"Conversation about morality"
Target : expand the concept of moral education in the family.
Tasks:
To form a respectful perception of your home, family.
Contribute to the formation of moralpersonality traits.
Cultivate the desire to care about others.
Conduct form: Feedback;
Direction: "Spiritual education in the family";
Equipment: visual material, stencils;
Educator: first qualification category Saenko Elena Igorevna;
Used Books : classnye-houry.ru
Lesson progress:
Organizing time.
Hello guys, in our lesson today we will talk about spirituality, its importance for the well-being of the family, raising children. And I want to start our lesson with a story.
1. Conversation: "The origins of morality":
A man was walking along the shore and suddenly saw a boy who was picking up something from the sand and throwing it into the sea. The man came closer and saw that the boy was picking up starfish from the sand. They surrounded him from all sides. It seemed that there were millions of starfish on the sand, the shore was literally dotted with them for many kilometers.
- Why are you throwing those starfish into the water? the man asked, coming closer.
- There was a storm and the stars washed ashore. If they remain on the shore until tomorrow morning, when the tide begins to ebb, they will die, - the boy answered, without stopping his occupation.
- But that's just stupid! the man shouted. - Look around! There are millions of starfish here, the coast is just dotted with them. Your attempts won't change anything!
The boy picked up the next starfish, thought for a moment, threw her into the sea and said:
- No, my attempts will change a lot... For this star.
Can this boy be called a highly moral, spiritual person?
What is morality? (children's answers);
What is spirituality? (children's answers).
AT explanatory dictionary Ozhegova: Morality is the personality traits that determine human behavior.
What qualities of a person do you know?(kindness, diligence, courage, truthfulness, responsibility, responsiveness, caring, fidelity, friendliness, courtesy, gratitude, thrift, disinterestedness, hospitality, curiosity, wisdom, modesty, compassion, sensitivity, generosity).
We have listed some very good qualities personalities that determine human behavior. There are qualities of character opposite to these qualities. Name them (anger, laziness, hostility, rudeness, irresponsibility, stupidity, greed).
2. Analysis of the story: “Shards of kindness:
Listen to the story "Shards of Kindness" by an unknown author.
The family spent the day off at the beach. Children swam in the sea and built castles in the sand. Suddenly, a little old woman appeared in the distance. Her White hair fluttering in the wind, clothes were dirty and tattered. She mumbled something to herself as she picked up some items from the sand and put them into her bag. The parents called the children and told them to stay away from the old woman. As she passed by, every now and then, bending down to pick up something, she smiled at the family, but no one returned her greeting. Many weeks later, they learned that the little old lady had devoted her whole life to picking up pieces of glass from the beach with which children could cut their legs.
How do you feel after reading the story? (children's answers);
Why do you think the old woman devoted her whole life to this occupation? (children's answers);
What do you think, if people knew what the old woman was really doing, what would they do? (children's answers).
Have there been times in your life when you didn't like a person at first because he was different from others, and later you learned something good about this person? (children's answers).
3. Exercise: "Magic hands":
Now let's do the exercise. Circle your palm or take a stencil. Above each finger of the palm, inscribe the moral qualities that you possess.
Summing up the lesson:
Guys, what is morality? (children's answers);
What qualities of a person can be called moral, and what immoral? (children's answers);
How should a person cultivate spiritual and moral qualities in himself? (children's answers);
What would happen to the world if there was no kindness in it? (children's answers);
List everyone whose kindness helps you grow (children's answers).
This concludes our lesson. Goodbye.
kindness diligenceangerCourage Truthfulness Wisdom Responsibility Sympathy Caring Loyaltylaziness hostility
friendliness courtesy gratitude frugality disinterestedness hospitality
coarsenesscuriosity
modestycompassionirresponsibility
generositystupidity greed
Morality is a personality trait that determines human behavior.
