Phenological observations. Description: examples
Description of nature
Karnaukhova Larisa Veniaminovna,
teacher of Russian language and literature
GBOU secondary school No. 583
Primorsky district of St. Petersburg
Lesson objectives:
Educational: get acquainted with the features of texts describing nature: composition, style of speech, linguistic means;
Prepare to write an essay, using the works of masters of words (Russian poets and writers) as a model.
Educational: develop students’ mental and speech activity, the ability to analyze, compare, develop communication skills, and creative abilities.
Educational: cultivate a careful and responsible attitude to the word; sense of beauty; improve ethical interpersonal communication skills.
Based on the wording of the topic, formulate the objectives of the lesson.
Use supporting words:
1. Get to know….
2. Study....
Lesson objectives:
How to write a descriptive essay winter nature(how to create a text description, what means (language) to use; what parts will it consist of, what style will it be written in?)
Today in class we will work in groups. Leaders organize the activities of groups. A good start is a helper to the cause.
Group work
1. Get acquainted with the features of describing nature;
2. Prepare to write an essay describing winter nature.
Checking the group assignment completed in the previous lesson. Each group worked with a text describing nature using exercises.
What is landscape? Remind me. (Landscape is a description of nature.)
And with the help of what else (besides words) can a landscape be created? (With the help of colors - painting, sounds - music)
Take a look at the reproduction of I Grabar’s painting “February Azure”. The artist used transparent, cold tones. The whole picture is permeated with a feeling of freshness and purity.
I. Grabar: “All of nature was celebrating some kind of holiday - a holiday of the azure sky, pearl birches, coral branches and sapphire shadows on lilac snow.”
What unites different types art?
(The love of writers, poets and artists for native nature, admiring its charms).
Well, we must describe winter nature in words and choose them correctly.
Let us remember the words of K. Paustovsky:
“If a writer, while working, does not see behind the words what he writes about, then the reader will not see anything behind him. But if the writer sees well what he is writing about, then the simplest and sometimes erased words acquire newness, they evoke in him those thoughts, feelings, state that the writer wanted to convey to him.”
1 group worked with the concept of text. (textbook Russian language grade 6, Baranova N.T., Ladyzhenskaya T.A., Trostentsova L.A. and other exercise 277)
(Text by Ivan Bunin)
This statement is a text, since a text is a combination of sentences related in meaning and using linguistic means.
That is, all the characteristics of the text are preserved here:
1. The proposals are mutually related;
2. There is semantic completeness;
3. There is intonation completeness;
4. Divided into parts.
The second part is bright, joyful colors.
The third part contains a description of the forest and its colors in the morning. (Deep shadow of the clearing, blue shadow of the sled track, green crowns of pine trees, golden sunlight).
We called the text by Ivan Bunin - “Bright colors winter forest».
The essay should have a title that reflects the topic.
2nd group worked with the concept of types of speech.
1. Narration - depiction of sequential actions. Consists of the beginning, the development of the action, the climax (the highest moment of the action), and the denouement. Questions that can be asked about the narrative text: What happened? How did events develop?
Parts of speech: verbs predominate.
2. Description - a depiction of simultaneous signs of an object or phenomenon. Comprises:
1. General understanding of the subject;
2. Descriptions of parts, parts;
Object of description: nature, person, animal, room.
Questions - what is the subject?
Parts of speech - predominantly adjectives.
3. Reasoning is a type of speech that sets out the causes of phenomena or events and their mutual connection. Comprises:
1. Thesis (thought that needs to be proven);
2. Arguments (evidence), examples;
3. Conclusions.
Questions that can be asked for reasoning: why?
The type of speech in this text is a description of a winter forest. The main idea is what bushes, stumps, and branches look like in a snowy forest. The text contains many adjectives (a pathetic bush, a tiny clearing, funny faces), comparisons (a bush that looks like a broom, brushwood that looks like lace, fir branches like paws).
3 group worked with the concept of speech styles.
Conversational style; function-communication, used in conversations and dialogues.
Features: ease, emotionality.
Colloquialisms and dialectisms are used.
Scientific style; message function, used in textbooks and scientific works.
Features: accuracy, clarity.
