G. “Analysis of the work “French Lessons” by Rasputin V.G. Life lessons in the story French lessons

Life lessons in the story of V. G. Rasputin

"French lessons"

Lesson objectives: educational:

1) to 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 brings; reveal the spiritual values, moral laws by which the heroes of V. Rasputin live.

developing:

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

2) learn to succinctly state the narrative text

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

4) to continue work on the development of the culture of speech of schoolchildren, work on the expressive reading of students

educational:

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

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

Equipment: computer, multimedia projector, book exhibition,

writing on the board, cards with tasks.

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

using computer technology.

Lesson form: lesson - reflection

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

2) reproductive (retelling what was read, talking about the story)

3) visually - illustrative (slides of a computer presentation, an exhibition of books, staging, artistic reading of children).

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

5) research (creative work - essays by students).

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 the time

lie on the soul like a small 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 the intonation, expressively the poem by S. Bondarenko.

In every paragraph, in every story,

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

There is the main idea.

It doesn't always open right away.

Line by line, phrase by phrase

You just think, just look -

The main idea will be revealed.

(S. Bondarenko).

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

3. Learning new material.

Introduction by the teacher.

1) Acquaintance with the topic and objectives of the lesson.

Guys, it was not by chance that I started our lesson by reading this poem. It perfectly reflects the theme and goals of our lesson. And the theme sounds like this: “Life lessons in the story of V. G. Rasputin “French Lessons” ( slide), (recording the date and topic of the lesson).

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 brings; reveal the spiritual values, moral laws by which Rasputin's heroes live, in order to cultivate such qualities of character 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 on 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) Acquaintance with the epigraph.

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

3) Acquaintance with the types of work in the lesson.

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

2. Conversation on questions.

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 the creative group of "literary critics" (with an explanatory dictionary) (slide).

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

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

Morality - the rules that determine the behavior, qualities necessary for a person in society.

Humanism - humanity in relation to people, philanthropy).

3) Guys, on the example of what works did you meet these concepts, considered the ethics of children's relationships, talked about morality?

(This is a fairy tale - a true story by M. M. Prishvin “The pantry of the sun”, stories by Yu. M. Nagibin “My first friend, my priceless friend”, V. P. Astafiev “A horse with a pink mane”, D. Zheleznikov “Scarecrow”, "The Eccentric from 6b", Yu. Yakovleva "Knight Vasya" and others).

4. Implementation of homework.

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

Guys, today we continue to talk about these concepts. The work of V. G. Rasputin attracts readers, because next to the ordinary, everyday in the works of the writer there are always spiritual values, moral laws, unique characters, a complex, sometimes contradictory inner world of heroes. The author's thoughts about life, about man, about nature not only help the young reader to discover in himself and in the world around him inexhaustible reserves of goodness and beauty, but also warn: the life of man and nature is fragile, you need to protect it. These are the inclinations of courage, kindness and beauty that we will try to discover today not only in the hero of V. Rasputin's story, but also in ourselves.

2). Work in the creative group of "bibliographers".

And now the guys from the creative group of "bibliographers" are starting to work, who will acquaint us with the life and work of the writer V. G. Rasputin (brief reports about the life and work of V. Rasputin) (slide).

1). Valentin Grigoryevich 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 the youth newspapers of 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 appreciated and were published as a separate book in Krasnoyarsk called "A Man from This World." The novel "Money for Mary" (1967) brought the first great success to the writer. Rasputin's other works also received wide public recognition: the novels "Deadline" (1970), "Live and Remember" (1974), "Farewell to Mother" (1976). For the story "Live and Remember" V. Rasputin was awarded the State Prize of the USSR (1977 ).

3). Teacher's word.

"For his great contribution to the development of Russian literature" the famous Russian writer Valentin Rasputin, recognized as a classic during his lifetime, was awarded the Order of Merit for the Fatherland, 4th degree. The Decree on the award was signed by the President of Russia 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,” Rasputin said. - All this happened to me. The prototype did not have to go far. I needed to return to people the good that they once did for me.

Discussion of V. Rasputin's articles "Lessons of kindness" and "From the history of the creation of the story "French Lessons" (slide).

Guys at home, you read V. Rasputin's article "Lessons of Kindness", which tells about the history of the creation of this story and reveals some facts about the writer's biography.

Conversation on the text of the article.

1) What made Rasputin write the story?

2) How does this characterize the writer himself?

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

4) Why in the "French Lessons" V. G. Rasputin talks about his teacher Lidia 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. Rasputin and Vampilov were friends in their youth).

(reading by a student from the creative group of "literary critics" 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 is the title of the story about?

(About school, lessons, peers).

2) To whom is the introduction addressed? (reading the introduction). (To myself and the reader, teachers).

The teacher reads the first paragraph of the story.

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

4) Who is the main character of the story?

(An 11-year-old boy, a student of the 5th grade. The author does not give his name or surname).

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

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

6) What are the signs of a difficult time.

(The story describes the difficult post-war period: a rationing system for food supply, famine, compulsory state loans for the population, the hardships of collective farm labor. The scene is Siberia, the writer's birthplace, a remote Siberian village, in which there are not even gardens, as in winter the trees freeze).

