson is over. Thanks for the work.
Application
Algorithm for working on presentation for students.
Listen carefully to the title of the text and the text itself. When reading for the first time, try to understand the main idea of the text and remember the order of the parts.
When you read it again you can write it down keywords, vivid images, comparisons.
Make a plan for the text.
Try to convey the main idea of each point of the plan in one sentence. You should get a small text.
The next step is to expand the “small text”: the keywords you wrote down, interesting images and comparisons will help here.
As a result of the preliminary work, you have a draft. You need to read it carefully, check for errors, edit, that is, look for unsuccessful expressions, repetitions, words that do not fit together.
Carefully rewrite the presentation without errors and check it again.
ABSTRACT
LESSON ON CONNECTED SPEECH DEVELOPMENT IN 4TH GRADE
TOPIC: PRESENTATION - DISCUSSION - “WHAT ARE THERE ARE HOUSES?”
TO FORM THE ABILITY TO ANALYZE TEXT (DETERMINE TYPE OF SPEECH, TOPIC, IDEA, DIVISION INTO PARTS).
TO FORM THE ABILITY TO UNDERSTAND THE LANGUAGE OF THE TEXT, THE ABILITY TO IDENTIFY THE MOST ACCURATE WORDS TO EXPRESS THOUGHTS.
TO FORM THE ABILITY TO ANALYZE TEXT-REASONING (DEFINE THE TOPIC, HIGHLIGHT THE THESIS, EVIDENCE-ARGUMENTS, CONCLUSION-MAIN THOUGHT).
TO IMPROVE STUDENTS' ORAL AND WRITTEN SPEECH, TO ENRICH THEIR ACTIVE VOCABULARY.
EXPAND CHILDREN'S HORIZONS.
NOTEBOOKS FOR THE DEVELOPMENT OF CONNECTED SPEECH
CARDS WITH TEXT
PORTRAIT OF N.I.SLADKOV
SPELLING DICTIONARIES
NOTES ON THE BOARD
EXPLANATORY DICTIONARY OF THE RUSSIAN LANGUAGE. N.M. NEUSYPOVA
DURING THE CLASSES:
1.Organization of the class.
Hello children.
Sit quietly.
Let's start the lesson on developing coherent speech.
2. Communicate the purpose of the lesson.
Today we will write an account based on the story of Nikolai Ivanovich Sladkov, a wonderful Russian writer, a great connoisseur of nature. Nikolai Ivanovich learned a lot from Vitaly Bianchi, whose stories are familiar to us. (on the board there is a portrait of N.I. Sladkov)
Remember what stories by Nikolai Sladkov you read?
Green savannah
Forest tales.
3.Primary perception of the text.
There are pieces of paper with texts on your desks. Read the text “What types of hollows are there?”
Every hollow in the forest is a mystery. A skilled tracker will figure out the hollow inhabitant from the tracks. There are hollow shelters. Squirrels and woodpeckers spend the night in them. The owl spends the day in a hollow, and at night flies to hunt. There are hollow storage rooms. The squirrel hides nuts in them. The marten will keep a wood mouse in reserve. There are hollow bedrooms. A bat sleeps in a hollow all winter. She spends hibernation upside down. He doesn't eat or drink anything all winter. So many hollows, so many mysteries.
(according to N. Sladkov)
What was unclear?
I don't understand the word pathfinder.
Children, who can explain this word.
A tracker is a hunter who knows animal tracks well.
Let's read the meaning of this word in the "Explanatory Dictionary of the Russian Language"
Pathfinder is a masculine noun.
A hunter tracking the animal's tracks.
2. The one who looks for historical values obtains information about historical events. For example: Young explorers went on a hike.
Children, what do you think is the appropriate meaning for our text?
Our story is about nature, about how a hunter can recognize an animal that lives in a hollow by its tracks.
The text, children, talks about many animals. Look what an owl, a nocturnal bird, looks like, and a marten, a predatory animal, looks like. (I post color photographs on the board)
4. Determining the theme, idea of the text. Text type proof.
Read the text out loud. Determine the topic of the text.
This text is about different hollows.
