What is the idea of the work we will be familiar with. Lesson on literary reading G. Oster “Let's get to know each other” outline of a lesson on literature on the topic. We and the birds

18.03.2021

Grigory Bentsionovich Oster pseudonym "Oster"; genus. November 27, 1947, Odessa, Ukrainian SSR, Soviet and Russian writer, screenwriter, playwright, Honored Artist of the Russian Federation (2007) Creator of the “Bad Advice” genre and author of the first Russian hypertextual novel “Fairy Tale with Details pseudonym “Oster”; genus. November 27, 1947, Odessa, Ukrainian SSR, Soviet and Russian writer, screenwriter, playwright, Honored Artist of the Russian Federation (2007) Creator of the “Bad Advice” genre and author of the first Russian hypertextual novel “A Tale with Details”

Biography Grigory Bentsionovich Oster Russia, Grigory Bentsionovich Oster Russia, Children's writer, read mainly by adults. The author of humorous “textbooks” for children, the creator of several popular animated series - including the Monkey, the Parrot, the Baby Elephant and the Boa Constrictor - and many other incredibly talented things! A children's writer who is read mainly by adults. The author of humorous “textbooks” for children, the creator of several popular animated series - including the Monkey, the Parrot, the Baby Elephant and the Boa Constrictor - and many other incredibly talented things! In recent years, books in a new series by G. Oster have appeared: “Problem book. A Beloved Guide to Mathematics”, “Physics. Beloved aid. Problem book." In recent years, books in a new series by G. Oster have appeared: “Problem book. A Beloved Guide to Mathematics”, “Physics. Beloved aid. Problem book." In 1997, a new book was published - “Vizgculture”. In 1997, a new book was published - “Vizgculture”.

The future writer was born in Odessa into the family of a port mechanic. After graduating from high school in 1966, he served in the Northern Fleet for three years. The future writer was born in Odessa into the family of a port mechanic. After graduating from high school in 1966, he served in the Northern Fleet for three years. In 1969 he returned to Odessa. In 1970 he came to Moscow and entered the Literary Institute. M. Gorky at the drama department. Studying by correspondence. In 1969 he returned to Odessa. In 1970 he came to Moscow and entered the Literary Institute. M. Gorky at the drama department. Studying by correspondence. In 1982 he graduated from the institute. Over the years, he wrote plays for puppet theaters: “The Man with a Tail” (1976), “All Wolves are Afraid” (1979), etc. In 1975, the first children's book was published. In the 1980s continues to write plays: “Hello to the Monkey” (1983), the comedy “Secret Fund” (1986), etc.; creates fairy tale films: “Boy and Girl” (1981), “How the Gosling Got Lost” (1988), “Got the One Who Bit!” (1989), etc. In 1982 he graduated from the institute. Over the years, he wrote plays for puppet theaters: “The Man with a Tail” (1976), “All Wolves are Afraid” (1979), etc. In 1975, the first children's book was published. In the 1980s continues to write plays: “Hello to the Monkey” (1983), the comedy “Secret Fund” (1986), etc.; creates fairy tale films: “Boy and Girl” (1981), “How the Gosling Got Lost” (1988), “Got the One Who Bit!” (1989) and others.

In 1990, he published wonderful children's books: “Grandma Boa Constrictor”, “The Great Closing”, “Bad Advice” (Book for naughty children and their parents), “Fortune telling by hands, feet, ears, back and neck”, “Children’s superstitions” ", etc. Writes scripts for the animated series "Tail Charger", "38 Parrots" and many others. In 1990, he published wonderful children's books: “Grandma Boa Constrictor”, “The Great Closing”, “Bad Advice” (Book for naughty children and their parents), “Fortune telling by hands, feet, ears, back and neck”, “Children’s superstitions” ", etc. Writes scripts for the animated series "Tail Charger", "38 Parrots" and many others. Obviously, G. Oster's five children inspire him to create more and more new games and new heroes, not allowing him to forget his childhood. Preaching the “heap is small” style, he composes “A Tale with Details” (1989), which contains the following chapters: “About a fine, a forgotten wallet, a glimpsed goat, eternal separation and justice”, “About pants full of jam”, etc. Obviously, G. Oster's five children inspire him to create more and more new games and new heroes, not allowing him to forget his childhood. Preaching the “heap is small” style, he composes “A Tale with Details” (1989), which contains the following chapters: “About a fine, a forgotten wallet, a glimpse of a goat, eternal separation and justice”, “About pants full of jam”, etc. G. Oster lives and works in Moscow. G. Oster lives and works in Moscow.

Interesting facts In the late 1990s, Mikhail Epstein and Alexander Genis included Grigory Oster in the list of “Who's Who in Russian Postmodernism.” In this list of 170 names, Auster is the only children's writer who "made a contribution to the development of post-totalitarian Russian literature." At the same time, the writer never belonged to the socialist realist, dissident, or avant-garde literary camp. According to critics, his aesthetics are characterized by “stylistic eclecticism, subtext, quotation, play of signifiers, irony, parody and stylization. In the late 1990s, Mikhail Epstein and Alexander Genis included Grigory Oster in the list of “Who's Who in Russian Postmodernism.” In this list of 170 names, Auster is the only children's writer who "made a contribution to the development of post-totalitarian Russian literature." At the same time, the writer never belonged to the socialist realist, dissident, or avant-garde literary camp. According to critics, his aesthetics are characterized by “stylistic eclecticism, subtext, quotation, play of signifiers, irony, parody and stylization. In 2004, at the suggestion of the Putin Administration, he developed the website “The President of Russia for School-Age Citizens.” In 2004, at the suggestion of the Putin Administration, he developed the website “The President of Russia for School-Age Citizens.” Since September 7, 2008, together with the singer Glyukoza, she has been hosting the “Children's Pranks” program on STS. Since September 7, 2008, together with the singer Glyukoza, she has been hosting the “Children’s Pranks” program on STS. In an anthology of children's literature published in Canada, Grigory Oster with his "Bad Advice" was the most widely circulated - 12 million copies, while other authors received a maximum of thousands. In an anthology of children's literature published in Canada, Grigory Oster with his "Bad Advice" was the most circulated 12 million copies, while other authors received a maximum of a thousand.

