Krylov's fables positive and negative characters. Features of reading fables

Fables I.A. Krylova as a means of moral education
schoolchildren, in literature lessons
The traditional elementary school curriculum uses mostly
works of the fabulist I.A. Krylov. His fables are distinguished by their strict form,
which is dictated by the traditions of poetry, are saturated with expressive
images of heroes and a bright, emotional language that allows you to emphasize
characters created by the author.
These features open up wide possibilities in the use of fables.
for various purposes such as:
moral education of students;
development of speech of schoolchildren;
development of figurative thinking;
the ability to penetrate into the hidden meaning laid down by the author in the work;
disclosure of the figurative meaning of the images of the fable in the context of life
situations;
understanding the positive and negative characteristics of the heroes of the fable;
the ability to compare the behavior of the heroes of the fable and reality.
Almost all the works of I.A. Krylova carry moralizing and
morality, which allows, first of all, to use them as a means
moral education of students. However, as practical experience shows,
Schoolchildren in the perception of a work of art go through two stages:
emotional perception;
generalized evaluation.
In accordance with this, the fable, as a work with a high degree
generalization, requires a fairly clear perception of concrete
content. Only after a proper understanding of the specific content and
motives for the behavior of the characters, the students move on to highlighting the main idea.
The main idea is a conclusion from a specific part of the fable, and morality is nothing
other than a generalized expression of an idea.
Based on the foregoing, we can consider the fables used in
learning process in elementary school in terms of highlighting their main idea and
revelation of morality.

For example, in the fable "Swan, Pike and Cancer" the main idea is
inconsistency in the joint actions of the heroes as the cause of failures. To this thought
already suggests a kind of selection of heroes: a bird, a fish and a cancer, which in itself
causes a mismatch. It is also important to describe the directions of actions of the heroes.
(“The swan breaks into the clouds, the crayfish moves back, and the Pike pulls into the water”),
accordingly, the moral of the fable is the reason for the failure of the inability to agree on
friendly actions.
The language of the fable "Swan, Pike and Cancer" is saturated with dialect words,
expressions, apt sayings and provides interesting material for enrichment
active vocabulary of students with new words and concepts. When explaining
students can use the lexical meaning of words in various ways:
in some cases, this may be the selection of a synonym or synonymous
expressions, in others - an appeal to the context, in the third - an appeal to the composition
words, etc.
After independent reading, students examine the drawing for the fable,
they say that it depicts what lines from the fable can be picked up for it.
Thanks to the visual image, some not entirely clear words,
for example luggage, become available to children. After that, special attention
is given to work on the meaning of words and some expressions of the fable. To this fable
an interesting work is given on the replacement of fable expressions by children with synonymous ones
(this work is carried out at the next lesson or at the stage of fixing reading
fables). Third graders find synonymous expressions for such
phrases such as “but the cart still does not move” (the cart does not move from its place), “from the skin
climb out ”(they try very hard), explain the understanding of the expression“ Yes, only things and
now there ”(the cart was not moved from its place). Explanation of the last expression
will be the reference for several questions - in terms of understanding the ideological side
fables: what prevented the Swan, Pike and Cancer from carrying a cart with luggage?
Support your answer with lines from the fable. Why do you think Krylov

telling a story about the Swan, Pike and Cancer, uses at the beginning of the fable
the expression "When there is no agreement among comrades ..."?
Students should understand that the moral of the fable partly reveals its allegory.
also by the fact that in these lines (the first three) the main idea is expressed
works. Here, by selecting synonymous expressions, students find out
the lines “Their business will not go well” (it will not go well), “And it will not come out of it
business, only flour ”(they won’t do anything, but only suffer) and at the request
teachers give obvious examples when several people will have a case
get along, argue.
Then the teacher sets a goal for the students: on their own several times
read the fable and prepare for its expressive reading.
In order for the children to be able to expressively read the fable, the teacher
invites them to conditionally divide it into parts:
 the moral of the fable (read as the writer's advice to people);
 exposition (three lines and a tie) telling about the beginning of the event
(read as if telling a story);
 development of action (students show by intonation that the actions of the characters
useless, read the line slowly, with annoyance);
 climax (highlight the words on which you need to raise your voice and
stop, swan clouds, cancer back, pike water);
 junction.
In the fable "Dragonfly and Ant" the main idea is put more accessible to
schoolchildren ("Summer red sang, winter did not have time to look back,
eyes"). Here the idea of ​​responsible and prudent
relation to any business and the folk wisdom is conditionally expressed “prepare the sleigh
summer".
The meaning of another fable, "The Siskin and the Dove", is emphasized by the author's assessment
and it is important to give children the opportunity to catch it. I.A. Krylov speaks to the owl
attitude towards the overly arrogant and indifferent Dove with words after

descriptions of the capture of Dove in a snare (“And it’s business!”). To Chizh, the author shows
sympathy and pity (“Chizh was slammed by the villainess of the trap”). When working on
the text of this fable, the teacher does not need to first of all strive to reveal it
allegorical meaning, since children are attracted to it, first of all
picturesque scenes, expressions, images. Therefore, work on the fable at the beginning
conducted as over a story or a fairy tale from the life of animals; student attention
concentrates on the images of the characters Chizh and Dove.
After reading the fable "The Siskin and the Dove", it is important to find out the characteristic
features and actions of the heroes: “What happened to Chizh? What happened to
Dove?”, “How did Dove react to Chizh’s misfortune? How did he behave towards
Chizhu?". After evaluating the behavior of the characters, the children express their own and the author's
attitude towards Chizh and Dove. Supporting your opinions with text
third-graders note that already in the first line of the fable, the author sympathetically
refers to the misfortune of Chizh: he calls the trap a villain, and Chizh is a poor thing.
The final scene and the author's assessment of Dove's behavior, in fact,
are the moral of the fable, which largely reveals its
allegory. Therefore, after clarifying the actions of the heroes and their evaluation,
the ideological meaning of the fable: a friend is known in trouble.
The next step in working on a fable is expressive reading,
contributing to deeper reading comprehension and comprehension.
After reading the fable to themselves, the students under the guidance of the teacher
reveal the intonation of each logically complete part corresponding to
semantic content. So they say the first line should be read
normal intonation, as if talking about what is happening. Expressing my
sympathetic attitude towards Chizh (the second line of the fable), the guys emphasize
that I.A. It was not by chance that Krylov used the words torn and rushed about. It is they
help to visualize Chizh's hopeless situation more vividly. Determining intonation
words of the Dove, the guys report that they should be read with a sense of showing off,
mockingly, and the assumption “They wouldn’t have fooled me like that: for this I vouch

