- Educational: learning to compose a descriptive monologue based on an excerpt from work of art
- Developmental: development of the ability to construct speech depending on speech situation, express your personal position
- Educational: awakening in the student a love for words
- Communicative: formation speech skills and skills
Equipment: novel by M.Yu. Lermontov “Hero of Our Time”, S.I. Ozhegov “Dictionary of the Russian Language”, large encyclopedic Dictionary
Lesson type: lesson on improving students' skills, knowledge, and abilities using previously studied material.
Type of lesson: speech development.
Anticipatory task: repeat the concept of monologue, write out this definition from various dictionaries, repeat types of speech and features of the description.
During the classes
Teacher. This lesson opens a series of lessons on learning to write a monologue. Today we are learning to write a monologue-description based on the novel by M.Yu. Lermontov “A Hero of Our Time”. Remember and explain what a monologue is?
Student. A monologue is the speech of a hero. The monologue can be internal. Let's check it in the dictionary.
Large encyclopedic dictionary. Monologue is a detailed statement by one person; the predominant form in lyric poetry, important in epic, especially dramatic, genres. In narrative prose of the 19th and 20th centuries, the “internal monologue” of heroes was common.
S.I. Ozhegov “Dictionary of the Russian language.” Monologue, -a, m. Speech by one person addressed to listeners or to oneself. Stage monologue. Inner monologue.
Teacher: Name the types of monologues.
Student: There are monologue-description, monologue-reasoning, monologue-narration, confession.
Teacher: List the main features of the description.
Student: The description has the following main features:
- The text should answer the question: “What is the subject?”
- The text lists the main features of the described object or phenomenon, and creates a specific image.
- Descriptions use nouns that convey color perception, smell, shape, taste, tactile sensations, with the meaning of the spatial arrangement of objects, active and inactive action.
The description is characterized by the use of a chain of homogeneous predicate verbs of active and inactive action when describing movement, the action of an object and the hero, the use of verbs to express state when describing the character of the hero, the use of verbs that convey a sense of color, smell, taste, spatial arrangement when describing nature, the predominant use present tense verbs, but sometimes past tense verbs are also used.
Descriptions are characterized by the use of adjectives and adverbs that convey the perception of smell, color, sound, and taste. - Descriptive monologues express the author’s attitude towards what is depicted.
Diagram of a monologue-description.
Object of description → its characteristics → image.
In a descriptive monologue, it is necessary to indicate only those features that seem striking to the author of the description; it is not necessary to list all the features of the described object. It is important to convey the author’s attitude towards what is depicted, which will create a complete image of the described object or phenomenon.
Exercise 1.
Teacher: Read the text. Highlight the main features of the description. Read the descriptive monologue based on this text. Does it match the text?
Excerpt from the work.
“The saklya was stuck on one side to the rock; three slippery, wet steps led to her door. I groped my way in and came across a cow (the stable for these people replaces the lackey's). I didn’t know where to go: sheep were bleating here, a dog was grumbling there. Fortunately, a dim light flashed to the side and helped me find another opening like a door. Here a rather interesting picture opened up: a wide hut, the roof of which rested on two sooty pillars, was full of people. In the middle, a light crackled, laid out on the ground, and the smoke, pushed back by the wind from the hole in the roof, spread around such a thick veil that for a long time I could not look around; two old women, many children and one thin Georgian, all in rags, were sitting by the fire. There was nothing to do, we took shelter by the fire, lit our pipes, and soon the kettle hissed welcomingly.
– Pathetic people“I said to the staff captain, pointing to our dirty hosts, who silently looked at us in some kind of stupor.”
A descriptive monologue based on this passage.
As soon as the sun rises from behind the mountains, the owner, a thin Georgian, fires me up in his house to prepare a meager breakfast. Saklya, where I am burning, is located near the rock. It's damp and cold outside. The roof of the saklya is supported by two pillars. I burn in my home so often that I smoked everything around it. The smoke pillars turned black. They stand like sentries on duty. I illuminate the miserable dwelling and the people sitting around me. But the one who enters is unlikely to see their faces, because my smoke returns again to the hut and envelops people in clouds.
