"What are you thinking, bullfinch?" Author: And Belyakov Oh, how angry the frost is! There is snow all around, snow... A bullfinch is sitting on a branch, A bullfinch is blazing and burning, Like a small flag. And the garden, And the grove, and the wasteland ... All in a quiet winter dream. What are you thinking, bully? Of course, about spring!
Winter is famous for its white tones. In the white kingdom, the bullfinch, a songbird of the bullfinch genus (Pyrrhula), of the finch family, is especially distinguished by its bright color. The bullfinch looks smart - he is always in red. In fact, red breasts are bullfinch males, females look much more modest. Their chest is greenish-gray. The bullfinch is about the same size as the sparrow. The physique is dense. Nature endowed the bullfinch with a thick, wide beak.
Bullfinches are sedentary birds, they are common in Europe and Asia. Gardens, parks, forests, undergrowth, lowlands, mountain forests, forest-steppe zones, conifers and mixed forests - wherever the bullfinch lives. Forest areas are especially liked by the bird, because it is in the forest that it breeds chicks.
In autumn, bullfinches gather in small flocks and settle closer to people's homes. Rowan and other berries left over from a generous autumn are the main food of bullfinches in winter. In winter, they wander through parks, gardens, groves and squares in the hope of getting food for themselves. And in the summer - paradise. Arachnids, insects, plant foods are the diet of these birds.
The month of May is good, and it is in May that the female lays her eggs. An average of five. The female incubates light blue eggs with spots for two weeks. The future father at this time is "on duty" at the nest and feeds the female. Then the chicks that appeared for another two or three weeks do not leave the nest. Both parents are engaged in upbringing, but the male takes care of the younger generation more.
Goals:
- Work on the formation of reading skills and the development of speech;
- Pay attention to the moral education of students;
- Contribute to the formation of the foundations of a healthy lifestyle.
Equipment: a textbook, a notebook on a printed basis, a picture depicting a winter forest, tables for speech warm-up, words and traces of animals on slides, a multimedia installation, a tape recorder, an audio recording.
During the classes.
1. Class organization
The bell has already rung.
Well, you check, my friend,
Is everything in place?
Is everything all right?
Pen, book and notebook?
Is everyone seated correctly?
Is everyone watching closely?
Everyone should remember:
Today's lesson is very important.
2. Actualization of knowledge.
Teacher: - You will try to determine the topic on which we will work.
3. Speech warm-up ( on the board cards with the following phrases)
- sled scooters,
- Sit down and roll.
- You won't sweat in the summer, you won't get warm in the winter.
- In winter, you saw in the garden
- Are there apples on the branches?
Is there at least one proverb here? (children read)
What other works are there?
Children practice expressive reading of tongue twisters, riddles.
What is the riddle about? How did you guess?
(teacher shows a picture of a bullfinch)
Who guessed what we will devote today's lesson to? (Children make their guesses)
Teacher: you are right, we will get acquainted with the poem by I. Belyakov, from which we learn how this bird hibernates.
4. Work on a poem: “What are you thinking about, bullfinch?”
On page 147 you will read this poem and answer the question.
(Children read on their own)
Oh, how angry the frost is!
Snow, snow all around..
The bullfinch sits on a branch,
The bullfinch blazes and burns,
Like a little flag.
And garden,
And the grove, and the wasteland ...
All in a quiet winter dream.
- What are you thinking, bullfinch?
– Of course, about spring!
Why do you think so? (children's answers)
You're right. Winter brings a lot of trouble to both birds and animals. The bullfinch, although a wintering bird, is also cold and hungry. You already know how to help the birds. (Students express their options for how to help).
Guys, you think correctly, I see that you are not indifferent to freezing birds. But if you still do what you said, it will be very valuable for you and for the birds.
5. Primary fixing of the text.
Now let's go back to the first lines.
What are your feelings?
Why does he describe it this way? -What surrounds it?
Students practice expressive reading.