boldly ”- self-confidently, because I.A. Krylov says that Dove mocked
Chizhom. In the line "an you look, you immediately got entangled in a snare" third-graders
determine the stressed word himself, raising his voice, emphasizing what exactly
The dove, and no one else, is entangled in a snare. Final words of the fable guys
read instructively.
The fable "Elephant and Pug" requires a slightly different approach, since
here the idea is not revealed immediately, but after the inclusion of a third person in the action,
clarifying event. This person is the accompanying procession
Mongrel condemning Moska's actions ("Neighbour, stop being ashamed, her Mongrel
says, do you mess with the Elephant? Look, you are already wheezing, and he goes to himself
forward and does not notice your barking at all. Mongrel encourages disclosure
unjustified (at first) actions of Moska and finding out the meaning of her venture (“completely
without a fight I can get into big bullies").
The fourth-graders read the fable "Elephant and Pug" after a short
preliminary vocabulary work, which contributes to a deeper
insight into the meaning of the text. Grade IV - a new step in the work of students on
fable genre. Some of the lesson steps mentioned above can be omitted in
depending on the content and ideological meaning of the fable. So, when meeting children
with I. Krylov’s fable “The Elephant and the Pug”, students will learn about the fable as
literary genre. With the help of a teacher, students remember what a fable is,
what fables they read, they read the remembered fables by heart.
The meaning of the fables "The Monkey and Glasses" and "The Mirror and the Monkey" is somewhat similar,
since the main character of both fables is a monkey and the choice of a hero
not accidental, because the image of a monkey personifies the behavior of a stupid, stupid
a person who cannot use a useful thing, and without understanding it
sense, declares the thing stupid.
Guided by these stages, we can consider the example of a fable
Krylov "Crow and Fox" ways of practical implementation of the plan for the structure
lesson on the example of individual fragments:

I. Preparatory work:
a conversation about the habits of the fox and the crow of the characters in the fable, which
to be read;
II. Reading a fable by a teacher or listening to a recording.
III. An emotional conversation.
IV. Analysis on the specific content of the fable:
a) clarification of the structure and composition of the fable:
Students divide the fable into three parts.
What moment do you consider the beginning of the described action? How is he
called? (string)

At what point did the action reach its peak? Prove
reading the text.
Read the denouement of the action.
Prove that the fox's flattery grew more and more, and the crow
more commendable.
b) clarification of the motives for the behavior of actors, their characteristic features:
Why does the Fox praise the Crow so much?
How the author showed that the Crow is not really the way she was described
Fox?
What kind of fox can you imagine?
What is the Crow in this fable?
Why did the Fox manage to deceive the Crow? (The crow loved when her
praise)
c) establishing the main idea of ​​the specific content of the fable:
What do you think I.A. wanted Krylov show his fable?
Whom does he condemn, what does he condemn?
VI. Analysis of the part of the fable that contains the moral.

How can one replace the words "flattery is vile" (unjustified praise
disgusting).
The words of the fable “But everything is not for the future, And in the heart the flatterer will always find
corner”, how else can you say what these words mean?
Read the first four lines of the fable.
Compare our words and how the author conveyed his thought. Where is this thought?
expressed more vividly and emotionally?
VII. Selection of an analogy from life.
Does this happen in real life? Among your comrades?
If you meet people who undeservedly praise someone in order to
to benefit themselves, whom can they remind you of the characters in the fable?

The fable "The Crow and the Fox" is more complex in design and artistically.
visual means. Therefore, in order to fully understand it,
preparatory work, preliminary explanation of unfamiliar words and
obligatory reading of the fable by students about themselves.
Understanding keywords fables - flattery, flatterer, queen, prophetess,
croak, the selection of a synonymous series of words for them will help students even deeper
reveal its subtext.
After the children have read the fable, they listen to it performed by the masters
artistic word or teacher.
Then you can invite students to observe the language of this fable and
determine what mood she is imbued with, what words, and for what purpose
the author chooses to describe the Crow and the Fox. As a result of working on the text
students come to the conclusion that all figurative means (epithets,
comparisons, significant use of verbs that determine instantly
ongoing action, etc.), used by the author, are aimed at
reveal such vices as flattery and ambition. Laughing at Voronaya, I.A. Krylov
condemns existing human vices, shows how one can suffer because of
desire for honor and glory, because of the love of praise.
The rest of the lesson can be devoted to framing
filmstrip using oral verbal drawing. Students can
offer to draw 10 11 drawings corresponding to certain
lines of text, and sign them with words from the fable. This kind of work is best
perform collectively, in groups: each group makes 3-4 drawings. On the
In the next lesson, representatives of each group expressively read the text,
illustrating it in the right way. A jury of classmates evaluates the work
each group.
However, the success of work on a fable is determined by a number of conditions, one of
which is the awakening of the student's interest in the process of analyzing the fable,
attention to the development of the action, the details of the situation, the characters of the characters.

The student needs to vividly perceive the development of the action, vividly represent
images of the work.

Therefore, it is very effective to use such an effective
methodical device, as a dramatization of a fable. This allows you to activate
children's attention and increase interest in the work. Dramatization itself
is an activity in which what is read is reproduced in persons, with
using separate means of expression: facial expressions, gestures, actions. Stages
dramatization is a full-fledged artistic analysis of the text, getting used to
role (image), the result of this work is provided in persons, which, of course,
gives a more complete artistic development of the work.

This methodological technique can also be considered on the example
fragment of the lesson on dramatization of the fable "The Crow and the Fox",
Application:
and also in
Conversation on:
Where do you think it took place? (in the forest)
What did Crow do when she got the cheese?
How did she climb the tree? (perched up)
Why didn't Crow eat the cheese right away? (yes thought about it)
What do you think Crow was thinking about?
How can this be shown?
Who saw her? (fox)
What exactly caught the Fox's attention?
How did the fox behave? (Cheat approaches the tree on tiptoe)
How can this be shown?
What did the fox say?
How did she speak? (sweet, breathing a little)
How can you say otherwise? (quietly, fading)
Find the words of the Fox, try to read.

In another fable, "The Cuckoo and the Rooster", the idea of ​​meaninglessness is embedded
evaluative actions, if they are performed only in order to praise a friend
friend, not paying attention to the real side of the matter (“Cuckoo praises
Rooster, for the fact that he praises the Cuckoo). This moral (expressed by the third
face - Sparrow: "All your music is bad") and summarizes the main idea of ​​the fable
what matters is not how you understand yourself, but how others evaluate you and match
whether this assessment is with yours.

