Statement 3 cells. What is a presentation? And how to learn to write it? Independent writing of the presentation

3 quarter

3rd grade

Kladinka.

Yegorka and his mother are walking in the morning. Pass your street. And then the groove, the dirt. Somehow jumped over. Mom cleans the shoes, and Yegorka watches the schoolchildren, the girl and the grandmother cross the groove.

The next day Yegorka took a small board. Mom began to scold him, but Egor stubbornly dragged the board with him.

We got to the ditch. Egorka put down the plank, crossed over it and called his mother. Mom passed. Smiling, looking at clean shoes. We moved on. And they all followed. (73 words)

Questions and assignments to the text.

What did Yegorka and his mother meet on the way?

What did Yegorka do the next day?

How do you feel about the boy's behavior?

What is a vault?

Sample Plan

Dirty ditch.

Yegorka carries the board.

Kladinka.

Everyone is fine.

Check the vowels in the words: och ... schaet, small ... large, t ... shield, floor ... lived.

Remember how to write prefixes: pr ... walked, n ... r ... jumped, n ... r ... walk, d ... walked, p ... called.

It is snowing.

Tanya looked out the window. The sky and air were full of snowflakes. Snowflakes flew, swirled, fell. They lay on the roofs, stale mud on the road, frozen puddles, beds, trees.

Tanya went out into the yard and began to look at the snowflakes. When they fly, they are like fluff. And closer - the stars. All different. One has wide rays, the other has sharp, like arrows.

After dinner, Tanya did not recognize the village, she became all white. The roofs, the road, the kitchen gardens are white.

The sun came out. The snow glistened and sparkled. Winter has come. (75 words)

Questions and assignments to the text.

Think about how many parts the text can be divided into.

What will each section be about?

What words in the first part say that the snow was thick?

What does a flying snowflake look like?

How does it look in the palm of your hand?

Sample Plan

Snowflakes are flying.

Snowflakes in the palm of your hand.

White village.

Winter has come.

Vocabulary and spelling preparation.

Find words-names of actions of snowflakes. Choose your own, which would be close in meaning to the words from the text.

Choose adjectives for words dirt (what?) ...; puddles ...; rays…. .

Explain the meaning of the expression stale dirt. Choose words that are close in meaning.

Fill in the missing letters in the words: look ... trill, sn ... well ... nk, l ... tel, mud ... ki, looked ... zero, dream ..., lost ... stele, circled ... lis, roofs ..., sh ... rocky.

Sparrow.

All winter the sparrow lived in the chimney. The winter dragged on for a long time. Chilled paws. Frost covered the feathers.

Finally, the sun peered into the sparrow through the chimney. Icicles hung from the eaves. During the day, water dripped from the icicles. Sparrow caught icicle droplets with its beak.

Strange things began to happen to the sparrow from the sun and icicle water. He suddenly seized his old friend by the scruff of the neck, began to ruffle him like a dog to a cat, and pulled out a tuft of feathers.

In the evening, all the sparrows flocked to the tree of songs. They saw off the day with friendly chirping. Spring! (77 words)

Questions and assignments to the text.

Where did the sparrow live?

What was it like in winter?

What strange things happened to the sparrow? Why do you think?

How do sparrows celebrate the arrival of spring?

Sample Plan

In winter in the chimney.

Icicle water.

Strange things.

song tree

Vocabulary and spelling preparation.

Decline the noun sparrow.

To the words grabbed by the scruff of the neck, wringing a cat like a dog choose those close in meaning.

Check the vowels in the words: n ... chnoy, tr ... sank, looked ... zero, l ... pitchfork, caught ... til, tr ... to go, followed ..., escorted ... sting.

Open the brackets, explain the spelling of the words: (c) a sparrow, (c) grabbed, (pro) lived, (to) a sparrow, (in) a pipe, (for) dripping.

Pay attention to the last sentence. What feelings does it evoke?

One poplar.

In frosty winter, tree branches broke and fell on the snow. Olya raised a branch. The frozen pieces of ice rang as if the twig was made of glass.

At home, the girl put a twig into the water. The thread has thawed. Yellow buds became visible on the bare rods.

For a long time there was a branch in a jar of water. Olya forgot about her.

And suddenly the branch woke up! The hard peel on the kidneys burst. Green leaves sprouted from the cracks. They were sticky, crumpled, but alive. They gave off a fresh spring scent. The smell of poplar. (73 words)

Questions and assignments to the text.

Why did tree branches fall on the snow?

