Presentation on the topic “L. Tolstoy “Shark””. Lesson summary and presentation on literary reading on the topic of L.N. Tolstoy "Shark" (3rd grade) Presentation on the topic of Tolstoy's shark

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Educational: develop reading technique, teach how to write a character description, continue to introduce children to the works of L.N. Tolstoy. Developmental: develop the ability to analyze a work of art, develop voluntary attention, mental operations (analysis, synthesis) through drawing up characteristics of the characters. Educational: to cultivate interest in reading works of fiction, through the compilation of characterizations of heroes, to cultivate courage and determination. Equipment: geographical map of the world, subject pictures depicting a ship, guns.

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Today in class we will continue to study the works 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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Checking homework. Before moving on to studying a new topic, let's remember 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. grow up? 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 is the second largest continent after Eurasia. Its area is 29.2 million square km. The longest river in the world, the Nile, flows 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, rhinoceroses, zebras, hippos, and many birds including ostriches and flamingos. In the seas of Africa live fish such as sharks. These are giant predatory fish. They have an amazing sense of smell, which they use to obtain food, and they also have many rows of sharp, recurved teeth.

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Guys, we talked about such a continent as Africa. 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 and learn how to use them in speech. To do this we will do vocabulary work.

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Deck is a horizontal floor in the hull of a ship. An anchor is a metal rod with claws attached to a chain and lowered to the bottom to hold the vessel in place. The trunk is the rear part of the cannon that rests on the ground.

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

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Now I’ll read the story, 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 most worried about the boys? When did you notice the shark 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. Wonderful - wonderful - wonderful. Melted - melted - melted. I heard - I heard - I heard. 2. both sunset lag behind the race

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Now we will read the story in parts, answer questions and write a description of one of the heroes - the artilleryman. To do this, let's make a table: Semantic Behavior of an artilleryman Character traits

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So, read part 1: Who is the hero of this story? Why did the heroes of the story decide to swim before sunset? How do you think the author feels about the fact that the boys began to swim in the open sea? To answer this question, re-read paragraph 3. He writes “whatever they thought”, what does this mean? Why didn’t they decide, why didn’t they, instead decided to do it? So the boys began to swim in the open sea, the old artilleryman looked at them. What do you think: how did he treat his son? Prove it with text. Do you think that in this part Tolstoy somehow shows that something portends trouble? Re-read paragraph 1. What words of the author foreshadowed this moment? Reading the second part: How does the author convey the surprise, surprise, appearance of a shark? What does Tolstoy call a shark? Why?

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So the shark swam straight towards the boys. What actions did people take to save the boys? How effective was this solution? What feelings does the artilleryman feel at this moment? How did the boys feel when they saw the shark? How does the author convey this? 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 “flipped off?” What was everyone else doing at this time? How does the author talk about 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 artilleryman is resourceful? Reading the fourth part: Why did the artilleryman fall near the cannon and cover his face with his hands? Did it immediately become clear whether the artilleryman helped the boys? Analysis of the illustration. Now we will learn to analyze the illustration to the text and highlight in it what the artist brought his own. Carefully look at the illustration on page 129. What episode of the story do you think the artist drew this illustration for? Why did you decide so?

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Checking homework. Before moving on to studying a new topic, let's remember some facts from the biography of L.N. Tolstoy.

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

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Now I’ll read the story, 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 most worried about the boys? When did you notice the shark from the deck? When did the boys try to swim away from the shark? When did the gunner fire?

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Class: 4

Presentation for the lesson

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Lesson objectives:

Educational: continue to introduce children to the works of L.N. Tolstoy, improve reading techniques, teach how to write a character description of the hero.
Developmental: develop the ability to analyze a work of art, develop voluntary attention through posing a target question, develop mental operations (analysis, synthesis) through compiling characteristics of characters, develop positive motivation through the formulation of clear didactic tasks, expand and enrich vocabulary.
Educational: to cultivate interest in reading works of fiction through compiling characteristics of the hero, to cultivate courage and determination.

