Lesson 1
Introductory lesson.
Calendar and calendar holidays.
Getting to know the copybooks
(“Primer”, p. 2–5, Copybook No. 1, cover, p. 1)
Target: acquaintance with the first book “Primer”, with the Recipes.
Equipment: cardboard box with the same drawing as on the cover of the textbook, cubes (size 10) 10 cm or 15 15 cm, white), tape recording “Tips from the desk”, phonogram of the song “ABC”, costumes for artists, illustrations: a tree without leaves, snowflakes, leaves (green on one side, yellow and red on the other), butterflies, flowers; State emblem of the Russian Federation, State flag of the Russian Federation, calendar holidays (textbook, p. 5).
During the classes
I. Organizational moment.
Teacher. We have a lot of nice ones
Different days in the calendar,
But one is the very best,
The very first one is in September.
The cheerful bell rang:
Hello, it's school time!
And walks together to school
This morning, children.
II. Getting to know the subject.
(Pupils of grades 5–6 help in preparing and conducting the lesson. They act as a Primer, letters. Each of the artists wears appropriate costumes. “Letters” hold in their hands cubes on which letters are written.)
Student 1. Hello guys!
In a large and bright school
The door is open for everyone.
You all came to study
You are schoolchildren now.
Teacher. Tell me, why do you need to go to school?
(Children's answers.)
- Right. I see you all want to be disciples.
- Let's get acquainted. At my command, each of you will loudly say your name.
– Why was it not clear who’s name was?(Children's answers.)
If you want to say
Either get out or get up
You have to hold your hand like that.
(The teacher accompanies the reading of the poem with an appropriate movement.)
- Amazing. Do you remember everything?
The school has rules that will help you study well.
“Now lean over to your desk and listen to her advice.”
(The tape recording “Tips from the Desk” sounds.)
Wake up early in the morning
Wash yourself well
So as not to yawn at school,
Don't peck your nose at the desk.
Train yourself to order
Don't play hide and seek with things
Treasure every book,
Keep your briefcase clean.
Dress neatly
To make it pleasant to watch,
Don't giggle in class
Don't move the chair back and forth.
Don't be teasing, don't be arrogant,
Try to help everyone at school,
Don’t frown in vain, be bolder -
And you will find friends.
Tell everyone about the school
Cherish the honor of the school,
To get a “five” mark.
That's all my advice,
They are wiser and simpler.
Don't forget them, my friend.
Good luck!
– How well do you know what to put in your briefcase? Let's check.
And now, guys,
Listen to the riddles!
I drew on paper
Streams, forests, ravines.
Because I drew
I have become smaller.
(Pencil.)
In this narrow box
You will find pencils
Pens, eraser, paper clips, buttons -
Anything for the soul.
(Pencil case.)
I walked across the field,
She drove with her beak.
She left her mark -
I made a point.
(Pen.)
Multicolored sisters
Bored without water.
Auntie is long and thin
He carries water to them, sighing.
(Paints and brush.)
Now I'm in a cage, now I'm in a line,
Feel free to write on me
You can also draw.
What am I?
(Notebook.)
He's very, very famous
In winter it’s full of books,
And in the summer it is empty and fast asleep.
He's just lying in the room.
But only autumn comes,
He takes me by the hand.
And again in the rain and snowstorm
My...
(Briefcase).
I know everyone, I teach everyone.
Only I am always silent.
To make friends with me,
We need to learn to read and write.
(Primer.)
- Let's play the game “What should we take to school?”
Place your hands on your elbows. I will name an object, if you take it to school, clap your hands, if not, don’t clap.
(The teacher names the objects, a game is played.)
(Primer enters.)
Primer. Hello, first graders! I'm your first tutorial. Read my name.(Primer.)
Primer. My friends came with me today - letters. Meet me.(Letters enter.)
Letter "U".
Convenient letter!
What's convenient about it is
What can you do with a letter?
Hang up your coat.
Letter "B".
This letter
Visible in the distance
Beautiful, twisted.
It's like they baked a pretzel,
Waiting for visitors.
Letter "R".
– I’m still shaking with fear! –
The log exclaimed:
- The letter looks like an ax!
It will definitely split!
Letter "b".
The letter "R" turned upside down -
She turned around with a soft sign.
Letters "A", "B" (capital).
A and B are like two sisters,
Like little birds
They sit on the line
They look in all directions.
Letter "K".
A twig on a tree
Bowed low,
And suddenly in the letter K
She has transformed.
Primer. I'll take these letters
And from them I will form a word...
Now everything is ready!
(The word “ABC book” is formed.)
- Guys, help me,
Read the word correctly.
(Children read the word.)
- Well done, many of you know the letters.
I only introduced you to some letters. You will meet them on the pages of your first book. Each letter is looking forward to meeting you.
I. If you want to know a lot,
Achieve a lot
We have to learn.
Chorus:
ABC, ABC
Everyone needs
Books will help us
II. We need to write letters
Carefully in line,
We need to remember them
No errors - exactly.
Chorus.
III. Books can tell
About everything in the world.
Adults and children.
Chorus.
Teacher. Look at the cover of the Primer.
(Children note that the cover looks like a box of blocks.)
- That's right, only these cubes are drawn.
Primer and Letters. It's time to say goodbye. We have prepared a gift for you.(They bring in a large box of cubes.)Want to know what's in the box?
Thirty-three sisters,
Written beauties,
Everyone lives in one box
And they are famous everywhere.
They always rush to you,
Glorious sisters, -
We ask all the guys very much
Make friends with them.
– There are cubes with letters in the box, but these cubes are not simple ones. The letter you will study in class will appear only when you become friends with it.
(The ABC book and Letters leave.)
Physical education minute
We became students
We follow the regime ourselves:
In the morning, when we woke up,
They smiled and stretched.
For health, mood
We do exercises:
Hands up, hands down,
We stood up on our toes.
They sat down and bent over
And, of course, they smiled.
And then we washed ourselves,
Dressed neatly.
We ate breakfast slowly
To school, striving for knowledge.
Work according to the textbook.
Teacher:
– Look at page 2. What do you see on the cubes?(Drawings.)
- Why are there no letters?(You need to get to know them.)
– Name what you see on each cube. If you can, name the letter with which each word begins.
– Name the letters or read the words on page 3.
– We will learn to speak and talk about what we see on the blocks and pictures in the textbook. Want to know what we're going to talk about right now? Then guess the riddle:
Annual bush
Every day a leaf drops,
A year will pass and the entire leaf will fall off.
(Calendar.)
– Open page 4 in your textbook.
– What is a calendar? Where did you see him? What is it for? How many of you have used a calendar? When?
– Four leaves were torn off the calendar. Guess what is shown on them.
You can ask a riddle:
Every year they come to visit us:
One is gray-haired, the other is young,
The third is jumping, and the fourth is crying.
(Seasons.)
– What seasons are depicted on the calendar sheets?
– Tell us what you know about each season.
- Now let's play. Guess what time of year they are talking about and point your finger to the corresponding picture in the textbook.
(Children who read can write the season or the first letter of a word in the pictures.)
The cold has arrived
The water turned to ice.
Long-eared gray bunny
Turned into a white bunny
The bear stopped roaring
A bear hibernated in the forest.
Who's to say, who knows
When does this happen?
(In winter.)
The beauty walks
It touches the ground lightly.
Goes to the field, to the river,
Both the snowball and the flower.
(Spring.)
The sun is burning
The linden blossoms
Butterflies are flying
When does this happen?
(In summer.)
If the leaves on the trees have turned yellow,
If the birds have flown to a distant land,
If the sky is gloomy, if it rains -
What do we call this time of year?
(Autumn.)
Work from the textbook (continued).
(Children note that the pictures are not in order.)
– Use a pencil to connect the pictures in order: winter, spring, summer, autumn.
– What winter months do you know? How many are there? Which one of you was born in winter? In the spring? In summer? In the fall?
- How many months are there in a year? Name them in order.
Game “Word is a magnet”.
(On the board: a model of a tree without leaves.)
– Name the words that relate to each season:
winter (for each word the children name (for example: winter - skates, snow, New Year, etc.) a snowflake is attached to the tree);
spring (leaflets attached);
summer (flowers, butterflies are attached);
autumn (leaves yellow and orange).
Working with the textbook (p. 5).
– Name the holidays that you see on the leaves of the calendar.
– What holiday do we celebrate the very first of the year?(New Year.)
– When does this holiday happen?(In winter.)
– Name other winter holidays.(February 23 is Defender of the Fatherland Day.)
– Find on the leaves of the calendar the holidays that we celebrate in the spring.(March 8 – International Women’s Day, May 9 – Victory Day.)
– In the summer, June 12, Russia’s Independence Day is celebrated. Look at the calendar piece of paper. What do you see on it?(Coat of arms and flag.)
– The coat of arms and flag are symbols of our state.
– What is depicted on the State Emblem of the Russian Federation?
Teacher's story.
There are as many flags as there are states on earth. Each state has its own flag. They are all different: single-color and multi-color, with stripes and patterns, with stars and crosses. Each flag has its own history, its own destiny.
– Let's look at the State Flag of Russia. What color is the top stripe?(White color means nobility, perfection.)
– What color is the middle stripe?(Blue color – loyalty and honesty.)