1. The meaning and structure of ethical conversation on moral education
2. Technological project conversations on moral education
2.1 Rationale for the topic
2.2 Technological project of the conversation on the topic "Feelings"
List of used literature
1. The meaning and structure of ethical conversation on moral education
The moral education of schoolchildren is one of the the most difficult tasks teachers. To solve this problem, the teacher needs not only knowledge of the subject and methods of teaching it, but also the ability to direct their activities towards the formation of the moral education of children. Questions of moral education, improvement of the child worried society always and at all times. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent.
In the process of moral education of a schoolchild, the accumulation of knowledge about the norms and requirements of morality acquires importance. In this regard, the need for organizing the moral education of students is obvious, starting from the very first grade. The need for organizing special work a teacher on explaining the essence of moral norms, moral relations of a person to society, team, work, to people around him and to himself. The ability to provide moral knowledge at a level where the student will have the ability to cover the general and essential in a variety of phenomena surrounding life, realistically assess the situation, the consequences of his act.
In the upbringing of any moral quality apply various means education. AT common system moral education important place occupies a group of means aimed at judgments, assessments, concepts for the education of moral convictions. This group includes ethical conversations.
Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties; teacher and student. The conversation differs from the story, instruction precisely in that the teacher listens and takes into account the opinions, points of view of his interlocutors, builds his relationship with them on the principles of equality and cooperation. An ethical conversation is called because its subject most often becomes moral, moral, ethical issues.
The effectiveness of ethical conversations depends on following a number of important conditions:
1. It is important that the conversation has a problematic character, involves a struggle of views, ideas, opinions. The teacher should stimulate non-standard questions, help students find answers to them themselves.
2. An ethical conversation should not be allowed to develop according to a pre-compiled scenario with the memorization of ready-made or prompted by adults answers. Children should be given the opportunity to say what they think. Teach them to respect the opinions of others, to patiently and reasonably develop the right point of view.
3. It is also impossible to allow the conversation to turn into a lecture: the teacher speaks, the students listen. Only frankly expressed opinions and doubts allow the teacher to direct the conversation so that the children themselves come to correct understanding essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the students will reveal their soul in it.
4. The material for the conversation should be close to the emotional experience of the pupils. It is impossible to expect and demand from them activity in the discussion difficult questions or those in which facts are taken as a basis, phenomena connected by alien events and feelings incomprehensible to them. Only when relying on real experience conversations on abstract topics can be successful.
5. During the conversation, it is important to identify and compare all points of view. No one's opinion can be ignored, it is important from all points of view - objectivity, fairness, culture of communication.
6. Proper leadership of ethical conversation is to help pupils independently come to correct conclusion. To do this, the educator needs to be able to look at events or actions through the eyes of the pupil, understand his position and the feelings associated with it.
It is a mistake to think that conversation is a spontaneous method. Highly professional teachers conduct interviews infrequently and prepare thoroughly for them.
Ethical conversations are built according to the following scenario: communication of specific factors, explanation of these factors and their analysis with active participation all interlocutors; discussion of specific similar situations; summarizing the most essential features specific moral qualities and comparing them with previously acquired knowledge, motivation and formulation of a moral rule; the use by students of the acquired concepts in assessing their own behavior, the behavior of other people.
At the first grade school, ethical conversation has more simple structure. Here, the inductive path is preferable: from the analysis of specific facts, their evaluation to generalization and independent conclusion. In middle and high school, a conversation can begin with the formulation of a moral rule and use specific material from life to illustrate, fiction.
Conducting ethical conversations includes:
· preparatory stage;
Conducting a conversation
organization and evaluation of daily activities and relationships of children on the basis of learned moral norms and rules.
Preparatory stage, the longest and most laborious, includes a variety of activities of the teacher and children. Can be various options preparing for the interview, we recommend the following:
1. Depending on the age of students, the level of development children's team and moral problems the topic of the conversation is determined.
2. The purpose of the conversation is the assimilation of certain norms, concepts that students must understand; those practical implications to be made.
3. Compilation actual material, which tells how to do what needs to be done.
4. The questions of the conversation are thought out.
5. Preparing students for a conversation:
a) the topic of the conversation is announced in advance, literature is indicated, situations are prepared, questions to think about, examples to be selected;
b) if necessary, are determined individual tasks, since this psychologically sets up students for introspection of behavior, and they are convinced of the need to improve it;
c) group tasks are determined.
