To the fields where the wheat turned yellow,
Directing a wavy run into the distance,
It falls like a fluffy veil
Silvery, sparkling snow.

The guys' cheeks are burning from the frost,
The girls' cheeks are redder than poppy.
The chairman of the collective farm allowed
They should take horses for riding.

The sleigh rushed like swans,
The snow swirls around like a whirlwind.
And from the river far from skiing
Laughter echoes into the distance.

The breeze ruffles the horses' manes,
And my head burns in the heat.
Like in a dream, smiling happily,
A girl whispers words to a guy.

More poems:

1. The rain is pouring down. Through the supports the slush cools your feet. The wind flutters on the hillock. The branches of bare willow trees. The knapsack gently presses against the weary hump, And I sing loudly like a bird, Glorifying my path and fate...
2. Everything has receded: successes and failures... Life! Unlock the hiding places! The fragrant May blows and laughs like a blizzard of bird cherry trees. The old school, dear and stuffy, The Hive began to sing... and now - Waltzes shaking airy trills The dazzling hall...
3. Written with L. Kozlova Today it has been snowing all day. He falls, spinning quietly. Do you remember? Then, too, everything was covered with snow - this was the snow of our meetings. He was lying in front of...
4. With my Seryoga we walk along Petrovka, Along the very edge, along the very edge. We chew ice cream non-stop - In the taiga they don’t serve us ice cream. Now takeoff, now landing, now...
5. So the first snow fell, the first snow, It covered the river valleys - the first snow. And the river flows black, the first snow, All alive even to the bottom, the first snow. All my love...
6. A mournful wind drives a flock of clouds to the edge of heaven, the broken spruce groans, the dark forest whispers dully. On a stream, pockmarked and motley, a leaf flies after a leaf, and runs in like a dry and sharp stream...
7. Eternally submissive to blind labor, Heavenly stars rush in a circle. Silently rotating on thin axes, They float through the universe like a school of fish. A man stands on the ground in thought, with stars on his cheeks...
8. Today there is blue in our mountains, Today there is gray sky in the capital. And my head is spinning - Isn’t your head spinning? I don’t send telegrams to Moscow, I don’t captivate with the shining Crimea,...
9. Along the road, early and early, the convoy stretches, In the darkness of the silvery fog, frost spreads. On the road and slums, out of spite for travelers, pure snow drifted at night. And over the white desert, Through the fragments of clouds, the Moon...
10. The wind is blowing at the gate, - At the gate a beauty is waiting. You can’t wait, my wind, You are a young beauty. Ay Lyuli, ay Lyuli, you are a young beauty! Runs around with the guy, burns, whispers to the guy, says:...
11. Locomotive Cemetery. Rusty hulls. The pipes are full of oblivion, the voices are screwed together. Like the disintegration of consciousness - stripes and circles. Terrible furnaces of death. Dead levers. The thermometers are broken: numbers and glass - the dead don’t need it...
12. Here, on the river, is my native place, where I was born, where I got on my feet. Neither my father, nor my grandfather, nor anyone here knew the name of the foamy river. In summer there is water in the river...
13. My cry rings out sadly and belatedly. The flowers have long since fallen. The scarlet noon silently waits at the zenith, As if fearing the threshold of emptiness. I'm calling love... Holy One, where are you? Like a pilgrim wounded by the rocks...
14. The heights are flaring up, the snow on the mountain is melting. Awake, respond, speak of the dawn. The snow is melting on the mountain in front of my cave, and the whole distance is in the silver of cautious rays. Repeat to me, soul, that today...
15. Why are we walking next to you this night? The stars in the sky are like a wolf's eye... We walk through a warm garden. Across the boundless steppe, Along roads, crossroads... Past the house, past the smoke I recognize...

