Life lessons of the hero of the story, French lessons. Analysis of “French Lessons” Rasputin. Learning new material

Literature lesson notes, 6th grade

“French Lessons” – Life Lessons

(based on the story by V.G. Rasputin “French Lessons”)

Target: show the teacher’s spiritual generosity and her role in the boy’s life.

Tasks:

a) educational: reveal techniques for creating the image of a hero in a work of art;

b) developing: improve analytical reading skills and episode analysis;

c) educational: promote mutual understanding between teachers and students, foster respect for the teaching profession.

Lesson type: combined with the use of ICT.

Methodical techniques: analytical conversation, expressive reading, role-playing, watching a video clip.

I.Organizational moment (welcoming students)

Guys, do we have a regular lesson today? (Today we have guests, teachers from schools in our area, but you and I will work as usual, answer, analyze, express our thoughts. Agreed?)

Shall we talk? - Let's talk.

Do you know what? - About what?

About different things. About what is good and not so good. Shall we talk? - Let's talk, it will be interesting for us!

II. Work on the topic of the lesson “French Lessons” - life lessons.

Teacher: Guys, how do you understand the word “lessons”, “lesson”? Please continue the lesson - this is... (1) conclusions, life observations, something instructive 2) school hours in the schedule 3) academic work, assignment for the student)

Teacher: What do you think the lesson will be about? (about school, about lessons, about the teacher, about the heroes of Rasputin’s story, about what lesson the main character of the story learned)

Teacher: That's right. Today we will once again turn to V.G. Rasputin’s story “French Lessons”. We will talk about the heroes of this work, think about the meaning of the story, about such concepts as kindness, honesty, nobility, humanity. Let's try to understand what life lessons the hero learned from the situations he finds himself in; what lessons have we learned; Let's think about what a teacher should be like. Using the example of the heroes of the story, we will learn how to act correctly in life, to distinguish between true and false.

Rasputin wrote this: (1 slide)

“I wrote this story in the hope that the lessons taught to me in due time will fall on the soul of both young and adult readers.”

The writer hopes that the life lessons that fate has prepared for him will help each of us understand ourselves and think about our future.

Teacher: First, let's check if you all know the content of the story well.

(questions about the content of the story, student answers NOT REALLY):

The story takes place in 1948 (yes)

The independent life of the heroes began at the age of 11 (yes)

The main character got "A" grades in all subjects (no)

The main character was homesick, his family, his village (yes)

The hero’s mother sent the parcel with pasta (no)

The school principal found out about the game of chica (no)

Lidia Mikhailovna played measuring games with her student (yes)

2 slide The hero's independent life

Teacher: Please listen to quotes from the story. Determine who they refer to. What are these quotes about?

“In order to study further, I had to enroll in the regional center” (the main character goes to study in the regional center, since in his village there was only an elementary school, he studied well, and everyone in the village told him to study further)

“We lived without a father, we lived very poorly” (there were three children in the family, raised by one mother, there was not enough food, no money, we were starving, these were difficult post-war years)

“As soon as I was left alone, homesickness immediately came upon me,” “I felt so bad, so bitter and hateful” (the main character missed home, relatives, the village. He was not used to living with strangers, after school he came and he was overcome with wild homesickness)

“I was constantly undernourished”, “a good half of my bread disappeared somewhere” (The boy was starving, there was not enough food: bread, potatoes, sent by his mother by Uncle Vanya, someone stole these products from him)

Teacher: Of course, from these quotes you all recognized the main character of the story of an eleven-year-old boy. Let's listen to the story about the hero's independent life on his behalf.

(Story on behalf of the hero of the story)

Teacher: Now let’s watch an episode from the movie (director E. Tashkov “French Lessons”, episode of the mother’s arrival)

Why did the main character “come to his senses”? Why, despite hunger and wild homesickness, did he not run away to the village? What did the hero understand while living in the regional center? (1 life lesson: perseverance, willpower, ability to overcome the first difficulties in life, responsibility for one’s actions, desire to learn, learn to live independently)

Slide 3

Teacher: Look at the slide. What episode of the story is shown? (game of chica)

Why did the main character of the story start playing chica? (made hunger, hunger made the hero think about how to get money. His mother helped him, but there was no money on the collective farm. Playing chica is the only way to earn money. The boy bought milk with this money, 1 ruble per liter, he had to drink milk because he was suffering from anemia and was dizzy)

The lesson from this situation: be independent, take care of yourself.

How did the game of chica end for the main character? (He began to win, he played better than Vadik and Ptakh. They don’t forgive him for this. Three of them brutally beat the boy. They attack him from behind. The next morning he had a bruise on his face, an abrasion on his cheek, his nose was swollen)

Teacher: The main character is faced with a difficult situation, communicating with guys who live according to the laws of the street. There is no place for honesty, goodness, justice in these laws; force and power rule in them.

What lessons does the hero learn in this company? (on the one hand, these are lessons of meanness, anger, envy, cruelty. The main character enters into a fight, although he understands, give in to those to whom you cannot prove anything; on the other hand, the boy shows his pride, honesty, he stubbornly insists: he turned it over. He ready to defend his rightness. During a fight, the main thing for him is not to fall, this is a shame)

The main character remains honest, unshakable, and proud to the end. He shows the ability to stay on top in any, even the most unfavorable circumstances. This quality is called self-esteem.

(Vocabulary work: self-esteem)

Slide 4 The role of Lydia Mikhailovna in the boy’s life

Teacher: By entering into a conflict with Vadik, the hero puts himself in a difficult position: he is deprived of a source of money, and he can be kicked out of school for playing. Who comes to the boy's aid? Who will play an important role in the fate of the main character?