Conducting a conversation requires great skill from the teacher. The main requirement is to ensure the activity of children in the process of the conversation itself. The teacher does the right thing, who, after a conversation, asks questions, leads bright examples, makes brief persuasive remarks, directs and clarifies the statements of children, does not allow wrong thoughts to take hold.
When conducting a conversation on the material read, it is very important to be able to ask questions. Questions should touch the mind and feelings of children, force them to turn to facts, examples, events of life around them.
The sequence of questions should lead the children to the derivation of a moral rule that must be followed when communicating with other people, performing their duties. When asking questions in conversations on moral topics, you can adhere to the following recommendations:
1. The question should direct the attention of children to the moral side of life, actions, phenomena hidden behind the objective actions of people.
2. The question should make the child think about the motives of the act, see the complex relationship between the motive and the result of the act.
3. The question should make children see the moral consequences of any action for other people.
4. The question should draw the attention of schoolchildren to the inner experiences of people, teach the child how to outward signs learn about the state of a person, understand this state and, therefore, empathize.
Questions that would help schoolchildren to connect what they read with their own moral experience, their collective experiences are very important.
Ethical conversations with children should take place in a relaxed atmosphere. They should not be of a moralizing nature, contain admonitions, reproaches and ridicule. Children express their opinions, freely share their impressions
In ethical conversations with schoolchildren, there should be elements of entertainment. To do this, it is advisable to include in the content of the conversations various situations, which contain moral problem. It is very important that the object public opinion there were positive actions of schoolchildren and public opinion should not be directed only to actions related to poor academic performance and discipline. The development of public opinion occurs due to the introduction of new and adjustment of existing moral concepts, teaching children the rules for discussing and evaluating events collective life, the actions of individual guys. The developed rules for the life of the children's team act as criteria moral assessment.
There are various options for the sequence of ethical conversations:
1. Determination of the topic of conversation and arousal of students' interest in the perception and assimilation of the material.
2. Justification of the relevance, significance of the topic under discussion.
3. Disclosure of the topic of conversation on the example of life and work prominent people, as well as on the material of the surrounding life.
4. Analysis of the state of affairs in the class in connection with the problem under discussion and the definition specific tasks(advice, recommendations) to improve the work and behavior of students.
5. Summarizing the results of the conversation and a brief survey of students on the main provisions of the material presented.
Of course, this structure of the conversation should not turn into a stencil. As a whole in educational work, so in conducting a conversation there can be no stencils, recipes for all occasions. However, the more such recipes the teacher knows, the more chances he has for their implementation. They don't limit creative activity teachers, but stimulate it.
When determining the topic at the beginning of the conversation, it is necessary to arouse the interest of schoolchildren in the perception and assimilation of ethical material.
To do this, you can use the following methods:
a) to raise questions related to the clarification of the essence moral concept which underlies the content of the conversation. For example, what is politeness, etc.;
b) before announcing the topic, you can talk about some entertaining event or fact related to the intended topic;
c) before announcing the topic, you need to remember some case from cool life, which allows you to justify the need for in-depth disclosure and understanding of the relevant moral norm;
d) having announced the topic, try to give it special importance and emphasize its significance with the help of a meaningful statement or aphorisms.
The method of presenting moral material can combine a question-answer form, a story and an explanation of the teacher, brief messages students in specific issues, reading from books, newspapers, using art pictures, etc. Wherein the main role remains with the teacher, since only he can deeply and skillfully reveal the essence of morality.
When analyzing student behavior, it is best to focus on good examples and facts, and talk about shortcomings in a benevolent tone, emphasizing in every possible way their confidence that students will eliminate them.
Summarizing the results of the conversation, it is necessary to bring vivid statements so that the conversation penetrated deeper into the consciousness and feelings of schoolchildren. Clearly highlight those categories that constituted the purpose of the conversation.
