A modern lesson in a correctional school of the VIII type. Lessons for correctional classes Notes at school 8 types

Features of the psychophysical development of a student with mental deficiency require teachers to increase the effectiveness of the educational process in special (correctional) institutionsVIIIkind. Efficiency, quality of education largely depends on the experience of the teacher, proper planning and other factors. Educational institutionVIIItype should help a student with an intellectual disability to acquire such a range of educational and professional knowledge, skills that he can apply to the conditions of the social environment, i.e. socially adapt.

Psychological and pedagogical requirements for the lesson.

The provision of separate means of psychological and pedagogical influence, methodological techniques that ensure the development of students.

Pedagogical tact.

Psychological climate (maintaining an atmosphere of good nature, business contact).

Organization of cognitive activity.

Accounting for age and individual characteristics in planning.

Accounting for weak and strong students during lessons.

Differentiated approach.

The lesson should be emotional, arouse interest in learning and raise the need for knowledge.

Apply maximum rewards, minimum punishment, a gradual increase in workload, creating a situation of success.

Medical medical support.

Hygiene requirements:

1. Temperature regime (not hot, not cold) - ventilation, pasting, heating.

2. Physical and chemical properties of air (ventilation).

3.Lighting.

4 Prevention of fatigue and overwork (physical minutes).

Alternate activities.

Compliance with the correct posture (posture) of the student

BASIC REQUIREMENTS FOR THE ORGANIZATION OF THE EDUCATIONAL PROCESS AT SCHOOL

1. In the process of learning in the complex, educational, correctional - developing, educational functions of training are implemented;

The entire educational process has a correctional focus;

The whole system of correctional work is carried out on the basis of a clinical and psychological and pedagogical study of the child, an individual and differentiated approach.

The lesson should follow the basic principles of teaching;

The content of the lesson should be consistent with the curriculum;

The material presented must be scientific, reliable, must be connected with life and be based on the past experience of children;

In the lesson, intersubject and intrasubject communications should be carried out;

The lesson should be equipped with:

● Technical teaching aids, didactic material

(tables, maps, illustrations, tests, diagrams, reasoning algorithm, punched cards, punched envelopes, etc.);

● All material should be connected with the logic of the lesson.

In the classroom, innovative processes should be carried out,information and communication technologies are used;

In the classroom, the security regime must be strictly observed:

● holding physical minutes (elementary school - 2-3, senior -1 physical minute);

● compliance of furniture with the age of children;

● correspondence of didactic material in size and color;

● correspondence of the study load to the age of the child;

● compliance with sanitary and hygienic requirements.

The lesson should contribute to the solution of the main tasks facing the school:

● provide comprehensive pedagogical support to a mentally retarded child;

● promote social adaptation of an abnormally developing child.

The structure of the lesson in a correctional school for children with intellectual disability is determineddidactic, correctional - developing and educational goals , its place in the system of lessons on the topic.

Correction - developing lesson - a lesson during which training information is worked out from the standpoint of the maximum work of all analyzers and is aimed at developing articulatory motor skills; visual perception and recognition; visual memory and attention; auditory attention and memory; basic mental operations; visual-figurative, verbal-logical thinking, etc. each individual student.

The purpose of the lesson: (triune purpose)

Correctional and educational (didactic) - what to teach in this lesson (program requirements for ZUN).

Correctional - developing - what mental functions will be most involved during this lesson (sensations, attention, memory, motor skills).

Correctional - educational - how during the lesson motivation for learning will be brought up, the need for knowledge, perseverance, patience, a sense of collectivism will develop.

Under the lesson structure It is customary to understand the ratio and sequence of parts (elements, stages of the lesson).

In an educational institutionVIIIThe most common type is a combined lesson, the common elements of which are:

● organization of the beginning of the lesson;

● checking the assimilation of previously studied and homework;

● communication of the goals and objectives of the lesson;

● the study of new material that is rationally combined with actions and visibility;

● primary check of mastering of knowledge;

● consolidation of knowledge

● generalization and systematization of knowledge;

● summarizing the lesson;

● reporting homework and preparing children for independent work on it;

Each lesson should be connected to the previous one, as well as to all the previous work of the students. Each lesson prepares students for the next material.

Approximate task formulations:

Educational tasks:

● to form (formation) students' ideas about ...;

● reveal (reveal);

● clarify…;

● expand…;

● summarize…;

● to systematize…;

● differentiate…;

● learn to put into practice ...;

● learn to use ...;

● train…;

● verify….

