Portraits of peasants in Russian painting. The project "Verbal and pictorial portraits of Russian peasants" (based on stories from the cycle "Notes of a Hunter" I

Publication date: 2016-09-13

Short description: ...

MBOU "Kolontaevskaya secondary comprehensive school»

Lgovsky district Kursk region

Lesson on the topic:

“Stories of I.S. Turgenev

"Hunter's Notes"

Protection of an individual project»

Teacher of Russian language and literature

Kurbatova G.N.

2016

Lesson

STORIES OF I. S. TURGENEV "NOTES OF A HUNTER".
PROTECTION OF THE INDIVIDUAL PROJECT

The tasks of the teacher: contribute the formation of the idea of ​​I. S. Turgenev as a great Russian writer, the author of the "Notes of a Hunter", a master of portrait, landscape, the development of interest in the artistic world of I. S. Turgenev, in the artistic word and the subject "Literature".

Lesson type: reflection.

Planned learning outcomes:

Subject:

 cognitive area: have knowledge about the work of I. S. Turgenev as the author of the "Notes of a Hunter"; give characteristics of literary heroes; be able to distinguish between the image of a lyrical hero and the author in lyrics, create a verbal portrait based on the knowledge and ideas gained; find figurative and expressive means of language in a literary text;

 value-oriented sphere: evaluate the expressive reading of classmates; to formulate one's own attitude to the works of I. S. Turgenev; to join the spiritual and moral values ​​of Russian literature; analyze the forms of expression of the author's position in the poem;

 communicative sphere: be able to build a verbal response using citation; possess the skills of expressive reading;

 aesthetic sphere: determine the role of figurative and expressive language tools in the work.

Personal: to realize the personal meaning of the doctrine; show readiness for self-development.

Meta-subject (criteria for the formation / evaluation of the components of universal learning activities- UUD):

 cognitive: navigate in reference literature; answer teacher's questions; compare and do conclusions; find the necessary information in the textbook, various reference books, Internet resources;

 regulatory: master the ability to understand the learning objectives of the lesson, answer questions, evaluate their achievements in the lesson;

 communicative: possess the skills to pronounce a monologue, conduct a dialogue, work individually and in a group; use speech means in accordance with the task of communication to express their feelings and thoughts; to formulate and defend one's opinion; demonstrate respect for another person, his opinion, civic position.

Methods and forms of education: individual (presentation of a book exhibition), group (presentation and defense of projects, demonstration electronic presentation).

Internet resources:

1. Bem, Elizaveta Merkurievna. – Access mode: http://ru.wikipedia.org/wiki/Böhm,_Elizaveta_Merkurievna

2. Dekhterev, Boris Alexandrovich. – Access mode: http://ru.wikipedia.org/wiki/Dekhterev,_Boris_Alexandrovich

3. Russian painting. Russian artists. – Access mode: http://ruspainting.blogspot.ru/2011/01/blog-post_2901.html

Equipment : poster with the name of the lesson; portrait of I. S. Turgenev, cover of the book “Notes of a Hunter” by I. S. Turgenev (40  50); book exhibition “He was first of all an artist...”; stands “Artists-illustrators of the story by I. S. Turgenev “Khor and Kalinich””, “Three portraits (based on the story “Biryuk”)”; computer.

Basic concepts and terms: serfdom, compassion, national character.

Lesson script

I. Organizational moment. Setting goals and objectives of the lesson.

– Today we have the atmosphere of the Turgenev holiday. This is evidenced by the design of the office, and fresh booklets on the tables, and your high spirits. The topic of today's lesson: “The stories of I. S. Turgenev“ Notes of a hunter ”. Protection of projects. Much work has been done in preparation for this lesson. Read several stories from the series "Notes of a hunter". Theoretical material was independently studied, rehearsals and teacher consultations were held. Booklets were developed and published collectively by two project teams. Today there will be a presentation and defense of collective projects on the following topics: the first is “Verbal and pictorial portraits Russian peasants(BystoryAND.WITH.Turgenev“KhorAndKalinich”AndpaintingsRussiansartists)",second– "VerbalAndpictorial portraitsRussianspeasants(BystoryAND.WITH.Turgenev"Biruk")".AlsoWelet's get acquaintedWithmaterialselectronicpresentations"PeasantimagesVRussianpaintingAndVpoetryN.A.NekrasovAndYU.V. Zhadovskaya" ( individual project). The work of the two collective projects will be evaluated by our respected jury consisting of a group of teachers and students from a parallel class.CriteriaestimatesdevelopedAndmadeVmapevaluationcollectiveproject.(Cm. resource material.)

Allow me to say a few parting words to the participants: speak competently, reasonedly, emotionally, showing the depth of knowledge, erudition, expressiveness of speech. Wishes to the jury members: strive to listen carefully to each presentation, ask your questions, comprehensively evaluate the work of the project team. Good luck!

II. Practical activities.

1. Presentation and defense of the project “Verbal and pictorial portraits of Russian peasants (based on the story of I. S. Turgenev “Khor and Kalinich” and paintings by Russian artists)”, made in the form of a booklet.

And flying in a pink haze,

Kindness enters the soul

So thoughts rude erases

Earth's holy beauty.

T. Zhadova

Plan

1. Brief retelling of the story "Khor and Kalinich".

2. Oral story "How did I see the images of the peasants in the story."

3. Dramatization of an excerpt from the story from the words "At dawn, Fedya woke me up" to the words "... I did not expect such tenderness from a peasant."

Characters: Khor, Kalinich, Polutykin, daughter-in-law of Khor, sons of Khor.

4. Oral story "Verbal description of Khory".

5. Oral story "Verbal description of Kalinych".

6. Message “Artists-illustrators of the story by I. S. Turgenev “Khor and Kalinich””.(Visual materials are on the stand “Illustrators of the story by I. S. Turgenev “Khor and Kalinich””).

7. Explanation of the choice of an epigraph for the project.

8. Express survey based on the story "Khor and Kalinich".(See resource material.)

Questions

1. Verst,Howknownoldmeasurelength.Whatis equal toverst?ANDfarwhetherlocatedfiefdomPolutykina,beforewhichBywordslandowner, "verstone hundred"?(Verst is equal to 1.06 km. Hence, one hundred miles This 106 km.)

2. Who owns the words: “And it’s good, father, you’re doing it: shoot black grouse for your health and change the headman more often”?(This is Khor giving advice to Mr. Polutykin.)

3. Who gives such a characterization to whom: “This fool was given a letter,himAndbeesbornNotdead"?(So ferret speaks O Kalinich.)