Thus, prepare and meaningfully conduct ethical conversation- it's a very complicated matter. not without reason experienced teachers they say that it is much more difficult to conduct a conversation on a moral topic than a lesson.
2. Technological project of a conversation on moral education
2.1 Rationale for the topic
I chose this topic because I think it is more relevant today.
First of all, a child from an early age needs to instill etiquette. Etiquette expresses the content of certain principles of morality, in broad sense the words.
Etiquette - main part universal culture, morality, morality, in goodness, justice, humanity - in the field of moral culture and beauty, order, improvement.
To teach the child everywhere and in everything to respect society as a whole and each of its members individually and to treat them the way he treats himself and that others treat him the same way. The rule is very simple, but alas? In everyday practice, human relations are far from being carried out by everyone and are not always carried out. Meanwhile, culture human relations, communication of people among themselves play important role in life. If a child manages to communicate culturally with relatives, acquaintances, he will behave in the same way and completely with strangers.
Each of us can almost unmistakably determine by personal actions the degree of their upbringing, the predominance of their habit of thinking or not thinking about the interests of others.
And each era has its own style, each society has its own rules of conduct, but there are universal human values and it is on their basis that the culture of any nation develops. An integral part of culture is etiquette, which has been developing for centuries, rooted in the sphere of morality.
Everything starts from childhood. The education of morality begins from the cradle. When a mother smiles at a child, rejoices in him, this is already the education of the deepest morality, his friendly attitude towards the world. Further Kindergarten, then school. central figure in a society on which his future depends - these are teachers who give out more wisdom - in a book. Can only unite us high culture.
Culture is valuable for all mankind, it is dear to all. It is not dear only to those people who are deprived of it. Culture, only culture can help us even in the absence of it - the cause of many troubles.
it actual question our society and I believe that it is necessary to pay more attention the rising generation.
2.2 Technological project of the conversation on the topic "Feelings"
Target: Raising a sense of love, attention to their loved ones
Tasks:
educational: during the conversation, study the main approaches to the definition of "feelings", define this concept;
developing: to develop the ability to correctly express one's thoughts, to reflect;
Educational: to instill love, respect for others, relatives.
Concepts: feeling, aesthetics, affinity, emotions, sensations, love.
Conversation flow:
Task 1. Listen to the story of V.A. Sukhomlinsky and answer the questions.
Two young men came flowering meadow.
What a beauty! Sergei whispered. - Look: on a green carpet, as if someone wove pink, red, blue flowers!
Indeed - lush grass! Matthew said. - Let the cow go here - by the evening there will be two buckets of milk.
And the bees are ringing like a harp, - Sergey whispered, captured by magical music.
And the hives would be brought here. Honey, honey, how much would be applied! Matthew said excitedly.
And there are people who do not see this beauty, thought Sergey.
I'll go and fetch a cow and bring beehives, - said Matvey and went to the village.
Students answer the questions:
1) How did Sergey and Matvey perceive the world? For which of the boys life seemed brighter, richer?
2) Which of the characters in the story would you choose as a friend? Why?
Task 2. Try to formulate what feelings are. What can a person feel? What feelings do you express most vividly?
The students answer.
The teacher gives an example famous sayings.
The senses - special kind emotional experiences associated with a representation or idea.
Feelings are the color of thought. Without them, our thoughts are dry, lifeless contours, not pictures. (N. Shelgunov)
U: The main reality of the inner world of a person is sensations, emotions and feelings. Sensations are information “at the input”, which we perceive from the outside. Emotions are experiences that can be considered “output” information, this is the reaction of our feelings to sensations that are important to them. Feelings are, as it were, certain creatures that inhabit our inner world. They can arise, develop and fade away. For each feeling there is a certain range of sensations to which it reacts. Each feeling has its own range of emotions that it can generate. A person's feelings interact with each other, they can support each other, they can conflict and even be hostile. Sometimes one - the only feeling can subjugate all the others.