Fable
"Cuckoo and Rooster"
identical in design to some
visual means and ideological orientation of the fable "The Crow and the Fox"
Therefore, work on it must be carried out in a comparative plan, giving
initiative for children's statements.
After reading the fable "The Cuckoo and the Rooster" on their own, students find
words in the text that contain the moral of the fable. In doing so, they explain what
human vices are condemned by the author in this work.
Then students are invited to make a comparative analysis of the fables "Crow and
Fox" and "Cuckoo and Rooster", in particular, to show what is common in actions
Cuckoo, Rooster and Fox, i.e. how they are similar.
Particular attention should be paid to its linguistic analysis,
contributing to the penetration of students not only into the subtext of the work,
then to the creative laboratory of the writer:
Find the words and expressions used by the author to identify
characteristics of the characters in the fable.
What words show the increasing flattery of the heroes?
Are these words understood? literally or have subtext, figurative
meaning? How does the author achieve this?
Children note that a characteristic feature of the heroes of these fables is
insincerity, desire to please each other, excessive flattery. They see that
ridiculing these character traits, Krylov with such ordinary words as my dear,
sock, voice, eyes, cute, beauty, gives a special ironic connotation.
Uses words with diminutive suffixes to
brighter, more convex to show the flattery and servility of heroes. Students notice how
the falseness, the flattery of the heroes gradually grows in the words.
Thus, the practical features of working with text in a reading lesson
are as follows:
hidden thought (the main idea of ​​the fable);
morality as a generalized expression of an idea.

From this follow special stages for parsing the text of the fable in the lesson.
reading:
1. perception of specific content;
2. disclosure of the composition, the characteristic features of the characters,
motives for their behavior;
3. clarification of the main idea of ​​a particular part of the fable;
4. disclosure of allegories;
5. moral analysis.
The above analysis and individual fragments of the lessons allow
talk about the breadth of the use of the fable in the reading lesson, i.e. not only how
moral means of education, but also as an effective way of development
thinking, speech and imagination of children of primary school age.

Lesson topic: Fable of I.A. Krylov "Dragonfly and Ant".
Type of lesson: lesson acquaintance with a literary work.
Lesson Objectives:
to introduce students to the fable of I.A. Krylov “Dragonfly and Ant”;
learn to establish causal relationships; make a generalization; to teach to see and feel the deep meaning of the fable behind the lines of the work;
develop correct expressive speech, expressive reading skills, dramatization, creative abilities; develop the ability to work in pairs, groups of shifts;
cultivate responsiveness, the ability to empathize, sympathize.
Teaching methods:
By the nature of educational and cognitive activity: problem-search.
According to the method of organizing the implementation of cognitive activity: verbal, visual, practical.
According to the degree of pedagogical management by the teacher: methods of indirect management of educational and cognitive activity of students with the help of information sources.
Forms of organization of educational activities: frontal, pair, group, individual.
Planned results:
Subject: the student will have the opportunity to get acquainted with the personality of Ivan Andreevich Krylov and his fable "Dragonfly and Ant".
During the classes
. I. Organizational moment.
Everyone take their seats
No one is tight
I'll tell you a secret
It will be interesting
Guys! In the lesson we will continue to make our little discoveries.
II.Updating knowledge:
Expansion of knowledge about the work of Krylov I.A.
An entry appears on the board: Navi Volyrk (slide)
- Which writer in his youth took such a pseudonym for himself?
- What did you learn about Krylov in the last lesson?
I.A. Krylov is a great Russian writer. The life of a fabulist in childhood was unusually poor. As a nine-year-old boy, when his father died, he had to go to work, copying papers, taking care of the family. Little Ivan did not have to study, but the mother herself drew up a plan for the education of her son, followed his studies. From childhood, Ivan Andreevich had a thirst for knowledge, he loved to read, to think about what he read. His intensive self-study brought extraordinary results: when he became an adult, he was considered one of the most educated and enlightened people of his time. He managed to become a diversely talented person: playwright, publisher, musician, artist. More than two hundred fables were created by the fabulist.
2. Repetition of knowledge about the features of fables.
- Let's remember what a fable is?
On cards for individual work, cross out the excess - that which does not apply to
fable genre:
Fun, funny stuff.
A small story.
People, their actions and behavior are implied.
Makes me think.
.Contains a conclusion - morality.Heroes are people.
The characters are usually animals.
People's shortcomings are ridiculed.
Magical characters and events.
Conclusion from the board: (on the slide)
- Read what is left in your definitions.
-You have already guessed that in the lesson we will meet with the fables of I.A. Krylov. But with
which one, you will find out by guessing riddles.
Epat of creating a problem situation and formulating a problem.
- Guess riddles:
Airplane light, fast Flies fragrant over a flower. Wings, tail and eyes. This is a miracle ... (Dragonfly.) An illustration of a dragonfly is hung on the board.
He is from twigs, from needles. He will build a real house Without a saw and without nails. Who is the builder? ... (Ant.) An illustration of an ant is hung on the board.
It turns out the way of life of a dragonfly and an ant in nature.
Who has seen a dragonfly in nature? What does she do in summer?
Flies. Flutters, sits down. Catches midges, mosquitoes.
Speech warm-up:
Over a meadow where goats graze,
Dragonflies flutter on transparent wings.
(Different ways of reading: "buzzing reading", reading with surprise, with an angry, with a cheerful intonation, with acceleration, with deceleration).
The nature of the dragonfly is established. (Cheerful, playful.)
Speech warm-up:
Kill me without a job
The ant cannot live.
(Different ways of reading: "buzzing reading", reading with surprise, with an angry, with a cheerful intonation, with acceleration, with deceleration). - What kind of ant? (Strong, industrious.)
- Guess what fable we will study? ("Dragonfly and Ant")
III. Reporting the topic and objectives of the lesson
- Who will formulate the topic of the reading lesson?
IV. Statement of the educational task.
- What tasks will we set for ourselves? (learn to expressively read a fable, determine its moral, draw conclusions)
Creation of the "Tree of Predictions"
-Let's try to predict what characters the heroes of the fable will have?
- Who will be a positive hero, and who will be a negative one?
- We will plant dragonflies on the branches of a tree with the qualities that will be inherent in the Dragonfly, and under the tree we will arrange an anthill from the qualities characteristic of the Ant.
Words appear on the tree about the dragonfly: beautiful, carefree, cheerful, etc., about the ant: hard worker.
-Let's check our predictions and listen to the text of the fable, which will be performed by the artist I. Ilyinsky
V. Primary perception of the text. 1. Listening to a fable in an audio recording.
2. Conversation
- Did you like the fable?
- What is it about? Who liked?
Did our assumptions match? (Not all)
Physical education minute In the morning, the dragonfly woke up, stretched, smiled (stretch, smile), Once - she washed herself with dew (imitate washing), Two - gracefully circled (circling), Three - bent down and sat down, four - flew, Stopped by the river, spun over the water. 3. Reading a fable by students.
Now you will read a fable, let's get ready for reading.
Jump-go-nya pro-cor-miO-look-o-bo-gray
Swirl-lo-collect-syaPo-dead-ve-lo need-daU-dru-che-na- Which word is superfluous in the first column?
What is the missing word in the second column?
What word answers the question Who?, What?
- The first column reads ..., from bottom to top it reads ... .VI. Analysis of a literary work
1. Choral reading "Earth-sky".
Work on the lexical meaning of words. (If you analyze the fable very carefully, focusing on each word, you can understand any work, despite the huge number of incomprehensible words and expressions.)
Working with illustrations.
Put the illustrations in the correct order. Voice each of them. Choose how you want to work individually, in pairs, in a group.
Reading in a chain, in pairs.
Selective reading.
- Read how the Dragonfly is shown at the beginning. What did she do all summer?
- Read how well the Dragonfly lived in the summer.
- What happened to the cold winter for the Dragonfly?
Why doesn't she sing?
- Compare the appearance of the Dragonfly in summer and autumn according to the illustrations.
To whom did the Dragonfly go for help? With what request did she turn to the Ant? What were her words like?
What did the ant say to her? How should the words of the Ant be understood: “Did you sing everything? This business. So come on, dance!”
6. Reading the fable by roles. (Pay attention to the fact that the Dragonfly's speech sounds pitiful, pleading. The Ant's speech is confident, instructive) - How many characters are there in the fable?
Questions about the content of the fable, its allegorical, instructive nature.
- Why was the Dragonfly left without a home? Maybe something bad happened to her? (She did not take care of housing in the summer: she sang, lost, danced all the time, as the author says)
- Did the need and hunger come for the Ant? Why?
Fizminutka Once an ant carried two blades of grass for doors (8 claps) In a clearing under a bush, an ant builds a house (tilts to the left - to the right) Only the snow will sprinkle, the dragonfly hurries towards it (turns to the left - to the right) You, Kuma, do not rush, but for business-ka , take it. (squats)
8. Characteristics of the characters (Work in pairs).
- Let's characterize the characters of the fable - Do you feel sorry for the Dragonfly or not? Explain your answer.
- What would you do in the place of the Ant? Why?
- What did I.A. Krylov want to tell us with his fable? (It is necessary not only to have fun, but also to work. Whoever does not work does not eat.) - What words contain the main idea of ​​the fable? Read them. How do you understand them?
- On the example of the Dragonfly and the Ant, whose actions are depicted in the fable? (In fact, using the example of insects, the author wanted to express the essence of people's actions. People sometimes act as thoughtlessly as the Dragonfly in this fable. The dragonfly is a lover of easy life, entertainment, not thinking about the future, living for today) - We know that fables were not written for dragonflies and ants. Ivan Andreevich Krylov in his fables gave us advice on how to live. He wanted the people who read his fables, and therefore you and me, to become smarter, kinder and better.
What does this fable teach us? (condemns carelessness, unwillingness to think about tomorrow, frivolity, boastfulness)
- Does it happen in life? Give examples.
IX. Consolidation of the studied material.
Selection of proverbs for the fable. Group work.- Collect proverbs.
What proverbs express the main idea of ​​the fable?
Hurry up and make people laugh.
Try on seven times, cut once.
Business time - fun hour.
Boring day until evening, if there is nothing to do.
You will lie in the summer, you will run with a bag in the winter.
Whoever has fun in summer, he cries in winter.
Lesson Summary:
We were able to answer main question lesson?
- What vices does Krylov condemn in the fable “Dragonfly and Ant? (laziness, frivolity)
- Was the lesson useful for you? How?
Is it necessary to study fables?
- What did the fable teach you?

