On this page you can find various free lessons on English language. Here are English lessons for all levels of language proficiency, as well as different methods: audio, video, for children, adults and others.
List of lessons:
Online English lessons "from scratch" by topicOffered online lessons for beginners on various topics. You will be able to learn the basic grammatical rules of the English language, achieve serious vocabulary(about 2000 words), learn how to write sentences and much more.
Online English video lessons with Olga Kozar “How to learn English” for free Lessons from Stephen King's book "Bag of bones"These lessons invite you to learn English through a step-by-step translation of Stephen King's book Bag of Bones. 100 lessons presented, over 2,400 words covered.
These lessons contain only real English (American) language. The lessons are very useful for increasing vocabulary by learning without taking them out of context.
65 video lessons in which an American English teacher teaches a Russian student from the very beginning.
VOA Audio Lessons Lessons by Dmitry Petrov "Polyglot"Lessons by Dmitry Petrov Polyglot - English in 16 hours on the Culture channel watch online for free. Tables, lesson descriptions, videos
English lessons for preschool children I.A. MurzinovaLessons for teaching English to children. They are designed both for English teachers in kindergartens and for parents of children preschool age.
Educational series Extra EnglishThis is the story of Bridget and Annie, who rent an apartment in London. They have a neighbor, Nick. He loves Bridget, but she doesn't love him, but Annie loves him. This is how they lived until Bridget received a letter from Argentina.
Free online English practice for different levelsThis section contains more than 20 topics with English sentences and with translation into Russian.
English lesson on the topic " Traveling "Lesson type: integrated application of knowledge and methods of activity.
The purpose of the lesson: create meaningful and organizational conditions for students to independently apply a set of knowledge and methods of activity.
Educational: promote the development of oral speech skills.
Educational: promoteformation of communication skills and development of activity in the lesson.
Developmental: promote the development of speech activity, memory, imaginative thinking, cognitive interest, reflection of activity.
Tasks:
practice vocabulary on the topics “Travel”, “Transport”, “Action verbs”;
consolidate the use of the verb tense form “Present Simple”;
practice speaking, listening, writing skills.
Lesson equipment:
slides (countries/attractions, transport);
things for the trip (bag, passport, money, tickets, clothes, first aid kit)
physical minute text;
forms of lexical tasks;
envelopes for group work;
postcards.
blackboard;
projector and screen;
visual materials:
Handout:
The logical diagram of the lesson is built in accordance with the technology of learning in collaboration and consists of 4 stages:
I . stage – Arouse interest:
Organizing time;
introduction to the topic;
setting the goals and objectives of the lesson.
II. stage – Stimulate discussion:
activation of LE: countries, luggage, transport (slides, collecting a travel bag, assignment forms);
drawing up a travel plan (slides, teamwork).
III. stage - Organize for discussion:
group work (envelopes with illustrations, supporting diagrams);
individual work.
IV. Reflective-evaluative stage
reflection of activity;
postcards;
end of the lesson.
During the classes:
I. stage
1. Organizational moment.
T: Hello, my dear friends! Nice to see you again! Sit down, please! How are are you today? : I am glad you are fine! Let's start our English lesson
2. Introduction V topic.
T: People usually travel in summer. So, today we are going to speak about travelling. Please, look at the board and read the saying. (The world is the book. And those who do not travel read only one page) What do you think about it?
P1 : P2: P3: (students express their opinion about the proposed quote).
3. Staging goals And tasks lesson
T: So, today we are going to make a plan of travel. What points should we mention to make a plan?P1 : P2: P3: (based on the students’ statements, we compose a “spider” with the main aspects of the trip: where? on what? what to take? what to do?)
T : Welldone!
II stage
4.Activation of LE:
Countries
T: Let's start with the countries. What countries do you know?
P1 : P2: P3: (students name countries known to them)
T: Great, you know so many countries. Look at the board, please. Where can you see and visit these things? (Job with slides)
P1 : P2: P3: (students look at the slides and pronounce phrases)
T: Now I want you to watch video. Listen to the video and tell me please why do people travel
(Watch the video then students answer the question why people travel)
T: So write down the new words:
Go to the beach to go restaurants sky diving parasailing
To sunbathe to go shopping bungee jumping to learn languages
Things for the road
T: Fine.And what things should we take? Work in groups of four. There are a lot of different things on the desks, choose only those you need and call them.
P1 : P2: P3: (students in groups approach the tables on which various items, their task: to select the things necessary for the trip, put them in travel bags and comment on their choice)
T: Well done! Take your seats.
Transport
T: And how can we travel?
P1: P2: P3 : (students name different types of transport).
T: That's great. You have sheets of paper on your desks, please, take them. You’ll listen to the sounds of transport means and match the picture and the word.Is the task clear for you?Picture 1
P1: P2: P3 : (students work with assignment forms: after listening to the sounds of different types of transport, match the illustration and the word, then check at the board and pronounce the grammatical structure)
Drawing.1
Verbs - actions
T: Thanks a lot. Look at the board, please. Pronounce the verbs. Let's sing a song and show the activities.
P1: P2: P3 : (students pronounce the verbs on the slide, sing a song with these verbs and perform the indicated actions as a physical exercise)
Stage III
Group work
T: Let's work in groups. Each group has an envelop. You can see a plan of traveling, a list of basic words and some pictures (a flag and sightseeing) there.Complete your plan.Figure.2
P1: P2: P3 : (students work in groups, in the envelope of each group there is a flag of a certain country and 2-3 attractions, the task of each group is to supplement the travel description plan with the necessary vocabulary, members of other groups should not see illustrations)
T: Are you ready? Let's check then. Read out your plans but don’t name the countries, other groups should guess them.
P1: P2: P3 : (representatives of each group read out their descriptions without saying the names of the countries; members of other groups must guess from the description which countries they are talking about we're talking about)
Next task - text for reading you should read and finish the funny story.
Figure 2
Individual work
T: Great! Now you are ready to make the plan of traveling yourself. Choose any country you like and write down the plan.You can use the list of basic words.Figure.3
P1: P2: P3 : (students work individually, write a travel plan to a specific country as desired, using supporting diagrams if necessary)
T: Well done, my friends! At home you can draw up your plans.Be creative!
Figure 3
IV. Reflective-evaluative stage
reflection of activity
T: You worked well. Take the sheets of paper on your desks and fill in the table.Figure.4
P1: P2: P3 : (students evaluate the level of their knowledge and skills)
Figure 4
end of lesson
T: That's all for now.Good-bye!
First, remember that a teacher's job is not to teach, but to help you learn. You can lead a horse to water but you can’t make it drink (You can lead a horse to water, but you cannot make it drink). The recommendations below constitute a kind of English language plan.
Language centre
No matter how hard we try to consciously control the learning process (self-learning) and record information, subconscious aspects play a big role. In order to increase the effectiveness of learning, the English lesson plan should be designed in such a way as to set up the language center.
Without translation
It is better to translate as little as possible. Then the student will have a direct path from perception to the associated image, without a bridge. But you cannot operate with this categorically, if you need the student to “emerge” (remember, clarify) some word, and within 5-10 seconds (depending on the situation) the word does not arise, do not let the person feel in a dead end situation . To ensure that there are fewer such moments, it is better to build the English language with a leading effect - so that everything new is warned.
Don't strain
Many teachers make a common mistake - they begin the lesson with something like “I hope you are ready to work hard today.” Such words are aimed at concentrating the attention of students. However, in reality they are redundant. Because information is most favorably absorbed in a psychologically comfortable environment.
And you can increase perseverance in other ways. In particular, an English lesson plan can be built according to the following principles.
Simple explanation
Always start from the very beginning simple explanation. This opens the door to more complex information. But this does not mean that children should be underestimated. If you don't catch the moment when you can move on, they will become bored.
Change of activity
Children and adolescents, especially children aged 7-8 years, begin to lose concentration after prolonged monotonous activities. Therefore, it is advisable to switch to something else every 5 minutes. For young children, this period is correspondingly shorter, and those who are older can maintain attention on one task longer. At the same time, try to think through your English lesson plan in such a way that tasks always have a logical beginning and end, and do not roll in a chaotic lump. Physical activity in class is always encouraged. You just need to remember that after dispersal, children may not be so easy to calm down.
Giving your child a choice
Impaired motivation is partly a consequence of learned helplessness syndrome. Control and lack of choice, or in a more general sense - the need to make a decision - makes a person less proactive and dulls interest. This is described in more detail, for example, in studies. Try not to overuse tasks where the child must answer in one word, and do not require standard wording.
Games and simulation
Subconscious information processing mechanisms are designed in such a way that they give priority to real situations, while artificial ones remain on the periphery. Thus, for example, memorizing words embedded in a virtual situation requires more effort than one in which the person himself is directly involved. In the context of a lesson, the exercises are, for the most part, virtual, and the games are those in which the child finds himself. Therefore, gaming practice is both pleasant and effective.
Grouping words
The process of replenishing vocabulary can be divided into topics, or it can be lesson-by-lesson. In any case, an English lesson plan should group words into semantic categories within which interaction occurs. For example, it is not enough to simply bring together different African animals - it will be better if they are united by some kind of history.
Talking-time
Who owns Talking-time? Talking-time belongs to the student. The English lesson plan should be structured in such a way that the teacher gives words and constructions-tools, and the student does most of the talking. Naturally, during the lesson you talk to adapt the children to English speech, correct mistakes, and also establish personal contact, but always strictly limit yourself in time.
Literacy
Prepare carefully. When working with any textbook, you need to create a lesson plan for an English lesson. Spotlight, Oxford heroes, Longman, Family and friends, Chatterbox - although they are colorful and extremely clear, no book is universal in working with children. It is always better to draw up at least a rough “scenario” for each topic in advance. This will allow you to speak briefly and clearly. Check your pronunciation and grammar. On the Internet, for example, you can often find an English lesson plan with elementary errors in the combination of prepositions, verbs, and even in the use of tenses and aspects. The teacher is responsible for the material he presents.