Official business: function-message, used in documents, statements, regulations, laws.
Features: formality, accuracy.
Journalistic; function-impact, used in newspaper or magazine articles, speeches.
Style fiction; function-emotionality;
Used in stories, novels, poems, poems.
Features: figurative and expressive means are used (epithets, metaphors, comparisons, personifications)
The text is a description of winter in a scientific style.
Winter is one of the four seasons.
The coldest time following autumn and preceding spring. (From dictionaries: Dictionary of the Russian language by Ozhegov and Shvedova and the dictionary of the living Great Russian language by V.I. Dalia)
The text is a description of winter in a conversational style.
In the morning I went outside. Frost! What a refrigeration! Oh! I'm running into the warmth (Colloquial vernacular, nouns with evaluative suffixes.)
In what style will you create your text?
So, we will learn to create text: a description of nature in artistic style(that is, use various visual and expressive means).
Exercise.
Determine the time of year by its properties: long-awaited, magical, wonderful, dazzling, bewitching (winter).
With the help of what words do we highlight the qualities, signs of objects and phenomena? (epithets)
An epithet is an artistic, expressive definition.
Epithets convey sounds, meaning, color, mood, impression.
An epithet is an adjective in figurative meaning.
Exercise.
Let's see if each definition is an epithet. Each group works with two phrases and draws conclusions.
1. First group.
Stone building - stone face. (A building built of stone - a face that does not express any emotions (nothing), frozen).
Epithet: stone face, since in in this case in a figurative sense, the word stone is used in this expression. We think that the author uses this epithet to show something remarkable in a person’s face, to create his image.
2.Second group
Golden ring- golden fire. (Golden ring is a ring made of a precious stone - gold. The word is used in a literal meaning. Golden fire is beautiful, shiny, sparkling, similar to gold. The adjective is used in a figurative meaning.)
3. Third group
Deep Lake is a magical lake. (Deep lake - an adjective denotes the size in depth, has direct meaning, is simple notation). (Magic lake - the epithet means: a charming, captivating lake, the author uses it to create an image, here the author’s attitude towards the lake is conveyed: admiration, admiration, a joyful mood).
Bottom line
Thus, an epithet not only highlights the properties and characteristics of an object, but also creates an image, conveys the attitude of the author, that is, it is a figurative and expressive means (linguistic).
Exercise: Write out epithets from poems and prose texts, show their role.
First group:
K. Balmont: “Snowflake”: description of a snowflake using epithets:
Light fluffy,
Snowflake white,
How clean
How brave!
Dear stormy
Easy to carry
Not to the azure heights,
Begs to go to earth.
Wonderful azure
She left
Myself into the unknown
The country has been overthrown.
In the shining rays
Slides skillfully
Among the melting flakes
Preserved white.
Under the blowing wind
Shakes, flutters,
On him, cherishing,
Lightly swinging.
His swing
She's consoled
With his snowstorms
Spinning wildly.
But here it ends
The road is long,
Touches the earth
Crystal star.
Fluffy lies
Snowflake is brave.
How pure, how white!
K. Balmont's epithets add musicality to the description of the snowflake, paint the image of the snowflake, convey the author's admiration, admiration, feelings - joy, surprise, charm.
Question: What mood do we feel? (fairytale, light)
Second group
Poem by Nikolai Brown:
Is it snow flying from the heights?
To forests, fields and thickets,
Is he like dead chalk?
Just white, white, white?
All needle-like from the frost,
At dawn it is soft pink,
He is far away, in the shadows, in the lowlands
Blue and even blue!
Snow is described using epithets: needle snow, soft pink snow, blue snow, blue snow.
The first epithet denotes the similarity of snow with needles in shape; the epithets soft pink, light blue, blue are color epithets that show the richness of colors winter snow, paint a picture of winter nature with words, make it possible to feel the colorfulness and diversity of Russian nature.
A mood of surprise, solemn and beautiful, arises.
Third group
Ivan Shmelev “Summer of the Lord”
“What beauty! The first star, and then another... There are more and more stars. And what stars! Mustached, alive, fighting, piercing the eye. There is frost in the air, through it there are more stars, sparkling with different lights - blue, crystal, dark blue and green...
