"The Magic Word" quiz based on the stories of V. Oseeva. Literary reading test on the topic Test on Oseev's story why
Sections: Primary School
Goal: developing the ability to determine the main idea of the work being studied through observations of the expressive means used by the writer, based on familiarity with V. Oseeva’s story “Why?”
Educational:
- expand information about the life and work of V. Oseeva and introduce her work “Why?”;
- update students’ existing knowledge in connection with the material being studied;
Educational:
- develop independent thinking, the ability to compare, analyze, speech, memory, attention;
- expand your horizons;
- develop the child’s communicative culture and communicative competence of younger schoolchildren based on the organization of joint productive activities;
Educational:
- formation of attention to the internal state of the hero and the action caused by it
- fostering a sensitive attitude towards living nature
- enriching the moral experience of younger schoolchildren
- enrich the child’s sensory experience, his real ideas about the world around him and nature.
- develop a humane attitude towards animals.
Planned results:
Personal:
- developing a respectful attitude towards other opinions;
- acceptance and mastery of the social role of the student, development of motives for educational activities and the formation of personal meaning of learning;
- development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people;
- developing skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of controversial situations;
Regulatory:
- awareness of the importance of reading for personal development;
- mastering the ability to accept and maintain the goals and objectives of educational activities; self-regulation;
- developing the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation;
- developing the ability to understand the reasons for the success/failure of educational activities and the ability to act constructively even in situations of failure;
- mastering the initial forms of cognitive and personal reflection;
- mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
Cognitive:
- the use of different types of reading (introductory, studying, selective, search);
- the ability to consciously perceive and evaluate the content and specifics of various texts, participate in their discussion, give and justify a moral assessment of the actions of the heroes;
- the use of sign-symbolic means of presenting information to create models of studied objects and processes, schemes for solving educational and practical problems;
- active use of speech and information and communication technologies (hereinafter referred to as ICT) to solve communicative and cognitive problems;
Communicative:
- willingness to listen to the interlocutor and engage in dialogue; willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own;
- express your opinion and argue your point of view and assessment of events;
For students: textbook “Literary reading: favorite pages: textbook for grade 3. Part 1” (O.V. Kubasova) Smolensk, “21st Century Association”, “My Box”, Handbook of literary reading. – Kirov: LLC “Kirov Regional Printing House”, 2010., worksheets for the lesson, 4 palettes for group work.
Preliminary preparation: the teacher selects the books of the writer being studied in advance, prepares information and communication support for the lesson.
Abbreviations used:(l) – personal, (p) – regulatory, (j) – communicative, (p) – cognitive.
During the classes
| Lesson stage | During the classes | Formed UUD | Image |
| 1. Self-determination for activity (organizational moment) | Teacher: Invented by someone simply and wisely When meeting, say hello: "Good morning!" Good morning to the sun and birds! Good morning to smiling faces. – Today I want to wish you good work in class. |
Formation of personal interest (l).
Self-regulation (R). |
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| 1. Formulating the topic and purpose of the lesson. | Teacher: Let's check how attentive you were in previous literary reading lessons. – Let’s complete task 1 on the worksheets. ( Annex 1) Read it . |
(R).
Formation of the ability to understand the reasons for the success/failure of educational activities (R). Use of sign-symbolic means of presenting information (P). |
Slide 2(Appendix 2) |
| Students: 1. Look at the covers. Using the names of the authors and illustrations, remember the titles of the works. Think about how to determine the name of the new author. Students: Based on the words I read, I remembered the names of the works by N. Nosov “Dreamers” and A. Dorofeev “Bitten.” From the highlighted letters I made up the surname of the new author - V.A. Oseeva. Teacher: Name the first part of the lesson topic. Students: V.A Oseeva. Teacher: To determine the second part of the lesson topic, let’s complete the 2nd task. Read it.
T: Write the title of the work in the lower rectangle. State the topic of the lesson in full. |
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| Students: The topic of the lesson is “Valentina Aleksandrovna Oseeva and her work “Why?””. Teacher: Based on the topic of the lesson, using supporting words, set a goal for the lesson.
