Presentation on literary reading on the topic "Shark" by L. Tolstoy (3rd grade). Reading lesson with presentation. L.N. Tolstoy. "Shark" Download presentation l n thick shark

The little birds are cold, hungry, tired, and huddle closer together. And the blizzard, with a furious roar, knocks on the hanging shutters and gets angrier and angrier. The little birds are cold, hungry, tired, and huddle closer together. And the blizzard, with a furious roar, knocks on the hanging shutters and gets angrier and angrier. S. Yesenin S. Yesenin Intellectual moment

All of humanity was close to him. But he loved, with an invincible love, his Russia. V.Ya.Bryusov LEV NIKOLAEVICH TOLSTOY () (82 years old)

Our ship was anchored off the coast of Africa. It was a beautiful day. A fresh wind was blowing from the sea, but in the evening the weather changed: it became stuffy, and hot air from the Sahara Desert was blowing towards us as if from a hot stove. Our ship was anchored off the coast of Africa. It was a beautiful day. A fresh wind was blowing from the sea, but in the evening the weather changed: it became stuffy, and hot air from the Sahara Desert was blowing towards us as if from a hot stove.

Suddenly someone shouted from the deck: “Shark!” - and we all saw the back of a sea monster in the water. The shark swam straight towards the boys. "Back! back! come back! shark!" - the artilleryman shouted. But the guys didn’t hear him and swam on. They laughed and shouted more cheerfully and louder than before. Suddenly someone shouted from the deck: “Shark!” - and we all saw the back of a sea monster in the water. The shark swam straight towards the boys. "Back! back! come back! shark!" - the artilleryman shouted. But the guys didn’t hear him and swam on. They laughed and shouted more cheerfully and louder than before.

At first the boys did not hear what they were shouting. And they didn’t see the sharks, but then one of them looked back, and the boys swam in different directions. At first the boys did not hear what they were shouting. And they didn’t see the sharks, but then one of them looked back, and the boys swam in different directions.

But when the smoke dispersed over the water, a quiet murmur was heard from all sides. Then the murmur became stronger, and... Finally, a loud joyful cry was heard from all sides. The old artilleryman opened his face, stood up and looked at the sea. But when the smoke dispersed over the water, a quiet murmur was heard from all sides. Then the murmur became stronger, and... Finally, a loud joyful cry was heard from all sides. The old artilleryman opened his face, stood up and looked at the sea.

LEV NIKOLAEVICH TOLSTOY () (82 years old) “Without knowing Tolstoy, you cannot consider yourself a person who knows your country, you cannot consider yourself a cultured person.” M. Gorky M. Gorky

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Educational: develop reading technique, teach how to write a character description, continue to introduce children to the works of L.N. Tolstoy. Developmental: develop the ability to analyze a work of art, develop voluntary attention, mental operations (analysis, synthesis) through drawing up characteristics of the characters. Educational: to cultivate interest in reading works of fiction, through the compilation of characterizations of heroes, to cultivate courage and determination. Equipment: geographical map of the world, subject pictures depicting a ship, guns.

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Today in class we will continue to study the works of the great Russian writer L.N. Tolstoy, let’s get acquainted with a very interesting exciting story “Shark”, the author of which is L.N. Tolstoy.

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Checking homework. Before moving on to studying a new topic, let's remember some facts from the biography of L.N. Tolstoy.

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To do this, let’s return to the story “Childhood” by L.N. Tolstoy. Please answer the following questions: In what family did L.N. grow up? Tolstoy? How did the “Ant” brothers appear? Read, what was the secret? How does this characterize the brothers? What do you think, with what feeling did the author write this work?

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Now I will tell you about such a wonderful continent as Africa. Listen carefully. Africa is the second largest continent after Eurasia. Its area is 29.2 million square km. The longest river in the world, the Nile, flows through Africa. Africa has the largest desert - the Sahara. Africa is a warm continent, the temperature there in summer is +20 - 25 degrees, and in winter high positive temperatures also prevail (10 - 16 degrees). In Africa there are elephants, rhinoceroses, zebras, hippos, and many birds including ostriches and flamingos. In the seas of Africa live fish such as sharks. These are giant predatory fish. They have an amazing sense of smell, which they use to obtain food, and they also have many rows of sharp, recurved teeth.