What did Olya do with the twig?

How has the branch in the room changed?

What happened to the branch in the end?

Sample Plan

Glass branch.

The thread has thawed.

Olya forgot about the branch.

The thread woke up.

Vocabulary and spelling preparation.

Pick up the adjectives from the text to the words:winter (what?) ...; branches ...; rods .... ; peel ....; leaves …., …., …, ….; smell …, ….

Why is it said about the branch that it was like glass? What created this impression?

What word is used in the text to emphasize that the branch is alive?

Check the vowels in the words:to k ... re, in ... bottoms, to ... jura, zap ... x.

The same.

There lived two friends. Both are small, with rosy cheeks, blond hair. Both mothers wore the same dresses.

The girls were in first grade. Both received only fives. Sonya and Vera said that they were the same in everything.

One day, Sonya boasted to her mother that she and Vera were no longer the same: Vera received a three.

You got worse! Mom said sadly. Sonya was surprised: after all, Vera got a three. Mom explained that Vera was sick and therefore received a three. Sonya was overjoyed. This is much worse. (75 words)

Questions and assignments to the text.

What did your friends say about themselves?

In what ways were they the same?

Why did mom tell Sonya that she was worse than Vera?

What do you think of Sony's move?

What are the girls named at the beginning of the story? Does this correspond to reality?

Will Sonya become a good friend?

Sample Plan

Two girlfriends.

The same.

Sonya brags.

– You got worse!

Vocabulary and spelling preparation.

Choose the adjectives for the words:girlfriends…, cheeks…, hair…, dresses…

n ... friend ... ki, in ... l ... themselves, plat ... I, n ... graters, sad ... but, surprised ... twisted, explained ... clarified, b ... lela.

By the way much choose those close in meaning. Remember how it's spelled.

Three comrades.

Vitya lost his breakfast. At the big break, everyone had breakfast, and Vitya stood aside.

Kolya asked his friend why he was not eating. Victor explained what had happened. Kolya took pity on Vitya: it was far from dinner.

Misha asked where Vitya had lost his breakfast and advised him not to put it in his pocket, but in his bag next time.

But Volodya did not ask anything. He broke a piece of bread and butter in half and handed it to his friend. (65 words).

Questions and assignments to the text.

Why didn't Vitya have breakfast?

Tell us how each of his three comrades reacted to this. Which one is a real friend? Why do you think so?

What qualities should distinguish a true comrade first of all?

Think of another way to call this story.

Sample Plan

Vitya does not eat breakfast.

Sympathy for Kolya.

Misha's advice.

Volodya is a real friend.

Vocabulary and spelling preparation.

Highlight the root in the words:lost, changed, regretted, explained, advised, broke, asked, extended. Explain their spelling.

Remember how the words are written:breakfast, lunch, friend.

Three springs.

The field spring comes first. The first thawed patches are turning black. Rooks, starlings, larks arrive. Rooks drag worms out of the ground. Starlings catch insects. Larks gather last year's grain.

Snow runs in streams in the fields, it will be saved from the sun under the strong ice of the river. River spring is coming. Ice cracked. Woke up fish, crustaceans. Water birds are happy - ducks, geese, swans, gulls.

Winter doesn't want to leave. He hides the last snow in the forest for a long time. But spring is coming. Wraps trees in green mist, brings back songbirds.

This is the victory of spring and the sun. (76 words)

Questions and assignments to the text.

What does the field spring bring?

What events distinguish river spring?

What is the forest spring called in the text?

Are they really different springs?

Sample Plan

In field.

On the river.

In the forest.

Vocabulary and spelling preparation.

Choose adjectives from the text for the following words:spring (what?) ....; thawed patches (what?) ...; ice (what?) ....; birds (what?) ...; snow (what?) ...; fog (what?) ...; grain (what?) …. .

Think about what other signs you can pick up for these nouns in this text.

Replace expression with close valuewrapped in green mist.

In the forest.

The guys are walking through the forest. They see: a family of hedgehogs crosses a forest thaw. Mother hedgehog stomps Veredi. Tiny hedgehogs mince in gray coats behind her.

I saw a hedgehog of people, curled up into a big prickly ball. The boys made way. The hedgehog moved on without fear. She is at home.

These are people in the forest visiting. Without the permission of the owners, I drink water from springs, pick mushrooms and berries, pick nuts.

Foresters love their home. Here everything grows, blooms, breathes, sings.

Be a good guest! (74 words)

Questions and assignments to the text.

Who did the guys meet in the forest?