Sincerity in rewards
You should feel the impact of children, right? And they give back to you. But there is no need to “praise them more often.” Nice words must be deserved. Children always feel false. But if they succeed, just show them how happy you are. You don’t have to set any kind of bar for this, because any success is a success.
Open English lesson in 4th grade
on the topic “school supplies, educational subjects”
(consolidation and introduction of new vocabulary
using speech exercises)
Equipment: (visual aids)board, chalk, eraser, ruler, pencil, pen, paints, pencil case, colored pencils, notebook, textbook, dictionary, briefcase, colorful box (magic box), cards with the names of school subjects: English, Russian, Reading, Art, PE, Maths, Music.
Vocabulary to reinforce: A break, a board, a cassette, CD, a classmate, a classroom, a desk, a dictionary, a goldfish, a mark, paints, a pencil sharpener, a ruler, a video, a lesson, colored pencils
a tape recorder;
To learn by heart;
To translate from...into...;
To get along with, to get a good (bad) mark;
During;
That's easy!
New vocabulary: English, Russian, Reading, Art, PE, Maths, Music.
Goals and objectives of the lesson:By the end of the lesson, students will be able to:
1) talk about what school supplies are needed in the classroom and how they can be used;
2) ask each other for the necessary item and respond to the request;
3) discuss what can be done in different lessons;
5) convert verbs into form Past Simple.
During the classes:
1. Org. moment:
-) Good Morning. Glad to see you. Sit down please.
-) What day is today? What date is today?
-) What season is it now?
-) What is the weather like today?
Reporting the goals and objectives of the lesson: This lesson we continue to speak about school things and school subjects.
The lesson objectives are written on the board in English, and the teacher explains each problem in Russian:
By the end of the lesson you’ll be able to…
1) tell can use them;
2) ask need;
3) answer in response;
4) meet new school subjects;
5) discuss what we can do during different lessons;
6) read the text and choose the information we need;
7) use
2. Phonetic exercise:So, we will have to work a lot as usual. But as always, our faithful assistants – School things – will be with us.
Let’s remember the names of school things which we can use in our English lessons.
Repeat each word after me with the correct pronunciation and show me each school thing. And so we see if you know these words well. (listen – repeat and show): a pen, a rubber, a pencil, a pencil box, a workbook, a textbook, a dictionary, paints, colored pencils.
Well done!
3. Speech exercises:
1) Today I also have some school things. Let's look into my magic box. I will show them in chain. Say to me what school things I have got and how I can use them. (Ex.18. p.104: “you have got (a)..." / “You can... using it.”).
2) The key to good study is a good memory. Let's exercise our memory. Let's play a Memory Game:
There are some school things on the desk: a pen, a pencil,… Look at these things and remember. Then you will close your eyes and turn and I’ll hide one of them. You must guess what thing I have not got (you have not got a...).
Look! Remember! Close your eyes and turn! Turn back and open your eyes! Guess!
4. Learning the skills to ask for favors and respond to requests:
So I see that you know all these things rather well. But imagine that you have not got one of these things.
What would you do if you discovered that you do not have a pen (eraser, pencil, ruler...) that you really need? (children's assumptions). Let's find out how English schoolchildren behave in such situations:
1) Open your textbooks at p.104., Ex. 21;
2) Read and translate the task;
3) Listen to the dialogues;
4) Read the dialogues in pairs;
5) Repeat each phrase after me;
6) Imagine that you have forgotten your dictionary / paints / pen... at home. Act out the dialogues with the school thing you like. I give you 3 minutes to prepare them. (students make up dialogues based on the model, but using the names of other school supplies).
Now I am sure that during English lessons you will definitely not be left without school supplies!
5. Introduction and consolidation of new vocabulary with the help of R.O.
And all these things you can use during different lessons or subjects.
1) Tell us in which lessons you can use the following objects (paints, piano, ruler,...). The guys answer using Russian names of school subjects.
2) Now let's get acquainted with English names of these school subjects: Look at the cards with the names of school subjects.
3) Listen and repeat the words after me. Try to guess their meaning. (Translate them from English into Russian). If you need you can consult your dictionaries.
4) Work in chain and say to me what school subject you like most of all (I like...)
5) What school things can you use in your Music (English, Russian, Reading, Art, PE, Maths) lessons?
E. g.: - I can write with my pen in our Russian lessons. (children make sentences according to the model).
6) Show and say what you usually do in your Music, English, Russian, Reading, Art, PE, Maths lessons?
E. g.: We usually speak English in our English lessons.
7) During what lessons can you do exercises? (PE, English).
6. Physical education minute:
Let's have a rest and remember our poem. Stand up, please:
“Touch your head, touch your nose,
Touch your ears, touch your toes.
Jump and run.
Let's have fun!
Wash your hands, wash your face,
Clean your teeth
Stay healthy, please!”
The guys recite a poem and imitate the movements.
7 . Learning to read text and extract the necessary information:
You’ve remembered different activities we can do in English lessons. One of them is reading. Do you like to read?
So, It’s high time to read.
1) Open your textbook at p.105., Ex.23.
2) Read and translate the title of the text (“The best time for apples.”).
3) Read the text and answer the question: “Is the story funny or sad?”
4) Now let's find out how carefully you read the text: Ex.24, p.105 (Match the sentences according to the text).
5) Ex.24, p.105 - To do this task we must remember the interrogative pronouns: Where? Why? What?
Complete the questions and answer them.
8. Summing up the lesson:
We worked hard in our English lesson today and tried a lot of different activities. So, It’s time to speak about the results.
1) To do this, we will return again to the tasks of the lesson and remember what we did today.
What form of verbs do we use when talking about events that happened in the past?
How is the 2nd form formed in regular/irregular verbs?
Transform the underlined verbs into the past tense and tell us what we did today:
We...
1) told about school things and how we could use them;
2) asked your classmate to lend you a thing you needed;
3) answered in response;
4) met new school subjects;
5) discussed what we could do during different lessons;
6) read the text and chose the information we needed;
7) used some verbs in Past Simple form.
3) Now open your diaries to write your hometask:
w/b - Ex.11, p.59; t/b - Ex.8, p.116. (Teacher explains homework)
4) Thank you for the lesson. It's over. You may be free.
Preview:
Plan - outline open lesson in English in grade 2 on the topic “Description of an animal.”
The purpose of the lesson: systematize and consolidate the acquired lexical and grammatical skills on the topic: “Animals” and lead to a monologue on the topic: “Description of an animal.”
Tasks:
1. Repeat vocabulary on the topic “Animals”, intensifying the use of these LEs in speech - names of animals, flowers, adjectives to describe an animal (fairy-tale character) using a communicative approach to teaching, using outdoor games, riddles, interesting tasks - puzzles.
2.Training reading technique.
3. Intensification of the use of various grammatical forms, use of grammatical schemes.
4. Output to speech monologue statement on the topic: “Description of an animal.”
Equipment: pictures with animals (in electronic version), cards - “torn leaves” (in electronic and printed versions), printouts of grammar tests, soft toys - animals, electronic presentation of the lesson.
During the classes:
I Organizational moment:
1. Greeting – Good morning, my friends! I am glad to see you. Sit down, please.
2. Communicating the goals and objectives of the lesson to students.
Let's begin our lesson. Today we will describe animals. Today in the lesson we will describe an animal, in order to do it correctly, we will repeat, first of all, the alphabet, the names of animals, the names of flowers, we will learn to read the vowel “Her” in an open syllable, we will sing, play, solve puzzles.
II Main part:
1. Speech exercise: To speak correctly, remember the names of the letters of the alphabet. Let’s sing the song “The ABC”
The students sing a song about the alphabet in chorus. (See Appendix 1)
2. Phonetic exercise: Today we will learn how to read the letter E in an open syllable. An open syllable is a syllable that ends with a vowel; in this syllable, the stressed vowels are usually read as they are called in the alphabet.
New words are introduced: Repeat after me: he, she, we, see, green. Students repeat the pronunciation of words after the teacher.
3. Development of reading technique: Let’s do some exercises. Let's read. The teacher suggests doing exercise 2, 4 p. 67 (reading) in the textbook.
On the slide there is a diagram showing the rule for reading the letter E. Look here, you can see the rule. Write it. The teacher suggests looking at the rule on the slide and writing it down in your notebook.
4. Let's name some animals. Look here, what animals do you see, tell me their names. To be able to describe an animal, we need to remember the names of the animals. Look at the pictures on the slide for 1-2 minutes, name the animals you saw in English. The teacher then hides the image. Children must name the animals from memory. Students name the animals.
5. Let's play. You did a good job with this task. Let's play. The game is called “Who is bigger?” The class is divided into two teams, students from each team take turns giving the names of the animals, whoever names the most earns a point, the points are summed up at the end of the lesson, and the winner is announced.
6. You know a lot of animals, but let's remember how some of these words are written. Let's play another game. Game – “Insert the letter”. (See Appendix No. 3)
The guys race to mark the missing letters in the words, and at the end they test themselves by reading the words on the slide aloud.
7. Let's guess the scanword. (See Appendix No. 4) Look at the screen, find familiar words, name them.
8. Physical education minute:
Let’s sing the song “Clap your hands together” You and I have done a lot and are already tired. Let's relax and sing our favorite song. ‘Clap your hands’. Students sing a song in chorus, performing movements from the song's text. (See Appendix No. 5)
9. Solve the crossword puzzle. (See Appendix No. 6) Students are asked to solve a crossword puzzle. Look at the screen, insert the missing letters in the cells, you will get words, in the highlighted cells - a keyword, name it.
10. It's time to write a short test and check how much we know grammar so that we can correctly compose sentences when talking about an animal. Students are given copies of the test and must circle the correct answer. At the end, students check themselves by looking at the answers on the slide.