4. About whom in question: "Followed him,however, some weaknesses: for example, he wooed all the rich brides in the province ... ”?(We are talking about the Kaluga small landowner Polutykin.)

5. What surprised Polutykin? "I looked with amazement at Kalinich: I confess, I did not expect such tenderness from the peasant."(Polutykin was surprised that Kalinich brought a bunch of wild strawberries from the forest to his friend Khoryu.)

2. Presentation and defense of the project “Verbal and pictorial portraits of Russian peasants (based on the story of I. S. Turgenev “Biryuk”)”, made in the form of a booklet.

Russia hunched over in suffering.

Without a smart head

In the soul people find strength

For compassion and love.

T. Zhadova

Planpresentation (example)

1. Dramatization of an excerpt from the story "Biryuk" from the words "I went hunting ..." (the beginning of the story) to the words: "Please sit!".

Characters: hunter, forester (necessarily in costumes).

2. A brief retelling of the story "Biryuk", which began immediately after the staging with the following words: "This is how, at first glance, the narration of the story begins unpretentiously."

3. Oral story "How I saw the images of the peasants in the story."

4. A verbal portrait of the hero based on his own drawing: "Foma, nicknamed Biryuk", "Forester's daughter", "A poor man is a poor man."(Materials from the Three Portraits stand are used.)

5. Explanation of the choice of an epigraph for the project.

6. Conducting a quiz on the story "Biryuk".(See the resource material for the lesson.)

Questionsto protect the project (example):

1. What is your general impression of the story?

2. Continue the series of definitions that characterize Biryuk as the main character: hospitable, calm, "a forced man" ...

3. Why were the surrounding peasants of Biryuk “afraid like fire”?

4. What made a peasant in such bad weather (rain, thunder) cut down a tree at the Mare's Top?

5. How to explain that at first the peasant calls the forester by his first name and patronymic Foma Kuzmich, and then lashes out with curses: “Asiatic”, “bloodsucker”, “accursed murderer”, “beast”?

6. Why did the hunter call Biryuk "a nice fellow"?

7. How do you see the contemporary sound of this story?

3. Demonstration of electronic presentation « Peasant images in Russian painting and in the poetry of N. A. Nekrasov.

slide 1. Title of the presentation: "Peasant images in Russian painting and in the poetry of N. A. Nekrasov and Yu. V. Zhadovskaya."

Slide 2. Portrait of N. A. Nekrasov.

Like an ant, a hardworking man.

Neither the rudeness of their hands, nor their tanned faces

I no longer wonder: I'm used to seeing them

In field work almost for days on end.

N. A. Nekrasov

Portrait of Yu. V. Zhadovskaya.

I will go my own way, though sadly, but honestly,

Loving your country, loving your native people...

Yu. V. Zhadovskaya

Slide 3. Painting by V. Serov "A Man with a Marigold" (1896).

Once upon a time in the cold winter time,

I came out of the forest; there was severe frost.

I look, it rises slowly uphill

Horse carrying firewood.

And, marching importantly, in serenity,

A man is leading a horse by the bridle

In big boots, in a sheepskin coat,

In big mittens ... and himself with a fingernail!

slide 4. Painting by V. Makovsky "Playing money" (1870).

Play on, children! Grow at will!

That's why you have been given a red childhood,

To forever love this meager field,

So that it always seems sweet to you.

N. A. Nekrasov "Peasant Children"

Slide 5. Painting TO. E. Makovsky "Children, fleeing from thunderstorms" (1872).

Take it away, wind

hail cloud,

Save us, God

Niva labor!..

Yu. V. Zhadovskaya "Niva"

slide 6. Painting by V. G. Perov “Troika. Apprentice artisans carry water” (1866).

How can talent grow here

How do you turn your mind around

When in need and damp

And you live in the cold!

N. A. Nekrasov "The Life and Adventures of Tikhon Trostnikov"

Slide 7. Painting by A. G. Venetsianov “On arable land. Spring" (1820s).

But I love the golden spring

Your solid, wonderfully mixed noise;

You rejoice, not ceasing for a moment,

Like a child, without care or thought.

N. A. Nekrasov

slide 8. Painting by V. E. Makovsky "Date" (1883).

We should return home as soon as possible -

But why are we going there?

It's sweet for us not to forget at home

We will meet with care and need.

N. A. Nekrasov "The Cry of Children"

slide 9. Illustration by V. Serov "Matryona Timofeevna" for Nekrasov's poem "Who Lives Well in Rus'" (1951).

There are women in Russian villages

With calm gravity of faces,

With beautiful strength in movements,

With a gait, with the eyes of queens ...

N. A. Nekrasov “Who is living well in Rus'”

slide 10. Painting by A. A. Plastov "Harvest".

The ready harvest will be pruned with sickles,

They will bind them in sheaves, they will take them to the barn,

Dry, beaten, beaten with flails,

The mill will grind and bake bread.

N. A. Nekrasov "Peasant Children"

Slide 11. Painting by I. N. Kramskoy "Forest worker" (1874).

A man does not measure trouble,

Copes with everything

Whatever come.

A man working, does not think

What forces will break.

N. A. Nekrasov

slide 12. Painting by I. N. Kramskoy "Peasant with a bridle" (portrait of Mina Moiseev) (1883).

All familiar people

Whatever a man, then a friend.

N. A. Nekrasov "Village News"

slide 13. Painting by A. Stepanov "Cranes are flying" (1891).

They say it's time

It will be easier for a person

Lots of good and good

Shine on the future.

Yu. V. Zhadovskaya

4. Presentation of the book exhibition "He was primarily an artist ...".

5. Debriefing by members jury. handing over commemorative prizes.

III. Summary of the lesson. Reflection of activity.

– I would like to thank everyone for the fruitful work. The defense of collective projects took place and was quite successful. Interesting material was offered in the electronic presentation. The book exhibition was presented lively and in its own way. I think that the name of I. S. Turgenev (master of portrait, master of landscape, finally, master of the artistic word) has become closer, clearer and dearer to each of us. In conclusion, I would like to cite the words of the researcher of I. S. Turgenev, Doctor of Philology, Professor Yu. ". Read the books of I. S. Turgenev - the great Russian writer!

Homework.

1. Get acquainted with the poems of F. I. Tyutchev, recall the famous poems of the author.

2. Individual task: prepare a book exhibition, come up with a name for it.

3. Individual task (cooked together by 2 students): prepare a presentation dedicated to the life and work of F. I. Tyutchev.