Feeling of love. The moods accompanying the feeling of love can be extremely diverse: pride, admiration, trust, tenderness, sadness, chagrin, anxiety, despair. There is hardly such emotional condition, which we could easily relate to this feeling. But the first emotion should be called joy, delight, happiness caused by the very existence of a loved one.
In love, as in hate, the most diverse different feelings: and suffering, and pleasure, and joy, and sadness, and fear, and anger. (K.Ushinsky)
Task 3. What feelings does the feeling of kinship include?
The students are trying to answer.
U: A sense of kinship is our attitude towards relatives and close people. The feeling of kinship is one of the earliest human feelings and at the same time one of the most stable, accompanying a person until the end of life.
The deepest of kindred feelings - maternal feeling. Mother's love does not depend on the qualities of the child. A mother, and only she, can love a baby not for some merit, but simply for the fact that he exists. During this period, the child develops the ability to be loved; only then does the ability appear - already an adult - to love another, for example, a mother. A mother's love is the springboard by which a person takes the leap into life.
Reading a poem by a student(pre-learned) "Take care of mothers"
Take care of mothers
Please take care of mothers
Warmly shelter from the blizzard of life,
Their love is a hundred times hot
Than friends and beloved girlfriend.
motherly love don't hug
And I will not break the canons here,
If I say: “Mother is ready to give
Your affection, tenderness and soul.
Mother will take your pain
All the torment, confusion and torment,
Mother will put bread and salt on the road
And stretch out his hands towards you.
Let not punish severely for a prank,
Only you never lie to her
And in the name of the great God
Take care of your mothers.
Do not leave them without participation,
You will remember this order, children,
After all, it can't be complete happiness,
If mom is not in the world.
(A. Remizova)
W: Feelings for parents - son for mother, son for father (daughter too) - these are all quite different feelings.
W: The feelings of brothers and sisters instill in us a taste for equal treatment. You will turn to your older brother or sister with what you will not express to your parents. A younger brother or sister awakens tenderness and care in us.
Reading a poem teacher.
If I have a beloved older brother,
I would listen to his advice, shy,
His brotherly protection would be glad
Until I am weaker.
Be my favorite younger brother,
He would teach life as best I can,
And defended, not demanding awards,
Until I am stronger.
(K.Vanshenkin)
Kindred feelings become for us a school of personal spiritual properties. On them we first of all learn love, friendship, submission and leadership, we learn to be a man and a woman. The family is our first and most natural society.
Task 4. Students' analysis of statements
W: Feeling beautiful is the ability of a person to feel and appreciate the beauty of life.
F.M. Dostoevsky was right in many ways when he said that beauty would save the world. Not beauty in itself, of course, but a person who perceives beauty as the true content of life.
In the world there is not only necessary, useful, but also beautiful. From the time a man became a man, from the moment when he looked at the petals of a flower and the evening dawn, he began to look into himself. Man has achieved beauty. (V. Sukhomlinsky)
How much beauty has entered childhood, so are you. (A. Popov)
Summarizing
Students answer the teacher's questions:
What do you think the word "feeling" means?
How is kinship different from other concepts?
Why do we need a sense of beauty?
What kinds of feelings do you know? Which one do you consider the most important?
What is the relationship between love and respect?
List of used literature
1. Kopteva S.I. Innovative technologies and psychological support education. Teaching aid. Minsk: BSPU, 2004.-104 p.
2. Fundamentals of school didactics. Comp. V.A.Kapranova, I.G.Tikhonova. Minsk: BSPU, 2004.
3. The process of education: theory, methodology, practice: study method, manual / P845 V.A. Kapranova, M.I. Dron, L.L. Podolnaya and others / ed. V.A. Kapranova. -Minsk: BSPU, 2009.-138 p.
4. Handbook on the theory of education in schemes and concepts / compiled by E.L. Adarchenko, L.N. Gorodetskaya, N.A. Khmelnitskaya. - Mozyr: Assistance, 2005. - 44 p.