(See Appendix No. 7)
11. Let's describe your animals. Look here, you can see an example. You know a lot, now it won’t be difficult for you to describe any animal. Let's use diagrams that will help us with this. The teacher suggests using grammatical schemes, voices them, and gives a sample description of the animal.(See Appendix No. 8)
l This is a tiger.
l His name is Jack.
l He is big and slim.
l He is not fat.
l He is orange and black.
l It's not green.
l He is clever and brave.
l He can jump and run.
III Summing up.
The results are summed up.
Discussion: what new things we learned, what we learned, what we liked, what we didn’t like.
Grading for the lesson.
Homework: p. 67, ex. 3 (written)
Appendix No. 1
The ABC
A, B, C, D, E, F, G,
H, J, K, L, M, N, O, P,
Q, R, S, T, U, V, W,
X, Y, Z. Oh, well you see,
Now we know the ABC
Appendix No. 2
Appendix No. 3
Appendix No. 4
Appendix No. 5
Clap Your Hands
Clap, clap, clap your hands,
Clap your hangs together.
Stamp, stamp, stamp your feet,
Stamp your feet together.
Touch, touch, touch your ears,
Touch your ears together.
Touch, touch, touch your cheeks,
Touch your cheeks together.
Shake, shake, shake your hands,
Shake your hands together
Smile, smile at your friends,
Let us smile together.
Appendix No. 6
Appendix No. 7
Appendix No. 8
Preview:
Open lesson on the topic "Food" (3rd grade) with presentation (PowerPoint)
The purpose of the lesson: Repeat and consolidate the lexical and grammatical material covered on the topic “Food”.
Lesson type: Lesson to consolidate knowledge
Students in class: 5
Equipment used:board, book, workbook, cards, computer
Used DSOs: Presentation
Short description:lesson consolidation of material
The purpose of the lesson : Repeat and consolidate the lexical and grammatical material covered on the topic “Food”.
Practical component of the goal:practice students in applying the studied lexical units and lexico-grammatical structures in speech situations.
Developmental component of the goal:develop skills in reading words by transcription, skills in dialogical speech, and attention.
Educational component of the goal:the formation of sustainable motivation for learning English, the formation of food culture skills, and the ability to work in pairs.
Equipment: board, book, workbook, cards, computer.
Presentation
During the classes
1. Organizational moment
Good morning, children! I"m glad to see you. I think you"re well. I hope we"ll have a wonderful time together. Let"s begin our lesson. We"ll talk about healthy food today. Healthy food means "healthy, wholesome food".
Slide number 2
2. Phonetic exercise
Before we start the lesson, let's practice our tongues Slide No. 3
Like, ice cream, rice
[?] - milk, chicken, biscuits, chips
[?]- thank you, thank you
Chuckles, Cherry, cheese
Guys, I got a note from Chuckles. Let's read it
Slide number 3 "I"m not well. Let's help me
What has happened? Let's follow Chuckles' steps.
Step 1
Slide No. 4-5 Read and guess what it is. (reading by transcription)
Meat, ice cream, pasta, cake, carrot, bread, fruit, vegetables
Step 2
Open your books to page 48. Exercise 1. Fruit, vegetables or drink? Look and say.
(P1, P2, P3, P4:)
3. Physical break
Clap your hands when you hear the name of a drink, stamp your foot when you hear the name of a fruit, twist your head when you hear the name of a vegetable.
- a banana,
- a carrot,
- tea
- milk,
- an apple
- an orange
- a potato,
- water,
- lemonade,
- fruit, fruit
- cake,
- vegetable,
- juice.
Step 3
Slide number 6
A) What is Chuckles" favorite food? And you?
P 1- Chuckles" favorite food is chocolate. My favorite food is:.meat. And you?
P 2 - My favorite food is sausages. And you? (They work in a chain)
b) Open your workbooks to page 26. Exercise 1 (Work in pairs)
Step 4
Slide No. 7-9 Chuckles likes chocolate. He has chocolate, biscuits and Coke for breakfast.
What do you have for breakfast?
I like chocolate, but I have tea, eggs and sandwich for my breakfast.
(It's healthy food)
Step 5
Slide No. 10 You are tired. Let's have a rest. Sing along. (Ex. 2 p.48)
(They listen to the song for the first time and repeat (We worked with this song in the last lesson). Listening to the song a second time, imitate the actions)
I like apples I can crunch - (they pretend to hold an apple and bite off a large piece), etc.
Step 6
Slide number 11 Are you hungry? Let" go to the cafe. These sheets help you.
Some or any? Write and act. (Work in pairs)
A: What do you want to eat?
B: Mm, I want chocolate and::.. cake?
A: Oh, they haven't got::..chocolate.
B: Have they got::ice cream?
A: Yes! Do you want:..juice too?
B: No, thank you. Can I have:.. Coke, please?
A: Yes.
B: OK. Yummy!
A: Yuk!
Cherry says "Yuk!" Why?
Is chocolate useful for monkeys?
Is a cake useful for monkeys?
Is an ice cream useful for monkeys?
Is Coke useful for monkeys?
What food is useful for Chuckles?
P1,2,3 - Bananas are useful for Chuckles (fruit, vegetables)
4. Reflection
T - Why Chuckles is not well?
P 1, 2, 3 - Chuckles is not well, because he eats chocolate.(a cake, an ice cream, drink Coke)
Slide No. 12 Thank you, children. You help me.
I like vegetables, I like juice,
I like bananas, I like fruits
I eat good things every day.
T - I hope you"ll eat only good things every gay too.
Thank you for the lesson. Good buy.
Preview:
Lesson topic: English lesson at Forest School.
The purpose of the lesson: Systematization of studied and grammatical structures on this topic.
Tasks: Practicing grammatical skills through sentence construction. Using tense constructions in the Present Simple sentence
Development of students' speech-thinking abilities.
In this English language course, each lesson is built on a plot basis, which encourages a variety of role-playing games. This lesson also has a plot, proposed to students in the form of an English lesson in a forest school.
The lesson used broad reliance on visual, auditory and motor visualization, which mobilize different types memory, including motor memory.
The lesson combined different organizational forms of work:
A) individual (story about yourself, about animals, about your friend)
B) paired dialogues
B) collective song
These forms of work help create an atmosphere of interaction and a truly communicative atmosphere in the classroom, for example:
While reading the text, children come up with independently prepared statements.
During the lesson, a differentiated approach to mastering language material was implemented: weak students read, strong students composed dialogues, micro-monologues, and completed more difficult tasks on the board.
Activities of children in elementary school during the lesson foreign language should be varied, so the types of work often changed during the lesson, nevertheless, each element of the lesson was needed to solve the problem posed in the lesson.
Working with an interactive whiteboard made it possible to implement the principle of clarity. Performing various exercises on the Smart board is not only interesting for students, but also increases their motivation to learn.
The lesson developed 4 types of speech activities: listening, speaking, reading and writing. All students were involved in the work. A logical sequence was followed.
The set goals and objectives were achieved. The students' knowledge was assessed.
Lesson progress: 1.
Organizing time
Greetings. Conversation with the duty officer.
2. The teacher informs students about the topic of the lesson, the goals and objectives of the lesson, and what is to be done in the lesson.
3. Slide1.
Teacher: Mr Greenwood, a teacher of English in Green School sent a letter. Let's read it.
The student reads the letter.
Dear friends!
Welcome to Green School!
Let's read and write in English.
Let's run and jump in the forest.
Let's go to school together.
The teacher invites students to teach a lesson at Green School.
Teacher: Children, let's see who lives in the forest school.
Students one by one go to the interactive board and describe the animals on the slide.
She is a cat.
Her name is Mary
Teacher: Let's imagine the introduction scene. What will we tell our friends?
Students H: I am Ann. I am 9.
Teacher: Children, look at the map and tell me what the topic of the lesson is.
Children: A.V.S.
Teacher: Do we know A.V.S.?
Weak students recite the alphabet.
Teacher: Now let's sing a song.
Students sing a song.
Teacher: Children, in order to speak English, you need to know the rules of reading.
Slide2.
Students do the exercise.
Teacher: Now the task is more difficult.
Slide 3.
It is necessary to distribute the words according to the reading rules.
Children complete the task. Teacher: Our friends from the forest school and Mr. Greenwood ask us to answer the questions in the questionnaire.
Slide4.
Students answer questions, make up dialogues, and talk with each other.
What can we tell you about our friend?
Let's describe a friend without giving a name. Students make up micromonologues, describe their friends, and the rest guess who it is based on the description.
Teacher: Let's remember the rules of etiquette. How do the British behave at the table?
Slide 5.
Students make up mini-dialogues based on the model.
Teacher: The next exercise will help us understand what forest school students can do.
Slide6.
Students perform the exercise according to the model. What do we like to do?
Slide7.
Work in notebooks. Students make up sentences and write them down in their notebooks.
Teacher: What can Rex do?
Examination homework.
Reading text exercise 13.
Summing up the lesson.
Children talk about what they did in class and give their assessment.
The teacher evaluates the students and thanks them for the lesson.
Giving homework.Exercise 4 page 8. Workbook.
Preview:
Development of an English lesson in 3rd grade
"Spotlight island or the land of lessons learned"
Performed:
English teacher
Kiseleva Marina Gennadievna
During the classes
1. Organizational moment
Teacher: Good morning, my dear friends! I"m so happy to see you again. How are you? Take your place. Sit down.Let's start our lesson (Good afternoon, my dear friends! I am very glad to see you again! How are you doing? Take your seats. Let's start our lesson.)
Write down the date on the blackboard(Write today's date on the board)
What's the weather like today?(What is the weather today?)
What's the day of the week? (What day of the week is it today)
2. Communicate the topic and purpose of the lesson
Teacher: Guys, our next school year is coming to an end. We learned a lot of interesting things, we learned a lot of new things.
3. Goal setting stage
Teacher: I invite you today to go on a journey through the land of lessons learned and find your way to the 4th grade, going through many exciting tests.