Topic: Laughing, we part with our shortcomings . Through the pages of fables by I.A. Krylov and Aesop

(a fragment of the lesson)

Target : to summarize the knowledge of children about the work of I.A. Krylov and Aesop.

Tasks:

educational- to learn to define a fable as a genre of literature according to characteristic features, to find morality in a work; to improve the ability to read expressively and consciously;

developing- to develop creative abilities, speech, the ability to analyze, classify and generalize, draw conclusions;

nurturing- to cultivate a positive attitude towards honest, noble, kind deeds;

health-saving - to preserve the health of children through optimal educational work and active recreation; use of TCO and visual aids; creating a comfortable and trusting atmosphere in the classroom; providing psychological support to each student.

Lesson type- generalization.

Lesson Form- lesson-presentation.

Technologydevelopmental education according to the system of L.V. Zankov.

Equipment:computer, projector, multimedia, books with fables for the exhibition, students' drawings, portraits of fabulists.

Content.

I. Organizing time (music plays)

II. Updating of basic knowledge. FROM communication of the topic and purpose of the lesson

Look at the screen. What two groups can these works be divided into? (Fables and tales about animals)

Read the titles of the works that you will attribute to the first group, to the second? What unites these works? What's the Difference? Exploring the fable.

"Cat, Rooster and Fox"

"A Crow and a fox"

"Wolf and Lamb"

"The wolf and the seven Young goats"

"Lion and Fox"

Literature learned a new genre

The features of the fables were recognized.

We read works together

We listened to the lessons of the fabulists.

Today we will visit the beautiful world of fables Aesop and I.A. Krylova. But in order to get into it, you need to answer a number of questions.

III. Work on the topic of the lesson.

- What is a fable?

- A fable is a short entertaining story in verse or prose in which people, animals and various objects are characters. A fable is a small piece of moralizing content. The heroes of the fable cause laughter, pity, indignation.

- Who are called fabulists?

Fabulists are the creators of fables.

- Do you know fabulists?

D. Aesop, I.A. Krylov

How did fables come about?

- Fables, like fairy tales, originated in ancient times. These works were passed from mouth to mouth. The first author whose fables were written down was the ancient Greek fabulist Aesop, who lived in the 6th century BC. The legend tells that Aesop in his fables spoke so insistently to people about their vices that they were offended and threw him off a cliff.

Until now, allegorical speech is called the Aesopian language. By reading fables, we learn to understand Aesop's language. Many of Aesop's fables became known to Russian readers thanks to Krylov's translations. He endowed them with Russian features, put Russian folk speech into their mouths.

- What do fabulists condemn and ridicule?

- They ridicule stupidity, arrogance, rudeness, greed, cunning, stubbornness, hypocrisy. The authors talk about their characters with a smile, with a touch of humor or irony.

