What is a lesson outline? Stage V. Equipment
Lesson of the world around in grade 2
Teacher: Stoyanova Larisa Dmitrievna
WMC "School of Russia".
Lesson topic : "Rules of courtesy"
Lesson type: discovery of new knowledge
The purpose of the lesson: to form the skills of a culture of communication and behavior: relationships with other people.
Tasks:
1. To expand the knowledge of schoolchildren about polite and kind words and their application in life situations.
2. Develop adequate evaluation activities aimed at analyzing own behavior and the actions of the people around.
3. Raise a feeling in children dignity respectful attitude towards each other.
Planned results:
Personal:
Show the ability to maintain a friendly attitude towards each other.
Be able to conduct self-assessment based on the criterion of success of educational activities.
Metasubject:
- cognitive: be able to navigate in their system of knowledge: to distinguish the new from the already known with the help of a teacher; acquire new knowledge: find answers to questions using a textbook, your life experience and information obtained in the lesson; be able to organize and transform information;
- regulatory : be able to plan their activities; be aware of what has already been learned and what needs to be learned;
be able to determine and formulate the goal in the lesson with the help of a teacher; express your opinion;
- communicative: be able to formulate their thoughts orally; listen and understand the speech of others; be able to work in pairs: find a common solution; be able to justify your proposal.
Subject: Knowledge of groups of "polite" words, skills of communication culture and behavior.
Equipment: presentation (Power Point, 2003), word cards, question cards, textbook, workbook, workplace PC teachers.
During the classes:
Lesson stagesActivity
teachers
Activity
students
Formed
UUD
1. Organizational moment.
Purpose: to prepare students for work in the classroom, to create an emotional mood for joint collective activity and cognitive activity.
It includes students in a business rhythm, sets the task - to check the readiness of the workplace.
Check it out quick buddy
Are you ready to start the lesson?
Is everything in place, is everything in order?
Book, pen and notebook?
Have you checked? Sit down!
Work diligently
The children are standing.
Regulatory.
Communicative.
Security
students
organization of their training
activities.
Creating a situation of success, trust.
2. Actualization of knowledge. Examination homework.
Purpose: to get
an idea of the quality of assimilation by students of previously studied material, to determine the basic knowledge.
Organizes the repetition of the learned rules of behavior at school.
In the last lesson, we studied the topic "Rules of conduct at school." And I think you know them well. But the Ant listened inattentively to the Wise Turtle, and when she began to ask him questions, this is what he answered. Is he right?
What needs to be done to answer the teacher's question? I think that if you want to answer the teacher's question, you need to shout from your seat. Am I thinking right?
How do you greet an adult entering the class? I believe that it is possible to shout “Hi!” to the person entering the class. Am I right?
You need to rest during the break, so you can run headlong down the corridor. Am I right?
If you really need to ask something, you can interrupt the conversation of adults. Is it so? And what should be done?
5. At school, everyone is responsible for themselves, so there is no need to help each other. Am I right?
What good fellows you are, you remember well how to behave at school and will always follow the rules of conduct.
If you want to answer the teacher's question, raise your hand.
Greet an adult entering the class while standing.
You can run and play noisily only on a sports or playground.
We must wait until the conversation is over, and only then ask about something.)
Help each other always and everywhere. "One for all and all for one".)
Communicative. The development of oral speech, attention, thinking, imagination of students.
Cognitive: checking students' knowledge of the rules of conduct at school, identifying gaps in knowledge and skills.
3. Self-determination to activities
Purpose: to organize the activities of students to define the concept of "polite words"; involvement of students in the main mental operations (analysis, synthesis, generalization ...); to systematize the knowledge of students necessary for the introduction of a new topic.
And now I invite you to listen to the story. which happened to one boy. (audio recording of V. Oseeva's story "The Magic Word")
What magic word did the old man say to the boy?
What do we call these words?
What other "polite" words do you know?
Guess what we will talk about today at the lesson, what is the topic of the lesson?
What tasks will we set for ourselves?
Learn what polite words are.
Meaning of polite words.
Learn to use polite words in different situations.