Student: An excerpt from M.Yu. Lermontov’s novel “Hero of Our Time” is a description of the saklya where the travelers stopped. M.Yu. Lermontov strives for extreme precision, documentary, hence the peculiarity of the style: the number of objects described is called: “three steps”, “two pillars”, “two old women”, “one Georgian”. A few adjectives emphasize the poverty of the inhabitants of the sakli, the squalor of the entire situation: the steps are “slippery and wet”, the light is “dim”, the pillars are “smoky”, the Georgians are “thin”. The verbs are evaluative in nature: “I didn’t know where to go,” “the sheep were bleating,” “the dog was grumbling,” the roof “was leaning,” the smoke “was spreading,” we “sheltered.” After an exhaustive description of the situation of the sakli and its inhabitants, their assessment is given: “Pitiful people!” The descriptive monologue, compiled on the basis of an excerpt from M.Yu. Lermontov’s novel “A Hero of Our Time,” corresponds to the text, since it creates a specific image based on the text.
Task 2.
Teacher: Read an excerpt from the text and 2 monologues. Which one most closely matches the text?
Excerpt from the work.
“A few steps away from me stood a group of men, and among them a dragoon captain, who expressed hostile intentions against my dear princess; he was especially pleased with something and rubbed his hands. He laughed and winked at his comrades. Suddenly, a gentleman in a tailcoat with a long mustache and a red mug stood out from among them and directed his steps straight towards the princess: he was drunk. Stopping in front of the embarrassed princess and putting his hands behind his back, he fixed his dull gray eyes on her and said in a hoarse dishkant:
- Permete... well, what’s that!.. I’m just inviting you to a mazurka...
“What do you want?” she said in a trembling voice, casting pleading glances around. Alas! Her mother was far away, and none of the gentlemen she knew were near; one adjutant, it seems, saw all this, but hid behind the crowd so as not to be mixed up in the story.
“What?” said the drunken gentleman, blinking at the dragoon captain. Who encouraged him with signs, “Don’t you want it?.. I still have the honor of inviting you to the mazurka... Maybe you think I’m drunk? This is nothing!.. Much freer, I can assure you...
I saw that she was ready to faint from fear and indignation.”
The first version of the monologue.
Princess Mary is fearless, like me, a dragoon captain. She was not even afraid of the advances of a drunken gentleman at the ball. Oh, how she changed when she saw him! The princess seemed to be trembling either from fear or from indignation. Her face turned red, she looked at the drunken gentleman widely with open eyes. Her lips pursed into a thin line. The look expressed arrogance and contempt. Wanting to somehow protect herself from the drunken monster, she nervously opened her fan and began frantically waving it.
Second version of the monologue.
Girl! Simply, this girl is Mary! No respect for us, the military. Even though I wear epaulets, she does not look in my direction. She will remember the scene at the ball for a long time. Oh, how she was afraid of this drunken gentleman! I saw that the princess was confused. Her eyes, filled with tears, expressed prayer and confusion. The lower lip trembled, betraying powerlessness and the desire to cry. Her whole figure shrank. She drew her neck in and was ready to retreat without words.
Student. The second option is most consistent with the source text, since it more accurately conveys the character and state of mind heroines.
Task 3.
Work in groups.
Teacher. Read the beginning of a monologue based on the entire novel. Imagine that you are Bela's monisto.
Monisto is a necklace made of coins.
And in the jewelry store, among the same monistos, you tell what Bela was like in her father’s house, you remember what she became like in Pechorin’s house.
Group assignment No. 1.
Oh, Bela, my kind, sweet Bela! How I want to cry over her fate! But I'm just monistic and don't know how to cry. We, monisto, only know how to ring. I rang cheerfully when Bela's father gave me to her. She was still a lanky girl then - a teenager...
Group assignment No. 2.
Compose a monologue describing Bela on behalf of the monisto, starting with the words:
I adorn Bela's neck. I am a monist. Oh, how Bela changed when she came to Mr. Pechorin’s house!..
Task 4.
Teacher. Read the text and the ending of Grushnitsky’s monologue-description, composed on behalf of the glass that Grushnitsky dropped at the well. Restore the monologue - description.
