Ready-made abstracts of lessons in the Russian language. Russian language. Reporting the topic and objectives of the lesson

The new social demands reflected in the Federal State Educational Standard define the main goal of education as a general cultural, personal and cognitive development students, providing such a key competence of education as “teach to learn”.

How to build lessons of the Russian language and literature in order to implement the requirements of the Second Generation Standards? To do this, it is necessary to know the criteria for the effectiveness of the lesson, the requirements for its preparation and conduct, analysis and self-analysis of the activities of the teacher and students.

It is known that along with general approaches to planning lessons in all subjects (thought out goals and objectives; optimal methods, techniques and forms of working with the class; competent use of new pedagogical technologies, including ICT; cooperation between a teacher and a student, based on problem-search forms of work, etc.) the teaching of each subject has its own specifics, its own characteristics. In the context of the introduction of the Federal State Educational Standard of basic general education, the problem of the activity model of the lesson, which contains certain structural and content stages, is becoming increasingly relevant in school education.

Concerningliterature lessons , then the requirements for their construction, in principle, have not become outdated: the trinity of goals (teaching, developing and educating) is an obligatory component of any lesson, including a lesson in literature. However, modern reality makes its own adjustments to the methodology of teaching literature. To make the lesson interesting for children, the teacher has to master new methods of presenting material, use non-standard techniques and innovative technologies in his practice.

When analyzing M. Bulgakov's story "Heart of a Dog", I used materials from T.V. Ryzhkova's book "The Way to Bulgakov".

Abstracts of literature lessons based on the story of M.A. Bulgakov "Heart of a Dog"

Lesson Objectives:

1. Educational: conducting a compositional and stylistic analysis of the text of the story; comparison of the images of Sharik and Sharikov; comprehension of the author's concept.

2.Developing: developing the skill of working with a literary text; development of skills to characterize the characters of the story; improving the skill of group and independent work; improvement of logical and creative thinking.

3. Educational: understanding what education and self-education means, culture, traditions in the life and destiny of a person and society; formation of a system of values.

Forms of work: collective, group, individual

Type of lesson: discovery of new knowledge

Lesson number 1 The argument about the dog's heart.

Purpose of the stage : the inclusion of students in activities at a personally significant level.

Creation of installation for the analysis of the work.

slide 1 (portrait of the writer, title of the story)

teacher's word .

For today's lesson, you have read M. Bulgakov's story "Heart of a Dog".

March 1925. Mikhail Bulgakov is finishing work on the satirical novel Heart of a Dog. He wrote it by order of the Nedra magazine. But the story came to the reader in our country only in 1987 ...

slide 2

What do you think,why was the story written in 1925 published in Russia only in 1987? What was it about this story that the government of the Soviet Union did not like?

Students make assumptions (forbidden to print because the story is a satire on modernity)

Teacher: Really, Soviet era pursued dissent, and even from the high stands it was ironically said:“We are for laughter, but we need kinder Shchedrins and such Gogols so that they don’t touch us.” Bulgakov's view of modernity was very sharp, satirical attacks were considered seditious. M.A. Bulgakov wrote:

Slide 3: “In the wide field of Russian literature in the USSR, I was alone - the only literary wolf. I was advised to dye the skin. Ridiculous advice. Whether a dyed wolf or a shorn wolf, he still does not look like a poodle. The well-known critic, researcher of the writer's work Vsevolod Ivanovich Sakharov (born in 1946, member of the Writers' Union of Russia, Doctor of Philology) gave the following assessment of the story:

Slide 4:

"Heart of a Dog" is a masterpiece of Bulgakov's satire.

Bulgakov's satire is smart and sighted." V. Sakharov

These words will be the epigraph for today's lesson.

Choose a contextual synonym for the wordsighted.

Students: (honest )

UUD: personal, meaning formation

Stage 2 Updating knowledge

Purpose of the stage

Consolidation of the concept of satire, overcoming the unambiguity in the perception of characters and events.

Teacher: Indeed, satire is always honest, but rarely permitted. Let's remember what satire is.What is satire directed at? What is the source of satire?

Student responses

Teacher opens the slide, students check their answers with the correct one

Slide number 5.

(Satire - kind of comic. The subject of satire are human vices.

Source of satire - the contradiction between universal human values ​​and the reality of life.)

Let's try to figure out what human vices and contradictions between universal human values ​​and real life became the subject of satire by M. Bulgakov.

UUD: cognitive

Stage 3 Statement of the learning task

The purpose of the stage: setting the goals of educational activities, choosing the means of their implementation.

Teacher : The story was considered seditious in 1925 and banned.

However, in 1988, the film directed by V. Bortko "Heart of a Dog" was released, which the audience still watches with pleasure, and theaters do not stop staging performances based on Bulgakov's story.

Why does the story attract film and theater directors?

Students: Suggested answers:

The story is very modern. Our time and Bulgakov's time are similar.

Teacher: So, the story is relevant in our time, because it is read, films are made and performances are staged in theaters. Let's assume that the problems that worried the writer are not indifferent to us. What are these problems?

Students: Suggested answers:

The Sharikovs live among us, and the writer warned how dangerous they are.

Animals are being cloned now and people are talking about cloning.

Teacher: Maybe you're right. Let's try to figure it out.

Modeling a problem situation and approaching the problem of the lesson.

Enable movie clip from the film directed by V. Bortko "Heart of a Dog", where Bormental argues with Professor Preobrazhensky.

What do you think the topic of today's lesson will be?

Students.

Suggested answers: Dog heart dispute.

Teacher: Write down the topic of the lesson: "Dispute about a dog's heart."

Let's think about what is the main problem we should solve in the lesson?

Students. Who is right: Dr. Bormental, who believes that Sharikov has a dog's heart, or Professor Preobrazhensky, who claims that Sharikov has "precisely a human heart"?

Teacher: Can we answer this question right away?

No.

What goals of our future actions do we need to identify in order to answer this problematic question?

Students.

Analyze the text and compare the images of Sharik and Sharikov.

Understand what answer the author of the story would give to this question, what the author thought, what disturbed him.

UUD: regulatory (goal setting, planning); communicative

(ability to listen, engage in dialogue)

Stage 4 Building a project for getting out of difficulties

Purpose of the stage

Analytical conversation.

a) Reception of "immersion in the text".