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Slide 3 | ||
| Preparatory work. | The teacher opens a portrait of the writer on the board. Teacher: Let's start working on the first part of the lesson goal. Valentina Aleksandrovna Oseeva was born in Kyiv in 1902. In her youth, Valentina Oseeva dreamed of becoming an actress and even entered the acting department of the institute, but her dream did not come true. She began working in a labor commune for street children. It turned out that her real calling was to raise children. For 16 years she worked as a teacher with “difficult” children in orphanages, helping to restore the joy of childhood to orphaned children. For her students, she often composed stories, plays, fairy tales, and invented games for them. With her creativity and personal example, the writer taught children to be kind, honest and noble. Teacher: Let’s add to my story about V.A. Oseeva, having read the information from the section of task No. 3 “ Visiting the author” on the worksheets. Teacher: Guys, what did you learn about V.A. Oseeva from my story and section “ Visiting the author”? |
Forming a respectful attitude towards other opinions (l).
Skill express your opinion (l). Active use of speech means (P). Willingness to recognize the possibility of different points of view and the right of everyone to have their own (To) . |
Slide 4 Slide 5 |
| Teacher: Well done! We have achieved the first part of the goal. | Slide 6 | ||
| Vocabulary work. | Teacher: In the work there will be new or unfamiliar words, the meanings of which need to be clarified. Let's complete task No. 4. Teacher: Look carefully at the recording. What words did you make up? Pupils: SHARDS, ABUSE. (The teacher opens cards with words on the board: SHARDS, SCARY) Teacher: How did you read them? Teacher: Explain the meaning of the word SHARDS. (Children's versions are heard.) Teacher: Let's clarify the meaning of the word in the dictionary. Shards are fragments of broken pottery porcelain. Teacher: What is the meaning of the word scold? Children's versions are heard. (Scold - sharply condemn, scold) |
Development of ethical feelings, goodwill (l).
Mastery of logical actions: establishing analogies and cause-and-effect relationships, constructing reasoning (R). Active use of speech and means to solve communicative and cognitive problems (P). |
Slide 7 |
| Anticipation | Teacher: Based on the title of the work, the words we met, and the illustration of the work on the cover of the book, guess what will be discussed. 2-3 students express their guesses. |
Developing cooperation skills with adults and peers (l).
Use of sign-symbolic means of presenting information (P). |
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| Primary reading by the teacher. | Teacher: Let's check our assumptions. Listen to the work “Why?” by V.A. Oseeva. (Textbooks are open.) |
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| Checking primary perception. | Teacher: - What is this work about? – Were your assumptions confirmed? – What feelings did you experience while listening to this work? When answering, you can use the reference book “My Box” on page 2. |
Development of goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people (l).
Willingness to express your opinion and argue your point of view and assessment of events (To). |
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| Analysis of the work. | T: Determine the genre of the work. Justify your answer. | ||
| – You can use the reference book “My Box” on page 6. Pupils: We got acquainted with the story.
