The role of verbs in language. Lesson topic: Description of lilacs based on musical impressions Read what you imagined saw heard

Letskikh L.A.
primary school teacher,
MAOU secondary school No. 21, Kungur

Lesson type
Pedagogically
e tasks
Planned
subject
results
Metasubject
s UUD
Personal
results
Generalization and systematization of knowledge
Create conditions for the formation of ideas about the role of verbs in speech; improve the ability to name verbs,
transmitting sounds; promote the development of the skill of indicating the grammatical features of a verb; promote
nurturing interest in the Russian language and the culture of educational work in the classroom
Learn to indicate the role of verbs in speech; name verbs that convey sounds; explain the studied spellings;
determine the number of verbs; perform sound-letter analysis of words; determine the type of text; select a title
to the text; parse a sentence
Cognitive: select the necessary sources of information among the dictionaries and encyclos proposed by the teacher
pedia, reference books, electronic disks; understand the question asked, build an answer verbally in accordance with it
form; make an oral monologue statement on the proposed topic (drawing); regulatory: use
when completing a task, reference books and dictionaries; determine your own assessment criteria, give
self-esteem; express your assumptions regarding ways to solve a learning task; communicative:
participate in dialogue; listen and understand others, express your point of view on events and actions; draw up
your thoughts in oral and written speech, taking into account educational and life speech situations from your own experience
Focus on self-analysis and self-monitoring of the result, on analyzing the compliance of the results with the requirements
a specific task, to understand the suggestions and assessments of teachers, comrades, parents; evaluate life
situations and actions of the characters of a literary text from the point of view of universal human norms, moral and
ethical values, values ​​of a Russian citizen; use forms of self-assessment and peer-assessment
lesson

ORGANIZATIONAL STRUCTURE OF THE LESSON
Lesson stage
Contents of teacher activities
Content of student activity
(actions being carried out)
1
II.
Update
knowledge.
Examination
home
tasks
(textbook,
exercise
142).
Examination
home
tasks
(working
notebook,
task 86).
Just a minute
penmanship.
2
3
Checks homework. Conducts a conversation
about the work done.
– Determine the theme of the drawing.
– Name the verbs that helped you
make up a story based on the drawing.
– Read the resulting story.
- Read an excerpt from I.’s poem.
Nikitina. Fill in the missing verbs.
– Underline the grammar in the sentence
basis.
Spends a minute writing penmanship.
- Write down the letter combinations.
– Choose words with the same root for the word
"yellow".
– Copy the sentence by inserting the missing ones
letters. Emphasize grammar
offers. Name all the phrases.
Make up a story based on the drawing. Called
verbs in sentences.
SPRING
Warm spring has arrived. The bright sun is shining.
Cheerful streams gurgle. The first ones to bloom
snowdrops. Green grass appeared. On
Sticky buds swelled on the trees. Returned from the south
migratory birds. In the spring, children love to let
paper boats.
Fill in the missing verbs.
So the sun rises,
Because of the arable fields it shines,
Left its overnight stay overseas,
To the fields, to the meadows, to the tops of willow trees
Golden streams poured out.
They do penmanship.
Yellow
several pieces each.
always nearby
Molded
ways
activities
student
4
Nominate
hypothesis and
justify
her.
Realize
updating
personal
life
experience. Be able to
listen in
According to
target
installation.
Accept and
keep
learning goal and
task

1
Work on
words with
unpro
trustworthy
writing
III. Message
Topics
lesson.
Definition
lesson objectives
IV.
Explanation
new
material.
Observation
above linguistic
material.
2
3
Continuation of the table.
4
Organizes work on a word with an unverifiable word
writing.
– Write the vocabulary word into individual
dictionaries using the method of associations.
(See RM, Appendix 2.)
Write a vocabulary word into an individual
dictionary
Asking questions. Comments on the answers
proposes to formulate the purpose of the lesson.
– Read the topic of the lesson.
– Define lesson objectives using supporting
words
Organizes work on the topic of the lesson. Explains
new material, answers students' questions.
- Read it. Why are the offers interesting?
– What part of speech is each highlighted
word? By what signs did you distinguish these
parts of speech?
Accept
and save
learning goal
and a task.
Build
speech
statement
orally
form
Realize
analysis
objects
Discuss the topic of the lesson. Answer questions
formulate the purpose of the lesson. Under the direction of
teachers determine the objectives of the lesson.
Read a poem.
Verb – spring part of speech,
It will force us all to act:
Read, write, conjugate - and provide
At the end of the lesson we will certainly succeed!
– Today in class we will clarify the role of verbs
in language; let's learn to find verbs in the text
Conduct observations using material from messengers
texts.
Write off. Determine which part of speech
are the highlighted words. Emphasize
Verbs.
It would depend on the soap (noun), freckles I would
laundered
(Ch.). One day a cat crept up to a parrot (noun):
“Now, brother, I’ll scare you (ch.).” Bear

