K n Uspenskaya was not taken for fishing. Composition based on the painting by Popovich “They didn’t take me fishing. Composition: description of the illustration by O. V. Popovich “They didn’t take fishing”

Oleg Popovich is a world-famous artist who drew funny and funny illustrations for children's poems and counting rhymes, and then they were published in children's magazines. In his cheerful paintings for kids, he chose his own style of depiction, which no one has ever been able to repeat. One of his works for children is called “They didn’t take me fishing.”

The protagonist of the story is a boy who still does not go to school at all, and then one day he had a misfortune, because he was not taken on a fishing trip. But the boy is very disappointed, since his father, and his older brother, went fishing together. Of course, the boy hoped until the last minute that he would be lucky this time, and he, too, would be able to go fishing as an adult. But again they did not take him with them, and the boy was very upset and offended.

The artist gave his hero a central place in his picture, so the viewer can clearly see that, looking at how the older men in the family go to the river bank, he sighs heavily and wipes away with his hand those tears that suddenly suddenly rolled into his eyes. But in the other hand of the little hero, a fishing rod is clamped, which, as it turned out, he does not need yet.

Next to the boy on the ground lies an overturned small bucket, which, most likely, he threw the boy out of resentment when he found out that he was not taken on fishing. Maybe this is how he tried to express his indignation and resentment. The kid was crying and screaming so loudly that a passing sister stopped and decided to calm him down a bit. She leaned over him and began to say that next time they would also take him on a fishing trip, and therefore you should not be so upset.

Perhaps this little fellow, who looks no more than six years old, has never been fishing before, but he has heard the stories of his father and brother so often about what a pleasure it is that he has long dreamed of becoming one of the fishermen himself. The girl who soothes him is already a teenager, she is fourteen years old. And the older brother of this kid, who was already twelve years old, went fishing.

The plot of the artist Oleg Vladimirovich is divided into two parts. The first part is about the main character and the sister who looks out of the house and tries to console her younger brother, who is upset and offended. And the second part of the plot is the father and older brother. They quickly move towards the fence to go fishing. It is interesting to watch how the eldest son copies the movements of his father in order to appear more adult to everyone. Both fishermen are moving quickly and it is clear from the expression of the father that he is trying to leave the yard as quickly as possible so that the baby can calm down faster. And the brother is not easy to leave, but also looks back, because he tries to leave so that it is noticeable. But at the same time, he also defiantly does not notice the crying little brother.

To emphasize the similarity of father and son, the artist Oleg Popovich introduces the same details into his plot. For example, the color of the backpacks of both the man and the young fisherman is green. Fishing rods in the hands of avid fishermen. The backpacks of the heroes go well with the rich color of the grass, a strip of which can be seen near the fence, and the fishermen are just walking along it. The fence, which resembles a wattle fence, is also interesting. It is old and gray, each branch in it is written by the author of the picture clearly and in detail.

And to make his pictorial story come to life, become more real, the artist Oleg Popovich introduced a huge number of small, but such significant details into his picture. For example, a dense dark cast-iron is striking to the viewer, which someone once hung on the stakes of a wicker fence, and now it reminds the viewer that the whole plot of the painting is a reality. On the green grass one can see small flowers of the most different colors, but in the villages and villages the grass is always full of small bright flowers in the yard. And this detail is from the real world. It seems as if the picture begins to come to life right before our eyes. A small gray sparrow jumps on this grass. The painter Oleg Popovich captured him at the moment when he decided to take off.

All paints used by the artist are bright and colorful. The author of the painting used this artistic technique on purpose so that his canvas could interest not only adults and reasonable people, but, above all, children, because the plot is about them. All primary colors are present in the picture, as well as a huge variety of shades. Here are the trousers of the fishermen of an unusual dark red color. The girl's shoes are the same color.

So the painter tried to unite the whole family so that they would have something in common. There are other unifying colors in the picture. You can see gray. This is the color of a small bucket thrown by an offended boy - the smallest member of the family. And his elder brother, the fisherman, has the same pleasant gray sweater. And the same gray wattle with slight shades of brown, on which hangs a cast iron.

The picture of Oleg Popovich is interesting and a little funny, as the boy, despite the fact that he is offended, evokes good feelings for him and for the older fishermen.

Preview:

Lesson in the development of speech.

Evidence in discussion.

Objectives: to repeat the type of speech - reasoning, its features;

Develop logical thinking skills

Finding and presenting convincing evidence;

Raise interest in the work of S.Ya. Marshak.

During the classes.

I. Repetition about the type of speech-reasoning.

What is reasoning?

What parts does this type of speech consist of?

1. conclusion.

What means of communication can you name for the type of speech - reasoning?

I. THESIS.

Let's prove it.

Why?

And that's why.

This is explained as follows.

II.EVIDENCE:

1.First,… For example…

2.Second,… For example…

3.Thirdly, ... Let's say ...

III. CONCLUSION. So, …

Let's summarize everything that has been said.

In this way, …

Hence, …

II. Preparation for essay-reasoning.

1. Work with text.

Dear Kolya Biryukov! You say that you love to read, you write compositions, but you cannot understand why you need to study grammar. After all, you already know the Russian language.

He who has not studied grammar does not know the laws of language. He speaks more or less correctly. But such a person is easily confused. He can imperceptibly spoil his language, learn the wrong turns of speech. After all, he did not study the rules of the Russian language and does not know what is right and what is wrong.

- What does S.Ya. Marshak think about in his letter?

On the benefits of grammar.

Can this text be called reasoning?

You can call this text a reasoning.

Those who have not studied grammar do not know the laws of language.

What evidence (arguments) does S.Ya. Marshak bring?

He speaks more or less correctly. But such a person is easily confused. He can imperceptibly spoil his language, learn the wrong turns of speech

Such a person unconsciously learned to decline, conjugate, combine individual words into sentences, just as he learned to walk. This knowledge of the language is enough for him to express the simplest thoughts. But when he needs to express a complex thought that requires explanations and additions, then it will be difficult for him if he does not know the laws of the language.

What part can be called a conclusion?

Grammar is necessary and useful.

Retell, then write off the part of the text that, in your opinion, contains convincing evidence.

Such a person unconsciously learned to decline, conjugate, combine individual words into sentences, just as he learned to walk. This knowledge of the language is enough for him to express the simplest thoughts. But when he needs to express a complex thought that requires explanations and additions, then it will be difficult for him if he does not know the laws of the language.

Grammar is necessary and useful.

2. Performing exercise 475.

Read the student's essay.

It's good to be a sailor! This is the best profession.

When I grow up, I will be a sailor. I will wear a ribbon on my hat. I will walk on different ships on the dark blue waves of the ocean. And when the weather is calm and the sun blinds my eyes, I will ride the waves together with everyone.

It's good to be a sailor!

What considerations and facts are given by him to prove it?

Sailors are everywhere, they see different countries, different people. And this is very interesting.

I have read many books about the sea, and I like that sailors do not back down from any danger. They conquer the storm, they are not afraid of the hurricane. During the Great Patriotic War, Black Sea sailors beat the Nazis not only at sea, but also on the shore, in Sevastopol.

Define the text style.

III.Result.

Guys, before writing an essay, think over the chosen topic, determine the main idea (thesis), select evidence; if necessary, formulate a conclusion. Think about who will be the reader of your reasoning (editor of the school newspaper, teacher, friend, parents). In what style will you express your thoughts, explain something, prove something?

Topics to choose from: "What do I like to do most of all and why",

Who would I like to be and why?

What subject do I like and why?

Why You Should Protect Your Book.

IV. Homework: Write an essay.

Preview:

Lesson in the development of speech.

Theme of the text.

Objectives: to teach to determine the topic of the text;

Form the concept of "theme of the text";

During the classes

Rain.

Through the blue sky

The roar of thunder passed

And again everything is silent.

And a moment later we hear

How fun and fast

All over the green leaves

On all iron roofs,

On flower beds, benches,

By buckets and watering cans

Flying rain knocks.

(S. Marshak)

After the first three lines there is a long pause (“... and again everything is silent”); it gives us the opportunity to feel the complete silence that suddenly came just before the start of the rain. The sound of lines 4-10 not only reminds, but, one might say, conveys a cheerful, dancing clatter of raindrops.

Lark.

The most touching bird is the lark. V (What is the touchingness of the lark?). Naive and artless, like a child. V (Why else can he be compared to a child?) And he sings and rejoices like a child. V (How exactly?) Simple, but so clean!

(F. Abramov.)

3. What is the topic of the text?

For example, the themes of S.Ya.Marshak's poems "Rain" and F.Abramov's miniature "The Lark" are disclosed in their titles.

1. Compose a text from these sentences. Name its topic, title it, write it down. Retell the text.

2. The edge of the sun appeared over the neighboring forest. 1. It hesitated a little, as if entangled in the branches of trees, and suddenly rolled out into the open like a golden wheel with fiery spokes. 3. The whole meadow sparkled, sparkled, blinding the eyes with thousands of multi-colored, iridescent lights.

The theme of the text is Sunrise. The title may be the same, others are possible.

For example: “The sun!”, “The sun rolled out into space”, “The sun over the meadow”.

2. Work according to the textbook p.35, paragraph 18.

Match these themes of the essays. Determine which one is the widest. Why? Choose headings for the second topic. Write them down.

1. How I spent my summer holidays.
2. One of my vacation days.
3. Last days of summer vacation.

The broadest topic is No. 1, because the essay will talk about all the days of the holidays, about the holidays in general, and not about any one day.

Headings for topic #2:

1. A trip to the sea.
2. How I saw a dolphin.
3. First time at the theatre.
4. My lucky day.

3. Performing exercise 80.

Choose a title for your student's essay. What three parts can this text be divided into? What in the essay should be told in more detail, and what - more briefly?

Last Sunday we went for a walk with the whole class. We went by tram to the station. We took the train to the village. From there we went to the birch grove. We stopped at a small clearing. The girls started cooking. The boys brought dry spruce branches and made a fire. After dinner, they played volleyball, sang songs, collected colorful autumn leaves, the last wildflowers. Returned home late.

Title: Sunday Walk.

1 part. The road to the birch grove.

2.part. Rest in the meadow.

3.part. Time to go home!

III. Outcome.

Guys, tell me, what is the theme of the text?

Where is the topic of the text most often reflected?

IV. Homework: exercise 81.

1. Read. Answer in one sentence the question: “What is this text about?”

Rain.

Through the blue sky

The roar of thunder passed

And again everything is silent.

And a moment later we hear

How fun and fast

All over the green leaves

On all iron roofs,

On flower beds, benches,

By buckets and watering cans

Flying rain knocks.

(S. Marshak)

Lark.

The most touching bird is the lark. V Naive and artless, like a child. V And sings and rejoices like a child. V Simple, but so clean!

(F. Abramov.)

3. Compose a text from these sentences. Name its topic, title it, write it down. Retell the text.

1. It hesitated a little, as if entangled in the branches of trees, and suddenly rolled out into the open like a golden wheel with fiery spokes. 2. The edge of the sun appeared over the neighboring forest. 3. The whole meadow sparkled, sparkled, blinding the eyes with thousands of multi-colored, iridescent lights.

Preview:

Lesson in the development of speech.

Essay topic.

Objectives: to teach how to build statements on a specific topic;

Describe broad and narrow topics

To form the ability to correlate the topic and content of the statement;

Raise interest in the Russian language.

Equipment: computer, screen, presentation, handouts (texts).

During the classes

I. Learning new material.

1) Read the student's essay. Name his subject.

Horses in golden rays.

In the summer, my older brother and I visited my grandmother in the village. My brother graduated from a technical school last year and now works at a factory. In the autumn he will go to the army, and then he will study at the institute.

The bite that morning was excellent. Grandma was happy with our catch.

The theme of the text is one of the bright summer impressions of the boy: Horses in the gold of rays.

Is the essay well titled?

The title of the text is successful: it conveys the brightest, most unusual in the picture that fascinated the boy.

Indicate in the text such sentences that do not help to reveal its topic. Omit them when rereading the text.

All sentences of the text are directly or indirectly connected with this picture, except for the 2nd, 3rd and the last two. Therefore, if they are omitted, then the essay will benefit from this: it will be more relevant to the topic.

2) Re-reading.

