Perspective plan "Reading fiction" calendar-thematic planning in fiction (preparatory group) on the topic. "A long-term plan for reading fiction in the preparatory group Reading literature
Olga Kopylova
Perspective planning for reading fiction in the preparatory group
Month Name of the work Program tasks
September G. Sapgir "Counting and tongue twisters" fiction; replenish lite-Raturny luggage with poems, tongue twisters.
Reading and discussion of the poem by A. Barto "To school". fiction; replenish lite-Raturny luggage with poems; draw children's attention to expressive means.
Cognitive - speech development. Acquaintance with an excerpt from the poem by A. S. Pushkin "Eugene Onegin" "Already the sky breathed autumn.". Continue to develop interest in fiction; replenish lite-Raturny luggage with poems; Encourage children to be interested in the meaning of words.
Cognitive - speech development. Reading and retelling of the work by K. Ushinsky "Four Wishes". Continue to develop interest in fiction; develop the ability to retell meaningfully literary texts, work out the intonational expressiveness of speech.
October Tale of F. Salten "Bambi". Fragments.
Continue to develop interest in fiction; replenish lite
M. Matusovsky's poem "Where does the Motherland begin?" Continue to develop interest in artistic word; replenish letter-tour baggage with poetic works, instill sensitivity to artistic word.
M. Zoshchenko's story "Great Travelers". Continue to develop interest in fiction; replenish lite- luggage of fairy tales; educate the reader, develop a sense of humor in children, continue to introduce illustrations artists.
Reading a poem D. Kharms “Very very tasty cake”. Continue to develop interest in artistic word; replenish letter- tour luggage with poetic works, to develop a sense of humor in children.
Nov-November Works of poets and writers of Russia. Reading and discussion of the poem by Yu. Vladimirov "Orchestra". Continue to develop interest in fiction; replenish lite
Russian folklore. fiction "Listen guys" artistically reading
Reading and discussion of P. Ershov's fairy tale "The Little Humpbacked Horse". Continue to develop interest in fiction; replenish lite
Reading prose work "Short Wire" E. Vorobieva. Continue to develop interest in fiction; to educate a reader who is able to experience compassion and sympathy for the heroes of the book; continue to develop independence in children in organizing all types of games, following the rules and norms of behavior.
December A holistic picture of the world, primary value ideas. Literary speech. Word art. "Wolf and Fox" (arr. I. Sokolov - Mikitov) reading; replenish literary baggage with fairy tales; to educate a reader who is able to experience compassion and sympathy for the heroes of the book, to identify himself with his beloved character; develop a sense of humor in children.
Reading and discussion of Y. Koval's story "Stozhok". Develop interest in fiction characters
Acquaintance with the poem by S. Krylov "Winter's Tale" literary baggage poems to cultivate interest in the knowledge of nature through works of art.
Reading children's poems about the Christmas tree, New Year, Santa Claus, Snow Maiden. Continue to develop interest in fiction; replenish lite-Raturny luggage with poems; to educate a reader who is able to experience compassion and sympathy for the heroes of the book.
Jan-var Russian folklore. Reading and discussion of the epic "Dobrynya and the Serpent" (retelling by N. Kolpakova). Generate interest and need reading, replenish literary baggage bylinami; to educate a reader who is able to experience compassion and sympathy for the heroes of the book.
Reading and discussion of the fairy tale by S. Topelius "Three rye spikelets" (retelling of a Lithuanian folk tale). Develop interest in fiction; learn to retell the text, determine the character characters, to convey, when retelling, individual episodes in persons; help to understand the actions of heroes; to educate a reader who is able to experience compassion and sympathy for the characters of the book.
Reading and discussion of the poetic work of S. Yesenin "Birch". Continue to develop interest in poetry, replenish literary baggage poems; develop an interest in learning about nature works of art.
Reading and discussion of the Russian folk tale "Cockerel - a golden comb and millstones". Develop literary speech, to attach to verbal art, to instill interest in fiction; to educate a reader who is able to experience compassion and sympathy for the heroes of the book.
February The beauty and expressiveness of the language of the work. Poem by P. Voronko "Better there is no native land" (translated from Ukrainian by S. Marshak). Develop interest in fiction, draw the attention of children to the expressive means of the language; help to feel the beauty and expressiveness of the language of the work, instill sensitivity to the poetic word.
Reading and discussion of the tale by H.-K. Andersen "Ugly duck". Develop interest in fiction; help to understand the actions of heroes, to determine the characters characters; to teach to retell the text, to transfer individual episodes in persons when retelling; to educate a reader capable of experiencing compassion and sympathy for the characters in the book.
Russian folktale "Vasilisa the Beautiful". Continue acquaintance with the Russian folk tale, learn to comprehend the characters characters; to form figurativeness of speech, understanding of figurative expressions, to develop creative abilities.
Reading and discussion of the poem by R. Boyko “A soldier is walking down the street, medals are shining on him.”. Continue to develop interest in fiction; help to feel the beauty and expressiveness of the language of the work, instill sensitivity to the poetic word; expand ideas about the Russian army through reading poems on the subject.
March Tale H.-K. Anderson "Thumbelina". Continue to develop interest in fiction; replenish lite- luggage of fairy tales; to educate a reader who is able to experience compassion and sympathy for the heroes of the book.
Russian folklore. song "Mother spring is coming". keep improving artistically- speech performance skills of children with reading a folk song; continue to develop in children independence in organizing all types of games, following the rules and norms of behavior.
Looking at scene pictures. Introduction to verbal art. A. Prokofiev "Russian birch". Continue to develop interest in fiction; help to feel the beauty and expressiveness of the language of the work, instill sensitivity to the poetic word; replenish literary bag of poems.
Reading poetic work of V. Zhukovsky "Lark" (abbreviated). keep improving artistically- speech performance skills of children with reading
April Tale "White and Rose", per. with him. L. Kona. Continue to develop interest in fiction; replenish lite- luggage of fairy tales; to educate a reader who is able to experience compassion and sympathy for the heroes of the book.
Reading chapters: "Workout", "What is the view from the window". "Holiday"- from lite-rature work of V. Borozdin "Starship". Conversation on reading. Continue to develop interest in fiction character; improve the ability to use different parts of speech in strict accordance with their purpose and purpose of the statement; help children learn the expressive means of the language.
Looking at scene pictures. Introduction to literary art. S. Alekseev "The first night ram". Continue to develop interest in fiction; to educate a reader who is able to experience compassion and sympathy for the heroes of the book, to identify himself with his beloved character; ensure optimal motor activity throughout the day, using physical exercises.
Reading and discussion of a literary tale. Sokolova-Mikitova "Salt of the earth". Continue to develop interest in fiction; draw children's attention to the expressive means of language (figurative words and expressions, epithets, comparisons); to educate a reader capable of experiencing compassion and sympathy for the heroes of the book.
May Literary tale A. Remizova "Bread Voice". Continue to develop interest in fiction; replenish lite- luggage of fairy tales; to educate a reader who is able to experience compassion and sympathy for the heroes of the book.
Russian folklore. fiction "Listen guys". keep improving artistically- speech performance skills of children with reading folklore song - fiction; continue to develop independence in children in organizing all types of games, following the rules and norms of behavior.
Reading and discussion of the fairy tale by A. Lindgren "The Princess Who Didn't Want to Play with Dolls". Continue to develop interest in fiction; replenish lite- luggage of fairy tales; to educate a reader who is able to experience compassion and sympathy for the heroes of the book; ensure optimal motor activity throughout the day, using physical exercises.
Reading poetic work "Here comes the red summer." (Russian folk song). keep improving artistically- speech performance skills of children with reading poetic work; continue to develop in children independence in organizing all types of games, following the rules and norms of behavior.
long term plan
"Reading Fiction"
September
1 week "Kindergarten"
1.
Reading poems by A. Barto from the cycle "Toys":
Purpose: to arouse in children a desire to tell familiar poems by A. Barto; develop a positive attitude towards poetry.
2. Reading the fairy tale "Winged, furry and oily"
3. Reading the story of L. Tolstoy "Nastya had a doll"
4 . Reading a poem by G. Novitskaya "Silence".
Objectives: to continue to form the ability of children to emotionally perceive and understand the figurative content of poems; develop figurative speech. Promote the development of arbitrary memory. Cultivate a love for oral folk art.
Week 2 "My city, my country"
1.
Reading the fairy tale "The Cat and the Fox"
Purpose: to cultivate the ability to carefully listen to a fairy tale.
2
.Reading and learning poems about the city.
Objectives: to develop memory, the ability to expressively read poetry.
3
. Reading a poem by S. Yesenin "Birch"
Purpose: To form the ability to see and feel the beauty of Russian nature in a work of art.
4
.
B. Zhitkov "In Moscow on the streets."
Goals: continue to acquaint children with the works of famous children's writers; to form the ability to answer questions on the content; cultivate love for the capital of our Motherland.
Week 3 _ "Family"
1
. E. Permyak "How Misha wanted to outwit his mother."
Objectives: to help children understand the meaning of the work; maintain a negative attitude towards lies; cultivate honesty.
3 . V. Dragunsky "What I love."
Objectives: to form in children a holistic perception of a literary text in unity with the content and artistic form. Develop intonation expressiveness and auditory perception, encourage children to convey their impressions, evaluate the actions of the heroes of the story by S. Prokofieva.
Week 4 "Autumn. Signs of autumn.
1.
Reading A. Grishin's poem "Autumn"
Purpose: to develop memory, the ability to speak expressively.
2
. Reading proverbs and sayings about autumn.
Purpose: to develop memory, thinking.
3
. Reading the story of E. Charushin "Hedgehog"
Purpose: to form the ability of children to carefully listen to the work to the end; cultivate love for the animal world.
4.
Reading a poem by I. Belousov "Autumn"
Purpose: to develop memory, attention. Cultivate a love for poetry.
October
1 week "Autumn. Trees"
1.
Reading the poem "Autumn Song" by A. Pleshcheev
Purpose: to form the ability of children to carefully listen to the work to the end; develop a love for nature.
2.
"Birch" S. Yesenin (reading a poem).
Purpose: to form the ability of children to expressively read a poem, conveying admiration of winter nature with intonation, to feel and reproduce the figurative language of the poem. Develop memory, imagination, intonation expressiveness of speech. Cultivate love for nature, aesthetic feelings.
3.
I. Bunin "Leaf fall" (excerpt)
Purpose: to develop attention, memory, to form the ability to clearly pronounce words, to be able to maintain a conversation. To form the ability of children to emotionally perceive the figurative basis of poetic works, to develop creative imagination, expressiveness of children's speech.
4.
I. Tokmakova "Firs"
Purpose: to form the ability of children to emotionally perceive the figurative basis of poetic works, to develop creative imagination, expressiveness of children's speech.
Week 2 "Autumn. Vegetables"
1
. Riddles about vegetables.
Purpose: to acquaint with a small folklore form - riddles; develop children's thinking, speech.
2.
Reading the fairy tale "Puff"
Purpose: to cultivate interest in fairy tales.
3
.Reading a poem by Y. Tuvim "Vegetables".
Objectives: to continue to form the ability to perceive poetic texts, memorize passages; expand the horizons of children; consolidate knowledge about vegetables.
4.
N. Egorova "Radish, carrot, pumpkin ..."
Purpose: to cultivate a love for fiction.
Week 3 Garden. Fruits"
1
.“The Old Man and the Apple Trees” by L. Tolstoy.
Objectives: to introduce children to the fact that fruit trees are planted in spring
Cultivate respect for nature.
2. Riddles about fruits.
Purpose: to continue acquaintance with a small folklore form - riddles; develop children's thinking, speech.
3.
Reading the fairy tale by V. Kataev "Flower - seven-flower".
Objectives: to lead to an understanding of the moral meaning of the tale, to a motivated assessment of the actions and character of the main character; consolidate knowledge of the genre features of the fairy tale.
4 . G. Yudin "How to cook compote"
Purpose: to form the ability to listen to the work, answer questions.
4 week Forest. Mushrooms and wild berries.
1.
Reading "Autumn in the Forest" I. Sokolov-Mikitov.
Purpose: to form a desire to listen carefully and memorize the read poem. Develop memory.
2
.I. Thai "Mushrooms" - reading a work
Objectives: to continue to form the ability to carefully listen to the work,
to convey intonation the characters' characters, one's attitude to the characters;
3
. Reading the Russian folk tale "Under the fungus".
Purpose: to form the ability to correctly convey the dialogues of the characters intonation;
Use the expressive means of the language when retelling.
4. Listening to the fairy tale of V. Bianchi "Gingerbread Man - a prickly side"
Purpose: to form interest in the work. To develop knowledge about the animal world.
November
1 week "Clothes"
1.
S. Marshak "Gloves" - work on the content of the poem.
Objectives: to continue to form the ability of children to understand the content of poems;
Help to comprehend the meaning of figurative expressions in the text; control in the conscious use of means of intonational expressiveness.
2 . N. Nosov "Patch".
Purpose: to instill a love for fiction, teach competently, answer questions. Develop attention, speech.
3. Sh. Feather "Little Red Riding Hood".
Purpose: to educate emotionally - figurative perception of the work, to teach to comprehend the idea; clarify children's knowledge of the genre features of the fairy tale; develop creative storytelling skills. To bring the idea of a fairy tale to the consciousness of children, to educate children in good feelings, the need to take care of loved ones.
4. S. Marshak "That's how absent-minded" (listening)
Purpose: to form the ability to notice and understand figurative words and expressions in the text. Develop creative imagination.
Week 2 "Shoes"
1
. Reading Konovalov's story "Stubborn Boots".
Objectives: to continue to develop interest in fiction, to promote understanding and correct understanding of the content of the work; to teach to evaluate the actions of the heroes of the work; expand ideas about shoes; - develop attention, thinking, visual perception, motor skills; - educate respect for things.
2.
Reading and solving riddles about shoes.
3.
Reading the fairy tale by Ch. Perro "Puss in Boots".
Objectives: to form the ability to understand the meaning of a fairy tale, the moral contained in it; to form the ability to understand the characteristics of the character of the characters; form figurative speech.
4. Reading a poem by E. Blaginina "I will teach you how to put on shoes and brother."
Objectives: to form the ability of children to emotionally perceive a poetic work, to realize the theme, content. Arouse the desire to remember and expressively reproduce quatrains. Develop auditory memory, emotional-volitional sphere, improve the intonational expressiveness of speech. Raise the desire to help those who need help.
.
Week 3 "Toys"
1
.Repetition of poems by A. Barto from the cycle "Toys"
Purpose: to arouse in children the desire to expressively recite familiar poems by heart; develop a positive attitude towards poetry.
2
.
S. Marshak "The Ball".
Purpose: to help children remember and expressively read a poem, remember the works of S. Ya. Marshka.
3. Agnia Barto "Rubber Zina".
Purpose: to help children remember and expressively read a poem, remember the works of Agnia Barto.
4 week "Dishes"
1.
K. Chukovsky "Fedorino grief".
Objectives: to continue to develop the ability of children to listen carefully to poetic works; create conditions for children to express their perception of the text in external action.
2.
Reading A. Kondratev's poem "You can many, many times."
Objectives: to develop in children the ability to listen to a poem and understand its meaning; help memorize the poem clarify and expand children's ideas about dishes; learn to use sentences in affirmative and negative form in speech; develop hand-eye coordination, attention, memory; cultivate careful handling of dishes.
3 . V. Karaseva "Glass"
Purpose: to form the ability to listen to literary works, evaluate the actions of heroes, talk about help around the house.
4. Reading the story of N. Kalinina "Mom's Cup".
Objectives: to form the ability of children to convey the content of a small literary work; to teach to ask questions to the text of the work and answer questions, logically building the answer correctly; develop auditory memory.
December
1 week “Winter. Wintering Birds»
1
. Reading S. Mikhalkov "About mimosa".
Objectives: to expand children's understanding of a healthy lifestyle, how to dress in winter, how to improve your health in winter; help children understand the content of the work correctly.
2
.Reading the story of G. Skrebitsky “What does a woodpecker feed on in winter? »
Objectives: to encourage children to emotionally perceive the figurative expressions of a literary work, to understand the semantic meaning of the content of the story; Enrich children's vocabulary with figurative words and expressions. Pay attention to the formation of grammatically correct speech, make sure that when answering questions on content, children use words in the correct grammatical form. Cultivate a caring attitude towards birds, love for them.
3
. I. Surikov "Winter".
Purpose: to continue to develop interest in fiction; to instill sensitivity to the poetic word.
4.
Reading the fairy tale "Two frosts".
Purpose: to cultivate interest and love for fairy tales.
Week 2 Pets. Domestic birds.
1.
Telling the tale "Mitten".
Purpose: to form the ability to emotionally perceive the content of a fairy tale.
2.
N. Nosov "Live Hat".
Goals: continue to develop children's ability to perceive large texts; to bring to the consciousness of children the humor of the work; cultivate interest in literature.
3
. Telling the tale of V. Suteev "Chicken and duckling".
Objectives: to help children correctly comprehend the content of the tale; learn to empathize with the characters and evaluate their actions; expand children's ideas about poultry; enrich the vocabulary of children with verbal vocabulary; develop auditory and visual perception, memory.
4. "Resin Goby" (telling a Russian folk tale)
Purpose: to introduce children to a new fairy tale, to teach them to understand its content. Teach children to answer content questions with common sentences or a short story. Develop attention, memory. Raise interest and love for Russian folk tales.
Week 3 "Wild Animals"
1
.Reading the fairy tale "Winter hut of animals".
Goals: develop memory, attention; cultivate a love for fairy tales.
2.
Reading the tale "The Fox and the Rooster".
Objectives: To develop the ability to listen carefully. Remember what you have read.
3
. Reading the fairy tale "The Hare and the Hedgehog".
Goals: develop memory, auditory attention; develop a love for animals.
4.
"Little Mouse's Big Journey"storytelling)
Purpose: to introduce children to a new fairy tale of the peoples of the North, to form the ability to answer questions about the content. Develop memory, thinking, attention, cognitive interests. Raise interest in fairy tales of different peoples.
5. " Forest newspaper” by V. Bianki (reading stories).
Target : continue to form the ability of children to answer questions, using in speech the simplest types of complex and complex sentences.
To consolidate the knowledge of children about the life of animals in winter, how they prepare for winter.
Develop thinking, memory, imagination, cognitive interests.
Week 4 "New Year"
1
. Reading and solving riddles about winter.
Objectives: to encourage children to answer questions, to consolidate the ability to solve riddles.
2
. Reading Fiction: "Poems about the New Year".