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Guys, we talked about such a continent as Africa. Now let’s see how Tolstoy describes Africa in his story “The Shark” Vocabulary work. To better understand the story, let's get acquainted with new words and learn how to use them in speech. To do this we will do vocabulary work.

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Deck is a horizontal floor in the hull of a ship. An anchor is a metal rod with claws attached to a chain and lowered to the bottom to hold the vessel in place. The trunk is the rear part of the cannon that rests on the ground.

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A wick is a flammable cord for igniting charges. Artilleryman - a soldier with a firearm.

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Now I’ll read the story, listen to me carefully and tell me at what point in the story did you worry about the boys the most?

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So, at what point were you most worried about the boys? When did you notice the shark from the deck? When did the boys try to swim away from the shark? When did the gunner fire?

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Let's practice reading difficult words from the story so that you don't make mistakes when reading on your own. 1. Wonderful - wonderful - wonderful. Melted - melted - melted. I heard - I heard - I heard. 2. both sunset lag behind the race

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So, read part 1: Who is the hero of this story? Why did the heroes of the story decide to swim before sunset? How do you think the author feels about the fact that the boys began to swim in the open sea? To answer this question, re-read paragraph 3. He writes “whatever they thought”, what does this mean? Why didn’t they decide, why didn’t they, instead decided to do it? So the boys began to swim in the open sea, the old artilleryman looked at them. What do you think: how did he treat his son? Prove it with text. Do you think that in this part Tolstoy somehow shows that something portends trouble? Re-read paragraph 1. What words of the author foreshadowed this moment? Reading the second part: How does the author convey the surprise, surprise, appearance of a shark? What does Tolstoy call a shark? Why?

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So the shark swam straight towards the boys. What actions did people take to save the boys? How effective was this solution? What feelings does the artilleryman feel at this moment? How did the boys feel when they saw the shark? How does the author convey this? As you understand, “the screech woke up the artilleryman, why does the author use this particular expression? What did the author want to convey with the words “flipped off?” What was everyone else doing at this time? How does the author talk about their inaction?

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What did the author want to show with these words? What conclusion can be drawn from this? How does this characterize an artilleryman? Why can we say that the artilleryman is resourceful? Reading the fourth part: Why did the artilleryman fall near the cannon and cover his face with his hands? Did it immediately become clear whether the artilleryman helped the boys? Analysis of the illustration. Now we will learn to analyze the illustration to the text and highlight in it what the artist brought his own. Carefully look at the illustration on page 129. What episode of the story do you think the artist drew this illustration for? Why did you decide so?

Why did Vladimir have the nickname Monomakh More than one hundred and fifty years after the death of Yaroslav passed in almost continuous internecine wars and strife. Vsevolod's son, Prince Vladimir Monomakh, was remembered as a bright personality. Chroniclers unanimously give an enthusiastic assessment of his reign from 1113 to 1125. According to them, he, an example of good princes, acquired the love of the people during his lifetime, so that he forever left behind great fame and good memory.