“The princess, having probably finished her last glass, walked thoughtfully by the well. Grushnitsky stood right next to the well; there was no one else on the site.
I came closer and hid around the corner of the gallery. At that moment Grushnitsky dropped his glass on the sand and tried to bend down to pick it up: his bad leg was preventing him. Poor thing! How he managed to lean on a crutch, and all in vain. His expressive face actually depicted suffering.
Princess Mary saw all this better than me. Lighter than a bird, she jumped up to him, bent down, picked up the glass and handed it to him with a body movement filled with inexpressible charm; then she blushed terribly, looked back at the gallery and, making sure that her mother had not seen anything, seemed to immediately calm down.”
The end of the monologue is given - description: “It seemed that my master was playing funny scene pretense.”
Possible variant started.
A gentleman in a thick soldier's overcoat, on crutches (apparently, he was treating his wounded leg in the water), with a rather confident hand, took me to drink water. But for some reason I suddenly slip out of his hands. He tries to lean in behind me. Although he is well built, slender and strong, his arm does not reach me. I suddenly see that his face is distorted by a grimace of suffering, but his eyes are not looking at me, but in the direction of the young girl.
Teacher. Based source text we learned to compose monologues - descriptions. Such work allows you to once again turn to the text of the work, pay more attention to the word, and develop your creative abilities.
Homework.
Read an excerpt from M. Yu. Lermontov’s novel “Hero of Our Time.” Compose a monologue based on it - a description of Yanko on behalf of the boat.
Possible answer.
Even a frail old man next to the daring Yanko will feel young and strong. Here I am, an old boat, diving in like a duck sea waves, without fear of breaking on the rocks. And all because I am controlled by Yanko, a dashing, fearless smuggler. His strong hands handle the oars easily. He is of medium height. A quick glance shines from under the lamb's cap. Movements are fast and dexterous. I boldly set sail even in a storm with such a captain.
Original text.
“Slowly rising to the ridges of the waves and quickly descending from them, the boat approached the shore. The swimmer was brave, deciding on such a night to set off across the strait at a distance of twenty miles, and there must be an important reason that prompted him to do so! Thinking this way, I looked at the poor boat with an involuntary beating of my heart; but she, like a duck, dived and then, quickly flapping her oars like wings, jumped out of the abyss amid the spray of foam; and so I thought it would hit the shore with a bang and shatter into pieces; but she deftly turned sideways and jumped into the small bay unharmed. A man of average height came out of it, wearing a Tatar sheepskin cap; he waved his hand, and all three began to pull something out of the boat; the load was so great that I still don’t understand how she didn’t drown.”
A1. Find a phrase with the main word - a noun.
1) serving the Motherland;
2) explored by geologists;
3) illuminated by the moon;
4) melted ice floes;
A2. In what sentence? participial Should I separate it with commas?
1) Having dispelled all doubts and suspicions, the comrade quickly left.
2) The hare who ran away from the fox was happy.
3) The architect who created unusual house was proud of his work.
4) Well-washed glass let in a lot of light.
A3. In the suffix of which passive participle spelled E?
1) invisible;
2) correctable;
3) inaudible;
4) movable.
A4. Indicate the participle that is not written together.
1) the picture is (not) finished;
2) still (not) strong after illness;
3) (un)painted fence;
4) the letter was (not) sent.
A5. Which word's suffix contains one letter N?
1) elm(n,nn) mittens;
2) pruning (n, nn) trees;
3) won (n, nn) prizes;
4) received (n, nn) task.
A6. Find a phrase with a gerund.
1) painted;
2) painted;
3) paint;
4) closed at home.
A7. Find an offer with participial phrase.
1) The flotilla, not noticed by the enemy, began to land.
2) Without noticing me, the swans swam calmly in the lake.
3) When it started to blow strong wind, the taiga has come to life.
4) I forgot about the gun, admiring the extraordinary spectacle.
A8. Find a phrase that is not written together with a gerund.
1) (not) preparing a report;
2) (not) thinking through the route;
3) (without) taking your eyes off;
4) (not) hating lies.
