What is syncwine: traditional and didactic forms. Sinkwine presentation on the topic Sinkwine - examples in various subjects
Korotkova Irina Nikolaevna,
social studies and economics teacher
Municipal educational institution secondary school No. 2
Konstantinovsk
A lesson on the topic “Supply and Demand” is conducted within the framework of section 2 “Economic sphere of society” of the social studies subject for the 8th grade course. I have presented a combined lesson on learning new material. It includes: checking homework (children work in pairs), explanation of new material by the teacher using a multimedia projector, and student work in groups. At the stage of consolidating new material, a business game “Market”, a blitz survey, compilation of a syncwine, and an energizer “Continue the phrase” are carried out. I liked the lesson...” Checking homework lasts 8 minutes, explaining new material 20 minutes, business game 12 minutes, summing up the lesson 5 minutes.
Lesson objectives:
- to ensure that students understand the basic concepts of the lesson;
Basic concepts and terms
Equipment: computer, screen, multimedia projector, cards for checking homework with 4 types of tasks (different colors), cards with tasks for working in groups, cards for the seller and the buyer.
With normal and everyday
state of affairs demand for
any goods precedes
their proposal.
D. Riccardo
Goals:
- to ensure that students master the basic concepts of the lesson;
- explain the law of demand and the law of supply;
- promote increased interest in solving economic problems in everyday life.
Basic concepts and terms: demand, law of demand, supply, law of supply, equilibrium price.
During the classes
I . Checking homework.
The children sitting at desks 1, 3 and 5 of each row are tested on their homework in the form of the game “Quiet than Water.” They receive cards No. 1 (option 1) and No. 2 (option 2) with terms that need to be explained. Working in pairs, they answer each other's questions very quietly, making appropriate notes about the quality of each other's answers on cards. At the end of the work, the cards are handed over to the teacher.
Card No. 1
Card No. 2
The guys sitting at desks 2 and 4 of each row receive cards No. 3 (option 1) and No. 4 (option 2). The cards have text with missing words; children need to fill in the missing word themselves.
Card number 3.
F.I. studying _______________________
Any product that can be bought and sold is called _____________. When prices rise, the purchasing power of money falls, that is, ____________ occurs. Automotive ____________ includes the entire set of factories for the production of cars, buses, and trucks. _____________ is an independent economic entity created in accordance with the procedure established by law. Cash, means of production, and the labor of people involved in the creation of goods and services are called ________. The knowledge and information accumulated by humanity and necessary for its life is called ______________.
Answers: product, inflation, industry, enterprise, resources, information.
Card No. 4.
F.I. studying ______________________
The study of how people use resources to produce various goods and services is called ______________. Economic _____________ - a lack of something necessary to maintain life and personal development. ____________ is the physical and intellectual effort expended by people in creating goods and services. The universal equivalent, expressing the value of all goods, is called __________. Every entrepreneur, starting his own business, expects to receive high ______________. The quantity and quality of goods and services that we can get with our money _____________.
Answers: economy, needs, labor, money, profit, cost of money.
II . Learning new material.
1) Communicate the topic and objectives of the lesson.
The topic is written on the board in the center, the main concepts of the lesson are on the small board on the left.
2) Teacher's explanation.
The basic concepts of a market economy are DEMAND and SUPPLY. It is the relationship between supply and demand in a market economy that regulates prices.
- What is demand?
Demand– the desire and ability of the buyer to purchase this or that product. The quantity demanded directly depends on the price of the product. This dependence can be represented in the form of a graph. Slide No. 1 appears on the screen showing the demand graph. (Demand graph.) The teacher gives a verbal description of the image.
Based on this graph it can be deduced law of demand. It states: “more goods will be purchased at lower prices than at high prices.”
3) - In addition to price, there are a number of factors that influence changes in demand. After analyzing examples - situations, we will find out what these factors are.
The work is performed in groups of 4 people. Children, having received a card with a situation, after analyzing it, try to guess what factor is being discussed.
A. Our grandfathers and great-grandfathers drank kvass as a soft drink. Later, Coca-Cola, Pepsi-Cola, Sprite appeared and the demand for kvass decreased significantly.
(Factor – emergence of substitute goods)
B. When oil prices increased sharply in the early 70s and, as a result, gasoline became more expensive, demand for the products of US automobile companies fell catastrophically.