Correctional and developmental tasks

● correct attention (voluntary, involuntary, stable, switching attention, increasing the amount of attention) by performing ...;

● correction and development of coherent oral speech through the implementation of ...;

● correction and development of written speech through the implementation of ...;

● correction and development of memory (short-term, long-term) ...;

● correction and development of visual perceptions…;

● development of auditory perceptions ...;

● correction and development of tactile perception…;

● correction and development of fine motor skills of the hands (formation of manual skill, development of rhythm, smoothness of movements, proportionality of movements) ...;

● correction and development of mental activity (operations of analysis and synthesis, identification of the main idea, establishment of logical and cause-and-effect relationships, planning function of thinking) ...

● correction and development of personal qualities of students, emotional-volitional sphere (skills of self-control, perseverance and endurance, the ability to express their feelings).

Educational tasks:

● nurture interest in learning, the subject;

● develop the ability to work in pairs, in a team;

● cultivate independence;

● educate moral qualities (love, respect for ..., diligence, the ability to empathize, etc.).

MAIN TYPES OF ANALYSIS OF A MODERN LESSON

Brief.

Structural.

Aspect.

Full.

Complex.

Brief analysis - is carried out immediately after the lesson and is not final. It gives rise to another analysis. Watching the lesson, the analyzer evaluates the fulfillment of the set goal or lesson and the results of the task coincide with the predicted one.

Structural analysis - is the basis for all analyzes and is carried out after the brief. It determines the logical sequence and interconnection of the structural elements of the lesson and highlights the dominant stages of the lesson.

Aspect analysis - carried out on the basis of structural. The main attention is paid to the analysis of one of the aspects of the lesson:

a) the objectives of the lesson;

b) the structure and organization of the lesson;

c) the content of the lesson;

d) the activities of the teacher in the classroom;

e) the activities of students in the lesson;

e) homework;

g) sanitary and hygienic conditions of the lesson;

h) the psychological aspect of the lesson.

Complete Analysis is a system of aspect analyzes. A complete analysis can be carried out simultaneously by several analyzers or is the sum of generalized conclusions on all aspects of the lesson. It is carried out during the certification of a teacher, during the generalization of pedagogical experience, a conflict situation with a teacher.

Lesson notes using computer technology for grades 5–9 of a special (correctional) school of the VIII type with a multimedia application

© VLADOS Humanitarian Publishing Center LLC, 2014

Information and computer technologies at SBO lessons in a special (correctional) school

Social orientation (SBO) refers to the subjects of a special (correctional) school for children with disabilities. This subject is assigned a special role in the development of perceptions and the formation of children with a delay in the development of ideas about the world around them. It is known that they are characterized by a slow, limited susceptibility, which has an enormous influence on the entire subsequent course of their mental development. It was precisely bad sensations and perceptions that L. S. Vygotsky called those primary symptoms that hinder the development of higher mental processes, in particular thinking, in children with disabilities.

The everyday experience of an adult creates the illusion that a newborn child can see and hear. However, this is misleading. The child does not know how to see and hear until he learns to distinguish shapes, colors, sizes, contours, combinations of spots and tones, until he learns to distinguish sounds. A newborn child learns to look and see, listen and hear, i.e., learns to distinguish surrounding objects, synthesize the sounds of speech, music, etc. For example, in order for the baby to learn to recognize the mother’s face, and then the faces of his loved ones, in the parts of the cortex of his brain should develop differential conditioned connections, and then dynamic stereotypes, that is, systems of such connections. Consequently, visual acuity and the eye in a child are formed gradually, only as a result of repeated repetitions. I. M. Sechenov said that every perception contains recognition. "This means that perceiving a face as a face, an apple as an apple, a song as a song presupposes prior experience." What a person can see and hear is the result of a certain life experience.

In a normally developing child, the process of accumulating a pool of conditioned reflexes is rapid, while in children with a damaged nervous system, these processes proceed slowly and with a large number of features and shortcomings. Sensations and perceptions are the first stage of cognition of the surrounding world, and it does not lose its significance throughout a person's life. Consequently, if a child's perception processes are disturbed, then all ideas about the world around him are formed with great difficulty.

