What is an abstract lesson? I. Organizational moment

The plan-abstract of the physical education lesson in the 2nd class on the topic "Circular training. Outdoor games"

Objectives: learn the warm-up with gymnastic sticks; hold a circular training; Play in a moving game.

Formulated Wood:

subject: have ideas about special exercises to preserve good vision, about what circular training, be able to climb on the gymnastic wall, organize health-saving livelihoods, perform a warm-up with gymnastic sticks and a game exercise;
metaPered: take and save goals and tasks learning activities, find funds for its implementation, plan, monitor and evaluate educational actions in accordance with the task and conditions of its implementation, determine the most effective methods achieve results;
personal: Aware of the motives of educational activities and the personal meaning of the teachings, show goodwill and emotional-moral responsiveness, develop the skills of independence and personal responsibility for their actions, follow the installation for a safe and healthy lifestyle.

Inventory: Stopwatch, whistle, 4-6 spans of the gymnastic wall, gymnastic crossbar, gymnastic sticks for each student, 3-5 mats (depending on whether children will do clovers and carpets in turn or immediately on two mats), gymnastic bench.

During the classes

Input part

Building one share. The report of students and greeting.
Announcement of the topic and tasks of the lesson.
Conversation about the careful attitude to sight. What exercises need to be performed to keep eyesight? (Children's responses.)

To preserve good vision, you need to do special exercises.

Memo. Exercises for the eye

Blink with eyes (1 min).
Close your eyes and circular movements to make a century massage with tips of the index fingers.
Firmly clog my eyes, then open. Repeat 4-5 times.
If the eyes are very tired of reading, watching TV or work at the computer, it is useful to approach the window and 2-3 minutes to look at the sky.
Look at the index finger stretched in front of her hands. Slowly bring the finger to the tip of the nose, continuing to follow it with the eyes. Repeat 4-5 times.
Houses on the window can be glued with paper circle. Close one eye, and another 5 with to look at the circle. Then translate the distance in the distance. The same to do another eye. Repeat 6-8 times.
Rotate with your eyes first to the left and then right. Repeat 6-8 times.
Look up and down, left, right, in the upper right corner, in the left lower and vice versa. Repeat 6-8 times.

And the main thing is to avoid dangerous situations, take care of the eyes from branches in the forest, acute items, etc.

All these exercises are given in the textbook. When I am familiar or repeat them with students, do not carry out the exercises for a long time, we do 1-2 times. You can use not all exercises, but only those that like more.

After the exercises for the eye, go to the warm-up.

Walking a raying step. Class, right! Left bypass around the hall is a march step! Run march!
Running without tasks. Running (1 min), after which translate students to step and perform breathing exercises. Passing in a circle, the students take on one gymnastic stick, stop on the long side of the hall, are calculated on the first-second, rebuilt into two ranks and swallowed onto the hands.

Warming with gymnastic sticks

I. p. - The main rack, stick below. At the expense of "Once" - a stick up, right foot back on the sock; At the expense of "two" - return to its original position; At the expense of "three" - a stick up, left foot back on the sock; At the expense of "four" - return to its original position. Repeat 4 times.
I. p. - Rack of feet apart, stick at the bottom. At the expense of "Once" - turn a head right, the stick to the right, the right end of the stick as if we are trying to pierce the air; At the expense of "two" - turn the head to the left, the stick to the left, the left end of the stick as if we were trying to pierce the air. Repeat 4 times.
I. p. - Main rack, stick at the top. At the expense of "Once" - a turn of the hull right, the stick forward; At the expense of "two" - return to its original position; At the expense of "three" - turning the hull to the left, the stick forward; At the expense of "four" - return to its original position. Repeat 4 times.
I. p. - Rack of feet apart, stick at the bottom. Count account up to 4 - circular movements with a stick to the right-up-left-down. At the expense of "five to eight" - the same else. Repeat 4 times.
I. p. - Rack of feet apart, stick at the bottom. At the expense of "Once" - the slope, touch the floor stick (those who are hard, can turn a slightly stick to touch it by the floor); At the expense of "two" - return to its original position. Repeat 4 times at a slow pace.
I. p. - The main rack, stick below. At the expense of "Once" - lunge to the right, turning the hull to the left, hands forward; At the expense of "two" - return to its original position; At the expense of "three" - lunge left, turning the hull to the right, hands forward; At the expense of "four" - return to its original position. Repeat 4 times.
I. p. - Basic rack, stick before your feet. At the expense of "Once" - a jump through a stick forward; At the expense of "two" - jump through a stick back to its original position. Repeat 8 times, starting slowly, gradually speeding up the pace of execution.
After jumping to take sticks in the hands, go in a circle, remove them into place, go through and sit on the bench.