Freezing! The snow is blue, strong, and squeaks subtly. Along the street there are snowdrifts and mountains. And the air is blue, silvery with dust, smoky, starry.”
The snow is blue and strong.
The air is smoky and starry.
The epithets are mostly in color, conveying the elegance of winter nature and creating a feeling of celebration.
Language means are distinguished by their expressive power in conveying thoughts and feelings, they convey excitement, colorfulness, emotionality - all this allows you to vividly and vividly imagine a picture in your mind.
Collective planning.
1. Winter has come.
2. Snow, trees, forest, sky, sun, air, patterns - a winter picture.
3. Winter mood (festive, cheerful, cheerful, cheerful, warm)
What main images will help you draw a verbal winter landscape?
Air - quiet, transparent, frosty, silvery.
Forest - silent, enchanted.
Winter - fabulous, magical, formidable, cruel, amazing, wonderful, magical, sorceress, witch.
Snow - shiny, New Year's, fabulous, fluffy, silver.
Reflection.
We live next to nature, which calms, pleases, and exalts the soul.
Nature is a source of mysteries and secrets, but they are revealed only to a keen eye and a sensitive heart. Today you were all exactly like that, remain the same, and then all the riches of Russian nature will be revealed to you, which can be expressed with the help of words.
Questions:
1. What have we learned?
2. What is this knowledge useful for?
3. Have we achieved our goal?
4. What difficulties did you encounter?
Among the many feelings, select 1-2 (delight, joy, surprise)
Applications to the lesson.
Rules for working in a group.
1. Listen to your partner carefully.
2. Ask again and clarify to be sure that you understood him correctly.
3. First of all, note positive answers.
4. If you have difficulties, ask your partner for help, helping yourself if you are asked.
5. Remember: together you will do much more than each of you individually.
The following educational technologies were used in the lesson:
Technologies of differentiated learning that allowed the teacher to take into account individually - psychological characteristics children by area of interest, by level of achievement ( mental development), according to personal types (type of thinking, character, temperament).
This was facilitated by the division of children for group work, differentiated tasks (according to difficulty level) for each group;
Collaboration technology, which helped ensure joint activities of teachers and students on the basis of mutual understanding, democratization (work in groups to complete tasks based on text, speech styles);
A technology for the development of critical thinking, which enabled students not only to meaningfully perceive information, but also to analyze it, highlight the main and secondary, and draw conclusions (comparative tasks to identify epithet and definition).
Research technology - search, identification of problems that provided mental activity students developed independence (for example, tasks to identify problems and lesson goals);
Gaming technologies. An entertaining game was used in the lesson: recognize an object by its attribute - determine the time of year using an adjective.
Essay - description
Nature is the material world of the Universe; in essence, it is the main object of study of science. In everyday life, the word “nature” is often used to mean habitat habitat (everything that is not created by man).
A corner of nature can be found everywhere: on the street, at home, at school, at work in the form of simple pots of flowers or flowers in a vase that people give to please those to whom they present them. But I have a difficult, but let’s say not the worst, task ahead of me - to describe something so beautiful, charmingly fragile, perfect in its beauty, creative, so that the description of “this” does not bore those reading my essay and, of course, is assessed positively. At the very beginning of my thoughts, I thought to describe the nature of my beloved city of Almaty. Trees that give the city a vibrant, blooming appearance in summer, despite the clutter and large number of cars that spoil the air. In autumn, the leaves are painted in different tones of yellow, red, green, but in winter this variety of colors fades and snow appears on the branches, which shelters them from the cold and wet wind. In spring we smell a pleasant smell blooming lilac, apples, apricots, which subsequently take on appetizing shapes and you want to pick, but you are afraid that a neighbor of retirement age will come out and drive you away, with the experience of a soldier driving the enemy away from the battlefield under your belt, and such a desired piece of free happiness turns into “quickly hide and tear it off."