Look at the slide (in the role of Lydia Mikhailovna - Tashkova T.)

(Working with the textbook: expressive reading and description of Lydia Mikhailovna’s appearance)

How does the hero see Lydia Mikhailovna?

Listen to quotes about Lydia Mikhailovna. What character traits are evident in these quotes?

“Lidiya Mikhailovna was more interested in us than other teachers, it was difficult to hide anything from her”

“She came in, said hello, carefully examined almost each of us, making seemingly humorous, but obligatory remarks.”

Write in a notebook, fill out the table: 1st column – character traits of Lydia Mikhailovna, 2nd column – what kind of teacher are you waiting for? (After recording - discussion)

Lidia Mikhailovna

The teacher I choose

Why did Lidia Mikhailovna choose a boy to study French? Is this a coincidence? (L.M. understood that the main character is a talented boy, but his studies could be hampered by a constant feeling of hunger. She realized that the boy was starving, that it was very difficult for him to live in someone else’s family. Communication with Vadik and Ptah could send the boy on the wrong path . She tries to feed him, so she invites him to her home for classes)

Reading from the textbook:“You definitely need to study. There are so many well-fed loafers in our school... you can’t leave school.”

Lidia Mikhailovna realized that it was difficult for the boy, he was starving, she saw him beaten, she found out that he was gambling for money. Seeing her student beaten for the second time, she decided to help him at all costs.

Understanding a person, taking on part of his pain is one of the best qualities of a person.

Slide 5“Know how to feel a person next to you, know how to read his soul, see joy, misfortune, misfortune, grief in his eyes” V.A. Sukhomlinsky

How else is Lydia Mikhailovna trying to help the boy? (sends a parcel with pasta)

How did Lydia Mikhailovna manage to help the main character?

(Reading the episode “The Measuring Game” by role)

Discussion of this episode:

Can a teacher play for money with her student? With t.zr. pedagogical science, this act is immoral. And the school director, having learned about this, calls Lydia Mikhailovna’s act “a crime, corruption, seduction,” and dismisses her from the school. Do you condemn Lydia Mikhailovna?

What is behind the teacher’s action?

How can you call Lydia Mikhailovna’s action?

Teacher: Lydia Mikhailovna’s actions, her French lessons are lessons of kindness, courage, true humanity, spiritual generosity, sensitivity: “be kind, sympathetic, love people” - that’s what her action says.

V.G. Rasputin wrote about this years later: “Still very young, a recent student, she did not think that she was educating us by her example, but the actions that came naturally to her became the most important lessons. Lessons of kindness."

I would like each of you to express your opinion about Lydia Mikhailovna by writing a syncwine.

Compiling a syncwine.

(Example: Lidia Mikhailovna

Kind, sensitive

Teaches, helps, worries

Lidia Mikhailovna loves children

Sensitivity (kindness, a real person, a ray of goodness)

Teacher: This story is dedicated to Anastasia Prokopyevna Kopylova, the mother of the famous playwright Alexander Vampilov, with whom Rasputin was friends.

“It seems to me,” wrote V.G. Rasputin, “a person’s profession can be recognized by his face. I often guessed the teachers by some very tired, stern look. He guessed and thought that the teacher was being drained by his work, that it was very difficult for him to maintain a lively interest in children, spiritual gentleness and warmth. I dedicated the story, the heroine of which was Lydia Mikhailovna, to Anastasia Prokopyevna. Looking into the face of this amazing woman, ageless, kind and wise, more than once I remembered my teacher and knew that the children had a good time with both.”

That other teacher's name was L.M. Molokova Slide 6

(Vocabulary work: prototype)

In 1951, she, a young graduate of the Irkutsk Institute of Foreign Languages, arrived in distant Ust-Uda. She got a desperate class. They played truant and behaved like hooligans - everything happened. Lidia Mikhailovna organized a drama club, and the “robbers” soon changed.

Valya Rasputin was not the leader in the class, but he was respected for his justice and courage.

Life was bad then, as everywhere else in the post-war years, from hand to mouth. The children were dressed in a variety of ways: old hats, sweatshirts worn out by others, and leggings on their feet.

In an interview with the newspaper Trud, Molokova L.M. said that Valya Rasputin was one of her many students who had a very difficult life, but she did not play “chick” and “measuring” with them.

It is interesting that after Transbaikalia, this woman lived in Saransk and taught French at the Mordovian University. Then she worked in Cambodia, Algeria, and France. She taught Russian to those who spoke French.

In Paris, in one of the bookstores, Lidia Mikhailovna bought a book by her former student and recognized herself in the main character. She herself found V. Rasputin, and they corresponded for a long time. True, Lidia Mikhailovna refused to recognize herself as the only prototype of the heroine, claiming that this was a collective image. And I didn’t even remember how I sent the parcel with pasta. Rasputin wondered how anyone could forget this? But I realized that

Slide 7“True goodness on the part of the one who creates it has less memory than on the part of the one who receives it”

Teacher: So, V.G. Rasputin’s story “French Lessons” has been read.

What feelings does he foster in us? (kindness, selflessness, sensitivity, patience, love)

Kindness, love, sympathy are the spiritual values ​​of a person. People who have such qualities are people with spiritual beauty. A person receives spiritual beauty from others. So, the hero of the story remembered that the young teacher saved him from hunger and shame. The boy realized that he was not alone, that there was kindness, love, and responsiveness in the world.

It’s good when people remember you for the good things you did for them, isn’t it?

III .Reflection ( Filling the Tree of Souls) On the Tree of Souls you need grow only beautiful fruits (we fill the tree, write on the leaves the qualities that a person needs in life, attach it to the board).