In the summer, my older brother and I visited my grandmother in the village.

One day at dawn we went fishing. They came to the place. Dropped fishing rods. But I did not look at the float, but at how the guys on the other side were bathing the horses. They bathed, mounted them and galloped along the steep bank of the river. At this time, the sun came out! It was so beautiful: the horses in the golden rays of the sun!

They galloped, barely touching the ground with their hooves. Their tails and manes fluttered in the wind and seemed golden...

For several minutes I stood spellbound, although the horses were already far away.

3) Observations on p.35. Determining the broad and narrow topic of the utterance.

4) Match the topic data; determine which of them are already, write them down in a notebook.

1. How I rested at the tourist base. Farewell bonfire. On a hike. Feast of Neptune.

2. In the summer in the countryside. At night. Summer holidays in the countryside.

5) From the topics written on the board, choose a broad one that would include all the other narrow topics.

1. Autumn leaf fall. 2. Autumn on our river. 3. Fall has come… 4. Autumn morning in the grove. 5..Last autumn flowers. 6. My mountain ash in late autumn. 7. “Already the sky was breathing in autumn ...”

6) Pick up and write down narrow topics to a broad topic.

Winter fun. Winter. My garden . Favorite corner of nature.

7) Letter from memory.

Read the poem and determine its theme. Learn it by heart, write it from memory.

Birds fly over the sea

The harvest time has passed

On cold gray marble

The leaves are yellow.

The sun hid behind calico

The curtain of heaven

black-brown fox

The forest lay under the mountain.

(D.Kedrin)

Autumn theme.

II. Consolidation of new material.

1) Work with texts.

Compare several related but different essay topics.

Write the beginning of your essay on one of the given topics of your choice.

Continue writing orally.

The game.

A very useful game.

My favourite game.

Let's learn a new game!

Bonfire.

Farewell bonfire.

Unforgettable fire.

Who lit the fire faster?

One day I was given a game for my birthday. I took it in my hands and began to carefully consider. On the box it was written "develops memory, attention, logical thinking." "This is a very useful game!" Mom said.

III. Outcome.

When preparing for an oral or written statement, think about its topic.

Every word in the topic title matters.

The statement must be built in such a way that each sentence in it helps to reveal a specific topic.

IV. Homework: Write an essay on the given beginning. To this end, clarify for yourself the topic, determine its boundaries. Title your essay.

Once in the summer (winter, spring) I went (went) for a walk to the lake (to the park, to the seashore. To the grove, to the forest). The weather was wonderful, and my heart was light and joyful ...

Preview:

Lesson in the development of speech.

Oral essay.

Description of the animal based on the picture.

Objectives: to acquaint fifth graders with a description of the animal depicted in the picture;

Prepare them for an independent written essay on a similar

painting;

Enter the word "animalist" into the dictionary of schoolchildren.

Equipment: computer, screen, presentation.

During the classes.

I. Story about the artist.

Alexey Nikonorovich Komarov - Honored Art Worker. A.N. Komarov's favorite topic is various animals in the natural environment in which they live in the wild. Komarov is an animal painter. A great connoisseur of nature, he knows how to subtly and reliably convey the character, habits of animals. It is no coincidence that his drawings are said to open up the world of animals.

All works by A.N. Komarov are imbued with love for their native nature, its living world. “After all, the same fox, that hare, - according to the artist, is an adornment of nature! Like a diamond! A.N. Komarov is widely known as an illustrator of many children's books, primers, the Murzilka magazine, and scientific papers.

II. Painting conversation.

Consider a reproduction of the painting by A.N. Komarov "Flood". So far, we have been familiar with oil paintings, and now we will get acquainted with a painting made in watercolor.

Who is in the picture?

A hare that climbed a tree to escape the flood.

Tell me where and how he sits?

He sits on a thick branch of an old strong, thick-set tree, low above the water that flooded the island. The hare cowered all over with fear, tensed up, clung tightly to the tree trunk, folded its paws.

How did the artist depict the hare? Describe him: what is his head, eyes, ears, fur?

The head of the hare is oblong, the muzzle is light, with a wide dark brown stripe in the middle. The eyes are large, large-large, the pupils are dilated from fright. Under the eyes there is a beautiful dark rim. The ears are long, erect, sensitive, alert, like two locators, with black spots on the tips of the reddish ears. The coat of a hare on the breast is yellowish, on the abdomen it is light gray, smoky, on the back it is dark gray, brown with a brown tint, as if speckled. It feels like it's fluffy and soft.

What can you say about this rabbit? How did he show himself?

He is smart, cunning, quick-witted, resourceful. He was not at a loss at a dangerous moment, he found a way out of the situation.

Is it possible to judge from this picture how the artist relates to animals, to this hare in trouble?

Can. It can be seen that the artist loves animals, sympathizes with the hare, pities him and hopes for his salvation.

Tell me how it could happen that the hare ended up on a tree.

The long-awaited beauty-spring has come. The sky is blue in spring. Black, loose snow can no longer withstand the warm rays of the sun. Talking streams flow and ring everywhere. The water rises above the banks, flooding the fields, meadows and shrubs, forming small islands. On one island, under a bush, a hare was sleeping. He slept so soundly that he did not hear the noise and gurgling of the rising water. And only when the water touched his paws, the bunny jumped up and looked around. In fear, the rel began to rush around the island, and the water kept coming and coming. It seemed to the bunny that nothing could save him. And suddenly he saw a dry mighty tree. It was an old branchy oak. Rusak ran up to him and began to jump on the thick lower bough. Several times the poor thing jumped on a tree, but each time it broke off and fell down into the cold water.

Finally he reached his goal. So the hare ended up in a tree.

III. Vocabulary and stylistic work.

Make sentences with the words "animalist", "watercolor". Write it down.

"The artist - animal painter A.N. Komarov depicts animals truthfully and with love."

“I really like the funny drawings of the animal painter Charushin.”

"In their paintings, animal artists endow animals with human traits."

"Watercolor paints are diluted with water."

"The painting by A.N. Komarov" Flood "is made in watercolor."

"I like watercolor drawings."

IV. Drawing up a plan (collective).

1. Appearance (head, eyes, ears, torso, coat color);
2. Pose;
3. Habits;
4. Character;
5. My relationship with the painting

V. Oral description of the painting (example).

The painting by A.N. Komarov “Flood” depicts a hare in trouble. In one of the big spring floods, the hare found himself on a flooded island. Fleeing from the flood, he guessed and managed to climb a tree.

With bated breath, the hare sits on a thick branch of an old thick oak and waits for what will happen next: will water come? He cowered all over with fear, tucked his long hind legs under him, and stretched his front legs forward so as not to fall from the tree into the cold water. He arched his flexible back, and his fluffy fur stood up straight. The hare's breast is yellow with a pink tint, the belly and sides are gray, like a haze. The fur on the back is of different shades: it is brown, and gray, and brown, as if speckled. The rabbit has a big head. Round eyes look scared. Long reddish ears with black spots at the ends stand alert.

The hare looks with fear at the water, which comes to the tree itself. In the water, as in a mirror, dark silhouettes of trees are reflected.

I like and dislike the picture. I like it because the life of nature in spring, its beauty, is very well drawn on it. I don’t like it because the fate of the poor bunny is unclear. Will the water fall or rise, will the hare be saved or drown?

Preview:

Lesson in the development of speech.

Statement with a change of face.

Objectives: to teach to highlight the given from the entire text;

Develop the ability to present the text from another (third) person,

Raise interest in the work of V.P. Astafiev.

Equipment: computer, screen, presentation.

During the classes.

I. Preparation for presentation.

1. Reading the text.

1. I fell ill once, and they gave me a ticket to the southern sanatorium, where I had never been before.

In the seaside park grew trees and bushes collected from all over the world. There were trees here with an African sultry tide in broad leaves. Ficuses grew on the street, but I thought that they only grow in tubs in Russian huts. Sung in oriental odes, plane trees and plane trees stood wide, dropping shaggy balls with strings on clean paths. The cypress trees, dark and pensive, were wisely silent day and night. And palm trees, palm trees. Short, tall, wide-legged, with the hair of modern young guys.

2. I wandered and wandered around the seaside park, stared, marveled, and suddenly I saw three birch trees as thick as a child's hand among the overseas bushes. I didn't believe my eyes. Birches do not grow in these places. But they stood in a clearing in thick soft grass, lowering their branches to the bottom. Even in our forests, birch trees, if they grow singly, seem like orphans, but here they are completely lost, did not rustle their bark, did not murmur their leaves, and yet it was impossible to take your eyes off them. The white trunks of the birch trees were full of colors, like cheerful magpies, and on the delicate green of the jagged leaves it was so good, calm to the eye after the stunning brilliance of the foreign, striking vegetation.

These birches were brought along with a grassy clearing on a steamboat, they gave them a drink and left them, and they took root. But the leaves of the birch trees were facing north, and the tops too ...

I looked at these birches and saw a village street. The visors of the gates, the architraves of the windows in the green foam of the birch leaf...

2. Work with the first part of the text.

Orally tell about where the writer was resting and what he saw in the park in the south.

3. Work with the second part of the text.

Three birch trees as thick as a child's hand, they stood in a clearing in dense soft grass, lowering their branches, did not rustle their bark, did not murmur with a leaf, and yet it was impossible to take your eyes off them. The white trunks of the birch trees were full of colors, like cheerful magpies, and on the delicate green of the jagged leaves it was so good, calm to the eye.

What did they remind him of?

These birches resembled V.P. Astafiev village street, gate visors, window frames in the green foam of a birch leaf ...

4. Prevention of spelling errors.

Primorsky, they brought, took root, vegetation, grow, saw, dazzled, did not rustle, did not babble, soft.

One by one, after all, alien, jagged, visors, platbands, stunning.

5.Prevention of punctuation errors.

I wandered and wandered through the seaside park, stared, wondered, and suddenly I saw three birch trees as thick as a child's hand among the overseas bushes.

These birches were brought along with a grassy clearing on a steamboat, they gave them a drink and left them, and they took root.

II. Reading text (secondary).

III. Writing a presentation.

Write in his third person a summary of the second part of the text. Title your presentation.

Preview:

Lesson in the development of speech.

Description of the animal.

Presentation based on the story of A. I. Kuprin "Yu-Yu".

Objectives: to introduce students to the type of speech - description (description of the animal);

Describe a cat with an exotic name Yu-Yu,

Raise interest in the work of A.I. Kuprin.

Equipment: computer, screen, presentation.

During the classes.

I. The word of the teacher.

Guys, you remember that there are basic types of speech: narration, reasoning and description. We got acquainted with the first two and their features in previous lessons. In this lesson, we will talk with you about the description, the description of the animal. The story of Alexander Ivanovich Kuprin "Yu-Yu" will help us with this. The name of the story also contains its purpose - to describe a cat with such an exotic nickname: not Mashka, not Belka, but Yu-Yu. let's learn the skill of description from a great word artist!

II. Preparing for presentation.

1. Reading and analysis of passages from the story.

1st excerpt.

At first it was only a fluffy lump with two cheerful eyes and a white and pink nose. This lump was dozing on the windowsill, in the sun; lapped, squinting and purring, milk from a saucer; caught flies on the window with his paw; rolled on the floor, played with a piece of paper, a ball of thread, with his own tail ... And we ourselves don’t remember when, instead of a black-red-white fluffy lump, we saw a big, slender, proud cat, the first beauty and the object of envy of lovers.

How shall we title this part?

"Fluffy lump".

Conversation.

What does the author highlight in the “portrait” of a kitten?

Kuprin highlights:

Body shape: fluffy ball ( round, one piece);

Funny eyes (no color);

Nose: white-pink (compound adjective, shade of color);

Habits (cascade of verbs and verb forms): lapping, squinting and purring, catching, rolling, playing with a piece of paper- mobile, restless);

Coloring: black-red-white lump (complex adjective!).

2nd passage.

Has grown, in a word, to all cats a cat. Dark chestnut with fiery spots, a magnificent white shirt-front on the chest, a quarter arshin mustache, long hair and all glossy, hind legs in wide pants, a tail like a lamp ruff.

How shall we title this part?

"To all cats a cat."

How did the first passage, in which the kitten is opposed to the adult cat, end?