1
Work on
textbook
(exercise
143)
V. Primary
consolidation
knowledge.
Creative
Job.
2
3
Continuation of the table.
4
- Write down any sentence. Emphasize
Verbs
Asking questions. Comments and
corrects answers. Supervises work
students. Helps if necessary
checks the answers. Comments on execution
tasks.
– A verb is an unusual part of speech. How are you
do you think why? By frequency of use verb
takes second place after nouns.
Among the 9,000 most commonly used words
There are about 2,500 verbs. Read and explain
statements about the verb.
Carrying out creative work.
- Guys, look at the board. Is it possible to
Call groups of words sentences? What do you need
what to do to get proposals?
The long-awaited spring. Merry drops.
Talking streams. Trees in foliage.
Migratory birds.
– You need to supplement the text on the topic “Spring”
verbs that are appropriate in meaning, using
them in the present, past, future tense.
You can add the necessary ones to the proposals
in the forest, without knowing the rules (noun), one day
I was driving a motorcycle (v.) and crashed into a tree. You
shine, shine, shine (noun), I want you
luminary (v.). Who is without a brush and whitewashed (noun)
city ​​roofs
whitewashed (v.)?
They answer questions and express their opinions.
Apply new knowledge in a new language
material. Perform analytical
exercises. Participate in discussions on issues
topic.
Explain the statements.
“The verb is the basis of language. Find the right one
verb for phrase - means to give movement
phrase." (A. N. Tolstoy)
“The verb is the most living part of speech...
The purpose of a verb is to express itself
action". (A. Yugov)
Consciously
and arbitrarily
build
verbal you
telling
orally
form,
justify
your opinion.
Coordinate
efforts to
decision
educational
tasks
Complement the text.
The long-awaited spring has arrived. Merry is ringing
drops Talkative streams run. Soon the trees
will dress in foliage. They will return to their homeland

minor members.
migratory birds.

1
Work on
textbook
(exercise
144)
VI.
Further
Job
By
consolidation and
generalization
acquired
x knowledge and
skills.
Work on
textbook
(exercise
145).
2
3
Continuation of the table.
4
- Read it. Title the text.
– Determine the text type. What is the role in it
verbs? Name verbs that convey sounds.
- Write it down. Underline the words you have learned
spellings
Organizes discussions, listens to opinions,
sums it up.
- Read it. What did you imagine, saw,
did you hear while reading these lines? What role did you play?
understand verbs in landscape sketches of thunderstorms,
lightning, thunder, rainbows?
- Write it down by inserting the missing letters.
Underline the verbs. Indicate their number.
Write off. Underline the words learned
spellings. (See RM, Appendix 3.)
Perform sound-letter analysis of words
"Creek". (See RM, Appendix 4.)
Summarize the methods of action according to the rule,
algorithmic algorithms are used in practice
prescriptions, instructions.
Copy by inserting missing letters.
Verbs are underlined. Indicate their number.
How many superlative words are there (units)
in Russian for the so-called heavenly
phenomena!
Summer thunderstorms pass (plural) over the land
and fall (plural) over the horizon. among the people
they like (plural) to say that the cloud has not passed
(units), but fell down (units).
Lightning then strikes (plural) into the ground
direct blow, then they blaze (plural) at
black clouds, as if uprooted
branchy trees.
Rainbows sparkle (plural) above the smoky, damp
distance. Thunder rolls (singular), rumbles
(singular), grumbling (singular), roaring (singular),
shakes (singular) the ground.
Perform syntactic parsing of the sentence.
Thunder rolls, rumbles, grumbles,
rumbles, shakes the earth.
Understand
aural answers
classmate
snikov.
Listen
interlocutor.
Build
understandable for
interlocutor
statements.
Realize
analysis for the purpose
finding
compliance
given
standard.
Build
monologically
e
statements.
Adequately
use
speech

Lesson summary on literary reading.

