Download the presentation of a thick shark. Presentation on literary reading on the topic "Shark" by L.N. Tolstoy (3rd grade)

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 went 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 doctrine 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 muted form, in quiet voices. (Dictionary by S.I. Ozhegov)

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Slide 1

Slide 2

Educational: develop reading techniques, 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.

Slide 3

Slide 4

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.

Slide 5

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

Slide 6

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?

Slide 7

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.

Slide 8

Slide 9

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.

Slide 10

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.

Slide 11

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

Slide 12

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?

Slide 13

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?

Slide 14

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

Slide 15

Now we will read the story in parts, answer questions and write a description of one of the heroes - the artilleryman. To do this, let's make a table: Semantic Behavior of an artilleryman Character traits

Slide 16

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?

Slide 17

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?

Slide 18

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?

Class: 4

Presentation for the lesson

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Lesson objectives:

• Educational: continue to introduce children to the works of L.N. Tolstoy, improve reading techniques, teach how to write a character description of the hero.
• Developmental: develop the ability to analyze a work of art, develop voluntary attention through posing a target question, develop mental operations (analysis, synthesis) through compiling characteristics of characters, develop positive motivation through the formulation of clear didactic tasks, expand and enrich vocabulary.
• Educational: to cultivate interest in reading works of art through the compilation of characterizations of the hero, to cultivate courage and determination.

Equipment: computer support, geographical map of the world, textbook, subject pictures depicting a ship, cannon, deck, anchor, trunk, gunner.

During the classes

Stage 1: setting lesson goals and objectives.

ODZ: inform children of the topic and main goals of the lesson, intensify cognitive activity, and create positive motivation.

Education for students:– Today in class we will get acquainted with L.N. Tolstoy’s story “The Shark”, we will read the story, learn to analyze it, in order to determine the main idea of ​​​​this work and compile a description of the main character.

Stage 2: checking homework.

ODZ: check the quality of students’ independently completed work.

Type of work: frontal conversation on content.

Education for teachers: check the degree to which children have assimilated the biography of L. N. Tolstoy.

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

Practical task:- To do this, let’s return to the story “Childhood of L.N. Tolstoy"

Organization:- Please answer the following questions.

How did “The Ant Brothers” come about? (because of the secret).

Read, what was the secret?

How does this characterize the brothers? (sensitive, kind, responsive).

ORC:- Well done, you did a good job at home, read the story carefully.

Stage result:- What do you think, with what feeling did the author write this work? (warmth, tenderness, love for brothers, pleasant memories).

Stage 3: preparation for perception of the story by L.N. Tolstoy's "Shark".

ODZ: create an emotional mood, introduce into the atmosphere of what is being described, arouse interest in what is being read.

Type of work: teacher's story.

Education for teachers: introduce children to such a continent as Africa, develop children's understanding of sharks.

Education for students:- Now I’ll tell you about such a wonderful continent as Africa.

PZ:- Listen carefully.

Africa, 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 C, and in winter high positive temperatures also prevail (+ 10 - 16 degrees C). 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; in addition, they have many rows of sharp, closed-back teeth.

Result:- Guys, we talked about such a continent as Africa. Now let's see how Tolstoy describes Africa in his story “The Shark”.

Type of work: vocabulary work.

Education for teachers: expand students' vocabulary, teach them to use new words in speech.

Education for students:- To better understand the story, let's get acquainted with new words and learn to use them in speech.

PZ:- For this we will do vocabulary work.

Look at the board, read new words, think about what they mean.

• Africa - show
• Sahara Desert - on the map
• 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.
• A wick is a flammable cord for igniting charges.
• Artilleryman - a soldier with a firearm.

(Show subject pictures.)

Stage result:- So, you and I found out the lexical meaning of some words, thereby preparing for reading the story.

Stage 4: primary perception of L.N. Tolstoy's "Shark".

ODZ: organize a holistic emotional perception of the work.

Type of work: reading by the teacher.

Education for teachers:(same as ODZ)

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

Type of work: conversation on the target issue.

Education for teachers: find out the degree of emotional perception of the work.

Education for students:- So, at what point were you most worried about the boys?

(- when they noticed a shark from the deck;

When the boys tried to swim away from the shark;

When the artilleryman fired).

Stage result:- I see that you listened to me carefully, so you were able to answer the question posed.

Stage 5: re-reading, analysis.

ODZ: to develop reading skills through repeated re-reading, to learn to analyze a literary work, to form an idea of ​​the unity of form and content.

Type of work: reading technique.