So, we have set ourselves the tasks, let's try to solve them. To work!!!
Rooster.
Hello, good morning, good afternoon, good evening, hello.
Polite.
(Children's answers.)
About politeness.
Learn what it means to be polite, remember what polite words are, learn how to use them in different situations .
Politeness rules.
Personal: to promote the formation of interest in the educational material.
Regulatory:
setting a learning task based on the ratio of what is already known and learned by students and what is not yet known.
4. Work on the topic of the lesson.
Purpose: acquaintance with the concept of "polite words"; to form the cognitive activity of students through the learning situation "what do I know?" "What will I know?" and reinforce knowledge of polite words.
Work in pairs
Today we will talk about magic words. These are ordinary, simple, smart, useful and kind words, and they became magical because without them it is simply impossible to live in the world. These words must not only be well known, but also be able to pronounce them in a magical way, and this must be learned.
Consider the figure on page 52 of the textbook. Make up and act out a conversation between the characters using polite words.
Group work
Let's make a tree of "magic" words that we know.
I have written on the magnetic board the names of the groups into which we must divide all our "magic" words. Words are written on the cards lying on your tables. Work in pairs, discuss with your desk mate which group your word belongs to. We go to the board, read the word and attach the card to the group you need.
hello, hello (greeting);
Goodbye, bye (goodbye)
I'm sorry, I'm sorry (apology);
Please, please (please)
Thank you, thank you, (gratitude);
See how many "magic" words we know. How else do we call all these words?
When do we use polite words?
What do we call a person who never forgets to use these "magic" words in his speech?
That's right, well-mannered, and even such a person is called polite. After all, this is one of the most important qualities of an educated person.
And who among you knows how the word "politeness" appeared?
Until the 16th century"vezha" meant"connoisseur" one who knows the rules of decency, the generally accepted forms of expressing a good attitude towards people.
Politeness is the ability to behave in such a way that others would be pleased to communicate with you.
Does anyone know what the word "hello" means?
Who can be so welcome?
What words can replace this word?
That's right, we wish a person health, i.e. health.
What does the expression "goodbye" mean? To whom and when do they say so? What words can replace these words?
Goodbye - i.e. we hope to see the person again.
Primary fastening. Work with the textbook. (Work in groups.)
Consider the drawings on p. 52. We will divide into groups and discuss the situations that happened to the heroes of each picture.
- You did a good job. I believe that you have learned one wise truth "A good word to a man is like rain in a drought." How do you understand it?
After all good word will always help in difficult times, dispel bad mood and turn evil into good. What is kindness?
- Kindness It is the human desire to make others happy.
Hello.
Thank you, please excuse me...
(children's answers)
Compiling a cluster
( Polite )
( When greeting, at parting, at an apology, when expressing a request, gratitude. )
(Such a person can be called educated.)
(children's answers)
(children's answers)
(children's answers)
(After preparation, the performances of the groups are heard.)
(children's answers)
(children's answers)
Subject:
to form knowledge about groups of "polite" words, the skills of a culture of communication and behavior.
Cognitive: be able to acquire new knowledge: find answers to questions using a textbook, your life experience and information obtained in the lesson.
Communicative:
be able to formulate their thoughts orally; listen to and understand the speech of others.
Regulatory:
be able to work collectively.
Personal:
Interest in the method of solution and the general mode of action.
Regulatory:
Cognitive:
5. Physical education
Target:creation of conditions for psycho-emotional unloading.
PRESENTATION
Execution of outdoor switchgear
Communicative:
be able to perform physical exercises on command, together.
6. Work on the topic of the lesson. (Continuation)
Purpose: to identify the level of mastery of knowledge and methods of action, to ensure their correction; develop students' oral and written speech, thinking, imagination.
Polite words, not one or two,
Remember and know these miracle words!
Polite words should not only be known, but also used in your speech, so as not to be considered an impolite person and be understandable to your interlocutors.
Otherwise, this is what might happen.
Read the telephone conversation of the heroes of our textbook - the parrot Ilya, the dog Ryzhik and Seryozha on p.53
Was the conversation polite and understandable?