Main part

Circular workout stations depend on many parameters: the number of children inventory and equipment, solved tasks. Today we repeat the previously studied elements and exercises. You can always use various simulators. If there is an opportunity to deal with barefoot, then this is a big plus, then you can decompose the corrugated paths for the prevention of flatfoot, and these tracks can become a link between stations or an independent station so that children go through it a minute.

12 stations are proposed, this means that if there are 24 student in class, then 2 students at the station, if children are larger, then the number of the station can be increased. If children are very small, then you can put them one at one to the station. So that children are not confused, you can make signs with numbers from each station - so children will be easier to navigate the first time.

At each station we are engaged in 1 min, after which we go in a circle (clockwise). Children begin to do the exercise and finish at the signal. The order of the stations can be changed if the location of the inventory and equipment is inconvenient in this order. Exercises should develop different groups of muscles, i.e. it is impossible to give 3 stations in a row to the hands, and then 3 on flexibility, it is necessary that the load should be changed - then on the hand, then on the press, then on the feet, etc.

Lazagne in the gymnastic wall (1 span).

Here it is seized until the top (if possible) and the descent back. So long. It is desirable for mats not to descend.

Lifting the body from the position lying.
Visa standing and vis on the bent hands on the crossbar.
Kuwark forward.
Perelezing from one span on another (2-4 span) on the gymnastic wall. Slip low (up to the middle, not higher).
Drops directly in mat.
Squats.
Rack on the head (the teacher is located and helps).
Push-ups (today we try to see how students cope with them).
Walking on a gymnastic bench and back. I.p. - standing face to bench. At the expense of "Once" - a step on the bench right; At the expense of "two" - a step on the left bench (stand on the bench); at the expense of "three" - a step back from the bench right; At the expense of "four" - a step back from the left bench to its original position.
From the position of sitting slopes, trying fingers to get the fingers of the legs.
Stand on one leg.

You must try to perform the task within a minute, but this does not mean that it is necessary to perform it with maximum intensity, it is necessary to pick up your pace of execution so that the forces are enough for a long time. It is better to do slowly for a minute than to get tired on the first 10 seconds, and then rest.

The teacher explains and shows all the stations, students diverge in places.

Always see what makes the one you go for, then that there is no questions "what to do now?".

Circuit training is carried out (13-15 minutes).

Movable game "Hurry to remove"

After a circular workout, the disciples form a circle around the teacher, a mobile game is performed for the reaction and the attention "to be removed". Task: Pupils pull hands ahead, palms up, the teacher walks in a circle and trying to nominate someone, i.e. to touch the open palm. To avoid this, children try to have time to clean your hands (omit or remove back).

III. Final part

Alignment. The class is built in one rank 2-3 minutes until the end of the lesson.
Summing up the lesson. The teacher briefly brings his results.
Evaluation of students' work. Praise children for good execution.
Homework. Remember the text "Take care of vision!" on s. 39 textbooks.

Svetlana Borisova
Abstract lesson in the 2nd class "Vocal Ensemble"

Abstract lesson

Thing: « Vocal ensemble»

2 class

Subject lesson: "The development of performing skills in ensemble»

Training program: Working programm By subject « Vocal ensemble» (2012 Compiler: Borisova S. V.)

A type lesson: Combined, fixing the musical material with the introduction of new elements

purpose: Development of performing skills in ensemble With the help of musical expressiveness

Tasks:

Educational:

Fastening concept ;

Development of emotional expressiveness, artistry and creative self-expression vocalist and ensemble using the means of musical expressiveness;

Consolidation of knowledge, skills and skills obtained on previous lesson

Developing:

Strengthening articulating I. vocal apparatus;

Development of skills and techniques ensemble singing;

Development of the ability to listen and hear, trust each other, performing a song material;

Development of the ability to analyze their activities during watching video lesson rehearsal

Educational:

The formation of the skill to work in the team;

Formation of a sense of responsibility; mutual assistance, friendly relationships to each other;

The formation of the ability to creatively interact with the teacher, students

Methods:

visual (show, verbal (explanation, conversation, practical

Form of the organization of children: Group

Group characteristics: Group 2 years of study, girls 8-9 years old in an amount of 8 people (on the example of the show group "Emoticons")

Time class: 45 minutes

Materially - technical support lesson:

Piano;

Microphones;

Speakers (Monitors) - 2 pcs. (For the adoption of the stereo signal);

Notebook;

Mixing console with amplifier;

Video recording and video reproducing equipment

Structure lesson:

I. Beginning lesson

1) organizational moment

2) Greeting

3) Message Topics and Objectives

II. Main part

1) a complex of breathing exercises, a rhythmic drawing of works, diction in motion;

2) Execution vocal exercises - a row;

3) teaching didactic game;

4) work on the repertoire:

Song "Grandma Pirate", "Giraffe"

III. The final stage

1) watching video recording, identifying and analyzing problem moments;

2) summarizing the classes;

3) Applause

Structure occupation

Stage Time Content Note

Start lesson

5 min Organization of the start of classes, greeting students, intensifying attention, message goals of classes, creating psychological attitudes for creative, fruitful activities. Conversation on the subject of classes.

