Shark thick children's presentation. Lesson summary and presentation on literary reading on the topic of L.N. Tolstoy "Shark" (Grade 3). Reading the story to children in a chain

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Educational: to develop the technique of reading, to teach how to characterize the hero, to continue to acquaint children with the work of L.N. Tolstoy. Developing: develop the ability to analyze a work of art, develop voluntary attention, mental operations (analysis, synthesis) through compiling the characteristics of heroes. Educational: to cultivate interest in reading works of art, through compiling the characteristics of heroes, to cultivate courage, determination. Equipment: a geographical map of the world, subject pictures depicting a ship, guns.

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Today in the lesson we will continue to study the work of the great Russian writer L.N. Tolstoy, let's get acquainted with a very interesting exciting story "Shark", the author of which is L.N. Tolstoy.

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Examination homework. Before moving on to the study of a new topic, let's recall some facts from the biography of L.N. Tolstoy.

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To do this, let's return to the story "Childhood" by L.N. Tolstoy. Please answer the following questions: In what family did L.N. Tolstoy? How did the "Ant" brothers appear? Read what was the secret? How does this characterize the brothers? What do you think, with what feeling did the author write this work?

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Now I will tell you about such a wonderful continent as Africa. Listen carefully. Africa, the second largest continent after Eurasia. Its area is 29.2 million square kilometers. The longest river in the world, the Nile, runs through Africa. Africa has the largest desert, the Sahara. Africa is a warm continent, the temperature there in summer is +20 - 25 degrees, and in winter high positive temperatures also prevail (10 - 16 degrees). In Africa there are elephants, rhinos, zebras, hippos, many birds including ostriches, flamingos. Sharks live in the seas of Africa. These are giant predatory fish. They have an amazing sense of smell, which they use to get food, in addition, they have many rows of sharp, backward-curved teeth.

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Guys, we talked about such a continent as Africa. And now let's see how Tolstoy describes Africa in his story "Shark" Vocabulary work. To better understand the story, let's get acquainted with new words, learn how to use them in speech. To do this, we will conduct vocabulary work.

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Deck - horizontal overlap in the ship's hull. Anchor - a metal rod with paws, mounted on a chain and lowered to the bottom to hold the vessel in place. The trunk is the rear part of the cannon resting on the ground.

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A wick is a combustible cord for igniting charges. Artilleryman - a soldier with a firearm.

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Now I will read the story, you listen to me carefully and tell me at what point in the story did you worry about the boys the most?

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So, at what point were you the most worried about the boys? When was the shark spotted from the deck? When did the boys try to swim away from the shark? When did the gunner fire?

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Let's practice reading difficult words from the story so that you don't make mistakes when reading on your own. 1. Beautiful - beautiful - beautiful. Melted - melted - melted. I heard - I heard - I heard. 2. both sunset fall behind in a race

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Now we will read the story in parts, answer questions and draw up a description of one of the heroes - an artilleryman. To do this, we will compile a table: Semantic Behavior of an artilleryman Character traits

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So, we read part 1: Who is the hero of this story? Why did the characters in the story decide to bathe before sunset? What do you think, how does the author feel about the fact that the boys began to swim in the open sea? Read paragraph 3 to answer this question. He writes, "what they thought", what does this mean? Why didn’t they decide, didn’t become, namely, they decided. So the boys began to swim in the open sea, the old artilleryman looked at them. How do you think he treated his son? Prove it with text. Do you think that in this part Tolstoy somehow shows that something portends trouble? Reread 1 paragraph. What author's words foreshadowed this moment? We read the second part: How does the author convey the unexpectedness, suddenness, the appearance of a shark? What does Tolstoy call a shark? Why?

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So, the shark swam right at the boys. What actions did the people take to save the boys? How effective was this solution? What feelings does the artilleryman experience at this moment? How did the boys feel when they saw the shark? How does the author convey it? As you understand, “the screech woke up the artilleryman, why does the author use this particular expression? What did the author want to convey with the words “fell off the spot?” What was everyone else doing during this time? How does the author speak of their inaction?

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What did the author want to show with these words? What conclusion can be drawn from this? How does this characterize an artilleryman? Why can we say that the gunner is resourceful? We read the fourth part: Why did the artilleryman fall near the cannon and cover his face with his hands? Was it immediately clear whether the gunner had helped the boys? Illustration analysis. Now we will learn how to analyze the illustration to the text and highlight in it what the artist has brought his own. Look carefully at the illustration on page 129 What episode of the story do you think the artist drew this illustration for? Why do you think so?