– What color is the bottom stripe?(Red color symbolizes courage, bravery, courage.)
– Where should the State Flag of Russia be located? How should you treat State flag our Motherland?
Work in Propis.
– Carefully examine the Flag of the Russian Federation and color the flag in the same way in the Copybook.
– Which pencil will you take first? Second? Third?
Working with the textbook.
– We have one calendar sheet left. What holiday did the artist paint?(Knowledge Day – September 1.)
Game "Take Your Place"(Carry out 2–3 times.)
– Now you will arrange the holidays in order, the way they appear on the calendar.
(Children receive “calendar slips” similar to those in the textbook on p. 5. At the teacher’s command, children stand one after another, observing the order of holidays in the calendar.)
Physical education minute
The rain sings a song: drip-drip...
(tapping fingers on the desk.)
Only who will understand her - drip-drip!
Neither I nor you will understand, drip-drip!
But the flowers will understand, drip-drip!
And autumn foliage, drip-drip!
Yellowed grass, drip-drip!
Work in Propis.
– Look at the drawing in the Proceedings. Match it with the illustration in the textbook.(The same holiday is depicted.)
– How can you color children’s clothes?(Bright.)
– Where and when did you see such clothes?
– Can we call it modern?(No, here are the guys in Russian national costumes.)
– Color the guys’ clothes. What pencils will you use to color the leaves? Why? What trees did these leaves fall from?(From maple, birch, oak.)
– We only have to color the bouquet.
We make bouquets from flowers,
Picking up flower after flower,
And fragrant fresh summer
He comes to our house with them.
(The teacher shows fresh flowers from the bouquets brought by the children.)
Astra with straight petals
Since ancient times it has been called a “star”.
That's what you would call it yourself,
The petals in it scattered like rays
From the core, completely golden.
Asters are beautiful, look like stars, and come in different shades.
– Find asters in the bouquet and paint them with different colors: white, pink and so on.
-What flower are you talking about? What is it compared to?
On the porch of our school
Guard the fresh flowerbed
Gladiolus stood guard.
(In Latin it means “sword”.)
– Why is this flower compared to a sword?(The leaves resemble the shape of a sword.)
– Color your bouquets with gladioli.
Autumn pictures are getting cold,
The garden has been crumbling for a long time,
But in the proud beauty of the dahlias
Some stand without bending.
– Color the dahlias.
– Where can you see all these flowers?(In our bouquets.)
(Children who can write write down in the Copybook below the picture: “September 1.” Children who cannot write “add” another of their favorite flowers to the bouquet.)
III. Lesson summary.
Teacher. I congratulate you: you have become schoolchildren. What will you tell your moms, dads, grandparents about today? What did you do in class? What did you especially like?(An audio recording of the song “What They Teach at School” plays.)
Preview:
Lesson 1
introductory lesson.
introduction to the textbook
"Russian language. first lessons"
Goals: familiarize children with the contents of the textbook for first grade; develop interest in the Russian language; cultivate respect for the native language.
During the classes
I. Organizational moment.
II. Introduction to the textbook.
1. A child enters dressed as a Russian language textbook.
Child. Hello guys! Do you recognize me? I am your new textbook"Russian language". Look how beautiful and bright I am. And I didn’t come to you alone. I have funny toys with me.
Teacher puts voluminous toys on the table and reads a poem.
Cat, dragon, bunny
They rush to call right on time,
And the little modest mouse
Calls the monkey to class:
“You shouldn’t, my friend, be lazy -
Studying will always come in handy!”
Monkey (class student in a suit).And I immediately want to learn everything. Just once - and you're done! You don’t have to go to school every day to learn your homework!
Russian language. I am a complex, serious science. I cannot be studied in one day. For example, how do you understand the word “language”?
During the conversation, students come to the conclusion that language is an organ of speech, science, part of a bell, a shoe. It is possible to make proposals for each value.
Teacher. Language is one of the most complex phenomena human society. There is no chaos (disorder) in it; everything in it obeys patterns, grammatical rules of spelling and pronunciation. Russian language is ours native language. We communicate and think on it. And the following manuals will help us study it: the textbook “Russian language (first lessons)” and “Workbook on the Russian language” for the first grade.
2. Teacher. Take a textbook, look at the cover, read the names of the authors. They sent us an audio message.
A tape recording of the text of the authors' address to first-graders is turned on (p. 2 of the textbook).
– Read the contents of the textbook and name the topics that we will study in first grade.
Children read the contents at the end of the textbook (9 topics - 9 students).
Physical education minute
Conducted by a monkey.
I'm calling you all to the roof,
Get up silently.
(Children stand up.)
Raise your arms to the sides,
Everyone get on their toes urgently
Higher, higher... Get down,
Bow, smile,
Now please sit down
And study hard!
III. Introducing the Workbook.
1. Completing the task.
- Complete the poem and find this phenomenon in the notebook on p. 1.
Letters are icons, like soldiers in a parade,
Lined up in a strict order.
Everyone stands in the appointed place,
And everything is called...(alphabet.)
2. Conversation.
– What is another name for the alphabet?(ABC.)
– Let’s read in chorus the names of the letters in the alphabet.
– Help the monkey find letters in the alphabet that correspond to his printed ones, underline them.
3. Self-test.
A finished sample of the work is posted on the board.
– What are the names of the letters you underlined? And not underlined?
4. Requirements for keeping a notebook.
- Open your notebook to p. 2. On the top line we will write the date the work was completed (date), on the second line - where the work is done (classroom or homework).
5. Write the date in a notebook.
6. Spelling work with unchecked spellings - lesson terms.
1) Uncomplicated cheating on assignments.
– Copy words and phrases from the board, place emphasis, find “mistaken” places and underline them:
Russian language, textbook, author.
2) Check. After completing the textbook assignment, students explain the spellings, and the teacher emphasizes and underlines the spellings on the board.
IV. Reading the topic of the lesson written on the board (in the textbook on p. 3).
V. Repetition of what has been learned about sounds and letters.
1. Conversation about sounds.
– Thousands of different sounds surround a person: the rustling of leaves, the howling of the wind, the murmuring of a stream, the singing of birds... As soon as we wake up in the morning, we hear the clock ticking, the water splashing, the kettle puffing, the dishes rattling.
We leave the house and again we are surrounded by sounds. " Good morning! – we hear from neighbors.
– How do the sounds in the words “Good morning” differ from the flow of other sounds (the rustling of tires, the creaking of snow, the sound of rain)?
– There are speech and non-speech sounds. Speech sounds are put into a certain order and become words that have a certain meaning.
– What groups are speech sounds divided into?(Vowels and consonants.)
– How many vowel sounds? Name them.(6: [a], [o], [s], [i], [y], [e].)
- How many consonants?(36.)
– Name all the voiceless, voiced, hard and soft consonant sounds.
It is possible to work according to the table.
Physical education minute
The wind quietly shakes the maple tree,
Tilts to the right, to the left!
One – tilt
And two - tilt,
The maple leaves rustled.
2. Training exercises.
1) Exercise 1, p. 3.
2) Exercise 2, p. 3–4.
When performing the first exercises, the teacher pays attention to the wording of the assignment for the exercises. The child must learn to work with a Russian language textbook; read and understand the task, complete it accurately and consistently, test yourself. The text of the task for the exercise is a new type of text for children (educational text), which they will have to learn to read and understand. Therefore, they perform the exercises “step by step”, collectively with the teacher.
When performing work on p. 4 of the textbook, the teacher introduces students to the “Explanatory Dictionary of the Russian Language” by N. M. Neusypova and draws attention to the fact that in the textbook they will often encounter articles from the “Explanatory Dictionary”.
VI. Lesson summary.
1. – We repeated that there are 42 sounds (phonemes) in the Russian language, and 33 letters. This means that written language cannot copy the spoken word absolutely accurately.
– What is the difference between letters and sounds?(We pronounce and hear sounds, and we see and write letters.)
– Sounds and letters live in different kingdoms: sounds are in the realm of what we hear, letters are in the realm of what we see. The one who writes translates sounds from the audible world into the visible world, as if putting clothes on the sounds in the form of letter icons. The one who reads does the opposite: he translates visible signs into sounding words.
2. – Look at the human diagrams on p. 4 textbooks. Dress them up so that they represent the sounds of vowels, voiced and voiceless consonants.
3. – Remember what happened when the consonants and vowels quarreled (A. Shibaev “Always Together.”)
– How did the letters decide to live? Find the answer (on page 1 in your notebook).
– Underline the letters that denote vowel sounds with one line, and the letters that denote consonant sounds with two lines.
Preview:
Thematic planning* (see note) (40 h)
Lesson number | Lesson topic | Qty | Textbook pages |
Section I. “Jump, play...” | |||
Introducing a new book to read. First lesson in politeness. A. Barto “I grew up.” Y. Akim “My horse”. S. Cherny “About the girl who found her Teddy Bear” | 3–15 |
||
V. Dragunsky “Childhood Friend”. V. Berestov “About the car” | 16–23 |
||
A. Barto “In the morning on the lawn”, “Doll”. | 24–30 |
||
E. Uspensky “Crocodile Gena and his friends” | 30–35 |
||
Second lesson of politeness. “How to give gifts.” I. Demyanov “Jump rope”. | 36–40 |
||
E. Charushin “Nikita the Hunter” | 41–43 |
||
Third lesson of politeness. "How to play." Y. Moritz “Jump and play.” A. Barto “Word Game”. I. Tokmakova “Plim”, “Ding-dong. Ding-dong." | 44–52 |
||
8–9 | E. Uspensky “An Amazing Thing.” N. Nosov “The Adventures of Dunno and His Friends” | 52–58 |
|
E. Uspensky “Crocodile Gena and his friends” | 59–64 |
||
Generalization on the section “Jump, play...”. extracurricular reading |
Continuation of the table.