How did they do?

Whose home is the forest?

Who are the people in the forest?

Sample Plan

Forest family.

the guys make way.

People are the guests of the forest.

The forest is the home of all living things

Vocabulary and spelling preparation.

Find verbs that describe actions:mother-hedgehog (what is she doing?) ...., hedgehogs (what are they doing?) ..., people (what are they doing?) ...., everyone in the forest (what is she doing?) ....

Why is it said about the hedgehogstomps, but about hedgehogs - mince? Choose words that are close in meaning.

Fill in the missing letters and explain their spelling:tr ... kick, ... zhina, with ... make, shu ... ka, turned ... turned, to ... key, in g ... ty, p ... yut, r ... dnik.

Button.

Nadia came from school and asked her grandmother to sew on a button.

Grandmother agreed and asked Nadia to bring a needle and thread. The girl complied with her request.

Then the grandmother complained that her eyes could not see well and asked her granddaughter to thread the needle. Nadia did. Grandmother also suggested to Nadia that she put a button on her coat, prick it with a needle in one hole, then another.

Nadia did as her grandmother said, and did not notice how she sewed on the button. She thanked her grandmother. (71 words)

Questions and assignments to the text.

What did Nadia ask her grandmother for?

Who sewed on the button as a result?

Why did this happen?

What did Nadia thank her grandmother for?

Sample Plan

Request

Nadia carries a needle.

Nadia threads a needle.

Nadia works with a needle

Thanks grandma.

Vocabulary and spelling preparation.

List the verbs denoting the names of the actions that Nadia performed. Highlight the roots and explain the spelling of vowels in horses and prefixes:asked, fulfilled, done, applied, pricked, sewed, thanked.

Open the brackets, explain the spelling of the words:(attach) sew, (with) thread, (on) asked, (on) complained, (in) a needle, (k) coat, (did not) notice

The best drawing.

Mom swept the floor, and Petya drew mom with a broom in her hands. Then my mother beat the carpets, washed the dishes, peeled the potatoes. All this Petya also drew and colored with colored pencils. Mom turned out beautiful.

The father came home from work. Petya boasted about his drawings and asked which one was the best.

In response, dad said that the best drawing is the one that Petya did not draw. There, Petya helps his mother clean the apartment, wash dishes, and peel potatoes. (69 words)

Questions and assignments to the text.

What was mom doing?

What did Petya do?

What drawing, according to dad, was the best? Why did he say so?

Sample Plan

Mom works, Petya draws.

Petya shows the drawings to dad.

The best drawing.

Vocabulary and spelling preparation.

Open the brackets and explain the spelling of the words:(under) metal, (with) a broom, (vy) beat, (on) drew, (ras) painted, (c) work, (c) asked, (did not) draw.

sweep ... tala, choose ... shaft, cards ... ku, color ..., help ....

Find in the text dictionary words remember how to spell them.

Live ball.

Natasha Durova walked in the circus courtyard. She was wearing a white fur coat and a fluffy hat.

There was a cage in the corner. Polar bears lived there. The girl threw fresh snow at them.

Suddenly the bear pulled the baby into the cage. The animals began to roll Natasha on the floor like a ball.

People screamed. Durov came running. He ordered to throw a lot of fish into the cage.

Dad entered the cage and shielded his daughter from the animals. So he stood until Natasha left the cage.

People said that Natasha was saved by a miracle. (72 words)

Questions and assignments to the text.

And what do you think? Why do you think this is so?

How did Durov save his daughter?

What kind of person was Durov?

What is another name for Natasha and Durov in the text? Why are these names used?

Sample Plan

Where did Natasha play?

What was she wearing?

What did the polar bear do?

How did Durov save his daughter?

Vocabulary and spelling preparation.

Explain the spelling of the characters' names.

Open the brackets and explain the spelling of the words:(on) it, (in) the corner, (in) the cage, (on) the floor, (from) the animals, (from) the cage, (for) fenced, (in) walked.

Fill in the missing letters and explain the spelling:c ... rka, shu ... ka, m ... two, many ..., g ... in ... riley, daughter ... ku.

Find vocabulary words, explain their spelling.

Alone in the ocean.

It was a dark night. A huge ship sailed off the coast of Africa.

Suddenly the sailors heard crying. They lit the spotlight. The beam illuminated the boat. There was a Negro boy in it. The boat was brought up on deck. The boy is very weak. The doctor helped him.

What did the sailors learn from the boy's story? Eight days ago he went out into the ocean to fish. The wind carried him away from the coast.