4. Description of one episode. |
Slides 8-9 | ||
| Secondary reading. | – Determine the theme of the story. Pupils: This story is about people and animals. |
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| Teacher: Indicate the genre and theme of the work with a framed model. | Use of sign-symbolic means of presenting information (P). | Slide 10 | |
| – We realized the 2nd part of the lesson goal, got acquainted with the work of V.A. Oseeva “Why?” Teacher: Let's read the story again with an additional task. When reading, underline words whose meanings you do not understand. Teacher: – Explain the meaning of the expression “they gave it to increase.” Pupils: Enlarge - make it larger. – Explain the meaning of the expression “goosebumps ran down your spine.” Students: Goosebumps are pimples that appear on the skin from cold and chills. |
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| Teacher: Let's read the third part of the lesson goal. (We will learn to analyze the work “Why?”) Teacher: Let's analyze the text by completing task No. 5 on pieces of paper. Let's read it. Students: Read the questions. Correct mistakes. Ask questions to your classmates. Teacher: to answer the questions, let’s read the first part of the story. Re-reading part 1. Answers on questions. 1)What happened to the boy one day? The boy accidentally broke his father's cup during lunch. He didn’t admit this to his mother and blamed it on the dog. Because of this, my mother kicked the dog out into the yard and forbade her to enter the house. After much torment, the boy confessed to his crime. Boom was returned to the house. 2) Why did the boy confess to his mother right away? Teacher: Is there a mistake in this question? |
The ability to consciously perceive and evaluate the content and specifics of various texts, participate in their discussion, give and justify a moral assessment of the actions of the heroes (P). Using different types of reading (P). | ||
| Students: Yes, there is a mistake. The question needs to be asked this way: Why didn’t the boy confess to his mother right away? Pupils: The boy was very scared. The cup was my father’s, and after my father’s death, the family took care of every thing he owned. The cup was very dear to mother and son. 3) Do you think he has cheated before? Students: I think the boy has never lied before. He didn’t get up from the table, but “slipped down quietly,” he realizes what he’s done and gets up hesitantly and fearfully. The teacher adds a card to the board with the words “SLIDING QUIETLY” |
Willingness to listen to the interlocutor and conduct a dialogue; willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own (To). | Slide 11 | |
| Teacher: What did the boy look like at that moment? Read this passage. They read from the words: “A ringing sound was heard .....” to the words “He jumped a little and ... with his paws...” The teacher adds cards: “My knees were shaking, my tongue was slurred,” “My ears were burning” Children's answers. Teacher: Valentina Oseeva feels sorry for the boy. If she wanted to show the main character as a clever deceiver and traitor, then she would not tell in detail what the boy looked like or what feelings he experienced at that moment. |
Active use of speech means (P).
Formation of the ability to control and evaluate educational actions in accordance with the assigned task (l). Mastering the logical actions of comparison, analysis, synthesis, generalization (R). |
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| 5) Do you think mom guessed who broke the saucer? Students: There is an error in this question. The boy broke the cup, so the question will be: Do you think mom guessed who broke the cup? Children's answers. Teacher: Adults can always guess that they are being deceived. She knows that her son broke the cup. This is clear from her appearance. Students read the passage from the words “Mom’s face darkened..... to the words “I was silent.” The teacher adds cards to the board: “her face darkened,” “her eyes looked over the table at one point,” “she sat down at the table and thought about something,” “her face became pink, even her neck and ears turned pink.” |
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| Teacher: Why didn’t mom show that she guessed who broke the cup? Children's answers. 6) Did the mother try to help her son tell the truth? |
Mastering the logical actions of comparison, analysis, synthesis, generalization (R). | ||
| Students: Mom tried to help her son tell the truth. Twice she asked him: “Are you very scared?”, and then: “If you... accidentally”... 7) Was it easy for mom to decide that Bim would live in a booth? Teacher: Who found the error in this question? |
Mastering the ability to accept and maintain the goals and objectives of educational activities (R). | Slide 12 | |
| Students: Was it easy for mom to decide that Boom would live in a booth? Students: It’s hard for mom to make such a decision. With this decision, mom puts her son before a choice. It’s not easy for mom, she loves the dog very much, Bum was also loved by his father, whom the dog never saw. 9) What paints does V. Oseeva use for this? Students: Valentina Oseeva uses dark colors: gray, black, dark blue. |
(To). | ||
| 10) What feelings does the boy experience during a thunderstorm? Teacher: When answering, you can use the reference book “Secrets of Literature” on page 2. |
Developing peer collaboration skills (l). | ||
| Students: The boy experiences anxiety, fear, worry, torment of conscience, etc. The teacher adds the words to the board:
11) What colors will you choose to depict the main character’s state of mind? Teacher: When answering, you can use the color schemes of the “My Box” reference book on page 3. Students: I would take black paint (fear), gray (sadness, sadness, melancholy), red (anxiety, danger) |
Willingness to recognize the possibility of different points of view and the right of everyone to have their own (To).