Students enter B. classLocated in the semicircle. Conversation Obo ensemble sounding, Poll by means of musical expressiveness.

Main part

Performing a set of exercises on breath:

1. "Cold breathing"

2."Egorka"

3."Pump".

Articulating gymnastics

Vocal exercises:

1. "Thread" (execution of long sound on one note closed mouth and open mouth on syllables)

2. "Music Elevator" (Exercise on the smoothing of registers and sound support)

3. "Sequences" vocal and dickening

(Cantilene singing, Stakatto)

4. "Mixed Rhythms"

(use of changes in rhythm and pace, vocal feed, soft and rigid "Sound attacks")

All exercises are performed in a circle.

It is necessary to systematically perform breathing exercises to bring to improve the respiratory technique and owning it.

Dickening exercises I. articulating gymnastics make it possible to train the whole speech apparatus And gradually develop the muscles of the speech organs, the dictionary exercises are necessary because proximity to the speech phonetics is the main property characteristic of the pop manner of singing.

Continuing the movement in the rhythm, we proceed to the splash - the preparation of the voice, vocal apparatus to singing.

Main part

Educational - didactic game "Means of musical expressiveness"

Children disassemble didactic material - Notes with the names of musical expressiveness

Give definitions of concepts and analyze it in song music "Giraffe".

The game allows you to develop the ability to apply theoretical knowledge in performing practices in conditions ensemble, strengthen the emotional and psychological state of children, contributes to the creation of an atmosphere of the interaction of children with each other, form mental readiness for value execution

Main part

Work on the repertoire:

Song "Giraffe"

Students perform 1 and 2 versus a song using a two-chamber in the chorus, first with a tool, then using microphones.

Work is underway on the text (diction, idea of \u200b\u200bwork, character, acting tasks, dramatics of work)

Repetition song "Grandma Pirate" Using microphones and the execution of the movements of the movements, preparation in the competition.

Working on a song repertoire demonstrate the level of development of performing skills ensemble and soloists in a single emotional and vico-technical

character; contribute to creating a favorable, psychologically comfortable environment and collective cohesion. During the classes, the engine is rationally distributed, vocal The load appears a desire for productive, creative, collective activities.

The final stage

5 min View video Classes, identification and analysis of problem points

Detection of errors and inaccuracies, setting a goal for the next lesson work on errors.

Farewell, applause all classes and performances in the learning process must be recorded video or audio equipment, with a further demonstration on the computer / laptop, while watching thoroughly analyze errors and emphasize the best moments of speeches

application

Complex exercise

Exercises that improve nizhnerebernogo breathing.

"Cold breathing" - Take the right posture, put one hand on the diaphragm, the second to put in front of my mouth at a short distance. A slow smooth breath is done through the nose. The hand at that time feels how the bottom of the chest expands. Then smooth exhalation, you can no sound, you can voice the letter "U" Open lips folded like a whistle. You need to exhale on the hand in the hand, and the palm must feel uniform breathing without jim. Visually this exercise can be done with a lit candle, so that when the flame is exhaled, the candle has not extinguished (distance should not exceed 20-25 cm).

"Egorka" - Pronounce children counting: "Like a hill, thirty-three yards are standing on a hillock", then breathe, and think as you can longer: "Once Egorka, two Egorka and so on". Younger children really like this exercise.

"Pump" - Stop right, legs on the width of the shoulders, take up the handle of imaginary pump: Straighten - inhale, leaning away - exhale. Lips at the same time in the form of a whistle.

Very helpful to sing exercises on "Staccato" - The diaphragm is pronounced in them. With my disciples, I make this grinding on major sober up and down.