And yet, my thoughts have come to such a pressing solution to the problem, which I hope no one has ever come up with before me! (At this point you need to giggle, rubbing your palms together, at the genius and greatness of my imagination) I decided to describe a flower that grows on high limestone mountains and about which legends were made by those who knew how to do it. This flower for me is the most incomprehensible combination of tenderness, vulnerability, beauty, intertwined with a thirst for life, perseverance and determination. I think everyone knows the legend of Edelweiss, scientists call it Leontopodium, which means lion's paw. It has become a symbol of hardship and good luck. Imagine a steep limestone mountain, and somewhere in the depths of the rocks hides this fragile flower, only 15-25 cm long. Its petals seem to be covered with frost, which surround the inflorescence in the form of a star. It is not at all large in size, it seemed unremarkable, but there is so much mystery and mystery in it that fascinates and makes one marvel so perfect beauty. A peaceful, beautiful sight, as rare as it is unusual, and it is found in special places where harmony reigns
How to describe nature like the classics?
Written on this topic teaching aids, monographs, articles that provide examples, talk in detail about linguistic means, techniques, and ways of depicting nature in literature, but the authors continue to ask the question. Why? Because in practice it is not so easy to understand, but HOW does it all work?
In my opinion, a “step-by-step” comparison can help, which I will resort to in my article.
I’ll say right away that writers, like artists, can be portrait painters, battle painters, landscape painters, among landscape painters - marine painters, etc. Conditionally, of course.
Perhaps you are good at battle scenes, then you shouldn’t get hung up on landscape descriptions; you can get by with precise and understandable characteristics: “the sky darkened,” “it started to rain,” “sunny morning,” etc. With a few strokes indicate the time of year, time of day, place of action, weather and follow their changes as the story progresses. As a rule, this is enough for the reader to understand what is happening, where and under what circumstances.
If you want the landscape to be not just a background, but a “talking” background, a special character in the work (perhaps the main one) who can play special role and occupy a special place in the plot, then, of course, you need to learn from the classics.
I want to offer you a research game, you will understand the principle and then you can do a step-by-step comparison yourself.
So, before us are three small excerpts from the stories of famous landscape writers - Turgenev, Prishvin, Paustovsky.
The passages have three important things in common:
1. The story is told from the 1st person.
2. The same theme: the autumn morning begins.
3. All or some of the attributes of autumn: peculiarities of light, sky, leaf fall, breeze, birds.
Let's just read them carefully for now. As you read, you can note something special, in your opinion, about each author.
№ 1
I was sitting in a birch grove in the fall, around mid-September. From the very morning there was a light rain, replaced at times by warm sunshine; the weather was changeable. The sky was either covered with loose white clouds, then suddenly cleared in places for a moment, and then, from behind the parted clouds, azure appeared, clear and gentle, like a beautiful eye. I sat and looked around and listened. The leaves rustled slightly above my head; by their noise alone one could find out what time of year it was then. It was not the cheerful, laughing trembling of spring, not the soft whispering, not the long chatter of summer, not the timid and cold babbling of late autumn, but barely audible, drowsy chatter. A weak wind pulled slightly over the tops. The interior of the grove, wet from the rain, was constantly changing, depending on whether the sun was shining or covered by a cloud; She then lit up all over, as if suddenly everything in her smiled: the thin trunks of the not too common birch trees suddenly took on a delicate glow of white silk, the small leaves lying on the ground suddenly dazzled and lit up with red gold, and the beautiful stems of tall curly ferns, already painted in their autumn color , like the color of overripe grapes, they showed through, endlessly getting confused and intersecting before our eyes; then suddenly everything around turned slightly blue again: the bright colors instantly faded, the birches stood all white, without shine, white, like freshly fallen snow, which had not yet been touched by the coldly playing ray winter sun; and stealthily, slyly, began to sow and whisper through the forest the slightest rain. The foliage on the birches was still almost all green, although noticeably paler; only here and there stood one, young, all red or all gold, and you had to see how she flashed brightly in the sun when its rays suddenly broke through, sliding and motley, through the dense network of thin branches, just washed away by the sparkling rain. Not a single bird was heard: everyone took refuge and fell silent; only occasionally did the mocking voice of a tit ring like a steel bell.