Lev Nikolaevich Tolstoy

V – already knew + – learned something new? – I want to know Lev Nikolaevich Tolstoy () (Biography) Lev Nikolaevich Tolstoy, count, Russian writer, was born on September 9, 1828 in the Yasnaya Polyana estate. He spent his childhood on the Yasnaya Polyana estate in the Tula province, Moscow and Kazan. He was orphaned early (his mother died at the age of 2, his father at the age of 9), and was raised by guardians. Received home education. Then in 1844 he entered Kazan University (upon admission he showed excellent knowledge of the “Turkish-Tatar language”), where until 1847 he studied first oriental languages, then jurisprudence. Then 4 years passed in Yasnaya Polyana, Moscow, St. Petersburg in attempts to run a landowner's household, independently study law, music, and in social entertainment. In 1848 in St. Petersburg he successfully passed exams in 2 subjects for a candidate of rights. In 1851 he entered the army and was sent to the Caucasus. He served as a volunteer, then as a cadet in the 4th battery of the 20th artillery brigade. Here he began to write, already in 1852 he sent the first part of the story “Childhood” to the Sovremennik magazine. Participates in skirmishes and campaigns of Russian troops in the Caucasus. Awarded the rank of warrant officer. He then transferred (in 1854) to the Danube Army in Bucharest, then, when the Crimean War began, to Crimea. He commanded an artillery battery on the Malakhov Kurgan during the defense of Sevastopol, showing rare personal courage, and was awarded the Order of St. Anna and medals. At this time, “Sevastopol Stories” was written. In the fall of 1856, Tolstoy, having retired, left for Yasnaya Polyana and took up literature. In 1857 he went abroad to get acquainted with the schools of Europe. He visits Germany, France, England, Switzerland, Italy. In Yasnaya Polyana, Lev Nikolaevich Tolstoy opened a school for peasant children, taught there himself and decided to write an educational book for the little ones. He called it “ABC”, but it was more like an encyclopedia in four volumes. Then L.N. creates schools in other villages. Lev Nikolaevich developed his religious teaching in 1880. A conflict with his family led to his leaving Yasnaya Polyana. A few days later, at the small railway station Astapovo (now Lev Tolstoy station, Lipetsk region), Tolstoy died of pneumonia. Tolstoy knew how to talk to children and knew many fairy tales and stories. Both his own grandchildren and peasant children listened to him with pleasure. And he could talk about a lot, because his own interests were very diverse.

Artilleryman - a soldier of artillery - firearms (guns, mortars). (Dictionary by S.I. Ozhegov) Fuse is a combustible cord for igniting charges, for transmitting fire over a distance when producing explosions. (Dictionary by S.I. Ozhegov) Murmuring is dissatisfaction expressed in a muffled form, in quiet voices. (Dictionary by S.I. Ozhegov)

Goals:

Continue familiarizing children with the works of Leo Tolstoy.
To teach expressive reading for a deeper and more accurate transmission of thoughts and feelings embedded by the author in the work.
Create conditions for improving the artistic and aesthetic activity of students through analysis of a work of art.
Create conditions for the development of students’ oral (monologue) speech, for the development of students’ creative abilities, their artistic and aesthetic taste, and emotional responsiveness.
Foster a culture of communication, universal human values (love, compassion, heroism, kindness).

Equipment:

Textbook “Native speech”, part 1.
Explanatory dictionary of S.I. Ozhegov.
Candle.
Exhibition of books by Leo Tolstoy.
Presentation for the lesson:
- Exhibition of children's drawings.
- Portraits of Leo Tolstoy by artist I.N. Kramskoy, I.E. Repin.
- Memos explaining new words.
- Portrait of the main character (artilleryman).
- Game "Synonyms and Antonyms".
- Video recording of children's statements about the writer.
- Audio recording of classical music by L. Beethoven “Adagio contabile”, F. Liszt “Dreams of Love”.
- Large multimedia encyclopedia of Cyril and Mythodius.

During the classes

I. Organizational moment.

Emotional mood. (There is a picture of the sun on the board)

Smile at each other, wish your neighbor a good lesson. Look at our guests, smile at them. Guys, I'm glad to see you too. Sit down.

II. Learning new material.

1. Motivation. Setting lesson goals.

To find out which writer will be discussed in class, please watch the video (video recording of children's statements about the writer).

Which writer do you think they were talking about? Explain why?

Why did we decide to talk about him today?

The name of the writer and his portrait are revealed on the board. Children look at the portrait of the writer. Listen to additional information about the writer and artist prepared by the teacher.

This wonderful portrait of Leo Tolstoy was painted by the great Russian artist I.N. Kramskoy in 1873, during the writer’s lifetime. This is the best portrait created by the artist. The second portrait was painted by the great Russian artist I.N. Repin.