Books “Bad Advice” “Bad Advice” “Bad Advice 2” “Bad Advice 2” “Bad Advice 3” “Bad Advice 3” “Mathematics Problem Book (beloved math book)” “Mathematics Problem Book (beloved math book)” » “Physics Problem Book” “Physics Problem Book” “Legends and Myths of Lavrovy Lane” “Legends and Myths of Lavrovy Lane” “Beloved Mathematics Guide” “Beloved Mathematics Guide” “Petka the Microbe” “Petka the Microbe” “Nasty Problems” » “Nasty tasks” “Fairy tale with details” “Fairy tale with details” “Book about tasty and healthy food of the cannibal” “Book about tasty and healthy food of the cannibal” “Cool profile for enemies” “Cool profile for enemies” “Kitten named Woof " "A kitten named Woof" "Tail exercise" "Tail exercise" "Domestic and feral adults" "Domestic and feral adults" "Wild and tame adults" "Wild and tame adults" "38 parrots" "38 parrots" " Papamalogia" "Papamamalogia" "Education of adults" "Education of adults" "Eskado Island" "Escado Island" "Grandma boa constrictor" "Grandmother boa constrictor" "Fortune telling by hands, feet, ears, back and neck" "Fortune telling by hands, feet, ears , back and neck"

TASK MOSCOW "Spark-M" 1992 Recommended by the Ministry of Education of the Russian Federation as a manual for students TASK MOSCOW "Spark-M" 1992 Recommended by the Ministry of Education of the Russian Federation as a manual for students

Beloved guide to mathematics "No, no, the problems here are real. For the second, third and fourth grades. They all have a solution and help to consolidate the material covered in the corresponding class. However, the main task of the “problem book” is not to consolidate the material, and has nothing to do with These problems do not belong to what is called entertaining mathematics. “No, no, the problems here are real. For second, third and fourth grades. All of them have a solution and help to consolidate the material covered in the corresponding class. However, the main task of the “problem book” is not to reinforce the material, and these problems have nothing to do with what is called entertaining mathematics. I think that these problems will not arouse any professional interest among the winners of mathematical Olympiads. These problems are just for those who don’t like mathematics and who habitually consider solving problems to be dreary and tedious work. Let them doubt it. I think that these problems will not arouse any professional interest among the winners of mathematical Olympiads. These problems are just for those who don’t like mathematics and who habitually consider solving problems to be dreary and tedious work. Let them doubt it

Bad advice. Recently, scientists discovered that there are naughty children in the world who do everything the other way around. They are given useful advice: “Wash your face in the morning,” but they take it and don’t wash it. They are told: “Say hello to each other,” and they immediately begin not to say hello. Scientists have come up with the idea that such children should be given not useful, but harmful advice. They will do everything the other way around, and it will turn out just right. Bad advice. Recently, scientists discovered that there are naughty children in the world who do everything the other way around. They are given useful advice: “Wash your face in the morning,” but they take it and don’t wash it. They are told: “Say hello to each other,” and they immediately begin not to say hello. Scientists have come up with the idea that such children should be given not useful, but harmful advice. They will do everything the other way around, and it will turn out just right. THIS BOOK IS FOR Naughty CHILDREN. Children! Brothers and sisters! Give this book to your parents to read - and they will immediately stop raising you, they will simply forget about your existence until they read this book out loud, first to each other, and then to all their neighbors and friends! These "Bad Tips" are useful for every normal naughty child! THIS BOOK IS FOR Naughty CHILDREN. Children! Brothers and sisters! Give this book to your parents to read - and they will immediately stop raising you, they will simply forget about your existence until they read this book out loud, first to each other, and then to all their neighbors and friends! These "Bad Tips" are useful for every normal naughty child!

Kitten named Woof. A wonderful story about the well-known kitten Woof, who curiously explores the world around him. He gets acquainted with troubles, hides from a thunderstorm with a friend. Find out about all the adventures of the kitten from this book by Grigory Oster, A Kitten Named Woof. A wonderful story about the well-known kitten Woof, who curiously explores the world around him. Meets troubles, hides from a thunderstorm with a friend. Find out about all the adventures of a kitten from this book by Grigory Oster

Grigory Oster
Completed by: Yulia Pavlovna Popovich, primary school teacher at the Roshchinskaya School. Roshchino Dzhankoy district, Republic of Crimea

Born on November 27, 1947 in the city of Odessa in the family of a port mechanic. He began writing poetry at the age of 16. After graduating from high school in 1966, he served in the Northern Fleet for three years. In 1970 he entered the M. Gorky Literary Institute. Since 1973 - professional writer. In 1996, Oster became a laureate of the Golden Key reader's choice competition.

Grigory Bentsionovich Oster - Russian children's writer
Obviously, G. Oster's five children inspire him to create more and more new games and new heroes, not allowing him to forget his childhood.

Grigory Bentsionovich Oster - Russian children's writer
Literary pseudonym - Oster. Co-author of the website “The President of Russia for School-Age Citizens.” Since 2008, together with the singer Glukoza, he has been hosting the program “Children's Pranks” on STS. Honored Artist of Russia (since 2007) Currently lives and works in Moscow.