The slowness of the pace of perceptions is combined in children with limited mental abilities with a significant narrowing of the volume of perceived material. For example, in the same landscape seen through a window, mentally retarded children "see" fewer objects than their normally developing peers. This gives grounds to assume that a multi-subject area of ​​reality turns out to be of little subject matter for children with limited mental abilities. The weakness of the view is due to the peculiarities of the movement. What normal children see immediately, children with mental disabilities see consistently. A mentally retarded child, for example, when looking around the street or some neighborhood sees less and notices less than his normally developing peer. A normally developing child in a new area or an unusual environment, surveying everything that happens, immediately highlights the main thing and orients himself in the situation, and the child cannot grasp the meaning of what is happening for a long time. The narrowness of perception prevents him from navigating in an unfamiliar area or in a new situation, and that is why children often find themselves disoriented. Thus, the poverty of visual and auditory representations, the extremely limited experience of communication and independent activity, and most importantly, the poor development of speech hinder the formation of the necessary base on which thinking develops.

Based on the foregoing, it should be concluded that in order to form a clearer idea of ​​the world around, the child needs multiple exercises when looking at, listening to, examining objects of the surrounding reality. Therefore, the main task of the SBO subject is to familiarize children with limited mental ability with the outside world, to maximally correct the shortcomings of cognitive activity, develop thinking and speech, and form communication skills and independent activity.

The use of computer technologies significantly increases the efficiency of correctional and developmental work, as it allows the teacher to expand the information field, vary the presentation of educational material, diversify the forms of work, individualize the pedagogical process, etc. The use of computer animation slides as visual aids has a huge advantage over demonstrating the standard tables. For example, when studying the topic “Medicinal Plants” in grade 7, a table was previously used that contained information about everything at once: about the rules and terms of collection, storage conditions, dosage forms and the mass of dry grass in different volume units. Knowing the specific features of the child's visual perception, it becomes clear that he will not be able to single out the main thing on his own, to selectively consider any object using this table.

Consequently, the process of thinking will be difficult, and the student will not learn the educational material.

Unlike traditional tables, computer technologies allow the teacher to submit information at the right time, taking into account the specific features of the visual perception of children in this category. The object can be shown in medium and close-up, its detail can be presented for closer examination. Flexibility and variability in the presentation of information material contribute to the development of perception, attention, the formation of clear ideas about the world around children with intellectual underdevelopment.

With the help of computer technology, students can independently prepare messages on a particular topic, accompanying their story with a slide show. Such accompaniment gives children more confidence, develops memory, coherent speech, educates them in independent activity skills, forms a steady interest in the subject. For example, to intensify mental activity and form a clearer idea of ​​medicinal plants and their use, you can use the methodical technique “excluding objects”, giving tasks in a playful way: “Help the victim”, “Create a home first-aid kit”, “Pick up a remedy for a cold” , “Identify a plant by its appearance”, etc. Students can perform these tasks on their own on personal computers, a presentation screen, an interactive whiteboard. Performing such tasks develops their ability to classify, generalize, draw conclusions, while students can make mistakes and return to their original position again until the task is completed correctly. The classification of objects reveals the working capacity and stability of attention, since the exclusion of objects makes great demands on the logical validity and correctness of generalizations. As the experience of experimental activities shows, students are very willing to complete tasks on individual computers, make much fewer mistakes, and take a responsible approach to the selection of animation slides for their messages.

As you know, children with developmental disabilities do not perceive abstract verbal explanations and especially need visual support when mastering educational material. For example, when studying the topic "Intercity rail transport", a slide presentation is used in the form of a correspondence tour of the railway station of Tomsk-1 station. In this lesson, students look at illustrations on slides, repeat modes of transport, and distribute rail vehicles according to their intended purpose. Animated slides help to form clear visual images in children, which contributes to the understanding of the perceived information, its memorization. More effective results in the development of thinking and ideas about the world around children with mental disabilities will be if students visit the object under study before the virtual tour. Then the objects become recognizable, this causes an increased interest of students, they willingly enter into a dialogue, exchange opinions, which contributes to the development of thinking and coherent speech. Such excursions can be carried out at auto and air terminals, museums, theaters and other socially significant places. As the results of research activities show, computer technologies contribute to the expansion of the information field, the development of visual perception, the activation of the cognitive sphere, which is of great importance in the formation of ideas about the world around students of special (correctional) institutions.

Non-standard lesson, lesson-journey. Together with Vovka, with a mischievous cartoon character, the guys go on a journey to the Far Far Away Kingdom.

