Retelling of the fairy tale by the Brothers Grimm Snow Maiden. Fairy tale Snow Maiden Russian folk tale with pictures text
Target. To improve the ability of children to retell the tale "in faces".
Lesson progress
“People in life constantly have to tell something,” the teacher tells the children, “where they were, what they saw, what happened; retell movies, TV shows, book content. Therefore, we are learning to tell and retell. It is very interesting to retell Russian folk tales. They contain dialogues, unusual words and expressions.
Today we will retell the Russian folk tale"The Fox and the Goat".
The teacher reads a story.
Fox and goat
The Fox ran along the road, gaped at the crows and fell into the well. There is not much water in the well, you won’t drown to drown, but you won’t jump out to jump out. Lisa is sitting, grieving. What to do here? Here goes the Kozel, shaking his head, shaking his beard, looking around. Having nothing to do, the Goat looked into the well. I saw Lisa there and asked:
- Hello, Lisonka. What are you doing here?
- Yes, I'm resting. It's hot upstairs, but it's cool here, and as much cold water as you want.
And the Goat has been thirsty for a long time.
- Is the water good?
“The water is good,” Lisa replies. - Yes, you jump here, here you will try. Enough space for both of us.
The goat foolishly jumped. He muddied the water, almost crushed the Fox. Fox got angry, scolding:
- Look, the bearded one, he couldn’t even jump, he splashed everything.
The fox jumped on the back of the goat, from the back to the horns, and out of the well! Only the Goat saw her.
The goat sits in a well. He sat until the evening, did not know how to get out.
The owner of the Goat was missing, he went to look. Searched, searched, found hard. He brought the rope and pulled the Goat out of the well.
The teacher draws the attention of the children to the words that are used at the beginning of the tale: gape, drown something - you won’t drown, but jump out - you won’t jump out.
“But the Goat is walking along the same road. How is he going? - specifies the teacher.
Then he reads out the dialogues of the Fox and the Goat and invites the children to repeat them. The teacher pronounces the text on behalf of the Goat, and the child pronounces the text on behalf of the Fox (2–3 repetitions).
The teacher reads the story again and calls three children to retell it. They retell the tale in faces to the words: “The goat was foolish and jumped ...” It is better to say these words to the teacher. And the excerpt “The Fox jumped on the back of the goat, from the back to the horns, and out of the well. Only the Goat saw her, ”the children pronounce in chorus.
Then other children retell the text.
Lesson 7. Tales of G. H. Andersen
Target. Help children remember the fairy tales of G. H. Andersen known to them.
Preliminary work. Before class, children should read the fairy tales "Thumbelina", "The Steadfast Tin Soldier", "The Ugly Duckling".
Lesson progress
The teacher reminds the children of the information they already know about G. H. Andersen: “Hans Christian Andersen was born in a small and very beautiful country of Denmark. He grew up in a poor family, and no one could have imagined that he would become a great storyteller.
Andersen loved the theater, wanted to become an artist, but he did not turn out to be an artist. He began to write plays for the theater, and later - to invent various funny stories that people really liked.
He also liked to cut out wonderful human figures and ornaments from paper.
Andersen's fairy tales are known to children all over the world. And you also know his stories. What kind?"
Children name fairy tales. The teacher finds out which fairy tale they especially liked. If a fairy tale is named that was not read to the children in the classroom, the teacher asks the child to tell its content. Helps if necessary.
Lesson 8. Repetition
Repetition of the material covered.
Lesson 1. Memorizing the poem by Z. Alexandrova "Motherland"
Target. Help children understand the meaning of the poem (“The motherland is different, but it is the same for everyone”), remember the work.
Preliminary work. The teacher places the text of the poem in the parental corner and asks the parents to tell the children about that corner of our Motherland where they were happy and where, even mentally, they returned more than once.
The teacher reads the poem to the children. He advises later to read it to his first teacher.
Lesson progress
The teacher asks the children what their parents told them about.
“Think and answer a very difficult question,” says the educator, “what is the Motherland?”
Listening to the answers of the children, the teacher draws their attention to related words: homeland - born.