Teacher: The story opens with pictures of Moscow in the mid-20s. Imagine and describe Moscow. Through whose eyes do we see life?

Students: a city where wind, blizzard and snow reign, embittered people live. It will help to concretize the general picture by referring to the details of the text, which could confirm the impressions formed by the students (the canteen of normal food and the bar, the fate of the “typist” and her lover, the cook and the porter, the history of the Kalabukhov house).

Teacher: Is there anything in the story that resists this chaos and hatred?Students : storyhabout the apartment of Philip Philipovich, where comfort, order, human relations reign.Butthis life is under threat, because the house committee, headed by Shvonder, seeks to destroy it, to remake it according to its own laws.

Teacher: what connects these two worlds?

Students: This is Sharik, who was picked up by Professor Preobrazhensky. Thanks to Philip Philipovich, the dog was transferred from the world of hunger and suffering, the world that doomed him to death, to the world of warmth and light.

Teacher: M. Bulgakov continued the traditions of Russian satirists M.E. Saltykov-Shchedrin and N.V. Gogol. From Saltykov-Shchedrin, Bulgakov took the topical sound, from N. Gogol - his teacher, the fantastic plot, images, and even the compositional structure of the work.Doing your homework, you should have observed the composition of the story.What is the composition of the story?

b) Pupils present a presentation prepared at home , in which the division of the story into two parts is obvious

1 part

part 2

1 ch. The world through the eyes of a dog, meeting with a professor, choosing a name. 2 ch. A ball in the house on Prechistenka: "dressing", receiving patients, visiting the house committee 3 ch. A ball in the house on Prechistenka: lunch, "clarification" of the owl, "collar", kitchen, preparation for the operation. 4 ch. Operation.

Chapter 5 Diary of Dr. Bormenthal: transformation. Chapter 6 Sharikov in the house on Prechistenka: the professor's conversation with Sharikov, the choice of a name, Shvonder's visit, the "explanation" of the cat. 7 ch. Sharikov in the house on Prechistenka: lunch, reflections of the professor. 8 ch. Sharikov in the house on Prechistenka: registration, theft, drunkenness, the professor's conversation with Bormental (search for a way out), "the attempt on Zina." Chapter 9 Disappearance of Sharikov, Sharikov and the "typist", denunciation of the professor, operation Epilogue: "presentation" of Sharikov, Sharik after the operation, the professor at work.

(The composition is symmetrical. Ring composition: Sharik became a dog again.)

Teacher: what arethe reasons for such a construction of the work?

Students conclude: the mirror composition of the story emphasizes the changes taking place in the professor's house and in the people who inhabit it. The conclusion is written in a notebook.

c) Reception "verbal drawing"

Teacher : so, Bulgakov gives many events of the first part through the eyes of a dog, perhaps in order tocompare Sharik and Sharikov. Imagine that you are making illustrations for a story. How would you portray the meeting of the dog and the professor? What should be done to more accurately draw an oral illustration?

Students : necessaryreread chapter 1 . Re-reading, clarifying the details. Possible description:

In the foreground is a dark doorway, a blizzard snakes. In the distance we see a street from the gateway, a brightly lit store and a piece of a poster blown by the wind. A man in a dark coat has just left the store, he is moving towards the doorway in a “blizzard column”. A dog crawls into the street in the gateway. This is a skinned mongrel, she has dirty matted hair, a terrible scalded side. It can be seen that the movement is given to the dog with great difficulty. His head is raised, he is watching a person walking towards him.

Teacher: — Which qualities of Sharik do you like, which ones do you not?

Students : intelligence, wit, observation, his irony, hatred of the proletarians, janitors and porters; the ability to both sympathize and hate, lackey obsequiousness.

UUD: cognitive - general educational (semantic reading, information search), logical (analysis, classification, choice of bases for comparison); personal (moral - aesthetic evaluation); communicative.

Stage 5 Independent work

Purpose of the stage: improving the skill of independent work and the ability to build cooperation in a group.

The work of students in groups (independent analysis of the text). Run time - 5-8 minutes. Each group prepares a speaker, the response time is 2 minutes.

I group , analyzing chapters 1-3, should answer the question:

What does Sharik notice in the reality around him and how does he react to it?

2 group , analyzing chapters 2-3, answers the question:

- What does Sharik like in the house of Professor Preobrazhensky and what - not?

3 group , working with the same chapters, prepares an answer to the question:

- How does the dog perceive the inhabitants of the apartment?

4 group (same chapters):

How do the inhabitants of the apartment treat Sharik?

5 group (same chapters):

Students (desired responses):

I group:

- The dog is very observant, he knows life well, especially that in it that is connected with nutrition. He knows that the world is divided into hungry and well-fed. The one who is “eternally full”, “is not afraid of anyone”, therefore “will not kick with his foot”. Dangerous are the hungry, those who "themselves are afraid of everything." Sharik hates toadies. He says that "human purifications are the lowest category." But he also sympathizes with people who are deceived, who are mocked by those who have recently gained power.

II group:

- Sharik likes the professor's house, although after receiving patients he calls the apartment "obscene." But it's warm and calm. After a conversation between Philip Philipovich and Shvonder, Sharik becomes convinced that the professor has great power. Sharik decides that he will be completely safe here: “Well, now you can beat me as you like, but I won’t leave here.” The dog likes the fact that in the house he is fed well and tasty, they do not beat him. The only thing that annoys him is the owl. The dog is afraid of hunger and evil people but in the house the opposite is true. Sharik's favorite place is the kitchen: food is cooked there, and a fire burns there.

III group:

- After Sharik realized that in the professor's house he had nothing and no one to be afraid of, since his owner was not afraid of anyone, he decided that the professor was "a wizard, magician and magician from a dog's fairy tale." During dinner, Philip Philipovich finally received the title of a deity. As already mentioned, food, warmth and security are the main thing for Sharik, and he is ready to serve faithfully to the one who gives it to him. Sharik studied the professor's call, met him with a bark.

He quickly conquered Darya Petrovna, the cook. The kitchen is "the main branch of paradise" for Sharik. And so he sucks up to the cook. He treats Zina dismissively, calling her "Zinka"; he does not love her, as she scolds him all the time and says that "he ate the whole house." The dog calls Dr. Bormenthal "bitten" and does not communicate with him at all.