During the lesson, students learn to classify the words-names of objects into two groups "Professions" and "Tools" and ask questions to the words Who? or What?. The lesson is aimed at fostering industriousness, respect for people of different professions.

The lesson was held in the 3rd grade of the VIII type school. The application of this lesson is possible when studying this topic in the 2nd grade of a general education mass school.

Subject: Russian language

The lesson is travel. The guys go to the village of Prostokvashino. During the lesson, students compare the habitats of wild and domestic animals, repeat what happens in the life of animals with the onset of autumn. Verification work is carried out with a frontal check. The material of the lesson is aimed at educating a responsible attitude towards pets.

Subject: World around

Target audience: for grade 3

The material will be useful for primary school teachers and teachers of the Russian language of correctional schools who work with children with hearing impairments (deaf and hard of hearing) and children with ASD. The preparation and writing of the presentation by this category of children differs from the traditional one. First, the students are given the text of the presentation, then vocabulary work is carried out. After working on the text, the students draw up a plan, submit the text of the presentation to the teacher, retell the text and start writing the presentation. It should be borne in mind that children with hearing impairments have a lower level of written speech than oral, and writing statements causes them many difficulties.

Target audience: for grade 5

This development is intended for teachers working in the 4th grade of correction and leading the world around. This lesson is a general lesson on the topic "Environment". The purpose of the lesson is to teach children to treat the environment and human health correctly. Lesson objectives: 1. teach to follow the rules of protecting the environment and your health; 2. develop speech, thinking; 3.enrich vocabulary; 4.promote respect for the environment. This development can be applied in the classroom and teachers working in the classrooms of a general education school, since the topic is relevant.

Target audience: for grade 4

The lesson is dedicated to the Victory of the Russian people in the Great Patriotic War. During the lesson, students learn to solve examples for subtraction with a transition through a dozen, and also learn in an accessible form about the heroism of veteran soldiers, about the hard work of people behind enemy lines during the Great Patriotic War.

Subject: Mathematics

Target audience: for grade 2

The Russian language lesson is built in the form of a journey and is dedicated to the work of the French storyteller Charles Perrault. Together with Little Red Riding Hood, the guys help out the heroes of Perro's fairy tales, and also learn to write words with b sign at the end of a word.

Target audience: for grade 2

I offer this material to teachers who teach biology in the 8th grade of correction. I think that this resource will be useful for biologists of secondary schools, as well as for a conversation with GPA educators for the general development of children. This presentation allows you to summarize the knowledge gained in previous lessons: who belongs to amphibians, the structure and reproduction of a frog, and also provides additional information about their varieties.

.

Target audience: for grade 8

The lesson of subject-practical training on the topic "Crows in the snow under the Christmas tree" (application work) was developed for students of the first grade of a correctional school of type I, AOOP IEO for children with disabilities, option 1.2.

Purpose and objectives: familiarization of students with the object of activity, its color, location on a sheet of paper, determining the sequence of work stages; determination of the materials and tools necessary for the work; the formation of skills to work with a pencil (circle according to the template), scissors (cut out) and a brush with glue (carefully apply glue and glue the details of the application); learn to understand and follow instructions related to the performance of work; report verbally on the performance of work; develop horizons, memory, attention; work on the formation of coherent speech; to activate and expand the vocabulary of students; to cultivate accuracy in the performance of work, interest in the subject, love for the nature of the native land.

The lesson of subject-practical training on the topic "Winter" (application work) was developed for students of the first grade of a correctional school of type I, AOOP IEO for children with disabilities, option 1.2.

Purpose and objectives: to familiarize students with the object of activity, its color, size, location on a sheet of paper, determine the materials and tools necessary for work; the formation of skills to work with a pencil (circle according to the template), scissors (cut out) and a brush with glue (carefully apply glue and glue the details of the application); learn to understand and follow instructions related to the performance of work; report verbally on the performance of work; develop horizons, memory, attention; work on the formation of coherent speech; to activate and expand the vocabulary of students; to cultivate accuracy in the performance of work, interest in the subject, love for the nature of the native land.

Target audience: for grade 1

The subject-practical training lesson on the topic "Fox" (drawing) was developed for first grade students of the type I correctional school, AOOP IEO for children with disabilities option 1.2.