Books by G. Oster

Read without mistakes!
hello - hello dear - respect I guess - I'll guess stay late - stay late talked - got into conversation to get acquainted - let's get to know each other with pleasure - run away from the boa constrictor - run away

A tale about a baby elephant, a monkey, a boa constrictor and a parrot

Find answers to questions in the text
Where did the fairy tale heroes live? What did they usually do? What did the monkey suggest? What best qualities did the monkey notice in his friends? How did the animals meet?

G. B. Oster “Let’s get to know each other” (2nd grade)

Lesson objectives: to familiarize students with the works of G.B. Oster; develop children's creative abilities using role-playing reading, improve expressive reading skills; develop logical thinking and independent work skills; learn to choose words to confirm your thoughts.

Progress of the lesson.

Organizational moment

Checking homework

Setting a lesson goal

1. Red-footed,

With a long neck.

Pinches your heels -

Run without looking back.

(Children guess the riddle, the teacher writes the answer on the board in large block letters, under each letter of the word there are numbers.)

2. Sleeps in winter

In summer the hives are stirred up.

BEAR

Dust flies across the field from ………hooves.

Can be sewn

You can tear it off

Can be found

You can lose it.

P U G O V I C A

Round, but not a bow,

Yellow, but not oil,

Sweet, but not sugar,

With a tail, but not a mouse.

The book “Thirty-Eight Parrots” was written by Grigory Oster, a well-known writer to all of you.

Learning new material.

Reading technique.

Read without mistakes!

Hello, hello

Dear - respect

I'll guess, I'll guess

Stay late - stay late

We talked and got to talking

Get acquainted - let's get acquainted

With pleasure - with a boa constrictor

Memorize:

One, two, three, four, five!

I'm starting to not know you!

Disperse, scatter.

To meet again.

2. Reading of the passage by the teacher.

Hello, dear Child! A children's writer is writing to you. This writer is me. My name is Grigory Oster. I don’t know what your name is, but I can guess. And I also guess that you want to hear some kind of fairy tale. If I'm guessing correctly, then listen. And if I guess wrong and you don’t want to listen to the story, then don’t listen. The fairy tale will not go anywhere, it will wait for you. Come whenever you want, and you will hear it all from beginning to end.

But you, dear Child, don’t stay too long, otherwise you will become an adult and it will no longer be so interesting for you to listen to a fairy tale about a baby elephant, a monkey, a boa constrictor and a parrot.

This baby elephant, parrot, boa constrictor and monkey lived in Africa. Every day they got together and came up with something interesting. Or they were just talking. Or the monkey sang funny songs, and the boa constrictor, the baby elephant and the parrot listened and laughed. Or the baby elephant asked smart questions, and the monkey, parrot and boa constrictor answered. Or a baby elephant and a monkey would take a boa constrictor and twirl it like a jump rope, and the parrot would jump over it. And everyone had fun, especially the boa constrictor. The baby elephant, the parrot, the boa constrictor and the monkey were always glad that they knew each other and played together. Therefore, everyone was surprised when the monkey once said:

Oh, what a pity that we know each other!

Aren't you interested in being with us? - the parrot was offended.

No, you didn't understand me! - the monkey waved his hands. - That's not what I wanted to say at all. I wanted to say: what a pity that we already know each other. It would be interesting for us all to meet again. I would love to meet you, baby elephant, you are so polite, with you, parrot, you are so smart, with you, boa constrictor, you are so long.

And I,” said the boa constrictor, “would love to meet you, monkey, you, little elephant, and you, parrot.”

“And I,” said the little elephant. - With pleasure.

But we already know each other! - The parrot shrugged.

That’s what I’m saying,” the monkey sighed. - What a pity!

Friends! - the boa constrictor suddenly said and waved his tail. - Why don’t we meet again?

You can’t meet someone twice in a row! - said the parrot. - If you know someone, then it’s forever. There's nothing you can do about it.

And we,” suggested the little elephant, “let’s take it and get to know each other first!”

Right! - said the boa constrictor. - Let's go our separate ways, and then we'll meet by chance and get to know each other.

Oh! - the baby elephant became worried. - What if we don’t meet by chance?

Well, that’s just not a problem! - said the parrot. - If we don’t meet by chance, we’ll meet on purpose later.

The monkey covered her eyes with her hands and shouted:

One, two, three, four, five!
I'm starting to not know you!
Scatter, scatter,
To meet again!

When the monkey opened his eyes, there was no one there. Then a baby elephant came out from behind a tree. A boa constrictor crawled out of the grass. And a parrot crawled out from under a bush. Everyone looked at each other kindly and began to get to know each other.

The monkey shook the parrot's wing. The parrot shook the baby elephant's trunk. The baby elephant shook the boa constrictor's tail. And they all said to each other: “Let's get to know each other!” And then they said: “It was very nice to meet you!”

And it really was so pleasant that since then they met twice every day. In the morning, when we met, and in the evening, when we said goodbye, before going to bed.

3. Initial check of understanding.

- Who is this tale about?

- Where did the fairy tale heroes live?

- What did they usually do?

- Why did they decide to “Separate and run away”?

- What best qualities did the monkey notice in his friends? Read it.

- Prove with text that it was nice to meet you again.

5. Consolidation and generalization of material.

What other books by Grigory Oster do you know?

"Bad advice"

Harmful advice for naughty children (obedient children are prohibited from reading)

If a friend's birthday

I invited you to my place,

You leave the gift at home -

It will come in handy yourself.

Try to sit next to the cake.

Don't engage in conversations.

You're talking

Eat half as much candy.

Choose smaller pieces

To swallow faster.

Don't grab the salad with your hands

You can scoop up more with a spoon.

If they suddenly give you nuts,

Place them carefully in your pocket,

But don't hide the jam there -

It will be difficult to remove.

If to dad or mom

The adult aunt came

And someone important leads

And a serious conversation

Need from behind unnoticed

sneak up on her and then

Shout loudly in your ear:

Stop! Give up! Hands up!