IV group:

- Professor Preobrazhensky generally pities Sharik: he orders him to be fed properly, saying that "the poor fellow is hungry"; he treats him affectionately because he believes that affection is "the only way to treat a living being"; he never hits Sharik, even when he "clarified" the owl. For Zina, Sharik is the cause of the eternal mess in the house. She believes that the professor is spoiling Sharik too much and offers to tear off the dog. She does not understand why Sharik receives such courtesies. For her, he is an ordinary mongrel. And Darya Petrovna at first called Sharik "a homeless pickpocket" and did not let him into the kitchen, but the dog "won her heart."

Teacher: What is the value system of an unusual dog?

Students : The main thing for Sharik is food, warmth and safety. This is what determines his attitude towards people. In general, he "sells his soul" for a piece of Krakow sausage. Sharik’s attitude towards people is determined by the same: the professor is the owner, and Sharik is ready to please him, Daria Petrovna is the “queen of the kitchen”, the dog caresses her, Zina is the servant in the house, and Sharik believes that she should serve him too. Dr. Bormental is in no way connected in the mind of the dog with food and warmth, and since the bite of his leg went unpunished, the doctor simply turns into a "bite".

Teacher : Do you like this philosophy of life? Why? What word would you call her?

Students : Slave

Group V identified the stages of Sharik's change:

- Firstly, Sharik has changed outwardly. The professor picked up a dying dog, with a scalded side, with dirty matted hair, emaciated from hunger. In a week, he turned into a shaggy and "surprisingly fat" "handsome dog." Secondly, he also changed internally: at first he was worried: “Why did the professor need me?” (his experience told him that no one does anything for nothing). Having just got into the house, he thought that he found himself in a "dog clinic", and defended his life - he has a very developed instinct for self-preservation. But when he sees that nothing threatens him, but, on the contrary, he is being fed and caressed, Sharik begins to be afraid of losing all this and thinks: “Beat, just don’t kick him out of the apartment.” He decides that Philip Philipovich chose him for his beauty. He glares at his eyes. Quickly evaluating the collar, because all the dogs he meets are madly jealous of him, he comes to the conclusion that the collar is a kind of pass to better world and gives him certain rights, such as lying in the kitchen. He forgets that recently he was an ordinary homeless mongrel, and no longer doubts that nothing will deprive him of warmth and food, and he is finally convinced that he is an “incognito dog prince”. Hungry and full of dangers, he exchanged freedom for a well-fed, calm life, and pride - for lackey obsequiousness.

Teacher : What associations does the dog's story evoke in you?

Students : Suggested answers:

After the revolution, many people who lived in poverty and hunger were drawn to a warm and well-fed life, believed many promises, decided that they would instantly "become everything." The revolution is an experiment that the Bolsheviks put on the whole people.

UUD: cognitive (search for information, the ability to build a speech statement); communicative (the ability to cooperate in a group, enter into a dialogue), personal (knowledge of moral standards and the ability to highlight the moral aspect of behavior)

Stage 6 Reflection

Purpose of the stage: self-assessment by students of the results of their educational activities

Let's summarize the lesson:

Teacher : Has your attitude to the ball changed? How? Why? (This is a written question.)

Students conclude:

Sharik's inner speech, his assessment of events, reflections, together with the author's description of his behavior, create a complete picture for the reader. inner world dog.

Teacher :

- Have we answered the problematic question of the lesson: who is right: Dr. Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov has “precisely a human heart”?

Students: - Not.

Teacher: What questions did we get answered?

Students: - We compared the images of Sharik and Sharikov, saw what changes had taken place, understood through what methods the author expressed his attitude to the character and what worried him.

Teacher: the next lesson will be the next step in resolving the problem situation identified by us in this lesson, and for this you must work on the homework questions. What questions would you like to ask me or classmates?

UUD: regulatory (assessment), personal (self-determination), cognitive (problem solving), communicative (ability to participate in a collective discussion)

Homework:

1. Highlight the stages of Sharik's transformation into Sharikov and the stages of Sharikov's formation by preparing an electronic presentation (task for the whole class).

2. Compare the behavior of Sharik and Sharikov in episodes I and II of parts: choosing a name (individual task), lunch (individual), house committee visiting the apartment (individual).

3. What, in your opinion, in Sharikovo from the dog, what from Chugunkin? Justify your opinion with examples from the text (general task).

4. What is the role of Shvonder in the upbringing of Sharikov? Why does Professor Preobrazhensky say that "Shvonder is the most important fool"? (Individual task, it is performed by 3-4 people.)

Lesson #2

Subject: Dog Heart Argument (continued)

Stage 1 Motivation for learning activities

Purpose of the stage : the inclusion of students in activities at a personally significant level. Create an installation for the analysis of the work.

Viewing a fragment of the film "The transformation of Sharik into Sharikov" , an excerpt from the film adaptation of the story directed by Bortko.

Teacher : before we answer the key question, think about why M. Bulgakov needed to introduce into the story, to make the transformation of a dog into a man a spring of intrigue. If only the qualities of Klim Chugunkin appear in Sharikov, then why shouldn't the author "resurrect" Klim himself? However, before our eyes, the “gray-haired Faust”, busy looking for means to restore youth, does not create a person in a test tube, does not resurrect him from the dead, but turns a dog into a person.

Stage 2 Updating knowledge

Purpose of the stage : preparation of students' thinking, their awareness of their inner need for the construction of educational actions and the fixation of individual difficulties in each of them.

Teacher : Difficult to answer?

I remind you of Dr. Bormental's diary (I exacerbate the problem situation with an additional question):

Why is it Dr. Bormenthal who keeps the diary, and not Professor Preobrazhensky?

Search activity students looking for real explanations:

“We can see from the notes how excited the doctor is. At first, he rejoices at the success of the operation and the new discovery. Then he is horrified by what the apartment has become. He admits that he does not understand much.

- Philipp Philippovich has no time to keep a diary, he is much more busy than the doctor .. After all, it is not by chance that the professor needs an assistant, that is, an assistant. Then Philip Philipovich, much less than Bormental, realized that the new creature was related to Klim. Bulgakov does not want to solve the riddle ahead of time - we also do not know anything about Klim. And if a professor kept a diary, it would not be so interesting.