Reading lesson

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Lesson Objectives

  • Educational: to develop the technique of reading, to teach how to characterize the hero, to continue to acquaint children with the work of L.N. Tolstoy.
  • Developing: to develop the ability to analyze a work of art, to develop voluntary attention, mental operations (analysis, synthesis) through drawing up the characteristics of heroes.
  • Educational: to cultivate interest in reading works of art, through compiling the characteristics of heroes, to cultivate courage, determination.
  • Equipment: a geographical map of the world, object pictures depicting a ship, guns.

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    During the classes

    Today in the lesson we will continue to study the work of the great Russian writer L.N. Tolstoy, let's get acquainted with a very interesting exciting story "Shark", the author of which is L.N. Tolstoy.

    During the classes

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    Checking homework

    Checking homework.

    Before moving on to the study of a new topic, let's recall some facts from the biography of L.N. Tolstoy.

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    To do this, let's return to the story "Childhood" by L.N. Tolstoy.

    Please answer the following questions:

    1. In what family did L.N. Tolstoy? How did the "Ant" brothers appear?
    2. Read what was the secret?
    3. How does this characterize the brothers?
    4. What do you think, with what feeling did the author write this work?

  • Slide 7

    Now I will tell you about such a wonderful continent as Africa. Listen carefully.

    Africa, the second largest continent after Eurasia. Its area is 29.2 million square kilometers. The longest river in the world, the Nile, runs through Africa. Africa has the largest desert, the Sahara. Africa is a warm continent, the temperature there in summer is +20 - 25 degrees, and in winter high positive temperatures also prevail (10 - 16 degrees).

    In Africa there are elephants, rhinos, zebras, hippos, many birds including ostriches, flamingos. Sharks live in the seas of Africa. These are giant predatory fish. They have an amazing sense of smell, which they use to get food, in addition, they have many rows of sharp, backward-curved teeth.

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    • Africa
    • Sahara Desert

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    Guys, we talked about such a continent as Africa. And now let's see how Tolstoy describes Africa in his story "The Shark"

    Vocabulary work.

    To better understand the story, let's get acquainted with new words, learn how to use them in speech. To do this, we will conduct vocabulary work.

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    • Deck - horizontal overlap in the ship's hull.
    • Anchor - a metal rod with paws, mounted on a chain and lowered to the bottom to hold the vessel in place.
    • The trunk is the rear part of the cannon resting on the ground.

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    • A wick is a combustible cord for igniting charges.
    • Artilleryman - a soldier with a firearm.

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    Now I will read the story, you listen to me carefully and tell me at what point in the story did you worry about the boys the most?

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    So, at what point were you the most worried about the boys?

    1. When was the shark spotted from the deck?
    2. When did the boys try to swim away from the shark?
    3. When did the gunner fire?

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    Let's practice reading difficult words from the story so that you don't make mistakes when reading on your own.

    1. Beautiful - beautiful - beautiful.

    Melted - melted - melted.

    I heard - I heard - I heard.

    fall behind

    race

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    Let's create a table for this:

    Let's create a table for this:

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    So let's read part 1:

    1. Who is the hero of this story?
    2. Why did the characters in the story decide to bathe before sunset?
    3. What do you think, how does the author feel about the fact that the boys began to swim in the open sea? Read paragraph 3 to answer this question. He writes, "what they thought", what does this mean? Why didn’t they decide, didn’t become, namely, they decided. So the boys began to swim in the open sea, the old artilleryman looked at them. How do you think he treated his son? Prove it with text.

    Do you think that in this part Tolstoy somehow shows that something portends trouble? Reread 1 paragraph. What author's words foreshadowed this moment?

    So, the shark swam right at the boys. What actions did the people take to save the boys? How effective was this solution? What feelings does the artilleryman experience at this moment?

    How did the boys feel when they saw the shark? How does the author convey it?

    As you understand, “the screech woke up the artilleryman, why does the author use this particular expression? What did the author want to convey with the words “fell off the spot?” What was everyone else doing during this time? How does the author speak of their inaction?

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    1. What did the author want to show with these words?
    2. What conclusion can be drawn from this?
    3. How does this characterize an artilleryman? Why can we say that the gunner is resourceful?

    Reading the fourth part:

    1. Why did the gunner fall down near the cannon and cover his face with his hands?
    2. Was it immediately clear whether the gunner had helped the boys?

    Illustration analysis.