- What is irony?

- Irony is a subtle, hidden mockery.

- Fables use allegory. What it is?

- An allegory is an allegory. So in fables and fairy tales, cunning and flattery are allegorically shown in the image of the Fox, rudeness and greed - in the image of the Wolf, stupidity and stubbornness - in the image of the Donkey, diligence and diligence - in the image of the Ant.

Every fable has a moral. What it is?

- The moral of a fable is a morality expressed in a short form.

- Well done! Last task. There are cards in front of you, check the signs that are characteristic only for fables (individual work). Did you manage? Wonderful. Set the cards on the edge of the table.

D. A characteristic feature of a fable is morality, the moralizing meaning of fables, whichconsists in several lines of fables, at the beginning or end of works.

	Heroes are often animals or plants, things, birds, fish
	Large piece of work
	May be written in prose or verse
	At the beginning or at the end, a moral conclusion is formulated
	Replays
	Literary devices: personification and Aesopian language (allegory)
	Few descriptions
	ridicule human vices
	Lots of dialogue
	Interesting short story
	Magic Helper

Here we are in the wonderful land of fables. Here we will play the role of actors, writers, artists, researchers.

Before entering there, remember the rules for working in groups:

Work together, according to the plan.

Don't hesitate to listen to others.

Respect the opinions of others.

Do not agree with the opinions of others - prove your point of view.

-Pay attention to the slide. Guys, I will show you interesting illustrations (plots) for the fables of I.A. Krylov. Note that among the illustrations there are also your works. The first group, looking at the illustration, says the name of the fable. Second group moral of this story. The third group - what does this fable teach. Cards with the names of the fables, with lines from the fables in front of you, they will help you. On the slides there are illustrations for the fables "Swan, Pike and Cancer", "Chizh and Dove", "Elephant and Pug", "Monkey and Glasses","Dragonfly and Ant", "Quartet".

Fable cards:

1. When there is no agreement among comrades,
Their business will not go well,

And nothing will come out of it, only flour.

2. Do not laugh at someone else's misfortune, little dove.

3. And you, friends, no matter how you sit down,
You're not good at being musicians.

4. Hey Moska! know she's strong
What barks at the Elephant!

5. How useful a thing is, without knowing the price,
The ignoramus about her tends to get worse;
And if the ignorant is more knowledgeable,

So he keeps pushing her.

6. Have you been singing? This business:So, go ahead, dance!

You guys see how many Krylov's fables you already know. And how many interesting characters in them. I invite the heroes of the fable "The Crow and the Fox"

Group 1 prepared a staging of the fable: "The Crow and the Fox". But before listening to our actors, I want you to pay attention to the expressiveness, to the logical stresses, to the change in voice and mood when they read the fable. Identify and state in your own words the moral of the fable.

Who does the fox remind you of? (A flattering person)

And the crow? (Stupid, inattentive person)

What is the meaning of the fable? (You can’t succumb to flattery, it harms a person.)

Group 2 "Wolf and Lamb"

Choose a line that expresses the moral of the whole fable. (“The strong are always to blame for the powerless.”) How do you understand the meaning of this phrase?

Did the speakers succeed in conveying the characters' characters?

Now, with the help of syncwine, express your attitude towards the heroes of Krylov's fables staged by you.

Which character in the fable would you like to be? Why?

- Why did the genre of fable arise in literature?

Yes, this is an ingenious way, without causing a direct offense to a person, yet tell him the truth in his face. A fable is a wonderful mirror in which all kinds of animals and outlandish things are reflected, which are a spectacle both entertaining and instructive. And no matter what the animals do, we involuntarily understand that we are talking about people, while we think: this fable is composed about someone else. Therefore, no one could be angry with the fable.

Why are fables called moralizing?

The fable teaches us to be hardworking, honest, fair, teaches morals.

- Do you agree that the fables of I.A. Krylova outdated?

- Krylov's fables have long been called a piggy bank of folk wisdom. In our life we ​​are constantly faced with popular expressions. There are still Crow, Wolf, Pig, Lamb, etc. among us. And if you take a closer look at yourself, then we will discover something from some of the animals bred in Krylov's fables in ourselves. After all, there are no people without a lack, and now, as in the old days, the mind coexists with stupidity, diligence - with laziness, modesty - with boasting, courage - with cowardice, talent - with mediocrity. The worker Ant, the frivolous Dragonfly, the hypocritical Rooster and the Cuckoo have not gone into the past either.

The fable is still relevant today. You and I also tried ourselves in the role of fabulists. Let us present to the attention of the listeners the fables of our own composition.

- They made their own morals. Well done!

- Now we will see if you can distinguish Krylov's fables from other fables. fabulists.

Dynamic pause.

We got up. If you hear the fable of I.A. Krylov, then clap once over the head howl. If the fable belongs to Aesop, sit down.Are the conditions clear? Be careful!

1. I can get into such bullies without a fight.

(Krylov "Elephant and Pug")

2. Who is to blame among them, who is right, is not for us to judge;

Yes, only things are still there.(Krylov "Swan, Pike and Cancer")

3. The field is dead;

There are no more bright days,

As under each leaf

Both the table and the house were ready.(Krylov "Dragonfly and Ant")

4. The fox has never seen a lion in her life. And so, meeting with him by chance and seeing his first time, she was so frightened that she barely survived.(Aesop "The Fox and the Lion")

5. But it so happened that a little later the mouse actually thanked the lion,save his life. (Aesop "The Lion and the Mouse")

6. The monkey is here with annoyance and sadness

O stone so sufficed them,

That only the spray sparkled. (Krylov "Monkey and Glasses")

7. I would choke myself with longing,

If only she looked a little like her.

(Krylov "Mirror and Monkey")

8. The ant wanted to drink; he went down to the spring to drink, but fell into water. (Aesop's The Ant and the Dove)

9. Chizha was slammed by the villainess - a trap;
The poor thing in it was torn and rushed about,

And the young Dove mocked him.

(Krylov "Chizh and Dove")

U. Well done! And who was the most attentive, he will say the lines from which fables I.A. Krylova now sounded.

(“Elephant and Pug”, “Swan, Pike and Cancer”, “Dragonfly and Ant”, “Monkey and Glasses”, “Mirror and Monkey”, “Siskin and Dove”)

Sections: Primary School

Goals:

• Educational:

1. To interest students in the personality and creativity of I.A. Krylova
2. To consolidate the concepts of literary theory: fable, morality, creativity.

• Developing:

1. Develop oral language in students.
2. Contribute to the emotional perception of fables.
3. Practice speaking skills.

• Educational: To cultivate a love for literature, the ability to distinguish between positive and negative in the actions of the heroes of I. Krylov's fables.