And we ourselves do not remember when, instead of a black-red-white fluffy lump, we saw a big, slender, proud cat, the first beauty and the envy of lovers.

Attention to the screen!

Guys, after the words “A statement based on the story of A.I. Kuprin “Yu-Yu””, skip one line!

Yu-Yu description plan.

1. General form : big, slender, proud, the first beauty.
2. Coloring: dark chestnut, with fiery spots on the chest.
3. Special signs: on the chest is a lush white shirt-front.
4. Muzzle: mustache a quarter of an arshin (arshin - about a meter, i.e. the mustache is very long, expressive), eyes, nose.
5. Wool: long and all shiny, i.e. shiny, smooth, healthy.
6. Paws: in wide trousers.
7. Tail: like a lamp ruff (a lamp ruff is a fluffy round brush that is used to clean kerosene lamps, i.e. the tail is very fluffy).

- Would you like to have such a beauty at home?

- Why do we present Yu-Yu as alive?

Thanks to the expressive writing of Kuprin.

Name all the techniques of Kuprin's artistic language in this description.

Answers:

1. large, slender, dark chestnut, long -just adjectives that describe the physical properties of a cat;
2. proud posture, fiery spots, i.e. bright, burning, lush shirt-front - epithets;
3. metaphors: stain from chest to neck - shirtfront, those. White collar; fur on hind legswide panties;
4. comparison: tail - lamp ruff (shape, fluffiness, roundness).

3rd passage.

I visited with Yu- yu special hours of calm family happiness. This is when I wrote at night. You scratch, you scratch with a pen, suddenly some very necessary word is missing. And shudder from a soft elastic push. It was Yu-yu who easily jumped up from the floor onto the table.

He turns a little on the table, hesitates, taking a fancy to the place, sits next to me at the right hand, a fluffy, hunchbacked lump in the shoulder blades; all four paws are picked up and hidden, only two front velvet gloves stick out a little.

What's the name of the third part?

"Hours of family happiness"

How is this passage different from the previous one?

There, the portrait is static, motionless, in this description Yu-yu's habits, her character are given.

What part of speech replaced the abundance of adjectives?

Verb.

What is the character of Yu-yu in habits?

A soft elastic push, jumped up ... turned around, wrinkled, choosing a place, sat down side by side, turned into a fluffy hunchbacked lump; turned into a small statue, a sculpture: four paws are picked up, hidden, two front velvet gloves stick out a little.

What is the generalizing thought about the character of Yu-yu?

Light, mobile, graceful; devoted, loving, assistant to the owner, sensitive, in moments of difficulty is always there.

4. Drawing up a presentation plan.

Attention to the screen!

Presentation based on the story of A.I. Kuprin "Yu-yu"

Yu-yu is always there.

(children's version)

Plan.

1. Fluffy lump.
2. "To all cats a cat":

a) general view.

B) coloring.

C) special signs.

D) muzzle (moustache, eyes, nose).

D) wool.

E) paws.

G) tail.

3) Hours of family happiness:

A) the habits of Yu-yu;

B) the character of Yu-yu.

III. Summary of the lesson.

Guys, did you like the story of A.I. Kuprin?

IV. Writing a presentation. Examination.

1. Re-reading the 2nd and 3rd parts.

2. Issues related to spelling vigilance:

How to write a compound adjectivedark chestnut and others like him?

These are complex adjectives denoting the shade of flowers, so they are written with a hyphen.

How many H in adjectives long and fiery?

Length + -n-; fire (with a fluent vowel o - -fire- + -enn-.)

Find test words for glossy (gloss), hunchbacked (hump), gloves (finger - finger); jumped up (impossible to check, due to the alternation of -skak- - -skoch-).

Guys, I remind you that when writing a presentation, it is important to preserve the style of Kuprin, the figurativeness of the language.

Preview:

Lesson in the development of speech.

Essay writing based on personal experience.

"Our friends are animals."

Objectives: to teach to describe an animal based on personal impressions;

Develop the ability to select expressive means when describing animals;

Cultivate love for animals.

Equipment: computer, screen, presentation, texts.

During the classes.

I. The word of the teacher.

Only recently we got acquainted with the artistic description of the charming favorite of A.I. Kuprin cats Yu-yu ... writing a presentation approaching the style of the primary text is both interesting and useful. But no less, and perhaps more interesting, to write your own essay about a four-legged friend - a dog, or a hedgehog, or a hamster, or a bird ... let's think about what you think the phrase in the title of the topic of the lesson is very important.

From personal experience.

What does it mean?

This means that a cat, a dog, a hedgehog, a hamster, a bird lived (or live) next to you, you made friends with them, you take care of them, you studied their habits, character, perhaps even learned something yourself in the process of communication with animals that not only receive food from us, but also endow us with their affection, love.

II. Preparing to write an essay.

1. Work with an excerpt from the story of A. Perfilieva about the dog Manyun.

STORY ABOUT MANYUN.

Dog Manyunya became big, strong, with a slightly full body (she loved to eat and sleep). Her muzzle is good: black eyes stood out beautifully on golden wool, and her ears were long, curled, as if they were curled by a skilled hairdresser. The short tail was also curled, with elegant wavy fringe hanging from the sides. Paws, slightly turned out, were covered with long silky hair. Still, Manyunya remained an ordinary room dog, not a hunting dog.

Doggy, Manyunya - nouns with an affectionate suffix;her face is good grade.

Describe what she looks like.Description of habits, character is not described, and the history of relations with the hostess, as she appeared in the house.

What are the details of Manyuni's "portrait" in the focus of the author's attention?

Muzzle as a whole, eyes, ears, tail, paws. Wool, shape and color of every detail.

What observations seemed to you the most expressive, artistic?

The ears are curled, as if they were curled by a skilled barber; elegant wavy fringe hung from the sides.

2. Drawing up an essay plan (each essay will be titled by itself).

Plan.

1. Brief background.
2. Appearance (head, eyes, coloration, body, tail).
3. Habits, character (how he eats, sleeps, plays).
4. An interesting episode from his life.
5. How dear is my friend.

III. Homework: write an essay according to our plan, edit, check paragraphs, check, and most importantly, think over the main idea, the idea of ​​​​the essay.

Artistic examples of animal descriptions:

Jim is our dog. Short-legged, ears to the ground, short tail. A wonderful hunting dog, albeit an old one: he will find any game, raise it on the wing, and catch the shot one, grab it carefully, without crushing a feather, and give it right into his hands. Jim is unusually smart and kind. He doesn’t fight with other dogs, he never bites anyone, when he meets all the people he knows, he often, often waves his tail and, you know, like a dog, smiles affably.

Vitaly Bianchi

... an eagle owl, eared and huge in size and with huge cat eyes.

Mikhail Prishvin

(about a woodpecker) ... a big-nosed head in a red skullcap stuck out.

A teddy bear is like a teddy bear: big-headed, lipped, awkward.

(about a jackdaw) ... all black, only a gray collar on the neck.

A small duck - with a nose in rings, with bright green mirrors on the wings, with webbed feet. ... flat spouts were laid on the goiter; cheeks are chubby, in a yellow fluff.

Nikolai Sladkov

(about the cat Ivanych) ... a huge fat cat Ivanych, lazy, clumsy. He ate or slept all day long. It happened that he would climb onto a warm couch, curl up in a ball and fall asleep. In a dream, it will spread its paws, stretch itself out, and its tail will hang down.

Georgy Skrebitsky

... a large motley cat cautiously sneaks up, crawls and hides, stretching out in the very coastal grass: this is what cats always do, waiting for their prey.

A. Bostrom

Smoky grey. With a sharp muzzle - the surest sign that it catches mice well; with a round muzzle - such more to caress people and purr. This cat caught mice with amazing skill. And never eat them. She appeared with a mouse in her mouth and, purring in a particularly inviting way, rubbed herself against her mother's legs. Already by this triumphant, loud purr, we all knew that she had caught a mouse ...

V. Veresaev

The swan, by its size, strength, beauty and majestic posture, has long and rightly been called the king of all water, or waterfowl, birds.

White as snow, with shiny, transparent small eyes, with a black nose and black paws, with a long, flexible and beautiful neck, it is inexpressibly beautiful when calmly swimming between green reeds on a dark blue smooth surface of the water.

S. Aksakov

I have a beaded cat - gray with black spots, like beads.

His name is Vasily Vasilyevich.

Fat cat. His ears are round - other cats gnawed at him. Pugnacious cat.

the brightest

Two interesting works about one animal (to see the individuality of the writers' handwriting),

An interesting work about a rare animal at home (rabbit, chinchilla, etc.).

Children give

REVIEW OF THE WORK ACCORDING TO THE PLAN:

(work of medium merits is chosen)

1. What is the main idea of ​​the work? Does it pervade the entire work?
2. Does the essay fit in with our plan?
3. Is the job interesting? How?

Laboratory work (recording in notebooks and on the board).

THE LANGUAGE OF OUR WORKS

After compiling the table (headings), we will offer the children the examples written out by the teacher from their work to be sorted into columns, proving their point of view.

First we read orally, then we write in columns, then we prove. For instance.

Hedgehog slapped on the floor (4) - better: stomped; about the puppy : my tadpole, eared (1); the puppy was tiny, small, funny (3) - tautology; lived for three years ... was cheerful ... lived in my room (2)- sluggish verbs, inexpressive.

Did you like the lesson? Let's take a closer look at everything we see around us; let's be precise and inventive in words.

Preview:

Lesson in the development of speech.

Condensed presentation with a change in the shape of the face

(based on the story of A.F. Savchuk "Chocolate Cake").

Objectives: to consolidate the skill of concise writing of the text;

Develop the ability to generalize;

Raise interest in the culture of behavior.

Equipment: computer, screen, presentation.

During the classes.

I Preparation for writing the presentation.

1. Reading the text.

Chocolate cake.

When my birthday came, I invited the guests, and my mother bought a chocolate cake to treat. Well, they came, the guests. And all with gifts. Kolka, a neighbor, brought me a board game "Hockey".

Thank you, I say to Kolka. “I really don't like this game very much. I like the board game "Football" more.

Vitka brought me Andersen's fairy tales.

Thank you, I say, the book is wonderful. It's nothing that she's not new. It can be seen that all your relatives have read it.

Lilya, a classmate, gave me a set of felt-tip pens.

By the way, I say. - I just need markers. The only pity is that there are only six colors. You won't get especially upset. I saw a set in the store - eighteen colors!

I put the gifts in a corner and invite guests to the table. He began to divide the cake and pour tea. I look - they, my guests, are somehow boring. I have already turned on the cheerful music, but they still do not have fun. They pick the cake with spoons and look at the plates. Then let's say goodbye one by one and leave. And why didn't I please them?

2. Conversation.

Did you like the story? How?

How would you briefly answer the perplexed question of the birthday man: “And why didn’t I please them?” - when the sad guests, having picked the cake with a spoon, refused to have fun and left one by one?

What is the difference between a concise statement and a detailed one?

What can be omitted from a summary of the story "Chocolate Cake" in order to achieve brevity and expressiveness?

The dialogue of the host with the guests can be omitted, but omitted, preceded by a brief message about what friends gave the boy for his birthday.

II. Reading the text (repeated).

III. Writing a presentation.

Write the text in third person.

Sample.

Concise presentation.

Chocolate cake.

A.'s birthday came, he invited guests, and mother bought a chocolate cake for

Treats. Guests arrived. And all with gifts.

Kolka, a neighbor, brought a board game "Hockey". Vitka brought Andersen's fairy tales.

Lilya, a classmate, gave me a set of felt-tip pens. Accepting congratulations, the birthday man made comments to each gift, and then put them in a corner and began to invite guests to the table.

He began to divide the cake and pour tea. He looks - something they, his guests, some boring ones are sitting. He has already turned on cheerful music for them, but they still do not have fun. They pick the cake with spoons and look at the plates. Then let's say goodbye one by one and leave.

“And why didn’t I please them?” The boy thought.

Preview:

Lesson in the development of speech.

Composition - a story based on a drawing by O.V. Popovich

"They didn't go fishing."

Goals:

To acquaint students with the features of constructing a story based on a role-playing game based on a drawing;

Develop dialogue writing skills

To enrich students' speech with words related to the theme of the drawing and the means of expressing the artist's intention.

Equipment: computer, screen, presentation.

During the classes.