What types of hollows are there?
There are hollows for sleeping quarters, hollows for bedrooms, and hollows for storage rooms.
Guys, define the idea of the text.
You need to be careful in the forest, observant.
Who will say otherwise?
Each hollow is a mystery.
Yes, guys. How many hollows - so many mysteries.
What type of text do you think this story belongs to?
This is reasoning.
Prove it.
The title asks which ones. The text contains a thesis, evidence, and conclusion.
Read the thesis.
Every hollow in the forest is a mystery.
We must prove this thesis or statement. Read the first proof.
There are hollow shelters. Squirrels spend the night in them.
The owl spends the day in a hollow, and at night flies to hunt.
Determine the topic of this part.
Duplan - overnight shelter.
What should we title this part?
Duplan - overnight shelter.
Read about for whom hollows serve as overnight shelters.
Squirrels and woodpeckers spend the night in them. An owl spends the day in a hollow.
Read the second proof.
There are hollow storage rooms. The squirrel hides nuts in them.
The marten will keep a wood mouse in reserve.
Determine the topic of this part.
Hollows are storage rooms.
What should I title this part?
Hollows are storage rooms.
Whose storerooms are in the hollow?
Squirrels and martens hide their supplies in hollows.
Read the third proof.
There are hollow bedrooms. A bat sleeps in a hollow all winter.
She spends hibernation upside down. All winter
Doesn't eat or drink anything.
Determine the topic of the piece.
Hollow bedrooms.
What should we title the part?
Hollow bedrooms.
What is the last sentence?
This is the conclusion.
Please note that the conclusion matches the topic, idea and title of the text.
5. Drawing up a text plan.
How many main parts can we divide the text into?
In 3 parts: introduction, main part and conclusion.
Read the introduction.
Every hollow in the forest is a mystery. A skilled tracker will figure out the hollow inhabitant from the tracks.
Read the last sentence.
So many hollows, so many mysteries.
What will it be in the presentation?
Conclusion.
What will the rest of the proposals be?
This is the main part.
Read the plan we've put together.
Introduction.
Main part.
Hollow roosting houses.
Hollow storage rooms.
Hollow bedrooms.
Conclusion.
3 red lines.
Mark them on pieces of paper.
Physical exercise.
Imagine that we are in the forest. Stretch your arms out to the sides and take deep breaths in and out 5 times.
Now reach with your hands to the hollow in the tree. Stand on your toes and stretch 5 times.
6. Language analysis of the text.
Let's begin the linguistic analysis of the text. What is it for?
That's right, guys. Language analysis helps us accurately select words to create our text and not deviate from the topic, idea and type of text.
Read 1 sentence.
Every hollow in the forest is a mystery.
Is it possible to omit the word “every”?
No, because it shows that all hollows are mysterious.
What word can be replaced?
You can write “any, any.”
Which word is better?
"Each" is better
This word affirms.
" In the woods". What do these words indicate?
To the place where the event takes place.
The riddle needs to be solved.
When we solve a riddle, the answer must be proven.
Read sentence 2.
A skilled tracker will figure out the hollow inhabitant from the tracks.
Is it possible to omit the word "skillful"?
It’s impossible, because not every person can unravel the tracks of animals.
What word can be replaced?
You could say “skillful.”
Which word is better and why?
"Skilled" is better. The word “skillful” is more often used with the word “master, artist.”
Is it possible to replace the word "pathfinder"?
What words?
He figures out the tracks.
What does the word “hollow” indicate?
It indicates that forest dwellers live in a hollow.
Because animals live in hollows.
Read sentence 3.
There are hollow roosting places.
The sentence begins with the word “there are.” How can you start differently?
You can write “meeting”.
That's right, these words are synonyms.
Residents only spend the night in these hollows.
Read sentence 4.
Squirrels and woodpeckers spend the night in them.
Why does a sentence begin with the words “in them”?
So that there is no repetition.
The word "conduct". Can you say “live”?
No, squirrels and woodpeckers are in hollows only for a certain time. But they don't live there.
What does the word "night" refer to?
It indicates time.
Read sentence 5.