6. Phys. pause (light music sounds: students rest with their eyes closed, head tilted back)
7. Secondary fastening.
Work in printed notebooks
How many offers are there? Remember what signs the author had in the text and complete the task.
(works are checked by the teacher in individual children)
8. Physical Minute.
We read and read and got a little tired.
Get up, go, come to the forest.
Walked, walked, saw no one!
9. Work on the text "Patterns in the Snow" I. Sokolov-Mikitov.
(students are shown a slide of a winter forest)
Who among you wanted to be there? But there is a lot of snow in the forest, it is difficult to walk, it is cold.
(presumable answers: you can get on skis)
That's what I wanted to hear from you: fresh winter air, skiing will bring you a lot of joy and invigorate your body.
Tell me, how many animals will you meet at this time in the forest? Why do we think they are sleeping?
Listen to how I. Sokolov-Mikitov described the life of animals in the winter in the forest
(the teacher reads the story "Patterns in the Snow" pp. 145-146)
What patterns did you hear about?
What animals did we meet? Have you introduced all the animals? What animal does not live in our forests?
Vladimirtseva L.I. 218-378-490
On the board the word: ermine and a picture with his image.
Guys, look at me and blink, who wants to read, who is not afraid of new words.
Repeated reading takes place in a "chain".
Do you think all animal tracks are the same? Do you need to know them? What for?
If you think that only hunters, then I suggest you play the game "Hunters"
(children are shown a slide with traces of animals and cards on the board with the name of these animals: mouse, elk, magpie, hare, squirrel)
Your task is to guess whose trace is where?
(children prove their guesses and connect them with arrows)
10. Consolidation: selective reading.
11. Physical Minute.
It's time for us to ski.
Are you tired, kids?
Skis glide merrily
They want to chase each other.
12. Work in a notebook on a printed basis p.71
I suggest that you solve a crossword puzzle, only you will work together, so that both faster and more correctly, and help each other.
The check is frontal.
13. Reflection:
Who remembers the poem?
What interesting things did you learn from the story "Patterns in the Snow"?
Listen to one story the student will tell you how knowledge helps in life.
(a trained student briefly retells the story of E. Permyak “Familiar traces”)
Who was satisfied with their work at the lesson? Who thinks that he still needs to practice reading at home?
14. D.z.
Reading the text p.145-146, p.147 expressive reading, r.t.s71 (1h.)
15. Ratings.
The lesson is over. I am glad that we managed to complete everything, thanks to your activity, mutual assistance, and desire to complete tasks. And do not forget to do in life what we talked about today
MBOU "Dorskaya secondary school"
Methodical development
lesson
Subject, class.Literary reading. Grade 2
Topic « Reading the works of I. A. Belyakov “What do you think bullfinch?”, I. S. Sokolov - Mikitov “Patterns in the snow»
Program"Primary SchoolXXIcentury"
Textbook Efrosinina L.A. Literary reading -
- M., "Ventana - Graf", 2008.
Lesson type: lesson learning new material .
Performed
primary school teacher
Zernova Oksana Viktorovna
201 1 G.
Lesson of literary reading in the 2nd grade. I. A. Belyakov “What are you thinking about bullfinch?”, I. S. Sokolov - Mikitov “Patterns in the snow”.
Didactic goal:
Lesson topic:“Reading works: I. Belyakova “What are you thinking about bullfinch?”, I. S. Sokolova - Mikitov “Patterns in the snow”.
Didactic goal: perception and initial awareness of new material.
Lesson objectives:
Educational: introduce students to the works of I. A. Belyakov and I. S. Sokolov-Mikitov; to form the skill of expressive reading; to teach to see and understand the beauty of Russian nature.
Developing: to form the ability to work with the text of a work, to enrich the reader's experience of learning, to develop speech, attention, thinking.
Educational: to cultivate love, a caring attitude towards our smaller brothers, the desire to protect nature and its inhabitants.
Lesson type: lesson of studying and primary consolidation of new knowledge.
