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The textbook Russian language grade 3 in electronic form completely saves the pages of the textbook in paper form, including layout, layout, illustrations, numbering. The search for the desired page is carried out through the interactive table of contents (contents). Interactive elements: dictionaries (Explanatory, Phraseological, Orthographic, Reverse, Orthoepic, Word Origins), image galleries, control and self-control tools (automatically verified testing), as well as multimedia elements (audio application for Spelling dictionary and audio presentations) - I supplement the content without violating the structure of the textbook.

Example from the textbook

Why is speech needed and why develop it? – Misha asked. Let’s try to answer the first part of your question first,” said Anishit Iokopovna. Everything you hear on the radio and on television, in the store and in class, from your family.

Why speech is needed 6
What are the offers 8
Text, its theme and main idea 14
Sequence of sentences in text 17
Working with a painting. Oral essay 19
The main experience of the author, expressed in the text 20
Working with a painting. Comparative analysis two paintings 21
Text plan 24
Order of paragraphs in the text 26
Oral presentation 30
Written presentation 32
The ABC of Politeness. How to write a letter 36
Description text and narration text 40
Working with a painting. Oral essay 46
Working with a painting. Written essay 52
Description text and narration text 54
Oral presentation 63
Written presentation 66
Making up a story based on picture 68
Learning to write an essay 70
The ABC of Politeness. How to behave in a store 72
The ABC of Politeness. What to do if you are late for class? 74
Scientific text 76
Working with a painting. Oral essay 88
Oral presentation 90
Written presentation 94
Working with a painting. Oral essay 96
The ABC of Politeness. How to speak correctly on the phone 98
The ABC of Politeness. We learn to listen to others and try to be heard 100
We compose a fable based on painting 104
Oral presentation 110
Oral story based on picture 116
Written presentation 118
Working with a painting. Written essay 120
Working with a painting. Oral essay 122
Learning to write an essay based on observations 124
DICTIONARIES
1. Dictionary 128
2. Dictionary set expressions 157
3. Dictionary “Write correctly” 160
4. Reverse dictionary 162
5. Dictionary “Pronounce it correctly” 183
6. Dictionary of word origins 187

Along with this also read:

Russian language. 3rd grade. Tutorial at 3 o'clock. Kalenchuk M.L., Churakova N.A., Baykova T.A.

M.: Part 1 - 2013, 160 p., Part 2 - 2013, 192 p., Part 3 - 2016, 192 p.

The textbook in three parts is developed in accordance with the requirements of the federal government educational standard primary general education and the concept of the “Promising Primary School” kit. The textbook is recommended to be used in conjunction with notebooks for independent work No. 1 and No. 2.

Part 1.

Format: pdf

Size: 18 MB

Watch, download:drive.google

Part 2.

Format: pdf

Size: 19 MB

Watch, download:drive.google

Part 3.

Format: pdf

Size: 28 MB

Watch, download:drive.google

PART 1.
What is a spelling? Repetition of familiar spellings 6
Sound-letter analysis words 18
Parts of speech. Noun 23
Parts of speech. Adjective 32
Parts of speech. Verb 37
Polysemy of the word. Direct and figurative meaning words 44
Parts of speech. Pronoun 52
Prepositions and prefixes 58
Scientific names of the main members of proposition 60
Synonyms 64
Changing nouns by number 68
Changing nouns by case 69
Noun cases 75
Nominative 75
Genitive 76
Dative case 79
Accusative 80
Instrumental case 86
Prepositional 91
Antonyms 95
Distinguishing cases 102
What are set expressions 112
Noun Declensions 114
First declension nouns 119
Second declension nouns 122
Third declension nouns 125
Writing a double consonant letter at the boundary of parts of a word 128
Distinguishing the declensions of nouns. Spelling case endings 135
Minor members offers. Circumstances 147
Secondary members of the sentence. Supplements 150
Assignment for club members 159
Tests 1,161
Tests 2,167

PART 2.
Why speech is needed 6
What are the offers 8
Text, its theme and main idea 14
Sequence of sentences in text 17
Working with a painting. Oral essay 19
The main experience of the author, expressed in the text 20
Working with a painting. Comparative analysis of two paintings 21
Text plan 24
Order of paragraphs in the text 26
Oral presentation 30
Written presentation 32
The ABC of Politeness. How to write a letter 36
Description text and narration text 40
Working with a painting. Oral essay 46
Working with a painting. Written essay 52
Description text and narration text 54
Oral presentation 63
Written presentation 66
Making up a story based on picture 68
Learning to write an essay 70
The ABC of Politeness. How to behave in a store 72
The ABC of Politeness. What to do if you are late for class? 74
Scientific text 76
Working with a painting. Oral essay 88
Oral presentation 90
Written presentation 94
Working with a painting. Oral essay 96
The ABC of Politeness. How to speak correctly on the phone 98
The ABC of Politeness. We learn to listen to others and try to be heard 100
We compose a fable based on painting 104
Oral presentation 110
Oral story based on picture 116
Written presentation 118
Working with a painting. Written essay 120
Working with a painting. Oral essay 122
Learning to write an essay based on observations 124
DICTIONARIES
1. Explanatory dictionary 128
2. Dictionary of set expressions 157
3. Dictionary “Write correctly” 160
4. Reverse dictionary 162
5. Dictionary “Pronounce it correctly” 183
6. Dictionary of word origins 187

PART 3.
NOUN 6
Unstressed endings nouns in singular b
How to write prefixes 17
Unstressed endings for singular nouns 28
Word meanings 38
Unstressed endings of nouns of the 1st and 2nd declension in the singular 43
Words with a double consonant letter that came from other languages ​​49
Unstressed endings nouns III singular declensions 51
Words with a double consonant letter that came from other languages ​​55
Writing the letters O and E after sibilants and C in the endings of nouns 57
Life of a root in words different parts speeches 64
Words with a double consonant letter that came from other languages ​​68
Noun endings in plural 69
Plural endings of nouns in I.p 70
Plural endings of nouns in R.p 73
Writing nouns with the suffix - "Rid1 79
Plural endings of nouns in different cases 86
Nouns with the suffix -bk-. Writing the suffix -by- after sibilants 96
ADJECTIVE
Changing adjectives by gender and number 100
Changing adjectives by case 104
The endings of masculine and neuter adjectives in I.p. and V.p 108
The endings of masculine and neuter adjectives in R.p. and V.p 114
Case endings adjectives masculine, neuter and female 116
The alternation of sounds in the root of a word, visible in writing. E and O - fluent vowels 124
Alternation of sounds in word suffixes, visible in writing. E and O - fluent vowels 129
Declension of adjectives in the plural 134
Plural endings of adjectives in I.p. and V.p 136
Plural endings of adjectives in R.p., V.p., P.p.... 139
Plural endings of adjectives in D.p. etc. 143
Secondary members of the sentence.
Definitions 148
Words with a double consonant 150
VERB
Initial form verb. Suffix -fb1- (-fi*-, -<&-) 152
Spelling the particle -xia 157
Other verb suffixes: -а-, -£-, -ft-, -6-, -9-, -И- 163
Verb tenses 165
Past tense of verb 166
Present tense of verb 167
Future tense of verb 170
Writing b after sibilants in all verb forms 181
Repetition of what has been covered 185
Assignment for members of the “Key and Dawn” club 191
Tests 1,193
Tests 2,199

This Russian language textbook, or rather the second part of the textbook for the third grade, the authors of which are Kalenchuk, Churakova, Baykova, is aimed primarily not at developing spelling vigilance and learning the rules, but at developing the ability to express one’s thoughts and write essays. Such tasks usually raise the most questions among students, their parents, and even teachers. Let's look at the tasks in more detail in our GDZ for 7 gurus.

Select the desired exercise from the table of contents and see the correct answer. If you have any questions about the assignments, write in the comments.

Answers to assignments in the Russian language textbook, grade 3, part 2 Kalenchuk, Churakova:

GDZ on the topic WHAT ARE THE OFFERS

Exercise 1, p. 8 - 10

Read text 1.

1. Look at the picture. What tree, what bush and what grass are depicted here? Each of these plants blooms, produces fruits and seeds. Such plants are called flowering plants.

This is an educational text containing an assignment and information from the textbook “The World Around us” for grade 2. Its purpose is to provide information about flowering plants.

Which sentence contains the question?

What tree, what bush and what grass are depicted here?

Remember what such a sentence is called based on the purpose of the statement?

Interrogative.

Which sentence contains an instruction?

Look at the drawing.

What is the purpose of the statement?

This is an incentive offer.

Which sentences contain scientific information?

Each of these plants blooms, produces fruits and seeds. Such plants are called flowering plants.

How do you identify these sentences based on the purpose of the statement?

These are declarative sentences.

Read text 2.

2. Go to a birch grove in early spring. Under the birch trees you can find one of the cutest spring plants. Here they are, the stars of the blue forest! But are they blue? How beautiful they are now under the dry birch leaves - fresh, clean, bright blue! (According to N. Pavlova)

Can you tell us the purpose of this text?

The purpose of this text is to tell about the author’s vivid impressions of spring flowers.

Find interrogative, imperative and declarative sentences.

Interrogative: But are they blue?
Incentive: Go to a birch grove in early spring.
Narrative: Under the birch trees you can find one of the cutest spring plants. Here they are, the stars of the blue forest! How beautiful they are now under the dry birch leaves - fresh, clean, bright blue!

Does an incentive sentence express a request, advice, or order?

Here they are, the stars of the blue forest! How beautiful they are now under the dry birch leaves - fresh, clean, bright blue!

How do you determine these sentences by intonation? How is this intonation indicated in the letter?

Intonation sentences are exclamatory. In writing, this intonation is indicated by an exclamation mark.

Which text - 1st or 2nd - is scientific, and which is artistic? Why do you think so?
Guess which (scientific or artistic) text may contain sentences with exclamatory intonation more often?

1st - scientific text, it provides information. The 2nd text is artistic, because it talks about the author’s vivid impressions of spring flowers.
With the help of exclamatory intonation, the text expresses the author’s attitude to the world around him, which, as a rule, is characteristic of an artistic rather than a scientific text.

Exercise 2, p. 11 - 12

2. Read the poem.

I love you, January!
For me you are the best month -
Young, big, creaky,
Golden like amber!
Sun, snow, fire, frost -
White flame of birches!

Catch me, catch me!
I'll rush on skates - they'll whistle
There are nightingales underfoot!

(S. Kozlov)

Why do you think the word “January” is written with a capital letter?

The poet personifies January and addresses it.

Why does the poet use such unusual comparisons when talking about the winter month: comparing January with golden amber, birch tree trunks with white flames, and the whistling of skates with the singing of nightingales?

The poet loves January, trying to prove that this month is the best for him.

There are two addresses in the poem. Find them.

I love you, January!
Catch me, catch me!

Read the line highlighted in color. What word of address is supposed here?

Does the poet like January? What attracts him to this month? How does the poet express his feelings in writing?

The poet very emotionally perceives the winter month with its sun, frost and fun, and in writing expresses his feelings with the help of exclamation marks.

So, all the sentences in this poem are intonated... (which ones?). Read the poem so that everyone feels it.

All sentences in the poem have exclamatory intonation.

How many sentences are there in the poem? Identify each sentence according to the purpose of the statement.

The poem has five sentences.

Declarative sentences: I love you, January! For me, you are the best month - young, big, creaky, golden, like amber! Sun, snow, fire, frost - the white flame of birches! I'll rush on skates - the nightingales will whistle under my feet!
Incentive sentence: Catch me, catch me!

Exercise 3, p. 12 - 13

3. Read the text from the book “Big and Small.”

DEER WITH FINGER

Look at me! Ride like me.
Where there are bushes and thick grass, jump higher - don’t get your feet caught!
Where there is a level place above the ground, run straight, like a bird.
You have to run faster than everyone else so that no one catches up with you.



You're not even noticeable here!

(E. Charushin)

Who is talking to whom in this text? Who is talking to whom? Why do you think so?

The deer talks to the fawn and addresses him. Because the doe teaches and instructs her son.

Read those sentences in which the doe’s love for her son and her care for him are especially evident.

Tired little deer? Lie down under a bush.
Here the sun is shining through the branches. Plays with light spots in the grass.
Your skin is pockmarked, also with spots.
You're not even noticeable here!

Identify each sentence by intonation and purpose of the statement.

Look at me! (exclamation, encourage.)
Ride like me. (non-exciting, motivating)
Where there are bushes and thick grass, jump higher - don’t get your feet caught! (exclamation, encourage.)
Where there is a level place above the ground, run straight, like a bird. (non-exciting, motivating)
You have to run faster than everyone else so that no one catches up with you. (exclamation, encourage.)
Tired little deer? (unspoken, questioning)
Lie down under a bush. (non-exciting, motivating)
Here the sun is shining through the branches. (non-vocal, narrative)
Plays with light spots in the grass. (non-vocal, narrative)
Your skin is pockmarked, also with spots. (non-vocal, narrative)
You're not even noticeable here! (vocal, narrative)

GDZ for the textbook section TEXT, ITS TOPIC AND MAIN THOUGHT

Exercise 4, p. 14 - 16

4. Read the two entries. Which of them can be called text? Explain your point of view.

1. On clear autumn days, the hedgehog prepares a winter bed for itself. He drags fragrant dry leaves and soft forest moss into a hole under an old stump. When winter comes, a deep snowdrift will cover his hole. Under the snow, like under a thick fluffy blanket, I feel warm. The hedgehog will sleep all winter. No one will find his mink, no one will disturb him until spring! (According to I. Sokolov-Mikitov)

2. In autumn, hedgehogs have a lot of prey. Sasha and Masha were given a cute hedgehog. The hedgehog spends more than six months in hibernation. One day our cat saw a hedgehog. Hedgehogs are mammals from the order of insectivores. The hedgehog hunts at night.

