Characteristics of a person as a type of text. Speech development lesson.
8th grade
Topic: Characteristics of a person as a type of text. Speech development lesson.
Teacher: Sergey Lyubov Ivanovna, teacher of Russian language and literature, Secondary School No. 19, Irkutsk
Lesson objectives:
1. Educational:
form a concept about a person’s characteristics;
teach to see, observe, teach the ability to separate the essential from the unimportant;
develop the ability to create descriptive text.
2. Developmental:
develop observation and attention in children, help enrich students’ speech.
3. Educational:
improve the speech culture of schoolchildren, instill in them a sense of respect and tolerance; to form value-semantic, educational-cognitive, communicative, sociocultural competencies.
Equipment: presentation.
DURING THE CLASSES
1. Organizational moment, recording the date, topic of the lesson.
2. Teacher's introduction.
— Let’s write down the epigraph of our lesson: “Your beauty is your inner world, and how you work on it, how you maintain yourself, what kind of culture you have inside yourself, that’s how you look.”
(Rena?ta Mura?tovna Litvi?nova (January 12, 1967, Moscow) - Russian actress, director, screenwriter and TV presenter. Honored Artist of the Russian Federation (2003), laureate of the State Prize of Russia (2001).)
_How do you understand the meaning of these words?
3. We will devote this lesson to the characteristics of a person.
By describing a person, we involuntarily characterize him, determine his character, perhaps his habits, behavioral characteristics, etc. Although we should not forget that appearances can be deceptive: “They are greeted by their clothes, but seen off by their minds.”
- So what is a characteristic? (slide)
- What type of speech are the texts - characteristics?
All of you, if you have not read A. Conan Doyle’s book “The Tales of Sherlock Holmes,” then you have probably seen the film and know the wonderful hero of this work.
— Remember how the famous hero Arthur Conan Doyle solved crimes? His method of deduction fascinates us.
(EXTRACTS FROM THE BOOK)
CONCLUSION. By some external signs you can characterize a person.
—We will play with you a little in the role of Sherlock Holmes, we will try to be attentive, from some details we will guess about character traits, about the inner world of a person.
— What techniques help us characterize a person? (slide)
In Russian language and literature lessons, we have already used many of these techniques ourselves and observed how masters of artistic expression use them.
-For example, one of the methods of characterizing a person is the interior. (GERASIM’S CLUTTER from “Mumu”, Marusya in the crypt from “In Bad Society” by Korolenko, where a gray stone sucks the life out of her.)
-Today we are more interested in the portrait. Last year we already wrote an essay describing appearance. But today the task is different.
3. Work on the main part of the lesson:
There is a popular saying: “Appearances are deceiving.”
Often people judge a person’s character only by his appearance and therefore mistakenly (for example, “Once upon a time” by L. Andreev), children sometimes think about the character of their peers (fat, clumsy - that means lazy, a coward; physically strong means brave, a good comrade, etc. (eg, Vadik and Ptah from “French Lessons” and “Yushka” by Platonov))
Let's make sure.
1) There is a portrait in front of you: look carefully at the boy. Share your impressions.
-Who is this boy?
(Usually children say that he is funny or cheerful (cheerful).
-Here is a boy who laughs often and is easy to make him laugh.
- Which definition of Genki’s character is more successful: funny, cheerful or cheerful?
- What shows that he is funny?
(funny is our (the audience's) impression; if we are talking about character, then it is funny) Write down the phrases in your notebook: funny look - funny character.
-At the time of filming, Genka laughs, but can we reasonably assume that he laughs often?
“Cheerful” is a narrower concept than “cheerful”: cheerful means cheerful, cheerful, and energetic.
-Which word is more appropriate in your opinion?
-Let’s also write: cheerful, cheerful, cheerful, energetic
— In general, from a portrait it’s easier to guess about Genka’s condition at the time of the photograph or about his character?..
-At that moment, of course, he was having fun.
-What makes us think so? Essential details: cheerful smile, dimples, closed eyes .