Let us now draw up the rules for communicating on the phone.
What tone should you use on the phone?
What words should be used when communicating?
How long can a telephone conversation last?
Work in pairs.
And now we will work in pairs and play the game "Talk on the phone" Think up and act out a telephone conversation that would be polite and understandable.
- To compose a conversation, I suggest you use the following plan:
1. "Hello"
2. Greeting
3. Explain the purpose of your call.
4. Gratitude.
5. Farewell.
( Check out one pair. )
(Children read the dialogue from the textbook on p. 53).
Talk on the phone in a polite tone.
( Use words of greeting, gratitude, apology, goodbye.)
You shouldn't talk too long.
Regulatory:
be able to plan their action in accordance with the task.
Control your actions with a given plan.
Personal:
interest in the method of solution and the general mode of action.
Cognitive:
be able to independently find ways to solve problems of a creative and exploratory nature.
9. Reflection.
Purpose: to reveal the awareness of the assimilation of knowledge on the material being studied.
- Our lesson is coming to an end, and I suggest you play another game called "Question - Answer".
I have questions written on the cards, you pull out a card, read the question, give your answer.
sample questions
What should you do before entering someone's house or apartment?
What words are spoken at a meeting and parting?
Who should give way to whom (at a party or in transport) a seat?
Do I need to take off my hat when I came to visit, the theater, the library?
What will you do with the candy wrapper when you eat candy?
Why shouldn't you pick flowers in the forest? Why can't you catch bugs and butterflies?
Is it possible to call polite someone who offends animals?
Why really polite person will never lie, brag, offend his friends?
( The teacher gives the “Most Polite” token for work in the lesson ).
Grading.
(Children's answers.)
(Students take out one of the signs and explain their choice.)
Regulatory:
Personal:
The ability to self-assessment based on the criterion of success of educational activities.
10. Summing up the lesson.
Purpose: to determine the effectiveness of the lesson.
Read again the tasks of the lesson that the Ant set before you.
Have we completed everything?
What is a culture of behavior?
What is it for?
What polite words do you remember?
Regulatory:
Be able to correlate the goal and the result.
11. Homework.
Purpose: to inform students about homework.
2) Complete the task in the workbook on pages 23-24
Regulatory:
balance what is known and what needs to be done
The outline of the lesson is the "alpha" and "omega" of the teacher's activity. A detailed, detailed plan will help to conduct the lesson as efficiently as possible, save time and allow you to quickly achieve your goals. A well-structured lesson structure helps the teacher to keep students' attention throughout the lesson.
Stage 1. Lesson topic
The theme of the lesson is always indicated in the teacher's annual lesson plan. But in some cases clarification is required. For example, the topic "Biography of A. Pushkin" in the 5th grade will differ in volume and coverage of the material from the same topic in the 9th grade. Therefore, when formulating a topic, specify the amount of material in advance.
Stage II. Lesson Objectives
Modern methodology does not require the division of goals into teaching, educational and developing. But it is more convenient for young teachers to use the old, proven method and clearly distinguish between the objectives of the lesson in three positions:
Learning goals. These could be goals such as:
Give an idea about…;
Generalize and systematize knowledge about ....;
Introduce students to (concept, rule, facts, law, etc.)
Develop skills (for example, analysis of a lyrical text).
Educational:
To instill in students a sense of patriotism, humanity, diligence, respect for elders, aesthetic taste, ethical standards, discipline.
Developing. Here are the goals that will help develop students' memory, imagination, thinking, cognitive skills, will, independence, communication. If the lesson provides for group types of work, then it can be indicated that the main developmental goal will be to teach how to work in a team, express and defend one's point of view, and develop communication skills.
Stage III. Planned tasks
This indicates the minimum of the knowledge and skills that students should acquire during the lesson. Planned tasks should be compared with the requirements for knowledge and skills of students, which are indicated by the Ministry of Education for each grade and for each subject.
Stage IV. Type and form of the lesson
They may not be indicated in the plan, but each time it is worth clarifying for yourself whether this will be an explanation lesson, a conversation lesson, or you are aiming to conduct a non-standard lesson.