Equipment: computer support, geographical map of the world, textbook, subject pictures depicting a ship, cannon, deck, anchor, trunk, gunner.

During the classes

Stage 1: setting lesson goals and objectives.

ODZ: inform children of the topic and main goals of the lesson, intensify cognitive activity, and create positive motivation.

Education for students:– Today in class we will get acquainted with L.N. Tolstoy’s story “The Shark”, we will read the story, learn to analyze it, in order to determine the main idea of this work and compile a description of the main character.

Stage 2: checking homework.

ODZ: check the quality of students’ independently completed work.

Type of work: frontal conversation on content.

Education for teachers: check the degree to which children have assimilated the biography of L. N. Tolstoy.

Ultrasound for students: - Before moving on to studying a new topic, let's remember some facts from the biography of L.N. Tolstoy.

Practical task:- To do this, let’s return to the story “Childhood of L.N. Tolstoy"

Organization:- Please answer the following questions.

How did “The Ant Brothers” come about? (because of the secret).

Read, what was the secret?

How does this characterize the brothers? (sensitive, kind, responsive).

ORC:- Well done, you did a good job at home, read the story carefully.

Stage result:- What do you think, with what feeling did the author write this work? (warmth, tenderness, love for brothers, pleasant memories).

Stage 3: preparation for perception of the story by L.N. Tolstoy's "Shark".

ODZ: create an emotional mood, introduce into the atmosphere of what is being described, arouse interest in what is being read.

Type of work: teacher's story.

Education for teachers: introduce children to such a continent as Africa, develop children's understanding of sharks.

Education for students:- Now I’ll tell you about such a wonderful continent as Africa.

PZ:- Listen carefully.

Africa, the second largest continent after Eurasia. Its area is 29.2 million square km. The longest river in the world, the Nile, flows through Africa. Africa has the largest desert - the Sahara. Africa is a warm continent, the temperature there in summer is + 20 - 25 degrees C, and in winter high positive temperatures also prevail (+ 10 - 16 degrees C). In Africa there are elephants, rhinoceroses, zebras, hippos, and many birds, including ostriches and flamingos. In the seas of Africa live fish such as sharks. These are giant predatory fish. They have an amazing sense of smell, which they use to obtain food; in addition, they have many rows of sharp, backward-closed teeth.

Result:- Guys, we talked about such a continent as Africa. Now let's see how Tolstoy describes Africa in his story “The Shark”.

Type of work: vocabulary work.

Education for teachers: expand students' vocabulary, teach them to use new words in speech.

Education for students:- To better understand the story, let's get acquainted with new words and learn to use them in speech.

PZ:- For this we will do vocabulary work.

Look at the board, read new words, think about what they mean.

Africa - show
Sahara Desert - on the map
Deck is a horizontal floor in the hull of a ship.
An anchor is a metal rod with claws attached to a chain and lowered to the bottom to hold the ship in place.
The trunk is the rear part of the cannon that rests on the ground.
A wick is a flammable cord for igniting charges.
Artilleryman - a soldier with a firearm.

(Show subject pictures.)

Stage result:- So, you and I found out the lexical meaning of some words, thereby preparing for reading the story.

Stage 4: primary perception of L.N. Tolstoy's "Shark".

ODZ: organize a holistic emotional perception of the work.

Type of work: reading by the teacher.

Education for teachers:(same as ODZ)

Education for students:- Now I’ll read the story, you’ll listen to me carefully and tell me, at what point in the story did you worry about the boys the most?

Type of work: conversation on the target issue.

Education for teachers: find out the degree of emotional perception of the work.

Education for students:- So, at what point were you most worried about the boys?

(- when they noticed a shark from the deck;

When the boys tried to swim away from the shark;

When the artilleryman fired).

Stage result:- I see that you listened to me carefully, so you were able to answer the question posed.

Stage 5: re-reading, analysis.

ODZ: to develop reading skills through repeated re-reading, to learn to analyze a literary work, to form an idea of the unity of form and content.

Type of work: reading technique.