(Reading the poem to the guests of the lesson, teachers, while the children fill out the sheets)

Slide 8 « You can forget the teacher’s last name, it is important that the word “TEACHER” remains (V. Astafiev)

Teacher, the days of your life are like one,

You dedicate it to the school family.

You are everyone who came to you to study,

You call them your children.

Favorite teacher, dear person.

Be the happiest in the world

Even though sometimes it’s hard for you

Your naughty children.

You rewarded us with friendship and knowledge.

Accept our gratitude!

We remember how you brought us into the public eye

From timid, funny first-graders.

But children grow up, from school

Walking the roads of life

And your lessons are remembered,

And they keep you in their hearts.

M. Sadovsky “Native Man”

4.Slide 9

Summing up the lesson. Ratings. Homework: Essay “I want to talk about... (optional: about the main character – a boy; Lydia Mikhailovna)”

All works of Valentin Rasputin are connected with the destinies of his fellow countrymen, their sorrows, hopes, joys and experiences. His heroes are characterized by honesty, kindness, and perseverance in achieving goals. Another story by Valentin Rasputin, French Lessons, is a vivid example of human kindness, understanding and responsiveness. For this work, we will write a summary, having examined the portrait of the hero, and supporting our thoughts with arguments from literature.

French essay lessons

Rasputin's story French Lessons is not just a work about a school teacher, it is a real example of the lessons of kindness that each of us should follow. This work of Rasputin is biographical, where the author shows the role of the wise teacher in his life.

From the work we learn about the fate of a teenager whose mother sends him to study in the regional center. In the cold and hungry post-war years, a mother has to give everything she can to educate her son. Everything would be fine, but only the aunt was stealing from her nephew, eating his food. The boy had to starve, and in order to somehow survive, he plays for money with school boys.

Portrait of a hero

At the time of the story, the main character of French Lessons was about eleven years old. The boy had to wear old clothes, from which he had already outgrown, and live from hand to mouth. Shy, silent, but at the same time, observant and capable, the child tries with all his might to achieve his goals. Due to anemia, he has to drink milk, but there is always not enough money for it. Realizing that his mother already lives from hand to mouth, he does not ask her for money, but decides to earn money by playing on his own.

Being an honest boy by nature, he could not remain silent when he saw the cheating in the game, for which he was constantly beaten. This is what the teacher noticed. Having figured everything out, she decides to help the child, but the boy refuses to eat. He's too proud. And Lydia Mikhailovna uses a trick and invites him home under the pretext of improving his knowledge of the French language. Neither a parcel of food nor Lidia Mikhailovna’s attempts to feed a hungry child during French lessons change the situation. The boy refuses help, and the teacher has to resort to a trick, inviting the student to play with her for money. Thus, the boy was able to earn some money and buy milk for himself. This lasted until the school principal caught them doing this activity. For her action, the teacher was fired, after which Lydia leaves for her homeland and even there does not forget about her ward, sending him a parcel with large apples, which the boy had previously only seen in pictures.

Using the example of a teacher, Valentin Rasputin showed selflessness, dedication, and a desire to help people in difficult times. The lessons of kindness helped the student survive in difficult times, and not lose himself and his human qualities.

Arguments from literature

However, French lessons are not the only example of kindness and how the teacher influenced the future fate of his students. This issue has been raised by many writers, and to prove this we will give other arguments from the literature.

So in Aitmanov’s work The First Teacher we see a teacher who saves an orphan and sends the girl to study in the city. In the future, the heroine becomes a doctor of science, and the school she built will be named after her first teacher.

Composition

History of creation

“I am sure that what makes a person a writer is his childhood, the ability at an early age to see and feel everything that then gives him the right to put pen to paper. Education, books, life experience nurture and strengthen this gift in the future, but it should be born in childhood,” wrote Valentin Grigoryevich Rasputin in 1974 in the Irkutsk newspaper “Soviet Youth.” In 1973, one of Rasputin’s best stories, “French Lessons,” was published. The writer himself singles it out among his works: “I didn’t have to invent anything there. Everything happened to me. I didn't have to go far to get the prototype. I needed to return to people the good that they did for me in their time.”

Rasputin's story "French Lessons" is dedicated to Anastasia Prokopyevna Kopylova, the mother of his friend, the famous playwright Alexander Vampilov, who worked at school all her life. The story was based on a memory of a child’s life; it, according to the writer, “was one of those that warms even with a slight touch.”

The story is autobiographical. Lydia Mikhailovna is named in the work by her own name (her last name is Molokova). In 1997, the writer, in a conversation with a correspondent of the magazine “Literature at School,” talked about meetings with her: “I recently visited me, and she and I long and desperately remembered our school, and the Angarsk village of Ust-Uda almost half a century ago, and a lot from that difficult and happy time.”

Genre, genre, creative method

The work “French Lessons” is written in the short story genre. The heyday of the Russian Soviet story occurred in the twenties (Babel, Ivanov, Zoshchenko) and then the sixties and seventies (Kazakov, Shukshin, etc.) years. The story reacts more quickly to changes in social life than other prose genres, since it is written faster.

The story can be considered the oldest and first of the literary genres. A brief retelling of an event - a hunting incident, a duel with an enemy, etc. - is already an oral story. Unlike other kinds and types of art, which are conventional in their essence, storytelling is inherent in humanity, having arisen simultaneously with speech and being not only the transfer of information, but also a means of social memory. The story is the original form of literary organization of language. A story is considered to be a completed prose work of up to forty-five pages. This is an approximate value - two author's sheets. Such a thing is read “in one breath.”