Guys, pay attention to the wonderful illustrations that you drew back in 1st and 2nd grade. What can you say about them? (All illustrations for the studied works of Leo Tolstoy)

2. Preparation for perception.

Guys, I really love the works of Leo Tolstoy, I think you do too. But most of all I remember one of his stories, which I want to introduce you to today.

3. Preliminary vocabulary work.

In this work you will encounter new words.

Guys, pay attention to the board.

Where can I find an explanation for these words? (Ask your teacher, parents, look in the dictionary, on the Internet...).

Assignment: Row 1 looks up the meaning of the words in the explanatory dictionary: gunner and deck - read out to the whole class.

Assignment for the rest of the students: you have notes on your desks explaining the meaning of the remaining words (wick, murmur). Read them yourself, out loud.

4. Primary reading of the work by the teacher.

With musical accompaniment. (L. Beethoven “Adagio contabile”.)

Pause for emotional perception.

5. Physical exercise – relaxation. (music sounds)

Close your eyes. Imagine that you are sailing on a ship on a warm blue sea. The gentle sun is shining, you feel good and warm. Children listen to quiet music with their eyes closed.

6. Report the topic of the lesson.

What would you call this work?

L.N. Tolstoy called him “Shark”. Let's leave this right to the author.

The title of the story appears on the board.

7. Working with the Great Encyclopedia of Cyril and Methodius (multimedia).

Let's look and listen to material about sharks from the Great Encyclopedia of Cyril and Methodius.

I think that many people learned something new and interesting about sharks.

Guys, tell me what feelings you experienced while reading the story and when you listened and watched the message about sharks?

Did you feel the same way or not?

L.N. Tolstoy made us experience anxiety and excitement, which turns into fear.

8. Repeated independent reading by students of a work of art in a low voice.

9. Electronic physical exercise for the eyes “Chunga-Changa”.

10. Analysis of a work of art.

Why is the story called "Shark"?

Who do you think is the main character of the film? Justify your answer. (artilleryman)

What meaning does Tolstoy hide behind the words “old artilleryman”?

Read an excerpt from the story that you think is the most exciting and disturbing.

Find in the text how Tolstoy conveyed the experiences of the “old artilleryman”?

Why did the “old artilleryman” cover his face with his hands? Think about it.

Look how the artist depicted him?

A portrait of an artilleryman opens on the board.

What can you say about the portrait? Who wants to express their opinion?

The hero's characteristics appear on the board:

strong-willed
wise
courageous
experienced
resourceful
decisive
brave
experienced

11. Game “Pick up synonyms and antonyms”

Guys, let's remember what synonyms and antonyms are?

Rules and tasks appear on the board in rows (work in groups):

Find synonyms for these words:

Find antonyms for these words:

1 row	2nd row	3rd row
brave	save	joy

Examination.

12. Conclusion.

So who is the main character of this story?

What is this story about? (About the love of a father for his son, this prompted him to commit an act. About courage, bravery, heroism.)

Popular wisdom says “Love conquers all!”- an inscription appears on the board. -Do you agree?

III. Lesson summary.

What did you find particularly interesting?

Who had a hard time in the lesson? Why?

Evaluating student answers (with argumentation).

IV. Homework.

Whole class: expressive reading of the story.

At students' choice:

come up with a continuation of the story
prepare a retelling using pictures
draw an illustration
retell according to the textbook plan
write a poem about a shark

V. Reflection. (Quiet music by F. Liszt “Dreams of Love” sounds.)

On the board there is a slide: a girl with a candle.

Russian people have a tradition: everything good and bright will come true if you wish for it while the candle is burning.

Light a candle.

Wish in your heart the closest, dearest people what you would like to wish. Remember, love conquers all!

It was a pleasure to talk with you. Thank you for the lesson.

Reading lesson

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Lesson Objectives

Educational: develop reading technique, teach how to write a character description, continue to introduce children to the works of L.N. Tolstoy.
Developmental: develop the ability to analyze a work of art, develop voluntary attention, mental operations (analysis, synthesis) through the compilation of characteristics of the characters.
Educational: to cultivate interest in reading works of fiction, through the compilation of characterizations of heroes, to cultivate courage and determination.
Equipment: geographical map of the world, subject pictures depicting a ship, a cannon.