5. Stepanenkov N.K. Pedagogy: Tutorial. 2nd ed., rev. and additional - Mn.: ed. Skakun V.M., 2001. - 448.
6. Stepanenkov N.K., Penkrat L.V. Pedagogy: Methodology practical exercises. Teaching method. Benefit. - Mn.: Ed. Skakun V.M., 2000. - 80 p.
7. Torkhova, A.V. Prevention of illegal behavior of schoolchildren: a manual for general education teachers. institutions / A. V. Torkhova, I. A. Tsarik, A.S. Chernyavskaya. - Minsk: Nat. Institute of Education, 2009. - 120 p.
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Movement "FOR MORALITY!" reminiscent of a blossoming flower, young and fresh, gaining strength of aroma at the time of the beginning of flowering. It is not without reason that the Movement has chosen the flower of a white lily as its symbol - as a symbol of purity and harmony. White Lily against the background of a white and blue ribbon, another symbol, they speak of nobility and lofty aspirations, mercy and spirituality. In fact, all these qualities are components of Morality.
First session.
"I do to others the way I want others to do to me"
This first paragraph of the Code reflects Golden Rule Morality, which is found in almost every culture: in Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, in the statements of ancient philosophers.
Second session.
"I do no harm to man, or animal, or Nature"
This is the second paragraph of the Code of Morality of the International Public Movement"FOR MORALITY!".
To do no harm means not to cause suffering or embarrassment to anyone.
Third session.
“I treat my neighbors and my native home - planet Earth with love and care”
“Love is the power that lies deep within our being. And this is the greatest treasure of our world, which is worth keeping and protecting much more than money, things or gold.
Fourth session.
"I am for work for the Common Good"
“... labor itself is of great value. True labor is the highest good for the development of the soul. And, ultimately, it will not be new coffee makers, fur coats and cars that will matter, but a completely different result of our work, namely: those skills and that invaluable experience that is necessary for the development of our individuality.
Fifth session.
“I choose honesty, truthfulness and sincerity, moral purity,
simplicity and modesty in public and private life"
“Only felt by the heart, the truth can help another person. Do not humiliate a person, but elevate him, heal his soul, direct it to development and improvement. In order not to harm, Truth can only go hand in hand with Honesty and Sincerity"
Sixth session.
“I strive to raise my consciousness and think positively”
“... There are many methods and exercises for developing positive thinking. We propose to start with the most important thing - to develop the habit of being grateful to any phenomenon and event of life, any manifestation of a person.
Seventh session.
"I follow a healthy lifestyle"
“The seventh paragraph of the Code of the participant of the International Public Movement “FOR MORALITY!” touches on a broad topic of health.
Eighth session.
“I rejoice in the achievements of others as if it were my own”
“We need to learn to celebrate the accomplishments of others. We need to truly rejoice in their accomplishments. Then we, too, will be able to acquire those virtues that are inherent in these people-creators. And one righteous deed that finds a positive response in the hearts of ten people will be multiplied tenfold.”
Session nine.
“I am for the brotherhood of all peoples”
“In the processes of unification and joint work, there is no need to dwell on contradictions for a long time. Because when we act, move and decide on the go current tasks eliminates the need for many useless discussions. Real action, aimed at the Common Good and Good, are able in themselves to serve as a sure guide in the world of chaos. Only where it is created on the planet new pattern, is the Truth. Where there are empty and long arguments and discussions, there is no Truth.”
Tenth session.
"I live according to my conscience"
“It is necessary to elevate the concept of Morality to the rank of state ideology. It is necessary to settle in the minds of the people the understanding of God as the Highest Moral Law that exists in the Universe.”
Why is compassion leaving our lives? This question is considered by D. Granin.
The problem raised by the author is relevant, because it concerns each of us. D. Granin is convinced that mercy is one of important properties morality. It is characteristic of all living things, and a person is born with it. Mercy is necessary for him to show responsiveness and compassion to his neighbors, to all who need it: "the defeated and the injured."
The publicist believes that people need to think about preserving mercy in society, because if this feeling is not used, it will atrophy. In other words, showing mercy only in some cases, and sometimes even forgetting about the need to be responsive, we kill this feeling in ourselves.