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

8) What are these tests? (didn’t get along with French: reading on pp. 122 - 123 “I studied and it’s good here” to the words “Everything was in vain”).

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

10) The hero did not get along well with French, he missed his mother very much, he was homesick, but there were other problems (hunger, food theft: reading on page 124 from the words “But I lost weight not only because of homesickness” to the words “It will not be easier for a mother if she hears the truth”).

11) Not only constant hunger, suffering from loneliness, separation from home, from his mother, but also an acute experience of injustice, the bitterness of deceit was experienced by the hero. Can any child handle 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 scared for me” to the words “I came to my senses and ran away”).

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

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

14) Guys, in what sense is the word lesson used here. Let's look at the meaning of this word in the explanatory dictionary ("literary critics").

Working with the Explanatory Dictionary:

Lesson 1. study hour devoted to some subject 2.peren. something instructive, from which a conclusion can be drawn for the future.

7. Consolidation of what has been learned.

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

15) How does the fragment with the loss of food characterize the boy?

16) Why didn't our hero go home?

17) How did the boy study? Why was he always preparing for lessons?

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

Work in the creative group of "literary critics" (work with an explanatory dictionary, finding out the meanings of words: nobility - high morality, combined with selflessness and honesty; selflessness - sacrificing one's own 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, proud. Take care of yourself, don't rely on others." (slide).

20) Describe the players in "chika" (Tishkin, Ptaha, Vadik).

(work in the creative group of "actors" (slide): reading by dialogue roles on page 125 from “Once, back in September” to “Here we go again! - offended me)

21) What game was it? Why did our hero have to "reconcile"?

(“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 starts, no one, not a single soul will intercede, not even Tishkin, who was spinning right there) .

Let's write down Rasputin's third lesson: "Don't get excited, yield to those to whom you can't prove anything anyway." (slide).

22) Why are Vadik and Ptakha beating the boy? How does the boy behave during the beating?

(Let's read the passage on p. 132 from the words: "First, again from behind, I was hit by Ptah" to the words on p. 133 "I'll turn it over - at - st!").

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

23). Why did the boy confide his secret to the teacher? Can any teacher be trusted?

(reading passages on p. 136 from “She sat in front of me” to “And why, after all, should I have been lying?”).

24). Lidia Mikhailovna decided to study French with the boy 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 of great soul. She managed to see real human pride and childish 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 Rasputin's fifth lesson: "Be kind and sympathetic, love people." (slide).

Guys, how do you understand the meaning of 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 at once became happy” (K. Pepper).

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

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

Work in groups on 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 is walking along the street and touching the pavement with a stick. He came to an intersection and stopped. “He is waiting for the movement,” Sasha guessed and went on his way. What would you do in his place?

2). When you arrived at school, you noticed that your desk mate was in a bad mood. Your actions.

3). When leaving school, you noticed how several high school students, extorting money, beat your friend. What action will you take?

8. Generalization of the material:

Guys, why is the story called "French Lessons"?

What is the main lesson taught by the teacher?

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

"French Lessons" - lessons of life, courage, kindness.

The writer tells about the courage of a boy who has preserved the purity of his soul, the inviolability of his moral laws, bearing fearlessly and bravely, like a soldier, his duties and his bruises. The boy attracts with clarity, integrity, fearlessness of the soul. Joining the difficult fate of the boy, we empathize with him, reflect on good and evil, experience “good feelings”.

Reading the poem "Kindness".

It's not easy to be kind

Kindness does not depend on growth,

Kindness does not depend on color,

Kindness is not a gingerbread, not a candy.

You just need to be kind

And in trouble do not forget each other.

And the earth will spin faster

If we are kinder to you.

Being kind is not at all easy,

Kindness does not depend on growth,

Kindness makes people happy

And in return does not require a reward.

Kindness never gets old

Kindness will warm you from the cold.

If kindness shines like the sun

Adults and children rejoice.

9. The results of the lesson.

10. Homework:

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

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

Class: 6

Actual stuff:

V. G. Rasputin "French Lessons".
"French Lessons" 1978 director Yevgeny Tashkov

Task of the lesson: to form the skill of analyzing a work of art, the motives of the behavior of the main characters as part of universal educational activities:
1) personal - moral and ethical assessment of the content being learned, providing a personal moral choice based on social and personal values;
2) cognitive - extracting the necessary information from the provided material; building a logical chain of reasoning; establishing causal relationships;
3) communicative - taking into account the position of other people, the ability to listen and enter into a dialogue, express their point of view on events, actions.

Planned results:

subject: analyze a work of art from the point of view of the ideological content and moral issues, express their own attitude to the work, characters, answer questions about the read text, enter into a dialogue, create oral monologues.

Metasubject: understand the problem, select arguments to support their own position, formulate conclusions.

Lesson type: generalization and systematization of knowledge.

Technology: development of critical thinking.

Lesson form: reflection lesson.

DURING THE CLASSES

Literature, in my opinion, is, first of all, the education of feelings, and, above all, kindness, purity, nobility.