The owl spends the day in a hollow, and at night flies to hunt.
"day". What does this word show?
He sleeps there during the day.
Can we replace it with the word “lives”?
No. Because “day” indicates the exact time.
They store supplies like storerooms.
Read sentence 7.
The squirrel hides nuts in them.
Why not “in the hollows” but “in them”?
So that there is no repetition.
What word can replace the word “hides”?
You can say “cleans, puts, stores.”
Which word is better?
A better word is “hides.” The squirrel does this so that other animals will not find it.
Read the next sentence.
The marten put a wood mouse in reserve.
What word can replace the word “put”?
You can use the word “hid, put away.” But she didn’t hide it, she actually put it away.
What does “in reserve” mean?
She won't eat now, but she will eat later.
He clarified where the mouse lives.
Read sentence 9.
There are hollow bedrooms.
Why does N.I. Sladkov call hollows “bedrooms”?
So they sleep in these hollows.
Read sentence 10.
A bat sleeps in a hollow all winter.
"all". What does this word indicate?
Indicates that the bat sleeps there for the whole winter, and not for some time.
What word can be replaced?
You can write “always, always, all the time.”
This word is short and clear.
If there was the word “lives”, then the mouse could fly out of the hollow in winter, but it does not fly. The mouse sleeps there, and does not sit and wait out the winter.
Why is it stated that the mouse is a “bat”?
Other types of mice do not sleep in hollows in winter.
She spends hibernation upside down.
Why did you use the word “she”?
Otherwise, the word “mouse” will be repeated.
What does the word “winter” indicate?
This word refers to a specific time when the bat sleeps in a hollow. The mouse not only sleeps there, but hibernates; it also sleeps in the summer, but only during the day.
Well done. You clarified well and immediately explained that you need to write the word “hibernation” and not “the mouse is sleeping.”
Read the next sentence.
He doesn't eat or drink anything all winter.
How have we already explained the meaning of the word “all”?
It shows consistency.
Why is it used in this sentence?
The word “whole” indicates that the bat does not eat anything at all in winter because it sleeps.
Read the last sentence.
So many hollows, so many mysteries.
What do the words “how much - so much” indicate?
They indicate the number of hollows - there are many mysteries.
You guys and I have carried out a linguistic analysis of the text, and I hope that when writing an exposition you will pay attention to the exact use of words.
7.Spelling preparation.
In the text you will come across words whose spelling needs to be explained.
Read the word on the board. Night.
Explain its spelling.
Name more words from the text for this rule.
Mouse, owl.
Explain the spelling of the words “hollow” and “riddle”.
Explain the spelling of verbs.
In the text, guys, there are a lot of words with a tested unstressed vowel, be careful. Choose test words.
8. Lesson summary.
You worked well in lesson today, and I hope that you will write a summary of the text just as well in the second lesson.
To use presentation previews, create a Google account and log in to it: https://accounts.google.com
Slide captions:
SUMMARY OF WHAT THERE ARE DUPLAS 2nd GRADE “SCHOOL OF RUSSIA” PRIMARY CLASS TEACHER MIRONYUKOVA ELENA NIKOLAEVNA PETROPAVLOVSK - KAMCHATSKY MAOU “SECONDARY EDUCATIONAL SCHOOL No. 36”
He is dressed for work - Comfortable, simple, smart. He is wearing a crimson beret and a colorful overall. This bird is just a treasure, a forest orderly. He is happy to pick out all the pests under the bark.
WHAT ARE THERE ARE HOUSES? Every hollow in the forest is a mystery. A skilled tracker can recognize a hollow dweller from their tracks.
There are hollows - roosting places. Squirrels and woodpeckers spend the night in them.
The owl spends the day in a hollow, and at night flies to hunt.
There are hollows - storerooms. The squirrel hides nuts in them. The marten will keep a wood mouse in reserve.
There are hollows - bedrooms. A bat sleeps in a hollow all winter. She spends hibernation upside down. He doesn't eat or drink all winter.
There are so many hollows in the forest, so many mysteries.
WHAT ARE THERE ARE HOUSES? hollows - shelters hollows - storerooms hollows - bedrooms There are so many hollows in the forest, so many... .