Date: 05/2/2017.
Class: 3 Teacher: Chernyaeva Tatyana Vladislavovna
Student: Yulia Andreevna Vlaskova
Lesson topic: Through the pages of children's magazines.

Lesson objectives:
Educational: introduce the history of the emergence of children's magazines in Russia, modern children's magazines, their structure;
Developmental: develop creativity, thinking, expressive reading skills;
Educational:
cultivate an interest in reading periodicals, the ability to work in a group, in a team.
Regulatory UUD:
- determine and formulate the topic of the lesson together with the teacher; - express your assumptions based on the educational material;
- exercise self-control, mutual control;
- together with the teacher and classmates, evaluate the activities in the lesson.
Cognitive UUD:
- navigate through the textbook;
- navigate your knowledge system (define the boundaries of knowledge/ignorance);
- find answers to questions in the text, illustrations, using your life experience;
- analyze educational material;
Communication UUD:
- listen and understand the speech of others;
- be able to express your thoughts with sufficient completeness and accuracy; - master the dialogical form of speech in accordance with the grammatical and syntactic norms of the native language.
Personal UUD:
- establish a connection between the purpose of educational activity and its motive.
During the classes
I Org. moment
-Hello children. Check your readiness for the lesson.
Literary reading is a wonderful lesson,
There is a lot of useful information in each of the lines,
It will be a poem, a fairy tale, a story -
You teach them - they teach you!
II Updating of reference knowledge
Instead of a fur coat there are only needles. Wolves are not afraid of him either. ...
No ears, no legs visible. A ball in thorns is (hedgehog). Let's start the lesson with a small word - Hedgehog. - What associations did you have with this word? - What did you imagine, saw, heard when you read this word? - Can you guess what we will be study in class? My hint. Hedgehog offers to accept the telegram, it is read by the first letters of each surname: Mikhalkov, Uspensky, Rachev, Zakhoder, Ivanov, Laptev, Kanashevich, Altaev. (MURZILKA) On the board there are syllables - MUR, KAR, ZIL, KI, SE, VE, KA, LY, TIN, E. - Why do we need these syllables? (We need to make up words). MURZILKA, FUNNY PICTURES. (Children compose at the blackboard). - What do these words mean? (Names of magazines).- Who are these magazines intended for? (For children). - Why do children need magazines? (To know more, study better, read new stories, fairy tales, learn new games).
III Message of the topic and purpose of the lesson
You probably already guessed that the topic of our lesson is: Through the pages of children's magazines. Today we will get acquainted with the most popular children's magazines, some of them were read by your great-grandparents
Who subscribes to magazines? Which ones exactly? Who buys magazines? Which ones exactly?
IV Learning new material
1 Working with the textbook
Teacher reading the textbook on p. 174, students follow and read to themselves. - What children's magazines did you learn about? Read it! (selective reading)
What magazines are mentioned here? What can you find in them? What magazines did your great-grandparents read? – What magazines did you hold in your hands? – Why do you like them? – Which sections do you especially like to read?
Shishkin Forest. Inhabitants of Shishkin Forest. HYPERLINK "http://shishkinles.ru/shishkinles/Koksik/pismo_K/" \t "_blank" Koksik, Zubok, Aunt Matilda, HYPERLINK "http://shishkinles.ru/shishkinles/Enot/pismo_E/" \t "_blank " Enotych and HYPERLINK "http://shishkinles.ru/shishkinles/Shunja/pismo_Sh/" \t "_blank" Shunya are looking forward to their letters!
2 Introduction to the magazine “Murzilka”
"Murzilka" is a popular children's literary and art magazine. Published since May 1924 and addressed to children from 6 to 12 years old. Over the 91 years of existence of the beloved children's magazine, its publication has never been interrupted. It is named after the fairy-tale creature, the yellow and fluffy Murzilka. Murzilka got its name thanks to the mischievous and prankster - a little forest man who existed in popular books for children of the late 19th century. It was a little man in a tailcoat, with a cane and a monocle. Then the image of the forest Murzilka changed to the image of an ordinary small dog, helping everyone who is in trouble.
But Murzilka in the guise of a puppy did not last long. In 1937, the famous artist Aminadav Kanevsky created a new image of Murzilka. Since then, the children’s publication “Murzilka” has featured a yellow hero, wearing a red beret and scarf, with a camera slung over his shoulder. And the kids really like it.
-Who is Murzilka? -Look at the cover of the magazine “Murzilka”. Determine how often this magazine is published.
-Can you see from the picture that this issue was published in the summer?
-What month did it come out? (In August, because it is No. 8)
"Murzilka" is not only a children's newspaper with stories and fairy tales for children, it is also useful children's reading. A section is the heading of a section in a newspaper or magazine. The magazine’s regular sections are full of interesting, educational materials that are a worthy addition to the in-depth study of school subjects: the Russian language (“Walks with Words”), natural history (flora and fauna of the planet), labor (achievements of science and technology in the headings), physical education (“Champion”), life safety (“Safety School”), fine arts (“Going to the Museum”, “Art Gallery”, “Murzilka Art Gallery”). Each issue of "Murzilka" has games and crosswords, riddles and puzzles, rebuses, coloring books and several homemade constructions
(children leaf through, look at magazines)
Physical education minute
3 Introduction to the magazine “Funny Pictures”
-Look at the magazine “Funny Pictures”. When was the magazine published? (year, month)
-Look at its name, what heroes does it consist of? (Merry men)
The magazine “Funny Pictures” appeared in 1956. Your grandmothers and mothers also read it. The idea for the appearance of “Funny Pictures” belonged to Ivan Semenov, a popular cartoonist for the Krokodil newspaper. He became the first editor of the magazine.
The name of the magazine was chosen based on the fact that the young children for whom it was intended willingly look at funny and cheerful pictures accompanied by short, witty inscriptions. But very soon it became clear that adults read the magazine along with children. This is how poems, stories, counting rhymes, and riddles appeared in “Funny Pictures”. It became not only a children's magazine, but, no less important, a “family” magazine of the USSR.
-So why is the magazine called “Funny Pictures”? What does the word "humorous" mean?
- Humor is the ability to notice the funny side of someone or something and present it, show it in a kindly, mocking way.
V Consolidation of what has been learned.
Guys, now you will perform this task. Imagine that you are writing a story for a magazine. I hand out leaflets and assignments. Let one row write a story about their class, another row - a story about their best friend, the third - about themselves, about an interesting incident from their life. Then listen to what happened.
VI Reflection
- What topic was studied in the lesson?
- What children's magazines have we met today?
-What surprised you most? Made you laugh?
- What is the oldest magazine by year of issue?
- What magazine’s title contains the addition – humorous?
- In what magazine can you read about the lives of the saints, about God?
- What sections are common in these magazines? Which one is more educational, and which one is better to relax with?
- What magazine would you like to read monthly?
VII Lesson summary. Homework
Tell parents about children's periodicals. Ask what mothers, fathers and grandmothers read in childhood. Select material for “publication” in the magazine’s “riddles” section
Bring some magazine and talk about it.
Teacher's signature