№ 2
Leaf after leaf falls from the linden tree onto the roof, some leaves like a parachute, some like a moth, some like a cog. Meanwhile, little by little the day opens its eyes, and the wind from the roof lifts all the leaves, and they fly to the river somewhere along with migratory birds. Here you stand on the shore, alone, put your palm to your heart, and with your soul, along with the birds and leaves, you fly somewhere. And it feels so sad, and so good, and you whisper quietly: “Fly, fly!”
The day takes so long to wake up that by the time the sun comes out, it’s already lunchtime. We rejoice in good things warm day, but we are no longer waiting for the flying cobweb Indian summer: everyone has scattered, and the cranes are about to fly, and there are geese, rooks - and it’s all over.
№ 3
I woke up to a gray morning. The room was filled with an even yellow light, as if from a kerosene lamp. The light came from below, from the window, and illuminated the log ceiling most brightly.
The strange light - dim and motionless - was unlike the sun. It was shining autumn leaves. During the windy and long night, the garden shed its dry leaves; they lay in noisy heaps on the ground and spread a dim glow. From this radiance, people’s faces seemed tanned, and the pages of the books on the table seemed to be covered with a layer of wax.
This is how autumn began. For me it came immediately this morning. Until then, I hardly noticed it: there was still no smell of rotten leaves in the garden, the water in the lakes did not turn green, and the burning frost did not yet lie on the plank roof in the morning.
Autumn came suddenly. This is how a feeling of happiness comes from the most unnoticeable things - from a distant steamship whistle on the Oka River or from a random smile.
Autumn came by surprise and took over the earth - gardens and rivers, forests and air, fields and birds. Everything immediately became autumn.
Every morning in the garden, as if on an island, they gathered migratory birds. There was a commotion in the branches accompanied by whistling, screaming and croaking. Only during the day was it quiet in the garden: restless birds were flying south.
The leaves have begun to fall. Leaves fell day and night. They either flew obliquely in the wind, or lay vertically in the damp grass. The forests were drizzling with rain of flying leaves. This rain continued for weeks. Only towards the end of September the copses were exposed, and through the thicket of trees the blue distance of the compressed fields became visible.
Surely you noticed interesting comparisons, bright epithets, something else...
Please note that although the descriptions are given in the 1st person, the narrators fulfill the task assigned to them. Let's compare:
This is a good technique, not only to understand from which person you need to write, but also to set the author’s task for the narrator in order to convey the idea.
For some reason, many people believe that in the description of nature there is no special idea other than the transfer of nature itself, but our example shows that it not only exists, but should be, which distinguishes one text from another.
Epithets, comparisons, etc. are required. It is widely believed that autumn landscape, its colors need to be conveyed by “color” epithets, imitating Pushkin’s “forests dressed in scarlet and gold.”
What about the classics? And this is what they have:
How so? In Paustovsky, colors do not play a special role at all, although color is included in the title. Prishvin doesn’t have them at all. Even in Turgenev, where the hero is a contemplator and must convey all the beauty, color is mentioned only ten times, and out of ten - four times white, two times the color conveys an action, one is expressed as a noun, two are very conventional, and only “red” does not cause any doubts.
At the same time, the reader clearly both feels and “sees” all the colors of autumn.
Each classic has its own technique.
Turgenev loves “end-to-end” indirect and direct comparisons:
● “...from behind the parted clouds, azure appeared, clear and gentle, like a beautiful eye.”
● “...thin trunks of not very frequent birch trees suddenly took on a delicate glow of white silk...”
● “...the beautiful stems of tall curly ferns, already painted in their autumn color, similar to the color of overripe grapes, showed through, endlessly tangling and intersecting before our eyes...”
In Paustovsky, direct comparisons often bring the object closer to the subject, that is, the attribute of autumn to the attributes of human life:
● “The room was filled with an even yellow light, as if from a kerosene lamp.”
● “This radiance made people’s faces seem tanned, and the pages of the books on the table seemed to be covered with a layer of wax.”
However, for Paustovsky it is more important to show the suddenness of what is happening, the unexpected happiness of the autumn space, as a new horizon for man.
Prishvin chooses a certain “center,” “core,” around which the picture of an autumn morning takes shape. In this passage it is “flight.” Words of the same root sound nine times, not being a tautology at all, but drawing, creating a pattern of autumn fast time.