For convenience, we give examples of the most common types and forms of the lesson.
Types and forms of the lesson
1. Lesson of acquaintance with new material.
Forms: conversation, problem lesson, lecture.
2. A lesson in consolidating what has been learned.
Forms: games, competitions, KVN, travel, benefit performance, briefing, auction, fairy tale, briefing, performance, etc.
3. A lesson in applying new knowledge and skills in practice.
Forms: the same as for consolidation lessons. You can also conduct research lessons, laboratory, creative workshops, competitions, testing, excursions, etc.
4. Lesson of generalization and systematization of knowledge.
The form is chosen free, at the request of the teacher.
5. Control lesson.
Shapes: as traditional test papers, tests, dictations, essays, and more creative types: seminars, briefings or consultations.
6. Integrated lessons. Forms are free, as 2 or more subjects are involved in one lesson.
Stage V. Equipment
This lists everything that the teacher will use during the lesson. These are multimedia presentations, reproductions of paintings, audio and video materials, visual and handout materials.
Stage VI. During the classes
1. Organizational moment- a mandatory stage of all lessons. Helps to focus the attention of students, determine their composure and readiness for the lesson.
2. Checking homework. Experienced teachers practice hourly checking of homework. This helps not only to check how well the previous topic has been mastered, but also to remind the class of the main points of the previous lessons.
The exceptions are control lessons.
3. Actualization of students' knowledge on the topic. This step is optional, but very popular in teaching methods. Actualization helps students tune in to the perception of the topic, identify the range of issues that will be considered in the lesson. In addition, actualization makes it possible to set a practical goal for the lesson.
For example, listening to P. Tchaikovsky's composition "The Seasons" activates the imagination, sets the students up to talk about the time of the year.
4. Announcement of the topic and objectives of the lesson. The teacher can define the topics and objectives of the lesson. And you can lead students to this during a preliminary conversation, clustering or mini-testing.
5. The main part of the lesson.
This part of the lesson will be different depending on the type and form of the lesson. But the principle of construction is the same: from the simple to the complex, from the general to the particular.
6. Summing up. The step is optional. Many teachers replace this stage with reflection. It is important for the teacher to understand what the students have learned, what questions remain incomprehensible, what problems remain unresolved.
7. Grading. This step is self-explanatory. There is only a clarification. Grades can be set by the teacher himself, analyzing and evaluating the work of students in the lesson. Recently, self-assessment or a system of accumulative points has been practiced more. In this case, the students themselves evaluate their work.
8. Homework.
Traditionally, this stage is left at the end of the lesson. But homework can be given both at the beginning and in the middle of the lesson. Especially if the home will be given, for example, writing an essay, composition or doing a laboratory. In this case, the teacher directs attention in advance that the theses developed in the lesson will be important when doing homework.
The modern methodology recommends, in addition to the mandatory task, to offer students options for a more complex level or aimed at development creativity. For example, not just learn a poem, but also create a collage, draw a picture on a topic, or prepare a report or presentation.
Recommendations: Remember that each lesson should contain a "zest". It could be interesting fact, a non-standard task, an unusual form of presentation of material, an intriguing epigraph - something that will contribute to the interest of students.
A systematic, logical coherent record that combines a plan, theses, extracts - that's what abstract . The important qualities of the abstract include: the internal logic of presentation, clarity and brevity.
Lesson outline, lesson plan, methodical development… This is the holy of holies, this is the creative laboratory of the teacher, this is the fruit of his daring and torment, this is something that can be born suddenly, or can be exhausted during sleepless nights, during work, in the silence of the office or the bustle of public transport.
The lesson summary is the subject of increased interest of the administration, this is what we share with colleagues, what we discuss, analyze, and evaluate. Some teachers discuss - is a lesson summary needed? After all, it is almost never possible to conduct a lesson the way it was intended. So what. Still need a summary. These are the notes that allow improvisation, this is the support, the foundation, the foundation of the future building called the “lesson”.