V.G. Rasputin

Orgmoment

human kindness- the most amazing phenomenon in the world. Try to convey your mood with a smile. I see you are in a good, businesslike mood, so let's get to work.
- Guys, real kindness ... What is it like? (Answers guys: not looking for rewards, disinterested)
- Guys, today we will turn to the best story by V. G. Rasputin "French Lessons". You have workbooks on your desks, in which we will work. Our lesson is called "French Lessons" - life lessons.
- Read the epigraph to the lesson. Do you agree with the writer's words? (Answers guys).
- Did you like the story?
Let's take a look at the title of the story. Why lessons? What associations does this word evoke in you? Write association words in your workbook. (school, subject, knowledge, education).

Stage I: challenge

- Look carefully at the epigraph and the title of our lesson and think about what we have to figure out? (We formulate the purpose of the lesson)

Who? To whom? For what?

Stage II: comprehension

Who do you think is the main character of the story? Maybe there are several?
Let's read the quotes from the story, determine to whom they refer:

"In order to study further ... I had to equip myself in the district center."
“But as soon as I was left alone, melancholy immediately piled up ...”.
“There wasn’t a person more unfortunate than me that day.”
"I needed a ruble ... for bread."
"I went there as though I was being tortured."
Did you recognize the hero from the story? What do these quotes indicate?
(Children name the character traits of the hero)
What time is shown in the story? (1948)
- It was the post-war period. What do you know about him?
(The war brought a lot of grief, deprived children of their childhood, destroyed cities and villages, famine).
- Turn over the page of your workbook, select from the column those qualities of the boy that he possesses, and underline them.

(We read out the qualities of the hero).

- Who plays an important role in the fate of the boy?

Let's read the description of Lydia Mikhailovna:

“She sat in front of me, all neat, smart and beautiful, beautiful in clothes, and in her feminine young pore ... Her eyes squinted and looked as if past, but by that time we had already learned to recognize where they were looking ... Lydia Mikhailovna was then probably twenty-five years or so; I remember well her correct and therefore not too lively face with narrowed eyes, a tight smile that rarely opens to the end, and completely black, short-cropped hair. But with all this, one could not see cruelty in her face ... but there was some kind of cautious, cunning, bewilderment, relating to herself and as if saying: I wonder how I ended up here and what I'm doing here?
- Underline in this passage the expressions that characterize Lydia Mikhailovna.
- What character traits of the teacher did you see? (Kindness, outward modesty, inconspicuousness, neat - fill out the table).
This story is autobiographical. Rasputin dedicated it to Anastasia Prokopievna Kopylova. In 1973, Rasputin wrote one of his best short stories, French Lessons. “There I didn’t have to invent anything. All this happened to me. The prototype did not have to go far. I needed to return to people the good that they once did for me.
In the image of Lidia Mikhailovna, the author expressed his ideal of a teacher. The personality of the teacher is best revealed in relation to his students.

Watching Episode #1

Let's see excerpt No. 1 from the film based on the story of V. G. Rasputin "French Lessons".
- What did you notice in the image of Lidia Mikhailovna, what kind of teacher is she?
- Did you see the character as the director created him? Is that how you imagined him?

Let's read an excerpt:

“At first, for a long time I could not get used to Lidia Mikhailovna’s voice, it confused me ... it was somehow small and light, so I had to listen to it ... Her voice began to have a lulling effect on me ..”
“Lydia Mikhailovna ... was interested in us more than other teachers, and it was difficult to hide anything from her. She had a habit of carefully examining almost every one of us."
- What character traits did we see in the image of Lidia Mikhailovna? Underline the most important thing in the text that characterizes the teacher. (Child care, motherhood, mindfulness).
How did the main character feel about the teacher?
- Why did Lidia Mikhailovna choose the main character to study French? (feed the baby).
– Choose from the column those qualities that Lidia Mikhailovna possesses and underline them.

(The guys read out the qualities of Lydia Mikhailovna).

Trap reception

- Why didn't you emphasize the interest in gambling?
- We all know what act a teacher does to help a child - he decides on a forbidden game. Gambling, for the money of a teacher with a student, has always been considered an immoral act.

View episode #2

Why does Lidia Mikhailovna decide on a forbidden game? Did she have a choice not to play? (The teacher set a goal - to help the child by any means, so that the boy could buy milk and bread for himself).
- Why did Lidia Mikhailovna not explain her act to the director?

Let's read the end of the story:

“And I never saw her again.
In the middle of winter, after the January holidays, a parcel arrived at school by mail. When I opened it, taking out the ax again from under the stairs, there were tubes of pasta in neat, dense rows. And below, in a thick cotton wrapper, I found three red apples.
Before, I only saw apples in pictures, but I guessed that they were.
What do you think the apples in this story symbolize? (A symbol of spiritual generosity. The boy learned that he was not alone, that there is kindness, responsiveness, love in the world).
– The hero of the story, despite his eleven years, felt the lessons of life. Who taught life lessons, to whom and why?
- What are the lessons of life?

Guys answers:

1. Separation from loved ones and loneliness.
2. Hunger.
3. Unfair fight.
4. Difficulties with French.
5. Parting with a teacher who became a friend.

- What is the main lesson taught by Lidia Mikhailovna?
- What feelings does the story "French Lessons" bring up? (Kindness, unselfishness, sincere generosity, unselfishness).
How can you describe these feelings in one word? (Moral).