Equipment:

• Textbook: L.F. Klimanov, V.G. Goretsky, M.V. Golovanova "Native speech" Grade 3, part 1 M .: Education, 2007
• computer, monitor, multimedia projector, screen, presentation on the topic: “I.A. Krylov. Fable "Crow and Fox", cards for individual work.

During the classes

I. Organizational moment

Sit down guys, let's start the lesson.

slide 2

II. Message about the topic and purpose of the lesson

Let's remember what creativity is.

(Creativity is a human activity aimed at creating unique values.)

slide 3

III. Author's note

- February 13, 1768 - the great Russian fabulist Ivan Andreevich Krylov was born. The place of birth is not exactly known, perhaps Moscow, Troitsk or Zavolzhye. Throughout his life, Krylov wrote 205 fables. Krylov, in addition to fables, enthusiastically created plays for the theater, articles for magazines, stories and even librettos for operas. November 21, 1844 - Ivan Andreevich Krylov dies.

slide 4

– The wonderful Russian sculptor Pyotr Karlovich Klodt made the characters of the fables in bronze. In 1855, a monument to the great fabulist was erected in the Summer Garden of St. Petersburg. Krylov is depicted sitting in an armchair, he is thoughtful. And next to him, a little lower, are the figures of the characters of his fables. This monument was built with money collected throughout Russia.

- Why do people highly honor the memory of the great fabulist?

slide 5

Exhibition of books.

- Let's remember what fables I.A. wrote. Krylov? Consider books.

slide 6

- What is a fable?

(A fable is a short poetic story with an allegorical meaning.)

What do all fables have in common?

Where is the main meaning of the fable? (In morality.)

- What is morality?

(Moral is moralizing in fables.)

Slide 7

IV. Checking homework

- Now we will listen to how you prepared an expressive reading of fables at home.

Which of the guys did you enjoy reading the most and why?

Slide 8

V. Presentation of the topic of the lesson

- Today in the lesson we will get acquainted with another fable by I. A. Krylov “The Crow and the Fox”. Listen to her. (Appendix 2.)

(Children listen to the fable in the recording ..)

Slide 9

VI. vocabulary work

• Veshunin- a predictor (according to old folk ideas: predicting misfortune with his cry.).
• perching up- climb with effort, hard on something high.

Slide 10

VII. Work on the content of the fable

1. Read the fable again to yourself (textbook, pp. 137–138.).

slide 11

1. Vocabulary is the opposite

They said more than once - how many times they told the world
Not for the benefit - but only not for the future
Found by chance, without much difficulty - God sent
Very close - very close
Looks without looking away - does not take his eyes off
Lost the ability to reason sensibly - dizzy
It became difficult to breathe - in the goiter breath stole
Very loud - at the top of my lungs
Disappeared, disappeared - was like that

slide 12

1. Selective reading

- Describe what a crow looks like. Can a crow be called the most beautiful bird in the forest?

Children describe the crow from the drawing.

What does the fox say about her? Read from the text.

("Darling, how pretty!
Well, what a neck, what eyes!
To tell, so, right, fairy tales!
What feathers! What a sock!
And, of course, there must be an angelic voice!".)

- Why did the Fox praise the Crow so much? (To take away the cheese from the Crow ..)

What is the moral of the fable?

("How many times have they told the world,
That flattery is vile, harmful,
But everything is not for the future,
And in the heart the flatterer will always find a corner.

slide 13

- I will name the qualities, and you tell me who they characterize: the Fox or the Crow.

flattering, prone to flattery (Lisu.)
Vain, striving for glory, for honor (To Raven.)
Arrogant (to the crow)
Insincere (Lisu)
Ambitious, lover of fame (to the crow)
False, deceitful (Lisu)
Cunning (Lisu)
Silly (to the crow)
Flattering (Lisu)
Confiding (to the crow)

- Tell me, what kind of crow?
- And the fox?

slide 15

VIII. Work on expressiveness in parts

A CROW AND A FOX

How many times have they told the world, | |
That flattery is vile, | harmful; ||
but all is not for the future, ||
And in the heart the flatterer will always find a corner. |||

_____________________–_________________

Somewhere a god sent a piece of cheese to a crow; |
On the spruce Crow perched, |
I was really ready to have breakfast, ||
Yes, thoughtful | and had cheese in her mouth. |||

To that misfortune, the Fox fled close by; ||
Suddenly, the cheese spirit stopped Fox: ||
Fox sees cheese, | Cheese captivated the fox. ||
The cheat approaches the tree on tiptoe; ||
Wag his tail, | does not take his eyes off Crows |
And he speaks so sweetly, barely breathing: ||

(When reading the third part, draw the attention of children to the abundance of words with an affectionate suffix, this will help to reveal the character of the Fox)

"Darling, | how pretty! ||
Well, what a neck, | | what eyes! ||
Tell, | so, right, | fairy tales! ||
What feathers! | what a sock! ||
And right, | angelic voice must be!||
Sing, | light, | don't be ashamed! ||
What if | sister, |
With such beauty, you are a master of singing, - ||
After all, you would be our king-bird!" |||

(This part shows the Crow in the most unsightly form. I was delighted with the flattering speeches of the Fox (show this with expressive reading)

Veshunin's head was spinning with praise, |
From joy in the goiter breath stole, - ||
And Lisitsyn's friendly words |
The crow croaked at the top of its throat: ||

Cheese fell out || - with him there was a cheat. |||

slide 16

IX. Reading a fable by role

Let's listen to the fable again.

Try to convey more accurately the cunning Fox and the stupid Crow.

(Two students go to the board and read the fable again)

Slide 17

X. Fixing

"Guess"

- What heroes of fables are encrypted here?

I-I-A (Fox)
-O-O-A (Crow)

Slide 18

T-E-O-A (Dragonfly)
-U-A-E- (Ant)

Slide 19

B-Z- -N- (A monkey)

Slide 20

Black box

- In the black box is an object with which you can see "what kind of mug is there." (Mirror)

In the black box is an object that the heroine of one of the fables got herself from half a dozen? (Glasses)

slide 21

Card work(Application)

- Guys, I have prepared for you interesting illustrations for the fables of grandfather Krylov with names and excerpts from them. But while we were at recess, all the cards were mixed up in a draft. Even now I can't figure out what's what. Help me please. We'll do this.

slide 22

- You will try to establish from which fable these words are.

Connect with arrows the lines from the fables, with the titles of the works from which they are taken.