(Factor – change in prices for complementary goods)
Q. In winter, the demand for swimsuits, fins, masks, and air mattresses decreases sharply.
(Factor – seasonality)
D. The owner brings cereal, gingerbread, bread and sugar, comfortable slippers, and warm socks to a rural store in a small village. These are the goods that are in demand among elderly village residents. And chips, Coca-Cola, chocolate, ballpoint pens, etc. are delivered to the store located between the school and the technical school.
(Factor – size and age composition of the population)
D. Sasha bought another CD with classical music. Sergey bought a CD of popular music. And Victor buys and listens only to rock.
(Factor – habits and tastes)
E. This season, bright yellow or orange summer suits sold out faster than, for example, green or white ones.
(Factor - fashion)
G. Their mom and dad were able to buy Tanya and Vanya more toys and books, and all because their wages were increased this month.
(Factor – change in consumer income)
4) – What is an OFFER?
Offer - This is the desire of the seller to offer his product for sale. The relationship between price and supply can be represented in the form of a graph. Slide No. 2 appears on the screen with an image of the supply graph. (Supply graph.) Based on this graph, we can deduce law of supply. It says “a seller will be willing to sell more of a commodity at a higher price than at a lower price.”
- But each separately - neither the demand schedule nor the supply schedule can show what price will suit the seller and buyer and whether all the goods will actually be sold out. To do this, you need to combine both graphs. Slide No. 3 appears on the screen with an image of the equilibrium price graph. (Equilibrium price graph) The teacher gives a verbal description of the image and formulates an explanation of the term “equilibrium price”.
5) The student talks about an interesting fact about the interaction of supply and demand. He prepares his message at home, based on the textbook article “Tulipomania.”
III . Consolidation of what has been learned.
1) Business game “Market”.
- Let's empirically determine the equilibrium price for a certain product.
The guys receive seller cards (50% of the class) and buyer cards (50% of the class). The transaction price indicated on the card is different for everyone. The seller and buyer try to conclude a deal with a benefit for themselves. The participants in the transaction report the price at which the transaction was concluded to the teacher. The teacher makes a corresponding note on the transaction record sheet. (Transaction accounting sheet.) The equilibrium price becomes the one at which the largest number of transactions are made.
Buyer card.
You are an apple buyer. You need to buy one kilogram of apples. Try to pay as little as possible. You should not pay the seller more than 6 (in other cards - 4, 5, 7, 8, 9, 10, 11, 12, 13, 14) rubles per kilogram, since otherwise the purchase will bring you a loss.
Seller card.
You sell apples. You need to sell one kilogram of apples. Try to sell for as much as possible. You should not sell for less than 9 (in other cards - 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15) rubles per kilogram, otherwise the transaction will bring you a loss.
The seller and buyer do not tell each other what prices are indicated on their cards. Someone will have to give in, but the deal must be concluded.
2) Blitz - survey.
Questions
What is demand?
- The main factor influencing changes in demand is ___________.
- Where will the price of grapes be higher: in Rostov-on-Don or in St. Petersburg?
- How will the demand for soft drinks in aluminum cans change if a TV show says that drinks in such cans are harmful to health?
- What is a proposal?
- Formulate the law of demand.
- Formulate the law of supply.
- What is the equilibrium price?
- When are winter shoes more expensive: in March or November? When is the demand greater? Why?
3) Compiling a syncwine (pentatist). Option 1 is a pentaverse for the concept of DEMAND, option 2 for the concept of SUPPLY.
Syncwine scheme.
Line 1 – noun
Line 2 – two adjectives
Line 3 – three verbs
Line 4 – phrase, catchphrase
Line 5 – association, synonyms
Approximate result of the work.
1 Demand.
2 Impermanent, changing.
3 Choose, wish, buy.
4 Demand creates supply.
5 I want, need, need, needs.
1 Sentence.
2 Sufficient, excessive.
3 Sell, offer, change.
4 Supply is a continuation of demand.
5 Assortment.
IV . Lesson summary.
1) Energizer “Continue the phrase. I liked the lesson...”
2) Giving marks for work in class.
3) Homework.
A. read paragraph 11 of the textbook.
B. Option 1 - analyze your purchases for the week, record your individual demand. Why were these particular purchases made?
B. Option 2 – ask your relatives about the queues for industrial and food products in the early 80s. Explain how they relate to commodity shortages.