Articulating gymnastics

1. The disclosure of the mouth is good and freely opening mouth;

2. Tightening the upper lip to the gums of the teeth (lips of the lips prevents the proper formation of sound). Fight S. "Dead" lip ", braking clarity and soundness of speech;

3. lowering the lower lip to the gums of the teeth;

4. Alternation of the movements of the upper and lower lips separately, as indicated in 2 and 3 exercise;

5. Special exercise of the upper lip (the mouth is slightly disclosed, the upper lip of the upper lip, closing the upper teeth, tightly tensioned on them so that the edge of the lips be fused into the mouth, then stretching on the sides, then at its original position);

6. Special Libery Training (Same as I am the upper lip);

7. Special training of the lower and upper lips at the same time (repeat 5 and 6 exercise at the same time);

8. Movement of the lower jaw forward, right, left, down and circle. The goal is to reveal the mouth well and develop the mobility of the lower jaw. Exercise perform slowly and rounded;

9. The movement of closed faded lips ahead and stretching them, then side (squeeze teeth);

10. The movement of closed faded lips ahead, left, right, up, down and circle.

Exercises for language

1. The language lies flat with a small recess and on the back. The tip of the language easily concerns the lower front teeth, and its root is lowered, as at the time of Zovka. The mouth is widely disclosed in a vertical position so that you can clearly consider the throat;

2. Movement of the tip of the tongue to the front teeth;

3. The movement of the language is right and left towards the inside of the cheeks (stacking - "sword");

4. The mouth is slightly disclosed, a tongue from a normal position (tip of the tongue at the lower teeth, the root is omitted (goes on top, completely flexing back towards the sky, and then goes back again). The exercise is also designed to train the bridle and strengthen the muscles of the language. It is carried out at the immobility of the lower jaw, for sounds T, D, L, R. There is a strong vibration of sound R.

5. Emphasis to the teeth, and then an energetic separator from the upper front teeth T, d;

6. The lower lip must touch the front upper teeth (bite) In, f, etc.

7. For root development language: coughing like older kha, kha, kha; Weontade your finger, aiming in the target - kh, kh, kh; stuck in the throat bone - khh, khh, khh, screaming crow - car, car, car,

Tongue Twisters

1. Changed Praskovaya Karasia

Three pairs of striped piglets.

Ran pigs on dew,

Cathered piglets, but not all.

2. Nanny soap soap mila

Mila Soap did not love

But did not whine a mila

Mila Goodnamer

3. On the courtyard grass, on the grass of firewood,

Not Ruby Firewood, on the grass of the courtyard.

Description of the runtime

Vocal exercises:

1."Thread"

Execution of a long sound on one note closed mouth, then open to syllables "Lee, Liu, Lee" In several tonsidations on the rising movement.

Follow the breath, intonating a stable sound. The teacher controls the formation of pupils of vowel sounds.

2. "Music Elevator" .

Exercise on the smoothing of registers and sound support. We are going on the elevator from the first floor to the seventh through all the notes of the gamma and back. On sound "BUT" - as the first floor and "AND" - Fixed seventh. The teacher monitors that students correctly guide the sound in the head resonator and the feeling of his support.

We pass from Lia (m) F. (1) Basic sound.

3. "Sequences"

Fix the concept "sequence". Melody movement on syllable "Lee" (cantilena); sound "I" (Stakatto); Sound of lips "Whoa" When the melody is executed. We perform 4-5 times in the upstream movement.

4."Mixed Rhythms"

Using rhythm changes and pace vocal feed, soft and rigid "Sound attacks". Elements are used bias.

Description of the didactic game

Students are issued Didactic benefits: Templates - notes. In the center of each notch - the name of the means of musical expressiveness: rhythm; meter; melody; dynamics; LAD; register; rhythmic pattern; pace.

Sounds Music Work - Song on the topic lesson And the repertoire studied.

Students give time to listen to the phonogram.

Depending on the notch selected, students need to characterize the means of musical expressiveness. For example, if a note is a rhythm, the student says and shows what rhythm music sounds. And what about rhythm? It combines with meter and ripple (joins the owners of sun with these concepts). Also define the main way, the pace, the development of the dynamics, the movement of the melody, its rhythmic pattern, and so on.

On this lESSON We deal with the arrangement of the song "Giraffe". What pace, rhythm used a musician (Determine the dismissed meter). What kind of main Lada sounds music? How is the character and movement of the melody in the sale and chorus?

All this must analyze and hear the performer to transfer musical thought to the viewer, causing an emotional return, uniting by one rhythm.

Technical learning tools (TSO)

The rapid progress of computer technology, the invention of new technical means of learning, record and sound-reproducing devices, disclose unlimited opportunities to modernize the conceptual and methodological and methodological approaches to music learning and, in particular singing. However, the problem is shortage, and due to the limited use of TSO or non-use at all, to improve the pop vocal Learning still in many institutions is very acute.