The couple who have completed the task hold hands and raise them up. (work in pairs)

Let's check ourselves.

slide 23

Lost and found

– Objects are lost in the fables. Determine which fable they are from.

Cheese - "A Crow and a fox"
Glasses - “Monkey and Glasses”
Mirror - “Mirror and Monkey”

slide 24

Crossword

1. Who without a fight "wanted to get into big bullies"? ( Pug.)
2. Remember and name the heroine of the Quartet fable. (Monkey)
3. Who has “both the table and the house” ready for winter under the sheet? ( Ant.)
4. One of the heroes of the fable who "carried a load of baggage." (Swan)
5. Who, praised the Rooster, "is not afraid of sin"? (Cuckoo)
6. She was left without dinner because of her stupidity. ( Crow)
7. The heroine who saw her image in the mirror. ( A monkey)
8. Another one of the heroes who "took the load with the luggage." ( Crayfish)

Slide 25

XI. Outcome

- Now each of you will think about your role in the lesson ...

How would you evaluate your work, choosing for evaluation “very active”, “active”, “good”?

What knowledge and skills did you acquire in the lesson?

- What vices did Krylov like to “pinch”?

– Was the lesson useful for you? How?

Is it necessary to study fables?

– What do they teach?

slide 26

XII. Homework

- Learn by heart the fable of I.A. Krylov "The Crow and the Fox"

The reading of Krylov's fables occupies a large place in the primary school curriculum.

Fables contribute to the development of children's moral qualities, teach them to correctly evaluate the actions and behavior of people in everyday life, bring up diligence, modesty, truthfulness, nobility. The poetry of fables, their vivid language help the development of children's speech, the formation of their aesthetic taste.

According to the content, construction and language, fables are read as a simple, natural story, approaching colloquial speech. Good performers of fables do not read, but tell their listeners, acting as an interlocutor who narrates about certain events.

Simplicity, naturalness and conviction are indispensable conditions for reading fables. The teacher should act as a storyteller, telling his little friends an instructive incident that he knows well, heard about or witnessed himself. When reading a fable to children, the teacher needs to constantly communicate with the children, make sure that his intonation, gestures, facial expressions arouse their interest in the content of the fable, the events described in it, and the characters.

When reading fables, special attention should be paid to morality. Since the morality in the bash reveals the main intention of the author and contains a lesson, the reader must clearly understand his performing task, clearly understand why he is telling the fable, what he wants to expose and how to influence the listeners.

Morality should be read in such a way that children pay attention to it and think about it. However, it should never be imposed on them, read deliberately seriously. Morality should always follow from the story, sum up the story.

When reading a fable, it is very important to correctly convey the speech of the author and the speech of the characters. The speech of the author - a cheerful storyteller, an interlocutor who tells about some funny and at the same time instructive case - is read simply, friendly, slyly, with natural colloquial intonations.

The author in the fable does not simply state the events. He conveys his attitude towards them. In order to reproduce this attitude in expressive reading, the reader should master the idea of ​​the fable well, understand the author's worldview, his thoughts, intentions.

So, talking about the Fox (“The Crow and the Fox”), the author especially notes her cunning, roguery, thereby expressing his attitude towards her actions. He calls her a cheat twice ("cheat" tiptoeing to the tree" I "fell out the cheese - I was with him cheat such). This is the attitude of the author towards the Fox and must be conveyed when reading: pronounce the word "cheat" with a sly intonation, in the last phrase before the word "cheat" make a pause in order to draw the children's attention to this main quality of the Fox, which is so clearly manifested in the fable.

The speech of the characters is read with strict consideration of their individual characteristics, appearance, character, and actions. The reader, as it were, quotes the speech of the characters, retells it, without reincarnating into the transmitted image. “Excessive liveliness of the character’s speech can lead to a distortion of that sly intonation of the narrator, on. on which the main artistic effect of the fable is based” 1 .

A clear idea of ​​​​the heroes of Krylov's fables is helped by the fact that the author uses in them the images of animals, whose appearance, character, habits are well known. So,

Fox - cunning, insidious, flattering;

Wolf - greedy, evil;

The crow is stupid;

Ant - hardworking, etc.

However, using the well-known properties of the character of individual animals when transmitting fable images, the reader should not approach the understanding and reproduction of the characters in the fable in a simplified way. The fidelity of their transmission will depend primarily on how clearly the reader imagines the idea of ​​​​the work and the purpose of his reading.

So, the idea of ​​​​Krylov's fable "The Crow and the Fox" is a condemnation of flattery and ridicule of those who succumb to it. The task of reading is to brand the flatterer and condemn the fool. Based on the well-known properties of the Fox's character: cunning, deceit, hypocrisy, flattery, meanness, when reading a fable, special emphasis should be placed on those features that have highest value to reveal the idea of ​​​​the fable, namely flattery, since in the fable the Fox achieves the intended goal with flattery and the author of the fable equally ridicules both the flattering Fox and the stupid Crow, pliable to flattery.

Fables, as a rule, have a poetic form. The construction of the verse of Krylov's fables is always strictly justified by the content, by the author's desire to highlight the most important, significant. Therefore, the poetic strictness, the rhythmic pause in his fables must be treated very carefully, strictly observe them when reading and not break the poetic line.

In Krylov's fables, there are often poetic lines of various lengths. This feature of the construction of fables must be taken into account when reading, since for a writer it is always determined by the meaning of the verse. When reading short lines, you can make longer pauses (depending on the content), read such lines more slowly. So, for example, in order to convey the clumsiness, sluggishness, sluggishness of the Crow in the “Crow and the Fox” head, the author makes the line conveying this feature of the Crow’s character shorter than the previous one, in which a statement of a certain fact is given:

Somewhere a god sent a piece of cheese to a crow;

Perched on the spruce tree...

Therefore, the second line can be read more slowly, starting with a pause.

In Krylov's fables, the setting is sometimes observed

stresses that are not characteristic of our modern standards of literary pronunciation, for example: “And they threw Pike into the river!” ("Pike"). This feature of the setting

stresses in Krylov's fables should be observed, otherwise the rhyme will be broken and the verse will lose its poetic harmony.

In school practice, reading fables “by roles” is often found. This reading is different from the usual. In this case, the reader is not the narrators, but the character. He transforms into an executable hero, "appropriating" his traits. When reading, he does not address listeners, but partners, talks with them, influences them. Only the reader who reads from the author remains the narrator. He comments on events, gives remarks, sums up the story. The impact on the listener is carried out by reading the entire fable as a whole.

An approximate analysis of the fable by I. Krylov "Dragonfly and Ant"

The main idea of ​​the fable "Dragonfly and Ant" is to ridicule idleness and foster respect for work.