Morality is the rules of behavior, the qualities necessary for a person in society.
"French Lessons" - lessons of life, courage, kindness.
Kindness, love, sympathy, mercy, attention are the spiritual values ​​of mankind. People who have these 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.

III stage: reflection

Filling the Soul Tree

On the Tree of the Soul, you need to grow only beautiful fruits (we fill the tree with those qualities that a person needs).

Continue suggestions:

• I learned (learned)...
• I've been thinking about...
• I discovered (discovered) for myself ...
• What do I want to learn?

Homework

1. Draw the cover of the book by V. G. Rasputin "French Lessons".
2. Write a message "I advise you to read" French Lessons ".

An open lesson in literature based on the story of V.G. Rasputin "French Lessons" Grade 8.

Kindness lessons. Moral issues of the story
V.G. Rasputin "French Lessons".
The role of the teacher Lidia Mikhailovna in the life of a boy

The purpose of the lesson:
reveal the spiritual world of the hero of the story;
show the autobiographical nature of the story "French Lessons";
identify the moral issues raised by the writer in the story;
show the originality of the teacher;
to cultivate a sense of respect for the older generation, moral qualities in students.

Equipment: portrait and photographs of V. Rasputin; book exhibition; explanatory dictionary edited by Ozhegov (meanings of the words "lesson", "morality"); computer, projector.

Methodical methods: conversation on questions, vocabulary work, student reports, group work, presentation demonstration, game moment, fragment of the film "French Lessons".
The reader learns from books not of life, but
feelings. Literature, in my opinion, -
it is first of all the education of the senses. And before
all kindness, purity, nobility.
V.G. Rasputin

During the classes

1. Organizational moment.
2. The word of the teacher.
(slide number 1)
Teacher: In the last lesson, we got acquainted with the work of the wonderful Russian writer V.G. Rasputin and his story "French Lessons". Today, in the course of the lesson, we have to discuss several aspects of this story: we will try to reveal the state of mind of the protagonist, we will discuss the main moral problems raised by the author in the story, we will talk about an “extraordinary person” - a French teacher who played an important role in the boy’s life.
(Recording the date, topic of the lesson, epigraph)
About the facts of the biography and creativity of V.G. Rasputin we learn from a small press conference presented by journalists, researchers and readers, in the role of which you yourself will act. I ask the researcher and reader to come here, the guys who were given individual tasks in the previous lesson: to prepare reports about V. Rasputin's childhood, about what childhood impressions were reflected in his works, about the history of the creation of the story "French Lessons". And now you will act as journalists and ask the guys questions prepared by you at home.

3. Word to the members of the press conference (an element of a role-playing game).
The course of the lesson includes electronic educational resources, in this case, a presentation is shown on the screen.

Journalist: I have a question for the researcher of V. G. Rasputin's work. Tell me how childhood affected the work of V.G. Rasputin?

Researcher: V. Rasputin wrote in 1974 in the Irkutsk newspaper: “I am sure that a person’s writer is made by his childhood, the ability at an early age to see and feel what then gives him the right to take up a pen. Education, books, life experience educate and strengthen this gift in the future, but it should be born in childhood. Nature, which became close to the writer in childhood, comes to life again on the pages of his works and speaks to us in a unique, Rasputin language. The people of the Irkutsk Territory have become literary heroes. Truly, as V. Hugo said, “the beginnings laid down in a person’s childhood are like letters carved on the bark of a young tree, growing, unfolding with him, forming an integral part of him.” And these beginnings, in relation to V. Rasputin, are inconceivable without the influence of Siberia itself - the taiga, the Angara, without the native village, of which he was a part and which for the first time made me think about the relationship between people; without a pure, uncomplicated vernacular.

Journalist: Question to the reader. Tell us about V. Rasputin's childhood years.

Reader: V. G. Rasputin was born on March 15, 1937 in the Irkutsk region in the village of Ust-Urda, located on the banks of the Angara. Childhood partially coincided with the war: the future writer went to the first grade of the Atalan elementary school in 1944. And although there were no battles here, life was difficult, at times half-starved. Here, in Atalanka, having learned to read, Rasputin fell in love with the book forever. The elementary school library was very small, only two shelves of books. “I started my acquaintance with books with theft. A friend and I often went to the library one summer. They took out the glass, climbed into the room and took the books. Then they came, returned what they had read and took new ones, ”the author recalled.
After graduating from the 4th grade in Atalanka, Rasputin wanted to continue his studies. But the school, which had the fifth and subsequent classes, was located 50 km from his native village. It was necessary to move there to live, and alone.

Teacher: Yes, Rasputin's childhood was difficult. Not everyone who studies well is able to evaluate the actions of their own and others, but for Valentin Grigorievich, study has become a moral work. Why?

Researcher: It was difficult to study: it was necessary to overcome hunger (his mother gave him bread and potatoes once a week, but they were always in short supply). Rasputin did everything only conscientiously. “What was left for me? - then I came here, I had no other business here .... I would hardly have dared to go to school if I had not learned at least one lesson, ”the writer recalled. His knowledge was assessed only as excellent, except perhaps French (pronunciation was not given). This was primarily a moral assessment.

Journalist: Question to the reader. To whom was this story (“French Lessons”) dedicated and what place does it occupy in the writer’s childhood?