Cinquain was invented at the beginning of the 20th century by Adelaide Crapsey, an American poet. Inspired by Japanese haiku and tanka, Crapsey came up with a five-line poem form, also based on counting the syllables in each line. The traditional one she invented had a syllable structure of 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, the poem should have had 22 syllables in total.
Didactic syncwine was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic specificity of each line.
The classic (strict) didactic syncwine is structured like this:
, one word, noun or pronoun;
second line – two adjectives or participles, which describe the properties of the topic;
third line - or gerunds, telling about the actions of the topic;
fourth line – four word sentence, expressing the personal attitude of the author of the syncwine to the topic;
fifth line – one word(any part of speech) expressing the essence of the topic; a kind of resume.
The result is a short, unrhymed poem that can be devoted to any topic.
At the same time, in a didactic syncwine, you can deviate from the rules, for example, the main topic or summary can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described in compound words.
Compiling a syncwine
Coming up with syncwines is quite a fun and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and “feel” it.
For training, it is best to take as a topic something well known, close and understandable to the author. And start with simple things. For example, let’s try to create a syncwine using the topic “soap” as an example.
Respectively, First line- "soap".
Second line– two adjectives, properties of an object. What kind of soap? You can list in your mind any adjectives that come to mind and choose two that are suitable. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap that the author uses (baby, liquid, orange, purple, etc.). Let’s say the end result is “transparent, strawberry” soap.
Third line– three actions of the item. This is where schoolchildren often have problems, especially when it comes to syncwines devoted to abstract concepts. But we must keep in mind that actions are not only the actions that an object produces in itself, but also what happens to it and the impact it has on others. For example, soap can not only lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, you can wash yourself with it. What else can soap do? Let's remember and choose three verbs in the end. For example, like this: “It smells, it washes, it bubbles.”
Fourth line– the author’s personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can you have towards soap if you are not a fan of cleanliness, who really loves to wash, or not, who hates soap. But in this case, personal attitude means not only the emotions that the author experiences. These could be associations, something that, in the author’s opinion, is the main thing in this subject, and some facts from the biography related to the topic of syncwine. For example, the author once slipped on soap and broke his knee. Or tried making soap yourself. Or he associates soap with the need to wash his hands before eating. All this can become the basis for the fourth line, the main thing is to put your thought into three to five words. For example: “Wash your hands before eating.” Or, if the author ever as a child tried to lick soap with a delicious smell - and was disappointed, the fourth line could be: “The smell, the taste is disgusting.”
And finally last line– summary in one or two words. Here you can re-read the resulting poem, think about the image of the object that has arisen, and try to express your feelings in one word. Or ask yourself the question - why is this item needed at all? What is the purpose of his existence? What is its main property? And the meaning of the last line greatly depends on what has already been said earlier. If the fourth line of the cinquain is about washing your hands before eating, the logical conclusion would be “cleanliness” or “hygiene.” And if the memories of a bad experience of eating soap are “disappointment” or “deception”.
What happened in the end? An example of a classic didactic syncwine of strict form.
Soap.
Transparent, strawberry.
It washes, it smells, it bubbles.
The smell is sweet, the taste is disgusting.
Disappointment.
A small but entertaining poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of soap.
After practicing on simple subjects, you can move on to more complex, but familiar topics. For training, you can try to compose a cinquain on the theme “family” or a cinquain on the theme “class”, poems dedicated to the seasons, and so on. And a cinquain on the theme “mother”, composed by primary school students, can be a good basis for a postcard in honor of the 8th of March holiday. And syncwin texts written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or New Year, schoolchildren can make a poster or newspaper with a selection of thematic poems written in their own hand.
Why make a syncwine at school?
Compiling a syncwine is a rather exciting and creative activity, which, despite its simplicity, helps children of all ages develop systematic thinking and analytical abilities, isolate the main thing, formulate their thoughts, and expand their active vocabulary.
In order to write a cinquain, you need to have knowledge and understanding of the subject - and this, on top of everything, makes writing poems an effective form of testing knowledge in almost any subject of the school curriculum. Moreover, writing a syncwine in biology or chemistry will take less time than a full-fledged test. A cinquain in literature, dedicated to any of the literary characters or a literary genre, will require the same intensive work of thought as writing a detailed essay - but the result will be more creative and original, faster (to write a cinquain for children who have mastered the form well, it is enough 5-10 minutes) and indicative.