The first entry can be called text. All sentences of the first entry are related to each other in meaning, have a common theme (preparing a hedgehog for winter) and it is easier to choose a name for it, and each sentence of the second entry tells about something different and is not related to the previous ones in meaning.

Sentences in the text are united by a common theme and are interconnected in meaning; in the text you can always find the main idea or main experience of the author; you can always choose a title for the text.

GDZ for the textbook section SEQUENCE OF SENTENCES IN THE TEXT

Exercise 5, p. 17 - 18

5. Check if it is text.

1. Evening is quickly coming in the deep autumn forest. 2. Dark shadows lie under the trees. 3. The low evening sun disappeared behind the trees. 6. Nimble titmice hover around the woodpecker, picking up bugs and worms. 4. The birds are not sleeping yet, they are feeding in the forest. 5. Here is a red-headed woodpecker loudly pecking at a dry tree. 8. Daytime birds and animals will fall silent and fall asleep. 7. But soon a dark, impenetrable night will come in the forest.

(According to I. Sokolov-Mikitov)

Turn this entry into text: rearrange the sentences so that the thought develops. (Please note: two sentences are out of place!) Before each sentence in the box, write its serial number in pencil.

GDZ on the topic

Exercise 6, p. 19 - 20

6. Find Claude Monet’s painting “The Walk” in the “Museum House”.

Claude Monet. Walk

The faces of the lady and the child, the details of their clothing are not worked out; the outlines of their figures are slightly blurred. The artist was interested in the landscape surroundings of the figures, the light and air around them.

What is unusual about this day? What time of year did the artist paint? Try to be as accurate as possible about the weather on that day.

The artist depicts a sunny day in the middle or at the end of summer (the grass is quite tall, blooming and already bleached by the sun). The unusual thing about this day is that it is sunny, hot and very windy at the same time. Thanks to the rapid movement of clouds across the sky and the grass swaying in the wind, the impression of freshness and spaciousness is created.

Why does a lady need an umbrella: is she afraid of rain or is she protected from the sun? How does the artist show us that the weather is windy?

You need to pay attention to the glare of the sun on people’s clothes and on the grass. It should be noted that the lady covers her face from the sun's rays with an umbrella, and the boy is wearing a wide-brimmed hat, which also protects from the sun.

There are special sun umbrellas that are made from light, wet, but dense fabric. The fact that the weather is windy can be seen by the way the skirt twists in a spiral around the female figure, how the grass bends and sways, and how quickly light clouds sweep across the sky.

Go back to the title of the painting. Do you think it expresses the theme of the picture or the impression, the experience of the author?

The painting is called "Walk". This title expresses the theme of the painting, since it depicts a lady walking with a child. If we talk about the impression that the artist shares with us, it is the impression of the freshness of a sunny and at the same time windy summer day.

First, make and write down an outline of your story. And then tell us about the impressions that the artist shared with us.

An approximate plan for an oral story based on a picture could be like this:

Answers to the topic: THE MAIN EXPERIENCE OF THE AUTHOR, EXPRESSED IN THE TEXT

Exercise 7, p. 20 - 21

7. Read the text.

With dawn a very good day began. Warm and sunny. He appeared by chance in the middle of a cloudy autumn. I wanted to live it well, not waste a minute, and I ran to the forest.

I was in a hurry, ran out into clearings littered with fallen leaves, and climbed out of the swamps onto dry spruce hummocks. I understood that I had to hurry, otherwise it would all be over. I wanted not to forget this day, to bring its trace home.

What is unusual about the day that the hero-storyteller is talking about?

It's a good day, warm and sunny, which accidentally appeared in the middle of a cloudy autumn.

Prove that the hero appreciates every moment of this day. Confirm that he wants to accumulate as many different impressions as possible.

“I wanted to live it well, not waste a minute, and I ran to the forest... I was in a hurry, ran out into clearings littered with fallen leaves, got out of the swamps onto dry spruce hummocks. I understood that I had to hurry, otherwise it would all be over. I wanted not to forget this day, to bring home its trace.”

Which sentences show that nature is alive for the hero?

The day unfolded before me. Around me. In the forest and on the field. Clouds moved in the sky, rubbing their sunny sides against each other.

What is this text about? Is it possible to determine its topic from the first sentence?

The theme of this text is determined by the first sentence: this is a story about a good, fine day.

Read the highlighted sentences. Do you think they express the main idea or main experience of the author?

The highlighted sentences express the author’s main experience: his desire to enjoy every minute of a sunny, warm day that suddenly appeared in the middle of a cloudy autumn.

Tell in your own words what feelings the author experienced on this autumn sunny day.

GDZ for the textbook topic WORKING WITH A PICTURE. COMPARATIVE ANALYSIS OF TWO PICTURES

Exercise 8, p. 21 - 23

8. Find Arkady Rylov’s painting “Green Noise” in the “Museum House”.

Does the artist see only what is in front of his eyes, or what is very far from him?

In the distance beyond the river (in the background, distant plan of the picture) river tributaries, islands of land between them are visible, and the horizon line can be guessed. Thus, it is clear that the artist’s gaze extends into the distance.

What season did the artist depict? What trees did he paint?

Judging by the dense foliage of the trees, the artist depicted the height of summer. In the foreground of the picture, according to one version, a pine tree is depicted (we see only its brownish-orange trunk). According to another version, it is not a pine tree that is depicted, but a birch: the lower part of its trunk is painted lilac-brown by the lighting, and the upper part of the trunk of this tree and its right side branch show that it is still a birch. At a distance from this large tree are young thin white-trunked birches, a little further to the left is a large birch with a spotted black and white trunk, and even further in the center are fir trees.

Do you think the day is sunny or cloudy, hot or cool, windy or calm?

The day is sunny, hot, but windy. We noticed how brightly and contrastingly the grass and clouds were lit.

What helps you see the wind? (Pay attention to the branches and leaves of the trees, to the clouds floating across the sky.) “Travel” through the picture. To do this, imagine how a birch leaf will fly, caught by the wind.

In addition to dense clouds driven by the wind and fluttering tree branches, evidence of windy weather is the way the sails of boats sailing quickly along the river are taut. We feel the movement that permeates the picture.

Do you understand what the title of the picture says? Do you think the title of a painting expresses its theme or the main impression of the artist?

The title of the painting refers to the rustling of green leaves that flutter in the wind. The title of the painting “Green Noise” expresses one of the artist’s impressions, more precisely, his sound impression of a windy summer day.

Go back to the painting of the French artist Claude Monet “Walk” and compare it with the painting by Arkady Rylov.

Where was the French artist when he painted the lady with the child - on a hill or in a low place? Where was the Russian artist when he painted his landscape?

The painting by Claude Monet was written from a point of view from below, that is, the French artist was in the lowlands and looked up from below. This makes the woman’s figure seem to rise above the ground and obscure part of the sky. Let's pay attention to how the umbrella is written, and imagine from what point of view you can see it like that. The point of view from below in a painting is sometimes “called” a “frog” perspective.
The Russian artist painted his landscape standing on a hill (slightly higher than the trees depicted in the foreground), which allowed him to show the distances extending to the horizon. This top-down view is called the “eagle” perspective.

Did the artists depict the same time of year or different ones? Is the weather in their paintings similar? What is this similarity?

Both paintings depict a sunny, windy summer day.

Consider how the shadow of the lady’s figure in Monet’s painting falls. Can you determine which side the sun is on? Now pay attention to how the shadows from the trees fall in Rylov’s painting. Determine which side the sun is shining from.

In Claude Monet’s painting, the sun is located behind the figures, slightly to the right, and in Rylov’s painting, the sun is in front of the trees (as if from the viewer’s side) on the left.

Can you see in Claude Monet's painting which way the wind blows? How can you find out about the direction of the wind in a painting by Arkady Rylov?

Judging by the way the grass bends and the way the skirt twists around the female figure, the wind in Claude Monet's painting blows from right to left. And the direction of the wind in Arkady Rylov’s painting can be seen from the way the branches of the trees flutter and how the sails of the boats sailing along the river are filled with wind. The wind in the painting by the Russian artist blows, on the contrary, from left to right.

Can you hear the sound of the wind in these paintings - hear the sounds with which it is filled? And feel the smells that the wind brought?

Looking at the painting “Green Noise”, you can hear the rustling of leaves, smell grass and flowers, feel the moist river air that the wind brings. You can hear the wind in the painting “Walk” in the rustle of the skirt fluttering and twisting in the wind, as well as in the fluttering of the stretched fabric of the umbrella, which is strained by air currents. When you look at a painting by a French artist, you can imagine that the wind carries the smell of warm grass, wildflowers and, perhaps, a slight scent of ladies' perfume.

What similar experiences do artists share with us?

Both artists share with us the feeling of spaciousness, large air spaces, which they manage to convey by depicting the wind. In the first case (in Rylov), the feeling of spaciousness arises due to the fact that the image of the wind in the foreground is combined with a large view, and in the second case (in Monet) - due to the fact that two-thirds of the picture is occupied by the image of the sky. In both paintings, everything around is filled with movement. Both artists share the impression of freshness and freedom that is caused by a sunny summer day, which is both hot and windy.

Answers to the topic TEXT PLAN

Exercise 9, p. 24 - 25

9. Read the text and determine its topic.

Golden autumn has arrived. Against the dark background of the spruce forest, the bright colors of the maples and aspens are clearly visible. Slowly circling in the air, yellowed light leaves fall from the birches.

Mushrooms still grow along the edges of the forests: red-headed boletus, greenish and pink russula, slippery milk mushrooms and fragrant saffron milk caps. On large old stumps, thin-legged honey mushrooms huddle together.

In the moss swamps, ruddy cranberries are scattered like a necklace among the hummocks. In the sunlit forest clearings, clusters of rowan berries turn red.

(According to I. Sokolov-Mikitov)

Misha said:
- The theme of this text is golden autumn.
Masha clarified:
- The theme of the text is golden autumn in the forest.

What do you think?

Golden autumn in the forest

Golden, bright colors, yellowed, red-headed, greenish and pink, ruddy, blush.

Find confirmation of each observation of the narrator: in the forest there is both shadow and light; there is no wind there; there are special smells. Prove that the narrator treats the plants in the forest as living beings. Does he notice their age? Does he know what they feel like?

Golden autumn has arrived. On a dark background of a spruce forest bright colors are clearly visible maples and aspens. Slowly spinning in the air, light yellowed leaves are falling from the birches.

Mushrooms still grow along the edges of the forests: red-headed boletus, greenish and pink russula, slippery milk mushrooms and fragrant saffron milk caps. On large old stumps, thin-legged honey mushrooms huddle together.

In the moss swamps, ruddy cranberries are scattered like a necklace among the hummocks. In sunlit forest clearings The rowan bunches turn red.

It's good in the autumn flowery forest! I don't want to leave it for a long time. I don’t want to say goodbye to the golden autumn days.

Divide the text into four parts according to meaning. Mark the boundaries of the parts with dashes using a simple pencil.

Why do you divide the text into such parts? What theme goes with each part? What is the name of each part of the text? Show it in terms of text. Which part expresses the author's main experience?

1. Golden Autumn (Leaf Fall, Beauty of the Autumn Forest);
2. Multi-colored mushrooms (Autumn mushrooms, Mushrooms in the forest);
3. Wild berries (Autumn berries);
4. It's good in the autumn forest! (I don’t want to leave the forest).

Come up with a title for the text that corresponds to the author’s main experience.

“It’s nice in the autumn forest!”

ORDER OF PARAGRAPHS IN THE TEXT

Exercise 10, p. 26 - 27

10. Read the text.

SQUIRREL
(excerpt)

2. There are few such thrifty animals in the forest as the squirrel. Already in July she starts drying mushrooms. If you go to pick mushrooms in a pine forest, pay attention to the pine trees. You will see a strange thing. High above, on thin broken branches of pine branches, mushrooms are stuck. This squirrel dries mushrooms for the winter.

4. The squirrel's care and intelligence in preparing for winter are simply amazing.

3. And when the nuts are ripe, the squirrel will find some hollow or dig a hole between the roots of the trees and carry the nuts there. The squirrel's pantry contains a selection of the ripest nuts.

1. Summer is coming to an end, and autumn is replacing it. With the morning coolness, it reminds all living things that it is time to think about winter. Reminds you that it's time to stock up on food to pass the winter, or stock up on a warm bedroom.

(According to M. Bogdanov)

Change the order of the paragraphs so that it matches the outline of the text.

Plan
1. It's time to prepare for winter.
2. Mushroom stocks.
3.Nut pantries.
4. Clever squirrel.

Before each paragraph in the box, use a simple pencil to write its serial number.

Pay attention to how the text begins and ends. Briefly retell the text according to plan.

Exercise 11, p. 28 - 29

11. Read the entry.

2. The mother heard him too. I began to ask them to send me to see who was crying. The mother sent the girl, and a few minutes later she brought a tiny, still blind puppy in her handfuls. The puppy, trembling and unsteadily leaning on its crooked paws, poking its head in all directions, squealed pitifully.

1. Once, while sitting by the window, I heard some plaintive squealing in the garden.

3. I felt so sorry for him that I took this puppy and wrapped him in my dress. The mother ordered warm milk to be brought on a saucer and after many attempts, pushing the blind kitten into the milk with her snout, she taught him to lap it. They named the puppy Surka.

5. He then became a small mongrel and lived with us for seventeen years, of course, no longer in the room, but in the yard, always maintaining an extraordinary affection for me and my mother.