Section II. "Our house" | |||
G. Tsyferov “What’s in our yard?” | 67–73 |
||
V. Dragunsky “My sister Ksenia” | 74–83 |
||
A. Barto “Two sisters look at their brother.” | 84–92 |
||
E. Moshkovskaya " Hard way" The fourth lesson of politeness. "Rules of hygiene." I. Demyanov “Vanya’s hands!..”, “The dirty guy didn’t wash his hands...” | 93–96 |
||
Extracurricular reading. Competition for the best recitation of poems by heart | |||
M. Korshunov “House in Cheryomushki” | 97–103 |
||
B. Zakhoder “Two and Three.” M. Zoshchenko “Stupid story” | 104–109 |
||
V. Biryukov “Why did you get up early?” O. Grigoriev “New thing”. Extracurricular reading. Generalization on the section “Our home” | |||
Section III. "Guys about animals" | |||
B. Zakhoder “Shaggy ABC” | 113–125 |
||
M. Prishvin “Bear” | 126–130 |
||
G. Graubin “By the Stream”, “Restless Mice”. S. Cherny “Elephant, elephant...” | 131–133 |
||
Fifth lesson of politeness. "How to behave | 134–137 |
||
S. Mikhalkov “Puppy” | 138–141 |
||
Y. Koval “Wild and blueberries.” A. Shibaev “No dinner” | 142–145 |
End of table.
M. Korshunov “Drawing from life”, “House | 146–151 |
||
D. Kharms “The Amazing Cat.” I. Tokmakova “Kittens” | 152–156 |
||
Sixth lesson of politeness. "How to Keep Pets." Y. Moritz “Crow” | 157–160 |
||
V. Veresaev “Brother”. Section summary | 161–162 |
||
Section IV. "Little Discoveries" | |||
30– | G. Graubin “Dream”, “Pine Fall”. T. Zolotukhin “Puddles-onlookers”. V. Biryukov “September”. V. Peskov “Leaves are falling from maples.” I. Tokmakova “Fog”, “Autumn” | 165–172 |
|
N. Sladkov “Why is November piebald?” E. Blaginina “Flying away, flying away” | 173–176 |
||
33– | T. Zolotukhin “Blizzard”. I. Tokmakova “Bear”, “Where they carry snow in cars.” N. Sladkov “Songs under the ice” | 177–181 |
|
Extracurricular reading. N. Sladkov “Hats off!”, “Flight of flowers”. I. Tokmakova “Spring”. V. Lapin “Morning” | 182–188 |
||
G. Novitskaya “Umbrella”. S. Marshak “Rain”. A. Chutkovskaya “Rain on the Christmas tree at night...” | 189–190 |
||
K. Paustovsky “Inflow grass” | 191–193 |
||
M. Prishvin “Birch bark tube”. A. Alexandrov “Forest rustles” | 194–196 |
||
197–199 |
|||
Y. Moritz “What is over what” S. Kozlov, G. Tsyferov. From the book “Where the Sun Lives” | 200–203 |
Preview:
Lesson 1
Item properties
Goals: get acquainted with the properties of objects (color, shape, size, etc.), learn to use them to distinguish objects into various aggregates; develop speech, mental operations, creative abilities.
Equipment: subject drawings.
During the classes
I. Organizational beginning.
The long-awaited call was given -
The lesson begins.
II. Update background knowledge. Formulation of the problem. Discovery of something new.
1. Properties of objects (analysis and synthesis).
*– Guess the riddles.
Himself scarlet, sugar,
And the caftan is green and velvet.
- What is this? (Watermelon.)
- By what signs did you guess?(Color, shape.)
You touch it – it’s smooth,
And if you take a bite, it’s sweet.
- What is this? (Apple.)
– What signs helped you solve the riddle?(Taste, color, size.)
Round side, yellow side.
A bun is sitting on a garden bed.
Rooted firmly into the ground.
What is this? (Turnip.)
– Name the features that characterize this object.(Shape, color.)
– Name the features that are common to these items.(Items are edible; round.)
2. Table, row, column.(Operations of comparison and generalization.)
* There are 9 items displayed in a table on the magnetic board.
– How are the objects located?(In a row, that is, in lines→ three lines, or one below the other, in columns→ three columns.)
– Name the objects of the 1st line. What color are they?(Green.)
* The following lines are parsed similarly.
– What is the difference between objects along the lines?(They differ in color.)
– What can you say about the objects in the columns?(In the 1st column - fruits, in the 2nd - toys, in the 3rd - school supplies.)
– Name objects of the same color as the ball.
– Show each orange item.
– What item is in the 2nd row in the 3rd column?(Ruler.)
– Name objects of the same color.
– Try to determine what we will talk about today in class.(About objects, their properties and characteristics.)
F y s c u l t m i n u t k a
Charger
Every day in the morning we do
Charging (walking in place).
We really like to do it in order:
Have fun walking (walking)
Raise your hands (hands up),
Squat and stand up(squats 4–6 times),
Jump and gallop(5–6 jumps).
III. Primary consolidation.
Work on the textbook.
1. Comparison of items(Table 1, p. 1) by color.
– What do all the objects in each line have in common?
– Name objects that are the same color as a cucumber.
– What item is located in the 2nd column and 3rd row? What colour is he?
– Name all the objects that are orange.
– Circle all the objects yellow color one line.
– What other colors do you know? Name it.
– How do the objects differ from each other in the 1st line?(Shape, material from which they are made, their purpose.)
– What do the items in each column have in common?
2. Exercise in counting objects, comparing them.
* – Look carefully at the line below the table.
-What does it depict?
– What unites them?(These are geometric shapes.)
– What color are the circles shown here?
– Name how many circles of each color there are.
– How many non-red circles?
– How many are not blue and not green?
– What else, besides color, distinguishes them from each other?(Size.)
- How many large circles are there? What about the little ones?
3. Rhythmic counting.
* A game.
- Now we will play with you. We'll see if you can count.
Count in 2 : clap your hands (one), touch your palms to each other (two), clap your hands (three), etc. In this case, the count is made out loud.
4. Comparison of items(Table 2, p. 1) according to form.
– What do the objects in each line have in common?
– Name objects from the environment that are the same in shape as a ball.
- I thought of a subject. It is in the 1st row and 4th column. What subject did I have in mind? Etc.
– Think of the object yourself and explain how to find it.
Finger gymnastics
Fingers do exercises to get less tired.
And then they will write the element in their notebooks.
Children stretch their arms forward, clench their fists, and then unclench them. This is repeated several times.
5. Exercises to develop writing skills.
* – Look carefully at the task “on the squares”.
– Is there any rule (pattern) for completing the task?
– Continue each line to the end, maintaining the pattern.
IV. Bottom line.
– What did we talk about in class today?
– What new did you learn?
Preview:
Introduction
The proposed manual is a detailed development of lessons on fine arts and artistic work in 1st grade according to a program developed under the guidance of People's Artist of Russia, Academician of the Russian Academy of Education B. M. Nemensky, and is focused on working with the textbook by L. N. Nemenskaya.
The program “Fine Arts and Artistic Work” is a holistic integrated course that includes all the main types of art: painting, graphics, sculpture, architecture and design, folk and decorative arts, entertainment and screen arts. The systematizing method is to distinguish three main types of artistic activity - visual, decorative, constructive.
The connection between art and human life, the role of art in his everyday life, in the life of society, the importance of art in the development of every child is the main semantic core of the program.
In the lessons of this program, playful dramaturgy of the topic being studied is introduced, connections with music, literature, history, and labor are traced. In order to accumulate experience in creative communication, collective tasks are introduced into the program. It is very important that the collective artistic creativity students were used to decorate school interiors.
The presented lesson developments begin with organizational moment– checking readiness for the lesson, which for first-graders is a prerequisite for successful activities throughout the lesson. Introduction to new topic must be accompanied by any literary works: fairy tales, poems, riddles and music, which captivates children and increases interest in the subject. During the stage of working with a textbook, children learn to look at illustrations for children's books, paintings by famous artists, and children's works, which leads to the development of observation skills and creative imagination. Children learn to see something special in an ordinary object, analyze, and compare.
Individual work alternates with collective creative activity of students. After completing independent work, a discussion of drawings, panels, and three-dimensional products is held, where students express their opinions, share impressions, and learn to evaluate from the standpoint of the artistic and aesthetic value of the work.
The tasks that are offered to children in the lesson can be modified and supplemented at the discretion of the teacher and the choice of the students.
Lesson developments will help in introducing children to various art materials and tools: watercolor, gouache, colored pencils, felt-tip pens, crayons, plasticine, colored paper; brushes, scissors, stacks.