Lesson topic: Description of lilacs based on musical impressions (based on the romance “Lilac”). 6th grade

Target: learning to describe an object that evokes aesthetic feelings (flower). Preparation for the description of an unusual object - a flower, which the Russian composer “told” about.

Development of students' creative abilities.

Task: help express the feelings that arise in children in a written statement.

Equipment: romance “Lilac”, reproduction of the painting “Lilac”, poem by B. Pasternak “Lilac”, “You are in the wind tasting a branch...”, portrait, dictionary table, notes on the board (theory: romance, vocalise; description, description composition, epigraph ).

This lesson is integrated: Russian language + music.

During the classes

1. Teacher's word.

Purpose of the lesson: today you have to prepare to describe an unusual poetic object - a lilac flower, which the Russian composer “told” about in his romance.

How does this flower make you feel? What impression does it make? Do you like him?

2. Working with the epigraph.

I chose a statement about the romance “Lilac” as the epigraph for the lesson.

(Epigraph is a saying, quotation, located before a work, chapter and focusing thought on its idea.)

The romance “Lilac” is perceived as a musical “portrait”

A blooming lilac garden, in which the composer conveyed the subtlest shades of feelings caused by the spring revival.

Let’s try to “see” what Astafiev was talking about.

3. The teacher's word. The romance was not written by chance. It turns out that Sergei Vasilyevich Rachmaninov carried his love for lilac, a beautiful fragrant plant, throughout his life. According to the composer. A modest branch of lilac was the “queen” of his soul.