And when auntie gets off the chair

He'll fall out of fright

And he'll spill it on his dress

Tea, compote or jelly,

It's probably very loud

Mom will laugh

And, proud of my child,

Dad will shake your hand.

Dad will take you by the shoulder

And it will lead somewhere.

It'll probably be there for a very long time

Dad will praise you.

If you're not sure yet

We chose the path in life,

And you don't know why

Start your labor journey,

Break the light bulbs in the hallways -

People will tell you, "Thank you."

You will help the people

Save electricity.

If you are invited to dinner,

Hide proudly under the sofa

And lie there quietly,

So that they don’t find you right away.

And when from under the sofa

They will drag you by the legs,

Break out and bite

Don't give up without a fight.

If they do get you

And they will seat you at the table,

Tip the cup over

Pour the soup on the floor.

Cover your mouth with your hands

Fall down from the chair.

And throw the cutlets up,

Let them stick to the ceiling.

In a month people will say

Sincerely about you:

He looks thin and frail,

But the character is strong.

To kick you out of your apartment

Various flies and mosquitoes,

I need to pull back the curtain

And spin it over your head.

Pictures will fly off the walls,

There are flowers from the windowsill.

The TV will tumble

The chandelier will crash into the parquet.

And escaping from the roar.

Mosquitoes will fly away

And the frightened flies

The flock will rush south.

Never allow

Set a thermometer for yourself

And don't swallow pills

And don't eat powders.

Let your stomach and teeth hurt,

Throat, ears, head,

Don't take any medicine anyway

And don't listen to the doctor.

The heart stops beating

But for sure

They won't stick mustard plaster on you

And they won't give you an injection.

If you stayed at home

Alone without parents

I can offer you

An interesting game.

Called "The Brave Chef"

Or "brave cook".

The essence of the game is preparation.

All kinds of delicious dishes.

I suggest for starters

Here's a simple recipe:

Need to wear daddy's shoes

Pour out my mother's perfume,

And then these shoes

Apply shaving cream

And pour fish oil on them

With black mascara in half,

Throw in the soup that mom

I prepared it in the morning.

And cook with the lid closed

Exactly seventy minutes.

You'll find out what happens

When the adults come.

If your friend is the best

Slipped and fell

Point your finger at a friend

And grab your stomach...

Let him see, lying in a puddle, -

You're not upset at all.

A real friend doesn't love

Upset your friends.

There is no more pleasant thing to do

What to pick your nose with.

Everyone is terribly interested

What's hidden inside?

And who is disgusted to look,

Let him not even look.

We don't get in his way,

Let him not bother you either.

Beat your friends without a break

Every day for half an hour,

And your muscles

It will become stronger than a brick.

And with mighty hands

You, when the enemies come,

You can do it in difficult times

Protect your friends.

Never wash your hands

Neck, ears and face.

This is a stupid thing to do

Doesn't lead to anything.

Your hands will get dirty again

Neck, ears and face.

So why waste energy?

Time to waste.

It's also useless to get a haircut,

There's no point.

By old age by itself

Your head will go bald.

If you're down the hall

Ride your bike

And to meet you from the bathroom

Dad went out for a walk

Don't turn into the kitchen

There is a solid refrigerator in the kitchen.

Better brake like dad.

Dad is soft. He will forgive.

If your mom bought you

There is only a ball in the store

And he doesn't want the rest

Buy everything he sees,

Stand straight, heels together,

Place your arms to the sides,

Open your mouth wider

And shout the letter: - A!

And when, dropping the bags,

With a cry: - Citizens! Anxiety!

Buyers will rush

With a saleswoman at the head,

The store director is here to see you

He will come up and tell his mother:

Take everything for free

Just don't let him scream!

If the whole family goes swimming

You went to the river

Don't bother mom and dad

Sunbathe on the shore.

Don't start a scream

Give the adults a break.

Without pestering anyone

Try to drown.

What other books do you know? Now I’ll introduce you to the “Mathematics Problem Book”

PREFACE

Shall I tell you a sadistic joke? A children's writer comes to his readers and says: “And I wrote a new book for you - a math problem book.” This is probably the same as putting a bowl of porridge instead of a cake on your birthday. But to be honest, the book opened in front of you is not exactly a problem book.

For adults

No, no, the tasks here are real. For second, third and fourth grades. All of them have a solution and help to consolidate the material covered in the corresponding class. However, the main task of the “problem book” is not to reinforce the material, and these problems have nothing to do with what is called entertaining mathematics. I think that these problems will not arouse any professional interest among the winners of mathematical Olympiads. These problems are just for those who don’t like mathematics and who habitually consider solving problems to be dreary and tedious work. Let them doubt it!

For children

Dear guys, this book is deliberately called “Problem Book” so that it can be read in math class and not hidden under the desk. And if the teachers begin to be indignant, say: “We don’t know anything, the Ministry of Education has allowed it.”

Firefighters are trained to put on their pants in three seconds. How many pants can a well-trained firefighter put on in five minutes?

If you quietly sneak up behind grandpa and dad and suddenly shout: “Hurray!”, dad will jump 18 cm. Grandfather, who has gone through difficult years and much worse, will jump only 5 cm. How many centimeters higher than grandpa will dad jump when he hears the sudden “ Hooray!"?

Two numbers 5 and 3 once came to a place where many different things were lying around, and began to look for theirs. Find the difference between these numbers.

Tolya bet with Kolya that he would eat 5 jars of shoe polish, but he only ate 3. How many jars of shoe polish could Tolya not eat?

While raising his poor son, dad wears out 2 trouser belts a year. How many belts did dad wear during all eleven years of school, if it is known that in the fifth grade his son was repeated twice?