Lesson form: traditional
Equipment: explanatory dictionaries, textbooks, crossword puzzle, presentation.
During the classes
Organizing time.
(The words are taken from the works studied in previous lessons)
What do authors call the entrance to a squirrel's nest? (LOOPHOLE)
What lies on Moroz Ivanovich's bed instead of a feather bed? (SNOW)
What did Sasha ride from the poem by Nikolai Alekseevich Nekrasov? (SLED)
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The crossword was solved. The highlighted word is forest. You will visit the winter forest. There are many interesting things to see there, you just have to be careful. Try to be attentive and observant in class.
Checking homework.
(Children's stories about lynx, roe deer, ermine, hare, elk, squirrel)
Well done. From the stories we learned a lot of new things: what they eat, how they rest, how animals protect themselves from enemies in winter.
Ratings
The topic of the lesson.
IV. Working with a poem Ilya Andreevich Belyakov "What do you think bullfinch?"
(Music is soft)
Imagine that we are entering a winter forest. Everything around is white-white from the snow. Trees and bushes are dressed in snow coats. And you will learn who I. A. Belyakov saw on a walk by carefully listening to his poem.
Reading a new work and checking primary perception
(The poem evokes a calm, slightly sad mood)
vocabulary work
Look up this word in explanatory dictionaries. (One student reads aloud. The wasteland is an undeveloped, neglected place).
Reading a poem to children
4. Analysis of the poem
(With a small flag. The bird has a bright, red breast)
What is this technique called in the literature? (Comparison)
What is the bullfinch thinking about? Explain.
(About spring, when the sun will shine, it will be warm, there will be more food)
Which lines speak of severe frost?
(Ah, how angry the frost is!)
Which lines describe the calmness of a winter day?
(There is snow all around, snow.
And a garden and a grove and a wasteland ...
All in a quiet, winter dream)
What is a dialogue?
(Dialogue is a conversation between two or more people)
Read the poem again. Look at the punctuation marks. Think with what intonation you need to read them.
(Calmly, quietly, smoothly with the intonation of enumeration)
(What do you think bullfinch?)
5. Working with illustration.
Consider the illustration.
What colors emphasize the quiet, winter dream of nature?
(Cold colors: purple, blue, cyan)
How does the illustrator show severe frost?
(All trees and bushes are covered with frost. This happens in severe frost.)
6. Expressive reading
(Reading a poem by students. I listen to 3-4 students). You've done a good job, now let's rest.
Physical education minute
Spruces, Christmas trees, Christmas trees,
Heaven lies on the firs,
Dew on the Christmas trees below.
V. Working with a story Ivan Sergeevich Sokolov - Mikitov "Patterns in the snow".
The winter walk continues. We walk and see patterns in the snow. “Patterns in the Snow” is the name of the story of the outstanding Russian writer I. S. Sokolov - Mikitov.
1. Reading the text by students.
(Read aloud in sequence)
2. Work on the work.
Why is the story titled like this? (There are drawings in the snow, they repeat)
Look up the meaning of the word "patterns" in the dictionaries. A pattern is a pattern in which elements are repeated.
What animals drew patterns in the snow? (bunny, ermine, fox, wolf, elk)
VI. Game "Hunters"
And now let's play. You will be hunters and try to determine whose footprints are in the snow. For the correct answer you will receive a snowflake. Whoever has more of them is the very good hunter. Look closely at the trail. Consider who it belongs to. (Presentation)
Summary of the game.
VII. Generalization.
Our walk through the winter forest has come to an end.
What is the theme of all the works? (Works about nature)
VIII. Summary of the lesson.
Today at the lesson you got acquainted with new works about nature, learned to see the beauty of the winter forest, learned what traces animals leave and how hungry they are in winter.
I want to finish the lesson by reading A. Yashin's poem "Feed the birds!"
Feed the birds in winter! How many of them die - do not count,
Let it be hard to see from all over.