4. From then on, the puppy did not leave me for hours at a time. Feeding him several times a day has become my favorite pastime.

(According to S. Aksakov)

How many paragraphs are there in this post? What needs to be done to turn this entry into text? Think about what paragraph starts the story? Use a pencil to write the number 1 in the box in front of it.

The text has five parts. The sentences of the text are not only connected in meaning, but also prepare or develop its main idea.

Which paragraph ends the text? Think over the sequence of paragraphs and put the required serial numbers in the boxes.

Read the resulting text along the chain.

This story is called "Surka". Suggest your name.

Tiny Puppy, Affection.

When Surka first appeared in the house, was the narrator a boy or an adult? Show this by referring to the text. And from whose perspective is the story written: from the perspective of a boy or from the perspective of an adult? What helped you guess?

The narrator was a boy when Surka appeared in the house: “I took this puppy and wrapped him in my dress.” The story is written from the perspective of an adult: “He later became a small mongrel and lived with us for seventeen years.”

Briefly retell the text of the story.

ORAL PRESENTATION

Exercise 12, p. 30 - 31

There were three eggs in the seagull's nest. Two lay motionless, and the third moved. The third one was impatient, it even whistled! The egg fiddled, fiddled, and quietly crunched. A hole appeared at the blunt end. And through the hole, like in a window, a bird’s beak stuck out.
The beak opened in surprise. Of course: suddenly the egg became light and fresh. All sounds were loud now. An unfamiliar world burst into the cozy home of the chick.
The chick rested its paws on the floor and its head on the ceiling, pressed, and the shell burst. The little gull was so frightened that he shouted loudly at the top of his lungs: “Mom!”
So in our world there is one more seagull. In the chorus of voices, voices and little voices, a new voice began to sound. He was timid and quiet, like the squeak of a mosquito. But it sounded and everyone heard it.

(According to N. Sladkov)

What event happened in the world?

One more seagull.

The chick had not yet seen anything; the unfamiliar world burst into the chick’s cozy home with loud sounds.

Read the text in sequence.

What moment in the text seems to you the most important, the most significant? Read these lines. Does the title of the text express its theme or main idea? In which part of the text is its main idea expressed? What is it? First, find the necessary lines in the text, and then explain in your own words.

The most important, significant point in the text (this is the penultimate paragraph, which talks about how the chick was born): “The chick rested its paws on the floor and its head on the ceiling, pressed, and the shell burst. The little gull was so frightened that he shouted loudly at the top of his lungs: “Mom!”

The title of the text expresses the main idea.

The main idea of ​​the text is expressed in the last paragraph: “So in our world there is one more seagull. In the chorus of voices, voices and little voices, a new voice began to sound. He was timid and quiet, like the squeak of a mosquito. But it sounded and everyone heard it.”

Come up with a title for each part of the text. Make and write down an outline of the text.

1. An impatient egg.
2. New sensations.
3. Birth.
4. One more voice.

Read the text again. Close your textbook. Retell using the plan.

WRITTEN STATEMENT

Exercise 13, p. 32 - 34

13. Read the text.

WHERE IS THE HEDGEHOG?

Sasha and Masha were given a hedgehog. He lived with them all summer and got very used to them. The hedgehog ran to the children’s call and took pieces of meat and bread from their hands. The animal walked freely not only around the house, but also in the garden.
Autumn has come. How upset the children were when their hedgehog suddenly disappeared. They ran all over the house, calling the hedgehog, looking for him, but all in vain.
The gardener took the children into the garden and showed them a pile of earth between the bushes. He saw how the hedgehog dug a hole for himself, dragged herbs there and climbed into this hole. The children learned that the hedgehog is now sleeping here and will wake up only in the spring. The gardener asked not to wake up or touch the hedgehog so that the animal would not get sick.
The children listened to the gardener and patiently waited for spring. How glad they were when one day, on a warm April day, their hedgehog friend returned to them again!

(According to M. Bykova)

Did the hedgehog live well with the children? Which lines from the text support your answer?

The hedgehog lived well with the children: “The hedgehog came running when the children called, took pieces of meat and bread from their hands. The animal walked freely not only around the house, but also in the garden.”

Which lines show that the children are very attached to the hedgehog?

“How upset the children were when their hedgehog suddenly disappeared. They ran all over the house, called the hedgehog, looked for him, but all in vain.” “How glad they were when one day, on a warm April day, their hedgehog friend returned to them again!”

Do you think the children wanted to look at the sleeping hedgehog? Why didn't they do this?

The children really wanted to look at the sleeping hedgehog, but they did not wake up or touch the hedgehog so that the animal would not get sick.

Now try to retell this story in your own words,” Anishit Yokopovna asked.
To cope with the task, Masha and Misha decided to come up with a title for each part of the text.

Do this too, and you will have an outline of the text. Write your plan in your notebook.

Rough plan.

1. Hedgehog for children.
2. The hedgehog disappeared.
3. A hole between the bushes.
4. The hedgehog is back!

Retell the text according to plan. Return to text. Retell the text in writing.

Exercise 14, p. 34 - 35

14. Read the poem.
Can you name other works by this author?

SUMMER IS PASSED

Dear Veronica,
Come and visit us!
Blueberries grow here,
Strawberries are ripening -
In general, there is something to treat.

...Dear Veronica,
Come, we have been waiting for a long time.
The strawberries are already gone
And the blueberries run out
But there are plenty of raspberries here!

...Dear Veronica,
Why aren't you going?
There are still lingonberries,
There are mushrooms in birch forests...

...Dear Veronica!
Trains are flying, blowing...
No mushrooms. The lingonberries have come down.
Everywhere is empty, everywhere is wild -
It's too bad without you!

(M. Boroditskaya)

Other poems by Marina Boroditskaya: “Kitten”, “Shells”, “The younger brother left”, “On the test”.

Find the appeal in the text of the poem. Who do you think contacts Veronica or writes to her? Can we say this with certainty? Does the hero (heroine) of the poem speak to Veronica or write to her? How many letters did Veronica receive?

Appeal: “Dear Veronica.”

It is impossible to say with certainty who exactly is addressing Veronica - the hero or the heroine.

Each part of the poem is written in the form of a letter.

Veronica received 4 letters.

Prove, based on the text, that the letters of the hero (heroine) were written at different times.

The hero or heroine writes the first letter at the beginning of summer: “blueberries are growing, strawberries are ripening.” Strawberries are replaced by blueberries. Her time comes in the second half of June.

In July, when the crown of summer is already visible, sweet garden and forest raspberries ripen. At this time, Veronica received a second letter: “The strawberries are gone and the blueberries are running out, but there are plenty of raspberries here!”

Lingonberries are one of the last to appear, already in the fall. And remains available until the first frost. The third letter was written in September: “There are still lingonberries, There are mushrooms in the birch forests...”

And Veronica received the last letter somewhere in the middle - late autumn: “There are no mushrooms. The lingonberries are gone."

In what mood were the first two letters written? What feelings overwhelmed their author?

The first two letters are written with impatient anticipation of Veronica's arrival. The author of these letters wants to share all the summer gifts with his friend.

How did the mood change in the last two letters? Which lines express the author’s main experience?

With the onset of autumn, the mood changes from joyful to sad and dreary. The author’s main experience is expressed in the last two lines of the poem: “Everywhere is empty, everywhere is wild - It’s very bad without you!”

THE ABC'S OF POLITENESS

Exercise 15, p. 37 - 38

15. Read Mishino’s letter. What do you think confuses Torque?

Hello, dear Vanya!
Everything is fine with us, everyone is healthy. Masha and I go to school. I really like the lessons on the natural world and literature.
Now I’m finishing reading Nikolai Volkov’s fairy tale “The Wizard of the Emerald City.” Very interesting book.
I miss you very much. Will you come to your grandmother for the winter holidays? Masha and I are really waiting for you.
Say hello to your parents.

Goodbye. Your friend Misha.

Does Misha follow all the rules of politeness? What needs to be changed in Misha’s letter from the point of view of the Main Law of Communication?

The disadvantage of Misha’s letter to his friend Vanya is that in the letter Misha talks about himself and is not interested in his friend’s affairs, that is, he does not follow the Main Law of Communication. In any letter, you first need to take an interest in the life and affairs of the person you are addressing, and then talk about yourself.

And yet, the writer Volkov’s name is Alexander, not Nikolai.

Exercise 16, p. 38 - 39

16. Read the letter that Little Bear wrote to Hedgehog. This is an excerpt from a fairy tale by Sergei Kozlov.

HOW A DONKEY, A HEDGEHOG AND A BEAR WRITE LETTERS TO EACH OTHER

On the second day after the New Year, Hedgehog received a letter. Belka brought it, slipped it under the door and ran away.
“Dear Hedgehog! - Little Bear scratched on a piece of birch bark. - Snow is falling outside my window. Snowflakes sit on the rubble and talk. One snowflake told me that she saw you, but you seemed boring to her. It was as if you were sitting on a stump by the stream, sad and sad, and thinking about something. I've been thinking a lot lately too. And I’m thinking that spring is coming, but you and I don’t have a boat. The snow will melt, there will be only water all around, and we won’t see each other for a long time. Isn’t that what you were thinking about, dear Hedgehog, sitting on a stump by the stream?
Little Bear who loves you."

Is it clear from this letter how Little Bear feels about Hedgehog? What worries him most? Does Little Bear know the Main Law of Communication?

This letter is an example of how a written address to a friend can be imbued with interest in what the friend is feeling and thinking about. From Little Bear's letter it is clear that he is interested in Hedgehog's mood and worries that in the spring, when the snow melts and there is a lot of water, they will not see each other for a long time. Thus, Little Bear’s letter was written in compliance with the Main Law of Communication.

Exercise 17, p. 40 - 41

17. Read an excerpt from the text.

Jim is our dog. Short-legged, ears to the ground, short tail. A wonderful hunting dog, although old: it will find any game, lift it on its wing, and catch the one it has shot, grab it and carefully, without crushing a feather, deliver it straight into your hands. Jim is unusually smart and kind. He doesn’t fight with other dogs, he never bites anyone, he often wags his tail to everyone he knows when he meets him and, you know, smiles friendly like a dog.

(According to V. Bianchi)

Can you guess what breed Jim is?

This is a spaniel dog.

Does this passage help introduce the dog (its appearance and behavior) or tell some interesting incident from its life?

This passage helps to imagine the dog, its appearance, character, and behavior.

Read all the words that characterize Jim. Come up with a title for this passage.

Is this a description or a narrative?

This text is a description.

Exercise 18, p. 41 - 42

18. Read another text about dogs.

MY DOGS

My Fox Toby gave birth to puppies. Seeing me, they staggered and crawled towards me, waving their tails affably with joy. Their mother, seeing this, worriedly dragged them away from me by the collar back to the corner where she gave birth to them. But the puppies did not stop, they climbed towards me. After some time, their mother simply brought them all one by one to my bed in the morning. She decided that it was better for all of us to be together and sleep. Father, Toby, also came...

(According to K. Korovin)

Do Little Fox Terriers Have Both a Mother and a Father? Prove this by referring to the text.

“My Fox Toby had puppies,” “Their mother, seeing this, worriedly dragged them away from me by the collar back to the corner where she gave birth to them,” “Their father, Toby, came too...”

Do you know what Fox Terrier dogs look like? Can you imagine this after reading the story of Konstantin Korovin? What is the purpose of this story, why did the author write it: to describe the dogs or to talk about them?

From this text it is difficult to imagine what fox terriers look like. The purpose of this text is to talk about dogs.

Read all the action words in the text. Are there words in the text that name the signs? If you find them, read them.

In this text, words-names of actions predominate.

Is this text a description or a narrative?

This text is a narrative.

Exercise 19, p. 42 - 44

19. Read the text.

Autumn, deep autumn! Gray sky, low, heavy, wet clouds. The forest becomes bare and transparent. Everything can be seen right through in the deepest thicket of trees, where the human eye could not penetrate in summer.
The old trees have long since fallen away. Only young birch trees still retain their withered yellowish leaves, shining with gold when touched by the rays of the autumn sun.
Evergreen spruce and pine trees stand out brightly through the reddish network of birch branches. They seemed to have become younger, refreshed by the cold air, rain and humid night fogs.
The ground is covered with dry, varied and colorful leaves. They are soft and plump in damp weather, so that the rustling of the feet of a carefully stepping hunter is not heard. These leaves are hard and brittle in cold weather, so that birds and animals jump far away from the rustle of human steps.

(According to S. Aksakov)

Sergei Aksakov was not only a famous writer, but also a good hunter. He wrote “Stories and Memoirs of a Hunter about Various Hunts”

Which part of the text confirms that the narrator is a good hunter?

The last part of the text confirms that the narrator is a good hunter. He is an observant person.

Is it possible to understand from the text what the air is like in the autumn forest? What kind of lighting is there? What colors?

The air is cold, “refreshed by rain and damp night fogs.” The forest is illuminated by the “rays of the autumn sun.” Colors of the autumn forest: “yellowish leaves, shining with gold”, “bright... reddish network of birch branches”, “evergreen spruce and pine trees”, “the ground is covered with dry, varied and multi-colored leaves.”

The description will be vivid and interesting if its author is an attentive, observant person: “The ground is covered with dry, varied and colorful leaves. They are soft and plump in damp weather, so that the rustling of the feet of a carefully stepping hunter is not heard. These leaves are hard and brittle in cold weather, so that birds and animals jump far away from the rustle of human steps.”

What kind of painting can this text be compared to: a landscape, a portrait, a still life? Explain your opinion.

Do you think Sergei Aksakov’s text is a description of an autumn forest or a story about some events in the life of the forest?