Rasputin's story “French Lessons” is a realistic work written in the first person. It can fully be considered an autobiographical story.

Subjects

“It’s strange: why do we, just like before our parents, always feel guilty before our teachers? And not for what happened at school at all - no, but for what happened to us.” This is how the writer begins his story “French Lessons”. Thus, he defines the main themes of the work: the relationship between teacher and student, the depiction of life illuminated by spiritual and moral meaning, the formation of the hero, his acquisition of spiritual experience in communication with Lydia Mikhailovna. French lessons and communication with Lydia Mikhailovna became life lessons for the hero and the education of feelings.

From a pedagogical point of view, a teacher playing for money with her student is an immoral act. But what is behind this action? - asks the writer. Seeing that the schoolboy (during the hungry post-war years) was malnourished, the French teacher, under the guise of additional classes, invites him to her home and tries to feed him. She sends him packages as if from her mother. But the boy refuses. The teacher offers to play for money and, naturally, “loses” so that the boy can buy milk for himself with these pennies. And she’s happy that she succeeds in this deception.

The idea of ​​the story lies in the words of Rasputin: “The reader learns from books not life, but feelings. Literature, in my opinion, is, first of all, the education of feelings. And above all kindness, purity, nobility.” These words directly relate to the story “French Lessons”.

Main characters

The main characters of the story are an eleven-year-old boy and a French teacher, Lidia Mikhailovna.

Lydia Mikhailovna was no more than twenty-five years old and “there was no cruelty in her face.” She treated the boy with understanding and sympathy, and appreciated his determination. She recognized her student's remarkable learning abilities and is ready to help them develop in any way possible. Lydia Mikhailovna is endowed with an extraordinary capacity for compassion and kindness, for which she suffered, losing her job.

The boy amazes with his determination and desire to learn and get out into the world under any circumstances. The story about the boy can be presented in the form of a quotation plan:

1. “In order to study further... and I had to equip myself in the regional center.”
2. “I studied well here too... in all subjects except French, I got straight A’s.”
3. “I felt so bad, so bitter and hateful! “worse than any disease.”
4. “Having received it (the ruble), ... I bought a jar of milk at the market.”
5. “They beat me in turns... there was no more unhappy person that day than me.”
6. “I was scared and lost... she seemed to me like an extraordinary person, not like everyone else.”

Plot and composition

“I went to fifth grade in 1948. It would be more correct to say, I went: in our village there was only an elementary school, so in order to study further, I had to travel from home fifty kilometers to the regional center.” For the first time, due to circumstances, an eleven-year-old boy is torn away from his family, torn from his usual surroundings. However, the little hero understands that the hopes of not only his relatives, but also the entire village are placed on him: after all, according to the unanimous opinion of his fellow villagers, he is called to be a “learned man.” The hero makes every effort, overcoming hunger and homesickness, so as not to let his fellow countrymen down.

A young teacher approached the boy with special understanding. She began to additionally study French with the hero, hoping to feed him at home. Pride did not allow the boy to accept help from a stranger. Lydia Mikhailovna’s idea with the parcel was not crowned with success. The teacher filled it with “city” products and thereby gave herself away. Looking for a way to help the boy, the teacher invites him to play wall game for money.

The climax of the story comes after the teacher begins to play wall games with the boy. The paradoxical nature of the situation sharpens the story to the limit. The teacher could not help but know that at that time such a relationship between a teacher and a student could lead not only to dismissal from work, but also to criminal liability. The boy did not fully understand this. But when trouble did happen, he began to understand the teacher’s behavior more deeply. And this led him to realize some aspects of life at that time.

The ending of the story is almost melodramatic. The package with Antonov apples, which he, a resident of Siberia, had never tried, seemed to echo the first, unsuccessful package with city food - pasta. More and more new touches are preparing this ending, which turned out to be not at all unexpected. In the story, the heart of a distrustful village boy opens up to the purity of a young teacher. The story is surprisingly modern. It contains the great courage of a little woman, the insight of a closed, ignorant child, and the lessons of humanity.

Artistic originality

With wise humor, kindness, humanity, and most importantly, with complete psychological accuracy, the writer describes the relationship between a hungry student and a young teacher. The narrative flows slowly, with everyday details, but its rhythm imperceptibly captures it.

The language of the narrative is simple and at the same time expressive. The writer skillfully used phraseological units, achieving expressiveness and imagery of the work. Phraseologisms in the story “French Lessons” mostly express one concept and are characterized by a certain meaning, which is often equal to the meaning of the word:

“I studied well here too. What was left for me? Then I came here, I had no other business here, and I didn’t yet know how to take care of what was entrusted to me” (lazyly).

“I had never seen a bird at school before, but looking ahead, I’ll say that in the third quarter it suddenly fell on our class out of the blue” (unexpectedly).

“Hunging and knowing that my grub would not last long, no matter how much I saved it, I ate until I was full, until my stomach hurt, and then after a day or two I put my teeth back on the shelf” (fast).

“But there was no point in locking myself away, Tishkin managed to sell me whole” (betray).

One of the features of the story’s language is the presence of regional words and outdated vocabulary characteristic of the time the story takes place. For example:

Housing - renting an apartment.
A lorry is a truck with a carrying capacity of 1.5 tons.
A teahouse is a type of public canteen where visitors are offered tea and snacks.
Toss - to sip.
Naked boiling water is clean, without impurities.
To blather - to chat, talk.
To bale is to hit lightly.
Khluzda is a rogue, a deceiver, a cheater.
Hiding is something that is hidden.