Thus, arises question: Why for learning a pianist Availability of piano necessarily, and for pop vocalist There is no sound reproducing equipment? For training, the violinist requires a bow, and for pop vocalist microphone when working in the class is not obligatory? The answer lies on the surface - the teachers have now developed their theories and methods of training with pop singing, but the theoretical and methodological aspects of the use of TSO in educational practice are far from all.

Since pop art is associated with the use of modern electronic technology (microphones, amplifiers, mixer console, acoustic treatment of sound, tape recorder, etc., then all this can serve as technical means of learning singers. Therefore, to teach children to use them in the educational process is the first task. Teacher in working with learning on the subject "Pop singing".

Almost all children approaching the microphone, feel fright from the sound of their voice. In order for a child to adapt to new conditions, you need to use a conversation with it. When a child is responsible to the microphone on questions: What is his name, what is the name of his family members, etc., and then trying to tell the poem; Only after that you can move to the formulation of a voice using microphone and recording;

Already at this - the preparatory stage, students get acquainted with the concept of phonograms, both accompanying and records of the votes of the performers. In addition, children are told about the possibilities of karaoke microphone, music centers with karaoke and computer programs on the Internet, where you can find many accompanying phonograms of the most famous performers. Thus, children get an idea of \u200b\u200bthe capabilities of a tape recorder, a video recorder and a computer, such as training assistants.

The pop in the sound of singing is approaching the folk manner, but uses the basic principles of voice formulation in classic vocals, so in working with children in the style of pop vokala should be relying on the best achievements of Russian vocal technique.

At the next stage, the method of creating certain acoustic conditions should be used to improve the timbre sound of the voice of children. In dissertation candidate pedagogical Sciences O. I. Polyakova "Theority-methodological aspects of the use of TSO in the process of teaching singing" (Moscow, it is proved that it is possible to change the spectrum of children's singing vote In the desired direction, i.e., with the help of modern microphones and audio equipment, it is possible to add the necessary frequencies to the sound - more often high in the range from 3200-3800 Hz and the effect of reverb, where T \u003d 4-8 seconds (which corresponds to the sound effect of the singing voice In the room room with good acoustics). Then, with the help of headphones, the processed voice of the voice must be returned to the ear of the child. As a result of such an impact on the ear, the initial spectrum of the student's voice varies accordingly. The sensations arise "Comfortable" In children with singing. In addition, it is proved that changes in the timbre sound of the voice of children are possible, but only in the case when the headphones returned to the headphones differs from its original source through the spectral characteristics of their own voice.

This pattern allows you to implement the principle of an individual approach in practical work with children. Artificial acoustic conditions can be considered "Auxiliary benchmark" For imitation. At the same time, the teacher must ensure that the sound quality of the voice entering the headphones was not "Mechanical" (When the excessive addition of high frequencies leads to a negative effect, and during the selection of acoustic parameters for each singer, consider the individual features of his voice. The work of the teacher in the conditions of recording studio, if there is a sound engineer, will give the most positive results.

Experience practical work The microphone showed that it is necessary to remember the significant differences in their sensitivity depending on the brands of manufacturers and the role of the distance between the singer and the microphone.

Comparing the initial audio recording with a computer-processed audio record, at the subconscious level in the child comes the sound of his voice on the principle of self-regulation. At the same time, conditions are created to activate self-control in singing.

The lesson of the surrounding world in grade 2

Teacher: Stoyanov Larisa Dmitrievna

UMC "School of Russia".

Theme lesson : "Politeness Rules"

Type of lesson: Opening of new knowledge

The purpose of the lesson: to form the skills of the culture of communication and behavior: relationship with the surrounding people.

Tasks:

1. Wanted knowledge of schoolchildren about polite and good words and their use in life situations.

2. develop adequate evaluation activities aimed at analyzing their own behavior and actions of the surrounding people.

3. Rise in children a sense of self-esteem, careful attitude towards each other.

Planned results:

Personal:

Show the ability to maintain a benevolent attitude towards each other.

To be able to conduct self-esteem based on the criterion for the success of educational activities.

MetaPered:

- Cognitive: Be able to navigate in your knowledge system: to distinguish a new one from the already known with the help of a teacher; Get new knowledge: find answers to questions using a textbook life experience and information obtained in the lesson; be able to systematize and convert information;

- regulatory : To be able to plan their activities; Realize that it has already been learned and what to learn;

be able to determine and formulate a goal in the lesson with the help of a teacher; express your assumption;

- communicative: To be able to draw up their thoughts orally; listen and understand the speech of others; be able to work in a pair: find common decision; Be able to argue your offer.

Subject: Knowledge of groups of "polite" words, skills of culture of communication and behavior.