    Now we will learn how to analyze the illustration to the text and highlight in it what the artist has brought his own.

    Look closely at the illustration on page 129

    1. What episode of the story do you think the artist drew this illustration for?
    2. Why do you think so?

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    1. What do you think the artist drew based on the text of the work, and what did he bring his own?

    Reading the fifth part:

    1. Why does Tolstoy write that at first a quiet murmur was heard, then the murmur became stronger, and finally, a loud joyful cry was heard from all sides?
    2. What can you say about the artilleryman at this moment?
    3. What did he feel at that time?

    • View all slides


    The little birds are chilled, Hungry, tired, And huddle tighter. And the blizzard with a furious roar Knocks on the shutters hung And gets angry all the more. The little birds are chilled, Hungry, tired, And huddle tighter. And the blizzard with a furious roar Knocks on the shutters hung And gets angry all the more. S. Yesenin S. Yesenin Intellectual moment








    He was close to all mankind. But he loved, with an invincible love, his Russia. V.Ya.Bryusov LEV NIKOLAEVICH TOLSTOY () (82 years old)




























    Our ship was anchored off the coast of Africa. The day was beautiful. A fresh wind was blowing from the sea, but towards evening the weather changed: it became stuffy, and hot air from the Sahara desert was blowing at us as if from a heated stove. Our ship was anchored off the coast of Africa. The day was beautiful. A fresh wind was blowing from the sea, but towards evening the weather changed: it became stuffy, and hot air from the Sahara desert was blowing at us as if from a heated stove.




    Suddenly, from the deck, someone shouted: "Shark!" - and we all saw the back of a sea monster in the water. The shark swam straight at the boys. "Back! back! come back! shark!" shouted the gunner. But the guys did not hear him, they sailed on. They laughed and shouted more cheerfully and louder than before. Suddenly, from the deck, someone shouted: "Shark!" - and we all saw the back of a sea monster in the water. The shark swam straight at the boys. "Back! back! come back! shark!" shouted the gunner. But the guys did not hear him, they sailed on. They laughed and shouted more cheerfully and louder than before.


    The boys at first did not hear what was shouted to them. And they didn't see a shark, but then one of them looked back, and the boys swam in different directions. The boys at first did not hear what was shouted to them. And they didn't see a shark, but then one of them looked back, and the boys swam in different directions.


    But when the smoke dispersed over the water, a quiet murmur was heard from all sides. Then the murmuring became stronger, and. Finally, a loud joyous cry was heard from all sides. The old artilleryman opened his face, got up and looked at the sea. But when the smoke dispersed over the water, a quiet murmur was heard from all sides. Then the murmuring became stronger, and. Finally, a loud joyous cry was heard from all sides. The old artilleryman opened his face, got up and looked at the sea.


    LEV NIKOLAEVICH TOLSTOY () (82 years old) "Without knowing Tolstoy, you cannot consider yourself a person who knows your country, you cannot consider yourself a cultured person." M. Gorky M. Gorky

    Goals:

    1. Continue to acquaint children with the work of Leo Tolstoy.
    2. To teach expressive reading for a deeper and more accurate transmission of thoughts and feelings embedded by the author in the work.
    3. Create conditions for improving the artistic and aesthetic activities of students through the analysis of a work of art.
    4. To create conditions for the development of oral (monologue) speech of students, for the development of creative abilities of students, their artistic and aesthetic taste, emotional responsiveness.
    5. Bring up communication culture, universal values ​​(love, compassion, heroism, kindness).

    Equipment:

    1. Textbook "Native speech", part 1.
    2. Dictionary S.I. Ozhegova.
    3. Candle.
    4. Exhibition of books by Leo Tolstoy.
    5. Presentation for the lesson:
      • Exhibition of children's drawings.
      • Portraits of L.N. Tolstoy by I.N. Kramskoy, I.E. Repin.
      • Reminders with an explanation of new words.
      • Portrait of the main character (artilleryman).
      • Synonyms and antonyms game.
      • Video recording of children's statements about the writer.
      • Audio recording of classical music L. Beethoven "Adagio contabile", F. Liszt "Dreams of love".
      • Big multimedia encyclopedia of Cyril and Mifody.

    During the classes

    I. Organizational moment.

    Emotional mood. (On the board is the image of the sun)

    Smile at each other, wish your neighbor a good lesson. Look at our guests, smile at them. Guys, I'm glad to see you too. Sit down.

    II. Learning new material.

    1. Motivation. Setting lesson goals.

    To find out which writer will be discussed in the lesson, please watch the video. (Video recording of children's statements about the writer).