Education for teachers: improve reading technique, develop the ability to determine by ear the place of stress in a word.

Education for students:- Let's practice reading difficult words from the story so that when reading it on your own, you will make mistakes.

Practical task:- To do this, let's do the following exercises:

Let's look at the board.

You didn't notice anything.

What is needed in these words?

a) Beautiful - beautiful - red - beautiful.

b) Melted - melted - melted.

c) I heard - I heard, I heard - I heard.

Organization:- We read the pyramid of words, be careful.

sunset
shouted
fall behind
race

Guess what words are written (reading noisy words).

vy t i g i v a l s p e r e g n a l

p r i c e l i l s i

Organization:- Try to do the exercises carefully.

ORC:- Well done, we have worked through all the words, now we can start reading.

Type of work: reading the story in parts and analysis.

Education for teachers: learn to analyze text, write characterizations of characters.

Education for students:- Now you and I will read the story in parts, answer questions and compile a description of one of the heroes - the artilleryman.

PZ:- Let's make a table for this.

So, let's read part 1.

Why did the heroes of the story decide to swim before sunset? (the weather changed, it became stuffy).

How do you think the author feels about the fact that the boys began to swim in the open sea? To answer this question, re-read paragraph 3. He writes what he thought. What does it mean? Why didn’t they decide, didn’t start, but just decided? (rashness of action)

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. (admired my son, loved him)

Do you think that in this part Tolstoy somehow shows that something portends trouble? Re-read paragraph 1.

What does Tolstoy call a shark? (sea monster)

Why? (fear, danger).

Reading part 3.

So the shark swam straight towards the boys. What actions did people take to save the boys? (the artilleryman began to shout for the boys to return).

How effective was this solution?

What feelings does the artilleryman feel at this moment? (Grabbed by horror, numb with horror, fear)

Find words in the text that show how the sailors act (quickly, rushed).

Could their actions have saved the boys? (No).

How did the boys feel when they saw the shark? How does the author convey this? (the boys got scared, there was a piercing squeal and the boys swam in different directions).

How do you understand “the screech woke up the artilleryman,” why does the author use this particular expression? (the artilleryman seemed to have woken up from a state of stupor).

What was everyone else doing at this time? How does the author talk about their inaction? (they froze in fear and waited for what would happen).

What conclusion can be drawn from this? (that this screech woke up only one artilleryman).

How does this characterize an artilleryman? Why can we say that the artilleryman is resourceful (found the only correct solution), decisive (decided to fire a shot), self-control (was able to do all the steps to fire)

Reading part 4.

Why did the artilleryman fall near the cannon and cover his face with his hands? (I couldn’t stand from everything I had experienced, I didn’t know about the result of the shot)

Let's write it in the table.

It immediately became clear whether the artilleryman helped the boys? (no, because the author says “what we didn’t see, because for a minute the smoke obscured our eyes”)

Type of work: illustration analysis.

Education for teachers: learn to isolate and analyze information.

Education for students:- Now you and I will learn to analyze the illustration to the text and highlight in it what the artist brought his own.

PZ:- Look carefully at the illustration on the page.

Why did you decide so? (in the foreground there is a shark, the boys are swimming in different directions, smoke from the shot is visible)

What do you think the artist drew based on the text of the work. What did you bring of your own? (text – arrangement of objects, own – color, setting).

Reading part 5

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?

What can you say about the artilleryman at this moment? (got up and opened his eyes, because when he heard a joyful cry, he realized that everything was fine).

How did he feel at that time? (relief)

Stage 6: general conversation.

ODZ: lead to the formulation of the main idea of the work.

Type of work: general conversation

Education for teachers: draw up a characterization of the hero and, using the characterization, lead children to formulate the main idea of the work.

Education for students:- Now we will learn how to write a characterization of the hero and formulate the main idea of the work.

PZ:- Let's go back to the table, what can you say about the artilleryman?

What was he like?

What character traits helped the artilleryman in an extreme situation? (decisiveness, resourcefulness, self-control)

What then is the main idea of the story? (in that these character traits (decisiveness, resourcefulness, self-control) help a person in extreme situations).