_Can all the details be significant?
- Let's try to differentiate: details can be essential and insignificant. What is essential to describe appearance? (height, age, hair color, eye color, nose shape, clothing, etc.)
-Do you think this is essential for writing a characterization of a person?
(in two columns we will write portrait vocabulary: essential, unimportant details)
significant
insignificant
Genka could close his eyes because the sun was blinding; Or maybe he is Mongolian or Kazakh, and his eyes are narrow?
- Let's look carefully: why did he close his eyes?
-Describe the boy.
(He has light, possibly red (not at all “Mongolian”) hair, his whole face is covered in freckles, the type of face is quite Slavic; apparently there was no bright sun, since there are no sharp shadows on the boy’s face - which means we are right: this he laughs so much.)
-Do all people laugh like that?
- What kind of people laugh like that?.. After all, you close your eyes with pleasure, right?
This means that Genka really likes to laugh, it’s a pleasure for him: it turns out that we were right when we decided that he was funny.
We have so far named three essential details related to character; is there at least one such detail?.. (There is: tangled hair - he apparently does not like to comb his hair.)
Now tell me: what - what details - gives us the impression that Genka is funny? (Protruding ears, freckles, missing front tooth.)
— What other unimportant details can you name? (Blonde hair, short hair, plaid shirt, big ears, straight nose.)
-So, we guessed that Genka is a cheerful person, because he not only laughs, but also closed his eyes with pleasure - and this is what those who really like to laugh do; and we also guessed that he is not too attentive to his appearance, because his hair is not combed. We can probably also add that he is an open, sincere boy.
2). And now we all look at the next portrait
Portrait of the "Old Doctor" (Janusz Korczak).
— Describe Janusz Korczak. Notice the look, the expression in Janusz Korczak’s eyes? (the Old Doctor’s gaze is directed at the viewer, but if you look more closely, you can see that this is not so: this is also a look “to nowhere.” But Korczak does not dream, he thinks, and, apparently, about something heavy, sad )
- What do you think, what kind of face does he have, what state does he express? ( The Old Doctor's state: thoughtful, anxious, preoccupied.)
-What significant details indicate this? (frowned eyebrows, folds on his forehead - apparently, his thoughts are really not the most cheerful e. The bags under his eyes allow you to guess what kind of person he is, apparently he sleeps little, is tired; sharp wrinkles, very simple clothes, something like a linen shirt. This is a person who has lived a hard life, full of worries.
-Also pay attention to the beard: it is neat and well-groomed - it means that the person, despite the difficult circumstances of life and difficult worries, is trying to take care of himself.
-What are the unimportant details ? ( thick eyebrows, small ears, bare skull, straight nose)
Let’s continue working on the concepts: “essential-non-essential”»
-The Old Doctor’s face is very thin, his cheeks are sunken – is this a consequence of exhaustion or a complexion? You will find the answer to this question by listening to the story of Janusz Korczak.
— A story about Janusz Korczak.
- Let's return to our question.
—That's what a wonderful man Janusz Korczak was. This means, guys, it is not clothes that make a person, but his inner world, spiritual beauty. It doesn’t matter whether he is tall, handsome, cute or, on the contrary, short, plump or thin, maybe his face is not so attractive... It doesn’t matter at all.
-What is important?
-How do you think?
—What should we value in people: appearance or inner world?
3). And now the next work: in front of you is another portrait. Describe this person. Try to see his inner world. Fill the table.
(Children can tell that the writer has a bold vision. Children work independently; the teacher criticizes and guides.)
The most accurate description: smart, strong, brave person. Essential details: eyes wide open, looking straight at the viewer; the look is attentive, this is evident from the fact that the left eye is slightly squinted; the face is wide downwards, as is the case with physically strong people; The ears are pressed to the head, like a boxer. Although his hair is gray, Hemingway does not look old. A rough knitted sweater apparently indicates that he is an unpampered person.
Insignificant details: dark eyes , thick hair neatly trimmed, wrinkles on the forehead, thick eyebrows, etc.