- Dr. Bormental puts forward his hypothesis in his diary: "Sharik's brain in the canine period of his life accumulated an abyss of concepts," and, of course, writes down not only his assumptions on this matter, but also the opinion of the professor. And the professor would not write down Bormenthal's hypothesis, since he is absolutely sure that he is right. And there would be no problem. We would also believe the professor, but there are some doubts

The students, together with the teacher, come to the conclusion:

- The "elimination" of the author and the transfer of the narration to a young scientist who does not have the experience and insight of his teacher, who has bright hopes for the result of the experiment, create a new and at the same time central opposition to the story (what is Sharikov - a dog that has changed its external form or "resurrected" Klim? ), enhance the reader's interest, keep him in suspense, giving him the opportunity to build his own guesses about the events and results of the operation.

Checking homework.

Demonstration of an electronic presentation with the results of the assignment: Highlight the stages of Sharik's transformation into Sharikov and the stages of Sharikov's formation.

(swearing (“all the swear words that exist in the Russian lexicon”);

smoking;

seeds (uncleanliness);

balalaika at any time of the day or night (disregard for others);

vulgarity in dress and behavior;

immorality;

drunkenness;

theft;

denunciation;

attempt.)

The list is corrected, together with the teacher the conclusion is made:The formation of the “new man” is the loss of humanity, the growth of immorality, that is, not evolution, but degradation.

Checking individual assignments.

Compare the behavior of Sharik and Sharikov in similar situations. (One student shares his observations with classmates, others supplement him if necessary. No more than 2 minutes are allotted for the message, about which the guys are warned in advance). Suggested answer:

— A typist first called a dog a ball. The dog himself does not agree with this name: “Sharik means round, well-fed, stupid, eats oatmeal, the son of noble parents,” and he is “shaggy, lanky and torn, a fried hat, a homeless dog.” For the second time SharikPhilip Philipovich calls the dog, probably because it is an ordinary dog ​​name: Sharik, Tuzik ... And the dog accepts this name: “Yes, call it whatever you want. For such an exceptional act of yours (for sausage). He really doesn't care what they call him, as long as they feed him.

- "Laboratory Creature" demands a document from Flipp Philippovich for himself. Then the question of his name arises. Now the name is chosen not by the "creators" of the new creature, but by itself, but on the advice of the house committee. The new power brings new names to the world. For Philipp Filippovich, the name Polygraph Poligrafovich sounds wild, "but the laboratory creature" defends its rights. Most likely, the students will not notice the parodic roll call - let's draw their attention to some similarity between the names of Sharikov and his creator, which consists in duplicating the name itself with a patronymic. Sharikov creates his name on the advice of the house committee, but by analogy with the name "dad".

- Sharik, after the first dinner in the professor's house, promoted him to the rank of "highest deity." The dog has a dope in his head from a variety of smells. Of course, he hears what the professor and the doctor are talking about, but the main thing for him is food. When he had eaten, he fell asleep. He is now well and calm. "Hounded respect" for the professor is growing all the time and is not subject to doubt. The only thing that worries Sharik is if this is all a dream.

For Sharikov, lunch, on the one hand, is an opportunity not only to eat tasty and a lot, but also to drink. but on the other hand, it is torture: he is taught and educated all the time. And if Sharik respects Philipp Filippovich, then Sharikov, it seems, laughs. He says that the professor and the doctor are "tormenting themselves" with some stupid rules. He does not want to become cultured and behave decently, but he is forced to do this, because otherwise he will not be allowed to eat (this is how animals are trained in the circus!). Sharik sat at the professor's feet and did not disturb anyone, only Zina was angry, and Sharikov was a stranger at this table. Bulgakov writes that "Sharikov's black head sat in a napkin like a fly in sour cream" - both funny and disgusting. Sharikov and the professor exchange all the time sidelong glances.

UUD: cognitive (process, systematize information and present it in different ways, the ability to build a speech statement, the ability to analyze and draw conclusions); personal (sense formation); communicative (ability to listen, engage in dialogue).

Stage 3 Building a project for getting out of difficulties

Purpose of the stage : students' choice of a way to solve a problem situation.

Improving the ability to conduct a compositional analysis of the text, activating the imagination and attention of students to the details of the text through verbal drawing, developing the ability to characterize the hero and give a moral assessment of his actions.

Characteristics of Sharikov.

Watching a movie clip directed by V. Bortko "Heart of a Dog" - an episode of the conversation between Sharikov and Philip Filippovich. (In Bulgakov, the corresponding fragment begins with the words: "Philip Filippovich was sitting at the table in an armchair.")

Analytical conversation.

Teacher : compare the image of Sharikov, created by the actor and director in the film, with Bulgakov's description.

- Was this how Sharikov seemed to you when you read the story?

What did the filmmakers keep and what did they “forget” about?

Suggested answers :

- outwardly, Sharikov in the film is exactly the same as Bulgakov's, that the actor plays his role very talentedly, but the film is not in color. Maybe the authors decided to do this because the dog does not have color vision. But Bulgakov's Sharik could distinguish colors. The story says: "The ball began to learn from flowers." The lack of color in the film did not allow the authors to convey the absurdity of Sharikov's costume.

- In the film, Sharikov constantly makes excuses, he is even sorry. Indeed, the professor attacks and attacks him. And in the book, Sharikov is confident, and sometimes harsh: he does not justify himself, but attacks himself: "A cheeky expression caught fire in the little man."

Bulgakov's Sharikov is often ironic, but in the film he is stupid. And yet, when you read the story, it's funny, but in the film everything is somehow serious. It's hard to explain why.

(if the students do not see this important detail, the teacher will be able to lead them to it with additional questions. The “claims” of the students are weighty and solid: they caught the stylistic and semantic discrepancy between V. Bortko’s interpretation and Bulgakov’s text. The film really lacks colors, and that’s the point not only because it is black and white, but because the whole film is decided in a serious and very boring way: it lacks Bulgakov's irony, humor, sarcasm - shades of meaning!

And what did Sharikov inherit from Klim Chugunkin? What do we know about Klim from the text of the story?

3) Work with the block diagram.

The great operation was accomplished, and who became the donor for the creation of a new person?