Reader: The story "French Lessons" is dedicated to Anastasia Prokofievna Kopylova, the mother of his friend and 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 warm even with a slight touch to them."
This story is autobiographical. Lidia Mikhailovna is named after her. (This is Molokova L.M.). A few years ago she lived in Saransk and taught at Mordovian University. When this story was published in 1973, she immediately recognized herself in it, found Valentin Grigorievich, met him several times.

Teacher: Thanks to our press conference attendees. You may take your seats in the class.

4. Conversation on questions.
(slide number 3)

Teacher: In the preface to the story “French Lessons”, V. G. Rasputin noted: “I wrote this story in the hope that the lessons taught to me in due time will fall on the soul of both the small and adult reader.” Today we will study morality. Learn from Rasputin on 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. He hopes that those life lessons that fate has prepared for him will help everyone understand themselves, think about their future.
- What does the title of the story “French Lessons” say? (About school, lessons, peers)
To whom is the introduction addressed? (reading the introduction by the teacher) (To myself, to the reader, to the teachers)
- From whose perspective is the story being told? Why? (In the first person. The author outlined his biography - autobiography)
- Who is the main character of the story? (An 11-year-old boy, a 5th grade student. The author does not give his name or surname.)
When and where do the events described in the story take place? (3 years after the end of the V.O. war in 1948 in a distant Siberian village)
- Name the signs of a difficult time.
(The story describes the difficult post-war period: a rationing system for supplying food, famine, compulsory state loans for the population, the hardships of collective farm labor. The scene is Siberia, the writer’s birthplace, a remote Siberian village in which there are not even gardens, because in winter the trees freeze .)
- How did the boy live in his parents' house? Find the answer in the text. (p. 134 “We lived without a father, we lived very badly ...”

5. Group work
About how carefully you read the first part of the story, we will know after working on the crossword puzzle. All the words that are the answers to the crossword puzzle you met in the fragment of the story we examined. Each group (row) receives a crossword puzzle and fills it out.

Questions:
1. A truck with a carrying capacity of one and a half tons.
2. Cereal for baking bread.
3. Addition to the potatoes of the villagers in the spring.
4. A security on which its owner makes an annual profit.
5. Driver's name.
6. Peasant settlement.
7. Center of the administrative region.
8. The staple food of the family of the protagonist of the story.
9. A nickname given to a hero in the village.

Why did the boy, the hero of the story, end up in the district center? Find passages in the work and read them. (“In order to study further .... So, at the age of eleven, my independent life began" p. 133; “And my mother, in spite of all misfortunes ... they are waiting for me, my dear, in a new place" p. 134).
-What are these tests? (Separation from home, from mother, homesickness, constant hunger, lack of friends, suffering from loneliness)
- Can any child handle this?
Why doesn't our hero complain to adults? Why doesn't he keep track of who steals food from him? Find the answer in the text. (“Who dragged - Aunt Nadia Li ... if she hears the truth” p. 135-136; The boy is endowed with a sense of his own dignity. He cannot offend another person with suspicion.)
-Find the passage on p.135 “The mother who arrived at the end of September…” Read it and answer the questions: was it easy for the mother to teach her son in the regional center? Was the son grateful to his mother? (Life presents the hero with cruel lessons and confronts him with the need to choose: to remain silent, reconcile or upset his mother. Bitter thoughts about his mother and his responsibility to her make the hero grow up early.)
- Guys, in what sense is the word lesson used here. Let's look at the meaning of this word in the explanatory dictionary.

Working with the Explanatory Dictionary.
Lesson 1. An hour of study dedicated to some subject. 2. Transfer. Something instructive, from which to draw a conclusion for the future.

6. Consolidation of the studied
-Let's write in the notebook the first lesson of Rasputin's story: "A real mother takes care of her children all her life, and the children should be grateful to her for this." (slide number 4)
Why didn't our hero go home?
- What were the successes of the hero of the story at school? (in all subjects, except French, fives were kept).
Why does he always prepare for lessons? (“To relate carelessly to what was assigned to me, I still did not know how” p. 134)
What was the boy's state of mind? (“I felt so bad, so bitter and sick! - worse than any illness” p. 135)
- What made the boy play "chika" for money? (I was sick, I bought a jar of milk at the market with this money).
- How do Vadik and the narrator feel about this game?
-Need forced the hero to gamble. He had no other opportunity to earn. He did not wait for someone's mercy or handouts. Let's write down Rasputin's second lesson: “Be independent, proud. Take care of yourself, do not rely on others ”(slide number 5)
-Find the passage on p.141 that begins with the words: “Not to the warehouse! Vadik announced. Let's read it by role. (Narrator, Vadik, Ptakha) (before the words "... which was spinning right there.")
-Why did our hero have to "reconcile"?
-Write down the third lesson: "Don't get excited, yield to those to whom you can't prove anything anyway." (slide number 6)
- Continue reading by roles further (until the end of this part of the story).
- Why do Vadik and Ptakha beat the boy? How does the hero behave during the beating?
- Let's write down the fourth lesson of Rasputin: “Be principled. Do not grovel" (slide number 7)

7. Group work
- And now I propose to check how carefully you read this part of the story. Each group (row) receives a task: to find out the hero of the work from the description.
Exercise. From the description, find out the hero of the work and write down his name.
1. "... a tall and strong guy with a long red bang, noticeable for his strength and power."
2. "A fussy, blinking-eyed boy who liked to raise his hand in class."
3. "Big-headed, short-haired, stocky guy, nicknamed ..."
Student responses:
1. Vadik.
2. Tishkin.
3. Bird.