Stage 7: homework.

Stage 8: summing up the lesson.

ODZ: give the lesson logical completeness.

Is there a need for such people in our time? (yes, because in our lives very often situations arise in which we need to show resourcefulness and determination, in which the courage and courage of individuals is decisive in difficult extreme situations).

ODZ– general didactic task.
UZ– educational task.
PZ– a practical task.

Reading lesson

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Lesson Objectives

Educational: develop reading technique, teach how to write a character description, continue to introduce children to the works of L.N. Tolstoy.
Developmental: develop the ability to analyze a work of art, develop voluntary attention, mental operations (analysis, synthesis) through the compilation of characteristics of the characters.
Educational: to cultivate interest in reading works of fiction, through the compilation of characterizations of heroes, to cultivate courage and determination.
Equipment: geographical map of the world, subject pictures depicting a ship, a cannon.

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During the classes

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Checking homework

Checking homework.

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

Slide 6

To do this, let’s return to the story “Childhood” by L.N. Tolstoy.

Please answer the following questions:

What kind of family did L.N. grow up in? 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?

Slide 7

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

Africa is the second largest continent after Eurasia. Its area is 29.2 million square km. The longest river in the world, the Nile, flows 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, rhinoceroses, zebras, hippos, and many birds including ostriches and flamingos. In the seas of Africa live fish such as sharks. These are giant predatory fish. They have an amazing sense of smell, which they use to obtain food, and they also have many rows of sharp, recurved teeth.

Slide 8

Africa
Sahara Desert

Slide 9

Guys, we talked about such a continent as Africa. 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 and learn how to use them in speech. To do this we will do vocabulary work.

Slide 10

Deck is a horizontal floor in the hull of a ship.
An anchor is a metal rod with claws attached to a chain and lowered to the bottom to hold the vessel in place.
The trunk is the rear part of the cannon that rests on the ground.

Slide 11

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

Slide 12

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

Slide 13

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

When did you notice the shark from the deck?
When did the boys try to swim away from the shark?
When did the gunner fire?

Slide 14

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

1. Wonderful - wonderful - wonderful.

Melted - melted - melted.

I heard - I heard - I heard.

fall behind

race

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To do this, let's create a table:

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So, let's read part 1:

Who is the hero of this story?
Why did the heroes of the story decide to swim before sunset?
How do you think the author feels about the fact that the boys began to swim in the open sea? To answer this question, re-read paragraph 3. He writes “whatever they thought”, what does this mean? Why didn’t they decide, why didn’t they, instead decided to do it? So the boys began to swim in the open sea, the old artilleryman looked at them. What do you think: how did he treat his son? Prove it with text.

Do you think that in this part Tolstoy somehow shows that something portends trouble? Re-read paragraph 1. What words of the author foreshadowed this moment?

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

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

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 “flipped off?” What was everyone else doing at this time? How does the author talk about 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 artilleryman is resourceful?

Reading the fourth part:

Why did the artilleryman fall near the cannon and cover his face with his hands?
Did it immediately become clear whether the artilleryman helped the boys?

Analysis of the illustration.

Now we will learn to analyze the illustration to the text and highlight in it what the artist 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 did you decide so?

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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:

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?
What can you say about the artilleryman at this moment?
How did he feel at that time?

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Methodological development of a literary reading lesson

in 3rd grade

(UMK "School of Russia")

"L. N. Tolstoy "Shark"

Working on drawing up a plan for retelling the work"

Prepared by primary school teacher Taisiya Mikhailovna Turovnik.

The purpose of the lesson:

1. Introduce children to the works of L. N. Tolstoy and the content of his work “Shark”

2. To develop the skills of correct, expressive, fluent, conscious reading, for a deeper and more accurate transmission of thoughts and feelings embedded by the author in the work, as well as to express the reader’s own attitude to the depicted events, characters and their actions

3. Expand and deepen children’s knowledge about nature, in particular about animals, as well as implement program settings:

a) expand knowledge and ideas about the world around us;

b) conduct active speech development of schoolchildren;

c) study the Russian language and its aesthetic functions;

4. Work on the expressiveness of children’s speech, intonation, and on the development of children’s cognitive abilities.