4. Repetition of formed skills and abilities that are a support.
4.1 Teacher: Let’s start our travelling and we are at the “school island”.We ended up on the island of school items.Who wants to tell us about his or her favorite subject?Who wants to tell us about their favorite school subject?
Student: A story about your favorite school subject. (Development of a monologue statement)
Teacher: Each island has the special task for us. Look and say subjects what do children like?(Each island has a special task for us) Look and tell me what object children love?
(Sk. 3, students use the table to match the subject and the child talking about their favorite subject)
Teacher: Look here! It’s Lulu’s pencil case.What has she got there?Look. This is Lulu's pencil case. What does she have there? (DC 4. Students try to find words on the topic “school subjects”)
4.2Teacher: Let's go on! The next place we visit is a “Family island”.(Go ahead! The next place we will visit is Family Island!)
Would you like to tell us about your family?(Do you want to tell us about your family?)
Student: A story about your family. .(Development of monologue utterance)
Teacher: Well done! Thank you. But we have another difficult task. Let's finish the poems with words about the family. Read the poems all together.(Vol. 6) (Great! Thank you. But we have a new difficult test. Let's read and finish the poems with words on the topic of family.)
Student: Students read poems in chorus and select a rhyming word on the topic “family.” (Element of phonetic warm-up in class)
4.3 Teacher: Don't lose the time. Let's go to the next island. How do you think what we will speak about? Of course it is about food. That's Food Island(Let's not waste time. Let's go to the next island. What do you think we will talk about? Of course about... food! This is the island of FOOD) .
Watching the educational video Do you like (https://www.youtube.com/watch?v=frN3nvhIHUk )
Look here! We have a new task. Put the products into the correct shop. Look, we have a new task. Organize groceries correctly in stores.
Student: Students take turns distributing products into different stores according to categories. (DC8)
Teacher: What do I see!!! We have a very famous guest. It is the greatest Britain chef Gordon Ramsey. He is going to prepare his favorite dish A fruit salad. (Who do I see! We have a very famous guest. This is the great British chef, Chef Gordon Ramsay!) The teacher welcomes the student portraying the famous British chef.
Student: The student prepares to prepare a fruit salad and accompanies the process with his comments (Use of project technology: the student selects a recipe in advance and independently carries out the cooking technology.)
4.4 Teacher: Let's go to another island. Look at this. It is a Pet Island. A lot of families have got their own pets. Can you tell us about the pet in your family? (Let's go to the next island. Look! This is Pet Island. You can tell us about the pet in your family)
Student: The student talks about his pet. (Development of a monologue statement)
Teacher: Well done! Let's have a look at another task. Find the correct word combination for every picture. (DC 11)
Student: Students must choose the appropriate word combination for the picture.
a) long legs
b) small head
c) big ears
4.5 Teacher: The next island is The Island of the king “CAN”
Watch a training videohttps://www.youtube.com/watch?v=tScUb08F7os
Now it is your turn to show me what can you do. (Now it’s your turn to show us what you can do) The teacher calls 2 students to the board, gives instructions to perform various actions. U1 and U2 turn their backs to each other - the one who completes the teacher’s tasks correctly wins.
Ex: I can talk, I can walk, I can crawl, etc. (Students perform actions using gestures
4.6 Teacher: It’s high time to go to the next island. It is My house Island. Is there anyone who wants to tell us about his home?It's time to go to the next island. This is the island "MY HOME" Is there anyone who wants to tell us about their home?
Student: The student talks about his house. (Development of a monologue statement)
Teacher: Ok, the next task. I have got some riddles about the rooms. Let's try to guess this riddles.(DC 13).Okay! Next task! I have several riddles about the rooms. Let's try to solve them.
The teacher gives a description of the rooms. Students must guess which room they are talking about (Development of listening skills)
- In this room there is a table, a mirror, and beds. We sleep here. What is this?(a bedroom)
- 2. In this room there is a table, chairs, armchairs, a sofa, a fireplace, a television and a carpet.(a living room)
3. There is a dishwasher, a refrigerator, a cooker, a microwave, plates, cups and other things. We usually cook here.(a kitchen)
4.7 Teacher: Good work! Hurry up. We have to go to the next island. Look at this. It is my day island.
As I know our girls have prepared the project about their working day. Let's see.Good job! Let's hurry! We need to go through the next island. Look! This is the island "My Day"
Students present the project “My Working Day”, compiled using collage technology.
Thank you very much, girls! Now we learn about Mary's favorite day. But some words are missing. Let's find ittogether.Thanks a lot! Now we learn about Mary's favorite day. But some words are missing. Let's find them together.
Students complete a lexical and grammatical task to select the required unit.
Teacher: Just look what is it? These are our friends Larry,Lulu and Chuckles. They are greeting us and invite to the new school Year. (Just look! These are our friends Larry, Lulul and Chuckles. They welcome us and invite us to the new academic year)
The teacher shows a picture with the heroes of the textbook and says that they are waiting for him next year.
5. Reflection: What island was the most interesting for you? Let's think what new words we have learned.Which island did you like best? Let's remember what new words and expressions we learned?
6. Final stage of the training session:
It was a very good work. Thank you very much. I would like you to give the certificate of Achievement. See you inautumn. Good buy.It was a great job. Thank you very much! I would like to present you with a certificate for successfully completing the academic year. See you again!
The teacher gives the children certificates for completing the school year and thanks them for the lesson.
Technological lesson map
FULL NAME: Kiseleva Marina Gennadievna
Place of work: MKOU "Vrachovskaya primary school - kindergarten"
Job title : English teacher
Academic subject: English language
Class: 3
Lesson topic: Spotlight island or land of lessons learned
UMK: Spotlight -3
Lesson type: repeating-generalizing / competency-oriented (updating knowledge, assimilation of new knowledge, initial testing of understanding)
Technologies: Health saving, gaming, communication-oriented learning, information and communication, system-based learning, ICT.
Teaching methods:
according to information perception:verbal, visual, practical;
stimulating: educational games, creating a situation of fun and success;
systematizing: generalization and systematization of knowledge;
The purpose of the lesson
1. Educational – Improving phonetic, lexical and grammatical skills.
Generalization of knowledge and skills on the topics being studied.
Formation of strong speaking and listening skills on the topic being studied.
Generalization of grammatical material.
2. Educational– fostering mutual respect, understanding, responsibility, discipline, and independence.
Increase interest in the subject being studied.
3. Developmental – development of cognitive processes, memory, attention, speech observation, linguistic guesswork,
Formation of monologue and dialogic speech skills.
Sociocultural development.
Basic Concepts
School, house, pets, food, routine day
Organization of space
Interdisciplinary connections
Forms of work
Resources
Physical education, the environment, literature.
System for assessing the achievement of planned results
Frontal, pair, group, individual.
Levels
Textbook "English in Focus" 3rd grade authors N. I. Bykova, J. Dooley, M. D. Pospelova, V. Evans, Moscow "Enlightenment" 2012.
Computer presentation;
Internet resources:
Basic - used
Increased – PU
High_VU
Conduct and maintain a basic monologue; PU
Listen to the teacher's speech; PU
Perceive audio text by ear with a full understanding of the content; PU
Perform lexical and grammatical exercises; BOO
Use lexical units in speech in a communication situation on the topic “My home, my pet, school, this day” in accordance with the communicative task PU
formation of learning motivation, communicative competence in communication and cooperation with peers
Be able to choose language and speech means to solve a basic language problem;
Interact with others, follow the rules of the game, working in pairs;
Be able to act according to a model when performing exercises and composing your own statement;
Development of cognitive, emotional spheres
Regulatory UUD:the ability to independently set educational goals and objectives; adequately assess your capabilities and independently control your time.Communication UUD:
- organizing and planning educational collaboration with peers;
- the ability to recognize and use in speech the basic meanings of the studied lexical units (words and phrases); express your opinion, justify it within the limits of the studied topic and acquired lexical and grammatical material;
- the ability to interact with others, jointly agree on the rules of behavior and communication in pairs.
Cognitive... UUD:
- the ability to navigate one’s knowledge system, distinguish what is new from what is already known, acquire knowledge, find answers to questions using a textbook and information received in class.
1.Welcomes students.
2. Helps students engage in speech activities with the help of questions
What’s the date today? What's the weather like today?
Greetings from the teachers. Use available lexical units to greet the teacher and answer questions. BOO
Be able to choose the lexical units necessary for communication in a given situation.
Interact with the teacher during greetings and questioning, carried out frontally.
Use speech means to solve communicative problems. Feel successful in a communication situation.
Make sure your answers and those of your classmates are correct.
Independently monitor the correctness of the PE used. Mutual control in a communication situation
Stage 2. Determining the topic and objectives of the lesson.
1. At the beginning of the lesson, clearly and specifically explains the purpose of the lesson. Organizes work. 2. Offers to determine the topic of the lesson.
Get to know the topic of the lesson
Identify essential information from the material studied. Independently identify and formulate the topic of the lesson. Put forward a hypothesis and justify it.
They work from the front. Discuss the best topic names. They pronounce words.
Listen to your interlocutor. Be able to justify the choice of point of view. Be respectful of the opinions of others.
Be able to listen in accordance with the target setting. Accept and maintain the learning goal and task.
Stage 3. Updating knowledge and localizing individual difficulties
Stage 3.1 Practice in using the studied grammatical and lexical units in monologue and dialogic speech
1. Organizes the game “Travel through the country of lessons learned in order to consolidate the topics covered and complete a test assignment on each topic.
Offers to guess what is shown on the screen (repetition of school subjects).
2. Organizes work in pairs to practice RO and various structures Do you like? It has got. There is/there are etc.
Regulates work in pairs, helps in completing the task as necessary.
Apply learned lexical structures and LO BOO
They participate in a monologue, ask a question, and answer the interlocutor’s question. PU
Consciously and voluntarily construct a speech utterance in oral form
Interact with other students. Asks a question about the picture, other students answer.