-Now let’s pay attention to the s/s bold look . A person or an action can be brave in the literal sense of the word, but a bold look is, of course, a figurative meaning: a look does not perform feats, does not stand up for the weak, etc. This is our subjective impression that this person’s look is bold - it seems so to us, but this cannot be proven. We just know it.
But the fact that the man in the portrait is looking directly at us, openly, is really so: we know this for sure.)
-But in fact, this is the American writer Ernest Hemingway.
Here’s what I’ll read to you: “Nobel Prize winner, participant in the 1st and 2nd World Wars, writer, Ernest Hemingway is a unique personality. For several generations of readers, his name has been associated with masculinity; he has glorified hunting and bullfighting, and challenges to fate. And at the same time, his works are always deeply human and often lyrical.
We like the truths he arrived at. A person must fight against evil, even if the forces of evil are stronger than him. Fight to the end, without bowing your head, without giving up, “Man is not created to suffer defeat,” says the fisherman Santiago in “The Old Man and the Sea.” “Man can be destroyed, but he cannot be defeated.”)
4). -Now let's look at another portrait. What can we say about this woman? (Groomed, follows fashion, judging by the color of her hair, wants to be bright, stands out, loves jewelry. A little arrogant: looks down on her).
And this is the famous Ellochka the cannibal from the work “12 Chairs” by Ilf and Petrov, her vocabulary contains only 30 words: “Be rude, famous, darkness, horror, don’t teach me how to live, crrr-r-beautiful!, your whole back is white, wow, ho-ho!”
So, looking at her portrait, you remember Mayakovsky’s poem “Beauty”.
6 . Summing up the lesson : So, be diligent, develop only positive character traits, and develop what is good in you. Live in such a way that they don’t throw it in your face:
“Pretty was born, but worthless in liking”
Ratings:
7 Homework: Write an essay “Characteristics of a person ”. (Describe the person closest to you)
Personality characteristics of an 8th grade student
Life conditions
1. Family influence. Social status.
D.'s family lives in a comfortable two-room apartment in a five-story Khrushchev-type building. The girl and her sister were given a separate room. The family is complete, two children. Father’s education – specialized secondary education, construction; Mother's education is basic general.
At home, the child is provided with good conditions to prepare for school. The girl has a workplace (desk), a computer, and a small library of educational, popular science, and fiction literature. Parents are interested in their daughter’s success; the father always comes to parent-teacher meetings and maintains telephone contact with the class teacher. Parents provide the girl with everything necessary for studying: writing materials, educational literature, clothing. D.'s father and mother encourage the girl's participation in various competitions. All this is reflected in the results of D.’s studies and her achievements. The girl, as a rule, has good grades and is always ready for lessons.
2. Extra-family and extra-school influences.
D. does not study in additional education institutions. The girl is not very social; her social circle is limited mainly to school and family. She takes part in intellectual competitions with pleasure and goes with her class to various cultural events (theater, museum exhibitions). At the same time, D. does not read very much; Her main reading range consists of works included in the school curriculum and various popular science publications for schoolchildren (“I know the world”, etc.).
In his free time, D. plays on the computer, looks for interesting pages on the Internet, reads, and talks with friends (mainly classmates). We do not have information about children's informal companies of which she is a member. In a girl’s life, her family is very important, which is manifested in her stories about her parents and sister. Apparently, this is largely explained by the characteristics of the nationality: D.’s family comes from Dagestan.
External picture of personality
1. Manifestations
D. has a pronounced southern appearance: black hair, black eyes, dark skin. Her hair is long and always braided. The facial features are regular and large. The head is large and round in shape. The girl is very neat; skin, clothes, hair are always clean; keeps his things in order. Dress is modest and meets school uniform requirements. Usually these are classic-cut trousers, a sweater or turtleneck with a black knitted vest.