Equipment: Presentation (POWER POINT, 2003), cards with words, cards with questions, textbook, workbook, teacher's workplace with PC.

During the classes:

Stages lesson

Activity

teacher

Activity

students

Food

Wood

1. Organizing time.

Purpose: Prepare students to work at the lesson, create an emotional attitude to joint collective activities and cognitive activity.

Includes students in business rhythm, sets the task - check the readiness of the workplace.

Quickly check, friend,
Are you ready to start a lesson?
Is everything in place, all right?
Book, handle and notebook?
Checked? Sit down!
We work with zeal

Children stand.

Regulatory.

Communicative.

Security

students

organizations of their training

activities.

Creating a situation of success, trust.

2. Actualization of knowledge. Check your homework.

Purpose: get

an idea of \u200b\u200bthe quality assimilation of the previously studied material, determine the reference knowledge.

Organizes the repetition of studied rules of behavior in school.

At the past, we studied the topic "Rules of Conduct in School." And I think you know them well. But the Murau is inattentively listened to the wise turtle and when she began to ask him questions, that's what he answered. Is he right?

What needs to be done to answer the question of the teacher? I think that if you want to answer the teacher's question, you need to shout. Do I think right?

How do you greet an adult in the class? I believe that you can cripple in a class: "Hi!" Is I right?

To change, you need to rest, so you can run along the corridor of the head. Is I talking right?

If you really need to ask something, you can kill adult conversation. Is it so? How should I do?

5. Everyone is responsible for himself at school, so it's not necessary to help each other. Is I right?

What are you great, you remember well, how to behave at school and will always fulfill the rules of behavior.

If you want to answer the teacher's question, raise your hand.

Included in an adult class. Welcome standing.

You can run and noisily playing only on a sports or playground.

We must wait when the conversation is over, and only then ask about something.)

It is always necessary to help each other and everywhere. "One for all and all for one".)

Communicative. Development oral speech, attention, thinking, student imagination.

Cognitive: Checking knowledge of students on the rules of behavior in school, identifying gaps in knowledge and skills.

3. Self-determination to activities

Purpose: to organize the activities of students to determine the concept " polite words"; involving students to the main thinking operations (analysis, synthesis, generalization ...); Systematize students' knowledge necessary to introduce a new topic.

And now I suggest you listen to the story. which happened to one boy. (Audio recording of the story V. Saeva "Magic Word")

What kind of magic word called the old man's boy?

How do we call these words?

What other "polite" words do you know?

Suppose that we will talk about today in the lesson, what is the subject of the lesson?

What tasks do we put in front of ourselves?

Find out what polite words are.

The value of polite words.

Learn to use polite words in various situations.

So, we set up the tasks, let's try to solve them. For work !!!

Cock.

Hello, good morning, good afternoon, good evening, hello.

Polite.

(Children's responses.)

About politeness.

Find out what it means to be polite, remember what are polite words, learn how to use them in different situations .

The rules of courtesy.

Personal: promoting the formation of interest in educational material.

Regulatory:

staging task Based on the ratio of what is already known and learned by students and what is not yet known.

4. Work on the subject of the lesson.

Purpose: familiarity with the concept of "polite words"; form cognitive activity Pupils through the learning situation "What do I know?" "What do I know?" and consolidate knowledge about polite words.

Work in parach

Today we will talk about the magical words. These are ordinary, simple, smart, useful and kind words, and they have become magic because they cannot simply live in the world without them. These words should not only know well, but also to be able to pronounce the magic and it is necessary to learn.

Consider Rice on with 52 textbooks. Come up and play a conversation between the characters using polite words.

Work in the group

Let's make a tree of "magic" words that we know.

In my magnetic board, the names of the groups are written on which we must divide all our "magic" words. On the cards lying on your tables, words are written. Work in a pair, discuss with a neighbor on the desk to which group you can attribute your word. We go to the blackboard, read the word and attach the card to the group you need.

Hello, hello (greeting);

Goodbye while (farewell)

Sorry, sorry (apology);

Be kind, please (please)

Thank you, thank you (gratitude);

See how many "magic" words we know. And how do we call all these words differently?

In what cases do we use polite words?

What do we call a person who will never forget to eat these "magic" words in their speech?

True, brought up, and another person is called polite. After all, this is one of the most important qualities of an educated person.

And who of you know how the word "politeness" appeared?

Until the XVI century"Truck" mean"Expert", the one who knows the rules of decency, generally accepted forms of expression of a good attitude towards people.

Politeness is the ability to behave so that others be nice to communicate with you.

And who of you knows what denotes the word "hello"?

Who can be so welcome?

What words can I replace this word?

That's right, we wish a health man, i.e. Head.