3
. Reading the poem "Christmas Tree" E. Moshkovskaya.
Objectives: to continue to introduce children to the national children's art. literature. To form the ability to answer the questions of the teacher. Develop speech, memory, logical thinking of children. Cultivate a love for poetry.
4.
Reading: “Santa Claus sent us a Christmas tree” by V. Petrov.
Purpose: to develop the desire to listen. Create a joyful mood in anticipation of the holiday.
January
1 week "Vacation"
1
.Reading the fairy tale "Snow Maiden".
Purpose: to form the ability to carefully listen to a fairy tale. Answer questions on the text.
2. Reading G. Andersen "The Snow Queen".
Purpose: to note the characters of the characters, their positive and negative sides, to reveal the educational value of the fairy tale.
3
.Guessing riddles about winter games.
Objectives: to develop memory. auditory attention; develop an interest in solving riddles.
4
. Reading thin. literature. N. Nosov "On the hill".
Objectives: to continue to develop the ability of children to listen to stories; help children correctly perceive the content of the work, empathize with its characters; help develop a personal relationship to the work.
2 week "Furniture"
1.
Reading S. Marshak "Where did the table come from?"
Objectives: to enrich and expand children's ideas about furniture; to form an interest in fiction; learn to answer questions with a phrase; activate cognitive activity; develop speech, auditory and visual perception, thinking, motor skills; cultivate respect for the surrounding pieces of furniture.
2. Reading the fairy tale "Three Bears"
Purpose: to cultivate interest in fairy tales.
3
. Riddles about furniture.
Purpose: to cultivate the ability to guess riddles, develop thinking.
3rd week "Freight and passenger transport"
1.
V. Klimenko "Who is more important than everyone on the street."
Objectives: to expand children's knowledge of transport by meaningful listening to the work; help to understand the meaning of the story; educate the desire to follow the rules of behavior on the street.
2
. Reading and solving riddles about transport.
Objectives: to help understand how to correctly guess the riddle: you need to look for the hero of the riddle who hid, according to his description (with whom or what he is compared to). Exercise in the selection of comparative turns to objects. Develop fantasy, imagination.
3.
Reading the Tale of N. Pavlova "In the car."
Objectives: to encourage children to emotionally perceive the figurative expressions of a literary work, to understand the semantic meaning of the content of the story; to form the ability of children to describe the various properties of objects. To form moral concepts: friendship, friends, mutual assistance.
4.
"Train" Y. Taits (reading the story).
Target: develop the ability to listen carefully to a new story. Develop attention, memory. Cultivate an interest in reading.
February
1 week "Professions"
4
.Reading a poem by S. Marshak "Policeman"
Purpose: to form a desire to listen and remember the read poem; develop memory; cultivate a love for poetry.
2. "Uncle Styopa" S. Mikhalkov (reading of the work).
Purpose: to introduce children to a new work, to teach to characterize the actions of the hero. Continue to learn to answer questions about the content of the work.
Develop attention, thinking, memory, cognitive interests.
Cultivate respect for adults, interest in their professions.
3.
The story of the Belarusian folk tale "Zhikharka".
Objectives: to form the ability of children to perceive and realize the figurative content of a fairy tale, to notice figurative words and expressions in the text; exercise in the selection of synonyms; to form the ability to understand the content of sayings, to invent new episodes.
4.
Memorizing the poem "The Driver" by B. Zakhoder.
Objectives: to clarify children's ideas about the profession of people in transport. To form in children an emotional perception and understanding of the content of the plot of a poetic text. Continue to improve the artistic and speech performing skills of children when reading a poem (emotional performance, natural behavior, the ability to gesture, facial expressions, convey their attitude to the content of a literary phrase).
Week 2 "Indoor plants"
1. "Privereditsa" Russian folk tale.
Objectives: to develop the ability to listen to a piece to the end.
2. Poem by E. Blaginina "Balzamin".
Objectives: to continue introducing children to the structure of the plant, the features and purpose of its parts. Develop practical skills in caring for indoor plants.
3.Andersen Hans Christian "Thumbelina".
Objectives: to cultivate interest in fairy tales.
4.G. Cancer "Violet", "Aspidistra", "Ficus", "Begonia".
Objectives: to contribute to the expansion of children's knowledge about indoor plants and their importance in human life.
Week 3 "Our Army"
1.
"Border Guards" S.Ya. Marshak (reading a poem).
Target: to introduce children to a new poem - about border guards, soldiers guarding our Motherland. Learn to answer questions about the content of the work. Develop memory, attention, intonation expressiveness of speech.
Raise interest in the soldiers of the Russian army, respect for them.
3
. N. Teploukhova "Drummer".
Objectives: to continue to develop the ability of children to listen carefully to stories, answer questions about their content.
Develop thinking, memory, learn to actively participate in the conversation.
4.
Reading poems for the Defender of the Fatherland Day.
Objectives: to develop expressiveness of speech, a sense of rhythm.
5
. Reading a poem by Z. Alexandrova "Watch".
Objectives: to form the ability to understand the nature of the work; Express your feelings in connected sentences.
Week 4 "Construction. Professions of builders"
1
.Reading Permyak "What are hands for?"
Objectives: to help children understand and correctly comprehend the content of the work; encourage them to answer questions with a phrase; enrich the vocabulary with verbal vocabulary. Develop thinking, auditory and visual perception, motor skills; educate the ability to listen to the answers of other children.
2.
Memorizing B. Zakhoder's poem "Builders".
Objectives: to introduce children to various professions and their features. To give knowledge about the qualities that a person who wants to get a particular profession must possess. Cultivate a respectful attitude towards the work of adults. Encourage creativity in role-playing games about professions.
Raise pride in parents and respect for them.
3
.
Dramatization of the fairy tale "The Three Little Pigs"
Purpose: to consolidate knowledge of fairy tales, to arouse a desire to participate in staging, to develop acting skills.
4 . Telling the tale "Zayushkin's hut".
Objectives: to form the ability of children to emotionally perceive a fairy tale, to realize and remember the plot, characters; to teach intonation accurately repeat songs from a fairy tale. Practice word formation. Cultivate a desire to listen to each other, not to interrupt.
March
1 Week Spring. Mom's holiday. First flowers.
1.
"Mother's Day" G. Vieru (reading a poem).
Purpose: to introduce children to a new poem. To form the ability of children to answer questions on the content, to clearly pronounce words and phrases. Develop memory, attention, intonation expressiveness of speech. Raise love and respect for your mother.
2.
Memorizing a poem by Y. Akim "Mom".
Objectives: to evoke a joyful emotional mood in children, to help them express their attitude, love for their mother through poetry, creative activity. To replenish the vocabulary with emotional and evaluative vocabulary.
3
. Reading the story of N. Kalinina "Mom's Cup".
Objectives: to form the ability of children to convey the content of a small literary work; to form the ability to ask questions to the text of the work and answer questions, logically correctly building the answer; develop auditory memory.
4
. S Kaputikyan "My grandmother".
Objectives: to evoke a joyful emotional mood in children, to help them express their attitude, love for their grandmother through poetry, creative activity.
Week 2 "Professions of mothers"
1.
"Work" by D. Gabe (reading the story).
Purpose: to continue to form the ability of children to listen carefully to stories, answer questions about their content. Develop thinking, memory, learn to actively participate in the conversation. Raise interest in the work of adults, the desire to help them.
2.
Reading Mikhalkov's work "What do you have?"
Purpose: to develop a desire to talk about their attitude to a specific act of a literary character, to help children understand the hidden motives of the heroes of the work, to introduce them to verbal art.
3
. Reading the story of E. Permyak "Mom's work."
Objectives: to consolidate children's knowledge about the features of different literary genres;
To form the ability of children to emotionally perceive figurative content
works, comprehend the idea; learn by answering questions
build sentences.
4
. Reading fiction: "Aibolit"
Objectives: to continue to introduce children to the national children's art. literature. To form the ability to answer the questions of the teacher. Develop speech, memory, logical thinking of children.
3 week "Underwater world"
1
.“The First Fish” E. Permyak.
Objectives: to develop the ability of children to listen to large literary works; continue to acquaint children with the features of wildlife; develop respect for nature.
Continue to acquaint children with the works of children's writers; help to understand the meaning of the story; nurture love and caring attitude towards loved ones.
2.
Reading and memorizing the song “Grandfather wanted to cook an ear ...”?
Purpose: to help children remember r. n. etc., expressively read it by heart, develop a sense of rhythm, consolidate knowledge about river fish, methods of catching fish (rod, nets).
3. Fairy tale "At the command of the pike."
Objectives: to develop the ability of children to listen to large literary works; continue to acquaint children with the features of wildlife
4
.Learning poems, riddles about fish.
Purpose: to develop the ability to solve riddles.
Week 4 "Our city (country, street)"
1.
Reading and learning poems about the city.
Purpose: to develop memory, the ability to speak expressively.
2. "In the theater" A. Barto (reading a poem).
Purpose: to form the ability of children to emotionally perceive the figurative content of a poetic text, to understand the means of expression. Develop memory, imagination, the ability to answer questions. Cultivate a love of literature.
3. Reading poems by A. Kardashova “Our palace is open to everyone”
Purpose: to form the ability of children to carefully listen to the work to the end.
4.
P. Voronko “There is no better native land” - reading.
Objectives: to form the ability to participate in the collective learning of a poem during choral pronunciation; expressively read a poetic text; perceive the meaning of proverbs, expressed figuratively (“Everyone has his own side”, “There is no land more beautiful than our Motherland”); cultivate love for the native land.
April.
1 week "We read"
1.
"Visiting a Book"(acquaintance with the work of illustrators)
Target: to acquaint children with the work of illustrators Y. Vasnetsov, V. Chizhikov, E. Charushin, how important drawings are in a book, how many interesting things can be learned by carefully examining book illustrations.
Develop voluntary attention. Cultivate aesthetic taste.
1
.Reading a poem by Y.Akim "Neumeyka".
Objectives: to develop the ability to listen to literary works, answer questions on the content with a phrase; develop auditory and visual perception, logical thinking, fine motor skills of the hand.
2 . C. Perrot "A boy with a finger" - telling a fairy tale.
Objectives: to continue to acquaint with the genre features of the fairy tale;
To form figurativeness of speech, understanding of figurative expressions;
develop creative abilities, the ability to play fragments of a fairy tale.
4
.Reading the work "Moidodyr" K. Chukovsky.
Purpose: to develop children's interest in reading, to cultivate a love of cleanliness.
Week 2 "Cosmos"
1.
V. Borozdin "Starfighters"
Purpose: to form the ability to listen to the work and answer questions.
2.
Riddles about space.
Objectives: To develop the ability to solve riddles. Train memory and attention. To cultivate respect for the work of astronauts.
3
. The story of V. Borozdin "The first in space".
Objectives: to expand children's ideas about space. To promote the correct perception of the content of the work, to form the ability to empathize with its hero.
Week 3 "The birds have arrived"
1. Reading A. Pleshcheev "Children and a bird".
Purpose: to develop memory, auditory attention. Cultivate an interest in listening.
2. Reading a poem by M. Klokova "Winter has passed (Sparrow jumped from a birch onto the road)."
Objectives: to exercise in the selection of definitions for a given word. Cultivate a love of poetry.
3
. Reading the story of V. Vorobyov "Clean"
Objectives: to continue to form the ability to listen carefully to the story, to develop coherent speech; expand knowledge about migratory birds; develop attention, memory,; cultivate a caring attitude towards birds.
perception, memory; educate the ability to expressively recite poetry.
4. “The jackdaw wanted to drink ...” L.N. Tolstoy (reading the work).
Purpose: to form the ability to form the plural form of nouns denoting baby animals. Develop thinking, memory. Cultivate cognitive interests in children.
Week 4 "Health Week"
1.
Reading and discussion of the poem by M. Bezrukikh "Talk about proper nutrition"
Purpose: to develop the ability of children to answer the questions posed according to what they have read. Develop memory.
2
.
Senchenko Holy Bread.
3.
M. Glinskaya "Bread" - reading.
Objectives: to expand children's knowledge about bread, to introduce the works of various authors dedicated to bread; develop cognitive interest;
To cultivate respect for people who grow bread, a careful attitude to bread. S. Topelius
4. "Three rye spikelets" - reading a Lithuanian fairy tale.
Objectives: to form the ability to comprehend the content of what is read;
Coherently convey the content of the read by means of the game;
To form an evaluative attitude towards the heroes of the fairy tale.
Week 2 "Victory Day"
1.
"About the boy Tishka and a detachment of Germans" (reading the work).
Purpose: to acquaint children with the events that took place during the Great Patriotic War. To form the ability to maintain a conversation on the topic, answer questions and ask them. Develop children's cognitive interests.
Cultivate love for the motherland.
2. "Victory Day" A. Usachev.
Purpose: to introduce children to a new poem, to learn it by heart. To form the ability of children to answer questions on the content, to clearly pronounce words and phrases. Develop memory, attention, intonation expressiveness of speech. Raise respect for the defenders of the Motherland.
3
. Reading a poem by V. Guseva "Motherland".
Objectives: to form the ability to expressively read a poem;
Develop the ability to change the strength of the voice and intonation depending on the context of the work; exercise in the selection of epithets, comparisons. develop memory.
4
. Reading a poem by E. Trutneva "Victory".
Objectives: to form the ability to emotionally perceive a poem, to understand its content; stimulate the expression of their impressions in independent statements.
Week 3 "Rules and traffic safety"
1
.Learning the poem "If the light turns red" From Mikhalkov.
Purpose: to develop memory, attention, to cultivate a love for poetry.
2
.Reading N Kalinin "How the guys crossed the street"
Purpose: to cultivate the ability to listen carefully, memorize the read work.
3.
Reading V. Timofeev "For pedestrians."
Goals: develop memory, auditory attention; cultivate vigilance on the road.
4 .Three wonderful colors” A. Severny, “If only…” O. Bedarev(reading poems)
Purpose: to continue to acquaint children with new works about the rules of the road, to form the ability to emotionally perceive and realize the figurative content of a poetic text, to answer questions. Develop thinking, cognitive interests in children. Cultivate a culture of behavior on the road.
Week 4 "Summer"
1
. I. Krylov "Dragonfly and Ant".
Objectives: to introduce children to a new literary genre - a fable; help understand the idea of the fable; develop a positive attitude towards work
2
. Reading the Slovak folk tale "Visiting the sun".
Objectives: to continue to form the ability of children to emotionally perceive the figurative content of a fairy tale using the modeling method; memorize the characters and the sequence of events.
3.
"Dandelion" by Z. Alexandrov (reading a poem).
Purpose: to continue to form the ability of children to memorize short poems, answer questions about the content with lines from the poem. Develop attention, memory, intonation expressiveness. Cultivate aesthetic feelings, love of poetry.
4.
The story "Ants" by E. L. Naboykina (fairy tale therapy).
Goals: awareness of the main idea of a fairy tale, awakening interest in the actions, motives of the characters' behavior, their inner world, their experiences; stimulating children's responses to the content of the tale. Simulation of characters' behavior, expressive depiction of individual emotional states (fear, anxiety, joy, pleasure); sequential reproduction of the events of a fairy tale; speech development; creating a positive emotional state. Cultivate a positive attitude towards others.
Perspective - thematic planning in the educational field "Reading fiction
(preparatory group) 2011-2012 academic year
SEPTEMBER
|
Lexical topic "Autumn" "Forest in autumn" |
Lexical topic "Autumn" "Forest in autumn" |
Lexical topic "Autumn. Forest in autumn. Autumn in Yakutia» |
Lexical topic "Autumn. Vegetables. Fruits" |
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A.N Maikov "Autumn" V.A. Sukhomlinsky "Who was waiting for the mountain ash" V.A. Sukhomlinsky The swans are flying away V.A. Sukhomlinsky "Autumn outfit" V.A. Sukhomlinsky How Autumn Begins. "Autumn Rains" According to G. Skorebitsky V.A. Sukhomlinsky "Like an ant climbed over a stream" |
1. "Autumn maple" V.A. Sukhomlinsky 2. "Willow - like a golden-haired girl" V.A. Sukhomlinsky 3. "Autumn brought golden ribbons" V.A. Sukhomlinsky I. Tokmakova "The conversation of the old willow with the rain" E. Permyak "To School" Fairy tale "Cat - vorkot, Kotofeevich" |
V.A. Sukhomlinsky "Crake and Mole" V.A. Sukhomlinsky "Swallows say goodbye to their native land" M. Prishvin "Fox bread" L. Tolstoy. "Oak and hazel", V. Sladkov "Autumn on the doorstep" K. Tvardovsky "Forest in autumn" V. Sukhomlinsky "Red squirrels" "Shameful in front of the nightingale" V. Strokov "Insects in autumn" |
N. Nosov, "Gardeners" » M. Sokolov-Mikitov "Leaf fall, V. Sukhomlinsky "Smells like apples" "Lame Duck" (Ukrainian fairy tale), L. Tolstoy (fable "The Old Man and the Apple Trees"), "The Man and the Bear" - R.Sc. “Come to the garden” (Scottish song by E. Ostrovskaya “Potato” |
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NARRATING |
NARRATING |
NARRATING |
NARRATING |
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1. "Frog - traveler" V.M. Garshin |
K. Ushinsky Four Wishes» |
V.A. Sukhomlinsky "Gingerbread and spikelet" |
"Sivka - Burka" R.N.S., |
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LEARNING |
LEARNING |
REPRESENTATION |
REPRESENTATION |
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1. "Rain" Z. Alexandrova |
1. Song about autumn |
1. "The Last Berries" by I. Pavlov |
"Dispute of trees" K. Ushinsky |
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REPRESENTATION |
REPRESENTATION |
LEARNING |
LEARNING |
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1. "Ladybug" Skrebitsky |
G.E. Sychev "Autumn" |
1. "Autumn bouquet" |
), "Vegetables" Y.Tuvim |
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DRAMATIZATION |
DRAMATIZATION |
DRAMATIZATION |
DRAMATIZATION |
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"Under the Mushroom" (according to the fairy tale by V. Suteev) |
"The Baker and the Tailor" V.A. Sukhomlinsky |
OCTOBER
|
Lexical topic "Autumn. Insects" |
Lexical topic "Autumn. How animals prepare for winter |
Lexical topic "Autumn. Migratory birds. Birds of Yakutia» |
Lexical topic "Autumn. Bread" |
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|
V. Strokov "Insects in autumn" V.A. Sukhomlinsky "The Sun and the Ladybug" "Bee Music", "Like an Ant Climbed over a Brook" Rus. Folk tale "Puff" "Winnie the Pooh and All-All-All" chapters Zakhoder's retelling |
V. Bianki; “Getting Ready for Winter”, “Hiding” V.A. Sukhomlinsky. “How the Hedgehog prepared for winter”, “How the Hamster prepares for winter” Prishvin. "Once upon a time there was a bear" R.s. "Wintering of animals" |
I. Sokolov-Mikitov; “Cranes are flying away” “Swallows say goodbye to their native land” V.A. Sukhomlinsky; "Swans Fly" D. Mamin - Siberian "Gray neck" V. Bianchi "Farewell Song" Mikhalkov "Uncle Styopa" |
"Fox bread" M. Prishvin; “How a spikelet grew from a grain”, “Bread is work” V.A. Sukhomlinsky; "Spikelet" - Ukrainian fairy tale. "Bread" M. Glinskaya "Light bread" Belarusian fairy tale |
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|
NARRATING |
NARRATING |
NARRATING |
NARRATING |
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"Humpbacked Horse" P. Ershov. |
"Blue animal" A. Barkov |
"The Girl and the Titmouse" V.A. Sukhomlinsky |
"A bag of oatmeal" A. Mityaev |
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|
LEARNING |
LEARNING |
REPRESENTATION |
REPRESENTATION |
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“We did not notice the beetle” A. Barto. |
"Bunny" V.I. Miryasov |
Writing a description of a crane. (Konovalenko V.V.) |
Based on a series of plot paintings “Where did the bread come from” (Konovalenko V.V.) |
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|
REPRESENTATION |
REPRESENTATION |
LEARNING |
LEARNING |
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Drawing up a story based on the painting "Autumn" (Konovalenko V.V.). |
“How animals and birds prepare for winter” (Konovalenko V.V.) |
“The bird flies…” I. Tokmakova. |
“Already the sky was breathing in autumn” A. Pushka |
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|
DRAMATIZATION |
DRAMATIZATION |
DRAMATIZATION |
DRAMATIZATION |
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|
"Dragonfly and Ant" Krylov. |
Fairy tale "Two greedy bear cubs" |
preparatory group... development educational regions « Reading artistic literature”, “Communication” in the secondary group ... |
October.