Meaning of the work

The works of V. Rasputin invariably attract readers, because next to the everyday, everyday things in the writer’s works there are always spiritual values, moral laws, unique characters, and the complex, sometimes contradictory, inner world of the heroes. The author's thoughts about life, about man, about nature help us discover inexhaustible reserves of goodness and beauty in ourselves and in the world around us.

In difficult times, the main character of the story had to learn. The post-war years were a kind of test not only for adults, but also for children, because both good and bad in childhood are perceived much brighter and more acutely. But difficulties strengthen character, so the main character often displays such qualities as willpower, pride, a sense of proportion, endurance, and determination.

Many years later, Rasputin will again turn to the events of long ago. “Now that quite a large part of my life has been lived, I want to reflect and understand how correctly and usefully I spent it. I have many friends who are always ready to help, I have something to remember. Now I understand that my closest friend is my former teacher, a French teacher. Yes, decades later I remember her as a true friend, the only person who understood me while studying at school. And even years later, when we met, she showed me a gesture of attention, sending me apples and pasta, as before. And no matter who I am, no matter what depends on me, she will always treat me only as a student, because for her I was, am and will always remain a student. Now I remember how then she, taking the blame upon herself, left school, and at parting she said to me: “Study well and don’t blame yourself for anything!” By doing this, she taught me a lesson and showed me how a real good person should act. It’s not for nothing that they say: a school teacher is a teacher of life.”

Rasputin's story “French Lessons” is studied in 6th grade during literature lessons. The heroes of the story are close to modern children due to their diversity of characters and desire for justice. In “French Lessons,” it is advisable to analyze the work after reading the author’s biography. In our article you can find out what the work teaches, and get acquainted with a detailed analysis according to the “French Lessons” plan. This will greatly facilitate the work in the lesson when analyzing the work, and analysis of the story will also be needed for writing creative and test papers.

Brief Analysis

Year of writing – 1973.

History of creation– the story was first published in 1973 in the newspaper “Soviet Youth”

Subject– human kindness, caring, the importance of a teacher in a child’s life, the problem of moral choice.

Composition- traditional for the short story genre. It has all the components from exposition to epilogue.

Genre- story.

Direction- village prose.

History of creation

The story “French Lessons,” which takes place in the late forties, was written in 1973. Published in the same year in the Komsomol newspaper of Irkutsk “Soviet Youth”. The work is dedicated to the mother of a close friend of the writer Alexander Vampilov, teacher Anastasia Prokopyevna Kopylova.

According to the author himself, the story is deeply autobiographical; it was childhood impressions that formed the basis of the story. After graduating from a four-year school in his native village, the future writer was forced to move to the regional center of Ust-Uda to continue his studies in high school. It was a difficult period for the little boy: living with strangers, half-starved existence, the inability to dress and eat as expected, and rejection of the village boy by his classmates. Everything that is described in the story can be considered real events, because this is exactly the path that the future writer Valentin Rasputin took. He believed that childhood is the most important period in the formation of talent; it is in childhood that a person becomes an artist, writer or musician. There he draws his inspiration for the rest of his life.

In the life of little Valya there was the same Lidia Mikhailovna (this is the real name of the teacher), who helped the boy, tried to brighten up his difficult existence, sent parcels and played “the wall”. After the story came out, she found her former student and the long-awaited meeting took place; with particular warmth he recalled the conversation that took place with Lydia Mikhailovna as an adult. She forgot many things that the writer remembered from childhood; he kept them in his memory for many years, thanks to which a most wonderful story appeared.

Subject

The work raises theme of human indifference, kindness and help to those in need. Problem moral choice and special “morality”, which is not accepted by society, but has a reverse side - bright and selfless.

The young teacher, who managed to consider the boy’s misfortune, his deplorable situation, became a guardian angel for a certain period of his life. Only she considered the boy’s diligence and ability to study behind the poverty. The French lessons she gave him at home became life lessons for both the boy and the young woman herself. She really missed her homeland, prosperity and comfort did not give her a feeling of joy, but “returning to a serene childhood” saved her from everyday life and homesickness.

The money that the main character of the story received in a fair game allowed him to buy milk and bread and provide himself with the most necessary things. In addition, he did not have to participate in street games, where boys out of envy and impotence beat him for his superiority and skill in the game. Rasputin outlined the theme of “French Lessons” from the first lines of the work, when he mentioned the feeling of guilt before teachers. Main thought The story is that by helping others, we help ourselves. Helping the boy, giving in, being cunning, risking her job and reputation, Lydia Mikhailovna realized what she herself lacked in order to feel happy. The meaning of life is to help, to be needed and not to depend on the opinions of others. Literary criticism emphasizes the value of Rasputin's work for all age categories.

Composition

The story has a traditional composition for its genre. The narration is told in the first person, which makes the perception very realistic and allows you to introduce a lot of emotional, subjective details.

The climax there is a scene where the school director, without reaching the teacher’s room, comes to her and sees a teacher and a student playing for money. It is noteworthy that the idea of ​​the story is presented by the author in the philosophical phrase of the first sentence. It also follows from it problems story: feeling of guilt before parents and teachers - where does it come from?

The conclusion suggests itself: they invested their best in us, they believed in us, but were we able to live up to their expectations? The story ends abruptly, the last thing we learn is a package from Kuban that came to the boy narrator from a former teacher. He sees real apples for the first time in the hungry year of 1948. Even from a distance, this magical woman manages to bring joy and celebration into the life of a little person.

Main characters

Genre

The genre of story in which Valentin Rasputin dressed his narrative is ideal for depicting true life events. The realism of the story, its small form, the ability to plunge into memories and reveal the inner world of the characters through various means - all this turned the work into a small masterpiece - deep, touching and truthful.