A9. Find a phrase in which the adverb is not written separately.
1) wander (un)accidentally;
2) sit (immobile);
3) not at all (not) interesting;
4) arrive (un)expectedly.
A10. Find an adverb whose suffix must contain the letter a.
1) offend rashly_;
2) look left_;
3) run away in the direction_;
4) hide scared_.
A11. Find an adverb whose suffix must contain the letter o.
1) tell confusingly_;
2) start over_;
3) find out from afar_;
4) freeze dosin_.
A12. Find a word that is written with a hyphen.
1) walked (through) the winter forest;
2) (using) a new method;
3) (according to) Russian custom;
4) greeted (in) Russian.
A13. Find the adverb that is mistakenly written with a hyphen.
1) exactly;
2) somehow;
3) a long time ago;
4) as if.
A14. Find an adverb that is written without b.
1) backhand_;
2) other_;
3) unbearable_;
4) supine_.
A15. Find a sentence with a coordinating conjunction.
1) We needed to fly by plane to our destination.
2) It’s very pleasant to talk with an interesting person.
3) If Sashka is worried, it is difficult to calm him down.
4) I like to receive good grades, but I don’t really like to study a lot.
A16. Find a sentence with a subordinating conjunction.
1) All peoples of the world want life to be happy and worthy.
2) Summer is the favorite time of year for all schoolchildren.
3) May this evening never end!
4) You had to get into such trouble!
A17. Find derivative preposition.
1) near the house;
2) instead of a friend;
3) on the other side;
4) due to illness.
A18. Find a derivative preposition that is written together.
1) (c) because of the rain;
2) (c) continuation of the year;
3) (to) meet a friend;
4) go next (in) next.
A19. Find a sentence that contains a particle.
1) I fell asleep and heard a quiet voice.
2) Looks - no one.
3) And something must happen!
4) He looks and sees a little mermaid on the branches.
A20. In what case is the particle NOT written?
1) neither alive nor dead;
2) n_ light n_ dawn;
3) not at all good;
4) neither fluff nor feather.
A21. Indicate the word that is written separately.
1) you know how to talk;
2) as if (as if) I heard;
3) finds out from somewhere;
4) go get some juice.
and another part of speech.1) come on2) out3) almost4) hardly 3. Indicate the formative particle.1) really2) let3) really 4) same 4. In which sentence is the highlighted word formative particle? 1) The trench ended at the very slope of the ravine. (Ananyev A.) 2) Nina Semyonovna sat down on a chair at the very door. (Tendryakov V.) 3) It was huge ship, THE MOST powerful battleship Black Sea Fleet. (Rybakov A.) 4) Shubin burst into the very thick of the battle. (Platov L.) 5. Indicate the semantic (modal) particle expressing intensification.1) what kind of 2) whether 3) exactly4) even6. Specify modal particle, expressing doubt.1) as 2) only 3) hardly 4) after all 7. Indicate the modal particle expressing limitation.1) all 2) only 3) there 4) -ka 8. Indicate the modal particle expressing clarification.1) hardly 2) just 3) only 4) perhaps 9. In which sentence is the word THIS a demonstrative particle? 1) Tsarev felt that he was late, and THIS also irritated him. (Ananyev A.)2) THIS meant that the bombs were exploding very close. (Platov L.) 3) THIS was the sailors inspecting their compartment. (Platov L.) 4) The doctor explained that THIS was a forced ascent. (Platov L.)
10. Which sentence does not have a particle? 1) Is it really possible that only a shapeless pile of iron remains from the “Flying Dutchman”? (Platov L.)2) But Shura, like a real artist, didn’t even show that he was in pain. (Rybakov A.)3) Shubin was still not sent to Spain, to his greatest indignation. (Platov L.)4) Victoria walked very slowly through the city, with her head down. (Platov L.)