Formation of the ability to understand the reasons for the success/failure of educational activities; mastering the initial forms of cognitive and personal reflection (R) |
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| 12) What prompted the boy to tell the truth to his mother? Teacher: Everything that has accumulated in nature before the rain breaks out. It starts to rain. Everything that has accumulated in the boy’s soul also breaks out. The hero admits that he broke the cup, not Boom. His conscience did not give him peace. |
Acceptance and mastery of the social role of the student, development of motives for learning activities and the formation of personal meaning of learning (l). | Slide 13 | |
| Creative work. | Teacher: Let's read task No. 6. Teacher: You will complete the task in groups. Each group receives 2 palettes. ( Appendix 3) On one you will indicate your attitude towards the main character at the beginning of the story, and on the other - at the end of the story. At the same time, be prepared to justify your choice of color. Students: At first we didn’t like the boy, because it was his fault that Boom suffered. At the beginning of the story, we indicated the attitude towards him in yellow. We felt sorry for him. Red - because we were angry with him. And now I think that the hero has a strong character, because he was able to tell his mother the truth. The boy could not live in peace knowing that Boom felt bad because of him. On the second palette we designated the color red. We are glad that the boy confessed to his mother. Orange – we admire and respect it. Green – Boom is now safe. |
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| The teacher's summary word. | Teacher: It is conscience, which lives in a person’s heart, that tells us how to live correctly and act correctly. I think that in life it is very important to learn to listen to the voice of conscience. | ||
| I agree with you guys. And I also want to tell you that every person has the right to make a mistake. The main thing is to be able to find the right solution in time and correct it. And further. Perhaps, returning to this story after a while, you will discover something in it that we did not talk about today. I will be very glad if you share your thoughts with us. | Formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation (R). | Slide 14 | |
| Self-esteem | Teacher: Guys, let's return to the goal of the lesson that we set at the beginning of the lesson. Did we manage to implement everything? | ||
| Homework. | T: At home you will read the story again and complete the task of your choice. Let's read task No. 7* on pieces of paper. |
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| 7
. Complete the task of your choice: a) write a description of the main character of the story “Why?” using the question words of task No. 2; b) give advice to the main character using proverbs; c) using a drawing, depict the mood of the main character before and after the confession to his mother. |
Slide 15 | ||
| Reflection. | Teacher: Read the proverbs.
– Choose from them the one that expresses what lesson you learned for yourself after getting acquainted with the work of V.A. Oseeva “Why?” – Attach a dog next to the chosen proverb ( Appendix 4). U: Well done guys, thank you for your efforts! |
Slide 16 |
Used Books:
- Bershanskaya O.N., Degtereva G.D.
Works by V. Oseeva.
Analysis of the characters in the story “Why?”
Materials for a literary reading lesson
In 2nd grade on the topic
"Me and my friends"
Compiled by: Belyaeva Irina Vladimirovna primary school teacher
Lesson 99
The bell has rung for us! Everyone entered the classroom calmly, everyone stood up at their desks nicely, and greeted each other politely. They sat down quietly, with their backs straight. We'll take a slight breath.
Let's start the reading lesson.
Valentina Aleksandrovna Oseeva (1902-1969)
Valentina Aleksandrovna is a kind and honest, brave and noble, child-loving teacher who composed fairy tales, poems, and stories for her students.
Checking homework
T.s. 70
Valentina Aleksandrovna Oseeva
Game "Yes, no"
No
- Did the boy blame it on being harmful?
No
- In the story, was the dog’s name Bim?
- Was your mother very upset when she saw the broken cup?
Yes
- Does Mom understand who broke the cup?
Yes
- Would you blame your friend for the action?
Choose the answer that you think is correct
The boy confessed to his action because his conscience tormented him;
The boy felt sorry for Boom;
The boy was afraid of punishment;
The boy felt sorry for his mother.
Why didn’t my son tell me the truth right away, but woke me up at night?
- Why didn’t my mother scold me at all, why was she even glad that it was I who broke the cup and not Boom?
- Why didn’t my mother scold me at all, why was she even glad that it was I who broke the cup and not Boom?
- Why didn’t my mother scold me at all, why was she even glad that it was I who broke the cup and not Boom?