I. The word of the teacher.

Guys, the story is based on some case, episode. Remember, we recently wrote the essay “How I was scared.” What incident (episode) formed the basis of this story?

Today in the lesson we will also compose a story, and the basis of this story will be an episode captured by O.V. Popovich "They didn't take me fishing."

II. Conversation on the drawing.

Look closely at the picture and say:

Where and when does the action shown in the picture take place?

In the village, as we can clearly see the fence on which the glechik hangs - village dishes; in summer (green grass, flowers bloom, clothes), most likely morning (otherwise you should not go fishing).

How did the artist show that the father and older brother were going fishing?

The father carries two fishing rods with one hand, and with the other a bag, probably with provisions; on his back he has a backpack, probably with fishing equipment. In the hands of the older boy is a fishing rod and on his back is a backpack, apparently with his own gear.

As shown in the picture, that the fishermen are leaving?

They are shown in motion, with their backs to the baby; the older brother proudly raising his head is walking behind his father.

Who do you think is the main character in the film?

Baby. He is shown in the center of the picture.

How old do you think he is?

The boy is 4 to 5 years old. He is small in stature.

How did you guess that the kid was preparing for fishing?

The boy has a fishing rod in his hands, and his bucket with worms lies on the ground.

What is the mood of the baby and why?

The mood of the baby is sad, bad. He is very offended, upset, because he was not taken on a fishing trip.

How did the artist show the distress of the baby?

The kid dropped the bucket out of resentment, one end of the fishing rod touches the ground, he covered his face with one hand to wipe his tears. He stands in a confused pose, covering his eyes with his hand, pouting his lips. He has tousled red hair, a yellow shirt with red stripes, and brown shorts.

Why wasn't the baby taken on a fishing trip?

He is still small, he will get tired, he may fall into the river.

Who is watching the baby?

The girl must be his sister. She stands next to him, trying to talk him into finding something else to do, like helping her pick flowers for a wreath.

Do you like this drawing? How?

It shows a very cute baby. My brother, when offended, is very similar to him. And I like the way the artist portrayed the offense of the baby.

When and how do you think the story began, the moment of which you see in the picture?

This story probably began in the evening, when the kid accidentally heard that his older brother and father were going fishing. He also wanted to go with them and ran into the garden to dig worms.

III. Vocabulary and stylistic work.

Fishing-fisherman-fisherman-fishing accessories (tackle);

Fishing rod-fish (fish);

Worm-(dig up worms);

Bank-(tin can);

Backpack, wattle fence (fence);

Kid - (little boy);

Upset, upset, offended;

Resentment-offended-offended-offended;

Grief-upset-upset-upset;

Run after - catch up - catch up;

Red hair;

Light green grass;

Drawing, painting;

Artist, O.V. Popovich;

Figure, pose, colors, color, composition.

IV. Situational role-playing game.

And now let's try to revive this picture: to beat what happened the night before, what is happening now and what will happen later. We will become participants in the event shown in the figure. Let's play like artists on stage. This will help us compose a story based on the painting “They didn’t take it fishing”, which you then write at home.

Artists Choice:

Baby -….

Father-….

Older brother-…

One of the possible scenarios.

Lead Author .One evening, when the whole family gathered for dinner, my father went out onto the porch. He looked up at the sky. There wasn't a single cloud. The sun was already starting to set. Father thought that it would be nice to go fishing in the morning. He entered the house. The children were already at the table. The father approached the eldest son and said…

Father.- Kolya, shall we go fishing tomorrow?

Kolya .-Let's go, I'll dig up worms after dinner.

Kid. - And I'm with you.

Kolya. - Okay, let's take you if you wake up early.

Morning has come. The day promised to be good. The baby woke up from some noise. He opened his eyes and saw that his father and brother were already near the fence. Andryusha quickly got up, dressed, grabbed a fishing rod, a bucket and ran after the fishermen.

Baby .-Dad, wait, I'm with you. Look what worms I dug up!

Father.- No, son, you're still small. When you grow up, then you will go fishing with us. Stay at home.

Kolya. - Andryusha, do not be offended, we will take you fishing another time.

Sister .-Andryusha, let's go play!

Baby.- Tried hard. I worked so hard, but they ... did not take.

Sister .-Andryusha, let's go pick flowers with me. I'll weave a wreath for you.

IV. Compilation of the story.

Guys, I suggest you compose your own stories according to a given plot, act as a writer. However, before writing a story, the author must know the laws of its construction. Let's go back to the text of the dramatization.

He told that one evening, when the whole family sat down to dinner, his father and older brother agreed to go fishing in the morning.

Little Andryusha found out that his father and brother were going fishing. He decided to go with them.

From that moment on, action began, and we began to follow its development. This plot.

Andryusha prepared worms, a fishing rod, woke up early himself and asked his father to take him fishing, but his father ordered him to stay at home.

What was that moment like for the baby?

Very tense, he did not expect that he would not be taken on a fishing trip.

The most intense moment in the development of an action is called climax.

The kid was not taken fishing, he was very upset. In this part of the story, you will describe in detail the boy's posture, his mood, his facial expression.

How do you think the action will end?

The kid will soon forget about his offense and will have fun playing with his sister, and when he grows up, he will also go fishing.

This is the decoupling of the action.

Now that you are already familiar with the features of building a story, you yourself, like real writers, can write a story or a script for a picture.

V. Homework.

Write an essay-story based on O.V. Popovich’s drawing “They didn’t take me fishing.”

Preview:

Lesson in the development of speech.

Title and main idea of ​​the text.

Objectives: to consolidate the concepts of "theme of the text", "the main idea of ​​the text";

Develop the ability to find sentences that express the main idea

Text, its connection with the title, determine and formulate the topic of the text;

Cultivate interest in the word.

Equipment: computer, screen, presentation.

During the classes

I. Checking homework.

II. Fixing the material.

1. front poll.

Guys, what is the text?

Each text is created on a specific topic.

A TEXT is a combination of sentences related in meaning and grammatically.

BASIC MEANS OF GRAMMATICAL CONNECTION OF OFFERS IN THE TEXT - the order of sentences; word order in sentences; intonation, etc.

What are the features of the text? List.

1. Completeness, completeness, completeness (nothing can be removed, reduced).

2. The unity of the theme, solidity (an incident on a fishing trip, the premiere of a performance, a meeting of the New Year, etc.).

3. The main idea arising from the plot (i.e. the idea of ​​the text, what the author wanted to say with his text).

4. Title (in the title, either the theme of the story or the idea is very often expressed. The title is the “entrance” to the text, as to a building).

5. Connectivity of presentation (in meaning and grammatically).

6. Sometimes division of the text into micro-themes (paragraphs).

What is the topic of the text?

The TOPIC of a text is what (or who) it is talking about.

Very often the theme of the text is reflected in its title.

THE MAIN THOUGHT OF THE TEXT is what it calls for, what it teaches, for what it was written.

The main idea can be expressed in the title or in one of the sentences of the text. But most often it needs to be “found” and formulated.

2. Work with the text of the textbook p.44, paragraph 23.

What is the text about (what is its topic)?

What does a decent person mean, according to Yu.Ya. Yakovlev? Find sentences in which the author expressesthis main idea.

HONEST MAN

Have you ever heard adults say about someone: “A decent person”? and have you thought about what the word "decent" means?

Maybe a person who loves order, is neatly dressed, does not scatter his things around the room, comes to work or school on time?

Yes, the root of this word is "order". But we are not talking about a simple order, but about the structure of life itself. This order is loyalty, honesty, nobility, the ability to understand someone else's misfortune and rejoice in someone else's luck as if it were your own. The more such order around us, the happier people will live.

Decent. Try to understand and remember this beautiful word as soon as possible. And live in such a way that people say about you: "This is a decent person."

The text speaks of a decent person.

According to Yu. Ya. Yakovlev, a decent person is the device of his very life. This order is loyalty, honesty, nobility, the ability to understand someone else's misfortune and rejoice in someone else's luck as if it were your own. The more such order around us, the happier people will live.

1. Performing exercise 113.

Read the article in the wall newspaper and the editor's remarks. Does the note reveal the main idea reflected in the title? Edit this note - while you can keep or change its name.

The main idea reflected in the title is not disclosed in the note.

Edited note.

Interesting meeting

On October 12, we invited our chefs and Vita's grandfather, a labor veteran, to a meeting with us. We presented the work of our class at the exhibition. The boys showed wood products: birdhouses, rolling pins, pointers, cutting boards, and the girls arranged a tasting of pastries and dishes that they had prepared themselves. Vitin's grandfather praised us, saying: “There should be no white-handed women among you. You have to be able to do everything with your own hands, ”and gave us some useful tips that will definitely come in handy in life.

Everyone liked and remembered the meeting very much, it was very interesting! Each of us would like to repeat it.

III. Outcome.

Guys, what is a header and why do we need it?

The title very often expresses either the theme of the story or the idea.The heading is the “entrance” to the text, like a building.

What is the main idea of ​​the text?

In the text, sentences are connected not only by a common theme, but also by a certain idea, the main idea.

The main idea is what he calls for, what he teaches, for the sake of which he was written.

The basic idea can be expressed in the title or one of the text sentences. But most often it needs to be “found” and formulated.

Lesson grades...

IV. Homework: find an article in the newspaper, determine its main idea, write it down in a notebook (in calligraphic handwriting) and answer the question: is the main idea reflected in the title of the article?

Preview:

Lesson in the development of speech.

etiquette dialogues.

Objectives: to give the concept of "dialogue", to teach how to compose and

Correctly format etiquette dialogues;

Develop the ability to use polite words in dialogues;

Cultivate a culture of communication.

Equipment: computer, screen, presentation.

During the classes

I. Vocabulary - stylistic work.

Dialog. DI - "two",

Dialogic. logos - "word" (Greek)

II. Learning new material.

Establishment: dialogue is a conversation of two or more persons.

1. Forming a dialogue: the words of each person in the dialogue are written on a new line, they are preceded by a dash.

For instance:

Pit

Did you dig a hole? - A pit of cheese?

Copal. - Cheese.

Did you fall into a hole? - Like a head?

Fell. - Whole.

Are you sitting in a hole? - So, alive?

Sitting. - Alive.

Are you waiting for the stairs? - Well, I went home.

- I'm waiting. (O. Grigoriev.)

-Guys, what kind of people does the author of the poem condemn?

Write down and memorize this poem.

2. Explanation of the second part about the punctuation of the dialogue.

but without quotes.

3. Creative cheating (exercise 246)

Fill in the correct words without repeating the wordsaid, then overwrite. Explain what role the first and second dashes play in each sentence. Specify proposals with appeal.

- Hello, Vanya! Where are you going? - - -Katia.

- To Petya. He is sick, - - - Vanya.

-What happened to him? - - - Katia.

- Helped a neighbor to put out a fire and burned his hand, - - - Vanya.

- Are you with him for a long time? - - - Katia.

- For the whole evening, - - - Vanya.

Words for reference: ask, answer, speak, inquire, say.

- Hello Vanya!Where are you going? Katya asked.

- To Petya. He is sick, - Vanya answered.

-What happened to him? Katya asked.

- Helped a neighbor to put out a fire and burned his hand, - Vanya let slip.

- Are you with him for a long time? - asked Katya.

- For the whole evening, - said Vanya.

III. Consolidation of what has been learned.

1. Dictation followed by self-examination by recording on the screen.

The hedgehog's mother says:

- It's time to collect the leaves.

And the hedgehog is squirming:

- Something I can not.

(S. Marshak.)

2.Creative cheating.

Restore the dropped replicas.

- …

- Yes, in the south.

-…

- In Crimea.

-…

- Of course I saw it! Bathed in it!

-…

- The sea is huge! You stand on one side, but you can't even see the other!

3. Creative dictation. Imagine: you remember a conversation with your friend. What requests, advice, suggestions could you hear the following answers from your interlocutor? Make up two dialogues.

1. - …

- Of course I'll help! What are you talking about?!

2.-…

- Thank you! I will definitely read it!

3.-…

- With pleasure!

4.-…

- Today, unfortunately, I can not ... No way!

Based on the texts of creative cheating and creative dictation, make a conclusion: what style is the dialogue typical for?