The historical features of the time were also reflected in the story through the eyes of a little boy: hunger, devastation, impoverishment of the village, the well-fed life of city residents. The direction of village prose, to which the work belongs, was widespread in the 60s-80s of the 20th century. Its essence was as follows: it revealed the features of village life, emphasized its originality, poeticized and in some way idealized the village. Also, the prose of this direction was characterized by showing the devastation and impoverishment of the village, its decline and anxiety for the future of the village.

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Life lessons in the story of V. G. Rasputin

"French lessons"

Lesson objectives: educational:

1) introduce the life and work of the writer V. G. Rasputin and his story “French Lessons”.

2) analyze the problems of the story and find out what lessons it carries; reveal the spiritual values, moral laws by which V. Rasputin’s heroes live.

developing:

1) develop the ability to analyze the text of a work of art.

2) learn to concisely present a narrative text

3) develop communication skills and stage skills of students, their creative abilities.

4) continue work on developing the speech culture of schoolchildren, work on students’ expressive reading

educational:

1) lead students to a deeper understanding of the concepts of kindness, humanism, responsiveness, nobility, courage, selflessness.

2) to cultivate in students these character qualities and ethical standards of behavior and relationships.

Equipment: computer, multimedia projector, book exhibition,

notes on the board, task cards.

Lesson type: integrated (Russian language, literature, music, history),

using computer technology.

Lesson form: lesson - reflection

Lesson methods: 1) verbal (teacher’s word, children’s messages).

2) reproductive (retelling what was read, conversation based on the story)

3) visually - illustrative (computer presentation slides, book exhibition, dramatization, artistic reading for children).

4) partially – search (finding episodes in the text).

5) research (creative works - student essays).

6) practical (reading text, working with a dictionary, tasks on cards).

I wrote this story in the hope that the lessons taught to me at one time

will fall on the soul like a little one,

as well as the adult reader.

V. G. Rasputin

During the classes

1. Organizational moment.

Hello guys, sit down.

2. Speech warm-up.

Teacher: I propose to start our literature lesson today by reading a poem, because it reflects the theme and goals of our lesson.

So, pay attention to the screen and read, observing intonation, expressively the poem by S. Bondarenko.

In every paragraph, in every story,

In a fairy tale and a song, even in a phrase -

Here lies the most important idea.

It doesn't always open right away.

Line by line, phrase by phrase -

Just think about it, just look closely -

The most important idea will be revealed.

(S. Bondarenko).

What is this poem about? (Each statement has a main idea.)

3. Studying new material.

Teacher's opening speech.

1) Introduction to the topic and objectives of the lesson.

Guys, it was no coincidence that I started our lesson by reading this poem. It perfectly reflects the topic and goals of our lesson. And the topic sounds like this: “Life lessons in the story by V. G. Rasputin “French Lessons” (slide), (record date and lesson topics).

And the goals of our lesson are as follows: we must not only get acquainted with the life and work of the writer Rasputin, his story “French Lessons,” but also find out what lessons he conveys; to reveal spiritual values, moral laws by which Rasputin’s heroes live in order to cultivate such character qualities as kindness, humanism, responsiveness, nobility, courage, ethical standards of behavior and relationships.

This means, guys, that today we will learn to live. Learn from V. Rasputin using the example of his main character. Working with the text of the story, we will look in every line, in every phrase for the main idea that the author wanted to express in his work.

2) Getting to know the epigraph.

The writer hopes that the life lessons that fate has prepared for him will help each of us understand ourselves and think about our future. Write down the words of V. G. Rasputin, which will become the epigraph to our lesson (slide), (write in notebook).

3) Introducing the types of work in the lesson.

Guys, today in class I suggest you work as “literary scholars”, “bibliographers”, “actors”. To do this, you must divide into three groups. Each group on the table has its own emblem: “bibliographers” - a quill pen with an inkwell, “literary scholars” - an emblem with an image of a book, “actors” - an emblem with a mask in hand, symbolizing the theater.

2. Conversation on issues.

1) Guys, today we will talk about ethics, morality, mercy, humanism.

Let's remember the meaning of these words, because they are already familiar to you (students explain the meaning of the words).

Work in a creative group of “literary scholars” (with an explanatory dictionary) (slide).

2) Now let's look into the explanatory dictionary and find the meaning of these words.

(Ethics – 1) philosophical doctrine about morality, its development, norms and role in society. 2) a set of norms of behavior.

Morality is the rules that determine behavior and qualities necessary for a person in society.

Humanism - humanity in relation to people, philanthropy).

3) Guys, in what examples of works did you encounter these concepts, consider the ethics of relationships between children, and talk about morality?

(This is a fairy tale - true story by M. M. Prishvin “Pantry of the Sun”, stories by Yu. M. Nagibin “My First Friend, My Priceless Friend”, V.P. Astafiev “Horse with a Pink Mane”, D. Zheleznikov “Scarecrow”, “Eccentric from 6 b”, Y. Yakovleva “Knight Vasya” and others).

4. Implementation of homework.

1). The teacher's word on the topic of the lesson.

Guys, today we continue the conversation about these concepts. The work of V. G. Rasputin attracts readers because, next to the everyday, everyday things, the writer’s works always contain spiritual values, moral laws, unique characters, and the complex, sometimes contradictory inner world of the heroes. The author's thoughts about life, about man, about nature not only help the young reader discover inexhaustible reserves of goodness and beauty in himself and in the world around him, but also warn: the life of man and nature is fragile, it must be protected. Today we will try to discover such inclinations of courage, kindness and beauty not only in the hero of V. Rasputin’s story, but also in ourselves.

2). Work in a creative group of “bibliographers”.