Rachmaninov’s fate was such that he had to live in separation from his homeland for a long time. And after each concert, he received a bouquet of snow-white lilacs as a gift. And some unknown admirer, knowing about the composer’s favorite colors, conveyed his gentle greetings - a piece of the Russian landscape.

4. Listening to a romance.

Prepare to listen to the music of the romance by Sergei Vasilyevich Rachmaninov. To do this, sit comfortably, close your eyes and try not only to hear this music, but also to “see” and feel it.

Imagine that on a May morning you enter a lilac garden...(music sounds).

5. Conversation. Exchange of impressions.

Remember, what is romance? (Romance is a small lyrical musical and poetic work for voice with musical accompaniment.)

Have you listened to a romance without words, remember what this performance is called? (Vocalization)

Wonderful music, isn't it?

Replay to yourself what you heard, “saw” and felt.

Did you like the music?

How did it make you feel?

Tell us about what you “saw” and heard in the lilac garden.

Describe the smells of the garden.

How did you imagine lilacs in the musical garden?

The musical work itself does not name the colors of the lilac garden. But if you listen carefully to the music, it will help you remember what a living lilac looks like, and therefore we, the listeners, sometimes seem to see a raging garden and proud lilac branches, as if drawn by a magic artist.

Guys, you told about your impressions. And this is how I saw the lilac garden (against the background of romance music):

It seems to me that the composer conveys in his romance the spring mood of a person, his admiration for the beauty and aromas of the lilac garden with the help of sounds. The romance “Lilac” seems to be permeated with the rays of the gentle May sun. In the music you can hear the rustle of awakened branches, you can “see” how the fragrant heavy clusters, still wet from the night dew, bow their heads. You feel the freshness and slight coolness of a sunny morning. The music is filled with morning peace and joyful anticipation of the miraculous. It seems that together with the composer you can enter the awakening lilac garden and return from there with a beautiful bouquet, perhaps the same as depicted in the paintings of Pyotr Petrovich Konchalovsky.

How, with what help does the artist convey the freshness and splendor of flowers?

What does a poet or writer use to create an image of lilac flowers? (in a word! The poet will use the expressive means of language!)

Listen to poems by Boris Leonidovich Pasternak dedicated to lilacs. Students will introduce us to the poet’s works.

(You are in the wind, testing a branch,
Isn't it time for the birds to sing?
Wet sparrow
Lilac branch!

The drops have the weight of cufflinks,
And the garden is blinding like a stretch,
Spattered, buried
A million blue tears.

Nursed by my melancholy
And from you in thorns,
He came to life this night,
Muttered, smell.

I stuck out the window all night,
And the shutter rattled.
Suddenly a spirit of raw rancidity
I ran over the dress.

Woke up by a wonderful list
Of those nicknames and times,
Outlines the present day
Anemone eyes.)

"Lilac"

(Suppose - the buzz of a hive,

And the garden is drowning in concoctions,

And the backs of straw chairs,

And black grains of horseflies.

And suddenly a rest is announced,

And they drop things everywhere.

Distant youth in a honeycomb,

The gray lilac has bloomed!

Somewhere there are carts and summer,

And thunder opens the bushes,

And the downpour drives into the cassettes

Rebuilt beauty.

And the cart fills up a little

The vault of rolling air, -

Lilac building made of wax,

Having risen up to the cloud, it floats.

And the clouds play like burners,

And the elder’s speech is heard,

What does lilac need in a plate?

By settling and draining.)

And you, like writers and poets, will try in your writings to “draw” a picture of the lilac garden created in the romance “Lilac”.

(Listening to music.)

6. Work on the composition of the essay.

You will try to create a descriptive essay. That is, the type of speech that will dominate in your work is description.

Let us remember what a description is as a type of speech. What does "describe" mean?

Working with a table.

DESCRIPTION (What? What is it like? What is it like?)

DESCRIBE - “draw”, reproduce a picture.

COMPOSITION DESCRIPTION

A) Introduction conveying general impressions of the subject of the description.

B) The main part, revealing the properties of the described object.

C) Ending (often contains an evaluative moment).

It can be difficult to start a text, so I offer you an option for starting an essay:

When I listen to music, it's like I'm in... (I see...)

(We agree that you will use this beginning if you cannot start in your own way.)

In the first part, you will write about what you “saw,” heard, felt, and experienced while listening to music.