This is a description of an autumn forest.

Exercise 20, p. 45

20. Read a fragment of Yulia’s letter.

Light frosts have set in in our village. When I woke up in the morning, all the windows were painted with very beautiful snow patterns, and therefore nothing was visible in them.
Our road to school lies through the forest. When I saw him, I was very surprised and happy at the same time. The entire forest was covered with snow-white frost, the branches were fluffy - fluffy, like in a fairy tale.
It’s a pity that you won’t see such beauty there in Moscow.

What experiences does the girl share? Which lines of her letter show this? Find out what comparisons Julia uses. Does it help convey the feelings she felt?

The letter contains a vivid description of nature and conveys Yulia’s feelings.

The girl shares the beauty of the winter forest and worries that city children will not see this fabulous picture: “It’s a pity that you won’t see such beauty there in Moscow.”

You need to pay attention to the comparison that Yulia uses in her description: “the branches were fluffy - fluffy, like in a fairy tale.”

WORKING WITH A PICTURE. ORAL ESSAY

Exercise 21, p. 46 - 49

21. Find Valentin Serov’s painting “Portrait of Mika Morozov” in the “Museum House”.

Serov. Portrait of Mika Morozov
What kind of name do you think “Mika” is? (You can clarify this on page 48.)

This is the name Misha. Mika - in the future Mikhail Morozov - became a famous scientist, literary researcher, and professor at Moscow University.

Is it suitable for a boy?

Since the boy is still small, such a diminutive, pet name suits him.

How old do you think he is?

What details in the picture helped you determine the boy's age? (Pay attention to the chair where the boy is sitting, on
pillows that surround him.)

The boy is small compared to the big chair; the chair itself is covered with colorful soft pillows to make the child more comfortable; the boy's mouth is half-open, which betrays his childish spontaneity.

Is it possible to draw a conclusion about the time of day based on external details (the child’s clothes, hairstyle): the artist writes to Mika in the morning? During the day? In the evening?

Mika is in a nightgown, his hair is disheveled, he is excited: it can be early in the morning or before bed.

Do you think Mika will be able to sit in one place for a long time? Or does it seem as if he could jump off and run somewhere at any moment?

The boy sits on the edge of the chair and thus seems as if he could jump off at any moment.

What can be said about the character of a boy, judging by his posture, by his appearance: is he playful or calm?

There is liveliness already in Mika’s very pose, in the way her hair is disheveled.

The boy's legs are not visible. What do you think: Mika is barefoot? In socks? In slippers? Which fits his image better?

Various assumptions can be made. We need to once again pay attention to the boy’s pose and appearance, and mentally “revive” his image.

Look closely at the boy's face. What can you tell about a boy's character from the expression on his face? Does he seem lively and smart to you, or quiet and indecisive? Is he inquisitive and impressionable? Or is he unable to occupy himself with anything? Do you think that if Mike is read a fairy tale, will he listen to it carefully or not? Is Mika able to listen intently, or is he a restless child who is more interested in running and frolicking?

Judging by the expression on his face, Mika is a lively and smart boy. The eyes are burning, the mouth is half open, there is a blush on the cheeks. The boy’s gaze is very attentive and serious, indicating intelligence and curiosity. Apparently, this is an impressionable boy in whom natural agility coexists with a developed imagination and the ability to listen.

Do you remember yourself at the age of Mika Morozov?
Does this boy look like you in early childhood or not?
Tell us about Mika Morozov according to the plan given by the order of questions in the textbook. Read only the questions on a colored background and try to answer them yourself.

Exercise 22, p. 49

22. Read the beginning of Anton Chekhov’s story “Grisha”.

Grisha, a small and plump boy born two years and eight months ago, is walking with his nanny along the boulevard.
He is wearing a long cotton wool jacket, a scarf, a large hat with a furry button and warm galoshes.
He is stuffy and hot, and here the April sun is still shining, hitting straight into his eyes and stinging his eyelids. His entire clumsy, timidly, hesitantly walking figure expresses extreme bewilderment.

Is this descriptive text or narrative text? What is the purpose of this text?

This is descriptive text.

A portrait description can tell about the appearance, age, character and experiences of a person (for example, a literary character).

What words and expressions convey what Grisha feels?

“He’s stuffy and hot, and then the April sun is still shining, hitting him right in the eyes and stinging his eyelids. His entire clumsy, timidly, hesitantly walking figure expresses extreme bewilderment.”

Exercise 23, p. 50 - 51

23. Read the text.

In the whole house there is only one not quite ordinary creature - Carlson, who lives on the roof. Yes, he lives on the roof, in a separate small house.
Carlson is a small, plump, self-confident man, and besides, he can fly. As soon as he presses a button on his stomach, a clever motor immediately starts working behind his back. For a minute, until the propeller spins properly, Carlson stands motionless, but when the engine starts working at full speed, Carlson soars up and flies, swaying slightly, with such an important and dignified look, like some kind of director.

(According to A. Lindgren, translation by L. Lungina)

Do you already know this fairy-tale hero? What words and expressions in this text help you imagine his appearance? Read them. What words and expressions speak about Carlson’s character?

Appearance: “Carlson is a small, plump, self-confident man, and besides, he can fly. As soon as he presses a button on his stomach, a clever motor immediately starts working behind his back.” Character: “Carlson soars up and flies... with such an important and dignified air, like some kind of director.”

Carlson can fly.

Now try to briefly retell this text.

Who is your favorite fairy tale character? Tell us about it so that you get a descriptive text.

Start your story like this: “Pinocchio is the hero of a fairy tale...”. Or: “Cheburashka is...”.

Tell me who he is, what he looks like, what is his character?

Cheburashka is a fairy-tale literary and cartoon character created by Eduard Uspensky. Cheburashka is a sweet, kind and naive fairy-tale creature with huge ears and big eyes. He is an unknown tropical animal who climbed into a box of oranges, fell asleep there and, as a result, ended up in a big city along with the box. He is very charming, reminds me of a plush toy.

Exercise 24, p. 52 - 54

24. Find Monet’s painting “London” in the “Museum House”. Parliament". Look carefully at this picture.

Claude Monet. London. Parliament
– What kind of building did the artist depict? – asked Masha.
“Check this out in the Explanatory Dictionary,” answered Tork.

Can you tell what time of day the artist depicted: dawn or sunset?

Apparently, the artist depicted dawn with thick morning fog.

What striking natural phenomenon attracted the artist’s attention?
- Golden sunshine! - said Misha.
“Fog,” said Masha.
Look at the picture through Misha's eyes. How does the sun color the sky and water? Try to name all the color shades as accurately as possible.

The sun colors the sky and water in golden, pink, scarlet, lilac tones.

Now try to look at the picture from the Machine's point of view. What does fog do to a landscape? How does it change the shape of the building? What does it do to all the colors: do they appear bright or muted?

The fog blurs the outlines of the building, making them fuzzy, unsteady and mysterious. Because of the fog, all the colors in the picture seem whitened, lightened, and muted.

When describing a picture, is it necessary to take into account both Misha’s and Masha’s opinions?

Once again, carefully examine the picture and try to answer the question orally: what creates such an impression of fabulous mystery?

The effect produced by the painting rests on the combination of sunlight and fog depicted in it. It is the combination of unusual color shades of the sky and water and the blurred, fluttering contours of the building that creates the impression of fabulous mystery that fills the picture.

TEXT-DESCRIPTION AND TEXT-NARRATION

Exercise 25, p. 54 - 56

25. Read how the English writer Gerald Durrell describes unusual animals in the book “The Land of Rustles”.

Here and there the wind, having torn off the top layer of soil, exposed yellow and rusty-red pebbles. These desert areas were apparently a favorite haunt of curious animals - the Patagonian hares. They were strange creatures that looked like they had been put together in a very careless manner. They had blunt muzzles, much like a hare's, small, neat bunny ears, and small, thin front legs. But their hind legs were large and muscular. What attracted them most was their eyes - large, shiny, with a thick fringe of eyelashes. The hares lay on the pebbles, basking in the sun.

Is it possible, based on the text, to imagine these rare animals?

With the help of various adjectives, the text creates an accurate description of the appearance of the animals, their manner of movement and habits.

“What attracted them most was their eyes - large, shiny, with a thick fringe of eyelashes.”

Is this descriptive text? Prove your opinion using words that name the characteristics of objects.

This is descriptive text. Curious, strange, small, neat, thin, big, muscular, big, shiny, thick.

Can you guess how these hares move: do they walk, run or jump? Why do you think so?

Hares are jumping. This can be seen from the description: “small thin front legs. But their hind legs were large and muscular.”

Now read the continuation of this text.

Lying hares let you get quite close to them, then languidly closed their long eyelashes and with amazing speed found themselves in a sitting position. They turned their heads and, looking at us, rushed towards the horizon in giant springy leaps.

Have your guesses about how hares move been confirmed?

Is it possible to judge the character and habits of these animals from this passage?

These are curious, smart, cunning, nimble animals.

Exercise 26, p. 57 - 60

26. Read two excerpts from B. Zhitkov’s book “Zoo”.

PEACOCK IS THE MOST BEAUTIFUL

We went home. And they walked past the fence. Mom was walking very quickly and suddenly stood up. She looked behind the fence and said:
- Oh, what!
And there, behind the fence, was this one. I even thought that he was not real. Because it’s just like on a Christmas tree. And this is such a bird - a peacock. He put his tail in a circle, and on the tail there were blue circles with gold and green.
And the peacock itself shines. It is blue and shines like glass. On his head there are thin feathers standing upright, like needles with knobs. And they are all standing in a row. And he stood there as if very important.

Who describes a peacock this way: a boy or an adult? Why do you think so?

Only a child could describe a peacock this way (in this case, it’s a little boy who came to the zoo with his mother).

Find and read the comparisons that the boy came up with. Do you find them interesting and accurate? Do they help you visualize the peacock better? Which comparison seems incomplete to you? Complete it.

In the last sentence of the text about the peacock, the comparison is perceived as incomplete: “And he stood as if very important.” You can offer your own options for completing it: “...as a very important director” or “...as a very important gentleman”, etc.

I saw that the ground there was going up a little. And there is a very big elephant standing there.
It's like he's not alive. At first he didn’t do anything, so I thought that he really wasn’t alive. And he is alive. He began to twist his trunk. It's his trunk coming out of his head. And the trunk reaches right to the ground. And he can twist his trunk any way he wants. And crochet it. And whatever.
He has no hair, but just thick skin. And all the skin is in folds. And he has big ears on his head. The ears are so big, right up to the whole head. And he shakes and slams them. And the eyes are very small.

Do you think the same boy is talking about the elephant as in the first passage? Why do you think so? Prove by referring to the text that the boy narrator is very small. Did he note all the main features of the elephant’s appearance?

Only a child can describe an elephant this way (in this case, it’s a little boy who came to the zoo with his mother).

What would you like to add to the description of the elephant? Think about what you can compare an elephant’s trunk, its ears, its legs, the whole elephant to? Orally complete the boy's story with your own comparisons.

Do you have a pet: cat, dog, bird or other animal? Try to make a plan to describe it. Then describe it in writing according to the plan.
If you don’t have pets, you can describe any animal (a bird or even an insect) that you saw on the street or with friends.

Or you can write about a cat. You probably know a cat. Describe her appearance.
Watch how she moves: how she stretches, jumps, and washes herself. Are her movements smooth or abrupt? How does she treat people: wary or trusting?

Your action plan

1. Make and write down a plan for describing the animal.
2. Write an essay according to this plan. Try to note the most striking and interesting features of the appearance of the animal you are writing about. Think about what comparisons you can use. Briefly tell us about the character and habits of the animal.
3. Don’t forget to come up with a title for your essay.

1. Description of the parrot.
2. Parsley.
3. My attitude towards the parrot.

At the bird market I liked a lively parrot. It was small, yellow-green, with dark wavy stripes along the body and green spots near the beak. His eyes are black, shiny, like beads.
For its bright, cheerful coloring and delicate crest on its head, I named it Petrusha.
I love the parrot, I love feeding him from my hand, I love watching him sleep with his head in.

Exercise 27, p. 60 - 61

27. Read the text.

BRAVE PENGUIN

One day I was going down to the sea and saw a little penguin. He has just grown three feathers on his head and a short tail.
He watched the adult penguins bathe. The rest of the chicks stood near the stones heated by the sun.
The little penguin stood on the rock for a long time; he was afraid to throw himself into the sea.
Finally he made up his mind and approached the edge of the cliff.
A small naked penguin stood at the height of a three-story building. The wind blew it away.
Out of fear, the little penguin closed his eyes and... rushed down. He emerged, spun in one place, quickly climbed onto the rocks and looked at the sea in surprise.
It was a brave little penguin. He swam in the cold sea for the first time.

He has just grown three feathers on his head and a short tail.

Is it narrative text or descriptive text? Explain your answer.

This is a narrative text.

Which sentences express the author's main idea? Can the main idea conclude the text as a conclusion?

The main idea is expressed in the last paragraph.

Exercise 28, p. 62 - 63

28. Read the text.

I saw a woodpecker: he was flying with a large fir cone on his beak. A woodpecker sat on a birch tree, where he had a workshop for peeling cones. He ran up the trunk with a bump on his beak to a familiar place. Suddenly he sees that in the crevice where his cones are pinched, a spent and undiscarded cone is sticking out and there is nowhere to put a new cone. And - what grief! - there is nothing to throw off the old one with: the beak is busy.

Then the woodpecker, just like a human would do, squeezed the new cone between his chest and the tree, freed his beak and quickly threw out the old cone with his beak. Then he placed the new one in his workshop and started working.
He is so smart, always cheerful, lively and businesslike.