To organize a clear pedagogical activity Every teacher should have at least two things in their portfolio: lesson plan topics and lesson plans (summaries). The following are general guidelines for compiling such summaries.
The lesson plan usually consists of the following headings:
SUBJECT: take the title of the topic from curricula, from your perspective-thematic (lesson) planning.
LESSON #../..: you write out the serial number of the lesson and its name from your perspective-thematic (lesson) planning.
LESSON TYPE: determine yourself, based on the goals and objectives of the lesson. There may be a lesson in studying new material, a lesson in consolidating the material being studied, a lesson in repeating the material covered, a lesson in generalizing and systematizing new knowledge, a combined lesson, etc.
LESSON TYPE: should be consistent with the type of lesson.
THE PURPOSE OF THE LESSON: put it yourself, preferably specifically. This is a predetermined result that must be achieved at the end of the lesson.
LESSON OBJECTIVES: you achieve the above-mentioned goal chosen by you by jointly solving well-known didactic tasks: educational, developmental and upbringing. Briefly describe the content of the tasks assigned to you.
MAIN STAGES OF THE LESSON: reflect the stages that must be worked out in the lesson, even if it is difficult and maybe not as planned: the experiment did not go, the homework check was crumpled, etc. It is not recommended to finish the lesson without practicing these stages.
MEANS OF EDUCATION: here you list equipment and instruments for demonstrations, laboratory work and workshops (beakers, rulers, scales, dynamometers, etc.). This also includes a list of technical teaching aids (TUT) that you plan to use in the lesson (computer, projector, overhead projector, overhead projector, video recorder, television camera, etc.). It is allowed to include in this section didactic material and visual aids (cards, tests, posters, filmstrips, tables, audio cassettes, videos, etc.).
LESSON PLAN: write in short form for the planned stages of the lesson, often presented in the notes in the form of tables of the following content (at the discretion of the teacher):
| No. p / p | Lesson stage | Techniques and methods | Time, min |
DURING THE CLASSES- the main part of your outline plan. Here, in an expanded form, outline the sequence of your actions for conducting the lesson and show the entire procedure for your interaction with students from call to call. In addition, indicate the materials that you use in the lesson, including textbooks, problem books, test collections, various additional literature on experimental tasks, demonstration and laboratory work. This section of the abstract, at the discretion of the teacher, can be presented in the form of a table:
The list of stages includes the corresponding typologies of the lesson.
At each stage, learning moments can be highlighted, for example: activating the mental activity of students, motivating the transition to new material, updating (or repeating) new material, demonstrating experiments, a list of questions for the class, independent work children with drawings and drawings, writing definitions in workbooks, getting to know the material from textbooks, etc.
LIST OF LITERATURE USED: here you list all textbooks, problem books, didactic materials, books for extracurricular reading that you and the children used during the lesson. The sources of information included in the section should be numbered in order, then you resort to these numbers in the text of the outline plan where necessary. Feel free to add your work notes, lesson planning, your plans-notes of other lessons to this list and refer to them in the appropriate places in the sections. Place references to literature in square brackets in the text.
Signature of the TEACHER: at the end of the abstract you put your last name and sign. Without this, it is not clear who is working on this abstract, who is responsible for what is written.
- To generalize and expand students' knowledge of such concepts as (“friend”, “friendship”, “honesty”, “fairness”;
- Activate the dictionary on the topic;
- To achieve the assimilation by children of the ability to evaluate the feelings and actions of peers in joint games and situations, motivate, explain their judgments.
- Develop moral feelings (emotions): sympathy, empathy for others, conscious friendly relations, mental activity, culture of speech: express your thoughts clearly and competently;
- To develop the ability to understand the emotional state of another person and adequately express one's own, the development of expressive movements.
- Activate the vocabulary of students on this topic.
- To cultivate a culture of communication, friendly relations, the desire to support friends, take care of them.
