Fixed vehicles and non-transport vehicles

Purpose:

• teach children to perceive various vehicles and non-vehicles on the road as obstacles, objects that "hide danger";
• introduce the concept of "closed review" into the speech use of students;
• to teach the ability to predict the situation on the roads in the presence of stationary vehicles and non-vehicles;
• continue working to form the habit of navigating the sounds of the street;
• develop special transport habits and skills to switch from everyday habits to transport ones.

Equipment
Carton Transport and Non-Transportation Outlines, Closed Review Board Table, Road Situation Picture Set, Health Lessons Notebook, Pencils, Scissors, Glue.

Lesson progress

1 Organizational moment

2, Homework Check:
U. Now we will check how you placed road signs in the notebook and why. One representative from each row is called to the board, the rest of the students listen to the children’s answers and evaluate their correctness and completeness (pages 73-75 of the notebook-textbook).

3, Mainstreaming students' knowledge and communicating the lesson topic
U. Remember what we did in the last lesson.
D. We went on a tour of the city streets.
U. Where have we been?
D. On Kropotkina, Chekhov, Sov streets. Army, Lavrinenko.
U. Where is the unregulated intersection near the school?
D. On Lavrinenko and Kropotkin streets.
U. Why is it called unregulated?
D. There is no traffic light or traffic controller at this intersection.
U. Where is the controlled intersection?
D. At the intersection of Sov. Army and Lavrinenko.
U. Why is it adjustable?
D. There is a traffic light at the intersection.
U. What unusual things do you remember during this excursion?
D. We closed our eyes near intersections and listened to the street.
U. What did you hear?
D. We heard how cars brake - noise and squealing brakes, how the engine of a car standing at an intersection works, how the noise from the car changes when it turns or starts moving...
U. Why did we learn to listen to the street?
D. To be able not only to see the situation on the road, but also to hear it. So that our ears help our eyes on the road.
U. Today in class we got acquainted with the concept of "closed review".

4, Working on the lesson topic
The board has a closed view table, the elements of which are closed when work begins. The table opens gradually as its elements are called children.
U. On the tour, the view of the road was hampered by the corner of the house Remember what other obstacles you encountered when you were walking with your parents or going to school.
D. Bushes, trees, phone booth, stops right, fence...
U. What is a "closed view"?
D. When something prevents you from seeing the situation on the road.
U. That's right, "closed view" is a situation on the road when the danger is hidden from the pedestrian by bushes, trees, standing and moving cars, and other pedestrians...
Next, children do independent work using the textbook - notebooks (page 76).
Read the words in the columns, can read in a chain What do they stand for? How do you define it in a general concept?
D. These are objects that interfere with your view.
U. Connect the word with the object it denotes with a line, and then with the circle in the center of the drawing.
Children do teacher's task Then do check. What difficulties did you encounter in doing the job?
D. The bollards say "truck" and a minibus is drawn. (there is a pile of sand, but no snowdrift pattern).
U. What does a snowdrift look like?
D. A pile of sand, only it is white.
U. This means that in this case we will designate both a snowdrift and a pile of sand in one word.
After checking, the kids play the show carpet situation - layout Today in class we will be reviewing the most important closed view situations for us - stationary vehicles and stationary non-vehicles What word is particularly important here?
D. Still. So they'll all stand - even cars.
U. What vehicles do you know?
D. Bus, trolleybus, tram, truck, car, minibus.
U. What non-transport vehicles do you know?
D. Snowdrift, bushes, telephone booth, trees, houses, fences...
As the conversation progresses, a new table is filled out on the board.

U. Now, from the set of pictures, select those situations that fit our topic today.
Kids pick 3-4 situations and play them out Imagine having the magical property of seeing everything through objects What would happen then?
D. We'd see everything that happens behind the interference. It would be easy for us to cross the road, there as we would all see...
U. Does a person actually have this property?
D. No.
U. So we need to learn to anticipate the situation. That's what we're going to do now.
The class is divided into 3-4 groups, each group is offered one of the selected situations to play. Students choose the contours of the means symbols necessary to play out the situation. Let's look at one situation in detail:
The boy ran out of the house, a truck was standing on the side of the road, with no driver in the cab The boy ran across the road in front of the truck as no other vehicles were visible. He was hit by a car. Why didn't the boy notice the car?
D. Because it was covered by a truck.
U. How can you find out about the approach of a car?
D. By engine noise - By the behavior of pedestrians on the opposite side: if they don't cross the street but wait, then the situation is not favorable for the pedestrian. By looking carefully from behind a standing truck. Moving away from the truck so it doesn't block the view.
U. We have looked at several situations and now we need to conclude: what actions need to be taken on the road to protect yourself?
D. Look around and determine if there is a "closed view" situation. If there are objects that interfere with your view, never go out onto the road without looking carefully because of them.
Be able to hear danger (repeat what we can hear).Pay attention to pedestrians on the opposite side: their behaviour can tell us that everything is fine on the road.The class is divided into 4-5 people and does independent work from page 77 of the textbook - tetrads. Each group works with one application. After completing the task, a check is made: each group comes out with its own application to the board and shows the finished work. Errors are sorted out right there.

5, Lesson outcome
The teacher conducts a frontal survey, then asks a question for the inquisitive.
U. Can a car driver have closed-view situations? In what cases?
D. The stationary means blocks the view of both the pedestrian and the driver.

6 Homework
U. With your parents, draw your path from school to home and mark it with the "closed view" traps.

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