2. Russian language test “Particle. Particle discharges." 1. Specify the particle. 1) too2) neither 3) when 4) despite 2. Indicate the formative particle.1) not2) let3) after all4) only3. Specify a modal particle. 1) would 2) give 3) neither 4) only 4. Please indicate negative particle. 1) exactly 2) -ka 3) not 4) yes 5. Indicate the series in which all words are modal particles.1) whether, really, would2) same, exclusively, and3) not, unless, out4) almost, b, even6. Indicate a series in which all words are intensifying particles. 1) -nor, what 2) even, hardly, not at all 3) after all, 4) how, and, only7. Indicate the series in which all the words are demonstrative particles.1) here, there, this2) what the, well, and how3) really, really, whether, 4) exactly, just, directly8. Indicate the row in which all the words are interrogative particles. 1) almost, uniquely, then 2) directly, exactly, exactly 3) really, perhaps, whether (l) 4) only, only, hardly 9. Indicate the row in which all the words are exclamatory particles. 1) really, after all, well 2) what the, well, and how 3) almost, only, -then 4) same, nor, after all 10. Indicate a series of words in which all the particles serve to form a form imperative mood verb. 1) yes, let it be, let’s do it 2) – well, let it be, let it be 3) no, it happened, they say 4) they say, really, let’s
A. Members of a sentence that are distinguished by meaning and intonation are called isolated.
B. In writing separate members are separated by commas, less often by dashes.
B. Definitions and applications are separated if they come after the noun being defined.
D. Definitions and applications are not separated if they relate to a personal pronoun.
2. Find sentences with separate definitions(no punctuation marks).
A. He impatiently fiddled with the glove he had taken off his left hand.
B. Sounds approaching from the river became clearly audible.
V. He went out onto the deck filled with boxes.
D. The woman rushed to the wounded soldier walking in front.
D. The swallows that had built their nest were circling around the house.
E. Exhausted and chilled, I barely made it home.
3. In which example do you need to isolate a single definition?
A. Power over the earth was given to you young.
B. The friendly whisper of the river did me a real favor.
B. The anxiety I experienced dispelled my sleep.
G. An astonished passerby asked something.
4. Indicate in which sentences are allowed punctuation errors when isolating definitions.
A. The March night, cloudy and foggy, enveloped the earth.
B. Amazed, he did not immediately find a suitable answer.
V. Deafened by the heavy roar, Terkin bows his head...
D. In a heavy fur coat, she could not go further.
D. I, your old matchmaker and godfather, have come to make peace with you.
5. Find in which sentences the application should be isolated.
A. A geologist, he traveled all over the northern part of Kamchatka.
B. Wrote by a mother, a teacher from a small Volga town, and a sister from Moscow.
V. The apartment of driver Gladyshev was crowded and noisy.
G. And he, an incomparable artist, was against art as the master’s egoistic amusement.
D. Our wonderful poet Zabolotsky lived in this city (Tarus) shortly before his death.
E. Our cook Klimov fell ill.
6. Indicate which sentences have punctuation errors when separating applications.
A. He hesitates to answer the dreamer-crest.
B. This summer I went to Tarusa, a quiet town on the Oka River.
V. Kirill’s brother Ilya lived in Paris for the second year.
G. The eldest of them, Misha, studied with us in the same class.
D. Smart animals, beavers spend the winter intelligently.
E. My friend best student in Russian will take part in the city Olympiad.
7. In which example should a comma be placed before the conjunction how?
A. Why do you walk around like you’re in a daze?
B. Brother is like his father like two peas in a pod.
V. A rainbow appeared in the sky, as colored as a gate at the end of the highway.
G. Where are you running like to a fire?
D. As I remember now, it was at the very beginning of June 1999.
E. This sounds exactly like the truth.
8. Indicate which sentences have punctuation errors.
A. As usual, I spend the summer at the dacha
B. After washing this way, the blouse was soft as feathers.
Q. The rains will start in September as usual.
G. Everyone knows Petrov as a good mechanic.
1.indicate the phrase with the participle.
a) worried look
b) organized student
c) unexpected joy
d) sown field.
2.continue the sentence
Leaving the village...
a) a birch grove became visible
b) we climbed the mountain
c) our house has become almost invisible
d) thoughts about the past left me
3.indicate the sentence with an adverbial phrase
a) a man ran, gasping for breath, along the road along the seashore.
b) the schoolchildren got to work rolling up their sleeves.
c) you go out into the nearest grove in early autumn and are surprised at the changes.