I agree that for the development of a healthy society, the problems posed by the author need to be addressed. And, above all, by reviving the glorious traditions Russian society, who was always characterized by mercy, responsiveness, the desire to help others.
This ability to a large extent distinguishes society from the world of animals and plants. It was this feeling inherent in the Russian emigrant Tamara Volkonskaya that allowed her to save more than a dozen lives in hard years Great Patriotic War.
Others lead to the atrophy of people's ability to empathize, the "mechanization" of relationships, the degradation of the human personality and, ultimately, to the death of mankind.
This is also confirmed by A.N. Ostrovsky, whose heroes Tikhon and Boris, brought up in malice and ignorance, indifferent to the grief of others, brought main character works "Thunderstorm" Katerina before suicide.
In this regard, today's world is becoming more and more like the "dark kingdom" of A.N. Ostrovsky, where morality is eradicated. But still, each of us can become "a ray of light in dark kingdom"if he retains morality and kindness.
The text on which the essay is written:
(1) Our conversations about morality are often too general character. (2) And morality consists of specific things - of certain feelings, properties, concepts.
(3) One of these feelings is the feeling of charity. (4) The term is old-fashioned for the majority, unpopular today and even seems to be rejected by our life. (5) Something peculiar only old times. (6) "Sister of mercy", "brother of mercy" - even the dictionary gives them as "obsolete", that is, outdated concepts.
(7) Words do not grow old by chance. (8) Mercy. (9) What is it - not fashionable? (10) Not necessary?
(11) To withdraw mercy means to deprive a person of one of the most important manifestations of morality. (12) Ancient it necessary feeling characteristic of the entire animal community: mercy to the downtrodden and injured. (13) How did it happen that this feeling in us subsided, died out, turned out to be neglected? (14) They may object to me, citing many examples of touching responsiveness, condolences, and true mercy. (15) Examples, they are, and yet we feel, and have long been, the ebb of mercy from our lives. (16) If it were possible to make a sociological dimension of this feeling...
(17) The recent tragedy in Chernobyl stirred up the people and the soul of the people. (18) The disaster showed the kindest, warmest feelings in people, people volunteered to help and helped - with money, with everything they could. (19) This, of course, is a manifestation of universal mercy, which has always been characteristic of our people: this is how they always helped the fire victims, this is how they helped in famine time, crop failure ...
(20) But Chernobyl, earthquakes, floods - emergencies. (21) Much more often mercy and sympathy are required in normal, everyday life, from person to person. (22) The constant readiness to help another is brought up, perhaps, by a demand, a reminder of neighbors, friends who need it ...
(23) I am sure that a person is born with the ability to respond to someone else's pain (24) I think that this feeling is innate, given to us along with instincts, with the soul. (25) But if this feeling is not used, not exercised, it weakens and atrophies.
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Lesson Objectives:
Educational:
- Review and reinforce knowledge of text compression techniques
- Learn to shorten the text, highlighting the main thing
- Learn to write a summary
- Continue working on developing error-free writing
Developing:
- Activate mental activity students
- Continue work on the development of speech, memory, culture of speech
- Developing ways to work independently
Educational:
- Bring up careful attitude to Russian
During the classes
1. Organizational moment.
2. Setting the goal of the lesson.
Today in the lesson we will continue to learn to write summary.
3. Repetition.
What is a condensed presentation?
Summary source code. Only basic information is transmitted, details are excluded.
What are the main methods of text compression?
- exclusion of secondary information, repetitions, details, details
- generalization of individual phenomena and facts: the reduction of information based on its generalization
- combination of exclusion and generalization
Recall the algorithm for writing a concise presentation:
- Listen to the text, determine the topic of the text (what the text is about)
- Formulate the main idea of the text (what the text teaches, why it was written)
- Break the text into parts, make a plan of the text
- Determine the micro-theme of each part
- Find keywords in each part of the text, conveying the main information
- Think about what can be excluded from each part, what details to refuse, what can be generalized.