Let's look at other, familiar to everyone, autumn attributes of the classics. You will see that the above techniques are repeated here.
| I.S. Turgenev | MM. Prishvin | K.G. Paustovsky | |
| Leaves | The foliage on the birches was still almost all green, although noticeably paler; only here and there stood one, young, all red or all gold, and you had to see how she flashed brightly in the sun when its rays suddenly broke through, sliding and motley, through the dense network of thin branches, just washed away by the sparkling rain. | Leaf after leaf falls from the linden tree onto the roof, some leaves like a parachute, some like a moth, some like a cog. | Leaves fell day and night. They either flew obliquely in the wind, or lay vertically in the damp grass. The forests were drizzling with rain of flying leaves. This rain continued for weeks. |
| Birds | Not a single bird was heard: everyone took refuge and fell silent; only occasionally did the mocking voice of a tit ring like a steel bell. | We rejoice at a nice warm day, but we no longer wait for the flying cobwebs of Indian summer: everyone has scattered, and the cranes are about to fly, and there are geese, rooks - and it will all be over. | Tits were scurrying around in the garden. Their scream was like a ringing broken glass. They hung upside down on the branches and looked out the window from under the maple leaves. |
The classics see the same thing that all people see in autumn, they necessarily take this general (even standard) one, but convey it in their own way.
You can, of course, not use the general, but then be prepared for the fact that not all readers will perceive your autumn, if they recognize it at all.
However, if everything was limited to only this, you and I would not recognize the author by style.
Style is made by special features (there may be several of them), which are repeated from story to story, loved by the authors, filled with a special meaning - this is already talent.
For Paustovsky, these are constructions with “not”; you yourself can count how many particles and prefixes “not” are in the text: “The strange light - dim and motionless - was unlike the sun.”
More oxymorons: “burning frost.”
And, of course, contrasts: falling leaves / rain, the arrival of autumn / unexpected happiness, etc.
For Prishvin, this is an internal dialogue, a fusion of nature and man: “... you put your palm to your heart and with your soul you fly somewhere along with the birds and leaves.”
“Talking” details, personifications: “a flying web of summer”, “the day opens its eyes”, a leaf “flies like a parachute”...
Turgenev uses the “matryoshka” technique, when images are layered and create a picture:
1) The foliage is still green… → 2) somewhere it has turned pale… → 3) one of them is an autumn tree… → 4) it is this one that flares up from the ray… etc.
Turgenev also often uses the “shifter” technique unpredictably, but accurately.
Here this is expressed by a comparison: “...the birches stood all white, without shine, white, like freshly fallen snow, which had not yet been touched by the coldly playing ray of the winter sun...”
And here, in an aptly found word: “The foliage on the birches was still almost all green, although it had noticeably turned pale; only here and there stood alone, young, all red or all gold, and you had to see how it flashed brightly in the sun...” - many would say this about a spring birch tree, but here about an autumn one - young, shining.
So, let's summarize:
1. If you need nature only as a background, use a few strokes to indicate the time of year, time of day, place of action, weather conditions and monitor their changes as the story progresses.
2. It is important not only to understand from which person nature should be written, but also to set the author’s task before the narrator in order to convey only his idea.
3. It is important to know the attributes, a general idea of autumn, but to convey them using observation methods, associations, linguistic means, filling the images with your vision and meaning.
4. It helps to choose a “center”, a “core” around which the picture of nature unfolds.
5. Nothing human is alien to anything or anyone—to the landscape either. Do not be afraid of man in describing nature.
6. Look for your chips, don’t forget about them, immediately write down words and phrases that suddenly came to mind while you were walking in the forest.
7. Read, you can’t do without it!
Of course, there are a great many techniques and ways to convey nature in a work. We have only looked at three passages. The ability to see a beautiful comparison, epithet, personification in a book, to appreciate it, to admire it is good, but not enough. It is also important to learn to compare, explore and, on this basis, look for your own. Good luck.