Purpose and objectives: familiarization of students with the object of activity, fixing its body parts and color, determining the materials and tools necessary for work; the formation of skills to work with a pencil (circle and color) and scissors (cut out); learn to understand and follow instructions related to the performance of work; report verbally on the performance of work; develop horizons, memory, attention; work on the formation of coherent speech; to activate and expand the vocabulary of students; to cultivate accuracy in the performance of work, interest in the subject, love for the nature of the native land.

Target audience: for grade 1

Theme: Rectangle

Purpose: To generalize knowledge about the rectangle, to connect with life and practical activities.

Tasks:

1) To fix the ideas, students about the rectangle. Develop practical skills in constructing a rectangle. Learn how to make a pocket and an origami postcard.

2) Cultivate a sense of frugality, duty. Form temporary representations of students. Cultivate love for work, interest in the subject.

3) Develop attention, figurative and visual memory. Develop focus at work.

Equipment: envelopes with geometric shapes, rulers, pencils, drawings depicting a ship and a princess, a poster with figures, a Quadrangles table, paper for crafts, drawings for a geometric task.

During the classes

1. Organizing time

1. Set up for a good job.

1. The game "The one who says will sit down"

What is today's date?

What day of the week is today?

What date was yesterday?

What number will be tomorrow?

What year is it now?

How many months in a year?

How many days in a week?

What season is it now?

1. The topic of the lesson.

People have been studying geometry for a long time. The famous scientist Plato, over the door of his house, in which he studied with his students, ordered to make an inscription: "Let no one who does not study geometry enter this door."

Geometry has long been considered a particularly important science, because it is closely related to life. Land fields, board, table, notebook, window frames, doors have the shape of a rectangle. To be able to make these items or sow a field, you need to be able to calculate the required dimensions, you need to know the properties of a rectangle. What do you think we will study today? (Children answer). That's right. The theme of our lesson is "Rectangle".

II. Verbal counting.

1. Guys, today we are invited to visit the old castle, in the country of Geometry, King Point and his daughter Princess Straight. But to enter the old castle, you need to solve the crossword of the king. (The king and princess are colorfully depicted on the board)

1. What can be put on paper with a pencil, pen, felt-tip pen?
2. A line that has neither beginning nor end.
3. What happens if two points are placed on a straight line at some distance from each other?
4. What can be built with a compass?
5. Part of a circle.
6. A figure in which the angles are right and the sides are equal.
7. If the line is not straight and broken, then it is ....
8. What kind of line is this, which starts from one point and continues to infinity.

So, guys, you understand - we are invited to the carnival.

There are very important figures at the carnival: rectangles, squares, triangles, circles. And we will listen to them: Children perform with prepared poems. On the heads of the crown with the image of geometric figures.

1. You on me, you on him

Look at all of us

We have everything, we have everything

We only have three

Three sides and three corners

And so many peaks

And three times difficult things we will do three times

Everyone in our city is friends

Can't find friendlier

We are a family of triangles

Everyone should know us!

Knows very easily

Me any student

I'm dumb-straight-sharp

coal triangle

If all angles are right

And there are four corners

Well, on both sides

opposite and equal

This quadrilateral

Let's call the rectangle

Do not be surprised if you see me, then big, then small, I can be anything in terms of the size of the sides. Only the beauty of my figure will not change from this.

I have four corners

And four sides

All my angles are right

And the sides are the same length:

What kind of figure am I?

Guess it, friends! (square)

I am the closest relative of the rectangle. Look how I look. My sides are all straight. If I bend over along the middle vertical line, then my opposite sides will merge and the corners will overlap one another exactly. If I bend over along the middle horizontal line, again my angles and opposite sides will equalize. If I want to, I will bend along any straight line that goes from corner to corner, and the neighboring sides will merge. There is no more beautiful figure in the world than me! The guys write in notebooks in a cage, and the cage is a square, that is, I am. Children are playing squares outside.

I am a circle. I can be compared to a coin, a pancake, a plate.

I have one girlfriend. Everyone knows her appearance.

She walks on the edge of the circle

And it's called a circle.

The circumference can be compared with (pancake), hoop, steering wheel, ring. The guys are playing ball, he looks like me. And most importantly - the guys love vitamins, they are like me, they - round.

3. Auditory dictation.

You recognize familiar figures. The carnival continues.

Arrange the figures in the festive dance hall at our carnival. For this...

Put in the center of the room

Above the circle

To the left of the circle

To the right of the circle

To the top left corner

To the top right

To the bottom left

To the bottom right

Let's see which figures will participate in the dance more.