The ship changed its course and headed for the shore. The boy returned to his family. (65 words)

Questions and assignments to the text.

Why did the sailors change their course and head for African shores?

What did they think of when they heard the Negro boy's story? /about the family, the boy's mother/

Why did the boy go into the ocean?

Sample Plan

1. Huge ship. Off the coast of Africa

2. Boat. Searchlight

3. Negro boy. To deck

4. The story of the boy. Ocean

5. The ship changes course. took the course

Vocabulary and spelling preparation.

Explain expressions:went out into the ocean, took a course.

Find nouns masculine and female with a hissing vowel at the end. Explain their spelling.

Insert the missing letters:to ... slave, pr ... projector, ra ... ka ..., blows ... r, ... kean.

Good afternoon, my dear readers. IN primary school many tasks are aimed at the development of speech, the development of skills to convey what is heard, while maintaining the style. Therefore, in the 2nd grade, children begin to slowly train to express creatively.

In order to do this correctly and beautifully, you need to understand what a presentation is and how to write it.

Lesson plan:

What does it mean to express and how should it be?

Let's start with the fact that, at its core, the presentation is a retelling. This kind creative task in Russian language and literature is used by teachers not only in primary school, but also in high school to check students' knowledge. In short, its meaning is to read or hear, analyze what has been read or heard and state it in your own words, retaining the main idea.

Why do you need to be able to express? Well, first of all, this is an excellent memory training. Secondly, the ability to retell forms spelling and style, teaches to state not only correctly in meaning, but to do it eloquently and smoothly.

Usually teachers for presentations select works of art, but more difficult texts can also be found, for example, from scientific and journalistic works. If someone is sure that the initial test for further retelling must be read out independently or heard from the teacher, then this is a little wrong. Statements are written from dramatic sound recordings, from filmstrips, even from films and performances. So it's really creative work.

In order not to confuse the presentation with the essay, it is important for the child to explain the difference in the concepts of “express” and “compose”.

So, we state what we hear, see, understand and remember. Therefore, in the presentation, it is important to focus on consistency and detail. You can only compose your own, conveying your thoughts and feelings on a particular topic. Here there is no opinion of another author, his own judgments are proved.

It is believed that the presentation is less time-consuming and difficult, since nothing needs to be invented, everything is given ready-made. But this is wrong. Many children find it difficult to reproduce a foreign language and stylist, therefore, in such cases, they tend to remember verbatim, without understanding the meaning, which is not right.

The presentation has the requirements that a school test of knowledge imposes on it. In addition to the fact that there should not be any spelling or punctuation errors, children should be able to:

understand the text, delve into the main idea and build a sequence of events,
use the right style and speech when retelling,
memorize facts and state them in the right order,
arrange everything with a beginning and a completed end,
improve your retelling, keeping the style and main idea.

A lot, right? Good and honing skills!

This General requirements at school to everyone, regardless of what type of presentation is given, and there are several of these types.

How can you retell?

In grade 1, students use one type of presentation - oral. At the same time, they are able to retell close to the text or convey summary, on behalf of the author or on his own behalf.

Students begin to practice the written form in the Russian language lessons in the 2nd grade, for which they are selected small tests, 30-45 words each.

In grade 3, new elements are introduced, and children are already getting acquainted with the main types of presentation "in full".

The detailed should preserve the consistency and the author's style, details, facts, even phrases. This type is most often used in elementary school, because it fixes the entire content of the text in memory.
Concise retells the content of the text briefly, only the most important, conveying the meaning without details. Here it is important to keep the main idea of the author, some important details and style. By the way, summary- this is the result of long training, not everyone succeeds the first time.
Selective transmits only a part of the text, a certain topic. For example, from a story about forest dwellers, the task is given to remember only about the fox and only about her, darling, not about the hare and the bear, to state in the work.

But that is not all!

According to the speech that needs to be used in the work, the presentations are also divided into several types.

Narratives retain consistency and main circumstances. This is the simplest type of written retelling, where they write about the life of people and animals, about incidents in an artistic style. The key here is information.
Descriptive ones are already more difficult, and not only for schoolchildren, even for students. They require the use of eloquence in describing a person, object, phenomenon. For students, such presentations seem boring, since descriptive creativity requires a lot of vocabulary and the ability to use synonyms, to see hidden details, and not everyone can do this.
The reasoning is aimed at capturing the main theses and bringing them to the reader with the obligatory own reasoning, with elements. Such a task is given in high school, so you have everything ahead of you.
Often, presentations can be combined, that is, when there is reasoning or description in the narrative, elements of reasoning are introduced into the descriptions.