5. Learn to work with reference books

6. Develop imagination, speech, thinking, memory

7. To instill in children a love of nature, a desire for kindness, decency, and responsiveness.

Subject objectives of the lesson:

Create conditions for developing the ability to analyze a text and carry out a retelling depending on its purpose;

Create conditions for expressive reading of a work in whole words, out loud and silently, to understand the content of what is read;

Create conditions for an emotional response to events in the text when reading;

To help clarify students’ vocabulary in the classroom and introduce students to the role of synonyms in speech;

To promote awareness on an intuitive level of semantic and grammatical agreement of words;

Learn to express the reader’s own attitude to the depicted events, characters, and their actions.

Meta-subject objectives of the lesson:

Cognitive: Ensure that students develop the skills to compare, group, highlight, and analyze.

Regulatory: to promote the development in children of the ability to exercise self-control and mutual control, self-assessment of educational activities, the ability to accept and maintain an educational task.

Communicative: promote the development of children's communication skills, the development of monologue and dialogic speech.

Personal UUD : create conditions for the formation of a positive attitude towards learning, caring attitude towards animals, the ability to see the beauty of the world around us, promote the development of communication skills in the classroom, promote the instillation of ethical personality traits - kindness, compassion, respect for elders, complicity.

Equipment:

A series of portraits of Russian writers and poets.

Tasks on cards for working in groups.

Presentation for the lesson.

Computer

Multi-projector

During the classes.

Organizing time.

Teacher.-Good afternoon guys! I am very glad to see you in class. Today guests came to our lesson. Let's welcome them. Now they sat down quietly. We looked at each other. We smiled at each other and got to work.

One Chinese proverb says:

“When I hear, I forget,
When I see, I remember
When I do it, I understand.”

We will listen, and remember, and reason. After all, reading without reflection is empty entertainment.

(slide No. 2).

Checking homework.

Reading by heart the poem by M. Yu. Lermontov “Autumn” (3 people)

After reading the poem, the children ask each student questions and evaluate their work.

What lines helped you imagine the autumn picture?

What is boron? What does boron look like to you?

What sounds can you hear in the autumn forest?

Why does the poet call the greenery gloomy?

How do you understand the lines “The brave beast inevitably hastens to hide somewhere”

Formation of the topic and purpose of the lesson

Teacher. Now let's start learning new material. You will determine the name of the author whose work we will get acquainted with today. To do this, consider writing English and Russian letters. Pay attention only to the letters of the Russian alphabet. Name the author who will be discussed in class today. How did you put it together?

Y N T Q W ABOUT R S L U WITH Y T V ABOUT Z J (Tolstoy)(slide number 4).

Teacher. That's right, guys. Today we will talk about the work of Leo Nikolaevich Tolstoy.

Teacher. Think and tell me, about whom or what did L.N. Tolstoy write?

Children. L.N. Tolstoy wrote about nature, animals, birds and people.

Teacher. The name of the work by L.N. Tolstoy, which we will get acquainted with today, you will determine for yourself. To do this, connect the first letters of the words written on the board. (The words are written on the board:Africa , swam, swam away, admired, artilleryman .) (slide number 6).

Ureader What is the name of this work?

Children. The work of L.N. Tolstoy is called “Shark”.

(Teacher writes the title of the work under the name, patronymic, and surname of the writer.)

Teacher. What is the topic of today's lesson?

Children. The topic of today's lesson: “Lev Nikolaevich Tolstoy and his work “Shark”.”

Teacher. In accordance with the topic, formulate the purpose of our lesson. Use the writing on the board for this.

Purpose: 1) get acquainted with the work of __________________________ and his work “__________________________________________”

3) compose _________ retelling of the work

(slide number 7.)