“Russia is our country,” the teacher continues the conversation. Our country is huge. It is diverse in climate and nature. If a person living in another country, for example in England, asks you: “Tell me about your homeland,” you will probably be at a loss, thinking about what to tell. But if you remember your favorite corner of the Motherland, then the words will immediately be found.
For example, I like to remember my grandmother's house in the village, where from morning till evening we disappeared on the river with the purest water, in which crayfish lived under snags, and on the shallows tiny minnows lightly pinched our heels. Do you already have favorite corners of the Motherland?
The teacher listens to the answers of the children and reads the poem "Motherland" by Z. Alexandrova (abridged):
If they say the word "homeland",
Immediately comes to mind
an old house, currants in the garden,
Thick poplar at the gate.
By the river there is a shy birch
And chamomile hillock ...
And others will probably remember
Your native Moscow courtyard.
Or the steppe, red from poppies,
Golden whole…
Homeland is different
But everyone has one!
“Remember who remembers what at the word Motherland? the teacher asks the children.
One of the children reports what he remembered, and the teacher reads the corresponding lines of the poem.
The teacher repeats the first quatrain and invites the children to read it with him, but without a voice. Then these lines are read by 2-3 children.
The teacher repeats the quatrain and adds the second part of the poem to it. Then he asks the children to close their eyes and imagine a shy birch, a chamomile hillock and their native yard. Reads the second four lines and asks 2-3 children to repeat them.
The teacher repeats the second quatrain and adds the third part of the poem to it. Explains what gold is.
The children say the final words of the poem quietly in unison.
The teacher reads the whole poem. Then he pronounces the name of the author and says the name of the poem.
Lesson 2. Sound culture of speech. Preparing for literacy
Target. improve phonemic perception. Learn to perform sound and syllabic analysis of words.
Lesson progress
“I want to make sure that you are attentive in class and know how to work independently,” the teacher tells the children. - Answers to riddles today you will tell me in my ear. So, what two sounds made words similar in sound different in meaning: onion - bough? You have to answer like this: l, s».
The teacher offers the children the following pairs of words: poppy - cancer, mother - llama, com - scrap, com - catfish.
“Now let's play the game“ I - to you, you - to me, ”says the teacher. What are the parts of a word? milk?» (Milk.)
The teacher explains to the children a new task: you need to name all the sounds in the word, without skipping or rearranging them. For analysis, he offers the words: juice (s, o, k), notes, dew, dust.
The teacher, congratulating the children on the onset of spring, reads them a poem by S. Yesenin "Bird cherry":
Fragrant bird cherry
Bloomed with spring
And golden branches
What curls, curled.
Honey dew all around
Slips down the bark
Spicy greens underneath
Shines in silver.
And next to the thawed patch,
In the grass, between the roots,
Runs, flows small
Silver stream.
Fragrant bird cherry,
Hanging out, standing
And the green is golden
Burning in the sun.
Brook with a thundering wave
All branches are covered
And insinuatingly under the steep
She sings songs.
The teacher asks the children to repeat the sentence “A small silver stream is running, flowing” and in any way show how many words are in it. Then he “distributes” the words to the children. The guys say them one by one. If they go astray, the answer is not counted and the teacher "distributes" the words to other children.
The teacher reads the poem "Bird cherry" again and invites willing children to learn it by heart (in abbreviation).
Lesson 3. Spring poems
Target. To help children feel the amazing originality of poems about spring.
Lesson progress
The teacher asks the children what time of the year is coming to an end, reminds them that May is the last month of spring.
“Spring is a long-awaited and fabulously beautiful time of the year,” says the teacher, “that’s why the poems about how nature transforms and blossoms are surprisingly bright and memorable. Shall we listen?"
He reads three poems, for example, “Country Song” by A. Pleshcheev, “All the Willow is Fluffy” by A. Fet, “Bird Cherry” by S. Yesenin.
Then he asks the children who liked which poem. Reads the one that most preschoolers remember.
The teacher reads two or three more poems, for example: “Lark” by V. Zhukovsky, “My Bells ...” by A. K. Tolstoy, “Dove, pure snowdrop flower ...” by A. Maykov.
The teacher repeats the poem that the children liked and asks the children to carefully consider the illustrations for the works they read and choose the one they like.