We have decided on the types of presentations and requirements. What is it, it's easy! But how to learn so that he listens, sits down in front of a blank sheet, and the speech flows in calligraphic handwriting in the right direction, with details and facts?

Learning to write a summary

The school has a whole methodology on how to write a summary. It boils down to the fact that the teacher reads the text for retelling two, and even three times in elementary school. He does this slowly at first, with stops in right places to which special attention should be paid. The second time the text is read more fluently.

While the teacher is reading, the children can mark important information on a draft, and then draw up a plan and, according to the plan, write their own creative work. Now let's take a closer look at each point.

It seems so simple, but in practice it is sometimes not so. But do not despair, you know that "patience and work ...". So train at home, and by the time the final exam is written, your child will eloquently present works of any complexity!

On this, I say goodbye to you in anticipation of advice on how to quickly teach a child to write statements.

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All the best!

Evgenia Klimkovich.

Collection of essays and presentations to help the primary school teacher

Essay No. 1

"How I Spent My Summer Vacation"

Purpose: to form the ability to speak freely; primarily on the basis of

observations and impressions.

1. Message of the purpose of the lesson:

You were on summer vacation. What do you especially remember? Let's think together about how to talk about our impressions in an essay.

- Write down the theme of the essay Summer holidays »

- Tell us how you spent your summer holidays.

The essay will have three parts: the beginning, the main part, the ending. What can be said at the beginning of the essay? (For example, about where they went)

- What will you write about in the main part? (It is necessary to describe an interesting case)

How to finish an essay? (express your attitude)

4. Vocabulary work. Spelling preparation

1) Where did you go?

2) An interesting case.

3) My attitude.

6. Writing essays.

7. Verification.

Essay No. 2

Composition based on the materials of the excursion to the park

Purpose: to develop the ability to summarize observational materials, to compose a text.

1. Message of the purpose of the lesson:

Yesterday we were in the park on an excursion. What do you especially remember? Let's think together about how to talk about our impressions in an essay.

- Write down the topic of the essay: "Autumn has settled in the park."

2. Discussion of the content of the essay.

- On the basis of what signs can you title an essay like that? Remember how the trees in the park have changed. Talk about flowers, grass. Who and what attracted your attention? What is heard in the autumn park?

3. discussion of the construction (structure) of the essay.

The essay will have three parts: the beginning, the main part, the ending. What can be said at the beginning of the essay? (For example, about the fact that we do not expect autumn, it comes unnoticed.)

- What will you write about in the main part? (It is necessary to describe the trees, autumn leaves, grass, one can say about the rustle of leaves, the low voices of birds.)

How to finish an essay? (Express your attitude to what you saw.)

4. Vocabulary work. Spelling preparation.

5. Drawing up and recording a plan

1) Excursion to the park.

2) How autumn decorated the trees.

3) I liked the park.

6. Write text.

7. Verification.

Essay No. 3

Composition - description of the painting " Golden autumn» I. I. Levitan.

Purpose: to form the ability to describe a picture; build text in a certain compositional form; determine the main idea of the essay. Develop speech. Cultivate an aesthetic perception of the surrounding reality.

1. Message of the purpose of the lesson:

— introduction teachers.

- Today we will write an essay based on the painting by Isaac Ilyich Levitan.

— He painted about a thousand paintings, drawings, sketches. Skillfully using color, drawing, composition, the artist skillfully conveys the moods that nature paintings give rise to in us. His brush carefully draws the directions of tree branches, leaves, streams running into the distance, village roads, and his palette gives us all the colors of nature.

2. Acquaintance with the content of the picture.

- Look carefully at the picture.

What did the artist depict? (free speech)

What do you think the artist's intention is?

- What is this picture about?

3. Determine the structure of the story.

What is the best way to start your text?

- What will be discussed in the main part?

How can you finish the text? (express your attitude to the illustration)

5. Drawing up and recording a plan.

What season is shown in the picture?

What impression does she make on you?

What do you see in the foreground? Far away?

What colors dominate the landscape?

What do you especially like about Levitan's painting?

6. Writing essays.

Statement No. 1

" Autumn"

Purpose: to develop the ability to determine the topic of the text, establish a connection between parts of the text and consistently convey the content.

1. Setting the goal of the lesson.

a) Reading the text for presentation (No. 88)

b) answers to the questions of the textbook. Selective reading.

c) clarifying the topic of the text.