In the elevator, the button for the first floor is located at a height of 1 m 20 cm from the floor. The button for each next floor is 10 cm higher than the previous one. Which floor can a little boy, whose height is 90 cm, get to in an elevator if, by jumping, he can reach a height that is 45 cm higher than his height?

If you put Dasha, who weighs 45 kg, and Natasha, who weighs 8 kg less, on one scale, and 89 kg of different sweets are poured on the other, then how many kg of sweets will the unfortunate girls have to eat in order for the scales to be in balance?

Lesson summary

Why are Grigory Oster's books our favorite?

Should you follow bad advice?

Today there is a problem in literary reading - the inability to listen. In this regard, both teachers and parents need to develop it in children.

The question also arises about the need to develop productive reading. This lesson will help you with this!

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Preview:

ACTIVE LEARNING METHODS IN EDUCATION

Compiled by:

primary school teacher,

Chigorevskaya Yulia Igorevna

Municipal educational institution "Secondary school "Rakhin Education Center",

Leningrad region,

Vsevolozhsk district

Literary reading lesson

2nd grade

(extracurricular reading)

Annotation

Today there is a problem in literary reading - the inability to listen. In this regard, both teachers and parents need to develop it in children.

The question also arises about the need to develop productive reading. This lesson will help you with this!

Lesson objectives:

Introduce students to G. Oster’s work “Let’s Be Acquainted”;
Improve the ability to anticipate the content of a text by title, the ability to answer questions about the content of the text, the ability to independently pose questions;
Develop the ability to respond emotionally to a work of art, the ability to express independent judgments about what is read;
Cultivate tolerance, a sense of friendship, good manners.

Note to Teacher:

When we get acquainted with a work, we perceive three types of information:

1. Factual information – lies on the surface (who? where? when?)

3. Conceptual information (the main idea of the work)

There are four types of reading:

1. Study reading (analysis)

2. Search reading (tasks: prove, find confirmation)

3. Introductory reading (reading itself)

The new generation Federal State Educational Standards highlight the results of mastering the material. The subject results will be the reading itself. Meta-subject results will be the use of skimming reading (we need a quick acquaintance with the text in the future in life).

Lesson progress

1. Organizational moment

Guys, today we will get acquainted with the work of G. Oster (You shouldn’t indicate the genre of the work, you need to lead the child to what kind of genre it is, why they think so!)

Stages of working with text:

First stage. Before reading.

The teacher does not pronounce the title of the work, but writes it on the board (let the children read on their own)

It is necessary that children's textbooks are closed, so their imagination will develop.

What genre do you think this work will belong to?? (children only guess, but the teacher does not name the correct answer)

What do you think it will be about? (children need to be interested)

On the board, the teacher writes the key words of this work, the children read them themselves (very relevant for grades 1-2; no more than 7 words)

Key words:

Africa
baby elephant
monkey
acquaintance
boa
parrot

If there is an illustration for the work, pictures - look at them, if not, then the teacher asks the children to think, what kind could they draw? (again invite children to imagine)

Second stage. Teacher reading a work, children listening(the teacher reads only the first part, then the children will finish reading themselves)

G. Oster

LET'S BE Familiar

Hello, dear Child!

A children's writer is writing to you. This writer is me. My name is Grigory Oster. I don’t know what your name is, but I can guess.

And I also guess that you want to hear some piece(replaced with a work, since we were just guessing what kind of genre it might be!). If I'm guessing correctly, then listen. And if I guess wrong and you don’t want to listen to the piece, then don’t listen. It won't go anywhere, it will wait for you.

How can a work wait for us?(children's assumptions)

Come whenever you want, and you will hear it all from beginning to end.

But you, dear Child, don’t stay too long, otherwise you will become an adult and it will no longer be so interesting for you to listen to a work about a baby elephant, a monkey, a boa constrictor and a parrot.

Why will we no longer be interested in listening to him?(children's assumptions)

This baby elephant, parrot, boa constrictor and monkey lived in Africa.

Every day they got together and came up with something interesting.

What could they come up with?(children's assumptions)

Or they were just talking. Or the monkey sang funny songs, and the boa constrictor, the baby elephant and the parrot listened and laughed. Or the baby elephant asked smart questions, and the monkey, parrot and boa constrictor answered. Or a baby elephant and a monkey would take a boa constrictor and twirl it like a jump rope, and the parrot would jump over it.

What genre do you think this work belongs to? Why?

And everyone had fun, especially the boa constrictor. The baby elephant, the parrot, the boa constrictor and the monkey were always glad that they knew each other and played together. Therefore, everyone was surprised when the monkey once said:

Oh, what a pity that we know each other!

Why do you think the monkey said that?(children's assumptions)

Aren't you interested in being with us? - the parrot was offended.
No, you didn't understand me! – the monkey waved his hands.

How did the monkey wave its arms? Show me(in order not to specifically do physical exercises, you can use living pictures)

– That’s not what I wanted to say at all. I wanted to say: what a pity that we already know each other.

Why is the monkey sorry that they already know each other?(children's assumptions)

– It would be interesting for us all to meet again. I would love to meet you, baby elephant, you are so polite, with you, parrot, you are so smart, with you, boa constrictor, you are so long.

And I,” said the boa constrictor, “would love to meet you, monkey, you, little elephant, and you, parrot.”
And I, said the little elephant. - With pleasure.
But we already know each other! – the parrot shrugged.

How did the parrot shrug? Show me

That’s what I’m saying,” the monkey sighed. - What a pity!

How did the monkey sigh? Show me(using a live picture)

Friends! – the boa constrictor suddenly said and waved his tail. - Why don’t we meet again!

You can’t meet someone twice in a row! - said the parrot.

Why can’t you meet twice in a row?(children's assumptions)

– If you know someone, then it’s forever. There's nothing you can do about it.