From the first to the tenth lesson, with the help of games and fairy tales, children are introduced to visual techniques under the guidance of the Master of Image; from the twelfth to the nineteenth lesson - the Master of Decoration helps students master the means of fine art; from the twentieth to the twenty-seventh lesson, together with the Master of Construction, children master design skills; from the twenty-eighth to thirty-third lesson, students learn about the joint work of brother-masters, as a result of which syncretic works of art.
We hope that the materials in the manual will help teachers visual arts in preparation for lessons.
Preview:
Lesson 18
how a person decorates himself
Goals: introduce how and with what a person decorates himself; give an idea of how jewelry can tell about its owner; discuss the role of jewelry in human life; develop creative imagination.
Equipment: gouache, brushes; colored paper; illustrations with characters from famous fairy tales; fragments of fairy tales describing the appearance of the heroes.
During the classes
I. Organizational moment.
– The topic of our lesson today is “How a person decorates himself.” You will learn about different types of jewelry and their role in a person’s life, and then draw your loved one yourself fairy tale hero and come up with a decoration for it.
III. Introduction to the topic of the lesson.
1. Introductory conversation.
– A Master of Jewelry is an artist who creates jewelry for people. He learns from nature and fantasizes a lot. Over the course of several lessons, you and I mastered the art of decorating flowers, butterfly wings, fins and scales of fish, bird feathers, and talked about ornaments created by man.
- Guys, what do you think, does the person have jewelry? Which?
– All human jewelry tells something about its owner. Think about what jewelry can say.(About a person’s character, his hobbies, etc.)
- Right. It turns out that jewelry is also needed to tell others who you are.
– What jewelry do you have?(Badges, keychains, bows, clothing items: fasteners, the presence of beautiful large and small buttons.)
– Remember if fairy-tale characters have jewelry.
– Look at the fairy-tale characters in the illustrations. Who is this? What's surprising about their outfits?
– Can we recognize Puss in Boots by his characteristic decorations? Name them.(Boots with spurs, a hat with a feather, beautiful elegant clothes.)
– What can you say about the Snow Queen and her jewelry? Listen to an excerpt from a fairy tale.
“The snow flakes kept growing and eventually turned into large white chickens. Suddenly they scattered to the sides, the large sleigh stopped, and the man sitting in it stood up. She was a tall, slender, dazzlingly white woman - the Snow Queen, and her fur coat and hat were made of snow. It all looked as if she was wrapped in the finest white tulle, woven, it seemed, from millions of snow stars. She was made of dazzlingly sparkling ice, and yet alive! Her eyes shone like stars, but there was neither warmth nor peace in them.”
– Can descriptions of jewelry Snow Queen tell us about her character? Describe her.(Unapproachable, domineering, evil.)
– Remember Gerda from the same fairy tale. When she was looking for Kai, she visited a kingdom where she was greeted good-naturedly. Listen to an excerpt from a fairy tale.
“The next day they dressed her from head to toe in silk and velvet and allowed her to stay in the palace as long as she wished. The girl could have lived here happily, but she only stayed for a few days and began to ask to be given a cart with a horse and a pair of shoes - she again wanted to look for her brother.
They gave her shoes, a muff, and a wonderful dress; a carriage made of pure gold, with coats of arms shining like stars, drove up to the gate.”
– What jewelry did you give Gerda? Why did she ask for different clothes? How does this action characterize her?
– What can you tell us about the jewelry of Cinderella, Malvina, and Snow Maiden?
– Is it possible to recognize the heroines by their jewelry and tell about them?
– Women’s jewelry emphasizes the beauty and tenderness of the heroines, and men’s jewelry emphasizes courage and bravery. Decorations can be simple, modest and solemn.
The Snow Maiden's jewelry is different from the Snow Queen's jewelry, and the evil witch's jewelry is not like the good fairy's jewelry. This is also noticeable in their shape. Smooth forms have more calm and kindness, while sharp forms seem angry and prickly.
The teacher shows the children the drawn shapes and colors of various decorations.
– Light and bright colors are more cheerful and have more sunshine, while bright colors surrounded by dark colors (black, grey, brown) seem unsettling.
– Guess which fairy tale these lines are from:
His old woman is sitting on the porch
In an expensive sable jacket,
Brocade kitty on the crown.
Pearls were loaded around the neck,
There are gold rings on my hands,
Red boots on her feet.
The old man did not recognize his old woman,
How greedy and arrogant she has become.
– How do the described decorations characterize this heroine?
I play the violin
Tili or tili.
Bunnies are jumping on the lawn,
Tili or tili.
And now on the drum,
Tram-pum-pum,
Trump-thump-thump.
The bunnies ran away in fear
Through the bushes, through the bushes.
Children pretend to play the violin, drum, and jump.
IV. Pedagogical drawing "Dunno".
– I wanted to draw Dunno.
I outline the height, mark with lines the location of the head, torso, legs, arms. The drawing is done in pencil.
Now I draw clothes, elements of decoration: a hat with a tassel, a beautiful tie, a magic wand in my hands.
Then I start coloring. I will use gouache paints.
– Now try to portray your favorite fairy-tale character and his decorations yourself. Think about the shape and color of the decorations. For coloring, use gouache, brushes, and colored paper.
VI. Lesson summary.
1. Exhibition of student works and their discussion.
– What characters did you draw? Why did they “put” these particular decorations on them?
- Well done, everyone turned out good drawings.
2. Generalization.
(How a person decorates himself.)
– What did you learn in class?(Decorate your favorite fairy-tale characters.)
3. Cleaning the workplace.
Preview:
Lesson 16
bird decorations
Goals: develop a decorative sense when considering the color and texture of a material, when combining materials; continue to get acquainted with the variety of decorations in nature and forms of decorations; develop creative imagination and aesthetic taste when decorating with bird patterns, initial skills in volumetric work with paper of different textures.
Equipment: multi-colored and multi-textured paper; scissors; glue; illustrations of birds; photographs depicting various elegant birds; musical accompaniment; poems, riddles.
During the classes
I. Organizational moment.
1. Greeting.
- Be careful, continue the riddle poem in chorus:
Who walks with a bag of books
Going to school in the morning?.. (Student.)
The long-awaited call was given -
It begins... (Lesson!)
“Well done, everyone was attentive, which means they were ready for the lesson.”
2. Checking students' readiness for the lesson.
II. State the topic and purpose of the lesson.
– Today in the lesson you will decorate birds using various types colored paper. And the Decoration Master will help us.
III. Introduction to the topic of the lesson.
1. Introductory conversation.
– Yes, birds can be called artists, because they organize bird concerts in the forest.
– Listen to the poem “Feathered Artists”:
The bird concert starts at seven.
Everyone is allowed to listen to it!
Jays, starlings and tits will perform,
The morning forest will resound with joy.
Trilling, chirping and whistling -
Clap together for the feathered artists!
– What is this poem about?
– Did your mood change after reading it?
- Look at the birds.
The teacher shows illustrations or photographs depicting beautiful, elegant birds and names them.
– What can you say about appearance birds? Describe them. What are they?
2. Work according to the textbook.
– Open the textbook on p. 56. Admire these birds! Tell us what feathers, crests, and tails they have.
– Have you seen any beautiful birds? How can you confirm?
– Pay attention to the shape of the crest, tail, and their color.
– Let’s characterize what materials the birds are made of.
Birds sitting in a nest(Turn the torso
And they look at the street. right and left.)
They want to go for a walk(Children wave their hands,
And everyone flies quietly. like wings.)
IV. Instruction on how to do the job.
– An applique of a fairy-tale bird from colored paper can be made using stickers, as shown on p. 57 textbook. I suggest you make a bird either according to the sample or according to your own design.
To work you will need colored paper, scissors, glue.
Sequence of work:
1) Cut thin strips of paper of different colors: yellow, red, orange, brown.
2) Take a sheet of colored paper on which the applique will be located.
3) First, glue a brown strip of paper - this will be a twig for our bird. Glue the leaves that you cut out of green paper to the branch. We will not glue the leaf completely, but only from one edge. This will create volume for our appliqué.
– What is the shape of the bird’s body, head, wings?
4) Draw the outline of the bird with a pencil.
5) Cut out several small ovals of different colors, then glue them along the outline of the body and inside. You don’t need to glue the entire oval, but only part of it. This technique allows you to create volume.
6) Now glue the head and wings.
7) Decorate the bird, stick on a crest and a beautiful tail. To do this, use strips that have already been cut out. Do not glue the strips completely, but only part of them. The edges of the strips can be made wavy.
8) Carefully glue the paws.
V. Practical creative activity of students.
– Is it possible to determine her character by the outfit of the birds, do you think?
(Yes, you can. For example, important, fast, cheerful, nimble, slow.)
– What do you think is the character of the birds drawn on p. 56? Why?
– Prepare a variety of paper, glue, scissors for work.
– Come up with your own fairy-tale bird and make a three-dimensional appliqué.
– Do not forget that the parts are not completely glued; the glue is applied only to a certain part of the part.
– The cut out colored strips can be folded and the edges of the scissors passed along them, then they will be wavy and curved. You can use serpentine. This will give your bird a voluminous, fluffy look. Choose paper of different colors and quality.