Tasks: Tell children about the great Russian poet A. S. Pushkin. Help children memorize poems and exercise in expressive reading of works using different techniques.
| Classes | Cooperative activity |
|
|
November.
Tasks: To help children understand the features of the fairy tale genre, to experience the joy of meeting familiar fairy tale characters who are victorious in a fierce battle with the forces of evil. Clarify and enrich children's ideas about the fairy tales of A. S. Pushkin, help to feel the originality of their language; cause a desire to hear other works of this poet. Encourage children to think about why some people write poetry, while others enjoy listening to and memorizing them. Recall familiar verses, improve the expressiveness of speech.
December.
Tasks: To help children remember the name and content of the writer's works they know, determine which genre each belongs to, give them the opportunity to enjoy meeting familiar characters and books. Help children memorize and expressively read poems on a winter theme.
| Classes. | Cooperative activity. |
|
|
January.
Tasks: To consolidate children's knowledge of the structure of fairy tales. To consider different editions of fairy tales, to acquaint with artists - illustrators. Help children figure out why L. Remizov's fairy tale "Bread Voice" is called a wise fairy tale. Repeat with children the works of small forms of folklore known to them, introduce them to new ones. Improve memory, diction. Contribute to the development of coherent speech of children.
| Classes. | Cooperative activity. |
|
|
February.
Tasks: To continue to acquaint children with the fairy tales "Sivka-burka" in the processing of M. Bulatov, "Nikita-Kozhemyak" from the collection of A. Afanasyev. To help children remember the familiar fairy tales of X. K. Andersen, to introduce them to new fairy tales. Exercise children in retelling simple, short works with the help of a teacher using various theaters. Develop intonation expressiveness of speech.
| Classes | Cooperative activity |
|
|
March.
Tasks: To introduce children to the writer D. Mamin-Sibiryak and his fairy tales. To help children remember the titles and content of the writer's works they know, to determine which genre each belongs to, to give them the opportunity to please the meeting with familiar characters and books. Develop interest and love for the book, create conditions for viewing books. Develop an interest in theatrical activities.
| Classes | Cooperative activity |
|
|
April.
Tasks: To clarify and systematize the ideas of preschoolers about the great Russian poet A. S. Pushkin. Help children remember Pushkin's fairy tales, introduce children to the new works of the poet. Continue to develop children's interest in fiction. To educate the child the need to look at the book and illustrations.
Card file of GCD abstracts in the senior group of the preschool educational institution. Educational area "Reading fiction"
Department of Education of the Administration of the Balashovsky Municipal District of the Saratov Region
Municipal Autonomous Preschool Educational Institution "Kindergarten of the combined type "Ivushka" city of Balashov, Saratov region.
Speech development (Reading fiction)
Speech therapy group "Droplet" .
Card Theme: "Flower - seven-flower" Program tasks:
1. Clarify and enrich the knowledge of children about oral folk art, about
works of Russian writers.
2. Teach children to associate the content of artworks with a certain color.
3. Enrich the vocabulary of children with expressions of verbal politeness.
Developing:
1. Exercise in the ability to guess fairy tales, riddles, remember the order
the appearance of heroes in fairy tales.
2. Exercise in the selection of adjectives with the opposite meaning to the noun.
3. Develop speech, imagination, fantasy, thinking, the ability to act in concert.
Educational:
1. Raise interest in Russian culture and love for oral folk art.
Equipment:
Flannelgraph with a scheme for a fairy tale "Kolobok" , chest, ball with a letter, seven-color flower (on the counter), petals of a seven-flower flower, a fox cap, a basket, illustrations for fairy tales, cards depicting fairy-tale characters, petals for evaluating children's activities, gifts for children.
Lesson progress:
The children enter the room. Sit on chairs
Teacher: Hello guys! Today we have an occupation not ordinary, but fabulous.
The children were waiting for the story
The children invited the fairy tale to visit!
The fairy tale is already here friends
The story is here again!
Guys, we got a letter. (is reading). I'll read it to you now:
"Dear Guys! I am a brownie Kuzya! I live in your kindergarten, I guard it at night. And during the day I really like to listen to you sing good songs, listen to fairy tales! So I decided to give you a present.
My gift lies at the bottom
In my magic chest
Open the chest will help, children,
Magic flower-seven-flower.
As you collect the leaves, you will immediately take my gift!
That's it, brownie Kuzya! Give us a riddle! The chest is standing, the castle weighs on it. And the castle is really not easy - it's the middle of the flower. So, if we find the petals of a seven-colored flower, we can open the chest. Are you ready to travel? But where are we going on our journey? We have no car, no train, no ship. But we have top-top-tobus!
speech game "Along the Forest Path"
Along the forest path (walking after each other)
We are going to a fairy tale.
Semi-flower
Let's pick it up quickly.
birch twigs (shaking hands)
They rustle gently.
Forest of miracles and fairy tales,
Take guys! (bow)
Where are you, petal (looks alternately from under the right and left hands) Let's find you, friend!
Help pick a flower
Solve all the riddles! (clap hands).
Educator: We came with you to a fairy tale. Look, a seven-flower flower has blossomed here. He will tell us what color the petal needs to be found. Let's start with this petal. What colour is he?
Children: Yellow
Educator: Guys, what season does this color resemble?
Children: Autumn. Educator: Of course! Yellow color reminds the beauty of autumn. What do people do in the autumn in the garden?
Children: In autumn, people in the garden harvest.
Educator: Look, what an incomprehensible picture. What is shown on it? Maybe a fairy tale?
Children: Fairy tale "Kolobok" .
Educator:
Educator: Which of the characters is shown in the diagram?
Children: Grandfather, grandmother, gingerbread man, hare, wolf, bear, fox
Educator: Well done, you completed the task, and you get a yellow petal.
Educator: What color petal will we look for next.
Children: Blue.
Educator: Blue color, like an endless sea. In what fairy tales is the sea found?
Children: A.S. Pushkin "The Tale of the Fisherman and the Fish"
Educator: We will now turn into sea waves and play a game "The sea is worried!"
The sea is worried - time!
The sea is worried - two!
The sea is worried - three!
Marine figure freeze!
Educator: Guys, here is the blue petal. Well done!
Educator: Tell me, what color will the sheet be next?
Children: Orange.
Educator: What is another name for orange?
Children: Red.
Educator: Who is the most famous red-haired hero in Russian folk tales?
Children: Lisa.
Educator: What are the fairy tales in which we meet the fox?
Children: Tales "Kolobok" , "Zayushkina's hut" , "The Fox and the Jug" , "Teremok" , "Fox with a rock" , "Mitten"
Educator: Do you know the riddles about the fox?
1 child:
Cunning cheat, redhead
Fluffy tail - beauty
And her name is (fox)
2 child:
Fluffy tail, golden fur
Lives in the forest, steals chickens in the village
3rd child:
Which of the animals
Tail fluffy and long?
Children, a fox came to us today (child) to play with us.
(children play with Lisa "Flying scarf" )
Educator: Chanterelle, what did you bring us in the basket?
Fox: Orange petal.
Educator: Thank you, fox. Now we have an orange petal.
What color petal will be next?
Children: Green.
Educator: Guess, guys, my new riddle: “And the arrow of Ivan Tsarevich hit the very swamp ...” What story are you listening to now?
Children: An excerpt from a Russian folk tale "Princess Frog" .
Educator: Can this fairy tale be called green? Why?
Children: The main character is a frog, she lives in a green swamp.
Educator: Guys, do you want to turn into funny frogs?
Teacher: Then let's play a game "The Frogs and the Heron"
(Children perform movements in accordance with the text).
Educator: I will give the frogs a green petal,
So that you quickly collect your flower!
What color petal is next?
Children: Purple.
Educator: Guys, look, the purple arrows lead here (to the screen) So, there is a purple petal hidden here. Let's play a game
"Choose a Word" . In this fairy tale (show):
- Serpent Gorynych is evil, and Mashenka (good).
- The hare is cowardly, and the fox (sly).
- The bull and the bear are cowardly, but the rooster (brave).
- Teremok is small, but the Bear (big).
You have guessed all the stories
And they called comparisons.
And for the correct answer
Purple is your color.
Guys, what color is the petal next?
Children: Black.
What a strange color - black. What do you think he represents?
good or bad
Children: Evil
Educator: Let's play a game: I will make riddles, if the answer to the riddle is a positive character, then you will clap your hands, and if it is negative, you will stomp.
Knocked on our door
Unusual miracle beast -
He's in a brown shirt
Wide open saucer ears. CHEBURASHKA
- His life lies in a casket
And that casket in the palace,
And the palace is in the dense forest,
The forest grows on a black cloud. KOSHCHEY IMMORTAL
- I flew on a broomstick yesterday
Fell from a great height.
Hey, hut, chicken legs,
Rush to grandma along the path. BABA YAGA
- Wearing a red cap
He brings pies with him.
The wolf sits behind the bushes
And the girl is watching. LITTLE RED RIDING HOOD
Well done, guys, correctly guessed all the riddles. You get a black petal.
What color will the petal be next?
Children: Red.
Educator: Name the fairy tale by Ch. Perrault in the clothes of the hero whom
there is red.
Children: Puss in Boots
Teacher: Now we are going to play a game. "Pick a Pair" and help Puss in Boots and other heroes of fairy tales find their mate. While the music is playing, we will walk along the rug, the music will stop - we form a pair of pictures.
Guys, you had so much fun playing, get a red petal. You are great! They worked hard and collected all the petals of a flower - a seven-flower. Now the lock on the chest opens, and there are gifts for children in it. (Children receive gifts).
Teacher: What did we do in class today? (children's answers) Look, I have multi-colored petals. Come on (child's name) and choose a petal of the color you like best. Now the boys will go to evaluate the lesson, and then the girls. This is where our lesson ended.
Card
Topic: "Russian folk tale "Havroshechka"
Purpose: development of fantasy, imaginative thinking, imagination through theatrical activities. Creating a positive atmosphere to relieve the emotional and physical stress of children.
Tasks:
- Awaken the imagination and imaginative thinking of children through a journey through a fairy tale "Havroshechka" .
- Exercise children in the ability to use sketches to depict the state of a person in different life situations, to understand the moral side of the actions of others.
- Teaching children emotionally discharged, relieve clamps, "win back" hidden deep in the subconscious fear, anxiety, anxiety. By participating in a fairy tale, balance the psyche of children, relieve emotional and bodily tension. To form the ability to regulate the processes of excitation and inhibition: to develop the ability to quickly switch from active to passive activity and vice versa.
- Continue to activate and enrich the children's vocabulary. Develop the ability to listen carefully to a fairy tale, answer questions from an adult, express your thoughts when answering questions.
- Develop coordination of movements, the ability to listen to music, independently change movements in accordance with the changing nature of the music and quickly respond to tempo changes.
- Develop imagination, memory, attention, the ability to concentrate as much as possible on what is happening.
Lesson progress
Org moment: children with a teacher are standing on the carpet, smiling at each other
Look how wonderful the weather is today, the sun is shining, everyone is in a great mood.
All the children gathered in a circle
I am your friend and you are my friend
Let's hold hands tightly and smile at each other.
Entry into a fairy tale
- Guys, today we will have an unusual meeting. Look, a cow came to visit us (soft toy).
What do you know about the cow?
D.Korova is a pet. A man is taking care of her. It benefits: milk, meat. She mumbles and butts. Cow is a herbivore. The cow has a calf.
- Do you want to get acquainted with the fairy tale from which she came to us?
And to get into a fairy tale, you need to join hands and clearly repeat the magic words after me:
“Ra-ra-ra - it’s time for us to go to a fairy tale.
Gi-gi-gi - help us, cow, help.
Children sit on chairs. Music sounds.
There are good people in the world, and there are those who are not ashamed of their brother. Tiny-Khavroshechka got to such and such. She was left an orphan, these people took her in, fed her and starved her to work: she spins, she cleans, she is responsible for everything.
Exercise 1. "Cleaning the Pot"
- Guys, Tiny-Khavroshechka also had to clean the pans. Show how she held a large pot with one hand, with the other, tensely, with force, cleaned the walls and bottom of the pan.
During the performance of the game task, the teacher draws attention to the tension of the muscles of the children's hands during the exercise.
Children rest after "purges" , shake their hands, slightly leaning forward with the whole body. Change hands and perform the exercise again.
Exercise 2. "Cleaning the floor"
- Imagine and portray as Khavroshechka "dipped a rag in a bucket" and with strength "squeezed" her.
The children are doing the exercise.
- Guys, in which part of the hands do you feel the most tired, the most stressed? Let `s have some rest.
Children "throw" rag on the floor, shaking with brushes. (Finger gymnastics)
Give milk Burenushka
Even a drop on the bottom
Kittens are waiting for me
little guys
Give them a spoonful of cream
A little bit of cottage cheese
Butter, curdled milk,
Milk for porridge
Gives health to all
The owner had three daughters. The older one is One-Eyed, the middle one is Two-Eyed, and the smaller one is Three-Eyed. The daughters only knew that they were sitting at the gate, looking out into the street, and Tiny-Khavroshechka worked for them: she sewed them, spun and wove for them - and never heard a kind word. It used to be that Tiny-Khavroshechka would come out into the field, hug her pockmarked cow, lie on her neck and tell how hard it was for her to live and live.
Exercise 3 "The Sorrow of Tiny-Khavroshechka"
- Guys, was it hard for Khavroshechka? What feelings did she experience? (sadness, grief, annoyance, resentment, etc.) Try to portray how Khavroshechka cried? (covered her face with her hands, wiped her tears, etc.)
- And how can you feel sorry for Khavroshechka? What can you say or do to her?
- Let us take pity on Khavroshechka and say kind words to her.
The cow said to Khavroshechka:
“Red maiden, fit into one ear of me, and crawl out into the other—everything will work out.”
And so it happened. Khavroshechka will fit into a cow in one ear, will come out of the other: it is woven, and whitewashed, and rolled into pipes.
She will take the canvases to the hostess. She will look, grunt, hide in a chest, and Tiny-Khavroshechka will ask even more work.
The hostess got angry, called her daughter One-eye and said to her:
- My daughter is good, my daughter is handsome, go and see who helps the orphan: she weaves, and spins, and rolls into pipes.
One-eye went with Khavroshka into the forest, went with her into the field, and forgot her mother's order and fell asleep.
Exercise 4 "Dance of the Meadow Flowers"
- There were many different flowers in the clearing, it smelled of herbs. Let's do the flower dance in the meadow. Our flowers move to the music smoothly, softly, beautifully. Now let's sit quietly on the rug and fall asleep.
One-eye sleeps, and Khavroshechka says:
- Sleep, peephole, sleep, peephole!
Eye at One-eye and fell asleep. While One-Eye was sleeping, the cow wove everything, and whitened it, and rolled it into pipes. So the hostess did not know anything.
She sent her second daughter Dvuhglazka. She went with Khavroshka and forgot her mother's orders. She got baked in the sun, lay down on the grass and fell asleep. The cow wove, whitened, rolled into pipes. And Two-Eyes was still asleep.
Exercise 5 "Treasured Words"
Children repeat the words from which Two-eyed fell asleep "Sleep peephole, sleep another" (gymnastics for the eyes)
The old woman got angry and sent a third daughter, and gave the orphan even more work to do. Tri-eye jumped, jumped, got tired in the sun and fell on the grass.
Khavroshechka sings:
- Sleep, peephole, sleep, other! And I forgot about the third eye.
Two eyes of Triglazka fell asleep, and the third eye looks and sees everything: how Khavroshechka climbed into one ear of a cow, crawled out into the other and picked up the finished canvases.
Triglazka returned home and told her mother everything.
The old woman was delighted, the next day she came to her husband:
- Cut the pockmarked cow!
Nothing to do. The old man began to sharpen his knife. Khavroshechka realized this, ran into the field, hugged the pockmarked cow and said:
- Mother cow! They want to cut you. And the cow answers her:
“But you, red maiden, don’t eat my meat, but gather my bones, tie them in a handkerchief, bury them in the garden and never forget me. Khavroshechka did everything that the cow bequeathed.
And the apple tree grew, but what a! The apples hang on it in bulk, the leaves rustle golden, the silver twigs bend. Whoever rides past - stops, whoever passes close - looks in. How much time has passed, you never know - One-eye, Two-eye and Three-eye walked once in the garden.
Exercise 6 "Dance in the Garden"
Imagine how the sisters had fun in the garden. And picture them dancing. To do this, you can take handkerchiefs.