- What does the text say? What is its theme?

3. Discussion of the structure of the text.

How many parts are in the text? What is the introductory part about? How does the intro relate to

basic?

— What is reported in the main part? What was the most interesting moment for you?

4. Drawing up a text plan.

1) Preparing for winter.

2) Chipmunks are busy.

3) Winter is coming.

IN cracks, bury, pine nuts, on both cheeks, tumble.

7. Re-reading the text (to yourself). Then the students write a summary, check

by textbook.

Presentation No. 2

"Farewell Song"

Purpose: development of the ability to determine the topic of the text, to establish a connection between parts of the text and

transmit content sequentially.

1. Setting the goal of the lesson.

2. Acquaintance with the content of the text. (The text is read by the teacher)

Farewell song.

Autumn has come. Leaves thinned on birches. Lonely sways on a bare trunk

birdhouse. Suddenly, two starlings flew in. The starling lady slipped into the birdhouse. Starling

sat on a branch and sang softly. The song is over. The birdhouse flew out of the birdhouse.

The birds said goodbye to the house. In the spring they will come back here. And now it's time for them

on a long journey.

(According to V. Bianchi)

3. Work on the structure of the text.

How many parts are in the text?

What is the meaning of the last part?

4. Drawing up a plan.

1) Lonely birdhouse.

2) Starlings.

3) On a long journey.

5. Retelling. Vocabulary work.

Selection of basic words of phrases, finding them out lexical meaning: autumn, thinned foliage, sways, flew in, slipped , twig, ended, said goodbye, now.

6. Spelling preparation.

7. Re-reading the text.

8. Writing text in parts. Examination.

Presentation No. 3

"Kazakh girls"

Purpose: to develop the ability to convey the content of the text according to a collectively drawn up plan.

1. Setting the goal of the lesson.

2. Acquaintance with the content of the story for presentation (No. 196)

First the teacher reads the text, then the students read it themselves.

3. Analysis of the content of the story and collective planning.

— What are the three parts of the story?

Plan

1) Kazakh girls.

2) The country knows their names.

3) The people honor their memory.

5. Spelling work.

6. Write text.

7. Verification.

Presentation No. 4

"Lioness"

Purpose: to develop the ability to convey the content of the story, including an element of reasoning, to accurately use verbs in the text.

1. Setting the goal of the lesson.

2. Acquaintance with the content of the text. (The text is written on the blackboard)

Lioness.

A lioness at the zoo refused to feed her cubs. Two lion cubs squealed plaintively.

They could die of hunger. The attendants tried to carefully move the cubs to the mother,

but the furious lioness clung to the cage with her claws, growling menacingly. Hardly

managed to get the cubs out. One employee took them to his home. His son cared for

for the kids: fed them from the nipple, cleaned, covered with a warm blanket. The cubs grew up, got stronger,

they really liked the new house.

3. Analysis of the content of the story.

What parts is the story divided into? Title them.

Sample plan.

1) What happened at the zoo?

2) What trouble threatened the cubs?

3) How did the lioness behave?

4) How did you manage to save the kids?

4. Retelling of the text.

5. Spelling work.

Write the words on the board: feed, squeaked, furious, clung to, pull out.

6. Write text. Examination.

Essay No. 1

" My friend "

Purpose: to form the ability to describe coherently; describe the theme of the essay and the main idea of the essay.

1. The message of the topic of the lesson.

- Today at the lesson we will write an essay “My friend”.

2. Discussion of the content of the essay.

- Tell us who we can call a friend. (Students' stories)

3. Discussion of the construction (structure) of the essay.

- There will be three essays: the beginning, the main part, the ending. What can be said at the beginning

compositions? (For example, that you have a friend.) What will you write about in the main

parts? (It is necessary to describe a friend.) How to finish the essay? (Express your attitude.)

4. Vocabulary work.

Try to use the words of stable phrases: “to be not timid”,

“there are not enough stars from the sky”, “turns up (does not turn up) nose”.

5. Making a plan:

1) Growth. 2) Face. 3) Eyes. 4) Hairstyle. 5) Gait. 6) says. 7) Habits. 8) Character.

6. Spelling preparation.

7. Writing essays.

Essay No. 2

Description of the animal

Purpose: to develop the ability to compose a text - a description, to accurately use adjectives

in speech.

1. Preparation for writing an essay.

What animal would you like to describe?

We will only describe appearance animal and some of its habits. What will you prove with your description, what will be the main idea of our text?