Movements, as a rule, are slow, but sometimes impulsiveness and impetuosity breaks through the slowness and regularity. At these moments, eye movements become rapid and the body tenses. It seems that the girl is about to throw herself at some obstacle. Typically, this behavior is observed in situations when D. is irritated by something (for example, she, the main person on duty in the class, cannot force her classmates to go to their posts) or when she solves some task that requires quick reaction and a certain courage (to come up with and write down continuation of the comic poem on the board).
However, most often, as we have already noted, the movements are slow, some tension is felt in them, the back is slightly slouched, and the gestures are weak. At the same time, facial expressions are quite expressive; Often there is an expression of concern or some kind of fear on the face.
The voice is usually quiet, low, although sometimes D. screams (in the situations discussed above). The rate of speech is average, the intonation is not Vologda (apparently South Russian), the speech is smooth. The girl is usually laconic, her speech is grammatically correct, with literary syntactic constructions. We did not hear colloquial vocabulary or slang words from D.
2. Behavior
In behavior, activity and passivity are manifested depending on the situation. When completing educational tasks, D. shows initiative and activity; when working in a group, he acts as an organizer of the activities of his comrades. In situations of informal communication between schoolchildren during recess or participation in competitions at events, D. is most often passive and does not show initiative. The girl does not shy away from communication, but, as a rule, she does not initiate it either. Behavior is usually organized, actions and movements are meaningful and purposeful.
The girl never expressed her attitude towards herself in front of us, but some conclusions about it can be drawn based on the observed behavioral characteristics. One can state the presence of somewhat low self-esteem. This is evidenced by the girl’s behavior when answering the teacher’s questions (if D. doesn’t know the answer, she seems to shrink), the lack of initiative when contacting people, and some stiffness in her movements. D. is attentive to his appearance and uses decorative cosmetics. She tries to take care of her health: she skates in winter, bikes in summer, and tries, according to her, to stick to a daily routine. She is careful with her things and keeps them in order.
In a team she is usually passive, although she does not have a tendency to conformism. If she doesn’t agree with something, she won’t argue, but she won’t act like the others. Finding herself in the role of a leader (when organizing duty), she tries to show authoritarian qualities, but her classmates do not listen to her. This upsets D.
She usually treats her classmates kindly, although sometimes she has minor conflicts with boys. She is polite and obedient towards teachers. If he comes into contact with the teacher in an informal setting (during recess), he always asks questions clearly, specifically, and concisely. She treats her parents with respect and love, as can be judged by the girl’s reviews of them. We did not have the opportunity to directly observe D.’s interaction with his parents.
In the class they treat D. kindly, take her into the general conversation, and listen to her words. However, the boys, apparently, do not like her or consider her too serious: on March 8, almost everyone refused to give D. a gift.
In psychologically significant situations, D.'s behavior usually shows excitement, acceleration of movements, and tension. As we have already noted, in a conflict a girl can start screaming. When working in a group, D. immediately clearly organizes the work of his comrades, while showing increased excitement; when receiving an individual task, he does not outwardly show excitement, and calmly completes the task.
With rare comments from teachers addressed to him (for example, for giving advice to his comrades), D. does not argue, he does as the teacher demands. Reactions such as resentment, negativism, and resistance were not noted.
From the first grade, the girl studied at 4 and 5. In elementary school, the prevailing grade was “5” (in Russian language and mathematics - only the grade “5”). In secondary school, B grades appear in the Russian language while maintaining a grade of “5” in mathematics. In the 8th grade, with the start of training in a specialized physics and mathematics class, D. gets a grade of “3” for a quarter in English. For other subjects, grades of “4” and “5” are retained (mathematics, physics – “5”; Russian language – “4”).
Emotional-volitional sphere of personality
D. is usually calm and smiles reservedly. Apparently, she is more often in a low mood, which is reflected in her facial expression (downturned corners of her mouth, restless expression in her eyes). This mood is probably due to the fact that the girl is worried about her academic performance. If D. is given a bad grade or a remark is made, the girl’s mood sharply worsens and her eyes turn red. At the same time, the girl’s mood improves when participating in various class activities, when communicating with friends, after receiving good grades or praise from the teacher.