“And we,” the little elephant suggested, “let’s take it and get to know each other first!”
Right! - said the boa constrictor. – Let’s go our separate ways, and then we’ll meet by chance and get to know each other.
Oh! – the baby elephant became worried.

Why was the baby elephant worried?(children's assumptions)

– What if we don’t meet by chance?

Well, that’s just not a problem! - said the parrot. “If we don’t meet by chance, we’ll meet on purpose later.”

How is this “on purpose”?(children's assumptions)

The monkey covered her eyes with her hands and shouted:

One, two, three, four, five!

I'm starting to not know you!

Scatter, scatter,

To meet again!

What does it mean to “look kindly”? How is this?(children's assumptions)

The monkey shook the parrot's wing.

Shake each other's wings(use of living pictures, children shake hands)

The parrot shook the baby elephant's trunk.

Shake each other's trunks(use of living pictures, children squeeze each other’s noses)

The baby elephant shook the boa constrictor's tail. And they all said to each other: “Let's get to know each other!” And then they said: “It was very nice to meet you!”

And it really was so pleasant that from then on they met every day twice a day.

Why did it feel good, do you think?(children's assumptions)

In the morning, when we met, and in the evening, when we said goodbye, before going to bed.

(From the book “Tail Exercise”)

Third stage. Working with the text after reading.

The teacher invites the children to draw up an outline for the work, highlighting the main characters.

Why do we need this story?(children's assumptions)

What can we learn from it?(children's assumptions)

Did you like how the writer began to get to know you, how he addressed you?(children's assumptions)Find it in the text.

Note to Teacher:

If a child finds the wrong thing, you shouldn’t say that it’s not that, that’s not right, but stop there, bring the children to dialogue: “But he found something interesting.” Why do you think so?

It is necessary to maintain an emotionally positive attitude in children during the lesson.

How did the characters treat each other?

What did you do when you got together?

Why were they once surprised by the Monkey’s words? What did she suggest?

Why did the animals repeat the game several times?

Note to Teacher:

It is necessary to teach children to pose questions to the text themselves.

What word does the question begin with? (children's assumptions) What is the most difficult question?

You can invite children to write questions on pieces of paper once every two weeks. The main thing is not reading fluency, but understanding and meaningfulness of what you read!

Fourth stage. Reflection. Lesson summary.

What would you like to do with this fairy tale?(children's assumptions)

Note to Teacher:

The teacher finds out, but does not suggest, does not impose his opinion!

For example, read by role: - What do we need to do for this? What kind of heroes will we have then? How are we going to read the whole story or excerpts? (it is necessary to mark the roles in the text with a capital letter in pencil)

For example, get acquainted with the biography of the author: - What can you say about the author? What is he like? (the teacher tells the author’s biography in more detail)

Homework.

To find out how children perceived the text, ask them to draw the cover of the book. You need to draw a picture, write the author, genre, title.

Literary reading is a wonderful lesson,

It will be a poem, a fairy tale, a story -

You teach them - they teach you!

"Auster's introspection"

Self-analysis of an extracurricular reading lesson in 2nd grade

on the topic Grigory Oster “Let's get to know each other”

Lesson type:problem lesson using technology for developing critical thinking through reading.

Methods: verbal, visual, practical.

Shapes: frontal, collective, individual, group, pair work.

Equipment: the text of the work is printed on sheets for each student; cards; cut proverbs; presentation, screen, projector, laptop.

The specificity of the lesson is that it teaches techniques for different types of reading. This is a lesson in communication on a moral topic, which is very important for children of primary school age. This lesson addressed the entire complex of goals and objectives I had set.

Target :1) create conditions for acquaintance with and analysis of the work of Grigory Oster; to form an idea of kindness and responsiveness, friendship.

2) develop reading skills, creativity, thinking, speech, develop communication skills, socio-cultural experience of students;

3) cultivate a kind, polite attitude towards each other.

TASKS : Personal: contribute to the formation of the basis for the emotional experience of a literary text; initial ideas about moral concepts reflected in the writer’s work. Instill love for others through the text you read.

Subject tasks: expand students’ knowledge about the life and work of G.B. Oster; develop the ability to express your attitude to what you read; formulate the ability to determine the mood of the hero from his description; cultivate an attentive and caring attitude towards people; develop a desire to improve your character

Metasubject:regulatory: understand the educational task of the lesson and strive to fulfill it; carry out self-checks; answer final questions; evaluate your achievements in class;

educational: to develop the ability to realize the importance of reading for further education, to understand the purpose of reading;

communicative: to develop the ability to argue one’s assumption, to convince and to yield, to develop the ability to negotiate, to find a common solution, to develop abilities.