2. Discussion of the construction (structure) of the lesson.

The essay will have three parts: the beginning, the main part, the ending. What can be said at the beginning? What will you write about in the main part? How to finish an essay?

3. Vocabulary work.

4. Drawing up a plan.

Sample Plan

1) Animal name, breed.

2) Appearance.

- head, muzzle (eyes, ears, nose)

– torso (size, coat, movement)

- paws, tail

- habits, behavior of the animal

3) My attitude to the animal.

5. Writing essays.

Essay No. 3

According to the picture "Winter fun for children"

Purpose: to develop the ability to perceive a picture, determine its theme, title, convey its content; improving the ability to correctly write words with paired voiced and deaf consonants and unstressed vowels at the root.

1. Acquaintance with the content of the picture; definition of its theme, main idea; heading.

- Look carefully at the picture. What did the artist depict? (Free statements of children.)

What is the theme of the picture? What's the best way to title it? (For example: "Winter fun for children", "In the winter on the street.")

Let's figure out the main idea of the picture. What did the artist want to convey with his drawing? What is his attitude to what he portrayed? (The main idea can be formed like this: “Fun in the winter for the guys on the street!”

2. Determine the structure of the story.

What is the best way to start your text? (You can start with a sentence that expresses the main idea. This will allow all other sentences to be subordinated to the disclosure of the main idea.)

- What will be discussed in the main part? (You need to describe the activities of the children.)

How can you finish the text? (Express your attitude to the illustration. For example: I like this drawing. It's joyful to look at the guys.)

3. Spelling preparation.

4. Writing an essay. Examination.

Statement No. 1

" Guests"

Purpose: to develop the ability to determine the topic of the text, establish a connection between parts of the text and consistently convey the content.

1. Setting the goal of the lesson.

2. Acquaintance with the content of the text and its structure.

* Reading text for presentation.

Guests.

I once thought of a hedgehog to invite neighbors to visit. Invited Turtle, Mole, Grasshopper and Centipede. Waited for them, waited, but did not wait.

The turtle is still walking somewhere. After all, everyone knows how fast she is.

The mole went underground to visit. He dug, dug, and lost his way - he crawled past the house.

The Grasshopper decided to shoe his boots before going to the Hedgehog. He rang, rang a hammer, - and then the night came. And who visits at night?

Only the Centipede crawled to the Hedgehog's house. Yes, I got my feet dirty along the way. I began to wipe them - one, another, fifth, tenth ...

While she wiped everything, the Hedgehog went to bed.

V. Khomchenko.

* Answers on questions. Selective reading.

1) Did the Hedgehog wait for his guests?

2) Why didn't the turtle come?

3) How did Mole go to visit?

4) What is the Grasshopper planning to do?

5) What did the Centipede do?

* Finding out the topic of the text.

What does the text say? What is its theme?

* Discuss the structure of the text.

How many parts are in the text? What is the introductory part about?

— What is reported in the main part?

- What is the final part about?

3. Drawing up a text plan.

4. Retelling. Vocabulary work.

5. Spelling work.

6. Re-reading the text (to yourself). Then the students write an essay. Examination.

Presentation No. 2

"Koulans"

1. Acquaintance with the content of the story for presentation (No. 527)

First, the teacher reads the text, then the students read themselves and ask each other questions about the content; read textbook questions.

What did you find most interesting about the story?

3. Lexico-syntactic work.

4. Spelling preparation.

The teacher clarifies the spelling of the endings of some words.

5. Re-reading the text.

6. Write text.

Presentation No. 3

" Friends"

Purpose: to develop the ability to convey the content of the text according to a collectively drawn up plan.

1. Acquaintance with the content of the story for presentation.

Friends.

There were severe frosts. It was hungry and cold in the forest. Once Kolya saw a deer in the forest. She had difficulty moving through the snow. Kolya carefully began to approach the animal. Soon the deer took the oats from the boy's hands. In the morning, Kolya brought her a treat. She began to lick the salt. The deer got used to the boy. At the call, she came out of the birch forest.

First, the teacher reads the text, then the students read themselves and ask each other questions about the content; read the questions.

Who did Kolya see? What did he start doing? Has the deer got used to Kolya?

2. Analysis of the content of the story and collective planning.

What are the three parts of the story?

Sample plan.

1) Hard time.

2) Meeting.

3) Help a friend.

3. Vocabulary work.

— deer, saw, once, oats, treat.

4. Spelling preparation.

The teacher prepares cards in advance, and on which words and phrases are written.