Children The purpose of our lesson: to get acquainted with the work of Leo Nikolaevich Tolstoy and his work “Shark”; learn to read the work correctly, expressively, and answer the questions posed.

Teacher. Guys, remember what works of L.N. Tolstoy we read in 2nd grade.

Children.“Old Grandfather and Granddaughter”, “Father and Sons”, “Scholarly Son”, “Filipok”, “Kitten”, “Donkey and Horse”

Teacher. What do these stories teach?

Children answer the question posed.

Getting to know the life and work of the writer

Teacher. What interesting facts from the life and work of the writer did you find at home?

Children tell what they know about the life and work of the writer.

Lev Nikolaevich Tolstoy, count, Russian writer, was born on September 9, 1828 in the Yasnaya Polyana estate.

Orphaned early.

Received home education. Then he entered Kazan University.

In 1851 he entered the army and was sent to the Caucasus. He commanded an artillery battery on the Malakhov Kurgan during the defense of Sevastopol, showing rare personal courage, and was awarded the Order of St. Anna and medals.

In the fall of 1856, Tolstoy, having retired, left for Yasnaya Polyana and took up literature.

In Yasnaya Polyana, Lev Nikolaevich Tolstoy opened a school for peasant children, taught there himself and decided to write an educational book for the little ones. He called it “ABC”, but it was more like an encyclopedia in four volumes. Then L.N. creates schools in other villages. (slide number 8.)

Learning new material.

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, which I want to introduce you to today.

Preliminary vocabulary work

Teacher. In the text we will encounter the following words: (slide No. 9)

Let's give them an explanation. To do this, we will work with explanatory dictionaries. ( Working with S. I. Ozhegov’s explanatory dictionary.)

Finding and interpreting words: deck, sail, sailor, gunner, wick, trunk

Deck - horizontal overlap in the hull of a ship, aircraft, as well as the part of such overlap adjacent to the outer wall of the vessel.

Sail- a panel made of canvas or dense fabric, fixed on the mast of a ship and inflated by the wind.

Sailor- a sailor who does not belong to the command staff, a private in the fleet, as well as an employee of the crew.

Wick- a tape or cord used for combustion in some lighting and heating devices. A rope made of soft material, impregnated with some composition. Burning cord to ignite charges

Artilleryman - artillery soldier.

Artillery – firearms (cannons, mortars, howitzers), types of troops.

Teacher's messages about sharks.(slide number 8)

In almost all the seas and oceans of our planet there are terrible fish called sharks. These are the most ancient fish on Earth.

The shark is a voracious and predatory fish. They swim in a whole flock behind ships and wait to see if a person falls into the sea, but if this does not happen, then with great pleasure they devour what people throw into the water. They swallow everything, even empty bottles, cans and all kinds of rubbish. The white shark is the most dangerous, fierce and powerful of all sharks. It is called “white death”. If you put her on her tail, then with the tip of her nose she will reach the fourth floor. Sharks have a special pouch, something like a spare stomach, where food can be stored for a whole month without spoiling. Scientists don't yet know how this happens.

The shark's teeth are large and very sharp. They are arranged in five rows, and in some species even in seven rows. If a shark breaks a tooth, another grows in its place, and so on six times throughout its life.

So, together with the heroes of L.N. Tolstoy’s story “The Shark,” we set off along the sea roads of discovery.

Primary reading(the video “Shark” is used with the musical accompaniment of L. Beethoven “Adagio contabile”.)

Checking initial perception

Were you scared? When? (The title is disturbing because the shark–terrible predator of the sea. You start to worry when the boys decide to swim in the open sea. It gets scary when the cry “Shark!” is heard.)

– What feelings, besides fear, did you experience while reading the story? (Anxiety, worry, excitement, despair, joy.)

Reading a story by children in a chain.

Physical education minute

We quickly went down to the sea,

They bent down and washed.

What a wonderful refreshment!

And now we swam together,

You need to do this manually:

Together - once, this is brass.

One, the other, this is a rabbit.

All as one, we swim like a dolphin,

Sailed along and across

And they returned to class.