Material:
Audio cassette recording songs about friendship, video cassette recording the cartoon “The Adventures of Leopold the Cat” , a box, heart cards, posters with the proverbs “An old friend is better than two new ones”, “Don’t have a hundred rubles, but have a hundred friends”, “You won’t spill strong friendship with water” and with words about friendship: “Guys, let's live together! ”, “A friend will not leave you in trouble, he won’t ask too much”, “To live in the world is very difficult without a girlfriend or friend”, “To be friends means to live together!”, photos of friends.
Before the start of the lesson, V. Shainsky's song “Song of Friendship” sounds.
During the classes
I. Organizational moment.
II. Reading the poem "The Word "Friend"".
When no one knew a word yet
No hello, no sun, no cow,
Neighbors ancient man used to
Habit to show fist or tongue
And make faces (which is the same thing).
But, the word became a guttural sharp sound,
Smarter face, smarter hands.
And man coined the word "friend"
He began to wait for a friend and yearn in separation.
Thank you for my friends.
How would I live, what would I do without them?
Friends - people I love -
I will never offend
Not for this our ancestor walked through the darkness,
So that, having met a friend, I shouted:
"Fool!" Showing tongue or fist
And made faces (which is one and the same).
Why does a man need a friend?
Showing an excerpt from the cartoon "The Adventures of Leopold the Cat".
Guys, you probably noticed how often the main character of the cartoon cat Leopold refers to mischievous mice with the words “Guys, let's live together!”
What does it mean to "live in harmony"? (peaceful, carefree, joyful, cheerful, happy).
Well done! Adults often tell you that you need to be friendly, live together. So what is friendship? (Suggested responses of children: friendship is being kind; this is when you know how to negotiate without shouting and quarrels; politely make requests; share toys; do not brag, that is, be modest, restrained: speak politely and not be rude, be attentive ( caring) to a friend; be able to sympathize with a friend (if a friend has a joy, then rejoice with him, if trouble, then grieve together); do not be conceited, do not envy if a friend knows more; try to explain to a friend himself if he violated the rule, and do not complain to the teacher; if something does not work out for a friend, then you need to show, explain, teach him; if you accidentally offended him, then you need to apologize; be fair in the game (do not blame yourself on another); be honest (tell only the truth, i.e. be truthful, sincere, conscientious), take care of a friend, try to do something good (draw, make crafts, help with homework).
That's right guys. The one who knows how to be friends, he cares about his comrades, tries to do good not only to a friend with whom he is especially friends, but also to all the children of the class. When children are friends, they will notice who cried or became sad, figure out how to cheer up a friend, play with him. In the song about friendship it is sung:
A friend in trouble will not leave
He won't ask too much.
That's what it means
A real true friend.
III. Work on the topic of the lesson.
I know that almost every one of you has a friend. What can you tell us about your friend?
Children's stories about their friend (2-3).
Game "Photos of friends"
Purpose: to form in children a certain relationship to a partner.
Invite the children to choose two or three photographs from those laid out on the table. The child must explain why they took these photographs. At what point is his friend captured? What is his mood? What can you say about him, what is he like? Etc.
In the first version of the game, you can use photos of children in this class.
In the second option, photos of friends from the family album are selected.
Tell me guys, if you don't see your friend for a long time, do you miss him? Are you glad to meet him after a long separation?
Etude “Meeting a friend”
Target: develop the ability to understand the emotional state of another person and the ability to adequately express one's own; develop expressive movements.
The teacher tells the children a story.
“The boy had a friend. Summer came, and they had to part. The boy stayed in the city, and his friend went to rest with his parents. Bored in the city without a friend. A month has passed. One day a boy is walking down the street and suddenly sees his friend getting off the bus at the bus stop. How happy they were for each other!”
The children act out the scene as they wish. The teacher pays attention to their expressive movements: hugs, smiles, expressions of sadness, joy.
It is often said, "You don't choose your friends." Friends can be completely different in character, but they must be understood in everything.
Children listen to T. Volina's poem "Two Friends".
Two young friends came to the river to sunbathe.
One decided to swim - began to swim and dive,
Another sits on a stone and looks at the wave,
And he is afraid to swim: “What if I drown?”
Two friends went ice skating in the winter.
One arrow rushes - a blush on the cheeks!