RESOURCE MATERIAL

Team project assessment map
(on a 10-point system)

___________________________________________________________

___________________________________________________________

Comments, wishes of the jury members

Jury President _______________________

Jury members _____________________________

Express poll based on the story of I. S. Turgenev
"Khor and Kalinich"

1. What is the difference between the Oryol peasant and the Kaluga one?("Breed of people.")

2. Why is it “better for a hunter in the Kaluga province”?(“In the Oryol province, the last forests and squares will disappear in five years, and there are no swamps at all, in Kaluga, on the contrary, notches stretch for hundreds, swamps for tens of miles, and the noble bird of the black grouse has not yet died out, there is a good-natured great snipe, and troublesome the partridge amuses and frightens the shooter and the dog with its impetuous take-off.")

3. What is hemp?(Hemp is a coarse spinning fiber made from hemp.)

4. How many children did Khor have?(Six.)

5. Where did Khor build a hut after the fire?(In the swamp.)

6. What musical instrument did Kalinich play?(On the balalaika.)

7. What is the name of Horya's favorite song?(“You are my share, share!”)

8. "You are strong on the tongue and a man of your own mind." Who are we talking about?(About Hora.)

9. Whose portrait description is this: “For a long time I admired his face, meek and clear, like the evening sky”?(Kalinycha.)

10. Who are we talking about? "Help the Astronomer!" exclaimed Mr. Polutykin.(About Mr. Polutykin's dog named Astronomer.)

11. Whose portrait characteristic is this: "The warehouse of his face resembled Socrates: the same high knobby forehead, the same small eyes, the same snub nose"?(Khoria.)

12. Who owns the words: “Why should I marry? I'm fine as it is. What do I need a wife for? Barking with her, or what?(Fed.)

13. Sunny or rainy weather was predicted by Kalinich according to the following signs: “Ducks are splashing around, and the grass smells painfully strongly”?(He predicted it would rain.)

Quiz based on the story of I. S. Turgenev "Biryuk"

1. What was the name of the forester's daughter?(Snailed.)

2. What picture did the hunter see in the forester's hut, why did "his heart ache"?(He saw a cradle in the middle of the room, which was rocked by the 12-year-old daughter of the forester.)

3. Whose portrait is this? “A black curly beard half covered his stern and courageous face; small brown eyes looked boldly from under wide unibrows.(Biryuka.)

4. Who owns the words: “And nothing can take it: neither wine nor money; does not take any bait"?(This is how the surrounding peasants spoke of Biryuk.)

5. What was the name of the ravine in the Oryol province?(The ravine was called horseback. For example, they said: "I met at Kobylyev's Top.")

6. Who are we talking about? "Another voice cried plaintively, like a hare."(We are talking about a poor thief.)

7. Biryuk had two children. What did the forester answer to the hunter's question about the mistress?(The forester replied that "I ran away with a passerby tradesman.")

8. Who owns the words: “You don’t have to eat the master’s bread for free”?(to Biryuk.)

9. What kind of lighting was in the forester's hut?(Lucina.)

10. Who does the poor man ask Biryuka for: “It’s her ... one belly is ... let go”?(The poor man asks for a horse - the only breadwinner.)

Literature Project:

Compilation of an electronic album

"Verbal and pictorial portraits of Russian peasants"

(Based on stories from the cycle "Notes of a Hunter" by I. S. Turgenev)

6th grade

2015-2016 academic year

Ivan Sergeevich Turgenev loved nature since childhood native land. He often ran away with one of the courtyards into the wilderness of the garden, which was a very special world for the future writer. “These trees, these green leaves, these tall grasses shielded us from the rest of the world,” he wrote. Local foresters and hunters told the boy about the life and habits of birds, took him hunting with them. This passion led him later to write the famous "Notes of a Hunter", where Turgenev acted as a first-class realist artist.

In Turgenev's Notes of a Hunter- not only pictures of Russian nature. Unpretentious environment a peasant's hut, a landowner's household yard, chickens digging in manure, horses fanning their tails, a picture of a horse fair - all this prose of everyday life turns into poetry for the writer. Turgenev characterizes a person through the things around him, through the atmosphere of home life, through descriptions of nature.

in the story "Biryuk" the author describes a small poor hut, in one window of which a light shines dimly. And here is the description of the house itself: “The forester's hut consisted of one room, smoky, low and empty, without beds and partitions. A tattered sheepskin coat hung on the wall. A single-barreled gun lay on the bench, a pile of rags lay in the corner; two large pots stood near the stove. The general impression of the modest life of a peasant is enhanced by the torch standing on the table, which barely burns, “flashing sadly and dying out.” A girl of about twelve is sitting on a tiny bench, with one hand rocking a cradle tied to the end of a long pole in the very middle of the room, with the other hand adjusting a dying torch. The hero's heart ached when he saw this gloomy picture.

The owner of the hut, the forester Foma, nicknamed Biryuk, works diligently in his position, trying to honestly earn miserable pennies, which is enough for just a piece of bread. All the peasants in the district were afraid of Biryuk for honesty: “Knitted brushwood will not be dragged away; at whatever time, even at midnight, it will come like snow on your head, and you don’t think to resist - strong, they say, and dexterous, like a demon ... And nothing can take him: neither wine nor money; does not take any bait."

The host would be glad to treat the guest with something. “I would put a samovar for you,” says the forester, “but I don’t have tea ...” Looking around again, the guest experienced an even more depressing feeling. “The bitter smell of the cooled smoke unpleasantly hampered my breathing,” the gentleman who got into the forester’s hut tells us. The girl continued to rock the cradle, lowering her sad little face. Biryuk did not have a mistress: leaving him a small child, she "ran away with a passer-by tradesman."

In the story "Biryuk" the writer touches upon the economic basis of class relations between landowners and peasants. However, he sees the main evil in the slavish, powerless position of the serf, in his personal dependence on the landowner. Serfdom, violence and bullying gave rise to indignation and protest among the people, which the realist writer Turgenev could not pass by.

Hunger and poverty are pushing the peasants to theft and various tricks. This was also done by a man whom Biryuk caught chopping a tree. He had a "drunken, wrinkled face, hanging yellow eyebrows, restless eyes, thin members ...". Wet, in rags, with a disheveled beard, "from hunger" he went out into the forest that rainy night. Extreme despondency sounds in the voice of the peasant when he asks to be released: “By God, from hunger ... the children squeak, you know ...

Ruined ... Cool, how it is necessary ... Need, Foma Kuzmich, need as it is ... "Then, realizing the hopelessness of his situation, the poor man says in despair:" Everything is one - to disappear; Where can I go without a horse? Knock - one end; that from hunger, that so - everything is one. Disappear everything: wife, children - kill everything ... "

Of course, Biryuk let the peasant go. How could he not understand him? After all, his own life is not much better.