- Consider means of communication between parts.
- Write abbreviated (compressed) text
4. Listening to the text.
Our conversations about morality are often too general. And morality consists of specific things - of certain feelings, properties, concepts. One of these feelings - feeling mercy. The term for the majority is old-fashioned, unpopular today and even seems to be rejected by our life. Something peculiar only to former times.
Words do not grow old by chance. How did it happen that this feeling in us subsided, died out, turned out to be neglected. They may object to me, citing many examples of touching responsiveness, condolences, and true mercy. The tragedy in Chernobyl stirred up the people and the soul of the people. The disaster showed people the kindest, warmest feelings, people volunteered to help and helped - with money, with everything they could. This, of course, is a manifestation of universal mercy, which is characteristic of our people, this is how they always helped the victims of the fire, this is how they helped during the famine, crop failure.
But Chernobyl, earthquakes, floods are emergencies. Much more often, mercy and sympathy are required in normal, everyday life from person to person. A constant readiness to help another is brought up, perhaps, by a demand, a reminder of neighbors, friends who need it.
I am sure that a person is born with the ability to respond to someone else's pain. I think that this feeling is innate, given to us together with instincts, with the soul. But if this feeling is not used, not exercised, it weakens and atrophies. To withdraw mercy means to deprive a person of one of the most important manifestations of morality.
D. Granin.
5. Work on the content of the text
- What type of speech is the text? reasoning
- Determine the topic of the text. Mercy.
- Formulate the main idea of the text. Mercy is needed in Everyday life
- Break text into paragraphs
- Find keywords in each part
- Formulate the micro-theme of each part
- Listen to the text a second time.
| Keywords. | Microtheme. | |
| 1 | Our conversations about morality are often too general. BUT morality consists from specific things - from certain feelings., properties, concepts. One of those feelings is compassion.. The term for the majority is old-fashioned, unpopular today and even seems to be rejected by our life. Something peculiar only to former times. | Mercy is one of the manifestations of morality, but this term is old-fashioned. |
| 2 | Words do not grow old by chance. How did it happen that this feeling in us subsided, died out turned out to be running. I may be objected, giving many examples of touching responsiveness, condolences, and true mercy. The tragedy in Chernobyl shook people and the soul of the people. The disaster showed people the kindest, hot feelings, people volunteered to help and helped- money, everything they could. It, certainly, manifestation of universal mercy, which is characteristic of our people, so they always helped the victims of the fire, so they helped during the famine, crop failure. | What does universal mercy mean? |
| 3 | But Chernobyl, earthquakes, floods - emergencies. Where more often mercy and sympathy are required in normal, everyday life from person to person. A constant readiness to help another is brought up, perhaps, by a demand, a reminder of neighbors, friends who need it. | Mercy is essential in everyday life. |
| 4 | I'm sure that Man is born with the ability to respond to the pain of others. Think that this feeling is innate given to us together with instincts, with the soul. But if this feeling is not used, does not exercise it weakens and atrophy. To withdraw mercy means to deprive a person of one of the most important manifestations of morality. | The ability to respond to someone else's misfortune is an innate feeling. |
We work sequentially with each part.
Name the micro-theme of each part.
Name keywords that convey basic information
Think about what can be excluded from each part, what can be generalized
write down compressed version each part of the text.
| Text compression option | |
| 1 | Morality is made up of concrete feelings. One of them is the feeling of compassion. The term today is old-fashioned, rejected by life. |
| 2 | How did it happen that this feeling in us subsided? It may be objected to me that this is not the case. There are many examples of mercy. For example, the tragedy in Chernobyl. People helped in every way they could. This is a manifestation of national mercy, confirming the ability of people to show good feelings. |
| 3 | It manifests itself in other emergencies as well. But a person needs mercy and sympathy more often in everyday life. |
| 4 | The ability to respond to someone else's pain is an innate feeling. But it must be constantly used, since it is the most important manifestation of morality. |
6. Writing a concise summary.
Rewrite the summary from the draft.
Write in neat, legible handwriting.