(Klim Chugunkin)

What can you say about this person? Read out.(end of ch.5, p.199)

(“Klim Grigoryevich Chugunkin, 25 years old, single. Non-party, single, sued three times and acquitted: the first time due to lack of evidence, the second time the origin saved, the third time - suspended hard labor for 15 years. Theft. Profession - playing the balalaika by taverns.

Small in stature, poorly built. The liver is enlarged (alcohol) The cause of death is a stab in the heart in a pub ("Stop-Signal" at the Preobrazhenskaya outpost).

From the diary of Dr. Bormenthal, we learn that the new creature took over everything worst qualities their donors (Sharik and Klim Chugunkin). Find and read the description of the new creature.

( Bad taste in clothes: a poisonous sky-colored tie, a jacket and trousers are torn and soiled; lacquered boots with white spats. ch.6, p.203)

In addition, it constantly speaks after its mother, smokes, littering with cigarette butts, catches fleas, steals, loves alcohol, is greedy for women ...(p.194, 195)

Teacher: but this is only an outward manifestation. Is there anything left of Sharik's moral position? What determined Sharik's behavior and what was most important for Sharikov?

Suggested answers : - The instinct of self-preservation. And balls defends the right to its own existence. If anyone tried to deprive Sharik of his "well-fed life", he would have known the power of dog teeth. Sharikov also "bites", only his bites are much more dangerous.

Conclusion: the ball did not die in Sharikovo: we discovered all its unpleasant qualities in a person.

Conversation

Teacher : Let's try to figure out why the professor was a model and force for Sharik, and Shvonder for Sharikov? Why does the professor say that "Shvonder is the most important fool"? Does he understand who he's dealing with?

Students: Sharikov's brain is very poorly developed: what was almost ingenious for a dog is primitive for a person: Sharik turned into a man, but did not receive human experience.Shvonder takes him for a normal adult and tries to inspire the ideas of Bolshevism.

Teacher: Why is it so dangerous?

Students: Usually, when a person develops in a natural way, he gradually gets acquainted with the world, they explain to him what is good and what is bad, teach him, pass on the accumulated experience and knowledge. The more a person learns, the more he can understand on his own. But Sharikov knows practically nothing: he only wants to eat, drink and have fun. Shvonder indulges him, talking about rights, about the need to share everything. Shvonder himself ardently believes in what he preaches, he himself is ready to give up blessings and comforts in the name of a bright communist future.

Filipp Filippovich and Dr. Bormental are trying to educate Sharikov with normal human manners, so they always forbid and indicate. Sharikov is extremely annoying. Shvonder does not forbid anything, but, on the contrary, tells Sharikov that he is oppressed by the bourgeoisie.

Teacher: Are Shvonder himself and the representatives of the House Committee highly developed personalities?

Students: Obviously not.

Teacher: Does Shvonder really understand complex political and ideological issues?

Students: Already from the first conversation between the members of the house committee and the professor, it is clear that these people in their development did not go much further than Sharikov. And they strive to share everything, although they cannot really manage the work of the house committee: there is no order in the house. You can sing in chorus (no matter what Philip Philipovich says, he himself often sings in a false, rattling voice), but you can’t sing in chorus instead of your main work.

Teacher: Why Sharikov and Shvonder so quickly find a common language?

Students : Shvonder hates the professor, because, feeling the hostility of the scientist, he is unable to prove this and “explain” his true anti-revolutionary essence (and here Shvonder cannot be denied intuition!) For Shvonder, Sharikov is an instrument of struggle with the professor: after all, it was Shvonder who taught Sharikov to demand housing , together they write a denunciation. But for Shvonder, this is the right thing to do, and denunciation is a signal, because the enemy needs to be brought to clean water and destroy in the name of a future happy life. Shvonder's poor head does not fit in any way, why a person who, according to all signs, is an enemy of the Soviet regime, is under its protection!

So, the “godfather” of Polygraph Poligrafovich inspires his pupil with the ideas of universal equality, fraternity and freedom. Once in the mind, which is dominated by bestial instincts, they only increase the aggressiveness of the "new man". Sharikov considers himself a full-fledged member of society, not because he did something for the good of this society, but because he is "not a NEP man." In the struggle for existence, Sharikov will stop at nothing. If it seems to him that Shvonder takes his place under the sun, then his aggressiveness will be directed at Shvonder. “Shvonder is a fool,” because he does not understand that soon he himself will be able to become a victim of the monster that he “develops” so intensely.

Teacher: Who is right in the dispute - Professor Preobrazhensky or Dr. Bormental?

Students: it is obvious that both scientists are only partly right: it cannot be said that Sharik's brain is only "the unfolded brain of Sharik", but it cannot be said that we have before us only the revived Klim.In Sharikovo, the qualities of a dog and Chugunkin were combined, and Sharik's slavish philosophy, his conformism and self-preservation instinct, combined with Klim's aggressiveness, rudeness, drunkenness, gave rise to a monster.

Teacher: Why did scientists make a mistake in their assumptions?

Students: by the will of the writer, his characters did not know about Sharik what the author himself and his readers know.

Expected results:

These final conclusions resolve the problematic situation of the 2nd lesson, in comprehending which the students had to understand the role of composition, learn Bulgakov's language, learn to realize the importance of details in the story, compare the characters' images; comprehend the author's concept. In addition, the method of comparing a work with its interpretation in another art form allows students to concretize their impressions.

UUD: cognitive (logical - analysis, synthesis, building cause-and-effect relationships; general educational - creating models, semantic reading, the ability to build a statement); communicative; personal (moral and aesthetic orientation); regulatory (correction).

Stage 4 Reflection

Exercise "Interesting".

Fill in the table:

In the “plus” column, students write down what they liked in the lesson, information and forms of work that caused positive emotions or may become useful to them. In the column "minus" they write down what they did not like, remained incomprehensible. In the column "interesting" write down everything Interesting Facts. If there is not enough time, this work can be done orally.

UUD: regulatory (assessment)

Homework for the next 2 lessons will be like this:

1. Come up with a title for the 4th chapter of Heart of a Dog.

3. Draw up the "code of honor" of Professor Preobrazhensky.

4. State the theory of education according to Professor Preobrazhensky and Dr. Bormental.

5. Describe the professor in the scenes of receiving patients, visiting the house committee, at dinner. Prepare an expressive reading of these scenes.