And now the guys from the creative group of “bibliographers” begin their work, who will introduce us to the life and work of the writer V. G. Rasputin (brief reports about the life and work of V. Rasputin) (slide ).

1). Valentin Grigorievich Rasputin was born on March 15, 1937 in the village of Ust-Uda, Irkutsk region. The writer had a difficult childhood. It coincided with the years of V.O. and difficult post-war years. After graduating from the philological department of Irkutsk University in 1959, he worked for several years as a journalist in youth newspapers in Irkutsk and Krasnoyarsk, traveled a lot to construction sites, and often visited villages. The first story “I forgot to ask Leshka” was written in the anthology “Angara” in 1961 (slide ).

2). In 1965 in Chita, at a meeting of young writers of Siberia and the Far East, Rasputin’s stories were highly praised and were published as a separate book in Krasnoyarsk under the title “A Man from This World.” The writer's first great success came with the story “Money for Maria” (1967). Rasputin’s other works also received wide public recognition: the stories “The Last Term” (1970), “Live and Remember” (1974), “Farewell to Matera” (1976). For the story “Live and Remember,” V. Rasputin was awarded the USSR State Prize (1977 ).

3). Teacher's word.

“For his great contribution to the development of Russian literature,” the famous Russian writer Valentin Rasputin, recognized during his lifetime as a classic, was awarded the Order of Merit for the Fatherland, 4th degree. The decree on the award was signed by Russian President V. Putin on March 7, 2007 (slide).

5. Creative history of the story “French Lessons.”

Teacher's word (slide).

In 1973 V. Rasputin writes one of his best stories - “French Lessons”. “I didn’t have to invent anything there,” said Rasputin. - All this happened to me. I didn't have to go far to get the prototype. I needed to return to people the good that they did for me in their time.”

Discussion of articles by V. Rasputin“Lessons of kindness” and “From the history of the creation of the story “French Lessons” (slide).

Guys at home, you have read V. Rasputin’s article “Lessons in Kindness,” which tells the story of the creation of this story and reveals some facts about the writer’s biography.

Conversation based on the text of the article.

1) What made Rasputin write the story?

2) How does this characterize the writer himself?

3) What is spiritual memory and spiritual experience of a person?

4) Why in “French Lessons” V.G. Rasputin talks about his teacher Lydia Mikhailovna, and the dedication is addressed to another person - Anastasia Prokopyevna? Who is Anastasia Prokopyevna? (slide ).

(Dedicated to the mother of the talented playwright Alexander Vampilov, A.P. Kopylova. In their youth, Rasputin and Vampilov were friends).

(reading by a student from the creative group of “literary scholars” of the writer’s memoirs “From the history of the creation of the story “French Lessons.”)

6. Conversation on the story “French Lessons” (slide).

1) What does the title of the story say?

(About school, lessons, peers).

2) Who is the introduction addressed to? (reading the introduction). (To yourself and the reader, teachers).

Teacher reading the first paragraph of the story.

3) On whose behalf is the story told? Why?

4) Who is the main character of the story?

(11-year-old boy, 5th grade student. The author does not mention his first or last name).

5) When and where do the actions described in the story take place?

(3 years after graduating from V.O. century in 1948 in a distant Siberian village).

6) Name the signs of difficult times.

(The story describes the difficult post-war period: the rationing system of food supply, famine, government loans obligatory for the population, the hardships of collective farm labor. The setting is Siberia, the writer’s homeland, a remote Siberian village in which there are not even gardens, since the trees freeze out in winter).

7) How did the boy live in his parents’ house? At what age did the hero begin to live independently? Find passages in the work and read them (read on pp. 121 - 122 from the words “So, at the age of 11, my independent life began” to the words “I didn’t properly understand what was ahead of me, what trials awaited me, my dear, in a new place").

8) What kind of tests are these? (didn’t work out well with French: reading on pp. 122 – 123 “I studied well here too” to the words “It was all in vain”).

9) What other tests? (homesickness: reading on page 123 from the words “But the worst thing began when I came home from school” to the words “I wanted only one thing, I dreamed of one thing - home and home”).

10) The hero was not doing well with French, he really missed his mother, was homesick, but there were other problems (hunger, food theft: read on page 124 from the words “But I lost weight not only because of homesickness” to the words “It won’t make things easier for the mother if she hears the truth”).

11) Not only constant hunger, suffering from loneliness, separation from home, from mother, but also an acute feeling of injustice, the bitterness of deception was experienced by the hero. Can any child withstand this?

12) Why doesn’t our hero complain to adults?

Why doesn't he keep track of who steals from him?

(reading on p. 123 from the words “I lost a lot of weight: my mother, who arrived at the end of September, was afraid for me” to the words “I came to my senses and ran away”).

13) Was it easy for a mother to teach her son in the regional center? Was the son grateful to his mother?

(Life teaches the hero cruel lessons and confronts him with the need to choose: remain silent, resign himself, or upset his mother. Bitter thoughts about his mother and his responsibility to her force the hero to grow up early).

14) Guys, in what meaning is the word lesson used here? Let's look up the meaning of this word in the explanatory dictionary (“literary scholars”).

Working with the Explanatory Dictionary:

Lesson 1. academic hour devoted to some subject 2.trans. something instructive from which we can draw conclusions for the future.

7. Consolidation of what has been learned.

Let's write down the first lesson of Rasputin's story in our notebook: “A real mother takes care of her children all her life, and the children should be grateful to her for this.” (slide).

15) How does the fragment with missing food characterize the boy?

16) Why didn’t our hero go home?

17) How did the boy study? Why did he always prepare for his lessons?