They ask a question in accordance with the communicative task, listen to the interlocutor’s answers.
Listen to the teacher's questions.
Construct a statement that is understandable to the interlocutor.
Monitor the correctness of students' answers.
Carry out mutual control of the process of completing the task.
Identify deviations from the standard. Carry out mutual control.
Stage 3.2 Listening Practice
Organizes listening for the purpose of understanding speech by ear and updating lexical material
They listen carefully to the sentence and guess what room they are talking about. PU
Be able to structure knowledge, highlight the necessary information in accordance with the purpose of listening.
When called, teachers announce the correct answers.
During listening, self-monitoring and mutual monitoring of the task are carried out.
Detect deviations and differences from the standard
Stage 3.3 Dynamic pause.
Organizes viewing of the educational video “I can” accompanied by movements, in order to use the studied lexical units (activities) in the speech of students..
perform movements in accordance with the content of the task. BOO
Be able to correlate words and actions. Consciously construct a speech utterance in oral form.
They listen to the commands of their classmates and perform them themselves.
Understand the content of commands by ear. Listen to each other.
Self-control and mutual control during the task.
Detect deviations and differences from the standard.
Stage 3.4 Practice in monologue speech.
1 Organizes the student’s work to compose a monologue using vocabulary.
2. Evaluates based on the results of a monologue statement.
Students compose a monologue on the topic Home, Pet, Family, Daily routine. VU
Consciously construct a speech statement in oral and written form.
Listen to classmates.
Listen to your classmates' answers.
During the hearing, the correctness and completeness of the monologue statement is monitored.
Accept and maintain the learning goal and task. Detect deviations from the standard. Accept the teacher's assessment adequately.
Stage 4. Reflection.
1. Organizes a summary of the lesson.
2. Evaluates the results of students’ work.
3 Presentation of certificates for successful completion of the 3rd grade course
Discuss what they learned in class. BOO
Justify your opinion.
Interact with the teacher, listen to the students’ answers.
Be able to formulate your own opinion.
Analyze, supplement, correct as necessary, and evaluate the success of their activities.
Accept and maintain the learning goal and task.
Preview:
Development of an extra-curricular open event within the framework of extracurricular activities in the general cultural direction “Ethics – The ABC of Good!”
Prepared and conducted:
English teacher
MKOU "Vrachovskaya primary school - kindergarten"
Kiseleva Marina Gennadievna
Form of conduct: travel game.
Target. Teach children to determine in what cases a person can be called good;
teach to analyze life situations and draw conclusions from them;
help students understand the importance of goodness as a life choice;
to form moral principles: integrity, sense of mercy;
teach children to correctly evaluate their actions and the actions of their comrades, to promote the development of motivation in students to do good deeds.
Develop tactile and kinesthetic sensitivity; creativity, coherent speech;
the ability to think, to identify true and false goals in life; perceive people as they are.
Bring up positive features character, desire to do good, attitude towards people with understanding and empathy. Cultivate humanity, kindness, and decency.
Equipment: statements about kindness, a multimedia board, a magnetic board, a computer, a disk with a recording of the cartoon “Just Like That,” a recording of “Waltz” by E. Doga, an illustration of the Wise Owl, envelopes with a task for working in groups (proverbs cut into parts according to words).
Progress of the event
1. Org. moment.
2. A minute of psychological mood.
Teacher. Children, create a circle. Close your eyes. Now hold hands and hold for a while. Let everyone focus on the palms of the neighbor on the right and left that you touch. Try to determine which palm is warm and which is colder. Which one makes you feel better? That's right, from the one from which the heat comes.
3.Introductory conversation.
Teacher. The same thing happens when they say, “it’s warm in the soul, it’s good.” And when does your soul feel good? (When a person hears a kind word, when a good deed is done for him, when he himself does good to others.)
Indeed, children. There are things in human life that seem to have no significance, are invisible and impossible to measure. But without them our life becomes poorer, gray and colorless everyday life. Among all human virtues, kindness occupies a special place.
Think about it: what do we want when we say hello?
Good afternoon, which means good.
What do we ask God to bestow on someone?
Okay, good health.
How do we go about asking for help?
Kind people.
What is good? (Children answer). Who in our class can be called good, kind? Why do you think we are talking about kindness today?
Today, more than ever, we must not only talk about kindness, but also do good. There are many people who are called volunteers, they do a lot of good deeds for other people.
4. Creating an associative bush.
- Together with you, I want to collect everything that we talked about into one miraculous flower. And what kind of flower this is, you will understand after listening to the story “If I had a flying carpet.” (read by teacher)
Far, far across the sea, among the high mountains, a wonderful flower grows. It blossoms in early spring and blooms all summer until late autumn. This flower has an extraordinary property: it purifies the air. Whoever breathes the air of this flower never gets sick.
If I had a magic carpet, I would fly overseas, land in the mountains, and find an amazing flower. I would collect its seeds and bring it home. I would distribute a seed to all people, so that everyone would grow a miraculous flower, so that there would not be a single sick person.
- So I want this flower to bloom here too. And this will happen when you and I play a game called “I want.”
The teacher explains the conditions of the game.
- I'm starting this game. I want there to be good on earth. (Draws a petal to a flower on the multimedia board). Children take turns and finish drawing one petal at a time, saying:
- I want there to be joy;
- I want there to be mercy;
- I want there to be happiness;
- I want there to be peace;
- I want there to be friendship;
- I want there to be humanity.
5. Setting a social hour.
-Children, I would like to live in a country where people would refrain from bad deeds and evil intentions, but would be good and charitable.
-What is charity?
Reference
The word charity comes from the combination “to do good.”
- It's a good habit to take care of other people. People appreciate sympathy when it is sincere. Someone else's grief should not leave us indifferent. There is even a proverb: “There is no such thing as someone else’s grief.”
6. Report the topic of the lesson. Motivation.
So today we will go to the Land of Kindness, in which we will learn to be kind, merciful, and benevolent. But the stops in this country where we will stop are not easy, but with different tasks. To move forward in the country, we must solve them. (On a magnetic board - a map of the Country of Kindness)
7. Journey to the Land of Good.
-We have arrived at the Vokzalnaya stop. We change to a city bus and move on.
a) Stop “City of Good Deeds”.
(“Brainstorming”: discussing life situations).
-What would you do if next...
- Someone is crying.
- The elder insults the younger.
- A small kitten sits high on a tree and screams.
- Little brother is sad.
- The flower in the pot dropped its leaves.
- My sister’s favorite book was torn.
- Mom came home tired from work.
b) Stop “Knizhnaya”.
Group work: reading and discussing stories
c) Stop “Sportivnaya”. (Physical education minute)
d) Stop “Illustrative”.
The teacher shows illustrations depicting various situations. Children tell which actions are bad and which are good.
e) Stop “Cartoon Street”.
Watching and discussing the cartoon “Just Like That.”
-Are there any children in our class or school who demand a reward for something?
f) Stop "Lesnaya".
Introducing students to the Wise Owl, who brought tasks for children: in envelopes there are cut proverbs about kindness and they need to be folded and read.
(Work in groups).
1 group
- A kind word / will warm you in the cold.
- Everyone is capable of spite, / but only a real person can do good.
- A good word builds a house, / but a bad word destroys it.
2nd group
- You can’t appreciate good things / until you do good things yourself.
- A kind word / and the ice will melt.
- The first step to good / not to do evil.
- A kind word to a man / like rain in a drought.
(Children read out educated proverbs.)
The teacher hangs the “Rules of Charity” on the magnetic board and reads it out.
Charity rules
- The first step towards good is do not do evil.
- Whoever wishes good to a person receives it himself.
- Live, do good, and don’t demand rewards for it.
- Help the weak, the little, the sick, the old, those who are in trouble.
- Feel sorry for others, not yourself.
- The greatest joy for a person is to live for people.
- Do not be greedy.
- Forgive the mistakes of others.
8. Summary of the lesson.
-This is the end of our journey through the Land of Good. But I know that some children prepared poems for our lesson.
To the sounds of “Waltz” by E. Doga, children read poetry.
Teacher. According to legend, when a person is born, God lights a new star in the sky and sends a Guardian Angel to the child. In a dream, an angel kisses a child three times:
- On the forehead - so that she grows up smart;
- In the face - to be beautiful;
- In the chest - so that health, love and goodness will infuse his body, heart, soul.
May your star of kindness never go out. If we all do good, our planet will turn into a magical world. So let there be more goodness on earth, happiness and those who are in a hurry to create it. (On the multimedia board there is an image of an Angel)
9. Photo report
Preview:
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New social demands reflected in the Federal State Educational Standard determine main goal education as the general cultural, personal and cognitive development of students, providing such a key competency of education as “teaching how to learn.”
How to structure Russian language and literature lessons in order to implement the requirements of the Second Generation Standards? To do this, you need to know the criteria for the effectiveness of a lesson, the requirements for its preparation and delivery, analysis and self-analysis of the activities of the teacher and students.
It is known that, along with general approaches to planning lessons in all subjects (thought-out goals and objectives; optimal methods, techniques and forms of working with the class; competent use of new pedagogical technologies, including ICT; cooperation between teacher and student, based on problem-search forms of work, etc.) the teaching of each subject has its own specifics, its own characteristics. In the context of the introduction of the Federal State Educational Standard for basic general education, it is becoming increasingly relevant in school education The problem of an activity model of a lesson, containing certain structural and content stages, acquires.
Concerningliterature lessons , then the requirements for their construction are, in principle, not outdated: the trinity of goals (teaching, developing and educating) is a mandatory component of any lesson, including a literature lesson. However, modern reality makes its own adjustments to the methodology of teaching literature. To make the lesson interesting for children, the teacher has to master new methods of presenting material, use non-standard techniques and innovative technologies in his practice.
When analyzing the story “Heart of a Dog” by M. Bulgakov, I used materials from the book “The Path to Bulgakov” by T.V. Ryzhkova.