(slide No. 10)

Consolidation of new material.

Planning. Selective reading.

Teacher. Guys, let's highlight the main events that happened. The beginning of the plot, the climax, the denouement of the plot. Let's make a plan for retelling the text.

Teacher. Where and when did the events described take place?

(Off the coast of Africa).

What was the weather like?

What command did the sailors hear?

How did the boys end up on the high seas?

How did they compete with each other?

How did the old artilleryman react to his son’s amusements?

When did the father become afraid?

Why, when everyone was trying to save the boy, did the old artilleryman stand by and do nothing? When did he start acting?

Why was everyone frozen in fear?

How did the artilleryman behave after the shot?

Why did he behave this way?

What can you say about this person, what is he like? What character traits did he have?

Teacher. What is the plot?

(The ship was anchored off the coast of Africa. It was very hot and the captain allowed the crew to swim.)

(Two boys who were on the ship decided to organize a competition on the open sea. They were so carried away that they did not notice the shark that began to approach them.)

Teacher. What episode in the story was the climax?

(The gunner ran up to the cannon and shot at the shark ).

Teacher. What is the outcome of the plot?

(The shark was killed with an accurate shot, and the boys were brought to the ship by boat)

Children make a retelling plan.

1. Stopping the ship.

2. Bathing boys.

3. The appearance of a shark.

4. The artilleryman fires a cannon.

5. Rescue the boys. Screams of joy.

(slide No. 11)

Characteristics of the main character

Who do you think is the main character of the story? Justify your answer . (Artilleryman)

Look how the artist depicted him.

A portrait of an artilleryman opens.

What can you say? What kind of person was he?

The hero's characteristics appear on the board:

strong-willed

wise

courageous

experienced

resourceful

decisive

brave

experienced

Teacher: The main character, of course, is the artilleryman, the boys' father. While he was afraid for the children, he also showed resourcefulness, making a quick decision, although he risked the boys' lives.

8. Work in groups.

Teacher: Find synonyms for the word

brave(courageous, strong-willed, decisive, brave)

experienced(resourceful, experienced, experienced, skillful, knowledgeable, knowledgeable)

funny(joyful, noisy, cheerful, carefree)

prompt(nimble, fast, nimble, like a lizard)

fear(horror, fright, panic, shock, fear),

joy(fun, jubilation, cheerfulness).

wise(intelligent, reasonable, deep, experienced, bright head, bright mind, seven spans in the forehead, insightful, insightful)

Kind(caring, understanding, kind-hearted, warm-hearted, virtuous, good-natured)

soulful(sensitive, responsive, full of kindness, cordiality)

(slide No. 12)

Students find synonyms, then move to another group and discuss the words, adding a number of synonyms.

9. Homework

Three options for homework are given. Read and choose one option that suits you.
1) Retell the text, reflecting only the main events and the development of the storyline.
2) Retell the text. During the retelling, try to show in your voice and intonation your attitude towards the characters (who you sympathize with, who you worry about; when you are happy or upset).

3) Come up with and draw an illustration for a certain episode. (slide No. 13)

10. Reflection.

Teacher. What did we learn in the lesson?

What new did you learn?

What did you think about after reading the story “Shark”

Whose answers in the lesson did you like the most? Why? Have we completed the lesson plan? Self-assessment of students' activities.

11. Summing up the lesson.

Today in class I suggest you evaluate your work yourself. Think about whether you took anything new from the lesson, worked actively, forced yourself to think throughout the lesson.

Green – the lesson went well: I actively participated in the work of the class and completed the assignments successfully. I'm pleased with myself!

Yellow – today in class, not all the tasks turned out to be so easy. It was difficult for me, but I managed. I'm quite pleased with myself!

Red – the assignments in the lesson were too difficult. I need help!

Teacher. Every person has moments in life when he does not know what to do, what to do next. If such a moment also comes in your life, I advise you to be brave, decisive, think carefully about the situation and make the right decision, as the main character did in the story. (slide No. 14)