D.: rectangles

DW: What shape does the hall have?

D.: Rectangular

1. Explanation of new material

I see it was not by chance that you ended up in the old castle. You are familiar with geometric shapes. But in order to be friends with them, you need to know a lot more about them. Know their properties, be able to find them among other shapes.

Look here: There are figures at the carnival

Base

What is the common name for these shapes? (quadrangles)

Why are they called that? (they have 4 corners)

Quadrilaterals come in many forms, as you can see. Which figure would you single out among them? (Rectangle).

A rectangle is a quadrilateral with all right angles.

If all sides of a rectangle are equal, then it is called a square. Thus every square is a rectangle, but not every rectangle is a square. The points of ABCD are called vertices. The segments connecting them are sides. To name a rectangle, name its vertices sequentially. In the rectangle ABCD - AD and BC - the bases, AB, SD - the sides. On the board is a rectangle with the letter designation of the vertices.

Take the rectangle on your desk. Show top base, bottom base, sides. Children choose a rectangle from a variety of other geometric shapes.

About the lengths of the sides. Measure the sides of the rectangle with a ruler. Make a conclusion about the equality of opposite sides.

IV. vocabulary work

To remember the carnival and its wonderful figures in your notebooks, and for us these are reference books: let's make notes.

Top base

B.s. b.s

Bottom base

V. Physical education

1. The king invites us to relax in his royal garden, where birds sing and fish swim in the pond. (Listening to sounds of nature)
2. Take a deep breath, exhale, straighten your shoulders, straighten your back.

VI. Working with the textbook

Open page 183, fig. 125.

Measure the base and side.

Base - 5 cm. Base - 4 cm.

B. side - 2 cm 5 mm. B. side - 1 cm 5 mm.

VII. Work in notebooks

Draw a rectangle whose base is 8 cm and the side is 1 cm.

What does a rectangle look like? (on the strip.)

A rectangle can also look like this.

VIII. Game "Price of a minute"

In the castle of the old king, time is valued and every minute is valued. The king and princess invite you to play:

A minute flies by so quickly that it is imperceptible. It would seem that during this period it is possible to do? But it turns out that not so little can be done in a minute, if you try. I propose to draw as many rectangles as possible in a notebook in 1 minute. Without a ruler, rectangles the size of two cells.

Whoever has more wins. But it's just a game. Years will pass, and you are not in the game, but at work you will try to release as many products as possible (sew, make). So, learn to appreciate a minute and time in general, this is very important. People say: “a penny saves a ruble”, but hours, days, weeks, years are made up of minutes. And the years are our life as a whole.

One good minute in one day

Did one good thing in one week

Ten good minutes in one month

We did ten good things. In one year

How many good thingsIf you're doing business!

Can do

In one hour

IX. Practical task.

Making a postcard and an origami envelope from a rectangle and a square

Here, let's get down to business. What can be made from a rectangle and a square? Yes very many. What we make will be considered a gift from the king and princess

The king and princess offer to make crafts out of his figures. Making paper crafts.

Here are some simple things you can make from a sheet of paper.

The chair you are sitting on

The bed you sleep in

Notebook, boots, a pair of skis,

Plate, fork, knife.

And this nail

And this house

And this slice of bread.

All of this is done with hard work.

It didn't fall from the sky.

For all that is done for us

We are grateful to people.

The time will come, the time will come

And we will work!

X. Unraveling geometric patterns. Coloring.

In this drawing, the king hid a figure, or something else, we do not know. To leave the carnival, we must unravel this geometric pattern.

Colorize in green

Colorize in red

The children are coloring. If the task is completed correctly, a rectangle is obtained in the center, painted from small triangles.

The king hid the rectangle.

You correctly colored geometric shapes and got a clue. And this is the key to our return. We are returning from the fabulous land of Geometry, having said goodbye to the king and his daughter, Princess Straight. But we will always remember what we saw and learned there.

X. Questions on the topic.

What shape is called a rectangle?

What is the name of a rectangle whose bases and sides are equal?