Education for teachers: improve reading technique, develop the ability to determine by ear the place of stress in a word.

Education for students:- Let's practice reading difficult words from the story so that when reading it on your own, you will make mistakes.

Practical task:- To do this, let's do the following exercises:

Let's look at the board.

You didn't notice anything.

What is needed in these words?

a) Beautiful - beautiful - red - beautiful.

b) Melted - melted - melted.

c) I heard - I heard, I heard - I heard.

Organization:- We read the pyramid of words, be careful.

• sunset
• shouted
• fall behind
• race

Guess what words are written (reading noisy words).

V i g i v a l i s p e r e g n a l

p r i c e l i l s i

Organization:- Try to do the exercises carefully.

ORC:- Well done, we have worked through all the words, now we can start reading.

Type of work: reading the story in parts and analysis.

Education for teachers: learn to analyze text, write characterizations of characters.

Education for students:- Now you and I will read the story in parts, answer questions and write a description of one of the heroes - the artilleryman.

PZ:- Let's make a table for this.

So, let's read part 1.

Why did the heroes of the story decide to swim before sunset? (the weather changed, it became stuffy).

How do you think the author feels about the boys starting to swim in the open sea? To answer this question, re-read paragraph 3. He writes what he thought. What does it mean? Why didn’t they decide, didn’t start, but just decided? (rashness of action)

So, the boys began to swim in the open sea, the old artilleryman looked at them.

How do you think he treated his son? Prove it with text. (admired my son, loved him)

Do you think that in this part Tolstoy somehow shows that something portends trouble? Re-read paragraph 1.

What does Tolstoy call a shark? (sea monster)

Why? (fear, danger).

Reading part 3.

So the shark swam straight towards the boys. What actions did people take to save the boys? (the artilleryman began to shout for the boys to return).

How effective was this solution?

What feelings does the artilleryman feel at this moment? (Grabbed by horror, numb with horror, fear)

Find words in the text that show how the sailors act (quickly, rushed).

Could their actions have saved the boys? (No).

How did the boys feel when they saw the shark? How does the author convey this? (the boys got scared, there was a piercing squeal and the boys swam in different directions).

How do you understand “the screech woke up the artilleryman,” why does the author use this particular expression? (the artilleryman seemed to have woken up from a state of stupor).

What was everyone else doing at this time? How does the author talk about their inaction? (they froze in fear and waited for what would happen).

What conclusion can be drawn from this? (that this screech woke up only one artilleryman).

How does this characterize an artilleryman? Why can we say that the artilleryman is resourceful (found the only correct solution), decisive (decided to fire a shot), self-control (was able to do all the steps to fire)

Reading part 4.

Why did the artilleryman fall near the cannon and cover his face with his hands? (I couldn’t stand from everything I had experienced, I didn’t know about the result of the shot)

Let's write it in the table.

It immediately became clear whether the artilleryman helped the boys? (no, because the author says “what we didn’t see, because for a minute the smoke obscured our eyes”)

Type of work: illustration analysis.

Education for teachers: learn to isolate and analyze information.

Education for students:- Now you and I will learn to analyze the illustration to the text and highlight in it what the artist brought his own.

PZ:- Look carefully at the illustration on the page.

Why did you decide so? (in the foreground there is a shark, the boys are swimming in different directions, smoke from the shot is visible)

What do you think the artist drew based on the text of the work. What did you bring of your own? (text – location of objects, own – color, setting).

Reading part 5

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? (got up and opened his eyes, because when he heard a joyful cry, he realized that everything was fine).

How did he feel at that time? (relief)

Stage 6: general conversation.

ODZ: lead to the formulation of the main idea of ​​the work.

Type of work: general conversation

Education for teachers: draw up a characterization of the hero and, using the characterization, lead children to formulate the main idea of ​​the work.

Education for students:- Now we will learn how to write a characterization of the hero and formulate the main idea of ​​the work.

PZ:- Let's go back to the table, what can you say about the artilleryman?

What was he like?

What character traits helped the artilleryman in an extreme situation? (decisiveness, resourcefulness, self-control)

What then is the main idea of ​​the story? (in that these character traits (decisiveness, resourcefulness, self-control) help a person in extreme situations).

Stage 7: homework.

Stage 8: summing up the lesson.

ODZ: give the lesson logical completeness.

Is there a need for such people in our time? (yes, because in our lives very often situations arise in which we need to show resourcefulness and determination, in which the courage and courage of individuals is decisive in difficult extreme situations).