On the topic: methodological developments, presentations and notes
Subject: The world around us Class: 3 “A” Topic: “What kind of industry there is” Objectives: to introduce industry as a branch of the economy; Planned results: Personal: Formation of...
Summary of a Russian language lesson in 3rd grade.
Lesson topic : Educational presentation based on visual perception of the text “What are hollows?” (According to N. Sladkov) Lesson objectives: 1. Develop the ability to work with text, determine its main thought, idea, structure, divide the text into parts and title them in accordance with the type of argumentative text. UUD: To develop the ability to construct a text in accordance with the structural and compositional features of a text-argument, the ability to construct a thesis and conclusion as structural components of a text-argument, to connect sentences using lexical and grammatical means of communication.
Lesson Objectives : 1. To promote the development of the ability to more accurately select words, expressions, and phrases for writing text. 2. Work on the development of students’ speech. 3. Develop the ability to prove your point by citing arguments and facts. 4. Develop students' spelling awareness. 5. Instill love for native nature. 6. Instill a love of reading and develop curiosity.
During the classes.
1. Organizational moment.
Who are called forest nurses? (Wolf. Woodpecker) Guess the riddle: He is dressed for work - comfortable, simple, smart. He is wearing a crimson beret and a colorful overall. (Woodpecker) What do you know about woodpeckers? (The woodpecker can be seen on tree trunks in the forest and park. The woodpecker is all motley - white and black, and has a red “cap” on its head. The woodpecker is small in stature - only larger than the starling.) What is often found in a tree trunk after a woodpecker has worked? (Hollow.) Woodpeckers make nests in hollows of dry trees, and usually hollow out these hollows themselves. And they change their “apartments” every year. And the old one is occupied by new residents, but not woodpeckers. Who? (Squirrels. Other birds.) You will learn about the other inhabitants of the “apartments” in today’s lesson.
2. Setting the topic of the lesson.
Now we will prepare and write the summary. Why do we learn to write expositions? (To be able to convey in writing the content of what you read. To learn something new.)
We will write the presentation based on the story of Nikolai Ivanovich Sladkov. What works of this writer have you already read? (“Forest hiding places.” “Bear Hill.” “Night Hunters.” “Purr.” “Desperate Hare”) /At the board there is an exhibition of books by N. Sladkov./
Nikolai Sladkov was born in Moscow, but grew up and lived all his life in St. Petersburg. As a boy, he studied in the youth circle at the Zoological Institute, over which Vitaly Bianki patronized. Vitaly Valentinovich became Sladkov's mentor, teacher and friend. A topographer by profession, Sladkov walked the roads of the Great Patriotic War and served in the army after the war. His first book, “Silver Tail,” appeared in 1953. Since then, many of his fairy tales and stories about nature have been published. Many of N. Sladkov's books contain his photographic works - photographs of extraordinary beauty of his heroes: snakes, butterflies, bears, tigers, ants... Each inhabitant of the natural world is beautiful in its own way: Sladkov knows how to see this.
Our text is called “What types of hollows are there?”
3. Getting to know the text. /Printed texts are on the desks./ The teacher reads the text.
What types of hollows are there?
N. Sladkov.
What words were unclear? (Dnuet, owl) Who knows or can explain the meaning of these words? (An owl is a nocturnal bird of prey, similar to an owl.) When he spends the night, he spends the night, and when he spends the day, he spends the day.
/The teacher shows illustrations of an owl, a woodpecker, a squirrel, a marten, a bat./
4. Repeated reading of the text aloud by students. Conversation on content.
What does this text say? (About hollows.) What is the topic of the text? (There are different types of hollows in the forest.) What type of text would you classify this story as? (Text-discussion.) Prove it. (This text contains a thesis, evidence, conclusion.) What does the word "thesis" mean? (This is a point that needs to be proven.) Read the abstract of this text. (Every hollow in the forest is a mystery. A skilled tracker can distinguish the hollow’s inhabitant from its tracks.) It is this thesis that we must prove. Read the proof. (There are nesting hollows. Squirrels and woodpeckers spend the night in them. The owl spends the day in the hollow, and at night flies to hunt. There are storage hollows. The squirrel hides nuts in them. The marten will store a wood mouse in reserve. There are sleeping hollows. All winter A bat sleeps in a hollow. It spends winter hibernation upside down. It doesn’t eat or drink all winter.)