5. Staging a telephone conversation - preparation for exercise 249. Phones (mobile) are used.

Option:

-Hello! This is what Kolya's classmate, Anton Rybkin, says.

- Hello, Antosha!

- I'm sorry to disturb you. Maybe Kolya?

-Wait a second.

-Thank you.

-Hi Kolya!

-Hello Anton!

- Kolya, remember, you promised to give me a book on dog training?

-Of course I remember.

- Could you bring it to school tomorrow?

- I'll bring it.

-Thank you, Kolya! Goodbye!

-See you!

6. Performing exercise 249 (on your own).

Continue and record the telephone conversation using the polite form of address. Use (if possible) the words:

Whello

GoodbyeandDenmark

spasibo

BlaGOdaryu

Izvandthread

POstingthone hundred

- Hello! Please ask Kolya.

IV. Outcome:

- What is a dialogue?

Dialogue is a conversation between two or more people..

- How to make a dialogue?

The words of each person in the dialogue are written on a new line, preceded by a dash.

If the replica is accompanied by the words of the author, then the same punctuation marks are used as in direct speech,but without quotes.

- What words will help to make an etiquette dialogue?

Polite words:

Whello

GoodbyeandDenmark

spasibo

BlaGOdaryu

Izvandthread

POstingthone hundred

Guys, when composing a dialogue about punctuation marks when addressing, remember that the word please is highlighted on both sides with commas.

V. Homework exercise 242, p.105-106, make signal cards with numbers 1,2,3,4.

Preview:

Lesson in the development of speech.

The essay "I was scared."

Objectives: to teach how to write essays of a mixed type (narration with a description);

cultivate a good relationship with nature.

Equipment: computer, screen, presentation

During the classes.

I. Preparation for writing an essay.

1. Performing the exercise 600 s. 238.

-Understand the underlined adjectives.

A feature of the snake isblackbody coloration. On the sides of the head are two bright orange or yellow spots. The length does not exceed 130 centimeters. Not anymorepoisonous.Lives near water bodies, among stones, inolddams.

- Define the description style. (Scientific)

2. Conversation.

-Guys, what type of speech will you use when writing your essay?

Narrative with description.

-Will the style of your description of the snake be preserved?

No, we will write in an artistic style.

- How do you start your essay?

Since the introduction(where and when the event takes place, setting). According to the plan 1. In the forest for mushrooms.

-What will you write about in the main part?

About the snake.(meeting with a snake, his description, his impressions of what he saw).According to plan 2. "Snake!"

- In the (denouement) conclusion, what can you say?

About vain experiences, unrest.According to plan 3. Fears turned out to be in vain. (No wonder people say that fear has big eyes.)

II. Essay writing.

- Write an essay on the topic "How scared I am" according to the plan:

one). To the forest for mushrooms.

2). "Snake!"

3). The fears turned out to be in vain.

Enter a description of the snake into your essay, while using the art style.

Essay example.

How scared I was.

We went with my mother for mushrooms. The forest was quiet and good. I came across a few boletuses. One of them grew near a high stump.

As I approached the dry stump, something shiny flashed under my feet. Snake! Goosebumps ran down my back. Mom is somewhere far away, what if the snake rushes at me?!

I took a closer look and saw two bright orange spots on the snake's head. And the body of the snake was black. So it is! My fears are gone. I did not touch the harmless snake and went on.

Preview:

Lesson in the development of speech.

Text types. Narration.

Objectives: to talk about the types of text;

develop the ability to distinguish between them;

to cultivate interest in the work of Yu.I. Koval.

Equipment: computer, screen, presentation.

During the classes.

I. Study of new material.

Types of speech differ depending on the content of the text (or: the type of speech depends on its content).

In real texts, especially large, detailed ones, types of speech “enter into various interactions, sometimes they join each other, sometimes they penetrate each other. We should not strive to decompose the entire text without a trace into communicative types of speech. Moreover, the most frequent types of speech have been singled out and described so far, and not all.

The main types of speech are narrative, description and reasoning. The narrative usually talks about actions and events (what happened first, then, then ... and finally). The description depicts objects, people, animals, nature, etc. Reasoning sets out the causes of phenomena and events, their interconnection. Types of speech can be distinguished by questions: the question is posed to the narrative what happened ?; to the description - which one?; discussion - why?

Auxiliary entry:

Types of speech. Questions.

Narration What happened?

Description What?

Reasoning Why?

II. Consolidation of the studied material.

1. Introductory speech about Yu.I. Kovale.

Yuri Iosifovich Koval (1938 - 1995) in his youth was a village teacher and first composed the texts of dictations and other exercises in order to teach children more interestingly. Maybe that's why all his books, imbued with love for the village people, for nature, colored with kind, bright humor, are so simple and interesting.

2. Reading the miniature "Horses"

You rarely see horses in our places now.

And if you meet, you will always be happy.

Once I went out into the clearing, and suddenly the horses.

I stopped and looked.

The horses also felt a close person, raised their heads, look at me. And when I went further, the horses moved slowly after me.

I got excited. I do not know whose horses and where they should go. Maybe they are in the other direction, and they are behind me.

So they followed me, and I was proud. I was no longer a simple man, but with horses.

Then they backed off.

What type of speech is this text? How to prove it?

- Can the content of this text be conveyed in one photograph or slide?

If possible, then this is a description, because its basis is a list of such features of an object that are perceived simultaneously.

The content of the “Horses” miniature cannot be conveyed in one picture, which means that this is a narrative.

-Retell the text.

3. Work with a fragment of the text from the story of Y. Koval "Sparrow Lake".

Read the text.

- You already go to Sparrow Lake. You will find it there, in the woods.

I searched and got to Sparrow Lake one day. Not too big, but not small either, it lay among spruce forests, and right in the middle its waters were cut by three islands. These islands looked like narrow-nosed ships that sailed one after another, and the sails of the ships were birch trees.

What type of speech is the main one in this fragment?

- Is it possible to convey the description of the lake in one photograph or slide?

Can.

(Sparrow Lake is not too big, but not small either. It lies among the forests, and three islands cut through its waters right in the middle. These islands look like narrow-nosed ships that sail one after another, and the sails of the ships are birch trees.)

-Write in your notebook.

4. Work with a fragment of the text from the story of Y. Koval "Frying pan" (in writing).

Read the text.

On the Sestra River there is a bay called Skovoroda.

You are sailing in a boat along a narrow channel - it's like Skovoroda's pen - and suddenly you swim out into the bay, small, but so round, as if someone had purposely rounded its shores.

The water here is black and smoky.

Water lilies and capsules, large as tea cups, seem dazzling.

Girls in red dresses stir up hay on the bank. Dragonflies ring above them; Grasshoppers jump out from under their feet like a fan, butterflies take off, flutter near the very face, whisper something in their ear.

-Answer in writing the question: why is the bay called Skovoroda?

(The bay is called Skovoroda because it resembles a frying pan in shape and even in color. The bay itself is small and so round, as if someone deliberately rounded its shores. Its water is black. Sooty. And the channel, through which you can swim out into the bay on a boat, is narrow, like a frying pan handle.)

What type of speech did you get?

Reasoning.

5. Work with the text of V. Oseeva "Bad".

Read the text, determine the type of speech, justify your opinion.

The dog barked furiously, falling on its front paws. Directly in front of her, nestled against the fence, sat a small, disheveled kitten. He opened his mouth wide and mewed plaintively.

Two boys stood nearby and waited to see what would happen.

A woman looked out the window and hurriedly ran out onto the porch. She drove the dog away and angrily called out to the boys:

- Shame on you?

- What's embarrassing? We didn't do anything! the boys were surprised.

- That's bad! The woman replied angrily.

- What is expressed in the title of the story: its theme or main idea?

The basic idea.

- Explain punctuation in the dialogue.

Attention to the screen! Read the paragraphs of the plan to the text. Restore their sequence. Write down the plan.

The woman drove the dog away.

"Shame on you!"

The kitten meowed piteously.

The boys stood nearby and "did nothing."

"The dog barked furiously."

(1. "The dog barked furiously."

2. The kitten "meowed plaintively."

3. The boys stood by and "did nothing."

4. The woman drove the dog away.

5. “Shame on you!”)

-Retell the text according to the plan.

III. Lesson summary:

What types of speech did we meet in this lesson?

Narration, description and reasoning.

How are types of speech distinguished?

Types of speech can be distinguished by questions: the question is posed to the narrative what happened ?; to the description - which one?; discussion - why?

What other technique can be used to determine the type of speech?

If it is possible to convey the content of the text in one photograph or slide, then this is a description, because its basis is a list of such features of an object that are perceived simultaneously.

If not, then this is a narrative, because its basis is a list of actions that develop sequentially, occur one after another, at different times.

Preview:

Lesson in the development of speech.

Story.

Objectives: to teach how to compose a story based on plot pictures;

to consolidate the skill of building a story;

to cultivate interest in the work of the Danish artist H. Bidstrup.

Equipment: computer, screen, presentation.

During the classes.

I. Work on drawings.

-Consider the drawings on p.246 (according to the plot of the Danish artist H. Bidstrup).

II. Conversation.

What story are these pictures about?

-How did it all start?

-How did the events develop?

- Which picture shows the most critical moment in the development of the action?

-How did it end?

What kind of conversation could take place between the heroes of this incident?

Will you speak in a serious or joking tone?

Will you use gestures and facial expressions in this story?

III. Auxiliary words.

Once, once, it happened when ..., this story happened recently - this is how stories about some cases from life begin.

IV. Story construction.

There are different types of speech. For instance:

The story is one of the varieties of the narrative type of speech.

A story is a short literary work of a narrative type, in which we are talking about one, but important event in the life of a hero.

The story is based on an event (case, episode, incident). Therefore, in its construction, the parts associated with the development of this event are distinguished: the plot, the culmination, the denouement.

The plot is the moment from which the event begins and on which its development depends.

The climax is the moment of the highest tension in the development of the event.

The denouement is the result of the development of an event, its final moment.

A story can have an introduction and a conclusion.

In the introduction, the author usually explains where, when, with whom what he decided to tell happened, in the conclusion he most often shares his thoughts on the events described, talks about what the case taught him, what trace he left in his memory.

The structure (composition) of a simple story can be represented as the following diagram:

Introduction

tie

climax

denouement

Conclusion

“Once dad (my uncle, our neighbor, etc.) brought his portrait from somewhere - large and in a large frame ...”

V. Making a plan.

1. Somehow dad brought his portrait ...

2. Hang the portrait in the most prominent place ...

3. Despite everything, we hung him ...

VI. Narrative according to plan (include dialogues).

Preview:

Lesson in the development of speech.

Description of the item.

Objectives: to familiarize students with the description in detail;

to develop the "reception of intense vision", to learn to peer at objects, and not

slide over them;

educate interest in artistic descriptions of objects.

Equipment: computer, screen, presentation.

During the classes.

I. Study of new material.

1. The word of the teacher.

Today we will take a closer look at the description. The description depicts objects, people, animals, nature, etc. It answers the questions what? and what? Object, landscape, interior, person. The description can be in any style. The artistic description is, as it were, colored, permeated with the attitude of the author to the subject of the description, which he seeks to evoke in the reader (listener). An artistic description is internally fastened by its main idea, and it does not necessarily reveal all the existing features of an object, but only those that concretize this idea.

The description usually distinguishes between:

1) a part that contains a general characteristic of an object or conveys a general impression of it;

2) a part that talks about individual features, details of this subject. If the description is in an artistic style, then in the first part, just that main idea can be expressed, which internally and fastens all its elements into a single whole.

Sometimes the role of the first part of the description is played by the title of the text or a sentence in which the subject of speech is only named (without its characteristics).

Wordthing- multivalued. In the textbook, it is used in the sense of "a thing (mainly for household use, labor activity, etc.) that serves a particular need, a product."

In the broad sense of the wordplants, animals, buildings, architectural monuments, etc. -also items.

2. Text on the screen. Children write "under the voice" in a notebook.

Description of Vaska.

Cat-cat, gray pubis. Vasya is affectionate, but cunning, velvet paws, sharp claw. Vasyutka has delicate ears, a long mustache, and a silk fur coat.

The cat caresses, arches, wags its tail, closes its eyes, sings a song, and a mouse has caught - do not be angry! The eyes are big, the paws are like steel, the teeth are crooked, the claws are graduation!