At that time, a strong man was driving past - rich, curly-haired, young. I saw bulk apples in the garden, began to ask the girls:
- The beautiful girl, whichever of you brings me an apple, she will marry me.
Three sisters rushed one in front of the other to the apple tree. The sisters wanted to knock down - the leaves of the eye fall asleep, they wanted to pluck - the knots of the braids unravel. No matter how they fought, or rushed about, they tore their hands, but they could not get it.
Exercise 7 "Picture dissatisfaction"
- What feelings did the sisters experience when they failed to pick apples? (evil, envy, discontent, chagrin, etc.)
- Guys, what do you think, when a person is jealous, what kind of face does he have? (evil, rude, tense, ugly). That's right, because when a person is angry, envious, shows discontent, impatience, then this state is reflected in the movements and on the face. Let's portray their displeasure.
– And now we omit the remnants of anger, rudeness, tension. We breathe calmly, softly. We become beautiful, kind and listen to the fairy tale further.
Khavroshechka came up - the twigs bowed to her, and the apples fell to her. She treated that strong man, and he married her. And she began to live well. It's hard not to know.
Conclusion
And so our journey through the fairy tale ended.
What fairy tale did you meet today?
Name the main characters of the story
Who helped Khavroshechka?
How does the hostess treat Khavroshechka; and to your daughters?
Why did the mistress order the cow to be slaughtered?
Which character in the story do you like and why?
What was Khavroshechka like?
What is the name of a person who likes to work?
How did the fairy tale end?
What has this story taught you?
It's time for the kids to go back to kindergarten. Let's get up and repeat the magic words
"Ra-ra-ra - it's time for us to return"
And in memory of today's journey, Khavroshechka sent you treats - apples from her magical apple tree.
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Topic: "Visiting the writer S. Ya. Marshak."
Goals and objectives: To summarize the knowledge of children about the writer, his works. Continue to teach children to memorize poems. To develop intonational expressiveness of speech, artistic abilities of preschoolers.
To cultivate interest in literature, the desire to get acquainted with the work of Marshak.
Equipment: books by S. Ya. Marshak, illustrations for his works, a portrait of the writer, attributes of costumes for reading and dramatizing poetry, schematic drawings for memorizing, origami crafts, colored pencils.
Preliminary work:
Reading to children and listening to audio recordings of the works of S.Ya. Marshak. Word games and exercises for the development of tempo, timbre, melody of speech and logical stress. Learning by heart excerpts from the poems “Mustache - striped”, “That's how absent-minded”, “Luggage”, “Lesson of politeness” and their staging. Making origami “cat” crafts with children
Lesson progress
Today we will go to visit the writer and poet S. Ya. Marshak. Take a look at his portrait. He lived a long life - 77 years. You, your mothers, fathers and even grandparents know his books.
Now the children of our group will perform in front of you. And you look, listen and remember the names of these works.
1) The girl began to teach the kitten to speak:
- Kitty, say: a ball.
And he says meow!
- Say horse.
And he says meow!
- Say e-lek-three-thing.
And he says meow meow!
All "meow" yes "meow"!
What a stupid kitty!
2) He sat down on the bed in the morning,
Started putting on a shirt.
Put his hands in the sleeves
It turned out they were pants.
He went to the buffet
Buy yourself a ticket.
And then rushed to the cashier
Buy a bottle of kvass.
3) Issued to a lady at the station
Four green receipts
About the baggage received:
Sofa, suitcase, bag,
Painting, basket, cardboard
And a little dog.
4) A bear of five or six years
Learned how to behave
- Away, bear
You can't roar
You can not be rude and swagger.
Acquaintances must bow
Take off your hat to them
Don't step on the paw.
Now take a look at these illustrations. Do you know what fairy tales or poems they are drawn to?
Fizminutka: “Poodle”
One day an old lady (Walking in place)
Went to the forest.
Comes back, (Turns left-right with
And the poodle disappeared. shoulder lift)
The old woman was looking for (Shaking her head,
Fourteen days, wrapping my arms around her)
And the poodle around the room (Jumping in place,
Ran after her. arms folded in front of chest
Guys, you know, it turns out that Marshak studied in England at the University of London and traveled a lot around the country. During these trips, he learned various English poems, nursery rhymes and translated them into Russian for us.
Today we will memorize a small poem called "Conversation"
Aunt Trot and the cat
Sat by the window
Sat next to each other in the evening
Chat a little.
Trot asked: Kitty-kitty,
Can you catch rats?
“Murr,” said the cat,
After a little silence.
Text parsing. Sample questions for children.
- Name the main characters of the poem.
- What do you think Aunt Trot is like as a mistress for her cat? Describe her character.
- How does Aunt Trot talk to a cat?
- What is the intonation in her voice?
- What do you think of a cat? Tell me about her.
- What do you think the cat wanted to say with her “murr”?
Consider schematic drawings that will help you learn this poem.
Children voluntarily recite a poem according to the scheme with the help of a teacher, and then on their own.
At the end of our lesson, I suggest painting the origami “cats” that we made with you in advance. Let your cat have its own special color and character.
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Theme: "In the Fairy Yard".
Goals and objectives: Recall with children the meaning of the word “fairy tale”. Summarize children's knowledge of familiar fairy tales. Teaching kids about creative storytelling to link selected objects into a single storyline, to form the ability to compose a fabulous text. To teach children, on the basis of a familiar plot of a fairy tale, to invent a new fairy tale, to tell it meaningfully and emotionally, using expressive means, traditions of the beginning of a fairy tale and ending. To develop the speech creativity of preschoolers. To cultivate interest in literature, love for the book, a friendly and correct attitude towards each other.
Equipment: a set of plane figures of fairy-tale heroes, multimedia equipment (projector, screen).
Lesson progress
Guys, today we will talk about fairy tales. What is a fairy tale? How do you think?
(children's answers)
Who invents fairy tales?
If a fairy tale knocks on the door,
You quickly let her in
Because a fairy tale is a bird
You scare a little - and you won’t find it.
I suggest you play with fairy tales.
Let's collect a bunch of fairy tales you know and love. Name fairy tales and carefully look at the screen.
Interactive game “Bouquet of fairy tales”
- And now I will check how well you know fairy tales.
Listen carefully and guess what this fairy tale is:
Interactive game “Guess the fairy tale”
He left his grandfather
He left his grandmother.
Round itself, ruddy side,
And it's called... (Kolobok)
Only behind the goat the door closed,
There is already a hungry beast here ...
Each of the guys knows a fairy tale:
This … (Seven kids)
Emelya lay on the stove,
For a long time he suffered from idleness.
And then the luck came
All … (By pike command)
He's not low, he's not high
And not locked up
All from logs, from boards
Standing in a field... (Teremok)
Where and when did this happen?
The mouse broke the golden egg.
Grandfather was grieving. And the grandmother was sad ...
Just clucked... (Hen Ryaba)
Grandfather, grandmother, granddaughter pull,
Pulls a little bug,
The cat and mouse pull hard...
Guessed? This … (Turnip)
Fabulous physical minute "Pinocchio"
Pinocchio stretched,
Once stooped, twice stooped,
Raised hands to the sides,
Apparently the key was not found.
To get us the key
You have to get on your toes.
Guys, do you like to write fairy tales? Try to do it yourself now. I think you will succeed.
I suggest you divide into three groups according to the color of your badges. Each group goes to their table. Characters from which fairy tales came to visit you? (Ryaba Hen, Gingerbread Man, Three Bears). But pay attention, among the fairy-tale heroes you know, there are also new characters. Now try to compose a fairy tale in a new way, at the same time, so that the plot is preserved, but the end has changed. What would happen in your fairy tale if there were new characters in it?
Your fairy tale should be small, complete. Remember, in a fairy tale, good always triumphs over evil.
(Work in small groups with fairy tales)
Now let's listen to your stories. (listening to fairy tales)
Guys, what good fellows you are! You have turned out interesting, unusual, not similar fairy tales. A little later, in your free time, you can draw pictures for your new fairy tales.
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Topic: “Journey through the fairy tales of K. I. Chukovsky”.
Goals and objectives: To summarize the knowledge of children about the writer, his works. To form the ability to determine the content of literary works from excerpts from books and illustrations. Develop imagination, speech creativity in children. Cultivate interest in literature, love of books and reading.
Equipment: Books by K. I. Chukovsky, a portrait of the writer, illustrations for his works, attributes of costumes for reading - dramatization of poems, drawings based on fairy tales by K. I. Chukovsky.
Preliminary work: Reading to children and listening to audio recordings of Chukovsky's works. Excursion to the city library. Exhibition of drawings by children and parents “My friends from Chukovsky's books.
Lesson progress
Educator. Today we will go on a journey. And where - guess for yourself. What poem are these lines from, and who is the author?
Like ours at the gate
The miracle tree grows
Miracle miracle, miracle, miracle
Wonderful.
Not a leaf on it
Not a flower on it.
And stockings and shoes,
Like apples!
Masha will go through the garden,
Masha will pluck from the tree
Shoes, boots,
New galoshes.
And for Murochka such
tiny blue
knitted shoes,
And with pom poms
Here is such a tree!
Children: “Wonder Tree” by K.I. Chukovsky.
Educator: Right. (The phone rings, the teacher picks up the phone.) My phone rang. Who is speaking?
Children: Elephant.
Educator. Where?
Children. From a camel.
Educator. What do you need?
Children. chocolate.
Educator. And how do you know all this?
Children. From the book by K.I. Chukovsky "Telephone"
Educator. That's right, these poems were written by K.I. Chukovsky.
Look at his portrait. Korney Ivanovich Chukovsky lived a long time ago, when your grandparents were as small as you are now. He had four children: two daughters and two sons. He loved them very much, often played hide-and-seek with them, tag, swam with them, rode them in a boat, read books to them. But one day an accident happened. His little son became seriously ill. The boy had a high temperature, he could not sleep, he was crying. Chukovsky was very sorry for his son, he wanted to calm him down, and on the go he began to invent and tell him a fairy tale. The boy liked the story, he stopped crying, listened attentively and finally fell asleep, and after a few days he completely recovered. After this incident, Chukovsky began to compose fairy tales. And I came up with a lot of them.
- Do you like fairy tales?
Our children have prepared a surprise for you. They will tell you excerpts from the works of Korney Chukovsky, and you try to guess the name.
1 child:
Jump, yes jump
Yes chirp chirp
Chicky ricky chirp chirp!
He took and pecked the cockroach,
There is no Giant.
Serve the giant got it,
And his mustache was gone. ("Cockroach")
2 child:
Oh you, my poor orphans,
Irons and frying pans are mine!
You go home, unwashed,
I will wash you with water,
I will sand you
I'll douse you with boiling water,
And you will again
The sun shine. (“Fedorino grief”)
4 child:
I killed the villain!
I freed you!
And now, soul girl,
I want to marry you! ("Fly Tsokotukha")
5 child:
I'm telling you villain
Spit out the sun soon!
And not that, look - I'll catch it,
I'll break it in half.
Will you, ignoramus, know
Steal our sun! ("Stolen Sun")
- What characters do these fabulous names belong to?
Aibolit - (doctor)
Barmaley - (robber)
Fedora - (grandmother)
Doodle - (shark)
Moidodyr - (wash basin)
Totoshka, Kokoshka - (crocodiles)
Tsokotuha - (fly)
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Reading the story of N. Nosov "Dreamers"
Program content:
1. Educational tasks:
- Continue to acquaint preschoolers with the work of the children's writer N. Nosov;
- To form the ability to give short and detailed answers to questions on the text;
- Improve reasoning skills, compose short fantastic stories;
2. Educational tasks:
- Raise interest in works of fiction;
3. Developmental tasks:
- Develop a sense of humor, creative image.
Methodological techniques: game motivation (arrival of Dunno); di "Learn a story by subject" ; reading the story of N. Nosov "Dreamers" ; teacher questions; physical education minute "Fantastic" ; lesson analysis; homework "My fantasies" .
Preliminary work: Reading the stories of N. Nosov at the choice of the educator, examining and drawing illustrations for the stories; reading a poem by B. Zakhoder "My imagination" , discussions on the topic "Fantasy" .
Materials and equipment:
- Dunno doll;
- Collection of stories by N. Nosov;
- Illustrations for the story;
- Demonstration board;
- Wonderful bag;
- Items for the stories of N. Nosov: a hat, a cucumber, a pistol, a typewriter, a lollipop, a telephone, a saucepan.
Individually differentiated approach:
- To teach children with a high level of development to give detailed answers to the questions of the educator, substantiating their answers with logical conclusions;
- Children with an average level of development are taught to give complete answers to the questions of the educator, retelling certain passages of the text;
- Encourage children with a low level of development to answer the proposed questions, lead them to the correct conclusions.
Lesson progress
Educator: Guys, do you like to fantasize?
Children: Yes, we love.
Educator: Why do you think people fantasize?
Children: To cheer up the other person. To please him.
Knock on the door.
Educator: Guys, listen, someone is knocking. A fairy tale hero came to visit us, who loves to fantasize, invent, compose. And who is he, I think you will answer in chorus, in rhyme:
Naughty, funny boy,
He is an artist and a poet.
He is a funny little guy
Hi from him to all of you!
You know him now!
A hero has arrived... (Dunno)
Who came up with Dunno and all his friends? (N. N. Nosov)
Educator: Guys, Dunno knows a lot of Nosov's stories and loves them very much. He collected various items from his favorite stories, but accidentally confused which item was from which story. Can we help him figure it out?
Children: Help
D/Game "Learn the story of N. Nosov on the subject" :
Telephone - "Telephone" , hat - "Living Hat" , saucepan and ladle - "Mishkina porridge" , rowan brush - "Knock-Knock" , cucumber - "Cucumbers" , sand - "On the Hill" , shovel - "Gardeners" , pants with a patch - "Patch" .
Educator: Well done, guys, helped Dunno figure it out. You see, Dunno, our children also know a lot of Nosov's stories and love them, have you read the story "Dreamers" ?
Dunno: Yes, I myself am a good Dreamer! But I haven’t read such a story, I would like to know what kind of dreamers there are.
Educator: Well, then listen with the guys to another story by Nikolai Nosov "Dreamers"
Reading the story of N. Nosov "Dreamers"
Text questions:
- Did you like this story by N. Nosov?
- . What is it called?
- Why do you think the story is called "Dreamers" ?
- Which of the heroes can be safely called dreamers, why?
- Did all the boys tell fictional stories?
- And how did Igor's story differ from the stories of Mishutka and Stasik?
- What story did he tell them?
- Why didn't the guys want to be friends with Igor?
- How can you tell lies from fantasy?
Fizkultminutka. Now we will rest. Let's have a fantastic exercise.
One two three four five
We start playing!
All eyes closed (cover eyes with hands)
And lowered their heads (squat)
And when we open our eyes (get up)
Let's get into stories, fairy tales, (raise hands up)
The story will give us a rest.
Let's take a break and get back on the road!
Malvina advises us:
There will be an aspen waist,
If we bend
Left - right 10 times, (tilts left - right)
Here are the Thumbelina words:
- To keep your back straight
Get up on your toes
It's like reaching for flowers. (Rise on toes, hands up)
One two three four five
Repeat again:
One two three four five, (repeat)
Little Red Riding Hood Tip:
If you jump, run,
You will live for many years.
One two three four five, (jumping in place)
Repeat again:
One two three four five, (repeat)
Gave us a fairy tale to rest!
Have a rest? On the road again!
Close your eyes quickly (close eyes with hands, squat)
We're back in kindergarten! (Stand up, hands up)
Educator: Well, Dunno, did you like our trip?
Dunno: I liked it very much, and you guys?
Educator: And what did you like and remember the most?
Children: Game, fantastic physical education.
Dunno: And guys, I really liked the stories of Mishutka and Stasik! I'll be back, today in the Sunny City to my friends, and together we compose such stories! It's a pity that the time has come to say goodbye to you. Goodbye, guys!
Children: Goodbye, Dunno!
Educator: Guys, today we learned what kind of dreamers the heroes of our story are. And I suggest that tonight you also dream up with moms and dads, come up with your own stories, and tomorrow tell them to each other in kindergarten.
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Subject: "Silver Hoof" . Abstract of a lesson on reading fiction
Program content:
Cultivate love for art, interest in folklore. Cultivate sensitivity.
Learn to distinguish fairy tales from epics. Learn to see and understand the beauty of literary works.
To acquaint with the writer P. P. Bazhov, his tales.
Develop a sense of empathy and support, communication skills.
Equipment:
P. P. Bazhov "Ural Tales" , With. 233
Lesson progress
Educator:
Remember and say what folklore is?
What language did this word come from?
What works are folklore?
Name epics? Main characters?
“Today I would like to introduce you to a writer who was very fond of oral folk art and called his literary works tales.
"Skaz" - a word very similar to the word "fairy tale" . Indeed, a tale is an oral tradition in which a fairy tale is intricately intertwined with real life. In these tales, the characters are ordinary earthly people. And next to them - fabulous.
These are the tales that the writer Pavel Petrovich Bazhov wrote. This man became a writer at a very mature age. When his first work was published, he was 57 years old. Pavel Petrovich Bazhov was born in 1879 (150 years ago, in the family of a master who worked at a mining plant near Yekaterinburg (a city in the Urals). The boy was lucky with the teacher of Russian language and literature. The teacher loved Russian literature and passed on his love to his students. At the age of nine, Bazhov knew entire collections of poems by Russian poets by heart. Pavel Bazhov could become a priest - he graduated from the Perm Theological Seminary. But he became a teacher of the Russian language, taught first in Yekaterinburg, then in Kamyshlov. During the war (civilian) fought in the Red Army, was captured, and after escaping - in a detachment of red partisans. After the war he took up journalism. From his youth, Bazhov was interested in folklore, studied folk wisdom. In his tales, Bazhov talks about hard work at mining plants, about the joy of creativity, about caring for nature. The writer said: "Russian man does not live without a rainbow" . Bazhov collected all his stories and published a book "Malachite Box" . Today we will get acquainted with the tale from this book. And he is called "Silver Hoof" .
Reading a tale "Silver Hoof"
Educator:
Give the name of the story.
Who is the main character of this work?
What was the girl's name?
Why did she end up at Kokovani's?
How do you imagine Darenka? Kokovan?
What story did the old man tell the girl?
Is there a fairytale moment in the story? Which?
Name ordinary heroes and fabulous ones?
Why did Silverhoof give the girl gems?
Did you like the story? Why?
Emotion exercise
"Sorry, let's do good"
Physical education minute "Christmas Trees"
Educator:
Which writer did we meet in class?
How did he name his literary works?
What's happened "tale" ?