From the words: “And - what grief! “there’s nothing to throw off the old one with: the beak is busy,” it’s clear that the author empathizes with the woodpecker.

What qualities of a woodpecker does this incident help us see?

Intelligence, resourcefulness, efficiency.

Which sentence expresses the main idea of ​​the text? Is this thought the conclusion of the entire story?

The last sentence of the text expresses its main idea, which is the conclusion from the entire narrative.

Make and write down a plan for retelling the text. Retell the text orally.

Rough plan.

1. The workshop is busy.
2. Resourceful bird.
3. Characteristics of the woodpecker.

ORAL PRESENTATION

Exercise 29, p. 63 - 65

29. Read the text.

WAGTAIL LETTERS

There is a mailbox nailed to the garden gate. He hung on the fence for so long that the boards turned gray and there was a woodworm in them. In the autumn, a woodpecker flew into the garden. He clung to the box, tapped his nose and immediately guessed: there was wood inside! Right next to the crack into which the letters are dropped, he hollowed out a round hole.
And in the spring, a wagtail flew into the garden - a thin gray bird with a long tail. She chose a box for a nest. We called this wagtail the Postman. Not because she settled in the mailbox, but because she, like a real postman, began to bring and put various pieces of paper in the mailbox.
When the real postman came and put a letter in the box, the frightened wagtail flew out of the box and ran along the roof for a long time, squeaking anxiously and shaking its long tail. And we already knew: if the bird is worried, it means there is a letter for us.
Soon our postwoman brought out the chicks. She has worries and worries for the whole day: she needs to feed the chicks and protect them from enemies. As soon as the postman now appeared on the street, the wagtail was already flying towards him, fluttering right next to his head and squeaking anxiously. The bird recognized him well among other people.
Hearing the desperate squeak of the wagtail, we ran out to meet the postman and took newspapers and letters from him: we did not want him to disturb the bird.
The chicks grew quickly. The most dexterous ones began to look out of the crack of the box, twisting their noses and squinting from the sun. And one day the whole cheerful family flew away to the wide, sun-drenched river shallows.

(According to N. Sladkov)

Have you ever seen a wagtail? Do you know what she looks like? Find and read the description of this bird in the text. Why did the bird choose a mailbox for its nest? Why was she called the Postman?

“The wagtail is a thin gray bird with a long tail.”

How did the wagtail behave when the postman came? How did the residents of the house and the owners of the mailbox treat the wagtail? What parts of the text support your answer?

“When the real postman came and put a letter in the box, the frightened wagtail flew out of the box and ran along the roof for a long time, squeaking anxiously and shaking its long tail.”
“Now as soon as the postman appeared on the street, the wagtail was already flying towards him, fluttering right next to his head and squeaking anxiously. The bird recognized him well among other people.”
“Hearing the wagtail’s desperate squeak, we ran out to meet the postman and took newspapers and letters from him: we didn’t want him to disturb the bird.”

How do you understand the meaning of the title of the text? Does it fit its theme or main idea? Divide the text into parts according to meaning.

The title of the text corresponds to its main idea: people treat the bird with attention and care and affectionately call the various pieces of paper from which it builds its nest “wagtail letters.”

Come up with a title for each part of the text and write the outline in your notebook.

1. Old mailbox and woodpecker.
2. Why was the wagtail called “Postman”.
3. The troubled life of the wagtail.
4. New concerns.
5. How the wagtail was protected.
6. The bird family leaves the nest.

Close the textbook and orally retell the text in your own words. Use the plan.

WRITTEN STATEMENT

Exercise 30, pp. 66 - 68

30. Read the text in sequence.

CAT AND HEDGEHOG

Our cat saw a hedgehog. She became wary, lay down on the floor, and looked. The hedgehog also looks at her. The cat jumped and pushed the hedgehog with its paw. The hedgehog hid his head and exposed his needles. The cat pricked her paw, walked away, sat down and began to lick her paw.
That evening the hedgehog began his running. The cat looks at him and wants to play with the hedgehog. I looked for a long time. The hedgehog ran near her and she jumped. She jumped over the hedgehog and didn’t prick its paws.
The cat liked this game and began to play with the hedgehog. The cat lies down and waits and watches. The hedgehog will run up to her, and she will jump over him. Yes, the cat soon forgot what prickly spines a hedgehog has. She wanted to grab the hedgehog. She jumped and landed on the needles with her paws. The cat walked away and began to lick its paws.
Since then, she hasn’t jumped on the hedgehog anymore.

(A. Bostrom)

Did you manage to imagine the appearance of the cat and the hedgehog? Is it clear from the text how they behaved, how their relationship developed?
What is such a text called - is it a description or a narrative?

Suppose: in a narrative text there are more words-names of actions than words-names of features? Test yourself by rereading the first paragraph. And let your desk neighbor re-read the second paragraph. Exchange your impressions.

This is a narrative text, since it is dominated by words-names of actions.

Why did the cat prick its paw when it first saw the hedgehog? What game did the cat come up with? Did the hedgehog accept this game?

Why did the cat forget how prickly the hedgehog's spines are? How did this story end?

Think about why the text is divided into such parts. Briefly describe in your own words what each part is about. Make and write down an outline of the text.
Look at the text from the point of view of difficult spellings. Explain each underlined spelling.
Retell the text in your own words in writing. Try to present events sequentially.

1. The first meeting of a cat and a hedgehog.
2. The cat starts the game.
3. How did the game between the cat and the hedgehog end?
4. What the cat learned.

Or:
1.Introducing a cat and a hedgehog.
2. Fun games.
3. Careless act of a cat.
4. Smart cat.

WE MAKE A STORY FROM A DRAWING

Exercise 31, p. 68 - 69

31. Look carefully at all the pictures in Herluf Bidstrup’s drawing “The Joys of Gardening.”

How does a baby behave when his parents are digging up a flowerbed? What is a child doing when his mom and dad are planting tulip bulbs, watering and weeding a flower bed with sprouts?

The child imitates the actions of adults in everything. When his parents dig a flowerbed, he also digs the soil with a shovel. When his mother and father plant tulip bulbs, water and weed the flower bed with sprouts, he does the same: waters the sprouts from a watering can, like his mother; takes out weeds in a wheelbarrow, just like dad.

Find a picture of adults admiring the result of their work. Do you think the baby is also proud of the blooming flowerbed or is he just imitating the adults?

Since the child is still very small, he most likely admires the flowerbed, imitating adults.

What is shown in the following picture?

Dad picked one tulip and presented it to mom.

And on the next one?

Apparently, the adults were distracted, and at that time the baby began to pick flowers from the flowerbed.

Why did the boy decide to pick flowers from the flowerbed? How did the parents perceive the action of their little son?

All the child’s actions are still imitative: he simply follows his father’s example. Therefore, despite the fact that the parents were shocked by what happened (mom gave a slight cry of surprise (gasped, gasped), and dad covered his face with his hand so that it was clear that the horror he was experiencing was thoroughly imbued with laughter), the baby’s actions, of course, were theirs. , can't make you angry.

Can you write a story based on these pictures orally? Can you get a description or a narrative?

The very division of the drawing into separate pictures and the fact that a new action takes place in each of them helps to guess what the story will be.

Write an outline for your story. How many points do you think there should be in this plan?
Misha said that the plan should have seven points.
Do you agree with Misha?

There will be eight points in the plan - according to the number of pictures. A sample plan might look like this:
1. Parents and baby dig up the ground.
2. The flowerbed is sown with seeds.
3. Flower sprouts are watered from a watering can.
4. The flowerbed is weeded to remove weeds.
5. Everyone admires the blooming flowerbed.
6. Dad gives mom a flower.
7. The baby imitates his father.
8. An unexpected gift.

Now, using the plan, tell the story that Bidstrup drew in a chain.

LEARNING TO WRITE AN ESSAY

An interesting case with a pet, p. 70 - 71

Remember any interesting or funny incident that happened to your cat, dog, bird or other animal.
If you don’t have a pet, then perhaps you have observed a curious scene with animals on the street or in the country.
You may have observed how pigeons and sparrows behave when they are given food.

Once I saw a small kitten on the rug in the entrance. He was all black, not a single white spot. His tail is small and fluffy, and his eyes are large, green and intelligent.
He looked pathetic and I took him home.
In the hallway I placed a saucer of milk in front of the kitten. When he was full, I picked him up and carried him to show him my room.
Now he lives with us. We named the kitten Chernysh. I love him very much and spend a lot of free time with him.

THE ABC'S OF POLITENESS

How to behave correctly in a store. Please, thanks. With. 72 - 73

During the discussion, you can discover that Misha, turning to the saleswoman, did not say hello, did not say “please” when formulating his request, did not thank her and forgot to say goodbye.

You can act out a scene in a store with your desk neighbor (one of you will be the seller and the other the buyer) and correctly use the forms of polite address and gratitude suggested in the textbook.

Don't forget to say hello and goodbye to the seller.

SCIENTIFIC TEXT

Exercise 32, p. 76 - 79

Read text 1.

1. Black Grouse

The cheerful winter sun rose and began to play over the forest, lighting up the snow with amber light.
The handsome black grouse flew out of the night holes, out of the deep fluffy snow, and settled on a birch tree, illuminated by the sun, decorated with lacy frost.
Black grouse feed and rest. Birch fragrant buds are pecking. They walk calmly under the trees, leaving beautiful crosses of their footprints on the clean tablecloth.
Black grouse live in large friendly flocks all winter. At night they bury themselves in the snow and make deep holes in the snowdrifts. Their worst enemies - the hawk and the fox - will not reach the black grouse in the snow.

(I. Sokolov-Mikitov)

Find in the text and write down in your notebook all the words-names of the signs in the initial form. Write the words in a column on the left side of the sheet.

funny
winter
amber
night
deep
fluffy
lace
birch
fragrant
clean
Beautiful
big
friendly
deep

Ivan Sokolov-Mikitov usually wrote about nature and animals.

Is the author an observant person? Do you feel the very precise view of a scientist in his texts? Find expressions and comparisons at the beginning of the text that do not appear in a scientific text. Read them out.
What paragraph can be placed in a scientific text?

The author is a very observant person. On the one hand, he perceives the world poetically and uses expressions such as “the cheerful winter sun began to play over the forest, lighting up the snow with amber light,” which cannot be found in a scientific text, and on the other hand, he reports accurate scientific information from the life of birds: “ Black grouse live in large friendly flocks all winter. At night they bury themselves in the snow and make deep holes in the snowdrifts. Their worst enemies, the hawk and the fox, will not reach the black grouse in the snow.”

Now read text 2.

2. Black grouse is a medium-sized bird: its weight ranges from 700 to 1600 g. It is quite slender and agile. It spends most of its life on the ground, although in winter it almost everywhere feeds on trees.
Male black grouse are larger than females and have a sharply different plumage color from them. Male grouse are black, with a metallic blue or green sheen on the head, neck, craw and lower back. There is a noticeable mirror on the wing - a white transverse stripe. The tail feathers are strongly curved outward. The female is reddish-gray and has a short tail. Juveniles are similar in plumage color to the female.

Write down all the words-names of signs in the initial form from the text into your notebook. Write the words in the second column on the right side of the sheet.

average
slim
mobile
more
great
black
metallic blue
green
lower
white
transverse
steering
reddish gray
short
young

Compare both columns. Which one has more words that convey the author’s perceptions and feelings? And in which column are words needed to tell more accurately about birds?
Which of the two texts is better to read in a lesson on literary reading, and which one to use for a message in a lesson on the world around us?

Using a comparative analysis of the words-names of features extracted from both texts, one can find that in the first text these words convey the perception and feelings of the author, and in the second they are needed in order to more accurately talk about birds.

Exercise 33, p. 79 - 80

33. Read the text.

Penguins go to the sea in the morning. They move through the gorges. On level ground they walk in single file. They roll down the mountains on their bellies through the snow. The first penguin will lie on its stomach - and down, followed by the second, third... and off they go...
Below they will dust themselves off, line up in a chain and hit the road again. They walk silently, all in step, serious.
Penguins will come to the steep bank, look down and shout: high, scary! The ones in the back are pushing against the ones in front, swearing: we must jump!
The first penguin will spread its wings and head down.
And they jump off the cliff one after another, in turns. They emerge from the water, take a breath and go back under the water. They dive, catch a crustacean, go up again - take a breath of air. In the water they also swim in a chain, tumble, and play.

The fact that the author is an observant person is confirmed by how in detail he describes the movements of penguins, their calls, and the manner of diving for food. That is, almost any fragment of the text speaks of the author’s powers of observation. The author shares specific observations with us.

Is it possible to find out from this text what penguins look like? Can you imagine where they live? Is it clear from the text what penguins eat?

From this text you cannot find out what penguins look like, but you can imagine where they live and understand what they eat.

Is there enough information in this text for a scientific report? Is this a scientific or literary text?
Find expressions that cannot be in a scientific text.

There is not enough information in this text for a scientific report. This is an artistic text, not a scientific one. Expressions that cannot be in a scientific text: “They walk silently, all in step, serious”; “The penguins will come to the steep bank, look down and shout: high, scary!”; “The ones in the back are pushing against the ones in front, swearing: we have to jump!” In all these expressions, it is felt that the author treats penguins almost like people.

Determine the topic of the text. Is this descriptive text or narrative text? Explain your opinion.

The theme of this text is expressed in its title (this is the path of penguins to the sea). This is a narrative text (it does not contain a detailed description of the penguins, but there is a consistent story about their actions).

Another text by Gennady Snegirev “The Brave Little Penguin” is on p. 60–61.