You are now reading a poem by Catania, poet Kubanev Vasily Mikhailovich

All dictionaries Ushakov's Dictionary Ozhegov's Dictionary Efremova's Dictionary Explanatory Dictionary of the Living Great Russian Language, Dal Vladimir Great Soviet Encyclopedia Thesaurus of Russian business vocabulary Encyclopedia "Biology" Dictionary of hunting terms and expressions

Ushakov's Dictionary

one hundred I, flocks, wives A group of small animals of the same species, preim. fish or birds. When migrating, cranes stay in flocks. A school of fish. A pack of wolves. “He released a pack of hounds against the wolf.” Krylov. “A flock of jackdaws and crows are circling in the air, screaming.” Nekrasov.

| trans. Group. “A mournful wind drives a flock of clouds to the edge of heaven.” Nekrasov.

Ozhegov's Dictionary

ST A I, And, and.

1. A group of animals of the same species sticking together. S. Vorobiev. S. volkov. Sobachya village S. fish. S. locust.

2. trans. About a moving, mobile cluster of someone or something. Vesyolaya s. kids. S. clouds, clouds. Whole s. memories.

| decrease flock, And, and.

| adj. gregarious, aya, oe (to 1 meaning; special). Flocking birds. Pack hunting (in animals, e.g. wolves).

Efremova's Dictionary

1. and.
   1. A group of small animals of the same species sticking together.
   2. trans. decomposition A large group of people staying together.
   3. Several dogs specially trained for joint hunting, riding, etc.
2. and. local Livestock room, barn.

Explanatory Dictionary of the Living Great Russian Language, Dal Vladimir

and. flock, flock; flock, flock; a herd (this word) of animals, birds, sometimes a fleece of fish. A flock of geese, ducks, etc. talk about wild ones. The quail flies in flocks and, having settled, immediately scatters. A pack of dogs, hounds, several bows. Drop the flock! come down. Wolves prowl in packs.

Flock, furious. lower several huts in a cluster, in one connection, under one roof, with common entryways and passages. Large families are built in packs. In hermitages, huts are placed in flocks, with entrances and exits in all passages; you won't find any ends there.

Flock, flock, firm. drain, covered gate and courtyard; Vyat. perm. olon. story, covered yard, for livestock, perm. Vlad. Vyat. countryside, barnyard, corral, base, bazok, stall orenb. a place surrounded by spinning for cattle; a good owner has a separate herd of cows, veal, sheep, pork, etc. in the rear. Vlad. perm. orenb. Vologda barn, covered barn for livestock; Vologda barn in general; perm.-shadr. stable; flock, novg. barn.

Flocks, plural arch. horse stalls. Snainya zap. south stables, all kinds, and master's. Flock, in all senses, generally. root to form, become, stand, but probably a flock, a herd, and a flock, a stable, a corral, were formed independently of one another: the first, from becoming and standing together; second, from putting; this also includes the herd; hence the flock Wed. tripod stand for sparrows. A flocking bird, flying in flocks, opposite gender. lonely, single, or paired. Flock roofing, barn. A flocking bird that flies only in large flocks. The autumn dove, or Glinka, is a flocking bird. To flock a bird, to knock down, to herd into a flock, to stabilize, to crowd, to bore, more colloquially. to form, to flock, to flock, to gather in flocks, in a flock. Before departure, every bird flocks. Flock, flock, action. according to verb.

a temporary group of fish or birds, usually of the same species, in a similar biological state, actively maintaining mutual contact and coordinating their actions; A community consists of individuals that perform a number of important vital functions, being members of one or another community for most of their lives. Unlike a herd, in a herd there is no recognition of one animal by another (there are no leaders, dominant or subordinate individuals). A colony may consist of individuals of the same or different species, of different sexes and ages. The formation of S. is characteristic of many fish (for example, herrings, mackerel and anchovies) and birds (for example, Anseriformes, Crane-like animals and passerines). Birds form nests mainly outside the nesting period. The biological significance of S. depends on the condition of the animals and environmental conditions. Staying in the north helps to search for food and catch prey, protect itself from predators, and also helps birds when choosing a place to spend the night, orienting and navigating during animal migration. For fish and birds, the formation of S., apparently, is also important for improving the hydrodynamic and aerodynamic conditions of movement in water or in the air, respectively. For example, the structure of birds in birds is a wedge (cranes), a line (ducks), or a loose mass (pigeons, passerines) (see Migration of Birds). The size and shape of S., as well as the distance between individual individuals, are variable, which is an adaptation to different environmental conditions. In S., different forms of signaling exist between individuals (primarily visual in fish, and also acoustic in birds). The patterns of schooling behavior of fish are widely used in commercial fishing.