- Read the text aloud.

-Prove that this story was made by a wonderful teacher and writer K. Ushinsky for young children.

(Diminutive suffixes, rhymes within the story. Let's find them:cat-pubis, cunning-sharp, sensitive ears, caresses-arches, wags-closes, big-steel, crooked-graduation.)

3. Work on the description.

Any object or living being has external signs and internal signs (character).

a) We prove that our Vaska has the whole set of physical, external features. The color is gray, the paws are soft, velvet, the claws are sharp, the ears are sensitive, the mustache is long, the coat is silk.

What part of speech is used to describe appearance? (Adjective.)

Let's see what character he has.

Caresses, arches, wags, closes, sings ...

What part of speech helps convey the character of a cat? (Verb.)

c) K.D. Ushinsky could put an end to this: the charming cat is described in all details (details).

But every description has an idea...

-What idea, i.e. thought, is embedded in the description of the cat?

Described so that we feel tenderness or penetrate the essence of the cat breed?

-Read the 2nd paragraph aloud.

Ushinsky first describes the portrait as static, permanent, but he does not fully convey the character of the animal, so a mouse appears in the description, which is not in the picture, but which Vaska is waiting for every minute.

d) How would Vaska's external portrait change? Dream up! (The eyes would become large, the paws would turn from soft to steel, the claws would be released.)

-What is the main thing the author wanted to show in Vaska?

(His external charm and internal cunning.)

3. Word of the teacher.

But you can read hundreds of descriptions and learn nothing! Is there a scheme for describing an object, landscape, face, interior? Universal, i.e. schemes for all occasions, no ... But we still try to understand how a description is born. We work with screen recordings.

4. Teacher's story.

There was such a wonderful Russian writer - Panteleimon Romanov, who once discovered that he could not see ... Yes, he was inattentive to the world around him, like many students who were asked if there was a window in the wall they pass by to enter the entrance university. 60% of students answered that there is no window, while it was ...

He was afraid that the wonderful world around him, diverse, bright, was essentially disappearing for him, and he already dreamed of becoming a writer ... Then he realized that he was suffering from a disease - "laziness of vision" (record). And then he decided to apply to everything that he sees, "Reception of intense vision" (record). And this means not to glide over things, but to peer into them, to study them. The science of vision was born. A special science when we are afraid to say:the wheel is round and the snow is white- this is well known, elementary ... And Panteleimon Romanov began to practice with simple objects. For example, a chair. Let's follow his, the writer's, thought, his questions and answers. Let's write:

Armchair (object, subject of speech)

Let's evaluate the path of the writer. He identified in the plan the main features of the chair, answering the question WHAT?

Are you wondering what happened when everything came together?

On the snow-covered terrace of the country house there was an old peeled armchair, an armchair of Alexander times, mahogany, with a sloping back and ... inlays, the work of domestic serf craftsmen. Obviously, it has seen better times, somewhere on a rich estate, and now, having gone through five generations, it is ending its life with wretched descendants, or perhaps with some wealthy kulak, who, due to his heaviness and thanks to the value of the material, left him like an old invalid in the cold.

So, writes Romanov, there was an exhaustive mastery of the subject.

II. Lesson summary

And we, children, will learn this - description, we will learn to see an object, describe its portrait and appreciate the magnificent, “visible”, “voluminous” descriptions from Gogol and Tolstoy, Dostoevsky and Chekhov.

III. Homework: draw up a description plan similar to what we did with the chair:

I option - a broom,

II - vacuum cleaner.

And from this plan a miracle-description is born - a story.

Preview:

Lesson in the development of speech.

Reasoning in the story.

Objectives: to introduce students to the type of speech - reasoning, with its features;

develop logical thinking, the ability to "build" this type of speech according to the scheme

(put forward a thesis, provide evidence, draw a conclusion);

educate interest in this type of speech.

Equipment: computer, screen, presentation.

During the classes.

I. Study of new material.

-Do you know who the panther is? a lion?

Listen to two texts. What is the difference?

a) At first sight I recognized the Manchurian panther, called by the locals the leopard. This magnificent feline was one of the large ones. The length of his body from nose to tail was almost two meters. The skin of the panther, rusty-yellow on the sides and back, and white on the belly, was covered with black spots. These spots were arranged in rows, like the stripes of a tiger. From the sides, on the paws and on the head they were solid, small, and on the neck, back and tail they were large.

(V. Arseniev)

b) The lion is the king of animals. They say that's why they call him that, that he can look at the sun. But all other cats can do it too: that's how their eyes are arranged. It's just that the look of the lion is very majestic, regal. He does not look directly at anyone, but everything is somewhere in the distance. It's like he doesn't notice you. And roars as menacingly as none of the animals. Not a roar, but thunder from heaven.

(I. Akimushkin)

- The two texts differ in that the first describes the physical portrait of a panther, answering the question: what is she, a panther? - body length, coloration. The second text answers the question: why is the lion called the king of beasts? These are fundamentally two different types of speech: description and reasoning.

-Today we will learn to reason and prove our statement.

1. Work with text.

Write down the text in your notebook.

There are many fish and animals in the sea.

Sharks are called sea robbers, as they scare away and destroy fish, tear nets, and sometimes attack people. It is no coincidence that sharks are considered dangerous fish.

Read the text expressively.

-This text is a discussion.

-How is it built? Findintroduction(first offer)

Findthesis, t.e. statement to be proven. (Sharks are called robbers.)

find threeproof-justificationthis thesis. All three pieces of evidence answer the question: why exactly are sharks called robbers of the sea?

Findconclusion and reasoning.

2. Work with the scheme for constructing reasoning.

- This short text will allow us to understand how the reasoning is built.

Write down the scheme for constructing the reasoning.

Attention to the screen!

Let's repeat, looking at the diagram, how the reasoning text is built.

Reasoning is a type of text in which the main idea is explained or proved using various arguments.

The argument usually consists of three parts. This:

1. thesis (what is proved or explained);
2. evidence (or arguments, arguments, substantiations, explanations);
3. conclusion.

In some reasoning, there may be no thesis or conclusion.

Reasoning can be an independent type of text and can be included as a necessary part in other types of texts (description, narration).

Means of communication of parts of reasoning.

I. THESIS.

Let's prove it.

This can be proved as follows (as follows).

Why?

And that's why.

This is explained as follows.

II.EVIDENCE:

1.First,… For example…

2.Second,… For example…

3.Thirdly, ... Let's say ...

III. CONCLUSION. So, …

Let's summarize everything that has been said.

In this way, …

Hence, …

Please note: parts of the argument can be connected without special words, but only in meaning and with the help of intonation.

II. Consolidation of the theory.

1. Oral work.

- What will I read now? (The teacher reads the new text in parts corresponding to the structure of the reasoning.)

Both adults and children love to read fairy tales (introduction).

Some of them are called magical (thesis) ...

... as they tell about the extraordinary adventures of heroes who rise on a magic carpet above the clouds, fall into the underworld, get living and dead water, and wonderful helpers (evidence, arguments) help them in this.

Therefore, the heroes of fairy tales always win (conclusion).

- When reading again, name the parts that correspond to the structure of the reasoning. (The teacher reads in parts.)

2. Written work on the screen and in notebooks.

Let's write a discourse text together.

- I'm giving an introduction. My main thesis:The man knows many professions. The doctor is the noblest of them all.

Let's give proofs first orally, and then we will write down the text with accompanying punctuation and spelling analysis.

Why?

Since the doctor comes to the rescue when a person feels bad: he calms the patient, examines, diagnoses the disease, listens carefully, prescribes medicines and procedures. Doctors are the first to come to the aid of the victims on the battlefield, during fires, earthquakes. They sacrifice their rest, peace, sometimes spend sleepless nights at the bedside of the suffering.

- And now let's make a conclusion (there may be many of them).

So…

... only a real person can be a doctor.

… to be a doctor is very responsible and honorable.

…I want to be a doctor.

... a dynasty of doctors has developed in my family.

…that is why the society should adequately pay for the work of doctors.

… not money should move doctors. But love for a person.

The last conclusion is perhaps the most successful for the stated thesis, so we will write it down.

- So we got acquainted with a new type of speech- reasoning.It is very important, since we do not always argue our thoughts, we do not provide evidence.

III. Preparing for home writing.

-I'm going to read a small work of a fifth-grader now. Does it have a disadvantage?

English is my favorite subject.

I love it, because it is easy for me, and I do it without the help of my parents. Alla Borisovna leads the lesson enthusiastically, explains well. Our class is flourishing. Alla Borisovna loves flowers very much. And we turned the classroom into a real garden under her leadership. In English, I have only five.

From childhood, my father taught me to work at a desk, and I learned how to work. That's why I have good results in learning English!

Review (after the reasoning of the children).

Essay thesis:English is my favorite subject. Three pieces of evidence are given:it is easy for me; I work without the help of my parents(and we love where we are independent);Alla Borisovna leads the lesson enthusiastically, explains well.And then there is a violation of logic: the thought “left” the subject to the flowers that decorated the classroom. Then the student remembered her grades and explained their reason - the habit of work brought up from childhood. Conclusion (That's why I get good results)does not agree with the thesis ... What conclusion suggests itself? Or I will become an English teacher, or the English language will help me learn the culture of the English people, or The favorite subject is the one in which you put your soul.

IV. Homework.

Write an essay on any of the following topics:

“Order loves any work”, “My favorite pastime”, “My favorite lesson at school”, “Chickens are counted in the fall”, “People need peace”.

Do not forget that the reasoning essay is written according to the scheme:

Introduction (1st paragraph),

Thesis (2nd paragraph),

Evidence (3-5th paragraphs),

Conclusion.

What is the mood of the baby and why? How did the artist show the distress of the baby? Describe the baby. Why wasn't the baby taken on a fishing trip? Who is watching him? Why is the sister smiling? When and how do you think the story began, the moment of which you see in the picture?

1.One day, barn, shovel, fishing tackle, worms, fishing rod, fishing, tin can, backpack, promised to take fishing with him, for the whole day. 2. Early in the morning, neither light nor dawn, a little light, barely dawn, they took fishing rods and bait, headed for the gate, overslept, dressed somehow, grabbed a jar of worms, how am I, still small, you can drown, you will be capricious, to ask to go home, there is no time to mess with you, grow up, go, stay at home. 3. He roared at the top of his voice, dropped the can of worms from his hands, tears poured down like hail, the elder sister smiled, consoled her as best she could, you will go fishing more than once, you will catch the biggest fish. 4. I remember the incident for the rest of my life.

Cool! 54

When you see the drawing “They didn’t take me on a fishing trip”, which was created by illustrator Oleg Vladimirovich Popovich, you first of all pay attention to its plot. After all, it is so simple and bright that it is understandable to every viewer, no matter whether it is an adult or a child.

In the illustration, we see that on a sunny summer morning, taking fishing rods, the father and eldest son went fishing without taking their younger brother with them. Apparently, the boy really wanted to go with them. In bewilderment and frustration, the younger brother turned away from his relatives leaving for the river. And it seems that the little boy does not look after him so that dad and brother do not notice how he, covering his face with his hand, is barely holding back, trying not to burst into tears from resentment.

Perhaps, the day before, the kid was even promised that he would be taken on a fishing trip, and he, waking up early, managed to dig up worms and put them in a small tin bucket. But for a little prank, or just scared for a completely dependent child, the father decided to leave him at home.

An abandoned tin bucket and a fishing rod lying next to him speak of how upset the boy is. Now, things collected for fishing are not needed and only upset the baby even more.

The older sister bent over the boy and it seems that she is calm, although she sympathizes with her brother. Perhaps she quietly comforts the little boy and explains to him that next time, he will be old enough to go fishing with his dad.

Popovich's illustration does not show a house or a yard, but from the wattle fence in the background, one can guess that the father and eldest son, loaded with backpacks, have already left the village courtyard and headed to the fishing spot. The artist seems to have divided his drawing into two planes. One tells us about a little boy and his sister, the other depicts an older brother proudly walking behind his father.