Exercise 34, p. 81 - 83

34. Read another text about penguins.

PENGUINS

Penguins are large birds. They weigh approximately 40-45 kg. They cannot fly or run. Their main method of movement is swimming and diving. On land they walk awkwardly, swaying from one leg to the other and holding their baggy body upright. If necessary, penguins fall belly-first onto the ice and quickly slide along it, using all four limbs. The forelimbs are modified into elastic flippers, which rotate almost helically when swimming underwater.
Penguins are common in the Southern Hemisphere. Mainly in its cold parts, near the South Pole.
Penguins feed on small fish, medium-sized mollusks and crustaceans.

Is it possible to find out from this text where penguins live, what they look like and what they eat? Read out the required passages.

The text contains all the main information about penguins (where they live, what they look like, what they eat).
“Penguins are large birds. They weigh approximately 40-45 kg." They have a "baggy body". "The forelimbs are modified into elastic flippers."
“Penguins are common in the Southern Hemisphere. Mainly in its cold parts, near the South Pole. Penguins feed on small fish, medium-sized mollusks and crustaceans.”

Find and read those expressions in the text that represent scientific information about penguins.

“Penguins are large birds. They weigh approximately 40–45 kg”; “The forelimbs are modified into elastic flippers, which rotate almost helically when swimming underwater. Penguins are common in the Southern Hemisphere. Mainly in its cold parts, near the South Pole. Penguins feed on small fish, medium-sized mollusks and crustaceans.”

Do the two texts about penguins (tasks 33, 34) have the same information?

During a comparative analysis of this text with the text from Exercise 33, we can come to the conclusion that they contain similar information about penguins (where they live and what they eat), but in the second text they are presented scientifically, and the first text is a fictional story.

Is it better to place the second text in the textbook “The World Around You” or in the dictionary that is located at the end of this textbook? Explain your opinion.

Read the article that was included in the reader on the world around us for second grade.
Penguin is a fish-eating bird. Can't fly: its wings have turned into flippers. Swims very quickly and dives well. Lives in large flocks near the South Pole.

How does this article differ from the text from task 34? And what else? Is there similar information in the article and in the text? What is the difference in presenting this information?

During the comparative analysis, it will become clear that both the article and the text contain similar information, but in the article they are presented more clearly and concisely, and only the most important things are selected.

Exercise 35, p. 83

35. Find in the first part of the textbook “The World Around us” the article “Shapes of the Earth’s Surface.”
Read the text. Select from it information only about the plains. Make an outline for a short scientific report and write it down.
Misha drew up the following message plan:
1. Why is the surface of the plains interesting?
2. What types of plains are there?
3. The largest plains.

1. What color are the plains on the globe?
2. Flat and hilly plains.
3. East European Plain and West Siberian Lowland.

Tell us about the plain according to your plan or Misha’s. Based on your message, try to define what a plain is. Write down this definition. Start like this: “The plain is...”.

Now look in the dictionary of the textbook “The World Around You” for the definition of what a plain is. Compare your definition with the definition in the dictionary.
Do you understand now that the explanation in the dictionary should be short and report only the most important things?

Plains are flat or hilly vast areas of land. Plains are flat (West Siberian Lowland) and hilly (East European Plain).

Exercise 36, p. 84 - 88

36. Read text 1.

HOW DO ANIMALS LIVE AND EAT IN WINTER

Winter for animals is a time of lack of food and cold. How do they overcome these difficulties? In winter, the squirrel lives in hollows or nests. When preparing its home for the winter, the squirrel arranges a warm bedding of dry grass, moss and hairs in it. The squirrel covers the exit from the nest with moss or a bunch of dry grass. Despite her warm coat, in severe frosts she does not leave the nest at all. The squirrel feeds on seeds of fir cones and reserves of mushrooms and nuts stored in summer and autumn. The fox is protected from severe frosts by a thick, fluffy coat. By winter, the fox's legs are completely covered with thick fur. In winter, a fox wears felt boots, and her feet don’t get cold even in severe frosts. But still, winter is the hardest time for a fox. Finding food in winter is very difficult. The fox has to scour the field for a long time. To get enough food, she needs to catch a lot of mice and voles. Wolves tolerate severe frosts well. In winter, wolves live in packs of 10-12 individuals: Wolf packs prowl fields and roads, looking for prey. Wolves run very long distances in search of food. No wonder the saying appeared: “The feet feed the wolf.” And yet, in winter, wolves are almost always hungry. It is difficult for them to run through deep snow and get food.

(According to A. Klykov and S. Pokrovsky)

What animals can you learn about from this text?

Working with the first text, children will determine that it is about the life of a squirrel, a fox and a wolf in winter.

Divide the text into parts according to meaning.

There may be three or four (if the first two sentences are separated into a separate introductory paragraph) parts.

Does the text contain scientific information about animal life? And what words and expressions can only be used in a literary text? Do you need to be a scientist and have a good knowledge of the natural world to write such a text? Is writing talent necessary?

Scientific information in the text is presented simply and entertainingly, and accurate scientific information (for example: “The squirrel feeds on the seeds of fir cones and reserves of mushrooms and nuts stored in summer and autumn” or “In winter, wolves live in packs of 10–12 individuals”) is combined with such words and expressions that can only be used in a literary text (for example: “A fox in winter seems to be wearing felt boots...”, etc.).

Is this text scientific or artistic?

A text that combines literary exposition with scientific information is called a popular scientific text. It presents scientific information in an interesting and simple way.

Read another text about the life of forest animals.

LIFE OF ANIMALS IN SPRING

In spring, animals wake up from winter hibernation.
Bears leave their dens after the rivers open. When the sun gets warmer and more thawed patches appear on the hills, mother bears and cubs come out of their dens.
Forest animals have babies in the spring - forest babies.
A squirrel has four to seven tiny squirrels in its nest. The squirrel is a very caring mother, she feeds them with milk and protects them from enemies. Eight days will pass, the squirrels’ eyes will open, their bodies will be overgrown with fur, but they are still weak and helpless. Another week will pass, the baby squirrels have already grown significantly, become stronger and are beginning to look out of the nest. At this time they are still inexperienced and very trusting. Another two weeks will pass, and the character of the squirrels will completely change. They will become distrustful and timid: at the slightest danger they hide in the nest. The mother squirrel taught them to be careful.
When the April sun warms the earth and young greenery appears, the fox will give birth to five or eight blind but strong fox cubs. They will begin to run outside when they become sighted and grow fur.
The mother fox carefully monitors whether anyone is threatening her cubs. At the slightest danger, her short bark makes the fox cubs immediately hide in a hole.

(According to M. Bogdanov)

What animals are mentioned in this text?

We are talking about how bears, squirrels and foxes raise their offspring in the spring.

Can this text be called scientific or popular science? Explain your answer.

This text can be called popular science. The text combines accurate scientific information with lively and interesting presentation.

Prepare an oral report about the life of a squirrel in the winter and spring forest. To do this, select the necessary information from texts 1 and 2.

Let your desk neighbor write a message about the life of a fox using both texts. Try to keep your messages both accurate and interesting.

At the end of this work, each pair of students sitting at the same desk will compose two messages (one of the students is about the fox, and the other is about the squirrel), choosing only the necessary information from texts 1 and 2. This task allows you to prepare children for writing essays in middle and high school; it teaches students to use several sources to compose the most complete message (report).

WORKING WITH A PICTURE. ORAL ESSAY

Exercise 37, p. 88 - 89

37. Find Shishkin’s painting “Oak Grove” in the “Museum House”.

Have you ever seen big old trees? What does tree bark become like as it ages? What happens to its branches? Tell us about the oak trees that the artist depicted.

These are old trees with rough, cracked bark, with bizarrely curved branches.

Why do you think he was interested in these particular trees: after all, there are a lot of young trees in the forest?

Old trees are big, powerful, they have been through a lot, each tree has its own story.

Can we say that in the forest Ivan Shishkin is only interested in trees? What else caught his attention?

The artist depicted forest shrubs, herbs, and flowers at the foot of the oak trees. On the right in the foreground of the picture you can see a small forest pond.

The artist did not depict the sun. What helps us see it?

Sun glare on tree trunks, grass and ground.

Anishit Yokopovna said that the technique of contrast was used twice in the film. Can you guess what she meant?
Consider the size of objects and lighting.

We will find a contrast between sunlit and shaded tree trunks and plots of land, and we should also note the contrast of huge old trees and small forest flowers in the foreground of the picture.

Do you agree that Ivan Shishkin is a true connoisseur of nature? How will you confirm this?

Ivan Shishkin very carefully and accurately conveys the appearance of both large old trees and every forest plant and flower.

ORAL PRESENTATION

Exercise 38, p. 90 - 93

38. Read the text.

HOW THE KITTEN YASHA LEARNED TO DRAW

One day, the kitten Yasha came to the art teacher.
“I would like to become an artist,” said the kitten.
“Okay,” said the teacher. - Do you know what is needed for this?
“I know,” said Yasha. - You need to have paints, a brush, imagination and hard work. I have it all.
“Well,” said the teacher, “let’s try.” First, draw me a little gray mouse.
The teacher went to other students, and Yasha got to work.
Ten minutes later the teacher approached the kitten Yasha.
- How are you? Did you draw it?
“Here,” the kitten answered and handed the teacher... a blank sheet of paper.
-Where is the mouse? - asked the teacher. - I don’t see him for some reason...
“I ate it,” Yasha said guiltily.
- OK. Then I will ask you to draw a glass of milk.
“Okay,” said Yasha. - This is nothing for me!..
After a while, the teacher approached the kitten again.
- Well, show me your drawing!
“Here,” Yasha said and again handed the teacher a blank sheet of paper.
- I understand: you, of course, drank the milk. Where's the glass?
- But the glass is transparent - it’s completely invisible!
- So... Then here’s your third task: please draw a dog. Red... - the teacher added and walked away from the kitten.
- All! I finished! - the kitten shouted so loudly that all the students turned around.
- Show me, show me.
The teacher took the drawing and raised it to his eyes in surprise. This time there was only a bold orange dot in the middle of a blank piece of paper.
- Is this the dog?
“Yes,” said the kitten. - At first I imagined a big red dog. She was so big and scary that I climbed the highest tree out of fear. And from there, from the top of the tree, the dog seemed very small to me, the size of a dot. So I drew it...
“That’s it,” said the art teacher. - You have imagination, but I didn’t notice any hard work. Come back, Yasha, another time!..

(L. Kaminsky)

What character qualities does the kitten Yasha have, in his own opinion?

Does the teacher offer difficult tasks to the kitten? Why do the teacher’s tasks gradually become more difficult?
What, according to the teacher, does Yasha lack to become an artist? What does he have in abundance?

What other qualities, besides fantasy, does kitten Yasha have? Are these character traits as attractive as fantasy, or not?

Make an outline of the text and retell the text orally.
When retelling, do not speak for Yasha and the teacher. Replace their words as follows:

Approximate names of parts of the plan could be:

1. What the kitten Yasha told the art teacher about himself.
2. How the kitten Yasha drew a mouse.
3. How Yasha drew a glass of milk.
4. How the kitten Yasha drew a dog.
5. What conclusion did the teacher make about the kitten’s drawing abilities?

After this, you need to pay attention to the pattern, following which, during an oral retelling, they should replace the words of the kitten and the teacher (direct speech) with their own words (indirect speech). It is necessary to retell the conversation (dialogue) of the characters on behalf of the author-storyteller. We do not use the terms “direct” and “indirect” speech. During an oral retelling of the text, you need to use the plan and look into the text, redoing it in accordance with the model.

WRITTEN STATEMENT

Exercise 39, p. 94 - 96

39. Read the text carefully.

In my village, in my wooden house near a large forest, a domestic ram, a hare and a dog lived with me. They got so used to me that they didn’t leave my side.
I went not far from home to the river, the forest and painted nature from nature. My dog ​​Phoebus carried a large folding umbrella in his mouth. The hare was jumping around, and the ram was following me to the side.
When I was painting from life, the hare did not leave my side. He must have been afraid that he would be caught and eaten. Phoebus slept on the grass nearby or ran by the river and scared away the ducks.
The hare sat next to me and kept moving his ears and listening. But he was tired of me sitting and writing. He suddenly started hitting me with his paws and it was quite painful. So he invited me to go for a walk.
The word “walk” was known to Phoebus, the hare and the ram. They loved to walk with me and walked with me everywhere.

(According to K. Korovin)

Can you guess who is the owner of the ram, the hare and the dog Phoebus by profession? Explain what the expression “write from life” means.

The first two questions to the text aim us at finding the right word in the Explanatory Dictionary. Looking into it, we find three meanings of the word “nature”. Let's find out that in the expression “write from life” the word “nature” is used in the third meaning (“natural sample for drawing”).

Which of the three animals faithfully serves its owner? And who perceives the owner as a protector? Which lines from the text support your answer?

These questions draw our attention to the character and behavior of all the animals discussed in the text.

Which sentences at the beginning and end of the text express its main idea?

The last sentence of the first paragraph and the last sentence of the text express the main idea of ​​the author.

Come up with a title for this text that matches its topic.

The title corresponding to the theme of the text could be: “The Ram, the Hare and the Dog” or “The Artist and His Pets.”

And then come up with and write down another name - which expresses its main idea.

And the title, which expresses the main idea of ​​the text, may sound like this: “Unusual Friendship” or “Friends on a Walk.”

Read the text along the chain, replacing the words “I”, “with me” with “artist”, “with the artist”.

We read the text along the chain, replacing the words “I”, “at my place” with the words “artist”, “at the artist’s” according to the proposed model.