- Why didn’t my mother scold me at all, why was she even glad that it was I who broke the cup and not Boom?
Why did they kick me out into the yard, why did they let me in and caress me now?
My son's finger hurts and the mother has a heart.
“Each of you guys has a magical power - the power of your words and actions” V. Oseeva
Lessons of Kindness by V. Oseeva
Title of the story.
Main characters.
What makes you think? What does it teach?
Rule - conclusion (proverb, saying).
Choose the correct answer!
The proverb “Politeness opens all doors” refers to the story:
Choose the correct answer!
Broke daddy's cup:
Boom
Trezorka
Boy
Choose the correct answer!
“Put away the dishes, Yurochka!” - asked
Grandmother
Nanny
Mother
Choose the correct answer!
“He will live in a booth,” mom said about
Bume
Trezorke
Friend
Choose the correct answer!
The boy asked his sister for some paint
Red
Blue
Green
Choose the correct answer!
“Okay, get ready!” -laughed loudly
Brother
old man
Yurik
Yura, mom
Sinkwine
- What did you learn in the lesson?
- What would you praise yourself for?
- What did you do best?
With. 96-103, plan, retelling.
Homework
Boy
Boom
Mother
__________________________________________________________
Continue the sentence based on V. Oseeva’s story “Why?”:
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took such care of his every……………..….
3.I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we didn’t sleep for a long time, and each of us three had his own……………
Show with arrows which of the characters in the story was thinking about WHY?
BoyWhy …. didn’t tell me the truth right away, but woke me up at night?
BoomWhy…. didn’t scold me at all,......?
MotherWhy did they kick me out into the yard, why did they let me in and caress me now?
Find a passage in the text that describes the events in the illustration.
__________________________________________________________
Continue the sentence based on V. Oseeva’s story “Why?”:
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took such care of his every……………..….
3.I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we didn’t sleep for a long time, and each of us three had his own……………
Show with arrows which of the characters in the story was thinking about WHY?
BoyWhy …. didn’t tell me the truth right away, but woke me up at night?
BoomWhy…. didn’t scold me at all,......?
MotherWhy did they kick me out into the yard, why did they let me in and caress me now?
Find a passage in the text that describes the events
in the illustration.
__________________________________________________________
Continue the sentence based on V. Oseeva’s story “Why?”:
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took such care of his every……………..….
3.I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we didn’t sleep for a long time, and each of us three had his own……………
Show with arrows which of the characters in the story was thinking about WHY?
BoyWhy …. didn’t tell me the truth right away, but woke me up at night?
BoomWhy…. didn’t scold me at all,......?
MotherWhy did they kick me out into the yard, why did they let me in and caress me now?
Find a passage in the text that describes the events in the illustration.
__________________________________________________________
Continue the sentence based on V. Oseeva’s story “Why?”:
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took such care of his every……………..….
3.I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we didn’t sleep for a long time, and each of us three had his own……………
Show with arrows which of the characters in the story was thinking about WHY?
BoyWhy …. didn’t tell me the truth right away, but woke me up at night?
BoomWhy…. didn’t scold me at all,......?
MotherWhy did they kick me out into the yard, why did they let me in and caress me now?
Find a passage in the text that describes the events in the illustration.
__________________________________________________________
Continue the sentence based on V. Oseeva’s story “Why?”:
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took such care of his every……………..….
3.I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we didn’t sleep for a long time, and each of us three had his own……………
Show with arrows which of the characters in the story was thinking about WHY?
BoyWhy …. didn’t tell me the truth right away, but woke me up at night?
BoomWhy…. didn’t scold me at all,......?
MotherWhy did they kick me out into the yard, why did they let me in and caress me now?
Find a passage in the text that describes the events in the illustration.
__________________________________________________________
Continue the sentence based on V. Oseeva’s story “Why?”:
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took such care of his every……………..….
3.I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we didn’t sleep for a long time, and each of us three had his own……………
Show with arrows which of the characters in the story was thinking about WHY?
BoyWhy …. didn’t tell me the truth right away, but woke me up at night?