8. Continuing the conversation
- Why does our hero return to Vadik's company after the beating?
How did you learn about gambling at school? (“And what happened? – she asked…” p.143)
What was our hero so afraid of? (“Playing for money with us could have been kicked out of school in no time.”)
- Could the director "squeeze a tear" out of him?
Why did the boy trust Lydia Mikhailovna and tell the whole truth? (“She was sitting in front of me, all neat, smart and beautiful…” p.145)

Pin od: So, guys, from your answers, we realized that V.G. himself is the prototype of the main character of the story. Rasputin. All the events that happened to the hero were in the life of the writer. For the first time, the eleven-year-old hero is torn away from his family by the will of circumstances, he understands that the hopes of not only his relatives and the whole village are pinned on him: after all, according to the unanimous opinion of the villagers, he is called to be a “learned man”. The hero makes every effort, overcoming hunger and homesickness, so as not to let his countrymen down. And now, turning to the image of the French teacher, let's analyze what role Lydia Mikhailovna played in the boy's life.
What was the main character's memory of the teacher? Find in the text a description of the portrait of Lydia Mikhailovna; what is special about it? (reading the description of “Lydia Mikhailovna was then….”; “There was no cruelty in her face…” p.149)
What feelings did the boy evoke in Lydia Mikhailovna? (She treated him with understanding and sympathy, appreciated his purposefulness.)

And now let's see a short excerpt from the film "French Lessons", filmed at the Mosfilm studio in 1978.
(Watching an excerpt from the film, episode "The Package")
Why did Lidia Mikhailovna decide to study with the boy at home? (The teacher began to study with the hero additionally, hoping to feed him at home).
Why did Lidia Mikhailovna decide to send a parcel to the boy, and why did this idea fail? (She wanted to help him, but she filled the parcel with "city" products and thereby gave herself away. Pride did not allow the boy to accept the gift)
Did the teacher manage to find a way to help the boy without hurting his pride? (She offered to play for money in the "wall")
Is the hero right, considering the teacher an extraordinary person? (Lydia Mikhailovna is endowed with the ability for compassion and kindness, for which she suffered, having lost her job)
Conclusion: Lidia Mikhailovna takes a risky step, playing with students for money, out of human compassion: the boy is extremely exhausted, and refuses help. In addition, she considered remarkable abilities in her student and is ready to help them develop in any way.
- How do you feel about the act of Lydia Mikhailovna? (children's opinion).
- Today we talked a lot about morality. What is "morality"? Let's find the meaning of this in the explanatory dictionary of S. Ozhegov. (The expression is written on the blackboard).

Teacher's word. Playing for money with her student, Lidia Mikhailovna, from the point of view of pedagogy, committed an immoral act. “But what is behind this act?” the author asks. Seeing that her student was malnourished in the hungry, post-war years, she tried to help him: under the guise of additional classes, she invited him home to feed him, sent a parcel, as if from his mother. But the boy refused everything. And the teacher decides to play with the student for money, playing along with him. She cheats, but is happy because she succeeds.
- Why is the story called "French Lessons"? (The title "French Lessons" speaks not only of teaching a foreign language to a fifth grader, but also of the value of the moral lessons presented to the child by the teacher.)
What was the main lesson taught by the teacher?
-We write down the fifth lesson: “Be kind and sympathetic, love people” (slide number 8)

Teacher:
- An epigraph to the lesson is written on the board: "Reader ...". And what feelings does the story "French Lessons" bring up? (Kindness and compassion).
Kindness is what attracts all readers in the heroes of the story.

Conclusion: The French teacher showed by her example that there is kindness, responsiveness, love in the world. These are spiritual values. Let's look at the introduction to the story. It expresses the thoughts of an adult, his spiritual memory. He called "French Lessons" "lessons of kindness." V.G. Rasputin speaks of the "laws of kindness": true goodness does not require a reward, does not seek direct returns, it is disinterested. Good has the ability to spread, to be transmitted from person to person. Kindness and compassion play a big role in human life, and I hope that you will always be kind, ready to help each other at any moment.

Summarizing. Student assessment.
D / s. Write an essay-reasoning “What moral lesson did Rasputin teach me?” (slide number 8)

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 take up a pen. Education, books, life experience educate and strengthen this gift in the future, but it should be born in childhood,” wrote Valentin Grigorievich 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 for the prototype. I needed to return to people the good that they once did for me.

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

The story is autobiographical. Lidia Mikhailovna is named in the work by her own name (her last name is Molokova). In 1997, the writer, in an interview with a correspondent for the Literature at School magazine, spoke about meetings with her: “Recently she was visiting me, and we long and desperately remembered our school, and the Angarsk village of Ust-Uda almost half a century ago, and much of that difficult and happy time."