• ODZ– general didactic task.
• UZ– educational task.
• PZ– a practical task.

Literary reading lesson in 3rd grade

Topic: L.N. Tolstoy "Shark".

Target: introduce the work of L.N. Tolstoy's "Shark";

Lesson objectives:

Educational:

Contribute to the development of the ability to analyze text;

Learn to express your own attitude to the depicted events, characters, and their actions.

Educational:

Develop speech, help clarify and enrich students’ vocabulary;

Develop the ability to compare, group, highlight what is needed, and analyze.

Develop the ability to ask questions correctly

Educational:

Create conditions for an emotional response to events in the text when reading;

Create conditions for the formation of a positive attitude towards learning, promote the development of communication skills in the classroom,

To promote the inculcation of ethical qualities of the individual - kindness, compassion, complicity.

Equipment: texts for students, multimedia projector, presentation for the lesson, image of a sailboat and sails in 2 colors, cut pictures, parts of a cluster.

Lesson type : discovery of new knowledge.

Form of organization : conversation.

Technologies used : Technology for developing critical thinking through reading and writing.

During the classes

SLIDE 1 (black)

1. Organizational moment.

Guys, turn around, guests have come to our lesson. There are a lot of strangers, but during the lesson their eyes should only look at me.

The bell rang and fell silent,The lesson begins.Now sit down quietly

And they looked at the board.

2.Updating basic knowledge.

What do you see?(sailing ship)

How does a sailing ship move?(The movement of a sailing ship is carried out using sails. In calm weather it was necessary to row with oars. As a result of technological progress, sailing ships were replaced by ships with powerful engines.)

Where can we see such ships?(Nowadays, sailboats are used as pleasure boats for tourists, and they can also be found in shipbuilding museums.)

Who controls the ship?(captain)

Who works on deck?(sailors)

Why do you think there is an illustration of an object related to the sea on the board?(today in the lesson there will be a piece related to the sea)

"Surprise Box"

Tell me which writer's biography we met in the last lesson(Lev Nikolaevich Tolstoy) .

Let us recall some facts from his biography.

For this I have a “Surprise Box”. I will take out the cards, and you will tell me how this material is connected with the writer?

Yasnaya Polyana – Lev Nikolaevich spent his childhood in this village.

5 – There were 5 children in the Tolstoy family: Nikolai, Sergei, Dmitry, Lev, Maria.

Sport – The writer has been involved in sports all his life, until he was very old.

ABC – L.N. Tolstoy wrote the alphabet for peasant children, whom he himself taught in the school he created.

"Ant Brotherhood" - game of L. Tolstoy and his brothers in childhood

Ant brotherhood.

Why are these insects interesting?(weight 1-2 mg, lifts a load 50 times larger)

When they say he works like an ant?(hard work, teamwork, mutual assistance)

What can a person learn from these insects?

How can we work?(together, like ants, taking care of each other)

We are just beginning to get acquainted with Tolstoy’s work, so I have prepared for you an exhibition of books from the school library that you can always take and read.

The writer in many of his works tried to tell children about how to act in different life situations.

3. Working with new material.

After watching a fragment of the video, you can guess the name of the story we will read in class.

SLIDE 2)

What is the name of the piece we will be working with today?(take it out of the SHARK box)

A few words about the shark will be said...

These are very ancient fish. Thanks to their streamlined body shape, they swim very quickly. The shark's mouth is lined with several rows of sharp teeth. Sharks often attack people.

SLIDE 3

Formulate the objectives of the lesson in accordance with the topic. Use screen recording for this.

1) get acquainted with the work ___________________"_______________".

2)ylearn correctly, read expressively _____________________________ andanalyze it.

Lesson objectives: get acquainted with the work “Shark”; learn to read a work correctly and expressively and analyze it.

To complete the assigned tasks, I invite you on a journey to the shores of Africa, where the event described in the story by L.N. took place. Tolstoy "Shark".

SLIDE 4 (black)

What transport will we use?(On a sailboat.) (A ship with sails is a sailboat.)

When do you think these events took place?(Very long ago, when ships were controlled by sails using the wind, 17-18 centuries, Peter I , Catherine II ).

4. Vocabulary work

In this work we will encounter new words. Let's explain the meaning of these words. To do this, we will find the words on the board with their lexical meaning.

Sahara - desert in Africa

sail - a wind-blown sheet of canvas or thick fabric.

artilleryman - firefighter

deck - horizontal overlap in the ship's hull

canvas - smooth linen orcotton fabric

trunk (in this context) - the barrel of a gun

wick - burning cord for igniting charges

murmur - dissatisfaction expressed in a low voice

5. Primary reading

Open the textbook to the page.