Equipment: colored paper, scissors, glue; blanks of cut out colored rectangles, circles, ovals, triangles; cardboard; illustrations with images of animals, riddles.
During the classes
I. Organizational moment.
Checking students' readiness for the lesson.
II. State the topic and purpose of the lesson.
– Today in the lesson you will learn that all objects have their own shape, their own structure, learn how to make appliqué from geometric shapes.
III. Introduction to the topic of the lesson.
1. Introductory conversation.
– All objects that surround us can be considered as buildings. They have various shapes and color.
– Look at illustrations of animals, children’s toys, etc. Can they be perceived as a building?
– What shape does a pyramid, a ball, a pencil box, a nose, a torso, a Pinocchio head look like?
- Let's look at the animals. What parts do they consist of? What shape do they resemble?
– Guess the riddles:
A long trunk, a mouth with fangs, Look, it’s being caressed,
Legs seem like pillars, If you tease, it bites.
He is huge like a mountain.(Dog.)
Did you find out who it is?..
(Elephant.)
– Let’s look at these animals on the pages of our textbook.
2. Work according to the textbook.
– Open p. 84 textbooks. Look at the animals. These paper applications were also made by first graders. What geometric shapes do they consist of?(Elephant: square, ovals, triangles; dog: triangles, rectangles.)
– To make the appliqués, several parts from various geometric shapes were required at once.
– Guess the riddle, and you will find out who we will depict in our application:
He's tall and spotted
With a long, long neck,
And he eats leaves,
Tree leaves.(Giraffe.)
– Today, with the help of the masters of Image, Decoration and Construction, we will make an applique of a giraffe from various geometric shapes, and maybe someone will want to make an applique of another animal. This is welcome.
Now we will all stand together,
We'll rest at the rest stop...
Turn left, turn right!
Bend over and bow!
Paws up and paws sideways!
And jump and jump on the spot!
And now we're skipping,
Well done, my bunnies!
IV. Instructions for performing the application.
– Listen to the poem:
I bought it for a giraffe
Thirty-three huge scarves,
So that he tied his throat,
So that you don't freeze in the cold.
And the giraffe said: “Look!
I also need thirty-three.”
- Why did the giraffe answer that way?
– Look at the picture. What shapes does a giraffe consist of?(Oval, rectangle, triangle.)
– You glue the parts one by one – blanks: legs, torso.
(They are prepared in advance.)
-What does a giraffe have on its neck?(Mane.)
- How to make it, who guessed?
– Take a blank – a brown rectangle. Cut the paper into noodles(shows).
- Twist the strips. The result is a voluminous mane for a giraffe. Glue it and then the neck to hide the excess paper.
– Then we glue on the head, ears, small horns.
– What color is a giraffe?(Spotted.)
– You can finish drawing this or stick on parts from different shapes. Let's do the same with the eyes and nose. What shapes do they consist of?(Triangle, circles.)
Make the applique on colored cardboard.
V. Creative practical activity of students.
VI. Lesson summary.
1. Exhibition of student works.
2. Generalization.
– What new did you learn in the lesson?(Appliqué technique of geometric shapes.)
Conclusion. To perform any image construction, you need to prepare several simple geometric shapes.
3. Cleaning the workplace.
School 2100. WE are from “SCHOOL -2100”. 2nd grade “School 2100”. Educational system "School 2100". OS "School 2100". Russian language lesson 3rd grade (School 2100). Federal State Educational Standard in the educational system “School 2100”. The main educational program "School 2100". Mathematics OS "School 2100" (3rd grade). UMK of the Educational System "School 2100".
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Municipal educational institution
average comprehensive school №34
Murmansk
Lesson notes in Russian language
according to the “School 2100” program
prepared
teacher primary classes
Pritvorova Vera Andreevna
Murmansk
2011
Explanatory note I offer a selection of Russian language lessons according to the educational program “School 2100”, developed by me in accordance with the requirements for lessons for introducing new knowledge. The lessons were developed using works by children's writers studied as part of the program or familiar to children from extracurricular reading.
STRUCTURE OF A LESSON INTRODUCING NEW KNOWLEDGE
Updating students' knowledge. Setting a learning task.
Students complete a repetition task. The list of tasks includes a problematic task that motivates the study of a new topic.
“
Primary consolidation.
.
Solving repetition problems.
Tasks for repetition, non-standard, logical, entertaining tasks. When solving these problems, the material studied earlier is practiced and consolidated, mental operations, ingenuity, and interest in the subject are developed. At the same stage of the lesson, children are proactively prepared to study concepts that will be introduced later. Here you can individually refine and correct mistakes made by children in independent work.
Russian language
2nd grade
Topic: “Observation of sign words. Developing the ability to ask questions.”
Goals:
introduce students to semantic meaning words that answer questions Which? which? which? which? and their role in our speech;
learn to put questions to words;
learn to notice the various characteristics of an object and name them correctly;
enrich students’ speech with words denoting the characteristics of objects.
Updating students' knowledge.
Vocabulary work.
Based on the signs that I will name, guess the objects. Write it in 2 columns.
Who? What?
Slender, tall, white-trunked ( birch)
Big, angry, shaggy, biting (dog)
Long-tailed, chatty, white-sided ( magpie)
Forest, fragrant (raspberries)
Complete the columns with vocabulary words, one in each.
What do the words that answer the questions mean? Who? or
What?(item)
“Discovery” of new knowledge by children.
When you guessed these items, what helped you? (Signs
these items)
The topic of the lesson is “Signs of objects.”
The objects that surround us have their own characteristics. Name
signs of the following items: notebook, textbook, chalk, pen.
Working from the textbook: exercise 65
Write it on a line separated by commas.
Check (written on the board)
P Primary consolidation.
Work in groups.
1st row 2nd row 3rd row
watermelon mouse 1c . dress 2v . apples
…….. ………. ……… ………
What question can be asked from the name of an object to its
sign?
Write down the question and choose words-signs.
Examination.
Think about the role of words in the Russian language -
signs? (Make speech more accurate and understandable)
For example, bring me some water (what kind?)
There is text on the board.
Winter has come. It’s… frosty. The forest is sleeping. Under …
the Christmas trees were hidden in the snow. ... shackled ... the river. ... residents
We've been preparing for... winter for a long time.
What's missing from the text? (words-signs)
Feature words “color” the text and help better
imagine a picture painted with words.
Write down the story, insert the appropriate words -
signs.
Repetition .
Card work.
Remember “The Tale of the Fisherman and the Fish” by A.S. Pushkin and
Complete the words whose characteristics are mentioned here.
Golden... Broken...
Blue... Grumpy...
Tall... Diligent...
Sea... Terrible...
Lesson summary
Topic: “Observation of words denoting action. Development the ability to pose questions to these words.”
Goals:
familiarization with the words that answer the question, what is he doing?
teach to reveal lexical meaning verbs;
observe the use of verbs in speech to accurately express thoughts.
Organizing time. Calligraphy.
At the beginning of the lesson, the teacher draws the children's attention to a picture of an owl.- You see a bird on the board - “Wise Owl”. So today is a lesson in discovering new knowledge.- How will you work in class? (Attentively, actively, observe, compare, draw conclusions).- Many tasks will be related to the theme “Winter”. And a minute of penmanship too. Let's call the task “Patterns on Ice.”
Updating students' knowledge.
Vocabulary work (based on the painting “Winter Fun”).- Look at the picture, try to see and write down vocabulary words into 2 groups: Who? And What? The teacher has these words written on the board and closed: skates guys frost girl coat boy weather skate - What do all the words have in common? (denote an object)- Which word is missing? Why?- Maybe it means a sign?- Lesson objective: get acquainted with a new group of words and learn:
What questions do these words answer?
What do they mean?
Why are these words needed in speech?
The boys are skating.Misha drove down the mountain.Kolya and Vanya turned over.Ruslan will go on a sled.
Words guys, Misha, Kolya, Vanya, Ruslan represent objects.- What do the words mean? rolling, slid, turned over, will go? - Try to pose questions from objects to their actions.
Thus, we have answered the first two questions.
Generalization. Words that answer the question what does it do?...denote the action of the object.
F/minute
A game
Choose the appropriate word-object:
Whistling, howling, blowing... (wind)
It's drizzling, pouring, lashing... (rain)
Walking, running, rushing... (man)
Conclusion: action words make our speech more precise, more understandable.
IV. Primary consolidation.
Ex. 85 (record with commentary)
V. Independent work with a test in class.
The student reads an excerpt from K. Chukovsky’s poem “Confusion”:
The kittens meowed: And behind them came the ducklings:“We're tired of meowing! “We don’t want to quack anymore!We want like piglets, We want like little frogs,Grunt!" Croak!"
Teacher: - And what happened next, you remember:
The pigs meowedThe ducks croakedThe cats grunted the chickens quacked.
We will now correct this confusion and select the necessary action words.