BoomWhy…. didn’t scold me at all,......?
MotherWhy did they kick me out into the yard, why did they let me in and caress me now?
Find a passage in the text that describes the events in the illustration.
__________________________________________________________
Continue the sentence based on V. Oseeva’s story “Why?”:
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took such care of his every……………..….
3.I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we didn’t sleep for a long time, and each of us three had his own……………
Show with arrows which of the characters in the story was thinking about WHY?
BoyWhy …. didn’t tell me the truth right away, but woke me up at night?
BoomWhy…. didn’t scold me at all,......?
MotherWhy did they kick me out into the yard, why did they let me in and caress me now?
Find a passage in the text that describes the events in the illustration.
__________________________________________________________
Continue the sentence based on V. Oseeva’s story “Why?”:
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took such care of his every……………..….
3.I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we didn’t sleep for a long time, and each of us three had his own……………
Show with arrows which of the characters in the story was thinking about WHY?
BoyWhy …. didn’t tell me the truth right away, but woke me up at night?
BoomWhy…. didn’t scold me at all,......?
MotherWhy did they kick me out into the yard, why did they let me in and caress me now?
Find a passage in the text that describes the events in the illustration:
What did the boy do wrong?
What did the boy do well?
Conducting a quiz is the final event after students read V. Oseeva’s stories. Reading and discussing stories from the collection "The Magic Word" is a good way to develop moral qualities in schoolchildren.
"Valentina Oseeva and her books"
Valentina Oseeva and her stories
Crossword puzzle tasks
Remember the title of the story in which:
Vertically
1. The girls spoke loudly, all together, without listening and interrupting each other.
2. The boys watched calmly and indifferently as the dog attacked the kitten.
3. Yurik thought for a long time about what he could do, but it turned out he just needed to take a walk with his sister, help the nanny put away the dishes, and give Trezor some water.
4. Remember the name of the writer who wrote all these stories.
5. Vova and Misha ate all the cookies, leaving none for their mother and grandmother.
6. Alyoshka scattered paints at Katya’s and, escaping from his sister’s revenge, fell from the tree.
7. Valya did not provide any real help to her sick classmate Valya.
8. Only one boy can be called a real son.
9. Tolya only thinks about the feat, instead of performing it.
10. Tanya was sewing on a button.
Horizontally
11. 11. “Please” - what is it?
View document contents
"Quiz"
Quiz
based on the book by V. Oseeva "The Magic Word"
How should you pronounce the “magic word”? (You need to say it in a quiet voice, looking into the eyes of the person you are talking to. Remember - in a quiet voice, looking straight into the eyes...)
What magic word did the old man tell Pavlik? (Please)
What's easier? Why? Answer the question, remembering the story of the same name by V. Oseeva. (Telling the truth is always easier; you don’t have to invent anything or get confused in lies. The punishment for a minor offense is not as severe as for lying.)
What offense do you think Vova and Misha committed in V. Oseeva’s story “Cookies”? (They divided all the cookies into two equal parts, forgetting about mom and grandma.)
Why was the girl surprised when she saw how the boy rushed to help the fallen old woman in V. Oseeva’s story “Just an Old Lady”? Do you agree with her surprise?
In V. Oseeva’s story “Bad,” the woman angrily answered the boys: “That’s bad!” What did she mean, why was she angry? (The boys stood and calmly watched the dog bark furiously at the kitten. The dog could attack and tear the kitten apart at any moment. And the boys watched indifferently).
How do you evaluate Yura’s behavior from V. Oseeva’s story “Girl with a Doll” on the bus? (Yura is a polite and well-mannered boy, always ready to give way to elders and even girls.)
Remember the story by V. Oseeva “In the same house”, who turned out to be the smartest, the stupidest? Why? (The smartest duck turned out to be Ustinya, because she does not offend those who are weaker than her. And all the rest turned out to be stupid and cruel, because they offend the weak.)