Genus, genre, creative method

The work "French Lessons" is written in the genre of the story. The heyday of the Russian Soviet short story falls on the twenties (Babel, Ivanov, Zoshchenko) and then the sixties and seventies (Kazakov, Shukshin, etc.). More quickly than other prose genres, the story reacts to changes in social life, as it is written faster.

The story can be considered the oldest and the first of the literary genres. A brief retelling of an event - an incident on a hunt, a duel with an enemy, and the like - is already an oral story. Unlike other kinds and forms of art, conditional in its essence, the story is inherent in humanity, having arisen simultaneously with speech and being not only the transmission of information, but also a means of social memory. The story is the original form of the 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 be fully considered an autobiographical story.

Subject

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

Playing for money a teacher with her student, from the point of view of pedagogy, is an immoral act. But what is behind this act? - asks the writer. Seeing that the schoolboy (during the hungry post-war years) is 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, of course, "loses" so that the boy can buy milk for these pennies. And she is happy that she succeeds in this deception.

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

Main heroes

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

Lidia 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, appreciated his determination. She saw remarkable learning abilities in her student and is ready to help them develop in any way. Lidia Mikhailovna is endowed with an extraordinary ability for compassion and kindness, for which she suffered, having lost her job.

The boy impresses with his determination, desire to learn and go 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 district center."
2. “I studied well here ... in all subjects, except French, I kept fives.”
3. “I felt so bad, so bitter and disgusted! - worse than any disease.
4. "Having received it (ruble), ... I bought a jar of milk at the market."
5. "They took turns beating me ... that day there was no person more unfortunate than me."
6. "I was frightened and lost ... she seemed to me an extraordinary person, not like everyone else."

Plot and composition

“I went to the fifth grade in forty-eight. It would be more correct to say, I went: in our village there was only an elementary school, therefore, in order to study further, I had to equip myself from a house fifty kilometers away to the regional center. For the first time, an eleven-year-old boy, by the will of circumstances, is cut off from his family, torn from his usual environment. However, the little hero understands that the hopes of not only his relatives, but the whole village are pinned 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 countrymen down.

With special understanding, a young teacher approached the boy. 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. The idea of ​​Lidia Mikhailovna with the parcel was not crowned with success. The teacher filled it with "urban" products and thereby gave herself away. In search of a way to help the boy, the teacher invites him to play for money in the "wall".

The climax of the story comes after the teacher began to play with the boy in the wall. The paradox 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 the trouble did happen, he began to understand the behavior of the teacher more deeply. And this led him to realize some aspects of the life of that time.

The ending of the story is almost melodramatic. The parcel with Antonov apples, which he, a resident of Siberia, never tried, seems to echo the first, unsuccessful parcel with city food - pasta. More and more strokes are preparing this finale, which turned out to be not at all unexpected. In the story, the heart of an incredulous village boy opens before 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 narration flows slowly, with everyday details, but the rhythm imperceptibly captures it.

The language of the story is simple and at the same time expressive. The writer skillfully used phraseological turns, achieving expressiveness and figurativeness of the work. Phraseologisms in the story "French Lessons" for the most part express one concept and are characterized by a certain meaning, which is often equal to the meaning of the word:

“I studied here and it’s good. What was left for me? Then I came here, I didn’t have anything else to do here, and I didn’t know how to treat everything that was entrusted to me in a slipshod way” (lazily).

“At school, I had not seen a bird before, but, looking ahead, I’ll say that in the third quarter, he suddenly, like snow on his head, fell on our class” (unexpectedly).

“Hungry and knowing that my grub would not last long, no matter how much I saved it, I ate to satiety, to pain in my stomach, and then after a day or two I again planted my teeth on the shelf” (starve).

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

One of the features of the language of the story is the presence of regional words and obsolete vocabulary, characteristic of the time of the story. For example:

To rent - to rent an apartment.
A lorry is a truck with a carrying capacity of 1.5 tons.
Tearoom - a kind of public dining room, where tea and snacks are offered to visitors.
Toss - to sip.
Naked boiling water is clean, without impurities.
Vyakat - to chat, to speak.
To bale - to hit lightly.
Khlyuzda is a rogue, a deceiver, a cheater.
Prytika - what is hidden.

The meaning of the work

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

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 sharper. But difficulties temper character, so the main character often shows such qualities as willpower, pride, sense of proportion, endurance, determination.

Many years later, Rasputin will again turn to the events of bygone years. “Now that a fairly large part of my life has been lived, I want to comprehend 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 with her, she showed me a gesture of attention, sending apples and pasta, as before. And whoever 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 on herself, left the school, and said goodbye 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 kind person should act. After all, it is not for nothing that they say: a school teacher is a teacher of life.

Synopsis of a lesson in literature, grade 6

"French Lessons" - life lessons

(according to the story of V. G. Rasputin "French Lessons")

Target: to show the spiritual generosity of the teacher and her role in the boy's life.

Tasks:

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

b) developing: improve the skills of analytical reading, 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 methods: analytical conversation, expressive reading, reading by roles, watching a video clip.

I. Organizational moment (greeting students)

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

Let's talk? - Let's talk.

Do you know about what? - About what?

About different things. About what is good and not so good. Let's talk? Let's talk, we'll be interested!