The cats chirped The birds buzzed Horses quack The flies neighed Baby frogs croak The ducklings purred The piglets are grunting
VI. Repetition Students receive cards according to their options. There is a poem on the card.Task: insert suitable action words. Option 1. Option 2. Parting. Puppy. All I ………… for my mother: I was knocked off my feet today -For her……….scales, I have……puppy.For her……….to the doctor, Two hours for him….., Mathematics………. Two hours of it….., All the boys go to the river... , For lessons not...... I'm alone......on the beach, And I don't have lunch....... . For her, after her illness, it’s very early this morning. Not …. even in the river. ...... puppy from the sofa, For her I... hands, stood in the rooms….. , … some carrots... . ……. , ……, (A. Barto “Separation”) Everyone……. (S. Mikhalkov “Puppy”) VII. Lesson summary. Russian language Educational program "School 2100" 2nd grade
Subject : "Root." Cognates».
Goals:
clarification of ideas about the concepts of “root”, “cognate
observation of the lexical meaning of words with the same root;
development of the ability to select words with the same root;
enriching children's vocabulary;
education of communicative qualities.
Updating knowledge.
Vocabulary work on the topic “Trees” (birch, aspen, rowan).
In spring it cheers, in summer it cools, in autumn it nourishes, Warms in winter.
Alena is standing with a green scarf, Slim figure, white sundress.
In haymaking it’s bitter, And in the cold it’s sweet. What kind of berry?
What kind of tree stands? There is no wind, but the leaf is trembling.
What do these words have in common? How can you call it in one word? What do these words mean? (objects, plants, trees).
– Let's look at the drawings on the board.
Fig. 2 is also a tree, but a family one.
Grandmother, grandfather, father, mother, child - people who are close to each other, relatives. - Why are people called relatives? (They belong to the same genus, have common ancestors, or, as they also say, have common roots).
Fig. 3 – word tree. (Root - garden, branches – kindergarten, garden etc.)
Student:
Once upon a time many years ago They planted a strange garden. There was no fruit garden - He was only a word. This word is the root word It began to grow soon And it brought us fruits - There are many new words. Here are some seedlings from the garden for you.
Let's try to plant roots and grow trees.
Independent work.
1st century run 2c. move
Examination.
What part of these words is common (the same)? Conclusion: - The common part of related words is called the root. - What do we call these words? (cognate)
“Discovery” of new knowledge by children.
What else grows in the forest besides trees?- What do we like to collect in the forest? (mushrooms)
Exercise 347 (oral) – Read the assignment. Formulation of the problem : - What words are called cognates?- Let's read the conclusion.
F/minute. If I say a couple of related words, you clap your hands. If I name a couple of words that are not related, you stomp. Forest - forester, river - raft, wall - nail, cat - cat, garden - garden, house - home, dinner - table, house - smoke, field - pole.
Primary consolidation.
- Listen to the story called "The Stranger". Listen carefully and try to determine who the stranger is.
Stranger. Relatives gathered near Water. The submariner is talking with Voditsa. A diver and a Waterfall are basking in the sun. The driver plays the accordion. The Water Strider with Algae played out. The water jumps over the pebbles on one leg. Even SA Vodyanoy came. Everyone is waiting for old woman Voda. Wise Water came out, looked at the guests, and immediately noticed the stranger. She told him to go away to his family. A stranger came and became sad. Where should he look for relatives?
Who turned out to be a stranger among the relatives of Water?- Why didn’t the guests immediately notice the stranger?-Won't you help him find his relatives? (drive, start, wind up).
Conclusion : - Words with the same root have a common part and are close in meaning.
Independent work with testing in class.
Examination . Name unnecessary words. On what grounds are you Do you think they are superfluous?
Repetition.
There is text on the board. Fill in the missing words so that they all have the same root.
Fluffy ones fell to the ground...... made the children happy. The boys built ... a fortress and played ... . The girls sculpted...
(Snowflakes, snow, snowballs, snowballs, snowman).
Lesson summary.
What words are called cognates?
Russian language Educational program "School 2100" 3rd grade
Topic: “Diminutive forms of male and female names In russian language".
Goals:
repeat the concept of “suffix” and its meaning in the formation of new words;
introduce new suffixes and their role in diminutive forms of names;
develop the ability to form nouns using suffixes;
enrich lexicon students;
Vocabulary work.
Today is a holiday - Valentine's Day. This holiday is more6 centuries. Love is a strong feeling. It is capable of defeating hatred and anger, quarrels and resentments. Let those you love love you.- Open the dictionary. Find the words that you think correspond to today's holiday. Write them down. ( Holiday, festive, feeling).
– What feelings do we show towards our family, loved ones, and friends? ( Attention, kindness, affection, sympathy).
– Let's write in our notebook:
“Children's discovery of new knowledge.
When communicating, people call each other by name. They do it in different ways. Respectfully: by name, patronymic. Just by name. And, of course, affectionately. What are you affectionately called? Children name, the teacher writes some words on the board, paying attention to suffixes. Igor - Igorok, Nadya - Nadenka, Lena - Lenochka, etc.
The purpose of our lesson: to understand what suffixes can form diminutive forms of male and female names?
Problematic question.
Using the suffix -k-, nouns with a diminutive meaning are also formed (fish-fish, hand-handle...)- Let's see what meaning the names of people with the suffix -k- have. Sveta - Svetka, Seryozha - Seryozha. - Is this a diminutive form of names? (No)
Solving a problematic issue. - Let's do the exercise. 271.
Conclusion. – What is the meaning of nouns? with the suffix –k-? (a hint of disdain) - Is it good to use forms of male and female names in speech? with the suffix –k-?
Primary consolidation . (Exercises in the formation of diminutive forms of female and male names)
Sentences are written on the board.Assignment: write down the sentences, putting the words in brackets in the diminutive form. (Masha) went with her friends into the forest and got lost. (Denis) threw the porridge onto the street and hit one citizen on the hat. A little goat runs after his sister (Alena).
Independent work with testing in class.
“Hush, (Tanya), don’t cry: The ball won’t drown in the river.”
2c. “And the first grader (Kolya) “Let it be in the notebook Calling Smirnova (Galya) - C grades Say that he writes with sticks, but with eyes And I’m not the least bit tired.” U (Zoe)!..."
“(Lida) came forward, Lida takes the jump rope.”
Lesson summary.
What suffixes are used to form diminutive forms of names?
Russian language Educational program "School 2100" 4th grade
Subject : “Spelling of unstressed case endings of nouns.”
Goals:
improving knowledge about the noun as a part of speech: lexical meaning, declension;
learn to analyze the material being studied and draw conclusions;
create an algorithm for checking an unstressed vowel at the end;
repeat previously learned spellings;
develop spelling vigilance, attention, memory, logical thinking.
Updating students' knowledge.
Vocabulary work.
What do these words have in common? /nouns with double consonant/ - Which word is missing? /illustration – 1st declension/ - What do we know about nouns?
On the desk. The car drove along street Pushkin, and then area
“Discovery” of new knowledge by children.
– I invite 6 assistants to the board. /Students verbally decline nouns fox ( first 6 people ), horse ( other 6 people), steppe(next 6 people)/.
What are the endings? /drums/- Can these words become helper words for determining the unstressed ending?- What rule do we know where the spelling of unstressed vowels is checked by stress? /about the spelling of an unstressed vowel at the root of a word/- How should you proceed to correctly write an unstressed ending? /
– Let's create an algorithm.
I bet in n.f.. and determine declination.
Helping word
– Let's return to our proposal. Can you now determine what ending to write?
Primary consolidation. /Write in notebooks and on the board with comments/.
Independent work with a test in class.
1st century Let's wash, splash, 2 c. Once upon a time there lived a Clean Fly. Swim, dive, tumble The Fly was swimming all the time. In the tub, in the trough, in the tub, she bathed on Sunday In the river, in the stream, in the ocean, in excellent strawberry Both in the bath and in the bathhouse. . Varen. . / K. Chukovsky “Moidodyr” / On Monday- In cherry liqueur. Tuesday at the tomato shop gravy, Wednesday – In lemon jelly. On Thursday - In jelly and resin. On Friday - In yogurt, in compote, and in semolina porridge.. /B. Zakhoder “Clean Fly/
V. Lesson summary.
We learned to identify unstressed case endings names nouns - We use an algorithm. - What knowledge do we need? /be able to: put nouns into the initial form; determine declination; learn by heart the helper words/.
List of used literature
Series " School library"A. Barto "Where does the hero live?" - M.: Detgiz, 1959.
Interlocutors: Prince. for students /Compiled by V.A.Levin/ - M.: Education, 1995.
Series “My first books” Chukovsky K.I. Confusion. – M.: Children's literature, 1990.
Collected works in 3 volumes. Volume 1. S.V. Mikhalkov. Poems and fairy tales. – M.: Children's literature, 1970.
First mathematics lessons 1-4, 7-9 in game form
Lesson 1 (paragraph 1.1)
Option 1
Based on didactic game"Border Guards"
Main subject goal: learn to combine objects into groups by color, learn to divide collections of objects into groups by color.
Teacher: Guys, today is your first day at school and your first math lesson. It will start with a game. The game is called "Border Guards". I laid out the borders on the floor. Inside each of them there is a magical country. Now I will appoint a border guard for each country and give him a “passport”. This “passport” will show who can settle in this country.
Misha becomes a border guard for this country. His “passport” shows a strawberry. What else can you call a strawberry? (Berry). Who will live in this country? (Everyone who can be called the word “berry”).
Sveta becomes a border guard for this country. In her “passport” there is a picture of a pear. What else can you call a pear? (Fruit). Who will live in this country? (Everyone who can be called the word “fruit”).