Literature lesson notes based on M.A. Bulgakov’s story “Heart of a Dog”
Lesson objectives:
1. Educational: conducting compositional and stylistic analysis of the text of the story; comparison of the images of Sharik and Sharikov; comprehension of the author's concept.
2. Developmental: development of skills in working with literary text; development of skills to characterize the characters of the story; improving group skills and independent work; improving logical and creative thinking.
3. Educational: understanding what education and self-education means, culture, traditions in the life and fate of a person and society; formation of a value system.
Forms of work: collective, group, individual
Lesson type: discovery of new knowledge
Lesson No. 1 Dispute about a dog's heart.
Purpose of the stage : inclusion of students in activities at a personally significant level.
Creating a setup for analyzing a work.
Slide 1 (portrait of the writer, title of the story)
Teacher's word .
For today's lesson, you read M. Bulgakov's story “The Heart of a Dog.”
March 1925. Mikhail Bulgakov is finishing work on the satirical story “The Heart of a Dog.” He wrote it at the request of the Nedra magazine. But the story came to the reader in our country only in 1987...
Slide 2
How do you think,Why was the story, written in 1925, published in Russia only in 1987? What was there in this story that the government of the Soviet Union did not like?
Students make assumptions (forbidden to publish because the story is a satire on modernity)
Teacher: Indeed, the Soviet era persecuted dissent, and even from high stands it was ironically said:“We are for laughter, but we need kinder Shchedrins and such Gogols so that they don’t bother us.” Bulgakov's view of modernity was very sharp, satirical attacks were considered seditious. M.A Bulgakov wrote:
Slide 3: “On the wide field of Russian literature in the USSR, I was alone - the only literary wolf. I was advised to dye the skin. Ridiculous advice. Whether a wolf is dyed or shorn, it still doesn’t look like a poodle.” The famous critic, researcher of the writer’s work Vsevolod Ivanovich Sakharov (born in 1946, member of the Union of Writers of Russia, Doctor of Philology) gave the following assessment of the story:
Slide 4:
“Heart of a Dog” is a masterpiece of Bulgakov’s satire.
Bulgakov’s satire is smart and sighted.” V. Sakharov
These words will become the epigraph for today's lesson.
Choose a contextual synonym for the wordsighted.
Students: (honest )
UUD: personal, meaning formation
Stage 2 Updating knowledge
Purpose of the stage
Consolidating the concept of satire, overcoming ambiguity in the perception of characters and events.
Teacher: Indeed, satire is always honest, but rarely permitted. Let's remember what satire is.What is satire directed against? What is the source of satire?
Students' answers
Teacher opens the slide, students check their answers with the correct one
Slide number 5.
(Satire - kind of comic. Subject of satire serve human vices.
Source of satire - a contradiction between universal human values and the reality of life.)
Let's try to figure out what human vices and contradictions between universal human values and real life became the subject of satire by M. Bulgakov.
UUD: educational
Stage 3 Setting a learning task
Purpose of the stage: setting goals educational activities, choosing the means of their implementation.
Teacher : The story was considered seditious in 1925 and banned.
However, in 1988, the film “Heart of a Dog” directed by V. Bortko was released, which viewers still watch with pleasure, and theaters continue to stage performances based on Bulgakov’s story.
Why does the story attract film and theater directors?
Students: Suggested answers:
The story is very modern. Our time and Bulgakov's time are similar.
Teacher: So, the story is relevant in our time, which is why it is read, films are made and plays are staged in theaters. Let us assume that the problems that worried the writer are also of concern to us. What are these problems?
Students: Suggested answers:
The Sharikovs live among us, and the writer warned how dangerous they are.
Animals are now being cloned and there is talk of human cloning.
Teacher: Maybe you're right. Let's try to figure it out.
Modeling a problem situation and approaching the lesson problem.
Include movie clip from the film “Heart of a Dog” directed by V. Bortko, where Bormental argues with Professor Preobrazhensky.
What do you think the topic of today's lesson will be?
Students.
Suggested answers: the dog's heart debate.
Teacher: Write down the topic of the lesson: “Dispute about a dog’s heart.”
Let's think about what is the main problem we should solve in class?
Students. Who is right: Doctor Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov “has exactly a human heart”?
Teacher: Can we answer this question right away?
No.
What goals of our future actions do we need to identify in order to answer this problematic question?
Students.
Analyze the text and compare the images of Sharik and Sharikov.
Understand what answer the author of the story would give to this question, what the author thought, what worried him.
UUD: regulatory (goal setting, planning); communicative
(ability to listen, engage in dialogue)
Stage 4 Construction of a project to overcome difficulties
Purpose of the stage
Analytical conversation.
a) The technique of “immersion in the text.”
Teacher: The story opens with paintings of Moscow in the mid-20s. Imagine and describe Moscow. Through whose eyes do we see life?
Students: a city where wind, blizzard and snow reign, where embittered people live. It will help to concretize the general picture by turning to the details of the text, which could confirm the students’ impressions (the normal food canteen and bar, the fate of the “typist” and her lover, the cook and the doorman, the history of the Kalabukhovsky house).
Teacher: Is there anything in the story that counters this chaos and hatred?Students : rasskhabout Philip Philipovich’s apartment, where comfort, order, and human relationships reign.Butthis life is under threat because the house committee, headed by Shvonder, seeks to destroy it, to remake it according to its own laws.
Teacher: What connects these two worlds?
Students: This is Sharik, who was picked up by Professor Preobrazhensky. Thanks to Philip Philipovich, the dog was transported from the world of hunger and suffering, a world that doomed him to death, into a world of warmth and light.
Teacher: M. Bulgakov continued the traditions of Russian satirists M.E. Saltykov-Shchedrin and N.V. Gogol. Bulgakov took the topical sound from Saltykov-Shchedrin, and from N. Gogol - his teacher, the fantastic nature of the plot, images and even the compositional structure of the work.While doing your homework, you should have observed the composition of the story.What is the composition of the story?
b) Students present a presentation prepared at home , in which the story is clearly divided into two parts
part 2 | |
Chapter 1 The world through the eyes of a dog, meeting a professor, choosing a name. Chapter 2 Sharik in the house on Prechistenka: “dressing”, receiving patients, visiting the house committee Chapter 3 Sharik in the house on Prechistenka: lunch, “explanation” of the owl, “collar”, kitchen, preparation for the operation. Chapter 4 Operation. | 5 ch. Diary of Doctor Bormenthal: transformation. Chapter 6 Sharikov in the house on Prechistenka: the professor’s conversation with Sharikov, choice of name, Shvonder’s visit, “clarification” of the cat. Chapter 7 Sharikov in the house on Prechistenka: lunch, reflections of the professor. Chapter 8 Sharikov in the house on Prechistenka: registration, theft, drunkenness, the professor’s conversation with Bormental (searching for a way out), “attempt on Zina.” Chapter 9 Disappearance of Sharikov, Sharikov and the “typist”, denunciation of the professor, operation Epilogue: “presentation” of Sharikov, Sharik after the operation, the professor at work. |
(The composition is symmetrical. Ring composition: The ball again became a dog.)
Teacher: what arethe reasons for this construction of the work?
Students conclude: the mirror composition of the story emphasizes the changes taking place in the professor’s house and in the people inhabiting it. The conclusion is written down in a notebook.
c) Reception " word drawing»
Teacher : so, Bulgakov gives many events of the first part through the eyes of a dog, perhaps in order tocompare Sharik and Sharikov. Imagine that you are making illustrations for a story. How would you depict the meeting between the dog and the professor? What should you do to draw an oral illustration more accurately?
Students : necessaryreread chapter 1 . Re-read, clarify details. Possible description:
In the foreground there is a dark gateway, a blizzard is snaking. In the distance we see from a gateway a street, a brightly lit store and a piece of a poster blown by the wind. A man in a dark coat has just left the store, he is moving towards the gateway in the “pillar of a blizzard”. A dog is crawling into the street in the gateway. This is a tattered mongrel, she has dirty matted fur and a terrible scalded side. It is clear that movement is given to the dog with great difficulty. His head is raised, he is watching the person walking towards him.
Teacher: — Which qualities of Sharik do you like and which do you not?
Students : intelligence, wit, observation, irony, hatred of proletarians, janitors and doormen; the ability to both sympathize and hate, lackey servility.
UUD: cognitive - general educational (semantic reading, information search), logical (analysis, classification, selection of bases for comparison); personal (moral and aesthetic assessment); communicative.
Stage 5 Independent work
Purpose of the stage: improving the skills of independent work and the ability to build cooperation in a group.
Students work in groups (independent text analysis). Execution time – 5-8 minutes. Each group prepares a speaker; response time is 2 minutes.
Group I , analyzing chapters 1-3, should answer the question:
— What does Sharik notice in the reality around him and how does he react to it?
2nd group , analyzing chapters 2-3, answers the question:
— What does Sharik like about Professor Preobrazhensky’s house and what doesn’t?
3 group , working with the same chapters, prepares an answer to the question:
— How does the dog perceive the inhabitants of the apartment?
4 group (same chapters):
How do the residents of the apartment feel about Sharik?
5 group (same chapters):
Students (preferred answers):
Group I:
— The dog is very observant, he knows life well, especially what is connected with nutrition. He knows that the world is divided into hungry and well-fed. The one who is “eternally full” is “not afraid of anyone”, therefore “he will not kick.” Hungry people, those who “are afraid of everything themselves,” are dangerous. Sharik hates lackeys. He says that “human cleansing is the lowest category.” But he also sympathizes with people who are deceived and bullied by those who have recently gained power.
Group II:
“Sharik likes it in the professor’s house, although after seeing patients he calls the apartment “obscene.” But it is warm and calm. After Philip Philipovich’s conversation with Shvonder, Sharik becomes convinced that the professor has great power. Sharik decides that he will be completely safe here: “Well, now you can beat me as much as you want, but I won’t leave here.” The dog also likes the fact that in the house he is fed well and tasty, and is not beaten. The only thing that annoys him is the owl. The dog is afraid of hunger and evil people, but in the house it’s the other way around. Sharik’s favorite place is the kitchen: food is prepared there, and there is a fire there.