The lesson is structured in accordance with program requirements in the technology of problem-dialogical teaching using techniques for developing students' critical thinking. When planning this lesson, the psychological and physiological characteristics of children were taken into account. The content of the lesson is developmental in nature, the cognitive activity of students increases, and the communicative qualities of the individual are cultivated. The children were active in the lesson, persistently tried to achieve results, diligently completed assignments, and checked them. During the lesson, the children developed character traits such as hard work, respect for each other, determination, and responsibility. The lesson contributed to the development of interest in literary reading lessons. The use of various methods and forms of work aroused great interest among the children in the lesson. From the first minute, children are immersed in the activity, which helps ensure a high level of involvement and immersion in learning activities at the very beginning of the lesson. The use of one of the techniques for developing critical thinking - decoding - contributed to the systematization of knowledge. This allowed us to move smoothly to defining the topic of the lesson and ensured readiness for the next stage of work, involving the children in productive learning activities. The lesson develops mental activity: the ability to analyze, compare, classify and draw conclusions. Throughout the lesson, the formation of UUD takes place. Regulatory learning skills include children’s skills: to accept and maintain an educational task, to plan necessary actions. Cognitive UUD includes the implementation of operations of analysis, synthesis, comparison, classification to solve an educational problem. The following communicative skills are formed: the ability to enter into dialogue with classmates, participate in a general conversation, observing the rules of speech behavior, the ability to listen to classmates, formulate your own thoughts, express and justify your point of view. There is a formation of personal UUD - a positive attitude towards cognitive activity. In the lesson, subject-specific UUDs are formed: the ability to find answers to the teacher’s questions, relying on previously acquired knowledge. Compilation of proverbs and step-by-step work with text (technology for the development of critical thinking) contributed to the development of children’s creative abilities, enrichment of vocabulary, and the desire to more accurately express their own opinions and positions. The children willingly shared their impressions and conclusions with their classmates. During the lesson, reading skills are improved, reading vigilance is developed, attention is drawn to individual words, and the students' vocabulary is enriched. Each child at this moment is an active participant in the discussion of the problem. The inclusion of a multimedia presentation in the lesson made it possible to make the lesson rich and illustrative, and also contributed to increasing motivation for learning activities and interest in the subject. The clarity and sequence of all stages of the lesson can be traced. All stages of the lesson corresponded to the nature of the students’ cognitive activity. The proposed tasks and all types of work were both developmental and educational in nature. The volume of the material was large. The children did not experience great difficulties in completing the tasks. The children worked in pairs and groups, which allowed both students with a high level of development and “weak” children to get involved in the work. At each stage of the lesson, the individual characteristics and interests of students and their level of preparedness were taken into account. Various types of control are used in the lesson: student-student (in group work and pair work), self-control, student-teacher. The order and discipline of students in the lesson was supported by organization, interesting material, and the degree of correctness of the teacher in relation to children. Children's activity was welcomed and independence was encouraged. A friendly tone and the ability to control intra-collective relationships allowed all children to feel comfortable in the lesson. There was no overload of students in the lesson, because Physical exercises were conducted and written and oral tasks were alternated. The content of the lesson complied with the requirements of the Federal State Educational Standard. The lesson plan is completely completed; The lesson achieved its goals, which is confirmed by the students’ conscious answers to the final questions of the lesson.

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"Crossword"

Crossword:

The smartest?

The most polite?

What did the boa constrictor give to the monkey?

What was the name of the microbe?

Crossword:

The smartest?

The most polite?

What did the boa constrictor give to the monkey?

What was the name of the microbe?

What advice does G. Oster give to children?

Crossword:

The smartest?

The most polite?

What did the boa constrictor give to the monkey?

What was the name of the microbe?

What advice does G. Oster give to children?

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"open lesson literary reading"

Literary reading lesson in grade 2 "B". G. Oster “Let’s get to know each other.”

Completed by a primary school teacher: Chochieva Anastasia Olegovna

Goals:

Introduce students with G. Oster’s work “Let’s Be Acquainted”, improve reading skills, the ability to anticipate the content of a text by title, the ability to answer questions about the content of the text;

Develop the ability to respond emotionally to a work of art, the ability to express independent judgments about what is read;

Bring up tolerance, sense of friendship, good manners.

Equipment: computer, multimedia projector, TV model, sound letter by G. Oster, video recording of the meeting. Cards with proverbs.

Lesson progress

I. Organizational moment. An attitude towards positive and successful work- Literary reading is a wonderful lesson, (1 slide)

There is a lot of useful information in each of the lines,

It will be a poem, a fairy tale, a story -

You teach them - they teach you!

Today we have an interesting lesson.

Guests have come to us, greet them.

What do you want our lesson to be?

What is needed for this?

I think that thanks to our joint efforts, we will achieve just such a lesson.

II. Speech warm-up

– Let’s start our lesson with a speech warm-up . (2 slide) Game "Mirror" I name the sounds, and you repeat after me, only with facial expressions!

Patter.

What word gives a tongue twister a cheerful mood?

Let's have fun reading it all together!

And now all together in a whisper!

Let's read it sadly!

And finally, soon and quickly! Well done!

III. Checking homework (4 slide) (Conducted in the form of a television poetry program using a TV model.) 4 students participate

1. Reading poetry by students

– Hello, our young viewers. We are pleased to welcome you to our poetry television show. Today, performed by second grade students, you will hear an expressive reading of poems by the wonderful poetess Irina Tokmakova. We hope you enjoy it and decide to get to know the works of various interesting writers. (Children recite Tokmakova’s poems by heart).

IV. Updating knowledge. Lesson topic message(5 slide)

- Guys, carrier pigeons flew to us and brought us a letter. Let's see what's in it! (We read the problems of G. Oster.) I read the text to the children.

What do you think this is?

Some strange tasks. You don't know where they come from?

The teacher gives a group task, the children decipher.

(Problems from the “Problem Book”, which was written by Grigory Bentsionovich Oster.) Do you know why G. Oster created such a “Problem Book”? (Children's answers.)(Children don’t like to solve problems, but he wrote them to make it more interesting to solve. And with these problems he teaches children not to do bad things.)

Today in class we will get acquainted with the works of G. Oster.

Valeria will now introduce us to this writer (6 – 8 slide) (exhibiting the writer’s books, exhibition, viewing). (G. Oster was born in Odessa on November 27, 1947. He began writing as a child - the writer’s first poems were published in a newspaper when he was still a schoolboy. However, his first children's book was published only in 1975.In 1970 G. Oster comes to Moscow, enters the Literary Institute. M. Gorky at the drama department.
Grigory Oster wrote plays for children's and puppet theaters, such as “The Man with a Tail”, “All Wolves Are Afraid”, “Hello to the Monkey”, “Secret Fund”, as well as scripts for fairy tale films “Boy and Girl”, “How the Gosling got lost” and “Gotcha, biting!”
But Grigory Oster’s greatest fame came from his cartoons “A Kitten Named Woof”, “38 Parrots”, “Tail Exercise”, as well as the wonderful children’s books “Grandma Boa Constrictor” and “Bad Advice”.)