And so that your reader understands that we are talking about the musical image of lilacs, try to convey in words the features of the romance, its mood. This can be done along the way by describing the lilac itself, which you “saw” in Rachmaninov’s music.

Also include the second part of the essay and begin it with the words “Music is like ...” or “The sounds of music (what?) ...”.

In the third part, write whether you liked this piece of music and why.

Tables with key words will help you in writing your essay.

7. Final audition.

Listen to the romance again, but with words.

Sit comfortably, you can close your eyes.

Listen to the music, to the words of the romance and revive the impressions that you talked about in class.

So, early May morning, you run out into the garden...

(Romance sounds.)

8. Writing an essay.

APPLICATION

Table-dictionary for an essay

B. Pasternak

“You are in the wind testing a branch...”

You are in the wind, testing a branch,
Isn't it time for the birds to sing?
Wet sparrow
Lilac branch!

The drops have the weight of cufflinks,
And the garden is blinding like a stretch,
Spattered, buried
A million blue tears.

Nursed by my melancholy
And from you in thorns,
He came to life this night,
Muttered, smell.

I stuck out the window all night,
And the shutter rattled.
Suddenly a spirit of raw rancidity
I ran over the dress.

Woke up by a wonderful list
Of those nicknames and times,
Outlines the present day
Anemone eyes.

"Lilac"

Let's say - the buzz of a hive,

And the garden is drowning in concoctions,

And the backs of straw chairs,

And black grains of horseflies.

And suddenly a rest is announced,

And they drop things everywhere.

Distant youth in a honeycomb,

The gray lilac has bloomed!

Somewhere there are carts and summer,

And thunder opens the bushes,

And the downpour drives into the cassettes

Rebuilt beauty.

And the cart fills up a little

The vault of rolling air, -

Lilac building made of wax,

Having risen up to the cloud, it floats.

And the clouds play like burners,

And the elder’s speech is heard,

What does lilac need in a plate?

By settling and draining.

Literary reading lesson in 3rd grade according to the “School of Russia” program

Fedotova Irina Evgenievna

Primary school teacher

MBOU "Komsomolskaya Secondary School",

Kungursky district, Perm region

Subject: Through the pages of the children's magazine "Murzilka".

Funny stories told by Yu.I. Ermolaeva “Let it slip”

Target: introduce students to the magazine “Murzilka” and the story of Yu.I. Ermolaev “I let it slip.”

Lesson objectives:

continue to work on improving expressive reading skills,

develop children's creative abilities and attention to the author's word,

develop the ability to logically and reasonably express one’s thoughts during oral and written speech,

help expand horizons, memory, thinking,

cultivate a love and interest in reading,

develop communication skills.

Equipment:

Children's magazines "Murzilka",

Individual task sheets,

Portrait of Yu.I. Ermolaev,

Cards,

Glue, paints, brushes.

During the classes:

Org. moment:

Let's start the lesson with a small word - Hedgehog.

What associations do you have with this word?

What did you imagine, see, hear when you read this word?

Can you guess what we will do in class?

My tip. Hedgehog offers to accept the telegram:M Ikhalkov, U Spensky, R Achev, Z ahoder, AND Vanov, L aptev, TO Anashevich, A Ltaev. ( MURZILKA)

Setting the topic and purpose of the lesson:

What unites these 2 words Hedgehog and Murzilka? These are the names of children's magazines.

(EZH is a monthly magazine for children. Published since 1928. Your great-grandparents may have read it.)

Now are you ready to tell us what we have to do in class?

What other children's magazines do you know? (exhibition of children's magazines)

D/z –

Introduction to new material:

Before we work with the Murzilka magazine, find explanations of the meaning of words using an explanatory dictionary.

Work in groups.

CIRCULATION 4

PERIODICS 1

EDITOR 9

Put the words in alphabetical order

PERIODICALS 1 EDITOR 9 HEADING 2 CIRCULATION 4

( 1924) is the year of publication of the 1st issue of the magazine “Murzilka”

Student message "From the history of the creation of the magazine “Murzilka” ».

Back in 1924, writers and artists got together and decided to publish a magazine for children. No sooner said than done: stories, poems were written, pictures were drawn. But the magazine doesn't have a name yet. They thought, argued, and wondered. And someone remembered popular pre-revolutionary books about the funny adventures of little forest people. Among the many tiny creatures was a mischievous and prankster named Murzilka.