18) What attracts you to the boy, to his character? (Thirst for knowledge, willpower, honesty, kindness, nobility, dedication, perseverance in achieving goals) (slide).

Work in a creative group of “literary scholars” (work with an explanatory dictionary, finding out the meanings of words: nobility - high morality, combined with dedication and honesty; selflessness - sacrificing one’s interests for the sake of others) (slide).

19) Why did the boy get involved in the game for money?

(Necessity forced the hero to gamble. He had no other opportunity to earn money. He did not wait for someone’s mercy or handouts).

Let’s write down Rasputin’s second lesson: “Be independent and proud. Take care of yourself, don’t rely on others.” (slide).

20) Describe the “chiku” players (Tishkin, Ptah, Vadik).

(work in the creative group of “actors” (slide): reading by role of the dialogue on page 125 from the words “Once upon a time, back in September” to the words “Here again! - I was offended)

21) What game was it? Why did our hero have to “come to terms”?

(“actors”: reading on page 130 from the words “Not to the warehouse!” Vadik announced) to the words “It was pointless to insist on one’s own: if a fight broke out, no one, not a single soul would intercede, not even Tishkin, who was hovering right there” .

Let’s write down Rasputin’s third lesson: “Don’t get excited, give in to those to whom you can’t prove anything anyway.” (slide).

22) Why do Vadik and Ptah beat the boy? How does the boy behave during the beating?

(Let's read the passage on page 132 from the words: “First, again from behind, Ptah hit me” to the words on page 133 “I’ll turn it over - at - st!”).

Let's write down Rasputin's fourth lesson: “Be principled. Don't grovel." (slide).

23). Why did the boy trust the teacher with his secret? Can any teacher be trusted?

(reading passages on page 136 from the words “She was sitting in front of me” to the words “And why, in the end, did I have to deceive?”).

24). Lydia Mikhailovna decided to teach the boy French at home? Why?

(She wants to protect the boy from playing with the guys.)

25). How does the image of Lydia Mikhailovna appear on the pages of the story? ( slide) .

(The young teacher is a person with a big soul. She was able to see real human pride and unchildish courage in the boy. She proved to the boy: you are not alone in this world, with your hunger, bruises, abrasions, they will help you. And she helped. She had a gift empathy. She saved the boy with her kindness. The teacher taught her student lessons of kindness and courage).

Let's write down the fifth lesson of Rasputin: “Be kind and sympathetic, love people.” (slide).

Guys, how do you understand the meaning of the statements? (slide):

“The smarter and kinder a person is, the more he notices goodness in people” (L.N. Tolstoy).

“When someone does a good deed for another, rejoice: two people become happy at once” (K. Pepper).

“Kindness is a language that the dumb can speak and that the deaf can hear.” (K. Bovey).

Guys, how do you answer the question: what is kindness (reading mini-essays to students).

Work in groups using cards.

And now I offer you guys tasks with different situations. Each of the three groups receives a card: “your behavior in the current situation.”

1). Sasha was walking home from school. He sees a blind man walking down the street and feeling the sidewalk with a stick. I approached an intersection and stopped. “He’s waiting out the movement,” Sasha guessed and went his way. What would you do in his place?

2). Arriving at school, you noticed that your neighbor at your desk was in a bad mood. Your actions.

3). While leaving school, you noticed how several high school students were beating up your friend, extorting money. What actions will you take?

8. Generalization of the material:

Guys, why is the story called “French Lessons”?

What was the main lesson the teacher taught?

What lessons did V. Rasputin teach us? What is interesting about his story? (referring to the epigraph).

Conclusion:

“French Lessons” - lessons of life, courage, kindness.

The writer talks about the courage of a boy who preserved the purity of his soul, the inviolability of his moral laws, fearlessly and courageously, like a soldier, bearing his duties and his bruises. The boy is attracted by his clarity, integrity, and fearlessness of soul. Joining the boy’s difficult fate, we empathize with him, think about good and evil, and experience “good feelings.”

Reading the poem "Kindness".

It's not easy to be kind

Kindness does not depend on height,

Kindness does not depend on color,

Kindness is not a carrot, not a candy.

You just have to, you just have to be kind

And in times of trouble, do not forget each other.

And the earth will spin faster,

If we are kinder to you.

It’s not at all easy to be kind,

Kindness does not depend on height,

Kindness brings people joy

And in return it does not require a reward.

Kindness does not age over the years,

Kindness will warm you from the cold.

If kindness shines like the sun,

Adults and children rejoice.

9. Lesson summary.

10. Homework:

Guys, I think you will be interested to know how the fates of the heroes of the story will develop: the boy and his teacher. Read the story to the end. Write a mini-essay about whether you have met in your life such people as Rasputin’s heroes, courageous, honest, kind. Tell us about them.

I say the lesson is over, but I hope that you will continue it in your soul, in your heart!

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Slide captions:

I wrote this story in the hope that the lessons taught to me at one time will fall on the soul of both young and adult readers. V.G.Rasputin
Ethics is a set of norms of behavior. Morality is the rules that determine human behavior in society. Humanism is philanthropy. Lesson – 1. A teaching hour devoted to any subject. 2. transfer Something instructive from which we can draw conclusions for the future.
First lesson:
A real mother takes care of her children all her life, and children should be grateful to her for this.
Lesson two:
Be independent and proud. Take care of yourself, don't rely on others.
Lesson three:
Don’t get excited, give in to those to whom you can’t prove anything anyway.
Lesson four:
Be principled. Do not flatter.
LIDIA MIKHAILOVNA – THE MAIN HEROINE OF THE STORY
Lesson five:
Be kind and sympathetic, love people.
“When someone does a good deed for another, rejoice: two people become happy at once.” Proverb