MOU "Bulyninskaya secondary school"

Lesson summary

in Russian according to the program

"School of Russia"

on this topic"Spelling of words with a soft sign at the end and in the middle of a word"

(grade 2)

Conducted by: Alekseeva N.G.,

primary school teacher

MOU "Bulyninskaya secondary school",

Pskov region

Velikoluksky district.

Spelling of words with a soft sign at the end and before other consonants.

Target:repeat the ways of indicating the softness of consonants in writing using the letter b.

Planned results: students will learn to indicate the softness of consonant sounds in writing; communicate verbally and in writing.

Tasks:

1) Educational:

• to consolidate students' skills in spelling words with a soft sign at the end and in front of other consonants;
• to promote the formation of communicative, informational and key competencies;
• Teach students the techniques of self-assessment, mutual assessment.

2) Developing:

• develop critical thinking skills problematic issues, put forward hypotheses, generalize the obtained data and draw conclusions
• develop oral and written speech;
• develop spelling vigilance, attention and thinking of students;
• develop the independence and responsibility of the student for the process and the result of their activities.

3) Educators:

• nurture creative activity;
• to cultivate a culture of communication in a group with peers;
• create conditions for the formation of cognitive interest in the Russian language.

Equipment:

Computer, media projector, presentation for the lesson;

Picture with the image of the cat Leopold;

Ladder of success;

Cards - mood signals;

Cards different color with differentiated tasks.

During the classes.

I. Organizing time.

The long-awaited call is given, the lesson begins. We have guests at the lesson today, greet our guests.

- Sit down. slide 1.

Positive attitude.

Sit in a comfortable position, close your eyes, take a calm breath in and out. Imagine all sides around us. Mentally in each direction send the wish "Peace, goodness, love to everyone who is to my right, to my left, who is in front, who is behind me."

I am glad to see your faces again, your eyes. And I think that today's lesson will bring us all the joy of communicating with each other. Good luck to you and good luck!

I would like to start our lesson with the song of the cat Leopold. Listen to her, and whoever knows the words can sing along. Slide 2.

How would you like to see our today's lesson? What mood do you start with? “Beep”, please show me the card that matches your mood.

Slide 3.

The lesson begins, He will go to the children for the future, Try to understand everything, Learn to discover secrets, Give complete answers, To get only a mark of “five” for work!

II. Knowledge update.

1. A minute of calligraphy.

Let's start our lesson with a minute of calligraphy. slide 4.

- What can you say about the record? (On the board: b b b b b…) (Game "Catch the ball"

- Write down, continuing the pattern. Pay attention to the slope, height, width of the letters. Don't forget the landing rules.

- What is the proposal? Read the proverb. When do they say so?

On the slide: Seven times measure cut once.

Will we use this proverb in our lesson?

- Write it down, separating the words with a dash for hyphenation, underline the soft sign.

- Who coped with the work "excellent" - raise your hand?

2. Spelling minute.

Slide 5.

Here is how the writer L. Izmailov said about the soft sign:

Soft sign - tricky sign

Don't say it at all.

It doesn't pronounce

But the word is often asked.

Why does the house have a corner

Has it turned into charcoal?

No fire, just like that?

It made a soft sign!

Why does the soft sign ask for a word? (To indicate the softness of consonants).

Name the words with a soft sign (coal, say).

What are the spellings of these words? (soft sign in the word coal, say; unstressed vowel in the word say)

How can we check an unstressed vowel? (choose a test word - say)

3. Vocabulary work.

What rule did we just remember? (unstressed vowel that can be checked)

True, but there are words in Russian with unverifiable unstressed vowels. What are these words called? (dictionary)

Why? (we check in the dictionary).

Tell me these words (from the pictures: bullfinch, coat, bear, carrot, skates). Slides 6-10.

How do these words differ? Slide 11.

Are there any words with a soft sign at the end of the word? Name.

What about words with a soft sign in the middle? Name.

We write these words in two columns - in the first column of the word with a soft sign at the end of the word, and in the second - words with a soft sign in the middle of the word. Underline the spelling.

At the blackboard, two students work on separate sides, the rest of the children write in notebooks.

Collective check - if the word is written correctly, then we clap our hands, if it is wrong, then we stomp our feet. Let's evaluate the work of your classmates. slide 12.

Who did an excellent job? Who failed? Why?

Now guess a new vocabulary word.

slide 13 with a note: B E E M L (furniture)

You have been given a strange word,

Almost foreign.

You look at him

And translate for me!

The teacher writes the word on the blackboard. slide 14.

Let's say the word furniture in unison. Explain it lexical meaning. Write down the word, put the stress, underline the spelling. And now you have a difficult task - pick up words with the same root. Prove your point.

4. The game "Guess the word." Slide 15 with puzzles ( task, belt, room, gate).

And now let's solve puzzles with you, and at the same time we will reveal the most intelligent among us.

Make up a sentence with one of these words, including a new dictionary word in it.

III. Self-determination to activity.

Children, look at all the completed assignments and guess what we will talk about today in the lesson. What will be the topic of our lesson today? (Spelling of words with a soft sign).

Let's test our assumptions. Read the lesson topic on p.125.

Slide 16: Spelling of words with a soft sign at the end and in the middle of a word.

Is this a new topic? (No, we have known each other since the 1st grade and repeated in the 2nd).

What learning goals will we set for ourselves? slide 17.

Today in the lesson we will summarize our knowledge about this letter; we will consolidate the ability to correctly write words with a soft sign at the end and in the middle of the word, we will write beautifully and accurately - this will be taken into account when grading.

Thus, today in the lesson we will exercise, consolidate,

repeat and generalize, and also write, play, check each other's work.

Read the rule on p.125 for yourself. What did you learn from the rule? (nothing). Where will this knowledge come in handy in real life? What are they for?

IV. Physical education "Sun"

What do you associate joyful mood with? (With the sun.)

Now we will spend a physical education session for the eyes "Sun" ( Eye exercise on slide 18 - 19.

V. Work on the topic of the lesson.

Exercise 206

Pair check. Verification with the sample on slide 20:

School - school, strength - strong, December - December, April - April.

VI. Consolidation of the studied material.

Cat Leopold has prepared for you an interesting task in pairs on cards.

Why do I have cards of different colors in my hand?

Choose a card that suits your skill level and that you can handle. Consult with a partner in a pair.