5. Reading the text.

6. Writing a summary.

7. Verification.

3 CLASS. Presentation.

Badger.

3 CLASS. Presentation.

Badger.

The badger is a predatory animal. Meet a frog or a mouse will not miss. But he also eats insects. The badger looks for them in the ground and pulls them out with strong paws with long claws. Sometimes it gets small rabbits.

Badger is an example of accuracy. Near his hole is always clean, no bones, no food leftovers. The badger does not even go hunting until he has a toilet. Necessarily cleans the skin from the ground, straightens the hairs crushed in the hole.

Preview:

3 CLASS. Presentation.

Christmas tree.

3 CLASS. Presentation.

Christmas tree.

Has come New Year. Tanya could not take her eyes off the Christmas tree. So many toys on it! And fish, and fungi, and stars, and snowflakes. Glow yellow, red, in green balls. Beads intertwined green branches. Each bead shines and sparkles. And what a star burns at the top! Like a red light with five rays.

And above the tree under the very ceiling - a real miracle. There is a silver satellite flying in circles. He squeaks, gives signals.

The children sang, danced and recited poetry. Santa Claus made riddles and gave gifts. The holiday was very fun.

3 CLASS. Presentation.

Crossbills.

3 CLASS. Presentation.

Crossbills.

On the snow-covered branches of spruce, small reddish and greenish birds crawl, somersault, and hang upside down. With their strong crossed beaks, they extract seeds from yellow spruce cones.

These are cleats. They are not afraid of either blizzards or frost. Children are taken out not only in summer, but also in winter. In the most severe frost, crossbills feed their little chicks. Those sit under thick boughs, at the very trunk. There is enough food for babies, and the cold in a warm nest is not terrible.

Preview:

3 CLASS. Presentation.

Leaf fall.

3 CLASS. Presentation.

Leaf fall.

In autumn, yellow leaves fall from the trees. They are signs of drought. Roots take water from the ground and supply it to the tree. The leaves evaporate it. If there is not enough water, the leaves fall off.

But it often rains in autumn. What kind of drought can there be? Does the tree need water?

There is a lot of water and the tree cannot take it. The autumn ground is cold, and the root hairs do not absorb cold water. This is where the fall begins.

Preview:

Presentation.

New ant.

Grade 3 (4th quarter) Topic: "Verb."

Presentation.

New ant.

An ant lived in an old stump. The stump has collapsed. The end of summer has come. The ant decided to build a new house.

All morning he ran along the paths. So he went down into the hole and crawled out with a large grain. From such grains, ants built an anthill.

The ant chose a place to live near a birch. Here he laid a grain on the ground. The ant crawled onto the birch. With each counter ant he stopped. Now all the ants ran to the hole for grains. By winter there will be a new anthill.

Preview:

Farewell song.

3 CLASS. PRESENTATION. (SEPTEMBER)

Farewell song.

Autumn has come. Leaves thinned on the birches. A birdhouse swings lonely on a tree.

Suddenly, two starlings flew in. The starling lady slipped into the birdhouse. The starling perched on a branch and sang softly. Soon the song ended. The birdhouse flew out of the birdhouse.

The birds said goodbye to the house. Starlings will still fly here. They will fly long distances.

Preview:

Presentation.

Bathing bear cubs.

Grade 3 (4th quarter) Theme "Declination of adjectives."

Presentation.

Bathing bear cubs.

A familiar hunter walked along the forest edge. The day was sultry. A brown bear came out of a dense thicket with cheerful cubs. Little bear cubs were hot in shaggy fur coats.

A mother dipped one son into cool water. Another teddy bear got scared cold water and ran into the forest. The bear quickly overtook the fugitive. She brought it in her teeth to the water and dipped it several times in the water.

A cool bath refreshed the cubs.

Preview:

3 CLASS. Presentation.

What should be donated.

3 CLASS. Presentation.

What should be donated.

The little mouse asked Oika for a present. It’s a pity for Oika’s spatula, she plays cubes herself, she needs a car. She gave the mouse a stone. The mouse was offended and complained to the little animals.

It's Oikin's birthday. Guests arrived. The squirrel brought a nutshell, the hare brought a fly agaric, the bear cub brought a rotten cone, and Masha's girlfriend brought a sliver. They brought what they didn't need.

Oika felt ashamed. She cried. Everyone felt sorry for her. The squirrel brought nuts, the hare brought carrots, the bear cub brought honey, Masha brought a doll.

I will give you what you need! Oika said.