Sinkwine - examples in different subjects
Sinkwine in the Russian language can be devoted to different topics, in particular, you can try to describe parts of speech in this way.
An example of a syncwine on the topic “verb”:
Verb.
Returnable, perfect.
Describes an action, conjugates, commands.
In a sentence it is usually a predicate.
Part of speech.
In order to write such a syncwine, I had to remember what forms a verb has, how it changes, and what role it plays in a sentence. The description turned out to be incomplete, but nevertheless it shows that the author remembers something about verbs and understands what they are.
In biology, students can write syncwines dedicated to individual species of animals or plants. Moreover, in some cases, to write a syncwine on biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge acquired during the lesson.
An example of a syncwine on the theme “frog”:
Frog.
Amphibian, chordate.
Jumps, spawns, catches flies.
Sees only what moves.
Slippery.
Synquains in history and social studies allow students not only to systematize their knowledge on the topic, but also to feel the topic more deeply, “pass” it through themselves, and formulate their personal attitude through creativity.
For example, cinquain on the theme "war" could be like this:
War.
Terrible, inhumane.
Kills, ruins, burns.
My great-grandfather died in the war.
Memory.
Thus, syncwine can be used as part of the study of any subject in the school curriculum. For schoolchildren, writing thematic poems can become a kind of “creative break”, adding pleasant variety to the lesson. And the teacher, having analyzed the students’ creativity, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the students’ attitude to the topic, understand what interested them most. And, perhaps, make adjustments to plans for future classes.
Composing syncwines - short, unrhymed poems - has recently become a very popular type of creative task. School students, students of advanced training courses, and participants in various trainings encounter it. As a rule, teachers ask you to come up with a syncwine on a given topic - a specific word or phrase. How to do it?
Rules for writing syncwine
Cinquain consists of five lines and, despite the fact that it is considered a type of poem, the usual components of a poetic text (the presence of rhymes and a certain rhythm) are not mandatory for it. But the number of words in each line is strictly regulated. In addition, when composing a syncwine, you must use certain parts of speech.
Synquain construction scheme is this:
- first line – syncwine theme, most often one word, a noun (sometimes the topic can be two-word phrases, abbreviations, first and last names);
- second line – two adjectives, characterizing the topic;
- third line – three verbs(actions of an object, person or concept designated as a topic);
- fourth line – four words, a complete sentence describing the author’s personal attitude to the topic;
- fifth line – one word, summing up the syncwine as a whole (conclusion, summary).
Deviations from this rigid scheme are possible: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; Instead of “lonely” adjectives or verbs, phrases with dependent nouns are used, and so on. Usually, the teacher who gives the task to compose a syncwine decides how strictly his students should adhere to the form.
How to work with the syncwine theme: first and second line
Let's look at the process of inventing and writing a syncwine using the topic “book” as an example. This word is the first line of the future poem. But a book can be completely different, so how can you characterize it? Therefore, we need to specify the topic, and the second line will help us with this.
The second line is two adjectives. What's the first thing that comes to mind when you think of a book? For example, it could be:
- paper or electronic;
- sumptuously bound and richly illustrated;
- interesting, exciting;
- boring, difficult to understand, with a bunch of formulas and diagrams;
- old, with yellowed pages and ink marks in the margins made by grandmother and so on.
The list can be endless. And here we must keep in mind that there cannot be a “correct answer” here - everyone has their own associations. Of all the options, choose the one that is most interesting to you personally. This could be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, “books of Russian classics”).
Now write down two characteristics specifically for “your” book. For example:
- exciting, fantastic;
- boring, moralizing;
- bright, interesting;
- old, yellowed.
Thus, you already have two lines - and you already have an absolutely accurate idea of the “character” of the book you are talking about.
How to come up with the third line of syncwine
The third line is three verbs. Here, too, difficulties may arise: it would seem, what can a book “do” by itself? To be published, to be sold, to be read, to stand on the shelf... But here you can describe both the impact that the book has on the reader and the goals the author set for himself. A “boring and preachy” novel, for example, might enlighten, moralize, tire, put to sleep and so on. “Bright and interesting” book for preschoolers - entertains, interests, teaches reading. Exciting fantasy story - captivates, excites, awakens the imagination.
When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid words with the same root. For example, if you described a book as fascinating, and in the third line you wrote that it “fascinates,” you will feel like you are “marking time.” In this case, it is better to replace one of the words with a similar meaning.