Name the characters in the story?
What story did you learn in class?
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Subject: "Introduction to the Russian folk tale "The Frog Princess"
Purpose: to form an interest and need for reading books (fairy tales)
Tasks: To form in children the concept of the genre "fairy tale" ,; to consolidate the ability to use sentences of different types in speech (on your own and with the help of an adult); cultivate cognitive interest; develop speech, attention, memory, cultivate a sense of camaraderie, the ability to yield to each other.
Integration of educational areas: "Reading Fiction, "Communication" , "Knowledge" , "Artistic Creativity"
Activity progress
1. -Look who came to visit us today? Yes, this is a familiar storyteller of fairy tales. So where are we going today? Right.
Today we will continue our journey through the Land of Fairy Tales. Want to?
Let's remember what a fairy tale is?
What are fairy tales?
Well done! Today we will also go to a fairy tale. Which one you will find out by guessing the riddle.
An arrow flew and hit the swamp,
And in this swamp someone raised it.
Who, having said goodbye to green skin,
Did you instantly become beautiful, comely?
That's right, this is the fairy tale The Frog Princess.
2. -Do you want to know what happened in this fairy tale? (Yes)
Then assume the position of a listener. (reading a fairy tale)
3. Conversation after reading:
Did you like the fairy tale? How?
What features of the folk tale can you name?
Name the main characters. Which of them did you like the most?
What is Ivan Tsarevich in a fairy tale? And Vasilisa the Wise?
Why is Vasilisa called Wise?
What magic did you notice in the fairy tale?
Why are miracles needed in fairy tales?
What type of fairy tale is it?
Why is the story called "Princess Frog" ?
Physical education minute "Two Frogs" .
We see them jumping along the edge
(Turns sideways.)
Two green frogs.
(Half squats left and right.)
Jump-jump, jump-jump,
(Stepping from toe to heel.)
Jump from heel to toe.
Two girlfriends in the swamp
Two green frogs
(Hands on the belt, half-squats to the right and left.)
Washed early in the morning
Rubbed with a towel.
(Perform movements in accordance with the text.)
They stamped their feet,
Hands clapped.
Leaning to the right
Tilt to the left.
Here is the secret of health
(Walking in place.)
Physical education friends!
4. The sorceress from the land of fairy tales has sent questions for you and wants to check whether you have listened carefully to the fairy tale.
Viewing a presentation.
- -Well done boys. What does this tale teach?
5. -You answered all the questions, and the storyteller invites you to find out which fairy tale we will go to next time. You will know if you put the puzzles together correctly. (Children put together a puzzle)
What fairy tale awaits us next time? (Fox and crane)
Summary of activities
What fairy tale did you meet today? What is this fairy tale? What does she teach?
What did you like the most today?
In the evening you can draw illustrations for this tale.
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Subject:. Memorizing a poem by E. Blaginina "Let's sit in silence"
Goals:
- To teach children to memorize a poem, to read loudly enough, with expression. Develop memory, expand children's cognitive interests. Raise interest in fiction of different genres
- Involve children in conversation while looking at pictures, objects. Repetition of interesting passages
- Develop free communication with adults. Listen and answer questions asked. Expand and vocabulary of children
- Keep children healthy
- Learn to listen to music
- Bring joy to children.
- Consolidate memorization of poems
- To form the ability to expressively read a poem, express emotions intonation
Equipment:
A board on which printed pictures are placed corresponding to the lines of the poem. mirror.
Activities:
Preliminary work: I will read to the children a poem by G. Vieru "Mother's day"
Introductory part: Children sit in a semicircle on chairs. I take a mirror and point the sunbeam at one child, then another, and so on. (Children look at the sunbeam)
Then I show the children the pictures on the board. Children remember that in the morning they read a poem by G. Vieru "Mother's day" (Children look at the pictures)
I invite children to listen to a poem by E. Blaginina Let's sit in silence "
Main part
I read a poem
(Children sit on
chairs in a semicircle)
Mom is sleeping, she is tired ...
Well, I didn't play!
I don't start a top
And I sit down and sit.
My toys don't make noise
Quiet in an empty room.
And on my mother's pillow
The beam is stealing golden.
And I said to the beam:
I want to move too!
I would like a lot:
I would sing a song
I could laugh
Whatever I want!
But my mother is sleeping, and I am silent.
The beam darted along the wall,
And then slithered towards me.
"Nothing," he whispered,
Let's sit in silence.
I ask questions to the children: - Did you like the poem (liked) Why didn't the girl play? (mom is sleeping, she is tired)
Whom the girl does not turn on (top)
Who does not make noise in the room (toys)
Who sneaks on my mother's pillow (Ray)
What did the girl say to the beam (I want to move too)
What would the girl do if mom did not sleep (I would like to read a lot, roll a ball, sing, laugh)
(Several children look at the picture and read a poem)
I read it again, then I turn to the children:
I have a mirror, who wants to post a sunbeam like it's a ray? Go Leila (I give the girl a mirror in her hands and help to point the beam at the children. Leila looks at the cortinki and reads a poem, during difficulties I help and prompt her.
mobile game "Catch the Bunny"
I turn on the music at the time when it sounds on the lena, a sunbeam flashes, the music ends, the music the bunny disappears, the next who starts the sunbeam wakes up the most active child (the game continues 5-6 times)
I tell the children that we can play this game on a walk
(Children get up and catch a sunbeam on the wall)
Final part
What is the name of the poem (Let's sit in silence, who wrote (E. Blaginina, what we played today (caught a sunny bunny (Remember to answer questions)
Subsequent work
Walk
Play a game with the children. Remember the poem and pronounce it.
(All the children frolic on the veranda)
Individual work with Sasha, pronounce with her a few lines that are difficult for her to understand
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Conversation on the Nanai fairy tale "Ayoga"
Purpose: to continue to acquaint children with the work of the small peoples of the North; cultivate respect for the culture of other peoples; continue to introduce emotional-evaluative vocabulary into speech; improve artistic and speech performing skills; to cultivate the ability to experience compassion, sympathy; to form qualities: responsiveness, kindness, sympathy.
Equipment: drawings depicting Nanai girls, masks, recording of music. passages
Lesson progress
Guys, stand in a circle, holding hands with your friends. Smile at each other. Listen to the beating of the heart.
How can you say about the heart? (kind, indifferent)
Speaking of the heart, we are talking about the person himself, about his character.
Now we will read a Nanai fairy tale and get acquainted with two girls
(show pictures)
One kind, affectionate, the other indifferent, cold.
The tale is called "Ayoga"
Reading a fairy tale
Conversation:
Which picture shows Ayoga, right or left?
How did you guess?
Tell me, what was Ayoga? (proud, angry)
Who is in the other picture? (next door girl)
Tell about her.
They say: “A person is beautiful not by his face, but by his actions” .
How do you understand it?
This proverb fits the story "Ayoga" ?
What actions of Ayogi did you not like?
What happened to Ayoga?
Fizminutka
Try to imagine yourself in Ayogi's place.
Turn into geese. (flew)
-Remember how Ayoga waves her arms, stretched her neck:
"I don't need anything"
(speak)
Yes, Ayoga was offended, her mother did not give her a cake.
I gave it to the girl next door.
Why did she do this?
For a long time mother asked Ayoga to go get some water. Let's remember how it was, Tanya, Lisa, Anya will help us.
Dramatization of an excerpt from a fairy tale
Who would you like to be like?
What did you like about the girl?
What good deeds are you doing? (we sweep the floor, wash the dishes)
Now you will hear two muses. excerpt.
Determine which melody reflects the character of Ayogi, and which suits the girl next door?
(listening to the tune)
What girl did you introduce?
What is the nature of the music? (gentle, affectionate)
Depict the character of the girls with movements.
Musical improvisation
Guys, today we met with a fairy tale "Ayoga" .
What is her mood like? (sad)
What does Ayoga have to become in order to turn back into a girl? (kind)
Do you believe Ayoga will change?
Do you want the story to end differently?
Tomorrow we will come up with a continuation of the fairy tale with a happy ending.
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Subject: "Telling the Russian folk tale "Sivka-burka"
Program content:
educational goals
To teach children to understand the meaning of a fairy tale, the moral contained in it.
To consolidate knowledge about the genre features of a fairy tale;
Development goals
To develop sensitivity to the figurative structure of the language of a fairy tale, the ability to reproduce and understand figurative expressions;
Educational
To educate in children emotional susceptibility to the figurative content of a fairy tale, the ability to empathize with characters;
Preliminary work.
Visit to the exhibition "city of masters" , examining the layouts of various fairy tales.
Examination of illustrations depicting various heroes of Russian folk tales.
A conversation about what kind of children know fairy tales, where different animals help the main characters.
Organization of a group exhibition of books brought by children "My favorite stories"
Equipment and materials.
Fairy tale books "By magic" , "Ivan Tsarevich and the Grey Wolf" , "Sivka-burka" , "The Little Humpbacked Horse" P. Ershova, illustrations for fairy tales.
Course progress.
1. Introduction
Visiting a book exhibition organized in a group, conversation:
Guys, I invite you to the opening of our exhibition "My favorite stories" . Let's look at the books you brought.
(2, 3 children talk about their books)
Remember the names of these stories. (Russian national). And why are they called that? (they do not have an author, fairy tales have long been composed by the people and passed from mouth to mouth)
Guys, name some of the main characters of these fairy tales? (Emelya, Ivan Tsarevich, etc.)
In all these fairy tales, different animals helped the main characters: in the fairy tale about Emelya. (pike, in a fairy tale about Ivan Tsarevich. (gray wolf).
And in every fairy tale, the heroes knew the cherished word to call their friend in difficult times. Remember what words Emelya said?
("At the pike's command, at my will" )
2. Reading a fairy tale
-Now you will hear a Russian folk tale "Sivka-burka" , in which the main character is also helped by an animal, but which one, you must find out for yourself by listening to this poem:
Gallant steed
Well, gallop!
You fly, horse, soon, soon,
Through the rivers, through the mountains!
All the same, at a gallop - gop-hop!
Rut-rut!
Trot, dear friend!
After all, it will be strength to hold back.
Trot, trot, my dear horse!
Rut-rut-rut!
Don't stumble, my friend!
That's right guys. In a fairy tale "Sivka-burka" , the horse will help the main character, listen carefully and remember what cherished word Ivanushka will call the horse and how the horse will help him.
(The teacher reads a fairy tale)
3. Conversation on the content of the fairy tale
Who are the main characters of the story "Sivka-burka" ? Which of the characters would you call positive and which negative?
Why did you decide so.
Tell us how the friendship between Ivanushka and the horse began? What proverb could you use to describe this? (There would be no happiness, but misfortune helped.) Why this proverb?
How is Sivka-Burka described in a fairy tale, is it different from ordinary horses (description using exact phrases from the fairy tale)
What cherished word did Ivanushka call Sivka-burka? As the fairy tale says, how did he call the horse?
(“It will go out into the open field, whistle, hark…” )
In Russian fairy tales, all important events usually happen three times, are repeated three times. What happened three times in a fairy tale "Sivka-burka" ?
(“Three nights, three brothers, went to the city three times, called the horse three times” )
4. Telling a tale
Guys, now we will try to tell a fairy tale ourselves "Sivka-burka" .
We tell expressively so that we understand how the characters feel, so that the fairy tale comes to life. Who would like to start?
(All children tell, according to a small passage, the teacher makes sure that the text is as close as possible to the original, the same verbal turns, figurative expressions are used)
5. Final part
Examining illustrations with access to productive activities
Guys, did you like how you told the story?
Look at the board, what do you see? These are illustrations for a fairy tale. "Sivka-burka" and other Russian folk tales.
What do you feel when you look at these illustrations? You can feel the character and mood of the hero.
You each have your own favorite fairy tale, I suggest you draw your favorite fairy tale character, and we will decorate our group with your drawings, make an exhibition "Favorite fairy tale characters" .
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Subject: "Reading to children the literary work" Gray Star " B. Zakhoder.
Purpose: to introduce children to fiction.
Type: reading to children.
Theme: reading the fairy tale by Boris Zakhoder "Grey Star" .
Program content:
- Educational and cognitive tasks: to convey the ideological content of the work to children: ugly does not mean bad and useless. To expand children's knowledge about the features of the life of toads. Be motivated to relate to the actions of the heroes, to characterize the heroes.
- Speech task: continue to teach children to speak coherently, clearly, consistently.
- vocabulary task:
- Enrich: slug, caterpillar.
- Clarify, fix: trees, bushes, flowers.
- Activate: asterisk, butterfly, toad, starling, thorns.
4. Educational task: to cultivate interest in the work of Boris Zakhoder.
5. Developmental task: to develop memory, attention, perception, thinking.
6. Corrective tasks: develop an active vocabulary; learn to correctly change words in gender, number, case; learn to link words in a sentence; learn to use the correct pace, speech breathing.
Preparing children: getting to know other works by B. Zakhoder (fairy tale "Rusachok" , poem "Letter "I" ) .
Preparation of the educator: picked up a work, visibility; made a summary.
Equipment: magnetic board, illustrations for the work, magnets.
The logic of directly educational activities:
I part. Introductory.
Guys, today we have a very interesting lesson, but before I tell you which one, I will make riddles for you. Well, they are very simple, so you can quickly guess them. Ready?
1. Under the pines, under the trees
There is a bag of needles. (Hedgehog.)
How did you guess?
2. Not a beast, not a bird,
Everyone is afraid
Catch flies -
And splash into the water! (Toad.)
How did you guess?
3. On a pole - a palace,
In the palace - a singer,
And his name is... (Starling.)
How did you guess?
II part. Main.
1. What good fellows you are! Guys, now I will read you a work about a toad, about a learned starling, about hedgehogs and much more about that. And it's called "Grey star" and wrote this work Boris Zakhoder.
- Guys, what do you know about hedgehogs? What are they?
- And the toad? How do you imagine a toad? I start reading the work and at the same time I put pictures according to the plot on a magnetic board.
- And what are pansies, daisies, roses, bluebells, Ivan - yes - Marya, asters? What do all these flowers have?
Well done, you know a lot. Well, now sit back, I'm starting to read. Listen carefully, after reading I will ask questions and understand how well you remember and how carefully you listened. (Reading the work.)
2. Conversation on the content of what was read. I ask the children questions:
- Guys, what is this piece about? (About the Gray Star (a toad that everyone loved and which benefited flowers.)
- What do you remember the most? (That the flowers loved her just the way she was.)
- Who wrote this work? (The work was written by Boris Zakhoder.)
- Why did everyone love the Gray Star? (For the fact that she protected flowers and bushes from enemies - slugs and caterpillars.)
- Why did the Silly Boy throw stones at the Gray Star? (Because he thought she was poisonous.)
- Did the stupid boy do the right thing? (No.)
- Do you think Gray Star did a good job? (Yes, it protected plants from enemies.)
- Did you like this piece? (Yes.)
- And what does it teach? (The fact that you cannot look only at external signs, you need to see the essence.)
Guys, we all stayed too long, let's get up for a physical minute.
(We walk in place.)
(We clap our hands.)
We can also rest.
(Jumping in place.)
Put your hands behind your back
(Hands behind back.)
Let's raise our heads higher
(Raise your head up.)
And let's breathe easy.
(Deep inhale-exhale.)
Pull up on your toes -
So many times
Exactly as many as fingers
(They showed how many fingers are on the hands.)
On your hand.
(Rise on toes 10 times.)
3. Re-reading excerpts from the work.
4. Conclusions. I ask the children questions:
- So what did the author want to tell us? (That toads are actually not bad, even though they are ugly. They are beneficial.)
III part. Final.
Now let's play a game. It's called "Name the first sound" . I will say the word and take turns throwing the ball at you. You will have to name the first sound in the word and throw the ball to me. You can’t tell, be patient, you all take part in the game.
Purpose of the game: to consolidate the ability to name the first sound in a word.
I give a general analysis of the lesson: the guys, you actively answered the questions, were attentive, especially Tanya, Katya, Misha, because when I read, they were not distracted and listened to me very carefully.
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Subject: V. Bianchi's story "Forest houses" .
Program content:
Communication. Reading fiction.
- To acquaint children with the work of Vitaly Bianchi.
- Expand the idea that each bird builds a special nest for itself and why.
- Introduce children to proverbs that reflect a person's love for his home.
Dictionary enrichment: plover, grebe.
Activation: swallow, falcon, plover, dove, oriole, warbler.
Demonstration material: Illustrations, postcards and other images of birds: swallow, falcon, plover, pigeon, oriole, warbler, grebe.
1. Acquaintance with the work of Vitaly Bianchi.
Educator: Guys, today I want to introduce you to the stories and fairy tales of the wonderful writer Vitaly Bianchi.
(Consideration of the portrait of the writer)
You and I have already read a lot of stories by V. Bianchi, for example: stories about the forest, animals. V. Bianchi went on his first forest journey when he was five years old. Since then, the forest has become a magical land for him. Bianki considered his father to be his main forest teacher. It was he who taught his son to write down his observations. After many years, they were transformed into fascinating stories and fairy tales. Bianchi himself called his works "fairy tales" . They don't have "magic wand" , or something that does not happen, but, reading them, we seem to live together with birds and animals, listen to their conversations, participate in their adventures.
2. Reading a story "Forest houses"
Educator: today I invite you to listen to a story called: "Forest houses"
3. Conversation on the content of the story.
Educator: And now, I propose to answer the questions.
Who was the main character in this story (children answer)-swallow - shore.
How did it happen that Beregovushka lost her home? (a fragment of a retelling of events by one of the children who wishes)
Whom did Beregovushka meet first? (a little yellow bird with a black tie around his neck named Plover.)
Tell us what kind of conversation they had. (fragment of retelling)
What kind of house did Zuyk have and could Beregovushka spend the night in it?
Did Beregovushka like the pigeon's house? Tell me what was he like?
What birds did the swallow visit? Tell us about their houses.
(At Ivolga, the house is made of stems, hairs, wool, and birch peel: it hangs on a branch and sways. At Penochka, there is a hut made of dry grass, twisted right on the ground. At Chemga, there is a floating island of dry reed.
Why was Penochka uncomfortable in these nests?
And what kind of homes do swallows have? (Like holes on a steep bank of a river, like minks.)
What interesting things have we learned from this story? (Each bird has its own house, not like the others.)
4. Looking at pictures of different bird nests.
(looking at pictures)
Why do you think the shore swallow liked her own house the most? (Because her mother was there, her warm bed of grass and feathers was there.)
5. Acquaintance with proverbs about the house.
Educator: Every person loves his home more than anything in the world, the place where he was born, where he lives.