What types of hollows are mentioned? (Dupla-bedrooms, hollow-storage rooms, hollow-bedrooms.) Read the conclusion to this text. (How many hollows, so many mysteries.) Please note that the conclusion corresponds to the topic, title, and main idea. What genre do you think the text is written in? (This is a story.)
5. Dividing the text into parts and drawing up a plan. Is this text divided into parts? (No.)
How many parts can the entire text be divided into? (Into three parts.) Reasoning texts often consist of three paragraphs. How will you write each part? (From the red line.) What is the first part about? (Every hollow in the forest is a mystery. A skilled tracker can distinguish the hollow’s inhabitant from its tracks. This is the thesis. Introduction.)
/The teacher records the children’s answers on the board./
What is the second part about? (This is the main part. The proof.) Read the first proof. (There are hollow roosting places. Squirrels and woodpeckers spend the night in them. The owl spends the day in the hollow, and at night flies to hunt.) Decide on a theme. (Dupla-roosting.) Who spends the night in hollow roosts? (Squirrels and woodpeckers.) What should we call the first proof? (Dupla-roosting.) Read the second proof. (There are hollow storage spaces. A squirrel hides nuts in them. A marten will put a wood mouse in reserve.) Determine its topic. (Hollow storage rooms.) Who makes storage rooms in hollows? (Squirrel and marten.) What should we call the second proof? (Hollow storage rooms.) Read the third proof. (There are hollow bedrooms. A bat sleeps in a hollow all winter. It spends hibernation upside down. It does not eat or drink all winter.) What is the theme of this part? (Dupla-roosting.) Who sleeps upside down all winter? (Bat.) What should we call the third proof? (Dupla-roosting.) What is the third part about? (This is the conclusion. Conclusion.) The presence of an output indicates that the text is complete. Which part was the largest? (The second part is the proof.)
/A presentation plan appeared on the board./
Plan: 1. Introduction. 2. Main part: 1) Hollow roosting houses. 2) Hollow storage rooms. 3) Hollow bedrooms. 3. Conclusion.
How many times in the text will you start writing from the red line? (Three times.)
6. Physical education minute.
7. Language analysis of text. (Text analysis)
Read the first sentence. (Every hollow in the forest is a mystery.)
Choose a synonym for the word “every”. (Anything, any.)
Why is this word needed in a sentence? (There are many hollows in the forest, but they are all different.)
Which word indicates the place where the event takes place? (In the forest.)
What role does the word “riddle” play in the sentence? (To make it interesting for us.)
Read the second sentence. (A skilled tracker distinguishes a hollow inhabitant from its tracks.)
Find a synonym for the word “skillful”. (Experienced.)
What word can replace the word "pathfinder"? (Nature lover.)
What does the word “hollow” indicate? (Resident of some hollow.)
Read the third sentence. (There are hollow roosting places.)
Choose a synonym for the word “there are.” (Eat.)
And who spends the day in them? (Owl.)
Why does N. Sladkov call other hollows storerooms? (Animals store food in them.)
Choose a synonym for the word “hides”. (Folds. Covers from prying eyes.)
Why are hollows called bedrooms? (The bedroom is a place to sleep. Some animals hibernate during the winter.)
What verb can replace the phrase “hibernates”? (Wintering.)
Read the last sentence. (How many hollows, so many mysteries.)
What word is repeated in the first and last sentences? ("Mystery".)
Why do you think? (Usually the thesis coincides with the conclusion. The conclusion is a proven thesis.)
Determine the type of connection of sentences in the text: chain or parallel? (Chain connection.)
Name the means of communication. (Repetition of the word “dupla”, pronoun (in) them, she.)
Absolutely right. In texts with a chain connection, the connecting words can be synonyms, pronouns, repetitions of words.