Work in pairs on cards (cards of different colors with differentiated tasks).

Let's remember the rules for working in pairs. slide 21.

"5" - yellow card

Read.

W… blah covered… with white k… vrom on the p… liane stood a small… kai ate… l… sy had a big… fluffy… bushy tail.

1. Define sentence boundaries by marking the beginning and end of sentences correctly.

"4" - green card

Read.

W… blah covered… with white to… brom. On the p ... liana stood a small ... kaya ate ... . L ... sy has a big ... fluffy ... thick tail.

1. Insert and underline the missing spellings.
2. In the first sentence, find and underline the main terms.

"3" - red card

Read.

W… blah covered… with white to… brom. On the p ... liana stood a small ... kaya ate .... L ... sy b ... big fluff ... thick tail.

1. Insert and underline the missing spellings.

Your work will be checked today, tomorrow you will find out how you coped with the tasks in today's lesson and what marks you received.

VII. Creative homework.

Find and write down a verse in which there are words for the studied spelling.

slide 22.

IX. Summary of the lesson.

What did we do in class today?

What have we learned today? What difficulties did you encounter in class? What questions would you like to ask in this regard? How do you think this knowledge will be useful to us in life? Where? What task were you interested in doing?

X. Reflection. slide 23.

And now let's evaluate our knowledge in today's lesson. Please look at your notebooks - how you coped with the tasks, how carefully you worked in your notebooks. Before you is a ladder of knowledge: put the magnet on the step corresponding to your knowledge: if you put the magnet on the top step, then everything is clear to you; on the second step - you experience difficulties; lower - the material was not mastered at all.

I succeeded ... I was surprised ... I liked it ... I was glad for ... I can praise myself for ... Slide 24.

In what mood do you end it? Leave a card on the desks that matches your mood.

Thank you all for your work in class. I wish you continued success!

The development is a lesson in the Russian language and literature on the topic "Precious particles".

Type of lesson: generalization of knowledge. This lesson is based on literary material related to the work of N.V. Gogol.

The didactic material used in the lesson contributes to the development of spelling vigilance, speech skills, the development of thinking, and also fosters love for the Russian word, for the native language.

Through the artistic word of Gogol, through the works of painting, the lesson contributes to the formation of cultural competence.

Attached is a presentation that allows the teacher to create conditions for a creative approach to the study of the topic.

Research type lesson aimed at improving the knowledge, skills and abilities of 7th grade students.

Goals and objectives of the lesson:

1. give an idea of ​​what folk omens; talk about the role of signs in the life of our ancestors; to promote the education of interest in the history and culture of the Russian people, reflected in the language;
2. contribute to the enrichment of students' vocabulary; give an idea of ​​the role of adverbs in language and speech; to form / improve the skill of correct spelling and use of adverbs; to develop the skills of writing an essay and participation in collective project and educational and research activities.

Target audience: for grade 7

The lesson is based on a meta-subject approach to presenting educational material. The connecting element between the stages of the lesson is the reading by students of a virtual encyclopedia created by means of the PowerPoint program.

Today, schoolchildren have access to a variety of information on the Internet, but know little about the activities of prominent scientists and artists. In order to expand the horizons of fifth-graders, the study of the topic “Morphemic word analysis” is presented in the form of a journey through the pages of an encyclopedia, accompanied by prominent scientists who help students to derive and formulate the “laws” of morphemics and evaluate their own achievements.

ICT makes it possible to make the presentation of the material interesting, presentable; make encyclopedic information accessible (at the lesson, the teacher, unfortunately, cannot put an encyclopedia on the desk of each student); help to organize a physical minute.

The lesson "Laws of Morphemics" will allow students not only to repeat and systematize their knowledge about the structure of the word, but also help fifth-graders look at the science of language in the system of other scientific disciplines.

The ability to work with a dictionary is often the key to student success in preparing for final exams, olympiads, and in school research activities.

The purpose of the proposed lesson: to give an idea of ​​lexicography as a section of applied linguistics; develop skills to work with different types dictionaries; develop attention to the word; to cultivate interest and love for the native language.

This lesson can be carried out as part of the study of lexicology, when repeating the studied material at the beginning or at the end of the year, in the classroom devoted to preparing for the Olympiads, since questions on lexicography are traditional at Olympiads of different levels.

The use of multimedia materials in the lesson (developed electronic dictionaries, articles of rare dictionaries) will improve the effectiveness of teaching, since the stock of dictionaries in the school is often characterized by a small number of books.

Target audience: for grade 5

A lesson in repetition and consolidation of knowledge about isolated members of sentences.

The lesson repeats the conditions for setting punctuation marks with separate members of the sentence. There is an observation of how their expressive properties are used in speech. Working with text creative work, test, conversation about marine painters and their works (Aivazovsky).

Target audience: for grade 8

1. Cognitive:

a) generalize and systematize knowledge about writing NOT with different parts of speech;
b) to acquaint with the forms of project activity.

2. Practical:

a) to consolidate the skills of writing NOT with different parts of speech;
b) to form the ability to determine, using the reference scheme, the conditions for choosing a continuous and separate writing NOT with words.

3. General subjects:

a) educate

• interest in the subject;
• a linguistic personality possessing different types of competencies;

b) develop logical thinking, speech skills, different types memory;
c) to form the ability to independently perform the task.

Toshchakova Tatyana Vasilievna
Educational institution: MBOU Sudislavskaya secondary school
Short description works: According to work program in Russian, this is the first lesson on the topic: “The category of state as a part of speech”, which takes 3 hours to study. Since this is the first lesson, it was advisable to choose the traditional form of the lesson with the technology of speech critical thinking. When planning this lesson, I took into account the possibilities and psychological features my class. I tried to pay special attention to the logical connection between the stages of the lesson. The principles of scientific character, visibility, accessibility, systematicity and consistency were observed at the lesson.

Kochneva Maria Vladimirovna
Educational institution: MBOU "Secondary School No. 4", Kasimov Ryazan Oblast
Brief job description:"Entertaining Russian language" - Russian language quiz for children in grades 1-2. Instills love for the native language; reinforces the knowledge and skills acquired in the classroom; forms the reading skill and interest in the Russian language as an academic subject.