They will flock to you, as if home, But in our heart there is
Stakes on the porch. And the birds are warm
Train the birds in the cold
To your window
So that without songs it was not necessary
We welcome spring.
Grading.
IX. Homework.
S. 147 - by heart; slave. Notebook with. 72 ex. 1-4.
Topic: I. Belyakov "What are you thinking about, bullfinch?"
Goals:
educational - to teach expressive reading,prove their point of view, based on the text of the work, work on the formation of reading skills.
Educational - develop monologue speech,mental abilities of students, interest in learning, creative forces,to form the worldview of students, highlighting the basic concepts - care, love, responsibility.
Educational - to cultivate a feeling of love for the native nature, to help to realize the joyful feeling of life and the feeling of the charm of the poem.
Lesson type: learning new material.
Equipment:
- textbookL.A. Efrosinina "Literary reading", 2nd grade
Recording of the musical track by A. Vivaldi "Winter"
During the classes:
I .Org. moment
I'm glad to see you. I wish to be active, independent, organized, help and support each other.
II . Knowledge update.
Game "Photo Eye"
Read the words written on the board: snowflake, frost, ice, blizzard, hoarfrost, snowfall, powder.
What unites all these words?
What is powder?
Complete some words.
(Teacher closes the words)
Now, what are the words that you remember?
What do you think, and what does these words have to do with our lesson, the topic of our lesson?
What section did we learn about in previous lessons?
What are these works about?
Name the works we have already studied in this section.
What will help us? (table of contents)
Which of these works are author's and which are folk? How did you determine?
What work from this section is left for us to get acquainted with? (I. Belyakov “What are you thinking about, bullfinch?”)
What page of the textbook is it on? (p. 161)
III . Formulation of the problem. Primary reading of the poem.
- So, open the textbook on p.161
Look at the text and try to determine the genre of this work without reading. What helped you to know that this is a poem?
What do you think it is about?
Guess what he can think of a bullfinch? (children's statements)
- Listen to the poem. (Reading teacher) You were right.
- What is the mood of the lines of the poem?
IV. Rereading the text of the poem and discovering new knowledge. Textbook work.
Now you will not just read a poem, but will be in the role of people of different professions.
So you directors, while reading this poem, try to see the pictures, images in these lines.
1 . Independent reading.
Read aloud the poem in your textbook on page 161
What did you see? (frost, bullfinch, garden, grove, wasteland, snow) - open
stay andartists
What colors do we need for our paintings? Why?
2 Selective reading.
Now try yourself in the rolewriters .
–Find lines in the poem and read them, where the author animates an inanimate object, endows it with the signs and properties of a person.
(read out: the frost is angry, in a quiet winter dream)
Who knows what this technique is called, because you are writers? (personification)
Find a comparison. What items are being compared? (Bullfinch flag)
You have turned out to be great writers. Or maybe you alsomusicians?
What sounds will you hear?
3 Reading with the teacher.
What sounds did you hear?
We heard the creak of snow, the crunch of twigs, silence.
V. Relaxation
Well done! Now let's rest a little. Close our eyes and listen to music.
(music by A. Vivaldi "Winter")
- What do you imagine while listening to music?
Is this music suitable for the read work?
VI . Checking students' understanding of new material.
You saw a picture with various images, paints. We found with the help of what methods the author tried to convey feelings, the beauty of winter nature, so that we vividly imagine a bird - a bullfinch. You heard the sounds in the poem. And now let's try to convey in voice, intonation, after reading this poem again.
Tell me, what sentence should be read with an exclamatory intonation?
Read.
Find an interrogative sentence? Read it with the correct intonation.
1 student
Happened? Rate yourself.
VII.Creative work.
- You have now been in the role of people of different professions, but they are all creative. Let's create our own creation.
Divide into groups of 4 people.
You need to draw a cover model for the work.
I assign responsibility.
I.V. Belyakov
What are you thinking, bully?
What does the triangle mean? Why is he green?