    What do you think the writer was? Explain why?

    Why did we decide to talk about it today?

    The name of the writer and his portrait are revealed on the board. Children look at the portrait of the writer. Listen to additional information about the writer and artist prepared by the teacher.

    This wonderful portrait of Leo Tolstoy was painted by the great Russian artist I.N. Kramskoy in 1873, during the life of the writer. This is the best portrait created by the artist. The second portrait was painted by the great Russian artist I.N. Repin.

    Guys, pay attention to the wonderful illustrations that you drew back in grades 1 and 2. What can you say about them? (All illustrations to the studied works of Leo Tolstoy)

    2. Preparation for perception.

    Guys, I really love the works of Leo Tolstoy, I think you do too. But most of all I remember one of his stories, with which I want to introduce you today.

    3. Preliminary vocabulary work.

    In this work you will meet new words.

    Guys, pay attention to the board.

    Where can one find an explanation for these words? (Ask the teacher, parents, look in the dictionary, on the Internet ...).

    Task: 1 row looks for the meaning of the words in the explanatory dictionary: artilleryman and deck - read to the whole class.

    Assignment for the rest of the students: you have notes on the tables with an explanation of the meaning of the remaining words (wick, murmur). Read them on your own, aloud.

    4. Primary reading of the work by the teacher.

    Under musical accompaniment. (L. Beethoven "Adagio contabile".)

    Pause for emotional perception.

    5. Fizminutka - relaxation. (Music sounds)

    Close your eyes. Imagine that you are sailing on a ship on a warm blue sea. The gentle sun shines, you feel good and warm. Children with their eyes closed listen to quiet music.

    6. Post the topic of the lesson.

    What would you call this work?

    L.N. Tolstoy called him "Shark". We leave this right to the author.

    The title of the story is displayed on the board.

    7. Working with the Great Encyclopedia of Cyril and Methodius (multimedia).

    Let's watch and listen to the material about sharks from the Great Encyclopedia of Cyril and Methodius.

    I think that many have learned something new and interesting about sharks.

    Guys, tell us what feelings you experienced while reading the story and when you listened to and watched the message about sharks?

    Did you feel the same way or not?

    LN Tolstoy made us experience anxiety and excitement, which turn into fear.

    8. Repeated independent reading by students of a work of art in an undertone.

    9. Electronic physical exercise for the eyes "Chunga-Changa".

    10. Analysis of a work of art.

    Why is the story called "Shark"?

    Who do you think is the main character in the film? Justify your answer. (gunner)

    What meaning does Tolstoy hide behind the words "old gunner"?

    Read the passage from the story that you think is the most exciting, disturbing.

    Find in the text how Tolstoy conveyed the experiences of the “old gunner”?

    Why did the "old gunner" cover his face with his hands? Discuss.

    See how the artist portrayed him?

    A portrait of an artilleryman opens on the board.

    What can you say about the portrait? Who wants to express their opinion?

    Characteristics of the hero appear on the board:

    • strong-willed
    • wise
    • courageous
    • experienced
    • resourceful
    • decisive
    • brave
    • experienced

    11. The game "Pick up synonyms and antonyms"

    Guys, let's remember what are synonyms and antonyms?

    Rules and tasks appear on the board in rows (work in groups):

    Find synonyms for these words:

    Find antonyms for these words:

    1 row 2 row 3 row
    brave save joy

    Examination.

    12. Conclusion.

    So who is the main character in this story?

    What is this story about? (About the love of a father for his son, this prompted him to commit an act. About courage, courage, heroism.)

    Folk wisdom says "Love conquers all!"- an inscription appears on the board. - Do you agree?

    III. Summary of the lesson.

    What did you find particularly interesting?

    Who had a hard time in class? Why?

    Evaluation of students' answers (with reasoning).

    IV. Homework.

    To the whole class: expressive reading of the story.

    Students' choice:

    • come up with a continuation of the story
    • prepare a picture summary
    • draw illustration
    • retell according to the plan of the textbook
    • write a poem about a shark

    V. Reflection. (The quiet music of F. Liszt “Dreams of Love” sounds.)

    On the board slide: a girl with a candle.

    Russian people have a tradition: everything good, bright will come true if you wish it while the candle is burning.

    Light a candle.

    Wish in your heart to the closest, dearest people what you would like to wish. Remember, love conquers all!

    It was a pleasure for me to talk with you. Thank you for the lesson.

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