We observed the girl’s behavior in stressful conditions that arise in educational activities: on tests, when faced with unexpected difficult questions from the teacher, when rewriting work written for a grade of “two.” In these cases, the girl’s actions become slower, she checks and rechecks her work, and thinks for a long time about the answer. However, despite this, D. makes mistakes due to inattention, probably caused by excessive excitement. We did not observe affective reactions in D., but apparently they are possible, given the impetuous, impulsive movements, the transition to a raised voice and screaming in some situations (see above).
In general, apparently, we can say that D.’s behavior is dominated by asthenic emotions (sadness, anxiety, restlessness), which can influence the results of the girl’s intellectual and practical activities. Being in a depressed mood, D. makes more mistakes than usual.
As we have already noted, emotions do not outwardly affect a girl’s attitude towards her friends and teachers. D. knows how to control himself and does not get rid of negative emotions with the help of others. At the same time, we were unable to detect channels that allowed the girl to splash out negative emotions. Probably, these emotions remain inside, which negatively affects the psyche.
D. has well-developed volitional qualities: determination, perseverance, self-control. This manifests itself both in educational activities and in interaction with other people. The girl always fulfills the tasks of teachers, takes part in competitions at her own request (“Best Student - 2012”, etc.), and takes a responsible attitude towards fulfilling public assignments (the position of a responsible duty officer, etc.). D. is able to build a sequence of actions leading to achieving the goal. As already noted, the girl is usually reserved and even in her relationships with others. At the same time, she is sometimes capable of impulsive reactions (see above).
Pedagogical conclusions and recommendations
Thus, D. is a girl from a prosperous family, determined to do well at school. Parents take care of their daughter and provide all conditions for studying. Outwardly, the girl is neat and modestly dressed.
D. has good abilities and a desire to learn. The girl achieves the greatest success in studying the exact sciences (physics, mathematics); Problems sometimes arise with languages (English, Russian) and chemistry. D.’s developed strong-willed qualities (purposefulness, perseverance, determination, etc.) and the ability to organize his activities help him in his studies. In her educational activities, D. is proactive and, at her own request, takes part in student competitions. At the same time, some psychological characteristics of a girl can negatively affect her academic performance, which must be taken into account by the teacher. D. tends to experience asthenic emotions, her mood is easily deteriorated due to failure. As a result of this, the girl may make mistakes that she would not have made in a calm state. In a stressful situation, D. also makes more mistakes. Thus, when working with a girl, it is necessary to maintain a calm, trusting atmosphere and praise the student.
D. maintains good relations with his comrades. At the same time, a misunderstanding may arise between them due to the fact that for D. the main thing is study, for many of her classmates the main thing is communication with peers. Thus, the girl must be included in joint activities and activities not related to studies, so that she and her classmates have more common ground.
It is also necessary to take into account that in the case of a strongly emotionally traumatic impact, D., usually calm and restrained, is capable of impulsive and, possibly, even affective reactions. Therefore, such exposures should be avoided or prepared for such reactions if possible.
There are several psychological difficulties that D. may encounter in the future. The girl should be helped to cope with these difficulties now.
Firstly, D. does not know how to sublimate negative emotions and retains them within himself. This can lead to mental and physical disorders of the body. Thus, teach her ways to cope with negative emotions (sports, psychotechnics, etc.).
Secondly, D. has low self-esteem, which in the future may affect the success of her activities and the girl’s interaction with others. You should try to determine the reasons for this (the influence of school, family, close circle). If low self-esteem is the result of anxiety about academic performance and is associated with a high level of aspirations, apparently, it is necessary to show the girl that academic achievements are not the only and not the main thing for which a person is valued and respected.
Thirdly, D. has a limited circle of friends.
This leads to a slowdown in the development of communication skills and associated difficulties in life. We must try to include D. in general class activities, in collective activities with other students. For the full text of the material Personality characteristics of an 8th grade student, see the downloadable file
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