I suggest you listen to proverbs about your home, for example: "It's good to be away, but home is better" , "Where one was born, there he came in handy" . The teacher invites the children to explain the meaning of proverbs.
Grade:
Why do you think birds have such different houses, what does it depend on? (Each bird builds its nest where it lives: in the grass, on the branches of trees, on the water, etc. Moreover, it tries to make it invisible to prying eyes)
The teacher gives an objective assessment of the activities of the children in the classroom, as an option, asks to evaluate their comrades, themselves.
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Retelling of Ukrainian folk tale "Spikelet"
Theme: Retelling of the Ukrainian folk tale "Spikelet".
Objectives: 1. To teach children to retell a fairy tale on their own, to convey the characters of the characters with intonation, their attitude to the characters; learn to tell faces (changing voice, intonation); learn to understand the figurative content and meaning of proverbs.
2. develop the ability to come up with various options for new episodes of a fairy tale; develop imagination, fantasy; coherent speech of children; continue to develop attention.
3. cultivate friendly relations, interest in the lesson.
Material: book with illustrations; staging attributes.
Lesson progress:
You are well aware of the proverb "Who does not work, he does not eat."
What does she mean?
(children's answers)
Now I will read you the Ukrainian folk tale "Spikelet".
Reading a fairy tale.
How does the fairy tale reveal the meaning of the proverb "Who does not work, he does not eat"?
Guys, think about what kind of mice? What words can be said about them? How did you get it?
What cockerel? What words can be used to describe it?
Tell me how the cockerel worked. What did he do with the spikelet?
What were the mice doing during this time? How did the cockerel teach us a lesson? What did he tell them?
Listen to this story again. After that you will retell it.
Retelling a fairy tale by children (individually, collective retelling)
Guys, the fairy tale says: "And the mice only knew that they were jumping and dancing." Think about how the mice had fun, and when you retell the tale, tell about it.
Analysis of children's stories. Reward in the form of praise.
Fairy tale dramatization using paraphernalia.
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Subject: Retelling the story of L. N. Tolstoy "Bone"
PROGRAM TASKS: To develop monologue speech, the ability to meaningfully and expressively retell a literary text, grammatically correct construction of sentences. Activate the dictionary on a lexical topic. Develop auditory perception; exercise in distinguishing non-speech sounds, voice timbre. Enrich the dictionary with figurative expressions of the language. Develop literary speech; to attach to verbal art, including the development of artistic perception and aesthetic taste. Develop memory, logical thinking, arbitrary attention. To cultivate sensitivity, justice, the ability to admit a mistake.
DICTIONARY: upper room, blushed like a cancer, considered, turned pale.
METHODS AND TECHNIQUES: reading a story, conversation, questions, encouragement.
EQUIPMENT: fruit bowl; portrait of Leo Tolstoy; subject pictures depicting boiled crayfish, upper room; tape recorder, recording the noises of autumn.
I Introduction
Children enter the group to the musical work of A. Vivaldi "Autumn" .
Guys, did you like this piece of music?
What mood did it evoke in you?
What time of year is this music best for?
Yes, indeed, autumn is so different and only in autumn there is such a riot of colors. That's all and showed the famous Italian composer Antonio Vivaldi, in his musical work "Autumn" , an excerpt of which we have now listened to.
Composers compose music about all seasons, artists paint pictures, poets dedicate poems. Let's remember an excerpt from a poem by A. S. Pushkin "Autumn" .
Reading a poem to a child.
A big crop ripens in autumn. What?
Vegetables, fruits, cereals (rye, wheat)
Look, what is the harvest on my table?
Fruit harvest.
What fruit? (peaches, apricots, plums)
Where do fruits grow?
In the garden with fruit trees.
I know that you all love fruits very much. And why? What is inside each fruit?
Each fruit has a seed inside.
What is the right way to eat fruit?
They must be washed so that there are no germs. Throw the bone in the trash can.
Well done boys.
ACQUAINTANCE WITH THE TOPIC, PURPOSE.
Today I will introduce you to the true story of Leo Tolstoy "bone" (portrait display)
II MAIN PART
- Reading a story
- Content Conversation
Teacher: What did mom buy?
Children: Mom bought plums.
Educator: How did Vanya behave?
Children: Vanya walked around the plums and smelled them all.
Educator: Why were they interested in Vanya?
Children: He really liked them, he never ate plums.
Educator: How did Vanya behave when he was left alone in the room?
Children: Vanya could not resist, grabbed one plum and ate it.
Educator: Who noticed that one plum was gone?
Children: Mom counted the plums and noticed that one was missing.
Educator: Did Vanya confess his act?
Children: The children answered that they did not eat plums and Vanya also said that he did not eat plums.
Educator: Why was dad worried?
Children: He said that if one of the children ate a plum, it is not good; but the trouble is that there are stones in plums, and if someone swallows a stone, he will die in a day.
Educator: What did Vanya answer?
Children: Vanya said that he threw the bone out the window. Educator: Why did Vanya cry?
Children: Vanya cried because he was ashamed of his act.
Educator: And what would you do in Vanya's place?
Children: I would wait until my mother gives a drain herself. If I had eaten a plum without asking, I would have admitted it myself.
Educator: There is a proverb "The secret always becomes clear" . How do you understand it?
Children: You must immediately admit that you have done a bad deed, because they will find out about it anyway.
3. Vocabulary work
There is this expression in the story: "blushed like cancer" what does it mean?
Children: From shame, it turned red, like boiled cancer.
Educator: And what is the upper room?
Children: Bright, beautiful room.
Educator: How do you understand the word "considered" ?
Children: I counted.
Educator: Turned pale?
Children: Became white, pale with fright.
Guys, you said that fruits grow in the garden on a fruit tree. Let's try to get them.
4. Speech with movement "On a branch"
Here on a branch - an apricot, Stretch your hands up,
He grew up in the sun! Extend your arms to the sides
You reach for him, reach, Rise on your toes, stretch your arms up,
But look, do not stumble! crouch quickly
5. Re-reading the story with a mindset for retelling
Educator: Now I will read the story to you again, and you listen carefully and you will retell it. (Rereading the story)
6. Retelling the story by children
Educator: Tell the story about the boy Vanya. (children's dramatization of the story)
And now we will complicate the task and try to retell this story in person. Then a retelling on behalf of mom and on behalf of dad, on behalf of the bone.
Sh. Final part
Bottom line, assessment:
What is the name of the story you are telling? Who is its author in his musical work? Whose story did you like best and why?
What is the name of the piece of music that we listened to? Who is the composer?
I liked all your stories, you tried to retell close to the text. Well done!
Do not forget to tell the story about the boy Vanya to parents, sisters and brothers at home.
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Subject: "Reading the Nenets folk tale" Cuckoo "
Purpose: understanding the moral of the tale
Tasks: to teach to understand the moral of a fairy tale, to expand children's ideas about fairy tales of different peoples, about the traditions and customs of the peoples of the north. Develop attention, thinking, memory, attention. Cultivate the ability to sympathy, responsiveness, respect for the mother.
Vocabulary: chum, malitsa, pima, tundra.
Equipment: illustrations: plague, malitsy, pimov, casket, golden key, thimble, colored stripes (blue, red, yellow) for each child, a little book - a fairy tale "Cuckoo", a rebus.
Lesson progress
1. Game moment. "Key, golden key!
Open a new story! "
Who can read the title of the story? Who do you think this story is about? Who is this cuckoo? What do you know about her? The prepared child answers. (The cuckoo is a migratory bird. It does not build a nest; it lays its eggs in other people's nests. Never take care of your offspring.)
What are fairy tales? (about animals, magical, household) What fairy tales do you know? (Russian, Kazakh, Ukrainian, etc.)
"Cuckoo" is a Nenets folk tale. Who are the Nenets? The prepared child answers. (The Nenets are residents of the north. They are engaged in reindeer herding. In the north, the winter is very long and cold, so people wear warm clothes made of fur and deer skins.)
2. "Workshop of words"
There is something in the box. (illustrations) What is chum? A prepared child: a chum is a dwelling of the northern peoples, covered with deer skins, similar in shape to a hut. What is a malitsa? Prepared child: malitsa is a garment made of deer skins with a hood with fur inside. What are pims? A prepared child: pimy are fur boots among the northern peoples.
3. Telling a fairy tale by a teacher.
4. Physical Minute. (teacher reads, children show actions)
There lived a poor woman on earth. The children will wet their clothes, and the woman will dry them. They will drag the snow, and take the mother away. And she fished in the river. From a difficult life, his mother fell ill. She lies in the plague, asks to bring her water. Mother stood up in the middle of the plague, puts on a malitsa. Mother takes the board, it turns into a tail. Wings grew instead of arms. The mother turned into a bird, flew out of the plague.
5. Individual task. (5 children guess the rebus by the first letters of subject pictures. Each has one word.)
6. Fairy tale conversation: Why did the mother turn into a bird and leave her home? How do you feel about your moms? How do you help your family and friends? What words do you say to your mothers when they are tired?
7. Proverbs and sayings. What proverbs and sayings about mother do you know? ("It's warm in the sun, good in a mother", "There is no such friend as a mother", "A mother's affection knows no end") What do they mean?
The children solved the puzzle. Name your words. ("A mother's heart warms better than the sun") Who can repeat the proverb? How to understand?
8. Bottom line. Reflection. What is the name of the fairy tale? Who is its author? What is this fairy tale? Did you like the end of the story? What ending would you suggest for the story? Choose two of the three colored stripes: the first is your mood at the beginning of the fairy tale, and the second is your mood at the end of the fairy tale. What stripes did you choose? Why? I chose three stripes: at the beginning of the fairy tale I had a calm mood, therefore a yellow strip, a blue one in the middle, because the mother fell ill and the children did not give her water, a red strip at the end of the fairy tale because the mother flew away and the children were left alone.
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Subject: "Telling the Russian folk tale" Hare - braggart " .
Purpose: Recall with children the names of Russian folk tales and introduce them to a new work: a fairy tale "Hare - braggart" . To form the ability to retell a fairy tale using a diagram close to the text. Expansion of vocabulary through the words: barn, sheaf, brag.
Course progress.
Children sit in a semicircle in front of the teacher. The teacher has a hare from the BI-BA-BO theater on his arm.
Educator: Guys, let's remember what kind of hare happens in fairy tales?
Children: cowardly, oblique, with a mustache and long ears.
Educator: Today I will tell you a fairy tale called “The hare is a bouncer, listen carefully, then we will retell it with you.
The teacher reads a story. After reading the story, the teacher asks questions.
Educator: Why was the hare called a bouncer?
Children: Because the hare boasted.
Educator: How did the hare boast?
Children: I don’t have a mustache, but mustache. Not paws, but paws. Not teeth, but teeth.
Educator: Where did the hare live, and how did he live? (Answers).
Where did the hare go in winter? (Answers. The teacher explains the meaning of the words: barn, sheaf).
What did the hares tell their aunt - the crow? (Answers).
How did the crow punish the hare? (Answers).
What happened to the crow? (answers).
Who helped her? (Answers).
What did the crow say to the hare?
Children: You are great! Not boasting, but brave!
Educator: Let's remember and depict how the hare boasted in front of other hares.
A game is being played - a dramatization of this passage. The teacher puts on a mask for the hare. Assesses the intonational expressiveness of the performance.
Educator: And now we will retell this tale. To make it easier for you to retell, we will now draw a diagram.
The teacher draws a diagram of a fairy tale on a piece of paper, telling it again, and asking the children the questions “What happened next? What did the hare say? How do we draw a mustache? Etc. When the scheme is ready, the teacher asks the children: Who wants to tell a fairy tale?
The wishing child tells a fairy tale according to the scheme.
Educator: Well done! Guys, what if you and I couldn't draw? What could help us in retelling the tale? (Answers). There is such a game "Magic Circles" . (The teacher takes out a box with the game). The white circle is a hare, the black one is a crow, the light brown ones are dogs. Anyone want to try telling a story with circles?
The wishing child tells a story. The teacher helps if the child has difficulties. Then the teacher asks 1 or 2 more children.
Educator: We told a fairy tale, and now let's play. The game is called "Homeless Bunny" .
Educator: Our main character today was a hare. Now we will make a hare for a table theater, with which you will later play.
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Subject: (based on the work of N. N. Nosov "Living Hat" )
Purpose: Formation of a holistic picture of the world through introducing children to the work of N. Nosov.
Tasks:
Develop the ability to naturally expressively retell passages from the story of N. Nosov "Living Hat" .
To promote the development of sensitivity to the expressive means of artistic speech, the ability to reproduce these means in their stories.
To consolidate the ability to decorate finished items, using various materials to decorate hats, developing aesthetic taste, accuracy, attention.
Form an idea of the composition.
Cultivate interest and love for fiction.
Types of children's activities: communicative, labor, cognitive and research.
Integration of educational areas: communication, artistic creativity, work, security, socialization, music, reading fiction.
Planned results and development of integrative qualities: the child shows curiosity, interest in the information that he receives in the process of communication, knows how to maintain a conversation, expresses his point of view, agrees or disagrees with the answer of a friend, is able to reason. The child has developed the skills necessary for work. Takes a lively, interested part in the educational process. Proficient in monologue speech and constructive ways of interacting with children and adults.
Materials for the lesson: portrait of N. N. Nosov, schemes based on the story of N. Nosov "Living Hat" , pictograms, carpet, game hat, decoration hats, jewelry blanks, glue, stapler, adhesive tape, audio recording of musical accompaniment.
Children in a group play on their own. Addressing children:
Guys, do you want to play with me? Then I invite you on a journey to the city of Masters.
Children stand in a circle, I read a poem:
In a wide circle I see
All my friends got up.
We'll go right now
Now let's go to the left
Gather in the center of the circle
And we will all return to our place.
Let's smile, wink
Let's start traveling.
Guys, how can you travel? (children's answers). And on what we will go on a trip, you will understand by guessing the riddle.
“This vehicle is rectangular in shape,
flies through the air, happens only in fairy tales " (Magic carpet).
And here is the carpet - the plane. (I spread it, the children stand on the carpet close to each other.) Stand closer to each other, snuggle up so that everyone fits on it. Remember the saying about tightness?
The kids are talking "In crowded but not mad"
Space music sounds.
You, carpet, carpet, fly
Roll us across the sky
Higher, higher rise
Hush, hush, don't swing.
Don't scare my guys
Well they are worth it.
Here we are in the city of Masters. See how many different hats there are.
What material did the craftsmen use to make these hats? (fabric, cardboard, artificial fiber). What are they? Who wears hats today? (men, women, children)
Music sounds, I offer children a game "Hat" . The hat is passed to the music in a circle, when the music stops, the child who has the hat at the moment calls any kind of headdress.
What you just listed in the game, call it in one word. (hats) Interviewing multiple children
Tell me, are there living hats? (Children talk) Why do you think so? Who wrote the story about the living hat? (N. Nosov) What is it called? ("Living Hat" ) .
Guys, let's remember the story of the living hat together. And geometric shapes will help us.
- Who are the main characters in the story? (boys - Vovka and Vadik and kitten Vaska). What geometric figure can replace the main characters
Vadik and Vovka? (oval) Cat Vaska? (circle)
Do you remember what items were in the story? (chest of drawers, hat, table, poker, potatoes).
What geometric figure can replace a chest of drawers? (table, potatoes, poker, hat).
Who wants to talk about the first scheme?
Schemes of excerpts from the story are set alternately in accordance with the sequence of actions of the characters. (1- how the hat fell, 2- how the hat came to life and the boys got scared, 3- fight with the hat with a poker, 4- the secret was revealed). I call the children a plan for the sequence of the story using diagrams. I expose the first diagram and invite the children to tell based on it. And so on for all schemes.
Guys, what do you think, everything is told in this passage, or something can be added. (Praise for the well and detailed retold passages)
N. Nosov is a wonderful children's writer, he understood children so well, and so accurately and colorfully described their feelings in different life situations, that we could easily imagine them in our imagination. These feelings that Vadik and Vovka experienced throughout the story are called emotions, which we display on pictograms.
What did Vova and Vadik feel when the hat crawled? (fear)
Show how scared they are. (children pretend to be scared).
I propose to show the desired icon. Children show, and one child places his pictogram under the diagram of the corresponding episode.
What feeling did the guys have when they found a cat under the hat.? (astonishment).
What feeling has replaced the surprise? (joy).
Describe how the children expressed their joy. (work with pictograms and diagrams.)
Guys, today we are in the city of masters and played and remembered the story of N. Nosov "Living Hat" but where are the masters?
I take the children to the hat workshop.
Where do you think we came from? (children's answers).
This is a workshop for making fashionable hats. Who works here? (Craftswomen). Let's turn to the masters, let them tell you what they can do?
Craftswoman: “We, in this workshop, make hats and hats for ladies and gentlemen. Everyone should be beautiful and fashionable. Do you want to learn how to decorate hats? Will you help us?"
Children and craftswomen decorate hats together, using materials and decorations prepared on the tables. The work is done while standing. Children put on hats and walk in a circle to the music, showing off their elegant headdresses. Children say goodbye to craftswomen, get up on the carpet, space music sounds,
You, carpet, carpet, fly
Roll us across the sky
Higher, higher rise
Hush, hush, don't swing.
Don't scare my guys
Well they are worth it.
So we returned to our group.
I propose to continue the games started earlier, hats remain in use by children at their request.
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Subject: “Reading the fairy tale by N. Teleshov “Krupenichka”
Purpose: To introduce children to a new fairy tale, with the author - N. D. Teleshov.
Tasks:
Educational: Raise interest in fairy tales, in Russian traditions.
Developing: To develop an active vocabulary of children, coherent speech, attention, memory, thinking, imagination.
Educational: Continue to teach children to tune in to listening to a fairy tale, to be able to express their emotions: surprise, joy, experience.
Expected result: Expresses positive emotions (surprise, admiration) while listening to the fairy tale by N. Teleshova "Krupenichka" ; knows how to conduct a conversation on the content of the work, actively and benevolently interacts with the teacher and peers.
Methods and techniques: reading, questions, conversation,
Visual teaching aids: book by N. Teleshov "Krupenichka" , buckwheat, portrait of a woman - Yaga (several options, porridge, book "Tales of Baba Yaga" .
Preliminary work: Reading Russian folk tales, looking at illustrations, talking about economic cultures, d / i "Cereals"
GCD structure
I. Org. moment (consideration of an exhibition on the topic "Russian folk tales" ) .
II. Main part.
- Looking at portraits of Baba Yaga and talking about her.
- Reading a fairy tale, talking about the content.