The mournful wind drives
The clouds are flocking to the edge of heaven.
The broken spruce groans,
The dark forest whispers dully.

On a stream pockmarked and motley,
A leaf flies after a leaf,
And a dry and sharp stream
It's getting cold.

Twilight falls over everything;
Hitting from all sides,
Spinning in the air screaming
A flock of jackdaws and crows.

Over a passing tarataika
The top is down, the front is closed;
And “let’s go!” - standing up with a whip,
The gendarme shouts to the driver...

Analysis of Nekrasov’s poem “Before the Rain”

Nikolai Nekrasov spoke rather disparagingly about landscape lyrics, believing that such poems are the lot of weak romantic natures who are able to turn a blind eye to the social inequality of people and enjoy the beauty of the surrounding nature. However, the poet himself repeatedly addressed this topic in his works, using landscape sketches to create or, conversely, smooth out contrast. Nekrasov also has several purely landscape poems that date back to the early period of the poet’s work. One of them is the work “Before the Rain,” created in 1846. In it, the author tried to convey that amazing moment when nature literally transforms before our eyes, preparing for the upcoming thunderstorm.

The author uses quite strong and vivid images, masterfully depicting a “mourning wind”, “a flock of clouds”, and a gloomy forest that “whispers dully”, as if condemning what is happening around. Judging by the fact that “on a stream, pockmarked and motley, a leaf flies after a leaf,” it is deep autumn in the yard. However, Nekrasov does not consider it necessary to mention this directly, since his thoughts are focused not on empty formalities, but on the dynamics of events. That is why in the poem “Before the Rain” images of frightened jackdaws and crows appear, a flock of which “circling screaming in the air,” foreshadowing imminent rain and, at the same time, bringing chaos into measured rural life.

Nature was never the main character of Nekrasov’s works, and he never made an attempt to endow her with the features of a living being. Therefore, it is quite logical that in the last stanzas of this work a new character appears - a gendarme who rides in a covered cart and shouts at the driver. And this dismissive and demanding “let’s go!” indicates that the bad weather was playing out in earnest. A little more, and heavy, wet drops of cold autumn rain will fall to the ground, which will catch travelers on the road and, perhaps, force them to seek shelter in the nearest village.

It is noteworthy that in this poem Nekrasov seems to deliberately intensify the situation, selecting metaphors in such a way that they create in the reader the illusion of being on a country road, where neither man nor animals have anywhere to wait for help in case of bad weather. Moreover, the poet does not exaggerate the events, but very realistically shows that one should not expect anything good from the upcoming rain, no one is happy about it, including the gloomy forest, birds and lonely travelers.

Consultation for parents “Development of the vocabulary of adjectives in children of senior preschool age with STD”

The volume of vocabulary and mastery of the dictionary relates to the area of ​​verbal thinking. The child learns to analyze objects, phenomena of the surrounding world, their interactions and properties. Using a dictionary, constructing sentences and phrases, the child uses the area of ​​speech and mental activity. When a child's vocabulary is insufficient, the child is limited in verbal thinking. He cannot draw conclusions, compare objects, talk about them and analyze their differences. The preschooler's speech remains scant and factual. That is, he notes the facts, but cannot establish a relationship between them. Speech and thinking activity suffers. This deficiency accompanies the child in his subsequent development, negatively affects the assimilation of the school curriculum, and is an obstacle to daily communication with more developed peers who find communication with such a child uninteresting.

Senior preschool age is the age of active accumulation, clarification and updating of the dictionary. First of all, children develop a vocabulary of nouns from early childhood. Children name the objects they see around them. Next, the dictionary of predicates, that is, the verb dictionary, develops. The child understands and indicates that objects familiar to him somehow move or perform other actions. The last thing to be formed is a high-quality dictionary, that is, a dictionary of adjectives.