4. Participles are NOT FORMED from verbs
5.indicate the ERROR in the use of the gerund.
a) turning to the window, I asked him to leave
b) I looked at his face for a long time, trying to notice traces of repentance.
c) while returning to the city, my car broke down.
d) the bear, going to the oak tree, quickly disappeared into the hollow.
6. DO NOT write separately in a word
a) (not) scared
b) (not) wondering
c) (not) frantic
g) (not) angry
7.the highlighted word IS NOT an adverb in the sentence
a) the dim sun (IN) WINTER illuminated the earth.
b) (IN AUTUMN) the birds flocked to the south.
c) in the distance (STILL) the windmill is flapping its wings
d) the house was built to a (GOOD) design.
8. NABELO, IN RUSSIAN, SUDDENLY, CAREFULLY - eno adverbs
a) goals
b) mode of action
c) reasons
d) time
9.indicate the sentence with an adverb in the comparative degree.
a) the clouds are growing darker and lower over the sea
b) the forest is more sonorous, the moon is more lifeless.
c) this chair is more comfortable.
d) it’s fresher and cooler tonight.
10. indicate a row with adverbs
a) somewhere, sometime, here
b) always, about something, so much
c) where, Everywhere, then
d) everything, everywhere, nothing
Russian language. 3. Don’t forget to prepare for the Russian Language Olympiad, guys.
Dialogue and monologue - Textbook on the Russian language, grade 2 (Kanakina, Goretsky)
Short description:
In the first section “Our Speech” of yours educational book"Russian language. 2nd grade" includes the topic "Dialogue and Monologue". The word “dialogue” is already familiar to you from the first grade curriculum. You probably remember that “dia” means two. But in fact, three, and even larger number interlocutors. What's new for you in this topic? You will learn how to correctly formulate dialogue in writing - this time. You will get acquainted with the new word “replica” - that’s two. You will learn to distinguish dialogue from monologue. This is not difficult if you remember that “mono” translated from Greek language means "one". Moreover, there are several options for the monologue. One person can speak and the rest can listen. A person can talk alone and does not have to do it out loud.
So your knowledge base will be replenished. Having learned in lessons on new topic Write down dialogue and monologue correctly, you will rise one more step in mastering knowledge of the Russian language.
§ 1 What are monologue and dialogue?
In this lesson we will analyze two forms verbal communication: monologue and dialogue.
Both words came to us from the Greek language:
Monos - “one” + logos - “speech”;
A monologue is the speech of one person.
Dialogos - “conversation, conversation”;
Dialogue is a conversation between two, or less often several, persons.
§ 2 Why is there a monologue and when do we use it?
A monologue can be either oral or written; most often it is thought out in advance. Dialogue, compared to monologue, is created in the process of communication itself; it cannot be pre-thought out from beginning to end.
We create monologues when we want to convey some information, influence the listener or reader, or induce some action, for example, a speech-call to action, a speech-protest. Examples of monologues can be a teacher’s story, a student’s answer or essay, a story about a vacation, or a book read. Speeches on radio and television, articles in magazines and newspapers, reports at conferences are also monologues.
§ 3 Features of dialogue
If a monologue can be both written and oral, then dialogue is usually used in oral speech during a conversation. Each of the participants in a conversation or conversation becomes either a speaker or a listener, so their statements alternate. The words of each participant in the dialogue are called replicas. WITH french word replica means “to object, to answer.” These are words addressed to the interlocutor.
The lines of dialogue are closely related to each other. They can be questions, comments, or answers to them.
We all know examples of written dialogues from childhood. Many nursery rhymes, jokes, and jokes are a dialogue.
For example, in a nursery rhyme:
I caught a bear!
So bring him here!
It doesn't work!
So go yourself!
He won't let me in!
For example, from the works of K.I. Chukovsky:
My phone rang.
Who's speaking?
From a camel.
What do you need?
Chocolate.
For whom?
For my son.
§ 4 Rules for formatting dialogue in writing
In a letter, each remark is written on a new line and with capital letter, a dash is placed in front of each replica; replicas are not enclosed in quotation marks.