III group:
- After Sharik realized that in the professor’s house he had nothing and no one to fear, since his owner was not afraid of anyone, he decided that the professor was “a wizard, magician and magician from a dog’s fairy tale.” During lunch, Philip Philipovich finally received the title of deity. As already mentioned, food, warmth and safety are the main thing for Sharik, and he is ready to faithfully serve the one who gives it to him. Sharik studied the professor’s call and greeted him with a bark.
He quickly won over Daria Petrovna, the cook. The kitchen is “the main part of heaven” for Sharik. And so he sucks up to the cook. He treats Zina with disdain, calling her “Zinka”; he doesn’t love her because she scolds him all the time and says that “he ate the whole house.” The dog calls Dr. Bormenthal “bitten” and does not communicate with him at all.
IV group:
- Professor Preobrazhensky generally feels sorry for Sharik: he orders him to be fed properly, saying that “the poor fellow is hungry”; he treats him kindly because he believes that affection is “the only way to treat a living being”; he never hits Sharik, even when he “clarified” the owl. For Zina, Sharik is the reason for the eternal chaos in the house. She thinks that the professor spoils Sharik too much and offers to give the dog a beating. She doesn’t understand why Sharik is shown such courtesy. For her, he is an ordinary mongrel. And Daria Petrovna at first called Sharik a “homeless pickpocket” and did not let him into the kitchen, but the dog “won her heart.”
Teacher: What is the value system of an unusual dog?
Students : The main things for Sharik are food, warmth and safety. This is what determines his attitude towards people. In general, he “sells his soul” for a piece of Krakow sausage. Sharik’s attitude towards people is determined by the same thing: the professor is the master, and Sharik is ready to please him, Daria Petrovna is the “queen of the kitchen,” the dog fawns on her, Zina is the servant in the house, and Sharik believes that she should serve him too. Dr. Bormenthal is in no way connected in the dog’s mind with food and warmth, and since the bite of his leg went unpunished, the doctor simply turns into a “bite.”
Teacher : Do you like this philosophy of life? Why? What word would you call it?
Students : Slave
Group V identified the stages of change in Sharik:
- Firstly, Sharik has changed in appearance. The professor picked up a dying dog, with a scalded side, dirty matted fur, and emaciated from hunger. In a week he turned into a shaggy and “surprisingly fat” “handsome dog.” Secondly, he changed internally: at first he was worried: “Why did the professor need me?” (his experience told him that no one does anything for nothing). Having just got into the house, he thought that he found himself in a “dog hospital” and defended his life - he has a very developed instinct of self-preservation. But seeing that he is not in danger, but, on the contrary, is being fed and caressed, Sharik begins to be afraid of losing all this and thinks: “Beat him, just don’t kick him out of the apartment.” He decides that Philip Philipovich chose him for his beauty. He will become impudent before our eyes. Having quickly assessed the collar, because all the dogs he meets are madly jealous of it, he comes to the conclusion that the collar is a kind of pass to better world and gives him certain rights, for example, to lie in the kitchen. He forgets that he was recently an ordinary homeless mongrel, and no longer doubts that nothing will deprive him of warmth and food, and is finally convinced that he is an “incognito dog prince.” He exchanged a hungry and dangerous freedom for a well-fed one, quiet life, and pride - into lackey servility.
Teacher : What associations does the dog’s story evoke in you?
Students : Suggested answers:
After the revolution, many people who lived in poverty and hunger reached out for a warm and well-fed life, believed many promises, and decided that they would instantly “become everything.” The revolution is an experiment that the Bolsheviks carried out on the entire people.
UUD: cognitive (search for information, ability to construct a speech statement); communicative (the ability to cooperate in a group, enter into dialogue), personal (knowledge of moral standards and the ability to highlight the moral aspect of behavior)
Stage 6 Reflection
Purpose of the stage: students’ self-assessment of the results of their educational activities
Let's summarize the lesson:
Teacher : Has your attitude towards the ball changed? How? Why? (This is a written question.)
Students conclude:
Sharik’s inner speech, his assessment of events, reflections, together with the author’s description of his behavior, create a complete picture for the reader inner world dog.
Teacher :
— Have we answered the problematic question of the lesson: who is right: Doctor Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov “has exactly a human heart”?
Students: - No.
Teacher: — What questions did we get the answer to?
Students: — We compared the images of Sharik and Sharikov, saw what changes had occurred, understood through what techniques the author expressed his attitude towards the character and what worried him.
Teacher: The next lesson will be the next step in resolving the problem situation that we identified in this lesson, and for this you must work on your homework questions. What questions would you like to ask me or your classmates?
UUD: regulatory (assessment), personal (self-determination), cognitive (problem solving), communicative (ability to participate in collective discussion)
Homework:
1. Highlight the stages of Sharik’s transformation into Sharikov and the stages of Sharikov’s formation by preparing an electronic presentation (assignment for the whole class).
2. Compare the behavior of Sharik and Sharikov in episodes of parts I and II: choosing a name (individual task), lunch (individual), visiting the apartment by the house committee (individual).
3. What do you think is from the dog in Sharikov, what is from Chugunkin? Justify your opinion with examples from the text (general task).
4. What is Shvonder’s role in Sharikov’s upbringing? Why does Professor Preobrazhensky say that “Shvonder is the biggest fool”? (Individual task, it is performed by 3-4 people.)
Lesson #2
Topic: Dispute about a dog's heart (continued)
Stage 1 Motivation for learning activities
Purpose of the stage : inclusion of students in activities at a personally significant level. Create a setup for analyzing the work.
Watching a fragment of the film “The transformation of Sharik into Sharikov” , an excerpt from the film adaptation of the story directed by Bortko.
Teacher : before we answer the key question, think about why M. Bulgakov needed to introduce into the story, to make the transformation of a dog into a man the spring of intrigue. If in Sharikov only the qualities of Klim Chugunkin are manifested, then why shouldn’t the author “resurrect” Klim himself? However, before our eyes, the “gray-haired Faust”, busy searching for means to restore youth, does not create a man in a test tube, does not resurrect him from the dead, but turns a dog into a man.
Stage 2 Updating knowledge
Purpose of the stage : preparing students’ thinking, their awareness of the internal need to construct educational actions and recording individual difficulties in each of them.
Teacher : Find it difficult to answer?
I remind you of Dr. Bormenthal’s diary (I am exacerbating the problematic situation with an additional question):
Why is it Dr. Bormental who keeps the diary, and not Professor Preobrazhensky?
Search activity students are looking for real explanations:
“We can see from the records how excited the doctor is.” At first he rejoices at the success of the operation and the new discovery. Then he is horrified by what the apartment has become. He admits that he doesn’t understand much.
- Philip Philipovich has no time to keep a diary, he is much busier than the doctor... After all, it is no coincidence that the professor needs an assistant, that is, an assistant. Then Philip Philipovich, much less than Bormental, realized that the new creature was related to Klim. Bulgakov does not want to solve the riddle ahead of time - we also don’t know anything about Klim. But if the diary was kept by a professor, it would not be so interesting.
— Dr. Bormenthal puts forward his hypothesis in his diary: “Sharik’s brain in the dog period of his life accumulated an abyss of concepts,” and, of course, writes down not only his assumptions on this matter, but also the professor’s opinion. But the professor would not write down Bormenthal’s hypothesis, since he is absolutely confident that he is right. And there wouldn't be any problem. We would also believe the professor, but there are some doubts
Students together with the teacher come to the conclusion:
- The “elimination” of the author and the transfer of the narrative to a young scientist who does not have the experience and insight of his teacher, who harbors bright hopes for the result of the experiment, create a new and at the same time central opposition to the story (what is Sharikov - a dog that has changed its external form or the “resurrected” Klim? ), enhance the reader's interest, keep him in suspense, giving him the opportunity to make his own guesses about the events and results of the operation.
Checking homework.
Demonstration of an electronic presentation with the results of the task: Highlight the stages of Sharik’s transformation into Sharikov and the stages of Sharikov’s formation.
(swearing (“all the swear words that exist in the Russian lexicon”);
smoking;
sunflower seeds (uncleanliness);
balalaika at any time of the day or night (disregard for others);
vulgarity in dress and behavior;
immorality;
drunkenness;
theft;
denunciation;
assassination attempt.)
The list is corrected, and the following conclusion is drawn together with the teacher:The formation of a “new man” is a loss of humanity, an increase in immorality, that is, not evolution, but degradation.
Checking individual assignments.
Compare the behavior of Sharik and Sharikov in similar situations. (One student shares his observations with classmates, others, if necessary, complement him. No more than 2 minutes are allotted for the message, about which the guys are warned in advance). Suggested answer:
— The dog was first called "ball" by a typist. The dog himself does not agree with this name: “Sharik means round, well-fed, stupid, eats oatmeal, the son of noble parents,” and he is “shaggy, lanky and ragged, a lean little gang, a homeless dog.” For the second time with a ballThe dog is called Philip Philipovich, probably because it is a common dog name: Sharik, Tuzik... And the dog accepts this name: “Call it what you want. For such an exceptional act of yours (for the sausage). He doesn't really care what they call him, as long as they feed him.
— The “laboratory creature” demands a document from Flip Filippovich for himself. Then the question of his name arises. Now the name is chosen not by the “creators” of the new creature, but by the creature itself, but on the advice of the house committee. New power brings new names into the world. For Philip Philipovich, the name Poligraf Poligrafovich sounds wild, “but the laboratory creature” defends its rights. Most likely, students will not notice the parody roll call - let us draw their attention to some similarities between the names of Sharikov and his creator, which consists in duplicating the name itself with a patronymic. Sharikov creates his name on the advice of the house committee, but by analogy with the name of “dad”.