Briefly write down what each paragraph says. You will have an outline of the text.
Look at the text from the point of view of difficult spellings.
Read the text again.
Retell the text in writing.

After this, we draw up an outline of the text and retell it orally, using the words “with the artist,” “with him,” “to him,” etc. Then, in a chain, we discuss all the cases of difficult spellings in the text (many of them are underlined). After such preparatory work, we read the text out loud again in a low voice, cover it with a sheet of paper and write it down in our own words, replacing the first-person story with a story about the hero in the third person.

Sample plan:

1. House near the forest.
2. Let's go on location.
3. Fears of the hare.
4. An invitation to go for a walk.
5. Lovers of walks.

WORKING WITH A PICTURE. ORAL ESSAY

Exercise 40, p. 96 - 97

40. Find in the “Museum House” “Portrait of Tatyana Lyubatovich”, written by Konstantin Korovin.

Who do you think this young lady is: an artist? teacher? artist? poetess?

We discuss all the proposed versions. A young lady can be a teacher: she has a friendly face, she is dressed in an elegant but strict dress, she has a book in her hands... Tatyana can be an artist: she holds her back straight, smiles charmingly and looks directly at the viewer, that is, she poses for the artist with pleasure . And so on... The point of this discussion is to support your first impression of the portrait with some arguments. To do this, we will have to take a closer look at the girl’s facial expression, pose and clothing.

Have you noticed what the young lady is sitting on? Does her pose feel freedom, ease? Or, on the contrary, is she uncomfortable, does she feel constrained?

These questions draw attention to the fact that the young lady depicted in the portrait is sitting on the window overlooking the garden. Her posture is free and relaxed, despite her straight posture.

Look at how Tatyana holds the book: did she really read it and was just distracted for a minute? Or does she keep the book open and dream about something?

What seems most obvious is that Tatyana has long been distracted from reading and is thinking and dreaming about something: her face is illuminated by a barely noticeable smile.

If Tatyana has just read something interesting, will she be able to enthusiastically talk about it? When communicating with people, is she usually serious or, on the contrary, does she laugh often and contagiously? Does the people around her like her?

These questions are aimed at helping us imagine the heroine of the portrait in life. Let's pay attention to the clear, lively look and open, friendly face of the girl. It seems that Tatyana is a very lively, emotional person, that she is easy to make laugh. Tatyana, of course, can talk about what she read with enthusiasm and interest. You can guess whether it is interesting to communicate with such a person and why.

This young lady's free time is filled with communication with people, or does she prefer solitude? Does the young lady have a feeling of joy in life? Does the landscape outside the window help convey this feeling?

The last block of questions leads to a general impression of the portrait. Judging by her smiling look and friendly expression, the girl has a cheerful, cheerful disposition, and the people around her communicate with pleasure. Outside the window, a piece of the garden is depicted on a sunny summer day, which supports the overall feeling of joy that creates the portrait image.

THE ABC'S OF POLITENESS

How to speak on the phone correctly. We learn to listen to others and try to be heard. p.98 - 102

The Main Law of Communication always applies: when you write a letter, when you talk on the phone, and when you communicate directly with peers or adults.

Misha completely forgot about the Main Law of Communication. He talks about his problems, asks to dictate an assignment to him, and is not at all interested in his friend’s affairs. Children should offer options for correcting this situation: at the beginning of the conversation, Misha could ask if Vitya is busy now; find out how he is doing; whether he has done his homework and only after that proceed to his request.

Schoolchildren should come to the conclusion that in any communication (in a letter, by phone, in a personal meeting), it is first better to take an interest in the life and affairs of the person with whom you are communicating, and then tell about yourself.

Poster of the Bat on p. 100. draws attention to the fact that if you don’t have a phone and you go to a friend’s house to ask him for his homework, call or knock on his door, you need to follow the same rules of polite communication!

We learn to listen to others and try to be heard.

Both Petya and Masha behaved incorrectly. Petya should have listened to Masha and treated her request reasonably. Masha had to calmly and politely explain why she needed to enter the classroom.

The meaning of Anishit Yokopovna’s advice is that in any situation you need to try to hear and understand each other, speak politely and in no case show aggression.

Exercise 41, p. 103 - 104

41. Read the text.

IN THE CUT

I

II In summer, the rain doesn’t bother me at all; I sat out it under the tree. Mosquitoes gathered here in a dry place from the rain, and no matter how much I smoked at them from my pipe, they tormented my dog ​​Yarik very much. I had to make a fire. The smoke from the fir cones came out very thick, and soon we outlived the mosquitoes and drove them out into the rain. But before we had time to deal with the mosquitoes, the rain stopped. Summer rain is nothing but pleasure.

(According to M. Prishvin)

Divide the text into two parts so that you get a description and a narration. Come up with a title for the first part so that it is clear that this is a description. And for the second part - a title that shows that this is a narrative.

The titles for the first part of the text may be: “Red cutting”, “Summer flowers”, “Flowers in the cutting”, etc.

Approximate titles for the second part of the text: “How we drove out mosquitoes”, “How I waited out the summer rain with my dog”, etc.

Why did the clearing with black stumps still look beautiful? Read the lines from which this is clear.

In the clearing around the old black stumps there were many tall, herringbone-shaped, red flowers, and from them the whole clearing seemed red, although there were much more Ivan da Marya flowers - half blue, half yellow flowers. There were plenty of white daisies, blue bells, a purple cuckoo dress - there were so many flowers! But from the red Christmas trees, it seemed that the entire felling was red. And near the black stumps one could still find overripe and very sweet strawberries.

Which sentence confirms the observation of the hero-narrator? Read this sentence.

There were plenty of white daisies, blue bells, a purple cuckoo dress - there were so many flowers!

Which lines show that the hero-narrator is a kind and attentive person?

Mosquitoes gathered here in a dry place from the rain, and no matter how much I smoked at them from my pipe, they tormented my dog ​​Yarik very much. I had to make a fire. The smoke from the fir cones came out very thick, and soon we outlived the mosquitoes and drove them out into the rain.

Retell the text, replacing the word “I” with the word “hunter”.

COMPOSING A FABLE BASED ON A PICTURE

Exercise 42, p. 104 - 105

42. Find and look at the painting “Cat in a Cage” by the German artist Gottfried Mind in the “Museum House”.

What do you think is the relationship between cats and mice: normal or not? Which of them is usually strong and which is weak? What's wrong with the picture?

Could a cat be a threat to these mice? Why?

It is immediately clear that the relationship between the cat and the mice is unusual. The cat, which is usually stronger than mice and poses a threat to them, sits in a cage and cannot do them any harm.

How do mice behave? Do they feel safe? Find the mice looking at the cat.

The mice feel completely safe. They go about their business: cleaning the skin, eating grains. Some of the mice are looking at the cat.

How do you think the cat feels? How did you find out about this? (Note her posture and gaze.) What would a cat do if it weren't locked in a cage? Is this visible from her pose?

The cat clearly feels uncomfortable, she is cramped in the cage, and at the same time she is very angry with the mice. Judging by her pose, the cat would be ready to rush at the mice if the bars of the cage were not in the way.

Exercise 43, p. 106 - 110

43. THE TALE OF MICE AND CAT

The mice lived in the ruins of an old castle. They ate the grain left in his pantries. A cat also lived there. But no one knew exactly what she ate.
“I only eat grass and apples from the garden,” the cat asserted.
But no one ever saw her do it.
Over time, the mice noticed that some of their brothers began to disappear somewhere. Suspicion fell on the cat.
- What do I have to do with it? – the cat was indignant. – they’ll take a walk and come back!
But no one returned. Moreover, the mysterious disappearances have not stopped.
Then the mice turned for advice to the Wise Old Mouse, who lived in the hollow of a broken tree.
“Find a large birdcage in the castle basement,” said the Wise Old Mouse. - Figure out how to lure the cat there. Let it sit there for a few days. And we will watch. If mice stop disappearing, it means that the cat is the culprit of our troubles.
Early in the morning, while the cat was still sleeping, the mice polished the old birdcage to a shine. The cage was installed next to the cat’s home, and its gilded bars glistened in the rays of the rising sun. When the cat woke up, mice surrounded her on all sides.
“You are the most beautiful and smartest of us,” they said to the cat, “so you deserve to become our queen!” Enter this golden house! Sitting in it, you will give us your wise orders!
Seeing the beautiful gilded cage, the cat closed her eyes with pleasure. With the important air of a queen, she entered the cage, and at the same moment the cage door slammed shut.
Now the cat could not harm anyone, even the smallest mouse. No matter how hard she tried to reach the mice through the bars of the cage, she couldn’t do anything.
As you might guess, as soon as the cat was in the cage, the mice stopped disappearing.
So the mice caught the cat in deception and punished the cunning deceiver.

Did you like Anishit Yokopovna's fairy tale? How does this fairy tale resemble a fable, and how does it differ from it?

Anishit Yokopovna asked Masha and Misha the following questions: is the fable only about animals? What parts does a fable usually consist of? Is it possible to compose a fable based on this fairy tale?

The fairy tale resembles a fable because its heroes are animals and because it has an instructive meaning: at the end of the fairy tale, the cunning deceiver cat was exposed and punished. We also note the difference between this fairy tale and a fable: a fable is usually shorter and consists of two parts - the actual fairy tale story (plot) and the instructive conclusion (moral).

Based on the fairy tale “About Mice and a Cat,” you can compose a fable. To do this, you need to briefly outline the main events of the fairy tale and choose the appropriate conclusion-moral.

Read the proverbs.
1. For every trick there is another trick.
2. The eye sees, but the tooth numbs.
3. Close to the elbow, but you won’t bite.
4. Don’t give yourself free rein, you won’t tolerate bondage.
5. The cat will shed the mouse’s tears.
6. And tears flow through gold.
7. Not everything is for the cat Maslenitsa!
8. Don’t dig a hole for someone else - you yourself will fall into it.

Which of these proverbs can you use as a moral to your “Of Mice and a Cat”?

Read the first proverb. Find another one on the list that is close in meaning.

The first (“For every trick there is another trick”) and the eighth (“Don’t dig a hole for someone else, you’ll fall into it yourself”) proverbs have a similar meaning. They talk about the fact that by planning or doing something evil, a person risks finding himself in the situation of a victim. Both of these proverbs are suitable as a moral to the fable: the cat wanted to outwit the mice, but she herself fell for their cunning; The cat was digging a hole for the mice (harming them), but she herself found herself in an unpleasant situation.

Read the second proverb. Can you find another one that talks about the same thing?

In the second (“The eye sees, but the tooth numbs”) and in the third (“The elbow is close, but you won’t bite”) we are talking about the same thing: something seems close and accessible, but it is impossible to reach it, to get it . These proverbs can also be used as a moral to the fable “About mice and cats”. The fable will end with just such a situation as depicted in the painting “Cat in a Cage”: the cat sees mice very close to itself, would like to catch them, but cannot reach them, since it is locked in a cage.

How do you understand the meaning of the fourth proverb?
Can it be used as a moral for this story?

The meaning of the fourth proverb (“Don’t give yourself free rein, you won’t endure bondage”). It says that if you don’t do anything bad, you won’t have to answer for it (children can convey this meaning in their own way, in other words). The main thing is to try this proverb as a moral to the fable and come to the conclusion that it also fits: if the cat had not harmed the mice, it would not have ended up in the cage.

The fifth (“Maslenitsa will shed a mouse’s tears for a cat”) and seventh (“Maslenitsa is not everything for a cat!”) proverbs are even similar in plot to the fable (Maslenitsa is a national holiday), so the possibility of using them as a moral conclusion will not raise any doubts.

The sixth proverb (“Even through gold tears flow”) can cause controversy. If you use it as a conclusion to the fable, then it will not directly condemn the cat, but, like the second and third proverbs, it sums up the metaphorical result of the situation in which the cat finds itself: the cat is sitting in a beautiful, gilded cage, but she not happy. The meaning of this proverb can be formulated as follows: happiness does not lie in wealth, or one can be sad when surrounded by expensive things, etc. But since, as in the case of the fifth and seventh proverbs, it is close to a fable in plot, it can be used as a conclusion .

Next, we are asked to come up with a short fable using “The Tale of Mice and a Cat” and choose a suitable moral for our fable from the list of proverbs. To do this, it will be necessary to retell the fairy tale as briefly as possible, choosing only the most important things from it. To help, there are two options for starting the fable.