Let's start reading the text.

Teacher reading the text until the words “...The shark swam straight at the boys...”

Continued reading of the text by students who read well.

6. Conversation on what you read

Were our assumptions justified?(Children's answers).

How did you feel while reading this story?(fear, despair, joy)

SLIDE 5

I suggest you get some rest. Get up from your seats.

7. Physical exercise (to the sound of the sea)

We will move our hands -It's like we're swimming in the sea.One two three four -So we sailed to the shore,To stretch the bones,Let's start doing bends -Right, left, right, left.Let's not forget to sit down -One two three four,On the count of five, sit down at your desk.

SLIDE 6 (black)

8. Selective reading

Let's analyze this work by answering questions about the content of the text.

What trouble happened to the boys?(they were almost eaten by a terrible predator - a shark)

Find and read how the boys ended up on the high seas.

How did the old artilleryman react to the fun of his son and his comrade?(The boy’s father, an old artilleryman, stood on the deck and admired his son. When the son began to lag behind, the father shouted to him: “Don’t give it away! Pull up!”)

What do these words mean?(Don’t give in, try to win, overtake).

Did he imagine what trouble could happen to his son?(children's answers)

When did the father become afraid?(When they shouted on deck: “Shark”)

Why did he become pale and not move? (very scared for my loved one)

Read what the sailors were doing at that moment.

Can we say that the sailors’ act was courageous?

Why didn't it work out for them? (They were already close to the goal, but there was little time left)

Guys, why, when the sailors tried to save the boys, did the old artilleryman stand by and do nothing? (He was paralyzed by fear for his children, for his son.)

Indeed, when a person is very scared, in the first seconds he falls into a stupor and cannot do anything, especially when it concerns his closest and dearest person.

When did he start acting? Read this episode.

Why was everyone frozen in fear? (Everyone was scared, because he could hit the boys.)

How did the artilleryman behave after the shot? (He fell near the cannon and covered his face with his hands.)

Why did he behave this way? (He was scared to see what was there after his shot.)

Let's characterize the boys' father, what is he like? (He is a very strong-willed person, courageous, resourceful, decisive, experienced.)

Why - experienced? (because despite his fear, he took aim correctly and quickly)

What can you say about boys? (They acted carelessly, irresponsibly.)

What is the idea of ​​this story? (In a moment of danger, courage and determination save you. When children are on the verge of death, fatherly feelings always help to act decisively and not lose composure. Relatives will always come to the rescue. )

What did the story described in the story teach us? (Never get lost in various situations, try to find the right quick solution, cherish loved ones , think before doing something, take action.)

Who is the real main character of the story? (Old artilleryman)

Why then is the story called “Shark”? (The shark is the reason for the situation in which the artilleryman behaved decisively, heroically.)

What is another name for this story? (“The act of a father”, “An act dictated by love.”)

9. Reflection

SLIDE 7

Our lesson ends. I suggest you evaluate your work yourself. Let's return to the tasks posed at the beginning of the lesson. Have we achieved our goals?

SLIDE 8

Let's fill it out "Ladder of success" Put a plus sign on the bottom step if you didn’t learn anything new during the lesson. Put a plus sign on the second step if the lesson was useful and interesting for you.

Raise your hand if you didn't learn anything new in class.

Raise your hand if you found the lesson useful and interesting.

Thanks for the work.

Worked well today...

10. Homework

With. 155 No. 6

The lesson is over.

Reading lesson

Slide 2

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 compiling 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.

Slide 3

Slide 4

During the classes

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.

During the classes

Slide 5

Checking homework

Checking homework.

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

Slide 6

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

Please answer the following questions:

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

Slide 7

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.

Slide 8

• Africa
• Sahara Desert

Slide 9

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.

Slide 10

• 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.

Slide 11

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

Slide 12

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?

Slide 13

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

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

Slide 14

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

Slide 15

To do this, let's create a table:

To do this, let's create a table:

Slide 16

So, let's read part 1:

1. Who is the hero of this story?
2. Why did the heroes of the story decide to swim before sunset?
3. How do you think the author feels about the boys starting 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?

Slide 18

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

Reading the fourth part:

1. Why did the artilleryman fall near the cannon and cover his face with his hands?
2. 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

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

Slide 19

1. 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:

1. 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?
2. What can you say about the artilleryman at this moment?
3. How did he feel at that time?

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