"Bezhin meadow" - Story from the cycle "Notes of a hunter".
The hero of the story, Pyotr Petrovich, while hunting, got lost in the forest and went out to a place that the locals called the Bezhin Meadow. Here he noticed a fire, next to which people were sitting. Coming closer, he saw the boys who guarded the herd of horses. They accepted Pyotr Petrovich as a good traveler, and not as a horse thief, whom horse guards are always afraid of. It was evident that there was something attractive and trusting in his appearance. They brotherly invited him to the fire and spend the night. There were five boys. Fedya was one of the ringleaders, the son of a wealthy peasant. Pavel is a bit clumsy, but he felt an iron will. Kostya had an unusual face, similar to the face of a squirrel, with a pensive look. Vanya was the quietest, taciturn boy of about seven. And Ilyusha had an inconspicuous face, but he knew a lot of jokes and legends. The boys began to tell each other different beliefs associated with evil spirits. Of course, all these stories are fiction, but the guys believe everything, without doubting anything. For them, this is entertainment, children's fun. Turgenev penetrated with his soul into the inner world of peasant children and understood their problems, joys, anxieties. He managed to create several boyish characters in his narrative and endowed these characters precisely with children because they are freer in their thoughts than adults. They, too, are waiting for an adult difficult peasant life with worries and hardships, when there is no time to joke and compose fairy tales.

In this story, I. S. Turgenev also created magnificent landscapes, lovingly describing the radiant sun, air clouds, and the sultry smells of summer. The writer describes in detail the summer night, all the movements in nature on the eve of the morning. It seems to connect children and nature together, showing the boys in their naturalness and simplicity. In these descriptions we see the skill of the artist.

The story of I. S. Turgenev"Mu Mu" introduces us to the time of serfdom, reveals all the cruelty and injustice of the attitude of masters towards serfs.

Gerasim - main character story, a simple janitor, but the only one of all the heroes who evokes in our hearts not only sympathy and empathy, but also sincere respect.
From the first pages of the story, we learn that Gerasim "was a glorious man", hardworking, strong, powerful. Heroic was not only the appearance of Gerasim, but also his soul, and this is what distinguished him from those around him. Deaf-mute from birth, this man was capable of sincere love and friendship, was responsible and serious, sympathetic and kind-hearted.
The lonely heart of Gerasim was capable of quivering and tender feelings. Touching courtship of this hard-working giant for the timid laundress Tatyana, his simple gifts to her. He steadfastly endures the understanding of the impossibility of marrying his beloved girl, because the wayward lady marries her to a bitter drunkard. He finds the love, fidelity, devotion so necessary for Gerasim only in the dog Mumu, saved by him from certain death.

How glad Gerasim is that a sincere and devoted friend lives next to him!
He gives all his tenderness and affection to the dog that pays him for good attitude joy and love. But another blow befell the unfortunate janitor: the mistress orders to get rid of the dog. True to his duty, Gerasim himself undertakes to fulfill the insistent command of the mistress.

But after the death of Mumu, nothing can keep him in the master's house. Without saying a word to anyone, Gerasim returns to his native places, to the fields, haymaking, unpretentious peasant life. Even in the difficult conditions of his forced life, he managed to maintain pride and his own dignity, serving the capricious and absurd lady, but not serving her.
Gerasim protests against the loneliness that the lady imposed on him, taking away his beloved Tatyana and the dog Mumu from him. After all the hardships, he realized that he needed to fight for his happiness, for his freedom.

Composition

Children are the future of the whole nation. That is why the images of peasant children, vividly and warmly described in I. S. Turgenev’s story “Bezhin Meadow”, are imbued with such sympathy, love and tenderness.

Businesslike and serious, with all their childish spontaneity, the guys make us not only smile, but also real respect. Skillful, dexterous, economic, they are engaged in responsible business - they graze horses. Night, bonfires, conversations while waiting for "potatoes" - this is not fun at all. Without hesitation, Pavlusha rushed after the worried dogs, thinking that the herd was attacked by wolves. A twelve-year-old unarmed boy was not afraid of a possible fight with a hungry forest predator! He was not afraid when he went alone into the darkness to the river, because "I wanted to drink some water." And this is after the terrible stories about evil spirits!

In the unhurried conversations of the boys, in the “tales” they told about goblin, water and mermaids, all the wealth is revealed to us spiritual world a simple Russian person. And how much poetry in their unusual comparisons: “Look, look, guys,” Vanya’s childish voice suddenly rang out, “look at the stars of God, that the bees are swarming!” The portraits of the children are drawn by the writer with warmth and tenderness: it is simply impossible to forget the “fresh face” and “big quiet eyes” of the seven-year-old Vanya, the face of Pavel burning with “bold boldness and firm determination”.

Other writings on this work

Landscape in the story of I. S. Turgenev "Bezhin Meadow" Characteristics of the main characters of the story by I. S. Turgenev "Bezhin Meadow" Man and nature in the story of I. S. Turgenev "Bezhin Meadow" Characteristics of the main characters of Ivan Turgenev's story "Bezhin Meadow" How to explain why the story is called "Bezhin Meadow" What is said in the story "Bezhin Meadow" The human and fantasy world in Turgenev's story "Bezhin Meadow" The Peasant World in Turgenev's story "Bezhin Meadow" Pictures of nature in the story of I. S. Turgenev "Bezhin Meadow" Description of nature in the context of the images of boys in the story "Bezhin Meadow" Village boys in Turgenev's story "Bezhin Meadow"

Literature lesson in grade 6 according to GEF

I.S. Turgenev "Bezhin Meadow": images of peasant boys,

their portraits, stories, spiritual world.

Pedagogical tasks: contribute to the formation of ideas about I.S. Turgenev as a great Russian writer, about the life and creative path of Turgenev; help get into art world writer; find and analyze the portrait characteristics of boys; show how the author relates to his characters; talk about the stories told by the boys; find out how they characterize the storytelling children; develop the ability to analyze, draw conclusions.

Lesson type: setting and solving educational problems.

Planned learning outcomes:

Subject:

cognitive area: show the richness of the spiritual world of peasant children, Turgenev's skill in creating portrait and comparative characteristics heroes; generalization and deepening of what was studied in the work of I.S. Turgenev; master the skills of compiling an oral and written characterization of the hero, working with a dictionary of literary terms; compose a verbal portrait based on the acquired knowledge and ideas; create a presentation and defend your own illustrations;

value-oriented sphere: assess the expressive reading of classmates; form their own attitude to the works of I.S. Turgenev; to join the spiritual and moral values ​​of Russian literature;

communicative sphere: master the skills of retelling while maintaining the style of a work of art, with a change in the face of the narrator, expressive reading; be able to build a verbal response using citation.