Alyosha becomes a border guard for this country. His “passport” shows a cucumber. What else can you call a cucumber? (Vegetable). Who will live in this country? (Everyone who can be called the word “vegetable”).
All the other guys are residents of these countries. Now I will distribute “passports” to each group of 2-3 people (The teacher issues one “passport” to each group). Using these passports you will be able to understand which country you are a resident of and travel to your country. Border guards must ensure that no one confuses the countries. “Residents” have no right to quarrel with each other and with the “border guard.” If you cannot reach an agreement, you should contact your teacher for help.
The teacher distributes cut lotto cards to groups of students of 2-4 people in each group. Children look at them, discuss which country they should go to and complete the task given by the teacher. The teacher intervenes only if he is asked for help, or if the situation really, in the opinion of the teacher, becomes critical and requires his intervention.
2. Difficulty in the game.
All groups found their country, and only 2-3 did not. It turns out that their “passports” show a stool, a toy hare and a dress. With these “passports” they are not allowed into any “country”.
Teacher: (Addresses those who were unable to participate in the general game) Guys, what happened? (We also want to play, but they don’t let us go anywhere). Why? (Our “passports” are not suitable for any country).
(Addresses those who were able to participate in the general game). Let's help the guys. Maybe we should open it for them new country? But what will it be called?
How did we settle in our countries? (All the “residents” of the country had common name, difference). Let's take a close look at the “passports” of our guys. Maybe the stool, the toy and the dress also have a common difference, a sign? (Yes! They are all the same color - red!!!) What should we call their country? (Land of red objects).
We are opening a new “country”. We post a border guard at its border with a “passport” - a red card.
4. Game by new rules.
Teacher: (Addresses those who remained within the same “borders”) Guys, do you want to continue the game? What needs to be done for this? (Anyone who is red can move to a new “country”). What should the rest do? (Open new countries). Which ones? How? (Countries with color names). Open it up. How will you gather in groups? (By color.) Get ready, and I’ll take a look.
After the children gather in groups by color, you can give them new “passports” - cards of the desired color. It is better to hand over your old “passports”.
5. Training exercises.
Teacher: What have we learned to do today? (Split into groups by color, form groups by color).
Let's break into pairs and go to the tables. (It is during this lesson that children are divided into stable pairs. In this case, children can do this according to at will and mutual liking, and the teacher can later, after observing the children’s work, make adjustments and replant them in his own way.)
There are already open books and workbooks on the tables. Find the right page in the textbook, the topmost task. What did Vova Kolesnikov do? (“I planted” “flowers” in “beds” according to color). We also have “beds” of flowers in our notebooks. Find them. Agree with each other (each couple sitting next to each other) and make the “flowers” in the “beds” the same.
Only one more task is mandatory for everyone: workbook(No. 1): for the development of fine motor skills of the hand - you need to circle the “umbrellas” and shade them. This is an individual job. It is performed under the guidance of a teacher, as usual work in copybooks.
Homework:
Lesson 2 (paragraph 1.2)
Option 1
Based on the didactic game “New Residents”
Main subject goal: teach how to combine objects into groups based on shape, learn how to divide collections of objects into groups based on shape.
1. Play by familiar rules.
Teacher: Guys, today the lesson will start with a game. The game is called "New Residents". I laid out “borders” on the floor. Inside each of them there is an “apartment” and a card that shows who can live in this “apartment”. There is a controller near each apartment who decides whether the “tenants” have found their “apartment” correctly. You also have similar cards on each desk. Each couple takes their card and decides which “apartment” they live in.
Children look at their cards, discuss which “apartment” they should go to in order for the rules of the game to be fulfilled. The teacher intervenes only if he is asked for help, or if the situation really, in the opinion of the teacher, becomes critical and requires his intervention.
2. Difficulty in the game.
All couples found their apartment, and only 2 couples did not. It turns out that most of the guys have red, blue or green cards, and these two pairs have images of squares (without color). With these cards they cannot enter any of the “apartments”.
Teacher: (Addresses those who were unable to participate in the general game) Guys, what happened? (We also want to play, but they don’t let us go anywhere). Why? (Our cards are not suitable for any apartment).
3. “Discovery” of something new. Formulating new rules of the game.
Teacher: (Addresses those who were able to participate in the general game): Let's help the guys. Maybe we should create a new “apartment” for them? But what will it be called?
How did we move into our “apartments”? (All the “residents” of the “apartment” had a common name, a difference). Let's take a close look at our guys' cards. Maybe they also have a common difference, a sign? (Yes! They are all squares!!!) What should we call their “apartment”? (“Apartment” squares).
We are opening a new “apartment”.
4. Game by new rules.
Teacher (Addresses those who remained within the previous “borders”) : Guys, do you want to continue the game? What needs to be done for this? (Open new “apartments”). Which ones? How? (“apartments” with the name of geometric shapes). What shapes do you know? (Children name the figures they know. The teacher hands out cards.) Divide into groups.
5. Training exercises.
Teacher: What have we learned to do today? (Split into groups according to shape, form groups according to shape).
Let's go to our tables. There are already open books there. Find the left page in the textbook, the topmost task. How did the figures settle in the “house”-table? Discuss this in pairs and give an answer on what basis the figures settled on the floors, and on what basis - on the entrances.
After the task is completed, one pair from each row comes out and “defends” the result of their work. The guys in each row are thought of as one team, so they can complement and correct the work of “their” pair.
At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the demonstrated desire to achieve a team result, tactfulness, and clarity of statements of children in each team.
After this, tasks No. 2 and No. 3 from the textbook are also completed in pairs.
Here we once again discuss what we learned to do in this lesson.
Only one more task in the workbook (No. 2) is mandatory for all tasks. This is an individual job. This task can be either individual or paired.
All other tasks are not mandatory; they are completed if there is time left in the lesson, at the request and choice of the children independently. In this case, it is quite possible, and even desirable, for different pairs or individual children to complete different tasks, and then tell the class what they did and how.
Homework:
Lesson 3 (paragraph 1.3)
Option 1
Based on the didactic game “Get Ordered”
Main subject goal: learn to combine objects into groups by size, learn to divide collections of objects into groups by size.
1. Play by familiar rules.
Teacher: Guys, today we need to put things in order, carefully put geometric shapes into boxes; they are on your desks. We will need these figures every time we build rows according to the given rules. Alena and Seryozha, you will receive a box (or package). Each box features a figure. In each box you need to put the figures that are depicted on it. Each couple takes their piece and puts it in the right box, and Alena and Seryozha make sure that only the right pieces get into the box.
There is one on every table geometric figure: either a quadrilateral or a triangle. They are all the same color, even better if they are simply cut out of white paper. Moreover, these are a variety of triangles (rectangular, obtuse-angled, acute-angled) and a variety of quadrilaterals (rhombuses, squares, trapezoids, etc.). All pairs have small figures, and two pairs have large ones (triangle and quadrangle). So big that they cannot be placed in boxes.
Children look at their figures, discuss which box they should put them in and independently complete the teacher’s task.
The teacher intervenes only if he is asked for help, or if the situation really, in the opinion of the teacher, becomes critical and requires his intervention.
2. Difficulty in the game.
All pairs placed their figures in the boxes, and only 2 pairs did not. Even if they try to place their figures on top of the box, the teacher draws the children’s attention to the fact that this cannot be done, the figure is much larger.
Teacher: (addressing everyone) What happened? (These figures cannot be put away in these boxes.) Why? “The figures are big for these boxes.”
3. “Discovery” of something new. Formulating new rules of the game.
Teacher: Guys, what should we do? I only have one big box, and the guys have different figures. What should I depict on this box, or how should I sign it, so that I can later remember what figures are here? (We come up with our own designation for large figures).
Or maybe we don’t need so many small boxes? Maybe we can make one box for all the little figures? What should I depict on this box, or how should I sign it, so that I can later remember what figures are here? (We come up with our own designation for small figures).
4. Game by new rules.
Teacher: Put things in order according to the new rules. On what basis do we now have the figures laid out? (By size, large and small)
5. Training exercises.
Teacher: What have we learned to do today? Divide objects into groups by size, form groups by size).
Let's go to the tables. There are already open books there. Find the right page in the textbook, the topmost task. How did Vova divide the figures into groups? Discuss this in pairs and give your answer.
After the task is completed, one pair from each row comes out and “defends” the result of their work. The guys in each row are thought of as one team, so they can complement and correct the work of “their” pair.
At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the demonstrated desire to achieve a team result, tactfulness, and clarity of statements of children in each team.
Here we once again discuss what we learned to do in this lesson. Compare with the text in the orange frame.
Only one more task in the workbook (No. 2) is mandatory for all tasks. This task can be either individual or paired.
All other tasks are not mandatory; they are completed if there is time left in the lesson, at the request and choice of the children independently. In this case, it is quite possible, and even desirable, for different pairs or individual children to complete different tasks, and then tell the class what they did and how.
Homework: Open your textbook at home and tell your parents what tasks are on this page and how they were completed in class.
Lesson 4 (section 1.4)
Option 1
Based on the didactic game “Help your friends clean up the mess”
Main subject goal: clarify terms - size parameters.