– Today we will read G. Oster’s fairy tale “Let’s Be Acquainted,” where our acquaintances will meet: a parrot, a monkey, a baby elephant, a boa constrictor. And in the next lesson, I will show a cartoon with these characters.

But before we get to work, I suggest you warm up a little.

(9 slide) Physical education minute

- Guys, tell me, when do they say “Let’s get to know each other”?
– Which of you likes to meet people?
– I think that it will be easy for you to predict the content of the fairy tale “Let's Get Acquainted.”
– What do you think she’s talking about? (Children's guesses)

V. Work on the topic of the lesson. Vocabulary work(10 slide)

When reading, we will come across words that you and I must try to read without errors.

(11 slide ) – we read. The teacher reads until the moment “The monkey once said...”

Guys, I read you a little, let’s discuss.

What fairy tale characters does he introduce us to? Who will the text be about?

Where did the fairy tale heroes live?

What did they usually do?

I read up to the point that the monkey offered something to his friends, let’s discuss with your desk neighbor what interesting things she could offer, but don’t forget about the name of the fairy tale, it should all be connected! (work in pairs) (listen to suggestions and continue reading further)

Reading a fairy tale by strong students (Before reading, the teacher gives a task: if you come across a word you don’t understand, remember it so you can ask later).

(We read until the moment when the monkey closed its eyes and counted) The teacher asks questions.

So what did the monkey suggest?

What best qualities did the monkey notice in his friends?

Do you think the friends will meet or not?

The teacher reads the story to the end and asks questions.

Have your assumptions that friends will meet been confirmed?

How did the animals meet?

Tell me, can we say that this fairy tale is not only about dating, but also about friendship? Why? Well done, our eyes are tired of watching, let them rest! WITH eye exercise about friendship ( 12 slide)

Conversation on reading

– Let’s name the heroes of the fairy tale again.
– Do you think the monkey loved his friends? Prove your answer.
– What game did your friends come up with?
– Can the heroes of a fairy tale be called real friends?

- Can we say that we have a friendly class?

I offer you a small creative task. (Group work)

Proverbs about friendship(leaflets with proverbs are distributed, children are given the task to come up with a proverb about friendship using examples)

Holding on to each other is nothing afraid

Friendship is not a mushroom, not in the forest you will find

A thing is good when it's new, friend, when old

Strong friendship and not an ax you'll cut it

Friends get to know each other trouble

Don't have a hundred rubles, but have a hundred friends

If you don't have a friend, look and find one - take care

One bee doesn't make much honey will bring

Perish yourself, and comrade help out

What you don’t want for yourself, you don’t want for anyone else. do

A friend is a valuable treasure, no one is a foe glad

There are pies - there are friends, there are no pies - no friends

VI. Reflection. Lesson summary

Frontal survey

– What fairy tale did we meet in class today?
– Who is its author?
– Try to answer the question in one word: “What is this fairy tale about?”

Game "yes, no.."( 13 slide)

Did you learn a lot of interesting things in class today?

Were you interested?

Was it difficult for you?

Do you understand that friendship is responsibility for each other, mutual understanding?

Have you learned to listen to the opinions of your classmates?

Were you able to work in a team?

Will you try to find as many friends as possible?

Did the writer Auster surprise you with his interesting works?

Will you definitely turn to the work of this writer again?

Self-esteem (color the monkey)

Homework( 14 slide) Read a fairy tale and draw the character you like. Lesson grades

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"proverbs about friendship"

Holding on to each other - nothing………..

A thing is good when it’s new, and a friend is good when…….

Friends get to know each other in.....

If you don’t have a friend, look, but you find one - ……….

You yourself will perish, and your comrade…….

Friendship is not a mushroom, not in the forest…….

Strong friendship and no ax…….

Don’t have a hundred rubles, but have a hundred......

One bee does not make a lot of honey………

What you don’t want for yourself, you don’t want for anyone else.........

A friend is a valuable treasure, no one is a foe.....

There are pies - there are friends,

no pies - no...

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"decoder"

2.1; 2.4; 5.3; 6.4; 2.3.

6.1; 2.3; 3.2; 6.1; 2.1; 2.3; 3.2; 6.3.

2.1; 2.4; 5.3; 6.4; 2.3.

6.1; 2.3; 3.2; 6.1; 2.1; 2.3; 3.2; 6.3.

2.1; 2.4; 5.3; 6.4; 2.3.

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"self-esteem"




I didn’t work well in the lesson, nothing was clear, I need help, I didn’t like the lesson, it was difficult for me!	It worked well, but some things were not clear, I didn’t like the lesson, it was boring!	I worked actively, answered questions, liked the lesson!

I didn’t work well in the lesson, nothing was clear, I need help, I didn’t like the lesson, it was difficult for me!	It worked well, but some things were not clear, I didn’t like the lesson, it was boring!	I worked actively, answered questions, liked the lesson!

I didn’t work well in the lesson, nothing was clear, I need help, I didn’t like the lesson, it was difficult for me!	It worked well, but some things were not clear, I didn’t like the lesson, it was boring!	I worked actively, answered questions, liked the lesson!

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"open lesson"

Literary reading is a wonderful lesson,

There is a lot of useful information in each of the lines,

It will be a poem, a fairy tale, a story -

You teach them - they teach you!

Today we have an interesting lesson.

Born on November 27, 1947 in the city of Odessa in the family of a port mechanic. He began writing poetry at the age of 16.
After graduating from high school in 1966, he served in the Northern Fleet for three years. In 1970 he entered the Literary Institute named after

M. Gorky.