Why do you think V. Oseeva’s story is called “The Dreamer”? (Because instead of actually accomplishing a feat, Tolya only knows that he talks and dreams about it. And Yura, without much thought, hearing a cry for help, immediately rushed into the water to save the baby.) How are feats accomplished?
Why in V. Oseeva’s story “The Evil Mother and the Good Aunt”, Dasha, having matured, stopped saying: “I have an evil mother and a good aunt”? (Because she understood that she should be grateful to her mother for teaching her to work. But the kind aunt taught her nothing.)
In the story by V. Oseeva “Who is the boss?” The boys Kolya and Vanya argued for a long time about who is the owner of the dog named Zhuk. Why, when Kolya answered the forester that the dog was his, Vanya remained silent? (Kolya rushed to save Zhuk from the shepherds, and Vanya, shouting “save yourself,” got scared and climbed a tree.)
V. Oseeva’s story is called “Good”. What is it, and is it necessary to think about it for a long time? (It’s not so difficult to do something good; take a closer look; very often people around you ask you to help with something.”)
Who can be called magpies in V. Oseeva’s story “Magpies”? (“Magpies” is a common noun; they can be called three girls who were talking loudly, not listening, and interrupting each other.)
Who can really be called comrade Vitya from V. Oseeva’s story “Three Comrades” (Volodya, who silently, without further questioning, came up and shared breakfast with Volodya.)
Why did Lena draw blue leaves in the story of the same name? (Because she didn't have a green pencil.)
How do you understand the teacher’s remark from the story “Blue Leaves”: “You have to give so that you can take”?
Why did Katya want to take revenge on her brother Alyosha? Did she succeed in her revenge? (Because Alyosha took her paints and scattered them. Spilled water from under the paints on the table. Alyosha, running away from Katya, climbed a tree and fell from it, Katya was very scared for Alyosha that she forgot to think about her revenge brother.)
Why in the story “Sons” by V. Oseeva, the old man, having met women and their sons at the well, said that he saw only one son? (Only one boy helped his mother, taking heavy buckets of water. And one of them tumbles over his head, walks like a wheel, the other is covered with a nightingale - you can hear him.)
Quiz rules: for each correct answer the student is given a token, at the end of the game the number of tokens for each student is counted and the winner is revealed.
Compiled by: librarian of the Municipal Budgetary Educational Institution “Laryak Secondary School” L.A. Kushnikova.
1.What poem did B.L. Pasternak write?
A) “Spring in the Forest” B) “September” C) “Golden Autumn” D) “Indian Summer”
2.Who wrote the poem “Swan”?
A) D.B.KedrinB) S.A.KlychkovC) N.M.RubtsovD) S.A.Yesenin
3.What is the name of the poet Kedrin?
A) Boris DmitrievichB) Nikolai MikhailovichC) Dmitry Borisovich
4.What work are these lines from?
Tomorrow the rain will pour down quickly,
Blocking the sun with a cloud...
A) “Indian Summer” B) “September” C) “Spring in the Forest” D) “September”
5.What does the word “flute” mean?
A) birdB) musical instrumentC) bird singingD) repeated cry
6.Choose antonyms for the word “chilly.”
A) hotB) cold C) frozenD) sultry
7.Which poem are these comparisons from?
The sun's shine plays with the river, grove, berries, as if with toys.
A) “Spring in the Forest” B) “September” C) “Indian Summer” D) “Swan”
8. Using these words, find out the poem.
Morning, ore, scrap, squeak, cluck, jay.
A) “Indian Summer” B) “Spring in the Forest” C) “September” D) “Golden Autumn”
9.Fill in the missing words in the passage.
And all around are azure flowers
The waves were spreading...
And, as guests...,
We smiled at the happy day.
A) spicy, long-awaited B) spicy, alien C) spicy, alien
10.Guess the riddle and indicate the poems that talk about it.
Came without paints and without a brush
And repainted all the leaves.
A) “Golden Autumn” B) “Spring in the Forest” C) “Indian Summer” D) “September”
11.Complete the proverb.
Who worked hard in the spring...
A) ...he cries in the winter. B) ...he will have fun in the fall. C) ...he is lazy in the fall.
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