If we talk about the general characteristics of Popovich's sketches, then this illustration reminds us very much of a painting by Ksenia Uspenskaya-Kologrivova, painted several decades earlier. They are even called the same - "They did not take fishing." Popovich's drawing, like the painting by Uspenskaya-Kologrivova, depicts the same plot and the same characters. It is even quite possible that it was the picture of Ksenia Nikolaevna that inspired the children's illustrator Popovich to create this ironic and subtle pencil sketch. He seemed to make a retelling easier, more modern and understandable, even for the smallest viewers.

The artist tried to convey in his drawing a simple idea intended for children who aspire to become adults as soon as possible. The idea that you should not be upset about minor troubles and reasonable prohibitions of older family members. After all, there are many such interesting events and deeds ahead that grievances that seem serious and big in childhood, over the years, will definitely turn into small, sweet, and even a little funny memories.

Even more essays based on the drawing by O. V. Popovich “They didn’t take on fishing”:

Oleg Vladimirovich Popovich is an illustrator. His drawings have appeared in various publications and books for children. One of the most famous was the drawing (graphics) “They didn’t take me fishing.” By name and theme, it coincides with the famous painting (painting) of the Voronezh artist Ksenia Nikolaevna Uspenskaya-Kologrivova. That picture is in the Tretyakov Gallery and is also called “They didn’t take it for fishing.”

Because of the name, confusion often arises, many believe that it is Popovich who is the author of the picture. But he is the author of the drawing. The picture was created in 1955, and the drawing a few decades later. This is evidenced even by the clothes of the heroes. Although it is depicted very schematically in the figure, it is clear that these are more modern things.

The picture has a lot in common with the picture, but there is also a difference. For example, there are four heroes here and there, one of the heroes is a girl. But in the picture, the older boy goes fishing with his dad, and in the picture there are two older boys. One is a teenager, and the other is an older guy, perhaps a student on vacation.

The look of the author of Popovich's drawing is ironic, cheerful, the work causes a smile. So, we have a small scene before us: two older boys go fishing, but they don’t take the baby with them, although he has already taken out a fishing rod. The kid is filled with tears, but the fishermen do not pay attention to him. The girl tries to console her younger brother. A few strokes with colored pencils - and the scene, drawn by the artist's firm hand, is ready.

Source: seasons-years.rf

The picture “They didn’t take me fishing” is familiar to all high school students, because in the fifth grade they are offered to write an essay on it. The Russian artist Oleg Popovich, who painted it, devoted his life to creating illustrations for children's magazines and books, so his canvas is more like a simple drawing in Merry Pictures or Murzilka. Let's take a closer look at the picture in order to understand what the master wanted to say with its help.

The description of the painting “They didn’t take it fishing” should begin with the characteristics of its main characters. On the canvas, the artist depicted four people: one adult and three children. The main attention is drawn to the smallest character - a boy who looks no more than four years old. He stands and weeps bitterly, covering his wet flushed face with his hand. It immediately becomes clear to the viewer that the little one hoped to go fishing with his father and older brother, but they did not want to take him with them. The kid hoped to the last that they would take him, he even prepared a fishing rod and a bucket for this purpose and got up early. But dad considered him too small and left him at home under the supervision of his sister. The father is adamant in his decision, and children's tears are not able to pity him. He perfectly understands that in an hour the little one will forget about his morning tragedy and will be carried away by some interesting game.

The older brother of the protagonist was much more fortunate. He looks to be about 12 years old. He goes fishing with his father and is terribly proud of it. The boy carries a fishing rod in front of him like a precious trophy, and lifts his head high in front of a crying little brother. Behind him is a heavy backpack with tackle, but he does not feel its weight. Judging by the reaction of the boy, his father takes him fishing for the first time. This is evidenced by the overly solemn appearance of the character. The boy follows his father and even tries to copy his gait.

The father of the children is a serious and intelligent person. These qualities of his are very clearly conveyed by the picture “They didn’t take it for fishing”. Popovich portrayed the children's father as focused and oblivious to the toddler's tantrum. Dad is completely calm and unruffled. He remembers whether he took everything with him on a fishing trip, and little things like the whims of a younger child bother him a little. Behind him is the same backpack as his eldest son, and in his hands is a yellow shopping bag. The father casually carries the fishing rod on his shoulder.

The fourth heroine of the picture is the sister of the boys. She looks to be about eleven years old. The girl is very similar to her older brother. She is not interested in fishing, but she has to get up early to look after the baby. The girl looks at her brother with a smile. She had no doubt that they would not take him fishing. But the girl does not want to calm the baby. Tired of his frequent tantrums, she simply watches him, arms crossed over her chest and carelessly twirling a flower in her palms. The sister knows that as soon as the elders disappear from view, the baby will stop crying.

When making a description of Popovich’s painting “They Didn’t Take Fishing”, you need to pay attention to the objects that surround the heroes. To revive his work, the artist depicted on it an old fence, carelessly knocked together from boards, on which an old clay pot flaunts. From under the feet of the heroes, green grass and small red and blue flowers scatter in different directions. In addition to people, there is another character in the picture - a sparrow. Attracted by children's crying, he spins under the feet of people, watching the scene with curiosity. Von Popovich left white. With this approach, he wanted to focus the attention of the audience on what is happening, without distracting him to extraneous details.

The color scheme immediately shows that for children of primary and secondary school age, the painting “They didn’t take on fishing” was painted. When creating it, Popovich used bright colors (green, yellow, blue, red), which are very popular with children. There is absolutely no black color in the picture, which makes it cheerful, sunny and positive. And even children's tears are not able to spoil this impression.

Source: fb.ru

Looking at Oleg Vladimirovich Popovich's painting "They Didn't Take Fishing", one involuntarily recalls the illustrations on the pages of children's magazines, as well as books for children. This is not surprising: O. V. Popovich is a well-known illustrator who works on the design of publications intended for children.

Characteristic image style, lively, memorable; a little funny, perhaps, in some ways a little similar to caricature images. So you can imagine how the author, working on a drawing, smiles, and the smile is kind, warm, like a sunbeam.

Of course, the artist loves his heroes, rejoices in their successes, sympathizes with their mistakes and failures. The plot of the picture will be clear to every viewer, even those who still cannot read or do not know how the author called the picture. Father and eldest son went fishing together, but they did not take the little boy with them. Obviously, until the last minute, he hoped to go with them. Maybe he was even promised to take him with them if he behaved well, as adults often promise children, and then they did not take him as punishment for some minor offense or simply under the pretext that he was still small.

It can be assumed that the mother forbade the boy to go fishing, fearing that something bad would happen to the child: suddenly the father and brother would be so carried away by fishing that at some point they would stop closely watching the baby. One way or another, but we see that the boy is very upset. He looks after the departing father and brother, wiping his tears with his hand. In the other hand, the boy holds a fishing rod that he did not need. An overturned bucket is lying nearby in the grass: probably, the upset child dropped it or even threw it on purpose to express his protest and indignation.

Next to the baby is a girl - probably an older sister. She leaned toward the child with sympathy; it can be assumed that she persuades him not to cry and not be upset so much - if he behaves well, next time he will definitely be taken on a fishing trip. It can be assumed that the younger boy is about five or six years old, and the age of the older boy and girl is about twelve to fourteen years old.

It is difficult to say what the boy is most upset about - that he will not go fishing, or that he was deprived of the opportunity to feel like an adult. Most likely, he had never been fishing before, so he can hardly imagine the pleasure that one can get from this activity. But the example of the father and brother, their conversations about fishing, of course, have long interested the baby. After all, everything unfamiliar, especially related to the world of adults, always attracts children.

Two groups of actors can be distinguished in the composition of the drawing: a father with his eldest son and a sister with a younger brother. The father and eldest son are walking towards the wattle fence: we do not see either the house or the gate, but it is obvious that the characters in the picture are about to leave the yard. The artist depicted his characters in motion. It is interesting to note a curious detail - the movements of both, father and son, are almost the same. It can be assumed that the boy copies the behavior of his father, trying to look like an adult and serious, a real fisherman. Both do not pay attention to the indignation of the baby. However, by facial expressions, it can be assumed that the father is doing so that the baby stops crying faster, or is simply absorbed in thoughts about the upcoming fishing trip. The brother ignores the behavior of the younger defiantly, carried away by imitation of his father. But the father smiles good-naturedly, looking in front of him, and his eldest son defiantly turned away from the baby, lifting his chin.

The commonality of the compositional group "father - eldest son" is emphasized by such details as identical green backpacks, although the boy has a slightly smaller backpack, and also by the fact that both carry fishing rods. The father carries two fishing rods on his shoulder, the son holds the fishing rod vertically. Although the kid also has a fishing rod in his hands, it does not stand out against the general background, since he lowered it down.

The other group is a girl and a baby. If you look closely at the picture, this group can easily be entered into an imaginary triangle, in the lower right corner of which there will be a bucket thrown by the baby. The girl looks at the baby. She is probably comforting him, but her expression suggests that she considers the cause of his tears to be frivolous. She does not try to caress the upset child, on the contrary, she folded her hands on her chest, and even carelessly twirls a flower in her fingers. If she calms the child, then rather so that he does not interfere with his crying.

Not the least important for creating a coherent composition are such details as the outlines of the wattle fence, clear in the right part of the corner and blurred in the distance, as well as a strip of grass along which the characters depicted by the artist walk and stand. In order to enliven the image, to make it more realistic, the artist also used a number of small but expressive details: an inverted cast iron on one of the wattle stakes, childlike painted red and blue flowers in the grass and a sparrow about to fly up.

The artist used bright colors, which is quite justified, if we keep in mind that the picture is intended for children. On it we can easily find four primary colors: green, yellow, red and blue. In addition to them, the artist used other colors: different shades of reddish-brown (pants of the father and the little boy, father's shoes, the girl's shoes and a cast-iron on the fence), gray (the older boy's sweater and a bucket), grayish-brown (wattle).

As noted, father and son have green backpacks; a lighter tone is used for the image of the grass. In the picture, in yellow, is the bag carried by the father, and the baby's T-shirt with narrow red stripes. The girl's red blouse and the older boy's slippers; father's cap has a red side part. The older boy's jeans are bright blue; girl's skirt in a darker shade. The hair of a man and boys is approximately the same shade, dark blond, but in boys with a slightly noticeable reddish tinge; The girl has red hair. It should be noted that the artist did not give tone to the faces, he only outlined a blush on his cheeks. The main background is a white sheet of paper.

Composition-story based on the painting by K. N. Uspenskaya-Kologrivova “They didn’t take fishing”

Lesson Objectives:

1) to acquaint students with the features of constructing a story based on a role-playing game based on a picture;

2) to instill the skills of drawing up a dialogue;

3) to enrich the speech of students with words related to the theme of the picture and the means of expressing the artist's intention.

Equipment: reproduction of K. N. Uspenskaya-Kologrivova's painting "They Didn't Take Fishing".
During the classes:

Painting conversation

Starting to work on the story, the teacher explains to the students that the story is based on some case, episode, suggests recalling the story on which the presentation was recently written, and asks which case (episode) formed the basis of this story.

Today in the lesson we will also compose a story, and the basis of this story will be the episode seen by the artist and captured in the picture. Look closely at the picture and say:

Where and when does the action depicted in the picture take place? (In the village, as a forest can be seen in the distance, a country road; in summer, early in the morning)

By what signs did you determine that the picture depicts an early morning? (The sun is just rising, the sky is pinkish from its rays. There are long shadows on the ground, which are early in the morning.)

What morning is shown in the picture? (Cheerful, sunny, joyful. The sky is clear, cloudless, high)

How did the artist show that her father and older brother were going fishing? (Father carries oars, which means they will fish from a boat. He has a backpack on his back, probably with fishing accessories. The older boy has fishing rods in his hands.)

As shown in the picture, that the fishermen are leaving? (They are shown in motion, with their backs to the baby; the older brother looks around as he goes.)

Who do you think is the main character in the film? (Baby. He is shown in close-up in the center of the picture)

How old do you think he is? (The boy is from 4 to 5 years old. He is small in stature, and his pants are like a little one, with straps. The kid does not know how to dress properly: his shirt sticks out, poorly tucked in)

How did you guess that the kid was preparing for fishing? (Next to the boy on the ground lies his fishing rod. In his hand he holds a bucket of worms)

What is the mood of the baby and why? (The baby’s mood is bad, sad. He is very offended, upset because he was not taken on a fishing trip)

How did the artist show the upset of the baby? (The kid dropped the fishing rod out of resentment, he has such an expression on his face as if he is about to cry. He is so upset that he does not even notice how the chicken is dragging worms out of his bucket)

Describe the boy in more detail. What is his posture, facial expression, hair, clothes? (He stands in a confused pose, tilted his head, knitted his eyebrows, pouted his lips, ready to cry. He has blond hair, tanned arms and legs. He wears a white short-sleeved shirt and black pants.)