I. Children come to the exhibition and look at the books.
II. 1) Do you like fairy tales?
2) Why do you love them?
3) Guys, we know a lot of fairy tales.
4) And what fairy-tale hero is found in fairy tales most often?
Well, of course, - Baba Yaga?
In different tales, B. Yaga is different. Now we are going to see our exhibition. Here B. Yagi (grandmothers) put on a competition. Take a closer look at them and tell me, are they all the same or different?
Yes, all B. Yagas are different, there are good ones, there are both evil and furious ones.
Let's remember the fairy tales, where B. Yaga lives and what she is like. (children's answers)
- Geese - swans - evil?
- Princess - frog - kind?
- Are sister Alyonushka and brother Ivanushka evil?
- Masha and B. Yaga - kind?
- Tsar - maiden - B. Yagi?
Well, today, guys, I will introduce you to a new fairy tale, N. D. Teleshov wrote it. It's called a fairy tale "Krupenichka" , and why it is called so, you will now understand.
The teacher reads the story and asks questions after reading.
- Who is Krupenichka?
- What happened to her?
- Who helped Krupenichka out of trouble?
Guys, do you want to know why the princess has such a name?
He was given to her by chance, that was the name of a simple woman who met her father. What happened to Krupenichka next - you know. And where she turned from a simple grain into a girl again. pink small flowers grow, grains appear from them. In honor of the girl - the princess, these grains were called groats, Krupenichka. They make a very tasty porridge, (show grains).
And then they treat each other with porridge, sing songs so that the beautiful princess hears and helps to grow a good harvest of buckwheat.
And after eating this porridge, people said: “Buckwheat porridge is our breadwinner!”
III. What story are we talking about today?
What fairy tales are there?
What did you like about her?
And now I invite you to the table to try real porridge - "krupenichka" .
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Topic: Memorizing an excerpt from a poem by I. Surikov "Childhood" .
Tasks: Activate vocabulary with words "multi-storey" , "one-story" , "fun" ; to strengthen the child's experience in the formation of the exaggerated meaning of adjectives; learn to select signs for given nouns; develop the child's ability to form single-root words without naming the term. Cultivate a love of literature.
Lesson progress
Illustrations depicting houses are hung in front of the children.
Teacher: What do you see in these pictures?
Children at home
Educator: What are these houses? Compare!
Children: High and low.
Educator: Where are high houses built? Where are the low ones?
Children: High houses are built in the city, low houses in the village.
Educator: There are many floors in a tall house. It's called multi-storey. A low house is called one-story.
Educator: Who lives in houses?
Children: People.
3. Educator: And now let's play a game "Good Kind" . We will find out what kind of people live in houses. For example: I say the word kind, and you add at the beginning of the word - pre. Pre means very.
kind - kind
Evil - evil
Cheerful - cheerful
cunning - cunning
Handsome - beautiful
Sloppy - sloppy
brave - brave
4. Children also live in houses. All children love one season, and which one, a riddle will help you solve.
I have a lot to do -
I am a white blanket
I cover all the earth
I clean the rivers in the ice,
I whitewash the fields, at home.
My name is…
Children: Winter.
Educator: What do children like to do in winter?
Children: Run, jump, ride ice skating, make a snowman.
Educator: How can you call all this in one word? (Fun).
What is fun? (These are jokes, fun games, entertainment, interesting activities)
5. About one of these funs, I will now read you an excerpt from a poem by I. Surikov "Childhood" .
The teacher reads:
Here is my village
Here is my home
Here I am on a sled
Uphill steep.
Here the sled rolled up
And I'm on my side - bang!
I roll head over heels
Downhill into a snowdrift.
And friends are boys
standing over me
merrily laugh
Over my trouble.
All face and hands
Made me snow
I'm in a snowdrift grief,
And the guys laugh.
Teacher: Now, listen to the passage again. Listen carefully, we will memorize it.
To easily memorize a poem, symbols will help us.
(The teacher reads the poem, discussing the designations with the children).
(Then 2-3 children read)
Physical education minute "Fun"
It's easy fun
Turns left - right
We all know for a long time
There is a wall, and there is a window.
We squat quickly, deftly
This is where dexterity is needed.
To develop muscles
Gotta sit down a lot
And now walking in place
This is also interesting!
6. Word games
A game "Who is what"
Educator: I name the word, and you name the sign (Which).
Educator: Sledge
Children: Quick
Educator: Boys, slide, house, snowdrift, face, hands, laughter.
(Children name adjectives for these words)
A game "Who's doing what"
Educator: I name the subject, and you name the action (what is he doing)
Educator: Sledge
Children: go
Educator:
Boys
Sun
Snowflake
A game "Guess by Action"
Educator: I call the action, and you name the one who can perform this action.
Teacher: Jump
Children: Child, ball, grasshopper
Educator:
smiling
shouted
wash their faces
Looked out
A game "Professions"
Educator: Boys and girls have fathers and mothers who work. I will name the profession, and you - what they do at work.
Educator - educates
Chauffeur - chauffeur
Salesman
Builder
Educator: And now I will read the passage again. Did you enjoy today's lesson? There was one interesting task in class today. Which? And there was one easy easy task. Which?
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Theme: retelling the story of Leo Tolstoy "Lion and Dog"
Program content: to teach children to retell the text, to improve the intonational expressiveness of speech, to achieve consistency in the presentation of content, to enrich the vocabulary with definitions, adverbs, verbs, anonymous names.
Lesson progress
Guys listen to one of the works of L. Tolstoy "Lion and Dog" (the teacher reads the story).
Guys, what genre do you think this is? Fairy tale, poem, story?
Why? (there is no fairy tale plot, no rhyme).
This is a true story, as it was based on real events that actually happened.
What events happened: sad or funny?
What other words can be called this work, these events? (sad, sad, dreary).
Where are the events taking place? (in the menagerie).
Who is the main character? (lion and dog).
What can you say about a lion? What is he? (majestic, big, powerful, shaggy, king of beasts, beautiful, graceful).
And what kind of dog? (small, cowardly, plaintive, kind, playful, cheerful, friendly).
What was at the beginning? (the dog was thrown into a lion's cage to be eaten).
How did the lion behave when the dog was thrown to him? (the lion sniffed the dog, touched it with his paw, looked at the dog, turning his head from side to side, and did not touch the dog).
How did the dog behave? What did she do? (at first, she tucked her tail and pressed herself into the corner of the cage, then lay on her back, raising her paws, and began to wave her tail, stood on her hind legs in front of the lion).
How did a lion and a dog live in the same cage? (They became friends. When the lion was given a piece of meat, he tore off a piece and left it for the dog. The dog slept with its head on the lion's paw. They ate together, slept together, and sometimes played.)
What happened once? (the master came to the menagerie and, recognizing his dog, wanted to take it back.)
How did the lion behave when they tried to take the dog out of the cage? (The lion bristled and roared).
How long did a lion and a dog live in the same cage? (A whole year.)
What happened next? (the dog got sick and died).
How did the lion behave after the death of the dog? (He stopped eating, sniffed, licked the dog, touched it with his paw. He was sad, sad, rebelled, growled).
When another live dog was thrown into the lion's cage, what did the lion do?
(I immediately tore it to pieces. He hugged his dog in his paws and lay like that for five days)
What happened to the lion? (He died.).
Guys, why do you think the lion died? (He died of grief, longing, pain, sadness.).
How would you call this story? ("Sad story" , "Incident in the Menagerie" , "How the lion fell in love with the dog" , "Dog and Lion" .) .
Guys, would you like the end of this story to be different?
How do you think this story could end?
Now I will read you the story of L. Tolstoy "Lion and Dog" again; listen carefully and remember.
I read the text.
Guys, when retelling, do not forget that you need to speak clearly, clearly, clearly, loudly, consistently and expressively.
Retelling of the story.
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Subject: “Memorizing the poem by I. Belousov “Spring Guest”
Program content: to cultivate love for the native nature, to form an interest in poetry. Learn to listen carefully, memorize, answer questions, read the poem expressively. Develop memory, perception, creativity.
Material: illustrations depicting spring, migratory birds, sketchbooks, colored pencils.
1. Introductory conversation:
- What season is it in the yard?
What kind of birds flew to us?
Displaying a picture of a swallow
Who is this?
2. Post subject.
Expressive reading of a poem by I. Belousov "Spring Guest" educator without setting for memorization.
3. Verification of perception.
What did you mentally imagine as if you saw during my reading?
What mood did you get? Why?
4. Conversation on the content of the poem and how it should be read.
5. Repeated reading of the poem by the educator with the installation of memorization.
6. Reading a poem by children.
7. Final reading by the teacher.
Physical education minute
Offer to draw a picture for a poem
Summary of the lesson
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Subject: “Memorizing the poem by E. Trutneva “Autumn”
Program tasks:
Correctional and educational:
- Activate the use of verbs;
- To consolidate the skill of sound, syllabic analysis of words.
- Activate and expand vocabulary by topic "Autumn" ,
- continue to develop children's poetic ear: the ability to feel, understand and reproduce the figurative language of the poem;
- exercise in the selection of epithets, comparisons, metaphors to describe autumn landscapes;
- continue to develop children's poetic ear;
- Teaching children to expressively recite a poem "Autumn" - conveying intonation calm, sadness, autumn nature.
Correction-developing:
- Develop fine finger movements and coordination.
- Develop attention, memory, logical thinking and creative imagination.
- To develop and encourage cognitive activity in children, interest in learning new things.
- Develop logical thinking, the ability to draw conclusions.
- Develop the ability to build statements such as reasoning.
Correctional and educational:
- To form the skills of cooperation, mutual understanding, goodwill, independence, initiative, responsibility.
- Develop the ability to defend your opinion, to prove your case.
- To form knowledge about the relationship of all living things in nature.
Equipment: Children's drawings on the topic: "Birch in golden autumn decoration" , leaves of poplar, birch, linden, oak, maple.
Types of activity: gaming, communicative, motor, productive.
Preliminary work:
- Looking at illustrations of trees, leaves;
- Reading "children's encyclopedia about animals" ,
- Listening to an audio recording "Noise of the Forest" ; photo quiz "Learn by leaflet" .
Form of GCD: group.
Total duration of educational activity: 30 minutes
The course of directly educational activities
Main part:
Poem by E. Trutneva "Autumn"
It suddenly became twice as bright,
Yard in sunshine
This dress is golden
At the birch on the shoulders
In the morning we go to the yard
Leaves fall like rain
Rustle underfoot
And they fly ... they fly. are flying
Gossamer webs fly
With spiders in the middle.
And high from the ground
The cranes flew by.
Everything flies! It must be
Our summer is flying by.
Educator: Guys, what period of autumn is this poem about? (Gold autumn)
Teacher: How did you understand it? Why did it become twice as bright in the yard? (The trees turned golden.)
Educator: Remember what is said about the autumn decoration of the birch. (“This dress is golden at the birch on the shoulders” ) .
Educator: And indeed, a birch, like a girl in a golden dress, stands a fashionista, she wore a green dress in summer, and gold in autumn. Or maybe it's better to say "In a golden coat" ? Why not better?
Educator: The wind cuts off the leaves, and what do they do? (Flying, falling, rustling.)
Educator: The poem says: leaves fall like rain. Think about why the poetess said so? (Leaf fall).
The teacher rereads the poem.
Educator: From the end of summer until the very fall of the leaves, the spiders weave a cobweb, as if they want to hold the leaves on the trees, but the wind blows the spiders along with the leaves. Remember what the poem says about it.
Physical culture minute with leaves.
Teacher: I will read the poem again. Try to remember it. Notice how I'm going to read. And now you will read the poem yourself.
Children read the poem from memory, if there is a difficulty, the teacher helps.
After reading the poem, the teacher approaches the drawings.
Teacher: Look at your drawings. Find in them what is said in the poem.
Educator: the poem talks about a golden outfit, but autumn has other colors. What trees are in autumn? Colorful, multicolored. …
Educator: What do autumn leaves look like? Choose comparisons for the word leaves. Leaves fly like... (birds, parachutes, as if dancing). Maple leaf looks like (asterisk, on a horse, acacia leaf on (coin, birch leaf on (golden heart). What are the leaves doing? They fly, they fly around, they break, they rustle, they fly, they are carried away.
Educator: And if we want to say that this has already happened to the leaves, then how do we say?: (turned yellow, flew around).
Educator: Well done, everyone did a good job
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Topic: Reading a fairy tale by V. Kataev "Flower - seven-flower" .
Let's smile at each other. I am glad to see your faces, smiles. Let's play a game "I will start and you will continue..." .
(children stand in a semicircle on the carpet).
On the magnetic board: portrait - V. Kataev; drawing - girl Zhenya; drawing - "Flower - seven-flower" .
Didactic game "I will start and you will continue..." creating motivation to work.
Rule of the game: I will start, and the one I point to will continue ...
Are you familiar with these words:
Fly, fly, petal,
Through the west to the east
Through the north, through the south,
Come back, make a circle,
As soon as you touch the ground
To be in my opinion!
Who said those magic words? (girl Zhenya)
From what fairy tale? ("Flower - seven-flower" )
Who wrote this tale? (V. Kataev, showing a portrait of the writer)
(children move to the second zone)
motor exercise "We are walking" .
We walk along the paths
We walk along the paths.
Walked along the path
And found a flower.
(children sit on chairs)
Working with the magic flower model.
On the easel "Flower - seven-flower" with missing petals.
- petal -
- petal -
- petal -
- petal -
- petal - orange,
- petal - purple
- petal is blue.
What happened to the magic flower? (children's answers)
What petals are missing? (yellow, red, blue, green)
Where did the petals go? (children's answers: fulfilled Zhenya's wishes)
(pictures from a fairy tale are on the table "Flower-seven-flower" )
Task: remember the color of the petal and the desire of the girl.
Yellow - Tell me to be at home with bagels!
Red - Command that mother's favorite vase become whole!
Blue - Tell me to be at the North Pole now!
Green - Tell me to immediately find myself again in our yard!
Difficulty in a game situation.
"Fairy tale mazes game" (TRIZ)
Guys, do you want the Seven-color Flower to fulfill your desire? (children's answers)
Well, he will fulfill your desire on the condition that you get to a desert island and be alone there.
Will you take advantage of the desire?
How will you get out of a desert island if you get tired of being alone? (children's answers)
motor exercise "Let's run" .
Let's run, let's run
Only the legs wobbled.
A path leads through the forest
Here is a birch, here is a mountain ash.
They ran to the meadow
And there they were having fun.
(stop on signal "beat of a tambourine" )
(children sit on chairs)
The discovery of new knowledge or skill.
Guys, do you want to know what desires the magic flower fulfilled for Zhenya "Flower - seven-flower" ? (children's answers)
A fairy tale invites us to a magical world, so that the miracles of children
surprise and amuse and teach something.
Reading new text with stops.
(the main methods of reading this text are joint pronunciation and agreement)
She tore off an orange petal, threw it and said: (Fly, fly...)
Zhenya on the stairs - (toys behind her)
Zhenya on the balcony - (toys behind her)
Zhenya in the attic - (toys behind her)
She tore off a purple petal and said: (Fly, fly...)
She tore off the last petal - blue ...... ... (and sang in a thin voice, trembling with happiness: Fly, fly ...)
A conversation about reading
Which of the girl's wishes was the best?
(healing a sick boy)
Why did the fulfillment of other desires not bring Zhenya great joy? (children's answers)
Reproduction of the new in a typical situation.
There is a picture on the easel: a girl Zhenya surrounded by toys.
Let's try "revive" fairy tale heroes.
(masks and toys on the table)
Music sounds.
"Revitalization" Pictures.
Repetition and development tasks.
(children take seats at the tables)
On the easel: a picture - a girl in a Russian folk sundress; picture - a girl in a children's dress.
The girls are different at first glance, but I'll tell you a secret that they are somewhat similar to each other. Want to know... Help!
A game "Confusion" .
(pictures from fairy tales are on the tables)
Task: which of the girls owns these things?
Comparison of fairy tales "Like…"
Girls are capricious: one - I don’t want, the other - I want!
Journey: Geese - swans, dog.
Assistant: hedgehog, magic flower.
Action: saving his brother, healing the boy Vitya.
Predicting the topic of future reading.
On a magnetic board: a drawing of a girl from a fairy tale "Ayoga" .
Next time we'll read a fairy tale "Ayoga" and learn a lot of interesting and instructive things.
Summary of the lesson.
Why is it important to do good?
What good deeds can you do yourself without relying on magic? (be kind, honest, attentive to others)
I wish you to always be kind and sympathetic, attentive and honest, so that Tsvetik - the seven-colored one does not have to correct your mistakes.
After all, magic happens only in fairy tales!
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Subject: "Reading the fairy tale "Moroz Ivanovich" (V. Odoevsky)»
Program tasks:
- Introduce children to a new fairy tale, teach them to express their opinion about the actions of heroes.
- To consolidate the ability to fully answer questions on the content of the text.
- Dictionary: needlewoman, sloth, affectionate, rude, fair.
- Raise interest and love for Russian folk tales.
- The development of theatrical and artistic skills.
Preliminary work:
Reading fairy tales, looking at illustrations, talking about the heroes of fairy tales.
Materials and equipment:
Prepare paper and markers for drawing. Envelope with a letter, costumes of Moroz Ivanovich, Sloth and Needlewoman. Phonogram of the song "Father Frost"
Course progress.
1 part. Introductory:
Organizing time:
I seat the children in chairs.
Create Lead:
Educator. Guys, look at some envelope on the table. The teacher opens the envelope and takes out a note. Is reading. “Children, do you want to receive a gift from me? Then you must make envelopes, write the address and put a picture of the gift that you want to teach in the envelope.
Your Santa Claus.
Children, what a kind Santa Claus! He wants to do a good deed for everyone. Does he do good deeds for everyone? Listen to the story about Santa Claus, and from it you will learn about it.
2 part. Main:
The teacher reads a story.
Educator. What is the name of the fairy tale? This is a Russian folk tale.
What were the girls called in the fairy tale? - Needlewoman and Sloth.
Why was one girl called a needlewoman? - She knew how to do everything: sweep, cook, embroider.
Educator. Why was Lenivitsa different? - She was lazy and did not want to do anything and did not know how to do anything.
What girl was good? - A needlewoman, because she was also kind, affectionate and patient. Whatever Santa Claus asked her, she did everything.
And the other one? - Sloth was bad: lazy, rude.
Who and how did Santa Claus reward with gifts, tell us. The children are talking.
Why in this tale is not just Santa Claus, but Moroz Ivanovich? - He is kind and fair.