In children in general, and especially in children with speech impairment, the vocabulary of adjectives is formed in insufficient volume. The child sees an object, knows how it acts, but cannot give suitable definitions of the object itself and its action. For example, a child may say that a bird is flying. But he finds it difficult to determine the signs of the bird, the signs of its flight. Let's say, if a crow is flying, then it flies heavily, low, sweepingly and smoothly moving its wings. If a swallow flies, it flies quickly and high. The crow's wings are wide and heavy. The swallow's wings are long and light. Knowledge of these signs allows the child to analyze the reasons why the flight of a swallow and a crow differs, draw conclusions from the facts, and make transfers to other similar objects.

Take, for example, the theme “Seasons”. When characterizing the weather phenomena of autumn and winter, talking about where the snow comes from, we must understand and describe phenomena that cannot be explained without using the signs of these phenomena. We use adjectives such as wet, dry, frosty, cold. If we talk about fruits, when describing an apple, we use many adjectives, characterizing the shape, color, taste, and properties of the apple.

Children with speech impairment also use adjectives in their speech. But the volume of a high-quality vocabulary is meager and does not allow the child to talk at length about the properties and characteristics of objects, comparing them with each other. Let's say, if you ask a child what a cutlet tastes like and what a banana tastes like, most likely they will answer - tasty, tasty. There are so many objects that fall under this definition that it is completely impossible to fully characterize them, let alone compare them using only this quality. Categories of size include the concepts of “large” and “small”. Less often – “high” and “low”, even less often – “long” or “short”. Children almost never use complex adjectives, such as “sweet and sour”, “yellow-red”. When characterizing objects by properties, children often make mistakes, saying, for example, that an object is both light and heavy, hard and soft. Children find it difficult to use adjectives that characterize neutral features and properties, for example, “colorless,” “tasteless,” “flashy,” etc.

This is largely explained by the fact that the thinking of preschoolers is of an object-specific nature, and the category of attribute, expressed by an adjective, is an abstract category that is inaccessible to the understanding of preschoolers.

The object and motor world of children is a sensory world. The child receives signals from an object or movement, information about it through perception. It turns out that this perception is limited by the child’s abilities to the very fact of his own perception. Simply put, the child analyzes what he sees or feels and names it.

Based on this, we can draw two conclusions:

1. A child’s independent knowledge of the world remains only subject-specific.

2. Without the help of an adult, abstract categories develop insufficiently and remain of poor quality.

Thus, it becomes clear that the development of a child’s vocabulary of adjectives is a matter for adults. Our task is to show the world of objects in all its diversity through sensory exploration of its objects and phenomena.

How can an adult help a child expand and qualitatively improve his vocabulary of adjectives?

The simplest way: when introducing a child to objects and phenomena of the world around him, an adult must show the child ways to study them, talk about the senses, teach him to use all organs in the matter of cognition and research.

Walks:

give the opportunity to take, throw, dig, smell, taste, touch, press, each time asking what property of the object the child sees and feels.

For example, a puddle: deep or shallow (what is deep, what is shallow, clean or dirty, cold or warm, large or small (in size, if it has a shape - wide or narrow, maybe it is shapeless or round.

For example, a leaf of a tree: light or heavy (a subjective concept, we need to clarify what we are giving such a definition for: it is best to compare it with the palm of the child himself, what shape it is, what it smells like (dry smell, wet smell, fragrant, musty (and what it is) such); if it’s musty, then why).

Shop:

give the opportunity to touch, examine vegetables and fruits, smell (taking precautions, ask what shape, color, feel, clean or dirty, shiny or dull, etc.

It is very important to pay attention to the generic agreements of I. s. with I. p.

Sensory games with objects of different textures:

1. select from the sensory box only prickly objects, only smooth objects, only fluffy objects, only soft ones, etc.

2. select objects from the sensory box based on two characteristics (opposite - for practicing antonyms - or any random - for developing thought processes)

Let's say we select smooth and rough objects and characterize them. Characterize the same objects by other additional characteristics (and what else is it - by shape, color, touch, taste, smell) If an object cannot be eaten, we characterize it with the adjective “inedible”.