Personal: to realize the personal meaning of the doctrine; show readiness for self-development.

Metasubject (criteria for the formation / evaluation of the components of the UUD):

cognitive: navigate the reference literature, answer the questions of the teacher; compare and draw conclusions; find the necessary information in a textbook, reference book, Internet resources;

regulatory: to master the ability to understand the learning objectives of the lesson, evaluate their achievements in the lesson;

communicative: possess the skills to pronounce a monologue, conduct a dialogue, work individually and in a group; use speech means in accordance with the task of communication to express their feelings and thoughts; to formulate and defend one's opinion; show respect for the other person, his opinion.

Methods and forms of education: frontal (conversation), individual, group.

Equipment: portrait of I.S. Turgenev, exhibition of drawings “We are illustrators of the story “Bezhin Meadow””; the epigraph of the lesson is written on the board: “With what participation and good nature the author describes his heroes to us, how he knows how to make readers fall in love with them wholeheartedly!” (V.G. Belinsky).

Internet resources: to the lesson of literature illustrations by F.F. Pakhomov for the story "Bezhin Meadow" - access mode: http://www.literatura5.narod.ru/turgenev_paxomov.html

Basic concepts and terms: portrait in literature.

Lesson script.

Organizational moment. Setting goals and objectives of the lesson.

(Slide number 1) Introduction to the lesson. Creating a student mindset creative work with the text of the story "Bezhin Meadow". Together with the teacher, three students act out Ivan Zakharovich Surikov’s poem “In the Night”

Teacher: Summer evening.

Student 1: beyond the forests

The sun has already set;

At the edge of a distant sky

Dawn turned red;

But she faded too.

Student 2: Stomp

Distributed in the field.

That herd of horses at night

It rushes through the meadows.

Grabbing the horses by the mane,

Children are jumping in the field.

That joy and fun

That's the will of the children!

Student 3: On the grass of high horses

They roam in the open;

Children gathered in a bunch

The conversation starts...

Teacher: And children come to mind

Grandma's Tales:

1: Here is a witch rushing with a broom

For night dances;

2: Here the goblin rushes over the forest

With a shaggy head

3: And across the sky, pouring sparks,

The serpent flies winged;

Chorus: And some are all in white

Shadows walk in the field...

Teacher: Children are afraid - and children

The fire is bred.

Definition of the topic and objectives of the lesson.

Guys, what do you think: is this poem somehow connected with our today's lesson? ( in Turgenev's story, we meet village boys who went out into the night).

What does it mean to go out into the night? ( grazing horses at night).

What do you think "night" means for boys? ( freedom, independence).

How does the hero-narrator feel about the guys whom he accidentally met in the night steppe? How do we know about it? (the author and the hero-narrator conveys his relationship with the help of a description).

3. Acquaintance with the topic of the lesson. (slide number 2).

So what are we going to talk about today? What are we going to do in the lesson?

Well done, correctly learned the topic and purpose of the lesson.

II. Learning new material

1. Group work.

You have text on the tables. What is this text? ( description, portrait)

What is a portrait? (image of the hero's appearance (his face, figures, clothes)

What can be learned from a portrait?

Can we tell from the portrait about the inner qualities of a person? (yes, for example, kind eyes)

Texts on A4 sheets

He was a slender boy of fourteen years old, with handsome and thin, slightly small features, curly blond hair, bright eyes and a constant half-joyful, half-scattered smile.. (Fedya).

He has disheveled black hair, gray eyes, wide cheekbones, a pale, pockmarked face, a large but regular mouth; the whole head is huge, as they say, with a beer cauldron; body squat, clumsy.(Pavlusha).

His face was rather insignificant: hook-nosed, elongated, half-sighted, his compressed lips did not move, his knitted eyebrows did not diverge. His yellow, almost white hair stuck out in sharp plaits from under a low felt cap.. (Ilyusha)

This is a boy of ten years old ... His whole face was small, thin, freckled, pointed downwards, like a squirrel's; the lips could hardly be distinguished; but a strange impression was made by his large, black, glittering eyes with a liquid gleam.(Kostya).

Your job is to figure out what it's about. Look at the boys (Fedya's portrait, Vanya's portrait, Kostya's portrait, Ilyusha's portrait, Pavlusha's portrait on each table) and decide on the hero.

Go to the blackboard and hang a portrait of your hero, read the portraits of the boys to each other. Do you agree that the hero was correctly identified?

Which boy's description is missing? Why do you think?

2. Drawing up a plan-characteristics of the hero (on the example of one of the boys)

You are given a table (Appendix No. 2), which you must fill out and prepare a coherent story about the hero you found in the previous task. 5 minutes for work, 2-3 minutes for presentation.

Character

age

Family, position

Cloth

Facial expression

Character

My opinion about the boy

Thanks for answers.

Conclusion:(Slide No. 3) A portrait in literature is one of the means of artistic characterization, which consists in the fact that the writer reveals the typical character of his heroes and expresses his ideological attitude towards them through the image of the appearance of the heroes: their figures, faces, clothes, movements, gestures, manners .

Guys, what do these kids have in common? ( the boys are friendly, not spoiled, everyone knows how to talk well, they are village children, almost all of them are poor)

What is the difference between these boys? ( they have different personalities)

2. (Slide No. 4) Dramatization of the passage (from the words "Kostya shuddered" to the words "There was silence again")

How did the boys open up to you in this passage?

Let's look at the words of the epigraph. Which of the boys did you manage to fall in love with, who aroused the greatest sympathy and interest, why?

Are there any stories that make you smile?

Have you paid attention to what word Turgenev calls the boys' stories? Maybe stories, or legends, or bylichki? ( beliefs)

3. (Slide number 5) Working with a dictionary.

belief - this is a belief, a sign that comes from antiquity and lives among the people.

Tales - inventions, inventions.

Tradition - passing from mouth to mouth, from generation to generation, a story about the past, a legend.

Bylichka - This is a story about a fantastic event, a participant or witness of which the narrator considers himself to be.

What did you hear from the lips of the boys?

Do you think the boys themselves believed in what they were telling?

4. Student's message “Illustration by A.F. Pakhomov to the story by I.S. Turgenev "Bezhin Meadow".

5. Presentation and protection of own illustrations.

III. (Slide number 6) The result of the lesson. Reflection of activity.

What conclusions can be drawn from our conversation today? (student's statements)

What new did you learn in the lesson?

What topic of conversation would you like to continue?

(There is a mystery in every portrait. We feel that Turgenev seems to be calling us to peer and think, not dwelling on the first impression. And although he shows some shortcomings in the appearance of boys, he treats children with sympathy. In Turgenev’s image, these are gifted capable children.Each of them has its own, special character).