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During the classes

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Checking homework

Checking homework.

Before moving on to studying a new topic, let's remember some facts from the biography of L.N. Tolstoy.

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To do this, let’s return to the story “Childhood” by L.N. Tolstoy.

Please answer the following questions:

What kind of family did L.N. grow up in? Tolstoy? How did the “Ant” brothers appear?
Read, what was the secret?
How does this characterize the brothers?
What do you think, with what feeling did the author write this work?

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Now I will tell you about such a wonderful continent as Africa. Listen carefully.

Africa is the second largest continent after Eurasia. Its area is 29.2 million square km. The longest river in the world, the Nile, flows through Africa. Africa has the largest desert - the Sahara. Africa is a warm continent, the temperature there in summer is +20 - 25 degrees, and in winter high positive temperatures also prevail (10 - 16 degrees).

In Africa there are elephants, rhinoceroses, zebras, hippos, and many birds including ostriches and flamingos. In the seas of Africa live fish such as sharks. These are giant predatory fish. They have an amazing sense of smell, which they use to obtain food, and they also have many rows of sharp, recurved teeth.

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Africa
Sahara Desert

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Guys, we talked about such a continent as Africa. Now let's see how Tolstoy describes Africa in his story "Shark"

Vocabulary work.

To better understand the story, let's get acquainted with new words and learn how to use them in speech. To do this we will do vocabulary work.

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Deck is a horizontal floor in the hull of a ship.
An anchor is a metal rod with claws attached to a chain and lowered to the bottom to hold the vessel in place.
The trunk is the rear part of the cannon that rests on the ground.

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A wick is a flammable cord for igniting charges.
Artilleryman - a soldier with a firearm.

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Now I’ll read the story, listen to me carefully and tell me at what point in the story did you worry about the boys the most?

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So, at what point were you most worried about the boys?

When did you notice the shark from the deck?
When did the boys try to swim away from the shark?
When did the gunner fire?

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Let's practice reading difficult words from the story so that you don't make mistakes when reading on your own.

1. Wonderful - wonderful - wonderful.

Melted - melted - melted.

I heard - I heard - I heard.

fall behind

race

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To do this, let's create a table:

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So, let's read part 1:

Who is the hero of this story?
Why did the heroes of the story decide to swim before sunset?
How do you think the author feels about the fact that the boys began to swim in the open sea? To answer this question, re-read paragraph 3. He writes “whatever they thought”, what does this mean? Why didn’t they decide, why didn’t they, instead decided to do it? So the boys began to swim in the open sea, the old artilleryman looked at them. What do you think: how did he treat his son? Prove it with text.

Do you think that in this part Tolstoy somehow shows that something portends trouble? Re-read paragraph 1. What words of the author foreshadowed this moment?

So the shark swam straight towards the boys. What actions did people take to save the boys? How effective was this solution? What feelings does the artilleryman feel at this moment?

How did the boys feel when they saw the shark? How does the author convey this?

As you understand, “the screech woke up the artilleryman, why does the author use this particular expression? What did the author want to convey with the words “flipped off?” What was everyone else doing at this time? How does the author talk about their inaction?

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What did the author want to show with these words?
What conclusion can be drawn from this?
How does this characterize an artilleryman? Why can we say that the artilleryman is resourceful?

Reading the fourth part:

Why did the artilleryman fall near the cannon and cover his face with his hands?
Did it immediately become clear whether the artilleryman helped the boys?

Analysis of the illustration.

Now we will learn to analyze the illustration to the text and highlight in it what the artist brought his own.

Look carefully at the illustration on page 129

What episode of the story do you think the artist drew this illustration for?
Why did you decide so?

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What do you think the artist drew based on the text of the work, and what did he bring his own?

Reading the fifth part:

Why does Tolstoy write that at first a quiet murmur was heard, then the murmur became stronger, and finally, a loud joyful cry was heard from all sides?
What can you say about the artilleryman at this moment?
How did he feel at that time?

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