Replies in dialogues may be accompanied by the words of the author.
One day Dunno came to Tsvetik and said:
Listen, Tsvetik, teach me to write poetry. I also want to be a poet.
For example:
Well, come up with a rhyme for the word tow,” said Tsvetik.
Shmaklya, - answered Dunno.
What kind of schmuck? - Tsvetik was surprised. - Is there such a word?
Or with lowercase letter if this is the sentence of the first replica:
“You’re lying all the time,” said Tsvetik, “there is no such word.” We need to choose words that exist, and not invent them.
Important to remember:
1. Dialogue, also used in writing- V fiction and represents a conversation between the characters. The authors use dialogue to reflect natural conversational language in the work.
2. When composing dialogues, it is important to pay attention to the verbs of speaking: said-answered. Do they need to be used constantly in every replica? Of course not! In addition, you need to avoid constant repetitions by using other verbs, like noticed, asked, surprised.
3. In oral speech, dialogue is more often used, in written speech - monologue. Dialogue consists of interconnected replicas and may include the words of the author. There are certain rules for formatting dialogue in writing.
List of used literature:
- Babkina M.V. Thematic and lesson planning to the textbook “Russian Language” for grade 5, edited by E.A. Bystrova / Babkina M.V. - M.: LLC " Russian word- textbook", 2011. - 152 p.
- Gdalevich L.A., Fudim E.D. Russian language lessons in 5th grade: Book. for the teacher: From work experience. - M.: Education, 1991. – 176 p.
- Calendar and thematic planning “Russian language grade 5” according to the textbook: “Russian language grade V”. Tutorial for educational institutions. Authors and compilers: Ladyzhenskaya T.A., Baranov M.T., Trostentsova L.A. and others - M.: Education, 2012. Federal State Educational Standard.
- Kapinos V.I. Speech development: theory and practice of teaching [Text]: 5-7 grades: Book. for the teacher / V.I. Kapinos, N.N. Sergeeva, M.S. Soloveychik. - 2nd ed. - M.: Linka-Press, 1994. - 196 p.
- Knigina M.P. 5th grade. Tests: at 2 o'clock. – Saratov: Lyceum, 2006. – Part 1. – 64 s.
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- Lemmerman H. Textbook of rhetoric. Speech training with exercises. Translation from German by S.T. Buglo. - 1986. Master of Polite Sciences, or Journey to the Country of Patafia: Collection of prose by Polish authors / Translated. and retelling from Polish by G. Yazykova and D. Galperina. – M.
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Images used:
Technological map for studying the topic
Item
Russian language
Class
5b,k
Lesson type
speech development lesson
Lesson construction technology
problem-dialogical
Subject
Dialogue and monologue. Punctuation marks in dialogue.
Target
Know the features of monologue and dialogical speech, punctuation dialogue in writing.
Basic terms, concepts
Dialogue, monologue
Planned result
Personal: the desire to master new types of activities in individual, group, paired forms of work, to participate in the creative, constructive process in order to develop reflective and analytical abilities.
Regulatory: accepts and saves learning task; plans (in collaboration with teacher and classmates or independently) necessary actions, operations, operating according to plan.
Cognitive: understands the cognitive task; reads and listens, extracting necessary information, and also independently finds it in the materials of textbooks and workbooks; constructs a general pair correction to determine the relationship between two concepts: dialogue And monologue.
Communicative: builds small monologue statements, carries out joint activities in pairs and working groups, taking into account specific educational and cognitive tasks
Lesson steps
Didactic tasks
1. Organizational
(motivation stage)
Preparing students for work in the classroom: development on a personal level significant level internal execution readiness regulatory requirements educational activities.
2. Update background knowledge and skills
Activation of relevant mental operations(analysis, generalization, classification, etc.) and cognitive processes(attention, memory).
3. Staging educational problem
Providing motivation for students to accept the goals of educational and cognitive activity.
4. Formulating the problem, planning activities
Creating conditions for formulating the purpose of the lesson and setting educational objectives.