“After the first dinner at the professor’s house, Sharik promoted him to the rank of “highest deity.” The dog's head is dizzy from various smells. He, of course, hears what the professor and doctor are talking about, but the main thing for him is food. When he had eaten too much, he dozed off. He feels good and calm now. The “dog’s respect” for the professor is growing all the time and is not in doubt. The only thing that worries Sharik is whether this is all a dream.
For Sharikov, lunch, on the one hand, is an opportunity not only to eat deliciously and a lot, but also to drink. and on the other hand, it is torture: he is taught and educated all the time. And if Sharik respects Philip Philipovich, then Sharikov seems to laugh at him. He says that the professor and the doctor are “tormenting themselves” with some stupid rules. He does not at all want to become cultured and behave decently, but he is forced to do this, because otherwise he will not be allowed to eat (this is how animals are trained in the circus!). Sharik sat at the professor’s feet and did not bother anyone, only Zina was angry, and Sharikov was a stranger at this table. Bulgakov writes that “Sharikov’s black head sat in the napkin like a fly in sour cream” - both funny and disgusting. Sharikov and the professor exchange all the time sideways glances.
UUD: cognitive (process, systematize information and present it in different ways, the ability to construct a speech statement, the ability to analyze and draw conclusions); personal (meaning formation); communicative (ability to listen, enter into dialogue).
Stage 3 Construction of a project to overcome difficulties
Purpose of the stage : students’ choice of a way to resolve a problem situation.
Improving the ability to conduct compositional analysis of a text, activating students’ imagination and attention to the details of the text through verbal drawing, developing the ability to characterize a hero and give a moral assessment of his actions.
Characteristics of Sharikov.
Watching an excerpt from a movie directed by V. Bortko “Heart of a Dog” - an episode of a conversation between Sharikov and Philip Philipovich. (In Bulgakov, the corresponding fragment begins with the words: “Philip Philipovich was sitting in a chair at the table.”)
Analytical conversation.
Teacher : compare the image of Sharikov, created by the actor and director in the film, with Bulgakov’s description.
— Is this how Sharikov seemed to you when you read the story?
— What did the filmmakers keep and what did they “forget”?
Suggested Answers :
— outwardly Sharikov in the film is exactly the same as Bulgakov’s, that the actor plays his role very talentedly, but the film is not in color. Maybe the authors decided to do this because the dog does not have color vision. But Bulgakov’s Sharik could distinguish colors. The story says: “Sharik began to learn by colors.” The lack of color in the film did not allow the authors to convey the absurdity of Sharikov’s costume.
— In the film, Sharikov constantly makes excuses, you even feel sorry for him. Indeed, the professor attacks and attacks him. And in the book, Sharikov behaves confidently, and sometimes harshly: he does not make excuses, but attacks himself: “A bold expression lit up in the little man.”
Bulgakov's Sharikov is often ironic, but in the film he is stupid. And also, when you read the story, it’s funny, but in the film everything is somehow serious. It's hard to explain why this is so.
(if the students do not see this important detail, then the teacher will be able to lead them to it with additional questions. The “claims” of the students are weighty and thorough: they caught the stylistic and semantic discrepancy between V. Bortko’s interpretation and Bulgakov’s text. The film really lacks color, and that’s the point not only that it is black and white, but that the entire film is shot in a serious and very boring way: it lacks Bulgakov’s irony, humor, sarcasm - shades of meaning!
What did Sharikov inherit from Klim Chugunkin? What do we know about Klim from the text of the story?
3) Working with a block diagram.
The great operation was completed, but who became the donor to create a new person?
(Klim Chugunkin)
What can you say about this person? Read it.(end of chapter 5, p. 199)
(“Klim Grigorievich Chugunkin, 25 years old, single. Non-party member, single, tried three times and acquitted: the first time due to lack of evidence, the second time the origin saved, the third time - suspended hard labor for 15 years. Thefts. Profession - playing the balalaika in taverns.
Small in stature, poorly built. The liver is dilated (alcohol). The cause of death is a stab in the heart in a pub (“Stop Signal” at the Preobrazhenskaya outpost).
From Doctor Bormenthal's diary we learn that the new creature took over everything worst qualities their donors (Sharik and Klim Chugunkin). Find and read the description of the new creature.
( Bad taste in clothes: a poisonous sky-colored tie, jacket and trousers are torn and dirty; patent leather boots with white leggings. Ch.6, p.203)
In addition, it constantly speaks after its mother, smokes, litters cigarette butts, catches fleas, steals, loves alcohol, is greedy for women...(p. 194, 195)
Teacher: but this is only an external manifestation. Is there anything left of Sharik's moral position? What determined Sharik’s behavior and what was most important for Sharikov?
Suggested Answers : - The instinct of self-preservation. And Sharikov defends the right to his own existence. If someone tried to take Sharik’s “full life” away, he would recognize the power of a dog’s teeth. Sharikov also “bites”, only his bites are much more dangerous.
Conclusion: the ball did not die in Sharikov: we discovered all its unpleasant qualities in the person.
Conversation
Teacher : Let’s try to figure out why the professor was a model and strength for Sharik, and Shvonder for Sharikov? Why does the professor say that “Shvonder is the biggest fool”? Does he understand who he is dealing with?
Students: Sharikov’s brain is very poorly developed: what was almost brilliant for a dog is primitive for a person: Sharik turned into a person, but did not receive human experience.Shvonder takes him for a normal adult and tries to instill the ideas of Bolshevism.
Teacher: Why is this so dangerous?
Students: Usually, when a person develops naturally, he gradually gets acquainted with the world, they explain to him what is good and what is bad, they teach him, and pass on the accumulated experience and knowledge. The more a person learns, the more he can understand on his own. But Sharikov knows practically nothing: he just wants to eat, drink and have fun. Shvonder indulges him, talking about rights, about the need to divide everything. Shvonder himself fervently believes in what he preaches; he himself is ready to give up benefits and conveniences in the name of a bright communist future.
Philip Philipovich and Doctor Bormental are trying to educate and instill in Sharikov normal human manners, so they constantly prohibit and point him out. Sharikov is extremely irritated by this. Shvonder does not prohibit anything, but, on the contrary, tells Sharikov that he is being oppressed by the bourgeoisie.
Teacher: Are Shvonder himself and the representatives of the house committee highly developed personalities?
Students: Obviously not.
Teacher: Does Shvonder really understand complex political and ideological issues?
Students: Already from the first conversation between the members of the house committee and the professor, it is clear that these people in their development did not go much further than Sharikov. And they strive to divide everything, although they cannot even really direct the work of the house committee: there is no order in the house. You can sing in a choir (no matter what Philip Philipovich says, he himself often hums in a false, rattling voice), but you cannot sing in a choir instead of your main work.
Teacher: Why do Sharikov and Shvonder find a common language so quickly?
Students : Shvonder hates the professor because, feeling the scientist’s hostility, he is unable to prove it and “clarify” his true anti-revolutionary essence (and here Shvonder can’t deny his intuition!) For Shvonder, Sharikov is a tool in the fight against the professor: after all, it was Shvonder who taught Sharikov to demand living space , together they write a denunciation. But for Shvonder, this is the right thing to do, and denunciation is a signal, because the enemy must be brought to light and destroyed in the name of a future happy life. Shvonder’s poor head just can’t figure out why a person who by all accounts is an enemy Soviet power, is under her protection!
So, the “godfather” of Poligraf Poligrafovich instills in his pupil the ideas of universal equality, brotherhood and freedom. Finding themselves in a consciousness in which animal instincts predominate, they only multiply the aggressiveness of the “new man.” Sharikov considers himself a full-fledged member of society not because he has done something for the benefit of this society, but because he is “not a NEPman.” In the fight for existence, Sharikov will stop at nothing. If it seems to him that Shvonder is taking his place in the sun, then his aggressiveness will be directed at Shvonder. “Shvonder is a fool” because he does not understand that soon he himself could become a victim of the monster that he is “developing” so intensively.
Teacher: Who is right in the dispute - Professor Preobrazhensky or Doctor Bormental?
Students: it is obvious that both scientists are only partly right: it cannot be said that Sharik’s brain is only “the unfolded brain of Sharik,” but it cannot be said that we are faced with only the reborn Klim.Sharikov combines the qualities of a dog and Chugunkin, and Sharik’s slavish philosophy, his conformism and instinct of self-preservation, combined with Klim’s aggressiveness, rudeness, and drunkenness, gave birth to a monster.
Teacher: Why were scientists wrong in their assumptions?
Students: by the will of the writer, his characters did not know about Sharik what the author himself and his readers know.
Expected results:
These final conclusions resolve the problematic situation of 2 lessons, in understanding which students had to understand the role of composition, master Bulgakov’s language, learn to realize the importance of details in the story, and compare the images of the characters; comprehend the author's concept. In addition, the technique of comparing a work with its interpretation in another form of art allows schoolchildren to concretize their impressions.
UUD: cognitive (logical - analysis, synthesis, building cause-and-effect relationships; general educational - creating models, semantic reading, ability to construct a statement); communicative; personal (moral and aesthetic orientation); regulatory (correction).
Stage 4 Reflection
Exercise "Interesting".
Fill out the table:
In the “plus” column, students write down what they liked during the lesson, information and forms of work that aroused positive emotions or could be useful to them. In the “minus” column they write down what they didn’t like and remained unclear. All interesting facts are written down in the “interesting” column. If there is not enough time, this work can be done orally.
UUD: regulatory (assessment)
Homework for the next 2 lessons it will be like this:
1. Come up with a title for chapter 4 of “Heart of a Dog.”
3. Draw up a “code of honor” for Professor Preobrazhensky.
4. Explain the theory of education according to Professor Preobrazhensky and Dr. Bormental.
5. Describe the professor in the scenes of receiving patients, visiting the house committee, and at lunch. Prepare an expressive reading of these scenes.