VIII. Homework
1. Learn the poem by heart (everyone)
2. Optional: (Creative level.) Draw an illustration for the poem by I. Belyakov “What are you thinking about, bullfinch?” or make a report about the bullfinch.
IX. Summary of the lesson.
- What did this lesson give you?
X. Reflection: (on the board)
Green - it was easy for me, I understood everything.
Yellow - tried, but not everything worked out.
Red - everything seemed complicated.
Topic: I. Belyakov "What are you thinking about, bullfinch?"
Goals:
educational- to teach expressive reading, to prove their point of view, based on the text of the work, to work on the formation of reading skills.
Educational - to develop monologue speech, students' mental abilities, interest in learning, creative forces, form students' worldview, highlighting the basic concepts - care, love, responsibility.
Educational -to cultivate a feeling of love for the native nature, to help to realize the joyful feeling of life and the feeling of the charm of the poem.
Lesson type: learning new material.
Equipment: - recording of the musical track by A. Vivaldi "Winter"
During the classes:
I.Org. moment
I'm glad to see you. I wish to be active, independent, organized, help and support each other.
II. Knowledge update.
Game "Photo Eye"
Read the words written on the board:snowflake, frost, ice, blizzard, hoarfrost, snowfall, powder.
What unites all these words?
What is powder?
Complete some words.
(Teacher closes the words)
Now, what are the words that you remember?
What do you think, and what does these words have to do with our lesson, the topic of our lesson?
What section did we learn about in previous lessons?
What are these works about?
Name the works we have already studied in this section.
What will help us? (table of contents)
What work from this section is left for us to get acquainted with? (I. Belyakov “What are you thinking about, bullfinch?”)
What page of the textbook is it on? (p. 161)
III. Formulation of the problem. Primary reading of the poem.
- So, open the textbook on p.161
Look at the text and try to determine the genre of this work without reading. What helped you to know that this is a poem?
What do you think it is about?
Guess what he can think of a bullfinch? (children's statements)
Listen to the poem.(Reading teacher) You were right.
What is the mood of the lines of the poem?
IV. Rereading the text of the poem and discovering new knowledge. Textbook work.
So, you are directors, while reading this poem, try to see the pictures, images in these lines.
1. Independent reading.
What did you see? (frost, bullfinch, garden, grove, wasteland, snow) - open
Be an artist too
What colors do we need for our paintings? Why?
2 Selective reading.
Now try yourself in the role writers.
Find the lines in the poem and read them, where the author animates an inanimate object, endows it with the signs and properties of a person. (read out: the frost is angry, in a quiet winter dream)
Who knows what this technique is called, because you are writers? ( personification)
Find a comparison. What items are being compared? (Bullfinch flag)
You have turned out to be great writers. Or maybe you also musicians?
What sounds will you hear?
3 Reading with the teacher.
What sounds did you hear?
We heard the creak of snow, the crunch of twigs, silence.
V. Relaxation
Well done! Now let's rest a little. Close our eyes and listen to music.
(music by A. Vivaldi "Winter")
- What do you imagine while listening to music?
Is this music suitable for the read work?
VI. Checking students' understanding of new material.
You saw a picture with various images, paints. We found with the help of what methods the author tried to convey feelings, the beauty of winter nature, so that we vividly imagine a bird - a bullfinch. You heard the sounds in the poem. And now let's try to convey in voice, intonation, after reading this poem again.
Tell me, what sentence should be read with an exclamatory intonation?
Read.
Find an interrogative sentence? Read it with the correct intonation.
1 student
Happened? Rate yourself.
VIII. Homework
1. Learn the poem by heart (everyone)
2. Optional: (Creative level.) Draw an illustration for the poem by I. Belyakov “What are you thinking about, bullfinch?” or make a report about the bullfinch.
IX. Summary of the lesson.
- What did this lesson give you?
X. Reflection: (on the board)
Green - it was easy for me, I understood everything.
Yellow - tried, but not everything worked out.
Red - everything seemed complicated.