Let’s formulate the fourth line: attitude to the topic
The fourth line of the syncwine describes a “personal attitude” to the topic. This causes particular difficulties for schoolchildren who are accustomed to the fact that attitudes must be formulated directly and unambiguously (for example, “I have a good attitude towards books” or “I think books are useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is formulated much more freely.
In essence, here you need to briefly outline what is most important for you in the topic. This may be relevant to you personally and your life (for example, “ Began reading at age four" or " I have a huge library", or " I can't stand reading"), but this is optional. For example, if you think the main disadvantage of books is that they use a lot of paper to produce, for the production of which forests are cut down, you don’t have to write “I” and “condemn.” Just write that " paper books – tree graves" or " book production is destroying forests”, and your attitude to the topic will be quite clear.
If it is difficult for you to immediately formulate a short sentence, first express your thought in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of " I love science fiction novels so much that I often can’t stop reading them until the morning"It might turn out, for example, like this:
- I can read until the morning;
- I often read all night long;
- I saw a book - I said goodbye to sleep.
How to sum it up: the fifth line of syncwine
The task of the fifth line is to briefly, in one word, summarize all the creative work of writing a syncwine. Before you do this, rewrite the previous four lines - almost a finished poem - and re-read what you got.
For example, you thought about the variety of books, and you came up with the following:
Book.
Fiction, popular science.
Enlightens, entertains, helps.
So different, everyone has their own.
The result of this statement about the endless variety of books can be the word “library” (a place where many different publications are collected) or “diversity”.
In order to isolate this “unifying word”, you can try to formulate the main idea of the resulting poem - and, most likely, it will contain the “main word”. Or, if you are used to writing “conclusions” from essays, first formulate the conclusion in your usual form, and then highlight the main word. For example, instead of " thus we see that books are an important part of culture”, write simply – “culture”.
Another common option for the ending of a syncwine is an appeal to one’s own feelings and emotions. For example:
Book.
Fat, boring.
We study, analyze, cram.
Classic is a nightmare for every schoolchild.
Yearning.
Book.
Fantastic, fascinating.
Delights, captivates, deprives you of sleep.
I want to live in a world of magic.
Dream.
How to learn to quickly write syncwines on any topic
Compiling syncwines is a very exciting activity, but only if the form is well mastered. And the first experiments in this genre are usually difficult - in order to formulate five short lines, you have to seriously strain.
However, after you have come up with three or four syncwines and mastered the algorithm for writing them, things usually go very easily - and new poems on any topic are invented in two or three minutes.
Therefore, in order to quickly compose syncwines, it is better to practice the form on relatively simple and well-known material. For training, you can try to take, for example, your family, home, one of your relatives and friends, or a pet.
Having dealt with the first syncwine, you can work on a more complex topic: for example, write a poem dedicated to any of the emotional states (love, boredom, joy), time of day or time of year (morning, summer, October), your hobby, hometown, etc. Further.
After you write several such “test” works and learn to “package” your knowledge, ideas and emotions into a given form, you will be able to easily and quickly come up with syncwines on any topic.
Didactic syncwine as a technique for developing creative thinking and motivating students for educational work.
One of the problems in a modern school is to arouse students’ interest in studying their subject, that is, to create motivation for them to study.
Life has changed and traditional teaching methods are failing. Sinkwine, his writing, successfully solves this problem. It provides an activity-based approach to learning. You need to not only learn the definition of a concept, but also give a brief, comprehensive description of some object or phenomenon, and also express your opinion. This is where it becomes interesting for the student: there is not enough knowledge, it needs to be found in the text of a textbook, computer, and working with texts will expand the circle of associations and develop imagination. Writing a syncwine becomes a tool for self-development and self-realization. A joint analysis of variants of syncwines written on the same topic provides interesting information and the opportunity for moral education. So when writing a syncwine on the topic “Labor”:
Work
Work
Mental, physical
Collective, active
Develop, write, plow
Develops, guides, satisfies
Everyone must work
Necessity
Activity
Purposeful human activity
Work
Physical, mental
Ennobles, defines, provides
A useful activity for everyone
Activity
Work
Physical, mental
Transforms, changes, adapts
Activities aimed at satisfying needs
Factor of production
The children noted that work is an activity, a factor of production, but no one expressed the idea that work brings joy to a person and brings satisfaction. There is a possibility of teacher correction here.