5. Discovery of new knowledge
Ensuring the perception, comprehension and primary memorization of knowledge, connections and relationships in the object of study.
6. Initial check understanding
Establishing the correctness and awareness of assimilation educational material, identifying gaps, misconceptions, and correcting them.
7. Application of new knowledge
Ensuring the assimilation of new knowledge and methods of action at the level of application in a changed situation.
8. Reflection on learning activities
Analysis and assessment of the success of achieving the goal; identifying the quality and level of knowledge acquisition.
Lesson steps
Developed skills
Teacher activities
Student activities
L. Have a positive attitude towards learning and other activities
P. are aware of the cognizing task
R. plan the necessary actions
Greetings, checking readiness for the lesson
Listen to the teacher, demonstrate readiness for the lesson
P. perform UPD in mental f-me, carry out logic problems
R. Accept and save the learning task
K. Ask questions, answer, listen, formulate their own thoughts, justify and express own point vision
Write down the number, great job.
Checking d/z. No. 78
How many adjectives were there in the exercise?
Which?
Prove that the named words are indeed adjectives.
!!! Three students are preparing to read the text expressively.
Answer questions, construct understandable statements, read texts, evaluate the work of classmates
3,4
P. Remove necessary information from the statements of the teacher, classmates, systematize own knowledge
K. formulates his thoughts, expresses his own point of view
Now let's listen to a short fairy tale.
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How many characters are involved in this conversation?
And in the discussion about the adjective?
So, we see that there can be speech of one person or conversation of several persons.
What do you think we will talk about in class?
Write down the topic of the lesson.Dialogue and monologue.
But today in class we must not only remember what dialogue and monologue are, but also find out where these forms of speech are found in the text, how dialogue is formalized in writing.
Let's return to the fairy tale. Do you think this is a dialogue or a monologue?
Why did they decide this?
So, dialogue is a conversation between two or more persons, and monologue - speech one person.
We said that there are two characters in the fairy tale: grandfather and his grandson. Who noticed one more thing? actor?
What are the author's words used for in the dialogue? ( explain who is speaking, evaluate what is happening, make you think about the actions of the characters
Answer questions, work on drawing up a lesson plan
P. Extracts information from a textbook
L. desire to acquire new knowledge, skills, and improve existing ones
K. constructs monologue statements that are understandable to partners and carries out joint activities in pairs
Let's open the textbookpage 13. Let's read paragraph 3.
?What else did you learn from the paragraph?
When do you think we use dialogue more often? monologue?
What do we use most often in writing? oral speech?
Listen to the teacher, classmates, construct monologues
Reading a textbook article
Metasubject (UDD)
regulatory:
Distinguish correctly completed tasks from incorrect ones;
Exercise self-control;
educational:
Analyze educational material;
communicative:
- listen and understand the speech of others;
-
Ex. 11. In pairs, restore the order of the lines and get ready to read.
Let's pay attention to the design of the dialogue in the letter. ?What's special?
Exercise 12
We build diagrams.
Can I put it after the lines? Let's read it. I'm writing it down diagrams, rewrite the sentence in accordance with the diagrams.
In pairs, make up a dialogue on the topic “In the school cafeteria”, ( diagrams on the board) write it down.
Let's check.
Now let's work with the text. Let's read.
Can we call this a dialogue? Why? There are no answers.
Let's first complete the sentences verbally so that we can have a dialogue. Let's read
Is there a mistake here? Unjustified repetition of words. Record the dialogue, eliminating repetitions of words.
They perform exercises, evaluate the work of classmates, formulate their own statements, and identify difficult moments for themselves.
Personal:
Establish a connection between the purpose of an activity and its result.
Metasubject (UD):
regulatory:
Exercise self-control;
Together with the teacher and classmates, evaluate the activities in the lesson;
Identify and recognize what has already been learned and what still needs to be learned;
communicative:
- the ability to express one’s thoughts with sufficient completeness and accuracy.
So, what did you learn in class today?
Dialogue -
Monologue -
Each line is written
Dialogue is used
You need to choose the right words in the dialogue, avoiding repetition.
They talk about the knowledge they have acquired and evaluate their work in class.