And what denotes the expression "goodbye"? Who and when they say so? What words can these words be replaced?

Goodbye - i.e. We hope to see a person again.

Primary consolidation. Working with a textbook. (Work in groups.)

Consider drawings on with. 52. We will share the groups and discuss the situations that occurred with the heroes of each picture.

- You worked well. I believe that you learned one wise truth "Good word to man that rain in drought." How do you understand her?

After all, a kind word will always help in difficult moment, breaks a bad mood and turn the evil in good. What is kindness?

- Kindness - This is a man's desire to make happy others.

Hello.

Thank you, please excuse ...

(Children's responses)

Compilation of cluster

( Polite )

( With greeting, when farewell, with an apology, when expressing a request, gratitude. )

(Such a person can be called raised.)

(Children's responses)

(After training, speeches of groups are heard.)

(Children's responses)

Subject:

to form knowledge of groups of "polite" words, skills of culture of communication and behavior.

Cognitive: to be able to extract new knowledge: to find answers to questions using a textbook, your own life experience and information obtained in the lesson.

Communicative:

to be able to draw up their thoughts orally; Listen and understand the speech of others.

Regulatory:

be able to work collectively.

Personal:

Interest in the solution and general way actions.

Regulatory:

Cognitive:

5. Fizkultminutka

Purpose:creating conditions for psycho-emotional unloading.

PRESENTATION

Execution of the gun

Communicative:

to be able to perform physical exercise on the team, together.

6. Work on the subject of the lesson. (Continued)

Purpose: reveal the level of mastering knowledge and ways to ensure their correction; Develop oral I. written speech Students, thinking, imagination.

Polite words are not one or two,

Remember and know these wonderful words!

Polite words need not only to know, but also to use in their speech, so as not to shake with an ignorable person and be understandable to his interlocutors.

Otherwise, this is what.

Read the phone conversation of the heroes of our tutorial - Parrot Ilya, Psa Ryzhik and Serezha on S.53

Was the conversation in polite and understandable?

Let us now comply with the rules for communication by phone.

What tone do you need to talk on the phone?

What words do you need to use when communicating?

How long can telephone conversation continue in time?

Work in pairs.

And now we will work in pairs and play the "Conversation by phone" game, come up with and play a telephone conversation, which would be polite and understandable.

- To prepare a conversation, I suggest to use you the following plan:

1. "Hello"

2. Greeting

3. Explanation of the goal of your call.

4. Gratitude.

5. Farewell.

( Check one pair. )

(Children read a dialogue from the textbook on p. 53).

You need to talk on the phone in a polite tone.

( Use words of greetings, thanks, apologies, farewell.)

Do not speak for too long.

Regulatory:

to be able to plan your action in accordance with the task.

Control your actions with a specified plan.

Personal:

interest in the solution of the solution and the general method of action.

Cognitive:

to be able to independently find ways to solve problems of creative and search nature.

9. Reflection.

Purpose: to identify the awareness of learning knowledge on the material being studied.

- Our lesson comes to an end, and I suggest you to play another game, which is called "Question - Answer."

I have questions written on the cards, you pull out the card, read the question, give your answer.

Sample questions

What needs to be done before entering anyone else or an apartment?

What words are pronounced at a meeting and farewell?

Who should give up (visiting or in transport) the place?

Do I need to remove the header when I came to visit, theater, library?

What do you do with candy when you eat candy?

Why don't you need to tear flowers in the forest? Why can not catch beetles and butterflies?

Is it possible to call polite one who offends animals?

Why truly polite man Never lie, boast, offend your friends?

( The teacher presents for the work at the lesson, the token "most polite" ).

Estimation.

(Children's responses.)

(Students get one of the signs and explain their choice.)

Regulatory:

Personal:

The ability to self-esteem based on the criterion of successful learning activities.

10. Summing up the lesson.

Purpose: Determine the effectiveness of the lesson.

Read once again the tasks of the lesson who put the ant in front of you.

Did we fulfill everyone?

What is the culture of behavior?

What is it needed for?

What polite words did you remember?

Regulatory:

Be able to relate the goal and the result.

11. Homework.

Purpose: Report studies about the homework.

2) Perform task in working notebook on p.23-24

Regulatory:

correlate what is also known to do

The plan-abstract of the lesson - Alpha and Omega activities of the teacher. A detailed, detailed plan will help to spend the lesson in the most efficiently as possible, will save time and will allow you to quickly achieve the goals. And a clearly built structure of the lesson helps the teacher to keep the attention of students throughout the lesson.