Joint economic activities at home:

The floor was dirty, dusty, sticky, dull. The rag was dry and clean.

The floor became clean, smooth, shiny, fresh. The rag became wet and dirty. Why? The child will begin to draw conclusions using a dictionary of signs in speech, moving forward in the accumulation and updating of the dictionary, developing speech-thinking activity.

Joint reading of works:

I’ll read you a fairy tale (a poem, and you remember what words the author uses to describe the signs and properties of objects, heroes. What does this mean?

For example, a program poem

"Before the Rain"

The mournful wind drives

The clouds are flocking to the edge of heaven.

The broken spruce groans,

The dark forest whispers dully.

To a stream, pockmarked and motley,

A leaf flies after a leaf,

And a dry and sharp stream

It's getting cold.

Twilight falls over everything;

Hitting from all sides,

Spinning in the air screaming

A flock of jackdaws and crows.

N. Nekrasov

If you read this poem to a child, he is unlikely to understand anything, it will be difficult for him to teach it, and not a single image will arise in his mind. He will rely on key nouns, having a vague idea of ​​what subjects the poem is talking about. The poem will seem alien to him, not interesting, and will not touch his heart. At the same time, if an adult explains to the child the meaning of adjectives, their figurative meaning, tries to consolidate this with auditory, tactile and visual images, and tries, together with the child, to select analogues of nouns for these adjectives, before the child’s mind’s eye it will gradually form and become convex, understandable and bright picture described in the poem. Thus, the child will not only take a step forward in the development of vocabulary, but will also advance in the development of figurative, and therefore abstract, thinking.

Word games:

1. “Guess the object based on its characteristics”

2. “Riddle me an object based on its signs”

3. “Compare objects with each other”

4. “What will your body tell you?” (Description of an object using analyzers and sketching your feelings using symbols)

5. “True-false” (An adult describes an object, deliberately making mistakes in naming its features. The child corrects mistakes using a dictionary of adjectives)

It is also very important to draw children’s attention to adjectives that characterize emotional states. To consolidate these adjectives, you can practice facial exercises, analyze the states of various people, the facial expressions of various toys, images, make a transfer from the actual emotional state of a person to natural phenomena (gloomy sky, sad rain, etc.)

Thus, an adult’s conscious, systematic work on joint cognition of the properties and signs of the surrounding world will enrich the child’s vocabulary, develop his emotional and verbal intelligence, and help parents and children better understand each other.

Nikolai Nekrasov spoke rather disparagingly about landscape lyrics, believing that such poems are the lot of weak romantic natures who are able to turn a blind eye to the social inequality of people and enjoy the beauty of the surrounding nature. However, the poet himself repeatedly addressed this topic in his works, using landscape sketches to create or, conversely, smooth out contrast. Nekrasov also has several purely landscape poems that date back to the early period of the poet’s work. One of them is the work “Before the Rain,” created in 1846. In it, the author tried to convey that amazing moment when nature literally transforms before our eyes, preparing for the upcoming thunderstorm. It is noteworthy that in this poem Nekrasov seems to deliberately intensify the situation, selecting metaphors in such a way that they create in the reader the illusion of being on a country road, where neither man nor animals have anywhere to wait for help in case of bad weather. Moreover, the poet does not exaggerate the events, but very realistically shows that one should not expect anything good from the upcoming rain, no one is happy about it, including the gloomy forest, birds and lonely travelers.

“Before the Rain” Nikolai Nekrasov

The mournful wind drives
I'm flocking clouds to the edge of heaven,
The broken spruce groans,
The dark forest whispers dully.

To a stream, pockmarked and motley,
A leaf flies after a leaf,
And a dry and sharp stream
It's getting cold.

Twilight falls over everything;
Hitting from all sides,
Spinning in the air screaming
A flock of jackdaws and crows.

Over a passing tarataika
The top is down, the front is closed;
And “let’s go!” - standing up with a whip,
The gendarme shouts to the driver...