Why wasn't the baby taken on a fishing trip? (He is still small, he will get tired, he may fall off the boat.)

Who is watching the baby? (The girl is probably his sister. She looks out from behind the door.)

What do you think the sister is smiling at? (It's funny for her to watch how the chicken pulls the worms out of the bucket, but the little brother does not see this)

Do you like this picture? What do you like about her? (It shows a very cute baby. My brother, when offended, is very similar to this boy. And I like how the artist showed the offended baby and the impudent chicken.)

When and how do you think the story began, the moment of which you see in the picture? (This story probably began in the evening, when the kid accidentally heard that his older brother and father were going fishing. He also wanted to go with them and ran into the garden to dig worms.)
Vocabulary and stylistic work

Fishing - angler - fisherman - fishing accessories (tackle); fishing rod - to fish (fish); worm (dig up worms); jar (tin can); backpack, oars, gate, chicken, bicycle; baby (little boy) upset, upset, offended; resentment - offended - offended - offended; upset - upset - upset - upset; run after - catch up - catch up; stand in the middle of the yard; carelessly tuck in a shirt (carelessly - carelessly - carelessly - inattentively - dishonestly - somehow - somehow); cute (pleasant, cute, endearing); blond (fair-haired); panties with a shoulder strap; rising sun, cloudless azure sky (azure - blue - sky - turquoise); light green grass; picture, painting, reproduction, artist, painter, figure, pose, paint, color, composition.
Situational role-playing game

Teacher: - And now let's try to revive this picture: to beat what happened the night before, what is happening now and what will happen later. You and I will become participants in the event depicted in the picture. Let's play like artists on stage. This will help us to compose a story based on the painting “They didn’t take me fishing”, which you will then write at home.

The teacher invites students to conduct a situational role-playing game based on the plot of the picture, choose "artists", distribute the roles of the baby, father, older brother, sister and author. The task of the author is to introduce the listeners to the circle of those events that took place in the evening, to describe what is depicted in the picture (nature, heroes, their mood). After that, the student artists stage the plot of the picture.
Here is one of the possible scenarios

And in t about r - in e d u shch and y. One evening, when the whole family had gathered for dinner, my father went out onto the porch. He looked up at the sky. There wasn't a single cloud. The sun was already starting to set. Father thought that it would be nice to go fishing in the morning. He entered the house, the children were already sitting at the table. The father approached the eldest son and said ...

Father. - Kolya, let's go fishing tomorrow.

Kolya. - Come on, I'll dig up worms after dinner.

Author. - Little Andryusha, when he heard about fishing, dropped his spoon and quickly blurted out:

Baby. - And I'm with you.

Author. The father smiled and said nothing. Andryusha began to ask his older brother to take him fishing. The kid begged and begged for so long that Kolya could not stand it and promised to take him.

Kolya. - All right, we'll take you if you wake up early.

Author. - Andryusha ran into the garden, dug up worms, prepared a fishing rod and went to bed.

Morning has come. The rays of the rising sun turned everything pink. The sky is clear. The day promised to be good. The baby woke up from some noise. He opened his eyes and saw that his father and brother were already going fishing. Andryusha quickly got up, dressed, pulled on his pants, somehow tucked in his shirt, grabbed a fishing rod, a can of worms and ran after the fishermen.

Baby. Dad, wait, I'm with you. Look what worms I dug up!

Father. - No, son, you are still small. When you grow up, then you will go fishing with us. Stay at home.

Kolya. Andryusha, do not be offended, we will take you fishing another time.

Author. - The kid was very offended. He stood up and almost cried. He did not even see that the chicken was dragging worms out of his bucket. The older sister looked out the door and smiled. She told the baby...

Sister. - Andryusha, let's go play!

Author. And he was so offended that he didn't even hear anything. He whispered to himself...

Baby. - I tried hard. I worked so hard, but they did not take.

Sister. - Andryusha, let's go for a bike ride, he has been waiting for you for a long time.

Author. - Andryusha remembered his favorite bike, forgot about his grief and ran to ride. And in the evening, father and brother will come, and he will happily meet them from fishing.
At the end of the game, the teacher invites students to compose their own stories based on a given plot to act as a writer. However, before writing a story, the author must know the laws his building. To familiarize students with the composition of the story, the teacher invites them to return to the text of the dramatization.

You see, the author began with an introduction to the story, described the situation. Remember when and how the story began, the moment of which is depicted in the picture. (Little Andryusha found out that his father and older brother were going fishing. He decided to go with them) From that moment on, action began, and we began to follow its development. This is a tie.

How did the action develop further? What dialogue (conversation) took place between the baby and the father? (Andryusha prepared worms, a fishing rod, woke up early himself, got dressed and asked his father to take him fishing, but his father ordered him to stay at home.)

What was that moment like for the baby? (Very tense, he did not expect that he would not be taken on a fishing trip)

The most intense moment in the development of the action is called the climax. The kid was not taken fishing, he was very upset. In this part of the story, you will describe in detail the boy's posture, his mood, his facial expression. How do you think the action will end? (The kid will soon forget about his offense and will have fun playing, and when he grows up big, he will also go fishing)

This is the decoupling of the action. Now that you are already familiar with the features of building a story, you can, like real writers, write a story or script based on a picture.
Homework

Write an essay-story based on the painting by K. N. Uspenskaya-Kologrivova “They didn’t take me fishing.”
Examples of some essays - student stories

Text 1

In the evening, little Pavlik played with his sister Nina. Suddenly he saw that his elder brother Sasha was digging worms. Pavlik immediately guessed that Sasha and his father were going fishing. The kid whined and begged for so long that Sasha could not stand it and said: "Okay, let's take you." Pavlik was very happy, went up to Nina and boasted: “They will take me fishing, but you won’t!”

All evening Pavlik was preparing for fishing. He dug up worms in the garden, prepared a fishing rod, put everything under the bed and, satisfied, went to bed.

Morning has come. The rays of the rising sun turned everything pink. The sky is clear. The day promised to be good. The baby woke up from some noise. He opened his eyes and saw that his father and brother were already going fishing. They took fishing rods, oars, a backpack with food and got ready to leave. Pavlik quickly got up, dressed himself, pulled on his pants, somehow tucked in his shirt, grabbed a fishing rod and a can of worms, and ran out into the yard in a joyful mood in pursuit of his father and brother.

Where are you going to? the father asked sternly.

With you, fishing - answered Pavlik.

Small still, stay at home.

Pavlik remained standing in the middle of the yard. Out of resentment, he threw the bait, pouted his lips, wrinkled his face - he was about to cry. “Well, why, why didn’t they take me fishing? I tried so hard, he thought. Pavlik was so upset that he did not notice how the impudent hen was dragging worms from his jar, which he dug up with such difficulty. And Ninka looked out from behind the door and laughed: “What, they didn’t take it?! You won't brag next time." Then she felt sorry for her little brother, she went up to Pavlik and said: “Stop pouting, let's go play, ride a bike.” Pavlik remembered his favorite bike, forgot about his grief and ran to ride.
Essay analysis

A creative approach to writing a story was prepared by a situational role-playing game. As a result of the game, the student realized that the same image, the same mood can be conveyed in different ways: by word, color, facial expressions, and gesture. He found himself in a communication situation close to those in which he finds himself every day, and saw that depending on who he communicates with (mother, father, baby, older brother), his words, facial expressions, and gestures change. He got used to the images, played as if on stage, as a result of which the story began to be perceived not just as a description of events, but as an action, where everyone has their own role. The story is emotional and alive.
Text 2

One evening, little Andreika found out that his father and older brother were going to go fishing. He approached his father, looked at him and asked:

Dad, will you take me fishing?

You know, Andrei, the morning is wiser than the evening. Go to bed and we'll talk tomorrow.

But it was not there. Little Andryushka began to cry so much that the father, in order to calm the baby, had to promise to take him fishing with him. Andryusha, tearful but very pleased, went to bed.

Early morning. The sun hasn't risen yet. The dew shines like diamonds on the wet grass. In the distance, a white veil of fog spreads. Andryusha just woke up. The beds of father and elder brother were already empty. Oh those adults! They promise everything, and then they take and deceive. What a shame! And Andrei dug up worms yesterday and put them in his father's old pot. The kid quickly dressed and ran out into the street.

Dad! Dad! Wait for me! - Father and brother were already out of the fence.

Wait, I'm with you!

But the adults did not answer and went forward, the older brother just turned around and looked at the baby. He probably remembered that he had recently been just as small and he was also not taken on a fishing trip.

And Andrei stood as if rooted to the spot. The rays of the golden sun illuminated it and jumped merrily on the grass. But Andrew was sad. He did not even notice that the chicken was eating his worms.

Wow, what a delicious breakfast. I'll eat everything now, - the chicken cackled. A sister peeked out the door. She smiled and called out:

Andrey! Now the chicken will eat all the worms! The kid looked at the chicken and smiled. His resentment has already passed. And after a while, he completely forgot about her. He had fun playing, riding a bike, sunbathing in the sun.
Essay analysis

Before us is an essay by a fifth grader. the girl tried to convey the situation that was born in her imagination. All the elements of this situation are already familiar to her both from previous experience and from the situational role-playing game conducted in the lesson. However, the combination of these elements is already something new, creative, belonging to itself.

This essay is distinguished by the proportionality of all parts of the story: the beginning, the climax, the denouement. Revealing the main idea of ​​the story, the student consistently conveys the event depicted in the picture, successfully conjectures what could have preceded the moment depicted in the picture.

In an effort to convey the change of actions, events, the schoolgirl uses verbs ( found out, asked, woke up, forgot, played), to describe nature, am uses adjectives ( wet grass, white shroud, rays of the golden sun).

The vocabulary is emotionally colored. One feels the author's attitude to the hero, empathy for him. In order to more vividly convey the offence of the baby, the student points to such “talking” details as a fishing rod thrown to the ground, a chicken that drags worms from a bucket.

The text is characterized by a logical sequence of sentences that are interconnected both thematically and temporally.

The student clearly understood the structure of the story. This is evidenced by the presence of paragraphs corresponding to each compositional moment. The essay successfully combines dialogues and descriptions, the transitions from the description of nature, from the author's words to dialogues are well thought out.

The essay is not a set of fragments, but a holistic story, where all the compositional parts are interconnected. This story is not a simple description of events, it is a kind of action in which the schoolgirl herself is not an outside observer, but a participant (she rejoices, experiences with the hero).
Text 3

After dinner in the Nikolaev family, everyone went about their business. Mom cleaned the kitchen, sister Nina helped her. Father and older brother were preparing for fishing. The younger brother Timoshka also decided to go with them. He quietly left the house and ran into the garden. There Timoshka dug up worms and hid them. Then he returned home and, satisfied that no one noticed anything, went to bed.

Here is the morning. It's still quite early. The sun is rising and the sky is still pink. Father and Petya were already up, Timoshka woke up too. He quickly dressed, ran after the worms and went to his father to ask for fishing. The father told his son that he was still small and promised to take him with him when he grew up.

Father and brother left, and Timoshka was left alone in the yard. The kid was very upset, out of annoyance, he even dropped his fishing rod and did not hear that his sister Nina was calling him to play. He was very sad, because he so wanted to catch a lot of fish. Timoshka's face was gloomy, he wanted to cry from resentment. The boy stood motionless and did not notice at all that the hen pulled a worm out of his bucket. He thought about his...

But just a little time passed, and the kid forgot about his offense. He is already having fun riding his tricycle and is waiting for his father and older brother from fishing.
Essay analysis

And this essay-story, like the two previous ones, has a pronounced creative character. To feel like a participant in the events, to experience together with the hero, to build dialogues, to conjecture the plot of the picture, the situational role-playing game helped its author.

Each student tried to come up with his own plot, denouement of the action, compose his own dialogues, different from those that sounded on the “stage”. There were no two identical works in the class, everyone wanted to create something of their own, new, interesting.