And in the magazine he had to become a little white dog and travel with the boy Petya. This name was originally given to the puppy - dirty, a synonym for the word "zamurzyka". Writers, artists, and even the children themselves did not really like Murzilka in this guise. And then the editors asked the famous artist Kanevsky to create the image of Murzilka. This was in 1937. And since then, a fluffy magical hero has settled in the magazine, as yellow as a dandelion, in a red beret and scarf, with a camera over his shoulder, the way everyone sees him now. He is cheerful, resourceful, inquisitive, and sometimes mischievous. The children fell in love with him, trust him with their secrets, expect advice from him, want to talk to him, invite him to visit. They believe that there is a kind, understanding Murzilka in the world!` Over all the years of existence of the beloved children's magazine, its publication has never been interrupted. Next year, 2014, the Murzilka magazine turns 90 years old! Despite its “venerable” age, the magazine becomes more colorful and interesting in content every year .

Working in pairs .

Look at the magazine and name the sections that are in “Murzilka”.

Who is the editor-in-chief of the magazine, what is the circulation of the magazine?

In one of the issues of the magazine “Murzilka” the story of Yu.I. Ermolaev “Let it slip” was published.

From the biography of the writer Yu.I. Ermolaev

Ermolaev Yuri Ivanovich (1921-1998), Russian writer. Graduated from the Theater School named after. Shchepkin in Moscow in 1943. But Yuri Ivanovich became famous not as a dramatic actor, but as a children's writer.

The first book of his stories was published in 1960. It was called “Why the Paper Strips Got Angry.” Yuri Ivanovich is the author of several popular stories and fairy tales. Ermolaev's books were published quite regularly. He called some of his works “Sad Jokes,” the funnyness of which contains a lot of important and instructive things.

Children fell in love with the writer for his sense of humor and ability to laugh kindly at his hero.

We will now get acquainted with this story. (p.179)

Name words - synonyms or expressions that can replace the title of the story (babbled, said too much, told some secret, didn’t think it was possible to tell, promised to remain silent, but couldn’t stand it, told someone’s secret)

Reading a story (good reading students).

After listening to the story, you must answer the question

- What did the parrot let slip about?

Reading a story by students.

- So what did the parrot let slip?

Why did the parrot answer with such phrases?

What did the guys learn about the girl from communicating with the parrot? (how the girl behaved, what she really is; what she says when no one sees her, when she is not pretending).

Why do you think it was such a nuisance?

What did Irochka expect from her classmates? (praise, admiration)

Guys, what do you call people who try to teach animals something? (trainers)

Irochka also wanted to teach the parrot to speak. Did she turn out to be a trainer? Why? How should animals be trained? (affection, kind, gentle word)

What was the most important thing the parrot said?

Can Irochka fix the situation? How?

What did the writer want to show in this story? What can we read between the lines? ( A person should always be polite and well-mannered)

Physical minuteA game Girls - boys

Dandelion wreaths in spring

Of course, they only weave…..

Bolts, screws, gears

You will find it in the pocket of......

We played hockey in the morning...

We chatted for an hour without a break

In colorful dresses...

Of course, they only love...

Cowards are afraid of the dark

Everything is like, they are one...

Going out for a walk…..

Creative task in groups

1 group FOLK WISDOM

The hut is red with pies, and the man is red with deeds.

Labor feeds, but laziness spoils.

The word is not a sparrow; if it flies out, you won’t catch it.

The sun paints the earth, and labor paints man.

Judge not by appearance, but by deeds.

Do not spare your strength or your life for your Motherland.

Business before pleasure.

Group 2 CROSSWORD

1. Children's poet Samuil Yakovlevich……..

2. Who is Chico?

3. The number of copies of the printed publication published.

4. Printed periodical.

5. Section title.

7. The main character of the story “I let it slip.”

8. Literary worker engaged in journalism.

Group 3 FUNNY ARTIST

Color the parrot Chico.

Group 4 PEN TEST

"Murzilka" - a magazine of the 21st century

………………………………….

"Murzilka" - a fun magazine for children,

……………………………………………….

D/z - write a note in the newspaper "Sun" about your class, about your classmate, about your hobbies

(rubrics filled in by children appear on the board)

5. Lesson summary:

The result of our joint work was a magazine issue. It remains to fill out 1 more heading “Igrodrom”.