© Almond 2015
sun day
The night disappeared behind a charming cloud, and a rosy morning descended onto the earth. The sun is about to rise. Its rays are already flashing on the horizon. Everyone is waiting for the morning: plants, animals, people. But why isn’t it there yet? Maybe he's still sleeping sweetly? Or maybe they quarreled with the earth and no longer wants to shine? What now? And yet the east is gradually turning pink. Finally, as if from under a blanket, the sun rose above the horizon, majestic and beautiful.
The beam quickly illuminated the water, the forest, the surrounding fields, and people's houses. The earth sparkled like a green carpet in its radiance. When a ray of sunshine reached my face, I woke up, smiled cheerfully at him, opened my eyes and joyfully greeted the new day.
Favorite season
Most of all I love spring. This, in my opinion, is the time of year.
In spring, everything on earth awakens to new life. The snow melts, young green grass appears. Leaves are blooming on trees and bushes. In spring, migratory birds return to us: starlings, rooks, storks. They begin to build nests and prepare housing for future chicks.
I love watching spring nature. See how everything around is updated and decorated after winter sleep. The streams sing merrily, feathered musicians glorifying the arrival of spring with all their voices. The air is filled with the fragrant smell of plants. Spring is a renewal in nature. This is exactly why I love her.
Dawn
I really love meeting the first flashes of awakening of a new day. Long before sunrise the sun announces its arrival. It colors the night sky with its rays and extinguishes the stars.
I love to meet the sun, the game and the trembling of the morning flashes of its rays. First, a crimson-red stripe appears on the horizon. Then it turns orange, pink, and then everything around is filled with the sun. And it’s like you’re seeing it for the first time green leaf, a tree that grows up to my window, and a light fog over my hometown, awakens to a new day.
And now the dawn gives way to a new day, is filled with the worries of people’s lives, and I hear a gentle: “ Good morning, son!"
Golden autumn
The warm summer has come and gone. Autumn has come. Unnoticed, she crept up to our gardens, fields, groves, and forests. At the end of August, the trees began to become covered yellow leaves, and now it already sparkled in the sun like gold. The trees stood in a crimson, yellow letter that slowly came to the floor. The ground was covered with colorful leaves, as if walking on a beautiful carpet. I love listening to the rustling of fallen leaves, looking at the magical autumn paintings on maple leaves. The short Indian summer flashed by, the cold began to bite, and the feathered musicians fell silent. Now it's time to say goodbye to the golden autumn.
Description essay based on the painting by Belokur “Flowers behind the fence”
In Belokur’s painting there are beautiful flowers against the backdrop of a clear, fine sky. They can be divided into two bouquets. One, the closer one, is in the shadow, the second is more expressive, lighter, illuminated sun rays. There are a few colors: red, green, white, blue. But many intermediate colors are accepted.
I think the craftswoman is very fond of nature, immensely in love with flowers. And there are many of them here. Pink mallows reach for the sun. A climbing birch tree trudged along a birch branch. Snow-white daisies and orange lilies, pink-red tulips and nasturtiums with cherry veins on the petals captivate the eye.
The painting captivates with its harmony of colors and shapes, delights with its beauty and craftsmanship.
Purpose: To get acquainted with the peculiarities of constructing a text - description, namely, a description of nature. Learn to express your own thoughts and feelings. Improve monologue speech skills through an artistic description of nature. Show the dependence of the choice of each content element, each micro-theme and linguistic means on the theme and main idea of the text; to develop the ability to select elements of content and linguistic means of artistic expressiveness to reveal a topic; develop the ability to see beauty in everyday pictures and describe your feelings in words; Development of students’ aesthetic perception of the world, the ability to appreciate beauty in art, poetry, and prose.
Equipment: illustrations of the paintings “Seasons”, musical recording by A.S. Griboyedov “Waltz” No. 2; P.I. Tchaikovsky “October”, “June”. “Explanatory Dictionary” of the Russian language by Ozhegov, textbook.
Epigraph: The sense of nature is innate, and every person has it. ( V. Peskov)
During the classes
Teacher: Nature has always worried writers, poets, artists, composers; it inspired them to new creations. (Poems about nature by A.S. Pushkin and S.A. Yesenin are heard). Announcement of the lesson objective: after today’s lesson, you should have such a consonance of “living words” that every line of your essay “breathes with holy charm ”.