ORAL PRESENTATION

Exercise 44, p. 110 - 116

44. Read text 1.

HOW DADDY THROWED THE BALL UNDER THE CAR

When dad was still little and lived in the small town of Pavlov-Posad, he was given a large ball of amazing beauty. This ball was like the sun. No, he was even better than the sun. Firstly, you could look at him without squinting. And he was exactly four times more beautiful than the sun, because he had four colors. One side of the ball was pink, like marshmallow, the other was brown, like the most delicious chocolate. The top was blue like the sky, and the bottom was green like grass. Such a ball has never been seen in the small town of Pavlovsky Posad. They specially went to Moscow to pick him up. But I think that in Moscow there were few such balls. Not only children, but also adults came to see him.
- This is the ball! - everyone said.
And it was a truly beautiful ball. And dad was very proud. He acted as if he had invented this ball himself, made it and painted it in four colors. When dad proudly went outside to play with his beautiful ball, boys came running from all sides.
- Oh, what a ball! - they said. - Let me play!
But dad grabbed his ball and said:
- I'm not giving it! This is my ball! No one has this! It was brought from Moscow! Move away! Don't touch my ball!
And then the boys said this:
- He is greedy. Let's not mess with him!
And they didn’t see him for two days. And on the third day they said this:
-Your ball is okay. It's right. It's big and nicely colored. But if you throw it under a car, it will burst like the worst black ball. So there is no point in turning up your nose so much.
- My ball will never burst! - Dad said proudly, who by that time was so arrogant, as if he himself had been painted four colors.
- It’s about to burst! - the boys laughed.
- No, it won’t burst!
“Here comes the car,” the boys said. - Well, what are you doing? Give it up! Or scared?
And little daddy threw his ball under the car. Then there was a noise as if a small cannon had been fired. It was the ball that burst.
And when dad reached him, he saw only a dusty rubber rag, completely ugly and uninteresting. And then dad started crying and ran home. And the boys laughed with all their might.
- Burst! Burst! - they shouted. - Serves you right, greedy!
When dad ran home and said that he himself threw his wonderful new ball under the car, his grandmother immediately spanked him. In the evening, grandfather came home from work and spanked him too.
At the same time he said:
“I don’t hit for the ball, but for stupidity.”
And only one uncle:
- No, you're not stupid!
And dad was very happy.
“But you’re greedy and boastful,” said my uncle. - And this is very sad for you. Anyone who wants to play alone with his ball is always left with nothing. This happens in both children and adults. This will be the case for your entire life if you remain the same.
And then dad got very scared, and cried with all his might, and said that he didn’t want to be greedy and boastful. He cried so long and so loudly that his uncle believed him and bought a new ball. True, he was not so handsome. But all the neighborhood boys played with this ball. And it was fun, and no one teased dad about being greedy.

(According to A. Raskin)

On whose behalf is this story told? Was the narrator's dad an adult or a boy when this story happened to him?

This story is told, most likely, on behalf of the boy and it happened with his dad (when he was still a child).

Find and read the description of the wonderful ball. What comparisons does the author use? Did they help you imagine the extraordinary ball? Is the ball seen through the eyes of a child or an adult? Why do you think so?

The very description of the wonderful ball is given from the point of view of a child: its coloring is compared with the color of marshmallows and chocolate - favorite children's treats.

How did little dad's character change when he got a wonderful ball? Confirm this by referring to the text.

Why did the boys start teasing dad? Why did little daddy throw his ball under the car?

Which of the relatives tried to figure out what happened to the boy’s character? And who only cared that the ball was damaged? What conclusions did little dad draw from everything that happened?

These questions will help you imagine the nature and reasons for the actions of the characters in the story (little dad, his relatives, the boys in the yard), trace the logic of the development of events in the text and understand its main idea.

Divide the text into parts according to meaning. Discuss the plan for this text and write it down in your notebook. Retell the plan according to the chain. Do not cover the text - you can look into it during the retelling!

Approximate names of parts of the plan could be:

1. What an unusual ball they gave dad.
2. How little dad behaved when he got a wonderful ball.
3. How little daddy threw his ball under the car.
4. What did they tell dad at home?
5. What conclusions did little dad draw?

It is necessary to pay attention to the pattern, following which, when retelling the text orally, they will replace the words of the heroes of the story with their own words, that is, on behalf of the author-storyteller, they will retell what the heroes were talking about. After we write down the outline of the text in a notebook, we will retell it in a chain. When retelling a text orally, you need to use a plan and look into the text.

ORAL STORY BY DRAWING

Exercise 45, p. 116 - 118

45. Carefully look at the series of drawings called “Terrorist*”. Can you determine who the author of these drawings is?
What helped you guess? What other series of drawings by this artist have we already discussed?

We have already seen and discussed a similar series of drawings that present a whole funny story. If it’s difficult to remember the name of the artist, you can look through the textbook, find this series and clarify that it is called “The Joys of Gardening”, and its author is Herluf Bidstrup.

Look at each drawing one by one. Where (which room) does mom first go when she enters the apartment?
What does she see there?

Mom with two heavy bags (apparently she went to the grocery store for a while) opens the door and enters the apartment. She finds herself in the hallway (in the corridor). There, mom discovers that the things that were hanging on the hanger (coat, hat, scarf, umbrella, etc.) are lying on the floor.

Where does mom go from the corridor and what appears before her eyes?

Then mom walks into the living room and sees a broken vase of flowers on the floor, a lopsided picture on the wall, and books piled up in the bookcase.

Then mom goes into the bedroom, into dad’s office and into the room where there is a table for needlework. It is necessary to describe in detail what she finds in them: a rumpled bed, pillows and feather beds lying on the floor, an overturned telephone and spilled ink, unwound balls of thread, spools, pins and scissors lying everywhere...

Can you guess what mom thought when she found such a mess in every room? (Remember the name of this series of drawings.) Do you know the meaning of the word “terrorist”? Check it out in the Explanatory Dictionary.

Mom thought that thieves, robbers, hooligans had been in the apartment...
Let’s clarify the meaning of the word “terrorist” in the Explanatory Dictionary. Mom got very angry, grabbed a carpet beating stick and ran into the next room (perhaps it was a nursery).

Who did mom find in the last room? What was her little son doing? How did the mother behave when she saw her son?
Why was she not angry, but very happy?

In the last room, the mother found her little son painting the wall with paint. But the mother was not angry, because she was probably very worried about her son and, when she discovered that he was not in danger, she was happy.

Now you can once again pay attention to how mom behaved when she discovered the chaos and destruction in the apartment. She was not afraid of the robbers, who, in her opinion, got into the apartment, but rushed to protect her little son. What makes this situation funny is that the “robber” and “terrorist” turned out to be a little boy who, playing alone in the apartment, turned everything in it upside down.

Do you remember Eduard Uspensky’s poem “Destruction” from the textbook “Literary Reading”? How is it similar to this Bidstrup drawing?

The similarity between the poem and the drawing is that they describe and depict colossal destruction, which leads adults to the most ridiculous and frightening thoughts: “Was there a raid on the apartment?”, “A hippopotamus visited us?” etc., but in the end it turns out that it was the children who caused destruction at home while playing.

Do you think the title “Terrorist” should be taken seriously or as a joke, literally or figuratively? Explain your opinion.

The name “Terrorist” should be taken as a joke, in a figurative sense.

Make a plan and tell the story that Bidstrup drew in a chain. How many students will take part in the story?

There will be ten points in the plan - according to the number of pictures, and the same number of students will take part
in the story. A sample plan might look like this:

1. Mom returned home.
2. What did mom see in the hallway?
3. What did mom find in the living room?
4. In what form did mom find the bookshelves?
5. What did mom see in the bedroom?
6. What was going on on the desk?
7. What happened to the craft table?
8. What feelings gripped your mother and what did she decide to do?
9. Who did mom find in the last room?
10. Why was mom not angry, but happy?

After we discuss and write down the plan for the story, we will retell it in a chain, based on the plan and the reproduction of the drawing.

WRITTEN STATEMENT

Exercise 46, pp. 118 - 120

46. ​​Read the text.

SMART BIRD

One boy was walking in the forest and found a nest. And in the nest sat tiny naked chicks. And they squeaked. The boy wanted to take one and bring it home.
He had already extended his hand to the chicks, when suddenly a small bird fell from the tree like a stone at his feet. She fell and lies in the grass.
The boy wanted to grab the bird. But she jumped a little, jumped on the ground and
ran to the side. As soon as the boy approached this bird, it ran away a little again. Then the boy took off his hat and wanted to cover the bird with this hat. As soon as he ran up to her, she suddenly took off and flew away.
The boy got angry and quickly went back to take at least the chick for himself. And suddenly the boy sees that he has lost the place where the nest was. Then the boy realized that the bird had deliberately fallen from the tree and was deliberately running on the ground in order to take him away from its nest.

(According to M. Zoshchenko)

Is this text a description or a narrative? Justify your answer.

This is a narrative text: the text shows how the action develops. The author does not tell us what the bird looks like or what the boy looks like. The text contains a short description of the chicks (in the second sentence), but the rest of the text is a story about the sequence of actions of the boy and the bird.

What does the title of the text express - the topic or main idea.

The title of the text expresses its main idea. The main idea of ​​this text is to show how smart and cunning a small forest bird can be when protecting its chicks.

Come up with a name for each part and write it down. This is your plan.

Approximate names of parts of the outline of this text could be:

1. How the boy found the nest.
2. Fallen bird (Sudden appearance of a bird).
3. How the boy caught the bird.
4. How a bird saved its chicks.

Look at the text from the point of view of difficult words.
Read the text again.
Write a summary of the text.

WORKING WITH A PICTURE. WRITTEN ESSAY

Exercise 47, p. 120 - 121

47. Find and look at the painting by the German artist Dietz “Radish Hunt” in the “Museum House”.
Do you like this picture? If you want to tell your parents about her, where do you start? From the description of the cat? From the description of the garden in which the cat is? From a story about a cat playing with a radish?

Listen to how Misha began his story:
“The painting shows a large tabby kitten. him…"
What else could Misha tell about the kitten’s appearance? Continue his story orally.

This element of intrigue helps to begin to compile a description of the kitten depicted in the painting, and then of the garden. What color is the kitten's fur? What does it feel like? How is his face colored? What kind of paws, ears, etc. does the kitten have?
You can continue the description of the kitten something like this: “The picture shows a large striped kitten. The kitten's stripes are black, brown, sand and white. The muzzle is lighter colored than the back. he has soft, velvety fur and a funny white tuft at the tip of his tail. The kitten’s paws are plump and strong.”

And here’s how Masha started talking about the painting:
“The painting shows a wonderful garden. There are a variety of plants here. some have leaves..."
Will you be able to verbally continue the Machine's description? (Pay attention to the color and shape of the leaves and flowers in the garden.)

What shape are the leaves of the plants in the garden, what size are they? Take a closer look at their color. Which plants did you find particularly beautiful, unusual in shape and color?
You can continue the description of the garden something like this: “The picture shows a wonderful garden. There are a variety of plants here. Some have round leaves, others have elongated leaves, some have small leaves, others have large leaves. The plants that are depicted in the garden are very different in color. Some have grass-green leaves, while others are almost blue. The tall white flowers, which are depicted on the right and left of the picture, have very interesting striped leaves. In the center of the picture is a beautiful rose bush. If you look closely, you can see that this is a decorative onion with pink inflorescences.”

Where do you start? Describe the garden and the cat in writing (can be in any order).
After oral preparatory work, children will be able to choose any of two options for starting an essay. Anyway
the first two parts of the essay are two short descriptions: a description of a garden and a description of a kitten. The third and final part of the essay is the narrative.

After the oral preparatory work, you can choose any of two options for starting the essay. In any case, the first two parts of the essay are two short descriptions: a description of the garden and a description of the kitten. The third and final part of the essay is the narrative.

Read the title of the picture. What is the kitten doing? How do you know he's hunting? (Pay attention to his pose.) Can you guess why the kitten hunts for radishes? What or who does she remind you of?

The title of the painting is “Radish Hunting”. The fact that the kitten is hunting can be seen from its pose: it pressed itself to the ground and prepared to jump. The radish resembles a mouse: it has a white tail, very similar to the tail of a mouse. Finish your essay on the painting with a NARRATION about how the kitten hunts.

WORKING WITH A PICTURE. ORAL ESSAY

Exercise 48, p. 122 - 123

48. Find in the “Museum House” a painting by the French artist Auguste Renoir “Girl with a Watering Can”.
Is this a portrait, landscape or still life?

We can say that this is a portrait of a girl against the backdrop of a landscape. In the course of further discussion, you can come to the idea that to create the atmosphere of a beautiful sunny day, both the image of the girl and the landscape that surrounds her are equally important.

Where do you think the artist depicted the girl: in the forest, in the park or in the garden? Is it a sunny or cloudy day? On the street
just warm or hot? (Pay attention to how the girl is dressed.)

Judging by the even outlines of the round flowerbed and the fragment of the sandy path on which the girl is standing, the artist depicted her in a park or garden. It's sunny outside, warm, but not hot, because the girl is wearing a dark dress with long sleeves and boots.

“Everything in this picture is permeated with movement,” said Anishit Yokopovna.
“But I don’t notice any movement.” The girl stands motionless, she doesn’t even water the flowers,” Misha was surprised.
Can you guess what Anishit Yokopovna meant?
(Please note that the contours of the child’s figure, watering can, flowers, paths are fuzzy, slightly blurred.) So what is moving in the picture?

What surrounds any object indoors or outdoors? This is air. How does the artist show that the day is sunny? Tell us about the sun glare on the path, on the grass, on the watering can, pay attention to how the girl’s golden hair shines in the sun. The picture is permeated with the movement of air and light.

How does Renoir achieve the feeling of air movement, the play of sunlight on a sandy path, on the grass, in the golden hair of a girl? (Through a magnifying glass, look at what small strokes the paint is applied to the surface of the painting, how many shades of yellow and white there are.)

Having examined the details of the painting through a magnifying glass, we will find that Renoir paints with separate, small strokes. This is why the contours of objects seem blurry, indistinct, and a feeling of air movement is created. Strokes of different shades of yellow and white are present on the grass, on the path, in the girl’s golden hair, and even on her dark dress. They create a feeling of movement and play of sun glare (sun bunnies).

LEARNING TO WRITE AN ESSAY FROM OBSERVATIONS

“I'm Waiting for Summer”, pp. 124 - 127

Learning to write an essay based on observations
An essay on the topic “I’m waiting for summer” should consist of two parts.
The first part is the narrative.

In this part you can tell how you plan to spend the summer.

The second part of the essay is description.

The composition “I'm Waiting for Summer” will consist of two parts: a narrative (based on my impressions of summer vacation last year and new plans) and a description (based on a personal, specific observation of some sign of the coming summer).

The outline of the entire essay might look like this:

1. How I plan to spend the summer.
2. What sign of the coming summer did I notice?