Discuss in the group and choose what color you will paint the stripe and what mood it corresponds to. Color it and explain your choice (the words appear: thank you, well done, great, successful)

Bring any children's magazine to class and review it.

Write a note to the newspaper "Sun" about your class, about your classmate, about your hobbies.

Complete the phrases:

Today I found out...

I managed…

It was difficult…

I wanted…

I was surprised...

Annex 1

CIRCULATION 4

EDITOR 9

PERIODICS 1

Appendix 2

Choose proverbs that can be attributed to Y. Ermolaev’s story “I let it slip.”

……………………………………………………

Color the parrot Chico.

……………………………………………………

Solve the crossword puzzle "MURZILKA"

…………………………………………………

Write a journal note about your classmate or your class.

Try to find a rhyme for the lines of the poem:

"Murzilka" is a magazine of the 21st century.

"Murzilka" is a fun magazine for children.

Appendix 3

A game Girls - boys

Dandelion wreaths in spring

Of course, they only weave...

Bolts, screws, gears

You will find it in your pocket...

Skates on the ice drew an arrow

We played hockey in the morning...

We chatted for an hour without a break

In colorful dresses...

To measure your strength in front of everyone,

Of course, they only love...

Cowards are afraid of the dark

Everything is like, they are alone...

Click, lace and ringed fingers

Going out for a walk...

Appendix 4

D/s: Complete a task of your choice:

1. Bring any children's magazine to class and review it.

   Write a note to the newspaper “Sun” about your class, about your classmate, about your hobbies.

Appendix 5

139. Read the poem by E. Blaginina.

The icicles stopped ringing,
The roofs froze like fringes.
They shone with cold light,
Frozen as if in winter.

But tomorrow the sun will rise again,
It will begin to bake,
And he will drum on the porch
Drops is cheerful again.

• What time of year is the poem talking about?
• Write down the verbs. Explain how you identified them.

140. Read it.

Meow, rejoice, run, walk, be sad, work, ask, drive, tell, think, fly, buzz, reflect, build, talk, draw.

• Name groups of verbs with the meaning of movement, speech, sound, work, thought, manifestation of feelings.
• Write down verbs that mean movement.

141. Read it.

1. I sing water to the horse, I sing a song to the sun. (Ya. Kozlovsky)
2. He bought toffee and decided not to eat it. But how can you not eat toffee when there is toffee? (A. Barto)

• Find the verbs. Which of them are homonyms? What do they mean?
• Write down the first sentence. Emphasize the main members. What part of the sentence is the verb?

142. Look at the drawing. Determine its topic.

• Name the verbs that will help you compose a story based on the picture.
• Make up a story based on the picture. Write down a few sentences from the composed text.
• Underline the verbs in the sentences.

143. Read it. Why are the offers interesting?

1. It would depend on soap, freckles I would laundered. 2. One day the cat crept up to parrot: “Now I, brother, parrot..." 3. A bear in the forest, not knowing rules, once by motorcycle rules and crashed into a tree. 4. You shine, shine, light, I want you light... 5. Who is without a brush and whitewashed city ​​roofs whitewashed?

(Ya. Kozlovsky)

• What part of speech is each highlighted word? By what signs did you distinguish these parts of speech?
• Write down any suggestion. Underline the verbs.

144. Read it. Title the text.

The black branches glistened, the wet snow rustled as it slid down from the roofs, and the damp forest rustled merrily beyond the outskirts. Spring walked across the fields like a young mistress. As soon as she looked at the ravine, a stream immediately began to gurgle and overflow in it. Spring was coming, and the sound of streams became louder with every step.

(K. Paustovsky)

• Determine the text type. What is the role of verbs in it? Name verbs that convey sounds.
• Write it off. Underline the studied spellings in the words.

145. Read it.

How many excellent words exist in the Russian language for the so-called heavenly phenomena!

Summer thunderstorms pass over the ground and fall behind the umbrella. People like to say that the cloud has not passed, but has fallen.

Lightning either strikes the ground with a direct blow, or blazes on black clouds, as if uprooted from twisted trees.

Rainbows sparkle over the smoky, damp distance... Thunder rolls, roars, roars, roars, shakes the earth.

(K. Paustovsky)

• What did you imagine, see, hear while reading these lines? What role do verbs play in landscape sketches of thunderstorms, lightning, thunder, and rainbows?
• Write by inserting the missing letters. Underline the verbs. Indicate their number.

St. e roar