XI. Summary of the lesson. Lesson grades.

GOU LO "Primorskaya special (correctional) general education boarding school"
Lesson summary on writing
In 3rd grade
On the topic: "Words denoting objects."
Prepared by a 3rd grade teacher
Opolchentseva E. A.
Primorsk
2014-2015
Lesson topic: Words denoting objects.
Lesson type: combined.
The purpose of the lesson: to consolidate the ability to correlate the questions "Who?", "What?" with words denoting the name of the subject.
Lesson objectives:
1. To form knowledge about the words denoting objects.
2. Consolidate knowledge about animate and inanimate nouns (terms are not introduced).
3. Exercise in the difference between words on the questions "who?", "What?".
4. Develop visual perception.
5. Raise interest in the subject, motivation for learning.
During the classes:
1. Organizational moment.
-Hello guys. Guests came to our lesson today, let's turn to them and smile, give them our good mood.
-Now, turn to each other and smile too, and now all eyes are on me.
- It's time to work. So let's not waste time and start working.
The children sit quietly in their seats.
2. Checking homework.
-Guys, before the lesson, I looked through your notebooks and did a good job on self-preparation, the following students……………
3. Work in notebooks.
A) Gymnastics for fingers
- Fingers do exercises
To be less tired
And then they are in notebooks
Letters will be written.
B) Recording the number and class work in notebooks.
-Guys, open your notebooks, step back from your last work two lines and write down the number of cool work.
C) A minute of calligraphy.
- Guys, I have letters scattered on the board.
-…….., read these letters.
-What are these letters?
-Let's use the path to connect these letters into syllables and write them down.
Za, doo, ri.
- Well done, guys, let's close the notebooks for a while and put them aside.
4. Psychological attitude.
-Look, guys, what a good weather is outside the window, the sun greets us and gives us its rays of goodness and happiness.
-Oh, guys, look, and in our lesson our sun is without a smile and without rays. Let's complete the tasks of the sun step by step and receive rays and a smile from him for each correct completed task.
5. Introduction to the topic.
A) Dialogue - conversation:
-What's this, …..? These are scissors.
-Who is this, ….? This is a boy.
-What's this, …..? This is a forest.
-Who is this, …? This is a butterfly.
-Thank you, my assistants, sit down. Guys, what questions did I ask to the pictures?
-To what words of objects I asked the question who?
- What words are the question of what?
What words are living things?
- Which ones are not alive?
B) rule.
-About people and animals, we ask - who is it? We ask about other subjects - what is it?
- ……, repeat what words answer the question Who? What?
6. Primary fastening.
Interactive board. Game "Who? What?"
-Your task is to distribute the words in two columns Who? What?
-Open your notebooks, step back one line from your last work, divide half of the sheet into two equal parts, like cabinet doors. The cabinet has two identical doors, on the left door write the question who, and on the right door write the question what.
-We go out in turn and distribute the words into columns with comments, and you guys write down the words in notebooks.
(fit check)
-Well done guys, check with your eyes how the neighbor on the desk wrote down the words, without mistakes? You get the first ray, the last student attaches a ray to the sun.
7. Physical education for the eyes.
8. Work with the textbook.
-Open the textbook where you have a bookmark, on page 143.
Let's look at the words again and define a question for them.
Read the rule on page 144.
- Smarties, you get one more ray, ...., attach it to the sun.
9. "Playing with the sun"
-Guys, the sun has prepared cards for you, and in order to receive them, I will say a word to each desk, and you answer me with a question who or what and comment on why you chose this question:
Cat, ball, Masha, fish, shovel, Sasha.
-Each desk received their cards and perform tasks in their notebooks (landing control) One student at the blackboard writes down a sentence and puts the question of who or what over the words of the objects.
The rest of the proposals we carry out independently.
- Well done guys, you did a good job and you get another ray for the sun. ...., attach to the sun.
10. The result of the lesson.
-Look, guys, our sun has all the rays and it smiles, gives us its smile and warms us with its rays, the sun says thank you and gives you small “sun” emblems with the rule.
-Did you like the lesson?
-What have you learned?
-Your homework will be to learn the rule and write down seven vocabulary words and sign questions over them who or what.
-Open your diaries and write down your homework.
..., repeat your homework. What do you need to do in self-study?
-Now get ready for the next lesson, turn to the guests and wish further good mood with your smiles.
-Watch the landing: the back is flat, the notebook is tilted.
Z a d u r i
Vowels and consonants
On the desk.
The sun appears on the board, without rays and with a sad face.
The guys go to the blackboard and get pictures and hold them in front of them: a forest, a butterfly, a boy, scissors.
Who? What?
Boy, butterfly.
Wood, scissors.
Boy, butterfly. (these words are attached to the board to the questions Who? What? (rule)) Forest, scissors.
Slide #1
Slide #2