On the other hand, the task of school today is not just to provide knowledge according to the standard, but to educate the creative personality of a person who can think creatively. And here, again, syncwine, because this is a creative activity. In high school, you need to practice writing a crown of syncwines, as a result of the topic studied, as well as a garland of syncwines.
The crown of cinquains are five ordinary classic cinquains, which are written on the same topic and form a short story.
To complete such a task, the student must identify a range of basic concepts, which means he must comprehend the content of the text. Here is an example of a crown of syncwines on the topic “Man on the labor market”:
Human
Smart, efficient
Knows, acts, realizes abilities
Commendable. Life process
Worker
Work
Mental, physical
Buy, sell, use
To meet needs. Necessity
Activity
Labor market
Developed, dynamic
Decides, regulates, controls
The issue of employment. Important
A complex system
Competition
Individual, global
Stimulates, encourages, motivates
Use resources rationally. Useful for society.
Stimulus
Wage
Piecework, nominal
Accrued, paid, issued
For the work done. Livelihood
Money
In this syncwine both knowledge is visible and one’s feelings are given. Moreover, the student highlighted the concepts in this way that they gave her the opportunity to crown the crown with a garland: this is when a sixth one is made from the crown of cinquains, taking the first lines from the previous five:
Human
Work
Labor market
Competition
Wage
Using a cinquain garland, it is very effective to give the task of composing a story - and this is also creative work, and not a retelling of the textbook text.
Thus, both the compiler and the narrator have to use all their intellectual, imaginative and creative abilities.
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Slide captions:
Didactic “syncwine” as an innovative technology. Prepared by: Zinina Tatyana Fedorovna 2018 MADOU MO, Nyagan d\s "Herringbone"
Clarity is the main virtue of speech. Aristotle.
Innovativeness In relation to the pedagogical process, innovation means the introduction of new things into the goals, content, methods and forms of education, the organization of joint activities of the teacher and the child. The main criterion for the “innovativeness” of a technology is to increase the efficiency of the educational process through the use of this technology.
Compiling a didactic syncwine is a fun and interesting game. The work of composing syncwines is a source of inexhaustible creativity for children and adults.
To correctly compose a syncwine, a preschooler needs to: have sufficient vocabulary within the framework of the topic, master the concepts: word - object (living, not living), word-action, word-attribute, learn to correctly understand and ask questions, master the skill of generalization, coordinate words in sentence, correctly formulate your thought in the form of a sentence.
The word "cinquain" comes from the French "five". This is a five-line poem that follows rules.
The first line, the theme of the syncwine, contains one word (usually a noun or pronoun) that denotes the object or subject that will be discussed. The second line is two words (most often adjectives or participles), they describe the characteristics and properties of the item or object selected in the syncwine. The third line is formed by three verbs or gerunds that describe the characteristic actions of the object. The fourth line is a four-word phrase expressing the personal attitude of the author of the syncwine to the subject or object being described. Your feelings, your opinion, or this is the logical completion of the phrase you started. The fifth line is one summary word characterizing the essence of the subject or object. Associations to the topic, synonyms.
1. Bunny. 2. White, fluffy 3. Hiding, afraid, running away. 4. I feel sorry for the bunny. 5. Wild animal.
A white fluffy hare lives in the winter forest. The hare's life is difficult; he is afraid of the wolf and the fox; when he sees them, he hides or runs away. I feel sorry for the hare. Life is difficult for wild animals in winter.
1. winter 2. cold, snowy 3. freezing, happy, sad 4. I love winter 5. new year
Sinkwine - riddle 1. ? 2. Vowels, consonants. 3. We hear, pronounce, highlight. 4. Sounds form words. 5. Speech
The word object (who? what?) - the word sign (which? which? what?) - the word action (what is it doing? what are they doing?) - the sentence - the word association
Warm, loving heart Beats, knocks, loves I give my heart to the children motor
"Sinquain" on the theme "Master Class". Master class Interesting, educational Teaches, develops, brings together The master’s work is feared Communication
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Psychologists and practicing teachers note that older preschoolers often have speech impairments, a poor vocabulary, children do not know how to compose a story based on a picture, or retell what they read...
The syncwine method in the form of the game "Sinquain's Magic Ladder".
In our work, we often encounter the problem that preschool children with general speech underdevelopment (GSD) experience difficulty...