Stage 1. The topic of the lesson

The subject of the lesson is always indicated in the ate-old teacher's plan. But in some cases a refinement is required. For example, the topic "Biography A. Pushkin" in grade 5 will differ in terms of volume and coverage of the material from the same topic in grade 9. Therefore, formulating the topic, specify the volume of the material in advance.

Stage II. Objectives lesson

The modern methodology does not require the separation of learning goals, educational and developing. But young teachers are more convenient to enjoy the old, proven way and clearly delimit the objectives of the lesson in three positions:

Educational goals. It may be such goals as:

Give an idea of \u200b\u200b...;

Summarize and systematize knowledge about ....;

Introduce students with (concept, rule, facts, law, etc.)

Work out skills (for example, analyzing lyrical text).

Educational:

Educating in students a sense of patriotism, humanity, hard work, respect for older, aesthetic taste, ethical norms, discipline.

Developing. Here are the goals that will help develop memory, fantasy, thinking, informative skill, will, independence, communicativeness. If the lesson provides group types of work, then it can be indicated that the main developing goal will be learning to work in a team, express and defend its point of view, develop communication skills.

Stage III. Planned tasks

Here is the minimum of those knowledge and skills that should acquire students during the lesson. The planned tasks should be compared with the requirements for knowledge and skills of students, which are denoted by the Ministry of Education for each class and for each subject.

Stage IV. The view and form of the lesson

In the plan, they can not be indicated, but for themselves it is worth a clarification, it will be a lesson-explanation, a conversation lesson, or you aim to carry out a non-standard lesson.
For convenience, we give examples of the most common types and forms of the lesson.

Types and forms of the lesson

1. Facilitation lesson with new material.

Forms: conversation, problem lesson, lecture.

2. The lesson for fixing the studied.

Forms: Games, Contests, KVN, Travel, Benefis, Briefing, Auction, Tale, Briefing, Performance, etc.

3. The lesson for the application of new knowledge and skills in practice.

Forms: the same as for consolidation lessons. It is also possible to conduct lessons research, laboratory, creative workshops, competitions, testing, excursions, etc.

4. Lesson of generalization and systematization of knowledge.

The form is chosen free, at the request of the teacher.

5. Check lesson.

Forms: like traditional test papers, standings, dictations, essays, and more creative types: seminars, briefings or consultations.

6. Integrated lessons. Forms are free, as 2 or more objects are involved in one lesson.

Stage V. Equipment

Everything is listed here that the teacher will use during the lesson. These are multimedia presentations, reproductions of paintings, audio and video materials, visual and handouts.

Step Vi. During the classes

1. Organizational moment - mandatory stage All lessons. It helps to concentrate the attention of students, determine their collens and readiness for the lesson.

2. Checking homework. Experienced teachers Practice Hyrodium checking homework. This helps not only check how learned the previous topic, but also remind the class of the main theses of past lessons.

Exceptions make up control lessons.

3. Actualization of students' knowledge on the topic. This stage is not required, but very popular in the teaching technique. The actualization helps students tune in to the perception of the topic, designate the range of issues that will be considered in the lesson. In addition, the actualization makes it possible to formulate the practical purpose of the lesson.

For example, listening to the composition of P. Tchaikovsky "Seasons" activates fantasy, tunes students to the fact that it will be about the time of year.

4. Announcement of the theme and lesson purposes. The teacher may refer to the topics of the lesson. And you can bring students to this during the preliminary conversation, the compilation of cluster or mini-testing.

5. The main part of the lesson.

This part of the lesson will be different depending on the type and form of the lesson. But the principle of construction is one: from simple - to complex, from the general one - to the private.

6. Summing up. The stage is optional. Many teachers replace this stage of reflexia. It is important for the teacher to understand that they learned students, what questions remained incomprehensible, what problems are unresolved.

7. Estimated estimates. This stage does not require clarification. There is only clarification. The teacher himself may be estimated, analyzing and evaluating the work of students in the lesson. Recently, a self-esteem or a system of accumulative points is more practiced. In this case, the disciples themselves evaluate their work.

8. Homework.

Traditionally, this stage is left at the end of the lesson. But homework You can give both early, and in the middle of the lesson. Especially if the house is set, for example, writing an essay, essay or laboratory execution. In this case, the teacher focuses in advance the attention that theses developed at the lesson will be important when performing a homework.

The modern technique recommends that in addition to the mandatory task, to offer students and options for a more complex level or aimed at the development of creative abilities. For example, not just to learn the poem, and also create a collage, draw a drawing on the topic or prepare a report, presentation.

Recommendations: Remember that each lesson must contain a "highlight". It may be interesting fact, non-standard task, an unusual form of filing material that intriguing epigraph is what will contribute to the interest of students.