The task of the teacher is to condemn the frivolous Dragonfly and praise the hardworking Ant.

There are two characters in the fable - the Dragonfly and the Ant. The dragonfly is frivolous, lazy, does not want to work, strives to live easily and carefree. She “sang the whole summer without a soul”, enjoyed there that “under each leaf both the table and the house were ready”, not thinking about any work.

When winter came, the Dragonfly, at the first encounter with difficulties - hunger and cold - became sad, she was not up to songs. Dejected by the "evil longing", she remembered the Ant and no longer flew, but "crawled" towards him, with all her appearance, movements, her voice trying to arouse compassion in him.

It is characteristic that, when I turn to the Ant for help, the Dragonfly does not at all repent of its frivolity. She joyfully recalls how she frolicked and "sang the whole summer without a soul." Asking the Ant to feed and warm her, she does not even think of working. The dragonfly just wants to spend the winter with the Ant, doing nothing, so that with the onset of "spring days" it will start to frolic and sing again.

The character, actions and speech of the Dragonfly determine the features of her reading. Reading should not make children feel sorry for the Dragonfly. The teacher should arouse in children the indignation of the idleness of the Dragonfly, her desire to take advantage of the work of the Ant. Therefore, when starting a story about the Dragonfly, the teacher needs to immediately highlight the word<попрыгунья>, pronounce it ironically-jokingly, so that the children feel that the fable is not just about the Dragonfly, but about the Dragonfly-loafer, the frivolous "jumper". With an intonation of mockery, one should also read the phrases: “As under each sheet of paper both the table and the house were ready”, “The dragonfly no longer sings”, in order to evoke a negative attitude towards the idleness of the Dragonfly in children. The word "hungry" in the following phrase should be emphasized with logical emphasis to show that the Dragonfly's cheerfulness immediately disappeared as soon as difficulties arose.

Her meeting with the Ant is written in the form of a dialogue. This form must be conveyed when reading, using live, colloquial intonations.

Making a request to the Ant, the Dragonfly wants to arouse his compassion for his "difficult" situation. She speaks to him affectionately, calls him "dear friend", "darling".

When reading the beginning of the conversation between the Dragonfly and the Ant, it is necessary to convey the intonation of the request, complaint, emphasize the words “do not leave”, as the Dragonfly is trying to pity the Ant, and the words “feed and warm”, because it is in the nickname that the main request of the Dragonfly lies, its goal coming to Ant. The words "cousin dear", "darling" will require affectionate, ingratiating intonations. When transmitting the speech of the Dragonfly, the voice should be quiet, dragging.

In the Dragonfly's story about how she spent the summer, dreary, plaintive, begging intonations are gradually replaced by joyful, lively ones, the pace speeds up, her voice rises. Dragonfly recalls with pleasure how she “sang all the whole summer without a soul”, how fun and easy it was for her. The change of mood of the Dragonfly should definitely be emphasized when reading, as it especially clearly shows the frivolity of the Dragonfly and prepares for the correct perception of the refusal of the Ant.

After the words of the Ant: “Ah, so you ...”, despite the ellipsis, you should not pause, but immediately pronounce the words of the Dragonfly, as she, carried away by memories of summer entertainment, does not listen to the Ant, but interrupts him, continuing her story.

The ant is positive, sedate, hardworking. His speech sounds confident, significant. He understands Dragonfly well and despises for idleness. Reading the Ant, the teacher should strive to arouse sympathy and respect in children for him.

In accordance with the character and behavior of the Ant, it should be read judiciously, in a low voice, at a slower pace, conveying mockery, contempt, indignation. When reproducing his question: “Did you work in the summer?” - the logical emphasis should be placed on the word “worked” to show the positive attitude of the Ant to work, his industriousness and set off the idleness of the Dragonfly.

The words "Ah, so you ..." will require a mocking intonation and a rise in voice, as the Ant resents the Dragonfly's stories and mocks her.

Reading the final words of the Ant, expressing his indignation at the idleness of the Dragonfly, contempt for her carelessness and idleness, should convey the irony of anger. These words should be pronounced with dignity, with full consciousness of the correctness of the Ant's act, so that the children feel the justice of the Ant's refusal to help the Dragonfly. After the word “deed”, a pause must be made so that the children wait for the result of the answer.

The expressiveness of reading a fable depends on how clearly the reader imagines its construction, plan, division into parts.

The fable "Dragonfly and Ant" can be divided into two parts.

Part one- Jumping Dragonfly. The fable begins with a picture of a harsh winter, when “a pure field has died”, “there are no more days of those bright ones”, and when the frivolous Dragonfly jumper has become difficult.

This part should be carefully considered. It cannot be read lively, cheerfully, easily, quickly, as novice teachers sometimes do. Such a reading will not correspond to the meaning of the fable and will sound like a stream of rhythmic combinations, without reaching the consciousness of the children and without making any impression on them. It is also impossible to pronounce this part dramatically, emphasizing “but the difficult conditions of winter, as this will cause pity for the Dragonfly.

The teacher must always remember his performing task - to show Dragonfly's idleness, condemn her for frivolity and note what all this led to. Therefore, the words relating to the Dragonfly should be read easily, somewhat ironically, the description of winter - objectively, slowly, in order to reproduce the harsh picture of the cold Russian winter before the listener.

The phrase: “She crawls to the Ant”, containing the beginning of the action, should be highlighted in order to arouse the interest of the children, alert them, make them wait for the continuation of what will happen next.

Part two- "Retribution for idleness." This part should be transmitted in such a way that children clearly feel the liveliness and colorfulness of colloquial speech, the variety of its intonations. Interest in the development of events will grow, disturb, excite children. Excitement and tension will reach the highest limit in the phrase: “Did you all sing? this is the case, ”which will be followed by the prudent answer of the Ant:“ So come on, dance!

An approximate plan for preparing for expressive reading of a fable

I. Krylova "Dragonfly and Ant"

1. The idea of ​​the fable: ridicule of idleness and education of respect for work.

2. Images: a loafer, a jumping Dragonfly and an industrious Ant.

3. Plot: the conversation of the Dragonfly with the Ant.

4. Plot construction:

a) exposition - "Jumping Dragonfly

Summer red sang ... "

to the words: "Evil melancholy dejected ...",

b) plot - “Dejected by evil longing,

She crawls to the Ant ... ",

c) the development of the action - “Do not leave me,

Kum cute!

to the words: “Did you sing everything?”,

d) climax - “Did you sing everything? this business...",

e) denouement - “So come on, dance!”,

5. Reading task: condemn the Dragonfly for frivolity, laziness and praise the Ant for diligence and justice.