The other stands bewildered in front of his friend.
“The place is very slippery, what if I fall?!
A thunderstorm of friends found one day in a meadow.
I did one run - warmed up on the run.
Another was trembling under a bush, and now things are bad -
Lying under the covers: Kha-kha! .. Apchhi!
Children evaluate the behavior of both children.
Living in the world is very tight without a girlfriend or friend,
Without you, your puppy is unbearably lonely.
And what can friendship be? ( Strong, long, eternal, real).
Dynamic pause.
Reading A. Shalygin's poem "If there is a good friend."
I read a poem, and you perform gestures and movements.
Guys, do you know what is the most important thing in friendship? ( keep secrets and help each other).
Friends exist for that, to help each other, without demanding anything in return, not to betray each other.
I will tell you one case, and you think about whether real friends do this.
Three girls - Ira, Zina and Lena - were friends. They played together, watched books, sang songs. One day, Ira accidentally broke a box of bird food. The food spilled out. She was frightened and began to quickly clean it up, Lena helped her and said: “How are you so careless? We don't have another box! Let's go, tell Vera Ivanovna and ask him to fix the box. Zina stood aside and said: “You, Irochka, always break everything. I'll tell Vera Ivanovna. Where to store food?
Which of the girls do you think is a true friend? Why? What do real friends do? What can this story teach you? ( Always help and support your friends in difficult times).
A true friend will always support and help his friend, will not leave him in difficult times.
Do you think it's more interesting to live - with friends or without friends? ( It's fun with friends, a friend will not give out a secret, he will protect. When friends are together, they are happy, and when apart, they are sad.).
Many of you have a friend in class. Let's see if you can recognize your blindfolded friend.
Game "Find a friend".
Purpose: to be able to recognize your friend by touch.
Children are divided into two groups. One group of children is blindfolded and invited to each with the help of their hands to feel their hair, clothes, hands, to recognize their friend from another group. Then the children switch roles.
Playing out the situation.
Now let's play the way you usually play.
"Seryozha played with the steamboat." He was the captain, and his friend Vova played with him. They were interested. Suddenly Seryozha heard that Vladik was crying.
Vova, he asked a friend, why is Vladik crying?
And let him roar, Kolka took the car from him, I saw, they sailed on. Howl and stop.
Questions:
- What do Serezha and Vova look like to you? ( indifferent, inattentive, unresponsive, ruthless).
- Tell us what you think about friends? ( they did not sympathize with Vladik, did not come to the rescue, did not explain the rules of friendship, did not show concern).
- And what would you do in their place? ( I would have approached Vladik and figured it out, consoled, reassured, sympathized with him and explained that we should agree to play in turn or together).
Well done! You know what to do if a friend is in trouble.
Outcome.
Guys, I once told you about a boy I know who still has no friends. What would you wish him? How would you explain to him what “friendship” is? (Answers of children).
I see guys, you understand what “friendship” is. Now you will be able to make friends yourself and teach others. Once again I was convinced that friendship lives in your class, you know how to make friends. And so that friendship becomes strong and real between you, put your wishes for friendship in this magic box. To do this, each of you will take a heart, write down your wish, what you need to be in order to make friends, and throw it into a box. The box will remain in your classroom, and you can replenish it with new friendship wishes.
Relaxation break “CIRCLE OF LOVE”.
Target: rallying children, emotional and muscle relaxation.
Now, all of you, come to me. Stand in a circle, hold hands and smile at each other. I am very pleased that you are able to make friends. You feel like a small spark flashed between your palms, a small, small sun. It does not burn, but warms, flashes in your eyes. I know you sometimes quarrel, but as soon as anger flashes in someone's eyes, put your hands on his shoulders, and kindness will melt the anger without a trace. Wish each other what you wrote down in your “hearts” (children wish each other love, kindness, joy, good and devoted friends, etc.).
Come on people
Be friends with each other
Like a bird with the sky
Like grass - with a meadow,
Like the wind with the sea
Fields with rain
How the sun is friendly
With all of us...
Homework.
Draw a portrait of your best friend and be able to talk about it.
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