Are there special linking words in the text after the thesis and after the proof: “let’s prove it”, “undoubtedly”, “because”, “thus”, “firstly” and others? (No.)
Right. Here the parts of the argument are connected by meaning and with the help of intonation.
8. Spelling preparation.
In order to write the text of the presentation without errors, let’s remember the spelling of some spellings.
/Words from the text are written out on the board and divided into groups./
By what principle are words with missing spellings combined into the first column? (Words with an unstressed vowel, which can be checked by stress.)
Let's name the test words and insert the missing letters, and open the brackets where necessary. We work “in a chain” at the board.
/ Pupils take turns going to the board, inserting the missing spelling with red chalk, and explaining it./
What rule are the words in the second column based on? (Paired consonants.)
Name the test words and fill in the missing letters. We continue to work along the chain.
What rule corresponds to the words in the third column? (Spelling words with sibilant consonants.)
Insert the missing letters where necessary.
/ Children continue to work “in a chain” at the board./
What rule unites the words in the fourth column? (Spelling of verbs.)
Explain how these verbs are written.
/Children “in a chain” go to the board./
What other questions do you have?
/At the end of the work, the words are closed./
9. Recording the text of the presentation.
Read the text again to yourself.
Close the leaves with the text. Write it down.
/Students write the text independently, without a draft.
10. Homework.
At home you will need to write an essay on the topic “If I were a teacher...”
11. Lesson summary.
Guys, what did you learn in Russian language class today? (We learned to write a statement.)
What type of text did you work with? (We worked with a reasoning text.)
(c) l...su zaga...ka z...tel (pro)divide
(on) the word...I'll give the night...ki owl... (once) guesses
l... cloud... I look... mouse... (on) lays down
g...l...howl (about) zap...at night...y (not) eating
Kl...dovaya hibernation... (not) drinks
What types of hollows are there?
Every hollow in the forest is a mystery. A skilled tracker will figure out the hollow inhabitant from the tracks. There are hollow roosting places. Squirrels and woodpeckers spend the night in them. The owl spends the day in a hollow, and at night flies to hunt. There are hollow storage rooms. The squirrel hides nuts in them. The marten will keep a wood mouse in reserve. There are hollow bedrooms. A bat sleeps in a hollow all winter. She spends hibernation upside down. He doesn't eat or drink anything all winter. So many hollows, so many mysteries.
N. Sladkov.
What types of hollows are there?
Every hollow in the forest is a mystery. A skilled tracker will figure out the hollow inhabitant from the tracks. There are hollow roosting places. Squirrels and woodpeckers spend the night in them. The owl spends the day in a hollow, and at night flies to hunt. There are hollow storage rooms. The squirrel hides nuts in them. The marten will keep a wood mouse in reserve. There are hollow bedrooms. A bat sleeps in a hollow all winter. She spends hibernation upside down. He doesn't eat or drink anything all winter. So many hollows, so many mysteries.
N. Sladkov.
_____________________________________________________________________________
What types of hollows are there?
Every hollow in the forest is a mystery. A skilled tracker will figure out the hollow inhabitant from the tracks. There are hollow roosting places. Squirrels and woodpeckers spend the night in them. The owl spends the day in a hollow, and at night flies to hunt. There are hollow storage rooms. The squirrel hides nuts in them. The marten will keep a wood mouse in reserve. There are hollow bedrooms. A bat sleeps in a hollow all winter. She spends hibernation upside down. He doesn't eat or drink anything all winter. So many hollows, so many mysteries.
N. Sladkov.
_____________________________________________________________________________
What types of hollows are there?
Every hollow in the forest is a mystery. A skilled tracker will figure out the hollow inhabitant from the tracks. There are hollow roosting places. Squirrels and woodpeckers spend the night in them. The owl spends the day in a hollow, and at night flies to hunt. There are hollow storage rooms. The squirrel hides nuts in them. The marten will keep a wood mouse in reserve. There are hollow bedrooms. A bat sleeps in a hollow all winter. She spends hibernation upside down. He doesn't eat or drink anything all winter. So many hollows, so many mysteries.
N. Sladkov.