Making an entry in a notebook: number, topic
– What role do you think the description of nature plays in the works of writers and poets? (Children's answers).
- Guys, do you want to learn how to describe nature so that it also excites the reader?
The waltz of A.S. sounds. Griboyedov “Waltz” (No. 2).
– So, have you ever watched the leaves fall in the fall? (answers)
-Have you noticed how a leaf flies when it breaks away from a branch? Have you felt, walking along an alley, through a forest, or a garden, the lightness of rustling leaves?
Appeal to the epigraph. (Parsing, meaning)
But a writer can, looking at nature, cover an entire space or corner, but express it in magical, enchanting words. And in today’s lesson we will try to imbue you with the same feelings and desires that K. Paustovsky experienced when creating a work about autumn nature “Yellow Light”. You and I must determine the topic and main idea text. (Analysis of the text, oral drawing up of a plan, writing in a notebook reference words).
Thus, we have identified small themes (micro-themes) that make up the theme of the story “Yellow Light”.
– Is it possible to omit one of the parts? (for example, “Fire in the forest”…). No. This means that all parts complement the picture of autumn in nature, all of them are subordinated to the disclosure of the theme: “Autumn in nature.” Did you notice when you read the text that you seemed to be in this forest? (Answers)
And this is because K. Paustovsky described nature this way, chose such words and expressions. For example, not just - but multitude, abundance, visible and invisible, these are the words - decorations, coloring. And we need to protect this beauty, it is defenseless.
Screening of Yakovlev’s “Chamomile” sketch.
But let's return to the topic of the lesson. With the help of words, you can prove your statement, convey a chain of sequential events, formulate an idea about some object or phenomenon.
– What three types of speech (writing) did I name? (reasoning, narration, description)
– What type of speech are we working with today? Where is the answer to the question? (description is in the topic of the lesson)
Writing in a notebook: type of speech – description
speech style - (What speech styles do you know? Which speech style do we mainly use when describing?)
art
genre - sketch.
Remember what text styles you know? (answers). What parts does a story consist of?
(1 – beginning; 2 – main part; 3 – ending: – decoding of parts). And when writing an essay, we must of course adhere to this. The beauty of nature, a fairy tale, in scarlet and gold, dressed forests - this is the verbal image of autumn that most people get.
We will add a sound image to the verbal image.
Listen to two excerpts from “The Seasons” by Tchaikovsky(“June” and “October”). We determine which music corresponds to which time of year. Why?
Physical education lesson “Flower”
The flower was sleeping and suddenly woke up (sit down, gradually get up),
I didn't want to sleep anymore.
I shook myself off and looked around (turns right, left),
Soared up and flew (wave hands).
Here is the text. I ask you to find errors, i.e. arrange sentences sequentially (working with a dictionary - defining the meaning of the word “sequentially”).
And here I am in the forest. Winter. The forest stands like a dark wall. The sky above is blue - blue.
Somewhere in the depths of the forest a woodpecker is knocking. The trees are covered with fluffy snow, nice in the forest. Crossbills sit on the trees. The snow shimmers in the sun. (Work with text).
Recording reference words. Let’s remember, before you write, you need to study very well what you are going to write, you need to take a closer look, think about it, ask yourself, choose that single word as a writer would write. And, having written, we must feel nature with all our senses (hearing, touch, vision).
Independent work
Exercise: write down in a notebook words, phrases, sentences about the nature outside the window that reflect your inner state, your perception, your feelings of this time of year (3-4 minutes). Reading several works at the request of the children.
Now read all the words you wrote during the lesson. . These are your reference words that you can use in your essay. Naturally, you must title your essay. Use poetic lines. This will be your homework.
Homework assignment
Write a descriptive essay on general theme. This is a broad topic. Formulate possible narrow topics for sketching.
Let's remember: what is a sketch (this is a picture drawn with words).
I suggest that strong students (or anyone interested, those who understand how to cope with the work) write a sketch essay, the rest - a descriptive essay, a narrative essay including a description. In the next lesson, when analyzing essays, we will have excellent material for determining the type of speech and genre of written work. I wish you success. Summing up the lesson. Grading.