1. Play by familiar rules.
Teacher: Guys, you have strips of paper on your desks: big and small. Vasya and Petya - receive a box (or package). Each pair takes their own paper strip and puts it in the right box, and Vasya and Petya make sure that only the right strip goes into the box. The boxes are marked with small and large sizes. This is done as agreed in the last lesson.
There is one strip on each table: either short or long. They are all the same color and width except for two or three. Moreover, all the short strips are approximately the same length (small), and all the long strips are much longer. All pairs have very narrow stripes, and two pairs have short but wide. Much wider than the others.
Children look at their strips, discuss which box they should put them in and complete the teacher’s task.
2. Difficulty in the game.
Teacher: (Stands nearby and watches the stripes being laid out. He agrees when long strips are placed in a box indicating large objects, and short strips in a box indicating small ones. As soon as a wide strip appears, he stops the game and draws everyone's attention to this strip.) What do? Which box should I put it in? (It is not clear which stripes are considered large and which are small).
3. “Discovery” of something new. Formulating new rules of the game.
Teacher: Guys, how can this be? On what basis did we all lay out our stripes? (Lengthwise: long ones go into a box indicating large items, and short ones go into a box indicating small ones). But these strips are small in length and large in width? What did we do wrong? (We didn’t agree on which stripes were considered large and which were considered small). Really! Sometimes the words “big” and “small” are not enough. We need to clarify what size we mean.
Our strips can be arranged according to two criteria: by length, or by width.
4. Game by new rules.
Teacher: Put things in order according to the new rules. Name the sign according to which we will arrange the strips, and arrange them.
5. Training exercises.
Teacher: What have we learned to do today? (It’s more accurate to agree when we divide objects into large and small).
Let's go to the tables. There are already open books there. Find the left page in the textbook, the topmost task. Which tree in Petya's drawing is the largest and which is the smallest? Discuss this in pairs and give your answer.
The teacher does not interfere in the discussion until the very end, until the results of the task are summed up. After the task is completed, one pair from each row comes out and “defends” the result of their work. The guys in each row are thought of as one team, so they can complement and correct the work of “their” pair.
If the children themselves come out to discuss the issue that it is necessary to clarify the size parameter, then the teacher simply directs this discussion. If not, then he leads the children to a discussion, leading them to the idea that they should choose the most a big tree It can be in height, then it’s pine, or it can be in thickness, then it’s oak.
At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the demonstrated desire to achieve a team result, tactfulness, and clarity of statements of children in each team.
Here we once again discuss what we learned to do in this lesson. Compare with the text in the orange frame.
Mandatory tasks for all include only one more task in the workbook (any). All other tasks are not mandatory; they are completed if there is time left in the lesson, at the request and choice of the children independently. In this case, it is quite possible, and even desirable, for different pairs or individual children to complete different tasks, and then tell the class what they did and how.
Homework: Open your textbook at home and tell your parents what tasks are on this page and how they were completed in class.
Lesson 7 (section 2.1)
Option 1
Based on the didactic game "Order"
Main subject goal: teach children to establish order relations based on a segment of a natural series of numbers.
1. Play by familiar rules.
Teacher (Divides the class into three or four teams. At the same time, the number of children in the teams should not be the same, and no team should have more than 10 people): Guys, let's move a little. I will divide you into three (four) groups and place you in a certain order. After that, I will clap my hands, and you run away. I'll clap again, you must line up in the same order. The team that can restore order after running will win.
2. Difficulty in the game.
Teacher. After the run, the children line up in rows, and the question of whether they lined up correctly is discussed. To check the correctness of the task, the teacher writes down the order of the children in the team in advance and reads out the entire list at the time of discussion. If some team made a mistake, then we discuss the question of how the mistake could have been avoided.
3. “Discovery” of something new. Formulating new rules of the game.
Teacher: Guys, let me give each team number cards, and each team will have them of the same color. Sort out the cards and line up in order. Agree who is first and second on your team...
4. Game by new rules.
Teacher: Let's play again, only now you'll be looking for your place using a number card. Again everyone scatters and then gathers.
5. Training exercises.
Teacher: What have we learned to do today? (Set up order by assigning each player a place in a row using numbers.)
Let's go to the tables. There are already open books there. Find the left page in the textbook, the topmost task. Tell us in what order the children go to school. Discuss this in pairs and give your answer.
Complete the second task from the top on the same page. Talk in pairs and use number cards to tell us in what order the children returned from school.
Select the task as desired. Let one row take the topmost task on the right page, another row - the bottom one, and the third - in the middle. The teacher explains to each row its task and gives time to complete it.
After the task is completed, one pair from each row comes out and “defends” the result of their work. The guys in each row are thought of as one team, so they can complement and correct the work of “their” pair.
At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the demonstrated desire to achieve a team result, tactfulness, and clarity of statements of children in each team.
Here we once again discuss what we learned to do in this lesson. Compare with the text in the orange frame.
Mandatory tasks for all include only one more task in the workbook (any). All other tasks in the workbook are not mandatory; they are completed if there is time left in the lesson, at the request and choice of the children independently. In this case, it is quite possible, and even desirable, for different pairs or individual children to complete different tasks, and then tell the class what they did and how.
Homework: Open your textbook at home and tell your parents what tasks are on this page and how they were completed in class.
Lesson 8 (section 2.2)
Option 1
Main subject goal:
1. Play by familiar rules.
Teacher: Let's split into three teams (no more than 10 people per group). Each team - form pairs. The condition is this: each pair must have one boy and one girl. (The teacher divides the children into teams so that in some teams there are equal numbers of girls and boys, and in others - not equally).
2. Difficulty in the game.
Some teams were able to split into pairs, but some were not.
Teacher (Addressing everyone) : What happened? Why weren't all the teams able to split into pairs?
3. “Discovery” of something new. Formulating new rules of the game.
We count the girls separately and the boys separately in the team where there are equal numbers of guys. Now can you tell me why the other teams couldn’t split into pairs? (Girls and boys are not equally divided). So, if you can divide a group of boys and girls into pairs, then there are equal numbers of boys and girls, but if pairs don’t work out, then not equally?
4. Game by new rules.
Teacher: Teams, each get cards of two colors, and find out, without counting them, whether you have an equal number of cards of each color, or not. What new did you learn?
5. Training exercises.
Teacher: Let's go to the tables. There are already open books there. Find the right page in the textbook, the topmost task. How do you know whether there are equal or unequal numbers of birds in a picture? Discuss this in pairs and give your answer.
After the task is completed, one pair from each row comes out and “defends” the result of their work. The guys in each row are thought of as one team, so they can complement and correct the work of “their” pair.
At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the demonstrated desire to achieve a team result, tactfulness, and clarity of statements of children in each team.
Here we once again discuss what we learned to do in this lesson. Compare with the text in the orange frame.
Only one more task is mandatory for all: No. 6 on p. 17. It is performed in rows: one row examines Katya’s drawing, the other – Petya, the third – Vova.
All other tasks are not mandatory; they are completed if there is time left in the lesson, at the request and choice of the children independently. In this case, it is quite possible, and even desirable, for different pairs or individual children to complete different tasks, and then tell the class what they did and how.
Homework: Open your textbook at home and tell your parents what tasks are on this page and how they were completed in class.
Lesson 9 (section 2.3)
Option 1
Based on the didactic game “Comparing Numbers”
Main subject goal: teach children to compare the number of objects in groups.
1. Play by familiar rules.
Teacher: Let's split into three teams (no more than 10 people in each group). Each group must form pairs. The condition is this: each pair must have one boy and one girl. (The teacher divides the children into groups so that in some groups there are equal numbers of girls and boys, and in others - not equally).
2. Difficulty in the game.
Teacher: Tell me, without counting the guys, which team has more boys than girls. (Children make assumptions)
3. “Discovery” of something new. Formulating new rules of the game.
Teacher: We line up in pairs again (in the team where the guys are not equal). Let's note who didn't get a pair. Now can you tell me how, without counting, you can immediately find out who is more and who is less? (Children make assumptions)
Now let's test ourselves by counting the guys.
4. Game by new rules.
Teacher: Teams, each receive cards of two colors, and find out, without counting them, which color cards are more and which are fewer. What new did you learn?
5. Training exercises.
Teacher: Let's go to the tables. There are already open books there. Find the left page in the textbook, the topmost task. The teacher plays this task out loud and asks the children to discuss it in pairs and tell them what needs to be done. After this, 2-3 pairs are called, the task is discussed, and it is finally clarified what and how we will do. Let's do it.
After the task is completed, one pair from each row comes out and “defends” the result of their work. The guys in each row are thought of as one team, so they can complement and correct the work of “their” pair.
At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the demonstrated desire to achieve a team result, tactfulness, and clarity of statements of children in each team.
Tasks No. 2 and No. 3 are also performed. Task No. 4 is performed in rows (each row has its own drawing).
After discussing the results of the work, we once again discuss what we learned to do in this lesson. Compare with the text in the orange frame.
All other tasks are not mandatory; they are completed if there is time left in the lesson, at the request and choice of the children independently. In this case, it is quite possible, and even desirable, for different pairs or individual children to complete different tasks, and then tell the class what they did and how.
Homework: Open your textbook at home and tell your parents what tasks are on this page and how they were completed in class.
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