Such people are respected and respectfully called by name and patronymic. The teacher reads passages at the request of the children.
Physical education:
Educator. Let's sing a song about him. Children stand in a round dance, sing and make movements (Father Frost)
And now we will see a scene in the forest, when Moroz Ivanovich is talking with the Needlewoman, and then with Sloth.
The teacher assigns roles, and the children play.
Final part:
Well, that's the end of our lesson. What new and interesting things did you learn from the fairy tale? What did you like the most? Now all the guys will help their parents and teachers, in our group there will be only Needlewomen, and not Sloths. And at home, together with your parents, glue the envelope and write a letter to Grandfather Frost, this will be your homework.
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Subject: “Memorizing the poem by S. Yesenin “Birch”
Tasks: to continue to improve the artistic and speech performance skills of children when reading a poem, intonation conveying tenderness, admiring the picture of winter nature. Continue to develop children's interest in fiction. Use expressive means (figurative words and expressions, comparisons). Help to feel the beauty and expressiveness of the language of the work. Develop children's productive activities. To cultivate love for native nature by means of fine arts. Help children explain the main differences between literary genres: a fairy tale, a story, a poem.
Representative work: observations on a walk behind a birch, looking at illustrations, an excursion to the library, drawing a birch, sculpting a tree.
Vocabulary activation: border, brushes, silver, fringe, feeling, artist, poet, composer.
Individual work: to improve artistic and speech performance skills when reading a poem.
Demonstration material: reproductions of paintings about the nature of Russian artists, a portrait of S. Yesenin, CD - recording of P. I. Tchaikovsky "The Seasons", border, fringe.
Handout: colored cardboard, gouache, brushes, plasticine, napkins, nail polish.
Children, we are in an art mini-gallery, where reproductions of paintings are exhibited.
Who paints pictures?
The artist Isaac Ilyich Levitan painted the painting "Spring. Big water."
Igor Grabar depicted a birch in February, and the famous artist I. Shishkin "Birch Grove".
Did you like these pictures? What did you like?
What mood do these pictures evoke in you? What unites them all?
It was no coincidence that the artists depicted Russian birch in their paintings. Birch is a symbol of Russian nature.
Now I will read the work of Sergei Yesenin "Birch".
In this work, the words border, fringe are found, as the author compares brushes, birch decoration. (The teacher examines the border and fringe with the children). Reading.
Questions for children:
What literary genre does the work of S. Yesenin "Birch" belong to?
What is the difference between a poem and a story? And from a fairy tale?
What is this poem about?
Did you like it?
Read the poem again.
White birch
Under my window
What covered the white birch?
covered with snow,
Exactly silver.
To what does the poet compare snow?
On which branches did the brushes bloom?
On fluffy branches
snow border,
brushes unfurled,
White fringe.
In what silence does the birch stand?
And there is a birch
In sleepy silence
And the snowflakes are burning
In golden fire
And the dawn is lazy
Walking around.
sprinkles branches,
New silver.
What would you compare snowflakes to?
Insert your words into the poem. Got a rhyme?
Sergei Yesenin picked up the words of rhyme
And the snowflakes are burning
In golden fire
Reading a poem to children (whole, pair, chain)
Nature has always been a source of inspiration for poets, writers, artists, composers. And now you will be little creators when creating New Year's cards.
The teacher offers children a choice of colored cardboard, gouache, plasticine, brushes for productive activities.
During the work, the music of P. I. Tchaikovsky "The Seasons" sounds.
What is your birch?
What words from Sergei Yesenin's poem can be said about your birch?
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Subject: "Fairy tale" Frosty "
Tasks:
To form the ability to distinguish fairy tales from other genres.
Develop the ability to talk about your perception of a particular act of a literary character.
Encourage them to determine their attitude to the situation of the dispute, to explain their point of view.
To form the ability to model a fairy tale using geometric shapes, retell it using an algorithm.
To develop the ability to understand a fairy tale, the ability to retell it using models.
Materials: homemade baby books, geometric shapes made of adhesive paper, multi-colored circles for self-esteem, Su-Jok balls for finger gymnastics.
1. Organizational moment
Where can you see miracles?
Everywhere! You enter the forest, look at the heavens.
Nature gives us its secrets.
Just take a good look around you.
Where are the animals like people say?
And good wizards work miracles there?
You will answer without prompting.
Well, of course it is... (Fairy tales)
2. Guessing riddles.
As you may have guessed, today we will talk about a fairy tale, and what it is called will help you understand the riddles.
Draws without hands
Biting without teeth (freezing)
Not fire, but burning (freezing)
So that autumn does not get wet,
Not sour from water
He turned puddles into glass
Made the gardens snow (freezing)
Who builds bridges without logs? (freezing)
– You correctly guessed that the answer to all these riddles is the same – Frost. And our fairy tale is called "Morozko" .
We got up together
Stretched.
We are birches
We woke up.
Our branches swayed
The sun has gained strength
Now it's time for us to sit down.
You, friends, have questions.
3. Fairy tale conversation
Guys, most recently we met Morozko's fairy tale.
Did you like the fairy tale? (Yes)
Why is this work classified as a fairy tale? (Because it has fairy-tale characters Morozko, Baba Yaga, the old man Lesovichok, a talking dog, a magic road).
- Let's compare the stepdaughter and the native daughter from the fairy tale. Their attitude to other people, to work, their intelligence and modesty.
- What are the qualities inherent in the stepdaughter? (Kind, hardworking, modest, respectful of elders).
- And the woman's own daughter? (Lazy, angry, shows disrespect to elders).
- Who do you want to be like? (To Nastenka)
- Clarify the heroes of the fairy tale "Morozko"
Which character do you like the most and why?
How was the old man's daughter? (Badly)
Why did the old man take his daughter to the forest? (stepmother ordered)
- Why did Morozko feel sorry for Nastenka? (Because she is kind, humble and treated him with respect).
Why did the old woman send her daughter to the forest? (Out of greed, she wanted Morozko to give her daughter a chest of silver too).
What does a fairy tale teach us? (The fairy tale teaches us kindness, resourcefulness, respect for elders, hard work. It ridicules bad character traits. It teaches us not to judge a person by appearance, to look deeper, to evaluate people by their spiritual virtues, their deeds.)
Guys, now I suggest you play a little, do you agree?
4. Outdoor game.
On the path, on the path
We jump on the right leg,
And along this path,
We jump on the left leg.
Let's run along the path
Let's run to the lawn.
On the lawn, on the lawn
We jump like bunnies.
Stop. Let's get some rest
Let's continue the story. (Perform movements on the text).
5. Problem situation
You can't believe in a fairy tale
The story can be verified
The story may be true
The story must not be forgotten.
And so that we would not forget her, I made little picture books so that we could look at and remember the plot of the fairy tale. But that all the pictures from my fairy tale disappeared, it's probably Baba Yaga who stole all the pictures. Now what to do, what to do? (can be drawn).
You can, but it will take a long time.
What can replace pictures? (They can be replaced by models of geometric shapes).
6. Conspiracy to model a fairy tale.
To model a fairy tale, we will use geometric shapes made of adhesive paper: a circle, a triangle, a square.
Guys, in our fairy tale there are both positive and negative characters. Let's point this out too. Who knows how this can be done?
Let's remember and name the positive characters. (Nastenka, Morozko, old Lesovichok).
negative characters. (Stepmother, Marfusha, Baba Yaga, old man).
We will designate negative heroes from a fairy tale with black geometric shapes, and positive heroes with red or blue.
7. Failure situation.
8. Finger gymnastics
Guys, before starting the task, I suggest stretching our fingers and playing with our hedgehog. Do you agree?
There lived a prickly hedgehog in the forest,
It was a ball and without legs.
The hedgehog is prickly, but not evil!
hedgehog, prickly hedgehog
Hide your needles.
Once, and there are no needles!
Start making books.
9. Modeling a fairy tale (Independent work of children).
10. Retelling a fairy tale based on an algorithm.
Guys, did everything work out for you, what did you think?
Was it difficult to compose the plot of a fairy tale with the help of models?
Now we will check it. With the help of your book, you will retell the tale. You will tell one page from the book, passing it to each other. (Retelling of the fairy tale by children based on the algorithm).
11. Reflection
You tried, you mastered, it was hard not to get tired! Work hard, all the work is good!
Why are we making these books? (In order not to forget the fairy tale).
Why shouldn't this story be forgotten?
What does she teach us? (Kindness, resourcefulness, respect for elders, diligence, do not judge a person by appearance, look deeper, evaluate people by their spiritual virtues, their deeds).
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Theme: Russian folk tale "Havroshechka"
Purpose: Formation of an emotional attitude to a literary work
Tasks:
Develop children's interest in fiction.
To draw the attention of children to the design of books, to illustrations
To form the ability to listen carefully and with interest to fairy tales.
To form an emotional attitude to literary works.
Develop conversational skills.
Improve the dialogic form of speech.
Develop speech as a means of communication.
Improve the ability to convey images of characters in fairy tales.
Equipment: Book and illustrations; mystery; a toy cow with a bell around its neck; fairy tale "Havroshechka"; colour pencils; album sheet A4.
Previous work. In the morning I put the book "Khavroshechka" in the book corner, if possible - separately drawings by artists based on this work. Children, looking at the illustrations, try to determine what kind of book it is, what it is about. At the beginning of GCD, I ask the children about their assumptions.
Course progress.
Introductory part.
I give the children a riddle:
There are hooves and horns
In the summer he goes to the meadows.
To keep everyone healthy
They give milk. (cows)
That's right guys. Look, a cow came to visit us. -Do you want to get acquainted with the fairy tale from which she came to us? Children: Yes. -To do this, you need to touch her, ring the bell that is on her neck, and then we will be transported to a fairy tale with you. Ready? Children: Yes. -Close your eyes and wait for my touch. Whom I touched, he will immediately find himself in a fairy tale called "Havroshechka".
Main part. I read a fairy tale, periodically showing illustrations. Unfamiliar words and expressions (bored, froze, greet, lure, hard, tomorrow, take a look, spit out, didn’t find out, close, fell, bequeathed, leaves, curly, touched, dashing not to know) I replace with synonyms without interrupting reading.
Guys, did you like the story? Children: Yes. - What is it called? Children: Khavroshechka. - What kind of people did Tiny-Havroshechka get to? Sonya: To the evil stepmother and her lazy daughters. - How many daughters were there and what were their names? Masha: The stepmother had three daughters - One-eyed, Two-eyed, Three-eyed. - And what were they? Rita : They were lazy. - And what did Khavroshechka do? Oleg: She worked for them. - Who helped Khavroshechka? Nastya: The cow helped her. - What did she help her do? Varya: The cow helped to do all the work. - What did she say at the same time Borya: Get in one ear, get out the other and everything will be ready. - How did the hostess find out who was helping Khavroshechka? Alina: The hostess sent her daughters to find out everything. - And which of the daughters told everything to her stepmother? Zakhar: Triglazka told her mother everything. - What happened next? Rita: The stepmother ordered to slaughter the cow. - And what did Khavroshechka do? Dasha: She collected all the bones and planted them. - What grew in the place where Khavroshechka planted the bones? Oleg: In that place an apple tree has grown with pouring apples - Who drove past the garden, and what happened next? Vika: A gentleman drove past the garden and asked to be treated to an apple. - Why couldn't the stepmother's daughters treat the master? Masha: Because the apple tree began to beat them and whip them with branches. - And who treated the master? Maxim: Tiny - Khavroshechka. - How did the story end? Grisha: The master married her. - Well done, children.
Guys, let's get some rest. Get in a circle. Let's do some exercise:
One, two, three, four, five Let's play! All eyes closed (cover eyes with hands) And lowered their heads (squat) And when we open our eyes (get up) Let's get into stories, fairy tales (raise hands up) The story will give us a rest. Let's take a break and get back on the road.
Final part.
Guys, who do you like in this fairy tale and why? Rita: I liked Khavroshechka, she was very kind and hardworking. What were the stepmother and her daughters like? Masha: They were evil and envious. What does this story teach us? Children (in order): A fairy tale teaches us to be kind, hardworking, help each other, love each other.
(I take the bell and ring)
The fairy tale ended, the bell rang and the fairy tale took us back to our group. - Look around, you see, in memory of today's lesson, Khavroshechka sent you treats - apples from her magical apple tree. - Guys, our lesson is over, all the good fellows, listened carefully and actively answered questions.
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Synopsis of the integrated GCD for OO "Speech development" (fiction)
Subject: Your protectors. Reading and retelling the story of L. Kassil "Air"
Purpose: To continue to acquaint children with the defenders of the Russian army. Develop interest in fiction through the story of Lev Kassil "Air" from book "Your Defenders"
Tasks:
Educational:
- Introduce children to the story of Lev Kassil "Air" from book "Your Defenders"
- Learn to understand the content of the work.
Developing:
- Develop the ability to answer questions using complex and complex sentences.
- Develop the ability to retell a story based on diagrams (joint paraphrase), listen to comrades, do not interrupt, do not repeat.
Educators:
- To cultivate patriotic feelings, an emotionally positive attitude towards the defending soldiers.
- To consolidate the idea of \u200b\u200bchildren about the defenders of the Russian army.
- "Speech development" (speech development)
- To develop coherent speech, memory, thinking in children.
Preliminary work:
- Conversations about the Russian army, about the Motherland, soldiers;
- memorizing poems about the military;
- learning songs for the holiday on February 23;
- viewing albums, illustrations, which depict the types of troops, military equipment;
- examination of the picture - V. Vasnetsova "Three heroes" ;
- epic reading "Ilya Muromets and the Nightingale the Robber" ,
stories by L. Kassil from a book about the military "Your Defenders" ,
stories by S. Baruzdin "A soldier was walking down the street"
Educator: Guys, I am now standing in front of you in military uniform, guess who we will talk about today? (About the military, about the defenders of our Motherland)
In the old - old times, in Ancient Rus', stood guard over our Motherland, very strong people - heroes. People composed songs, fairy tales, epics about them. In our time, the defender of the country is the Russian Army. As before, our Motherland is defended by strong, courageous men. Our warriors are distinguished by resourcefulness and endurance.
Guys, what holiday will our country celebrate on February 23? (Defenders of the Fatherland Day)
And what do you think, who are the defenders of the Fatherland? (These are those who protect, protect, defend the Motherland. These are warriors who warn of danger. These are soldiers, officers, military sailors, tankers, paratroopers ...)
What qualities should a defender have? (They must be brave, courageous, courageous, strong, patient, dexterous, courageous. They must be honest, courageous, hardened, hardy, disciplined. They must be able to endure difficulties, know a lot, be able to play sports, shoot well, run fast.)
1. Guess the riddles and name the profession of a defender.
Di: "Guess the profession"
1. The fortress is rushing all in armor.
Carrying a gun
(Tank, profession - tanker)
4. What a brave bird
Rushed across the sky?
Only the path is white
Left from her.
(Aircraft, profession - pilot)
2. There is such a huge house,
He does not stand still.
Do not go into it
After all, he runs on the waves.
(Ship, profession - sailor)
5. Rockets are launched into the air,
And the guns fire loudly,
In battle they are always ready
Launch a projectile at the enemy!
(Artillerymen)
3. Under water, an iron whale,
The whale does not sleep day and night.
No time for that whale,
Day and night on duty
(submarine - submariner)
6. He guards the border,
He knows and knows everything.
In all matters, the soldier is an excellent student
Is it called? (Border guard)
Guys, who were the riddles about. (About the military guarding our Motherland)
2. And what poems do you know about the military. Which of you wants to read.
Children recite poems about the military
border guards
The birds are sleeping on the branches
The stars in the sky do not burn.
A detachment of border guards hid near the border.
Border guards are not asleep at their native border:
Our sea, our land, our sky are guarded. S. Marshak
On the mast is our tricolor flag,
There is a sailor on the deck.
And he knows that the seas of the country,
ocean borders
Both day and night should be -
Under vigilant guard.
N. Ivanova
Everywhere like an all-terrain vehicle,
The tank will pass on tracks
Gun barrel ahead
Dangerous, enemy, stay away!
The tank is heavily armored
And will be able to meet the fight! N. Ivanova
Paratrooper
Paratroopers per minute
They descend from heaven.
untangled parachutes,
Comb the dark forest
Ravines, mountains and meadows.
Find a dangerous enemy. N. Ivanova
3. Today I would like to introduce you to the story of Lev Kassil "Air" from his book on the military "Your Defenders"
Lev Kassil "AIR!" (step-by-step reading using diagrams)
1. It used to be like this. Night. People are sleeping. Quiet around. But the enemy does not sleep.
Fascist planes are flying high in the black sky. They want to drop bombs on our houses. But around the city, in the forest and in the field, our defenders hid.
Day and night they are on guard. The bird will fly by - and that will be heard. A star will fall - and it will be noticed.
Guys, what does the text say? (children's answers)
(The enemy does not sleep, but our defenders stand guard over the Motherland)
2. The defenders of the city fell to the auditory tubes. They hear the engines rumble in the air. Not our motors. Fascist. And immediately a call to the head of the city's air defense:
The enemy is flying! Be ready!
Guys, what planes are flying and want to attack our Motherland? (answers)
What did our defenders do?
(The defenders heard the rumbling of fascist aircraft and warned the head of the city's air defense of the danger)
3. Now, on all the streets of the city and in all the houses, the radio spoke loudly:
"Citizens, air raid alert!"
At the same moment the command is given:
Guys, what did the radio inform the residents of the city about!
(That's right, about danger, about air raid alert)
4. And the fighter pilots start the engines of their planes.
And far-sighted searchlights are lit. The enemy wanted to sneak in unnoticed.
It didn't work out. He is already waiting. Defenders of the city on the ground.
Give me a beam!
And all over the sky beams of spotlights sang.
Fire on fascist planes!
And hundreds of yellow stars jumped in the sky. It was hit by anti-aircraft artillery. Anti-aircraft guns shoot high up.
“There is the enemy, beat him!” say the projectors. And direct light beams are chasing fascist planes. Here the rays converged - the fascist plane got entangled in them, like a fly in a web.
How did the defenders of the city begin to defend the city?
(Searchlights aimed yellow beams at enemy planes, and anti-aircraft gunners fired at fascist planes)
5. Now everyone can see it. Anti-aircraft gunners took aim.
Fire! Fire! Once again fire!
Anti-aircraft gunners have a sharp eye, a faithful hand, accurate guns. Spotlights have a strong beam. Do not escape the fascist.
Fire! Fire! Once again fire! - And the anti-aircraft gun shell hit the enemy in the engine itself.
Black smoke billowed from the plane. And the fascist plane crashed to the ground.