And now I would like to hear how you evaluate your work in the lesson? (in the group and your personal), fill out the self-assessment sheet.

My self-assessment and assessment of the work of the group

Questions to the student	Answer "Yes"	Answer "No"
Was I active in class?
Were my answers original?
Did I contribute to the work of the group?
Did I feel supported by my group?
Was it interesting and informative to work in my group?

Homework.

Analyze the image of one of the boys (optional) using syncwine.

Find descriptions of nature in the text, think about the role they play in the story.

Fedya

Pavlusha

Vania

Fedya was one of the ringleaders, the son of a wealthy peasant. Fedya, you would give fourteen years. He was a slender boy, with handsome and thin, slightly small features, curly blond hair, bright eyes and a constant half-joyful, half-scattered smile. He is restrained, a little condescending - the position obliges. He belonged, by all indications, to a wealthy family and went out into the field not out of need, but just for fun. He wore a colorful cotton shirt with a yellow border; a small new coat, worn with a back-to-back, barely rested on his narrow shoulders; a comb hung from a blue belt.

Fedya lay leaning on his elbow and spreading the flaps of his coat. patronizes other boys. Fedya patronizes other boys.

He listened attentively to all the boys, but showed with all his appearance that he did not believe in their stories. It is felt that he received a good education at home and therefore he is not characterized by the naivety that is inherent in other children.

The second boy, Pavlusha, had tousled black hair, gray eyes, wide cheekbones, a pale, pockmarked face, a large but regular mouth, a huge head, as they say, with a beer cauldron, a squat, clumsy body. The small one was unsightly - what can I say! - and yet I liked him: he looked very intelligent and direct, and there was strength in his voice. He could not flaunt his clothes: they all consisted of a simple zamushny (homespun) shirt and patched ports.

Pavlusha watched the potatoes and, on his knees, poked a chip into the boiling water.

Pavlusha tells three stories: about heavenly foresight, about Trishka, about Vasya's voice.

Pavlusha is distinguished by efficiency and courage. He was not afraid to go and see what the dogs were worried about.

Ilyusha is an ugly but neat boy. His face was hook-nosed, elongated, half-sighted, and expressed a kind of dull, morbid solicitude. Yellow, almost white hair stuck out in sharp plaits from under a low felt cap, which he kept pulling down over his ears with both hands. He was wearing new bast shoes and onuchi; a thick rope, twisted three times around his waist, carefully pulled together his neat black coat. Both he and Pavlusha looked no more than twelve years old.

Ilyusha tells 7 stories: a story about a brownie that happened to him and his comrades, about a werewolf, about the late master Ivan Ivanovich, about fortune-telling on parental Saturday, about Trishka the antichist, about a peasant and a goblin, and about a water man. Ilyusha differs from all village boys in his ability to tell scary stories in a fascinating way.

Kostya In the description of Kostya, a boy of about ten, the author notes a pensive and sad look. His whole face was small, thin, freckled, pointed down like a squirrel's; his lips could hardly be discerned, but a strange impression was made by his large, black, glittering eyes with a liquid gleam; they seemed to want to say something, but he had no words. He was of small stature, puny build, and rather poorly dressed.

Kostya lowered his head a little and looked off into the distance. He is thoughtful and sad.

Kostya retells the story about the mermaid he heard from his father, about the voice from the buchil, and about the boy Vasya from his village.

Vanya The author does not give a portrait description of Vanya, he only writes that he was only seven years old. He lay and did not move under his matting. Vanya is timid and silent, he does not tell any stories, because he is small, but he looks at the sky and admires God's stars. Vanya is a very kind boy. He speaks fondly of his sister.

You did a very good job, it is clear that you read the work, but we will find out carefully or not. Now we will play the quiz "Who is faster and more correct."

Short question, quick answer.

What hung on the blue belt of a colorful cotton shirt with a yellow border. (comb)

Nicknames of dogs that suddenly rushed away from the fire with barking .... (Grey, Bug)

Who was called a coward? (Kostya)

Why did the brownie cough? (for dampness)

What was the name of the suburban carpenter? (Gavrila)

Why (for what purpose) did Gavrila once go into the forest? (for nuts)

What was the name of Ilyusha's brother, with whom he had to spend the night in the role? (Avdyushka)

What is the name of the kennel, whom the clerk sent to the post office (Yermil)

Who once met the old master? (grandfather Trofimych)

Name, patronymic of the late master? (Ivan Ivanovich)

Who knew rural beliefs better than others? (Ilyusha)

Who went to the porch last year? (grandmother Ulyana)

Where was it also to see heavenly foresight? (in Shalamovo)

Sly, amazing person? (Trishka)

Where did some man come from, so sophisticated, such an amazing head? (from Slobodka)

Who was mistaken for Trishka? /"Oh, Trishka is coming!"/ (cooper to Vavilu)

Where and where did Kostya go "first all by our hazel, and then by the meadow ..." (from the Stone Ridge to Shashkino)

Why doesn't the goblin scream? (He is not mine)

Who went to the river to scoop up water? / "I wanted to drink some water" (Paul) /

Whom the mother called: “Come back, my little light! Oh, come back, my falcon!" (Vasya)

What was the name of Vanya's sister? (Anushka)

The guys in a circle speak in one sentence, choosing the beginning of the phrase from the reflective screen on the board:

today I found out...

it was interesting…

it was difficult…

I did assignments...

I realized that...

Now I can…

I felt that...

I purchased...

I learned…

I managed …

I will try…

surprised me...

gave me a lesson for life...