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) study hours in the schedule 3) study work, task for the student)

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

Teacher: Right. Today we will once again turn to the story of V. G. Rasputin "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 has learned from the situations he finds himself in; what lessons have we learned; Let's think about what a teacher should be. On the example of the heroes of the story, we will learn how to do the right thing 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 the young and adult reader.”

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

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

(questions on 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)

In all subjects, the main character studied at "five" (no)

The main character was homesick, relatives, village (yes)

Parcel with pasta was sent to the hero by mom (no)

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

Lydia Mikhailovna played with her student in zameryashki (yes)

2 slide Independent life of the hero

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

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

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

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

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

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

(Story on behalf of the hero of the story)

Teacher: And now let's see an episode from the movie (director E. Tashkov "French Lessons", episode mother's arrival)

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

slide 3

Teacher: Look at the slide. What part 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 chika is the only way to make money. The boy bought milk with this money, 1 ruble per liter, he had to drink milk, because he was ill with anemia, he was dizzy)

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 Ptakhi. They don’t forgive him for this. The boy is severely beaten by three of them. 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 protagonist faces a difficult situation while communicating with the guys who live by the laws of the street. In these laws there is no place for honesty, goodness, justice, they are ruled by force, power.

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

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

(Vocabulary: self-esteem)

slide 4 The role of Lydia Mikhailovna in the life of a boy

Teacher: Coming into conflict with Vadik, the hero puts himself in a difficult position: he loses his source of money, he can be expelled from school for playing. Who comes to the aid of the boy? Who will play an important role in the fate of the protagonist?

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

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

How does the hero see Lydia Mikhailovna?

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

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

“She came in, greeted, carefully examined almost each of us, making supposedly playful, but obligatory remarks”

Write in a notebook, fill out the table: 1st column - Lidia Mikhailovna's character traits, 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 it by chance? (L.M. understood that the main character was a talented boy, but his studies could be hindered by a constant feeling of hunger. She realized that the boy was starving, that it was very difficult for him to live in a strange family. Communication with Vadik, Ptakha could lead the boy on the wrong path She is trying to feed him, so she invites him to classes at her home)

Textbook reading:“You definitely need to study. How many well-fed loafers we have in 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. Seeing her student beaten for the second time, she decided to help him at all costs.

To understand a person, to take on some of his pain is one of the best qualities of a person.

slide 5“Be able to feel a person next to you, be able to read his soul, see in his eyes joy, misfortune, misfortune, grief” V.A. Sukhomlinsky

How else is Lidia Mikhailovna trying to help the boy? (sends a package of pasta)

How did Lidia Mikhailovna manage to help the main character?

(Reading the episode "The Freeze Game" by role)

Discussion of this episode:

Can a teacher play for money with her student? With t.sp. pedagogical science, this act is immoral. And the director of the school, having learned about this, calls Lidia Mikhailovna's act "a crime, corruption, seduction", she is dismissed from school. Do you condemn Lydia Mikhailovna?

What is behind the teacher's behavior?

How can you call the act of Lydia Mikhailovna?

Teacher: Lidia Mikhailovna’s act, her French lessons are lessons of kindness, courage, true humanity, sincere generosity, sensitivity: “be kind, sympathetic, love people” - this is what her act says.

V. G. Rasputin wrote about this years later: “A very young, recent student, she did not think that she was educating us by her own example, but the actions that were self-evident for her became the most important lessons. Kindness lessons.

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

Compilation of syncwine.

(Example: Lidia Mikhailovna

Kind, smart

Teaches, helps, worries

Lidia Mikhailovna loves children

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

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

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

That other teacher was called L.M. Molokova slide 6

(Vocabulary: prototype)

In 1951, she, a young graduate of the Irkutsk Institute of Foreign Languages, came to distant Ust-Uda. She got a desperate class. And skipped, and hooligans - everything was. Lidia Mikhailovna organized a drama circle, and the "robbers" soon changed.

Valya Rasputin was not a class leader, but he was respected for his fairness and courage.

It was bad then, as everywhere in the post-war years, starving. The children were dressed in all sorts of things: old hats, jerseys worn by others, ichigi on their feet.

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

Interestingly, after Transbaikalia, this woman lived in Saransk, taught French at the Mordovian University. Then she worked in Cambodia, and in Algeria, and in 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, 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, she claimed that this was a collective image. Moreover, she did not remember how she sent a parcel with pasta. Rasputin wondered how it could be forgotten? But I realized that

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

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

What feelings does it instill in us? (kindness, selflessness, sensitivity, patience, love)

Kindness, love, sympathy are the spiritual values ​​of a person. People who have these 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, responsiveness in the world.

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

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

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

Slide 8 « You can forget the name of the teacher, it is important that the word "TEACHER" remains (V. Astafiev)

Teacher, the days of your life, as one,

You dedicate to the school family.

You are all who came to study to you,

You call your children.

Beloved teacher, dear person.

Be the happiest in the world

Even though it's hard sometimes to get you

Your naughty children.

You rewarded us with friendship and knowledge.

Accept our thanks!

We remember how you led us into people

From timid, funny first-graders.

But the children grow up, from the school bench

Walking the paths of life

And your lessons are remembered,

And keep you in your heart.

M. Sadovsky "Native man"

4.Slide 9

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