Gorbacheva Tatyana Evgenievna
Educational institution: MBOU secondary school No. 52 of the city of Bryansk
Brief job description: The purpose of the lesson: to give the concept that the root in the same root words is written the same way. Lesson objectives: a) educational: to give students knowledge that the root in the same root words is written the same way; develop spelling vigilance; develop calligraphy; enrich students' vocabulary

Rakhmeshova Akslu Bakytzhanovna
Educational institution: Secondary school No. 10 named after A. Baitursynov of the city of Uralsk
Brief job description: This is the 8th lesson of the section “We choose sports”. Students are familiar with many sports, champions and prize-winners of the Olympic Games, World Championships from Kazakhstan. Students are familiar with the stylistic features of texts, based on characteristic features can determine the type of text. They are able to pose questions of low and high order and answer them.

Nesterenko Elena Vasilievna
Educational institution: MBOU Efremkinskaya secondary school No. 8
Brief job description: Topic: "Spelling of words with an unstressed vowel at the root" Tasks: 1. To generalize and supplement students' knowledge about the spelling of unstressed vowels at the root; 2.Develop written speech, the ability to accurately answer questions.3. To cultivate a caring attitude towards nature. Planned results: students will learn to distinguish between forms of a word and words with the same root; see the spelling in the word; give reasoned answers, prove your opinion.

Target: to determine the level of assimilation of knowledge of students about the noun for the course of elementary school.

Lesson objectives:

correctional and educational:

• generalize and consolidate knowledge about the noun in order to further in-depth study of this part of speech.

correctional-developing:

develop the ability to draw conclusions in the analysis;

develop the ability to generalize;

develop the ability to compose a coherent answer according to the reference scheme.

correctional and educational:

• fostering a respectful attitude towards responsible students;
• education of self-control, discipline in frontal work.

Equipment: a board, a diagram of a reference outline, handouts for testing the assimilation of knowledge, tables “Cases”, “Declination of nouns”.

During the classes

No. p / p	Teacher activity		Student activities
	I. Organizational moment.
1.	Teacher greeting.		Students greet and sit down.
2.	The message of the topic and purpose of the lesson: Today in the lesson we will recall the material that you studied in primary school on the topic “Noun as a part of speech”. Our mission is to develop skills in: define a noun as a part of speech; determine the morphological features of the noun.		Students write down the date and topic of the lesson.
	II. Frontal work on repetition. Purpose: to organize work to activate basic knowledge.
1.	Checking homework. Vocabulary-spelling dictation followed by self-examination. Purpose: to improve the spelling literacy of students. The teacher controls the activity of students in vocabulary and spelling work and evaluates the work.		The student at the blackboard writes down vocabulary words learned at home under the dictation of the teacher. The rest are written in a notebook. Football, hockey, match, athlete, basketball, station, backpack, brochure, jury, parachute. The respondent at the blackboard comments on what was written, the rest check, correct, supplement.
2.	What part of speech do these words belong to?		Students ask questions about the words.
	Additional question: That will help determine the part of speech of these words. Conclusion of the teacher at work: These are nouns because they answer the question who? or what?		Question.
	Why did you ask 2 questions? (The teacher draws the attention of the students to the table)		Nouns are animate and answer the question “Who?” and inanimate and answer the question "What?".
	What does the noun mean? Teacher's conclusion: Objects are all things, plants, natural phenomena (thunder, frost), people, animals, insects, people's feelings (sadness, boredom), i.e. nouns refer to everything that exists.		The noun denotes an object.
	Exercise: Name one noun at a time, starting with... The teacher provides the students with a reference chart and makes the first entry in it. (Appendix 1)		Students take turns naming the nouns.
3.	- The noun is the most common part of speech. Remember what other signs, besides animation and inanimateness, you know.
	The teacher draws attention to the table (words that help determine gender)		Nouns have gender.
	The teacher writes on the blackboard.		Students write in notebooks.
	Exercise: Read the words written on the board.
	Tablecloth, teapot, coffee pot, sugar bowl, towel, spoon, cup, samovar, apple, jam, butter, bread, milk.		The student reads the words.
	What can we use all these items for?		All these items are necessary for tea drinking.
	Determine the gender of the nouns and write them down in the appropriate columns.		Students write nouns in columns.
	Checking work.		Three students take turns reading masculine, feminine, and neuter nouns. The rest are checking.
	The teacher makes an entry in the reference chart.
	Do nouns change by number?		Nouns can be singular or plural.
	The teacher calls the noun in the singular, and the students in the plural:
			Bows
	(Insidious word, alternating x / w)		Ears
	Physical education minute
	The teacher reads the nouns: Toy, trees, house, daisies, bird, boys, coast, bicycle, horse, ships, fire, lessons, house.		If the nouns are singular, the students raise one hand; if the nouns are plural, two hands.
	Teacher's conclusion: Nouns change by number (teacher writes in the reference chart)
	Nouns change by case. (We do not always meet nouns that answer the questions who? what? Meet: whom? what? by whom? by what?, etc. - these are case questions.
	How many cases are there in modern Russian?		Modern Russian has 6 cases.
	Work with the textbook. Read page 36, exercise 80.		Students read the name of the cases and the case questions.
	The teacher on the blackboard writes down the short name of the cases, questions to them and words - hints.		Students follow the teacher to write in their notebooks. I.p.: who? what? R.p.: no one? what? DM: I give to whom? what? V.p.: I see who? what? T.p.: I create by whom? how? P.p.: I think about whom? about what?
	Changing nouns in cases is called declension.
	Decline the noun EARTH with an emphasis on the ending.		One student at the blackboard inclines the word EARTH. The rest are in my notebook. land I land and land e land Yu land her about earth e
	To correctly determine the case of a noun in a sentence or in a phrase, you need to find the word on which it depends, and put a question to the noun from this word.
	Exercise: Determine the case of nouns in phrases.		One student works at the blackboard of the rest in notebooks.
	III. Verification work Purpose: To check the students' understanding of the lesson material.
	Handout (Appendix 2).		Students work on cards.
	Exercise: Find nouns in the text, determine their number, gender, case.
	IV. The final stage of the lesson.
1.	The teacher gives homework with a comment: exercise 81.		Students write their homework in a diary.
2.	Conclusions of students and teachers at the end of the lesson.		The students list with the help of the reference notes what they repeated in the lesson.