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Text content of presentation slides:. Word didactic games in kindergarten Completed by: teacher-speech therapist of the 1st qualification category Shasherina G.P. Games without a toy and without a picture, games with a word have long been known in pedagogy, both in folk and classical. Everyone knows folk games - nursery rhymes "Ladushki", "Magpie - a thief", "Goat horned", etc. They are the first and favorite "lessons" of young children in their native word. For older people, folk pedagogy has created other games, more difficult, such as: “Loaf”, “Geese - geese”, “Paints”, “Fants”, in which children, playing with the word, practice pronunciation of words, in their correct use. At first, in the practice of kindergartens, verbal didactic games were borrowed from the treasury of folk pedagogy: “At the bear in the forest”, “Paints”, “The sea is worried”, “Shine - shine clearly” and others. Then word games appear in various collections of didactic games created for kindergarten teachers. Word (speech) games are used to solve all the problems of speech development. They consolidate and clarify the vocabulary, contribute to the ability to change and form words, exercise in making coherent statements, develop explanatory speech. Vocabulary games help the development of both specific and generic concepts, the development of words in their generalized meanings. In these games, the child finds himself in situations where he is forced to use the acquired speech knowledge and vocabulary in new conditions. They are manifested in the words and actions of the players. Speech games - effective remedy consolidation of grammatical skills, because due to the emotionality of the conduct and the interest of children, they make it possible to exercise the child many times in repeating the necessary word forms. Verbal didactic games play a significant role in the enrichment and development of the vocabulary. It is in the didactic game that the child gets the opportunity to improve, enrich, consolidate, activate the dictionary. They also form auditory attention, the ability to repeat sound combinations and words. The importance of speech games for the development of children cannot be overestimated. During such games, important tasks are solved: education of the sound culture of speech; formation of the grammatical structure of speech; In work with young children, the works of modern authors, A. Barto, are also used. Poems attract with their dynamism and content. They are easy to illustrate with toys. The main goal of word games for kids is to develop speech activity, the ability to correlate actions with the word of nursery rhymes, poems, understanding the meaning of words, and the ability to pronounce them correctly. Playing with the word, children learn to understand their native language, master colloquial speech. So, in order to teach children to listen to the teacher’s speech, correlate the action with the words of the nursery rhyme, answer questions, catch the rhythm, exercise in the correct pronunciation and expressive reading, you can conduct such word games as: Ladushki, Magpie, Horned Goat, Hare, Cockerel, Corydalis. Game actions in word games (imitation of movements, actions on a verbal signal, onomatopoeia) encourage repeated repetition of the same sound combination, which trains kids to pronounce sounds and words correctly. The teacher strives to ensure that the children listen carefully, accurately and correctly name objects. Teaches children by volume to determine who owns the voice. For example - an adult animal or its cub. Games and exercises with young children“What is this? Who is this?" , “Where?”, “The whole and parts”, etc. Games to clarify and consolidate the correct pronunciation of sounds “Show how Lyalya cries”, “Airplane”, “Horse”, “Lyalya’s teeth hurt”, etc. Use onomatopoeia: the mouse squeaks - pee-pee; the car hums - beep-beep-bee; the frog croaks - kva-kva-kva; the hammer knocks - knock-knock-knock; the pipe blows - doo-doo-doo; let's ride a horse - but -but-but; the kid laughs - ha-ha-ha; the bell rings - ding-ding. Didactic word game "In the poultry yard" Remember how geese, chickens, ducks, etc. scream. Our ducks in the morning - "quack - quack - quack!" Our geese by the pond - "ha - ha - ha - ha"! And the turkey in the middle of the yard - "ball - ball - ball"! Our buns above - "gru - gru - gru!" The development of speech in children of younger preschool age is especially fast: vocabulary is replenished quickly, like at no other age, the sound design of words improves, and phrases become more detailed. At this age stage, it is necessary, first of all, to teach kids to pronounce clearly and correctly, as well as to hear and distinguish sounds in words. The voice is also unstable younger preschoolers : some of them speak very quietly, barely audibly (especially if you are not sure of the correct pronunciation), others - loudly. The teacher draws the attention of children to the fact that words can be pronounced at different volumes (whisper, softly, moderately, loudly), teaches children to distinguish by ear how others speak loudly and themselves. It is necessary to use games to develop children's auditory attention, correct perception speech, to teach kids to correlate a sounding word with a picture or an object, to clearly pronounce one-, two-, as well as three-, four-syllable words, answer questions; loudly and quietly reproduce onomatopoeia. Guess what it sounds like. A wonderful bag. Shop. Take a toy. Say it like me. Purpose: to teach children to speak loudly, quietly, in a whisper, and also to develop auditory perception (to distinguish between the degree of loudness of spoken words). Verbal didactic game “Compare different animals” Didactic task: to teach children to compare different animals from fairy tales, highlighting the opposite signs. Verbal and didactic game "Kids and Bunny". Didactic task: To teach children to come up with a new ending to a familiar fairy tale. The verbal and didactic game "Ryabushka Hen" based on the fairy tale "Ryaba Hen" Didactic task: To develop speech activity in children, work out interrogative intonation with them, exercise them in the correct sound pronunciation. “Guess the toy”, “Name as many objects as possible”, “Tell me which one?”, “Who will name more actions?” and others. In the middle group, the teacher conducts word games, based on the children's ideas about the environment. At first, the teacher can use word games that are already familiar to children in the younger group, the purpose of which was to develop speech, mental and motor activity, and then proceed to games with a more complex task. This section offers a number of such games, many of them folk, known to educators since childhood, as "Geese-geese", "Where we were, we will not say ...", etc. Games are held both with the whole group and with small groups of players. The teacher encourages independent word games of children. In the fifth year of life, there are noticeable changes in the development of word-formation methods. The child plays with words, enjoying it, noticing a variety of forms, therefore such word games are necessary. Games for mastering the categories of gender, number, case of nouns, aspect and mood of verbs: a walk?”, “Cafeteria”, “Atelier”, “Petrushka's teams”, “Do you want? - We want", "Hide and Seek", "The postman brought postcards", etc. Word-building games: "Scary Beast", "Pooh's Birthday", "What kind of animal?", "Dishes store", "Whose, whose? My!" and others. Games to develop an understanding of the semantic side of the word: “What did we do”, “Who are you?”, “Who is playing with Tanya?”, “What is Pinocchio doing?”, “Find a leg”, “Who has such an object”, “It happens - it doesn’t happen”, “What, what, what?” etc. Speech situations. They do not give a ready-made answer, but encourage the activation of knowledge, ideas, make them perform verbal-logical operations (find the right word). “Say the opposite”, “Who is attentive?”, “Name it affectionately”, “What can animals do?” “I’ll start, and you continue”, “Who knows another word?”, “Help Petrushka choose a word”, “Say the opposite”, “Disenchant the picture”, “Complete the sentence”, “Correct Dunno’s mistake”, “Choose a word” and etc. Word games. Word games are built on the words and actions of the players. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them. Since in these games it is required to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental tasks; describe objects, highlighting their characteristic features; guess by description; find signs of similarities and differences; group objects according to various properties, signs. These didactic games are held in all age groups, but they are especially important in the upbringing and education of older preschool children, as they help prepare children for school: they develop the ability to listen carefully to the teacher, quickly find the answer to the question posed, accurately and clearly articulate their thoughts, apply knowledge in accordance with the task. For the convenience of using word games in the pedagogical process, they can be conditionally combined into four groups. Word games can be combined into four main groups: 1 group - this group includes games that form the ability to highlight the essential features of objects and phenomena: "Shop", "Radio", "Yes - no", etc. 4 group - here games on development of attention, quick wits, quickness of thinking, endurance, sense of humor: “Broken phone”, “Paints”, “Flies - does not fly”, “Do not name white and black”, etc. Group 3 - games with which the ability to generalize develops and classify objects according to various criteria: “Who needs what?”, “Name three words”, “Name it in one word”, etc. Group 2 - games used to develop in children the ability to compare, compare, notice differences, make correct conclusions : “Looks like - not like”, “Who will notice more fables?” and others. Word games: they differ in that the process of solving a learning problem is carried out in a mental plan, on the basis of ideas and without relying on visualization. With their help, an emotional mood is created, speed of reaction is developed, the ability to understand humor (rhymes, jokes, riddles, shifters built on dialogue). Games are also interesting because children solve a game problem (learn the time of year, signs, etc.) when perceiving fragments from literary works (verses by A. S. Pushkin, I. Nikitin, D. Rodari). They teach children to listen, bring up aesthetic experiences, develop imaginative thinking. In the younger and middle groups games are aimed at developing speech, educating the correct sound pronunciation, clarifying, consolidating and activating the vocabulary, developing the correct orientation in space. preschool age children actively begin to form logical thinking and games are selected in order to form mental activity, independence in solving problems. There are such tasks in games for younger groups, but they are still more often used in preparing children for school: children must quickly find the right answer, form their thoughts accurately and clearly, and apply knowledge in accordance with the task. With the help of word games, children are brought up with a desire to engage in mental work. Word games are the most complex: they are not related to the direct perception of the subject, in which children must operate with ideas. These games have great importance for the development of the child's thinking, since in them children learn to express independent judgments, draw conclusions and conclusions, not relying on the judgments of others, and notice logical errors. Of the word games, the guess games are very interesting for the development of speech: “What would be ...?” or “What would I do...”, “Who would I like to be and why?”, “Whom would I choose as a friend?” and others. These games help develop in children the ability to make assumptions, ascertaining or generalized evidence. The first includes the assumptions: “It would become dark”, “It would be impossible to play”, “You cannot read, draw”, etc., which children express based on their experience. 1. The teacher must clearly understand the purpose of the game, its course, his role in a particular game. The choice of the game is determined both by the level of mental development of the children of the group, and by the tasks of education. When choosing a game, you should always remember that it should not be too difficult or too easy, only in this case the game will bring benefits and joy to children. General guidelines for conducting verbal didactic games 2. At the beginning of each game, you need to create a game mood. First of all, the educator himself tunes in to the game mood. "Children, do you want to play?" or: "Guys, let's play!" he suggests. If it is necessary to divide the players into two groups, two leaders are chosen according to the counting rhyme. The counting rhyme is also used in the distribution of roles (the announcer in the Radio game, the seller in the Shop game, etc.). The rhyme introduces children to the game, brings up endurance, auditory attention, helps to observe justice. 3. It is necessary to make games entertaining, to preserve what would distinguish the game from classes and didactic exercises. Amusement should consist both in the rules that make the child think, puzzle, and in the wide use of game elements: counting rhymes, collusion, competitions, playing forfeits, etc. 4. It is necessary to create conditions for the mental activity of all children. Games should be designed in such a way that it does not happen that two are busy, and the rest are waiting for their turn. All the players are preparing to answer, and the choice falls on one person; in this case, a thrown ball, a counter, a passed object are used. It is very good when mental activity is combined with motor activity. This is especially important for the development of young and middle-aged children. The game with the word is accompanied by movements in the rhythm of the poem. 5. In each game, options should be introduced with the complication of tasks so that children, having mastered one or another method of solving, could apply it with different content, in other conditions. The teacher can invent various options knowing what children's ideas and skills are formed. 1. The teacher must clearly understand the purpose of the game, its course, his role in a particular game. The choice of the game is determined both by the level of mental development of the children of the group, and by the tasks of education. When choosing a game, you should always remember that it should not be too difficult or too easy, only in this case the game will bring benefits and joy to children. 6. The choice of a word game is determined by the tasks of educational work with children in this group, so it can take a different place in the pedagogical process. You can use games during class hours (“Looks like - not like”, “Where was Petya?”. “Who screams like that?”), Some can be used as part of the lesson. For example: having introduced the children to vegetables, the teacher ends the conversation with the game “Tops - Roots.” All children take part in such games. But most often, word games should be held with a small group of children so that each player has the opportunity to participate in it. Such groups should include more active children with less active ones. The latter try to imitate their comrades and cope with tasks more successfully. You can also use word games during hours of entertainment, for example, competition games “Who is faster?”, “Hunter”, “Answer quickly”, etc. direct perception of the object, in them children must operate with ideas. These games are of great importance for the development of a child's thinking, since in them children learn to express independent judgments, draw conclusions and conclusions, not relying on the judgments of others, and notice logical errors. Of the word games, the guess games are very interesting for the development of speech: “What would be ...?” or “What would I do...”, “Who would I like to be and why?”, “Whom would I choose as a friend?” and others. These games help develop in children the ability to make assumptions, ascertaining or generalized evidence. The first includes the assumptions: “It would become dark”, “It would be impossible to play”, “You cannot read, draw”, etc., which children express based on their experience. 7. The role of the educator in the process of word games varies depending on the age characteristics of the children. If with the kids the educator acts as an initiator, leader, teaching game actions and finishing the game, then with older children he is more of an adviser, assistant, fair judge. Word games are the most complex: they are not related to the direct perception of the subject, in which children must operate with ideas. These games are of great importance for the development of a child's thinking, since in them children learn to express independent judgments, draw conclusions and conclusions, not relying on the judgments of others, and notice logical errors. Of the word games, the guess games are very interesting for the development of speech: “What would be ...?” or “What would I do...”, “Who would I like to be and why?”, “Whom would I choose as a friend?” and others. These games help develop in children the ability to make assumptions, ascertaining or generalized evidence. The first includes the assumptions: “It would become dark”, “It would be impossible to play”, “You cannot read, draw”, etc., which children express based on their experience. 8. When conducting verbal didactic games, special attention should be paid to the rules. Any didactic game contains certain rules that guide the game and organize the behavior of children. Educator introducing children to new game, tells about its rules. Explaining the rules is the first step in teaching children through didactic play. The success of the game depends on how clearly the rules are explained. At the beginning of the game, the teacher observes how the children have learned the rules and reminds that if they are not followed, the game will be interrupted. I wish you continued success in your work! Materials used: 1. A. K. Bondarenko. "Word games in kindergarten." 2. A. K. Bondarenko. " Didactic games in kindergarten” 3. Internet resources. detsad-kitti.ru .images.yandex.ru